EDU 307:
Children's Literature and Literacy
Course Description: Some human stories endure for centuries. Literature sheds light on the past and explores this future. This course utlizes the power of teaching with Children's literature in order to undersatnd how we make meaning in the world. We will cover the content and pedagogical explore foundational knowledge of literature, the social practices of meaning making ,and strategies for teaching
J. Gregory McVerry
Davis Hall 209B
mcverryj1@southernct.edu
twitter: @jgmac1106
skype:jgregmcverry@gmail.com
Objective One:
Understand literature as a pathway to literacy.
Objective Two:
Analyze how voices are amplified and lost in children's literature
Objective Three:
Define and identify methods of teaching elements of literature
Objective Four:
Read and review a variety of high quality children's literature
Objective Five:
Compose a variety of published pieces of varying lengths and genres while engaged in a community of readers and writers.
Objective Six:
Teach elements of literature and different genres of children's literature to your peers
Tasks
Blogging
You will mantain a blog for this class. Tutorials in person and live video chat help will be offered on schedule the first two weeks. Also you may stop in for Design Studio times every Wed from 12:00-1:00. This design studio time is open to all my classes and sections. You can get help on your website, a class project, your blog, or just use it as a structured work hour.
I also co-host Homebrew Website Club the 2nd and 4th Wednesday from 5:30-7:30 (subject to change with spring coaching schedule). You can drop in and get help on anything with a personal website. Many students and alumni join us in person or online.
Literacy has changed. Coming to class without a website is like showing up without a pencil.
Read
Each module has 2-4 assigned readings. As you complete the reading take notes however you want. However for each piece you will publish a synthesis piece. That is a post that you will send in reply to the module that contains quotes, thoughts, and reflection of each piece.
The modules will run on a weekly Thursday to Thursday schedule. A synthesis post must be submitted for every reading. Only those pust published on time will be counted as submitted.
Book Reviews
You must write seven book reviews for the end of the semester. You will write these as blog posts and add a category called book reviews. You will choose only award winning books or selection from diverse text.
I offer workshop time every Wednesday from 12:00-1:00 where you can work on assignments, work on your blog, or just use the time to join a focused community of scholars and creators. You can also stop by Homebrew Website Club the second and fourth Wednesday of the month (my spring coachin or Cub Scout schedule may change the date)for help on your website or blog.
Book Clubs
Throughout the semester you will be asked to gather with other students and read books together. You will then share reflections (either a blog post or video) about reading these books on your blog. These can also be books that you review.
We will read two books as a class. "Bucking the Sarge" and "Handbook for Boys" We will begint he bookjs 2/25 and each book will run for five weeks. During that five week session you must attend three live synchronous events. These will be offered every week: in person, on video chat, or a text chat. The weekly chat schedule will be posted.
Hybrid Teaching
This class scaffolds your understanding of crafting a literacy lesson plan. We will first annotate the CCSS and see how knowledge and skills in the learning of Literature progress over grade bands. You will then craft a mini-lesson, and then as a group teach a week of class.
You will create a video the provides direct instruction in some element of character analysis.
As a group you will plan and teach a module on a genre of children's literature. Groups and topics will be chosen at random. We will measure your dispostions as an educator during this unit. How well you plan, work with others, communicate formally, and set and reach goals and obnjectives will be key to your performance. Continued growth on the dispositions measure is required to mantain good standing.
Schedule
Modules
Week
Tasks
What is Children's Literature
- Create A WordPress Blog
- Publish your first post with your goals for the class and your goals as a writer.
- Publish a definition of literacy using no words
Elements of Literature
- Create a slide deck (ppt) to teach an element of literature
- Evaluate Workshop mini lessons
Literacies and Worldviews
- Read with your Book Club
- As a group discuss "Thrice Lessons Learned." How well you manage, scheudle and work with your group will be included in the dispostions measure
- Create a diary of how you see mass media influencing the way children make meaning. Post at leat five notes.
Workshop Methods
Watch the YouTube playlist. Discuss the videos with your peers.
Literature and Read Alouds
Watch the read aloud examples. Then record yourself completing another read-aloud. Digital Dump Two is due.
Poetry
- Create a multimdeia poem
Build A Module
- Create Your Assigned Module Template
Each Group Teaches One Module
- Complete Each Module Posted by Other Groups
- You Teach Your Own Module
- Provide feedback to your peers
Final Assignments
- Submit Genre Study
- Self Grading Essay
Required Readings
Alverson, B. (2014). Teachign with Graphic Novels. School Library Journal. http://www.slj.com/2014/09/feature-articles/the-graphic-advantage-teaching-with-graphic-novels/#_
Blanchard, J. S. (1982). Anthropomorphism in beginning readers. The Reading Teacher, 35(5), 586–591. JSTOR. Retrieved from http://www.jstor.org/stable/10.2307/20198047
Clarke, L. W., & Holwadel, J. (2007). “Help! What Is Wrong With These Literature Circles and How Can We Fix Them?” The Reading Teacher, 61(1), 20-29. doi:10.1598/RT.61.1.3
Duthie, C., & Zimet, E. K. (1992). “ Poetry Is Like Directions for Your Imagination!”. Reading Teacher, 46(1), n1. Retrieved from http://eric.ed.gov/ERICWebPortal/recordDetail?accno=EJ449771
Farris, PJ; Fuhler, C. (1994). Developing social studies concepts through picture books. The Reading Teacher, 47(5), 380-387. Retrieved from http://www.jstor.org/stable/10.2307/20201271
Flatley, J. K., & Rutland, A. D. (1986). Using wordless picture books to teach linguistically/culturally different students. The Reading Teacher, 40(3), 276–281. JSTOR. Retrieved from http://www.jstor.org/stable/10.2307/20199382
Flickinger, G. G., Garcia, I. M., & Long, E. S. (1992). Beanstalk heroes: Jack and Jim in an integrated primary curriculum. The Reading Teacher, 46(1), 75–79. JSTOR. Retrieved from http://www.jstor.org/stable/10.2307/20201016
Ford, M. P., Opitz, M. F., & Ford, P. (2002). Using Centers to Engage Children during Guided Reading Time: Intensifying Learning Experiences Away from the Teacher. The Reading Teacher, 55(8), 710-717.
Frey, B. B., Lee, S. W., Tollefson, N., Pass, L., Massengill, D., The, S., Jun, N. M., et al. (2005). Balanced Literacy in an Urban School District. The Reading Teacher, 98(5), 272-280.
Gibson, S. A. (2009). Grade Effective Guided Framework Writing Primary- Instruction for. The Reading Teacher, 62(4), 324-334. doi:10.1598/RT.62
Guthrie, J. T. (1983). Research Views: Preschool Literacy Learning. The Reading Teacher, 37(3), 318–320. JSTOR. Retrieved from http://www.jstor.org/stable/10.2307/20198461
Heald-Taylor, B. G. (1996). Three paradigms for literature instruction in grades 3 to 6. The Reading Teacher, 49(6), 456–466. JSTOR. Retrieved from http://www.jstor.org/stable/10.2307/20201649
Helen, R., & Yopp, H. K. (2000). Sharing Informational Text with Young Children. Reading, 53(5), 410-423.
Hiebert, E. H., & Colt, J. (1989). Patterns of literature-based reading instruction. The Reading Teacher, 43(1), 14–20. JSTOR. Retrieved from http://www.jstor.org/stable/10.2307/20140197
Isom, B. A., & Casteel, C. P. (1991). Creating a Writing-Rich Environment in the Preschool Classroom. The Reading Teacher, 44(7), 520–521. JSTOR. Retrieved from http://scholar.google.com/scholar?hl=en&btnG=Search&q=intitle:Creating+a+Writing-Rich+Environment+in+the+Preschool+Classroom#0
Kelly, P. R., & Marcos, S. (1990). Guiding response young to students’ response to literature. Reading Teacher, 43(7), 464-470.
Kurkjian, C., Livingston, N., & Young, T. (2006). Worlds of Fantasy. The Reading Teacher, 59(5), 492-503. doi:10.1598/RT.59.5.10
Lapp, D., Flood, J., Goss, K., & York, N. (2000). Desks Don’t Move Students Do: In Effective Classroom Environments. Reading Teacher, 54(1), 31-36.
Linaberger, M. (2004). Poetry Top 10: A Foolproof Formula for Teaching Poetry. The Reading Teacher, 58(4), 366-372. doi:10.1598/RT.58.4.6
Miller, W. H. (1971). Organizing a first grade classroom reading for individualized instruction. The Reading Teacher, 24(8), 748-752.
Morrow, L. M., & Tracey, Diane H, Woo, Deborah, Pressley, M. (1999). Characteristics of Exemplary Firs-Grade Literacy Instruction. Reading Teacher, 52(5), 462-476.
Moss, B. (1991). Children’s Nonfiction Trade Books: A Complement to Content Area Texts. Reading, 45(1), 26-32.
Neuman, S. B., Roskos, K., & Neuman, B. (1990). Play , Print, and Purpose: Enriching Play Environments for Literacy Development. Reading, 44(3), 214-221.
Norton, D. E. (2012). ENGAGING IN LITERATURE Webbing and historical fiction. Reading, 46(5), 432-436.
Pentimonti, J. M., Zucker, T. a., Justice, L. M., & Kaderavek, J. N. (2010). Informational Text Use in Preschool Classroom Read-Alouds. The Reading Teacher, 63(8), 656-665. doi:10.1598/RT.63.8.4
Pressley, M., Rankin, J., & Yokoi, L. (1996). A Survey of Instructional Practices of Primary Teachers Nominated as Effective in Promoting Literacy. The Elementary School Journal, 96(4), 363. doi:10.1086/461834
Reutzel, D. R., & Cooter, R. B. (1991). Organizing for Effective Instruction : The Reading Workshop. The Reading Teacher, 44(8), 548–554. JSTOR. Retrieved from http://www.jstor.org/stable/20200734
Rickards, D., & Hawes, S. (2006). Connecting Reading and Writing through Author’s Craft. The Reading Teacher, 60(4), 370-373.
Rycik, M. T., & Rosler, B. (2009). The Return of Historical Fiction. The Reading Teacher, 63(2), 163-166. doi:10.1598/RT.63.2.8
Spencer, B. (2003). Text maps: Helping students navigate informational texts. The Reading Teacher, 56(8), 752-756. Retrieved from http://www.jstor.org/stable/10.2307/20205291
Stewart, L. T., & Stewart, T. (1997). Readers Theatre and the Writing Workshop: Using Children’s Literature to Prompt Student Writing. Reading, 51(2), 174-175.
Swift, K. (1993). Try in Reading Workshop in Your Classroom. The Reading Teacher, 46(5), 366-371. Wagner, L., Nott, J. G., Agnew, A. T., Teacher, R., Agnew, T., & Amy, D. (2011). The nuts and bolts of teaching first-grade writing a journal through workshop. Reading, 55(2), 120-125.
Young, T. A., Bruchac, J., Livingston, N., & Kurkjian, C. (2004). Children’s Books: Folk Literature: Preserving the Storytellers' Magic. The Reading Teacher, 57(8), 782-792.
Winn, M. (2015). Exploring the Literate Trajectories of Youth Across Time and Space, Mind, Culture, and Activity, 22:1, 58-67, DOI: 10.1080/10749039.2014.990037