EARLY CHILDHOOD EDUCATION
ECED 2080
COURSE SYLLABUS
INSTRUCTOR: PHYLLIS A. FOLEY
SEMESTER: FALL, 2003
SPECIAL NOTES:
“It is the intent of Volunteer State Community College to fully comply with Executive Order 11246, as amended, the Rehabilitation Act of 1973, as amended, and the Vietnam Era Veterans Readjustment Act of 1974, as amended and all regulations implementing those laws and orders, for the promotion and ensuring of equal opportunity for all persons without regard to race, color, religion, sex, national origin, age, disability, political affiliation, sexual orientation, or status as a qualified disabled veteran or veteran of the Vietnam era. It is the intent of VSCC to be free of discrimination or harassment on the basis of sex, race, color, religion, national origin, age, disability, political affiliation, sexual orientation, veteran status, or physical appearance. It is the intent of VSCC to fully comply with Titles VI and VII of the Civil Rights Act of 1964, as amended, and the CRA of 1991, Title IX of the Education Amendments of 1972, as amended, the Equal Pay Act of 1963, as amended, the Age Discrimination in Employment Act of 1976, the Age Discrimination Act of 1975, and the Pregnancy Discrimination Act and the Americans with Disabilities Act of 1990, applicable state status and all regulations promulgated pursuant thereto.”
ECED 2080
Heads Up! Reading
DESCRIPTION: The research-based principles and practices for providing children birth through age 5 a strong foundation in early reading and writing within a developmentally appropriate approach.
INSTRUCTOR: PHYLLIS A. FOLEY
OFFICE: N-205C PHONE: (615) 452-8600, EXT. 3708
GOAL: To prepare current or future early childhood teachers and caregivers to enhance the early literacy outcomes of young children by improving teachers’ knowledge of early literacy development, and their skills in teaching early literacy to young children from birth through age 5.
LEARNING
OUTCOMES: The student will define literacy and emergent/early literacy: describe the developmental continuum of reading and writing and ways of assessing children’s language development and literacy learning; and describe the teacher’s role in promoting language and literacy. The student will create literacy environments for children; plan engaging curriculum to support language and literacy; and describe ways of involving families in supporting language and literacy in young children. The student will analyze and select appropriate literature and other leaning materials for diverse learners, and respond to individual, cultural and linguistic variation among children.
COURSE STRUCTURE: The course is delivered in 14, 2-hour sessions plus a 2-hour orientation class that must be viewed at the beginning. The content is organized around 7 topics:
1. Curriculum, teaching, and learning environments
2. Developmental continuum of reading and writing, and assessment
FIVE GATEWAYS TO LITERACY LEARNING:
3. Talking (oral language)
4. Playing
5. Reading
6. Writing
7. Learning the code
The course provides four clock hours of classroom instruction on each of these major topics as well as continually reinforcing the interconnections among them through the use of mental models.
The following topics are integrated throughout the classes:
Realities of cultural and linguistic diversity
Including children with disabilities and special needs
Partnerships with families
The essential role of intentional teaching
The need to develop and maintain children’s motivation to learn
PRIMARY EDUCATIONAL GOALS: The degree to which outcomes of the primary goals have been achieved will be determined by the assessment of the specific course outcomes. The course also, will be assessed by students through faculty evaluation.
OUTCOME STATEMENTS: Outcome statements will be assessed through class discussion, written assignments, and written examinations.
MID-TERM EXAM 100PTS.
FINAL EXAM 100PTS.
TWO ARTICLE CRITIQUES ON EARLY LITERACY 200PTS.
The article critiques must include a summary of research findings accompanied by your opinion of these findings. The articles must be scholarly in nature (not a magazine article or newspaper article). Copies of the articles must be attached to the one to two page double-spaced typed summary. (The article itself must be at least three pages in length)
TOTAL FOR THE COURSE 400PTS
GRADING SCALE FINAL GRADE SCALE
90-100 =A 360-400 =A
80-89 =B 320-359 =B
70-79 =C 280-319 =C
60-69 =D 240-279 =D
BELOW 60 =F BELOW 240 =F
OTHER POSSIBLE GRADES FOR THE COURSE:
N = AUDIT: No grade or credit. The student must have registered as an audit in order to receive this grade.
W = WITHDRAWAL: A grade of W is given by the Admissions Office after a student has processed a drop/add form through the Admissions Office. Note: the instructor does have the right to administratively withdraw a student from class resulting in a grade of W; but this is not automatic. Students wishing to withdraw must do so through the Admissions Office.
I = INCOMPLETE: An INCOMPLETE is given at the discretion of the instructor and must meet the following criteria:
(a) student attends regularly
(b) student has completed 80% of the coursework and is passing
(c) the instructor feels the student can realistically complete the coursework in the following semester.
NOTE: If the coursework is not completed prior to the exam period of the following semester, the grade is automatically converted to an F by the Admissions Office.
CHEATING: Cheating is defined as plagiarism, talking to another student during a test or exam, looking at another student’s work during a test or exam, use of notes or books during a test or exam, or turning in a paper that is not the student’s work. Any student caught engaging in these behaviors will be given an automatic failure for the exam or the paper.
ATTENDANCE:
Students do not receive a grade for attendance. Students are expected to have regular and prompt attendance because failure to exhibit regular attendance seriously impairs the student’s ability to succeed in the course. Any reason for absence should be indicated to the instructor, preferably in advance. The instructor has the prerogative to accept or reject any excuse for absence. Any absence excused by the Academic Vice-President shall be accepted. Missing over 2 times for classes that meet once per week is excessive.
INCLEMENT WEATHER POLICY:
If VSCC is officially open all classes will meet as scheduled, all assignments will be due, and any scheduled tests, quizzes, or exams will be given. Any missed work will be subject to the policies outlined in the syllabus.
CLASSROOM DEPORTMENT:
All policies and procedures for classroom misconduct are discussed in the Student Handbook.
All cellular phones and beepers are to be turned off!
As a point of emphasis, the instructor will not tolerate any activity which is disruptive to the classroom setting, which adversely affects others, and which is considered by the instructor to be unethical, immoral or illegal. Students will be dismissed from the class and the issue of misconduct brought before the Vice-President of Student Services.
The instructor will not allow the use of tobacco, eating or drinking in the classroom . Parents are asked not to bring children to class.
COURSE OBJECTIVES TO DEVELOP COMPETENCY:
1. Define early literacy
Describe how experiences during the early years lay the foundation needed for later success in conventional reading and writing
Describe ways of developing and maintaining children’s motivation to become readers and appreciation for books
Discuss the importance of working with families in the development of early literacy
Analyze cultural influences on language and literacy development. Discuss the interrelatedness of speaking, listening, reading and writing.
Describe the teacher’s role in promoting language and early literacy development
2. Use appropriate assessment of children’s development and learning
Define developmental continuum
Describe the continua of language, reading, and writing development across the age group birth through age 5 and into the primary grades
Describe how to use a developmental continuum of reading and writing to assess children’s progress and adapt teaching and learning experiences to children’s individual needs and strengths
Discuss ways to engage families as vital sources of information for child assessment
Describe developmentally appropriate, challenging but achievable, learning goals for children
Discuss individualizing goals and adapting literacy materials for children with disabilities and special learning needs
Discuss how to be intentional about setting both group goals and individual goals in relation to the developmental continuum and planning experiences to support progress
Discuss learning outcomes, especially those in the Head Start legislation and in states’ prekindergarten curriculum frameworks(outcomes common to participating states will be specifically emphasized)
Describe ways to assess children’s literacy learning using observation, informal, and more formal strategies
Discuss the realities of cultural and linguistic diversity in accurately assessing young children’s learning
Describe how to involve families and other professionals in assessing children’s learning and development
3. Describe the teacher’s role in promoting early literacy; creating learning environments, planning curriculum, and using a variety of teaching strategies
Describe a literacy-rich environment
Design environments for different age groups (infants/toddlers and preschoolers) that are print-rich and engage children in meaningful literacy learning experiences
Describe how to integrate technology in the literacy-rich environment
Describe the teacher’s role in intentionally using the environment to promote early literacy
Define scaffolded instruction
Describe what scaffolded instruction looks like and how to do it
Describe a range of effective teaching strategies to support children’s literacy learning, from acknowledging to modeling to scaffolding to direct instruction
Describe effective teaching strategies that foster and maintain children’s motivation to read and love of books
Define curriculum
Describe how to provide meaningful, intellectually engaging curriculum that builds children’s background knowledge and comprehension
Explain the importance of background knowledge in the reading process
Describe ways to infuse literacy across the curriculum, giving it sufficient focus without it becoming the whole curriculum
Describe how reading supports learning across the curriculum
Analyze strategies to adapt for individual and cultural differences, including second language learners
4. Promote children’s oral language development
Define expressive and receptive language
Describe the continuum of language development from infancy through age 5. Describe adult-child and child-child interactions that support children’s oral language development and build quantity and complexity of vocabulary
Discuss the interrelatedness of language and literacy development
Describe the development of second language learning
Describe how to support vocabulary and language development through enriching curriculum studies in the content areas (science, social studies)
Use various approaches to supporting language learning (such as information books, experiments)
Analyze effective approaches for supporting English language development and early literacy for second language learners
Use specific strategies to promote children’s language learning, both expressive and receptive
5. ENGAGE CHILDREN IN LITERACY-ENHANCED PLAY
Design environments and provide materials that incorporate literacy learning in all areas of the classroom and involve children in literacy-enhanced play
Describe three roles for teachers in facilitating children’s participation in literacy-enriched play and when to enter/exit for optimum child involvement
Describe how various kinds of play support language and early literacy development especially with infants and toddlers
Describe the connections between play, literacy-learning, and curriculum studies to build background knowledge
Use props, themes, and teacher intervention to enhance literacy-learning through play
Describe how play supports the acquisition of literacy skills using talking, reading, writing, and learning the code
Use a variety of teaching strategies to support literacy learning through play (puppets, dramatization, flannel boards, projects)
6. SELECT AND SHARE APPROPRIATE LITERATURE WITH CHILDREN, ENGAGE CHILDREN IN READING
Describe the continuum of reading development from birth through 5, including conventional and proficient reading (where the continuum is leading)
Describe developmentally appropriate (achievable but challenging) expectations and goals for children’s literacy learning at various age levels
Use a variety of effective strategies for reading-aloud to children to promote vocabulary development, phonemic and print awareness, comprehension, and background knowledge
Explain how to integrate children’s interests and cultures
Discuss strategies for adapting for children with special needs
Define print awareness
Use various strategies to promote print awareness and book handling skills
Use various strategies for engaging children with books including reading aloud, shared reading, and independent reading
Analyze the appropriate uses and benefits of large group, small group and individual book reading, and repeated readings
Analyze criteria for selecting high quality, developmentally and culturally appropriate books and materials, including computer software
Analyze books and literacy materials for bias
Use a variety of kinds of texts, including information books, storybooks, poetry, and other forms of print
Describe ways of engaging families in talking, storytelling, and reading with children
7. ENGAGE CHILDREN IN WRITING
Describe the continuum of writing development(from scribbling to conventional writing)
Describe developmentally appropriate expectations for children’s writing development
Explain how the processes of writing and reading are interrelated
Provide opportunities for children to engage in writing to support oral language, reading, and code learning (alphabet knowledge, phonemic awareness)
Discuss how children’s “writing” supports print awareness, alphabet knowledge, and phonemic awareness
Describe ways to infuse writing every day throughout the classroom and across the curriculum
Use a variety of strategies to engage children in different forms of writing (narratives, lists, letters) and with various functions of writing (creative expression, communication)
Explain how to help children write their names
Describe ways to engage children in writing so as to sustain children’s motivation to write
Discuss teaching upper and lower case letters
Discuss developmentally appropriate computer software to promote writing, and for children with special needs
Use a variety of writing strategies to support children’s learning phonemic awareness, alphabetic knowledge, concept of word
8. ENGAGE CHILDREN IN LEARNING THE CODE
Describe the basic elements of written language code
Discuss the importance of teaching the code underlying the English language system of reading and writing
Describe how children learn the code of the language(s) of their home and cultural group
Discuss ways to respond to differences between the home and school language and culture(introducing the concept of code-switching)
Define “phonological awareness” and describe why it is important, its relationship to phonemic awareness and phonics
Describe the developmental continuum of phonemic awareness
Use a variety of appropriate learning experiences and teaching strategies to promote children’s phonological awareness (fingerplays, poetry, rhymes, riddles, songs, etc)
Discuss and analyze strategies to adapt for individual and cultural differences, including second language learners
Define the “alphabetic principle”
Discuss what it means to “know the alphabet” and why it is important
Use a variety of techniques to teach the alphabet in meaningful and motivating ways (using talking, playing, reading, writing)
Describe how to incorporate code learning throughout the day and across the curriculum