Kutztown University Kutztown, Pennsylvania s1

KUTZTOWN UNIVERSITY KUTZTOWN, PENNSYLVANIA

DEPARTMENT OF ELEMENTARY EDUCATION COLLEGE OF EDUCATION: Pre-K - 4 Program EEU 300: Early Literacy Development & Acquisition Pre-K - 1

I. Course Description: EEU 300: Early Literacy Development & Acquisition Pre-K - 1 A. Teacher candidates preparing to become Pre-K – 1 Category II Classroom Teachers, as defined by the International Reading Association, and supported by Interstate New Teacher Assessment Support Consortium (INTASC) and PA Department of Education (PDE) Standards will study foundation knowledge of reading and writing processes and methods of reading instruction in this course. Focus will be upon knowledge and skills necessary for understanding the reading process for beginning readers as one of the interrelated language arts with emphasis placed on belief systems about reading; instruction in relation to effective teaching of standards-based curriculum; perception and reading; language development and its relation to student achievement and success in reading; understanding word structure; skills of word recognition; vocabulary development; and literate environments. This is a required course in the Pre K – 4 Teacher Education Program. Prerequisite to EEU 301 3 CH ; 3 SH.

Summary of Request This course is a new course and results from professional program self-study related to NAEYC/NCATE and PDE requirements. The need for the course is critical as major programmatic revisions from the Pennsylvania Department of Education (Chapter 49-2) are being finalized. For historical purposes, this course replaces ELU 300 Fundamentals of Reading Instruction I which is linked to the archived course ELU 201 Fundamentals of Reading Instruction I and is a prerequisite for the new EEU 301 Teaching Reading in grades 2-4, a course in the Kutztown University Professional Semester block of courses.

II. Course Rationale: “Teachers and other early childhood professionals have a unique place in the system [to develop every child’s full potential]. As researchers describe how early childhood education can best effect positive outcomes for children from birth through age 8, one finding stands out: Teachers are the key. Curriculum, teaching strategies, assessment, comprehensive services, public policies – all are important. But it is through caring, committed and competent early childhood professionals that young children and their families experience the excellent curriculum, the appropriate teaching strategies, the thoughtful assessment practices, the supportive services, and the effective public policies.” (Preparing early childhood professionals: NAEYC standards for programs, 2003, p. 1).

Reading is a skill that is of paramount importance for success in school and other literate environments, and in life in general. The prospective teachers of young children Pre K – 1, further defined as Category II Classroom Teachers (Standards for Reading Professionals, International Reading Association, revised 2003, p. 6) must be proficient readers and writers and speakers themselves, and must understand both the nature of early reading development and acquisition, as well as be able to articulate effective strategies for implementing instruction that fosters the development of competent and confident reading ability in children from myriad cultures and various abilities, as observed in homes and classrooms.

III. Objectives/ Student Learning Outcomes A. Relationship to Standards* Course Objectives/ Learning Outcomes PDE NCATE / INTASC ISTE NAEYC A. Describe children’s development of early reading I. A; II. C. 1; 4b; 4c; 4d #1; 2; 3; 4; and writing process in terms of the evidence-based 5; 6; 7; 10 connection between literacy and behavior. (Knowledge assessment test) B. Explain how components of reading promote II. C 1a; #1; 2; 3; 4; student learning (phonological awareness and 3a,b,c,d; 5; 6; 7; 8; 9; phonics; fluency; background knowledge and 4b,c,d; 5b,c,d 10 vocabulary; comprehension; language; word study) and describe how these areas pose challenges for students. (Core assessment test and Yopp Singer performance assessment) C. Define and identify the characteristics and scope of II. D. 1a; #1; 2; 3; 4; emergent literacy (reading readiness) as influenced by 3a,b,c,d; 5; 6; 7; 8; 9; a print rich environment and background experiences. 4b,c,d; 5b,c,d 10 (Concepts about Print performance assessment) D. Develop lessons on language comprehension and II.C 4 a, b, c, d #1; 2; 3; 4; expression skills as a basis for learning to read by 5; 6; 7; 9; 10 focusing on emergent literacy. (Interactive read aloud with a lesson outline) E Identify ways in which word meanings are learned II.C 1a, b, c; 4b,c,d #1; 2; 3; 4; in oral and written language. 5; 6; 7; 10 (Knowledge assessment test) F. Implement theories and best practices of early and II.B 4b, c, d; #1; 2; 3; 4; 1.a. emergent literacy and reading by surveying various 5; 6; 7 approaches to and assessments of reading instruction, including accommodations for developmental, cultural and linguistic differences of students. (Knowledge assessment test) G. Identify a wide variety of books and instructional II.C. 1; 4a,b,c,d; 5 #1; 2; 3; 4; materials that includes people from various cultural 5; 6; 7; 9; 10 and ethnic backgrounds, as well as focusing on children’s interests and abilities. (annotated bibliography – using Reading Teacher, Children’s Choices and other resources from professional organizations) H. Explain various means by which parents and III.D 1; 2; 5 # 2; 3; 5; 6; 1. a – d. teachers can foster positive attitudes toward literate 7; 9; 10 environments in the home, school, and community while upholding ethical standards and professional guidelines. (Knowledge assessment test) B. Relationship to Conceptual Framework: This course is congruent with the Conceptual Framework of the College of Education, Teacher as Lifelong Learner, and relates specifically to: Knowledge: Conceptual Framework elements Communication Communication is evidenced in the written assignments and class discussions. Organization and Organization and classroom management is included throughout the course especially during classroom management discussions about principles of effective teaching. Skills: Content Specialization Content specialization is a focus in this course, since teacher candidates will study foundation knowledge of the reading and writing process and methods of reading instruction. Integration of Discipline Throughout the course reference to children’s literature is given to address Integration of Discipline. Dispositions: Cultural Awareness Cultural awareness is included as part of the course because the gestures are embedded in class discussions that provided for assisting students who are English learners. Moreover, children’s literature depicting various cultures is utilized. Integration of Integration of technology is modeled and referenced throughout the course because web sites technology are given to provide additional information and the instructor references computer software programs that can be used to enhance content instruction.

IV. Assessment A. Core Assessment : Faculty will add when the course is taught

B. Other Assessments based on a subset of the following: 1. Exams and quizzes 2. Projects and performance assessments 3. Journals

V. Course Outline: A. I. Literacy development (Understanding how literacy emerges/theories related to how students learn) A. Understanding language and literacy standards (Role of language and relationship among the language arts of listening, speaking, writing, reading, viewing and thinking reflectively) 1. Identifying content children are to learn 2. Describing what children will be able to do B. Language-rich environment (Constructivist, physical and social theories) 1. Influencing environments related to fostering reading/writing connections 2. Reading as a means of communication C. The teacher’s role 1. Encouraging reflective thinking 2. Providing meaningful experiences and relevant information

II. Knowing successful readers A. Observations, assessments and research pertaining to successful readers 1. Metacognition (what children say they know) 2. Schema (background knowledge and experience) 3. Attitudes B. Literacy through oral language and story 1. Environmental print awareness 2. Text based print awareness C. Phonological knowledge and cueing systems 1. Graphophonics 2. Syntactic cueing 3. Semantic 4. Schematic D. Teachers fostering play that develops literacy skills and strategies

III. Explicit and implicit instruction A. Direct and indirect instruction 1. Phonological awareness a. rhyming b. phonemic awareness 2. Phonics 3. Fluency 4. Words and vocabulary a. Basic sight vocabulary b. Essential sight vocabulary B. Comprehension via retelling, illustrating, and reflective thinking and writing

IV. Instructional approaches (Bringing meaning to the printed word) A. Shared reading and writing B. Language Experience C. Interactive read alouds D. Guided reading E. Integrated Language Arts F. Literature-based literacy instruction G. Technology-based emergent literacy

V. Fostering positive attitudes toward literacy A. Reading to, with, and for children B. Parent, teacher, and peer models C. Principles of motivation and retention D. Teacher belief systems and ethical standards E. Principles of managing literacy instruction F. Employing interest inventories G. Quality literacy materials that include developmental, cultural and linguistic diversity

VI. Instructional Resources

General:

Adams, M.J. (1990). Beginning to read: Thinking and learning about print: A summary. Urbana: University of Illinois, Center for the Study of Reading. Anders, P. L., Hoffman, J. V., & Duffy, G. G. (2000). Teaching teachers to teach reading: Paradigm shifts, persistent problems, and challenges. In M. L. Kamil, P. B. Mosenthal, P. D. Pearson, & R. Barr (Eds.), Handbook of Reading Research: Volume III. Mahwah, NJ: Erlbaum. ISBN 0-8058-2399-9. Briggs, K. L., & Thomas, K. (1997). Patterns of success: Successful pathways to elementary literacy in Texas spotlight schools. Austin, TX: Texas Center for Educational Research. Cooper, J. D., & Kiger, N. (2008). Literacy helping children to construct meaning, 6th ed. NY: Houghton Mifflin. Copeland, S., & Keefe, E. (2007). Effective literacy instruction for students with moderate or severe disabilities. Baltimore, MD: Paul Brookes Publishing Co. Copple, C., & Bredekamp, S. (2006). Basics of developmentally appropriate practice: An introduction for teachers of children 3 to 6. Wash., DC: National Association for the Education of Young Children (NAEYC). Duffy, G. G., Roehler, L. R., & Herrmann, B. A. (1988). Modeling mental processes helps poor readers become strategic readers. The Reading Teacher, 41, 762- 767. Fry, E. & Kress, J. (2006). The Reading Teachers Book of Lists. Columbus, OH: Charles E. Merrill Publishing Co. Herr, J. & Larson, Y. (2009). Creative resources for the early childhood classroom, 5th ed. Clifton Park, NY: Thomson Delmar Learning. Hyson, M.(Ed.) (2003). Preparing early childhood professionals: NAEYC’s standards for programs; Initial licensure, advanced, and associate degree programs. Wash, DC: National Association for the Education of Young Children (NAEYC). Jalongo, M. (2007). Learning to listen, listening to learn: Building essential skills in young children. Wash, DC: National Association for the Education of Young Children (NAEYC). Metsala, J. L. (1997). Effective primary- grades literacy instruction: Balanced literacy instruction. The Reading Teacher, 50, 518- 521. May, F. & Rizzardi, L. (2002). Reading as Communication. 6th ed. Columbus, OH: Charles E. Merrill Publishing Co. Morrow, L.M., Gambrell, L., & Pressley, M. (Eds). (2003) Best Practices in Literacy Instruction. 2nd ed. Newark, DE: International Reading Association. Neuharth-Pritchett, S. & DiBello, L. (annual theme 2008). School Readiness and Pre- Kindergarten Programs, Childhood Education). Olney, MD: Association for Childhood Education International, (ACEI). Neuman, S. & Roskos, K. (2007). Nurturing knowledge: Building a foundation for school success by linking early literacy to math, science, art and social studies. NY: Scholastic. Pressley, M., Rankin, J., & Yokoi, L. (1996). A survey of instructional practice of primary teachers nominated as effective in promoting literacy. The Elementary School Journal, 96, 363- 384. Rosenblatt, L. (1969) Towards a transactional theory of reading. Journal of Reading Behavior, 1(1), 31-51. [Electronic version]. Ruddell, R. B. (1995). Those influential literacy teachers: Meaning negotiators and motivation builders. The Reading Teacher, 48, 454- 463. Seefeldt, C. (2005). How to work with standards in the early childhood classroom. NY: Teachers College Press. Smith, F. (2006). Reading without nonsense. NY: Teachers College Press. Smith, F. (2004). Understanding reading: A psycholinguistic analysis of reading and learning to read. Hillsdale, NJ: Lawrence Erlbaum Associates. Snow, C. E., Burns, M. S., & Griffin, P. (Eds.). (1998). Preventing reading difficulties in young children. Washington, DC: National Academy Press. Standards for Reading Professionals (2003r). Newark, DE: International Reading Association. ISBN 0-87207-545-1. Sweet, A. P., Guthrie, J. T., & Ng, M. M. (1998). Teacher perception and student reading motivation. Journal of Educational Psychology, 90, 210- 223. Taylor, B. M., Pearson, P. D., Clark, K. F., & Walpole, S. (1999). Beating the odds in teaching all children to read. Ann Arbor, MI: Center for the Improvement of Early Reading Achievement. Teacher as Lifelong Learner. (1992). Conceptual Framework for all Professional Education Programs at Kutztown University.

Tompkins, G. (2006). Literacy for the 21st century: A balanced approach (4th edition). Upper Saddle River, NJ: Pearson Merrill Prentice Hall. Vacca, J., Vacca, M., Gove, L. Burkey, L. Lenhart, & McKeon, C. (2008). Reading and Learning to Read, 7th ed.. Boston, MA: Allyn and Bacon. Wood, C. (1997). Yardsticks: Children in the classroom ages 4 – 14. A resource for parents and teachers. Greenfield, MA: Northeast foundation for children. Young Children: Learning Standards[theme issue]. (July 2008). National Association for the Childhood Education International (NAEYC).

Phonological Awareness/ Emergent Literacy Blachman, B. A. (2000). Phonological Awareness. In P. D. Pearson, R. Barr, M. L. Kamil, & P. Mosenthal ( Eds.). Handbook of reading research (Vol. 3). New York: Longman. Clay, M. (1993a). An observation survey of early literacy achievement. Portsmouth, NH: Heinemann. Fields, M., Groth, L. & Spangler, K. (2008). Let’s begin reading right: A developmental approach to emergent literacy. 6th ed. Upper Saddle River, NJ: Pearson Merrill Prentice Hall. International Reading Association. (1999). Using multiple methods of beginning reading instruction: A position statement of the International Reading Association. Newark, DE Wien, C. A. (ed.) (2008). Emergent curriculum in the primary classroom: Interpreting the Reggio Emilia Approach in schools. Wash., DC: National Association for the Education of Young Children (NAEYC).

Phonics Cunningham, P. M.(2005). Phonics they use: Words for reading and writing,4th ed. New York: Harper Collins. Cunningham, P. M.& Hall, D. (1994). Making words: Multilevel, hands-on spelling and phonics activities. Torrance, CA: Good Apple. Chall, J. ( 1967). Learning to Read: The Great Debate [reopened the discussion on the role of phonics in learning to read] Heilman, A. W. (1985). Phonics in Proper Perspective, 5th ed. Columbus, OH: Charles E. Merrill Publishing Co. Leu, D., Kinzer, C., Wilson, R. and Hall, M. (2006). Phonics, phonemic awareness and word analysis for teachers: An interactive tutorial. 8th ed. Upper Saddle River, NJ: Pearson Merrill Prentice Hall. ISBN 0-13-171587-9. Lloyd, S. & Wernham, S. (1995). Jolly Phonics. Williston, VT: Jolly Learning, Ltd. Samuels, S. (1972). The effect of letter-name knowledge on learning to read. American Educational Research Journal, 1, 65-72.

Oral / Written Language Cazden, C. (1988). Classroom discourse: The language of teaching and learning. Portsmouth, NH: Heinemann. Feldgus, E. & Cardonick, I. (1999). Kid writing: A systematic approach to phonics, journals, and writing workshops. Wright Group/McGraw-Hill. Halliday, M. A.(1975) Learning how to mean: Explorations in the development of language. London: Edward Arnold. Holdaway, D. (1979). The foundations of literacy. New York: Ashton Scholastic. Pinnell, G. & Fountas, I. (2004). Guided Reading: Good First Teaching for All Children. Heinemann. Rains, S. & Isbell, R. (1994). Stories: Children’s literature in early education. Albany, NY: Delmar Publishing. Thompkins, G., & Collom, S. (2004). Sharing the pen: Interactive writing with young children. Upper Saddle River, NJ: Pearson Merrill Prentice Hall.

Diverse Learners Au, K. (2000). Literacy instruction or young children of diverse backgrounds. In D.S Strickland & L. M.Morrow (Eds.). Beginning reading and writing (pp. 35-45) New York: Teachers College Press and Newark, DE: International Reading Association. Copple, C. , Neuman, S. ,& Bredekamp, S. (2000). Learning to read and write: Developmentally appropriate practices for young children. Washington, D.C: NAEYC. Haberman, M. (1995). Star teachers of children of poverty. West Lafayette, IN: Kappa Delta Pi. Knapp, M. S. (1995). Teaching for meaning in high poverty classrooms. New York: Teachers College Press. Ladson- Billings, G. (1994). The dreamkeepers: Successful teachers of African American children. San Francisco: Jossey- Bass. Reiss, J. (2001) ESOL Strategies for teaching content: Facilitating instruction for English language learners. NJ: Merrill Prentice Hall. Tharp, R. G. (1997). The five generic principles: Current knowledge about effective education of at- risk students. Santa Cruz, CA: Center for Research on Education Diversity and Excellence, University of California.