COLLEGE OF SAINT MARY

ECE 232:  Language Arts in Early Childhood Education

Spring 2008   Time:  TR 11:00 – 11:50 a.m.  Rm:  256  Credits:  2

DESCRIPTION OF COURSE:

Students learn to select, plan, organize and evaluate activities that facilitate language skills development in reading, writing, speaking and listening.  Theories in language acquisition are presented.  This course includes instruction in skills and strategies for teaching and integrating extensive reading and writing skills, and instruction in teaching and guiding students in reading for enjoyment and understanding.  This course includes one hour per week field practicum.

STUDENT OUTCOMES:

Upon completion of written and oral assignments, opportunities for discussion and demonstration, projects, exams and practicum experiences, the student will:

(Course content in Language Arts in Early Childhood  meets NAEYC Standards1.1, 1.3, 1.3.1, 1.3.2, 2.1, 2.1.1, 2.1.2, 2.1.6, 2.1.8, 6.1, 6.2.; NE Dept. of Education requirements 006.13A,  006.13B1-B3, 006.13D1-D4, and INTASC Standards One: Subject Matter, Two: Student Learning, Three: Diverse Learners, Four: Instructional Strategies, Five: Learning Environment and Seven: Planning Instruction.)

INSTRUCTIONAL PROCEDURES AND METHODS OF PRESENTATION:

1.                  Readings.

Required Texts:

*Macado, J. (2007).  Early childhood experiences in language arts: Early Literacy (8th ed).  Delmar Publishing Co.

Resource Binder:

Students are expected to download relevant content standards and position statements including the Nebraska Early Learning Guidelines 0-3 and NELG 3-5, Nebraska Content Standards for K-3 (See CSM Education website) and the following NAEYC Position Statements:

Learning to Read and Write: Developmental Appropriate Practice for Young Children  http://www.naeyc.org/about/positions/pdf/PSREAD98.PDF

Responding to Linguistic and Cultural Diversity: Recommendations for Effective Early Childhood Education

http://www.naeyc.org/about/positions/pdf/PSDIV98.PDF

Screening and Assessment of Young English-Language Learners

http://www.naeyc.org/about/positions/pdf/ELL_SupplementLong.pdf

Downloads and articles distributed or assigned in class must be placed in a 3-ring Resource Binder.  Relevant content standards must be placed in the binder.  The Resource Binder will be submitted for review at the end of the semester.

2.                  Written Assignments.

A.     Lesson Plans:  Four (4) lesson plans with one (1) for each of the following areas in Language Arts: Listening, Speaking, Reading, Writing.  Each plan must include: Title, Grade Level, Integrated Disciplines, Standards and Objectives; Assessment; Materials, Procedures, Closure; and References.  Lesson Plan Creator will be used for completion of class assignments. (Lesson Plans MUST be included in your Education Portfolio).

B.  Visitation/Reaction Papers:  Following any field trip/visitation, a one-page typewritten paper describing first impressions and evaluations of the site must be submitted within one week from the visit or guest speaker event.

C.     Annotated Bibliography:  A brief review of references pertinent to the curriculum areas presented in class.  (Specific format to be shared in class.)  Must include 3 – 4 references in each of the following Language Arts areas:

Reading

Writing

Speaking/Listening

Visual Aids/Flannelboards

D.     Unit Web:  A written plan of activities related to a central theme.  (Format shared in class.)  (MUST USE INSPIRATION SOFTWARE and MUST be included in your Education Portfolio).

E.  Language Transcript:  The student must audiotape a child between 2 ½ and

     4 ½ years of age engaging in an informal conversation with other children or

    the student.  A typed transcript of at least 10 minutes of the tape (no longer than

    two or three pages) must be submitted.

F.      Practicum Assignments:  Each student is required to complete written assignments during practicum hours.  To receive full credit, the student must complete all required observations, submit a copy of the student log and have cooperating teachers complete final evaluations.

*Speaking/Listening Observation

                        *Self-Portrait (Dictation/Writing)

                        *Writing Sample Critique

                        *Reading Instruction Evaluation

3.         Teachings : 

A.  Simulated Teachings:  The student will teach two (2) lessons in class in 

1)      Speaking or Listening and 2) Reading or Writing.  The lessons may incorporate more than one of the areas.  Lesson plans completed for class may be used.

B.     Field Teachings:  The student will teach two (2) lesson at their field site in

Language Arts.  The lesson plans required above (2A) may be used but must be approved and signed by the cooperating teacher.  A written site teaching evaluation must be submitted for each. Reflections MUST be added to the Lesson Plan taught prior to submission.

4.      Tests:  Two exams will be given during the semester; each covering approximately one-half

of the course content.  Make-up examinations can only be scheduled through the

instructor and will be approved ONLY when prior notice is given for an excused

absence.

5.      Project Requirements:

A.      Language Arts Visual Aid: The student will prepare one visual aid that could be used in a language arts lesson:  flannelboard stories, song or language charts, etc.  (More information given in class.)

            B.   Writing Portfolio:  The student will collect a minimum of six (6) writing  

samples  from a targeted child from the practicum setting.  Students will complete an Analysis Sheet on each sample in order to assess the child’s skill level.  (Analysis Sheet format shared in class.)

6.      Class lecture and discussions.

7.   Field Trips/Visitations/Speakers.

8.      Videotapes and other media as appropriate.

9.  Appropriate use of instructional technology is integrated into instruction of content and 

       pedagogy.

EVALUATION PROCEDURES AND GRADING:

1.         Participation in class discussions and projects.               20 percent

            As expected, attendance is an important part of

            participation.  It will also be essential that reading

            assignments be completed in order to fully

            understand class lectures and discussions.

            Absences and punctuality will be considered in

            assessing acquisition of knowledge, skills and values.

2.                  Written Assignments:  These assignments help to                       25 percent

demonstrate understanding of concepts presented

in class.

Lesson Plans                            5 percent

Reaction Papers                       5 percent

Annotated Bibliography            5 percent

Unit Web                                 5 percent

Transcript                                 5 percent

3.         Practicum Assignments                                                 15 percent

4.         Teachings.                                                                                15 percent

                        Simulated Teachings                   5 percent

                        Field Teachings             10 percent

5.         Tests.                                                                                       15 percent

6.         Projects                                                                                    10 percent

                        Visual Aid                                  5 percent

                        Writing Portfolio                         5 percent

_________

100 percent.

Grading:           A = 93 – 100

                                                            B = 84 -   92

                                                            C = 70 -   83

                                                            D = 60 -   69

                                                            F = below 60

Other Considerations:

            Classroom Behavior

            Please arrive on time and practice courteous behavior in the classroom.  Please do not engage in conversations while someone else is talking or otherwise disrupt class lecture, discussions or activities.  Cell phone ringers should be turned off to avoid disruptions and verbal or text communications should not occur during class. 

Students should come to class ready to be actively engaged in learning.  This includes bringing textbooks, assigned articles, writing materials, notebooks or PowerPoint presentation printouts (if available for the course).  Class assignments MUST be submitted on the due date indicated on the course syllabus.  Late assignments WILL NOT be graded.  Exceptions to this policy will be rare and will be handled on an individual basis.

Courtesy, good time management and collaborative skills are important to success in the work world and should be practiced in the classroom as well.  You will be expected to participate in small group activities and be an active team member when working with other students in class.

            Oral and Written Competencies:

            Professionals must be able to express themselves adequately in oral and written form.  All written work will be evaluated for quality of content and appropriate syntactical structures.  Written work that shows evidence of limitations in these areas will be returned for editing and resubmission.  Oral expression will also be evaluated and addressed within individual conferences.

            Academic Honesty:

            Plagiarism, defined as the use of another’s words and ideas as one’s own, does not benefit students.  It creates dependencies that are non-productive.  References must be cited and quotation marks used in direct quotes.  Crediting authors with ideas in paraphrasing and rearranging is effective writing.  Academic dishonesty includes cheating on exams or quizzes, representing someone else’s work as your own work or working jointly on a project that is expected to represent only one student’s original and individual work.   Evidence of plagiarism or academic dishonesty in all institutions carries serious consequences, such as loss of grade and standing.  These are serious offenses and will not be tolerated.  If a student is guilty of academic dishonesty, it is noted in the student information database and becomes a part of her academic record and is available to advisors and faculty.

            Academic Assistance:

In addition to teacher-student conferences and feedback, academic assistance is available within the Achievement Center.  Students should become acquainted with these services and seek assistance in areas that would be beneficial for them.

If you have a certifiable learning or physical disability and require special accommodations please call the Achievement Center at 399-2366.  Considerable lead time is required for some accommodations so it is important the request is received in the Achievement Center ADA office as early in the semester as possible.  Please Note: YOUR REQUEST WILL BE HANDLED CONFIDENTIALLY.

Declaration of Open Discourse

In the spirit of intellectual inquiry, College of Saint Mary is committed to the exchange of diverse ideas and viewpoints.   In this environment, honest discourse is valued; demeaning remarks are not tolerated.  Each member of the campus community is encouraged to:

·        Recognize the basis of her or his own assumptions and perspectives,

·        Acknowledge the assumptions and perspectives of others,

·        Promote understanding and respectful dissent.

TENTATIVE COURSE SCHEDULE

DATE                                               TOPIC                                  ASSIGNMENTS

NOTE:  All practicum materials including site evaluations by the student, evaluations by cooperating teachers & log of hours must be submitted by Final Exam period.

NOTE:  Items required for Education Portfolio submission MUST be uploaded to the student’s Portfolio by the scheduled Final Exam time.  Deductions in courses assignments will be made for items missing from the portfolio.