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Graduate Course Proposal Form Submission Detail - RED6316

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Current Status: Approved by SCNS - 2013-07-01
Campus: Tampa
Submission Type: New
Course Change Information (for course changes only): n/a
Comments: to GC 3/4/13 for MAT in Elem Ed Changes; GC apprvd 3/4/13. to USF Sys 3/5/13. to SCNS 4/22/13. Apprd ef 6/1/13. Nmbr 6315 apprds as 6316


  1. Department and Contact Information

    Tracking Number Date & Time Submitted
    2962 2012-10-10
     
    Department College Budget Account Number
    Childhood Education & Literacy Studies ED 1721000
     
    Contact Person Phone Email
    Audra Parker 9743460 akparker@usf.edu

  2. Course Information

    Prefix Number Full Title
    RED 6316 Emergent Literacy: Skills, Strategies, & Assessment

    Is the course title variable? N
    Is a permit required for registration? N
    Are the credit hours variable? N
    Is this course repeatable? N
    If repeatable, how many times? 0

    Credit Hours Section Type Grading Option
    3 C - Class Lecture (Primarily) R - Regular
     
    Abbreviated Title (30 characters maximum)
    Emergent Literacy
     
    Course Online? Percentage Online
    C - Face-to-face (0% online) 0

    Prerequisites

    none

    Corequisites

    none

    Course Description

    Understand the developmentally appropriate, research-based theories and practices that support children’s emergent literacy and language learning.


  3. Justification

    A. Please briefly explain why it is necessary and/or desirable to add this course.

    Needed for program/concentration/certificate change

    B. What is the need or demand for this course? (Indicate if this course is part of a required sequence in the major.) What other programs would this course service?

    25 per semester

    C. Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times?

    No

    D. What qualifications for training and/or experience are necessary to teach this course? (List minimum qualifications for the instructor.)

    Earned doctorate in Elementary Education or related field


  4. Other Course Information

    A. Objectives

    1.Identify the processes required in developing emergent literacy and language skills. (FLCS 1.1, 1.3, 1.11; ESOL 2.1, 2.2; ACEI 2.1; CF 2; Florida Reading Endorsement (FRE) 4.2)

    2.Identify instructional strategies for developing emergent literacy and language skills. (FLCS 1.2, 1.4, 4.8; ESOL 2.1, 2.2; RE 4.4, 4.5)

    3.Administer appropriate emergent literacy and language assessments. (FLCS 4.2, FEAP 1.d; FRE 3.2, 3.10)

    4.Interpret assessment data to determine the abilities and needs of emergent literacy and language learners. (FLCS 4.3; FEAP 4.c; FRE 3.6, 4.6)

    5.Based on assessment results, develop differentiated instructional plans for emergent literacy and language learners. (FLCS 4.4, 4.9; FEAP 1.e, 3.c, 3.h, 4.a; ESOL, 2.1, 2.2; ACEI 3.1, 3.2, 4.0; CF 6; FRE 3.7, 4.3, 4.8, 4.9, 4.10, 4.11, 4.13, 4.14)

    6.Design a classroom organization and management plan suitable for emergent literacy and language learners. (FLCS 4.7; FEAP 2.a, 2.h, ESOL 2.1, 2.2, FRE 4.12)

    B. Learning Outcomes

    Literacy Portfolio: Emergent Literacy and Language (100 points) Critical Task—Must be uploaded to Chalk & Wire

    Standards Assessed: FLCS CS 4, ESOL 2.1, 2.2

    Using LiveBinders, MAT teacher candidates will create a Literacy Portfolio. This Portfolio will include multiple components related to Emergent Literacy and Language. [PLEASE NOTE: You should use the same portfolio for each of your four literacy courses. Each course will have a section with tabs specific to the course. This allows you to have all of your literacy-related strategies in one place when you complete the program.]

    Each component should include the following information:

    • Assessments designed to measure literacy and language ability related to the component (FLCS 4.2, FEAP 1.d; FRE 4.2)

    • Interpretation of assessment data related to the component (FLCS 4.3; FEAP 4.c; FRE 3.6, 4.6)

    • Instructional strategies to support literacy and language learning related to the component (based on the interpretation of assessment data) (FLCS 1.2, 1.4, 4.8; ESOL 2.1, 2.2; FRE 4.4, 4.5)

    • Instructional modifications to support diverse literacy and language learners (i.e., ESOL, students with an IEP, RtI, etc.) (FLCS 4.4, 4.9; FEAP 1.e, 3.c, 3.h, 4.a; ESOL, 2.1, 2.2; ACEI 3.1, 3.2, 4.0; CF 6; FRE 3.7, 4.3, 4.8, 4.9, 4.10, 4.11, 4.13, 4.14)

    • 2-3 page summary of the research supporting the pre-service teacher’s decision to include the assessments, instructional strategies, and modifications for each component (FLCS 1.1, 1.3, 1.11; ESOL 2.1, 2.2; ACEI 2.1; CF 2)

    C. Major Topics

    Week 1 Overview of Literacy Development

    What is Emergent Literacy?

    Week 2 Guided Reading

    Early Learning

    Balanced Literacy

    Week 3 Focusing on Literacy Ability

    Diverse needs of emergent literacy learners

    Second Language Acquisition, Part 1

    Designing, Organizing, and Managing the Classroom

    Week 4 Designing, Organizing, and Managing the Classroom, Part 2

    Week 5 Role of Assessment

    Week 6 Print Concepts

    Letters and Sounds

    Phonological Awareness

    Week 7 Word Knowledge: Writing and Reading

    Week 8 Word Knowledge: Writing and Reading

    Week 9 Running Records

    Fluency

    Week 10 Fluency

    Week 11 Selecting Appropriate Text

    Second Language Acquisition, Part 2

    Week 12 Text Structure

    Comprehension

    Week 13 Comprehension

    Complex Text

    Week 14 Dynamic Grouping

    Detecting Patterns & Progress

    Week 15 Sharing Literacy Portfolios

    D. Textbooks

    Bear, D. R., Invernizzi, M. R., Templeton, S., & Johnston, F. (2011). Words Their Way: Word Study for Phonics, Vocabulary, and Spelling Instruction (5th Ed.). New York: Allyn & Bacon. (**This book will also be used in RED [4511])

    Fountas, I., & Pinnell, G. S. (1996). Guided Reading: Good First Teaching for All Children. Heinemann.

    McGill-Franzen, A. (2005). Kindergarten Literacy. New York: Scholastic.

    E. Course Readings, Online Resources, and Other Purchases

    LiveBinders Account (livebinders.com) – Please NOTE: Your LiveBinders portfolio will be used in all four of your literacy courses. Each course should have its own section with tabs specific to course requirements.

    Chalk and Wire account. ID # can be purchased from USF bookstore.

    F. Student Expectations/Requirements and Grading Policy

    Classroom Design, Organization, and Management Plan

    50 Rubric

    Literacy Portfolio: Emergent Literacy

    100 Rubric

    Double Entry Journals (DEJ)

    10/DEJ

    Attendance 5/Class Session

    Grades will be calculated by dividing the total points earned by the total points possible and multiplying the value by 100.

    Grading Scale:

    97-100 A+ 94-96 A 90-93 A-

    87-89 B+ 84-86 B 80-83 B-

    77-70 C+ 74-76 C 70-73 C-

    67-69 D+ 64-66 D 60-63 D-

    60 or below F

    G. Assignments, Exams and Tests

    Literacy Portfolio: Emergent Literacy and Language (100 points) Critical Task—Must be uploaded to Chalk & Wire

    Standards Assessed: FLCS CS 4, ESOL 2.1, 2.2

    Using LiveBinders, MAT teacher candidates will create a Literacy Portfolio. This Portfolio will include multiple components related to Emergent Literacy and Language. [PLEASE NOTE: You should use the same portfolio for each of your four literacy courses. Each course will have a section with tabs specific to the course. This allows you to have all of your literacy-related strategies in one place when you complete the program.]

    Each component should include the following information:

    • Assessments designed to measure literacy and language ability related to the component (FLCS 4.2, FEAP 1.d; FRE 4.2)

    • Interpretation of assessment data related to the component (FLCS 4.3; FEAP 4.c; FRE 3.6, 4.6)

    • Instructional strategies to support literacy and language learning related to the component (based on the interpretation of assessment data) (FLCS 1.2, 1.4, 4.8; ESOL 2.1, 2.2; FRE 4.4, 4.5)

    • Instructional modifications to support diverse literacy and language learners (i.e., ESOL, students with an IEP, RtI, etc.) (FLCS 4.4, 4.9; FEAP 1.e, 3.c, 3.h, 4.a; ESOL, 2.1, 2.2; ACEI 3.1, 3.2, 4.0; CF 6; FRE 3.7, 4.3, 4.8, 4.9, 4.10, 4.11, 4.13, 4.14)

    • 2-3 page summary of the research supporting the pre-service teacher’s decision to include the assessments, instructional strategies, and modifications for each component (FLCS 1.1, 1.3, 1.11; ESOL 2.1, 2.2; ACEI 2.1; CF 2)

    There are four components in this portfolio (each component should have a separate tab in the LiveBinder):

    Component 1 (25 points) – Print Concepts, Letters and Sounds, and Phonological Awareness

    Component 2 (25 points) – Word Knowledge: Reading and Writing

    Component 3 (25 points) – Fluency

    Component 4 (25 points) – Text and Text Comprehension

    B. Other Formative Assignments/Assessments (Points and/or %)

    Classroom Design, Organization, and Management Plan for Emergent Literacy (50 points) (FLCS 4.7; FEAP 2.a, 2.h, ESOL 2.1, 2.2; FRE 4.12)

    In order to provide students with appropriate instruction, classroom teachers must consider the design, organization, and management of the literacy teaching and learning spaces. As such, MAT teacher candidates in the course will develop a research-based approach to these classroom features. In addition to a map of classroom space, highlighting the literacy and language areas, MAT teacher candidates will outline the use and purpose for each space, and support those details with research from course readings. A draft is due in Week 4, but MAT teacher candidates will continue to add to the Plan throughout the semester.

    Double Entry Journals (DEJ) (10 points each) (FLCS 1.1, 1.3, 1.11; ESOL 2.1, 2.2; ACEI 2.1; CF 2)

    A template for the DEJ will be provided on Blackboard. MAT teacher candidates select 3-5 quotes from each weekly reading (articles, chapters, websites, etc.), and then respond to each quote with a comment or question. Note that each chapter, article, etc. is a separate reading and therefore requires 3-5 quotes and responses.

    C. Quizzes (Points and/or %)

    n/a

    D. Final Exam (Points and/or %)

    n/a

    E. Policies Regarding Other Points Awarded (Points and/or %)

    Attendance and participation at every class meeting is indicative of your engagement, involvement and professionalism. (5 pts. per class) (FEAP 6)

    If you will be absent, you are responsible for notifying the instructor prior to class by email or phone. It is the student’s responsibility to get any missed notes, information, and handouts.

    An absence (excused or unexcused) will negatively impact your class participation points and ultimately, your final grade. I strongly encourage any student who knows before the class begins that they will miss more than one week of class to withdraw at this time. Excessive absences or tardies, even for legitimate reasons, result in substantial portions of the course not being fulfilled and will result in a failing grade.

    Prompt arrival to class is also a reflection of involvement and professionalism. Because many extraneous factors can influence arrival time, two tardies (30 minutes or less) can be overlooked. However, beyond two, your class participation points, and ultimately, your final grade will be negatively impacted. Missing more than 30 minutes of class will be considered an absence.

    H. Attendance Policy

    Course Attendance at First Class Meeting – Policy for Graduate Students: For structured courses, 6000 and above, the College/Campus Dean will set the first-day class attendance requirement. Check with the College for specific information. This policy is not applicable to courses in the following categories: Educational Outreach, Open University (TV), FEEDS Program, Community Experiential Learning (CEL), Cooperative Education Training, and courses that do not have regularly scheduled meeting days/times (such as, directed reading/research or study, individual research, thesis, dissertation, internship, practica, etc.). Students are responsible for dropping undesired courses in these categories by the 5th day of classes to avoid fee liability and academic penalty. (See USF Regulation – Registration - 4.0101,

    http://usfweb2.usf.edu/usfgc/ogc%20web/currentreg.htm)

    Attendance Policy for the Observance of Religious Days by Students: In accordance with Sections 1006.53 and 1001.74(10)(g) Florida Statutes and Board of Governors Regulation 6C-6.0115, the University of South Florida (University/USF) has established the following policy regarding religious observances: (http://usfweb2.usf.edu/usfgc/gc_pp/acadaf/gc10-045.htm)

    In the event of an emergency, it may be necessary for USF to suspend normal operations. During this time, USF may opt to continue delivery of instruction through methods that include but are not limited to: Blackboard, Elluminate, Skype, and email messaging and/or an alternate schedule. It’s the responsibility of the student to monitor Blackboard site for each class for course specific communication, and the main USF, College, and department websites, emails, and MoBull messages for important general information.

    I. Policy on Make-up Work

    Plagiarism is defined as "literary theft" and consists of the unattributed quotation of the exact words of a published text or the unattributed borrowing of original ideas by paraphrase from a published text. On written papers for which the student employs information gathered from books, articles, or oral sources, each direct quotation, as well as ideas and facts that are not generally known to the public-at-large, must be attributed to its author by means of the appropriate citation procedure. Citations may be made in footnotes or within the body of the text. Plagiarism also consists of passing off as one's own, segments or the total of another person's work.

    Punishment for academic dishonesty will depend on the seriousness of the offense and may include receipt of an "F" with a numerical value of zero on the item submitted, and the "F" shall be used to determine the final course grade. It is the option of the instructor to assign the student a grade of "F" of "FF" (the latter indicating dishonesty) in the course.

    J. Program This Course Supports

    MAT in Elementary Education


  5. Course Concurrence Information

    none



- if you have questions about any of these fields, please contact chinescobb@grad.usf.edu or joe@grad.usf.edu.