Course Syllabus

 

 

College of Education ECUR 308.3 (01) CRN 88875

Reading and Writing Development, Prekindergarten to Grade 3 

Fall Term 2022

September 1, 2022- December 7, 2022

Mondays and Wednesday 11:30am – 12:50pm

Room ED  13

 

Instructor: Sofia Quijada        

          Telephone: (306) 7161008                 

Email: sofia.quijada@usask.ca

Office Hours: By appointment 

 

Land Acknowledgement

 

As we gather here today, we acknowledge we are on Treaty Six Territory and the Homeland of the Métis. We pay our respect to the First Nation and Métis ancestors of this place and reaffirm our relationship with one another. We recognize that in the course of your studies you will spend time learning in other traditional territories and Métis homelands. We wish you safe, productive and respectful encounters in these places.

_______________________________

 

There are many effective ways to teach children and live our lives. No one has a patent on the truth. Find yours. Read. Reflect. Think about what you already know about good teaching and how it fits with new learning. Read some more. Think about the implications for your classroom. Collaborate with colleagues, [and with parents and family members]. Try new things and spend time defining your beliefs and aligning your practices. Once you’ve found what’s true for you, stand up for what you know is right. Live it every day and be confident and clear about why you believe as you do.

(Miller, 2013, p. 11)

 

  Full syllabus pdf: ECE ELA 308 (1) Sofia Cilimdzic -1.pdf 

 

                                                       Course Description

 

In this course, teacher candidates will be introduced to the early and developing stages of young children’s literacy acquisition, situated in the contexts of family, community, and school. Teacher candidates will develop knowledge, skills, and dispositions that are critical to the playful, thoughtful, and intentional scaffolding of young children’s reading and writing development. In this course, teacher candidates will develop a philosophical and pedagogical foundation to inform their planning, teaching, learning, and assessment of the six integrated strands of English Language Arts (reading, writing, speaking, listening, viewing, and representing) in early years’ classrooms. Particular emphasis will be placed on approaches and strategies to support the development of young learners’ reading and writing conventions. Attention will be given to First Nations, Métis, and Inuit perspectives and ways of knowing, and culturally responsive practices that integrate the out of school experiences of linguistically and culturally diverse children and families into classroom learning. 

 

Prerequisite(s) or corequisite(s): Students pursuing the B.Ed. Direct Entry Program must complete EFDT 101.3; ECUR 163.3 or ECUR 164.3 or ECUR 165.3; EFDT 265.3 or ECUR 265.3; EPSE 202.3.

 

Course Outcomes

 

In this course, you will learn to:

 

  1. apply an understanding of Schwab’s curricular commonplaces of teacher, student, subject matter, and milieus to:
  • build strong relationships with children and their families; and
  • create a community of learners that promotes agency, voice, and choice. (TECC

1.1, 1.2, 1.3, 1.4, 2.7)

 

  1. design a language-rich and literature-rich classroom environment to:
    • promote student autonomy and self-direction; and
    • facilitate independent, collaborative, guided, and directed early reading and writing structures, approaches, and experiences. (TECC 2.5, 3.3, 4.1, 4.2, 4.3)

 

  1. use a repertoire of teaching and learning strategies for before, during, and after reading and before, during, and after writing that reflect knowledge of language cuing systems. (TECC 2.5, 3.3, 4.1)

 

  1. teach deep and surface structures simultaneously, providing daily authentic opportunities to practice both word work and meaning-making strategies. (TECC 2.5, 3.3, 4.1)
  2. gain competency in the use of formative and summative assessment strategies – observation, conversation, running records, miscue analysis, rubrics, and portfolios – to scaffold for literacy development. (TECC 3.1, 3.2, 4.1)

 

  1. evaluate literacy resources to select age-appropriate materials for:
    • effective use in response to young learners (e. g. cultural resources, indoor and outdoor materials, children’s literature, web sites, blogs)
    • engagement in pedagogical practices that promote:
      • differentiation,
      • linguistic and cultural responsiveness,
      • First Nations, Métis, and Inuit perspectives and ways of knowing, and o the use of parent knowledge and family contributions. (TECC 2.3, 2.6, 3.3,

4.1, 4.2, 4.3) 

 

  1. use Essential Learning Experiences, Play and Exploration, and K-3 Saskatchewan English Language Arts Curriculum as well as Saskatchewan Ministry of Education resource documents to guide short and long term planning. (TECC 2.3, 3.2, 3.3, 4.1, 4.2,

4.3)

 

Required Readings

Required Texts

 

Clay, M. (2017). Running records for classroom teachers (2nd ed). Auckland, NZ:  Scholastic New Zealand Ltd.

 

Miller, D. (2013). Reading with meaning: Teaching comprehension in the primary  grades (2nd ed). Portland, ME: Stenhouse Publishers.

 

Wood Ray, K., & Glover, M. (2008). Already ready. Portsmouth, NH: Heinemann.

 

 

Required Articles/Chapters (Lib Guide)

 

Chen, E. (2021). 5 ways immigrant parents support children’s home language learning.  The Conversation.

 

Collins, K., & Glover, M. (2015). Yearlong planning. In I am reading (pp. 142-161).  Portsmouth, NH: Heinemann.

 

Leland, C. H., & Harste, J. C., with Huber, K. R. (2005). Out of the box: Critical literacy  in a first-grade classroom. Language Arts, 82(4), 257-268.

 

Lipp. J., & Helfrich, S.  (2016). Key reading recovery strategies to support classroom guided        reading instruction.  The Reading Teacher, 69(6), 639-646.

 

Murray-Orr, A., (2002). Book conversations as acts of caring: a teacher researcher’s  reflective engagement with noddings’ ethic of caring. Curriculum and Teaching  Dialogue, 4(2), 89-100.

 

Pushor, D. (2019). Using parent knowledge to enhance teaching and learning  experiences in schools for children and youth (pp. 243-263). In T.A. TurnerVorbeck & S. Sheldon (Eds.), Handbook of family, school, community partnerships in education. Hoboken, NJ: John Wiley & Sons.

 

Wiltse, L. (2015). Mirrors and windows: Teaching and research reflections on Canadian  Aboriginal children’s literature. Language and Literacy, 17(2), 22-40.

Required Curricular Documents

 

Children First:  A Resource for Kindergarten:  https://www.edonline.sk.ca/bbcswebdav/library/Curriculum%20Website/Kindergarten/R esources/Core/Children%20First%20A%20Resource%20for%20Kindergarten.pdf

 

CMEC Statement on Play-Based Learning:

https://www.cmec.ca/Publications/Lists/Publications/Attachments/282/play-basedlearning_statement_EN.pdf

 

Early literacy: A Resource for Teachers:

https://www.edonline.sk.ca/bbcswebdav/library/Curriculum%20Website/English%20Lan guage%20Arts/Resources/Core/Early%20Literacy%20A%20Strategic%20Resource%20f or%20Teachers%202002.pdf

 

Essential Learning Experiences For Three-, Four-, and Five-Year-Olds: 

http://publications.gov.sk.ca/documents/11/89611-Essential_Learning_Experiences.pdf  

 

Family Engagement in Prekindergarten: A Resource Guide for Prekindergarten Teachers and Associates: http://publications.gov.sk.ca/documents/11/82935-family-engagementbooklet%20web.pdf

 

Play and Exploration: Early Learning Program Guide: 

http://publications.gov.sk.ca/documents/11/82946-ELPG%20Complete%20document.pdf    

 

Saskatchewan English Language Arts Curriculum – Kindergarten-Grade 3: 

https://www.edonline.sk.ca/webapps/moe-curriculum-BBLEARN/  

 

Treaty Education Learning Resource: 

https://www.edonline.sk.ca/webapps/blackboard/content/listContentEditable.jsp?content_ id=_300268_1&course_id=_3514_1&mode=reset  

 

Supplementary Resources

 

Ontario Ministry of Education. (2007). Supporting English language learners in Kindergarten:  A practical guide for Ontario educators.  Toronto, ON: Author.