"Define children's literature and describe its role in the "
Course Content Form PIMA COMMUNITY COLLEGE Classification: Occupational Effective Term: 201110 EDU 257 Special Topics: Children's Literature and Literacy and Practicum Initiator: R. Cohen Credit Hours: 3.00 Campus: Community Lecture Periods: 3.00 Date: 9/24/2009 Lab Periods: Description: Strategies for using children's literature to support literacy development. Topics include: literature selection criteria, genre, response strategies, literature assessment, elements and styles of literature and poetry, ethnic and gender issues in children's literature, thematic unit building, response assessment, using children's literature to teach writing, and benefits of literature and response in the classroom. Information: Education department approval is required before enrolling in this course. This class requires a 10-hour practicum. Meets Reading Endorsement requirements in conjunction with other coursework. May be taken for Professional Development purposes. Performance Objectives: Upon successfully completion of the course, the student will be able to: 1. Define children’s literature and describe its role in the development of children’s literacy. (Arizona’s Professional Teacher Standards: 3.1-3.15, 7.1-7.5) 2. Describe the importance of reader response to children’s literature and literacy development. (Arizona’s Professional Teacher Standards: 3.1-3.15, 7.1-7.5) 3. Describe and employ a variety of patterns of reader response. (Arizona’s Professional Teacher Standards: 3.1-3.15, 7.1-7.5) 4. Define children’s picture books, describe a variety of types of picture books, and identify a variety of artistic design in picture books. (Arizona’s Professional Teacher Standards: 3.1- 3.15, 7.1-7.5) 5. Define and describe types children’s traditional literature and modern fantasy, and describe the benefits of traditional literature and modern fantasy in the kindergarten through 8th grade classroom. (Arizona’s Professional Teacher Standards: 3.1-15, 7.1-7.5) 6. Define and discuss the elements and forms of poetry, types of poetry collections, and the benefits of using poetry in kindergarten thorough 8th grade classrooms. (Arizona’s Professional Teacher Standards: 3.1-3.15, 7.1-7.5) 7. Identify a variety of styles of realistic and historical fiction including trends, literary elements, and issues of gender roles. (Arizona’s Professional Teacher Standards: 3.1-3.15, 7.1-7.5) 8. Identify and define a variety of types of biographical and informational books, discuss degrees of authenticity, and identify the benefits of using biographies and informational books in the kindergarten through 8th grade classroom. (Arizona’s Professional Teacher Standards: 3.1- 3.15, 7.1-7.5) 9. Define multicultural/multiethnic children’s literature, evaluate it for authenticity, and define and utilize selection criteria. (Arizona’s Professional Teacher Standards: 8.1-8.10) 10. Identify and utilize a variety of literature response strategies in the classroom including oral response, journals, writing responses, drama, art and music. (Arizona’s Teacher Standards: 5.1- 5.5) 11. Create interdisciplinary connections between literature and a variety of subject matter using literature clusters, thematic unit development, and technology integration. (Arizona’s Professional Teacher Standards: 3.1-3.5, 7.1-7.5, 8.1-8.10) 12. Evaluate children’s literacy development through a variety of response-based activities. (Arizona’s Professional Teacher Standards: 3.1-3.15) 13. Illustrated in historical fiction. (Arizona’s Professional Teacher Standards: 3.1-3.15, 8.1-8.10) 14. Evaluate and select quality children’s literature for use in the kindergarten through 8th grade classroom. (Arizona’s Professional Teacher Standards: 7.1-7.5) Outline: I. Defining Children’s Literature A. Defining children’s literature B. Reasons for teaching literacy through literature C. Defining types of reader response D. Blending literature and literacy instruction II. Introduction to Reader Response to Children’s Literature A. Theory of reader response B. Efferent and aesthetic response C. Patterns of response III. Picture Books A. Types of picture books B. Artistic design C. Artistic style D. Artistic media E. Benefits of picture books F. Evaluating quality picture books IV. Traditional Literature and Fantasy A. Characteristics of traditional tales and fantasy B. Types of traditional tales and fantasy C. Benefits of traditional tales and fantasy D. Evaluating traditional tales and fantasy V. Poetry A. Elements of poetry B. Forms of poetry C. Types of poetry collections D. Evaluating quality children’s poetry E. Benefits of using poetry in the kindergarten through 8th grade classroom VI. Realistic and Historical Fiction A. Types of realistic and historical fiction B. Literary elements in realistic and historical fiction C. Trends in realistic and historical fiction D. Gender roles in realistic and historical fiction E. Issues of selection and censorship with children’s literature F. Evaluating quality realistic and historical fiction G. Benefits of using realistic and historical fiction in the kindergarten through 8th grade classroom VII. Biography and Informational Books A. Types of biography and informational books B. Degrees of authenticity C. Biographical perspectives D. Evaluating biographies and informational books E. Benefits of using biographies and informational books in the classroom VIII. Multicultural Literature A. Definitions B. Selection criteria C. Authenticity D. International children’s literature IX. Oral Response to Literature A. Early childhood literature encounters and response B. Orals response prompts kindergarten through 1st grade C. Orals response prompts 1st through 2nd grades D. Orals response prompts 3rd through 5th grades E. Orals response prompts 6th through 8th grade X. Written Response to Literature A. Transitioning from oral to written response B. Teacher constructed prompts C. Response journals D. Character journals XI. Children’s Literature as Writing Models A. Literature as a springboard for writing B. Literature and writing activities C. Six-traits, literature, and children’s writing XII. Expressive Arts and Children’s Literature A. Dramatic response to children’s literature B. Artistic response to children’s literature C. Musical response to children’s literature XIII. Interdisciplinary Connections A. Creating literature clusters B. Theme-based instruction C. Benefits of theme exploration D. Creating implementing theme-based instruction XIV. Evaluating Children’s Literacy Growth Using Literature Response A. Authentic assessment B. Principles of assessment C. Response-based assessment D. Tools for documenting reader response to literature E. Assessing response journals F. Creating rubric G. Reader portfolios