LAE 4314 (Kohnen) 1 LAE 4314: Language Arts for Diverse Learners University of Florida 8:30-11:30, Thursdays Norman Hall 2323 Dr. Angela Kohnen 2419 Norman Hall (352) 273-4233 Office Hours Mondays, 8:30-11:30 Or by appointment Please feel free to email me with questions or concerns. I will answer an email within 24 hours during the regular workweek—if you don’t hear back from me in that time frame, please email again. Please get in the habit of proofreading your emails before hitting send. Use your resources to determine if a question can be answered by simply by reading the syllabus or assignment directions. This Syllabus Contains: • Course Overview • Required Texts • Goals and Objectives • Course Calendar • Assignment Descriptions • University and Course Policies • Alignment of Florida Reading Competencies • Alignment of ESOL Performance Standards Course Overview: This course is designed to prepare preservice elementary teachers in the area of language arts, with a specific focus on the teaching of writing, and address issues related to differentiating instruction for students with diverse backgrounds and learning styles. Teaching language arts in the elementary school means integrating the skills of reading, writing, listening and speaking. As elementary school teachers, it is our job to help children become lifelong readers and writers. The only way we can do that is to be readers and writers ourselves. Throughout the course, my hope is that we learn to live as a community of authors - immersed in writing and sharing our writing, reading and discussing our reading, listening openly and responding to each other's ideas and points of view. This personal experience with language and writing, and reflecting on that experience, will form the core, or first layer of your foundation for the teaching of language arts. A second layer or component of this course will address classroom application and literacy issues related to language arts instruction. You can expect part of each class session to be devoted to weekly reading discussion among you and your peers, and the instructor’s lecture will be related to the themes of the weekly reading and teaching application. This course is also linked with your field experience and teaching practice: you will conduct case studies with struggling learners and connect your learning in the course with your teaching practice with real children based on individual assessment of their language and writing development.
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LAE 4314: Language Arts for Diverse Learners University of Florida
This Syllabus Contains: • Course Overview • Required Texts • Goals and Objectives • Course Calendar • Assignment Descriptions • University and Course Policies • Alignment of Florida Reading Competencies • Alignment of ESOL Performance Standards
Course Overview:
This course is designed to prepare preservice elementary teachers in the area of language arts, with a specific focus on the teaching of writing, and address issues related to differentiating instruction for students with diverse backgrounds and learning styles. Teaching language arts in the elementary school means integrating the skills of reading, writing, listening and speaking. As elementary school teachers, it is our job to help children become lifelong readers and writers. The only way we can do that is to be readers and writers ourselves. Throughout the course, my hope is that we learn to live as a community of authors - immersed in writing and sharing our writing, reading and discussing our reading, listening openly and responding to each other's ideas and points of view. This personal experience with language and writing, and reflecting on that experience, will form the core, or first layer of your foundation for the teaching of language arts.
A second layer or component of this course will address classroom application and literacy issues related to language arts instruction. You can expect part of each class session to be devoted to weekly reading discussion among you and your peers, and the instructor’s lecture will be related to the themes of the weekly reading and teaching application. This course is also linked with your field experience and teaching practice: you will conduct case studies with struggling learners and connect your learning in the course with your teaching practice with real children based on individual assessment of their language and writing development.
bookstore). • Ralph Fletcher and JoAnn Portalupi (2001). Writing Workshop. Heinemann. • Ralph Fletcher (2013). What A Writer Needs. Second Edition. Heinemann. • Lucy Calkins, Mary Ehrenworth, & Christopher Lehman (2012). Pathways to the
Common Core: Accelerating Achievement. Heinemann. (UF Bookstore). • Sharon Creech (2001). Love that Dog. Joanna Cotler Books. (UF bookstore)
Goals and Objectives: Students in LAE 4314 should be able to accomplish the following goals and objectives: Goal 1: Students will have knowledge of methods integrating language arts instruction with reading and writing and content areas, designing an effective language arts program and differentiating instructions for diverse learners. Students will know how to:
! Design an effective language arts program ! Assess students’ progress ! Select appropriate teaching materials and activities for instruction ! Differentiate lessons for students ! Manage language arts instruction for students with a wide range of ability and
backgrounds ! Build a literacy-rich and friendly learning environment ! Communicate and accommodate students with individual needs ! Use different measurement for different purposes
Goal 2: Students will have knowledge of the writing process, writers, writing genres and methods of effective writing instruction, including differentiating instruction for diverse learners such as ELLs, gifted, and ESE. Students will know how to:
! Design an effective writing program ! Manage a writing workshop with diverse learners ! Assess students’ oral and writing development ! Plan writing lessons to meet individual students’ needs ! Use literature as mentor-texts for writing ! Confer with students one on one through direct and explicit instruction ! Provide explicit instruction on the craft and various genres of writing ! Teach language skills and writing conventions in the context of reading and writing ! Teach writing across the curriculum ! Use informative assessment for further learning and teaching ! Align authentic teaching with curriculum requirements
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Course Calendar Subject to Change
Note: All readings should be completed before class begins. Reading journals (see assignments) are due at the beginning of class. Date Reading In Class Notes
Discussion Lesson Focus Writing Workshop 8/27 Building a
teaching/learning and writing community
Importance of teachers of writing being writers themselves
• Have access to the syllabus in class • Be sure to buy all required texts • Bring a writer’s notebook (a notebook only for your
writing in this class), a place to take notes from class lectures, and a folder specifically for this class
9/3 Routman, Ch 1 Fletcher, Ch 1-3
Our beliefs in the teaching of writing
Writing Process: Theory and Approach Writing Instruction for children at different levels
The role of Children’s Literature in writing instruction Writing craft in children’s literature Classroom library, reading/writing connection
Nonfiction writing • Midterm Exam due 10/15
• Continue exploring nonfiction writing; bring something to class 10/15
10/15 Routman, Ch 7 F&P, Ch 3-4
Teaching language/writing skills in context Key components of effective writing instruction Reflection on practicum teaching practices and results
Variety of nonfiction Instruction of nonfiction reading and writing
Nonfiction writing • Practicum: collect new writing samples from case study student; bring to class 10/22
• Explore ideas for second piece of nonfiction writing; continue revising first piece (if necessary)
• NOTE: Pathways presentations begin 10/22
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Date Reading In Class Notes Discussion Lesson Focus Writing Workshop
10/22 Routman, Ch 8 F&P, Ch 5-6
Daily writing instruction and minilessons Review case study samples, pre- and post Pathways, Ch 6
Explicit instruction: mini lessons and teacher conferences Evidence-based or assessment-based writing instruction
Persuasion • Practicum: Teach a third mini-lesson based on student’s needs; be prepared to discuss 10/29
• Continue exploring second piece of nonfiction writing
10/29 Routman, Ch 9 F&P Ch 7-8
Teacher conferences Discuss third mini lesson from practicum Pathways, Ch 7
Spelling instruction Teaching skills in context
Persuasion • Practicum: final case study assignment due 11/19. Catch up on any missed sections, begin reflection on process. Bring notes and questions to class 11/5.
• Finalize all nonfiction pieces of writing; explore ideas for poetry in writer’s notebook
11/5 Routman, Ch 10 F&P, Ch 9-10
Assessment for learning and teaching Case study reflections Pathways, Ch 8
Assessment on writer’s growth, writing development Summative and informative assessment Portfolio Assessment
Poetry • Bring drafts of poetry writing to class 11/12
11/12 Routman Ch 11 F&P, Ch 11-12
Professional development Pathways, Ch 9
Key components of teaching writing to diverse learners Reading/writing connection WAC
Poetry • Continue writing/revising poetry; bring drafts to class 11/19
• Case Study Portfolios due 11/19. You will present to small groups
11/19 Routman, Ch 12 Find your autonomy Pathways, Ch 10
Case study presentations
Poetry • Multigenre paper due (via email) 12/3
• Multigenre presentations during final exam period
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Date Notes 12/3 Class will not meet. In lieu of class, be sure to do the following:
• Email multigenre project by midnight (eastern) 12/3. You will receive a “thank you” email by the end of the day 12/4 if your project has been received and I can open it. If you do not receive the thank you email by midnight, 12/4, please follow up.
• Work on your synthesis paper, due at final exam time
• Be prepared to present your mutligenre paper during final exam period
• Synthesis paper due at final exam time (must be hard copy)
Final Exam
Present your multi-genre project Turn in your synthesis paper
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Assignments and Grades
Grades will be calculated using the following scale:
In order to pass this class, you must successfully complete the synthesis paper and case study portfolio with a rating of “accomplished,” regardless of your performance on all other assignments. No exceptions will be made to this rule, even if you do not plan to teach after graduation. Students who receive an “Unsatisfactory” rating will be offered a chance to redo the course work. Students who do not complete their makeup work satisfactorily will receive either an “Incomplete” or a failing grade. Students who fail the course must repeat it during another semester. Note: On all work submitted for credit by students at the university, the following pledge is either required or implied: “On my honor, I have neither given nor received unauthorized aid in doing this assignment.” ASSIGNMENTS: 1. Weekly reading journal (15%) Due: beginning of each class (hard copy) The purpose of this assignment is to record your ideas and thoughts, concerns and questions, revelations and wonders while you are doing your weekly reading assignments throughout the course. The weekly reading prepares you for the class each week, so it is imperative that you do the reading and journal assignment every week before class. The weekly reading journal is to be typed and turned in weekly. In order to receive full points for each entry, you need to include two parts: 1) The main points you learned from each chapter; 2) Your personal reflection including your questions and puzzles, and your making connections of the reading with the class discussion, activities and demonstration. If you are absent from class, even if it is excused and you email the journal entry, the most points you can get for that journal entry is 2/3. 2. Group presentation on Pathways to the Common Core (5%) Due: sign ups during second week of class As a group of students, you will study the content and standards of an assigned chapter from the book on Pathways to the Common Core and then present your study to the class. Your presentation will include:
• Your understand or interpretation of the chapter and the standard requirements; • What would be required to do in the instruction; • Questions and challenges for classroom implementation.
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The group presentation will be assessed by the thoroughness and depth of your group understanding of your assigned chapter and your engagement of the audience via interactive discussion (15 minutes). NOTE: all members of your group should read the entire chapter. 3. A case study and teaching practice portfolio on a struggling learner (20%) Due: 11/19 (hard copy and presentation) This assignment is part of your field practicum (10 hours a week). You are required to conduct a case study of a struggling reader/writer. You will identify a target student, and pre-assess the student’s oral language and writing ability. You will keep track of this student’s language and writing development. Based on your assessment of this student’s needs in language and writing development, you will design minilessons and one-on-one teacher conferences in working with the students and helping him/her make writing improvements. In this case-study portfolio, you will collect the student’s work, record your assessment and write down the lessons and conferences you have tried, use the student’s written work to give evidence to show what you have tried and reflect on your teaching practice. You will write a final report of your assessment of the student’s language and writing development, the minilessons and teacher-conferences and strategies you have tried, and the outcomes of your working with this student (evidence of your teaching and the student’s progress). Everyone will present this case study portfolio to the class. See separate assignment sheet for additional details. 4. The final synthesis paper on Writing Instruction (25%) Due: at final exam (hard copy only) This final paper is to synthesize (not summarize) all your learning on language arts/writing instruction. To synthesize is not to summarize what you have learned from each experience this semester, but to present your understanding through weaving those experiences together, which is called “synthesizing.” See separate assignment sheet and rubric for additional details. 5. Multi-genre book project (20%) with reflective paper (5%) = 25% Due: 12/3 (email), presentation at final exam time
Throughout the course, you will work on your own development as a writer through writing three different genres (narrative, nonfiction, and poetry) under one broad theme. You will work on these pieces throughout the semester in and out of the class and create a multi-genre book. This book is supposed to demonstrate: 1. your growth as a writer, 2.your understanding of the writing process, 3. your knowledge of different writing genres, 4. your ability to present yourself in different writing styles and formats and 5.your understanding of thematic integration.
To integrate your learning in your Integrating Technology course, you need to publish this multigenre book in digital format. The assessment of the book project focuses on the fine quality of the content as well as your writing process throughout the semester and your improvement as a writer. The digital publication will be counted as part of your Integrating Technology Course. You will turn in part of your work for this project during the midterm, and
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on the last day of our class, you will share this complete book project to the class as a celebration of yourselves as writers and future writing teachers. 6. Professional ethics (10%)
Your professionalism will be assessed according to how well you: • Attend class punctually (coming late or leaving the class early without informing the
instructor counts as an absence) • Prepare for class • Bring completed assignments to class and finish course readings and turn in the
weekly journal assignments after the class each week • Maintain a professional attitude toward others, collaborative work, and class
discussions • Treat your group work in or out of class seriously • Participate in class discussion and activities throughout the semester • Complete of various course assignments by the specified due dates • Refrain from the use of electronic devices while in class, and make sure cell phones
are silenced. Any form of non-professional behaviors (for example: sleeping, talking or reading or doing un-related course work such as doing cross words, reading newspapers, reading emails or other internet work, texting, doing the assignments for other classes, taking or making cell phone calls) is not acceptable and will affect your final grade (by instructor’s observation notes).
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University and Course Policies: • The Honor Code: We, the members of the University of Florida community, pledge to
hold ourselves and our peers to the highest standards of honesty and integrity. On all work submitted for credit by students at the university, the following pledge is either required or implied: “On my honor, I have neither given nor received unauthorized aid in doing this assignment.” Information on procedures is located in the Student Guide at www.dso.ufl.edu/stg/ and is set forth in the Florida Administrative Code.
• Students with disabilities requesting accommodations should first register with the Disability
Resource Center (352-392-8565, www.dso.ufl.edu/drc/) by providing appropriate documentation. Once registered, students will receive an accommodation letter which must be presented to the instructor when requesting accommodation. Students with disabilities should follow this procedure as early as possible in the semester
• Attendance Policy: Absence diminishes the quality of this class for others and disrespects
the teaching and learning: therefore full attendance and punctuality are required. Two or more absences, tardiness, and early departures will affect your final grade. Requirements for class attendance and make-up exams, assignments, and other work in this course are consistent with university policies that can be found at: https://catalog.ufl.edu/ugrad/current/regulations/info/attendance.aspx.
• Penalty for late work: In order to be fair to all students, any work that is turned in late will
lose 1/4 of the full points automatically. Points will continue to be deducted until a week after the assignment due date, at which time no points will be awarded. Any work that is not complete at the beginning of class, or is being completed during the class that it is due, will be considered late. Please turn work in on time. Unless I tell you differently, do not expect me to print out work that you email to me.
• University Grading Policies can be found at: https://catalog.ufl.edu/ugrad/current/regulations/info/grades.aspx
• Students are expected to provide feedback on the quality of instruction in this course by
completing online evaluations at https://evaluations.ufl.edu. Evaluations are typically open during the last two or three weeks of the semester, but students will be given specific times when they are open. Summary results of these assessments are available to students at https://evaluations.ufl.edu/results/.
• If you find yourself facing problems affecting your coursework, you are encouraged to talk
with an instructor and to seek confidential assistance at the UF Counseling & Wellness Center, 352-392-1575. Visit their web site for more information: http://www.counseling.ufl.edu/. Also, crisis intervention is always available 24/7 from: Alachua County Crisis Center: (352) 264-6789.
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Florida Reading Competencies
In this course, one or more assignments have been selected as “Key Tasks” that will assess your mastery of knowledge, skills, and/or dispositions that the State of Florida requires of all entry-level educators. These assignments were specifically selected as Key Tasks because they align with the Florida Reading Competencies.
The Florida Reading Competencies will be documented by satisfactory completion of the final synthesis paper and case-study portfolio on essential issues in language arts/writing instruction. To pass this course you must successfully complete these major tasks and receive a rating of “Accomplished”. No exceptions will be made to this rule, even if you do not plan to teach after graduation. Students who receive an “Unsatisfactory” rating will be offered a chance to redo the course work. Students who do not complete their makeup work satisfactorily will receive either an “Incomplete” or a failing grade. Students who fail the course must repeat it during another semester.
The rating guide for the final synthesis paper is:
“Accomplished” -- Students demonstrate comprehensive and solid understanding of essential issues in teaching language arts/writing to elementary diverse learners presented throughout the course.
“Unsatisfactory ” – Students fail to demonstrate a basic understanding of essential issues in teaching language arts/writing to elementary diverse learners presented throughout the course.
Competency 1: Foundations in Language & Cognition
Teachers will develop substantive understanding of six components of reading as a process: comprehension, oral language, phonological awareness, phonics, fluency, and vocabulary.
Performance Indicator B: Oral Language
(1.B.1) Understand how the students’ development of phonology, syntax, semantics, and pragmatics relates to comprehending written language.
Class discussions, Journal entries, Final paper and case-study project
(1.B.3) Understand that writing enhances the development of oral language.
Class Discussions, Journal Entries, Final Paper,
Multi Genre Book and case-study project
Performance Indicator F: Vocabulary
(1.F.3) Identify principles of semantics as they relate to vocabulary
Class Discussions, Journal Entries, Final Paper, Multi
Genre Book and case-
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development (e.g., antonyms, synonyms, figurative language, etc.).
study project
(1.F.5) Understand that writing can be used to enhance vocabulary instruction.
Class Discussions, Journal Entries, Final Paper, Multi
Genre Book and case-study project
Competency 2: Application of Research-Based Instructional Practices
Teachers will scaffold student learning by applying the principles of research-based reading instruction and integrating the six components of reading. Teachers will engage in the systematic problem solving process.
Performance Indicator B: Oral Language
(2.B.1) Apply intentional, explicit, and systematic instructional practices for scaffolding development of oral/aural language skills (e.g., language experience approach, Socratic questioning).
Class Discussions, Journal Entries, Final Paper, Multi
Genre Book and Case-Study Project
(2.B.4) Use writing experiences to enhance oral language (e.g., interactive writing, student to teacher sentence dictation).
Class Discussions, Journal Entries, Final Paper, Multi
Genre Book and Case-study project
Performance Indicator E: Fluency
(2.E.2) Use oral/aural language and writing experiences to enhance fluency (e.g., poetry charts, song lyrics).
Class Discussions, Journal Entries, Final Paper, Multi
Genre Book
Competency 4: Foundations of Applications of Differentiated Instruction
Teachers will have a broad knowledge of students from differing profiles in order to understand and apply research-based instructional practices by differentiating process, product, and context. Teachers will engage in the systematic problem solving process.
(4.17) Implement research-based instructional practices using writing to develop students’ comprehension of text.
Class Discussions, Journal Entries, Final
Paper, Multi Genre Book and Case-study Project
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The rating guide framework below will be used to evaluate your performance on tasks assessing specific Florida Reading Competency Indicators covered in this course. The language of each Reading Indicator completes the statements. For more information, please visit the Educator Assessment System Student Portal at: https://my.education.ufl.edu/.
Accomplished The candidate demonstrates knowledge of how to _______________________. The candidate is prepared to apply this skill in a practical setting.
Unsatisfactory The candidate demonstrates little knowledge of how to _______________________________________________________________.
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ESOL Performance Standards documented in this course LAE 4314 Standard 1 Standard 2 Standard 3 Domain 1 N/A N/A Domain 2 2.2b 2.3b-c Domain 3 3.2e, 3.2g Domain 4 4.1b-d 4.2b N/A Domain 5 5.3f
Domain 2: Language and Literacy (Applied Linguistics)
Standard 2: Language Acquisition and Development Teachers will understand and apply theories and research on second language acquisition and development to support ELLs’ learning.
2.2.b. Recognize the importance of ELLs’ home languages and language varieties, and build on these skills as a foundation for learning English.
Standard 3: Second Language Literacy Development Teachers will demonstrate an understanding of the components of literacy, and will understand and apply theories of second language literacy development to support ELLs’ learning.
2.3.b. Demonstrate understanding of similarities and differences between L1 (home language) and L2 (second language) literacy development. 2.3. c. Demonstrate understanding of how L1 literacy influences L2 literacy development and apply this to support ELLs’ learning.
Domain 3: Methods of Teaching English to Speakers of Other Languages (ESOL)
Standard 2: Standards-Based ESL and Content Instruction Teachers will know, manage, and implement a variety of teaching strategies and techniques for developing and integrating ELLs’ English listening, speaking, reading, and writing skills. The teacher will support ELLs’ access to the core curriculum by teaching language through academic content.
3.2.e. Provide standards-based reading instruction appropriate for ELLs from diverse backgrounds and at varying English proficiency levels. 3.2. g. Develop ELLs’ writing through a range of activities, from sentence formation to expository writing.
Domain 4: ESOL Curriculum and Materials Development
Standard 1: Planning for Standards-Based Instruction of ELLs Teachers will know, understand, and apply concepts, research, best practices, and evidenced-based strategies to plan classroom instruction in a supportive learning environment for ELLs. The teacher will plan for multilevel classrooms with learners from diverse backgrounds using a standards-based ESOL curriculum.
4.1.c. Plan differentiated learning experiences based on assessment of students’ English and L1 proficiency and integrating ELLs’ cultural background knowledge, learning styles, and prior formal educational experiences. 4.1.d. Plan learning tasks for particular needs of students with limited formal schooling (LFS).
Standard 2: Instructional Resources and Technology Teachers will know, select, and adapt a wide range of standards-based materials, resources, and technologies.
4.2.b. Select and adapt a variety of materials and other resources including L1 resources, appropriate to ELLs’ developing English language and literacy.
Domain 5: Assessment (ESOL Testing and Evaluation)
Standard 3: Classroom-Based Assessment for ELLs Teachers will identify, develop, and use a variety of standards- and performance-based, formative and summative assessment tools and techniques to inform instruction and assess student learning. Teachers will understand their uses for identification, placement, and demonstration of language growth of ELLs from diverse backgrounds and at varying English proficiency levels. Teachers will articulate the appropriateness of ELL assessments to stakeholders.
5.3. f. Assess ELLs’ language and literacy development in classroom settings using a variety of authentic assessments, e.g., portfolios, checklists, and rubrics.
These ESOL Standards may be addressed through course readings, class lectures, discussion and activities and course assignments. Course Objectives ESOL
! Manage language arts instruction with students of wide range of ability and backgrounds
! Build a literate rich and friendly learning environment
! Communicate and Accommodate students with individual needs
! Use different measurement for different purposes
2.2b 2.3b-c 3.2e 3.2g 4.1b-d 4.2b 5.3f
Routman’s Writing Essentials; Calkins, et al: Pathways to Common Core Lectures on the relation between L1 and L2, and how to assessment ELL’s overall literacy development
Class discussion Class lectures Case study presentation of working with ELL students
Weekly reading journal Last synthesis paper Case-study portfolio assessment and teaching practice with struggling learners
