EECE 340syllabus Tuesday AMspring 2017-2 PDF

Preview

Summary

information regarding eece 340...

Description

EECE 340 Tuesday AM, spring 2017 K. Steuerwalt

SYLLABUS Queens College/CUNY Education Unit EECE 340 THE EARLY DEVELOPMENT OF LANGUAGE AND LITERACY SPRING 2017 INSTRUCTOR INFORMATION: Karen Steuerwalt Office: 054C Powdermaker Hall e-mail: [email protected] & [email protected] Class Times: Tuesday, 9:10-12 – Please note that this is a hybrid course. We will be meeting online and face-to-face Room: PH 018 Office Hours: Tuesday, 12:00-1:00 by appointment

A. COURSE DESCRIPTION EECE 340. The Early Development of Language and Literacy. 3 hr.; 3 cr. Prereq.: EECE 201 and junior standing; coreq.: EECE 310. Required for the NYS Initial Certificate Program in Childhood Education 1-6. Students in other initial certificate programs may enroll in this course. The course is designed to provide an understanding of language and literacy development in young children. Students examine the interaction between language development and cognition, the reciprocal relationship between spoken and written forms of language for the young child, and the design of developmentally appropriate materials and experiences for from birth – grade 2 students, including students from diverse social groups and those with disabilities. Among the major topics are: language assessment, language diversity, and emergent literacy. Emphasized throughout are teaching strategies and classroom experiences that foster language and literacy development in young children. This course is aligned with the Core Values of the Education Unit of promoting Equity, Excellence, and Ethics in urban schools and communities. More specifically, the Education Unit is committed to preparing teachers and other school professionals who: a) build inclusive communities that nurture and challenge all learners; b) demonstrate professionalism, scholarship, efficacy, evidence-based practice and reflection; and c) value diversity, democracy, and social justice. This course is aligned with the Core Values of the Education Unit of promoting Equity, Excellence, and Ethics in urban schools and communities. More specifically, the Education Unit is committed to preparing teachers and other school professionals who: a) build inclusive communities that nurture and challenge all learners; b) demonstrate professionalism, scholarship, efficacy, evidence-based practice and reflection; and c) value diversity, democracy, and social justice. ACEI (Association for Childhood Education International Standards) 1.0 Development, Learning, and Motivation--Candidates know, understand, and use the major concepts, principles, theories, and research related to development of children and young adolescents to construct learning opportunities that support individual students’ development, acquisition of knowledge, and motivation. 2.1. Curriculum: Reading, Writing and Oral Language. Candidates demonstrate a high level of competence in use of English language arts and they know, understand, and use concepts from reading, language and child development, to teach reading, writing, speaking, viewing, listening, and thinking skills and to help students successfully apply their developing skills to many different situations, materials, and ideas. 3.1 Integrating and applying knowledge for instruction—Candidates plan and implement instruction based on knowledge of students, learning theory, connections across the curriculum, curricular goals, and community. 3.2 Adaptation to diverse students—Candidates understand how elementary students differ in their development and approaches to learning, and create instructional opportunities that are adapted to diverse students. 3.4 Active engagement in learning—Candidates use their knowledge and understanding of individual and group motivation and behavior among students at the K-6 level to foster active engagement in learning, self motivation, and positive social interaction and to create supportive learning environments. 4.0 Assessment for instruction. Candidates know, understand, and use formal and informal assessment strategies to plan, evaluate and strengthen instruction that will promote continuous intellectual, social, emotional, and physical development of each elementary student.

1

EECE 340 Tuesday AM, spring 2017 K. Steuerwalt

5.1 Professional growth, reflection, and evaluation—Candidates are aware of and reflect on their practice in light of research on teaching, professional ethics, and resources available for professional learning; they continually evaluate the effects of their professional decisions and actions on students, families and other professionals in the learning community and actively seek out opportunities to grow professionally. 5.2 Collaboration with families, colleagues, and community agencies— Candidates know the importance of establishing and maintaining a positive collaborative relationship with families, school colleagues, and agencies in the larger community to promote the intellectual, social, emotional, physical growth and well being of children. NAEYC (National Association for the Education of Young Children) Standard 1: Promoting Child Development and Learning Standard 2: Building Family and Community Relationships Standard 3: Observing, Documenting, and Assessing to Support Young Children and Families Standard 4: Using Developmentally Effective Approaches to Connect Children and Families Standard 5: Using Content Knowledge to Build Meaningful Curriculum Standard 6: Becoming a Professional

B. COURSE LEARNING GOALS & OBJECTIVES 1.

Develop the knowledge, skills and dispositions necessary for providing developmentally appropriate language experiences for early childhood settings. (ACEI 1.0; NAEYC 1)

2.

Understand the central concepts, tools of inquiry, and the structures of early language development. (ACEI 1.0, 2.1; NAEYC 1)

3.

Learn and analyze topics of literacy including phonemic awareness, beginning reading, vocabulary, and comprehension connected to early childhood language and emergent literacy acquisition. (ACEI 1.0, 2.1, 3.1; NAEYC 1, 5)

4.

Design, teach, and reflect on instructional learning tasks that are developmentally appropriate and aligned to the appropriate learning standards. (ACEI 2.1, 3.2, 5.1; NAEYC 5, 6)

5.

Create a literacy rich environment that acknowledges individual and group interests, while enhancing language and literacy development. (ACEI 3.2, 3.4; NAEYC 3, 5)

6.

Develop literacy partnerships with home, school, and communities. (ACEI 5.2; NAEYC 4)

7.

Plan instruction, develop materials and activities for students with diverse language experiences. (ACEI 2.1, 3.2,5.1; NAEYC 5)

8.

Adapt instruction for individual differences and group needs. (ACEI 3.2, 3.4; NAEYC 3, 5)

9.

Utilize materials, technology and activities that exemplify effective teaching methods for students with diverse language learning experiences. (ACEI 2.1, 3.1, 3.2, 3.4; NAEYC 5)

10. Examine various assessments for emergent and beginning literacy. (ACEI 4.0; NAEYC 3) 11. Gain awareness of notable literature for young children and explore meaningful ways for creative and personal responses to the literature. (ACEI 1, 2.1, 3.4; NAEYC 1, 3, 5) 12. Become familiar with Danielson’s Framework for Teaching Guide, Common Core Learning Standards, and use academic language that is essential to understanding instructional content. (ACEI 1.0, 2.1; NAEYC 6)

2

EECE 340 Tuesday AM, spring 2017 K. Steuerwalt

C. REQUIRED PURCHASES: TEXTBOOK(S) AND SUPPLIES 1.

Required Text and Readings Pinnell, Gay Su & Fountas, Irene C. (2011). Literacy Beginnings: A Prekindergarten Handbook. Portsmouth, NH: Heinemann. A series of required readings will be posted on Blackboard throughout the semester. These readings supplement the text and are essential for understanding the course content.

2.

Required Children’s Literature – Hard copies of books are required. Downloaded or e-books will not meet the course requirements.  1 book with rhymes or finger plays  Leo Lionni’s, Frederick & two other books by Leo Lionni  1 picture book that includes a language other than English  1 picture book that represents your family and 1 picture book that represents your cultural heritage.  1 non-fiction picture book on spiders  2 different versions of the same fairytale  White, E. B. (1952). Charlotte’s Web. New York, NY: Harper Row Publishers, Inc.  4 or more books by assigned author/illustrator

3. Required Websites www.p12.nysed.gov/ciai/common_core_standards www.learner.org http://www.ncte.org/awards/orbispictus http://www.ala.org/alsc/ awardsgrants/bookmedia/sibertmedal Official site for assigned author/illustrator study

4.

Required Supplies Sticky pads, scissors, 1 business size envelope I will specify any materials and supplies that you need at least one class before you will need them, and also post what you need on the Blackboard site.

5.

Required Technology Computer Windows Media Player or Flash o How do I get help with Windows Media Player or Flash?

o

You can find the latest version of Windows Media Player at Microsoft's Web site. You'll be shown a list of several versions of Windows Media Player — and be asked to select one. Simply click on the version that matches your computer system, and the download begins automatically. The viewer is free. **NOTE for Windows-7 users: The plugin listed for WindowsVista will work on a Windows 7 machine.

o

For Flash, visit Adobe's site to install. Firefox users on Windows will also need the WMP plugin Mac users will need to download the Flip4Mac plugin for use in Firefox or Safari.

Videotaping device o Video cameras may be borrowed from the help desk at the library o Peer review of video clips will be conducted throughout the semester. 6.

Recommended Texts Clay, M. (2000). Follow Me, Moon. Portsmouth, NH: Heinemann. (Alternatively, Stones, No Shoes, or Sand.) Clay, M. (2008). Copymasters for the Observation Survey: Revised second edition. Portsmouth, NH: Heinemann. Cunningham, Patricia M. & Allington, Richard L. (2011). Classrooms that Work: They can all read and write (5th edition). Boston, MA: Allyn & Bacon. Owocki, Gretchen. (2012). The Common Core Lesson Plan Book, k-5. Portsmouth, NH: Heinemann.

3

EECE 340 Tuesday AM, spring 2017 K. Steuerwalt

D. COURSE TOPICS/UNITS/READINGS AND DATES WEEKLY TENTATIVE SCHEDULE CHILDREN’S LITERATURE, TEXT and/or REQUIRED READINGS MUST BE BROUGHT TO CLASS. Points will be reduced if student is not prepared for class. Online discussions will be graded. Topics Reading Assignments Please read the course syllabus & Section 1 Understanding Language Read: The Essentials of Early Literacy Instruction and Literacy Review the Common Core Learning Standards for Literacy, K- grade 2 (posted on Development Blackboard) Review Jan Brett’s website at www.janbrett.com Listen to Patricia Polacco’s talk at www.scholastic.com/teachers/contributor/patriciapolacco

Sessions 1 ACEI 1.0, 2.1 NAEYC 1, 5

Tuesday 1/31

2 ACEI 1-3; NAEYC 1, 3 3 ACEI 1-3; NAEYC 1, 2, 3, 5

2/07

Language: The Foundation for Learning

2/14 Online

Supporting New Language Learners

4 ACEI 1-3; NAEYC 1, 3, 5

2/21

5 ACEI 1-3; NAEYC 1, 3, 5

2/28

Developing Early Reading Behaviors: Learning About Print Concepts Developing Effective Read-Alouds

3/02

Read Across America Day Adapting Instruction for Individual Differences

6 ACEI 1-3; NAEYC 1, 2, 3, 5

3/07 Online

7 ACEI 1-3; NAEYC 1, 3, 5 8 ACEI 1-6; NAEYC 1, 3, 5 9 ACEI 1-3; NAEYC 1, 3, 5

3/14

An Aesthetic Approach to Literacy Development

3/21 Presentations

Planning Standards Based Instruction

3/28

Designing an engaging and developmentally appropriate literacy environment

10 ACEI 1-3; NAEYC 1, 3, 5

4/04 Online

Emergent Writing Practices

11 ACEI 1-3; NAEYC 1, 3, 5

4/25

Strategies for Developing Comprehension Skills

4/28 Friday 5/02

Observation Assignment due Reading and Writing Across the Curriculum

5/09

Writing Development – Early Knowledge and Emerging Interest Exploring Genre

12 ACEI 1-3; NAEYC 1, 3, 5

13 ACEI 1-3; NAEYC 1, 3, 5 14 ACEI 2.1; NAEYC 1, 3, 5 15 ACEI 1-4; NAEYC 1-5

5/16

5/23 Online Final

Read: Chapters 7; 11-12 Review Appendix A Please bring in one rhyme or finger play that you recall from childhood. Read Chapters 5 - 6; 9 Read: Storybook Reading for Dual Language Learners View: Building Oral Language (refer to video and on-line discussion group guidelines) on www.learner.org Read: Rap and Young Children: Encouraging Emergent Literacy Please read chapters 10, 19 & 24

Read: The Power of Planning & Developing Effective Read-Alouds Review pages 233-236 www.seussville.com/Educators/educatorReadAcrossAmerica.php View: Promoting Readers as Leaders (refer to video and on-line discussion group guidelines) on www.learner.org Read Chapter 14 Read Aloud Planning Phase & Preparation Phases Due. Please read and bring to class a copy of Leo Lionni’s, Frederick & two other books by Leo Lionni. Please bring to class scissors and one glue stick. Read Aloud Presentations. Please bring lesson plan draft, video recording device and all materials to class. Written work must be sent to [email protected] Read Chapters: 20-21; Review Appendix D.  Prepare the Name Puzzle on page 379 and bring to class. The name puzzle should be typed, durable, and prepared using Ariel font, size 48.  1 book that represents your family.  1 children’s book that represents your culture and/or home language.  1 children’s book that includes a language other than English Read: Section 4, Chapters 15-16 Read: Creating Print Rich Learning Centers View: Thalia Learns the Details (refer to video and on-line discussion group guidelines) on www.learner.org Read and bring to class Charlotte’s Web.

Please send as a word document to [email protected] Read and bring to class Charlotte’s Web. Read and bring to class one non-fiction picture book on spiders. Research what type of spider Charlotte was. You will be required to identify the research process you implemented and describe how it applies to young children. Participant Observer Log/Time Sheet must be submitted. Read: Chapters 17-18 Appendix D Select and read two versions of the same fairytale to share with the class. Explore the origins of the fairytale and be prepared to discuss your research during class. Must be sent to [email protected] Thank you for a wonderful semester. Enjoy your summer break with many good books.

4

EECE 340 Tuesday AM, spring 2017 K. Steuerwalt

ASSIGNMENTS, DUE DATES AND GRADING PLAN 1.

Attendance Attendance at all class meetings is mandatory. If an emergency occurs, please email the instructor within 24 hours. Please confirm illnesses, medical procedures, or emergencies with doctors’ notes or other verification. A three-page review of the week’s reading is required for each missed class and must be emailed within 1 week to avoid a grade penalty. Reading reviews will not be accepted after 1 week. Students who miss more than two classes must meet with the instructor and may be subject to a severe grade penalty, at risk for failing the class, or receive an incomplete at the discretion of the instructor. 

2.

Students who are absent, late, inattentive (i.e. texting, chatting) or repeatedly leave the class cannot contribute or benefit from class discussions, presentations, and other hands-on instructional activities and will receive a reduction in their participation grade. 2. More than two absences will result in a lower grade. 3. You are considered late if you arrive after I have taken attendance at the start of the class. Lateness that accumulates will result in a lowered grade. 4. You are responsible for the content of all classwork, regardless of lateness or absence. 5. Readings and preparatory assignments are to be completed before class sessions. Quizzes may be given on all required reading. 6. Your participation includes responding promptly to e-mail communications (within 24 hours). 7. Participation includes your responses to on-line Black Board discussion sessions. 8. Relevant articles, text and children’s literature must be brought to class.

Grading Grading for this course is based on a point system out of 100 total points. You will receive a final letter grade, based on the following point scale: Final Points

Grade Equivalent A+ A AB+ B BC+ C CD F

97-100 93-96 90-92 87-89 83-86 80-82 77-79 73-76 70-72 60-69 0-59

3.

Participation (includes 9 credits for online classes). 20 points This course is an intense, fast paced class that requires thoughtful, collaborative group work. Class sessions are a combination of lecture, discussion, and activities. During class you will plan, implement and evaluate instructional design based on readings and relevant children’s literature. Some of your instructional planning will be captured in video-clips or may inputted into electronic portfolios and reading log/literary folders. Expectations include full commitment to active engagement with the materials and readings. Readings/Discussions: The goal of assigned readings is for students to engage in scholarly discussions about the topics. This includes reading and bringing to class all required children’s literature. Participation points will be reduced each time a student is unprepared for class.

ASSIGNMENTS: All assignments must be submitted as a word document, double-spaced, using Arial 11-point font and 1” margins. Please proofread all your assignments carefully. Each assignment will be graded for spelling, grammatical structure and clarity of ideas. Errors in spelling, grammar, and usage will result in a lower grade. The Queens College Writing Center offers provides support options for students. http://writingatqueens.qc.cuny.edu/the-writing-center/.

5

EECE 340 Tuesday AM, spring 2017 K. Steuerwalt

Note that late assignments will be penalized 10% of the total grade for each week (or portion thereof) that they are late. In no case will any assignment be accepted after it is two weeks late. SUBMISSION REQUIREMENTS: Most assignments will be submitted electronically and sent as an attachment to [email protected]

All assignments must be submitted on the day they are due or risk point reduction or failure. Documents not properly labeled will not be opened and risk a late penalty.  Work must be submitted as a word document.  Click save as.  Then, label each attachment with your name, course, and title of assignment. o Example: Gilmore340TamObservationAssignment

Author/Illustrator Study. 10 points (ACEI 1, 2.1, 3.1; NAEYC 1) Due: As assigned Quality teaching requires that we are familiar with the content and model curiosity and high interest in learning new things. This semester we will be exploring the works of many different authors and illustrators. Each week a different group of students will explore, research, read and share books by an assigned author and/or illustrator. Assigned groups will begin the class by introducing the author and/or illustrator and provide an overview of how an author study assists emergent writers in developing an understanding of the writer’s craft. You will share with the class,  How you researched the author/illustrator, o Include a presentation and overview of the official author’s ...