COLLEGE OF CHARLESTON DEPARTMENT OF TEACHER EDUCATION EDEE 325.01 DEVELOPMENT OF LANGUAGE AND LITERACY 3 Credit Hours –Spring 2014 Meeting Time and Place: Instructor's Name: Office Hours: Office Location: Office phone/Fax/Email: Course Recommendation: Course Description:

M. Noon to 2:45 EDCTR 216 Dr. Mary E. Blake Jones M 11-12:00 pm— TR 3-5:00 PM *Other times by appointment SOEHHP, Room 321 953-8042 or 953-5613/953-8109 [email protected] Web site is part of Faculty and Staff Web Pages Enrollment in EDEE 327 Field/Acceptance in SOE 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. (2014). Language development in early childhood (4th edition). Upper Saddle River, NJ: Merrill Prentice Hall. E-reserve readings available through the OAKS system. Strunk, W., & White, E. B. (latest edition). The elements of style. New York: MacMillan—optional

Course Objectives:

Davis, D. (1993). Telling your own stories. Little Rock: August House Publishers. 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.

A. UNDERSTANDING AND VALUING THE LEARNER 1. Define and defend personal and class definitions of language (INTASC 1; NAEYC 1; ACEI 1; NMSA 1; SOE Standards I & II). 3. 4. 5.

2. Compare and Critique the models of language acquisition as well as the many theories concerning language development (INTASC 1; NAEYC 1; ACEI 1: NMSA 1; SOE Standards I & II). 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; ACEI 1 & 5.2; NMSA 1 & 6; SOE Standard V). 4. Describe how language instruction should be aligned with the patterns of child growth and development (INTASC 1; NAEYC 1; ACEI 1 & 2.1; NMSA 1; SOE Standard 1). B. 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; ACEI 1 & 2.1; NMSA 1; SOE Standard II; COMMOM CORE Standards for Reading, Writing, Speaking & Listening, and Language, SC 7). 2. Recognize the impact of differing language patterns and dialects upon language use and success in school (INTASC 1 & 3a, 3b; NAEYC 1 & 4; ACEI 1 & 3.2; NMSA 1; SOE Standards I & III; SC 7, SC 12). 3. Recognize the importance of story/narrative in communication within every culture and every classroom (INTASC 1, 3b, & 5b, 5c; NAEYC 1, 4, & 2; ACEI 1, 2.1, &3.5; NMSA 1; 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; ACEI 1, 2.1, 3.5, & 5.2; NMSA 1 & 6; SOE Standards III, V, VII). C. UNDERSTANDING YOURSELF AS A PROFESSIONAL 1. Model effective use of the English language (INTASC 1, 2b; NAEYC 6; ACEI 5.1; NMSA 7; SOE V; SC 5). 2. Evaluate changing self-perceptions about language use in teaching and learning (NCATE 5; NAEYC 5; ACEI 2.1, NMSA 1; SOE Standards I, IV, V, VI, VII; SC5). 3. Collaborate and cooperate with other course participants in class

and in the evaluation of course projects (NCATE 5; NAEYC 5 & 6; ACEI 5.1; NMSA 7; SOE Standards I, II, III, IV; SC 5 & SC 6). 4 Use technologies to optimize instruction (NCATE 5; NAEYC 3, 4, &5; ACEI 3.2, 3.4, & 3.5; NMSA 7; SOE I, II III, V; ISTE I A & B, V A & D, VI B; SC 16). 1. Define and defend personal and class definitions of language (INTASC 1; NAEYC 1; SOE Standards I & II; SC 16). Description of Projects/Assignments:

A. Independent Study 1. Read the appropriate documents for the week's topic. These are required readings, which constitute the minimum amount for all students. The Proficiency tests will include these basic readings. 2. The selected readings are on OAKS and in the TEXTS. 3. Fill out summary forms of selected assigned readings for grade credit and use during tests. PUT FORMS IN DROPBOX Each week earn one point for your forms. DUE: EACH Monday Noon. First week due on Jan. 20. The readings throughout the semester address all of the Course Objectives and Standards. B. Class Assignments: 1. Language Development Theorist Presentation In groups students will research one 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 Wolfram. A grading rubric will be provided prior to writing this project. Due: FEB. 17 Course Objectives: A2, C1, C2, C3, C4. 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 (paper 8 pages, scrapbook, or digital story 5 to 8 minutes). As part of this project, each student must select an artifact (book, film, music) that was important in his or her development within the family and share information in the project. Due:MARCH 31 Course Objectives: A3, B2, B3, B4, C1, C2, C4. C. Examinations There will be two Exams in this course. A midterm, and a final exam. These exams will cover the material in the readings, course activities, and associated field experiences. Course Objectives: A1, A2, A3, A4, B1, B2, C1, C2, C4. D. Field Experience Assignment Each student in EDEE 325 should also be enrolled in EDEE 327. Each EDEE 325student will be expected to maintain Field Notes for each field visit. Observations 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

Course Requirements:

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 grade level experience ONE Condensed Field Note Form will be due for each level of observation. I will provide the forms and further directions to do this as the semester progresses. Due: To Be Set after the end of each agelevel FIELD PLACEMENT. Course Objectives: A3, A4, B1, C1, C2, C3, C4. Please see professor if you are not in 327. 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 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 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

Evaluation Scale

Complete all requirements for a "C" and a "B" in an outstanding manner. A= 93% A-= 91% B+= 89% B = 86% B-= 84% C+= 82% C = 79% C-= 77% D+= 75% D = 72% D-= 70%

Evaluation Criteria Midterm Final L. Theorist Paper/Presentation Language Autobiography Fieldwork Notes Paper Weekly Readings

100 points 100 points 60 points 100points 40 points 15 points

TOTAL

415 points

Late Work Honor System: Attendance Policies:

WORK MORE THAN ONE CLASS PERIOD LATE IS NOT ACCEPTED!!!!!!!!! This class falls under the Honor System and any violation of the Honor System will result in going before the Honor Board. Attendance is vital. TWO absences are allowed. Any subsequent absence for any reason at all will result in a WA. If you exceed the allowable absences due to extenuating circumstances, a panel of professors will review the situation.

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.

Academic/Digital Etiquette

PHONE INTERRUPTIONS/TEXTING /LAPTOP/ TABLET INATTENTION ARE NOT ACCEPTABLE IN CLASS. SUCH LAPSES OF ACADEMIC ETIQUETTE WILL RESULT IN DEVICE CONFISCATIONS FOR THE CLASS PERIOD AND A FORMAL WRITE-UP CONCERNING LACK OF PROFESSIONALISM PLACED IN YOUR PERMANENT FILE. DON’T EVEN THINK OF TAKING OUT YOUR PHONE OUT ONCE CLASS STARTS. FINISH ALL CHECKING AND CONVERSATIONS IN THE HALL. IF YOU HAVE A LAPTOP/TABLET, MAKE SURE IT IS ON OUR OAKS PAGE.

Another requirement is demonstration of the SOE dispositions as they relate to this course. These dispositions are aligned to the Safe Schools Climate Act. SOE Dispositions:

How they are expressed in this course

Belief that all students can learn Value and respect for individual differences

Participation and attitudes expressed about students and learning Inclusion in projects and logs

Value of positive human interactions Exhibition and encouragement of intellectual curiosity, enthusiasm about learning, and willingness to learn new ideas Dedication to inquiry, reflection, and self-assessment Value of collaborative and cooperative work Sensitivity toward community and cultural contexts Engagement in responsible and ethical practice Development of professional mastery over time

Participation in class and discussions Participation in class and group discussions; performance on tests and projects

Performance on tests and logs; participation in class and group discussions Participation in class and group discussions; careful critiquing of others’ work Inclusion in all Projects Performance on all tests and projects Performance over time in class and through projects

Course Calendar: DATE JAN. 13

TOPIC Course Overview: Introductions Reflections on individual experience Inquiry into the nature of language and the systems involved

JAN. 27

What is language— components, characteristics, universal origins What is language— Continued Language Acquisition and Theories of Stages BABY TALK (Language Development) DVD WHY DO WE TALK-

FEB. 3

ASSIGNMENT Define language and role in anthropology, sociology, psychology, culture, community, and family for yourself. Examine the impact of language in each of these areas

Discuss Readings and Theories of Language Acquisition

Preschoolers-13 Preschool (TV) Making a Plan & The Post Office Language Functions (TV) Dough Letters

OAKS RESERVES Yellin, Blake, Devries --Language Characteristics

DUE MON.— JAN. 20

Rice Golinkoff & HirshPasek;

Ch. 2 DUE JAN. 27

Yellin, Blake, Devries --Language Acquisition

Presentation Sign-up Completed

Vygotsky, Piaget, Chomsky

Discuss Stages of Language (Literacy) Development and Relationship to Cognition

Yellin, Blake, Devries—Language and Cognition

Language Development Prior to School Magna Systems Infants, (BF 720.C63 C6464 2010-18.18) Toddlers (HQ 774.5.T622 2009-15.17) Trainer Vision (Media Coll.LB 1140.23.T73 2009 V.1) First Plate & Time to Read

TEXT Ch. 1

Osborne Ch. 4/5

Discuss Chapters and OAKS Reserves Ch. 6/7 Group Work for Presentations

The Effect of Block Play

Yellin, Blake, Devries –Halliday’s Seven Functions of Language Halliday Pinnel

DATE

TOPIC

ASSIGNMENT

TEXT

OAKS RESERVES

FEB. 10

Emergent/Beginning Literacy--Kindergarten & First Grade K-- EMERGENT LITERACY—do Field Trip Section (Media Coll. LB 1525.T42 1991)

Emergent Literacy Analysis

Ch. 8 & Ch. 9

Heath

Trainer Vision – Journal Writing Literature Circles— Exemplary Literacy Teaching The University of Iowa (Media Coll. LB 1576.E95 2004 (25.37)

The Serious Need to Play Look Over AgeAppropriate Information In Yardsticks by Wood

Ch. 10 & Ch. 11 Beginning Literacy Form Literacy Stages Form

Primary Grades-- BIG BOOK Clip (Mine)

Primary Classroom Form

GUIDED Reading (UOI DVD) (60.50)

FEB. 17

Guided Reading/Reading Workshop (Mine) Primary Classroom Form Language Theorists Paper /Presentations 5 minute presentation by each group Story and Storytelling in the classroom

Ralph Fletcher Forest—Storytelling Roney—Back to the Basics with Storytelling Ross—Storyteller Skim Davis Book

TEST PREP

DATE

TOPIC

ASSIGNMENT

FEB. 24

TEST

MARCH 10

Language Assessment

OAKS RESERVES

All Previous OTTO Chapters

All Previous OAKS RESERVES

Ch. 12

Wolkomir

1

LANGUAGE DISORDERS DVD (Mine) AND POWERPOINT

MAR. 17

TEXT

Relating Assessment to Child Language Evaluating what we have seen in Classrooms

(Ch. 13)

Home /School Language Connections

Ch.14

Language in Elementary Classroom

GROWTH PATTERNS BY WOOD

Tape Analysis

MIDDLE CHILDHOOD DVD (Mine)

GUIDED READING WITH THIRD GRADERS—Lesson Analysis Form – Orange Splot

Richardson-- Footprints

Gallas, AntonOldenburg. Ballenger, Beseler, Griffin, Pappenheimer, & Swaim

Development of Language Systems, Development as a Speaker, Reader, Writer, Speller Elementary Classroom Form

Guided ReadingActivity

DATE

TOPIC

ASSIGNMENT

Writing Process Form

MARCH 24

ELEMENTARY WRITING— Comprehension Focus group DVD (LB1050.5.1596) Oaks Order

Analysis of Writing Forms

TEXT

OAKS RESERVES

Yellin, Blake & DeVries The Process of Writing

What Students Want from Teachers

Morphemic, Semantic, Syntactic, Pragmatic Development

MAR. 31

QAR

WRITING IN SCIENCE( OAKS)

To Be a Boy

Inside Notebooks— Differentiated Lesson Blake Jones-- Safe Haven: A Literacy Story

LANGUAGE AUTOBIOGRAPHY

SAFE HAVEN PP

DATE

TOPIC

APRIL 7

Differentiated Instruction—Tiered Lesson (Math 1:07)

Middle School Language and Strategies Development as Speakers, Spellers, Readers, Writers READING/ WRITING DISCUSSION DVD--MINE

ASSIGNMENT

TEXT

OAKS RESERVES

Hynds --Chs. 1-3 Albright & Ariail-Tapping the Potential of Read Alouds Handel—Family Reading

Development of Language Systems DRTA

Directed /Reading Thinking Activity APRIL 14

WORD SPLASH /SKETCH TO STRETCH DVD

Wagner—Middle Talk

Coty Readings Middle School Functions Critical Media Literacy: New Literacies and Urban Youth

Middle School in the Digital Age

Shrek Meets Vygotsky: Multimodal Literacy Practices

DATE

TOPIC

APRIL 21

ESL in Schools and Society

ASSIGNMENT

The Classroom Teacher and ESL

TEXT

OAKS RESERVES

Ch. 3 in OTTO

Garcia & Jensen— Helping Young Hispanic Learners Villegas & Lucas—The Culturally Responsive Teacher Welcoming All Languages

DO YOU SPEAK AMERICAN DVD

Wolfram

APRIL 23 Dialect and Codeswitching Wheeler Becoming Adept at Code Switching Haut Gap

Rickford & Rickford

Strategies and Literature Books Language, Family, Community, Culture

Delpit Christensen Blake & Van Sickle – Helping Linguistically Diverse Students Share What They Know Tannen

FINAL PREP

Ostrow

FINAL APRIL 25 12-3 PM

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 325 Notebook. The EDEE 325 forms will have a separate entry for each visit. Entries should include: the dates & times 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, a separate composite analysis will be turned in on the Form provided. Each final analysis will be 2-3 pages long and will include the following sections: Introductory Section School, SES Level, Class, Children, Dates and Times of Observation Environment Physical, Oral, Print Language Development Development of Language Systems—Phonetic, Morphemic, Syntactic, Semantic, Pragmatic, Reading Development Stage, Writing Development Stage, Spelling Development Language Functions Identification and Quotes of Halliday’s Language Functions Episode Brief Description of a Language Episode or Lesson with Quotes Analysis of Episode 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

Field Notes FORM Dates & Times of Observation: School Name & Description: SES Level: Number of Students: Ethnicity of Students: Class Grade Level & Description: Number of Boys & Number of Girls : Physical Environment (desks, centers tables, etc.):

Oral Environment (Types of Talk):

Print Environment (What is on the Walls):

Language Development: Systems Phonetic Morphemic Syntactic Semantic Pragmatic

Stages of Literacy: Reading Writing Spelling

Language Functions: Instrumental Regulatory Personal Interactional Imaginative Heuristic Informative Episode/Activity Summary:

Episode/Activity Analysis: Purpose Format Talk Ratio

Silence Negotiation Elaboration Peer scaffolding Teacher Scaffolding Differential Treatment Reflection: Reasons that you liked this class

Reasons that you disliked this class

Things you would keep

Things that you would change

Field Experience 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

EARLY ELEMENTARY

UPPER ELEMENTARY

MIDDLE SCHOOL

Analysis follows guidelines on preceding page. They are four pages (double 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)

Language Theorist Rubric (60 points) Area of Performance

Target 9-10

Accuracy of Content

7-8

Needs Improvement 5-6

All major points of the work are targeted. Accurate focus.

Major points of the theorist’s work are targeted. Focus is accurate.

Few major points are targeted.

Clarity of Explanations

Explanations are clear. Accurate 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 Guidelines and format are done well. Inclusion of reflections. No mechanical errors.

Some explanations are unclear. Identification of the contribution to language study is clear. At least 10 sources. Includes online references and websites, hard copy journals and magazines, and books. APA format followed Most guidelines followed. Bulleted format. Some reflections included. Mechanical errors do not interfere with meaning. Many points are made clearly. Most group members participate. Some use of media/technology. Handout has some errors, Made a major contribution but only in one or two areas.

Some major points of the theorist’s work are targeted. Focus is ambiguous Explanations need clarification. Identification of the contribution to language study is ambiguous. 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.

Some guidelines followed. General format followed. Few reflections. Mechanical errors interfere with meaning

Guidelines are not followed. Paper has many format and mechanical errors.

Some points are made clearly. Some group members participate. Little use of media/technology. Handout has many errors. Made contributions but were not equal to the other group members.

Few points are clearly made. Only one or two members participate. No use of media/technology. Handout is inappropriate. Made few contributions to the group.

Only use sources with authors or editors. Paper Format

Presentation & Handout

Group Contribution

All points are made clearly. All group members participate. Appropriate use of media/technology. Handout is error free. Contributed equally to the research, paper, and presentation.

Acceptable

Unacceptable 3-4

Focus is unclear. Explanations are not clear. Inaccurate identification of the contribution to language study

Your Rating

Language Theorist/Researcher Paper Guidelines

NAME OF INDIVIDUAL & BACKGROUND

TIME FRAME FOR THE WORK ACCOMPLISHED

FOCUS OF THE WORK--

MAJOR POINTS OF THE WORK/THEORY

INCLUDE AT LEAST 3 MAJOR POINTS HERE

ALSO INCLUDE BRIEF EXPLANATIONS OF THE MAJOR POINTS

CONTRIBUTION OF THIS WORK TO LANGUAGE STUDY--

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

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

SOURCES—

Paper Characteristics

Your own language development. Use of language in your family and community

Relates family language use to course information

Identifies an artifact that is important to development within the family

Language Autobiography Target Acceptable Needs Your 2017-19 Improvement Rating 16 or below Provides many Provides Provides examples of examples of examples of language and language language. explains how development Implications family/community and familial relating to the language mirrors language and significance of or differs from the identifies how familial language of that language language are school. Identifies reflects the not clear. the cultural language of Engages in impact of this. school. The less than three Conducts cultural impact interviews. interviews to do of this is not this. clear. Does not relate Explicitly relates Loosely language and language and relates literacy literacy language and experiences to experiences to literacy course course readings experiences to readings. (5) citations course readings. Makes explicit Makes loose Writes about connections connections book but does between the between the not make artifact selection artifact connections and language selection and between the autobiography. language artifact autobiography. selection and language autobiography.

Identification of the contribution of your oral language to your written language. Talk about Oral Language, Reading, Writing Spelling and other significant aspects of your school years. Identification of story from significant point in your life

Appropriate Paper/Scrapbook/ Photo Biography Format

Clearly traces the impact of oral language development on written language (reading and writing—K through College). Uses appropriate examples to support statements. Identifies where you are now.

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.

Thoroughly represents 1 significant personal story. Impact on life is clear. Makes reader feel like part of the story.

Represents 1 story. Impact on life is not clear. Story is not cohesive & reader is an outsider

Loosely represents 1 story. Impact on life is questionable. Story is unorganized.

Cover/Title is included. Project sections are 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/Title is included—not in APA format. Sections are not appropriate or clear. Descriptive language does not reflect the language of the class. Less than 5 other resources are used. APA has many errors.

Cover /Title in APA Format. Project has appropriate, clear sections. Project Includes a is free of Section Reflecting grammatical or on Why This spelling miscues. Project is Language is Important for reflective of Teachers knowledge acquired in this Resources class. 5 resources other than self are used. Appropriate APA format is used for all resources

Language Acquisition Stages

Stage 1: Paralinguistic (Birth to 4/6 months) Cooing, crying, Facial expressions. Arm and hand movements. Gazing

Stage 2: Babbling (4-6 to 12 months) Vocal play—undifferentiated sounds then sounds to which adults respond—these remain.

Stage 3: Holophrase (12 to 18 months) Single recognizable word—used to represent a whole phrase which parents interpret.

Stage 4: Pivot-Open (18 to 24 months) Two word stage (pivot--my, your, me) (open—noun) Meaning is inferred

Stage 5: Telegraphic (24-40 months) Use of three or more words. Word order is becoming important Using language to communicate. Toward Adult speech-- Reduction, Expansion, Extension

LANGUAGE DEVELOPMENT THEORISTS INDIVIDUAL BRUNER

CHOMSKY

HALLIDAY

HEATH

BASIC IDEAS

IMPACT

LANGUAGE DEVELOPMENT THEORISTS INDIVIDUAL PIAGET

B.F. SKINNER

VYGOTSKY

WOLFRAM

BASIC IDEAS

IMPACT

LANGUAGE DEVELOPMENT IN INFANTS AND TODDLERS INFANT PHONETIC

SEMANTIC

SYNTACTIC

MORPHEMIC

PRAGMATIC

TODDLER

LANGUAGE DEVELOPMENT IN PRESCHOOLERS PRESCHOOLERS PHONETIC

SEMANTIC

SYNTACTIC

MORPHEMIC

PRAGMATIC

Emergent Literacy Clips Analysis Competency Examples in this Classroom Awareness of Print in the Environment

Concepts of Books

Sense of Story

Oral Language

Emergent Writing

Emergent /Beginning Literacy (Kindergarten) System Examples in this Classroom Phonetic

Morphemic

Syntactic

Semantic

Pragmatic

BEGINNING LITERACY Language Systems This Classroom Phonetic

Morphemic

Syntactic

Semantic

Pragmatic

LANGUAGE DEVELOPMENT IN AND OUT OF SCHOOL BEHAVIOR PHONETIC

SEMANTIC

SYNTACTIC

MORPHEMIC

PRAGMATIC

ROLE OF THE PARENTS/CAREGIVERS

THE PRIMARY CLASSROOM ELEMENT OF LITERACY TYPES OF ENVIRONMENTAL PRINT NARRATIVE INFORMATIONAL POETIC ORAL LANGUAGE FUNCTIONS INSTRUMENTAL

REGULATORY

INTERACTIONAL PERSONAL IMAGINATIVE HEURISTIC INFORMATIONAL

EXAMPLES IN THIS CLASSROOM

PRIMARY

ELEMENT OF LITERACY LITERACY ACTIVITY

READING ALOUD

SHARED READING

GUIDED READING

READING CENTERS

WRITING CENTERS

LANGUAGE DEVELOPMENT INDICATORS SPELLING STAGE

READING STAGE

WRITING STAGE

LITERACY EXAMPLES IN THIS CLASSROOM

Name______________________________

Grade____________ Age_____________

Interest Inventory: General Interests 1. What do you like to do in your free time? 2. What are your favorite TV shows? 3. What are your favorite hobbies? 4. What games or sports do you like best? 5. What clubs or other groups do you belong to? 6. Do you have any pets? If yes, what? 7. What are your favorite types of movies? 8. What is your favorite school subject? 9 What is you most disliked school subject? Reading Interests 1. How often do you go to the public library? 2. What are the favorite books that you own? 3. What things do you like to read about? 4. What comic books do you read? 5. What magazines do you read? 6. What are some books you have liked? 7. What part of the newspaper do you read most frequently? 8. Do you like to read?

ELEMENTARY LITERACY

ELEMENT OF LITERACY TYPES OF ENVIRONMENTAL PRINT NARRATIVE INFORMATIONAL POETIC ORAL LANGUAGE FUNCTIONS INSTRUMENTAL

REGULATORY

INTERACTIONAL PERSONAL IMAGINATIVE HEURISTIC INFORMATIONAL

EXAMPLES IN THIS CLASSROOM

ELEMENTARY

LITERACY ELEMENT OF LITERACY EXAMPLES IN THIS CLASSROOM TEACHER STRATEGIES IN THE CLASSROOM EXAMPLES

SUGGESTIONS

ACTIVITIES IN THE CLASSROOM

ORAL LANGAUGE

READING

WRITING

Elementary Writing and Language

The Writing Process Prewriting Activity Text Guide Organizer Group Writing Modeling Mentor Text Brainstorming

Researching

Interviewing

Outlining /Organizing

Examples in this Class

Elementary Writing and Language

The Writing Process Writing Activity

Drafting

Revising

Analyzing

Examples in this Class

Elementary Writing and Language

The Writing Process Postwriting Activity

Proofreading

Publishing

Examples in this Class

Questions to consider

1 Purpose:

Thinking about classroom discourse What was the purpose for talk in this session?

In which context did it occur?

2 Structure of the lesson:

Did the lesson follow a: A) Teacher initiation—student response format? B) Student initiation format? C) Center/independent learning format?

3 Talk ratio:

What was the ratio of teacher talk to student talk during the lesson? 75:25?

50:50?

25:75?

How might this change?

4 Elaboration:

Were there opportunities for more talk about the same topic for either students or the teacher?

How was this made possible?

Responses for my classroom

5 Peer/peer talk:

What opportunities for students to talk to one another for specific purposes were actually set up by the teacher in the lesson?

6 Silence:

Did any longish periods of silence occur in the lesson?

What was the purpose of silence? Who cut it short? How long did it continue? How do you feel about silence between talk?

7 Negotiations:

Was anything negotiated during the lesson? Procedures/meanings? Ideas?

How did you know when agreement was reached?

Or was it?

8 Feedback:

Who gave whom feedback during the lesson? What form did it take? Was it effective? Could it have been more effective?

9 Student reactions:

What form of talk did student reactions take? Did they have any role in structuring the way the talk occurred in the lesson?

10 Differential treatment:

Were students treated differently? What differences in talk can you find which are evidence of this?

How might this change?

11 Talk as scaffold:

Can you find examples of teacher OR peer talk, which acts as a temporary support for student learning?

Middle School Literacy Environment ELEMENT OF LITERACY EXAMPLES IN THIS CLASSROOM PRINT USE IN THE CLASSROOM Narrative

Informative

Skills Orientation

Quiet area for reading or other individual work

Areas for Collaborative work READING ACTIVITIES SHARED READING READING ALOUD SILENT READING

SKILLS WORK RESPONSES (DISCUSSION)

WRITING IN THE CLASSROOM Process

PREWRITING

WRITING

POSTWRITING

PUBLISHING CENTER

WRITING RELATED TO OTHER SUBJECT AREAS

ORAL LANGUAGE IN THE ROOM INSTRUMENTAL REGULATORY PERSONAL INTERACTIVE HEURISTIC IMAGINATIVE INFORMATIONAL

Your  Name:     Name  of  Reading:     Author:     Key  Terms  (15):               Major  Idea:                     Name  of  Reading:     Author:     Key  Terms  (15):               Major  Idea:                  

Name  of  Reading:     Author:     Key  Terms  (15):               Major  Idea:  

Name  of  Reading:     Author:     Key  Terms  (15):               Major  Idea: