| Course Information |
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Course
Description: |
The
course focuses on the research-based principles and practices for
language and literacy development of children aged birth to nine.
Emphasis is given on using a developmentally appropriate approach in
teaching practices. Field experiences required.
Pre-requisite: ECED 2015. |
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Course
Objectives: |
Upon
successful completion of the course the student will be able
to:
- Understand the concept of a developmental continuum for early
reading and writing. (4c)
- Demonstrate effective strategies for involving families in
supporting language and literacy in young children. (2c)
- Use
informal tools for assessing children's language development and
literacy learning. (3b)
- Plan
and implement learning experiences to support development in 7
areas: listening and understanding, speaking and communicating,
phonological awareness, book knowledge and appreciation, print
awareness and concepts, early writing, and alphabet knowledge.
(4b, 4c, 4d)
NAEYC Associate Degree
Standards:
The following standards are
addressed in this course and are linked above to course
objectives:
Standard 2: Building Family and Community
Relationships
2c. Involve families and communities in their children’s
development and learning
Standard 3: Observing,
Documenting, and Assessing to Support Young Children and
Families
3b. Know about and use observation, documentation, and
other appropriate assessment tools and
approaches
Standard 4: Teaching and Learning
Sub-Standard 4b: Use
developmentally effective approaches
Know, understand, and use
effective approaches, strategies, and tools for early
education
Sub-Standard 4c: Understand
content knowledge in early education
Know
and understand the importance, central concepts, inquiry tools, and
structures of content areas or
academic
disciplines
Sub-Standard 4d: Build meaningful
curriculum
Use own knowledge and other resources to design, implement,
and evaluate meaningful, challenging
curriculum to promote positive
outcomes
Standard 5: Becoming a Professional
5d. Integrate
knowledgeable, reflective, and critical perspectives on early
education |
| Pre-requisites
and Co-requisites: |
ECED 2015 Early Childhood
Curriculum (provides foundation for appropriate curriculum in early
childhood programming) |
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Course
Topics: |
Components of
Literacy
Planning for
Literacy
Literacy for Infants and
Toddlers
Literacy for Preschoolers :
Five Gateways to Literacy Learning:
Talking (oral
language)
Playing (literacy-enriched
play)
Reading (books and other texts)
Writing (early writing
experiences)
Learning the Code (alphabet knowledge and phonological
awareness)
Curriculum
Studies to Support Literacy |
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Specific Course
Requirements: |
Field Experiences: The
student must have access to young children (several children within the
age range of birth to nine) in order to complete field work assignments.
This can be informal settings such as family or relatives, but
preferably access to an early childhood program such as a child care
center.
Assignment Submissions: The
student must have a working knowledge of how to operate in the Course
Management System
environment and how to attach, download, and submit documents in
Microsoft Word format. |
| Textbooks, Supplementary Materials, Hardware and Software
Requirements |
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Required
Textbooks: |
Please visit the Virtual
Bookstore to obtain textbook ordering information for this course:
http://rodp.bkstr.com/
The two required textbooks
are:
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Supplementary
Materials: |
None
required. |
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Hardware
Requirements: |
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Software
Requirements: |
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| Instructor Information |
Please see the separate page
inside the course to find instructor contact information as well as a
statement of virtual office hours and other communication
information. |
| Assessment and Grading |
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Testing
Procedures: |
Testing will be completed online
within the Course Management System. |
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Grading
Procedure: |
Detailed instructions and
grading criteria (grading rubrics) will be provided for each
assignment. The grading rubrics will be used to award points
earned for student work. It is expected that students follow
instructions carefully, study the grading criteria, and ask questions if
they do not understand an assignment.
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Grading
Scale: |
Assessment
Students will
complete the following for assessment of course
objectives:
Fieldwork
180
points
Journals
50
points
Discussion
40 points
Teacher-Made
Book Project
70 points
Implementation Plan
100
points
Exams
100 points
TOTAL
540 points
Grading
Scale
90% - 100% = A (Superior)
486-540 points
80% - 89% = B (Excellent)
432-487 points
70% - 79% = C (Average)
378-431 points
60% - 69% = D (Passing, but below average) 324-377
points
Below 60% is an F (Failure)
Below 324 |
| Assignments and Participation |
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Assignments and
Projects: |
Assignments and projects
include specific field work, discussion, and journaling for
each module, a Teacher Made Book project, a Literacy Implementation
Plan for a classroom, and two exams. These are outlined
in detail within the course under Assignments. |
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Class
Participation: |
Students must participate in all
interactive aspects of the course. Students are expected to log into the
course at least 3 times each week. Students must communicate with other
students through email, are expected to communicate with the instructor
as a learning resource, must check the course bulletin board frequently
for announcements, and must actively participate in threaded discussion
events |
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Punctuality: |
Each course module has specific
elements that need to be accomplished, generally during a week's time
frame. Each module builds on the materials in the previous weeks.
Therefore, students should work on the material in the order given in
the schedule of assignments. With the exception of the tests,
there are no specific days or times that a student must
participate. Students can work on this course at a time of day
best suited to their needs.
Assignments are due on Central
Time and due dates can be found under Calendar. To receive full credit, assignments must
be handed in on time. Late assignments will have points
deducted: 10% for one week, 20% for two weeks, and no assignments
accepted beyond two weeks late. Also, no assignments will be
accepted beyond the final module assignments due date. EXAMS CANNOT BE
TAKEN LATE. |
| Course Ground Rules |
Ground rules for students
include:
Participate in all aspects of
the course.
Communicate with other students in team projects, for
help and support.
Learn how to navigate in the Course Management
System.
Keep abreast of
course announcements and meet due dates.
Use the Course Management
System e-mail rather than
a personal e-mail address to communicate with instructor and classmates.
Address technical problems immediately.
Observe course netiquette
at all times. |
| Guidelines for Communications |
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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 emoticons 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.
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Discussion
Groups: |
- Review the discussion threads thoroughly
before entering the discussion. Be a lurker then a discussant.
- Try to maintain threads by using the "Reply"
button rather starting a new topic.
- Do not make insulting or inflammatory
statements to other members of the discussion group. Be respectful of
others' ideas.
- Be patient and read the comments of other
group members thoroughly before entering 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.
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Chat: |
- Introduce yourself to the other learners in
the chat session.
- Be polite. Choose your words carefully. Do
not use derogatory statements.
- Be concise in responding to others in the
chat session.
- Be prepared to open the chat session at the
scheduled time.
- Be constructive in your comments and
suggestion
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Web Resources:
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Library |
The Tennessee Virtual Library
is available to all students enrolled in the Regents Degree Program.
Links to library materials (such as electronic journals,
databases, interlibrary loans, digital reserves, dictionaries,
encyclopedias, maps, and librarian support) and Internet resources
needed by learners to complete online assignments and as background
reading must be included in all
courses. |
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Students With
Disabilities |
Qualified students with
disabilities will be provided reasonable and necessary academic
accommodations if determined eligible by the appropriate disability
services staff at their home institution. Prior to granting disability
accommodations in this course, the instructor must receive written
verification of a student's eligibility for specific accommodations from
the disability services staff at the home institution. It is the
student's responsibility to initiate contact with their home
institution's disability services staff and to follow the established
procedures for having the accommodation notice sent to the
instructor. |
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Syllabus
Changes |
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. |
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Technical
Support |
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Telephone
Support: |
If you are having problems
logging into your course,
timing out of your course, using your
course web site tools, or other technical problems, please contact the
AskRODP Help Desk by calling
1-866-550-7637 (toll
free)
or go to the AskRODP website
at:
http://help.rodp.org
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