Generic Syllabus EDUC 677 Foundations of Early Literacy Credit Hours: 3 Prerequisites: None Course Description: Credit 3 hours. A practical course which focuses on developing a better understanding of how children learn to read and how to teach children to read by more closely observing student reading and writing behaviors; understanding more explicitly the reciprocity of reading and writing; learning how to teach for strategies; and exploring the reading process in order to foster independent readers and writers. Reading and writing instruction that supports “good first teaching” as the basis of a comprehensive literacy program will be discussed, designed and implemented. Field work is required. Conceptual Framework: In order to successfully plan, develop, and implement curricula to meet the needs of diverse learners in today’s world and to prepare students for the future, The College of Education and Human Development (COEHD) has identified critical components of The Effective Educator: professional standards (PS), knowledge of the learner (KL), strategies and methods (SM), content knowledge (CK), Diversity and Technology. Course Objectives: Upon completion of the course, the student should be able to 1. describe the reading process, cues (i.e., semantic, syntactic, and graphophonic) and articulate an informed perspective about reading based on research and best practice (CK, KL, SM, PS) 2. define one’s role and make reflective, instructional decisions based on an evolving view and understanding of the literacy process (CK, KL, SM, PS) 3. discuss/demonstrate knowledge of early literacy teaching and learning principles by implementing a comprehensive, balanced literacy program for diverse learners (CK, KL, SM, PS) 4. model lifelong learning and professional development (CK, KL, SM) 5. administer and interpret a variety of assessment tools for observing early reading and writing behaviors and student progress over time (CK, KL, SM, PS) 6. plan instruction based on student performance data collected over time (CK, KL, SM, PS) 7. develop lesson plans which address the Louisiana English Language Arts Content Standards through a comprehensive balanced literacy approach for diverse learners (CK, KL, SM, PS) 8. analyze and apply research-based principles of early literacy learning and teaching to the classroom setting (CK, KL, SM, PS) 9. facilitate students’ understanding/development of the literacy process, phonemic awareness, phonics, comprehension, vocabulary, metacognition, self-questioning/monitoring, and strategies used to become self-directed, self-motivated language learners (CK, KL, SM, PS) 10. design and implement an effective early literacy program based on classroom observations, current research, continuous assessment, and reflective practice (CK, KL, SM, PS) 11. reflect upon one’s personal theory of the reading process and teaching practices (CK, KL, SM, PS) 12. implement developmentally appropriate instructional practices that support a comprehensive, balanced reading and writing program of “good first teaching” (e.g., emergent literacy, phonemic awareness, phonics, vocabulary development, guided reading, interactive writing, teaching for reading strategies, word study, etc.) in the classroom setting (CK, KL, SM, PS)Course Evaluation: Both performance-based assessments (e.g., Improving Family-School Partnerships Project) and non-performance-based assessments will be used PASS-PORT Requirements Field Experiences: As you complete field experiences, you are required to enter them into PASS-PORT on a weekly basis. Do not wait until the end of the semester. It is your responsibility to collect classroom student data on all field experiences. Professional Development Activities: As you complete any professional development activity, you are required to enter it into PASS-PORT Artifacts: Teacher candidates are required to upload portfolio specified artifacts (assignments) and/or any other artifact the instructor deems necessary for evaluation. Reference List: Avery, C. (1993). And with a light touch. Portsmouth, NH: Heinemann. Barbour, N. & Seefeldt, C. (1993). Developmental continuity across preschool and primary grades. Wheaton, MD: Association for Childhood Educational International. Berk. L. & Winsler, A. (1995). Scaffolding children’s learning: Vygotsky and early childhood education. Washington, DC: NAEYC. Cambourne, B. (1988). The whole story. Auckland: Ashton Scholastic. Clay, M.M. (1993). An observation survey of early literacy achievement. Portsmouth, NH: Heinemann. _____ (1991). Becoming literate: The construction of inner control. Heinemann _____ (1979). Stones - the concepts of print test. Auckland: Heinemann. _____ (1979). Sands. Heinemann. Cunningham, Patricia M. (1995). Phonics they use (2nd ed.). New York: Harper Collins College Publishers Cunningham, P. M. & Allington, R. L. Classrooms that work: They can all read and write. Harper Collins College Publishers. Dorn, L.J., French, C., & Jones, T. (1998). Apprenticeship in literacy: Transitions in reading and writing. Stenhouse. Fisher, B. (1991). Joyful learning. Portsmouth, NH: Heinemann.Fountas, I. & Pinnell, G. (1996). Guided reading, Good first teaching for all children. Portsmouth, NH: Heinemann. Fraser, J. & Skolnick, D. (1994). On their way: Second graders as they read and write (teacher to teacher). Portsmouth, NH: Heinemann. Holdaway, D. (1979). Foundations of early literacy. Ashton-Scholastic. _____ (1972). Independence in reading: A handbook on individualized procedures. McCracken, M. & McCracken, R. (1996). Spelling through phonics (2nd ed.). Winnipeg, Manitoba: Peguis Publishers. Moustafa, M. (1997). Beyond traditional phonics. Portsmouth, NH: Heinemann. National Board for Professional Teaching Standards (2001). Moving education forward…through National Board Certification. Arlington, VA: NBPTS. National Institute of Child Health and Human Development (2000). Re[ort of the National Reading Panel, Teaching Children to Read: An Evidence-Based Assessment of the Scientific Research Literature on Reading and Its Implications for Reading Instruction. Washington, DC: NICHD. Patterson, L., Santa, C.M., Short, K., & Smith, K. (1993). Teachers are researchers: Reflection and action. Newark, Delaware: International Reading Association Roller, C. M. (1996). Variability not disability: Struggling readers