I. General Information
1. Course Title:
Introduction to Language and Literacy
2. Course Prefix & Number:
CDEV 2108
3. Course Credits and Contact Hours:
Credits: 3
Lecture Hours: 3
4. Course Description:
This course provides an overview of language and literacy development for children birth to age eight. Students will research, evaluate, plan, and design developmentally appropriate language and literacy-rich experiences for children. Students will also learn teaching strategies utilized to promote literacy development within the program/school setting and home.
5. Placement Tests Required:
| Accuplacer (specify test): |
No placement tests required |
Score: |
|
6. Prerequisite Courses:
CDEV 2108 - Introduction to Language and Literacy
All Course(s) from the following...
| Course Code | Course Title | Credits |
| CDEV 1102 | Introduction to Early Childhood Education | 3 cr. |
| CDEV 1104 | Child Growth and Development | 3 cr. |
7. Other Prerequisites
9. Co-requisite Courses:
CDEV 2108 - Introduction to Language and Literacy
There are no corequisites for this course.
II. Transfer and Articulation
2. Transfer - regional institutions with which this course has a written articulation agreement:
Early Childhood Education Transfer Pathway course
III. Course Purpose
Program-Applicable Courses – This course is required for the following program(s):
Early Childhood Education Transfer Pathway A.S.
Early Childhood Education A.A.S.
IV. Learning Outcomes
1. College-Wide Outcomes
| College-Wide Outcomes/Competencies |
Students will be able to: |
| Demonstrate oral communication skills |
Present and read a children's book to a group using effective read aloud strategies. |
| Demonstrate written communication skills |
Develop and write a lesson plan for a corresponding enhancement activity to the children's book read in class. |
| Discuss/compare characteristics of diverse cultures and environments |
Evaluate a variety of children's literature based on multicultural, anti-bias assessments. |
2. Course Specific Outcomes - Students will be able to achieve the following measurable goals upon completion of
the course:
- Research strategies for assessing preprimary age children’s cognitive development then plan, design, and implement developmentally appropriate learning experiences and cognitive goals, based on children’s emerging level of development, that encourage the development of language and communication skills (TECE 3.C.5.g);
- Research strategies for assessing preprimary aged children’s cognitive development then plan, design, and implement developmentally appropriate learning experiences and cognitive goals, based on children’s emerging level of development, that encourage the use and construction of literacy skills (3.C.5.h);
- Research strategies for assessing preprimary aged children’s level of creative development then plan, design, and implement developmentally appropriate learning experiences and creative development goals based on children’s emerging level of development that encourage children to express ideas and feelings (TECE 3.C.8.c);
- Research and examine the central concepts and tools of inquiry for teaching language and literacy such as teaching practices that support and enhance literacy development at all developmental levels including primary (TECE 3.D.4.a);
- Research, plan, design, and implement developmentally appropriate primary grade level learning experiences that can be adapted for all developmental levels to support and enhance literacy development.
- Examine the foundation of primary aged children’s reading processes, development, and instruction including how letters, words, and sentences are represented in written English (TECE 3.E.3.a);
- Examine the foundation of reading processes, development, and instruction including the importance of teaching uppercase and lowercase letter recognition and formation (3.E.3.b);
- Examine the foundation of reading processes, development, and instruction including the instructional progression of the alphabetic principle (3.E.3.c);
- Research a range of implicit and explicit, appropriate, motivating, primary grade instructional practices and curricular materials that support reading instruction and oral language development (TECE3.F.1.a);
- Research the selection, use and design of appropriate, engaging, and multisensory instructional techniques and strategies, activities and materials to ensure children learn concepts about print including how to recognize and write letters (TECE3.F.2.a);
- Demonstrate the ability create a literate and motivating environment for young children in primary grades that fosters reading by integrating foundational knowledge, instructional practices, approaches and methods, curriculum materials, and the appropriate use of assessments (TECE 3.H.7); and
- Research a variety of strategies to motivate children to read at home, encourages families to read to children in English or in the primary languages of English learners, and additional strategies that promote literacy in the home (TECE 3.H.7).
I. General Information
1. Course Title:
Introduction to Language and Literacy
2. Course Prefix & Number:
CDEV 2108
3. Course Credits and Contact Hours:
Credits: 3
Lecture Hours: 3
4. Course Description:
This course provides an overview of language and literacy development for children birth to age eight. Students will research, evaluate, plan, and design developmentally appropriate language and literacy-rich experiences for children. Students will also learn teaching strategies utilized to promote literacy development within the program/school setting and home.
5. Placement Tests Required:
| Accuplacer (specify test): |
No placement tests required |
Score: |
|
6. Prerequisite Courses:
CDEV 2108 - Introduction to Language and Literacy
All Course(s) from the following...
| Course Code | Course Title | Credits |
| CDEV 1102 | Introduction to Early Childhood Education | 3 cr. |
| CDEV 1104 | Child Growth and Development | 3 cr. |
7. Other Prerequisites
9. Co-requisite Courses:
CDEV 2108 - Introduction to Language and Literacy
There are no corequisites for this course.
II. Transfer and Articulation
2. Transfer - regional institutions with which this course has a written articulation agreement:
Early Childhood Education Transfer Pathway course
III. Course Purpose
1. Program-Applicable Courses – This course is required for the following program(s):
Early Childhood Education Transfer Pathway A.S.
Early Childhood Education A.A.S.
IV. Learning Outcomes
1. College-Wide Outcomes
| College-Wide Outcomes/Competencies |
Students will be able to: |
| Demonstrate oral communication skills |
Present and read a children's book to a group using effective read aloud strategies. |
| Demonstrate written communication skills |
Develop and write a lesson plan for a corresponding enhancement activity to the children's book read in class. |
| Discuss/compare characteristics of diverse cultures and environments |
Evaluate a variety of children's literature based on multicultural, anti-bias assessments. |
2. Course Specific Outcomes - Students will be able to achieve the following measurable goals upon completion of
the course:
- Research strategies for assessing preprimary age children’s cognitive development then plan, design, and implement developmentally appropriate learning experiences and cognitive goals, based on children’s emerging level of development, that encourage the development of language and communication skills (TECE 3.C.5.g);
- Research strategies for assessing preprimary aged children’s cognitive development then plan, design, and implement developmentally appropriate learning experiences and cognitive goals, based on children’s emerging level of development, that encourage the use and construction of literacy skills (3.C.5.h);
- Research strategies for assessing preprimary aged children’s level of creative development then plan, design, and implement developmentally appropriate learning experiences and creative development goals based on children’s emerging level of development that encourage children to express ideas and feelings (TECE 3.C.8.c);
- Research and examine the central concepts and tools of inquiry for teaching language and literacy such as teaching practices that support and enhance literacy development at all developmental levels including primary (TECE 3.D.4.a);
- Research, plan, design, and implement developmentally appropriate primary grade level learning experiences that can be adapted for all developmental levels to support and enhance literacy development.
- Examine the foundation of primary aged children’s reading processes, development, and instruction including how letters, words, and sentences are represented in written English (TECE 3.E.3.a);
- Examine the foundation of reading processes, development, and instruction including the importance of teaching uppercase and lowercase letter recognition and formation (3.E.3.b);
- Examine the foundation of reading processes, development, and instruction including the instructional progression of the alphabetic principle (3.E.3.c);
- Research a range of implicit and explicit, appropriate, motivating, primary grade instructional practices and curricular materials that support reading instruction and oral language development (TECE3.F.1.a);
- Research the selection, use and design of appropriate, engaging, and multisensory instructional techniques and strategies, activities and materials to ensure children learn concepts about print including how to recognize and write letters (TECE3.F.2.a);
- Demonstrate the ability create a literate and motivating environment for young children in primary grades that fosters reading by integrating foundational knowledge, instructional practices, approaches and methods, curriculum materials, and the appropriate use of assessments (TECE 3.H.7); and
- Research a variety of strategies to motivate children to read at home, encourages families to read to children in English or in the primary languages of English learners, and additional strategies that promote literacy in the home (TECE 3.H.7).
V. Topical Outline
Listed below are major areas of content typically covered in this course.
1. Lecture Sessions
- Building literacy foundations
- Theoretical Foundations in Literacy, Psychology, and the Arts
- Literacy Theories for Teaching Young ChildrenReading Process
- Emergent Literacy Development
- Psychological Theories Related to Early Childhood
- Albert Bandura and Learning through Observation
- Abraham Maslow and Self-Actualization
- Theories of the Arts for a Literacy Foundation
- Creative Intelligence
- Multiple Intelligences
- Interrelated Theories of Literacy, Psychology, and the Arts
- John Dewey and Progressive Education
- Lev Vygotsky and Social Interactions
- Strategies and Practices for the Holistic Model of Literacy
- Age-Appropriate Strategies for Literacy Development
- Age-Appropriate Activities for the Holistic Model of Literacy
- Emergent and Early Literacy
- Concepts of Emergent and Early Literacy
- Concepts of Emergent and Early Literacy
- Emergent Literacy Perspectives
- Language Acquisition and Development
- Language Experience Approach
- Stages of the Reading Process
- Family Literacy Strategies
- Components of Effective Literacy InstructionStorytelling
- Strategies for Young Children
- Reading Environments
- The Power of Picture Books
- Technology in Early Reading and Writing Instruction
- Early Literacy Strategies and Practices
- Literacy Assessment
- Concepts of Assessment
- Early Literacy Assessment Cycle
- Interactive Assessment Cycle
- Informal Assessment
- Observation
- Self-Assessment
- Interaction
- Formal Assessment
- Authentic Literacy Assessment
- Assessment Criteria
- Reading Running Records and Miscue Analysis
- Informal Reading Inventories
- Portfolio Assessment
- Readability and Matching Readers to Text
- Assessment of Early Literacy Skills
- Creative Drawings in Early Literacy
- Literacy Assessment Strategies and Practices
- Engaging learners in Literacy
- Phonics and Word Identification
- Reading Models for Literacy Development
- Top-Down Reading Model
- Bottom-Up Reading Model
- Comprehensive Reading Model
- Language Development and Word Identification
- Effective Environments for Early Literacy Instruction
- Environmental Print Immersion
- Responsibility: Taking Care of the Earth
- Engagement and Approximation with Writing
- Foundational Skills of Early Literacy
- Letter Knowledge
- Sight Words
- Print Awareness
- Phonemic Awareness
- Phonics Skills and Instruction for Beginning Readers
- Literacy Strategies and Practices for Phonics and Word Identification
- Vocabulary Development and Instruction
- Concepts of Vocabulary Development
- Sight and Meaning Vocabulary in the Early Literacy Curriculum
- Teaching Vocabulary Skills through Children’s Literature
- Vocabulary Knowledge Charts
- Vocabulary Strategies for Young Children
- Respect
- Humor, Novelty, and Innovation
- Touch
- Movement
- Eye Anchors
- Validation
- Vocabulary Self-Collection Strategy (VSS)
- Teaching Meaning Vocabulary through Important Words
- Teaching Vocabulary through Meaningful Discussions
- Vocabulary Instruction for English Learners
- Vocabulary Flash Cards
- Connecting Visuals with Text
- Using Wordless Picture Books with English Language Learners
- Types of Vocabulary Assessment
- Literacy Strategies and Practices for Vocabulary Development
- Reading Comprehension
- Reading Comprehension Concepts
- Factors That Impact Comprehension Instruction
- Strategies for Reading Comprehension
- Motivation for Literacy Engagement
- Literacy Strategies for Motivation
- Comprehension Instruction in the Common Core State Standards
- Close Reading
- Text Complexity and Struggling Readers
- Comprehension Strategies for Children’s Literature
- Book Talks
- Jackdaws
- Open Mind Portrait
- Quick Write or Quick Draw
- Literacy Strategies and Practices for Reading Comprehension
- Writing and Spelling Development
- Writing and Spelling Concepts
- Connections between Reading and Writing
- Stages of Spelling Development
- Stage 1: Emergent Spelling
- Stage 2: Letter-Name Spelling
- Stage 3: Within-Word Pattern Spelling
- Stages of the Writing Process
- Stage 1: Prewriting
- Stage 2: Drafting
- Stage 3: Revising
- Stage 4: Editing
- Stage 5: Publishing
- Components of Writing Workshops with Arts Integration
- Mini-Lessons
- Writing Practice
- Writing Conferences
- Writing Process and Art
- Writing Traits
- Literacy Strategies and Practices for Writing and Spelling Development
- Interacting Creativity with Literacy
- Family Literacy and Classroom Connections
- Family Involvement in the Literacy Curriculum
- Home and School Partnerships to Build Creativity
- The Start of the School Year
- Creative Learning Spaces
- Strategies for Collaboration and Differentiated Literacy Instruction
- Literacy and Collaboration
- Differentiated Reading Model
- Creativity and Imagination in Literacy Groups
- Ideas for Documenting Literacy Learning
- Project-Based Learning
- Libraries and Literacy Centers for Creative Exploration
- Literacy Centers
- Literacy Strategies and Practices for Family Literacy and Classroom Connections
- Diverse Learners and Literacy
- Diverse Learners and Literacy Concepts
- Language and Vocabulary Development
- Literacy Instruction for Diverse Classrooms
- Differentiated Instruction and Response to Intervention (RTI)
- The Value of Multicultural Literature for Learning about Cultural Diversity
- Teaching Children with Special Needs
- Gifted and Talented Children
- Planning Curriculum for Children with Special Needs
- Autism Spectrum
- Attention Deficit/Hyperactivity Disorder
- Literacy Strategies and Practices for Diverse Learners
- Teaching Literacy Through the Arts
- Arts and Literacy Concepts
- Connections between Literacy and the Arts
- Emergent Graphic Symbol System
- Vocabulary Development in the Arts
- Integration with the Arts
- Artistic Experiences for Early Literacy
- Creating Books with Children
- Creativity in Literacy
- Literacy Strategies and Practices for Arts Integration