Literacy Development in the Early Years 251:573

Professor: Lesley M. Morrow
Time: 4:50 to 7:30 p.m.
Dates: 14 sessions: Tentative dates: beginning September 1 through December 4

Place: Distance Learning Course held at Distance Learning Facilities in New Brunswick, Plainfield and Perth Amboy high schools.

Based on a grant received New Brunswick Public Schools, Plainfield and Perth Amboy with Rutgers University for Staff Development, a Distance Learning Course in Early Literacy Development for all teachers for all teachers dealing with children at the Pre-school through Third grade ability level is being offered next fall. The course may be taken for 0, 1, 2, or 3 credits. Those taking the course should be willing to implement some of the strategies discussed in their classrooms. There will be visits with teachers involved and possible placement of Rutgers students to help with implementing classroom strategies.

This is an initial announcement to determine interest in participation. The course will originate from Rutgers University and transmitted via distance learning interactive television. This means that teachers at all sites can see, hear, and interact with each other as if they all were in the same classroom. A description of the the course follows with a list of the topics covered. If you think you may be interested, advise me of your interest (please include your name, address and phone number). This does not obligate you to take the course, it is to identify interest.

Top of Page

Description of the Course

Literacy Development in the Early Years: The purpose of the course is to review recent research and theory concerning literacy development. We study the different areas of literacy development specifically oral language, writing and reading. The theory and research is translated into practical strategies, assessment materials and preparation of rich literacy environments.

There is an emphasis on integrating literacy development throughout the school day as an integral part of all content areas. There is an effort to reflect upon the current issues in early literacy specifically: early intervention programs to help struggling readers, teaching skills in developmentally appropriate settings, and meeting standards for skill development.

The presentation of information is done through lectures, whole group discussions and small group projects. We model strategies and share materials. A unique aspect of the course will be the ability of teachers from three districts to interact with each other and rutgers students enrolled in degree programs. To have follow-up input as a result of classroom visits to teachers participating.

Top of Page

Topics Discussed in the Course

1. Foundations of Early Literacy
    a. Perspectives about Early Literacy (Whole Language, Balance)
    b. Learning theories (Constructivist, Explicit, Behavioristic)
    c. Integrating the language arts into content areas.
    d. Meeting national standards.

2. Research Methods in Early Literacy
    a. Qualitative and quantitative designs
    b. Teacher as researcher

3. Language and Literacy Development
    a. Theories of language acquisition
    b. Objectives, strategies, materials and assessment
    c. Addressing special language needs (ESL, Dialects)

4. Writing and Early Literacy Development
    a. Theories of writing acquisition; developmental stages
    b.Objectives strategies, materials and assessments
    c. Writing and special needs

5. Children's Literature and Literacy Development
    a. Objectives for using literature
    b. Genres of Children's literature, authors and illustrators
    c. Strategies and materials: promoting voluntary interest
    d. Integrating the use of literature in the total curriculum
    e. Children's literature and special needs

6. Developing Knowledge of Print: Phonemes Awareness, Phonics, content clues, sight, etc.
    a. Objectives, strategies, materials and assessment
    b. Reading readiness and emergent literacy perspective
    c. Children with special needs

7. Developing Comprehension
    a. Objectives, strategies, materials and assessment
    b. Children with special needs

8. Organizing and Managing the Learning for Literacy Development
    a. Preparing rich literacy physical classroom environments
    b. Integrating literacy development into the total curriculum with thematic units (art, play, music, social studies, math, science)
    c. Organizational strategies for instruction (whole class, small group and individualized instruction, cooperative and collaborative learning, guided reading instruction to meet special needs)
    d. Leveled reading materials to meet individual needs.

9. The Family and Literacy Development
    a. Family literacy - programs that focus on the child, the parent, Intergenerational programs

10. Assessment Issues
    a. Standardized and Authentic assessment, Running Records, etc.

Top of Page

   Send E-Mail to Dr. Lesley M. Morrow

  Return to the Early Literacy Home Page

IKE    Return to the Eisenhower Project Home Page