University of Pittsburgh

Department of Instruction and Learning

IL 1042/2042: Language and Literature for the Young Child

Fall 2017

Instructor: Patricia A. Crawford, Ph.D.

Phone: 412-648-7558

Email:

Office: 5316 Wesley W. Posvar Hall

Office Hours: By appointment

Catalog Description: An introduction to language development, literature, and literary experiences for children in Pre-K to grade 4.

Course Overview: The purpose of this course is to provide students with a wide range of information related to language and literature for young children. Attention will be given to applied theories and stages of oral language development, transitions from oral to written expression, and the selection and use of quality literature with children, birth through grade 4. Students will explore a variety of literature and investigate the pedagogical components that offer invitations for young readers to engage with texts and respond to them in different developmentally appropriate ways. Methods of instruction include, but are not limited to the following: lecture, discussions, exploration and deconstruction of student writing and drawing samples, literature study groups, pedagogical modeling, technology via use of the Internet, DVDs, and other appropriate media, and individual, small group, and whole class activities.

Audience: This course is intended for students who are seeking PreK-Grade 4 teacher certification. Other interested students may also be admitted.

Expected Learning Outcomes:

  • The student will be able to identify broad theories of language development.
  • The student will be able to distinguish key stages in oral language development.
  • The student will be able to articulate and implement a variety of techniques to support oral language development among young children in both home and school settings.
  • The student will be familiar with language systems and be able to evaluate children’s writing samples for these systems
  • The student will begin to develop a personal philosophy of teaching and learning about the integrated language arts with young children.
  • The student will have a working understanding of reader response theory and its application to literature for the young child
  • The student will become competent in the identification, selection, and assessment of books in the various literacy genres and across a variety of picturebook formats
  • The student will relate the selection of literature to the physical, emotional, social, intellectual, and aesthetic needs of students
  • The student will identify contributions of notable authors and illustrators of books for young children
  • The student will become accomplished in the selection and implementation of pedagogical techniques which will enhance children’s knowledge and appreciation of print materials
  • The student will be able to successfully provide children with pleasurable experiences with books
  • The student will demonstrate the ability utilize electronic and print resources to extend their understanding of language and literature study
  • The student will demonstrate the ability to enhance other curricular areas through the selection of appropriate literature.
  • The student will develop a sense of motivation to become a lifelong reader and writer as part of their professional work as a teacher of young children

Texts:

Professional Texts:

Laminack, L., & Wadsworth, R. (2012). Bullying hurts: Teaching kindness through read alouds and guided conversations. Portsmouth, NH: Heinemann.

Other readings provided in class.

Children’s Texts (any edition):

Because of Winn-Dixie by Kate DiCamillo

Number the Stars by Lois Lowry

The One and Only Ivan by Katherine Applegate

El Deafoby CeCe Bell

Various children’s books

Assessment:

All assignments will be graded on a points basis. Final grades will be based on the percentage of total points received, according to the scale below:

A94-100%

A-91-93%

B+88-90%

B-81-83%

C+78-80%

C74-77%

C-71-73%

D+68-70%

D64-67%

D-60-64%

F 0-59%

University of Pittsburgh Policy Statements:

Academic Integrity. Students in this course will be expected to comply with the University of Pittsburgh's Policy on Academic Integrity. Any student suspected of violating this obligation for any reason during the semester will be required to participate in the procedural process, initiated at the instructor level, as outlined in the University Guidelines on Academic Integrity. This may include, but is not limited to, the confiscation of the examination of any individual suspected of violating University Policy. Furthermore, no student may bring any unauthorized materials to an exam, including dictionaries and programmable calculators.

Disability Services. If you have a disability that requires special testing accommodations or other classroom modifications, you need to notify both the instructor and Disability Resources and Services no later than the second week of the term. You may be asked to provide documentation of your disability to determine the appropriateness of accommodations. To notify Disability Resources and Services, call (412) 648-7890 (Voice or TTD) to schedule an appointment. The Disability Resources and Services office is located in 140 William Pitt Union on the Oakland campus.

Statement on Classroom Recording. To ensure the free and open discussion of ideas, students may not record classroom lectures, discussion and/or activities without the advance written permission of the instructor, and any such recording properly approved in advance can be used solely for the student’s own private use.

Departmental Grievance Procedure. DIL Departmental Grievance Procedures: The purpose of grievance procedures is to ensure the rights and responsibilities of faculty and students in their relationships with each other. When a student in DIL believes that a faculty member has not met his or her obligations (as an instructor or in another capacity) as described in the Academic Integrity Guidelines, the student should follow this procedure:

  1. The student should talk directly to the faculty member to attempt to resolve the matter.
  2. If the matter cannot be resolved at that level, the student should talk to the relevant program coordinator.
  3. If the matter remains unresolved, the student should talk to the associate chair of DIL (currently Dr. Patricia Crawford).
  4. If needed, the student should next talk to the SOE associate dean of students (currently Dr. Michael Gunzenhauser).
  5. If the matter still remains unresolved, the student should file a written statement of charges with the dean’s designated Academic Integrity Administrative Officer (currently Dr. Michael Gunzenhauser).

Course Policies:

  • Attendance is required. One miss is permitted for any reason. Additional misses may result in a lowered final grade. Students who miss more than three classes will fail the course.
  • In order to facilitate discussion and an open flow of ideas, students may not record (audio or video) the class, without explicit, written permission from the instructor.
  • All work is expected to be original and in compliance with University standards for academic integrity.
  • Students are expected to participate in all full group, small group, and individual activities.
  • Students are expected to conduct themselves in a professional manner. This refers to your conduct, speech, and modes of interaction with the professor and the class members.
  • It is assumed that students will not engage in off task, non-professional activities during class time. These activities include, but are not limited to the following: texting, surfing the net, phone calls, emailing, doing work for other classes, carrying on personal conversations, and engaging in other off task activities. In short, you are expected to be fully present and engaged in class.
  • Work is expected to be submitted at the beginning of class on the day that it is due. Points will be deducted (10% for the first week late, 20% for the second, etc.). Students must complete all assignments in order to pass the course.

Assignments:

Readings: All course readings are to be done prior to class. Be prepared to discuss these readings in class.

Literature Reflections & Circles: Read each of the designated chapter books (The One and Only Ivan,, Number the Stars, Because of Winn-Dixie, and El Deafo) and write a reflection that includes a brief summary of the storyline with a well-developed response as a reader. Please, also consider the ways in which you might use the book as a basis for learning in the classroom. You may use these reflections as the beginning of talking points for your literature circle, which will be conducted in class. (4 reflections @ 20 points each= 80 points)

Addresses Competencies: II.A.1; II.B.1, 4, 5

Response to Professional Book: Read Bullying Hurts: Teaching Kindness through Read Alouds and Guided Conversations and write a response. Your response should include a brief summary, a personal reflection on the content and premise of the work, and ideas for how this book might influence the way you structure your classroom and work with children (25 points)

Addresses Competencies: II.B.4a;

Read Aloud: Choose a high quality picture book that would be appropriate for a read aloud in a preK-grade 4 setting. Share this book with a small group in our class. Your presentation should include an introduction, an effective read aloud, and a concluding discussion. Complete the read aloud self-assessment which will be provided in class. (15 points)

Addresses Competencies: II.A.1; II.B.5

Poem, Action Verse or Finger Play Project: Choose a favorite poem, action verse, or finger play that would be appropriate to teach to young children. Learn the poem with accompanying hand motions and teach it to our class. Provide a handout of the play and motions for each group member. When presenting your poem, verse, or finger play, consider elements of pedagogy that support joyful learning and language development with young children (e.g. choral reading, repetition, active involvement, etc. (15 points)

Addresses Competencies: I.A.5; II.A.1; II.B.5

Storytelling: Choose a favorite story based on a traditional tale or picture book that would be appropriate for sharing in a prek-grade 4 classroom. Learn the story so that you can tell it comfortably without relying on reading, prepare appropriate props, and share it with our class. Please refer to the storytelling assignment sheet for more details. (30 points)

Addresses Competencies: II.A.1; II.B.4, 5

Professional Development Activities: Attend two lectures by a famous children’s author (see for details). Write up a report of what YOU learned and what you think your potential students could learn from such an event.

Addresses Competencies: II.B.4

Mid-term Exam: Demonstrate your knowledge of language and literacy for the young child on a mid-term evaluation. Competencies Addressed: II.A.1; II.B.4, 5

Final Exam Activity-- Independent Reading Log: Read deeply and widely across a number of different genres and picture book formats. Chronicle your reading by including bibliographical information, a brief summary, a personal response, and pedagogical ideas. Specific information about genres and formats to structure your reading will be provided in class. (50 points

Competencies Addressed: II.A.1; II.B.4, 5

Please note: additional in class learning experiences (e.g. quizzes, individual and group assignments) may be added to the course.

Listed competencies refer to the Pennsylvania Framework for PreK-Grade 4.

IL 1042/2042 Language & Literature for the Young Child

Tentative Schedule of Course Themes

Fall 2017

Date / Weekly Theme / Readings & Assignments
Week 1 /
  • Welcome, introduction and course overview
  • Integrated language arts and young children

Week 2 /
  • Introduction to the Picture Book: The intentionality of design and meaning making systems; how a picture book works,
  • Author/Illustrator Highlight: The work of Eric Carle and preparation for class field trip to Children’s Museum

Week 3 /
  • Literacy in the Community: Visit to Eric Carle show at the Pittsburgh Children’s Museum.

Week 4 /
  • Introduction to Poetry: Oral and written language connections, nursery rhymes, finger plays, chants, rhymes, and song picture books
  • Concept, alphabet, & counting books for the young child
  • Debriefing on Eric Carle museum visit
  • Introduction to reader response theory: Louise Rosenblatt, stance, reading transaction
  • Realistic fiction: Stories based on the real world for young readers, realistic fiction sub-genres
/ Due: Response to The One and Only Ivan
Week 5 /
  • Oral Language Development: Theories & Stages
  • In class activity: Theorizing about language development; the role of table talk and rich language environments
  • Oral Language Development: Stages
  • Supporting oral language development: Applications for teachers, parents, and caregivers
  • Oral Language and Literature Connections
  • Picture book illustrations: Media, styles, diversity
Folktales & variants as literature and scaffolds for writing.
Week 6 /
  • Oral Language and Literature Connections
  • Traditional Literature: Role of oral tradition. Exploring fairy tales, tall tales, legends, myths, and Mother Goose.
  • Folktales & variants as literature and scaffolds for writing.
  • Family Literacy: Home connections between oral and written language development, Environmental print, Family-school partnerships, Federal definition of family literacy, Introduction to family & community-based literacy programs
  • Highlights of children’s literature: History and awards
  • Modern fantasy: Imaginative worlds & experiences in literature, modern fantasy sub-genres
/ Due: Response to Because of Winn-Dixie
Week 7 /
  • Writing and the Young Child: Breaking into print, Stages of writing Development, Connections with oral language development, analyzing emergent writing samples for semantics, syntax, grapho-phonic associations, and pragmatics
  • Artistic Expression: Symbolic representations, linking writing, and drawing

Oct. 20 /
  • Fall break schedule change
  • No class for IL 1042
  • Follow your Monday class schedule

Oct. 27 /
  • Text complexity of many kinds
  • Special formats: Wordless picture books, graphic novels, interactive books
/ Due: Response to El Deafo
Nov. 3 /
  • Mid-term Exam

Nov. 10 /
  • Language and literature alive
  • Storytelling presentations
/ Due: Storytelling presentation
Nov.17 /
  • Informational texts: Non-fiction, biographies, autobiographies, historical fiction for young readers
  • Periodicals for beginners: Class activity on exploring juvenile magazines (Addresses Competency II.B.5)
  • Historical fiction: You are there!
/ Due: Response to Number the Stars
Nov. 24 /
  • No class: Compensatory time for attendance at professional development experiences. Happy Thanksgiving!
/ Time to work on final projects
Dec. 1 /
  • Merging of the affective and the cognitive: Discussion of Bullying Hurts
  • Critical issues in literature for the young child: Including diverse perspectives, honoring multicultural literature, indicators of bias in literature
  • Pedagogical applications: Integrating literature into the content areas
/ Due: Bullying Hurts response
Dec. 8 /
  • Concluding activities: Presentation of final projects, celebrating our learning
/ Due: Author/Illustrator Projects
Dec. 15 /
  • Final Exam
/ Due: Independent Reading Log (Due in hard copy format by 5:00 pm on Tuesday December 15)