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Teacher Education Handbook 2014-2015

Education 314 and 316 Literacy Methods for Junior Block

1. Course Identifier:

Capital University
Education 314 and 316 Literacy Methods in Junior Block
Fall, 2014

2. Instructors:
Tobie Sanders, 214 Learning Center;; 614-236-6321
Carolyn Osborne, 222 Learning Center,; 614-282-8012 (call or text)

Carolyn's Office Hours: Mondays 11:30-1; Fridays 11:30-noon.
Tobie's Office Hours: Mondays 10-12; Tuesdays 1-3; Wednesdays 10-12

3. Course Meeting Time:

Mondays and Wednesdays in class until the beginning of Field Placement and at the end of Field Placement. Friday time is two hours online at a time of your choosing.

This course includes a significant field placement in which students are in classrooms all day.

4. Course Description:

Education 314
This course prepares early childhood education candidates to teach writing, listening, visual literacy, and oral communications using appropriate instruction methods, learning activities, and materials based on the Ohio Academic Content Standards for English Language Arts, and national English language arts standards. Candidates learn to assess student learning and to collect and analyze data to evaluate student achievement as well as reflect on their own teaching. The course includes an intensive field experience. Acceptance into Teacher Education Program is required to enroll in this course. Must be taken in conjunction with EDUC 315, EDUC 316, EDUC 317 and EDUC 318. Prerequisite(s): 0 credits; Corequisite(s): EDUC 315 and EDUC 316 and EDUC 317 and EDUC 318

Education 316
This course prepares early childhood education candidates to teach reading using appropriate instructional methods, learning activities, and materials. Education 314 and 316 are closely aligned with each other in recognition of the relationships between language and literacy. This course includes extensive supervised field experience. Course content is aligned with the Ohio English Language Arts Curriculum Content Standards and national English language arts and reading standards. Acceptance into Teacher Education Program is required to enroll. Course must be taken in conjunction with EDUC 314,EDUC 315, EDUC 317 and EDUC 318. Prerequisite(s): 0 credits; Corequisite(s): EDUC 314 and EDUC 315and EDUC 317 and EDUC 318

5. Course Goals:

Relation of Ed 314 to University Mission

Capital University's mission statement is as follows:
By drawing upon the Lutheran principle of free inquiry, Capital University:
  • Provides for personal growth by encouraging, enabling, and celebrating learning;
  • Prepares individuals to be knowledgeable, independent, critical thinkers - educated for lives of leadership and service in an increasingly diverse society;
  • Inspires individuals to be morally reflective, spiritually alive, and civically engaged.
The central experience in the literacy methods (Education 314/316) of the Junior Block experience involves students becoming researching teachers; this is the "What Difference Does Instruction Make" (WDDIM) project. Specifically, they choose a learning experience for children during their field placement. They assess the children prior to the learning experience and they assess them after the learning experience. The paper involves critical thinking because the point of this is to think about why learning worked or didn't work. It involves the celebration of learning because frequently students want to ensure that there is a difference made by instruction or they choose to focus the project on a single, usually struggling, child and want to help the child see him/herself as a capable learner. There is a moral aspect to the research experience as students consider what works and what doesn't work; they are working with real students in their Junior Block field experience and often reflecting on these students' learning through the research project requires moral engagement because teaching requires people to be ethical and to have a moral compass.

Relationship of Ed 314 to Department of Education goals

Goal 2. Engage in critical inquiry to impact professional practice
The "What Difference Does Instruction Make" research project that students complete in this course is designed around helping teachers to carry out research in the classroom and to reflect about what worked and what didn't work in the instructional portion of the project.

Goal 3. Demonstrate an understanding of the teaching-learning relationship
The WDDIM research project requires students to think deeply about various facets of the teaching-learning relationship.

Goal 6. Demonstrate effective use of technology in professional practice
The WDDIM project requires the use of technology in terms of data presentation and data analysis.

Goal 8. Apply ethics and values in professional decision-making
Teachers are morally and ethically required to be successful in helping students to make change in their thinking.

Goal 9. Understand and use varied assessments to inform instruction, evaluate and ensure student learning
The WDDIM project necessarily involves assessments; students then use the assessments to figure out how much of a difference was made in an instructional experience.

6. Intended Learning Outcomes and Assessment Plan:


Here are the competencies you will need in the junior block field experience and in student teaching. Also, we have looked at Praxis subject tests to ensure that these topics are covered here. Our hope is that the material here will help you to be a fantastic reading teacher and will get you through the Praxis subject tests safely the first time. There is a very good chance you have covered a lot of this material in other classes; if that is the case, there is no need to repeat that. Just focus on the areas where you feel you need more information and skills, or dig deeper and learn more. All of us have room for growth!
Specific Knowledge
Wiki Resource
Ohio Standards
Knows the Common Core Standards
Knows how to look up specific grade-level standards
Teaching in Ohio
Understands literacy development in children and how to support it
Understands reading as a part of general language development (speaking, listening, reading, and writing)
Understands phonemic awareness
Understands the technicalities of the code (phonics)
Understands how to support vocabulary development
Understands how to support fluency in reading
Understands centrality of comprehension and how to support the development of comprehension
Understands that meaning making is a construction process
Understands that children who love to read, read best and knows how to support reading engagement.
Understands the importance of metacognition and knows how to develop it in students
Understands reading-writing connection and using writing as a response to reading
Literacy Development
Language Development
Phonemic Awareness
Reading Writing Connection
Understands the development of writing in children and how to support it.
Understands writing as a part of general language development (speaking, listening, reading, and writing)
Understands invented spelling and how to incorporate it constructively in the classroom
Understands the writing process
Knows how to create writing invitations that engage children
Literacy Development
Language Development
Writing Process
Writing and Teaching Writing
Understands why spelling in English is challenging
Has a general understanding of the role of etymology in English spelling and how that information can be used in the classroom
Has some strategies for teaching spelling
Knows parts of speech
Knows agreement in sentence construction
Can identify an incorrect sentence
Can correct an incorrect sentence
Knows how to use comma, period, question mark, exclamation mark, and quote marks.

Both of these pages list tutorials that can help you develop these skills.
Writing Process
Understands that the writing process is not linear
Knows how to support all stages of the writing process
Knows how to encourage writers
Knows how to help writers solve problems
Writing Process
Troubleshooting the Writing Process
Feedback for Students
Differentiating Instruction
Understands why instruction needs to be differentiated.
Knows how to organize texts of multiple reading levels on a single subject
Has and can use Reading Workshop resources
Addressing the Needs of All Students
Kids are not French Fries
Rethinking the Use of Text in the Classroom
Managing Multiple Reading Levels
Examples of multiple texts on one topic
Multiage or Multigrade level Classroom
Reading and Writing Workshop Resources
Has a range of possible assessment procedures to use for both reading and writing
Assessment Without Tears
Knows how to use assessment information and teaching strategies to help children solve literacy-related problems.
Troubleshooting the Reading Process
Troubleshooting the Writing Process
Lesson planning and unit planning
Can create lesson and unit plans that incorporate the interests of students and that are engaging.
Can create written lesson plans that are comprehensive enough that other people can use them in teaching.
Can connect lesson plans to benchmarks.
Can create lesson plans that have a definite relationship to past, present, and future plans for teaching (unit, term, year).
Lesson and Unit Planning
Knows how to collect data and analyze it
Makes data-driven decisions
"What Difference Does Instruction Make?" project
Portfolio will include research project
Can learn new technologies and apply them to teaching and learning

7. Required Reading:

This course includes students from a variety of backgrounds: some traditional Capital University students, some students from Ohio State University who are seeking licensure, and some students from a variety of other backgrounds who are seeking licensure. Because of this wide range of students, we provide a wide range of materials from which students self-select according to their needs. These readings and related activities are on:
These readings range from introductory material on various literacy-related topics to research articles one might read in a graduate-level class. This allows all students to make progress, whether they need to review information or extend their knowledge and understanding.

8. Assignments and Examinations:

12 reflections on what you are learning via the "Theme of the Week." 25%
1 cross curricular unit plan 25%
1 research paper, "What Difference Does Instruction Make?" 25%
Your participation and work in the field placement classroom 25%

Details on What Difference Does Instruction Make are here: Research-What Difference Does Instruction Make?

9. Policies:

In our experience the vast majority of students are aware of and compliant with university policies, which is what we expect. When students are not compliant with these policies, we work with those students individually to help them get into compliance.
a. Course-specific Policies
Because Junior Block (of which this course is a part) is a major step towards preparing for student teaching and then graduation, most students approach this class with a desire to become the best teacher they can be. Where students do not have this perspective, we problem solve and work with the student to help them.
b. The office of Disability Services is truly excellent and we are happy to work with them to ensure that all students get the best education possible. of Disability Services

c. We encourage students to take advantage of university support for academic excellence: Support Services in the Center for Excellence in Learning and Teaching

10. Course Calendar:

Class begins Monday August 25
No class on Labor Day
Field Placement begins 10/13 and ends 11/25

11. Document History:

This is a major rewrite to comply with university syllabus requirements 8/2012
Revised 8/13 for Fall Semester 2013
Revised 12/13 for Spring Semester 2014