Course Number and Title:
EDC 200 Foundations of Literacy
Campus Location
- Dover
- Georgetown
- Wilmington
Prerequisites
ENG 101 and ECE 120 or EDC 150 or EDC 151
Course Credits and Hours
3 credit(s)
3 lecture hours/week
0 lab hours/week
Course Description
This course focuses on the essential skills needed to build language and literacy skills. Teacher candidates will acquire foundational literacy knowledge and use scientific-based strategies and select high-quality, culturally responsive materials to support diverse learners in literacy development.
Additional Materials
None
Disclaimer
This course requires 10 hours of observation at a school designated by the department. Students must provide their own transportation to and from placement site.
Core Course Performance Objectives (CCPOs)
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Explain primary concepts of literacy instruction. (CCC 1, 2, 5; PGC 1, 2, 4, 5, 6)
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Develop the essential knowledge and skills required for effective literacy instruction. (CCC 1, 2, 5; PGC 1, 2, 3, 4, 5)
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Evaluate appropriate, engaging, research and evidence-based best practices and strategies for effective literacy instruction. (CCC 1, 2, 5; PGC 1, 2, 3, 4, 5)
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Evaluate appropriate educational materials for teaching literacy. (CCC 1, 2, 4; PGC 1, 2, 3, 4, 5, 6)
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Formulate appropriate differentiation and scaffolding of literacy concepts and skills to meet the needs of diverse learners. (CCC 1, 2, 6; PGC 1, 2, 3, 4, 5)
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Plan effective assessment for evaluating student performance in literacy. (CCC 1, 2, 6; PGC 1, 2, 3, 4, 5, 6)
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Evaluate the impact of reading aloud on literacy development. (CCC 1, 2, 5; PGC 1, 2, 3, 5)
See Core Curriculum Competencies and Program Graduate Competencies at the end of the syllabus. CCPOs are linked to every competency they develop.
Measurable Performance Objectives (MPOs)
Upon completion of this course, the student will:
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Explain primary concepts of literacy instruction.
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Describe the four domains of literacy based on literacy standards.
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Examine personal opinions and beliefs about literacy to identify personal biases and explain the impact these have on teachers’ decisions as well as methods to mitigate this in the best interest of children.
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Describe the main theoretical approaches to literacy development and key historical events that have shaped literacy instruction.
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Explain the importance of schema in relation to literacy.
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Explain the benefits of incorporating literacy instruction in the content areas.
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Identify teacher leadership roles in literacy and opportunities to collaborate with learners, families, colleagues, school professionals, and the community to ensure learner growth and advance the profession.
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Develop the essential knowledge and skills required for effective literacy instruction.
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Explain the combination of phonological, semantic, syntactic and pragmatic components, and discourse organization, to develop oral language skills in children.
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Analyze the key concepts, including print motivation and awareness, concepts of print, and letter knowledge, to effectively develop foundational early literacy skills.
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Demonstrate the essential content knowledge and skills required to effectively develop phonological and phonemic awareness, including the ability to identify initial/medial/final sounds, alliterate, rhyme, manipulate onset and rime, identify/substitute/delete syllables, and to correctly count, isolate, combine, delete, substitute, and reverse phonemes.
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Describe the components of effective word recognition and phonics instruction, including phonology, orthography, and morphology.
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Summarize the components of fluency, including the ability to read with an appropriate rate, prosody, accuracy, and automaticity.
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Specify appropriate target words, determine when to use implicit and explicit methods, and utilize context clues to teach vocabulary.
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Plan activities to scaffold comprehension, such as close reading, key text features, story elements, retelling/recounting/summarizing text, citing the text when answering questions, and inferring.
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Explain the stages of the writing process and the traits of writing, and how these are utilized to develop writing to communicate with children.
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Identify appropriate ways to teach conventions of language such as syntax and grammar, and discourse organization.
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Relate the developmental stages of writing to appropriate techniques to teach handwriting, both print and cursive, and connect these with the use of the writing process and traits.
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Evaluate appropriate, engaging, research and evidence-based best practices and strategies for effective literacy instruction.
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Summarize current research recommendations in each area of literacy instruction.
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Compare and contrast strategies for each area of literacy instruction with the current research recommendations.
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Recommend specific strategies for literacy instruction that meet the criteria for engagement and align with research recommendations.
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Determine best practices in literacy instruction based on research and examine their application in the classroom.
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Evaluate appropriate educational materials for teaching literacy.
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Explain the benefits and appropriate use of technology in literacy development.
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Identify equitable and effective technology for literacy instruction.
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Evaluate published literacy materials to determine strengths, flaws, and equitable use with diverse children.
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Recommend appropriate materials to introduce, develop, and reinforce specific concepts and skills.
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Evaluate children’s literature for quality, cultural sensitivity and appropriateness, and determine effective applications.
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Formulate appropriate differentiation and scaffolding of literacy concepts and skills to meet the needs of diverse learners.
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Explain the impact of diversity on literacy development and the need for differentiation in literacy instruction.
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Subdivide literacy concepts and skills into smaller, progressive segments.
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Analyze assessment data to determine a child’s need for differentiation and/or scaffolding, and to identify when these can be withdrawn.
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Recommend appropriate differentiation and/or scaffolding to support diverse student literacy development.
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Plan effective assessment for evaluating student performance in literacy.
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Identify formative assessment opportunities for each area of literacy.
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Interpret summative assessment results for various aspects of literacy.
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Group students for specific instructional purposes using assessment data and information.
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Recommend equitable, culturally sensitive instruction for students based on assessment data.
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Explain how bias may be present in assessment.
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Evaluate the impact of reading aloud on literacy development.
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Analyze procedures for effectively reading aloud to students, including oral reading ability, positioning of students, effective sharing of the text, and modeling.
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Identify equitable, engaging, research and evidence-based best practices and strategies for reading aloud.
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Evaluate culturally sensitive literature for reading aloud, taking into account learner development, educational purpose, and student interest.
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Explain multiple options for assessing and evaluating when conducting a read aloud.
Evaluation Criteria/Policies
The grade will be determined using the Delaware Tech grading system:
| 90-100 |
= |
A |
| 80-89 |
= |
B |
| 70-79 |
= |
C |
| 0-69 |
= |
F |
Students should refer to the
Catalog/Student Handbook for information on the Academic Standing Policy, the Academic Integrity Policy, Student Rights and Responsibilities, and other policies relevant to their academic progress.
Final Course Grade
Calculated using the following weighted average
Evaluation Measure | Percentage of final grade |
Formative Assessments The course will contain an equitable number of formative assessments including but not limited to: ● assignments/exit tickets ● quizzes ● discussions ● journals ● group activities | 20% |
Literacy Applications (4-5) (Summative) (Literacy Applications are equally weighted) | 35% |
Journal Article Review and Screencast (Summative) | 10% |
Observation Assignment (Summative) | 10% |
Analysis and Application Assignment (Summative) | 15% |
Exams (2) (Equally Weighted) (Summative) | 10% |
TOTAL | 100% |
Program Graduate Competencies (PGCs are the competencies every graduate will develop specific to his or her major)
- Apply knowledge of the physical, social, emotional, cognitive, and language development of K-6 children in a classroom setting.
- Demonstrate supportive classroom practices that utilize positive behavioral supports, foster character development, and promote a healthy and safe environment.
- Demonstrate content area knowledge in literacy, mathematics, science, and social sciences.
- Apply understanding of multicultural education and sensitivity to and a respect for diversity.
- Access and employ educational technology.
- Communicate information about student learning and behaviors in a collaborative manner with school, family and community members.
Core Curriculum Competencies (CCCs are the competencies every graduate will develop)
- Apply clear and effective communication skills.
- Use critical thinking to solve problems.
- Collaborate to achieve a common goal.
- Demonstrate professional and ethical conduct.
- Use information literacy for effective vocational and/or academic research.
- Apply quantitative reasoning and/or scientific inquiry to solve practical problems.
Students in Need of Accommodations Due to a Disability
We value all individuals and provide an inclusive environment that fosters equity and student success. The College is committed to providing reasonable accommodations for students with disabilities. Students are encouraged to schedule an appointment with the campus Disabilities Support Counselor to request an accommodation needed due to a disability. The College's policy on accommodations for persons with disabilities can be found in the College's Guide to Requesting Academic Accommodations and/or Auxiliary Aids Students may also access the Guide and contact information for Disabilities Support Counselors through the Student Resources web page under Disabilities Support Services, or visit the campus Advising Center.