| Course Title | Code | Semester | L+U Hour | Credits | ECTS |
|---|---|---|---|---|---|
| Primary Reading and Writing Teaching | SNZ205 | 3. Semester | 3 + 0 | 3.0 | 6.0 |
| Prerequisites | None |
| Language of Instruction | Turkish |
| Course Level | Undergraduate |
| Course Type | |
| Mode of delivery | Face to face |
| Course Coordinator |
Assoc. Prof. Dr. Yahya AYDIN |
| Instructors |
Yahya AYDIN |
| Assistants | |
| Goals | The aim of the course is to provide teacher candidates who understand the basic concepts, approaches, theories and techniques about teaching reading and writing, and perform reading and writing practices according to the characteristics of the first grade students. |
| Course Content | Relation between the definition process of reading-writing learning areas and learning areas, properties of Turkish, effects of these properties on early reading and writing, objectives and principles of teaching early reading and writing, basic features of first grade teachers and students, reasons for failure in teaching early reading and writing, tools and equepments used in teaching early reading and writing, methods used for teaching early reading and writing, early reading and writing teaching method indicated in Turkish curriculum, practices of teaching early reading and writing. |
| Learning Outcomes |
- Uses the basic concepts related to early reading and writing. - Explains the effect of sound, writing and language chacarestics of Turkish to teaching early reading and writing. - Extablishes a relationship between learning areas and teaching early reading and writing. - Explains the aims and the principles of teaching early reading and writing. - Evaluates the causes of diffuculties and failures that can be encountered in teaching early reading and writing based on the first grade students' developmental characteristics. - Evaluates the strenghts and weakness of the methods used in teaching early reading and writing with their superiority and limitations. - Explains the principles, characteristics, implementation process and stages of teaching reading and writing stated in Turkish curriculum. - Explains the role of teaching early reading and writing on developing students' high thinking skills. - Selects or designs appropriate tools and equepments for teaching early reading and writing. - Plans and applies the teaching-learning process in accordance with the steps of teaching early reading and writing method stated in Turkish curriculum. - Develops activities to improve the process and skills (sound, letter, syllable, word recognition, fluent reading, comprehension, etc.) of teaching early reading and writing. - Uses appropriate methods and techniques to evaluate the students' reading and writing skills. |
| Week | Topics | Learning Methods |
|---|---|---|
| 1. Week | Methods of teaching early reading and writing. | Course Hours Verbal Expression Practice Preparation, After Class Study |
| 2. Week | Developmental features of first grade students | Preparation, After Class Study Verbal Expression Course Hours |
| 3. Week | Characteristics of the Turkish curriculum and current changes in teaching early reading and writing | Course Hours Verbal Expression Preparation, After Class Study |
| 4. Week | Preparation for the activities of teaching early reading and writing. (Preparation of the teacher and the classroom, recognition of the students, etc.) | Course Hours Preparation, After Class Study Verbal Expression Practice |
| 5. Week | Preparation for early reading and writing, beginning and contiuning the early reading and writing | Preparation, After Class Study Verbal Expression Course Hours |
| 6. Week | Planning the process of teaching early reading and writing, preparing the activities and materials | Course Hours Preparation, After Class Study Verbal Expression |
| 7. Week | Preparing the lesson plan and teaching materials, performing teaching activities | Course Hours Verbal Expression Preparation, After Class Study Practice |
| 8. Week | Midterm exam | |
| 9. Week | Preparing the lesson plan and teaching materials, performing teaching activities | Visual Presentation Preparation, After Class Study Course Hours Practice |
| 10. Week | Preparing the lesson plan and teaching materials, performing teaching activities | Practice Course Hours Verbal Expression Preparation, After Class Study |
| 11. Week | Preparing the lesson plan and teaching materials, performing teaching activities | Practice Course Hours Preparation, After Class Study Verbal Expression |
| 12. Week | Preparing the lesson plan and teaching materials, performing teaching activities | Course Hours Preparation, After Class Study Verbal Expression Practice |
| 13. Week | Preparing the lesson plan and teaching materials, performing teaching activities | Practice Course Hours Preparation, After Class Study Verbal Expression |
| 14. Week | Final |
| Akyol, Hayati (2012).Teaching Turkish First Reading and Writing, Ankara: Ani Publishing. |
| Dr. Fatma Susar Kırmızı, Emre Ünal. (2016). The First is the Teaching of Reading and Writing. Ankara, Ani Publishing House. |
| Text | Ders Kitabı |
| Text | Ders Kitabı |
| Program Requirements | Contribution Level | DK1 | DK2 | DK3 | DK4 | DK5 | DK6 | DK7 | DK8 | DK9 | DK10 | DK11 | DK12 | Measurement Method |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| PY1 | 5 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 40 |
| PY2 | 5 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 40 |
| PY3 | 4 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 40 |
| PY4 | 5 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 40 |
| PY5 | 2 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 40 |
| PY6 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 40 |
| PY7 | 2 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 40 |
| PY8 | 5 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 40 |
| PY9 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | - |
| PY10 | 4 | 4 | 4 | 4 | 4 | 5 | 4 | 4 | 5 | 4 | 4 | 4 | 5 | - |
| PY11 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | - |
| PY12 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 1 | 2 | 2 | 1 | 2 | 1 | - |
| PY13 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | - |
| PY14 | 2 | 2 | 3 | 2 | 3 | 2 | 3 | 2 | 2 | 2 | 2 | 2 | 2 | - |
| PY15 | 3 | 2 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 4 | 3 | - |
| 0 | 1 | 2 | 3 | 4 | 5 | |
|---|---|---|---|---|---|---|
| Course's Level of contribution | None | Very Low | Low | Fair | High | Very High |
| Method of assessment/evaluation | Written exam | Oral Exams | Assignment/Project | Laboratory work | Presentation/Seminar |
| Event | Quantity | Duration (Hour) | Total Workload (Hour) |
|---|---|---|---|
| Course Hours | 1 | 10 | 10 |
| Preparation, After Class Study | 2 | 19 | 38 |
| Research | 1 | 2.5 | 2.5 |
| Other Activities | 3 | 3.5 | 10.5 |
| Verbal Expression | 4 | 10 | 40 |
| Visual Presentation | 10 | 4 | 40 |
| Practice | 1 | 10 | 10 |
| Midterm 1 | 1 | 1 | 1 |
| Final | 1 | 1 | 1 |
| Total Workload | 153 | ||
| ECTS Credit of the Course | 6.0 | ||
