National University




General Course Information for ECE214: Oral Language & Read Aloud

Course: ECE214 - Oral Language & Read Aloud
Textbook: For the correct edition of the textbook assigned to a specific class, go to: http://www.nutextdirect.com

Course Prerequisite(s):

Recommended Preparation

Course Description: Focus is on how to recognize and implement appropriate strategies that support oral language and early literacy development of young children. Emphasis is on improving knowledge of language development and acquisition, early literacy including read alouds, and involvement of families in the process. Field experiences required.
Course Learning Outcomes:
  • Describe the normal sequential stages of language acquisition and development and the relationship between language and literacy development.
  • Utilize readaloud strategies with books including storytelling, poetry, puppets, felt boards and other creative ideas.
  • Create developmentally appropriate language, literature, and literacy activities that incorporate literacy tools and heighten awareness of spoken and written language in culturally respectful environments.
  • Demonstrate understanding through planning a developmental interwoven language arts program curriculum for early childhood that supports the development of the specific language and literacy child outcomes including listening and understanding, speaking and communicating, phonological awareness, book knowledge and appreciation, print awareness and concepts, early writing, and alphabet knowledge
  • Discuss the ability to provide a supportive literacy environment by providing access to quality literature, centers, and library and book nooks.
  • Explain the importance of developing and encouraging effective strategies for involving families in supporting language and literacy in young children.
Specified Program Learning Outcomes:
  • MAJOR IN EARLY CHILDHOOD EDUCATION
    • Demonstrate communication skills that meet ethical, professional and legal guidelines and necessary to effectively work with families, school personnel, and other professionals.
    • Demonstrate developmentally, linguistically, and culturally appropriate child-centered lessons, including cognitive, language, social, emotional and physical dimensions.
    • Identify cultural diversity as it pertains to early childhood teaching.

Students with Disabilities:
Students seeking special accommodations due to a disability must submit an application with supporting documentation, as explained under this subject heading in the General Catalog. Instructors are required to provide such accommodations if they receive written notification from the University.

Writing Across the Curriculum:
Students are expected to demonstrate writing skills in describing, analyzing and evaluating ideas and experiences. Written reports and research papers must follow specific standards regarding citations of an author's work within the text and references at the end of the paper. Students are encouraged to use the services of the University's Writing Center when preparing materials.

The following website provides information on APA, MLA, and other writing and citation styles that may be required for term papers and the like: http://nu.libguides.com/citations

National University Library:
National University Library supports academic rigor and student academic success by providing access to scholarly books and journals both electronically and in hard copy. Print materials may be accessed at the Library in San Diego or through document delivery for online and regional students. Librarians are available to provide training, reference assistance, and mentoring at the San Diego Library and virtually for online or regional students. Please take advantage of Library resources:

URL: http://www.nu.edu/library.

Contact the Library:

  • RefDesk@nu.edu
  • (858) 541-7900 (direct line)
  • 1-866-NU ACCESS x7900 (toll free)

Use the Library Training Tools (on the Library Homepage) for additional help

  • Recorded class presentations
  • Tutorials & Guides (APA/MLA, Peer-Review, and more)

Plagiarism:
Plagiarism is the presentation of someone else's ideas or work as one's own. Students must give credit for any information that is not either the result of original research or common knowledge. If a student borrows ideas or information from another author, he/she must acknowledge the author in the body of the text and on the reference page. Students found plagiarizing are subject to the penalties outlined in the Policies and Procedures section of the University Catalog, which may include a failing grade for the work in question or for the entire course. The following is one of many websites that provide helpful information concerning plagiarism for both students and faculty: http://www.indiana.edu/~wts/pamphlets/plagiarism.shtml

Ethics:
Ethical behavior in the classroom is required of every student. The course will identify ethical policies and practices relevant to course topics.

Technology:
Students are expected to be competent in using current technology appropriate for this discipline. Such technology may include word processing, spreadsheet, and presentation software. Use of the internet and e-mail may also be required.

Diversity:
Learning to work with and value diversity is essential in every class. Students are expected to exhibit an appreciation for multinational and gender diversity in the classroom.

Civility:
As a diverse community of learners, students must strive to work together in a setting of civility, tolerance, and respect for each other and for the instructor. Rules of classroom behavior (which apply to online as well as onsite courses) include but are not limited to the following:

  • Conflicting opinions among members of a class are to be respected and responded to in a professional manner.
  • Side conversations or other distracting behaviors are not to be engaged in during lectures, class discussions or presentations
  • There are to be no offensive comments, language, or gestures