In this course, teacher candidates will be introduced to the early and developing stages of young children’s oral and written literacy acquisition, situated in the contexts of family, community, and school. Teacher candidates will develop knowledge, skills, and dispositions that are critical to the playful, thoughtful, and intentional scaffolding of young children’s reading and writing development. In this course, teacher candidates will develop a philosophical and pedagogical foundation to inform their planning, teaching, learning, and assessment of the six integrated strands of English Language Arts (reading, writing, speaking, listening, viewing, and representing) in early years’ classrooms. Particular emphasis will be placed on approaches and strategies to support the development of young learners’ reading and writing conventions. Attention will be given to First Nations, Métis, and Inuit perspectives and ways of knowing, and culturally responsive practices that integrate the out of school experiences of linguistically and culturally diverse children and families into classroom learning. Weekly hours: 3 Lecture hoursPrerequisite(s): ECUR 307.3 Prerequisite(s) or Corequisite(s): Students pursuing the B.Ed. Direct Entry Program must complete EFDT 101.3; ECUR 163.3 or ECUR 164.3 or ECUR 165.3; EFDT 265.3 or ECUR 265.3; EPSE 202.3.
In this course, teacher candidates will be introduced to the early and developing stages of young children’s oral and written literacy acquisition, situated in the contexts of family, community, and school. Teacher candidates will develop knowledge, skills, and dispositions that are critical to the playful, thoughtful, and intentional scaffolding of young children’s reading and writing development. In this course, teacher candidates will develop a philosophical and pedagogical foundation to inform their planning, teaching, learning, and assessment of the six integrated strands of English Language Arts (reading, writing, speaking, listening, viewing, and representing) in early years’ classrooms. Particular emphasis will be placed on approaches and strategies to support the development of young learners’ reading and writing conventions. Attention will be given to First Nations, Métis, and Inuit perspectives and ways of knowing, and culturally responsive practices that integrate the out of school experiences of linguistically and culturally diverse children and families into classroom learning. Weekly hours: 3 Lecture hoursPrerequisite(s): ECUR 307.3 Prerequisite(s) or Corequisite(s): Students pursuing the B.Ed. Direct Entry Program must complete EFDT 101.3; ECUR 163.3 or ECUR 164.3 or ECUR 165.3; EFDT 265.3 or ECUR 265.3; EPSE 202.3.
