Chaminade University of Honolulu
Fall 2006 

Course Information:	ED 629 Language Arts

Instructor Information:  
Instructor: Harsjasti Los Banos, MAED/CI		
Cel:  277-1064
E-mail:  harsjasti.losbanos@adjunct.chaminade.edu
Site/Hours:  Thursdays, 5:30-9:30 pm
:      

RATIONALE 
Language is the principal symbol system humans use to communicate and the major expression of thought. The goal of language arts instruction is to promote the child’s development of language skills that will enable him/her to appreciate and use language effectively in interacting with people, things, ideas, places and symbols.  The course goals include teaching the developmental nature of language and language arts instruction; the nature of the English language (structure, sounds, word meanings and form, grammar); specific methods for diagnosing and teaching children the skills for writing and reading through early literacy, and how to integrate the language arts through all curricular areas  

COURSE OBJECTIVES  
The student will be able to:  
	1. Demonstrate knowledge of the rationale for language arts curriculum and the content base that comprises the language arts in a Pk-3 classroom using texts and current research.) (HTB #5) 
	2. Describe and incorporate into lesson planning goals and activities that support a psychologically safe and positive learning environment by taking into account the developmental nature of language instruction (HTB # 2, 6) 
	3. Demonstrate ability to provide appropriate learning opportunities for all of their students, including diverse learners, in each of the four language arts   (HTB #3, 4, 7) including the use of computer based instruction. 
	4. Demonstrate competency in at least three diagnostic techniques leading to the ability to accurately assess children’s development (HTB # 8) 
	5. Manage the use of time and space such that they are able to provide language arts experiences that support children’s development as independent learners. (HTB #1, 2) 
	6. Demonstrate and justify citing current research, the use of a range of teaching strategies, including using manipulative materials for exploration of language; concrete models for language arts concepts; verbal strategies including explanation, inquiry, and dramatization. (HTB #3,6,7) 
	7. Develop and use at least two appropriate parent-friendly record-keeping and evaluation processes related to children’s language, reading, and writing development.  (HTB #8, 10) 
	8. Role play effective listening, conflict resolution and group-facilitation skills when engaged in parent conferences related to the language arts, or in meeting with colleagues and other professionals (HTB #9) 
	9. Describe and bring examples of at least three activities related to language arts instruction that foster positive parent and school community relationships.  Cite current research to back your claim.  (HTB # 10)   
 
TEXTS 
Required 
Cramer, Ronald, C.(2004). The language arts: A balanced approach to reading, writing, listening,  talking, and thinking. Boston: Pearson.  

Reutzel, D.R. & Cooter, R.B. (2005). The Essentials of Teaching Children to Read: What Every Teacher Needs to Know. Upper Saddle River, NJ: Pearson.  

Recommended 
Heath, S. B. (1988).  Ways with words
	
METHODS 

Lecture/Discussion 	Videos	 	 Research  		Demonstrations 
Readings  		Observation 	Writing Assignments 	Material Making 
 
EVALUATION 
Album/Portfolio  
Organization plus Reflections				10 pts
Field Observation Activities					15 pts (3 @ 5 ea)   
3 Lesson Plans Plus Final Paper				40 pts 
Working With Parents PowerPoint				15 pts  
Class Activities     						10 pts (2 @ 5 ea)    
Class Participation  						10 pts.

Grading:  Students need to make every effort to attend all classes.  If a student misses two classes, an A grade will not be given for the course.  If a student misses three classes they will be failed.

UNIVERSITY POLICIES 
 
Please see Chaminade University’s Student Handbook, the Graduate Program General Catalog, and the Education Division Policy Manual for important policies on Plagiarism, Classroom Department, Freedom of Expression, Disabilities, Withdrawals, Add/drop, Incompletes, and other important information.   
 
Date 		Topic/Learning Objective		Readings and Assignments Due   

Week One 	Review Syllabus and Overview/Rationale   
		History of language  
  
Week Two 	Culture/Diversity in Children’s Language  		Chapters 1, 2, text 
		Working/Families to Promote Literacy 		Portfolio Check			Working with communities   			 

Week Three	Development of language skills in children   		Chapter 3, text
	   	Red Flags and Resources    			 	Lesson #1 
Assessment of Children   			
Standards and Benchmarks   			  

Week Four	Developing a language rich environment  		Chapter 6, 7, text	  
		Perception/Concept Development   			O&P Write-up #1
Vocabulary Development 				 

Week Five	Receptive Language Processes   			Chapter 4, text	    
		Expressive Language Processes   			Lesson #2 
         
Week Six	Emergent Writing   					Chapter 13, text
		Development of Spelling    			 	O&P Write-up #2

Week Seven	Emergent  Reading     				 	Chapter 5,8, text
									Lesson #3

Week Eight	Early Reading and Writing Activities			Chapter 10,11, text
 									O&P Write-up #3

Week Nine	Understanding the structure of language  		Chapter 9,12, text	
Graceful Grammar    	Completed Lessons   
Fluent Reading and Writing Activities  		plus Paper	 

Week Ten	Celebration of Learning    				Group PowerPoint	 
		Course Evaluation    				 
Personal Evaluation    (In Class) 
     
Syllabus and Course Content May Be Adjusted to Meet the Needs of Students