EDE 311 Children's Literature for Early Childhood and Elementary Teachers
SP 2007 HO
Greene, Judy Ann
MA, Special EducationPC II Reading Specialist
rm. 317 Copley
M/F = 8:30-10:30, T = 11:45-1:45, or by appointment
January 16-May 11
11:00 - 12:15 PM
Cullinan, B., & Galda L. (2006) Literature and the Child 6e. Thomson-Wadsworth: Belmont, CA.
Textbooks can be purchased through the Parkville Bookstore
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Teachers must be willing learners who embody what they hope to cultivate in their students—curiosity and joy of learning, courage to risk being wrong, ability to connect the classroom to the world around it as a desirable way to enrich and empower genuine mobility in personal, social, and professional life. Teachers must also have at heart, the understanding that little of value can be communicated without first establishing and maintaining a human, mutually respectful relationship. In other words, teachers must model what they ask of and expect from the students they teach, and they must enter the classroom with a disposition toward teaching-learning as an “us-we” instead of “me-them” effort.
Learning Outcomes: Core Learning Outcomes
Resource file of 100 annotations of children's books.
Link to Class RubricClass Assessment:
engage curiosity, teach something, and/or that speaks to children’s feelings and perceptions. Your book should be appropriate for the age group of your education program degree. It must mimic children’s literature books by including the following:
(a) a sturdy, durable cover with the title and an illustration that could be used for children to make guesses about what is in the book
(b) a title page including the author’s name with another, smaller, illustration, and the date of “publication”
(c) at least 5 front and back pages (total of 10 actual book content pages) for ECE students; at least 8 front and back pages (total of 16 actual book content pages) for EDE students. ECE books may entirely consist of illustrations that directly relate to the title, or they may contain text that is appropriate to their preferred age group. EDE books must have a ratio of illustrations to text suited to their preferred age group. All students should use the books in their Children’s Literature Resource File as models. All book content pages must be able to weather frequent use and be firmly attached to the front and back covers.
(d) A sturdy, durable back cover with or without an illustration.
(a) A full bibliography for the book at the top of the written lesson plan.
(b) A live reading of all or a key excerpt from the book according to the Read Aloud standards for engaging the audience.
(c) Accommodations and/or adaptations for children with special needs in the regular classroom. There must be 2 identified types of special needs, and 3 possible accommodations or adaptations for each of the 2 needs.
(d) A relatively short activity that relates to the book. There is a wide range of possibilities, but the activity should incorporate the following:
i. Allow learners to express themselves creatively
ii. Help learners understand the diversity in our society
iii. Build knowledge and skills in at least at least one modality from each of the three types of literacy: text (reading and writing), oral (speaking and listening), and visual (viewing and visual representation). E.g., lesson activity calls for learners to read, listen, and look at illustrations in such a way that learners can develop or strengthen their literacy skills.
Each lesson plan presentation should be between 15 and 20 minutes long. Students will present their lessons as they would in front of their future learners in their classrooms. After class on the day of your presentation, you are to fill out a Post-Session Reflection Sheet (PSRS) and submit it at the beginning of the next scheduled class session as you did with the Read Aloud assignment.
5. I Know That I Know Notebook (IKTIKN): Students will collect course materials and assignments he or she feels will be useful for their future classrooms, and organize them in a binder so they can serve as a resource for future needs. This is essentially the same thing as a resource notebook. The binder must (a) be labeled on the front and side identifying the contents, have (b) table of contents, listing sections according to students' preferences, and, (c) have each section clearly labeled & tabbed. Students are to bring their notebooks on the last day of class to receive points.
6. Children’s Literature Resource File (CORE ASSESSMENT): All Park University courses must include a core assessment that measures the relevant Departmental Learning Outcomes. The purpose of this assessment is to determine if expectations have been met concerning mastery of learning outcomes across all instructional modalities.
The Children’s Literature Resource File consists of brief but focused annotations for 100 children’s books that you have read this semester. Each annotation should include the following:
a. Full bibliography for each book
b. Genre it may be categorized under (note: not all libraries or bookstores correctly categorize their books, so use your own judgement instead of depending on theirs)
c. Age level(s) for which the book is relevant & meaningful
d. Awards it has received
e. A one-sentence synopsis of the book
f. Description of what you think are the 3 main strengths of the book
g. Description, if any, of a potential problem or challenge the book may present to teachers, parents, children, administrators
h. A minimum of 3 uses for the book
You may keep your file on the note cards and store them in a file or on paper and keep them in a notebook. You may use technology. You will most likely use at least parts of this file as portfolio artifacts for the departmental portfolio are you working on, so you may use the computer to create the annotations. It is important that each annotation is done carefully, neatly, and in order as described above.
NOTE: There must be a table of contents and an explanation of how the annotations are organized.
Since many people use their Children’s Resource File in their classrooms, the file should be easy to use and organized. Therefore, the file should be clearly labeled on the top and all sides. You will notice on the schedule that there are dates for “progress checks” on the Resource Files. This is to help you avoid procrastination, to give you feedback as to your progress, and to insure fairness and consistency in evaluating them.
Book Genres & Distribution of Annotations for Children’s Literature Resource File To insure that your file represents a wide range of genres to meet a wide range of learners’ interests, needs, and skills, use the list below to gather your annotations.
Traditional literature/folklore 15
Modern Fantasy/Science fiction 15
Realistic Fiction 15
Historical Fiction 15
Nonfiction Biography 15
Genre of your choice 10
NOTE: Annotations for books you chose should be labeled according to their
genre (“Choice,” “My Choice,” are not genres.)
You do not need to organize the genres in particular order; however, it should be a system that you find easy to use and maintain. Some students choose to go genre by genre. Others prefer to alphabetize by title or genre.
You may count a book only once in your annotations toward 100 entries, even if it fits more than one category. Follow the Core Assessment Rubric for you annotations in addition to the list of items a-g above.
At least ¼ of your books (excluding picture books and poetry) should be longer books for older children (7-12 years of age). In fiction, these are often called “chapter books.” Make time to read some longer books. If your true interest is in grades 4-6, you probably need larger proportions of such books. You want to be able to use this resource in your classroom one day, so think ahead to what would benefit you and your learners the most. If you decide to read a majority of longer books and are having a problem reading the number needed, see the instructor for ideas of ways to preview a book without reading every word.
Look for examples of good children’s literature. Avoid what is called “grocery store books.” These are the kinds of books that you buy at a supermarket or discount store for a couple of dollars or less. Examples might be the Little Golden Book series, Walt Disney books, R.L. Stine, etc. Be careful with series books. Some are fine, but others are the equivalent of “pulp” romances (e.g., Babysitters’ Club, Goose Bumps, Berenstain Bears). If in doubt, consult a librarian, a classroom teacher, or the instructor for this course. However, even in libraries you will sometimes see this kind of substandard or commercial (designed to appeal for impulse buying or to hype movies and merchandise) books for children. The Cullinan text has an excellent bibliography if you need help. The instructor can also provide you with other sources for bibliographies of quality. It is imperative that you select quality literature and not books to simply fill your file. You are not putting this together merely for the instructor and a grade; this is to prepare you to be ready for your learners when you are in your first classroom. You will not want to support more of the sensational, easy, shallow type of entertainment aimed at making a few people extremely wealthy! You will want literature to inspire, delight, provoke thought, etc., in your learners.
CORE RUBRIC: A Core Rubric for the Children’s Literature Resource File will be given to you to help you develop your file.
Points for final grade are earned as follows:
Reader Response Text Notes (13 @ 5 pts each) 65
Read Aloud Presentation 50
Post-Session Reflection Sheet 10
Children’s Book 70
Lesson Plan 75
Post-Session Reflection Sheet 10
I Know That I Know Notebook 15
Children’s Literature Resource File
1st check (35-45 books/annotations)– 35
2nd check (65-75 books/annotations) 35
3rd check (100 or more books/annotations) 35
TOTAL POINTS: 400
A = 375 – 400 points
B = 355 - 374
C = 335 - 354
D = 315 – 334
F = 315 points or less
NOTE: final grades are calculated by points only, not percentage.
Late Submission of Course Materials:
o Assignments should be submitted on time even if student is absent (excepting emergencies). Use fax, email, ask fellow class member and/or friend to deliver to instructor’s mailbox, rm. 309 on the third floor of Copley Hall, or to box on instructor's office door.
o Unless circumstances qualify for emergency absence, the following assignments will lose 5 points per day late: Reader Response Text Notes, Children’s Literature Resource File, and both Post-Session Reflection Sheets. All other assignments (Read Aloud Presentation, Children’s Book, Lesson Plan, and I Know That I Know Notebook must be submitted on time or receive a score of 0.
o Assignments submitted before or on their due dates listed in the Schedule of Sessions at the end of this syllabus may be revised for more points until the last scheduled class session before finals week.
§ Any assignment submitted after the due date will not be eligible for revision unless it is, due to circumstances that meet criteria for excused absence, including documentation.
§ Assignments must be submitted in person to qualify for evaluation for points. The instructor will not print, evaluate, or score emailed assignments. The only purpose for emailing assignments is to establish submission date & time.
§ If computer/technology accessibility or problems interfere with meeting a due date, an assignment may be emailed by midnight of the day it is due to establish on-time submission. A hard copy must still be submitted to the instructor to qualify for evaluation for points.
§ Each time an assignment is submitted for re-evaluation, it must include all previous drafts and rubric scoring/written feedback from the instructor. This is to support consistency and fairness in grading. Any revised assignment that does not have previous draft(s) and feedback will be returned to the student until it is accompanied by previous drafts & instructor’s rubric/feedback.
General Directions for Assignments:
o Students are responsible for reading and understanding this syllabus, rubrics and other course materials in eCompanion to know what assignments are required, when they are due, how to do them, how they are scored, and any other pertinent information. Points have been deducted because failed to follow syllabus directions and/or study the rubrics in eCompanion.
o Some course materials for this syllabus (rubrics, directions, handouts, etc.) will be provided for students to download and print from eCompanion. (NOTE: before printing, adjust the font size to avoid overlarge type and excessive amounts of pages!)
o Questions and/or concerns regarding assignments will be handled before or after class, during breaks, during office hours, by appointment, or by phone or email. If a question or concern is raised that the instructor deems important for the entire class, the instructor will inform the class via email. Ideas for improvement are most welcome! A significant portion of this course is the result of previous students' creative and helpful ideas.
Written Assignments: Clear written and spoken communication is absolutely essential and expected for future classroom teachers. We are all models of literacy to our learners. The way learners see us use our literacy skills is what they will believe is correct and right for their own writing and speaking. Therefore, all written and spoken communication will be subject to correction for basic Standard English. (This includes the instructor--to err is human!)
Students are expected to:
(1) Use correct, standard English technical writing skills (i.e., grammar, usage, and "mechanics"--spelling, punctuation, grammar, capitalization, sentence structure, etc.);
(2) Proofread carefully for technical skills errors, missing words, missing letters, making all necessary revisions;
(3) Make certain terms and phrases are used correctly for meaning.
All assignments containing basic writing errors will be returned for correction and points toward a grade will be withheld until the errors have been corrected.
Any student needing help with particularly stubborn errors of basic writing skills will be referred to the Student Assistance Center if the instructor and student are unable to find time to work together.
Classroom Rules of Conduct:
Students are to demonstrate the same dispositions, behavior, and responsibility they would expect from learners and peers in their own classrooms. Therefore, the following will apply to all students enrolled in this course:
· Email is essential to this course. All students will need to check their PirateMail on a regular basis--at least twice a week. Typically, several days may pass when no email is sent, only to be followed by several emails in one day. Students are to notify the instructor as soon as possible if they have difficulty accessing their PirateMail accounts. Students who do not regularly check email run the risk of losing points on assignments, misunderstanding important information, not having materials needed for an activity or assignment, etc.
? TOPIC: Introductions: people, course, procedures, policies, dispositions, syllabus overview
(students read on their own, then come to 2nd session w/questions), find one or
more children’s libraries to work with this semester
? Advance Organizer (instructor reads children’s literature book)
? TOPIC: What is literature? What is a genre? Compare & contrast early childhood, children’s,
& YA literature
? TOPIC: Self-assign Read Aloud & Lesson Plan presentation dates
? TOPIC: Preview textbook & resources (check out Teaching Ideas as resource for Children Bk
also, refer to ch. 13 as resource for Read Aloud, Children’s Book & Lesson Plan.)
? TOPIC/ACTIVITY: Reading Aloud—pgs. 328-330 in Cullinan (read & discuss to prepare for
Read Aloud assignment
? TOPIC: Socratic Seminar
? TOPIC: Text Ch. 1 & Appendix E—Children’s & Adolescent Literature
? ACTIVITY: Discussion
? DUE: Reader Response Text Notes on Ch. 1 & Appendix E (counts as 2 Text Notes)
? ACTIVITY: Discussion
? TOPIC: Text Ch. 2—Art of Picture Books
? DUE: Reader Response Text Notes on Ch. 2
? TOPIC: Text Ch. 2— Art of Picture Books
? DUE: Read Aloud Presentations
? TOPIC: Text Ch. 3—Content of Picture Books
? DUE: Reader Response Text Notes on Ch. 3
? DUE: PSRS for those who did Read Aloud on Feb. 9
? TOPIC: Text Ch. 3— Content of Picture Books
? DUE: PSRS for those who did Read Aloud on Feb. 12
? TOPIC: Text Ch. 4—Poetry & Verse
? DUE: Reader Response Text Notes on Ch. 4
? DUE: PSRS for those who did Read Aloud on Feb. 16
? TOPIC: Text Ch. 4—Poetry & Verse
? DUE: PSRS for those who did Read Aloud on Feb. 19
? TOPIC: Text Ch. 5—Folklore
? DUE: Reader Response Text Notes on Ch. 5
? DUE: Children’s Literature Resource File, Check #1 (35-45) Files will be collected!
? TOPIC/ACTIVITY: Lesson Plan Assignment (discussion, questions, start in class—partners,
? TOPIC: Text Ch. 5—Folklore
? TOPIC/ACTIVITY: Lesson Plan Assignment (continue working on in class, feedback)
Week of March 12 -16: Spring Recess – Students will need to tutor/assist at assigned sites
? TOPIC: Text Ch. 6—Fantasy & Science Fiction
? DUE: Reader Response Text Notes on Ch. 6
? TOPIC: Text Ch. 7—Contemporary Realistic Fiction
? DUE: Reader Response Text Notes on Ch. 7
? TOPIC: Text Ch. 7—Contemporary Realistic Fiction.
? TOPIC: Text Ch. 8—Historical Fiction
? DUE: Reader Response Text Notes Ch. 8
? TOPIC: Text Ch. 9—Biography
? DUE: Reader Response Text Notes Ch. 9
? DUE: Children’s Book/Lesson Plan Presentations
? DUE: Resource File 2nd check (65-75) Collected TODAY
? TOPIC: Text Ch. 10—Nonfiction
? DUE: Reader Response Text Notes Ch. 10
? DUE: PSRS for those who did Lesson Plan Presentation on April 9
? TOPIC: Text Ch. 10—Nonfiction
? DUE: PSRS for those who did Lesson Plan Presentation on April 13
? TOPIC: Text Ch. 11—Cultural Diversity
? DUE: Reader Response Text Notes Ch. 11
? DUE: PSRS for those who did Lesson Plan Presentation on April 16
? DUE: PSRS for those who did Lesson Plan Presentation on April 20
? TOPIC: Text Ch. 12—Developing Responsive Readers
? DUE: Reader Response Text Notes Ch. 12
? DUE: PSRS for those who did Lesson Plan Presentation on April 23
? TOPIC: Text Ch. 12—Developing Responsive Readers
? DUE: PSRS for those who did Lesson Plan Presentation on April 27
? DUE: RESOURCE FILE DUE (100 or more) Files will be collected!
? TOPIC: TBUAN (to be used as needed)
? DUE: IKTIKN NOTEBOOK
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 2006-2007 Undergraduate Catalog Page 87-89
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 2006-2007 Undergraduate Catalog Page 87
Attendance Policy:Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.
Park University 2006-2007 Undergraduate Catalog Page 89-90• Students may have no more than two (2) absences.
• A third absence will drop the final course grade by one letter grade.
• A fifth absence will drop the final course grade by two letter grades.
• It is considered standard professional courtesy for the student to notify the instructor by phone or email ahead of time of any and all absences or late arrival/early departures (excepting emergencies).
• In the event of an absence from tutoring session, students are required to call and personally notify the cooperating teacher and, if possible, speak to the learner being tutored, apologizing for the absence. Students must obtain the school and, if applicable, teacher phone numbers before beginning involvement as tutor.
• The following will be unconditionally excused and require documentation: medical or dental emergency, student's hospitalization, serious illness of close family member, natural disasters (e.g., fires, flood, etc.), jury duty, unexpected military call-up, death in family.
• The following will not be considered for excused status in excess of the two absences allowed: job schedule, wedding or other family event, other class schedule, and other situations that are avoidable by responsible planning. If students are in doubt, ask the instructor first. The instructor will uphold the policies set out in this syllabus.
• Late arrival and early departures of 15 minutes or more past the scheduled class starting and ending time each count ¼ of an absence.
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:1/22/2007 10:09:49 AM