Great Basin College
ECE 262 – IAV: Language and Literacy
Spring 2011 – 3 Credit Course
Instructor:
E-mail:
Office:
Phone:
Office Hours:
Lynette Macfarlan, MA, Edu.
through Webcampus
EIT Building, #259
753-2239
9:00 am to 11:30 am - Mondays & Wednesdays
COURSE DESCRIPTION
This course focuses on the six areas of Language Arts: speaking, listening,
reading, writing, viewing and visually representing. Through a hands-on and
interactive approach, the students will explore the process of combining best
practices with specific materials and strategies focused on language and literacy
development. In addition, students will examine the fundamentals of oral
language and literacy-rich environments supported by the knowledge, skills and
dispositions that are predictive of later success in learning to read and write.
TEXTS
Building a Foundation for Preschool Literacy, 2nd Edition, (2009). International
Reading Association. Carol Vukelich and James Christie
ISBN: 978-0-87207-700-3
Raising Writers, Understanding and Nurturing Young Children’s Writing
Development, (2009). Pearson. Ruth E. Shagoury
ISBN-13: 978-0-205-51461-8
The GBC Book Store is located adjacent to Café X in the Community Center
Building. The number is 753–2270. You can also order your books on-line at
www.gbc.bkstr.com.
METHODS OF INSTRUCTION
The learning outcomes will be met through a variety of learning experiences
which will include the following:
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Internet Research
Class Presentations
Lecture/Power Point
Student Assignments
Participation: Individual & Group
Handouts and Research Material
Class Discussions and Projects
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COURSE OUTCOMES AND MEASUREMENT
Outcomes
1. Acquire an understanding of the
development of language in terms
of the six Language Arts: speaking,
listening, reading, writing, viewing
and visual representing.
Measurement through
Assessment
Take-Home Exams (Short Essay & Mini
Projects)
Literacy Presentations (Rubric)
Literacy-Rich Environment Plan (Rubric and
Instructor Evaluations)
Literacy and Language Assessment Tool
(Classroom Observation)
2. Examine current research that
supports a balanced approach to
early literacy.
Lesson Plan Development (Rubric)
Research/Author’s Box (Rubric)
Take-Home Exams (Short Essay & MiniProjects)
Literacy-Rich Environment Plan (Rubric and
Instructor Evaluations)
Research/Author’s Box (Rubric)
3. Combine creative classroom
practices with innovative
instructional strategies focused
on language and literacy
development.
Literacy Presentations (Rubric)
Literacy-Rich Environment Plan (Rubric and
4. Develop age-appropriate, literacybased curriculum supported by the
Nevada Pre-Kindergarten Content
Standards.
Literacy-Rich Environment Plan (Rubric and
5. Present literacy-rich lessons and
activities through the practice of
practical application.
Literacy Presentations (Rubric)
Literacy-Rich Environment Plan (Rubric and
6. Create a literacy and language-rich
environment which supports the
emergent reader and writer.
Literacy-Rich Environment Plan (Rubric and
Instructor Evaluations)
Literacy and Language Assessment Tool
(Classroom Observation)
Lesson Plan Development (Rubric)
Instructor Evaluations)
Lesson Plan Development (Rubric)
Research/Author’s Box (Rubric)
Instructor Evaluations)
Lesson Plan Development (Rubric)
Instructor Evaluations)
Lesson Plan Development (Rubric)
Research/Author’s Box (Rubric)
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STUDENT RESPONSIBILITIES
1. Attendance and Participation are very important since students are
responsible for lecture material, class discussion and activities, group
projects, and information presented by guest speakers. Attendance will be
taken at each class meeting. Students should plan to attend class regularly
and actively participate. A portion of the final grade is based on participation.
Students must contact the instructor, prior to class, if they are not able to
attend. Students who miss more than 4 classes will be asked to withdraw
from the class. Extenuating circumstances may be discussed with the
professor.
2. Students are responsible for information and materials presented in class. In
case of an absence, students should plan to get the missed information from
a classmate. It is imperative that students take relevant notes during class.
Class lectures will not duplicate the textbook information.
3. All required readings should be completed prior to class so that students
can actively participate in class discussions.
4. Assignments must be turned in at the beginning of the class period on the
day they are due. Late assignments will not be accepted unless
arrangements have been made in advance with the instructor.
5. Expectations for Written assignments:

Must be typed, organized, and professionally presented.
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Correct spelling, grammar and format are expected. Students are
encouraged to use spell check and/or the dictionary before submitting all
assignments. Work should be reviewed before submission.
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Any assignment that is more than one page must be stapled or it will not
be accepted. Pages must be numbered.

Assignments with excessive or repetitive errors must be rewritten and
turned in by the following class period. This decision will be made at the
discretion of the instructor. A grade will be given after the rewritten
assignment is reviewed.
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Students are encouraged to have their work reviewed by the Academic
Success Center prior to submission.
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6. Group Projects must be presented by the entire group on the assigned day
of the presentation. Members of the group who do not participate in the
group presentation will not receive points for the assignment.
COURSE ASSIGNMENTS
Students will be graded on the basis of accuracy, completeness, and the degree
of excellence in carrying out the required assignments. Rubrics will specify the
expectations for each assignment.
 Exams: There will two exams given during the course of the semester.
They will include short-essay questions and mini language and literacy
projects. The details will be discussed. 75 points each = 150 points
 Environmental Print Literacy Presentations: In small groups, students
will create and deliver a children’s literature presentation supported by the
Nevada English Pre-K Standards focusing on Environmental Print.
Students will be assessed on the following: organization of presentation to
include a related finger play, anticipatory set, word wall, story presentation
with visual aids, review of anticipatory set, open-ended questions,
extended writing activity and closure. Students will include the following 6
areas of Language Arts: speaking, listening, reading, writing, viewing and
visually representing. Originality, creativity, oral presentation,
preparedness, effort and commitment to the project will also be evaluated.
The story presentation must include text strips. The presentation is not
related to the Author’s Box. The delivery may not exceed 12 minutes.
100 Points
 Language & Literacy Rich Environment: Small groups will research
and develop a detailed plan for creating a literacy-rich environment. The
students will create a visual representation of the classroom environment
focusing on strategies, techniques, materials and concrete activities that
will support and develop children’s language and literacy development in
the classroom. A prop box and written plan will be developed followed by
a class presentation. 100 Points
 Language and Conversational Survey: Each student will complete
a Conversation Check List and an Evaluation of a Conversation with a
preschool-aged child. See Attached Form. 50 Points
 Final Project: Author’s Box and Lesson Plan. This project will
synthesize all of the course objectives. Following are the requirements for
developing the Author’s Box and lesson plan. The box must be labeled
and the contents tabbed and organized. The author must be approved by
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the instructor before research begins. Students may not duplicate
authors. (Children’s Books – Ages birth through age eight) 135 Points
Each student will present 10 - 15 minute oral presentation on his or her
selected author. This time allotment also includes the presentation of a
story from the Author’s Box. Points will be deducted if the presentation
exceeds this time limit. The students will select his or her author based on
a personal aspect that connects him or her to the author:
1.
2.
3.
4.
An innate fondness for the illustrations
Special memories from childhood
A gift (book) given by someone special
A heart-warming encounter that was experienced when reading the
book to a child
5. A meaningful message or lesson that was gained from the book and/or
the author, etc.
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The oral presentation must be supported by well-prepared, grammatically
correct Power Point presentation with no more than 10 to 12 slides. The
Power Point presentation must include clip art and/or photographs.
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Students are required to write an annotated bibliography including a
minimum of 10 books written by his or her selected author. An annotated
bibliography example will be provided in class.
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A minimum of 4 books must be included in the Author’s Box.
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A detailed lesson plan supported by the Nevada Preschool Content
Standards will be written based on one of the books in the Author’s Box. A
cooking activity (recipe chart) and a children’s self-created book must be
included in the plan.
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Presentation Sequence: Students will present their Author’s Box and
explain his or her connection to the author followed by the biography. A
quick glimpse of the actual books and the genres will then be presented
followed by a story presentation based on one of the books included in the
Author’s Box. The story presentation must be presented in flannel/poster
board, puppetry, props or drama. The book may be used as a guide to tell
the story. The sequence in which the story unfolds will be discussed in
class. The presentation may not exceed 12 minutes from beginning to
end.
 Participation and a Positive Interactive Attitude: These points may be
essential for receiving an “A.” A student’s attitude can make a difference
in his or her personal growth, positive course progression, and future
success in the field of Early Childhood Education. 65 Points
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COURSE EVALUATION
This space may be used to track progress in the class. Students are encouraged
to make an appointment with the instructor at any time during the semester to
discuss grades, questions, or concerns about the course.
Assignment
2 Take-Home Exams
Worth
150 Points
(75 points each)
Literacy Presentation
Using Environmental
Print
100 Points
Language & LiteracyRich Environment Project
100 Points
Language Survey
Author’s Box
Participation/Attitude
Your Score
50 Points
135 Points
65 Points
Total Possible Points
600 Points
Grade
A
B
C
D
F
Percentage
90 – 100 %
80 – 89%
70 – 79%
60 – 69%
Below 60
Points
540 – 600
480 – 539
420 – 479
360 – 419
Below 360
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PLAGIARISM
Policy of Academic Integrity: GBC subscribes to the traditional policy of
academic integrity: students are expected to be honest. Students are expected
to do their own work. Students who plagiarize or commit academic dishonesty
are violating the standards of academic integrity and are subject to
consequences ranging from failing the assignment or course to dismissal from
the institution.
Plagiarism is presenting someone else’s word, ideas or data as one’s own.
When a student submits work that includes the words, ideas, or data of others,
the source of that information must be acknowledged through complete,
accurate, and specific references; and if verbatim statements are included,
through quotation marks as well. In academically honest writing or speaking, the
students will acknowledge the source whenever…
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another person’s actual words are quoted.
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another person’s idea, opinion or theory is used, even if it is
completely paraphrased in the student’s own words.
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facts, statistics, or other illustrative materials are borrowed,
unless the information is common knowledge.
ADA - ACCOMODATIONS
Great Basin College supports providing equal access for students with
disabilities. An advisor is available to discuss appropriate accommodations with
students. Please contact the ADA officer in Elko at 753-2271 at your earliest
convenience to request timely and appropriate accommodations.
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