COURSE RATIONALE AND OBJECTIVES



South Carolina State UniversityFall 2017Instructor: Dr. Delphine J. GillardDepartment of Teacher Education College of Education and Humanities, and Social SciencesCourse Prefix, Number and Title:RED 206 Integrating Language Arts and Literature: Methods and StrategiesInstructor’s Building/ Office Number: 220 Turner Hall, D-WingInstructor’s Office Telephone Number:803-536-4527Instructor’s Email Address:DJenki18@scsu.edu Instructor’s Fax Number:803-516-4568Primary Textbook:Carol Lynch-Brown, Carl M. Tomlinson (2008) Essentials of Children’s Literature Eighth EditionSupplemental Textbook:Teaching Children’s Literature: It’s Critical (2013) RoutledgeBarbara D. Stoodt-Hill, Linda B. Amspaugh-Corson, Children’s Literature, (2009) Discovery for a Lifetime fourth editionTHEME: The Professional Educator as an Effective Performer, Reflective Decision Maker, and Humanistic PractitionerCOURSE DESCRIPTION: RED 206 Integrating Language Arts and Literature Methods and Strategies (3) deals with the interrelationship of reading and writing with an emphasis on the history of children’s literature in a culturally diverse environment; different genres of literature; children’s poetry; selecting literature for children; methods of encouraging reading; illustration of children’s literature; criteria for the selection and evaluation of literature for children; and application. (Twenty hours of pre-clinical experiences are required under the supervision of a mentor teacher.)COURSE RATIONALE AND OBJECTIVES A. RATIONALEThe basic premise of this course is to enable per-service teachers to meet the challenges of rapidly changing global society. Students will learn the fundamentals of literature and language arts instructional practices, appropriate content knowledge, diversity of instruction and human resources, pedagogical practices and technology-based instruction. They will develop skills and knowledge that empower them to become successful highly skilled, competent, and socially aware graduates. Thus, the course focuses on developmentally appropriated strategies and methods to benefit students at all levels in a variety of classroom settings. It is also designed to assist in preparing in-service teachers for the diverse roles they must assume in meeting the needs of K-8 students within their schools and communities.During the course, students will: a). Learn specific information essential to all aspects for integrating language arts and literature across the curriculum; b). be able to apply practical examples of specific classroom techniques; c). engage in a collaborative approach that will enable them encompass students’ social and cultural learning experiences within the context of learning environment; d). understand that promising instructional and pedagogical practice can be attained when professionals and parents collaborate and communities are included in the learning process; e). be exposed to learning behaviors and practices that prepare them to become lifelong learners and contributors to a global society. During the course students will: a). understanding how to nurture children’s growth in reading, writing, listening, speaking , viewing , and visualizing through the principles of a balanced literacy approach; be exposed to children’s literature and literature- based techniques and strategies for literacy development and assessment of children’s individual needs; b). gain an understanding of the value, quality , and joys of literature; c). understand and apply approaches for studying and interpreting literature , literacy elements , evaluative techniques, trends and historical context; d). be able to select appropriate literature for the developing child; e). be able to construct meaning and integrate culturally appropriate language across content areas to aid development of authentic classroom practices; f ). gain knowledge through modeling and applying a variety of strategies and responses, including developing and present lessons .B. LEARNING OBJECTIVESKnowledgeDefine language and identify the six modes of language Explain integrated language arts curriculumArticulate how children learn and use languageKnow the meaning for current terminology related to literacy developmentIdentify and understand appropriate use of technological tools (software, web sites, internet) needed to access and incorporate information on language learning Recognize the similarities and differences between the types of “literacy ‘s”, e.g., emergent literacy”Understand how children acquire language and know the different stages of language developments. Connect research to practice in language arts. Interpret important research results and explain how the information supports practice. Compare and contrast the terms peculiar to literature, e.g., important elements, strategies, and activities Identify types of responding in the areas of reading, writing, listening, and speaking. Understand principles of graph phonemic awareness, e.g., the alphabetic principle, phonics and decoding methods. Understanding the importance of vocabulary instruction, e.g., important elements, strategies and activities Identify types of responding in the areas of reading, writing, listening and speaking. Classify types of student response in language arts. Know how to organize and manage a culturally appropriate classroom for literacy development. Compare authentic assessment and traditional assessment models Describe and interpret the role of authentic assessment in a balanced literacy approach Analyze and interpret observations of students’ language arts behaviors i.e., case studies, videos, etcPerformance Exhibits competence in analyzing and interpreting case studiesIncorporate reading, writing, listening, and speaking, visualizing, and viewing lessons. Understand how to organize and present a thematic unit of study. Use clear and appropriate objectives for developing and implementing lesson plans Design and adapt language arts activities and programs to meet individual needs Demonstrate the ability to assess, adapt, and relate students’ background experiences and prior knowledge for successful teaching and learning. Observe, analyze, and interpret teacher/ peer scaffolding skills employed to meet diverse students’ language arts needs Include multiple perspectives within classroom dialogue, reflection on observations, and during written and oral assignments. Select and include appropriate strategies for student responding and participating during language arts lessons. Prepare for and actively participate in whole class, small group and individual discussions and conferences. Through response/ observations journal document, critically assess, and interpret comments Discuss selected approaches for defining the skills of phonic analysis and structural analysis discuss skills for teaching word analysis and word recognition skills Use literal, inferential, critical and thinking/ problem solving skills. Evaluate activities designed to teach reading comprehension and composition as related skills. Identify methods and techniques for teaching reference skills, developing literary appreciation, and using reading strategies. Employ proper authentic assessment tools to assess lesson outcomesSelect appropriate strategies to include in lessons for all types of learners. Adjust strategies for all exceptional students. Incorporate the four essential practices of meaningful learning into lesson objectives Include a variety of resources, i.e., internet, books, journal, professional organizations, colleagues, and student in lesson plans. Dispositions Students will:Develop a framework for self- monitoring, self- direction Discover the benefits of knowing students’ background experiences and prior knowledgeExperiences the reward of accommodating cultural differences in the classroom, e.g., ethnic, gender, disabled, etc. Gain an appreciation for multiple perspectives and diverse learning/cognitive styles Develop and enthusiasms for constructing knowledge and developing intrinsic motivationEnvision the incorporation of effective culturally relevant teaching practices.STANDARDSEducation and Economic Development Act (EEDA) StandardsStandard One: Teacher candidates will explain the career guidance process.Standard Two: Teacher candidates will explain the curriculum framework for the career clusters of study concept and its relevance to the Individual Graduation Plan (IGP).Standard Three: At the age-appropriate level of instruction, teacher candidates will explain the use of the career guidance standards and competencies as specified in the South Carolina Comprehensive Developmental Guidance and Counseling Program Model.Standard Four: Teacher candidates will identify instructional strategies that promote core values, as specified in §59-17-135, in the school community.Standard Five: Teacher candidates will use concrete, hands-on instruction and content presentation with an emphasis on real-world application and problem solving.Standard Six: Teacher candidates will implement learning strategies that promote cooperation.Standard Seven: Teacher candidates will implement strategies to accommodate the needs of diverse learners.Course CompetenciesSouth Carolina State University Department of Education Competencies Describing the characteristics of how students learn to read, write, listen, speak and think. National, state, and local policies and procedures influencing a literature based reading program Developing, selecting, administering and interpreting formal and informal reading assessmentCommunicating with parents , students, and professional personnel relevant to students’ academic achievement in reading and literature Identifying , selecting and using appropriate resources, including internal and external resources to improve and strengthen the literature-based reading program for K-8 studentsDeveloping, implementing, and ovulating a variety of logically ordered instructional approaches related to learning to read (including academic, social and cognitive areas)Identifying, selecting, adapting and using commercial and teacher made media, materials, and programs to improve and strengthen pre service teachers’ awareness of literature –based reading activities, Organizing the environment for effective learning through individual, small group, and large group Developing, classroom management techniques founded on behavioral, cognitive, constructivist, psycholinguistic and humanistic theories and philosophies.Foundational KnowledgeUnderstand major theories and empirical research that describe the cognitive, linguistic, motivational, and sociocultural foundations of reading and writing development, processes, and components, including word recognition, language comprehension, strategic knowledge, and reading-writing connections.Understand the historically shared knowledge of the profession and changes over time in the perceptions of reading and writing development, processes, and components. Understand the role of professional judgment and practical knowledge for improving all students’ reading development and achievement.Use foundational knowledge to design or implement an integrated, comprehensive, and balanced curriculum. Curriculum and InstructionUse foundational knowledge to design or implement an integrated, comprehensive, and balanced curriculum. Use appropriate and varied instructional approaches, including those that develop word recognition, language comprehension, strategic knowledge, and reading-writing connections. Understand the complexity of content texts is dependent upon students’ background knowledge. Connecting inquiry through the integration of Social Studies, Science, and Math, with literacy instruction leads students to build knowledge and emphasizing collaborative learning fosters independence and self-initiation in reading and learning. Use a wide range of texts (e.g., narrative, expository, and poetry) from traditional print, digital, and online resources. Understand how to utilize content knowledge to build meaningful curriculum. Understand how to organize time and space to implement a variety of instructional frameworks in support of reading instruction. Use foundational knowledge to design or implement an integrated, comprehensive, and balanced curriculum. Use appropriate and varied instructional approaches, including those that develop word recognition, language comprehension, strategic knowledge, and reading-writing connections. Understand the complexity of content texts is dependent upon students’ background knowledge. Connecting inquiry through the integration of Social Studies, Science, and Math, with literacy instruction leads students to build knowledge and emphasizing collaborative learning fosters independence and self-initiation in reading and learning. Use a wide range of texts (e.g., narrative, expository, and poetry) from traditional print, digital, and online resources. Understand how to utilize content knowledge to build meaningful curriculum. Understand how to organize time and space to implement a variety of instructional frameworks in support of reading instruction. Know that children learn about language through using language and communicating with others. Know a variety of ways to introduce and build new language and vocabulary (e.g., word study, etc.) throughout the curriculum and across grade levels. Know that children learn about the sounds of language (phonemes, phonics, and knowledge of advanced features of written language) and continue to develop as language users through hearing and using oral and written language (poetry, songs, rhymes, stories, and a variety of texts). Know that oral and written language support children learning how to hear and represent sounds within words (phonemic awareness and phonics), and they support the development of language communication (writing, reading, vocabulary, and oral and written communication abilities). Comprehension and vocabulary growth result primarily from engagement with texts and social interactions. High engagement during reading requires access to texts, time to read, reading success to promote agency, and a supportive literacy-rich environment. Understand that Fluency in reading increases with ease of use and greater flexibility in using strategies in reading and fluent reading is not about rushing through texts, but knowing when to consciously take control of reading rate across a variety of texts and reading for different purposes. Understand that reading about topics that are personally interesting activates use of background knowledge and increases motivation and comprehension in reading. Understand that learning is social. Learners use written language as one of the means of making sense of the world; readers/writers learn more about written language and create deeper understandings as they talk with others about texts. Understand that reading is a meaning-making process involving the use of cueing systems and problem- solving skills and strategies. Understand that texts are used for reading instruction and independent reading represent a range of possible literature and genres, and they exist in multimodal formats. Know how to organize time and space to implement a variety of instructional frameworks in support of reading and writing instruction (e.g., know how to organize reading and writing instruction within a workshop approach to provide a framework for effective instruction). Know how to scaffold learning incorporating a gradual release of responsibility approach (Pearson & Gallagher, 1983). Standard 3: Assessment and Evaluation Understand types of assessments and their purposes, strengths, and limitations.Select, develop, administer, and interpret assessments, both traditional print and electronic, for specific purposes.Use assessment information to plan and evaluate instruction. Communicate assessment results and implications to a variety of audiences. DiversityRecognize, understand, value, the forms of diversity that exist in society and their importance in learning to read and write. Use a literacy curriculum and engage in instructional practices that positively impact students’ knowledge, beliefs, and engagement with the features of diversity. Develop and implement strategies to advocate for equity. Know that within a classroom, students have a range of abilities, which include those who receive services from special education. Dialects are well-developed linguistic systems that are rule-governed. Know that culturally relevant content is selected to validate personal experiences, cultural and historical contributions for all students. Literate EnvironmentDesign the physical environment to optimize students’ use of traditional print, digital, and online resources in reading and writing instruction. Design a social environment that is low risk and includes choice, motivation, and scaffolded support to optimize students’ opportunities for learning to read and write. High engagement during reading requires access to texts, time to read, reading success to promote agency, and a supportive literacy-rich environment. Use routines to support reading and writing instruction (e.g., time allocation, transitions from one activity to another; discussions, and peer feedback). Use a variety of classroom configurations (i.e., whole class, small group, and individual) to differentiate instruction. Professional Learning and Leadership Demonstrate foundational knowledge of adult learning theories and related research about organizational change, professional development, and school culture. Display positive dispositions related to their own reading and writing and the teaching of reading and writing, and pursue the development of individual professional knowledge and behaviors. Participate in, design, facilitate, lead, and evaluate effective and differentiated professional development programs. Understand and influence local, state, or national policy decisions. Dual Language Learners Recognize that Dual Language Learners have a wide variety of educational and cultural experiences as well as linguistic differences. Students learning English must have opportunities to learn the language; effective teachers modify instruction to meet the needs of students. Understand the principles of sheltered content instruction. Modes of language develop interdependently (reading, writing, listening, speaking, designing, viewing, and representing). Recognize the role of L1 in L2 development. Languages are learned within purposeful contexts that are culturally relevant, interesting, and inspiring. Understanding of assessments and assessment practices for language learners. Understanding of contextual influences on language and literacy development (community, home, SES, language, parent education level). Home School ConnectionsA child’s first teacher is the family and they provide home literacy support. It is important to connect parents, students and teachers all together. Know that parents have different levels of participation in the school setting based on cultural norms, available time, etc.B. ADEPT Competencies Students should be able to:Plan learning activities, procedures and materials to accommodate differences in ability levels and modalities.Use professional classroom management techniques to assists students. Utilize materials, equipment or resources to meet language arts and literature objectives. Maintain performance progress Make adaptations in lessons to meet the challenges of diverse student populations. C. Multicultural CompetenciesStudents will have knowledge of:Diverse classroom role modelsa variety of opportunities for participating and responding important socio-cultural and educational factors for children from diversity learning populations classroom organization for diverse learners, e.g.; individual , small group activities Social dialogue and iteration.multicultural literaturenonbiased materials, literature and textbooks, content, instruction, policies, and proceduresIntegrated, nonlinear learning activities, processes and approaches. develop appropriate integrated lessonsSouth Carolina Teaching Standards 4.0 Please download full standard from SC Teaching Standards 4.0 Rubric.Planning ? Instructional Plans ? Student Work ? Assessment Environment ? Managing Student Behavior ? Expectations ? Environment ? Respectful Culture Instruction ? Standards & Objectives ? Motivating Students ? Presenting Instructional Content ? Lesson Structure & Pacing ? Activities & Materials ? Questioning ? Academic Feedback ? Grouping Students ? Teacher Content Knowledge ? Teacher Knowledge of Students ? Thinking ? Problem Solving Professionalism ? Growing and Developing Professionally ? Reflecting on Teaching ? Community Involvement ? School Responsibilities TECHNOLOGY (ISTE): I. Teachers plan and design effective learning environments and experiences supported by technology. II. Teachers implement curriculum plans that include methods and strategies for applying technology. NCATE/CAEP Standards PDS1 Learning Community PDS2 Accountability & Quality Assurance PDS3 Collaboration PDS4 Diversity and Equity PDS5 Structure, Research and Roles EEDA Standards Concept 1 Career Guidance Concept 2 Curriculum Concept 3 Elements of the Career Guidance Model 5 Concept 4 Character Education Concept 5 Contextual Teaching Concept 6 Cooperative Learning Concept 7 Learning Styles Read to Succeed Literacy Standards for PreK-5 Teachers Standard 1: Foundational Knowledge Standard 2: Curriculum and Instruction Standard 3: Assessment and Evaluation Standard 4: Diversity Standard 5: Literate Environment Standard 6: Professional Learning and Leadership Standard 7: Dual Language Learners Standard 8: Home School ConnectionsA. Alignment of Learning Objectives with EEDA Standards, Institutional Outcomes, and Status of Objectives (Introduced, Reinforced, Mastered)CourseObjectivesADEPTStandardsACEIStandardsNAEYCStandardsEEDAStandardsInstitutionalOutcomesIntroducedReinforcedMasteredKeyAssessments Tools(*indicates e-portfolio artifacts)KNOWLEDGECORE Examination11,2,52a-i,3abc,44aEPI,R*Interdisp. Unit *Lesson Plans*Student Work SamplesQuiz22,3,5,6,72a-i,3abc4a-dEP, RDM, HPI,R*Action Research ProjectLit. Review3,3,4,5,5,722a-i,3abc4a-dEPI,R*Action Research ProjectLit. Review4,3,4,5,5,722a-i,3abc4a-dEPI,R5,3,4,5,5,722a-i,3abc4a-d1EPI,R6,3,4,5,5,722a-i,3abc4a-d1EPI,R7,3,4,5,5,722a-i,3abc4a-dEPI,R8,3,4,5,5,722a-i,3abc4a-dEPI,R9,3,4,5,5,722a-i,3abc4a-dEPI,R10,3,4,5,5,722a-i,3abc4a-dEPI,R11,3,4,5,5,722a-i,3abc4a-dEPI,R12,3,4,5,5,722a-i,3abc4a-dEPI,R13,3,4,5,5,722a-i,3abc4a-dEPI,R14,3,4,5,5,722a-i,3abc4a-dEPI,R15,3,4,5,5,722a-i,3abc4a-dEPI,R16,3,4,5,5,722a-i,3abc4a-dEPI,R17,3,4,5,5,722a-i,3abc4a-dEPI,R18,3,4,5,5,722a-i,3abc4a-dEPI,RSKILLS1,3,4,5,5,722a-i,3abc4a-dEPI,R2,3,4,5,5,722a-i,3abc4a-dEP, RDM, HPI,R3,3,4,5,5,722a-i,3abc4a-dEP, RDMI,R4,3,4,5,5,722a-i,3abc4a-dEP, RDMI,R5,3,4,5,5,722a-i,3abc4a-dEP, RDMI,R6,3,4,5,5,722a-i,3abc4a-dEP, HPI,R7,3,4,5,5,722a-i,3abc4a-dEP, HPI,R8,3,4,5,5,722a-i,3abc4a-dEP, RDM, HPI,R9,3,4,5,5,722a-i,3abc4a-dEP, RDMI,R10,3,4,5,5,722a-i,3abc4a-dEPI,R11,3,4,5,5,722a-i,3abc4a-dEPI,R12,3,4,5,5,722a-i,3abc4a-dEP, RDMI,R13,3,4,5,5,722a-i,3abc4a-dEP, RDMI,R14,3,4,5,5,722a-i,3abc4a-dEP, RDMI,R15,3,4,5,5,722a-i,3abc4a-dEPI,R16,3,4,5,5,722a-i,3abc4a-dEPI,R17,3,4,5,5,722a-i,3abc4a-dEPI,R18,3,4,5,5,722a-i,3abc4a-dEPI,R19,3,4,5,5,722a-i,3abc4a-dEPI,RDISPOSITIONS1,3,4,5,5,722a-i,3abc4a-d HPI,R2,3,4,5,5,722a-i,3abc4a-dHPI,R3,3,4,5,5,722a-i,3abc4a-dEP, RDM, HPI,R4,3,4,5,5,722a-i,3abc4a-dEPI,R5,3,4,5,5,722a-i,3abc4a-dEPI,R6,3,4,5,5,72a-i,3abc4a-dEPI,RTentative ScheduleWKDateTopicsReadingsEngagements1August22, 24Course IntroductionsCourse SyllabiWho We Are?What this class is about?Review Syllabus and AssignmentsSign up for Read Aloud/StorytellingGetting into Books2August 27, 29, 31Organizing the Language Arts Classroom & Developing Oral LanguageEssentials of Children’s Literature Chapter OverviewRead to Succeed Act Incorporation Teaching Children’s Literature: It’s Critical. Chapter 2Why is Reading Aloud Crucial?Reviewing Classroom Arrangements for Literacy Instruction in the Early Childhood, Elementary and Upper Elementary Classrooms 3September5, 7Learning about Children and Their LiteratureEssentials of Children’s Literature Chapter 1Literature for Children4September10, 12, 14Fostering Reading and Expanding VocabularyEssentials of Children’s LiteratureChapter 12 &13 Teaching Children’s Literature: It’s Critical. ChapterPlanning the Curriculum/Engaging Children with Literature5September17, 19, 21Literature for a Diverse SocietyEssentials of Children’s Literature Chapter 11Teaching Children’s Literature: It’s Critical. Chapter 4 Diversity CountsChoosing Books: DiversityAfrican American Authors/IllustratorsActivating Prior Knowledge & cultural background experiences.6September24, 26, 28Learning about Reading and Literature/Learning about LiteratureEssentials of Children’s Literature Chapters 2 &3Leland et al.: Chapter 6—Inquiryinto the World through Focused StudiesStory Oral Presentations7October 1, 3, 5Learning through LiteratureMidtermEssentials of Children’s LiteratureChapter 7Story Oral Presentations8October8, 10, 12Poetry/Picture BooksEssentials of Children’s Literature Chapters 4 &5Exploration of Picture BooksCharacteristics of Picture Books9October15, 17, 19Traditional Literature & Modern Fantasy Essentials of Children’s Literature Chapter 6&7Exploration of Traditional Literature use in the literary classroom of today10October22, 24, 26Realistic Fiction/Historical Fictions and BibliographiesEssentials of Children’s Literature Chapter 8 & 9Exploration of realistic fiction/historical fiction and bibliographies as teaching tools in the literacy classroom11October29, 31, November 02Informational TextEssentials of Children’s Literature Chapter 10Exploration of Informational Text in the Literacy Classroom 12November5, 7, 9Organizing and Managing a Balance Literacy ClassroomSelected Literary Material Related toBalance Literacy ClassroomSCST 4.0, EEDA, Safe School 1312, 14, 16Developing Language/Literacy Teaching Strategies and AssessmentsSelected Literary Material Related toBalance Literacy ClassroomPre Step DueTwo Page Reflective paper written in third person and turn in attached to form (C)14November26, 28, 30Developing Language/Literacy Teaching Strategies and AssessmentsSelected Literary Material Related toBalance Literacy 15November26, 28, 30Developing Language/Literacy Teaching Strategies and AssessmentsSelected Literary Material Related toBalance Literacy 16November26, 28, 30Review/ Final ExamChapters Course RequirementsClass Participation and AttendanceStudents are expected to attend all class sessions, report to class on time and report prepared to participate fully. More than three unexcused absences will result in the student’s grade being lowered by one point per absence. Tardiness and lack of participation will result in additional points being deducted. Students are expected to actively participate in class discussions, planned activities, and interactive presentations. Students are expected to share responsibility during large and small group activities. Response journals should be kept daily to assist in active involvement. Student’s large and small group activities will be recorded. In addition, students’ collaborative and independent work will be documented and assessed. Points will be deducted for inappropriate behavior. Cell phones must be TURN-OFF in class. Students not doing so will have 75 points deducted from their class participation grade each time the professor hears it going off. This also includes cell phones on vibrate.Dialogue CirclesRead assigned chapters in course textbooks and other related readings each week. Record question and come participate in the discussion and present information from texts and other sources. To prepare for class discussion and assessments, surveys the chapters, develop questions, select and define important terminology, identify the main idea(s) and select supportive research. (One point will be subtracted for each class missed) Reflective Responses Journal Begin reflective writing in a journal the first day of class. Reflect on and write about your class discussions, weekly reading and related materials. Journal entries should reflect your analysis and interpretation o combined experiences in and out of the classroom include your personal viewpoints, reading, and other important data. Record notes from each observation included reflections in journals. These are informal notes that describe teacher –student interactions across classroom events and activities. Observe and develop and understanding of classroom progress, including teacher and students’ strengths and need for improvement. To achieve the highest grade there should be observation entries and reflection for each day of the semester. Reflective Response Journal entries should include the following information everyone must complete this assignment as a part of Pre-Step activity. In addition, complete observation form, distributed in class, to document Pre-Step experiences. Relate your reading to your own experiences, observations, and prior knowledge for other courses. Provide examples, details, and supporting statements for your reactions. Number each entry and record name, class, and organized, and grammatically correct product. Percentage points will be deducted for errors. Due Date: Special vocabulary completed by Midterm and submitted a copy of your terms to the professor as part of the midterm examination requirements. Language Arts Project and/or Pre-Step Develop a language arts project for specific grade level. Additional information and directions will be provided by the professor. Pre-step requirement – Upon completion a two page typed doubled spaced, twelve font summary of your fifteen hours Pre-step experience should be attached to the pre-step form when submitted. Twenty (20) hours are required.Due Date: Submit Pre-step forms and reflective paper two weeks before your final examination.Ten research based articles Articles are to be presented orally in class weekly. The articles are to be literacy based. AssessmentExams and quizzes will include materials from the texts, additional readings, reflective journals/observations and class discussions covered before the exam (this includes the session immediately before the exam). You will be assessed on your ability to synthesize and evaluated information, applies appropriate concepts and knowledge, and interprets and articulates the meaning gained though texts, additional reading, and class discussions. Quizzes can be announced or unannounced.Exam Dates: Mid-Term-Note: Students will be graded on the quality of written assignments. For All Graded Assignments: Submissions Must Be Type. Cover Sheets Should Identify Type of Assignment Student Name, Course/Section, and Date. Be Sure to Write in Complete Sentences. Avoid Slang and Shorthand. Proofread, Edit, and Revise Your Work.Class Policies Late assignments will be reduced by one letter grade for each day the assignment is past due. No make-up examsSeek assistance for written work form the instructor, library reference personnel, and other support facilities on campus. No other sources may be used. Plagiarism is not acceptable (defined as passion off the work of someone else as if it were your own). Plagiarism will result in an F for the course and notification to the Dean of Education and the Department Chair. Dishonesty is also unacceptable and will result in the same procedures. If you miss an assignment, your grade will be computed on the bias of the assignments you complete. Each missing assignment will be counted as zero. The course syllabus may change during the quarter. Requirements may be deleted but never added. Attendance at every class period is required. If you miss a class, you are responsible for the materials covered and should review such information with a classmate. Punctuality is important, therefore please arrive on time. Students more than five minutes tardy should not enter the class. Being tardy is most disruptive to the class and unfair to your fellow classmates. Absences will be governed by the University policy on class attendance. Textbooks are required for the course failure to comply will result by one letter grade reduction. Other responsibilities may take me away for my regularly scheduled office hours by you are welcome to schedule an appointment. Because of my schedule you are encouraged to visit during office hours, schedule an appointment, or correspond through email. Note: Each text assignment is grade on a 100% scale. To enhance metalinguistic awareness and to improve writing skills, each spelling or grammatical effort will result in the loss of 1 percentage point per error for each assignment. You are encouraged to revise, edit, and rewrite. If this process is difficult then the writing facility for student is the best option. All projects to be submitted are formal writing assignments; do not use slang or shorthand. Points will be deduced when slang or abbreviations are employed. Pre-Step AssignmentDepartment of Teacher Education South Carolina State University Objectives This pre-step experience is design to provide education majors with the opportunity to:Observe students’ use of integrated language arts skills, i.e., speaking, listen, reading, writing, viewing, visualizing, and thinking in the classroom. Design and implement lessons that integrate the language arts skills.Integrate writing across the curriculum. Observation Observe a practicing teacher for an entire day. Write down what is said and a brief description of the setting and actions. Make not of typical and atypical experiences observed. Interview the observed teacher to determine the rationale underlying her behavior in the learning setting. Interview a teacher one grade below the level observed for pre-clinical experience.Observe opportunities for literacy development beyond the structured learning period. Participation Develop a log of activities developed and presented or demonstrated during the course of the assignment. Develop and teach demonstration lessons integrating language arts. Evaluation Students will integrate Pre-Step experiences into their oral reports, group discussions, and a variety of writing across the curriculum assignments. Oral and written assignments will be based upon: a content and ability to apply skills b. oral and written skills, and c. provisions for cultural diversity and sensitivity to different learning modalities. Method of Evaluation25%Class Dialogue, Chapter Presentations and Attendance05% Lesson Plan15% Language Arts Curriculum 25% Quizzes, Midterm, and final Exam, , Learning Express Library20% Presentation 10% Pre-Step Total 100%BibliographyRequired Textbooks Tomlinson, C. M. & Lynch-Brown, C. (2011). Essentials of Children’s Literature. Boston: Seventh Edition Allyn and Bacon. Tiedt, P.L., Tiedt, I. M. & Tiedt, S. W (2007). Language Arts Activities for the Classroom. Boston: Allyn& BaconAdditional Readings Leland, Lewison, & Harste (in press). Teaching Children’s Literature: It’s Critical. New York ,Harris, V. (2007) Using Multiethnic Literature in the K-8 classroom. Norwood , MA: Prentice Hall Cooper, J.D. (2007). Literacy: Helping Children Construct Meaning (4th ed.). Boston: Houghton Mifflin Company. Hollins, E.R. (2008). Culture in School Learning: Revealing the deep meaning. Mahwah, N.J.: Lawrence Erlbaum Associates. Note: An additional list of children’s literature and a list of supportive websites/links. Web sites will be provided. Special VocabularyAesopanthologybeast talesboard booksbook fairsbook selection aidsCaldecott Award censorship chapbookscharacterization child development children’s literaturechoral speaking cognitive development collageconcept books concrete poetryconflictcriteria cumulative folk talescurriculum diorama epicsexpressionism fablesfairy talesfamily storiesfantasy finger rhymesfolk talespuppetry questioning techniquesreading aloud realism contemporary realistic fiction realistic folktalesscience fiction setting sex rolesstereotype sibling rivalrystory line Sustained Silent Reading (SSR)summarizing storiestall tales textbooks toy books thinking skills trends webbing wonder tales wordless books world culture themes styleChildren’s Literature Web Resources: Nancy Keane Carol Hurst Great Websites for Kids The Children’s Literature Web-Guide Websites on Children’s Literature etc. Guide to Children`s Literature Websites Kids Read 10 Common Themes in Children’s Literature Popular Theme Children’s Books The 12 Most Common Themes in Literature are some popular themes for children`s books??? Finding the Message: Grasping Themes in Literature Common Themes in Children`s Literature Themes in Children’s Boks Reading Rockets What is Children`s Literature? An assortment of YouTube videos (Children’s Literature) page 1 An assortment of YouTube videos (Children’s Literature) page 2 An assortment of YouTube videos (Children’s Literature) page3 An assortment of YouTube videos (Children’s Literature) page 4 An assortment of YouTube videos (Children’s Literature) page 5 An assortment of YouTube videos (Children’s Literature) page 6 An assortment of YouTube videos (Children’s Literature) page 7 An assortment of YouTube videos (Children’s Literature) page 8 An assortment of YouTube videos (Children’s Literature) page 9 assortment of YouTube videos (Children’s Literature) page10 Cell Phone PolicyRED 206-CHIDREN`S LITERATUE IS A NO CELL PHONE ZONE CLASS!!!ALL CELL PHONES MUST BE TURNED OFF AND PLACED IN A CONTAINER ON THE PROFESSOR`S DESK (NON-NEGOTIABLE).IF THIS IS A PROBLEM……PLEASE DROP THE CASS ASAP!!!A SIGN WILL BE POSTED FOR THE USE OF TECHNOLOGY. ................
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