Course Description
This course will provide a foundation in language and emergent literacy skills necessary to teach reading. Students will learn a breadth of knowledge about language development, the links between language structures and literacy components, characteristics of children at risk for reading difficulty, and children from culturally and linguistically diverse backgrounds. Prerequisite: Admission to teacher education; 3.0 GPA.
Syllabus
Student Learning Outcomes, Goals, Objectives:
Students successfully completing this course will be able to:
Demonstrate an understanding of the development of language and emergent literacy skills in young children and be able to identify key language behaviors that characterize stages or at-risk status, including disabilities that impact language and/or literacy.
Identify examples of how language components impact the development of emergent literacy skills, particularly foundational reading skills (phonemic awareness, phonics and word study, and vocabulary).
Describe the characteristics of language acquisition for children from homes with dual languages and the process for learning different languages in different environments (i.e., home and school).
Identify and demonstrate or implement effective evidence-based language and emergent literacy practices to impact literacy development for all students, including those at risk, from culturally and linguistically diverse backgrounds, and those with disabilities.
Assess language and emergent literacy skills, including informal data collection and language analyses and use this information to develop appropriate goals.
Course Grading Information:
Course Grading Information:
Requirement | Possible Points | Percentage of Course Grade |
Attendance, Participation, Professionalism, and Readings | 60 | 15% |
Sound Cards (2; 20 points each) | 40 | 10% |
Assessments: Administration of Informal Assessments and Analysis of Oral and Written Language | 60 | 15% |
Vocabulary Instruction for ELLs | 20 | 5% |
Emergent Literacy Plans and Demonstration of Evidence-Based Practices (4; 30 points each) | 120 | 30% |
Oral and/or Written Language Sample Analysis | 40 | 10% |
Exams (2; 30 points each) | 60 | 15% |
Total | 400 | 100% |
Grading Scale
Percentage | Letter Grade |
|---|---|
93.0%-100% | A |
90.0%-92.9% | A- |
87.0%-89.9% | B+ |
83.0%-86.9% | B |
80.0%-82.9% | B- |
77.0%-79.9% | C+ |
73.0%-76.9% | C |
70.0%-72.9% | C- |
67.0%-69.9% | D+ |
63.0%-66.9% | D |
60.0%-62.9% | D- |
Attendance/Participation:
Attendance/participation is a graded component included in the student's final grade for this course (see above).
Course Materials Purchased by the Students:
Moats, L. C. (2020). Speech to Print: Language Essentials for Teachers, 3rd edition. Brookes.
Moats, L. C. & Rosow, B. (2020). Speech to Print Workbook: Language Exercises for Teachers, 3rd edition. Brookes.
Cárdenas-Hagan, E. (2020). Literacy Foundations for English Learners: A Comprehensive Guide to Evidence-Based Instruction. Brookes Publishing Company
Scholarly Perspectives
This course engages diverse scholarly perspectives to develop critical thinking, analysis, and debate and inclusion of a reading does not imply endorsement.