Application for Elementary Language Arts

Return to: BX Application, Form_XX, Syllabi, Dept. of Education, University

 

Content Guidelines/Standards Matrix

 

College/University

 Lake Superior State University

Code

BX

 

Source of Guidelines/Standards

Michigan State Board of Education, 2000

 

Program/Subject Area

Language Arts

 

 

DIRECTIONS:     List required courses on matrix and provide additional narrative to explain how standards are met.  If electives are included, they should be clearly indicated.  Adjust size of cells as needed.

 

 

Standard/Guideline

Narrative Explaining how Required Courses and/or Experiences
Fulfill the Standards for Programs

1.0

Standards for the Structure of the Elementary Language Arts Teacher Education Program

 

The Elementary Language Arts Teacher Education Program models effective pedagogy in its content area courses and also provides opportunities for practice, analysis, reflection and implementation through courses in the Teacher Education sequence, including the elementary language arts methods courses EDUC 411.  Additionally, pedagogical modeling, critique and analysis is a focus of the English course ENGL 320 Responding to Writing.  Less directly, modeling and curriculum design are implicit in the delivery of the range of literature, theater, communication, and early childhood courses in the major and minor. Field experience among varied populations, in addition to classroom modeling and support, further enhances awareness of effective practices.

 

For English, as with other content areas, the Teacher Education component of the program is scrupulous in its adherence to the Michigan Curriculum Framework.  The English curriculum design is based on the standards of NCATE and other state and national guidelines. Close collaboration between the Teacher Education and English departments assures compliance with standards, and assures curriculum and cross-disciplinary integration and application.  Evaluation of teaching and learning is accomplished by various means, including portfolios, within the respective areas of English and Teacher Education, and candidate scores on certification tests indicate overall effectiveness

1.1

The language arts teacher education program will model effective pedagogical practices and provide opportunities for analysis of pedagogy, reflection on pedagogy, and implementation of effective pedagogy in pre-service teachers’ own planning and instruction.

Elementary

 

Major:

EDUC 411 - Pre-service students are required to teach an Understanding by Design (UBD) lesson  in the classroom as well as in their field placement.  They are required to reflect on their lesson and share with other students. The instructor of EDUC 411 will model effective pedagogical practices (e. g.,  language experience approach, literature discussion groups). Pre-service teachers will also design learning centers and integrated units

ENGL 320 – A principle focus of this course is consideration of pedagogies for writing instruction across a variety of disciplines and age levels. 

Minor:

EDUC 411 - Pre-service students are required to teach an Understanding by Design (UBD) lesson  in the classroom as well as in their field placement.  They are required to reflect on their lesson and share with other students. The instructor of EDUC 411 will model effective pedagogical practices (e. g.,  language experience approach, literature discussion groups). Pre-service teachers will also design learning centers and integrated units

ENGL 320 – A principle focus of this course is consideration of pedagogies for writing instruction across a variety of disciplines and age levels. 

1.2

The language arts teacher education program will embody a philosophy consistent with the Michigan Curriculum Framework 1996, Content Standards and Benchmarks, Teaching, and Learning Standards, Assessment Standards, and Professional Development Standards.

 

Elementary

 

Major:

EDUC 411 - The language arts teacher education program embodies a philosophy consistent with the Michigan Curriculum Framework 1996… Pre-service  teachers are required to read, study and discuss this framework in both large and small groups.

 

Minor:

EDUC 411 - The language arts teacher education program embodies a philosophy consistent with the Michigan Curriculum Framework 1996… Pre-service  teachers are required to read, study and discuss this framework in both large and small groups. 

1.3

The language arts teacher education program will maintain an articulated and coordinated curriculum, involving content, pedagogy, and professionalism, that is aligned with standards from relevant state and national professional associations, including Michigan ’s Guidelines for the Professional Development of Teachers of English Language Arts

Elementary

 

Major:

EDUC 411- -  The LSSU language arts teacher program maintains  an articulated and coordinated curriculum that is aligned with standards  from the Michigan 's Guidelines for the Professional Development of Teachers of English Language Arts

 

Minor:

EDUC 411- -  The LSSU language arts teacher program maintains  an articulated and coordinated curriculum that is aligned with standards  from the Michigan 's Guidelines for the Professional Development of Teachers of English Language Arts 

 

1.4

The language arts teacher education program will promote curriculum integration and cross-disciplinary application of content standards, conceptual understandings, themes, issues, and processes.

Elementary

 

Major:

EDUC 411- Students will design  UBD  lesson plans,  integrated units as well as learning centers.

Minor:

EDUC 411- Students will design  UBD  lesson plans,  integrated units as well as learning centers. 

1.5

The language arts teacher education program will provide multiple school-based experiences in environments where effective practices are modeled and supported, including experiences with diverse populations and the use of technology in language arts learning.

Elementary

 

Major:

EDUC 411- Pre-service teachers will be involved in field experiences, will observe and reflect on classrooms where there are diverse populations and technology is used. (In addition, websites and videos that show various school and classroom settings in which language arts are taught  will be observed and discussed.  For example, one such series, the “Happy Reading”, provides examples of best practices.)

Minor:

EDUC 411- Pre-service teachers will be involved in field experiences, will observe and reflect on classrooms where there are diverse populations and technology is used. (In addition, websites and videos that show various school and classroom settings in which language arts are taught  will be observed and discussed.  For example, one such series, the “Happy Reading”, provides examples of best practices.) 

 

1.6

The language arts teacher education program will maintain a system of evaluation that includes demonstration and documentation (e.g., a comprehensive portfolio) of teaching and learning processes and abilities.

Elementary

 

Major:

EDUC 411- Students’ work is uploaded and maintained in their electronic portfolios.

 

 

Minor:

EDUC 411- Students’ work is uploaded and maintained in their electronic portfolios.

 

2.0

Standards for Professionalism

 

Courses within the Teacher Education sequence specifically foster responsiveness to the diversity of backgrounds and abilities among learners.  The conduct of classes in the content area depends largely on discussion and interaction among diverse learners and thus practices and models principles of professional respect.  The understanding of cultural identity and diversity is a specific emphasis of Teacher Education courses, and a primary component of English courses as well as other communication, theater, and early childhood courses in the program, in which consideration of culture in its diversity and historical and global context features prominently.

The combination and integration of the professional focus of Teacher Education courses, and the academic focus of the Language Arts program models and supports the appreciation and practice of effective literacy in various media and genres.  Literature courses investigate respective and cross-genre expression and consider issues of artistic standards or merit as a function of effectiveness.  All courses, especially those in English, require the practical demonstration of effective literacy and are rigorous in their development of and requirement for critical thinking, including familiarity with and application of formal critical theories.

Both the Teacher Education and English programs model and promote  participation in  professional organizations and activities.  In English, students are encouraged, through course assignments, to develop professional quality publications and presentations, and students are provided with professional opportunities to feature their work.  Field  experiences through the Teacher Education curriculum, and activities within the English program provide a variety of collaborative and public and professional venues for the appreciation and understanding of Language Arts.

2.1

Language Arts teachers demonstrate professional practices when they respect the worth, contributions, abilities, and languages of all learners

Elementary

 

Major

EDUC 411 - This is demonstrated in every teaching education course , including EDUC 411 – beginning on the first day of the course.

ENGL180 – Respect for the diversity of points of view and opinions is both practiced and modeled in discussions and writing about literary interpretations.

ENGL221 – Students’ and Instructor’s constructive critique of individual creative work is modeled and practiced based on a fundamental respect for the worth of all learners.

 

 

Minor:

EDUC 411 - This is demonstrated in every teaching education course , including EDUC 411 – beginning on the first day of the course.

ENGL180 – Respect for the diversity of points of view and opinions is both practiced and modeled in discussions and writing about literary interpretations.

ENGL221 – Students’ and Instructor’s constructive critique of individual creative work is modeled and practiced based on a fundamental respect for the worth of all learners.

 

 

2.2

Language Arts teachers demonstrate professional practices when they help students understand their own and others’ cultures, abilities, and languages.

Elementary

 

Major:

EDUC 411 - From admission into the teacher education program, the pre-service teachers are aware of professional standards for teachers, including commitment to students and student learning and monitoring students’ progress, and respect for each person – regardless of culture, ethnic background, gender, abilities. Re: the later, we recognize that all persons have abilities.) EDUC 411 reinforces this.  


ENGL180– This practice is modeled in lessons and discussions of the influence of cultures and circumstances on literary production and interpretation.

ENGL221– This practice is modeled in student critiques of each other’s creative work

ENGL236 – The principle focus of this course is the interaction of culture and literature.

Minor:

EDUC 411 - From admission into the teacher education program, the pre-service teachers are aware of professional standards for teachers, including commitment to students and student learning and monitoring students’ progress, and respect for each person – regardless of culture, ethnic background, gender, abilities. Re: the later, we recognize that all persons have abilities.) EDUC 411 reinforces this.  


ENGL180– This practice is modeled in lessons and discussions of the influence of cultures and circumstances on literary production and interpretation.

ENGL221– This practice is modeled in student critiques of each other’s creative work

 

2.3

Language Arts teachers demonstrate professional practices when they develop students’ effective use of oral, written, and visual literacy in their daily lives.

Elementary

2.4

Language Arts teachers demonstrate professional practices when they develop students’ effective use of critical thinking

Elementary

Major:

EDUC 411 - Bloom’s (cognitive)  taxonomy is reviewed by the instructor and used in daily lessons.  In addition, pre-service teachers are required to incorporate the use of higher level thinking skills in their lessons, units, learning centers.

ENGL180–  This course models the development of effective critical thinking through the consideration of literary analysis and interpretation and underlying issues of reception and meaning.

Minor:

EDUC 411 - Bloom’s (cognitive)  taxonomy is reviewed by the instructor and used in daily lessons.  In addition, pre-service teachers are required to incorporate the use of higher level thinking skills in their lessons, units, learning centers.

ENGL180–  This course models the development of effective critical thinking through the consideration of literary analysis and interpretation and underlying issues of reception and meaning.

 

2.5

Language Arts teachers demonstrate professional practices when they promote students’ appreciation of and engagement in a wide variety of media and genre.

 

 

 

Elementary

 

Major:

EDUC 411– The course focuses on strategies and methodologies for effective learning in a variety of language arts media and genres

ENGL180– The course provides students with a critical introduction to a variety of literary genres, and instruction models the promotion of appreciation and engagement.

ENGL221– The course provides students with practice in the creation of a variety of literary genres, and instruction models the promotion of appreciation and engagement

ENGL340  - The course focuses on study of a particular genre, and models promotion of appreciation and engagement.

THEA 309   - The course involves practice and consideration of dramatic and performance genres, and models promotion of appreciation and engagement.

 

Minor:

EDUC 411– The course focuses on strategies and methodologies for effective learning in a variety of language arts media and genres

ENGL180– The course provides students with a critical introduction to a variety of literary genres, and instruction models the promotion of appreciation and engagement.

ENGL221– The course provides students with practice in the creation of a variety of literary genres, and instruction models the promotion of appreciation and engagement


THEA 309   - The course involves practice and consideration of dramatic and performance genres, and models promotion of appreciation and engagement.

 

2.6

Language Arts teachers demonstrate professional practices when they engage regularly in professional growth and reflective practice with an emphasis on inquiry-based teaching

Elementary

 

Major:

EDUC 411– Focus on strategies and methodologies for effective learning emphasizes reflective practice and inquiry-based teaching.

ENGL 320– The course entails inquiry of and reflection on writing practice and pedagogies. 

Minor:

EDUC 411– Focus on strategies and methodologies for effective learning emphasizes reflective practice and inquiry-based teaching.

ENGL 320– The course entails inquiry of and reflection on writing practice and pedagogies.

 

2.7

Language Arts teachers demonstrate professional practices when they work with colleagues, parents, community members, and professional organizations.

 

Elementary

 

Major:

EDUC 411 - Pre-service teachers  are encouraged to demonstrate professional practices by working with their mentor teacher, parents , community members and professional organizations.  Pre-service teachers are made aware of professional organizations. In addition, the instructor tries to build a Professional Learning Community (PLC) in the classroom.

ENGL221– The practice of student-to-student critiques emphasizes the importance of developing collegial and collaborative relationships.

COMM 225– The course focuses on an understanding of relationships and communication with a variety of people.

THEA 309 – The course involves collaborative activity and includes work with community members and organizations.

Minor:

EDUC 411 - Pre-service teachers  are encouraged to demonstrate professional practices by working with their mentor teacher, parents , community members and professional organizations.  Pre-service teachers are made aware of professional organizations. In addition, the instructor tries to build a Professional Learning Community (PLC) in the classroom.

ENGL221– The practice of student-to-student critiques emphasizes the importance of developing collegial and collaborative relationships.

COMM 225– The course focuses on an understanding of relationships and communication with a variety of people.

THEA 309 – The course involves collaborative activity and includes work with community members and organizations.

 

2.8

Language Arts teachers demonstrate professional practices when they participate in professional and public discourse and develop informed stands on English language arts issues.

 

 

Elementary

 

Major:

EDUC 411- Pre-service teachers are encouraged to read, research, reflect on their past experiences, dialogue with experts in the field of Language Arts  to develop informed stands on English language Arts issues.

ENGL180– The course involves consideration and discussion of salient issues relating to the production, reception, and evaluation of literature.

ENGL 320– The course focuses on consideration of issues relating to the production, reception, and evaluation of written texts

 

Minor:

EDUC 411- Pre-service teachers are encouraged to read, research, reflect on their past experiences, dialogue with experts in the field of Language Arts  to develop informed stands on English language Arts issues.

ENGL180– The course involves consideration and discussion of salient issues relating to the production, reception, and evaluation of literature.

ENGL 320– The course focuses on consideration of issues relating to the production, reception, and evaluation of written texts

 

 

2.9

Language Arts teachers demonstrate professional practices when they participate in professional activities that reflect national and state professional development standards.

Elementary

 

Major:

EDUC 411 - Pre-service teachers are notified of workshops, opportunities (e.g., tutoring, judging orals or Science fairs),  In addition, they participate in workshops conducted by guest presenters.  

 

Minor:

EDUC 411 - Pre-service teachers are notified of workshops, opportunities (e.g., tutoring, judging orals or Science fairs),  In addition, they participate in workshops conducted by guest presenters.  

2.10

Language Arts teachers demonstrate professional practices when they join and participate in professional organizations, such as the Michigan Council of Teachers of English, the National Council of Teachers of English, the Michigan Reading Association, the International Reading Association, the Michigan Association of Speech Communication, and the Journalism Education Association.

Elementary

 

Major:

EDUC 411 -  Pre-service teachers are made aware of  the various professional organizations and encouraged to join when they are teachers.  In addition, they are encouraged to visit the websites and to read some of the journals from these professional organizations. They are als, encouraged to write an article critique based on an article from a journal and to lead a discussion on this.

 

 

 

Minor:

EDUC 411 -  Pre-service teachers are made aware of  the various professional organizations and encouraged to join when they are teachers.  In addition, they are encouraged to visit the websites and to read some of the journals from these professional organizations. They are als, encouraged to write an article critique based on an article from a journal and to lead a discussion on this.

3.0

Standards for Knowledge of Content and Curriculum

 

The combination of professional Teacher Education and English programs models, instructs, and requires analysis and application of effective communication strategies in a variety of settings.  The English course ENGL 320, Responding to Writing, specifically investigates the varieties of respective rhetorical positions between readers and writers, while COMM 225, Interpersonal Communication, addresses other, non-verbal communication situations and strategies.   These as well as required literature courses, by their nature, involve the understanding and application of the integration and variety of communication acts and processes.  Courses such as ENGL 222 Grammar, ENGL 231-2, American Literature, ENGL 236, Literature and Culture, and CHLD 420, Emerging Literacy, as well as the foreign language requirements in the program involve the history,  development and structure of language, processes of language acquisition and the diverse affects of culture on language, learning, and literacy.

 

The analysis of literature in its various forms, historical periods and cultural contexts constitutes the primary emphasis of the core of the English program.  Within this, consideration of key issues and themes both specific  and common to a variety of classic and contemporary literatures are examined, including issues of voice, authority, and the politics of marginality that apply to the contexts of gender and multicultural text production.    An understanding of intertextuality, the interrelationship and interdependence of texts over time and context is a feature of the historical approach of the English program  Literary development is presented as a function of history and culture, but

especially for teaching candidates takes into account the relationship between literature and cognitive and social development, such as is featured in the courses devoted to the understanding and application of Children’s literature, EN335 and CHLD 420.  The appreciation and practice of the literary experience and of critical reading strategies and issues, including analysis of past and contemporary critical theory, is designed to demonstrate the extension of the application of literature to the personal and public, ethical,  political and ontological world beyond the classroom.

 

The language and composition emphases of the English curriculum provide rigorous instruction, analysis, and practice in grammars and conventions, usage, purpose and process in both the reception and production of texts.  Composition pedagogy classes such as ENGL 320, as well as literature classes in the core curriculum, place great emphasis on the understanding and application of issues of voice, style, purpose and context in a variety of communication settings, including the professional and artistic and in print and non-print media.

 

Over the course of their matriculation in the English program, candidates are expected to develop a mastery of fluent articulation and expression through the critical appreciation of literary craft and aesthetics and the extensive requirements for the demonstration of independent consideration and comprehension supported by research-based inquiry.  Teacher Education methods classes, such as EDUC 411 and EDUC 330, provide methodologies for transferring content knowledge to application in the instruction of reading and writing.

3.1

Meaning and Communication.  Teachers of language arts will know the following and understand their applications for instruction and assessment:

 

3.1.1

the integrated nature of English language arts (listening, speaking, reading, writing, viewing and visually representing);

 

 

 

Elementary

 

Major:

ENGL180– Consideration and practice of literary analysis involves recognition of the integrated factors involved in literary production and reception.

ENGL221– Production, presentation and critique of creative work emphasizes the holistic nature of such activities.

ENGL 320– Consideration of the production, reception and evaluation of written texts involves awareness of the various dimensions that affect each activity.

COMM 225– Development of effective interpersonal communication involves awareness of the integrated and contextual nature of communication acts.

THEA 309 – Awareness of the multiple and integrated dimensions of dramatic presentation and reception are intrinsic to this course.

Minor:

ENGL180– Consideration and practice of literary analysis involves recognition of the integrated factors involved in literary production and reception.

ENGL221– Production, presentation and critique of creative work emphasizes the holistic nature of such activities.

ENGL 320– Consideration of the production, reception and evaluation of written texts involves awareness of the various dimensions that affect each activity.


THEA 309 – Awareness of the multiple and integrated dimensions of dramatic presentation and reception are intrinsic to this course.

3.1.2

a variety of communication models and the interdependence of their various components;

 

 

 

Elementary

 

Major:

EDUC 411- The pre-service teacher recognizes the effectiveness of allowing choices to students in methods of presentations, and this is also modeled.  by the instructor’s approach to class presentations. In addition, the course emphasizes the importance of constructivism and the use of multiple intelligences.

ENGL180– The course presents a variety of literary modes and genres and involves consideration of the multivalence of affects.

ENGL221– The course involves practice of a variety of creative modes and consideration of how their components combine to produce affects.

ENGL 320 - The course analyzes the multiple modes and affects in the production and reception of written texts.

COMM 225– The course emphasizes awareness and understanding of the various elements combined in effective communication in a variety of contexts.

THEA 309 – The course focuses on the components of dramatic production and performance.

Minor:

EDUC 411- The pre-service teacher recognizes the effectiveness of allowing choices to students in methods of presentations, and this is also modeled.  by the instructor’s approach to class presentations. In addition, the course emphasizes the importance of constructivism and the use of multiple intelligences.

ENGL180– The course presents a variety of literary modes and genres and involves consideration of the multivalence of affects.

ENGL221– The course involves practice of a variety of creative modes and consideration of how their components combine to produce affects.

ENGL 320 - The course analyzes the multiple modes and affects in the production and reception of written texts.


THEA 309 – The course focuses on the components of dramatic production and performance.

3.1.3

the elements of effective communication in a variety of rhetorical situations and the use of appropriate communication modes and behaviors

Elementary

 

Major:

 ENGL221– The course involves practice in using a variety of narrative strategies and poetic modes.

ENGL 320 - The contextual analysis of the rhetoric of written texts is a feature of the course.

COMM 225– Rhetorics appropriate to situational factors are a primary element of course consideration and practice

THEA 309 – Varieties of dramatic contexts are considered and practiced in the course  

 

Minor:

ENGL221– The course involves practice in using a variety of narrative strategies and poetic modes.

ENGL 320 - The contextual analysis of the rhetoric of written texts is a feature of the course.


THEA 309 – Varieties of dramatic contexts are considered and practiced in the course  

3.1.4

the oral and written language acquisition and development process (from birth through adolescence) of first and second languages;

 

Elementary

 

Major:

EDUC 330 – A focus of the course is the construction of meaning through the interaction of reader, text, and context.

EDUC 411 - Pre-service students are required to articulate the oral and written language acquisition and development process (from birth through adolescence).

ENGL 320– A focus of the course is the dynamics of textual reception.

CHLD420– The course focuses on understanding the reading, writing, oral, and listening development of the child from preschool to early elementary.

 

Minor:

EDUC 330 – A focus of the course is the construction of meaning through the interaction of reader, text, and context.

EDUC 411 - Pre-service students are required to articulate the oral and written language acquisition and development process (from birth through adolescence).

ENGL 320– A focus of the course is the dynamics of textual reception.

3.1.5

grammars, conventions, and history of English, e.g., morphology, phonology, semantics, syntax;

 

 

Elementary

 

Major:

ENGL222– The course provides an understanding of the development of English conventions and practice in grammar and usage.

Minor:

ENGL222– The course provides an understanding of the development of English conventions and practice in grammar and usage.

 

3.1.6

the social, cultural, and dynamic nature of verbal and nonverbal language, and how language choices affect peoples’ lives;

Elementary

 

Major:

ENGL180– Literary analysis features consideration of how society and culture construct language and meaning.

ENGL236 – This course specifically focuses on the interaction of culture and literature

COMM 225– This course provides a grounding in both verbal and nonverbal aspects of one-on-one human interaction.  It is built on a foundation of research and theory pertaining to processes of communication underlying both intimate and more casual relationships.  Ethical implications of such issues are stressed throughout.

THEA 309 – This course features consideration and practice of both verbal and non-verbal performance and issues of affect and effect.

 

Minor:

ENGL180– Literary analysis features consideration of how society and culture construct language and meaning.

THEA 309 – This course features consideration and practice of both verbal and non-verbal performance and issues of affect and effect.

3.1.7

the diversity of language uses, patterns, and dialects in oral, written, and visual discourse; and

 

Elementary

 

Major:

ENGL180– the course explores diversities of language in literature

ENGL221– The course encourages  diverse language practices in creative work.

ENGL236 – The course focuses on the ways in which diverse cultures affect language in literature.

ENGL 320– The course considers reception and evaluation of diverse language uses, patterns, and dialects in written texts.

COMM 225– Diverse oral and nonverbal communications (i.e., language) are considered within various interpersonal contexts.

THEA 309 – The diversity of oral and visual discourse in dramatic presentation constitutes a major focus of the course.

 

Minor:

ENGL180– the course explores diversities of language in literature

ENGL221– The course encourages  diverse language practices in creative work.


ENGL 320– The course considers reception and evaluation of diverse language uses, patterns, and dialects in written texts.


THEA 309 – The diversity of oral and visual discourse in dramatic presentation constitutes a major focus of the course.

 

 

3.1.8

the variety of style, voice, and language choices in texts (oral, written, and visual) and their appropriate-ness in different contexts.

 

 

 

Elementary

 

Major:

ENGL180– the course explores diversities style, voice, and language in literature in different cultural and historical contexts

ENGL221– The course encourages  diverse practice of style, voice, and language in creative work.

ENGL236 – The course focuses on the ways in which diverse cultures affect style, voice and language in literature.

ENGL 320– The course considers reception and evaluation of diverse styles, voices and language in written texts.

COMM 225– Diverse oral and nonverbal (e.g., visual) communications modes are considered within various interpersonal contexts.

THEA 309 – The diversity of oral and visual modes of  dramatic presentation constitutes a prime focus of the course.

Minor:

ENGL180– the course explores diversities style, voice, and language in literature in different cultural and historical contexts

ENGL221– The course encourages  diverse practice of style, voice, and language in creative work.


ENGL 320– The course considers reception and evaluation of diverse styles, voices and language in written texts.

.

THEA 309 – The diversity of oral and visual modes of  dramatic presentation constitutes a prime focus of the course.

3.2

Literature and Understanding.  Teachers of language arts will know the following and understand their applications for instruction and assessment:

 

3.2.1

literature as oral, written, and visual texts;

Elementary

 

Major:

ENGL180– The course considers a variety of literary texts.

ENGL 320– The course considers production and reception of a variety of expository and discursive texts.

THEA 309 – The course considers and practices a variety of oral and visual texts.

 

Minor:

ENGL180– The course considers a variety of literary texts.

ENGL 320– The course considers production and reception of a variety of expository and discursive texts.

THEA 309 – The course considers and practices a variety of oral and visual texts.

 

3.2.2

a wide variety of quality contemporary and classic literature, especially literature for children and young adolescents, appropriate for different development levels;

 

 

Elementary

 

Major:

ENGL 231 & ENGL232 – The two courses provide a survey of classic and contemporary American literature.

ENGL335 – The course focuses on classic and contemporary literature for children and adolescents.

CHLD420– The course includes consideration of appropriate literature for pre-school through early elementary levels.

 

Minor:

ENGL 231 & ENGL232 – The two courses provide a survey of classic and contemporary American literature.

ENGL335 – The course focuses on classic and contemporary literature for children and adolescents.

 

3.2.3

key issues and recurring themes in classic contemporary literature in a variety of cultural contexts;

 

 

 

 

Elementary

 

Major:

ENGL180– The course emphasizes issues and themes central in a variety of literary contexts

ENGL 231 & ENGL232– The courses anchor their surveys of American literature in recurring issues and themes within changing cultural contexts

ENGL335– The course explores common issues and themes in children’s and adolescent literature across a variety of historical and cultural contexts.

 

Minor:

ENGL180– The course emphasizes issues and themes central in a variety of literary contexts

ENGL 231 & ENGL232– The courses anchor their surveys of American literature in recurring issues and themes within changing cultural contexts

ENGL335– The course explores common issues and themes in children’s and adolescent literature across a variety of historical and cultural contexts.

3.2.4

the distinct characteristics of different forms of oral, performance, and media literature, e.g., film, readers’ theatre, personal narrative, television, audio technology; and

 

 

 

Elementary

 

Major:

ENGL180– The course may include consideration of literary genres other than print.

ENGL340 – Focusing specifically on the study of an individual genre, this course may address media and other non-print genres

COMM 225– Different forms of oral and nonverbal communication within a variety of interpersonal contexts are a focus of the course.

THEA 309 – The course considers and practices a variety of performance modes.

Minor:

ENGL180– The course may include consideration of literary genres other than print.

THEA 309 – The course considers and practices a variety of performance modes.

3.2.5

the use of oral, written, and visual texts to explore and address important issues and problems in communities beyond the classroom

Elementary

 

Major:

ENGL180– The course involves consideration of literature’s engagement with social and cultural issues.

ENGL221– The course involves consideration and practice of the production of creative work and its implications for culture and society.

COMM 225–  Oral and nonverbal communication as they affect and effect a variety of social contexts is a primary focus of the course.

THEA 309 – Oral and visual performance as it results from and speaks to culture and society is an emphasis of the course.

Minor:

ENGL180– The course involves consideration of literature’s engagement with social and cultural issues.

ENGL221– The course involves consideration and practice of the production of creative work and its implications for culture and society.


THEA 309 – Oral and visual performance as it results from and speaks to culture and society is an emphasis of the course.

3.3

Genre and Craft.  Teachers of language arts will know the following and understand their applications for instruction and assessment:

 

3.3.1

the grammatical, syntactical, and lexical features of the English language in a variety of contexts;

 

Elementary

 

Major:

ENGL222 – The course includes consideration and practice of the conventions of written English in a variety of contexts.

ENGL 320– The course considers the production, reception and evaluation of  written texts in a variety of contexts.

Minor:

ENGL222 – The course includes consideration and practice of the conventions of written English in a variety of contexts.

ENGL 320– The course considers the production, reception and evaluation of  written texts in a variety of contexts.

3.3.2

the differences between descriptive and prescriptive conventions of usage, and the ways in which conventions of usage are adapted to different communicative situations;

Elementary

 

Major:

ENGL221– The course includes consideration and practice of adapting language for situations and contexts.

ENGL222– The course focuses on the analysis of conventions and their contingency.

ENGL 320– Exploration of the production, reception and evaluation of written texts that arise from and address a variety of contexts includes consideration of the adaptation of conventions.

COMM 225– A primary focus of the course is the situational determinants of language for communication. 

Minor:

ENGL221– The course includes consideration and practice of adapting language for situations and contexts.

ENGL222– The course focuses on the analysis of conventions and their contingency.

ENGL 320– Exploration of the production, reception and evaluation of written texts that arise from and address a variety of contexts includes consideration of the adaptation of conventions.

 

3.3.3

Authors’ techniques that convey meaning, enhance appreciation, and influence and audience;

 

 

 

 

Elementary

 

Major:

ENGL180 - The course includes consideration of literary standards of merit and effectiveness.

ENGL221– The course involves consideration and practice of various means of achieving literary effects.

THEA 309 – The course focuses on effective dramatization and performance.

Minor:

ENGL180 - The course includes consideration of literary standards of merit and effectiveness.

ENGL221– The course involves consideration and practice of various means of achieving literary effects.

THEA 309 – The course focuses on effective dramatization and performance.

 

 

 

3.3.4

the characteristics and forms of a variety of oral, written, and visual texts, e.g., narration, drama, poetry, exposition, and persuasion; and

Elementary

 

Major:

ENGL180– The course presents characteristics of a variety of literary genres.

ENGL 320 – The course considers characteristics and contingencies of a variety of discursive, expository, and persuasive modes of writing.

THEA 309 – The course involves understanding of a variety of performance modes and media.

Minor:

ENGL180– The course presents characteristics of a variety of literary genres.

ENGL 320 – The course considers characteristics and contingencies of a variety of discursive, expository, and persuasive modes of writing.

THEA 309 – The course involves understanding of a variety of performance modes and media.

3.3.5

appropriate rhetorical techniques and devices used to respond to, create, and revise texts in a variety of genres.

Elementary

 

Major:

ENGL221 – The course focuses on the creation and revision of creative work in a variety of genres.

ENGL 320 - The course considers reception and evaluation of techniques and devices used in a variety of non-fiction modes.

COMM 225– Analysis of the situational demands on rhetoric is a prime focus of the course.

THEA 309 – Analysis and practice of performance includes situational and artistic contingencies that dictate revision.

Minor:

ENGL221 – The course focuses on the creation and revision of creative work in a variety of genres.

ENGL 320 - The course considers reception and evaluation of techniques and devices used in a variety of non-fiction modes.


THEA 309 – Analysis and practice of performance includes situational and artistic contingencies that dictate revision.

 

3.4

Skills and Processes.  Teachers of languages arts will know the following and understand their applications and assessment:

 

3.4.1

the integrated nature of processes, strategies, and skills of the language arts (listening, speaking, reading, writing, viewing, visually representing) at different developmental levels;

Elementary

 

Major:

EDUC 330– The course focuses on reading in the elementary classroom as a dynamic process of interaction among reader, text, and context.

EDUC 411– The course considers strategies and methodologies to facilitate effective learning of language arts.

ENGL180– Analysis of literature includes consideration of the integrated nature of reception and interpretation.

CHLD420– The class focuses on the reading, writing, oral, and listening development of pre-school to early elementary children.

Minor:

EDUC 330– The course focuses on reading in the elementary classroom as a dynamic process of interaction among reader, text, and context.

EDUC 411– The course considers strategies and methodologies to facilitate effective learning of language arts.

ENGL180– Analysis of literature includes consideration of the integrated nature of reception and interpretation.

3.4.2

multiple strategies for constructing and conveying meaning for a variety of purposes and through a variety of texts;

Elementary

 

Major:

EDUC 330– The course focuses on the construction of meaning in the elementary reading process.

EDUC 411– The course considers strategies and methods for fostering the construction and conveyance of meaning through various texts.

ENGL180– Analysis of literature includes consideration of how meaning is constructed by writers and readers as a function of a variety of factors

ENGL221– Creation of literary fiction involves consideration of how meaning is made, conveyed and affected by the mode or medium.

ENGL 320– Study of the production, reception, and evaluation of nonfiction texts involves questions of the contingencies of meaning.

COMM 225– The course focuses on the situational contingencies of meaning in verbal and nonverbal “texts.”

Minor:

EDUC 330– The course focuses on the construction of meaning in the elementary reading process.

EDUC 411– The course considers strategies and methods for fostering the construction and conveyance of meaning through various texts.

ENGL180– Analysis of literature includes consideration of how meaning is constructed by writers and readers as a function of a variety of factors

ENGL221– Creation of literary fiction involves consideration of how meaning is made, conveyed and affected by the mode or medium.

ENGL 320– Study of the production, reception, and evaluation of nonfiction texts involves questions of the contingencies of meaning.

 

 

3.4.3

word recognition strategies (phonemic, morphemic, semantic, and syntactic system of language) and the meaning of reading fluency at different developmental levels;

Elementary

 

Major:

EDUC 330– The course examines reading strategies and methodologies for the elementary classroom.

EDUC 411– Approaches to literacy at respective elementary levels are a focus of  the course.

CHLD420– The course emphasizes language acquisition, recognition, and fluency from the pre-school to early elementary levels.

Minor:

EDUC 330– The course examines reading strategies and methodologies for the elementary classroom.

EDUC 411– Approaches to literacy at respective elementary levels are a focus of  the course.

3.4.4

the nature of the writing process (i.e., pre-writing, drafting, revising, editing, publishing) and strategies for each step of the process;

Elementary

 

Major:

EDUC 411– The strategies and methodologies for elementary language arts instruction include the writing process.

ENGL221– Production of creative work requires students to practice the writing process to achieve finished, publishable texts.

ENGL 320– The course examines and evaluates ways in which the process is used to achieve various results. 

Minor:

EDUC 411– The strategies and methodologies for elementary language arts instruction include the writing process.

ENGL221– Production of creative work requires students to practice the writing process to achieve finished, publishable texts.

ENGL 320– The course examines and evaluates ways in which the process is used to achieve various results. 

3.4.5

monitoring and fix-up strategies for identifying and overcoming difficulties when constructing and conveying meaning across a wide range of situations;

 

 

Elementary

 

Major:

EDUC 411– Such strategies are included in the course’s examination of elementary writing instruction methods.

ENGL221– Revision strategies are closely discussed as part of the collaborative critique of student work.

ENGL 320 - Examination of writing pedagogies includes consideration of such strategies. 

Minor:

EDUC 411– Such strategies are included in the course’s examination of elementary writing instruction methods.

ENGL221– Revision strategies are closely discussed as part of the collaborative critique of student work.

ENGL 320 - Examination of writing pedagogies includes consideration of such strategies.

 

 

3.4.6

multiple strategies for determining the meaning of unfamiliar words and concepts in texts;

 

Elementary

 

Major:

EDUC 330 – The course’s focus includes various reading strategies

EDUC 411– Such strategies are considered in examining methods for language arts instruction.

Minor:

EDUC 330 – The course’s focus includes various reading strategies

EDUC 411– Such strategies are considered in examining methods for language arts instruction.

3.4.7

techniques for student goal setting, metacognition, reflection, and self- assessment at different developmental levels;

 

 

 

Elementary

 

Major:

EDUC 411– Such techniques are included in the examination and practice of language arts instruction

ENGL 320 - The course emphasizes a metacognitive approach to writing.

Minor:


EDUC 411– Such techniques are included in the examination and practice of language arts instruction

ENGL 320 - The course emphasizes a metacognitive approach to writing.

3.4.8

Inquiry processes and the resources appropriate for investigating particular questions and/or topics and a variety of means for presenting conclusions;

 

 

Elementary

 

Major:

EDUC 411 – This elementary language arts methods course both considers and practices approaches to inquiry and presentation.

 ENGL180– The course introduces students to methods of literary investigation, analysis, and exposition.

Minor:

EDUC 411 – This elementary language arts methods course both considers and practices approaches to inquiry and presentation.

 ENGL180– The course introduces students to methods of literary investigation, analysis, and exposition.

 

3.4.9

the influence of different purposes and contexts on individual, shared, and academic standards;

 

Elementary

 

Major:

EDUC 411–  Consideration of standards and their relation to context is an element of the instructional issues examined in the course.

 ENGL 320– Examination of the reception and evaluation of texts includes consideration of standards and contexts.

Minor:

EDUC 411–  Consideration of standards and their relation to context is an element of the instructional issues examined in the course.

 ENGL 320– Examination of the reception and evaluation of texts includes consideration of standards and contexts.

3.4.10

critical standards used to make judgments about the craft, aesthetics, and significance of texts;

 

Elementary

 

Major:

ENGL180– The question of critical standards is a major element of discussions in the class.

ENGL221 – The course concentrates on developing a recognition of means and standards for achieving artistic force or effect.

ENGL 320– Consideration of the reception and evaluation of texts includes questions of critical standards in relation to various purposes.

 

 

Minor:

ENGL180– The question of critical standards is a major element of discussions in the class.

ENGL221 – The course concentrates on developing a recognition of means and standards for achieving artistic force or effect.

ENGL 320– Consideration of the reception and evaluation of texts includes questions of critical standards in relation to various purposes.

 

 

 

3.4.11

the process of creating and evaluating a collection of personal texts;

 

Elementary

 

Major:

ENGL221– Students in the class develop, organize, and refine a portfolio of creative work.

Minor:

 ENGL221– Students in the class develop, organize, and refine a portfolio of creative work.

3.4.12

the special skills required in the production of mass media, such as radio and television broadcasting, newspapers, magazines, or film production; and

 

 

 

 

Elementary

 

Major:

ENGL221 – Genres covered in the course can include aspects of mass media, and typically involve the production of a magazine or anthology of class work.

THEA 309 – Dramatic productions and performances can include radio and video presentations.

 

 

Minor:

ENGL221 – Genres covered in the course can include aspects of mass media, and typically involve the production of a magazine or anthology of class work.

THEA 309 – Dramatic productions and performances can include radio and video presentations.

 

3.4.13

standards for evaluating whether a communication is truthful, responsible, and/or ethical in diverse contexts.

 

 

 

 

Elementary

 

Major:

ENGL180 – The ethics of representation and the question of artistic truth vs. documentary truth are issues included in the discussions of the course.

ENGL 320– Consideration of the reception and evaluation of texts includes the question of the integrity and contingency of texts in various contexts.

COMM 225– Consideration of the effectiveness of communication in diverse contexts includes issues of integrity.

 

 

 

Minor:

ENGL180 – The ethics of representation and the question of artistic truth vs. documentary truth are issues included in the discussions of the course.

ENGL 320– Consideration of the reception and evaluation of texts includes the question of the integrity and contingency of texts in various contexts.

 

4.0

Standards for Pedagogy (Instruction and Assessment)

 

 

 Through the modeling provided by courses throughout the English program, the specific content of courses such as ENGL 335 Children’s Literature in the Classroom , and ENGL 320 Responding to Writing, and the courses provided by Teacher Education in learning environments and pedagogical methods and practices, candidates acquire the skills and abilities to select resources and materials and design goal-oriented and standard-based integrated language arts curricula that accommodate diverse learners and learning experiences.

These curricula, based on the modeling and instruction of the English-Teaching program, are implemented via practices designed to create a dynamic, interactive and collaborative learning environment in which open discussion , inquiry (including research),  and peer support encourage multiple perspectives and informed critical analyses.  The curricula and practices foster both group and individual development of language arts skills and understanding in  an environment where expectations are clear, learners can orient themselves within those expectations, and  acquired literacy is a means of appreciation, self-reflection, and extension beyond the classroom.  This literacy of course includes the effective use of technology both in delivery and production.

Again, through the modeling  and coursework in English, such as in ENGL 320 Responding to Writing,  and through the understanding, professional practice and experience provided specifically by coursework in Teacher Education,  candidates acquire a firm grounding in the constructive response to learners,  in guiding learner efforts through rubrics and the adaptation of curricula to learner profiles, and in the selection, implementation, and interpretation of assessment tools and strategies whose results measure teaching effectiveness and compliance with standards, and are used to continually revise instructional design and delivery.

4.1

Instructional Design.  Teachers of language arts will be able to:

 

 

4.1.1

set meaningful goals as a part of short- and long-term planning for literacy instruction;

 

 

 

 

 

Elementary

 

Major:

EDUC 411– Goal setting and planning are included in the strategies and methodologies explored and practiced in this course.

CHLD420– Focus on literacy development in pre-school through early elementary

 

 

 

Minor:

EDUC 411– Goal setting and planning are included in the strategies and methodologies explored and practiced in this course

4.1.2

plan for literacy instruction to accommodate the range of learners and their developmental learning needs;

Elementary

 

Major:

EDUC 411– The Focus on the particular needs and sensitivities of elementary learners includes their implications for instructional planning

CHLD420– Focus on the variety of developmental issues within the subject age group is related to instructional strategies.

 

 

 

Minor:

EDUC 411– Goal setting and planning are included in the strategies and methodologies explored and practiced in this course

4.1.3

select and sequence integrated English language arts assignments which support standards-based thematic units of instruction;

 

Elementary

 

Major:

EDUC 330– Course focus includes objective, content, materials, organization, and methods for reading instruction

EDUC 411– Strategies and methods for integrating language arts assignments to standards and across the curriculum are a major component of the course.

CHLD420– Study of literacy development is related to the design and structuring of standards-based assignments.

 

 

Minor:

EDUC 330– Course focus includes objective, content, materials, organization, and methods for reading instruction

EDUC 411– Strategies and methods for integrating language arts assignments to standards and across the curriculum are a major component of the course.

4.1.4

plan instruction that takes into account students’ personal backgrounds and experiences, students’ prior curricular experiences in language and literacy, and students’ cross-disciplinary curricular experiences;

 

Elementary

 

Major:

EDUC 411– Building on previous, required Education courses that focus on student diversity and differentiated learning issues, this course proceeds to the design and implementation of integrated instructional approaches.

 

Minor:

EDUC 411– Building on previous, required Education courses that focus on student diversity and differentiated learning issues, this course proceeds to the design and implementation of integrated instructional approaches.

4.1.5

create learning environments that provide for oral, enacting, and media communication opportunities in a variety of formal and informal situations, such as personal accounts, public speaking, oral interpretations, creative drama, theatre productions, class newspapers, school magazines, and multi-media presentations; and

Elementary

 

Major:

EDUC 411– The course specifically focuses on the design of integrated language arts learning  applications and environments

COMM 225– Focus on the study and practice of a variety of interpersonal communications modes and situations both models and has relevance to instructional practice and design.

THEA 309 – The course studies and practices a variety of public, interpretive, and dramatic performances and their production that model and relate to applications in elementary instruction.

 

 

Minor:

EDUC 411– The course specifically focuses on the design of integrated language arts learning  applications and environments


THEA 309 – The course studies and practices a variety of public, interpretive, and dramatic performances and their production that model and relate to applications in elementary instruction.

 

 

4.1.6

plan for learning experiences at different developmental levels that enable students to set goals for, reflect on, and self-assess their communication in diverse contexts.

 

 

 

 

Elementary

 

Major:

EDUC 411– Instructional design that accounts for developmental levels and student empowerment is both modeled and practiced in this course

CHLD420 – Particular attention is paid to developmental requirements and abilities of students within the study age-group.

 

 

 

Minor:

EDUC 411– Instructional design that accounts for developmental levels and student empowerment is both modeled and practiced in this course

 

 

4.2

Instructional Strategies.  Teachers of the language arts will be able to:

 

 

4.2.1

use discussion for a variety of purposes, e.g., to engage students in literacy tasks, to develop interpretations and understanding of multiple points of view, to promote critical thinking, and to promote an understanding of their own and others perspectives and experiences;

 

 

Elementary

 

Major:

EDUC 411– Instructional strategies and methods are a focus of the course

ENGL180– This course models instruction through extensive use of discussion for critical thinking and literary analysis

COMM 225– This course examines and practices the many dimensions and applications of interpersonal communication, including discussion

 

 

 

Minor:

EDUC 411– Instructional strategies and methods are a focus of the course

ENGL180– This course models instruction through extensive use of discussion for critical thinking and literary analysis

4.2.2

ask questions as a means of probing for learner understanding, helping students articulate their ideas and thinking processes, promoting risk taking and problem solving, facilitating recall of information, encouraging convergent and divergent thinking, stimulating curiosity, and helping students to question;  

Elementary

 

Major:

EDUC 411– Questioning and eliciting questions are included in the methods studied and practiced.

ENGL180– Interactive critical inquiry and awareness of the multivalence of interpretations are fundamental to the course.

ENGL 320– The active and collaborative inquiry of written texts and the articulation of responses is a fundamental aspect of the course.

 

EDUC 411– Questioning and eliciting questions are included in the methods studied and practiced.

ENGL180– Interactive critical inquiry and awareness of the multivalence of interpretations are fundamental to the course.

ENGL 320– The active and collaborative inquiry of written texts and the articulation of responses is a fundamental aspect of the course.

4.2.3

use small group work and collaborative learning to facilitate critical thinking as students construct meaning in the English language arts, e.g., shared writing, peer revision, dramatic performance, and literature discussion;

Elementary

 

Major:

EDUC 411–  Small group work and collaborative learning are methods included in the study and practice of the course

ENGL180– The course relies heavily on collaborative discussion of literature and its meanings.

ENGL221 – Shared writing, peer revision, and collaborative discussion are fundamental to the conduct of the course

ENGL 320– Collaborative discussions of the constructions of meaning in written texts are a focus of the course.

THEA 309 – Collaboration in the analysis, performance, and production of drama is intrinsic to the course.

 

 

 

Minor:

EDUC 411–  Small group work and collaborative learning are methods included in the study and practice of the course

ENGL180– The course relies heavily on collaborative discussion of literature and its meanings.

ENGL221 – Shared writing, peer revision, and collaborative discussion are fundamental to the conduct of the course

ENGL 320– Collaborative discussions of the constructions of meaning in written texts are a focus of the course.

THEA 309 – Collaboration in the analysis, performance, and production of drama is intrinsic to the course.

4.2.4

work with students individually through such activities as conferencing and facilitating independent projects;

Elementary

 

Major:

EDUC 411– Individuated instruction is a method studied, promoted and practiced in the course.

ENGL180– The course makes regular use of individual conferences to facilitate student projects.

ENGL 320– The course makes regular use of individual conferences to facilitate student projects.

 

 

 

Minor:

EDUC 411– Individuated instruction is a method studied, promoted and practiced in the course.

ENGL180– The course makes regular use of individual conferences to facilitate student projects.

ENGL 320– The course makes regular use of individual conferences to facilitate student projects.

4.2.5

present or explain information to support literacy learning, e.g., assignments, criteria for evaluation, terms or concepts in language, reading and revision strategies;

 

Elementary

 

Major:

EDUC 411– As a methods course, this course emphasizes knowledge and practice of literacy instruction.

ENGL180– Presentations and explanations per the standard are modeled in the delivery of the course, and required of student assignments.

 

 

Minor:

EDUC 411– As a methods course, this course emphasizes knowledge and practice of literacy instruction.

ENGL180– Presentations and explanations per the standard are modeled in the delivery of the course, and required of student assignments.

4.2.6

create environments that support respectful approaches to individual differences in culture, race, gender, religion, ethnicity, and heritage;

Elementary

 

Major:

EDUC 411– The creation of supportive and productive learning environments is a an emphasis of the course.

ENGL180– The course models a tolerance for multiple perspectives

ENGL221– Collaborative reviews of student work are based on an awareness and respect for difference.

ENGL236 – This course focuses on awareness of various aspects of culture and identity as manifest in literature.

COMM 225– The study and practice of interpersonal communication emphasizes consideration of environment and reception.

 

 

 

 

Minor:

EDUC 411– The creation of supportive and productive learning environments is a an emphasis of the course.

ENGL180– The course models a tolerance for multiple perspectives

ENGL221– Collaborative reviews of student work are based on an awareness and respect for difference.

4.2.7

model the use of technology as an effective component of learning for conducting research and for the process of writing;

Elementary

 

Major:

EDUC 411– The course requires an integrated technology component in its examination of instructional methods

ENGL180– Use of technology is modeled, and  required, in conducting research and assignments for the course.

 

 

Minor:

EDUC 411– The course requires an integrated technology component in its examination of instructional methods

ENGL180– Use of technology is modeled, and  required, in conducting research and assignments for the course.

 

4.2.8

model or demonstrate how to determine purposes and audiences for communication and how to choose those elements of language, media, delivery, and genre which most effectively shape print and non-print texts;

 

 

 

Elementary

 

Major:

ENGL180 – The course introduces students to the consideration and analysis of purposes, audience, language and genre in literary texts.

ENGL221– The course introduces students to the practice of creating literary texts, and includes focus on purpose, audience, language and genre.

ENGL 320– In analyzing and evaluating non-literary texts, including student composition texts, this course explores issues of purpose, audience, language, delivery and genre.

COMM 225 – Concentrating on the multiple factors which shape, determine, and affect interpersonal communication “texts,” this course perforce addresses the elements listed in the standard.

THEA 309 – this course examines language, media, delivery, and genre in the context of performance and its purpose or affect on audience.

 

 

 

Minor:

ENGL180 – The course introduces students to the consideration and analysis of purposes, audience, language and genre in literary texts.

ENGL221– The course introduces students to the practice of creating literary texts, and includes focus on purpose, audience, language and genre.

ENGL 320– In analyzing and evaluating non-literary texts, including student composition texts, this course explores issues of purpose, audience, language, delivery and genre.


THEA 309 – this course examines language, media, delivery, and genre in the context of performance and its purpose or affect on audience.

 

 

4.2.9

engage students in interpreting and evaluating ideas presented through oral, written, and visual forms, as well as the language, style, and voice in which those ideas are presented;

 

Elementary

 

Major:

ENGL180– Introduction to literary studies models approaches to engaging students in evaluating texts for ideas, language, style, and voice.

ENGL221– Practice in creating literary texts involves consciousness of ideas, language, style, and voice.

THEA 309 – Dramatic productions emphasize a critical awareness of ideas, language, style and voice in oral and visual texts.

Minor:

ENGL180– Introduction to literary studies models approaches to engaging students in evaluating texts for ideas, language, style, and voice.

ENGL221– Practice in creating literary texts involves consciousness of ideas, language, style, and voice.

THEA 309 – Dramatic productions emphasize a critical awareness of ideas, language, style and voice in oral and visual texts.

 

4.2.10

model or demonstrate how to identify, compare, and synthesize key ideas and perspectives from oral, written, enacted, and media texts; and

Elementary

 

Major:

 ENGL180 – Identification, comparison, and synthesis of key ideas is a primary feature of literary study

COMM 225– Analysis and synthesis of verbal and nonverbal communications are key to this course

THEA 309 – The analysis and production of dramatic and media performances involves emphasis on critical abilities.

Minor:

ENGL180 – Identification, comparison, and synthesis of key ideas is a primary feature of literary study


THEA 309 – The analysis and production of dramatic and media performances involves emphasis on critical abilities.

 

 

4.2.11

model or demonstrate ways that learners can use textual evidence and experience to support a personal position or view.

Elementary

 

Major:

ENGL180– This course places a primary emphasis on the support of textual evidence, complemented by reference to experience, to establish a critical thesis.

ENGL 320– The construction of argument and the support by textual and experiential evidence is a primary focus of analysis in this course.

 

 

Minor:

ENGL180– This course places a primary emphasis on the support of textual evidence, complemented by reference to experience, to establish a critical thesis.

ENGL 320– The construction of argument and the support by textual and experiential evidence is a primary focus of analysis in this course.

 

 

4.3

Assessment Strategies.  Teachers of the language arts will be able to:

 

 

4.3.1

respond effectively and constructively on an ongoing basis to students’ literacy efforts, e.g., contributions to discussion, writing, and oral presentations;

 

Elementary

 

Major:

 EDUC 411– The course’s focus on strategies and methods for effective learning includes the principle of on-going response  in a variety of settings

 ENGL 320-  Responding to student writing is one of the central concepts of the course.

 

 

 

Minor:

 

 EDUC 411– The course’s focus on strategies and methods for effective learning includes the principle of on-going response  in a variety of settings

 ENGL 320-  Responding to student writing is one of the central concepts of the course.

4.3.2

generate (content) standards-based performance criteria and design rubrics appropriate for oral, written, and visual literacy tasks;

 

 

 

Elementary

 

Major:

EDUC 411– Assessment design and implementation is one of the key components of this class.

 

 

 

Minor:

 

EDUC 411– Assessment design and implementation is one of the key components of this class.

4.3.3

recognize students’ oral, written, and visual miscues and their underlying causes as a means of informing curricular choices for individual and group instruction;

 

 

Elementary

 

Major:

EDUC 411– An integral part of the methods considered in the course is the nature of student error and its implications for curricular design.

ENGL 320 – Error in the context of expository writing is a principle consideration of the course

COMM 225– Consideration of the dynamics of interpersonal communication includes an understanding of why and how miscues occur.

 

 

Minor:

EDUC 411– An integral part of the methods considered in the course is the nature of student error and its implications for curricular design.

ENGL 320 – Error in the context of expository writing is a principle consideration of the course

 

4.3.4

design and conduct a variety of assessments that involve multiple indicators of learner progress, e.g., constructed and selected response tests, projects, performance tasks, portfolios, and student-based self-evaluations;

Elementary

 

Major:

EDUC 411– Assessment methods and metrics are a key component of this course.

 

 

Minor:

 

EDUC 411– Assessment methods and metrics are a key component of this course.

4.3.5

document, interpret, and report assessment methods and results to students, administrators, parents, and the public;

 

 

 

 

Elementary

 

Major:

EDUC 411– Instruction and practice in assessment methods includes documentation and feedback processes.

 

 

Minor:

 

EDUC 411– Instruction and practice in assessment methods includes documentation and feedback processes.

 

4.3.6

use assessment results to shape or revise curriculum, instructional strategies;

 

 

 

 

 

Elementary

 

Major:

EDUC 411– Implications and applications of assessment results are analyzed and considered as part of the complete feedback loop.

 

 

Minor:

 

EDUC 411– Implications and applications of assessment results are analyzed and considered as part of the complete feedback loop.

r

4.3.7

administer and use information from state, national, and other norm-referenced and criterion-referenced assessment programs to inform curriculum, instruction, and learning; and

 

 

Elementary

 

Major:

EDUC 411– The course includes extensive instruction and practice with relevant norm- and criterion-referenced programs as applied particularly to the elementary language arts teaching environment in Michigan

 

 

 

Minor:

 

EDUC 411– The course includes extensive instruction and practice with relevant norm- and criterion-referenced programs as applied particularly to the elementary language arts teaching environment in Michigan

4.3.8

assess students’ depth of understanding of important ideas, issues, themes, and perspectives from multiple texts and their ability to synthesize and apply key ideas.

Elementary

 

Major:

EDUC 4111 – Language arts assessment analyses in relation to content standards are included in the methodologies of the course.

ENGL180 -  Course assignments model ways in which student writing is assessed for comprehension, thesis, interpretation, and synthesis.

ENGL 320– The course focuses heavily on evaluating the cognitive and metacognitive demonstrations provided and implied by texts

 

 

 

 

EDUC 4111 – Language arts assessment analyses in relation to content standards are included in the methodologies of the course.

ENGL180 -  Course assignments model ways in which student writing is assessed for comprehension, thesis, interpretation, and synthesis.

ENGL 320– The course focuses heavily on evaluating the cognitive and metacognitive demonstrations provided and implied by texts