FLORIDA A&M UNIVERSITY College of Education

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FLORIDA A&M UNIVERSITY College of Education

Prekindergarten/Primary Education Program

Course Syllabus

Course Number: EEC 4708

Course Title: DAP II: Language Arts

Credits: 3 Semester Hours: 3

Department: Elementary Education & Prekindergarten/Primary Education Required Textbooks:

Office Location: GEC-B 200G Office Phone: 599-3125 Email: [email protected]

Faculty Name: Nancy Fontaine, Ph.D. Associate Professor Term/Year: Fall 08

Office Hours: Mon, Wed 1:30 – 2:00, Tues, Thurs 9:00 – 2:00

CONCEPTUAL FRAMEWORK In response to Florida’s demand for accountability from their public schools, the 1997 State Legislature created the Florida System of School Improvement and Accountability, which is designed to improve student performance. The Elementary Education Department, in response to this initiative, strives to make a positive impact by ensuring that it produces high quality professional teachers who are committed to improving student performance and who will assist students in meeting the Florida Sunshine State Standards. The Elementary Education Department endeavors to provide a quality program through the implementation of an integrated curriculum based on the guidelines and competencies aligned with the Florida Sunshine State Standards, Florida Accomplished Practices, Florida Adopted Subject Area Competencies, Association for Childhood Education International, National Association for the Education of Young Children, and those of other learned organizations. The conceptual framework which guides the work in the Elementary Education Department and the Preschool and Prekindergarten/Primary Program is heavily tied to the integrative education principles and thinking which result in the development of the “Exemplary Professional.” The conceptual framework is grounded in a combination of theories by philosophers such as Dewey, social scientists such as Erikson and DuBois, practitioners such as Bethune, and developmental constructivist theorists such as Piaget and Vygotsky. The Conceptual Framework in the Professional Education Unit at Florida A&M University’s College of Education is an integrated approach to providing educational experiences that result in exemplary professional educators. The Framework is comprised of many activities and themes with the mission of developing high quality classroom teachers, administrators and

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support personnel. The term “exemplary” refers to the kind of graduates the unit strives to produce. Figure 1 provides a diagram of the Exemplary Professional Conceptual Framework.

FIGURE 1

The four themes within the Conceptual Framework include: multiculturalism, educational technology, values, problem solving, professionalism, and urban and rural education. Through the student’s general studies work and other early activities, research and practices of faculty that is integrated within course content and instruction, coursework within the education major and specialty areas, field clinical experiences, and internships the student evolves into the “Exemplary Professional.” The Preschool and Prekindergarten/Primary Education Program works within this Conceptual Framework to prepare the preprofessional to work effectively with young children within the context of their family, culture, and community. It assists the student in understanding and

Theme 1 Diversity

Theme 6 Leadership

The Exemplary

Professional

Theme 2 Technology

Theme 5 Professionalism

Theme 4 Critical

Thinking

Theme 3 Values

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respecting the unique differences of individuals, particularly in regard to their cognitive, emotional, social, motor, and language skill development. Coursework, direct experience, practice, and external research enables students to examine current best practices in educating and facilitating the development of children. The emphasis of the Program is on developmental appropriateness through the utilization of a variety of curricula and activities. The practical application of this information is also prioritized to facilitate a more thorough knowledge and skill in working in the real world. Students are provided with the education standards and competencies required for young children by the Florida Department of Education and school districts throughout the state. COURSE DESCRIPTION This course will provide students with a knowledge base in regard to early childhood education. Included will be developmentally appropriate information on language, language arts, and emergent literacy development with children ages three through eight in various settings. These settings include developmental clinics, human service programs, pre-kindergarten classrooms, elementary grades, and childcare centers. COURSE GOALS Students will gain a knowledge base on the content areas including emergent and developing language and literacy including expressive, receptive, and interpretive communication. Students will become familiar with best practices and effective methods for instructing and guiding children in obtaining knowledge and skill in these areas. With this knowledge base, students will gain an appreciation and positive attitude and commitment to working with all children to promote early care and learning, regardless of individual need or diversity. COURSE OBJECTIVES Students will be able to increase their knowledge and skill to a satisfactory level according to the assessment rubric for, which cover the following areas:

1. Play-based learning and child-initiated activities in a planned learning environment

2. Planning, implementing, and evaluating developmentally appropriate and integrated content and methodology in the areas of interpretative communication

3. Planning, implementing, and evaluating developmentally appropriate and integrated content and methodology in the areas of emergent and developing understanding of literacy, reading, writing, and, language arts

4. Planning, implementing, and evaluating developmentally appropriate and integrated content and methodology in the areas of emergent and developing understanding of receptive, interpretive, and expressive language

5. Content developmentally appropriate practices including, but not limited to: individual

and small group learning; child or teacher initiated learning experiences; learning through play, enriching, and extending activities; technology to facilitate learning; discovery learning and problem solving; creative expression; and developing children’s abilities to be resourceful learners

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6. Environments to support developmentally appropriate practices

7. Adapting curriculum and practices for inclusion of children with special needs and their families including those who are gifted and talented

8. Curriculum methods that provide for the language needs of children and families who

have limited English proficiency

9. Determine and use appropriate instructional methods and strategies for individuals and groups, using knowledge of first and second language acquisition processes 10. Apply current effective ESOL teaching methodologies in planning and delivering instruction to LEP students

11. Develop experiential and interactive literacy activities for LEP students, using current information on linguistic and cognitive processes 12. Analyze student language and determine appropriate instructional strategies using knowledge of phonology, morphology, syntax, semantics, and discourse

13. Apply essential strategies for developing and integrating the four language skills of listening comprehension, oral communication, reading, and writing 14. Apply content-based ESOL approaches to instruction

15. Design and implement effective unit and daily plans for ESOL students in the regular classroom.

16. Evaluate, adapt, and employ appropriate curricula materials, media, and technology for ESOL students in the content areas. 17. Create a positive classroom environment to accommodate the various learning styles and cultural backgrounds of students

PROFESSIONAL COMPETENCIES All instruction and activities for this course will specifically assist students in developing the following professional competencies to promote an understanding of early childhood education of children from age three through grade three. FAMU Conceptual Framework CF 1 DIVERSITY CF:1.2 Demonstrate diverse student learning through differentiated instruction.

CF 4 CRITICAL THINKING

CF:4.2 Demonstrate the use of a variety of instructional / professional strategies to encourage students’ development of critical thinking and performance. CF:4.4 (K) Demonstrate the use of performance assessment techniques and strategies that measure higher order thinking skills of student.

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CF 5 PROFESSIONALISM CF:5.1 (K) Know the content Florida Department of Education Pre-professional Accomplished Practices: 1. ASSESSMENT a. Analyzes individuals' learning needs and practices techniques which accommodate differences, including linguistic and cultural differences. d. Identifies students' cognitive, social, linguistic, cultural, emotional, and physical needs in order to design individual and group instruction. e. Employs traditional and alternative assessment strategies in determining students' mastery of specified outcomes. j. Maintains observational and anecdotal records to monitor students' development. k. Interprets, with assistance, data from various informal and standardized assessment procedures. l. Reviews assessment data and identifies students' strengths and weaknesses. 2. COMMUNICATION f. Acquires and adapts interaction routines (e.g., active listening) for individual work, cooperative learning, and whole group activities. i. Provides opportunities for students to learn from each other. 4. CRITICAL THINKING a. Provides opportunities for students to learn higher-order thinking skills. b. Identifies strategies, materials, and technologies which she/he will use to expand students' thinking abilities. h. Modifies and adapts lessons with increased attention to the learners' creative thinking abilities. i. Encourages students to develop open-ended projects and other activities that are creative and innovative. j. Uses technology and other appropriate tools in the learning environment. 5. DIVERSITY a. Accepts and values students from diverse cultures and linguistic backgrounds and treats all students equitably. b. Fosters a learning environment in which all students are treated equitably. c. Recognizes the cultural, linguistic and experiential diversity of students. d. Recognizes students' learning styles and cultural and linguistic diversity and provides for a range of activities. f. Selects appropriate culturally and linguistically sensitive materials for use in the learning process. g. Analyzes and uses school, family, and community resources in instructional activities.

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i. Selects and introduces materials and resources that are multicultural. k. Promotes student responsibility, appropriate social behavior, integrity, valuing of diversity, and honesty through learning activities. l. Provides learning situations which will encourage the student to practice skills and gain knowledge needed in a diverse society.

7. HUMAN DEVELOPMENT AND LEARNING a. Recognizes developmental levels of students and identifies differences in a group of students. f. Recognizes learning theories, subject matter structure, curriculum development, student development, and first and second language acquisition processes.

c. Uses multiple activities which engage and motivate students at appropriate developmental levels. e. Varies activities to accommodate different student learning needs, developmental levels, experiential backgrounds, linguistic development, and cultural heritage.

8. KNOWLEDGE OF SUBJECT MATTER a. Communicates knowledge of subject matter in a manner that enables students to learn. b. Increases subject matter knowledge in order to integrate the learning activities. c. Uses the materials and technologies of the subject field in developing learning activities for students. d. Acquires currency in her/his subject field.

INTASC Standard 1: Subject Matter The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students. 1.10 Knowledge 1.11 The teacher understands major concepts, assumptions, debates, processes of inquiry, and ways of knowing that are central to the discipline(s) s/he teaches. 1.12 The teacher understands how students' conceptual frameworks and their misconceptions for an area of knowledge can influence their learning. 1.13 The teacher can relate his/her disciplinary knowledge to other subject areas. 1.20 Dispositions

1.21 The teacher realizes that subject matter knowledge is not a fixed body of facts but is complex and ever-evolving. S/he seeks to keep abreast of new ideas and understandings in the field. 1.22 The teacher appreciates multiple perspectives and conveys to learners how knowledge is developed from the vantage point of the knower. 1.23 The teacher has enthusiasm for the discipline(s) s/he teaches and sees connections to everyday life.

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1.24 The teacher is committed to continuous learning and engages in professional discourse about subject matter knowledge and children's learning of the discipline. 1.30 Performances

1.31 The teacher effectively uses multiple representations and explanations of disciplinary concepts that capture key ideas and link them to students' prior understandings. 1.32 The teacher can represent and use differing viewpoints, theories, "ways of knowing" and methods of inquiry in his/her teaching of subject matter concepts. 1.33 The teacher can evaluate teaching resources and curriculum materials for their comprehensiveness, accuracy, and usefulness for representing particular ideas and concepts. 1.34 The teacher engages students in generating knowledge and testing hypotheses according to the methods of inquiry and standards of evidence used in the discipline. 1.35 The teacher develops and uses curricula that encourage students to see, question, and interpret ideas from diverse perspectives. 1.36 The teacher can create interdisciplinary learning experiences that allow students to integrate knowledge, skills, and methods of inquiry from several subject areas.

Standard 2: Student Learning The teacher understands how children and youth learn and develop, and can provide learning opportunities that support their intellectual, social and personal development. 2.10 Knowledge

2.11 The teacher understands how learning occurs--how students construct knowledge, acquire skills, and develop habits of mind--and knows how to use instructional strategies that promote student learning. 2.12 The teacher understands that student's physical, social, emotional, moral and cognitive development influence learning and knows how to address these factors when making instructional decisions.

2.13 The teacher is aware of expected developmental progressions and ranges of individual variation within each domain (physical, social, emotional, moral, and cognitive), can identify levels of readiness in learning, and understands how development in any one domain may affect performance in others. 2.20 Dispositions

2.21 The teacher appreciates individual variation within each area of developments, shows respect for the diverse talents of all learners, and is committed to help them develop self-confidence and competence. 2.22 The teacher is disposed to use students' strengths as a basis for growth, and their errors as an opportunity for learning. 2.30 Performances

2.31 The teacher assesses individual and group performance in order to design instruction that meets learners' current needs in each domain (cognitive, social, emotional, moral, and physical) and that leads to the next level of development. 2.32 The teacher stimulates student reflection on prior knowledge and links new ideas to already familiar ideas, making connections to students' experiences, providing opportunities for active engagement, manipulation, and testing of ideas and materials, and encouraging students to assume responsibility for shaping their learning tasks. 2.33 The teacher accesses student's thinking and experiences as a basis for instructional activities by, for

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example, encouraging discussion, listening and responding to group interaction, and eliciting samples of student thinking orally and in writing. Standard 3: Diverse Learners The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to learners from diverse cultural backgrounds and with exceptionalities. 3.10 Knowledge

3.11 The teacher understands and can identify differences in approaches to learning and performance, including different learning styles, multiple intelligences, and performance modes, and can design instruction that helps use student's strengths as the basis for growth. 3.12 The teacher knows about areas of exceptionality in learning--including learning disabilities, visual and perceptual difficulties, special physical or mental challenges and gifted and talented. 3.13 The teacher knows about the process of second language acquisition and about strategies to support the learning of students whose first language is not English. 3.14 The teacher understands how student's learning is influenced by individual experiences, talents, and prior learning, as well as language, culture, family and community values. 3.15 The teacher has a well--grounded framework for understanding cultural and community diversity and knows how to learn about and incorporate student's experiences, cultures, and community resources into instruction. 3.20 Dispositions

3.21 The teacher believes that all children can learn at high levels and persists in helping all children achieve success. 3.22 The teacher appreciates and values human diversity, shows respect for student's varied talents and perspectives, and is committed to the pursuit of "individually configured excellence." 3.23 The teacher respects students as individuals with differing personal and family backgrounds and various skills, talents, and interest. 3.24 The teacher is sensitive to community and cultural norms. 3.25 The teacher makes students feel valued for the potential as people, and helps them learn to value each other. 3.30 Performance Indicators

3.31 The teacher identifies and designs instruction appropriate to students' stages of development, learning styles, strengths, and needs. 3.32 The teacher uses teaching approaches that are sensitive to the multiple experiences of learners and that address different learning and performance modes. 3.33 The teacher makes appropriate provision (in terms of time and circumstances for work, tasks assigned, communication and response modes) for individual students who have particular learning differences or needs. 3.34 The teacher can identify when and how to access appropriate services or resources to meet exceptional learning needs. 3.35 The teacher seeks to understand students' families, cultures, and communities, and uses this information as a basis for connecting instruction to students' experiences (e.g. drawing explicit connections between subject matter and community matters, making assignments that can be related to students' experiences and cultures.

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Standard 6: Communication The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom. 6.10 Knowledge

6.11 The teacher understands communication theory, language development, and the role of language in learning. 6.12 The teacher understands how cultural and gender differences can affect communication in the classroom. 6.13 The teacher recognizes the importance of nonverbal as well as verbal communication. 6.14 The teacher knows about and can use effective verbal, nonverbal, and media communication techniques. 6.20 Dispositions

6.21 The teacher recognizes the power of language for fostering self-expression, identity development, and learning. 6.22 The teacher values many ways in which people seek to communicate and encourages many modes of communication in the classroom. 6.23 The teacher is a thoughtful and responsive listener. 6.24 The teacher appreciates the cultural dimensions of communication, responds appropriately, and seeks to foster culturally sensitive communication by and among all students in the class. 6.30 Performance

6.31 The teacher models effective communications strategies in conveying ideas and information and in asking questions (e.g. monitoring the effects of messages, restating ideas and drawing connections, using visual, aural, and kinesthetic cues, being sensitive to nonverbal cues given and received). 6.32 The teacher supports and expands learner expression in speaking, writing, and other media. 6.33 The teacher knows how to ask questions and stimulate discussion in different ways for particular purposes, for example, probing for learner understanding, helping students articulate their ideas and thinking processes, promoting risk-taking and problem-solving, facilitating factual recall, encouraging convergent and divergent thinking, stimulating curiosity, helping stimulate students to question.

6.34 The teacher communicates in ways that demonstrate a sensitivity to cultural and gender differences (e.g. appropriate use of eye contact, interpretation of body language and verbal statements, acknowledgment of and responsiveness to different modes of communication and participation). 6.35 The teacher knows how to use a variety of media communication tools, including audio-visual aids and computers, including educational technology, to enrich learning opportunities.

Standard 8: Assessment The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social and physical development of the learner. 8.20 Dispositions

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8.21 The teacher values ongoing assessment as essential to the instructional process and recognizes that many different assessment strategies, accurately and systematically used, are necessary for monitoring and promoting student learning. 8.22 The teacher is committed to using assessment to identify student strengths and promote student growth rather than to deny students access to learning opportunities. 8.30 Performance

8.31 The teacher appropriately uses a variety of formal and informal assessment techniques (e.g. observation, portfolios of student work, teacher-made tests, performance tasks, projects, student self-assessments, peer assessment, and standardized tests) to enhance her or his knowledge of learners, evaluate student's progress and performances, and modify teaching and learning strategies. 8.34 The teacher evaluates the effect of class activities on both individuals and the class as a whole, collecting information through observation of classroom interactions, questioning, and analysis of student work. 8.35 The teacher monitors her/his own teaching strategies and behavior in relation to student success, modifying plans and instructional approaches accordingly.

Florida Department of Education Competencies for Preschool and Prekindergarten/Primary Education:

1 Knowledge of child growth and development

d. Choose strategies for designing and implementing instructional practices

e. Identify the influences of substance abuse, physical abuse, and emotional distress on child development.

f. Recognize ways in which children's early experiences and culturally transmitted knowledge contribute to individual differences in development and learning.

g. Identify the influence of scientific research on theories of cognitive and social competence, the principles of how children learn, and the development and implementation of instructional strategies.

h. Recognize ways in which children's early experiences and culturally transmitted knowledge contribute to individual differences in development and learning.

2 Knowledge of foundations of early childhood (PreK–3) education

a. Identify theorists, theories, and benchmarks in the fields of early childhood education and their implications for the classroom teacher of young children.

4 Knowledge of effective practices

a. Identify developmentally appropriate practices that guide effective instruction.

b. Identify the components of effective organization and management, such as classroom rituals, routines, and schedules.

c. Identify ways to organize furniture, equipment, materials, and other resources in an indoor or outdoor environment in order to support early childhood curricula and the development of the whole child.

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d. Identify the components of and techniques for creating a print-rich environment (e.g., classroom libraries, labeled objects, student work displayed, word walls) reflecting diverse cultures and the impact of such an environment on classroom instruction.

e. Identify strategies for short- and long-term planning to set instructional goals in alignment with standards for developing teacher objectives.

f. Identify strategies for designing appropriate objectives and developing and implementing lesson plans.

g. Identify activities that enrich and extend active learning through the selection and use of developmentally and age-appropriate instructional materials.

h. Identify a variety of methods of flexibly grouping children for the purposes of instruction.

i. Identify characteristics of an integrated curriculum.

j. Identify characteristics of play as it relates to children's social, emotional, and cognitive development.

6 Knowledge of developmentally appropriate curricula b. Identify instructional methods and strategies (e.g., summarizing, monitoring comprehension, question answering, question gathering, use of graphic and semantic organizers, recognizing story structure, use of multiple strategy instruction) for facilitating students' reading comprehension across the curriculum.

c. Identify strategies for facilitating the development of literal, interpretive, and critical listening and thinking skills.

d. Identify activities that support the development of both fine and gross motor skills.

7 Knowledge of the diverse needs of all children and their families

a. Identify strategies to adapt curricula for children with diverse needs.

c. Select resources and procedures that support children with diverse needs and their families.

d. Identify programs, curricula, and activities that provide for the language needs of children and their families with limited English proficiency.

e. Identify characteristics of children at risk for school failure and select appropriate intervention strategies for these children.

8 Knowledge of diagnosis, assessment, and evaluation b. Identify procedures for accurately establishing, maintaining, and using formal and informal student records.

c. Interpret formal and informal assessment data to make instructional decisions about the educational needs of children.

d. Identify procedures for appropriately using portfolio assessment to plan instruction that better extends the child's level of learning and interest.

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9 Knowledge of child guidance and classroom behavioral management

c. Identify learning opportunities for promoting children's positive self-concept, self-esteem, and prosocial and social-emotional development through interaction with peers and familiar adults.

10 Knowledge of literacy instruction

a. Identify the content of emergent literacy (e.g., oral language development, phonological awareness, alphabet knowledge, concepts of print, motivation, text structures, written language development).

b. Identify common emergent literacy difficulties and strategies for prevention and intervention. c. Demonstrate knowledge of various approaches for developing pre-reading and early literacy skills (e.g.,

oral language and listening, phonological awareness, alphabet knowledge, background knowledge, print concepts).

d. Select literature from a variety of narrative and expository text that builds language skills and concept development.

e. Identify the processes, skills, and phases of word recognition (e.g., pre-alphabetic, partial- alphabetic, full-alphabetic, graphophonemic, morphemic, syntactic, semantic) that lead to decoding.

h. Identify developmentally appropriate writing strategies for developing print awareness concepts, including spelling and punctuation.

k. Evaluate appropriate classroom organizational formats (e.g., literature circles, small groups, individuals, workshops, reading centers, multiage groups) for specific instructional objectives.

l. Identify appropriate uses of multiple representations of information (e.g., charts, tables, graphs, pictures, print and nonprint media) for a variety of purposes.

m. Demonstrate knowledge of the developmental stages of writing (e.g., dictation, symbolic representation).

n. Demonstrate knowledge of the writing process (e.g., prewriting, editing, publishing). ESOL Performance Standards 2.1 Language as a System: Teachers will demonstrate understanding of language as a system, including phonology, morphology, syntax, semantics and pragmatics; support ELLs’ acquisition of English in order to learn and to read, write, and communicate orally in English. 2.3 Second Language Literacy Development: Teachers will demonstrate an understanding of the components of literacy, and will understand and apply theories of second language literacy development to support ELLs’ learning. 3.1 ESL/ESOL Research and History: Teachers will demonstrate knowledge of history, public policy, research and current practices in the field of ESL/ESOL teaching and apply this knowledge to improve teaching and learning for ELLs. 3.2 Standards-Based ESL and Content Instruction: Teachers will know, manage, and implement a variety of teaching strategies and techniques for developing and integrating ELLs’ English listening, speaking, reading, and writing skills. The teacher will support ELLs’ access to the core curriculum by teaching language through academic content. 3.3 Effective Use of Resources and Technologies: Teachers will be familiar with and be able to select, adapt and use a wide range of standards-based materials, resources, and technologies.

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4.1 Planning for Standards-Based Instruction of ELLs: Teachers will know, understand, and apply concepts, research, best practices, and evidenced-based strategies to plan classroom instruction in a supportive learning environment for ELLs. The teacher will plan for multilevel classrooms with learners from diverse backgrounds using a standards-based ESOL curriculum. 4.2 Instructional Resources and Technology: Teachers will know, select, and adapt a wide range of standards-based materials, resources, and technologies. 5.2 Language Proficiency Assessment: Teachers will appropriately use and interpret a variety of language proficiency assessment instruments to meet district, state, and federal guidelines, and to inform their instruction. Teachers will understand their uses for identification, placement, and demonstration of language growth of ELLs from diverse backgrounds and at varying English proficiency levels. Teachers will articulate the appropriateness of ELL assessments to stakeholders.

CEC Standards IRA.1

Theoretical Base IRA.1.1

...demonstrate recognition that reading should be taught as a process IRA.1.2

...demonstrate an understanding and respect for cultural, linguistic, and ethnic diversity in the teaching process IRA.1.3

...demonstrate an understanding of the importance of literacy for personal and social growth IRA.1.5

...demonstrate an understanding of reading as the process of constructing meaning through the interaction of the reader’s existing knowledge, the information suggested by the written language, and the context of the reading situation

IRA.1.6 ...demonstrate an understanding of the major theories of language development, cognition, and learning

IRA.1.7 ...demonstrate an understanding of the impact of physical, perceptual, emotional, social, cultural, environmental, and intellectual factors on learning, language development, and reading acquisition

IRA.10.2 ...administer and use information from norm-referenced tests, criterion-referenced tests, formal and informal inventories, constructed response measures, portfolio-based assessments, student self-evaluations, work/performance samples, observations, anecdotal records, journals, and other indicators of student progress to inform instruction and learning

IRA.12 Curriculum Development

IRA.12.1 ...initiate and participate in ongoing curriculum development and evaluation

IRA.12.2 ...adapt instruction to meet the needs of different learners to accomplish different purposes

IRA.12.4 ...select and evaluate instructional materials for literacy, including those that are technology-based

IRA.12.7 ...help develop individual educational plans for students with severe learning problems related to literacy

IRA.16 Professionalism

IRA.16.2 ...reflect on one’s practice to improve instruction and other services to students

IRA.2 Knowledge Base

IRA.2.1 ...demonstrate an understanding that written language is a symbolic system

IRA.2.11 ...show an understanding of relevant reading research from general education and how it has influenced literacy education

IRA.2.12 ...teach classic and contemporary children’s and young adults’ literature, and easy-reading fiction and nonfiction for adults, at appropriate levels

IRA.2.13 ...illustrate the importance of giving learners opportunities in all aspects of literacy (e.g., as readers, writers, thinkers, reactors, or responders)

IRA.2.14 ...show that goals, instruction, and assessment should be aligned

IRA.2.2

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...demonstrate an understanding of the interrelation of language and literacy acquisition IRA.2.3

...demonstrate an understanding of principles of new language acquisition IRA.2.5

...demonstrate an understanding of the interrelation of reading and writing, and listening and speaking IRA.2.6

...show that students need opportunities to integrate their use of literacy through reading, writing, listening, speaking, viewing, and representing visually

IRA.2.7 ...demonstrate an understanding of emergent literacy and the experiences that support it

IRA.2.8 ...demonstrate an understanding of the role of metacognition in reading and writing, and listening and speaking

IRA.2.9 ...demonstrate an understanding of how contextual factors in the school can influence student learning and reading (e.g., grouping procedures, school programs, and assessment)

IRA.3 Individual Differences

IRA.3.1 ...illustrate how differences among learners influence their literacy development

IRA.3.2 ...demonstrate an understanding and respect for cultural, linguistic, and ethnic diversity in the teaching process

IRA.3.3 ...show that spelling is developmental and is based on student knowledge of the phonological system and of the letter names, their judgments of ??phonetic similarities and differences, and their ability to abstract phonetic information from letter names

IRA.3.4 ...illustrate the importance of creating programs to address the strengths and needs of individual learners

IRA.4 Reading Difficulties

IRA.4.1 ...demonstrate an understanding of the nature and multiple causes of reading and writing difficulties

IRA.4.2 ...demonstrate knowledge of principles for diagnosing reading difficulties

IRA.4.3 ...illustrate an understanding of individualized and group instructional interventions targeted toward those students in greatest need or at low proficiency levels

IRA.5 Creating a Literate Environment

IRA.5.1 ...create a literate environment that fosters interest and growth in all aspects of literacy

IRA.5.2 ...use texts and trade books to stimulate interest, promote reading growth, foster appreciation for the written word, and increase the motivation of learners to read widely and independently for information, pleasure, and personal growth

IRA.5.3 ...model and discuss reading and writing as valuable, lifelong activities

IRA.5.4 ...provide opportunities for learners to select from a variety of written materials, to read extended texts, and to read for many authentic purposes

IRA.5.5 ...provide opportunities for creative and personal responses to literature, including storytelling

IRA.5.6 ...promote the integration of language arts in all content areas

IRA.5.7 ...use instructional and information technologies to support literacy learning

IRA.5.8 ...implement effective strategies to include parents as partners in theliteracy development of their children

IRA.6 Word Identification, Vocabulary, and Spelling

IRA.6.1 ...teach students to monitor their own word identification through the use of syntax, semantic, and graphophonemic relations

IRA.6.2 ...use phonics to teach students to use their knowledge of letter/sound correspondence to identify sounds in the construction of meaning

IRA.6.3 ...teach students to use context to identify and define unfamiliar words

IRA.6.4 ...guide students to refine their spelling knowledge through reading and writing

IRA.6.5

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...teach students to recognize and use various spelling patterns in the English language as an aid to word identification

IRA.6.6 ...employ effective techniques and strategies for the ongoing development of independent vocabulary acquisition

IRA.7 Comprehension

IRA.7.1 ...provide direct instruction and model when and how to use multiple comprehension strategies, including retelling

IRA.7.2 ...model questioning strategies

IRA.7.3 ...teach students to connect prior knowledge with new information

IRA.7.4 ...teach students strategies for monitoring their own comprehension

IRA.7.5 ...ensure that students can use various aspects of text to gain comprehension, including conventions of written English, text structure and genres, ?figurative language, and intertextual links

IRA.7.6 ...ensure that students gain understanding of the meaning and importance of the conventions of standard written English (e.g., punctuation or usage)

IRA.8 Study Strategies

IRA.9 Writing

IRA.9.1 ...teach students planning strategies most appropriate for particular kinds of writing

IRA.9.2 ...teach students to draft, revise, and edit their writing

IRA.9.3 ...teach students the conventions of standard written English needed to edit their compositions

NCATE Standard 1 Promoting Child Development and learning

a. Knowing and understanding young children’s characteristics and needs b. Knowing and understanding multiple influences on development and learning c. Using developmental knowledge to create healthy, respectful, supportive and

challenging learning environments.

Standard 3: Observing, Assessing, and Documenting to Support Young Children and Families

a. Understanding the goals, benefits, and uses of assessment b. Knowing about and using observation, documentation, and other appropriate

assessment tools and approaches

Standard 4: Teaching and Learning a. Connecting with children and families b. Using developmentally effective approaches c. Understanding content knowledge in early childhood education d. Building meaningful curriculum

Florida New Generation Standards Reading/Language Arts Standards

GRADE: K

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Strand: READING PROCESS Standard 1: Concepts of Print

The student demonstrates knowledge of the concept of print and how it is organized and read. BENCHMARK CODE BENCHMARK

LA.K.1.1.1 The student will locate a printed word on a page;

LA.K.1.1.4 The student will match print to speech; LA.K.1.1.5 The student will identify parts of a book (e.g., front cover, back cover, title page); LA.K.1.1.6 The student will move top to bottom and left to right on the printed page; and

Standard 2: Phonological Awareness

The student demonstrates phonological awareness. BENCHMARK CODE BENCHMARK

LA.K.1.2.1 The student will auditory segment sentences into the correct number of words; LA.K.1.2.2 The student will identify, blend, and segment syllables in words; LA.K.1.2.3 The student will recognize and produce words that rhyme; and LA.K.1.2.4 The student will identify, blend, and segment onset and rime.

Standard 3: Phonemic Awareness

The student demonstrates phonemic awareness. BENCHMARK CODE BENCHMARK

LA.K.1.3.1 The student will identify initial, final, and medial phonemes (sounds) in consonant/vowel/consonant (CVC) words (e.g., sat);

LA.K.1.3.2 The student will blend and segment individual phonemes in simple, one-syllable words; and

LA.K.1.3.3 The student will manipulate individual phonemes in CVC words through addition, deletion, and substitution.

Standard 4: Phonics/Word Analysis

The student demonstrates knowledge of the alphabetic principle and applies grade level phonics skills to read text.

BENCHMARK CODE BENCHMARK LA.K.1.4.1 The student will recognize and recall the one to one correspondence between most

letters and sounds; and LA.K.1.4.2 The student will decode simple words in isolation and in context.

Standard 6: Vocabulary Development

The student uses multiple strategies to develop grade appropriate vocabulary. BENCHMARK CODE BENCHMARK

LA.K.1.6.1 The student will use new vocabulary that is introduced and taught directly; LA.K.1.6.2 The student will listen to and discuss both familiar and conceptually challenging text; LA.K.1.6.3 The student will describe common objects and events in both general and specific

language; LA.K.1.6.5 The student will use language correctly to express spatial and temporal relationships

(e.g., up/down, before/after); and LA.K.1.6.6 The student will relate new vocabulary to prior knowledge.

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Standard 7: Reading Comprehension

The student uses a variety of strategies to comprehend grade level text. BENCHMARK CODE BENCHMARK

LA.K.1.7.1 The student will make predictions about text content using pictures, background knowledge, and text features (e.g., title, sub-heading, captions, illustrations);

LA.K.1.7.2 The student will use background knowledge, supporting details from text, or another source to determine whether a reading selection is fact or fiction;

LA.K.1.7.3 The student will retell the main idea or essential message, identifying supporting details (e.g., who, what, when, where, why, how), and arranging events in sequence; and

LA.K.1.7.4 The student will identify the authors purpose as stated in the text. Strand: LITERARY ANALYSIS Standard 1: Fiction

The student identifies, analyzes, and applies knowledge of the elements of a variety of fiction and literary texts to develop a thoughtful response to a literary selection.

BENCHMARK CODE BENCHMARK LA.K.2.1.1 The student will identify familiar literary forms (e.g., fairy tales, tall tales, nursery

rhymes, fables); LA.K.2.1.2 The student will retell the main events (e.g., beginning, middle, end) of a story, and

describe characters and setting; LA.K.2.1.3 The student will identify a regular beat and similarities of sounds in words when

responding to rhythm and rhyme in nursery rhymes and others rhyming selections; LA.K.2.1.4 The student will select materials to read for pleasure; and LA.K.2.1.5 The student will participate in a group response to various literary selections (e.g.,

nursery rhymes, fairy tales, picture books), identifying the character(s), setting, and sequence of events and connecting text to self (personal connection) and text to world (social connection).

Standard 2: Nonfiction

The student identifies, analyzes, and applies knowledge of the elements of a variety of nonfiction, informational, and expository texts to demonstrate an understanding of the information presented.

BENCHMARK CODE BENCHMARK LA.K.2.2.1 The student will identify the purpose of nonfictional text; LA.K.2.2.2 The student will retell important facts from a text heard or read; and LA.K.2.2.3 The student will select nonfiction material to read for pleasure.

Strand: WRITING PROCESS Standard 1: Prewriting

The student will use prewriting strategies to generate ideas and formulate a plan. BENCHMARK CODE BENCHMARK

LA.K.3.1.1 The student will prewrite by connecting thoughts and oral language to generate ideas; and

LA.K.3.1.2 The student will prewrite by drawing a picture about ideas from stories read aloud or generated through class discussion.

Standard 2: Drafting

The student will write a draft appropriate to the topic, audience, and purpose. BENCHMARK CODE BENCHMARK

LA.K.3.2.1 The student will draft writing by drawing, telling, or writing about a familiar experience, topic or text; and

LA.K.3.2.2 The student will draft writing by creating a group draft, scripted by the teacher.

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Standard 3: Revising

The student will revise and refine the draft for clarity and effectiveness. BENCHMARK CODE BENCHMARK

LA.K.3.3.1 The student will revise the draft by adding additional details to the draft and checking for logical thinking with prompting.

Standard 4: Editing for Language Conventions

The student will edit and correct the draft for standard language conventions. BENCHMARK CODE BENCHMARK

LA.K.3.4.1 The student will edit for correct use of knowledge of letter/sound relationships to spell simple words.

LA.K.3.4.2 The student will edit for correct use of capital letters to begin important words; and LA.K.3.4.3 The student will edit for correct use of end punctuation, including periods, question

marks, and exclamation points. Standard 5: Publishing

The student will write a final product for the intended audience. BENCHMARK CODE BENCHMARK

LA.K.3.5.1 The student will produce, illustrate and share a finished piece of writing. Strand: WRITING APPLICATIONS Standard 1: Creative

The student develops and demonstrates creative writing. BENCHMARK CODE BENCHMARK

LA.K.4.1.1 The student will create narratives by drawing, dictating, and/or using emergent writing; and

LA.K.4.1.2 The student will participate in writing simple stories, poems, rhymes, or song lyrics. Standard 2: Informative

The student develops and demonstrates informative writing that provides information related to real-world tasks.

BENCHMARK CODE BENCHMARK LA.K.4.2.1 The student will participate in creating a variety of informational/expository forms (e.g.,

labels, lists, graphs, observations, summaries) through drawing or writing; LA.K.4.2.2 The student will participate in creating simple summaries from informational/expository

text (e.g., graphs, tables, maps); LA.K.4.2.3 The student will participate in a group setting to identify the topic as expressed in

informational/expository text, and discuss related details; LA.K.4.2.4 The student will participate in written communications with teacher as scribe, including

friendly letters and thank-you notes; and LA.K.4.2.5 The student will draw a simple map of the classroom.

Standard 3: Persuasive

The student develops and demonstrates persuasive writing that is used for the purpose of influencing the reader.

BENCHMARK CODE BENCHMARK LA.K.4.3.1 The student will draw a picture and use it to explain why this item (food, pet, person) is

their favorite.

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Strand: COMMUNICATION Standard 1: Penmanship

The student engages in the writing process and writes to communicate ideas and experiences. BENCHMARK CODE BENCHMARK

LA.K.5.1.1 The student will print many uppercase and lowercase letters of the alphabet and recognize the difference between the two;

LA.K.5.1.2 The student will write from left to right and top to bottom of page; LA.K.5.1.3 The student will recognize spacing between letters and words; LA.K.5.1.4 The student will print own first and last name; and LA.K.5.1.5 The student will understand the concept of writing and identifying numerals.

Standard 2: Listening and Speaking

The student effectively applies listening and speaking strategies. BENCHMARK CODE BENCHMARK

LA.K.5.2.1 The student will listen carefully and understand directions for performing tasks (e.g., three or four-step oral directions);

LA.K.5.2.2 The student will listen attentively to fiction and nonfiction read-alouds and demonstrate understanding;

LA.K.5.2.3 The student will repeat auditory sequences (e.g., letters, words, numbers, rhythmic patterns);

LA.K.5.2.4 The student will recite short poems, rhymes, songs, and stories with repeated patterns; LA.K.5.2.5 The student will communicate effectively when relating experiences and retelling stories

heard; and LA.K.5.2.6 The student will use complete sentences when speaking.

Strand: INFORMATION AND MEDIA LITERACY Standard 1: Informational Text

The student comprehends the wide array of informational text that is part of our day to day experiences. BENCHMARK CODE BENCHMARK

LA.K.6.1.1 The student will identify the purpose of informational text and distinguish between informational text (e.g., signs, directions) and text read for pleasure (e.g., stories, poems).

Standard 2: Research Process

The student uses a systematic process for the collection, processing, and presentation of information. BENCHMARK CODE BENCHMARK

LA.K.6.2.1 The student will ask questions and recognize the library media specialist or teacher as an information source;

LA.K.6.2.2 The student will use simple reference resources to locate and obtain information through knowledge of alphabetical order, use of pictures, and environmental print (e.g., signs, billboards);

LA.K.6.2.3 The student will participate in creating a simple class report where the teacher is the scribe; and

LA.K.6.2.4 The student will recognize that authors, illustrators, and composers create informational sources.

Standard 3: Media Literacy

The student develops and demonstrates an understanding of media literacy as a life skill that is integral to informed decision making.

BENCHMARK CODE BENCHMARK LA.K.6.3.1 The student will recognize print and nonprint media; and LA.K.6.3.2 The student will state the main idea after viewing print media.

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Standard 4: Technology

The student develops the essential technology skills for using and understanding conventional and current tools, materials and processes.

BENCHMARK CODE BENCHMARK LA.K.6.4.1 The student will use technology (e.g., drawing tools, writing tools) resources to support

learning.

GRADE: 1 Strand: READING PROCESS Standard 1: Concepts of Print

The student demonstrates knowledge of the concept of print and how it is organized and read. BENCHMARK CODE BENCHMARK

LA.1.1.1.1 The student will locate the title, table of contents, names of author and illustrator, glossary, and index; and

LA.1.1.1.2 The student will distinguish informational text (e.g., store sign, stop sign, recipe) from entertaining text (e.g., song, poem).

Standard 4: Phonics/Word Analysis

The student demonstrates knowledge of the alphabetic principle and applies grade level phonics skills to read text.

BENCHMARK CODE BENCHMARK LA.1.1.4.8 The student will use self-correction when subsequent reading indicates an earlier

misreading. Standard 5: Fluency

The student demonstrates the ability to read grade level text orally with accuracy, appropriate rate, and expression.

BENCHMARK CODE BENCHMARK LA.1.1.5.1 The student will apply letter-sound knowledge to decode phonetically regular words

quickly and accurately in isolation and in context; LA.1.1.5.2 The student will recognize high frequency and familiar words in isolation and in context;

and LA.1.1.5.3 The student will adjust reading rate based on purpose, text difficulty, form, and style.



LA.1.1.6.1 The student will use new vocabulary that is introduced and taught directly; LA.1.1.6.2 The student will listen to, read, and discuss both familiar and conceptually challenging

text; LA.1.1.6.3 The student will use context clues; LA.1.1.6.4 The student will categorize key vocabulary and identify salient features; LA.1.1.6.5 The student will relate new vocabulary to prior knowledge; LA.1.1.6.6 The student will identify and sort common words into conceptual categories; LA.1.1.6.7 The student will identify common antonyms and synonyms; LA.1.1.6.8 The student will use meaning of individual words to predict meaning of unknown

compound words; LA.1.1.6.9 The student will determine the correct meaning of words with multiple meanings (e.g.,

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mine) in context; and LA.1.1.6.10 The student will determine meanings of unfamiliar words by using a beginning

dictionary, illustrations, and digital tools. Standard 7: Reading Comprehension


LA.1.1.7.1 The student will identify a text's features (e.g., title, subheadings, captions, illustrations), use them to make predictions, and establish a purpose for reading;

LA.1.1.7.2 The student will use background knowledge and supporting details from text to verify the accuracy of information presented in read selections;

LA.1.1.7.3 The student will retell the main idea or essential message; LA.1.1.7.4 The student will identify supporting details; LA.1.1.7.5 The student will distinguish fact from fiction and cause from effect; LA.1.1.7.6 The student will arrange events in sequence; LA.1.1.7.7 The student will identify the text structures an author uses (e.g., comparison/contrast,

cause/effect, and sequence of events); LA.1.1.7.8 The student will identify the authors purpose in text and ask clarifying questions (e.g.,

why, how) if meaning is unclear; and LA.1.1.7.9 The student will self monitor comprehension and reread when necessary.

Strand: LITERARY ANALYSIS Standard 1: Fiction


BENCHMARK CODE BENCHMARK LA.1.2.1.1 The student will identify various literary forms (e.g., stories, poems, fables, legends,

picture books); LA.1.2.1.2 The student will retell the main events (e.g., beginning, middle, end) in a story; LA.1.2.1.3 The student will identify the characters and settings in a story; LA.1.2.1.4 The student will identify rhyme, rhythm, alliteration, and patterned structures in poems

for children; LA.1.2.1.5 The student will respond to various literary selections (e.g., nursery rhymes, fairy tales),

identifying the character(s), setting, and sequence of events and connecting text to self (personal connection), text to world (social connection), text to text (comparison among multiple texts); and

LA.1.2.1.6 The student will select age and ability appropriate fiction materials to read, based on interest and teacher recommendations, to begin building a core base of knowledge.



BENCHMARK CODE BENCHMARK LA.1.2.2.1 The student will locate specific information by using organizational features (e.g.,

directions, graphs, charts, signs, captions) in informational text; LA.1.2.2.2 The student will select age and ability appropriate nonfiction materials to read, based on

interest and teacher recommendations, to begin building a core base of knowledge; and LA.1.2.2.3 The student will organize information found in nonfiction text through charting, listing,

mapping, or summarizing. Strand: WRITING PROCESS Standard 1: Prewriting

The student will use prewriting strategies to generate ideas and formulate a plan.

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BENCHMARK CODE BENCHMARK LA.1.3.1.1 The student will prewrite by generating ideas from multiple sources (e.g., brainstorming,

webbing, drawing, group discussion, other activities); LA.1.3.1.2 The student will prewrite by discussing the purpose for a writing piece; and LA.1.3.1.3 The student will prewrite by organizing ideas using simple webs, maps, or lists.



LA.1.3.2.1 The student will draft writing by maintaining focus on a single idea using supporting details; and

LA.1.3.2.2 The student will draft writing by organizing details into a logical sequence that has a beginning, middle, and end.



LA.1.3.3.1 The student will revise by evaluating the draft for logical thinking and marking out repetitive text; and

LA.1.3.3.2 The student will revise by creating clarity by marking out repetitive text, adding additional details by using a caret and replacing general words with specific words.



LA.1.3.4.1 The student will edit for correct use of common spelling patterns (e.g., onset and rimes, word families, and simple CVC words) and conventional spelling of high frequency words;

LA.1.3.4.2 The student will edit for correct use of capital letters for the pronoun I, the beginning of a sentence, names, days of the week and months of the year;

LA.1.3.4.3 The student will edit for correct use of commas in dates, items in a series; LA.1.3.4.4 The student will edit for correct use of singular and plural nouns, action verbs in simple

sentences, and singular possessive pronouns (e.g., my/mine, his/her, hers); LA.1.3.4.5 The student will edit for correct use of subject and verb agreement in simple sentences;

and LA.1.3.4.6 The student will edit for correct use of end punctuation for sentences, including periods,

question marks, and exclamation points. Standard 5: Publishing


LA.1.3.5.1 The student will produce, illustrate, and share a variety of compositions. Strand: WRITING APPLICATIONS Standard 1: Creative


LA.1.4.1.1 The student will write narratives that include a main idea based on real or imagined events, characters, and a sequence of events; and

LA.1.4.1.2 The student will participate in writing simple stories, poems, rhymes, or song lyrics.

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Standard 2: Informative

The student develops and demonstrates technical writing that provides information related to real-world tasks.

BENCHMARK CODE BENCHMARK LA.1.4.2.1 The student will write in a variety of informational/expository forms (e.g., rules,

summaries, recipes, notes/messages, labels, instructions, graphs/tables); LA.1.4.2.2 The student will participate in recording information from informational/expository text

(e.g., lists, graphs, tables or maps); LA.1.4.2.3 The student will write an informational/expository paragraph that contains a topic

sentence and at least three details; LA.1.4.2.4 The student will write basic communications, including friendly letters and thank-you

notes; and LA.1.4.2.5 The student will write simple directions to familiar locations using "left and right," and

create a map that matches the directions. Standard 3: Persuasive


BENCHMARK CODE BENCHMARK LA.1.4.3.1 The student will draw a picture and use simple text to explain why this item (food, pet,

person) is important to them. Strand: COMMUNICATION Standard 1: Penmanship


LA.1.5.1.1 The student will write numbers and uppercase and lowercase letters using left to right sequencing; and

LA.1.5.1.2 The student will use appropriate spacing between letters, words, and sentences. Standard 2: Listening and Speaking


LA.1.5.2.1 The student will listen attentively and understand directions for performing tasks (e.g., multi-step oral directions), solving problems, and following rules;

LA.1.5.2.2 The student will retell specific details of information heard; LA.1.5.2.3 The student will listen attentively to fiction and nonfiction read-alouds and demonstrate

understanding; LA.1.5.2.4 The student will use formal and informal language appropriately; LA.1.5.2.5 The student will communicate effectively when relating experiences and retelling stories

read and heard; and LA.1.5.2.6 The student will participate courteously in conversation, such as asking clarifying

questions, taking turns, staying on topic, making eye contact, and facing the speaker. Strand: INFORMATION AND MEDIA LITERACY Standard 1: Informational Text


LA.1.6.1.1 The student will locate specific information by using words in organizational features (e.g., table of contents, headings, captions, bold print, key words, indices) in informational text.

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LA.1.6.2.1 The student will formulate questions and gather information using simple reference materials (e.g., nonfiction books, picture dictionaries, software);

LA.1.6.2.2 The student will use simple reference materials to locate and obtain information, using alphabetical order, record information, and compare it to search questions;

LA.1.6.2.3 The student will write a simple report with a title and three facts, using informational sources; and

LA.1.6.2.4 The student will identify authors, illustrators, or composers with their works. Standard 3: Media Literacy


BENCHMARK CODE BENCHMARK LA.1.6.3.1 The student will recognize that nonprint media affect thoughts and feelings (e.g.,

graphics, music, digital video); and LA.1.6.3.2 The student will identify types of mass communication (e.g., film, newspapers, radio,

digital technology). Standard 4: Technology


BENCHMARK CODE BENCHMARK LA.1.6.4.1 The student will use appropriate available technology resources (e.g., writing tools,

digital cameras, drawing tools) to present thoughts, ideas, and stories.

GRADE: 2 Strand: READING PROCESS Standard 5: Fluency


BENCHMARK CODE BENCHMARK LA.2.1.5.1 The student will apply letter-sound knowledge to decode phonetically regular words

quickly and accurately in isolation and in context; LA.2.1.5.2 The student will identify high frequency phonetically irregular words in context; and LA.2.1.5.3 The student will adjust reading rate based on purpose, text difficulty, form, and style.



LA.2.1.6.1 The student will use new vocabulary that is introduced and taught directly; LA.2.1.6.2 The student will listen to, read, and discuss familiar and conceptually challenging text; LA.2.1.6.3 The student will use context clues to determine meanings of unfamiliar words; LA.2.1.6.4 The student will categorize key vocabulary and identify salient features; LA.2.1.6.5 The student will relate new vocabulary to familiar words; LA.2.1.6.6 The student will identify base (root) words and common prefixes to determine the

meanings of prefixed words; LA.2.1.6.7 The student will identify antonyms, synonyms, and homophones; LA.2.1.6.8 The student will determine the correct meaning of words with multiple meanings (e.g.,

25

mine) in context; and LA.2.1.6.9 The student will determine meanings of unfamiliar words by using a dictionary and

digital tools. Standard 7: Reading Comprehension


LA.2.1.7.1 The student will identify a text's features (e.g., title, subheadings, captions, illustrations), use them to make and confirm predictions, and establish a purpose for reading;

LA.2.1.7.2 The student will determine the author's purpose in text and ask clarifying questions (e.g., why, how) if meaning is unclear;

LA.2.1.7.3 The student will summarize information in text, including but not limited to main idea, supporting details, and connections between texts;

LA.2.1.7.4 The student will identify cause-and-effect relationships in text; LA.2.1.7.5 The student will identify the text structure an author uses (e.g., comparison/contrast,

cause/effect, and sequence of events) and explain how it impacts meaning in text; LA.2.1.7.6 The student will identify themes or topics across a variety of fiction and nonfiction

selections; LA.2.1.7.7 The student will compare and contrast characters and settings in one text; and LA.2.1.7.8 The student will use strategies to repair comprehension of grade-appropriate text when

self-monitoring indicates confusion, including but not limited to rereading, checking context clues, predicting, summarizing, questioning, and clarifying by checking other sources.



BENCHMARK CODE BENCHMARK LA.2.2.1.1 The student will identify the basic characteristics of a variety of literary forms (e.g.,

fables, stories, fiction, poetry, folktales, legends) and how they are alike and different; LA.2.2.1.2 The student will identify and describe the elements of story structure, including setting,

plot, character, problem, and resolution in a variety of fiction; LA.2.2.1.3 The student will identify ways an author makes language choices in poetry that appeal

to the senses, create imagery, and suggest mood; LA.2.2.1.4 The student will identify an authors theme, and use details from the text to explain how

the author developed that theme; LA.2.2.1.5 The student will respond to various literary selections (e.g., biographies, poetry, fables,

folk tales, legends), connecting text to self (personal connection), text to world (social connection), text to text (comparison among multiple texts);

LA.2.2.1.6 The student will write a book report identifying character(s), setting, and sequence of events;

LA.2.2.1.7 The student will identify and explain an author's use of descriptive and figurative language (e.g., personification, similes, metaphors, symbolism), and examine how it is used to describe people, feelings, and objects; and

LA.2.2.1.8 The student will select a balance of age and ability appropriate fiction materials to read (e.g., chapter books, fairy tales, mythology, poetry), based on interest and teacher recommendations, to continue building a core foundation of knowledge.



BENCHMARK CODE BENCHMARK LA.2.2.2.1 The student will recognize and understand the purpose of text features (e.g., simple

table of contents, glossary, charts, graphs, diagrams, illustrations); LA.2.2.2.2 The student will use explicitly stated information to answer a question;

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LA.2.2.2.3 The student will distinguish among a variety of text (e.g., reference, practical/functional); and

LA.2.2.2.4 The student will select a balance of age and ability appropriate nonfiction materials to read (e.g., biographies and topical areas, such as animals, science, history), based on interest and teacher recommendations, to continue building a core foundation of knowledge.



LA.2.3.1.1 The student will prewrite by generating ideas from multiple sources (e.g., text, brainstorming, webbing, drawing, writer's notebook, group discussion, other activities);

LA.2.3.1.2 The student will prewrite by determining the purpose (e.g., to entertain, to inform, to communicate) and the intended audience of a writing piece; and

LA.2.3.1.3 The student will prewrite by making a plan for writing that includes the main idea, the purpose (e.g., to entertain, to inform, to communicate).



LA.2.3.2.1 The student will draft writing by maintaining focus on a single idea and developing supporting details; and

LA.2.3.2.2 The student will draft writing by organizing details into a logical sequence that has a clear beginning, middle and end and an awareness of audience.



LA.2.3.3.1 The student will revise by evaluating the draft for logical thinking and consistent point of view (first or third person) appropriate for the purpose and audience;

LA.2.3.3.2 The student will revise by creating clarity by combining related simple sentences and sequencing new ideas into paragraphs;

LA.2.3.3.3 The student will revise by creating interest by incorporating descriptive words and supporting details, such as sensory language; and

LA.2.3.3.4 The student will revise by evaluating the composition, with the assistance of teacher, peer, checklist, or rubric.



LA.2.3.4.1 The student will edit for correct use of conventional spelling for high frequency words and common spelling patterns and generalizations (e.g., word families, simple CVC words, regular plurals, simple suffixes and simple prefixes) to determine how to spell new words;

LA.2.3.4.2 The student will edit for correct use of capitalization, including initial word in a sentence, the pronoun I, and proper names;

LA.2.3.4.3 The student will edit for correct use of commas in dates, items in a series, greetings and closings of letters, and compound sentences, colons to punctuate time, and apostrophes to correctly punctuate contractions;

LA.2.3.4.4 The student will edit for correct use of nouns, verbs, personal pronouns, adjectives and adverbs, singular possessive pronouns (e.g., my/mine, his/her, hers);

LA.2.3.4.5 The student will edit for the correct use of subject/verb and noun/pronoun agreement in simple and compound sentences;

LA.2.3.4.6 The student will edit for the correct use of end punctuation for compound sentences,

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statements, questions, and exclamations. Standard 5: Publishing


LA.2.3.5.1 The student will produce, illustrate, and share a variety of compositions. Strand: WRITING APPLICATIONS Standard 1: Creative


LA.2.4.1.1 The student will write narratives based on real or imagined events that include a main idea, characters, a sequence of events and descriptive details; and

LA.2.4.1.2 The student will compose simple stories, poems, riddles, rhymes, or song lyrics. Standard 2: Informative



summaries, procedures, recipes, notes/messages, labels, instructions, graphs/tables); LA.2.4.2.2 The student will record information (e.g., observations, notes, lists, charts, map labels,

legends) related to a topic; LA.2.4.2.3 The student will write informational/expository paragraphs that contain a topic sentence,

supporting details, and relevant information; LA.2.4.2.4 The student will write communications, including friendly letters and thank-you notes;

and LA.2.4.2.5 The student will write simple directions to familiar locations using "left and right," and

create a map that matches the directions. Standard 3: Persuasive


BENCHMARK CODE BENCHMARK LA.2.4.3.1 The student will draw a picture and use simple text to explain why this item (food, pet,

person) is important to them. Strand: COMMUNICATION Standard 1: Penmanship


LA.2.5.1.1 The student will demonstrate legible printing skills. Standard 2: Listening and Speaking


LA.2.5.2.1 The student will interpret information presented and seek clarification when needed; LA.2.5.2.2 The student will begin to use language appropriate for different occasions, audiences,

and topics; LA.2.5.2.3 The student will use increasingly complex language patterns and sentence structure

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when communicating; and LA.2.5.2.4 The student will listen politely to oral presentations by classmates.

Strand: INFORMATION AND MEDIA LITERACY Standard 1: Informational Text


LA.2.6.1.1 The student will read informational text (e.g., directions, graphs, charts, signs, captions) to follow multi-step instructions, answer literal questions, perform tasks, learn tasks, and sequentially carry out the steps of a procedure.



LA.2.6.2.1 The student will generate research questions by brainstorming, identify key words, group related ideas, and select appropriate resources (e.g., atlases, nonfiction books, dictionaries, digital references);

LA.2.6.2.2 The student will select and use a variety of appropriate reference materials to gather information and locate information using alphabetical order;

LA.2.6.2.3 The student will analyze and select appropriate facts and communicate information in a simple report that includes, a title, a main, and supporting details; and

LA.2.6.2.4 The student will record the authors and titles of works. Standard 3: Media Literacy


BENCHMARK CODE BENCHMARK LA.2.6.3.1 The student will recognize that nonprint media affect thoughts and feelings (e.g.,

graphics, music, digital video); and LA.2.6.3.2 The student will identify types of mass communication (e.g., film, newspapers, radio,

digital technology). Standard 4: Technology


BENCHMARK CODE BENCHMARK LA.2.6.4.1 The student will use appropriate available technologies to enhance communication and

achieve a purpose (e.g., video, presentations); and LA.2.6.4.2 The student will use digital resources (e.g., writing tools, digital cameras, drawing tools)

to present and publish thoughts, ideas, and stories.

GRADE: 3 Strand: READING PROCESS

Standard 5: Fluency


BENCHMARK CODE BENCHMARK LA.3.1.5.1 The student will apply letter-sound knowledge to decode unknown words quickly and

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accurately in context; and LA.3.1.5.2 The student will adjust reading rate based on purpose, text difficulty, form, and style.



LA.3.1.6.1 The student will use new vocabulary that is introduced and taught directly; LA.3.1.6.2 The student will listen to, read, and discuss familiar and conceptually challenging text; LA.3.1.6.3 The student will use context clues to determine meanings of unfamiliar words; LA.3.1.6.4 The student will categorize key vocabulary and identify salient features; LA.3.1.6.5 The student will relate new vocabulary to familiar words; LA.3.1.6.6 The student will identify shades of meaning in related words (e.g., blaring, loud); LA.3.1.6.7 The student will use meaning of familiar base words and affixes (prefixes and suffixes)

to determine meanings of unfamiliar complex words; LA.3.1.6.8 The student will use knowledge of antonyms, synonyms, homophones, and

homographs to determine meanings of words; LA.3.1.6.9 The student will determine the correct meaning of words with multiple meanings in

context; and LA.3.1.6.10 The student will determine meanings of unfamiliar words by using a dictionary,

thesaurus, and digital tools. Standard 7: Reading Comprehension


LA.3.1.7.1 The student will identify a text's features (e.g., title, subheadings, captions, illustrations), use them to make and confirm predictions, and establish a purpose for reading;

LA.3.1.7.2 The student will identify the author's purpose (e.g., to inform, entertain, or explain) in text and how an author's perspective influences text;

LA.3.1.7.3 The student will determine explicit ideas and information in grade-level text, including but not limited to main idea, relevant supporting details, strongly implied message and inference, and chronological order of events;

LA.3.1.7.4 The student will identify cause-and-effect relationships in text; LA.3.1.7.5 The student will identify the text structure an author uses (e.g., comparison/contrast,

cause/effect, and sequence of events) and explain how it impacts meaning in text; LA.3.1.7.6 The student will identify themes or topics across a variety of fiction and nonfiction

selections; LA.3.1.7.7 The student will compare and contrast elements, settings, characters, and problems in

two texts; and LA.3.1.7.8 The student will use strategies to repair comprehension of grade-appropriate text when

self-monitoring indicates confusion, including but not limited to rereading, checking context clues, predicting, summarizing, questioning, and clarifying by checking other sources.



BENCHMARK CODE BENCHMARK LA.3.2.1.1 The student will understand the distinguishing features among the common forms of

literature (e.g., poetry, prose, fiction, drama); LA.3.2.1.2 The student will identify and explain the elements of story structure, including

character/character development, setting, plot, and problem/resolution in a variety of fiction;

LA.3.2.1.3 The student will identify and explain how language choice helps to develop mood and meaning in poetry (e.g., sensory and concrete words as well as figurative language);

LA.3.2.1.4 The student will identify an authors theme, and use details from the text to explain how

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the author developed that theme; LA.3.2.1.5 The student will respond to, discuss, and reflect on various literary selections (e.g.,

poetry, prose, fiction, nonfiction), connecting text to self (personal connection), text to world (social connection), text to text (comparison among multiple texts);

LA.3.2.1.6 The student will write a book report or review that identifies the main idea, character(s), setting, sequence of events, and problem/solution;

LA.3.2.1.7 The student will identify and explain an authors use of descriptive, idiomatic, and figurative language (e.g., personification, similes, metaphors, symbolism), and examine how it is used to describe people, feelings, and objects; and

LA.3.2.1.8 The student will select a balance of age and ability appropriate fiction materials to read (e.g., chapter books, fairy tales, mythology, poetry), based on interest and teacher recommendations, to continue building a core foundation of knowledge.



BENCHMARK CODE BENCHMARK LA.3.2.2.1 The student will identify and explain the purpose of text features (e.g., table of contents,

glossary, headings, charts, graphs, diagrams, illustrations); LA.3.2.2.2 The student will use information from the text to answer questions related to explicitly

stated main ideas or relevant details; LA.3.2.2.3 The student will organize information to show an understanding of main ideas within a

text through charting, mapping, or summarizing; LA.3.2.2.4 The student will identify the characteristics of a variety of types of text (e.g., reference,

children's newspapers, practical/functional texts); and LA.3.2.2.5 The student will select a balance of age and ability appropriate nonfiction materials to

read (e.g., biographies and topical areas, such as animals, science, history), based on interest and teacher recommendations, to continue building a core foundation of knowledge.



LA.3.3.1.1 The student will prewrite by generating ideas from multiple sources (e.g., text, brainstorming, graphic organizer, drawing, writer's notebook, group discussion, printed material);

LA.3.3.1.2 The student will prewrite by determining the purpose (e.g., to entertain, to inform, to communicate, to persuade) and the intended audience of a writing piece; and

LA.3.3.1.3 The student will prewrite by using organizational strategies (e.g., graphic organizer, KWL chart, log) to make a plan for writing that includes a main idea.



LA.3.3.2.1 The student will draft writing by using a prewriting plan to develop the main idea with supporting details that describe or provide facts and/or opinions; and

LA.3.3.2.2 The student will draft writing by organizing information into a logical sequence through the use of time-order words and cause/effect transitions.



LA.3.3.3.1 The student will revise by evaluating the draft for use of ideas and content, logical organization, voice (e.g., formal or informal), point of view, and word choice;

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LA.3.3.3.2 The student will revise by creating clarity by using a combination of sentence structures (e.g., simple, compound) to improve sentence fluency in the draft and by rearranging words, sentences, and paragraphs to clarify meaning;

LA.3.3.3.3 The student will revise by creating interest by adding supporting details (e.g., dialogue, similes) and modifying word choices using resources and reference materials (e.g., dictionary, thesaurus); and

LA.3.3.3.4 The student will revise by applying appropriate tools or strategies to refine the draft (e.g., peer review, checklists, rubrics).



LA.3.3.4.1 The student will edit for correct use of spelling, using spelling patterns and generalizations (e.g., word families, diphthongs, consonant digraphs, CVC words, CCVC words, CVCC words, affixes) and using a dictionary or other resources as necessary;

LA.3.3.4.2 The student will edit for correct use of capitalization for proper nouns, including holidays, product names, titles used with someone's name, initials, and geographic locations;

LA.3.3.4.3 The student will edit for correct use of punctuation, including end punctuation, apostrophes, commas, colons, quotation marks in dialogue, and apostrophes in singular possessives;

LA.3.3.4.4 The student will edit for correct use of present and past verb tense, noun-pronoun agreement, noun-verb agreement, subjective and objective pronouns, and plurals of irregular nouns;

LA.3.3.4.5 The student will edit for correct use of subject/verb and noun/pronoun agreement in simple and compound sentences; and

LA.3.3.4.6 The student will edit for correct use of end punctuation for compound, declarative, interrogative, and exclamatory sentences.

Standard 5: Publishing


LA.3.3.5.1 The student will prepare writing in a format appropriate to audience and purpose (e.g., manuscript, multimedia);

LA.3.3.5.2 The student will add graphics where appropriate; and LA.3.3.5.3 The student will share the writing with the intended audience.

Strand: WRITING APPLICATIONS Standard 1: Creative


LA.3.4.1.1 The student will write narratives based on real or imagined events or observations that include characters, setting, plot, sensory details, and a logical sequence of events; and

LA.3.4.1.2 The student will write a variety of expressive forms (e.g., chapter books, short stories, poetry, skits, song lyrics) that may employ, but not be limited to, figurative language (e.g., simile, onomatopoeia), rhythm, dialogue, characterization, plot, and appropriate format.

Standard 2: Informative



summaries, procedures, recipes, notes/messages, labels, instructions, graphs/tables,

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experiments, rubrics); LA.3.4.2.2 The student will record information (e.g., observations, notes, lists, charts, map labels,

legends) related to a topic, including visual aids as appropriate; LA.3.4.2.3 The student will write informational/expository essays that contain at least three

paragraphs and include a topic sentence, supporting details, and relevant information; LA.3.4.2.4 The student will write a variety of communications (e.g., friendly letters, thank-you

notes, formal letters, messages, invitations); and LA.3.4.2.5 The student will write simple directions to familiar locations using cardinal directions and

landmarks, and create an accompanying map. Standard 3: Persuasive


BENCHMARK CODE BENCHMARK LA.3.4.3.1 The student will write persuasive text (e.g., advertisement, paragraph) that attempts to

influence the reader. Strand: COMMUNICATION Standard 1: Penmanship


LA.3.5.1.1 The student will demonstrate beginning cursive writing skills. Standard 2: Listening and Speaking


LA.3.5.2.1 The student will recall, interpret, and summarize information presented orally; and LA.3.5.2.2 The student will plan, organize, and give an oral presentation and use appropriate

voice, eye, and body movements for the topic, audience, and occasion. Strand: INFORMATION AND MEDIA LITERACY Standard 1: Informational Text


LA.3.6.1.1 The student will read informational text (e.g., graphs, charts, manuals) and organize information for different purposes, including but not limited to being informed, following multi-step directions, making a report, conducting interviews, preparing to take a test, and performing a task.



LA.3.6.2.1 The student will determine information needed for a search by narrowing or broadening a topic, identify key words;

LA.3.6.2.2 The student will use predetermined evaluative criteria (e.g., readability, appropriateness, special features) to select appropriate reference materials, including multiple representations of information, such as maps, charts, and photos, to gather information;

LA.3.6.2.3 The student will communicate information in an informational report that includes main ideas and relevant details with visual support (e.g., text supported by poster, diagram, idea map); and

LA.3.6.2.4 The student will record basic bibliographic data and recognize intellectual property

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rights (e.g., cites sources of ideas). Standard 3: Media Literacy


BENCHMARK CODE BENCHMARK LA.3.6.3.1 The student will determine main content and supporting details, including distinguishing

fact from opinion, in a print media message; and LA.3.6.3.2 The student will identify and explain different production elements used in media

messages (e.g., color, sound effects, animation) and use the elements appropriately in a multimedia production.

Standard 4: Technology


BENCHMARK CODE BENCHMARK LA.3.6.4.1 The student will use appropriate available technologies to enhance communication and

achieve a purpose (e.g., video, websites); and LA.3.6.4.2 The student will use digital tools (e.g., word processing, multimedia authoring, web

tools, graphic organizers) to present and publish in a variety of media formats. TEACHING METHODS The instructor utilizes an array of instructional techniques designed to build a foundation of knowledge and skill. Course material will be covered through direct instruction by the instructor and discussion by the students. Audiovisual materials including videotapes, overhead transparencies, and materials for young children will be incorporated into instruction. Students will actively participate in planning and role-playing activities that they will use with children later in the course during field placement. Higher level critical thinking and learning will then be facilitated through the application of content in case studies. Students will develop curricula, styles, techniques, and activities based on course content and individual situations presented within case studies. The highest level of learning, application and analysis, will be facilitated through a required field experience and clinical discussion sessions. During field placement, students will apply best practices within daily lessons, care, and activities. During clinical practice sessions, specific, real-life examples from students’ field experiences will be presented and discussed. NOTE: Class lectures and activities will be based on the course text, as well as many outside resources. Students are responsible for this material. Assignments will be posted to Task Stream. FIELD EXPERIENCE (9 hours) Students will be required to complete at least 9 hours of intensive field experience at a childcare center or classroom site. All field experiences will be set up by FAMU faculty in charge of field experience for the College of Education and the instructor for this course and those from the other course in the block.

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Students will receive a field experience packet that will provide specific information in regard to setting up, participating in, and assessing their field placement. USE OF TECHNOLOGY Students will be exposed to different types of technology to utilize within a classroom or center setting with children. They will receive instruction on how to use this equipment, as well as methods for motivating children to use the equipment. Various technology projects in which children could participate will be presented. Students will develop activities for children to use on the computer that would enable them to be reinforced on skills, think critically, be creative, problem solve, and do research. Various software packages to use with children ages three though eight will be reviewed. Methods for using technology to improve record keeping will also be presented to students. For the first 15 minutes of each class, I am allowing time for you to read the text and your notes. It is expected that you will buy the book, take notes, study, and participate in our class time. This is what a responsible student does. SCHEDULE WEEK 1 August 23, 25, 27 - Introduction WEEK 2 August 30, Sept 1, 3 – Chapter 1: Language Development, Four Language

Systems, Cultural and Linguistically Diversity WEEK 3 Sept 6 - Labor Day

Sept 8, 10 – Chapter 1 - Overview of Language Arts Skills and Strategies Chapter 2 Language Arts Classrooms and Materials, Literature Units, Literature Circles, Reading/Writing Workshop, Theme Cycles

WEEK 4 Sept 13, 15, 17 – Chapter 2 Assessing Children Chapter 3 – Overview of the Reading and Writing Stages

Chapter 4 - Emerging into Writing WEEK 5 Sept 20, 22 – Chapter 5 Teaching Children about Words

Sept 24 – Quiz 1 Chapters 1 – 5 WEEK6 Sept 27, 29, Oct 1 – Chapter 6 Personal Writing WEEK 7 Oct 4 – Writing Lesson Plans

Oct 6, 8 – Chapter 7 Learning through Listening WEEK 8 Oct 11, 13, 15 – Chapter 8 – Learning through Speaking WEEK 9 Oct 18 – Quiz 3 Chapters 6, 7, 8

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October 20, 22 – Chapter 9 Writing Stories WEEK 10 Oct 25, 27, 29 Chapter 10 Writing Information WEEK 11 Nov 1, 3 – Chapter 11 Writing Poetry Nov 5 – No Class WEEK 12 Nov 8 – Quiz 3 Chapters 9, 10, 11 Nov 10 Assignment 3 Materials List DUE Chapter 12 Spelling Nov 12 – No Class WEEK 13 Nov 15, 17, 19 Chapter 13 Grammar November 15 Thematic Unit DUE WEEK 14 Nov 22 Chapter 14 Handwriting Nov 24, 26 Holiday WEEK 15 Nov 29, Dec 1, 3 Chapter 14 cont’d Dec 3 Quiz 3 Chapters 12, 13, 14 WEEK 16 Dec 6 – 10 Finals Week - Dec 6 Child Observation and Assessment DUE

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Assignment OBJ CF FEAP SSS INTASC PreK/Prim SA NAEYC ESOL

Child Observation/Case Study and Report

1, 2, 3, 4, 5, 6, 12

Diversity Critical Thinking

1 a, d, e, j, k, l 5 a, b, c, d, f, g, k, l 7 a, f, c, e 8 a, b, c, d

Communication St. 1, 2 for K – 3rd

1.11, .12 2.11, .12, .13, .21,.31 3.11 5.11 8.21, .22, .31 9.11, 9.22 10.23

1d, f, g, h 2a 4 a, e, f, g, h, i 6 a, b, c 7 a, c, d, e 8 b, c, d 9c 10 a - c, e

1a,b,c 3a,b

2.1

Story Reading 1, 2, 3, 4, 6, 7, 9, 10, 11, 15, 17

Diversity 2 f, i 5 a, b, c, d, f, g, k, l

Literary Analysis St. 1, 2 for K – 3rd

1.22, .23, .24 3.35 5.21, .32 6.11 - .14, .21 - .24, .31, .33 - .35 9.22, .23 10.21

1d, f, h 6a, b, c 7c 9c 10 c, d, g, h,i, j

1c 4a,b,c,d

3.1, 3.2, 3.3, 4.1, 4.2, 5.2

Game 1, 2, 3, 4, 5 Critical Thinking Professionalism

4a, b, h, i, j 8a, b, c, d

Reading Processes St. 6 for K – 3rd

1.22 - .24, .34 - .36 2.22, .31 - .33 3.11, .21 - .25, .31 - .33 4.11 - .13, .21, .22, .31, .32, .35 5.11, .21 - .23, .31, .32 6.11 - .14, .21 - .24, .31, .33 - .35 7.11, .31 - .33 8.31, .34, .35 9.11, .22, .23 `0.21 - .23

1d, f, h 4g, 7a, c 6 a – d 9c 10 c, g, i

1a,b,c 4a,b,c

3.1, 3.2, 3.3, 4.1, 4.2, 5.2

Thematic Unit 1 - 17 Critical Thinking Professionalism Diversity

1 a, d, e, j, k, l 2 f, i 4a, b, h, i, j 5 a, b, c, d, f, g, k, l 7 a, f, c, e 8 a, b, c, d

Writing Processes St 1 – 5 for K – 3

rd

Writing Application St. 1 – 3 for K – 3rd

Same as above 1d, f, h 4 a, e, f, g, j 7a, c 6 a – d 8 c 9c 10 c, h, m ,n

1a,b,c 4a,b,c

3.1, 3.2, 3.3, 4.1, 4.2, 5.2

Book List 9, 16 Professionalism 8 a, b, c, d Array of St. based on types of materials

1.33, 4.11 1d, f, h 4c, d, g 7c 9c 10l

4d

3.1, 3.2, 3.3, 4.1, 4.2, 5.2

Quizzes 1 - 17 Professionalism 8a, b, c, d Literary Analysis Writing Processes Writing Application Communication All standards for K – 3rd

Same as in thematic unit and game All listed on course syllabus

1a,b,c 2a,b 4a,b,c,d

2.3 3.1, 3.2, 3.3, 4.1, 4.2, 5.2

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ASSIGNMENTS Assignment 1 Students will identify one child between the ages of 3 to 5. You are to observe this child within a VPK setting at least 1 hour each week over the course of 5 weeks. A format will be provided to you, but you will need to objectively watch your identified child as he/she is playing or interacting with other children and is communicating with teachers or other adults. The main purpose of this activity is to become familiar with the language developmental milestones of young children. Your report will be composed of (1) 5 separate observations of evidence of language anecdotal notes, short summary, and recommendations for activities that may increase language skills; (2) a summary of the 5 observations; and (3) overall recommendations for language development activities that will teachers and parents can facilitate to scaffold the child to the next level (60 points).

Child Observation

Favorable Acceptable Marginal Unacceptable Score/Level

FEAP # 1 ASSESSMENT POINTS:

Observation write up includes detailed anecdotal records

Observation write up includes detailed anecdotal records

Observation write up includes somewhat detailed anecdotal records

Observation write up includes few detailed anecdotal records

Standards

FEAP # 5 DIVERSITY POINTS:

Diversity of subject is reported and considered in recommendations

Most diversity characteristics of subject are reported and considered in recommendations

Some diversity characteristics of subject are reported and considered in recommendations

Few diversity characteristics of subject are reported and considered in recommendations

Standards

FEAP # 7 HUMAN DEVELOPMENT POINTS:

Developmental levels of child are on target

Developmental levels of child are mostly on target

Developmental levels of child are somewhat on target

Developmental levels of child are not on target

Standards

Assignment 2 - 6 Students will facilitate the following activities in a public school setting PK – 3rd

2. Choose one book and read it to a small or large group of children. Make sure you use additional materials that increase motivation and interest. You will need to summarize your experience by referencing the book, a description of your experience, an assessment of the activity, and recommendations for how you would change it next time. Also include adaptive strategies for children who are ESE, ESL, and multiple intelligences. (10 points)

grade:

FEAP #2 COMMUNICATION POINTS: 5

Review reflects a depth of high critical thinking in regard to the use of product with

Review reflects an Acceptable degree of depth of high critical thinking in regard to the use

Review reflects a some depth of high critical thinking in regard to the use of

Review reflects little depth of high critical thinking in regard to the use of product with

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students of product with students

product with students

students

Standards

FEAP # 5 DIVERSITY POINTS: 5

Review includes appropriateness to all diversities (race, ethnicity, ESL, ESE, etc.)

Review includes appropriateness to most diversities (race, ethnicity, ESL, ESE, etc.)

Review includes appropriateness to some diversities (race, ethnicity, ESL, ESE, etc.)

Review includes appropriateness to few diversities (race, ethnicity, ESL, ESE, etc.)

3. Identify at least 30 materials other than books (games, audiovisual aids, puzzles, manipulatives,

etc.) in the classroom that are used for language development, pre-reading, reading, writing or spelling. At least one must be a technology-based material. Describe each of the materials and what skills it is or can be used for. In addition, provide your assessment of the usefulness and relevance for use with children who are ESE, ESL, and of multiple intelligences. (30 points)


Knowledge of subject matter

30 different language, literacy, reading, or writing materials are included and each material has been analyzed for realistic, appropriate, and motivational methods for use. At least one technological material is included

At least 25 different language, literacy, reading, or writing materials are included and each material has been analyzed for realistic and appropriate methods for use. At least one technological materials is included.

At least 20 different language, literacy, reading, or writing materials are included and each material has been analyzed for appropriate methods for use. No technological material is included.

Less than 20 different language, literacy, reading, or writing materials are included and material has not been thoroughly analyzed for methods for use. No technological material is included.

4. Develop a vocabulary development game (other than flash cards!) and use it with a small group of students. Turn in your game, with a summary of the experience including your success and ways to improve it. (10 points)


FEAP Pre 4 Critical Thinking

Game encourages High

Game mostly encourages High interest,

Game somewhat encourages

Game does not encourages much High

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41

interest, creative thinking, higher level thinking

Creative thinking, higher level thinking

High interest, Creative thinking, higher level thinking

interest, Creative thinking, higher level thinking

Standards

FEAP Pre 8 Subject Matter

Game accurately represents the subject area content and works to support learning

Game mostly represents the subject area content and mostly works to support learning

Game somewhat represents the subject area content and somewhat works to support learning

Game does not represent the subject area content and does not work to support much learning

Standards

5. Write one-week thematic unit that engages children in 2nd

COE Unit Plan Rubric

grade in writing stories or writing poetry with using the approved PEU unit plan format. Remember the lesson plan format includes adaptations for diverse children. At least one day’s plan must include the use of technology. (50 points)


Goals Writes standard unit goals appropriate to grade level

Lists 3-5 appropriately stated goals or general statements of educational intent

Lists 3 or fewer appropriately stated goals or general statements of education intent

Lists 2 or fewer appropriately stated goals or general statements of educational intent

Lists 2 or fewer goals or general statements of educational intent which may or may not be appropriately stated

Standards

Rationale Provides a rationale for the unit plan which addresses reasons for teaching the

Provides an appropriate rationale for the unit plan which favorably presents reasons for

Provides an appropriate rationale for the unit plan which presents more than satisfactory

Provides a satisfactory rationale for the unit plan which presents reasons for teaching the

Does not provide a satisfactory rationale for the unit plan

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42

unit teaching the unit

reasons for teaching the unit

unit

Standards

Theme/Topic Definition Selects a theme or topic appropriate for grade level. Provides a definition to guide the unit

Selects an outstanding theme or topic appropriate for grade level. Provides an appropriate definition that guides the unit

Selects an acceptable theme or topic appropriate for grade level. Provides an acceptable definition that guides the unit

Selects an acceptable theme or topic which may/may not be appropriate for grade level. Provides a marginal definition which may/may not guide the unit

Selects an unacceptable theme or topic which may/may not be appropriate for grade level. Does not provide or provides an unacceptable definition which may/may not guide the unit

Standards

Overall Unit Web Provides a web to represent overall unit concepts and their connections with ideas/ activities specified in each Subject Area

Provides an outstanding web which represents all unit concepts and their connections and provides a minimum of 5 activities in each subject area

Provides an acceptable web which represents most unit concepts and their connections and provides a minimum of 4 activities in each subject area

Provides a marginally acceptable web which represents some of the unit concepts and may or may not include their connections and provides 3 activities in each subject area

Provides a unacceptable web which represents few of the unit concepts and may or may not include their connections and provides fewer than 3 activities in each subject area

Standards

Next Generation Sunshine State Standards Identifies and uses state standards in all subject areas including, strands, standards and benchmarks

Selects, uses and states appropriately all required state standards for planning of the unit.

Selects, uses and states fewer than five standards for planning the unit.

Selects and states fewer than four standards for planning the unit.

Selects and states fewer than three standards for planning the unit.

Instructional Activities Identify the instructional strategies/activ-ities that are

Identifies numerous appropriate, active, hands-on instructional strategies for

Identifies some good, active, hands-on instructional strategies appropriate for

Identifies instructional activities which are appropriate. May or may not

Identifies instructional activities which are not appropriate for teaching this




43

related to the unit plan.

teaching this unit

teaching this unit

include active, hands-on instructional strategies appropriate for teaching this unit

unit. Includes few or no active, hands-on instructional strategies

Standards

Assessment Identifies formal and informal strategies for assessing students’ mastery of objectives

Identifies many appropriate formal and informal strategies for assessing students’ mastery of objectives for each lesson within the unit

Identifies several appropriate formal and informal strategies for assessing students’ mastery of objectives for each lesson within the unit

Identifies some appropriate formal and informal strategies for assessing students’ mastery of objectives for each lesson within the unit

Identifies few or no formal and informal strategies for assessing students’ mastery of objectives for each lesson within the unit

Standards

Materials Includes appropriate materials needed to teach the lesson including technology

Includes all appropriate materials needed to teach the lesson including technology

Includes most of the appropriate materials needed to teach the lesson including technology

Includes an appropriate type and number of materials needed to teach the lesson including technology

Does not include an appropriate type or number of materials needed to teach the lesson including technology

Standards

Thinking Skills Identifies the thinking skills that are covered in the unit plan

Selects all required thinking skills reskills related to unit plan

Selects fewer than 7 thinking skills related to unit plan



Standards

Accomodations Identifies accommodations necessary for ESE and ESOL

Identifies excellent accommodation strategies for all learners

Identifies several very good accommodation strategies meeting the needs of all learners

Identifies some good accommodation strategies for meeting the needs of all learners

Identifies some poor accommo-dation strategies that may or may not meet the needs of all learners

Standards

Professional References

Provides a thorough list of

Provides a good list of at

Provides a good list of at

Provides a list 3 or fewer






44

Provides a list of professional references used in developing the unit plan

at least 5 professional references used in developing the unit plan

least 4 professional references used in developing the unit plan

least 3 professional references used in developing the unit plan

professional references used in developing the unit plan

EXAMS Students will be assessed on content through four short quizzes. Each quiz will include multiple choice and short essay questions reflecting the following about children who are typically developing, those who have special needs and those who have English as a second language:

GRADING 180 – 200 points A 120 – 139 points D 160 – 179 points B 119 or below F 140 – 159 points C

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Policies

Florida A&M University Elementary Education Program

Prekindergarten/Primary Education Program Student Professional Conduct and Disposition

The administration and faculty of the FAMU College of Education have a responsibility to guide and support students in their learning and early opportunities to become exemplary professionals in knowledge, skill, and disposition. The Prekindergarten/Primary Education Program and Elementary Education Program and their courses have been developed based on the College of Education Conceptual Framework, and national and state standards and competencies. All Program aspects are continually revised to reflect current trends, issues, and requirements for professional educators. A positive disposition is critical for high ethical and professional behavior. A willing and cooperative attitude is required for optimal learning. The following guidelines and rules are provided for your reference to guide you, a student, in making decisions regarding your academic career. Your instructors and advisors will continue to reinforce these dispositional requirements for all students.

• While the Department encourages communication of diverse values and beliefs, respect for others must be maintained. This requirement includes verbal and non-verbal respect for all faculty, administration and staff. Take care with how you address other students and your instructors. Be courteous and treat others how you would want to be treated. Respect should also be shown to the traditional and practical value of the content and methods presented in courses, assignments, and field experience

• Attendance is required for the classes in which you are enrolled. The University and College

allows you to be absent in three hours of class time. If there are emergency situations, a note should be provided by a physician, pastor, or individual in a leadership position appropriate to the situation. Attendance also means being on time for classes. If you are late to class, you are officially, not in attendance.

• To ensure that you are appropriately completing your course of study, you will need to meet with

your advisor at least once per semester.

• Complete your assignments on time and with the appropriate and required information. Complete your assignments with pride as a professional education student.

• When out in field experience, students should represent FAMU, the College, and the Programs in

a respectable manner. Attendance, respect, and professional attitude and dress are required. Your behavior and disposition seriously reflect on the quality of our University, College, and Programs.

• Plagiarism (copying work from another source, such as a student or off the Internet) is not

allowed. In addition, turning on assignments that have already been turned in as another course assignment is not acceptable. This is self-plagiarizing.

• Written and oral communication is essential for success as an individual in the society, the

community, and in the world of work. Faculty instructors will assist students in obtaining a working knowledge and skill in grammar, spelling, punctuation, non-verbal communication required for professional. Assistance may include, but not be limited to required visits to the Writing Center, rewriting and revising assignments, individualized instruction, online tutoring programs, in class role plays, self videotaping.

• Faculty also will be identifying and working with students who may need assistance in areas that are assessed formally through instruments such as the CLAST and FTCE. Assistance may

46

include required enrollment in test preparation courses, additional or different assignments, and online tutoring programs.

• Cell phones are to be completely turned off during classes. Putting them on vibrate is not

permitted. It is extremely disturbing to the instructor and other class mates. Check your messages on breaks between or during class.

• To properly assist in the preparation of your technology education, you are required to purchase

and utilize the Task Stream software. This resource must be purchased in your first semester of taking education coursework. All College of Education faculties are also required to use Task Stream. All course syllabi will be posted on Task Stream. You will be using this soft ware to post your assignments and collaborate with instructors and your student peers. These assignments will be used to work towards completion of your electronic portfolio. This document is required to be completed during your student internship.

• Beginning fall semester 2008, all students participating in field experience must show evidence of

having current liability insurance. Fortunately, many of your professional organizations, such as the National Association for the Education of Young Children (NAEYC) offer low cost liability insurance to its student members. The COE faculty and administration strongly recommend that you take advantage of this opportunity to become a member and get involved in your student level organization.

• In addition to proof of liability insurance, you will need to have no criminal background record.

Therefore, students are required to be fingerprinted before they are allowed to participate in field experience or internships. This process is coordinated through the Office of Student Teaching and the local school district.

As a component of student assessment, the College of Education has instituted a system for monitoring the professional dispositions: Professionalism, Effective Communication, Respectful Behavior, Ethical Behavior, and Reflective Behavior. At the end of each semester each instructor will fill out an assessment instrument for each student which will be turned in to the department chair and kept in the student’s file. If a problem arises during the semester, a disposition feedback form may be completed by an instructor or school personnel and turned in to the student’s department chair. The severity of the behavioral deficiency will influence the chairperson’s handling of the situation. (See Assessment Instrument for Dispositions and Disposition Feedback Form for more detailed information. This policy includes provisions for professional dress, attendance, punctuality, use of cell phones, etc.)

Dispositions

Policy Statement on Non-Discrimination It is the policy of Florida Agricultural and Mechanical University to assure that each member of the University community be permitted to work or attend classes in an environment free from any form of discrimination including race, religion, color, age, disability, sex, marital status, national origin, veteran status and sexual harassment as prohibited by state and federal statutes. This shall include applicants for admission to the University and employment. Academic Honor Policy The University’s Academic Honor Policy is located in the FANG Student Handbook, under the Student Code of Conduct- Regulation 2.012 section, beginning on page 55-56. ADA Compliance To comply with the provisions of the Americans with Disabilities Act (ADA), please advise instructor of accommodations required to insure participation in this course. Documentation of disability is required and should be submitted to the Learning Development and Evaluation Center (LDEC). For additional information please contact the LDEC at (850) 599-3180.

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Suggested Readings

Bae, J. Measuring Word Recognition Using a Picture. http://iteslj.org/Techniques/Bae-Word Recognition. Bear, D., Invernizzi, M., Templeton, S. & Johnston, F. (2000). Words Their Way. Upper Saddle River, NJ: Prentice-Hall. Beaty, J. & Pratt, L. (2003). Early Literacy in Preschool and Kindergarten. Upper Saddle River, NJ: Prentice Hall. Bigelow, B. & Peterson B. (Eds.). (1998). Rethinking Columbus: The next 500 years. Milwaukee, WI: Rethinking Schools. Bredekamp, S. & Copple, C. (Eds.). (1997). Developmentally Appropriate Practice in Early Childhood Programs. Washington, DC: NAEYC. Budden, J. Circle Games, www.teachingenglish.org.uk/think/methodology/circle_games Cornell, C (1993) Language and culture monsters that lurk in our traditional rhymes and folktales, Young Children 48(6) 40-46. Frey, B. Basic Helps for Teaching English as a Second Language. Tucson, Arizona: Communication Skill Builders. Genishi, C. (2002) Research in Review: Young English Language Learners: Resources in the Classroom Young Children. 57(4) 66-70. Glazer, S. & Burke, E. (1994). An Integrated Approach to Early Literacy. Needham Heights, MA: Allyn and Bacon. Greenman, J. & Stonehouse, A. (1996). Prime Times. St. Paul, MN: Redleaf Press,. Kamhi, A., Pollack, K. & Harris, J. (1996). Communication Development and Disorders in African American Children. Baltimore, MD: Paul H. Brookes Publishing Co. Kelen, C. Perpetual Motion: Keeping the Language Classroom Moving. http://iteslj.org/Techniques/Kelen-PerceptualMotion Krashen, S.D. *1982) Principles and practice for second language acquisition. New York: Pergamon Press. Kuball, Y (1995) Goodbye dittos: A journey from skill-based teaching to developmentally appropriate language education in a bilingual kindergarten. Young Children (50)2, 6-14.

http://iteslj.org/Techniques/Bae-WordRecognition�

http://iteslj.org/Techniques/Bae-WordRecognition�

http://www.teachingenglish.org/�

http://iteslj.org/Techniques/Kelen-PerceptualMotion�

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McCracken, J. (1993). Valuing diversity in the primary years. Washington, DC: NAEYC. McDonald, M & Rogers-Gordon, (1994) Action plans: 80 student centered language activities in the classroom. The Alemany Press. McGlothlin, J.D. A Child’s First Steps in Language Learning. http:/iteslj.org/Articles/McGlothlin-ChildLearn Otto, B. (2002). Language Development in Early Childhood. Upper Saddle River, NJ: Prentice Hall. Ovando, C. J. & Collier, V. (1998) Bilingual and ESL classrooms. Boston, Massachusetts: McGraw-Hill Publishers NAEYC Enriching classroom diversity with books for children (1993) 48(3), 10-12. Noonan, Helping EFL Students Improve Their Spoken English, http://iteslk.org Reid, L & Thompson, I. (1995) How to be a more successful language learner. Boston: Heinle and Heinle Publishers. Ruiz, N. (1998) Instructional strategies for children with limited English proficiency Saricoban, A. The Teaching of Listening. http://iteslj.org/Articles/Saricoban-Listening Saricoban, A. & Metin, E. Songs, Verse, and Games for Teaching Grammar. http://iteslj/Techniques/Saricoban-Songs Schon, I (2004) From the Buenos dias to mama gansa: Books in Spanish for the very young. Young Children 59(2), 110-111. Schwartz, S. & Bone, M. (1995). Retelling, relating, and reflecting. Toronto, ON: Irwin Publishers. Tabors, P (2003) What educators need to know: developmentally effective programs for linguistically and culturally diverse children and families. Young Children, 56, 20-27. Weitzman E. (1992). Learning, Language, and Loving It. Toronto, ON: The Hanen Centre. Wells, J. & Hart-Hewins, L. (1994). Phonics too! Markham, ON: Pembroke Publishers.

Yi Jun. Warm-Up Exercises In Listening Classes. http://iteslj.org/Techniques/Zhang-ListeningWarm-up

http://iteslk.org/�

http://iteslj.org/Articles/Saricoban-Listening�

http://iteslj/Techniques/Saricoban-Songs�

http://iteslj.org/Techniques/Zhang-ListenintWarm-up�

http://iteslj.org/Techniques/Zhang-ListenintWarm-up�

49

50

College of Education Student Professional Dispositions

Fall 2009

Candidate’s Name: _______________________ Student ID: ___________ Program Area: _________________

Criteria for rating Favorable Acceptable Marginal Unacceptable 4 3 2 1

The candidate consistently and thoroughly demonstrates indicators of performance.

(90–100 %)

The candidate usually and extensively demonstrates indicators of performance.

(89-80%)

The candidate sometimes and adequately demonstrates indicators of performance.

(79-70%)

The candidate rarely or never and inappropriately or superficially demonstrates indicators of performance.

Professionalism : The Teacher Candidate demonstrates professionalism (Please use a to indicate level of performance.)

Outcome F

(4) A (3)

M (2)

U (1)

• Acts as a high quality representative of FAMU’s College of Education • Does not exceed three unexcused absences, per university catalog 2009-2010 • Is in class or field experience site at or before specified time, per Registrar • Attends class, field experiences, meetings • Uses appropriate dress and grooming • Turns off cell phone, puts it away, and avoids checking or making text messages • Completes assignments on or before due date • Emotional Management

o Handles feeling appropriately o Reacts reasonably to situations o Finds a healthy balance between emotions o Accepts responsibility for self and choices

• Demonstrates the appropriate use of personal technology during class • Follows established protocol and procedures and policies • Is attentive in class, participates in discussions, completes assignments in a timely manner • Makes choices which demonstrates a commitment to teaching

Criteria for rating Favorable Acceptable Marginal Unacceptable 4 3 2 1

The candidate consistently and thoroughly demonstrates indicators of performance.

(90–100 %)


(89-80%)


(79-70%)


Effective Communication: The Teacher Candidate demonstrates effective communication skills (Please use a to indicate level of performance.)

Outcome F

(4) A (3)

M (2)

U (1)

• Uses standard English language in various settings • Has written work that is generally error free (spelling, punctuation, grammar • Uses appropriate tone of voice for the setting • Clearly articulates concepts (avoids words such as you know, um, uh-uh, and okay)

51

• Models appropriate respectful communication that is not demeaning or harmful (avoids loud outbursts and profanity) • Avoids confrontational behavior • Is willing to use a variety of technology communication tools • Works professionally with peers, colleagues, and supervisors or administrators

Criteria for rating Favorable Acceptable Marginal Unacceptable

4 3 2 1 The candidate consistently and thoroughly demonstrates indicators of performance.

(90–100 %)


(89-80%)


(79-70%)


Respectful Behavior: The Teacher Candidate demonstrates respectful behavior (Please use a to indicate level of performance.)

Outcome F

(4) A (3)

M (2)

U (1)

• Considers opinions of others with an open mind (respects diversity) • Listens to others in a variety of settings • Provides equitable learning opportunities for all • Considers background interests and attitudes • Reacts reasonably to situations (avoids verbal confrontational behavior)



(90–100 %)


(89-80%)


(79-70%)


Ethical Behavior: The Teacher Candidate demonstrates ethical behavior (Please use a to indicate level of performance.)

Outcome F

(4) A (3)

M (2)

U (1)

• Demonstrates academic honesty o Avoids plagiarizing

• Demonstrate honesty inside and outside of the classroom • Demonstrates trustworthiness • Understands the importance of professional code of ethics • Advocates fairness • Maintains standards of confidentiality for all information obtained on others



(90–100 %)


(89-80%)


(79-70%)


Reflective Behavior: The Teacher Candidate demonstrates reflective behavior (Please use a to indicate level of performance.)

Outcome F

(4) A (3)

M (2)

U (1)

• Accepts feedback and suggestions, and incorporates in subsequent practice in various settings

• Demonstrates accurate self-analysis regarding ones strengths and weaknesses • Evaluates the effect of his/her choices and actions on self and others

52

• Accepts feedback in a mature, positive, and proactive manner • Realizes that learning is an on-going process • Persists in helping ALL children become successful • Appreciates and values human diversity

Documents

FLORIDA A&M UNIVERSITY College of Education