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