LAE3414 - Children’s Literature

3 hours Lecture, 3 credit(s)

Upper-Division College Credit

AA Elective: No

Academic Dean’s Contact Information

LAKELAND DEAN’S OFFICE: LLC 2255 PHONE: (863) 297-1024
WINTER HAVEN DEAN’S OFFICE: WSC 101 PHONE: (863) 297-1020

Course Description:
This course introduces instructional strategies for teaching reading through the use of children’s literature. Identifying high-quality literature and infusing research-based instructional methods enables the teacher candidate to scaffold student learning and integrate reading components within comprehensive lesson plans. In addition to class meetings, field experiences in a kindergarten to grade 3 setting are required. This course satisfies competencies for the Florida Reading Endorsement.

Polk State College Mission and Program Outcomes

Polk State College, a quality-driven institution serving Polk County and beyond, transforms students’ lives through the power of teaching and lifelong learning by providing access to affordable associate and baccalaureate degrees, career certificates, and workforce employment programs, delivered through various modalities and innovative technologies and by diverse, qualified faculty and staff. In line with this purpose, Polk State’s Associate in Science and baccalaureate degree programs develop competence in career areas. This course focuses on the development of competencies related to the following program outcomes:

Demonstrate competencies and skills for teacher certification (C&S: K-6).
Demonstrate Florida Reading Endorsement Competency One: Foundations of Reading Instruction.
Demonstrate Reading Endorsement Competency Two: Foundations of Research Based Instructional Practices.
Demonstrate Reading Endorsement Competency Four: Foundations and Applications of Differentiated Instruction.

Course Objectives:
Competencies and Skills for Teacher Certification (C&S: K-6)
Upon successful completion of this course, the student is able to:
Knowledge of Literary Analysis and Genres
2.1 Differentiate among characteristics and elements of a variety of literary genres (e.g., realistic fiction, fantasy, poetry, informational texts).
2.2 Identify and analyze terminology and intentional use of literary devices (e.g., simile, metaphor, personification, onomatopoeia, hyperbole).
2.3 Evaluate and select appropriate multicultural texts based on purpose, relevance, cultural sensitivity, and developmental appropriateness.
2.4 Identify and evaluate appropriate techniques for varying student responses to texts (e.g., think-pair-share, reading response journals, evidence-based discussion).

Knowledge of Language and the Writing Process
3.6 Apply instructional methods for teaching writer’s craft across genres (e.g., precise language, figurative language, linking words, temporal words, dialogue, sentence variety).

Reading Endorsement Competency One: Foundations of Reading Instruction
Upon successful completion of this course, the student is able to:
A. Comprehension
1.A.1 Understand that building oral and written language facilitates comprehension.
1.A.2 Understand the importance of learning syntax, semantics, pragmatics, vocabulary, and text structures that are required for comprehension of formal written language of school, often called “academic language.”
1.A.3 Understand the impact of text upon reading comprehension (e.g., genre, readability, coherence, text structure, and text complexity).
1.A.4 Understand how the interaction of reader characteristics, motivation, purpose of reading, and text elements as they impact comprehension and student engagement.
1.A.5 Identify cognitive targets (e.g., locate/recall, integrate/interpret, and critique/evaluate) and the role of cognitive development in the construction of meaning of literary and informational texts.
1.A.6 Understand reading as a process of constructing meaning from a wide variety of print and digital texts and for a variety of purposes.
1.A.7 Understand the reading demands posed by domain-specific texts.
1.A.8 Understand that effective comprehension processes rely on well-developed language, strong inference making, background knowledge, comprehension monitoring, and self-correcting.
1.A.9 Understand how English language learners’ linguistic and cultural background influence their comprehension.
1.A.10 Understand the role of formal and informal assessment of comprehension in making instructional decisions to meet individual student needs.

E. Fluency
1.E.1 Understand that the components of reading fluency are accuracy, expression, and rate which impact reading endurance and comprehension.
1.E.2 Understand that effective readers demonstrate flexibility by adjusting their reading rate to accommodate the kinds of texts they are reading in order to facilitate comprehension.
1.E.3 Understand the relationships among fluency, word recognition, and comprehension.
1.E.4 Understand that both oral language and writing enhance fluency instruction.
1.E.5 Understand the role of formal and informal fluency assessment to make instructional decisions to meet individual student needs.

F. Vocabulary
1.F.1 Understand the goal of receptive and expressive vocabulary instruction is the application of a student’s understanding of word meanings to multiple oral and written contexts.
1.F.2 Understand s morphology as it relates to vocabulary development (e.g., morphemes, inflectional and derivational morphemes, and morphemic analysis).
1.F.3 Identify principles of semantics as they relate to vocabulary development (e.g., antonyms, synonyms, figurative language).
1.F.4 Understand the domain-specific vocabulary demands of academic language.
1.F.5 Understand that writing can be used to enhance vocabulary instruction.
1.F.6 Understand the role of formal and informal vocabulary assessment to make instructional decisions to meet individual student’s needs.

G. Integration of the Reading Components
1.G.5 Understand the importance of comprehension monitoring and self-correcting in increasing reading proficiency.
1.G.6 Understand the role of formal and informal reading assessment to make instructional decisions to meet individual student needs.

Reading Endorsement Competency Two: Application of Research-Based Instructional Practices
Upon successful completion of this course, the student is able to:
A. Comprehension
2.A.1 Apply intentional, explicit, and systematic instructional practices for scaffolding development of higher-order thinking, comprehension skills, comprehension monitoring, and self-correcting (e.g., reciprocal teaching, “think aloud,” etc.).
2.A.2. Use both oral language and writing experiences to enhance comprehension.
2.A.3 Apply appropriate instructional practices determined by students’ strengths and needs, text structure, and the reading demands of a domain-specific text.
2.A.4. Provide opportunities for student extended-text discussion to enhance comprehension, promote motivation, and increase student engagement.
2.A.5 Select narrative pieces, informational print, or digital texts that are appropriate to the comprehension instruction to be provided.
2.A.6 Provide comprehension instruction that supports students’ ability to read multiple print and digital texts, and to then synthesize information within, across, and beyond those texts.
2.A.7 Scaffold discussions to facilitate the comprehension of texts and promote higher-order thinking skills for students with varying English proficiency levels.
2.A.8 Model a variety of strategic activities students can use to foster comprehension monitoring and self-correction.
2.A.9 Recognize, describe, and incorporate appropriate comprehension assessments to guide instruction.

E. Fluency
2.E.1. Apply intentional, explicit, systematic instructional practices to scaffold accuracy, expression, rate, and reading endurance (e.g., paired reading, repeated reading, echo reading, and readers’ theater, etc.).
2.E.2. Use oral and aural language and writing experiences to enhance fluency (e.g., poetry charts and song lyrics).
2.E.3 Recognize, describe, and incorporate appropriate fluency assessments to guide instruction.
2.E.4 Recognize that both oral language and writing enhance fluency instruction.

F. Vocabulary
2.F.1 Apply intentional, explicit, systematic instructional practices to scaffold vocabulary and concept development (e.g., shared reading and semantic mapping, etc.).
2.F.2 Provide for continual integration, repetition, and meaningful use of domain-specific vocabulary to address the demands of academic language.
2.F.3 Incorporate vocabulary instruction through analogies (e.g., cognates, and Greek and Latin roots).
2.F.4 Provide an environment that supports wide reading of print and digital texts (both informational and literary) to enhance vocabulary.
2.F.5 Incorporate instructional practices that develop authentic uses of English to assist English Language Learners (ELLs) in learning academic vocabulary and content.
2.F.6 Use oral and aural language and writing experiences to enhance vocabulary (e.g., interactive word walls, word sorts, and word charts).
2.F.7 Use multiple methods of vocabulary instruction (e.g. multiple contexts, examples and non-examples, and elaborations, etc.).
2.F.8 Recognize, describe, and incorporate appropriate vocabulary assessments to guide instruction.

G. Integration of the Reading Components
2.G.1 Apply comprehensive instructional practices, including writing experiences that integrate the reading components.
2.G.2 Identify instructional practices to develop students’ metacognitive skills in reading (e.g. text coding such as INSERT, two-column notes).
2.G.3 Use resources and research-based practices that create information intensive environments (e.g., diverse classroom libraries, inquiry reading).
2.G.4 Use research-based guidelines for selecting literature and domain- specific print and digital text appropriate to students’ age, interests, and reading proficiency (e.g., young adult literature, informational texts).
2.G.5 Demonstrate understandings of similarities and differences between home language and second language reading development.

Reading Endorsement Competency Four: Foundations and Applications of Differentiated Instruction
Upon successful completion of this course, the student is able to:
4.14 Implement research-based practices in comprehension, oral language, phonological awareness, phonics, fluency, and vocabulary to differentiate instruction for all students.

Course Content:
Integrated instruction is built around high-quality literature and content area objectives.
The student receives instruction in:

Analyses and integration of literature within content area subject matter.
Development of a classroom climate that promotes literacy.
Lesson plan development and implementation.
Differentiated instructional practices.
Research-based instructional strategies that support the four areas of language development (i.e., listening, speaking, reading, and writing) through usage of current theories and teaching practices related to second language development (e.g., phonology (the sound system), morphology (the structure of words), syntax (phrase and sentence structure), semantics (word/sentence meaning), and pragmatics (the effect of context on language).
Development of varied activities and assessments that assist students at varying levels within the four areas of language development. These activities and assessments take into account all students’ learning styles, language developmental needs, ages, cultural backgrounds, and former educational experiences to help ensure their success in meeting the necessary standards. The activities and assessments drive continued instruction based on the outcomes and give the instructor indications of individual student progress.
Selection of appropriate materials and resources for each student’s needs based on his or her progress in the four areas of language development.
Development of class materials and other assessments that take into account each student’s culture, age, and linguistic development in a manner that keeps the same learning objectives for all students. This includes the use of evaluative tools such as self-assessments and peer assessments to encourage students to measure their own progress.

Textbook and Other Requirements

Textbook information is provided in the course syllabus, at the campus bookstore, on the campus bookstore website (www.polk.bncollege.com), or via the “Shop Textbooks” button on the PASSPORT schedule of classes.

College-Level Communication and Computation Skills

State Rule 6A-10.030 does not apply to this course.

Student Help

The professor is available for help during posted hours and by appointment during other non-class hours. Each student is encouraged to seek assistance from the professor. To further the educational process, the Learning Resources Centers, comprised of the campus Teaching/Learning and Computing Centers (TLCCs), JDA Student Success Center, and campus libraries, are available for student use. Each resource provides qualified staff and up-to-date equipment and facilities to promote academic success. The TLCCs and JDA Student Success Center provide tutoring services, computing resources, and other instructional support. The library provides information resources, individual and group study space, research assistance, information literacy instruction, and computing resources. Each facility provides free wireless access to the Internet. The Polk State College Library, Student Success Center, and TLCC hours of operation and tutoring schedules are posted at each facility and on the College website.

Withdrawing From a Course

A student may officially withdraw from a course during any given term, provided he or she follows the appropriate policy and procedure. Following the conclusion of the Drop period, students may officially withdraw without receiving a grade from any course, provided they do so no later than the published withdrawal deadline. The published deadline reflects approximately (but no more than) 70% of the term, based upon the course’s scheduled duration. It is the student’s responsibility to submit these withdrawal forms; failure to do so may result in a grade of F in the course. Under the Forgiveness Policy, a student is allowed only three attempts in any one course: one initial enrollment and two repeats. A student is not allowed to withdraw from a third course attempt. Limited admission programs may have specific guidelines regarding course withdrawal that vary from this policy; these guidelines are listed in the specific program handbooks. If a student stops attending class, the grade earned, usually an F, is assigned and posted. Prior to withdrawing from a course, the student should consult with the Financial Aid Office to determine what impact, if any, withdrawal from the course will have on his or her financial aid status. A student cannot use course withdrawal to avoid academic dishonesty penalties. A student who has been penalized for academic dishonesty in a course is not eligible to withdraw from the course.

Repeating a Course

Under the Forgiveness Policy, a student is allowed only three attempts in any one college credit course: one initial enrollment and two repeats. Under certain circumstances, a student may petition to repeat a credit course beyond the third attempt. Limited admission programs may have specific guidelines regarding repeating courses that vary from this policy; these guidelines are listed in the specific handbooks. The student should be aware that repeating a course may result in a higher course cost. A course cannot be repeated unless the previously earned grade is a D, F, or W (the Polk State Catalog provides further details regarding this process). Prior to repeating a course, the student should consult with the Financial Aid Office to determine what impact, if any, repeating the course will have on his or her financial aid status.

Academic Dishonesty

Each student is responsible for his or her work. It is assumed that each student is honest and will abide by this standard; however, in the event that there is an indication or suspicion of cheating or plagiarism, the situation shall be dealt with in accordance with the published College policy. Copies of this policy are available in the Student Services Office. More specific information can be found in the Course Syllabus.

Information Technology Access/Use Policy

The information technology resources provided by Polk State College (this includes, but is not limited to, telephones, computers, the Polk State Local Area and Wide Area Networks, and the Internet) must be used for academic purposes only. Use of these resources is a privilege, not a right. Inappropriate use can result in revocation or suspension of this privilege.

Equal Access/Opportunity

Polk State College is an equal access/equal opportunity institution committed to excellence through diversity in education and employment. The College complies with all state and federal laws granting rights to students, employees, and applicants for employment or admission to the College. Polk State College does not discriminate on the basis of race, color, national origin, ethnicity, sex, age, religion, sexual orientation, marital status, veteran status, genetic information, disability, or pregnancy in its programs, activities, or employment.

The following person has been designated to handle inquiries regarding the non-discrimination policies:
Valparisa Baker
Director, Equity and Diversity (Title IX Coordinator)
999 Avenue H NE
Winter Haven, FL 33881
Office: WAD 227
Telephone: (863) 292-3602
e-mail: vbaker@polk.edu

Equal Opportunity For Students With Disabilities

The College complies with The Americans with Disabilities Act and provides equal educational opportunity for qualified individuals. A student with a disability who requires special accommodations or auxiliary aids under The Americans with Disabilities Act (ADA) should contact the Coordinator or Director of Disability Services. Note: Limited admission programs may have performance restrictions that apply. Restrictions (where applicable) are outlined in each program’s student handbook.

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