KeanUniversity
Union, N.J.

LITERATURE ACROSS THE CURRICULUM

Fall, 2009

Course Number: / EMSE 5310
Semester Hours: / Three
Limitations on Enrollment: / 20
Required: / For Concentration in English Arts
Elective for other graduate programs

Catelogue Description:

A survey of literature for children and adolescents and its impact on learning. A cross-section of genre, thematic unit development, and literature circles across cultures and curricula.

N.B. In order to insure full class participation, any student with a disability condition requiring special accommodations (e.g., tape recorder, special adaptive equipment, special note taking, sign/oral interpreter or test taking procedures) is strongly encouraged to contact the professor at the beginning of the course.

I. COURSE OBJECTIVES: Students will achieve growth towards becoming informed, dynamic professionals by developing proficiency in knowledge, skill application and dispositions (K,S,D), as evidenced by demonstration ofthe ability to:

A. Evaluate children's responses to literature in terms of their intellectual and
personality development. (K)

B. Evaluate key literary elements of children's books, analyze books based on
their understanding of those elements, and synthesize those elements in
instruction that emphasizes the pleasures of fine literature. (K/S/D)

C. Describe reader response theory in class and model ways to apply response theory into teaching practice. (K/S)

D. Compare and contrast ways diverse cultural groups are depicted in literature, pieces of literature that introduce diverse cultural groups. (K/S/D)

E. Categorize children's books by genre, with criteria for selection of outstanding works and creators in each genre. (K)

F. Adapt the literature to assist children and youth with self-development and with learning across the curriculum using NJCCCS. (K/S)

II. COURSE CONTENT

A. Children and Youth as Responders to Literature

1. The reading process

2. The intellectual and personality development of children and

youth

3. The nature of children's responses to literature and youth's

responses

B. Literary Elements

1. Development of themes

2. Organization and structure of plots

3. Verbal and illustrative style

C. Reader Response Theory

1. Response to literature

2. Strategies for studying literature

3. Applications of response theory to instruction

  1. Investigating and integrating multicultural literature into the curriculum

1.African-American

2.Asian

3.Jewish

4.Latino

5.Middle Eastern

6.Native Americans

  1. Categorize children's books by genre and developing opportunities for

reader response

1.Creating classroom libraries and text sets

2. Literature study in content areas

3. Process drama as a heuristic response

4. Readers theatre

5. Idea circles

6.Use visual literacy skills, electronic text

  1. Adapt, organize, and utilize literature-based lessons to assist children and

youth with self-development and with learning across the curriculum using NJCCCS.

1.Choose appropriate texts sets.

  1. Utilize elements of a lesson plan (content and language objectives)
  2. Time on task
  3. Following procedures
  4. Connection outcomes and NJCCC Standards

III. METHODS OF INSTRUCTIONS

  1. Modeling lessons, strategies, and activities followed by discussion and debriefing
  1. Small and whole group discussion
  1. Student presentations and discussions of learning materials
  1. Viewing of Print, audiovisual, and computer-based materials appropriate for teaching reading and writing in the secondary content-based classroom

IV. METHODS OF EVALUATION

  1. Oral and written presentation on a Language Exploration Project based on the NJCCCS. This project requires students to pose a question, problem, or topic of interest, design a method of gathering data, attempt to gather data by survey, interview, or participant observations (teaching/assessing) students content using strategies to help with reading and writing. (K/S)
  1. Oral and written presentation of a book to help teams design units and lessons incorporating reading and writing in the content areas (math, science, social studies, language arts). This task requires that students work in cooperative/collaborative learning groups during and in addition to class sessions. (K/S/D)
  1. Written homework based on readings (K/Skills)
  1. Contributions to class discussions and group projects (K/D)
  1. Preparation of text set, 5-10 page paper/unit plan (K/S)

V. SUGGESTED TEXTS

Hancock, M. (2007). Celebration of literature and response: Children, books, and teachers in K-8 classrooms Literature as Exploration. Saddle River, NJ: Prentice Hall.

VI. BIBLIOGRAPHY

A. Print

Adger, C., Wolfram, W. & Christian, D. (2007). Dialects in schools and communities. Mahwah, NJ: Lawrence Erlbaum.

Albright, L. & Ariail, M. (2005). Tapping the potential of teacher read-alouds in middle schools. Journal of Adolescent and Adult Literacy, 48(7).

Alverman, D., Phelps, S. & Ridgeway, V. (2006). Content reading and literacy: Succeeding in today’s diverse classrooms. New York: Allyn Bacon.

Atwell, N. & Harwayne, S. (2007). The reading zone: How to help kids become skilled, passionate, habitual, critical readers. New York: Scholastic Inc.

Au, K. (2005). Multicultural issues and literacy achievement. Mahwah, NJ: Lawrence Erlbaum.

August, D. & Shanahan. T. (2007). Developing literacy in second-language learners (short book). Mahwah, NJ: Lawrence Erlbaum.

Barone, D. (2006). Narrowing the literacy gap: What works in high-poverty schools. New York: Guilford Publications.

Baugh, J. & Alim, H.S. (2007). Talkin black talk: Language, education, and social change. New York: Teachers College Press.

Black, S. (2006) Respecting differences: Diverse learners can blossom in culturally responsive classrooms. American School Board Journal, 193(1). Retrieved September 19, 2006 from

Buckner, A. (2009). Notebook connections: Strategies for the reader’s notebook. Portland, ME: Stenhouse Publishers.

Calderon, M. (2007). Teaching reading to English language learners, Grades 6-12: A framework for improving achievement in the content areas. Thousand Oak, CA: Corwin Press/Sage Publications.

Daniels, H., Zemelman, S., & Steineke, N. (2007). Content area writing: Every teachers guide. Portsmouth, NH: Heinemann.

Echevarria, J., Vogt, M. & Short, D. (2007). Making content comprehensible for English language learners: The SIOP Model. New York: Allyn & Bacon.

Echevarria, J., Vogt, M. & Short, D. (2007). Implementing the SIOP Model through effective professional development and coaching. New York: Allyn & Bacon.

Echevarria, J., Vogt, M. & Short, D. (2007). SIOP for administrators. New York: Allyn & Bacon.

Echevarria, J. & Graves, A. (2006). Sheltered content instruction: Teaching English language learners with diverse abilities. New York: Allyn & Bacon.

Fisher, D. & Frey N. (2006). 50 content area strategies for adolescent literacy. New York: Prentice Hall.

Fisher, D., & Frey, N. (2007). Improving adolescent literacy: Content area strategies that work. New York: Prentice Hall.

Gee. J. (2007). Social linguistics and literacies: Ideology in discourses (3rd ed.). New York: Routledge/Taylor & Francis Group.

Jones, S. (2006). Girls, social class, and literacy. Portsmouth, NH: Heinemann.

Kenneally, C. (2007). The first word: The search for the origins of language. New York: Penguin Group.

McCann, T., Johannessen, L., Kahn, E., & Flanagan, J. (2006). Talking in Class: Using discussion to enhance teaching and learning. Urbana, Ill.: NCTE.

Pinker, S. (2007). The stuff of thought: Language as a window into human nature. New York: Viking/Penguin Group.

Pinker, S. (2007). The language instinct: How the mind creates language (3rd ed.). New York: Harper Collins.

Rabinski, T., Blachowicz, C., & Lems, K. (2006). Fluency instruction. New York: Guilford Press.

Rosenblatt, L. (2005). Making meaning with texts: Selected essays.Portsmouth: NH: Heinemann.

Samway, K., & McKeon. (2007). Myths and realities: Best practices for English language learners (2nd ed.). Portsmouth, NH: Heinemann.

Seinost, R & Thiese, S. (2006). Reading and writing across content areas (2nd. Ed.). Thousand Oaks, CA: Corwin Press/Sage Publications.

Smith, F. (2006). Reading without nonsense. New York: Teachers College Press.

Taylor, R. (2006). Improving reading, writing, and content learning for students in grades 4-12. Thousand Oaks, CA: Corwin Press/Sage Publications.

Vacca, R.T., * Vacca, J.A. (2008). Content area reading: Literacy and learning across the curriculum (9th ed). Boston, MA: Pearson Education, Inc.

Weaver, C. & Bush, J. (2008). Grammar to enrich and enhance writing. Portsmouth, NH: Heinemann.

B. Seminal Works

Atwell, N., Newkirk, T., & Graves, D. (1998). In the middle: New understanding about writing, reading, and learning. Portsmouth, NH: Heinemann.

Chamot, A., Barnhardt, S., El-Dinary, P., & Robbins, J. (1999). The learning strategies Handbook. New York: Addison Wesley Longman.

Delpit, L. (2002). The skin that we speak. New York: The New Press.

Fu, D. (2003). An Island of English: Teaching ESL in Chinatown. Portsmouth, NH: Heinemann.

Gee, J. (2004). Situated language and learning: A critique of traditional schooling. New York: Routledge/Taylor & Francis Group.

Jetton, T. & Dole, J. (2004). Adolescent literacy research and practice. New York: Guilford Publications.

Mayher, J. (2004). Teaching English today: Advocating change in the English curriculum. New York: Teachers College Press.

Mayher, J. (1990). Uncommon sense: Theoretical practice in language education. Portsmouth, NH: Heinemann.

Rosenblatt, L. (1996). Literature as exploration. New York: MLA.

Smith, F. (1983). Twelve ways to make reading difficult. In F. Smith, Essays in Literacy (pp. 11-25). Portsmouth, NH: Heinemann.

Smith, F. (1983). Myths about writing. In F. Smith, Essays in Literacy (pp. 81-88). Portsmouth, NH.: Heinemann.

Whitin, P. & Whitin, D. (2000). Math is language too. Urbana, IL: NCTE.

Wilhelm, J. (2007). You gotta be the book: Teaching engaged and

reflective reading with adolescents. New York: Teachers College Press.

C. Professional Journals of Professional Organizations

International Reading Association

Journal of Adolescent and Adult Literacy

Reading Today

The Reading Research Quarterly

The Reading Teacher

International TESOL

Essential Teacher

TESOL Quarterly

National Council of Teachers of English, Urbana, IL.

Classroom Notes

English Education

English Journal

English Leadership Quarterly

Research in the Teaching of English

School Talk

Talking Points

Voices in the Middle

D. Videos

How to Improve Content Understanding Using Reading Strategies (ASCD)

How to Use Interactive Notebooks (ASCD)

Maximizing Learning for English Language Learners (ASCD)

Reading in the Content Areas (ASCD)

Genie: Secret of the Wild Child (Nova)

A Visit to a Classroom of English Language Learners (ASCD)

E. Websites

International Reading Association

International TESOL

National Council for the Social Studies

National Council of Teachers of English

National Council of Teachers of Math

National Science Teachers Association

National Writing Project

New Jersey Teachers of English

New Jersey TESOL/New Jersey Bilingual Education

Read Write Think

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