SRJC Course Outlines

3/29/2024 6:40:01 AMCHLD 55.5 Course Outline as of Fall 2004

Changed Course
CATALOG INFORMATION

Discipline and Nbr:  CHLD 55.5Title:  FOUND. OF LANG. AND LIT.  
Full Title:  Foundations of Language and Literacy
Last Reviewed:4/10/2023

UnitsCourse Hours per Week Nbr of WeeksCourse Hours Total
Maximum3.00Lecture Scheduled3.0017.5 max.Lecture Scheduled52.50
Minimum3.00Lab Scheduled017.5 min.Lab Scheduled0
 Contact DHR0 Contact DHR0
 Contact Total3.00 Contact Total52.50
 
 Non-contact DHR0 Non-contact DHR Total0

 Total Out of Class Hours:  105.00Total Student Learning Hours: 157.50 

Title 5 Category:  AA Degree Applicable
Grading:  Grade or P/NP
Repeatability:  00 - Two Repeats if Grade was D, F, NC, or NP
Also Listed As: 
Formerly:  CHILD 55.5

Catalog Description:
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This course will prepare students to enhance the literacy outcomes of young children by increasing their knowledge of literacy development within cultural contexts.  Attention will be given to evaluating quality literature for young children.  Appropriate classroom and home learning activities will be planned and demonstrated.  Emphasis will be placed on strategies to assist parents in providing appropriate literacy experiences for children.

Prerequisites/Corequisites:


Recommended Preparation:
CHLD 10, or CHLD 110.1 and 110.2; and ENGL 100 or ESL 100.

Limits on Enrollment:

Schedule of Classes Information
Description: Untitled document
This class provides an overview of research-based principles that provide a strong foundation for early literacy skills within a developmentally appropriate approach for young children. Creating and planning learning activities is an integral part of the course.
(Grade or P/NP)

Prerequisites:
Recommended:CHLD 10, or CHLD 110.1 and 110.2; and ENGL 100 or ESL 100.
Limits on Enrollment:
Transfer Credit:CSU;
Repeatability:00 - Two Repeats if Grade was D, F, NC, or NP

ARTICULATION, MAJOR, and CERTIFICATION INFORMATION

Associate Degree:Effective:Inactive:
 Area:
 
CSU GE:Transfer Area Effective:Inactive:
 
IGETC:Transfer Area Effective:Inactive:
 
CSU Transfer:TransferableEffective:Spring 1989Inactive:
 
UC Transfer:Effective:Inactive:
 
C-ID:

Certificate/Major Applicable: Not Certificate/Major Applicable



COURSE CONTENT

Outcomes and Objectives:
At the conclusion of this course, the student should be able to:
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Upon completion of this course, students will be able to:
1. Define literacy and emergent early literacy.
2. Define and describe positive teaching practices that best promote and
  support expressive language with young children in a classroom
  environment.
3. Plan and evaluate engaging classroom activities that incorporate play
  to support reading and writing development based on a developmental
  continuum.
4. Create and design goals and lesson plans that will incorporate the
  developmental continuum of reading and writing experiences for young
  children.
5. Demonstrate scaffolding teaching strategies to support literacy
  development in the classroom.
6. Analyze the processes of play that enhance emerging literacy.
7. Demonstrate effective literacy strategies in working with second
  language learners.
8. Analyze and critique appropriate literature and other learning
  materials for diverse learners, including those with special needs.
9. Design strategies to involve families in supporting language and
  literacy with young children.

Topics and Scope
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I.   Early Literacy Theory and Issues
    A. Quality of children's early experiences
    B. Development of motivation for children to read
    C. Families as partners in children's literacy success
    D. Interrelatedness of speaking, listening, reading, and writing
    E. Teacher's role in promoting language and early literacy
    F. Best practices of teaching
    G. Defining early literacy
II.  Assessment and Developmental Continuum
    A. Birth through eight years of age
    B. Adaptation of teaching/learning experiences to children's needs
    C. Utilizing family information and support
    D. Achievable, challenging learning goals for young children,
       including children with disabilities and special learning needs
    E. Intentional goal settting for groups and individuals
    F. Systematic assessment of young children's literacy learning -
       observations, informal and formal
    G. Developing and maintaining children's motivation to read
    H. Importance of families as partners
    I. The role of the teacher in promoting language and early literacy
III. Environments for Literacy Learning Experiences
    A. Designing environments for different age groups
    B. Integrating technology
    C. Teacher's role in intentionally utilizing the environment
IV.  Curriculum and Teaching
    A. Providing meaningful and developmentally appropriate curriculum
    B. Infusion of literacy skills in all areas of the curriculum
    C. Integration of children's cultures and languages
    D. Scaffolded instruction, definition, and practice
    E. Effective teaching strategies to motivate children to read and
       write.
V.   Literacy Enhanced Play
    A. Environment and materials
    B. Teacher's role - three approaches
    C. Acquisition of literacy skills through play
    D. Learning elements of narrative dramatic play and dramatization of
       stories
    E. Connection between play, literacy, learning and curriculum studies
    F. Props, themes, and teaching interaction strategies
VI.  Integration of Language Arts
    A. Speaking and Listening
       1. Definitions of oral, expressive, and receptive language
       2. Continuum of language - infancy through age eight
       3. Modeling for children's development, adult to child and child
          to adult
       4. Effective approaches for teaching English and second language
          learners
       5. Strategies to promote language learning, including children
          with special needs
       6. Vocabulary and language development across the curriculum
       7. Supporting language through information books, experiments, and
          project work
    B. Reading
       1. Continuum of reading development, infancy to eight years
       2. Effective strategies for reading aloud
       3. Inclusion of cultural and individual differences including
          second language learners
       4. Criteria for selecting quality developmental and culturally
          appropriate books and materials
       5. Analyzing for bias in materials and books
       6. Engaging families in reading and related activities
       7. Print awareness and book handling skills
       8. Strategies for engaging children with a variety of books
       9. Use of large group, small group, and individual reading
          strategies
      10. The development of phonological awareness
      11. Alphabetic principles
      12. Promoting reading for children with special needs
    C. Writing
       1. Continuum of writing development from infant to eight years.
       2. Interrelationship of reading and writing
       3. Planning developmentally appropriate writing activities
       4. Sustaining motivation to write
       5. Promoting writing for children with special needs
       6. Strategies to support phonemic awareness, alphabetic knowledge,
          and concepts of print
       7. Daily writing in the classroom to promote creative expression
          and communication
       8. Writing individual name

Assignments:
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Homework:
1. Weekly reading assignments of texts and related materials given in
  class with written personal reflection and practical application for
  supporting literacy with young children and their families noted in
  journal. Approximate length four to six pages each week.
2. Analyze and critique ten books/stories presenting a written evaluation
  and summarization of cultural awareness and possible bias utilizing
  specific criteria given in class.  Term paper approximate length 7-10
  pages. May also be incorporated as a part of the integrated curriculum
  unit.
3. Design and present a two week integrated language arts curriculum using
  literature as the central theme following a teacher and student designe
  checklist and rubric. (Written homework.)
In Class Work May Include:
4. Demonstration and presentation of home and classroom literacy lesson
  plans and activities incorporating emergent developmental reading,
  listening and writing activities based on theory and research noted in
  texts and reading.
5. Informal presentations which will utilize clear organization and
  effective communication skills as defined by teacher and student
  generated rubric.
6. Analyzing children's literature for meeting the needs of second
  language learners and special needs children utilizing a provided
  rubric based of current research.
7. Evaluation and comparison of sample children's books for bias as
  demonstrated by short written and oral summaries for class.
8. Designing and utilizing rubrics, assessments, portfolios, and checklist
  for evaluation of class projects and observations.
9. Group work identifying strategies to involve families in supporting
  emergent literacy as demonstrated by a clear written summary and group
  presentation to the class.
Field Work May Include:
1. Analyzing the processes of play and structured learning type activities
  that promote emergent literacy that meet the developmental ages and
  need of all children.
2. Working with young children in presenting a literacy activity in a home
  or school setting utilizing one of the lesson plans written in the
  integrated curriculum assignment.

Methods of Evaluation/Basis of Grade.
Writing: Assessment tools that demonstrate writing skill and/or require students to select, organize and explain ideas in writing.Writing
20 - 45%
Written homework, Reading reports, Term papers
Problem solving: Assessment tools, other than exams, that demonstrate competence in computational or non-computational problem solving skills.Problem Solving
0 - 0%
None
Skill Demonstrations: All skill-based and physical demonstrations used for assessment purposes including skill performance exams.Skill Demonstrations
10 - 30%
Class performances, Field work, Report and demonstrate field work experiences.
Exams: All forms of formal testing, other than skill performance exams.Exams
0 - 0%
None
Other: Includes any assessment tools that do not logically fit into the above categories.Other Category
25 - 50%
Weekly journal, class attendance, participation, and group work


Representative Textbooks and Materials:
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Textbooks Recommended:
 Burns, Griffin, Snow, Editors. Starting Out Right: A Guide to Promoting
Children's Reading Success. National Research Council, Washington, D.C.
National Academy Press, 1999.
 Lilly, Elizabeth & Green, Connie. Developing Partnerships with Families
Through Children's Literature. Prentice Hall, 2004.
 Neuman, Susan, Copple, Carol & Bredekamp, Sue. Learning to Read and
Write, Developmentally Appropriate Practices for Young Children. National
Association for the Education of Young Children, 2000.
Supplemental Texts:
 Christie, James, Enz, Billie & Vukelich, Carol. Teaching Language and
Literacy, Preschool Through the Elementary Grades. Pearson Education Inc.,
2003.

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