EDUC 524
Emergent and Early Literacy Instruction
3 graduate credits
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Course Catalog Description: Application of child development and language acquisition knowledge in
making effective and appropriate decisions about early childhood and elementary school literacy practices
will be examined for both emergent and early literacy learners. 3 credits.
Text(s):
Tompkins, G. (2003). Literacy for the 21st Century: Teaching Reading and Writing in Pre-Kindergarten
Through Grade 4. (2nd edition). Pearson Merrill/Prentice Hall. ISBN# 9780132277212
Gentry, R. (2006). Breaking the code: The new science of beginning reading and writing. Portsmouth
NH: Heinemann. ISBN #9780325009223
Gentry, R. (2007). Assessing early literacy with Richard Gentry. Portsmouth, NH: Heinemann.
ISBN # 9780325010441
Course Objectives:
Course objectives have been written to reflect the match between this course and the International Reading
Association (IRA) Standards for Reading Professionals, Longwood University’s Conceptual Framework,
and the Virginia Department of Education Licensure Regulations.
Knowledge:
As a result of the class discussion, reading and assignments, the student will:
1. explain basic vocabulary and theories associated with an effective literacy program for preK to
grade 4 (IRA: 1.3)
2. identify and explain the theories and research in areas of language development and learning to
read. (IRA 1.3)
3. describe literacy as an integrated language model in which reading, writing, listening, speaking
and viewing are all critical components. (1.3)
4. explain developmental stages in the reading process of young children (birth to age 8) including
the characteristics and typical reading behaviors for each stage. (IRA, 2.2)
5. identify that there are several different models used to describe a child’s literacy development.
(IRA 2.2).
6. explain the relationships between phonological awareness, phonemic awareness and phonics and
their impact on literacy development. (IRA: 1.4)
7. explain five stages of spelling development: emergent spelling, letter name spelling, within word
pattern spelling, syllables and affixes spelling and derivational relations spelling. (IRA, 1.3, 2.3)
8. explain word recognition and word identification techniques for helping children build their sight
vocabulary and word identification skills. (IRA, 1.4)
9. explain the eight components of word study: concepts and word meanings, multiple meanings,
words in sentences, compound words, synonyms, antonyms, homonyms, figurative meanings.
(IRA. 1.3, 1.4)
10. explain the skills and strategies children use to comprehend text and how comprehension is
defined. (IRA: 2.2, 4.1)
11. explain the three broad types of literature and teaching strategies used to help students understand
story elements. (IRA: 2.3)
12. explain the five stages of the reading process: pre reading, reading, responding, exploring, and
applying. (IRA: 4.1)
13. explain shared reading, guided reading, independent reading, buddy reading, and reading aloud to
children. (IRA, 2.1, 2.2, 4.1, 4.2, 4.3)
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14. explain the role family, culture, home, society, and environment play in a child’s literacy
development (1.3)
Skills:
As a result of the class discussion, reading and assignments, the student will:
1. apply a repertoire of techniques and strategies which support emergent and beginning literacy
development (IRA, 1.4) and to comprehend text (IRA: 2.2, 4.1)
2. demonstrate teaching techniques for phonemic awareness, phonics, word recognition, fluency,
vocabulary growth and comprehension for early literacy learners. (IRA 2.2, 4.1)
3. select reading materials, including trade books and basal text as well technology suitable for an
effective literacy program for Pre Kindergarten to Grade 4. (IRA, 2.2)
4. using the three broad types of literature, apply strategies to help students understand story
elements IRA: 2.3).
5. develop a reading program that incorporates shared reading, guided reading, independent reading,
buddy reading, reading aloud to children by considering the stages of the reading process: (IRA,
4.2, 2.1)
6. analyze and describe the literacy development of individual children (IRA 3.2)
7. integrate reading and writing into thematic units throughout the curriculum. (IRA: 4.4, 2.3)
8. become familiar with leading researchers in the field of emergent and early literacy. (IRA 1.1, 1.2)
Dispositions:
As a result of the class discussion, reading and assignments, the student will:
1. demonstrate a commitment to create a developmentally appropriate integrated curriculum for all
language modes, (listening, speaking, reading, writing, and viewing). (IRA:4.1)
2. demonstrate an appreciation for the teacher's role as a facilitator of student's learning. (IRA, 2.3)
3. demonstrate an appreciation for emerging literacy and early literacy development (IRA,1.3)
4. model reading, writing, speaking, listening and viewing as valued lifelong activities (IRA 4.3)
Course Outline:
I. Becoming an effective teacher of reading
A. Eight principles
B. Application of principles
II. Examining children’s literacy development
A. Fostering young children’s interest in reading
B. Young children develop as readers and writers
III. Breaking the Alphabetic code
A. Phonemic awareness
B. Phonics
IV. Word identification
A. Sight words
B. Context
V. Learning to spell
A. Children’s spelling development
B. Teaching spelling
VI. Developing fluent readers and writers
A. Teaching children to read and write words
B. What is fluency
VII. Expanding children’s knowledge of words
A. How do children learn words
B. Explicit teaching of words
VIII. Guiding children’s comprehension
A. The comprehension process
B. Literacy strategies and skills
IX. Becoming familiar with the structure of text
A. stories
B. informational books
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X. Scaffolding children’s reading development
A. The reading process
B. Using the reading process to organize for instruction
XI. Scaffolding children’s writing development
A. The writing process
B. Introducing young children to writing
XII. Integrating reading and writing into thematic units
A. Tools for learning
B. Demonstrative learning
C. Thematic units
Class Schedule:
Week 1
1-18
Week 2
1/25
Week 3
2/1
Week 4
2/8
Week 5
2/15
Topic
Becoming an
Effective Teacher of
Reading
Examining Children’s
Literacy Development
Readings
Chapter 1
Key Terms
Balanced Literacy
Learning Theories
Assignments Due
Chapter 2
Web site review
due
Breaking the
Alphabetic Code
Learning to Spell
Chapter 4
Developing Fluent
Readers and Writers
Chapter 6
Concepts about
Print Emergent
Literacy
Phonemic
Awareness Phonics
Orthography
Invented Spelling
Fluency
Assisted
Reading
Chapter 5
Week 6
2/22
Week 7
3/1
Week 8
3/8
Week10
3/22
Week 11
3/29
Week 12
4/5
Week
14
4/18
Journal review
Due
Midterm
Examination
Chapters 1 2 4 5 6
Expanding Children’s
Knowledge of Words
Guiding Children’s
Comprehension
Scaffolding
Children’s Reading
Development
Scaffolding
Children’s Writing
Development
Integrating Reading
and Writing into
Thematic Units
Final Examination
Chapter 7
Chapter 8
Chapter 10
Matthew Effect
Word Sorts
Metacognition
Skills Strategies
Shared Reading
Guided Reading
Chapter 11
Writing Process
Invented Spelling
Chapter 12
Thematic Units
Content Areas
Literacy
Observation due
Final Examination
Chapters
7,8,10,11, 12
Week
15
4/26
Lesson Plan
Presentation
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Description of Assignments:
1.
Journal Review: From a list of suggested journals, select an article on a topic covered in the
course. Write a summary and response to the article to share with the class. (See handout for
directions)
2.
Website Review: Visit the textbook website, click on one chapter and select one website.
Evaluate one website (See handout for instructions)
3.
Literacy Observation: Observe and evaluate literacy lesson in Pre K – grade 4 grades (See
handout for instructions)
4.
Book Walk: Each week select a trade book suitable for Pre K - 3 Prepare a book walk. Develop
an introduction & from the trade book prepare highlights to read. (3-5 minutes)
5.
Morning Message: Each week one candidate models how to present a “Morning Message “ to the
class. and how the message may be used to develop follow up activities.
6.
Lesson Plan [CORE ASSESSMENT]: Writing Effective Lessons to meet the need of the
emergent and early reader. Select a theme appropriate for Early Childhood school grades. Find a
minimum of 5 books related to the theme. Develop a lesson plan using one of the trade books.
Include pre reading during reading, post reading activity (See handout. ).
7.
Midterm Examination
8.
Final Examination
Grades are determined as follows:
Journal review
Website review
Literacy observation
Book walk & Morning Message
Lesson Plan
Midterm
Final
10 %
10%
10 %
10 %
10 %
25 %
25 %
GUIDELINES:
Student Responsibility:
**All graduate students are required to maintain and check their Longwood email account. All
University correspondence, including important information from the graduate studies office, will be sent
to your Longwood email. It is your responsibility to access and regularly check this email account.
Changing your account in Blackboard only changes email for that course, not overall.**
It is the responsibility of students to inform themselves of, and to observe, all regulations and procedures
required by the university. In no case will a regulation be waived or an exception granted because students
plead ignorance of the regulation or assert that they were not informed of the regulation by an advisor or
other authority. Refer to the Academic Regulations sections of the most recent Graduate Catalog
available online at: http://www.longwood.edu/academic/affairs/catalog_home.htm {Select Graduate
Catalog; Select General Information; Select Academic Regulations}
GRADING SCALE:
A minimum cumulative grade point average of 3.00 on a 4-point scale is required to remain in the graduate
program and for graduation. Passing grades are A, B and C.
A = 100-90
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B = 89-80
C = 79-70
Incompletes: The instructor may choose to grant a grade of "I" which indicates that because of illness or
for good reason, the work of the semester has not been completed. An Incomplete Contract should be
completed by the instructor and student listing work to be done and deadlines for completion. When this
work has been completed, a final grade will be reported. A grade of "I" will revert automatically to a grade
of "F" if the necessary work has not been completed by the end of the subsequent regular semester.
ATTENDANCE:
 Students are expected to attend and participate in all class activities. Instructors have the right to
assign a course grade of "F" when the student has missed a total (excused and unexcused) of 25
percent of the scheduled class meeting times.
 Students must assume full responsibility for any loss incurred because of absence..
 Class assignments are due during the class period on the assigned date.
 All written assignments will be typed unless otherwise specified.
 Students who require special arrangements for taking notes and/or tests should make arrangements
with the instructor at the beginning of the semester.
 If serious circumstances necessitate a make-up test/exam, students must present a doctor's note or
other valid documentation of the circumstance and complete the alternate test/exam by
arrangement with the instructor.
 In no case should assignments for this course be ones that have been submitted for another course.
Mere submission of work does not guarantee a passing grade. Grades are assigned on the quality
of the work according to the professional judgment of the instructor.
ACCOMMODATIONS:
Any student who feels s/he may need an accommodation based on the impact of a physical, psychological,
medical, or learning disability should contact me privately. If you have not already done so, please contact
the Office for Disability Services (103 Graham Building, 434-395-2391 or
http://www.longwood.edu/disability) to register for services.
TECHNICAL ASSISTANCE:
Longwood provides a toll-free number (877-267-7883) for distance education students. You can reach
User Support Services, the Library Reference Desk and the Graduate Studies Office during working hours.
After working hours you can leave a message for the Library and Graduate Studies. You can email User
Support Services at helpdesk@longwood.edu after working hours and will get a response on the next
working day.
EVALUATION OF THE INSTRUCTOR:
At the conclusion of the course, each student will have the opportunity to evaluate the course instructor.
HONOR CODE:
Each student is expected to follow Longwood University’s policy for the Honor Code as stated in the latest
edition of the Graduate Catalog.
Honor Code:
“A strong tradition of honor is fundamental to the quality of living and learning in the Longwood
community.” When accepting admission to Longwood College, each student made a commitment to
respect, support, and abide by the college’s honor code system without compromise or exception. Students
must follow the policy of the Honor Code as described in the current college catalog and refrain from lying,
cheating, stealing, and plagiarism.
PROGRAM REMINDER INFORMATION:
Prospective applicants are allowed to enroll in up to nine credit hours (3 courses) prior to being admitted to
a degree or licensure only program and have those hours apply to the admitted program. Students should
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submit an Application for Graduate Admission promptly to avoid having course work in excess of the nine
credit hours not apply once admitted. Application materials are available by contacting the Office of
Graduate Studies (434-395-2707 or graduate@longwood.edu) or on our web site at
www.longwood.edu/graduatestudies/apply.htm.
Department of Record: Questions about this course and its instruction should be addressed to the
Department of Education, Special Education, Social Work, & Communication Disorders.
Bibliography
Church, E. B. (2005). Book Factory: Making Homemade Books
Clay, M.M. (1982). Observing young readers. Portsmouth, NH: Heinemann.
Clark, P., & Kragler, S. (2005). The Impact of Including Writing Materials in Early Childhood.
Duke, N.K. & Bennett-Armistead, V.S. (2003). Reading and writing informational texts in the primary
grades: Research-based practices. Teaching Resources.
Ericson, L. & Juliebo, M.F. (1998). The phonological awareness handbook for kindergarten and primary
teachers. Newark, DE: International Reading Association.
Foorman, B. R., Schatschneider, C., Eakin, M. N., Fletcher, J. M., Moats, L. C., & Francis, D. J. (2006).
The Impact of Instructional Practices in Grades 1 and 2 on Reading and Spelling
Fountas, I. C. & Pinnell, G. S. (1996). Guided reading: Good first teaching for all children. Portsmouth,
NH: Heinemann.
Holdaway, D. (1979). The foundations of literacy. Portsmouth, NH: Heinemann.
McGee, L. M., & Morrow, L. M. (2005). Teaching Literacy in Kindergarten Achievement in High Poverty
Schools Classrooms on the Early Literacy Development of Children from Low-Income Families
Paterson, W. A., Henry, J. J., O'Quin, K., Ceprano, M. A., & Blue, E. V. (2003). Investigating the
Effectiveness of an Integrated Learning System on Early Emergent Readers
Read, S. (2005). First and Second Graders Writing Informational Text
Richards, J. C., & Anderson, N. A. (2003). How do You Know? A Strategy to Help Emergent Readers make
Inferences
Snow, C.E., Burns, M.S. & Griffin, P. (Eds.). (1998). Preventing reading difficulties in young children.
Washington DC: National Academy Press.
Uchikoshi, Y. (2006). Early Reading in Bilingual Kindergartners: Can Educational Television Help?
Weaver, C. (2002). Reading process and practice. Portsmouth, NH: Heinemann.
Suggested Professional Journals:
The Reading Teacher
Language Arts
Reading Research and Instruction
Book links
Reading Research Quarterly
Journal of Adolescent and Adult Literacy
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