educ 270 fall 2016 virtual (full term)myershacceduc270.weebly.com/uploads/6/6/3/8/... · date topic...

Instructor Information Instructor: Jennifer MyersOffice Location: Virtual and York Campus - Leader 150E Office Hours: By Appointment Phone/Text: 717.309.6347 (cell) Email: [email protected] Website: http://myershacceduc270.weebly.com (Please access this if trouble on D2L) Class Facebook Page: https://www.facebook.com/groups/1081992351835923/

Course Information Course Name: Foundations of Early Literacy Course Number: EDUC 111 Credits: 3CRN: 22502 Class Meeting Times and Place: virtual Prerequisites: EDUC 110 or EDUC 111 Catalog Description: Introduces topics in the field of literacy. Focus is on research-based practices in emergent literacy, language development, comprehensive literacy instruction, assessment techniques and literacy strategies for the multicultural, English Language Learner, and exceptional child.

Required Texts:Literacy in the Early Grades, A Successful Start for PreK-4 Readers and Writers (4th Edition) Gail E. Thompkins

IRA/NAEYC Position Statement - “Learning to Read and Write” - available online

Course Goals and Objectives Upon successful completion of this course, the students will be able to:

EDUCATION 270 Foundations of Early Literacy

Virtual LearningHealth and Public Service Department Harrisburg Area Community College

Fall 2016 Syllabus

http://myershacceduc270.weebly.com

https://www.facebook.com/groups/1081992351835923/

Grading: The student’s final grade will be based on the completion of the following point system:

Weekly Participation Activities 10 @ 10 points 100 points Chapter Journal Entry 15 @ 10 points 150 points Lesson Plans 2 @100 points 200 points Cultural Language Project 100 points Children’s Book List Project 100 points Literacy Website Project 100 points Curriculum Alignment Project 100 points Professional Pinboards 10 @ 10 points 100 points Final Activity 50 points

Total Points - 1000

A = 930-1000 B = 850-929 C = 770-849 D = 700-769 F = 699 and below

Policies

Communication and Response Time: Please feel free to email me at any time. Your message MUST have the subject line “EDUC 270 Virtual”. We can also set up at time to talk by phone. • Questions - expect an answer within 24 hours• Feedback on assignments - grade/comments will be posted within 7 days of the due date

D2L Login Information: It is recommended that each student complete the Desire2Learn student orientation. Login to:ehacc.hacc.edu. Click on the Desire2Learn student orientation. This orientation is designed to walk you through the most common tools and features in D2L. Complete this orientation before you begin your courses to become familiar with the learning environment and tools.

Any concerns should be addressed to the HACC Help Desk at 717-780-2570. The Desire2Learn help desk can be contacted at 1-877-325-7778 or at [email protected]

Academic English Expectations: It is an expectation in this class that you will use academic English at all times. This includes your assignments, discussion, and your communication with me. This is the language of the classroom and you will need to practice it so that you can model it for students. The difference between academic English and conversational language is simple - when you are talking to your friends you are using conversational language and it is much more informal. Grammar takes a back seat to slang. What exactly does this mean for you? • Your assignments will have proper spelling, grammar, and punctuation. You will not be taken seriously in the education field, if you have errors in your work. • Your communication with me (email, etc) will NOT use the greeting “Hey” and will not have texting abbreviations, such as “u”, “TYVM”, etc. • Points will be deducted from your assignments for spelling and grammar.

Attendance Policy: You are an adult, and as such, you will be responsible for your learning. Please notify me if you have an unusual circumstance that will cause an extended absence from this course. You should be checking into the course AT LEAST twice per week to be sure you do not miss any important announcements. Failure to complete participation and course work on time will result in loss of points. (See make-up work/exam policy)

Make-up Work/Exam Policy: Tests or assignments that are missed my be made up if the instructor has been notified in advance and documentation of the reason for absence has meet submitted. All assignments turned in late will lose 10% the first week and 20% the second week. Assignments turned in after two weeks will not be accepted, unless pre-approved by the instructor due to extenuating circumstances.

Per AP 661: Instructors may reduce course grades after unexcused absences exceed 10% of the total hours that will take place throughout the semester. Instructors may drop a student from a class with the concurrence of the division/campus administrator when unexcused absences exceed 15% of the total class hours that will take place throughout the semester and when the

excessive absences preclude the possibility of the student attaining the stated learning outcomes for the course.

Withdrawal from Course: Students can drop or withdraw from a course and receive a “W” status any time after the refund period has ended and prior to the completion of 70% of instruction time for the part of term.

For this course, 70% of the instruction time is completed by 11/7/16. Please refer to the following website for the dates to withdraw from class and still receive a tuition refund: http://www.hacc.edu/NewStudents/RegisterOnlineGuide/Add-Drop-Deadlines.cfm

Incomplete Grades: In order to be eligible for an incomplete grade assignment, the student must have completed 80% of the course work with a passing grade. Students will email a request to the instructor by the last class day. If the incomplete grade assignment is approved, the student and the instructor will determine the timetable for completion.

Students in Need of Accommodations: Students with disabilities who are in need of accommodations should contact the campus disability coordinator listed below. Coordinators for each campus are listed at: http://www.hacc.edu/StudentServices/DisabilityServices/Contact-Us.cfm

HACC Virtual Learning Carole Kerper http://www.hacc.edu/Students/DisabilityServices/Contact-Disability-Services.cfm

EEOC POLICY 005: It is the policy of Harrisburg Area Community College, in full accordance with the law, not to discriminate in employment, student admissions, and student services on the basis of race, color, religion, age, political affiliation or belief, gender, national origin, ancestry, disability, place of birth, General Education Development Certification (GED), marital status, sexual orientation, gender identity or expression, veteran status, genetic history/information, or any legally protected classification. HACC recognizes its responsibility to promote the principles of equal opportunity for employment, student admissions, and student services taking active steps to recruit minorities and women.

The Pennsylvania Human Relations Act (“PHRAct’) prohibits discrimination against prospective and current students because of race, color, sex, religious creed, ancestry, national origin, handicap or disability, record of a handicap or disability, perceived handicap or disability, relationship or association with an individual with a handicap or disability, use of a guide or support animal, and/or handling or training of support or guide animals.

The Pennsylvania Fair Educational Opportunities Act (“PFEOAct”) prohibits discrimination against prospective and current students because of race, religion, color, ancestry, national origin, sex, handicap or disability, record of a handicap or disability, perceived handicap or disability, and a relationship or association with an individual with a handicap or disability.

Information about these laws may be obtained by visiting the Pennsylvania Human Relations Commission website at www.phrc.state.pa.us.

Academic Honesty Policy: Students are responsible for completing their own work and properly citing the work of others. Administrative Procedure 594 governs the consequences for academic dishonesty

• Plagiarism: first offense - failing grade on assignment, subsequent offense - fail the course • Cheating: first offense - failing grade on exam/assignment, subsequent offense - fail the course

http://www.hacc.edu/NewStudents/RegisterOnlineGuide/Add-Drop-Deadlines.cfm

http://www.hacc.edu/StudentServices/DisabilityServices/Contact-Us.cfm

http://www.hacc.edu/Students/DisabilityServices/Contact-Disability-Services.cfm

Course Schedule This schedule is subject to change at the instructor’s approval

Date Topic Needed This Week Assignment

Week 1 8.29.16

Course Introduction

How Children Learn Literacy

Your Beliefs and Connections to Learning

Literacy

1. Join our class Facebook page and post a picture or video introduction of yourself.

2. Journal Entry 1: Why am I taking this course and what do I hope to learn? How do your personal beliefs about literacy learning influence your instructional decisions?

3. Read chapter one 4. Read chapter nine (p. 247-264) 5. See presentation for weekly online participation points and dropbox activities

PROJECT INTRODUCED

Reflective Journal

1. Start a journal in Word to answer the journal question each week.

2. Check the syllabus each week for the question or topic to answer.

3. Make sure you answer all parts of the question, including details from the textbook readings and course presentation, as well as personal

experiences.

See Project Sheet, Rubric, and Video in D2L

Week 2 9.6.16 Literature All Around

1. Journal Entry 2: What types of quality literature are available to the age of children you wish to teach? How can you integrate these books into your daily classroom activities?

PROJECTS INTRODUCED

1. Children’s Booklist 2. Weekly Literature File and Participation Activities



Week 3 9.12.16

Technology Resources for Literacy

1. Journal Entry 3: List and explain new technologies that can be used to supplement traditional methods of reading instruction.

2. Read articles on D2L or course website: • Take a Look - Visual

Supports for Learning

• NAEYC - On Responding to Cultural and Linguistic Diversity

3. See presentation for weekly online participation points and dropbox activities

PROJECT INTRODUCED

Literacy Website Project

1. Choose three websites: one from each category 2. Review the website using the crebility

evaluation form 3. Write a summary of your website 4. Share your website


Week 4 9.19.16

Meeting All Learners Literacy Needs Articles (2)

1. Journal Entry 4: Explain linguistic, cultural, cognitive, and academic factors that influence diverse learners’ literacy learning and recommend strategies for overcoming cultural and language barriers in the classroom.

2. Read chapter two 3. See presentation for weekly online participation points and dropbox activities

PROJECT INTRODUCED

Cultural Language Project

1. Choose a strategy for assisting students with diverse learning needs

2. Write a summary of your strategy 3. Choose a piece of literature for a lesson using

this strategy 4. Write a brief lesson plan usng this strategy


Literacy Website Project

DUE

9.25.16


Week 5 9.26.16

1. Journal Entry 5: How can teachers and parents be developmentally appropriate in teaching early literacy to very young learners?

2. Read article on D2L or course website:

• Differences Between Phonological and Phonemic Awareness

3. Read chapter five


Early Literacy

Week 6 10.3.16 Article

1. Journal Entry 6: How can storybooks and language experiences be used to effectively teach beginning reading?

2. Read chapter four


Emergent Literacy

Cultural Language

Project DUE

10.9.16

PROJECT INTRODUCED

Professional Pinboard Project

1. Create an account on Pinterest or use one that is already existing

2. Create a pinboard each week and pin at least ten pins on the board


Fall Break 10.10.16 - 10.11.16


Week 7 10.12.16

1. Journal Entry 7: Explain the importance of a blanaced approach to word identification and how you can achieve this in your classroom.

2. Read chapter eight and nine


Word Identification

Phonics

PROJECT INTRODUCED

Lesson Plan One

1. Choose a instructional strategy for early literacy OR emergent literacy learning

2. Choose a piece of literature for a lesson 3. Write a lesson plan usng this strategy 4. Share your lesson plan with the class


Week 8 10.17.16

1. Journal Entry 8: Describe the role teachers play in facilitating interactive literacy experiences and explicit instruction

2. Journal Entry 9: Select and describe instrutional strategies that children can use before and during reading content texts to help them with content area learning

3. Read chapter seven and twelve


Reading Comprehension Reader Factors and

Text Factors

PROJECT INTRODUCED

Lesson Plan Two

1. Choose a instructional strategy for vocabulary OR comprehension

2. Choose a piece of literature for a lesson 3. Write a lesson plan usng this strategy 4. Share your lesson plan with the class


Lesson Plan One

DUE

10.23.16


Week 9 10.24.16

1. Journal Entry 10: Describe the principles that guide the teaching of vocabulary. How would you integrate vocabulary into your teaching to create a thematic, content-based learning environment?

2. Read chapters six 3. Read article on D2L

or website • Young Girls Discover

Their Voice with Literacy and Reader’s Theater


Vocabulary

Thematic Teaching using Content

Objectives

Week 10 10.31.16

ArticleFluency

PROJECT INTRODUCED

Curriculum Alignment

1. Choose a theme and age level of learners 2. Choose five books to use for your thhttheme 3. Align your literacy learning and content area

learning with the literature.

You may use the theme books collected during your Children’s Booklist project


1. Journal Entry 11: Explain the significance of developing fluency in young readers. How will you achieve this?

2. Read chapter three 3. See presentation for weekly online participation points and dropbox activities

Lesson Plan Two

DUE

11.6.16

Topic Needed This Week Assignment

Week 11 11.7.16 Assessment

Date

Week 12 11.14.16

1. Journal Entry 12: Compare high-stakes assessment vs. authentic assessment. How will you as a teacher prefer to assess your students and why is this important to you as the teacher?

2. Read chapter eleven 3. See presentation for weekly online participation points and dropbox activities

Writing

Curriculum Alignment

Project AND

Children’s Booklist Project

DUE

11.23.16

1. Journal Entry 13: Describe a classroom environment that supports reading and writing connections that motivate reluctant writers.

2. Read chapter ten 3. Print articles on D2L

or website (2) • Benefits of the Basal

Reading Program • What is Guided

Reading? 4. See presentation for weekly online participation points and dropbox activities

Topic Needed This Week Assignment

11.24.16 11.27.16

Thanksgiving Break

Date

Week 14 11.28.16 Articles (2)

1.

Classroom Organization,

Management, and Parent Communication

Pinboard DUE

12.4.16

1. Journal Entry 14: Describe a variety of explicit instructional strategies that guided children’s understanding of and interaction of text

2. Review for final activity


Review of Skills Final Activity

1. Journal Entry 15: What was the most valuable part of this course? How will you use this new information in your future classroom?

2. Follow the directions in the news area of the course to log onto our final activity together.

Topic Assignment

Week 15 12.5.16

Reserve your time

for the Final

Activity on FB

12.5.16

Date Needed This Week

educ 270 fall 2016 virtual (full term)myershacceduc270.weebly.com/uploads/6/6/3/8/... · date topic...

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