Simon Fraser University
Engaging the World

Course Outlines

Summer 2020 - EDUC 472 E200

Designs for Learning: Elementary Language Arts (4)

Class Number: 4458

Delivery Method: Distance Education

Overview

  • Course Times + Location:

    May 11 – Aug 10, 2020: Tue, 5:30–9:20 p.m.
    Burnaby

  • Prerequisites:

    EDUC 401/402 or corequisite EDUC 403.

Description

CALENDAR DESCRIPTION:

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.

COURSE DETAILS:

This course will be delivered remotely through self-directed modules released weekly; as such, students will not be expected to be online and available during scheduled class times, though virtual check-ins (not considered mandatory) will take place throughout the term.  The first check-in will be on the first day of class (May 12).


In this course, you will learn how to apply theories of literacy and language arts teaching to your teaching practice in primary and junior settings. As a future literacy and language arts teacher, it is crucial that you understand and examine your own beliefs and personal experiences as a literate being. This course is an overview of the theory, research, and practice of literacy and language arts teaching in primary and junior settings. The six key dimensions of Language Arts – speaking, listening, writing, reading, representing, and viewing –will frame the course content. The focus will be on understanding literacy as a social practice and designing learning opportunities for elementary students in authentic ways and culturally responsive ways that are integrated across curricular content. A variety of teaching methods that develop children’s literacy skills and strategies will be discussed as well the importance of questioning and constructing meaning through a sociocultural lens.

COURSE-LEVEL EDUCATIONAL GOALS:

Upon the successful completion of this course, students will be able to:

  • Demonstrate an understanding of: "What is literacy in the 21st century?"
  • Discuss and apply an understanding of the theories, assumptions and principles in literacy in planning and using a repertoire of strategies for children K-8
  • Reflect on personal experiences and examine critically current beliefs that may impact on literacy practice.
  • Identify other forms of literacy expression, multiple literacies (media and critical literacies), multimodalities, the arts
  • Describe the significance of inclusive practices, and select and develop curricular materials/resources from multiple sources that are representative of an inclusive approach to teaching and learning.
  • Explain the importance and impact of home-school connections in literacy acquisition.
  • Exemplify a high level of literacy by thoughtfully discussing the readings and other course materials and writing standard Canadian English, including observing the guidelines of the Publication Manual of the American Psychological Association (6th ed.).

Grading

  • Weekly Online Tasks and Activities 70%
  • Literacy Autobiography 15%
  • Interview with Critical Response 15%

NOTES:

There will be no final examination for this course.

We will not be “meeting” on Tuesdays from 5:30-9:20pm but rather readings, slides, videos and tasks will be posted on a weekly basis, giving you time and space to work on course material when you have the opportunity. We will, however, have scheduled virtual check-ins throughout the term, which will be opportunities to discuss the material, get to know our classmates and share personal experiences in relation to the content.

Materials

MATERIALS + SUPPLIES:

A computer and internet access will be required.

REQUIRED READING:

Jordan-Fenton, C., & Pokiak-Fenton, Margaret. (2010). Fatty legs: A true story. (L. Amini- Holmes, Illus.). Toronto, ON: Annick Press. (E/J) (Available in French)
ISBN: 9781554512461

Weekly academic/professional readings (will be provided on Canvas)

Federal and Provincial Resources:

  1. *Foundations for Literacy: An evidenced-based toolkit for the effective reading and writing teacher: https://www.idaontario.com/wp-content/uploads/2017/06/Hawkin-2008-Foundations-for-literacy-an-eivdence-based-toolkit-for-the-effective-reading-and-writing-teacher.pdf
  2. Supporting Student with Learning Disabilities: https://www2.gov.bc.ca/assets/gov/.../teach/teaching.../learning_disabilities_guide.pdf
  3. Teaching Tools for K-12 Contexts: https://www2.gov.bc.ca/gov/content/education-training/k-12/teach/teaching-tools
  4. Children’s Literature: https://wtpsite.wordpress.com/2019/03/24/2019-summer-reading-list/

RECOMMENDED READING:

Jordan-Fenton, C. (2013). When I was eight.(G. Grimard, Illus.) Toronto, ON: Annick Press. (E/J) (Available in French)
ISBN: 9781554514908

Registrar Notes:

ACADEMIC INTEGRITY: YOUR WORK, YOUR SUCCESS

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

TEACHING AT SFU IN SUMMER 2020

Please note that all teaching at SFU in summer term 2020 will be conducted through remote methods. Enrollment in this course acknowledges that remote study may entail different modes of learning, interaction with your instructor, and ways of getting feedback on your work than may be the case for in-person classes.

Students with hidden or visible disabilities who believe they may need class or exam accommodations, including in the current context of remote learning, are encouraged to register with the SFU Centre for Accessible Learning (caladmin@sfu.ca or 778-782-3112) as soon as possible to ensure that they are eligible and that approved accommodations and services are implemented in a timely fashion.