ED : Methods for Teaching EC-6 Social Studies, Language Arts and Fine Arts

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1 ED : Methods for Teaching EC-6 Social Studies, Language Arts and Fine Arts Spring 2012 Mondays 4:00-6:45 1/23/2012 through 5/07/2012 Location: Pleasant Grove Intermediate School Room 310 (Red Hall) Mrs. Mendy Sharp, M.A.E.- Instructor Phone: , voice mail, and text messages are checked daily.

2 ED487 Course Syllabus Course Description: ED487 is a field-based methods course that engages students in learning experiences directly in an EC-6 setting as well as in the university classroom. The content areas covered include social studies, language arts, and fine arts with emphasis on the integration of the various content areas. Strategies to differentiate instruction for English language learners and students with exceptionalities will be addressed. Prerequisites: ED311, PSYC 2308 or PSYC 2314; and ED321; MATH351; RDG350; and admission to the Teacher Preparation Program. Required Textbooks/Resources: Zarrillo, J. (2008) Teaching Elementary Social Studies: Principals and Applications. (3rd ed). Merrill Prentice Hall, NJ. ISBN: Rog, Lori Jamison (2007). Marvelous Mini Lessons for Teaching Beginning Writing. International Reading Association, DE. ISBN: Other Recommended Textbooks (already purchased for Sped410): Taylor, R. L., Smiley, L. R. & Richards, S. B. (2009). Exceptional Students: Preparing Teachers for the 21 st Century. Boston, MA: McGraw-Hill Higher Education. ISBN: X. Kottler, E., Kottler, J. A., & Street, C. (2008). English Language Learners in your classroom: Strategies that Work, 3 rd ed. Thousand Oaks, CA: Corwin Press. ISBN: Student Learner Outcomes (SLO): The Student Learner Outcomes include three components: 1) Content, 2) Professionalism, and 3) Technology. The SLOs are aligned with the Texas Examination of Educator Standards (TExES) for Pedagogy and Professional Responsibilities EC-6, Generalist EC-6, Special Educators EC-12, and English as a Second Language EC-12. 1) Student Learner Content Outcomes Through course and field-based activities and assignments, the Texas A&M University-Texarkana student in ED487 will be able to Interpret and apply the Texas Essential Knowledge and Skills (TEKS) which apply to EC-6 Social Studies, Language Arts, and Fine Arts. 2. Identify and develop practices that reflect an equitable inclusive approach to learning. 3. Demonstrate how to integrate social studies, the language arts, music and drama across the curriculum. 4. Critically analyze instructional resources and use appropriate resources to support instructional activities. 5. Apply assessment and evaluation strategies for continuous student learning. 6. Reflect on individual teaching and learning experiences in writing to foster personal and professional growth. 7. Work and cooperate with colleagues in the learning community. 8. Exhibit professionalism in all instances related to class and field experience.

3 9. Identify attributes of the content areas and how those similarities of attributes add credence for the integration across the EC-6 curriculum. 10. Identify specific content areas for inclusion in PK-6 Social Studies and identify and demonstrate effective teaching strategies for each. 11. Design instruction pertaining to research-based best practices and appropriate strategies for instruction and assessment. 12. Design various learning centers/units, giving rationale and management plans for each. 13. Plan and implement instruction to teach skills and performance experiences in the arts. 14. Participate and gather ideas for teaching interactive activities. 15. Identify songs and drama activities that can be used to teach skills. 16. Demonstrate teaching and modeling of correct letter formation in penmanship. 17. Participate in training that addresses Domains II and IV of the TExES Standards. 18. Identify, describe, and use appropriate accommodations and modifications for students with exceptionalities and for ELLs to ensure student success. 19. Identify, describe and use appropriate instructional strategies for students with exceptionalities and for ELLs to ensure student success. 20. Identify, describe and use appropriate technology to support learning for students with exceptionalities and for ELLs. 2) Student Learner Professionalism Outcomes The following Professionalism Outcomes are infused throughout the course. They are aligned with the Texas Code of Ethics and Standard Practices, the Council for Exceptional Children Code of Ethics, and the TExES. 1. Appropriate attendance and promptness 2. Ability to meet deadlines 3. Positive, open attitude towards learning 4. Ability to utilize constructive feedback 5. Appropriate organizational skills 6. Appropriate collaboration skills 7. Emerging presentation skills 8. Growth as a reflective practitioner 9. Respectful attitude towards professor and other students 10. Appropriate grammar, articulation and speech patterns 11. Professional and ethical behaviors throughout the semester 3) Technology Outcomes The following 'Technology Outcomes' are infused into the learning opportunities throughout the course. Students do not need to be an expert in technology but are expected to develop the following skills:

4 1. to communicate for scheduling and reflections 2. Word process to produce quality written documents 3. Create a power point or DVD to produce a quality presentation 4. Research via internet and other sources to plan lessons 5. Integrate instructional technology to effectively teach lessons in the public school Course Outline: Unit 1: Foundations and Expectations 1. Handwriting basics 2. What does teaching social studies involve? 3. Writing throughout the curriculum. 4. Expectations of student teachers: the Code of Ethics 5. Building a Classroom Community 6. The state s expectations a. TEKS/TAKS/TExES b. Public Law , Consolidated Appropriations Act, 2005 (Constitution Day) Unit 2: Differentiated Instruction 1. Diversity: welcoming cultural and ability differences 2. Major studies and their findings 3. Transformed curriculum 4. Gradual Release 5. Accommodations and modifications for English Language Learners 6. Accommodations and modifications for learners with exceptionalities 7. Response to Intervention (RtI) Unit 3: Inquiry and Critical Thinking 1. Power Writing 2. Planning for creativity 3. Raising Digital Learners 4. Evaluating websites and resources Lulu Artsnacks Unit 4: Drama and Music Ideas that Teach 1. Piggyback songs and musicals 2. Integrating content/lesson planning 3. Creating memorable poems and songs that teach 4. Planning integrated units for SS

5 Unit 5: Writing to Learn 1. STAAR requirements and topics 2. Techniques for teaching writing 3. Assessment of writing samples 4. Mini lessons based on needs assessment Unit 6: Organizing for Teaching 1. Establishing routines 2. Spaces for learning 3. Positive learning environment 4. Communicating with parents 5. Facing Change Course Requirements: 1. Attend all class sessions and actively participate (See Student Participation). 2. Demonstrate knowledge of the course Content Objectives listed in Content Outcomes. 3. Demonstrate emerging skills towards the Technology Objectives listed in Technology Outcomes. 4. Demonstrate progress towards the Professionalism Objectives listed in Professionalism Outcomes. 5. Pass all examinations. 6. Demonstrate confidentiality when interacting with cooperating teachers, principals, parents, students and other professionals during practicum activities. 7. Participate in the six hours of TExES seminars included in the field-based courses. Methods of Evaluation: Each student will be evaluated on two levels including 1) mastery of course objectives and 2) professionalism including class participation. Points earned based on the quality of the product as designed on the grading rubric for each learning opportunity. Graded Components Totals Level 1 Mastery of Course Objectives Exams 100 pts/each) 300 SS Presentation 40 Mini Lesson Presentation 40 Creation and Presentation of Unit with Group 100 Lesson Plans: SS, LA, FA (30 pts/each) 90 Evaluations of lessons by cooperating teachers (30 pts/each) 90 Attendance for Domains II, IV sessions REQUIRED Passing Representative TExES with 75% REQUIRED Level 2 - Professionalism Field-Based Hours (6 hrs. per week for 12 weeks Reflections 20 pts/each) 120 Class Participation (20 pts/for class feedback, exit slips, etc.) 20 Total Possible Points for Course 920

6 Grading Scale: Final course grade will be an average of the points earned. Course grade will be assigned based on the following scale: %=A; %=B; %=C; %=D; > 59% =F See University Specific Information for policy regarding assigning an Incomplete Grade, if needed. Tentative Course Schedule: Week Mons. Topic Assignment Evaluation Items /23 Unit 1-- Foundations and Expectations SS Ch.1, Hw charts, Alphabox 2 *1/30 Unit 1 Foundations and Expectations Unit 2 Differentiated Instruction SS Ch.1 & 2/ Power Writing 3 2/6 Unit 2 Differentiated Instruction SS Ch. 3/My Brown Eyes (DVD) 4 2/13 Unit 2 Differentiated Instruction Prepare Exam 1 Exam #1 5 2/20 Unit 3 Inquiry and Critical Thinking Ch /27 Unit 3 Inquiry and Critical Thinking Ch /5 Unit 3 Inquiry and Critical Thinking Unit 4- Drama and Music for Teaching SS 8 3/19 Unit 4 Drama and Music Ideas for Teaching SS 9 3/26 Unit 4 Drama and Music Ideas for Teaching SS The Most Important Thing Submit schedule/sign up for PPR Session (ASAP) SS Presentations begin Ch. 9 Think Aloud TExES Session (TBD) Study for exam Exam #2 Prepare for minilesson on writing presentation 10 4/2 Unit 5 Writing to Learn Write a letter to an author. Writing mini-lessons begin/reflections begin Mini- lessons 11 4/9 Unit 5 Writing to Learn Picture words Mini-lessons 12 4/16 Unit 5 Writing to Learn Study for exam Exam #3/Minilessons/Reflection 13 4/23 Unit 6 Organizing for Teaching Prepare for unit presentations. 14 4/30 Unit 6 Organizing for Teaching Prepare for unit Minilessons/Reflection Reflection presentations. 15 5/7 Unit 6 Organizing for Teaching Evaluations by cooperating teacher due/unit Presentation * We will begin meeting at Pleasant Grove Intermediate Campus, Room 310. Student Participation: Participation Policy: Students are expected to attend all classes, to be on time, and attend for the full class. Twenty points will be awarded for exit slips, journal entries, and in-class projects. o Missing more than two classes may result in the student being dropped from the class or final grade will be dropped one full letter.

7 o If a student chooses to miss a class, as an adult learner, the student is responsible for course announcements, covering the material addressed in class independently, and obtaining notes from a peer. Please notify instructor if you will be unable to attend. Course Etiquette: 1. Cell phone and beepers should be silenced and put away during class time. 2. Conduct yourself in a manner that is not distracting to your peers. 3. Be respectful of other students and the professor. 4. Recognize that arriving late or leaving class early is a distraction to your peers. 5. Students may NOT bring children to class. 6. Students are responsible for reading, understanding, and following the A&M-Texarkana Code of Conduct. Disability Accommodations: Students with disabilities may request reasonable accommodations through the A&M-Texarkana Disability Services Office by calling Academic Integrity: Academic honesty is expected of students enrolled in this course. Cheating on examinations, unauthorized collaboration, falsification of research data, plagiarism, and undocumented use of materials from any source constitute academic dishonesty and may be grounds for a grade of F in the course and/or disciplinary actions. For additional information, see the university catalog. Student Technical Assistance: (This is not a web-enhanced course, but assistance may be necessary for using Blackboard.) Solutions to common problems and FAQ s for your web-enhanced and online courses are found at this link: If you cannot find your resolution there, you can send in a support request detailing your specific problem here: Blackboard Helpdesk contacts: Office hours are: Monday - Friday, 8:00a to 5:00p Kevin Williams (main contact) Frank Miller (alternate) Nikki Thomson (alternate) Educator Standards for EC-6: The following SBEC standards are addressed in the course. A full description of the standards and competencies can be accessed using the link below: Social Studies Generalist EC-6 Standards: Standard I 1.1k-1.2k, 1.1s-1.7s (Comprehensive Knowledge of SS) Standard II 2.1k-2.3k, 2.1s-2.2s (Integration) Standard III 3.1k-3.8k, 3.1s-3.7s (TEKS) Standard IV 4.1k-4.18k, 4.1s-4.11s (History) Standard V 5.1k-5.12k, 5.1s-5.14s (Geography) Standard VI 6.1k-6.23k, 6.1s-6.12s (Economics)

8 Standard VII 7.1k-7.13k, 7.1s-7.11s (Government) Standard VIII 8.1k-8.10k, 8.1s-12s (Citizenship) Standard IX 9.1k-9.21k, 9.1s-9.12s (Culture) Standard X 10.1k-10.9k, 10.1s-10.10s (Science, Technology and Society) English, Language Arts and Reading Generalist EC-6 Standards: Standard VIII 8.1k-8.9k, 8.1s-8.12s (Development of Written Communication) Standard IX 9.1k-9.3k, 9.1s-9.4s (Writing Conventions) Standard XI 11.1k-11.4k, 11.1s-11.6s (Research and Inquiry Skills) Music Generalist EC-6 Standards: * Generalists for grades EC 6 will be expected to have a basic understanding of this content. English as a Second Language Standards: Standard IV. The ESL teacher understands ESL teaching methods and uses this knowledge to plan and implement effective, developmentally appropriate ESL instruction. The beginning ESL teacher knows and understands: 4.2k factors and procedures in planning ESL instruction, including consideration of students developmental characteristics and their individual needs; 4.3k a variety of methods and techniques appropriate for instruction in the ESL classroom; 4.5k instructional practices, resources, and materials for content-based ESL instruction; 4.6k the use of technological tools and resources to facilitate and enhance ESL instruction; Standard V. The ESL teacher has knowledge of the factors that affect ESL students learning of academic content, language, and culture. 5.1k factors that may affect ESL students learning of academic content, language, and culture (e.g., age, personality, academic background, sociocultural factors, home environment, attitude, exceptionalities); Special Education Standards: Standard VI: The special education teacher understands and applies knowledge of procedure for planning instruction and managing teaching and learning environments. Standard VIII: The special education teacher understands assistive technology as defined by state and federal regulations. Standard X: The special education teacher promotes students academic performance in all content areas by facilitating their achievement in a variety of settings and situations. Standard XI: The special education teacher promotes students academic performance in English language arts and reading.

9 Texas Essential Knowledge and Skills (TEKS): The following TEKS are addressed in the course. The Texas Essential Knowledge and Skills can be accessed on the Texas Education Agency Web site using the A-Z index at the following URL: Pre-K Guidelines VII for Social Studies Chapter 117 TEKS for Fine Arts Subchapter A. Elementary Grades K Chapter 117 TEKS for Fine Arts Subchapter B. Middle Grade Chapter 113 TEKS for Social Studies Subchapter A. Elementary Grades K Chapter 113 TEKS for Social Studies Subchapter B. Middle Grade Chapter 110 TEKS for English, Language Arts and Reading Subchapter A. Elementary Grades K Chapter 110 TEKS for English, Language Arts and Reading Subchapter B. Middle Grade English Language Proficiency Standards (ELPS): This course incorporates the ELPS in lesson planning and instructional delivery in order to improve language acquisition and content area knowledge of students who are English learners. The ELPs will be implemented by teacher candidates during instruction of the subject area for students who are English learners. The ELPs can be accessed on the Texas Education Agency Web site using the following link: Texas Assessment of Knowledge and Skills (TAKS): Students will be taught about the TAKS test through the Information Booklets. The scoring rubrics for the writing samples will be emphasized. Texas College and Career Readiness Standards: Science Standards I A, B, C, D, E; II A, B; III A, B, C, D; IVA; VI A; IX A, B, C, D; X A Social Studies Standards A 1-3; E 1, 3; IV A 1, 2, 5, C, D; V A, B Mathematics Standards I A, B, C, D; II A English Language Arts I Writing A 1-5 II. Reading A. 1-11, B. 1-3 C. 1-4 D. 1, 2 III Speaking A. 1, 2 B. 1-3 IV Listening A 1-3, B. 1-3 Cross-Disciplinary Standards A. 1, 2 B. 1-4 C. 1, 2 D. 1, 2, 3, 4 E. 1, 2, F. 1, 2, 3, 4 The Texas College and Career Readiness Standards can be accessed at the Texas Higher Education Coordinating Board Web site using the following link: Technology Applications: The technology applications standards for all beginning teachers can be accessed at the following link: This course will address the following Technology application standards for all beginning teachers I-IV. Standard I 1.1k-1.3k, 1.10k-1.18k, 1.1s-1.6s, 1.10s-1.18s Standard II 2.1k-2.3k, 2.1s, 2.3s-2.8s Standard III 3.2k, 3.3k, 3.1s, 3.4s-3.8s, 3.10s, 3.13s, 3.15s Standard IV 4.1k-4.3k, 4.1s, 4.2s, 4.4s-4.7s, 4.11s, 4.12s. Texas Administrative Code Educator Preparation Curriculum Topics: 2: Code of Ethics 3: child development

10 4: motivation 5: learning theories 6: TEKS organization, structure, and skills 7: TEKS in content areas 8: state assessment of students 9: curriculum development and lesson planning 10: classroom assessment for instruction/diagnosing learning needs 11: classroom management/developing a positive learning environment 12: special populations 13: parent conferences/communication skills 14: instructional technology 15: pedagogy/instructional strategies 16: differentiated instruction 17: certification test preparation The curriculum topics can be accessed in the Texas Administrative Code at the following link: =&pg=1&p_tac=&ti=19&pt=7&ch=228&rl=30 It is my great privilege and responsibility to teach you this semester. I am challenged to equip you with valuable strategies and meaningful resources that will allow you to begin a successful career as an educator. I believe you have chosen a career of a special calling. It is rewarding to make an impact on the lives of young students. I am honored to be a small part of this journey with you. Mrs. Mendy Sharp, M.A.E. Plans for successful completion of ED487:

11 My Big Idea in Social Studies is: on. My Mini-lesson for writing is: on. My SS unit will be on grade level with on. In my field-based experience: I will teach my SS lesson in grade on. I will teach my fine arts lesson in grade on. I will teach my language arts lesson in grade on. I will document my hours a week each week for 12 weeks. I sent reflections on:,,,,,. I will attend my PPR Session:. I made a 75% or better on the practice TExES test. Other requirements to remember:

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