AUBURN UNIVERSITY
COURSE SYLLABUS
1. Course Number: CTRD 3700
Course Title: Fundamentals of Language and Literacy Instruction I
Credit Hours: 3 semester hours
Prerequisites: Admission to Teacher Education
Corequisite: None
2. Date Syllabus Prepared: July 1998
3. Text : Christie, J., Enz, Billie, & Vukelish, C.
(1997). Teaching language and literacy. New York: Longman.
4. Course Description:
Theoretical foundations of language and literacy development of children and
implications for teaching. Clinical experiences with children.
5. Course Objectives:
Upon completion of this course, students will be able to:
A. demonstrate a basic understanding of the structure and development of
oral and written language. [290-3-3-.04:(2)(a)1& 2(iv); 290-3-3-.05:
(2)(a)2; 290-3-3-.06 (1)(a)4]
B. demonstrate a basic understanding of the relationships among different
theories and models of oral and written communication, different theories of
learning and teaching, and different theories of language and literacy
development. [290-3-3-.04:(2)(a)1(iv); 290-3-3-.05: (2)(a)7; 290-3-3-.06:
(1)(a)7]
C. demonstrate a basic understanding of and appreciation for the complexity
and diversity of language and communication learning processes in a pluralistic
setting and with children of varying types of learning needs. [290-3-3-.04
(2)(c)2(x); 290-3-3-.05: (2)(b)4; 290-3-3-.06: (1)(b)4]
D. demonstrate a basic understanding of skills and strategies related to the
development of word recognition and spelling, vocabulary, and comprehension
including those identified in the "Beginning Reading" section of the
Alabama Reading Initiative publication: Knowledge and Skills Teachers Need
to Deliver Effective Reading Instruction. [290-3-3.05: (2)(a)11;
290-3-3-.06: (1)(a)9 and 10]
E. demonstrate a basic knowledge of and ability to select print and
multimedia materials and adjust instruction that address the diverse
instructional needs of children. [290-3-3-.04: (2)(c)1(v, iv, and vi) and
(2)(c)2(x); 290-3-3-.05: (2)(a)1, 4 and 7; (2)(b)1 and 7; 290-3-3-.06: (1)(a)3
and 7; (1)(b)1 and 8]
F. demonstrate a basic ability to facilitate children's development and
skills in communication, including inquiry, creative expression, and reasoning;
290-3-3-.05: (2)(b)3; 290-3-3-.06: (1)(b)3]
G. plan, implement, and reflect on a literature focus unit that demonstrates
knowledge of district and state reading and language arts standards and varied
techniques to address these standards in an interdisciplinary way.
[290-3-3-.04: (2)(c)1(i); 290-3-3-.05: (2)(a)5 and 7; (2)(b)2, 3, 4, and 5;
290-3-3-.06: (1)(a)5 and 7; (1)(b) 2, 3, 4, and 5]
6. Course Content:
Week 1 Examining the Structure of Oral and Written Language
Week 2 Examining Theories of Oral and Written Communication
Week 3 Examining Theories of Learning and Teaching
Week 4 Examining Theories of Language and Literacy Development
Week 5 Exploring Theoretical Relationships
Week 6 Developing and Assessing Skills and Strategies related to Word Recognition and Spelling
Week 7 Developing and Assessing Vocabulary, MIDTERM
Weeks 8-9 Developing and Assessing Comprehension and Response from an Aesthetic Stance
Weeks 10-11 Developing and Assessing Comprehension and Response from an Efferent Stance
Week 12 Organizing and Managing a Balanced Language and Literacy Program
Week 13 Examining District and State Standards for Reading and Language Arts and Planning a Literature Focus Unit
Weeks 14-15 Implementing and Reflecting on a Literature Focus Unit
Week 16 Portfolio Evaluation/Final Examination
7. Course Requirements:
A. Attend all class sessions as well as participate in all class discussions and exercises.
B. Attend all lab sessions.
C. Complete all learning log entries (may include announced or unannounced quizzes).
D. Complete a mid-term examination.
E. Complete a final examination.
F. Present a teachers-as-researchers project. (Detailed guidelines will be provided in class.)
G. Complete a literature focus unit project. (Detailed guidelines will be
provided in class.)
Learning Log:
You will be expected to respond to the assigned chapters in the textbook,
class discussions, and lab experiences in a variety of ways (e.g., outline the
main points, list the five most important things that you've learned, list five
additional questions that you have, draw a semantic map showing the relationship
of the major ideas). Most assignments will be completed as homework; however,
some will be completed in class. Learning log entries will be graded on the
degree to which you demonstrate that you have interacted with the content in
careful and thoughtful ways.
Teachers-as-Researchers Project:
In small groups, students will prepare an instructional presentation that
translates theory into practice. The group will pick a topic of interest from
the readings, define the objective(s), and identify the research, classroom
observations, and student interactions that are needed to extend
understandings. The group will then work with children and/or teacher(s) to
gather data on the topic. The objective(s), collected data, and interpretations
will be presented to the class. The oral presentation will be graded on the
following criteria: the relationship between theory and practice is explicit;
the data matches the objective(s); the topic investigated has been clarified;
interpretations of the data are justified; the limitations of the study are
defined; and the information is organized, planned, and presented within the
time available.
Literature Focus Unit Project:
You will plan a literature focus unit to implement in your lab setting. The
unit should focus on a theme, author, or genre. The project will include your
unit overview, daily lesson plans, assessment plan, and reflections. The
project will be graded on the following criteria: The project (1) includes
activities that are developmentally-appropriate; (2) includes activities that
help students achieve learning goals specified in district, state, and national
standards for Reading/Language Arts; (3) includes activities that provide
students opportunities to play with, practice, and progress using both oral and
written language; (4) includes shared, guided, and independent reading
activities; (5) specifies ways to accommodate diversity among children; (6)
includes an assessment plan for evaluating language and literacy development;
and (7) includes a reflection that demonstrates thoughtful and probing inquiry
into your own teaching.
Midterm and Final Exam:
A comprehensive midterm and final will be given.
Lab Experience:
The course will include working with children in a local school setting. You
will not be assigned a grade for the lab experience; however, it provides the
basis for many entries in your learning log, your Teachers as Researchers
Project, and your Literature Focus Unit Project.
8. Grading and Evaluation Procedures:
The final grade for the course will be based on the following:
Learning log entries 20%
Teachers-as-researchers project 20%
Mid-term examination 20%
Literature focus unit 20%
Final examination 20%
Total 100%
Any assignment turned in late will result in a 5% grade deduction per
calendar day.
The following grading scale will be used:
90-100% A
80-89.99% B
70-79.99% C
60-69.99% D
Below 60% F
9. Class Policy Statements:
a) Students are expected to attend all class meetings and
lab sessions, and they are expected to participate in all classroom discussions
and exercises (Tiger Cub, p. 73). Students are expected to contact the
course instructor before missing a class meeting if possible.
b) Students are responsible for initiating arrangements for missed work due
to excused absences (Tiger Cub, p. 74).
c) Make-up quizzes and exams will be given only for University-approved
excuses as outlined in the Tiger Cub (p. 74). Arrangements to take the
make-up quizzes or exams must be made in advance. Students who miss a quiz or
an exam because of illness need a doctor's statement for verification of
sickness and should clear the absence with the instructor the day they return
to class. Other unavoidable absences from campus must be documented and cleared
with the instructor in advance.
d) Students who need special accommodations should make an appointment to
discuss the Accommodation Memo during office hours as soon as possible. If you
do not have an Accommodation Memo, contact Dr. Kelly Haynes, Director, Program
for Students with Disabilities, in 1244 Haley Center as soon as possible.
Telephone: 3340844-5943 (Voice T/O)
e) All portions of the Auburn University Honesty Code found in the Tiger Cub
(Title 1208) will apply in this class.
Additional information regarding course objectives for CTEC and CTEE
faculty:
Upon completion of this course, students will be able to:
A. demonstrate a basic understanding of the structure and development of oral and written language. [phonology, morphology, syntax, semantics, and pragmatics]
B. demonstrate a basic understanding of the relationships among different theories of oral and written communication [transmission and transactional], theories of learning and teaching [behaviorist, constructivist, and social contructivist], and different theories of language development [behaviorist, linguistic nativist, social-interactionist] and literacy development [behaviorist and emergent]
C. demonstrate a basic understanding of and appreciation for the complexity and diversity of language and communication learning processes in a pluralistic setting and with children of varying types of learning needs.
D. demonstrate a basic understanding of skills and strategies related to the development of word recognition and spelling, vocabulary, and comprehension [including play as well as student-centered and teacher-directed activities].
E. demonstrate a basic knowledge of and ability to select materials and adjust instruction that address the diverse instructional needs of children.
F. communicate with children and colleagues in responsive and productive ways.
G. plan, implement, and reflect on a literature focus unit that demonstrates knowledge of district and state reading and language arts standards and varied techniques to address these standards in an interdisciplinary way.
H. demonstrate a basic understanding of how to create classroom environments
that promote necessary reading skills and strategies as well as an appreciation
for and enjoyment of reading and writing.