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EDE 311 Child Lit for ECE & ELEM Tchrs
Greene, Judy Ann


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
The 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 ECE & ELEM Tchrs

Semester

SP 2010 HOZ

Faculty

Greene, Judy Ann

Title

Assistant Professor

Degrees/Certificates

M.A. Special Education, MA, BSE, BGS

Office Location

rm. 317 Copley hall

Office Hours

T 2:30-4:30; W 9:30-4:30

Daytime Phone

816-584-6421

E-Mail

judy.greene@park.edu

Class Days

TBA

Class Time

TBA

Prerequisites

none

Credit Hours

3


Textbook:
 

Galda, Lee, Cullinan, B., & Sipe, Lawrence. (2010) Literature and the Child 7e. Cengage

Publishers. ISBN-10: 0495602396  |  ISBN-13: 9780495602392

Fox, Mem.  (2008).  Reading Magic: Why Reading Aloud to Our Children Will Change Their 
      Lives Forever, 2e.
   Mariner Books:  ISBN-13:  978-0156035101

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

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:
EDE311 Childrens Literature for Early Childhood and Elementary Teachers: 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:
 

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

  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.


Core Assessment:

Resource file of 100 annotations of children’s books.

Link to Class Rubric

Class Assessment:
 

  1.  Text Reflections Prepare for class lecture and discussion activities, and build a repertoire of strategies for future use with your classroom learners. You will use each of the following strategies at least once to share what you learn from assigned readings: semantic maps, pictures, rhyme/song/rap, flashcard, “think like a teacher,” text-to-self connections. Your reflections should do 2 things: (a) cover the important points of the whole chapter, and (b) include the thoughts &/or reactions you had as you were reading. Bring your text reflection to each class and share it with the class as a learning activity. Feel free to use whatever media you wish for text reflections—computer technology, color markers, pens, paints, etc., Text Reflections are due at the beginning of each class on the date listed in "Course Topics and Assignments." Resources for this assignment are in eCompanion.
  1. Read Aloud PresentationS  This will be a live reading to the class of 2 books you have selected that you want to use in your future classroom. Your Read Alouds for this class should incorporate the elements discussed in class based on the text for an expressive and engaging presentation. Both readings will be scored as part of the final grade; therefore, it should be practiced before presenting it to the class. Fellow students will also provide feedback in practice sessions. Feedback should be constructive & supportive, i.e., what could be better, suggestions to improve, what worked well and why. Everyone will use a Post-Session Reflection Sheet (PSRS) that you will fill out after your Read Aloud Presentation and submit it to the instructor at the beginning of the next scheduled class session. 
  1. Lesson Plan  Select a 3rd book and use it to develop and present a partial lesson plan to the class. You will practice only the essential beginning components in a full lesson plan format which the instructor will provide. Each partial lesson plan must include three distinct parts:

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

literacy: 

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 detailed 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. 

4Children’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

                        Poetry                                                  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.

a.                              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. 

Grading:
 

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.

Assignment                                                            Points                                      

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

Lesson Plan

Written                                                                          50

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.

INCOMPLETES: Incompletes are strictly limited to students who regularly attend and submit assignment on time and whose situation meets the criteria described in unconditionally excused absences. A contract listing pending assignments and final due date is required. It is Park policy that all incompletes be finalized in 60 days. In complement to this policy, the instructor will compute the course grade with whatever assignments have been submitted at the end of 60 days.

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:
 

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. 

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 2009-2010 Undergraduate Catalog Page 92

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.

  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, but unexcused absences may carry further penalties.
  3. 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".
  4. A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.
  5. 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.
  6. 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 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 .

Additional Information:
 

Written AssignmentsClear written and spoken communication is absolutely essential and expected for future classroom teachers. 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!)  


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. 

Bibliography:
 

Beers, Kylene. (2003) When Kids Can’t Read. Heinemann Publishers. ISBN: 0-86709-519-9

Bennett, Barrie, Rolheiser, Carol. (2001). Beyond Monet. Toronto, Ontario: Bookation, Inc. 

            ISBN: 0-9695388-3-9

Birsh, Judith R. (2005). Multisensory Teaching of Basic Language Skills, 2e. Baltimore, MD: 

            Paul H. Brookes Publishing Co. ISBN: 1-55766-676-8

Copeland, Matt. (2005). Socratic Circles: Fostering Critical and Creative Thinking in Middle

and High School. Portland, ME: Stenhouse Publishers. ISBN: 1-57110394-5

Donelson, Kenneth L., Nilsen, Alleen Pace. (2005) Literature for Today’s Young Adults, 7e.

  Boston: Pearson Allyn Bacon Publishers. ISBN: 0-205-41033-9

Duffy, Gerald G. (2003) Explaining Reading A Resource for Teaching Concepts, Skills, and

            Strategies. New York: Guilford Press. ISBN: 1-57230-877-X

Fountas, Irene C., Pinnell, Gay Su. (2006) Teaching for Comprehension and Fluency: Thinking,

            Talking, and Writing About Reading, K-8. Heinemann Publishers. 

ISBN: 0-325-00308-4

Gallagher, Kelly. (2003) Reading Reasons: Motivational Mini-Lessons for Middle and High

            School. Stenhouse Publishers. ISBN: 1-57110-356-2

Johnston, Peter H. (2004) Choice Words: How Our Language Affects Children’s Learning.

Portland, ME:  Stenhouse Publishers. ISBN: 1-57110-3899

Keene, Ellin Oliver. Zimmerman, Susan. (1997). Mosaic of Thought: Teaching Comprehension I     in a Reader’s             Workshop. Portsmouth, NH: Heinemann. ISBN: 0-435-07237-4

Kohn, Alfie. (1999). Punished By Rewards: The Trouble with Gold Stars, Incentive Plans, A’s,

            Praise, and Other Bribes. Mariner Books; New Ed edition. ISBN: 0618001816

Kohn, Alfie. (2000). The Schools Our Children Deserve: Moving Beyond Traditional Classrooms

            and “Tougher  Standards.” Mariner Books. ISBN: 0618083456

LeDoux, Joseph. (2002). The Synaptic Self. New York, NY: Viking. ISBN: 0-670-03028-7

Lyons, Carol A. (2003) Teaching Struggling Readers: How to Use Brain-Based Research to

 Maximize Learning. Portsmouth, NH: Heinemann Publishers. ISBN: 0-325-00435-8

Manzo, Anthony, Manzo, Ula, and Thomas, Matthew. (2005) Content Area Literacy: Strategic

            Teaching for Strategic Learning. Wiley Jossey-Bass Education. ISBN: 047115167X

McCraken, Robert A., McCracken, Marlene J. (1972). Reading is Only the Tiger’s Tail: A

Language Arts Program. San Rafael, CA: Leswing Press. ISBN: none given

Palmer, Parker J. (1997). Courage to Teach: Exploring the Inner Landscape of a Teacher’s Life.

 Jossey-Bass,  Publishers. ISBN: 0787910589

Pinker, Steven. (1994). The Language Instinct. New York: Harper Collins. 

ISBN: 0-06-095833-2

Sousa, David A. (2001). How the Brain Learns, 2e. Thousand Oaks, CA: Corwin Press. 

ISBN: 076197765-1

Tovani, Chris. (2004) Do I Really Have to Teach Reading? Stenhouse Publishers. 

ISBN: 1-57110-376-7

Tracey, Diane H., Morrow, Lesley Mandel. (2006) Lenses on Reading; An Introduction to

            Theories and Models. New York: The Guilford Press. ISBN: 1593852975



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:1/12/2010 2:59:59 PM