RED3009

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

Instructors:

Casey Dowgul
dowgulc@chipola.edu

 

 

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 outcomesDiscipline-level learning outcomesAssessment 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
MA 1-5 Skills Demonstration, Writing Assignment
MA 7 Skills Demonstration, Writing Assignment
MA 8 Skills Demonstration, Writing Assignment

Task CC4B - RU
MA 6 Writing Assignment

MA 6 Writing Assignment

Task 10.15A – RU
Task CC4B – RU
MA 8 Skills Demonstration, Writing Assignment

Task 10.15A - RU
Task CC4B - RU
MA 1-5 Skills Demonstration, Writing Assignment

 

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.

 

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