EMSE 3112 Course Outline FALL 2009

KEANUNIVERSITY

Union, New Jersey

FALL 2009

Children’s Literature in the Multicultural Inclusive Classroom

Course Number:EMSE 3112

Semester Hours:Three

Prerequisites:None

Limitations on Enrollment: 20

Required:None. This is an elective course.

Catalog Description

Study of children's literature with special emphasis on multicultural literature and literature that treats exceptionalities. A cross-section of genre, thematic unit development, Language Arts, and collaborative literature discussion groups, with multimedia.

N. B. In order to insure full class participation, any student with a disability condition requiring special accommodations (e.g., tape recorder, special adaptive equipment, special note taking or test procedures) is strongly encouraged to contact the professor at the beginning of the course. For the student’s convenience, both the professor office hours and telephone number will be listed on the syllabus.

KEANUNIVERSITY

Union, New Jersey

Theory and Practice of Teaching English as a Second Language

  1. Course Objectives

Students will achieve growth toward becoming informed, dynamic professionals based on the College of Education NCATE spectrum model as evidenced by proficiency in Knowledge acquisition(K), Skill application(S), and Value development(V). The candidate will:

A.Explain children's responses to literature in terms of their intellectual and personality development (Knowledge)

B. Describe key literary elements of children's books; analyze books based on their understanding of those elements, and take pleasure in fine literature. (Knowledge/Skills/Values)

C. Discuss reader response theory and propose ways to apply response theory to their teaching (Knowledge, Skills)

D. Identify ways diverse cultural groups are depicted in literature, name significant pieces of literature that introduce diverse cultural groups, and take pleasure in reading multicultural literature. (Knowledge/Skills/Values)

E. Describe and explain children's books by genre, with criteria for selection of outstanding works and creators in each genre. (Knowledge/Skills/Values)

F. Organize a literature-based classroom. (Skills/Values)

II. Course Content

A. Children as Responders to Literature (Knowledge)

1. The reading process

2. The intellectual development of the child

3. The personality development of the child

4. The nature of children's responses to literature

  1. Literary Elements (Knowledge/Skills/Values)

1.Development

2.Organization and structure of plots

3.Setting and character development

4.Verbal and illustrative style

C. Reader Response Theory (Knowledge/Skills)

1.Discuss Reader Response Theory

2.Strategies for studying literature

3.Implications for teaching

D. Multicultural and International Literature (Knowledge/Skills/Values)

1. Diverse cultural groups as depicted in literature

Available books

African American

Asian American

European American

Hispanic/Latin American

Native American

E. Genre of Children's Literature (Knowledge/Skills)

1. Traditional

2. Picture Books

3. Fantasy and science fiction

4. Realistic fiction

5. Historical fiction and biographical fiction

6. Informational books and biography

7. Poetry

F. The Literature-Based Classroom (Skills/Values)

1.Classroom libraries, read aloud, storytelling, readers theater, response journals, literature circles

2. Book discussions

3. Literature units: author, genre, theme, interdisciplinary, current issues

III. Methods of Instruction (Knowledge/Skills/Values)

A. Collaborative reading within the categories of children's literature with criteria

B. Group discussion, cooperative learning, and literature circles

C. Audiovisual and multimedia

D. Participation in storytelling, dramatization, choral speaking, art activities

E. Student observations and reports

F. Lesson presentations, lesson plans and unit plans

G. Reading professional books and journals pertaining to children's literature

H.Lecture

IV. Methods of Evaluation (Knowledge/Skills/Values)

A.Class participation

B. Continuous evaluation of classroom activities

C.Written and oral reports based on readings of children's literature

D. Research projects on issues in children's literature

E. Teaching/Instructional units or projects

  1. Suggested Texts

Galda, L. & Cullinan, B. (2006). Literature and the child, Sixth edition. Belmont, CA: Wadsworth/Thomson Learning.

VI. Suggested Resources

  1. Print

Hennings, D. (2002). Communicating in action (8th edition). Houghton Mifflin

Journals

Booklist. American Library Association
Bulletin of the Center for Children's Books. University of Illinois Press.
The Horn Book Magazine
New Advocate
School Library Journal. Cahners/Bowker
Tall. Essmont Publishers

B. Non-Print Technology

  1. Internet Websites

ALA Best Lists

Amazon Electronic Bookstore

Carol Hurst's Literature Site

Children's Lit Web Guide

Vandergruft's Children's Lit Page

Britanica On-Line

Globalearn

B. Non-Print Technology (Continued)

Audio-Visual Materials A strategy for teaching values Classroom learning centers Critical thinking Learning centers Multicultural education Writing and Using Performance Objectives

Writing Behavioral Objectives

Catalog Number
K-220
C-600 VHS-1781
T-20
VC-57
T-19
T-154

Computer Software Tunnel,M (2002). "Children's literature database: A research for teachers, parents, and Media specialists." (2nd edition), Merril-Prentice Hall.

Seminal Works

Allen, J. (1999). Words, words. words, words: Teaching vocabulary in grades 4-12. York,

Me. -Stenhouse Publishers

Bear, D. & Johnston, F. (2000). Words their way: Word study for phonics, vocabulary, and
spelling instruction. Upper Saddle River, N.J.: Merrill.

Bianchini, L. (2000). NCTE to you. Language Arts, 77, 266

Bromley, K. & Powell, P. (1999). Interest journals motivate student writers. The Reading
Teacher, 53, 111-112

Cole, G. (2000). Direct, explicit, and systematic-bad reading science. Language Arts, 77,

543-545

Dahl, K. & Scharer, P. (2000). Phonics teaching and learning in whole language classroom:
New evidence from research. The Reading Teacher. 53. 584-594

Dressman, M. (1999). Mrs. Wilson's university: A case study in the ironies of good practice.

Language Arts, 76. 500-509 Dudley-Marling, C (1999). Editor's pages. Language Arts, 76, 288-290

Fitzgerald, J. (1999). What is this thing called balance? The Reading Teacher. 53.100-107

Fredericksen, E. (2000). Muted colors: Gender and classroom silence. Language Arts, 77,

301-308

Fresch, M.J. (2001). Journal entries as a window on spelling knowledge. The Reading
Teacher, 54, 500-513.

Giorgis, C. & Johnson, N. (2000). Caldecott and Newberg medal winners for 1999. The

Reading Teacher, 53. 338-343.

Miller, H. (2000). Teaching and learning about cultural diversity: all of us together have a
story to tell. The Reading Teacher. 53, 666-667

Rasinski, T. (2000). Speed does matter. The Reading Teacher, 54,146-151.

Ray, K. (1999). Wondrous words: Writers and writing in the elementary classroom. Urbana,

ILL.: National Council of Teachers of English.

Richards, M. (2000). Be a good detective: solve the case of oral reading fluency. The
Reading Teacher, 53, 534-539.

Short, K. & Kaufman, G. (1999). Teacher-Watching: Examining teacher talk in literature circles. Language Arts, 76, 377-400.

Turbil, J. (2000). Developing a spelling conscience. Language Arts. 77, 209-216.

Wright, K. (2000). Weekly spelling meetings: Improving spelling instruction through classroom-based inquiry. Language Arts. 77, 218-233

CHILDREN'S LITERATURE IN THE MULTICULTURAL INCLUSIVE CLASSROOM

Student Made Books

This course is designed for teacher candidates to examine authentic literature with special emphasis on multicultural literature and literature that treats exceptionalities. In addition, teacher candidates review and analyze a cross-section of genre and key literary elements for the purpose of developing strategies that integrate literature into teaching units congruent with the skills, knowledge, and values evident in the New Jersey Core Curriculum Content Language Arts Standards.

These self-made books represent one of the products that teacher candidates develop as a result of analyzing children's literature and being engaged in meaningful peer discussion of the literary elements. This activity exemplifies teacher candidates' knowledge of children's literature and literary elements, skills in applying the knowledge to text and teaching units, and an appreciation and value for the vast field of literature.

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