ech532 | Graduate

Methods Of Teaching In Early Childhood: Language/literacy

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This course focuses on children’s language and literacy development from birth to age eight.  Students examine theories of language development, including theories of second language acquisition and the needs of English Language Learners. They also explore strategies for engaging children in integrated listening, speaking, reading, and writing experiences. Integration of content area standards and development of hands-on learning experiences are emphasized. Additionally, developmentally effective assessments are discussed as a means of informing instruction.

This graduate-level course is 8 This course is available to take individually or To enroll, speak with an Enrollment Representative.

Course details:

Credits: 4
Continuing education units: XX
Professional development units: XX
Duration: 8

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    Speaking and Listening Development

    • Identify the stages of oral language development.
    • Describe specific strategies to encourage language development.
    • Design activities that promote listening skills.
    • Choose children’s literature that engages young children and enhances oral language and listening skills.
    • List varied developmentally effective speaking and listening activities for diverse learners.

    Children's Literature

    • Describe the characteristics of different genres of children’s literature.
    • Explain the differences among stories, informational books, and poems, as well as the implications for early childhood literacy instruction.
    • Describe strategies for using children’s literature to motivate interest in reading and writing.

    Emergent Print Strategies

    • Explain uses of environmental print to develop print awareness.
    • Examine concepts of print.
    • Apply the language experience process.

    Questioning Strategies and Techniques

    • Compare and contrast convergent and divergent questioning strategies.
    • Use Bloom’s Taxonomy to generate multilevel questions.

    Writing Development

    • Analyze the relationship between reading and writing.
    • Identify the characteristics of each component of the writing process.
    • Examine instructional strategies that develop each of the traits indicated in the Six+1 Trait ® Beginning Writer’s Continuum and the Six+1 ® Writing Traits.
    • Explore different types of writing.
    • Score a piece of children’s writing using the Six+1 Trait ® Beginning Writer’s Continuum and the Six+1 ® Writing Traits.


    • Analyze strategies for introducing and for reinforcing meaning vocabulary.

    Literacy Programs

    • Examine activities and physical characteristics of well-designed literacy centers.
    • Examine how different commercial instructional programs develop literacy.

    Overview of Assessment

    • Identify formal and informal literacy assessments.
    • Describe developmentally effective uses of formal and informal literacy assessments in the learning environment.
    • Explain how various literacy assessments can be adapted for diverse learners.
    • Complete a running record.

    Morphemic Analysis

    • Identify types of morphemic analysis.
    • Design developmentally effective morphemic analysis activities.

    Family Literacy

    • Examine research on family literacy.
    • Provide examples of strategies that promote literacy at home.

    School, Family and Community Literacy Partnerships

    • Identify opportunities for effective, reciprocal school, family and community relationships.

    Overview of Cueing Systems

    • Explain basic elements of the graphophonic, syntactic, semantic, and pragmatic cueing systems.
    • Analyze the relationships among the graphophonic, syntactic, semantic, and pragmatic cueing systems.
    • Examine the elements of a running record.

    Emergent Reading Strategies

    • Describe the difference between phonemic awareness and phonics.
    • Explain the significance of the alphabetic principle.
    • Identify phonics elements.
    • Apply varied approaches to phonics instruction.
    • Demonstrate instructional strategies to introduce and to reinforce sight words.


    • Describe the developmental stages of spelling.
    • Analyze the significance of spelling stages for emergent reading and writing instruction.

    Reading Process

    • Describe the characteristics of each stage of the reading process.
    • Examine ways in which the reading process is applied in varied literacy activities.

    Reading Fluency

    • Describe the significance of fluency for comprehension.
    • Examine ways in which reading fluency can be developed.


    • Define the term comprehension of text .
    • Explain comprehension strategies readers use.
    • Describe instructional strategies that develop comprehension.

    Text Structure

    • Review features of narrative and expository text and their related issues for young readers.

    Theories and Models

    • Identify similarities and differences among theories of language development.
    • Analyze bottom-up, top-down, and interactive reading models.
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