Spring 2005

KEANUNIVERSITY

UNION, NEW JERSEY

GRADUATE DIVISION

LANGUAGE, READING AND THOUGHT IN THE YOUNG CHILD:

THEORY AND PRACTICE

Course Number:EC 5100

Semester Hours:Three

Prerequisites:None

Limitations on Enrollment:20

Required Elective or GeneralP-3 Certification, Classroom Instruction Option,

Education Option:Advanced Curriculum OptionRequired

Catalog Description:

In-depth study of language development and reading as a cognitive and affective process. Current research and P-3 Certification, Classroom Instruction Option, Advanced Curriculum Option strategies for developing language arts/reading programs for young children.

N.B.In order to insure full class participation, any student with a disability or condition requiring special accommodations (e.g. tape recorder, special adaptive equipment, special note taking or test taking procedures) is strongly encouraged to request such accommodations at the beginning of the course.

KEANUNIVERSITY

UNION, NEW JERSEY

LANGUAGE, READING AND THOUGHT IN THE YOUNG CHILD:

THEORY AND PRACTICE

I.Course Objectives

Students will achieve growth toward becoming informed, dynamic professionals, as evidenced by demonstrating proficiency in knowledge, skill application and disposition to teaching. The students will:

A.Explain the goals and objectives of a language arts/reading program, (based on the New Jersey Expectations for Preschool and New Jersey Core Curriculum Standards) and explain the rationale for a literature-based integrated approach to teaching and learning language arts/reading. (knowledge)

B.Apply knowledge of principles of emergent literacy and the development of linguistic competence, with an emphasis on appreciation of diversity. (Knowledge/Skills)

C.Analyze current research findings and authoritative works in field of language development and discuss implications for classroom practices. (Knowledge/Skills/Values)

D.Compare and critique current curricular approaches and specific teaching strategies that are designed to guide the literacy development of young children.(Knowledge/Skills/Values)

E.Demonstrate mastery of current methods for assessment of language development. (Knowledge/Skills)

F.Demonstrate mastery of reading methods and strategies. (Knowledge/Skills)

G.Communicate the philosophy, objectives and instructional approaches of the program to parent. (Skills)

II.Course Content:

A.Language arts/reading in the early childhood and elementary curriculum.

B.Language development and emergent literacy in its socio-psycholinguistic context.

1.The role of language in cognition

a.Piaget

b.Vygotsky

2.Current issues in linguistic theory

a.Second language learners

b.delayed language development

3.Literacy development and diversity.

a.Social

b.Cultural

  1. Research on language development in the young child:

Stages and processes.

  1. Theories of language acquisition.
  2. Chomsky
  3. Brown
  4. Belugi
  1. Stages of emergent writing and reading.
  2. Clay
  3. Calkins
  4. Graves
  1. The family as a factor in emergent literacy.
  1. Implications for classroom practice.
  1. Linguistic theory and research applied to curriculum development and instructional practice.
  1. Critical analysis of existing programs, materials and methods.
  1. Role of language in conceptual development in young children.
  1. Strategies for implementing a “whole language” or “literature-based” curriculum and environment.
  2. Goodman
  3. Clay
  4. Cambourne
  5. Harste
  1. Strategies for culturally and linguistically diverse populations
  2. Literature based critical literacy
  3. Culturally sensitive curriculum
  1. Assessment of literacy
  1. Multiple assessment strategies
  2. Portfolio
  3. Observation and checklists
  4. Teacher developed strategies
  1. Evaluation of traditional assessment
  2. Standardized measures
  3. Developmental checklists
  1. Reading methods and strategies
  1. Cueing systems
  1. Comprehension strategies
  1. Computers as data sources (Internet)
  1. Communicate the philosophy , objectives and instructional approaches of the language arts program to parents.
  1. Personal interaction
  2. Face to face and telephone conferences
  3. Child as messenger
  1. Other communication strategies
  2. Newsletters
  3. Computer-based approaches

III.Methods of Instruction

  1. Teacher modeling of mini-lessons, extended lessons, unit-based sequences, instructional strategies, followed by debriefing as a way to develop a disposition toward creative teaching and understanding of ways of planning and organizing for classroom teaching.
  1. Rubric based portfolios that provide evidence of ability to plan mini-lessons, extended lessons, and literature-based units and to implement those plans in a classroom. (Knowledge/Skills/Values)
  1. Written reports in which students analyze ideas they are reading and discussing and children’s books. (Knowledge/Skills/Values)
  1. Contribution to class discussions and small group interaction. (Knowledge/Skills/Values)
  1. Presentations. (Knowledge/Skills/Values)

IV.Methods of Evaluation

A.Examinations on course content to assess knowledge and comprehension of underlying theories and instructional strategies (Knowledge/Skills)

B.Rubric based portfolios that provide evidence of ability to plan mini-lessons, extended lessons, and literature-based units based on NJ Expectations for Preschool and NJ Core Curriculum Standards.

C.Written reports in which students analyze ideas they are reading and discussing and children’s books (Knowledge/Skills)

D.Contribution to class discussions and small group interaction (Knowledge/Skills/Values)

E.Presentations (Knowledge/Skills/Values).

V.Texts:

Jalongo, M. J. (2003). Early Childhood Language Art. (3rd Edition). New York:

Allyn and Bacon.

Soderman, A., Gregory, K. and McCarty, L. (2005). Scaffolding emergent literacy: A

child centered approach for pre-school through grade five. NY: Allyn and

Bacon.

Suggested Texts:

Hennings, D. (2002). Communication in action: teaching literature-based language

arts (8th ed.). Houghton Mifflin.

Lipson, M.Y. & Wixson, K.K. (2003). Assessment & instruction of reading

disability. (3rd ed.). NJ: Allyn & Bacon.

Reutzel, D.R., & Cooter, R.B. (2003). Teaching Children to read: Putting the pieces

together (4th Edition). NJ: Pearson Education

Routman, R. (2000). Conversations. NH: Heinemann

VI.Bibliography

Print

Adams, M.J. (2000). Beginning to read: Thinking and learning about print.

Cambridge: MIT Press

Au, K., Carroll, J., & Scheu, J. (2001). Balanced literacy instruction: A teacher’s

resource book. Mass: Christopher Gordon.

Blachowicz, C., & Fisher, P.J. (2002). Teaching vocabulary in all classrooms (2nd ed.).

NJ: Merrill/Prentice Hall

Beck, I.L., McKeown, M., & Kucan, L. (2002). Bringing words to life: Robust

vocabulary instruction. NY: Guilford Press.

Block, C.C., Mangieri, I.N. (2003). Exemplary literature teachers: Promoting success

for all children in grades K-5. NY: Guilford Press.

Clay, M.M. (2002). An observation survey of early literacy achievement. NY:

Heinemann.

Cooper, J.D., Kiger, N.D., & deVille, J.D. (2002). Literacy: Helping children

construct meaning (5th ed.). Boston: Houghton Mifflin.

Harwayne, S. (2000). On solid ground: Strategies for teaching reading K-3.

Huck, C., Ziefer, B.Z., Hepler, S., & Hickman, J. (2003). Children’s literature in the

elementary school (6th ed.). Madison, WI: Brown & Benchmark.

Nieto, S. (2003). Affirming diversity: The sociopolitical context of multicultural

education. Boston: Allyn & Bacon.

Pressley. M. (2002). Reading instruction that works. NY: Guilford

Robinson, J., McKenna, M. & Wedman, J. (2003). Issues & trends in literacy

education. Boston: Allyn & Bacon.

Snow, C.E., & Polselli, A. (Eds.). (2003). Rethinking reading comprehension.

NY: Guilford.

Tierney, R.J., Readance, J.E., & Dishner, E.K. (2000). Reading strategies and

practices: A compendium (5th ed.). Boston: Alyn & Bacon.

Valmont, W.J. (2002). Technology for literacy teaching and learning. Boston:

Houghton Mifflin.

Wepner, S.B., Valmont, W.J., & Thurlow, R. (2000). Linking literacy and technology:

A guide for K- classrooms. Del: International Reading Association.
Seminal Works

Au, K.H. (1993). Literacy instruction in multicultural settings. Orlando, Fla.:

Harcourt Brace.

Bromley, K. (1996). Webbing with literature (2nd ed.). Boston: Allyn & Bacon.

Calkins, L. (1995). The art of teaching writing (2nd ed.). NH: Reed Elsevier, Inc.

Fredericks, A.D., Kristo, J.V., & Blake-Kline, B., (1997). Teaching the integrated

language arts. New York: Longman

Gambrell, L.B., & Almasi, J.F. (Eds.). (1999). Lively discussions!

Graves, D. (1983). Writing: Teachers and children at work. Portsmouth, NH:

Heinemann Educational Books.

Holdaway, D. (1984). Stability and change in literacy learning. NH: Heinemann.

Lukens, R. (1999). A critical handbook of children’s literature (6th Edition). New

York: Addison Wesley Longman

McMaster, J. (1998). “Doing” literature using drama to build literacy classrooms.

The Reading Teacher, 53, 116-123.

Morrow, L. M., Tracey, D. H., Woo, D.G., & Pressley, M. (1999). Characteristics of

exemplary first grade literacy instruction. The Reading Teacher, 52, 462-476.

Moustafa, M. (1998). Beyond traditional phonics: Research discoveries and reading

instruction. NH: Reed Elsevier, Inc.

Odean, K. (1997). Great books for boys. NY: Ballantine Books.

Pinnell, G.S., & Fountas, I.C. (1998). Word matters: Teaching phonics and spelling

in the reading/writing classroom. NH: Heinemann.

Rosenblatt, L.M. (1978). The reader the text the poem: The tranaxtional theory of

the literary work. Carbondale, III.: Southern Ill. University Press.

Roser, N., & Martinez, M. (Eds.). (1999). Book talk and beyond: Children and

teachers respond to literature. Newark, DE: International Reading Association.

Vygotsky, L.S. & Kozulin, A. (Ed.). (1986). Thought and language (1st ed.). Mass:

MIT Press.

Wepner, S., & Feeley, J. (1997). Moving forward with literature: Basals, books and

beyond. New York: Prentice Hall.

Professional Periodicals and Journals

Childhood Education

Elementary School Journal

English Journal

Horn Book

Journal of Learning Disabilities

Journal of Reading

Journal of Reading Education

Language Arts

New Advocate

Reading Instruction Journal

Reading Research and Instruction

Reading Research Quarterly

Reading Teacher

Reading World

School Talk (especially the issues that focus on phonics and invented spelling)

Internet Sites

Children’s Literature Web Guide

Association for Library Service to Children

Association for Supervision and Curriculum Development

Alphabet Superhighway Project

Children’s Literature: Beyond Basals

Carol Hurst’s children’s literature site

Children’s Book Council

National Council of Teachers of English

Phi Delta Kappa professional organization

International Reading Association’s on-line journal

International Reading Association

Montgomery County Public Schools has researched and linked all educational websites. Most comprehensive site for educators

websites.html

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DRAFT FEBRUARY 2, 2005