Syllabus Department of Special Education College …...ESP-719b Literacy Instruction for Early Childhood Education Syllabus Department of Special Education College of Education, University

ESP-719bLiteracyInstructionforEarlyChildhoodEducation

SyllabusDepartmentofSpecialEducationCollegeofEducation,UniversityofNevada,LasVegasI.Prefix&NumberESP-719bII.TitleLiteracyInstructionforECEIII.Credit3IV.Semester/Time/LocationV.OfficeHoursV.Telephone/EmailVI.OfficeLocationVII.InstructorVIII.Prerequisite(s)GraduateStandingX.CourseDescriptionThiscourseprovidescurrenttrends,practices,materialsandmethodsutilizedinearlychildhoodliteracy.Itincludeslanguagedevelopment,readiness,conceptsandapplicationofcurrentresearch.InTASCStandardsADDRESSED:*Standard1.0LearnerDevelopment*Standard2.0LearningDifferences

*Standard3.0LearningEnvironments*Standard4.0ContentKnowledge*Standard5.0ApplicationofContent*Standard6.0Assessment*Standard7.0PlanningforInstruction*Standard8.0InstructionalStrategies*Standard9.0ProfessionalLearningandEthicalPractices*Standard10.0LeadershipandCollaboration


NAEYC(NAEYC)StandardsAddressed:*Standard1:PromotingChildDevelopmentandLearning*Standard2:BuildingFamilyandCommunityRelationships*Standard3:Observing,Documenting,andAssessingtoSupportYoungChildren*Standard4:UsingDevelopmentallyEffectiveApproaches*Standard5:UsingContentKnowledgetoBuildMeaningfulCurriculum*Standard6:BecomingaProfessional*Standard7:FieldExperiences XI.CourseObjectivesKnowledge(Subjectmatterordiscipline(s),Professionalfieldofstudy,Pedagogicalknowledge,Pedagogicalcontentknowledge,Professionalknowledge)

1. ExamineandreflectuponteachingbeliefsastheyrelatetoliteracyInstructionforyoungchildren(InTASC1.w,InTASC2.k,InTASC3.rInTASC5.i,InTASC8.j,NAEYC1.a,NAEYC1.b,NAEYC1.c,NAEYC4.b,NAEYC4.c,NAEYC5.a,NAEYC5.b,NAEYC5.c)

Measurement/Evaluation:Midterm,Article/oralpresentation2.Compareandcontrasttraditionalreadinessprogramswithemergentliteracyapproaches.(InTASC4.j,InTASC8.l,NAEYC4.a,NAEYC4.b,NAEYC4.cNAEYC5.a,NAEYC5.b,NAEYC5.c)

Measurement/Evaluation:Midterm3.Demonstrateknowledgeinprogramdevelopmentandevaluation.(InTASC1.d,InTASC4.n,InInTASC6.kNAEYC1.aNAEYC1.b,NAEYC1.c,NAEYC3.a,NAEYC3.b,NAEYC3.c,NAEYC3.d,

NAEYC5.a,NAEYC5.b,NAEYC5.c)Measurement/Evaluation:KWLPaper,PosterPresentation

4.Understandthesocio-cultural,historical,andpoliticalforcesthatinfluencesthediversedeliverysystemsthroughwhichprogramsareofferedforyoungchildrenandtheirfamilies(InTASC9.i,NAEYC2.a,NAEYC2.b,NAEYC2.cNAEYC3.d).Measurement/Evaluation:Midterm


5.Collectandinterpretresearch,translateresearchfindingsintopractice,demonstratepersonalresearchskillsandimplementappliedresearch(InTASC9.k,NAEYC6.d)Measurement/Evaluation:KWLPaper

Performance(Skills)Theabilitytousecontent,professionalandpedagogicalknowledgeeffectivelyandreadilyindiverseteachingsettingsinamannerthatensuresthatallstudentsarelearning)1.Discustheinfluenceoflanguageacquisitiontheoriesuponliteracyinstructionintheclassroom.(InTASC4.a,NAEYC5.a,NAEYC5.b,NAEYC5.c)Measurement/Evaluation:Article/oralpresentation

2.Discussandcritiquerecentresearchasitrelatestoemergentliteracy.

(InTASC9,NAEYC5.a,NAEYC5.b,NAEYC5.c,NAEYC6.d)Measurement/Evaluation:article/oralpresentation,PosterPresentation3.Investigatenaturalisticmethodsofassessingyoungchildren’sliteracydevelopment.(InTASC6.a,NAEYC3.a,NAEYC3.b,NAEYC3.c,NAEYC3.d)Measurement/Evaluation:Midterm4.Applytheoreticalandresearchknowledgetopracticeinearlychildhoodsettings.(NAEYC6.d)Measurement/Evaluation:KWLPaper5.Demonstratedeeperunderstandingandexemplarypracticeinatleastoneareaofspecialization.(InTASC4.c,NAEYC5.a,NAEYC5.b,NAEYC5.c)Measurement/Evaluation:KWLPaper

Disposition(s)(Values,commitments,andprofessionalethicsthatinfluencebehaviorstowardstudents,families,colleagues,andcommunitiesandaffectstudentlearning,motivationanddevelopmentaswellastheeducatorsownprofessionalgrowth—guidedbybeliefsandattitudesrelatedtovaluessuchascaringfairness,honesty,responsibilityandsocialjustice.)1.Workcollaborativelywithcolleagues,childrenandtheirfamilies.(InTASC9.l,InTASC10.p,NAEYC2.a,NAEYC2.bNAEYC2.c,)Measurement/Evaluation:PosterPresentation2.Engageinreflectiveinquiryanddemonstrateprofessionalself-knowledge.(InTASC9.n,NAEYC5.b)Measurement/Evaluation:KWLPaper


XII.SuggestedResources

Morrow,L.M.(2009).Literacydevelopmentintheearlyyears.NeedhamHeights,MA:Allyn&BaconSupplementalReadings(SeeReservedReadings)

XIII.CourseAssignmentsandGrades

a.Readingsandactivelyparticipatingandclassdiscussionsb.KWLPaper(25%)c.PosterPresentation(20%)d.Studentgeneratedbooksutilizingwordattackskills/phonics

(TaskAnalysis)(20%)e.Midterm(25%)f.Article(OralPresentation)(10%)

Classparticipationincludeshavingreadtheassignments,bringingthenecessarymaterials,participatingandcontributingtosmallgroupdiscussions,readingsandcritiquingresearcharticles.

GradingScale:96=A72=C-92=A-69=D+89=B+66=D86=B62=D-82=B-79=C+76=CPapersnotmeetingadequatewritingproficiencystandardswillnotbeaccepted.Studentsareexpectedtoproofreadpaperscarefullybeforesubmittingthemtotheinstructor.Spelling,punctuation,typographicalandgrammaticalerrorsandorganizationalproblemswillresultinthegradebeingloweredby1ormorelettergrades.Poorlywrittenpapersmayalsobereturnedtostudentsforrewriting.


WeeklySchedule:SessionI.IntroductiontothecourseReviewofAssignmentExpectationsSessionII.“LearningTheoriesthathaveshapedPractices”“EarlyLiteracy:LearningtoReadandWriteUsingDevelopmentallyAppropriatePractices”SessionIII.ArticleoftheWeekVideo:LanguageDevelopmentVocabularyDevelopentComprehensionSessionIV.ArticleoftheWeek“TheBigFive(continued)PhonicsSessionV.ArticleoftheWeekSupportingLiteracyLearninginthePreschoolsSupportingLiteracyLearningintheKindergartenSessionVI.ArticleoftheWeekSupportingLiteracyLearningintheFirstGradeSupportingLiteracyLearningbeyondtheFirstGradeWorkshopSessionVII.ArticleoftheWeekFinalExamSessionVIII.PosterConferenceKWLPaper–dueStudentgeneratedbookusingphonicsPosterPresentationdue



JournalstobeReviewed:ChildDevelopment,EarlyChildDevelopmentandCare,PhiDeltaKappan,EarlyChildhoodResearchQuarterly,JournalofEarlyIntervention,ZerotoThree,JournalofResearchonDevelopmentinEducation,TheResearcher,ChildStudyJournal,AmericanEducationalResearcher,JournalofFamilyIssues,DevelopmentalPsychology,JournalofLanguageArts,,TESOLQuarterly,ReadingResearchQuarterly,JournalofTeacherEducation,EarlyChildhoodEducationJournal,TopicsinEarlyChildhoodSpecialEducation,YoungChildren,ReadingTeacher,ExceptionalChildren,ChildhoodEducationJournalArticlePresentationThisassignmentrequiresthestudenttoselectandorallypresentaresearchstudyonsomeareaofearlyliteracydevelopment.PurposeoftheresearchIncludesubjectsinvolvedinthestudyProcedureandMethodusedinthestudy:(testinstruments,interventionapproaches,treatments,uniqueinstrumentsandspecialequipmentandetc.)Findings/Results:Conclusions(researcher’sinterpretationofwhetherhypothesisissubstantiated)Reflections:(themostimportantsection,theplaceforstudentstoexpresspersonalopinions,questionstoconsider,Isitaworthwhilestudy?Arethereanypointsofagreementsordisagreementswiththeresearcher?Whatarethetheoreticalimplications.JournalArticleCriteria:Organization2Contentaddressedbyansweringalloftheaboverequirements3Reflection3OralPresentation2




Studentgeneratedbooksutilizingwordattackskills/phonics

Thisassignmentrequiresthestudenttooriginateaphonicsstorybookandpresentittotheclass.Studentswillidentifydecodingbehaviorobjectives,sightwordsthatwillbeincludedinthebook,andcomprehensionquestionsthatparentscanusewhenreadingthebooktotheirchildren.Decodingbehaviors(taskanalysis):CVCwordsCVCCwordsSightwordsCVCwithending,(er,est,ing,s,ed)FinalDigraphs(ck,th,sh,ch)ConsonantBlendsCVCEwordsCVCEwithendingsVowelcombinationsMulitisyllabicwordsSuffixesComprehensionQuestionsLiteralInferentialCritical/EvaluativeAffectiveOrganizationalStudentsareexpectedtowriteastorythatisphoneticallybasedandisapplicabletothetaskanalysisabove,Youarewritingthisbookforparentstosharewiththeirchildrenathome.Criteria:Objectives;(4)Sightwords:(2)Comprehensionquestions:(6)Storymechanicsconsistentwiththeobjectives:(6)Organization/creativity(2)


SPECIAL NOTES * IMPORTANT PLEASE READ * AcademicMisconduct—Academicintegrityisalegitimateconcernforeverymemberofthecampuscommunity;allshareinupholdingthefundamentalvaluesofhonesty,trust,respect,fairness, responsibility and professionalism. By choosing to join the UNLV community,students accept the expectations of the Student Academic Misconduct Policy and areencouragedwhen facedwithchoices toalways take theethicalpath.Studentsenrolling inUNLV assume the obligation to conduct themselves in amanner compatiblewith UNLV’sfunctionasaneducationalinstitution.Anexampleofacademicmisconductisplagiarism.Plagiarismisusingthewordsorideasofanother, from the Internet or any source,without proper citation of the sources. See theStudent Academic Misconduct Policy (approved December 9, 2005) located at:https://www.unlv.edu/studentconduct/student-conduct.Copyright—TheUniversityrequiresallmembersoftheUniversityCommunitytofamiliarizethemselveswithandtofollowcopyrightandfairuserequirements.Youareindividuallyandsolelyresponsibleforviolationsofcopyrightandfairuselaws.Theuniversitywillneitherprotectnordefendyounorassumeanyresponsibilityforemployeeorstudentviolationsof fairuse laws.Violationsof copyright lawscouldsubjectyou to federalandstate civil penalties and criminal liability, as well as disciplinary action under Universitypolicies.Additionalinformationcanbefoundat:http://www.unlv.edu/provost/copyright.Disability Resource Center (DRC)—The UNLV Disability Resource Center (SSC-A 143,http://drc.unlv.edu/,702-895-0866)providesresourcesforstudentswithdisabilities.Ifyoufeelthatyouhaveadisability,pleasemakeanappointmentwithaDisabilitiesSpecialistattheDRCtodiscusswhatoptionsmaybeavailabletoyou.IfyouareregisteredwiththeUNLVDisabilityResourceCenter,bringyourAcademicAccommodationPlanfromtheDRCtotheinstructor during office hours so that you may work together to develop strategies forimplementing the accommodations tomeet both yourneeds and the requirementsof thecourse.Anyinformationyouprovideisprivateandwillbetreatedassuch.Tomaintaintheconfidentialityofyourrequest,pleasedonotapproachthe instructor in frontofothers todiscussyouraccommodationneeds.Religious Holidays Policy—Any student missing class quizzes, examinations, or any other class or lab work because of observance of religious holidays shall be given an opportunity during that semester to make up missed work. The make-up will apply to the religious holiday absence only. It shall be the responsibility of the student to notify the instructor within the first 14 calendar days of the course for fall and spring courses (excepting modular courses), or within the first 7 calendar days of the course for summer and modular courses, of his or her intention to participate in religious holidays which do not fall on state holidays or periods of class recess. For additional information, please visit: http://catalog.unlv.edu/content.php?catoid=6&navoid=531. Transparency in Learning and Teaching—The University encourages application of the transparency method of constructing assignments for student success. Please see these two links for further information: https://www.unlv.edu/provost/teachingandlearning


https://www.unlv.edu/provost/transparency Incomplete Grades—The grade of I—Incomplete—can be granted when a student hassatisfactorily completed three-fourths of course work for that semester/session but forreason(s)beyondthestudent’scontrol,andacceptabletotheinstructor,cannotcompletethelast part of the course, and the instructor believes that the student can finish the coursewithoutrepeatingit.Theincompleteworkmustbemadeupbeforetheendofthefollowingregularsemesterforundergraduatecourses.Graduatestudentsreceiving“I”gradesin500-,600-, or 700-level courses have up to one calendar year to complete the work, at thediscretion of the instructor. If course requirements are not completed within the timeindicated,agradeofFwillberecordedandtheGPAwillbeadjustedaccordingly.Studentswho are fulfilling an Incomplete do not register for the course but make individualarrangementswiththeinstructorwhoassignedtheIgrade. Studentsmayconsultwith a librarianon researchneeds. For this class, theSubjectLibrarian is(https://www.library.unlv.edu/contact/librarians_by_subject).UNLVLibrariesprovidesresourcestosupportstudents’accesstoinformation.Discovery,access,anduseofinformationarevitalskillsforacademicworkandforsuccessfulpost-collegelife.Accesslibraryresourcesandaskquestionsathttps://www.library.unlv.edu/. TutoringandCoaching—TheAcademicSuccessCenter(ASC)providestutoring,academicsuccesscoachingandotheracademicassistance forallUNLVundergraduatestudents.Forinformationregardingtutoringsubjects,tutoringtimes,andotherASCprogramsandservices,visithttp://www.unlv.edu/ascorcall702-895-3177.TheASCbuildingislocatedacrossfromtheStudentServicesComplex(SSC).AcademicsuccesscoachingislocatedonthesecondflooroftheSSC(ASCCoachingSpot).Drop-intutoringislocatedonthesecondflooroftheLiedLibraryandCollegeofEngineeringTEBsecondfloor.

UNLVWritingCenter—One-on-oneorsmallgroupassistancewithwritingisavailablefree

ofchargetoUNLVstudentsattheWritingCenter,locatedinCDC-3-301.Althoughwalk-inconsultationsaresometimes

available,studentswithappointmentswillreceivepriorityassistance.Appointmentsmaybemadeinpersonorby

calling702-895-3908.Thestudent’sRebelIDCard,acopyoftheassignment(ifpossible),andtwocopiesofanywriting

tobereviewedarerequested for the consultation. More information can be found at:

http://writingcenter.unlv.edu/.Studentsmayconsultwithalibrarianonresearchneeds.Forthisclass,theSubjectLibrarianis(https://www.library.unlv.edu/contact/librarians_by_subject).UNLVLibrariesprovidesresourcestosupportstudents’accesstoinformation.Discovery,access,anduseofinformationarevitalskillsforacademicworkandforsuccessfulpost-collegelife.Accesslibraryresourcesandaskquestionsathttps://www.library.unlv.edu/.


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Syllabus Department of Special Education College …...ESP-719b Literacy Instruction for Early Childhood Education Syllabus Department of Special Education College of Education, University