Wilmington University College of Education and Liberal Arts
RDG 203
Bachelor of Science in Early Childhood Education (B-2)
Course Number: RDG 203
Course Title: Learner Development and Early Literacy
Faculty Contact Information:
Course Description: In this course, teacher candidates develop a solid and comprehensive understanding of research-based instructional practices surrounding the pillars of evidence-based reading instruction: Oral Language, Phonemic Awareness, Fluency, Vocabulary, and Comprehension. Specifically, instruction includes a multi-componential instructional focus on all of the following components of evidence-based reading instruction: language acquisition, literacy development, phonological processing, phonics and word recognition development, spelling, fluency and automaticity development, vocabulary development, text comprehension development, assessment administration and interpretation, letter formation, orthographic processing, morphological awareness, structure of language, language-based learning disabilities, written expression, and interventions for struggling readers. Teacher candidates examine language and its relationship to developing literacy in English based on one’s native language. Teacher candidates develop an awareness of social and cultural language differences, language acquisition of young children across cultural and linguistic groups, assessment and instructional strategies of language and communication, and facilitation of literacy about the six components of reading.
Use of Video: The use of technology is an integral part of the teaching/learning process and a necessary skill for success in teaching. As such, teacher candidates will engage in multiple forms of assessment including but not limited to creating and uploading digital recordings of various forms for evaluation and guidance. Candidate work is uploaded to secure sites and is not available to the public.
Minimum Time Requirements (in clock hours):
College Education Program Attributes
The manner in which we prepare educational personnel is informed by eight essential attributes:
1. ensuring that programs are knowledge-based;
2. viewing educational personnel as learners, including a focus on deconstructing past experiences as learners in coursework and field experiences and developing appropriate knowledge of the content and discourse of the disciplines to be taught;
3. contextual and cultural sensitivity;
4. facilitating inquiry and reflection, i.e., providing structured opportunities for critical reflection on and acting in one’s daily work;
5. enabling authentic participation, collegiality and collaboration;
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© 2024. Wilmington University. All Rights Reserved. This syllabus and its contents are the intellectual property of Wilmington University. Unauthorized reproduction, distribution, or modification, in whole or in part, is strictly prohibited without written permission from Wilmington University.
6. building an ongoing developmental program that allows for continuous improvement, experimentation, and professional growth;
7. ensuring that programs are standards-driven; and
8. ensuring that programs promote the effective use of technology.
Delaware Teacher Standards: Interstate Teacher Assessment and Support Consortium (InTASC)
Specialized Professional Association Standards: NAEYC Professional Standards and Competencies
Technology Standards: International Society for Technology in Education (ISTE)
Wilmington University Graduation Competencies: Undergraduate Educational Competencies
Dispositions: Model Code of Ethics for Educators
Delaware Teacher Growth and Support System: DTGSS
Common Core Standards for ELA: ELA
Global Awareness: Global awareness is knowledge of the interrelatedness of local, global, and international cultures. It is the understanding that our world is an interconnected system. Cultivating global awareness involves the ability to understand, respect, and get curious about challenges, trends, and systems present on a global level. College of Education and Liberal Arts Educator Preparation Programs foster global awareness by preparing and empowering teacher candidates to integrate that knowledge in their PreK - 12 classrooms. By utilizing stories and experiences that highlight global perspectives, young learners explore the world beyond their immediate surroundings, fostering a sense of curiosity and wonder about different cultures.
Cultural Differences: Culturally responsive practices acknowledge and honor the experiences and perspectives of children and their families as a tool to support them more effectively. This practice emphasizes the incorporation of different perspectives that create an inclusive, relevant, and supportive environment for learners from various backgrounds. The College of Education and Liberal Arts Educator Preparation Programs incorporate culturally relevant instruction that integrates a wide variety of instructional strategies connected to different approaches to learning. Candidates will learn and apply strategies to create a nurturing and supportive classroom environment that embraces cultural differences and respects individual identities.
Learning Methods: A variety of teaching methods including inquiry–based learning, game-based learning, personalized learning, differentiated instruction, collaborative projects, and class participation will be used in a student-centered approach to learning. Candidates will engage in observation, reflection, and analysis of teacher practice. Candidates will utilize reflective practices in planning for and evaluating instruction. Candidates are encouraged to move from passive receivers of information to active participants in their learning, where creativity and innovation are encouraged. The purposeful integration of technology is required.
Driving Question for the Course: How can we develop literacy skills in early learners, being mindful of the connection between the evidence-based reading and literacy skills?
To address this, we will consider these four related questions:
How do the essential aspects of oral language, phonemic awareness, phonics, fluency, comprehension, and vocabulary connect and grow through systematic instruction?
How does literacy assessment data, both formative and summative, enable educators to plan for structured literacy instruction and promote equity and diversity in inclusive classrooms?
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How does the selection of intentional, systematic literacy strategies support the development of literacy in all learners?
How can educators use their knowledge of the integrated learning progressions of literacy development to plan cohesive sequences of instruction?
Learning Outcome 1 – Candidates make informed decisions about instruction guided by knowledge of children and assessment of children’s learning that result in the use of a variety of effective instructional practices that employ print, and digital appropriate resources. Instruction is delivered using a cohesive sequence of lessons and employing effective instructional practices. Candidates use explicit instruction and effective feedback as appropriate, and use whole class Candidates use flexible grouping arrangements, including small group and individual instruction to support effective instruction and improved learning for every child. (NAEYC Standard 1, 3 & 4, CAEP Standard 4)
Learning Activities/Performance Tasks:
1. Candidates will evaluate and plan inclusive environments to promote exploration, and risk-taking in literacy learning.
2. Candidates will evaluate various literacy lessons utilizing the DTGSS guidelines for teaching as a focus.
3. Candidates will design lessons to support instructional goals to engage students in meaningful learning in Word Recognition with attention to Language Comprehension.
4. Candidates will use the elements of Scarborough’s Rope to build coherence across multiple lessons.
5. Candidates will align literacy lesson sequences with both formative and summative assessment plans.
Assessment: Candidates will evaluate existing literacy lessons, design, and submit lesson plans, and create formative and summative assessments within the lesson.
Learning Outcome 2 – Candidates demonstrate and apply understandings of major concepts, skills, and practices, as they interpret disciplinary curricular standards and related expectations within research informed literacy instruction (NAEYC 5, CAEP Standard 2).
Learning Activities/Performance Tasks:
1. Candidates will develop pedagogical understanding within the context of teaching the progression of learning in early literacy skills through observation, exploration, and practice.
2. Candidates will develop formative and summative assessment opportunities to determine student proficiency related to lesson content.
3. Candidates will analyze formative and summative data to adapt and develop individualized and group instruction.
4. Candidates discuss and articulate an understanding of the progression of Oral Language, Phonemic Awareness, Fluency, Vocabulary, and Comprehension.
5. Candidates’ lesson and assessment design will reflect an understanding of the progression of Oral Language, Phonemic Awareness, Fluency, Vocabulary, and Comprehension.
Assessment: Candidates will work collaboratively to identify a variety of strategies to engage and motivate students in literacy. Candidates will explore the CCSS domains and practices to demonstrate an understanding of the teaching of early literacy.
Learning Outcome 3 – Candidates use their understanding of child growth and development, individual differences, and diverse families, cultures, and communities to plan and implement inclusive learning
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environments that provide each child with equitable access to high-quality learning experiences that engage and create learning opportunities for them to meet high standards. They work collaboratively with families to gain a holistic perspective on children’s strengths and needs and how to motivate their learning (NAEYC 1 & 3, CAEP Standard 1).
Learning Activities/Performance Tasks:
1. Candidates will design instruction with an understanding of students with exceptional needs, including those associated with disabilities and giftedness, and know how to use strategies/resources to address needs including language-based learning disabilities, and interventions for struggling readers.
2. Candidates will incorporate an understanding of language development into planning and instruction, including strategies for making reading and writing content accessible to English language learners and for evaluating and supporting their development of English proficiency.
3. Candidates will integrate digital-age tools purposefully to engage all learners in critical thinking, literacy assessment, and literacy development.
4. Candidates will plan for small group instruction to meet the literacy learning needs of young readers.
Assessment: Candidates will provide specific implications for instruction and assessment based on student individual differences, community, school, and classroom characteristics that may affect learning in a diverse classroom.
Learning Outcome 4 - Candidates demonstrate and apply understandings of major concepts, skills, and practices, as they interpret disciplinary curricular standards and related expectations within researchinformed literacy instruction (NAEYC Standard 5, CAEP Standard 2).
Learning Activities/Performance Tasks:
1. Candidates will develop activities, lessons, and assessments including a multi-componential instructional focus on evidence-based reading instruction including language acquisition, literacy development, phonological processing, phonics and word recognition development, spelling, fluency and automaticity development, assessment interpretation, letter formation, orthographic processing, and morphological awareness.
2. Candidates will articulate the importance of instruction demonstrating an understanding of the Simple View of Reading and Scarborough’s Rope.
3. Candidates will plan lessons to scaffold and differentiate reading instruction by stretching and supporting in the content, process, and product of the lesson to meet the needs of all learners.
4. Candidates will analyze high-quality reading instructional materials and discuss how to implement them based on students’ prior knowledge, world experiences, and interests.
Assessment: Candidates will apply their knowledge of evidence-based reading instruction to analyze coherency of instruction within high-quality instructional materials. 4 | Page
Week Week at a Glance Essential Questions
1 How can educators use evidence-based reading instruction to guide instructional planning to improve literacy achievement for all students?
2 What does evidence-based literacy instruction look like in practice related to oral language and phonology?
3 How can educators utilize high-leverage practices in phonics and word study to facilitate meaningful reading experiences for all learners?
4 How can educators use high-quality instructional materials to guide instructional planning to improve reading achievement for all students in fluency and other components of reading?
5 How can educators pose activities, extensions, and supports to position diverse learners to advance their reading understanding such as through vocabulary and comprehension development?
6 How can formative and summative assessments be used to guide instructional planning to assess and improve reading achievement for all students?
7 How can educators foster student engagement based on student individual differences, community, school, and classroom characteristics that may affect learning in a diverse classroom?
Assignments and Grading
1. Class Discussions (20%)
2. Lesson Plan Annotation and Analysis (15%)
3. SEA - Lesson Plans – Parts 1 & 2 (30%)
4. Class Assignments (25%)
5. Mock Teaching – Peer Review (10%)
These required projects are briefly described in the “Learning Outcomes” section of the syllabus. Additional details and resources, including Open Educational Resources (OERs), and the course outline, can be found on the course site.
Academic Policies
Procedure/Guidelines for Receiving Special Accommodations
College of Education and Liberal Arts Attendance Policy:
In the College of Education, faculty must approve all requests for absences that are exceptions to the University policy. Vacations are not considered legitimate reasons for missing classes. Faculty must be contacted prior to class in all cases except valid emergencies. Failure to obtain approval for exceptions may result in lowering the final passing grade or assigning a FA (failure due to absence).
Students who have registered for a course and never attended the class at all will receive a grade of NA (never attended). Early departures and late arrivals will be cumulative toward class absences. It is the student’s responsibility to obtain and complete assignments on the due dates. Students who register and enter the course on the drop/add date have four days to complete the first week’s assignments.
Course Materials: No Textbook Required
Course Reading List: A Closer Look at the Five Essential Components of Effective Reading Instruction: A Review of Scientifically Based Reading Research for Teachers
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Course Resource Links
Science of Reading Video
What Teachers Should Know About the Science of Reading National Reading Panel
Explicit Instruction video - https://youtu.be/Zc7y5fIC5qc
Structured External Assignment: Planning and Preparation
Using the Wilmington University Lesson Plan Format found within the SEA description on Canvas and Common Core Standards, the teacher candidate will complete and submit an age-appropriate lesson plan which include a variety of methods and materials to teach reading. The lesson must address cultural differences, different developmental levels, different learning styles and ability levels. It must also include both formative and summative assessment strategies, and digital-age learning experiences to plan, evaluate and strengthen instruction that will promote continuous intellectual, social, emotional, and physical development of each elementary student. The teacher candidate will facilitate one lesson to demonstrate the teaching of either language comprehension or word recognition, and to build student understanding for personal and social applications.