CHILD AND FAMILY DEVELOPMENT 380
Early Language and Literacy Development in a
Linguistically Diverse Society
Spring 2016
Schedule Number 20598
Course Information
Day, Time, and Location: Mon/Wed: 11:00-11:50 PSFA-325; Fri: Service Learning hours TBD*
Instructor: Dr. Sarah Garrity
Office: EBA 413
Phone: 619-594-0857
Email: sgarrity@mail.sdsu.edu
Office Hours: Wednesday 1:00-3:00 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 an
emergent, intentional approach to curriculum 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.
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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.
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.cde.ca.gov/sp/cd/ci/documents/drdp2015preschool.pdf (Preschool)
http://www.cde.ca.gov/sp/cd/ci/documents/drdp2015infanttoddler.pdf (Infant/Toddler)
California Preschool Learning Foundations Volumes 1-3
http://www.cde.ca.gov/sp/cd/re/documents/preschoollf.pdf
http://www.cde.ca.gov/sp/cd/re/documents/psfoundationsvol2.pdf
http://www.cde.ca.gov/sp/cd/re/documents/preschoolfoundationsvol3.pdf
California Preschool Curriculum Framework Volumes 1-3
http://www.cde.ca.gov/sp/cd/re/documents/psframeworkkvol1.pdf
http://www.cde.ca.gov/sp/cd/re/documents/psframeworkvol2.pdf
http://www.cde.ca.gov/sp/cd/re/documents/preschoolframeworkvol3.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
I will also be posting materials to Blackboard throughout the course of the semester.
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
Fingerprint Requirements
The SDSU catalog indicates that all CFD students are required to be live-scan fingerprinted as a
condition of their participation in CFD courses and internships. The fingerprint process and
documents are those required by Community Care Licensing (CCL) in the State of California, the
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organization that oversees early care and education in the state. Information about this
requirement can be found on the CFD Advising Blackboard page. Because this is a lab class, if
you do not have your fingerprints cleared by the due date (posted on the advising Blackboard
page), you will not be able to take this class.
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.
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
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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.
Laptops and Cell Phones
Classroom sessions are an important opportunity for you to extend your learning beyond your
reading or work on assignments. Thus, I consider it important that you engage with the ideas
presented in class during class. Because laptops and cell phones often pose a distraction for you
and those around you, I ask that you refrain from checking email or recreational use of the
internet during class and restrict your laptop/cell phone activities to note taking or looking up
items pertinent to class discussion.
Late and Missing Assignments
Assignments are due on the date and time specified in the syllabus. Late assignment policy: 5 %
will be deducted for each day (weekends included) the assignment is late. I understand that
many unexpected events can occur, and if you are unable to submit an assignment on time,
please communicate this to me as soon as possible. However, if this becomes a pattern, I will
ask you to come to office hours for an individual appointment.
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.
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.
PLEASE NOTE: The Analysis of Student Learning & Teacher Work Sample Assignment
required for this course can be used for the Reflective Learning Portfolio (CFD 578) course to
demonstrate competency towards meeting Goal three:
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).
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Student Learning Outcomes
Learning Objectives
1. Demonstrate an understanding of early
literacy policy initiatives. NAEYC Standards 1,
2, 4, 5
2. Demonstrate an understanding of
developmentally appropriate language and
literacy curriculum for infants, toddlers, and
preschool children. NAEYC Standards 1, 4
Assignment
In class activities, Exams
3. Design developmentally appropriate
language and literacy curriculum for infants,
toddlers, and preschool children. NAEYC
Standards 1, 3, 4
In class activities, Service Learning Project
4. Identify strategies for facilitating young
children’s speaking, listening, reading, and
writing. NAEYC Standards 1, 3, 4
In class activities, Service Learning Project,
Exams
In class activities, Service Learning Project,
Exams
5. Demonstrate an understanding of the
In class activities, Service Learning Project,
special needs of dual language learners NAEYC Exams
Standards 1,2,3,4
6. Assist families in facilitating language and
literacy development. NAEYC Standards
1,2,3,4
In class activities, Service Learning Project,
Exams
7. Demonstrate an understanding of writing in
APA (American Psychological Association)
style. NAEYC Standard 5
In class activities, 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
In class activities, Service Learning Project
Course Requirements
Assignment
In-class activities (12 @ 5 points each)
Exams (2 @ 35 points each)
Analysis of Student Learning & Teacher Work Sample Assignment
1. Relationship building, observation, goal development (20 points)
2. Lesson Plans 6 @ 20 points (120 points)
3. Evaluation and reflection on service learning project (30 points)
Total Points
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Points
60
70
170
300
5
Grading Policies
Grades will be based upon completion of the required assignments. Grading standards are as
follows:
278-300
269-277
260-268
248-259
239-247
230-238
(93% - 100%)
(90% - 92%)
(87% - 89%)
(83% - 86%)
(80% - 82%)
(77% - 79%)
A
AB+
B
BC+
218-229
(73%-76%)
209-217
(70%-72%)
200-208
(67%-69%)
188-199
(63%-66%)
179-187
(60%-62%)
Below 179 (below 60%)
C
CD+
D
DF
Grades for all assignments will be posted in Grade Center on Blackboard/Taskstream
throughout the semester.
Assignments
(PLEASE NOTE: all assignments will be turned in via Taskstream and exams will be taken on
Blackboard)
In Class Activities:
Throughout the semester, we will do in-class activities that you will receive points for. These
activities will be based on the assigned readings for the class period.
Exams:
Two exams will be given to assess student learning. Exams will cover material from the
Vukelich, Christie, & Enz and Beaty textbooks, the CDE resources, and 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.
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 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
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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.
We will be using the portfolio feature of Taskstream for this assignment.
The Analysis of Student Learning & Teacher Work Sample Assignment includes the following
steps:
Step 1: Relationship building, observation, and goal development (20 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 three pages, doublespaced. DUE: Friday, 3/4 by 2:00 PM
Step 2: Implementation of weekly lesson plans, collection of evidence to document learning,
and reflection (6 lesson plans at 20 points each, for a total of 120 points)
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,
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portfolio (if available), and observation. You will be responsible for using the DRDP 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 for the preceding week are due on Monday (using Taskstream) by 2:00
PM. See course schedule for due dates.
Step 3: Final Portfolio and Evaluation and Reflection on Service Learning Project (30 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: Monday, May 2nd by 2PM.
Other Course Policies
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
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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.
DATE
W 1/20
F 1/22
M 1/25
W 1/27
F 1/29
M 2/1
W 2/3
F 2/5
M 2/8
W 2/10
M 2/15
W 2/17
M 2/22
1/20/16
Tentative Course Calendar
TOPICS
READING & ASSIGNMENTS DUE
Introduction to class
Review syllabus prior to class
Foundations of Early Literacy
Chapter 1 - Vukelich, Christie, & Enz
Foundations of Early Literacy
Chapter 1 - Vukelich, Christie, & Enz
Early Childhood Initiatives in
Read Preschool Learning Foundations, Volume
California
One, Introduction, Foundations in Language
The Curriculum Planning Cycle
and Literacy (p.47-102), & Language and
Literacy Foundations (p.176-179)
Early Childhood Initiatives in
Review the DRDP 2015 (posted on Bb)
California
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. 180-188)
Chapters 7, 27, 29 & 39 - Beaty
Strategies for Working with Dual
Read Chapter 5 of the Preschool Curriculum
Language Learners
Framework: English Language Development
Review the California Preschool Instructional
Network (CPIN) website:
http://www.desiredresults.us/dll/
Oral Language Development
Chapter 2 - Vukelich, Christie, & Enz
Chapters 1- 4 Beaty
Oral Language Development
Chapter 2 - Vukelich, Christie, & Enz
Chapters 5, 6, 8 & 9 - Beaty
Overview of Service Learning
Review assignment requirements on syllabus
Project
and materials on BB
Review Desired Results Developmental Profile
Chapters 10-15 - Beaty
Service Learning Project Begins the Week of 2/15 (subject to change)
Emergent Curriculum
Read articles posted on Bb: The Emergence of
Emergent Curriculum & Understanding
Emergent Curriculum
Chapters 16-19 Beaty
ON LINE CLASS- DRDP Training
Complete on-line class via Bb
Module
Literacy with Infants and Toddlers
Read Infant Toddler Learning and
Development Foundations Introduction, the
early months (p. 1-6), & Language
9
W 2/24
M 2/29
W 3/2
F 3/4
M 3/7
W 3/9
M 3/14
W 3/16
M 3/21
W 3/23
F 3/25
M 4/4
W 4/6
M 4/11
W 4/13
M 4/18
W 4/20
M 4/25
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Development (43 - 59)
Chapter 3 - Vukelich, Christie, & Enz
Chapters 20-25 Beaty
Chapter 4 - Vukelich, Christie, & Enz
Beaty Chapters 26-30
Chapter 4 - Vukelich, Christie, & Enz
Chapters 25-30 – Beaty
DUE: Step 1 of Analysis of Student Learning &
Work Sample Assignment by 2:00
Lesson Plan Implementation Begins the Week of 3/7 (subject to change)
Lesson plans for the previous week are due every Monday
Facilitating Early Language
Chapter 5 - Vukelich, Christie, & Enz
Learning
Chapters 31-35 Beaty
Facilitating Early Language
Chapter 5 - Vukelich, Christie, & Enz
Learning
Sharing Good Books with Young
Chapter 6 - Vukelich, Christie, & Enz
Children
Beaty Chapters 33-37
DUE: Lesson Plan 1 by 2:00 PM
Sharing Good Books with Young
Chapter 6 - Vukelich, Christie, & Enz
Children
Chapters 36-38 - Beaty
Anti-bias Curriculum
Read Chapter posted on Bb: Anti-bias
Curriculum
Chapters 40-44 Beaty
DUE: Lesson Plan 2 by 2:00 PM
Anti-bias Curriculum
Read article on Bb: Rethinking Holidays
Midterm to be taken on BB / Spring Break March 30-April 1
Teaching Early Reading
Chapter 7 - Vukelich, Christie, & Enz
Beaty Chapters 44-46
DUE: Lesson Plan 3 by 2:00 PM
Teaching Early Reading
Chapter 7 - Vukelich, Christie, & Enz
Read article on Bb: N is for Nonsensical
Chapters 47- 50 - Beaty
Teaching Early Writing
Chapter 8 - Vukelich, Christie, & Enz
Review Chapters 16-20 - Beaty
DUE: Lesson Plan 4 by 2:00 PM
Teaching Early Writing
Chapter 8 - Vukelich, Christie, & Enz
Review Chapters 21-26 – Beaty
Chapter 9 - Vukelich, Christie, & Enz
Understanding the Early Literacy
Review the website:
Landscape- Transitional
http://www.tkcalifornia.org/tk-experience/
Kindergarten
Read: Articles posted on Bb
DUE: Lesson Plan 5 by 2 PM
Understanding the Early Literacy
Review the English Language Arts Common
Landscape- the Common Core
Core Standards posted to Bb
Understanding the Early Literacy
Read: Materials posted on Bb
Landscape – a P-3 Approach
Review Final Assignment Guidance and Rubric
posted on Bb
Family Literacy and Language
Development
Organizing Early Language and
Literacy Instruction
Organizing Early Language and
Literacy Instruction
No Class
10
W 4/27
DUE: Lesson Plan 6 by 2 PM
Read: Materials posted on Bb
M 5/2
Understanding the Early Literacy
Landscape – a P-3 Approach
Portfolio Presentations
W 5/4
M 5/9
Portfolio Presentations
Final Exam to be taken on Blackboard
1/20/16
DUE: Step 3- Final Analysis of Student
Learning & Work Sample by 2:00 PM
11