Standard

R State Standard £ Institutionally Developed College: NA

ECE 2115 - Language Arts and Literature
Course Description
This course develops knowledge and skills that will enable the student to plan and implement developmentally appropriate listening, speaking, writing, and reading activities for young children. Topics include: reading readiness, oral communication activities, writing readiness, listening comprehension, literature selection, story presentation, and stages of language acquisition and use of technology in language arts.
Competency Areas	Hours
Reading Readiness	Class	5
Oral Communication Activities	D. Lab	0
Writing Readiness	P. Lab/O.B.I.	0
Listening Comprehension	Credit	5
Literature Selection
Story Presentation
Stages of Language Acquisition
Use of Technology in Language Arts

Prerequisite:	ECE 1030
Corequisite:

Course Guide

Competency	After completing this section, the student will be able to:	Hours
		Class	D.Lab	P.Lab/ O.B.I.
READING READINESS		5	0	0
Reading activities	Plan developmentally appropriate reading activities.
	Plan instructional practices, approaches, methods, and curriculum materials to support developmentally appropriate reading instruction using appropriate use of assessments for the typically and atypically developing child.
	Plan a literate environment that fosters reading by integrating foundational knowledge, use of instructional practices, approaches and appropriate use of assessments.
	Demonstrate knowledge of the major components of reading (phonemic awareness, word identification, phonics, vocabulary, fluency, levels of comprehension).
ORAL COMMUNICATION ACTIVITIES		5	0	0
Speaking activities	Plan developmentally appropriate speaking activities encouraging correct use of oral language.
Speech in play and routines	Plan developmentally appropriate experiences to encourage child speech (oral language) in play and routine activities correlating the child’s oral language development to their written language development using appropriate assessments for the typically and atypically developing child.
WRITING READINESS		5	0	0
Writing activities	Plan and demonstrate developmentally appropriate writing activities.
	Plan a literate environment that fosters writing by integrating foundational knowledge, use of instructional practices, approaches and methods, curriculum materials, and the appropriate use of assessments.
	Plan instructional practices, approaches, methods, and curriculum materials to support writing instruction with knowledge of developmental stages of writing correlating the child’s written language, oral language, and listening development to their overall language development of the typical and atypical child using appropriate assessments.
LISTENING COMPREHENSION		4	0	0
Listening skill development	Plan developmentally appropriate listening activities and help children apply their developing skills to different situations, materials, and ideas.
	Plan instructional practices approaches, methods, and curriculum materials to support receptive and expressive listening skills with the knowledge of developmental stages of listening correlating the child’s listening development to their written language and oral language development of the typical and atypical child using appropriate assessments.
LITERATURE SELECTION		6	0	0
Children's books	Evaluate children's books based on established criteria.
	Plan instructional practices based on literacy skills taught through children’s literature.
STORY PRESENTATION		13	0	0
Storytelling	Plan activities using storytelling techniques.
STAGES OF LANGUAGE ACQUISITION		10	0	0
	Use knowledge of how children develop and learn to provide support for language acquisition for children developing typically and atypically.
	Use knowledge of how children acquire language at different stages and rates to support the development of language acquisition including pre-linguistic development through fluency of language.
	Demonstrate understanding of the conditions that affect children’s development of language acquisition and patterns of specific disabilities and special abilities.
	Apply knowledge of cultural and linguistic diversity and demonstrate understanding of the interrelationships among culture, language, and thought and function of the home language in the development of children.
USE OF TECHNOLOGY IN LANGUAGE ARTS		2	0	0
	Evaluate and demonstrate appropriate use of technology with children, including assistive technologies for children with disabilities.

Suggested Resources

Media Print Audio/Visual (AV) Web Other	Note: Please adhere to the APA Formatting and Style Guidelines. Examples: Author, A. A. (Year of publication). Title of work: Capital letter also for subtitle. Location: Publisher. Duncan, G.J., & Brooks-Gunn, J. (Eds.). (1997). Consequences of growing up poor. New York: Russell Sage Foundation.
Print	Bartokowiak, R. & Dery, K. (2000). Creating Readers. Beltsville, MD, Gryphon House
	Cox, Carole. (2002). Teaching Language Arts, 4th Ed. Boston, MA, Allyn & Bacon.
	Fitzpatrick, J. (1999). Teaching Beginning Writing. Huntington Beach, CA, Creative Teaching Press
	Machado, J. (2003). Early Childhood Experiences in Language Arts, 7th Ed. New York, NY, Delmar
	Moomaw, S. & Hieronymus, B. (2001). More than Letters, Beltsville, MD, Redleaf Press
	Morrow, L. & Gambrell, L. (2004). Using Children’s Literature in Preschool. Newark, Delaware, International Reading Association
	Neuman, S., Copple, C. & Bredenkamp, S. (2000). Learning to Read and Write. Washington, D. C.: NAEYC
	Rockwell, R. Hoge, D., & Searcy, B. (1999). Linking Language, Beltsville, MD, Gryphon House
	Roskos, K., Tabors, P., Lenhart, L. (2004). Oral Language and Early Literacy in Preschool. Newark, DE, International Reading Association
	Schickendanz, J. & Casbergue, R. (2004). Writing in Preschool. Newark, DE, International Reading Association
	Strickland, D. & Schickedanz, J. (2004). Learning About Print in Preschool, Newark, DE, International Reading Association.
	Vukelidch, C. & Christie, J. (2004). Building a Foundation for Preschool Literacy, Newark, DE: International Reading Association
	Wagstaff, J. (1999). Teaching Reading and Writing with Word Walls, New York, NY, Scholastic Press

Posted: 01/06/09