Student Learning Outcomes - A Glossary of Useful Information

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1 NORTH CAROLINA AGRICULTURAL AND TECHNICAL STATE UNIVERSITY Course Syllabus Course Information Course Number/Section CUIN A Course Title Children's Literature and Instructional Media Term Spring 2013 Days & Times Online Professor Contact Information Professor Ioney James, Ph.D. Department: Curriculum & Instruction Office Phone Address Office Location Proctor Building, Room 245 Office Hours Monday: 10-12; 1-4 P.M; Thursday 19-12; 1-3 P.M. Other Information Fax: Course Pre-requisites, Co-requisites, and/or Other Restrictions Admission to Teacher Education Course Description: This course provides multimedia approaches to literature for children with emphasis on the integration of literature across the curriculum Student Learning Objectives The candidates should be able to Define and identify the various genres of literature appropriate for children Understand the criteria for evaluating children 's literature Develop strategies to enhance children s comprehension, interests and enjoyment of literature. Deploy literary teaching techniques in a simulated classroom setting Create a learning environment that stimulates the learning of literature Assess students reading interests and motivation to read a variety of literature. Assist students in understanding and appreciating literary works Create literature from a variety of genres that reflect their own creativity and interests in texts. Use to literature to enhance reading across the curriculum. Plan a comprehensive literature program for children

2 Student Learning Outcomes School of Education Standards: Diversity: The candidate demonstrates an understanding of differences between students and teachers and among students; demonstrates an awareness of isms ; demonstrates an understanding of the stages of development of awareness and fluency. The candidate is able to design instruction that addresses diversities. The candidate values diversity, is sensitive to diversity issues, and values learning by all children. Assessment: The candidate demonstrates an understanding of authentic, informal, formal traditional, norm-referenced, criterion-referenced, teacher-made, summative and formative assessment; the candidate also demonstrates an understanding of validity and reliability, as well as an understanding of the North Carolina Standard Course of Study. The candidate uses the language of assessment, is able to develop tests and rubrics, is able to align goals and objectives with assessment; and is able to interpret and explain standardized test results and, as well as authentic/alternative evaluation. The candidate appreciates a variety of assessments and values standards and their maintenance. Reflection: The candidate engages in challenging hegemonic assumptions, demonstrates an understanding of critical thinking, and demonstrates an understanding of meta-cognition with regard to answering the questions of what, so what and now what. The candidate applies the skills of critical thinking to create an accurate reflection on teaching practices; the candidate can use technology to videotape classroom activities and can articulate theory and practice, reflectively. The candidate is willing to make changes, values integrity in reflection, and values constructive and self-criticism. Technology: The candidate understands the developmentally appropriate use of a wide variety of technology in the classroom, and is aware of developing and newly-developed technology, and understands the definitions of technology. The candidate integrates the use of technology in classroom activities and is able to evaluate technological materials. The candidate values technology as a tool for teaching diverse populations and for equalizing access to knowledge and experiences for all students. The candidate values the responsible and ethical use of technology. NCATE Competencies: Student Development: The candidate understands how children learn and develop, and can provide learning opportunities that support a child s intellectual, social and personal development. Diverse Learners: The candidate understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners. Multiple Instructional Strategies: The candidate uses a variety of instructional strategies to encourage student development of critical thinking, problem solving, and performance skills. Motivation: The candidate uses an understanding of individual and group motivation and behavior to create a learning environment that encourages social interaction, active engagement in learning, and self-motivation.

3 Content Pedagogy: The candidate understands the central concepts, tools of inquiry, and structures of the discipline he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students. Planning: The candidate's lesson plans will be based upon knowledge of the subject matter, the students, the community, and the curriculum goals. Assessment: The candidate understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual social and physical development of the learner. Reflective Practice: The candidate is a reflective practitioner who continually evaluates the effects of his or her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally. Department of Public Instruction Competencies Demonstrate the ability to use research and theories in the planning, selecting and sequencing of developmentally appropriate content material within the elementary curriculum (communication, mathematics, science, social studies, the arts, healthful living. Demonstrate familiarity with and skill in the use of North Carolina Standard Course of Study and the teacher handbooks for competency-based curriculum planning all content area instruction Plan and implement curriculum that addresses needs and abilities of elementary school children. Demonstrate the ability to plan, organize and individualize, as appropriate, living learning environments which meet the developmental needs of elementary school children. Demonstrate the ability to plan collaboratively with resource persons and other certified teachers to maximize the effectiveness of instruction for all elementary school children. Demonstrate the ability to plan with the elementary foreign language teacher and integrate the foreign language activities into the classroom curriculum. Praxis II Competencies A. Principles of teaching and learning Planning for instruction Implementing plans for instruction Evaluating learning and the effectiveness of instructional methods B. Specialty Area: The child as the focus of teaching Developmentally appropriate practices The process of teaching in the elementary school Integrating subject matter across the curriculum INTASC Standards Principle # 1: The teacher understands the central concepts, tools of inquiry, and structure of the discipline (s) s/he teachers can create learning experiences that make these aspects of subject matter meaningful for students. Principle # 2: The teacher understands how children learn and develop learning opportunities that support their intellectual, social, and personal development.

4 Principle #3: The teacher understands how students differ in their approaches to leaning and creates instructional opportunities that are adapted to diverse learners. Principle #4: The teacher understands and uses a variety of instructional strategies to encourage student development of critical thinking, problem solving. Principle #5: The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation. Principle # 6: The teacher uses knowledge of effective verbal, non-verbal and media communication techniques to foster active inquiry, collaborative, and supportive interaction in the classroom. Principle#7: The teacher plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals. Principle # 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. Principle #9: The teacher is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally. Principle# 10: The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students' learning and well-being. Course disposition base Valuing children's literature as legitimate study Realizing that subject matter knowledge is not a fixed body of facts but is complex and everevolving Seeking to keep abreast of new ideas and understanding in the field Having enthusiasm for the discipline (s) taught and seeing connections to everyday life Appreciating individual variation within each area of development, showing respect for the diverse learners, and being committed to help them develop self-confidence and competence Commitment to continuous learning and engaging in professional discourse about subject matter, knowledge and children's learning of the discipline, knowledge and children's learning of the discipline Valuing flexibility and reciprocity in the teaching process as necessary for adapting instruction to student responses, ideas, and needs Valuing the role of students in promoting each other's learning and recognizing the importance of peer relationships in establishing a climate of learning Is a thoughtful and responsive listener Values planning as a collegial activity Is committed to reflection, assessment, and learning as an ongoing process Values critical thinking and self-directed learning as habits of mind.

5 Knowledge base: Picture story books Traditional literature Modern Fantasy Poetry Contemporary Realistic Fiction Historical Fiction Biography Informational books Planning instruction with children's literature Literature studies Literature circles Book clubs Selecting appropriate books The Reading Process Child Development Skills: The candidates should be able to Define and identify the various types of literature appropriate for children Understand the criteria for evaluating children 's literature Develop strategies to enhance children s comprehension, interests and enjoyment of literature. Deploy literary teaching techniques in a simulated classroom setting Create a learning environment that stimulates the learning of literature Assess students reading interests and motivation to read a variety of literature. Assist students in understanding and appreciating literary works Create literature from a variety of genres that reflect their own creativity and interests in texts. Use of literature to enhance reading across the curriculum. Plan a comprehensive literature for children Required Textbooks and Materials Required Text : Johnson, Diane (2012). The Joy of Children s Literature. Wadsworth Belmont, California: Cengage Learning Required Materials Children s books

6 Suggested Course Materials Anderson, N. (2006). Elementary Children's Literature: The Basics for Teachers and Parents. 2nd Ed. Boston: Allyn & Bacon. Henderson, D. L. & May, J. P. (2005). Exploring Culturally Diverse Literature for Children and Adolescents: Learning to Listen in New Ways. Boston: Allyn & Bacon. Hucks, C. S., & Kiefer, B. Z. ( 2004). Children's Literature in the Elementary Schools 8th Ed. Boston: McGraw-Hill. Lynch-Brown, C.& Tomlinson, C. M. (2005). Essentials of Children's Literature. 5th Ed. Boston: Allyn & Bacon. Temple, C. Martinez, M., Yokota, J. and Naylor, A.(2006). Children's Books in Children's Hands: An Introduction to their Literature. 2nd Ed. Boston: Allyn & Bacon. Yopp, R. H. & Yopp, H.K. ( 2001). Literature-based Reading Activities. 3rd Ed. Boston: Allyn & Bacon. Suggested Materials Reading Interest Survey Assignments & Academic Calendar Topics, Reading Assignments, Due Dates, Exam Dates (optional: withdrawal dates, holidays, etc.) Course Outline Unit 1 Children's Books in Children's Unit 2 Literary Elements of Children's Literature Unit 3 Literary Meaning making and Children s Reponses to Literature Unit 4 Literature Representing Diverse Perspectives Unit 5 Picture Books Unit 6 Traditional Literature Unit 7 Poetry for Children Unit 8 Contemporary Realistic Fiction Unit 9 Historical Fiction Unit 10 Modern Fantasy and Science Fiction Unit 11 Informational Books and Biography Unit 12 Inviting Children into Literacy: Classroom Libraries, Read-alouds and storytelling Unit 13 Encouraging Response to Literature: Literature Unit 14 Literary and Content Units ***Please utilize the supplements that are in the Preface of this text. Also journals and internet resources should be consulted to enrich the course.

7 Course Assignments: Assignment # 1 Literacy Autobiography (100 pts) Before entering the classroom, it is helpful to reflect upon the experiences and individuals that nurtured and guided your personal literacy development. To complete this assignment, you are asked to write list of everything you can recall about initial instruction, favorite books, successes and difficulties, and how you managed to crack the code. Include your earliest memories of: (1) A parent or caregiver reading to you; (2) The most influential teacher who inspired you to read and write. Finally, chronicle you reading progress through the grades up to college level. Why might such memories be important to your teaching-(5+ pages) Format (10 pts): 1. Must be at least a 5 -page document (maximum of 8 pages). 2. Line spacing of the document must be 1.5 (not double spacing). 3. Use the default margin set up (Left, Right margins set to 1.25; Top, Bottom margins set to 1 inch). 4. Your name, course number and date must be placed in the header. Use the Header/Footer command to create the header for your document. Go to the View menu and then select Header/Footer to create a header for your document. Example: Ioney James CUIN 542-5A 5. Conduct a spell check in addition to checking grammatical errors. Content: (80 pts): 1. Clearly identifies the person for the literacy autobiography. 2. Identifies at least one way the individual learned to read. 3. Establishes the individual s interests in reading. 4. Describes or identifies who was most influential in teaching the individual to read? 5. Establishes the favorite genre. 6. Amount of time spent reading is established. 7. Provides additional information of relevance. 8. Provides a clear conclusion to this assignment. Electronic Distribution (10 pts) 1. Save the document to your USB jump drive or computer as, Your last name autobio (for example, James autobio) 2. Upload the completed document to the Assignment icon and Send to instructor. Due: January 28,, 2013; 11:59 p.m. (50 points) Assignment # 2 Draw/paint a portrait of your favorite children s author. (50 pts) Considerations for Author/Illustrator Study: 1. Rationale or reasons for your choice of a particular person. 2. Personal and professional background on author/illustrator. 3. Individual's motivation for writing or illustrating books. 4. Representative samples of text and illustration which support the individual's style or pattern of presentation.

8 5. Samples of books which are displayed as part of the author or illustrator corner or placed on student tables for review. 6. Video, slides, overhead transparencies or other visual supports. 7. Personal contact with author/illustrator or publisher by letter, phone or personal interview. 8. Hand-out of a one-page newsletter which provides biographical data, publications, awards, photos and/or graphics. 9. Posters, charts, dramatic presentation, costume, skit or other innovation to capture audience interest. 10. Audio tapes of music, interviews, read aloud, or book talks by author-illustrator. 11. PowerPoint of at least 8-10 slides. Due: February 25, 2013,: 11:59 p.m. (100 points.) Assignment # 3 (100 pts) Literature Genre- In your group- Select and display literature from a genre or culture of your choice. This display should reflect a particular theme. Then write a lesson plan using a text of your choice Indicate demonstrate Indicate grade level and diversity. The lesson plans should reflect North Carolina Common cores Due: March 17, 2013: 11:59 p.m. Assignment # 4 -Read Aloud Activity (100 pts) Select age appropriate books, at least 5 from each genre to read to a child or several children. You can accomplish this assignment in several forms: you can volunteer in a classroom, volunteer at a library to read to children, volunteer at the Child Development Institute (on-campus), volunteer at a Day Care facility, or read to several children in your own home, etc. The point of this activity is for you to observe and/or participate in situations with children that allow them to interact with a variety of quality books. First you must do a reading interest survey. Due: April 15, 2013, 11:59 p.m. Reflections- (50 pts) Activities in some units will be described as Reflections, Do your reflections in the form of a doubleentry journal of each chapter or articles that you read. You are encouraged to save all of your reflections in one location on your USB port drive/jump drive or computer. You will be prompted as to when you are to submit your reflections for grading. A double-entry journal of a chapter should be done each week** Each week you are required to BLOG about some information that you have learned from the chapter. Assignment 5 - (100 pts) Write a children's book that reflects a particular genre and is suitable for a certain age group of your choice to. You must create an assessment tool or activity to support your book. For submission you should present a hard as well as an electronic copy of your book. Due: April 29, 2013 ; 11:59 p.m. Final Examination May 6, (100 pts)

9 Grading Policy The final grade will be determined by the completion of the following: Literacy autobiography = 50 points Blog = 50 points Literature Genre = 100 points Author Portrait = 100 points Double Entry Journal = 50 points Mid-Term = 100 points Read-aloud activity = 50 points Children s book = 100 points Final Exam = 100 points Grading Scale A ( ) D= ( ) B ( ) F = Below 300 C ( )

10 Date Topic Assignments #1 1/14 Introduction Introduction Student Information #2 1/22 The Books: Children s Literature Read Chapter 1 Listen to Tales of Peter Rabbit Watch Interview with author Judy Bunting # 3 1/28 How Children Respond to Literature Read Chapter 2 ** Literacy Autobiography Assignment** Due January 28, 2013: 11:59 p.m. #4 1/4 #5 2/11 #6 2/18 #7 2/25 Literacy: How Children Become Good Readers Picture books: Beyond Words and Illustrations Read Chapter 3 Read Chapter 4 Traditional Literature Read Chapter 5 Due: Assignment 2 ****** Author Profile* February 25, 2013 Modern Fantasy Read Chapter 6 * Mid Term 3/1 Mid-Term Exam Mid-Term Exam Due: March 4, 2013 # 8 3/11 #9 3/18 Realistic Fiction Historical Fiction * Read Chapter 7 Read Chapter 8 Due : Assignment 3 March 17, 2013, 11::59 P.M. Literature Genre Read Chapter 9 #10 *Poetry 3/25 Read Chapter 10

11 # 11 4/1 # 12 4/8 #13 4/ /22 #14 4/29 * Non-fiction: Biographies and Informational Books Diverse Perspectives in Children s Literature Read Chapter 11 The New Literacies: The World of On-line Children s Literature Assignment 3 Group work- Literature-genre Due : April 8, 2013; 11:59 p.m. Read Chapter 12 Reading to and with Children: Read aloud, Shared and Guided Reading, and, writing Assignment 4 - Due: April 22, 2013; 11:59 p.m. Read-Aloud Activity Reading by children: Independent Reading And Writing and Literature Circles Assignment-4 Children s Book 5 -Due : April 29, /3 Final Examination May 6, 2013 Course Calendar ****All assignments should be submitted on line- Blackboard Course Policies Late Work Assignments are due on the dates indicated in the course schedule. No late assignments will be accepted. Illnesses and emergencies will be excused, but only with proper documentation. Please be ready to submit the original (doctor's note, funeral announcement, etc.) to the instructor. Class Attendance Attendance Policy The University is committed to the principle that regular and punctual class attendance is essential to the students' optimum scholastic achievement. An absence, excused or unexcused, does not relieve the student of any course requirement. Regular class attendance is a student's obligation, and a student is responsible for all the work, including tests and written work, of all class meetings. Success in this course regular class attendance constitutes participation in the weekly discussions, as well as turning in assignments on time. Since this is an on-line course, you are required to access blackboard at least once each week. Classroom Citizenship Academic Honesty Policy Since this course involves many new concepts and terminology, you are encouraged to network and confer with others in the course to clarify instructions, review lecture notes, review materials and procedures, and compare

12 assignments. These activities are important to succeed in this course, but do not confuse normal and healthy networking with plagiarism or academic misconduct. You will be held accountable to the highest standards of academic integrity, which will be enforced in this course. Please read and understand the University's policy on academic integrity, as printed in NC A&T's School Bulletin. Compliance with the Americans with Disabilities Act All reasonable efforts will be made to accommodate the needs of students with documented disabilities within this course as per the requirements of the Americans with Disabilities Act (1990) including changes made by the ADA Amendments Act of 2008 (P.L ). Students with a disability must provide official University documentation from the Office of Disability Services and Veteran Affairs located in Suite 01 Murphy Hall. Please contact Ms. Peggy Oliphant at (336) or via at oliphant@ncat.edu. Please note that accommodations and modifications cannot be performed retroactively! All modifications will occur from the date official University documentation is provided to the instructor. Internet Compatibility Statement When completing an online assessment via Blackboard, students should use Mozilla Firefox rather than Internet Explorer 8. Students who choose to use Internet Explorer should switch to Compatibility View before beginning an assessment to avoid compatibility issues. Internet Explorer 8 is not fully compatible with Blackboard and may cause the test timer to cover the right side of your screen. To enable "Compatibility View," select Tools in the Internet Explorer 8 browser and then select Compatibility View. Students may also click the "Online Assessment Tips" tab on the Blackboard login page for more information. Under the Tips module, click the "Test-taking, Image Display...in IE 8.0" link. In addition, other important test-taking tips are listed on the same module under the link "Best Practices for Taking Online Assessments. Statement Regarding Internet Failure or Disruption Students enrolled in courses where BlackBoard 9.1 is utilized are responsible for providing documentation of any computer-related malfunctions, including but not limited to a disruption of power, a computer crash, or internet failure. If a student experiences a computer-related malfunction while completing a test or assignment in BlackBoard, he or she should attempt to print the screen that is visible on the monitor when the error occurs. The student may also consider a time-stamped photograph of the computer screen. The instructor will evaluate the documentation provided to determine the appropriate course of action. If you experience any problems with your A&T account you may call Aggie Tech Support (formerly Help Desk) at Courtesy Code Common courtesy in messages, blog, wiki, chat sessions, etc. is expected. Please do not use inappropriately. Technical Support If you experience any problems with your A&T account you may call Aggie Tech Support (formerly Help Desk) at

13 Field Trip Policies / Off-Campus Instruction and Course Activities Student Affairs website Student Handbook: Student Travel Procedures and Student Travel Activity Waiver Off-campus, out-of-state, and foreign instruction and activities are subject to state law and University policies and procedures regarding travel and risk-related activities. Information regarding these rules and regulations may be found at the website address: Student Travel Procedures and Student Travel Activity Waiver Additional information is available from the office of Student Affairs, please check the website at Below is a description of any travel and/or risk-related activity associated with this course. Other Policies (e.g., copyright guidelines, confidentiality, etc.) Student Handbook: Family Educational Rights and Privacy Act Student Conduct & Discipline North Carolina A&T State University has rules and regulations that govern student conduct and discipline meant to ensure the orderly and efficient conduct of the educational enterprise. It is the responsibility of each student to be knowledgeable about these rules and regulations. Please consult the undergraduate and graduate bulletins: Graduate Catalog.doc and student handbook for detailed information about specific policies such as academic dishonesty, cell phones, change of grade, disability services, disruptive behavior, general class attendance, grade appeal, incomplete grades, make up work, student grievance procedures, withdrawal, etc. These descriptions and timelines are subject to change at the discretion of the Professor Submitted to Faculty Senate by LEW