EDUC 342 Methods: Elementary Language Arts
An overview of elementary language arts education-history, issues, state and national standards. Standards-based instruction for elementary language arts will be examined and applied. Includes an emphasis on instructional technologies. Examines the nature of language through different theoretical approaches so that sounds principles of language development may be applied as children learn to use and control language through reading, writing, listening, and speaking in the classroom. Taken as part of a methods block that requires a 30-hour field experience in which candidates prepare, teach, and assess lessons
Offered
Fall
Student Learning Outcomes
- Demonstrate knowledge of language processing requirements of proficient reading and writing: Phonological, orthographic, semantic, syntactic, discourse; understand the reciprocal relationships among spelling and vocabulary knowledge; consider the changing relationships among the major components of literacy development in accounting for reading achievement. (InTASC 1, 2, 3, 4, 7, 8, 9; NDESPB 1.1, 1.3, 1.9)
- Apply behaviorism, cognitivism, constructivism, humanism, and language acquisition theories that affect reading and writing development; identify and explain how environmental, cultural, and social factors contribute to literacy development; know phases in the typical developmental progression of spelling, reading fluency, reading comp0rehension, and written expression; understand the major skill domains that contribute to written expression. (InTASC 1, 3, 4, 7, 8, 9; NDESPB 1.4, 1.5, 1.8. 4G.1)
- Use the North Dakota State Standards and the backward design model for lesson planning to apply the general principles and practices of structured language and literacy teaching, including explicit, systematic, cumulative, teacher-directed instruction; understand rational for multisensory and multimodal language-learning techniques; accommodate instruction for individual differences in cognitive, linguistic, sociocultural, and behavioral aspects of learning. (InTASC 2, 4, 7, 8, 9; NDESPB 4A.1, 4A.2, 4A.3)
- Write and teach language arts lesson plans with various strategies to motivate, engage, and address diverse students with varying abilities and needs for sentence comprehension in listening and reading comprehension, explicit comprehension strategy instruction as supported by research, and the teacher's role as an active mediator of text-comprehension processes. (InTASC 1, 2, 3, 4, 5, 6, 8; NDESPB 4F.1, 4F.2, 4F.3, 4F.4, 4F.5)
- Write and teach specific written expression lesson plans with various strategies to motivate, engage, and address diverse students with varying abilities and needs for teaching letter formation (manuscript and cursive), spelling and punctuation, the writing process, and assistive technology in written expression. (InTASC 1, 2, 3, 4, 5, 6, 7, 8: NDESPB 4G.2, 4G.3, 4G.4, 4G.5)
- Write and teach specific vocabulary lesson plans with various strategies to motivate, engage, and address diverse students with varying vocabulary differences for teaching vocabulary development and knowledge in oral and written language comprehension, indirect (contextual) methods of vocabulary instruction, and direct and explicit methods of vocabulary instruction. (InTASC 1, 2, 3, 4, 5, 6, 7, 8; NDESPB 4E.1, 4E.2, 4E. 3, 4E.4)
- Model a community of learners and leaders in the college classroom and elementary classroom experiences; interact using multiple structures and strategies in whole group, small group, partner, and independent practice using social and academic language. (InTASC 1, 3, 7, 10)
- Observe and tutor students in elementary classrooms whereby cooperating teacher, supervising teacher, and preservice teacher plan direct and explicit instruction with literacy, reading comprehension, written expression, or vocabulary. (InTASC 1, 2, 3, 6, 7, 8, 10; NDESPB 4A.1, 4A.2, 4A.3, 4F.4, 4F.5, 4G.2, 4G.3, 4G. 4, 4G. 5, 4E.1, 4E.2, 4E.4, 4F.1)
- Provide various assessments and feedback for learning including screening, progress-monitoring, diagnostic, and outcome; utilize well-validated screening tests designed to identify students at risk for spelling difficulties. (InTASC 1, 2, 6, 7, 8, 9; NDESPB 3.1, 3.4)