Graduate Syllabus Template 1-4-08

Masters Initial Revised 08-13-08

Montana State University Billings

College of Education
Department
Fall 2017

Course Rubric and Title:

EDCI 511 Integrating Language Arts/Childrens Literature Across the Curriculum

Instructor: Ms. Lynette Schwalbe lschwalbe@msubillings.edu

Office/Phone/Email: COE 282 406 - 657-2284

Text(s) Donna E. Norton. Through the Eyes of a Child: An Introduction to Childrens

Literature. (Upper Saddle River, NJ: Prentice Hall). ISBN# 0-13-220296-4

Island of the Blue Dolphins novel by Scott O Dell

Course Description: To explore and implement techniques and strategies for the effective
teaching and integration of language arts/childrens literature, investigate current issues and
teaching practices, and curriculum development appropriate for teaching in the elementary
classroom.

Course Content Goals and Objectives:

1. The students will recognize the integrated nature of the language arts-reading, writing,
speaking, listening, viewing, and visual representation.

2. The students will demonstrate an understanding of the appropriate content for the
various language arts as reflected in standards.

3. The students will incorporate teaching plans and strategies that integrate language arts
skills to elementary age children from a variety of language patterns and cultural
backgrounds.

4. The students will demonstrate the effective integration of literature into language arts.

5. To blend theories and ideas of developmentally appropriate literacy instructional

activities with the world of practice as experienced in the classroom.

6. To develop an awareness that an effective literacy program is more than a basal

reading series, a phonics only approach, or successful performance on a test of discrete
skills. Rather a balanced literacy program that includes a wide variety of quality
literature and genres integrated into the curriculum, diverse expository materials,
meaningful and contextualized skill instruction, shared literacy experiences, and
regular occasions to explore literacy at a personal level.
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7. To plan, design, select, and adapt content, to find and create materials for lessons, and
to reflect upon and evaluate lessons taught in the classroom in order to meet the needs
of individual learners.

Montana Professional Educator Preparation Standards (PEPPS):

ARM 10.58.508 ELEMENTARY 10.58.509 LANGUAGE ARTS

(1) Requires that successful candidates:

(a) demonstrate knowledge and understanding and use major concepts,
principles, theories, and research related to the development of children and
young adolescents to construct learning opportunities that support
individual students development, acquisition of knowledge, and motivation,
(b) demonstrate knowledge and understanding and use the central concepts as
outlined in Montanas student content and performance standards, tools of
inquiry, and structures of content for students across grades K-8 and can
engage students in meaningful learning experiences that develop students
competence in subject matter and skills for various development levels.
Candidates:
(i) demonstrate a high level of competence in the use of English language arts
and demonstrate knowledge, understanding, and use concepts from
reading, language, literature, and child development to teach reading,
writing, speaking, listening, and thinking skills and to help students
successfully apply their developing skills to many different situations,
materials, and ideas;
(c) plan and implement instruction based on knowledge of individual students,
learning theory, subject matter, curricular goals, and community.
(i) demonstrate understanding of how students, within different population,
including Montana American Indians, differ in their development and
approaches to learning and create instructional opportunities that are
adapted to diverse learners,
(ii) strategies that encourage students development of critical thinking,
problem solving, and performance skills, including the appropriate use of
current and emerging technologies:
(d) demonstrate knowledge and understanding of and use formal and informal
assessment strategies to evaluate and ensure the continuous intellectual,
social-emotional, and physical development of each student.

10.58.509 LANGUAGE ARTS

(2) Candidates are knowledgeable about language, oral discourse, reading processes,
writing processes, literature, print and non print media, and technology, research
theory and findings. Candidates demonstrate:
(c) knowledge of and skills in the use of reading processes, (e.g. phonemic
awareness, word identification and phonics, vocabulary and background
knowledge, fluency, comprehension strategies)
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(d) knowledge of and skills in writing processes

(e) knowledge of and skills in using an extensive range of literature, including
works by and about Montana American Indians

COE Graduate Performance Outcomes (ACF):

As part of their professional and pedagogical development, graduate students will:
1. Locate, read, and evaluate relevant professional and academic literature.
2. Demonstrate understanding of similarities and differences in human learning and
development.
3. Demonstrate mastery in subject area content knowledge, understanding, and skill in
applying that knowledge and understanding.
4. Demonstrate professionalism that extends beyond technically accurate knowledge and
effective skills.
5. Integrate extant theory and evidence into ones professional activities.
6. Critically analyze policy and ones own practice in light of professional standards and
applicable policy.

COE- INTASC Standards

Professional and Pedagogical Development

Standard #1: Learner Development

The teacher understands how learners grow and develop, recognizing that patterns of
learning and development vary individually within and across the cognitive, linguistic,
social, emotional, and physical areas, and designs and implements developmentally
appropriate and challenging learning experiences.
Standard #2: Learning Differences
The teacher uses understanding of individual differences and diverse cultures and
communities to ensure inclusive learning environments that enable each learner to meet
high standards.
Standard #3: Learning Environments
The teacher works with others to create environments that support individual and
collaborative learning, and that encourage positive social interaction, active engagement
in learning, and self motivation.
Standard #4: Content Knowledge
The teacher understands the central concepts, tools of inquiry, and structures of the
discipline(s) he or she teaches and creates learning experiences that make these aspects of
the discipline accessible and meaningful for learners to assure mastery of the content.
Standard #5: Application of Content
The teacher understands how to connect concepts and use differing perspectives to
engage learners in critical thinking, creativity, and collaborative problem solving related
to authentic local and global issues.
Standard #6: Assessment
The teacher understands and uses multiple methods of assessment to engage learners in
their own growth, to monitor learner progress, and to guide the teachers and learners
decision making.
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Masters Initial Revised 08-13-08

Standard #7: Planning for Instruction

The teacher plans instruction that supports every student in meeting rigorous learning
goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills,
and pedagogy, as well as knowledge of learners and the community context.
Standard #8: Instructional Strategies
The teacher understands and uses a variety of instructional strategies to encourage
learners to develop deep understanding of content areas and their connections, and to
build skills to apply knowledge in meaningful ways.
Standard #9: Professional Learning and Ethical Practice
The teacher engages in ongoing professional learning and uses evidence to continually
evaluate his/her practice, particularly the effects of his/her choices and actions on others
(learners, families, other professionals, and the community), and adapts practice to meet
the needs of each learner.
Standard #10: Leadership and Collaboration
The teacher seeks appropriate leadership roles and opportunities to take responsibility for
student learning, to collaborate with learners, families, colleagues, other school
professionals, and community members to ensure learner growth, and to advance the
profession.
COE Professional Dispositions:
Diversity means differences among groups of people and individuals. In the context of human
similarity, candidates in the Teacher Education Program at MSU Billings will:
Know about diversity in the United States and the world
Respect and value differences
Recognize that students and their families may view the world from different perspectives
Perceive and meet individual student needs

Course Policies:
Accommodations: Students with disabilities, whether physical, learning, or psychological, who
believe that they may need accommodations in this class are encouraged to contact Disability
Support Services as soon as possible to ensure that accommodations can be arranged. Please
meet with DSS staff to verify your eligibility for any classroom accommodations and for
academic assistance related to your disability. Disability Support Services is located in the
Academic Support Center (657-2283).

Academic misconduct includes all acts of dishonesty in any academically related matter and any
knowing or intentional help or attempt to help, or conspiracy to help, another student commit and
act of academic dishonesty. Academic dishonesty includes but is not limited to the following
acts when performed in any type of academic or academically related matter, exercise, or
activity.

1. Cheating-using or attempting to use unauthorized materials, information, study aids, or

computer-related information.
2. Plagiarism-representing the words, data, works, ideas, computer program or output, or
anything not generated in an authorized fashion as ones own.
3. Fabrication-presenting as genuine any invented or falsified citation or material.
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4. Misrepresentation- falsifying, altering, or misstating the contents of documents or other

materials related to academic matters, including schedules, prerequisites, and transcripts.

All academic misconduct will be dealt with accordingly and individually between the student
and the instructor.

Positive online participation is expected. Much of the success of the threaded discussions
depends on prior preparation; therefore students ought to complete the assigned readings before
each discussion. Rude comments will not be tolerated. Students are expected to act in a way
that befits the teaching profession.

No extra credit assignments or re-dos are permitted to improve grades. The expectation is that
students will carefully attend to the directions given concerning assignment. Students who
follow these guidelines can successfully complete each assignment.

Online discussions are expected each week. I expect you to complete at least one quality
discussion per topic(s) each week. Much of your weekly online grade depends on the reading of
other posts. I expect you to read at LEAST 15 other posts for EACH discussion. You will not
receive full points in the discussions if you are not reading that many discussions.

Each of you will be expected to send your lesson plans that are due to all your online classmates
via email. This will allow each of us to have several different plans for each language arts topic.
Do NOT send a copy of the graded lesson plans, send a copy of the lesson plan as submitted to
the instructor of the course before it receives a grade.

All discussions and ASSIGNMENTS are DUE by 11:59 PM on Tuesday. A new unit will open
on Wednesday of each week.

Assignments
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Masters Initial Revised 08-13-08

(a) Lesson Plans (25 points EACH) You will be writing 6 lesson plans total. Each lesson
plan is specific to a genre of literature and specific to a language topic. You will use the
required lesson plan format developed in the College of Education at MSU Billings. I
encourage those of you with classrooms to write your lesson plans for your students.
All of you need to include a grade level that your lesson focuses on and the title and
author of your book. If you are currently NOT in a classroom, I would like you to
consider writing your lesson plans for different grade levels. EACH LESSON NEEDS
TO INCLUDE INDIAN EDUCATION FOR ALL. The only lesson and title that will be
dictated to you is for Island of the Blue Dolphins. You will be creating a writing lesson
with this novel. Also remember to email these lesson plans to each of your classmates so
that each one begins a collection of lessons to use with literature. Make sure you
include an assessment with each lesson and accommodations for various learners with
each lesson. (it is located on the College of Education Department of Educational
Theory and Practice Website-Lesson Plan format 2 objectives) (COE INTASC-
1,2,3,4,8)

(b) Balanced Literacy Topic Research Paper- (50 points) This assignment allows the
student to research Balanced Literacy. The student will research this topic and
write a 5-6-page paper on Balanced Literacy. You will also need to include an
additional half page to one page self reflection on balanced literacy. The paper
needs to be double-spaced, using a font no bigger than a standard 14. You need to
use at least two different references in text and make sure to include a
Bibliography/Reference page.

(c) Online threaded discussions (10 points per discussion) Since this is a large class, I
will expect that each of you post at least one time PER discussion. I will not accept
I agree or I disagree as one post, you will need to explain yourself. The majority
of online learning is discussions from each other and the greater the depth of
discussions the more we learn. This would also include reading each others posts.
Most weeks there will be two discussions.

(d) Introduction of self (10 points) This will include a paragraph in the discussion
introducing yourself and background information about you. This will be
completed during the first week of class.

(e)Literature Log Final Project (200 points) Keep a log of the childrens books that you
read this semester. Your log will have 70 books altogether.
Then write a few brief comments about the book. (4-5 sentences) THE LOG MUST
HAVE A TABLE OF CONTENTS LISTING TITLES, AUTHORS, ILLUSTRATORS,
AND COPYRIGHT DATE WITH EACH BOOK. Making quality selections is important
to this assignment. Your log must include:

5 folktales/fairytales,
2 myths/ legends,
2 fables,
13 picture books,
2 easy reader chapter books
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5 realistic fiction books, (1 needs to be a chapter book)

4 historical fiction, (2 need to be chapter books),
2 ABC books,
2 counting books,
2 nursery rhymes,
4 books of poetry,
5 modern fantasy books, (1 needs to be a chapter book)
3 biographies, (1 needs to be a chapter book)
4 informational books,
3 multicultural books (1 needs to be a chapter book)
2 Caldecott Winners,
2 Caldecott Honors,
1 other picture book award winner of your choice,
2 Newbery Winners,
2 Newbery Honors,
1 chapter book award winner of your choice.
2 books that could be used to teach Indian Education For All
You need to identify your Chapter Books with an * or (Chapter Book)

REMINDER: Your Degree is for Kindergarten through Eighth grade, so make sure your
literature choices are appropriate for these age groups. Adult novels will NOT work in
elementary classrooms. Also note, some titles may fit into more than one genre, you may
only include it in one genre, you are to have 70 different book titles included in your
literature log.

GRADING 96-100% A 92-95.9% A-

88-91.9% B+ 84-87.9% B 80-83.9% B-

76-79.9% C+ 72-75.9% C 68-71.9% C-

65-67.9% D+ 62-64.9% D 60-61.9% D-

Below a 60% is F
COURSE OUTLINE AND DUE DATES:

***Due to many students using different editions of the textbook Through The Eyes Of A
Child, I will not be listing page numbers to read. I will just be listing the chapter content for the
week and you will be responsible for reading the right chapter.***

Week One (September 6th-September 12th)

*Introductions DUE
*READ Traditional Literature Chapter
* Traditional Literature Discussion DUE
*Vocabulary Discussion DUE
*Lesson Plan #1 DUE: Using a traditional literature book to teach a vocabulary
lesson (remember to include Indian Education For All)

Week Two (September 13th through September 19th)

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* READ Picture Book Chapter/Phonics Powerpoint

*Picture Book Discussion DUE
*Phonics (structure of words) Discussion DUE
*Lesson Plan #2 DUE: Using picture books to teach phonics/or structures of words such
as compound words, contractions, base words, root words, phonics, silent letters (remember to
include Indian Education For All)

Week Three (September 20th through September 26th)

*Balanced Literacy Research Paper DUE
*Teaching Approaches Discussion DUE
*Assessment Discussion DUE
*Begin Reading Island of the Blue Dolphins Novel

Week Four (September 27th through October 3rd)

*READ Poetry Chapter
*Poetry Discussion DUE (only one discussion this week)
*Lesson Plan #3 DUE: Using a poem or poetry book to teach figurative language:
puns, similes, metaphors, rhyming, antonyms, synonyms, or other figurative language
(remember to include Indian Education For All)

Week Five (October 4th through October 10th)

*READ Historical Fiction Chapter/READ writing process notes
*READ Island of the Blue Dolphins novel by Scott O Dell
*Discussion on Island of the Blue Dolphins DUE
*Discussion on Writing Process DUE
*Lesson Plan #4 DUE: Using the novel Island of the Blue Dolphins, create a writing
assignment for upper elementary grade students (remember to include Indian Education For All)

Week Six (October 11th through October 17th)

*Read Modern Fantasy Chapter/Read Comprehension notes
*Modern Fantasy Discussion DUE
*Comprehension Discussion DUE
*Lesson Plan #5 DUE Using a modern fantasy book to create a comprehension activity
(remember to include Indian Education For All)

Week Seven (October 18th through October 24th)

*Read Contemporary Realistic Fiction Chapter
*Realistic Fiction Discussion DUE (only one discussion this week)
*Lesson Plan #6 DUE: using a realistic fiction book, create a lesson that integrates a
different content area (remember to include Indian Education For All)

DUE ONE WEEK LATER LITERATURE LOG PROJECT

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(DUE on Tuesday, October 31st by 11:59 PM) This needs to be emailed to the instructor of the
course at lschwalbe@msubillings.edu There will NOT be a dropbox for the literature log as
the course closes automatically and you will no longer have access to this course. Again email
The final project to lschwalbe@msubillings.edu