CHIPOLA COLLEGE COURSE SYLLABUS COURSE TITLE: COURSE NUMBER: Early and Emergent Literacy RED 3009 COURSE DESCRIPTION: This course familiarizes students with early literacy development and conditions promoting total literacy from birth through lower elementary grades. All aspects of literacy are explored: reading, writing, listening, and speaking. 3 semester hours credit. 20 hours of practicum and practice teaching are required; restricted to grades K-2 only. INSTRUCTOR: Casey Bush, M.S. Office – Room 105, Building G (850) 526-2761 Ext. 2449 [email protected] Office hours – Posted on door DATE OF LATEST REVISION: Fall 2010 REQUIRED TEXTS AND SOURCES McGee, Lea & Richgels, Donald. Literacy’s Beginnings: Supporting Young Readers and Writers, Pearson, 5/e, 2008. ISBN: 9780205533367 Honig, Bill, Diamond, Linda and Guthlohn, Linda, Teaching Reading Sourcebook, Arena Press, 2nd Edition, 2008. ISBN: Put Reading First, The Research Building Blocks for Teaching Children to Read, U.S. Department of Education, 2003. (This will be provided for you.) Sunshine State Standards – Florida Department of Education (Please print the Sunshine State Standards for Reading and Language Arts for Grades K-2.) Course Evaluation Criteria: Exams (10%) Quizzes (10%) Major Assignments (20 %) Tasks (50%)* Attendance & Participation (10%) *Participation grade is earned by achieving a grade of 70% or higher on in-class assignments Your final grade will be based upon the college grading scale which is as follows. State of Florida Requirement for Upper Division Credit: Minimum grade for course = C. A B C D F 93 – 100 83 – 92 70 – 82 60 – 69 Below 60 *Tasks must meet the criteria for “demonstrated” as determined by the scoring rubric to earn credit for this course. Tasks are due at the beginning of class. Tasks are considered “LATE” after the moment the instructor takes them up. Any task received late will result in a grade of “0”. A task judged as “partially demonstrated” or “not demonstrated” may be resubmitted for the purpose of demonstrating the accomplished practice indicator. The original grade will be used when calculating the course average. Points will not be added for resubmissions but will be deducted if not resubmitted within the timeframe set forth by the instructor. To pass this class ALL tasks must be successfully demonstrated with “acceptable” formal reflections included. The Chipola Catalog provides specific information regarding other outcomes from the grading system. A student’s Grade Point Average is derived from the grading system/quality point scale. STUDENT LEARNING OUTCOMES FOR : At the completion of the course the students will be able to: Florida Educator Accomplished Practices (FEAP) Professional Educator Competencies (PEC) Identify strategies and practice instructional methods of research-based strategies for teaching phonemic awareness, phonics, vocabulary, fluency, and comprehension. 1.07 1.11 3.10 3.11 3.12 3.13 4.01 4.02 4.03 4.08 5.05 7.07 7.08 8.01 8.02 8.03 10.04 10.07 10.15 1.07 1.10 1.11 4.01 4.02 4.03 4.08 5.05 7.05 8.01 8.02 8.03 10.07 1.3 3.2 4.1 8.1 8.2 8.3 8.6 10.3 1.1 1.2 2.1 2.2 2.4 2.5 8.1 8.3 1.3 6.3 Examine the development of oral language 1.07 1.11 5.05 8.01 8.02 8.03 10.07 1.3 3.2 8.1 8.3 Explain the connection between oral language development and later success in learning to read and write 1.07 1.11 5.05 8.01 8.02 Understand the developmental nature of literacy Florida Competencies and Skills (FC/S) 6.2 1.3 3.2 8.1 8.3 English Speakers of Other Languages (ESOL) Performance Standards 4.2 4.3 4.4 9.3 9.4 10.2 10.3 10.4 10.5 11.3 15.5 4.2 4.3 4.4 8.1 9.3 9.4 10.2 10.4 10.5 10.6 10.7 10.8 10.9 11.3 15.5 4.2 4.3 4.4 8.1 9.3 9.4 10.2 10.4 10.5 10.6 10.7 10.8 10.9 11.3 15.5 4.2 4.3 4.4 8.1 9.3 Assessment Activity Task 10.5A Task CC4B MA 1 MA 2 MA 3 MA 4 MA 5 MA 7 Quizzes Exams MA 1 MA 6 Task CC4B Quizzes Exams Discussion from textbook Quizzes Exams Discussion from text book Quizzes Exams 8.03 10.07 Explore organizational models for classrooms to promote early literacy development Familiarize self with assessment tools of early written literacy 3.10 3.11 3.13 4.01 4.02 4.03 4.08 8.01 10.04 10.15 1.07 1.11 5.05 8.01 8.02 8.03 10.07 8.1 8.3 1.3 3.2 8.1 8.3 1.4, 6.2 9.4 10.2 10.4 10.5 10.6 10.7 10.8 10.9 11.3 15.5 4.2 4.3 4.4 9.3 9.4 10.2 10.4 10.5 11.3 15.5 4.2 4.3 4.4 8.1 9.3 9.4 10.2 10.4 10.5 10.6 10.7 10.8 10.9 11.3 15.5 CC4B Task 10.5A Quizzes Exams Discussion from textbook, Quizzes Exams Florida Reading Endorsement Competencies Specific Indicator A: Phonemic Awareness 1.A.1 1.A.2 MA 1 Task CC4B 1.B.1 1.B.2 MA 2 Task CC4B • Identify and apply basic concepts of phonology as they relate to language development and reading performance (e.g., phonological processing, inventory of phonemes, phonemic awareness skills, phonemic analysis) * • Distinguish both phonological and phonemic differences in language and their applications in written and oral discourse patterns (e.g., language & dialect differences) * Specific Indicator B: Phonics • Identify structural patterns of words as they relate to reading development and reading performance (e.g., inventory of orthographic representations, syllable conventions; spellings of prefixes, root words, affixes) * • Apply structural analysis to words (e.g., orthographic analysis, spelling morphologies, advanced phonics skills) Specific Indicator C: Fluency 1.C.1 1.C.2 MA 3 Task CC4B • Identify the principles of reading fluency as they relate to reading development • Understands the role of reading fluency in development of the reading process Specific Indicator D: Vocabulary • Identify and apply principles of English morphology as they relate to language acquisition (e.g., identify meanings of morphemes, inflectional and derivational morphemes, morphemic analysis) * 1.D.1 1.D.2 MA 4 Task CC4B • Identify principles of semantics as they relate to vocabulary development (e.g., antonyms, synonyms, figurative language, etc.) Specific Indicator E: Comprehension • Identify principles of syntactic function as they relate to language acquisition and reading development (e.g., phrase structure, types of sentences, sentence manipulations) * 1.E.1 1.E.2 1.E.3 1.E.4 MA 5 Task CC4B • Understands the impact of variations in written language of different text structures on the construction of meaning • Identify cognitive task levels and the role of cognitive development in the construction of meaning of a variety of texts (e.g., knowledge, comprehension, application, analysis, synthesis, evaluation) • Understands the transactive nature of the reading process in constructing meaning from a wide variety of texts and for a variety of purposes (e.g., text connections: within texts, across texts, from text to self, from text to world) Task CC4B Specific Indicator F: Integration of the major reading components • Identify language characteristics related to informal language and cognitive academic language. * • Identify phonemic, semantic, and syntactic variability between English and other languages. * • Understands the interdependence between each of the major reading components and their effect upon fluency in the reading process (e.g., reading rate: phonological processing and construction of meaning) • Understands the interdependence between each of the major reading components and their affect upon comprehension (e.g., construction of meaning: vocabulary, fluency) 1.F.1 1.F.2 1.F.3 1.F.4 1.F.5 The following ESOL Competencies and Skills will be addressed in RED 3009: 1.1: Apply principles of English phonology as they relate to language acquisition and use. 1.2: Apply principles of English morphology as they relate to language acquisition and use. 1.3: Apply principles of English semantics as they relate to language acquisition and use. 1.4: Apply principles of English pragmatics as they relate to language acquisition and use. 1.5: Apply principles of English syntax as they relate to language acquisition and use. 1.12: Analyze phonological, morphological, semantic, pragmatic, syntactic, and discourse differences between English and other languages. 2.4: Distinguish language characteristics of basic interpersonal communication skills (BICS) and cognitive academic language proficiency (CALP). 2.13: Identify the impact of heritage language phonology, morphology, semantics, and syntax on English language acquisition. 4.6: Identify resources that increase comprehension of text for ELLs. 6.1: Identify communication and instructional strategies that promote BICS and CALP. 6.7: Identify major researchers (e.g., Jim Cummins, Stephen Krashen, Virginia Collier and Wayne Thomas, Diane August) and their contributions to the field of second language teaching and learning. 6.8: Identify appropriate methods and strategies to teach language arts to ELLs. 6.11:Identify methods and strategies of differentiating instruction (e.g., providing context) for ELLs at various proficiency levels. 8.1: Identify characteristics of reading stages for ELLs. 8.3: Identify characteristics of writing stages for ELLs. 8.8: Identify appropriate methods of instructing ELLs in the areas of phonemic awareness, phonics, fluency, vocabulary, and reading comprehension. 9.4: Identify appropriate adaptations of tests, test items, and test tasks according to the student's level of English proficiency. Students enrolled in RED 3009 will be required to complete following: 1. Identify and model appropriate instructional techniques that foster the development of phonemic awareness and phonics skills. 2. Describe the interrelatedness of reading and writing and how the skills develop concurrently. 3. Design literacy center that fosters the development of phonemic awareness, phonics, and fluency for emergent literate learners. 4. Develop lesson plans that utilize a variety of support and enrichment activities and materials to enhance literacy skills. 5. Perform a case study analysis on an emergent reader and identify appropriate instructional strategies for such. Students enrolled in RED 3009 will required to complete the following. A. 20-hours Observation and Participation This course requires 20 hours of observation and participation in a local public school. You must observe in grades K-2, and may not earn more than 2 hours in one day for this course. Be sure to sign in at the school EVERY time you go, even if the school says it is not required. The log must be turned in to the instructor by the designated date. Any falsification of signatures or other data on the log will result in an Honor Code Violation* to be placed in your permanent record, a lettergrade reduction of this course’s final grade*, and you will have to complete an additional 20 hours in a school and classroom designated by the instructor. Failure to complete the required hours or failing to turn in the form by the designated date will cause you to receive an Incomplete for this course until the hours are satisfactorily completed and the log submitted. *If this is your first Honor Code Violation; if you already have an Honor Code Violation on file, you could receive a failing grade for the course and/or face a committee hearing and expulsion from the Teacher Education Program. B. Exams (10% of final grade) There will be a midterm and final. They will receive equal weight. C. Quizzes (10% of final grade) After activities and instruction from various chapters of the book, there will be a quiz. Quizzes cannot be made up if missed. If you know you are going to be absent, you must contact the instructor prior to class and arrangements can be discussed to take the quiz before the anticipated absence, but not after. D. Tasks (50% of final grade) 1. Task 10.15A Field Journal Portfolio – This task is designed for the teacher to reflect on practices they have seen in the practicum setting. This will serve as a toolbox in documenting instructional strategies in the development of literary instruction. Your practicum experiences will be focused observations with guiding indicators to look for and questions to reflect upon. Participation, observation, and interaction should occur during reading instruction in grades K-2. (FEAPs: 3.10, 3.11, 3.13, 10.15) 2. Task CC4B Learning Center – The teacher creates a literacy center appropriate for children who are emergent literate (No older than 2nd grade). The activities selected for the center should identify and apply the basic concepts of phonology (phonemic awareness), structural analysis of words (phonics), the principles of reading fluency (fluency), the principles of English morphology as they relate to language acquisition (vocabulary), and identify cognitive task levels and the role of cognitive development in the construction of meaning and applies the transactive nature of the reading process in constructing meaning from text (comprehension). You will also acknowledge and bring awareness to supplemental trade and chapter books on your topic. Be aware during this Task, you must integrate children’s literature from the Chipola Library Teacher Resource Bookshelves. (FEAPs: 4.1, 4.2) E. Major Assignments (20% of final grade) 1. Phonemic Awareness Activity – Present to the class a phonemic awareness activity that would be appropriate for not only low-level learners, but for English Language Learners. There are many activities listed on the Florida Center for Research’s website and books can be found in the Resource Room. Present your activity to the class, and provide a handout with directions for the activity for each member of the class. 2. Phonics Activity: Present to the class a phonics activity that would be appropriate for not only low-level learners, but for English Language Learners. There are many activities listed on the Florida Center for Research’s website and books can be found in the Resource Room. Present your activity to the class, and provide a handout with directions for the activity for each member of the class. 3. Fluency Activity: Present to the class a fluency activity that would be appropriate for not only low-level learners, but for English Language Learners. There are many activities listed on the Florida Center for Research’s website and books can be found in the Resource Room. Present your activity to the class, and provide a handout with directions for the activity for each member of the class. 4. Vocabulary Activity – Present to the class a vocabulary activity that would be appropriate for not only low-level learners, but for English Language Learners. There are many activities listed on the Florida Center for Research’s website and books can be found in the Resource Room. Present your activity to the class, and provide a handout with directions for the activity for each member of the class. 5. Comprehension Activity – Present to the class a comprehension activity that would be appropriate for not only low-level learners, but for English Language Learners. There are many activities listed on the Florida Center for Research’s website and books can be found in the Student Resource Center. Present your activity to the class, and provide a handout with directions for the activity for each member of the class. 6. Case Study – This task is designed for the teacher to take data from the case study’s demonstrated levels and provide an instructional plan. The case study for an emergent reader will be provided for you. From this data, you will need to develop an instructional plan for the student using the format and prompt questions. 7. Teaching Experience – You will sign up to present to the class either a reinforcement/enrichment lesson on a comprehension reading skill. The classroom peers will serve as the elementary students receiving the lesson. 8. Reading Aloud Sessions – Throughout your observation/field journal participation hours, you will be conducting a different read aloud on two various occasions. One of the most difficult parts about beginning teaching is getting used to reading and speaking in front of a classroom. You will need to watch how your practicum teacher presents this type of useful communication/teaching technique and do your best to model this behavior. You will need to select two pieces of reading material from the Chipola Library Teacher Resource Bookshelf. You will be expected to prepare beforehand how you plan to interact with the students through this text, using vocabulary, character analysis, visualizing, and so on. F. Attendance and Participation (10% of final grade) You will receive two grades in this category: one for attendance, the other for participation. GRADE ONE: ATTENDANCE – The following scale will be used to calculate the attendance grade based on unexcused absences per 50-minute class period. The first 3 absences can be missed for any reason and no deduction will be made. After the third absence, only excused absences (personal illness, child’s illness, death in family, inclement weather, or other reason deemed excusable by the instructor) will not incur a penalty. 0 to 3 absences……100 4th absence…………90 5th absence…………70 6th absence…………60 Over 6 absences…….0 Being tardy will result in a 5-point deduction per tardy, beginning after the third tardy. GRADE TWO: PARTICIPATION – Participating in class discussion and activities is an important component of the learning process. You are expected to participate in these discussions and activities and not be distracted by nonrelated things. That being said, having your laptops open during class, text messaging during class, working on assignments not related to this class, or in cases of being in the computer lab, being on websites not related to the course content (such as Myspace and Facebook, etc.) will result in point deductions for each offense. Your participation grade will be deducted each time you engage in non-class related activities, including all the aforementioned. 1st offense…….……90 2nd offense………...70 3rd offense…….…...50 Over 3 offenses….….0 Expectations 1. Attendance is critical. Part of being a professional teacher is being at school every day. The first three absences will not count against you, no matter the reason. However, after the 3rd absence, a penalty may be assigned. An excused absence will not count against you, if: i. The instructor was contacted via phone call or email PRIOR to the absence. If for some reason I do not answer my phone (718-2449), you may leave a voicemail or a message with the Department Assistant (Shawn Keihn, 718-2492). ii. Documentation is provided upon your return to campus if requested by the instructor. Documentation will not be accepted after the first day you are back on campus. iii. The instructor reserves the right to excuse or not excuse any absence, and each absence will be evaluated on a case-by-case basis. iv. If an assignment is due that day, it must still be submitted. 2. Tardy: A 5-point deduction will be made against your participation/attendance grade for any tardy or early departure after the third one. 3. Preparedness: Students are expected to be prepared for class and to prepare required assignments in a timely manner. 4. Ethics: As members of the Chipola College Elementary Education academic community, you are a pre-service teacher. You are expected to commit yourself honestly. Honesty in academic work is vital and students should not knowingly act in ways which erode that integrity. Accordingly, actions or tolerance of cheating, plagiarism, bribery, conspiracy, misrepresentation, or other violations of the Chipola College Student Code of Conduct will result in disciplinary action on the first incident. Disciplinary action can include: degree program modification, grade reduction, suspension, or expulsion. Don’t risk it! 5. Written Work: All written assignments will be judged on the accuracy of the content, comprehensiveness, typography and design, correct usage of grammar, correct capitalization, spelling, and punctuation; clarity of thought, and logical order and sequence. Moreover, students are expected to adhere to specified formats; use various sentence patterns and structure; make use of transitional words and expressions, and maintain appropriate focus. 6. Oral Presentation: Any time a student speaks in front of the class, all presentations will be judged on correct punctuation and enunciation, projection, effective use of gestures, meaningful use of visuals, attention getting procedures, maintenance of audience interest, correct use of grammar and language, and degree of presenter enthusiasm and interest in the topic. METHODS OF INSTRUCTION Lecture, Class discussions and/or interactions, Large and/or small group projects, activities, discussions, etc., Read and report on professional education and subject matter articles, research, and other materials, Oral presentations, Clinical experiences and reflective papers, field journals, and discussions about them, Portfolios, Videotaping of student teaching a lesson with feedback from instructor and students. LIBRARY AND ON-LINE REFERENCE MATERIALS: The library is a comprehensive, learning resource center providing information in print, electronic, and multimedia format to support the educational objectives of the College. In addition to print media, online catalogs and resources can be accessed through www.linccweb.org and www.netlibrary.com. Library hours are posted each semester at the building entrance. Chipola’s website is located at www.chipola.edu. TECHNOLOGY and other RESOURCES: The Information Technology Center, located in the library, is equipped with computer workstations. Lab hours are posted each semester at the building entrance. ACE in Building L, Education Resource Room in Building G. The Education Resource Room in Building G will close for the evening when the last instructor leaves the building. Students may not stay in the resource room to work on assignments without a College Faculty Member on site. ATTENDANCE, PROCEDURES, AND WITHDRAWAL POLICIES: 1. Attendance: Students are expected to attend every class. Class will begin at the scheduled time. Students are expected to be prepared to begin work at this time. Students will be counted tardy if they arrived late or if they leave early. 2. Procedures. A. Students are expected to complete reading assignments prior to each class so they can actively participate in class discussions and group activities. B. Work is to be handed in at the beginning of class – on the assigned due dates. Late work will not be accepted. C. Student conversations in class must be confined to specific course readings and relevant examples. D. The class will follow the course syllabus as closely as possible. Changes may be made to allow for observations and other visits. Regular attendance in class will assure getting all pertinent information. 3. Withdrawal Policies: Students will not be administratively withdrawn from this course due to excessive absences. It is the student’s responsibility to acquire the appropriate forms and to execute the appropriate college sanctioned procedures to officially withdraw from this course. A student is allowed to repeat a course a maximum of three (3) times. On the third attempt a student (1) must bear the full cost of instruction, meaning you pay out of state tuition, (2) cannot withdraw, and (3) must receive a grade. 4. Cell phones: Cell phones need to be turned to SILENT when you enter class; VIBRATE IS NOT SILENT. 5. Eating should be finished before coming to class. Please do not bring food into the classroom! STUDENTS WITH DISABILITIES POLICY: Chipola College is committed to making all programs and facilities accessible to anyone with a disability. Chipola’s goal is for students to obtain maximum benefit from their educational experience and to effectively transition into the college environment. Students with disabilities are requested to voluntarily contact the Office of Students with Disabilities to complete the intake process and determine their eligibility for reasonable accommodations. LATE WORK POLICY: Students are responsible for all work missed during any absence. It is the student’s responsibility to see the instructor during his/her office hours to get the handouts and other materials. If you know you are going to be absent on a due date, it is your responsibility to get the assignment to the instructor BEFORE the beginning of the class period you will miss. All tasks, major assignments, and any other assignments are due at the beginning of class unless otherwise specified by the instructor. Work will not be accepted late and will receive a grade of “0”. Late tasks (not major assignments) may be submitted within 1 calendar week of the due date for demonstration purposes only, but the zero (0) grade will remain. A task judged as “partially demonstrated” or “not demonstrated” may be resubmitted for the purpose of demonstrating the accomplished practice indicator. Resubmissions must be received within 1 calendar week (unless otherwise specified) from the time the task is returned to you by your instructor. The original grade will be used when calculating the course average. Points will not be added for resubmission but may be deducted if the resubmission is not completed within the designated time set forth by the instructor. No grade will be given for the course until all tasks have been successfully demonstrated. No grade for the course will be given until acceptable reflections for all tasks are submitted. This holds for students who are absent on the due date, whether the absence has been excused or not by the instructor. EXTREME circumstances for submitting any work late will be evaluated by the instructor on a case-by-case basis but there is no guarantee any work will be accepted. All factors will be considered and the acceptance or unacceptance of the work will be solely at the discretion of the instructor. ACADEMIC HONOR CODE POLICY: Students are expected to uphold the Academic Honor Code. Chipola College’s Honor Code is based on the premise that each student has the responsibility to 1) uphold the highest standards of academic honesty in his/her own work; 2) refuse to tolerate academic dishonesty in the college community; and 3) foster a high sense of honor and social responsibility on the part of students. Further information regarding the Academic Honor Code may be found in the Chipola Catalog, Student Governance section.
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