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Sandra Beam, Assistant Professor
Sandra.Beam@CCUniversity.edu
(please type PED 370 in the subject line)
Cell Phone: 513.720.4023
Office Location: Rine Hall, Education
Department
Building Christian leaders to serve
the church and shape the world.
PED 370 Phonics & Linguistics
Fall 2012
Hybrid Course - Wednesday 12:30-3:10
(3 semester credit hours)
Required Course Texts
 Sound It Out!by John F. Savage
 Phonics They Use by P. Cunningham
 Phonemic Awareness in Young Childrenby M. Adams, B. Foorman, I. Lundber, & T. Beeler
Required Extra Materials
 binder with tab dividers
 additional ½” or 1” binder
 3x5 index cards
 red marker
 black marker
Course Description
This course is designed to provide the pre-service teacher an examination of the principles of phonemic
awareness and phonics as they relate to reading, writing, and spelling. The pre-service teacher will also be provided
opportunities to develop skills in assessment as well as application of the knowledge gained in the course.
Additionally, the cultivation of the pre-service teacher’s appreciation for the value of the knowledge and skills of
phonics and linguistics in the teaching of oral and written communication will occur. The course requires 10+ hours
of directed field experience in an early childhood educational setting. Participants of the course must be admitted to
the Early Childhood Education licensure program or obtain permission from the instructor.
Course Rationale
“Phonics and Linguistics” provides the infrastructure in language understanding for pre-service teachers
who will be guiding the language and literacy development of learners from early childhood through young
adolescence.
Course Objectives
Knowledge
1. Gain knowledge both receptively and expressively of the following:
a. Name and sound of alphabet components
b. Recognition of vowels and consonants
c. Identify a phoneme’s position within a word (initial, medial, final)
d. Visual and auditory recognition of:
i. Blends
ii. Digraphs
iii. Hard and soft c and g
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2.
3.
4.
5.
iv. Long and short sound of oo
v. R-controlled vowels
vi. S sound like z
vii. Vowel combinations
viii. Vowel diphthongs
ix. Word endings
x. Y as a consonant and vowel
e. Diacritical markings
f. Mechanics of:
i. Accents
ii. Grammar rules
iii. Inflections
iv. Sentence structure
v. Syllables
Discuss common phonemic generalizations inherent within the English language.
Describe the stages of children’s development of phonics knowledge (i.e., phonological awareness,
phonemic awareness, phonemic segmentation, the alphabetic principle) and how that knowledge
impacts reading and spelling instruction.
Develop a repertoire of strategies to engage students in the learning of foundational phonics.
Explore linguistic knowledge including morphology and origins of the English language.
Skills
Through instruction, reading, and experience, the pre-service teacher will be able to:
1. Discern separation of vowels and consonants.
2. Discern alphabetic location of each letter in familiar and unfamiliar words.
3. Detect beginning, middle, and end sounds of words.
4. Use diacritical markings to pronounce words via reading, writing, and spelling.
5. Improve reading via phonetic learning.
6. Categorize writing samples according to stages of spelling development.
7. Critique current research reviewed in professional journals in the reading/ language arts area
relating to embedded or systematic phonics, phonological or phonemic awareness, spelling, or
word recognition/ word meaning.
8. Apply knowledge of grammar rules, syntax, accents, and syllabification to spelling, reading,
and writing instruction.
Dispositions
Through readings, experiences, and observations, the pre-service teacher will:
1. Appreciate the importance of teaching the graphophonic cueing system within the context of
syntactic, semantic, and pragmatic components of language.
2. Perceive that knowledge of the graphophonic system of language is important in
understanding the reading/ writing processes and in generating new ideas for language
instruction.
3. Recognize the teacher as a model.
4. Realize the ability to read and write is important to every child.
5. Value the impact of classroom environment and its relationship to learning.
Performance Outcomes To Be Assessed By The Course
#7 Teacher candidate utilized Ohio Academic Content Standards to plan and/or implement content curricula.
#8 Teacher candidate displays knowledge of how students learn and of the developmental characteristics of age
groups.
#10 Teacher candidate differentiates instruction to support the learning needs of all students, including students
identified as gifted, students with disabilities and at-risk students.
#11 Teacher candidate uses resources effectively, including technology, to enhance all students’ learning.
#12 Teacher candidate knows how to present content in multiple ways, connecting to relevant experiences, and are
able to articulate appropriate goals and rationale for instructional choices made.
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Fall 2012
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Course Requirements
Attendance:
In accordance with CCU policy, only 6 hours of this class may be missed as this is a three
credit hour class. Absences for any reason in excess of this number will result in a drop from the
class and receiving a grade of FA (failure due to absences). Please review the CCU Attendance
Policy. If you do miss a class session, it is your responsibility to get notes and any other
information you missed from a class member. If an assignment is due on the day of your
absence, the assignment still must be submitted that day or it will be considered late.A late
arrival or early dismissal exceeding 15 minutes will be counted as one hour of absence.
*NOTE: Failure to complete an online course meeting will equal one full absence.
Participation:
Class participation is required. Participation includes:
 Reading the textbook prior to each class period and bringing the text and all other
books required on a particular day. Always check the course schedule for books
needed on that day.
 Reading and sharing good quality literature related to the genre being studied.
 Having chapter reflections ready prior to class and actively participating in class
discussions or group work.
 Consistently displaying a professional attitude as seen through class presentations,
written work, in-class demeanor, as well as being in class on time and staying for
the complete class.
 Responsibly completing homework assignments in a timely manner.
Notebook:
A binder (1 ½ inch, 3 ring binder with class material organized using dividers for each of
the below sections) is to be kept for the class. The contents of the notebook are to be as follows:
1. All class notes
2. All handouts from the instructor or fellow students
3. All returned assignments
4. Copy of the syllabus
Notebooks will be checked in class on a specified date.
Chapter Readings & Reflections
Students are expected to read and reflect on any textbook information assigned. Reading
and reflection assignments are outlined on the syllabus or the Moodle directions for the week.
You are expected to be able to discuss that particular text in class assignments.
Quizzes
A total of 5 quizzes will be given as indicated on the course schedule. The quizzes will
focus on individual letter sounds, letter combination sounds, and current information being
discussed in class.
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Structured Language PowerPoint
Each student will be assigned a structured language program commonly used in an
educational setting. The professor will provide the names of the programs. You are to research
the structured language program. If possible, you should speak to an educator to determine the
benefits and pitfalls of a structured language program. You will create a fact sheet explaining
what you have learned through your research. More information will be shared in class by the
professor.
Journal Reviews
Students will read, reflect on, and apply information gained from reading two different
journal articles related to the course. Throughout the semester, the professor will provide the
articles to be read. Each review should consist of two full pages typed, double spaced. The first
page should be a summary of the main topic of the article. The second page should be a
reflection and application of how the information relates to you personally. A title page stating
the title of the article, your name, and mailbox number should be attached to the front of each
review. Reviews are due on the dates listed on the course schedule.
Phonemic Awareness Lesson
Present an activity from one chapter of Chapters 4 through 9 of the Phonemic Awareness
in Young Children text. Further explanation and examples will be given in class by the
professor.
Field Experience
Each student will tutor one hour per week throughout the semester in the Hampton
Mentoring Program at Oyler Elementary in Price Hill. Keep a tutoring journal, which should
brieflyexplain what occurs at each visit. Also, a time log and a professional dispositions report
are to be submitted as part of the assignment. These will be given to you by the professor. More
information regarding this assignment will be given in class by the professor.
Writing Portfolio
Students will be creating a personal writing portfolio, containing examples of different
writing genres. Each piece will include all stages of the writing process. This assignment will
need to be submitted in a ½ inch, 3 ring binder with tab dividers. A rubric will be shared and
used to grade this assignment. More information about this assignment will be given in class by
the professor.
Final Project
A final project will be created integrating phonics and the multiple intelligences.More
information will be shared in class by the professor.
Final Grade Evaluation
Participation
5%
Quizzes
15%
Journal Reviews
8%
Field Experience
10%
Phonemic Awareness Lesson5%
PowerPoint
Readings & Reflections
Notebook
Writing Portfolio
Final Project
15%
10%
5%
12%
15%
100 % total
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General Information

All assignments must be typed in Times New Roman font, size 12 point font, and have1 inch
page margins.

An assignment will be considered late if it is not submitted by the start of the class session on
which it is due. A 10% penalty per day will be given for each late paper/ assignment. Late
workwill not be accepted after December7th.

Americans with Disabilities Act Statement
Students who require academic accommodations due to any documented physical,
psychological, or learning disability should request assistance from the Academic Support
Director, Marie Reeves, within the first two weeks of class. The Academic Support Office
is located in the lower level of the Worship and Ministry Building (room 153). You may
also contact the office by phone (244-8420).

No texting during class.

Please refer to the Cincinnati Christian University Academic Catalog for general academic
information, including the university’s grading scale used to determine the final letter grade for
the course.

Please review Cincinnati Christian University’s policies on cheating and plagiarism.
The professor reserves the right to change anything in the course; including curriculum,
schedule, assignments, and grading procedures at any time throughout the semester.
Please feel free to contact me whenever you have a question or concern.
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Fall 2012
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Course Schedule for PED 370 Phonics and Linguistics
Fall 2012
Class Sessions held in person will be on campus on Wednesdays, 12:303:10pm on the following dates:
August 22nd, August 29th, September 5th, October 10th, November 7th, Finals Week
All other weekly class sessions will be held on Moodle.
Date
August 22
Topic
Class Information
Location
nd
Introduction
Create Sound Deck
Early Reading Activities
read the syllabus
bring index cards,
markers, and class texts
Rine
Phonemic Awareness
Sound Quiz #1
Sound Quiz #1
bring Adams text
Rine
Teaching Letters &
Sounds
Sound Quiz #2
Due: Phonemic
Awareness Lesson
Sound Quiz #2
Rine
The Place of Phonics
instructions online
Moodle
High Frequency Words
Big Words
instructions online
Due: Journal #1
Moodle
Syllabication
instructions online
Moodle
Phonics Theory &
Research
instructions online
Moodle
August 29th
September 5th
September 12th
September 19th
September 26th
October 3rd
October 10th
DIBELS
Sound Quiz #3
Essay Writing
Sound Quiz #3
Rine
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October 17th
Learning to Read
instructions online
Moodle
Embedded or Explicit?
Due: Structured
Language Power Point
Moodle
Assessment
instructions online
Moodle
October 24th
October 31st
November 7th
Spelling
Sound Quiz #4
Essay Writing
November 14th
Sound Quiz #4
Rine
Writing
instructions online
Due: Journal #2
Thanksgiving Break
no assignment
Essay Writing
instructions online
Moodle
Multiple Intelligences
instructions online
Moodle
Final Project
Share Portfolio
Sound Quiz #5
Sound Quiz #5
Due: Writing Portfolio
Final Project
Oyler Paperwork
Notebook
Moodle
November 21st
November 28th
December 5th
Week of
December 10th
Rine
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Fall 2012