Ashmore, Rhea A.

English

University of Montana

University of Montana ScholarWorks at University of Montana Syllabi Course Syllabi Fall 9-1-2007 C&I 316.01: Children's Literature and Critical Reading Rhea A. Ashmore University of Montana - Missoula, rhea.ashmore@umontana.edu Follow this and additional works at: https://scholarworks.umt.edu/syllabi Let us know how access to this document benefits you. Recommended Citation Ashmore, Rhea A., "C&I 316.01: Children's Literature and Critical Reading" (2007). Syllabi. 11022. https://scholarworks.umt.edu/syllabi/11022 This Syllabus is brought to you for free and open access by the Course Syllabi at ScholarWorks at University of Montana. It has been accepted for inclusion in Syllabi by an authorized administrator of ScholarWorks at University of Montana. For more information, please contact scholarworks@mso.umt.edu.   1  Curriculum and Instruction 316 Children’s Literature and Critical Reading  Fall Semester 2007  Faculty Information      Professor Rhea Ashmore, Ed.D. Office:  ED 310; Phone:  243-5415 (voice mail available);  E-mail:  rhea.ashmore@mso.umt.edu Office Hours: Wednesday 2-4 and Thursday 2:30-3:30 and by appointment   Prerequisite is C&I 303 Educational Psychology and Measurement, and co-requisites are C&I 318 Teaching Language Arts K-8 and C&I 300 Field Experience/Elementary Language Arts (unless earning Library Media Endorsement or Literacy Endorsement).  All students must practice academic honesty. Academic misconduct is subject to an academic penalty by the course instructor and/or disciplinary sanction by the University. All students need to be familiar with the Student Conduct Code. The Code is available for review online at http://www.umt.edu/SA/VPSA/index.cfm/page/1321. Course Purposes Course purposes are: • to fulfill relevant standards for the State of Montana Professional Educator Preparation Program Standards and Procedures 10.58.508 Elementary: Candidates demonstrate a high level of competence in the use of English language arts and demonstrate knowledge, understanding, and use concepts from reading, language, literature, and child development to teach reading, writing, speaking, listening, and thinking skills, and to help students successfully apply their developing skills to many different situations, materials, and ideas; • to fulfill relevant standards for the State of Montana Professional Educator Preparation Program Standards and Procedures 10.58.521 Reading Specialists K-12: (a) Candidates demonstrate knowledge of the foundations of reading and writing processes and instruction, including an understanding and recognition of the distinct and unique cultural heritage of American Indians, (b) demonstrate knowledge and understanding of individual, cultural, linguistic, and ethnic diversity in the teaching process, and (c) demonstrate instructional approaches, methods, and curriculum materials to support reading and writing instruction; • to fulfill relevant standards for the State of Montana Professional Educator Preparation Program Standards and Procedures 10.58.517 Library Media K-12: Candidates manage library collections through evaluation, selection, acquisition, and organization of library materials for staff, faculty, and diverse learners, including American Indian learners;   2  Student Outcomes  Teacher Education candidates will:  • reflect and write one’s personal reading history (reading autobiography); • read and respond to 70 children’s books representing a variety of genres (literature datasheet);  • read and respond to multicultural/international literature, including American Indian literature (literature datasheet). • read aloud children’s books with fluency: proper rate, accuracy, and expression; • memorize, recite, and apply literary elements to poetry (poetry recitation); • apply literary elements to children’s literature (exam and original book); • defend using a potentially controversial children’s book in the classroom (group project); and • write an original children’s book.                    Instructional Methods Methodology used includes: modeling; presentations; and student participation in reading and responding to children’s literature through writing, speaking, listening, creating, and viewing. Student Outcomes and Evaluation Criteria (based on 100 points)  10 points Reading autobiography 30 points Literature datasheet to be collected two times during the semester (worth 15 points each submission)    3 points Read aloud of children’s book   3 points Poetry recitation 19 points Exam   15 points Group oral report: Controversial book rationale   20 points Final project: Writing and reading aloud original children’s book  A+ 100-99, A 98-94, A- 93-92, B+ 91-90, B 89-86, B- 85-84, C+ 83-82, C 81-78, C- 77-76, D+ 75-74, D 73-71, D- 70-68 Attendance is required. More than two absences will result in a reduction in your final grade.  Written work completed outside class must be word-processed using the Publication Manual of the American Psychological Association (2001) format. Do use the Writing Lab, peer editing, and self editing prior to submitting written assignments. Use a binder clip to secure all submissions with the relevant assessment rubric serving as its cover sheet.       3  Required Readings        Publication manual of the American Psychological Association (5th ed.). (2001). Washington, DC: American Psychological Association. Textbook and Course Pack Anderson, N. A. (2006). Elementary children’s literature: The basics for teachers and    parents (2nd ed.). Boston: Pearson Education. Course Pack for C&I 316 (sections 1 & 2). Trade Books Bridges, R. (1999). Through my eyes. New York: Scholastic. Codell, E. R. (2003). Sahara Special. New York: Scholastic. Collard, S. B. (2003). B is for Big Sky Country: A Montana alphabet. Chelsea, MI:  Sleeping Bear Press. Lowry, L. (1993). The Giver. New York: Bantam Doubleday Dell Books for Young  Readers. Polacco, P. (1994). Pink and Say. New York: Philomel Books. Prelutsky, J. (1983). The Random House book of poetry for children. New York: Random House. Smith, C. L. (2000). Jingle dancer. New York: Morrow Junior Books. Young, E. (1989). Lon Po Po: A Red-Riding Hood story from China. New York: Penguin Putnam Books for Young Readers. Required Writing Resource For online assistance with the publication manual see: http://owl.english.purdue.edu/handouts/print/research/PDFs/r_apa.pdf      4  Recommended Readings          In addition to the above required readings, students will explore resources available at the Missoula Public Library and the Mansfield Library on The University of Montana campus. Journals and other publications appropriate for use in selecting and evaluating children’s literature should be consulted. Tentative Schedule: Fall 2007 (TO DO)  Week 1 8.28 Introduction, Our community of learners, course pack (CP) p. 6 8.30 APA format, standards, form and name literature circles, Anderson (A) chapters 1 & 2, CP pp. 1-5 & 7, assign trade books to bring to next class to explore genres  Week 2 9.4 Exploring the seven genres and literary elements, CP p. 7   9.6 Artistic elements, A 3, CP p.8, give assignment #1, CP pp. 8-11 Week 3            9.11 Reading aloud, A 14, assign read alouds, begin group read aloud, peer edit A#1    9.13     Multicultural literature (ML), A 8, collect assignment #1 Week 4 9.18 ML cont’d, Jingle Dancer (Smith, 2000), CP pp. 15-24,     checkpoint re: final project and datasheets   9.20     Visit Missoula Public Library, bring CP pp. 12-14 to library Week 5            9.25     Early childhood books, A 4, CP pp. 25-28  9.27  Children’s book awards, A pp. 26-30,   peer edit datasheets      Week 6 10.2 Poetry and verse, A 13, give poetry assignment, CP p. 29,     collect datasheet with 35 entries (5 books per genre)  10.4 Poetry cont’d, The Random House Book of Poetry for Children (Prelutsky, 2000) Week 7 10.9 Traditional fantasy, A 5, CP p. 30 10.11 Traditional fantasy cont’d, Lon Po Po (Young, 1989), poetry recitations     Week 8            10.16   Modern fantasy, A 6 & 7, CP p. 31,  assign group oral report, A pp. 205-208, CP pp. 32-41 10.18  Book-binding workshop with Courtney, bring last 3 pages of the  rubric section provided on the first day of class Week 9  10.23 Modern fantasy cont’d, The Giver (Lowry, 1993)       10.25  Read alouds, exam                                           5  Week 10 10.30 Contemporary realistic fiction (CRF), A 9          11. 1 CRF cont., Sahara Special (Codell, 2003), CP p. 42            . Week 11 11.6 Historical fiction, A 10, Pink and Say (Polacco, 1994), read alouds,                                                  CP p. 43 11.8 Biography/Autobiography, A 11, read alouds, Through my Eyes (Bridges, 1999), CP p. 44 (UM Day of Dialogue)       Week 12 11.13 Independent Study (group oral reports, datasheets, and                                                                      original children’s books) 11.15 Independent Study                                                                                                                               Week 13          11.20 Independent Study 11.22 Happy Thanksgiving (Holiday)                          Week 14          11.27 Group oral reports, collect datasheets with 70 entries (10 books per genre)                         11.29 Informational books, A 12, B is for Big Sky Country: A Montana alphabet (Collard, 2003), read alouds  Week 15 12.4 Show and tell of original children’s books, children’s books due 12.6 Show and tell of original children’s books continued, remaining books due  Finals’ Week Section 1 (11:10-12:30) meets on Tuesday, December 11, 10:10; Section 2 (1:10-2:30) meets Tuesday, December 11, 3:20. For both sections, return children’s books and closure.   6  Emergency Preparedness and Response         As members of a learning community, we all have responsibilities for each other that extend beyond the teaching/learning experience and transcend our roles in that dimension.  We are, as human beings, responsible for the protection and well-being of other members of our group, and one dimension of our individual and group responsibility in that area relates to how we prepare for, and respond to, emergencies.  Toward that end, the following are important: • In the event we need to evacuate the building, our primary route will be the nearest marked exit. If that route is blocked, our secondary route will be the next nearest marked exit of the building.   • If you hear an alarm or are told to evacuate, always assume the emergency is real.  Be sure to take coats, backpacks, and valuables since the building may be closed for some time. • Everyone should report to either the designated outdoor rally point or the indoor rally point (should conditions make it necessary to seek shelter in another building). Our outdoor rally point is in the area south of the Education Building, at least 300 feet from the building exit. Our indoor rally point is McGill Hall. We should reconvene as a group at the rally point so we can determine if anyone is missing.   • Do not use elevators as a means of evacuating, and do not use cell phones until safely away from the building.   • As the instructor of this course, I would ask students who feel they may require assistance in evacuating to privately inform me of that need. Together we will preplan appropriate assistance.   • I would also request that students with a medical condition that could present an emergency privately inform me of that situation. Again, this notification is so we can preplan an appropriate response should an emergency occur.   • As soon as the class roster stabilizes, I will route a sign-up sheet for students to identify whether or not they possess current first aid and/or CPR certification. This information will be passed on to the Facility Emergency Coordinator for use should a need for first aid expertise arise.   

C&I 316.01: Children\u27s Literature and Critical Reading

University of Montana ScholarWorks at University of Montana Syllabi Course Syllabi Fall 9-1-2006 C&I 316.01: Children's Literature and Critical Reading Rhea A. Ashmore University of Montana - Missoula, rhea.ashmore@umontana.edu Follow this and additional works at: https://scholarworks.umt.edu/syllabi Let us know how access to this document benefits you. Recommended Citation Ashmore, Rhea A., "C&I 316.01: Children's Literature and Critical Reading" (2006). Syllabi. 10803. https://scholarworks.umt.edu/syllabi/10803 This Syllabus is brought to you for free and open access by the Course Syllabi at ScholarWorks at University of Montana. It has been accepted for inclusion in Syllabi by an authorized administrator of ScholarWorks at University of Montana. For more information, please contact scholarworks@mso.umt.edu.   1  Curriculum and Instruction 316 Children’s Literature and Critical Reading  Fall Semester 2006  Faculty Information  Professor Rhea Ashmore, Ed.D. Office:  ED 310; Phone:  243-5415 (voice mail available);  E-mail:  rhea.ashmore@mso.umt.edu Office Hours: Wednesday 2-4 and Thursday 2:30-3:30 and by appointment    Prerequisite is C&I 303 Educational Psychology and Measurement, and co-requisites are C&I 318 Teaching Language Arts K-8 and C&I 300 Field Experience/Elementary Language Arts.   All students must practice academic honesty. Academic misconduct is subject to an academic penalty by the course instructor and/or disciplinary sanction by the University. All students need to be familiar with the Student Conduct Code. The Code is available for review online at http://www.umt.edu/SA/VPSA/index.cfm/page/1321.  Course Purposes Course purposes are: • to fulfill the State of Montana Professional Educator Preparation Program Standards and Procedures 10.58.508: Elementary Education Indicators of Quality (b) Curriculum—Candidates know, understand, and use the central concepts as outlined in Montana’s student content and performance standards, tools of inquiry, and structures of content across grades K-8 and can engage students in meaningful learning experiences that develop students’ competence in subject matter and skills for various developmental levels: (i) Candidates demonstrate a high level of competence in the use of English language arts and they know, understand, and use concepts from reading, language, literature, and child development to teach reading, writing, speaking, listening, and thinking skills, and to help students successfully apply their developing skills to many different situations, materials, and ideas; • to fulfill relevant standards for the State of Montana Professional Educator Preparation Program Standards and Procedures 10.58.521: Reading Specialists K-12;  • to read a variety of genres and multicultural and international children’s literature; • to know the components of quality picture books and chapter books; • to evaluate children’s literature critically; • to be familiar with major authors and illustrators and literature book awards; • to respond in oral, visual, and written formats to children’s literature;  • to engage teacher education candidates and children in reading good books for both academic reading and for pleasure reading; • to model how to read quality children’s literature in the classroom.   2  Student Outcomes Teacher Education candidates will:  • review State of Montana Elementary Education standards and Standards for the English Language Arts (National Council of Teachers of English & International Reading Association). • read more than 75 children’s books representing a variety of genres to understand the dimensions of children’s literature.  • know leading authors and illustrators of children’s literature. • use criteria to evaluate children’s literature and choose literature appropriate to a reader or group of readers. • examine children’s book awards by reading books and listing relevant awards received.  • use a variety of levels of questions to address the hierarchy of thinking skills. • recognize literary and artistic elements of children’s literature. • develop an understanding of and respect for diversity by reading multicultural and international children’s literature. • build a literature datasheet of titles and authors and illustrators of children’s books for initiating a professional library of children’s literature.  • read aloud children’s literature with fluency: proper rate, automaticity with accuracy, and expression. • know and use Internet sites and technology related to children’s literature. • write an original children’s book.  Instructional Methods  Methodology used includes: modeling; presentations; and student participation in reading and responding to children’s literature through writing, speaking, listening, creating, and viewing.  Student Outcomes and Evaluation Criteria (based on 100 points)  30 points Literature datasheet and literature profiles to be collected two times during the semester (maximum 15 points each submission)  20 points Two written assignments worth 10 points each 10 points Midterm exam     5 points Oral reading of a children’s book to the class 15 points Written group project: a rationale for using a potentially controversial trade book.  20 points Final project (writing your original children’s book)   A+ 100-99, A 98-94, A- 93-92, B+ 91-90, B 89-86, B- 85-84, C+ 83-82, C 81-78, C- 77-76, D+ 75-74, D 73-71, D- 70-68              Attendance is required. More than two absences will result in a reduction in your final grade.  Written work completed outside class must be word-processed using the Publication Manual of the American Psychological Association (2001) format. Do use   3  the Writing Lab, peer editing, and self editing prior to submitting written assignments. Use a binder clip to secure all submissions with the relevant assessment rubric serving as its cover sheet. Required Readings Textbook and Course Pack  Anderson, N. A. (2006). Elementary children’s literature: The basics for teachers and     parents (2nd ed.). Boston: Pearson Education.  Course Pack for C&I 316 (sections 1 & 2).  Trade Books  Bridges, R. (1999). Through my eyes. New York: Scholastic. Codell, E. R. (2003). Sahara Special. New York: Scholastic. Collard, S. B. (2003). B is for Big Sky Country: A Montana alphabet. Chelsea, MI:  Sleeping Bear Press. Lowry, L. (1993). The Giver. New York: Bantam Doubleday Dell Books for Young  Readers. Polacco, P. (1994). Pink and Say. New York: Philomel Books. Prelutsky, J. (1983). The Random House book of poetry for children. New York: Random House. Smith, C. L. (2000). Jingle dancer. New York: Morrow Junior Books. Young, E. (1989). Lon Po Po: A Red-Riding Hood story from China. New York: Penguin Putnam Books for Young Readers. Required Writing Resource  Publication manual of the American Psychological Association (5th ed.). (2001). Washington, DC: American Psychological Association. For online assistance with the publication manual see: http://owl.english.purdue.edu/handouts/print/research/PDFs/r_apa.pdf    4  Recommended Readings    In addition to the above required readings, students will explore resources available at the Missoula Public Library and the Mansfield Library on The University of Montana campus. Journals and other publications appropriate for use in selecting and evaluating children’s literature should be consulted.   Internet resources and addresses change frequently. Explore the many sites available including http://www.ucalgary.ca/~dkbrown/index.html and the textbook site www.prenhall.com/darigan .   Tentative Schedule: Fall 2006  Week 1 8.29 Introduction, standards, course pack pp. 1-6 8.31 APA format, form and name literature circles, Anderson (A) chapters 1 & 2, course pack (CP) p. 7, bring all required trade books to class to explore genres  Week 2 9.5 Artistic elements, A 3, CP p.8, reinforcement of course      requirements, give assignment #1, CP pp. 9-15 9.7 Visit Missoula Public Library, CP pp. 16-18  Week 3            9.12  Reading aloud, A 14, peer edit A#1, begin read aloud  9.14      Read aloud favorite books, collect assignment #1  Week 4 9.19 Multicultural literature (ML), A 8   9.21 ML cont’d, Jingle Dancer (Smith, 2000), CP pp. 19-28,     checkpoint re: final project, datasheets, and literature profiles  Week 5            9.26     Early childhood books, A 4, CP pp. 29-32  9.28  Children’s book awards, A pp. 26-30,   peer edit datasheets and fiction/narrative profiles  Week 6 10.3 Poetry and verse, A 13, give assignment #2, CP p. 33,     collect datasheet with 35 entries and 1 fiction profile 10.5 Poetry cont’d, The Random House Book of Poetry for Children (Prelutsky, 2000)  Week 7            10.10   Traditional fantasy, A 5, peer edit A #2, CP p. 34   10.12   Traditional fantasy cont’d, Lon Po Po (Young, 1989), collect assignment #2    Week 8            10.17 Modern fantasy, A 6 & 7, CP p. 35,  assign group project, A pp. 205-208, CP pp. 36-45  10.19  Book-binding workshop with Courtney, bring last 3 pages of the  rubric section provided on the first day of class    5   Week 9  10.24 Modern fantasy cont’d, The Giver (Lowry, 1993)      10.26   Contemporary realistic fiction (CRF), A 9                                         Week 10 10.31  CRF cont., Sahara Special (Codell, 2003), CP p. 46   11.2 Read alouds, 2/3rd term examination  Week 11 11.7 Holiday (Election Day)   11.9 Historical fiction, A 10, read alouds, group projects due  Week 12          11.14 Historical fiction cont’d, Pink and Say (Polacco, 1994), read                alouds, CP p. 47                         11.16  Biography/Autobiography, A 11, read alouds, Through my Eyes (Bridges, 1999), CP p. 48, collect datasheet with 75 entries and 1 nonfiction profile                                                                                                                               Week 13          11.21 Work on original children’s book (independent study)                                                 11.23 Holiday (Happy Thanksgiving!)     Week 14          11.28 Informational books, A 12, B is for Big Sky Country: A Montana  alphabet (Collard, 2003), read alouds 11.30 Media-based children’s literature   Week 15 12.5 Show and tell of original children’s books, children’s books due 12.7 Show and tell of original children’s books continued, remaining books due  Finals’ Week Section 1 (11:10-12:30), Thursday, December 14, 10:10; Section 2 (1:10-2:30), Thursday, December 14, 3:20. For both sections, return children’s books and closure.   6  Emergency Preparedness and Response   As members of a learning community we all have responsibilities for each other that extend beyond the teaching/learning experience and transcend our roles in that dimension.  We are, as human beings, responsible for the protection and well-being of other members of our group, and one dimension of our individual and group responsibility in that area relates to how we prepare for, and respond to, emergencies.  Toward that end, the following are important:  • In the event we need to evacuate the building, our primary route will be the nearest marked exit. If that route is blocked, our secondary route will be the next nearest marked exit of the building.   • If you hear an alarm or are told to evacuate, always assume the emergency is real.  Be sure to take coats, backpacks, and valuables since the building may be closed for some time. • Everyone should report to either the designated outdoor rally point or the indoor rally point (should conditions make it necessary to seek shelter in another building). Our outdoor rally point is in the area south of the Education Building, at least 300 feet from the building exit. Our indoor rally point is McGill Hall. We should reconvene as a group at the rally point so we can determine if anyone is missing.   • Do not use elevators as a means of evacuating, and do not use cell phones until safely away from the building.   • As the instructor of this course, I would ask students who feel they may require assistance in evacuating to privately inform me of that need. Together we will preplan appropriate assistance.   • I would also request that students with a medical condition that could present an emergency privately inform me of that situation. Again, this notification is so we can preplan an appropriate response should an emergency occur.   • As soon as the class roster stabilizes, I will route a sign-up sheet for students to identify whether or not they possess current first aid and/or CPR certification. This information will be passed on to the Facility Emergency Coordinator for use should a need for first aid expertise arise.        

University of Montana ScholarWorks at University of Montana University of Montana Course Syllabi Open Educational Resources (OER) Spring 2-1-2007 C&I 316.01: Children's Literature and Critical Reading Rhea A. Ashmore University of Montana, Missoula, rhea.ashmore@umontana.edu Follow this and additional works at: https://scholarworks.umt.edu/syllabi Let us know how access to this document benefits you. Recommended Citation Ashmore, Rhea A., "C&I 316.01: Children's Literature and Critical Reading" (2007). University of Montana Course Syllabi. 11631. https://scholarworks.umt.edu/syllabi/11631 This Syllabus is brought to you for free and open access by the Open Educational Resources (OER) at ScholarWorks at University of Montana. It has been accepted for inclusion in University of Montana Course Syllabi by an authorized administrator of ScholarWorks at University of Montana. For more information, please contact scholarworks@mso.umt.edu.   1  Curriculum and Instruction 316 Children’s Literature and Critical Reading  Spring Semester 2007  Faculty Information  Professor Rhea Ashmore, Ed.D. Office:  ED 310; Phone:  243-5415 (voice mail available);  E-mail:  rhea.ashmore@mso.umt.edu Office Hours: Wednesday 2-4 and Thursday 2:30-3:30 and by appointment    Prerequisite is C&I 303 Educational Psychology and Measurement, and co-requisites are C&I 318 Teaching Language Arts K-8 and C&I 300 Field Experience/Elementary Language Arts (unless earning Library Media Endorsement or Literacy Endorsement).   All students must practice academic honesty. Academic misconduct is subject to an academic penalty by the course instructor and/or disciplinary sanction by the University. All students need to be familiar with the Student Conduct Code. The Code is available for review online at http://www.umt.edu/SA/VPSA/index.cfm/page/1321.  Course Purposes Course purposes are: • to fulfill the State of Montana Professional Educator Preparation Program Standards and Procedures 10.58.508: Elementary Education Indicators of Quality (b) Curriculum—Candidates know, understand, and use the central concepts as outlined in Montana’s student content and performance standards, tools of inquiry, and structures of content across grades K-8 and can engage students in meaningful learning experiences that develop students’ competence in subject matter and skills for various developmental levels: (i) Candidates demonstrate a high level of competence in the use of English language arts and they know, understand, and use concepts from reading, language, literature, and child development to teach reading, writing, speaking, listening, and thinking skills, and to help students successfully apply their developing skills to many different situations, materials, and ideas; • to fulfill relevant standards for the State of Montana Professional Educator Preparation Program Standards and Procedures 10.58.521: Reading Specialists K-12;  • to read a variety of genres and multicultural and international children’s literature; • to know the components of quality picture books and chapter books; • to evaluate children’s literature critically; • to be familiar with major authors and illustrators and literature book awards; • to respond in oral, visual, and written formats to children’s literature;  • to engage teacher education candidates and children in reading good books for both academic reading and for pleasure reading; • to model how to read quality children’s literature in the classroom.   2  Student Outcomes Teacher Education candidates will:  • review State of Montana Elementary Education standards and Standards for the English Language Arts (National Council of Teachers of English & International Reading Association). • read more than 75 children’s books representing a variety of genres to understand the dimensions of children’s literature.  • know leading authors and illustrators of children’s literature. • use criteria to evaluate children’s literature and choose literature appropriate to a reader or group of readers. • examine children’s book awards by reading books and listing relevant awards received.  • use a variety of levels of questions to address the hierarchy of thinking skills. • recognize literary and artistic elements of children’s literature. • develop an understanding of and respect for diversity by reading multicultural and international children’s literature. • build a literature datasheet of children’s books for initiating a professional library of children’s literature.  • read aloud children’s literature with fluency: proper rate, automaticity with accuracy, and expression. • know and use Internet sites and technology related to children’s literature. • write an original children’s book.  Instructional Methods  Methodology used includes: modeling; presentations; and student participation in reading and responding to children’s literature through writing, speaking, listening, creating, and viewing.  Student Outcomes and Evaluation Criteria (based on 100 points)  30 points Literature datasheet to be collected two times during the semester (worth 15 points each submission)  20 points Two written assignments (worth 10 points each) 10 points Exam     5 points Oral reading of a children’s book to the class 15 points Group project: Rationale for using a potentially controversial trade book.  20 points Final project (writing your original children’s book)   A+ 100-99, A 98-94, A- 93-92, B+ 91-90, B 89-86, B- 85-84, C+ 83-82, C 81-78, C- 77-76, D+ 75-74, D 73-71, D- 70-68              Attendance is required. More than two absences will result in a reduction in your final grade.  Written work completed outside class must be word-processed using the Publication Manual of the American Psychological Association (2001) format. Do use   3  the Writing Lab, peer editing, and self editing prior to submitting written assignments. Use a binder clip to secure all submissions with the relevant assessment rubric serving as its cover sheet. Required Readings Textbook and Course Pack  Anderson, N. A. (2006). Elementary children’s literature: The basics for teachers and     parents (2nd ed.). Boston: Pearson Education.  Course Pack for C&I 316 (sections 1 & 2).  Trade Books  Bridges, R. (1999). Through my eyes. New York: Scholastic. Codell, E. R. (2003). Sahara Special. New York: Scholastic. Collard, S. B. (2003). B is for Big Sky Country: A Montana alphabet. Chelsea, MI:  Sleeping Bear Press. Lowry, L. (1993). The Giver. New York: Bantam Doubleday Dell Books for Young  Readers. Polacco, P. (1994). Pink and Say. New York: Philomel Books. Prelutsky, J. (1983). The Random House book of poetry for children. New York: Random House. Smith, C. L. (2000). Jingle dancer. New York: Morrow Junior Books. Young, E. (1989). Lon Po Po: A Red-Riding Hood story from China. New York: Penguin Putnam Books for Young Readers. Required Writing Resource  Publication manual of the American Psychological Association (5th ed.). (2001). Washington, DC: American Psychological Association. For online assistance with the publication manual see: http://owl.english.purdue.edu/handouts/print/research/PDFs/r_apa.pdf    4  Recommended Readings    In addition to the above required readings, students will explore resources available at the Missoula Public Library and the Mansfield Library on The University of Montana campus. Journals and other publications appropriate for use in selecting and evaluating children’s literature should be consulted.   Tentative Schedule: Spring 2007  Week 1 1.23 Introduction, course pack (CP) p.6 1.25 APA format, standards, form and name literature circles, Anderson (A) chapters 1 & 2, CP pp. 1-5, 7, bring trade books to class to explore genres  Week 2 1.30 Artistic elements, A 3, CP p.8, reinforcement of course      requirements, give assignment #1, CP pp. 9-11 2.1 Reading aloud, A 14, peer edit A#1, choose “substitute instructor”   Week 3            2.6  Read alouds of  favorite books   2.8        Visit Missoula Public Library, CP pp. 12-14   Week 4 2.13 Multicultural literature (ML), A 8, collect assignment #1   2.15 ML cont’d, Jingle Dancer (Smith, 2000), CP pp. 15-24,     checkpoint re: final project and datasheets  Week 5            2.20     Early childhood books, A 4, CP pp. 25-28  2.22  Children’s book awards, A pp. 26-30,   peer edit datasheets   Week 6 2.27 Poetry and verse, A 13, give poetry assignment, CP p. 29,     collect datasheet with 35 entries (5 books per genre)  3.1 Poetry cont’d, The Random House Book of Poetry for Children (Prelutsky, 2000)  Week 7            3.6 Traditional fantasy, A 5, peer edit poetry assignment, CP p. 30   3.8 Traditional fantasy cont’d, Lon Po Po (Young, 1989), collect poetry assignment     Week 8             3.13    Modern fantasy, A 6 & 7, CP p. 31,  assign group project, A pp. 205-208, CP pp. 32-41  3.15  Book-binding workshop with Courtney, bring last 3 pages of the  rubric section provided on the first day of class  Week 9   3.20 Modern fantasy cont’d, The Giver (Lowry, 1993)       3.22    Read alouds, exam                                         Week 10 Spring Break/No Classes!   5  Week 11 4.3 Contemporary realistic fiction (CRF), A 9  4.5       CRF cont., Sahara Special (Codell, 2003), CP p. 42      Week 12 4.10 Historical fiction, A 10, read alouds  4.12 Historical fiction cont’d, Pink and Say (Polacco, 1994), read                alouds, CP p. 43     Week 13          4.17 Biography/Autobiography, A 11, read alouds, group projects due                         4.19 Biography/Autobiography cont’d, read alouds, Through my Eyes (Bridges, 1999), CP p. 44, collect datasheet with 75 entries                                                                                                                                Week 14          4.24 Informational books, A 12, B is for Big Sky Country: A Montana     alphabet (Collard, 2003), read alouds                         4.26 Work on original children’s book (independent study)                           Week 15 5.1 Show and tell of original children’s books, children’s books due 5.3 Show and tell of original children’s books continued, remaining books due  Finals’ Week Section 1 (1:10-2:30), Wednesday, May 9, 1:10; Section 2 (11:10-12:30), Wednesday, May 9, 9:30. For both sections, return children’s books and closure          .   6  Emergency Preparedness and Response   As members of a learning community we all have responsibilities for each other that extend beyond the teaching/learning experience and transcend our roles in that dimension.  We are, as human beings, responsible for the protection and well-being of other members of our group, and one dimension of our individual and group responsibility in that area relates to how we prepare for, and respond to, emergencies.  Toward that end, the following are important:  • In the event we need to evacuate the building, our primary route will be the nearest marked exit. If that route is blocked, our secondary route will be the next nearest marked exit of the building.   • If you hear an alarm or are told to evacuate, always assume the emergency is real.  Be sure to take coats, backpacks, and valuables since the building may be closed for some time. • Everyone should report to either the designated outdoor rally point or the indoor rally point (should conditions make it necessary to seek shelter in another building). Our outdoor rally point is in the area south of the Education Building, at least 300 feet from the building exit. Our indoor rally point is McGill Hall. We should reconvene as a group at the rally point so we can determine if anyone is missing.   • Do not use elevators as a means of evacuating, and do not use cell phones until safely away from the building.   • As the instructor of this course, I would ask students who feel they may require assistance in evacuating to privately inform me of that need. Together we will preplan appropriate assistance.   • I would also request that students with a medical condition that could present an emergency privately inform me of that situation. Again, this notification is so we can preplan an appropriate response should an emergency occur.   • As soon as the class roster stabilizes, I will route a sign-up sheet for students to identify whether or not they possess current first aid and/or CPR certification. This information will be passed on to the Facility Emergency Coordinator for use should a need for first aid expertise arise.        

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C&I 316.01: Children\u27s Literature and Critical Reading

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