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South Option 2000 - 2001
Language Arts

Instructor: Norma Luks

Book List
Principles of a Literacy Classroom
Conditions for Literacy
References for Teachers
Link to Ministry Guideline
Job Cards

All About Me Book
Picture Book RubricCreative Writing
Eval. Rubric
Balanced Literacy Password protected
Language Aquisition in the Classroom
ABC's of the Writing Process
Approaches to Novel Study
Setting the Stage for Reading

Responding to Literature.
Conducting Reading Workshops

Seven Major Types of Plot
Individualized Reading

Burke Reading Interview.
Literature Circles
Novel Ideas
Self & Guided Reading Blocks
What Do Readers Do?
.
Goldilocks & Bloom's Taxonomy
Motivating the Reluctant Reader .

Course Description

The language course is part (30%)of the broader Curriculum and Instruction course. The curriculum is divided into three strands: Reading, Writing and Oral-Visual Communication. Using The Ontario Curriculum for Language as a framework, candidates will explore issues of literacy development.

Course Expectations

Language Overview

Literacy

Ministry Expectations

Reading

Writing

Oral and Visual Communication

Language Across the Curriculum

Integration of the Arts

Assessing Language Growth

I

I never taught language
for the purpose of teaching it;
but invariably used language as medium for
the communication of thought;
thus the learning of language was
coincident with acquisition
of knowledge.

Anne Sullivan

 

Course Strands

The content and activities of the course will be developed around the following strands:

1) The elements of Team Building: a hands-on approach that examines the various techniques of bringing students together through language arts,and establishing the cornerstones for students to succeed when workingindependently or in collaboration with their peers.

2) Independent Reflection Writing: the opportunity for candidates to highlight their personal and professional growth.

3) Independent Studies: an examination of a variety of research materials and the creation of resources with practical applications to language arts education.

4) Group Activities: the experience of working with centres, resources, display areas and bulletin boards to create an inviting learning environment that would capture the learning styles of students as well as highlight language arts course materials.

5) Seminar Presentations: a sharing of information from The Ontario Curriculum.

6) Unit Development: creating a multi-media, integrated unit for a specific grade that demonstrates a complete understanding of the level of appropriateness of evaluation methods.

 

Assessment and Evaluation

Component

Performance Criteria

Weight of Mark in Final L.A. Grade

#1 Independent Studies: An opportunity to understand first hand the composing and publishing processes.
Due: October 16

All About Me Book: Rubric to be distributed.

20%, (10% Instructor and 10% Peer assessment)

#2 Designing a Curriculum Unit :An opportunity to work with a group of colleagues to design an integrated, multi-media unit based on a specific area of the curriculum.
Due: April 2

Integrated Curriculum Unit: Rubric to be distributed.

30%: (20% Instructor and 10% Peer assessment)

Component#3 Class Participation: An opportunity to work in whole class, small group and individual activities to discuss, organize, create, present and respond to course materials, lectures, seminars, reflections and experiences.

Rubric to be distributed.

40% (30% Instructor and 10% Self assessment)

Component#4 Wildcard An opportunity to submit any work that "honours"the intent of this course- book or journal reviews, author studies, lesson gems, poetry collections, media presentation, video list, Internet suggestions etc.
Due: February 2

Rubric to be distributed.

10% : (Peer assessment)

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