Lipscomb University College of Education

Emergent Literacy
EG 5753/EG 6753
Spring 2015
Professor:

Mrs. Melanie Maxwell

Work Phone: (615) 966-5040
Office: Ezell 153b

Office Hours:
By Appointment
Tuesday 3:00-5:00

Email: melanie.maxwell@lipscomb.edu
Meeting Times:
Class 1: Jan. 5 5:30-9:30 (Ezell 363)
Class 2: Web-Based/Blackboard: Module 1 (Due by 11:59 p.m. on Sunday, Jan.
18 )
Class 3: Web-Based/Blackboard: Module 2 (Due by 11:59 p.m. on Sunday, Jan.
25 )
Class 4: Web-Based/Blackboard: Module 2 (Due by 11:59 p.m. on Sunday, Feb.
1)
Class 5 & 6: Weekend Class: Sat. Feb. 7 8:30-4:30 (Ezell 155)
Class 7: Web-Based/Blackboard: Module 2 (Due by 11:59 p.m. on Sunday, Feb.
15 )
Class 8: Web-Based/Blackboard: Module 1 (Due by 11:59 p.m. on Sunday, Feb.
22)

Course Description:
This course focuses on how early language practices and environment from birth to age
five impact how a child learns to read and write. Theories of language development,
cognition, and learning will be highlighted along with study and application of various
systems of language to the reading and writing processes. Course objectives include
teaching phonemic awareness and phonics with an emphasis on speech production,
teaching writing along with reading through children's literature, understanding early
literacy assessment tools, utilizing a variety of instructional groupings, and creating
lifelong readers by focusing on story, vocabulary and comprehension. Special attention

will be given to literacy acquisition for students from a wide-range of cultural, linguistic,
and social backgrounds. Course objectives and topics are aligned with Tennessee reading
specialist standards and the International Reading Associations standards for reading
professionals (2010).

Course Purpose and Rationale:

The more teachers understand about how children learn to talk, the more they can help
children become avid, joyful readers and writers. The purpose of this course is to develop
students knowledge of how language and reading are acquired by young children and the
relationship between them. An understanding of language development concepts and
theories will be enhanced through the examination of language achievements by age and
include emergent literacy and models for early reading skill development. Students will
apply understanding of pragmatic, syntactic, morphemic, phonemic, semantic, and
graphemic systems of language to reading and writing processes. Individual differences
in cultural, social, and linguistic backgrounds will be examined against instructional
approaches in order to maximize language and reading outcomes. Students will
demonstrate their in-depth understanding and analyses of concepts and constructs applied
to important issues that have implications for the home, school, and community.

Course Objectives:
Upon completion of this course, students will be able to:
Learning
Objectives
Identify and
understand the
current theory,
research and
practices about how
children acquire
language and
literacy.
Demonstrate an
understanding of
orthography,
morphology, syntax
and semantic
systems and their
relationship to
language, speech,
and cognition.
Assess and use
various literacy

How Delivered

How Assessed

Lecture, guest
presentation, power
point, reflective
discussion,
participatory
engagement

Class participation,
Praxis based multiplechoice assessment

Lecture, small group Praxis based multiplechoice assessment,

discussion, article
case studies,
reviews

Lecture, guest
presentation,

C.A.R.E.
Connection
1a, 1k, 4a

4a, 4c

Critique/Reflective
1b, 1c, 1f, 1k
Writing, lesson plan,

approaches with
attention to
differentiated
strategies designed
to meet the needs of
all learners in a
heterogeneous
classroom.
Employ pedagogical
practices
instructional
techniques that
develop readers and
writers from a range
of linguistic and
cultural
backgrounds.
Evaluate individual
students strengths
and weaknesses in
the areas of early
reading and writing
readiness and skills

reflective
discussion,
participatory
engagement

teaching assessment

Lecture, guest
presentation, power
point, reflective
discussion,
participatory
engagement

Case Studies, lesson

plan, teaching
assessment

1f, 1g, 1h, 1j, 1k, 4d

Lecture, guest
presentation, field
experience

Reading
Intervention Plan,
case studies

4d, 4e

Instructional Resources:
Required Texts:
Genishi & Dyson (2009). Children, Language and Literacy. Teachers College Press
ISBN 978-0-8007-4974-6
Horn & Giacobbe (2007). Talking, Drawing, Writing: Lessons for Our Youngest Writers.
Stenhouse.
ISBN: 978-1-57110-456-4
Required Supplies:
Index Cards(bring to each class)
Learning Log: composition book, spriral notebook, laptop or your choice
Suggested Readings:
Cunningham, Patricia M. (2004). Phonics they use: Words for reading and writing (4th
ed.). New York: Addison Wesley Longman, Inc.
Berk, L. E. (2006). Chapter 9 - Language Development. In Child Development (8th ed.,
pp. 356395). Pearson. (Original work published 1989)

Naomi S. Baron, Growing up with Language: How Children Learn to Talk (Reading,
MA: Addison-Wesley, 1992), p. 41-43, ISBN 0-201-55080-6
Chomsky Noam (1959). A Review of B. F. Skinner's Verbal Behavior Language, 35: 2658.
Crystal, D. (2006). How babies babble, words change meaning, and languages live or
die. New York: The Overlook Press.
Power, B.M., & Hubbard, R.S. (2002). Language development: A reader for teachers (2nd
ed.). Upper Saddle River, NJ: Merrill Prentice Hall.
Johnston, P.H. (2004) Choice Words: How our language affects childrens learning.
Portland, ME: Stenhouse.
Fisher, B. (1998). Joyful learning in kindergarten. Portsmouth, NH: Heinemann.

Course Assignments:
Attendance Policy: Since this class meets only eight times, attendance is critical. Please
contact the instructor with as much advanced notice as possible if you will not be
attending a class. It is important to note that many of the required assignments will be
completed in class.

Course Assignments with Due Dates:

ASSIGNMENT
TITLE

Type of Assignment (note if

Spiritual Growth, Key or Field
Experience)

DUE DATE: Percentage

of Grade or
Point Value

Case Study: Emergent Key Assignment

Literacy Assessments

Feb.21

30

Early Literacy
Presentation

Course assignment

Feb. 7
Reflection Feb.
14

20

Spiritual Growth

Course Assignment

Jan. 31

10

Class Participation,
Reflections and OnLine Discussion
Boards, Modules

Course assignment

Weekly

40

Field Experience

Documentation of Field Experience Feb. 20

Pass/Fail

Hours (hard copy and LiveText)

with Summary and Reflection
ED. S Assignment

Course Assignment(ED. S. students Feb. 27

only)

Pass/Fail

Field Experiences: Each masters level course in the College of Education requires a
field experience that is expected to take five (5) to ten (10) hours (a minimum of 50hours
by graduation. These field experiences must be completed to be successful in the course
and are designed to support the expected program outcomes.
Definition: NCATE defines field experiences as: A variety of early and ongoing fieldbased opportunities in which candidates may observe, assist, tutor, instruct, and/or
conduct research. Field experiences may occur in off-campus settings such as schools,
community centers, or homeless shelters. Field experiences are defined as authentic
workplace based learning experiences. It should be a way to learn by doing and to
practice skills learned in your coursework.
Because the College of Education is committed to equipping our students for diverse
experiences, we ask that you complete your field experiences with schools or districts in
varied classifications (low SES, urban, suburban, rural and cross-cultural), and with
different student populations (ELL, Special Education, etc.). This diversity of experience
should be evident on your field experience data form in LiveText by the time you
graduate. A Field Experience Documentation and Data Form is required of each student
for each course. These forms are available in the online LiveText portfolio template.
Spiritual Growth: The College of Education seeks to provide opportunities for
personal, professional and spiritual growth through student experiences here. One avenue
for spiritual growth through the program here is by establishing a thoughtful dialogue
among students and faculty centered on a common text. The college uses Mere
Christianity by C.S. Lewis (preferred text: ISBN 0060652926) as this common ground
for exploration of spiritual contexts and applications for learning.
LiveText Portfolio Requirements: All graduate students who entered the program in
Fall 2009 and after are required to have a LiveText portfolio account. Instructions for
purchasing LiveText are found at http://education.lipscomb.edu/Uploads/34941.pdf. As
all students must use this portfolio system, you are encouraged to become familiar with it
at the beginning of this course. Detailed instructions and tutorials for using LiveText are
found at: http://education.lipscomb.edu/page.asp?SID=28&Page=9159.
Your classroom management plan is considered a KEY ASSIGNMENT. This
assignment must be completed satisfactorily to pass the course and it will be uploaded in
to your LiveText portfolio to demonstrate mastery of your program goals. You are
responsible for uploading the assignment to LiveText after the instructor has graded it.
Your final grade will not be posted until this is complete.
Grading and Late Work: Grading criteria for all assignments will be communicated at

the beginning of the course. If you are experiencing circumstances that will prevent you
from turning in an assignment on time, you should notify the instructor immediately via
email, text message, or phone call. Late work will not receive full credit.
College of Education Grading Scale
A
94-100
B
86-93
C
77-85
F
0-76
The Conceptual Framework of C.A.R.E:
Lipscombs conceptual framework for the initial and advanced programs is built upon
four categories:
Craft of Teaching
Attitudes and Values
Relationships
Essential Knowledge
The first letter of each category provides the theme of Lipscomb's initial and advanced
programs: C.A.R.E. The College of Education believes that this conceptual framework
provides the structure within which all educational programs can sustain a high level of
excellence so that its candidates will be of the highest quality. It is shared widely within
the university and beyond.
Each student will receive a copy of the C.A.R.E Framework. Your LiveText portfolio
will reflect ways in which your program of study fit within this framework.
Academic Integrity:
In keeping with our identity as a Christian University and our goal to help shape lifelong
disciples of Christ, academic integrity will be taken very seriously in this course. Unless
specific permission is given to collaborate on assignments with other students, each
students work shall be his/her own. Cheating on assignments and plagiarizing on written
assignments will, depending on the severity of the case, result in penalties ranging from a
significantly reduced grade on the assignment to failing the course. Instances of cheating
or plagiarism may also be reported to appropriate members of the administration,
depending on the situation. Decisions in these matters rest with the instructor. Please
refer to Lipscombs Code of Conduct and Academic Integrity Policy.
University Evaluations and C.A.R.E Assessments:
It is part of your responsibility as a student to participate in university evaluations and
C.A.R.E assessments of your course and faculty. You will receive an email toward the
end of the course with instructions on how to complete the university evaluations and you
will receive further instructions from your instructor on how to complete the C.A.R.E.
assessments.
Students Requiring Accommodations:

If you require classroom accommodations for a documented disability, please discuss

your circumstances with me immediately. If you are entitled to accommodations but have
not yet registered with the Counseling Center, contact that office at 966-1781
immediately.
Dropping the Course:
A decision to stop attending class does NOT constitute dropping the course. A drop/add
form (available in the Registrar's Office) must be signed by the teacher and processed in
the Registrar's Office before the drop is official. If your name appears on the roster at
grading time and you have not officially dropped the course, a grade will be assigned
based upon the policies outlined in this syllabus.
Class Schedule Disruption Policy
Except in the rarest of instances, Lipscomb University does not cancel classes or close
offices. However, should an event (weather-related or otherwise) occur that requires
disruption of the entire Lipscomb University class schedule, students will be notified via
multiple venues including the Lipscomb homepage (www.lipscomb.edu), a text message
sent through LU ALERT (http://lualert.lipscomb.edu), and the Lipscomb Weather
Information Line (966-1836). For information on possible snow-related closures or late
starts, students should consult local television stations (2-WKRN, 4-WSMV, 5-WTVF
and 6-WZTV, and Channel 9 on campus). Students should look for information regarding
Lipscomb University, not David Lipscomb Campus Schools.
APA Format:
Formal papers submitted for graduate coursework should follow American Psychological
Association (APA) for general guidelines, in-text citations of materials, avoiding
plagiarism, and reference pages from the Publication Manual of the American
Psychological Association, Sixth Edition. Each instructor will be provided a desk copy of
APA: The Easy Way!, Second Edition, a simplified guide that has been updated for the
sixth edition (ISBN 0923568964). Students are asked to purchase a copy of this
publication. Other helpful resources for APA guidelines and formatting include the
following websites:
http://www.apastyle.org/learn/tutorials/basics-tutorial.aspx
http://www.apastyle.org/learn/faqs/index.aspx
http://owl.english.purdue.edu/owl/resource/560/01/
http://www.vanguard.edu/faculty/ddegelman/index.aspx?doc_id=796
College of Education Writing Rubric:
The College of Education has a writing rubric for general use with written assignments.
This rubric is consistent for both undergraduate and graduate programs. Students who
have difficulty with graduate level writing will be asked to do some remediation with the
university Writing Lab.

C.A.R.E.
(Initial)
Lipscombs Teacher education program is committed to preparing educators who
1. Practice their CRAFT in an exemplary manner by
adapting instruction based on assessment data
communicating rationale for choices
thinking reflectively and critically and fostering the same traits in students
successfully integrating current technology to present and enhance instruction
implementing problem solving skills
encouraging and motivating student learning
organizing and managing the learning environment
analyzing situations and making sound decisions
developing and refining a personal philosophy of teaching and learning
adapting instruction to meet needs of diverse learner
using various strategies to effectively convey concepts
2. Possess the following ATTITUDES AND VALUES:
all children can learn
learning is a lifelong process
wellness and a healthy lifestyle is valuable
teachers must teach confidently and enthusiastically
a strong work ethic and commitment to education is important
attention is given to punctual completion of assignments, tasks and duties
initiates on-going professional development and self-improvement
exhibits joy of teaching
coping skills such as flexibility and a sense of humor
3. RELATE to all members of communities within the educational experience to improve student learning
and well-being by
demonstrating a respect for and appreciation of cultural diversity and individual
differences
comfortably and effectively relating to and communicating with all students, parents, and
colleagues
providing opportunities for increased cultural awareness
collaborating and partnering with others to achieve a common goal
demonstrating professional behavior at all times
utilizing community personnel and resources
listening to and appropriately responding to feedback
being a caring teacher
4. Demonstrate ESSENTIAL KNOWLEDGE concerning
the discipline being taught
general knowledge of other disciplines
location and use of resources
developmental stages and learning theories and their impact on teaching and learning
evaluation and assessment tools
understanding and application of current research
planning for short term and long term instruction
appropriate written and verbal communication