PRE-SCHOOL TEACHING
Bachelor TR-NQF-HE: Level 6 QF-EHEA: First Cycle EQF-LLL: Level 6

Course Introduction and Application Information

Course Code Course Name Semester Theoretical Practical Credit ECTS
ECE2020 Reading Methods for Early Childhood Fall
Spring
 3 0 3 6
The course opens with the approval of the Department at the beginning of each semester

Basic information

Language of instruction: En
Type of course: Departmental Elective
Course Level: Bachelor
Mode of Delivery: Face to face
Course Coordinator : Assoc. Prof. SEDA SARAÇ
Course Objectives: 1. Demonstrates an understanding of the interrelation of reading and writing, and listening and speaking.
2. Uses instructional and information technologies to support literacy learning.
3. Demonstrates understanding of emergent literacy and designs experiences to support it.
4. Uses effective techniques and strategies to ensure children's literacy development and growth.
5. Teaches students to connect prior knowledge with new information.
6. Provides opportunities to locate and use a variety of print, nonprint, and electronic reference strategies.
7. Selects and evaluates instructional materials for literacy, including those that are technology-based.
8. Teaches students planning strategies most appropriate for particular kinds of writing.
9. Teaches students to draft, revise, and edit their writing.

Learning Outputs

The students who have succeeded in this course;
1. Ogrenciler okumanın ve yazmanın; dinlemenin ve konuşmanın ilişkisine yönelik bir anlayış geliştiricekler.
2. Ogrenciler okuryazarlık öğrenmeyi desteklemek için öğretim ve bilgi teknolojilerini kullanıcaklar.
3. Ogrenciler bunu desteklemek için gelişen okuryazarlık ve dizaynların kavrayışlarını kuracaklar.
4. Ogrenciler cocukların okuma-yazma gelişimini ve büyümesini sağlamak için etkili teknikleri ve stratejileri kullanıcaklar.
5. Öğrencilere yeni bir bilgiyi eski bir bilgiyle bağlantılamayı öğrenmis olacaklar.
6. Basılı, basılı olmayan ve elektronik başvuru stratejileri bulmak ve kullanmak için fırsatlar sağlana bilecekler.
7. Teknoloji tabanlı olanlar da dahil olmak üzere okur-yazarlık için öğretim materyallerini seçip değerlendirebilecekler.
8. Öğrencilere bazı yazı türleri için en uygun stratejileri planlamayı öğretir.
9. Öğrencilere kendi yazılarının taslağını oluşturmayı, gözden geçirmeyi ve düzenlemeyi öğrenir.

Course Content

This course places an emphasis on reading and writing processes and applications. The focus will be on teaching children to consider themselves to be readers and writers . Comprehension strategies such as predicting & confirming, retellings, language experience activities, and literature circles and literature response activities will be connected to age appropriate experiences for the authoring process, literature appreciation, and authentic oral and silent reading practices. Appropriate use of a variety of techinques such as, language/literacy immersion, multicultural literature, authentic assessment ,teaching to the multiple intelligences and the use of research and technology in the teaching of reading will help teacher candidates learn to teach to the individual and meet the individual needs of each child.

Weekly Detailed Course Contents

Week Subject Related Preparation
1) silent reading
2) oral reading strategies
3) predictable books, literature circles, jackdaws, & reader response activities
4) the writing process
5) writing prompts Chapter 3
6) revising & editing
7) writing prompts Chapter 7
8) making books
9) Sharing books
10) Reading Comprehension
11) pre-, during, post reading strategies reading strategies (3-4 yrs.) reading strategies (K-1) reading strategies (2-3)
12) retellings
13) Assessment
14) lesson presentation

Sources

Course Notes: Cunningham, Patricia M. & Richard L. Allington. (2007) Classrooms that work; they can all read and write. Pearson: New York.
References: Morrow, Lesley M. (2012) Literacy Development in the Early Years. Pearson: New York. Bear, D. Helman, I.., Invernizzi, M., Templeton,, S., & Johnston, F. (2007), Words Their Way With English Learners. Upper Saddle River NJ: Merril Prentice Hall.

Evaluation System

Semester Requirements Number of Activities Level of Contribution
Attendance % 0
Laboratory % 0
Application % 0
Field Work % 0
Special Course Internship (Work Placement) % 0
Quizzes % 0
Homework Assignments % 0
Presentation % 0
Project % 0
Seminar % 0
Midterms % 0
Preliminary Jury % 0
Final % 0
Paper Submission % 0
Jury % 0
Bütünleme % 0
Total % 0
PERCENTAGE OF SEMESTER WORK % 0
PERCENTAGE OF FINAL WORK % 0
Total % 0

ECTS / Workload Table

Activities Number of Activities Duration (Hours) Workload
Course Hours 14 3 42
Laboratory 6 10 60
Application 0 0 0
Special Course Internship (Work Placement) 0 0 0
Field Work 0 0 0
Study Hours Out of Class 14 2 28
Presentations / Seminar 1 1 1
Project 0 0 0
Homework Assignments 10 1 10
Quizzes 2 2 4
Preliminary Jury 0 0 0
Midterms 1 2 2
Paper Submission 0 0 0
Jury 0 0 0
Final 1 2 2
Total Workload 149

Contribution of Learning Outcomes to Programme Outcomes

No Effect 1 Lowest 2 Low 3 Average 4 High 5 Highest
           
Program Outcomes Level of Contribution
1) Analyze and demonstrate knowledge of concepts, ideas, applications in early childhood education and to be able to evaluate them critically.
2) To understand and know the developmental and learning capacities of 0-66 month old children and to reflect these to their education process.
3) Implementation of the subject matter, pedagogical and professional knowledge necessary for early childhood education.
4) Create teaching potential for 0-66 months old children regarding their multidimensional developmental process including skills and attitudes and behavior applicable to life.
5) To know how to develop, apply and evaluate learning mediums with sıitable education programs, teaching approach and methods and techniques which is flexible for each individual child .
6) To know and apply the necessary measurement and assessmant techniques suitable for early childhood educaton.
7) To develop and apply projects that supports children, families and individuals in the community and contributing positively to their developmental process.
8) To integrate the knowledge and experience of working together with different programs and different age groups.
9) To demonstrate the commitment to early childhood profession, professionalism,life-long learning and professional growth.
10) To cooperate and collaborate with other individuals and community to bring awareness about early childhood education to society.
11) To be able to recognize problems in early childhood education, to bring scientifically acceptable solutions to these problems and participate effectively in projects leading to such solutions.
12) Demonstrate knowledge of the laws, regulations and policies related to early childhood education and act accordingly.
13) To demonstrate commitment to societial,scientific and professional values.
14) To recognize and respect different cultures and to be sensitive to individual and cultural differences.
15) To demonstrate competence and ethical approach in information and communication technologies.
16) To demonstrate English profiency in communicating, knowledge sharing and professional development areas of early childhood education.