EASTERN
Phone: 465-0069
Office
Hours: Eastern Hall # 5 Email: Picardt@easternct.edu
Tuesday 12-2
Wednesday 10-12
Friday 12-1
Other times
by appointment only
Course
Description:
Examines the development of both oral and written
language from birth through kindergarten. Constructivist and sociolinguistic learning theories are
emphasized. Examines
bilingualism, language and speech delays in young children, and the role of the
adult in supporting language and literacy development. The role of the
microcomputer in emerging literacy is explored. The social purposes of language
and literacy in family and peer relations, and school success are surveyed.
Prerequisites
Course: Admission to the
teacher preparation program.
Purpose
of the Course:
This course provides students with the opportunities to: reflect on the
language and literacy development of young children birth to kindergarten; to
plan and implement developmentally and individually appropriate learning
experiences that integrate constructivist and sociolinguistic theories of child
development to learning environments and family and community settings and; to
recognize the significance of cultural and linguistic diversity for development
and learning.
Course
Objectives: By the end of the course
the students will be able to:
1.
Explain
constructivist and sociolinguistic learning theories of language learning.
2.
Describe
typical and atypical patterns of oral language acquisition in children from
birth to age 5.
3.
Describe the role
of the adult in supporting oral language development among typically and
atypically developing children.
4.
Demonstrate
knowledge of cultural and gender differences in verbal and nonverbal
communication.
5.
Describe second
language acquisition processes and the role of teachers, peers, and classroom
environments in facilitating these.
6.
Describe
special speech and language development needs and intervention strategies to
address these.
7.
Demonstrate an
understanding of the similarities and connection between oral and written
language acquisition.
8.
Describe the
typical development sequence of children’s knowledge of written language
including:
a.
knowledge about
the forms of print
b.
knowledge about
how to encode language in written form
c.
knowledge about
functions of written language
d.
knowledge about
the structure of text
9.
Describe
characteristics of good quality children’s literature and how the reading of
such literature enhances language and literacy development from birth to age 5.
10.
Observe and
analyze emergent literacy within children’s spontaneous play, storytelling,
reading, writing, and drawing experiences.
11.
Discuss the
role of technology in promoting oral and written language development.
Required Texts: Fisher, B. (1998). Joyful Learning in Kindergarten. NH: Heinemann
Neuman, S. B., Copple, C., & Bredekamp,
S. (1999). Learning to read and write: Developmentally appropriate practices
for young children.
Owocki, G. (1999). Literacy Through Play. NH:
Heinemann
Suggested Texts:
Clay, M. (1993). What did I write? Beginning
writing behavior. NH: Heinemann.
Morrow, L.M. (1996). Literacy development in the early years. NJ: Prentice Hall.
Neuman, S.B., & Roskos,
K.A. (1998). Best
practices in early literacy.
Schickadanz,
J.A. (1999). Much more than the ABC’s.
Strickland, D.S., & Morrow,
L.M. (Eds.) (2000). Beginning reading
and writing.
Course
Outline:
1.
Language from
constructivist and sociolinguistic perspectives: Families, culture, and
language
2.
Developmentally
appropriate practice and Cambourne’s natural
conditions of learning.
3.
Typical and
atypical infant communication: The role of the adult.
4.
Typical and
atypical toddler communication: The role of the adult.
5.
Typical and
atypical preschool children’s talk: The role of the adult.
6. Literacy
development in the home: The role of the parent/caregiver.
7. Supporting
language development in typically and atypically developing children.
8. Parallels
between oral and written language growth.
9. Evidence
of the beginnings of literacy: A developmental perspective.
10.
Cultural and gender
differences in communication.
11.
Second language
acquisition and bilingual education.
12.
Assessment of
emergent writing and reading.
13.
The impact of
technology on early language, reading, and writing.
Field
Practica:
Students will take this course in Core 1 along with
two other courses.
They will be assigned to: one, a varied field experience where atypical
and typical children are observed in a family child care home setting for six
hours over the semester and two, a weekly preschool field practicum while completing
the core.
Grading: A 3.86-4.00 C+ 2.30
A- 3.70-3.85 C 2.00
B+ 3.30 C- 1.70
B 3.00 D+ 1.30
B- 2.70 D 1.00
If you are a student with a disability and believe you will
need accommodations for this class, it is your responsibility to contact the
Office of Disability Services at (860) 465-5573. To avoid any delay in the
receipt of accommodations, you should contact the office of Disability as soon
as possible. Please understand that I cannot provide accommodations based upon
disability until I have received an accommodation letter from the Office of
Disability Services. Your cooperation is appreciated.
Course Schedule |
Topic |
Assignment |
|
1/24 |
Introduction: What do we know about language and literacy? |
|
|
1/31 |
Constructivist & Sociolinguistic perspectives on language and
literacy/ Developmentally
Appropriate Practices |
DAP Book: “Learning to Read and Write: Developmentally
Appropriate Practices for Young Children”
(IRA/NAEYC
Position Statement) Constructivist Article Chp 1 --Fisher |
|
2/7 |
Cambourne’s natural conditions of language and literacy development |
Cambourne articles Chp 2-Fisher Cooperative project update |
|
2/14 |
|
|
|
2/21 |
Infant language development Toddler language development |
Pg 48-69 DAP Handout-Machado Chapter one Call day care provider Handout –Machado Chp two Owocki--Chp 1 & 2 |
|
2/28* |
Preschool language development |
Owocki—Chp 3&4 Handout-Machado Chp 3 * Awareness Activity Due |
|
3/7 |
Literacy and play |
Owocki Chp 5& 6 Owocki book finished by today Cooperative Project Update |
|
3/14 |
Literacy trends and Issues: Push Down Effect Montessori |
“Literacy Development and Pre-First
Grade” (NAEYC/IRA Position Statement) Pg 38-48 DAP Fisher Chp 3, 12 & 19 |
|
3/21* |
Literacy learning in the preschool/Kindergarten setting: pedagogy |
DAP 70-79 Fisher 4, 5 &6 *Language Analysis Due |
|
3/28 |
Spring Break |
|
|
4/2 |
Literacy learning in the preschool/kindergarten |
Fisher chp 7, 8 & 9/DAP 80-95 Should have at least 3 visits to day care |
|
4/11 |
Assessment |
Fisher Chp 10, 11 & 13 |
|
4/18 |
Good Friday |
|
|
4/25* |
Parental Involvement/At risk learners/Technology Culturally/linguistically diverse language/literacy instruction |
Fisher
Chps 14-18
TBA
*Due: Early Literacy Journal Reflections
|
|
5/2 |
Conclusions |
*Due Finals Week: *
Web Page on Disk |
1) Attendance
Attendance is essential. Any
more than one absence will affect your grade by one whole grade level. For example, if you have two absences and a grade
of 90, than your final grade may be 80. If you must miss any session, please notify
me in advance if possible. Please refer to the Education Department
Attendance Policy (attached).
2) Class
Participation
We
will come to class session prepared to participate actively and in an informed
manner through discussion and response. A professionalism rubric will be given
to you (in ECE 315) at the beginning of the semester and will be used to
evaluate your class professionalism including participation, attendance, and
dispositions. At the end of the semester you will use this rubric to
self-evaluate your classroom behavior and the instructor of 315 will be
completing the rubric for each of you as well. Although for core I the rubric
is completed in ECE 315, your behavior in all core I classes should be
considered. Students who receive more than
3) One-Pagers and One-Pager Responses 10 points
You
will write weekly papers on topics of your own choosing although they must be
based on the readings. You may also include responses referring to classroom
work, practicum experiences, research, questions, concerns, triumphs, failures,
or anything else you deem fit. These will be no less than one page but don’t
need to be more. These will not be polished pieces, but writings that allow you
to reflect, respond, and create consistently. They will not be graded except in
that you did them. Each week you will make 5 or 6 copies: one for yourself, one
for me, and one for 3 or 4 of your peers. One-pagers are not due on days
when assignments are expected. At the end of each one pager you will write
one thing that you believe about children’s language/literacy development. Save
these for spring.
4)
Literacy Journal 20
points
This
assignment involves both your observation of read alouds/the
reading environment in your practicum experiences and your reading aloud with
one child or a small group of children. Part 1: Part one is
an observation/reflection of teachers and the physical environment. In
your observation journal, keep track of how books are used in your practicum
experiences. How does the teacher/adult perform read alouds
with children? Is there a routine? Keep track of the books read. How does
he/she decide which books to read? How does he/she interact with the children
during this time? Are the children involved? Why or why not? Make sure you
observe the physical environment as well. What does the classroom library look
like? Is environmental print in multiple languages? Are multicultural books present and read? Are
writing tools accessible? Are play and literacy centers used? How? What is the
role of the teacher? At the end of the semester you will be asked to look over
these journal entries and identify themes, concerns, issues, questions, etc.
This reflection will be at least 2 pages.
Part 2: Part two
is an observation/reflection of your reading aloud practices. During
your preschool and home visits you are asked to read to a child or small group
of children each visit or as often as possible (preschool). After you read
write a quick entry in your journal about the reading. What did you read? How
many kids? Were they focused? Why or why not? What did you learn? What will you
do differently next time? What were you feeling? Did any child behaviors
surprise you? At the end of the semester you will be asked to revisit your
entries and see how you have evolved in the process of reading aloud to
children. What did you learn? How/what did you change? How did you feel while
reading? Were you nervous? What were you thinking about? Etc. This reflection
will be no less than 2 pages. Hand in the two, minimum 2-page reflections.
Due 4/25
5) Analysis of Children’s Language
Development 20 points
For this assignment you will work with one child
between the ages of 3 and 5. You will need a tape recorder. See attached
assignment sheet for an explanation. Due 3/21
6) Reading/writing Awareness Activity 20
points
For
this activity you will need to work with a child between the ages of 4 and 6.
See attached assignment sheet for an explanation. Due 2/28
7) Core I Collaborative Project 30
points
For this project you will be working in groups
planning, implementing and re-teaching a thematic literacy play center. This
assignment will be discussed in great detail in class and is a collaboration
between all core I classes. Most important for this course is the demonstration
of your understanding of the readings/research/class discussions regarding play
and literacy. A comprehensive hand out will explain this assignment further.
The results of this assignment will be presented via the web page described
below.
Web Page
For this assignment we will be
working/learning together on a project new to me and most likely new to at
least some of you. We will be taking your literacy play center described above
and developing web pages for teachers, students and children to use for information
and fun! You will work in the same groups as for the collaborative project and
we will do some of this work together in class sessions. I have reserved the
computer lab from 10-11:30 each Thursday. Although we won’t be able to
spend too many classes there due to course content, we will plan to use the lab
at least two or three times. During those blocks we will learn to use Microsoft
Frontpage to set up web pages which will contain: a)
a description of the center (including initiation, closure, etc.); b) materials
used/suggested; c) an annotated bibliography ( at
least 25 books (multicultural) and some songs and poems); d) a list other
extension activities or lessons related to the theme; e) links to other web
sites relating to your theme; f) a brief summary of the research on play and
literacy; g) adaptations for children with special needs.
The objectives of this project are to
collaborate, learn a web-design program, understand the role of technology in
literacy development and education, create a web page that is constructivist in
nature (interactive), and have fun!! Our focus will be content over aesthetics.
We will be more concerned with creating an interactive, functional, content
rich (and accurate) page than a “pretty” one. A template will be provided to
use as a guide. We will use a rubric to assess our finished product. More information will follow. Due
and presented during finals week