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Syll #2 of 3 to accompany revised ECE & El Ed PEPERs

Bemidji State UniversityCourse Syllabus

ED 3202 Section 1

English Language Arts II

"It is the supreme art of the teacher to awaken joy in creative expression and knowledge."

…Albert Einstein

Dates: Jan. 11 – May 6, 2010 Semester: Spring 2010 Meeting Time: 12:00 – 1:15 T/TH Credits: 3

Room: EA 405 Office Hours: M/W 10:00-11:00/1:00-4:00 TH 1:30-2:30 F 10:00-11:00

Note: Revised Literacy Competencies and assignments are listed in final section of syllabus.

Instructor Information:

Dr. _____________, ________Professor Department of Professional Education

Bemidji State University

E-mail:

Cell Phone:

Office Phone:

Office Location

Room

Education Arts Building

Course Description

Language Arts II focuses on the use of children’s literature in the elementary schools and the role of literature in a balanced literacy program. A balanced literacy program includes the integration of reading, writing, listening and speaking skills meeting the needs of diverse learners.

Prerequisites

Education 3100 – Foundations/Introduction to Education

Education 3110 – Educational Psychology

Education 3201 – Language Arts I prerequisites

Mission Statement

BSU prepares teachers through inquisitive, involved, reflective practice. The framework outlining our program sets a standard that is rigorous, exemplary and innovative. The curricular structure is research based and organized around the Standards of Effective Practice. Graduates are proficient, collaborative, technologically literate and environmentally aware teachers, who work effectively in various settings with diverse learners.

Required Materials

Galda, L., Cullinan, B.E., & Sipe, L. (2010). Literature and the child (7th Ed.). USA

Wadsworth Cengage Learning. ISBN # 0495602396

Culham, R. (2005). 6+1 Traits of writing: The complete guide for the primary grades.

New York: New York. Scholastic Inc. ISBN #0439574129

Technology Requirements and Expectations

· Students should be able to use Microsoft Office Suite (Word, PowerPoint, Excel) effectively. All written assignments must be submitted in Microsoft Word. Assignments in other word-processing programs will NOT be accepted.

· Students should be comfortable using the Internet to access online resources.

Grading

Grades are assigned on a standard percentage scale (90-100 = A, etc.).

A 90+

B80-89

C70-79

D60-69

F< 60

Presentations & Assignments = 30%

Quizzes= 30%

Attendance & Participation= 10%

Midterm/Final= 30

A note about quizzes: in this class, online quizzes will be utilized prior to the corresponding lecture(s) for the chapter(s). You will be required to login to D2L to take the quiz. The quizzes for the appropriate weeks and chapters will be open until 10:00 a.m. on the Monday of the week in question.

Attendance, Participation, and Assignments

· Attendance is essential to this course. If you must miss a class, e-mail the instructor ahead of time, even though the absence is not automatically excused.

· There are no make-ups. You will be responsible for materials presented each week.

· Every assignment from the class should be completed, and in a timely fashion. Late work will not be accepted. An absence does not excuse you from in-class work, nor does it guarantee an extension on assignments due on a missed day. Assignments due on a particular day should be e-mailed to me prior to the start of class on the due date (for credit, if missing the day in question).

· Excessive incomplete or missing assignments will warrant discussion and an explanation, and may jeopardize the ability to attain a passing grade in the class. All assignments should be typed and turned in at the start of class (even if I forget to ask for them).

Academic Integrity

Students are expected to practice the highest standards of ethics, honesty, and integrity in all academic work. Any form of academic dishonesty (e.g., plagiarism, cheating, or misrepresentation) will result in disciplinary action. Possible disciplinary actions may include failure for part or all of the course, as well as suspension from the university. See Academic Integrity Policies in the BSU Student Handbook for additional information: http://www.bemidjistate.edu/students/handbook/

Special Accommodations

Bemidji State University offers a variety of accommodations to assist students with their academic work. Students needing special accommodations (e.g., exam considerations, alternative text options) should contact the instructor. Visit TRIO: Student Support Services for additional information: http://www.bemidjistate.edu/students/services/triosss/

Emergency Plans

In the event of an emergency due to weather, other forms of natural disaster, or epidemic conditions, colleges and universities must first consider student and employee safety. This consideration may lead to decisions of class cancellation, suspension, or termination. If an emergency should occur, students will be notified by phone, e-mail, or D2L announcement as to what is expected for completion of the semester.

Student Rights & Responsibilities

· Students are responsible for reading assigned materials.

· Students complete all assignments at a college level proficiency.

· Students meet all due dates.

· Students are responsible for peer evaluations.

· Students use the e-folio helpline to address technical questions and the computer support line to assist in other technical issues. Phone: 800.456.8519 [email protected]

· Students actively participate in discussions.

· Students are respectful at all times.

· Students are responsible to post a complete profile on D2L

Faculty Rights & Responsibilities

· The instructor endeavors to return email and phone in a reasonable amount of time.

· The instructor evaluates assignments once.

· The instructor is typically available during weekday office hours.

Learning Activities and Course Requirements

This course adheres to constructivist methodologies in which students are active participants in learning content and procedures involving literacy instruction. The following methods are used: cooperative learning groups, large group discussion, book sharing discussion groups, lecture, and student presentations. This course may combine face-to-face experiences with online learning communities.

B. A teacher of children in kindergarten through grade 6 must demonstrate the knowledge of fundamental concepts of communication arts and literature and the connections between them.

The Instructor reserves the right to modify this syllabus and schedule as needed and at any time.

Weekly Schedule

Weeks

Topics and Readings

Assessment Activity Based on Assignments/

Discussions/Exams

Due Date

Assessment Criterion

Minimum

Requirement

Indicators

Week 1

Overview Children’s and Adolescent Literature and Foundations for Writing

· Galda Chapter 1

· Culham Chapter 1

1. Chapter Activity

75%

C1a, C1b, C6, C6a, C6b, C6c, C7, C7a, C7b, C8, C8a, C8b, C8c, D6, C9a, C9b, D1, D4, C9c, C9d, D2, D1d, E1, E1a, E2b, E6, E1j, E4, E5, F1, F2, F3, F4, F5, F6, E1f, E2a, E1g, E1h, D2c, D5, D3

Week 2

Responding to Literature and the Writing Process

· Galda Chapter 2

· Culham Chapter 2

1. Chapter Activity

2. Book Shares/Literature Reviews (award winning books)

75%

75%

C1a, C1b, C6, C6a, C6b, C6c, C7, C7a, C7b, C8, C8a, C8b, C8c, C9a, D1d, C9c, C9d, D1, C9b, D2, D4, E6, E4, E5, E1, E1a, E1j, F1, F2, F3, F4, F5, F6, E1f, E2a, E1g, E1h, D2c, D5

Week 3

Picture Books and the Idea Trait of Writing

· Galda Chapter 3

· Culham Chapter 3

1. Chapter Activity

2. Book Shares/Literature Reviews (one alphabet, one counting, one wordless, & one pattern book)

3. Writing Evaluation Assignment- Ideas

75%

75%

75%

C6, C6a, C6b, C6c, C7, C7a, C7b, C8, C8a, C8b, C8c, C9a, D1, C9c, C9d, D1d, D2, D4, E1, E1a, E1j, E4, E5, E6, F1, F2, F3, F4, F5, F6, E1f, E2a, E1g, E1h, D2c, D5

Week 4

Poetry/Verse and the Organization Trait of Writing

· Galda Chapter 4

· Culham Chapter 4

1. Chapter Activity

2. Book Shares/Literature Reviews (poetry books)

3. Writing Evaluation Assignment- Organization

75%

75%

75%

C6, C6a, C6b, C6c, C7, C7a, C7b, C8, C8a, C8b, C8c, C9a, C9b, C9c, C9d, D1, D1d, D2, D4, E1, E1a, E1j, E4, E5, E6, F1, F2, F3, F4, F5, F6, E1f, E2a, E1g, E1h, D2c, D5

Week 5

Folklore and the Voice Trait of Writing

· Galda Chapter 5

· Culham Chapter 5

1. Chapter Activity

2. Book Shares/Literature Reviews (one Mother Goose/Nursery Rhymes, one folktale, & one fable)

3. Writing Evaluation Assignment- Voice

75%

75%

75%

C6, C6a, C6b, C6c, C7, C7a, C7b, C8, C8b, C8c, C8a, D1, D4, C9c, C9d, D1d, D2, C9a,

C9b, E1, E1a, E1j, E4, E5, E6, F1, F2, F3, F4, F5, F6, E1f, E2a, E1g, E1h, D2c, D5

Week 6

Fantasy, Science Fiction and the Word Choice Trait of Writing

· Galda Chapter 6

· Culham Chapter 6

1. Chapter Activity

2. Book Shares/Literature Reviews (one fantasy and one science fiction)

3. Writing Evaluation Assignment- Word Choice

75%

75%

75%

C5, C5a, C5c, C6, C6a, C6b, C6c, C7, C7a, C8b, C8c, D1, D4, C8a, C9a, C9c, C9d, D1d, D2, C9b, E1, E1a, E4, E5, E1j, E6, F1, F2, F3, F4, F5, F6, E1f, E2a, E1g, E1h, D2c, D5

Week 7

Realistic Fiction and the Sentence Fluency Trait of Writing

· Galda Chapter 7

· Culham Chapter 7

1. Chapter Activity

2. Book Shares/Literature Reviews (one realistic fiction series & one other type)

3. Writing Evaluation Assignment- Sentence Fluency

75%

75%

75%

C6, C6b, C6c, C7, C7a, C7b, C8, C8a, C8b, C8c, C9a, C9b, D1, D4, C9c, C9d, D1d, D2, E1, E1a, E6, E4, E5, E1j, F1, F2, F3, F4, F5, F6, E1f, E2a, E1g, E1h, D2c, D5

Week 8

Historical Fiction and the Conventions Trait of Writing

· Galda Chapter 8

· Culham Chapter 8

1. Chapter Activity

2. Book Shares/Literature Reviews(historical fiction)

3. Writing Evaluation Assignment- Conventions

75%

75%

75%

C6, C6b C6c, C7, C7a, C7b, C8, C8a, C8b, C8c, C9a, C9b, D1, D4, C9c, C9d, D1d, D2, E1, E1a, E6, E4, E1j, E5, F1, F2, F3, F4, F5, F6, E1f, E2a, E1g, E1h, D2c, D5

Week 9

The Presentation Trait of Writing

· Culham Chapter 9

1. Chapter Activity

2. Writing Evaluation Assignment- Presentation

3. Peer Review Writing Assignment

4. Personal Story Writing Assignment

5. Quiz 1 (6+1 Traits)

6. Narrative Summary 4 (Structure of the English Language)

75%

75%

75%

75%

75%

75%

C6, C6b, C6c, C7, C7a, C7b, C8, C8a, C8b, C8c, C9a, C9b, D1, D4, C9c, C9d, D1d, D2, E1, E1a, E1j, E4, E5, E6, F1, F2, F3, F4, F5, F6, E1f, E2a, E1g, E1h, D2c, D5

Week 10

Biographies and Memoirs

· Galda Chapter 9

1. Chapter Activity

2. Book Shares/Literature Reviews (biography)

75%

75%

C6, C6b, C6c, C7, C7a, C7b, C8, C8a, C8b, C8c, D1, C9d, D1d, D2, F1, F2, F3, F4, F5, F6, E1f, E2a, E1g, E1h, D2c, D5

Week 11

Nonfiction

· Galda Chapter 10

1. Chapter Activity

2. Book Shares/ Literature Reviews (one science, one math)

75%

75%

C6, C6b, C6c, C7, C7a, C7b, C8, C8a, C8b, C8c, C9d, D1, D1d, D2, D2b, E1e, F1, F2, F3, F4, F5, F6, E1f, E2a, E1g, E1h, D2c, D5

Week 12

Literature-Based Instruction in the Primary Grades

· Galda Chapter 11

1. Chapter Activity

2. Quiz 2 (genres)

75%

75%

C1a, C1b, C6, C1c, C5, C5a, C5b, C5c, C6b, C6c, C7, C7a, C7b, C8, C8a, C8b, C8c, C9d, D1, D1d, D2, D2b, D6, E1e, F1, F2, F3, F4, F5, F6, E1f, E2a, E1g, E1h, D2c, D5

Week 13

Literature-Based Instruction in the Intermediate Grades

· Galda Chapter 12

1. Chapter Activity

2. Narrative Summary 2 (Content-Area Literacy)

75%

75%

C1a, C1b, C6, C1c, C5, C5a, C5b, C5c, C6b, C6c, C7, C7a, C7b, C8, C8a, C8b, C8c, C9d, D1, D1d, D2, D2b, D6, E1e, F1, F2, F3, F4, F5, F6, E1f, E2a, E1g, E1h, D2c, D5

Week 14

Vocabulary

· Internet resources/

class handouts

1. Chapter Activity

2. Narrative Summary 1 (Vocabulary)

3. Vocabulary Mini Lesson

75%

75%

75%

C5, C5a, C5b, C5c, C6, C6b, C6c, C7, C7a, C7b, C9d, D2, C8, C8b, D1, C8a, C8c, D1d, F1, F2, F3, F4, F5, F6, E1f, E2a, E1g, E1h, D2c, D5

Week 15

Literature Circles and Book Clubs

· Internet resources/

class handouts

1. Chapter Activity

2. Novel Unit

75%

75%

C1b, C1c, C6, C6b, C6c, C7, C7a, D1, C7b, C9d, D2, C8, C8b, D1d, C8a, C8c, F1, F2, F3, F4, F5, F6, E1f, E2a, E1g, E1h, D2c, D5

Narrative Summaries

As a culminating activity to reflect upon your learning experiences and demonstrate your meeting the MN State Standards, you will be completing four narrative summaries for this class. Within each summary you will be providing a:

1. Description of the evidence that meets the designated standards

2. Specific explanation of the assignment you completed that addressed this standard

3. Justification/rationalization to describe how the evidence presented illustrates an understanding and/or application of the identified standards

4. List of resources

Narrative Summary 1: Vocabulary

Standards to Address

C. A teacher of children in kindergarten through grade 6 must have knowledge of the foundations of reading processes, development, and instruction, including;

(5) knowledge of how to develop vocabulary knowledge, including:

(a) understanding the critical role vocabulary knowledge plays in reading;

b) how to provide explicit instruction in vocabulary development and in determining the meaning and accurate use of unfamiliar words encountered through listening and reading; and

(c) how to provide opportunities for students to engage in early and continual language experiences to increase their vocabulary by modeling and explicitly teaching students a variety of strategies for gaining meaning from unfamiliar words;

D. A teacher of children in kindergarten through grade 6 must have knowledge of and ability to use a wide range of instructional practices, approaches, methods, and curriculum materials to support reading instruction, including:

(2) selection, design, and use and appropriate and engaging instructional strategies, activities, and materials, including:

(b) teaching vocabulary using a range of instructional activities to extend students’ understanding of words;

E. A teacher of children in kindergarten through grade 6 must have knowledge of and ability to use a variety of assessment tools and practices to plan and evaluate effective reading instruction, including:

1. formal and informal tools to assess students’:

(e) vocabulary knowledge in relation to specific reading needs and texts;

Narrative Summary 2: Content-Area Literacy



(7) content-area literacy, including:

(a) knowledge of reading comprehension processes necessary to comprehend different types of informational materials and content-area texts; and

(b) the structures and features of expository (information) texts and effective reading strategies to address different text structures and purposes for reading;


(2) selection, design, and use and appropriate and engaging instructional strategies, activities, and materials, including:

(d) applying a variety of reading comprehension strategies to different types of informational materials and content-area texts including teaching the structures and features of expository texts.

(5) development of a literacy framework to coherently organize reading programs and effectively implement lessons, including a variety of grouping strategies, guided practice and independent work


(1) formal and informal tools to assess students’:

(g) comprehension in content area reading;

Narrative Summary 3: Literacy Responses and Analysis



(8) literacy responses and analysis, including:

(a) knowledge of how to provide frequent opportunities to listen to and read high-quality literature for different purposes;

(b) knowledge of how to select, evaluate, and respond to literature from a range of genres, eras, perspectives, and cultures; and

(c) knowledge of how to analyze and teach literary text structures and elements and criticism, drawing upon literature and instructional needs and interests;


(3) selection and appropriate use of a wide-range of engaging texts representing various genres and cultures when designing reading lessons; the ability to facilitate and develop students; responses to literature and their critical reading abilities through high level, interactive discussions about texts;

(4) selection and appropriate explicit instruction and guided practice to teach written-language structures using a range of approaches and activities to develop students’ facility in comprehending and using academic language;

(6) the ability to design purposeful lessons/tasks based on the qualities, structures, and difficulty of texts and the reading needs of individual students

including the selection and use of supplementary materials to support the reading development of struggling and gifted readers.



(h) ability to evaluate and respond to a range of literature and analyze text structures and elements

Narrative Summary 4: Structure of the English Language



9) structure of the English language, including;

(a) basic knowledge of English conventions and the structure of the English language (sentence structure, grammar, punctuation, capitalization, spelling, syntax, and semantics);

(b) knowledge of how to enhance literacy skills helping students understand similarities and differences between language structures used in spoken and written English;

(c) basic knowledge of English syntax and semantics and the ability to use this knowledge to improve reading competence, including how to help students interpret and apply English grammar and language conventions in authentic reading, writing, listening, and speaking contexts; and

(d) knowledge of how to help students consolidate knowledge of English grammar and improve reading fluency and comprehension by providing frequent opportunities to listen to, read, and reread materials.



(j) oral and written language to determine their understanding and use of English language structures and conventions

ED 3202 New Standards

C. A candidate for licensure as a teacher of elementary education must have

knowledge of the foundations of reading processes, development, and instruction including:

1) Oral and written language development including:

a) Relationships among reading, writing, and oral language and the interdependent nature of reading, writing, listening, and speaking to promote reading proficiency

b) The use of formal and informal oral language and writing opportunities across the curriculum to help students make connections between their oral language and reading and writing, particularly ELL learners

c) The interrelated elements of language arts instruction that support the reading development of all learners particularly ELLs, the ways in which the writing systems of other languages may differ from English, and factors and processes involved in transferring literacy competencies from one language to another.

(5) Knowledge of how to develop vocabulary knowledge including

a) Understanding the critical role vocabulary knowledge plays in reading

b) How to provide explicit instruction in vocabulary development and in determining the meaning and accurate use of unfamiliar words encountered through listening and reading

c) How to provide opportunities for students to engage in early and continual language experiences to increase their vocabulary by modeling and explicitly teaching students a variety of strategies for gaining meaning from unfamiliar words

(6) Comprehension processes related to reading including:

a) Knowledge of how proficient readers read, how to facilitate listening comprehension, and how to develop students’ comprehension of print material

b) The levels of comprehension, how to explicitly teach and provide guided practice in comprehension skills and strategies

c) How to facilitate comprehension at various stages of students' reading development by selecting and using a range of texts, activities, and strategies before, during, and after reading

(7) Content area literacy including:

a) Knowledge of reading comprehension processes necessary to comprehend different types of informational materials and content-area texts

b) The structures and features of expository (informational) texts and effective reading strategies to address different text structures and purposes for reading

(8) Literary response and analysis including

a) Knowledge of how to provide students with frequent opportunities to listen to and read high-quality literature for different purposes

b) Knowledge of how to select, evaluate, and respond to literature from a range of genres, eras, perspectives, and cultures

c) Knowledge of how to analyze and teach literary text structures and elements and criticism drawing upon literature and students' instructional needs and interests

(9) Structure of the English language including:

a) Basic knowledge of English conventions and the structure of the English language (sentence structure, grammar, punctuation, capitalization, spelling, syntax, and semantics)

b) Knowledge of how to enhance students' literacy skills including helping students understand similarities and differences between language structures used in spoken and written English

c)Basic knowledge of English syntax and semantics and the ability to use this knowledge to improve students' reading competence including how to help students interpret and apply English grammar and language conventions in authentic reading, writing, listening, and speaking contexts

d) Knowledge of how to help students consolidate their knowledge of English grammar and improve their reading fluency and comprehension by providing frequent opportunities to listen to, read, and reread materials

D. A candidate for licensure as a teacher of elementary education must have knowledge of and ability to use a wide range of instructional practices, approaches, methods, and curriculum materials to support reading instruction, including:

(1) Appropriate, motivating instruction, both explicit and implicit in:

a) oral language development

b) auditory awareness, discrimination of sounds, phonemic awareness, and word awareness

c) the teaching of phonics, sight words, spelling, and fluency including the selection, design, and use of instructional programs, materials, texts, and activities

d) applying a variety of reading comprehension strategies to different types of informational materials and content-area texts including teaching the structures and features of expository texts

(2) Selection, design, and use of appropriate and engaging instructional strategies, activities, and materials, including

a) multisensory techniques, to ensure that students learn concepts about print including how to recognize and write letters

b) teaching vocabulary using a range of instructional activities to extend students’ understanding of words

c) both explicit and implicit, in the teaching of comprehension skills and strategies including opportunities for guided and independent work

(3) Selection and appropriate use of a wide-range of engaging texts representing various genres and cultures when designing reading lessons; the ability to facilitate and develop students’ responses to literature and their critical reading abilities through high level, interactive discussions about texts

(4) Selection and appropriate explicit instruction and guided practice to teach written-language structures using a range of approaches and activities to develop students' facility in comprehending and using academic language

(5) Development of a literacy framework to coherently organize reading programs and effectively implement lessons, including a variety of grouping strategies, guided practice and independent work

(6) The ability to design purposeful lessons/tasks based on the qualities, structures, and difficulty of texts and the reading needs of individual students including the selection and use of supplementary materials to support the reading development of struggling and gifted readers.

E. A candidate for licensure as a teacher of elementary education must have knowledge of and ability to use a variety of assessment tools and practices to plan and evaluate effective reading instruction, including:

(1) Formal and informal tools to assess students’

a) oral and written language development

b) auditory awareness, discrimination of sounds, phonological and phonemic awareness

c) understanding of concepts about print and the alphabetic principle

d) knowledge of and skills in applying phonics and other word identification strategies, spelling strategies, and fluency

e) vocabulary knowledge in relation to specific reading needs and texts

f) comprehension of narrative and expository texts and their use of comprehension strategies including determining students’ independent, instructional and frustration reading levels;

g) comprehension in content area reading

h) ability to evaluate and respond to a range of literature and analyze text structures and elements

i) oral and written language to determine their understanding and use of English language structures and conventions

(2) Formal and informal tools to

a) plan, evaluate and differentiate instruction to meet the needs of all students from various cognitive, linguistic and cultural backgrounds

b) design and implement appropriate classroom interventions for struggling readers and enrichment programs for gifted readers

(3) The ability to work with reading specialists, gifted and talented specialists, and other staff on advanced intervention and enrichment programs

(4) The ability to communicate results of assessments to specific individuals in accurate and coherent ways that indicate how the results might impact student achievement

(5) The ability to administer selected assessments and analyze and use data to plan instruction through a structured clinical experience linked to university reading coursework

(6) The ability to understand the appropriate uses of each kind of assessment and the concepts of validity and reliability.

MN INDICATORS PRIOR TO FALL 2010

INDICATORS

ASSESSMENT ACTIVITY BASED ON ASSIGNMENTS/DISCUSSIONS/EXAMS

ASSESSMENT CRITERION

CHAPTER

1. Develop the skills and understanding to teach reading, writing, speaking, listening, media literacy, and literature.

BOOK SHARE/ CHILDREN’S LITERATURE REVIEWS

The students will read and examine pieces of children’s literature (picture books and chapter books representing a wide variety of genres). They will write a review on each book summarizing the book, identifying key vocabulary words, connecting the literature to the 6+1 Traits of Writing, and identifying ways the each book can be used in the classroom.

6+1 TRAITS MINI LESSONS

The students will develop 2 mini lessons to highlight 2 of the 6+1 Traits of Writing (Ideas, Organization, Word Choice, Voice, Conventions, and/or Presentation) within the context of children’s literature.

PERSONAL STORY

The students will write a personal story based on events from their past as a young child. The students will write a story using a process writing approach which includes brainstorming, drafting, revising, editing, conducting peer reviews, and presenting a final version of the story to peers during class sessions.

CHAPTER ACTIVIVITIES

During each session, students will participate in a variety of activities to support readings, other class resources, and learning experiences. The chapter activities may include: class discussions (online/face-to-face), quizzes, group work, or other short assignments.

WRITING EVALUATIONS

The students will examine the writing work of children and utilize the 6+1 Traits of Writing model to evaluate writing.

NARRATIVE SUMMARY 4 (Structure of the English Language)

75%

75%

75%

75%

75%

75%

Galda and Cullinan chapters 1-12

Culham chapters 1-9

3. Use a variety of strategies to develop a student’s ability to read with fluency and comprehension.

5. Use a variety of appropriate strategies, techniques, and skills for developing comprehension.

NOVEL UNIT

The students will select one Newbery award-winning book and develop a unit that connects reading and writing and contains before, during, and after reading comprehension strategies. Students develop strategies to work with diverse learners and to encourage students to use higher level thinking skills.

VOCABULARY MINI LESSON

The students will design a vocabulary mini lesson based on one of their book reviews/book shares.

CHAPTER ACTIVITIES


NARRATIVE SUMMARIES 1 (Vocabulary) and 2 (Content-Area Literacy)

75%

75%

75%

75%


9. Know children’s and young adolescents’ literature representing a variety of genre.

10. Know how to use books and other printed sources to develop children’s and young adolescents’ personal growth and lifelong learning.

BOOK SHARE/ CHILDREN’S LITERATURE REVIEWS

The students will read and examine pieces of children’s literature (picture books and chapter books representing a wide variety of genres). They will write a review on each book summarizing the book, identifying key vocabulary words, connecting the literature to the 6+1 Traits of Writing, and identifying ways the each book can be used in the classroom.

CHAPTER ACTIVITIES


NARRATIVE SUMMARY 3 (Literacy Responses and Analysis)

75%

75%

75%


12. Use a variety of developmentally appropriate techniques for the application of textual and technological learning experiences.

WEBSITE REVIEW

The students will conduct a review of different children’s literature websites. They will identify the strengths and the weaknesses of each site. The students will evaluate the usefulness of each site for parents/guardians and children.

CHAPTER ACTIVITIES


75%

75%

Galda and Cullinan chapters

1-12

Revised Literacy Competencies and Assignments

8710.3200 TEACHERS OF ELEMENTARY EDUCATION FORM I-D GRID

Professional Education Program Evaluation Report (PEPER II)

FORM I-D

EVIDENCE OF LEARNING & ASSESSMENT OPPORTUNITIES

COMPLETE

THIS FORM

N

THIS COLUMN IS FOR REVIEWER USE

8710.3200 Teachers of Elementary Education

Course ID

Number

Any and all referenced experiences must be verifiable in the course syllabi submitted. Use specific references to activities* in the syllabi that evidence learning opportunities & assessments that align to the standard.

(*readings, activities, topics of discussion, assignments, experiences, etc.)

Reviewers will evaluate the evidence cited for each standard.

Subp. 3. Subject matter standards, elementary education. A candidate must complete a preparation program for licensure under subpart 2, item C, that must include the candidate's demonstration of the knowledge and skills in items A to L.

NOTE #1: REVISIONS IN RESPONSE TO REVIEWS ARE STATED IN BLUE

Note #2: Teacher candidates in the following are referred to as Preservice Teachers (PTs)

RATINGS:

MET

MET WITH WEAKNESS

NOT MET


REPORTING NOTE:New standards are shaded in yellow. Indicate the primary learning activities that provide candidates with opportunities to learn about, apply, and be assessed on these competencies. The Board is not collecting syllabi to validate these standards, so the information you offer on this grid must be convincing enough for reviewers to conclude that the standard is addressed in the program. If the evidence is not adequate, the Board may return the report and request additional information, including syllabi which will delay the approval process.

(a) relationships among reading, writing, and oral language and the interdependent nature of reading, writing, and speaking to promote reading proficiency;

3202

· Readings

· Building a Foundation for Writing (Culham chapter 1)

· Literature-Based Instruction in the Primary Grades (Galda chapter 11)

· Literature-Based Instruction in the Intermediate Grades (Galda chapter 12)

· Presentations/Discussions/Chapter Activities

· Week 1 Overview Children’s and Adolescent Literature and the Foundations for Writing

· Weeks 12-13 Literature-Based Instruction in the Primary and Intermediate Grades

· PTs design lessons (Book Shares/Literature Portfolio, Novel Unit, and two 6+1 Traits Mini-Lessons) based on children’s literature to integrate reading, writing, and oral communication through utilizing the 6+1 Traits of Writing Model.

·

(b) the use of formal and informal oral language and writing opportunities across the curriculum to help students make connections between oral language and reading and writing, particularly in English language learners; and

3202

· Readings







· PTs design lessons (Book Shares/Literature Portfolio, Novel Unit, and two 6+1 Traits Mini-Lessons) based on children’s literature to integrate reading, writing, and oral communication through utilizing the 6+1 Traits of Writing Model.

(c) the interrelated elements of language arts instruction that support the reading development of English language learners, including ways in which the writing systems of other languages may differ from English and factors and processes involved in transferring literacy competencies from one language to another.

3202

· Readings

· Literature-Based Instruction in Kindergarten through Third Grade (Galda chapter 11)

· Response-Centered Literature-Based Instruction in the Intermediate Grades and Middle School (Galda chapter 12)

· Culham connects reading and writing development for diverse learners throughout her text

· Galda provides ELL support



· Weeks 1-9 6+ 1 Traits of Writing

·

(5) knowledge of how to develop vocabulary knowledge, including:

3202

· Readings

· Literature-Based Instruction K-3 (Galda chapter 11)

· Literature-Based Instruction Intermediate-Middle School (Galda chapter 12)


· Weeks 12-14 Literature-Based Instruction and Vocabulary

· PTs read children’s literature and identify key vocabulary words to be addressed with PTs within their Book Share assignments.

· PTs develop mini-lessons to support student vocabulary development based on research-based Best Practices.

· PTs submit a written reflection addressing this standard in Narrative Summary 1 (Vocabulary) to describe the evidence supporting this standard, to explain how class assignments addressed this standard, and to provide justification/rationalization for their selected evidence.

·

(a) understanding the critical role vocabulary knowledge plays in reading;

3202

· Readings








·

(b) how to provide explicit instruction in vocabulary development and in determining the meaning and accurate use of unfamiliar words encountered through listening and reading; and

3202

· Readings





· Pre-service teachers read children’s literature and identify key vocabulary words to be addressed with PTs within their Book Share assignments.

· PTs develop mini-lessons to support student vocabulary development based on research-based Best Practices. Principle 1: Select works that children will encounter while reading literature and content material, Principle 2 Teach words in relation to other words, Principle 3: Teach PTs to relate words to their background knowledge, Principle 4: Teach words in Pre-reading activities to activate knowledge and use them in post-reading discussion, response, and retelling. Principle 5: Teach words systematically and in depth, by developing word meanings (synonyms, antonyms, words with multiple meanings, classifying and categorizing words, concept circles, semantic mapping, analogy etc. Principle 6: Awaken interest in and enthusiasm for words

· PTs submit a written reflection addressing this standard in Narrative Summary 1 (Vocabulary) to describe how to provide explicit instruction in vocabulary development and in determining the meaning and accurate use of unfamiliar words encountered through listening and reading; explain how class assignments addressed this standard, and to provide justification/rationalization for their selected evidence.

·

(c) how to provide opportunities for students to engage in early and continual language experiences to increase their vocabulary by modeling and explicitly teaching students a variety of strategies for gaining meaning from unfamiliar words;

3202

· Readings






· PTs develop a mini-lessons to support student vocabulary development based on research-based Best Practices.

· PTS submit a written reflection addressing this standard in Narrative Summary 1 (Vocabulary) to describe how to engage in early and continual language experiences to increase their vocabulary by modeling and explicitly teaching PTs a variety of strategies for gaining meaning from unfamiliar words;

3203

· Readings

· When Sound Meets Print: Teaching Phonics and Vocabulary (Block chapter 5)


· Week 6 Decoding and Monitoring Student Reading

(6) comprehension processes related to reading, including:

3202

· Readings

· Entire Galda text

· Presentations/Discussions/ Chapter Activities

· Weeks 1-15 Children’s’ and Adolescent Literature

· PTs design a Novel Unit that connects reading, writing, and listening and contains before, during, and after reading comprehension strategies.

· PTs read children’s literature and generate teaching ideas to support comprehension for each book they read.

(a) knowledge of how proficient readers read, how to facilitate listening comprehension, and how to develop students’ comprehension of print material;

3202

· Readings






3203

· Readings

·

· Using Nonfictional and Fictional Readings and PTs’ Writing to Increase Comprehension Abilities (Block Chapter 7)

· Johns entire text


· Week 7 Using Literature to Improve Comprehension

· Addressed informally throughout the 15 week course

· PTs design and teach a reading lesson focusing on comprehension strategies.

· PTs conduct an informal reading inventory based on Jerry Johns’ protocols and evaluate student reading progress based on specific grade level criteria.

· PTs submit a written reflection addressing this standard in Narrative Summary 2 (Comprehension) to describe the evidence supporting this standard, to explain how class assignments addressed this standard, and to provide justification/rationalization for their selected evidence.

(b) the levels of comprehension, how to explicitly teach and provide guided practice in comprehension skills and strategies; and

3201

3202

3201

· Readings

· Entire Galda text on children’s and adolescent literature and genres





(c) how to facilitate comprehension at various stages of students' reading development by selecting and using a range of texts, activities, and strategies before, during, and after reading;

3202

3202:

· Readings






(7) content-area literacy, including:

3202

· Readings

· Entire Galda text based on a study of genres and integration of literature throughout the curriculum


· Weeks 1-15

· PTs read from a wide variety of children’s/adolescent literature and generate teaching ideas to support comprehension for each book they read.

· PTs design mini lessons to support vocabulary development and strategies.

· PTs submit a written reflection addressing this standard in Narrative Summary 2 (Content-Area Literacy) to describe the evidence supporting this standard, to explain how class assignments addressed this standard, and to provide justification/rationalization for their selected evidence.

(a) knowledge of reading comprehension processes necessary to comprehend different types of informational materials and content-area texts; and

3202

· Readings



· Weeks 1-15




·

(b) the structures and features of expository (information) texts and effective reading strategies to address different text structures and purposes for reading;

3202

· Readings



· Weeks 1-15


· PTs submit a written reflection addressing this standard in Narrative Summary 3 (Literacy Responses and Analysis) to describe the evidence supporting this standard, to explain how class assignments addressed this standard, and to provide justification/rationalization for their selected evidence.

·

(8) literacy responses and analysis, including:

3202

· Readings



· Weeks 1-15



· PTs take a quiz on the structures of different genres.

·

(a) knowledge of how to provide frequent opportunities to listen to and read high-quality literature for different purposes;

3202

· Readings



· Weeks 1-15

· PTs select and read from a wide variety of children’s/adolescent literature and generate teaching ideas to support comprehension for each book they read. The Galda text provides a framework in determining quality literature selections.

· PTs design a novel unit based on an award-winning novel.



·

(b) knowledge of how to select, evaluate, and respond to literature from a range of genres, eras, perspectives, and cultures; and

3202

· Readings



· Weeks 1-15


· PTs design a novel unit based on an award-winning novel.



·

(c) knowledge of how to analyze and teach literary text structures and elements and criticism, drawing upon literature and instructional needs and interests;

3202

· Readings



· Weeks 1-15


· PTs design a novel unit based on an award-winning novel and state standards.



·

(9) structure of the English language, including;

3202

· Readings

· Culham’s entire text on the 6+1 Traits of Writing


· Weeks 1-9 6+1 Traits of Writing (Organization, Sentence Fluency, Ideas, Word Choice, Conventions, Voice, and Presentation)

· PTs read, discuss, and design lesson plans to support the student writing process based on the 6+1 Traits of Writing model.

· PTs also write their own personal story and evaluate their peer’s written work based on the Traits.

· PTs evaluate children’s writing based on each of the 6+1 Traits of Writing.

· PTs submit a written reflection addressing this standard in Narrative Summary 4 (Structure of the English Language) to describe the evidence supporting this standard, to explain how class assignments addressed this standard, and to provide justification/rationalization for their selected evidence.

(a) basic knowledge of English conventions and the structure of the English language (sentence structure, grammar, punctuation, capitalization, spelling, syntax, and semantics);

3202

· Readings







· PTs submit a written reflection addressing this standard in Narrative Summary 4 (Structure of the English Language) to describe the evidence supporting this standard, to explain how class assignments addressed this standard, and to provide justification/rationalization for their selected evidence).

· PTs take a quiz to assess their knowledge and application of the 6+1 Traits of Writing.

(b) knowledge of how to enhance literacy skills helping students understand similarities and differences between language structures used in spoken and written English;

3202

· Readings








· PTs take quiz to assess their knowledge and applications of the 6+1 Traits.

(c) basic knowledge of English syntax and semantics and the ability to use this knowledge to improve reading competence, including how to help students interpret and apply English grammar and language conventions in authentic reading, writing, listening, and speaking contexts; and

3202

· Readings

· Culham’s entire text on the 6+1 Traits of Writing uses children’s literature to support writing development




· PTs read multiple texts of real children’s/adolescent literature and identify Traits to highlight in each text.



· PTs design mini lessons for the Traits using real literature (anchor texts) to connect reading and writing development.

· PTs submit a written reflection addressing this standard in Narrative Summary 4 (Structure of the English Language) to describe the evidence supporting this standard, to explain how class assignments addressed this standard, and to provide justification/rationalization for their selected evidence).

· PTs take a quiz to assess their knowledge and applications of the 6+1 Traits.

(d) knowledge of how to help students consolidate knowledge of English grammar and improve reading fluency and comprehension by providing frequent opportunities to listen to, read, and reread materials.

3202

· Readings

· Literature-Based Instruction: K-3rd Grade (Galda chapter 11)

· Response-centered, Literature-Based Instruction in the Intermediate Grades and Middle School (Galda chapter 12)

· Galda entire text addresses the use of a variety of genres in varying formats (read-alouds, whole group, individual, and paired reading)


· Weeks 12-13 Literature-Based Instruction

· PTs read, discuss, and design lesson plans to support the student writing process based on the 6+1 Traits of Writing model. All of the 6+1 Traits address this indicator.

· The PTs take an online final exam based on the 6+1 Traits and the genres of children’s/adolescent literature.

· PTs also identify at least one of the 6+1 Traits to highlight in their pieces of children’s literature (Book Share assignments) in order to make connections between reading and writing. PTs also provide other teaching ideas to enhance the understanding of literature.

· PTs design a novel unit that incorporates a variety of reading formats (read aloud, rereading, and individual reading).

· PTs submit a written reflection addressing this standard in Narrative Summary 4 (Structure of the English Language) to describe their knowledge of how to help students consolidate knowledge of English grammar and improve reading fluency and comprehension by providing frequent opportunities to listen to, read, and reread materials.


(1) appropriate, motivating instruction, both explicit and implicit:

3202

3202:

· Readings

· Literature-Based Instruction: K-3rd Grade (Galda chapter 11)

· Response-centered, Literature-Based Instruction in the Intermediate Grades and Middle School (Galda chapter 12)

· Galda entire text addresses the use of a variety of genres in varying formats (read alouds, whole group, individual, and paired reading as well as explicit and implicit instructional methods)


· Weeks 1-15 address the use of literature to engage students and encourage students to respond thoughtfully to texts.

· The PTs identify reading levels and content appropriate children’s literature to be used with students to motivate and engage students in the learning process. This is part of their literature reviews/book share assignments.

· PTs design a novel unit that focuses on before, during, and after reading strategies to actively engage students in comprehending the text.

(d) applying a variety of reading comprehension strategies to different types of informational materials and content-area texts including teaching the structures and features of expository texts.

3202

· Readings

· Entire Galda text on children’s and adolescent literature





·

(b) teaching vocabulary using a range of instructional activities to extend students’ understanding of words; and

3202

· Readings





· PTs read children’s literature and identify key vocabulary words to be addressed with students within their Book Share/ literature review assignments.



·

(c) both explicit and implicit, in the teaching of comprehension skills and strategies including opportunities for guided and independent work.

3202

· Readings




· Pre-Service Teachers design a Novel Unit that connects reading, writing, and listening and contains before, during, and after reading comprehension strategies.

· Pre-Service Teachers read children’s literature and generate teaching ideas to support comprehension for each book they read.

·

(3) selection and appropriate use of a wide-range of engaging texts representing various genres and cultures when designing reading lessons; the ability to facilitate and develop students; responses to literature and their critical reading abilities through high level, interactive discussions about texts;

3202

.

· Readings

· Entire Galda text based on a study of genres and integration of literature throughout the curriculum and support in evaluating literature


· Weeks 1-15


· PTs design a novel unit based on an award-winning novel and state standards. PTs are to actively engage students in discussions at a higher level before, during, and after reading.



·

(4) selection and appropriate explicit instruction and guided practice to teach written-language structures using a range of approaches and activities to develop students’ facility in comprehending and using academic language;

3202

· Readings




· PTs read, discuss, and design lesson plans to support the student writing process based on the 6+1 Traits of Writing model. The lesson plans include explicit and guided practice applications. PTs use academic language such as the Traits’ terminologies and other terms to support writing and reading development.



· PTs take quiz to assess their knowledge and applications of the 6+1 Traits.

(5) development of a literacy framework to coherently organize reading programs and effectively implement lessons, including a variety of grouping strategies, guided practice and independent work; and

3202

· Readings




· Week 15 Literature Circles and Book Clubs

· Pre-Service Teachers design a Novel Unit that connects reading, writing, and listening and contains before, during, and after reading comprehension strategies using a variety of grouping strategies and guided and independent work opportunities.

· Pre-Service Teachers read children’s literature and generate teaching ideas to support literacy development in their students.

· Pre-Service Teachers write a written reflection addressing this standard in Narrative Summary 2 (Content-Area Literacy) to describe the evidence supporting this standard, to explain how class assignments addressed this standard, and to provide justification/rationalization for their selected evidence.

(6) the ability to design purposeful lessons/tasks based on the qualities, structures, and difficulty of texts and the reading needs of individual students including the selection and use of supplementary materials to support the reading development of struggling and gifted readers.

3202

· Readings







· PTs analyze and review children’s and adolescent literature and determine readability and age appropriateness for the texts. They develop teaching ideas that integrate reading and writing with other content areas.

· PTs design a novel unit that addresses the needs of struggling and gifted readers through a differentiation approach. Supplementary materials are selected to support student needs.


·

(E) A teacher of children in kindergarten through grade 6 must have knowledge of and ability to use a variety of assessment tools and practices to plan and evaluate effective reading instruction, including:


3202

· Readings

· Culham’s entire text provides rubrics to assess student writing


· Weeks 1-9 Addressing the 6+1 Traits

· PTs evaluate children’s writing utilizing the 6+1 Traits and rubrics.

·

(a) oral and written language development;

3202

· Readings

· Culham’s entire text provides rubrics to assess student writing


· Weeks 1-9 Addressing the 6+1 Traits

· Students evaluate children’s writing utilizing the 6+1 Traits and rubrics.

·

3203

· Readings

· Johns’ entire text on the basic reading inventory and early literacy assessments

· Assessment and Grading Options in the Language Arts Program (Block chapter 14)

· PTs conduct an informal reading inventory based on Jerry Johns’ protocols and they evaluate student oral reading fluency, decoding, and comprehension. They develop a plan for future teaching activities based on student results.

· PTs discuss assessment programs utilized by their service learning teachers and analyze student results to determine assessment effectiveness and future teaching plans based on assessment results.

· PTs write a written reflection addressing this standard in Narrative Summary 1 (Oral and Written Language Development) to describe the evidence supporting this standard, to explain how class assignments addressed this standard, and to provide justification/rationalization for their selected evidence.

· PTs design, teach, and informally assess student listening/speaking skills in a mini-lesson format. The students reflect upon the lesson and provide follow-up plans for instruction.

(e) vocabulary knowledge in relation to specific reading needs and texts;

3202

· Readings





· PTs read children’s literature and identify key vocabulary words to be addressed with students within their Book Share assignments.

· PTs develop mini-lessons to support student vocabulary development based on research-based Best Practices. PTs conduct an informal assessment on student vocabulary understanding.


·

(f) comprehension of narrative and expository texts and their use of comprehension strategies including determining students’ independent, instructional and frustration reading levels;

3202

· Readings

· Entire Galda text based on a study of genres and integration of literature throughout the curriculum and support in evaluating literature


· Weeks 1-15

· PTs select and read from a wide variety of children’s/adolescent literature and generate teaching ideas to support comprehension for each book they read. The Galda text provides a framework in determining quality literature selections. Books are leveled according to text difficulty and age appropriateness.

· PTs design a novel unit based on an award-winning novel and state standards. PTs are to actively engage students in discussions at a higher level before, during, and after reading. PTs provide differentiation for students at diverse reading levels and assessments to check for understanding.



(g) comprehension in content area reading;

3202

· Readings



· Weeks 1-15




(h) ability to evaluate and respond to a range of literature and analyze text structures and elements; and

3202

Readings



· Weeks 1-15



(j) oral and written language to determine their understanding and us of English language structures and conventions.

3202

Readings

· Culham’s entire text addressing the 6+1 Traits of Writing


· Weeks 1-9 6+1 Traits of Writing (Ideas, Organization, Sentence Fluency, Word Choice, Voice, Conventions, and Presentation)

· PTs evaluate children’s writing using the 6+1 Traits model and rubric.

· justification/rationalization for their selected evidence.

(2) formal and informal tools to:

(a) plan, evaluate and differentiate instruction to meet the needs of all students from various cognitive, linguistic and cultural backgrounds; and

3202

Readings

· Galda ‘s entire text addressing children’s/adolescent literature and multicultural influences and applications


· Weeks 1-15 Literature and Writing in Elementary-Middle School Classrooms

· PTs review children’s literature representing a variety of genres and cultures. Students identify text readability and content age-appropriateness to help differentiate instruction within the classroom.

·

(b) design and implement appropriate classroom interventions for struggling readers and enrichment programs for gifted readers

3202

· Readings







· PTs analyze and review children’s and adolescent literature and determine readability and age appropriateness for the texts. They develop teaching ideas that integrate reading and writing with other content areas.

· PTs design a novel unit that addresses the needs of struggling and gifted readers through a differentiation approach. Supplementary materials are selected to support student needs.

·

(4) the ability to communicate results of assessments to specific individuals in accurate and coherent ways that indicate how the results might impact student achievement;

3202

Readings

· Culham’s entire text addresses evaluating writing based on the 6+1 Traits of Writing


· Weeks 1-9 6+1 Traits of Writing (Organization, Ideas, Sentence Fluency, Word Choice, Voice, Conventions, and Presentation)

· PTs evaluate children’s writing using the 6+1 Traits model and rubric and share their evaluations with their peers.

(5) the ability to administer selected assessments and analyze and use data to plan instruction through a structured clinical experience linked to university reading coursework; and

3202

· Readings





(6) the ability to understand the appropriate uses of each kind of assessment and the concepts of validity and reliability.

3202

· Readings





F. A teacher of children in kindergarten through grade 6 must have the ability to create a literate and motivating environment that fosters reading by integrating foundational knowledge, use of instructional practices, approaches and methods, curriculum materials, and the appropriate use of assessments including:

(1) Knowledge of how to use of students’ interests, reading abilities, and backgrounds as foundations for the reading program and provide authentic reasons to read and write;

3202

· Readings


· Culham’s entire text on the 6+1 Traits of Writing (Ideas, Organization, Sentence Fluency, Voice, Word Choice, Conventions, and Presentation)



· PTs review children’s literature representing a variety of genres and cultures. PTs identify text readability and content age-appropriateness to help differentiate instruction within the classroom.

· PTs will design 6+1 Traits mini-lessons based on children’s literature that provide students with an anchor text to help K-6 students with their own writing. The lesson plans incorporate authentic writing tasks.

(2) The ability to support students and colleagues in the selection or design of materials that match students’ reading levels, interests, cultural and linguistic backgrounds;

3202

· Readings






·

(3) The development and implementation of classroom and school-wide organizational structures that include explicit instruction, guided practice, independent reading, interactive talk, opportunities for response, and reading and writing across the curriculum;

3202

· Readings





· PTs review children’s literature representing a variety of genres and cultures. PTs identify text readability and content age-appropriateness to help differentiate instruction within the classroom. PTs discuss school-wide book-rooms and resource materials.

· PTs will design 6+1 Traits mini-lessons based on children’s literature that provide students with an anchor text to help K-6 students with their own writing. The lesson plans incorporate authentic writing tasks. PTs discuss the benefits of having a school-wide effort in writing.

· PTs design a Novel Unit that incorporates explicit instruction, guided practice, independent reading, class discussions, and responding to literature through writing.

(4) The ability to create and maintain a motivating classroom and school environment and teacher and student interactions that promotes ongoing student engagement and literacy for all students;

3202

· Readings





· PTs review children’s literature representing a variety of genres and cultures. Students identify text readability and content age-appropriateness to help differentiate instruction within the classroom.


·

(5) The ability to foster independence and self-efficacy in readers;

3202

· Readings







(6) The development of independent reading by encouraging and guiding students in selecting independent reading materials, promoting extensive independent reading by providing daily opportunities for self-selected reading and frequent opportunities for sharing what is read; and motivating students to read independently by regularly reading aloud to students and providing access to a variety of reading materials;

3202

· Readings

· Galda ‘s entire text addressing children’s/adolescent literature and multicultural influences and applications (class libraries, read alouds, structured/non-structured reading opportunities)



· PTs review children’s literature representing a variety of genres and cultures. Students identify text readability and content age-appropriateness to help differentiate instruction within the classroom, and provide access to a variety of reading materials.

· PTs identify quality literature that can be used for a variety of purposes (whole group, small group, and independent reading).

· Professor models various read aloud strategies, then PTs practice reading aloud to the class with feedback from peers and professor.

· ASSESSMENT: Students will be required to evaluate at least one book from each genre (picture books, traditional fantasy, fantasy, science fiction, contemporary realistic fiction, historical fiction, non-fiction, and biography) based on the Elements of Literature Framework (ELF) which include: Plot, setting, characters, theme, and literary devices (Allegory, Alliteration, Allusion, Analogy Assonance, Climax, Foreshadowing Hyperbole, Metaphor, Onomatopoeia, Personification, Pun, and Simile.)

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