Dr. Nancy Patterson
920 Eberhard Center
This course is an advanced study of the underlying theories, goals, content, and programs of instruction for the integration of the English language arts. This course will focus on the inseparable relationship between listening, speaking, reading, writing, viewing and visualizing. It will explore the relationship between the language arts and the development of thinking skills as well as the relationship to other content areas. The course covers grades K-12.
Texts: Literacy at the Crossroads: Crucial Talk About Reading, Writing, and Other Teaching Dilemas, by Regie Routman, The English Language Arts Handbook, 2nd edition by Susan J. Tchudi and Stephen N. Tchudi, Standards for the English Language Arts, published by the National Council for Teachers of English and the International Reading Association.
College of Education Mission, Values, and Dispositions:
We develop quality educators to teach, lead, and serve in local and world communities.
Values and Dispositions:
Inquiry – Scholarly, reflective, and research-based
Ethics – Fair, accurate, and consistent
Collaboration – Participatory, inclusive, and supportive
Decision Making – Informed, deliberative, and effective
The course conforms to professional standards set forth by the Michigan Department of Education and the State of Michigan.
The course conforms to specialty program standards set forth by the International Reading Association. The standards that are specifically addressed in this course are 2.3, 4.1, 4.2, 4.3, 4.4, and 5.3.
· 2.3: Candidates will use a wide range of curriculum materials in effective reading instruction for learners at differing stages of reading and writing development and from differing cultural and linguistic backgrounds.
· 4.1: Candidates will use students’ interests, reading abilities and backgrounds as foundations for the reading and writing program.
· 4.2: Candidates will use a large supply of books, technology-based information, and non-print materials representing multiple levels, broad interests, cultural, and linguistic backgrounds.
· 4.3: Candidates will model reading and writing enthusiastically as valued life-long activities.
· 4.4: Candidates will motivate learners to be life-long readers.
· 5.3 Candidates will work with colleagues to observe, evaluate, and provide feedback on each other’s practice.
The course conforms to unit-wide standards set forth by the National Board for Professional Teaching Standards. The standards specifically addressed in this course are 5a, 5b, and 5c.
· 5a: Candidates will contribute to school effectiveness by collaborating with other professionals.
· 5b: Candidates will work collaboratively with parents.
· 5c: Candidates will take advantage of community resources.
· Language Arts curriculum components (reading, writing, listening, speaking, viewing, and representing) and their integration
· Socio-cultural elements that influence the language arts
· Curriculum elements that support best practices
Students will find something that is noteworthy to them in their weekly reading assignments, discuss that item and explain why they believe it is noteworthy. Students are free to disagree with the author of the text and explain the reasons why they disagree, or they may find connections between what the author says and their own experiences as teachers and students. To subscribe to the class list serv, send an e-mail message to
In the body of the message write subscribe edr631a <your e-mail address>
The address for posting to the list serv is email@example.com
In small groups you will develop a section of a class language arts curriculum resource that will be published on-line. Each group will be responsible for a section of the resource guide that will help other teachers throughout the country tap into what you are learning about best practice in the language arts. The sections of the website, Transactions, will be determined by the class. Computers will be available for students to use as they work on this group project.
This is the culminating project for this course and will be presented in a portfolio format. In it you will define the ideal language arts curriculum, either for your grade level or for you building. You will support your argument that this is an ideal curriculum using research and theory from your class readings and from your own investigations.
The portfolio will include the following sections
With a small group, you will present a literacy lesson where you will teach us as if we were your students. You will provide handouts and other materials and use best practice. You will need to integrate 4 of the 6 language arts (reading, writing, listening, speaking, viewing, and representing). These do not have to be formal examples, however. For example, asking students to converse in small and large groups represents “speaking.” Your lesson will last approximately 45 minutes, and you will include at the end commentary on the standards you addressed in your lesson, the theory and research that supports the lesson, and ways that the lesson could be adapted for other grade levels, developmental ranges, etc. You will also need to address the ways in which the lesson addresses cultural and linguistic diversity issues. You should also provide a step by step description of the lesson/unit, the materials needed, and an explanation of how the lesson fits into a broader curriculum. Your total presentation should last between 50 to 60 minutes.
July 5 No Class