Literature for Children
LAE 3414- Spring 2013 UCF
* The instructor reserves the right to revise the syllabus as needed at any time!
Department: The School of Teaching, Learning & Leadership
Instructor: Lee-Anne T. Spalding
Education Complex- Suite 322-B
Office Hours: By appointment: Monday 1:30-3:00; Tuesday 1:30-3:00; Thursday 1:30-3:00 (Virtual office hours as needed)
Catalog Description: Criteria for analysis and evaluation of children’s literature in terms of interest, needs, and abilities of children. (3 credit hours)
Purpose and Rationale:
The purpose of this course is to provide students with a wide range of information related to the breadth and scope of children’s literature. Attention will be given to the various genres of literature, literary and visual elements of texts, and benchmarks for determining quality children’s literature. In addition to explorations of texts, students will also investigate the pedagogical components that offer invitations for young readers to engage with text and which support them as they respond to text in a variety of ways. Methods of instruction for this class will include, but not be limited to the following: lecture, discussion, storytelling presentations, demonstrations, technology via use of the Internet and videos, and individual, small group and whole group activities.
Course Objectives
Key: FEAP - Florida Accomplished Practices
PEC – Professional Education Competencies
NCTE/IRA - National Council of Teachers of English/International Reading Association
ESOL – English for Speakers of Other Languages
FSAC- EE – Florida Subject Area Competencies
ACEI – Association for Childhood Education International
The student will:
1. Become competent in the identification, selection, and assessment of books in the various literary genres. FEAP/PEC 1, 5, 7, 8; NCTE 1, 2, 3, 6, 9, 11; FSAC -EE 4; ACEI 1, 2.1, 2.5, 3.1, 3.2, 4, ESOL 1.1, 2.3, 4.1.
(Textbook reading /classroom discussions, reading response project, read aloud and storytelling)
2. Relate the selection of literature to the physical, emotional, social, intellectual, and aesthetic needs of students. FEAP/PEC 1, 5, 7, 8, 9, 10; PEC 14; NCTE 1, 2, 3, 9, 10; ESOL 1.1 2.2, 2.3 3.3,4.2 ; FSAC-EE 4, 28, 30, 33, 35; ACEI 1, 2.1, 2.5, 3.1, 3.2, 4;
(Textbook reading / classroom discussions, read aloud presentation and storytelling)
3. Identify contributions of notable authors and illustrators. FEAP/PEC 8, 12; NCTE 11; FSAC -EE 4; ACEI 3.1, 3.4, 3.5; ESOL 2.3
(Textbook reading /classroom discussions, read aloud presentation, reading response project and web site explorations)
4. Become accomplished in the use of instructional, and motivational techniques to enhance children’s knowledge and appreciation of print materials. FEAP/PEC 2, 4, 5, 7, 9; NCTE 1, 2, 3, 6, 7, 9, 11, 12; PEC 14; ESOL 1.1, 3.2, 3.3, 4.1, 4.2,; FSAC –EE 1, 2, 4; ACEI 2.1, 2.5, 3.2, 3.4, 3.5
(Textbook reading /classroom discussions, shared reading presentation, web site explorations, and storytelling)
5. Successfully provide students with pleasurable experiences with books.
FEAP/PEC 2, 5, 7, 9; PEC 14; NCTE 1, 2, 3, 6, 7, 9, 11, 12; ESOL 2.3, 3.2 3.3, 4.1, 4.2; FSAC-EE 1, 4; ACEI 1, 2.1, 2.5, 3.1. 3.2, 3.4, 3.5;
(Textbook reading/classroom discussions, read aloud presentation, web site explorations, and storytelling)
6. Utilize strategies for helping children become actively involved in words and ideas through oral language activities. FEAP/PEC 2, 4, 7, 9, 10; PEC 14; NCTE 3, 4, 6, 9, 11, 12; ESOL 2.1, 2.2, 2.3, 3.2, 3.3; FSAC –EE 4, 27, 28, 35; ACEI 2.1, 2.5, 3.1, 3.2, 3.4, 3.5;
(Textbook reading/classroom discussions, reading response project, read aloud presentation, web site exploration, and storytelling)
7. Demonstrate the ability to utilize electronic resources to supplement and extend a literature study. FEAP/PEC 8, 12; NCTE 8; FSAC –EE 4; ACEI 2.1, 2.5, 3.1, 3.2, 3.4, 3.5 ; ESOL 2.3, 3.3 (Web site explorations, GLOG)
8. Enhance the study of other curricular areas through the selection of appropriate literature.
FEAP/PEC 1, 4, 5, 7, 8, 10; PEC 14; NCTE 1, 2, 4, 7, 9, 10; ESOL 4.1, 4.2; FSAC-EE 4; ACEI 1, 2.1, 3.1, 3.4
(Textbook reading / classroom discussions, and reading response project)
9. Develop strategies for working with families to encourage reading in the home.
FEAP/PEC 2, 5, 9, 11; NCTE 9, 11, 12; FSAC-EE 1, 2, 4, 6; ACEI 3.4, 5.1, 5.2, ESOL 1.1
(Textbook reading/classroom discussions)
10. Become motivated to develop into a lifelong reader.
FEAP/PEC 3, 11; NCTE 1, 2, 3, 6, 7, 9, 11, 12; FSAC – EE 2, 4;
ACEI 2.1, 2.5, 3.4;
(Classroom discussions, reading response project, read aloud presentation, web site explorations, and storytelling)
* For more information about your TESOL Notebook and ESOL Performance Profile (EPP) please go to: http://education.ucf.edu/stll/esol.cfm and http://connect.rc.ucf.edu/p97824934/
OLD ESOL Standards: Elementary Education: 5, 6, 11, 16, 17, 18, 21
Reading Requirements for LAE 3414:
Cullinan, B. and Galda, L. (2009). Literature and the Child, Seventh Edition. (paperback) Belmont, CA: Wadsworth/Thompson Learning (paperback)
Click on this QR code with your smart phone to access the site!
WIKI site readings: http://spaldinglae3414.wikispaces.com
ONE of the following: * It is my preference that you purchase this book rather than checking it out at the library but the choice is yours.
Grace for President by Kelly DiPucchio/LeUyen Pham
Click, Clack Moo Cows that Type by Doreen Cronin/Betsy Lewin
Martin's Big Words by Doreen Rappaport
Big Words for Little People by Jamie Lee Curtis
Knuffle Bunny by Mo Willems
What Can You Do with Tail Like This? by Steve Jenkins
Actual Size by Steve Jenkins
The Man Who Walked Between the Towers by Mordicai Gerstein
*A variety of other books will be used for this course and could be checked out from me, the library/CMC, and/or purchased online/local bookstore! Now is the time to start building your classroom library! Digital versions of books used on digital devices such as a Nook, Kindle or iPad/iPhone are allowed! J
Other materials:
One pocket folder for point sheet/schedule and submission of assignments (to be kept my instructor after each class)
Post-it notes/spiral for Literature Circle assignment (lined or unlined- medium size)
Markers
Various materials for projects - TBD
Academic Course Requirements
Note: Please revise/edit all assignments for errors prior to submission! Any assignment submitted with three or more errors will lose (at minimum) the equivalent number of points to equal the loss of one (or more) letter grade. ALL assignments must be completed and submitted to the instructor in order to receive a passing grade.
ALL in-class presentations require PROFESSIONAL dress. Points will be deducted for students not dressing the part of a professional!
Attendance/LiveText/ Readings (Text, WIKI, Literature & Literature Circle)/ Participation (Literature Circle & Homework) (FEAP/PEC 8, 12; ESOL 1.1, 2.1, 2.2, 2.3, 4.1, 4.2. [OLD ESOL: 3, 5, 6, 11, 13, 15, 17)
(25 points): All course readings must be done prior to each class meeting. Information related to the readings will be addressed through class activities and a final exam. I recommend that you document your thoughts and understandings of the textbook readings etc. by journaling in a notebook or writing on sticky notes. To compliment your textbook reading the wiki site created for this course (noted above) provides valuable information as well. For the Literature Circle you will read one of the Newbery Award/SSYRA winners or finalists (list provided by instructor/sign up in class) for a literature discussion group. Once you have chosen your book (in class), bring it to every class meeting. Each group member will be assigned a job but you must also mark passages you want to discuss, sections you’d like to read aloud, interesting words/phrases, and questions you had during and after reading using sticky notes (virtual) OR a spiral notebook. You will be discussing these texts in class using literature circle procedures and participating in the creation of a graffiti tablecloth for your book. I will be reviewing your sticky notes/spiral notebook during Literature Circle meetings. * It is my preference that you purchase this book rather than checking it out at the library but the choice is yours. If checking out, you will need it until the Literature Circle due date noted on your schedule.
TeachLIVE Lab Read Aloud Presentation (FEAP 2, 4, 5, 7, 9, 10; ESOL 2.3, 3.3 [OLD ESOL: 5, 6, 15) )
(5 points): Choose one of my *pre-selected titles that are of excellent quality and appropriate for reading aloud in a public elementary school. Practice this book many times in preparation for reading it to a virtual class of students. Use the information presented in class and on the wiki site as a reminder of what a high quality, interactive read aloud entails. Sign up in class for an appointment to read aloud to the virtual class in TA 320 at a time that meets your schedule and that of the lab. () Prior to your read aloud, complete the Read Aloud assignment sheet with the exception of the last three questions; essentially you are creating your lesson plan for the read aloud. Once your read aloud has been performed complete the self-evaluation section and submit it to the instructor in your folder during the next class meeting. Peer feedback may also be required. *The book titles are noted in the required readings section of this syllabus and on the TeachLive page of the wikispace. The TeachLIVE lab schedule will be shared in class.
Website Exploration/ Author Study GLOG (FEAP 8, 12; ESOL 2.3, 3.3 [OLD ESOL: 3, 11, 18))
LIVETEXT KEY ASSIGNMENT
(10 points): Conduct an in-depth look at a children’s author of your choice by searching the internet for the following information: vital biographical information (bulleted) about the author, a picture of the author, facts of student interest, a book list, an email and/or snail mail address, videos of your author, as well as websites (minimum of 3) where you found useful information. Be sure to explain in detail what information can be found at the websites noted (ie. Online games, lesson plan ideas, author videos, etc.). Create this visually appealing Author Study assignment as required above by placing all of the necessary information on a GLOG using http://edu.glogster.com/. Register for a free EDU Basic account and create a virtual poster including all necessary components. Be sure to TITLE your GLOG with your author’s name and provide captions for all links, photos, videos, etc. Samples will be shared in class. Once completed, email the instructor your GLOG for posting on the wikispace. Be prepared to present your GLOG to the class using a Promethean Interactive Whiteboard on the due date. After presenting your GLOG and viewing peer presentations, write an up to two page reflection using the 3R format: Reaction- React to creating this assignment including responses to resources found on the web and your use of technology to create the GLOG; Relevance- Relate this work to the work of a classroom teacher. Explain how you would use these resources in your future classroom; Responsibility- Explain your responsibility in using what you have learned through coursework in your future classroom (this includes citing at least three of your peers GLOGS and information you found useful) and explain the benefits of doing so for your future students! Your reflection will be due the following week after your selected presentation date. CREATIVITY is expected and required!
Demonstrated / Not demonstratedFEAP 12- Technology / The web exploration project includes a thorough survey of the websites, the ability to select factual information that would be meaningful to elementary students, a sampling of the books the author/illustrator created, and a reflective analysis (3R) that discusses how this information can be incorporated into the classroom. Any handouts appropriately meet the needs/interests of the elementary school students and do not contain writing errors. / The web exploration project contains a cursory survey of the website, includes either a lack of information about the individual or factual information that would not be meaningful to elementary students, and the reflective analysis of the website is incomplete. An adequate sampling of the author/illustrator’s books is not included. The handout is inappropriate for elementary school students and/or contains writing errors.
Failure to submit your LiveText Key Assignment ON TIME will have a negative effect on your participation grade in this course.
Storytelling (FEAP 2, 4, 5, 7, 9; ESOL 2.3 and 3.3 if digital version is selected OLD ESOL: 5, 6, 15])
(15 points): Share a quality piece of children’s literature with our class. Using visual aids that are appropriate for the book you have selected, tell from memory your chosen story to your classmates. The story needs to be told, not read. Examples of visuals might include puppets, a felt board, magnetic pieces, charts, transparencies, costumes or digital media like, powerpoint, photostory, iMovie, etc. Be creative! The instructor will model storytellings in class. A detailed assessment sheet will be provided. A sign-up sheet for dates to present will be provided in class.
Reading Response Project (PowerPoint) (FEAP 1, 4, 5, 7, 8, 9, 10; ESOL 1.1, 2.3, 3.3, 4.1 [OLD ESOL: 3, 5, 6, 15, 16, 17, 21)
(20 points): Keep an ongoing log of your reading of children’s books. Your goal is to read both deeply and widely. You MUST read at least 25 QUALITY picture books/novels of your choice being sure to vary the genre. (A detailed point sheet will be provided.) Choose a visually appealing powerpoint template and include the following on each slide: book title, author/illustrator, an original brief summary, how it could be used in the classroom (ie. How (strategy in BOLD) you would use them in your lesson plans to teach children skills and strategies they need to know; specific samples will be shared in class), and ESOL strategies/applications (refer to ESOL handout). Your presentation must include a title slide with assignment title, course, semester, and student name. It must also be organized by genre with genre slides preceding books in that category. Print a “handout” copy (6 slides per page) for your TESOL notebook and submit a digital copy as specified in class to the instructor on the due date.
Final Exam (20 points): Students will complete an examination on the last day of class related to material addressed in class, all assigned readings, and assignments. This exam will be cumulative.