Theory and Foundation of Developmental Literacy
(Literacy I)
ASTL 5721/6721/7721
3 Credit Hours

Course Information

Course Description:
Literacy I will engage candidates in professional reading about, and discussions of, the following: the nature of learning, the nature of language, how human beings learn language, the differences between receptive and productive language, the nature of the reading process, the nature of the writing process, how children develop their native language, what the relationships are among learning one’s ‘mother tongue’ and learning to read and write that same language, what the typical stages are through which children pass as they develop literacy, and what some of the more obvious implications are for classroom instruction and assessment in reading and writing. This course lays the foundation for all further learning about the teaching of literacy. Among other assessment devices, candidates will take and pass a comprehensive examination to determine their grasp of the concepts for this course., Application of technology, diversity issues, and use of appropriate resources will be part of this literacy course.

Course Objectives:
1-To become knowledgeable about language acquisition and how it effects literacy
development
2-To become aware of language differences in the classroom and how these influence
literacy instruction
3-To gain knowledge of the reading development continuum to identify the reading stages
of students
4-To become familiar with current research, materials, strategies, and procedures, and
grouping arrangements
5-To translate the current knowledge and thinking into classroom practices that foster a
literacy rich environment
6-To become knowledgeable about the various programs and materials that are available for
reading instruction
7-To become familiar with the reading/writing connection and how it impacts each curricular
area
8-To survey various types of informal and formal assessments and the place of portfolios in
assessment
9-To become acquainted with available educational technology that will compliment
reading/literacy instruction


Prerequisites and Co requisites:
An undergraduate course in reading




Course Topics:
1. General Knowledge

a. Historical perspective of reading instruction
b. The student-centered classroom
c. The student as language learner
d. The student with special needs
e. Reading theories and their relationships to reading instruction

2. Emerging Literacy

a. Pre-independent reading stages
b. Independent reading stages
c. Pre-school experiences that influence literacy development
d. Instructional focus for pre-independent and independent stages
e. The reading/writing connection
f. The integration of listening, speaking, reading, writing viewing and
visually representing in the language rich classroom

3. Balanced Literacy Programs

a. Developing a literacy program
b. Approaches to literacy development:
basal
phonics first programs
objective-based
language experience approach
Reading Recovery
literature
thematic units
whole language
integrated learning

4. Teaching Whole Language Formats

a. DRA (Directed Reading Activity) DRTA (Directed Reading Thinking Activity)
b. Integrated curriculum via thematic units
c. Literature based-similar themes, one author, one illustrator, same genre,
similar characters
d. Specific formats established by certain programs, i.e. Reading Recovery,
Phonics First, Basal
e. Mini-lessons

5. The Development of Specific Reading Skills

a. Cueing systems-semantic, syntactic, graphophonic, pragmatic
b. Word knowledge
1. acquiring vocabulary
2. word identification/recognition
3. sight words
4. using context
5. word analysis
phonetic analysis
structural analysis
using the dictionary and thesaurus
combining the word identification skills
6. Balanced literacy programs
1. reader based
activating prior knowledge
schema theory
language background
cognitive processing
other factors-motivation, attitude, interest
2. approaches to literacy development
level of text
structure of text
content of text
other features-illustrations, size of print, amount of print,
graphs, etc.
3. teacher’s role
7. Educational Technology Applications
a. Internet
b. World Wide Web
c. Integrated Learning
d. CD Rom
e. Writing Programs

Specific Course Requirements:

Students must be able to create and submit word documents electronically. Students must be computer literate to a degree that enables them to participate in a productive manner in an online course. Students must be able to send and receive email. Students must participate in online discussions through the digital drop box in the WebCT course.

Required Textbooks:
Teaching Reading in the 21st Century, Third Edition by Michael F. Graves, Connie Juel, and Bonnie B. Graves, Publisher Allyn and Bacon
Please visit the Virtual Bookstore to obtain textbook information for this course: http://rodp.bkstr.com

Supplementary Materials:
To be included in the section entitled course documents to include web sites and other recommended readings

Hardware Requirements:
The minimum requirements can be found at http://www.rodp.org/students/hardware_software.htm .

Software Requirements:
The minimum requirements can be found at http://www.rodp.org/students/hardware_software.htm  Specific hardware for this course include: Real Player, Media Player, Acrobat , Wordm, or Appleworks

Email:
-Always include a subject line
-Remember without facial expressions some comments may be taken the
wrong way. Be careful in wording your emails. Use of emotions might
be helpful in some cases.
-Use standard fonts
-Do not send large attachments without permission
-Special formatting such as centering, audio messages, tables, html, etc.
should be avoided unless necessary to complete an assignment or other
communication
-Respect the privacy of other class members


Discussion Groups:
-Review the discussion threads thoroughly before entering the discussion
being a lurker rather than a discussant
-Try to maintain threads by using the “Reply” button rather than starting a
new topic
-Do not make insulting or inflammatory statements to other members of the
discussion group and be respectful of others’ ideas
-Be patient and read the comments of other group members thoroughly
before making your remarks
-Be cooperative with group leaders in completing assigned tasks
-Be positive and constructive in group discussions
-Respond in a thoughtful and timely manner


Chat:
-Introduce yourself to other learners in the chat session
-Be polite and choose your words carefully avoiding derogatory
statements
-Be concise in responding to others in their chat session
-Be constructive in your comments and suggestions


Assessment and Grading

Testing Procedures:
The examinations will be offered on a timed basis.


Grading Procedure:
Twelve modules (12) @ 15 points =180 points
Four in-depth assignments @ 50 points =200 points
Discussion Board participation/interaction =20 points
with peers and professor 400 points total







Grading Scale:

90-100 A =400-360 points
80-89 B = 359-320 points
70-79 C = 319-280 points
60-69 D = 279-240 points
F = 239 and below


Assignments and Participation

Assignments and Projects:

1-Assigned readings from the student text
2-Completion and submission in digital drop box of twelve (12)electronic modules
3-Twelve Electronic Modules
Modules:
Module l Reading and Learning to Read
Module 2 Reading Instruction
Module 3 Emergent Literacy
Module 4 Word Recognition
Module 5 Vocabulary Development
Module 6 Scaffolding Students’ Comprehension of Text
Module 7 Teaching Comprehension Strategies
Module 8 Encouraging Independent Reading and Reader Response
Module 9 Fostering Higher-Order Thinking and Deep Understanding in Content Areas
Module 10 Writing and Reading
Module 11 Reading Instruction for English-Language Learners
Module 12 Classroom Assessment

4-Discussion board participation for the questions accompanying each module
5-Fry Readability Formula on grade level science and social studies books
6-Analysis of five (5) illustrated books for figurative language


Class Participation:
Students must communicate with other students in the discussion board activity. Students are expected to communicate with the instructor as a learning resource. Students must check the course bulletin board frequently for announcements. Students must participate in threaded discussion events.

Punctuality:
Students are expected to work toward completion of the course work assignments in a timely manner as indicated in the syllabus.

Course Ground Rules
Students are expected to read assigned readings, communicate with fellow students in discussion board activities, and take responsibility for communicating with the instructor on a needs information basis for course content. Students are expected to communicate with other students and the instructor and learn to navigate in WebCT. They are expected to keep abreast of course announcements, use the assigned university e-mail address as opposed to a personal e-mail address, and observe course netiquette at all times. Students are expected to address technical problems immediately.


Module 6 Scaffolding Students’ Comprehension of Text
[Electronic Module Correlated With Chapter Six]


Assignment:

I. Read pages 270-273 in your text

II. Using the Fry Readability Formula to analyze the Science and Social Studies books
currently used in your classroom

III. For your students, review last year’s TCAP scores for Science and Social Studies
IV. Create a graph with the TCAP scores and following individual student information:

Is each student is placed in the appropriate level for literary instruction
What are literacy areas of need or weaknesses for each student
What are literacy areas of strength for each student

V. In a one page essay report an analysis of your findings in answering the following
question:

“If students are having difficulty in Science and Social Studies, is it a
reading problem based on readability of Science and Social Studies t
texts or a content related problem?”

The instructor reserves the right to make changes as necessary to this syllabus. If changes are necessitated during the term of the course, the instructor will immediately notify students of such changes both by individual email communication and posting both notification and nature of change(s) on the course bulletin board.