|
MASTER SYLLABUS |
|||||||||
|
ECED 2095 |
|||||||||
| Class Hours: 3.0 | Credit Hours: 3.0 | ||||||||
| Laboratory Hours: 0.0 | Revised: Spring 04 | ||||||||
| Note: This course is not designed for transfer credit. | |||||||||
| Catalog Course Description: | |||||||||
| This course outlines the research-based principles and practices for providing young children aged birth to nine a strong foundation in language and literacy within a developmentally appropriate approach. Field Experiences required. | |||||||||
| Entry Level Standards: | |||||||||
| Must be able to read and write at the college level. | |||||||||
| Prerequisites: | |||||||||
| ECED 2015, 2020, or Department Approval | |||||||||
| Textbook(s) and Other Course Materials: | |||||||||
| Neuman, S., Copple,
C., & Bredekamp, S. (2001). Learning to read and write:
Developmentally Appropriate Practices for Young Children. Washington,
D.C.: NAEYC. ISBN: 0-935989-87-0
Schickedanz, J. (1998). Much More than ABC’s. Washington, D.C.: NAEYC. ISBN: 0-935989-90-0 National Head Start Association (1999). Reading and Writing Now! Promoting Language and Literacy in Head Start. |
|||||||||
| I. Week/Unit/Topic Basis: | |||||||||
| Week | Topic | ||||||||
| 1 | Emergent Literacy | ||||||||
| 2 | Reading Curriculum | ||||||||
| 3 | Reading Curriculum | ||||||||
| 4 | Reading Environment | ||||||||
| 5 | Reading Environment | ||||||||
| 6 | Oral Language | ||||||||
| 7 | Literacy through play | ||||||||
| 8 | Literacy through play | ||||||||
| 9 | Learning the code of language | ||||||||
| 10 | Cultural and linguistic diversity | ||||||||
| 11 | Reading with special needs | ||||||||
| 12 | Partnering with families | ||||||||
| 13 | The essential role of intentional teaching | ||||||||
| 14 | Motivating children to read | ||||||||
| 15 | Assessing reading skills | ||||||||
| 16 | Final Exam period | ||||||||
| II. Course Objectives*: | |||||||||
| A. | Display a knowledge of experiences for children to engage in play that incorporates literacy tools and heightens awareness of spoken and written language in culturally respectful environments. | ||||||||
| B. | Demonstrate effective strategies for involving families in supporting language and literacy in young children. | ||||||||
| C. | Demonstrate and knowledge of appropriate literature and other learning materials for diverse learners and respond individual, cultural, and linguistic variation among. | ||||||||
| D. | Demonstrate a knowledge of tools for assessing children’s language development and literacy learning. | ||||||||
| E. | Demonstrate an understanding of planning appropriate experiences for children that support the development of the specific language and literacy skills in the areas of listening and understanding, speaking and communicating, phonological awareness, book knowledge and appreciation, print awareness and concepts, early writing, and alphabet knowledge. | ||||||||
| *Roman numerals after course objectives reference goals of the ECEd program. | |||||||||
| III. Instructional Processes*: | |||||||||
| Students will: | |||||||||
| 1. | Compile various literature resources for various ages to facilitate class discussion. | ||||||||
| 2. | Research and develop literacy activities extend professional knowledge. | ||||||||
| 3. | Use assigned course text as a reference for teaching literacy and language. | ||||||||
| 4. | Use the internet to communicate with the instructor or classmates. | ||||||||
| *Strategies and outcomes listed after instructional processes reference Pellissippi State’s goals for strengthening general education knowledge and skills, connecting coursework to experiences beyond the classroom, and encouraging students to take active and responsible roles in the educational process. | |||||||||
| IV. Expectations for Student Performance*: | |||||||||
| Upon successful completion of this course, the student should be able to: | |||||||||
| 1. | Choose an appropriate collection of poems, songs, and finger plays to heighten phonological awareness. | ||||||||
| 2. | Research and develop an appropriate list of literature for infants, toddlers, and preschoolers. | ||||||||
| 3. | Develop and present appropriate lessons and activities for language and literacy learning for infants, toddlers, and preschoolers. | ||||||||
| 4. | Develop family literacy activities for take home language and literacy opportunities. | ||||||||
| 5. | Complete exams on terms, concepts, and strategies for providing a strong foundation in language and literacy. | ||||||||
| *Letters after performance expectations reference the course objectives listed above. | |||||||||
| V. Evaluation: | |||||||||
| A. Testing Procedures: | |||||||||
| Students will complete regular assessments to test their knowledge of early childhood practices and theories. | |||||||||
| B. Laboratory Expectations: | |||||||||
| Students will keep a journal, reflecting on each class topic. The will share in writing the knowledge they have learned and how they will use this knowledge in the classroom. | |||||||||
| C. Field Work: | |||||||||
| Students will observe and assess and early childhood education environment. | |||||||||
| D. Other Evaluation Methods: | |||||||||
| N/A | |||||||||
| E. Grading Scale: | |||||||||
| VI. Policies: | |||||||||
| A. Attendance Policy: | |||||||||
| Pellissippi State expects students to attend all scheduled instructional activities. As a minimum, students in all courses must be present for at least 75 percent of their scheduled class and laboratory meeting in order to receive credit for the course. | |||||||||
| B. Academic Dishonesty: | |||||||||
| Plagiarism, cheating, and other forms of academic dishonesty are prohibited. A student guilty of academic misconduct, either directly or indirectly through participation or assistance, is immediately responsible to the instructor of the class. In addition to other possible disciplinary sanctions that may be imposed through the regular Pellissippi State procedures as a result of academic misconduct, the instructor has the authority to assign and F in the course. | |||||||||