KENNESAW STATE UNIVERSITY
GRADUATE COURSE PROPOSAL OR REVISION,
Cover Sheet (10/02/2002)
Course Number/Program Name ECE 8440 Analysis of Children’s Literataure
Department Elementary and Early Childhood Education
Degree Title (if applicable) Ed.D. Program
Proposed Effective Date Fall 2006
Check one or more of the following and complete the appropriate sections:
x
New Course Proposal
Course Title Change
Course Number Change
Course Credit Change
Course Prerequisite Change
Course Description Change
Sections to be Completed
II, III, IV, V, VII
I, II, III
I, II, III
I, II, III
I, II, III
I, II, III
Notes:
If proposed changes to an existing course are substantial (credit hours, title, and description), a new course with a
new number should be proposed.
A new Course Proposal (Sections II, III, IV, V, VII) is required for each new course proposed as part of a new
program. Current catalog information (Section I) is required for each existing course incorporated into the
program.
Minor changes to a course can use the simplified E-Z Course Change Form.
Submitted by:
Faculty Member
Approved
_____
Date
Not Approved
Department Curriculum Committee Date
Approved
Approved
Approved
Approved
Approved
Approved
Not Approved
Department Chair
Date
School Curriculum Committee
Date
School Dean
Date
GPCC Chair
Date
Dean, Graduate Studies
Date
Not Approved
Not Approved
Not Approved
Not Approved
Not Approved
Vice President for Academic Affairs Date
Approved
Not Approved
President
Date
Page 1 of 16
KENNESAW STATE UNIVERSITY
GRADUATE COURSE/CONCENTRATION/PROGRAM CHANGE
I.
Current Information (Fill in for changes)
Page Number in Current Catalog
Course Prefix and Number
Course Title
Credit Hours
Prerequisites
Description (or Current Degree Requirements)
II.
Proposed Information (Fill in for changes and new courses)
Course Prefix and Number ECE 8440____________________
Course Title __Analysis of Children’s Literature
Credit Hours 3
Prerequisites Acceptance to the Ed.D. program
Description (or Proposed Degree Requirements)
This course is designed to develop extensive knowledge of all genres of children’s literature applicable to
grades PK-12. Candidates will explore issues related to selection and evaluation of books, instruction, and
interpretation of literature in the classroom environment. This course will focus on multicultural literature and
its application to various classroom settings.
III.
Justification
The purpose of this course is to provide each candidate with an opportunity to explore through an in-depth
examination of various genres of children’s literature from emergent through adolescent literacy. Candidates
will consider ways to help children become enthusiastic readers of various genres and multiple texts through
Book Clubs and Literature Circles. They will develop expertise with research-based pedagogy as they make
personal connections with literature for children and adolescents.
IV.
Additional Information (for New Courses only)
Instructor: To be assigned
Texts: Required
Winters, C. J., & Schmidt, G. D. (2001). Edging the boundaries of children's literature. Boston: Allyn & Bacon.
Optional:
Huck, C.S., Kiefer, B.Z., Hepler, S., & Hickman, J. (2004). Children’s literature in the elementary school. (8th Ed.)
Boston: McGraw-Hill.
Hansen-Krenig, N., Aoki, E.M, & Mizokawa, D.T. (Eds.). (2003). Kaleidoscope: A multicultural booklist for grades K-8.
(4th Ed.). Urbana, IL: National Council of Teachers of English.
Page 2 of 16
Objectives:
Course Objectives
Doctoral
KSDs
Distributed School
Leadership Roles
NCATE
IRA Reading
Standards
Demonstrate knowledge of
sociological, psychological,
and linguistic foundations of
reading and writing processes
in relation to pedagogical
applications for
developmentally appropriate
instruction.
1.a, 1.b,
4.b
Curriculum, Instruction &
Assessment Leader, Learning &
Development Leader
Change Leader
Data Analysis Leader
Process Improvement Leader
Standard 1:
Candidate
Knowledge, Skills &
Dispositions
Standard 1.1
Demonstrate an understanding
of research related to
children’s literature and how it
applies to pedagogical
practices in the context of
instructional approaches to
teaching reading using high
quality, motivational children’s
literature.
1.a, 1.b,
4.b
Curriculum, Instruction &
Assessment Leader, Learning &
Development Leader
Change Leader
Data Analysis Leader
Standard 1:
Candidate
Knowledge, Skills &
Dispositions
Standard 1.2
Demonstrate knowledge of
language acquisition and
reading development in order
to select and utilize
appropriate children’s literature
to meet the needs and
interests of students in various
cultural and linguistic contexts.
Use various research-based
strategies, incorporating the
major components of reading
(phonemic awareness, word
identification and phonics,
1.a, 1.b,
2.c
Curriculum, Instruction &
Assessment Leader, Learning &
Development Leader
Change Leader
Relationship Development Leader
Standard 1:
Candidate
Knowledge, Skills &
Dispositions
Standard 4: Diversity
Standard 1.3
1.a, 1.b,
6.a
Curriculum, Instruction &
Assessment Leader
Learning & Development Leader
Relationship Development Leader
Standard 1:
Candidate
Knowledge, Skills &
Dispositions
Standard 1.4
NCTE
Professional
Standards for
the ELA
Standard 3.7
Evidence
Assigned Readings
Literacy Profiles
Online
Reflective/Dialoguing
Journal
Genre Analysis
Thematic Literature
Project
Annotated Bibliography
Class Activities
Assigned Readings
Literacy Profiles
Online
Reflective/Dialoguing
Journal
Genre Analysis
Thematic Literature
Project
Annotated Bibliography
Class Activities
Assigned Readings
Literacy Profiles
Genre Analysis
Thematic Literature
Project
Annotated Bibliography
Class Activities
Assigned Readings
Thematic Literature
Project
Annotated Bibliography
Class Activities
Page 3 of 16
vocabulary, fluency, and
comprehension), to promote
reading proficiency through the
use of high quality children’s
literature.
Use instructional grouping
options (individual, smallgroup, whole-class, and
computer-based) as
appropriate to foster positive
attitudes in reading and writing
with students in classrooms.
1.a, 1.b,
2.a, 2.c
Curriculum, Instruction &
Assessment Leader
Learning & Development Leader
Change Leader
Relationship Development Leader
Standard 1:
Candidate
Knowledge, Skills &
Dispositions
Standard 2.1
Standard 3.3.2
Analyze and utilize highinterest children’s literature,
activities, and approaches to
meet the specific needs of
learners at different stages of
development and from
differing cultural and linguistic
backgrounds.
1.a, 1.b,
6.a
Curriculum, Instruction &
Assessment Leader
Learning & Development Leader
Relationship Development Leader
Standard 1:
Candidate
Knowledge, Skills &
Dispositions
Standard 2.2
Standard 3.3.2
Research and analyze ideas
from various approaches for
effective reading instruction
(literature circles, book clubs,
guided reading, etc.) to meet
the needs of learners at
different stages of reading and
writing development from a
variety of cultural and linguistic
backgrounds.
Display positive dispositions
related to reading and the
teaching of reading through
active class participation and
online journaling.
1.a, 1.b,
2.a, 6.a
Curriculum, Instruction &
Assessment Leader
Learning & Development Leader
Change Leader
Relationship Development Leader
Standard 1:
Candidate
Knowledge, Skills &
Dispositions
Standard 2.3
Standard 3.3.2
3.6.3
4.a, 4.d,
5.b,
5.c
Change Leader
Performance Leader
Learning and Development Leader
Relationship Development Leader
Standard 1:
Candidate
Knowledge, Skills &
Dispositions
Standard 5.1
Standard 4.0
Assigned Readings
Online
Reflective/Dialoguing
Journal
Thematic Literature
Project
Annotated Bibliography
Class Activities
Literacy Profiles
Assigned Readings
Online
Reflective/Dialoguing
Journal
Thematic Literature
Project
Annotated Bibliography
Genre Analysis
Class Activities
Assigned Readings
Online
Reflective/Dialoguing
Journal
Class Activities
Online
Reflective/Dialoguing
Journal
Class Activities
Page 4 of 16
Instructional Method
Lecture, discussion, internet, journaling, research
EVALUATION AND GRADING (for each course):
Literacy Profiles
Genre Analysis
Online Reflective/Dialoguing Journal
Thematic Literature Project
Annotated Bibliography
(200 points)
(150 points)
(200 points)
(200 points)
(250 points)
Due Dates
Week 5
Week 14
Ongoing
Week 8
Week 11
Late Work: I will accept late work. However, I do deduct points from all late work. No exceptions. I consider work late
if it is not handed in during the assigned class time. Each day an assignment is late, the activity will receive a 20 %
grade reduction per day. (If an assignment is due on Tuesday and you turn it in on Thursday, the assignment is two
days late.) I do count Saturday and Sunday. Should you turn in work on the day of class but after the class is over,
the work is one day late.
Professional Standards for Written Work: When submitting work, please remember the following:
secure single sheets of paper—DO NOT dogear or turn in loose sheets
type/word process all assignments (crisp, clear printout)
no report covers or plastic sleeves
along with your name, please include the date and course # on work
All work should be edited well. Points will be deducted from all work that does not meet professional standards. In
some cases, I may return the work without a grade.
Grading Scale: 900 – 1000 A
800 – 899 B
700 – 799 C
V.
Resources and Funding Required (New Courses only)
*Course funding is addressed in a comprehensive manner in the comprehensive proposal for the umbrella
Ed.D degree for the Bagwell College of Education.
Resource
Amount
Faculty
Other Personnel
Equipment
Supplies
Travel
New Books
New Journals
Other (Specify)
TOTAL
Funding Required Beyond
Normal Departmental Growth
Page 5 of 16
VI. COURSE MASTER FORM
This form will be completed by the requesting department and will be sent to the Office of the
Registrar once the course has been approved by the Office of the President.
The form is required for all new courses.
DISCIPLINE
COURSE NUMBER
COURSE TITLE FOR LABEL
(Note: Limit 16 spaces)
CLASS-LAB-CREDIT HOURS
Approval, Effective Term
Grades Allowed (Regular or S/U)
If course used to satisfy CPC, what areas?
Learning Support Programs courses which are
required as prerequisites
Ed.D.
ECE 8430
Rdg Diagnosis
3
Fall 2006
Regular
APPROVED:
________________________________________________
Vice President for Academic Affairs or Designee __
VII Attach Syllabus
Page 6 of 16
KENNESAW STATE UNIVERSITY
DEPARTMENT OF ELEMENTARY AND EARLY CHILDHOOD EDUCATION
Fall 2006
Course Number/Section: 8440
Course Title: Analysis of Children’s Literature
Instructors: To be assigned
e-mail:
Office: Office Phone:
Office Hours: By Appointment
Class Meeting: TBA
Texts: Required
Winters, C. J., & Schmidt, G. D. (2001). Edging the boundaries of children's literature. Boston: Allyn & Bacon.
Optional:
Huck, C.S., Kiefer, B.Z., Hepler, S., & Hickman, J. (2004). Children’s literature in the elementary school. (8th Ed.)
Boston: McGraw-Hill.
Hansen-Krenig, N., Aoki, E.M, & Mizokawa, D.T. (Eds.). (2003). Kaleidoscope: A multicultural booklist for grades K-8.
(4th Ed.). Urbana, IL: National Council of Teachers of English.
Catalog Description:
This course is designed to develop extensive knowledge of all genres of children’s literature applicable to grades PK12. Candidates will explore issues related to selection and evaluation of books, instruction, and interpretation of
literature in the classroom environment. This course will focus on multicultural literature and its application to various
classroom settings.
Rationale/Purpose:
The purpose of this course is to provide each candidate with an opportunity to explore through an in-depth
examination of various genres of children’s literature from emergent through adolescent literacy. Candidates will
consider ways to help children become enthusiastic readers of various genres and multiple texts through Book Clubs
Page 7 of 16
and Literature Circles. They will develop expertise with research-based pedagogy as they make personal
connections with literature for children and adolescents.
KENNESAW STATE UNIVERSITY’S CONCEPTUAL FRAMEWORK:
Collaborative development of expertise in teaching and learning
The Professional Teacher Education Unit (PTEU) at Kennesaw State University is committed to developing expertise among
candidates in initial and advanced programs as teachers and leaders who possess the capability, intent and expertise to facilitate
high levels of learning in all of their students through effective, research-based practices in classroom instruction, and who
enhance the structures that support all learning. To that end, the PTEU fosters the development of candidates as they progress
through stages of growth from novice to proficient to expert and leader. Within the PTEU conceptual framework, expertise is
viewed as a process of continued development, not an end-state. To be effective, teachers and educational leaders must
embrace the notion that teaching and learning are entwined and that only through the implementation of validated practices can
all students construct meaning and reach high levels of learning. In that way, candidates at the doctoral level develop into
leaders for learning and facilitators of the teaching and learning process. Finally, the PTEU recognizes, values and
demonstrates collaborative practices across the college and university and extends collaboration to the community-at-large.
Through this collaboration with professionals in the university, the public and private schools, parents and other professional
partners, the PTEU meets the ultimate goal of assisting Georgia schools in bringing all students to high levels of learning.
Knowledge Base
Teacher development is generally recognized as a continuum that includes four phases: preservice, induction, in-service,
renewal (Odell, Huling, and Sweeny, 2000). Just as Sternberg (1996) believes that the concept of expertise is central to
analyzing the teaching-learning process, the teacher education faculty at KSU believe that the concept of expertise is central to
preparing effective classroom teachers and teacher leaders. Researchers describe how during the continuum phases teachers
progress from being Novices learning to survive in classrooms toward becoming Experts who have achieved elegance in their
teaching. We, like Sternberg (1998), believe that expertise is not an end-state but a process of continued development.
Use of Technology : Technology Standards for Educators are required by the Professional Standards Commission.
Telecommunication and information technologies will be integrated throughout the master teacher preparation program, and all
candidates must be able to use technology to improve student learning and meet Georgia Technology Standards for Educators.
During the courses, candidates will be provided with opportunities to explore and use instructional media. They will master use
of productivity tools, such as multimedia facilities, local-net and Internet, and feel confident to design multimedia instructional
materials, and create WWW resources.
VII. COURSE GOALS/OBJECTIVES:
The Professional Teacher Education Unit (PTEU) prepares learning facilitators who understand their disciplines and
principles of pedagogy, who reflect on their practice, and who apply these understandings to making instructional
decisions that foster the success of all learners. The following grid aligns course objectives with the PTEU
Proficiency (documented in the Candidate Performance Instrument--CPI), NCATE, IRA Professional Reading
Standards and NCTE Professional Standards for the English Language Arts:
Page 8 of 16
Course Objectives
Doctoral
KSDs
Distributed School
Leadership Roles
NCATE
IRA Reading
Standards
Demonstrate knowledge of
sociological, psychological,
and linguistic foundations of
reading and writing processes
in relation to pedagogical
applications for
developmentally appropriate
instruction.
1.a, 1.b,
4.b
Curriculum, Instruction &
Assessment Leader, Learning &
Development Leader
Change Leader
Data Analysis Leader
Process Improvement Leader
Standard 1:
Candidate
Knowledge, Skills &
Dispositions
Standard 1.1
Demonstrate an understanding
of research related to
children’s literature and how it
applies to pedagogical
practices in the context of
instructional approaches to
teaching reading using high
quality, motivational children’s
literature.
1.a, 1.b,
4.b
Curriculum, Instruction &
Assessment Leader, Learning &
Development Leader
Change Leader
Data Analysis Leader
Standard 1:
Candidate
Knowledge, Skills &
Dispositions
Standard 1.2
Demonstrate knowledge of
language acquisition and
reading development in order
to select and utilize
appropriate children’s literature
to meet the needs and
interests of students in various
cultural and linguistic contexts.
Use various research-based
strategies, incorporating the
major components of reading
(phonemic awareness, word
identification and phonics,
vocabulary, fluency, and
1.a, 1.b,
2.c
Curriculum, Instruction &
Assessment Leader, Learning &
Development Leader
Change Leader
Relationship Development Leader
Standard 1:
Candidate
Knowledge, Skills &
Dispositions
Standard 4: Diversity
Standard 1.3
1.a, 1.b,
6.a
Curriculum, Instruction &
Assessment Leader
Learning & Development Leader
Relationship Development Leader
Standard 1:
Candidate
Knowledge, Skills &
Dispositions
Standard 1.4
NCTE
Professional
Standards for
the ELA
Standard 3.7
Evidence
Assigned Readings
Literacy Profiles
Online
Reflective/Dialoguing
Journal
Genre Analysis
Thematic Literature
Project
Annotated Bibliography
Class Activities
Assigned Readings
Literacy Profiles
Online
Reflective/Dialoguing
Journal
Genre Analysis
Thematic Literature
Project
Annotated Bibliography
Class Activities
Assigned Readings
Literacy Profiles
Genre Analysis
Thematic Literature
Project
Annotated Bibliography
Class Activities
Assigned Readings
Thematic Literature
Project
Annotated Bibliography
Class Activities
Page 9 of 16
comprehension), to promote
reading proficiency through the
use of high quality children’s
literature.
Use instructional grouping
options (individual, smallgroup, whole-class, and
computer-based) as
appropriate to foster positive
attitudes in reading and writing
with students in classrooms.
1.a, 1.b,
2.a, 2.c
Curriculum, Instruction &
Assessment Leader
Learning & Development Leader
Change Leader
Relationship Development Leader
Standard 1:
Candidate
Knowledge, Skills &
Dispositions
Standard 2.1
Standard 3.3.2
Analyze and utilize highinterest children’s literature,
activities, and approaches to
meet the specific needs of
learners at different stages of
development and from
differing cultural and linguistic
backgrounds.
1.a, 1.b,
6.a
Curriculum, Instruction &
Assessment Leader
Learning & Development Leader
Relationship Development Leader
Standard 1:
Candidate
Knowledge, Skills &
Dispositions
Standard 2.2
Standard 3.3.2
Research and analyze ideas
from various approaches for
effective reading instruction
(literature circles, book clubs,
guided reading, etc.) to meet
the needs of learners at
different stages of reading and
writing development from a
variety of cultural and linguistic
backgrounds.
Display positive dispositions
related to reading and the
teaching of reading through
active class participation and
online journaling.
1.a, 1.b,
2.a, 6.a
Curriculum, Instruction &
Assessment Leader
Learning & Development Leader
Change Leader
Relationship Development Leader
Standard 1:
Candidate
Knowledge, Skills &
Dispositions
Standard 2.3
Standard 3.3.2
3.6.3
4.a, 4.d,
5.b,
5.c
Change Leader
Performance Leader
Learning and Development Leader
Relationship Development Leader
Standard 1:
Candidate
Knowledge, Skills &
Dispositions
Standard 5.1
Standard 4.0
Assigned Readings
Online
Reflective/Dialoguing
Journal
Thematic Literature
Project
Annotated Bibliography
Class Activities
Literacy Profiles
Assigned Readings
Online
Reflective/Dialoguing
Journal
Thematic Literature
Project
Annotated Bibliography
Genre Analysis
Class Activities
Assigned Readings
Online
Reflective/Dialoguing
Journal
Class Activities
Online
Reflective/Dialoguing
Journal
Class Activities
Page 10 of 16
Assignments:
1. Literacy Profiles- Interview a boy and girl from each of the following grade
levels: PK-2, 3-5, 6-8, and 9-12. Interview each child to discover his/her reading interests, i.e. favorite
books, favorite genres, reading habits at home and school, parent/child reading experiences at home, etc.
Identify and describe patterns that emerge from the interviews and draw conclusions based on interview
data. (200 points)
2. Genre Analysis- Write a research paper in which you analyze in detail each genre appropriate for children’s
literature. The analysis should include characteristics or elements specific to each genre as well as the
developmental implications for using each genre with children at various grade levels in the classroom.
Further information on the assignment will be given in class. (150 points)
3. Online Reflective/Dialoguing Journal – Write a brief reflective biographical sketch explaining your reading
experiences in childhood and adolescence. What were your favorite genres in elementary school, in
junior/middle school, in high school, as an adult? Then reflect on how early literacy experiences have
influenced your teaching of reading and the choices you make of books you read to your students. You will
also indicate your responses to class presentations and activities. To promote collaborative reflection, you
will dialogue with peers and instructors to analyze the impact of your instruction on student learning
throughout the semester. (200 points)
4. Thematic Literature Project- Choose a theme or topic and create a detailed WEB of Wonderfully Exciting
Books that extend across various genres and subject areas which includes age appropriate literature-based
activities and questions that extend the chosen books. More details will be given in class (200 points)
5. Annotated Bibliography- Create an annotated bibliography of 30-50 books total for two genres of your
choice. Each synopsis should also describe the book and provide suggestions for appropriate grade level
classroom applications. (250 points)
Evaluation and Grading:
Literacy Profiles
Genre Analysis
Online Reflective/Dialoguing Journal
Thematic Literature Project
Annotated Bibliography
(200 points)
(150 points)
(200 points)
(200 points)
(250 points)
Due Dates
Week 5
Week 14
Ongoing
Week 8
Week 11
Late Work: I will accept late work. However, I do deduct points from all late work. No exceptions. I consider work late
if it is not handed in during the assigned class time. Each day an assignment is late, the activity will receive a 20 %
grade reduction per day. (If an assignment is due on Tuesday and you turn it in on Thursday, the assignment is two
days late.) I do count Saturday and Sunday. Should you turn in work on the day of class but after the class is over,
the work is one day late.
Professional Standards for Written Work: When submitting work, please remember the following:
secure single sheets of paper—DO NOT dogear or turn in loose sheets
type/word process all assignments (crisp, clear printout)
no report covers or plastic sleeves
along with your name, please include the date and course # on work
Page 11 of 16
All work should be edited well. Points will be deducted from all work that does not meet professional standards. In
some cases, I may return the work without a grade.
Grading Scale: 900 – 1000 A
800 – 899 B
700 – 799 C
IX. Policies
Diversity: A variety of materials and instructional strategies will be employed to meet the needs of the different learning styles of
diverse learners in class. Candidates will gain knowledge as well as an understanding of differentiated strategies and curricula
for providing effective instruction and assessment within multicultural classrooms. One element of course work is raising
candidate awareness of critical multicultural issues. A second element is to cause candidates to explore how multiple attributes
of multicultural populations influence decisions in employing specific methods and materials for every student. Among these
attributes are age, disability, ethnicity, family structure, gender, geographic region, giftedness, language, race, religion,
sexual orientation, and socioeconomic status. An emphasis on cognitive style differences provides a background for the
consideration of cultural context.
Kennesaw State University provides program accessibility and accommodations for persons defined as disabled under Section
504 of the Rehabilitation Act of 1973 or the Americans with Disabilities Act of 1990. A number of services are available to
support students with disabilities within their academic program. In order to make arrangements for special services, students
must visit the Office of Disabled Student Support Services (ext. 6443) and develop an individual assistance plan. In some cases,
certification of disability is required.
Please be aware there are other support/mentor groups on the campus of Kennesaw State University that address each of the
multicultural variables outlined above.
Professionalism- Academic Honesty: KSU expects that graduate students will pursue their academic programs in an ethical,
professional manner. Faculty of the EdS and EdD programs abide by the policies and guidelines established by the university in
their expectations for candidates’ work. Candidates are responsible for knowing and adhering to the guidelines of academic
honesty as stated in the graduate catalog. Any candidate who is found to have violated these guidelines will be subject to
disciplinary action consistent with university policy. For example, plagiarism or other violations of the University’s Academic
Honesty policies could result in a grade of “F” in the course and a formal hearing before the Judiciary Committee.
Professionalism- Participation and Attendance: Part of your success in this class is related to your ability to provide peer
reviews and feedback to your editing groups regarding their research and their writing. Furthermore, responding effectively and
appropriately to feedback from your peers and the professor is another measure of one’s professionalism. In addition, since
each class meeting represents a week of instruction/learning, failure to attend class will likely impact your performance on
assignments and final exams. Please be prepared with all readings completed prior to class. We depend on one another to ask
pertinent and insightful questions.
Course Outline:
This is a tentative schedule. I have indicated the dates that readings from your text are due. As I see your needs and
interests, I will announce them as the need arises. Specific chapters from Huck, Kiefer, Hepler, and Hickman and
Kaleidoscope may be assigned as readings to extend specific chapters.
Week 1 Introduction and Knowing Children’s Literature
Children’s Literature Defined
Valuing Literature for Children
Evaluating Children’s Fiction
Classics in Children’s Literature
Page 12 of 16
The Book Awards
Week 2 Understanding Children’s Responses to Literature
Reading Interests and Preferences
Growth Patterns That Influence Response
Response in the Classroom
Week 3 The Changing World of Children’s Books
Early Beginnings: The Middle Ages
Children’s Literature: The Nineteenth Century
Children’s Literature: The Twentieth Century
Recent Trends in Children’s Books
Week 4 Books to Begin On
Developing Initial Literacy (Books for Babies, Toddlers, Emergent Readers)
[Finger Rhymes, Mother Goose, Toy Books, Counting Books, Alphabet
Books, Wordless Picture Books, Concept Books]
Books about the Common Experiences of Young Children
Books for the Beginning Reader
Week 5 Picture Books Part I
The Picture Book Defined
The Art and Artists of Picture Books
The Matter of Style
The Language of Picture Books
Week 6 Picture Books Part II
The Content of Picture Books
Themes and Subjects in Picture Books
Week 7 Traditional Literature Part I
A Perspective on Traditional Literature
Folktales
Fables
Week 8 Traditional Literature Part II
Myths
Epic and Legendary Heroes
The Bible as Literature
Week 9
Modern Fantasy
Fantasy for Today’s Child
Modern Fairy Tales
Modern Fantasy
Science Fiction
Week 10 Poetry
The Meaning of Poetry (elements of poetry and forms of poetry for children)
Selecting Poetry for Children
Sharing Poetry with Children
Page 13 of 16
Week 11 Contemporary Realistic Fiction
Realism in Contemporary Children’s Literature
Becoming One’s Own Person
Coping with Problems of the Human Condition
Living in a Diverse World
Popular Types of Realistic Fiction
Week 12 Historical Fiction
Historical Fiction for Today’s Child
Stories of Prehistoric Times
Stories of the Eastern Hemisphere
Stories of the Western World
Into the Twentieth Century
Week 13 Nonfiction
Trends in Nonfiction Books
Criteria for Evaluating Nonfiction Books
Types of Nonfiction Books
Using Literature Across the Curriculum
Week 14 Biography
Biography for Today’s Child
Criteria for Juvenile Biography
Types of Presentation and Coverage
Autobiographies and Memoirs
Week 15 Planning the Literature Program
Different Plans for Literature Programs
The Components of a Literature Program (Approaches to Reading Instruction)
Sharing Literature with Children
Providing Time to Read and Talk about Books
Providing Time for the In-Depth Study of Books
Connecting Literature and Life
Connecting Books Across the Curriculum
Assessment and Evaluation
The School and the Community
References
Bruneau, B. J. (1997). The literacy pyramid organization of reading/writing activities in a whole language classroom.
The Reading Teacher, 51, 158-266.
Bishop, R.S. (Ed.). (1994). Kaleidoscope: A multicultural booklist for grades K-8. Urbana, IL: National Council of
Teachers of English.
Bryan, J. (1998). K-W-W-L: Questioning the unknown. The Reading Teacher, 51, 618-621.
Calkins, L.M. (1986). The art of teaching writing. Portsmouth, NH: Heinemann.
Page 14 of 16
Calkins, L.M. (2002). The art of teaching reading. Boston: Allyn and Bacon.
Carbo, M. (1996). Whole language or phonics? Use both! Education Digest, 61, 60-63.
Cooper, J.D. (2000). Literacy: Helping children construct meaning. (4th ed.). Boston: Houghton Mifflin.
Fountas, I.C. & Pinnell, G.S. (1996). Guided reading. Portsmouth, NH: Heinemann.
Gambrell, L.B. (1996). Creating classroom cultures that foster reading motivation. The Reading Teacher, 50, 14-25.
Gaspar, R.E. (1997). What does reading software have to offer? Learning, 26, 35-38.
Geist, E. (1998). Computers can turn on reluctant readers. Creative Classroom, 22, 45-50.
Guliaume, A.M. (1998). Learning with text in the primary grades. The Reading Teacher, 51, 476-485.
Harris, V.J. (Ed.). (1993). Teaching multicultural literature in grades K-8. Norwood, MA: Christopher-Gordon.
Honig, B. (1997). Research-based reading instruction: the right way. Education Digest, 63, 15-20.
Hickman, J. & Cullinan, B.E. (Eds.). (1989). Children’s literature in the classroom: Weaving Charlotte’s web.
Needham Heights, MA: Christopher-Gordon.
Johnston, F. (1998). The reader, the text, and the task: learning words in first grade. The Reading Teacher, 51, 666675.
Kolb, G. (1996) . Read with a beat: Developing literacy through music and song. The Reading Teacher, 50, 89-92.
Koskinen, P. (1995). Peers as reading tutors: Guidelines for successful practices. The Reading Teacher, 51, 562569.
Meece, J.L., & Miller, S.D. (1997). Enhancing elementary students' motivation to read and write: A classroom
intervention study. The Journal of Educational Research, 90, 286-299.
Miller, H.M. (1997). Teaching and learning about cultural diversity -breaking the silence. The Reading Teacher, 51,
260-262.
Montgomery, K. J. (1998). Assessing talking and writing: Linguistic competence for students at risk. Reading and
Writing Quarterly, 14, 243-260.
Overview of learning to read and write: Developmentally appropriate practices for young children. National
Association for the Education of Young People [online] http://www.naeyc.org/about/position/psread 0 htm.
Quintero, E. & Rummel, M.K. (1996). Something to say -Voice in the classroom. Childhood Education, 52, 146-151.
Spiegel, D.L. (1998). Reader response approaches and the growth of readers. Language Arts, 76, 41-48.
Stice, C.F. (1998). Just a little fish tale: Past, present, future. Language Arts, 75, 45- 47.
Strickland, D.S. (1997). Teach the skills and thrills of reading. Instructor, 32, 65-72.
Tierney, R.J., Carter, M.A., & Desai, L.E. (1991). Portfolio assessment in the reading-writing classroom. Norwood,
MA: Christopher-Gordon.
Towell, J. (1997). Teaching reading: fun with vocabulary. The Reading Teacher, 1, 356-358.
Page 15 of 16
Wasik, B.A. (1998). Using transactional strategies approach to reading instruction. The Reading Teacher, 49, 256258.
West, K.R. (1998). Noticing and responding to learners: Literacy evaluation in the primary grades. The Reading
Teacher, 51, (7), 550-559.
Page 16 of 16