RED4304 - Early Literacy Learning and Assessment: Kindergarten to Grade 3

3 hours Lecture, 3 credit(s)

Upper-Division College Credit

Prerequisite(s): Bachelor of Science in Elementary Education Prerequisite: LAE 3414; Bachelor of Science in Early Childhood Education Prerequisite: RED 3009

AA Elective: No

Academic Dean’s Contact Information

LAKELAND DEAN’S OFFICE: LLC 2255 PHONE: (863) 297-1024
WINTER HAVEN DEAN’S OFFICE: WSC 101 PHONE: (863) 297-1020

Course Description:
This course provides a survey of the stages of literacy development, from emergence to fluency, and reviews the conditions that promote total literacy for children in early childhood. Language theories, current reading research, and assessment are featured, as well as remediation and intervention strategies indicated through diagnostic evaluation that can inform literacy development practices. Connections are made among all aspects of literacy learning (i.e., reading, writing, listening, speaking, and thinking). In addition to class meetings, field experiences in a kindergarten to grade 3 educational setting are required. This course is a Florida (2010) ESOL Endorsement competency-infused class and satisfies competencies for the Florida Reading Endorsement.

Polk State College Mission and Program Outcomes

Polk State College, a quality-driven institution serving Polk County and beyond, transforms students’ lives through the power of teaching and lifelong learning by providing access to affordable associate and baccalaureate degrees, career certificates, and workforce employment programs, delivered through various modalities and innovative technologies and by diverse, qualified faculty and staff. In line with this purpose, Polk State’s Associate in Science and baccalaureate degree programs develop competence in career areas. This course focuses on the development of competencies related to the following program outcomes:

Demonstrate competencies and skills for teacher certification (C&S).
Demonstrate Florida Reading Endorsement Competency Two: Application of Research-Based Instructional Practices.
Demonstrate Florida Reading Endorsement Competency Three: Foundations of Assessment.
Demonstrate Florida Reading Endorsement Competency Four: Foundations and Applications of Differentiated Instruction.

Course Objectives:
Competencies and Skills for Teacher Certification (C&S)
Upon successful completion of this course, the student is able to:
Language Arts and Reading
1. 3 Select and apply instructional methods for the development of decoding skills (e.g., continuous blending and chunking).
1. 5 Choose and apply instructional methods for developing reading fluency (e.g., practice with high-frequency words, readers’ theatre, and repeated readings).
1. 6 Identify and differentiate instructional methods and strategies for increasing vocabulary acquisition across the content areas (e.g., word analyses, author’s word choice, context clues, and multiple exposures).
1. 7 Identify and evaluate instructional methods and strategies for facilitating students’ reading comprehension (e.g., summarizing, self-monitoring, questioning, use of graphic and semantic organizers, think-alouds, and recognition of story structure).
1. 8 Identify essential comprehension skills (e.g., main idea, supporting details and facts, author’s purpose, point of view, inference, and conclusion).
1. 9 Determine appropriate use of multiple representations of information for a variety of purposes (e.g., charts, tables, graphs, pictures, and print and non-print media).
1. 10 Determine and analyze strategies for developing critical-thinking skills such as analysis, synthesis, and evaluation (e.g., making connections and predictions, questioning, summarizing, and question generation).
1. 11 Evaluate and select appropriate instructional strategies for teaching a variety of informational and literary texts.
4. 2 Select and apply oral and written methods for assessing student progress (e.g., informal reading inventories, fluency checks, rubrics, story retelling, and portfolios).
4. 3 Analyze assessment data (e.g., screening, progress monitoring, and diagnostic data) to guide instructional decisions and differentiate instruction.
4. 7 Evaluate methods for the diagnosis, prevention, and intervention of common emergent literacy difficulties.

Reading Endorsement Competency Two: Application of Research-Based Instructional Practices
Upon successful completion of this course, the student is able to:
A. Comprehension
2.A.1 Apply intentional, explicit, and systematic instructional practices for scaffolding development of higher-order thinking, comprehension skills, comprehension monitoring, and self-correcting (e.g., reciprocal teaching “think aloud,” etc.).

B. Oral Language
2.B.1. Apply intentional, explicit, and systematic instructional practices for scaffolding development of oral and aural language skills (e.g., language experience approach and Socratic questioning).

C. Phonological Awareness
2.C.1 Apply intentional, explicit, and systematic instructional practices to scaffold development of phonological awareness (e.g., blending and segmenting syllables, and practicing onset rimes and phonemes).

D. Phonics
2.D.1. Apply intentional, explicit, and systematic instructional practices for scaffolding phonics development on a continuum from the individual phoneme-grapheme level through the multi-syllabic-word level.

E. Fluency
2.E.1. Apply intentional, explicit, and systematic instructional practices to scaffold accuracy, expression, rate, and reading endurance (e.g., paired reading, repeated reading, echo reading, and readers’ theater, etc.).

F. Vocabulary
2.F.1 Apply intentional, explicit, and systematic instructional practices to scaffold vocabulary and concept development (e.g., shared reading and semantic mapping, etc.).

G. Integration of the Reading Components
2.G.1 Apply comprehensive instructional practices, including writing experiences that integrate the reading components.
2.G.2 Identify instructional practices to develop students’ metacognitive skills in reading (e.g., text coding such as INSERT and two-column notes).
2,G.3 Use resources and research-based practices that create information-intensive environments (e.g., diverse classroom libraries and inquiry reading).
2.G.4 Use research-based guidelines for selecting literature and domain-specific print and digital text appropriate to students’ age, interests, and reading proficiency (e.g., young adult literature and informational texts).
2.G.6 Triangulate data from appropriate reading assessments to guide instruction.

Reading Endorsement Competency Three: Foundations of Assessment
Upon successful completion of this course, the student is able to:
3.1 Understand and apply measurement concepts and characteristics of reading assessments.
3.2 Understand the purposes of various informal assessments (e.g., informal reading inventories and analyses of writing samples), including an emphasis on matching the reader to the text.
3.3 Understand the purpose of various informal assessments, including the differences between norm-referenced and criterion-referenced assessments, and how to interpret data reports.
3.4 Understand the meaning of test reliability, validity, and standard error of measurement and describe the major types of derived scores from standardized tests.
3.5 Demonstrate knowledge of the characteristics, administration, and interpretation of both quantitative and qualitative instructional assessments, including each of the following: screening, progress monitoring, diagnosis, and outcome measures.
3.6 Analyze data to identify trends that indicate adequate progress in student reading development.
3.7 Understand how to use data within a systematic problem-solving process to differentiate instruction, intensify intervention, and meet the needs of all students (e.g., grouping practices and appropriate materials).
3.8 Identify appropriate criteria for selecting materials to include in student portfolios for monitoring Progress over time.
3.9 Identify interpretive issues that may arise when assessments in English are used to measure reading proficiency in English Language Learners (ELLs).
3.10 Identify appropriate assessments and accommodations for monitoring the reading progress of all students.
3.11 Identify and implement appropriate and allowable accommodations as specified in the Individual Education Plan (IEP) or 504 Plan when assessing students with disabilities in the area of reading.

Reading Endorsement Competency Four: Foundations and Applications of Differentiated Instruction
Upon successful completion of this course, the student is able to:
4.14 Implement research-based practices in comprehension, oral language, phonological awareness, phonics, fluency, and vocabulary to differentiate instruction for all students.

Additional Course Outcomes and Competencies to be Reinforced:
ESOL Endorsement Domain Two: Language
2.1.a Demonstrate knowledge of the components of language, and an understanding of language as an integrative and communicative system.
2.1.b Apply knowledge of phonology (i.e., the sound system), morphology (i.e., the structure of words), syntax (i.e., phrase and sentence structure), semantics (i.e., word/sentence meaning), and pragmatics (i.e., the effect of context on language) to support ELLs’ development of listening, speaking, reading, and writing skills in English (including spelling).

ESOL Endorsement Domain Three: Methods
3.2.E Provide standards-based reading instruction appropriate for English Language Learners (ELLs) from diverse backgrounds and of varying English proficiency levels.
3.2.F Provide standards-based writing instruction appropriate for English Language Learners (ELLs) from diverse backgrounds and of varying English proficiency levels.
3.2.G Develop English Language Learners’ (ELLs) writing through a range of activities, from sentence formation to expository writing.

Course Content:
Reading Theories and Research

Reading as a Process

Interactions among the Reader, Text, and Context
Interdependence of Reading, Writing, Speaking, and Listening
Stages of Reading Development: Emergent, Early, Transitional, and Fluent

Assessment of Reading Growth and Instruction

Informal and Formal Assessment
Formative and Summative Assessments
Assessments that Support Response to Intervention (RtI) and Multi-Tiered Systems of Support (MTSS) Techniques
Interpretation of Assessment Data
Organizing Assessment Information
Differentiating Instruction to Meet Students’ Needs
Monitoring Students’ Progress

Reading Comprehension

Skills and Strategies
Metacognitive Awareness
Teaching Students with Special Needs and Speakers of Other Languages
Matching Readers to Texts

Instructional Contexts for Reading

Gradual Release of Responsibility
Read-Aloud Activities
Close Reading and Shared Reading
Small-Group and Guided Reading
Independent Reading and Conferring

Textbook and Other Requirements

Textbook information is provided in the course syllabus, at the campus bookstore, on the campus bookstore website (www.polk.bncollege.com), or via the “Shop Textbooks” button on the PASSPORT schedule of classes.

College-Level Communication and Computation Skills

State Rule 6A-10.030 does not apply to this course.

Student Help

The professor is available for help during posted hours and by appointment during other non-class hours. Each student is encouraged to seek assistance from the professor. To further the educational process, the Learning Resources Centers, comprised of the campus Teaching/Learning and Computing Centers (TLCCs), JDA Student Success Center, and campus libraries, are available for student use. Each resource provides qualified staff and up-to-date equipment and facilities to promote academic success. The TLCCs and JDA Student Success Center provide tutoring services, computing resources, and other instructional support. The library provides information resources, individual and group study space, research assistance, information literacy instruction, and computing resources. Each facility provides free wireless access to the Internet. The Polk State College Library, Student Success Center, and TLCC hours of operation and tutoring schedules are posted at each facility and on the College website.

Withdrawing From a Course

A student may officially withdraw from a course during any given term, provided he or she follows the appropriate policy and procedure. Following the conclusion of the Drop period, students may officially withdraw without receiving a grade from any course, provided they do so no later than the published withdrawal deadline. The published deadline reflects approximately (but no more than) 70% of the term, based upon the course’s scheduled duration. It is the student’s responsibility to submit these withdrawal forms; failure to do so may result in a grade of F in the course. Under the Forgiveness Policy, a student is allowed only three attempts in any one course: one initial enrollment and two repeats. A student is not allowed to withdraw from a third course attempt. Limited admission programs may have specific guidelines regarding course withdrawal that vary from this policy; these guidelines are listed in the specific program handbooks. If a student stops attending class, the grade earned, usually an F, is assigned and posted. Prior to withdrawing from a course, the student should consult with the Financial Aid Office to determine what impact, if any, withdrawal from the course will have on his or her financial aid status. A student cannot use course withdrawal to avoid academic dishonesty penalties. A student who has been penalized for academic dishonesty in a course is not eligible to withdraw from the course.

Repeating a Course

Under the Forgiveness Policy, a student is allowed only three attempts in any one college credit course: one initial enrollment and two repeats. Under certain circumstances, a student may petition to repeat a credit course beyond the third attempt. Limited admission programs may have specific guidelines regarding repeating courses that vary from this policy; these guidelines are listed in the specific handbooks. The student should be aware that repeating a course may result in a higher course cost. A course cannot be repeated unless the previously earned grade is a D, F, or W (the Polk State Catalog provides further details regarding this process). Prior to repeating a course, the student should consult with the Financial Aid Office to determine what impact, if any, repeating the course will have on his or her financial aid status.

Academic Dishonesty

Each student is responsible for his or her work. It is assumed that each student is honest and will abide by this standard; however, in the event that there is an indication or suspicion of cheating or plagiarism, the situation shall be dealt with in accordance with the published College policy. Copies of this policy are available in the Student Services Office. More specific information can be found in the Course Syllabus.

Information Technology Access/Use Policy

The information technology resources provided by Polk State College (this includes, but is not limited to, telephones, computers, the Polk State Local Area and Wide Area Networks, and the Internet) must be used for academic purposes only. Use of these resources is a privilege, not a right. Inappropriate use can result in revocation or suspension of this privilege.

Equal Access/Opportunity

Polk State College is an equal access/equal opportunity institution committed to excellence through diversity in education and employment. The College complies with all state and federal laws granting rights to students, employees, and applicants for employment or admission to the College. Polk State College does not discriminate on the basis of race, color, national origin, ethnicity, sex, age, religion, sexual orientation, marital status, veteran status, genetic information, disability, or pregnancy in its programs, activities, or employment.

The following person has been designated to handle inquiries regarding the non-discrimination policies:
Valparisa Baker
Director, Equity and Diversity (Title IX Coordinator)
999 Avenue H NE
Winter Haven, FL 33881
Office: WAD 227
Telephone: (863) 292-3602
e-mail: vbaker@polk.edu

Equal Opportunity For Students With Disabilities

The College complies with The Americans with Disabilities Act and provides equal educational opportunity for qualified individuals. A student with a disability who requires special accommodations or auxiliary aids under The Americans with Disabilities Act (ADA) should contact the Coordinator or Director of Disability Services. Note: Limited admission programs may have performance restrictions that apply. Restrictions (where applicable) are outlined in each program’s student handbook.

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