Wayne State University College of Education

Wayne State University College of Education Course Syllabus Division: Teacher Education Program Area: Elementary Education Course: ELE 3200 Section 002 (15650) Literature for Children Credit: 3 semester hours Term: Fall 2012 Location: ED 30 Time: Tuesday 1:50 4:35 Instructor: Phyllis Whitin 283 Education Office Hours: Monday, 3:00-4:00; Wednesday 4:00 7:00. Appointments only. To schedule, call 577-0902 Office Phone: (313) 577-6382 Email: phyllis.whitin@wayne.edu WSU Emergency Closings (inclement weather): (313) 577-5345 or www.wayne.edu Course Description: Literature appropriate for use with children preprimary through middle school. Knowledge of the variety of children s literature available for use by teachers serves as foundational information for reflective professionals as they make decisions regarding the use of literature in the curriculum. Special attention must be paid to choosing literature that reflects students individual needs and interests as well as promotes respect for commonalities and differences among people. Effective teachers demonstrate an appreciation for children s literature as an important part of the general field of literature. Course Outcomes: Note: Elementary Education Standards (MDE, 2008) that apply to the following outcomes are identified by Std. Test Objectives for the Michigan Test for Teacher Certification (identified as MTTC), Elementary Test relevant to this course are: 1. Use interpretive and evaluative comprehension skills in reading. 2. Understand literature from various world cultures and regions and recognize characteristic features of various genres of literature (including fiction, nonfiction, and poetry). 3. Understand genres of children s literature and issues related to children s literature (including equity issues. Students will: 1. Identify and describe books, styles, and contributions of notable children s authors and illustrators (Std. 1.1.20; MTTC 2, 3); 1

2. Name major awards for children s literature and describe their purposes (MTTC 2); 3. Categorize children s books into appropriate genres and justify the categorization. Identify criteria to evaluate the qualities pertinent to each (Std. 1.1.12; MTTC 3); 4. Articulate and apply criteria for evaluating books for issues of equity, e.g. racial, cultural, gender, ethnic, sexual orientation, special needs, and others (MTTC 3); 5. Identify and apply criteria to the selection of books for children, grades ps-8, based on their needs, interests, and abilities (Std. 1.1.20; MTTC 3); 6. Identify and describe examples of basic literary elements of children s fiction, e.g. plot, character, theme, setting, and point of view (Std. 1.1.20; MTTC 1); 7. Identify and describe structural and organizational features of types of nonfiction appropriate for children, grades ps-8 (Std. 1.1.20; MTTC 1); 8. Identify representational and expressionistic artistic styles of children s picture books, and describe various media and artistic elements, e.g. color, space, line, form, perspective, used to convey mood, characterization, point of view, etc. (MTTC 1); 9. Access professional digital and print resources for use of children s literature in instruction (Std. 1.1.12, 1.1.20); 10. Identify and describe MDE Standards-based strategies, including using literature as inspiration for writing, for instruction in grades ps-8, and apply appropriate tools for assessment (Std. 1.1.19; MTTC 2, 3); 11. Demonstrate appropriate strategies for reading aloud to children, and articulate selection and oral interpretation decisions (Std. 1.1.20; MTTC 2, 3). Required Text: Kiefer, B. Z. & Tyson, C. A. (2010). Charlotte Huck s children s literature: A brief guide. New York: McGraw-Hill. References: 1. Bishop, R. S. (2007). Free within ourselves: The development of African American children s literature. Westport, CT: Greenwood Press. 2. Fox, D. & Short, K. G. (Eds.) (2003). Stories matter: The complexity of cultural authenticity in children s literature. Urbana, IL: National Council of Teachers of English. 3. Serafini, F. & Giorgis, C. (2003). Reading aloud and beyond: Fostering the intellectual life with older readers. Portsmouth, NH: Heinemann. 4. Whitin, D. J. & Whitin, P. (2004). New visions for linking literature and mathematics. Urbana, IL: National Council of Teachers of English, and Reston, VA: National Council of Teachers of Mathematics. 5. Zambo, D. (2011). Young girls discovering their voice with literacy and Readers Theater. Young Children, 66 (2), pp. 28-35. 6. Zarnowski, M. (2006). Making sense of history. New York: Scholastic. 7. Zarnowski, M., Kerper, R. M., & Jensen, J.M. (Eds.). (2001). The best of children s nonfiction: Reading, writing, and teaching Orbis Pictus Award books. Urbana, IL: National Council of Teachers of English. 8. Related professional journals: Book Links, The Horn Book Magazine, Journal of Children s Literature, Language Arts, School Library Journal, The Reading Teacher 2

Course Requirements: 1. Book List 30 points 2. Examinations (midterm, final) 30 points 3. Poetry: Selection and Oral Interpretation 10 points 4. Author Study and Instructional Strategy 20 points 5. Professional Commitment 10 points Assignment Description: 1. Book List (56 separate titles; 30 points) List-in-progress homework (16 of the 30 points; see Class Schedule); book list-in-progress format and quality check Oct. 16; Final list due Dec. 4 (remaining 14 points) Note: If you are absent, you may email your homework citations. Citations from the first 5 HW assignments cannot be made up after the midterm. Citations from HW after the midterm will not be accepted 12 th class meeting. For each of the following genre, read at least 5 books for younger children (grades ps- 3), and at least 3 books for older children (grades 4-8). Traditional Contemporary Realistic Fiction Biography (Nonfiction) Fantasy Informational (Nonfiction) Poetry Historical Fiction Five of the required eight titles for each of the seven genres must be selected from books/authors identified in the course text (including award winners and honor books noted in the appendix, books on lists found on text s support website for students, and websites on Blackboard). For example, a list of 8 traditional titles: 5 for younger children, 3 of which are recommended by the text/websites; 3 for older children, 2 of which are recommended by these sources. Within each of the categories for younger and older children, provide a balance of books for all ages of children within that category. For example, include a chapter book or anthology for grades 2-3, and one book clearly identified for grades 6-8. Remember that there are many excellent picture books for older readers (grades 4 and up), so one of your 3 older books may be a picture book. Note: Do not label grade levels for books on your list. Historical fiction and biography can be divided into 4 younger, 4 older. Anthologies for traditional, biography, and poetry count as chapter books. Cite a variety of authors within each genre, and emphasize current titles (1996 and beyond) and a wide range of cultural perspectives. Follow the required format when recording your book list. See the example on Blackboard. Requirements of the format include (see also next page): Books categorized by genre (e.g. Traditional, Biography) Within each genre, books categorized in two age divisions (younger and older children) and numbered within each genre (e.g., traditional books for younger children, numbered 1 5, for older children, numbered 1-3) 3

Include: Author (last name, first), date of publication (when first published), title, illustrator (noted if different from author), place of publication, publisher. Place an asterisk (*) to the left of the author by each book (or author) recommended by the text or Blackboard websites (1.* Author, etc.). Grading Criteria for Booklist/ Readings: Quantity of books (minimum 8 per genre, 56 total, appropriate number of recommended books) Quality of books (current titles, acclaimed authors/ illustrators; read many awardwinning/honor books and many multicultural books) Balance by age (Younger: ps - grade 1, grades 2-3; Older, 4-5, grades 6-8) Appropriateness of age and genre (correctly classified, appropriately designated for age group) Appropriate form of book list as required NO Disney, Dr. Seuss, Berenstein Bears, leveled readers, tie-in books for movies, or other widely commercialized books 2. Examinations Midterm Examination (15 points): This exam will involve material covered in the first seven classes, including required reading. You will be responsible for demonstrating your knowledge of content as well as applying the ideas involved when interacting with children s literature. (No notes) October 23 Final Examination (15 points): This examination will involve material covered after the midterm exam, as well as your continued ability to apply skills developed throughout the course. The exam will relate to books that you have read and listed on your book list. For the books you read, you should know the plot or content of each book, be able to apply fundamental concepts to them, and be able to defend each book s use with younger/older children based upon their needs, interests, and developmental traits. An outline for note taking is posted on Blackboard. Thursday, Dec. 13 1:20 pm Note: During the final exam you will be able to use any personal notes you have taken in class and on the books you have read. You may not use notes or copied material from other students or books, either children s books or professional books, book reviews, published book summaries, web pages, etc. Grading Criteria for Examinations Accurate information from readings and class sessions Application of knowledge to children s literature Depth, breadth, specificity, and organization of written explanations 3. Poetry: Selection and Oral Interpretation Due November 6 The purposes of this assignment is to demonstrate careful selection of poetry for children and to develop and practice effective skills and strategies for reading/ reciting poetry as 4

well as other literature aloud to children. You will choose three poems from three different books written by three different authors. Type a Word document of the 3 poems. Include the 3 citations in the format for your booklist. Attach this document to the Blackboard forum for others to copy. Prepare to read aloud, recite, or enact ONE of your poems. It is fine if you recite your poem with the help of a classmate (with practice). You may choose to present your interpretation as a digital movie (with your recorded voice) or enhance your performance with music or a slide show of images. In a 1-2-page paper briefly explain the intended audience for your selected poem (grade level span of 2 grades, e.g. 3 rd or 4 th grade). Devote most of your paper to describing your decisions for reading your poem for effective oral interpretation. Quote specific words and phrases to specify places where you changed your tone, volume, decided to pause, etc. The main purpose of the paper is to demonstrate your thoughtful preparation for reading/ performing aloud. You may wish to conclude your paper by reflecting on what you learned from this experience and/or relating this experience to the general topic of reading aloud to children. See Blackboard for additional details. Grading Criteria for Poetry Selection and Oral Interpretation Quality and variety of 3 poetry selections with accurate citations (posted) Application of strategies for stimulating interest of listeners (oral performance) Well articulated defense of selection and read-aloud decisions (written paper) Edited for grammar, spelling, punctuation (written paper) Format for poetry and author study papers: Use 12 pt font and 1 margins. Double-space the body of your paper; single space your heading (name, course #, date). You do not need extra spaces between paragraphs. NO PLASTIC COVERS. 4. Author Study Project and Instructional Strategy (20 points) Paper due Nov. 27 You and a group of classmates will become experts about one of the authors listed on Blackboard and introduced in class. Each group member must read at least 2 chapterlength books geared for grades 5-8 (at least 1 published 1996 or later), as well as picture books if your author writes them. Among the members of the group, read as many of the author s books as you can. The selections you read will be included on your booklist. See Class Schedule for due dates for the 2 chapter books. With your group, use print and electronic resources to learn about the author s life, work, and writing process. Connect what you know about the author to your reading. What do you notice about the author s books? What are the strongest literary elements (e.g. style, characterization, point of view, themes) of your author s books? For example, your author may create characters that come alive through their dialogue. Collect examples of strong literary elements. Share examples of the author s writing by reading sections aloud to one another during class meetings. You will also engage in literature response activities with your group. Groups will be created on Blackboard to facilitate out-of-class discussion and to provide for group 5

interaction in the event of an absence. Your self-assessment of your individual participation as a group member will contribute to this part of the grade. (5 points) Each author study group will create a 10-15 minute presentation for the class. Convey your information in an interesting way. Sufficient class time will be provided for you to work with your group. (3 points) Dec. 4 In addition to the in-class group work, you will write a 2-3 page paper in which you describe and defend a literature response strategy to engage students with one particular book (or two intentionally paired books). Make specific references to the book by your author in your description of the strategy. Next, describe an appropriate assessment for this strategy. Third, cite one GLCE that this strategy addresses. Give the grade level and the description of the GLCE (not just the number). The strategy and assessment should be appropriate for the book and the intended age of its readers, and they should demonstrate your stance as a reflective teacher. Although you may wish to browse literature guides (print or online), do not simply replicate them. Be sure to cite any sources you do consult. Examples of strategies will be provided in class. (12 points) Include your self-assessment form with your paper. Grading Criteria for Author Study and Instructional Strategy Thoughtful and collaborative in-class responses during reading (5 points) Informative and interesting presentation to the class (3 points) Paper (12 points): Descriptions of strategy and assessment are clear and specific (paper) Clear defense of the strategy for appropriateness for age and genre (paper) Appropriate GLCE included and defended (paper) Paper is edited carefully for grammar, punctuation, and spelling (paper) 5. Professional Commitment (preparation, participation, professionalism; 10 points) This course has been designed on the belief that learning occurs best with the support of others. Active participation and discussion are vital features of a community of learners. The class will benefit collectively and as individuals if each member: a. Attends class regularly and is present for the full class period. (More than 2 absences will result in grade reduction, including attendance at the first class, whether or not you are registered at that time.) Absences of parts of class, e.g. late arrivals/early departures, will be recorded and will contribute to your total number of absences); b. Is willing and able to discuss the week s assignments (readings complete, assignments current); c. Maintains a mind open to the ideas and perspectives of others; d. Is willing to share knowledge and ideas. This point is crucial for whole group discussions and especially for the Author Study project. It also includes your bringing in books to share as designated on the course schedule. e. Refrains from using digital devices for personal use during class. 6

Evaluation and Grading: The grading scale reflects the total number of points earned. 100-95 A 89-87 B+ 82-80 B- 76-73 C 69-67 D+ 94 90 A- 86-83 B 79-77 C+ 72-70 C - 66-63 D 62-60 D- Below 60 F College of Education Grading Policy: The College of Education faculty members strive to implement assessment measures that reflect a variety of strategies in order to evaluate a student s performance in a course. For undergraduates and post-degree students, C grades will be awarded for satisfactory work that satisfies all course requirements; B grades will be awarded for very good work, and A will be reserved for outstanding performance. Please note that there is a distribution of grades from A-F within the College of Education. Plagiarism: Plagiarism includes copying material (any more than 5 consecutive words) from outside texts or presenting outside information as if it were your own by not crediting authors through citations. It can be deliberate or unintended. If you're in doubt about the use of a source, cite it. Students caught plagiarizing information from other sources will receive a failing grade in the course. University policy states that students can be subject to multiple sanctions, from reprimand to expulsion as a consequence of academic dishonesty. To enforce this policy, all outside references must be submitted with assignments. Enrollment/ Withdrawal Policy Beginning in Fall 2011, students must add classes no later than the end of the first week of classes. This includes online classes. Students may continue to drop classes (with full tuition cancellation) through the first two weeks of the term. Students who withdraw from a course after the end of the 4th week of class will receive a grade of WP, WF, or WN. o WP will be awarded if the student is passing the course (based on work due to date) at the time the withdrawal is requested o WF will be awarded if the student is failing the course (based on work due to date) at the time the withdrawal is requested o WN will be awarded if no materials have been submitted, and so there is no basis for a grade Students must submit their withdrawal request on-line through Pipeline. The faculty member must approve the withdrawal request before it becomes final, and students should continue to attend class until they receive notification via email that the withdrawal has been approved. Beginning in Fall 2011, the last day to withdraw will be at the end of the 10 th full week of classes (November 10). The withdrawal date for courses longer or shorter than the full 15-week terms will be adjusted proportionately. Attention Students with Disabilities: If you have a documented disability that requires accommodations, you will need to register with Student Disability Services (SDS) for coordination of your academic accommodations. The 7

Student Disability Services (SDS) office is located at 1600 David Adamany Undergraduate Library in the Student Academic Success Services department. SDS telephone number is 313-577-1851 or 313-577-3365 (TDD only). Once you have your accommodations in place, I will be glad to meet with you privately during my office hours to discuss your special needs. Student Disability Services mission is to assist the university in creating an accessible community where students with disabilities have an equal opportunity to fully participate in their educational experience at Wayne State University. Please be aware that a delay in getting SDS accommodation letters for the current semester may hinder the availability or facilitation of those accommodations in a timely manner. Therefore, it is in your best interest to get your accommodation letters as early in the semester as possible. Religious Observance Policy: Because of the extraordinary variety of religious affiliations represented in the University student body and staff, the Wayne State University calendar makes no provision for religious holidays. It is University policy, however, to respect the faith and religious obligations of the individual. Students who find that their classes or examinations involve conflicts with their religious observances are expected to notify their instructors well in advance so that alternative arrangements as suitable as possible may be worked out. Note on Required Readings: In this course the majority of the required reading involves the books for your book list. However, the text is also an essential part of your professional preparation. The text gives you key foundational knowledge that prepares you to effectively select and evaluate children s books throughout your teaching career. In addition, careful reading of the text is a key factor in successful completion of the course exams as well as the MTTC. Class Schedule Date Topic Readings, Assignments Due Sept. 4 Introduction to the course Sept. 11 Selecting books based on age, experience, individual needs Chaps 1 (pp. 2-17) & 2 (all); Submit 3 choices for author study (see Blackboard) Sept. 18 Major literary awards; artistic elements Chapter 3; Homework (HW): Read and bring a picture book from the list on Blackboard; be ready to discuss Sept. 25 Evaluating children s books for issues of equity Oct. 2 Traditional literature Reading aloud its artistic elements; turn in citation for book list (2 pts) Chap. 7 (191-193) & article: Culturally Diverse Children s Books (see Blackboard) HW: Read and bring 1 chapter-length award-winning book from lists/ websites; be ready to discuss criteria for evaluation; turn in citations for book list (2 pts) Books for author study can be used. Chap. 4 (94-107); Chap. 10 (279-283) HW: Read and bring 2 traditional books; be ready to discuss cultural authenticity and criteria for evaluation; turn in citations for book list (2 pts) 8

Oct. 9 Oct. 16 Oct. 23 Oct. 30 Contemporary realistic and historical fiction Elements of fiction Author groups meet Fantasy Author groups meet Midterm Exam Introduction to nonfiction Nonfiction: Informational books, biography Nov. 6 Making poetry come alive Oral interpretation/ read aloud Nov. 13 Literature response journals and circles; differentiated instruction and strategies for assessment Nov. 20 Literature across the curriculum Nov. 27 Graphic novels and children s literature in a digital era Dec. 4 Author Study Presentations Review Dec. 13 (Thursday) Final examination 1:20 3:50 (WSU schedule) Chap.7 (186-191; 193-205), Ch. 8 (212-215; 218-231) HW: Read and bring 1 contemporary realistic AND 1 historical fiction book; be ready to discuss criteria for evaluation; turn in citations for book list (3 pts) Bring 1 st chapter book for author study Chap. 5 (124-128; 132-33; 143-153) HW: Read and bring 1 fantasy book; be ready to discuss criteria for evaluation; turn in citations (2 pts) Turn in ENTIRE BOOK LIST IN PROGRESS for format and quality check Have 1 st chapter book for author study completed. Print and bring self-assessment for author study (see Blackboard). Continue to read for book list Chap. 9 HW: Read and bring 1 informational book AND 1 biography (1 picture book, 1 chapter-length); be ready to discuss criteria for evaluation; turn in citations (3 pts) Have 2 nd book for author study completed; bring to class. Chap. 6; Poetry assignment due Bring 2 poetry books from your project to class Chap. 10 (284-296) HW: Read and bring 1 contemporary realistic, historical fiction, traditional, OR fantasy book; turn in citations. (2 pts.) Chap. 10 (271-280; 296-301) Literature response strategy and assessment paper due. You are encouraged to bring one or more graphic novels to class (any genre; can be on your book list) Final book list due 9