- Code
- PRD 217
- Name
- Language and Literacy Development I (Primary Education)
- Semester
- 3
- Lecture hours
- 3.00
- Seminar hours
- 0.00
- Laborator hours
- 0.00
- Credits
- 3.00
- ECTS
- 5.00
- Description
-
This course aims at enabling students to understand the ways in which language acquisition skills of primary school children are developed; thus we prepare them for their future profesinon. Throught this course we aim to deal with modern methods and techniques, for an active and interactive teaching, based on the age profile of primary school children. During this course students will be able to provide qualitative teaching, they will develop skills related to the process of communication and the relationship between writing and speech reading.
- Objectives
-
This course presents a critical review of the key areas of speaking, listening, reading and writing experiences of young children. Current studies, educational practice, and teaching materials will be analyzed in relation to various theoretical views of language. Special attention will be placed on the combination of skills related to language.
- Java
- Tema
- 1
- Language and its development in the first years. Defining “Literacy”: historical, theoretical and practical dimensions. How is Literacy defined for children aged 3-8. Emergent Literacy stage.
- 2
- Theoretical Perspectives. Cognitive Theories, Psycholinguistic Theories, Metacognitive Theories, Cognitive Apprenticeship Theories, Socio-Cultural / Socio – Cultural – Historic Theories, Socio-Linguistic Theories. Class discussions about the Advantages and Disadvantages for each Theory.
- 3
- Constructivist and Socio-Constructivist Models, Critical Theory, Multimodality, Digital-Literacy, Influence of Motivation, Engagement and Self-Efficiency on Literacy Development. Class discussions about the Advantages and Disadvantages for each Theory.
- 4
- Constructivist and Socio-Constructivist Models, Critical Theory, Multimodality, Digital-Literacy, Influence of Motivation, Engagement and Self-Efficiency on Literacy Development. Class discussions about the Advantages and Disadvantages for each Theory.
- 5
- Vocabulary - Promoting vocabulary development with very young children. Fluency. Comprehension, Writing Development – Emergent writers, Developing writers, Spelling Development, Hand Writing, Digital Literacy. Literacy Pedagogy – Teaching Reading Literacy, Make believe play as a Springboard to Literacy. Storybook reading and discussion.
- 6
- Alphabetic – Phonological Awareness, Phonemic Awareness, Word identification, phonics instruction, Word – identification strategies, Multisensory instruction, Teaching vocabulary early years. Teaching vocabulary in reading and writing, teaching reading fluency. Teaching reading comprehension. Teach children how to use comprehension strategies. Multiple-strategy comprehension models.
- 7
- Teaching children to use text structure. Stimulate in high level discussions of text. Providing motivating contexts for reading development. Selecting texts purposefully to support comprehension development. REVISION, DISCUSSIONS, QUESTIONS
- 8
- Mid-term exam. Teaching Writing Teaching spelling –Stage 1: Moving towards the pre-communicative stage, Stage 2: Semi-phonetic, Stage 3: Phonetic, Stage 4: Transitional, Stage 5: Correct / conventional. An Overview of Assessment in Early Childhood
- 9
- Mid-term exam. Teaching Writing Teaching spelling –Stage 1: Moving towards the pre-communicative stage, Stage 2: Semi-phonetic, Stage 3: Phonetic, Stage 4: Transitional, Stage 5: Correct / conventional. An Overview of Assessment in Early Childhood
- 10
- How infants and young children should be assessed. Principles for Assessment. Developing a comprehensive system of assessment. Standardized tests. Children with disabilities and legislation for their education. Current issues and trends in Assessment in early childhood education.
- 11
- Informal Assessment – Checklists, Rating Scales and Rubrics. Purposes and types of informal strategies. Advantages and disadvantages. Context for Literacy teaching Disadvantage and Literacy. Children with disorders and Literacy.
- 12
- Bilingualism in early ages. Recognizing the nature of early learning, Use of summative assessment. Principles of Literacy assessment in early childhood. What to assess in early literacy oral language. Classroom talks. Using the curriculum to support bilingual children.
- 13
- Teacher designed strategies. Purposes and types of teacher designed strategies. Advantages and disadvantages. Vocabulary, Alphabet knowledge, phonological awareness, phonemic awareness and phonics. Reading fluency: - Prosody, Rate, Comprehension, Spelling, Writing. Storybook reading and discussion.
- 14
- Performance-Based strategies for assessment. Purposes and types. Understanding the interrelated nature of performance assessments. Classification and organization of performance-based strategies. The advantages and disadvantages. Oral Language and Literacy – Literacy skills perspective – oral language or a skill. Language skills that predict performance on reading tasks. Role of oral language in developing reading comprehension. Language impairment and reading comprehension. Links between oral language and writing.
- 15
- Portfolio Assessment. Purposes. Types of portfolios: working portfolios, evaluative portfolios, showcase portfolios, archival portfolios. Strategies for developing successful portfolios. Literacy across the Curriculum. Albanian case. Inquiry – based models of Literacy. Second language learning and Curriculum access. Language learning, learn through language about language. REVISION, DISCUSSIONS, QUESTIONS
- 16
- Final Exam
- 1
- Identify criteria for selection of literature for young children and to explore different methods for using literature to enhance communication skills.
- 2
- Identify key components of an integrated program of language and understanding of the line of reasoning of the different methods used in the development and learning experiences for each component.
- 3
- Identify criteria for selection of literature for young children and to explore different methods for using literature to enhance communication skills.
- Quantity Percentage Total percent
- Midterms
- 1 30% 30%
- Quizzes
- 0 0% 0%
- Projects
- 0 0% 0%
- Term projects
- 0 0% 0%
- Laboratories
- 0 0% 0%
- Class participation
- 1 20% 20%
- Total term evaluation percent
- 50%
- Final exam percent
- 50%
- Total percent
- 100%
- Quantity Duration (hours) Total (hours)
- Course duration (including exam weeks)
- 16 3 48
- Off class study hours
- 14 3 42
- Duties
- 0 0 0
- Midterms
- 1 10 10
- Final exam
- 1 15 15
- Other
- 0 0 0
- Total workLoad
- 115
- Total workload / 25 (hours)
- 4.60
- ECTS
- 5.00