School For Education Mission StatementThe School for Education at Park University, an institution committed to diversity and best practice, prepares educators to be effective school professionals, reflective change agents, and advocates for equity and excellence for all learners.
School For Education Vision StatementThe School for Education at Park University is to be known as a leader in the preparation of educators who will address the needs, challenges, and possibilities of the 21st century.
Park University School for Education Conceptual Framework
EDC 340 Language & Literacy Development in Early Childhood
FA 2010 HO
Winkler, Kathi A.
M.A.T. Education with Early Childhood emphasisB.A. Elementary Education w/Missouri Lifetime Certification Elementary EducationMissouri Early Childhood Certification, PAT certification Pre-K
Freda Markley Early Childhood Center/Hickman Mills Schools
8 a.m.-4 p.m. by appointment
(home) (913)599-6376 (cell) 913-205-4900
August 19-December 9, 2010
6:00 - 8:30 PM
Admission to the School for Education
Tabors, P. O. (1997). One child, two languages: A guide for preschool educators of children learning English as a second language. Baltimore, Brookes. Required text.
Textbooks can be purchased through the MBS bookstore
Textbooks can be purchased through the Parkville Bookstore
Professional Journals (additional resources may change during the course session according to instructor notification):
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 email@example.com or call 800-927-3024Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.
Instructor Learning Outcomes
These assignments invite you to apply and extend your knowledge through a variety of questions. The application assignments require that you observe and interact with children for a minimum of 15 hours in three different early childhood settings: five hours observing a parent/infant-toddler setting, 5 hours in a pre-k educational setting, and 5 hours in a kindergarten/primary educational setting..
Your final for EDC 340 will be a culminating activity in which you must write a communication to families that includes an overview of the class learning. Your final can be written in the form of a Family Language and Literacy handbook or it may be in the form of a newsletter to families. This communication must be at least one page in length and no more than three pages.
Please review the Rubric for the Final Exam to assure that you include all required components of this document.
The following information must be included in your communication to families in order to receive the full credit of 60 points for the class final.
1. A clear and brief description of how children acquire language and literacy. Include a description of how your classroom environment provides a blended approach to development. How will you, as the child’s teacher, provide an environment that balances an emergent view of literacy with intentional instruction?
2. A statement of the importance of the role of families in the successful development of language, reading and writing.
3. A list of one specific indicator of a skill for each of the areas of language development, reading, and writing that you will focus on with the students (one indicator for each of the three areas). What will you do in the classroom to facilitate a child’s development towards reaching this milestone?
4. A suggestion of a family activity for each of the three indicators that is described clearly and thoroughly so that families may easily implement it at home.
5. Information about a family workshop for families to engage in activities that connect language and literacy development activities in the classroom with activities at home.
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:
Classroom Rules of Conduct:
· Arrive promptly for class.
· Turn off cell phone.
· Actively participate in class learning experiences.
· Complete all reading assignments before the class for which they are assigned.
3. Begin application Assignment #1. Due on September 16
Be sure to use your readings to support and expand your thinking in your analysis. Reflect on your observations and reflections from the assignment as you write your paper.
(Your observational notes and your reflective analysis of your experience are an important part of the assignment and should be a minimum of 3-5 typed pages).125 pts.
Moore, L. M. (1998). Learning language and some initial literacy skills through social interactions. Young Children, 53, 72-75.
Due October 21.
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:
Be sure to document with specific examples from your anecdotal records.
Reflect on your observations and reflections from the assignment.
This is an important part of the assignment and should be at least 3-5 typed pages. 125 pts.
Due Thursday, Dec. 2.
1. List the Developmental Domain (language or literacy).
2. List the Process Standard or Outcome.
3. State the Indicator or Developmental Milestone in the form of an objective (e.g. The child will be able to identify at least 10 letters of the alphabet when presented in random order on a minimum of 2 out of 3 trials).
4. Provide a clear description of the teaching activity developed to facilitate the development of children towards the acquisition of the indicator or developmental milestone chosen for your plan.
5. Provide a complete list of the materials and book(s) needed to implement the teaching strategy.
6. Describe how you will collect data regarding the children’s progress towards this goal. Provide a model of any form that will be used to collect data.
7. Describe the assessment criteria you will use to determine whether a child has reached the specific indicator or milestone towards the acquisition of the goal or standard.
8. Provide a summary statement about how this data will be used. Was the data collection for the purpose of communicating progress to families? Will it be used to determine the next steps for instruction?
Your plan will be shared in a 5-10 minute presentation during next week's class. Following your presentation, each person will provide a review for your plan using the Rubric for Peer Review included with the assignment rubrics.
Total 20 points for paper and presentation. No professional journal will be due on the night of presentations/peer reviews.
Due November 11.
Working in small groups during class and based on your classroom observations and your readings, create a detailed diagram of your intended classroom. Label all areas of the classroom and important materials. It is important to note specific materials and activities in the environment that are included to facilitate literacy development.
1. Read Vukelich, Christie, and Enz, Chapter 11
2. Read Morningstar, J. (1999). Home response journals: Parents as informed contributors in the undertanding of their child’s literacy development, Reading Teacher, 52, 690-697.Read assigned journal articles. Assigned during November 19 session.
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 students and faculty members are encouraged to take advantage of the University resources available for learning about academic honesty (www.park.edu/current or http://www.park.edu/faculty/).from Park University 2010-2011 Undergraduate Catalog Page 92
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. from Park University 2010-2011 Undergraduate Catalog Page 92-93
Attendance Policy:Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.
Park University 2010-2011 Undergraduate Catalog Page 95-96
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 .
Last Updated:7/29/2010 7:48:56 PM