Department of Teacher
Education
LLSS 443
CHILDREN’S LITERATURE
SUMMER 2010 Independent Study
Register
for LLSS 443 in Fall 2010 to receive your Final grade
Arranged |
UC-221 Classroom
505 566 3480 (unm) | 505 324
0894 (home) | 505 330 1536 (cell)
Office Hours: One hour before
and after class and by appointment
Email: fvitali@unm.edu | Course BLOG: https://unm443.tripod.com/childlit/
Course syllabus: https://unm443.tripod.com/childlit_su10.htm
Children’s Literature Class Collection: http://fvitali.tripod.com/443sp10.html
Children’s Literature Photo Album: http://abiyoyo.ning.com/photo/photo/
“Story is another word we all
understand in context without being able to put a precise meaning to it.
Stories usually but not inevitably involve location, landscapes, protagonists,
intentions, emotions, conflicts, obstacles, struggles, and consequences (which
always lead into new stories.) These are elements we always look for in any
situation in which we are involved.” (Frank Smith
in To Think, 1990)
Optional Texts (ordered on
amazon.com):
Read,
remember, recommend: A reading list journal for teens by Rachelle Rogers
Knight, Joshua Derosa, and Michael Mesker at http://www.amazon.com/s/ref=nb_ss_a?url=node%3D679255011&field-keywords=Read%2C+Remember%2C+Recommend%3A+A+Reading+List+Journal+for+Teens&x=15&y=13
Flynn, N. & McPhillips,
S. (2000). A note slipped under the door:
Teaching from poems we love.
Requirements:
- Weekly Access to
computer & Internet
- Creation of webpage
hosting at http://www.google.com or http://www.webs.com
See http://fvitali.tripod.com/443sp10.html
| https://unm443.tripod.com/443collectionf09.html | https://unm443.tripod.com/443collectionsp09.html
|
- Post final course
reflections on your Digital Professional Portfolio at
http://unm-farmington.webs.com/portfolios.html
Course description:
A
survey course of the field of children’s literature-reading, storying, and
listening focusing on knowledge and practice of literature, literary response
and classroom practice.
Rationale: Stories consume us,
serve as a template for making sense of ourselves and the world around us.
Children’s literature is a valuable resource and teaching and learning tool for
children. Master teachers know children’s literature and can engage children in
meaningful dialogue encouraging connections and questions that stretch
ourselves .
“When a day
passes it is no longer there.
What remains of
it? Nothing more than a story.
If stories
weren’t told or books weren’t written, one [man] would
live like
beasts-only for a day.
Today, we live,
but tomorrow today will be a story.
The whole
world, all human life, is one long story”
(I.B. Singer in
Cooper and Collins’ [1992] Look What Happened to Frog, p. 8).
Goals and objectives:
§
Appreciate the significance of story in human lives
and in the art of teaching;
§
Read variety of children’s literature suitable for
elementary school children and young adults;
§
Share reading experiences with peers and children;
§
Read, read, read with the insight that master
teachers are those who know children’s literature and the power of stories.
§
Work with children in literature & creative
drama experiences;
§
Become literary poetry coaches with middle school
students;
§
Create Poetry (Slam) unit as a teaching resource;
§
Participate in Read Across America in the community
through Poetry Practicum;
§
Involve teachers and parents in book discussions;
§
Understand literary genres and basic literary
elements;
§
Take ownership of your own learning. Approach your
learning with curiosity and internal motivation because you want
to; not because you have to. Try to be “in the moment”
letting your curiosity and love of learning guide you instead of what the assignment is supposed to look like
and how many pages does it have to be?
Instructional
strategies: Individual, small groups, differentiation of
instruction strategies, literature circles, group collaboration projects,
authentic learning, creative drama involving independent and self-directed
learning opportunities and experiences.
Attendance: Silence cell phones out of respect for all learners
Attendance is required for each class session.
Arrive on time to allow classes to begin (and end) at their scheduled
times. Attendance is a crucial and
considered your professional responsibility.
Communication with instructor via email, phone or in person is
considered proper professional and respectful etiquette. Lateness and leaving
early are considered serious interferences with your progress in this class.
Thus, you should come to all classes well prepared to assume an active and
thoughtful role in the scheduled activities by having read all required
readings and completed all class assignments. Attending all classes is for your
benefit to fully experience and appreciate the world of children's literature.
And further more, we will miss you and your contributions during our time
together.
·
Please
rearrange work and appointment schedules so that you can attend each session.
·
If you are absent more than two times this
semester, you can be dropped from the course.
It is responsible and respectful to contact
instructor or leave message with Dawn in the UNM office if you are going to be
late or absent from class. It is also your responsibility to check in with the
instructor, consult with a class peer after the missed class for all makes up
work and read
Weekly Highlights on our course blog.
“The reporting of
absences does not relieve the student of responsibility for missed assignment,
exams, etc. The student is required to
take the initiative in arranging to make up missed work, and it is expected
that faculty will cooperate with the student in reasonable arrangements in this
regard” (UNM Pathfinder).
Evaluation:
|
A+ |
Exemplary completion
of all Learning Invitations with
adherence to all timelines. Evidence of excellent development across the
five dimensions of learning and course strands. (Booklist = 100 or more) |
|
A |
Exemplary completion
of all Learning Invitations with
adherence to all timelines. Evidence of significant development across the
five dimensions of learning and course strands. (Booklist = 80) |
|
B |
Satisfactory completion of all Learning Invitations. Evidence of acceptable development
across the five dimensions of learning and course strands. (Booklist = 60) |
Learning
Invitations (Course
requirements)
WEBPAGES:
Create individual webpage by registering for free site on http://www.google.com or http://www.webs.com.
Each student will create and maintain their
respective website which will contain your intellectual
property of course assignments throughout the semester. This website will
be yours to use and update after the responsibility of this course. Post entries weekly to your
individual webpages and our class collection of pages is available at http://fvitali.tripod.com/443sp10.html
)
See (under OUR WEBPAGES) for examples of websites created
by former students. As a culmination of your learning (your intellectual property) during our course include: your booklist, author focus, illustrator
focus, Book Talk, list of selected children’s websites, literature sharing,
weekly reflections, short bio and quote. At the end of the semester you may use this
website and your final course reflection for your Digital Portfolio. You will
have access to each other’s webpages on our course blog at https://unm443.tripod.com/childlit/
*Organized BOOKLIST: Read randomly, read selectively, read
methodically, read seriously, read entertainingly, read, read, read. Follow a
‘quest to find books in “sets” according to author, illustrator, or genre.
Follow your heart’s delight. Risk new genre. Reread favorites. Read once as an
“enjoyer” and once again as a “critic” to see how the author structured the
book and why you laughed or cried. Come to some understanding of literature as
an art form, that is, as a tool for educating the imagination. (Please, No
Disney or Golden books.)
AVERAGE AIM: 60 books | ABOVE AVERAGE
AIM: 80 books | EXCELLENT
AIM: 100 books
Prepare
an annotated booklist of at least 60
children’s books to which you add about 4-5 books per week. Please organize
your booklist in a systematic way so once set up you can add to on a weekly
basis. From these annotated entries, you will be asked to present at least one
5-10 minute “book talk”, during which you are to “sell” your classmates on the
merits of reading the books selected for Oprah’s Book Sell. All
annotated booklists are to include: Genre, Title, Author, Annotation. If
quoting, give credit to source. Academic integrity is expected of you and is to
be reflected in your UNM coursework.
Types
of literature (genre) you will explore and present:
20
Picture Books | 5 Poetry and Verse| 5 Folktales |
6 Realistic Fiction | 3
Graphic Novels
4 Historical
Fiction | 4 Autobiography/Biography | 3 Fantasy | 3
Science Fiction | 1 Manga
6 NonFiction/Informational
= 60 total
(The
total number of books is not optional, however, use your own interests when it
comes to the number of books read in each genres. Only one RULE OF THUMB: Read at least 3 in each genre to total 60
books minimum.)
*PRACTICUM: Practicum
experience will involve the local summer reading opportunities: Kids College,
ENLACE,
*GENRE & LITERARY ELEMENTS DEFINITIONS: Each student will be
responsible for researching the list of genres and literary elements in
APPENDIXES A & B. Post your definitions of Book Genres and examples of
literary elements on your webpage. Definitions and examples will be included in
a JEOPARDY GAME to be played as a culminating class assessment. Refer to course
Blog for Literary Elements and Book Genres. Children’s Literature Textbooks will
also be available for check out in researching more information about genres.
See APPENDIXES A & B.
CREATIVE
DRAMA PERFORMANCES:
As time and opportunity allow. Creative drama is a natural extension of
children’s literature whereby a story or story events are brought to life in
informal dramatic ways. Creative Drama is the active version of Reader’s
Theater.
*OBSERVATIONS: PRIME TIME at FPL: Attend at least one PT event and write a
reflection about what you learned about engaging parents and children together
with literature. Attend at least one KID’S
KOLLEGE session of Amber Granger’s
literature session.
*WEEKLY REFLECTION: Reflect each week for four weeks about what you
are thinking about books you are reading, questions you are pondering and
insights you are experiencing. Post these to your webpage.
*AUTHOR/ILLUSTRATOR BOOK STUDY: From your reading choose one
author and illustrator who you would like to know more about. Include short
biography, books, written, and resource links. Remember to include Web page
Titles and links of information sources.
*Book
SELL/Advertisement
for Oprah’s
Book Sell about your favorite book as a presentation in any form, other
than a written book report. Following the ‘Sales’ pitch (book sell), please
read an excerpt. Each student will prepare to deliver at least one book sell
during the course.
*POTENTIAL GUESTS/EVENTS may be invited to our
class to share their own experiences with and expertise of children’s literature and storytelling. (Include reflection of guest visit
on your webpage.)
q Marge from
q SJC Kids Kollege practicum
q Susan Kanard – Educator
(Visit Classroom)
q PRIME TIME at FPL-on Mondays, 14, 21, 28
q Uma Krishnaswami –
Children’s Author & Creative Writing Educator (History of Children’s
Literature)
q Connie Gotsch – KSJE radio,
author, photographer
q Kathy Beatty-- Children’s
Author (Children’s Book Publishing)
q Flo Trujillo &
Barbara Huff– Farmington Public Library Youth Services Coordinator (Summer
Reading Program Events)
q Kathy Schlapp – Sacred
q Karen Morrison – Bibliotherapy & Young Adult literature
q Devin Murray -- Japanese Anime/Manga expert
q NM
Endowment for the Humanities (NMEH) (http://www.nmhum.org/)
q
q PRIME TIME (http://www.infoway.org/kids/primeTime/primeTime.asp)
q
Plagiarism
is the presentation as original work by a writer of ideas, words, or
thoughts belonging to someone else. You
must provide a reference note indicating the source of any specific words
borrowed from another source. Any
project containing incidents of plagiarism will receive no credit or
grade. Plagiarism is a serious offense
in any college course and can lead to failure in that course or expulsion from UNM.
The Americans with Disabilities Act (ADA) is a
federal anti-discrimination statute that provides comprehensive civil rights
protection for persons with disabilities. Among other things, this
legislation requires that all students with disabilities be guaranteed a
learning environment that provides for reasonable accommodation of their
disabilities. If you have a disability requiring accommodation, please
contact me as soon as possible to make arrangements.
TENTATIVE COURSE SCHEDULE |
Children’s Literature LLSS443 |
UNM-SAN JUAN CENTER
JUNE
#1 week (Booklist: 20
or more books read)
Weekly
Reflection
Review
Syllabus
Borrow
Textbook from Instructor
Visit online course blog at https://unm443.tripod.com/childlit/
Lateness Policy: a story-fabrications,
exaggerations, elaborations – anything BUT the truth!
Frog’s Tale, House Story & Gem Story
Create account for
individual webpage at google.com or
webs.com
Create webpage
including design and organize page content
(IMPORTANT: When
posting information on your webpage or blog, always save a backup document of
whatever you post)
Review Syllabus at https://unm443.tripod.com/childlit/
#2
week (Booklist: 40 or more books
read)
Weekly
Reflection
Genres Quizzle & Pre-Jeopardy Game
Children’s Literature library tour
§
Trip to
Book Sell/Awards
Genre: POETRY-Definitions posted to your webpage
Genre: CHILDREN’S
LITERATURE & PICTURE BOOKS-Definitions posted
to your webpage
Genre: FANTASY
& TRADITIONAL FOLKLORE-Definitions posted to
your webpage
Genre: REALISTIC
FICTION & HISTORICAL FICTION-Definitions posted
to your webpage
Genre: GRAPHIC
NOVELS & ANIME/MANGA-Definitions posted to
your webpage
Genre: BIOGRAPHY/AUTOBIOGRAPHY
& NONFICTION-Definitions
posted to your webpage
#3 week (Booklist: 60 or more books
read)
Weekly
Reflection
Literary Elements-Definitions & Examples posted to your webpage
Acti Storytelling Activities: Illustrate
story; setting / character & conflict activity; Blanket Story
Stories:
Queen’s Drum; Abiyoyo & Foolish Frog
#4 week (Booklist: 80 or more books
read)
Weekly
Reflection
Literature
Topics
§
Hero’s
Journey and story shapes and literary forms & terms
§
Censorship
issues
§
Molly
Bang & Illustrating
§
Leveled
Videos: Maurice Sendak, Tomie DePaola, Jerry
Spinelli, Magic School Bus Authors
Video & Literature Circle-“Strays” by
Mark Richard
Video excerpts: Reservoir Dogs & Wizard
of Oz; Maurice Sendak (Ray Rodenberry-Star Trek)
#5 week JULY (Booklist: 100 or more books read)
PREMIER of CHILDREN’S LITERATURE WEBPAGE week of July
5th
Final summary/evaluation posted on webpage by July
9
TABLE OF CONTENTS FOR YOUR WEBPAGE
www.google.com
aclick on to More and go to aSites
Create User ID and PASSWORD
OR
Log on if you already have a tripod
account
Create your Home page:
·
CHILDREN’S
LITERATURE WEBPAGE of
·
Rebecca
Dierdorf
Add these ADDITIONAL pages
·
WEEKLY
RELFECTIONS
·
OBSERVATIONS
·
BOOKLIST
·
PRACTICUM
REFLECTION
·
BOOK
SELL
·
AUTHOR
STUDY
·
ILLUSTRATOR
STUDY
·
GUEST
SPEAKERS
·
FINAL
REFLECTION
·
GENRES
·
LITERARY
ELEMENTS
·
JEOPARDY
GAME
·
RESOURCES
LINK THESE PAGES TO YOUR HOME PAGE
·
Children’s
Literature Class Collection at
http://fvitali.tripod.com/443sp10.html
·
Course
Blog at https://unm443.tripod.com/childlit/
·
UNM
Professional Portfolios at
http://unm-farmington.webs.com/professionalportfolios.htm
RESOURCES
Joy of
Children’s Literature
American
Indians in Children’s Literature
Oyate
________________________
Course Strands and Dimensions of Learning
as correlated with UNM Conceptual
Framework
Means of interpreting and assessing
student achievement will involve Course
Strands and Dimensions of Learning.
Course Strands
1.
communication 2. research/content
(genres/literary elements) 3. technology, and 4. collaboration
components describe your
development as readers, writers, teachers and users of technology during
duration of our course.
Five Dimensions of Learning
Confidence and
Confidence and independence in your own reading, writing, and thinking
abilities. We see growth and development when learners' confidence and
independence become coordinated with their actual abilities and skills, content
knowledge, use of experience, and reflectiveness about their own learning. The
overconfident student learns to ask for help when facing an obstacle; the shy
student begins to trust her own abilities and begins to work alone at times, or
to insist on presenting her own point of view in discussion. In both cases,
students develop along the dimension of confidence and independence. How are
you developing as an independent and confident learner in this course? How well
am I gaining confidence in the entry-level Language Arts Competencies for this
course?
Skills and Strategies (Practice)
Specific skills and strategies involved in. Skills and strategies represent the
"know-how" aspect of learning. When we speak of
"performance" or "mastery," we generally mean that learners
have developed skills and strategies to function successfully in certain
situations. In this course, it will be using children’s literature to make
connections within, across and beyond the curriculum that reach each student’s
life. How can we use stories to transform and change ourselves in the process?
The practicum experience at
Knowledge Content (Practice)
Knowledge content refers to the "content" knowledge gained in
children’s literature include recognizing genres, story structure, literary
elements, literature circles, creative drama, poetry, teaching and observing practicum
students, the art of questioning, and the power of story. Knowledge content is
the most familiar dimension, focusing on the "know-what" aspect of
learning. How well am I gaining a better repertoire of children’s literature
within a variety of genres? How well do I understand literary elements,
dramatic structures and book genres? How well do I engage children in literary
discussions and literature experiences? How well do I collaborate with others?
How well am I learning professional content knowledge in the entry-level
Language Arts Competencies for this course?
Use of Prior and Emerging Experience (Understanding)
The use of prior and emerging experience involves the ability to draw on your
own experience and connect it to your work. A crucial but often unrecognized
dimension of learning is the ability to make use of prior experience as well as
emerging experience in new situations. It is necessary to observe learners over
a period of time while they engage in a variety of activities in order to account
for the development of this important capability, which is at the heart of
creative thinking and its application. Our prior experience might be tapped to
help scaffold new understandings, or consider how ongoing experience shapes the
content knowledge or skills and strategies we are developing. What experiences
and knowledge did I bring into this course? How does my prior experience spiral
my understanding in the entry-level Language Arts Competencies for this course?
Critical Reflection (Understanding, Practice,
Professional Identity)
Reflection refers to your developing awareness of our own learning process, as
well as more analytical approaches to reading, writing, and communication. When
we speak of reflection as a crucial component of learning, we are not using the
term in its commonsense meaning of reverie or abstract introspection. We are
referring to the development of your ability to step back and consider a
situation critically and analytically, with growing insight into your own
learning processes, a kind of metacognition. How well am I learning to be a
reflective practitioner in the entry-level Language Arts Competencies for this
course?
It is important that you are made
aware of the course strands and the five dimensions of learning because the
ownership of your learning in relation to this course content is a focus of
your assessment and evaluation. This evaluative process provides a framework
with which you can evaluate your own growth reflective of the LA competencies,
Understandings, Practices and Professional Identities identified in this
course. As learners, you are measuring your own learning given the strands and
dimensions, considering them in relation to your prior learning. In assessing
your progress, you will provide a midterm and final reflection which will be
posted on your webpage. See Guideline below:
EVALUATION & ASSESSMENT GUIDELINE
FINAL SUMMARIES AND EVALUATIONS to your webpage.
Final Summary - -
Due July 9
§
Given the Four major strands of work: communication, research, technology, and
collaboration
Summary interpretation and reflection covering the
whole semester in terms of the five dimensions of learning, including specific
examples as evidence.
Five
dimensions of learning:
- confidence and
independence
- knowledge content
- skills and strategies
- use of prior and
emerging experience
- reflectiveness
(critical awareness)
Final evaluation
- Reflections on
semester's learning experience
- Any suggestions for
the professor for future classes
- Estimated evaluation
in terms of grade
Conceptual
Framework for Professional Education:
Professional
Understandings, Practices, and Identities
“Those who can, do. Those who understand, teach.” - Lee Shulman
The
Understandings frame the identity and practice of educational
professionals. We seek to help students better understand:
·
Human Growth and
Development - Patterns in how individuals develop physically, emotionally, and
intellectually. How to provide conditions that promote the growth and learning
of individuals from diverse cultural and linguistic backgrounds, including
those with special learning needs.
·
Culture and
Language - The nature of home, school, community, workplace, state, national,
and global contexts for learning. How social groups develop and function and
the dynamics of power within and among them. How language and other forms of
expression reflect cultural assumptions yet can be used to evoke social change.
How one’s own background and development shape understanding and interaction.
·
Content of the
Disciplines The substance of the disciplines you teach—the central organizing
concepts and factual information—and the ways in which new knowledge is
created, including the forms of creative investigation that characterize the
work of scholars and artists.
·
Pedagogy - Theory and
research on effective educational practice. How to create contexts for learning
in and across the disciplines. How to assess student learning and design, plan,
and implement instruction to meet the needs of learners. How to evaluate
educational practice.
·
Technology - Effects of media
and technology on knowledge, communication, and society. How to critically
analyze and raise awareness of the impact of media and technology. How to use
current technology.
·
Professional Issues
- The social and political influences on education, both
historically and currently. Local, state, and national policies, including
requirements and standards. How to critically analyze and participate in the
formation of educational policy. Strategies for leadership, collaboration, and
research.
Nature of
Knowledge - How knowledge is constructed within social contexts, including the
academic disciplines. The differences and connections among the knowledge
constructed in different social contexts. How to conduct inquiry into the
nature of knowledge within and across the disciplines.
These practices
enable students, as professionals, to apply their understandings, and implement
the following
qualities in their instruction:
·
Learner-Centered
- Students’ past experiences, cultural backgrounds, interests,
capabilities, and understandings are accommodated in learning experiences.
Routines promote learner risk-taking and allow learners to take increasing
control of their own learning and functioning.
·
Contextual - Experiences
engage learners in ways of thinking, doing, talking, writing, reading, etc.,
that are indicative of the discipline(s) and/or authentic social contexts.
Ideas and practices are presented with the richness of their contextual cues
and information. Learners are provided with models and opportunities to reflect
on their experiences and to relate their learning to other social contexts.
·
Coherent - Learning
experiences are organized around the development of concepts and strategies
that learners need in order to participate in other similar situations.
Learners are assessed on what they had the opportunity to learn.
·
Culturally
Responsive - Diversity is valued, and learners are helped to become aware of
the impact of culture on how they and others perceive the world.
·
Technologically
Current - Available technology facilitates learning. Learners are helped to
understand the effect of media on their perceptions and communication.
·
Developing a professional
identity is central to lifelong growth as a professional educator. The
·
Caring - Attentive to
learners, willingness to listen and withhold judgment, and ability to empathize
while maintaining high expectations for learner success.
·
Advocacy - Committed to
ensuring equitable treatment and nurturing environments for all learners.
·
Inquisitiveness
- Habitual inquiry into the many, ever-changing ways in which
knowledge is constructed, how people learn, and how educators can support
learning.
·
Reflection-in-Action
- Able to analyze, assess and revise practice in light of student
learning, research and theory, and collegial feedback.
·
Communication - Skilled in
speaking, writing, and using other modes of expression.
·
Collaboration - Able to work
cooperatively with students, parents, community members, and colleagues.
·
Ethical Behavior
- Aware of and able to work within the ethical codes of the
profession.
COURSE
OUTLINE:
|
Activities/Topics |
Format |
Due |
|
Course syllabus available on course blog at |
Provided
in class |
|
|
Create
Individual Webpage Print copy of
home webpage with URL |
Maintain
webpage hosted at google.com or webs.com |
June |
|
Booklist 60
= B 80
= A 100
= A+ |
Your
webpage (Organize
and systematically add books weekly) |
June-Weekly
|
|
|
Weekly
Reflections – Post to your webpage |
June |
|
Book Sell |
Oral
Presentation -- Your webpage |
Weekly |
|
Pre JEOPARDY Game Post Jeopardy Game |
Genre
and Literary Elements Quizzle Genre
and Literary Elements Story Bowl |
June
week 1 July
week 1 |
|
AUTHOR/ILLUSTRATOR
BOOK STUDY |
Includes:
Biography, bibliography, resources |
June
week 3 |
|
Children’s Literature Class Collection Website |
your
webpage presentation &
JEOPARDY GAME |
July
5-9 |
|
Book Genre Definitions &
Literary Elements Examples See
Appendixes |
Definitions
added to your webpage |
June
week 2 |
|
Guest Speakers |
Post
reflections top your webpage |
Guest speakers: Flo
Trujillo, Karen Morrison, Susan Kanard, Katy Beatty,
Uma Krishnaswami, Connie Gotsch |
|
Final Reflection Summary & Evaluation |
Post
to your webpage (ADD
Course reflections, samples to your Digital professional portfolio at http://unm-farmington.webs.com/professionalportfolios.htm) |
July
9 (end of semester) |
APPENDIX
A
LITERARY
ELEMENTS
Give examples (not definitions) of each of the following
literary elements and post to your webpage under LITERARY ELEMENTS. Use examples from your own BOOKLIST reading.
Prologue/Epilogue Theme Dialogue
Antagonist Protagonist Onomatopoeia
Caricature Hyperbole Simile/Metaphor
Point of View Alliteration Personification
Structure Unity Direct Characterization
Climax Denouement Foreshadowing
Internal
Conflict External
Conflict Mood/Tone
APPENDIX B
CHILDREN’S LITERATURE GENRE
GENRES
· PICTURE
· POETRY
· FANTASY
· SCIENCE
FICTION
· FOLKLORE
· REALISTIC
FICTION
· HISTORICAL
FICTION
· AUTOBIOGRAPHY
/ BIOGRAPHY
· NON-FICTION
(INFORMATIONAL)
· GRAPHIC
NOVELS
· Japanese
MANGA
NM Language Arts Standards & Benchmarks
|
A.
LANGUAGE DEVELOPMENT (1)Teachers of English language arts shall:
demonstrate knowledge that growth in language maturity is a developmental
process. (3)
will demonstrate knowledge that speaking, reading, writing, listening and
thinking are interrelated. |
Understandings ·
Genre
& Literary Elements, Author-Illustrator presentations ·
Heights
Practicum Collaboration-POETRY ·
Butter
|
|
B.
COMPOSING & ANALYZING
LANGUAGE (2) Teachers of English language arts
shall: understand the importance of rich oral language experiences in early
grades and how those experiences can lead to writing skills. (4) All language arts teachers shall
understand the importance of learning about practicing various aspects of creative
drama process. (role-playing, planning, replaying, evaluating) in order to
achieve the knowledge required to teach those processes well. |
Understandings
& Practices ·
Heights
Practicum Collaboration-POETRY ·
Poetry
Unit ·
Butter
·
BOOKLIST |
|
C.
READING & LITERATURE 2(c) All language arts teachers shall be
able to teach students to ask questions that elicit both oral and written
responses at a variety of levels. 4(g) All language arts teachers shall draw
upon literature in many genres from many historical periods, and of varying
degrees of complexity in order to develop and elicit critical insights from
their students. |
Understandings
& Practices ·
Heights
Practicum Collaboration-POETRY ·
Poetry
Unit ·
BOOKLIST ·
Genre
& Literary Elements, Author-Illustrator Study |
|
D.
NONPRINT MEDIA (3) All language arts teachers shall be
familiar with aspects of electronic media-internet, word processing, CD-ROM
and other relevant media to be able to effectively teach through the use of
both verbal and visual media. |
Understandings
& Practices ·
Course
blog, emails & webpages |
|
E.
EVALUATION (1)Teachers of English language arts shall
demonstrate knowledge of evaluative techniques to be used to describe a
student’s progress in English. (a) All language arts teachers shall
demonstrate competence in applying a number of evaluative techniques,
including individual conferences, for determining and reporting student
progress. (c) All language arts teachers shall be
proficient at “student watching” and other informal ways of describing
student progress in all language processes. 2(b) All language arts teachers shall be
able to select the most appropriate formal and informal ways to assess or
evaluate growth in oral and written language and reading skills. |
Understandings
& Practices ·
Heights
Practicum Collaboration-POETRY teaching reflections, reflective practice ·
Engaging
in conversation, discussion, dialog, conferences ·
Implementing
guided reading, pair-share, literature circles, informal assessments,
creative drama ·
Use
standards and benchmarks as objectives and assessment in planning weekly
poetry lessons |
|
F.
RESEARCH (2)(iv) All language arts teachers shall
that students of diverse cultures interpret written and oral language in
different ways. |
Understandings
& Practices ·
Heights
Practicum Collaboration-POETRY ·
Guest
speakers: Flo Trujillo, Karen Morrison, Susan Kanard, Katy Beatty, Uma
Krishnaswami, Connie Gotsch ·
Author
Videos |
|
G.
PEDAGOGY (1) Teachers of English language arts are
able to effectively deliver instruction using a variety of approaches. (2) Teachers of English language arts shall
understand that the classroom is composed of students with varied needs such
as physical disabilities, learning disabilities, limited English proficiency,
and cultural diversity. (b) All language arts teachers need to be
aware of varied students needs and how to modify and implement instruction
for diverse learners. (c) All language arts teachers need to be
aware of strategies for helping students be sensitive to and understanding of
each other’s learning and social needs. (3) Teachers of English language arts shall
understand that the educational process includes families, and the social and
economic communities. |
Understandings,
Practices & Professional Identity ·
Literary
Elements & Genre presentations ·
Heights
Practicum Collaboration-POETRY ·
Butter
·
·
·
Professional
content housed on individual Webpages ·
Use
standards and benchmarks as objectives and assessment in planning weekly
poetry lessons |