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: esmith4@pace.edu (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, amiles@pace.edu). 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