Syllabus Policy Updates from the Teacher Education Department Chairwoman and the UTEP Dean of the Graduate School:

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1 THE UNIVERSITY OF TEXAS AT EL PASO ECED Literacy Development (for EC-4 Majors) Fall 2009 COURSE: ECED Literacy Development (for EC-4 Majors) COURSE CODE: TIME: Individual choice as long as deadlines are kept PLACE: Online in WebCT OFFICE HOURS: Ask Me Online [all Ask Me posts in the Discussion area of the course will be answered within 48 hours Monday through Friday] or Phone (Teacher ED) (my office) or come by Office 610 Educ. Bldg. from 10 to 4 on Mondays COURSE DESCRIPTION (Catalog) The relationship of appropriate physical, intellectual, emotional and language development to the development of reading. Emphasis on child developmental approach to literacy through concepts of play, physical development, oral language development and experiences. Incorporates theory, methods, and experiences toward developing readiness and beginning skills in reading and writing in cognitive, affective, and psychomotor domains COURSE OBJECTIVES *Identify and acquire the tools for the productive and effective roles inherent in teaching (classroom management, literacy skills, analysis and product selection, planning, implementation and development of curriculum, and observation of development learners) *Develop knowledge, skills, and specific behaviors of successful early childhood professional, to include research on literacy skills, oral language acquisition, emergent writing and reading, growth in writing and reading in Pre-Kindergarten and early primary grades (through grade 4). Special focus will be on language learning on the border. The class text and State Standards *Related TExES Domain I: English Language Arts and Reading Chapter Five- Reading Readiness Chapter Two- Literacy and Diversity Chapter Four- Strategies for Language Development Chapter Four- Objectives for Expressive Language Chapter Five- Emergent Literacy Chapter Four- Recognizing Language Differences in Young Children Domain V: Fine Arts, Health, and Physical Education Chapter Ten- Objectives for Art Experiences Chapter Ten- Objectives for Music Experiences

2 Chapter Ten- Objectives for Play Experiences Domain II: Mathematics Chapter Ten- Objectives for Mathematical Experiences Domain III: Social Studies Chapter Ten- Objectives for Social Studies Domain IV: Science Chapter Ten- Objectives for Science Experiences Chapter One- Stages of Child Development Chapter Six- Assessing Children s Attitudes toward Books Pedagogy and Professional Responsibility Chapter One- Piaget Chapter Four- Piagetian and Vygotskian Theory/Constructivist Theory Chapter Seven- Standards and Comprehension Chapter Ten-Preparation of the Physical Environment Chapter Ten- Designing content-area Centers to Accommodate Individual Needs Chapter Ten- Organizing Instruction to Meet Individual Needs Chapter Three- School- home Relationships Chapter Four- Center Materials for language Development REQUIRED COURSE TEXTBOOK: Morrow, L. M., Literacy Development in the Early Years. Allyn & Bacon Web Texts: Texas Essential Knowledge and Skills Pre-K Guidelines Texas Teacher Certification Exams 100 and 101. Visit the web resources and record or print out the areas in which you need to acquire skills. EVALUATION: Online Posting of Questions in Text 30 % (10 Entries at 3 points per entry) Myth Assignment 15 % Text Exam 20 % Glossary Sentences 15 % Handwriting Assignment 10 % Reading to all Ages Online Discussion 10 % Infant Toddler 3 to 5(s) 6-year-olds Grades one-through-four (choose one) Please be aware of the last day to drop with a W. Syllabus Policy Updates from the Teacher Education Department Chairwoman and the UTEP Dean of the Graduate School: Avoid giving "Incomplete" grades. No Independent studies without a real need and approval from the TED leadership group.

3 Classes should include writing a scholarly paper (required of graduate classes) showing formal thinking and writing (proper citations, some research, etc. These are usually five to ten pages in length. Academic honesty: Materials (written or otherwise) submitted to fulfill academic requirements must represent a student s own efforts. Any act of academic dishonesty attempted by a UTEP student is unacceptable and will not be tolerated. Academic dishonesty is prohibited and is considered a violation of the UTEP Handbook of Operating Procedures. It includes, but is not limited to, cheating, plagiarism, and collusion. Violations will be taken seriously and will be referred to the Dean of Students Office for possible disciplinary action. Students may be suspended or expelled from UTEP for such actions. Attendance Policy: Because we have only 15 weeks, every class assignment is vital. University policy allows for student withdrawal if more than two weeks of classes are missed. Please communicate with the professor if you must be absent more than one week. Grading Evaluations: A: 90% - 100%, B: 80% - 89%, C: 70%-79%, D: 60%-69%, F: <60% Students with Disabilities: If you have or believe you have a disability, you may wish to self-identify. You can do so by providing documentation to the Office of disabled Student Services located in Union E Room 203. Students who have been designated as disabled must reactivate their standing with the Office of Disabled Student Services on a yearly basis. Failure to report to this office will place a student on the inactive list and nullify benefits received. If you have a condition which may affect your ability to exit safely from the premises in an emergency or which may cause an emergency during class, you are encouraged to discuss this in confidence with the instructor and/or the director of Disabled Student Services. You may call for general information about the Americans with Disabilities Act (ADA). University Policy on graduate students taking undergraduate courses for graduate credit states "Undergraduate courses taken for graduate credit will require additional work, the amount and nature to be determined by the instructor" (page 25 of the Graduate Catalog). The following procedure was adopted by the Graduate Council this past May in order to ensure that syllabi for undergraduate classes clearly outline what the expectations are for graduate students. ECED 3335 Additional requirements for graduate students: In addition to and in conjunction with the myth assignment, graduate students enrolled in this class will be required to write a scholarly paper of not less than 25 pages, APA style, on the uses of mythology in teaching reading. Please meet with the instructor to present a planned outline during the first month of class. Syllabus subject to change. COURSE CALENDER: Week Date Chapter 1. January Introduction Review Syllabus Buy Book Review all Assignments

4 2. January Noon M1 Literacy Development Foundations Discuss Writing Assignment (M stands for Morrow, our text author) 3. February 2-6 Noon M2 Observing and Assessing Needs 4. February 9-13 Noon M3 Diversity/Multiplicity 5. February Noon M 4 Language and Vocab Development 6 February Noon M 5 How Children Learn to Read/Write 7. March 2-6 Noon M 6 Children s Literature Comprehension 8. March 9-13 Noon M 7 Writing and Literacy Development 9. March Noon M 8 Motivation to Read/Write 10. March 30-April 3 Noon M 9 The Literacy Management Teacher 11. April 6-9 Noon M 10 Family Literacy Appendices

5 12. April 13-April 17 Noon Glossary Sentences all week 13. April Noon Perform the reading for Reading to All Ages 14. April 27-May 1 Noon Post Reading to All Ages 15. May 4-7 Study for online final! Final Exam is available May 9-12 online until 11:55 PM. You may request to have the final exam posted earlier.