CHILD AND FAMILY DEVELOPMENT 380
Early Language and Literacy Development in a
Linguistically Diverse Society
Spring 2014
Schedule Number 20535
Course Information
Day, Time, and Location: Mon/Wed: 2:00-2:50 LLS 365; Fri: Service Learning hours TBD*
Instructor: Dr. Sarah Garrity
Office: EBA 413
Phone: 619-594-0857
Email: sgarrity@mail.sdsu.edu
Office Hours: Monday 10:00-12:00 and by appointment.
* We will not be meeting on Fridays, (except where noted in the syllabus) to provide time for
the service learning component of this course. This will allow you the opportunity to work
with your child for two hours per week. This also allows me time to visit service learning sites
and provide hands on assistance and mentoring as needed.
Prerequisites
Completion of all lower division preparation for the major courses with a grade of C (2.0) or
better; Child and Family Development 375A and 375B; and Child and Family Development
378A or 378B or 378D. Print a Degree Audit Report showing all prerequisites and bring it to
the first class meeting. Make sure to highlight relevant classes.
Course Description
This course will cover language and literacy development in early childhood, with a focus on
brain development and the social-emotional components of early literacy. Guidelines from the
California Department of Education will be used to reflect developmentally appropriate and
culturally responsive practices that have been shown to result in improved language, literacy,
and school readiness outcomes. Special attention will be paid to meeting the needs of dual
language learners and developing and implementing instruction that is individualized and
builds on children’s prior knowledge and the strengths and resources of families and
communities. In addition, the service learning component of the class will focus on bridging
theory and practice, as students work with a child throughout the semester, providing the
opportunity to implement and reflect on concepts and strategies learned throughout the class.
1/10/14
1
Required Text
Vukelich, C., Christie, J., & Enz, B. (2008). Helping young children learn language and literacy: Birth
through kindergarten (3rd ed.). Boston, MA: Pearson Education.
Beaty, J. J. (2012). Early childhood literacy strategies (3rd ed.). Upper Saddle River, NJ:
Pearson Education.
Tabors, P.O. ( 2008). One child, two languages: A Guide for early childhood educators of children
learning English as a second language (2nd ed.).
During the course I will also be asking you to access resources provided by the California
Department of Education. These resources can be found at:
Desired Results Developmental Profile (DRDP):
http://www.wested.org/desiredresults/training/form_drdp.htm
California Preschool Learning Foundations Volume 1
http://www.cde.ca.gov/sp/cd/re/documents/preschoollf.pdf
California Preschool Curriculum Framework Volume 1
http://www.cde.ca.gov/sp/cd/re/documents/psframeworkkvol1.pdf
California Infant/Toddler Learning and Development Foundations
www.cde.ca.gov/sp/cd/re/documents/itfoundations2009.pdf
California Infant/Toddler Curriculum Framework
www.cde.ca.gov/sp/cd/re/documents/itcurriculumframework.pdf
Blackboard Account: All students are required to have a blackboard account. The midterm and
final exam will be taken via Blackboard. www.MySDSU.edu
Taskstream Account: All CFD majors enrolled in this course will need to have a TaskStream
electronic portfolio subscription, and be enrolled in the appropriate TaskStream "Program"
which contains your program portfolio. More information about purchasing a TaskStream
subscription and enrolling into a TaskStream Program is available in the “CFD Portfolio”
section of the Child and Family Development
website: http://coe.sdsu.edu/cfd/portfolio/index.php
Teaching Methods
This course will employ multiple methods to assist students in accomplishing the course
objectives listed above. These methods include inquiry-based investigations; participation in
individual, small group and large group problem-based lessons and student-led and instructorled presentations. The service learning component of the class will provide students the
opportunity to have hands on experience implementing the theories and strategies learned
during class time.
1/10/14
2
Expectations
I expect students to:
1.
Read the textbooks. Please read the assigned chapters before coming to class (see course
calendar). Students who read do better in class.
2.
Study for exams.
3.
Write at a college level in APA style.
4.
Attend class on a regular basis. Please arrive on time and stay for the entire class.
5.
Be attentive and respectful in class. This means no chatting, iPods, sleeping, texting,
completing homework for other classes, etc. Please turn off cell phones once class
begins. Points may be deducted for repeated chatting and other disruptive behavior.
6.
Adhere to the expectations outlined in the service learning agreement.
7.
Honor due dates.
8.
Read feedback on graded papers and apply those comments to future assignments.
9.
Check Email and Blackboard regularly for course communication.
You can expect me to:
1.
Treat you with respect.
2.
Be organized and ready for each class.
3.
Be willing to discuss issues and answer questions during class.
4.
Give feedback, both oral and written. I will provide detailed comments on assignments
to help you improve.
5.
Answer emails and be available during office hours.
6.
Grade exams and papers in a timely fashion.
Make-up exams will not be given except in the event of extraordinary circumstances beyond the
control of the student. Oversleeping, forgetting about the exam, working, parking problems,
etc. are not acceptable excuses for missing an exam. Severe illness, death in the family, etc. are
acceptable reasons. In such situations, written documentation must be provided. Make-up
exams will be a different format from the original exam. Likewise, late assignments will not be
accepted, except in the event of extraordinary circumstances. It is your responsibility to notify
me right away if an exam is missed or an assignment is late (via email). Do not wait until the
next class meeting.
Expectations for Service Learning Project
I understand that many unexpected events can occur when working in school settings. If you
are unable to work with your child during the week (for example, if the child is out due to
illness, there is an unexpected staff development day or field trip), please email me
immediately to let me know. I am happy to work with you to ensure that you do not miss any
assignments, however, if this becomes a pattern, we will need to meet to discuss the
consequences of continued absences.
1/10/14
3
All students will be required to comply will all volunteer requirements of the
agency/organization/school where they are doing their service learning project. Expectations
will also be reviewed in class and students will be required to sign and turn in the CFD 380
Service Learning Agreement, indicating that they have reviewed and understand all
expectations for the service learning component of the course.
Student Learning Outcomes
By the end of this course, students will:
Learning Objectives
1. Demonstrate an understanding of early
literacy policy initiatives. NAEYC Standards
1, 2, 4, 5
Assignment
Exams
2. Demonstrate an understanding of
developmentally appropriate language and
literacy curriculum for infants, toddlers, and
preschool children. NAEYC Standards 1, 4
Exams, Service Learning Project
3. Design developmentally appropriate
language and literacy curriculum for infants,
toddlers, and preschool children. NAEYC
Standards 1, 3, 4
Exams, Service Learning Project
4. Identify strategies for facilitating young
children’s speaking, listening, reading, and
writing. NAEYC Standards 1, 3, 4
Exams, Service Learning Project
5. Demonstrate an understanding of the
special needs of dual language learners
NAEYC Standards 1,2,3,4
Exams, Service Learning Project
6. Assist families in facilitating language and
literacy development. NAEYC Standards
1,2,3,4
Exams, Service Learning Project
7. Demonstrate an understanding of writing in
APA (American Psychological Association)
style. NAEYC Standard 5
Service Learning Project
8. Use tools provided by the California
Department of Education to improve language
and literacy outcomes for children. NAEYC
Standards, 1, 2, 3, 4, 5
Exams, Service Learning Project
PLEASE NOTE: The Service Learning Project is one of the 7 Signature Assignments
required for the completion of the Reflective Learning Portfolio (CFD 578) and can be used to
demonstrate competency towards meeting Goal three:
1/10/14
4
Goal 3: Students uses his/her understanding of and relationships with children and families to
design, implement, and evaluate experiences that promote positive learning and development
for all children (NAEYC 4, NCATE, 3, NCFR area 10).
Course Requirements
Assignment
Exams (2 @ 30 points each)
Service Learning Project
1. Relationship building, observation, goal development (15 points)
Points
60
110
2. Lesson Plans 7 @ 10 points (70 points)
3. Final Portfolio and reflection (25 points)
Ten In-Class Activities (3 points each)
Total Points
30
200
Grading Policies
Grades will be based upon completion of the required assignments. Grading standards are as
follows:
186-200 pts. = A
180-185 pts. = A174-179 pts. = B+
166-173 pts. = B
160-165 pts. = B154-159 pts. = C+
146-153 pts. = C
140-145 pts. = C134-139 pts. = D+
126-133 pts. = D
120-125 pts. = D< 120 pts. = F
Grades for all assignments will be posted in Grade Center on Blackboard/Taskstream
throughout the semester.
Assignments
(all assignments will be turned in via taskstream and exams will be taken on Blackboard)
Exams:
Two exams will be given to assess student learning. Exams will cover material from the
Vukelich, Christie, & Enz and Tabors textbooks, as well as material presented in class. Exams
will be given on Blackboard, during the regularly scheduled class time. Students will not be
required to come to class on the days that exams are given.
Service Learning Project- Analysis of Student Learning & Work Sample Assignment:
During the course of the semester, you will be working one on one with a young child between
the ages of 18 months - 8 years of age. I will be providing a list of centers that you may contact
to set up your service learning placement and will be providing you with a letter of
introduction to take to your selected site. If there is a particular program that you would like to
work with, please let me know. Because a great deal of this course is built around the
requirements of the California Department of Education, it is important that you work in a
center/program that uses the Desired Results Developmental Profile and the Desired Results
System. I encourage you to use this opportunity to explore your interests – for example, if your
goal is to work with children with disabilities, you can work with a child with an IEP/IFSP, or if
1/10/14
5
you are interested in dual language development you can work with a child who is learning
two (or more) languages.
You will be spending two hours a week with your assigned child and will be responsible for
planning, implementing, and evaluating the effectiveness of language and literacy activities and
lessons designed to meet the child’s interests and developmental level. Because a risk with
long-term planning and instruction of this kind is that you will "teach" your lessons regardless
of whether your students are achieving intended outcomes, every effort should be made to
integrate these lessons with what is already going on in the classroom. The Analysis of Student
Learning & Teacher Work Sample assignment is designed to prevent this from happening and
to make your long range planning and teaching more responsive.
You will use initiatives and guidance provided by the California Department of Education to
plan lessons that will meet the CA Learning Foundations related to language and literacy and
dual language development. These resources include the Preschool Learning Foundations, the
Infant/Toddler Learning and Development Foundations, the Desired Results System (including
the Desired Results Developmental Profile, or DRDP), the Preschool and Infant Toddler
Curriculum Frameworks, and the Preschool English Learner Guide. You will be working
closely with the classroom teacher to integrate your lessons and activities with the theme or
project being explored by the entire class.
The Work Sample Assignment includes the following steps:
Step 1: Relationship building, observation, and goal development (15 points)
Before you begin planning your lessons, do a thorough analysis of your child’s prior
knowledge, skills, attitudes, and interests related to both early language and literacy and the
project or investigation being conducted in the classroom. Getting to know your child begins
with observing his/her play, while making note of his/her interests, questions, and ideas. As
you begin to build a relationship with the child, try to discover any misconceptions he/she
might have about the topic or project the classroom is currently exploring and find what it is
about the topic that might excite him/her and capture his/her imagination. You should use
multiple approaches (observation, review of work samples, questioning) to assess prior
knowledge and should do this long enough in advance of planning to teach that the
information you gather can really shape your work. What goals do you have for this child
based on your observations? These goals should reflect the CA Language and Literacy Learning
Foundations and the related DRDP measures, as well as the English Language Development
foundations and DRDP measures, if applicable. Try to obtain information about the child from
his/her teacher as well.
Assignment: You will prepare a written analysis documenting how you assessed the child’s
prior knowledge, what you learned, and what you plan to do based on your analysis and
growing relationship with the child. The written analysis should be about two pages, doublespaced. DUE: Wednesday, February 26
Step 2: Implementation of weekly lesson plans, review of documentation, and reflection (7
lesson plans at 10 points each, for a total of 70 points)
1/10/14
6
Develop and implement weekly lessons with your child using the lesson plan format provided
in class. The Beaty text is an excellent source for ideas and strategies you can use to design
lesson plans that teach language and literacy skills in fun, developmentally appropriate, and
engaging ways. Lessons should target language and literacy outcomes (including adaptations
for dual language learners if needed) and should be based on the child’s developmental level
and interests. Planning of these lessons should include a review of the child’s DRDP
assessments, portfolio, and observation. You will be responsible for using the DRDP and
portfolio system to assess the effectiveness of your lessons and to plan next steps based on your
observations of the child’s engagement with the activity. This evaluation and assessment of the
child’s learning will allow you to determine whether your child is learning what you intended
and is engaged by the material.
Assignment: Each week you will complete your lesson plans and collect evidence of the
child’s learning (see course calendar for specific due dates and times). This may include of a
photo of the child engaged in an activity accompanied by a description of what the child
said/did, an anecdotal observation, a work sample, or a video. Documentation of the child’s
learning will be placed in the child’s portfolio. The format for these lesson plans will be
provided in class.
DUE: Lesson plans are due every Monday (using taskstream) by 12 Noon. PLEASE NOTE:
Lesson Plan 4 is due Sat. 3/29 because of Spring Break.
Step 3: Final Portfolio and Reflection on long-term teaching assignment (25 points)
At the end of your long-term teaching experience you must make a case that you have
successfully fostered student learning. Be sure to address the goals for student learning that
you set at the beginning of the semester and refer to your lesson plans and select documentation
of student learning (anecdotal notes, work samples, photos, etc) that illustrate key points. You
will also be required to reflect on the assignment and how it influenced your development as an
emerging professional in the field of early care and education. Additional guidance as well as
the format for the final portfolio will be provided in class and posted on Blackboard.
DUE: Friday, May, 9
In Class Assignments:
Throughout the semester I will ask you to participate in activities that encourage you to use and
reflect on the material covered in class. These activities will be unannounced and may take
place at the beginning, middle, or end of class. Some of the activities will be done in groups,
while others will be completed with a partner or individually. Simply being in class and
participating in the activity will earn the students three points for each activity. Students who
attend each class and are present from beginning to end should receive all 30 points.
California Council on Family Relations (CCFR) Conference:
Students will be given 10 extra credit points for attending this conference, which will be held on
April 17, 2014. More information about this conference will be provided as the semester
progresses. Students who are unable to attend will be given an alternate extra credit
assignment.
1/10/14
7
Academic Honor
Cheating: Instances of cheating may result in failure of the course and referral for disciplinary
procedures that may result in dismissal from the university.
Plagiarism: Plagiarism is taken very seriously in this class. Plagiarism is six or more words in
succession without quotation marks and proper citation. Instances of plagiarism may result in
failure of an assignment, failure of the course, and referral for disciplinary procedures that may
result in dismissal from the university.
Student Work Samples: Your work may be selected to keep on file. The work that is selected
with be used solely for the purposes of evaluation from higher education accreditation
institutions (NAEYC, NCATE, etc.).
Student Disability Services: If you are a student with a disability and believe you will need
accommodations for this class, it is your responsibility to contact Student Disability Services at
(619) 594-6473. To avoid any delay in the receipt of your accommodations, you should contact
Student Disability Services as soon as possible. Please note that accommodations are not
retroactive, and that I cannot provide accommodations based upon disability until I have
received an accommodation letter from Student Disability Services. Your cooperation is
appreciated.
Student Disability Services is the campus office responsible for determining and providing
appropriate academic accommodations for students with disabilities. For further information,
please contact them at 619 594-6473.
1/10/14
8
DATE
W 1/22
F 1/24
M 1/27
W 1/29
F 1/31
M 2/3
W 2/5
F 2/7
M 2/10
W 2/12
M 2/17
W 2/19
M 2/24
W 2/26
M 3/3
W 3/5
1/10/14
Tentative Course Calendar
(May change to accommodate student needs)
TOPICS
READING & ASSIGNMENTS DUE
Introduction to class
Review syllabus prior to class
Foundations of Early Literacy
Chapter 1 - Vukelich, Christie, & Enz
Chapter 1 - Tabors
Foundations of Early Literacy
Chapter 1 - Vukelich, Christie, & Enz
Early Childhood Initiatives in
Read Preschool Learning Foundations,
California
Volume One, Introduction, Foundations in
The Curriculum Planning Cycle
Language and Literacy (p.47-102), & Language
and Literacy Foundations (p.176-179)
Dual Language Learners
Read Espinosa (2013) Posted on BB
Read Preschool Learning Foundations,
Volume One, Foundations in English
Language Development (p.103-142) & English
Language Development Foundations (p. 180188)
Chapter 7 - Beaty
Oral Language Development
Chapter 2 - Vukelich, Christie, & Enz
Chapters 1-3 - Beaty
Oral Language Development
Chapter 2 - Vukelich, Christie, & Enz
Chapters 4-6 - Beaty
Overview of Service Learning &
Review assignment requirements on syllabus
Group Project Requirements
and materials on BB
Review Desired Results Developmental Profile
Literacy with Infants and
Read Infant Toddler Learning and
Toddlers
Development Foundations Introduction, the
early months (p. 1-6), & Language
Development (43 - 59)
Family Literacy and Language
Chapter 3 - Vukelich, Christie, & Enz
Development
Service Learning Project Begins (subject to change)
Family Literacy and Language
Chapter 3 - Vukelich, Christie, & Enz
Development
Chapter 8 – Tabors
Organizing Early Language and
Chapter 4 - Vukelich, Christie, & Enz
Literacy Instruction
Beaty Chapters 8-11
Organizing Early Language and
Chapter 4 - Vukelich, Christie, & Enz
Literacy Instruction
Chapters 12-14 - Beaty
Facilitating Early Language
Chapter 5 - Vukelich, Christie, & Enz
Learning
□ DUE: Step 1 of Analysis of Student Learning
& Work Sample Assignment
Facilitating Early Language
Chapter 5 - Vukelich, Christie, & Enz
Learning
Beaty Chapter 15
Facilitating Early Language
Materials from the Preschool English Learners
Learning with Dual Language
Guide posted on BB
Learners
DUE: Lesson Plan 1 by 12 noon Mon. 3/10
9
F 3/7
M 3/10
W 3/12
M 3/17
W 3/19
M 3/24
W 3/26
M 4/7
W 4/9
M 4/14
W 4/16
M 4/21
W 4/23
M 4/28
W 4/30
M 5/5
W 5/7
M 5/12
1/10/14
Midterm to be taken on BB
Sharing Good Books with Young
Chapter 6 - Vukelich, Christie, & Enz
Children
Beaty Chapters 33-37
Sharing Good Books with Young
Chapter 6 - Vukelich, Christie, & Enz
Children
Chapters 38-40 - Beaty
DUE: Lesson Plan 2 by 12 noon Mon. 3/17
Teaching Early Reading
Chapter 7 - Vukelich, Christie, & Enz
Beaty Chapters 41-46
Teaching Early Reading
Chapter 7 - Vukelich, Christie, & Enz
Chapters 47-50 - Beaty
DUE: Lesson Plan 3 by 12 noon Mon. 3/24
Teaching Early Reading-Strategies
Preschool Curriculum Framework, Volume
for Dual Language Learners
One – Chapter 5 English-Language
Development
Teaching Early Writing
Chapter 8 - Vukelich, Christie, & Enz
Chapters 16-20 - Beaty
DUE: Lesson Plan 4 by 11:55 PM Sat. 3/29**
Spring Break March 31-April 4
Teaching Early Writing
Chapter 8 - Vukelich, Christie, & Enz
Chapters 21-26 - Beaty
Teaching Early Writing-Strategies
Chapter 8 - Vukelich, Christie, & Enz
for Dual Language Learners
Chapters 27-32 - Beaty
DUE: Lesson Plan 5 by 12 noon Mon. 4/14
Assessment of Young Children’s
Chapter 9 - Vukelich, Christie, & Enz
Language and Literacy
Chapter 9 - Tabors
Assessment of Young Children’s
Chapter 9 - Vukelich, Christie, & Enz
Language and Literacy
DUE: Lesson Plan 6 by 12 noon Mon. 4/21
The Second-Language–Learning
Chapters 2-4 – Tabors
Child's Task
Individual Differences in Second
Chapter 5 – Tabors
Language Learning
Materials from the Preschool English Learners
Guide posted on BB
DUE: Lesson Plan 7 by 12 noon Mon. 4/28
The Teacher’s Role
Chapters 6 - Tabors
Using the Curriculum to Facilitate
Chapter 7 – Tabors
Second-Language and -Literacy
Materials from the Preschool English Learners
Learning
Guide posted on BB
Developing Effective Early
Chapter 10 – Tabors
Childhood Programs for SecondMaterials from the Preschool English Learners
Language Learners
Guide posted on BB
Internationally Adopted Children
Chapter 11 – Tabors
DUE: Step 3- Final Analysis of Student
Learning & Work Sample by 11:55 PM Friday
5/9
Final Exam to be taken on Blackboard
10
1/10/14
11