EDUC 346 - ELA Methods

5 Credits

This course is designed to facilitate and extend candidates’ processes, purposes, and practical aspects of teaching. We will study frameworks in English language arts (ELA), writing and reading developmental processes; the inter-relationships of reading, writing, listening and speaking as well as the role of metacognition; the interrelationship between first and second language and literacy acquisition and its diversity by focusing on: integrating reading, writing, speaking, listening, viewing and thinking; the grammar of Standard American English including semantics, syntax, morphology, and phonology; understanding the fundamentals of first and second language acquisition and development, and the ways that linguistic/rhetorical patterns of other languages affect the written and oral expression of diverse learners; diversity in language use (grammar, patterns, and dialects across cultures, ethnic groups, geographic regions, gender, and social roles, and how that can effect student learning). The inter-relationships of reading, writing, listening, and speaking, as well as the role of metacognition; the interrelationship between first and second language and literacy acquisition course is also designed to assist students in developing an understanding of writing processes and purposes, and practical aspects of teaching writing. Candidates will apply learning by developing lesson plans and curriculum units that align instruction and assessment with learning goals, identifying a range of developmentally, culturally, and linguistically appropriate instructional strategies, and incorporating methods that elicit student voice (e.g., including reflection related to learning targets, metacognitive strategies, and effective use of resources). This will naturally discuss topics on how to read and analyze Common Core State Standards (CCSS) in Washington state, to guide candidates to create appropriate, yet high-level and in-depth learning targets and success criteria of topics relating to this course. Emphasis will be placed on developing strategy lessons that encompass the major components of reading (awareness, phonics, fluency, vocabulary, and comprehension) to use with students.

Pre-requisite(s) ENGL&101 and EDUC 304 min 2.0
Program Admission Required Yes Admitted Program BAS - EDUC
Fees

Quarters Typically Offered
Winter Evening, Online

Designed to Serve BAS in Elementary Education teacher candidates in residency
Active Date 20260408T14:55:10

Grading Basis Decimal Grade
Class Limit 24
Contact Hours: Lecture 55
Total Contact Hours 55
Degree Distributions:
ProfTech Course Yes
Course Outline
Engaging in the course, you will:

Fundamentals of Language Acquisition

FLA.1. Distinguish between different central concepts, tools of inquiry, and structures of English Language Arts with an emphasis on writing and reading processes, and create learning experiences that make reading processes accessible and meaningful for learners to assure mastery of other content areas.
FLA.2. Distinguish between different central concepts, tools of inquiry, and structures of English Language Arts with an emphasis on writing content accessible to English language learners, and for evaluating and supporting their development of English proficiency.
FLA.3 Articulate how learners grow and develop (in cognitive, linguistic, social, emotional, and physical areas) to design and implement developmentally appropriate and challenging learning lessons and experiences. Through a range of teaching strategies, structures, and methods to elicit student voice in a variety of instructional strategies, and frameworks aimed at making ELA/writing and reading processes accessible to all learners.

Instructional Development

ID.1 Create lesson plans that make the discipline accessible and meaningful for learners to ensure mastery of the content.
ID.2. Choose and create effective lesson sequences with learning targets that support learners in reaching rigorous curriculum goals based on Common Core standards.
ID.3. Demonstrate ability to combine standards across different disciplines to: engage learners, efficiently cover standards requirements, stimulate critical thinking, allow students to demonstrate creativity, and support and encourage collaboration.
ID.4. Create an effective variety of assessments to plan and guide instruction that will meet each student’s individual learning needs and address standards.
ID.5. List and describe how to integrate technology to create technologically proficient learners

Culturally Responsive Instruction

CRI.1. Provide evidence of engagement in culturally responsive practices that empower students intellectually, socially, emotionally, and politically to develop knowledge, skills, and attitudes.
CRI.2. Plan and support English language learners’ authentic engagement and interaction in a variety of learning environments (e.g., whole group, cooperative groups, independent learning, and individualized instruction)
CRI.3. Consistently engage in culturally responsive planning, practices, and facilitate that empower all students intellectually, socially, emotionally, and politically to develop knowledge, skills, and attitudes, especially students who identify as Multilingual Learners in a variety of learning environments (e.g., whole group, cooperative groups, independent learning, and individualized instruction).

Assessment

A.1. List, describe, and apply a range of teaching strategies to implement student voice, self-reflection, and metacognitive skills that engage students of different languages, increase student engagement, and allow students to monitor their own learning at their own level.

Student Learning Outcomes
Consistently create and engage in culturally responsive planning, practices, and facilitate that empower all students intellectually, socially, emotionally, and politically to develop knowledge, skills, and attitudes, especially students who identify as Multilingual Learners in a variety of learning environments (e.g., whole group, cooperative groups, independent learning, and individualized instruction).

Create, modify multiple methods assessment (formative and summative) and elicit student voice within ELA/writing and reading processes to document, monitor, assess, and support learner progress appropriate for learning goals and objectives to state standards and student needs (UDL), including strategies for making content accessible to Multilingual Learners, and for evaluating and supporting their development of English proficiency. Demonstrate understanding of the central concepts, tools of inquiry, and structures of English Language Arts with an emphasis on reading, and create learning experiences that make the discipline accessible and meaningful for learners to assure mastery of the content.

Design, plan, use, implement, or adapt developmentally appropriate to grade-level standards, accessible, challenging, and meaningful to assure mastery of other content areas and challenging learning experiences using a variety of instructional strategies and frameworks, aimed at making reading processes aimed at making ELA/writing and reading processes accessible to all learners.