Undergraduate Departmental Course Syllabus

COLLEGE OF EDUCATION

UNDERGRADUATE DEPARTMENTAL COURSE SYLLABUS

The College of Education is dedicated to the ideals of Collaboration, Academic Excellence, Research, and Ethics/Diversity (CARE). These are key tenets in the Conceptual Framework of the College of Education. Competence in these ideals will provide candidates in educator preparation programs with skills, knowledge, and dispositions to be successful in the schools of today and tomorrow.

1. Course Prefix and Number: EEC 4008 Credit Hours: 3

2. Course Title: Teaching Literature and Writing in Early Childhood

3. Regular Instructor(s):Ilene Berson, Ph.D., Jolyn Blank, Ph.D., Sophia Han, Ph.D. Adjunct faculty and doctoral students are required to have a Masters Degree with an emphasis in Early Childhood Education and experience teaching young children.

4. Course Prerequisites (if any):

Admission to College of Education Early Childhood Program.

5. Course Description:

This course is designed to provide preservice teachers with the skills necessary to implement a coordinated literature program and an integrated writing curriculum. Enrollment is restricted to majors.

6. Course Goals and Objectives:

List major goals and related objective (student learning outcomes) that will be taught and assessed in the course.They should reflect the knowledge, skills, and/or dispositions students will have learned at the conclusion of the course. After each objective, in parentheses, list the standards that are addressed. Include Florida Educator Accomplished Practices (FEAP), Conceptual Framework (CF), Professional Standards (International Reading Association- IRA), Competencies and Skills Required for Teacher Certification in Florida (CS), English Speakers of Other Languages (ESOL), Reading Endorsement Competencies (FRC).

Students will:

Identify, select, and evaluate developmentally appropriate books representing various literary genres in children’s literature (fiction, nonfiction, poetry), and books that reflect diverse cultures. (FEAP 2h; FRC1A3, 1A4, 1A6, 4.8)

Identify and evaluate language use and vocabulary in children’s literature and writing.

(FEAP 2h; FRC1F4, 1F5, 2F4)

Demonstrate effective read-aloud techniques (e.g., using words and phrases to supply rhythm and meaning in a story, poem, or song, speaking in a different voice for each character when reading dialogue aloud, highlighting illustrations as part of the meaning-making process).(FRC 1E1, 1E2)

Demonstrate the ability to engage children in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners to explore literary content, elements, and personal responses.(FEAP 3j; FRC2A4, 2B1, 2B2)

Demonstrate differentiated literature and writing instruction that reveals an understanding of the relationship between first- and second-language acquisition and literacy development. (FEAP 3h; FRC1B5, 2B3, 4.8)

Guided by evidence-based rationale, select and use quality children's literature to build an accessible, multilevel, and diverse classroom library that contains traditional print, digital, and online classroom materialsas exemplars of various text types (e.g., poetry, charts, songs) and sources of enjoyment, motivation, and knowledge. (FEAP 2h, 5c; FRC 1A6, 2 F4, 2G3, 1G4, 2B2, 2E2, 4.8)

Identify the developmental acquisition of writing as a multi-symbolic process for young children. (FEAP 3h; FRC 1B3)

Use observational methods to identify children’s composing strategies (e.g., talking, drawing, playing, planning, revising, editing).(FEAP 3j, 5c; FRC 1B3, 1G4)

Provide children with specific oral and written feedback based on standard, research-based criteria for evaluating children’s writing processes and products.

(FEAP 1e; FRC 1E4, 1F5)

Design lessons and demonstrate effective instructional techniques for teaching discipline-specific writing tasks (i.e., genres, text structures, modes) for various purposes.

(FEAP 3c; FRC 1F4, 1F5)

Design and implement lessons that support children’s multimodal composing strategies (e.g., talking, drawing, playing, planning, revising, editing) and encourage multimedia product development for distribution of information to wider audiences.

(FEAP 3h; FRC 2B1)

Demonstrate effective instructional strategies for writing (e.g., modeling, collaborative composing, guided writing) that provide children with various levels of teacher support and are based on children’s diverse linguistic abilities.

(FEAP 1e, 3h; FRC 1B4, 2B3, 2B4, 4.13)

7. Content Outline:

List the major topics and related subtopics to be addressed. A tentative weekly schedule of topics and/or outline should be included.

Week / Topics
1 /

Introduction to the teaching of reading and writing

2 /

Overview of the Genres of Children’s Literature
Developing Appreciation of Children’s Literature
Read-aloud techniques
Designing effective classroom spaces
Developing a classroom library
Modeling a literate life
Fostering multimodality in response to literature
Promoting family literacy

3 /

Selecting and Evaluating Children’s Literature
Identifying literary elements
Determining basic text structures across genres
Identifying and evaluating authorial devices

Reading and Responding to Literature
Demonstrating effective read-aloud techniques
Demonstrating Picture Walks
Creating and modeling Book Talks
Organizing Book Clubs
Leading Book Discussions
Engaging students’ responses to texts through Multimodal Activities
Using Media tools to encourage response

4 /

Writing development of young learners
Relationship of writing, oral language, listening, and visual expression
Examining writing samples by age/grade level

5 /

Writing and Literature in the PreK classroom

6 /

Writing and Literature in the Kindergarten classroom

7 /

Writing in the Primary Grades: Instructional Strategy Demonstrations
Modeled Writing
Shared Writing
Interactive Writing
Guided Writing
Independent Writing/Writing Workshop

The Writing Classroom
Designing writing spaces for collaboration
Managing writing time
Small group/large group instruction
Multi-media writing tools
Children’s Literature: Using the big and little library
Writing audiences and outlets
Writing samples and initial assessments

Genres: Text Elements and Features / Process: Children’s Text Development Strategies / Traits: Elements of Effective Texts / Method: Instructional Strategies based on Students’ Needs
8-9 / Picture Books (fiction)

Modeling strategies for reading and responding to Narrative Stories
Identifying simple plot structures
Understanding character development through images and text
Scaffolding children’s ability to fluently read increasingly complex texts through dramatic activities
Demonstrating strategies for reading multimedia texts

/ Text Development

Planning
Brainstorming
Talking
Drawing
Collaborating

/ Generating Ideas

Finding a topic
Selecting details
Developing interest
Making the content clear

/ Method

Modeling
Sharing
Interacting
Guiding
Conference comments

9-10 / Picture Books (Information/Non-fiction/Increasing Complexity)

Identifying elements and structures of more complex Informational Texts
Identifying Elements of Non-fiction
Identifying Elements of Visual Design
Identifying Curricular concepts
Modeling strategies for reading simple informational texts
Demonstrating effective read-aloud techniques
Demonstrating Picture/Text Walks
Demonstrating content area reading strategies
Demonstrating strategies for Reading Multimedia Texts
Demonstrate strategies for searching for information

/ Text Development

Planning
Brainstorming
Talking
Drawing
Collaborating

/ Generating Ideas

Finding a topic
Selecting details
Developing interest
Making the content clear

/ Method

Modeling
Sharing
Interacting
Guiding
Conference comments

11-12 / Narrative & Story Plot

Character
Point of View
Multimedia and print-based forms and functions in the Primary Grades

Information/Expository Text

Structures
Text Features
Content-area literacy

/ Pre-Production

Writing
Drawing
Talking
Graphic organizers
Storyboards

Text Production

Writing
Drafting
Talking
Drawing
Playing
Role Playing
Reading aloud
Re-reading

Post-Production

Editing
Writing
Conferring
Receiving Feedback
Drawing
Presenting
Multi-media production

/ Generating Ideas

Finding a topic
Selecting details
Developing interest
Making the content clear

/ Method

Modeling
Sharing
Interacting
Guiding
Conference comments

13 / Poetry

Identifying elements and structures of Poetry
Identifying forms of poetry
Identifying literary devices
Modeling strategies for reading and responding to Poetry
Demonstrating effective read-aloud techniques
Engaging students’ responses to poetry through Multimodal Activities
Using Media tools to encourage response
Develop lessons that explore language and vocabulary through word play
Demonstrating strategies for fostering oral language development through choral reading

14 / Global Literature

Identifying elements and structures of Global Literature
Fairy Tales
Folktales
Drama
Identifying linguistic differences across global children’s literature texts
Modeling strategies for reading and responding to Global Literature
Demonstrate effective oral storytelling techniques
Fostering oral language development through book clubs
Demonstrate strategies for comparing and contrasting stories

15 / E-books and digital readers
Writing with digital tools

8. Evaluation of Student Outcomes:

List the approaches (or assessment strategies) that will be used to determine students' achievement of course goals and objectives.Indicate what standards will be assessed with each assessment.

Assignment Standards Met

a)Literary Analysis(25%) (Objectives 1, 2; FEAP 2h; FRC 1A3, 1A4,1A6, 1F4, 1F5, 2F4, 4.8)

b)Classroom Library and Writing Space Design (5%)(Objective6: FEAP2h, 5c; FRC 1A6, 2 F4, 2G3)

c)Diverse Portrayals in Children’s Literature (20%)(Objectives 1, 5, 6; FEAP 1f, 2d: CF 2. 5: IRA 2.2, 2.3, 3.3, 4.1: ACEI 1: CS 2.1, 2.2, 2.3, 2.4: FRC 1A3, 1A6)

d)Read Alouds(10%) (Objectives3, 4;FEAP 3j; FRC 1E1, 1E2, 2A4, 2B1, 2B2)

e)Assess Student Writing Samples (10%) (Objectives 2, 7, 9;FEAP 1e, 2h, 3h; FRC 1B3, 1E4, 1F4, 1F5, 2F4)

f)Teaching Writing Cycle (30%) *Critical Task* (Objectives 2, 4, 5, 7, 8, 9, 10, 11, 12;FEAP 1e, 2h, 3c, 3h, 3j, 5c; FRC 1B3, 1B4, 1B5, 1E4, 1F4, 1F5, 1G4, 2A4, 2B1, 2B2, 2B3, 2B4, 2F4, 4.8, 4.13)

a)Literary Analysis(25%)

You will read the following books that represent genres of children’s literature. You will analyze each book and identify genre elements and literary devices. For each genre, you will create or write a response to the book(s) to demonstrate your ability to identify the genre elements and literary devices. Specific guidelines for each genre will be provided in class and posted in the course management system. You will bring the books to class on the assigned day.

You will select and read children’s books according to the following breakdown:

4 Emergent Picture Books-

Select and read two pattern books, one ABC book, one counting book. To ensure quality text selection, choose books that are listed in the course textbook.

4 “Classic” Picture Books-

Read Where the Wild Things Are by Maurice Sendak and The Very Hungry Caterpillar by Eric Carle. Then select and read one favorite book from Dr. Seuss and select and read two favorite picture books from your childhood.

4 Fictional Picture Books –

Select and read 4 books that tell a realistic story. To ensure quality text selection, choose books that are listed in the course textbook.

2 Contemporary Realistic Fiction Books-

Read a recent Newbery Winner or Newbery Honor book of realistic fiction. (Instructor will provide the title.)

8 Information Books-

Select and read one book about thehuman or animalbody, one book about theearth, one book about space, twobooksabout a historical event or person in the U.S., two books that teach math concepts, and one book of your choice (e.g. your hobbies, interests, travel, etc.). To ensure quality text selection, choose books that are listed in the course textbook or books that have won the Robert F. Sibert Informational Book Medal ( or the OrbisPictus Award (

3 Global Literature books-

Choose one traditional folk tale (Cinderella, Beauty and the Beast, Jack and the Bean Stalk, The Three Little Pigs, Little Red Riding Hood, etc.). Find and read 3 or more versions or variations of the same story.

2 Poetry Anthologies-

Select and read one anthology that includes poetry from many poets.
Select and read one anthology that includes poetry from a single poet.
To ensure quality text selection, choose poets who are listed in the course textbook.

b)Design a Classroom Library and Writing Space (5%)

Create an interactive poster that showcases your ideal classroom writing and library space(s). Think about the classroom from both teaching and learning perspectives. The purpose of this assignment is for you to reflect on the literacy opportunities in your future classroom, to apply your understanding of media literacies to classroom spaces and places, and to experiment with an interactive, online tool for communication. Your classroom library will include literature from each genre, literature of increasing complexity, and multimedia resources to encourage reading and writing for personal and academic purposes. You will categorize the literature into themes that are relevant to you. Then you will provide a rationale foryour selections and themes. Your assignmentwill be evaluated through a rubric that will be discussed and distributed during class.

c) Diverse Portrayals in Children’s Literature (20%)

Part 1: Survey children’s literature and select a set of books that include representations of people who are grouped together for various racial, ethnic, religious, cultural, economic, social, physical, political, historical reasons, etc. (e.g, African Americans, Latino/Latina Americans, people with disabilities, LGBT families, people who identify as Jewish/Christian/Muslim/Atheist/etc., Holocaust survivors, military veterans, etc. Select contemporary realistic fiction or picture books published within the last 10 years with a priority on finding the most recent books. (Do not select folktales for this project.) Locate and read 12-15 books.

Part 2: Write a paper (1000 words minimum) in which you describe how individuals and groups are portrayed through the text and illustrations. Are the portrayals accurate and authentic? Do the authors and illustrators identify themselves as part of the group? Is “difference” a focus of each book or are the books about something else?If any of the books have been banned or censored, what were the concerns? What do you notice about this set of books? What have you learned about issues of portrayal and character?

Part 3: Develop a 20-minute presentation in which you demonstrate effective strategies for teaching with literature that represents diverse cultural, racial, social, religious, economic, and sexual identities and demonstrate strategies that facilitate a learning environment in which differences and commonalities are valued.1. Provide an oral retelling of the most powerful and personally meaningful book in your collection. 2. Display all of the books you analyzed and provide a book talk and picture walk through the collection. Highlight cultural, linguistic, and stylistic variations along with illustrations. 3. Demonstrate a strategy for teaching children based on this collection. 4. Provide the class with an annotated bibliography and a brief description of teaching ideas that support global understanding and diverse perspectives.

d) Read Alouds (Modeling Reading Strategies) (10%)

Select an appropriate Picture Story book for reading aloud (use your textbook for ideas).

Step 1: Record yourself as you read aloud. Post your video and provide a reflective analysis ofyour vocal expression and your physical response (e.g., eye contact, picture showing, posture). How can you adjust your clarity, expression, non-verbal behavior, and voice to enhance meaning for your audience. Practice verbally“acting out” the story.

Step 2: In class, you will read a story to a small group of your peers. Your peers will record your reading and anonymously evaluate you using criteria from the textbook. You will receive the feedback on your text select and your read-aloud strategies. You will use the comments for constructive, reflective purposes.

Step 3: You will read a story to a group of children and film your performance (do not film children’s faces). You will post your video in the class site. You will also extend your read aloud by leading the students in a response to the text. You will design and execute a lesson based on the children’s needs and interests. You will collect evidence of student learning and reflect on your effectiveness. (These activities may occur over several days.)

e) Assess Student Writing Samples (10%)

You will complete modules and tutorials in which you assess students’ written products using an analytic scoring system.

f) Teaching Writing Cycle (30%)

Using appropriate instructional strategies, you will support and guide a group of students as they create an original text for discipline-specific purposes. You will guide the students’ text development and writing process including planning, composing, revising and editing.

The text will be accompanied by a multi-media presentation that the students will create and present to a wider audience. Your performance will be evaluated based on your instructional strategies and your analysis of student learning. More information will follow in class.

The intentions of the teaching writing cycle are for teaching candidates:

•To observe student writing and identify children’s process strengths

•To assess student writing using an analytic system

•To use data to make instructional decisions

•To effectively use balanced literacy strategies to support student learningand multimodal

composing

•To communicate information about students’ development to families and teachers

The teaching writing cycle will be evaluated based on the following criteria:

•Knowledge of children’s writing development as revealed in your observational notes

•Knowledge of writing traits as demonstrated in your assessment of student products

•Knowledge of children's writing development and writing standards as revealed in your selectionof teaching points

•Knowledge of writing traits and standards for writing as revealed in your lesson plans

•Knowledge of writing resources and materials as revealed in your lesson plans and teachingdocumentation

•Teaching effectiveness as revealed in your execution of relevant instructional strategies (i.e.,elements of effective modeled writing/shared writing/interactive writing/guided writing- see assigned readings for details)

•Data-driven decision making as revealed in your assessment of student performance during theteaching cycle

•Teaching effectiveness as revealed in your ability to identify your teaching strengths/areas todevelop in response to student performance

9. Grading Criteria:

Indicate what system will be used (i.e. straight letter grade, a plus and minus, or an S/U); grading scale, circumstances under which an “I” will be awarded. If this is a course for major’s, indicate what assignment(s) is a critical assignments and the consequence if it is not completed. Also indicate that a minimum grade of “C-“ or “S” must be achieved in courses in their major.