RDG 301 – Fall 2013
Texas A&M University - Central Texas
RDG 301 Intro to Children’s Literature
Fall 2013 – M/W 1:30-3:00
Instructor:
Agnes Tang, PhD
Assistant Professor, Department of Professional Education & Policy Studies
Office: N112
Phone: 519-5794; Cell: 254-723-5858
Email: a.tang@ct.tamus.edu
Office Hours:
T/R 10:00-12:00; and by appointment
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1.0
Course Overview and description
Texas A&M University - Central Texas Catalogue Description for RDG 301: A survey of literature for
children focusing on the use of classic and contemporary texts to promote interest, motivation, &
critical reading skills for self selected reading in the elementary student. Prepares teachers to use texts
to emphasize literacy, genre, text structure, & literary devices as tools for making connections &
meaning.
2.0
Course Objective/Goal
Program Goal: Upon completion of certification requirements, students will be reflective professional
educators who make effective educational decisions that support the creation of dynamic learning
environments.
2.1
Student Learning Outcomes
1.
2.
3.
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8.
9.
Upon successful completion of this course, the student will/be able to:
Show familiarity with the various genres of children’s literature and how each might be integrated into
the K – 6 curriculums (Standard X).
Have read and appreciated some prose and poetry of all kinds and for all levels from preschool through
6th grade (Standard VI).
Know evaluation criteria for children’s literature (Standard X).
Demonstrate an ability to read aloud orally both prose and poetry fluently (Standard VII).
Understand content standards as the foundation of effective teaching.
Understand the direct link between class content (TAMUCT) and classroom practice (public school).
Promote learning for all students by understanding all aspects of student diversity (i.e., cultural,
linguistic, developmental).
Recognize personal biases and differences that may affect one’s teaching.
Promote the continuous professional learning process.
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RDG 301 – Fall 2013
10. Identify task requirements, apply search strategies, and use current technology to efficiently acquire,
analyze, and evaluate a variety of electronic information.
11. Communicate information in different formats and for diverse audiences.
Technical Support:
This course will use the new TAMU-CT Blackboard Learn learning management system for class
communications, content distribution, and assessments.
Logon to http://tamuct.blackboard.com to access the course.
Username: Your Tarleton email address (the complete email address, e.g. john.doe@go.tarleton.edu)
Initial password: Your DuckTrax ID (UID)
For this course, you will need reliable and frequent access to a computer and to the Internet. You will
also need a headset with a microphone or speakers and a microphone to be able to listen to online
resources and conduct other activities in the course. If you do not have frequent and reliable access to
a computer with Internet connection, please consider dropping this course or contact me to discuss
your situation.
Blackboard supports the most common operating systems:
PC: Windows 7, Windows XP, Windows Vista, Windows 2000,
Mac: Mac OS 10.6 “Snow Leopard®”, Mac OS 10.5 “Leopard®”, Mac OS 10.4 “Tiger®”
Check browser and computer compatibility by following the “Browser Check” link on the TAMU-CT
Blackboard logon page. (http://tamuct.blackboard.com) This is a CRITICAL step as these settings are
important for when you take an exam or submit an assignment.
Upon logging on to Blackboard Learn, you will see a link to Blackboard Student Orientation under My
Courses tab. Click on that link and study the materials in this orientation course. The new Blackboard is
a brand-new interface and you will have to come up to speed with it really quickly. This orientation
course will help you get there. There is also a link to Blackboard Help from inside the course on the
left-hand menu bar. The first week of the course includes activities and assignments that will help you
get up to speed with navigation, sending and receiving messages and discussion posts, and submitting
an assignment. Your ability to function within the Blackboard system will facilitate your success in this
course.
Technology issues are not an excuse for missing a course requirement – make sure your computer is
configured correctly and address issues well in advance of deadlines.
Student Help: For technological or computer issues, students should contact the TAMU-CT Blackboard
Support Services 24 hours a day, 7 days a week:
Support Portal: http://www.ct.tamus.edu/bbsupport
Online chat (through the support portal at: http://www.ct.tamus.edu/bbsupport)
Phone: (855)-661-7965
For issues related to course content and requirements, contact your instructor.
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RDG 301 – Fall 2013
2.2
Competency Goals Statements (certification or standards)
Texas Examination of Educator Standards (TExES) Competencies: ECE-6
Standard I. Oral Language: Teachers of young students understand the importance of oral language,
know the developmental processes of oral language, and provide a variety of instructional
opportunities for young students to develop listening and speaking skills.
Standard II. Phonological and Phonemic Awareness: Teachers of young students understand the
components of phonological and phonemic awareness and utilize a variety of approaches to help
young students develop this awareness and its relationship to written language.
Standard III. Alphabetic Principle: Teachers of young students understand the importance of the
alphabetic principle to reading English, know the elements of the alphabetic principle, and provide
instruction that helps students understand that printed words consist of graphic representations that
relate to the sounds of spoken language in conventional and intentional ways.
Standard IV. Literacy Development and Practice: Teachers of young students understand that literacy
develops over time and progresses from emergent to proficient stages. Teachers use a variety of
contexts to support the development of young students’ literacy.
Standard V. Word Analysis and Decoding: Teachers understand the importance of word analysis and
decoding to reading and provide many opportunities for students to improve word analysis and
decoding abilities.
Standard VI. Reading Fluency: Teachers understand the importance of fluency to reading
comprehension and provide many opportunities for students to improve reading fluency.
Standard VII. Reading Comprehension: Teachers understand the importance of reading for
understanding, know the components of comprehension, and teach young students strategies for
improving comprehension.
Standard VIII. Development of Written Communication: Teachers understand that writing to
communicate is a developmental process and provide instruction that helps young students develop
competence in written communication.
Standard IX. Writing Conventions: Teachers understand how young students use writing conventions
and how to help students develop those conventions.
Standard X. Assessment and Instruction of Developing Literacy: Teachers understand the basic
principles of assessment and use a variety of literacy assessment practices to plan and implement
literacy instruction for young students.
Standard XI. Research and Inquiry Skills: Teachers understand the importance of study and inquiry skills
as tools for learning and promote students’ development in applying study and inquiry skills.
Standard XII. Viewing and Representing: Teachers understand how to interpret, analyze, evaluate, and
produce.
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RDG 301 – Fall 2013
Texas Examination of Educator Standards (TExES) Competencies: 4-8
Standard I. Oral Language: Teachers of students in grades 4–8 understand the importance of oral
language, know the developmental processes of oral language, and provide a variety of instructional
opportunities for students to develop listening and speaking skills.
Standard II. Foundations of Reading: Teachers of students in grades 4–8 understand the foundations of
reading and early literacy development.
Standard III. Word Analysis Skills and Reading Fluency: Teachers understand the importance of word
analysis skills (including decoding, blending, structural analysis, sight word vocabulary) and reading
fluency and provide many opportunities for students to practice and improve their word analysis skills
and reading fluency.
Standard IV. Reading Comprehension: Teachers understand the importance of reading for
understanding, know the components of comprehension, and teach students strategies for improving
their comprehension.
Standard V. Written Language: Teachers understand that writing is a developmental process and
provide instruction that helps students develop competence in written communication.
Standard VI. Study and Inquiry Skills: Teachers understand the importance of study and inquiry skills as
tools for learning and promote students’ development in applying study and inquiry skills.
Standard VII. Viewing and Representing: Teachers understand how to interpret, analyze, evaluate, and
produce visual images and messages in various media and to provide students with opportunities to
develop skills in this area.
Standard VIII. Assessment of Developing Literacy: Teachers understand the basic principles of
assessment and use a variety of literacy assessment practices to plan and implement instruction.
Source: http://www.sbec.state.tx.us//standtest/standards/
PROFESSIONAL STANDARDS FOR THE DEPARTMENT OF CURRICULUM AND INSTRUCTION
Candidates for teacher certification at Tarleton State University / Texas A&M University – Central Texas
will demonstrate the following qualities and behaviors in pursuit of their goal of becoming a
professional educator:
Communication
 Communicate appropriately and effectively with colleagues, supervisors, students, parents and
members of the community. Uses good oral and written communication skills.
Collaboration
 Work collaboratively with colleagues, mentors and supervisors to achieve the local, state and
national goals of education. Shows courtesy to peers, public school students and teachers,
and the professor.
Commitment
 Demonstrate commitment to the teaching profession and exercise leadership for the
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RDG 301 – Fall 2013
advancement of the profession and public education. Shows enthusiasm in class for learning
and the educational process.
 Be responsible, punctual, regular in attendance, and prepared to participate in all aspects of
professional development. (see details below)
Professional Development
 Assume responsibility for utilizing professional teaching practices and constantly strive to
improve through professional growth. Accepts constructive feedback and demonstrates a
willingness to make improvements in attitude and performance if needed.
Ethical Conduct
 Uphold the Code of Ethics for Texas Educators and abide by local, state, and federal rules,
regulations, and policies.
 Demonstrate respect and maintain ethical conduct in relations with professional colleagues,
students, parents, and members of the community. Exhibits honesty and personal integrity.
Violations of ethics results in failure of this course.
3.0
Required Reading and Textbook(s):
Sendak, M. (1984). Where the wild things are. New York: Harper Trophy.
N.B. A student of this institution is not under any obligation to purchase a textbook from a universityaffiliated bookstore. The same textbook may also be available from an independent retailer, including an
online retailer.
4.0
Course Requirements
History of Experience with Children’s Literature (20 points): The pre-service teacher will develop a
statement of personal literacy history.
Daily Assignments (20 points):
Resource File of Recent Children’s Literature (20 points): The purpose of this assignment is to give the
first year teacher a children’s literature resource to have in the classroom. Think about text set.
Read Aloud (10 points): One read aloud with paper.
Write a Children’s Book (10 points): The pre-service teacher will write, illustrate and record a
children’s book.
Text Set- Final Project (20 points): The pre-service teacher will select a topic and develop a text set
using both tradebooks and web sites.
5.0
Grading Criteria Rubric and Conversion:
Grade Scale:
Students will earn grades based on the following letter grade scale.
A = 93 –100
B = 80 – 92
C = 70 – 79
D = 60 – 69
F = 59 <
represents exceptional demonstration of deep, coherent, unified understandings
represents proficient overall understanding
represents acceptable understanding in most areas of theory and practice
represents developing understanding with some critical deficiencies
represents unsatisfactory understanding with significant deficiencies remaining
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RDG 301 – Fall 2013
6.0
Complete Course Calendar
TENTATIVE COURSE CALENDAR
Date
Topic
Week one
Introductions, expectations, course
August 26
assignments, information
August 28
Introduction to the World of Children’s
Literature
Week two
Break Down of Genres and Tips for
September 2
Reading Aloud
September 4
Where the Wild Things Are Day!!!!!!
Week three
September 9
September 11
Format
C
C
O
C
Why Children’s Literature is Essential for
Literacy Instruction
Deconstructing Children’s Books in light of
Literary Elements Hand’s on
Art in Children’s Literature
O
Art Day
C
Multicultural Children’s Literature
O
Hands on Multicultural Children’s
Literature
Book Formats
C
Book Formats
C
Week seven
October 7
October 9
Traditional Literature: A Trek Through
Oral Traditional
Hands on Traditional Literature
O
Week eight
October 14
October 16
Fantasy: Experiencing the Unreal Past,
Present, and Future
Hands on Fantasy
O
Week Nine
October 21
October 23
Contemporary Realistic Fiction: Glance in
the Mirror, Peek Through a Window
Hands on Contemporary Realistic Fiction
O
Week Ten
October 28
October 30
Historical Fiction: Passports to Another
Time and Place
Hands on Historical Fiction
O
Week four
September 16
September 18
Week five
September 23
September 25
Week six
September 30
October 2
Assignment
C
Cornell Notes^^(classwork) and
Book List and books(Module)
Cornell Notes (classwork) and
Book List and books(Module)
O
Cornell Notes (classwork) and
Book List and books(Module)
Cornell Notes (classwork) and
Book List and books(Module)
O
C
C
C
C
Cornell Notes (classwork) and
Book List and books (Module)
Cornell Notes (classwork) and
Book List and books(Module)
Cornell Notes (classwork) and
Book List and books(Module)
Cornell Notes (classwork) and
Book List and books(Module)
Read Aloud
Cornell Notes (classwork) and
Book List and books(Module)
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RDG 301 – Fall 2013
Week Eleven
November 4
November 6
Nonfiction – Expository and Narrative
O
Hands on Nonfiction
C
Week Twelve
November 11
November 13
Biography and Autobiography
O
Hands on Biography and Autobiography
C
Week Thirteen
November 18
November 20
Poetry: Changing the Tempo in Your
Classroom
Hands on Poetry
O
Week Fourteen
November 25
November 27
Using Children’s Literature with Content
Areas
Hands on Using Children’s Literature with
Content Areas
Children’s Literature in the Classroom
O
Hands On Children’s Literature in the
Classroom
C
Week Fifteen
December 2
December 4
Week Sixteen
December 9
*C=classroom
*O= online (do not come to class on this day)
C
Cornell Notes (classwork) and
Book List and books(Module)
Write a book
Cornell Notes (classwork) and
Book List and books(Module)
Cornell Notes (classwork) and
Book List and books(Module)
Resource File
Cornell Notes (classwork) and
Book List and books(Module)
O
C
Cornell Notes (classwork) and
Book List and books(Module)
History of Experience with
Children’s Literature
Submit Text Set
^^Please refer to http://coe.jmu.edu/learningtoolbox/cornellnotes.html for the Cornell note-taking
method.
7.0
Drop Policy
If you discover that you need to drop this class, you must go to the Records Office and ask for the
necessary paperwork. Professors cannot drop students; this is always the responsibility of the student.
The record’s office will provide a deadline for which the form must be returned, completed and signed.
Return the signed form to the records office, wait 24 hours, go into Duck Trax and confirm that you are
no longer enrolled. If you are still enrolled, FOLLOW-UP with the records office immediately. You are to
attend class until the procedure is complete to avoid penalty for absence. Should you miss the deadline
or fail to follow the procedure, you will receive an F in the course.
8.0
Academic Integrity
Texas A&M University - Central Texas expects all students to maintain high standards of personal and
scholarly conduct. Students found responsible of academic dishonesty are subject to disciplinary action.
Academic dishonesty includes, but is not limited to, cheating on an examination or other academic
work, plagiarism, collusion, and the abuse of resource materials. The faculty member is responsible for
initiating action for each case of academic dishonesty and report the incident to the Director of Student
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RDG 301 – Fall 2013
Affairs. More information can be found atwww.ct.tamus.edu/StudentConduct.
9.0
Disability Support Services
If you have or believe you have a disability and wish to self-identify, you can do so by providing
documentation to the Disability Support Coordinator. Students are encouraged to seek information
about accommodations to help assure success in their courses. Please contact Gail Johnson at (254)
501-5831 or visit Founder's Hall 114. Additional information can be found at
www.ct.tamus.edu/AcademicSupport .
10.0
Tutoring
Tutoring is available to all TAMUCT students, both on-campus and online. Subjects tutored include
Accounting, Finance, Statistics, Mathematics, and Writing (APA). Tutors are available at the Tutoring
Center in Founder's Hall, Room 204, and also in the Library in the North Building. Visit
www.ct.tamus.edu/AcademicSupport and click "Tutoring Support" for tutor schedules and contact info.
If you have questions or if you're interested in becoming a tutor, contact Ryan Thompson, Academic
Support Programs at 254-519-5796 or by emailing rthomp8@ct.tamus.edu.
Tutor.com is an online tutoring platform that enables TAMU-CT students to log-in and receive FREE
online tutoring and writing support. This tool provides tutoring in Mathematics, Writing, Career
Writing, Chemistry, Physics, Biology, Spanish, Calculus, and Statistics. Chat live with a tutor 24/7 for any
subject on your computer. To access Tutor.com, click on www.tutor.com/tamuct.
11.0
Library Services
INFORMATION LITERACY focuses on research skills which prepare individuals to live and work in an
information-centered society. Librarians will work with students in the development of critical
reasoning, ethical use of information, and the appropriate use of secondary research techniques. Help
may include, yet is not limited to: exploration of information resources such as library collections and
services, identification of subject databases and scholarly journals, and execution of effective search
strategies. Library Resources are outlined and accessed at.
http://www.tamuct.edu/departments/library/index.php
12.0
INSTRUCTOR POLICIES RELATED TO ABSENCE, GRADING, ETC
Attendance Policy
Professional behavior and commitment to teaching are the expectations. Attendance and punctuality
are required. It is NOT possible to make up the work missed during the class period since it involves the
interactions of students, professor and content. Class activities may be included in your daily
assignment grade.
More than 3 class absences will result in lowering the final points by a letter grade. More than six
absences will result in failure of the class. Two tardies will equal one absence.
Students missing class will be responsible for gathering notes, handouts, assignments and any
changes in schedules from a classmate.
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RDG 301 – Fall 2013
Course Expectations:
All written components for assignments (discussion papers, lesson plans, instructional strategies, etc.)
must be typed and should be edited for correct punctuation, spelling, and grammar. All papers should
be typed and double-spaced, and submitted through Turnitin.com. Failure to demonstrate the ability
to communicate effectively in writing may result in lowering the final grade. The standard of our
discipline is APA 6th edition. Assignments are due at the beginning of the class period in which they
are due. Late work will result in the loss of professionalism points AND a minimum reduction of 10%
of the available points per day before grading. The work will be dated as of the date/time it is
received by the instructor.
Cell phones and laptop/notebook/iPads: - the use of technology can enhance learning and the
educational experiences; however, it can also become a distraction to the learning tasks at hand.
During class discussions and whole group activities, please put all of these tools away until needed.
Off-task technology usage may result in deduction in professionalism points.
13.0
What you can expect from me:
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A commitment to help you grow as a professional educator.
Feedback in the form of graded assignments within 1 week in most cases.
I check emails regularly and will return them within 24 hours during weekdays.
I will be prepared for class, so I expect the same from you.
I will provide grading rubrics for assignments due for this course.
Respect and professionalism.
**The instructor reserves the right to amend or modify the syllabus and assignments for this course.
Any changes to the course syllabus will be communicated via Blackboard, and/or class announcements.
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