| MATHEMATICS (TURKISH, PHD) | |||||
| PhD | TR-NQF-HE: Level 8 | QF-EHEA: Third Cycle | EQF-LLL: Level 8 | ||
| Course Code | Course Name | Semester | Theoretical | Practical | Credit | ECTS |
| ECE2020 | Reading Methods for Early Childhood | Fall | 3 | 0 | 3 | 6 |
| The course opens with the approval of the Department at the beginning of each semester |
| Language of instruction: | En |
| Type of course: | Departmental Elective |
| Course Level: | |
| 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. |
|
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. |
| 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. |
| 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 | ||
| 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. |
| 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 | |
| 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 | ||
| No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
| Program Outcomes | Level of Contribution |