KUTZTOWN UNIVERSITY
KUTZTOWN, PENNSYLVANIA
COE COURSE SYLLABUS TEMPLATE
DEPARTMENT OF ELEMENTARY EDUCATION
EEU 303 Language Development In Early Childhood
I.
Course Description: Course Prefix, Number and Title
EEU 303 Language Development In Early Childhood is designed to prepare
candidates to possess extensive research-based knowledge and skill in language and
literacy regardless of the age group or setting in which they intend to practice.
Integrating the language arts with other content areas becomes critical in our
understanding of the world today. 3 c.h., 3 s. h.
II.
Course Rationale:
Pre-K through grade 4 professionals need appropriate, effective approaches, strategies,
and tools to positively influence young children’s development and learning. Candidates
must ground their practices in a set of core approaches to teaching that are supported by
research and are closely linked to the processes of early development and learning.
Decisions about approaches to early teaching and learning are based on the understanding
of children as individuals and a part of a group, as well as the alignment with important
educational and developmental goals.
III. Course Objectives/Student Learning Outcomes
The teacher candidates will be able to:
1. identify and incorporate into their assignments their understanding of developmentally
appropriate teaching and learning based on current research, theories, course work, and readings.
2. plan, implement and adapt, for all children, developmentally, culturally and linguistically
appropriate instructional practices and strategies by successfully completing a course required
lesson plan.
3. develop and deliver lessons for language comprehension and expression skills directly related
to early literacy in the areas of listening and speaking skills.
4. demonstrate a conceptual understanding of the components of writing (including: grammar
and spelling) for developmentally appropriate stages and for diverse populations of students.
5. demonstrate the use of formal and informal assessment data; an understanding of the types of
assessments used (e.g., screening, diagnostic, formative, summative); and the purpose of each
assessment in a data-based decision making process in order to create an instructional plan using
assessment information related to individual
A.
Relationship to Standards
Course
Objectives/ 1
Student
Learning
Outcomes
Course
Objectives/ 2
Student
Learning
Outcomes
Course
Objectives/ 3
Student
Learning
Outcomes
Course
Objectives/ 4
Student
Learning
Outcomes
Course
Objectives/ 5
Student
Learning
Outcomes
PDE Competencies
1. Child
Development,
Cognition &
Learning
2. Language
Development;
Early Literacy
Foundations
Research
and development
PDE
1. Child
Development,
Cognition &
Learning
2. Language
Development;
Early Literacy
Foundations
Diversity
(cultural & ELL)
PDE
1. Child
Development,
Cognition &
Learning
2. Language
Development;
Early Literacy
Foundations
Speaking
and listening
PDE
1. Child
Development,
Cognition &
Learning
2 . Language
Development;
Early Literacy
Foundations
writing
PDE
1. Child
Development,
Cognition &
Learning
2 . Language
Development;
Early Literacy
Foundations
Assessment
SPA NAEYC
2D Areas of
Development:
Language
Development
2E Curriculum
Content Area for
Cognition
Development:
Early Literacy
2D Areas of
Development:
Language
Development
2E Curriculum
Content Area for
Cognition
Development:
Early Literacy
SPA
ACEI
Development #1
Curriculum 2.1
Instruction 3.1-3.5
INTASC
ISTE
Teaching
Standards 1-5
Development #1
Curriculum 2.1
Instruction 3.1-3.5
INTASC
Standards
1,2,3,4,7,9,10
ISTE
Teaching
Standards 1-5
2D Areas of
Development:
Language
Development
2E Curriculum
Content Area for
Cognition
Development:
Early Literacy
Development #1
Curriculum 2.1
Instruction 3.1-3.5
INTASC
Standards
1,2,3,4,7,9,10
ISTE
Teaching
Standards 1-5
2D Areas of
Development:
Language
Development
2E Curriculum
Content Area for
Cognition
Development:
Early Literacy
Development #1
Curriculum 2.1
Instruction 3.1-3.5
INTASC
Standards
1,2,3,4,7,9,10
ISTE
Teaching
Standards 1-5
2D Areas of
Development:
Language
Development
2E Curriculum
Content Area for
Cognition
Development:
Early Literacy
Assessment #4
INTASC
Standard 8
ISTE
Teaching
Standards 1-5
B. Relationship to Conceptual Framework:
Professional Methodology is evident through discussions of theory, best practice, and current
trends in language arts. The instructor models the writing process, daily oral language, spelling
strategies, and handwriting that enables candidates to demonstrate their abilities in these areas.
Communication is demonstrated through discussions and correct use of language in oral and
written format. Interpersonal skills are demonstrated by interactions with peers in collaborative
projects and discussions. Critical thinking is generated by the text used for the class, as well as
modeling thought-provoking questions and discussions.
Integration of disciplines is evident through a multidisciplinary language arts lesson taught
during the field assignment. Cultural diversity is discussed and applied to the PSSA Writing
Assessment and the effect diversity has on these tests. Urban/rural education experiences are
shared in light of teaching, testing, and the use of diverse children’s books, showing many
different ethnic groups in natural settings. Organization and classroom management of the
writing process is modeled and discussed. Technology is evident through internet searches of
spelling games, language activities, and strategies. Reflection is the key to an effective teacher
and is demonstrated in journal entries, personal reflections at the end of the lesson plan and
constructive critiques following lesson observations with the cooperating teacher and/or the
supervisor.
IV.
Assessment
A. Core Assignment
Faculty will add when course is taught.
B.
Other Assessments based on a subset of the following:
1.
2.
3.
4.
5.
Participation in classroom projects and discussions
Sample/practice lesson plans in KU format
Computer searches and critiques
Midterm exam
Developing classroom activities based on Children’s
Literature and any other integrated subject matter
6. Formal reflection from the field
V.
Course Outline
A. Significant areas of study
I Characteristics and functions of the English language
a.
What is language?
1.
Speakers, readers and writers
b.
Language development: Emergent Literacy through Grade 4
1.
infants and toddlers
2.
prek-kindergarten
3.
primary years
c.
Cognition, Learning and Language
1.
Theories and practices
d.
Language development among children of Linguistic Diversity
1.
ELL
II.
Quality of writing
a. Write with a sharp, distinct focus identifying topic, task and audience
b. Write using well-developed content appropriate for the topic
c. Gather and organize information
d. Write a series of sentences or paragraphs with one central idea
e. Incorporate details relevant and appropriate to the topic
f. Write with controlled and/or subtle organization
g. Assess using the PSSA writing rubric
III.
Types of writing
a. Exploring communication through picture and print
b. Poetry
c, sentences, paragraphs
c. Stories (narrative, descritptive)
e Journal writing
f. letter writing
g. kidwriting
IV.
Speaking and listening
a. Develop spoken language skills in the following areas
1. Speak clearly enough to be understood by most listeners
2. Recite rhymes, songs, and familiar text
3. Ask and answer relevant questions
4. Use verbal and nonverbal language
5. Retell a simple story in sequence using illustrations in a book or
literacy props
b. Developmental Stages
1. Infants/toddlers
2. preschool/kindergarten
3. primary/1-4
V.
Research
a. Match research validated literacy interventions to identified student needs
b. Demonstrate a conceptual understanding of the components of language arts and
describe how these areas pose challenges for students in the following areas:
1. Word study/spelling
VI.
Spelling
a. The ways in which word meanings are learned in oral and written language
b. How words are related to meaning
c. Phonological influences on children’s inventive spelling
d. Sort words to find spelling patterns that are determined by the sequence and
position of sounds in words
e. Locate the major spellings for each vowel sound on the vowel spelling chart
f. Apply the three major rules for adding endings: the ‘y’ rule, the silent ‘e’ rule, and
doubling rule
g. Define, identify, and segment important linguistic units including vowels,
consonants, syllables, and onset-rime
h. Achieve accuracy with matching, producing, counting, blending, segmenting, and
manipulating phonemes in one-syllable words.
i. Grammar usage and rules
VII.
Handwriting:Developmental Stages
1. Infants/toddlers
2. preschool/kindergarten
3. primary/1-4
VIII .
Instructional approaches and materials
Teachers must be prepared to use a variety of instructional strategies and
materials selectively, appropriately, and flexibly.
Writing workshops
Whole group, small group
Interdisciplinary approaches to teaching
IX. Assessment
Teachers must be prepared to use appropriate assessment techniques to support
responsive instructional decision making and reflection
Rubrics
Checklists
Self, group, teacher assessed with various tools
Reflections, quick writes
Data collection/Analysis
VI.
Instructional Resources
Farris, Pamela. (2001). Language arts: Process, product, and assessment. New York:
McGraw-Hill.
Johnson, Dale D. (2001) Vocabulary in the elementary and middle school. Boston:
Allyn and Bacon.
Kemper, Nathan, and Sebranek. (2006). Writers’ Express. New York:
Write Source.
Lindfors, J.W. (2008). Children’s language: Connecting Reading, Writing, and Talk.
NY: Teachers College Press.
Machado, J. (2007 8th ed.). Early Childhood Experiences in Language Arts: Early
Literacy. Thomson/Delmar.
McDevitt, T. & Ormrod, J. (2004 2nd ed. ) Child Development: Educating and Working
with Children and Adolescents. New Jersey: Pearson/Merrill/Prentice Hall.
Otto, B. (2006 2nd ed). Language Development in Early Childhood. Ohio: Pearson
Merrill/Prentice Hall.
Pappas, Christine C. (1999). An integrated perspective in the elementary school. New York:
Addison Wesley Longman.
Safire, William. (1981). On language. New York: Times Books.
Tiedt, Pamela L. (2001). Language arts activities for the classroom. Boston:
Allyn and Bacon.
Truss, Lynne. (2003). Eats, shoots, and leaves. New York: Gotham Books.
Assorted children’s literature; various genres.