NAEYC Additionally, NAEYC Standards addressed in course objectives include: 1c Using developmental knowledge to create healthy, respectful , supportive, and challenging learning environments. 3a Understanding the goals, benefits, and uses of assessment 3b Knowing about and using observation, documentation, and other appropriate assessment tools and approaches 3c Understanding and practicing responsible assessment 3d Knowing about assessment partnerships with families and other professionals 4b Using developmentally effective approaches 4c Understanding content knowledge in early education 4d Building meaningful curriculum MIAMI UNIVERSITY School of Education, Health and Society Department of Teacher Education Oxford, Ohio 45056 TEACHING CHILDREN’S LITERATURE ACROSS THE ECE CURRICULUM EDT 315E • 3 semester hours Fall, 2012 • Dr. Dales Course Calendar Tentative DATE TOPIC ASSIGNMENT (to be completed before class) DUE/BRING Aug. 21 • Welcome to Children’s Literature! • Course Introduction • Cultural X-Rays • Diigo.com Aug. 23 • Cultural norms in the classroom • What is “normal”? • Review syllabus • Johnson: Chapter 2 • diigo.com – join group Due: • Cultural X-Ray • Chapter 2 response Bring: Fashion magazine if you have one. Aug. 28 Children’s literature resources • Johnson: Chapter 1; pages 60-64 in Chapter 3 • CIP, parts 1 & 2 on Due: Chapter 1 response Bring: Children’s book (your choice)
Niihka – view carefully! (takes 10 min. total) Aug. 30 Meet in Oxford Lane Library, lower level meeting room (Corner of Walnut St. and College Ave.) Bring: (Recommended) Library card application and proof of local address to sign up for a library card (if you do not have one at Lane) Sept. 4 • Format of a children’s book • How picturebook text and art work together Johnson: Chapter 4 Due: Chapter 4 response Bring: Picture storybook (fictional story with words and pictures) Sept. 6 •Picturebook text and art •Modern Fantasy Johnson: Chapter 4 (continued) Bring: Picture storybook (can be the same one as last time, or not) Due: Draft of first Diigo response Sept. 11 •Picturebook text and art •Modern fantasy Johnson: Chapter 6 Bring: Draft of fantasy response Due: Picture storybook response on Diigo. -Chapter 6 response Sept. 13 Alphabet, Counting, and Concept books for the youngest readers Johnson: page 73 Bring: • Picture storybook for pre-K that could be a good read-aloud, •Alphabet, counting, or concept book (2 books total) Due: • Draft of picture storybook paper. • Fantasy response on Diigo. Sept. 18 Reading aloud • Johnson: pages Due: Alphabet,
of 392, Go to Listen to Koala Lou, Tough Boris, and Hello Baby. Listening to other books on this page is optional, but recommended. counting, or concept book response on Diigo (one response for one book) Sept. 20 Prepare for field. Discuss ways to present books to readers from various cultures and background, and with varied abilities. • Bring: picture storybook for pre-K, appropriate for • Due: Picture story- book short paper (hard copy and on Niihka) Sept. 24- Oct. 5 FIELD EXPERIENCE Oct. 9 •Discuss field experiences. •Introduce differentiation using Readers Theatre • Johnson: page 105 • Reader's Theater: Oral Language Enrichment and Literacy Development for ELLs at: and and Due: Field assignment Oct. 11 •Education market books, series books, early readers •Work on Readers Theater Bring: Early reader (Add brief information about your book to Diigo—will not be assessed) Oct. 16 •Information books •Work on Readers Theater Johnson: Chapter 10 Due: Chapter 10 response Bring: Information book and biography Oct. 18 Text structure •Reading on Niihka (in 3 Readers Theater
“Resources”) presentations Oct. 23 Historical fiction •Johnson: Chapter 8 2 Readers Theater presentation Due: •Informational book and biography response •Chapter 8 response Bring: Historical fiction Oct. 25 Traditional literature Meet in room 320 (top floor) in King Library Johnson: Chapter 5 Bring: Traditional literature Due: •Historical fiction response •Chapter 5 response Oct. 30 Poetry Johnson: Chapter 9 Bring: Poetry book Due: •Chapter 9 response •Traditional literature response Nov. 1 Contemporary Realistic Fiction • Johnson: Chapter 11 Due: •Chapter 11 response •Poetry response Nov. 6 Diverse perspectives “Understanding (Dis)abilities Through Children’s Literature,” Kurtts & Gavigan. (See Niihka, “Resources”) Due: •Chapter book response (contemporary realistic fiction) Nov. 8 International literature Due: •Cultural x-rays of book characters Nov. 13 Literature adaptations Literature adaptations Nov. 15 Graphic novel format Bring: Book that uses graphic novel or “comic book” formats Nov. Digital texts •Johnson: Chapter 12 Due:
20 •Online assignment •Graphic novel response •online assignment Nov. 27 Presentations Nov. 29 Presentations Dec. 4 Presentations Dec. 6 Course wrap-up Dec. 13 Final Examination Due on Niihka by 5pm EDT 315.E Syllabus Addendum
Course Goals/Objectives/Outcomes: Alignment of how the course meets state, institutional, and Specialized Professional Association [SPA] standards. OHIO TEACHER STANDARDS MIAMI UNIVERSITY STANDARDS SPA STANDARDS ASSIGNMENTS 1.1 Teachers understand how and when students develop and gain knowledge, acquire skills and develop behaviors for learning. 2d. Demonstrates familiarity with relevant aspects of students’ background knowledge and experiences and varies instruction based on students’ interests, aspirations, personal and curriculum dispositions, and needs. 1a: Knowing and young children's and needs. 1b: Knowing and the multiple influences on development and leaning. 4b: Using effective approaches. Field lesson plan development
1.2 Teachers understand what students know and are able to do, and use this knowledge to meet the needs of all students. 1c. Makes content knowledge comprehensible to students. 2b. Demonstrates an appreciation and understanding of exceptionalities. 2d. Demonstrates familiarity with relevant aspects of students’ background knowledge and experiences and varies instruction based on students’ interests, aspirations, personal and curriculum dispositions, and needs. 1a: Knowing and young children's and needs. 1b: Knowing and the multiple influences on development and leaning. 1c: Using knowledge to create healthy, respectful, supportive, and challenging learning 2a: Knowing about and family and community 4b: Using effective approaches. Field lesson plan development environment
1.3 Teachers expect that all students will achieve to their full potential. 3c. Communicates challenging learning expectations to each student. 3d. Establishes and maintains consistent standards of classroom behavior. 4c. Clearly communicates challenging learning expectations and procedures to the students. 4d. Encourages students to extend their thinking. 1c: Using knowledge to create healthy, respectful, supportive, and challenging learning 4d: Building meaningful curriculum. Field lesson plan 1.4 Teachers model respect for students’ diverse cultures, language skills and experiences. 2a. Shows a sensitivity to cultural and individual differences. 1c: Using knowledge to create healthy, respectful, supportive, and challenging learning 4a: Connecting with children and families. 4b: Using effective approaches. Field lesson plans International literature activity Contemporary realistic fiction assignments development environment
1.5 Teachers recognize characteristics of gifted students and students with disabilities in order to assist in appropriate identification, instruction, and intervention. 2b. Demonstrates an appreciation and understanding of exceptionalities. 2c. Utilizes multiple instructional strategies that are appropriate to students’ needs 2d. Demonstrates familiarity with relevant aspects of students’ background knowledge and experiences and varies instruction based on students’ interests, aspirations, personal and curriculum dispositions, and needs. 1a: Knowing and young children's and needs. 1b: Knowing and the multiple influences on and leaning. 1c: Using knowledge to create healthy, respectful, supportive, and challenging learning 4a: Connecting with children and families. 4b: Using effective approaches. Field lesson 2.1 Teachers know the content they teach and use their knowledge of content-area concepts, assumptions and skills to plan instruction. 1a. Evidences depth of academic knowledge and skills. 4f. Uses instructional time effectively. 4b: Using effective approaches. 4c: content knowledge in early education. 4d: Building meaningful curriculum. KA Literature selection 2.2 Teachers understand and use instructional strategies to effectively teach the central concepts and skills of the discipline. 1c. Makes content knowledge comprehensible to students. 4c: content knowledge in early education. 4d: Building meaningful curriculum. Field lesson Children’s literature responses development development
2.3 Teachers understand school and district curriculum priorities and the Ohio academic content standards. 5b. Observes school policies and procedures. 4c: content knowledge in early education. 4d: Building meaningful curriculum. Field lesson Children’s literature responses 2.4 Teachers understand the relationship of knowledge within the discipline to other content areas. 1b. Demonstrates an understanding of the connections between content previously learned, current content, and the disposition to integrate future content. 2d. Demonstrates familiarity with relevant aspects of students’ background knowledge and experiences and varies instruction based on students’ interests, aspirations, personal and curriculum dispositions, and needs. 4d. Encourages students to extend their thinking. 4b: Using effective approaches. 4c: content knowledge in early education. Field lesson Children’s literature responses
3.2 Select, develop, and use variety of assessments 4e. Monitors students’ understanding of content through a variety of means, providing feedback to students to assist learning and adjusting activities as the situation merits. 4i. Monitors and assesses learning in using a variety of means (e.g. observation, questioning techniques, tests, demonstrations, etc.). 3b: Knowing about and using observation, and other appropriate assessment tools and approaches. 3c: and practicing responsible assessment. Field lesson 3.3 Analyze data to monitor student progress, & to plan, differentiate, & modify instruction 1c. Makes content knowledge comprehensible to students. 2b. Demonstrates an appreciation and understanding of exceptionalities. 4e. Monitors students’ understanding of content through a variety of means, providing feedback to students to assist learning and adjusting activities as the situation merits. 4g. Creates or selects evaluation strategies that are appropriate for the students and that are aligned with the goals of the lesson. 4h. Demonstrates a sense of efficacy by modifying instruction in response to student feedback and performance. 5e. Reflects on the extent to which learning goals were met. 3a: the goals, benefits, and uses of assessment. 3b: Knowing about and using observation, and other appropriate assessment tools and approaches. 3c: and practicing responsible assessment. Field lesson
3.4 Collaborate and communicate student progress with students, parents, & colleagues 4e. Monitors students’ understanding of content through a variety of means, providing feedback to students to assist learning and adjusting activities as the situation merits. 5f. Builds professional relationships with colleagues to share learning insights and to coordinate learning activities for students. 3a: the goals, benefits, and uses of assessment. 3d: Knowing about assessment partnerships with families and other 4a: Connecting with children and families. 4i. Monitors and assesses learning in using a variety of means (e.g. observation, questioning techniques, tests, demonstrations, etc.). Field lesson 4.1 Teachers align their instructional goals and activities with school and district priorities and Ohio’s academic content standards. 4f. Uses instructional time effectively. 5b. Observes school policies and procedures. 4d: Building meaningful curriculum. Field lesson
4.2 Teachers use information about students’ learning and performance to plan and deliver instruction that will close the achievement gap. 2c. Utilizes multiple instructional strategies that are appropriate to students’ needs. 2d. Demonstrates familiarity with relevant aspects of students’ background knowledge and experiences and varies instruction based on students’ interests, aspirations, personal and curriculum dispositions, and needs. 4e. Monitors students’ understanding of content through a variety of means, providing feedback to students to assist learning and adjusting activities as the situation merits. 1a: Knowing and young children's and needs. 1b: Knowing and the multiple influences on and leaning. 1c: Using knowledge to create healthy, respectful, supportive, and challenging learning Field lesson 4.3 Teachers communicate clear learning goals and explicitly link learning activities to those defined goals. 1c. Makes content knowledge comprehensible to students. 3c. Communicates challenging learning expectations to each student. 4b. Creates or selects teaching methods, learning activities, and instructional materials, and technological resources that are appropriate for the students and are aligned with the goals of the lesson. 4c. Clearly communicates challenging learning expectations and procedures to the students. Field lesson
4.4 Teachers apply knowledge of how students think and learn to instructional design and delivery. 2c. Utilizes multiple instructional strategies that are appropriate to students’ needs. 4a. Articulates clear learning goals for the lesson that are appropriate for the students. 4f. Uses instructional time effectively. 1a: Knowing and young children's and needs. 1b: Knowing and the multiple influences on and leaning. 1c: Using knowledge to create healthy, respectful, supportive, and challenging learning 4b: Using effective approaches. Field lesson
4.5 Teachers differentiate instruction to support the learning needs of all students, including students identified as gifted and students with disabilities. 2b. Demonstrates an appreciation and understanding of exceptionalities. 2c. Utilizes multiple instructional strategies that are appropriate to students’ needs. 4a. Articulates clear learning goals for the lesson that are appropriate for the students. 4b. Creates or selects teaching methods, learning activities, and instructional materials, and technological resources that are appropriate for the students and are aligned with the goals of the lesson. 1b: Knowing and the multiple influences on and leaning. 1c: Using knowledge to create healthy, respectful, supportive, and challenging learning 4a: Connecting with children and families. 4b: Using effective approaches. 4d: Building meaningful curriculum. Field lesson Children’s literature responses 4.6 Teachers create and select activities that are designed to help students develop as independent learners and complex 3c. Communicates challenging learning expectations to each student. 3f. Facilitates students’ integration of understanding, competence, confidence, and emerging self efficacy. 4d. Encourages students to extend their thinking. 4f. Uses instructional time effectively. 4b: Using effective approaches. 4d: Building meaningful curriculum. Field lesson
4.7 Teachers use resources effectively, including technology, to enhance student learning. 4b. Creates or selects teaching methods, learning activities, and instructional materials, and technological resources that are appropriate for the students and are aligned with the goals of the lesson. 4f. Uses instructional time effectively. 4b: Using effective approaches. 4d: Building meaningful curriculum. Field lesson Children’s literature responses 5.1 Teachers treat all students fairly and establish an environment that is respectful, supportive and caring. 3a. Creates a climate that promotes fairness. 3b. Establishes and maintains rapport with students. 3d. Establishes and maintains consistent standards of classroom behavior. 1c: Using knowledge to create healthy, respectful, supportive, and challenging learning 4a: Connecting with children and families. 4b: Using effective approaches. Field lesson 5.2 Teachers create an that is physically and emotionally safe. 1c: Using knowledge to create healthy, respectful, supportive, and challenging learning 4a: Connecting with children and families. 4b: Using effective approaches. Field lesson
5.3 Teachers motivate students to work productively and assume responsibility for their own learning. 3d. Establishes and maintains consistent standards of classroom behavior. 3f. Facilitates students’ integration of understanding, competence, confidence, and emerging self efficacy. 4b: Using effective approaches. 4d: Building meaningful curriculum. Field lesson 5.4 Teachers create learning situations in which students work independently, collaboratively or as a whole class. 3f. Facilitates students’ integration of understanding, competence, confidence, and emerging self efficacy. 4b. Creates or selects teaching methods, learning activities, and instructional materials, and technological resources that are appropriate for the students and are aligned with the goals of the lesson. 4d: Building meaningful curriculum. Field lesson Children’s literature responses 5.5 Teachers maintain an that is conducive to learning for all students. 2b. Demonstrates an appreciation and understanding of exceptionalities. 3a. Creates a climate that promotes fairness. 3d. Establishes and maintains consistent standards of classroom behavior. 1c: Using knowledge to create healthy, respectful, supportive, and challenging learning 4a: Connecting with children and families. 4b: Using effective approaches. Field lesson
6.1 Teachers communicate clearly and effectively. 1d. Demonstrates strong written and oral communication skills (e.g. correct grammar, legible writing, clear speech) 4a. Articulates clear learning goals for the lesson that are appropriate for the students 4c. Clearly communicates challenging learning expectations and procedures to the students [Praxis III-C1] Field lesson 7.1 Teachers understand, uphold and follow professional ethics, policies and legal codes of professional conduct. 5c. Demonstrates proper conduct as a professional (well groomed, properly dressed, courteous, punctual, etc.). 5b. Observes school policies and procedures 3c: and practicing responsible assessment. 5b: Knowing about and upholding ethical standards and other professional guidelines. 5e: Engaging in informed advocacy for children and the profession. Field Experience 7.2 Teachers take responsibility for engaging in continuous, purposeful professional development. 5a. Participates in professional and activities. 5d. Meets all requirements for professional within the specific licensure program. 5c: Engaging in continuous, collaborative learning to inform practice. 5d: Integrating reflective, and critical perspectives on early childhood.