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 ECE & ELEM Tchrs
FA 2009 HO
Greene, Judy Ann
MA, BSE, BGS
rm. 317 Copley Hall
Last T of month noon – 4:00; W 11:00-3:00 except last week each
Aug. 17 – Dec. 11, 2009
10:00 - 10:50 AM
Galda, Lee, Cullinan, B., & Sipe, Lawrence. (2010) Literature and the Child 7e. Cengage
Publishers. ISBN-10: 0495602396 | ISBN-13: 9780495602392
Textbooks can be purchased through the MBS bookstore
Textbooks can be purchased through the Parkville 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/.
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:
a) An activity or device to gain attention, build motivation, tap into prior knowledge, and develop a personal, emotional purpose for becoming & staying engaged in the lesson. It is important to include some open-ended discussion. In a formal lesson plan, this is called an anticipatory set.
b) A reading of all or parts of the book in a well practiced, interesting manner as in the Read Aloud Presentations. This reading should also include new information directly related to a learning goal that you select. In a formal lesson plan, this is called the Input.
c) A learning activity that directly relates to the book and goal. Again, incorporate open-ended discussion. In a formal lesson plan, this is called the Modeling. There are a wide range of possibilities, but the activity should include the following:
¨ Integrate with learning goal & book
¨ Allow students to express themselves creatively
¨ Your modeling for learners what they will do in the activity
¨ Help students understand the diversity in our society
¨ Accommodations/adaptations for learners with exceptional needs
¨ Build literacy in at least 1 of the 2 modes in each of the following types of
o text—reading, writing
o oral—speaking, listening
o visual—critical viewing, drawing/painting/sculpting, etc.
§ e.g., combine learner’s drawing of his/her understanding with a
written explanation, and oral presentation to a partner.
On the day of your presentation you will submit your lesson plan in 2 pages, typed with a copy for each class member and the instructor.
The class period after your lesson presentation, you should submit your self-evaluation of two or more typed pages. Your self-evaluation should include a more version of the same components as the PSRS (Post-Session Reflection Sheet):
¨ what you think went well
¨ what you think did not go well
¨ what you would do differently next time
¨ other ideas you may have come up with before, during, or after your presentation
¨ general reflections about what you learned from doing this
Accommodations and/or Adaptations for Special Needs Students in the Regular Classroom
There will be discussion focusing on the needs of diverse learners. Lesson plans must have two identified areas. Each identified area needs two or more possible interventions or considerations.
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.
4. 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 (so that the instructor & any future substitute teacher can figure out it works!).
Since many people use their Children’s Resource File in their classrooms, the file should be convenient to use and organized. Therefore, the file should be clearly labeled on all sides for fast and easy identification. 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.)
Your Resource File 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.
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.
F WHAT YOU NEED TO KNOW ABOUT FINAL GRADES E
NOTE: final grades are calculated by points only, AND not BY THE percentage POSTED IN eCOMPANION.
Text Reflections (12 @ 25 pts.) 300
Read Aloud Presentation 1 50
Post-Session Reflection Sheet1 20
Read Aloud Presentation 2 50
Post-Session Reflection Sheet21 20
Presentation to class 35
Adaptations/Accommodations for ELN 25
Post-Session Reflection Sheet 20
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
I Know That I Know Notebook 25
TOTAL POINTS: 700
A = 700 – 675 points
B = 674 - 650
C = 649 - 625
D = 624 – 600
F = 599 points or less
NOTE: final grades are calculated by points only, not percentage.
Late Submission of Course Materials:
F WHAT YOU NEED TO KNOW ABOUT SUBMITTING ASSIGNMENTS E
Late Submission 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 Late assignments will be noted and, if you are an education degree-seeking student, may be reflected in your teaching dispositions evaluation. Also, unless an assignment is late for emergency reasons, 5 points will be deducted.
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 cutoff date listed in the Schedule of Sessions.
§ 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.
§ Assignments must be submitted in person. 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.
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:
1. Demonstrate respect for yourself, your fellow class members, and your instructor.
2. Be honest with yourself and others.
3. Keep your sense of humor.
4. Participate in discussions and activities, and invite others to participate as well.
5. Respect the ideas and opinions of others, even when you believe they are wrong.
6. Contribute to focused, productive learning. This means eliminating distractions such as all electronic devices, off-topic conversations, homework for other courses, writing in planners, etc. The instructor regrets telling you that there have been occasions in the past where she had to pause class and ask a student to put away the device or planner.
· 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.
· Professional demeanor & dispositions are essential evidence that students are ready to be classroom teachers--passing grades on assignments are not sufficient. The short form of the Professional Teaching Dispositions will be used in this course.
o TOPIC: Introductions: people, course, procedures, policies, dispositions, syllabus overview
oASSIGNMENT -Locate a library convenient to you
Compile a list of books you enjoyed as a child
Select a Caldecott book to show at next class
o TOPIC: Tips for evaluating children's books (Amazon website), Sharing books with children, Book awards, Tips for reading aloud
o ACTIVITY Self-assign Read Aloud & Lesson Plan presentation dates
o ACTIVITY Present your Caldecott book to class
o ACTIVITY Share your list of favorite books
oASSIGNMENT -Read & do Text Reflection Ch 1 + Appendix A)
o CLOSURE: Miraculous Journey of Edward Tulane
IN-CLASS WORK DAY—Practice Read Alouds w/partner/Work on Resource File
o TOPIC: Ch. 1 Literature for Today’s Learners
o ACTIVITY: Share Text Reflections on Ch. 1 & Appendix A
o DUE: Text Reflections on Ch. 1 & Appendix A (must show, not submit)
? ACTIVITY: Continue Text Reflections on Ch. 1 & Appendix A
o DUE: Text Reflections on Ch. 1 & Appendix A (must submit)
IN-CLASS WORK DAY—Practice Read Alouds w/partner/Work on Resource File/Work on Lesson Plan
o ASSIGNMENT:: Read & do Text Reflections--Ch. 2
o TOPIC: Literature in the Lives of Young Children
o DUE: Text Reflections on Ch. 2 & Appendix B-E (must show, not submit)
? ACTIVITY: Continue Text Reflections on Ch. 2 & Appendix B-E
o DUE: Text Reflections on Ch. 2 & Appendix B-E (must submit)
MONDAY, Sep. 7—Labor Day—NO SCHOOL
o TOPIC: Power of People & Their Poems
o ASSIGNMENT: Read & do Text Reflection on Ch. 3.
o TOPIC: Ch. 3 Picturebooks: A Unique Format in Children's Literature
o ACTIVITY: Share Text Reflection Ch. 3
o DUE: Text Reflections Ch. 3 (must show; not submit)
o TOPIC: Continue picture books
o ACTIVITY: share Text Reflections, Ch. 3
o ACTIVITY: Children’s Book Illustrations and Fantasy Illustrations Intriguing display of one illustrator’s step by step creative process.
o DUE: Text Reflections Ch. 3 (must submit)
o ASSIGNMENT: Read & do Text Reflection on Ch. 4
o TOPIC: Ch. 4 Poetry & Verse
o DUE: Text Reflections Ch. 4 (must show; not submit)
o TOPIC: Continue Poetry & Verse
o ACTIVITY: Share Text Reflection Ch. 4
o DUE: Text Reflections Ch. 4 (must submit)
o ASSIGNMENT: Read & do Text Reflection Ch. 5
o TOPIC: Review Poetry & Verse-- listen to
o TOPIC: Folklore: A Literary Heritage
o ACTIVITY: Share Text Reflection Ch. 5
o DUE: Text Reflections Ch. 5 (must show; not submit)
o TOPIC: Continue Folklore: A Literary Heritage
o ACTIVITY: Lesson plan for comparing Rough-Faced Girl w/Cinderella
o DUE: Text Reflections Ch. 5 (must submit)
o ACTIVITY: Read Aloud Presentations 1st book by ___________________,
__________________, _________________________, ____________________,
___________________, _____________________,, _________________________,
o ASSIGNMENT: Read & do Text Reflection Ch. 6
o TOPIC: Ch. 6 Fantasy & Science Fiction
o ACTIVITY: Share Text Reflections Ch. 6
o DUE: Text Reflections Ch. 6 (must show; not submit)
o DUE: PSRS for Oct. 2 Read Aloud presenters
o TOPIC: Continue Fantasy & Science Fiction
o ACTIVITY: explore example of web resources for books
o DUE: Text Reflections Ch. 6 (must submit)
o ACTIVITY/DUE: Read Aloud Presentations 1st book by ___________________,
o DUE: Resource File 1st check (35-45) Files will be checked TODAY
? DUE: PSRS for today’s Read Aloud presenters by 5:00 p.m. this day (may email, but need to bring hard copy on Oct. 19)
o ASSIGNMENT: Read & do Text Reflection Ch. 7
Week of Oct. 12 -16: Fall Recess
o TOPIC: Ch. 7. Contemporary Realistic Fiction
o ACTIVITY: Share Text Reflections Ch. 7
o DUE: Text Reflections Ch. 7 (must show; not submit)
o TOPIC: Continue Ch. 7. Contemporary Realistic Fiction
o ACTIVITY: Socratic Circle type discussion—Age/Grade Level & “Suitable” Subjects
o DUE: Text Reflections Ch. 7 (must submit)
o ASSIGNMENT: Read & Do Text Reflection Ch. 8
o TOPIC: Ch. 8. Historical Fiction
o ACTIVITY: Share Text Reflections Ch. 8
o DUE: Text Reflections Ch. 8 (must show; not submit)
o TOPIC: Continue Ch. 8. Historical Fiction
o ACTIVITY: Watch, listen, respond to selected segments of interview w/Laure Halse Anderson
o DUE: Text Reflections Ch. 8 (must submit)
IN-CLASS WORK DAY—Practice Read Alouds w/partner/Work on Resource File/Work on Lesson Plan Work on Resource File
o ASSIGNMENT: Read & do Text Reflection Ch. 9
o TOPIC: Ch. 9. Biography & Memoir
o ACTIVITY: Share Text Reflections Ch. 9
o DUE: Text Reflections Ch. 9 (must show; not submit)
o TOPIC: Continue Ch. 9. Biography & Memoir
o ACTIVITY: Guest presenter—Debra McArthur
o DUE: Text Reflections Ch. 9 (must submit)
o ACTIVITY/DUE: Read Aloud Presentations 2nd book by ___________________,
o ASSIGNMENT: Read & do Text Reflection Ch. 10
o TOPIC: Ch. 10. Nonfiction
o ACTIVITY: Share Text Reflections Ch. 10
o DUE: Text Reflections Ch. 10 (must show; not submit)
o DUE: PSRS for Nov. 6 Read Aloud presenters
o TOPIC: Continue Ch. 10. Nonfiction
o ACTIVITY: Check out online resources
o DUE: Text Reflections Ch. 10 (must submit)
o DUE: RESOURCE FILE DUE (65-75) Files will be checked TODAY!
o ASSIGNMENT: Read & do Text Reflection Ch. 11
o TOPIC: Ch. 11. Literature in Action: Preschool and Primary Grades
o ACTIVITY: Share Text Reflections Ch. 11
o DUE: Text Reflections Ch. 11 (must show; not submit)
? DUE: PSRS for Nov. 13 Read Aloud presenters
o TOPIC: Continue Ch. 11. Literature in Action: Preschool and Primary Grades
o ACTIVITY: Read & discuss Herb Kohl letter to Arne Duncan
o DUE: Text Reflections Ch. 11 (must submit)
o ASSIGNMENT: Read & do Text Reflection for Ch. 12
o TOPIC: Ch. 12. Literature in Action: Intermediate Grades and Middle School
o ACTIVITY: Share Text Reflections Ch. 12
o DUE: Text Reflections Ch. 12 (must show; not submit)
o TOPIC: Continue Ch. 12. Literature in Action: Intermediate Grades and Middle School
o ACTIVITY: Video—Fountas & Pinnell, Reader Response
o DUE: Text Reflections Ch. 12 (must submit)
FRIDAY, NOV. 27--THANKSGIVING HOLIDAY
o ACTIVITY/DUE Lesson Plan Presentations by ___________________,
o DUE: COMPLETED RESOURCE FILE DUE (100 minimum) Files will be collected TODAY!
o DUE: Written Lesson Plan including ELN adaptations/accommodations
o DUE: Lesson Presentation PSRS from Dec. 2 presenters
o DUE: Lesson Presentation PSRS from Dec. 4 presenters
o DUE: IKTIKN (only need to show, not submit)
o CLOSURE: Miraculous Journey of Edward Tulane (“The End” ;o)))
FINAL EXAM DAY –Reserve for Topic/Activity if Needed
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 2008-2009 Undergraduate Catalog Page 87
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 2009-2010 Undergraduate Catalog Page 92
Attendance Policy:Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.
Park University 2009-2010 Undergraduate Catalog Page 95? INSTRUCTOR'S ATTENDANCE POLICY ?
• 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 .
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Last Updated:9/9/2009 12:48:26 PM