COURSE TITLE:
CREATING YOUNG READERS
NO OF CREDITS:
5 QUARTER CREDITS
[semester equivalent = 3.33credits]
INSTRUCTOR:
JUSTINE L. FLINT, M.S.
justineflint@gmail.com WA CLOCK HRS:
OREGON PDUs:
50
50
COURSE DESCRIPTION:
Our environment is filled with spoken and written word. Literacy and language development is critical
during the first three years of life. Pre-K to kindergarten teachers in this course will explore the benefits of
st
a strong literacy-rich classroom and best practices in early literacy instruction for the 21 century. Learn to
engage children easily in reading and writing to promote enjoyment, student creativity and learning
through inquiry. The text is filled with powerful and playful ways to guide children to learn about letters,
sounds, and words.
Required text is Literacy Beginnings: A Prekindergarten Handbook, $30 + shipping new on Amazon.
LEARNING OUTCOMES:
Upon completion of this course, participants will be able to:
1. Ensure that their program promotes young readers.
2. Promote emergent literacy through a print-rich learning environment.
3. Use new techniques to observe and assess childrenʻs progress.
4. Improve their parent communication and engagement strategies.
5. Create a resource tool of quality childrenʼs literature.
COURSE REQUIREMENTS:
Completion of all specified assignments is required for issuance of hours or credit. The Heritage Institute
does not award partial credit.
HOURS EARNED:
Completing the basic assignments (Section A. Information Acquisition) for this course automatically earns
participantsʼ their choice of 50 Washington State Clock Hours or 50 Oregon PDUs. The Heritage Institute
is an approved provider of Washington State Clock Hours and Oregon PDUs.
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UNIVERSITY QUARTER CREDIT INFORMATION
REQUIREMENTS FOR UNIVERSITY QUARTER CREDIT
Continuing Education Quarter credits are awarded by Antioch University Seattle (AUS). AUS requires
75% or better for credit at the 400 level (Upper Division) and 85% or better to issue credit at the 500 level
(Post-Baccalaureate). These criteria refer both to the amount and quality of work submitted.
Teachers who register for Antioch University Seattle 400 or 500 Level Credit will be required to:
1. Complete Section A: Information Acquisition assignments
30%
2. Complete Section B: Learning Application assignments appropriate for your levels
40%
3. Complete Section C: Integration Paper assignment
30%
CREDIT/NO CREDIT (No Letter Grades or Numeric Equivalents on Transcripts)
Antioch University Seattle (AUS) Continuing Education (CE) Quarter credit is offered on a Credit/No
Credit basis; neither letter grades nor numeric equivalents are on a transcript. 400 level credit is equal to
a “C” or better, 500 level credit is equal to a “B” or better. This information is stated on the back of the
transcript.
AUS CE quarter credits may not be accepted into degree programs. Prior to registering determine with
your district personnel, department head or state education office the acceptability of these credits for
your purpose.
ADDITIONAL COURSE INFORMATION
NOTES:
• You may work collaboratively with other teachers and submit joint assignments on all but the
final Integration Paper, which must be individually authored and submitted.
• Alternatives to written assignments (video or audio tape, photo collage, a collection of products,
letters to editor, brochure and/or web pages) may be submitted as substitute assignments with
the instructorʼs prior approval.
• To maintain privacy, please do not refer to students in your papers by their actual names, but
rather use an alias or designation such as “Student A.”
REQUIRED TEXT
Literacy Beginnings: A Prekindergarten Handbook; by Gay Su Pinnell and Irene C. Fountas:
ISBN 13:978-0-325-02876-7.
MATERIAL FEE:
Purchase of text book is $36.89 including s/h - Amazon.com
HEADING REQUIRED FOR ALL ASSIGNMENTS:
A heading is required; please use the following format.
Your Name:
Course Number:
Date:
Assignment #:
Instructor Name:
Course Name:
Level: Clock /PDU/ Credit (400 or 500)
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ASSIGNMENTS REQUIRED FOR HOURS OR UNIVERSITY QUARTER CREDIT
A. INFORMATION ACQUISITION
Assignment #1 Living and Learning in the Prekindergarten Classroom
Read Section 1 of textbook. Write a 3–4 paper summarizing your understanding of the main points in:
• Finding each childʻs learning zone.
• Creating a caring community.
• Creating a program to support constructive learning.
• The process of inquiry.
• The physical characteristics of a literacy-rich prekindergarten classroom.
• Communicating with families.
Send to instructor: justineflint@gmail.com. Subject line to read ʻReaders #1ʼ.
Assignment #2: Phonemic Awareness and Phonics: The Sounds of Language
• Read chapter 8 (pages 89-96) of textbook.
• Choose 1 of the following teaching techniques: Clapping Syllable, Picture Sorting, or Oral Games.
• Identify a student, a group or a pair of students in your class. Over a 2-week period, practice the
chosen teaching technique.
• In a 1-2 page paper indentify the chosen teaching technique. Discuss any progress of the
studentʼs ability to notice beginning/ending sounds of words; understand the relationship between
letters and sounds; and use of new words in conversation. Site the number of students observed.
Send to instructor: justineflint@gmail.com. Subject line to read ʻReaders #2ʼ.
Assignment #3: Learning to Read: Three Critical Areas of Early Learning
• Read chapter 10 (pages 106–113).
• Write a 1-2 page paper that addresses story awareness, language awareness, and print
awareness. Give examples of techniques you and/or colleagues have used in the classroom to
promote story awareness, language awareness, and print awareness.
Send to instructor: justineflint@gmail.com. Subject line to read ʻReaders #3ʼ.
Assignment # 4: Developing Early Reading Behaviors in Shared and Independent Reading
• Read chapter 13 (pages 131–134).
• Identify two (2) students, one (1) student with previous pre-school experience and one (1) student
without previous per-school experience. Expose the children to the “Teach, Prompt, Reinforce”
teaching technique discussed in the text. Practice with each student reading from left to right and
establish/ monitor voice print match.
• Over a 2-week time period track the studentʼs progress. Write a 1-page paper, comparing
studentʼs progress and give suggestions for continued support for each child. The text infers that
advantage children (children with pre-school experience form a stronger foundation of
understanding than children without pre-school experience) are sophisticated and can see the big
picture. Did this experiment prove or disprove the text?
Send to instructor: justineflint@gmail.com. Subject line to read ʻReaders #4ʼ.
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Assignment#5: Learning to Read: Understanding the Reading Process
• Read chapter 14 (135–146) of textbook.
• Choose a childrenʼs book from Appendix E. Provide author, title, ISBN, and page of text. Read
your selection to students. Then discuss the book with the class. To stimulate conversation you
may use language like: “Listen while I read this part again and tell me what you think.” “I noticed
that ….did you notice?” “What part did you like? Why?” “What parts of the story made you think
that?” “Letʼs look at this picture to help us think.”
• Write a 2–3 page paper discussing Systems of Strategic Actions. Include the class discussion of
the book you selected from Appendix E.
Send to instructor: justineflint@gmail.com. Subject line to read ʻReaders #5ʼ.
Assignment #6 – The Reading - Writing Connection
• Read chapter 18 (176–181) of textbook.
• Create a class story. The story should include at least three characters. The story will include
student artwork as well as illustration. With teacher guidance the students will create a story with
a beginning, middle, and end. Let the children use their imagination. This is a short story based
on the size of your enrollment you may want the children to work in pairs of two or three. This
document may be scanned electronically to instructor.
Send to instructor: justineflint@gmail.com. Subject line to read ʻReaders #6ʼ.
Assignment #7 Childrenʼs Books
• List 10 childrenʼs books and tell what caught your interest about each one.
• List Author and ISBN for each book and describe how you would use this book to promote
emergent literacy and support cognitive and language development in children.
Send to instructor: justineflint@gmail.com. Subject line to read ʻReading #7ʼ.
If you are doing this course for Hours then you are done.
If you are doing this course for University Quarter Credit, continue to the next section.
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ADDITIONAL ASSIGNMENTS REQUIRED FOR UNIVERSITY QUARTER CREDIT
B. LEARNING APPLICATION
In this section you will relate your learning to your professional situation. This course assumes that most
participants are classroom teachers who have access to students. If you are not teaching in a classroom,
please contact the instructor for course modifications. If you are a classroom teacher and start or need to
complete this course during the summer, please try to apply your ideas with youth from your
neighborhood, at a local public library or parks department facility (they will often be glad to sponsor
community–based learning) or with students in another teacherʼs summer classroom.
Assignment # 8 Language Techniques
(Required for 400 and 500 Level)
• Read chapter 6 of textbook. Select a new language teaching strategy from chapter 6 of textbook.
Try the strategy in your classroom.
• Write a 1-2 page paper to include: Strategy used. What steps were involved in the new strategy
(what exactly did you do)? Materials you used. Did you use the strategy with a large group,
small group, or individually? Please state exact number of children.
Send to instructor: justineflint@gmail.com. Subject line to read ʻReaders #8ʼ.
Assignment #9 Read Aloud Techniques
(Required for 400 and 500 Level)
• From the textbook, choose a book from Appendix E, Recommended Books for Preschool
Children.
• This activity will require you to include this book in everyday circle time for a week.
Day 1: Read the book aloud during circle time. At the end ask children what was their favorite
part. Give the children paper and writing utensil so they may illustrate their favorite part of the
book. You will want to print what they tell you about their illustration.
Day 2: Read the same book during circle time. But before you turn the page ask the children,
“What do you think will happen next?”
Day 3: Have a set of 3 to 5 questions about the book. Read the questions to the children. Allow
them to answer the questions. Read the book again to check their answers. You may want to
chart their responses.
Day 4: Ask the students to read/retell the story to their classmates.
Day 5: Read the book. Have a scavenger hunt of the characters during free play. Ask the student
to draw something they remember about the character.
• Write a 1-2 page paper comparing this assignment week to the week prior. Compare student
retention of book content and interest in book. Include photos of student work. Clearly state title,
author, ISBN, and page of text.
Send to instructor: justineflint@gmail.com. Subject line to read ʻReaders #9ʼ.
Assignment #10: Observing Reading Behaviors
• Read chapter 22 of textbook for assignment #10
• Observe 5 children participating in: Interactive read-aloud, Shared reading and/or Independent
reading. Observations are done over a two (2) week time.
• Use Figure 22.1, Figure 22.2 or Figure 22.3 to assess each childʼs growth in understanding of
literature and book use. Compare to when the child enrolled in your classroom.
Send to instructor: justineflint@gmail.com. Subject line to read ʻReaders #10.
Continue to the next page for additional assignments required for University Quarter Credit.
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ADDITIONAL ASSIGNMENTS REQUIRED FOR UNIVERSITY QUARTER CREDIT
500 LEVEL ASSIGNMENT
Assignment #11:
(500 Level only)
In addition to the 400 level assignments, complete one of the following:
Option A)
Develop an in-service for other teachers using a PowerPoint presentation to summarize the main
concepts learned in this course.
Send to instructor: justineflint@gmail.com. Subject line to read ʻReading #11-Aʼ.
OR
Option B)
Create a weekly parent newsletter that includes: 2 parent/child at home language/literacy activities,
lesson plan/theme of the week, project highlights, list of scheduled visitors or presenters, breakfast-lunchand snack menu, 5 ways families can be included in the program (example Muffins with Mom during
snack time or Donuts with Dad), any reminders of parent/teacher conferences or program closings, and
good news. This assignment should be in newsletter layout. Be creative. Please provide one copy of your
newsletter.
Send to instructor: justineflint@gmail.com. Subject line to read ʻReading #11- Bʼ.
OR
Option C)
Another assignment of your design with instructorʼs prior approval.
Send to instructor: justineflint@gmail.com. Subject line to read ʻReading #11-Cʼ.
400 & 500 LEVEL ASSIGNMENT
C. INTEGRATION PAPER
Assignment #12:
(Required for 400 and 500 Level Credit)
Write a 2-3 page Integration Paper answering these five questions:
1. What did you learn vs. what you expected to learn from this course?
2. Discuss your personal views about promoting language development and the learning tool offered
in the text.
3. What further knowledge and skills in this area do you feel you need?
4. How, when and where will you use what you learned?
5. How and with what other school or community members might you share what you learned?
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INSTRUCTOR COMMENTS ON YOUR WORK:
Please indicate by email to the instructor if you would like to receive comments on your assignments.
QUALIFICATION FOR TEACHING THIS COURSE:
Justine L. Flint, M.S. received her A.A.S. in Early Care & Education (0-K) from Delaware Technical &
Community College in 1998; successfully completed a B.S. in Behavioral Science in 2002, and an M.S. in
Human Resources Management in 2004 both from Wilmington University. In the state of Delaware she
qualifies as Early Childhood Administrator specializing in administration, infant/toddler care, and school
age care. She has operated a Family Home Child Care, taught in Head Start programs, and served as
program director/administrator in several programs. She currently is a Child Care Licensing Specialist for
the State of Delaware and teaches “Training for Early Care and Education” part time at Delaware
Technical & Community College. Mrs. Flint also facilitates workshops such as “Introduction to CenterBased Early Care & Education,” “Inclusion – Best Practices,” “Observation and Assessment,” “Using the
Early Childhood Environment Rating Scale (ECERS-R),” and “Implementing Early Learning Foundations”
for the Delaware Institute for Excellence in Early Childhood.
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CREATING YOUNG READERS
BIBLIOGRAPHY
Pinnell, Gay Su, Fountas, Irene C., (2011) Literacy Beginnings: A Prekindergarten Handbook,
paperback, pages 462. ISBN 13:978-0-325-02876-7
The textbook is an excellent source of information, examples, and insight.
Feldman,Jean. Karapetkova, Holly. (2009) I Love Letters! paperback, pages144. ISBN 130876590806
This book includes more than 200 activities, games, and songs to introduce the alphabet to children.
Children will enjoy learning letters as they play the Name Game and create puzzle pairs.
Diller, Debbie (2003) Literacy Work Stations: Making Centers Work, pages 141. ISBN 10-1571103538
This book will help teachers solve the dilemma: What does the rest of the class do while Iʼm working with
a small reading group? The materials are in English and Spanish. This book includes photos of
workstations.
Elwell, Clarence (2002) Modern Curriculum Press Phonics Level A, paperback, pages 304, ISBN
10-0765522514x
Along with teacher guidance the information in this book will assist students to become fluent readers. It
provides teachers with a direct model for incorporating phonics and reading through reading activities.
Gestwicki, Carol (2010) Developmentally Appropriate Practice: Curriculum and Development in
Early Education, paperback, pages 480. ISBN 13-978-1428359697
This text is designed to meet the needs of new early childhood students as well as experienced teachers,
professionals, and parents. It provides an overview of the concepts and theoretical foundations of
developmental practices and discusses the practical implications for teachers and caregivers.
Charner, Kathy; Murphy, Maureen; Clark, Charlie (2008) The Giant Encyclopedia of Lesson Plans
for Children 3 to 6, paperback, pages 574. ISBN 13-978-0876590683
More than 250 lesson plans. Each lesson plan includes: a learning objective, a circle or group time
activity, book suggestion for reading to children, snack idea, five learning centers, activities, assessment
strategies, and related songs, poems, and finger plays.
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