LAE 3005: Children’s Literature - University of Florida

[Pages:15]LAE 3005: Children's Literature Spring 2017, Section 4588 University of Florida

Lin Deng Instructor 2216 Norman Hall lindeng@ufl.edu

Office Hours*: Tuesdays: 11:00 a.m. ?12:00 a.m.

*Office hours are also available by appointment. The instructor will notify students via email and course website if office hours need to be rescheduled for a particular week. Notifications may also be posted on the office door.

Class Meetings:

Our section meets on Mondays periods 2 ? 4 (8:30 a.m. ? 11:30 a.m.) in NRNA 2331. Class will begin promptly. There will be a short break at an appropriate time during class activities.

*Please note that instructor reserves the right to make changes to this syllabus. Students will be updated of any changes.

Latest Syllabus Update: Spring 2017

Course Description

The purpose of this course is to provide you with the theoretical knowledge and practical experience for designing an elementary school curriculum for a classroom focused on social justice themes and where instruction is based in children's literature. Literature is an authentic resource that can be the foundation of a literacy (reading/writing/speaking/ listening/viewing) program, as well as a major resource for other curriculum areas. In this course, which uses a genre approach to literature study, you will learn how to select high quality children's literature to serve classrooms with diverse student populations. You will also learn how to plan for a literature studies curriculum, integrate technology into your curriculum, meet the needs of English language learners, and assess your own and children's critical responses to literature.

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Course Objectives

1. To grow in your capability to critically read, analyze, and respond to literature. 2. To demonstrate your ability to select high-quality current, multicultural literature in a

wide variety of genres to share with a diverse student population. 3. To demonstrate your understanding of the theoretical underpinnings of a critical

reader response approach to analyzing and teaching literature. 4. To use a wide variety of print, Internet, and technological resources to gather

information about children's books, authors, illustrators, and curriculum applications. 5. To demonstrate your mastery of the Florida Educator Accomplished Practices (FEAPs)

through the Educator Assessment System (EAS) tasks developed in this course.

Required Course Materials

Required Texts:

o Short, K. G., Lynch-Brown, C., & Tomlinson, C. M. (2013). Essentials of Children's Literature (8th Ed.). Boston: Pearson. ISBN: 9780133066739

o Two novels for which you will sign up in class. You can purchase hard copies or download copies of these two novels.

Additional Required Readings: (These readings will be posted on Canvas.)

Burns, E., Kimmel, S., & Garrison, K. L. (2013). How common is common? An analysis of the recommended text exemplars. Teacher Librarian, 41(1), 23-27.

Dalton, B., & Grisham, D. L. (2013). Love that book: Multimodal response to literature. The Reading Teacher, 67(3), 220-225.

Kovalcik, B., & Certo, J. L. (2007). The poetry caf? is open! Teaching literary devices of sound in poetry writing. The Reading Teacher, 61(1), 89-93.

Schrodt, K., Fain, J. G., & Hasty, M. (2015). Exploring culturally relevant texts with kindergartners and their families. The Reading Teacher, 68(8), 589-598.

Course Website Information

This course will involve interaction with UF's Online Learning Management System Canvas. To access this course on Canvas, go to . Click on the button to Log In to Canvas and enter your Gatorlink username and password. Click on the link for "LAE 3005: Children's Literature (6710) or (2G70), Fall 2016". You must log into Canvas at least once each week prior to class. Any difficulties related to Canvas should

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be directed to the UF Computing Help Desk or the COE technical support staff at . Class materials, presentation notes, discussion topics, course updates and announcements, assignment materials, and grades will be posted on the site prior to each class meeting. You might need to print items from the Canvas site, so plan accordingly. However, Canvas will not be used for emailing the instructor. Please use the email address provided in the instructor's contact information.

Course Requirements and Evaluation

Readings: As you will learn in this and subsequent courses, wide reading builds background knowledge, which contributes to comprehension. Accumulating a deep knowledge base necessary for effective literacy teaching is a serious commitment and expectation of this program. All assigned readings are required to be completed before class and it is recommended to take notes and record questions while reading. Reading guides are provided on Canvas for each reading so that you know on what to focus on in each reading. Class discussion and collaborative learning is dependent upon this requirement; students will be held accountable in various ways, including class discussions, online discussions, quizzes, written responses, and presentations.

1. Attendance and Professionalism: Attendance and conduct of a professional nature is expected of all students for every class session. Attendance in this course is mandatory. Professional conduct includes exhibiting academic honesty, submitting work reflective of professionals, and respecting instructors and classmates. You are required to notify the instructor of any absence for any reason through email and/or voicemail PRIOR to the class meeting time. Failure to do so will affect your grade as well as acquisition of knowledge. Points will be deducted for unexcused absences, tardies, and early departures from class for each occurrence. The instructor deserves the right to deduct 5 points per absence and 2 points per tardy or early departure from your attendance and professionalism grade. The instructor deserves the right to request a doctor's note for medical appointments. Students should also display professionalism in emails to the instructor and in correspondence with other class members. Attendance and demonstration of professionalism represent 10% of the final grade.

2. Participation: You are expected to participate in all class activities and discussions about readings and content covered in class both during class sessions and on the course website. Active participation will enhance your learning and includes extending ideas presented in class, supporting and elaborating ideas and perspectives, asking questions, making connections between the readings and your knowledge and beliefs, and completing assignments. Participation credit may be awarded for discussion posts on Canvas, task completion during small group activities, quizzes, class discussions, responses to instructor questions, participation in small-group conversations, and other activities at the discretion of the instructor. Your lowest quiz grade of the semester will be dropped. You should bring all required materials to class each period. Please bring a charged laptop to each class meeting. Another aspect of active participation is avoiding inappropriate and unnecessary technology use during the class period. Failure to participate actively in a given class period will result in 2 points being deducted from

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your overall participation grade. Points based on participation in all class activities and

discussions represent 10% of the final grade.

3. Assignments: You will be responsible for completing assignments pertaining to the topic of the week and/or overall objectives for the course for most class sessions. The assignments consist of finding, reading, and bringing books of a particular genre to class and preparing various products. These products and the book genre will vary from week to week and are listed in the course schedule later in this syllabus. You will also create two technological resources (i.e. a Goodreads electronic library with 40 books). You will receive one grade for having at least 20 books in your electronic classroom library at the midterm and another grade for having at least 40 books in your classroom library at the conclusion of the course. You are encouraged to add commentary and rate the books on your Goodreads account. This resource will be valuable as you begin your career as a teacher. You are expected to complete each assignment prior to class and share your books and products in various ways with classmates. These assignments also serve as models for the types of responses to literature students you can ask your students do. Whereas a general rubric provided on Canvas denotes how most assignments will be graded, the instructor will provide assignment-specific rubrics for some assignments. You can access a Google Doc on which models of and resource for weekly assignments are provided on Canvas. For each day an assignment is late, 10 points will be deducted from each assignment's total points. Your assignment

grades represent 30% of the final grade.

4. Exams: Two exams will be administered this semester. The first exam will cover what you have learned in the first half of the course. The second exam will cover what you have learned in the second half of the course. Exams will cover material presented in class presentations, class discussions, and assigned readings and will consist of multiple choice, short answer, and essay responses. You will incur a severe grade deduction if you miss an exam. Missed exams will need to be made up at a time convenient for the

instructor. Together, the exams represent a total of 30% of the final grade (15 % each).

5. Literature for Diverse Students Paper: To apply learned principles for choosing and using appropriate literature to reach a diverse population of students, you will select an assortment of books from various categories. You will be expected to read and critique these books and write a critical review of findings about literature for a diverse society and inform the reader about how those books can be integrated into an elementary school curriculum. Some of the books you use for your paper can be the same books you use for your weekly assignments. More information about this assignment will be provided in a separate document and explained in class. 10 points will be deducted for each day the final paper is late. The Literature for Diverse Students Paper represents

20% of the final grade.

All weekly assignments, exams, and the final course paper need to be submitted to be eligible for a passing grade in the course.

* Each assignment marked with an asterisk is a key task in the EAS system and has FEAP or Reading Competency indicators attached.

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You will be provided with feedback in a timely manner so that you can monitor your progress. The instructor will post grades on Canvas as they are available and will return graded assignments in class with comments and guiding questions. You are encouraged to seek feedback throughout the semester for ongoing projects.

Percentages will determine the final grade according to the following scale. Please note that grades are not rounded up at the .5 decimal place. Please visit the UF undergraduate catalogue for more information on UF Grading Policies at .

95.0 ? 100 A 91.0 ? 94.9 A88.0 ? 90.9 B+ 84.0 ? 87.9 B 81.0 ? 83.9 B78.0 ? 80.9 C+

74.0 ? 77.9 C 71.0 ? 73.9 C68.0 ? 70.9 D+ 64.0 ? 67.9 D 61.0 ? 63.9 D-

Policies

Academic Honesty: You are bound by the guidelines and regulations established by the University of Florida's policies on academic honesty and integrity. UF students agree to uphold the tenets of the Student Honor Code and violations will be addressed appropriately. The following is The Honor Code as stated in the student handbook (UF, 2008, 6C1-4.041): We, the members of the University of Florida community, pledge to hold ourselves and our peers to the highest standards of honesty and integrity by abiding by the Honor Code. On all work submitted for credit by students at the University of Florida, the following pledge is either required or implied: "On my honor, I have neither given nor received unauthorized aid in doing this assignment." Each of us is held accountable for the enforcement of UF policies. Examples of violations include plagiarism, unapproved collaboration on projects, submission of any part of another student's (past or present) work, using significant portions of text found on websites or in other resources regardless of correct citations, and collaboration and discussion on out-of-class activities. For more information, please review the guidelines on: .

* Particular to this course: Any writing that you do in this course must be entirely your own work. You must document in APA style all sources of information that you use for every assignment, including those retrieved from the Internet. Refer to this site if you need help with APA citation. It is strongly advised that you develop a note-taking system that helps you avoid accidental plagiarism. Paraphrase and summarize from original sources as you take notes. If your notes are not copied word-for-word from the original source, but are put into your own words instead, you are less likely to plagiarize. Plagiarism is a criminal offense and will be penalized by failing the course. In addition, for every assignment, it is required that you read

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the literature your share and review. It is NOT acceptable to read only book reviews written about the literature. Reading only the book reviews in lieu of the actual text will be considered a violation of academic honesty.

Accommodations: If you are requesting accommodations as a result of a disability, you should consult with the instructor and contact the Office of the Dean of Students, Services for Students with Disabilities of The University of Florida (). An official letter outlining authorized accommodations will be provided when requested. If you have a need for accommodations, please schedule a meeting during office hours after receiving documentation from the Dean of Students office.

Student Health, Counseling and Wellness Services: If you have academic concerns related to this course, you should contact the instructor in person or via email. You also may occasionally have personal issues that arise in the course of pursuing higher education or that may interfere with their academic performance. If you find yourself facing problems affecting your coursework, you are encouraged to talk with an instructor and to seek confidential assistance at the UF Counseling and Wellness Center, 352-392-1575. Visit the website for more information: . Also, crisis intervention is always available 24/7 from: Alachua County Crisis Center: 352-264-6789.

Writing Center: You are encouraged to visit the Writing Studio, 302 Tigert Hall, 846-1138, for help with brainstorming, formatting, and writing papers.

Attendance: Class attendance is MANDATORY and essential to success in the course. You are expected to attend ALL class sessions on time and demonstrate professional participation during all activities both in and out of class. All absences due to illness will require medical documentation that must be submitted to the course instructor within 48 hours of the absence. Without documentation, the student is expected to attend class. Absences related to personal reasons (e.g., family visits or trips, outside work commitments, social or sorority events, etc.) are NOT acceptable and will not be excused. Extreme circumstances (e.g., a death in the family) will be considered on a case-by-case basis at the discretion of the instructor. You are responsible for satisfying all academic objectives and requirements of the course and will be held accountable for all material covered in missed classes. Make-up exams, quizzes, or extended due dates for assignments will not be allowed for any absence without prior notification, except in the event of an emergency. The lowest quiz grade of the semester will be dropped. Make-ups may be arranged for absences with prior notification and if documentation is submitted and at the discretion of the instructor. Absences and tardiness will result in grade reduction and your standing in the program. Please refer to the UF Attendance Policy for more information: The university recognizes the right of the individual professor to make attendance mandatory. After due warning, professors can prohibit further attendance and subsequently assign a failing grade for excessive absences. .

Evaluations: You are expected to provide feedback on the quality of instruction in this course based on 10 criteria. These evaluations are conducted online at . Evaluations are typically open during the last two or three

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weeks of the semester, but you will be given specific times when they are open. Summary results of these assessments are available to you at .

Timeliness and Format of Assignment Submissions: Assignments need to be submitted to Canvas by the beginning of each class period unless otherwise noted. You risk losing points for late assignments regardless of circumstances, including school practicum or technological problems. 10 points will be deducted for each day an assignment is late. You are advised to retain a copy of all assignments in both hard copy and electronic format when possible, in the event of loss of or damage to submitted assignments. All written assignments must be typed using a word processing program.

Uniform Core Curriculum ? College of Education Educator Assessment System (EAS) for Florida Educator Accomplished Practices (FEAP), Reading Competencies, and ESOL Standards: The state of Florida requires all entry-level educators to master the knowledge, skills and dispositions of 12 Florida Educator Accomplished Practices (FEAPs). In addition, there are reading competencies that each entry-level educator must meet in order to fulfill program requirements and seek state certification.

This course addresses many of the reading competencies for which you will complete key tasks as a measurement of mastery of each indicator. For each key task, your performance will be rated as "Unsatisfactory" or "Accomplished." To pass this course, you must complete successfully all the tasks and receive a rating of "Accomplished." No exceptions are made to these rules even if you do not plan to teach after graduation. If you receive an "Unsatisfactory" rating, you will have the opportunity to redo a Key Task or remediate and, in some cases, complete a comparable task assigned by the instructor.

Florida Reading Endorsement Competencies

Competency 2: Application of Research-Based Instructional Practices

Teachers will scaffold student learning by applying the principles of research-based reading instruction and integrating the six components of reading. Teachers will engage in the systematic problem solving process.

Performance Indicator B: Oral Language

(2.B.2) Create an environment where students practice appropriate social and academic language to discuss diverse texts.

Literature for Diverse Students Paper/ Course

Discussions

Competency 4: Foundations of Applications of Differentiated Instruction

Teachers will have a broad knowledge of students from differing profiles in order to understand and apply

research-based instructional practices by differentiating process, product, and context. Teachers will

engage in the systematic problem solving process.

Literature for Diverse

(4.1) Understand and apply knowledge of socio-cultural, socio-political and Students Paper / Social

psychological variables to differentiate reading instruction for all students. Justice Technology In-

Class Assignment

Literature for Diverse

(4.8) Select and use developmentally appropriate materials that address

Students Paper / Social

sociocultural and linguistic differences.

Justice Technology In-

Class Assignment

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Accomplished

The candidate demonstrates knowledge of how to _________________________. The candidate is prepared to apply this skill in a practical setting.

The candidate demonstrates little knowledge of how to

Unsatisfactory

______________________________________________________________________.

ESOL Standards and Performance Indicators

The following performance standards are addressed in the content of this course as part of the infused ESOL program in the Unified Elementary and Early Childhood Programs (PROTEACH):

LAE 3005 Domain 1 Domain 2 Domain 3 Domain 4 Domain 5

ESOL Standard 1 1.1a,c,d

4.1b

ESOL Standard 2 2.2b-c 4.2a-c

ESOL Standard 3 3.3a-c

Course Objective

Readings

Activities Assessment

Domain 1: Culture (Cross-Cultural Communications)

Standard 1: Culture as a Factor in ELLs' Learning

Teachers will know and apply understanding of theories related to the effect of culture in language learning and school achievement for ELLs from diverse backgrounds. Teachers will identify and understand the nature and role of culture, cultural groups, and individual cultural identities.

(1.1. a.) Understand and apply knowledge about cultural values and beliefs in the context of teaching and learning of ELLs, from diverse backgrounds and at varying English proficiency levels.

2, 5 Short, K. G., Lynch-Brown, Readings &

C., & Tomlinson, C.M.

children's

(2013). Essentials of

book

Children's Literature

discussions

Quizzes; Activities; Exams; Literature for Diverse Students Paper

2, 5

(1.1.c.) Use a range of resources in learning about the cultural experiences of ELLs and their families to guide curriculum development and instruction.

Short, K. G., Lynch-Brown, C., & Tomlinson, C.M. (2013). Essentials of Children's Literature

Readings & children's book discussions

Quizzes; Activities; Exams; Literature for Diverse

Students Paper

2, 5 Short, K. G., Lynch-Brown, Readings &

(1.1.d.) Understand and apply knowledge about

C., & Tomlinson, C.M.

children's

the effects of racism, stereotyping, and

(2013). Essentials of

book

discrimination in teaching and learning of ELLs

Children's Literature

discussions

from diverse backgrounds and at varying English

proficiency levels.

Quizzes; Activities; Exams; Literature for Diverse Students Paper

Domain 2: Language and Literacy (Applied Linguistics)

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