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Eastern Connecticut State University

Course Syllabus

Department: Education

Course Title: Language and Literacy

Course Number: ECE 325

Credit Hours: 3

Catalog Description: An examination of the development of both oral and written language from birth through kindergarten. Constructivist and sociolinguistic learning theories are emphasized. Examines typical oral language development, second language acquisition, language and speech delays, and emergent reading and writing. The role of the adult in supporting language and literacy development is explored. Clinical experience required.

Course Prerequisites: Admission to the early childhood education 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 best practice in early literacy instruction including 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.

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. Washington, DC: NAEYC.

Owocki, G. (1999). Literacy Through Play. NH: Heinemann

IRA Preschool Literacy Collection, 2nd edition (2009). Oral language and early literacy in preschool; Building a foundation for preschool literacy; Assessing preschool literacy development; Using children’s literature in preschool to develop comprehension; Learning about print in preschool; Writing in preschool.

Readings: 1. Professional articles and standards posted at the International Reading Association (IRA) website at www.reading.org

Course Outcomes Aligned with the Education Department’s Performance Expectations, NAEYC, CCCT, and CEC Standards and with Related Key Experiences

Outcomes / Performance Expectations / NAEYC/CCCT/ CEC Standards /

Key Experiences

1.) Describe and assess typical and atypical patterns of oral language acquisition in children from birth to age 5 and apply this information to curriculum mapping. / 2.1
5.2
Content Knowledge
1.1
Pedagogical Knowledge:
2.4 / NAEYC, 1.0; CCCT I.1. & 2.
NAEYC, 3.0; CCCT II.7.
CEC, 2.0; EC2K1,
8.0; EC8S3, EC8S5 / Language Analysis Assessment and Reflection Paper
Language/Literacy Development Observation Journal and Reflection Paper
One-Pager Reflections
2.) Explain constructivist and sociolinguistic learning theories of language learning and the relationship of language to thinking and learning. / Content Knowledge
1.1
1.0 / NAEYC, 1.0; CCCT I.1. & 2.
NAEYC, 4.0; CCCT I. 3., 4., 5., 6, II. 1., 2., 3., 4., 5., 6.
CEC, 2.0; EC2K1 / Reading/Writing Awareness Task
Language/Literacy Development Observation Journal and Reflection Paper
One-Pager Reflections
3.) Describe the role of the adult in supporting oral language development among typically and atypically developing children. / Content Knowledge
1.1
2.9 / NAEYC, 1.0; CCCT I.1. & 2.
CEC, 2.0; EC2K1, EC2K2 / Language Analysis
Language/Literacy Development Observation Journal and Reflection Paper
Thematic/Literacy Play Center
One-Pager Reflections
4.) Demonstrate knowledge of cultural, class, and gender differences in verbal and nonverbal communication and how home language experiences influence these. / 1.1
5.1
Professionalism: 6.1 / NAEYC 2.0
NAEYC, 5.0; CCCT III. 1., 2., 3., 4., 5., 6.
CEC 6.0;EC6K1 / Language Analysis Assessment and Reflection Paper
Language/Literacy Development Observation Journal and Reflection Paper
Thematic Literacy Play Center
One-Pager Reflections
5.) Describe second language acquisition processes and the role of teachers, peers, and classroom environments, and parents and families in facilitating these. / 2.9
1.1
5.1 / NAEYC, 1.0; CCCT I.1. & 2.
NAEYC 2.0
CEC 2.0; EC2K1
3.0; EC3K2, 6.0; EC6K1 / Language Analysis Assessment and Reflection Paper
Language/Literacy Development Observation Journal and Reflection Paper
Thematic Literacy Play Center
One-Pager Reflections
6.) Describe special speech and language development needs and intervention strategies to address these. / 2.1
Content Knowledge
1.1
5.1 / NAEYC, 1.0; CCCT I.1. & 2.
NAEYC 2.0
NAEYC, 3.0; CCCT II.7.
CEC 6.0; EC6K1 / Language Analysis Assessment and Reflection Paper
Language/Literacy Development Observation Journal and Reflection Paper
Thematic Literacy Play Center
One-Pager Reflection
7.) Demonstrate an understanding of the similarities and connection between oral and written language acquisition and learning in all curriculum areas. / Content Knowledge
1.1
2.1 / NAEYC, 1.0; CCCT I.1. & 2.
NAEYC, 4.0; CCCT I. 3., 4., 5., 6, II. 1., 2., 3., 4., 5., 6. / Reading/Writing Awareness Task
Language/Literacy Development Observation Journal and Reflection Paper
Thematic/Literacy Play Center
One-Pager Reflections
8.) Describe the typical development sequence of children’s knowledge of written language including:
knowledge about the forms of print
knowledge about how to encode language in written form
knowledge about functions of written language
knowledge about the structure of text
knowledge about the more formal nature of written text / Content Knowledge
1.1
1.1 / NAEYC, 1.0; CCCT I.1. & 2. / Reading/Writing Awareness Task
Language/Literacy Development Observation Journal and Reflection Paper
Thematic/Literacy Play Center
One-Pager Reflections
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 and select books which relate to children’s interests and culture. / Content Knowledge: 1.1
5.1 / NAEYC, 1.0; CCCT I.1. & 2.
NAEYC 2.0
NAEYC 5.0 / Language/Literacy Development Observation Journal and Reflection Paper
Thematic/Literacy Play Center
One-Pager Reflections
10.) Observe and analyze emergent literacy within children’s spontaneous play, storytelling, reading, writing, and drawing experiences. / Content Knowledge: 1.1
Pedagogical Knowledge: 2.4
1.1
2.4 / NAEYC, 1.0; CCCT I.1. & 2.
NAEYC, 3.0; CCCT II.7. / Language/Literacy Development Observation Journal and Reflection Paper
Thematic/Literacy Play Center
One-Pager Reflections
11.) Describe the functions of language and literacy in conflict resolution and in adult interventions to teach young children positive social skills. / Content Knowledge
1.1
1.1 / NAEYC, 1.0; CCCT I.1. & 2. / Language/Literacy Development Observation Journal and Reflection Paper
Thematic/Literacy Play Center
One-Pager Reflections
12.) Create a developmentally appropriate language and literacy curriculum which takes into account child and family interests, class, culture, and structure, and includes; a writing and book center, literacy play props, appropriate shared reading and book reading experiences, and the integration of reading and writing across the curriculum. / Content Knowledge: 1.1
Pedagogical Knowledge: 2.1, 2.2, 2.3
Integration of Knowledge: 3.1, 3.2
Diversity: 5.1
1.1
2.1
2.2
2.3
3.1
3.2
5.1 / NAEYC, 1.0; CCCT I.1. & 2.
NAEYC 2.0
NAEYC, 4.0; CCCT I. 3., 4., 5., 6, II. 1., 2., 3., 4., 5., 6.
CEC 7.0; EC7K1 / Thematic/Literacy Play Center
Language/Literacy Development Observation Journal and Reflection Paper
One-Pager Reflections
13.) Acquire skills in collaborating with families in setting goals, selecting children’s literature, and planning other literacy experiences, including a home literacy program. / Professionalism: 6.1
6.1 / NAEYC, 1.0; CCCT I.1. & 2.
NAEYC 2.0 / Language/Literacy Development Observation Journal and Reflection Paper
One-Pager Reflections
14.) Acquire skills in collaborating with professionals, including family child care providers, in setting goals, selecting children’s literature, and planning other literacy experiences, including a home literacy program. / Content Knowledge: 1.1
Professionalism: 6.1
1.1
6.1 / NAEYC, 1.0; CCCT I.1. & 2.
NAEYC 2.0
NAEYC 5.0
CEC 10.0; EC1OK1 / Language/Literacy Development Observation Journal and Reflection Paper
Thematic/Literacy Play Center
One-Pager Reflections
15.) Apply concepts on language and literacy in planning and implementing emergent literacy activities within a family child care home that serves infants, toddlers, and preschool aged children. / Content Knowledge: 1.1
Pedagogical Knowledge: 2.1, 2.2, 2.3
Integration of Knowledge: 3.1
1.2
2.1, 2.2, 2.3
3.1 / NAEYC, 1.0; CCCT I.1. & 2.
NAEYC 2.0
NAEYC, 4.0; CCCT I. 3., 4., 5., 6, II. 1., 2., 3., 4., 5., 6. / Language/Literacy Development Observation Journal and Reflection Paper
One-Pager Reflections
16.) Discuss the role of technology in promoting oral and written language development. / 44
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4.1 / NAEYC, 4.0; CCCT I. 3., 4., 5., 6, II. 1., 2., 3., 4., 5., 6. / Thematic/Literacy Play Center: Web Page Development
One-Pager Reflections

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.

Key Experiences

1. One-Pagers and One-Pager Responses

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 4 or 5 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.

2. Literacy Journal

This assignment involves both your observation of read alouds/the reading environment in your practicum experiences and your personal reading experiences with children and others. 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 experiences and read aloud practice. During your preschool visits you are asked to read to a child or small group of children each visit or as often as possible. 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? How/what did you change? How did you feel while reading? Were you nervous? What were you thinking about? Etc. 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.

Also, this section is about you simply as a literate being. Have you done more pleasure reading this semester than ones prior? Did you go to bookstores or libraries more often? What did you see there? Do you keep a journal? What memories or feelings have come back regarding early or even recent reading? Did you remember favorite childhood books, etc?

3. Analysis of Children’s Language Development

A major goal of the course is to assist you in listening to children's language and learning about language acquisition. For this assignment you will work with one child between the ages of 2 and 4. You will need a tape recorder as you will be recording a minimum of 20 minutes of a child’s authentic speech. You will then analyze and reflect on the child’s speech demonstrating your understanding of each rule system--phonology, semantics, and syntax. It is important to understand these language rules as we will refer to them again when addressing the reading process in ECE 355.

4. Reading/writing Awareness Activity

For this assessment project you must work with a child between the ages of 4-6. The

child should not be reading already but showing signs of reading/writing awareness and

interest. Plan on meeting with the child at least twice. Through this assessment you will:

become familiar with a tool for finding out what emergent readers and writers know;

recognize the strength, knowledge, and experiences emerging readers and writers bring to school; establish the role of these early assessments in individualized instructional planning.

5. Annotated Bibliography

For this bibliography you must write bibliographic information (title, author, illustrator, awards, publisher, ISBN #) for 20 children’s books. You must also write a brief annotation describing each book. Books chosen should be age appropriate for Birth-5 and considered quality literature. Also be certain to include multicultural books and/or books addressing real issues to be used for bibliotherapy. It may be best to complete this assignment on index cards so you have one card per book and can easily continue to build this great teaching resource.

6. Core I Collaborative Project

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 in a 10-15 minute presentation that includes some form of technology (power point, web page, etc), at least one poster or visual, and materials/props.