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EDE 311 Child Lit for ECE & ELEM Tchrs
Cuff, Shannon Cowart


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

FA 2010 HO

Faculty

Dr. Shannon Cuff

Title

Assistant Professor of Literacy Education

Degrees/Certificates

Bachelor of Arts, Secondary Education and English
Masters in Education
Doctor of Philosophy, Literacy Education

Office Location

Watson Literacy Center, 330B

Office Hours

Monday: 1:30--4:00, Tuesday: 12:30--3:30, Thursday: 1:00--3:30

Daytime Phone

816-584-6539

E-Mail

shannon.cuff@park.edu

Semester Dates

August 16, 2010--December 10, 2010

Class Days

-M-W---

Class Time

12:00 - 1:15 PM

Credit Hours

3


Textbook:

Fox, M. (2008). Reading magic. Orlando: Harcourt.  ISBN: 978-0-1-5603510-1.
 
Galda, L., Cullinan, B. E., & Sipe, L. R. (2010). Literature and the child (7th ed.). Australia: Cengage Publishers.
ISBN: 978-0-495-83077-1.
 

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:

All Park University teacher candidates seeking certification and licensure must purchase Foliotek, the School for Education’s electronic portfolio system. As purchasing and accessing Foliotek is a multi-step process, please follow these instructions: 

1.    Decide the Contract Period and fee for which you will be paying. Minimally, you must purchase a contract which extends to the year you expect to graduate, however some students purchase a contract extending one year beyond graduation. 

 Contract Period    

 Contract Fee

Per Student (Prepaid)

Cost Breakdown

Per Student, Per Year

 1 year

 $30.00

$30.00

 2 years

 $59.00

$29.50

 3 years

 $87.00

$29.00

 4 years

 $112.00

$28.00

 5 years

$120.00

$24.00

6 years

$125.00

$20.83

2.    Send an email to Carol Williams (carol.williams@park.edu) with the following information:

1.    Your Name

2.    The Contract Period you wish to purchase

3.    Your student identification number

3.    Within a few days, you will receive from Foliotek an email with online purchasing information. Upon receipt of this email, purchase your Foliotek contract.

4.    Upon receipt of your payment, you will receive your login information. You must then send a final email to Carol Williams (carol.williams@park.edu), requesting she provide your current education professors and a academic advisor (list them) access to view your portfolio. It is imperative you complete this final step!!

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 are catalysts for their students' learning process and educational experiences.  My goal is to work collaboratively with my students to deepen their knowledge of literacy education and facilitate their growth as educators.  Respect for one another is critical to establishing a culture and climate where all ideas may be expressed.  We will engage in conversations that challenge us to think about how to best teach every child.  Teachers must strive to work with the whole individual and provide authentic learning opportunities in order to promote growth and academic success. 

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:

The following list is an overview of the assignments for this course.  More information for each assignment will be given as needed.  Additionally, students may be asked to complete smaller assignments as they relate to the assessments listed below.
 
1. Text Reflections: Students will create a variety of creative reflections in response to readings from the textbooks.
 
2. Read Aloud Presentations: Students will read aloud two children's books they have chosen to use in their future classroom.  Fellow students will provide constructive criticism in response to the readings, and all students will complete a reflection sheet after their read alouds.
 
3. Lesson Plan: Students will select a children's book (different from the ones used in the read aloud presentations) and use it to develop a mini-lesson.  Students will teach the class and fellow students will provide feedback.
 
4. Children's Literature Resource File (Core Assessment): The Children's Literature Resource File consists of brief but focused annotations for 100 children's books you have read this semester.  You will structure your resource file as a series of text sets you envision using when you begin your teaching career. 

Grading:
Final grades are calculated by points only.  Each assignment will be assigned a point value.  Students will receive rubrics for each assignment before points are determined to aid them in earning the grade they desire.  Additionally, students will receive points for attendance and participation.  A student's grade will be lowered half a letter grade upon the fourth unexcused absence and/or late entry to class. 

Late Submission of Course Materials:

Assignments should be submitted on time even if a student is absent (excepting emergencies).  Use email or ask a fellow classmate/friend to deliver the assignment to class or Dr. Cuff's mailbox on her office door. 
 
Five points will be deducted each day until the assignment is submitted.  Students may speak to Dr. Cuff individually if an emergency prohibits the submission of an assignment.  Late assignments will be noted, and if you are an education degree-seeking student, may be reflected in your teaching dispositions evaluation.

Classroom Rules of Conduct:

You are expected to be on time and refrain from leaving early.
 
Classroom participation is part of your grade in this course.  To participate, you must attend class having prepared the materials for the day. 
 
Classroom discussion should be respectful to everyone and relevant to the topic we are discussing.  Classroom discussion is meant to allow us to hear a variety of viewpoints.  This can only happen if we respect each other and our differences.
 
Electronic devices must be turned off during class, unless you have informed me ahead of time that you are expecting an emergency message.

Course Topic/Dates/Assignments:

The following is a general overview of this course.  Students will receive a detailed schedule of course topics and assignments monthly.  Please note our schedule is flexible and will be determined based on students' needs.
 
Week 1: Introduction to the course, tips for evaluating children's books and reading aloud
Week 2: Practice read alouds in class, begin thinking about children's literature resource file
Weeks 3-6: Work on text reflections, read alouds, resource file, and lesson plan
Weeks 7 & 8: Continue text reflections, resource file, lesson planning, and present first read aloud
Week 9: Fall Recess
Weeks 10 & 11: Text reflections, resource file, and second read aloud presentations
Weeks 12 & 13: Text reflections, final lesson planning, and resource file
Weeks 14 & 15: Lesson plan presentations
 

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 students and faculty members are encouraged to take advantage of the University resources available for learning about academic honesty (www.park.edu/current or http://www.park.edu/faculty/).from Park University 2010-2011 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. from Park University 2010-2011 Undergraduate Catalog Page 92-93
Dr. Cuff reserves the right to use anti-plagiarism software to determine the authenticity of students' assignments.

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 2010-2011 Undergraduate Catalog Page 95-96
A student's grade will be lowered half a letter grade upon the fourth unexcused absence and/or late entry to class.  

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 .



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:8/13/2010 9:28:53 PM