KENNESAW STATE UNIVERSITY
BAGWELL COLLEGE OF EDUCATION
DEPARTMENT OF ELEMENTARY AND EARLY CHILDHOOD EDUCATION
SPRING 2013
I.
COURSE TITLE: ECE 4335 – Acquisition of Language and Literacy Skills in One or
More Languages
II.
INSTRUCTORS: 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:
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
Additional readings from the following texts will be assigned.
Krashen, Stephen D. & Terrell, Tracy D. 1996. The Natural Approach: Language Acquisition in the Classroom
(Language Teaching Methodology). Hayward, CA: The Alemany Press.
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 demonstrate ways in which candidates can enrich children’s oral language skills. To teach
candidates how young children actually learn to write and to read successfully. To help candidates
master a research based, language arts program. To help candidates master and present a structured
sequence of activities with research based materials which make it possible for children to achieve
maximum development of language and literacy skills while building vocabulary, developing
classified nomenclature and learning to read with fluency and understanding. To help candidates
understand the principles of second language acquisition and to learn to apply them successfully with
English language learners (ELL).
VI.
CATALOG COURSE DESCRIPTION:
The introduction of classified vocabulary and the presentation of the nomenclatures of Geography,
Zoology, History, Science and the Arts enrich and extend children’s oral language skills. Research
based key words, cursive sandpaper letters and movable alphabets help children develop phonemic
awareness and achieve sound-symbol associations. Candidates present writing activities which lead
children to discovery reading spontaneously. Candidates learn to apply the principles of second
language acquisition research to the instruction of English language learners. 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.
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
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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:
1. Upon completion of this course, candidates will be able to:
2. Implement the scientific foundations for the effective teaching of first and second language
and literacy skills to young children;
3. Implement a research based, language arts program that is integrated with the content areas of
Geography, Zoology, Social Studies, Science and the Arts.
4. 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 to read with fluency and
understanding;
5. Demonstrate the ability to help children develop writing skills, through sound/symbol
association and analysis, and to discover the synthesis of reading successfully!
6. Demonstrate their knowledge of how to design the learning environment by ordering and
structuring the language materials correctly on the classroom shelves;
7. Demonstrate the ability to diagnose the developmental needs of children they observe;
8. Demonstrate the ability to present the developmentally appropriate language materials in the
correct sequence to children based upon their level of development.
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.
The following Proficiencies are used to describe the goals and objectives:
Outcome 1: SUBJECT
MATTER EXPERT
1.1
Candidate demonstrates broad, in-depth, and current knowledge of
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1.2
1.3
1.4
Outcome 2: FACILITATOR
OF LEARNING
2.1
2.2
2.3
2.4
2.5
2.6
2.7
2.8
2.9
2.10
Outcome
3:COLLABORATIVE
PROFESSIONAL
3.1
3.2
3.3
3.4
XI.
discipline content
Candidate represents content accurately
Candidate connects content to other disciplines and applies it to
common life experiences
Candidate uses pedagogical content knowledge effectively
Candidate demonstrates knowledge of how learners develop, learn
and think
Candidate successfully motivates students to learn
Candidate creates and implements instruction that embodies
multiple cultures and a rich, diverse curriculum
Candidate creates effective, well-managed and active learning
environments
Candidate creates environments that reflect high expectations for
student achievement
Candidate designs effective instruction
Candidate implements effective instruction that positively impacts
the learning of all students
Candidate utilizes a variety of methods, materials, and technologies
Candidate utilizes a variety of strategies to assess student learning
Candidate uses the results of assessments to improve the quality of
instruction
Candidate communicates effectively orally and in writing
Candidate reflects upon and improves professional performance
Candidate builds collaborative and respectful relationships with
colleagues, supervisors, students, parents and community
members
Candidate displays professional and ethical behavior
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.
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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 Feifer, Flesch and Sousa 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) 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.
5) 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.
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) Prepare effectively for tests and examinations.
Assignments:
1. All assignments must be typed double spaced in 12 pt. Times New Roman font.
2. Place your name and the title of the course at the top 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.
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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.
7. 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:
%
20
20
20
20
20
Total 100
1) Class participation and discussion
2) Book Summaries &Reviews
4) Field Work Reports and Tests
5) Completion of Teacher’s Manual
4) Practice with Materials & Exams
Grades will be assigned as follows:
91-100 A
81- 90 B
71- 80 C
61- 70 D
0 - 60 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, 2008-2009, pages 271-283 for further
detail.
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 271-283 of
the 2008-2009 Kennesaw State University Undergraduate Catalog.
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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.
XVI. COURSE OUTLINE:
THE EFFECTIVE ACQUISITION OF LANGUAGE AND LITERACY SKILLS
IN ONE OR MORE LANGUAGES
1. LISTENING AND SPEAKING
The study of language meanings
Weeks 1 & 2
The Classroom Environment – naming objects in the classroom environment (Nouns) -Following Directions (Verbs and Nouns) -- Where to Find and Put Things (Adjectives and
Prepositions) -- Classifying Objects According to Their Uses (Nouns and Verbs) -- Bringing
Objects and Identifying Where They Were (Prepositions) -- Detailed Instructions (Nouns,
Verbs, Adjectives and Prepositions) -- 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.
The Enrichment of Vocabulary Through Classification Week 3
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
Phonetics – A study of the sounds of speech
Week 4
Phonemic Awareness -- Key Word Alphabet Basket -- Key Word Alphabet Cards -Introduction to Initial Sounds: I Spy Game with Key Words -- I Spy Game for initial, final
and medial sounds -- The Language Dot Game -- Games for the Analysis of Sounds -- More
Games for the Analysis of Sounds.
2. WRITTEN LANGUAGE
THE ALPHABETIC FACTOR
Week 5
Sound/Symbol Association -- Sandpaper Letters -- The Sand Tray -- The Connection -Initial Sound Boards
Poetry and Versification -- Rhyming Words -- The Alphabet Rhyme -- The Alphabet Board - Reading Poetry Booklets
THE ORTHOGRAPHIC FACTOR
Weeks 6 & 7
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Analysis -- The separation of a whole into its parts for study
How to Use of the Movable Alphabet with the Short Vowel Box
Analysis: Stringing Sounds Together – Writing what you know
Synthesis: Discovering Whole Words and Phrases – Reading what you don’t know
The Alphabet Cabinet
Picture Letter Cards
The Ladder with Initial and Final Letters and Blends
Stand Up Cards -- Word Pockets -- Alphabet Reading Booklets
THE MANUAL FACTOR
Week 8
Learning to Use the Instruments of Writing -- Metal Insets – Sandpaper Approach Stroke
Boards -- Touch and Write: Chalkboard -- Touch and Write: Paper -- Name Writing
3. INTERPRETED LANGUAGE
Synthesis – Combining separate elements to form a coherent whole
Weeks 8 & 9
The Phonetic Object Box (Introduction to Reading) -- The Short Vowel Box Reading Drawer
Labels -- Secret Writing -- The Secret Word -- Short Vowel Supplementary Writing (Missing
Letter Worksheets) -- Short Vowel Supplementary Reading Cabinet -- Words by Pairs
(Anagrams) -- Word/Picture Boards -- Classified Picture Board -- Classified Animal Picture
Boards -- Who Lives in This House? – Prefixes and Suffixes -- Letters and Digraphs that
Change Their Sounds -- Useful Words (Sight Words) -- Four Series of Reading Booklets
Syntax -- Sentence structure Week 10
Writing Phrases and Short Sentences with the Movable Alphabet -- Matching Short Sentences
-- Building Short Sentences.
Orthography -- The art of writing words with the proper letters
Weeks 10 & 11
Introduction to Long Vowel Sounds -- Hide-A-Vowel Labels -- Long Vowel Box – Objects
with Two Color Alphabets -- Long Vowel Box – Cards with Two Color Alphabets
Long Vowel Box - Reading Drawer Labels -- Word Slips -- Word Booklets -- Sentence Strips
-- The Murmuring Diphthong Box – Objects, Cards and Reading Labels -- The Diphthong
Box – Objects, Cards and Reading Labels -- Introduction to Blends and Digraphs -- Special
Spelling Cards -- Puzzle Words.
Reading – Interpreting combinations of symbols with understanding Week 12
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 – Cursive to Print.
Lexicography -- The art or practice of defining words
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Week 13
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 Week 14
Singular and Plural -- Animals and Their Gender -- Gender Games -- Animals and Their
Young -- Animals and Their Voices -- Animals and Their Groups
Methods for Nurturing Second Language Acquisition – Helping English Language Learners
Succeed
Week 15
The Input Hypothesis
The Implementation of the Natural Approach
XVII. REQUIRED READINGS:
Required readings are the ones identified above.
XVIII. ADDITIONAL RESEARCH REFERENCES:
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.
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.
Wolery, M., & J. S. Wilbers, eds. 1994. Including children with special needs in early childhood
programs. Washington, D.C.: NAEYC
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