IECE: Early Language & Literacy 1 (Birth-4)
Course # 3010
Spring 2014
COE Mission:
We prepare teachers, leaders, and
counselors who
embrace equity, inquiry
and innovation.
COE Student Resource Office
Office Hours
8:00am-5:00pm M-F
Professor:
Lissanna Follari and Jennifer Tygret
Office:
Columbine Office 3023H
Phone:
(719) 255-4102
E-mail:
lfollari@uccs.edu; jtygret@uccs.edu
(Office)
Contact
Office Hours: Monday (1:30 – 4:30 p.m.) and by appointment
education@uccs.edu
Required Textbook: Otto, B. (2014). Language Development
in Early Childhood: Reflective Teaching for Birth to Age Eight,
4th edition. Boston: Pearson
ISBN: 978-0-13-286755-9
Phone: 719-255-4996
Fax:
719-255-4110
Columbine Hall
1420 Austin Bluffs Parkway
Colorado Springs, CO 80918
http://www.uccs.edu/~coe/
Course Format: This course consists of lectures, use of audio
and visual media, readings from required text and
supplementary articles, classroom discussions, technologymediated interactions, guest subjects/speakers, student
presentations, and in-class small group activities. This is a
hybrid course; as such in-class meetings will comprise
roughly 60% of the course activities. Roughly 40% of course
activities will be completed online using the Blackboard
(Bb) site. Students are expected to check the Bb site at least
twice per week.
Course Description: This course analyzes the
development of language and emergent literacy
skills in children from birth through 4 years. Diversity in
development across the language arts areas will be
observed and assessed with a focus on designing
and implementing individually and developmentally
appropriate language arts activities for all children in
inclusive settings.
Essential Course Organization:
Course Outcomes
Through successful completion of IECE3010
students will:
1.
2.
3.
4.
5.
6.
Identify the range of developmental
progressions in the language arts (birth-4
years old)
NAEYC
standard 1,
3
Apply research-based teaching strategies that
maximize each child’s language development,
including Dual Language Learners.
Design individualized language-rich learning
experiences which integrate state and national
standards.
Create engaging language and literacy-based
projects for families.
Observe language arts teaching methods in
early childhood centers or schools.
NAEYC
standard 5
Review appropriate language and
instructional assessment tools and techniques.
NAEYC
standard 3
NAEYC
standard 4,
5
NAEYC
standard 2
NAEYC
standard 3
Course Assignments to
demonstrate
competency in
outcome/standard:
Language Arts Milestone
Charts
Toddler Observation and
Experience Project
Lesson Plan
Implementation
Lesson Plans
Family Literacy Brochure
Video Analyses
And
Toddler Observation and
Experience Project
High Scope COR,
CLASS,
Language Development
Checklists, and the
Inclusive Practices
Checklist
Accreditation Standards:
Colorado Early Childhood Education
Colorado Early Childhood Special Education
Colorado Literacy Standards
National Association for the Education of Young Children
NAEYC’s position statement on standards for new teachers includes the following six essential
standards:
1. Promoting child development and learning
2. Building family and community relationships
3. Observing, documenting, and assessing
4. Using developmentally effective approaches to connect with children and families
5. Using content knowledge to build meaningful curriculum
6. Becoming a professional
(NAEYC, 2009. NAEYC standards for early childhood professional preparation programs.
Available from http://www.naeyc.org/files/naeyc/file/positions/ProfPrepStandards09.pdf).
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Course Expectations and Policies:
Technology Competencies: It is expected that students begin our program with foundational technology
skills that include digital word processing, digital and online formats (e.g. Blackboard) and using online
research databases. Knowledge of the use of technology-supported multimedia, such as PowerPoint and
other audio/video resources, is expected. Students who need assistance with building technological skills
should speak with their professor to learn about technology resources in the COE and at UCCS.
Using your UCCS email account is a requirement of this course due to digital delivery of course
content. All students must obtain a UCCS email address and check it daily so as not to miss announcements.
If your UCCS email address is not your primary one, please have emails from UCCS rerouted to the one you
check daily.
Attendance, Preparation, and Participation: Students are expected to maintain high standards of ethical
and professional conduct. This includes attending class, being adequately prepared, contributing to class
discussions, submitting high caliber work and representing your own work fairly and honestly. As an
important member of a classroom community, attendance and punctuality is mandatory. You must actively
engage in class and group work to maximize your learning in this course.
If you must miss a class, please inform the professor by phone or email prior to class. It is the responsibility
of the student to obtain course information that is missed during the absence. Unexcused absences will result
in a lower grade.
Professional Behavior:
Professional behavior is necessary for you to be a successful member of a learning community. Please
monitor your participation in class discussions and group work and find ways to contribute intelligently to
the discussion without silencing others. All written assignments must be computer generated unless
otherwise indicated by the professor. Professional behavior will be expected in your future
teaching/counseling career and is often the hallmark of career success.
Diversity Statement: The faculty of the College of Education is committed to preparing students to
recognize, appreciate, and support diversity in all forms – including ethnic, cultural, religious, gender,
economic, sexual orientation and ability – while striving to provide fair and equitable treatment and
consideration for all. Any student who believes that he/she has not been treated fairly or equitably for any
reason should bring it to the attention of the instructor, Department Chair or the Dean of the College of
Education.
Accommodations: The College of Education wishes to fully include persons with disabilities in this course.
In compliance with section 504 and the Americans with Disabilities Act (ADA), UCCS is committed to
ensure that “no otherwise qualified individual with a disability … shall, solely by reason of disability, be
excluded from participation in, be denied the benefits of, or be subjected to discrimination under any
program or activity…” If you are a student with a disability and believe you will need accommodations for
this class, it is your responsibility to contact and register with the Disabilities Services Office, and provide
them with documentation of your disability, so they can determine what accommodations are appropriate for
your situation.
To avoid any delay in the receipt of accommodations, you should contact the Disability Services Office as
soon as possible. Please note that accommodations are not retroactive and disability accommodations cannot
be provided until a “Faculty Accommodation Letter” from the Disability Services office has been given to
the professor by the student. Please contact Disability Services for more information about receiving
accommodations at Main Hall room 105, 719-255-3354 or dservice@uccs.edu .
Military Students: Military students who have the potential to participate in military activities including
training and deployment should consult with faculty prior to registration for any course, but no later than the
end of the first week of classes. At this time, the student should provide the instructor with a schedule of
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planned absences, preferably signed by the student's commander, in order to allow the instructor to evaluate
and advise the student on the possible impact of the absences.
In this course, the instructor will consider absences due to participation in verified military activities to be
excused absences, on par with those due to other unavoidable circumstances such as illness. If, however, it
appears that military obligations will prevent adequate attendance or performance in the course, the
instructor may advise the student to register for the course at another time, when she/he is more likely to be
successful.
Student Appeals:
Students enrolled in programs or courses in the College of Education may access the COE
Appeal/Exception Form at: http://www.uccs.edu/Documents/coe/studentresources/AppealsForm2009.pdf.
This form is to be used for an appeal when a student is:
(1) denied admission to professional education program
(2) denied permission to student teach or complete professional internship
(3) removed from a professional education program or internship
(4) denied permission to graduate due to missing requirements
(5) requesting an exception to specific policies, procedures, or requirements
(6) requesting a grade change
This form is not to be used for requests to take classes out of sequence or to take a class without the proper
prerequisites. Such requests should be initiated with the department chair.
UCCS Student Code of Conduct:
The purpose of the Student Code of Conduct is to maintain the general welfare of the university community.
The university strives to make the campus community a place of study, work, and residence where people
are treated, and treat one another, with respect and courtesy. http://www.uccs.edu/~oja/studentconduct/student-code-of-conduct.html
UCCS Student Rights and Responsibilities:
http://www.uccs.edu/orientation/student-rights-and-responsibilities.html
UCCS Academic Ethics Code:
http://www.uccs.edu/Documents/vcaf/200-019%20StudentAcademic%20Ethics.pdf
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Assignments (graded activities):
All assignments will adhere to the standards issued by the governing bodies that issue the licensure
for Early Childhood Education and Early Childhood Special Education
Assignment
2.
3.
4.
5.
6.
Points
Available
120
50
120
1. 12 Reading responses
5 Video Analyses
3 Lesson Plans and implementation (40 points
each)
Family Literacy Brochure
Children’s Literature Inventory
Toddler Observation and Experience Project
(using High Scope COR, CLASS,
Language Development Checklists, and the
Inclusive Practices Checklist)
500 total available points
80
30
100
Points to grade equivalency
470 to 500 = A
450 to 469.9= A435 to 449.9= B+
420 to 434.9 = B
400 to 419.9= B385 to 399.9 = C+
370 to 384.9= C
350 To 369.9= C335 To 349.9= D+
320 to 334.9= D
300 To 319.9= D299.9 and below= F
1. Reading Responses (12 readings, 120 points- 10 chapters plus 2 additional articles) and inclass activities related to readings
For each reading, you must complete the assigned reading review/discussion preparation prompt.
All assignments are noted in the Reading Responses/Discussion Manual which is posted in
BlackBoard.
Chapter 1 and 2: 3-2-1 Reading response
Chapter 3, 4, 5, 6, 7: Making connections
Chapter 12, 13: Clearest point/muddiest point
Chapter 14: Speak to me
Your papers must be typed and your writing should be clear, professional, and demonstrate
command of college-level grammar and writing style.
These response papers will guide in-class discussions. In addition to in-class discussions related to
chapter reading and practicum experiences, we will engage in other small group activities to delve
more deeply into selected topics. In-class activities will include video analysis, role-plays, guided
observations, chapter content synthesis charts, and creative group projects.
PURPOSE: Chapter reading-related discussions are used to organize your thinking about your
reading, help your comprehension of text content, and generate in-class engagement. You are
expected to read and complete chapter assignments prior to class.
2. Video Analyses (5 responses, 10 points each, 50 points total)
You will complete 5 video analysis reports, uploading responses into Blackboard. Each video
analysis assignment includes a link to the target video(s) and questions or analysis prompts. For
each assignment you will write a reflective, professional analysis in which you clearly and
comprehensively respond to the prompts. Your responses should demonstrate depth in your
analysis, critical thinking, clear connections to content on young children’s language and literacy
development, and employ high quality writing.
Your responses will be evaluated on overall writing style and quality as well as level of critical
thinking and depth of analysis.
5
The purpose of the video analyses is to provide you with opportunities to view practice in diverse
settings with children along the birth through 4 age range and to consider perspectives from
different specialists.
3. Three Language and Literacy Lesson Plans (40 points each, 120 points total)
Plan #1 DUE: 4/14/14
Plan#2 DUE: 4/21/14
Plan #3 DUE 5/5/14
Purpose: One of the goals for Early Childhood Educators is the ability to "design, implement, and
evaluate experiences that promote positive development and learning for each and every young
child" (NAEYC Standard 5).Throughout this class, you will develop three original language and
literacy based lesson plans for children ages 3 through 4. Using your knowledge of child
development, as well as experiences preschool-aged children should have with language and
literacy based activities, you will create three lesson plans that includes the following criteria.
• Goal and Standards
o Clearly state the overall goal of the lesson. Include the Colorado Preschool
Standards that will be addressed.
• Objectives
o Include three to five clearly defined and measurable objectives to be met in
the lesson.
• Setting and Materials
o Explain the setting in which your lesson will take place. Will it be with a
small group or large group of students? What materials will you need to
successfully implement the lesson?
• Procedure and Instructional Strategies
o Provide a step-by-step procedure for the lesson. Include at least three
engaging activities that promote learning and reflect the lesson goal and
objectives.
• Differentiation
o Provide detailed examples of ways in which you will differentiate for
children with special needs and Dual Language Learners.
• Closure
o Effectively close your lesson in a meaningful way. Provide opportunities for
students to demonstrate learning.
• Assessment
o Include an informal and/or formal assessment plan that will clearly track
student learning and connects to the lesson objectives.
• Reflection
o Include a minimum one-page reflection (12 point font, double-spaced, APA
format) that addresses the following questions:
! How does your lesson plan address the specific needs of preschool
age students and develop their language and literacy base?
! What literacy areas are you addressing within your lesson plan (i.e.
phonemic awareness, vocabulary, letters and words)?
! How will the outcome of this lesson drive your instruction in the
future?
6
Lesson Plan Template
Name:
UCCS Supervisor:
School/Grade or Program/Age:
Date:
Cooperating Teacher:
A. Describe the Classroom Environment: (Be sure to include number of students on
IEP/IFSP; DLL; Gifted/Talented, etc.)
B. Lesson Goals and Standards: (Clearly identify a meaningful and appropriate goal of the
lesson; Connect with appropriate state Content Standards. Consider any IEP goals as well):
C. Lesson Objectives: (Include three to five clear and measurable objectives for the lesson;
Clearly connect with lesson goals and standards)
D. Setting and Materials: (Identify the setting for instructional activities, how students will be
grouped, and materials needed)
E. Instructional Strategies: (Clearly describe step-by-step procedure, and ensure activities
reflect the goal and objectives. Include at least three interactive, developmentally
meaningful, and challenging activities. Provide appropriate opportunities for students to
demonstrate learning)
F. Differentiation: (Include creative and appropriate activities for students with disabilities
and English Language Learners. Relate to IEP goals)
G. Closure: (Provide a meaningful wrap-up to the lesson; review lesson goals and objectives)
H. Assessment: (Include a formative and/or summative assessment to assess student learning
and drive future instruction)
I. Reflection
Lesson Plan
Goal/Standards
(NAEYC
Standards: 1.a,
1.b, 1.c, 5.a, 5.b,
5.c)
Objectives
(NAEYC
Standards: 1.a,
1.b, 1.c, 4.b)
Lesson Plan Grading Rubric
Exceeds Expectations
Meets Expectations
(5 points)
(4 points)
Clearly explains what
students will learn
through a meaningful and
appropriate goal.
Comprehensively
describes why the goal is
important. Goal is
appropriately connected
to Colorado Early
Learning and
Development Guidelines.
There are three to five
clear and measurable
objectives linked to the
lesson goal.
Developmentally
appropriate objectives
will likely be
accomplished within the
lesson. There is a strong
Explains what students
will learn through an
appropriate goal. The
goal is articulated and
connected to the
Colorado Early Learning
and Development
Guidelines.
Three to five objectives
are measurable and likely
to be accomplished
within the lesson.
Objectives are
developmentally
appropriate. The
objectives provide a
sense of how students
7
Does Not Meet
Expectations (1-3
points)
Does not explain what
students will learn.
The goal is not
appropriate or is
absent. The lesson is
not connected to
Colorado Early
Learning and
Development
Guidelines.
Objectives are
missing, unclear,
incomplete, or
unrelated to the lesson
goal. They are not
measurable, and/or
developmentally
inappropriate.
Total
Setting and
Materials
(NAEYC
Standards: 4.b,
4.c, 6.a)
Procedure/
Instructional
Strategies
(NAEYC
Standards: 4.a,
4.b, 4.c, 5.a, 5.b,
5.c)
Differentiation
(NAEYC
Standards: 4.b,
4.c)
Closure
(NAEYC
Standards: 5.a,
5.b, 5.c)
Assessment
(NAEYC
Standards: 3.a,
3.c, 3.d)
Reflection
(NAEYC
Standards: 4.d,
6.d)
understanding of how
students will demonstrate
learning.
The lesson setting is
clearly described and
appropriate for the
instructional activities.
Materials will enhance
learning and
appropriately link to
lesson objectives.
Step-by-step procedure is
comprehensively
described, and activities
strongly reflect the goal
and objectives. At least
three interactive,
developmentally
meaningful, and
challenging activities are
included. Appropriate
opportunities for students
to demonstrate learning
are included.
Creative and appropriate
activities are included
that address students with
special needs and English
Language Learners.
Lesson provides a
meaningful and sensible
closure that wraps up the
lesson. Goals and
objectives are reviewed.
Clearly articulated
informal or formal
assessment plan
addresses objectives of
the lesson. Student
learning can be easily
assessed by the plan.
Assessment plan will
drive future instruction.
Response is strong and
demonstrates knowledge
of literacy needs at this
stage in child
development. Clearly
describes the literacy
areas addressed in the
lesson plan. Strong
will demonstrate
learning.
The setting and materials
are appropriate and
described.
The setting and
materials are not fully
described and/or not
appropriate for the
lesson.
Step-by-step procedure is
described, and at least
three activities reflect the
lesson goal and
objectives. Activities
demonstrate some
meaningful and
challenging opportunities
for students. There are
some opportunities for
students to demonstrate
learning.
The lesson procedure
is not described in a
step-by-step format.
Fewer than three
activities are included.
They do not reflect the
goal and objectives of
the lesson, and do not
provide meaningful
ways for students to
demonstrate learning.
Activities are included
that address students with
special needs and English
Language Learners.
Activities are not
included that address
students with special
needs and English
Language Learners.
No closure is present.
Goals and objectives
are not reviewed.
Lesson provides a
closure that reviews the
goals and objectives.
An informal or formal
assessment plan is linked
to objectives. Student
learning can be assessed.
Assessment plan is
unrelated to the
objectives. It does not
assess student
learning.
Response is logical and
includes some evidence
of understanding child
development and literacy
needs. Describes some of
the literacy areas
addressed in the lesson
plan. Examples of how
Response is not
logical, and lacks
strong examples of
understanding child
development and
literacy needs.
Literacy areas are not
addressed, and
8
examples of how the
lesson will drive future
instruction are included.
At least one-page in APA
format.
this lesson will drive
instruction are included.
At least one-page in APA
format.
examples of how this
lesson will drive
future instruction are
absent. The response
is not one page or in
APA format.
TOTAL:
4. Children’s Literature Inventory (30points)
DUE DATE: 4/28/14
Purpose: In order to use your own "knowledge and other resources to design, implement, and
evaluate meaningful, challenging curriculum that promotes comprehensive developmental and
learning outcomes for every young child" (NAEYC Standard 5), it is important that you are familiar
and experienced with high quality children's literature to integrate into your curriculum for children
ages birth through four. For this assignment, you will find, summarize, and evaluate fifteen different
children's books that are appropriate for children from birth through four. You will identify the
ways in which the book can be used to promote developmental and learning outcomes for children,
and how you would use it specifically with children at the appropriate age. Use your knowledge of
child development and concepts of print to determine what age child your book will best support
and challenge. Include a range of books that target children along the birth to four year range.
For each of the fifteen books you choose, you will include:
• APA Style – provide a bibliographical reference for each book using the APA format.
• Summary - provide a two to three sentence summary describing the book. Include the age
level in which the book would be of most benefit for instruction and development.
• Evaluation - include significant details regarding how you would use the book to instruct
children and enhance your curriculum. Provide suggestions for use for other teachers. Be
creative!
Format your inventory with the bibliographical information first, followed by your one-to-two
paragraph summary and evaluation.
Grading Rubric
Children's Literature Exceeds
Meets Expectations Does Not Meet
Total
Inventory
Expectations
(8points)
Expectations (6 points)
(10 points)
Summary
The brief summaries Overall, the
Several or most
(NAEYC Standards:
include significant
summaries provide
summaries are weak,
1.a, 1.b)
and important
details about the
disorganized, and
details about the
topic, purpose, and
missing significant
topic, purpose, and
main ideas of the
details about the topic,
main ideas of the
book. The
purpose, and main ideas
book. The
appropriate age is
of the book. There is no
appropriate age is
identified and the
connection or relevance
identified, and the
book is relevant to
to the age group
book’s relevance is
the specific age
identified.
described with
group.
detail.
Evaluation
There are significant There are sufficient There are insufficient
9
(NAEYC Standards 1.a, and clear details of
1.b, 4.b, 5.a, 5.c)
how to use the book
creatively to instruct
children and
enhance curriculum.
Includes other
appropriate and
creative suggestions
for use that are
relevant to the age
level identified.
Conventions
Formatting follows
(NAEYC Standard 6.f) the APA style.
Bibliographical
information is
complete. Student
demonstrates
command of writing
conventions with no
errors.
details of the book's
potential for use in
instruction and
curriculum. Other
appropriate and agerelevant suggestions
for use are included.
details regarding the
book's potential for use
in instruction and
curriculum. Suggestions
for use are missing or
inappropriate for the age
group identified.
Formatting follows
the APA style.
Bibliographical
information is
complete with a few
errors. Few errors
occur in writing
conventions.
Formatting does not
follow APA style.
Bibliographical
information is
incomplete. Significant
errors in conventions
make writing difficult to
read.
5. Toddler Analysis, Activity, Reflection Project: (100 points)
DUE DATE: 4/28/14
Purpose: According to NAEYC, early childhood educators need to have opportunities to observe
and practice with different age groups from birth through age eight in a variety of educational
settings (NAEYC Standard 7). Additionally, early childhood educators need to know about and use
a variety of observation, documentation, and assessment tools in early childhood settings (NAEYC
Standard 3). For this project, you will be combining your observation and assessments with practice
in a Toddler classroom. Using Colorado's Early Learning Guidelines and High Scope's Child
Observation Report, you will spend time observing and analyzing infants or toddlers and their
teachers, then implement a developmentally-appropriate language-based activity for the specific age
group in which you have been observing. Your project will include the following components:
• Observation and Analysis - You will spend time observing in the Toddler
classroom at the UCCS Family Development Center. (We will meet as a class at the
FDC on Monday, April 21 for your observation.) Using the Colorado Early Learning
Guidelines and High Scope's Child Observation Report, you will observe the ways in
which language activities are implemented in the classrooms, as well as the teacherchild interactions. You will use the Colorado Early Learning Guidelines as a
"checklist" to determine if developmentally appropriate practices are in place, and
the ways in which children are demonstrating their level of development. Using
High Scope's Child Observation Record, you will choose one child and determine
their level of development. You will write a report analyzing your observations.
Questions to consider:
o How is the teacher supporting language development in the classroom?
o How are children reacting to the interactions?
o Are developmentally-appropriate language-based activities implemented?
o How is brain development being supported in the classroom?
10
•
•
o What level of development are children demonstrating based on your
observation tools?
Language-based Activity - You will create and implement a developmentally
appropriate language-based activity in the Toddler classroom in which you've
observed. You can use board books, finger puppets, storytelling, or any other
appropriate language-based activity. You will describe your activity in your report,
and explain the activity supported language development.
Reflection - Following your observation and activity implementation, you will write
a reflection about your experience.
o What did you learn from your experience with Toddlers?
o How did children respond to your activity?
o How will this experience guide your practice in the future?
Infant and
Toddler Project
Observation
and Analysis
Toddler Project Grading Rubric
Exceeds
Meets Expectations
Expectations
(30 points)
(25 points)
The information
The information
gleaned from the
gleaned from the
observation and
observation and
implementation of
implementation of the
the assessment tools
assessment tools is
is thoroughly and
connected with ageinsightfully described level expectations.
and analyzed.
Analysis
Analysis
demonstrates an
demonstrates strong
understanding of
understanding of
early childhood
early childhood
language and brain
language and brain
development.
development.
Language-based (30 points)
Activity
Language activity is
clearly described, and
reflects a strong
understanding of
child and language
development. The
activity is creative,
engaging, and
developmentally
appropriate.
Reflection
(30 points)
Response is strong
and demonstrates
knowledge of
language and child
(25 points)
Language activity is
described and reflects
an understanding of
child and language
development. The
activity is
developmentally
appropriate.
Does Not Meet
Expectations
(20points)
The information
gleaned from the
observation and
implementation of
the assessment
tools is not
appropriately
connected with
age-level
expectations.
Analysis does not
demonstrate an
understanding of
early childhood
language and brain
development.
(20points)
Language activity
does not reflect an
understanding of
child and language
development. The
activity is not
developmentally
appropriate.
(25 points)
Response is logical
and includes some
evidence of
understanding
(20points)
Response is not
logical, and lacks
strong examples of
understanding
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Total
Conventions
development. Clearly
describes the
experiences of
observing, analyzing,
and working in an
Infant or Toddler
classroom. Strong
examples of the
experience will drive
future instruction or
practice are included.
(10 points)
Report is at least
three-pages, doublespaced, in APA
format. Student
demonstrates
command of writing
conventions with no
errors.
language and child
development.
Describes some of
the experiences
working in the Infant
and Toddler
classroom. Examples
of how this
experience will drive
instruction or practice
are included.
(8 points)
Report is three-pages,
double-spaced, in
APA format. Few
errors in conventions
and grammar are
present.
language and child
development.
Examples of how
this lesson will
drive future
instruction are
absent.
(6 points)
Report is less than
three-pages, and
does not follow
APA format.
Significant errors
in conventions
make writing
difficult to read.
TOTAL
6. Family Literacy Brochure (80 points)
DUE DATE: 5/5/14
Purpose: As an early childhood educator, you are expected to create "partnerships with children's
families and communities" and "involve all families in their children's development and learning"
(NAEYC Standard 2).
Aligning with the emphasis on family literacy and program-home connections, you are going to
create a handout/brochure directed at parents/families that promotes family literacy.
Watch all of the 5 short clips in the following link and use these videos on best practices in family
literacy strategies as a guide and background to the project.
https://www.youtube.com/playlist?list=PLyizHCAockppML0wcgFrtwuK5_7-YtRom
Select a children’s book and create a companion brochure that parents/families can use at home
with their children as a way to enjoy and extend the story. Make your brochure attractive- think
about using graphics, drawings, fun papers, etc.
Content you should put in your handout (consider a tri-fold or booklet):
• A brief statement about the importance of language and literacy activities in the home (use
your book or online sources for suggestions)
• An introduction to the story (title, author, illustrator)
• A brief overview/summary of the story (what is it about?)
• Tips for sharing the story with children
• At least three simple extension activities relating to the story that families can do together.
These should:
o Relate to language learning goals (though you don’t have to cite them),
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•
o Engage parents/families together,
o Relate to the story/theme or extend the content of the story, and
o Only require simple household materials.
Think about simple, fun, enriching activities that families would naturally do together (like
cooking, shopping, going to the park, riding bikes, etc) and embed clear connections to the
story book. You can include simple checklists for a nature walk, for example. You can also
think about encouraging families to write their own stories together too. Be sure to consider
family access to materials; don’t assume families have purchased materials available. Have
fun with it!
Family Literacy Brochure Grading Rubric
Family
Exceeds Expectations
Meets Expectations
Does Not Meet
Literacy Plan (16 points)
(13 points)
Expectations (10 points)
Handout
Family
The handout clearly and
The handout involves
The handout does not
Connection
creatively involves the family in the family in their
involve the family in their
(NAEYC
their child's development and
child's development and child's development and
Standards 2.a, learning. The activity requires
learning, but the activity learning. The activity does
2.b, 2.c)
active participation from both
could include more
not require active
family members and the
hands-on family
participation from the
student.
interaction.
family.
Purpose
The purpose of the activity is
The purpose of the
The purpose of the activity
(NAEYC
clearly described and
activity is described and is not clearly described. It
Standards 1.a, developmentally relevant. The
developmentally
is not developmentally
1.b, 2.b, 4.b,
purpose is meaningful and
relevant. The purpose
relevant, and it does not
5.a)
connects the classroom with the connects the classroom
connect the classroom with
family environment.
with the family
the family environment.
environment.
Step-by-Step The procedure follows a logical, The procedure follows a The procedure does not
Procedure
thoughtful, step-by-step
logical, step-by-step
follow a logical, step-byand
framework that is easy to
framework. The
step framework. It is not
materials
understand and execute. Each
procedure can be
easy to understand and/or
(NAEYC
part of the activity is fully
understood. The overall execute, and the goal is not
Standards 4.b, explained, with no missing
goal is clear.
clear.
4.c, 5.a, 5.b)
steps. The overall goal of the
activity is clear, appropriate,
Necessary materials are Materials are not described
and easily identified.
described in the
or provided.
procedure, and
All necessary materials are
provisions are
described in the procedure.
explained.
Material provisions are
identified and explained.
Creative materials are used
throughout the activity.
Other
The suggestions for other
The suggestions for
The suggestions for other
Suggestions
activities to do at home are
other activities to do at
activities to do at home are
(NAEYC
creative and related to the
home are related to the
irrelevant or missing. They
Standards 1.b, purpose of the activity. Each
purpose of the activity.
are not connected to the
1.c, 2.b, 2.c,
suggestion could be
Most of the suggestions overall purpose and could
5.a, 5.b, 5.c)
successfully completed at
could be completed at
not be easily completed at
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Handout
(NAEYC
Standards 6.e,
6.f)
home.
The handout is creative,
complete, and easy-to-read and
understand. It is inviting and
comprehensive. All necessary
requirements are clearly
identified and addressed.
home.
The handout is easy-toread. The requirements
are addressed.
home.
The handout is incomplete
and poorly arranged. The
requirements are not
addressed.
Total
Assignments will be discussed in class and must be uploaded to Blackboard by 10pm on the
due date.
All assignments created must be your own original work. Any form of plagiarism will result in a 0
for the assignment, as well as documentation and referral to the College of Education.
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Alignment of Course Objectives, Standards, and Conceptual Framework
Course Objective(s)
Related Assignment
NAEYC
COE
Conceptual
Framework
1. Identify the range of
developmental progressions in
the language arts (birth-4 years
old)
2. Apply research-based teaching
strategies that maximize each
child’s language development,
including Dual Language
Learners.
3. Design individualized languagerich learning experiences which
integrate state and national
standards.
Language Arts Milestone
Project
1a, 1b, 1c
1.A., 1.A., 3.A.
2a, 2c, 5a,
5b, 5c, 6b,
7a, 7b
1.A., 1.B., 1C,
2.A., 2.B., 2C
3.A., 3.B., 3C
4a, 4b, 4c,
5a, 5b, 5c
1.A., 1.B., 2.A.
2.B., 3.A., 3.B.
4. Create engaging language and
literacy-based projects for
families.
5. Observe language arts teaching
methods in early childhood
centers or schools.
6. Review appropriate language and
instructional assessment tools
and techniques.
Family Literacy Brochure
2a, 2b, 2c,
6f
1.B., 1.C., 2.C.
3.C.
Video Analyses
3a, 3c, 5a,
6b, 7a, 7b
1a, 2a, 2b
3a, 3c, 3d,
5a, 5b
1a, 2a, 2b, 3a,
3b
Toddler Project*
Literacy Lesson Plans #1,
#2, #3;
Toddler Project*
Language and Literacy
Games and Materials*
Toddler Project*
Toddler Project*
Toddler Project*
15
COURSE SCHEDULE: Session Topics, Readings, and Due Dates
Date
TO DO
during
Spring
Break:
3/31
4/7
4/14
LIBRARY
Field Trip
IN CLASS ACTIVITIES/TOPICS
HOMEWORK DUE
HW: read Ch 1,
Complete Reading Response: 32-1
Introductions and welcome, purpose of the
course, structure, organization, assignments
• Chapter 1 PPT/discussion (3-2-1), vocabulary
web activity
• Video- Intro to infant/toddler settings
• Explore Infant Brain Mapwww.zerotothree.org
• Brain Map Presentation- parent workshop style,
feedback forum
• Chapter 2 PPT/ discussion 3-2-1, comic strip
story board for theorists
• Lesson Plan Template
• Video clip and talk
CH 1 Reading/Response DUE
•
•
•
•
•
Librarian Presentation
Chapter review- strategies from your practice
Make modifications for DLL from a book you
select
REMINDER- Lesson Plan 1 should be on Bb;
lesson plan 2 Bb next week
Video Analysis 1 - DUE 4/3
Infant brain map presentations
Reading/Response CH 2 (3-2-1)
Video analysis 2: Watch 2
videos, make three chapter
Page/Point connections- 1
paragraph each, DUE 4/10
Reading Handout- highlight two
passages, bring comment to start
discussion
Ch 3 Making Connections
prompt DUE
Language Lesson Plan 1 DUE
in Blackboard
Video Analysis 3 Due 4/17
4/21
Family
Development
Center Field
Trip
•
•
•
Visit the FDC toddler room, observe/analyze
using guidelines and COR; implement activity
BI House after FDC: debrief, discuss
reflections on toddler observation/activity
Chapter 4, 5 PPT/discussion
Email Toddler Activity Plan by
4/17 noon
Reading responses: chapters 4
and 5; making connections
prompts from each
Toddler activity plan at FDC
Lesson Plan 2 DUE in
Blackboard
Video Analysis 4 DUE 4/24
Complete Toddler Project DUE
4/28
16
4/28
•
•
•
•
Chapters 6 and 7
Video activity: Books, Nooks and Hooks
Story telling activity, make props and share
story
Video clip
Complete Toddler Project DUE
(analysis, activity plan,
reflection)
Reading responses: chapters 6,
7; making connections prompts
for each
Children’s Literature
Inventory DUE in Blackboard
5/5
•
•
•
Share Family Literacy Brochures (Bring SIX
COPIES of your brochure to class)
Chapters 12 and 13 PPT, discussion
Video clip analysis
Bring in a favorite story for
story-telling in-class activity
Lesson Plan 3 DUE in
Blackboard
Reading Responses: 12, 13
clearest/muddiest point- NOTE
SKIPPED CHAPTERS
Family Literacy Brochure DUE
5/12
•
•
Video analysis 5 DUE 5/8
Reading Response ch 14- speak
to me
Mini Debates
Wrap up, exit interview
References
Bredekamp, V. S., & Copple, C. (Eds.). (2009). Developmentally appropriate practice in early
childhood programs (rev. ed.). Washington, DC: National Association for the Education of
Young Children.
DEC/NAEYC. (2009). Early childhood inclusion: A joint position statement of the Division for
Early Childhood (DEC) and the National Association for the Education of Young Children
(NAEYC). Chapel Hill: The University of North Carolina, FPG Child Development Institute.
Dunn, A. & Perez, L. 2012. Universal Design for Learning (UDL) in action: The smart inclusion
toolkit. Teaching Exceptional Children 45, 2. Retrieved from
http://tecplus.org/articles/article/9.
Hamre, B. K., Goffin, S. G., & Kraft-Sayre, M. (2009) Classroom Assessment Scoring System:
Implementation Guide. Charlotte, VA: Center for Advanced Study of Teaching and Learning.
Machado, Jeanne M. (2013). Early Childhood Experiences in Language Arts (10 ed).
Neuman, S.B., & Dickinson, D.K. (2011) Handbook of Early Literacy Research. New York:
Guilford.
Odom, S. (2002). Widening the Circle: Including Children with Disabilities in Preschool Programs.
Teachers College Press.
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