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.