MCCCD Official Course Competencies:

EEP293  20064-99999

Early Language/Literacy Development: Curriculum, Instruction, Standards, Observation and Assessment

1.

Describe developmental characteristics of young learners between birth and age eight. (I, XII)

2.

Design developmentally appropriate, culturally sensitive learning environments that promote literacy and language development. (II)

3.

Define how family literacy partnerships between home and early care environments can effectively work together. (III)

4.

Explain early language and literacy development. (IV)

5.

Describe how young children learn to read and write. (V)

6.

Demonstrate multiple pedagogical procedures for the same curriculum content. (VI)

7.

Describe early phonemic awareness and phonics. (VII)

8.

Examine early writing and literacy development. (VII, VIII, IX)

9.

Review how the organization and management of the early care environment promotes early literacy development. (IX, X)

10.

Summarize emergent and thematic issues in the early literacy environment. (XI)

11.

Explain various curriculum approaches for early childhood. (XIII)

12.

Explain incidental and planned learning opportunities inherent in a variety of early childhood daily routines. (XIV)

13.

Describe curriculum need for special needs children. (XV)

14.

Contrast how curricular content and instruction is organized in educational settings serving children aged birth to eight. (XVI)

15.

Analyze the use of manipulatives in teaching. (XVII)

16.

Identify the purpose of observation in relation to early learning environments. (XVIII)

17.

Identify Arizona Early Learning Standards. (XIX)

18.

Identify National Council of Teachers of Mathematics. (XIX)

19.

Identify National Science Teachers Association. (XIX)

20.

Identify National Council for the Social Studies. (XIX)

21.

Develop math curriculum. (XX)

22.

Develop science curriculum. (XXI)

23.

Develop social studies curriculum. (XXII)

24.

Identify multiple assessment procedures and their relationship to early learning standards and Arizona academic standards (K-3). (XXIII)

25.

Demonstrate the ability to utilize formal instruments and informal methods of observation. (XXIII)

26.

Select appropriate assessments. (XXIII)

27.

Develop assessment instruments. (XXIII)

28.

Apply elements of curriculum with young children. (XXIV)

29.

Evaluate field experiences. (XXIV)

MCCCD Official Course Outline:

EEP293  20064-99999

Early Language/Literacy Development: Curriculum, Instruction, Standards, Observation and Assessment

I. Early Literacy Foundations

A. Learning Theories That Shape Practices

B. Theory and Philosophy from the 1700's and 1800's

C. Past Practices: Early 1900's to the 1950's

D. Research Phase: 1960's to 1980's

E. Recent Research and Practice: 1990's to Present

F. Approaches

1. Thematic Instruction

2. Explicit Instruction: Phonics and Whole Language

3. Balanced

G. Stages of Child Development in Relation to Reading Readiness

H. Early Literacy Professional Associations and Related Journals

II. Awareness of Developmentally Appropriate and Culturally Sensitive Early Literacy Environments

A. Literacy and Diversity: Individual Needs

B. Multicultural Concerns: Needs of a Multicultural Society

C. Cultural Diversity Issues

D. Language Differences

E. Early Intervention Issues

III. Family Literacy Partnerships: Home and Early Care Environments Working Together

A. Family Literacy

1. Definition

2. Importance

B. Factors Promoting Literacy Development in the Home

C. Home Activities

1. Materials to Read

2. Reading to Children from Birth to Age Eight

3. Materials for Writing

D. Encouraging Literacy

1. How Responsive Adults Can

2. Parental Involvement

3. What Teachers Can Do

E. Multicultural Perspectives

1. Parent Involvement

2. Family Literacy

IV. Early Literacy and Language Development

A. Overview

B. How Children Acquire Language

C. Theories of Language Development

D. Stages in Language Development

E. Recognizing Language Differences in Young Children

F. Strategies for Language Development

G. Formats for Promoting Language in Early Learning Environments

H. Assessment of Children's Language Development

V. How Young Children Learn to Read and Write

A. Developmental Trends in Early Literacy Acquisition

B. Reading Readiness

C. Emergent Literacy

D. Theories of Literacy Development

E. Psycholinguistic Cueing Systems and the Acquisition of Language and Literature

F. Exposure to Books and the Relationship to Literacy Development

G. Multiple Intelligences and Literacy Development

H. Phonemic Awareness, Phonics and the Relationship to Literacy Acquisition

I. Guided Reading and Writing

J. Technology and Play: Resources for Helping Children Learn to Read and Write

VI. Motivating Early Reading and Writing with Children's Literature

A. Strategies for Motivating Early Reading and Writing

B. Standards and Early Reading and Writing

C. Preparing a Literacy-Rich Environment

D. Features of a Well-Designed Literacy Center

E. The Teacher as a Model to Motivate Interest

F. Story Reading and Storytelling: Tools for Motivating Interest in Literacy

G. Assessing Independent Reading and Writing

H. Assessing Children's Attitudes towards Books

VII. Word-Study skills: Early Phonemic Awareness and Phonics

A. Word study: Helping Children Figure out Words

B. Skills and Objectives for Word-Study

C. Teaching Strategies for Word-Study Skills

D. Phonemic Awareness and Phonics

E. Strategies for Teaching Phonics

F. Oral Reading

G. Assessing Knowledge of Word-Study Skills

VIII. Developing Concepts about Books and Comprehension of Texts

A. Activities That Develop Concepts about Books

B. Standards and Comprehension of Texts

C. Strategies that Develop Comprehension of Texts

E. Comprehension Strategies with Special Needs Children

IX. Early Writing and Literacy Development

A. Relationships between Reading and Writing

B. How Early Writing is Acquired

C. Theory of Early Writing Development

D. Development of Writing Ability

E. Objectives for Promoting Writing Development

F. Strategies for Writing Development Birth to Four

G. Standards for Writing in Kindergarten

H. Strategies for Writing Development and Spelling in Early Learning Environments

I. Assessment of Children's Writing Development and the Writing Environments

X. Organizing and Managing the Early Learning Environment for Literacy Development

A. Preparation of the Physical Environment

B. Research Concerning Literacy-Rich Physical Environments

1. Motivate Reading

2. Motivate Writing

C. Organizing Instruction to Meet Individual Needs: Guiding Reading Activities

D. Organizing and Managing Literacy in the Daily Schedule

XI. Emergent and Thematic Issues in Early Literacy Environments

XII. Developmental Characteristics of Young Learners

A. Infants

B. Toddlers

C. Young Preschoolers

D. Older Preschoolers

E. K-3 Students

XIII. Early Childhood Curriculum Approaches

A. Developmental

1. Infants and Toddlers

2. Young Preschoolers

3. Older Preschoolers

4. K-3 Students

B. Pedagogies

1. Language Based

2. Sensory/Motor

3. Technology Based

4. Play Based

5. Social Interaction

C. Adult to Child

D. Child to Adult

1. Child to Child

2. Indirect Community Expectations

XIV. Learning Opportunities

A. Incidental

B. Child Initiated

C. Planned

1. Adult Initiated

2. Commercial Products

D. Sequencing

XV. Special Needs Children

A. Needs

B. Curriculum

C. Exposure to Typical Peers

XVI. Curricular Content and Instruction

A. Multi-Age Settings

1. Learning from Peers

2. Child as Teacher

B. By Content

1. Math

2. Science

3. Art

4. Music

5. Literacy and Language Arts

6. Social Studies

XVII. Manipulatives

XVIII. Observation in Early Childhood Settings

XIX. Standards

A. Arizona Early Childhood Standards

B. National Council of Teachers of Mathematics

C. National Science Teachers Association

D. National Council for the Social Studies

E. Influences

F. Impact on Curriculum

XX. Math Curriculum

A. Development

B. Objectives

C. Resources

D. Standards

XXI. Science Curriculum

A. Development

B. Objectives

C. Resources

D. Standards

XXII. Social Studies Curriculum

A. Development

B. Objectives

C. Resources

D. Standards

XXIII. Assessment

A. Definition

B. Informal

C. Documentation

D. Standardized Methods

E. Limitations

F. Accountability

G. Ethics and Confidentiality

XXIV. Field Experience