ELED 4323 Teaching Language Arts in the Public School

Southeastern Oklahoma State University
Teacher Education Program Syllabus
ELED 4323 – Teaching Language Arts in the Public School
Spring 2011
Kathryn Cheatham, M.Ed.
kcheatham@se.edu
Professionals for the 21 st Century: Competent, Committed, and Ethical
TITLE: ELED 4323- Teaching Language Arts in the Public School
Text : Yellin, D.,Jones, M., & DeVries, B. (2008). Integrating the language arts (4 th ed.)
Scottsdale,AZ: Holcolmb Hathaway Publishers, Inc.
PREREQUISITES: ELED 2213 Foundations of Literacy, ELED 3423 Teaching Reading-
Elementary School I, ELED 3433 Teaching Reading Elementary School II, and EDUC 3313
Technology Integration for the Classroom. (Concurrent Enrollment with ELED 4444 Diagnosis
and Remediation of Reading is permissible.)
CATALOG DESCRIPTION: This course includes creative integration of listening, speaking,
written expression and handwriting in traditional and innovative school programs.
PORTFOLIO COMPONENTS: The teacher candidate will place the following artifacts in
their Teacher Education Portfolio-Module III-Handwriting Samples in manuscript and cursive
for Zaner-Bloser and D’Nealian Models, Poetry Book and Literature-Based Thematic Unit.
MAJOR GOALS:
The teacher candidate will:
1. Demonstrate knowledge of language foundations and development on exams, projects
and in-class activities.
2. Develop knowledge of the conventions of language needed to compose and
comprehend oral and written texts and to relate it to the rest of the elementary
curriculum.
3. Demonstrate the ability to write and teach correct manuscript and cursive writing in the
Zaner-Bloser and D.Nealian models on paper and the chalkboard.
4. Develop and understanding of the writing process and its utilization in the classroom
and be able to teach it to elementary school children.
5. Demonstrate the ability to use computer software related to language arts.
6. Demonstrate knowledge of poetry forms and utilize these forms to construct a poetry
book.
7. Demonstrate an understanding of how to design a literature-based thematic unit
incorporating the six language arts modes.
DEMONSTRATION OF COMPETENCIES:

Competency #1. The teacher understands the central concepts and methods of
inquiry of the subject matter discipline(s) he or she teaches and
can create learning experiences that make these aspects of
subject matter meaningful for students.
Instruction:
The concept of instructing students on how to model proper
handwriting on the chalkboard and paper will be taught.
Assessment:
Competency will be considered achieved if the student presents
a proper portfolio submission of handwriting samples in Zaner
Bloser and D’Nealian.
Instruction:
The concept of instructing students on a variety of poems and
applying that knowledge through writing poems to exemplify an
understanding will be taught.
Assessment:
Competency will be considered achieved if the student submits a
poetry book for the portfolio.
Competency #2. The teacher understands how children learn and develop, and
can provide learning opportunities that support their intellectual,
social and personal development at all grade levels including
early child-hood, elementary, middle level and secondary.
Instruction:
The concept of how to plan and deliver a literature-based
thematic unit inclusive of the six modes of language arts and
integrated curriculum will be taught.
Assessment:
Competency will be considered achieved if the student submits a
literature-based thematic unit for the portfolio.
Competency #3. The teacher understands that students vary in their approaches to

learning and creates instructional opportunities that are
adaptable to individual differences of learners.
Instruction:
The concept of how to adapt and modify lessons to meet
students’ individual learning styles will be taught.
Assessment:
Competency will be considered achieved if the student submits
a thematic unit for the portfolio in which lesson plans and
activities are developed to accommodate students’ levels of
learning and modified to meet learning styles.
Competency #4. The teacher understands curriculum processes and uses a variety
of instructional strategies to encourage students’ development
of critical thinking, problem solving, and performance skills
and effective use of technology.
Assessment:
Competency will be considered achieved if the student submits
a computer-generated schematic map for the thematic unit that
provides a visual organizer of the key elements of the literature
utilized.
Competency #5. The teacher uses best practices related to motivation and
behavior to create learning environments that encourage positive
social interaction, self motivation and active engagement
learning; thus, providing opportunities for success.
Assessment:
Competency will be considered achieved if the student freely
engages in dialogue and asks questions of the instructor and peer
group during instructional time and related in-class activities.
CONCEPTUAL FRAMEWORK: The conceptual framework for the teacher education
program at Southeastern Oklahoma State University is based on the theme: Professionals for the

21 st century; competent, committed and ethical. The conceptual framework is consistent with the
mission of the University and is based upon research about best practices in education. It stems
from the former theme: Teacher as Manager of Learning and is comprised of the four knowledge
based domains; planning, delivering, motivating and assessing. Planning is an essential aspect of
effective teaching which involves developing and designing daily, unit and long range plans for
instruction. Delivering covers a broad range of instructional strategies and methods such as free
inquiry through questioning, demonstration, presentation and performance. The delivery of
instruction also refers to the educational practices related to creating learning environments that
promote positive social interaction, active inquiry, collaboration and engagement in educational
experiences. Successful teachers are positive motivators. They create an enjoyable classroom
environment which accommodates a variety of learning styles and individual differences.
Assessment is vital to the program for teacher candidates. They learn that assessment can be used
in a variety of ways to assess properly. They must collect, interpret and synthesize data and use
that information to modify the curriculum in such a way as to meet the needs of all their students.
RESEARCH OF PROJECT COMPONENT: The student will compile a poetry book
including a variety of poems that have been taught based on word and syllable count, free form,
model, rhymed and formula types.
The project requires that a table of contents, an author’s page and appropriate illustrations to
accompany each of the poems be included. Each of the poems must be labeled according to
which of the five major categories it fits.
A second culminating project in the course requires that students assemble a literature-based
thematic unit in which children’s trade books are utilized. Language Arts students must design a
schematic web page to include the titles of books, the specific modes utilized, and areas of
interdisciplinary curriculum that apply. The unit must include lesson plans and activities that are
adapted to meet individual learning styles and modifications to meet the needs of all levels of
learning. An annotated bibliography covering all the trade books is required.
FIELD COMPONENT: The student will be involved in a pen pal project with the public school
at the second or third grade level. Language Arts students will meet with their pen pal at the end
of the semester and plan an appropriate story telling activity using a self-constructed puppet.
DIVERSITY COMPONENT: The teacher candidates will review the issues involved with ESL
students and multicultural education is integrated into the subject matter. Biased assessment of
students from diverse cultural groups will be addressed. A specific component of the course will
deal with monitoring students’ learning, utilizing portfolios and assigning grades.
PERFORMANCE ACTIVITIES: The following enabling activities will be utilized:

1. Reading assigned textbook chapters and relevant research articles.
2. Lecture and participation in discussion on course topics.
3. Participation in paired and/or small group activities.
4. Construction of poetry book and thematic unit projects.
5. Reflections based on textbook material and delivery of instruction.
6. Proficiency of handwriting on paper and the chalkboard.
ASSESSMENT:
Handwriting Samples 30 pts.
Poetry Book 50 pts.
Teaching Bulletin Board 30 pts.
Thematic Unit 100 pts.
Reflections (2) 30 pts.
Pen pal Activity 50 pts.
Grading Scale: 90-100 % A
80-89% B
70-79% C
60-69% D
Below 60 F
SUPPLEMENTARY READINGS:
Gunning, Thomas, G. (2002). Assessing and Correcting Reading and Writing Difficulties.
Yopp, Hallie Kay (2006). Literature-Based Reading Activities.
Gorski, Paul C. (2005). Multicultural Education and the Internet; Intersections and
Integrations.
SPECIAL ACCOMMODATIONS:
Syllabus Statement: Any student needing special accommodations due to a disability
should contact the Coordinator for Student Disability Services, Student Union, Suite 204 or
call (580) 745-2254 (TDD# 745-2704). It is the responsibility of each student to make an
official request for accommodations to the Coordinator.