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Supporting Literacy in Lower Elementary Classrooms*
 
Course Description
    

In this course, participants will explore how technology can support emerging literacy development in kindergarten through second grade. Participants will investigate tools that can help build phonemic awareness and word recognition. Participants will also explore strategies for integrating reading and writing with meaningful project-based activities, and learn about software tools for publishing student work and creating class books. Participants will develop ideas for a technology-enhanced lesson plan, and collect a number of resources for immediate classroom use.

*This course is appropriate for teachers of  who are currently teaching grades K-3 or have taught grades k-3 previously.

 
Course Syllabus
    

In this course, participants will explore how technology can support emerging literacy development in kindergarten through second grade. Participants will investigate tools that can help build phonemic awareness and word recognition. Participants will also explore strategies for integrating reading and writing with meaningful project-based activities, and learn about software tools for publishing student work and creating class books. Participants will develop ideas for a technology-enhanced lesson plan, and collect a number of resources for immediate classroom use.

 

Goals and Products

This course will enable participants to:

Develop a technology-enhanced lesson plan that addresses national and local curriculum standards;

Learn how technology can support emergent, beginning, and transition readers;

Learn how technology can support the writing process;

Develop a personal collection of web-based resources for curricular use;

Develop strategies for the ongoing assessment of students' literacy development.

 

Format and Requirements

This course is divided into six one-week sessions which each include readings, an activity, and an online discussion among course participants. The time for completing each session is estimated to be 6.5 to 7 hours.

The outline for the course is as follows:

Session One: Supporting Literacy

Session Two: Using the Internet to Build Emergent Reading Skills

Session Three: Building the Literacy Skills of All Learners with Software and Assistive Technologies

Session Four: Planning for Technology Integration in your Literacy Program

Session Five: Publishing Student Work

Session Six: Assessment Strategies

Course Requirements

Course participants are expected to complete weekly assignments, including active participation in the online discussion board. In addition, participants will develop and share their ideas to incorporate tools and strategies presented in the course into their own curricula. They will develop and record a list of online resources that support different aspects of literacy in the lower elementary classroom using a Literacy Resource Record Chart. It will be submitted to the facilitator in the dropbox during Sessions 3 and 5 and will assessed in using the Resource Record Rubric.  The charts will be shared with colleagues in Sessions 1 & 6 in the Discussion so that all may benefit from the resources located.

The final project will be a lesson plan completed throughout the course using the Template for Planning a Technology-Enhanced Lesson.  A draft will be submitted to the Session Two: Project Check dropbox folder in Session Two for facilitator feedback based on the Session 1-2 Rubric and the final completed project will be submitted to the Final Course Project dropbox folder in Session Six for feedback based on the Final Project Rubric. In addition, the template will be shared in the Discussion forum for PQP peer review during Session Six.

A Sample Lesson Plan is also available, to help stimulate participantsÂ’ thinking. The Sample Lesson Plan provides a context for how technology-enhanced activities can be integrated with non-technology activities and tied to a specific children's book or curriculum area.

Prerequisites

This is an introductory course for teachers, technology specialists, curriculum specialists, professional development specialists, or other school personnel. Participants are expected to have regular access to computers, and proficiency with email and current web-browsers.

 

Assessment of Progress

Readings and Activities:

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.

 

Orientation Quiz & Pre & Post Course Surveys: 

Participants must complete an Orientation Quiz with a score of 90% or higher. In addition, participants are expected to complete both a pre-course and a post-course surveys. The Orientation Survey is to be completed by Sunday during the Orientation Session and the Final Survey is to be completed by Sunday during Session Six.

Discussion Participation: 

Participants will be evaluated weekly on the frequency and quality of their participation in the discussion forum.  Participants are required to post a minimum of one substantial original posting each session in response to the discussion prompt for that session by Sunday evening. Participants are to respond thoughtfully to a minimum of two colleagues' original postings each session by Monday evening. 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 by Tuesday evening. Postings will be evaluated on their relevance, demonstrated understanding of course concepts, examples cited and overall quality.

Copyright and Plagiarism

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.

Grades

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.

The grade scheme for this course will be:

C = all work meets the guidelines provided
I = the work submitted is incomplete and/or does not meet the guidelines provided
N = no work has been submitted

 

Certificates of Completion

Upon successful completion of this course, Supporting Literacy in the Lower Elementary Classroom,  participants will receive a Certificate of Completion documenting successful completion of the course requirements. Certificates are distributed to each qualifying participant as a file attachment to the Session Six Dropbox shortly after the completion of the course.  Certificates of Completion are not recognized as being an official course transcript.

 

Non-degree Graduate Credit Information

Participants in this course are eligible to receive non-degree graduate credits from either West Virginia University, Concord University, West Virginia State University or Marshall University. Credits will be awarded at the end of the semester in which the course occurs. Additional information is available on the course News/Welcome Page.

 

Content and Technology Standards

This course, Supporting Literacy in Lower Elementary Classrooms, will help participants learn and apply the following Common Core English Language Arts Anchor Standards in their teaching:

Reading:

Key Ideas and Details
1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

 

Craft and Structure
4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

 

Range of Reading and Level of Text Complexity
10. Read and comprehend complex literary and informational texts independently and proficiently.

Writing:

Production and Distribution of Writing
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

Language:

Conventions of Standard English
3. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Vocabulary Acquisition and Use
4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.

© 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.

This course will help teachers to enable their students to meet the following English Language Arts Standards as defined by the NCTE, The National Council of Teachers of English

8. Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.

11. Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.

12. Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).

In addition, this course will help participants meet the following ISTE Educational Technology Standards and Performance Indicators for All Teachers

2. Design and Develop Digital-Age Learning Experiences and Assessments Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS•S. Teachers:

3. Model Digital-Age Work and Learning Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society.

5. Engage in Professional Growth and Leadership Teachers continuously improve their professional practice, model lifelong learning, and exhibit leadership in their school and professional community by promoting and demonstrating the effective use of digital tools and resources.

For more information about Technology Integration visit: http://www.iste.org

About This Course

This course was developed by EdTech Leaders Online (http://edtechleaders.org) at Education Development Center. EdTech Leaders Online provides capacity building, training, and online courses for school districts, state departments of education, and colleges and universities.

© 2010 Education Development Center, Inc., through its project, EdTech Leaders® Online, http://edtechleaders.org. All rights reserved.