Syllabus
Children’s Reading and Book Selection
(ECSE 6346 Fall 2006)
TH 6:00 – 9:00 pm
Mashburn 120/Online
Instructor: Shoudong Feng, Ed.D.
Office: 133 Mashburn
Office Hours: Monday 1:00-5:00, Wednesday 1:00-5:00, Thursday 2:00-4:00 or by
appointment
Phone: 450-5447
UCA helpdesk number: 450-3117
Email: sfeng@uca.edu
Web site: http://faculty.uca.edu/~sfeng
Centra: http://centra.uca.edu/main/uca
A.
Text
Norton, D. E. (2002). Through the eyes of a child (7th ed.). Columbus, OH: Merrill. (Required)
Student selected children’s books, approved by instructor.
B.
Purpose of Course
This course is intended to assist educators as reflective decision makers with an in-depth
understanding of the volume, variety, and value of literature for children and youth available for
instructional use. Major emphases include the integration of trade books across the curriculum,
the use of current research-supported methodology for the instructional use of children’s
literature, and the role that literature can play in providing for the differences in gender, language,
culture, and background experiences of children and youth. This course is a requirement for the
specialty areas of elementary or Secondary Reading Teacher, Reading Specialist K-8 or 7-12 and
for a UCA Master’s Degree in Reading. It may serve as an elective for several other Master’s
programs.
C.
Weekly Schedule
Aug. 24
Aug.31
Sept. 7
Sept. 14
Sept. 21
Sept. 28
Oct. 5
Oct. 12
Oct. 19
Oct. 26
Nov. 2
Nov. 9
Nov. 16
Nov. 23
Nov. 30
Dec. 7
Syllabus/Centra System
Chapter 1 Child Development through literature
Chapter 2 History of Children’s literature. Email me your choice of assigned
books and 2 books to share.
Chapter 3 Evaluating and selecting literature. Sharing ONE assigned book.
Chapter 4 Artists and their illustrations.
Chapter 5 Picture books. Sharing ONE assigned book.
Book sharing (Picture books-focus on illustrations). Chapter 6 Traditional
Literature
Book sharing (Traditional lit.). Chapter 7 Modern Fantasy
Fall Break-no class
Book sharing (Modern fantasy). Chapter 8 Poetry
Book sharing (Poetry). Chapter 9 Contemporary realistic fiction
Book sharing (Contemporary lit.). Chapter 10 Historical fiction. Multicultural
lesson due
Class presentation of poetry lesson. Book sharing (Historical fiction)
Thanksgiving holiday-no class
Chapter 11 Biography. Reviews of 2 other assigned books due.
Book sharing (biography). Chapter 12 Nonfiction
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Dec. 14
Final-exam Week
D. Assignments:
Requirements and rubrics are based on the UCA Teacher Performance Outcomes Assessment
(TPOA), revised in October, 2001.
1.
Multicultural lesson in the field:
Graduate candidates will complete one field assignment in a classroom using a multicultural
literature. Graduate candidates will:
a. Select a book appropriate for the grade level.
b. Design an assessment tool that assesses students’ knowledge about the
culture/the topic about the culture you teach to be given as a pre- and posttest. Be
sure to make your assessment developmentally appropriate.
b. Administer the pretest at least one week prior to the lesson and the post-test one
week after the lesson.
For those who teach upper level students and are going to use a multicultural
chapter book, you may design and administer the pre-test as early as you can.
Submit a lesson plan from the unit that includes objectives (skills and/or
concepts), the book and other materials, methods, and evaluation procedures.
c. Submit the following two things:
1). A lesson plan that includes an Introduction, Objectives with citation of
expectations from ADE’s frameworks, Procedures with descriptions of
methods and activities, the book title, author, and illustrator, Evaluation
and Closure. Indicate grade level at the top of the lesson plan. Pathwise
lesson plan template is available at http://faculty.uca.edu/~sfeng.
2) A report that contains
 brief summary of the book used
 description of the lesson
 reflective comments on the experience
 a computer-generated graph that summarizes the pre- and posttest results
 Five samples of the pre- and post-tests
To ensure confidentiality of students in the classroom, you are encouraged to report first
names only and use professional discretion in discussing the classroom experience.
Scoring rubrics:
Lesson Plan
Appropriate multi-cultural book
Specific and appropriate instructional objectives
Appropriate learning activities
Appropriate assessment instruments
______/5
______/10
______/10
______/10
Report
Summary of the book used
Description of the lesson
Reflection on teaching
A graph that accurately summarizes the result
Appropriate pre- and post-tests
Samples attached
Writing-organization and logic
______/10
______/10
______/10
______/10
______/10
______/5
______/5
2
Writing-mechanics
Total
2.
______/5
______/100
Poetry lesson
Candidates are required to do a one-hour poetry lesson in class. The lesson may be a
reading experience or a writing experience or both. Depending on the grade level, the
lesson may focus on the sounds, rhyming words, rhythms, parts of speech, literary
devices or shapes/forms of poetry.
Scoring rubrics:
a.
Lesson plan
1.
2.
3.
4.
b.
Appropriate objectives with clear expectations from frameworks
Appropriate approaches and activities
Appropriate book/materials for the intended grade level
Appropriate assessment that evaluates students’ learning
Delivering
1. Communicate learning goals and instructional
procedures
2. Make content comprehensible
3. Extend student thinking
4. Monitor learning and provide feedback
5. Use instructional time effectively
6. Communicate clearly and accurately
7. Integrate technology into instruction
8. Assess student learning
Total
3.
_____/5
_____/5
_____/5
_____/5
________/10
________/10
________/10
________/10
________/10
________/10
________/10
________/10
________/100
Book review (12@25)
Candidates are expected to self-select ONE book from each of the eight genres that will
be covered in this course and write a brief review for each book (preferably a Newbery or
a Caldecott winner or honor book). In addition, candidates are also expected to choose
four books from the list provided by the instructor and write a review for each. The
review should include a brief summary of the book, a brief analysis of the teaching points
in the book and methods that can be used with the book. Each book review will be shared
and e-copies should be sent to everyone in the class prior to sharing via email.
***Please discuss with the instructor if you teach at middle/high school level.
Example:
DiCamillo, K. (2000). Because of Winn-Dixie. Cambridge, MA: Candlewick
Press.
Because of Winn-Dixie, written by Kate DiCamillo, is a story about a ten-year old girl
named Opal who was abandoned by her mother at the age of three. She moves to the rundown
town of Naomi, Florida with her father who takes a job as a Baptist preacher. Interestingly, his
church also serves as the local convenience store. On an errand to the grocery store, Opal finds a
large, homeless dog that causes a big ruckus inside the store. The store manager chases the dog
through the store and in an attempt to protect him, Opal claims him as her own. She names him
Winn-Dixie after the grocery store where she found him. Lost and lonely without her old friends
and haunted by the memories of her mother, she finds a friend in the stray mutt. Her father has a
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difficult time talking to Opal about her mother and their relationship…This book could be used to
teach about single-parent families, help kids make transitions when having to move, and to discuss
the effects alcoholism has on families, especially children. It can also be used to discuss
stereotypes and how people can be misperceived. It would be a great book for literature circles.
Scoring rubrics:
Main idea well summarized
Good organization and flow
Usefulness to the curriculum
Free from mechanical errors
Current APA style
Total:
_____/5
_____/5
_____/5
_____/5
_____/5
_____/25
_____/25x12=300
E. Course outcomes/evaluation
Evaluation of graduate candidates in this course will be performance-based and primarily
process-oriented. Evaluation will be based on a possible total of a maximum of 500 points.
1.
2.
Multicultural lesson
Book review
(100 points)
(300 points)
3.
Poetry lesson
(100 points)
Grading
A
B
C
470-500 points
420-469 points
370-419 points
D
F
320-369
Below 320
Excellence in all requirements
Outstanding in most requirements
Acceptable in most requirements/
Improvement needed
Less than acceptable in most requirements
Not acceptable in any requirement
F.
Attendance and Drop policy
Graduate candidates are expected to exhibit a high degree of professionalism as reflected
in behaviors such as speech, manner, and dress. Prompt and consistent attendance is an
essential part of professionalism. Candidates will be expected to attend all class meetings
and complete the assignments. Absences should be only in cases of illness, emergency, or
other extenuating circumstances as determined by the instructor. Such absence may be
excused only ONCE. Any additional absence, no matter what reason, will result in the
loss of 10 points. For unavoidable absences, proper notification is expected, as well as
plans for making up the time and work. Disregard for professional responsibilities will
result in a conference with the instructor and possible request that the candidate drop the
course. All assignments should be typed, double-spaced and in current APA style. Late
assignment will result in 5 points being deducted for each day it is late.
G.
Student handbook policies
Graduate candidates are expected to follow the policies regarding academic dishonesty,
sexual harassment, and academic issues as outlined in the 2004-2005 UCA Student
handbook. Students should become familiar with all policies included in this handbook.
The university of Central Arkansas adheres to all requirements if the Americans with
Disabilities Act. If you need an accommodation under this Act due to a disability, please contact
the UCA Office of Disability Services, 450-3135. Instructors should be notified the first day of
class.
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Assigned Books
Mikaelson, Ben. Touching Spirit Bear.
dePaola, T. The Legend of the Bluebonnet
Bartowski, Rene. Dolls from Many Lands
Lankford, Mary. Birthdays around the world.
Manuel, Manuel, What do you see?
L’Engle, M. A Wrinkle in Time.
Cronin, D. Diary of a Worm.
Lindsay, J. W. Do I have a Daddy? A story about a single-parent child?
Patterson, J. Maximum ride: The angel experiment.
Speare, E. The sign of the beaver.
Blume, J. Blubber.
Blume, J. Are you there, God? It’me, Margaret.
Blume, J. Forever.
Palatini, M. Piggie pies.
Avi. Crispin: The cross of lead.
Avi. Nothing but the truth.
Lowry, L. The giver.
Sachar, L. Holes.
Brown, M. Stone soup.
Burton, V. The little house.
O’Dell, S. Island of the blue Dolphins.
Fritz, J. Make way for Sam Houston.
Hesse, K. Out of the Dust.
Taback, S. Joseph had a little overcoat.
Spinelli, J. Maniac Magee.
Scieszka, J. The true story of the 3 little pigs.
Climo, S. The Korean Cinderella.
Climo, S. The Egyptian Cinderella.
Louie, A., & Shen, Y. A Cinderella story from China.
Ginsburg, M. The Chinese mirror.
McDermott, G. Anansi the spider: A tale from the Ashanti.
Ray, M. Basket Moon.
Mosel, A. Tikk Tikki Ttembo.
Clinton, C. A stone in my hand.
Cormier, R. The bumblebee flies anyway.
Creech, S. Walk two moons.
Cronin, D. Click, clack moo: Cows that type.
Fleming, C. Muncha! Muncha! Muncha!
Kushner, T. Brundibar.
Olsen, S. The girl with a baby.
Myers, W. D. Scorpions.
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