LIBM 205

LITERATURE FOR CHILDREN

FALL Semester 2006

Instructional Materials

Required text:  Kiefer, B. Charlotte Huck’s Children’s Literature, 9^th Ed. 2007. McGraw Hill: NY.

Course Description

     This course is a study of children’s literature, the various genres of literature, and the importance of using literature in the elementary classroom.  This course provides a basis for the selection of books best suited for each developmental stage of children, appropriate strategies to support reading and technological resources to support literacy in the elementary classroom. This class also emphasizes the use of literature in all parts of the curriculum. Rosenblatt (1978) stated that no two people have the same prior experiences and that responses to literature are a “transaction that occurs between the text, the reader, and the present context”. Future teachers need to generate opportunities for their students to share about literary experiences.

Rationale

     The study of children’s literature is required for all elementary preservice educators.  Knowledge of a variety of genre in children’s literature provides a basis for choosing appropriate books in the content and literary areas in an elementary classroom.  In addition, students will gain knowledge about how to use children’s books in the classroom. Various teaching methods will be modeled and practiced.

South Dakota Content Standards K-12 – Go to http://doe.sd.gov/contentstandards/

     Our class will address Indicators 1-4 under the Goal of Reading for Grades K-2 and Grades 3-5

National Standards (NCTE – National Council of Teachers of English and IRA- International Reading Association) – Go to www.ncte.org/standards/standards.shtml

  Our class will also address these English Language Arts standards.

NCATE-National Council for Teacher Accreditation Standards

     Pre-service teachers in this class will develop knowledge in content of quality children’s literature and how to integrate it into their elementary classrooms. They will experience and observe pedagogy skills and knowledge about different genres of literature for children pre- through 6^th grade. Reflection will be emphasized in journal writings, class discussions and exercises.

This course applies International Society for Technology in Education (NETS) standards for the technology objectives;

• (I.A) Demonstrate introductory knowledge, skills, and understanding of concepts related to technology.
•  (II.B) Identify and locate technology resources and evaluate them for accuracy and suitability.
  • Locate appropriate web sites for teachers in each genre.
• (III.C) Apply technology to develop students' higher order skills and creativity.

                      *    Various projects will be developed using computers in different ways.

• (V.D) Use technology to communicate and collaborate with peers, parents, and the larger community in order to nurture student learning.
  • Newsletter describing a literature unit to parents and the community.
•  (VI.E) Facilitate equitable access to technology resources for all students.
  • Computer lab time will be available for students to network and learn from each other for required assignments.

These standards from INTASC are met in this class.

·        Standard 2. The teacher understands how children learn and develop and can provide learning opportunities that support their intellectual, social, and personal development.

·        Standard 4. The teacher understands and uses a variety of instructional strategies to encourage student’ development of critical thinking, problem solving, and performance skills.

·        Standard 6. The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.

·        Standard 8. The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner.

Course Objectives

On Completion of the course, the student will;

• Recognize various ways children benefit from literature at different developmental levels.
• Become knowledgeable to a wide variety of genres in children's literature and be able to make critical judgments about quality and usage, and learn a range of teaching strategies.
• Learn to use technology in the classroom and to research lessons bringing children and books together.
• Understand the importance of using literature in all content areas of the elementary curriculum.

Bibliography-The course content and procedures are supported by these research-based sources.

Anderson, R.C. (1996). Research foundations to support wide reading. In V. Greaney (Ed.), Promoting                            reading: Views on making reading materials accessible to increase literacy levels. Newark, DE: International Reading Association.

Cohen, D. (1968). The effect of literature on vocabulary and reading achievement. Elementary English, 45, 209-213, 217.

Gunning, T.G. (2000). Best books for building literacy for elementary school children. Needham Heights, MA: Allyn and Bacon.

Harvey,Stephanie. Nonfiction Matters: Reading, Writing, and Research in Grades 3-8. York, ME: Stenhouse, 1998.

Holland, Kathleen E., Rachael A.Hungerford, and Shirley B. Ernst.,eds. Journeying: Children Responding to Literature. Portsmouth, N.H.: Heinemann, 1993.

Lehr,Susan, ed. Battling Dragons: Issues and Controversy in Children’s Literature. Portsmouth, N.H.:Heinemann, 1995.

Martinex, Miriam, and Nancy Roser. “Children’s responses to Literature.” In Handbook of Research on Teaching the English Language Arts, ed. James Flood et al. New York: Macmillan, 1991.

Pappas, Christine C., Barbara Z. Kiefer, and Linda S. Levstik. An Integrated Language Perspective in the Elementary School. 3^rd ed. White Plains, N.Y.: Longman, 1999.

Tierney, Robert, Mark A. Carter, and Laura E. Desai. Portfolio Assessment in the Reading-Writing Classroom. Norwood, Mass.: Christopher-Gordon, 1991.

Trelease, Jim. The New Read-Aloud Handbook. 5^th rev.ed.New York: Penguin Books, 2001.

Wells, Gordon. The Meaning Makers: Children Learning Language and Using Language to Learn. Portsmouth, N.H.: Heinemann Educational Books, 1986.

Disability Statement

     If you have a physical, psychiatric/emotional, medical or learning disability that may impact on your ability to carry out assigned course work, I would urge you to contact Karen Gerety, Director of Disability Services at 626- 2371, or stop by Student Center 217.  The staff will review your concerns and determine, with you, what accommodations are necessary and appropriate.  All information and documentation of disability is confidential.

Caveat  

  The course schedule and procedures are subject to change in the event of extenuating circumstances.

Course Requirements          ASSIGNMENTS- *Suggestions for Professional Portfolio Placement

1. Chapter Journal Reflections                                                130 points

Read each chapter and take the online (or on CD disc) quiz-multiple choice.  Write a personal reflection from the journal question (on the Class calendar). This should be at least two paragraphs in length.  (10 points per chapter)

*Electronic portfolio – Knowledge of Self

2. Picture Book Reading                                                           50 points

Each student will read an age-appropriate book (Caldecott Award Winner preferred) to a group of children (two or more).  (Please check page 672 in text for pointers).

Many students have used their sophomore field experience or visited a classroom from their hometowns. A sign-up sheet will be provided for the NSU Children’s Center if you do not have any opportunities to be with children in a classroom.  A form will be provided to assess your experience, which must be signed by the cooperating teacher or observing adult.

* Electronic portfolio- Possible videotape or digital   picture and reflection- Knowledge of learner

3. Poem                                                               50 points

Students will create a short poem (no longer than eight lines) that tells something about themselves. Chapter 8 gives many suggestions on types of poems. The poem should be on a word document and illustrated appropriately.  Students may use computer-generated art, creative drawings or pictures of themselves.  

The poems will be shared in class.

                                                            *Electronic portfolio- Knowledge of self

4.  Literature Circle                                               30 points

          Groups of students (sign up sheet will be provided) will read the same chapter book.  Each group will discuss the book. Children should read to learn about life and make sense of the world, not to answer a series of questions. When they can share with each other, they become critical thinkers.  This activity will give an experience of how to use “circles” in classrooms of all ages.

5. Technology-related assignment                         50 points

Choose a topic in math, science, or social studies and make an informational concept book (at least 10 slides) on a power point format. A rubric will give student guidance on quality and requirements of this assignment. Present to class and make a hard copy to turn in.

                                     *Electronic portfolio- Knowledge of Pedagogy-REQUIRED

6. Book Log                                                                      120 points

Each student will compile a book log of two books from each of the chapter’s genres –Chapter 5 through Chapter 12. Also, students will choose a website for teachers focusing on each type of children's literature.

·        One of the books chosen should be for younger readers (pre – 2^nd grade)

·        One should be for older readers (3^rd – 6^th).

Students will evaluate each book using pages 13-20 evaluation criteria, noting any medals or awards. Then the student will explain how the book could be used in a classroom and what themes, discussions, or activities could be implemented with children.

The website for each genre will need an explanation of how a teacher could utilize it for their own use or for children in the classroom.

Each book description should be a page in length. Sixteen books and eight websites are required.

*Electronic portfolio- Knowledge of Pedagogy

7. Thematic Literature Unit in a Newsletter Format    100 Points

This is a two-fold assignment.

1)    Students will choose a subject and an appropriate grade level of children that would be interested in it.  Using Chapter 12 of the text, the student will search out ideas and children’s books from 5 different genres that would develop a learning unit. A short paper (maximum 2 pages) will be required to explain the literature unit. (Examples will be given in class). (50 points)

2)    Students will develop a one-page newsletter describing this unit to possible parents (of their potential future classes).  Students will present and discuss their newsletter to small groups in class (have 5 copies). (50 points)

Objectives are to;

·          Learn how to develop a thematic unit around literature.

·         Emphasize the importance of keeping communication lines open with parents.

·         Give students computer skills in preparing a newsletter.

*Electronic portfolio- Knowledge of Pedagogy and Knowledge of Self as                             a Teacher and Member of a Learning Community (Newsletter required)

                          Reflect on why communication with parents is good.

8. Quizzes (unannounced) and/or Final will be given during the semester. 70 points

ASSESSMENT

      The quality of assignments, attitude in class and participation in discussions and activities will have an effect on grade.

       Class participation is a very important part of your grade.  Professional courtesy requires that you notify the instructor in the event that you must be absent. As a future teacher, you are responsible for the learning that takes place in class.  Get notes from classmates if you must miss.  NO CREDIT will be awarded for unexcused missed in-class activities. If you have 3 or more unexcused class periods, your grade will be adjusted.

    Completed assignments must be done in an acceptable form and handed in on time for full credit.  Points will be deducted for work that is late.

     Students have the opportunity to earn 600 points during the semester.

 Grades will be calculated as follows: