ECED 234 - Literacy in the EC Classroom
PREREQUISITES: ECED 103, Curriculum in Early Childhood Classroom and ENGL 111, English Composition
PROGRAM: Early Childhood Education
CREDIT HOURS MIN: 3
LECTURE HOURS MIN: 3
LAB HOURS MIN: 1
TOTAL CONTACT HOURS MIN: 4
DATE OF LAST REVISION: Fall 2025
Explores the aspects of early literacy based on the Science of Reading and language skill development in young children from birth through third grade to foster a love for reading and promote the enjoyment of literature by cultivating engaging and diverse reading experiences that captivate individuals, enhance their imagination, and instill a lifelong appreciation for the written word.
The course identifies developmentally appropriate practices and materials provided in the learning environment that support meaningful speech, listening skills and fundamental concept development about print as related to research based reading instruction across the early childhood age range of birth to age 8
Students are required to complete observations and field experiences with children as related to this course (32 hours; 16 lab hours/16 hours of field experience with school age, K-3). Students are required to meet volunteer standards for public school settings, which may vary according to their field placement.
Due to the field experience requirement, this course is required to be taken at the student’s home campus unless otherwise approved by the student’s home campus ECED Program Chair.
MAJOR COURSE LEARNING OBJECTIVES: Upon successful completion of this course the student will be expected to: - Review the importance of research for educators and the role research has in informing teaching.
1.1 Review the importance of research for educators. 1.2 Discuss the role research has in informing teaching and influencing reading outcomes historically to present date including the differences between Science of Reading and Whole Language. (KPS 1.6) 1.3 Discuss research in support of play based learning for early oral language development for young children. - Review Indiana laws related to K-3 reading instruction.
2.1 Locate and examine Indiana laws related to reading instruction. 2.2 Locate and examine IN DOE rules regarding teacher training and certification in Science of Reading. 2.3 Discuss reading outcomes for students in Indiana and in the US. - Describe the foundational concepts of literacy acquisition, including the language processing requirements, the importance of explicit reading instruction, and the factors influencing literacy development. (1a, 4b, 4c)
3.1 Discuss the use of the Simple View of Reading in guiding assessment and instruction. 3.2 Review the five essential literacy skills and describe the reciprocal relationships among phonemic awareness, decoding, word recognition, spelling, and vocabulary knowledge. (KPS 1.3). 3.3 Explore Scarborough’s Reading Rope. 3.4 Describe the language processing requirements of proficient reading and writing: phonological, orthographic, semantic, syntactic, and discourse (four part processing model). (KPS 1.1) 3.5 Explain aspects of cognition and behavior that affect reading and writing development. (KPS 1.4) 3.6 Explain phases and progression of skills in the typical developmental progression of oral language, phoneme awareness, decoding skills, printed word recognition, spelling, reading fluency, reading comprehension, and written expression. (KPS 1.8, 1.9) - Identify and define the emergence of speech and auditory skills in children, birth through third grade and the role of receptive and expressive language in oral and written language comprehension. (1a, 1b, 1c)
4.1 Identify the emergence of speech and auditory skills in young children. 4.2 Define the differences and roles of receptive and expressive language.
4.3 Explain the importance and role of vocabulary development in the early years.
4.4 Discuss opportunities to use sign language with infants/toddlers as a means of early expressive communication.
4.5 Model ways to build oral language development with birth-Prek aged children.
4.6 Discuss ways in which families can support the emergence of language development with their young child.
4.7 Explain the contribution of environmental factors to literacy outcomes (e.g., language spoken at home, language and literacy experiences, cultural values).
4.8 Identify resources for supporting literacy acquisition among students with language variations.
4.9 Discuss warning signs for early language development delays and recognize when there is a need for early intervention. - Identify print awareness strategies for children ages 3-8. (1a, 1d, 3a, 3b)
5.1 Observe children to determine their level of print awareness. 5.2 Engage children in activities to support print awareness.
5.3 Complete a print awareness assessment with a child, meet with the family to set a goal, and create an instructional activity based on the child’s individual needs. (NAEYC Key Assessment)
5.4 Examine and discuss literacy rich environments and the importance for young children. - Recognize the diverse reading profiles, including dyslexia, and how they vary in presentation, degree, and response to development and instruction. (1c, 1d, 4b)
6.1 Review warning signs including delayed oral language skills and family history for early language development delays including common intrinsic differences for good and poor readers. (KPS 1.7)
6.2 Identify the distinguishing characteristics of dyslexia. (KPS 2.3) 6.3 Describe how reading disabilities vary in presentation and degree. (KPS 2.4) 6.4 Explain how and why symptoms of reading difficulty are likely to change over time in response to development and instruction. (KPS 2.5) - Analyze and apply various types of assessments, including screening, progress-monitoring, diagnostic, and outcome assessments, to identify and support students at risk for reading difficulties. (3a, 3b, 3c, 3d, 6c, 6d)
7.1 Review the differences among and purposes for screening, progress-monitoring, diagnostic, and outcome assessments. (KPS 3.1) 7.2 Explore informal diagnostic surveys of oral reading fluency, comprehension, spelling, and writing. (KPS 3.6) 7.3 Discuss how assessment data is shared with students, parents, and other teachers. (KPS 3.8) - Explore systems of support, including Multi-tiered Systems of Support (MTSS), First Steps, family engagement, etc. in the prevention and remediation of academic and behavior difficulties. (2b, 3d, 6b, 6c)
8.1 Develop culturally responsive emerging literacy activities for the home that support families in understanding the benefits of reading aloud to children, and support parent/child engagement with books and oral language for children ages birth-grade 3. (2a, 2b, 4a) 8.2 Discuss the process for working with families and other professionals to determine potential delays, screenings, and next steps. (KPS 3.8) 8.3 Discuss the impacts of early hearing or vision loss, and the importance of hearing, vision, and literacy screening. 8.4 Discuss the importance of interventions for struggling readers at the end of 1st grade. 8.5 Examine how reading difficulties can be prevented with intentional experiences in PreK. 8.6 Recognize and discuss how quality reading instruction is trauma informed care. (KPS 4A.3) 8.7 Investigate strategies to ensure equity in literacy instruction. (4A.3)
9. Examine the principles and practices of structured literacy instruction, including explicit, systematic, and multisensory approaches, to accommodate individual differences in learning. (5a, 5b)
9.1 Discuss the appropriate use of direct explicit instruction compared to other types of instruction-inquiry based, project based, play based, etc. and when it is best to use various types of instruction based on the continuum of support needed for learning (hierarchy of learning). 9.2 Choose the appropriate level of support/type of instruction based on the activity knowing that learning to read, for most people, requires explicit instruction. (KPS 1.2) 9.3 Practice with peers the general principles and practices of structured language and literacy teaching, including explicit, systematic, cumulative, teacher-directed instruction. (KPS 4A.1) 9.4 Practice with peers the rationale for multisensory and multimodal language-learning techniques. (KPS 4A.2) 9.5 Examine the rationale for adapting instruction to accommodate individual differences in cognitive, linguistic, sociocultural, and behavioral aspects of learning. (KPS 4A.3) 9.6 Explore cultural influences including dialect and primary/secondary languages in language and literacy development and discuss resources for obtaining information in languages other than English. (1a, 1b, 1c, 4c, KPS 4B.7)
- Practice knowledge of phonological and phonemic awareness using systematic and multisensory instructional strategies. (1a, 1c, 1d, 4b, 4c, 5a, 5b)
10.1 Discuss the importance of and examples of how to provide high quality early oral language development experiences both at home and within early learning settings. 10.2 Identify, pronounce, classify, and compare all the consonant phonemes and all the vowel phonemes of English. (KPS 4B.1) 10.3 Identify and practice levels of phonological sensitivity. (KPS 4B.2) (syllables, onset-rime, rhyming words) 10.4 Practice the general and specific goals of phonemic-awareness instruction. (KPS 4B.5) 10.5 Discuss the principles of phonemic-awareness instruction: brief, multisensory, conceptual, articulatory, auditory-verbal. (KPS 4B.6) 10.6 Discuss the utility of print and online resources for obtaining information about languages other than English. (KPS 4B.7) 10.7 Examine and discuss literacy rich environments and the importance for developing early literacy skills in young children. 10.8 Identify phonemic-awareness difficulties. (KPS 4B.3) 10.9 Discuss the progression of phonemic-awareness skill development, across age and grade. (KPS 4B.4) 10.10 Discuss early prevention strategies to support infant/toddler and early prek literacy development of oral language, broad knowledge, phonological awareness, and print awareness.
11. Practice knowledge of phonics and word recognition by systematically teaching decoding, spelling, and word recognition skills using structured, multisensory instructional techniques tailored to support students with diverse learning needs. (1a, 1b, 1c, 1d, 4b, 4c, 5a, 5b) 11.1 Define Ehri’s Phases 11.2 Describe the structure of English orthography and the patterns and rules that inform the teaching of single- and multisyllabic regular word reading. (KPS 4C.1) 11.3 Practice with peers explicitly teaching basic decoding and spelling skills. (KPS 4C.2) 11.4 Practice with peers following a structured phonics lesson plan. (KPS 4C.3) 11.5 Discuss the use of multisensory routines to enhance student engagement and memory. (KPS 4C.4) 11.6 Discuss considerations for adapting instruction for students with weaknesses in working memory, attention, executive function, or processing speed. (KPS 4C.5) 11.7 Practice with peers teaching irregular words in small increments using special techniques. (KPS 4C.6) 11.8 Practice with peers systematically teaching the decoding of multisyllabic words. (KPS 4C.7)
- Practice research-based principles to enhance written expression, including letter formation, spelling, punctuation, and developmental writing phases. (1a, 1b, 1c, 1d, 4b, 4c, 5a, 5b)
12.1 Identify the stages of writing for birth-age 5, including mark making for infants and toddlers. 12.2 Practice with peers research-based principles for teaching letter formation. (KPS 4G.2) 12.3 Describe the major skill domains that contribute to written expression. (KPS 4G1.1) 12.4 Practice with peers research-based principles for teaching written spelling and punctuation. (KPS 4G.3) 12.5 Describe the developmental phases of the writing process (planning, draft, revision). (KPS 4G.4) 12.6 Discuss appropriate uses of assistive technology in written expression. (KPS 4G.5) - Develop and implement instructional techniques to enhance automatic, fluent reading by utilizing varied methods to build reading fluency, understanding its impact on comprehension and motivation, and incorporating assistive technology for students with reading fluency limitations. (1a, 1b, 1c, 1d, 4b, 4c, 5a, 5b)
13.1 Describe the role of fluent word-level skills in automatic word reading, oral reading fluency, reading comprehension, and motivation to read. (KPS 4D.1) 13.2 Practice with peers varied techniques and methods for building reading fluency. (KPS 4D.2) 13.3 Discuss appropriate uses of assistive technology for students with serious limitations in reading fluency. (KPS 4D.4)
- Evaluate developmentally appropriate literature for young children, providing considerations for the different types and purposes of texts, with emphasis on the role of decodable texts in teaching beginning readers. (1a, 1b, 1c, 1d, 4b, 4c, 5a, 5b)
14.1 Explain the importance of children’s literature as it reflects the cognitive, social, emotional, and cultural development of children. 14.2 Explain how to select high-quality texts (awards, authors, illustrators, content, genres, rich vocabulary, and syntax) to support specific instructional objectives (Decodables, children’s literature, thematic groupings, content areas).(KPS 4C.8) 14.3 Examine and model the use of appropriate texts for large/small group read- alouds and learning centers to develop content knowledge, vocabulary, syntax and listening comprehension. 14.4 Explore effective teaching strategies for the use of children’s literature in the classroom and how these strategies may differ from birth to grade 3 including dialogic reading through the use of decodable texts.(KPS 4C.8, 4F.2)
15. Complete a minimum of 16 hours of lab experience and 16 hours of field experience with school age K-3; which includes 8 hours for preparation/planning (including creation of materials)/observation, 4 hours for implementation/assessment/working directly with children, and 4 hours for reflection, evaluation and professional communication with the site mentor/cooperating teacher. (6d, 6e)
15.1 Complete a minimum of 16 hours of lab experience and 16 hours of field experience with school age K-3; which includes 8 hours for preparation/planning (including creation of materials)/observation, 4 hours for implementation/assessment/ working directly with children.
15.2 Reflect on the Key Assessment and the field experience in the course to complete a portfolio artifact.
COURSE CONTENT: Topical areas of study include - Linguistic development birth- grade 3
Children’s literature
Goals, benefits and uses of assessment
Emergent literacy
Oral language and literacy development through play
Family involvement
Science of Reading aligned Language Arts activities
Receptive and expressive language skills
Essential Literacy Skills (phonemic awareness, phonics, fluency, vocabulary, comprehension)
Phases of development within essential literacy skills and writing
Consonant and vowel phonemes of English
Multi-Tiered Systems of Support and other systems of support in various settings
Adaptive Technology (specific to literacy)
International Dyslexia Association Standards
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2021 NAEYC Professional Standards and Competencies for Early Childhood Educators
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STANDARD 1
Child Development and Learning in Context
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NAEYC Standards covered in this course
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INTASC Standards Alignment
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International Dyslexia Association, Knowledge and Practice Standards Alignment
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1a: Understand the developmental period of early childhood from birth through age 8 across physical, cognitive, social and emotional, and linguistic domains, including bilingual/multilingual development.
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x
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1. a, b
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1b: Understand and value each child as an individual with unique developmental variations, experiences, strengths, interests, abilities, challenges, approaches to learning, and with the capacity to make choices.
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x
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1. b, e, f
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1c: Understand the ways that child development and the learning process occur in multiple contexts, including family, culture, language, community, and early learning setting, as well as in a larger societal context that includes structural inequities.
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x
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1. b, g, h
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1d: Use this multidimensional knowledge-that is, knowledge about the developmental period of early childhood, about individual children, and about development and learning in cultural contexts-to make evidence-based decisions that support each child
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x
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STANDARD 2 Family-Teacher Partnerships and Community Connections
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2a: Know about, understand, and value the diversity of families.
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x
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2b: Collaborate as partners with families in young children’s development and learning through respectful, reciprocal relationships and engagement.
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x
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3. a, b, c
7. m, o
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2c: Use community resources to support young children’s learning and development and to support families, and build partnerships between early learning settings, schools, and community organizations and agencies.
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1. k
2. k
3. f
10. d, q
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STANDARD 3 Child Observation, Documentation, and Assessment
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3a: Understand that assessments (formal and informal, formative and summative) are conducted to make informed choices about instruction and for planning in early learning settings.
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x
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6. a, c, g, k, l
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3b: Know a wide range of types of assessments, their purposes, and their associated methods and tools.
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x
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6.a,b,c,d,e,k,t,v
7. a, b
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3c: Use screening and assessment tools in ways that are ethically grounded and developmentally, ability, culturally, and linguistically appropriate in order to document developmental progress and promote positive outcomes for each child.
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x
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6.a, b, c, d, e
7.a,b
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3d: Build assessment partnerships with families and professional colleagues.
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STANDARD 4 Developmentally, Culturally, and Linguistically Appropriate Teaching Practices
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4a: Understand and demonstrate positive, caring, supportive relationships and interactions as the foundation of early childhood educators’ work with young children.
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x
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3. a, i, o
4. d
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4b: Understand and use teaching skills that are responsive to the learning trajectories of young children and to the needs of each child, recognizing that differentiating instruction, incorporating play as a core teaching practice, and supporting the development of executive function skills are critical for young children.
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x
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3. d, I, j, l, o, p
4. e, f
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4c: Use a broad repertoire of developmentally appropriate, culturally and linguistically relevant, anti-bias, evidence-based teaching skills and strategies that reflect the principles of universal design for learning.
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3. m
4. d, f, g, (?)
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STANDARD 5 Knowledge, Application, and Integration of Academic Content in the Early Childhood Curriculum
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5a: Understand content knowledge- the central concepts, methods and tools of inquiry, and structure-and resources for the academic disciplines in an early childhood curriculum.
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4. j, l, n
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5b: Understand pedagogical content knowledge-how young children learn in each discipline-and how to use the teacher knowledge and practices described in Standards 1 through 4 to support young children’s learning in each content area.
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x
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5c: Modify teaching practices by applying, expanding, integrating, and updating their content knowledge in the disciplines, their knowledge of curriculum content resources, and their pedagogical content knowledge.
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5. i, j, m, o, s
6. u
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STANDARD 6 Professionalism as an Early Childhood Educator
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6a: Identify and involve themselves with the early childhood field and serve as informed advocates for young children, families, and the profession.
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6b: Know about and uphold ethical and other early childhood professional guidelines.
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3. p, q, r
9.d,e,f,g,i, j, l, n, o
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6c: Use professional communication skills, including technology-mediated strategies, to effectively support young children’s learning and development and to work with families and colleagues.
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6d: Engage in continuous, collaborative learning to inform practice.
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9. b, e, i
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6e: Develop and sustain the habit of reflective and intentional practice in their daily work with young children and as members of the early childhood profession.
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x
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7. q
9. e, h, l, m
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STANDARD 7 Field Experiences
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7a: Opportunities to observe and practice in at least two of the three early childhood age groups (birth - age 3, 3-5, 5-8)
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x
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7b: Opportunities to observe and practice in at least two of the three main types of early education settings (early school grades, child care centers and homes, Head Start programs)
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x
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GRADING POLICY
GRADING SCALE: 100 - 93% A 92 - 85% B 84 - 75% C 74 - 71% D 70 - 0% F PORTFOLIO DEVELOPMENT: All degree seeking students will be expected to present examples of coursework that they deem suitable for a cumulative portfolio that will be reviewed prior to graduation. The portfolio will contain several artifacts and reflection pieces as evidence of the students’ demonstrated understanding of early childhood principles as outlined by INTASC and NAEYC standards. The cumulative portfolio should document each student’s dispositions and competencies reflected in assignments throughout their coursework. Creating a portfolio has value to students, the Ivy Tech Community College early childhood education program and potential employers. Students should select from a variety of assignments and are free to confer with their instructor about alternate choices of material.
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