Children S Literature s1

CHILDREN’S LITERATURE EDUCATION 305 Spring 2010 Each person’s life is a story. We read stories about others to know who we are and how others feel and think and to discover what we might become. We read stories to experience more lives than the one we are allotted. ~ Charlotte Huck ~

Professor: Dr. Marilyn Carpenter Office: 316B, Williamson Office Hours: 1-2:30; M &W, after class or by appointment. Office Phone: (509) 359- 6198 E-mail addresses: [email protected], mailto:[email protected] Marilyn’s Blog: http://marilyncarpenter.wordpress.com

Purpose of the Course The purpose of this course is to provide class members with an opportunity to read, enjoy, and discuss a variety of excellent children’s books. Participants will also become acquainted with various genres, authors, poets, and illustrators of children’s literature, as well as resources available about children’s literature. The experiences in this course will build a foundation for how you will bring children and books together in the classroom. It is the aim of the instructor to ignite your personal enthusiasm for children’s literature and provide ways to connect children and books.

Required Texts . Bang, M. (2000) Picture this: How pictures work. New York: Seastar Books. (Please bring this text to class meeting when assignment is due.) . Tunnell, M. & Jacobs, J. (2008). Children’s literature, briefly 4th Edition. Englewood Cliffs, New Jersey: Merrill. (Please bring this text to each class meeting when a reading is assigned.) . (1998). A Framework for Achieving the Essential Academic Learning Requirements in Reading: Grades K-6. Washington State Commission on Student Learning. . Many children’s books Suggested Web Sites  http://www.ewu.edu/x14875.xml (marilyn’s web site)  www.readwritethink.org  http://www.teachingbooks.net/ (password is EWU)  http://www.k12.wa.us/curriculuminstruct/reading/pubdocs/GLCE-Reading.doc  http://www.spokaneschools.org/professionallearning/curriculum/guideindex.html  http://www.k12.wa.us/certification/profed/2007Standards/Reading.pdf Outcomes for the course At the completion of the course students will be able to: 1. Discover/rediscover an appreciation for reading and children’s literature. 2. Develop criteria for the selection of literature for the classroom that demonstrates the need for a wide range of books that meet the needs of diverse learners. 3. Develop a reading record that features books read and identifies the instructional purpose of each book e.g. read aloud, shared reading, independent reading, etc. 4. Demonstrate reader response theory in their personal response to the literature read. 5. Identify the appropriate genre for the children’s books read in the course. 6. Analyze the styles of authors, poets and illustrators. 7. Read aloud with expression to engage children’s interest in reading and to model fluency. 8. Assemble a collection of a variety of poetry for children. 9. Employ literary elements in an understanding of literature. 10. Understand how the Endorsement Competencies for Reading P-12, are met by the learning in this course. http://www.k12.wa.us/certification/profed/2007Standards/Reading.pdf

NOTE: At the end of the course you will write a self-evaluation that considers how you met/did not meet these outcomes.

Our class experiences are based on the following beliefs about learning: 1. Learning is an active process. We will immerse ourselves in reading and responding in a variety of ways to many books for children. 2. Learning is a social process of collaborating with others. Through conversations in small groups, we will explore our responses to the books we read. There will also be opportunities for informal interaction and sharing about literature in small groups and whole class experiences. We will appreciate and celebrate our multicultural world. 3. Learning occurs when we make connections to our own experiences. We will respond to literature through exploring our own personal responses rather than responding according to a specific literary interpretation. We will make decisions about the books we read and the resources we develop based on our needs and experiences as individuals and as preservice teachers. 4. Choice allows learners to connect to their experiences and feel ownership in their learning process. We will have choices in what we read, how we respond, and the focus of individual projects and small group activities. 5. Learning is reflective as well as active. We will have many opportunities to reflect on what we are learning through writing, dialogue, and self-evaluation. 6. Learning is optimum when learners take responsibility for their own learning process. While I provide the basic framework for the course, what and how much you learn depends on the choices you make and the level of effort and involvement you generate during each class period and in your independent reading and projects. COURSE REQUIREMENTS 1. Participation (70 points) This course is designed and organized to be highly experiential. Therefore, your attendance and participation are essential to your learning. It is not possible to be enriched by discussions and collaborations if you are not prepared for class or are not present. Participation means involvement, engagement, and commitment. Involvement and engagement in the class discussions, sharing ideas, attending to the presentation of content material, and contributing beyond the minimum requirements all represent participatory behavior. Commitment means attending and actively participating in class and completing course requirements. There is no way to make up the learning that is lost when you are absent. Please note: Three tardies equal one absence. Attendance points will be deducted as follows: One absence: no points deducted Two absences: 25 points deducted Three absences: 50 points deducted Four absences: 70 points deducted NOTE 1: Please leave me a message (509-359-6198) if you are going to be absent. NOTE 2: Please make arrangements for a classmate to pick up materials for you.

2. Professionalism (combined w/participation points) One measure of a pre-service teacher’s potential as an educator is his/her professional behavior. This means:  Coming to class on time (three tardies equal one absence), and staying for the entire class  Taking ownership of your own learning and seeking help when you need clarification (including checking on your progress as the class continues)  Demonstrating a positive attitude of commitment and professionalism toward the goal of becoming an effective teacher  Treating peers and the professor with respect and courtesy  Refraining from disruptive behavior (talking when others are speaking, using a cell phone during class, etc.)  Being receptive toward new ideas and differing opinions  Submitting typewritten or word processed, polished (proofread) assignments on time. Late papers will have points deducted.  Use APA style for all papers.

3. Textbook, articles and website assignments (60 points) Reading the textbook assignments builds your background knowledge. That knowledge is essential for your learning in the course and your participation in class. ASSIGNMENT DETAILS: For each textbook reading assignment you will be required to turn in a typed, reflection that poses questions, makes comments, connects ideas, or lists concerns about the assigned reading. These reflections will be checked off and handed back to you. Due dates vary, please refer to the calendar.

4. Reading & Reading Record (see item D for point allocation) Extensive and intensive reading of children’s literature is the primary focus of this course. The major function of the record is for you to create a tool that can be used to select books for your future classroom. ASSIGNMENT DETAILS: During the quarter, you are required to read a minimum of 100 books across a variety of genres. Please check the genres of children’s literature listed in the Tunnell & Jacobs text on pages viii to the bottom of x. Decide how you want the record organized. What system would be the most helpful to you in quickly locating the books? This record should be in a format that you will find useful now and in your classroom or library. The format is up to you (note cards, database, loose-leaf notebook, etc.). ************************************************************************************* NOTE: This is a “build-on” assignment. In order to receive full points for each book, on Wednesday of each week (see calendar for due dates) you must turn in a Reading Record that includes a minimum of 11 books you read during that week. The complete (compiled) Reading Record, including a Table of Contents, is May, 26, 2010 101010. ************************************************************************************* A. Select and read for your record at least two books from each genre (as mentioned above). Most of the books you select should be appropriate for grades K-5. B. Five of the books you read should be chapter books appropriate for fifth grade and above. In the final reading record, missing chapter books will result in 10 points deduction per missing chapter book. C. Include the following information about each book you want to remember and record:  Bibliographic information on the book o Title Illustrator o Author Genre  A short summary of the main plot and themes in the book  A description of the illustrations in picture books  Your response to the book  Comments on strengths or weaknesses  Personal connections and/or insights  Problems or concerns  A rating system (you will need to create your own and include an explanation)  Potential uses of the book in the classroom  Read aloud  Instructional lessons  Classroom library  Curriculum connections

D. Final Reading Record (240 points) This is a compilation of your weekly reading records. Each book listed is worth two points, for a maximum of 200 points. The format of the FINAL reading record is worth an additional 40 points. Points will be awarded based on the following: . 1. Table of Contents (see attached example on rubric) a.a. Organized by Genre a.b. Listing of Titles read a.b.i. Each book numbered 1-100 (points will only be awarded for the first 100 books). 2. Your complete (compiled) Reading Record 3. The appropriateness of the selected books 4. The information you include in the reading record for each book 5. Completion of the requirements for each genre *************************************************************************************** The books you read may be selected from the instructor’s extensive collection. Please care for the books and return them promptly so that others may use them. ***************************************************************************************

5. Book Chats (20 points) Book chats are an opportunity to share books that you highly recommend. ASSIGNMENT DETAILS: Each Monday, starting April 12, bring a book to class that you have completed reading to discuss with your colleagues in a book chat session. Using the format below, create a book chat log and place it in your class folder. Each Monday, record your book on the book chat log, and leave it in your class folder for grading. Book Chat Log Date Title Author

6. Textset (10 points) As you read during the quarter, keep track of the books with which you find a personal connection as a reader – books that moved you powerfully or that closely connected to your own life experiences and cultural identities. These text sets will be presented and shared during our final celebration June 2.

ASSIGNMENT DETAILS:  Prepare a handout for each member of the class o List each book you have chosen for the textset with author and title o Include a short annotation for each title about why you found the book powerful

7. Author/Poet/Illustrator Study (30 points) This assignment will be an in-depth exploration of at least one children’s literature author, poet or illustrator. This project is DUE April 28. October. ASSIGNMENT DETAILS:  You must read and review a minimum of eight works by the author, poet, or illustrator you have chosen. (A sign-up list is available. One student per author/ poet/ illustrator.) o Create a visual display that showcases the author / poet / illustrator works o Create a one-page handout for each member of the class that includes: . Pertinent biographical data . Your own review of at least eight books . An analysis and explanation of the author/poet/illustrator style . What distinguishes the author/poet/illustrator? . Web sites about the author/poet/illustrator

8. Poetry Project (20 points) Poetry is the area of children’s literature most ignored by classroom teachers. The purpose of this project is to immerse you in many different works of poetry and to discover the joy of reading poetry. Your project will be shared with small groups in our class. This project is DUE May 17. ASSIGNMENT DETAILS:  Collect at least 30 poems from a variety of resources  Use your own creativity to compile the poems  A bibliography of resources must be included

Here are some suggestions for possible projects:  collect poems that invite participation through choral reading, drama, art or music  collect story poems  select poems that can be adapted into reader’s theater scripts  select poems that can be connected with items in a poetry suitcase or basket  collect poems centered around a theme.

9. Read-aloud Experience (20 points) The responses and reactions of children to books should influence the way we evaluate children’s literature. The way in which we read aloud makes an impression on children. This project is designed to give you first-hand experience in children’s reactions and how to read aloud. ASSIGNMENT DETAILS: 1. Schedule three different opportunities to read-aloud a book(s) of your choice to a group of children. You may use the class you are observing for another education class assignment, a Head-Start class, a library story time, or whatever is appropriate. It is preferable that you use the same group for each read-aloud event. You will receive a handout about reading aloud to help guide you through this process. Part I – DUE 4/12 10/7 1. Write a short description of your read aloud plan a. Include the location b. Age group c. Dates for your three different read alouds d. The books you have chosen to read Part II – DUE 5/19 5/199 1. Write a short reflection paper about your read aloud experiences, and include: a. How you read b. How you improved over the three readings c. What you learned from the experience d. How the children responded to the books e. How the children responded to your reading

10. Final Evaluation (10 points) Self evaluation is an integral part of learning. This assignment is DUE 6/2. ASSIGNMENT DETAILS:  You will complete an overall self-evaluation of your learning throughout the course based on the outcomes for the course. o A handout outlining the requirements of this self-evaluation will be given out later in the quarter. o Your grade will be based on: . Both your and my evaluation of your growth and learning . The quality of your work . Your thoughtful attention to the issues explored in this class . Your participation and preparation for each class.

The course requirements and experiences outlined above are minimum standards for the course. Your work must meet and/or exceed these to receive a high grade. Your grade is based on a total of 480 points. Each assignment will earn points based on the following scale:

Assignment Points Points Earned Available Participation/Professionalism (# 1 & 2) 70 ______Textbook/article Assignments (# 3) 60 ______Reading Record (# 4) 200 ______Reading Record Format & Content (# 4) 40 ______Book Chats (# 5) 20 ______Textset (# 6) 10 ______Author / Poet / Illustrator Study (# 7) 30 ______Poetry Project (# 8) 20 ______Read-aloud Experience (# 9) 20 ______Final Evaluation (# 10) 10 ______Total: 480 ______

Tentative Schedule Date Topic Assignment Due Textbook 3/29 Introductions/ Author Study/Syllabus, Personal Response

3/24 Response Theory/Author Study Text reflection T & J Chap. 1 & 2 Syllabus quiz, textbook discussion Teach us your name in 1 minute, using a prop(s) Information sheet

4/5 Genre/Author Study Text reflection T & J Chap. 5 & 6 History & Trends Bring favorite book/Reading Record

4/7 Teaching with Children’s Books Text reflection T & J Chap. 17 & 18

Author Study

Book Chat

4/12 Evaluating Literature Book Chat /Text reflection T & J Chap. 3 Author Study Reading Record/ Read-aloud plan

4/14 Visual Literacy Part I Text reflection T&J Chap. 4 Author Study

4/19 Visual Literacy Part II Text reflection/Book Chats All of Picture This Selection of small group book for 5/10 & 5/19 Reading Record Final author study

4/21 Picture books Book Chat /Text reflections T & J Chap. 7 Elements of stories http://www.readwritethink.org/materials/lit-elements/overview/

4/26 Traditional & Modern Fantasy Text reflection T & J Chap. 9 & 10 Book Chats, Reading Record

4/28 Author/Illustrator Presentations

5/3 Poetry Reading Record/ Text reflection T & J Chap. 8 Book Chats

5/5 Poetry Part 2

5/10 Historical Fiction Reading Record Text reflection/ T & J Chap. 12 Book Chats/Small group book 5/12 Nonfiction Reading Record/ Text reflection/ T & J Chap. 13 & 14

5/17 Nonfiction Book Chat/Text reflection Article, “Nonfiction Inquiry” Poetry Project,

5/19 Realistic Fiction Text reflection T & J Chap. 11 small group book/ Reading Record Read aloud experience reflections

5/24 Censorship/Multicultural Book Chats/Text reflection, T & J Chap. 15 & 16

5/26 Leveling Books Completed Reading Record, Table of Contents

6/2 Wrap Up Text sets/Final self evaluation Rubric for Reading Record Education 305

Name______Points Earned______

Goal: Each student will fulfill the requirements of the project as detailed in the syllabus. Total points available for project: 240. Number one is worth 200 points. Numbers two through nine are each worth five points for a total of 40 points. However, if any one of the requirements in two through nine is missing on 6/1, all 40 points will be deducted.

1. Record 100 books for full 200 points, each book is worth 2 points. Five chapter books appropriate for 5th grade and up need to be part of the record. If there are missing chapter books, penalty points of 10 per chapter book will be deducted. 2. The format of your records should be visually pleasing, neat, usable and organized. 3. Your final reading record should include a table of contents arranged according to the categories (genres) of children’s literature (as stated in the Tunnell & Jacobs text on pages viii to x.), plus an additional category for chapter books (these must be appropriate for fifth grade and above). See example in #4 for genres. 4. Books numbered consecutively in table of contents. See the following example:

Picture Books Historical Fiction 1. Chicken Sunday 11. The Wall 2. Where the Wild Things Are 12. Dakota Dugout Poetry Biography 3. Knock at a Star 13. Indian Chiefs 4. Brats 14. And Then What Happened, Paul Revere? Traditional Fantasy Information Books 5. The Three Billy Goats Gruff 15. Arms and Armor 6. Cinderella 16. Color Zoo Modern Fantasy Multicultural and International Books 7. The Ugly Duckling 17. Journey of the Sparrows 8. The True Story of the Three Little Pigs 18. Code Talker Contemporary Realistic Fiction Chapter Books 9. Fly Away Home 19. The Great Gilly Hopkins 10. Smoky Night 20. Tuck Everlasting

5. At least two or more books from every category (genre) listed in Tunnell & Jacobs text. 6. Book choices, except for chapter books, should be appropriate for K-5 grades. 7. Each record complete according to the following: Title; author/illustrator; number of pages; genre; a brief description of the illustrations, if a picture book; a short summary of the main plot and themes; a personal response to the book; potential uses of the book in the classroom.

8. Personal responses demonstrate depth of thinking and critical reflection. 9. Reading Record submitted with at least eight entries each Wednesday of class.

Professor’s Comments: AUTHOR/ILLUSTRATOR PRESENTATION RUBRIC

NAME______

Points Earned______

Goal: Each student will fulfill the requirements of the author/illustrator/poet project as detailed in the syllabus.

Total 30 points earned – If all the requirements of the assignment are completed with a thoughtful and creative effort:

Requirement: Points earned  Create a visual display or powerpoint that showcases the author’s/illustrator’s work 1, 2, 3, 4, 5, 6, 7, 8

 Prepare a one page handout for each member of the class. Include: 1. pertinent biographical data, 1, 2, 3, 4, 5 2. your own reviews of at least eight books, 1, 2, 3, 4, 5 3. an analysis and explanation of the author’s/ illustrator’s style, 1, 2, 3, 4, 5 4. what distinguishes your author/illustrator/poet, 1, 2, 3, 4, 5 5. web sites about your subject,. 1, 2

Comments Information Sheet for Education 305.

Please fill out the information requested below to help me know you as soon as possible. If necessary, use the back to completely answer.

1. Name______

2..What do you like to be called?______

3..Address______

4. Phone #______email______

5. Where did you grow up?______

6. Present class standing______

7. Major field of study______

8. What grade levels are you primarily interested in teaching?______

9. What other classes are you taking this quarter?______

10. What was your favorite subject(s) in elementary, middle and high school? ______

11. List some of your experiences with children.______

12. What are your interests and hobbies?______

13. What do you read?______

14. Do you have children of your own? If so, please list their ages. ______

15. Do you work outside of your home or school? If so, please describe your work and tell how many hours a week you are employed. ______

16. Please use the back to tell me anything else that is relevant or interesting for me to know about you and why you want to become a teacher.