Format for Course Syllabus
Mississippi Valley State University
Department of Teacher Education
Holistic Transformer:
Transforming and developing scholars, reflective thinkers and facilitators, and responsible
professionals who will change and transform the Delta and society beyond.
ED 521 01: Children’s Literature in the Elementary Reading Program
Instructor: Class Meetings- Location/Time: Office Location:
Office Phone: E-mail Address: Office Hours: Spring 2019
COURSE DESCRIPTION: This course offers an in-depth study of a variety of literature genres
suitable for children of elementary grades and the effective integration of these literature genres
across the elementary curriculum.
CREDIT HOURS: 3
PREREQUISITES: Admission to Graduate Program
COURSE CONTENT:
Required Text(s):
Temple, Ch., Martinez. M., & Yokota, J. (2019). Children’s books in Children’s Hands: A Brief Introduction to Their Literature. Boston: Pearson.
Secondary/Supplemental Resources:
National Institute of Child Health and Human Development. (2000). Report of the
National Reading Panel. Teaching children to read: An evidence-based
assessment of the scientific research literature on reading and its implications for
reading instruction. (NIH Publication No. 00-4769). Washington, DC: U.S.
Government Printing Office.
The Council of Chief State School Officers. (2012): The Common Core State Standards
Initiative. Washington, DC.
.
American Psychological Association. (2019). Publication manual of the American
psychological association. Washington, DC: APA.
Major Areas of Study: The major areas of study include, but are not limited to:
1. Literature Genres
2. Literature Response
3. Literature Connection
PURPOSE/RATIONALE: Employing Mississippi Valley State University’s College of Education’s
Holistic Transformer Model (HTM), ED 521 contributes to the educational and professional development of serviceable Holistic Transformers who are scholars, facilitators, and reflective thinkers, and responsible professionals.
GENERAL COURSE GOALS: ED 521 is a graduate course that is performance based. Students will
analyze current research and instructional approaches which focus on the literary paradigm of Children's Literature for elementary students in kindergarten through the eighth grade. The course is primarily designed to address literary issues in the areas of “Learning about Books and Children”, “Exploring Children’s Literature”, and, “Developing a Literature Program.” Students will learn about the children's book awards and how to select appropriate books for children in the elementary grades. The students will further develop instructional activities to improve the enjoyment of listening and reading children's literature. Researching, analyzing, and demonstrating current teaching strategies will be an integral part of the course requirements.
MATRIX: LINKAGE OF THE HTM AND THE COURSE
The following course outcomes represent what teacher candidates will know and be able to do at the completion of this course as it relates to the Holistic Transformer:
| |HTM |HTM |HTM |
|General Course Goals |Scholar |Facilitator & |Responsible |
| |(Knowledge) |Reflective Thinker |Professional |
| | |(Skills) |(Disposition) |
|1. Researching current trends in introducing and teaching appropriate |1.1, 1.2 |2.1 | |
|literature for elementary students. | | | |
|2. Demonstrating effective instructional practices related to the teaching|1.2 |2.2 |3.1, 3.2 |
|of the various genres in children’s literature. | | | |
|3. Identifying award winning books, authors, and illustrators. |1.2 |2.2 |3.1, 3.2 |
|4. Demonstrating a holistic approach to classroom instruction through the |1.2 |2.2 |3.1, 3.2 |
|modeling of various strategies designed to appeal to the interest of | | | |
|elementary students and their love for reading. | | | |
|5. Providing exposure to multi-cultural issues of importance to children’s|1.2, 1.4 |2.2, 2.4 |3.2, 3.4 |
|literature. | | | |
Outcome: Content
Candidate Proficiencies (Knowledge)
1.0 Scholar
1. The candidate synthesizes in-depth knowledge of content in specific disciplines with
research-based practices in the teaching and learning process.
2. The candidate plans instruction and integrates technology appropriately based on best practices.
3. The candidate selects reliable and valid assessments to measure student performance.
4. The candidate demonstrates theoretical, historical, and philosophical knowledge of diversity and equity.
5. The candidate identifies appropriate technology that supports differentiated instruction.
Outcome: Processes, Skills
Candidate Proficiencies (Skills)
2.0 Facilitator and Reflective Thinker
2.1 The candidate regularly reflects on the state, national, and professional curriculum
standards as a basis for continuously improving teaching and learning.
2.2 The candidate designs and implements unit and daily lesson plans that incorporate
rigorous instructional strategies and infuses technology appropriately to enhance
student learning.
2.3 The candidate administers formative and summative assessments to measure student
learning outcomes and to facilitate data-based decisions about instruction.
2.4 The candidate develops adaptive instruction plans to meet the educational and social
needs of all students in collaboration with community and parental support.
2.5 The candidate infuses/integrates appropriate technology into lessons to enhance
student learning.
Outcome: Dispositions
Candidate Proficiencies (Dispositions)
3.0 Responsible Professional
3.1 The candidate actively collaborates with relevant P-20 learning communities and professional education associations as evidence of a personal commitment to professional learning and development.
3.2 The candidate values, respects, and promotes learning for all students and incorporates instructional technology.
3.3 The candidate systematically analyzes individual student outcomes and makes appropriate decisions for student learning.
3.4 The candidate models professional, responsible, and ethical behaviors to support social justice and equity in a diverse society.
3.5 The candidate incorporates new technology based resources for instruction and
professional productivity
COURSE OBJECTIVES: At the end of the semester, the graduate student should be able to:
A: Objective –Knowledge: Teacher as Scholar
1. Conduct current research on literacy paradigm of children literature for K-8. (HTM 1.1, 2.1, 3.1) (CAEP 1.1, 1.2, 1.3) (INTASC 4, 7, 10) (TIAI 1, 3, 14, 25) (CAEP K-6 1.a, 3.c, 4.c, 5.a) (TGR 1, 4, 9)
2. Develop a broad knowledge of the various genres and types of books for children, including award-winning books, the major authors, and illustrators of these books. (HTM 1.1, 2.1, 3.1) (CAEP 1.1, 1.2, 1.3) (INTASC 4, 7, 10) (TIAI 1, 3, 14, 25) (CAEP K-6 1.a, 3.c, 4.c, 5.a) (TGR 1, 4, 9)
3. Be familiar with the literary and artistic elements and how they interact to create an effective book for children. (HTM 1.1, 2.1, 3.1) (CAEP 1.1, 1.2, 1.3) (INTASC 4, 7, 10) (TIAI 1, 3, 14, 25) (CAEP K-6 1.a, 3.c, 4.c, 5.a) (TGR 1, 4, 9)
B: Objective – Skills: Teacher as Facilitator and Reflective Thinker
4. Evaluate the literary quality and appropriateness of specific children’s books. (HTM 1.2, 2.2, 3.2) (CAEP 1.1, 1.2, 1.3) (INTASC 4, 7, 10) (TIAI 1, 3, 14, 25) (CAEP K-6 1.a, 3.c, 4.c, 5.a) (ISTE 2.b, 4.c, 4.c, 5.c, 6.a, 6.d) (TGR 1, 4, 9)
5. Explore ways to engage children with literature for both personal and academic purposes. (HTM 1.2, 2.2, 3.2) (CAEP 1.1, 1.2, 1.3) (INTASC 4, 7, 10) (TIAI 1, 3, 14, 25) (CAEP K-6 1.a, 3.c, 4.c, 5.a) (ISTE 2.b, 4.c, 4.c, 5.c, 6.a, 6.d) (TGR 1, 4, 9)
6. Develop an awareness of social, multicultural and international issues as they connect to literature for children. (HTM 1.4, 2.4, 3.4) (CAEP 1.1, 1.4) (INTASC 1, 2, 3, 8, 10) (TIAI 2, 16, 18, 19, 20, 22, 23) (CAEP K-6 1.b, 1.c, 3.d, 3.e, 3.f, 4.c, 5.a) (ISTE 1.a, 2.c, 3.a, 3.b, 4.d, 5.a, 6.b) (TGR 2, 5, 7, 9)
C: Objective – Disposition: Teacher as Responsible Professional
7. Continually evaluates the effects of his or her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to
grow professionally (HTM 1.4, 2.4, 3.4) (CAEP 1.1, 1.4) (INTASC 1, 2, 3, 8, 10) (TIAI 2, 16, 18, 19, 20, 22, 23) (CAEP K-6 1.b, 1.c, 3.d, 3.e, 3.f, 4.c, 5.a) (ISTE 1.a, 2.c, 3.a, 3.b, 4.d, 5.a, 6.b) (TGR 2, 5, 7, 9)
Note: HTM stands for the Holistic Transfer Model; CAEP standards for the Council for the Accreditation of Educator Preparation; INTASC stands for the Interstate New Teacher Assessment and Support Consortium; TIAI stands for the Teacher Intern Assessment Instrument; CAEP K-6 standards for the CAEP 2018 K-6 Elementary Teacher Preparation Standards; ISTE stands for the International Society for Technology in Education (ISTE) standards; and TGR stands for the Teacher Growth Rubric.
TECHNOLOGY INFUSION: Technology to be used includes but not limited to pen; paper, computer; internet; PowerPoint; overhead projection; CD-ROM; VCR
Also, the use of technology in various forms will be encouraged as students prepare for classroom discussions, group work, individual assignments, and conduct research. The use of technology in the course will include, though not be limited to:
1. Computerized library searches for information using educational data bases;
2. Use of the internet to perform in-depth searches for information related to appropriate
instructional methodology and materials for teaching and learning; and
3. Computer applications useful in instruction, assessment and record keeping (e.g., power point,
spreadsheets, word processing, instructional planning, and classroom activities
MAJOR STUDENT ACTIVITIES: Course activities will include the followings:
1. Picture book evaluation rubric (Objectives A and B).
2. Read, annotate, and present at least 15 books for children and must include the following classifications:
1). one Caldecott Award book, 2). one Coretta Scott King Award book, 3). one Newbery Award book, 4). one Robert F. Sibert informational Award book, 5). one Pura Belpre Award book, 6). one Theodor Seuss Geisel Award book, 7). one wordless picture book, 8). one traditional literature book, 9). one fantasy book, 10). one historical fiction book, 11). one contemporary realistic fiction, 12). one poetry book, 13). one biography book, 14). one Odyssey Award Audiobook, and 15). one Mildred L. Batchelder Award for Video. Write a summary for each book/video you choose. Check on the American Library Association website for more information when necessary. (Objectives A and B). (the 15-point rubric).
3. Design a “picturebook” for a grade level you are currently teaching (Objectives A and B). (the 10-point rubric).
4. Group Project of Focused, Author, Genre, or Illustrator Study Project: In teams of four or five, create a focused study project around a broad theme or topic that highlights an interpersonal issue, social justice concern, or an issue that has a direct connection to the lives of students, families, or the community. You can choose to do an author study if the author has written 20 or more books that are connected thematically. The same goes for an illustrator study. A genre study focuses on a specific genre of children’s literature (poetry, science fiction, etc.). Components of the project include:
• Background -- Significance of the Topic/Genre/Author/Illustrator
• Focusing Questions
• Initiating Experiences
• Devices for Organizing and Sharing
• Learning Center Invitations
• Shared Reading Experiences
• Conceptually Related Texts and Media
• Exploring “Real-Life” Critical Issues/Taking Action
• Assessment
• Culminating Experiences
• Bibliography of Children’s Literature, Media, etc.
This project will also include an individual personal reflection piece that covers what you learned, how your team worked together, what you would do differently next time, etc. (Objectives A and B). (the 15-point rubric).
5. Power Point Presentation: select a genre and present how you will teach the lesson (Objectives A and B). (the 10 point rubric).
6. Mid-term - chapter 1-8 (Objectives A and B). (the 20-point rubric).
7. Final group project - Thematic Unit: develop a thematic unit in a content area of study using literature to enhance the student’s interest and learning. (Course Objective B). (the 20-point rubric).
8. Electronic Portfolio (Objectives A, B, and C). (the 5-point rubric).
9. Positive attitude, participation in class discussion/activities, and emailing to the instructor
about his/her bio and contact information (Objectives A and B). (the 5-point rubric)
We reserve the right to curve letter grades, but will only curve them to your advantage.
CLINICAL AND FIELD EXPERIENCE: Clinical and Field experience is not a required component for this class.
INSTRUCTION STRATEGIES: The primary instructional model for this course is collaborative learning. Specifically, the instructor will set course content, course objectives, and methods of classroom assessment. The course will incorporate the following instructional strategies: class discussion, online activities, assigned readings, and/or individual projects. Students are encouraged to actively participate in activities, ask questions, and contribute comments for discussion. Students are also encouraged to offer input regarding instructional strategies and assignments. Most importantly, students are expected to be active learners and to ask for clarification when they have questions. In order to be successful in the class, it is important that students, read the assigned material, and submit assignments and be prepared to discuss what they have read. The goal of this approach is to develop a safe learning environment that addresses a variety of learning styles, promotes critical thinking, and fosters creativity.
STUDENT EVALUATION: The graduate student will be evaluated based on class participation, quality of assignments, and attendance of class (Course Objective A, B, C).
A. Grading Scale:
Outstanding effort and performance 90-100=A
Satisfactory effort and performance 80-89=B
Mediocre effort and performance 70-79=C
Minimal effort and performance 60-69=D
Failure to meet the intent of the assignment 0-59=F
B. Grading Procedures are performance based (Rubrics will be provided to you during the course of study).
C. Attendance Policy: The student is expected to attend every class, arriving on time and leaving only after the class has dismissed. Unless appropriate documentation is provided, any student missing three (3) classes will automatically find that their final course grade will be lowered a letter. Excessive absences (beyond three) will necessitate a reduction in the student’s class participation points. Three (3) tardiness or three (3) leave early will result in one (1) absence. Please see MVSU undergraduate catalog on pp. 46-47 for university class attendance policy.
D. There is no make-up policy unless an emergency occurs. Graduate candidates are responsible for all content, discussion, and materials covered during his/her absence. Make provisions with a classmate to obtain notes and copies. Late work will result in a loss of points.
ADA SYLLABUS STATEMENT: Mississippi Valley State University is committed to providing reasonable accommodations for students with a documented disability. If you feel you are eligible to receive accommodations for a covered disability (medical, physical, psychiatric, learning, vision, hearing, etc.) and would like to request it for this course, you must be registered with the Services for Students with Disabilities (SSD) program administered by University College. It is recommended that you visit the Disabilities Office located in the Social Science Building Office 105 to register for the program at the beginning of each semester. For more information or to schedule an appointment, please contact Mrs. Kathy Brownlow, via phone or email at 662-254-3443 or kbrownlow@mvsu.edu.
PLAGIARISM/ACADEMIC INTEGRITY: Plagiarism is the intentional or careless use of someone else’s language, ideas, information or original work without acknowledging the source and presenting it as one’s own. Please see the sanctions for the academic integrity violations, MVSU undergraduate catalog.
CELL PHONE POLICY: No cell phone usage in class except that you are expecting a possible emergency call.
CALENDAR OF ACTIVITIES/COURSE TENTATIVE SCHEDULE
Wk Date Topic
1 1/7 Introduction and Overview on Children’s Literature and Reading Programs
2 1/14 Reader Response to Literature
Emailing required information to instructor
3 1/21 Martin Luther King Holiday
4 1/28 Literature, teaching, and Reader; the Art of the Picture Book
5 2/4 Traditional Tales and Modern Fantasy; Poetry
6 2/11 Realistic and Historical Fiction
Big Book presentations complete
7 2/18 Biography and Informational
8 2/25 Multicultural and International Literature; Talking about Books
9 3/4 Mid-term exam
10 3/11 Spring Break
11 3/18 Literature Response Journals
Presentations on children’s books with different genres
12 3/25 Literature as a Model for Writing
PowerPoint Presentation complete
13 4/2 Drama, Art, and Music and Response to Nonfiction
Position paper draft
14 4/8 Literature Clusters, Theme Explorations, and Twin Texts/technology
Position pater due
15 4/16 Documenting Response to Literature
Thematic Unit draft due
Senior Final
16 4/22 Easter Monday
17 4/29 Thematic Unit presentation and E-Portfolio due
REFERENCES:
Educational Journal:
The Reading Teacher (International Literacy Association)
Journal of Adolescent and Adult Literacy (International Literacy Association)
Reading Research Quarterly (International Reading Association)
Language Arts (National Council of Teachers of English)
Journals of Literacy Research (National Reading Conference)
Reading Research and Instruction (College Reading Association)
Educational Websites:
the Common Core State Standards
the American Library Association
United States Department of Education
Council for the Accreditation of Educator
Preparation
the National Council of Teachers of English
the International Society for Technology in Education (ISTE) standards
Mississippi Department of Education
Publication Manual of the American
Psychology Association
EBSCO host, ID/pwd: magn1309
mvsu.edu Mississippi Valley State University website
Other References Include:
Akins, M., Tichenor, M., Heins, E., & Piechura, K. (2018). Teachers’ knowledge of children’s literature: What genres do teachers read? Reading Improvement, 55(2), 63-66.
Hassan, R. (2016). Reading habits of secondary school teachers: A study of selected secondary
schools in Addis Ababa and Dessie. Journal of Education and Practice, 7(22), 59-67.
Concannon‐Gibney, T. (2019). Immersing first graders in poetry: A genre study approach.
Reading Teacher, 72(4), 431-443.
Kamil, M. L., Pearson, P. D., Moje, E. B., & Afflerbach, P. P. (2011). Handbook of reading
research (Vol. IV). New York: Taylor & Francis.
Kennedy, A. (2012). Author Studies: An Effective Strategy for Engaging Pre-Service Teachers in the Study of Children's Literature. Children's Literature in Education, 43(1), 107-111. DOI: 10.1007/s10583-011-9155-y.
National Institute of Child Health and Human Development. (2000). Report of the National
Reading Panel. Teaching children to read: An evidence-based assessment of the scientific
research literature on reading and its implications for reading instruction. (NIH Publication No. 00-4769). Washington, DC: U.S. Government Printing Office.
Wang, C., & Goldberg, T. S. (2017). Using children's literature to decrease moral disengagement and victimization among elementary school students. Psychology in the Schools, 54(9), 918-931.
Disclaimer: The information and schedule of events contained in this syllabus are subject to change.
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