Syllabus Entrance
Printer Friendly
Email Syllabus

EDC 353 Language and Literacy Development in Early Childhood
Winkler, Kathi A.


Mission Statement: The mission of Park University, an entrepreneurial institution of learning, is to provide access to academic excellence, which will prepare learners to think critically, communicate effectively and engage in lifelong learning while serving a global community.

Vision Statement: Park University will be a renowned international leader in providing innovative educational opportunities for learners within the global society.

Course

EDC 353 Language and Literacy Development in Early Childhood

Semester

FA 2006 HO

Faculty

Winkler, Kathi A.

Title

Adjunct Faculty

Degrees/Certificates

B.A. Elementary Education w/Missouri Lifetime Certification Elem
M.A.T. Education with Early Childhood Emphasis
Missouri Early Childhood Certification, PAT certification Pre-K

Office Location

Hickman Mills CSD 1, 5401 E. 103rd, KCMO  64137

Office Hours

M-F, 9:00-3:00

Daytime Phone

816-316-7065

Other Phone

913-599-6376

E-Mail

kathiw@mail.park.edu

kathiw@hickmanmills.org

Semester Dates

August 23-December 16

Class Days

---W---

Class Time

6:00 - 8:30 PM

Prerequisites

Admission to the School for Education (or permission of the instructor)

Credit Hours

3


Textbook:

Owocki, G.  (1999).  Literacy through play.  Portsmouth, NH: Heinemann

 

Paley, V. (1998).  The girl with the brown crayon.  Cambridge, MA: Harvard University Press.

 

Schickendanz, J.A., & Casgergque, R. M. (2004).  Writing in preschool.  International Reading Association.

 

Tabors, P. O. (1997).  One child, two languages: A guide for preschool educators of children learning English as a second language.  Baltimore, Brookes.

 

Vukelich, C., Christie, J., & Enz, B. (2002).  Helping young children learn language and literacy.  Boston: Allyn & Bacon.

 

Additional Resources:

Professional Journals (On reserve at the library):

 

Laster, B., & Conte, B. (1999).  Emerging literacy: Message boards in preschool.  Reading Teacher, 52, 417-419.

Labbo, L. D. (2005).  From morning message to digital morning message: Moving from the tried and true to the new.  Reading Teacher,58, 782-785.

 

Lefever-Davis, S., & Pearman, C. (2005).  Early readers and electronic texts: CD-ROM storybook features that influence reading behaviors.  Reading Teacher, 58, 446-454.

 

Meier, T. (2003). “Why can't she remember that?” The importance of storybook reading in multilingual, multicultural classrooms.   Reading Teacher, 57, 242-252.

 

Moore, L. M. (1998).  Learning language and some initial literacy skills through social interactions.  Young Children, 53, 72-75

 

Morningstar, J. (1999).  Home response journals: Parents as informed contributors in the understanding of their child's literacy development.  Reading Teacher, 52, 690-697.

 

Moustafa, M., &  Maldonado-Colon, E. (1999).  Whole-to-part phonics instruction: Building on what children know to help them know more.  Reading Teacher, 52, 448-458.

 

Moutry, C. (2003).  Three Teachers' Quest: Providing Daily Writing Activities for Kindergartners.  Young Children, 58, 24-28. 

 

Roskos, K.A., J.F. Christie, & D.J. Richgels. 2003. The essentials of early literacy instruction. Young Children 58, 52-60.

 

Wuori, D. 1999. Beyond letter of the week: Authentic literacy comes to kindergarten. Young Children 54, 24-25.

 

Xu, S. & Rutledge, A. (2003).  Chicken Starts with Ch! Kindergartners Learn through Environmental Print.  Young Children, 58, 44-51

McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.
Career Counseling - The Career Development Center (CDC) provides services for all stages of career development.  The mission of the CDC is to provide the career planning tools to ensure a lifetime of career success.
Park Helpdesk - If you have forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email helpdesk@park.edu or call 800-927-3024
Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.


Course Description:
A study of language and literacy development in young children. Emphasis will be placed on the roles of teachers and families in facilitating reading, writing, speaking and listening in young children, from birth through age 5. Students will observe and interact with children for (5) five hours in each of the following early childhood settings: Infancy/Toddler, Pre-K-Kindergarten, and Primary K-3 for a total of 15 hours. PREREQUISITE: Admission to the School of Education or the Early Childhood Education and Leadership Program. 3:0:3

Educational Philosophy:
Developing as a teacher is a complex process that occurs most effectively in learning communities that provide rich opportunities for inquiry and reflection, and that cultivate a sense of curiosity, integrity, social justice, and professionalism. 

Learning Outcomes:
  Core Learning Outcomes

  1. Examine the influence of families and communities on children's language development (MoSTEP 1.2.3 EC 5.1 NAEYC 4b)
  2. Examine language strategies used by children who are English Language Learners. (MoSTEP 1.2.7 EC 5.1 NAEYC 4b)
  3. Plan, implement and evaluate teaching strategies that help children develop the language skills and vocabulary necessary to read, write, and converse about their world. (MoSTEP 1.2.7, EC 5.1NAEYC 4b)
  4. Plan, implement, and evaluate teaching strategies that help children create meaning from print. (MoSTEP 1.2.7, EC 5.2NAEYC 4b)
  5. Plan, implement, and evaluate teaching strategies that help children develop beginning skills in using graphic representation and print to communicate meaning to others.  (MoSTEP 1.2.7, EC 5.2NAEYC 4b)
  6. Demonstrate and evaluate interactive techniques, including coaching, scaffolding, co-constructing, and questioning to support and extend children's language and literacy development. (MoSTEP 1.2.7 EC 5.1 5.2, NAEYC 4b).
  7. Plan meaningful assessments of children's language and literacy capabilities. (MoSTEP 1.2.8, EC 4.1 NAEYC 3a)
  8. Analyze teaching strategies that involve each family in their child's literacy development. (MoSTEP 1.2.10 EC 3.4 NAEYC 2c)


Core Assessment:
Journals and Analysis from fieldwork

Link to Class Rubric

Class Assessment:

Creating a Professional Community.  Each week you will be asked to identify two important ideas from the readings to share with a teaching partner or colleague.  Please write these down to be turned in to the instructor and be prepared to share from your notes.  Briefly explain the ideas and the major points you would make in your conversation with your colleague.  Then, consider the values underlying the ideas, for example, the importance of  honoring the child's home language and culture.  Be sure to use the Park University Early Childhood Department goals for graduates as a resource in your thinking.  The purpose of this weekly assignment is to prepare you to be a teacher who reads and shares ideas with colleagues, and who considers the values underlying teaching decisions.  Your work must be completed each week  (10 pts. each for a total of 100 pts).  (Notice this assignment is not required each week.  Please read the syllabus carefully) (Park University Literacies: Analytical and Critical Thinking, Ethics and Values.) 

 

Application Assignments.  These assignments invite you to apply and extend your knowledge through a variety of questions.  Five of the application assignments require that you observe and interact with children for a minimum of 15 hours in early childhood settings.  Two of the assignments require you to analyze materials explored in the university classroom.  Each assignment has a rubric designed to reflect the content of the assignment. (425 pts. total.)  (Park University Literacies: Analytical and Critical Thinking, Ethics and Values.) 

 

Grading:

GRADING PLAN: Rating scales for each assignment are attached to the syllabus. Attendance and participation in daily activities is expected.  Absences will be considered in the final course evaluation.

A= 525-490 pts. Exceptional work that demonstrates strong understandings and critical thinking.

B= 489-440 pts.

C= 439-300 pts. 

 

Participation:  Dispositions for Becoming an Effective Teacher” will be used as the criteria for participation in class discussion and expectations for assignments.   To earn the grade of an “A” for the course your participation and coursework must clearly demonstrate each of the dispositions at the level of “3” or “4”.  This includes work being turned in on the date due and attendance.

Late Submission of Course Materials:
LATE SUBMISSION OF COURSE MATERIALS: All assignments must be turned in on time to receive full credit.  Computers make writing and revising much easier and more productive but printers run out of ink and hard drive crash.  You are responsible for planning ahead and meeting deadlines.  Be sure to save copies of your work to disk, hard drive, and print out paper copies for backup purposes. When turning in an assignment, be sure to provide the instructor with a paper copy rather than a disk or an e-mail attachment.

Classroom Rules of Conduct:

CLASS EXPECTATIONS:

·         Arrive promptly for class.

·         Turn off cell phone.

·         Actively participate in class learning experiences.

·         Attend all class meetings (excused absences for emergencies only).

 

     Each student will be an important part of the community of learners.  The learnings created through discussion and group work will be essential to developing understandings of the course content.  If you should have an emergency and are unable to attend, please be sure to call the instructor before the class meeting.  Attendance will be considered in determining the final course grade.   If you have more than two absences for the semester, your final evaluation will be lowered by one grade, for example, a “B” will become a “C.”  Three late arrivals or early departures = one missed class.

 

·         Complete all reading assignments before the class for which they are assigned.

·         Complete all assignments on the date indicated in the syllabus. 

Course Topic/Dates/Assignments:

Week

Date

Topics and Assignments

1

August 23

Introduction

Reading:

Vukelich, Christie, & Enz Chapter 1

2

August 30

The Child's Spoken Language Development in the Context of Family and Community

Reading: Vukelich, Christie, & Enz Chapter 2

Assignments:

1. Creating a Professional Community #1 (Due on Wednesday, August 30)

2. Application Assignment. Observe a child (birth – five years) and an adult in a home setting for a minimum of one hour. Take a rich collection of anecdotal and running records.

A. Based upon the strategies described in Vukelich, Christie, & Enz (p. 42),

analyze the different opportunities and ways in which oral language (speaking and listening) is encouraged and extended in a home setting, including materials, experience, and interactions. Be sure to include descriptive examples.

· How is the child becoming a member of the language community?

· How do the adults (or older children) seek to understand and extend the child's ideas, thinking process, theories, feelings, and goals?

· How is the child using language for different purposes?

· How would each of the proposed theories of language acquisition explain your observation?

Be sure to use your readings to support and expand your thinking in your analysis

B. Reflect on your learnings from the assignment. What are you noticing that seems important for your teaching? How are these learnings helping you develop a vision of the teacher you want to be? What readings are helping you understand the issues? Why might your learnings be important for the year children will spend in your company? How are your learnings helping you envision children as capable and competent? How are you coming to appreciate the values that underlie teaching decisions? (This is an important part of the assignment and should be at least 1-1-½ pages). 25 pts. (Due Wednesday, Sept 6)

3

Sept. 6

Supporting and Extending the Child's Spoken Language Development in Early Childhood Settings

Reading: Vukelich, Christie, & Enz Chapter 3

Assignments:

1. Creating a Professional Community #2 (Due on Wednesday, Sept. 6)

2. Application Assignment: Observe in a pre-k setting for a minimum of two hours. Take a rich collection of anecdotal and running records.

A. Based upon your observations explore the following concepts and questions, being sure to provide descriptive examples.

· How does teacher encourage, support, and extend language development? How does the teacher seek to understand and extend the child/children's ideas, thinking process, theories, feelings, and goals?

· How do the teacher's strategies differ in different contexts (e.g. arrival, play, large-group, small-group)?

· How do the opportunities for language development differ from those observed in the home?

Be sure to draw upon readings to support and extend your thinking in your analysis

B. Reflect on your learnings from the assignment. What are you noticing that seems important for your teaching? How are these learnings helping you develop a vision of the teacher you want to be? What readings are helping you understand the issues? Why might your learnings be important for the year children will spend in your company? How are your learnings helping you envision children as capable and competent? How are you coming to appreciate the values that underlie teaching decisions? (This is an important part of the assignment and should be at least 1-1-½ pages). 50 pts. Due September 20.

4

Sept. 13

Children Learning English as a Second Language

Reading:

Tabors, P. O. (1997). One child, two languages: A guide for preschool educators of children learning English as a second language. Baltimore, Brookes.

NAEYC Position Statement. Many languages, many culture: Respecting and responding to diversity. http://www.naeyc.org/about/positions/pdf/diversity.pdf

Assignments:

Assignments:

1. Creating a Professional Community #3 (Due on Wednesday, September 13)

2. Application Assignment: Arrange to visit a preschool or kindergarten classroom. With the teacher's assistance, identify a child whose primary home language is not English and observe the child for a minimum of two hours. Take a rich collection of anecdotal and running records.

A. Based upon your observations explore the following questions:

· Does the child appear to comprehend some of the talk that is going on in the classroom. How do you know?

· How does the child communicate with other children? Provide descriptive examples.

· How does the teacher support both the child's languages? Provide descriptive examples.

· Are other children helping? Provide descriptive examples.

· Does the child have other opportunities to use his or her home language? Provide descriptive examples.

Be sure to draw upon readings to support and extend your thinking in your analysis.

B. Reflect on your learnings from the assignment. What are you noticing that seems important for your teaching? How are these learnings helping you develop a vision of the teacher you want to be? What readings are helping you understand the issues? Why might your learnings be important for the year children will spend in your company? How are your learnings helping you envision children as capable and competent? How are you coming to appreciate the values that underlie teaching decisions? (This is an important part of the assignment and should be at least 1-1-½ pages). 50 pts. Due September 27.

5

Sept. 20

Emerging Reading and Writing

Readings:

Vukelich, Christie, & Enz Chapters 4 & 6

AND one of the following to be shared with colleagues during a round robin discussion group. Readings will be assigned during September 13 class session.

Laster, B., & Conte, B. (1999). Emerging literacy: Message boards in preschool. Reading Teacher, 52, 417-419.

Moore, L. M. (1998). Learning language and some initial literacy skills through social interactions. Young Children, 53, 72-75.

Roskos, K.A., J.F. Christie, & D.J. Richgels. 2003. The essentials of early literacy instruction. Young Children 58, 52-60.

Assignments:

1. Creating a Professional Community #4 (Due on Wednesday, September 20)

2. Application Assignment. Arrange to work in a classroom at Northland Head Start for five one-hour visits over the next five weeks. During that time you will be asked to interact with the children practicing different strategies for supporting their speaking, listening, reading, and writing, including fingerplays, songs, interactive readings (picture walks, dialogic reading, think-alouds), list-making, language experience approach, drawing to learn, etc.) Keep a weekly record of reflections about your time in the classroom describing the strategies you are practicing and the things you are learning. (Format for the journal to be distributed in class.) 25 pts. each/125 pts. Total Due November 1. (Begin visits Week 5 to complete by Week 10)

 

6

 

Sept. 27

 

Young Children as Readers: Sharing Good Books with Young Children

Reading:

Vukelich, Christie, & Enz Chapter 5

Assignment:

1. Creating a Professional Community #5 (Due Wednesday, September 27)

7

October 4

Young Children as Writers

Reading:

Schickendanz, J.A., & Casgergque, R. M. (2004). Writing in preschool. International Reading Association.

Assignment:

  1. Creating a Professional Community #6 (Due Wednesday, October 4)

8

October 11

Literacy and Play

Reading:

Owocki, G. (1999). Literacy through play. Portsmouth, NH: Heinemann

1. Creating a Professional Community #7 (Due Wednesday, October 11)

 

9

 

Oct 18

Ongoing Assessment and Adapting Instruction to Meet the Needs of Diverse Children

 

Reading:

Vukelich, Christie, and Enz Chapter 8

Assignment:

Application Assignment: Review the Head Start Child Outcomes, Missouri PreK Literacy Standards, and the Project Construct Standards. Select one set of standards and describe how you might assess each of the language and literacy outcomes in your PreK classroom in an authentic manner that captures the child at her highest level of capability. 25 pts. Due Wednesday, November 8.

10

Oct. 25

Readers and Writers in Kindergarten Classrooms

Readings:

Vukelich, Christie, & Enz Chapter 7

AND one of the following to be shared with colleagues during a round robin discussion group. Readings will be assigned during October 18 class session.

Moustafa, M., & Maldonado-Colon, E. (1999). Whole-to-part phonics instruction: Building on what children know to help them know more. Reading Teacher, 52, 448-458.

Moutry, C. (2003). Three Teachers' Quest: Providing Daily Writing Activities for Kindergartners. Young Children, 58, 24-28.

Wuori, D. 1999. Beyond letter of the week: Authentic literacy comes to kindergarten. Young Children 54, 24-25.

Xu, S. & Rutledge, A. (2003). Chicken Starts with Ch! Kindergartners Learn through Environmental Print. Young Children, 58, 44-51

Assignments:

1. Creating a Professional Community #8 (Due Wednesday, October 18)

2. Application Assignment: Observe for a minimum of five of hours (at least two different days) in a kindergarten classroom. Take a rich collection of anecdotal and running records.

A. Analyze the classroom and teaching strategies based upon the practices explored in the readings for the semester with specific focus placed on the ways the teacher 1) views children as capable and competent members of the literacy community, 2) provides explicit models of what good readers and writers do, 3) brings literature to life in the classroom, 4) connects literacy to children's lives outside the classroom, and 5) integrates literacy across the curriculum. Be sure to document with specific examples from your anecdotal records.

B. Reflect on your learnings from the assignment. What are you noticing that seems important for your teaching? How are these learnings helping you develop a vision of the teacher you want to be? What readings are helping you understand the issues? Why might your learnings be important for the year children will spend in your company? How are your learnings helping you envision children as capable and competent? How are you coming to appreciate the values that underlie teaching decisions? (This is an important part of the assignment and should be at least 1-1-½ pages). 125 pts. Due Wednesday, November 29)

OR

Arrange to work in a kindergarten classroom for a minimum of five one-hour visits over the next five weeks. During that time you will be asked to interact with the children practicing different strategies for supporting their speaking, listening, reading, and writing, including interactive readings (picture walks, dialogic reading, think-alouds), list-making, language experience approach, drawing to learn, etc.)

A. Keep weekly reflections about your time in the classroom describing the strategies you are practicing and the things you are learning. (Format for the journal to be distributed in class.)

25 pts. each/125 total

Due November 29. (Begin visits Week 10 to complete by Week 15)

11

November 1

Readers and Writers in Kindergarten Classrooms: Multilingual and Multicultural Classrooms

Readings:

Meier, T. (2003). “Why can't she remember that?” The importance of storybook reading in multilingual, multicultural classrooms. Reading Teacher, 57, 242-252.

12

November 8

Readers and Writers in Kindergarten Classrooms: Using Technology

Readings:

Labbo, L. D. From morning message to digital morning message: Moving from the tried and true to the new. Reading Teacher, 8, 782-785.

Lefever-Davis, S., & Pearman, C. (2005). Early readers and electronic texts: CD-ROM storybook features that influence reading behaviors. Reading Teacher, 58, 446-454.

13

November 15

Organizing the Curriculum and the Environment

Readings:

Vukelich, Christie, & Enz Chapter 9

Assignment:

Application Assignment.

1.After viewing the video “Classroom Researchers” write a descriptive analysis using the criteria in Vukelich (p. 217-218). Be sure to take a rich collection of anecdotal and/or running records as you are viewing the video and use these records to 1) respond to the criteria discussed in Vukelich, 2) explain the interrelationship of reading, writing, listening, and speaking, and 3) analyze the teacher's approach to working with families to support children's literacy development.

B. Reflect on your learnings from the assignment. What are you noticing that seems important for your teaching? How are these learnings helping you develop a vision of the teacher you want to be? What readings are helping you understand the issues? Why might your learnings be important for the year children will spend in your company? How are your learnings helping you envision children as capable and competent? How are you coming to appreciate the values that underlie teaching decisions? (This is an important part of the assignment and should be at least 1-1-½ pages).

25 pts. Due Wednesday November 22.

14

November 22

Involving Families and the Community

Readings:

Vukelich, Christie, & Enz Chapter 10

Morningstar, J. (1999). Home response journals: Parents as informed contributors in the understanding of their child's literacy development. Reading Teacher, 52, 690-697.

Assignment:

1. Creating a Professional Community #9 (Due Wednesday, November 22)

 

15

 

November 29

 

Creating Community through Literature

Readings:

Paley The girl with the brown crayon.

Assignment:

1. Creating a Professional Community #10 (Due Wednesday, November 29)

 

16

 

December 6

 

Reflecting family life and values in the curriculum.

Finals Week

Academic Honesty:
Academic integrity is the foundation of the academic community. Because each student has the primary responsibility for being academically honest, students are advised to read and understand all sections of this policy relating to standards of conduct and academic life.   Park University 2006-2007 Undergraduate Catalog Page 87-89

Plagiarism:
Plagiarism involves the use of quotations without quotation marks, the use of quotations without indication of the source, the use of another's idea without acknowledging the source, the submission of a paper, laboratory report, project, or class assignment (any portion of such) prepared by another person, or incorrect paraphrasing. Park University 2006-2007 Undergraduate Catalog Page 87

Attendance Policy:
Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.

  1. The instructor may excuse absences for valid reasons, but missed work must be made up within the semester/term of enrollment.
  2. Work missed through unexcused absences must also be made up within the semester/term of enrollment, but unexcused absences may carry further penalties.
  3. In the event of two consecutive weeks of unexcused absences in a semester/term of enrollment, the student will be administratively withdrawn, resulting in a grade of "W".
  4. A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.
  5. Students receiving Military Tuition Assistance or Veterans Administration educational benefits must not exceed three unexcused absences in the semester/term of enrollment. Excessive absences will be reported to the appropriate agency and may result in a monetary penalty to the student.
  6. Report of a "F" grade (attendance or academic) resulting from excessive absence for those students who are receiving financial assistance from agencies not mentioned in item 5 above will be reported to the appropriate agency.

Park University 2006-2007 Undergraduate Catalog Page 89-90

Disability Guidelines:
Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: http://www.park.edu/disability .



Rubric

CompetencyExceeds Expectation (3)Meets Expectation (2)Does Not Meet Expectation (1)No Evidence (0)
Analysis                                                                                                                                                                                                                                                   
Outcomes
3,4,5,6,7                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                            
Weekly Reflections:

Responses to each question are well-developed with explanations of at least two relevant examples from your fieldwork or references to readings (as appropriate) for each question.

•What new teaching strategies or materials did you implement or use?  Why? (NAEYC Standard 4.b, 4c)

•Were the children meaningfully engaged in the learning experience?  How do you know?  Provide examples? (NAEYC Standard 4b, 4c)

•Were there some children who were not able to become fully engaged in the learning experience?  What would you do next time to build on the strengths of these children? (NAEYC Standard 4b, 4c)

•Were there some children who were not able to become fully engaged in the learning experience?  What would you do next time to build on the strengths of these children? (NAEYC Standard 4b, 4c)

•How might you share these experiences with families?  (NAEYC Standard 2c)



•How might you share these experiences with families?  (NAEYC Standard 2c)



•What readings are helping you understand the issues? (NAEYC Standard 4d)













 
Weekly Reflections:

Responses address each of the questions and provide a brief reference to at least one relevant example from your fieldwork or one reference to reading (as appropriate) for each question.

 
Weekly Reflections:

Responses are brief and fail to include relevant examples or references to readings.  Some questions are not addressed.



 


No evidence.

 
Synthesis                                                                                                                                                                                                                                                  
Outcomes
3,4,5,6,7                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                            
Weekly Reflections: Responses are well-developed with explanations of at least two relevant examples from your fieldwork for each question.

How are these learnings helping you develop a vision of the teacher you want to be?  (NAEYC Standard 5d)

• How are your learnings helping you envision children as capable and competent? (NAEYC Standard 4a)







 
Weekly Reflections:

Responses address the questions and provide brief reference to at least one relevant example from your fieldwork for each question.

•How are these learnings helping you develop a vision of the teacher you want to be?  (NAEYC Standard 5d)

•How are your learnings helping you envision children as capable and competent? (NAEYC Standard 4a)





 
Weekly Reflections:

Responses are brief and fail to include a relevant example from your fieldwork.

•How are these learnings helping you develop a vision of the teacher you want to be? (NAEYC Standard 5d)

•How are your learnings helping you envision children as capable and competent? (NAEYC Standard 4a)













 


No evidence.

 
Evaluation                                                                                                                                                                                                                                                 
Outcomes
3,4,5,6,7                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                            
Weekly Reflections:

Response is well-developed with explanations of at least two relevant examples from your readings.



• How are you coming to appreciate the values that underlie teaching decisions? (NAEYC Standard 5d)



 
Weekly Reflections: Response addresses the question and includes a brief reference to at least one relevant example from your readings.  



• How are you coming to appreciate the values that underlie teaching decisions? (NAEYC Standard 5d)



 
Weekly Reflections: Response is brief with no relevant example from your readings.



•How are you coming to appreciate the values that underlie teaching decisions? (NAEYC Standard 5d)



 
No evidence.

 
Application                                                                                                                                                                                                                                                
Outcomes
3,4,5,6,7                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                            
Weekly Reflections: Response is well-developed with explanations of two or more relevant examples from your fieldwork.





• Why might these learnings be important for the year children will spend in your company?  (NAEYC Standard 5d)



 
Weekly Reflections:

Response addresses the question with a brief reference to at least one relevant example from your fieldwork.  



• Why might these learnings be important for the year children will spend in your company?  (NAEYC Standard 5d)





 
Weekly Reflections:

Response is brief with no relevant example from your fieldwork.



•Why might these learnings be important for the year children will spend in your company?  (NAEYC Standard 5d)



 


No evidence of addressing the required question.

 
Content of Communication                                                                                                                                                                                                                                   
Outcomes
3,4,5,6,7                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                            
Weekly Reflections: Journals clearly explain the purposes of the strategies practiced or observed in the field site, including the picture walk, interactive reading, shared writing, independent writing, and graphic representation. (NAEYC 4b, 4c)



 
Weekly Reflections: Journals briefly reference the purposes of the strategies practiced or observed in the field site, including the picture walk, interactive reading, shared writing, independent writing, and graphic representation.

(NAEYC 4b, 4c)





 
Weekly Reflections:

Little if any explanation is given for the purposes of the strategies practiced or observed in the field site, including the picture walk, interactive reading, shared writing, independent writing, and graphic representation.

(NAEYC 4b, 4c)





 
No evidence. 
Technical Skill in Communicating                                                                                                                                                                                                                           
Outcomes
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
Careful attention to spelling and grammar.



Well-organized paragraphs help the reader follow your thinking.

 
Several minor errors in spelling and grammar (3-5).

 
Substantial errors in grammar and spelling (more than 5).

Construction of paragraphs is confusing.



 


No evidence.

 
First Disciplinary Competency.                                                                                                                                                                                                                             
Outcomes
Develop interactive techniques, including coaching, scaffolding, co-constructing, and questioning to support and extend children's language and literacy development. (Relevant MoSTEP Standard 1.2.7, EC Competencies 5.1, 5.2, NAEYC 4a, 4b).                                                                                                                                                                                                                                                                      
Culminating reflection explains how each of these strategies is being used to listen carefully for the child's intentions, questions, and thinking. (NAEYC 4a, 4b).



 
Culminating reflection briefly references how these strategies are being used to listen to the child's intentions, questions, or thinking. (NAEYC 4a, 4b).



 
Culminating reflection makes little if any mention of how these strategies are being used to listen to the child's intentions, questions, or thinking.  (NAEYC 4a, 4b).



 








No evidence of competency.

 
Second Disciplinary Competency                                                                                                                                                                                                                             
Outcomes
Identify and value the multiple strategies children use to make meaning and participate in their language communities (Relevant MOSTEP Standards 1.2.2, 1.2.3 EC Competencies 5.1, 5.2 NAEYC 4a, 4b).                                                                                                                                                                                                                                                                                                                
Weekly reflections consistently (on each visit) describe the child's strengths and identify the strategies the child( or children)  is using to participate meaningfully as a reader, writer, and speaker in the classroom culture.  (NAEYC 4a, 4b).



 
Weekly reflections occasionally (at least three visits) describe the child's strengths and identify the strategies the child (or children) is using to participate meaningfully as a reader, writer, and speaker in the classroom culture. (NAEYC 4a, 4b). Weekly reflections rarely (two or less) describe the child's strengths and identify the strategies the child (or children) is using to participate meaningfully as a reader, writer, and speaker in the classroom culture.  (NAEYC 4a, 4b).



 






No evidence of competency.

 

Copyright:

This material is protected by copyright and can not be reused without author permission.

Last Updated:8/21/2006 4:55:46 PM