Course

Oral, written or graphic assessment

summarize position statements from professional organizations related to early literacy and dual language learning (NAEYC: Learning to Read and Write - Curriculum, Assessment and Program Evaluation - Screening and Assessment for Young English Learners and the Developmentally Appropriate Practice position statement.--4 position statements)

summarize standards related to language development and early literacy (WMELS, Common Core English Language Arts, WiDA Early Language Development standards)

summarize key concepts of developmentally appropriate practice and developmental theory to your curriculum

Oral, written or graphic assessment

identify the components and progression of phonological (broad skill including identifying and manipulating units of oral language) and phonemic (individual sounds) awareness, alphabet knowledge, the sequence of writing development and concepts about print

describe strategies to utilize a variety of approaches to help young children develop phonological awareness, alphabet knowledge and concepts about print, developmental writing skills and fine motor development

identify the progression of the development in emergent literacy skills

Oral, Written and/or Skill Assessment

identify the principles and benefits of interactive reading with children at different developmental stages

explore the progression of shared and dialogic reading strategies as children develop from infants though age 8 and with individual, small and large groups of children

apply strategies embedded in the dialogic approach to reading while reading to children out loud including a ‘cover walk’ or similar introduction, questions to engage children in the book, and reading with fluency and expression

apply the components of the shared or dialogic reading strategy

Oral, written or graphic assessment

recognize differences in language and literacy acquisition across different ethnic, socioeconomic and family cultures

identify the progression of oral language development (including listening, understanding, speaking and communication skills, phonology, syntax, semantics and pragmatics)

examine language and literacy development practices that develop awareness, understanding, respect and a valuing of differences in our society (oral storytelling traditions, vocabulary building)

outline strategies to support dual language learners

describe methods to include families in their child's language and literacy development

Oral, written or graphic assessment

identify resources to enhance language and literacy learning

evaluate the quality of early childhood environments with the lens of language and literacy learning

create a quality improvement action plan to enhance the literacy environment

create materials to support emergent readers and writers (i.e., finger plays, puppets, flannel boards)

Oral, written or graphic assessment

summarize how strong literacy skill is directly connected to a solid foundation of language and vocabulary.

describe the relationship between hands-on play experiences and language development

differentiate among emergent literacy, emergent reading, and emergent writing skills

Learning Experience Plan

plan incorporate relevant developmental domains (physical, cognitive, language, social/emotional)

plan is relevant, meaningful, and appropriately challenging

plan is developmentally, culturally, and linguistically appropriate for the age group

plan includes effective transitions

plan incorporates the WMELS Framework

plan reflects the Teaching Cycle

Oral, written or graphic assessment

investigate what specific resources are being used in your community to support language and literacy learning (learning standards, curriculum, web resources)

investigate the specific strategies being used in your community to support dual language learners and family engagement

investigate what specific assessment tools are being used in your community to support language and literacy learning