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EDE 311 Child Lit for Early Childhoodand Elementary Teachers
Hennessy, Gail B.


Mission Statement: The mission of Park University, an entrepreneurial institution of learning, is to provide access to academic excellence, which will prepare learners to think critically, communicate effectively and engage in lifelong learning while serving a global community.

School For Education Mission Statement
The 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.



Vision Statement: Park University will be a renowned international leader in providing innovative educational opportunities for learners within the global society.

School For Education Vision Statement
TThe 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


Course

EDE 311 Child Lit for Early Childhoodand Elementary Teachers

Semester

FA 2007 HO

Faculty

Hennessy, Gail B.

Office Location

Copley Room 213

Office Hours

M/F 9:00-10:30, W 10:00-2:00(depending on faculty meetings)

Daytime Phone

(816)584-6323

E-Mail

gail.hennessy@park.edu

Semester Dates

Aug. 20- Dec. 14

Class Days

-M---F-

Class Time

11:00 - 12:15 PM

Credit Hours

3


Textbook:
Cullinan, B., & Galda L. (2006) Literature and the Child (6th ed.). New York:  Harcourt Brace.

Additional Resources:

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 helpdesk@park.edu or call 800-927-3024
Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.


Course Description:
A survey of traditional and modern literature best suited to children from early childhood through the elementary grades. An attempt is made to develop an appreciation for prose and poetry suitable for children of different ages. 3:0:3.

Educational Philosophy:
 

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 good 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 literature with children in the classroom.

Learning Outcomes:
  Core Learning Outcomes

  1. Use available resources to access a wide variety of good literature for children.
  2. Critically discuss and evaluate literature for children by using theories, terminology and standards currently used by professionals who know the field of children's literature.
  3. Develop instructional activities for engaging children with literature, and for using literature across school subject areas.
  4. Select children's literature that is appropriate in terms of children's developmental levels as well as their prior knowledge.
  5. Describe the possibilities for celebrating a diverse culture through children's literature; In addition, incorporate books representing many types of people within instruction.
  6. Effectively and confidently, present children's books to children and colleagues.
  7. Collaborate with colleagues to share books, resources and ideas within the professional community.


  Instructor Learning Outcomes
  1. 1. Use available resources to access a wide variety of good literature for children. (Relevant MOSTEP Standard: 1.2.9.1, 1.2.9.2, 1.2.11.5) (ACEI/NCATE Elementary Standards 2.1, 2.8) (School for Education Frameworks: Knowledge 1A, 2D, Disposition 5A)
  2. 2. Critically discuss and evaluate literature for children by using theories, terminology and standards currently used by professionals who know the field of children's literature. (Relevant MOSTEP Standards: 1.2.1.5, 1.2.2.1, 1.2.9.1) (ACEI/NCATE Elementary Standards 2.1, 5.1) (School for Education Frameworks: Knowledge 1A, Dispositions 4A, 5B)
  3. 3. Develop instructional activities for engaging children with literature, and for using literature across school subject areas. (Relevant MOSTEP Standards: 1.2.1.4, 1.2.1.5, 1.2.4.1, 1.2.4.2, 1.2.5.1) (ACEI/NCATE Elementary Standards 3.1, 5.1) (School for Education Frameworks: Skills 1B)
  4. 4. Select children's literature that is appropriate in terms of children's developmental levels as well as their prior knowledge. (Relevant MOSTEP Standards:  1.2.1.3, 1.2.2.1, 1.2.2.2) (ACEI/NCATE Elementary Standard 1) (School for Education Frameworks: Knowledge 2A)
  5. 5. Describe the possibilities for celebrating a diverse culture through children's literature; In addition, incorporate books representing many types of people within instruction. (Relevant MOSTEP Standard: 1.2.3.1, 1.2.3.4, 1.2.4.1, 1.2.4.2) (ACEI/NCATE Elementary Standards 3.1, 3.2) (School for Education Frameworks: Knowledge 2F, Skills 1E)
  6. 6. Effectively and confidently, present children's books to children and colleagues. (Relevant MOSTEP Standard: 1.2.7.1) (ACEI/NCATE Elementary Standards 3.5) (School for Education Frameworks: Skills 3A, 3B, Dispositions 4B)
  7. 7. Collaborate with colleagues to share books, resources and ideas within the professional community. (Relevant MOSTEP Standard: 1.2.9.2, 1.2.10.1) (ACEI/NCATE Elementary Standards 5.1, 5.4) (School for Education Frameworks: Skills 3B)
Core Assessment:

Resource file of 100 annotations of children’s books.

Link to Class Rubric

Class Assessment:
 

  1. Class Participation

“Participation” means

  • reading assignments before their due dates so you are able to participate intelligently in discussions. Everyone is expected to speak up during class discussions, not just a few students.
  • Bringing in children's books for sharing with the class. On lecture days bring in examples of books that fit the genre of that week. 

 

  1. Two Book Sharing Presentations
    • Read Aloud: The first book sharing experience will be a reading of a book selected="true" by the student. This should be “practiced” as you need to use the elements discussed in class and in the text for an expressive, attention maintaining presentation. This presentation will be graded on a scoring guide by the instructor and included as part of the final grade. Classmates will score the reader for a reflective exercise. A reflection of the reading experience is due at the class session following the reading. It should be two or more pages in length. This self-evaluation should include: what you think went well, what did not, and what you would do differently next time, your response to the class critiques, and general reflections about what you learned from doing this. Make sure you have thought out your reflection and present it in a clear professional manner. You submit this to the instructor the class period after you have read the book aloud to the class.
    • Lesson Plan using a Book: Students are to read a book using it as the building block for a lesson plan. A formal lesson plan will need to be followed and the format will be provided by the teacher. These book sharing presentations should have a formal lesson plan with three distinct parts

                                                            1.      Some motivational activity or device to get the children's 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 is 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 2 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. Follow the format given to you for a formal lesson plan. Include examples of anything you would give to the children if 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 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.

  1. CORE ASSESSMENT     Children's Literature Resource File 
                              (You will receive a CARS (rubric) to use while developing your file)
    The 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:

    ·        Full bibliography for each book
    ·        The genre(s) it may be categorized under.
    ·        The age level(s) it should be used with.
            Any awards it has received
    ·        A one-sentence synopsis of the book.
    ·        Describe what you think are the 3 main strengths
            of the book.
    ·        Describe, if any, a potential problem or  challenge of the book.
    ·        Minimum of 3 uses for the book.

    You may keep your file on 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 you are working on, so you may use the computer to create the annotations.  It is important that each annotation is done carefully and neatly.  There most 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.  You will notice on the schedule 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 help me avoid being overwhelmed at the end of the semester.

    Book Genres and Distribution of Annotations
    Distribute your book cards and your reading, of course, as follows:

    ·        Traditional Literature/Folklore      15
    ·        Poetry 15                                        
    ·        Modern Fantasy/Science Fiction    15
    ·        Realistic Fiction         15
    ·        Historical Fiction      15
    ·        Nonfiction/Biography    15
    ·        Your own choice    10    (don't label choice--- they should be in a genre)

    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, as we discuss them in class.  Others do not.  You may count a book only once in your annotations towards 100 entries, even if it fits more than one category.  You will need a table of contents with an explanation of your organization system.  Follow the core assessment rubric for your annotations.

    At least one-fourth of your books (excluding picture books and poetry) should be longer books for older children.   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 proportion of such books.  You want to be able to use this resource in your classroom one day.  Think about what would benefit you 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.  Examples might be Little Golden Book, Walt Disney book, 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, Bernstain Bears).  If in doubt, consult a librarian, a classroom teacher, or instructor.  However, even in libraries, you will sometimes see this kind of substandard or “commercial” (designed to sell entertainment or merchandise) book for children.  The Cullinan text has an excellent bibliography if you need help.  The instructor will also provide you with others sources for bibliographies of quality.  It is imperative that you select quality literature and not books to simply fill you file.  You will not use inferior books in your classroom but will want literature to inspire, delight, provoke thought, etc. in your students.  Do not settle for less in your resource file.

 

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.

  1. 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 stress 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.  

Grading:
 

           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                          15 points

                Book Reading & Lesson Plan Presentation   25 points

                Lesson Presentation self-reflection                 15 points

                Lesson Plan                                                       25 points

                Accommodation/Adaptation                             10 points

                Teaching Resource Notebook                          15 points

                Midterm/Final Project                                       50 points each

 

 

Late Submission of Course Materials:
 

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.  Do not use cell phones or text messaging during class.    

Course Topic/Dates/Assignments:
 

Course Topic/Dates/Assignments:

Week

Date

Topics/Assignments

1

Aug. 20

Course intro, Genres in children's literature, your resource file

Assignment: Find one or more children's libraries to work with this semester

 

Aug. 24

Evaluating children's books, sharing books with children

Reading: Cullinan, ch 1 & Appendix E (History of Children's Lit)

Select book reading date begins 9-7

2

Aug. 27

Picture books, Children's book awards, reading aloud

Reading: Cullinan, ch 2 & Appendix A (p. 371)

 

Aug. 31

Picture books, reading aloud, postmodernism

Reading: Cullinan ch 3, Appendix B, C, and D

Assignment: Work on RESOURCE FILE, prepare for book reading

3

Sept. 3

Labor Day – No Class

 

Sept. 7

Commercialism, Poetry, Bloom's taxonomy, lesson plan

Reading Cullinan ch 4

Book Reading (be sure to turn in reflection the class after your book reading)

Assignment: Work on RESOURCE FILE Resource check on Oct. 1. You should have 35-45 annotations done. Files will be collected and checked="checked".

4

Sept. 10

Poetry, Accommodations/Adaptations Bloom's taxonomy, lesson plan

Book Reading

Assignment: RESOURCE FILE, Midterm and Final Exam distributed

Mid-term due Oct. 12

 

Sept. 14

Poetry, Lesson Plan, Accommodations/Adaptations

Book Reading

Assignment: Select date to read book and lesson plan beginning Oct. 26

5

Sept. 17

Traditional Literature, Folklore, Lesson Plan

Reading: Cullinan, ch. 5

Assignment: Resource file check Oct. 1.

 

Sept. 21

Traditional Literature, Folklore, Lesson Plan

Assignment: Do some pre-planning for your lesson plan, Class discussion and questions about plan Oct. 1

6

Sept. 24

Modern Fantasy/ Science Fiction

Reading: Cullinan ch. 6

Assignment: Resource file, Mid-term due Oct. 12

 

Sept. 28

Modern Fantasy/Science Fiction

 

7

Oct. 1

Discussion and questions on Lesson Plan

Resource File 1st check Files will be collected

Assignment: 2nd Resource File check Nov. 2 You should have 65-75 annotations. Resource files will be collected and checked="checked", Lesson Plan Presentation begins Oct. 26

 

Oct. 5

Contemporary Realistic Fiction; Questioning Techniques

Assignment: Cullinan ch. 7 Mid-term due Oct. 12, lesson plan, resource file

8

Oct. 8

Contemporary Realistic Fiction, Teaching Ideas & Resources

Assignment: Midterm, resource file, lesson plan

 

Oct. 12

Lesson Plans, Accommodations/Adaptations, Resources (mini-books), Theme books

Mid-term is due, Share mid-term

 

Oct.14-21

Fall Recess

9

Oct. 22

Contemporary Realistic Fiction

Reading: Cullinan ch 7

Assignment: Lesson plan presentations begin Oct. 26, the class session after your lesson plan presentation turn in your 2 or more page reflection, resource file (65-75) collected Nov. 2

 

Oct. 26

Contemporary Realistic Fiction, discussion of quality indicator/performance indicators

Lesson Plan Presentations

Assignment: Make sure to take notes on accommodations/adaptations that can be done with each book reading/lesson plan. You will turn in a graphic organizer showing ways to accommodate/adapt for individuals in a classroom. It will be due Nov. 16

10

Oct. 29

Contemporary Realistic Fiction

Lesson Plan Presentations

Assignment: Resource File due Dec. 3, Final & Resource notebook due Dec. 7

 

Nov. 2

Historical Fiction, discussion of quality indicator/performance indicators

Reading: Cullinan ch 8

Lesson Plan Presentations

Collect resource file (65-75) TODAY

11

Nov. 5

Historical Fiction

Lesson Plan Presentations

 

Nov. 9

Historical Fiction
Lesson Plan Presentations

12

Nov. 12

Veteran's Day -- no class

 

Nov. 16

Nonfiction/biography

Cullinan ch. 9

Lesson Plan Presentations

13

Nov. 19

Nonfiction/biography

Cullinan ch 10

Lesson Plan Presentations

Assignment: Resource file due Dec. 3 (100 or more annotations)

Final & Resource notebook due Dec. 7

 

Nov. 23

Thanksgiving – No Class

14

Nov. 26

Cultural Diversity

Reading: Cullinan ch 11

 

Nov. 29

Developing Responsive Readers

Reading: Cullinan ch 12

15

Dec. 3

Literature-Based Instruction

Reading: Cullinan ch 13 or 14

RESOURCE FILE DUE

 

Dec. 7

Share Final Projects

FINAL & RESOURCE NOTEBOOK DUE

Finals

Dec. 10

10:15-12:15

Required meeting NOTICE: Absolutely no late work will be accepted after the designated final date. Dec. 10 at 10:15

 

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.

  1. The instructor may excuse absences for valid reasons, but missed work must be made up within the semester/term of enrollment.
  2. Work missed through unexcused absences must also be made up within the semester/term of enrollment.
  3. Work missed through unexcused absences must also be made up within the semester/term of enrollment, but unexcused absences may carry further penalties.
  4. In the event of two consecutive weeks of unexcused absences in a semester/term of enrollment, the student will be administratively withdrawn, resulting in a grade of "F".
  5. A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.
  6. Students receiving Military Tuition Assistance or Veterans Administration educational benefits must not exceed three unexcused absences in the semester/term of enrollment. Excessive absences will be reported to the appropriate agency and may result in a monetary penalty to the student.
  7. Report of a "F" grade (attendance or academic) resulting from excessive absence for those students who are receiving financial assistance from agencies not mentioned in item 5 above will be reported to the appropriate agency.

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 .

Bibliography:
Numerous Children's Books for discussion and review will be brought in by both the professor and students.



Rubric

CompetencyExceeds Expectation (3)Meets Expectation (2)Does Not Meet Expectation (1)No Evidence (0)
Evaluation                                                                                                                                                                                                                                                 
Outcomes
4, 5                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                 
When appraising children's literature more than three strengths and well stated concerns  demonstrate insight of each book evaluation. When appraising children's literature three strengths and valid concerns will be sited for each book evaluation. When appraising children's literature less than three strengths, no concerns, or strengths/concerns are repetitious within the book evaluations. When appraising children's literature, strengths and concerns for evaluating children's books are lacking. 
Synthesis                                                                                                                                                                                                                                                  
Outcomes
4                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
When evaluating children's literature the student sites more than 5 uses for each selection and the uses vary in type. When evaluating children's literature the student has a minimum of  5 uses and develops variety in the uses for each selection. When evaluating children's literature the student has less than 5 uses and lacks variety in the uses for each selection. When evaluating children's literature the student does not note uses for each selection. 
Analysis                                                                                                                                                                                                                                                   
Outcomes
6                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
The student demonstrates an understanding of a child's development intellectually and emotionally documenting specific information relating each literature selection to grade/age level  i.e. lesson ideas for different levels The student demonstrates an understanding of a child's development intellectually and emotionally identifying a reasonable and justified grade/age level for each selection. The student demonstrates a limited understanding of a child's development intellectually and emotionally identifying a grade/age level for each selection but each is not reasonable or justified. The student does not demonstrate an understanding of a child's development intellectually and emotionally lacking grade/age level for each selection. 
Application                                                                                                                                                                                                                                                
Outcomes
4                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
The student demonstrates an ability to formulate an organizational system for the resource file that shows considerable efforts including resources i.e. internet, author information, etc. The student demonstrates an ability to formulate an organizational system for the resource file that is classroom ready, easily accessible and flexible. The student does not have  a resource file that is classroom ready and its organization is poor and/or not accessible demonstrating a lack of understanding when formulating an organizational system. The student does not have a resource file that has any organization (i.e. selections are placed with no order in mind) demonstrating an inability to formulate an organizational system. 
Content of Communication                                                                                                                                                                                                                                   
Outcomes
1, 5, 6                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                              
The student inventories each resource selection with a unique presentation and a complete and consistent bibliography format.  The student's literature selections are from both current and classical literature focusing on a child's development intellectually and emotionally using a wide variety of topics and genres. The student inventories each resource selection with a complete and consistent bibliography format.  The student's literature selections are examples of quality literature with an understanding of genre and a wide variety of topics (30). The student inventories each selection with a mostly complete bibliography.  The student's literature selections are limited, genres are confused 20% or less of the time and the variety of topics is less that 30. The student inventories selections with missing key information in the bibliography.  The student's literature selections are weak/poor, genre selection is nonexistent and variety in topics is lacking. 
Technical Skill in Communicating                                                                                                                                                                                                                           
Outcomes
3                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
The student has examined, acquired and inventoried 110 or more selections (books) for the resource file having a wide variety of authors.  The selections are formatted(i.e. APA, MLA, etc)  with cross references ( i.e. genres, age/grade, themes) and excellent conventions (i.e. grammar, punctuation, etc.) The student has examined, acquired and inventoried 110-100 selections (books) for the resource file having a wide variety of authors (85).  The selections are formatted consistently (i.e. APA, MLA, etc) organized (i. e. genre, age/ grade, themes) and care has been taken in conventions (i.e. grammar, punctuation, etc.) The student has examined, acquired and inventoried 99-90 selections (books).  The selections are inconsistent in format but organized in a manner that includes information (i.e. genre, grade/age, themes) and care has been considered but may be inconsistent in conventions (i.e. grammar, punctuation, etc.) The student has examined, acquired and inventoried fewer than 90 selections (books).  The selections are inconsistent in format and or organized lacking/missing information 
Disciplinary Competency:                                                                                                                                                                                                                                   
Outcomes
MoSTEP Indicator 1.2.7 The pre-service teacher models effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.                                                                                                                                                                                                                                                                                                          
___ models exceptional verbal/nonverbal communication skills (no errors) 1.2.7.1

___ documents an sensitivity to cultural, gender, intellectual, and physical ability differences classroom communication and in responses to students' communications in each lesson/card. 1.2.7.2

____ documented multifaceted support and expansion of learner expression in speaking, writing, listening, and other media. 1.2.7.3

____  always uses more than three media communication tools 1.2.7.4



 
___ models effective verbal/nonverbal communication skills. (errors are few and do not disrupt communication) 1.2.7.1

___ documents sensitivity to cultural, gender, intellectual, or physical ability differences classroom communication or in responses to students' communications. 1.2.7.2

____  evidence of support and expansion of learner expression in speaking, writing, listening, and other media. 1.2.7.3

___ uses three media communication tools 1.2.7.4

 
____  inconsistent in modeling effective verbal/nonverbal communication skills (errors disrupt communication) 1.2.7.1

____  Inferred sensitivity to cultural, gender, intellectual, or physical ability differences classroom communication and in responses to students' communications. 1.2.7.2

____ unsubstanuated support and expansion of learner expression in speaking, writing, listening, and other media. 1.2.7.3

____  uses at least two media communication tools 1.2.7.4 
____  does not model effective verbal/nonverbal communication skills (errors are frequent and many) 1.2.7.1

____ does not demonstrate sensitivity to cultural, gender, intellectual, and physical ability differences classroom communication and in responses to students' communications.(biased information, i.e. favors girls) 1.2.7.2

____  does not support and expand learner expression in speaking, writing, listening, and other media 1.2.7.3

____ uses only one media communication tools  1.2.7.4



 
Disciplinary Competency:                                                                                                                                                                                                                                   
Outcomes
MoSTEP Indicator: The pre-service teacher is a reflective practitioner who continually assesses the effects of choices and actions on others.  This reflective practitioner actively seeks out opportunities to grow professionally and utilizes the assessment and professional growth to generate more learning for more students.                                                                                                                                                                                 
____ applies and includes a multifaceted  self-assessment and problem-solving strategies for reflecting on practice, their influences on students' growth and learning, and the complex interactions between them. 1.2.9.1  

____  uses a variety of documented resources available for professional development 1.2.9.2

____ practices and reflects upon professional ethical standards 1.2.9.3

 
____ applies a self-assessment and problem-solving strategy for reflecting on practice, their influences on students' growth and learning, and the complex interactions between them. 1.2.9.1  

____ uses a documented resource for professional development 1.2.9.2  

____ practices  professional ethical standards 1.2.9.3  

 
____  a self-assessment or problem-solving strategy for reflecting on practice is included, but their influences on students' growth and learning, and the complex interactions between them is not included.   1.2.9.1  

____ evidence of but no documentation of resources available for professional development inconsistently or on a limited basis 1.2.9.2

____  fails to practice one of the  professional ethical standards 1.2.9.3



 
____  does not apply a variety of self-assessment and problem-solving strategies for reflecting on practice, their influences on students' growth and learning, and the complex interactions between them. 1.2.9.1  

____  does not use resources available for professional development 1.2.9.2

____ Fails to practice two of the professional ethical standards  1.2.9.3



 

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Last Updated:7/23/2007 10:57:40 AM