Frederick Community College

 

ECD 230 Language and Literacy in Early Childhood

SUMMER 2011

 

Class begins:  6/6

 

Class ends:  8/1

Last Day to Withdraw: 7/13

 

You must send your email address to the instructor before class begins

 

Instructor Information:

 

 

Name:   Delaine Welch

Office:  H 232

E-mail:  dwelch@frederick.edu

Phone Number:  301 846-2559

Office Hours:  by appointment

Campus Mail Box #:  165

           

Course Information:

 

Credits:  3

On-campus Meetings:  none

On-campus Exams: 

Prerequisites:  EN 52

Corequisites: 

 

Course Description:

Designed for adults who are responsible for the care, development and teaching of young children from birth to eight years old in primarily an early childhood setting. This course is a study of the development of oral language by young child, the relationship between language and development and emerging literacy, and the structuring of the learning environment for the child from birth to eight years.

 

 

 

 

Core Learning Outcomes:

  1. Discuss the influence of oral language, reading, writing and literature on literacy development.
  2. Review a variety of children’s literature along with identifying methods using literature to enhance language development
  3. Summarize each stage of language development and examine strategies for  facilitating language
  4. Demonstrate an understanding of common language disorders in young children
  5. Create and present developmentally appropriate activities that encourage growth in Language Arts for an Early Childhood classroom

 

 Instructional Methods:

This class meets half online and half in class. The methods will include online discussions, projects, lecture, group work.

 

 

 How is this course organized:

Weekly assignments, discussion board and assignments.

.

 

Text(s) for Course: Early Childhood Language Arts- Jalongo, 5 ed.

 

 

www.myeducationkit.com

 

 

All work will be handed in through digital drop box if we are not meeting when it is due. Work in digital drop box must be saved as Microsoft word or Rich Text Format.

I will only accept work a week late and it will lose one letter grade. After a week the work will not be accepted.

 

  1. Attendance/Participation: Students are expected to attend each class coming prepared to discuss the assigned reading. Make up work will be accepted at the Instructor’s discretion. It is imperative that students contact Instructor upon missing class within a day or two of the absence if they want the opportunity to make up any missed work. Attendance: 10 pts each class. Absolutely no on campus session can be missed. If for some unforeseen reason a student has to miss student will have to complete make up work.
  2. Muddiest Point: Students will post on discussion board under muddiest point the weeks we do not meet this is place for discussion of our readings.
  3. Compile an Anthology of 15 children’s books on 5 x 7 cards. The FCC library has a collection

              Of children’s books. Include on each card:

               Student Name

               Title of Book

               Author

              Summary of book

              Appropriate Developmental age

             Theme

             Characters

                    Introduction to book –what would you do to introduce it to the children?

                    Follow up- what activity would you do to follow up the book?

                   Students must have two books that focus on diversity or disability or social issue.

  1. Discussion board online: The topic for each discussion is described in the week's assignment. There will be three discussion boards. Each board will have a topic or assignment for students to do. The students will complete their answer or work and post in a NEW THREAD for their large posting his/her answer. The student will then respond (hit reply) to at least 3 other students for maximum points.
  2. Create and present one developmentally appropriate activities that encourage growth in language arts.  Focus on activities/projects that encourage growth in listening (auditory discrimination); reading/seeing (visual discrimination); speaking and writing (not actual letter writing but activities that promote growth in reading readiness. Refer back to Activities I as a refresher if necessary. This one will be presented. Bring materials for a group of 5 students. Write a lesson plan for each including: Title, Developmental level, Objective ( has to be measurable), Materials , Introduction, Procedure, Closure, Check for Understanding
  3. Final Exam – will cover the semester’s readings and in class discussion.

 

 

Tests / Papers / Projects

Point Value

Final Grade Scale

Discussion boards (3)

 

 

Book Anthology (15) x 20 points each

 

 

Developmentally appropriate lesson w/materials (1)x 50

 

 

Take Home Final (1)x 50 points:

Reflection

 

 

Attendance (4)x 10points

 

 

 

Muddiest Point (3) weeks 10 pts. each

 

409-455  A

364-408  B

318-363   C

273-317   D

272     F and below

 

 

 

45 points

 

 

150 points

 

 

 

50points

 

 

 

50 pts

 

 

40 points

 

 

 

30 points

 

 

 

135 points

 

 

150

 

 

 

50

 

 

 

50 points

 

 

40 points

 

 

30 points

 

 

 

 

 

 

If the graded performance for online assignments differs significantly from the grade average for proctored assignments, the instructor reserves the right to administer additional tests.

 

  Email Policy:

 

Email is an instructional tool essential to student-instructor and student-student communication. In the Blackboard environment by default, your email address is available to all students in this course.

However, students are permitted to use email addresses of other students in this course only for the purpose and the duration of this course.

Students who are concerned about the privacy of their personal email address are reminded of commercially available products that allow them to create unique email addresses specifically for the purpose and duration of this course.

The instructor can be expected to respond to regular student email inquiries (grades, posted assignments, and tests excluded) within the time frame of 24 to 48 hours.

 

Academic Honesty:

 

Work in this course is subject to the provisions of the FCC Code of Academic Honesty. Plagiarism in any form will not be tolerated. As a student, it is your job to practice academic honesty at ALL times.  Make sure that all sources, particularly Internet sources, get proper credit for quotations, paraphrases, and ideas. 

You must send your Academic Integrity Pledge to the instructor. The form is available at http://courses.frederick.edu/_utilities/regform.htm
 

 
 

 

Student Services

 

A variety of services are available to assist students in succeeding at FCC. Students can learn more about these services by visiting the Student Services web page: http://www.frederick.edu/student_services/index.aspx.

Students with disabilities who are in need of accommodations or who have questions related to disabilities services should contact the Services for Students with Disabilities (SSD) office at 301-846-2408. Students can learn more about these services by visiting the Services for Students with Disabilities web page: http://www.frederick.edu/student_services/disability.aspx.
 

 Participation Policy:

 

 

(1)    The course level class participation policy is designed to support the learning process. For a hybrid course participation includes attending on campus meetings and participating weekly online.

(2)    To maintain the highest quality of academic work, the course level class participation policy encourages and expects the student to participate fully in all course activities.

(3)    In case of serious illness, emergency, religious holidays, or participation in official college functions, students remain responsible for completing the requirements of the course.

(4)    If  participation components cannot be met due to serious illness, emergency, religious holidays, or participation in official college functions, the instructor may explore make-up opportunities in different class participation formats as warranted).

 

NOTE:  your instructor reserves the right to make changes to this outline as needed.

 

 
Topical Outline (HYBRID COURSES)

 

Week

SUBJECT

ACTIVITY ONLINE

ON-CAMPUS ACTIVITY

Week 1

Mon. to Mon.

6/6-6/12

Chapter 1 Appreciating Diversity in Children's Language

 

 

Post under Who is Who

 

Do Muddiest Point one from Mon. to Mon

 

. Research for Discussion bd. 1

 

 Meet in class 6/11

Go over syllabus

Go over blackboard site and activities

 

 

Week 2

6/13-6/19

 

 

 

Read Ch. 2  Chapter 2 Optimizing Every Child's Language Growth through Family Literacy

Read Chapter 3- Understanding Language Development During Early Childhood

 

 

 

 

 

 

 

Do discussion board 1 from Mon. to Mon

 

 

 

 

Meet on campus 6/18

Week  3

6/20-6/26

 

 

Ch. 4- Helping Young Children to Become Better Listeners

Ch. 5- Supporting the Speaking Abilities of the Very Young

 

 

 

 

 

 

Do Muddiest Point 2 Mon. to Mon.

 

 

 

Week 4

6/27-7/3

 

 

 

Ch. 6 Using Narrative and Expository Texts to foster growth in literacy

 

Ch. 7 Fostering Growth in Emergent Literacy

 

 

Muddiest Point 3

 

 

 

 

 

 

 

 

Week 5

7/4-7/10

 

 

 

Chapter 8 Supporting Early and independent reading

 

Ch. 9 Leading Young Children to Literacy

 

 

Discussion board 2

 

 

 

Week 6

7/11-7/17

 

 

 

 

 

 

 

 

Ch. 10 Drawing and Writing to communicate

 

 

Ch. 11 Understanding Media influences and applying technology

 

 

 

 

Meet  on 7/16

 

 

 

Lesson Plan due and presented

 

 

Week 7

7/18-7/24

 

Ch. 12  Designing and Managing a Language Arts program

 

 

 

 

 

 

 Discussion board 3 mon. to mon.

 

 

 

 

 

Final will be posted on 7/24 due on 7/30

Week 8 7/25-7/31

 

 

 

 

 

Read Ch. 13 Documenting Children’s progress in the language arts

 

 

 

Meet in class 7/30

Book Anthology Due