EDU 555: Language and Literacy Development 4 Credits,Online Spring Term 2010, April 12-June 30 (Holiday: Memorial Day 5/31/10) Last Updated: 2/18/10

Overview

This course provides in-depth study of the development of children’s language and communication skills from birth through age 8. Learners identify the various developmental levels exhibited by children, and choose and create diverse materials to enhance language and literacy development. In addition, the course focuses on analyzing and creating language-rich programs designed to foster listening, oral and written language, and pre-reading and reading skills at the appropriate developmental level. In addition, learners formulate developmentally appropriate questions and responses to enrich the child’s experience. The course addresses how everyday experiences can present opportunities for creating meaningful communication between children, their peers and adults.

PSY 508 Child Development or PSY 509 Human Development

Learners will:

1. Describe the importance of language and literacy skills to children’s success in school and society.
2. Distinguish quality print-rich environments in which children can work and play. Apply principles of development in designing and implementing activities and curricula that promote language and literacy development.
3. Evaluate materials to enhance the language and literacy experiences of children from infancy through age 8.
4. Articulate the components of developmentally appropriate literacy events inclusive of children with special needs and diverse backgrounds.
5. Explain strategies for encouraging children to experiment with emergent forms of reading and writing.
6. Compare and contrast opportunities for children to use language and literacy for authentic purposes in school, home and the community.
7. Use authentic forms of assessment to identify progress in language and literacy skill
8. Respect and accommodate children’s developmental, cultural, and linguistic diversity.
9. Critically reflect on best practices in promoting language and literacy development in children.
10. Demonstrate their reflective learning skills and professional growth by selecting a completed assignment and submitting a written reflection for their portfolio as a culminating experience.

Textbook:

• Vukelich, Christie, J.F., & Enz, B.E. (2008). Helping young children learn language and literacy: Birth through kindergarten, 2nd edition. Boston, MA: Allyn & Bacon. ISBN: 0205532675
• Barone, D., & Morrow, L.M (Eds.) (2003). Literacy and young children: Research based practices. Guilford Press. ISBN #1572308192

The textbooks are available online at MBS Direct at: http://direct.mbsbooks.com/gsc.htm (The course-CRN number for ordering this textbook is: EDU555-30239). Textbooks can also be purchased from MBS via phone, mail or fax. For additional information, visit the Online Bookstore section of the college web site.

The following required resource can be downloaded without charge at:
http://www.naeyc.org/positionstatements/learning_readwrite

• International Reading Association/National Association for the Education of Young Children (1998). Learning to read and write: Developmentally appropriate practices for young children. Newark, DE: International Reading Association.

PLEASE NOTE: It is the learner's responsibility to have purchased all required course materials before the start of the course. Learners are expected to meet all course expectations even if the shipment of a required textbook or other learning resource is delayed. Be sure to choose the shipping option that will get your text/resource delivered in a timely manner.

Blackboard Orientations

There are no face-to-face sessions for this course. If you have never taken an Online Interactive Course (OIC) at the college, we highly recommend that you attend one of the 2-hour Blackboard Orientation sessions available throughout the state. If you choose not to attend a face-to-face session, you are encouraged to complete the Online Orientation with audio at your own convenience.

Computer Problems and Saving Work:
Computers are known to break down and do other unpredictable things. You are responsible to take all precautions and have contingency plans in place in case of such mishap. Computer problems are NOT valid excuses for late work. It is recommended that you create and save back up files to either a CD or another electronic storage device for every piece of work you complete for this class. Saving duplicate copies of your work to an external device will ensure that a computer glitch or a glitch in cyberspace won’t erase your efforts.

Feedback Wanted:
I am interested in your feedback on how I can make this course better. Students are encouraged to send me a private message with suggestions on how I can make this a better course. Please don't wait until evaluation time because I won't see those comments until the term is over.

Learners will demonstrate their learning through the following activities and assignments:

Two Reflection Papers

In your first reflection paper, you will synthesize material you've read to provide an overview of how young children learn language and literacy and the importance of language and literacy to children's success in school and society (Module 1); in the second reflection paper, you will apply the knowledge you gained in your first paper as you identify exemplary instructional practices that support children's language and literacy development (Module 2).

Parent Brochure

You will create a brochure for parents that offers key points of information concerning children's language and literacy development; questions that can enhance the school's/teacher's ability to build on home literacy activities; suggestions for home literacy activities that build on routine family interactions; and examples of school literacy activities that can be adapted to the home environment (Module 3).

Observation of Classroom Learning Environment

You will construct an observation tool that you will then use in observing an early childhood (infant to grade 2) classroom and one child's learning. You will then submit a written assessment that reports, analyzes, and evaluates what you observed (Module 4).

Curriculum Portfolio

You will develop a language and literacy curriculum portfolio consisting of a rationale, an outline, a fully-developed sample lesson unit, assessment tools, and a reflection (Module 5).

Contributions to Online Discussions and Chats and Oral Presentation

Class participants will be required to contribute to online discussions on a weekly basis and will also be asked to comment on your colleagues' postings. These discussion forums will be opportunities to question, clarify, and discuss readings and experiences.

Scoring for all assignments will be based on rubrics that will be posted on the discussion board at least 4 days before the assignment is due. For each assignment, you will receive a number of points based on your performance (for example, 8 of 10 on the parent brochure). When all your points, including your discussion grade, are posted at the end of the course, I will convert the points to a letter grade based on the following scale:

Grades in this class will follow the scale of Granite State College, where A/4.0 is awarded for Excellent work and F/0.0 is awarded for Failure/ No credit.

Granite State College Standard Grading Scale

This course consists of an introduction and five modules with various subtopics.

Granite State College has a Virtual Library (http://www.granite.edu/current-students/virtual-library/) available 24/7 with access to the full-text of thousands of journals and professional periodicals, an online Reference Room, selected Internet resources, writer’s resources, research and citation help, and a collection of tutorials. The databases are password protected.

See GSC Library tab in MyGranite for username and password. In addition, the Library Info link in the course menu provides direct links to research databases, Research FAQs and more.

Academic assistance to students is available at GSC Centers at no additional charge in such areas as basic skills preparation in reading, writing and math; study skills and research and citation help. Academic Resources staff members work closely with faculty and students toward academic success. A whole range of tools is available, including study and time management tips, APA and MLA citation assistance, access to learning resources online, and feedback on course writing projects. To contact an Academic Resource and Information Coordinator, see the Academic Resource Link on the Resources page in the course menu or go directly to http://bbresources.granite.edu/course_docs/acad_resources.htm.

For assistance with issues related to accessing the MyGranite portal, GSC email, Webrock, online courses or other technical issues related to any of the Blackboard tools, please visit the GSC Technical Assistance Center (http://bbresources.granite.edu/techassist/help.htm) for answers to the most frequently asked questions or to submit an online help request form. Or call 1-888-372-4270 (Hours: M-F, 8:30-5:00, messages checked twice daily on weekends. Extended hours for the week before start of the term and first week of the term: M-Th, 8:00-7:00.)

Granite State College will provide qualified individuals with disabilities the same educational opportunities available to persons without disabilities. When an individual's documented disability creates a barrier to educational opportunities, the College will attempt reasonable accommodation to remove the barrier. If you need assistance, we recommend that you make contact early to ensure that your requests can be reviewed prior to the start of each term. If you wish to apply for accommodations, contact your academic advisor or the Dean of Learner Services in Concord. See the complete Granite State College policy in the current college catalog for further details.

An academic community is based on honesty and integrity. Plagiarism, cheating, or other forms of academic dishonesty are not acceptable at Granite State College. Faculty and students have a joint responsibility to ensure the integrity of learning.

All work that you submit must be your own except in those instances when your instructor gives specific permission to collaborate. When quoting, summarizing or explaining ideas that are based on another's work, whether in print or online, make sure to cite references appropriately. Plagiarism is using another's words or even paraphrasing another's work without giving proper credit through the use of citations.

For Granite State College's complete academic honesty policy, see the current college catalog.

Membership in society implies minimal norms for civil behavior towards one another. It is Granite State College’s expectation that all members of our college community treat faculty, staff, and fellow learners with respect. Learners need to be knowledgeable of and comply with college policies. Each individual is accountable for his/her actions and for the consequences of any behavior that is inconsistent with these
values and expectations.

Assessment is an ongoing process that enables the College to improve its programs, courses, and teaching methods. Institutional evaluation may be embedded in tests, exams, and other measurements of student learning. As members of a learning community, students, faculty, and staff will be expected to participate in the important process of assessment on occasion. Confidentiality of any data that identify participants is maintained.