Language and Literacy for Young Learners
EDUC-42413
In this course, individuals will become familiar with the Language and Literacy strands of Listening, Speaking, Reading, and Writing. The development of skills in each of these areas provides background for acquiring knowledge regarding the foundational skills of reading. The California Preschool Foundations Volume 1 chapter 4 (Language and Literacy) and chapter 5 (English Language Development) serves as the core reading for this course. In addition, the Alignment of the California Preschool Foundations with Common Core standards is used to show the relationship of the Transitional Kindergarten and Kindergarten. Topics included with the discussion of each strand include child development as it relates to that area, the importance of skill development in each individual component of language and literacy and their interrelationship, and best practices of instruction, including differentiating instruction for diverse learners including dual language learners and students with special needs. Additional topics include the use of technology in the Transitional Kindergarten Program, creating a classroom environment supportive of language and literacy, and communication with families.
Course Information
Course sessions
Section ID:
Class type:
This course is entirely web-based and to be completed asynchronously between the published course start and end dates. Synchronous attendance is NOT required.
You will have access to your online course on the published start date OR 1 business day after your enrollment is confirmed if you enroll on or after the published start date.
Textbooks:
All course materials are included unless otherwise stated.
Policies:
- No refunds after: 2/18/2025
Schedule:
Instructor: Harriet Levine, M.Ed., M.A.
M.Ed. in Multicultural Studies and an M.A. in Reading & Literacy. She is completing a Ph.D. program in Special Education.
Harriet A Levine received a M.A. in Reading & Literacy and an M.Ed. in Multicultural Studies. Levine has many years of teaching experience in K-12 schools, and for the past 5 years, has worked in higher education. She has been an elementary classroom teacher in Los Angeles and Goleta, and from 1986 - 2008 was a reading specialist in The Goleta Union School District. Levine worked with student teachers and interns as a clinical supervisor at Loyola-Marymount University in Los Angeles, and now works as a support provider for clear credential candidates at UCLA. Currently, in addition to teaching for UC San Diego Extension, Harriet has a private practice as a reading specialist.
