The University of Texas at ArlingtonCollege of Education

College of Education

Department of Curriculum and Instruction

Summer 2008

COURSE TITLE:

ECED 5321 - Language and Literacy Development: The Early Years

COURSE LOCATION & TIME:

June 16, 2008-July 3, 2008; M-F (5:00-8:30pm), Section .001:

SH 333 & Online via WebCT

Instructor: Dr. Kim K. RuebelOffice: SH 322M

Office Hours: by appointmentPhone:817-272-7447

Mailbox:Box 19227Email:

The mission of The University of Texas at Arlington is to pursue knowledge, truth and excellence in a student-centered academic community characterized by shared values, unity of purpose, and diversity of opinion, mutual respect and social responsibility. The University is committed to lifelong learning through its academic and continuing education programs, to discovering new knowledge through research and to enhancing its position as a comprehensive educational institution with bachelor’s, master’s, doctoral and non-degree continuing education programs.
The mission of the UTA College of Education is to develop and deliver an educational program that ensures the highest of teacher and administrator preparation and performance and to be a recognized contributor in the field of educational research and practice through effective teaching, quality research, and meaningful service. The College is committed to the advancement of teaching and learning in all educational environments, at all levels, and for all students. The collaboratively developed shared vision of the University of Texas at Arlington’s College of Education is based on core values, dispositions, and commitments of:
  • Excellence
  • Learner-Centered Environment
  • Research-Based
  • Collaboration
  • Diversity
  • Technology
  • Field Experiences
  • Life-Long Learning
(College of Education Conceptual Framework, 2004)

Course Prerequisites: EDTC 4201, ECED 4317, ECED 4318, maintenance of minimum required GPA, successful Criminal Records Check

Required Textbook(s) and Materials:

Burns, S.; P. Griffin; and C. Snow (1999). Starting out right: A guide to promoting children’s reading success. Washington, DC: NationalAcademy Press. Go to and search by topic, education, early childhood. Next, in the search box type Burns, Griffin, Snow. The book will come up. You may purchase the pdf version for less than twelve dollars or read the text online for free.

Supplemental Readings

Fillmore, L.W. and C.E.Snow (2000). What teachers need to know about language. Available online April 29, 2002:

Heroman, C. (1999). Language and Literacy in the Early Years. Teaching Strategies Electronic Newsletter. View on the internet at:

(While you are at Teaching Strategies website, check out the free downloads. There is an excellent full text copy of a Parent Book, Reading Right From the Start, and others on literacy development, brain development, assessment, and creating a primary classroom community.)

Neuman, S.B.; C. Copple; and S. Bredekamp. (1998). Learning to read and write:

Developmentally appropriate practices for young children. Washington, DC: NAEYC. Available online December 6, 2002:

Course Description:Focus on the young child’s developing oral and non-verbal communication skills. Examine relationship between listening, talking, reading and writing. Consider theories of early reading and writing in young children. Special attention to the relationship between literature, social and cognitive development, technological advances, and diversity in children and families. Weekly field experiences with EC - 4 students is required.

Course Learning Goals/Objectives: The student will:

  1. Describe the relationship between language development/background and literacy development.
  2. Describe general stages of language development.
  3. Describe general stages of literacy development from birth to age eight.
  4. Demonstrate strategies to support the development of emergent literacy skills and dispositions for EC-4, including strategies to enhance a child’s knowledge of print and strategies that motivate interest in reading and writing.
  5. Describe the difference between emergent literacy and reading readiness.
  6. Discuss how speaking, listening, reading, and writing are related and important in an early childhood classroom.
  7. Describe a language and literacy-rich environment for children birth to age 10, including both home and school environments.
  8. Describe the importance of encouraging language use across the content areas found in early childhood classrooms.
  9. Demonstrate appropriate strategies for helping students acquire and use alphabetic principle, phonemic awareness and phonics.
  10. Describe the importance of children’s literature to positive development of skills and dispositions of children’s literacy skills.

The student will review and apply the standards determined by the state of Texas as necessary for a quality early childhood instructor and applicable to this course. (See attached TExES standards applicable to this course at the end of this syllabus.)

Field Experiences: The class will complete 20 hours of field assignments. Students need to choose their field site. Consider the following: Summer school programs, YMCA, Boys and Girls Clubs, Mission Arlington, College for Kids, VacationBibleSchools, and one-on-one tutoring. Once the site is located, a criminal record check may be needed. If so, the fieldwork cannot begin until the criminal record check has cleared. Students will be assigned activities and responsibilities in one of the early learning site. Responsibilities might include (but are not limited to):

  • Work one-on-one with students
  • Prepare and conduct literacy activities with the children, including reading
  • Any curricular activities (math, science, etc.) that utilize literacy
  • Movement, music, computer, and game activities

Criminal record check: When a UTA student begins to work in a school or center for any reason, he/she will need to complete a Criminal Record Check (CRC) form. The CRC form should be completed during the first day of classes. The school district or center will process the criminal record check and then notify students of any CRC that does not clear. In the case that a student is notified by the school district or center that his/her CRC does not clear, he/she must report immediately to the Field Experience Office and withdraw from internship, residency, and any class requiring field work components. Because of the possibility that CRCs that do not clear may not be reported to students until after census date, students bear the responsibility of any loss of fees due to subsequent withdrawal from the teacher education program.

Course Schedule - ECED 5321 - Spring, 2008– Dr. Ruebel

Date / Class Topics / Assignment
Monday,
June 16
Meet at UTA / Course Overview
Foundations of Early Literacy /
Read Online: NAEYC/IRA Learning to Read and Write:
Read Online: What teachers need to know about language?

Tuesday,
June 17
Field Work / Observation and Literacy Tutoring
Criminal Record Check Due / Chapter 1: Growing Up to Read
Wednesday,
June 18
Field Work / Observation and Literacy Tutoring / Debrief Discussion (Email to Ruebel): How was reading taught in your primary classroom? What are the benefits and limitations of these approaches?
Thursday,
June 19
Field Work / Chapter 2: Becoming Real Readers
Friday,
June 20
Field Work / Chapter 3: Preventing Reading Difficulties
Monday,
June 23
Field Work / Word Study: Learning about letters, sounds and words:
1.) ,
2.) ,
3.)
4.)
Tuesday,
June 24
Field Work / Observation and Literacy Tutoring / Debrief Discussion(Email to Ruebel): How do you respond to assigned reading as compared to self-selected reading?
What implications do your experiences have for you as a future teacher?
Wednesday,
June 25
Field Work / Observation and Literacy Tutoring / Debrief Discussion(Email to Ruebel):
Why do you think reading aloud to young children is considered an important literacy activity? What do you think it contributes to children’s literacy development?
Thursday, June 26 / WORK DAY – Storytelling & Family Literacy Brochure
Friday,
June 27
Field Work / Observation and Literacy Tutoring / Debrief Discussion (Email to Ruebel):
What have you learned about literacy development from field work? How will this change your future teaching?
Monday,
June 30
Meet at UTA / Story Telling Demonstrations Due / Review for Final Posted
Field Based Verification Sheet Due: Accurate records must be kept and a signature must be on the form for total points
Tuesday,
July 1 / Family Literacy Brochure Due
.
Wednesday,
July 2 / Study
Thursday,
July 3
WebCT / Final Exam: Chapters 1, 2, 3, PLUS online readings

Important Note

This syllabus is purposefully a working document. Teaching and learning atall levels require a match between instructor requirements, environment,and student interest, background, experiences and opportunities. Teaching and learning should involve adaptations and I reserve the right to alter anyportion of this syllabus, including assignments, due dates, and gradepercentages as circumstances may warrant. A written revision will followmajor changes.

Specific Course Requirements:

  1. Debrief Discussion Journal (20 points)

a)Keep a journal, briefly describing your field work.Post a 250 word entry to the Discussion Board(i.e., click on Communications, then Discussions on WebCT – Click Compose Message and later Post) once per week – three times in all.You may respond to others as you see fit.

b)Respond to discussion questions posted on schedule and send to Dr. Ruebel via WebCT email (click on Communications, Mail, Compose Message, then Send) by the date posted on the schedule. 250 word minimum.

  1. Storytelling with Peers/Children: (25points total – Due: June 30, 2008) This will be presented in two parts. The learner will plan and tell a story to peers/children. You will CREATIVELY

a)Prepare or present a story or poem with visual aids or prop box.

b)You may use puppets, magnetic boards, felt boards, teacher made materials, and store bought materials.

c)Use the class and audience as participants.

d)Provide a one page handout for each person in the class. Include the following:

  • One to two TEKS
  • Measurable objective based on the TEKS
  • Focus: How will you get students’ attention before you begin the storytelling
  • Based on the Learning Goals and Objectives for this course, what is the purpose of this activity? (page 2 syllabus)
  • Summary of the story or poem (include full citations, APA style – try using
  • Extension activities
  1. Storytelling With Peers/Children reflection: (10 points total)

a)Write a one page reflection answering the questions, “What did I do well?” “What would I change next time?”

b)Due June 30, 2008, as an email attachment in WebCT.

  1. Build a Family Literacy Brochure:(20 points) Working with a partner or as an individual, compile a Family Literacy brochure that focuses on the learning goals and objectives for this course (page 2). The brochure should be composed of one listening activity, one speaking activity, one reading activity, and one writing activity. Also, create one parent information page that supports your assigned objective.

When choosing, writing, and describing your activities keep in mind that not all families have literacy materials in the home or funds to purchase them. You will also want to align the parents projected reading comprehension level with the tone of your informational page. (Due Tuesday, July 1, 2008 – Send via WebCT mail)

5. Final Exam: (20 points)The final exam will cover chapters 1, 2, and 3, notes, and class discussions. (Due Thursday, July 3, 2008 – The Exam Review as well as instructions on how to take the exam via WebCT will be posted to the Discussion Board).

6. Field Based Hour Verification: (5 points)The field based verification log should be signed and turned in on Monday, June 30, 2008, at the beginning of class.

Course Requirements:
Professional Growth and Development Requirements

Preparation: Reading assignments are important and enable students to examine beliefs, explore theories, and debate ideas with fellow students and instructor. The assigned materials are to be read before coming to class, allowing you to be prepared to participate fully and add to the richness of class discussions and activities. Lectures from the text will be minimal; however, discussions will follow the assigned reading topics.

Attendance: Attendance is a strong indication of your commitment and professionalism; therefore, attendance will be taken and absences will be seriously considered when assigning final grades. Two absences can result in lowering the final grade by one letter grade. Tardiness and exiting early are distracting and disrupt the learning environment; therefore, two such events will equal one absence. Four or more absences will result in your not passing this course.

Participation: It is important that we listen to and learn from each other; therefore, full and active participation is required as we create a community of learners. You are expected to add depth to discussions at each meeting. Lack of participation gives the appearance of lack of interest and/or preparation.

Please do not underestimate the importance of your professional behavior and participation in your field work, as we are guests in the school or center. You are in a profession that requires behaviors that include a commitment to timeliness, responsibility, cooperation and team work, prior planning, above average writing and speaking skills, and an attitude of respect for colleagues and mentors. Earning a grade of A for this course requires more than earning A's on all assignments; it additionally requires a demonstration of professional behaviors.

Course Policies:

Written Assignments: Teachers must speak and write effectively; therefore, all written assignments must be in good form: check spelling, proofread, and staple or paper clip. Points may be deducted for inappropriate content and form.

All written work is to be formatted in 12 point font with your name and page number on each page. Additionally, the first page of each assignment must have your name, my name, the course number and section, the date turned in, and assignment title. Points will be taken off if ANY of this required format is missing.

Timeliness: All assignments are expected on the due date unless the instructor gives prior approval. Assignments not turned in on time will earn a maximum of 70% of the maximum grade possible. In the case of incomplete work, a grade of "I" can be awarded ONLY in the event of serious circumstances that prevent completing all work.

Grades and Learning: No extra credit work will be given; however, because learning is important, you may be asked to reconsider and/or amend assignments completed that do not demonstrate an effective level of growth on your part. You will not be allowed to resubmit work that earned a low grade because the directions were not followed. This document provides clear and important information - PLEASE USE IT!

Concerns: Should problems or concerns arise, it is your responsibility to solicit help. This is to be done before problems affect your grade - not after.

All borrowed materials must be returned or an "Incomplete" will be reported to the university. If you receive an "I'" please note that it will convert to "F" in time.

Department/University Policies:

Medical Reimbursements: University students will be responsible for their own transportation, meals, and health care while participating in the field-based program. University students bear the burden of any expenses incurred in conjunction with injuries that may occur during field-based classes/components, internship and residency. The university will not reimburse the student for any expenses related to injuries or illness.

Meeting Site: This course will meet at UTA and a field based site. Should our classroom meeting site at UTA become unavailable for any reason, another location has been provided in order to take exams or make presentations that might have been interrupted.

Grade grievance: The student has one calendar year from the date the grade is assigned to initiate the grievance. The normal channels are to express your concerns in writing first to the course instructor, then to the appropriate department chair or program director, then to the academic dean, and then to the Provost.

Student Support Services: The University supports a variety of student success programs to help you connect with the University and achieve academic success. They include learning assistance, developmental education, advising and mentoring, admission and transition, and federally funded programs. Students requiring assistance academically, personally, or socially should contact the Office of Student Success Programs at 817-272-6107 for more information and appropriate referrals.

Maintaining eligibility for Continuing in ECED courses:

Electronic Devices: As a courtesy to your instructor and classmates, please keep use of any electronic devices such as cell phones and pagers to emergency situations only. Notify the instructor of such emergency before class - distractions by electronic devices will affect your grade.

UTAWritingCenter: Professionally trained tutors offer help with writing projects at any stage of the process at no cost to UTA students. You can submit a rough draft via email and request feedback from a tutor at the On-Line Writing Lab (http:

Grade Calculation: Students who earn a D or an F in any education (EDUC), technology (EDTC), reading (READ), or early childhood (ECED) class must retake the course and make C or better in order to earn certification. If a student earns a D or an F prior to Internship or Residency, he/she may not proceed to those field experiences before retaking the course and earning a C or better and maintaining a 2.75 cumulative GPA in EDUC, EDTC, READ and ECED coursework. The university's grade replacement policy does include EDTC, READ, and ECED coursework.

A = 100% - 93%

B = 92% - 85%

C = 84% - 77%

D = 76% - 70%

F = below 70%

Americans with Disabilities Act (ADA): If you are a student who requires accommodations in compliance with the ADA, please consult with me at the beginning of the semester. As a faculty member, I am required by law to provide “reasonable accommodation” to students with disabilities, so as not to discriminate on the basis of that disability. Your responsibility is to inform me of the disability at the beginning of the semester and provide me with documentation authorizing the specific accommodation. Student services at UTA include the Office for Students with Disabilities (located in the lower level of the UniversityCenter) which is responsible for verifying and implementing accommodations to ensure equal opportunity in all programs and activities.