Eastern Connecticut State University
Course Syllabus
Department:
Education
Course Title:
Language and Literacy
Course Number:
ECE 325
Credit Hours:
3
Catalog Description:
An examination of the development of both oral and written language
from birth through kindergarten. Constructivist and sociolinguistic
learning theories are emphasized. Examines typical oral language
development, second language acquisition, language and speech delays,
and emergent reading and writing. The role of the adult in supporting
language and literacy development is explored. Clinical experience
required.
Course Prerequisites:
Admission to the early childhood education teacher preparation
program.
Purpose of the Course:
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.
Texts:
Fisher, B. (1998). Joyful Learning in Kindergarten. NH:
Heinemann
Neuman, S. B., Copple, C., & Bredekamp, S. (1999). Learning to
read and write: Developmentally appropriate practices for young
children. Washington, DC: NAEYC.
Owocki, G. (1999). Literacy Through Play. NH: Heinemann
IRA Preschool Literacy Collection, 2nd edition (2009). Oral
language and early literacy in preschool; Building a foundation for
preschool literacy; Assessing preschool literacy development;
2
Using children’s literature in preschool to develop comprehension;
Learning about print in preschool; Writing in preschool.
Readings:
1.
Professional articles and standards posted at the International
Reading Association (IRA) website at www.reading.org
Course Outcomes Aligned with the Education Department’s Performance
Expectations, NAEYC, CCCT, and CEC Standards and with Related Key Experiences
Performance NAEYC/CCCT/
Outcomes
Expectations CEC Standards
Key Experiences
1.) Describe and
2.1
NAEYC, 1.0;
Language
assess typical and
CCCT
I.1.
&
2.
Analysis
5.2
atypical patterns of
NAEYC, 3.0;
Assessment
ent Knowledge oral language
CCCT II.7.
and Reflection
acquisition in
CEC, 2.0; EC2K1,
Paper
children from birth
8.0; EC8S3, EC8S5
to age 5 and apply
Language/Literacy
this
information
to
Development Observation
ogical Knowledge:
curriculum mapping.
Journal and Reflection Paper
nt Knowledge 2.) Explain
constructivist and
sociolinguistic
learning theories of
language learning
and the relationship
of language to
thinking and
learning.
ent Knowledge3.) Describe the role
of the adult in
supporting oral
language
development among
typically and
atypically
developing children.
NAEYC, 1.0;
CCCT I.1. & 2.
1.0
NAEYC, 4.0;
CCCT I. 3., 4., 5.,
6, II. 1., 2., 3., 4.,
5., 6.
CEC, 2.0; EC2K1
NAEYC, 1.0;
CCCT I.1. & 2.
2.9
CEC, 2.0; EC2K1,
EC2K2
One-Pager Reflections
Reading/Writing Awareness
Task
Language/Literacy
Development Observation
Journal and Reflection Paper
One-Pager Reflections
Language Analysis
Language/Literacy
Development Observation
Journal and Reflection Paper
Thematic/Literacy Play Center
One-Pager Reflections
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4.) Demonstrate
knowledge of
cultural, class, and
sionalism: 6.1 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.
1.1
5.1
NAEYC 2.0
NAEYC, 5.0;
CCCT III. 1., 2.,
3., 4., 5., 6.
CEC 6.0;EC6K1
2.9
NAEYC, 1.0;
CCCT I.1. & 2.
6.) Describe special
ent Knowledge speech and language
development needs
and intervention
strategies to address
these.
2.1
ent Knowledge 7.) Demonstrate an
understanding of the
similarities and
connection between
oral and written
language acquisition
and learning in all
curriculum areas.
1.1
5.1
NAEYC 2.0
CEC 2.0; EC2K1
3.0; EC3K2, 6.0;
EC6K1
5.1
NAEYC, 1.0;
CCCT I.1. & 2.
NAEYC 2.0
NAEYC, 3.0;
CCCT II.7.
CEC 6.0; EC6K1
NAEYC, 1.0;
CCCT I.1. & 2.
2.1
NAEYC, 4.0;
CCCT I. 3., 4., 5.,
6, II. 1., 2., 3., 4.,
5., 6.
Language Analysis Assessment
and Reflection Paper
Language/Literacy
Development Observation
Journal and Reflection Paper
Thematic Literacy Play Center
One-Pager Reflections
Language Analysis Assessment
and Reflection Paper
Language/Literacy
Development Observation
Journal and Reflection Paper
Thematic Literacy Play Center
One-Pager Reflections
Language Analysis Assessment
and Reflection Paper
Language/Literacy
Development Observation
Journal and Reflection Paper
Thematic Literacy Play Center
One-Pager Reflection
Reading/Writing Awareness
Task
Language/Literacy
Development Observation
Journal and Reflection Paper
Thematic/Literacy Play Center
One-Pager Reflections
8.) Describe the
ent Knowledge 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
nt Knowledge: 1.1
9.) Describe
characteristics of
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.
nt Knowledge: 1.1
10.) Observe and
analyze emergent
literacy within
ogical Knowledge:
2.4
children’s
spontaneous play,
storytelling, reading,
writing, and drawing
experiences.
4
NAEYC, 1.0;
CCCT I.1. & 2.
Reading/Writing Awareness
Task
Language/Literacy
Development
Observation
Journal and
Reflection Paper
1.1
Thematic/Literacy Play Center
One-Pager Reflections
5.1
NAEYC, 1.0;
CCCT I.1. & 2.
Language/Literacy
Development Observation
Journal and Reflection Paper
NAEYC 2.0
Thematic/Literacy Play Center
One-Pager Reflections
NAEYC 5.0
NAEYC, 1.0;
CCCT I.1. & 2.
1.1
2.4
NAEYC, 3.0;
CCCT II.7.
Language/Literacy
Development Observation
Journal and Reflection Paper
Thematic/Literacy Play Center
One-Pager Reflections
ent Knowledge 11.) Describe the
functions of
language and
literacy in conflict
resolution and in
adult interventions to
teach young children
positive social skills.
nt Knowledge: 1.1
12.) Create a
developmentally
ogical Knowledge:
2.1, 2.2, 2.3
appropriate language
and literacy
curriculum
which
ation of Knowledge:
3.1, 3.2
takes into account
child and family
interests, class,
sity: 5.1
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.
sionalism: 6.1 13.) Acquire skills in
collaborating with
families in setting
goals, selecting
children’s literature,
and planning other
literacy experiences,
including a home
literacy program.
5
NAEYC, 1.0;
CCCT I.1. & 2.
Language/Literacy
Development Observation
Journal and Reflection Paper
Thematic/Literacy Play Center
One-Pager Reflections
NAEYC, 1.0;
CCCT I.1. & 2.
NAEYC 2.0
Thematic/Literacy Play Center
1.1
NAEYC, 4.0;
CCCT I. 3., 4., 5.,
6, II. 1., 2., 3., 4.,
5., 6.
Language/Literacy
Development Observation
Journal and Reflection Paper
One-Pager Reflections
CEC 7.0; EC7K1
1.1
2.1
2.2
2.3
3.1
3.2
5.1
NAEYC, 1.0;
CCCT I.1. & 2.
NAEYC 2.0
Language/Literacy
Development Observation
Journal and Reflection Paper
6.1
One-Pager Reflections
6
nt Knowledge: 1.1
14.) Acquire skills in
collaborating with
professionals,
sionalism: 6.1 including family
child care providers,
in setting goals,
selecting children’s
literature, and
planning other
literacy experiences,
including a home
literacy program.
nt Knowledge: 1.1
15.) Apply concepts
on language and
literacy in planning
ogical Knowledge:
2.1, 2.2, 2.3
and implementing
emergent literacy
activities within a
ation of Knowledge:
family3.1
child care
home that serves
infants, toddlers, and
preschool aged
children.
16.) Discuss the role
of technology in
promoting oral and
written language
development.
1.1
6.1
1.2
2.1, 2.2, 2.3
3.1
4.1
NAEYC, 1.0;
CCCT I.1. & 2.
NAEYC 2.0
NAEYC 5.0
CEC 10.0;
EC1OK1
Language/Literacy
Development Observation
Journal and Reflection Paper
NAEYC, 1.0;
CCCT I.1. & 2.
NAEYC 2.0
Language/Literacy
Development Observation
Journal and Reflection Paper
NAEYC, 4.0;
CCCT I. 3., 4., 5.,
6, II. 1., 2., 3., 4.,
5., 6.
NAEYC, 4.0;
CCCT I. 3., 4., 5.,
6, II. 1., 2., 3., 4.,
5., 6.
Thematic/Literacy Play Center
One-Pager Reflections
One-Pager Reflections
Thematic/Literacy Play Center:
Web Page Development
One-Pager Reflections
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: The role of the adult.
5) Typical and atypical preschool children’s talk: The role of the adult.
6) Literacy development in the home: The role of the parent/caregiver.
7) Supporting language development in typically and atypically developing children.
8) Parallels between oral and written language growth.
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9) Evidence of the beginnings of literacy: A developmental perspective.
10) Cultural and gender differences in communication.
11) Second language acquisition and bilingual education.
12) Assessment of emergent writing and reading.
13) The impact of technology on early language, reading, and writing.
Key Experiences
1.
One-Pagers and One-Pager Responses
You will write weekly papers on topics of your own choosing although they must be based on
the readings. You may also include responses referring to classroom work, practicum
experiences, research, questions, concerns, triumphs, failures, or anything else you deem fit.
These will be no less than one page but don’t need to be more. These will not be polished pieces,
but writings that allow you to reflect, respond, and create consistently. They will not be graded
except in that you did them. Each week you will make 4 or 5 copies: one for yourself, one for
me, and one for 3 or 4 of your peers. One-pagers are not due on days when assignments are
expected. At the end of each one pager you will write one thing that you believe about children’s
language/literacy development.
2.
Literacy Journal
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?
Are play and literacy centers used? How? What is the role of the teacher? 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? 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
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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.
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?
3.
Analysis of Children’s Language Development
A major goal of the course is to assist you in listening to children's language and learning about
language acquisition. For this assignment you will work with one child between the ages of 2
and 4. You will need a tape recorder as you will be recording a minimum of 20 minutes of a
child’s authentic speech. You will then analyze and reflect on the child’s speech demonstrating
your understanding of each rule system--phonology, semantics, and syntax. It is important to
understand these language rules as we will refer to them again when addressing the reading
process in ECE 355.
4.
Reading/writing Awareness Activity
For this assessment project you must work with a child between the ages of 4-6. The
child should not be reading already but showing signs of reading/writing awareness and
interest. Plan on meeting with the child at least twice. Through this assessment you will:
become familiar with a tool for finding out what emergent readers and writers know;
recognize the strength, knowledge, and experiences emerging readers and writers bring to
school; establish the role of these early assessments in individualized instructional planning.
5.
Annotated Bibliography
For this bibliography you must write bibliographic information (title, author, illustrator, awards,
publisher, ISBN #) for 20 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.
6.
Core I Collaborative Project
For this project you will be working in groups planning, implementing and re-teaching a
thematic literacy play center. This assignment will be discussed in great detail in class and is a
collaboration between all core I classes. Most important for this course is the demonstration of
your understanding of the readings/research/class discussions regarding play and literacy. A
comprehensive hand out will explain this assignment further. The results of this assignment will
be presented in a 10-15 minute presentation that includes some form of technology (power point,
web page, etc), at least one poster or visual, and materials/props.