Scribd
Upload
42 views

Introduction to Literacy Development

The document outlines a Bachelor of Education course titled 'Introduction to Literacy Development' with a focus on equipping student teachers with essential literacy skills and pedagogical knowledge. The course covers various units including exploring literacy, early literacy, oral language development, reading and writing processes, word recognition, comprehension, and literacy assessment. It emphasizes the importance of technology and diverse strategies in teaching literacy, alongside assessment methods for evaluating student progress.

Uploaded by

1200johnashley
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOC, PDF, TXT or read online on Scribd
42 views

Introduction to Literacy Development

The document outlines a Bachelor of Education course titled 'Introduction to Literacy Development' with a focus on equipping student teachers with essential literacy skills and pedagogical knowledge. The course covers various units including exploring literacy, early literacy, oral language development, reading and writing processes, word recognition, comprehension, and literacy assessment. It emphasizes the importance of technology and diverse strategies in teaching literacy, alongside assessment methods for evaluating student progress.

Uploaded by

1200johnashley
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOC, PDF, TXT or read online on Scribd
You are on page 1/ 6

BACHELOR OF EDUCATION

SPECIALIZATION : PRIMARY / EARLY CHILDHOOD

COURSE NAME : INTRODUCTION TO LITERACY DEVELOPMENT


(ILD)

COURSE CODE : LA201GEB

NUMBER OF CREDITS : 3

NUMBER OF HOURS : 45 HOURS

PREREQUISITES : NONE

COURSE DESCRIPTION
Literacy skills are fundamental for functioning effectively in a literate environment and are vital
in all content areas. For pupils to develop literacy skills, teachers must be equipped with the
pedagogical knowledge and practices that will empower them to facilitate learning.
Consequently, this course is designed to expose student teachers to the basic elements of literacy
development; as well as, to apply strategies that will encourage best practices in the teaching
learning process. Students will develop an understanding of the strands of literacy and how they
inform instruction and they will become aware of the diverse arrays of strategies and techniques
used in the teaching of literacy. Other topics covered in the course include the role that language
development, as well as social and environmental factors plays in literacy development and the
role that technology plays in literacy development and to provide opportunities for students to
practise using this.

COURSE CONTENT

UNIT 1 : Exploring Literacy


NO. OF HOURS: 3

LEARNING OUTCOMES
At the end of the unit student teachers will be able to:
1. Explain the meaning of Literacy as is expounded on through different schools of thought.
2. Identify the factors that influence Literacy Development.
3. Expound on the value of technological applications to literacy learning

Teachers’ Colleges of Jamaica


COURSE CONTENT
1. Definitions of literacy eg.
a) The MOE’s definition of literacy
b) Theoretical
c) Personal
2. Factors influencing Literacy Development eg.
a) Language background
b) Home and community environment
c) Cognitive
d) Technology in literacy development

UNIT 2 : EARLY LITERACY


NO. OF HOURS : 8
LEARNING OUTCOMES
At the end of the unit student teachers will be able to:

1. Examine factors that promote early literacy development


2. Explore strategies and activities to enhance Alphabetic Principle and Phonemic Awareness
3. Examine and assess readiness as well as emergent literacy activities and behaviours
4. Utilize technological applications/tools to develop literacy skills.

CONTENT
1. Reading Readiness/Emergent Literacy Development schools of thought.
2. Alphabetic Principle/ Phonemic Awareness
 Importance of Alphabetic Principle
 Teaching of Alphabetic Principle
 Developing Phonemic Awareness
 Strategies for teaching Phonemic Awareness
3. Pre-reading skills development to include:
 Concept of print
 Eye hand coordination
 Return sweep
 Directionality
 Top bottom orientation
 Visual and auditory discrimination
4. Creating the Literate Learning Environment
 Considerations for creating the Literacy Environment

Teachers’ Colleges of Jamaica


 Designing Literacy Centres
 Infusing technology in early literacy learning

UNIT 3 : ORAL LANGUAGE DEVELOPMENT

NO. OF HOURS : 4

LEARNING OUTCOMES
At the end of the unit student teachers will be able to:
1. Identify the facets of oral language and explain their importance to literacy development
2. Practise strategies to foster oral language development
3. Explain how social, physical and psychosocial factors influence oral language development

CONTENT

1. The role of oral language


2. Stages of oral language development
3. The influence of the environment on oral language development
4. Using oral language to promote Literacy development
5. Strategies to enhance oral language development

UNIT 4 : EXAMINING THE READING WRITING PROCESS

NO. OF HOURS : 8

LEARNING OUTCOMES
At the end of the unit student teachers will be able to:

1. Describe the processes of reading /writing in literacy development.


2. Discuss various strategies used in the reading and writing process.
3. Expound on the correlation between reading and writing in literacy development

CONTENT

1. Definition of Reading to include prior knowledge, the learning context, materials and
meaning making
2. Types of Reading e.g. efferent and aesthetic reading
3. The Reading Process
4. Definition of Writing
Teachers’ Colleges of Jamaica
5. Stages of Writing
6. Types of Writing
7. The Writing Process
8. The Reading Writing Connection

UNIT 5 : WORD RECOGNITION & VOCABULARY


DEVELOPMENT

NO. OF HOURS : 10

LEARNING OUTCOMES
At the end of the unit student teachers will:

1. Discuss the importance of word recognition to literacy


2. Describe various strategies that foster word recognition and vocabulary development

CONTENT
1. Definitions
 Word Recognition
 Sight words
 Phonics
 Context Clues
 Structural Analysis e.g. affixes, root words,

 Vocabulary Development
 Types of vocabulary
 Vocabulary Skills
2. Comparison of Word Recognition and Vocabulary
3. Strategies for teaching Word Recognition and Vocabulary Skills
4. References sources eg. glossary, index and others

UNIT 6 : COMPREHENSION AND FLUENCY

NO. OF HOURS: 5

LEARNING OUTCOMES
At the end of the unit student teachers should be able to:
1. Examine the relationship between fluency and comprehension
2. Discuss strategies for promoting fluency and comprehension

Teachers’ Colleges of Jamaica


3. Distinguish between the different levels of comprehension
4. Identify and formulate questions at different levels of comprehension

COURSE CONTENT
1. Meaning of both comprehension and fluency
2. Relationship between Fluency and Comprehension
3. Comprehension
 Comprehension skills for both narrative and expository texts e.g. KWL, QAR,
DRTA
 Levels of comprehension e.g. Literal. Inferential, Critical (Bloom and Barrett
Taxonomy)
4. Fluency
 Components of fluency - prosody, rate and automaticity
 Strategies for fluency e.g. Repeated Reading. Reader’s Theatre, Tape Assisted
Repeated Reading.

UNIT 7 : MODES OF LITERACY ASSESSMENT

NO. OF HOURS: 4

INSTRUCTIONAL OBJECTIVES:
Student teachers should be able to:
1. Examine the difference between evaluation and assessment in literacy development
2. Identify the role that assessment plays in literacy development
3. Examine the features of various modes of assessment and practice using them

CONTENT
1. Evaluation and assessment
2. Role of assessment in literacy development
3. Research various modes of literacy assessment e.g. portfolios, anecdotal records,
observation
4. Use of each mode for assessment purposes
5. Benefits to be derived from each mode of assessment
6. Analysis of the results of assessment modes to discover students’ strengths and weaknesses

TEACHING METHODS
Demonstration
Work in pairs and groups
Use of technology in the assessment of literacy. Eg. Tape recorder, DVD player,
Panel discussions
Teachers’ Colleges of Jamaica
Infusing technology in Micro Teaching to develop literacy skills
Lecture/ Discuss
Role playing
Individual research

ASSESSMENT

Coursework
Weighting: 50%

Coursework should include:


 Research Paper 10%
 Micro Teaching (Pair teaching) 15%
 Standardized Resource Portfolio 25%

Written Examination
Weighting 50%

One 2 hour examination

RECOMMENDED TEXTS AND REQUIRED READING

Burns, Paul, et al. (1996). Teaching Reading in Today’s Elementary Schools. 6th Edition.

Haughton Miffin

Cooper, J. David, (2006). Literacy: Helping Children Construct Meaning. Boston: Haughton
Mifflin Co.

Gunning, Thomas G., (2005). Creating Literacy: Instruction for all Students. Allyn and Bacon,
MA.

Temple, Charles. et.al. (2005). All Children Read: Teaching for Literacy in Today’s Diverse
Classrooms. Pearson

Internet resources,

http://www.mkcl.org.ebed/download/E_b_ed_brochure

Teachers’ Colleges of Jamaica

You might also like