Grammar Workshop (1 Semester Hour) SpEd 3508 Summer 2014

Transcription

1 Grammar Workshop (1 Semester Hour) SpEd 3508 Summer 2014 Cheryl Winston, Instructor Telephone: Department of Special Education University of Utah 1721 Campus Center Drive SAEC# 2267 Salt Lake City, Utah

2 PURPOSES The purpose of this course is to facilitate teacher candidate s knowledge of simple and complex components of English grammar, sentence types, and sentence structures. Teachers of students who are Deaf and Hard of Hearing need to be able to analyze the English language abilities of the students they teach, for facility with grammatical components of English and use of complete and accurate sentence structure. COURSE OBJECTIVES 1. Students will recognize specific grammatical components of English sentences and create English sentences with specific grammatical components. 2. Students will identify and create the 5 simple sentence patterns of English. 3. Students will identify and create compound and complex sentences that require the use of specific structures.

3 CLASS SESSIONS Day 1 Introduction to Use, Content, and Form Differentiate teaching language arts and facilitating language development. Nouns Homework: Read chapters 1, 2, and 4 and 6 in the Syntax Handbook Day 2- Noun Modifiers (adjectives) Pronouns Homework: Read chapters 3,5,and 8 in the Syntax Handbook Day 3- Verbs Adverbs and Adverbial clauses Homework: Read notes taken in class and clarify understanding. Develop questions based on notes in class if any. Catch up on chapters above Day 4- The 5 simple sentence patterns Homework: Read chapters7, 10, and 11 in the Syntax Handbook Day 5-Clauses and Conjunctions Final exam

4 ASSIGNMENTS 1. Read assigned chapters of the the Syntax Handbook by Laura M. Justice and Helen K. Ezell 2. Participate in class activities and practice (50 points) 3. Final exam (50 points) GRADING Disclosure: This class is very short and intense. It is the prerequisite to the Teaching Spoken Language Class. As this is an intensive class that is graded 50% on class activities, any absences will constitute an incomplete to be made up another semester. Undergraduate students need to have a total of 80 points for credit. Graduate students need to have a total of 85 points for credit.

5 Access for Students with Special Needs: The University of Utah seeks to provide equal access to its programs, services and activities for people with disabilities. If you need accommodations in the class, reasonable prior notice needs to be given to the Center for Disability Services, 162 Olpin Union Bldg CDS will work with you and the instructor to make arrangements for accommodations. All written information in this course can be made available in alternative format with prior notification to the Center for Disability Services. Students Rights and Responsibilities The University of Utah is committed to maintaining an atmosphere of intellectual integrity and academic honesty. Students are expected to adhere to the University of Utah Student Code, which covers students rights and responsibilities with regard to academic honesty. Any suspicion of academic misconduct (which includes, but is not limited to, copying homework or exams, misrepresenting someone else s work as their own or their work as someone else s, plagiarism, fabrication of falsification of information, facilitating academic misconduct by intentionally helping another to commit an act of academic misconduct, or cheating in any way) may result in a report filed with the Dean of Students. Assigned text: Justice, L.M. & Ezell, H.K. (2008). The syntax handbook: everything you learned about syntax-but forgot! Texas:PRO-ED

6 Additional References: Esterbrooks,S & Baker,S. (2001). Language learning in children who are deaf and hard of hearing: multiple pathways: Pearson Moog. J.S. & Biedenstein, J.J. (2004 )Teacher Assessment of Spoken Language: TASL. St. Louis: The Moog Center for Deaf Education Moog. J.S.& Kozak, V.J. (1983) Teacher Assessment of Grammatical Structures:TAGS. St Louis: Central Institute for the Deaf. Owens, R.E. Jr. (2005). Language Development :an introduction (6 th edition). Boston: Pearson Wilkes, E.M. (2001). Cottage acquistion scales for listening, language, & speech: users guide (2 nd edition). Texas: Sunshine Cottage School for Deaf Children