ech538 | Graduate
Methods Of Teaching In Early Childhood: Language/literacy
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Theories and Models
- Analyze bottom-up, top-down, and interactive reading models.
- Identify similarities and differences among theories of language development.
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.
- Review features of narrative and expository text and their related issues for young readers.
- 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
- Apply the language experience process.
- Explain uses of environmental print to develop print awareness.
- Examine concepts of print.
Overview of Cueing Systems
- Analyze the relationships among the graphophonic, syntactic, semantic, and pragmatic cueing systems.
- Examine the elements of a running record.
- Explain basic elements of the graphophonic, syntactic, semantic, and pragmatic cueing systems.
Emergent Reading Strategies
- Describe the difference between phonemic awareness and phonics.
- Explain the significance of the alphabetic principle.
- Identify phonics elements.
- Demonstrate instructional strategies to introduce and to reinforce sight words.
- Apply varied approaches to phonics instruction.
- Identify types of morphemic analysis.
- Design developmentally effective morphemic analysis activities.
- Analyze the significance of spelling stages for emergent reading and writing instruction.
- Describe the developmental stages of spelling.
- Describe the characteristics of each stage of the reading process.
- Examine ways in which the reading process is applied in varied literacy activities.
- Analyze strategies for introducing and for reinforcing meaning vocabulary.
- Examine ways in which reading fluency can be developed.
- Describe the significance of fluency for comprehension.
- Define the term comprehension of text.
- Explain comprehension strategies readers use.
- Describe instructional strategies that develop comprehension.
Questioning Strategies and Techniques
- Use Bloom’s Taxonomy to generate multilevel questions.
- Compare and contrast convergent and divergent questioning strategies.
- 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.
- Score a piece of children’s writing using the Six+1 Trait ® Beginning Writer’s Continuum and the Six+1 ® Writing Traits.
- Explore different types of writing.
- 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.
- 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.
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