EDUC 205 - Children’s Language and Literature

3 Credits: (3 lecture)

Course Description
The course will emphasize the linguistic development in children that is fostered through exposure to literature, while identifying specific developmental milestones in speech and language development. Students will learn techniques to create a print-rich environment in the early childhood setting while analyzing the cultural influences on language and literacy. Students must conduct a minimum of five hours of observation in a PreK-4 setting and reflect upon their experiences.

Text
Tompkins, G. E. (2015). Literacy in the early grades: A successful start for PreK-4 readers and writers (4th ed.). Upper Saddle River, NJ: Pearson. 

OR 

Giorgis, C., & Glazer, J. I. (2013). Literature for young children: Supporting emergent literacy, ages 0-8 (7th ed.). Boston, MA: Pearson. 

Objectives
The student will be able to: 

1. Present teaching lessons on the five key areas of reading instruction: phonemic awareness, phonics, fluency, vocabulary, and text comprehension.  

2. Evaluate a variety of genres of children’s books for classroom use. 

3. Describe functions of standardized reading tests, criterion referenced tests, classroom-based assessments of reading and writing, and use of portfolio assessments. 

4. Present appropriate strategies to facilitate comprehension of content materials at the literal, critical, and creative levels of understanding. 

5. Interpret National Association of the Education of Young Children (NAEYC) position papers related to the teaching of the language arts. 

6. Evaluate one’s own practices with the goal of improving the reading and writing skills of learners. 

7. Identify appropriate strategies for developing students’ concepts, related vocabulary and ability to respond to reading through writing. 

8. Identify typical and atypical development of reading, writing, viewing, and listening skills that guide differentiated instruction.  

9. Recognize the diversity and needs of English Learners (EL). 

10. Examine one’s personal philosophy of education and pedagogy, as guided by observation experiences.   

B. Development of reading skills PreK-4 

C. Study and evaluation of books written for children 

D. Reading comprehension skills 

E. National Association for the Education of Young Children (NAEYC) position statements related to literacy 

F. English Learners (ELs) 

G. Atypical development of reading skills 

H. Societal movements in relation to the teaching of reading 

I. Observation/assessment techniques used in the teaching of language arts 

Student Evaluation

1. Assignments, lesson plans 

2. Assignments, lesson plans 

3. Quizzes, exams, assignments 

4. Quizzes, exams, assignments, lesson plans 

5. Quizzes, exams, assignments 

6. Assignments, reflection journals addressing observation hours 

7. Quizzes, exams, lesson plan, assignments, reflection journals addressing observation hours 

8. Quizzes, exams, lesson plan, assignments, reflection journals addressing observation hours 

9. Quizzes, exams, assignments 

10. Reflection journals addressing observation hours 

 Bibliography
Collins, K., & Glover, M. (2015). I am reading: Nurturing young children’s meaning making and joyful engagement with any book. Portsmouth, NH: Heinemann. 

Cruz, M. C. (2015). The Unstoppable writing teacher: Real strategies for the real classroom. Portsmouth, NH: Heinemann.  

Genishi, C., and Haas, A. (2009). Children, language, and literacy: Diverse learners in diverse times. New York, NY: Teachers College. 

Pinnell, G. S., & Fountas, I. C. (2011). Literacy beginnings: A Prekindergarten handbook. Portsmouth, NH: Heinemann. 

Vasquez, Vivian Maria., and Carol Branigan. Felderman. Technology and Critical Literacy in Early Childhood. New York, NY: Routledge, 2013.