EC-LETRS (Early Childhood-Language Essentials for Teachers of Reading and Spelling)
Course Description-Mississippi Bend AEA
Date Submitted: 8/27/15
Title of Course/Activity:
EC LETRS training
Instructor(s):
Kimberly Villotti
School where you teach:
Iowa Department of Education
Preferred Class Size:
Includes participants in EC-LETRS project with DE
Target Audience:
Includes participants in EC-LETRS project with DE
Total class contact hours:
16 hours
Length of each session:
8 hours each
Preferred dates for sessions:
Established, October 22-23, 2015
Preferred time for sessions:
Established, 8:30am-4:30pm
Preferred location:
Established, Central Office,
North Scott Community School District
Board Room
251 East Iowa Street
Eldridge, Iowa 52748
Number of hours of credit
offered in this course
One hour of credit is offered in this course
**Participation is exclusive to teachers in an established group in a project between chosen districts and
the Iowa Department of Education.
1. Evidence of need for course/activity:
This course offers participants content about early literacy development of young children. It is being
offered in a project between chosen districts and the Iowa Department of Education. Content includes
research and instruction in early literacy and reading instruction in the key areas including phonological
awareness, phonics, oral language development, vocabulary, and writing.
2. Iowa Teaching Standards Addressed: Please place an X in the columns next to the TWO Iowa
Teaching Standards that are most emphasized in the course.
#
Teaching Standard
1
Demonstrates ability to enhance
academic performance and support
implementation of the district’s student
achievement goals
2
Demonstrates competence in content
knowledge appropriate to the teaching
position
3
Demonstrates competence in planning
and preparing for instruction
4
Uses strategies to deliver instruction that
meet the multiple needs of students
X
X
X
#
Teaching Standard
5
Uses a variety of methods to monitor
student learning
6
Demonstrates competence in classroom
management
7
Engages in professional growth
8
Fulfills professional responsibilities
established by the school district
3. Goals/Objectives: (What will participants be able to do more effectively when they finish this
course/activity?)
At the conclusion of this training, the participants will have improved understanding of the developmental
sequence of skill development in the area of early literacy. This learning should support teachers as they
provide early literacy instruction and implement reading programs with fidelity. These skills represent
appropriate expectations reflected in multiple available curricula, and allow teachers a better
understanding of how to differentiate within the context of that curriculum in order to meet individual
student’s needs.
4. In-class Activities (must equal at least 15 hours for each hour of credit): (What specific learning
activities will be used in class to assist teachers in reaching goals and objectives? How will the
course be organized? What activities will assist participants to use what they have learned?)
The course utilizes a professionally developed two day module called LETRS for Early Childhood
Educators, available from Sopris Learning. During the two days, participants move through a text with
chapters focusing on Early Literacy Connections, Oral Language Connection to Literacy, Phonological
Awareness Connections, Written Language Connections, and Assessment Connections. Activities in
class utilize direct/lecture instruction, reading passages, partner discussions, table discussions, short
X
answer written responses, and personal reflections. Adult learning practices are used throughout the two
days.
5. Materials: (What materials will you and your students use? Attach a bibliography of references if you
would like to offer Drake credit.)
Primary text:
Paulson, L. H., Moats, L. C., & Nelson, J. R. (2010). LETRS for early childhood educators. Boston, MA:
Cambium Learning
Secondary readings & resources:
Castro, D. C., Paez, M. M., Dickinson, D. K., & Frede, E. (2011). Promoting language and literacy in
young dual language learners: Research, practice, and policy. Child Development Perspectives, 5(1),
15-21.
Christ, T. & Wang, X. C. (2012). Supporting preschoolers’ vocabulary learning: Using a decision-making
model to select appropriate words and methods. Young Children, 67(2), 74-80.
Dennis, L. R., & Horn, E. (2011). Strategies for supporting early literacy development. Young Exceptional
Children, 14(3), 29-40.
Division of Early Childhood. (2012). Frameworks for response to intervention in early childhood:
Description and implications (Joint position statement of DEC, NAEYC and NHSA). Retrieved from
http://dec.membershipsoftware.org/files/Position%20Statement%20and%20Papers/Framework.pdf
Hart, B., & Risley, T. R. (1995). Meaningful differences in the everyday experiences of young children.
Baltimore, MD: Brookes Publishing.
Hart, B., & Risley, T. R. (2003). The early catastrophe. Education Review, 17(1), 110-118.
National Association for the Education of Young Children. (2009). Where we stand on learning to read and
write (Joint position statement of NAEYC and IRA). Retrieved from
http://www.naeyc.org/files/naeyc/file/positions/WWSSLearningToReadAndWriteEnglish.pdf
National Institute for Literacy. (2008). Developing early literacy: Report of the National Early Literacy
Panel. Retrieved from http://lincs.ed.gov/publications/pdf/NELPReport09.pdf
National Institute of Child Health and Human Development. (2005). Pathways to reading: The role of oral
language in the transition to reading. Developmental Psychology, 41(2), 428-442.
Paulson, L, H., Noble, L. A., Jepson, S., & van den Pol, R. (2001). Building early literacy and language
skills. Longmont, CO: Sopris West.
1. Rationale for offering this course.
This course offers participants content about early literacy development of young children. It is being
offered in a partner project between participating districts and the Iowa Department of Education. Content
includes research and instruction in early literacy and reading instruction in the key areas including
phonological awareness, phonics, oral language development, vocabulary, and writing.
2. Course Description
Participation is exclusive to teachers in an established group in a participating district and the Iowa
Department of Education.
3. Course Objectives
Participants will be able to define and describe early literacy components and skills including:










Component skills of phonological processing
Structural components of oral language
Stages of oral and written language development
Strategies to facilitate oral language
The linguistic hierarchy of words
Strategies to facilitate phonological awareness skills
Print awareness concepts and ages of typical development
How and at what ages children learn the alphabetic principle and phonics skills
Engaging children the writing process
Different types of assessment and their intended purposes
4. Outline of Course Content (be specific and detailed)
Theory, demonstration, and practice of new knowledge will occur during the two day session; additional
practice and feedback is planned for outside-class activities. Peer coaching and PLCs will also be utilized
as available and appropriate.
5. Out-of-Class Activities (NEW!) Drake requires 30 hours of out-of-class activities for each hour
of graduate credit. Be specific! See email attachment for suggested activities.
See attached outline of outside-class activities
6. Course Requirements
Attendance and participation in the two day training is required.
7. Method of Evaluation or Grading Criteria
See attached outline of outside-class activities
6. Textbooks/Readings/Bibliography/Technology tools Required
*ACCESS to internet and a Google account
*Primary text:
Paulson, L. H., Moats, L. C., & Nelson, J. R. (2010). LETRS for early childhood educators. Boston, MA:
Cambium Learning
*Secondary readings & resources:
Castro, D. C., Paez, M. M., Dickinson, D. K., & Frede, E. (2011). Promoting language and literacy in
young dual language learners: Research, practice, and policy. Child Development Perspectives, 5(1),
15-21.
Christ, T. & Wang, X. C. (2012). Supporting preschoolers’ vocabulary learning: Using a decision-making
model to select appropriate words and methods. Young Children, 67(2), 74-80.
Dennis, L. R., & Horn, E. (2011). Strategies for supporting early literacy development. Young Exceptional
Children, 14(3), 29-40.
Division of Early Childhood. (2012). Frameworks for response to intervention in early childhood:
Description and implications (Joint position statement of DEC, NAEYC and NHSA). Retrieved from
http://dec.membershipsoftware.org/files/Position%20Statement%20and%20Papers/Framework.pdf
Hart, B., & Risley, T. R. (1995). Meaningful differences in the everyday experiences of young children.
Baltimore, MD: Brookes Publishing.
Hart, B., & Risley, T. R. (2003). The early catastrophe. Education Review, 17(1), 110-118.
National Association for the Education of Young Children. (2009). Where we stand on learning to read and
write (Joint position statement of NAEYC and IRA). Retrieved from
http://www.naeyc.org/files/naeyc/file/positions/WWSSLearningToReadAndWriteEnglish.pdf
National Institute for Literacy. (2008). Developing early literacy: Report of the National Early Literacy
Panel. Retrieved from http://lincs.ed.gov/publications/pdf/NELPReport09.pdf
National Institute of Child Health and Human Development. (2005). Pathways to reading: The role of oral
language in the transition to reading. Developmental Psychology, 41(2), 428-442.
Paulson, L, H., Noble, L. A., Jepson, S., & van den Pol, R. (2001). Building early literacy and language
skills. Longmont, CO: Sopris West.
9. Attendance Policy (attendance is an expectation and will not be included as criteria toward a
grade.)
Attendance to two day training is mandatory; outside class activities must be submitted by identified dates
in outline
10. Follow-up
These activities will be determined by the district. The district would be notified should follow-up activities
become available through the Department of Education.
LETRS for Early Childhood Educators Professional Development Course
Course Expectations
Fall 2015
Assignments will be posted in an electronic repository utilizing Google Drive. All assignments must be
posted during the identified time frame in the table below. Each participant will have an individual
folder for posting. Posting should include participant’s last name and assignment letter. All course work
must be completed by midnight on December 18, 2015.
Assignment/Reading
A
B
C
D
E
F
At the conclusion of the training:
Reflection: new personal learning from training,
how this information will be utilized in instruction,
etc.
Reading:
The Early Catastrophe, Hart & Risley
Reflection: How does this article relate or apply to
my classroom and my children? What will I glean
from the reading, making it relevant to my
classroom?
Reading:
NAEYC/DEC/NHSA Joint Statement--Frameworks
for
Response to Intervention in Early Childhood:
Description and Implications
Reflection: What does RtI/MTSS look like in my
classroom? How do I address the needs of all
children in my room? Does my practice reflect
those described in the reading?
Reading:
IGDIs Administration Manual, Early Learning Labs,
Inc.
Reflection: New learnings, how will I make this
work in my classroom? What considerations do I
need to pay attention to in using this screening?
Review your session(s) IGDIs scores in IowaTIER.
Reflection: What information does the data give
you? Were the results what you expected? How
will this information be useful to you in your
classroom?
Meeting with an administrator/instructional
coach:
Discuss the IGDIs data from your session(s).
Discussion could include the following questions:
 What do I want children to know and
understand?
 How will I know if they understand?
 What will I do if children don’t show
understanding?
 What will I do if children already have an
Due Date
Work
time
October 29
1hr.
November 6
3 hr.
November 13
3 hr.
November 20
4 hr.
December 4
3 hr.
4 hr.
Before December 18
G
H, I,
&J
understanding?
How does this data fit into the “bigger picture” of
the preschool/elementary program? What are the
“takeaways” from the conversation? Any actions
to be taken?
Reflection should describe the meeting and
discussion.
Meeting with
colleagues/administrator/instructional coach in a
PLC:
How will the information from IGDIs assessments
be used in the classroom and affect instruction?
Questions to consider:
 What do I want children to know and
understand?
 How will I know if they understand?
 What will I do if children don’t show
understanding?
 What will I do if children already have an
understanding?
Reflection should describe the meeting and
discussion.
Complete three readings selected from the
Google Drive folder. After completing a reading,
provide a reflection of new learning, new
questions, application to your session(s), etc.
Participants should gain instructor approval for
the use of alternate readings.
Before December 18
3 hr.
Before December 18
10 hr.
Each assignment is worth 10 points for a possible total of 100 points. Grades will be calculated and
submitted the following week. All grades are considered final at the time of submission.
Points Earned
90-100 points
80-89
70-79
60-69
≤ 59
Grade
A
B
C
D
F