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RDG 3113 Early Literacy Instruction I – Spring 2014 1

MISSISSIPPI STATE UNIVERSITY

COLLEGE OF EDUCATION

DEPARTMENT of CURRICULUM, INSTRUCTION, and SPECIAL EDUCATION

COURSE SYLLABUS

Course Prefix & Number: RDG 3113

Course Title: Early Literacy Instruction I

Credit Hours: Three Semester Hours

Type of Course: Lecture

Catalog Description: RDG 3113: Prerequisite: Admission to Teacher

Education. Co-requisite: RDG 3123 and EDE 3123).

Foundational knowledge of the English linguistic

system. Methods/materials for teaching systematically

the oral/ written language connection, concepts about

prints, phonological/orthographic awareness, phonics

principles.

College of Education Conceptual Framework:

The faculty in the College of Education at Mississippi State

University are committed to assuring the success of students

and graduates by providing superior learning opportunities

that are continually improved as society, schools, and

technology change. The organizing theme for the conceptual

framework for the College of Education at Mississippi State

University is educational professionals - dedicated to

continual improvement of all students’ educational

experiences. The beliefs that guide program development are

as follows:

1. KNOWLEDGE - Educational professionals must have a

deep understanding of the organizing concepts, processes,

and attitudes that comprise their chosen disciplinary

knowledge base, the pedagogical knowledge base, and the pedagogical content knowledge

base. They must also know how to complement these knowledge bases with the appropriate

use of technology.

2. COLLABORATION - Educational professionals must continually seek opportunities to

work together, learn from one another, forge partnerships, and assume positions of

responsibility.

3. REFLECTION - Educational professionals must be willing to assess their own strengths

and weaknesses through reflection. They must also possess the skills, behaviors, and

attitudes necessary to learn, change, and grow as life-long learners.


4. PRACTICE - Educational professionals must have a rich repertoire of research-based

strategies for instruction, assessment, and the use of technologies. They must be able to

focus that array of skills on promoting authentic learning by all students or clients, while

exhibiting an appreciation and commitment to the value and role of diversity.

Course Objectives:

1. Understand reading and writing as integrated processes that result in

comprehension and communication. (INTASC 4, CFPO 3)

2. Become familiar with and apply the research base for effective

literacy instruction principles, techniques, theories, philosophies, and

historical bases. (INTASC 4, CFPO 3, 7)

3. Understand and promote oral and written language development and

recognize how cultural and language differences may affect that

development. (INTASC 1,CFPO 2, 3, 8)

4. Be able to formally and informally assess and analyze young children’s

knowledge of written language so that appropriate instruction may be developed

for each child’s learning needs. (INTASC 6, CFPO 3, 4, 8)

5. Become familiar with and be able to plan instruction aligned with state

competencies for literacy development (INTASC 7, CFPO 5, 9)

6. Learn various early literacy assessments on Concepts about Print, phonemic

awareness, phonics, fluency, spelling, comprehension, and writing. Learn to use

the assessment results to guide their literacy instruction (INTASC 6, CFPO 4)

7. Learn to become reflective practitioners (INTASC 9, CFPO 8)

8. Develop an in-depth knowledge of components of the English language system:

phonological, semantic, syntactic, and pragmatic systems. (INTASC 4, CFPO 3)

9. Understand how concepts about print, phonological and orthographic awareness,

and phonics principles are learned by children and why they are important to the

reading and writing principles. (INTASC 4, 1, CFPO 3)

10. Be knowledgeable about and be able to apply a wide variety of systematic

instructional strategies for developing young children’s understandings of written

language including, but not limited to, the relationship between oral and written

language, concepts about print, phonological and orthographic awareness, and

phonics principles. (INTASC 8, CFPO 3, 5, 6, 7)

11. Become familiar with appropriate materials for fostering early literacy

development and primary grade literacy instruction, including children’s

literature, other print text, visual information, electronic texts, technology, etc.

(INTASC 5, CFPO 3, 7, 10)

12. Understand how to plan and manage a literacy-rich environment that supports

and motivates oral and written language development. ( INTASC 3, CFPO 5, 6)

13. Understand how to plan and manage literacy instruction based on diverse

students’ interests, strengths, needs, and background knowledge. (INTASC 2,

CFPO 2, 5, 6, 8)

14. Become familiar with guidelines for developmentally appropriate instruction for

young children as specified by the IRA/NAEYC position statement. (INTASC 7,

CFPO1, 9)


15. Engage children in activities that promote intrinsic motivation to read for pleasure

and information and that promote lifelong readers and writers. (INTASC 3, CFPO

7)

16. Learn how to model enthusiastically lifelong habits of reading and writing.

(INTASC 1, CFPO 7)

17. Become familiar with various literacy-related professional organizations

such as IRA and NCTE and the professional development opportunities

they provide. (INTASC 9, CFPO 1, 9)

18. Be able to communicate effectively with parents (and/or other appropriate

individuals) the results of formal, informal, and ongoing assessments of literacy

development. (INTASC 10, CFPO 9)

Topics to Be Covered:

1. Reading and writing are integrated, complementary processes that result in

comprehension and communication. Research bases for effective reading and

writing instruction Goals 1, 2 (1hr.) 2. Creating a literacy-rich, well-organized, well-managed classroom environment in

which oral and written language development is supported and motivated. (3 hrs.)

Motivational engagement activities for promoting lifelong readers and writers

Reading for pleasure and information

Opportunities for social interaction within the context of literacy engagements

consideration of student interests and choices

Literacy tasks at which students can experience success

Challenging tasks that promote engagement.

3. Teaching beginning readers and writers from varied linguistic and cultural

backgrounds. (3 hrs.)

4. Developing preservice teachers’ knowledge of the phases of early literacy

development and instruction which will foster that development (6 hrs.).

Oral language development including classroom experiences which develop oral language

such as playing with oral language (e.g. rhyme, rhythm, alliteration, assonance); exposure

to songs, nursery and other rhymes; use of oral language for a variety of functions.

Knowledge of written language: appropriate book handling skills, awareness of print in a

variety of contexts such as environmental print, using written language for a variety of

functions, some knowledge of the form of letters, recognize his/her name, alphabetic

principle.

Small motor coordination: has experience using writing instrument (markers, crayons,

pencils, etc.) classroom experiences to foster such coordination.

5. Formal and informal methods (ongoing assessment) for assessing and analyzing

students’ knowledge of written language and how to design appropriate instruction

based on results of assessment. (12hrs.)


Checklist based on grade level competences/benchmarks

Running records or reading inventory (ARI/IRI) along with miscue analysis

Observation(or similar instruments) used to assess the following

� Concept about print

� Phonemic awareness

� Word study

� Fluency

� Comprehension

� Writing

6. Develop teacher candidates’ knowledge of the linguistic system of English, in

relation to early literacy instruction (15 hrs).

Knowledge of the English language includes the following:

a) Language is governed by rules;

b) Language is purposeful and learned through use;

c) Language varies in many ways depending on the context;

d) Language has complex rules of grammar that facilitate communication;

e) Spoken and written language are different;

f) Components of the language system: semantic system, syntactic system,

phonological system, orthographic system (includes phonemic awareness,

graphophonemic knowledge, alphabetic principle, phonics principles and

patterns)

g) Why it is important to have a knowledge of the linguistic system of English.

All these concepts are important for teachers to understand so they have

foundational knowledge about how the English language works. The more

teachers know about how the English language works, the better able they will

be to make appropriate decisions about what phonics patterns and principles

should be taught so that students develop a good understanding of the

alphabetic principle.

h) Aligning instructional plans with state standards (in Early Literacy I and

middle level literacy courses) (1 hr.)

i) Importance of parental involvement & ways to communicate effectively with

parents about a child’s literacy development (3 hours)

j) Modes of communication: newsletters, phone calls, home visits with a social

worker

k) Preparing for open house

l) Using lay language to communicate test results

m) Activities parents can do with children at home to support literacy

development

n) Appropriate and inappropriate ways to communicate with parents

Required Text:


Tompkins, G. E. (2011). Literacy in the early grades: A successful start for PreK-4

readers and writers (3rd ed). Boston, MA: Pearson Education, Inc.

Dow, R. S., & Baer, G. T. (20012). Self-paced phonics. Upper Saddle River, NJ:

Pearson/Prentice Hall.

Common Core State Standards for English Language Arts @ www.mde.k12.ms. us

www.Taskstream.com Students are required to subscribe Taskstream and plan their

lesson plans in basic format.

Recommended Texts:

Bear, D. R., Invernizzi, M., Templeton, S., & Johnston, F. (2011). Words their way,

word study for phonics, vocabulary, and spelling Instruction (5th

ed). Upper

Saddle River, NJ: Pearson/Prentice Hall (5th

ed).

MSU librarian Rachel Cannady can be your resource person for your assignments,

especially children’s books. Contact her at [email protected]

Methods of Instruction:

Small/whole group activities and discussion, hands-on activities, student presentations,

lecture, field experiences, use of Internet resources, demonstrations, case studies.

Suggested Student Activities:

Field Assignments:

Case Study. Conduct and analyze multiple assessments as assigned to evaluate a focus

child’s reading interests and skills, concepts about print, and phonics skills, vocabulary,

and comprehension and work with the child accordingly.

a. Informal Assessment: Assess a child’s literacy understandings, interests, and

attitudes toward reading, concepts of print, phonemic awareness, vocabulary, and

comprehension using informal means discussed in class. Analyze results of assessment

as directed and work with the child accordingly. Write an assessment report that

includes a description of the purpose of the assessment and a detailed description of the

assessment process, identify student’s strengths and areas that need improvement, and

plan the appropriate instruction for the student (Obj. 4, 6)

b. Read Aloud/guided reading: Choose a quality piece of children’s literature that supports

early literacy development. Plan a read aloud/guided reading lesson plan that includes

introduction, direct instruction, guided practice, and independent practice. Read aloud the

book to your focus child/ask the child read the book in the field setting. Include a detailed

description of the read aloud lesson in your summary and reflective paper about your


choice of the book, how the child responded, successful aspects of the lesson, how you

would change the lesson for future implementation, and what you learned from the read

aloud lesson. Teacher candidates also read aloud parts of the book to college classmates in

small groups (Obj. 5, 6)


Class Assignments:

a. Read assigned texts and watch videos prior the class meeting

b. Traveling Bag/Family Literacy Kit Project: To support connections between school

and home, teacher candidates will complete a family literacy kit that includes a letter to

parents, parent education materials, books, and an activity for families to complete at

home, along with instruction (Obj. 10, 11, 12, 13, 14, 15, 18)

c. Chapter test on ch. 1-3 (Obj. 1, 2, 3, 8, 9, 10, 17)

d. Assessments (Phonological/vocabulary and comprehension assessments) (Obj. 4, 6)

Phonics Posttest: Must score at C level or above to pass. Retest(s) if necessary (Obj. 9, 10).

Only the points from the first test are used for the final grade

e. Final Exam (Obj. 1-3, 6, 8, 9, 10, 11, 12, 13, 17)

f. Summary and Reflective paper (Obj. 7)

Academic Integrity/Honor Code:

Mississippi State University has an approved Honor Code that applies to all students. The

code is as follows:

“As a Mississippi State University student I will conduct myself with honor and

integrity at all times. I will not lie, cheat, or steal, nor will I accept the actions of

those who do.

Upon accepting admission to Mississippi State University, a student immediately

assumes a commitment to uphold the Honor Code, to accept responsibility for learning,

and to follow the philosophy and rules of the Honor Code. Students will be required to

state their commitment on examinations, research papers, and other academic work.

Ignorance of the rules does not exclude any member of the MSU community from the

requirements or the process of the Honor Code.

For additional information visit: http://students.msstate.edu/honorcode

Please note that Plagiarism is defined and clarified within the honor code as follows:

1. Plagiarism: The appropriation of another person's ideas, processes, results, or

words without giving appropriate credit.

Clarification:

a. Intentionally, knowingly, or carelessly presenting the work of another as one’s own

(i.e., without proper credit).

b. Failing to credit sources used in a work product in an attempt to pass

off the work as one’s own.

c. Attempting to receive credit for work performed by another, including

papers obtained in whole or in part from individuals or other sources. d. The internet,

data bases and other electronic resources must be cited if

they are utilized in any way as resource material in an academic exercise.


General information pertaining to plagiarism:

1. Faculty members are responsible for identifying any specific style/format

requirement for the course. Examples include, but are not limited to, American

Psychological Association (APA) style and Modern Languages Association (MLA)

style.

2. Direct Quotation: Every direct quotation must be identified by quotation marks or

appropriate indentation and must be properly acknowledged in the text by citation or in a

footnote or endnote.

3. Paraphrase: Prompt acknowledgement is required when material from another source

is paraphrased or summarized, in whole or in part, in one's own words. To

acknowledge a paraphrase properly, one might state: "To paraphrase Locke's

comment,..." and then conclude with a footnote or endnote identifying the exact

reference.

4. Borrowed facts: Information gained in reading or research, which is not common

knowledge, must be acknowledged.

5. Common knowledge: Common knowledge includes generally known facts such as the

names of leaders of prominent nations, basic scientific laws, etc. Materials,

which add only to a general understanding of the subject, may be acknowledged in the

bibliography and need not be footnoted or endnoted.

Footnotes, endnotes, and in-text citations: One footnote, endnote, or in-text citation is

usually enough to acknowledge indebtedness when a number of connected sentences are

drawn from one source. When direct quotations are used, however, quotation marks must

be inserted and acknowledgment made. Similarly, when a passage is paraphrased,

acknowledgment is required.

Technology:

Technology will be used in both the delivery of the course content and through course

requirements completed by teacher candidates. All course assignments will be completed

using appropriate software tools. The technology requirements of the course are as

follows:

1. Computer with High Speed Internet Access via DSL or equivalent broadband

connectivity option (traditional dial-up Internet services do not provide adequate support

to the technologies used within the course).

2. A subscription to Taskstream which is an online portfolio used for course

assignments and assessment purposes. To obtain a subscription, go to

www.taskstream.com. Click Create or Renew an Account at the top. Follow the

directions for Option 1.

Diversity:

Diversity, within the context of the elementary language arts classroom, will be addressed

throughout the course. It will be discussed in terms of appropriate instructional and


assessment strategies for lesson plans in phonics/word study, vocabulary, comprehension,

and writing to meet the needs of diverse learners.

Disability:

In accordance with section 504 of the 1973 Rehabilitation Act and the Americans with

Disabilities Act, Mississippi State University reasonably accommodates students who

demonstrate, through appropriate documentation, a qualified disability. The Department

of Student Support Services (SSS) is the designated unit on campus that assists students

requesting academic accommodations based on a disability. SSS seeks to provide

educational access and opportunity through support, resources, advocacy, collaboration,

and academic accommodations for students with disabilities who are accepted to the

University. For additional information contact SSS at 662-325-3335 or at

http://www.sss.msstate.edu.

Student Support Services "seeks to provide educational access and opportunity through

support, resources, advocacy, collaboration, and academic accommodations for students

with disabilities (as defined by the Americans with Disabilities Act and the Rehabilitation

Act of 1973) who are accepted to the University."

Field Component:

Teacher candidates will be assigned to interact with an early literacy learner/s in a school

setting. The field experience will consist of at least 1.5 hours per week for 10 weeks in a

Pre K -3rd

classroom during the term. Teacher candidates are required to complete at

least 15 hours of the field experience in order to earn a passing grade for the RDG 3113

and 3123 classes. Field activities will include observation of and learning about literacy

instruction, and a case study of a literacy learner. Teacher candidates in field placements

will also assess focus child’s literacy development and teach several minilessons to a

focus child identified by the supervising teacher.

Evaluation of Student Progress:

The points needed for each letter grade are detailed below. Earning an “A” will take extra

effort on the part of the student and student groups. A “B” represents quality, acceptable

work. Your grade will be determined by the points earned in classwork for RDG 3113

and for the field experience and classwork in RDG 3123.

RDG 3113 RDG 3113 pts

Family Literacy Kit 100 pts

Case Study Assessments 100 pts

Read Aloud/GR Plan 100 pts

Chapter Test 70 pts

Phonics Test 70 pts


Final Exam 130 pts

Class participation and

group activities

60 pts

Reflective paper 70 pts

Total Points 700 pts

RDG 3113

A---651-700 points

B—602-650

C---553-601

D—504-552 (retake the class)

F—503 or below (retake the class)

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