KENNESAW STATE UNIVERSITY
BAGWELL COLLEGE OF EDUCATION
Spring Semester, 2006
I.
COURSE TITLE:
II.
INSTRUCTORS:
ECE 7730 – Development of Language and Literacy Skills
Feland L. Meadows, Ph.D.
fmeadows@kennesaw.edu
PHONE: 678-797-2161
FAX:
678-797-2199
OFFICE:
Early Childhood - Annex
3391 Town Pointe Parkway
Suite #4120
III.
CLASS MEETINGS:
January - May, 2006 (Afternoon or weekend schedule to be announced)
IV.
TEXTS:
Dolson, David P. Ed. 1986. Schooling and Language Minority Students: A Theoretical Framework. Los
Angeles, CA: Evaluation, California State University, Los Angeles.
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.
Lillard, A.S. 2005 Montessori, the Science Behind the Genius. Oxford University Press.
Montessori, Maria 1994. The Absorbent Mind. Oxford, England: Clio Press.
Montessori, Maria 1995. The Discovery of the Child. Oxford, England: Clio Press.
Pinker, Steven 1994. The Language Instinct. New York, N.Y.:William Morrow & Company Inc.
Spalding, Romalda B. 1990. The Writing Road to Reading, New York, N.Y.: Harper-Collins
Additional readings in selected texts from the bibliography will be assigned.
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.
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VI.
CATALOG COURSE DESCRIPTION:
The structured sequence of language activities offered in this course will make it possible for
students to help children achieve maximum development of language and literacy skills. Students
will learn to provide children with opportunities to build their vocabularies through the introduction
of classified nomenclature in Geography, Zoology, History, Science and the Arts. Students will also
learn how to help children develop phonemic awareness, and sound-symbol association which are
necessary for the development of both writing and reading skills. Students will learn that by
presenting cursive writing first they can greatly facilitate the child’s acquisition of both writing and
reading skills. Students will also learn how easily children can transfer cursive writing and reading
skills to the successful reading of all manner of printed materials. Students will learn to give 217
presentations with 88 manipulative English language materials.
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.
VIII. 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.
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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 students with disabilities within their
academic program. In order to make arrangements for special services, students 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
importance of language development 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.
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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XI.
ATTENDANCE POLICY:
Classroom attendance and participation is absolutely essential to success in this course. According to
KSU policy, every student is expected to attend all class sessions and related field experiences.
Furthermore, the accreditation of this program by the Montessori Accreditation Council for Teacher
Education (MACTE) requires that candidates attend a minimum of 90% of all classes in every course
of the program. The Pan American Montessori Society (PAMS) requires the same attendance
minimum for International Certification.
The only excused absences are documented personal illness, military duty, or jury duty.
Any unexcused absence will result in the lowering of the student’s grade. A candidate that is absent
more than 10% of the time will be required to repeat the course in order to qualify for international
certification.
Professional conduct requires that each candidate show respect for others. This includes coming to
class on time, staying for the entire class period, and cooperating with colleagues in class. In the
event of an absence, the candidate is 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) Provide evidence of having read and understood assigned texts
Prepare a review of those chapters in the assigned texts which deal with the development of language
and literacy skills 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 the author’s ideas.
3) Conduct research and prepare a report
a) locate and review literature related to the development of language and literacy skills,
b) prepare and turn in a written report of your findings in those sources.
4) 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.
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5) Participate in all required fieldwork experiences
a) Carefully observe one particular child.
b) Record and report your observations.
c) Be prepared to demonstrate your acquired skills in presenting materials with children.
6) 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.
Late Work: Assignments are considered late if not turned in during class on due date. There will be a
10% deduction of total possible points for each day that work is late. Assignments are always
accepted early and may be sent as an attachment through email.
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 Reports
4) Practice with Materials
5) Field Work Reports
6) Tests and Final Examination
20
10
20
20
10
20
Total 100
Grades will be assigned as follows:
91-100
81-90
71-80
0-70
A
B
C
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.
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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.
XVI. COURSE OUTLINES:
Course Outlines will be prepared to match the assigned calendar of classes.
XVII. REQUIRED READINGS:
Required readings are the ones identified above.
XVIII. ADDITIONAL RESEARCH REFERENCES:
Berk, L. E. & A. Winsler. 1995. Scaffolding Children’s Learning: Vygotsky and Early Childhood
Education. Washington, D.C., NAEYC
Brainerd, C. J. 1978. Piaget's Theory of Intelligence. New Jersey: Prentice Hall, Inc.
Bruner, J. 1960. The Process of Education. Cambridge, MA: Harvard University Press.
Bruner, J. 1966. Toward a Theory of Instruction. Cambridge, MA: Harvard University Press.
Bruner, J. & Maya Pines. 1971. The Development of Intelligence in Babies, in Segal, J. (Ed.)
Mental Health Program Reports, Washington, D.C.: U.S.D.H.E.W.
Bruner, J., K. Kaye, & K. Lyons. 1971. The Growth of Human Manual Intelligence in Maya Pines,
Bruner, J. 1973. Going Beyond the Information Given. New York: Norton.
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.
Bruner, J. 1990. Acts of Meaning. Cambridge, MA: Harvard University Press.
Bruner, J. 1997. Celebrating divergence: Piaget and Vygotsky in Human Development,
Vol. 40, No.2, pp 63-73.
Bruner, J., Goodnow, J., & Austin, A. 1951. A Study of Thinking. New York: Wiley.
Evans, R. 1973. Jean Piaget: The Man and His Ideas. New York: E. P. Dutton & Co., Inc.
Flesch, Rudolph 1955. Why Johnny Can’t Read – And What You Can Do About It. N.Y.: Harper
and Row
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Fowler, William, 1962. Cognitive Leaning 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 intelligence. 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.
Kramer, R. 1988. Maria Montessori, A Biography. N.Y. Addison-Wesley.
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.
Moll, L. (Ed.) 1990. Vygotsky and education: Instructional implications and applications of
sociohistorical psychology. Cambridge, MA: Cambridge University Press.
Montessori, Mario M., Jr 1976 Education for Human Development, Schocken Books
Montessori, M. [1936] 1988. The Secret of Childhood. N.Y., Ballantine Books
Piaget, J. 1972. To Understand Is To Invent. New York: The Viking Press, Inc.
Rogoff, B. 1990. Apprenticeship in thinking: Cognitive development in social context.
N.Y.: Oxford University Press.
Sigel, I. and R. Cocking. 1977. Cognitive Development from Childhood to Adolescence:
A Constructivist Perspective. New York: Holt, Rinehart and Winston
Singer,D. & T. Revenson. 1978. A Piaget Primer: How a Child Thinks. New York: Internationa
Universities Press, Inc.
Standing, E.M. 1984. Maria Montessori: Her Life and Work. New York: New American Library /
Plume Books
Vygotsky, L. S. l997. The Collected Works, Volumes 3 and 4. M. Hall, trans., R.W. Rieber, Ed.
Vygotsky, L. S. [1930-1935] 1978 Mind in society: The development of higher mental processes,
Eds. & trans. M. Cole, V. John-Steiner, S. Scribner, & E. Souberman. Cambridge, MA:
Harvard University Press.
Vygotsky, L. S. 1956. Selected Psychological Investigations. Moscow: Izdstel’sto Akademii
Pedagogicheskikh Nauk SSSR.
Vygotsky, L. S. 1962. Thought and Language. Cambridge, MA. MIT Press.
Wertsch, J. V., ed. 1985 Culture, Communication and Cognition: Vygotskyan Perspectives.
N.Y.:Cambridge University Press.
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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