Dr. Douglas Gosse
EDUC 4116–Language Arts (Junior-Intermediate)
Douglas Gosse, PhDProfessor, Schulich School of Education
50 Wellington St., Brantford, ON, CAN N3T 2L6
Email:
TEL: 519-752-1524, ext.7522
Fax: 519-752-8372
URL:
Office Hours: by appointment in person or via email
COURSE DESCRIPTION:Language—psychological and sociological factors influencing language learning; the language processes (listening, speaking, reading, writing); usage and grammar as a function of children’s communication needs; current theories of reading instruction; expressive, transactional and poetic writing; children’s literature; developmental programs in listening, speaking, reading and writing. Drama—drama as an expressive art; dramatic play, mime, improvisation, story drama, program development in drama.
OVERVIEW:This 3 credit course includes a total of 36 hours of class time, with 18 hours in each of terms one and two. Students will be introduced to a variety of methods, strategies, and resources, and will build fundamental understandings related to teaching language arts, literacy, and drama in the junior and intermediate grades. Equity and differentiation will be cornerstones of thisintroductory language arts course. Direct instruction and a constructivist approach will require students to fully engage in class with individual and group work, research, and presentations.
STUDENT OUTPUTS: By the end of this course, within a context of multiple literacies, students will:
- Analyze language processes
- Acquire an understanding of subject-specific and general teaching methodologies, strategies, and techniques— including metacognition
- Create inclusive and positive learning environments (e.g., differentiated instruction, classroom community) that demonstrate care, respect, and commitment to learning
REQUIRED TEXTS
Ontario Ministry of Education. (2006). A Guide to Effective Literacy Instruction - Volume One: Foundations of Literacy Instruction for the Junior Learner from
Ontario Ministry of Education. (2006). A Guide to Effective Literacy Instruction - Volume Two: Assessment from
Ontario Ministry of Education. (2006). A Guide to Effective Literacy Instruction - Volume Three: Planning and Classroom Management from
Ontario Ministry of Education. (2003). Think Literacy, Cross-Curricular Approaches, Grades 7-12 from
Ontario Ministry of Education. (2005). Education for All, The Report of the Expert Panel on Literacy and Numeracy Instruction for Students With Special Education Needs, Kindergarten to Grade 6 from
Ontario Ministry of Education. (2009). The Ontario curriculum, the Arts: Grades 1-8 from
Ontario Ministry of Education. (2009). The Ontario curriculum,Language: Grades 1-8 from
REQUIRED TEXTS AVAILABLE IN BOOKSTORE:
- Quick Flip Questions for Critical Thinking. (Bloom’s Revised Taxonomy) developed by Linda G. Bartonj.
- Quick Flip Activities for Multiple Intelligences developed by Concetta Doti Ryan.
- Boys and Academic and Social Success developed by Douglas Gosse (available Fall 2013)
RECOMMENDED TEXTS ON RESERVE IN THE BRANTFORD PUBLIC LIBRARY—173 Colborne Street
- Bainbridge, J., & Heydon, R. (2013). Constructing meaning: Teaching the language arts K-8 (5th ed.). Toronto, Ontario: Nelson Education.
- Brozo, W. G. (2002). To be a boy, to be a reader: Engaging teen and preteen boys in active literacy. Newark, Del.: International Reading Association.
- Frey, N., & Fisher, D. (2007). Reading for information in elementary school : content literacy strategies to build comprehension. Upper Saddle River, N.J.: Pearson Merrill Prentice Hall.
- Spence, C. M. (2008). The joys of teaching boys : igniting writing experiences that meet the needs of all students. Markham, ON: Pembroke Publishers; Distributed in the U.S. by Stenhouse Publishers.
COURSE EVALUATION:
Assignments: / Marks / Due Dates- In-class quizzes & mini-assignments (individual group)
- Group Presentations (3-4 members)
- Final examination (individual)
April 9-30
Precise details and evaluation criteria for assignments to follow:
- In-class quizzes & mini-assignments (individual and/or group): as part of on-going assessment and evaluation, they will be reader response journal entries, true or false quizzes, fill in the blanks, cloze passage, etc.
- Group Presentations: in groups, you will take a literacy concept or strategy, such as a word wall, mind map, or interest inventories, and create a 35 minute in-class lesson and presentation, involving an application for your peers. You will incorporate professional knowledge of inclusionary practices and differentiation. A summary essay will include references from MOE resources, books and academic journals.
- Final examination (individual): fill in the blanks, multiple choice, matching, etc.
EVALUATION POLICIES
- Punctual and regular attendance is essential for successful completion of this course. When absenteeism exceeds 20%, a student may be excluded from writing the final examination. If an instructor would like to exclude a student from writing a final examination, the Dean and the student must be notified in writing at least two weeks prior to the exam. Students who wish to appeal this decision may appeal to the Dean. The Attendance Policy is found at the following link -
- Assignments are to be successfully completed with a final mark of 60% or more in order to meet course requirements.
- There is a form to be completed and any late acceptance is ultimately at the professor’s discretion (forms are provided on website). This form must be submitted prior to the assignment deadline.
- Assignments have identified due dates.Late penalties of 5% of the full assignment’s worth per day apply; Beyond 3 days, assignments may not be accepted, nor may they be accepted if the professor has already handed back corrected assignments.
- Assignments must identify the assignment topic/title, course name and number, section number, due date, professor’s and teacher candidate's name, and must be directly submitted to the Language Arts professor. Use APA, 6th edition for formatting and references, and also only Times New Roman 12 font.
- When engaged in groupwork, each student must reflect the cooperative learning model of positive interdependence, individual accountability, equal participation, and simultaneous interaction.
ACADEMIC POLICIES AND PROCEDURES
- Academic Regulations including Academic dishonesty, appeals, and attendance requirements for this course, can be found on the Nipissing University website at:
COURSE THEMES AND SPECIFIC OUTPUTS (24 classes)
Section I theme (5 classes): Foundations of literacy instruction
Specific Outputs:
- Analyze Universal Design & differentiation
- Examine Ontario Ministry of Education (MOE) curriculum documents
- Investigate multiple literacies
- Develop understanding of psychological and sociological factors influencing language learning
- Identify components of the reading and writing processes
- Analyze concepts of differentiation & effective literacy instruction
- Study genre & children’s literature
Specific Outputs: Apply the following literacy strategies to lesson planning:
- Differentiation: content, process, product & environment (professor, 2 classes)
- Drama: tableau, improvisation, mime, role play
- Introduction to mind maps, concept maps or visual tools
- Questioning strategies
- Bloom’s Revised Taxonomy
- Wait Time I & II
- Multiple intelligences
- Cooperative learning: Round robin, Think-pair-share, Jigsaw, Four corners debate, etc.
Block III theme (5 classes): Strategies to promote literacy & inclusion
Specific Outputs: Apply the following to lesson planning:
- Metacognition: Elaborative interrogation, Representational imagery, Keyword method, Acronyms, summarizing
- Word walls
- Graffiti strategy
- Small & whole group discussions
- Boys & literacy
- English Language Learners
Specific Outputs: Examine the following in relation to effective literacy assessment:
- Language usage and grammar
- Peer, self & adult assessment
- Interest inventories
- Conferencing
- Process checklists
- Records of reading behaviours
- Cloze passages
- For appeals unrelated to academic dishonesty, please refer to the Grade Appeal guidelines from
- Information on the Laurier Brantford Student Affairs Accessibility Services may be found at
SCHEDULE OF WEEKLY LESSONS & TOPICS
LEC ROOM W202
DATE / TOPIC / ASSIGNED READINGS—HOMEWORK
- Read the corresponding chapter by date and topic below before class
- Note that there may be additional mini-assignments other than those indicated—these may be in-class individual or group work
- Dates and topics per week may vary
Section I theme (5 classes): Foundations of literacy instruction
1)September 11-12 /
- Introduction
- Read Aloud
- Review of course syllabus
And:
* Ensure you read the material listed directly below before next class, and every class thereafter
2)September 18-19 /
- Quiz
- MOE curriculum document
- Universal Design
- Multiple literacies
- Introduction to differentiation
Effective literacy instruction is differentiated, pp. 81-91. A Guide to Effective Literacy Instruction - Volume One: Foundations of Literacy Instruction for the Junior Learner (Vol. 1).
Ontario Ministry of Education. (2009). The Ontario curriculum, Language: Grades 1-8(p.p. 1-7) from
3)September 25-26 /
- Curriculum expectations & Strands
- Psychological and sociological factors influencing language learning
Preface, pp. 3-10. A Guide to Effective Literacy Instruction - Volume One: Foundations of Literacy Instruction for the Junior Learner (Vol. 1).
Chapter 1: The Junior Learner, pp. 11-24. A Guide to Effective Literacy Instruction - Volume One: Foundations of Literacy Instruction for the Junior Learner (Vol. 1).
4)October 2-3 /
- Genre: poetry, realistic fiction, etc.
- Children’s literature
- The reading process
5)October 9-10 /
- *Quiz
- The writing process
- Grammar & language usage
Introduction to writing strategies, pp. 97. Think Literacy, Cross-Curricular Approaches, Grades 7-12.
Section II theme (7 classes): Strategies to promote literacy
6)October 16-17 / Differentiation: content, process, product, environment / Differentiated instruction pp. 14-15. Education for All, The Report of the Expert Panel on Literacy and Numeracy Instruction for Students With Special Education Needs, Kindergarten to Grade 6.
Curriculum Services Canada. (March 29, 2006). Differentiating instruction from
Differentiation Central from
7)October 23-24 / Differentiation: environment / Developing learning profiles: Know your students, pp. 31-48. A Education for All, The Report of the Expert Panel on Literacy and Numeracy Instruction for Students With Special Education Needs, Kindergarten to Grade 6.
Tauber, R. (2009). What teachers expect from students, they generally get! Education Matters: a publication of the Association of American Educators Foundation, 2, 1-3 from
8)October 30-31 / Introduction to drama: tableau, improvisation, mime, role play / Ontario Ministry of Education. (2009). The Ontario curriculum, the Arts: Grades 1-8 from
9)November 6-7 / Introduction to mind maps, concept maps or visual tools / Heyerle, D. (Writer). (1999). Visual Tools: From Graphic Organizers to Thinking Maps. Elementary Edition [videocassette]. In The Video Journal of Education (Producer). United States
10)November 13-14 / Questioning & Bloom’s Revised Taxonomy / Higher-order thinking, pp. 55-59. A Guide to Effective Literacy Instruction - Volume One: Foundations of Literacy Instruction for the Junior Learner (Vol. 1).
11)November 20-21 / Multiple intelligences
12)November 27-28 /
- *Quiz
- Introduction to cooperative learning
Exams—December 5-18
Section III theme (6 classes): Strategies to promote literacy & inclusion
13)January 8-9 /
- Inclusion
- Metacognition
- *Journal entry
Planning for inclusion, pp. 16-18. Education for All, The Report of the Expert Panel on Literacy and Numeracy Instruction for Students With Special Education Needs, Kindergarten to Grade 6.
Preface, p.6 & Metacognitive skills, pp. 60-62. A Guide to Effective Literacy Instruction - Volume One: Foundations of Literacy Instruction for the Junior Learner (Vol. 1).
Seifert, T. (Fall 1993). "Learning Strategies In The Classroom" from
14)January 15-16 /
- Elaborative interrogation
- Representational imagery
Seifert, T. (Fall 1993). "Learning Strategies In The Classroom" from
15)January 22-23 /
- Keyword method
- acronyms
Seifert, T. (Fall 1993). "Learning Strategies In The Classroom" from
16)January 29-30 /
- Small group discussions
- Whole group discussion
Small group discussions, pp. 158-172. Think Literacy, Cross-Curricular Approaches, Grades 7-12.
Whole group discussions, pp. 176-186. Think Literacy, Cross-Curricular Approaches, Grades 7-12.
17)February 5-6 /
- Graffiti
- Rapid writing & word walls
Reacting to reading (Graffiti), pp. 66-69. Think Literacy, Cross-Curricular Approaches, Grades 7-12.
Generating ideas: Rapid writing, pp. 98-100. Think Literacy, Cross-Curricular Approaches, Grades 7-12.
18)February 12-13 /
- English Language Learners
- Boys & literacy
Ontario Ministry of Education. English Language Learners” from
Ontario Ministry of Education. “Boys’ Literacy” from
Gosse, D. (August 2012). Male Educators’ Perspectives on Best Practices for Enhancing the Teaching & Learning of Boys in Single-Sex Classrooms, Grades 7-8. New Male Studies: An International Journal, 1(3), 32-76 from
Gosse, D., & Arnocky, S. (2012). The State of Canadian Boyhood—Beyond Literacy to a Holistic Approach. In Education, exploring our connective educational landscape 18(2) from
Reading Week—February 17-21
Block IV theme (6 classes): Assessment strategies & tools
19)February 26-27 /
- Quiz
- The role of assessment in literacy instruction
20)March 5-6 /
- Language usage and grammar
- Peer, self, and adult assessment
Student self and peer assessment, pp.27-33 . A Guide to Effective Literacy Instruction - Volume Two: Assessment (Vol. 1I).
21)March 12-13 /
- Interest inventories
- conferencing
Interest inventories, pp. 43-44 & Conferencing, pp. 54-55. A Guide to Effective Literacy Instruction - Volume Two: Assessment (Vol. 1I).
22)March 19-20 /
- Process checklists
- Records of reading behaviours
Process checklists, p. 55-58 & Records of reading behaviour, p. 59-61. A Guide to Effective Literacy Instruction - Volume Two: Assessment (Vol. 1I).
23)March 27-28 /
- Aboriginal students
24)April 2-3 / Review for exam / Ontario Ministry of Education. Aboriginal Education Strategy from
Exams—April 9-30
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