College of Charleston

Department of Elementary and Early Childhood Education
EDEE 640 Development of Language and Literacy

3 Credit Hours –Final Dec. 6

Meeting Time and Place:	Thursday 4-6:45 pm/EDCTR 217
Instructor's Name:	Dr. Mary E. Blake Jones
Office Hours:	Mondays 3-5:30 Wednesdays 3-5:30
	*Other times by appointment
Office Location:	SOE, Room 321
Office phone/Fax/Email:	953-8042 or 953-5613/953-5407
	blakem@cofc.edu
	www.cofc.edu/~blakem/mary.htm
Course Co-requisites:	Enrollment in EDEE 645 Graduate Field Experience
Course Description:	The course explores the nature of language, its functions within language settings and its development within cultures and individuals. The impact of family, community, and dialect upon communication will be investigated. The role of story in helping children to communicate effectively is a component of this program. The course also outlines the role of language in developing reading, writing, viewing, and computing skills needed to survive in today’s world At the heart of this course are the following principles of action: 1) intellectual curiosity and rigor; 2) reflective, research-based practice; 3) collaboration and consensus building; 4) field-oriented service and community outreach; 5) cultural sensitivity and understanding.
Course Text/Materials:	Otto, B. (2006). Language development in early childhood (2^nd edition). Upper Saddle River, NJ: Merrill Prentice Hall. Power, B., & Hubbard, R. (2002). Language development: A reader for teachers (2^nd.edition). Upper Saddle River, NJ: Merrill Prentice Hall Strunk, W., & White, E. B. (latest edition). The elements of style. New York: MacMillan E-reserve readings available through the library and WebCt.
Course Objectives:	U All teacher preparation programs in the School of Education (SOE) are guided by a commitment to Making the Teaching Learning Connection through three Elements of Teacher competency which are at the heart of the SOE Conceptual Framework: 1) understanding and valuing the learner, 2) knowing what and how to teach and assess and how to create an environment in which learning occurs, and 3) understanding themselves as professionals. These three competencies underlie all learning and assessment in this course; they help you develop the knowledge, skills, and dispositions necessary to become an effective teacher. UNDERSTANDING AND VALUING THE LEARNER 1. Define and defend personal and class definitions of language (INTASC 1; NAEYC 1; SOE Standards I & II). 3. 2. Compare and Critique the models of language acquisition as well as the many theories concerning language development (INTASC 1; NAEYC 1; SOE Standards I & II). 4. 5. 3. Explore the impact of family and community upon language development and implement ways to include families and local communities within the classroom (INTASC 1, 5c; NAEYC 1, 2; SOE Standard V). 4. Describe how language instruction should be aligned with the patterns of child growth and development (INTASC 1; NAEYC 1; SOE Standard 1). KNOWING WHAT AND HOW TO TEACH AND ASSESS AND HOW TO CREATE AN ENVIRONMENT IN WHICH LEARNING OCCURS 1. Match competencies necessary for appropriate language and reading development with required standards (INTASC 2b; NAEYC 4b; SOE Standard II). 2. Recognize the impact of differing language patterns and dialects upon language use and success in school (INTASC 1 & 3a, 3b; NAEYC 1 & 4a, 4; SOE Standards I & III). 3. Recognize the importance of story/narrative in communication within every culture and every classroom (INTASC 1, 3b, & 5b, 5c; NAEYC 1, 4, & 2; SOE Standards III, V, VII). 4. Appreciate personal storytelling as an effective teaching tool for communication with students and parents and for incorporating the local community within the classroom (INTASC 1, 3b, 5b, 5d; NAEYC 1, 4, 5, 2; SOE Standards III, V, VII). UNDERSTANDING YOURSELF AS A PROFESSIONAL 1. Model effective use of the English language (INTASC 1, 2b; NAEYC 1; SOE V). 2. Evaluate changing self-perceptions about language use in teaching and learning (NCATE 5; NAEYC; SOE Standards I, IV, V, VI, VII). 3. Collaborate and cooperate with other course participants in class and in the evaluation of course projects (NCATE 5; NAEYC 5; SOE Standards I, II, III, IV). 54 Use technology to optimize instruction (NCATE 5; NAEYC; SOE I, II III, V).

Description of Projects/Assignments:

A. Independent Study:

Included in this aspect of each week's work are the following activities:

1. Read the appropriate textbook chapters for the week's topic. These are required readings, which constitute the minimum amount for all students. The three Proficiency tests will include these basic readings.

2. Read selected readings on e-reserve.

B. Class Assignments:

1. Language Development Theorist Presentation

In groups students will research each of the major theorists with regard to language development. Each group will produce (1) a short paper outlining the major points that the theorist made regarding language development. They will also produce (2) media and (3) class handouts. Theorists to be included are Piaget, Vygotsky, Bruner, Halliday, Heath, Chomsky, Skinner, and Goodman. A grading rubric will be provided prior to writing this project.

Due:

2. Language Autobiography

Language and story are central to culture, community, family, and personal lives. Therefore, each EDEE candidate will complete a project documenting the significant role both these elements have played in shaping his or her life through family, community, and culture (5 –8 pages). As part of this project each student must select a children’s picture book that is representative of his or her family culture and share information about it with the class. Due:

C. Examinations

There will be three Exams in this course. An initial test, a midterm, and a final exam. These exams will cover all the material in the readings, course activities, and associated field experiences.

D. Field Experience Assignment

Each student in EDEE 640 must also be enrolled in EDEE 645. Each EDEE 640 student will be expected to maintain Field Notes for each field visit. Each observation entry should include: time and date of observation; the sequence of events observed; the physical environment, a description of at least one significant episode in the classroom, and an emphasis on the language use, language development, language settings, language functions, or language interaction in the classroom. The best way to do this is to record as many direct quotes of language as possible. After the completion of the experience a written analysis will be due for each level (Early Childhood, Elementary, Middle). I will provide the forms and further directions to do this as the semester progresses. Each final paper will be 4 pages. Due: To Be Set

Course Requirements:

A student's grade will be determined by the following criteria:

For a "C" grade:

1. Attend class regularly. Attendance will be taken.

2. Make a satisfactory grade (77-83) on each of the 3 tests on content.

3. Complete all Class and Field Experience Assignments.

For a "B" grade

1. Complete all requirements for a "C".

2. Pass each of the 3 tests. Average of the tests needs to be 84% comprehension.

3. Demonstrate comprehensive work for all assignments.

4. Participate positively in classroom discussions.

For an "A" grade

Complete all requirements for a "C" and a "B" in an outstanding manner.

Evaluation Scale:

A= 93%

A-= 91%
B+= 89%
B = 86%

B-= 84%

C+= 82%

C = 79%

C-= 77%

D+= 75%

D = 72%

D-= 70%

Evaluation Criteria:

First Test

100 points

Second Test

100 points

Final

100 points

L. Theorist Paper/Presentation

60 points

Language Autobiography Paper

100points

Fieldwork Notes Paper

40 points

Any of the above assignments may be submitted to your Live Text portfolio.

500 points

Honor System:

This class falls under the Honor System and any violation of the Honor System will result in going before the Honor Board.

Accommodations:

In compliance with the Americans with Disabilities Act (ADA) all qualified students enrolled in this course are entitled to “reasonable accommodations.” Please notify the instructor during the first week of class of any accommodations needed for the course.

Another requirement is demonstration of the SOE dispositions as they relate to this course.

SOE Dispositions:	*How they are expressed in this course*
Belief that all students can learn	Participation and attitudes expressed about students and learning
Value and respect for individual differences	Inclusion in projects and logs
Value of positive human interactions	Participation in class and discussions
Exhibition and encouragement of intellectual curiosity, enthusiasm about learning, and willingness to learn new ideas	Participation in class and group discussions; performance on tests and projects
Dedication to inquiry, reflection, and self-assessment	Performance on tests and logs; participation in class and group discussions
Value of collaborative and cooperative work	Participation in class and group discussions; careful critiquing of others’ work
Sensitivity toward community and cultural contexts	Inclusion in all Projects
Engagement in responsible and ethical practice	Performance on all tests and projects
Development of professional mastery over time	Performance over time in class and through projects

Course Calendar:

Date	Topic			Assignment		Otto		Power & Hubbard
Aug. 23	Course Overview: Introductions Reflections on individual experience Inquiry into the nature of language and the systems involved What is language—components, characteristics, universal origins			Define anthropology, sociology, psychology, culture, community, and family for yourself. Examine the impact of language in each of these areas Read e-reserve Baker to see how language is transcribed.		Ch. 1		Learning how to research language in your classroom (Preface)
Aug. 30	What is language—Continued Language Acquisition and Theories of Stages BABY TALK TAPE			Read e-reserve Yellin, Blake, Devries --Language Characteristics Read e-reserve Yellin, Blake, Devries --Language Acquisition		Ch. 2		Part 1—Rice, Martin, Heath, Power Part 3—Golinkoff & Hirsh-Pasek; Osborne; Berube
Sept. 6	Language Development Prior to School READING MATTERS TAPE Development of Language Systems-Phonetic, morphemic, semantic, syntactic, pragmatic Language Functions BIG BOOK TAPE			Read e-reserve Yellin, Blake, Devries—Language and Cognition Read e-reserve Piaget Yellin, Blake, Devries --Halliday Seven Functions of Language Groups work on Theorist Presentations		Ch. 4/5 & Ch. 6/7 Ch. 4/5 & Ch. 6/7		Part 1—Vygotsky, Piaget, Chomsky, Gardner Part1—Halliday; Part 2--Pinnel
Date	Topic			Assignment		Otto		Power & Hubbard
Sept. 13	Emergent Literacy Kindergarten & First Grade EMERGENT LITERACY TAPES Language Development, Settings, and Story			Emergent Literacy Analysis Read e-reserve Temple & Gillet—Chapter 3 Storytelling		Ch. 8 & Ch. 9		Part 2—Newkirk & McLure; Fletcher
Sept. 20	Language Theorists Paper Story and Storytelling in the classroom Story Practice Your Stories.			5 minute Paper Presentation by each Language Theorist Group Read e-reserve Forest—Storytelling Read e-reserve Roney—Back to the Basics with Storytelling Read e-reserve Ross—Storyteller PARENT INTERVIEW QUESTIONS /. HOME\SCHOOL INTERACTIONS
Sept. 27		TEST ONE		Review all assigned e-reserves		Ch. 1, Ch. 2, Ch. 4/5, Ch. 6/7, Ch. 8, Ch. 9			Review assigned authors in Parts 1 & 2
Date		Topic	Assignment		Otto		Power & Hubbard
Oct. 4		Language Assessment GUIDED READING TAPE---Running Record Assessment Home /School Language Connections	Relating Assessment to Child Language Evaluating what we have seen in Classrooms		Ch. 12 (Ch. 13) Ch.14		Part 3--Wolkomir
Oct. 11		Language in Primary/Elementary Classrooms Reading/Writing Tape Language in Elementary Classrooms TEACHERS TEACHING WRITNG	Tape Analysis Development of Language Systems, Development as a Speaker, Reader, Writer, Speller Tape Analysis		Ch. 10.		Review Preface Part 2—Gallas, Anton-Oldenburg. Ballenger, Beseler, Griffin, Pappenheimer, & Swaim
Oct. 18		Language in Elementary Classrooms ANTICIPATION TAPE	Directed Reading Activity Morphemic, Semantic, Syntactic, Pragmatic Development		Ch. 11
Oct. 25		Elementary Classroom Language Literacy/Strategies KWL/DRA/QAR Semantic Mapping Semantic Feature Concept Guide ETC	Read e-reserve Burns, Roe, and Smith LANGUAGE AUTOBIOGRAPHY DUE		Test Review		Part 2—Madden; MacKay; Young, Rowe; Lindfors

Date	Topic	Assignment	Otto	Power & Hubbard
Nov. 1	TEST TWO		Chs. 10,11,12,13,& 14	All readings since the lst test
Nov. 8 Nov. 15	Middle School Language and Strategies Development as Speakers, Spellers, Readers, Writers READING/ WRITING RESPONSE TAPE Development of Language Systems Middle School Functions SKETCH TO STRETCH TAPE Dialect and ESL in Schools and Society Code Switching Christmas Books	Read e-reserve Hynds --Chs. 1-3 Read e-reserve Albright & Ariail--Tapping the potential of read alouds in Middle School Read e-reserve Ivey—Reflections on Teaching Read e-reserves McWhorter—Spreading the word Garcia & Jensen—Helping Young Hispanic Learner Villegas & Lucas—The Culturally Responsive Teacher	Ch. 3	Part 2—Cunningham, Review Lindfors Part 1-- Samway & Mckeon Part 3—Stiel; Valdez Part 1—Rickford & Rickford Part 2—Delpit Part 3—Wolfram Christensen
Nov. 29	Language, Family, Community, Culture Analysis of Models of Language Learning in Classrooms	Read e-reserve Handel—Family Reading Read e-reserve Piper— Intercultural Communication Read e-reserve Yellin, Blake & DeVries- Introduction to the Language Arts SC Standards for the Language Arts		Part 3- Scollen & Scollen, Tannen Ostrow
Dec. 6	FINAL EXAM 4-7

Fieldwork Analysis Assignment and Rubric

DESCRIPTION OF ASSIGNMENT: You will be expected to take fieldwork notes in which you should communicate a summary of language use during the observation. One of my goals is for you to be looking at these notes and analyzing how language is used in each classroom situation.

GUIDELINES: You need a separate EDEE 640 Notebook. The EDEE 640 write-ups will have a separate entry for each visit (Early Childhood, Elementary, and Middle School). Each entry should include: the date of observation; the language environment (physical, oral, and written) of the classroom, a description of the developmental (language) stage of the children, a description (quotes) of the language functions, or language interaction in the classroom, a language analysis of (at least) one significant episode in the classroom, and a conclusion about the overall language atmosphere in this classroom. The best way to do this is to record as many direct quotes of language as possible. After the completion of each set of experiences (Early Childhood, Elementary, Middle School) a separate written analysis will be turned in. Each final analysis will be at least 4 pages long and will include the following sections with Headings: Introductory Paragraph--No Heading

School, Class, Children, Dates and Times of Observation

Environment--Heading

Physical, Oral, Written

Language Development—Heading

Development of Language Systems—Phonetic, Morphemic, Syntactic,

Semantic, Pragmatic, Reading Development Stage, Writing Development

Stage, Spelling Development

Language Functions—Heading

Identification and Quotes of Halliday’s Language Functions

Episode—Heading

Brief Description of a Language Episode or Lesson with Quotes

Analysis of Episode—Heading

Analysis of the Episode with the lesson format for purpose, talk ratio,

Scaffolding etc.

Reflection—Heading

Your opinion of the language use in this classroom/

DUE DATES: TO BE DETERMINED

Language Analysis Rubric

Name: _______________________________ Total Points:

Rubric for evaluation of each analysis. Each analysis is worth 13 points. The total for the three is 39 points. I’m giving everybody 1 bonus point to make it 40.

Entry Focus	Analysis follows guidelines on preceding page. They are two pages (single space in n length and include date. (10-13 points)	Analysis tends to follow the guidelines. Some dates. Less than required length. (5-9 points)	The analysis is not complete. (1-4 point)
EARLY CHILDHOOD
ELEMENTARY
MIDDLE SCHOOL

Language Theorist Rubric (60 points)

Area of Performance	Target 9-10	Acceptable 7-8	Needs Improvement 5-6	Unacceptable 3-4	Your Rating
Accuracy of Content	All major points of the work are targeted. Accurate focus.	Major points of the theorist’s work are targeted. Focus is accurate.	Some major points of the theorist’s work are targeted. Focus is ambiguous	Few major points are targeted. Focus is unclear.
Clarity of Explanations	Explanations are clear. Accurate identification of the contribution to language study.	Some explanations are unclear. Identification of the contribution to language study is clear.	Explanations need clarification. Identification of the contribution to language study is ambiguous.	Explanations are not clear. Inaccurate identification of the contribution to language study
Research and Sources	More than 10 sources. Includes online journals, professional websites, scholarly journals and books. APA format is accurate	At least 10 sources. Includes online references and websites, hard copy journals and magazines, and books. APA format followed	Less than 10 sources. Includes websites, magazines and books. Problems with APA format	Less than 7 sources. No electronic sources. Includes books. Problems with APA format.
Paper Format	Guidelines and format are done well. Inclusion of reflections. No mechanical errors.	Most guidelines followed. Bulleted format. Some reflections included. Mechanical errors do not interfere with meaning.	Some guidelines followed. General format followed. Few reflections. Mechanical errors interfere with meaning	Guidelines are not followed. Paper has many format and mechanical errors.
Presentation & Handout	All points are made clearly. All group members participate. Appropriate use of media/technology. Handout is error free.	Many points are made clearly. Most group members participate. Some use of media/technology. Handout has some errors,	Some points are made clearly. Some group members participate. Little use of media/technology. Handout has many errors.	Few points are clearly made. Only one or two members participate. No use of media/technology. Handout is inappropriate.
Group Contribution	Contributed equally to the research, paper, and presentation.	Made a major contribution but only in one or two areas.	Made contributions but were not equal to the other group members.	Made few contributions to the group.

Language Theorist/Researcher Paper Guidelines (for Professor)

NAME OF INDIVIDUAL & BACKGROUND

TIME FRAME FOR THE WORK ACCOMPLISHED

FOCUS OF THE WORK--HEADING

MAJOR POINTS OF THE WORK/THEORY

INCLUDE AT LEAST 6 MAJOR POINTS HERE

ALSO INCLUDE BRIEF EXPLANATIONS OF THE MAJOR POINTS

CONTRIBUTION OF THIS WORK TO LANGUAGE STUDY--HEADING

RFLECTIONS OF YOUR GROUP ABOUT THIS INDIVIDUAL’S BODY OF WORK--HEADING

MEMEBERS OF THE EDEE 325 GROUP AND THEIR SPECIFIC CONTRIBUTIONS TO THE PROJECT--HEADING

SOURCES—HEADING

Language Autobiography
Paper Characteristics	Target 20-	Acceptable 17-19	Needs Improvement 16 or below	Your Rating
Your own language development. Use of language in your family and community Relates family language use to course information	Provides many examples of language and explains how family/community language mirrors or differs from the language of school. Identifies the cultural impact of this. Conducts at least 3 interviews to do this. Explicitly relates language and literacy experiences to course readings	Provides examples of language development and familial language and identifies how that language reflects the language of school. The cultural impact of this is not clear. Loosely relates language and literacy experiences to course readings.	Provides examples of language. Implications relating to the significance of familial language are not clear. Engages in less than three interviews. Does not relate language and literacy experiences to course readings.
Identifies a picture book that is representative of family	Makes explicit connections between the picture book selection and language autobiography.	Makes loose connections between the picture book selection and language autobiography.	Writes about picture book but does not make connections between the picture book selection and language autobiography.
Identification of stories from significant points in your life	Explains three personal stories from significant points in life. At least one of the stories is school-related. Impact on life is clear.	Explains less than three stories from points in life. One story is school-related. Impact on life is not clear.	Explains stories from points in life. Stories are not school-related. Impact on life is questionable.
Identification of the contribution of your oral language to written language	Clearly traces the impact of oral language development on written language (reading and writing). Uses appropriate examples to support statements.	Explains the relationship between oral language development and written language. Impact is not clear. Examples used to support statements.	Explains the relationship between oral and written language. Impact of oral language is ambiguous, and examples do not enhance statements.
Appropriate Paper Format Resources	Cover Page in APA Format. Paper has appropriate, clear paragraphs. Paper has been proofread and is free of grammatical or spelling miscues. Language is reflective of knowledge acquired in this class. 5 resources other than self are used. Appropriate APA format is used for all resources	Cover page is included. Paragraphing is clear. Any mechanical errors do not interfere with meaning. Language not supportive of knowledge acquired in this class. Less than 5 other resources are used. APA has few errors.	Cover page is included. Paragraphing is not appropriate or clear. Descriptive language does not reflect the language of Less that 5 other resources are used. APA has many errors.

LANGUAGE DEFINITION

1. System:

2. Arbitrary:

3. Primarily Vocal:

4. Symbolic:

5. Group Communication:

Language Acquisition

Behaviorist

Nativist/Innatist

Pragmatic (Social)/Interactions

Cognitive Development/Brain Research

Language Development

Language Acquisition Stages

Stage 1: Babbling (birth to 12 months)

Vocal play—undifferentiated sounds then sounds to which adults

respond—these remain.

Stage 2: Holophrase (12 to 18 months)

Single recognizable word—used to represent a whole phrase which

parents interpret.

Stage 3: Pivot-Open (18 to 24 months)

Two word stage (pivot--my, your, me)

(open—noun)

Meaning is inferred.

Stage 4: Telegraphic (24-40 months)

Use of three or more words. Word order is becoming important

Using language to communicate.

Stage 5: Toward Adult speech

Reduction, Expansion, Extension

LANGUAGE DEVELOPMENT THEORISTS

INDIVIDUAL	BASIC IDEAS	IMPACT
BRUNER
CHOMSKY
GOODMAN
HALLIDAY

LANGUAGE DEVELOPMENT THEORISTS

INDIVIDUAL	BASIC IDEAS	IMPACT
HEATH
PIAGET
B.F. SKINNER
VYGOTSKY

LANGUAGE DEVELOPMENT IN INFANTS AND TODDLERS

	INFANT	TODDLER
PHONETIC

Name: _____________________________________________ Total Points: ______________

Entry Focus

Name: _______________________________ Total Points: