5 Course Details

Course Outline

Our Vision

Healthy, prosperous, vibrant learners and communities through transformative

learning experiences built on a foundation of Indigenous Knowledge.

Our Mission

To share unique educational experiences, rooted in Indigenous knowledge,

thereby enhancing the strength of learners and communities

Course Name	Language and Literacy
Course Code	ECE110	Semester #	1		Location	Virtual – ECE D Nov. 7 – 11, 2022
Faculty	Sara Riley	Phone/Ext.			Email	sarar@faculty.fnti.net
Total Hours	30	Version #			Program	ECE
Prerequisite	None
General Education Course	No
Credit Value	2
Cultural Advisor	Elaine Wrightman
SSF	Alicia Lott
Prepared By	Sara Riley			Date:
Approved By	Marilyn Plunkett			Date:

COURSE DESCRIPTION:

This course is designed to enable the student to apply their knowledge of child development in order to create a child-centered approach to enhancing language and literacy skills. Student will explore the concepts of listening, speaking, reading, and writing and will integrate developmentally appropriate practices to encourage learning in the domain of communication. Various forms of literature and effective means of sharing stories will be explored. Students will study how to integrate language arts learning across all areas of development in order to facilitate a holistic approach to learning.

Participation, Attendance and Communication Statement

All programs at FNTI are offered through intense mode delivery. Teaching and learning are shared in the virtual classroom through the facilitation of faculty, cultural advisors, student success facilitators, peer group work as well as self-guided learning throughout the entire duration of course delivery weeks.

• To meet the minimal threshold of cultural, vocational and learning outcomes for each course, each of the following applies:
• FNTI requires that students attend all of the course’s contact hours with faculty, cultural advisors, student success facilitators and peers. With advanced notice, or in the case of emergency, students may be permitted to miss up to one day’s live Zoom delivery or be excused from live Zoom classes for a maximum of 20% (10% for Aviation program) of the course’s overall contact hours. Contact hours are detailed in the course outline published on Brightspace for each course and are available to students at least five (5) business days in advance of the beginning of the live course delivery. The virtual classroom is an experiential learning environment and students are required to attend in order to meet the standards related to the learning outcomes of the course. These outcomes are directly linked to the provincial association that governs the profession associated with your credential.
• Students are required to meet all assignment deadlines and fulfill all course requirements as published in the course outline on Brightspace. Students must complete and submit all assigned work, written or verbal, in order to receive consideration for a passing grade. Extenuating circumstances will be considered on an individual basis.
• Communication: email is sent regularly from administration and from your learning team and could require time sensitive responses. During the course period, make a practice of checking your FNTI email on a daily basis.

FNTI understands that each learner carries unique gifts and may learn differently, all of which creates a dynamic and engaging classroom environment. We also understand that we sometimes face unforeseeable circumstances. As a student, if you are aware that you need support to meet the above standards, please connect with your student success facilitator prior to the beginning of the first day, or in the case of an emergency.

 

FRAMEWORK FOR HEALING

Skennen or Peace:

This is the first and main principles of the Great Law of Peace. People can cultivate the good feelings of friendship, love and honour amongst us. We have been instructed to use our Spiritual gifts to create and strengthen our truthfulness, charity, home and unity so the People will have one mind, one body and one life. As Skennen spreads over the people, all of the nations will become one nation and all People will be one family.

Ganikwiyo or Ka’nikonhri:yo, the Good Mind:

People can share their strength by using the power of reason and rational thought to determine the truth of existence. Harmony is possible when all minds come together in their concepts of the universal truths. Ultimately some things have to be taken on belief, with trust, confidence and obedience that the results will be beneficial. People must render constant thanks and homage for what they have – the changes in the seasons, the life-giving foods, life itself, our social protocols, and good fortune.

Gendao or Atenitennitshera, Showing Compassion/Empathy:

We must give people three chances to reform their evil ways, but only murder and rape cannot be forgiven. We must help people learn our way of life, and not just criticize them for they don’t know, or what they may be struggling with. We should have compassion and pity – understand or feel for someone. Generosity is an expression of friendship and sharing, essential aspects of our lives. Reciprocity is important. Need to understand that their thistles are a result of life’s hardships. Need to look beyond the thistles to their essence. One needs compassion to do that.

Ganokwasra (Kanoronhkwathsera), Showing Deep Caring or Love:

People must speak the truth and not use words to be hurtful or duplicitous. Respect for parents, children, the elders, for family, and community leaders must always be shown. Respect is earned by the conduct of the people. Children must be respectful of their parents and relatives.

Gasahtsra or Ka’shastenhsera, Sharing Strength:

The life force within each of us is immortal and connects us to the spirit world. Its healthiness affects our daily existence and we need to pay attention to our spiritual, emotional, physical and intellectual needs. People must give the best effort they can in all things. Courageous actions are important. From time to time we need to take risks, not foolishly, but for the benefit of the family, community or nation.

Awehaode – Kind Soft Words (Kawenniyo or good words, in Mohawk):

We are not to use harsh words. Our words should be kind to show that we care for each other. There is no swearing in the Haudenosaunee languages.

Gaskyoanyg or Kahre’tsyaronhsera – Words of Encouragement:

We should be bringing up the good words of Mother Earth to encourage people to do their best, and acknowledge the effort that people are making.

(Winnie Thomas and Norma General of Awehaode Communications

Grand River Territory as captured by Rick Hill)

Anishinaabe Mino Bimadiziwin principles

Upon completion, the student will have participated in this course in a manner that reflects their knowledge, understanding and adherence to the principles of Mino Bimaadiziwin:

Anishinaabemowin (Speaking) – communicate and express ourselves with the creator and each other.

Anishinaabe Inaadiziwin (Behaving) – act and live in a manner that enables us to develop to our fullest

Anishinaabe Inedamowin (Thinking) – engaging our minds to the maximum intellectual, spiritual and intuitive capacity

Anishinaabe Gikendaasowin (Knowing) – advance and carry on the knowledge of our origins and way of life

Anishinaabe Izhichigewin (Doing) – employ your skills to contribute and build a better community

Anishinaabe Enawendiwin (Relating to the Spirit/Creation) – build an all-encompassing relationship with the world around us

Gidakiiminaan (Responsibility to the Land) – care for the earth and be aware of its fragility.

These guiding principles will be integrated with the learning process and the Seven Grandfather Teachings to enable the student to achieve academic success and a sense of personal and professional achievement.

INDIGENOUS LEARNING OUTCOMES (ILOs) *Developed by the Indigenous Education Council from Confederation College (Thunder Bay). Used with permission

Relate principles of Indigenous knowledge to career field.	Knowledge Cosmos/Creation stories Decision making by consensus Pimatisiwin (Good Life) principles Justice Traditional dispute resolution Traditional medicines
	Amendments as per FNTI 2021 Sacred Bundles Circles; talking, sharing, healing, ceremonial, and teaching
	Skills Examine the key elements of North American Indigenous and Western worldviews Investigate Indigenous approaches to decision making Compare Indigenous and Euro-Canadian approaches to justice Examine traditional approaches to health and wellness Relate principles of Indigenous knowledge to community wellness
	Amendments as per FNTI 2021 Apply Indigenous knowledge and protocols Circle processes Explain the Creation Story and its importance in your life
Analyze the impact of colonialism on Indigenous communities.	Knowledge Post-colonial theory and decolonization Marginalization and dispossession of Indigenous communities Residential school experiences Agricultural displacement of Indigenous farming families Self-determination principles
	Amendments as per FNTI 2021 Papal bull- Doctrine of discovery
	Skills Contrast perceptions of colonialism Relate colonial policies to contemporary Indigenous contexts Analyse examples of assimilationist policies in relation to Indigenous families Analyse contemporary assertions of Indigenous sovereignty, self-determination, and sustainability
	Amendments as per FNTI 2021 Document the impact of inter-generational trauma Explain the effect of the Doctrine of Discovery and its impact on Indigenous People of North America
Explain the relationship between land and identity within Indigenous Societies.	Knowledge Principles of responsibility among Indigenous societies The Anishinaabe Seven Grandfathers Teachings Connection between land and identity
	Amendments as per FNTI 2021 Define the concept of Land acknowledgement
	Skills Apply concepts of responsibility to community development Create a code of ethics based on the Anishinaabe Seven Grandfather Teachings Relate examples of oral tradition to Indigenous People in relation to land Investigate the significance of traditional ecological knowledge
	Amendments as per FNTI 2021 Develop a land acknowledgement statement
Compare Indigenous and Canadian perceptions of inclusion and diversity.	Knowledge Demographics; local, provincial, regional, national Indigenous views of inclusion Colonialism/settler governments, and immigration Multiculturalism in Canada Social change
	Skills Examine inclusion and diversity from an Indigenous perspective Analyze Canadian perceptions of inclusion and diversity Explain the effect of Canada’s multicultural policies on Indigenous people Examine theories of social change
Analyse racism in relation to Indigenous peoples	Knowledge Government legislation Constitutional recognition of Indigenous peoples The Canadian Charter of Rights and Freedoms Representation and the media The meaning of privilege
	Skills Investigate the concept of racism Analyse legislation and government policies related to racism Examine current and historical examples of racism in relation to Indigenous peoples Examine common misrepresentations of Indigenous people Analyze the concept of privilege
Generate strategies for reconciling Indigenous and Canadian relations.	Knowledge Political discourse between Indigenous people and various levels of government Political advocacy by Indigenous leaders and communities Truth and Reconciliation Commission Approaches to Indigenous community development and partnerships
	Skills Describe current formalized approaches to reconciliation. Analyze the effects of the Truth and Reconciliation Commission of Canada Distinguish between self-determination and self-governance Formulate strategies towards the reconciliation of Indigenous and Canadian relations
Formulate approaches for engaging Indigenous community partners.	Knowledge Indigenous community organizations Ethical approach to working with Indigenous communities Individual and community needs Alternative approaches that reflect community development principles
	Skills Examine local community organizations and resources Analyse Indigenous community partnerships Examine approaches for working with Indigenous communities Prepare a principled approach to working with Indigenous partners
Values for all Indigenous learning outcomes Appreciate the importance of historical context Recognize and respect people’s diversity Openness to individual differences Be socially responsible and contribute to your community Willingness to learn Values lifelong learning

COURSE LEARNING OUTCOMES (CLOs)

Upon completion of this course, the student will have reliably demonstrated the ability to:

1.0 Demonstrate an understanding of language development in children.	1.1 Describe the beginning stages of communication from infancy through preschool. 1.2 Identify speaking, listening, reading, and writing as components of language arts. 1.3 Explain developmentally appropriate ways to facilitate language development in early childhood. 1.5 Define the terms language and literacy and explain how they differ.
2.0 Explain how to create and support effective language and literacy programs.	2.1 Demonstrate an understanding of how to select developmentally appropriate materials. 2.2 Explain how to incorporate language development across the curriculum. 2.3 Create child directed, hands on, meaningful learning experiences. 2.4 Recognize the role of play in language development.
3.0 Describe how to enhance language through literacy learning experiences.	3.1 Recognize developmentally appropriate practices for supporting language learning. 3.2 Describe the purpose and benefits of reading aloud to young children. 3.3 Recognize the various styles of poetry and how they support language development. 3.4 Identify various types of stories and literature and different methods of sharing. 3.5 Explore culturally diverse language experiences. 3.6 Review children’s stories for overt/covert bias content. 3.7 Recognize the value of motivating children to want to engage in literacy experiences. 3.8 Compose meaningful questions to scaffold and support creative thinking and reflection of language and literacy experiences.
4.0 Recognize how to facilitate development of reading and writing skills in early learners.	4.1 Identify the goals of instruction. 4.2 Explain the fundamentals of printing and reading. 4.3 Demonstrate an understanding of how to plan and support printing and reading skills 4.4 Recognize the role of the educator in supporting reading and writing development. 4.5 Explore various, creative methods to teaching reading and writing skills to young children.
5.0 Demonstrate knowledge in creating an environment that supports language and literacy development.	5.1 Select appropriate materials and resources to support language arts for children ages 0 – 12 years. 5.2 Integrate appropriate technology into the learning environment. 5.3 Relate language to all areas of development to support a holistic approach to learning. 5.4 Describe how to set up learning experiences to enhance specific language skills. 5.5 Support language learning beyond the classroom environment. 5.6 List ways to observe and modify the learning environment to support the diverse needs of the children. 5.7 Demonstrate knowledge in setting up a learning environment to facilitate exploration of language through play.
6.0 Analyze various language disorders and difficulties that may present in early childhood.	6.1 Describe common language disorders. 6.2 Identify indicators of various language disorders. 6.3 Explain how to support language experiences for children with diverse needs. 6.4 Describe how to create an inclusive environment to encourage successful learning for all children.
7.0 Explore the impact of Digital/ Media Literacy on the developing child.	7.1 Define the terms digital and media literacy. 7.2 Recognize age appropriate opportunities to explore/ create digital literacy. 7.3 Explore the impact of digital literacy on children of various ages. 7.4 Identify the competencies associated with digital literacy. 7.5 Describe the term digital citizenship and it’s impact on the developing child. 7.6 Recognize ways in which we can support digital competencies within the learning environment.
8.0 Demonstrate the ability to meet course requirements and display professional skills required within the field of Early Childhood Education.	8.1 Consistently and punctually attend all classes as scheduled. 8.2 Comprehensively complete all tasks assigned in the course, according to the deadlines as outlined. 8.3 Demonstrate professional and presentable conduct conducive to working with those of a vulnerable sector, at all times. 8.4 Display the capabilities of safely and competently engaging with young children and their perspective agencies. 8.5 Demonstrate the ability to follow the College of Early Childhood Educators Code of Ethics and Standards of Practice within the classroom setting. 8.6 Display the ability to work collaboratively and effectively with peer groups and professors. 8.7 Review and adhere to the policies of the Early Childhood Education Program, Canadore College and FNTI.

 

PROGRAM OUTCOMES

This course contributes to the following Ministry of Colleges and Universities approved program learning outcomes (PLO):

Early Childhood Education

1. Create learning contexts to enable, build and maintain caring, responsive relationships in partnerships with children, families, and communities that value and respect social, cultural and linguistic diversity including Indigenous peoples’ worldviews and Francophone identity.

2. Co-create, facilitate and reflect upon inquiry and play-based early years and childcare programs and pedagogical approaches to support children’s learning, holistic development and well-being following children’s capabilities, interests, ideas and experiences.

5. Use observation strategies to identify children’s strengths and challenges and to ascertain when children and families might benefit from additional support or community resources.

9. Create and engage in partnerships with families, communities, colleagues, interdisciplinary professional, authorities and child service agencies to advocate for quality early years and childcare programs and services.

10. Engage in reflective practice and continuous professional learning in accordance with principles of lifelong learning, evidence-informed practices in the early years sector and requirements of the College of Early Childhood Educators.

ESSENTIAL EMPLOYABILITY SKILLS

This course contributes to the following Ministry of Colleges and Universities approved essential employability skills (EES) outcomes: 

1. Communicate clearly, concisely, and correctly in the written, spoken, and visual form that fulfils the purpose and meets the needs of the audience. 

2. Respond to written, spoken, or visual messages in a manner that ensures effective communication.

4. Apply a systematic approach to solve problems.

5. Use a variety of thinking skills to anticipate and solve problems. 

7. Analyse, evaluate, and apply relevant information from a variety of sources. 

8. Show respect for the diverse opinions, values, belief systems, and contributions of others. 

9. Interact with others in groups or teams in ways that contribute to effective working relationships and the achievement of goals.

10. Manage the use of time and other resources to complete projects.

11. Take responsibility for one’s own actions, decisions, and consequences.

ASSESSMENT PLAN

Learners will be graded on the following activities:

	Evaluation Methodology	Due Date	Percentage
1.	ECE110 Assignment 1 – Favourite Book and Follow-up Activities	Tuesday November 8th, 2022 and Friday November 11, 2022	30
2.	ECE110 Assignment 2 – Resource Examination	Sunday November 13, 2022	35
3.	ECE110 Assignment 3 – Play-Based Learning Resource	Thursday November 17th, 2022	35

Student Progression Statement:

This course outline is a contract between the learner and First Nations Technical Institute (FNTI), outlining the responsibilities of the learner and the institute.

FNTI is a learner centered, Indigenous, higher education institution. Student success is at the core of our guiding principles. Wherever possible, accommodations will be made to ensure students have ample opportunity to complete assignments and tests. In cases where assignments are not submitted on time, the following procedures will apply:

Communication: Any requests regarding the submission of a late assignment, test etc., must be emailed to the instructor of the class (for approval) and to the Student Success Facilitator (for tracking purposes). Only requests that have been acknowledged through email should be considered to have been approved.

Late penalties: Any assignments not submitted on time (meaning either the due date outlined in the syllabus or the alternate due date negotiated with the instructor) will be deducted 10% per day. Anything submitted past the 5th day will not be considered for marking.

In special circumstances, an assignment may be submitted to the instructor for consideration beyond the 5th day. If the instructor accepts the assignment, it may be considered only for a passing mark, which is 50%.

GRADING SYSTEM (For a detailed description please refer to the Academic Calendar)

A+:90-100%	B+:	77-79%	C+:65-69%	D:50-54%	S – Satisfactory
A:85-89%	B:	73-76%	C:60-64%	F:0-49%	I – Incomplete
A-:80-84%	B-:	70-72%	D+:55-59%		F – Repeat course

WAIVER OF RESPONSIBILITY

Every attempt is made to ensure the accuracy of this information as of the date of publication. The institute reserves the right to modify, change, add, or delete content.

HISTORICAL COURSE OUTLINES

Students use course outlines to support their learning. Students are responsible for retaining course outlines for future use in applications for transfer of credit to other educational institutions.

ACADEMIC HONESTY

Academic honesty includes but is not limited to using someone else’s words, ideas, opinion, or facts as though they were your own; giving or receiving answers and/or possessing unauthorized material or electronic devices during a test/examination.

Academic dishonesty is an act or instance of using or closely imitating the language and thoughts of another without authorization and the representation of that person’s work as one’s own, as by not crediting the original author; is also referred to as cheating and/or plagiarism.

OTHER ACADEMIC POLICIES

For further information on Academic Policies go to: https://www.canadorecollege.ca/about/policies.

Important Contact Information

As you make your way through this course, you will have lots of support. Here are the people you can reach out to at FNTI.

Your Instructor

Sara Riley Email: sarar@faculty.fnti.net

Your Student Success Facilitator

Alicia Lott Email: alicial@fnti.net

Your Cultural Advisor

Elaine Wrightman Email: elainew@faculty.fnti.net

Technical Assistance

If you experience challenges with the technology that is being used in your course (Zoom, for example), you should contact the following support:

Brightspace SupportEmail: D2LSupport@fnti.net

Course Expectations

My Expectations of You  

I expect all students to be as active online as you would be in the classroom. You can think of the Zoom sessions as your Virtual Classroom.  A minimum of 80% attendance is required to receive a passing grade.

Be mindful of confidentiality.

Be kind, respectful, empowering and supportive in class as we are all learning.

Unless speaking, have your mic muted and camera on for assessment purposes.

Meet the deadlines and fulfill all course requirements. All assignments must be submitted to be considered successful in this course.

Be prepared. Access and utilize the course material in Brightspace. Complete daily homework activities to be ready for in-class discussions.

Adhere to all FNTI Policies and Procedures.  Please make sure you read and become familiar with FNTI student policies and Zoom etiquette.

Notify me or the SSF in advance of any expected absences from the scheduled Zoom class time.

What you can expect of Me

Class announcements will be posted on the homepage in Brightspace.

I will return emails within 48 hours.

Your assignments will be graded in Brightspace within 2 weeks of submission. If your assignment requires revision, it will be returned with notes for consideration prior to resubmission.