George Mason University
Graduate School of Education
UTEEM Early Childhood Program

Instructor:  Dr. Julie Kidd                                             E-Mail: jkidd@gmu.edu         
                        MSN 4B3                                                  Phone Number: 703-993-8325
                        Graduate School of Education                    Fax Number: 703-993-2013
                        George Mason University                           Office: Prince William I, Room 213
                        Fairfax, VA  22030             

Required Texts

• May, F. (1998). Reading as communication. (5^th ed.). New York: Macmillan.
• Peregoy, S. F., & Boyle, O. F. (2000). Reading, writing, & learning in ESL. (3^rd ed.) New York: Addison Wesley Longman.
• Routman, R. (2000). Conversations: Strategies for teaching, learning, and evaluating. Portsmouth, NH: Heinemann.

Selected readings and children’s books

Recommended Texts

• American Psychological Association. (1994). Publication manual of the American Psychological Association. (4^th ed.). Washington, DC: Author.
• Dyson, A. H., & Genishi, C. (1994). The need for story: Cultural diversity in the classroom and community. Urbana, IL: National Council of Teachers of English.
• Fountas, I. C., & Pinnell, G. S. (1996). Guided reading: Good first teaching for all children. Portsmouth, NH: Heinemann.
• Johnston, P. H. (2000). Running records: A self-tutoring guide. York, ME: Stenhouse. **Includesaudiotape.

Children’s Literature

An assortment of quality children’s literature that can be read to, by, and/or with K - 3 students

Blackboard

  Blackboard is an online resource that will be used during EDUT 613. Throughout this semester, we will become familiar with the software and will use particular components as appropriate.

To access Blackboard-GSE enter the URL http://blackboard.gmu.edu into your browser location field.

Language and Literacy Development in Diverse Learners (K - 3)
EDUT 613 (3 Credits)

Course Purpose

This course is one component strand for the UTEEM Early Childhood program, a triple-licensure, teacher-preparation program. This program provides an integrated approach to preparing teachers who will work with children of diverse backgrounds and needs in a variety of settings from a community-based perspective. The participating students are enrolled in the program on a full-time basis. This course is taught in conjunction with three other courses offered the same semester along with a full-time field placement.

Course Objectives

1.      Integrate the four areas of language arts (reading, writing, speaking, and listening) across the curriculum for authentic purposes combined with a holistic view of learning.

2.      Develop and apply knowledge of the stages of literacy in conjunction with appropriate instructional materials and techniques for the K-3 learner.

3.      Analyze, synthesize, and apply knowledge of recent research to teaching practices in literacy development.

4.      Write a narrative using the writing process approach.

5.      Apply a variety of instructional approaches in response to the needs of diverse students in a culturally and developmentally sensitive manner.

6.      Design and develop literacy activities that support and enrich home, community, and school interactions for the K-3 learner.

7.      Nurture joyful literacy in order to develop a community of life-long learners.

Relationship to Program and Professional Standards

This course is one of three language and literacy courses that are offered as part of the UTEEM Early Childhood master’s degree and triple-licensure program. The program specifically addresses the licensure standards established by the Commonwealth of Virginia, as well as the standards established by related professional organizations. These standards include the following:

·        Understanding of curriculum and instruction and the ability to implement instruction for diverse learners

·        Understanding of children in the context of family, culture, and community and of the role of the family in developing literacy

·        Understanding of the linguistic, sociological, cultural, cognitive, and psychological basis of the reading process

·        Understanding of the complex nature of language acquisition and reading including a knowledge of and proficiency in teaching (a) phonological awareness, (b) phonics, (c) how phonics, syntax, and semantics interact as the reader constructs meaning, (d) a wide variety of comprehension strategies, and (e) strategies to increase vocabulary

·        Understanding of and proficiency in teaching reading in the content areas, including a repertoire of questioning strategies in literal, interpretive, critical, and evaluative comprehension

·        Understanding of the importance of promoting independent reading and reading reflectively by selecting quality literature, including fiction and nonfiction, at appropriate reading levels

• Understanding of and proficiency in teaching the knowledge, skills, and processes necessary for developing children’s writing, including grammar, punctuation, spelling, syntax, etc.
• Understanding of and proficiency in teaching systematic spelling instruction, including awareness of the purpose and limitations of “invented spelling,” the connection between the stages of language acquisition and spelling, orthographic patterns, and strategies for promoting generalizations of spelling study to writing
• Understanding of and the ability to promote creative thinking and expression, as through imaginative writing, etc.

·        Understanding of speech and language development and intervention methods, including the effects of disabling and at-risk conditions on young children

·        Understanding of and ability to guide students in their use of technology for both process and product as they work with reading, writing, and research

·        Understanding of the knowledge, skills, and processes to support learners in achievement of the Virginia Standards of Learning in English

·        Understanding of and proficiency in the use of assessment and screening measures (formal and informal) for language proficiency, concepts of print, phoneme awareness, letter recognition, sound-symbol knowledge, single word recognition, decoding, word attack skills, word recognition in context, reading fluency, and oral and silent reading comprehension

·        Understanding of and proficiency in the knowledge, skills, and processes necessary for teaching oral language (including listening and speaking)

General Requirements

1.      The completion of all readings assigned for the course is assumed. Because the class will be structured around discussion and small group activities pertaining to literacy from kindergarten through third grade, it is imperative that you keep up with the readings and participate in class.

2.      Class attendance is important. If, due to an emergency, you will not be in class, you must call the instructor and leave a message.

3.      The university requires that all pagers and cell phones be turned off before class begins.

4.      It is expected that assignments will be turned in on time (the beginning of the class in which they are due). However, it is recognized that graduate students occasionally have serious problems that prevent work completion. If such a dilemma arises, please speak to the instructor in a timely fashion.

Note: This syllabus is subject to change based on the needs of the class. If you need course adaptations or accommodations because of a disability, need, or special circumstance, please inform your instructor as soon as possible.

Course Requirements

Nature of Course Delivery

This course utilizes a seminar format. Students attend each class for six hours. Students are expected to complete all class readings prior to each session so as to engage in active dialogue and sharing of ideas. Activities will include small group discussions and presentations, whole class sharing, and reflection through journaling and quick writes. Students are expected to utilize their course readings during class sessions to respond to thought questions and engage in productive learning. Students are expected to integrate course readings and class information into their written assignments to demonstrate knowledge of content matter.

Participation

Because active participation and engagement is imperative for optimal learning, preparation for and participation in in-class activities will be evaluated based on the following criteria:

• Readings are completed prior to class as is evidenced by the ability to discuss and write about the concepts presented and examined in the texts.
• Outside preparation for in-class activities such as literature circles, book talks, sharing of written work, etc. is apparent as is evidenced by written materials brought to class and the ability to participate fully in related activities.
• Active involvement in in-class learning experiences is apparent as is evidenced by (1) participating in all activities, (2) engaging in small and large group discussions, (3) completing written work related to the activities, and (4) supporting the participation and learning of classmates.

Evidence of preparation for and participation in selected activities and experiences will be collected in the purple folders that are distributed and collected daily.

Guidelines for Written Assignments

All written assignments prepared outside of class will be evaluated for content and presentation as graduate-level writing. The American Psychological Association (APA) style will be followed for all written work. All written work unless otherwise noted must be completed on a word processor and should be proofread carefully. (Use spell check!) If you are not confident of your own ability to catch errors, have another person proofread your work. When in doubt, check the APA manual. Portions of the APA manual appear at the Style Manuals link on the GMU library web guide at http://library.gmu.edu/resources/edu/.

Expectations

1.      Present ideas in a clear, concise, and organized manner. (Avoid wordiness and redundancy.)

2.      Develop points coherently, definitively, and thoroughly.

3.      Refer to appropriate authorities, studies, and examples to document where appropriate. (Avoid meaningless generalizations, unwarranted assumptions, and unsupported opinions.)

4.      Use correct capitalization, punctuation, spelling, and grammar.

The University Writing Center (Robinson A114) 703-993-1200 is a free writing resource open to everyone involved in the George Mason community, including graduate students. The Writing Center offers individual, group, and online tutoring sessions in a comfortable, supportive atmosphere. GMU students may register for the On-Line Writing Lab (OWL), the distance arm of the Writing Center that allows students to submit papers electronically. Access to a writing tutor, plus assistance with writing, editing, and composition are available at http://writingcenter.gmu.edu.

Guidelines for the Language and Literacy Reflections

Assignment

Throughout your independent teaching during the intersession project and your full-time internship, you will write a series of reflections related to the language and literacy development of your students and the literacy-related experiences they encounter.

Purpose

The purpose of the reflections is to provide an opportunity for you to take time to think and write about your students’ literacy experiences.

Format

Five times throughout the intersession project and five times during your full-time internship, you will e-mail reflections to your instructor about your students’ language and literacy development and the literacy-related experiences with which they are engaged. The specific content of the reflections is open-ended because the reflections should represent your thoughts and reactions to your literacy experiences with the students. In each reflection, you should include (a) a brief description of the context or situation upon which you are reflecting, (b) your thoughts and reactions to and about the situation, and (c) thoughts about how it impacted your growth and learning.

Criteria for Evaluation

1.      The reflections meet the guidelines outlined above.

2.      Substantive thought, reactions, and ideas are evident in the reflections.

Guidelines for the Narrative

Assignment

Write a narrative about a personal experience that you would like to share with your classmates.

Purpose

The purpose of this assignment is to give you an understanding of the writing process. By experiencing writing first hand, you will be able to reflect on the process students undertake when writing in the classroom. Also, it will provide you with an opportunity to think about yourself as a writer.

Format

Keep all papers related to this project in the pockets of a purple, two-pocket folder. When the narrative is submitted, the folder will contain in-progress work on at least one story and the written work associated with at least one published story. The materials related to the published story should include, but are not limited to, evidence of the use of the following strategies:

1.      a planning sheet including the audience, purpose, topic, and form;

2.      a brainstormed list of possible topics or ideas for writing;

3.      a brainstormed list of ideas related to the selected topic;

4.      a mapping including the topic, main ideas, and sufficient details;

5.      a double-spaced draft written on one side of the paper with evidence of revising and editing;

6.      a final copy that is word processed and ready to be shared (single or double spaced);

7.      a self-assessment; and

8.      a reflection at least two pages in length on your own experience as a writer and how this project impacted your growth and learning (double spaced).

Criteria for Evaluation

1.      The narrative meets the guidelines outlined above.

2.      The draft is shared with peers, and peer feedback is taken into consideration as revision takes place.

3.      The final copy is written in a clear and professional manner and shows evidence of careful organization and editing.

4.      The project reflects an understanding of the writing process, and it is evident that the specific strategies indicated above have been implemented accurately and used effectively.

5.      Critical thought is evident in the self-assessment.

6.      Substantive thought, reactions, and ideas are evident in the reflection.

7.      The story is shared with classmates in an engaging manner.

Guidelines for the Literacy Component of the Integrated Project

Assignment

With your teammate(s), plan and implement a project based on student and teacher interest that incorporates children’s literature and provides integrated experiences that develop language and literacy in culturally, linguistically, and ability diverse young children. This is a project that spans all of the K-3 UTEEM course work.

Purpose

The purpose of this assignment is to (a) identify quality literature; (b) incorporate a variety of fiction, nonfiction, and poetry into an integrated project; and (c) integrate reading, writing, listening, and speaking throughout a project.

Format

Description of the Plan

The plan should include a database of at least 24 books representing fiction, nonfiction, and poetry that relate to the project and represent a variety of levels of difficulty. The database should include, but is not limited to, the following:

1.      bibliographic information (title, author, illustrator, copyright date, city of publication, and publisher);

2.      an identifier indicating whether it is fiction, nonfiction, or poetry;

3.      identifiers that will help database users access lists of books with related themes, topics, concepts, book levels, etc.

4.      pertinent notes about the book’s representation of diversity as appropriate; and

5.      a brief description of how the book might be incorporated into the unit.

In addition, your intent to incorporate and integrate reading, writing, listening, and speaking into the project should be evident throughout the “Description of the Plan.”

Implementation of the Plan

During the implementation of the project, reading, writing, listening, and speaking strategies should be incorporated into the project on a daily basis. Throughout the course of the two-week project, reading materials should be (a) highly visible and readily available to the students; (b) read with the whole class, in small groups, in pairs, and individually; and (c) an integral part of the project.

Criteria for Evaluation

1.       The description and implementation of the plan meet the guidelines outlined above.

2.       The plan is written in a clear and professional manner and shows evidence of careful organization and editing.

3.       The database includes quality literature that appeals to the diverse interests, backgrounds, and abilities of the students and is presented in a user-friendly format.

4.       Literacy-related materials are incorporated into the project in a variety of appropriate ways.

5.       Students are encouraged to read and consult books and other print materials throughout the project; therefore, materials representing a variety of genres and levels of difficulty are readily available in the classroom.

6.       Reading, writing, listening, and speaking are emphasized and integrated throughout the project.

Guidelines for the Language and Literacy Analysis

Assignment

Assess and analyze the language and literacy development of a selected student. Discuss instructional implications based on the results and analyses of the assessments. Reflect on the assessment process.

Purpose

The purpose of this assignment is to provide an opportunity to assess and analyze the language and literacy development of a student and to use the analysis to plan for meaningful instruction.

Format

You will select one child to observe and assess. The analysis will include the following information:

• a narrative and/or chart including background information about the student (grade level, age, and any other pertinent information);

• the results, an analysis of the results, and a copy of each assessment;
• a summary of what you learned about the student across the assessments;
• a discussion of the instructional implications based on the results of the assessments; and
• a reflection at least two double-spaced pages in length on the assessment process and on how assessment informs instruction.

You will need to make two copies of your language and literacy analysis, including the assessments. The second copy will be placed in your EDUT 612 student portfolio.

Assessments will include, but are not limited to

1.      a reading/writing interest and/or attitude inventory;

2.      a running record, an informal reading inventory, and/or a concept of print assessment (depending upon the level of the student);

3.      two writing samples;

4.      an oral language assessment; and

Criteria for Evaluation

1.      The language and literacy analysis meets the guidelines outlined above.

2.      The analysis is compiled and written in a clear and professional manner and shows evidence of careful organization and editing.

3.      The analysis includes pertinent background information about the student, accurate results of the required assessments, and insightful analyses of the student’s language and literacy development based on the assessments.

4.      The summary of the student’s language and literacy development is clear and concise.

5.      The instructional implications are clearly written, are based on the interests, strengths, and needs of the student and are supported by the results and analyses of the assessments.

6.      Substantive thought, reactions, and ideas are evident in the reflection.

Guidelines for the Family Literacy Handbook

Assignment

Create a language and literacy handbook that contains literacy information that can be shared with families, including (a) a description of and a rationale for the literacy routines and experiences that you will provide in your classroom, (b) family-friendly literacy-related websites, and (c) activities and experiences that promote language and literacy development at home and in the community.

Purpose

The purpose of this assignment is to (a) synthesize information and concepts addressed throughout the semester in a way that can be shared with families, (b) provide pertinent information about resources that are available to families on the worldwide web, and (c) develop and share language and literacy experiences designed to support and enrich home, community, and school interactions for the K-3 learner.

Format

The family literacy handbook will contain three parts. The first part will be a written presentation of your beliefs about and practices related to how to develop language and literacy in diverse kindergarten through third-grade children including an explanation of and rationale for the routines and instructional strategies you might incorporate into your teaching. Ways to present the information and possible topics to be addressed will be explored collectively in class. Because these beliefs and practices are to be based on research, sources of information will be cited using APA style.

In addition, you will create an electronic literacy resource file that provides families with a list of websites available on the worldwide web. The file will include at least five sites related to literacy that may be of interest to families. For each site include (a) the name of the site, (b) the address, and (c) a brief description of the website. (The description must be written in your own words and should reflect your thoughts related to the site.) In addition to including a hard copy in your handbook, you will e-mail the file to classmates and the instructor.

The third component requires that you create at least five original activities that support language and literacy development in the home and community. These activities should reflect your understanding of such issues as (a) support for native language, (b) support for multi-levels in literacy development, and (c) possible barriers to family engagement. The activities should

• provide a vehicle for authentic, meaningful communication among K-3 learners, their families, and their communities;
• be creative yet practical and should be structured flexibly enough to implement with various developmental levels, cultural backgrounds, and linguistic environments;
• represent original thoughts and materials; and
• be written in enough detail for family members to understand the purpose of the activities and how to implement.

Criteria for Evaluation

1.        The family literacy handbook meets the guidelines outlined above and is written in a clear and professional manner that shows evidence of careful organization and editing.

2.        The written presentation of beliefs and practices reveals an accurate understanding of language and literacy development and provides appropriate links between theory and practice.

3.        The information is explained, synthesized, presented, and cited in an appropriate manner.

4.        The electronic literacy file entries reflect an understanding of the variety of websites relating to language and literacy that can be accessed by families and community members and are written in a family-friendly manner.

5.        The family and community activities are creative, practical, and flexible enough to meet the diverse needs of the children and their families and are written in a family-friendly manner.

Class Schedule

Grading Scale

A         93 - 100
A-        90 – 92
B+       88 – 89
B          80 – 87
C         75 - 79