rdg416 | undergraduate

Methods Of Teaching In Early Childhood Language And Literacy

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This course focuses on children's language and literacy development from birth to age 8. 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 undergraduate-level course is 5 weeks To enroll, speak with an Enrollment Representative.

Course details:

Credits: 3
Continuing education units: XX
Professional development units: XX
Duration: 5 weeks

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    Comprehension; Text Structure; Questioning Strategies and Techniques

    • Review features of narrative and expository text and their related issues for young readers.
    • Use Bloom’s Taxonomy to generate multilevel questions.
    • Compare and contrast convergent and divergent questioning strategies.
    • Explain comprehension strategies readers use.
    • Describe instructional strategies that develop comprehension.

    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.
    • Score a piece of children’s writing using the 6+1 Trait® Beginning Writer’s continuum and the 6+1Trait® Writing.
    • Explore writing for different purposes.

    Literacy Programs; Overview of Assessment

    • Describe developmentally effective uses of formal and informal literacy assessments in the learning environment.
    • Explain how various literacy assessments may be adapted for diverse learners.
    • Describe how screening tools can be used to identify children at risk for reading difficulties.
    • Complete a running record.

    Delivering Differentiated Reading Instruction, Intervention and Remediation

    • Describe methods of differentiating literacy instruction for emergent and early readers, including those with special needs.
    • Identify intervention strategies for students struggling with the alphabetic principle, phonological and phonemic awareness, phonics, fluency, and reading comprehension.
    • Identify appropriate next steps to take with a student experiencing reading difficulties.
    • Select materials and activities for creating a rich family literacy environment.
    • Describe a framework for involving families in literacy development.

    Overview of Cueing Systems; Literacy Routines and Balanced Curriculum

    • Explain the basic elements of the graphophonic, syntactic, semantic, and pragmatic cueing systems.
    • Analyze the relationships among graphophonic, syntactic, semantic, and pragmatic cueing systems.
    • Examine the elements of a running record.
    • Explore effective organization and management of the literacy program within the framework of the elementary curriculum.
    • Identify the components of an effective integrated unit of study in early childhood.
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