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Description of Individual Course Units| Course Unit Code | Course Unit Title | Type of Course Unit | Year of Study | Semester | Number of ECTS Credits | | SAEZ3312021333 | PRIMARY READING AND WRITING TEACHING | Compulsory | 3 | 5 | 5 |
| | Level of Course Unit | | First Cycle | | Objectives of the Course | | The aim of this course, which is among the field courses of the Department of Classroom Education, is to enable prospective teachers in the field of Classroom Education to construct the information about the theoretical context of primary reading and writing teaching, and to apply the knowledge they can structure at a skill level in teaching reading and writing to seventy-two-month-old primary school first grade students. to enable them to. | | Name of Lecturer(s) | | | Learning Outcomes | | 1 | Comprehends the purpose, scope, content of the Primary Reading and Writing Teaching course and its relationship with other special and general teaching fields. | | 2 | It determines the place of the developmental characteristics of the first reading and writing age child in the first reading and writing activities. | | 3 | Plans the first reading and writing activities in the context of learning outcomes, content, teaching-learning process, measurement and evaluation elements in primary school programs. | | 4 | Implements the planned first reading and writing activities. |
| | Mode of Delivery | | Formal Education | | Prerequisites and co-requisities | | None | | Recommended Optional Programme Components | | None | | Course Contents | | Purpose, scope and content of primary reading and writing instruction; its relationship with other general and special education courses; compatibilism with gestalt theory. The place of animism, causality, hypothetical realism mental development characteristics in primary reading and writing teaching | | Weekly Detailed Course Contents | |
| 1 | First reading and writing teaching approaches in the world: synthesis approach, analysis approach, synthetic analysis approach | | | | 2 | Reading&Writing; meanings of the concepts in the historical process and today: the birth of related concepts, their development from past to present | | | | 3 | The first reading and writing teaching methods within the scope of the synthesis approach: letter (letter) method, sound method, sound (syllable) method, word method | | | | 4 | First reading and writing teaching methods within the scope of analysis approach: text method, sentence method, phrase method, word method | | | | 5 | First reading and writing teaching methods within the scope of synthetic analysis approach: text method, sentence method, phrase method, word method | | | | 6 | The effect of Gestalt theory on primary reading and writing teaching: In what ways do Gestalt laws manifest themselves in primary reading and writing teaching? | | | | 7 | The mental development characteristics of a seventy-two-month-old child and the functions these characteristics assume in the first reading and writing teaching. | | | | 8 | Emotional and social development characteristics of a seventy-two-month-old child and their functions in primary reading and writing teaching. | | | | 9 | The first reading and writing teaching syllabuses from past to present: prominent approaches and methods in syllabuses, the appearance of sound-based method among other methods in the historical process | | | | 10 | Concretization of the problems that make themselves felt in the structuring of the sound-based method today with applications | | | | 11 | The aspects of the sound-based method in the context of the relationship between the signifier (sound image) and the signified (concept) | | | | 12 | Views of the sound-based method in the context of reading comprehension and interpretation | | | | 13 | Cursive handwriting: possibilities and future impossibilities | | | | 14 | Hints on the future outlook of primary reading and writing teaching in Turkey | | |
| | Recommended or Required Reading | | Çebi, A. (2004). Anasınıfında Yaratıcı Drama Yoluyla İlk Okuma ve Yazma Öğretimine Altyapı Oluşturmaya Yönelik Bir Model Önerisi, OMEP 2003 Dünya Konsey Toplantısı ve Konferansı Bildiri Kitabı I / OMEP 2003 World Council and Conference Proceedings I, Yay. Haz.: G. Haktanır & T. Güler, İstanbul: Kelebek Matbaası, ss. 38-66. Çebi, A. (2009). Okuma-Yazmayı Farklı Yaklaşımlarla Öğrenen İlköğretim 3. Sınıf Öğrencilerinin Okuduğunu Anlama ve Gördüğünü Yazıyla Anlatma Düzeyleri, Sakarya Üniversitesi Eğitim Fakültesi Dergisi, Özel Sayı 17/3 (Mayıs 2009), 440-448. Çebi, A. (2011). Saymaca Gerçekçilik: İlköğretim Çağı Çocuğu Köpek Kavramını Spinoza’ya İnat Havlatamaz mı, Mantık, Matematik ve Felsefe IX. Ulusal Sempozyumu / Düşüncenin İletişim Aracı Olarak Edebiyat, Bilim, Sanat ve Felsefe Alanlarında Dil, İstanbul: İstanbul Kültür Üniversitesi, Yayın No: 152, Ağustos 2011, ss. 301-314. Çebi, A. (2011). Tarihsel Bağlamıyla Türkiye’de İlk Okuma-Yazma Öğretimi Sorunsalı, Prof. Dr. Cahit Kavcar Türkçe Eğitimi Çalıştayı, Ankara: Ankara Üniversitesi Eğitim Bilimleri Fakültesi Yayınları: 319, 16.12.2011, ss. 439-458 Çebi, A. (2015). Türkiye ile ABD Kaliforniya Eyaleti Anadili Eğitim İzlencelerinde İlk Okuma ve Yazma Öğretimi (Esra Ay Karaçuha ile birlikte), International Journal of Languages’ Education and Teaching, Special Issue, Udes 2015. pp. 28-47. Çebi, A. (2016). Türkiye ile ABD Teksas Eyaleti Anadili Eğitim İzlencelerinde İlk Okuma ve Yazma Öğretimi (Esra Ay Karaçuha ile birlikte), Kuram ve Uygulama Bağlamında Türkçe Öğretimi (Yay. Haz.: Selahattin Dilidüzgün ve diğerleri), Ankara: Pegem Yayınları, ss. 124-135. | | Planned Learning Activities and Teaching Methods | | | Assessment Methods and Criteria | |
| SUM | 0 | |
| SUM | 0 | | Yarıyıl (Yıl) İçi Etkinlikleri | 40 | | Yarıyıl (Yıl) Sonu Etkinlikleri | 60 | | SUM | 100 |
| | Language of Instruction | | | Work Placement(s) | | None |
| | Workload Calculation | |
| Midterm Examination | 1 | 50 | 50 | | Final Examination | 1 | 90 | 90 | |
| Contribution of Learning Outcomes to Programme Outcomes | | LO1 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | | LO2 | 5 | 5 | 5 | 5 | 4 | 5 | 5 | 5 | 4 | 5 | | LO3 | 5 | 5 | 5 | 4 | 4 | 4 | 5 | 5 | 5 | 5 | | LO4 | 5 | 5 | 5 | 4 | 5 | 5 | 5 | 5 | 5 | 5 |
| | * Contribution Level : 1 Very low 2 Low 3 Medium 4 High 5 Very High |
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