HDEV 0046. Language and Literacy
Units: 3
Hours: 54 lecture
Designed to support educators in the area of early language and literacy development. Focus on planning and implementing developmentally appropriate experiences that enhance the quality and quantity of oral language, provide for a print-rich environment and assist children in their growing understanding of print. Encourages literacy learning in a meaningful context and provides strategies for working with families and diverse populations. (CSU)
HDEV 0046 - Language and Literacy
http://catalog.sierracollege.edu/course-outlines/hdev-0046/
Catalog Description DESCRIPTION IS HERE: Hours: 54 lecture Description: Designed to support educators in the area of early language and literacy development. Focus on planning and implementing developmentally appropriate experiences that enhance the quality and quantity of oral language, provide for a print-rich environment and assist children in their growing understanding of print. Encourages literacy learning in a meaningful context and provides strategies for working with families and diverse populations. (CSU) Units 3 Lecture-Discussion 54 Laboratory By Arrangement Contact Hours 54 Outside of Class Hours Course Student Learning Outcomes Create early literacy environments according to developmentally appropriate practice. Incorporate language and literacy strategies in order to promote children’s early literacy skills. Implement family and home connections that extend children’s literacy development. Course Content Outline I. Research on Language and Literacy: Brain Research and the Developmental Continuum II. Standards and Developmentally Appropriate Practice A. Review of California State Department of Education Standards B. Review of EARLY LEARNING FOUNDATIONS: Language & Literacy III. Components of Language and Literacy A. Talking, singing, and playing with language B. Listening and Speaking C. Phonological Awareness D. Literature and Storytelling E. Vocabulary and Concept Development F. Word Recognition G. Reading Comprehension H. Concepts of Print I. Writing Strategies IV. Early Literacy Environments A. Developing a "print rich" environment B. Developing a "writing/reading center" C. Integrating language and literacy in interest centers D. Responsive adaptations for diverse populations V. Strategies and Implementation A. Opportunities for literacy development in a natural and meaningful context – talking, singing, and playing B. Development of Phonological Awareness – rhyming, finger plays, chants C. How print carries meaning- charts, dictation, lists D. What a "print rich" environment consists of – materials needed to use and display – "setting the stage for literacy" E. How teachers support children's recognition of letters and words- scaffolding F. Ways in which teachers help children to develop and build their vocabulary – open ended questioning, word expansion G. Types of books that should be included in a preschool classroom – booklist H. Materials used to engage children with stories – puppets, flannel boards, pictures I. When/how books should be available to children – small group, circle, centers, outside J. How to integrate language and literacy into the total curriculum – integrated curriculum VI. Family and Home connections A. The importance of families to children’s literacy development B. How families can extend children’s literacy development at home C. Resources for family literacy programs D. Meeting family's cultural needs Course Objectives Course Objectives 1. Discuss current research of early childhood language and literacy development. 2. Develop activities for a program using current standards and appropriate practice for the development of a language and literacy in preschool. 3. Evaluate the components of a literacy center using an appropriate child literacy assessment tool such as the Early Childhood Rating Scale (ECERS) or the Early Language and Literacy Observation Tool (ELLCO). 4. Distinguish appropriate content for a child's portfolio in language and literacy. 5. Design a print rich environment for preschool. 6. Analyze children's book handling behavior to assess the child's level of understanding of concepts of print. 7. Assemble an activity which promotes phonological awareness in the preschool years. 8. Critique various books for developmental and cultural appropriateness. 9. Initiate specific strategies to promote children's language learning, both expressive and receptive. 10. Formulate a variety of effective strategies for reading-aloud to children to promote vocabulary development, phonemic and print awareness, and background knowledge. 11. Demonstrate, through children's work, the continuum of writing development in preschool. 12. Recommend strategies to infuse language and literacy throughout the classroom and across the curriculum. 13. Justify the meaningfulness of family-school partnerships in early literacy development; recommend strategies to use at home; and provide networking and resources to support family literacy. Methods of Evaluation Objective Examinations Problem Solving Examinations Projects Reading Assignments 1. Read the document Learning to Read and Write: Developmentally Appropriate Practices for Young Children and write a policy on providing literacy experiences for preschoolers based on the latest research. 2. Read the chapter from the text on Beginning Writing and develop strategies for planning writing experiences for children in the classroom. Writing, Problem Solving or Performance 1. Develop a family lending library using the following criteria: a) Select a favorite story book and write a brief paragraph describing what the book is about. b) Generate open-ended questions or comments family members could use while sharing the book with their children. c) Write at least one story-related activity a parent or family member could do with a child after the reading. Identify and/or design any additional materials needed to complete the activity. d) Determine the kind of container to use for lending the books and related materials as well as the procedure for lending the materials. 2. Select a book/story to retell to children, making sure to keep in mind children's interests, age, and appropriate reflection of diversity and gender in the story. Make a puppet, or any object or visual aid that they feel will help children to organize their thoughts, and enhance the child's learning experience. You should be prepared to present your story to the class and answer the following questions: a) What could children learn from the book? b) How are children's language and literacy skills promoted through the book? c) What type of activities could be used within the curriculum to extend the learning from the book and across subject areas? Other (Term projects, research papers, portfolios, etc.) Develop a literacy portfolio with examples of literacy strategies within the various topics covered in the course outline. Methods of Instruction Lecture/Discussion Distance Learning Other materials and-or supplies required of students that contribute to the cost of the course.
Course Identification Numbering System (C-ID)
...HDEV 0003 ECE 210 HDEV 0010 and HDEV...0042 MUS 180 MUS 0046 MUS 180 MUS...
