EASTERN CONNECTICUT STATE UNIVERSITY
Fall 2013 Course Syllabus
Department:
Education
Course Number:
ECE 325
Title:
Language and Literacy
Credit Hours:
3
Class Meetings:
Monday/Friday 10:30-11:45
Instructor:
Dr. Theresa Bouley
Phone:
465-0069
Office Hours:
Eastern Hall 3
Monday 12:00-3:00
Tuesday 3-4
Thursday 2-3
Email:
Bouleyt@easternct.edu
Catalog Description:
Course Purpose:
Examines the development of both oral and written language from birth
through kindergarten. Constructivist and sociolinguistic learning theories
are emphasized. Examines bilingualism, language and speech delays in
young children, and the role of the adult in supporting language and
literacy development. The role of the microcomputer in emerging
literacy is explored. The social purposes of language and literacy in
family and peer relations, and school success are surveyed.
This course provides students with the opportunities to: reflect
on the language and literacy development of young children
birth to kindergarten; to plan and implement best practice in
early literacy instruction including developmentally and
individually appropriate learning experiences that integrate
constructivist and sociolinguistic theories of child development
to learning environments and family and community settings
and; to recognize the significance of cultural and linguistic
diversity for development and learning.
1
Course Outcomes
Course Outcomes Aligned with the Education Department's Performance Expectations, NAEYC,
CEC, CCCT, CCSS and with Related Key Experiences
Eastern
Candidate
Proficienci
es (CF)
Preservice
Teacher
Competenci
es (PSC)
1: Content
Knowledge
(CNK)
2:
Pedagogica
l
Knowledge
(PDK)
3:
Integration
of
Knowledge
(INT)
4:
Technology
as a Tool to
Teach
(TTT)
5: Diversity
(DIV)
6:
Professiona
lism (PRF)
1:
Developmen
t and
Characteristi
cs of
Learners
2: Evidencebased/Stand
ards-based
Instruction
3: Evidencebased
Classroom
and
Behavior
Managemen
t
4:
Assessment
5:
Professional
Behaviors
and
Responsibili
ties
ELA
Common
Core State
Standards
(CCSS)
ELA
Domains:
Reading:
Literature
Reading:
Information
al Texts
Reading:
Foundationa
l Skills
Writing
Language
Speaking
and
Listening
Common Core
of Teaching
(CCCT)
NAEYC Standards
Council for
Exceptional
Children
Standards
CT
Foundations
Reading Tes
(CFRT) Stra
Domain 1:
Content and
Essential Skills
Domain 2:
Classroom
Environment,
Student
Engagement,
and
Commitment to
Learning
Domain 3:
Planning for
Active
Learning
Domain 4:
Instruction for
Active
Learning
Domain 5:
Assessment for
Learning
Domain 6:
Professional
Responsibilitie
s and Teacher
Leadership
Standard 1:
Promoting Child
Development and
Learning
Standard 2:
Building Family and
Community
Relationships
Standard 3:
Observing,
Documenting, and
Assessing to Support
Young Children and
Families
Standard 4:
Using
Developmentally
Effective Approaches
to Connect with
Children and
Families
Standard 5:
Using Content
Knowledge to Build
Meaningful
Curriculum
Standard 6:
Becoming a
Professional
Standard 1:
Foundations
Standard 2:
Development
and
Characteristics
of Learners
Standard 3:
Individual
Learning
Differences
Standard 4:
Instructional
Strategies
Standard 5:
Learning
Environments
and Social
Interactions
Standard 6:
Language
Instructional
Planning
Standard 7:
Assessment
Standard 8:
Professional and
Ethical Practice
Standard 9:
Collaboration
I. Foundatio
of Reading
Developmen
2
II.
Developmen
Reading
Comprehens
III. Reading
Assessment a
Instruction
IV. Integrati
of knowledge
and
Understandi
Outcomes
By the end of the
course the
students will:
Candidate
Proficiencies
(from ECSU
Conceptual
Framework)
1.) Describe and
assess typical and
atypical patterns
of oral language
acquisition in
children from
birth to age 5 and
apply this
information to
curriculum
mapping.
2.) Explain
constructivist and
sociolinguistic
learning theories
of language
learning and the
relationship of
language to
thinking and
learning.
CF 1.1, 2.4
3.) Describe the
role of the adult
in supporting oral
language
development
among typically
and atypically
developing
children.
CF 1.1, 2.1
National
Association
for the
Education
of Young
Children
and
Council for
Exceptional
Children
Standards:
NAEYC 1,
3
SDE PreService
Teacher
Compete
ncies/Con
necticut
CCT:
CFRT
&
CCSS
(Kinderg
arten)
Key Experiences:
CCCT 1,
5
Language Analysis Assessment
CEC, 2.0;
EC2K1,
8.0; CC8S2,
CC8S5
PSC 1, 4
CCSS:
Speaking
and
Listening
Language
Language/Literacy Development Observatio
Reflection Paper
Phonemic Awareness Lesson Plans
Onset and Rime Game
Exit Cards
CF 1.1
NAEYC 1,
4
CCCT 1
Language Analysis Assessment
PSC 1
Language/Literacy Development Observatio
Reflection Paper
CEC, 2.0;
CC2K1
Exit Cards
NAEYC 1,
4
CCCT I.1.
&2
PSC 1
CEC, 2.0;
EC2K1,
EC2K2
CCSS:
Speaking
and
Listening
Language Analysis Assessment
Phonemic Awareness Lesson Plans
Language
Language/Literacy Development Observatio
Reflection Paper
Onset and Rime Game
Exit Cards
3
4.) Demonstrate
knowledge of
cultural, class,
and gender
differences in
verbal and
nonverbal
communication
and how home
language
experiences
influence these.
5.) Describe
second language
acquisition
processes and the
role of teachers,
peers, and
classroom
environments,
and parents and
families in
facilitating these.
6.) Describe
special speech
and language
development
needs and
intervention
strategies to
address these.
7.) Demonstrate
an understanding
of the similarities
and connection
between oral and
written language
acquisition.
CF 1.1, 5.1,
6.1
CCCT 1
NAEYC 2,
4
PSC 1
CEC
3.0;CC3K4
6.0;CC6K1
CF 1.1, 5.1
NAEYC 1,
2
CCCT 1,
6
PSC 1, 5
CEC 2.0;
CC2K4
3.0; CC3K6,
6.0; CC6K1
CF 1.1, 5.1
NAEYC 1,
2, 5
CEC 2.0;
CC2K1 3.0;
CC3K1
CF 1.1, 2.1
NAEYC, 1,
5
CCSS:
Speaking
and
Listening
Language Analysis Assessment
Language
Exit Cards
CCSS:
Speaking
and
Listening
Language Analysis Assessment and Reflecti
Phonemic Awareness Lesson Plans
Onset and Rime Game
Language
Language/Literacy Development Observatio
Reflection Paper
Language/Literacy Development Observatio
Reflection Paper
Exit Cards
CCCT I.1.
&2
CCCT
II.7.
CCSS:
Speaking
and
Listening
PSC 1, 4
Language
Language Analysis Assessment and Reflect
Phonemic Awareness Lesson Plans
Language/Literacy Development Observatio
Reflection Paper
Exit Cards
CCCT 1
PSC 1, 2
Concepts about Print
Phonemic Awareness Lesson Plans
Onset and Rime Game
Language/Literacy Development Observatio
Reflection Paper
Exit Cards
4
8.) Describe the
typical
development
sequence of
children’s
knowledge of
written language
including:
knowledge about
the forms of print
knowledge about
how to encode
language in
written form
knowledge about
functions of
written language
knowledge about
the structure of
text
knowledge about
the more formal
nature of written
text
9) Describe the
typical
developmental
sequence of
children’s
knowledge of
phonological
awareness
including
phonemic
awareness and its
role in
reading/writing
development.
10) Describe the
development of
alphabet
awareness, define
the alphabetic
principle, and
explain its role in
reading/writing
development.
NAEYC 1
CCCT 1
CF 1.1
PSC 1
CFRT I.
Foundati
ons of
Reading
Developm
ent
Concepts about Print
Phonemic Awareness Lesson Plans
Onset and Rime Game
Exit Cards
CCSS:
Writing
CFRT quiz
Reading:
Foundatio
nal Skills
Reading:
Literature
CF 1.1
NAEYC 1
CCCT 1
PSC 1
CFRT I.
Foundati
ons of
Reading
Developm
ent
CCSS:
Reading
Foundatio
nal Skills
CF 1.1
NAEYC 1
CCCT 1
PSC 1
5
CFRT I.
Foundati
ons of
Reading
Developm
ent
CCSS:
Reading
Foundatio
nal Skills
Phonemic Awareness Lesson Plans
CFRT Quiz
Onset and Rime Game
Language/ Literacy Development
Observation Journal and Reflection Paper
Exit Cards
CFRT Quiz
Phonemic Awareness Lesson Plans
Language/ Literacy Development
Observation Journal and Reflection Paper
Exit Cards
11) Describe the
role of word
identification/wor
d analysis
including the
study of onsets
and rimes, sight
words, and word
analogy.
CF 1.1
12) Describe the
role concepts
about print and
early writing play
in reading/writing
success.
CF 1.1
13.) Describe
CF 1.1, 3.1,
characteristics of 5.1
good quality
children’s
literature and how
the reading of
such literature
enhances
language and
literacy
development
from birth to age
5 and select
books which
relate to
children’s
interests and
culture.
14.) Observe and CF 1.1, 2.4
analyze emergent
literacy within
children’s
spontaneous play,
storytelling,
reading, writing,
and drawing
experiences.
NAEYC 1
NAEYC 1
CCCT 1
PSC 1
CCCT 1
PSC 1
NAEYC 1,
4, 5
CCCT 1,
2, 3
CFRT I.
Foundati
ons of
Reading
Developm
ent
CCSS:
Reading
Foundatio
nal Skills
CFRT Quiz
Onset and Rime Game
CFRT I.
Foundati
ons of
Reading
Developm
ent
CCSS:
Reading
Foundatio
nal Skills
Reading:
Literature
CCSS:
Reading:
Literature
CFRT Quiz
Reading:
Informatio
nal Text
Language/Literacy Development Observatio
Reflection Paper
Phonemic Awareness Lesson Plans
Language/ Literacy Development
Observation Journal and Reflection Paper
Concepts about Print Assessment
Exit Cards
Concepts about Print Assessment
Onset and Rime Game
Language/ Literacy Development
Observation Journal and Reflection Paper
Exit Cards
Phonemic Awareness Lesson Plans
Onset and Rime Game
PSC 1, 2
Multicultural Bibliography and Lesson Plan
Exit Cards
NAEYC 1,2
PSC 1, 4
CCCT 1,
5
CCSS:
Writing
Language/Literacy Development Observatio
Reflection Paper
Phonemic Awareness Lesson Plans
Onset and Rime Game
Exit Cards
6
15.) Describe the
functions of
language and
literacy in
conflict
resolution and in
adult
interventions to
teach young
children positive
social skills.
16.) Use national
standards in
reading and
language arts,
including those of
IRA and NCTE,
the Connecticut
Common Core of
Teaching, CCSS,
and suggestions
from reports such
as that of the
NRP and the
NELP
17.) Create a
developmentally
appropriate
language and
literacy
curriculum which
takes into account
child and family
interests, class,
culture, and
structure, and
includes; a
writing and book
center, literacy
play props,
appropriate
shared reading
and book reading
experiences, and
the integration of
reading and
writing across the
curriculum.
CF 1.1, 2.1,
5.1
NAEYC 1,
5
CCCT 1,
2
Language/Literacy Development Observatio
Reflection Paper
PSC 1, 2
Exit Cards
Multicultural Bibliography and Lesson Plan
CF 1.1, 2.1,
2.2, 2.3
5.1
NAEYC 4,
5, 6
CEC 5
CCCT 6
PSC 5
CFRT Quiz
Phonemic Awareness Lesson Plans
Onset and Rime Game
Language/Literacy Development Observatio
Reflection Paper
Exit Cards
Multicultural Bibliography and Lesson Plan
CF 1.1, 2.1,
2.2, 2.3, 3.1,
3.2, 5.1
NAEYC 1,
2, 4, 5
CCCT 1,
2, 3, 5
CEC 5
PSC 1, 2,
3, 5
Phonemic Awareness Lesson Plans
Onset and Rime Game
Language/Literacy Development Observatio
Reflection Paper
Exit Cards
Multicultural Bibliography and Lesson Plan
7
18.) Acquire
skills in
collaborating
with families in
setting goals,
selecting
children’s
literature, and
planning other
literacy
experiences,
including a home
literacy program.
19.) Acquire
skills in
collaborating
with
professionals,
including family
child care
providers, in
setting goals,
selecting
children’s
literature, and
planning other
literacy
experiences,
including a home
literacy program.
20.) Apply
concepts on
language and
literacy in
planning and
implementing
emergent literacy
activities.
CF 6.1
NAEYC 1,
6
CEC 6
CCCT
1,3,6
PSC 1, 2,
5
Language/Literacy Development Observatio
Reflection Paper
Multicultural Bibliography and Lesson Plan
Exit Cards
CF 1.1, 6.1
NAEYC 1,
2, 4, 6
CEC 6.0,
9.0
CCCT 1,
3, 6
PSC 1, 2,
5
Language/Literacy Development Observatio
Reflection Paper
Multicultural Bibliography and Lesson Plan
Exit Cards
CF 1.1, 2.1,
2.2, 2.3, 3.1,
6.1
NAEYC
1,2, 4, 6
CEC 6.0,
9.0
CCCT 1,
3, 6
PSC 1, 2,
5
Phonemic Awareness Lesson Plans
Onset and Rime Game
Language/Literacy Development Observatio
Reflection Paper
Multicultural Bibliography and Lesson Plan
21.) Discuss the
role of
technology in
promoting oral
and written
language
development.
CF 4.1, 1.1
NAEYC 1,
4, 5
CCCT 1,
3
PSC 1, 2
8
Exit Cards
Connecticut ELA Curriculum Standards 2010
Pre-K/Kindergarten ELA
1)Reading and Responding
2) Exploring and responding to Literature
3) Communicating with Others
4) Applying English Conventions
325 Key Experiences
CCCS Observed/Assessed
Literacy Journal: Field Experience
Observations/Interactions
Toddler Language Analysis
Onset and Rime Game: Word Structure
Study Group
Phonological/Phonemic Awareness Lesson
Plans
Concepts About Print Assessment
CFRT Quizzes
Annotated Bibliography and Multicultural
Literature Lesson Plan
Class Discussions/Readings
1,2,3,4
3&4
1&4
1,2,3,4
1,2,3,4
1&2
1
1,2,3,4
Required Texts:
Beaty, J. (2012). 50 Early Childhood Literacy Strategies.
Pearson.
Mandel Morrow, L. (2011). Literacy Development in the
Early Years. Pearson.
Suggested Texts:
IRA’s Preschool Literacy Series
National Early Literacy Panel Report
CT Blueprint for Reading Achievement and Beyond the
Blueprint available at
http://www.sde.ct.gov/sde/cwp/view.asp?a=2618&q=320866.
Put Reading First: Kindergarten-Grade 3 at
http://www.nifl.gov/publications/pdf/PRFbooklet.pdf
9
Campbell, R. (Ed.) (1998) Facilitating Preschool Literacy.
Newark, DE: International Reading Association.
Owocki, G. (1999). Literacy Through Play. NH:
Heinemann
Clay, M. (1993). What did I write? Beginning writing
behavior. NH: Heinemann.
Morrow, L.M. (1996). Literacy development in the early
years. NJ: Prentice Hall.
Neuman, S.B., & Roskos, K.A. (1998). Best practices in
early literacy. Newark, DE: International Reading Association.
Schickadanz, J.A. (1999). Much more than the ABC’s.
Washington, DC: NAEYC.
Strickland, D.S., & Morrow, L.M. (Eds.) (2000).
Beginning reading and writing. Newark, DE: International
Reading Association.
Course Outline:
1. Language from constructivist and sociolinguistic perspectives: Families,
culture, and language
2. Developmentally appropriate practice and Cambourne’s natural conditions of
learning.
3. Typical and atypical infant communication: The role of the adult.
4. Typical and atypical toddler communication including analysis of syntactic,
semantic, and phonological development: The role of the adult.
5. Typical and atypical preschool children’s language: The role of the adult.
6. Evidence-based early literacy: Precursors to written language development.
7. Parallels between oral and written language growth: The role of listening
comprehension, expressive and receptive language, and rare words or
vocabulary.
8. The sequence of development and instruction of phonological awareness
including phonemic awareness.
9. Alphabetic principle: Development and instruction.
10. The role of concepts about print, onsets and rimes, sight words and early
writing in reading/writing success.
10
11. Supporting language and literacy development in typically and atypically
developing children.
12. Literacy development in the home: The role of the parent/caregiver.
13. Cultural and gender differences in communication.
14. English language learners and bilingual education.
15. Assessment of emergent writing and reading.
16. The impact of technology on early language, reading, and writing.
Field Practicum:
Students will take this course in Core 1 along with two other courses. They will
be assigned to a preschool field practicum while completing the core. During this
time in the classroom students should spend as much time reading/writing with
children and observing the literacy environment as possible.
Diversity Experience: As a teacher educator at Connecticut’s public liberal arts university I feel it is my
responsibility to not only prepare you for the early childhood classroom but also to prepare you to be
engaged and responsible citizens. I am encouraging you to take part in the meetings and/or activities of
the Social Justice in Education Committee of the Education Club. These can be fundraisers, visits to
schools, development of school programs such as special events or after school clubs, book clubs to
further your own learning, etc. Hopefully, as future teachers, you will come to see yourselves as change
agents and use your position as teachers to work collectively with children, families, and communities
towards change and social justice. I will hold a book club for those of you who are interested and I will be
involved in numerous other projects throughout the semester. I look forward to working with you to both
develop ourselves as people and teachers, and make a difference for others.
ECE students are expected to attend a yearly seminar on diversity. The week after the seminar students
should write their one-pagers based on their experience at the seminar rather than readings. We will
discuss these in class.
.
Grading:
A
AB+
B
B-
3.86-4.00
3.70-3.85
3.30
3.00
2.70
C+
C
CD+
D
2.30
2.00
1.70
1.30
1.00
If you are a student with a disability and believe you will need accommodations for this class, it is your
responsibility to contact the Office of Disability Services at (860) 465-5573. To avoid any delay in the
receipt of accommodations, you should contact the office of Disability as soon as possible. Please
understand that I cannot provide accommodations based upon disability until I have received an
accommodation letter from the Office of Disability Services. Your cooperation is appreciated.
Students are encouraged to use the support offered by the Academic Services Center located on the
ground floor of the Library. Tutoring, Math, Writing, and supplemental Advising Services are available
for students in the Center at the following times: Sun. 2-9; M.-Th. 9-9, Fri. 9-5. (Closed Sat.) For further
information call 465-4272 or check the ASC website at http://www.easternct.edu/asc/
11
Key Learning Experiences:
1) Attendance
Attendance is essential. Any more than one absence will affect your grade by one whole grade
level. For example, if you have two absences and a grade of 90, than your final grade may be 80.
Students who miss three or more classes must re-take the course. If you must miss any session, please
notify me in advance if possible and then make an appointment to discuss what you missed. Please refer
to the Early Childhood Attendance Policy (attached).
2) CFRT Quizzes: Two quizzes will be given based on CFRT content. 10 points
Two quizzes will be given during the semester. The content of the quizzes are aligned with the content
on the CFRT. Each quiz is worth 5 points. Phonological awareness, phonemic awareness, onsets and
rimes, alphabetic principle, concepts about print, early writing development and inventive spelling cover
most of the quiz content.
We will read all assigned readings according to the time frame on the syllabus. Due to the amount of
content in this course it is critical that you keep up with the assigned readings. If it appears that students
are falling behind in the readings, an exam may be administered.
Connecticut Foundations of Reading Test
You will be asked to take the CFRT during the semester you take ECE 355. Students who keep up
with the readings, pay attention in class, and therefore develop a deep understanding of the
material, will have a much easier time passing the Connecticut Foundations of Reading Test that is
mandatory for teaching certification. Most of the CFRT content is covered in core II but there are a
few pieces of relevant information covered in this class. The practice test can be located at
www.ct.nesinc.com.
3) Exit Cards
Purpose: Reflection is an important element of being an early childhood professional. It is important to
be open to new ideas, be flexible and willing to adjust our views to best meet the needs of young children.
It is equally important to question and ask for clarification to clear up areas of confusion or
misunderstanding.
You will write weekly exit cards on which you do exactly this. The exit card gives you the opportunity to
ask a question you were thinking during class time and/or while you were reading the text. You can also
ask a question about something you observed during one of your field experiences.
4) Literacy Journal
10 points
This assignment involves both your observation of read alouds/the reading environment in your
practicum experiences and your personal reading experiences with children and others. Part 1: Part one
is an observation/reflection of teachers and the physical environment. In your observation journal, keep
track of how books are used in your practicum experiences. How does the teacher/adult perform read
alouds with children? Is there a routine? Keep track of the books read. How does he/she decide which
books to read? How does he/she interact with the children during this time? Are the children involved?
Why or why not? Make sure you observe the physical environment as well. What does the classroom
library look like? Is environmental print in multiple languages? Are multicultural books present and
read? Are writing tools accessible? Is there a writing center? Are children using the computer or another
form of technology to read or write? Are play and literacy centers used? How? What is the role of the
12
teacher? Look specifically for examples of teachers focusing on CFRT content such as phonemic
awareness or alphabetic knowledge. At the end of the semester you will be asked to look over these
journal entries and identify themes, concerns, issues, questions, etc. This reflection will be at least 2
pages.
Part 2: Part two is an observation/reflection of your reading experiences and read aloud practice.
During your preschool visits you are asked to read to a child or small group of children each visit or as
often as possible. After you read, write a quick entry in your journal about the reading. What did you
read? How many kids? Were they focused? Why or why not? Were there any vocabulary words in the
story they were unaware of or what kinds of questions about the story did they ask? When you ask them
questions about the story do they appear to have solid listening comprehension skills? What did you
learn? What will you do differently next time? What were you feeling? Did any child behaviors surprise
you? How/what did you change? How did you feel while reading? Were you nervous? What were you
thinking about? Etc. At the end of the semester you will be asked to revisit your entries and see how you
have evolved in the process of reading aloud to children. Spend some time in the writing center or writing
with children. Ask them to read you their writing. Practice your scaffolding skills. Was there an
opportunity to teach phonological or alphabet awareness? Analyze their writing. Do you see any sight
words or inventive spelling? What can you see that the writer knows about functions, features, and
forms of print? Listen to children’s oral language. Note any language approximations, vocabulary use,
expressive or receptive speech.
Also, this section is about you simply as a literate being. Have you done more pleasure reading this
semester than ones prior? Did you go to bookstores or libraries more often? What did you see there? Do
you keep a journal? What memories or feelings have come back regarding early or even recent reading?
Did you remember favorite childhood books, etc.? This reflection will be no less than 2 pages.
You will occasionally be asked to bring in your journal to discuss it in class.
Hand in the two, minimum 2-page reflections
5) Toddler Language Analysis
20 points
For this assignment you will work with one child between the ages of 2 and 4. You will need a tape
recorder. You will write a 4-6 paged paper summarizing this experience. See full description of
assignment and rubric below.
CT SDE CALI Component
In class when the language analysis assessment is due, students will form a mock data team to analyze
overall results and develop hypothetical differentiated lesson plans. Students will share their data and use
the SDE “ Data Team Form *: Sample Data Analysis Template”. Students will refer to the CSDE
preschool benchmarks on language and literacy. Students will develop Scientific Research-Based
Interventions (SRBI) or “the use of educational practices, which have been validated through research as
effective, for improved student outcomes. Educational practices that are implemented in a school or
district which, through data analysis, demonstrate effectiveness (also known as Response to
Intervention)” (http://www.sde.ct.gov/sde/cwp/view.asp?a=2618&q=322294)
In addition, students will use the CALI Glossary of Terms to help them understand the data team process
(http://www.sde.ct.gov/sde/lib/sde/pdf/curriculum/cali/cali_glossary.pdf).
6) Concepts About Print Assessment
20 points
For this assessment you will need to work with a child between the ages of 3 and 5. You will
write a 4-6 paged paper summarizing this experience. See full description of assignment and rubric
below.
7) Annotated Bibliography/Multicultural Lesson Plan
13
10 points
For this bibliography you must write bibliographic information (title, author, illustrator, awards,
publisher, ISBN #) for 25 children’s books. You must also write a brief annotation describing each book.
Books chosen should be age appropriate for Birth-5 and considered quality literature. Also be certain to
include multicultural books and/or books addressing real issues to be used for bibliotherapy. It may be
best to complete this assignment on index cards so you have one card per book and can easily continue to
build this great teaching resource.
Multicultural Lesson Plan
Choose one of the multicultural books on the bibliography and develop a literature based multicultural
lesson plan for either preschool or kindergarten (your choice). The lesson plan format is attached and
must be followed. This lesson plan must have one clear RLA objective from the CCCS. You must also
choose one of the six multicultural goals established by Banks.
8) Phonological/Phonemic Awareness Lesson Plans
15 Points
For this assignment you will demonstrate your understanding of phonological/phonemic
awareness: what it is, how it develops, and how to most effectively and meaningfully teach it. There are
three components to this assignment. First, you will develop a list of at least ten books and three songs or
poems that lend themselves to explicit teaching of phonological/phonemic awareness. Then you will write
one read aloud and one shared reading (one of the songs is put on chart paper) lesson plan with explicit
phonological awareness objectives. Refer to the Preschool Benchmarks for lesson objectives. One of
these lessons will be implemented in a preschool classroom. Afterwards you will write a reflection on
what you learned. In this paper you will demonstrate understanding of the following terms/concepts;
phonological awareness, phonemic awareness, phonics, phonemic awareness progression; phoneme,
grapheme, morpheme, deleting, substituting, blending, segmenting phonemes, onsets and rimes,
and syllabication. See full description of assignment and rubric below.
9) Word Structure Study Group: Onset and Rime Game
15 Points
For this assignment you will demonstrate your understanding of onsets and rimes and the role of
word play or word analogy in helping children to develop sight words. You will be creative and develop a
game that can be used with kindergarten children. In addition to developing a creative game, you will list
10 quality children’s books that can be used to emphasize onsets and rimes, and demonstrate your
understanding of the following terms: onsets and rimes, word analysis/word structure, high frequency
words, high frequency rimes, sight words, syllabication, roots and affixes. See full description of
assignment and rubric below.
Rewrites:
I reserve the right to grant students permission to rewrite assigned papers. Rewrites will only be offered
to students who pay exceptional attention in class, always come to class prepared, and show evidence of
keeping up with course readings. All rewrites must be in within two weeks of the original date and all
changes to the paper must be in bold print. In addition, the original paper must be included. The original
grade and the new grade will be averaged for the final paper grade.
Assignment of Grades:
Students will be assigned grades based on the quality of their work on all assignments. Grades will be
calculated using the following weighting:
Percentage of Final Grade:
10%
10%
10%
Project:
CFRT Quizzes
Multicultural Bibliography/Lesson Plan
Literacy Journal
14
Toddler Language Analysis
Phonemic Awareness Lessons
Concepts About Print Assessment
Onset and Rime Game
Total:
20%
15%
20%
15%
100%
15
COURSE SCHEDULE
***PLEASE NOTE: Assignment dates are subject to change
Course
Topic
Schedule
Introduction: What do we know
August 30
about language and literacy? Brain
based research
*Culturally Responsive Teaching
(DVD) by Geneva Gay
Review Theoretical Framework:
September 2*Developmentally Culturally
No Class
Appropriate Practice
*Constructivist & Sociolinguistic
Sept 6
perspectives on language and
literacy
Sept 9 & 13
Sept 16 & 20
Sept 23 & 27
Assignment
Mandel Morrow Chapter One
Read the CT English Language Arts Connecticut
Preschool Standards to Common Core State
Standards Continuum
Cambourne’s natural conditions of
oral language and literacy
development-synchronic processes
Cambourne article
National Early Literacy
Panel(NELP) Early Literacy
Predictors
Literacy Development Strands
(Oral language, phonological
awareness, word identification,
comprehension)
Infant Communication
Beaty 1-3
Toddler language acquisition:
Syntax, semantics, phonology,
pragmatics
Mandel Morrow Chp 3
Beaty 7, 27, 39
Mandel Morrow Chp 4
Handout –Machado Chp two
English/Dual Language Learners:
Phonemic awareness, cognates,
comprehension, best practices, etc.
Preschool language development
NELP Literacy Predictor 1:oral
Beaty 2-6, 10, 15
language-listening comprehension, IRA Preschool Literacy Position Statement
vocabulary, receptive/expressive
speech, self-regulation, etc.
16
Sept 30**
Oct 4
Oct 7** and
11**
Oct 14 & and
18*
Oct 21** & 25
Oct 28 & Nov
1
NELP Literacy Predictor 2:
Phonological/Phonemic
Awareness: phonics, onsets and
rimes (high frequency words),
morphology, phonics
generalizations, etc.
CFRT review-practice test pages
1-4
Preschool literacy:
Explicit and implicit teaching of
literacy in context of play
CFRT QUIZ Monday
Preschool literacy:
Functions, Features & Forms of
Print (genre, story elements,
directionality)
NELP Literacy Predictors 3Alphabet Awareness: Alphabetic
principle, phonics, etc.
NELP 4-Early Writing with
Inventive Spelling: stages of
writing, spelling & phonics, etc.
Preschool literacy environments:
Interactive environmental print,
classroom library, and writing
center
NELP Predicator 5: Concepts
About Print: Directionality, book
concepts, story knowledge, genre,
etc.
CFRT Quiz
Literacy learning in Kindergarten
settings: Development
Sight words, word attack
strategies, emergent texts and
fluency
Literacy learning in kindergarten
settings: Pedagogy
Shared writing and dictation
Development: Comprehensionmetacognition, informational text,
fluency, transactions/interactions
with text, pre-during-post
strategies, prior knowledge, texttext connections, etc.
17
Mandel Morrow Chp 5
Beaty 8 & 9
Phonological Awareness Handout
**CFRT Quiz: Phonological/phonemic
awareness
*Monday--Language Analysis Due
Mandel Morrow Chp 7
Beaty 11-14
*Friday Due: Phonemic Awareness Lesson
Plans for Review
Mandel Morrow Chp 6
Beaty 17-18, 20, 22-25
*Friday DUE: Bibliography/MC Lesson Plan
Mandel Morrow Chp 8
Beaty 33-35,
**Monday-CFRT Quiz: ABC/CAP/Onset and
Rimes
Mandel Morrow Chp 9 (review chp 5)
Beaty 21, 26, 28-31
Nov 4 & 8*
Literacy learning in kindergarten
settings: Pedagogy
Read alouds, Shared and Guided
Reading Best Practices
Beaty 36, 38, 40-43, 46-48
TBA
*Friday Due: Onset and Rime Game
Nov 11 & 15
Literacy learning in kindergarten
settings: Classroom environments
Beaty 15, 32, 49, 50
IRA Position Statement: Formative Instruction
(2013)
Nov 18* & 22
Nov 25* & 29No class
Dec 2 & 6
Dec 9**
Early Literacy Assessment:
Authentic and formal literacy and
oral language assessments
Early Literacy Assessment:
Differentiation/Individualized
instruction
Culturally/linguistically diverse
language/literacy instruction
Family Literacy: Parents as
Literacy Partners
Special needs and differentiation:
Oral language/literacy and at risk
learners
Literacy and Technology
Course Conclusions
CFRT Review
18
Handout: Clay packet
Mandel Morrow Chp 10
Mandel Morrow Chp 10
IRA Position Statement: Family/School
Partnerships
*Monday Due: Phonemic Awareness Lesson
Reflection Paper
Beaty 37
IRA Position Statement: Second Language
Literacy Instruction
*Friday Due: Concepts About Print Due
*Friday Due: Early Literacy Journal
Reflections
Concepts about Print Assessment: Guidelines for Completion
Analysis of Child’s knowledge of Concepts about Print
ECE 325 Language and Literacy
Purpose
A major goal of the language and literacy course is to assist you in learning about the areas of early
literacy development that are most predictive of future reading and writing success and support you in
developing strategies that follow best practices in teaching and assessing these areas. Concepts about print
relate to a child’s knowledge of the functions of print as well as the various forms and features. It has
everything to do with print from reading words in environmental print, identifying letters of the alphabet,
holding a book correctly, knowing what an author does, or writing using inventive spelling. The main
objectives of this assessment are:





To recognize the strength, knowledge, and experiences emerging readers and writers bring to
school
To assess children’s concepts about print including book concepts, story knowledge and listening
comprehension
To assess what children know about writing concepts including recognizing their name or other
sight words, letters of the alphabet, and phonics knowledge evident in inventive spelling
To recognize the role concepts about print play in future reading/writing success
To establish the role of these early assessments in individualized instructional planning
NAEYC/CEC Standards and CCCS
The project assesses the following NAEYC standards and key elements: 1a, 1b, 3a, 3b, 3c, 4b, 5a, and 6d.
It also addresses the following CEC standards: 2, 6, 8, and 9.
CCCT : CC.K.L.2, CC.K.SL.2, CC.K.R.F.1, CC.K.R.F.1.a, CC.K.R.I.7, CC.K.R.I.5, CC.K.R.I.6,
CC.K.R.I.2, CC.K.R.L.7, CC.K.RL. 2
Steps for Completion
For this assessment project you must work with a child between the ages of 3-5. The
child should not be reading already but showing signs of reading/writing awareness and
interests. Plan on meeting with the child at least twice.
Do not assume you will do all 4 tasks in one session. Let the child be your guide. If he is
distracted after one task then stop there. If she wants to continue on, you may do so.
Write down everything the child says. Tell him/her you are doing a homework assignment and you need
to write. The more you write the easier it will be to analyze later. You must carefully read all of the
directions on the given task sheets before meeting with the child. This is very important. The more
comfortable you are with the line of questioning the better the assessment will go. Have all materials
needed ready and make sure you have lots of paper for notes.
Immediately after each session take some time to write down all your thoughts about how it went, what
the child said or did, and what you think that might mean. This is very important and these
notes/reflections will need to be handed in. Do not waste time rewriting or typing them.
To be handed in:
1) The activity sheets filled in and any other notes
19
2) All of the child’s work
3) Minimum of 2 informal reflection pages (to be done right after each session)
4) 4-5 page paper according to the Project Expectations
Things to Keep in Mind
Try not to take the child during a time that others are eating or at recess, etc. This is hard for you to
control but try to make other suggestions.
Practice other ways to ask the questions before hand. Make sure you scaffold and
probe. Don’t just ask the question and then move on to the next question. Remember
many answers are acceptable and you are not looking for a right answer but to learn about
the child’s awareness/experience.
Make sure there isn’t a language barrier. Try not to meet with a child who has limited
command of the English language unless you speak his/her native language.
Try not to follow the script too closely. You may pursue a slightly different direction if
the child goes there. Be a good listener and worry more about listening to the child and
asking follow up questions to understand, than following the script.
In your paper do not generalize or judge. This is a snapshot assessment. You cannot make
large conclusions based on these discussions/tasks.
Analysis
First, discuss CAP development and assessment: how and why do we assess young children’s print
awareness? Discuss and describe the role of a literacy rich environment including interactive
environmental print, in developing children’s knowledge of print functions, features and forms. Discuss
ways to explicitly and naturally teach CAP during read aloud and shared reading/writing. Discus the role
CAP plays in future reading and writing success.
Second, discuss the assessment you conducted. Be sure to give the demographics of the child (exact age,
location, etc.), and then analyze the findings according to the aspects of CAP listed above and on the
attached rubric (which were all discussed in class).
Third, compare your findings to the research. What did you learn about CAP and assessing CAP? How
does the child’s print knowledge compare to the benchmarks? Compare the child’s responses to the
Common Core State Standards (CCSS) for kindergarten. Did the child demonstrate any of these
standards? What information would you take from this assessment and use to direct your instruction if
you were this child’s teacher? Make sure you use the terminology that we discussed in class, from the
readings, and on this hand-out when summarizing your observations and give specific examples to
illustrate your understanding of these terms.
See Rubric for paper criteria.
20
Concepts About Print Assessment: Scoring Rubric
Name of Student: ____________________________
Ite
m
1
2
Standards
NAE
YC
1a
3a,b,
c
4b
5a
6d
1a
3
a,b,c
4b
5a
Assessment Criteria
CE
5
C
8 Candidate clearly
and thoroughly
defines concepts
about print,
demonstrates
solid
understanding of
the role CAP
play in
reading/writing
development, and
thoroughly
summarizes the
research or
readings.
2
6
Date: _________________________
Candidate is
extremely
thorough and
reflective in
summarizing
CAP and
defining the
functions,
features, and
forms of literacy
and the role of
interactive
environmental
print.
4
3
2
1
Candidate
clearly defines
concepts about
print,
demonstrates
solid
understanding
of the role
CAP play in
reading/writing
development,
and
sufficiently
summarizes
the research or
readings
Candidate
defines
concepts
about print,
demonstrates
understanding
of the role
CAP play in
reading/writin
g
development,
and
summarizes
some of the
main ideas in
the research or
readings
Candidate
somewhat
defines CAP
but in doing
so does not
demonstrate
solid
understanding
of both
practice and
purpose, and
does not
summarize the
research or
readings with
respect to the
assessment.
Candidate
fails to
define CAP
and
demonstrate
solid
understandin
g of both
practice and
purpose.
Candidate is
thorough and
reflective in
summarizing
CAP; defining
functions,
features, and
forms, and the
role of
interactive
environmental
print.
Candidate is
sufficient at
and somewhat
reflective in
summarizing
CAP; defining
functions,
features, and
forms, and the
role of
interactive
environmental
print
Candidate
shows very
basic
understanding
or some
misunderstand
ings when
summarizing
CAP; defining
functions,
features, and
forms, and the
role of
interactive
environmental
print
Candidate
fails to
summarize
CAP; define
functions,
features, and
forms,
and/or the
role of
interactive
environment
al print.
21
3
1b
3a,b,
c
4b
5a
6d
2
6
8
Candidate
demonstrates a
high level of
reflection by
appropriately
analyzing the
child’s response;
reflecting on
what his/her
observations may
imply, and using
the readings to
support
observations in a
way that further
demonstrates
understanding.
This high level of
synthesis
involves looking
to the readings/
research to
further
understand CAP
and the role it
plays in
reading/writing
success.
Candidate
demonstrates a
high level of
reflection by
appropriately
analyzing the
child’s
responses;
reflecting on
what his/her
observations
may imply,
and using the
readings to
support
observations in
a way that
further
demonstrates
their
understanding.
Candidate
demonstrates
a sufficient
level of
reflection by
appropriately
analyzing the
child’s
responses;
reflecting on
what his/her
observations
may imply,
and at times
using the
readings to
support
observations.
Candidate
demonstrates
some
reflection by
appropriately
analyzing the
child’s
responses;
reflecting on
what his/her
observations
may imply,
and at times
using the
readings to
support
observations.
Candidate
fails to
demonstrate
understandin
g and
reflection
regarding the
child’s
responses;
what their
observations
may imply,
and fails to
use the
readings to
support
observations.
4
6d
9
Candidate
effectively and
consistently
supports his/her
work with the
readings by
paraphrasing and
citing the authors
appropriately
using APA.
Candidate
effectively and
consistently
supports
his/her work
with the
readings by
paraphrasing
and citing the
authors using
APA.
Candidate
most often
supports
his/her work
with the
readings by
paraphrasing
and citing the
authors using
APA.
Candidate at
times supports
his/her work
with the
readings by
paraphrasing
and citing the
authors using
APA.
Candidate
fails to
support
his/her work
with the
readings.
Comments:
22
Language Assessment: Guidelines for Candidates
Analysis of a Child's Language Development
ECE 325 Language and Literacy
Toddler Language Analysis
Purpose
A great deal of research suggests that oral language is the foundation for literacy development. Children
who have developed strong oral language skills may have an easier time learning to read and write. On
the contrary, research has shown that children who come from language poor homes are very likely to
have a difficult time learning to read and write. Expressive and receptive language, listening
comprehension, and rare or unusual vocabulary are aspects of oral language that are most linked to future
reading and writing according to the National Early Literacy Panel (NELP) Report.
A major goal of the Language and Literacy course module is to assist you in listening to children's
language. In particular, it is critical that you know and understand the three rule systems involved in
language acquisition; phonology, semantics, and syntax as well as the areas of oral language
development that were determined by the National Early Literacy Panel report to be the most highly
correlated with future written language success; expressive and receptive speech, vocabulary or rare
words, and listening comprehension. This activity will help you to observe language development;
listen for and analyze a child’s use of the rule systems and all other aspects of oral language; compare
your observations/ assessments to the research, benchmarks, and standards; heighten your awareness of
typical and atypical language development; potentially compare first and second language learners
development; and develop keen listening skills for young children’s language.
NAEYC/CEC Standards and CCCS
The project assesses the following NAEYC standards and key elements: 1a, 3a, 3b, and 6d. It also
addresses the following CEC standards: 2, 6, 8, and 9.
Building towards CCCS for K: CC.K.R.F.2, CC.K.SL.1.a, CC.K.SL.1.b, CC.K.L.1,
Steps for Completion
1. Recording: You will record the language of at least one child for approximately a 20-minute period.
You can work with any child available to you who is between the ages of 2 and 4. Be sure to keep
noise to a minimum and stop the tape to be sure it is clear before continuing on. Taping the child may
prove to be the most difficult aspect of this assignment and involves several steps:

In the first week of class, you will obtain permission from your classroom teacher and
parents/guardians to conduct the recording using a form provided in class. Other procedures may
be necessary in order to gather a language sample.

You will create an activity that is designed to elicit child language. This might include play with
sensory bins, replica toy play figures, interesting objects or photographs, an outdoor nature walk,
field trip or other highly verbal activities. You may also tape a child who is already engrossed in
an activity that is not planned by you but producing much language. This actually may be the best
time to record.
23

PLEASE NOTE: The activity must be hands-on and child-centered. You are not interviewing the
child. You are tape recording the child’s authentic, spontaneous speech. Be careful to not dictate
the child’s language use! The use of drawing or book reading IS NOT appropriate here. These
have not been found to promote verbalization and will yield a sample of language less suitable to
these activities.
Paper
You will listen to the tape and write a paper about the child’s use of the areas of language listed below. In
organizing your paper be sure to use headings for these areas. Define each area before sharing the
results, therefore making your understanding very clear! Specific requirements for each area are as
follows:
 Phonology:
Phonology is the system of speech and non-speech sounds used to communicate. Listen carefully to your
whole tape for the sounds children use in their language; take notes on interesting pronunciations of
words, intonations, and other phonological features you hear.
Later, write a brief analysis of these observations, guided by the following questions: What speech
approximations did you observe? Were these approximations expected for this age? Did you notice any
stuttering/cluttering? Was this typical for this age? Did you hear any interesting unconventional
pronunciations of words or more specifically, substitutions, omissions, or transpositions (i.e., "aminals")?
Any unconventional pronunciations in phonemes (individual sounds) called distortions? Any additions of
sounds (i.e., “li-it-tle”)? In what ways did the children vary their intonations or use prosodic speech? Did
you notice any evidence of phonemic awareness such as rhyming words or saying words that start with
the same sound as another word, etc.? Give specific, verbatim examples of observed language as you
write.
 Semantics/Rare Words:
Semantics refers to word meaning. Young children gradually construct the meanings of words and often
use them in different ways than adults would. Research shows that oral vocabulary is linked to future
reading comprehension. Rare words are words that are atypical or specific to a concept (i.e., the boat has
an “anchor” to help it stop). Listen carefully to the words children use in their language. Take notes on
interesting word usage (not their pronunciation). For 2 minutes of your tape, write down as many
different words as you can that the child utters during this period (this is called a "word study" diary).
Later, write a brief analysis of these observations, guided by the following questions: How many
different words did this child use during a 2-minute period? Did the child use any pivot words (i.e.,
“Dat” for nomination or “Mine” for possession)? Any generalizations used (i.e., all round things are
balls)? Did the child appear to have a broad vocabulary? Did the child use words in different ways than
adults would use them? (Give examples, if you can.) Which words struck you as quite sophisticated for
this age? What rare words did you hear if any? What opportunities would you have had as a teacher to
provide rare words when listening? How has the context (the play) affected the child’s use of semantics?
Give specific, verbatim examples of observed language as you write.
 Syntax:
Syntax refers to how words are ordered in sentences (grammar). For example, a child might say, "Why
they can't run?". Young children gradually construct rules on how to order words and often overuse these
rules as they learn them. Listen carefully to your whole 20-minute tape to the sentences children use.
Take notes on interesting sentences you hear. (Focus on sentences, not individual words or sounds.)
Select a minimum of 20 random sentences or utterances that the child speaks. Write them down
24
verbatim. (You may find that in the 2-minute "word study" diary above that the child produces a
minimum of 20 sentences; if so, you may use these verbatim.)
Later, write a brief analysis of these observations, guided by the following questions: What can you
conclude about the length of the child's sentences? Did you hear any syntax approximations (i.e.,
mistakes in the ordering of words)? Give examples, if you can. What sentences seemed particularly
complex for children this age? Did you hear any morphemes, which we talked about in class (i.e., "-n't,"
plural "-s")? Any over regularizations (i.e., when the child over applies a rule like plurals: “He rans to the
swings.”)? Give specific, verbatim examples of children's language as you write.

Expressive/Receptive Speech:
Expressive speech is a child’s ability to use his words (language) to effectively communicate his/her
wants and needs. How did the child express himself to other children or teachers? Was he able to
communicate his needs effectively? Give examples. Receptive speech is the child’s ability to receive and
understand (comprehend) other people’s language. Was the child receptive to the language of others?
Was his play or actions impacted by the language of others? How? Was she engaging in give and take
conversations? Was she able to follow directions? Give examples.

Listening Comprehension:
Listening comprehension is related to children’s ability to comprehend stories read aloud. Listening
comprehension is important because it leads to reading comprehension. It is important for children to
engage with stories and have opportunities to discuss their understandings and connections to text. They
can do this by acting out stories, using a flannel board to demonstrate the sequence of events in a text, or
by using a puppet to retell a story. Teacher’s must be explicit in modeling reading comprehension skills
such as modeling and asking for predictions, summarizing the story, asking questions about the text, etc.
so that children can develop solid comprehension skills to utilize in order to comprehend texts when they
begin to read (reading comprehension). Discuss the child’s listening comprehension. Did the child listen
to any stories, oral or written, while you were there? What evidence was there that the child
comprehended what she was hearing? Give examples.
Analysis
First, discuss oral language development and assessment: how and why do we assess young children’s
language? Discuss the language acquisition process and describe a language rich environment.
Second, discuss the analysis you conducted. Be sure to give the demographics of the child (exact age,
location, etc.), and then analyze the findings according to the aspects of oral language listed above. Use
subheadings and be sure to give examples in each area of analysis to further demonstrate your
understanding of each rule system or aspect of oral language.
Third, compare your findings to the research. What did you learn about language acquisition or
instruction? How does the child’s language use compare to the benchmarks? What information would you
take from this assessment and use to direct your instruction if you were this child’s teacher? Make sure
you use the terminology that we discussed in class, from the readings, and are on this hand-out when
summarizing your observations and give specific examples to illustrate your understanding of these
terms.
See Rubric for paper criteria
25
Language Assessment: Scoring Rubric
Name of Student: ___________________________Date: _________________________
It
e
m
1
Standards
NA
EY
C
3b
Assessment Criteria
CEC
5
4
3
2
1
8
Candidate
clearly and
thoroughly
defines the
method or
assessment
used,
demonstrates
solid
understanding
of both practice
and purpose,
and thoroughly
summarizes the
research or
readings with
respect to the
assessment.
Candidate
clearly and
thoroughly
defines the
method or
assessment
used,
demonstrates
solid
understandin
g of both
practice and
purpose, and
very often
summarizes
the research
or readings
with respect
to the
assessment.
Candidate
clearly
defines the
method or
assessment
used,
demonstrates
understandin
g of both
practice and
purpose, and
at times
summarizes
the research
or readings
with respect
to the
assessment.
Candidate
somewhat
defines the
method or
assessment
used but in
doing so
does not
demonstrate
solid
understandin
g of both
practice and
purpose, and
does not
summarize
the research
or readings
with respect
to the
assessment.
Candidate
fails to
define the
method or
assessment
used and
demonstrat
e solid
understandi
ng of both
practice
and
purpose.
26
2
1a
2
6
Candidate is
extremely
thorough and
reflective in
summarizing
language
development;
defining the
three rule
systems;
providing
appropriate
examples for
each rule;
discussing the
role oral
language plays
in future
reading and
writing; and
defining a
language-rich
environment.
Candidate is
thorough and
reflective in
summarizing
language
development;
defining the
three rule
systems;
providing
appropriate
examples for
each rule;
discussing
the role oral
language
plays in
future
reading and
writing; and
defining a
language-rich
environment.
27
Candidate is
sufficient at
and
somewhat
reflective in
summarizing
language
development
; defining the
three rule
systems;
providing
appropriate
examples for
each rule;
discussing
the role oral
language
plays in
future
reading and
writing; and
defining a
languagerich
environment.
Candidate
shows very
basic
understandin
g when
summarizing
language
development
; defining the
three rule
systems;
providing
appropriate
examples for
each rule;
discussing
the role oral
language
plays in
future
reading and
writing; and
defining a
languagerich
environment
and/or
discusses
some of the
above areas
but not all.
Candidate
fails to:
summarize
language
developme
nt; define
the three
rule
systems;
provide
appropriate
examples
for each
rule;
discussing
the role
oral
language
plays in
future
reading and
writing;
and/or
define a
languagerich
environmen
t.
3
3a
2
6
8
Candidate
demonstrates a
high level of
reflection by
appropriately
analyzing the
child’s
language;
reflecting on
what their
observations
may imply, and
using the
readings to
support their
observations in
a way that
further
demonstrates
their
understanding.
This high level
of synthesis
involves
looking to the
readings/
research to
further
understand
language
development,
the child’s use,
and typical use.
Candidate
demonstrates
a high level
of reflection
by
appropriately
analyzing the
child’s
language;
reflecting on
what their
observations
may imply,
and using the
readings to
support their
observations
in a way that
further
demonstrates
their
understandin
g.
Candidate
demonstrates
a sufficient
level of
reflection by
appropriately
analyzing
the child’s
language;
reflecting on
what their
observations
may imply,
and using the
readings to
support their
observations
in a way that
further
demonstrates
their
understandin
g.
Candidate
demonstrates
some
reflection by
appropriately
analyzing
the child’s
language;
reflecting on
what their
observations
may imply,
and at times
using the
readings to
support their
observations.
Candidate
fails to
demonstrat
e
understandi
ng and
reflection
the child’s
language;
what their
observation
s may
imply, and
fails to use
the
readings to
support
their
observation
s.
4
6d
9
Candidate
effectively and
consistently
supports his/her
work with the
readings by
paraphrasing
and citing the
authors
appropriately
using APA.
Candidate
effectively
and
consistently
supports
his/her work
with the
readings by
paraphrasing
and citing the
authors using
APA.
Candidate
most often
supports
his/her work
with the
readings by
paraphrasing
and citing
the authors
using APA.
Candidate at
times
supports
his/her work
with the
readings by
paraphrasing
and citing
the authors
using APA.
Candidate
fails to
support
his/her
work with
the
readings.
Comments:
28
Phonological/Phonemic Awareness: Guidelines for Completion
Phonological/Phonemic Awareness Lesson Plans
ECE 325 Language and Literacy
Purpose
A major goal of the language and literacy course is to assist you in learning about the areas of
early literacy development that are most predictive of future reading and writing success and
support you in developing strategies that follow best practices in teaching and assessing these
areas. Phonological awareness is a child’s knowledge or awareness of every aspect of the sound
system of a language. Phonemic awareness relates specifically to knowledge of the phonemes
(sounds) in words and has been found to be a predictor of reading and writing success. It is
critical that preschool teachers both capture teachable moments throughout the day to teach
phonemic awareness and plan explicit instruction.
Phonemic awareness is the ability to identify and manipulate individual sounds within words.
Preschool teachers must explicitly support children in being able to identify, substitute, delete,
segment, and blend sounds within words. Among other times of the day, this can be done during
read alouds and shared readings of quality children’s books, poems, songs, chants, and rhymes.
NAEYC/CEC Standards and CCCS
The project assesses the following NAEYC standards and key elements: 1a, 1b, 3a, 4b, 4c, 5a,
and 6d. It also addresses the following CEC standards: 2, 6, 8, and 9.
CCCS Kindergarten: CC.K.R.F.2, CC.K.R.F.2.a, CC.K.R.F.2.b, CC.K.R.F.2.c, CC.K.R.F.2.d,
CC.K.R.F.2.e
Steps for Completion
For this assignment you will demonstrate your understanding of phonemic awareness, what it is,
how it develops, and how to most effectively and meaningfully teach phonemic awareness. There
are three components to this assignment. First, you will develop a list of at least ten books and
three songs, poems, chants or rhymes that lend themselves to emphasizing phonemic awareness.
For instance, alliteration is a great way to help children hear and identify beginning sounds of
words and a song with rhyming words allows you to ask children to identify the part of the word
that rhymes. You will then write both a read aloud lesson plan where you teach phonemic
awareness in the context of a quality text and a shared reading lesson plan where one of the songs
is put on chart paper. Most important is that you include in the lesson a scaffolding plan for
helping children to listen specifically to the sounds within words.
One of these lessons will be implemented in a preschool classroom with a small group of
children.
Analysis
Afterwards you will write a reflection on what you learned. In this paper you will discuss how the
implementation of this lesson deepened your understanding of phonological/ phonemic awareness
and any modifications you would make if you were to reteach the lesson. Also, you should
discuss the children’s responses and what you learned about their phonemic awareness. In this
paper you will demonstrate understanding of the following terms/concepts: phonological
awareness, phonemic awareness, phonics, phonological awareness progression; phoneme,
grapheme, morpheme, deleting, substituting, blending, segmenting sounds, onsets and
rimes, and syllabication.
You must clearly compare your observations to the readings, class discussions, and the preschool
benchmarks.
29
Phonemic Awareness Lesson and Reflection: Scoring Rubric
Name of Student: ___________________________Date: _________________________
Ite Standard
m
s
NA
CE
EY
C
C
1
1a
8
1b
3a
4b
4c
5a
6d
Assessment Criteria
5
4
3
2
1
Candidate
clearly and
thoroughly
demonstrates a
high level of
understanding
of phonemic
awareness;
what it is, how
it develops, and
how to most
effectively and
meaningfully
teach and assess
phonemic
awareness.
Candidate
clearly
demonstrates
understanding
of phonemic
awareness;
what it is,
how it
develops, and
how to most
effectively
and
meaningfully
teach and
assess
phonemic
awareness.
Candidate
demonstrates
understandin
g of
phonemic
awareness;
what it is,
how it
develops,
and best
practices in
teaching and
assessing
phonemic
awareness.
Candidate
somewhat
defines
phonemic
awareness;
what it is,
how it
develops,
and/or how
to most
effectively
and to
meaningfully
teach and
assess
phonemic
awareness or
demonstrates
many
misunderstan
dings in
doing so.
Candidate
fails to
define
phonemic
awareness;
what it is,
how it
develops,
and how to
most
effectively
and
meaningfull
y teach and
assess
phonemic
awareness.
30
2
1a
1b
3a
5a
2
6
Candidate is
extremely
thorough and
reflective in
summarizing
the role
phonemic
awareness plays
in future
reading and
writing
development
specifically
phonics, and
demonstrates an
unusual level of
understanding
of the
importance of
phonemic
awareness.
Candidate is
thorough and
reflective in
summarizing
the role
phonemic
awareness
plays in
future reading
and writing
development,
specifically
how it leads
to knowledge
and use of
phonics.
31
Candidate is
sufficient at
and
somewhat
reflective in
summarizing
the role
phonemic
awareness
plays in
future
reading and
writing
development
and the
connection
between
phonemic
awareness
and phonics.
Candidate
shows very
basic
understandin
g and/or
some
misunderstan
dings when
summarizing
the role
phonemic
awareness
plays in
future
reading and
writing
development
.
Candidate
fails to
summarize
the role
phonemic
awareness
plays in
future
reading and
writing
developme
nt.
3
1b
3a
4b
4d
5a
6d
2
6
8
Candidate
demonstrates a
high level of
reflection by
appropriately
analyzing
his/her teaching
effectiveness;
ability to
scaffold
children’s
phonemic
awareness and
asses the
children’s
responses and;
make potential
lesson
modifications.
The candidate
uses the
readings to
support his/her
observations in
a way that
further
demonstrates
his/her
understanding.
This high level
of synthesis
involves
looking to the
readings/
research to
further
understand
typical and
atypical
phonemic
awareness
development
and best
practices.
Candidate
demonstrates
a high level
of reflection
by
appropriately
analyzing
his/her
teaching
effectiveness;
ability to
scaffold
children’s
phonemic
awareness
and assess the
children’s
responses;
and make
potential
lesson
modifications
. The
candidate
uses the
readings
often to
support
his/her
observations
in a way that
further
demonstrates
his/her
understanding
.
32
Candidate
demonstrates
a sufficient
level of
reflection by
appropriately
analyzing
his/her
teaching
effectiveness
; ability to
scaffold
children’s
phonemic
awareness
and assess
the
children’s
responses;
and make
potential
lesson
modification
s. The
candidate
minimally
uses the
readings to
support
his/her
observations
in a way that
further
demonstrates
understandin
g.
Candidate
demonstrates
some
reflection by
often
appropriately
analyzing
his/her
teaching
effectiveness
; ability to
scaffold
children’s
phonemic
awareness
and assess
the
children’s
responses;
and/or make
potential
lesson
modification
s.
Candidate
fails to
demonstrat
e
understandi
ng and
reflection
regarding
his/her
teaching
effectivenes
s; ability to
scaffold
children’s
phonemic
awareness;
assess the
children’s
responses;
and make
potential
lesson
modificatio
ns.
4
6d
9
Candidate
effectively and
consistently
supports his/her
work with the
readings by
paraphrasing
and citing the
authors
appropriately
using APA.
Candidate
effectively
and
consistently
supports
his/her work
with the
readings by
paraphrasing
and citing the
authors using
APA.
Comments:
33
Candidate
most often
supports
his/her work
with the
readings by
paraphrasing
and citing
the authors
using APA.
Candidate at
times
supports
his/her work
with the
readings by
paraphrasing
and citing
the authors
using APA.
Candidate
fails to
support
his/her
work with
the
readings.
Word Structure Study Group: Guidelines for Completion
Onset and Rime Game
ECE 325 Language and Literacy
Purpose
A major goal of the language and literacy course is to assist you in learning about the areas of
early literacy development that are most predictive of future reading and writing success and
support you in developing strategies that follow best practices in teaching and assessing these
areas. Play in onsets and rimes, or word families, is an important part of word study in
kindergarten. Children learn new words by analogy, applying what they know from a familiar
word to the new word. Making lists of high frequency rimes and planning activities where
children play with word families is important to future reading success. In kindergarten
classrooms where teachers provide direct instruction in word structural analysis through play with
onsets and rimes, children can develop a large sight word bank. For instance, if the child can read
the work hat, they can read the word bat and through this exploration they will develop numerous
words with the –at rime as sight words. Sight words are important in developing reading fluency.
Fluency is critical as it allows children to think about their reading and develop solid reading
comprehension.
NAEYC/CEC Standards and CCCS
The project assesses the following NAEYC standards and key elements: 1a, 1b, 3a, 4b, 4c, 5a,
and 6d. It also addresses the following CEC standards: 2, 6, 8, and 9.
CCCS Kindergarten: CC.K.R.F.2, CC.K.R.F.2.a, CC.K.R.F.2.b, CC.K.R.F.2.c, CC.K.R.F.2.d,
CC.K.R.F.2.e
Steps for Completion
For this assignment you will demonstrate your understanding of onsets and rimes and the role of
word play or word analogy in helping children to develop sight words. You will be creative and
develop an onset and rime game that can be used with kindergarten children. You should focus on
a minimum of 5 high frequency rimes (there are 37 high frequency rimes that make up 500
words). This game will provide a hands-on way for children to play with word structure. You
must be sure to have the kindergarten children write a list of the words they make with your game
pieces. The transference from making a word with game pieces, to writing that word down to
make a list of words in that family is important to development. In addition to developing a
creative game, you will list 10 quality children’s books that can be used to emphasize onsets and
rimes. In fact, your game may be an extension of one or more of these books (reflect the book and
the rime(s) in it).
Analysis
If we do not have access to kindergarten children you will share your game with classmates in
small groups. You will write a reflection on what you learned about word analysis, onsets and
rimes in particular. In this paper you will discuss the importance of word study groups in helping
children develop both sight words, and the knowledge that when decoding an unknown word,
readers can use their knowledge of word parts, here onsets and rimes, to decode the word. In this
paper you must demonstrate your understanding of the following terms: onsets and rimes, word
analysis/word structure/structural analysis, high frequency words, high frequency rimes,
sight words, syllabication, roots and affixes.
You must also clearly compare your observations to the readings, class discussions, and the
preschool benchmarks.
34
Onset and Rime Game and Reflection: Scoring Rubric
Name of Student: ____________________________Date: ___________________
Ite Standard
m
s
NA
CE
EY
C
C
1
1a
8
1b
3a
4b
4c
5a
6d
Assessment Criteria
5
4
3
2
1
Candidate
clearly and
thoroughly
demonstrates a
high level of
understanding
of onsets and
rimes as a
primary area of
word analysis
in kindergarten
early literacy
and how to
most effectively
and
meaningfully
teach and assess
onsets and
rimes
Candidate
clearly
demonstrates
understanding
of onsets and
rimes as a
primary area
of word
analysis in
kindergarten
early literacy
and how to
most
effectively
and
meaningfully
teach and
assess onsets
and rimes
Candidate
demonstrates
basic
understandin
g of onsets
and rimes as
a primary
area of word
analysis in
kindergarten
early literacy
and how to
most
effectively
and
meaningfully
teach and
assess onsets
and rimes.
Candidate
somewhat
defines
onsets and
rimes and
how to
meaningfully
teach and
assess onsets
and rimes
Candidate
fails to
define
onsets and
rimes as a
primary
area of
word
analysis in
kindergarte
n early
literacy
and/or how
to teach and
assess
onsets and
rimes
35
2
1a
1b
3a
5a
2
6
Candidate is
extremely
thorough and
reflective in
summarizing
the role onset
and rime
instruction
plays in
developing
sight words and
in future
reading and
writing success
and
demonstrates an
understanding
of the
connection
between sight
words and
fluency and
comprehension
in emergent
readers.
Candidate is
thorough and
reflective in
summarizing
the role onset
and rime
instruction
plays in
developing
sight words
and in future
reading and
writing
success.
36
Candidate is
sufficient at
and
somewhat
reflective in
summarizing
the role onset
and rime
instruction
plays in
developing
sight words
and in future
reading and
writing
success.
Candidate
shows very
basic
understandin
g and/or
some
misunderstan
dings when
summarizing
the role onset
and rime
instruction
plays in
developing
sight words
and in future
reading and
writing
success.
Candidate
fails to
summarize
the role
onset and
rime
instruction
plays in
developing
sight words
and in
future
reading and
writing
success.
3
1b
3a
4b
4d
5a
6d
2
6
8
Candidate
demonstrates a
high level of
reflection by
appropriately
analyzing
his/her ability
to, develop and
implement an
onset and rime
word study
group game;
scaffold
children’s
awareness of
onsets and
rimes; reflect
on the
children’s
responses; and
make potential
lesson
modifications.
Candidate uses
the readings to
support his/her
observations in
a way that
further
demonstrates
his/her
understanding.
This high level
of synthesis
involves
looking to the
readings/
research to
further
understand
word analysis
development
and best
practices.
Candidate
demonstrates
a high level
of reflection
by
appropriately
analyzing
his/her ability
to, develop
and
implement an
onset and
rime word
study group
game;
scaffold
children’s
awareness of
onsets and
rimes; reflect
on the
children’s
responses;
and make
potential
lesson
modifications
. The
candidate
uses the
readings
often to
support
his/her
observations
in a way that
further
demonstrates
his/her
understanding
.
37
Candidate
demonstrates
a sufficient
level of
reflection by
appropriately
analyzing
his/her
ability to,
develop and
implement
an onset and
rime word
study group
game;
scaffold
children’s
awareness of
onsets and
rimes; reflect
on the
children’s
responses;
and make
potential
lesson
modification
s. The
candidate
minimally
uses the
readings to
support
his/her
observations
in a way that
further
demonstrates
his/her
understandin
g.
Candidate
demonstrates
some
reflection by
somewhat
appropriately
analyzing
their
teaching
effectiveness
; their ability
to scaffold
children’s
phonemic
awareness;
the
children’s
responses;
and potential
lesson
modification
s.
Candidate
fails to
demonstrat
e
understandi
ng and
reflection
regarding
his/her
ability to,
develop and
implement
an onset
and rime
word study
group
game;
scaffold
children’s
awareness
of onsets
and rimes;
reflect on
the
children’s
responses;
and/or
make
potential
lesson
modificatio
ns.
4
6d
9
Candidate
effectively and
consistently
supports his/her
work with the
readings by
paraphrasing
and citing the
authors
appropriately
using APA.
Candidate
effectively
and
consistently
supports
his/her work
with the
readings by
paraphrasing
and citing the
authors using
APA.
Comments:
38
Candidate
most often
supports
his/her work
with the
readings by
paraphrasing
and citing
the authors
using APA.
Candidate at
times
supports
his/her work
with the
readings by
paraphrasing
and citing
the authors
using APA.
Candidate
fails to
support
his/her
work with
the
readings.