EDCI 321-01. Literature for Children
This course a is three-credit course introducing books, magazines, and non-print adaptations
(e.g., audio recordings, books on disk, and video recordings) of literature appropriate for
children’s’ growth in literacy.
Reasonable accommodations are available for students who have documented temporary or
permanent disabilities. All accommodations must be approved through Disability Support
Services located in the Idaho Commons Building, Room 306 in order to notify your
instructor(s) as soon as possible regarding accommodation(s) needed for the course.
 885-6307
 email at <dss@uidaho.edu>
 website at <www.access.uidaho.edu>
College Vision
The College of Education envisions being a leading, diverse, nationally recognized educational
community. Our caring faculty members and innovative curriculum are:
 Preparing professionals through integrated programs grounded in research
 Generating and evaluating knowledge through disciplinary and interdisciplinary
scholarship
 Informing professional practice and community life through the exchange and utilization
of knowledge
Together, our college community is achieving this vision through a culture of openness,
innovation, and collaboration.
College Mission
The College of Education enriches lives by advancing excellence in research and practice in
education, leadership, and applied human arts and sciences (adopted January 27, 2005).
Conceptual Framework University of Idaho educators CARE. Together we develop as scholar
practitioners who value and professionally apply and advance:
Cultural Proficiency;
Assessment, Teaching, and Learning;
Reflective Scholarship & Practice; and,
Engagement in Community Building & Partnerships.
Course Description
EDCI 321-Literature for Children is a three-credit course which is an introduction to literature,
magazines, and non-print adaptations (e.g., audio recordings, books on disk, and video
recordings) of literature appropriate for children’s growth in literacy.
This course is designed for elementary majors, and is an overview of literature for children from
kindergarten through middle school. Focus is on selecting and using appropriate books for the
classroom in literature-based reading instruction and in providing supplementary reading for
content curricular areas in grades K-8.
Participants will read and critique various texts/genres, extend understanding of literary
elements, assess quality/sensitivity to culture in a variety of texts, explore strategies to facilitate
young learners reading and responding to literature, develop techniques to create a collaborative
learning community that supports dialoguing about literature, and learn methods for integrating
literature and other curricular areas.
The content and methods explored in EDCI 321 are guided by a social constructivist perspective
and beliefs/assumptions that literature learning in the classroom can be a tool to address the
diversity in our society/classrooms and be a site of positive, accurate images of all participants in
a multicultural population To accommodate this perspective, critical readings will be used to
demonstrate difference in narratives, world views, and experiences available in children’s books.
Prerequisite(s)
EDCI 302 or Permission
Course Goals and Expectations
By the end of this course, pre-service teachers will gain knowledge of various texts/genres,
extend understanding of literary elements, assess quality/sensitivity to culture in a variety of
texts, explore strategies to facilitate young learners reading and responding to literature, develop
techniques to create a collaborative learning community that supports dialoguing about literature,
and learn methods for integrating literature and other curricular areas.
Course Objectives
Teacher Preparation Standards
1. Knowledge of Subject Matter: The teacher understands the central concepts, tools of
inquiry, and structures of the discipline(s) he or she teaches and can create learning
experiences that make these aspects of subject matter meaningful for students.
2. Knowledge of Human Development and Learning: The teacher understands how
children learn and develop, and can provide learning opportunities that support their
intellectual, social and personal development.
3. Adapting Instruction for Individual Needs: The teacher understands how students differ
in their approaches to learning and creates instructional opportunities that are adapted to
diverse learners.
4. Multiple Instructional Strategies: The teacher understands and uses a variety of
instructional strategies to encourage students’ development of critical thinking, problem
solving, and performance skills.
5. Classroom Motivation and Management: The teacher uses an understanding of
individual and group motivation and behavior to create a learning environment that
encourages positive social interaction, active engagement in learning, and selfmotivation.
6. Communication Skills: The teacher uses knowledge of effective verbal, nonverbal, and
media communication techniques to foster active inquiry, collaboration, and supportive
interaction in the classroom.
7. Instructional Planning Skills: The teacher plans instruction based upon knowledge of
subject matter, students, and curriculum goals.
8. Assessment of Student Learning: The teacher understands and uses formal and informal
assessment strategies to evaluate and ensure the continuous intellectual, social, and
physical development of the learner.
9. Professional Commitment and Responsibility: The teacher is a reflective practitioner
who continually evaluates the effects of his/her choices and actions on others (students,
parents, and other professionals in the learning community) and who actively seeks out
opportunities to grow professionally.
10. Partnerships: The teacher fosters relationships with school colleagues, parents, and
agencies in the larger community to support students’ learning and well-being.
Teacher Education Dispositions










Attends regularly.
Meets timeline commitments.
Dress/Appearance is appropriate and professional.
Maintains appropriate relationships with peers.
Scholar-practitioner demonstrates adequate content knowledge that is current.
Engaged, full participation and takes initiative.
Maintains confidentiality and is ethical.
Maintains appropriate relationships with students.
Committed to and facilitates student's learning in a safe climate.
Maintains appropriate relationships with teachers, administration, parents, and
community members
 Respects and advocates for diversity.
 Responds appropriately to feedback and is flexible.
 Written work communicates clearly and accurately, and is in standard English.
 Verbal communication is clear, accurate, appropriate to the situation, and conventions
used are standard for speaking situations.
Standards and Dispositions and How they are Assessed:
There is more to being a teacher than making good grades while being a teacher candidate.
Faculty in the College of Education observe that while some candidates perform well
academically, they may not demonstrate some of the other essential characteristics of an
effective teacher. That is, it is critical that the teacher preparation programs at University of
Idaho focus on knowledge, dispositions, and performance in our pre-service teachers. The
desired outcome is for our pre-service teachers to possess the content, pedagogy, and
professional dispositions to be effective teachers.
The dispositions focus on the extent to which pre-service teachers recognize and demonstrate
appropriate dispositions commensurate with the teaching profession. A process for evaluating
appropriate dispositions and professional dispositions has been formally implemented in each
designated teacher education course, ranging from selected dispositions in some courses to all
dispositions in courses since Fall, 2004.
Process
The process is a structured system to flag these dispositions well in advance of candidates
entering their professional year. These dispositions are identified throughout the professional
education core courses (EDCI 201, 301, 302 and EDSP 300) and subject methods courses within
the teacher preparation programs. The system is accessed through the URL:
http://coe.ed.uidaho.edu/assessment/
1. The instructor of each course will evaluate candidates when needed during the semester and
two weeks before the end of the semester. Instructors are encouraged to flag dispositions of
concern as soon as possible during the course so that the candidate can develop steps towards
remediation and improvement. For each disposition you will be able to select an assessment (met
dispositions for course, remediate to met, emerging, remediate to emerging, and not met), select
any specific criteria for items that are assessed as not met, and add comments. The assessment
for each disposition is defaulted to ‘Emerging’ for the mid-term assessment and ‘Met’ for the
end of semester assessment. Thus, the instructor identifies only those candidates with whom
there is a concern and flags the disposition as ‘Not met’; or when the concern is resolved the
assessment is changed to ‘Remediated to met’ or ‘Remediated to emerging’. An assessment of
‘Emerging’ is not considered an area of concern and does not need flagging.
2. Once a disposition has been flagged and submitted as an assessment, an email message will
be sent to the candidate identifying this assessment and reminding the candidate to meet with the
instructor and/or advisor to develop a plan for remediation and improvement (see attached plan
format below). This email message will serve as the start of a probationary period and warning
that the candidate is in danger of being dismissed from the teacher preparation program if a
second flagging occurs in a subsequent semester. Flags include ANY disposition(s) ‘Not met’,
or ‘Remediated to met’ or ‘Remediated to emerging’ across two semesters..
3. It is the responsibility of the candidate to develop a plan with the instructor and advisor,
and submit a written record of the plan to the instructor and advisor for his/her file. If the
concern becomes resolved during the semester, the instructor must change the assessment to
‘Remediated to met’ or ‘Remediated to emerging’. It is the responsibility of the advisor to
review candidates for flags and their remediation plans.
4. Instructors, advisors and candidates can access a candidate’s assessments for the course
identified at any time. Instructors and advisors are encouraged to screen these assessments each
semester, and particularly those of candidates who are on a probationary status. Instructors and
advisors are expected to be available to candidates as they develop remediation and improvement
plans.
5. When a candidate has been flagged in two semesters, whether in relation to different
dispositions, or on the same disposition, he/she will be dismissed from the teacher preparation
program for the following semester. A letter will be sent to the candidate indicating his/her
dismissal from the program within 30 days of the end of the semester in which the second flag
was determined.
6. The candidate may appeal his/her dismissal within 30 days of receiving notice of dismissal by
providing evidence and making his/her case before the Chair of his/her Division. The Chair will
either uphold the dismissal decision, elect for the candidate to continue in the program, or elect
for the candidate to continue by meeting certain expectations and conditions. The candidate can
continue the appeal with the Admission, Petition and Retention committee of the College of
Education who will resolve the issue in a similar fashion. Finally, the candidate can appeal the
decision with the Dean of the College of Education.
ATTENDANCE AND PROFESSIONAL PARTICIPATION for this course: Becoming an
educator who is positive, professional, and thoughtfully adaptive is one of my main goals for you
in our elementary education program. Because this class is highly interactive, and based on
constructivist and social constructivist principles of learning, your preparation for and
participation in our class is essential.
Please be prepared for every class, that is, come to class on time, having completed thoughtfully
and reflected on all readings and having completed thoughtfully all other assignments. Please
monitor your participation in our class- participating professionally, positively, and actively, but
not dominating discussion. Please refrain from text messaging, facebook and other
technologies not directly related to this course during in-class time.

If students have a University-sanctioned activity and/or a personal activity that will require
them to miss a class meeting, activity, assignment, or exam, they must notify the instructor
via email or in a written notice, one week prior to the date they will be absent. Nonnotification of such absences will result in a loss of attendance points, and loss of the
opportunity to make up any missed work due on the date of the absence.

Please note that regular attendance is an important Disposition behavior that is assessed by
the instructor at the middle and at the end of the course. Attendance will be taken at each

class session. If you are absent this will reflect further in your Disposition Assessments
(found on Taskstream) and its impact on your progress in the course.
*Please turn off your cell phone before coming to class. Please refrain from text
messaging, facebook and other technologies not directly related to this course during inclass time.
Grade Breakdown
105-90= A
89-80= B
79-70= C
69-60= D
Below 60 = F
Teaching Methods: This course combines a variety of instructional methods, including lecture,
cooperative learning, and discussions. Students are expected to prepare for and participate in each
class in order to take full advantage of the instructional opportunities.
Required Texts:
Tunnell, M. O. (2012). Children’s literature, briefly. (5th ed. / Michael O. Tunnell ... [et al.].).
Boston: Pearson.
Other Required Materials:
Access to borrow books from the IMTC or Main Library
Overview of Signature Assignments and Teacher Knowledge Standards
1). Weekly Instructional Artifacts and Participation- (15 POINTS)


Knowledge of Subject Matter: The teacher understands the central concepts, tools of
inquiry, and structures of the discipline(s) he or she teaches and can create learning
experiences that make these aspects of subject matter meaningful for students.
Knowledge of Human Development and Learning: The teacher understands how
children learn and develop, and can provide learning opportunities that support their
intellectual, social and personal development.
2). Author Study- (25 POINTS)

Adapting Instruction for Individual Needs: The teacher understands how students differ
in their approaches to learning and creates instructional opportunities that are adapted to
diverse learners.



3).
Multiple Instructional Strategies: The teacher understands and uses a variety of
instructional strategies to encourage students’ development of critical thinking, problem
solving, and performance skills.
Classroom Motivation and Management: The teacher uses an understanding of
individual and group motivation and behavior to create a learning environment that
encourages positive social interaction, active engagement in learning, and selfmotivation.
Partnerships: The teacher fosters relationships with school colleagues, parents, and
agencies in the larger community to support students’ learning and well-being.
Literature Circles- (20 POINTS)



Instructional Planning Skills: The teacher plans instruction based upon knowledge of
subject matter, students, and curriculum goals.
Assessment of Student Learning: The teacher understands and uses formal and informal
assessment strategies to evaluate and ensure the continuous intellectual, social, and
physical development of the learner.
Professional Commitment and Responsibility: The teacher is a reflective practitioner
who continually evaluates the effects of his/her choices and actions on others (students,
parents, and other professionals in the learning community) and who actively seeks out
opportunities to grow professionally.
4). Bibliography Book File-(35 points)



Knowledge of Subject Matter: The teacher understands the central concepts, tools of
inquiry, and structures of the discipline(s) he or she teaches and can create learning
experiences that make these aspects of subject matter meaningful for students.
Instructional Planning Skills: The teacher plans instruction based upon knowledge of
subject matter, students, and curriculum goals.
Professional Commitment and Responsibility: The teacher is a reflective practitioner
who continually evaluates the effects of his/her choices and actions on others (students,
parents, and other professionals in the learning community) and who actively seeks out
opportunities to grow professionally.
5). Final Paper (10 points)
1. Knowledge of Subject Matter: The teacher understands the central concepts, tools of
inquiry, and structures of the discipline(s) he or she teaches and can create learning
experiences that make these aspects of subject matter meaningful for students.
2. Knowledge of Human Development and Learning: The teacher understands how
children learn and develop, and can provide learning opportunities that support their
intellectual, social and personal development.
11. Instructional Planning Skills: The teacher plans instruction based upon knowledge of
subject matter, students, and curriculum goals.
Rubric for In class Book Sharing
Rubric: In Class Book Sharing
Student : __________________________________________
Criteria for Grade : Presentation
Student is present on the designated book share day
(2 points off for absence)
Student shows in-depth knowledge of the book
/2 points
/3 points
Rubric for Literature Circle
Participation
Unacceptable
Emerging
Target
Did not participate.
Participated for some of the
literature circle group talk and was
present for some of the discussion.
Participated for many (more than
10 discussions) of the literature
circle group talk and was present
for some of the discussion
5 points
Bluebook reflections were
thoughtful and complete
0 points
Content
Was not prepared to participate
and conduct roles in more than 2
meetings.
2 points
Bluebook had some reflections (at
least 8) included which were
thoughtful.
5 points
Was prepared to participate and
conduct roles in more than 8
meetings.
0 points
3 points
Blue Book was not complete.
0 points
Roles
10 points
Was prepare to participate and
conduct roles in each of the
meetings
5 points
Total
Rubric for Author Study
(5 points)- Read 5 of the books and create a Compare and Contrast visual
ofthe 5 books (could be style/ theme/ characters).
b). (10 points) One Page (front and back) hand out containing biographical
information, a booklist, and notes on style/ format, genre and a critical
commentary. You need to bring enough hard copies (23 copies) on your day
that you are presenting this for each member of the class.
Reading
Unacceptable
Emerging
Target
Graphic does not represent 5
books
Graphic represents at least 3 books
Graphic contains all 5 books
1 point
Content
Handout
0 points
Graphic has not accurately
represented any compare/ contrast
to an aspect of the book (theme/
character).
0 points
Handout is incomplete or
nonexistent.
0 points
Total
2 points
Graphic portrays 2 of the books
theme/ style/ character.
Graphic portrays the necessary
books and content.
2 points
3 points
Handout is missing some of the
information. Only partial
bibliography information is
represented.
5 points
Handout contains the
necessary information and is
thoughtful, complete and
typed.
10 points
/5
/10
Rubric for Author Study (continued) : Lesson Plan Rubric
Standards
Lesson
Focus
Big Ideas of
Lesson
Introductio
n/
Activation
Procedure
Unacceptable
The standards are
incomplete and/or do
not relate to the big
ideas of the lesson.
0 point
The lesson focus is not stated,
or is vague and does not
coincide with the lesson.
0 point
The big idea is incomplete and
does not address 1). The
developmental needs of
students and 2). States why this
lesson will students develop
literacy skills beyond the
classroom.
0 point
The introduction/ activation is
missing from the lesson.
0 points
The lesson plan shows
significant errors displaying
content knowledge and effective
teaching. Activities are totally
inappropriate based on the
developmental
level of the students. Students
do not engage in reading and
writing independently.
(0 points)
Beginning
The standards are
incomplete and lack
detail, but they are
somewhat related to
the big ideas of the lesson.
.5 points
The lesson focus is incomplete
and lacks detail, but is somewhat
related to the lesson.
.5 points
Target
The standards are
complete and detailed
and relate to the big
ideas of the lesson.
1 point
The big idea is incomplete and
somewhat relates how the lesson
relates to 1). The developmental
needs of students and 2). States
why this lesson will students
develop literacy skills beyond the
classroom.
The big idea explicitly states
how the lesson relates to 1). The
developmental needs of
students and 2). States why this
lesson will students develop
literacy skills beyond the
classroom.
1 point
.5 points
The introduction/ activation is
briefly outlined.
.25 point
The lesson plan demonstrates
some content and effective
teaching. Activities are not
appropriate for the age level of
the students. Problems and
activities do not relate to
students`
may not require much thinking
or be interesting or create high
frustration
levels. Students do not engage in
reading and writing
independently.
1 points
The assessment reflects only 1
evaluation strategy, including
methods of
formal, informal, assessment. The
rubric does not match the lesson
focus. The lesson includes some
relevant and evidence based
literacy practices to meet the
needs of diverse learners.
1 point
Eval./
Assess./
Adapt
The assessment is missing.
There is not a rubric in the
lesson to assess students. The
lesson is missing relevant and
evidence based literacy
practices to meet the needs of
diverse learners.
0 points
Closure
The closure session is missing
from the lesson plan. There is
no opportunity to share work or
review the
lesson. 0 points
In the closure session students
review the lesson.
.25 points
Reflection
The reflection does not
reference 1) student work or
knowledge of literacy practices.
0 points
The reflection only references 1)
student work or knowledge of
literacy practices.
(1 point)
total
The lesson focus is
complete and detailed
and relates to the lesson.
1 point
The introduction/ activation is
outlined clearly.
.5 points
The lesson plan shows that the
preservice teacher has solid
content knowledge and has well
understood elements of
effective literacy instruction.
Activities are well thought out
and developmentally
appropriate. Problems
and activities relate to students
and are
interesting. Students engage in
reading and writing
independently.
(2 points)
The assessment plan reflects at
least 2 evaluation strategies
including methods of formal,
informal,
assessment. There is a rubric
which matches the lesson and
lesson focus. The lesson
includes relevant evidence
based literacy practices to meet
the needs of diverse learners .
(2 points)
In the closure session students
share their work, justify their
thinking, and engage in
discussion.
(.5 point)
The reflection references
students’ work and knowledge
of literacy practices.(2 points)
/ 10 pts
Rubric for Bibliography Book File (per entry)
These will be collectively evaluated at the end of the course to be graded on the full 35 point
scale.
CATEGORY
Number of
Books
Unacceptable
Zero books
Beginning
2 books per
genre
Target
3 books per
genre
Major Details
(Elements of
Book)
The elements
are missing and
it is not typed
Each write up is
missing one to
three of the
book elements
Each write up
has the
necessary
elements
Grammar and
Spelling
Conventions
There are more
than 3
grammatical
errors
Writer makes
1-2 errors in
grammar or
spelling
Writer makes 34 errors in
grammar or
spelling
Comments
Final (COMPLETED) Bibliography Book File Rubric-(25 points)
Level 1- Minimal- Assignment is unacceptable.
develop but assignment is still unacceptable.
Level 2- Beginning- Skills are beginning to
Level 3- Accomplished- Assignment is acceptable.
exemplary.
Level 4- Exemplary- Assignment is
CATEGORY
Number of
Books
Weight=5
4
3 books per
genre at seven
genres
5 points
3
2 books per
genre at seven
genres
4 points
2
1 book per
genre at seven
genres
3 points
1
Zero books
TOTAL
__/5
0 points
Presentation
Weight= 2
Bibliography is
Bibliography is Bibliography is
Bibliography is not
typed and placedtyped
not typed but istyped
in a folder or
And loose in placed in a
0 points
notebook
folder
folder or
2 points
1 point
notebook
.5 points
Major Details
Each write up has Each write up
Each write up is Each write up is
(Elements of the
is missing one
missing four to
missing seven or
Book)
to
three
of
the
six
of
the
book
more of the
All the book
Weight=10
book elements elements
significant book
elements
8 points
5 points
elements
10 points
1 point
__/5
Book
Categories
Weight=2
___/2
Grammar and
Spelling
Conventions
Weight= 4
Total
All books were
placed in the
correct
categories
2 points
Writer makes no
errors in
grammar or
spelling that
distracts the
reader from the
content
4 points
___/35
All but one
book was
placed in the
correct
categories
1point
Writer makes
1-2 errors in
grammar or
spelling
3 points
All but two
books were
placed in the
correct
categories
.5 points
Writer makes 34 errors in
grammar or
spelling
2 points
Three or more
books were
misplaced
___/20
0 point
Writer makes more
than 5 errors in
grammar or
spelling
1 point
___/3