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EDC 340 Language & Literacy Developmentin Early Childhood
Winkler, Kathi A.


Mission Statement: Park University provides access to a quality higher education experience that prepares a diverse community of learners to think critically, communicate effectively, demonstrate a global perspective and engage in lifelong learning and service to others.

School For Education Mission Statement
The 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.



Vision Statement: Park University, a pioneering institution of higher learning since 1875, will provide leadership in quality, innovative education for a diversity of learners who will excel in their professional and personal service to the global community.

School For Education Vision Statement
The 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


Course

EDC 340 Language & Literacy Development in Early Childhood

Semester

U1T 2013 DL

Faculty

Winkler, Kathi A.

Title

Adjunct Faculty

Degrees/Certificates

M.A.T. Education with Early Childhood emphasis
B.A. Elementary Education

Office Location

Freda Markley Early Childhood Center, Kansas City, MO

Office Hours

8 a.m.-4 p.m. by appointment

Daytime Phone

816-316-8558

Other Phone

cell 913-205-4900

E-Mail

Kathi.Winkler@park.edu

rqwinkler@everestkc.net

Semester Dates

June 3-July 28,  2013

Class Days

TBA

Class Time

TBA

Prerequisites

EDC220 and EDC222

Credit Hours

3


Textbook:

Textbook Title: Helping Young Children Learn Language and Literacy:  Birth through Kindergarten
ISBN:  0132316366 
 
Author: Vukelich, C., Christie, J., and Enz, B.
Edition: Third Edition
Publisher: Allyn & Bacon
Required
New or Used
(e textbooks are available)

Please Note: All Park University School for Education candidates seeking a degree in Education (certification and non-certification tracks), must purchase Foliotek, the School for Education’s electronic portfolio system. As purchasing and accessing Foliotek is a multi-step process, please follow these instructions: 

1.      Decide the Contract Period and fee for which you will be paying. Minimally, you must purchase a contract which extends to the year you expect to graduate, however some students purchase a contract extending one year beyond graduation. 

 Contract Period    

 Contract Fee

Per Student (Prepaid)

Cost Breakdown

Per Student, Per Year

 1 year

 $30.00

$30.00

 2 years

 $59.00

$29.50

 3 years

 $87.00

$29.00

 4 years

 $112.00

$28.00

 5 years

$120.00

$24.00

6 years

$125.00

$20.83

2.      Send an email to Carol Williams (carol.williams@park.edu) with the following information:

a.      Your Name

b.      The Contract Period you wish to purchase

c.      Your student identification number

d.  Note: Students on a non-certification early childhood track, Teaching Young Children or Early Childhood and Leadership, need to request purchase of the NAEYC portfolio).

3.      Within a few days, you will receive from Foliotek an email with online purchasing information. Upon receipt of this email, purchase your Foliotek contract.

4.      Upon receipt of your payment, you will receive your login information. You must then send a final email to Carol Williams (carol.williams@park.edu), requesting she provide your current education professors and a academic advisor (list them) access to view your portfolio. It is imperative you complete this final step.

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:
Additional Resources will be listed in the Weekly Units.

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/.
Advising - Park University would like to assist you in achieving your educational goals. Please contact your Campus Center for advising or enrollment adjustment information.
Online Classroom Technical Support - For technical assistance with the Online classroom, email helpdesk@parkonline.org or call the helpdesk at 866-301-PARK (7275). To see the technical requirements for Online courses, please visit the http://parkonline.org website, and click on the "Technical Requirements" link, and click on "BROWSER Test" to see if your system is ready.
FAQ's for Online Students - You might find the answer to your questions here.


Course Description:
EDC340 Language and Literacy Development in Early Childhood: 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 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 of observation. 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.

Class Assessment:
Creating a Professional Community through Discussion:

Each week, you will be asked to respond to a minimum of one discussion question based on the lecture and the readings to share online with your colleagues.

Please consider points that you consider important to discuss as you read and be prepared to use these points in our online discussions. You will be asked on a weekly basis to 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. This assignment is designed for weekly discussion purposes, therefore late entries will not be accepted for credit (20 points each week for a total of 160 points). A rubric for weekly discussion points determines weekly points  and are based on providing a substantive post to the discussion question(s) and participating in the discussion by responding to the comments from peers.    (Park University Literacies: Analytical and Critical Thinking, Ethics and Values.)  
 

Rubric for Weekly Discussion and Participation Points

Exemplary

Adequate

No Credit

Initial response to discussion question provides a substantive answer.

 Examples from readings and experiences provide a strong basis for student’s perspective in the response. 

Reflection on the weekly reading and lecture is included.

Initial response to the discussion question is brief and does not provide adequate and thoughtful insight.

No examples are provided from readings or experience as a background for the student’s perspective.

There is no clear connection in the response to the weekly reading or lecture.

No response to the discussion question.

Initial posting meets the assignment deadline for post.

The initial posting is late.

No initial post.

Peer review/response is reflective and specific. Comments on the peer’s post include additional ideas and suggestions. May suggest additional resources.

Constructive reflection and criticisms are included.

Peer review/response is brief and does not provide reflective commentary.

Comments on the peer’s post include only statements of agreement or praise without adequate specific commentary.

No response to peer’s posting.

Two or more peer review/responses are posted by the assignment deadline.

One peer review is posted by the assignment deadline.

No peer reviews are posted.

5 points each=20 points

3 points each=12 points

0 points

Observation Assignments:

Observation assignments will be posted in  the units for each week. For an overview of the timeline of assignments, please check the class calendar.

These assignments invite you to apply and extend your knowledge through a variety of questions. The observation assignments require that you observe and interact with children for a minimum of 15 hours in early childhood settings. Each assignment has a rubric designed to reflect the content of the assignment. (375 points total.) (Park University Literacies: Analytical and Critical Thinking, Ethics and Values.)
 

5-HOUR PARENT/CHILD OBSERVATION 1 SCORING GUIDE

The rubric and the observation should be placed in the Drop Box titled Week 3: Observation Assignment 1: no later than 11:59 p.m. on Sunday of Week 3

EXCELLENT-

ADEQUATE"

NO CREDIT

Includes a description of the observation setting, time and participants.

 

Includes some information regarding the observation setting, time and participants.

Does not include information regarding the observation setting, time and participants.

Provides descriptive accounts of the parent-child interactions that support language/literacy development.

Beginning effort to describe parent-child interactions that support language/literacy development.

Little or no evidence of parent/child interactions.

Includes descriptive accounts of the child’s participation, responses, initiative, etc.

Beginning efforts to describe child’s participation and responses.

Little or no evidence of the child’s participation and responses.

Applies relevant readings to the observation. More than one reading is used as a tool for analyzing the observation.

One reading is used as a tool for analyzing the observation.

Relies on personal opinion to evaluate observation with no connections to relevant readings.

Concludes with a thoughtful, well-developed reflection on your learning from the observation and implications for your teaching. 

Reflection demonstrates beginning attempt to think about the implications of observation. 

Reflection is brief and/or superficial. 

Reflection includes a response to each of the 5 questions included in the assignment description.

Responds to at least 3 of the questions included in the assignment description.

Responds to less than 3 of the questions included in the assignment description.

Careful attention to spelling and grammar

Some errors in grammar and spelling.

Substantial errors in grammar and spelling

Well-organized paragraphs.

Paragraph divisions are unclear. 

Construction of paragraphs is confusing.

TOTAL POSSIBLE=125
YOUR TOTAL=
A= 113+            B=100-112        C=88-99            D=75-87            F=74 or less
 
 

Five Hour Observation/Interaction 2 Observation Scoring Guide

EXCELLENT

ADEQUATE

NO CREDIT

Heading includes setting information, age group, dates and times of observation, and contact information. 

Heading includes some information describing the observation setting but is incomplete.

No heading is included.

Provides a descriptive account of the language and literacy environment and interactions that support development in language and literacy.

Beginning effort to provide a descriptive account of the language and literacy environment and interactions.

Little or no evidence of the language and literacy environment and interactions.

 Describes in detail the strategies implemented during the 5-hour classroom observation. 

Briefly describes the strategies implemented during the 5-hour observation. 

Little or no information regarding  strategies.

Describes the engagement of the children during the learning experience. Provides at least 3 examples of children’s involvement.

Describes the engagement of the children during the learning experience. Provides at least two examples of children’s involvement.

Little or no information provided regarding children’s engagement in the experiences.

Reflection includes a response to each of the 6 reflection questions included in the assignment description.

Reflection includes a response to at least 4 of the 6 reflection questions included in the assignment description.

Reflection includes a response to less than 4 of the 6 reflection questions included in the assignment description.

Careful attention to spelling and grammar.

Some errors in grammar and spelling.

Substantial errors in grammar and spelling

Well-organized paragraphs.


Construction of paragraphs is confusing.

A= 125-113                   B=113-100                    C=100-88                      D=87 or less
 
 

Five-Hour Kindergarten Observation/Interaction 3 Scoring Guide

Both the rubric and the observation should be placed in the Drop Box titled Week 8: Observation 3 Report Due no later than 11:59 p.m. on Friday of Week 8

EXCELLENT

ADEQUATE

NO CREDIT

Heading includes setting information, age group, dates and times of observation, and contact information. 

Heading includes some information describing the observation setting but is incomplete.

No heading is included.

Provides a descriptive account of the language and literacy environment in the classroom and the teacher/student interactions that support development in language and literacy.

Beginning effort to provide a descriptive account of the language and literacy environment in the classroom and teacher/student interactions.

Little or no evidence of the classroom language and literacy environment and teacher/student interactions.

 Describes in detail the teaching strategies student implemented during the 5-hour classroom observation. Provides a rationale for implementing the strategy. (NAEYC Standard 4.b, 4c

Briefly describes the teaching strategies implemented during the 5-hour classroom observation. Rationale is not well developed. (NAEYC Standard 4.b, 4c

Little or no information regarding teaching strategies or materials used during the five hours.

Describes the engagement of the children during the learning experience. Provides at least three examples of children’s involvement. (NAEYC Standard 4b, 4c)

Describes the engagement of the children during the learning experience. Provides at least two examples of children’s involvement. (NAEYC Standard 4b, 4c).

Little or no information provided regarding children’s engagement in the experiences.

Includes a well developed discussion of plans to adapt the learning experience to increase student involvement. (NAEYC Standard 4b, 4c)

Includes a brief discussion of plans to adapt the learning experience to increase student involvement. (NAEYC Standard 4b, 4c)

Little or no information provided regarding plans to adapt the learning experience.

Reflection includes a response to each of the 6 reflection questions included in the assignment description.

(NAEYC Standards 4d and 5d)

Reflection includes a response to at least 4 of the 6 reflection questions included in the assignment description.

(NAEYC Standards 4d and 5d)

Reflection includes a response to less than 4 of the 6 reflection questions included in the assignment description.

(NAEYC Standards 4d and 5d)

Careful attention to spelling and grammar

Some errors in grammar and spelling.

Substantial errors in grammar and spelling

Well-organized paragraphs.


Construction of paragraphs is confusing.

TOTAL POSSIBLE
YOUR TOTAL

 A= 125-113                   B=113-100                    C=100-88                      D=87 or less

Peer Review: 
A peer review assignment will include the development of an instructional strategy and an assessment activity based on research of early childhood language and literacy standards.  This collaborative assignment will require both the submission of an assessment activity and a review of your colleagues' submissions.  Weekly points will be awarded based on your participation in the activity and review. 

 

PEER REVIEW RUBRIC

INSTRUCTIONAL/ASSESSMENT PLAN

Use the following rubric to review the instructional/assessment plan for at least two of your peers. Open the attachment they have included with their response to on the Discussion Thread found by clicking on Peer Evaluation Assessment Plan.

Some points to include are:

·         Suggestions for additional instructional strategies and/or materials. 

·         A discussion of whether the assessment plan clearly connected to the defined goal and indicator.

·         Suggestions of alternative data collection tools.

EXCELLENT

ADEQUATE

NO CREDIT

Well-organized to include each of the 8 components of the instructional/assessment plan.

Includes less only 6 or 7 of the components of the instructional/assessment plan

Include less than 6 of the components of the instructional/assessment plan

The standard and indicator are selected from the domain of language or literacy.

The standard and indicator are selected from the domain of language or literacy.

No standard or indicator is listed for the plan or they are not from the domain of language/literacy.

Includes a clear description of the teaching activity. The teaching activity matches the standard and indicator selected.

Includes a brief or vague description of the teaching activity. The teaching activity does not clearly match the standard and indicator selected.

Does not include a description of the teaching activity.

Provides a complete list of materials and book(s) needed to implement the teaching strategy.

Provides a partial list of materials and book(s) needed to implement the teaching strategy.

Does not provide a list of materials and book(s) needed to implement the teaching strategy.

Provides a clear description of the assessment strategy. Includes a model of a data collection form if applicable. 

Provides a vague description of the assessment strategy. Does not include a model of a data collection form if applicable. 

No description of the assessment strategy or form is included

Provides a well-thought out strategy for analysis of the data. 

Attempts to provide a strategy for analysis of the data. 

No strategy for data analysis is included. 

Concludes with a clear summary of the next steps for the process. Discusses both communication of data and indications for further planning.

Concludes with a summary of the next steps for the process. Does not include a discussion of communication of the data or steps for further planning.

No summary is included.

Careful attention to spelling and grammar

Some errors in grammar and spelling.

Substantial errors in grammar and spelling

The plan is well-organized.

The plan is fairly well organized but some components were difficult to understand or follow.

The organization of the plan is confusing.

 

Proctored Final:

A proctored final is required for this course.   

The final will be a culminating activity in which you will be asked to 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. This communication must be at least one page in length and no more than three pages.

You may choose to prepare this communication for the final throughout the class as we study each of the areas over the next 8 weeks.

Information regarding the final may be found under Week 2:  Prepare for Final.  The rubric for the final is also found under the Week 2 menu
 The final is worth a total of 60 points.
 
    Final for EDC340 Language and Literacy Development in Early Childhood 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.

EDC 340: FINAL SCORING GUIDE

EXCELLENT-

ADEQUATE"

NO CREDIT

Well-organized to examine the 5 areas described in the information describing the family communication.

At least 4 of the 5 areas are examined and discussed.

Need to address more of the areas the communication to families.

Provides a clear description of language and learning development.

Beginning effort to describe language and learning development.

Little or no explanation of language and literacy development.

Includes a clear description of a classroom implementing a balanced approach of instruction supporting development.

Provides some description of a balanced instructional approach to teaching language, reading and writing.

Little or no description of a classroom environment that supports language and literacy development.

Provides a strong rationale for the importance of developing a partnership between home and school in supporting language and literacy development.

Provides a weak rationale for the importance of developing a partnership between home and school in supporting language and literacy development.

Provides a little or no rationale for the importance of developing a partnership between home and school in supporting language and literacy development.

Lists one standard/goal with a minimum of one indicator for the acquisition of skills in each of the three areas of language, reading, and writing. 

Lists one standard/goal with a minimum of one indicator for the acquisition of skills in only one or two of the three areas of language, reading, and writing. 

Does not list any standard or goal for any of the three areas of language, reading, and writing. 

Provides description of a classroom instructional strategy for each of the three standards and indicators listed for language development, reading and writing.

Provides description of a classroom instructional strategy for only one or two of the three standards and indicators listed for language development, reading and writing.

Does not provides a description of a classroom instructional strategy for any of the three standards and indicators listed for language development, reading and writing.

Provides a specific, concrete strategy for families to implement at home to support language development. 

Provides a strategy for families to implement at home to support language development but it is not clearly explained. 

Does not provide a specific, concrete strategy for families to implement at home to support language development. 

Provides a specific, concrete strategy for families to implement at home to support reading development. 

Provides a strategy for families to implement at home to support reading development but it is not clearly explained. 

Does not provide a specific, concrete strategy for families to implement at home to support reading development. 

Provides a specific, concrete strategy for families to implement at home to support writing development. 

Provides a strategy for families to implement at home to support writing development but it is not clearly explained. 

Does not provide a specific, concrete strategy for families to implement at home to support writing development. 

Describes an activity for families at school designed to engage them in building a home/school partnership supporting language and literacy development. 

Describes an activity for families at school but does not clearly define the rationale of building a home/school partnership supporting language and literacy development. 

Does not include a description of an activity for families at school designed to engage them in building a home/school partnership supporting language and literacy development. 

Careful attention to spelling and grammar

Some errors in grammar and spelling.

Substantial errors in grammar and spelling

Well-organized paragraphs.


Construction of paragraphs is confusing.

TOTAL POSSIBLE
YOUR TOTAL

A= 54+             B=48-53            C=42-47            D=36-41            F=35 or less

Grading:
Grades for EDC 340 will be based on the following scale:

 
Observation Assignments=   375 Points
Weekly Participation=           160 Points
Proctored Final=                      60 Points
595 Points Possible 
A = 536-595 points
B = 476-535 points
C = 417-475 points
D = 357-416 points
F = 356 or less

Spelling and grammar are very important in an online course.  What you put into an online course reflects on your level of professionalism.  Here are a couple of online references that discuss writing online http://goto.intwg.com/ and netiquette http://www.albion.com/netiquette/corerules.html.

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 a professional educator. This includes work being turned in on the date due, online participation, and work at a quality level.

Late Submission of Course Materials:
Assignments scheduled for completion during a class week MUST be completed by midnight (CST) Sunday of the week assigned in order to receive any credit whatsoever. Writing assignments must be completed and successfully submitted to the Discussion thread or Drop Box (as directed in instructions for each assignment). If you ever have problems posting your assignments, contact me immediately by Email or by phone and we'll get the problem solved.

Each week's work must be completed and RECEIVED by me by midnight CST on the Sunday of the end of each week. The final observation paper must be received no later than Friday of Week 8 in order to allow for adequate scoring time.

Additionally, several of your observations in the field and your reflection paper will cover more than one weekly unit. It is important to study the calendar carefully and to plan enough time for you to complete each observation, write your paper using the core assessment rubric as a guide, and submit it to the appropriate drop box by the due date.

For the most part, I do not accept assignments, conference thread postings, quizzes, etc., after the publicized due date.

For example, if I do not see a posting or I do not hear from you, then I assume that you have made the decision to dismiss your opportunity to receive credit.

NOTE: Do not post anything in the conference area past the aforementioned deadlines. If you have not made your posting in time to meet the deadline, then your opportunity to receive credit for that posting is lost. There is no way to make up those points. It is like taking a 'traditional class' on (for example) a Monday and Wednesday night where the class meets from 5:30PM until 9:00PM. If you show up to class at 9:30PM (regardless of the reason) you still missed that class. We can't say that you were present, when, in fact you were not. My advice? Never wait until Sunday night to attempt to make your conference thread posting :-)

There will be times when one or more of you will have to deal with scheduled and unscheduled absences (vacation, leave, babies, illness, etc.).  If you are going to be absent, and you know in advance, prepare early and let me know about it by private Email. If you have an emergency - deal with the emergency! Then, when all is well, let me know about it and we'll work together to get you caught up. You should know that if I do not hear from a student for two weeks, I am obligated (I have no choice) to report the absence to main campus who then has to consider academic withdrawal from the course."

"For those new to taking classes online, you may want to consider that in the "traditional" classroom setting, you would need to depend on your car to get you to class – if your car were to become temporarily disabled for some reason, you would obviously need a "Plan B" as to how you were gong to get to class. One of the nice things about taking classes over the Internet is that you do not have to get in your car and drive to a classroom; however, the Internet classroom environment can pose its own little challenges. For example, you may expect that your Internet Service Provider (ISP) or your own personal computer may also become "temporarily disabled", and again, you will need a "Plan B".

So... a word to the wise....start looking for, and making arrangements for that "Plan B" which will enable you to continue to participate in the class, and to meet your obligations :-) For starters, make sure you keep a backup copy of ALL of your work, and the Emails we exchange, and make sure you have a secondary method of getting online (a local library, a friend or relative’s house, etc).

Classroom Rules of Conduct:
Ground Rules for Online Participation:

You should use Email for private messages to me and/or to your classmates. The class conference area is to be use for public messages only.

You are expected to complete 3-4 hours per week of conferencing or other appropriate online activities, including sending/receiving Email and navigating and conducting research over the Internet. In addition, you will have field work and reading assignments to complete each week in preparation for your online activities.

  • You must participate in all conference area topics and discussions. Conventions of "online etiquette," which include courtesy to all users, will be observed.
     
  • You are expected to be proactive, however if you run into a computer-related problem which you cannot solve through your own resources, you may seek assistance through the help desk.
     
  • Assignments will be given each week, and discussion questions will be presented. You are expected to complete all assignments and actively participate in all weekly online discussions.

Lack of participation in the course for a week may, at my discretion
[based on past performance], result in an academic withdrawal from this course.

Course Topic/Dates/Assignments:
Week 1:  Introduction to Language and Literacy Development in Young Children

Weekly Course Learning Outcomes:

By the end of this class week, you should be able to:

1.      Articulate how national literacy policies and initiative have impacted preschool language and literacy instruction.

2.      Examine and discuss the principles of effective early childhood language and literacy instruction.

Class Activities: TBA -- see "Class Activities" under the Week 1 home page.

Reading Assignment: Vukelich, Christie, & Enz, Chapter 1.(Third Edition 11)

Introduction: Write an introductory paragraph about yourself and submit it to the "Introductions" thread located under the Week 1 menu item of this course.

Discussion:

Review each discussion question posted in the conference thread.  By Wednesday of each class week develop a 'one paragraph' answer to one of the questions and submit it to the conference area. By Friday of each class week respond to at least one weekly discussion question posting (other than your own) in the conference area.  By Sunday of each week, review the week's conference thread postings and post any appropriate replies or last thoughts.

Observations: Review the schedule for the 15 hours of observation required for this class. Begin Observation Assignment 1. 



Week 2:  The Child’s Spoken Language Development in the Context of Family and Community. Supporting and Extending the Child’s Spoken Language Development in Early Childhood Settings.

Weekly Course Learning Outcomes:

By the end of this class week, you will be able to:

1.      Summarize the major philosophical views of how children’s language develops and illustrate how each explains a different aspect of language development.

2.      Demonstrate an understanding of the stages of normal language development through an analysis of developmental milestones.

3.      Discuss a variety of strategies that parents and teachers can implement to facilitate a child’s language development.

Class Activities:  TBA -- see "Class Activities" under the Week 2 home page.

Reading Assignment: Vukelich, Christie, & Enz, Chapters 2 & 3 (Third Edition 11)

Discussion:

Choose any one review and discussion question posted in the conference thread that has, when possible, not already been answered by a classmate. By Wednesday of each class week develop a one-paragraph answer to the question you've chosen and submit it to the conference area. By Friday of each class week respond to at least one weekly discussion question posting (other than your own) in the conference area.  By Sunday of each week, review the week's conference thread postings and post any appropriate replies or last thoughts.


Week 3: Sharing Good Books with Young Children

Weekly Course Learning Outcomes:  By the end of this class week, you will be able to:

1.      Determine how teachers can set up a well designed library center and effectively use it in facilitating literacy development.

2.      Classify the various genres of children’s literatures and evaluate the effectiveness of each type in encouraging early literacy development.

3.      Develop strategies for teaching emerging literacy skills through the use of good storybooks.

Class Activities:  TBA -- See "Class Activities" under the Week 3 home page.

1.             Reading Assignment:  Read Chapter 6 in Vukelich, Christie, & Enz (Third Edition 11). Helping young children learn language and literacy: Birth through kindergarten Second Edition. Pearson/Allyn & Bacon.

2.             Read the NAEYC inventory: Taking Stock of What You Do To Promote Literacy located on Doc Share.

Discussion Question:

Choose any one review and discussion question posted in the conference thread that has, when possible, not already been answered by a classmate. By Wednesday of each class week develop a one-paragraph answer to the question you've chosen and submit it to the conference area. By Friday of each class week respond to at least one weekly discussion question posting (other than your own) in the conference area.  By Sunday of each week, review the week's conference thread postings and post any appropriate replies or last thoughts.


Week 4:  Young Children as Readers: Emergent Literacy Views and Strategies

Weekly Course Learning Outcomes: By week's end you will be able to:

1.      Define emergent literacy, emergent writing and emergent reading and analyze the home factors that affect children’s literacy development.

2.      Discuss the knowledge that young children exhibit about written language through their emergent literacy experiences as they explore reading and writing.

3.      Identify a variety of functional literacy activities, and give examples of how teachers can use these activities to promote literacy development in an early childhood setting.

4.      Analyze the link between literacy development and play and generate an effective strategy that could be used in an early childhood setting to promote literacy development through play.

Class Activities:  TBA -- see "Class Activities" under the Week 4 home page.

Reading Assignment:  Read Chapters 4 &5 in Vukelich, Christie, & Enz (Third Edition 11). Helping young children learn language and literacy: Birth through kindergarten. Pearson/Allyn & Bacon.

Discussion Question:

Choose any one review and discussion question posted in the conference thread that has, when possible, not already been answered by a classmate. By Wednesday of each class week develop a one-paragraph answer to the question you've chosen and submit it to the conference area. By Friday of each class week respond to at least one weekly discussion question posting (other than your own) in the conference area.  By Sunday of each week, review the week's conference thread postings and post any appropriate replies or last thoughts.


Week 5: Ongoing Assessment and Adapting Instruction to Meet the Needs of Diverse Learners

Weekly Course Learning Outcomes:  By the end of this week, you will be able to:

1.      Document the literacy skills that are determined by national and state standard as significant to school readiness.

2.      Formulate an understanding of the relationship between curriculum, instruction and assessment.

3.      Develop a plan for assessment of an early literacy standard.

4.      Discuss and evaluate strategies that effective teachers implement in supporting literacy development of English Language Learners in the classroom.

Class Activities: TBA -- see "Class Activities" under the Week 5 home page. Note the Peer Review Activity this week.

Reading Assignment: 

1.                  Read Chapter 9 in Vukelich, Christie, & Enz (Third Edition 11). Helping young children learn language and literacy: Birth through kindergarten Second Edition. Pearson/Allyn & Bacon.

2.                  Read the additional papers on standards and assessment listed under Week 5 Reading Assignments 5.

Discussion Question:

Choose any one review and discussion question posted in the conference thread that has, when possible, not already been answered by a classmate. By Wednesday of each class week develop a 'one paragraph' answer to the question you've chosen and submit it to the conference area. By Friday of each class week respond to at least one weekly discussion question posting (other than your own) in the conference area.  By Sunday of each week, review the week's conference thread postings and post any appropriate replies or last thoughts.

Peer Review Activity: Develop and post a plan for an instructional strategy and assessment for one indicator from one goal/standard from the Missouri Pre-K Standards, Head Start Outcomes, OR a literacy standard from your own state for peer review. Directions for the activity and a rubric for self evaluation are found on the Week 5 menu.

Week 6: Young Children as Readers: Scientifically Based Reading Research Strategies

Weekly Course Learning Outcomes:  By the end of this week, you will be able to:

  1. Contrast the concept of emergent literacy with scientifically based reading research in early literacy education.
  2. List and explain the core early reading skills that are taught in the SBRR (scientifically based reading research) approach.
  3. Describe an instructional strategy for each of the core reading skills.

Class Activities:  TBA -- See "Class Activities" under the Week 6 home page.

Reading Assignment: Read Chapter 7 in Vukelich, Christie, & Enz (Third Edition 11), Helping young children learn language and literacy: Birth through Kindergarten Second Edition. Pearson/Allyn & Bacon. .

Discussion Question:

Choose any one review and discussion question posted in the conference thread that has, when possible, not already been answered by a classmate. By Wednesday of each class week develop a one-paragraph answer to the question you've chosen and submit it to the conference area. By Friday of each class week respond to at least one weekly discussion question posting (other than your own) in the conference area.  By Sunday of each week, review the week's conference thread postings and post any appropriate replies or last thoughts.


Week 7: Young Children as Writers: Strategies for Teaching Writing

Weekly Course Learning Outcomes:  By the end of this week, you will be able to:

  1. Explain the key features that mark the development of children as writers.
  2. Analyze a variety of strategies that a teacher can implement in a preschool or kindergarten classroom to facilitate writing development.
  3. Identify the writing skills that young children should demonstrate by the end of the preschool years and generate strategies for documenting the acquisition of these skills.

Class Activities: TBA -- See "Class Activities" under the Week 7 home page.

Reading Assignment: Read Chapter 8 in Vukelich, Christie, & Enz (2008). Helping young children learn language and literacy: Birth through kindergarten (Third Edition 11) Pearson/Allyn & Bacon.

Discussion Question:

Choose any one review and discussion question posted in the conference thread that has, when possible, not already been answered by a classmate. By Wednesday of each class week develop a 'one paragraph' answer to the question you've chosen and submit it to the conference area. By Friday of each class week respond to at least one weekly discussion question posting (other than your own) in the conference area.  By Sunday of each week, review the week's conference thread postings and post any appropriate replies or last thoughts.


Week 8: Developing Partnerships with Families

Weekly Course Learning Outcomes:  By the end of this week, you will be able to:

1.      Reflect on the importance of partnering with parents in facilitating language and literacy development and generate strategies for developing this partnership.

2.      Discuss strategies for supporting families of children that are English Language Learners

3.      Analyze strategies that will support the language and literacy skills of English Language Learners in the early childhood classroom.

Class Activities: TBA -- see "Class Activities" under the Week 8 home page.

Reading Assignment: 

 1) Review the Family Focus segment found in Chapters 2, 3 5, 6, 7 and 8 in Vukelich, Christie, & Enz (third edition). Helping young children learn language and literacy: Birth through kindergarten Third Edition. Pearson/Allyn & Bacon.

 2)  Review the Strategies for Teaching English Language Learners segment found in Chapters 2, 4, 5, 6, 7, and 9.

  3)    Read the additional articles listed on the Week 8 Reading Assignments menu.

Discussion Question:

Choose any one review and discussion question posted in the conference thread that has, when possible, not already been answered by a classmate. By Wednesday of each class week develop a one-paragraph answer to the question you've chosen and submit it to the conference area. By Friday of each class week respond to at least one weekly discussion question posting (other than your own) in the conference area.  By Sunday of each week, review the week's conference thread postings and post any appropriate replies or last thoughts.  

Final
A written communication to parents explaining your instructional philosophy of language and literacy development and explanations of your instructional strategies must be written and submitted in a proctored setting. 


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 2012-2013 Undergraduate Catalog Page 97

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 2012-2013 Undergraduate Catalog Page 95

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 "F".
  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.
ONLINE NOTE: Students must participate in an academically related activity on a weekly basis in order to be marked present in an online class. Examples of academically-related activities include but are not limited to: contributing to an online discussion, completing a quiz or exam, completing an assignment, initiating contact with a faculty member to ask a course related question, or using any of the learning management system tools.

Park University 2012-2013 Undergraduate Catalog Page 98
This course is offered online using the eCollege online classroom management platform which allows you to participate at any time, and from any location.  Because of this flexibility, it is important to plan your time carefully.

You are expected to sign in to the class (our virtual classroom) and participate in discussions and other activities at least four times per week.  In other words, you will be involved in this class at least every other day.  You should expect to spend a minimum of 3-4 hours a week online and at least 3-4 hours in completing outside reading assignments, projects, and observations in the field.  This should amount to about the same amount of time that you would spend in participating in a physical classroom.  So please, look at the calendar of observations, projects and papers due carefully and plan accordingly.  While online, you will be interacting socially and professionally with your classmates, performing online research, responding to lectures and materials, and participating in Web explorations and tours.

Weekly Structure
A class week is defined as the period of time between Monday and Sunday. The first week begins on Monday on the first day of the semester and ends on Sunday at midnight Central Standard Time (CST).

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 .

Additional Information:
Students must purchase Foliotek as a School for Education required text. Contact carol.williams@park.edu to purchase. Students seeking Missouri Teacher Certification purchase MO-STEP portfolio. Students seeking Early Childhood Teaching Young Children and Early Childhood Education and Leadership purchase NAEYC portfolio. All work must be saved for input. ,Hi kathi, since the course is online you will probably want to state that hours are CST. Also, you will want to add the dap text as required...as we are requiring as text for all ece courses. Also portfolio needs to be required text. Here is statement that I use....Students must purchase Foliotek as a School for Education required text. Contact carol.williams@park.edu to purchase. Students seeking Missouri Teacher Certification purchase MO-STEP portfolio. Students seeking Early Childhood Teaching Young Children and Early Childhood Education and Leadership purchase NAEYC portfolio. All work must be saved for input. Here is dap ref..Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth through Age 8 Author(s): Bredekamp, Sue; Copple, Carol; National Association for the Education of Young Children ISBN10: 1928896642 ISBN13: 9781928896647 Format: Bound Book Pub. Date: 1/1/2009 Publisher(s): NATIONAL ASSOCIATION FOR THE EDUCATION OF YOUNG CHILDREN

Copyright:

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Last Updated:4/28/2013 6:04:27 PM