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The Citadel
School of Education
EDUC 608 82: Literature for Children and Adolescents
Spring 2012
Instructor: Dan T. Ouzts, Ph.D. Class Meetings: Tuesday
Office: 325A Capers Hall Class Hours: 4:15-6:45
Telephone: 843-953-6309 Meeting Room: 311A
Office Hours:
Email: dan.ouzts@citadel.edu
Tuesday: 3:00-4:00
Credit Hours: 3
PREREQUISITES: None
TEXTBOOK: No textbook is required.
If candidates do not have a Livetext account, then a Livetext packet must be purchased
from the bookstore.
STUDENT INFORMATION
This course is part of the Master of Education in Literacy Education program leading to
certification as literacy teacher and literacy coach for qualified graduates.
COURSE DESCRIPTION:
This course represents a survey of literature for children and adolescents. Appreciation
and enjoyment of noteworthy books including award winners and multicultural literature
will be the focus of instruction. The ability to effectively use a variety of texts with
children throughout the school program will be emphasized.
CONCEPTUAL BASE: Developing Principled Educational Leaders for P-12 Schools
Conceptual Base
Developing Principled Educational Leaders for P-20 Schools - The Citadel’s Professional
Education Unit prepares principled educational leaders to be knowledgeable, reflective,
and ethical professionals. Candidates completing our programs are committed to
ensuring that all students succeed in a learner-centered environment.
The Citadel’s Professional Education Unit is committed to the simultaneous
transformation of the preparation of educational leaders and of the places where they
work. Specifically, The Citadel’s Professional Education Unit seeks to develop
principled educational leaders who:
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have mastered their subject matter and are skilled in using it to foster student
learning;
know the self who educates (Parker J. Palmer) and integrate this self-knowledge
with content knowledge, knowledge of students, and in the context of becoming
professional change agents committed to using this knowledge and skill to ensure
that all students succeed in a learner-centered environment; and
exemplify the highest ethical standards by modeling respect for all human beings
and valuing diversity as an essential component of an effective learner-centered
environment.
The Citadel’s Professional Educational Unit is on the march, transforming itself into a
Center of Excellence for the preparation of principled educational leaders. Through our
initial programs for teacher candidates for P-12 schools and our advanced programs for
professional educators in P-20 schools, The Citadel’s Professional Education Unit
transforms cadets and graduate students into principled educational leaders capable of
and committed to transforming our schools into learning communities where all children
and youth succeed.
The Citadel’s Professional Education Unit has identified 15 performance indicators for
candidates to demonstrate that they are principled educational leaders who are
knowledgeable, reflective, and ethical professionals:
Knowledgeable Principled Educational Leaders…
1. Have mastered the subject matter of their field of professional study and practice;
2. Use the knowledge gained from developmental and learning theories to establish
and implement an educational program that is varied, creative, and nurturing;
3. Model instructional and leadership theories of best practice;
4. Integrate appropriate technology to enhance learning;
5. Demonstrate a commitment to lifelong learning;
Reflective Principled Educational Leaders…
6. Develop and describe their philosophy of education and reflect upon its impact in
the teaching and learning environment;
7. Develop and manage meaningful educational experiences that address the needs
of all learners with respect for their individual and cultural experiences;
8. Construct, foster, and maintain a learner-centered environment in which all
learners contribute and are actively engaged;
9. Apply their understanding of both context and research to plan, structure,
facilitate and monitor effective teaching and learning in the context of continual
assessment;
10. Reexamine their practice by reflectively and critically asking questions and
seeking answers;
Ethical Principled Educational Leaders…
11. Demonstrate commitment to a safe, supportive, learning environment;
12. Embrace and adhere to appropriate professional codes of ethics;
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13. Value diversity and exhibit a caring, fair, and respectful attitude and respect
toward all cultures;
14. establish rapport with students, families, colleagues, and communities;
15. Meet obligations on time, dress professionally, and use language
appropriately.
Relationship of this course to the conceptual base:
Candidates are expected to be able to assist a classroom teacher in the selection of
appropriate literacy materials. (IRA Standard 2003.4.2, NCATE.1.E, NCATE.4.A,
SC-CIT-CF-06.5, SC-CIT-CF-06.8, SC-CIT-CF-2012.4 SC-CIT-CF-2012.7)
Candidates will assist a classroom teacher in designing a literacy program that
will intrinsically and extrinsically motivate students. (IRA Standard 2003.4.4,
NCATE.1.E, SC-CIT-CF-06.13, SC-CIT-CF-06.3, SC-CIT-CF-06.9, SC-CIT-CF-2012.11, SC-
CIT-CF-2012.3, SC-CIT-CF-2012.8)
Candidates will be able to gather information on children’s interests, reading
abilities and cultural and linguistic backgrounds. They will also be able to
articulate the research base that explains the importance of selecting a variety of
materials representing multiple levels, broad interests, cultures, and linguistic
backgrounds. Also, candidates will be able to articulate the research that guides
their decisions regarding planning a motivating program. (IRA Standard 2003.4.1,
NCATE.1.E, NCATE.4.A, SC-CIT-CF-06.15, SC-CIT-CF-06.8, SC-CIT-CF-2012.14, SC-CIT-
CF-2012.7, IRA Standard 2003.4.4, NCATE.1.E, SC-CIT-CF-06.13, SC-CIT-CF-06.3, SC-
CIT-CF-06.9, SC-CIT-CF-2012.11, SC-CIT-CF-2012.3, SC-CIT-CF-2012.8)
Candidates will be able to use technology to gather information and use
information for instructional planning. (IRA Standard 2003.4.1, SC-CIT-CF-06.5, SC-
CIT-CF-2012.4)
Course Goals with Evaluation Methods:
Goal Evaluation Methods
(e.g., portfolios, benchmark tests, projects)
Candidates will be able to assist teachers in Material Selection Activity
material selection.
Candidates will be able to assist a Material Selection Activity
classroom teacher in designing an
intrinsically and extrinsically motivating
program.
Candidates will be able to use technology Material Selection Activity
to both gather data and use the data for
instructional planning.
INSTRUCTIONAL UNITS AND ASSESSMENTS
Tentative Course Schedule for EDUC 608 – Key Dates:
January 10 Class Begins
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March 23 - Material Selection Activity due.
March 27 - Spring Break – No Class
April 10/17- Share your favorite children’s literature book.
April 24- Class End and evaluations
ASSESSMENT PROCESS
Grades for EDUC 608 are based on a variety of assignments. The relative weights used
for calculating the course grade are as follows:
Assignment Points
Material Selection Activity (90 pts.)
Attendance/Participation (20 pts.)
Children’s Book Sharing (15 pts.)
Total = 125 possible
points
Assignments are due by the date stated. If a project is not completed and ready to turn in
at the beginning of class on the assigned date, 5% will be deducted for each day late.
The material selection activity must be sent via LiveText to the instructor by the time
due.
Final grading is based on the following scale:
90-100=A, 86-89.9=B+, 80-85.9=B, 76-79.9=C, 70-75.9=C, 0-69.9=F
CLASS EXPECTATIONS
Class Attendance
One of the most important aspects of the education profession is that of professionalism.
Punctual attendance in class is expected. The college policy will be followed.
Attendance will be taken a daily. If you must miss class, it is YOUR responsibility to
get any handouts and missing notes from a classmate that was present. You are
responsible for any information that was discussed.
Disability Disclosure
If you need accommodations because of a disability, please inform me immediately.
Please see me privately, either after class or in my office. To initiate accommodation,
students must register with the Office of Access Services, Instruction and Support
(OASIS) located in room 105 Thompson Hall or call 953-1820 to set up an appointment.
This office is responsible for reviewing documentation provided by students requesting
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academic accommodation and for accommodation in cooperation with students and
instructors as needed and consistent with course requirements.
Honor Statement
As a professional educator, integrity is an expectation. Students of The School of
Education at The Citadel are expected to meet the standards set forth in the Citadel
Code. Available at: http://citadel.edu/r3/honor/manual.shtml
Cheating and plagiarism violations will be reported and a failing grade will be
assigned for the work in question. This class will follow The Citadel Honor Manual
regarding plagiarism: "Plagiarism is the act of using someone else's words or ideas as
your own without giving proper credit to the sources:
When you quote another's words exactly you must use quotation marks and a
footnote (or an indication in your paragraph) to tell exactly where the words came
from, down to the page number(s). When you mix another's words and ideas with
your own in one or more sentences, partially quoting the source exactly and
partially substituting your own words, you must put quotation marks around the
words you quote and not around your own. Then you cite the source, down to the
page number(s).
When you paraphrase another's words or ideas, that is, when you substitute your
words for another's words, but keep their idea(s), you do not use quotation marks,
but you must cite the source, down to the page number(s).
When you use only another's idea(s), knowing that they are the other's ideas, you
must cite the source of that idea or those ideas, down to the page number(s).
Citing the source means giving, as a minimum, the author, the title of the book,
and the page number. (The Citadel Honor Manual)
Field Experience
Candidates will be expected to work with a teacher in the field. This will be necessary in
order to create the material selection activity. The number of hours required to complete
the project will vary.
ADDITIONAL INFORMATION
Candidates in the program must submit the material selection activity via LiveText
by the date due. Hard copies or e-mailed copies will NOT be accepted. After the
project is assessed and feedback is received from the instructor, then candidates
should make revisions to the project before uploading it to their program
completion portfolio.
1. Program Completion Portfolio Requirement:
Material Selection Process (IRA Standard 2003.4.2, NCATE.1.E, NCATE.4.A, SC-CIT-CF-06.5,
SC-CIT-CF-06.8, SC-CIT-CF-2012.4, SC-CIT-CF-2012.7)-Share how you assisted the classroom
teacher and paraprofessional in selecting materials (books, technology-based information
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and non-print materials) representing multiple levels, broad interests, cultures, and the
linguistic backgrounds of students. Discuss the research base grounding your practice.
2. Material Selection Activity:
Select one classroom (not your own classroom) at a school. Your goal is to assist
the teacher and paraprofessional in selecting materials and helping students select
materials that take into consideration their reading levels, interests, cultures and linguistic
backgrounds (IRA Standard 2003.4.1, NCATE.1.E, NCATE.4.A, SC-CIT-CF-06.15, SC-CIT-CF-
06.8, SC-CIT-CF-2012.14, SC-CIT-CF-2012.7, IRA Standard 2003.4.4, NCATE.1.E, SC-CIT-CF-
06.13, SC-CIT-CF-06.3, SC-CIT-CF-06.9, SC-CIT-CF-2012.11, SC-CIT-CF-2012.3, SC-CIT-CF-
2012.8). Be sure to include a large supply of books, technology-based information, and
non-print materials representing multiple levels, broad interests, cultures and linguistic
backgrounds. (IRA Standard 2003.4.2, NCATE.1.E, NCATE.4.A, SC-CIT-CF-06.5, SC-CIT-CF-
06.8, SC-CIT-CF-2012.4 SC-CIT-CF-2012.7).
Document how you assisted a classroom teacher or paraprofessional in selecting
materials that match the reading levels, interests, cultures, and linguistic background of
students. Include a copy of the interest inventory or other instrument you used to find out
the children’s interests. Also, what information about their background and reading
abilities did you collect? Use technology to gather and use the information in
instructional planning. Then create a synopsis of this information for the
teacher/paraprofessional. What are your recommendations for helping the
teacher/paraprofessional select materials that match the reading levels, interests, cultures,
and linguistic background of students? Be sure to articulate the research base that
grounds your practice.
You must include a large supply of books, technology-based information, and
non-print materials representing multiple levels, broad interests, cultures and linguistic
backgrounds. Also, you must articulate the research that grounds your practice in
material selection.
Your project should be presented to the classroom teacher you selected to help
him/her in material selection. How will this material help you with planning instruction
for these children?
This project will be typed. All of the information discussed above will be
included. The following is a guideline for how you may choose to organize the
information for your material selection activity.
3. Attendance/Participation- Students are expected to attend class and actively
participate. You cannot make up participation points. There will be a number of small
activities you will be expected to do outside of class.
4. Children’s Book Sharing- More details will be provided in class.
Guidelines for Preparing the Report
Regarding the Material Selection Activity
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Classroom Context and Taking Into Consideration the Children in the Classroom (IRA
Standard 2003.4.1, NCATE.1.E, NCATE.4.A, SC-CIT-CF-06.15, SC-CIT-CF-06.8, SC-CIT-CF-
2012.14, SC-CIT-CF-2012.7)
Type a couple of paragraphs detailing the children, teacher, and school you chose
for the activity.
Explain how you gathered information regarding the children’s interests, reading
abilities, cultures, and linguistic backgrounds.
Make reference to an interest inventory in this section (which can be an appendix)
or other source.
In a couple of paragraphs, articulate the research base that explains the
importance of considering reading levels, interests, cultures, and linguistic
backgrounds.
(You will reference the charts/tables included in the appendix within the paragraphs.)
Appropriate Material Selection (IRA Standard 2003.4.2, NCATE.1.E, NCATE.4.A, SC-CIT-
CF-06.5, SC-CIT-CF-06.8, SC-CIT-CF-2012.4 SC-CIT-CF-2012.7)
Give an overview of the types of materials you assisted the classroom teacher in
selecting for the children. These should include books, technology-based
information, and non-print materials representing multiple levels, broad interests,
cultures, and linguistic backgrounds. In a couple of paragraphs, articulate the
research base that explains the importance of selecting a large supply of books,
technology-based information, and non-print materials representing multiple
levels, broad interests, cultures, and linguistic backgrounds. Reference the chart(s)
from the appendix you prepared regarding the materials.
Planning Motivational Instruction (IRA Standard 2003.4.4, NCATE.1.E, SC-CIT-CF-06.13,
SC-CIT-CF-06.3, SC-CIT-CF-06.9, SC-CIT-CF-2012.11, SC-CIT-CF-2012.3, SC-CIT-CF-2012.8)
Discuss how you assisted the classroom teacher in designing a program that will
intrinsically and extrinsically motivate the students. Share the research base that
guided your decisions on helping the teacher to plan a motivating program.
Technology Usage for Gathering Data and Instructional Planning (IRA Standard
2003.4.1, SC-CIT-CF-06.5, SC-CIT-CF-2012.4)
In this section, explain how you used technology to gather the information and
used the information for instructional planning.
References
Include any citations in the above paragraphs. Use APA style when making
citations.
Appendix
Interest Inventory
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Charts showing the children and their interests, culture, reading level, and
linguistic background.
Charts showing the type of materials selected for the children that match their
reading levels, interests, cultures, and linguistic backgrounds.
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Scoring Guide to Assess Material Selection Activity
Component Unacceptable Acceptable Target
of the 1 2 3
Assessment and
IRA Standard(s)
Addressed The Candidate: The Candidate: The Candidate:
Classroom Did not gather Stated how he/she Was able to coach
Context and information on gathered other teachers on
Taking into children’s information gathering relevant
Consideration the interests, reading regarding information for
Children in the abilities and interests, reading literacy
Classroom cultural and abilities, and development, and
IRA2003.4.1 linguistic cultural and demonstrated how
NCATE.1.E
backgrounds. OR linguistic to level materials
NCATE.4.A
SC-CIT-CF-06.15 Candidate was backgrounds. and assess the
SC-CIT-CF-06.8 unable to He/She shared the culturally and
SC-CIT-CF-2012.14 articulate the information with linguistically
SC-CIT-CF-2012.7
research base that classroom appropriateness of
grounded his/her teachers, students, materials.
practice. and Candidate
paraprofessionals developed
to help them instructional plans
select materials based on
that match the information
reading levels, gathered. The
interests, cultures, research base that
and linguistic grounded practice
backgrounds of was articulated.
students.
Candidate
articulated the
research base that
grounded his/her
practice.
Appropriate Did not share Helped classroom Coached teachers
Material Selection books, teacher and in how to select
IRA2003.4.2 technology-based students select books,
NCATE.1.E
information, and books, technology-based
NCATE.4.A
SC-CIT-CF-06.5 non-print technology-based information, and
SC-CIT-CF-06.8 materials information, and non-print
SC-CIT-CF-2012.4 representing non-print materials
SC-CIT-CF-2012.7
multiple levels, materials representing
broad interests, representing multiple levels,
cultures, and multiple levels, broad interests,
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linguistic broad interests, cultures, and
backgrounds. OR cultures, and linguistic
He/She failed to linguistic backgrounds.
articulate the backgrounds. Candidate shared
research base that Candidate the research base
grounded the articulated the that grounded the
practice. research base that practice.
grounded his/her
practice.
Planning Failed to show an Chose a wide Chose a wide
Motivational awareness of a variety of variety of
Instruction variety of literature and took literature and took
IRA2003.4.4 children’s into consideration into consideration
NCATE.1.E
literature in the both the interests both interests and
SC-CIT-CF-06.13
SC-CIT-CF-06.3 materials or did and ability levels abilities of
SC-CIT-CF-06.9 not take into when selecting children when
SC-CIT-CF-2012.11 consideration both material. He/She selecting
SC-CIT-CF-2012.3
SC-CIT-CF-2012.8
interests and clearly articulated materials.
abilities of each the research base He/She could
child. regarding articulate the
motivation in the research base
paper. behind selecting
intrinsically and
extrinsically
motivating
materials and
strategies. Also,
the candidate was
able to assist a
classroom teacher
in revising his/her
classroom to
motivate children
and create life-
long readers.
Technology Failed to use Used technology Not only used
Usage for technology to for both gathering technology for
Gathering Data gather data and in gathering data and
and Instructional information. OR instructional in instructional
Planning Candidate failed planning. planning, but
IRA2003.4.1 to use technology candidate also
SC-CIT-CF-06.5
to assist in demonstrated to
SC-CIT-CF-2012.4
instructional teachers how to
planning. use the
technology.
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Appendix and The information Charts were Each part of the
Table of Contents was disorganized organized so that appendix was
and confusing on it was easy to see clearly labeled.
the charts, so it that all All charts were
was difficult to information was organized and
tell that each area clearly noted for self-explanatory.
was clearly noted. the children in the Table of Contents
Either a chart was activity. was developed for
not labeled or the project.
missing.
Paper Paper was not Paper was Paper was
turned in on time. completed on time detailed and
OR If the paper and contained all contained all
was turned in on parts, but it had parts. It was
time, it had three to five turned in on time.
excessive typos typos. APA style There were two or
(more than five). was used for the fewer typos. APA
OR APA style typed project. style was used for
was not used for the typed project.
the typed project.
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