School For Education Mission StatementThe School for Education at Park University, an institution committed to diversity and best practice, prepares educators to be effective school professionals, reflective change agents, and advocates for equity and excellence for all learners.
School For Education Vision StatementThe School for Education at Park University is to be known as a leader in the preparation of educators who will address the needs, challenges, and possibilities of the 21st century.
Park University School for Education Conceptual Framework
EDE 311 Child Lit for Early Childhoodand Elementary Teachers
UU 2008 HOZ
Associate Professor/Director of Field Experiences
B.S. Elementary EducationM.A. in ReadingEd. Sp. in Reading
Wednesday 9:00 a.m. -2:00 p.m.
June 2 - July 27-
Cullinan, B., & Galda L. (2006) Literature and the Child (6th ed.). New York: Harcourt Brace.
Textbooks can be purchased through the MBS bookstore
McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.Career Counseling - The Career Development Center (CDC) provides services for all stages of career development. The mission of the CDC is to provide the career planning tools to ensure a lifetime of career success.Park Helpdesk - If you have forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email firstname.lastname@example.org or call 800-927-3024Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.
The instructor's philosophy is one of interactiveness based on literature readings, lectures, dialogues, presentations, projects, and writings. The instructor will engage each learner in developing a love for quality children's books, a feeling for the wonderful possibilities of children's books, the ability to select and use children's books critically, and the desire to share good children’s literature.
Learning Outcomes: Core Learning Outcomes
Resource file of 100 annotations of children’s books.
Link to Class RubricClass Assessment:
1. Some motivational activity or device to gain attention, build motivation, and tap into prior knowledge. It is important to include some open-ended discussion. This is called an anticipatory set.
2. Reading all or parts of the book in a well practiced, interesting manner.
3. An activity that relates to the book. Again, incorporate open-ended discussion. There are a wide range of possibilities, but the activity should do one or more of the following:
1. Integrate with teaching topics and learning outcomes
2. Allow students to express themselves creatively
3. Help students understand the diversity in our society.
4. Build literacy (reading, writing, speaking, listening, critical viewing, visually representing)
For lesson presentations, please submit the following:
A two page lesson plan outlining the activities you did before, during, and after reading (or sampling) the book. At the top, include a full bibliography for the book (title, author, illustrator, copyright date, publishing company). Follow the format given to you for a formal lesson plan. Include examples of anything you would give to the children if you were doing this with a classroom of children. If a creative project is involved, include a sample or samples. Included in the lesson plan you need to make suggestions of what will be done to accommodate or adapt your lesson to meet two different individual's needs. Please make a copy of your lesson plan for each member of the class as well as the instructor (you do not have to make activity samples for everyone, just the instructor). If this is not financially feasible, please let the instructor know and she will have it done for you. These should be submitted the day of your lesson presentation.
A self-evaluation that includes: what you think went well, what did not, what you would do differently next time, how you decided on the book, activity, how you went about planning, other ideas you may have come up with before, during, or after, and general reflections about what you learned from doing this. This should be two or more pages. You submit this to the instructor the next class period following your presentation.
· Accommodations and/or Adaptations for Special Needs Students in the Regular Classroom
There will be discussions that will focus on the needs of diverse learners. Lesson plans must have 2 identified areas that the presenter (you) will consider. Each identified area needs 3 possible interventions or considerations. Points are assigned to this and can be found in the grading plan section of the syllabus.
4. Resource Notebook
This is an organizational activity arranging teaching materials and lesson plans by the instructor and fellow students. This is to be submitted the last week of class. Its organization will be individual preference, but easily understood and deemed functional by the instructor.
5. Project-based Take-home Midterm and Final
These exams will actually be open-ended activities that will allow you to integrate ideas from your reading to higher levels of learning. Early in the course, you will receive a set of options. You will then select one of these options to complete over the specified time. Options will vary, but each will emphasize higher level outcomes: application to the classroom, analysis, synthesis/creative thinking, and evaluation/critical thinking. They will be keyed to various MOSTEP standards so you can use them as “artifacts” in your departmental portfolio.
Daily Attendance 2 points each session
Chapter Assignments/Participation 3 points each session
Interim Resource File Check 20 points each
Final Resource File Check 80 points
Book Reading 25 points
Book Reading self-reflection paper 15 points
Book Reading & Lesson Plan Presentation 25 points
Lesson Presentation self-reflection 15 points
Lesson Plan 25 points
Accommodation/Adaptation for Special Needs 10 points
Teaching Resource Notebook 15 points
Midterm/Final Project 50 points each
Late Submission of Course Materials:
Timely completion is built into some assignment criteria. Late work of daily assignments will be accepted up to one week late, but the grade will be reduced. Late submission of reading files will not be accepted and will be recorded as a “zero”. Late submission of presentations, take-home midterm exam, group presentation, resource notebook, and take-home final exam will result in grade reductions of 25%. Absolutely no late work will be accepted after the assigned time of the final. Any missing assignments after the finals date will be recorded as a “zero”.
Classroom Rules of Conduct:
As future teachers, the students in the environment should practice dispositions that are listed in the Philosophy and Frameworks of the Education Department. Each class participant should be a positive, polite contributor to the classroom.
As computers and technology have made writing and revising easier and more productive, they have also created unique problems. Printers run out of ink and hard drives crash. Students must be responsible for planning ahead and meeting deadlines. Be sure to save your work for backup purposes.
*Please do not use cell phones or text messaging during class.
Course intro, Genres in children's literature, your resource file
Review children's libraries to work with this semester
-Compile a list of books you enjoyed as a child
Assign Chapters 1, 2, and appendix 3—write reviews of each chapter
Make a graphic organizer of the genres
Begin RESOURCE FILE
Lesson plan instruction
Reading books aloud
-Assign Chapters 3, 4, and Appendix 1 –write reviews of each chapter
-Assign Chapters 13 and 14
-Select your book reading date
-RESOURCE FILE CHECK
-Assign Chapters 5, 6, and Glossary of Literary Terms (p. 422)- write reviews of each chapter
-RESOURCE FILE CHECK
Midterm (due July 10) and Final Exam (due July 24) distributed
-Asssign Chapters 7 and 8 –write reviews of each chapter
.BOOK READING BEGINS (Be sure to turn in reflection paper the class after you give your book reading).
Lesson plan review
BOOK READING CONTINUES
-RESOURCE FILE Check
-Assign Chapters 9 and 10-write reviews of each chapter
Lesson Plan, Accommodations/Adaptations
Select date for Lesson Plan Presentations (March 24- April 21)
-RESOURCE FILE Check
-Assign Chapters 11 and 12 -write reviews of each chapter
Share Final Projects
FINAL EXAM DUE
RESOURCE NOTEBOOK DUE
NOTICE: Absolutely no late work will be accepted after today’s class.
Share Final Projects
Academic Honesty:Academic integrity is the foundation of the academic community. Because each student has the primary responsibility for being academically honest, students are advised to read and understand all sections of this policy relating to standards of conduct and academic life. Park University 2007-2008 Undergraduate Catalog Page 85-86
Plagiarism:Plagiarism involves the use of quotations without quotation marks, the use of quotations without indication of the source, the use of another's idea without acknowledging the source, the submission of a paper, laboratory report, project, or class assignment (any portion of such) prepared by another person, or incorrect paraphrasing. Park University 2007-2008 Undergraduate Catalog Page 85
Attendance Policy:Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.
Park University 2007-2008 Undergraduate Catalog Page 87-88
Disability Guidelines:Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: http://www.park.edu/disability .
Last Updated:5/25/2008 8:55:20 PM