Spring 2015, Tuesday 8:00am-12pm, Community SITE
University of Arizona
College of Education
Department of Teaching, Learning,
and Sociocultural Studies
LRC 312c: Early Language and Literacy Development (3 units)
Spring 2015, 3 units/credits
COURSE SYLLABUS1
INSTRUCTOR:
Nayalin Feller, M.A.
520-220-8439
nfeller@email.arizona.edu
TEACHING ASSISTANT:
Ana Fierro, M.A.
avfierro@email.arizona.edu
ECE Family and Community Liaison Coordinator:
Rebecca Zapien
520-626-6419 (office)
520-481-4225 (cell)
zapien@email.arizona.edu
Guest Instructor: Dr. Lella Gandini, UA Visiting Professor
Site Address:
Emily Meschter Early Learning Center
4605 N. La Cholla Blvd.
Tucson, AZ 85705
Phone: (520) 696-8909
University Address:
Teaching, Learning and Sociocultural Studies Department
College of Education, University of Arizona
1430 E. Second Street, Rm. 512
Tucson, AZ 85721
Office hrs:
Before and after class and by appointment as needed
Course Description
This course focuses on theories of language and emergent literacy development and how
these theories inform practice in early childhood education, particularly as they apply to children
birth through age 5. The acquisition of the sounds, syntax and meanings of language (both
1
Information in this syllabus, other than grade and absence policies, may be subject to change or expansion with
reasonable advance notice as deemed appropriate by the instructor.
Spring 2015, Tuesday 8:00am-12pm, Community SITE
lexical and pragmatic) as well as the relation between oral language development and concepts
of print, emergent literacy, family and community contexts are examined along with issues
stemming from language diversity. This course will emphasize particularly the community
literacy context and family practices that influence the language development of children. Also
covered is the body of research in basic science and pedagogy, which undergirds both the
knowledge of early childhood development as well as bridging the design of effective curriculum
and instruction (TTE 309) in a variety of early childhood classroom settings.
Expanded Course Description
LRC 312c focuses on several theories of language development and early literacy and
how these theories inform practice in early childhood education for children birth through age
8. Specifically, we will study the acquisition of the sounds of language, the syntax and meanings
of language (both lexical and pragmatic), the relation between oral language development,
concepts of print, emergent literacy, and the metaphor of the “hundred languages” in the Reggio
Emilia approach within the contexts of home, family, community and school. We will also
examine issues stemming from language diversity in both private and public schools
including English and native language development, biliteracy, and the impact of language
educational policies and programs on young language minority students and their families.
This particular semester, an emphasis on community literacy context will provide pre-service
teachers to not only learn about how community context impacts children’s language and literacy
development, but also become actively involved in several community projects, workshops, or
events taking place in the larger Tucson community. Actively participating in such events will
grant pre-service teachers to better understand the relationship between language and literacy
development within the context of community. The purpose of these activities is to broaden the
understanding of language and literacy developing beyond the home and beyond commonly
accepted forms of language and literacy in the classroom because literacy can be found in
various domains and through different expressive means.
Department of Teaching, Learning and Sociocultural Studies Position Statement on Social
Justice2
The members of the TLSS community are committed to providing equal opportunity and
nurturing an academic climate dedicated to social justice.
Injustice takes many forms. Oppressive acts are sometimes overt, but most are subtle, and are
difficult to document. These hidden forms of discrimination are identified in the literature as
microaggressions, often resulting from unexamined attitudes and beliefs. Macroaggressions are
expressions of both the overt and systemic forms of injustice.
Our commitment to social justice reflects an orientation to our goals and practices in education
and ultimately, an orientation to life that values a diversity and inclusion of viewpoints and
2
Adopted March 25, 2014
Spring 2015, Tuesday 8:00am-12pm, Community SITE
experiences of all people as valuable contributors to the experience of schooling and society.
This stance recognizes that individuals bring a variety of linguistic, social, and cognitive
strengths from their families and communities into the classroom; we view these strengths as
assets.
o
o
o
o
o
o
We value and honor human diversity.
We recognize that all relationships include dynamics of power. We are committed
to relating to each other with conscious awareness and sensitivity to these power
dynamics.
We pledge to contribute to expanding the linguistic and cognitive strengths that
learners possess and bring with them to the classroom.
We understand that systemic policies, traditions, and laws along with personal
beliefs, experiences and attitudes affect personal relationships and equitable
treatment and opportunity for all.
We strive to provide a context where we all have the venue, the opportunity, and
the confidence to express our experiences and that these experiences will be heard
constructively, critically, and with sensitivity.
Hence, we are not color blind. We will not erase who someone is in the name of
equality, nor deny the historical, material and emotional impacts of racialized and
gendered identities, and colonial legacies.
We stand alongside and speak out with our colleagues, staff, students, and community members
when any of us or others experience micro- or macroaggressions.
We recognize that those of us who enjoy privileged status due to our racialized, gendered,
heteronormative, or otherwise privileged aspects of our identities may be unaware of the ways
this privileged status marginalizes others. We pledge to listen to our colleagues, students, staff,
and community members when any of us or others make efforts to remain diligent in maintaining
awareness of micro, macroaggressions, and raise our awareness around issues of invisibility,
marginalization, normativity, power, and privilege.
We view these goals as both crucial and ambitious. The entrenched nature of oppression requires
both institutional restructuring and new social discourses. Therefore, our stance on disrupting
existing and persisting inequities requires attention to micro and macro level interactions. Every
interaction is an opportunity for disrupting processes of marginalization, whether overt or subtle,
both through person-to-person exchange and through resisting oppressive structures and systems.
We commit to holding one another and ourselves accountable, through our research and practice,
to rejecting entrenched inequalities, and to cultivating new discourses as groundwork for
imagining new social worlds.
Course Purpose and Objectives
The purpose of LRC 312c is to provide students with the knowledge and critical thinking
to explore and understand different aspects of children’s language development, emergent
literacy, developmentally appropriate practices, and research-based design principles that guide
curriculum development and instruction.
Spring 2015, Tuesday 8:00am-12pm, Community SITE
The following are the course objectives and Arizona and NAEYC professional standard to which
they are linked:
1. Students will understand the process of oral and written language acquisition and
development in early childhood (AZ Standards for Teaching 8.4; NAEYC
Standard 1; AZ Early Learning Standard Language & Literacy Development,
strands 1-3).
2. Students will understand the process of oral and written language socialization in
early childhood (AZ Standards for Teaching 5 & 7.4; NAEYC Standard 4; AZ
Early Learning Standards: Social & Emotional Development, strands 1-4;
Language & Literacy Development, strands 1-3; Social Studies Development,
strand 4).
3. Students will explore the relationship between language and literacy with
particular reference to young English language learners (AZ Standards for
Teaching 8.6; NAEYC Standards 1 & 4; AZ Early Learning Standard: Language
& Literacy Development--strands 1-3).
4. Students will use performance assessment strategies to evaluate young children’s
language and literacy knowledge (AZ Standards for Teaching 2.1 4.2, 4.3, & 4.5;
NAEYC Standards 3 & 4).
5. Students will understand the influence of cultural, social, and political factors on
the development of early language and literacy (AZ Standards for Teaching 1.4,
1.5 1.7, 1.8, 1.9, & 2.4; NAEYC Standards 1 & 4; AZ Early Learning Standards:
Social Emotional Development, strand 1-4; Social Studies Development, strand
4).
6. Students will understand the relationship of theory to practices affecting young
language learners (AZ Standards for Teaching 1.7, 1.8, 1.12, 2.9, & 2.10;
NAEYC Standards 1, 3, & 4; AZ Early Learning Standard: Language & Literacy,
strands 1 & 2).
In addition to the State and NAEYC standards, we have redesigned our UA Early Childhood
Education Program to follow four core principles based on the above standards and outstanding
research on the field of early childhood education. The UA ECE Principles, established and
designed by the UA CREATE project (see website createarizona.org) are the following
(principles emphasized for this course*):
Principle 1: Promote early childhood educators' understanding of the cultural knowledge and
competencies (“funds of knowledge”) within diverse cultural communities.
Principle 2: Use stories as a base for children’s understanding of themselves and others.
Principle 3*: Involve families in literacy education for children – and for teachers.
Principle 4*: Provide prospective and practicing teachers and teacher educators with
opportunities to work and reflect together in community and school settings.
Spring 2015, Tuesday 8:00am-12pm, Community SITE
Website Links to Professional Standards
Arizona Early Learning Standards:
http://www.ade.state.az.us/earlychildhood/downloads/EarlyLearningStandards.pdf
Arizona Professional Teacher Standards:
http://www.ade.state.az.us/certification/downloads/Teacherstandards.pdf
National Association for the Education of Young Children (NAEYC):
http://www.naeyc.org/faculty/pdf/2001.pdf
Assignments, Grading, and Classroom Decorum
University of Arizona Professional Standards
Teacher candidates at the University of Arizona demonstrate a commitment to their academic
program and to education by:
• attending, being on time, and being prepared for scheduled classes and field
experiences;
• having a professional appearance;
• communicating professionally and respectfully orally and in writing with peers,
colleagues, instructors, K-12 students, teachers, administrators, families, and
community members;
• looking beyond self and respecting differences of race, ethnicity, language, social
class, national allegiance, cultural heritage, disability or perceived disability,
gender, and sexual orientation;
• accepting and acting upon reasonable criticism;
• understanding and respecting others’ perspectives;
• questioning and testing their assumptions about teaching and learning;
• separating personal and professional issues;
• exhibiting their knowledge through inquiry, critical analysis, and synthesis of the
subject;
• maintaining or exceeding the minimum grade point average of 2.5 G.P.A.
Basic Classroom Policies
Policy on Absences— In teacher preparation courses at the College of Education, we focus on
your learning. To lay a strong foundation for your development as a professional in four
semesters is a challenge. Time in academic courses and time in classrooms is at a premium, and
we strive to engage you fully in both. Our courses integrate knowledge and practice and are
performance-based. We model practices for you to learn and ask you to demonstrate your
understanding of the content.
Because courses are preparation for your career as teachers, being dependable,
responsible, and punctual are behaviors that you must exhibit. The children whom we teach as
well as their families and the community expect this of us when we are in schools, and so the
faculty in the College of Education expect this of you during the semesters you are in the
Spring 2015, Tuesday 8:00am-12pm, Community SITE
program. Being dependable, responsible and punctual are signs of the professional behavior we
expect you to demonstrate while at the College of Education and throughout your professional
career. We have high expectations of you, possibly higher than you have experienced before the
program.
In accordance with the University of Arizona Academic Policy for class attendance, the
following guidelines are in place:
 Plan to be in class and in your classroom every day scheduled at your site.
o Any personal events you have, such as doctor's appointments, vacations,
family events, or hours at work, should be planned to for Fridays or after
your course and classroom times have ended. Personal events should not
conflict with coursework and classroom hours.
o All holidays or special events observed by organized religions will be
honored for those students who show affiliation with that particular
religion.
 These absences, as well as other excused absences, require the
completion of the Exception to Attendance form, with proper
explanation of why the absence merits exception.
o Absences pre-approved by the UA Dean of Students (or Dean's designee)
will be honored (for example, absences required of athletes).
 Arriving to class on time and being prepared are professional behaviors. We will
start class promptly each day. If you arrive more than 5 minutes late, or leave
more than 5 minutes early, this will be noted.
o Three or more late arrivals or early departures may constitute an
unexcused absence.
 We know that unexpected events occur. You are allowed one excused absence
from class for illness or personal emergency. The reason for the excused absence
must be justifiable and for the most part unplanned and unavoidable, for example
a car accident or an unexpected illness that results in an emergency room visit
(Keep in mind that we have a different class format so plan to be there and only
be absent in real emergency cases).
o In order for the one absence to be excused, you must:
 notify your instructor or mentor teacher and site coordinator
within 24 hours.
 complete and provide the site coordinator with the Exception to
Attendance form.
 make arrangements for another student to gather handouts and take
notes for you if you are missing coursework. You are responsible
for catching up on any missed material.
 Make arrangements to make up the hours of fieldwork if you are
missing being with your mentor teacher.
 Multiple absences may indicate issues that need to be addressed because they may
reflect a lack of professionalism. More than one excused or any unexcused
absences will result in a conference with the instructor(s).
o In addition, prior to or after the conference, a “Referral for Performance
Concerns” may be completed and a meeting with the instructor(s) and the
Program Director will be scheduled. The referral and subsequent meeting
Spring 2015, Tuesday 8:00am-12pm, Community SITE

are to address and find a possible resolution to the absences.
o Multiple excused or unexcused absences may result in lowering your
grade by one full letter. For example, if you were receiving an A in the
course, the highest grade you could receive is a B.
o Multiple excused or unexcused absences may result in a failing grade for
the course, unless a valid and justifiable reason has been provided, or as
per University policy, “excessive or extended absences from class is
sufficient reason for the instructor to recommend that the student be
administratively dropped from the course.”
Attendance during your fieldwork is critical. Your mentor teacher and students
depend on you.
o Your arrivals and departures along with attendance will be noted on a time
sheet in the classroom.
o If your tardies, early departures and absences in applications exceed the
attendance policy described above, your grade may be lowered to a full
grade in EACH of your courses. For example, if you were receiving a B
in each of your courses, you would receive a C in EACH of your courses.
Class participation—Students are expected to arrive in class on time, prepared and ready to
participate. Participation means actively contributing to discussions that will occur in
class by listening to others, asking questions and taking part in whole class and small
group discussion. Regular attendance means coming on time, staying for the entire class
session and attending outside-of-class activities (when assigned). In addition, 3-5
questions will be posted Sundays on D2L, which will guide you through your readings; in
addition to helping you to think critically thinking about your readings. Questions will
also serve as suggested topics discussed in class, so be prepared to discuss these in class –
you will be asked to submit your notes. Students who are frequently unprepared may
receive a lower grade in the class. Class participation is essential for the success of this
course and your learning experience!

Assignments—Late Projects. While “life happens” or computers crash when we least
expect it, good time management of your work in this class is critical to successful course
completion. As a result, some flexibility is built into the assignment of project/paper due
dates. You are expected, however, to turn in projects on the date due unless you have
been granted permission by the course instructor well in advance of the due date (no less
than 2 days). Papers or assignments that are not delivered on the due date where no
allowance has been made will be reduced by one-third of a letter grade for each day the
product is late. (One third of a letter grade represents, for example, moving from an A- to
a B+). NOTE: There are computers and printers available in the computer lab (4th floor),
therefore, in general, computer/ printer failure is not an excuse for late assignments.

Students with Special Rights. If you anticipate issues related to the format or
requirements of this course, please meet with me. I would like us to discuss ways to
ensure your full participation in the course. If you determine that formal, “disability”related accommodations are necessary, it is very important that you be registered with
Disability Resources (621-3268; drc.arizona.edu; 1224 E. Lowell Street) and notify me of
Spring 2015, Tuesday 8:00am-12pm, Community SITE
your eligibility for reasonable accommodations. We can then plan how best to coordinate
them. NOTE: Instructors are not allowed to provide classroom accommodations to a
student until appropriate verification from Student Disability Services has been provided.

Policy on Cell Phones. Please turn off cell phones and beepers so as not to disturb others
during class time (this means no cell phones on working tables). Advise the instructor
when personal circumstances require any different communication access.

Policy on Computers or iPads. 10% of your grade depends on participation, which will
be graded at the end of the semester points at the end of the semester for excellent
attentiveness to, and participation in, class activities. Inattentive or disruptive behavior in
class will result in a loss of points from your class participation grade. Texting or other
use of cell phones (or iAnything) in class will result in a deduction from your class
participation grade, as will inappropriate use of computer devices. Use of computer
during class is only allowed if used for class activities (not for texting or emailing or
twitting). Instructors will let students know in advance if computers will be needed for a
particular session to complete an assignment. Advise the instructors when personal
circumstances require any different communication access.

Format for written papers. All written assignments must be typed and double-spaced
on a 12” font with 1” margins and follow recommended guidelines for Documentation of
your Case Study.
Required Texts
1. Otto, B. (2010). Language development in early childhood (3rd edition.). Upper Saddle River,
NJ: Merrill Prentice Hall.
2. Owocki, G., & Goodman, Y. (2002). Kidwatching: Documenting children’s
literacy development. Portsmouth, NH: Heinemann.
Please bring these texts with you to class each session!! You will likely need to reference
information in the readings during class sessions. The class sessions will NOT be introducing
this material, but rather expecting you to USE the information in class activities and discussions.
Recommended Texts
Otto, B. (2008). Literacy development in early childhood: Reflective teaching for birth to age 8.
Upper Saddle River, NJ: Merrill Prentice Hall
Gandini, L., & Edwards, C.P. (Eds.). Bambini; The Italian Approach to Infant/Toddler Care.
New York: Teachers College.
Spring 2015, Tuesday 8:00am-12pm, Community SITE
Evaluation Process
1. Attendances, Reading and Class Participation (10%): Students are expected to do the
reading BEFORE class, so that you can contribute meaningfully to class discussion. Class
participation in lecture and part of small group discussion are part of this grade. In addition,
participation in literacy community and family events will count also as part of class
participation and you will be expected to attend (see minimum participation requirements as part
of your final assignment). Use of cell phones or other electronic devices during class will result
in a deduction from your class participation grade.
2. D2L Discussion Questions and Participation (10%): Students are expected to answer the
discussion questions on D2L before each class. Three-five questions will be posted on Sundays;
students will be able to choose 2-3 questions to answer and/or reply to other students’ comments.
Additional details about this on-going assignment will be provided in class.
3. In Class Pop-Quiz (3 Quizzes throughout the semester-- total 10%): The quizzes will give
students an opportunity to demonstrate their knowledge of the material presented so far in the
readings. This will include true/false questions, and multiple choices (no make up quizzes).
4. Community Literacy Walk Reflection (10%): DUE on Thursday March 24, 2015
The print that surrounds children in urban communities can provide an excellent
source of literacy conversation and learning. By taking literacy walks with
children in their community, teachers can learn much about children’s everyday
literacy and their worlds. Faulstich Orellana -1999.
As part of this project you will take a literacy walk around your site and community to explore
the print environment that is part of the children’s everyday routine. We will model our first
literacy walk during class time (February 3) and will divide in small groups to understand the
documentation process around the print environment and resources in the community around
Emily’s Place. Then, you will do your own walk to document print awareness and resources that
are part of your case study student’s everyday literacy environments (make sure to read chapter 3
in Kidwatching and the assigned D2L reading). Answer and submit the following questions and
documentation of your two literacy walks in a 4-5 pp report.
a. (Literacy Walk-with Team Partner) What did you learn about the children’s
community and neighborhood as part of our literacy walk in class?
b. What did you learn about the child’s literacy environment and the family’s
neighborhood as part of the literacy walk?
c. How are home and community influencing language and literacy development of the
child?
d. Include documentation (images, flyers, maps) of your literacy walk as part of your
assignment.
Spring 2015, Tuesday 8:00am-12pm, Community SITE
5. Language Observation Assessment and Socio-cultural Family and Community
knowledge Case Study (Midterm 30%): DUE on April 7, 2015.
Please follow the following format for your Language Observation Assessment and Sociocultural Family and Community knowledge Case Study Report/Documentation. You will need to
conduct two home engagements to complete this portion of your assignment. You will submit
this electronically via D2L:
INTRODUCTION For your midterm assignment summarize your observations and oral
language and literacy assessment from the various parts of the project (see a-c below) in a
double-spaced paper format. This documentation will turn to be about 8-10 pages long once you
put parts A and B together. NOTE: Don’t just think of the page number, but rather focus on
whether you have been able to successfully answer all the questions from this assignment.
Part A. Oral Language Development Assessment (Family Interaction 4): Audio or
video-tape an infant, toddler, or young preschool child verbalizing in his or her home
language for a total of 60 minutes. You may need to tape multiple episodes. Transcribe
(about 10-15 mins) and analyze the vocalizations for specific words and their relation to
the child’s home environment and the context in which that verbalization and interaction
happened (e.g., who participated in this interaction, where in the home was the
interaction taking place). For example, if the child is at the telegraphic speech stage,
analyze the verbalizations for the syntactic-semantic-patterns discussed in your textbook
or if the child is using (or not) regular verb conjugation to express him/her-self, or other
aspects of her/his language for communicating and expressing her/his ideas and theories
(**HINT: Review particularly Language Development in Early Childhood as part of
chapters 3). We will be discussing the various themes throughout the first half of the
semester.
In addition, the following questions should be answered in this section to share what
you learned from this experience:
1. Write a description of the child, including age, sex, past experience with
language learning, and literacy environment
2. What happened during your home engagement?
3. What did you learn about the child’s home language and literacy
environment?
4. What particular activities within the home and community are helping the
child develop language and literacy?
Part B. Socio-Cultural Knowledge and Family Interview/Dialogue (Family
Interaction 5): Prepare the appropriate surveys and interview questions (in the heritage
language if needed) following the guidelines in Kidwatching chapter 2. *Review and
decide what questions and information you would need to ask the parents/primary
Spring 2015, Tuesday 8:00am-12pm, Community SITE
caregivers in order to learn and be able to explain the language and literacy development
of your case study child (you could also draw from your previous semester LRC 411
family interactions and field notes). Then, arrange with your assigned case study family
and preschool aged child who is becoming aware of print and conventional reading, a
home engagement with the parents or other family members to learn about the language
and literacy environment and the literacy funds of knowledge and family literacy
practices that this child is exposed to at home and in his or her community. Reflect and
answer on the following questions:
5. What did you learn from your interview with the child’s family?
6. What did you learn about the child’s home language and literacy environment
as part of this “interview” and home engagement?
All students will present an in progress-mid term report of their case study on Tuesday April 7.
Be selective about the examples that you want to share in class –each team will have 10 minutes
to do this presentation. Remember that you can use ANY documentation, either pictures, a power
point presentation, audio, video; in case you have gathered ANY emergent writing and drawing
documentation from your case study (last semester ones can count too!) these can be great for
presentation!
HAVE FUN DOING THIS ASSIGNMENT-IT WILL BE AN ENRICHING LEARNING
EXPERIENCE FOR YOU AND ALL OF US –INCLUDING THE CHILDREN
AND THEIR FAMILIES!!
6. Benchmark Assignment: Child and Family Language and Literacy Development Case
Study Final Documentation (25%) & Presentation (5%) (Total 30%)3: DUE on May 13,
2015.
For this final project, you will continue to work with your preschool aged case study child (if
possible follow the same child from language observation assignment-- Midterm) who is just
becoming aware of print. For this final assignment you will add your knowledge and assessment
of your case study’s literacy development during classroom instruction with her/his teacher and
peers, and in other contexts such as home, and literacy community events. You and your class
partner will analyze and present a longitudinal documentation of what you learned from this
experience. See guidelines below:
Section A. General Summary and Description
Write a description of how your case study child has grown and how s/he has developed
language and emergent literacy throughout the year that you have spent with the child
and her/his family. Specifically, you will choose two activities from the Kidwatching
book (i.e., Books and Book Handling; Oral Reading and Miscues; Writing) and complete
your year-long in-depth case study where you have been assessing the child’s language
and literacy milestones. For this final documentation describe the developmental process
3
Rubric attached to syllabus
Spring 2015, Tuesday 8:00am-12pm, Community SITE
and literacy experiences of your child case study. You will also reflect and document
your own process as a learner, Kidwatcher, and as an educator:
 What are your observations about this young child’s language and literacy
development?
 What kind of language and literacy practices is this child exposed to at home and in
the community?
 What conclusions have you made about what young children believe about reading
and the support that the different features of text give to readers (e.g. color, language,
familiarity with the product)?
 Finally, include a self-reflection on what you have learned as an educator and how
have you been able to develop a relationship with the family and child.
Section B. Using Data to Inform Instruction
You will be responsible for bridging the connection between home and school through
the opportunities you create for children. In this part of the assignment, you will be asked
to use your knowledge to create a language activity that will support the child’s learning
of language. In this assignment, you need to:
1. Develop and write a rationale for the activity. You should use materials/readings
from the courses this semester to develop your rationale.
2. Create a plan of action, including:
 Goals of the activity
 Resources/materials you will use
 Structures that you will set up
 You should describe your plan to carry out and implement this activity in the
classroom. Describe the artifacts you would use to implement this activity.
Section C. Family and Community Literacy Event
Describe your participation at a Community Literacy event and how this supports your teaching
as an educator:
Students will have the option of participating and inviting the case study child to attend a
literacy event organized by CREATE or other public literacy event (e.g., sports
spectacular, Emily’s Place event, CREATE Community Literacy Canasta, or a library
event) where you will interact and describe the child’s literacy interaction with family
and peers.
As part of your final documentation, you are expected to reflect on the observations made
throughout the semester by making connections of what you learned about the target child both
within the home and out in the community. As a result, relate your observations, findings with
the assigned readings from class in the language and literacy field. Discuss with your instructor
the main topic that you’re interested in exploring for your final documentation and presentation.
(Arizona Professional Teaching Standards: 1.1, 1.12, 3.3, 3.5, 4.2, 4.5, 7.5, 8.4, & 8.6; NAEYC
Standards: 1, 2, 4, & 5; AZ Early Learning Standard: Language & Literacy, strands 1 & 2)
Spring 2015, Tuesday 8:00am-12pm, Community SITE
The Benchmark Assignment is a performance based assessment that evaluates your
progress toward meeting the Arizona Professional Teaching Standards: InTASC standards;
NET*S Standards; and the University of Arizona Professional Standards. In order to pass this
course, you must pass the Benchmark Assignment. Even if you receive passing grades on all
other assignments, if you fail the Benchmark Assignment, you will fail the class. Passing the
Benchmark Assignment means you have met the objectives of the course, which are tied to the
Arizona Professional Teaching Standards: InTASC standards; NET*S Standards; and the
University of Arizona Professional Standards. Failing the Benchmark Assignment means that
you have failed to demonstrate mastery of objectives of the course, which are tied to Arizona
Professional Teaching Standards: InTASC standards; NET*S Standards; and the University of
Arizona Professional Standards.
Course Final Grading scale:
A:
B:
C:
D:
90-100%
80-89%
70-79%
60-69%
Tentative Calendar:
Session
Date
Session I
January 21
Session II
February 3
Session III
February
17
4
Class Theme
Assigned Reading4
Introduction & Syllabus
Language, Ch 1 & 2
(D2L)
-Theories of early language
and literacy development in
infants & toddlers
Connecting and bridging
between children’s early
language and literacy
development and our
observations through family
interactions and community.
The Hundred Languages of
Children: Learning from the
Reggio Emilia Approach
Guest Lecture by Dr. Lella
Gandini on the process of
Documentation.
Kidwatching, Preface
Language/ Ch. 3
Kidwatching/ 1, 2, 3
Orellana & Hernández*
(1999) (D2L)
Assignment Due
*Re-connect with your case
study child and family
*Re-connect with your case
study child and family &
Schedule Home
Engagement
*Community Literacy Walk
(together in class)
Bambini/ Chapters 1, 2, 4
&10 (D2L)
*Case Study Home
Engagement #1
Readings and assignments are to be completed before the class session to which they are assigned.
Spring 2015, Tuesday 8:00am-12pm, Community SITE
Session IV
March 3
March 1422
Session V
March 24
Fostering Language and
Literacy Development
Through School-Family
Home Connections
UA SPRING BREAK
Language/ Ch. 14
*Family Panel: Philosophy,
Significance of SchoolFamily Home Connections
ENJOY!!
Enhancing Language
Development of Infants and
Toddlers:
Language/ Chapters 4-5
Kidwatching, 4-5
*Case Study Home
Engagement #2
Language, Literacy, & Play
in and out of the classroom
context
Discussion: Child and
Family Literacy Case Study
*Community Walk
Reflection
*Midterm reflection is due
on April 1st by midnight
Session VI
April 7
Session VII
April 21
Enhancing Language
Development in Preschoolers
Enhancing Language
Development in
Kindergartners
Language/ Chapters 6-7
Language/ Chapters 8-9
Kidwatching: Chapters 67
Session
VIII
May 5
Field work in School, Home
and Community –Reflecting
and Finalizing
Documentation of the Case
Study
DL2 Reading
Final
Session
May 13
Final Project Study
Documentation &
Presentations
Final Case Study
Documentation &
Presentations
*Case Study/Midterm
Presentation
*Community and Family
Literacy Event
Participation with your
case study child and family
[April 7 – May 5]
*Literacy Event
Participation with your case
study child and family
*Literacy Event
Participation with your case
study child and family
Submit Case Study
Documentation-Reflection
[Benchmark Assignment]
by May 11th at midnight
Spring 2015, Tuesday 8:00am-12pm, Community SITE
NOTE: Our personal philosophy on academic reading in general is that it is better to read more
slowly and deeply—particularly with intellectually challenging material—than quickly and
widely just to cover a broad range of diverse work. However, one can cover a great deal of
ground by reading “deeply” on a regular basis—in other words, daily reading adds up to a
substantial amount in a very few years and over a lifetime.
So—read slowly, take notes, make marginal glosses, define the new terms you encounter,
and write summaries to yourself regarding key points in each chapter. If you highlight—make a
small note as to why this passage deserves such special distinction. Don’t wait until the last
minute to do the reading since it may take several hours of reflection as well as two or three
times through each chapter before you feel confident to talk about it—and you will be required to
do this. In short, give yourself time to absorb the concepts and be patient with your initial rate of
learning and understanding. It will increase over the semester as you will see.
Student Polices, Procedures and Codes - Last Updated 04.19.04
All University of Arizona students should familiarize themselves with the UA codes, policies and procedures. The Dean of
Student's Office has developed this information to provide guidance for students attending UA. It includes information about
policies, procedures, rights and responsibilities that should be followed by students.
Since the student codes, policies and procedures may be revised semester to semester, it is the responsibility of the student to
view revisions.
For more information, please contact the Dean of Students Office.
Please review these websites regarding University of Arizona student policies:
Academic Conduct: http://dos.web.arizona.edu/uapolicies/
Disruptive behavior: http://web.arizona.edu/~policy/disruptive.pdf
Threatening behavior: http://policy.web.arizona.edu/threatening.pdf
Student Disabilities Center: http://drc.arizona.edu/teach/syllabus-statement.html
Spring 2015, Tuesday 8:00am-12pm, Community SITE
Rubric
Benchmark Assignment Rubric (30%)
Section A (10%)
5
4
3
2
1
There is evidence showing the observation of the child’s emergent literacy and language
development throughout the semester, and indications of the child’s literacy practices and
experiences in the home and community. Clear connections between the child’s emergent
literacy development and the readings are made to demonstrate your knowledge. Field notes and
self-reflection are provided to support your observation and analysis.
Section B (10%)
5
4
3
2
1
There is rationale of designing the particular language activity for your case study child. The
plan of activity meets all the criteria (i.e., goals, resources, materials, artifacts, tasks, and
implementation), and the connection of home and school is well explained throughout the plan.
Section C (10%)
5
4
3
2
1
There is evidence showing student’s participation at the Community Literacy event. Your
exploration, observation, reflections are fully addressed in your work, and connected to your
learning throughout this semester.
Final Documentation and Presentation (5%)
5
4
3
2
1
The documentation of your project is presented in the format (e.g. poster, artifacts, PowerPoint,
etc.) that best allow the audience to catch the major insights of your documentation throughout
this semester and implication as an educator.