KENNESAW STATE UNIVERSITY
BAGWELL COLLEGE OF EDUCATION
DEPARTMENT OF ELEMENTARY AND EARLY CHILDHOOD EDUCATION
SPRING 2013
I.
COURSE NUMBER & TITLE: ECE 7730 – Development of Language and Literacy
Skills
II.
INSTRUCTOR: Feland L. Meadows, Ph.D.
PHONE: 678-797-2161
FAX:
678-797-2199
OFFICE: 3391 Town Pointe Parkway, Suite #4120
fmeadows@kennesaw.edu
III.
CLASS MEETINGS: January - May; Mondays and Wednesdays 5:00 – 6:15
IV.
TEXTS:
Dolson, David P. Ed. 1986. Schooling and Language Minority Students: A Theoretical Framework. Los
Angeles, CA: Evaluation, California State University, Los Angeles.
Feifer, Steven G. & Della Toffalo, Douglas A. 2007. Integrating RTI (Response to Intervention) with
Cognitive Neuropsychology: A Scientific Approach to Reading. Middletown, MD: School Neuropsych Press
Flesch, Rudolf. 1981. Why Johnny Still Can’t Read – A new look at the scandal of our schools. N.Y.: Harper
and Row, Colophon Books.
Montessori, Maria.1994. The Absorbent Mind. Oxford, England: Clio Press.
Montessori, Maria.1995. The Discovery of the Child. Oxford, England: Clio Press, chapters 10 through 17.
Sousa, David A. 2005. How the Brain Learns to Read. Thousand Oaks, CA: Corwin Press
Krashen, Stephen D. & Terrell, Tracy D. 1996. The Natural Approach: Language Acquisition in the Classroom
(Language Teaching Methodology). Hayward, CA: The Alemany Press
Additional readings from the following texts will be assigned.
Starrett, Edmund V. 2007. Teaching Phonics for Balanced Reading. Thousand Oaks, CA: Corwin Press
Wolfe, Patricia & Nevills, Pamela. 2004. Building the Reading Brain. Thousand Oaks, CA: Corwin Press
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V.
PURPOSE/RATIONALE:
To present the scientific foundations for the effective teaching of first and second language and
literacy skills to young children. To teach students how young children actually learn to write and to
read successfully. To help students master a research based, language arts program that is integrated
with the content areas of Geography, Biology, Social Studies and the Arts. To help students master
and present a structured sequence of activities which make it possible for children to achieve
maximum development of language and literacy skills while building vocabulary, developing
classified nomenclature and learning concepts related to the content areas of the program.
VI.
CATALOG COURSE DESCRIPTION:
The structured sequence of language activities offered in this course will prepare students to help
children achieve maximum development of language and literacy skills. Students will learn to
provide children with vocabulary related to the child’s life experiences at home, in school, and in the
community. The classified nomenclature of Geography, Zoology, History, Science, and the Arts will
also expand the child’s vocabulary and world view. Students will use research-based keywords and
other materials to help children develop phonemic awareness and to achieve sound-symbol
association. Students will learn to present writing activities which facilitate the development of skills
in reading. This course includes an extensive field experience. Verification of professional liability
insurance is required prior to placement in the field.
VII.
CONCEPTUAL FRAMEWORK SUMMARY:
Collaborative Development of Expertise in Teaching and Learning
The Professional Teacher Education Unit (PTEU) at Kennesaw State University is committed to
developing expertise among candidates in initial and advanced programs as teachers and leaders who
possess the capability, intent and expertise to facilitate high levels of learning in all of their students
through effective, research-based practices in classroom instruction, and who enhance the structures
that support all learning. To that end, the PTEU fosters the development of candidates as they
progress through stages of growth from novice to proficient to expert and leader. Within the PTEU
conceptual framework, expertise is viewed as a process of continued development, not an end-state.
To be effective, teachers and educational leaders must embrace the notion that teaching and learning
are entwined and that only through the implementation of validated practices can all students
construct meaning and reach high levels of learning. In that way, candidates are facilitators of the
teaching and learning process. Finally, the PTEU recognizes values and demonstrates collaborative
practices across the college and university and extends collaboration to the community-at-large.
Through this collaboration with professionals in the university, the public and private schools, parents
and other professional partners, the PTEU meets the ultimate goal of assisting Georgia schools in
bringing all students to high levels of learning.
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Philosophy of Montessori Classroom Management
The Montessori classroom is a carefully Prepared Environment in which a rich array of graded,
structured materials that are related to both the curriculum areas and the children’s stages of
development are available for presentation one-on-one to each child by the teacher. Teachers
prepare individualized education plans for every child based upon their observation of the child’s
interests and level of development. As a result, children are happy and are much more engaged in
their work than children in classrooms where there is only one lesson plan for the entire class and
some of the children misbehave because they are either bored or do not understand what is going on!
In a Montessori multiage classroom a great deal of positive peer modeling is taking place that
benefits the younger children. The older children, who have been in that class with that teacher for
one or two years, have a very positive influence upon the younger children in the class. Thus, the
younger children quickly learn to emulate the peaceful disposition and the orderly behavior of their
older peers. As a result, Montessori teachers do not have to resort to the “Positive Reinforcement”
and other kinds of teacher imposed “behavior management” strategies that teachers find it necessary
to use in other kinds of classrooms.
VII. DIVERSITY:
A variety of materials and instructional strategies will be employed to meet the needs of the different
learning styles of diverse learners in class. Candidates will gain knowledge as well as an
understanding of differentiated strategies and curricula for providing effective instruction and
assessment within multicultural classrooms. One element of course work is raising candidate
awareness of critical multicultural issues. A second element is to cause candidates to explore how
multiple attributes of multicultural populations influence decisions in employing specific methods
and materials for every student. Among these attributes are age, disability, ethnicity, family
structure, gender, geographic region, giftedness, language, race, religion, sexual orientation, and
socioeconomic status. An emphasis on cognitive style differences provides a background for the
consideration of cultural context.
Kennesaw State University provides program accessibility and accommodations for persons defined
as disabled under Section 504 of the Rehabilitation Act of 1973 or the Americans with Disabilities
Act of 1990. A number of services are available to support candidates with disabilities within their
academic program. In order to make arrangements for special services, candidates must visit the
Office of Disabled Student Support Services (ext. 6443) and develop an individual assistance plan.
In some cases, certification of disability is required.
IX.
USE OF TECHNOLOGY:
Integrated Use of Technology: The Bagwell College of Education recognizes the importance of
preparing future educators and K-12 students to develop technology skills that enhance learning,
personal productivity, decision making, their daily activities in the 21st century. As a result, the
ISTE NETS*T Technology Standards for Teachers are integrated throughout the teacher preparation
program enabling teacher candidates to explore and apply best practices in technology enhanced
instructional strategies.
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Specific technologies used within this course include exploration and use of instructional media,
especially microcomputers, to assist candidates in their acquisition and understanding of the
importance of movement in the education of young children. Candidates will also develop skills in
the use of productivity tools such as multimedia, local-net and Internet, and will feel confident to
design multimedia presentations, use and create www resources, and develop an electronic learning
portfolio.
Uses of Technology in the Montessori Teacher Education Program
Students bring their notebook computers to class where they are given documents for 6 Student
Manuals which contain the essential information about every material and presentation that they will
learn to give over the two year period of study. Each of the presentation texts has a section in which
students can key in their description and understanding of each of the more than 1,250 presentations
that the Instructors will model for them in class.
Students are required to search internet sources for information related to certain themes
that their Instructors present in class. They also must search for picture resources with
which to illustrate certain aspects of their teachers’ manuals and to use in the manufacture
of Sensorial, Language, Mathematics and Science teaching/learning materials that they will
use with the children.
X.
COURSE GOALS/OBJECTIVES:
Upon completion of this course, candidates will:
1. understand and be able to implement the scientific foundations for the effective teaching of first
and second language and literacy skills to young children;
2. understand and be able to implement a research based, language arts program that is integrated
with the content areas of Geography, Biology, Social Studies and the Arts.
3. demonstrate skill in presenting a structured sequence of activities which makes it possible for
children to achieve maximum development of language and literacy skills, while building
vocabulary, developing classified nomenclature, and learning concepts related to the content areas of
the program;
4. model 217 presentations with 88 manipulative English language materials;
5. demonstrate the ability to help children develop writing skills, through sound/symbol association
and analysis, and to discover the synthesis of reading successfully!
Candidates will also:
1. demonstrate their knowledge of how to design the learning environment by ordering and
structuring the language materials correctly on the classroom shelves;
2. demonstrate the ability to diagnose the developmental needs of children they observe;
3. demonstrate the ability to present the developmentally appropriate language materials in the
correct sequence to children based upon their level of development;.
4. demonstrate the ability to present language materials related to Art, Geography, History and
Science.
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MACTE Early Childhood 2.5-6 Competencies to be achieved in this course:
1. a, b, d;
2. b, c;
3. a, b, c, d, e.
XI.
ATTENDANCE POLICY:
Classroom attendance and participation is absolutely essential to your success in this course. KSU
policy requires every student to attend all class sessions and related field experiences.
MACTE accreditation requires you to attend a minimum of 90% of the time in order to qualify for
certification. This means that you can only be absent 2 times. The only excused absences are
documented personal illness, bereavement, military duty, or jury duty. Any unexcused absence will
result in the lowering of your grade by 5 points. Anyone who is absent 25% of the time will not pass
this course.
Professional conduct requires that you show respect for others. This includes coming to class on
time, staying for the entire class period, paying attention and remaining engaged in the class activities
and cooperating with colleagues in class. In the event of an absence, you are responsible for all
material, assignments, and announcements presented in class.
XII.
REQUIREMENT/ASSIGNMENTS:
1) Class participation and discussion
Paying careful attention to lectures and presentations and participating in discussions in class are
important, because we believe that learning is an interactive endeavor which requires the presence
and participation of all class members to facilitate learning. All candidates are required to read
related chapters of the textbooks and assigned readings before the class meetings. Classroom
discussions will be based upon lectures and presentations of the instructors as well as assigned
research and readings and the questions students bring to the class.
2) Read and Report on: Montessori, The Discovery of the Child, chapters 10 through 17
3) Provide evidence of having read and understood assigned texts
Prepare reviews of assigned books by Dolson, Feifer, Flesch, Sousa and Krashen in which you:
a) communicate clearly the premise and purpose of each text,
b) evaluate the influence that the author’s message should have upon education,
c) describe how your work as a teacher can benefit from each author’s ideas.
4) Survey the literature, conduct research and submit a report
a) Survey the literature related to the development of language and literacy skills;
b) Conduct research in the literature to identify studies that support and/or inform the researchbased conceptual framework of this course;
c) submit a double spaced, 10 page report of your findings.
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5) Demonstrate your understanding of the Conceptual Framework
a) Prepare a “Reader’s Digest Condensed Book” of The Absorbent Mind
b) Include every heading and sub-heading in the book and either quote an especially important or
memorable passage or summarize the content under each heading.
c) Be prepared to give an explanation and “chapter and verse” of each concept in class.
6) Practice all of the materials presentations
a) Conduct an analysis of movement related to each presentation.
b) Practice, practice, practice with the materials daily.
c) Attend the three hour supervised practice session every week.
d) Present materials and teaching strategies to classmates.
e) Have your classmates serve as your control of error.
f) Be prepared to demonstrate your acquired skills in presenting materials with children.
7) Be prepared to demonstrate a sequence of 3 to 5 Montessori materials presentations you
have mastered in this course to students in the Traditional M.Ed. Program.
8) Participate in all required fieldwork experiences
a) Develop your ability to observe child behavior with understanding in the light of the knowledge
and insights you have gained in this course.
b) Observe one child and prepare an observation which includes his/her attitude in the class, the
selection of activities, work or failure to work, competence in the work selected, and demeanor
after completing the work, plus other aspects of the situation that you have observed as pertinent to
the situation.
9) Prepare effectively for tests and examinations.
Assignments: All assignments must be typed and should represent your best efforts to produce high
quality, graduate level work.
1. All assignments must be typed double spaced in 12 pt. Times New Roman font.
2. Place your name, the course number and title and the date at the top RIGHT of the first page.
3. Staple the pages of each work together. DO NOT place them in a plastic folder.
4. Be sure to keep a hard copy of each paper you turn in.
5. Each paper should represent your best efforts to produce the highest possible quality of work.
6. Late Work: Assignments are considered late if not turned in during class on the due date.
There will be a 10% deduction of total possible points for each day that work is late.
Assignments are always accepted early.
Tests: All tests must be taken on the day and time they are scheduled. No rescheduling of
tests/quizzes will occur.
XIII.
EVALUATION AND GRADING:
1) Class participation and discussion
2) Book Reviews
3) Research and Report
4) Field Work Observation Report
5) Completion of Teacher’s Manual
6) Presentation to Traditional M.Ed. Class
7) Tests and Final Examination
10
20
20
10
10
10
20
Total 100
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Grades will be assigned as follows:
91-100
81-90
71-80
61- 70
0 - 60
A
B
C
D
F
XIV. ACADEMIC INTEGRITY:
Every KSU student is responsible for upholding the provisions of the Student Code of Conduct, as
published in the Undergraduate and Graduate Catalogs. Section II of the Student Code of Conduct
addresses the University’s policy on academic honesty, including provisions regarding plagiarism
and cheating, unauthorized access to University materials, misrepresentation/falsification of
University records or academic work, malicious removal, retention, or destruction of library
materials, malicious/intentional misuse of computer facilities and/or services, and misuse of student
identification cards. Incidents of alleged academic misconduct will be handled through the
established procedures of the University Judiciary Program, which includes either an “informal”
resolution by a faculty member, resulting in a grade adjustment, or a formal hearing procedure, which
may subject a student to the Code of Conduct’s minimum one semester suspension requirement.
XV. DISRUPTIVE BEHAVIOR:
The University has a stringent policy and procedure for dealing with behavior that disrupts the
learning environment. Consistent with the belief that your behavior can interrupt the learning of
others, behavior fitting the University’s definition of disruptive behavior will not be tolerated. Refer
to the Kennesaw State University Undergraduate Catalog, 2003-2004, pages 314-315 for further
details.
Other General Policies and Regulations of Student Life have been developed by Kennesaw State
University. These policies (Handling Student Code of Conduct Violations at KSU) include:
1Academic Misconduct, 2) Disruptive Behavior, 3) Sexual Assault, are found on pages 240-244 of
the 2003-2004 Kennesaw State University Undergraduate Catalog.
It is expected, in this class, that no professional should need reminding of any of these policies but
the policies are there for your consideration. The activities of this class will be conducted in both the
spirit and the letter of these policies.
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XVI. COURSE OUTLINE:
THE EFFECTIVE ACQUISITION OF LANGUAGE AND LITERACY SKILLS
IN ONE OR MORE LANGUAGES
SPOKEN LANGUAGE (Expression)
Semantics -- The science of meanings
Vocabulary of the Classroom Environment
Objects from the Environment (Nouns)
Following Directions (Verbs and Nouns)
Where to Find and Put Things (Adjectives and Prepositions)
Classifying Objects According to Their Use (Nouns and Verbs)
Bringing Objects and Identifying Where They Were (Prepositions)
Detailed Instructions (Nouns, Verbs, Adjectives and Prepositions)
Homonyms, Homophones, Homographs, and Heteronyms
Lists of Homonyms, Homophones, Homographs, and Heteronyms
Conversation on a Given Theme
Telling True Stories About Known Themes
Role Playing
Share and Tell
Good Feelings
The Magic Box
Verbal Expression Games
The Question Game
The Composition Game
Book Reports
Vocabulary –The collection of words employed by a language
The Family Board
The Four Seasons Cards
The Child's Own Time Line
Classified Vocabulary
Classified Nomenclature
Matching Objects
Matching Objects to Pictures
Matching Objects to Illustrated Labels
Matching Pictures
Matching 3 Part Cards
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Phonetics -- The science of speech sounds
Key Word Alphabet Basket
Key Word Alphabet Cards
Introduction to Initial Sounds: I Spy Game with Key Words
I Spy Game with Initial, Final and Medial Sounds
The Language Dot Game
Games for the Analysis of Sounds
More Games for the Analysis of Sounds
WRITTEN LANGUAGE
The Written Language
THE ALPHABETIC FACTOR
Sandpaper Letters
The Sand Tray
The Connection
Initial Sound Boards
Prosody-- The science or art of versification
Rhyming Words
The Alphabet Rhyme
The Alphabet Board
Reading Poetry Booklets
THE ORTHOGRAPHIC FACTOR
Analysis -- The separation of a whole into its parts for study
List of Suggestions for Use of the Movable Alphabet
The Movable Alphabet
The Alphabet Cabinet
Picture Letter Cards
The Ladder
Stand Up Cards
The Caspari Short Vowel Box
Word Pockets
Alphabet Reading Booklets
THE MANUAL FACTOR
Metal Insets
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Sandpaper Approach Stroke Boards
Touch and Write: Chalkboard
Touch and Write: Paper
Name Writing
INTERPRETED LANGUAGE
Synthesis – The combining of separate elements to form a coherent whole
The Phonetic Object Box (Introduction to Reading)
The Caspari Short Vowel Box Reading Drawer
Secret Writing
The Secret Word
Short Vowel Supplementary Writing (Missing Letter Worksheets)
Words by Pairs (Anagrams)
Word/Picture Boards
Classified Picture Board
Classified Animal Picture Boards
Who Lives in This House?
Letters and Digraphs that Change Their Sounds
Useful Words
Four Series of Reading Books
Syntax -- Sentence structure
Phrases and Short Sentences with the Movable Alphabet
Matching Short Sentences
Building Short Sentences
Orthography -- The art of writing words with the proper letters
Introduction to Long Vowel Sounds
Hide-A-Vowel Labels
The Caspari Long Vowel Box - Objects
The Caspari Long Vowel Box - Cards
The Caspari Long Vowel Box - Reading Drawer
Word Slips
Word Booklets
Sentence Strips
The Caspari Murmuring Diphthong Box
The Caspari Diphthong Box
The Meadows Blends and Digraphs Box
Special Spelling Cards
Puzzle Words
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Reading – The skill of interpreting combinations of symbols with understanding
Classified Reading Cards
Command Games
Who Am I? Books
Prefixes and Suffixes
Words with Double Letters
Compound Words
Compound Words List
Word Families
Word Family List
Association Alphabets
Lexicography -- The art or practice of defining words
Objects and Their Uses Board
The Verb Board
Verbs and Their Definitions Board
Definition Cards
Science Booklets
Definitions of the parts of speech
Inflection or Accidence -- The variation or change of form which words undergo
Singular and Plural
Animals and Their Gender
Gender Games
Animals and Their Young
Animals and Their Voices
Animals and Their Groups
XVII. REQUIRED READINGS:
Required readings are the ones identified above.
XVIII. ADDITIONAL RESEARCH REFERENCES:
Berk, L. E. & Winsler, A. 1995. Scaffolding Children’s Learning: Vygotsky and Early Childhood
Education. Washington, D.C., NAEYC
Brazelton, T. Berry & Sparrow, Joshua D. 2002. Touchpoints – 3 to 6. Cambridge, MA: Perseus.
Bruner, J. 1973. Going Beyond the Information Given. New York: Norton.
Bruner, J., Kaye, K & Lyons, K. 1971. The Growth of Human Manual Intelligence. In Pines, Maya &
Bruner, J. 1983. Child's Talk: Learning to Use Language. New York: Norton.
Bruner, J. 1986. Actual Minds, Possible Worlds. Cambridge, MA: Harvard University Press.
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Bruner, J. 1990. Acts of Meaning. Cambridge, MA: Harvard University Press.
Dolson, David P. Ed. 1986. Schooling and Language Minority Students: A Theoretical Framework.
Los Angeles, CA: Evaluation, California State University, Los Angeles.
Feifer, Steven G. & De Fina, Philip A. 2000. The Neuropsychology of Reading Disorders.
Middletown, MD: School Neuropsych Press, LLC
Feifer, Steven G. & De Fina, Philip A. 2002. The Neuropsychology of Written Language Disorders.
Middletown, MD: School Neuropsych Press, LLC
Fischer, Kurt W., Gernsteir, Jane Holmes & Immordino-Yang, Mary Helen, Eds. 2007. Mind, Brain,
and Education in Reading Disorders. Cambridge, England: Cambridge University Press.
Fowler, William, 1962. Cognitive Learning in Infancy and Childhood in Psychological Bulletin
Vol. 59, No.2, pp. 116-152. American Psychological Association.
Gardner, H. 1983. Frames Of Mind: The Theory of Multiple Intelligences. N.Y.: Basic Books
Gindis, B. 1999. Vygotsky’s Vision: Reshaping the Practice of Special Education for the 21st
Century; in Remedial and Special Education, Vol.20, No. 6.
Lillard, A.S. 2005. Montessori, the Science Behind the Genius. Oxford University Press.
Lillard, Paula Polk. 1973. Montessori, a Modern Approach. N.Y.: Schocken Books
Meadows, F. 1993. Evaluation of a Model Early Childhood Education Program for At-Risk Children in
California, IUSD Monograph.
Montessori, Maria.. [1914] 1965. Dr. Montessori’s Own Handbook. N.Y.: Schocken Books.
Montessori, Maria. 1915. The California Lectures of Maria Montessori, 1915. Oxford: Clio Press
Montessori, Mario M., Jr. 1976. Education for Human Development. NY: Schocken Books
Standing, E.M. 1984. Maria Montessori: Her Life and Work. New York: New American Library /
Plume Books
Wertsch, J. V., & B. Rogoff 1984. Eds. in Children’s learning in the “zone of proximal development”
1-6. San Francisco: Jossey-Bass.
Wittmer, D.S., & A.S. Honig. 1994. Encouraging positive social development in young children.
Young Children 49 (5): 4-12.
Wolery, M., & J. S. Wilbers, eds. 1994. Including children with special needs in early childhood
programs. Washington, D.C.: NAEYC
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