teaching reading using children’s literature · teaching reading using children’s literature...
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RDG 2306, Angelo State University Fall 2017
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Teaching Reading Using Children’s Literature RDG 2306 Fall 2017
Course Description and Learner
Outcomes
Course Description- A study of the affective aspects of attitudes, motivation, interest, beliefs, feelings and values of children’s and adolescent readers in helping students become lifelong readers. A variety of genres will be explored relating to social, emotional, intellectual, and literacy development. Connections to the literacy classroom will be featured. Learner Outcomes - During this semester, candidates will:
• develop factual knowledge about a variety of literary genres and illustrative techniques used in children’s and adolescent literature.
• learn to apply specific criteria for evaluation various types and forms of literature.
• learn fundamental principles and generalizations related to children’s literature, as well as think critically about issues of gender, race, power and class introduced in books for children.
• Participate in various activities to stimulate professional competence in the use of children’s books with children. Instructor: Marva Solomon, Ph.D.
Office: Rm. 120, Carr/EFA Office Hrs: M-W 11-12, 1-2; T-T 11-1; F – e-hours Contact: Office: 6957; Cell: _______ (provided after class begins) Dr. Solomon’s 2306 Q&A Padlet: https://padlet.com/mjsol64/2306questions
Email: [email protected]
RDG 2306, Angelo State University Fall 2017
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IDEA Course Evaluation
Specific Objectives:
Candidates will progress in: --gaining factual knowledge (terminology, classifications, methods, and trends). --learning fundamental principles, generalizations and theories.
ASU Undergraduate
Learning Goals
1. LIBERAL KNOWLEDGE AND SKILLS OF INQUIRY, CRITICAL THINKING, AND SYNTHESIS d. use problem-defining and problem-solving skills by synthesizing
ideas within and across disciplines.
2. CORE SKILLS a. comprehend and critically interpret information in written and oral forms; b. communicate information and ideas effectively;
e. use technological resources to access and communicate relevant information.
3. SPECIALIZED KNOWLEDGE a. demonstrate technical and analytic skills that are appropriate to their fields of study and applicable to future careers; c. demonstrate competencies and achievements appropriate to their fields of study; apply classroom learning in a combination of reflective practice and experiential education.
5. CULTURAL IDENTITY a. demonstrate respect for differences among cultures;
b. practice the knowledge, skills, and attitudes essential for
communicating and cooperating effectively with people of diverse
backgrounds.
Required Texts Essentials of Children’s Literature Authors: Short, Lynch-Brown, Tomlinson ISBN: 978031453259-2 Rollergirl Author: Victoria Jamieson ISBN: 9780803740167 -------------------------------------------------
SET 1 (choose 1)
The One and Only Ivan Author: Katherine Applegate ISBN: 9780061992278 Girl Who Drank the Moon Author: Kelly Barnhill ISBN: 9781616205676 Wild Robot Author: Peter Brown ISBN: 9780316381994 -------------------------------------------------
SET 2 (choose 1)
The Crossover Author: Kwame Alexander ISBN: 9780553494105 The Dreamer Author: Pam Munoz Ryan ISBN: 9780375840890 Inside Out and Back Again Author: Thanhha Lai ISBN: 9780061962790
SET 3 (choose 1)
Follow the Moon Home Author: Phillipe Cousteau ISBN: 9781452112411 Whoosh! Author: Chris Barton ISBN: 9781580892971
RDG 2306, Angelo State University Fall 2017
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Course Calendar (DRAFT)
Teaching Reading Using Children’s Literature Fall 2017
Week 1 8/28-9/1
Read over syllabus Read documents on blackboard. Be familiar with projects listed on blackboard. Find Module 1. Make a free padlet account. Download Flipgrid app on your phone (don’t worry about codes yet; just get the app). Post at least 3 questions for your professor and/or classmates about syllabus and course on the
QA Padlet. Answer any questions you can!
Module 1 – Introduction to Course and Children’s Literature (Chapters 1-3)
Week 2 9/5-9/8
Complete assigned readings Participate in discussion boards
Week 3 9/11-9/15
Mini Project #1 – Flipgrid Video – Your Favorite Kids’ Books Work on Course Projects
Week 4 9/18-/922
Work on Course Projects Textbook Test #1
Module 2 – Picture Books, Graphic Novels, and Poetry (Chapters 4-6)
Week 5 9/25-9/29
Read Rollergirl and other assigned readings Participate in discussion boards
Week 6 10/2-10/6
Mini Project #2 Rollergirl Poetry Terms Padlet Work on Projects
Week 7 10/9-10/13
Work on Course Projects Textbook Test #2
Module 3 – Genres of Children’s Literature (Chapters 7-10)
Week 7 10/9-10/13
Complete your fantasy book and other assigned readings Participate in discussion boards
Week 8 10/16-10/20
Participate in Fantasy book choice Book Club (book club roles) Mini Project #3 Book Club Reflection
Week 9 10/23-10/27
Work on Course Projects Big Project #1 Bluebonnet Book Project
Module 4 - Genres, Pt. 2 – Diverse Books and Nonfiction Texts (Chapters 11-12)
Week 10 10/30-11/3
Complete your multicultural book and other assigned readings Participate in discussion boards
Week 11 11/6-11/10
Participate in Multicultural book choice Book Club (book club roles) Mini Project #4 Book Club Reflection
Week 12 11/13-11/17
Work on Course Projects Textbook Test #3
Module 5 – Literature in the Curriculum (Chapters 13-14)
Week 13 11/20-11/21
Complete assigned readings Participate in discussion boards
Week 14 11/27-12/1
Finish up Course Projects Big Project #2 Picturebook Analysis
Week 15 12/4-12/8
Mini Project #5 Reader’s Theater Flipgrid Work on Course Projects
Week 16 12/12
Big Project #3 25 Book Challenge
RDG 2306, Angelo State University Fall 2017
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Big Project #1– 2017-2018 Bluebonnet Nominees
As a class group, create a padlet of information and activity pages for the reading list posted here: 1. Pick your nominee on the Dr. Solomon’s Bulletin Board. Only one student can choose
each book. Find the books at a local library or at Amazon. They will be on 3-day checkout at the ASU library.
2. Create an attractive 2-page document to accompany the book. 3. The first page is geared toward teachers that informs about issues covered in the book. 4. The second page should be a “fun page” of ideas and activities to accompany the book
that is geared toward a 3rd through 6th Grade reader. 5. Design should be attractive and kid-friendly.
Big Project # 2 3-Page Nonfiction Picture Book Analysis
(Book chosen from Set 3 on the syllabus)
1. A pic of you holding the book!) 2. Appropriate citation (APA Style) 3. Summary of book, age level recommendation 4. Author information (bio, reasons for writing, fun facts) 5. Art, Visual Elements, Media, Design, etc. terms from Text Chapter 4 (include photos) 6. Analysis use (and bold) several book concepts found on textbook pgs. 151-155. 7. Classroom Use appropriate grade level, impact, possible connections, activities to
extend the topic.
Big Project #3 - 25 Book Challenge Project
Create a Padlet Portfolio where you respond to 25 different children’s books
# of Genre or Category (at least 5 must be Chapter Books)
Types of Responses (15 required, 10 your choice)
3 Previous Bluebonnet winner or a 2017-2018 nominee
Review (5) Recommendation (2) Letter to Teacher/Friend Poetry Read Aloud Video*(1) Response in Poetry Blog Response (1) Sticky Note Response (1) 1 Minute Book Talk audio (1) Infographic Story Map (2) Defining Quote (2) Most responses should be between 125-200 words in length. These are “sample” activities you might use with future students. *Requires poetry book
3 Caldecott
1 Newberry
2 Coretta Scott-King Award Winner Pura-Belpre Award Winner
2 Historical Fiction
2 Poetry
2 Traditional Tales
2 Non-fiction/Informational
1 Biography/Autobiography
3 Realistic Fiction
2 Fantasy
1 Graphic Novel
1 Post Modern Picture Book
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Gradebook Categories and Assignments
Module Assignments
Gradebook Categories
Weight Proportional Weighting Guidelines
Discussions Discussion 15% All activities weighted the same within the category
Tests Tests 25% All tests are weighted the same within the category
Mini Projects Assignments 35% Activities with more points weigh more within the category Big Projects
25 Book Challenge Journal 20% There is just one activity in this category.
Angelo State University General Policies
Attendance Policy: Candidates are to adhere to ASU policy OP 10.4 and Unit Policy. http://www.angelo.edu/opmanual/#s10
ASU OP10.15 Providing Accommodations for Students with Disabilities http://www.angelo.edu/opmanual/#s10 Persons with disabilities that may warrant academic accommodations must contact the Student Life Office, Room 112 University Center, 942-2191, in order to request such accommodations prior to any accommodations being implemented. You are encouraged to make this request early in the semester so that appropriate arrangements can be made.
Academic Honesty Candidates are to be familiar with the ASU Student Handbook and the University Honor Code which includes the “Student Academic Honor Code Statement” www.angelo.edu/cstudent/documents/pdf/Student_Handbook.pdf Candidates are to adhere to ASU policy. Angelo State University expects its students to maintain complete honesty and integrity in their academic pursuits. Students are responsible for understanding the Academic Honor Code, which is contained in both print and web versions of the Student Handbook. Plagiarism or the use of Internet Web, etc. prepared papers is strictly forbidden! Faculty utilize internet search links that assist in identifying plagiarized materials.
RDG 2306, Angelo State University Fall 2017
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State and National Competencies and Standards
EC-6 ELA TExES Competencies - The beginning teacher knows and understands:
25 Book Challenge Tests
Bluebonnet Project, Analysis
Book Clubs
Standards addressed in these assignments.
Standard 4.3k. that literacy development occurs in multiple contexts through reading, writing, and the use of oral language;
x x
Standard 4.4k. a wide range of student literature and other texts written for students; x x
Standard 4.5k. the importance of modeling and encouraging reading for pleasure and lifelong learning; x x
Standard 4.8k. the use of technology in promoting literacy; and x x 7.4k reading comprehension as an active process of constructing meaning; x x
7.8k the use of metacognitive skills in reading comprehension; x x x x 7.9k various literary genres (e.g., historical fiction, poetry, myths, and fables) and their characteristics; x x
7.19k a range of strategies that students can use to facilitate comprehension before, during, and after reading (e.g., previewing, making predictions, questioning, self-monitoring, rereading, mapping, using reading journals, and discussing texts);
x
7.21k literary response and analysis and ways to promote students’ development of literary response and analysis; x x
7.11s provide opportunities for students to apply comprehension strategies to literature and to respond to literature in a variety of ways (e.g., using reading journals and discussions), including relating background knowledge to literary texts;
x x
7.12s teach elements of literary analysis, such as story elements and features of different literary genres; x
7.13s provide instruction in comprehension skills that support students’ transition from “learning to read” to “reading to learn,” (e.g., recognizing different types and functions of texts and matching comprehension strategies to the type of text) and teach students how to locate, retrieve, and retain information from a range of content-area and expository texts;
x
ESL EC-12 Standards The beginning teacher knows & understands:
Standard 2.4k how to create an effective multicultural and multilingual learning environment, including knowledge of diversity; characteristics of effective learning environments for ESL students; and ways to address the affective, linguistic, and cognitive needs of ESL students.
x x
INTASC Standards
Standard #4: Content Knowledge The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of the content.
x x
RDG 2306, Angelo State University Fall 2017
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Texas Bluebonnet Group Project Rubric
Excellent 100% Great Work 92% Needs More 82% Lacks Effort 60%
Meets required guidelines:
• 2 pages long
• Teacher Focused Page
• Student Focused Page
• Attractive Presentation
• Appropriate Spelling, Grammar and Punctuation
• QR Code to multimodal extension
Meets or exceeds guidelines; highly attractive, Suitable for sharing publicly with “real” kids voting on the Bluebonnet Award this year.
Meets guidelines, attractive, Suitable for sharing with a small bit of work.
Parts missing, Lacks some charm, Needs a bit of work before sharing publicly.
Effort is lacking.
Teacher Page
• Book Summary, characters, setting, plot, themes, etc.
• Controversies/Cautions about the book
• Key themes expressed in the book.
• Questions to broach with readers.
All parts included, attractive layout, thematic key points and controversial elements thoughtfully presented
All parts included, reasonably attractive layout, thematic key points and controversial elements reasonably presented.
A few components missing, controversies and key points not presented in a logical or thoughtful manner.
Missing Components Effort is lacking
Student Page Be creative, but Include some:
• Vocabulary Games, website extensions for kids to learn more about the topic. Author/Illustrator feature, related creative writing ideas, other “fun” activities that extends the topic, related books, Author “Did You Know?”
• QR Code link to audio, video, or other interactive or multimodal activity.
• Activities and extensions reflect multiple intelligences.
A clever, kid friendly presentation suitable for target age, after reading the books. Includes several interesting activities and extensions a kid can enjoy without the page being “busy.” Activities are authentic (No dioramas!) Attention to multiple intelligences. QR Code activity included.
Kid friendly presentation, suitable for target age. Several activities included. Most activities are authentic. Some attention to multiple intelligences Interactive QR code activity missing
Presentation is not kid friendly, activities do not match the target age. Ideas lack authenticity, needs more activities. Little attention to the multiple intelligences. Interactive QR code activity missing.
Several missing components Effort is lacking.
3-Page Nonfiction Picture Book Analysis Rubric
100% 93% 82% 60%
Required Guidelines: Title of the Paper and student name at the top of first page. Citation in APA style Pic of ASU Student with book Bolded Section Titles – Summary, Author Information, Art, Analysis, Classroom Use Paper ends at the top, middle or bottom of page 3 of the document.
Meets or Exceeds Guidelines Correct APA book citation Bolded Sections Paper ends somewhere on the third page.
Meets guidelines Citation mostly correct Sections bolded Paper ends somewhere on the third page.
Some guidelines not met. Lacks bolded sections; too short or too long.
Missing components, guidelines not followed, obviously lacking effort.
Art Section Use terms and definitions from the chapter in the textbook. Bold terms used within your text so they can be easily identified. Include inserted photos of the book pages to illustrate concepts discussed.
Appropriate uses 5 or more terms and definitions from the chapter. Discussion shows thought and effort. Terms and concepts are bolded.
Appropriate use of 3-4 terms and definitions from the chapter. Discussion shows some thought and effort. Bolding included
Paper doesn’t reasonable attempt to include an discuss terms from the chapter. Lacks bolding
Lacks effort
Analysis Use terms, concepts, and definitions from the chapter in the textbook. Bold terms used within your paper so they can be easily identified.
Appropriate uses 5 or more terms and definitions from the chapter. Discussion shows thought and effort. Terms and concepts are bolded.
Appropriate use of 3-4 terms and definitions from the chapter. Discussion shows some thought and effort. Bolding included.
Paper doesn’t reasonable attempt to include an discuss terms from the chapter. Lacks bolding.
Lacks effort
Classroom Use Discuss ideas for appropriate use of this book in the classroom – age level, related units, website suggestions for related learning.
Strong attempt to share ideas for using the book in the classroom. Includes links and extensions.
Good attempt to share ideas for using the book in the classroom. Includes links and extensions.
Paper doesn’t offer a reasonable attempt to share ideas for using the book in the classroom. Lacks extensions.
Lacks effort
Appropriate spelling, grammar, and punctuation 1 inch margins, 12 pt font, double spaced
Attention paid to usage and grammar and paper requirements.
Some attention paid to usage and grammar and other paper requirements.
A few Distracting grammar and spelling errors
Lacks effort
RDG 2306, Angelo State University Fall 2017
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25 Book Challenge Checklist
1. ___ 25 different books included in response padlet.
2. ___ Share your padlet with your professor so she can follow along with your
progress.
3. ___ Modify your padlet so that comments are enabled.
4. ___ Name and author and/or illustrator in the title space
5. ___ The first sentence below the title of each response tells the genre and
type of response. This is a historical fiction book. This is a Story Map
response. Conversely, you can use the new “shelf” layout in padlet to
organize books by genre or by type of response.
6. ___ Attach a picture of the title of the book to each of your 25 responses.*
7. ___ Use the chart in the syllabus to guide how many books of each genre to
include.
8. ___ Use the chart in the syllabus to guide how many of each type of
response you should include. Remember you have 5 that are your choice
(pick any of the types of responses)
9. ___ Keep a handwritten log of the books you read. You will turn it in on the
last day of class.
Remember:
At least 6 of your books should be chapter books.
Books read for other assignments in the class should also be used for
the 25 Book Challenge.
You are responsible for working on this assignment all throughout the
course. You will only be graded for the final product.
The 25 Book Challenge counts for %15 percent of your final grade.
25 correctly completed responses gets you 100% points. 20 correctly
completed responses gets you 75%. Below 20 responses will earn a
failing percentage.
*If your response requires an attachment (story map, sticky notes, etc.) it may be difficult to also attach the cover of the book. If you can’t figure out how to copy and paste the cover art, then just leave the cover art off for those books.
RDG 2306, Angelo State University Fall 2017
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Notes
Have a Terrific Semester!