ECED 4356: LANGUAGE DEVELOPMENT FOR YOUNG CHILDREN
ECED 4335 -003 34078
196 × 162 - utminers.utep.edu
LANGUAGE & LITERACY IN THE EARLY YEARS
(Summer, 2013:M, T, W, R 5:00 – 7:30PM Education Bldg, Room 312)
INSTRUCTOR: Dr. Marti Allen
Cell: 269-9140 Home 591-3622
Email: msallen@utep.edu
Office Hours: After class period (or by appointment)
COURSE DESCRIPTION
The student will comprehend the relationship of physical, intellectual, emotional, and language development and reading development. Be able to emphasize a child development approach to literacy through concepts of play, physical development, oral language development, and life experiences. This will include whole written language through social interaction as well as specific reading and writing skills. This course will also have integration of literacy and language in early childhood education with emphasis in developmental reading and literacy for second language learners. Approaches to literacy development, developmental reading, and literacy acquisition for second language learners are addressed. A working knowledge of the transitional approach in literacy development from the child’s first language to English is provided. Developmentally appropriate practices are integrated throughout the course.
COURSE OBJECTIVES AND PURPOSE
➢ Identify essential elements needed in lesson development, literacy readiness, and assessment for effective literacy instruction
➢ Examine different theories and philosophies regarding child development in literacy
➢ Understand the importance of parental involvement, to include diversity and special needs.
➢ Develop oral language, reading and writing strategies to improve reading readiness, comprehension skills and motivate students to be life long readers.
➢ Integrate effective classroom management techniques essential in providing effective instruction, guided reading and workstations.
➢ Read, analyzes and synthesize the State Standards (TEKS) related to Literacy development
➢ Analyze the order to expand age and grade appropriate level literacy activities.
➢ Develop knowledge, skills and specific behaviors of successful early childhood professionals, to include research on literacy skills, oral language acquisition, emergent writing and reading, growth in writing and reading in Pre-K and early primary grades. Special focus on language learning on the border.
➢ Develop knowledge and skills of reading programs and reading assessments utilized in educational systems.
➢ Participate in professional development activities in class and in the field that reflect educational professionalism and personal maturity;, such as, cooperation and collaboration, peer mentoring, information sharing, and other activities that are expected of professional educators in the public schools of our state and community.
COLLEGE’S CONCEPTUAL THEME
This course adheres to the College of Education’s mission and vision which is to prepare effective teachers who successfully address the problems of schools. Teacher Education Program prepares caring and competent teacher decision makers for the diverse contexts of classrooms, schools, and communities. This course will address the current research and theoretical context of teaching literacy skills. To establish program coherence this is attainable through cross curricular cooperation focused on the candidate development, reflection, and assessment. The faculty have designed and implemented proficiency-based preparation programs that model standards-based teaching. Proficiency-based assessment system emphasizes knowledge of content and of pedagogy, as well as the analysis of student learning. The faculty strives to provide candidates with a preparation program that is integrated and holistic and that “despite the traditional conventions of courses and credit hours creates a seamless web of preparation moving towards the stated goal, becoming an effective teacher" (Lowe & Banker, in Dietz, 1998, p.57).
TEXTBOOK
1. Morrow, Leslie Mandel, “Literacy Development in the Early Years”, publisher Allyn&
Bacon, 7th edition (REQUIRED)
2. Sousa, David, “How the ELL Brain Learns”, publisher Corwin Press, Sage Publishing
(requested)
3. Savage, John F., “Sound It Out” Phonics in a comprehensive Program, publisher McGraw Hill (requested)
COURSE EVALUATION
GRADING SYSTEM:
|GPA Points |
| A 4.0 94 –100 |
| A- 3.67 91 - 93 |
| B+ 3.33 90 - 88 |
| B- 2.67 87 - 81 709 – 700 |
| C+ 2.33 80 - 78 |
| C 2.00 77 - 69 |
| D 1.99 68 - below |
Course Standards
EC-4 Educator Standards for Pedagogy and Professional Development and EC-4 English Language Arts and Reading Standards will be addressed in this course. These standards, domains, and competencies are the basis of your TExES examination. You will have numerous opportunities to make connections between theories of language and literacy development and early childhood pedagogy and standards through a variety of interactive performance task and by following the domains. These may be found at tea.state.tx.us/index2.aspx?id=6148
English Language Arts and Reading (Early Childhood-Grade 4) Standards
Standard I: Oral Language: Teachers of young children understand the importance of instructional opportunities for young children to development listening and speaking skills.
Standard II: Phonological and Phonemic Awareness: Teachers of young children understand the components of phonological and phonemic awareness and utilize a variety of approaches to help young children develop this awareness and its relationship to written language.
Standard III: Alphabetic Principle: Teachers of young children understand the importance of alphabetic principle to reading English, know the elements of the alphabetic principle, and provide instruction that helps children understand that printed words consist of graphic representations that relate to the sounds of spoken language in conventional and intentional ways.
Standard IV: Literacy Development and Practice: Teachers of young children understand that literacy develops over time and progresses from emergent to proficient stages. Teachers use a variety of contexts to support the development of young children’s literacy.
Standard V: Word Analysis and Decoding: Teachers understand the importance of word analysis and decoding to reading and provide many opportunities for children to improve their word analysis and decoding abilities.
Standard VI: Reading Fluency: Teachers understand the importance of fluency to reading comprehension and provide many opportunities for children to improve their reading fluency.
Standard VII: Reading Comprehension: Teachers understand the importance of reading for understanding, know the components of comprehension, and teach young children strategies for improving their comprehension.
Standard VIII: Development of Written Communication: Teachers understand that writing to communicate is a developmental process and provide instruction that helps young children develop competence in written communication.
Standard IX: Writing Conventions: Teachers understand how young children use writing conventions and how to help children develop those conventions.Standard X: Assessment and Instruction of Developing Literacy: Teachers understand the basic principles of assessment and use a variety of literacy assessment practices to plan and implement literacy instruction for young children.
STUDENT LEARNING OUTCOMES
| |To | | |
|Synthesize and explain the 5 |a. Discussion and participation |Chapter Five |Standard I-X |
|foundational components driving the |b. Assignments |Chapter Six Chapter Seven| |
|Reading Language Arts Standards |c. Presentation | | |
| |d. Exams | | |
|Demonstrate and apply good language |a. Discussion and participation |Chapter Three |Standard I |
|and literacy teaching and |b. Assignments |Chapter Six: Chapter |Standard II |
|data-driven instruction. |c. Presentation |Seven: | |
| |d. Exams | | |
|Analyze and explain the relationship|a. Discussion and participation |Chapter One: |Standard I |
|between language development and |b. Assignments |Chapter Four: |Standard II |
|literacy acquisition. |c. Presentation |Chapter Six: |Standard III |
| |d. Exams |Chapter Seven: |Standard IV |
| | | | |
|Apply effective |a. Class discussion and participation in group |Chapter Four |Standard IV |
|teaching methodology that meets the |jigsaw. Assignments |Chapter Five |Standard V |
|needs of young learners |c. Observational assessment in literacy camp |Chapter Six |Standard VIII |
| | |Chapter Seven: | |
|Explain and demonstrate balanced |a. Discussion and participation |Chapter One: | |
|literacy program/ approach to |b. Assignments |Chapter Four: | |
|teaching literacy skills. |c. Presentation |Chapter Sis | |
| |d. Exams | | |
|Analyze and apply the domain |a. Discussion and participation |Chapter Four | |
|competencies. Assess and correlate |b. Assignments |Chapter Six | |
|the current national and state |c. Presentation | | |
|initiatives. |d. Exams | | |
|Create, select and use the |a. Assessments; such as, TPRI, DRA, Telpas, |Chapter Two Chapter Ten |Standard X |
|assessments that |Benchmarks, STAARS, Dolch sight words |Chapter T | |
|monitor early reading skills |b. Literacy Camp – hands on utilization of | | |
| |assessments | | |
|Prepare, plan and create |Final project to include preparation of a literacy |Chapter Nine: Organizing |Standard I |
|intervention methods for struggling |workstation. Literacy camp participation |and Managing the Literacy|Standard IV |
|students | |Program |Standard X |
| | | | |
ACADEMIC HONESTY
Materials (written or otherwise) submitted to fulfill academic requirements must represent a student’s own efforts. Any act of academic dishonesty attempted by a UTEP student is unacceptable and will not be tolerated. Academic dishonesty is prohibited and is considered a violation of the UTEP Handbook of Operating Procedures. It includes, but is not limited to, cheating plagiarism, and collusion. Violations will be taken seriously and will be referred to the Dean of Students Office for possible disciplinary action. Students may be suspended or expelled from UTEP for such actions. This also includes the use of electronic devices during classroom testing. This course uses safe assign to assure that no more than 15% of student work is not their own.
STUDENTS WITH DISABILITIES
If you have a disability or believe you have a disability, you may wish to self-identify. You can do so by providing documentation to the Office of Disabled Student Services located in Union E Room 203. Students who have been designated as disabled must reactivate their standing with this office on a yearly basis. Failure to report to this office will place student on the inactive list and nullify benefits received. If you have a condition which may affect your ability to exit safely from the premises in an emergency or which may cause an emergency during class, you are encouraged to discuss this in confidence with the instructor and or the director of Disabled Student Services. You may call 747-5148 for general information about the Americans with Disabilities act (ADA)
• Quality: Work is expected to be thoughtful, reflective, professional and of high quality in terms of grammar, content and presentation. Work that does not meet the established criteria will be noted and will not receive full credit. This may result in a lowered grade.
• Timeliness and Completion of Assignments: All assignments are expected to be submitted on due dates. Any hardcopies or projects will be turned in at the beginning of the class period on the day of assignment due date. Assignments turned in later than due date will receive a reduction in points. Any assignment overdue 2 days will not be accepted. The professor is made aware when there are technological problems and adjustments to assignments will be made. Students must complete all of the required assignments in order to receive a passing grade in the course.
• Professional Ethics: It is expected that all work will be original and developed according to the University standards related to academic honesty. Ethical breaches will be dealt with on an individual basis and may result in a failing grade and a referral to the proper University procedures or authorities. Safe assign is used on Blackboard any paraphrasing and no more than 15% from other sources is acceptable. Classroom etiquette will be employed when leaving room.
• Personal Use of Technology: Cell phones will be placed to vibrate and any emergencies will be dealt with outside of the classroom. Cell phones will not be answered during class time. Cell phone texting during class time is disrespectful and will not be tolerated.
COURSE ASSIGNMENTS
ATTENDANCE and PARTICIPATION 15 POINTS
Attendance is taken in each class session. If you are going to be absent you must send the professor an E-mail to msallen@utep.edu prior to your absence, please state date of absence. When student is absent from class 3 times this constitutes an automatic drop from the course. Attendance will be taken 5 minutes after class has begun. Tardiness is subject to a five (5) point deduction for each event. Arriving late (15 minutes) or leaving early is subject to points deducted. Particular attention will be paid to those who miss on their presentation day and points will be deducted accordingly. Even if professor has excused your absence, points will be deducted from participation. You cannot participate if you are not present.
REFLECTIONS 2 POINTS EACH = 10 points
Reflections are the confirmation of learning. They are not a summarization or word for word quotation from textbook. Your learning should be able to show transference to your classroom. Directions for reflections will be given in class.
Learning Modules (2) 20 = POINTS
Learning Modules include discussions of articles, power points, tests and other assignments. These modules will be completed according to calendar and deadlines. Assessment will be included as part of the Modules. These assessments might include practice questions from the TeXes certification exam.
Literacy Camp 20 points
Students will participate in tutoring a school age child during given dates. Each individual student will work with assigned child and provide intervention strategies to assist in tutee’s acquisition or improvement of literacy skills. Students will actively interact with tutees during assigned class meetings. Students will read, evaluate and create intervention projects for tutees. Evaluation paperwork will be compiled and submitted. Student will also create a student journal of tasks or work completed by tutee. This paperwork affects the points to be given for literacy camp. These sessions are one to one using strategies from this course. Each individual student will provide lesson plans and intervention strategies for their tutee. A hard copy of the lesson plan will be given to the professor on the due date. A rubric has been provided here with syllabus to guide student.
Final Project 15 points
Each individual student will compile a portfolio. The contents of the portfolio are assessments, fluency, writing, any assessment. The student will evaluate tutee and provide a list of skills mastered and those lacking. Any other paperwork to be included in the portfolio will be announced by the professor. Each individual student will develop a literacy workstation focused on assigned literacy camp tutee. Student will evaluate tutee literacy skills and develop a final project that will provide intervention. A rubric is provided for guidance with syllabus. A format for required paperwork will be disseminated to students. The literacy workstation will be presented to the class on days assigned. The format with cover page will be adhered to otherwise points will be deducted from final project evaluation. Portfolios become the property of the professor and are not returned.
Final Exam 20 points
Students will complete the final assessment according to date deadline.
The final exam may not be re-taken or re-scheduled. There are no exceptions.
Class Participation Rubic
|Criteria |Exceptional |Meet Requirements | Not meet requirements |
|Met Deadline |Cards were completed on due|Cards were 1 day |Cards were not provided to instructor on |
| |date |Late from due date |or after due date |
| |1.0 |.5 | |
| | | | |
| | | |0 |
|Cards are teacher created product with |Finished product is |Finished product is shows |Finished product demonstrates evidence of|
|alphabet letters that are age appropriate |demonstration of teacher |evidence of duplication or|purchased material or is cards are not |
|(large) and corresponding pictures |made materials and meets |purchased. Cards are not |completed |
|Including bilingual or separate card for |criteria |finished | |
|Spanish | | | |
| | |.5 | |
| |1.0 | |0 |
|Creativity – colorful, easily evident that |Finished product |Finished product |Finished product does not |
|these will engage student and will |demonstrates, originality, |Demonstrates only a |demonstrate full student potential of |
|Aid in the teaching of alphabet |color, creativity, engages |partial number of criteria|criteria as requested |
| |student for tutoring in the|requested | |
| |alphabet |.5 |0 |
| |1.0 | | |
Literacy Camp Rubric
|20 points | |Meet Expectations |Not Meet Criteria |
|Objective Criteria |Exemplary | | |
| |One-to-one tutoring/ meet with |Tutee was engaged in group |Observations made had evidence of |
| |tutee on all assigned dates. Observed|activities |non-engagement with tutee. Tutee |
| |evidence of reading, writing, |Or limited one-to - one |working on their own with no |
|Engagement |spelling, worksheets or over |engagement |interaction. Tutee not on task. |
| |abundance of coloring, work is | | |
| |original from tutee. Discipline and| | |
| |interaction/ not require professor | | |
| |intervention | | |
| |5 | | |
| | | |.5 |
| | | | |
| | | | |
| | |2.0 | |
|Lesson Plans |Submitted weekly on due date complied|Submitted after due date some|Either not submitted on due date, |
| |with all criteria as requested on |criteria from format |format and criteria not followed |
| |format | | |
| |5 |1.5 |.5 |
|Portfolio |Contains and complied with all work |Some components missing |More than half of work missing |
| |as requested | | |
| |10 |3.0 |.5 |
|Attendance/Participation with | Present and participated in all camp|missed 1 literacy camp |missed 2 literacy camp tutoring |
|Tutee |dates |meetings with tutee |dates, |
|Cards |See rubric (3) | | |
|Matching Game |See rubric (3) | | |
|Sight word Cards |See rubric (4) | | |
|TOTAL POINTS | | |______ of 20 |
Notes on Classroom Policies:
Format: Unless otherwise noted, all written assignments must be a word processed document in Times Roman 12 inch font. All hard copies of projects that will be handed in will have a title page which will include the following: (points deducted if no title page or format)
a. Title of Project e. Your name
b. Course number and title f. Professor’s name and school
c. Semester and year g. Your ID number
d. Project name i.e. Unit etc.
LITERACY FINAL WORKSTATION RUBRIC
|Criteria |Exemplary |Competent |Did not meet |Possible |
| | | | |15 |
|Work Station Format |Subheadings, bolded information easy |One or more areas missing from |Format not followed 0 | |
| |to follow 1 |paperwork . 5 | | |
|Grade level |Grade level obvious |Grade level/type not on |Grade level not present in any| |
| |Included in paperwork |paperwork, .5 |paperwork 0 | |
| |Type given | | | |
| |1 | | | |
|RULES |Copy attached with workstation, DAP, |Some rules, not very clear, no |No rules, no copies on station| |
| |Simple as per format |copies for usage |0 | |
| |2 |.5 | | |
|Goals |Clear, precise, focused met objective |Hard to follow, lacking in |Strayed from | |
| |goals, TEKS 5 |evidence of meet |Objective 0 | |
| | |2 | | |
|DAP |Overall was appropriate for grade |Somewhat appropriate for grade |Not Appropriate for Grade | |
| |level 1 |level .5 |level 0 | |
|Skills |Linked to objective has |Somewhat linked but not |Evidence of link not shown | |
| |purpose/explained 2 |concrete .5 |0 | |
|Procedure |Clear, focused, insightful, organized |Needs support to be clear, not |Lacks details, strays from | |
| |1 |fully developed |objective 0 | |
| | |.5 | | |
|Hardcopy |Hardcopy for professor and a copy |No Hardcopy given to professor,|No copies on day of | |
| |uploaded to blackboard icon under |or copy given to professor but |presentation, no copy uploaded| |
| |workstation final |not uploaded to Blackboard |to Blackboard for review. | |
| |1 |.5 |0 | |
|Overall |Teacher made/folder |Not teacher made, or not |Not completed 0 | |
|appearance |Creative, colorful, exceptionally |exceptionally presented or | | |
| |organized and presented |organized0 | | |
| |1 | | | |
-----------------------
Student Learning Assessments Text ELA Standard
Outcomes
Outcomes
Assessments
Rubric for Student Made Cards and Match Game Cards
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