Eced 3183: Language and Literacy Instruction I

ARKANSAS TECH UNIVERSITY COURSE SYLLABUS ECED 3183: LANGUAGE AND LITERACY INSTRUCTION I

Conceptual Framework: Professionals of the 21st Century.

Catalog Description: Prerequisites: Admission to Phase II. Must be taken concurrently with ECED 3162, ECED 3172, ECED 3192, ECED 3113, and ECED 3122. A study of teaching strategies and support systems for encouraging the various areas of literacy in the 3-5 year old child. This course includes an on-site field experience in a setting for young children.

Texts Required for Course: Tompkins, Gail (2011). Literacy for the 21st century: Teaching reading and writing in prekindergarten through grade 4. Upper Saddle River, New Jersey: Pearson Education, Inc.

Taskstream: Taskstream is an electronic service utilized during the block courses and internship at Arkansas Tech University. Students are required to pay for the use of Taskstream. To access this service, pay on-line with a credit or debit card at the following address: http://www.taskstream.com

Bibliography: Armbruster, B., Lehr, F. & Osborn, J. (2001). Put reading first: The research building blocks for teaching children to read. Maryland: National Institute for Literacy. Bredekamp, S. (1997). Developmentally appropriate practices in early childhood programs serving children from birth through the age of 8. Washington, D.C.: National Association for the Education of Young Children. Brubaker, D.L. & Simon, L.H. (1993). Teacher as decision maker. Newbury Park, California: Cowin Press, Inc. Buchoff, R. (1994). Joyful voices: Facilitating language growth through the rhythmic response to chants. Young Children, 49(4), 26-30. Calkins, L.M. (2001). The art of teaching writing. Portsmouth, NH: Heinemann. Chaney, C. (1994). Language development, meta-linguistic awareness, and emergent literary skill of three year old children in relation to social class. Applied Psycholinguistics, 15(3), 371-394. Cianciolo, P.J. (1990). Picture books for children (3rd ed.). Chicago: American Library Association. Cunningham, P., Cunningham, J., Moore, S. & Moore, D. (2004). Reading and writing in elementary classrooms: Research-based K-4 instruction. Boston: Allyn & Bacon. Foster, S.M. (1994). Successful parent meetings. Young Children, 50(1), 78-80. Helm, J. & Katz, L. (2001). Young investigators: The project approach in the early years. Columbia University: Teachers College Press. Greenlaw, J. & Ebenezer, J. (2001). English language arts and reading on the internet: A resource for K-12 Teachers. New Jersey: Merrill Prentice Hall. 2

Gunning, T. (2004). Creating literacy instruction for all children in grades pre-K to 4. Boston: Allyn & Bacon. Heilman, A.W., Blair, T.R., & Rupley, W.H. (2002). Principles and practices of teaching reading (8th ed.). New York: Macmillan/Merrill. Jalongo, M. (2000). Early childhood language arts, 2nd Edition. Boston: Allyn & Bacon. Leu, D. & Kinzer, C. (2003). Effective literacy instruction: Implementing best practice, 5th Edition. New Jersey: Merrill Prentice-Hall. Machado, J. (2007). Early childhood experiences in language arts, 8th edition. NY: Delmar Learning. Robinson, R., McKenna, M. & Wedman, J. (2004). Issues and trends in literacy education, 3rd edition. Boston: Pearson Education, Inc.

Justification/Rationale for the Course: This course works with the developing early childhood educator as he or she moves from the theoretical materials of the learned society into working with children and their parents in order to assist the 3-5 year old child in the development of language skills. Specific strategies for skill and concept development will be explored, used, and evaluated in light of the balance between the needs of children and the demands of various curricula.

ECED Conceptual Framework Focus Arkansas Tech University School of Education

Our Vision: Students will become “Professionals of the 21st Century” who will internalize, initiate, and sustain a professional commitment to impact learners in diverse and evolving learning communities.

Our Mission: The mission of the School of Education at Arkansas Tech University is to positively impact student learning by educating, sustaining, and nurturing professionals who interact within dynamic educational systems through research-, performance,- and standards-based pre-service and graduate education programs.

The Core Values are the context for how professional, state, and institutional standards are addressed within the programs as we prepare Professionals of the 21st Century. The core values direct the development and refinement of the programs, courses, design of instruction, research, service, and assessment. The core values include the following statements of belief.

1) All human beings grow, develop, and learn. 2) Educational processes have discipline-specific key components. 3) Educational practices are systemically coherent, current and developmentally appropriate to produce a quality P-20 community. 4) Educators are moral and ethical professionals that are contributing members of the educational community. 3

5) Educators focus on maximizing growth, development and learning opportunities for all students. 6) Educators continually assess student learning outcomes.

To summarize, the Professionals of the 21st Century is a continuously learning expert(s) with a (n)  Increasing level of content and pedagogical knowledge, skills, and dispositions;  Knowledge of school systems and culture;  Strong and developing liberal arts background; and  Growing expertise concerning developmentally appropriate practices.

These four foundations are unified through the following factors:  Diversity  Leadership  Oral and Written Communication  Technology  Purposeful Reflection  Parents and Community

General Education Objectives: The Early Childhood Educator is a life long learner who uses reflective decision making to implement developmentally appropriate

Course Objectives: SS-Arkansas Teacher Licensure Standards NAEYC-National Association for the Education of Young Children

Upon completion of this course the teacher candidate will be able to: 1. Explain how language and literacy skills are acquired and how children move into symbolic systems such as language. (SS: 1.3; 3.1.7) (NAEYC: 1a,1b,2a,3a,3c) 2. Demonstrate appropriate methodologies for teaching and assessing balanced language and literacy skills using an integrated system of listening, speaking, writing, and reading while using appropriate practice for various linguistic differences. (SS: 1.1.1; 1.1.2; 1.2.1; 1.3.5; 1.3.9; 3.3.3) (NAEYC: 1a,1b,1c,2a,3a,3b,3c,4b,4c,4d,5a,5c,5d) 3. Plan and implement developmentally appropriate literacy curriculum and instructional practices, based on knowledge of individual children, the community, curriculum goals and content, and self reflection. (SS: 1.3.3; 2.1.1; 3.2.5) (NAEYC: 1a,1b,1c,2a,3c,4b,4d,5a,5d) 4. Demonstrate understanding of the interrelationships among culture, language, and thought and of the function of the home language in the development of young children. (SS: 1.3.3; 3.1.6; 3.2.4; 4.1.1; 4.1.2) (NAEYC:1a,1b,1c,2a,3b,3c,4b,4c,4d,5a,5d) 5. Demonstrate understanding of supporting parents in helping to develop their children’s language and literacy skills (SS: 4.1.3; 4.1.4; 4.2.2; 4.3.1; 4.3.2; 4.3.3; 4.3.4; 5.1.6) (NAEYC:1a,1b,1c,5a,5d) 4

6. Explain the importance of students’ use of strategies to construct meaning as they read and write for various purposes in a variety of contexts. (NAEYC: 1b, 1c, 2b, 4a, 5a)

Organizing Theme: The Early Childhood Educator is a life long learner who uses reflective decision making to implement developmentally appropriate practice.

Methods of Instruction: A variety of methodologies including lecture, discussion, demonstration, cooperative learning, collaboration, and presentations will be utilized. A field component is an important part of the class as students will collaborate with the mentor teacher to determine appropriate strategies for skill and concept acquisition, plan and teach appropriate literacy lessons, reflect and evaluate their teaching experiences.

Assessment Methods: Coursework will consist of text readings, class discussions, in- class activities and assignments, homework assignments, collaborative group work, research reports, sharing and presenting assigned work, developing literacy lessons, units and resources, assessing the literacy needs of children, and teaching children at the assigned field placement site. A variety of methods will be used to evaluate coursework to include scoring guides and rubrics. Written examinations and class assignments will serve to evaluate comprehension and application of concepts and skills. The following are the experiences and assignments that will be used to assess the course objectives and student competencies in these areas: Assignments: 1. Students are expected to come to class well prepared and on time. Assigned readings should have been done in order to aid discussion and in-class activities. There will also be examinations on the readings and discussions, both scheduled and unscheduled quizzes. 2. Field Experiences. Students will be assigned to an early childhood site (P-K – K) for the semester and the block of classes. During this time, all are expected to observe children in the school setting, teach children in ways appropriate to the needs of the students and the curriculum, and assess their teaching and its effect on the students involved. Students will respond and react to the field experience through journals, reflective discussions and a summative project written in narrative form. 3. Students will plan a thematic literacy project which emphasizes the integration of the language arts and literature, and encourages students to be investigative with hands on and minds on activities. The project will be adaptive to the child who is learning English as a second language or has other learning difficulties or needs. Included in the project will be a center for practicing the language, a plan for getting parents involved, and lessons using the Taskstream template. 4. Students will plan, manage, deliver and evaluate literacy instruction necessary to facilitate learning in assigned practicum classroom. Lesson plans will be developed using Taskstream format, but will be turned in as a hard copy. Students will teach a shared reading lesson emphasizing 5

concepts about print and appropriate purposes for the reading activity. Students will evaluate and write reflections on the teaching experience. 5. Students will complete a literacy center and a written explanation of the center designed to provide practice and improvement in the language arts areas of reading and writing. 6. Collaborative in-class assignments will coincide with daily topics and may be assessed with extra points. Group assignments will require that all students in the group participate and work together as a team. 7. Students may research topics and prepare written research reports using guidelines in rubric. Students will report research in class. 8. Students will research and present information and handouts on instructional events found in a typical kindergarten curriculum. 9. Students may be given short written assignments that coincide with topics being addressed and examined. Points will be assigned. 9. All work is expected to be of high quality both in content and in correctness. It is also expected to be turned in on time. Failure to do any of these will result in a lowered grade or non-acceptance of the work.

Artifact: The Literacy Project will be the artifact for this course. The student will save this assignment electronically in the working portfolio. Assessment will be based on a rubric. Grades will not be given until the project has been sent electronically to the instructor.

Grading Scale: 90-100% = A 80- 89% = B 70- 79% = C 60- 69% = D 0- 59% = F Grading: Literacy Project ………………………… 200 points Literacy Lesson and teaching experience…. 50 points Center and written explanation……………..50 points Oral and Written Presentations of Assigned Kindergarten Topics .…50 Points Exams ……… ….….. ……. ………….…...100 points each Unannounced quizzes or in-class exercises……points assigned when given Written assignments related to class Topics…..points assigned when given Summary of Journal Articles….. 25 points each

 Late assignments may result in a decrease of the total points earned for the assignment. Assignments are late if the assignment is not turned in by the end of the class. Two points will be deducted the first day beginning immediately after the class is over. Two points per day for each day after the assigned due date. Make-up tests will be given at the discretion of the instructor. Plan to meet with the instructor to 6

determine the test date. The ideal time will be to take the test before the next class session.

Policy on Absences, Cheating, Plagiarism: The goal is to be in class every day of the semester, however due to various circumstances, absences do occur. Missing class more than four times will lower your grade by one grade level. Please see the instructor when you have missed four times to discuss your absences. Grades will continue to be lowered until the eighth absence, at which time you will be dropped from the class, regardless of your grade average. You will be responsible for signing the roll each day and will be responsible for knowing how many absences you have accumulated. If you are tardy or absent and missed an in-class assignment, it cannot be made up. If you are tardy, it is your responsibility to sign the roll. Excessive tardiness will be treated as absences. Three tardies equal one absence. If you are sick for an extended period of time, please communicate with me regarding the illness by phone or email, and upon returning to classes, give me a copy of your doctor’s written statement concerning the illness or if you attend a funeral, please bring the funeral home’s memorial booklet containing obituary information. We will need to discuss the situation and make decisions about make-up work for the missed classes. Your active participation in class exercises and discussions are vital to your growth and development as a reflective practitioner and decision-maker.

Please refer to your Student Handbook for the university policy concerning cheating, plagiarism, and misconduct in class.

Course Content: I. Language Development and Emerging Literacy in the Young Child, Birth to Age 5 A. Related Theories of Language Emergence B. Developmental Language Stages C. Development of Language Skills D. Recognizing Differences in Language Growth E. Examining the Influence of the Parent/Guardian II. Emergent Literacy Programming Considerations A. Working with Dialect-Speaking Families, Second-Language Learners, Children with Special Needs and Emerging Literacy Learners B. Examining Cultural Differences C. Curriculum Goals, Skills and Strategies for Emergent Literacy D. Teaching Strategies, Behaviors, Roles, and Styles III. Effective Literacy Teaching Practices A. Developing Print-Rich Environments and Programs B. Developing Listening, Speaking, Reading and Writing Strategies and Skills C. Developing Concepts About Print Through Reading Aloud and Shared Reading D. Integrating Children’s Literature E. Connecting Reading and Writing Through Interactive Reading and Writing Experiences. 7

F. Building Decoding Knowledge Through Phonemic Awareness, Phonics, and Sight Words. G. Developing Language Rich Experiences in Storytelling and Dramatizations. H. Establishing a Parent Partnership I. Using Assessment Tools to Meet Curriculum and Instructional Goals J. Using Technology as a Resource K. Methodologies 1. Listening, Speaking, Reading and Writing Activities 2. Responding to Literature, Fiction and Nonfiction 3. Presenting stories through Storytelling, Drama, and Puppetry 4. Integrating Songs, Music, and Art with Literature 5. Examining and Demonstrating Reading/Writing Alouds, Shared Reading/Shared Writing, Interactive Reading and Writing and other components of balanced literacy. 6. Planning and Preparing to Teach Phonemic Awareness, Phonics, and the Alphabetic Principle 7. Language Experience Approach 8. Planning and Preparing Literacy Centers 9. Circle Time Experiences

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