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
ED 585 Emergent Literacy Diverse Soc I
S2P 2011 EDD
Estes, Judith Lynn
Assistant Professor of Education
BS Elementary EducationMS Special Education, Learning Disabilities; MS Psychology, Mental Health ServicesPhD, Behavioral Psychology
On campus: Wed 8:00 a.m-noon; Thurs 9:00 a.m.-1:00 p.m.; available 8:00 a.m.-8:00 p.m. M-Sat by cell phone
March 16, 2011-May 8, 2011
online through e-companion
Textbooks can be purchased through the MBS bookstore
Learn to Read and Write (http://www.naeyc.org/files/naeyc/file/positions/PSREAD98.PDF )
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 firstname.lastname@example.org or call 800-927-3024Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.
Educational Philosophy: The professor's educational philosophy is to encourage learners to share, discuss, and work collaboratively in a climate of mutual respect; thus to build a collaborative learning community. The instructor will endeavor to design the classroom environment to maximize engagement. In addition, a constuctivist philosophy will be demonstrated in that students and teachers will be co-researchers to further knowledge of the subject matter. Student engagement is not the professor's task alone; making responsibility for making the most of the learning opportunities of the course will also be expected of each student. A variety of instructional formats will be used including lectures, readings, and learning groups with the goal of motivating all learners to self-reflect and analyze how new and/or enhanced knowledge and skills can be applied to his/her future educational practices.
In regard to philosophy specifically related to reading the following quote is one to build on: "Reading can be compared to the performance of a symphony orchestra. This analogy illustrates three points. First, like the performance of a symphony, reading is a holistic act. In other words, while reading can be analyzed into sub-skills such as discriminating letters and identifying words, performing the sub-skills one at a time does not constitute reading. Reading can be said to take place only when the parts are put together in a smooth, integrated performance. Second, success in reading comes from practice over long periods of time, like skill in playing musical instruments. Indeed, it is a lifelong endeavour. Third, as with a musical score, there may be more than one interpretation of a text. The interpretation depends upon the background of the reader, the purpose for reading, and the context in which the reading occurs" (Anderson Hiebert, Scott, & Wilkinson, 1985, p. 7, cited in Mason & Au, 1986, p. 3).
In addition, in my experience as a learning disabilities teacher and reading specialist I found a significant relationship between a child's social and emotional development and their confidence in and ability to read. I will make references to this relationship during our time together. It is partially due to my interest in this interplay between emotions and academic success that I veered into the field of mental health and then later behavioral psychology.
Learning Outcomes: Core Learning Outcomes
Part 1: Researching the child’s “funds of knowledge.” Begin by reading Luis Moll’s article on “hidden family resources.” This article will set the foundation for understanding the home and community resources of the child. With the knowledge from the article, you will interview the family of the child. You will report your findings of the multiple kinds of knowledge and skills that families provide for their child’s learning and literacy development based upon three categories of knowledge: the material, social, and intellectual. In addition to reporting your findings, the information you gain will be supported by readings from the text and implications for your teaching. (This assignment addresses NAEYC Standards 1, 2, 3, 4, 5 and Professional Tools 1, 4, 5, and 7.) Due: Sunday midnight, end of Week 2
Part 2a: Collect two artifacts for receptive language, complete age-appropriate assessments, provide teaching strategies, and suggestions for family involvement. Due: Sunday midnight, end of Week 3
Part 2b: Collect two artifacts for expressive language, complete age-appropriate assessments, provide teaching strategies, and suggestions for family involvement. Due: Sunday midnight, end of Week 4
Part 2c: Collect two artifacts for reading, complete age-appropriate assessments, provide teaching strategies, and suggestions for family involvement. Due: Sunday midnight, end of Week 5
Part 2d: Collect two artifacts for writing, complete age-appropriate assessment, provide teaching strategies, and suggestions for family involvement .Due: Sunday midnight, end of Week 6
Part 2e: Summarize your assessments from Parts 2a, 2b, 2c, and 2d. Due: Sunday midnight, end of Week 7
Part 2f: Communicate your findings to the family. Due: Sunday midnight, end of Week 8
Part 3 Provide a reflection on your experience Due: Sunday midnight, end of Week 8
Points Per assignment
13 @ 12
8 @ 6
8 @ 20
Late Submission of Course Materials: Because this is an 8 week course that is being taught online students must take responsibility for submitting all assignments on time. Only in case of emergency will an assignment be accepted after the due date. This extension will only be granted with prior approval (before due date) by the professor.
Classroom Rules of Conduct:
ED 585 Course Calendar
Readings & Activities
· Read the lecture which provides an overview of this week’s topics.
· Read “Funds of knowledge for teaching: Using a qualitative approach to connect homes and classroom,” a research article on funds of knowledge located in doc sharing
· Read “Exploring biliteracy and beyond: Developing a case example of educational sovereignty” by Luis C. Moll (2000), located in doc sharing
· Read Oral Language Development: Foundation for Literacy, Chapter 3
Post the following: Introduction,
response to 2 peer intros,
an answer to a DQ, responses to 2 peer DQ, a lessons learned reflection
· Read the lecture which provides an overview of this week’s topics.
· Read and Signs of Emergent Literacy Among Infants and Toddlers: Observation and Exploration Chapter 4
· Read Enhancing Emergent Literacy Among Infants and Toddlers, Chapter 5
Post the following: An answer to a DQ, responses to 2 peer DQ, a lessons learned reflection.
Project Part 1 Due
· Read and Signs of Emergent Literacy Among Preschoolers, Chapter 6
· Read Enhancing Emergent Literacy Among Preschoolers, Chapter 7
Post the following: An answer to a DQ, responses to 2 peer DQ, a lessons learned reflection
Due Project Part 2a
· Read Emergent Literacy Among Kindergartners: Signs, Standards, and Assessment, Chapter 8
· Read Enhancing Emergent Literacy and Beginning Reading and Writing in Kindergartners, Chapter 9
Due Project Part 2b
· Read Literacy Instruction in First Grade: Becoming an Independent Reader and Writer, Chapter 10
Due Project Part 2c
· Read Literacy Instruction in Second and Third Grade: Transitioning to Fluent Reading and Writing, Chapter 11
Due Project Part 2d
· Read Literacy and Learning, Chapter 1
· Read Theoretical Perspectives of Literacy Development, Chapter 2
Due Project Part 2e
· Read Learn to Read and Write (http://www.naeyc.org/files/naeyc/file/positions/PSREAD98.PDF)
· Visit the International Reading Association (IRA) website and follow directions provided in this week’s assignment.
Due Project Part 2f: Two artifacts, each with a reflective commentary, Project Part 3
Academic Honesty:As a learning community, the University upholds the highest standards of academic integrity in all its academic activities, by faculty, staff, administrators and students. Academic integrity involves much more than respecting intellectual property rights. It lies at the heart of learning, creativity, and the core values of the University. Those who learn, teach, write, publish, present, or exhibit creative works are advised to familiarize themselves with the requirements of academic integrity and make every effort to avoid possible offenses against it, knowingly or unknowingly. Park University 2010-2011 Graduate Catalog Page 20
Plagiarism involves the appropriation of another person's ideas, interpretation, words (even a few), data, statements, illustration or creative work and their presentation as one's own. An offense against plagiarism constitutes a serious academic misconduct. Although offenses against academic integrity can manifest themselves in various ways, the most common forms of offenses are plagiarism and cheating. Plagiarism goes beyond the copying of an entire article. It may include, but is not limited to: copying a section of an article or a chapter from a book, reproduction of an art work, illustration, cartoon, photograph and the like and passing them off as one's own. Copying from the Internet is no less serious an offense than copying from a book or printed article, even when the material is not copyrighted.
Plagiarism also includes borrowing ideas and phrases from, or paraphrasing, someone else's work, published or unpublished, without acknowledging and documenting the source. Acknowledging and documenting the source of an idea or phrase, at the point where it is utilized, is necessary even when the idea or phrase is taken from a speech or conversation with another person.
Park University 2010-2011 Graduate Catalog Page 20
Instructors are required to maintain attendance records and report absences. Excused absences can be granted by the instructor, for medical reasons, school sponsored activities, and employment-related demands, including temporary duty. Students are responsible for any missed work. Absences for two successive weeks, without approved excuse, will be reported to the Director of the individual graduate program, or to the Executive Director for the Graduate School, for appropriate action. Students with such a record of absences, without an approved excuse, may be administratively withdrawn from the class and notified that an "F" will be recorded, unless the student initiates official withdrawal from the class(es).Park University 2010-2011 Graduate Catalog Page 24Given that this class is being taught online, attendance will be recorded as "present" when online assignments are completed for the week.
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:3/9/2011 12:40:53 PM