e-Learning for Educators
Course Information

Early Childhood 15 Week Language and Literacy for ECCATS
Course Description

The Early Childhood Literacy course has been specifically designed for early childhood educators working in West Virginia Universal Pre-K and teacher assistants working in WV Pre-K and Kindergarten classrooms who are seeking the Early Childhood Teacher Assistant Authorization. This includes collaborative classrooms and individuals seeking courses to meet the needs for the Community Program Authorization.  Participants of this course will be able to facilitate developmentally appropriate activities that will promote an understanding of language and literacy learning for early childhood students in their classes.

Course Syllabus

By the end of this course, participants will: 

  • understand the stages of language development, 
  • learn strategies for conducting open ended conversations, 
  • expand and extend children's vocabulary through conversation, 
  • implement developmentally appropriate listening and speaking activities,
  • have students complete an interest survey.
  • learn what a Project Approach involves.
  • plan and develop a project "Study" based on student interest surveys,
  • learn strategies for effective storytelling and read aloud sessions,
  • select appropriate books for intentional purposes,
  • develop vocabulary building techniques, 
  • plan components of a family literacy pack,
  • define phonological awareness, 
  • understand the importance of phonological awareness in the early childhood setting, 
  • review and practice phonological strategies,  
  • create one listening activity,
  • create one alliteration activity,
  • create one rhyming activity,
  • create one syllable activity,
  • recognize a functional print rich environment and its importance,
  • learn how to design a functional print rich environment,
  • complete a print walk in an early childhood setting, and 
  • develop functional print rich activities.
Course Organization

This course includes several different activity components, all of which are described below. During each session, you will participate in a unique collection of these activity components, depending on the particular focus of that session.

When you see this icon you will be reading relevant articles, resources, and instructional materials that will help inform your online course development process.

When you see this icon you will be completing activity-based curriculum and inputting various components of your course content into course project.

When you see this icon you will be using the online discussion board to share ideas, resources, and thoughtful conversation with your fellow course participants and facilitator.

Early childhood educators working in West Virginia Pre-K and Kindergarten classrooms have the opportunity to participate in e-Learning courses designed to meet requirements for the Early Childhood Teacher Assistant Authorization. This authorization includes pre-k and kindergarten classrooms. The Office of Instructional Technology offers three courses for pre-k and kindergarten teacher assistants including a course targeting early language and literacy, an introduction to preschool special needs, and an introduction to child development. 

Note:  All ECCAT 15 week course participants are now required to log the hours that they have participated in a Pre-K or Kindergarten classroom during instructional time while enrolled in the online course.  Participants must be working in the classroom with the cooperating teacher at least 4 hours per week during instructional time in order to get credit for the course. A total of 60 hours is required for each ECCAT course taken.

A form will be provided on which to log the hours spent in the Pre-K or Kindergarten classroom beginning with the Orientation  Each week the hours spent in the classroom are to be listed, along with both the participant's signature and that of the lead or cooperating teacher. The principal or site coordinator must sign the form at the end. The form will be uploaded to the course dropbox at the end of Session Six. This completed document is part of the requirement for a course certificate of completion. 

Course participants in EC Literacy must have access to a digital camera or other device such as a tablet or smartphone capable of taking digital photos andvideo for inclusion in some of the assignments for this course.

Microsoft Word is required in order to read, edit and/or create documents for this course. If you have a WVDE k12.wv.us email account, you have access to Word, Excel, PowerPoint, OneDrive, etc. as part of Microsoft Office 365. You should see your school/county technology support person if you need help in using/installing Word and/or other Office applications. 

If you do not have a k12.wv.us email account, Word must be acquired through other means.  One way to get access to Word Online at no charge is by Creating a Microsoft Outlook Account with Access to FREE Office Online.

Format and Requirements

This workshop is divided into six sessions, plus an Orientation, which each include readings, activities, and an online discussion among workshop participants. 

The outline for the workshop is as follows:

Session One Language Development
Session Two Investigations into Language and Literacy
Session Three Read Aloud and Storytelling 
Session Four Phonological Awareness Part 1
Session Five Phonological Awareness Part 2   
Session Six Creating a Functional Print Rich Environment

This orientation session should be completed prior to the start of our course. It includes a participant survey; an introduction to the course website; and the opportunities to update your profile, email your facilitator, and introduce yourself to fellow participants as you experiment with the online discussion board.

Session One: LanguageDevelopment
This session addresses the stages of language development that will be utilized in program planning for the early childhood classroom.

Session Two: Investigation into Language and Literacy
The use of a project approach is introduced which is designed to involve children in studies of things nearby or that they have experienced.  

Session Three: Read Aloud and Storytelling 
The session addresses reading aloud and storytelling with young students.

Sessions Four & Five: Phonological Awareness Part 1 & Part 2
Phonological awareness and activities that support development of phonological awareness are investigated and practiced in these sessions.

Session Six: Creating a Functional Print Rich Environment
Information in this session helps educators develop their sense of a functional print rich environment, assess the environment of their classroom and create functional print rich activities to promote this environment. 

Assignments and Project Assessment

Workshop participants will complete an orientation and then six workshop sessions that include readings, activities, and online discussions.  Participants are expected to complete the required course readings and activities as posted in each of the session assignment pages. Optional readings may also be completed, but are not mandatory. There will be a pre-workshop survey and a post-workshop survey.  Quizzes take place during the Orientation and Session Four. Participants are expected to score a minimum of 90% on all quizzes. Participants will complete a session project during Session One and a final course project throughout the duration of the course in Sessions Two, Three, Five and Six. An activity reflection is to be completed in Session Four. Completing each session is estimated to take between six and a half to seven hours. 

The Early Learning Milestones Template or the Kindergarten Milestones Template is to be completed during Session One and will be evaluated using the Milestones Rubric and a reflection of two conversations with a student is to be completed.  It will be assessed by a peer according to the Conversation Reflection Peer-Review Rubric. A Student Survey Results Form is to be completed in Session Two and the Course Project Template will be completed in Sessions 2, 3, 5 and 6. These will be assessed according to the Course Project Rubric which details expectations for the project. The project template is to be shared in the Discussion area for Rubric Review feedback from a peer using the Course Project Peer-Review Rubric and then be submitted to the Dropbox for facilitator review in each of these sessions. A  Phonological Awareness Reflection Document will be completed in Session Four and shared with colleagues. A quiz will also be taken in Session Four.

Discussion Participation

Participants will be evaluated weekly on the frequency and quality of their participation in the discussion forum. This course has dual discussion posting for each session. 

Participants are required to post a minimum of one substantial original posting each session in response to the discussion prompt for that session. They are to read all original messages by course participants and enough additional responses to make a total of 50% of the messages posted for that session. Participants are to respond thoughtfully to a minimum of two colleagues' original postings each session. Postings will be evaluated on their relevance, demonstrated understanding of course concepts, examples cited, and overall quality.

The guidelines for the discussions and how they will be evaluated are located in the Discussion Guidelines and the Checklist for Evaluating Discussion Postings. In certain discussions, participants will be asked to peer review others' projects using a peer-review rubric and the Rubric Review Help Guide.

Course Grading Expectations

All grades in the course gradebook must be a "C" for successful course completion.  A grade of "C" indicates that all work has been completed and the work meets the expectations for that assignment.

Copyright and Plagiarism Information

All resources referenced during the course will be properly documented. 

Copyright guidelines are to be observed throughout the course project and all course activities.  All work associated with course projects, course assignments and course discussions will be original to each course participant. Fair use does not apply to the course project. 
Plagiarism, the reproduction of all or any part of another individual’s or organization’s work, by a course participant of work associated with the course project or other course assignments at any point during the course will result in no credit being awarded for the course  

Course projects are to be the work of an individual course participant. Group projects require special permission of the program coordinator, Donna Landin (dlandin@k12.wv.us).

Software Disclaimer

Participants are to seek assistance regarding the appropriate software programs to be downloaded when updating or installing new programs on their computers. Inappropriate downloads of software may result in malicious programs being installed on your computer.

Certificate of Completion

Upon successful completion of this course, EC Literacy, participants will receive a Certificate of Completion documenting successful completion of the course requirements. Certificates are distributed to each qualifying participant via email and by attachment to the course feedback in the Dropbox shortly after the completion of the course.

Content and Technology Standards

This workshop, EC Literacy, will help participants meet the ISTE Educational Technology Standards and Performance Indicators for All Teachers (https://www.iste.org/docs/pdfs/20-14_ISTE_Standards-T_PDF.pdf). For more information about Technology Integration visit: http://www.iste.org.

In addition, participants may reference specific WV Standards (http://wvde.state.wv.us/policies) as they engage in course content.

About this Course

This workshop was developed for the West Virginia Department of Education (http://wvde.state.wv.us

Original design (before format modifications) by EdTech Leaders Online (http://www.edtechleaders.org), a project of Education Development Center, Inc, © 2007.  All rights reserved.