Date Spring 2014
WWCC COURSE SYLLABUS
COURSE TITLE: Language Development and Literacy
DEPT. PREFIX: ECED&
NUMBER OF CREDITS: 3
COURSE NUMBER: 180
CLASS HOURS PER WEEK: 3
PREREQUISITES, IF ANY: Reading 88 recommended
GENERAL ED. CORE CLASS:
Yes __X____No
DIVISION:Vocational
LOCATION (Main Campus; Clk.; WSP): Main
NAME OF TEXTBOOK:
Learning Language & Loving It, Second Edition
0921145039 by Weitzman + Greenberg
INSTRUCTOR NAME: Sue Westergard____
CAMPUS PHONE: 527-4237 [message] Home 525-6342
COURSE TOPICS: (please attach) Oral language development, early literacy
development; working with families; realities of cultural & linguistic diversity; essential
role of intentional teaching & creating learning environments; needs of Early Language
Learners and Speech Delays, the interrelatedness of speaking, listening, reading &
writing
COURSE DESCRIPTION: (from catalog) A course for Early Childhood students to
understand, explore language & literacy development from birth through age eight.
Course will outline and introduce normal and delayed language development and will
emphasize facilitation and modeling of literacy techniques for preschool, elementary
children, special needs students, and ESL students.
TYPE OF INSTRUCTION USED IN THIS COURSE: (e.g., lecture, lecture/lab,
clinical, competency based, field trips, TV or other):
Lecture, guest speaker,
observations, video, hands on practice, supplemental readings, two projects
EVALUATION DEVICES: Class participation, attendance, written assignments, two
projects
750+ Total Possible
 Participation/Attendance
____________
100 points
 4 Observations: 25 pts. ea.
100 points
 Weekly study guides on text chapters
200 points
 Video review and in-class assignments__________________________ _ 150 points
 Picture book projects
100 points
 final project– Family Literacy
100 points
ATTENDANCE POLICY: Notification of instructor is required if student is not
able to be in class. The student is will responsible for contacting the instructor to learn
any in-class activities or notes that he or she missed. You are responsible for the plan.
Make up work will be allowed for one excused absence or the student’s grade will be
lowered. Each on-campus class period is valued at 10 points (attendance and
participation). Each absence will result in a loss of points from the student’s grade.
More than 3 absences will result in the automatic failure of this course.
Work is due at the beginning of class by e-mail. sue.westergard@wwcc.edu
TESTING POLICY: Quality answers to all study guide questions will be graded as a
quiz. There will be no mid-term or final test, but a project for each.
HOMEWORK POLICY: Written assignments will be collected at the beginning of
class period. Points for late work will be reduce by 50%. At midnight on Sunday, the
score is zero on the assignment.
GRADING POLICY: GRADING SCALE
A
AB+
B
BC+
C
CD
95% -100%
90% - 94%
87% - 89%
84% - 86%
80% - 83%
77% - 79%
74% - 76%
70% - 73%
This is not transferable to a 4 year college 60% -69%
OTHER SPECIAL INSTRUCTIONS/INFORMATION:
Any cheating will result in failure of the course and a grade of F will be issued.
1. All cell phones & communication devices will be turned off.
2. The instructor reserves the right to change this syllabus during the course of the
quarter.
3. All students will respect the opinions of others.
4. All dialogue will be conducted in an orderly fashion.
5. All students will contribute to a supportive learning environment.
State Common Student Outcomes expected of students at the completion of
this course:
1] Define language acquisition and early literacy; describe developmentally appropriate
literacy behaviors
2] Discuss the value of early literacy learning and the role of adults in promoting the
“power and pleasure” of literacy.
3] Analyze and select children’s literature and other learning materials for a population of
diverse learners, reflective of all.
4] Recognize and create activities/resources that support {infant/toddler through eight
year old} oral language development and early literacy learning.
5] Describe a developmental continuum and assessment practices for document reading &
writing acquisition.
6] Identify strategies for recognizing and responding to academic, linguistic and cultural
difference in children.
(P:\Public\Forms\Syllabus.wpd)
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Americans with Disabilities Act Student Policies
Walla Walla Community College
It is the policy of Walla Walla Community College to comply with Section 504 of the
Rehabilitation Act of 1973 and the American with Disabilities Act of 1990. WWCC is
committed to providing equal access and promoting an atmosphere conducive to academic
success for all who can benefit from a post-secondary education. This includes assisting
individuals with disabilities to achieve their full potential as students. WWCC provides support
to integrate these students as fully as possible into all aspects of the campus community to
maximize their independence and educational experience.
The American with Disabilities Act was signed into law in 1990. The ADA’s protection applies
primarily, but not exclusively, to disabled individuals. An individual is disabled if he or she
meets any one of the following tests:

He/she has a physical or mental impairment that substantially limits one or more of
his/her major life activities.

He/she has a record of such impairment.

He/she is regarded as having such an impairment
Students are obligated to follow well-established and publicized institutional procedures for
obtaining accommodations. These are outlined below:
1. Self Identify
A student must give notice of the existence of a disability and make a direct and specific request for
accommodations. If the student self identifies to a faculty member, the faculty member should
ask the student to make an appointment with Claudia Angus, Disabilities Coordinator, in order to
start the procedure to request documentation of the disability.
The student will complete a confidential accommodation request form that is submitted to the
Disabilities Coordinator. The student will list those who may have access to this confidential
information about his/her disability. This may or may not include instructors.
Institutional Attitude: A suggested method to ease the way for a student to self-identify for
accommodations is to include a statement on the syllabus such as: “If you have a disability and
need accommodations, please see the instructor after class or contact Claudia Angus, the
Disabilities Coordinator.
2. Documentation
The need to provide accommodations does not arise until documentation is provided that
establishes that the student has a disability and supports the need for the accommodations
requested.
Qualified Professionals: Students must provide the necessary medical and diagnostic
information from qualified professionals to support their requests for accommodations. The
documentation must sufficiently verify the existence of a disability defined under ADA. In some
instances, the disability is sufficiently obvious to verify the disability.
3. Assessment
Professional Consultation: The disabilities coordinator consults professionals at WWCC and
elsewhere in determining the accommodations given the student.
4. Accommodations
After professional documentation is received and evaluated, an individualized accommodations
list is prepared that is appropriate to the nature and the extent of the student’s disability. The
student will give the accommodations list to individual instructors as desired. The nature of the
student’s disability does not have to be revealed to the instructor.
Reasonable: A reasonable accommodation is a modification or adjustment to a course, program,
service, activity or facility that enables a qualified student with a disability to have an equal
opportunity. The college must be given a reasonable amount of time to respond to an
accommodation request.
For additional information about students with disabilities or about accommodations,
please contact:
Claudia Angus, Disabilities Coordinator
Office #: 133D
Phone: 527-4543
claudia.angus@wwcc.edu
For appointments please call: 527-4262
Walla Walla Community College is committed to provide equal opportunity and
nondiscrimination for all educational and employment applicants as well as for its students and
employed staff, without regard to race, color, creed, national origin, sex, sexual orientation,
including gender expression/identity, marital status, age (over 40), the presence of any sensory,
mental, or physical disability, the use of trained guide dog or service animal by a person with a
disability, or status as a Vietnam and/or disabled veteran, National Guard member or reservist in
accordance with the Civil Rights Act of 1964, Title IX of the Education Amendments of 1972, the
Federal Rehabilitation of 1973, the Americans with Disabilities Act of 1990, and any other
applicable Federal and Washington State laws against discrimination.
(P:\Public\Forms\Syllabus.wpd)
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