RED 3309 - Early and Emergent Literacy K-2

College of Education

Credit(s): 3
Contact Hours: 47
Effective Term Spring 2024 (630)

Requisites

Admission to Elementary Education (K-6) with Infused ESOL & Reading Endorsements (Bachelor of Science) (ELEDR-BS) or
Admission to Exceptional Student Education (K-12) with Infused ESOL & Reading Endorsements (Bachelor of Science) (ESEDR-BS) or
Admission to Prekindergarten/Primary Education (age 3 through grade 3) with Infused ESOL and Reading Endorsements (Bachelor of Science) (PKPED-BS)

Course Description

This course is designed to increase preservice teachers’ knowledge and application of early and emergent literacy development for children from age 3 to second grade. The course explores evidence-based practices in teaching literacy to young children, including all areas of reading and writing. Preservice teachers complete a minimum of 15 school-based hours actively participating and observing reading in primary educational setting(s).

Learning Outcomes and Objectives

  1. The preservice teacher will analyze the components of reading as a process to develop early and emergent literacy skills by:
    1. examining the impact of oral language, phonological awareness, phonics, vocabulary, fluency, and comprehension in reading development.
    2. comparing characteristics of learning theories and models of the reading process that influence teaching practices.
    3. applying evidence-based, multimodal strategies to promote literacy skills for all students, including English Learners, students of poverty, and students with special needs, such as dyslexia.
    4. defining terms specific to systematic phonics instruction, including phonemes, graphemes, onsets, rimes, etc.
    5. distinguishing between phonemic and phonological awareness and the relationship to phonic decoding skills.
    6. selecting evidence-based practices for the development of decoding skills (e.g., blending and segmenting phonemes, continuous blending of graphemes and phonemes, syllabication, morphology).
    7. identifying appropriate stages of word recognition that lead to effective decoding (e.g., prealphabetic, partial-alphabetic, full-alphabetic, consolidated alphabetic, automatic stages).
  2. The preservice teacher will analyze the importance of oral language, comprehension and writing development in developing reading and writing proficiency by:
    1. classifying the stages of reading development from pre-emergent, emergent, early and fluent.
    2. creating activities that develop oral language skills, including social and academic language.
    3. examining the impact of schema and background knowledge on reading development.
    4. identifying and evaluating the developmental stages of writing (e.g., drawing, dictating, writing).
  3. The preservice teacher will examine the importance of writing and spelling to enhance literacy development by:
    1. analyzing the connection between spelling (orthography) and the structure of language (phonology).
    2. investigating the connection between the processes of reading and writing.
    3. comparing different approaches to teaching handwriting.
    4. differentiating the stages of the writing process (i.e., prewriting, planning, drafting, revising, editing, and publishing).
  4. The preservice teacher will demonstrate how to effectively teach reading and writing in the primary grades through an integrated literacy approach by:
    1. applying the knowledge of the science of reading and the interdependence among the reading components.
    2. practicing instructional strategies which reflect explicit and indirect teaching.
    3. designing lessons reflecting knowledge of systematic and explicit literacy instruction.
    4. identifying factors that affect literacy development for all students, including English Learners, students from poverty, and students with special needs.
    5. selecting appropriate classroom organizational formats (e.g., literature circles, small groups, conferences, workshops, reading centers, multiage groups) for specific instructional objectives.
    6. participating in school-based experiences to apply concepts from the course.
  5. The preservice teacher will utilize assessments to inform and differentiate instruction by:
    1. administering informal assessments appropriate to respective grade and developmental levels.
    2. interpreting informal assessments to determine appropriate instructional strategies for individual students, including students with dyslexia.
    3. identifying ways to assess and progress monitor the literacy development of readers and writers in the primary classroom, including the use of alternative forms of assessment.
    4. utilizing a variety of texts, printed materials, and digital technology in the classroom.

Criteria Performance Standard

Upon successful completion of the course, the preservice teacher will, with a minimum of 75% accuracy, demonstrate mastery of each of the above stated objectives through classroom measures developed by individual course instructors.

History of Changes

C&I 2/26/02, BOT 3/26/02, Effective yrtr 20021. C&I 4/8/03, BOT 5/20/03 Effective 20031. C&I 7/12/05, BOT 8/23/05, Effective 20051(0355) Added Topic #2. C&I 9/12/06, BOT 10/17/06, Effective 20061(0370) Chg Topic 2. C&I 3/23/2010, BOT 4/21/2010, Effective 20093(0425). C&I 1/20/2012, BOT 2/21/2012, Effective 20121(0460). C&I Approval: 01/20/2012, BOT Approval: 02/21/2012, Effective Term: Fall 2012 (460).
C&I Approval: 07/21/2023, BOT Approval: 09/19/2023, Effective Term: Spring 2024 (630)

Related Programs

  1. Elementary Education (K-6) with Infused ESOL & Reading Endorsements (ELEDR-BS) (660) (Active)
  2. Elementary Education (K-6) with Reading Endorsement Apprenticeship (ELEDRA-BS) (660) (Active)
  3. Exceptional Student Education (K-12) with Infused ESOL & Reading Endorsements (ESEDR-BS) (660) (Active)
  4. Exceptional Student Education (K-12) with Reading Endorsement Apprenticeship (ESEDRA-BS) (660) (Active)
  5. Prekindergarten/Primary Education (age 3 through grade 3) with Infused ESOL and Reading Endorsements (PKPED-BS) (660) (Active)
  6. Prekindergarten/Primary Education (age 3 through grade 3) with Reading Endorsement Apprenticeship (PKPEDA-BS) (660) (Active)