Fall 2019 - EDUC 472 E100
Designs for Learning: Elementary Language Arts (4)
Class Number: 5862
Delivery Method: In Person
Focuses on developing knowledge, skills and strategies to create a rich and stimulating language arts program in the elementary classroom. Issues in reading, writing, speaking and listening will be examined through current theory and teaching practice.
- is for those interested in learning about designing a comprehensive language, literacy and learning program that works for diverse groups of learners in the elementary grades.
- aims to give you opportunities to explore issues around the teaching and learning of language and literacy that are theoretical in nature and of immediate and practical use to the classroom teacher.
- is designed to enable you to reflect on your classroom experiences and assist you to develop a repertoire of methods and materials that will deepen and enrich the language and literacy learning of all your students.
COURSE-LEVEL EDUCATIONAL GOALS:
The purpose of the course is to introduce you to:
- a sampling of the major ways of looking at language, learning and literacy.
- a cross-section of some of the literature in the field.
- immediate and practical language/literacy learning teaching methods.
- a framework in which to examine and reflect upon your beliefs as a language/literacy teacher.
- your role as a specialized teacher in engaging students in making meaning in situated, social and active ways.
- the means to deepen and enrich the learning of a diverse group of learners.
- the key activities to involve students in reading, writing, listening and speaking, thinking and inquiry in the elementary classroom.
- Attendance 10%
- Participation 15%
- Writing Project 25%
- Daily Letter Collection 25%
- ABC Book on Teaching of Language Arts 25%
The completion of course requirements forms the basis for the assessment and evaluation of your work in Education 472: Designs for Learning Language Arts. Your work will be graded according to university grading guidelines. Criteria will be set for each area of your work, and criterion-referenced evaluation strategies will be used. The final evaluating process comprises both self-evaluation and evaluation by the course instructor.
- In-class attendance
- Participation in weekly discussions
- Reading and discussing the research/professional literature
- Engaging in practice tasks and curriculum/program building
Popp, M.S. (2005). Teaching language and literature in elementary classrooms. Lawrence Erlbaum Associates, Publishers. New Jersey.
6+1 Traits of writing: the complete guide grades 3 and up. Scholastic Professional Books. Canada.
Buis, K. (2004). Writing every day. Pembroke Publishers. Canada.
SFU’s Academic Integrity web site http://www.sfu.ca/students/academicintegrity.html is filled with information on what is meant by academic dishonesty, where you can find resources to help with your studies and the consequences of cheating. Check out the site for more information and videos that help explain the issues in plain English.
Each student is responsible for his or her conduct as it affects the University community. Academic dishonesty, in whatever form, is ultimately destructive of the values of the University. Furthermore, it is unfair and discouraging to the majority of students who pursue their studies honestly. Scholarly integrity is required of all members of the University. http://www.sfu.ca/policies/gazette/student/s10-01.html
ACADEMIC INTEGRITY: YOUR WORK, YOUR SUCCESS