PACE UNIVERSITY - SCHOOL OF EDUCATION
TCH 310: Emergent and Early Literacy Fall 2020
CRN 72244 9:00 - 10:25am
CRN 73962 10:35am - Noon
Monday and Wednesdays Room Miller 15A*
August 24 – December 5, 2020
*This will be a web-assisted course with face to face on a rotating basis, asynchronous
modules and remote group learning to accommodate social distancing
Instructor: Elizabeth Smith, Ed.D., Clinical Assistant Professor
Office Hours: Noon – 2:30 Monday & Wednesdays by appointment
(by Zoom if remote meeting needed)
Phone/Text: 845-671-1300 (if urgent)
Email: [email protected] (best option)
SOE PLV Office: (914) 773-3829
SCHOOL OF EDUCATION THEME
Educators are reflective professionals who promote justice, create caring classroom
communities and enable all students to be successful learners.
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COURSE DESCRIPTION:
In this course, students will learn the cognitive and linguistic processes of reading and writing at the
emergent and early literacy levels. By using instructional texts and children's literature, students will learn
methods of curriculum-based and skill-based assessment of emergent and early literacy development in
native English learners and English language learners. Students will learn research-based teaching and
assessment methods as well as technology applications for classroom and differentiated instruction
particularly appropriate for children in grades PreK-3.
Differentiated instructional assessment and planning will be demonstrated along with the use of
technology as a means of accommodating individual needs. Planning for classroom management on a
group and individual basis will also be discussed. This course is designed to be taken in the fall of the
junior year and requires one full day per week of field-based work. This course is required of all
Childhood Education majors.
This course will introduce students to theoretical approaches to language acquisition and the ways in
which oral language ability supports the acquisition of literacy skills. Students will be introduced to the
potential frameworks that exist to support reading and writing at the early and emergent levels. Students
will explore the context that defines the meaning of literacy in an increasingly linguistically and culturally
diverse society.
To support learning in this class we will use video cases, case studies, and small group workshops.
ESSENTIAL QUESTIONS:
1. What are the theories and research findings related to the development of literacy at the early
childhood level (Birth to Grade 3)?
2. How have these theories and research findings informed & influenced instruction?
3. What are the components of an effective balanced literary program at the early childhood level?
4. What assessment models and instructional practices best support language and literacy
development at the early childhood level?
READINGS - Required:
Morrow, L. M. (2020). Literacy development in the early years: Helping children
read and write (9th edition). Hoboken, NJ: Pearson ISBN-13: 978013489823
Additional Readings: There will readings made available on Blackboard.
Some may be used for class assignments and others to deepen your
understanding of a course topic. Additional material may be added to during the
semester as required reading, for class discussion background or an
assignment.
MATERIALS:
• Purchase a composition book. It can be another color but be sure it has lined paper and a hard
cover.
• Have some drawing/writing materials such as markers, crayons, or colored pencils, drawing
paper (copy paper) and scissors available for assignments.
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Pace University COVID-19 Safety:
CDC guidelines and University policy require proper face covering use in all classrooms, conference
rooms, hallways, elevators, and other common areas. Face coverings are required even if you are more
than 6 feet from another individual in a common indoor area. We must work together to protect others and
ourselves from the transmission of COVID-19. Any student entering class without a face covering will be
asked to: a) don a face covering or b) go to Security to obtain a face covering if the student does not have
one. Students who do neither of these things will be asked to leave class and they will be marked absent
for the session. Students are expected to be familiar with the current COVID-19 regulations, which are
posted on the Return to Campus website. See also up-to-date policies and announcements here and
more information about Pace University’s response to COVID-19.
GENERAL EXPECTATIONS AND COURSE REQUIREMENTS
COURSE GOALS AND OBJECTIVES
LITERACY KNOWLEDGE SKILLS DISPOSITIONS
CONTENT
ASSESSMENT
MEASURES:
• Case Study
Portfolio
• Lesson plans
• Group Unit Plan
• Book Trailer &
Book Clubs
• Professional
Reading Log
• Family Literacy
digital project
Candidates demonstrate
a high level of
competence in use of the
English language arts
and they know and
understand concepts
from reading, writing,
language and child
development to teach
reading, writing,
speaking, viewing,
listening, and thinking
skills and to help
students successfully
apply their developing
skills to many different
situations, materials, and
ideas. (INSTASC 1.11;
ACEI 2B; ASSESSMENT
1, 2; IRA 2003 1.4; IRA
2011 1.1)
Candidates
demonstrate a high
level of competence in
use of the English
language arts and
they use concepts
from reading,
language and child
development to teach
reading, writing,
speaking, viewing,
listening, and thinking
skills and to help
students successfully
apply their developing
skills to many different
situations, materials,
and ideas. (INSTASC
1.34; ACEI 2B;
ASSESSMENT 1, 2;
IRA 2003 2.2; IRA
Candidates value life-
long learning in
literacy (INTASC 1.21;
ASSESSMENT 1; 2;
IRA 2003 5.1; IRA
2011 1.3, 4.2).
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2011 2.2, 5.1)
Candidates understand
how literacy connects to
issues of social justice
(INTASC 6.12; CF 4.8;
ASSESSMENT 1, 3; IRA
2003 1.3; IRA 2011 1.3).
Candidates identify
connections between
literacy and issues of
social justice (INTASC
6.34; ASSESSMENT
1, 3; IRA 2003 2.3;
IRA 2011 2.1, 4.1).
Candidates value the
role of literacy
education in the
preparation of citizens
in a democratic
society (INTASC
1.23).
Candidates value the
connections between
literacy and issues of
social justice (CF 2.3,
2.4; ASSESSMENT 1,
3; IRA 2003 1.3; IRA
2011 1.1).
Candidates understand
the construction of
knowledge in literacy
(INTASC 1.12; CF 4.1;
ASSESSMENT 2; IRA
1.1, 1.2, 1.3, 1.4; IRA
2003 1.1; IRA 2011 1.3).
Candidates use
various methods of
inquiry to construct
knowledge in literacy
(INTASC 1.31, 1.32,
1.34, 1.35, 2.33, 4.34,
4.35, 6.31, 6.33; CF
4.1, 4.3, 4.4;
ASSESSMENT 2; IRA
2.1, 2.2, 2.3, 3.1, 3.2,
3.2, 3.4; IRA 2003 2.1;
IRA 2011 2.3).
Candidates value the
relationship between
the methods of inquiry
and construction of
knowledge in literacy
(INTASC 1.22, 4.21,
9.21; CF 1.3;
ASSESSMENT 2; IRA
5.1; IRA 2003 3.3; IRA
2011 1.2).
LiveText:
Please note that this course contains assignment(s) that must be submitted into LiveText. As well as
Blackboard. If you have questions about how to upload the assignment in LiveText, or the status of your
account password please let Dr. Smith know and you’ll be connected to appropriate support.
GRADING POLICY
Papers and projects will be graded for their timely completion, overall organization, and content. All
written work is expected to conform to proper conventions of Standard English language. Students with
difficulties in the area of writing may consult with me at an early date at the beginning of the semester for
help or resources. There will be a deduction for papers requiring excessive editing, as specified on each
assignment rubric. Points will be deducted for late papers. All grades will be recorded in the Grade Report
section of Blackboard so students can access this information whenever they choose to do so.
Pace SOE Policy on Incomplete Grades
SOE policy is that grades of incomplete should be given only in case of an extreme emergency.
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Checklist of Assignments:
Assignments: Scores: Due Dates
APPD 12 points ONGOING
Reading Autobiography Journey Map 5 points 8/31 & 9/2
Lesson Plan & micro teach See course
schedule
Plan 1 (shared reading) 5 points
Plan 2 (vocabulary) 5 points
Plan 3 (writing) 5 points
Plan 4 (group unit plan + indiv lesson) 10 points 11/24
Professional Readings Log (4 x 3 pts) 12 pts 11/13
Digital Family Literacy Project 5 points 10/16
Book Club Leader Presentation 5 points TBD
3 Online Quizzes (3 x 2 points) 6 points 9/11, 9/25, 10/9
Final Test 10 points 12/3
Case Study Portfolio 10 points 11/24
RISE Reading Workshop completion 10 points 10/23
TOTAL 100 Points
Grading. At the end of the course I will add up all your points and assign letter grades as described
below.
Grades:
A 93-100 C 73-76
A- 90-92 C- 70-72
B+ 87-89 D+ 67-69
B 83-86 D 63-66
B- 80-82 D- 60-62
C+ 77-79 F 59-0
Attendance, Preparation, Participation, and Dispositions (APPD):
1. Attendance, Preparation, Participation, and Dispositions Rubric and Zoom Etiquette:
This course requires active and thoughtful involvement in all discussions and online. In accordance with
the expectations of the School of Education, each student must demonstrate participation for each class
session, arrive for each class, turning in assignments s on time, complete all assignments, be ready and
willing to discuss readings, cases, and field observations, and be willing to reflect on new and different
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points of view. Written assignments and blackboard postings must be completed on time and you should
be prepared to discuss all readings in class. Attending classes and being an active participant will
increase learning and create a supportive professional community for all. Active participation and
consistent attendance will earn full credit. You will submit a written APPD reflection at the end of the
semester.
Zoom Etiquette: Because we will at time be using Zoom for class meetings and individual meetings,
please observe the following during zoom participation.
• To help keep background noise to a minimum, make sure you mute your microphone when you
are not speaking.
• Be mindful of background noise when your microphone is not muted, avoid activities that could
create additional noise, such as shuffling papers.
• Position your camera properly, if you choose to use a web camera, be sure it is in a stable
position and focused at eye level, if possible. Doing so helps create a more direct sense of
engagement with other participants.
• Limit distractions, you can make it easier to focus on the meeting by turning off notifications,
closing or minimizing running apps, and muting your smartphone.
• Avoid multi-tasking. You'll retain the discussion better if you refrain from replying to emails or text
messages during the meeting and wait to work on that PowerPoint presentation until after the
meeting ends.
• Prepare materials in advance. If you will be sharing content during the meeting, make sure you
have the files and/or links ready to go before the meeting begins.
• Appropriate clothing should always be worn.
Rubric
Exceeds Standards Meets Standards Does Not Meet Standards
Attendance
Attends every class, arriving on
time.
Misses no more than one class,
seldom late.
Misses two or more classes,
often comes late.
Preparation
Demonstrates being prepared
for every class by handling in
work on time and consistently
citing accurately and
appropriately from the readings
during discussion.
Demonstrates being prepared for
most classes by handing in work
on time and often citing accurately
and appropriately from the
readings during class discussions.
Is not prepared for classes;
often hands work in late and
seldom cites accurately and
appropriately from the readings
during class discussions.
Participation
in class
Consistently participates
actively in person, both by
listening closely and by offering
informed comments.
Usual participates actively in
person, both by listening closely
and by offering informed
comments.
Seldom participates in person;
seldom listens closely or offers
informed comments.
Dispositions
Consistently respects others’
opinions and is open to
changing own ideas. Sees more
than one perspective even if
she or he disagrees.
Typically shows respect for others’
opinions and is usually open to
changing own ideas. Can see
more than one perspective.
Seldom respects others’
opinions and is not very open to
changing own ideas. Cannot
see more than one perspective
when she or he disagrees with
alternate perspectives.
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Zoom
Etiquette
Consistently mindful of zoom
etiquette and does not need to
be redirected during sessions.
Typically shows good zoom
etiquette, however at times needs
redirection in terms of speaking in
turn or turning on camera/muting
when not speaking.
Seldom respectful during zoom
meetings, often multi-tasking or
speaking over other.
2. Reading autobiographical journey map:
Read or view the YouTube version of Harold and the Purple Crayon by Crockett Johnson . If you had a
magic crayon, what would your draw? Draw a literacy autobiographical journey map about your
experiences learning to read and write at home and school using your favorite color of crayon. Include
influences that supported your literacy development and those posed barriers. What books do you
remember best and who were your favorite authors or series as an elementary student? This will be on a
11 X 17 paper or bigger which will be brought to class for presentation. An electronic version is
acceptable. Images, drawings and text can be added; or you can be a purist and just use crayon! Rubric
available on Blackboard.
3. Four Lesson Plans/Group Unit Plan:
You will write 4 lesson plans in this class! The first will be a shared reading lesson; the second will be a
vocabulary lesson implement in your field experience classroom with some mentoring from your field
experience supervisor and the mentor teacher, the third will be developed based on writing and presented
in class; and the last will be part of a Group Unit Plan that will align with content area topics in an
interdisciplinary approach. Unit plan and lesson plan template as well as unit plan rubric available on
Blackboard under Documents.
NOTE: During to the current remote learning environments in many fieldwork sites, there will be flexibility
in teaching at least one of the lesson plans written for this course; ideas for the plan may come from the
cooperating teacher or supervisor as fits the needs of the classroom program and can be discussed with
Dr. Smith.
For all lesson plans, it is expected that you will be using a variety of approaches and strategies. Consider
the following list as we explore lesson organization, lesson emphasis, instructional approach and
assessment tools. You will need to use a different combination of strategies for each lesson plan. (Look in
the Morrow textbook for exemplary models of evidence-based instructional and assessment strategies):
Organization of Lesson
• Language-into-Literacy Development
(individual)
• Guided Reading (small group-matched)
• Literature Circles (small group-mixed)
• Differentiated Instruction (whole class-
mixed)
Lesson Focus
• Struggling/Multi language learner
• Technology-based instruction
• Balanced approach
• Literature
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Instructional Approach
• Phonemic awareness
• Phonics/ Word ID
• Vocabulary
• Fluency
• Comprehension
Assessment Tools
Anecdotal records
Running records
Conferencing
Performance rubric
Phonics inventory
Language development
Checklists
Self-assessment & Feedback
Lesson Plan Rubric
Exceeds Expectations Meets Expectations Developing Does Not Meet
Expectations
Standards
and
Outcomes
Instruction
addresses
college and
career ready
standards and
learning
outcomes
The candidate designs
instructional outcomes that
are clear, aligned with
rigorous and
developmentally
appropriate national and
state standards, written in
the form of student
learning, represent high
expectations for students,
and identify varied
methods of assessment.
The candidate designs
instructional outcomes
that are clear, aligned with
rigorous and
developmentally
appropriate national and
state standards, written in
the form of student
learning, represent high
expectations for students,
and identify methods of
assessment.
The candidate designs
instructional outcomes
that are somewhat
aligned with
developmentally
appropriate national and
state standards.
Outcomes are not written
in the form of student
learning and consist of a
combination of learning
outcomes and activities
where methods of
assessment are
suggested.
The candidate designs
instructional outcomes
that are not aligned with
developmentally
appropriate national and
state standards.
Outcomes
are stated as activities
rather than as student
learning and methods of
assessment are not
specified or vague.
Expectations are too low
or inappropriate.
Designing
Coherent
Instruction -
Instruction
demonstrates
deep
pedagogical
knowledge
and practice.
The candidate designs
instructional outcomes that
are not aligned with
developmentally
appropriate national and
state standards.
Outcomes
are stated as activities
rather than as student
learning and methods of
assessment are not
specified or vague.
Expectations are too low or
inappropriate.
The candidate designs
instructional outcomes
that are not aligned with
developmentally
appropriate national and
state standards.
Outcomes
are stated as activities
rather than as student
learning and methods of
assessment are not
specified or vague.
Expectations are too low
or inappropriate.
The candidate designs
instructional outcomes
that are not aligned with
developmentally
appropriate national and
state standards.
Outcomes
are stated as activities
rather than as student
learning and methods of
assessment are not
specified or vague.
Expectations are too low
or inappropriate.
The candidate designs
instructional outcomes
that are not aligned with
developmentally
appropriate national and
state standards.
Outcomes
are stated as activities
rather than as student
learning and methods of
assessment are not
specified or vague.
Expectations are too low
or inappropriate.
Content
Knowledge
Instruction
demonstrates
deep
understanding
Candidate displays in-
depth knowledge of the
important concepts and
practices of inquiry in the
discipline through the use
of discipline-specific
Candidate displays solid
knowledge of the
important concepts and
practices of inquiry in the
discipline through the use
of discipline-specific
Candidate is familiar with
the important concepts
and practices of inquiry in
the discipline through the
use of more general
vocabulary and concepts.
Candidate makes
disciplinary errors in
conceptual
understanding and/or the
use of disciplinary
practices, vocabulary,
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of the relevant
content areas.
vocabulary, relationships,
and concepts. Plans show
how concepts relate both
to one another and to other
disciplines.
vocabulary and concepts.
Plans show
how concepts relate to
one another.
Plans displays lack of
awareness about how
concepts relate to one
another.
and facts.
Instructional
Strategies
(research
based)
Instructional strategies are
varied and challenge
student thinking to engage
students with important
and challenging content in
creative ways. In addition,
there is evidence of
student initiation of inquiry
and exploration of
important content.
Instructional strategies
are varied and challenge
student thinking to
engage students with
important and challenging
content.
Instructional strategies
encourage
minimal thinking by
students, allowing some
students to be passive or
merely compliant.
Instructional strategies
require only rote
responses. Few students
are intellectually
engaged or interested.
Engagement
and critical
thinking
The learning tasks and
activities allow virtually all
students are intellectually
engaged in challenging
content through well-
designed learning tasks
and activities that require
complex thinking by
students. The teacher
provides suitable
scaffolding and challenges
students to explain their
thinking. There is evidence
of opportunities for some
student initiation of inquiry
and student contributions
to the exploration of
important content; students
may serve as resources for
one another. The lesson
has a clearly defined
structure, and the pacing of
the lesson provides
students the time needed
not only to intellectually
engage with and reflect
upon their learning but also
to consolidate their
understanding.
The learning tasks and
activities are fully aligned
with the instructional
outcomes and are
designed to challenge
student thinking, inviting
students to make their
thinking visible. This
technique results in active
intellectual engagement
by most students with
important and challenging
content, and with teacher
scaffolding to support that
engagement. The
groupings of students are
suitable to the activities.
The lesson has a clearly
defined structure, and the
pacing of the lesson is
appropriate, providing
most students the time
needed to be intellectually
engaged.
The learning tasks and
activities are partially
aligned with the
instructional outcomes but
require only minimal
thinking by students and
little opportunity for them
to explain their thinking,
allowing most students to
be passive or merely
compliant. The groupings
of students are
moderately suitable to the
activities. The lesson has
a recognizable structure;
however, the pacing of the
lesson may not provide
students the time needed
to be intellectually
engaged or may be so
slow that many students
have a considerable
amount of “downtime.”
The learning
tasks/activities,
materials, and resources
are poorly aligned with
the instructional
outcomes, or require
only rote responses, with
only one approach
possible. The groupings
of students are
unsuitable to the
activities. The lesson has
no clearly defined
structure, or the pace of
the lesson is too slow or
rushed.
Meeting the
Needs of
Diverse
Learners
The candidate uses
knowledge about levels of
development for each
student and principles from
The candidate uses
knowledge of how
learners grow and
develop, making
The candidate displays a
general understanding of
how learners grow and
develop and may
The candidate displays
minimal or no
understanding of how
learners grow and
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learning theory and
research evidence to plan
personalized learning
experiences and use of
specific instructional
strategies. The candidate
integrates knowledge
gathering about students
into planning and
instruction. The candidate
creates several different
types of learning
experiences based
individual students’ varied
learning approaches,
knowledge and skills,
special needs, and
interest, assets, and/or
cultural/community
connections in order to
develop highly
individualized plans for
each student.
connections to learning
theory and/or research
evidence to justify their
plans for developmentally
appropriate learning
experiences and the use
of instructional strategies
for all students.
The candidate creates
learning experiences that
reference students’ varied
learning approaches,
knowledge and skills,
special needs, and
interests, assets, and/or
cultural/community
connections in order to
develop relevant plans,
but plans may not be
highly individualized.
reference learning theory
or research loosely to use
that knowledge to guide
planning for the class as a
whole with lack of a clear
rationale for use of
specific instructional
strategies. The candidate
has some general
understanding of varied
learning approaches,
knowledge and skills,
special needs, and
interests, assets, and/or
cultural/community
connections and may
apply this knowledge to
the class as a whole.
develop with minimal or
no grounding in learning
theory or research. The
candidate exhibits little
knowledge of varied
learning approaches,
knowledge and skills,
special needs, and
interests, assets, and/or
cultural / community
connections for planning
- and does not indicate
that such knowledge is
valuable.
Usage of
Technology
Candidates
model and
apply
technology
standards as
they design,
implement
and assess
learning
experiences
to engage
students and
improve
learning; and
enrich
professional
practice.
The candidate maximizes
digital tools and resources
when appropriate in order
to enhance planning and
learning. Tools and
resources are aligned with
the instructional
outcomes.
Candidate uses these tools
and resources for a variety
of purposes such as: to
engage students in
creative thinking, to
support student’s individual
needs, to monitor and
assess student learning
and growth. The candidate
designs learning
experiences where
students use digital tools
and resources to share
their thinking and creativity.
The candidate
incorporates digital tools
and resources when
appropriate in order to
enhance planning and
learning. Tools and
resources are aligned with
the instructional
outcomes. Candidate
uses these tools and
resources for one of the
following explicitly
referenced purposes: to
engage students in
creative thinking, to
support student’s
individual needs, to
monitor and assess
student learning and
growth.
The candidate
incorporates digital tools
and resources
in order to planning and
engage students. Tools
and resources are
partially aligned with the
instructional outcomes
and require only minimal
thinking by students.
Candidate uses these
tools and resources
primarily to engage
students.
The candidate
incorporates
inappropriate digital tools
and resources that are
poorly aligned with
instructional outcomes
and fail to engage
students in learning.
Assessment
Instruction
demonstrates
the use of
Candidate fully integrates
assessment into
instruction, through
extensive use of formative
Candidate can use
assessment during
instruction, through
consistent monitoring of
Candidate inconsistently
uses assessment to
support instruction,
through some monitoring
Candidate uses little or
no assessment or
monitoring of student
learning and, therefore,
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evidence to
measure
students’
understanding
and progress.
assessment. Candidate
uses questions/ prompts/
assessments regularly to
diagnose evidence of
learning by individual
students. Candidate can
articulate how they will
design further instruction
based on assessments to
provide targeted instruction
to the learning needs of
individuals or groups of
students. Further
instruction is justified by
connections to theory
and/or research.
progress of learning by
teacher and/or students.
Candidate uses
questions/ prompts/
assessments to diagnose
evidence of learning.
Candidate can articulate
how they will design
further instruction based
on assessments to
provide targeted
instruction to the learning
needs of groups of
students.
of progress of learning.
Candidate rarely uses
questions/prompts/
assessments to diagnose
evidence of learning.
Candidate articulates how
they will design further
instruction with limited
reference to assessment,
and instead focuses on
repeating instruction,
pacing or management
issues.
candidate cannot
reference assessment
when planning for further
instruction or describe
how further instruction
relates to assessment.
Reflection
Teacher
demonstrates
being able to
assess and
improve upon
their own
instruction.
Candidate can reflect on a
lesson’s effectiveness and
the extent to which it
achieved its anticipated
instructional outcomes,
citing many specific
examples from the lesson
and weighing the relative
strengths of each.
Candidate incorporates
specific evidence of
student work or
performance in the
evaluation of the lesson’s
effectiveness. Candidate
offers specific alternative
actions, complete with the
probable success of
different courses of action,
without prompting.
Candidate can reflect on a
lesson’s effectiveness and
the extent to which it
achieved its anticipated
instructional outcomes
and can cite general
references to support the
judgment. Candidate
incorporates general
evidence of student work
or performance in the
evaluation of the lesson’s
effectiveness. Candidate
makes a few specific
suggestions how the
lesson can be improved
with some prompting.
Candidate can reflect on
and has a generally
accurate impression of a
lesson’s effectiveness and
the extent to which
instructional anticipated
outcomes were met.
Candidate needs a lot of
prompting to incorporate
general evidence of
student work or
performance in the
evaluation of the lesson’s
effectiveness. Candidate
makes general
suggestions about how a
lesson could be improved
with prompting.
Candidate does not know
whether a lesson was
effective or achieved its
anticipated instructional
outcomes, or candidate
profoundly misjudges the
success of a lesson.
Candidate is not aware of
student performance in
evaluating of the lesson’s
effectiveness. Candidate
has no suggestions for
how a lesson could be
improved or requires
extensive prompting from
supervisor to generate
suggestions.
4. Professional Reading Log:
You are required to read and summarize one article from each of the (5) following topics:
• The Writing Process and Young Children
• Comprehension
• Assessment
• Emergent Literacy
• Phonemic Awareness
The articles will enhance your knowledge for teaching reading and writing in the early grades. They will
be chosen from professional journals making use of the Pace library databases. Journal entry format and
rubric will be available on Blackboard.
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5. Digital Trailer, Brochure or Infogram to Promote Family Literacy
Family literacy is defined as home literacy activities that provide skill-building opportunities for young
children.
Design a digital trailer, brochure or infogram /poster to promote family literacy to be shared with the
families of your students. Choose one these ways to promote family literacy or suggest another idea
(check in with Dr. Smith first):
• Read-Alouds
• What are “Just Right” books?
• Storytelling: Sharing family history
• Writing notes to connect with family and friends
Use course readings and other scholarly resources to support your approach (about 3 references).
Design your infogram, poster or brochure providing information on family literacy to parents, caregivers
and extended family audience. Be sure to inform the viewer and provide resources for them to learn
more:
• Why is family literacy so important?
• Why is this chosen strategy (read aloud, storytelling, etc.) so effective?
• Give some key points that will connect your approach to the audience
• Design your project so that it is visually appealing but not too “busy” with words and images.
• Include resource links for families to reference.
6. Book Clubs:
Four times throughout the semester (refer to course calendar for specific dates), you will meet with your
book club. Students will be in assigned teams to discuss, analyze, and critique children’s picture books.
Students will each sign up to be team leader for one book club meeting. Team leaders are expected to
bring three picture books relevant to the topic for the day and prepare a brief written book review to turn in
after being “host.” Refer to Blackboard for book review format, rubric and evaluation guidelines.
7. Quizzes and Final Exam:
These online assessments will consist of multiple choice questions and short answer responses that
review and assess candidate’s understanding of course readings. These will also offer practice for
certificate/licensure examinations.
8. Case Study Portfolio of the Literacy Practices of One Student (or Group of Students – i.e.
struggling readers, ELL students, etc.):
Observe one student over time to understand how he/she is literate; specifically, discuss oral, visual, and
written literacies as well as aspects of the reading process. Observe the student with your mentor /
teacher, specifically to understand how this student is literate in the classroom and beyond, if possible.
Collect and examine student work, and, potentially, interview (or survey) your student. If you have an
opportunity, try out at least one strategy or approach discussed in class and examine the results. These
will be the “data” you will collect to inform your analysis. In addition, you will look at the readings and
resources for this course through the “lens” of this student – trying to make connections between what the
theory says and what your observations of this student say. Your final case study should link theory /
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current literacy research with practical observations. This will be a 4-5-page paper double-spaced, APA
format with reference/citations. Rubric will be posted on Blackboard.
Note: Field Session Summaries & log will be submitted with this assignment,
9. RISE Reading Workshop
RISE Reading Workshop is an online program designed for pre-service teachers to promote training in
the following:
• Explicit, systematic phonics instruction methods
• Background in decoding, spelling and English word pronunciation
You will receive information via Blackboard about creating a student account and password for RISE. The
program is free but requires student first and last name, Pace email address and creating a password.
Be sure to look for a confirming email from RISE and confirm your password.
During the semester you will have 4 weeks to complete the workshops which will take about 2-3 hours in
total to complete. There will be 5 practice items at the end of each module. An assessment at the end will
require a score of 70% or higher to receive course credit for the workshop. (You may retake the
assessment and refer back to workshop materials). Upon completion you will receive a certificate of
completion to download and submit to Blackboard Assignments for credit.
COURSE SCHEDULE
TCH 310-Fall 2020
(Note: Scheduled topics, due dates and assignments may be changed at the discretion of the Instructor.
Check Blackboard & Pace email regularly)
9/7 & 9/28 will be asynchronous online sessions, NO IN PERSON
Date Topic Readings &
Assignments
Group Work
Meetings on Zoom @
class time &
VoiceThread
In-Person
Module 1
8/24 & 8/26
via Zoom
Beginning to Define
what Literacy Means
for Young Learners:
Introduction to
Course Structure &
Content
Morrow Chap 1
Taylor & Peterson
(2002)
Reading Autobio
Journey Map
No In Person
Class; Meet on
Zoom at class time
both sessions
Module 2
8/31 & 9/2
Foundations of Early
Literacy Development
Lesson Plan
Preparation
Morrow Chap 2
Group C Share Journey
Map +
Assigned group
discussion
Group A 8/31
Group B 9/2
Share Journey
Map
Module 3
9/7 & 9/9
Assessing Early
Literacy Development
Morrow Chap 3
Jones & Conradi
(2016)
Group A & B
Book Club 1 +
Assigned group
Group C 9/9
14
Quiz 1 Morrow Chap
2 & 3
discussion
Module 4
9/14 & 9/16
Language &
Vocabulary
Development I
Morrow Chap 6
Gallagher &
Anderson (2016)
Group C
Book Club 1 +Assigned
Group
discussion
Group A 9/14
Group B 9/16
Lesson Plan
1:Shared Reading
& micro teach
Module 5
9/21 & 9/23
Language &
Vocabulary
Development 2:
Strategies to figure
out words
Morrow Chap 7
Beck, McKeon &
Kucan (2013)
Quiz 2 Chap 6 & 7
Group B
Group C 9/21
Lesson Plan1:
Shared Reading &
micro teach
Group A 9/23
Module 6
9/28 & 9/30
Phonological
Awareness ,
Phonemic Awareness
& Phonics
Morrow Chap 8
Bell & Jarvis (2002)
RISE Reading
Workshop
Groups A & C Book
Club 2
Group B 9/30 in
person
Lesson Plan 2:
Vocabulary &
microteach
Module 7
10/5 & 10/7
Developing
Comprehension &
Fluency
Morrow Chap 9
Witte (2016)
Young, Stokes &
Rasinski (2012)
Roehling et al
(2017)
Quiz 3 Chap 8 & 9
RISE Reading
Workshop
Group B Book Club 2 Group C 10/5
Group A 10/7
Lesson Plan 2:
Vocabulary &
microteach
Module 8
10/12 &
10/14
Writing, Spelling &
Literacy Development
Morrow Chap10
Stead & Hoyt (2011)
Digital Family
Project
RISE Reading
Workshop
Group A Book Club 3 Group B 10/12
Group C 10/14
Module 9
10/19 &
10/21
Literacy & Diversity Morrow Chap 4
Bauer & Arazi
(2011)
Submit Certificate
for completed RISE
workshop
Group C
Book Club 3
Group A 10/19
Group B 10/21
Lesson Plan 3:
Writing &
microteach
Module 10
10/26 &
10/28
Organizing &
Managing the
Literacy Program
Morrow Chap 13 Group B
Book Club 3
Group C 10/26
Lesson Plan 3:
Writing &
microteach
Group A 10/28
15
Module 11
11/2 & 11/4
Using Children’s
Literature
Morrow Chap 11
Group A Unit Plan
Development
Book Club 4
Group B 11/2
Group C 11/4
Unit Plan
Development
Module 12
11/9 & 11/11
Technology/
Interdisciplinary &
Play
Morrow Chap 12
Professional
Reading Log due
Group C
Group Unit Plan
Development
Book Club 4
Group A 11/9
Group B 11/11
Unit Plan
Development
Module 13
11/16, 11/18
& 11/23
Thanksgiving
11/25-11/29
Family Partnerships Morrow Chap 13
Group Unit Plan &
Lesson 4 due
Tuesday 11/24
Case Study Portfolio
due 11/24
Group B Book Club 4 &
Unit Plan Development
Group C 11/16
Group A 11/18
Group B 11/23
Unit Presentations
& lesson plan 4
Week 14
12/5 Fall
Semester
Ends
Final Exam Final Exam 12/3
(Online)
University Policies and Resources
Academic Integrity:
Students in this course are required to adhere to Pace University's Academic Integrity Code. The
Academic Integrity Code supports honesty and ethical conduct in the educational process. It educates
students about what constitutes academic misconduct, helps to deter cheating and plagiarism,
and provides a procedure for handling cases of academic misconduct. Students are expected to be
familiar with the Code, which can be found under "University Policies" in the Student Handbook. Individual
schools and programs may have additional standards of academic integrity. Students are responsible for
familiarizing themselves with the policies of the schools, programs, and courses in which
they are enrolled.
Procedure for Students with Disabilities Who Wish to Obtain Reasonable Accommodations for a
Course:
The University's commitment to equal educational opportunities for students with disabilities includes
providing reasonable accommodations for the needs of students with disabilities. To request a reasonable
accommodation for a qualified disability a student with a disability must self-identify and register with
Student Accessibility Services for his or her campus. No one, including faculty, is authorized to evaluate
the need for or grant a request for an accommodation except Student Accessibility Services. Moreover,
no one, including faculty, is authorized to contact Student Accessibility Services on behalf of a student.
For further information, please see Resources for Students with Disabilities page.
Technological Resources:
• List of all Pace Information Technology Services.
• For assistance with a technological concern (Blackboard, Internet, Computer, etc.), contact the
Pace Helpdesk at 914-773-3648 or create a help desk ticket.
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Sex-Based Misconduct Policy and Procedure:
Pace University is committed to providing a safe environment for every member of its community and to
ensuring that no student, faculty or staff member is excluded from participation in or denied the benefits of
any University program or activity on the basis of sex. Accordingly, the University prohibits the following
forms of Sex-Based Misconduct: sexual assault, sexual harassment, gender-based harassment, dating
violence, domestic violence, sexual exploitation and stalking.
You should be aware I am a non-confidential resource and have an obligation to report any information
about sexual assault with the University’s Title IX/Affirmative Action Officer, Ms. Lisa Miles (163 Williams
Street, Room 1017, 212-346-1310, [email protected]). The Title IX/Affirmative Action Office is
responsible for investigating violations of the sexual misconduct policy. For more information about the
Pace University sexual misconduct policy, see the Sex-Based Misconduct Policy and Procedure (PDF).
Members of the University community who believe that they have been subjected to Sex-Based
Misconduct are encouraged to report such incidents to the University and, where applicable, to local law
enforcement. Confidential resources include the University Counseling Centers, Offices of Sexual
and Interpersonal Wellness and University Healthcare. Contact information for those offices may be
found in the self-care section below.
Self-Care:
Your academic success in this course and throughout your college career depends heavily on your
personal health and well-being. Stress is a common part of the college experience, and it often can be
compounded by unexpected life changes outside the classroom. The Pace Community strongly
encourages you to take care of yourself throughout the term, before the demands of midterms and finals
reach their peak. Please feel free to talk with me about any difficulty you may be having that may impact
your performance in this course as soon as it occurs and before it becomes unmanageable. Please know
there are a number of other support services on campus that stand ready to assist you. I strongly
encourage you to contact them when needed.
SOLO:
A Blackboard community has been created to provide students with an orientation of using Blackboard
called Student Online Learning Orientation aka SOLO. I encourage each of you to access SOLO as it
contains various tutorials, videos, and how-tos that may minimize frustration and confusion that you may
experience as on online learner. You will be able to find SOLO under the “Organizations” tab in
Blackboard. Please let me know if you are not able to access it.
Department Pleasantville New York City
Counseling Center 914-773-3710 212-346-1526
Dean for Students Office 914-773-3351 212-346-1306
Health Care Unit 914-773-3760 212-346-1600
Residential Life 914-923-2791 212-346-1295
Student Development and Campus Activities 914-773-3861 212-346-1590
Office of Multicultural Affairs & Diversity Programs 914-773-3775 212-346-1563
Sexual Assault Prevention & Education 914-597-8783 212-346-1931
Academic Advisement
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Advising Center for exploring Majors 914-773-3847 212-346-1798
CAP Program 914-773-3682 212-346-1997
College of Health Professions 914-773-3961 914-773-3552
Dyson College 914-773-3781 212-346-1518
International Student / Scholars 914-773-3425 212-346-1368
Lubin School of Business 914-773-3531 212-618-6550
Pforzheimer Honors College 914-773-3941 212-346-1697
Seidenberg School 914-773-3254 212-346-1864
Study Abroad 914-773-3447 212-346-1368