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

University of Pittsburgh Department of Instruction and Learning IL 1042/2042: Language and Literature for the Young Child Fall 2016

Instructor: Patricia A. Crawford, Ph.D.

Phone: 412-648-7558

Email: [email protected]

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. Additional readings as required

Children’s Texts (any edition): Because of Winn-Dixie by Kate DiCamillo Number the Stars by Lois Lowry Flora & Ulysses by Kate DiCamillo El Deafo by 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:

A 94-100% A- 91-93% B+ 88-90% B- 81-83% C+ 78-80% C 74-77% C- 71-73% D+ 68-70% D 64-67% 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.

Statement on Religious Observances. Religious observances are respected. If there is a conflict between your religious observance and the class schedule, please let the instructor know as early as possible, so alternative arrangements may be made.

Departmental Grievance Procedure. 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. Each additional missed class will result in a loss of 15 points. Students who miss more than three classes will fail the course.  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 each day the assignment is late). 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. Be prepared to do an in class response worth up to 10 points each. These assignments cannot be made up.

Literature Reflections & Circles: Read each of the designated chapter books (Flora & Ulysses, 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. Due: As indicated on schedule (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. Due: November 29 (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. Due: as scheduled 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 a small group in 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. Due: as scheduled in class (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. Due: November 1—for our class. Will tentatively be presented at Falk School on November 15 (30 points) Addresses Competencies: II.A.1; II.B.4, 5

Professional Development Activities: Attend two lectures of a famous children’s author who has written one of the books we are reading for class (see http://pittsburghlectures.org/kids-and- teens/ for details). Write up a report of what YOU learned and what you think your potential students could learn from such an event. Due: class period after event. Addresses Competencies: II.B.4

Author/Illustrator/Literature Project: Take an in-depth look at the life and work of a particular author or illustrator who creates books for young children. Prepare a short written overview that includes biographical information and a description of the type of writing and/or illustrating that this person does. Then choose one of the following application projects. (30 points) Due: December 6

 Learning Center: Develop a learning center that will support student learning about the work of this particular author or illustrator. The learning center should be “classroom ready” (e.g. inviting appearance, accurate information, readable print for the particular grade level), include a sampling of featured books, and feature a minimum of three creative (non-worksheet) learning experiences. Please see the learning center handout for additional information. You will have an opportunity to make a brief introduction and share your learning center in class.

 Create Your Own Book: After carefully exploring the work of a particular author or illustrator, you may choose to create your own piece of children’s literature. Use the work of your author or illustrator as a type of “mentor text” (to be discussed in class). Prepare your piece of literature that includes a print text, illustrations, cover, and appropriate peri-textual features. Be prepared to discuss the ways in which the work of your focus author or illustrator influenced your work and the ways that this project might influence your work with children. You will have an opportunity to present your book in class.

 Presentation: Do a short presentation about a topic of your choice. Examples might include: digital storytelling, early literacy and the role of the speech therapist, electronic books, using literature in your field, digital storytelling, etc. Please clear topic with instructor prior to developing presentation.

 Original Project of Your Choice: Working with the instructor, develop a unique project related to language and literature for the young child of your choice. 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). Due: December 13 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.

************************ Please note: Listed competencies refer to the Pennsylvania Framework for PreK-Grade 4. Tentative Schedule of Course Themes

Fall 2016

Date Weekly Theme Readings & Assignments

Aug. 30  Welcome, introduction and course overview

 Integrated language arts and young children

Sep. 6  Oral Language Development: Theories Read: Atwell’s Innovation Old School Style  In class activity: Theorizing about language development; the role of table talk and rich language environments (I.C.5)

 Literature to support oral language development: Concept books for the young child

 Introduction to reader response theory: Louise Rosenblatt, stance, reading transaction

 Literature Circles: Introduction, synonymous terms, procedures

Sep. 13  Oral Language Development: Stages Read: Because of Winn-Dixie

 Supporting oral language development: Applications for Due: Response to Because of teachers, parents, and caregivers Winn-Dixie

 Introduction to children’s literature: History, Awards, How a picture book works, Books for babies and very young children

Sep. 20  Family Literacy: Home connections between oral and Read: Lent’s The New Picture written language development, Environmental print, Book for All Ages Family-school partnerships, Federal definition of family literacy, Introduction to family & community-based literacy programs

 Introduction to Poetry: Oral and written language connections, nursery rhymes, finger plays, chants, rhymes, and song picture books

Sep. 27  Writing and the Young Child: Breaking into print, Stages Read: El Deafo of writing Development, Connections with oral language development, analyzing emergent writing samples for Due: Response to El Deafo semantics, syntax, grapho-phonic associations, and pragmatics

 Artistic Expression: Symbolic representations, linking writing, and drawing Oct. 4  The Art of Illustration: Investigating a variety of Read: TBA illustrators and different media, visual literacy and picture books Due: Poem/Finger Play presentation  Presentation of Finger Plays

Oct. 11  Picture book formats: Specific forms of concept books Read: (alphabet, counting, etc.), wordless books, pop-up books Due: Flora & Ulysses response

Oct. 18  Fall Break (No class—Monday classes meet on Tuesday)

Oct. 25  Oral Language and Literature Connections Read: TBA

 Traditional Literature: Role of oral tradition. Exploring fairy tales, tall tales, legends, myths, and Mother Goose.

 Folktales & variants as literature and scaffolds for writing.

Nov. 1  Modern fantasy: Imaginative worlds & experiences in Due: Storytelling literature, modern fantasy sub-genres Presentations

Nov. 8  Realistic and historical fiction: Stories based on the real Read: Number the Stars world for young readers, realistic fiction sub-genres Due: Number the Stars  Evaluating series books response

Nov. 15  Informational texts: Non-fiction, biographies, Tentative storytelling autobiographies, historical fiction for young readers presentations at Falk School

 Periodicals for beginners: Class activity on exploring juvenile magazines (Addresses Competency II.B.5)

 Pedagogical applications: Integrating literature into the content areas

Nov. 22 No class meeting: Time to work on projects and complete final learning activities. Happy Thanksgiving!

Nov. 29  Critical issues in literature for the young child: Including Read: Bullying Hurts diverse perspectives, honoring multicultural literature, indicators of bias in literature

 Creating curriculum: Seamless integration of literature in pre-k-grade 4; environment, learning centers, connecting content areas

Dec. 6  Concluding activities: Presentation of final projects, Read: celebrating our learning Due: Author/Illustration Projects Dec. 13  Final Exam Due: Independent Reading Log (Due by 5:00 pm on December 9)