Early and Emergent Literacy
Course Code:
RED3009
Credit Hours:
3
Effective beginning:
2022-23
Sections:
001B, 700B
Course Description:This course familiarizes students with early literacy development and conditions promoting total literacy from birth through lower elementary grades. All aspects of literacy are explored: reading, writing, listening, and speaking. 10 hours of practicum and practice teaching are required; restricted to grades K-2 only.
Course Details
Required textbooks/ course materials:
McGee, Lea & Richgels, Donald. Literacy’s Beginnings: Supporting Young Readers and Writers, Pearson, 6/e, 2012. ISBN: 9780132617659
Assignment/course outline:
See your Instructor First Day Handout for individual instructor assignment schedule.
Discipline-level learning outcomes:
E – 1 Designs and plans effective instructional lessons.
E – 2 Maintains a student-centered learning environment that is safe, organized, equitable, flexible, inclusive and collaborative.
E – 3 Delivers and facilitates effective instruction.
E – 4 Analyzes and applies data from multiple assessments to diagnose learning needs and inform instruction.
E – 5 Designs purposeful professional goals for continuous improvement to strengthen instructional effectiveness and impact student learning.
E – 6 Practices professional responsibility and ethical conduct and fulfills expected obligations to students, the public, and the education profession.
Course-level learning outcomes:
| Course-level student learning outcomes | Discipline-level learning outcomes | Assessment methods |
|---|---|---|
|
Identify strategies and practice instructional methods of research-based strategies for teaching phonemic awareness, phonics, vocabulary, fluency, and comprehension Examine and understand the developmental nature of literacy and oral language Explain the connection between oral language development and later success in learning to read and write Explore organizational models for and within classrooms to promote early literacy development Familiarize self with materials and assessment tools for early literacy |
E-3 E-1 E-1 E-5 E-4 |
Task 10.15A - RU Task CC4B - RU MA 6 Writing Assignment Task 10.15A – RU Task 10.15A - RU |
Means of accomplishing learning outcomes:
The course instructor will be delivering course content through class discussions on the material using various visual aids. Students are expected to be attentive and are encouraged to ask questions. In-class teaching strategies may include: participation, demonstrations, lecture, presentations, critical thinking and cooperative groups. Student attendance and participation is expected. Students are expected to read all assigned material before class and complete assigned projects in a timely manner to enable reflections and revisions on the final product.
College-wide policies and resources
For more specific information on Chipola's college-wide academic policies and resources available to students, visit the link below.
Policies & Resources