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ECE 231: Early Language and Literacy Development

Course Description

This course serves as an introductory methods course in early childhood language and literacy development. Students explore the development of language from birth-age 8 and learn effective strategies for promoting language in the early childhood years. Students plan and implement developmentally appropriate activities to support language development for all children.  Students also learn how to create literacy-rich environments for the purpose of supporting young children in developing listening, speaking, reading and writing skills that will support them in developing into capable and competent communicators prepared to enter elementary school grades.  Field experience required: 10 hours. (3 credits)

 

Prerequisites

  • ECE 101: Introduction to Early Childhood Education
  • ECE 247: Child Growth and Development

Student Learning Outcomes (SLOs)

Students who successfully complete this course will be able to:

  1. Describe current best practices in language arts instruction for children birth-age 8 (NAEYC, Standard 4, 5). 
  2. Explain the interrelatedness of listening, speaking, reading and writing in preparing young children to become capable and competent communicators (NAEYC, Standard 1).
  3. Describe the teacher's role in promoting emergent literacy (NAEYC, Standard 4, 5).
  4. Create activities for young children, utilizing Early Learning & Development Standards related to language and literacy development. (NAEYC, Standard 3).
  5. Create literacy experiences for young children (NAEYC, Standards 4, 5).
  6. Plan and implement developmentally appropriate literacy experiences (NAEYC, Standards 4, 5).
  7. Apply dialogic strategies when reading to young children (NAEYC, Standards 4, 5).
  8. Analyze literacy materials for appropriateness, complexity and bias (NAEYC, Standard 6).
  9. Analyze the developmental stages of writing and its association with the alphabetic principle (NAEYC, Standard 6).
  10. Describe strategies for working with the bilingual learner and students with special needs (NAEYC, Standard 4, 5).
  11. Apply reflective practices (NAEYC, Standard 6).

General Education Outcomes (GEOs):

Please check the applicable GEOs for this course, if any, by outcomes at GEO Category Search, or by subject area at GEO Discipline Search.

Course Activities and Grading

Assignments

Weight

Weeks 1-8 - Discussions (14 @ 10 points each)

15%

Week 1: Reflection Paper: Early Literacy Experiences

5%

Week 2: Reflection Paper: Talking with Children  

5%

Week 3: Learning Experience Plan

15%

Week 4: Midterm- Book Analysis

10%

Week 5: Letter to Parents and Reflection Paper

5%

Week 6: Early Writing Analysis

5%

Week 7: Literacy Presentation

20%

Week 8: Reflection Paper: Field Experience10%
Week 8: Final Exam (Week 8)10%

Total

100%

 

Required Textbooks

Please note that there is not a required textbook assigned for this course. 

Week 1

Week 2

Week 3

  • McGee, L.M. & Schickendanz, J.A., (2007).  Repeated interactive read-alouds in preschool and kindergarten. International Reading Association. (Course Documents)

  • Santoro, L.E., Chard, D.J., Howard, L. & Baker, S.K. (2008).  Making the very most of classroom read-alouds to promtoe comprehension and vocabulary.  International Reading Association. (Course Documents)

  • Whitehurst, G.J., Dialogic Reading: An effective way to read to preschoolers.  http://www.readingrockets.org/article/dialogic-reading-effective-way-read-aloud-young-children

Week 4

  • Wanless, S.B. & Crawford, P.A., (2016).  Reading your way to a culturally responsive classroom. (Course Documents)

  • Hoffman, Teale & Yokota, (2015).  The Book Matters!  Choosing complex narrative texts to support literacy discussion.  NAEYC. (Course Documents)

Week 5

  • Yopp & Yopp. (2000). Supporting phonemic awareness development in the classroom.  The Reading Teacher, Vol. 54, No. 2. (Course Documents)

Week 6

Week 7

Course Schedule

Week

SLOs

Readings

Assignments

1

1,2,4

Early Language & Literacy Development in Children Birth-Age 8

  • Read; NAEYC position statement summary on learning to read and write;
  • Read; Roskos, K.A., Christie, J.F., & Richgels, D.J., (2003).  The essentials of early literacy instruction.  Young Children, NAEYC.
  • CT Early Learning Development Standards (pages 34-39) or other applicable state learning standards.
  • Review the lecture materials;
  • Participate in discussions;
  • Submit Written Reflection: Early Literacy Development.

2

3,4,6,7

Oral Language/Vocabulary Development

  • Read: Dickenson, D.K., & Tabors, P.O., (2002). Fostering Language and Literacy in Classroom and Homes.  Young Children. NAEYC.
  • Read:  Hart & Risley, (2003), The Early Catastrophe, the 30 million word gap by age 3.
  • Review the lecture material;
  • Participate in discussion;
  • Submit reflection paper on ‘Talking with Children’  * Field experience required.

3

5,6,7

Creating Interactive Read-Alouds for Young Children

  • Read: McGee & Schickedanz, (2007), Repeated interactive read-alouds in preschool and kindergarten, International Reading Association, (pp.742-751).
  • Read: Santoro, L.E., Chard, D.J., Howard, L. & Baker, S.K. (2008).  Making the very most of classroom read-alouds to promtoe comprehension and vocabulary.  International Reading Association.
  • Read: Whitehurst, G.J., Dialogic Reading: An effective way to read to preschoolers. 
  • Review lecture material.
  • Participate in discussion;
  • Submit Lesson Plan. *Field experience required.

4

8,9

Culturally Responsive Teaching

  • Read Hoffman, Teale & Yokota (2015).
  • Read Wanless & Crawford, (2016).  Reading your way to a culturally responsive classroom.
  • Review the Lecture material;
  • Participate in discussion;
  • Submit book list of culturally appropriate texts for use in early childhood.
  • Complete Midterm Exam
  

Midterm Exam

Chapters 1, 2, 5, 6 and all related readings from weeks 1-4;

SLOs 1, 2, 3, 4, 5, and 6
 

5

6,11

Phonological Awareness for Young Children 

  • Read: Yopp & Yopp, (2000).




  • Review lecture material;
  • Participate in discussion;
  • Submit poster of phonological awareness activities.

6

9,11

Early Writing and Spelling Development 

  • Read:  Cabell, Tortorelli & Gerde, (2013).
  • Read:  Byington, T., & Kim, Y. (2017).  


  • Review lecture material;
  • Participate in discussion;
  • Submit reflection on framework for individualizing early writing instruction. 

7

4

Designing the Environment

  • Read:  Literacy Rich Environments.
  • Gerde, Bingham & Wasik, (20120).  Writing in Early Childhood Classrooms:  Guidance for Best Practices.
  • Review the Lecture material;
  • Participate in discussion;
  • Submit portfolio of literacy-rich environment;
  • Submit field experience form for key assessment.  

8

1-10

Final Exam

All course readings.

  • Complete Final Exam
  • Submit Course Evaluation

COSC Accessibility Statement

Charter Oak State College encourages students with disabilities, including non-visible disabilities such as chronic diseases, learning disabilities, head injury, attention deficit/hyperactive disorder, or psychiatric disabilities, to discuss appropriate accommodations with the Office of Accessibility Services at OAS@charteroak.edu.

COSC Policies, Course Policies, Academic Support Services and Resources

Students are responsible for knowing all Charter Oak State College (COSC) institutional policies, course-specific policies, procedures, and available academic support services and resources. Please see COSC Policies for COSC institutional policies, and see also specific policies related to this course. See COSC Resources for information regarding available academic support services and resources.