KUTZTOWN UNIVERSITY
KUTZTOWN, PENNSYLVANIA
DEPARTMENT OF ELEMENTARY EDUCATION
COLLEGE OF EDUCATION
EDU 504 Literacy Curriculum and Instruction: Pre-K to Grade 3
I. Course Description: EDU 504 Literacy Curriculum and Instruction:
Pre-K to Grade 3
This course provides an overview of the current research and best practices focusing on emergent to transitional readers (Pre-K to grade 3) within the balanced literacy framework. Components of effective literacy approaches, and decoding, comprehension and fluency strategies serve as the framework for the course. The course content addresses critical thinking, the reading-writing connection, and motivation as critical elements of effective literacy teaching. Digital literacy strategies will be infused into the content of the course. In addition, learners will explore cross disciplinary literacy expectations and will articulate the value of young readers’/writers’ ability to analyze and create a high volume and range of print and non-print text. 3 S.H. ; 3 C.H.
II. Course Rationale:
The research is compelling regarding the critical role of highly qualified literacy educators in enhancing student literacy achievement. This course provides background knowledge and best practices in current research in promoting literacy development in Pre-K to grade 3 readers and writers. The course content is directly aligned with the IRA Standards for Reading Professionals (2010) and the Common Core Standards.
III. Objectives/Student Learning Outcomes
As a result of study and activities in this course, graduate students will be expected to:
A. Demonstrate an understanding of the theories of reading and writing processes and research as related to emergent through transitional language and literacy development.
* IDEA Objective #1
B. Apply knowledge of instructional approaches within a balanced literacy framework in the areas of concepts of print, phonemic awareness, phonics, fluency, vocabulary, comprehension, and writing which are appropriate for emergent through transitional learners, including those who struggle with learning.
C. Support teachers in selecting a wide range of quality texts and online resources to develop an effective literacy program which are appropriate for emergent through transitional learners, including those who struggle with learning.
D. Demonstrate an understanding of various types of assessments and their purposes, strengths, and limitations for emergent through transitional learners.
E. Assist teachers in developing reading and writing instruction and appropriate
materials that are responsive to diversity and literacy development.
F. Create a positive literate environment that fosters reading and writing
development appropriate for emergent through transitional learners, including
those who struggle with learning.
G. Use evidence based grouping practices to meet the needs of all students especially those who struggle with reading and writing.
H. Demonstrate professional learning and leadership as it relates to literacy.
I. Demonstrate an understanding of the influence of policy decisions on reading
and writing instruction.
IV. Assessment
Assessments based on a subset of the following: Instructional portfolio, reports, field projects, presentations, reflective responses, simulations, exams, quizzes.
V. Course Outline
I. Theories & research
A. Primary level literacy learners
1. Developmental characteristics
a. Social
(1.) Adapting learning environment
(2.) Accommodating individuals
b. Emotional
(1.) Adapting learning environment
(2.) Accommodating individuals
c. Physical
(1.) Adapting learning environment
(2.) Accommodating individuals
2. Levels of literacy competence
3. Culturally and linguistically diverse learners
B. Instructional theories
1. Cambourne’s Conditions of Learning
2. Reading/Writing acquisition
a. Sociolinguistic
b. Psycholinguistic
c. Behaviorism
d. Interactive
e. Constructivism
II. Literacy development
A. Factors contributing to early cognitive development
1. Experiences with adults and peers
2. Early education curricula
3. Comprehensive early childhood intervention
B. Language acquisition
1. Infants
2. Pre K-1
3. Link to literacy development
C. Reading
1. Stages of reading development
2. Reading / Writing connection
3. Letter recognition
4. Approximations
D. Writing
1. Stages of writing development
2. Beginning writing
3. Transition to traditional writing
4. Developmental approach to writing instruction
5. Approximations
III. Balanced literacy framework for grades pre K - 3
A. Read aloud
B. Shared reading
C. Guided reading
1. Differentiated instruction
2. Matching readers to appropriate text
D. Independent reading
E. Interactive writing
F. Collaborative writing / Language experience
G. Guided writing
H. Independent writing
IV. Instructional practices
A. Literature-based literacy instruction
B. Reading & writing workshop
C. Kidwriting
D. Authentic reading and writing
E. Conferencing in reading and writing
F. Technology-based literacy
G. Design learning environments that facilitate the acquisition and retrieval of information
V. Elements of Reading Instruction
A. Phonological Awareness
1. Phonemic Awareness
a. Isolation
b. Identification
c. Categorization
d. Blending
e. Segmentation
f. Deletion
g. Addition
h. Substitution
2. Oral rhymes
3. Syllables in spoken words
B. Phonics
1. Systematic approaches to phonics instruction
a. Synthetic
b. Analytic
c. Analogic
2. Alphabetic principle
3. Phonic generalizations
4. Onsets and rimes
5. Word recognition strategies
a. High frequency words
b. Skilled use of strategies
6. Word study / Spelling
7. Decoding
a. Single consonants
b. Long and short vowels
c. Consonant combinations
d. Vowel combinations
8. Multisyllabic words
a. Open and closed syllables
b. Affixes and root words
c. Strategic use
C. Fluency
1. Automatic word recognition
2. Responding to punctuation
3. Reading with expression
4. Approaches for building fluency
a. Repeated readings for authentic purposes
b. Reader’s Theater
c. Choral reading
d. Phrase reading
D. Vocabulary
1. Expanding oral vocabulary
2. Incidental instruction
3. Developmentally appropriate explicit instruction
4. Use of context clues
E. Comprehension
1. Building background knowledge and experience
2. Reading as a meaning making process
3. Text structure
a. Story grammar
b. Expository text
c. Poems
d. Plays
4. Reading comprehension skills
a. Sequencing
b. Main idea / Detail
c. Character traits
d. Point of view
e. Context clues
5. Metacognition
VI. Promoting literacy success
A. Reading & writing volume
B. Positive learning environment
C. Issues of diversity
1. Differentiated instruction
2. Promoting and valuing cultural and language differences
D. Appropriate materials and resources
E. Role in working with parents
VII. Assessment
A. Formal and informal practices
1. Concepts of print
2. Running records and miscue analysis
3. Kid watching
4. Assessment conferences
5. Writing prompts
6. Benchmarking
B. Commercial tools
VIII. Professionalism and leadership
A. An awareness of the educational climate that fosters learning
B. The ability to critically assess situations and act as a change agent
C. The importance of having passion for the profession of teaching reading and writing
D. An appreciation for diversity and expectation that all children can learn
IX. Influences on literacy practices
A. Education policies and mandates
B. Local, State, and National standards
C. Common Core Standards
D. Political influences on literacy education
VI. Instructional Resources
Adams, M.J. (1990). Beginning to read: Thinking and learning about print: A summary. Urbana: University of Illinois, Center for the Study of Reading.
Allington. R. L. (2009). What really matters in fluency: Research-based best practices across the curriculum. Boston, MA: Allyn & Bacon/Pearson.
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Afflerbach. P. (2007). Best practices in literacy assessment. In L.B. Moore, & M. Pressley (Eds.), Best practices in literacy instruction (3rd ed.), pp.264-282. New York: Guilford Press.
Blachowicz, C.L.Z., & Fisher, P.J. (2007). Best practices in vocabulary instruction. In L.B. Gambrell, L.M. Morrow, & M. Pressley (Eds.), Best practices in literacy instruction (3rd ed., pp 178-203), New York: Guilford Press.
Bouchardd, M. (2005). Comprehension strategies for English language learners. New York: Scholastic.
Bureau of Education and Research. (2001). Using Guided Reading to Strengthen Students' Reading Skills at the Emergent Level, Grades K-3.
Bureau of Education and Research. (2001). Using Guided Reading to Strengthen Students' Reading Skills at the Developing Level, Grades K-3
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Common Core Standards for English Language Arts Pre K-12 available at
http://www.pdesas.org/Standard/CommonCore
Cunningham, P. M.& Hall, D. (1994). Making words: Multilevel, hands-on spelling and phonics activities. Torrance, CA: Good Apple.
Halliday, M. A. K. ( 1975). Learning how to mean: Exploration in the development of language. London: Arnold.
Pennsylvania Common Core Standards for English Language Arts Pre K-5 available at http://static.pdesas.org/content/documents/PA_CC_Standards_PreK-5_ELA.pdf
Pressley, M., Rankin, J., & Yokoi, L. (1996). A survey of instructional practice of primary teachers nominated as effective in promoting literacy. The Elementary School Journal, 96, 363- 384.
Rosenblatt, L. (1969) Towards a transactional theory of reading. Journal of Reading Behavior, 1(1), 31-51. [Electronic version].
Samuels, S. (1972). The effect of letter-name knowledge on learning to read. American Educational Research Journal, 1, 65-72.
Snow, C.E., Burns, M.S. , & Griffin, P. (Eds.). (1998). Preventing reading
difficulties in young children. Washington, D.C.: National Academy Press.
Standards for Reading Professionals (2010). Newark, DE: International Reading
Association. Available at www.reading.org
Stenhouse Publishers. (2006). Bridges to independence: Guided reading with nonfiction.
DVDisc 2785-2786.
Stead, T. & Duke, N.K. (2005). Reality checks: Teaching reading comprehension and nonfiction. K-5. York , ME: Stenhouse
Strickland, D. (1998). What’s basic in beginning reading? Finding common
ground. Educational Leadership, 55, 6-10.
Strickland, D.S., & Schickendanz, J. A, (2009). Learning about print in preschool (2nd ed.). Newark, DE: International Reading Association.
What Works Clearinghouse available at http://ies.ed.gov/ncee/wwc
Yopp, H.K. (1995). A test for assessing phonemic awareness in young children. The Reading Teacher, 49, 20-28.