(New EPP Logo Goes Here) KENNESAW STATE UNIVERSITY DEPARTMENT OF ELEMENTARY AND EARLY CHILDHOOD EDUCATION

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1 (New EPP Logo Goes Here) KENNESAW STATE UNIVERSITY DEPARTMENT OF ELEMENTARY AND EARLY CHILDHOOD EDUCATION Course Number/Section: EDRD 7730 Course Title: Culturally Responsive Children s Literature Instructor: Dr. Debra Coffey dcoffey1@kennesaw.edu Office: Office Phone: Office Hours: Class Meeting: Text Required: Kiefer, B. Z. (2009). Charlotte Huck s children s literature (10 th ed.). Boston: McGraw-Hill. Additional Resources: Gopalakrishnan, A. (2010). Multicultural Children s Literature: A Critical Issues Approach. Thousand Oak, CA: Sage Publications. Norton, D.E. (2008). Multicultural Children s Literature: Through the Eyes of Many Children (3 rd ed). New York: Pearson. Catalog Description: This course is designed to empower candidates to develop extensive knowledge of all genres of children s literature. s explore issues related to selection and evaluation of books, instruction, and interpretation of culturally responsive literature for the classroom. They critically examine and explore literacy strategies for genres of culturally responsive literature and differentiated instruction for ESOL students and students with disabilities. Then they use this knowledge to conduct multisensory reading instruction and design their own e-books. Rationale/Purpose: The purpose of this course is to provide opportunities for an in-depth examination of various genres of children s literature from emergent through adolescent literacy. Each candidate will explore ways to help children become enthusiastic readers of various genres and multiple literacies through Book Clubs and Literature Circles. They will develop expertise with research-based pedagogy and multisensory instruction as they make personal connections with culturally responsive literature for students from diverse backgrounds. 1

2 EPP Conceptual Framework Our vision as a nationally recognized Educator Preparation Provider (EPP) is to remain at the forefront of educator preparation. Informed by responsive engagement in collaborative partnerships, we advance educational excellence through innovative teaching in an ever-changing global and digital learning environment. Our mission is to prepare educators to improve student learning within a collaborative teaching and learning community through innovative teaching, purposeful research, and engaged service. The essence of our vision and mission is captured in the theme Collaborative Development of Expertise in Teaching, Learning and Leadership which was adopted in 2002 to express concisely the fundamental approach to educator preparation at KSU. The Educator Preparation Provider (EPP) at Kennesaw State University is committed to developing expertise among candidates in initial and advanced programs as teachers, teacher leaders and school leaders who possess the capability, intent and expertise to facilitate high levels of learning in all of their students through effective, research-based practices in classroom instruction, and to enhance the structures that support all learning. To that end, the EPP fosters the development of candidates as they progress through stages of growth from novice to proficient to expert and leader. Within the EPP conceptual framework, expertise is viewed as a process of continued development, not an end-state. To be effective, teachers and educational leaders must embrace the notion that teaching and learning are entwined and that only through the implementation of validated practices can all students construct meaning and reach high levels of learning. In that way, candidates are facilitators of the teaching and learning process. Finally, the EPP recognizes, values and demonstrates collaborative practices across the college and university and extends collaboration to the community-at-large. Through this collaboration with professionals in the university, local communities, public and private schools and school districts, parents and other professional partners, the EPP meets the ultimate goal of bringing all of Georgia s students to high levels of learning. Knowledge Base: Teacher development is generally recognized as a continuum that includes four phases: preservice, induction, in-service, renewal (Odell, Huling, and Sweeny, 2000). Just as Sternberg (1996) believes that the concept of expertise is central to analyzing the teaching-learning process, the teacher education faculty at KSU believes that the concept of expertise is central to preparing effective classroom teachers and teacher leaders. Researchers describe how during the continuum phases teachers progress from being Novices learning to survive in classrooms toward becoming Experts who have achieved elegance in their teaching. We, like Sternberg (1998), believe that expertise is not an end-state but a process of continued development. This course is designed for graduate candidates who are completing a program of study leading to a reading endorsement. The knowledge base for this course is reflected in the textual readings, references, objectives, assignments and in-class activities. Program candidates will have an opportunity to demonstrate pedagogical knowledge and skills related to student needs and motivation, various family and community literacies and the process of active learning. The professional learning facilitator: Demonstrates the knowledge of content required to facilitate learning. Demonstrates the knowledge of students needed to facilitate learning. Demonstrates the knowledge of standards and best pedagogical practices to facilitate learning. Demonstrates skill in creating a facilitative learning environment. Demonstrates skill in creating facilitative learning experiences. 2

3 Demonstrates professionalism. Has students who are successful learners. Use of Technology: Technology Standards for Educators are required by the Professional Standards Commission. Telecommunication and information technologies will be integrated throughout the Reading Endorsement preparation program, and all candidates must be able to use technology to improve student learning and meet IRA Reading Standards. s in this course will explore and use instructional media to assist teaching. They will: (a) Use diagnostic software to calculate scores on commercially prepared assessments; (b) Conduct reading intervention and progress monitoring using computer-based programs, such as Read 180 and Aimsweb, respectively; and (d) Use local-net and Internet to design high quality instructional programs. To demonstrate master of leadership skills, successful candidates in EDRD 7720 will demonstrate that they are skillful collaborators who are capable of conducting targeted, job-embedded professional development with content teachers in Georgia schools. To be successful, candidates must evaluate the literacy needs of the students in the school and design the professional development based upon the needs of the students as well as those of the teachers. s must provide evidence of their performance by means of: (a) Assessment of student and teacher need; (b) Curriculum design; and (c) video-taping of professional development activity. This field component is required. EPP Statement The KSU Educator Preparation Provider (EPP) believes all learners are entitled to equitable educational opportunities. To that end, programs within the EPP consist of curricula, field experiences, and clinical practice that promote candidates development of knowledge, skills, and professional dispositions related to diversity identified in the unit s conceptual framework, including the local community, Georgia, the nation, and the world. Curricula and applied experiences are based on well-developed knowledge foundations for, and conceptualizations of, diversity and inclusion so that candidates can apply them effectively in schools. s learn to contextualize teaching and draw effectively on representations from the students own experiences and cultures. They learn to collaborate and engage with families in ways that value the resources, understandings, and knowledge that students bring from their home lives, communities and cultures as assets to enrich learning opportunities. s maintain high expectations for all students (including English learners, students with exceptionalities and other historically marginalized and underrepresented students), and support student success through research-based culturally, linguistically, and socially relevant pedagogies and curricula. Course Objectives: As a result of the satisfactory fulfillment of the requirements of this course, the candidate will demonstrate the following outcomes: 1. Demonstrate knowledge of sociological, psychological, and linguistic foundations of reading and writing processes to design instructional environments for diverse learning styles and developmentally appropriate instruction. (CPI: 1.1, 1.4, 2.1, 2.2, 3.2; 1.1, 1.2, 5.4) 2. Identify a variety of ways to support teachers in using research-based strategies and effective pedagogical practices for differentiated instruction with culturally responsive children s literature. (CPI: 1.2, 1.3, 2.1,.2.4, 3.1, 3.2, 3.4; 1.1, 5.4) 3

4 3. Design a social environment for language acquisition and reading development to maximize opportunities for selecting and using appropriate children s literature to meet the needs and match the interests of students in various cultural and linguistic contexts. (CPI: 1.3, 1.4, 2.3, 3.2; IRA Standards: 4.1, 4.2, 5.2) 4. Implement research-based strategies, incorporating the major components of reading (phonemic awareness, word identification and phonics, vocabulary, fluency, and comprehension) to promote reading proficiency through the use of culturally responsive children s literature. (CPI: 1.3, 2.1, 3.2; 1.3, 2.1, 2.2) 5. Analyze and utilize multimodal pedagogy for effective reading instruction and apply concepts of critical literacy to advocate for equity and positively impact students knowledge, beliefs, and engagement with cultural and linguistic diversity. (CPI: 1.4, 2.1; 2.2, 2.3, 4.1, 4.2, 4.3, 5.1) 6. Synthesize methods for differentiation to support and build on students multiple literacies and assist them in applying knowledge of language structure, language conventions, media techniques, figurative language, and genre to create, critique, and discuss print and non-print texts (CPI: 1.1, 1.2, 1.3, 1.4, 2.2, 2.4; 1.3, 2.2, 2.3, 5.1, 5.4) 7. Demonstrate positive dispositions and use professional development to convey the value of diversity in society and ways to explore contexts of diversity through critical literacy and culturally responsive literature. (CPI:.13, 2.6, 3.3, 3.4; 4.1, 4.2, 6.2) The following grid aligns course objectives with the EPP Proficiency (documented in the Performance Instrument--CPI), NCATE, IRA Professional Reading Standards and NCTE Professional Standards for the English Language Arts: Course Objectives 1. Demonstrate knowledge of sociological, psychological, and linguistic foundations of reading and writing processes to design instructional environments for diverse learning styles and developmentally appropriate instruction. 2. Identify a variety of ways to support teachers in using research-based strategies and effective pedagogical practices for differentiated instruction Performance Instrument (CPI) CPI: 1.1, 1.4, 2.1, 2.2, 3.2 CPI: 1.2, 1.3, 2.1,.2.4, 3.1, 3.2, 3.4 NCATE Standard 1: Standard 1: IRA Reading Standards 1.1, 1.2, , 5.4 Evidence Assigned Readings Literacy Blog Literacy Vignettes Genre Analysis Annotated Bibliography Assigned Readings Literacy Vignettes Literacy Blog Genre Analysis 4

5 with culturally responsive children s literature. 3. Design a social environment for language acquisition and reading development to maximize opportunities for selecting and using appropriate children s literature to meet the needs and match the interests of students in various cultural and linguistic contexts. 4. Implement researchbased strategies, incorporating the major components of reading (phonemic awareness, word identification and phonics, vocabulary, fluency, and comprehension) to promote reading proficiency through the use of culturally responsive children s literature. 5. Analyze and utilize multimodal pedagogy for effective reading instruction and apply concepts of critical literacy to advocate for equity and positively impact students knowledge, beliefs, and engagement with cultural and linguistic diversity. CPI: 1.3, 1.4, 2.3, 3.2 CPI: 1.3, 2.1, 3.2 Standard 1: Standard 1: CPI: 1.4, 2.1 Standard 1: 4.1, 4.2, , 2.1, , 2.3, 4.1, 4.2, 4.3, 5.1 Annotated Bibliography Assigned Readings Literacy Vignettes Literacy Blog Genre Analysis Annotated Bibliography Assigned Readings Literacy Vignettes Literacy Blog Genre Analysis Annotated Bibliography Literacy Vignettes Literacy Blog Genre Analysis 6. Synthesize methods for differentiation to support and build on students multiple literacies and assist them in applying knowledge of language structure, language conventions, media techniques, figurative language, and genre to CPI: 1.1, 1.2, 1.3, 1.4, 2.2, 2.4 Standard 1: 1.3, 2.2, 2.3, 5.1, 5.4 E-Portfolio Reflective/Dialoguing Journal 5

6 create, critique, and discuss print and nonprint texts. 7. Demonstrate positive dispositions and use professional development to convey the value of diversity in society and ways to explore contexts of diversity through critical literacy and culturally responsive literature. CPI:.13, 2.6, 3.3, 3.4 Standard 1: 4.1, 4.2, 6.2 E-Portfolio Reflective/Dialoguing Journal Assignments: 1. Professional Development Plan and Participation (250 points) Participate in class literature circles to explore culturally responsive children s literature and insights from the text. As you discuss literature and professional texts, discuss grouping strategies and ideas for differentiation to meet the needs of English learners, striving readers, and students with disabilities. Reflect on these ideas during each module. Then synthesize your ideas into a professional development plan that shows how you have met the objectives of this course and the ways you will use the ideas and insights you have gleaned for professional development in your own classroom and leadership in your school. 2. E-Portfolio Reflection & Literacy Blog/ Dialoguing Journal (250 points) Discuss your responses to class sessions, literature circles, literacy activities, literacy strategies, journal articles, our textbook, and other sources from the professional literature. To promote collaborative reflection, dialogue with peers and instructors to analyze the impact of your instruction on student learning and the insights you glean throughout the course. Feel free to be creative with these entries, and use PowerPoint slides, a Prezi, Glogster, or other Web 2.0 tools to share your insights. Your journal should include a biographical sketch and literacy vignettes. a. Autobiographical Sketch - Write a brief reflective autobiographical sketch explaining your reading experiences. Describe your favorite genres in elementary school, in junior/middle school, in high school, and as an adult. Then reflect on how early literacy experiences have influenced your teaching and the books and online materials you select for your students. b. Literacy Vignettes Prepare literacy vignettes to describe and analyze interviews and activities with students from various grade levels: PK-2, 3-5, 6-8, and 9-12, using pseudonyms. Interview at least four students at various academic levels to discover their reading interests, favorite books, favorite genres, reading habits, and reading experiences. Be sure to include English learners, struggling readers, and students from diverse backgrounds. Use books and activities from our class sessions with the students. Then identify, describe, and patterns that emerge from the data from these sessions, using insights from research studies (250 points) Create a research-based workshop for teachers that captures the imagination and provides a unique, interactive experience with literature. This workshop will illustrate curriculum integration based on an overarching theme. You will use sections of your Live Binder to generate and categorize resources for your workshop and extend the application of the workshop. Design a framework for presenting your workshop to the class and giving candidates an opportunity to experience the activities you have designed. 6

7 a. Culturally Relevant Web of Genres For each tab in your Live Binder you will create a web of components to illustrate a genre. This will be a detailed WEB of Wonderfully Exciting Books that extends across this genre and features age appropriate literature-based activities to align with the books and online resources for the genre. Your research-based workshop will coordinate with this WEB and emphasize culturally responsive children s literature. More details will be given in class. The section of your Live Binder for each genre should include: 1. Genre Analysis - Prepare a thorough analysis of each genre appropriate for children s literature. The analysis should include characteristics or elements specific to each genre, research, and the developmental implications for using each genre with children at various grade levels in the classroom. Further information on the assignment will be given in class. This is a multi-genre project that includes a wide range of print and online resources, including e-books, video vignettes, and other resources. Demonstrate knowledge of a critical stance and thorough literary analysis. 2. Culturally Relevant Collection of Strategies Demonstrate how you will connect strategies for phonemic awareness, phonics, vocabulary, comprehension, and fluency with culturally responsive literature in each genre to meet the needs of diverse learners. b. Annotated Bibliography - Create an annotated bibliography of at least 15 books from various genres. Prepare a synopsis of each book and suggestions for appropriate grade level classroom applications. Emphasize the cultural relevance of books and various online resources. 4. Innovative E-Book: s will create an e-book using Little Story Birds or other software. The book will be a creative innovation based on a grade-level appropriate content area materials. Additional information will be provided in class. (250 points) Evaluation and Grading: Assignment Points Due Dates Objectives 250 Ongoing and Modules 2 and 8 Professional Development Plan and Participation Objectives 1, 2, 3, 4, 5, 6, and 7 Literacy Blog/Dialoguing Journal 250 Ongoing Objectives 1, 2, 3, 4, 5, 6, and Module 6 Objectives 1, 2, 3, 4, 5, 6, and 7 Innovative E-Book for Children 250 Module 7 Objectives 1-2 & 6-7 Total

8 Grading Scale: % A % B % C Below 71% F Professional Standards for Written Work: All work should be edited well. Points will be deducted from all work that does not meet professional standards. In some cases, I may return the work without a grade. Late Work: I will accept late work. However, I do deduct points from all late work. No exceptions. I consider work late if it is not handed in during the assigned class time. Each day an assignment is late, the activity will receive a five-point grade reduction per day. (If an assignment is due on Tuesday and you turn it in on Thursday, the assignment is two days late.) Should you turn in work on the day of class but after the class is over, the work is one day late. Academic Integrity: Every KSU student is responsible for upholding the provisions of the Student Code of Conduct, as published in the Undergraduate and Graduate Catalogs. Section II of the Student Code of Conduct addresses the University's policy on academic honesty, including provisions regarding plagiarism and cheating, unauthorized access to University materials, misrepresentation/falsification of University records or academic work, malicious removal, retention, or destruction of library materials, malicious/intentional misuse of computer facilities and/or services, and misuse of student identification cards. Incidents of alleged academic misconduct will be handled through the established procedures of the University Judiciary Program, which includes either an "informal" resolution by a faculty member, resulting in a grade adjustment, or a formal hearing procedure, which may subject a student to the Code of Conduct's minimum one semester suspension requirement. Attendance Policy: The expectations for attending class are in accordance with the Graduate Catalog. All students are expected to attend classes in accordance with the scheduled time of the course. Should you be absent, you are responsible for making up the work missed. In-class activities may not be made up. Desire2Learn Access: Desire2Learn will be the primary communication tool used for s, announcements, changes in schedule, collaborative discussions, access to course materials, out-of-class activities, and grade results. Additional course materials will be available online in Desire2Learn. It is your responsibility to check daily for announcements. You will use your NetID and password to access the Desire2Learn course. 8

9 Module 1 Module 2 Module 3 Discuss the Syllabus and Expectations Discuss favorite books, literacy strategies, and literacy experiences. Overview of a Children s Literature Program - Discuss Main Goals Discuss ideas from Chapter 1 - Knowing Children s Literature Evaluating Children s Fiction Book Awards and Trends Discuss ideas from Chapters 2 - Understanding Children s Responses to Literature Reading Interests and Preferences Developmental Patterns and Differentiation for Diverse Learners Discuss ideas from Chapter 3 - The Changing World of Children s Books and the Development of Multicultural Literature Worldwide Tradition of Story Children s Literature Overview The Multicultural World of Children s Books Read Chapters 1 & 2 Knowing Children s Literature Share Favorite Books Read Chapter 3. Explore effective literacy strategies for strategic reading. Explore effective vocabulary strategies. Professional Development Plan Read Chapters 4 & 5. Bring a Draft of Book Talk and Vocabulary Strategies Module 4 Discuss ideas from Chapters 4 & 5 - Emergent Literacy and Picturebooks Early Reading Books for the Beginning Reader Picturebooks Defined and Described Themes and Subjects in Picturebooks Module 5 Discuss ideas from Chapters 6 & 7 Traditional Literature and Modern Fantasy A Perspective on Traditional Literature Folktales, Fables, Myths, and Heroes Read Chapters 6 & 7. Bring a Draft of the Strategic Reading Guide Explore Snyder & Coffey text, focusing on comprehension strategies. Read Chapters 8 & 11. 9

10 Module 6 Module 7 Modern Fairy Tales Modern Fantasy Science Fiction Discuss ideas from Chapter 8 - Poetry The Meaning of Poetry Selecting Poetry for Children Sharing Poetry Across the Curriculum Discuss ideas from Chapter 11 - Nonfiction Books Trends - Common Core State Standards Criteria for Evaluating Nonfiction Books & Types of Nonfiction Books Using Literature Across the Curriculum Discuss ideas from Chapter 12 - Biography Biography for Today s Child Criteria for Juvenile Biography Types of Presentation and Coverage Autobiographies and Memoirs Read Chapter 12. Share Culturally Relevant Children s Literature s Read Chapter 13. Innovative E-Book Module 8 Discuss ideas from Chapter 13. Concluding Activities Discuss ideas from Chapters 15 and 16 Technology, Evaluation, and Change: The Role of the Literacy Specialist in Guiding Program Improvement Share Professional Development Plans During an Activity References Bruneau, B. J. (1997). The literacy pyramid organization of reading/writing activities in a whole language classroom. The Reading Teacher, 51, Bishop, R.S. (Ed.). (1994). Kaleidoscope: A multicultural booklist for grades K-8. Urbana, IL: National Council of Teachers of English. Bryan, J. (1998). K-W-W-L: Questioning the unknown. The Reading Teacher, 51, Calkins, L.M. (1986). The art of teaching writing. Portsmouth, NH: Heinemann. 10

11 Calkins, L.M. (2002). The art of teaching reading. Boston: Allyn and Bacon. Carbo, M. (1996). Whole language or phonics? Use both! Education Digest, 61, Cooper, J.D. (2000). Literacy: Helping children construct meaning. (4 th ed.). Boston: Houghton Mifflin. Fountas, I.C. & Pinnell, G.S. (1996). Guided reading. Portsmouth, NH: Heinemann. Gambrell, L.B. (1996). Creating classroom cultures that foster reading motivation. The Reading Teacher, 50, Gaspar, R.E. (1997). What does reading software have to offer? Learning, 26, Geist, E. (1998). Computers can turn on reluctant readers. Creative Classroom, 22, Guliaume, A.M. (1998). Learning with text in the primary grades. The Reading Teacher, 51, Harris, V.J. (Ed.). (1993). Teaching multicultural literature in grades K-8. Norwood, MA: Christopher-Gordon. Honig, B. (1997). Research-based reading instruction: the right way. Education Digest, 63, Hickman, J. & Cullinan, B.E. (Eds.). (1989). Children s literature in the classroom: Weaving Charlotte s web. Needham Heights, MA: Christopher-Gordon. Hoyt, L. (2003). Snapshots: Literacy minilessons up close. Portsmouth, NH: Heinemann. Johnston, F. (1998). The reader, the text, and the task: learning words in first grade. The Reading Teacher, 51, Kolb, G. (1996). Read with a beat: Developing literacy through music and song. The Reading Teacher, 50, Koskinen, P. (1995). Peers as reading tutors: Guidelines for successful practices. The Reading Teacher, 51, Meece, J.L., & Miller, S.D. (1997). Enhancing elementary students' motivation to read and write: A classroom intervention study. The Journal of Educational Research, 90, Miller, H.M. (1997). Teaching and learning about cultural diversity -breaking the silence. The Reading Teacher, 51, Montgomery, K. J. (1998). Assessing talking and writing: Linguistic competence for students at risk. Reading and Writing Quarterly, 14, Overview of learning to read and write: Developmentally appropriate practices for young children. National Association for the Education of Young People [online] 0 htm. 11

12 Quintero, E. & Rummel, M.K. (1996). Something to say -Voice in the classroom. Childhood Education, 52, Spiegel, D.L. (1998). Reader response approaches and the growth of readers. Language Arts, 76, Stice, C.F. (1998). Just a little fish tale: Past, present, future. Language Arts, 75, Strickland, D.S. (1997). Teach the skills and thrills of reading. Instructor, 32, Tierney, R.J., Carter, M.A., & Desai, L.E. (1991). Portfolio assessment in the reading-writing classroom. Norwood, MA: Christopher-Gordon. Towell, J. (1997). Teaching reading: fun with vocabulary. The Reading Teacher, 1, Wasik, B.A. (1998). Using transactional strategies approach to reading instruction. The Reading Teacher, 49, West, K.R. (1998). Noticing and responding to learners: Literacy evaluation in the primary grades. The Reading Teacher, 51, (7), Websites with Beneficial Resources A World of Difference Institute Organization/website containing great information about social justice and children s literature-- Choosing Multicultural Books for Young Children Cooperative Children s Book Center (CCBC), University of Wisconsin-Madison Multicultural Literature 50 Multicultural books Every Child Should Know Multicultural Literature Resources (excellent resource of links) Pat Mora s website (author, literacy advocate) Sampler of Latino Children s and YA Authors & Illustrators TeacherVision Children s Books About Disabilities Annotated bibliography Partners Against Hate The Importance of Multicultural Children s Books 12

13 Multicultural Children s Literature Conferences & Awards National Latino Children s Literature Conference-- Pura Belpré Award -- College of New Jersey Multicultural Literature for Children & Young Adults Awards The Virginia Hamilton Conference Website says: longest running event in the US to focus exclusively on multicultural literature for children and young adults. 13