ED-301a Bilingual Language Arts Methods

Course title : ED 301a Language Arts Methods

Campus : National, Chuuk, Kosrae, Yap

Initiator: Sylvia Henry

Date: May 15, 2018

Course description: This course provides the student with methods for teaching language arts skills in both English and vernacular to elementary-age students. The course requires the student to task analyze FSM and state language arts curriculum, apply a variety of teaching approaches appropriate to listening and speaking, writing, and literature, develop lesson plans with supplemental materials, deliver lesson plans, assess student learning progress, and self-reflect on lesson delivery. The student integrates two or more subject areas, includes strategies for differentiated learning, and links the concepts to the elementary students' environment. The student teaches at least four lessons to peers. Student professionalism is measured.

Hours per Week

No. of Weeks

Total Hours

Semester Credits

Lecture

X

=

=

Laboratory

X

=

=

Lecture/Lab

4

X

16

=

64

=

4

Workshop

X

=

=

Total Semester Credits

4

PSLO#

Program

None

[X ]

1. Effective oral communication: capacity to deliver prepared, purposeful presentations designed to increase knowledge, to foster understanding, or to promote change in the listeners' attitudes, values, beliefs, or behaviors.

[X]

2. Effective written communication: development and expression of ideas in writing through work in many genres and styles, utilizing different writing technologies, and mixing texts, data, and images through iterative experiences across the curriculum.

[X ]

3. Critical thinking: a habit of mind characterized by the comprehensive exploration of issues, ideas, artifacts, and events before accepting or formulating an opinion or conclusion.

[X ]

4. Problem solving: capacity to design, evaluate, and implement a strategy to answer an open-ended question or achieve a desired goal.

[X ]

5. Intercultural knowledge and competence: a set of cognitive, affective, and behavioral skills and characteristics that support effective and appropriate interaction in a variety of cultural contexts.

[X ]

6. Information literacy: the ability to know when there is a need for information, to be able to identify, locate, evaluate, and effectively and responsibly use and share that information for the problem at hand.

[X ]

7. Foundations and skills for life-long learning : purposeful learning activity, undertaken on an ongoing basis with the aim of improving knowledge, skills, and competence.

[ ]

8. Quantitative Reasoning: ability to reason and solve quantitative problems from a wide array of authentic contexts and everyday life situations; comprehends and can create sophisticated arguments supported by quantitative evidence and can clearly communicate those arguments in a variety of formats.

CSLO (General) 1: Demonstrate understanding of language theories and their implications for teaching and learning.

Student learning Outcome (specific)

ISLO

PSLO

Assessment Strategies

1.1 Summarize four theories of language development including behavioral, social cognitive, nativist, and sociocultural and provide an implication for each theory for teaching and learning in a classroom.

2,3,4,5,6

1

1.1 Student will summarize in writing the four strategies of language development and provide an implication for each theory for teaching and learning in a classroom. A rubric is used to assess.

CSLO (General) 2: Develop language arts lesson plans using a variety of teaching approaches for listening and speaking, writing and literature and appropriate supplementary materials.

Student Learning Outcome (specific)

ISLO

PSLO

Assessment Strategies

2.1 Task analyze FSM and State Language Arts curriculum standards and benchmarks in the areas of listening and speaking, writing, and literature.

2,4,6,7

1

2.1 Student task analyzes standards and benchmarks in the areas of listening and speaking, writing, and literature. A rubric is used to assess.

2.2 Develop elementary level lesson plans in listening and speaking, writing and literature (in English and Vernacular) based on FSM and/or State standards and benchmarks that include strategies for differentiation of learning, integrate two or more subject areas, and link the concepts to the students' environment.

2*,4,6,7

1

2.2 Student develops elementary level lesson plans in listening and speaking, writing and literature (in English and Vernacular) guided by FSM and/or State standards and benchmarks that include strategies for differentiation of learning, integrate two or more subject areas, and link the concepts to the students' environment. A rubric is used to assess.

2.3 Develop teaching materials, including student handouts, visual aids, hands-on learning activities, and application of technology.

2,4,6,7

1

2.3 Student develops handouts, visual aids, hands- on learning activities, teaching materials and applications of technology. A rubric is used to assess.

CSLO (General) 3: Analyze and evaluate various genres of children's literature (both in English and in the vernacular).

Student Learning Outcome (specific)

ISLO

PSLO

Assessment Strategies

3.1 Identify and define various genres of children's literature

2,4,6,7

1

3.1 Students identifies and defines various genres of children's literature in an objective test.

3.2 Analyze and differentiate various genres children's literature.

2,4,6,7

1

3.2 Student analyzes and evaluates literary and artistic quality of children's books from each of the following genres: picture books, poetry, folklore, fantasy and science fiction, contemporary realistic fiction, historical fiction, biography, nonfiction, and graphic novels. A rubric is used to assess.

CSLO (General) 4: Deliver language arts lesson plans.

Student Learning Outcome (specific)

ISLO

PSLO

Assessment Strategies

4.1 Deliver elementary level lessons in the areas of listening and speaking, writing and literature.

1,2,3,4,5,6,7

2

4.1 Student delivers to peers lesson plans in the areas of listening and speaking, writing and literature using a variety of strategies in support of providing differentiated instruction to accommodate for the needs of all learners. A rubric is used to assess.

CSLO (General) 5: Assess student learning as part of the delivery of language arts lessons.

Student Learning Outcome (specific)

ISLO

PSLO

Assessment Strategies

5.1 Prior to and during lesson delivery, organize and manage the elementary classroom environment for learning, including management of student behavior.

1,2, 3,4,5,6,7

3

5.1 Student organizes the classroom environment, implements routines, and manages student behavior. A rubric is used to assess.

5.2 During and after lesson delivery, assess student learning of objectives at both formative and summative levels.

1,2,3,4,56,7

4

5.2 Student assesses student learning of the lessons using a variety of strategies such as performance assessment, individual turns, projects, and review of paper and pencil assessments. A rubric is used to assess.

CSLO (General) 6: Self-reflect on lesson delivery.

Student Learning Outcome (specific)

ISLO

PSLO

Assessment Strategies

6.1 Write a self-reflection on the delivery of language arts lessons.

2,3,4

5

6.1 Student writes a self-reflection on the delivery of each language arts lesson to include a summary of lesson taught, strengths, weaknesses and recommendations for improvement. A rubric will be used to asses.