EDRG 4010 Home Page

EDRG 4010 - Theories of Learning & Early Literacy - 3 Credits

Course Instructor: Dr. David Lund

Office: South Hall 105L
Phone: 435-865-8134
Email: lundd@suu.edu
Web Page: http://www.suu.edu/faculty/lundd
Office hours posted on office door and with Teacher Education Secretary

Course Description: This course provides a study of the history of reading and reading theories. In addition, specific methods related to early literacy development will focus on the functions of language, the emergence of literacy, and the integration of the language arts (reading, writing, listening, and speaking) as tools for learning to enjoy and become proficient with our language. Methods to facilitate the continued development of reading and writing from home through the early grades will be studied. Students learn a variety of strategies for developing phonemic awareness and word identification, including, decoding by analogy, word walls, shared reading and language experience approach. Students learn how to implement guided instruction and practice teach in grades K-2. Prerequisites: EDUC 2020, ELED 3520 or taken concurrently with ELED 3520.

Course Summary (Standards listed at end of this web page and linked to the numbers below, as are the assignments used for the assessment and portfolio to the assignment guidelines):

Objectives	INTASC Standards	IRA Standards	NAEYC Standards	ISTE (Technology Standards)	Instructional Strategies	Assessment Techniques	Diversity Addressed	Portfolio Item	Opportunities for Reflection
1 - Identify and implement "best practice" into early literacy instruction	1, 4	1.2, 2.6, 5.7, 6.2, 7.5	4b, 4c, 4d		Lecture, discussion, PowerPoint presentation, group work, reading, plan development	Observation, resource notebook, classroom discussion, kindergarten center with literacy connections	Effect of culture discussed within each chapter	Resource notebook	Candidates will detrmine the artifacts that will go into the notebook, reflecting on best practices for early literacy
2 - Identify effective parent involvement and school practices	1, 2, 10	11.3, 11.4	4a		Lecture, discussion, PowerPoint presentation	Classroom discussion	Discussion of cultural affects on parental involvement
3 - Assess emerging readers to determine levels of performance in reading & writing	8	10.1	4b		Lecture, discussion, PowerPoint presentation, video	Classroom discussion, language acquisition assignment
4 - Discuss the concept of emergent literacy and the acquisition of reading skill	1, 2, 3	2.2, 2.3, 2.7, 2.10	4b, 4c, 4d		Lecture, discussion, PowerPoint presentation, video	Kindergarten center with literacy connections, classroom discussion
5 - Discuss phonemic awareness and identify methods to foster phonemic awareness	1, 2, 4	2.4, 3.3, 6.2	4c, 4d		Lecture, discussion, PowerPoint presentation, software examination	Phonics tutorial, kindergarten center with literacy connections, classroom discussion
6 - Discuss how children use language to figure out unfamiliar print words	1, 2, 4, 5	2.6, 3.3, 6.2, 7.5	4c		Lecture, discussion, PowerPoint presentation, self-directed phonics study	Phonics tutorial, classroom discussion
7 - Discuss how children use their knowledge of the world to make sense of print	1, 2, 4, 5	1.7, 3.1, 7.5	4c		Lecture, discussion, PowerPoint presentation	Kindergarten center with literacy connections, classroom discussion
8 - Utilize patterns and analogy to create word walls	6, 7	6.6	4d		Lecture, discussion, PowerPoint presentation, demonstration/participation of students in word sort activity	Kindergarten center with literacy connections, classroom discussion
9 - Use children's literature in creating a literate environment	6, 7	2.12	4c, 4d		Lecture, discussion, PowerPoint presentation, reading book to students	Kindergarten center with literacy connections, classroom discussion
10 - Identify and describe the components of a guided reading procedure	6, 7, 8	7.5	4b, 4d		Lecture, discussion, PowerPoint presentation, model guided reading	Guided/shared reading lesson, classroom discussion		Guided reading lesson
11 - Implement shared reading and guided reading activities	5, 6, 7, 8	7.5	4b, 4d		Lecture, discussion, PowerPoint presentation. model shared reading	Guided/shared reading lesson, classroom discussion
12 - Understand effective use of current technologies in early literacy instruction.	6	5.7	4c, 4d	II-A, III-B, III-C, III-D, VI-B, VI-C, VI-D	Lecture, discussion, PowerPoint presentation, examine software	Internet resources list, classroom discussion		Internet resources list	Reflecting on the value of the internet sites they choose and how effective they will be in future teaching of young children
13 - Know and understand the implications related to the principles of acquisition of language	1, 2, 3	1.5, 2.1, 2.2, 2.3, 2.4, 2.5	4b, 4c		Lecture, discussion, PowerPoint presentation	Language acqusition assignment, classroom discussion	In-class assignment and reflective paper regarding cultural effects on language acquisition		Reflective paper regarding cultural effects on language acquisition
14 - Uses principles of reflective communication to evaluate early literacy practices and knowledge acquisition	9	10.1	4b, 4d		Lecture, discussion, PowerPoint presentation, in class writing assignment	Classroom discussion, resource notebook			Candidates will detrmine the artifacts that will go into the notebook, reflecting on best practices for early literacy

Course Content

The early reading process in P-K children (Obj. 3, 4)
How to balance early literacy (Obj. 1, 3, 4)
The principles of language acquisition (Obj. 13)
Emergent literacy and its effects on children (Obj. 3, 4)
Implementing phonemic awareness and phonics instruction (Obj. 5)
Early spelling (Obj. 3, 8, 9)
Discovering the meanings of words (Obj. 6, 7)
Comprehension at all levels of thinking in the early years (Obj. 1, 10, 11. 14)
Early connections between reading and writing (Obj. 3, 11)
Mediating reading, guiding the children through the process (Obj. 10, 11, 12)
Early literacy assessment and using it to inform instruction (Obj. 3, 7, 11, 14)
Involving parents, administrators, etc. in early literacy education (Obj. 2)

Course Texts/Readings:

Wilson, Robert, Hall, Marianne, Leu, Donald J. Leu, Jr., & Kinzer, Charles K. (2001). Phonics, Phonemic Awareness, and Word Analysis for Teachers: An Interactive Tutorial (7th ed.). Upper Saddle River, NJ: Merrill.

Cecil, Nancy Lee (2001). Activities for Striking a Balance in Early Literacy. Scottsdale, AZ: Holcomb Hathaway.

Cecil, Nancy Lee (1999). Striking a Balance - Positive Practices for Early Literacy. Scottsdale, AZ: Holcomb Hathaway.

Reutzel, D. Ray, & Cooter, Robert B. (2000). Emergent Literacy: Understanding the Literacy Development of Young Children. In Teaching Children to Read: Putting the Pieces Together (3rd ed.) pp. 40-85. Upper Saddle River, NJ: Merrill.

Requirements & Grading

Assignments:

Resource Notebook (Professional Portfolio Artifact) (Obj. 1), 105 pts.

Prepare a notebook/binder with 4 sections: Birth to age three, age three to age five (preschool), age five to age six (Kindergarten and first grade), age six to age nine (second & third grades). Each section must contain the following (2 pts for each piece):

8 age group appropriate instructional activities that parents with children(2)/teachers with children(3)/children alone (3) could engage in to develop literacy

Describe the activity and its implementation or provide an example of the formal tool

Explain why the activity is appropriate for the age group

2 age group appropriate assessments

Explain how the assessment is to be conducted and/or provide a sample assessment tool (including instructions for its implementation)

Explain why the assessment is appropriate to the age group

2 Internet sites--one with information regarding the age group and one with age-group appropriate activities

Notebook properly divided (9 pts.)

Language Acquistion Assignment (Obj. 13), 90 pts.

In groups of 2 or 3, or individuals (when single candidates are joining class through EDNET sites) will compile a list of cultural/ethnic/traditional ideas that affect language acquisition of children and share them with the class. This information will then be compiled into a 2 pg. maximum (double spaced and typed) paper reflecting on how these ideas affect the language acquisition of pre-schoolers.

Kindergarten Center with Literacy Connections (Obj. 1, 4, 5, 7, 8, 9), 50 pts.

Design a literacy centered kindergarten classroom. Include at least 4 different centers (one must be a reading center and one a writing center, 5 pts. each). Describe each center in detail. Explain how each center will help your kindergartners develop literacy concepts. Include at least two interactive bulletin boards/word/vocabulary walls (5 pts. each); describe how each one will be used to augment the literacy of your students. Draw or create using some other method a sketch/map/model of your classroom's physical layout (20 pts.).

Guided (or Shared) Reading Lesson (Professional Portfolio Artifact) (Obj. 10, 11), 50 pts.

Choose a text (fiction or nonfiction) and prepare to teach a guided or shared reading lesson to the class in one of our last meetings. Pay particular attention to the information in Chapter 10. There is no specific lesson plan format required, but you must make certain that all of the steps in either plan you choose are covered.

Internet Resources Share (Obj. 12), 20 pts.

For two of the eight Internet resources you use in your resource notebook, prepare a 1 paaragraph summary of the site (10 pts. each) including: URL, name of site, and a brief description of what is there. Convert the summaries to html format and email them to the instructor to be included in a technology web page for the class.

Interactive Phonics Tutorial (Obj. 5, 6), 70 pts.

Complete the activity in the Wilson, et al text. Have the completed assignment checked off by the instructor.

Daily Participation in Class Activities and Discussions/Attendance (Obj. 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14) 115 pts.

Attendance and/or acknowledgment of productive activities (Obj. 1-14)	115 pts.
Organized Notebook of Resources (Obj. 1)	105 pts.
Language Acquisition Assignment (Obj. 13)	90 pts.
Kindergarten Center with Literacy Connections (Obj. 1, 4, 5, 7, 8, 9)	50 pts.
Guided Reading Lesson (Obj. 10, 11)	50 pts.
Internet resources to share (2 at 10 pts. each; Obj. 12)	20 pts.
Complete Wilson, et al interactive phonics tutorial (Obj. 5, 6)	70 pts.
Total	500 pts.

Grades will be assigned as follows: 93% & Up, A; 90-92.99%, A-; 87-89.99%, B+; 83-86.99%, B; 80-82.99%, B-; 77-79.99%, C+; 73-76.99%, C; 70%, C-; Below 70%, F

Attendance and late work policy: Grades will be awarded holistically or as discussed/designed in class. In all cases, 96% or above indicates exceptional performance with evidence of additional processing, understanding, creativity, and/or professionalism. Between 80% and 93% are degrees of completion, correctness, and evidence of processing information. Grades less than 80% indicate that there is something missing or lack of evidence to support participation and understanding. Participation/attendance is based on whether or not you are in class; with the exception that you are attending a professional education seminar. Each day missed will cause, 115 divided by the number of days the class meets, points to be deducted from your total score.

YOU ARE INVITED AND WELCOME TO PROVIDE ME WITH FEEDBACK OR TO GAIN FEEDBACK. PLEASE SEE ME

Academic Integrity: Scholastic dishonesty will not be tolerated and will be prosecuted to the fullest extent. You are expected to have read and understood the current issue of the student handbook (published by Student Services) regarding student responsibilities and rights, the intellectual property policy, and what constitutes acceptable behavior.

Policy on Student Work: All assignments, projects, and other class requirements should be your own work. All assignments are to be individual efforts unless the syllabus clearly states that you can work with another person. If you do work with someone else, they should be given credit for their role in the assignment. Please read the policy on Academic Integrity.

ADA Statement: Students with medical, psychological, learning or other disabilities desiring academic adjustments, accommodations or auxiliary aids will need to contact the Disability Support Center in Room 205C, Sharwan Smith Center, phone (435) 865-8022. The Disability Support Center determines eligibility for and authorizes the provision of these services and aids.

Disclaimer: Information contained in this syllabus other than the grade and absence policies, may be subject to change with advance notice, as deemed appropriate by the instructor.

Tentative Schedule

Schedule	Topic	Activity	Reading Assignment
Week 1	Introduction
Week 2	Language Acquisition & Early reading process		Chapter 1
Week 3	Language Acquisition		Reutzel & Cooter, Ch. 3
Week 4	Balance in Early Literacy		Chapter 2
Week 5	Emergent Literacy		Chapter 3
Week 6	Phonemic Awareness		Chapter 4
Week 7	Phonics Instruction	Interactive Phonics Assignment due	Chapter 5
Week 8	Spelling		Chapter 6
Week 9	Word Meanings		Chapter 7
Week 10	Comprehension	Kindergarten Literacy Center due	Chapter 8
Week 11	Reading/Writing Connections		Chapter 9
Week 12	Mediating Reading		Chapter 10
Week 13	Informing Instruction/Assessment	Guided Reading Lesson due	Chapter 11
Week 14	Early Literacy Revisited	Internet Resources due	Chapter 12
Week 15		Guided Reading Lessons in class Resource Notebook

Additional Resources:

Special Reports:

Why Johnny Can't Read

National Assessment of Education Progress (NAEP)

Report of the National Reading Panel: Teaching Children to Read

Allington, R. L., (Ed.) (1998). Teaching struggling readers: Articles from the reading teacher. Newark, DE: International Reading Association.
Chamber, A. (1996). Tell me: Children reading, and talk. York, Maine: Stenhouse Publishers.
Cullinan, B. E. (1992). Read to me: Raising kids who love to read. New York, NY: Scholastic Inc. Gambrell, L. B., Morrow, L. M., Neuman, S. B., & Pressley, M. (Eds.) (1999). Best practices in literacy instruction. New York, NY: Guilford Press.
Gunning, T. G. (1998). Best books for beginning readers. Needham Heights, MA: Allyn and Bacon.
Hiebert, E. H., & Raphael, T. E. (1998). Early literacy instruction. Orlando, Fl: Holt, Rinehart and Winston.
Morrow, L. M., Strickland, D. S., and Woo, D. G. (1998). Literacy instruction in half-and whole-day kindergarten: Research to practice. Newark, DE: International Reading Association.
Pinnell & Fountas--Word Matters & Guided Reading.
Readence, J. E. & Barone, D. M. (Eds.) (1997). Revisiting the first-grade studies. Reading Research Quarterly, 32, 4.
Salinger, T. S. (1996). Literacy for young children (Second Edition). Englewood Cliffs, NJ: Prentice-Hall, Inc.
Strickland, D. S., Morrow, L. M. (Eds.) (1989). Emerging literacy: Young children learn to read and write. Newark, DE: International Reading Association.
Temple, C., Temple, R. N. F., & Burris, N. A. (1993). The beginning of writing (Third Edition). Needham Heights, MA: Allyn & Bacon.

Books/texts that deal effectively with diverse populations:
- Barrera, R. B., Thompson, V., & Dressman, M. (Eds.). Kaleidoscope: A multicultural book list for grades K-8. Urbana, IL: National Council of Teachers of English.
- Block, C. C., & Zinke, J. A. (1995). Creating a culturally enriched curriculum for grades K-6. Needham Heights, MA: Allyn and Bacon.
- Fielding, E. N. (1999). Learning differences in the classroom. Newark, DE: International Reading Association.
- Olivares, F. A. (1993). Using the newspaper to teach ESL learners. Newark, DE: International Reading Association.
- Ovando, C. J., & Collier, V. P. (1998). Bilingual and ESL classrooms: Teaching in multicultural contexts (Second Edition). Boston: McGraw-Hill Companies, Inc.
- Paratore, J. R., Melsi, G., Krol-Sinclair, B. (1999). What should we expect of family literacy? Experiences of Latino children whose parents participate in an intergenerational literacy project. Newark, DE: International Reading Association.
- Sleeter, C. E. & Grant, C. A. (1994). Making choices for multicultural education: Five approaches to race, class, and gender (Second Edition). New York, NY: Macmillan Publishing Company.
- Spangenberg-Urbschat, K. & Pritchard, R. (Eds.) (1994). Kids come in all languages: Reading instruction for ESL students. Newark, DE: International Reading Association.
Books/texts regarding phonics and phonics instruction:
- Bear, D. R., Invernizzi, M., Templeton, S., & Johnston, F. (1996). Words their way: Word study for phonics, vocabulary, and spelling instruction. Upper Saddle River, NJ: Prentice- Hall, Inc.
- Cunningham, P. M. (1995). Phonics they use: Words for reading and writing (Second Edition). New York, NY: Harper-Collins College Publishers.
- Goodman, K. (1993). Phonics phacts: A common-sense look at the most controversial issue affecting today's classrooms! Portsmouth, NH: Heinemann.
- Eldredge, J. L. (1995). Teaching decoding in holistic classrooms. Englewood Cliffs, NJ: Prentice-Hall, Inc.
- Ericson, L., & Juliebo, M. F. (1998). The phonological awareness handbook for kindergarten and primary teachers. Newark, DE: International Reading Association.
- Honig, B. (1996). Teaching our children to read: The role of skills in a comprehensive reading program. Thousand Oaks, CA: Corwin Press, Inc.
- Hull, M. A. (1994). Phonics for the teacher of reading (Sixth Edition). New York, NY: Macmillan Publishing Company. Juel, C. (1994). Learning to read and write in one elementary school. New York, NY: Springer-Verlag.
- Mustafa, M. (1997). Beyond traditional phonics. Portsmouth, NH: Heinemann Strickland, D. S. (1998). Teaching phonics today: A primer for educators. Newark, DE: International Reading Association.
Texts on Assessment:
- Block, C. C., & Zinke, J. A. (1995). Creating a culturally enriched curriculum for grades K-6. Needham Heights, MA: Allyn and Bacon.
- Leslie, Jett-Simpson, M., & Wisconsin Reading Association (1997). Authentic literacy assessment: An ecological approach. New York, NY: Addison Wesley Longman, Inc.
- Reutzel, D. R., and Cooter, R. B. (1999). Balanced reading strategies and practices: Assessing and assisting readers with special needs. Upper Saddle River, NJ: Prentice-Hall, Inc.
Texts on Tutoring:
- Herrmann, B. A (Ed.) The volunteer tutor's toolbox. Newark, DE: International Reading Association.
- Roller, C. M. (1998). So...What's a tutor to do? Newark, DE: International Reading Association Walker, B. J., Morrow, L. M. (Eds.) (1998).
Tips for the reading team:
- Strategies for tutors. Newark, DE: International Reading Association.
Online Resources (Others may be announced):
Utah State Department of Education [http://www.usoe.k12.ut.us]
I Am Your Child [http://www.iamyourchild.org/]
CIERA [http://roschach.educ.msu/ciera/projects.htm]
America Reads [http://www.ed.gov/inits/americareqds/legover.html]
The Natioanl Right to Read Foundation [http://www.nrrf.org]
ERIC Clearninghouse on Elementary and Early Childhood Education [http://ericeece.org/]

SUU Professional Education Unit Conceptual Framework

Use your browser's back button to return to this page

INTASC Standards

Principle #1: The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students.

Principle #2: The teacher understands how children learn and develop, and can provide learning opportunities that support their intellectual, social and personal development.

Principle #3: The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.

Principle #4: The teacher understands and uses a variety of instructional strategies to encourage students' development of critical thinking, problem solving, and performance skills.

Principle #5: The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.

Principle #6: The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.

Principle #7: The teacher plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals.

Principle #8: The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social and physical development of the learner.

Principle #9: The teacher is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.

Principle #10: The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students' learning and well-being.

International Reading Association/NCATE Competencies

R = Review

A= Awareness

B= Basic Understanding

C= Comprehensive Understanding

The reading/language candidate will:

1.1 recognize that reading should be taught as a process; R
1.2 understand, respect, and value cultural, linguistic, and ethnic diversity; R
1.5 perceive reading as the process of constructing meaning through the interaction of the reader's existing knowledge, the information suggessted by the written language, and the context of the reading situation. B
1.6 understand the major theories of language development, cognition, and learning. C
1.7 understand the impact of physical, perceptual, emotional, social, cultural, environmental, and intellectual factors on learning, language development, and reading acquisition C
2.1 understand that written language is a symbolic system; R
2.2 understand the interrelation of language and literacy acquisition; C
2.3 understand principles of new language acquisition; C
2.4 understand the phonemic, morphemic, semantic, syntactic, and pragmatic systems of language and their relation to the reading and writing process; C
2.5 understand the interrelation of reading and writing, and listening and speaking; R
2.6 understand that students need opportunities to integrate their use of literacy through reading, writing, listening, speaking, viewing, and representing visually; C
2.7 understand emergent literacy and the experiences that support it; C
2.10 know past and present literacy leaders contribute to the knowledge base; C
2.12 know classic and contemporary children's and young adults' literature, and easy-reading fiction and non-fiction for adults at appropriate levels; R
3.1 recognize how differences among early learners influence their literacy development; R
3.2 understand, respect, and value cultural, linguistic, and ethnic diversity; R
3.3 understand that spelling is developmental and is based on student knowledge of the phonological system and of the letter names, their judgments of phonetic similarities and differences, and their ability to abstract phonetic information from letter names; R
3.5 know federal, state, and local programs designed to help students with reading and writing problems. R
5.1 create a literate environment that fosters interest and growth in all aspects of literacy; C
5.7 use instructional and information technologies to support literacy learning; R
6.2 use phonics to teach students to use their knowledge of letter/sound correspondence to identify sounds in the construction of meaning; C
6.6 employ effective techniques and strategies for the ongoing development of independent vocabulary acquisition. B
7.5 ensure that students can use various aspects of text to gain comprehension, including conventions of written English text structure and genres, figurative language, and intertextual links; B
10.1 develop and conduct assessments that involve mulitple indicators of early literacy learner progress; B
11.3 involve parents in cooperative efforts and programs to support students reading and writing development; B
11.4 communicate information about literacy and data to administrators, staff members, school board members, policy makers, the media, parents, and the community. A

NAEYC standards

4. Teaching and learning
- Candidates integrate their understanding of and relationships with children and families; their understanding of developmentally effective approaches to teaching and learning; and their knowledge of academic disciplines, to design, implement, and evaluate experiences that promote positive development and learning for all children.
4a. Connecting with children and families
- Candidates know, understand, and use positive relationships and supportive interactions as the foundation for their work with young children.
4b. Using developmentally effective approaches
- Candidates know, understand, and use a wide array of effective approaches, strategies, and tools to positively influence children's development and learning.
4c. Understanding content knowledge in early education
- Candidates understand the importance of each content area in young children's learning. They know the essential concepts, inquiry tools, and structure of content areas including academic subjects and can identify resources to deepen their understanding.
4d. Building meaningful curriculum
- Candidates use their own knowledge and other resources to design, implement, and evaluate meaningful, challenging curriculum that promotes comprehensive developmental and learning outcomes for all young children.

ISTE National Educational Technology Standards (NETS) and Performance Indicators for Teachers

II. Planning and Designing Learning Environments and Experiences
Teachers plan and design effective learning environments and experiences supported by technology. Teachers:
- A. design developmentally appropriate learning opportunities that apply technology-enhanced instructional strategies to
  support the diverse needs of learners.
III. Teaching, Learning and the Curriculum
Teachers implement curriculum plans that include methods and strategies for applying technology to maximize student learning. Teachers:
- B. use technology to support learner-centered strategies that address the diverse needs of students.
- C. apply technology to develop students' higher order skills and creativity.
- D. manage student learning activities in a technology-enhanced environment.
VI. Social, Ethical, Legal, and Human Issues
Teachers understand the social, ethical, legal and human issues surrounding the use of technology in PK-12 schools and apply that
understanding in practice. Teachers:
- B. apply technology resources to enable and empower learners with diverse backgrounds, characteristics, and abilities.
- C. identify and use technology resources that affirm diversity.
- D. promote safe and healthy use of technology resources.