Welcome to CE310Children’s Literacy

Unit 1: A Comprehensive Approach to Literacy Instruction

Class will start at 9 PM, ETPlease turn up the volume on your computer to access

the audio feature of this seminar.

Instructor InformationInstructor Name: Himi Cooper

Credentials: BS, Elementary EducationMS, Elementary Education & Curriculum and InstructionK – 12 Reading EndorsedK – 12 ESOL Endorsed

Instructor Contact Information:Kaplan Email Address:hcooper@kaplan.edu

AIM Instant Messenger:Name: himicoop

Cell Phone:786-412-0369

Thought for today…

"Once you learn to read, you will be forever free."

— Frederick Douglass

Agenda• Welcome

• Getting to Know Each Other

• Course Overview

• Syllabus Review

• Course Expectations

• Unit 1 Assignment

• Literacy Development & Literacy Instruction

• Emergent Literacy and Scientifically Based Read Research Approaches

• Print Rich Environments

• Q & A

Introductions

Please share…

Tell us your name, your home state, and a

little bit about your educational and

professional goals.

Netiquette is…

Since most of our communication will be online let’s talk about netiquette.

Course Description

This course focuses on how children’s literature experiences contribute to children’s literacy skills. Students will be introduced to a balanced reading framework: shared, modeled, guided, and some independent reading and writing strategies. Reading fluency and comprehension strategies will be emphasized. How to apply assessment strategies including running reading records, anecdotal records of reading progress, and pre-emergent and emergent literacy scales will be introduced.

Course Outcomes

CE310-1: Demonstrate strategies for teaching fluency and comprehension

CE310-2: Examine the relatedness of reading and writing skills in children’s literacy development

CE310-3: Apply appropriate assessment strategies for early reading and writing

CE310-4: Compare children’s literature in a variety of genres

GEL-1.1: Demonstrate college-level communication through the composition of original materials in Standard American English

GEL-8.2 Use principles of sound reasoning

Course Syllabus

Why is your syllabus so important?

How can the syllabus help you succeed in this course?

Course Syllabus • Can be found under “Course Home” and in “Doc Sharing”

• Course & Instructor Information• Course Outcomes, Assignments & Assessments

• Grading of Assignments• Rubrics• Late Work Policy• E-Book: Teaching Language and Literacy, Preschool Through the Elementary Grades

Course Overview

Unit 1: A Comprehensive Approach

Unit 2: Stages of Literacy Development

Unit 3: Early Literacy Strategies

Unit 4: Reading and Writing Experiences

Unit 5: Assessment

Unit 6: Teaching Reading

Unit 7: Teaching Writing

Unit 8: Teaching Mechanics of Writing

Unit 9: A Comprehensive Early Literacy

Experience

Unit 10: Literacy Resources and Career

Plans

Course Expectations

Read Announcements

Use Course Resources

Complete and submit each unit’s assignments by Tuesday by 11: 59 P.M. ET

Post to the discussion board early in the unit week and review your post several times throughout the week and respond to your classmates and me.

Attend Live Seminar or Complete Option 2

Complete Course Assignments

Late Policy

Rubrics (Discussion, Seminar, Projects)

Course Assignments

Unit Assignments Include:

Readings, activities, videos, study guides, discussion board post, seminar, graded reviews, and projects

Study Guides: units 1-8 (25 points each)

Graded Reviews: units 1,2 4, 5, 7, 8, (40 points ea.)

Projects: unit 3 & 6 (95 points) , unit 9 (100 points)

Discussion Board Participation Rubric

Discussion Grading Criteria - Point Range Total: 30 points

0-20 points

Content: Clear connections and references to previous and/or current unit materials with career related examples, posts are on topic and contributes to the quality of the discussion and makes reference to course readings, unit materials or other relevant sources

0-5 points

Participation: Student answers all questions, meaningfully responds to classmates 2+ times and promotes continued discussion with responses to classmates that add value by advancing the group’s discussion

0-5 points

Mechanics: Grammar and spelling is correct and meets minimum word requirement

Seminar Requirements

Seminar Participation (synchronous discussion):  You can participate in seminar through either 1 of the 2 options listed on the seminar page for each Unit.

Seminar Option 1: Seminars will be held on Monday evenings at 9:00 PM ET

OR

Seminar Option 2:  Respond to the seminar discussion questions listed.  

Study Guide Rubric Content 20 points

All sections of the study guide are completed

At least 1-2 sentences are provided in each area (identified with red lines)

Satisfactory summary is included identifying main points of the reading(s)

Mechanics/Structure 5 points

Use of the study guide document from the unit

Use of student’s own words (no copying/plagiarism)

Spelling, Grammar checked

Clear writing, smooth transitions

Complete sentences (no sentence fragments, run-ons)

Subject/Verb agreement, punctuation, capitalization, etc. 

Double-spaced

What is plagiarism?

Plagiarism -- The Kaplan University (2005) plagiarism policy says that “plagiarism refers to academic dishonesty that can be intentional or unintentional. This can be the result of attempting to recycle your own work from another course or semester, inaccurately citing the work of someone else, failing to give credit to someone else for his or her ideas or writing, failing to summarize or paraphrase a quote in your own words, or anything else that falsely represents any part of your work.”

This definition means that plagiarism is knowingly or unknowingly representing the work of another as your own work.

Late Policy

Late Projects:

Projects are due Tuesday 11:59 pm ET of their assigned Unit. Late projects will be deducted -5 points per week late/maximum penalty of -20 points.

Incompletes

The deadline for requesting an incomplete for this term is November 19, 2012. 

Incomplete coursework is due December 7, 2012.

Extenuating Circumstances

If you have an extenuating circumstance that prevents you from completing course work, please contact me.

I am here to work with your and help you succeed!

GradingI would like to go over some important details

about grading:

It is my obligation to follow the rubrics for grading. I encourage you to read the rubrics and assignment instructions carefully.

Pay close attention to the “A” criteria and work towards that goal. “Strive for the A”.

I will follow the rubric as well for the discussion thread (DQ).

Please remember, I am here to help you succeed!

How could you contact me?

Email: hcooper@kaplan.edu

Gmail Chat:

himilse cooper

Course Questions

Text me

Call me: 786-412-0369

Seminar Question

What questions do you have about the course syllabus?

What expectations do you have of this course?

Unit 1 Assignments

Introduce Yourself

Readings

Chapter 1 in E-book: Teaching Language & Literacy

Complete Unit 1 Study Guide

Activities

Videos (2)-on literacy environments

Flashcards

Graded Review

Discussion Board Participation

Seminar (Option #1 or #2)

Unit 1 Outcomes

Identify government initiatives and policies that have impacted the approach to literacy instruction

Compare the perspectives of the approaches of emergent literacy and scientifically based reading research

Identify teaching principles that support literacy development at young ages

Course outcomes practiced in this unit:

CE310-2: Examine the relatedness of reading and writing skills in children’s literacy

Literacy Development & Instruction

What does “literacy development” and “literacy instruction” mean?

Five Essential Components of Effective Reading Instruction

How can we teach all children to read accurately, rapidly, and with comprehension by the end of third grade?

The National Reading Panel Report provides an answer to this question. Scientific research that clearly shows effective reading instruction addresses five critical areas: •Phonemic awareness •Phonics •Fluency •Vocabulary •Comprehension

These five areas were incorporated into the No Child Left Behind Act and the Reading First

Source: www.learningpt.org/pdfs/literacy/components.pdf

What does effective instruction look like?• Phonemic awareness - Phonemic awareness is commonly defined as the

understanding that spoken words are made up of separate units of sound that are blended together when words are pronounced.

• Phonics - phonics as a set of rules that specify the relationship between letters in the spelling of words and the sounds of spoken language.

• Fluency - fluency is recognizing the words in a text rapidly and accurately and using phrasing and emphasis in a way that makes what is read sound like spoken language.

• Vocabulary - refers to words we need to know to communicate with others. There are four types of vocabulary: listening, speaking, reading, and writing.

• Comprehension - Comprehension involves constructing meaning that is reasonable and accurate by connecting what has been read to what the reader already knows and thinking about all of this information until it is understood. Comprehension is the final goal of reading instruction.

Source: www.learningpt.org/pdfs/literacy/components.pdf

What are some examples of early literacy experiences?

Early Literacy Experiences1. Rich talk2. Storybook reading3. Phonological awareness activities4. Alphabet activities5. Support for emergent reading6. Support for emergent writing7. Shared book experience.8. Integrated, content-focused activities.

Source: www.naeyc.org/files/yc/file/200303/Essentials.pdf

Speaking, Listening, Reading and Writing

What is the connection between speaking, listening, reading and

writing?

What are some of the principles that effective educators can use to help

support these skills?

Use a Variety of Strategies and Activities

Create a print-rich and language-rich classroom environment

Scaffold instruction

Encourage reflection and revision integrating listening, speaking, reading and writing

Connect learners in cooperative groups and pair sharing

Emphasize vocabulary 

Source: www.learningpt.org/pdfs/literacy/components.pdf

Activities to Connect Reading, Writing, Listening and Speaking

• Use a variety of literature• Read and respond to text orally and in writing• Listen and respond to text orally and in writing• Reflect and share ideas about a variety of literature in cooperative groups• Listen to and use new vocabulary in speaking, reading and writing acitivities • Engage in discussions about a variety of books, topics or movies• Investigate specific topics and respond in writing and orally• Listen to student authored stories and respond • Listen and takes written notes• Compare notes with peers• Organize and present oral presentation and speeches• Discuss ideas orally and in writing with peer groups• Research and debate topics• Interviews• Dramatic Presentations and Skits• Evaluate and respond to presentations orally and in writing• Role Play• Share personal experiences• Provide opportunities for focused listening• Listen to music and respond to it orally and in writing• Associate visuals with spoken and written language

These are just a few ideas… Feel free to share your own…

“Reading Wars”

How does the Emergent Literacy Approach differ from

the Scientifically Based Reading Research Approach? How can a comprehensive literacy program blend elements from both?

Literacy Approaches-

Emergent Literacy Approach0 Print-rich settings0 High quality literature0 Frequent storybook reading with embedded instruction

0 Shared reading experiences (with instruction)0 Shared writing experiences (with instruction)0 Projects/thematic units linking language, reading and writing

0 Meaningful reading/writing opportunities

Scientifically Based Reading Research Approach (SBRR)

0Skills based approach (oral language, phonological awareness, alphabet knowledge, concepts about print)

0Based on “core knowledge” necessary to be good readers

0Explicit, systematic instruction0Whole class & small group skills instruction

0Skill practice

Blended Instruction: A Comprehensive Literacy Program

0Includes elements of both Emergent Literacy and SBRR

0Print rich environments0Storybook reading0Shared writing0Projects/themes 0Meaningful center-based literacy activities

0Explicit instruction and practice of skills

Print Rich Environments

What is a print rich environment?

Why is it so important?

Looking Ahead

Unit 2: Stages of Literacy Development

Requirements:

Complete:

 required readings, study guide, activities and the graded review

Participate on the discussion board

Participate in live seminar or complete option #2

Ways to get help!!!

• Email me!• Chat with me on AIM!• Post your questions to the course Question Discussion Board!

• Call me!• Better yet, let me know if you need me to call you!

What office is there which involves more

responsibility, which requires more

qualifications, and which ought, therefore, to be

more honorable than teaching?

Harriet Martineau