RED 3310
Emerging Literacy
Spring, 2004
Instructor: Nancy A. Hughes
Office: UCF Palm Bay, Rm. 225
Office Hours: Monday/Tuesday in field
Wednesday 4 - 5
Thursday 3 – 4:30; 7:45 – 8:15
Office Phone: 321 433-7984
Email:
Catalog Description: Emergence of reading/writing processes during preschool, kindergarten, and early first grade years. (3 credit hours)
Audience and Prerequisites: This course is intended for undergraduate ECE majors in their junior year. The course may incorporate an audience of participants who are personnel from Head Start, Early Head Start and community childcare providers through special arrangements. See catalog for additional information.
Course Overview: The purpose of this course is to provide a forum for the exploration of theory and practice related to language and literacy education among young children during the preschool, kindergarten, and early first grade years. Developmental perspectives of language and literacy learning will be presented, with an emphasis on an integrated perspective of reading, writing, speaking, listening, and viewing. In this course, learning is presented as a socially constructed process that is best facilitated through direct interaction and engagement. Particular attention will be given to the importance of developmentally appropriate instruction, reflective practice, and the nurturing of an anti-bias approach to teaching. Therefore, students will participate in a variety of experiences that allow them to read, write, speak, listen, and view texts, within the support of a learning community. Modes of instruction include, but are not limited to the following: hands-on learning experiences, lecture, large and small group discussions, individual reflection, fieldwork at internship site, and the use of technology via videotapes and the Internet.
Course Goals:
· Students will explore both developmental and socio-historical perspectives of language and literacy learning among young children.
· Students will investigate the nature of language and literacy learning as related to the connections among reading, writing, speaking, listening, and viewing.
· Students will explore a variety of philosophies related to early literacy learning and will be able to articulate and defend their own philosophy,
· Students will be able to identify and implement principles of developmentally appropriate practice for the early childhood language and literacy classroom.
· Students will be familiar with a wide variety of technologies related to early literacy instruction.
· Students will identify the areas at with early literacy and anti-bias philosophies intersect.
· Students will exhibit characteristics of the reflective practitioner in action.
Course Objectives and Accreditation: The following objectives have been developed to meet the requirements of our accrediting agencies. They meet the standards established for the following:
Tech-NCATE Technology and Teacher Education
FAP- Florida Educator Accomplished Practices
PreK-Preschool Education (Birth -Age4) Subject Area Competencies
Pri-Preschool Education (K-3) Subject Area Competencies
FETC-Florida Essential Teaching Competencies
NAEYC-National Association for the Education of Young Children Standards
FTESOL-Florida Performance Standards for TESOL
Objectives:
1. Students will reflect on their own literacy learning and identify principles of reflective practice in teaching reading, writing, speaking, listening, and viewing. (FAP 3,11; PreK 2.2; 7.6; Pri 4.1,4.2; FETC 16.1, 29.1; NAEYC 3.A, 3.B, 3.C, 3.G, 3.H, 3.N, 6.A, 6.B, 6.C, 6.C, 6.G)
2. Students will identify developmental stages of language and literacy learning. (FAP 1,7,8; PreK 1.1, 1.2, 1.3; Pri 1.1, 2.1, 2.2, 2.3, 2.4. 3.2; FETC 1.1, 28.1, 30.1; NAEYC 1.A, 1.B, 1.C, 1.0, 1.E, 1.F; FTESOL 25)
3. Students will compare, contrast, and apply a number of theories related to language acquisition. (FAP 1,7,8; PreK 2.1, 1.1, 2.1, 2.2, 2.3, 2.4, 3.2; FETC 1.1, 28.1, 30.1; NAEYC 1.A, 1.D, 1.E, 1.F, 1.G, 6.A, 6.B)
4. Students will identify a variety of philosophies of early literacy instruction and articulate their own philosophy. (FAP 4,8; PreK 2.1; 2.2, Pri 1.1, 3.1, 7.1; FETC 1.1; NAEYC 6.A, 6.B)
5. Students will critically appraise literature for its quality and appropriateness for use with young children of diverse cultures, abilities, and experiences. (FAP 4,5,7,8; PreK 5.3; 7.4, Pri 1.5,2.3,7.1,7.2; FETC 12.1,12.2,12.6, NAEYC 1.B, 1.C, 1.E, 1.1, 3.B, 3.L, 6.D; FTESOL 2,3)
6. Students will develop a cadre of ideas for creating, developing and implementing a holistic, child-centered literacy curriculum for the early childhood classroom. (FAP 2,4,7,8,9,10,11; PreK 7.2, 7.3, 7.4, 7.57.6, 7.9, 7.11, 7.14, 7.16; Pri 1.5, 2.3, 3.3, 7.8; FETC 1.1, 10.1, 11.1, 11.2,11.3,11.4,11.5,12.1,13.1,13.2,13.3,13.4; NAEYC 3.A, 3.B, 3.C, 3.E, 3.F, 3.G, 3.H, 3.1, E.J, 3.L, 3.N)
7. Students will be able to implement a variety of developmentally appropriate and culturally sensitive assessment procedures, including both formal and informal techniques, in the early literacy classroom. (FAP 1,6,7; PreK 9.4, 10.2, 10.4, 10.5, 10.6, 10.7; Pri 6.1, 6.2, 6.4; FETC 9.1,9.2,9.3,9.4,26.1,26.2; NAEYC 1.J, 3.A, 3.B, 3.G)
8. Students will demonstrate an understanding of the role that diversity plays in supporting literacy learning among young children. (FAP 5,6, PreK 5.1, 5.2; Pri 2.1, 2.2, 2.3, 3.4, 2.5; FETC 1.1,2.4,2.5,12.1,20.1,28.1,30.1,30.2,30.3; NAEYC 1.A, 1.G, 2.B, 2.E, 3.L, 6.0).
9. Students will identify and successfully use appropriate technology resources related to the literacy learning of young children. (Tech IV.B, FAP 12; Pri 1.5, 7.8, 7.9; FETC 27.1, 27.2, 27.3, 27.4, 27.5; NAEYC 3.C, 3.0, 3.N, 6.C, 6.G)
10. Students will demonstrate knowledge of professional organizations that support the language and literacy learning of young children. (FAP 11, NAEYC 6.C, 6.G; PreK 3.5)
11. Students will demonstrate an understanding of the systems of oral and written language, including semantics, syntax, grapho-phonics, and pragmatics. (FTESOL 10)
Required Text:
Starting Out Right: A Guide to Promoting Children’s Reading Success
M. Susan Burns, Peg Griffin & Catherine E. Snow, Editors
National Academy Press, 1999
National Head Start S.T.E.P. Teacher’s Manual
UT Health Science Center at Houston, 2002
Expectations:
• Format: Unless otherwise noted, all written assignments must be word-processed and professionally presented.
• Quality: Work is expected to be thoughtful, reflective and of high quality in terms of both content and presentation. Close attention should be paid to spelling and grammar. 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: All assignments are expected to be handed in on time at the beginning of the class period on the day on which the assignment is due. Assignments turned in later than this, but prior to the next weekly class period, will receive a 10% reduction in points. Assignments that are turned in later than one week after the due date will not be accepted, and will receive a grade of zero points.
• Completion of Assignments: Students must complete all of the required assignments in order to receive a passing grade in the course.
• Policy Regarding Attendance, Participation, and Administrative Requirements: You are enrolled in the Early Childhood Education program because you are preparing for the profession of teaching children. You will touch the lives of many children throughout your career. The transition from being a student to becoming a teacher begins by approaching courses in a professional and responsible manner. Pre-service teachers do not look at teacher education courses with the purpose of getting a good grade or getting by. It is expected that each of you will demonstrate interest, enthusiasm, and professionalism in all your courses. Two key components of professionalism are attendance and participation. You will be assessed with regard to these. Chronically arriving late and/or leaving prior to the end of the class will reflect as an absence. Students who disrupt the class process by repeatedly leaving and returning to class, chatting with neighbors, doing work not related to the class or sleeping may also have the final letter grade reduced. I believe that you are dedicated to becoming the best teacher possible and to that end, this component will not become an issue for you.
• Participation: Participation in class discussions is an absolute expectation of this course.
• Cell Phones and Beepers: Please be courteous to your classmates and instructor by turning off cell phones and beepers during class periods.
• Students with Special Needs/Disabilities: Please contact your professor regarding special needs and provide documentation at the beginning of each semester. Professors and UCF will assist in providing appropriate accommodations.
• Golden Rule: The criteria for behavior as outlined in The Golden Rule and the College of Education Fitness to Teach document will apply during this course.
Assignments:
· Bio-Book – On the first day of class, you will have the opportunity to put your literacy skills to good use. Your job is to interview a person from our class who you do not know well, gather ten facts about their life, and then create a short bio-book about this individual. At least one of the facts must reflect the person’s primary culture. This project should take the form of a picture book and will be shared with the rest of the class before being presented to the person. Since this bio-book is ultimately a gift to the other person, please use your creativity to make this project special. This is your chance to put the integrated language arts (reading, writing, listening, speaking and viewing) into action. ESOL #2 ( 30 points)
· Literacy Autobiography – Write a short autobiography of who you are as a literate person. This autobiography should be approximately two double-spaced pages long. Questions to consider in your writing include the following: What are your earliest memories of reading and writing? How was literacy valued by your parents? How did you learn to read and write? How was reading viewed in your home? How did this view impact you? How have you changed as a reader and writer over the years? Be as specific as possible in your writing. These papers will be shared with your group before being submitted to your instructors. (30 points)
· Assessment Package – Each student will select a child between the ages of 3-5 to complete a series of assessment tools. The assessment data formats will be introduced in class and will include: the stages of literacy development, Concepts About Print, Phonemic Awareness, Interview of caregiver, and Writing Analysis. The writing analysis will require that you collect a minimum of five writing samples from the child. The samples should all be from the same child and show some form of child initiative, (i.e., not just copying letter forms or board work). After collecting the required assessment data on this child, you will compile an analysis of the assessment data in a 2 page synopsis. This analysis will address development of the systems of language, (semantics, syntax, grapho-phonics, and pragmatics), concepts about print, phonemic awareness, alphabetic principles and child’s primary language. Please include all raw data when submitting this assignment. ESOL 10, 21 (50 points)
· Literacy Resource Notebook – During this course, you will have the opportunity to collect rich resources that will improve your ability to prepare children to read. In addition to handouts and books handed out in class, you will collect additional resources specific to your interests. At least one of the resources must be related to teaching LEP students. The required resources that you will collect include: ESOL 6 & 22(60 points)
o Journal Article and personal reflection – It is important to become familiar with the journals in the field of language and literacy education. You will select an article from one of the following journals (Language Arts, Reading Teacher, TESOL Journal, TESOL Quarterly, Journal of Research in the Teaching of English, The New Advocate, Young Children, and Childhood Education). The article must be related to language or literacy development or strategies. You will read the article and write a 1-2 page reflection on the information found in the article and how it relates to you as an early childhood professional. Include a copy of the article in the resource notebook. UCF Librarian Barbara Alderman will be happy to assist you in locating appropriate articles.
o Five Literacy Websites – You will find and review five websites related to language and literacy learning. At least one website must be appropriate for ESOL learners. Information to include in your resource notebook will include: title of site, the URL address, a synopsis of the content and a critical review of the site.
o Story Time Reflection – Log onto the http://www.bookpals.net/index.html website. Click on the Storyline link. Choose a book to view online. Write a one page paper on your impression of this method of promoting literacy and how you might use this resource with your children and families to promote early literacy.
o MyFlorida.com Family resources – Log onto the http://www.myflorida.com website. Click on the “Floridian” link then click on Just Read Florida in the Education area. Click on the links related to parents and family and explore the resources available to Florida families. Review the material, print out one activity or informational page of your choosing and write a one page reflection on how you would use this in an early childhood program.
o MyFlorida.com Educator resources – Log onto the http://www.myflorida.com website. Click on the “Floridian” link then click on Just Read Florida in the Education area. Click on the links related to Educators and explore the resources available to Florida teachers. Review the material, print out one activity or informational page of your choosing and write a one page reflection on how you would use this in an early childhood program.
o Partnership for Reading Resources – The National Institute for Literacy, the National Institute of Child Health and Human Development and the U.S. Department of Education have formed the Partnership for Reading and provide a wealth of free books and resources for teachers and families. Log on to http://www.nichd.nih.gov/publications/pubskey.cfm?from=nrp and request five resources listed. These resources are listed under Put Reading First on the website.
· GROUP Literacy Lesson – Along with the other members of your small group, you will plan and deliver a comprehensive literacy lesson in a Preschool classroom – preferably a setting of a member of the classroom. All components will revolve around a central theme The lesson will include:
o Read Aloud – Choose a quality children’s book that is appropriate for young children ages 3-5 years. Follow the directions given in class to conduct a modified shared reading experience using the children’s literature.