COURSE SYLLABUS

EDU 660 Integrative: English Language Arts 4 Credits, Online Spring Term 2010, April 12-June 30 (Holiday: Memorial Day, May 31) Last Updated: March 25, 2010

This capstone course in English Language Arts builds on all previous work in both education and English. Students explore current research in the field of English Language Arts education and synthesize their knowledge to build effective instructional practices that support children’s learning.

All courses in the English Language Arts major.

1. interpret and critique English Language Arts standards and current theories regarding literacy instruction and the research upon which they are based.
2. articulate and analyze the importance of the various components of literacy and a balanced approach to reading and writing instruction at the elementary level.
3. build awareness of scaffolding techniques to use in writing instruction and in shared, modeled, interactive, guided, and independent reading and writing.
4. synthesize information from research in developing strategies to facilitate the development of comprehension through reading, writing, and direct instruction.
5. evaluate, select, and implement methodologies, approaches, and accommodations when teaching and assessing literacy for English language learners and children with diverse needs.
6. apply knowledge of best practice instruction in designing and implementing a lesson plan unit that provides instruction in English Language Arts for elementary students.

Textbook(s):

1. Gambrell, L.B., Morrow, L.M., & Pressley, M. (Eds.) (2006). Best Practices in Literacy Instruction, Third edition. New York: Guilford Press. ISBN: 1-59385-391-2.
2. International Reading Association. (2002). Evidence-Based Reading Instruction. Newark, DE: International Reading Association. ISBN: 0-87207-460-9.
3. Justice, L.M., & Pence, K.L. (2005). Scaffolding with Storybooks: A guide for enhancing young children's language and literacy development. Newark, DE: International Reading Association. ISBN: 0-87207-578-8.

Textbooks are available via GSC's online bookstore, MBS Direct at: http://bookstore.mbsdirect.net/gsc.htm (The course-CRN number for ordering this textbook is: EDU660-30322). Textbooks can also be purchased from MBS via phone, mail or fax. For additional information, visit the Online Bookstore section of the college web site.

PLEASE NOTE: It is the learner's responsibility to have purchased all required course materials before the start of the course. Learners are expected to meet all course expectations even if the shipment of a required textbook or other learning resource is delayed. Be sure to choose the shipping option that will get your text/resource delivered in a timely manner.

There are no face-to-face sessions for this course. If you have never taken an Online Interactive Course (OIC) at the college, we highly recommend that you attend one of the 2-hour Blackboard Orientation sessions available throughout the state. If you choose not to attend a face-to-face session, you are encouraged to complete the Online Orientation with audio at your own convenience.

Computer Problems and Saving Work:
Computers are known to break down and do other unpredictable things. You are responsible to take all precautions and have contingency plans in place in case of such mishap. Computer problems are NOT valid excuses for late work. It is recommended that you create and save back up files to either a CD or another electronic storage device for every piece of work you complete for this class. Saving duplicate copies of your work to an external device will ensure that a computer glitch or a glitch in cyberspace won’t erase your efforts.

Feedback Wanted:
I am interested in your feedback on how I can make this course better. Students are encouraged to send me a private message with suggestions on how I can make this a better course. Please don't wait until evaluation time because I won't see those comments until the term is over.

Learners will demonstrate their learning through the following activities and assignments:

• Three papers, each about 10 pages long, that incorporate both literature reviews and reflections on key aspects of English Language Arts and literacy instruction. Each will address specific focal questions, will require extensive review of key literature, and will allow you to synthesize research evidence, your own experiences, and personal beliefs. The three papers in combination will comprise a comprehensive overview of your approach to teaching English Language Arts. Each paper is worth 20% of the course grade and will be due at the end of Weeks 3, 6, and 9.
• A lesson plan unit of at least one week in length that incorporates reading and writing instruction and (1) builds on what you’ve found to be effective practices in your written analyses, (2) incorporates all components of English Language Arts and literacy, including comprehension, vocabulary development, reading fluency, phonics, phonemic awareness, and writing; and (3) uses specific appropriate strategies of your choosing, including such possibilities as Writer’s Workshop, Guided Reading, independent reading, modeling, etc. This will be due on the final day of the course.
• Class participants will be required to contribute to online discussions on a weekly basis and will also be asked to comment on your colleagues' postings. These discussion forums will be opportunities to question, clarify, and discuss readings and experiences.

Scoring for all assignments will be based on rubrics that will be posted in the Introduction section of the course. For each assignment, you will receive a number of points based on your performance (for example, 18 of 20 on the first reflection paper). When all your points, including your discussion grade, are posted at the end of the course, I will convert the points to a letter grade based on the following scale:

Granite State College has a Virtual Library (http://www.granite.edu/current-students/virtual-library/) available 24/7 with access to the full-text of thousands of journals and professional periodicals, an online Reference Room, selected Internet resources, writer’s resources, research and citation help, and a collection of tutorials. The databases are password protected.

See GSC Library tab in MyGranite for username and password. In addition, the Library Info link in the course menu provides direct links to research databases, Research FAQs and more.

Academic assistance to students is available at GSC Centers at no additional charge in such areas as basic skills preparation in reading, writing and math; study skills and research and citation help. Academic Resources staff members work closely with faculty and students toward academic success. A whole range of tools is available, including study and time management tips, APA and MLA citation assistance, access to learning resources online, and feedback on course writing projects. To contact an Academic Resource and Information Coordinator, see the Academic Resource Link on the Resources page in the course menu or go directly to http://bbresources.granite.edu/course_docs/acad_resources.htm.

For assistance with issues related to accessing the MyGranite portal, GSC email, Webrock, online courses or other technical issues related to any of the Blackboard tools, please visit the GSC Technical Assistance Center (http://bbresources.granite.edu/techassist/help.htm) for answers to the most frequently asked questions or to submit an online help request form. Or call 1-888-372-4270 (Hours: M-F, 8:30-5:00, messages checked twice daily on weekends. Extended hours for the week before start of the term and first week of the term: M-Th, 8:00-7:00.)

Granite State College will provide qualified individuals with disabilities the same educational opportunities available to persons without disabilities. When an individual's documented disability creates a barrier to educational opportunities, the College will attempt reasonable accommodation to remove the barrier. If you need assistance, we recommend that you make contact early to ensure that your requests can be reviewed prior to the start of each term. If you wish to apply for accommodations, contact your academic advisor or the Dean of Learner Services in Concord. See the complete Granite State College policy in the current college catalog for further details.

An academic community is based on honesty and integrity. Plagiarism, cheating, or other forms of academic dishonesty are not acceptable at Granite State College. Faculty and students have a joint responsibility to ensure the integrity of learning.

All work that you submit must be your own except in those instances when your instructor gives specific permission to collaborate. When quoting, summarizing or explaining ideas that are based on another's work, whether in print or online, make sure to cite references appropriately. Plagiarism is using another's words or even paraphrasing another's work without giving proper credit through the use of citations.

For Granite State College's complete academic honesty policy, see the current college catalog.

Membership in society implies minimal norms for civil behavior towards one another. It is Granite State College’s expectation that all members of our college community treat faculty, staff, and fellow learners with respect. Learners need to be knowledgeable of and comply with college policies. Each individual is accountable for his/her actions and for the consequences of any behavior that is inconsistent with these values and expectations.

Assessment is an ongoing process that enables the College to improve its programs, courses, and teaching methods. Institutional evaluation may be embedded in tests, exams, and other measurements of student learning. As members of a learning community, students, faculty, and staff will be expected to participate in the important process of assessment on occasion. Confidentiality of any data that identify participants is maintained.