Department of Teacher
Education
Secondary Education
LLSS 443
CHILDREN’S LITERATURE
SPRING 2008
Sec 450, 3 Credit Hours.
Mondays |
505 566 3480 (unm) | 505 324
0894 (home) | 505 330 1536 (cell)
Office Hours: One hour before
and after class and by appointment
Course BLOG available at https://unm443.tripod.com/childlit/
Text:
No
assigned text.
Requirements:
- Access to computer
& Internet weekly
- Creation of webpage
hosting at http://www.tripod.com
- Communication
and access of course blog at https://unm443.tripod.com/childlit/
- your CD-ROM
Professional Portfolio
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:
“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).
Responsibilities
(see
entry-level Language Arts competencies and COE Framework expanded below)
- Integrate the New
Mexico State Competencies for Entry-Level Language Arts Teachers into
course content.
- Appreciate the significance of story in human lives and in the art
of teaching; E. 2(h)
- Read variety of children’s literature suitable for elementary
school children and young adults; B. 2, 4
- Read, read, read with the insight that master teachers are those
who know children’s literature and the power of stories; A. (1)(3), C. 4(f)(g)
- Share reading experiences with peers and children; C. 1, 1(b), 2(a)(c),
3. 3(b)
- Work with children in literature & creative drama experiences; E. 1(a)(c), D. 3, G.
2. 2(c)
- Involve teachers and parents in book discussions; G. 3
- Understand literary genres, story structure, and basic literary
elements; F. 2(iv)
- 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?
(COE Understandings, Practices & Professional Identities)
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.
Course outline:
|
Activities/Topics |
Format |
Due |
|
Course Blog |
Download
syllabus |
Maintain weekly and per
scheduled assignments |
|
Create Individual Webpage Email webpage address to fvitali@unm.edu |
Maintain webpage hosted at http://www.tripod.com |
Weekly January-May |
|
Booklist |
Your webpage (Organize and systematically add books weekly) |
Weekly February-April |
|
Session Scribe |
Record Session Highlights on blog |
Weekly February-May |
|
Literature Reading Journal Reflections |
Your webpage |
Weekly February-May |
|
Author Biography & Presentation |
Your webpage |
April 21 |
|
Illustrator Biography due |
Your webpage |
April 21 |
|
Tibbetts Lesson Plans |
Your webpage |
Weekly visits February-May |
|
Tibbetts Teaching Reflections |
Your webpage |
Following each Tibbetts February-May |
|
Extra Credit Experiences-Chautauqua, SJC events, FPL activities, UNM
events, PRIME TIME |
Record reflections on your webpage |
(optional) February-May |
|
Genre & Literary Elements JEOPARDY GAME |
Your webpage & powerpoint Jeopardy Game |
Weekly Presentations February-May |
|
Book Sell |
Your webpage |
Weekly February-March |
|
Midterm Summary & Evaluation |
Individual Webpage |
March 10 |
|
Land of Enchantment Book Award Voting Read at least 3 from list: |
Before April 30 |
|
|
Children’s Literature Web Resources (research) |
Individual Webpage |
Monthly February-April |
|
Children’s Literature Class Collection Website Your individual websites at https://unm443.tripod.com/443collectionsp08.html |
Individual Webpage Record your webpage URL: |
April 21, 28, May 5 Webpage Presentations |
|
Final Summary & Evaluation |
Individual Webpage |
April 28 |
|
End of semester Course final reflections (Samples add to your CD-ROM professional
portfolio) |
Individual Webpage |
April 28, May 5 |
|
Poetry Performance 0R CHAUTAUQUA |
Performance for others |
April 28, May 5 |
|
(Optional) Send letter to Children’s publisher introducing yourself as
a pre-service teacher and asking for books to develop classroom library of
books. |
Individual letter |
Optional |
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. |
|
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. |
|
B |
Satisfactory completion of all Learning Invitations. Evidence of acceptable development
across the five dimensions of learning and course strands. |
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.
Learning Invitations (Course
requirements)
BLOG
& EMAIL: Course blog and email correspondence serve as a
communication and management tool for class dialogue, reflection, and weekly
updates in between weekly sessions. To be prepared, you will be required to
regularly check your email each week.
SCRIBE:
Each session, we will take turns highlighting the events of the session and
posting them to the course blog page under
*WEEKLY SESSION HIGHLIGHTS
at least once. Weekly highlights are way to provide a
documentation of what happened each week as a weekly class and to inform those
who may have missed class. If you have to unfortunately miss class, please
contact instructor, check with a peer about assignments and read our
highlights.
*WEBPAGES:
Create individual webpage by registering for free site on http://www.tripod.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 on your individual webpage).
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
CD-ROM 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
Read at least 3 Books from
Children’s Books at http://www.loebookaward.com/ch0708.doc
Young Adult at http://www.loebookaward.com/booklists.html#youth2
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| 10 Folktales |
5 Realistic Fiction
4 Historical
Fiction | 4 Autobiography/Biography | 3 Fantasy | 3
Science Fiction |
5 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.)
*TIBBETTS LESSON PLANS: We
will have the opportunity to work with Tibbetts teachers Penny Smith & Beth
McDaniels-Hill and their 6th graders (period 12:40-1:30pm)
conducting lessons using the reading program AMERICA’S CHOICE ™ under their guidance and expertise. During
your lessons and observations, please listen and watch for spontaneous verbal and non-verbal
responses to record and reflect in your TEACHING
REFLECTION JOURNAL. Post your thoughts, ideas, questions, insights, plans
after each Tibbetts’ session on your webpage.
This kind of processing and reflection is what we as professionals do on a
regular basis to inform our teaching in adapting to flexibly meet the needs of
our students. Use this opportunity to practice and refine this art of kid watching and kid listening. Please
make sure you have completed and submitted your background check forms.
A final project will be to involve 6th graders in making a video
recording/DVD of the process to share with others.
*Literature
Reading Journal.
In your weekly journal, post on your webpage
a reflection generated from class discussions, books read, aha moments,
revelations (include author, title, genre, annotation complementing your
BOOKLIST reading), guest or field trip
reflections.
*Author
BIOGRAPHY: Choose a children’s author to explore biographic and literary
contributions. Present a written presentation of the author to share with the
class. If possible, include several books of the author for display. Remember
to cite sources and to give due credit. Save to your CD-ROM Professional
Portfolio.
For
examples see http://brokenflute-unm.tripod.com/natam/
(under OUR WEBPAGES).
*Illustrator
BIOGRAPHY: Choose a children’s illustrator to explore biographic and
artistic contributions. Present a written presentation of the illustrator to
share with classmates. If possible, include several books of the illustrator
for display on the day of presentation. Remember to cite sources and to give
due credit. Save to your CD-ROM Professional Portfolio. For examples see http://brokenflute-unm.tripod.com/natam/
(under OUR WEBPAGES).
*GENRE & LITERARY ELEMENTS DEFINITIONS: Each student will be
responsible for researching a particular genre and literary element. Present
Genre & Literary elements explanations to classmates on assigned dates.
Your explanations should be informative, interesting, using examples from
children’s literature. Post your definitions and examples of each on your
webpage. Definitions and examples will be included in a JEOPARDY GAME to be
played as a class for content assessment. Refer to course Blog for Literary
Elements and supplied textbooks for Genres.
POETRY
PERFORMANCE:
You will be part of a poetry performance with your peers and Tibbetts’ sixth
graders for presentation at a local elementary school, such as Apache,
McKinley, Ladera. If time does not permit, a Chautauqua performance may be
substituted. UTube? Researching a character of interest to you and then
becoming that character to perform for others is the goal of a Chautauqua.
*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.
*CHILDREN’S Literature RESOURCE Websites. Each month explore
several children’s literature websites (See course blog under OUR WEB RESOURCES
for examples). Use the information
learned for your own enrichment – personal and professional. Add these websites
to your individual webpage.
*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 Penny Smith
(http://fc.fms.k12.nm.us/~psmith/)& Beth McDaniel-Hill
(http://fc.fms.k12.nm.us/~bmcdaniel/), Tibbetts Middle School Educationalists
q Susan Kanard – Educator
(Visit Classroom)
q Tom Rago –
q Anthony Chee Emerson –
Artist and Illustrator
q Jean Whitehorse – Advocate,
Librarian & Storyteller (Cultural Sensitivity)
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 –
q Kathy Schlapp –
q Melissa from Waldenbooks --
Japanese Anime/Manga expert
q Eileen Telford – Author of
Gwendolyn, The Emerald Fairy
q Jeanne Whitehouse – Author
& NMEH Speaker’s Bureau
q
q PRIME TIME at:
q PRIME
TIME (http://www.infoway.org/kids/primeTime/primeTime.asp)
q
q NM
Endowment for the Humanities (NMEH) (http://www.nmhum.org/)
q HOUDINI Chautauqua
Swami Salami Performance at
q FREE
March 15-Storytelling
Theater-7pm SJC Little Theater | April 26-African Instruments-7pm SJC Little Theater
TENTATIVE COURSE SCHEDULE |
Children’s Literature LLSS443 |
UNM-SAN JUAN CENTER
January-February (Booklist: 20 or more books read)
#1 Jan. 28
Introductions-
Maxime, French Chef – perfume &
James & Giant Peach
Character
introductions
Lateness
Policy: a story-fabrications, exaggerations, elaborations – anything BUT the
truth!
Discussion:
Early reading experiences with books & influence now
Genres Quiz
Trip
to SJC-Children’s Literature library tour
Review
Syllabus at https://unm443.tripod.com/childlit/
Post
Reflections of Maxime on course blog at https://unm443.tripod.com/childlit/
#2 Feb.4
Frog’s
Tale, House Story & Gem Story
Syllabus
(12:40pm) Field trip to
(2pm) SJC SMART LAB Computer Lab-Email your
webpage URL to me at fvitali@unm.edu
1.
Create
account for individual webpage at http://www.tripod.com
2.
(IMPORTANT:
When posting information on your webpage, always save a backup document of
whatever you post)
3. Create webpage including design and
organize page content
4. Email your webpage URL to me at fvitali@unm.edu
5.
Post
assignments on your individual webpage and maintain weekly with
·
Tibbetts
Middle School Observation Reflections post on your individual website
·
Literature
Reading Journal post on your individual website
·
Children’s
Literature readings
#3
Feb. 11 (12:40pm) Observe in Penny Smith &
Beth McDaniel-Hill classrooms/Chautauqua or Poetry
#3
Feb. 18 (12:40pm)
Observe in Penny Smith & Beth
McDaniel-Hill classrooms/ Chautauqua or Poetry
#4 Feb. 25
(12:40pm) Observe in Penny Smith & Beth McDaniel-Hill classrooms
Trip
to
Literature
Website Resources #1 List
Genre:
POETRY-Definitions
& Examples posted to your
webpage
Genre:
CHILDREN’S LITERATURE & PICTURE BOOKS-Definitions & Examples posted to your webpage
Genre:
FANTASY & TRADITIONAL FOLKLORE-Definitions & Examples posted to your webpage
Genre:
TRADITIONAL FOLK LITERATURE &
Fantasy-Definitions
& Examples posted to your
webpage
Literary Elements-Definitions & Examples posted to your webpage
Video
& Literature Circle-“Strays” by Mark Richard
Story
Relay & Story Quotes
Dialogue:
Dramatic structure of stories, Brain Research
Video
excerpts: Reservoir Dogs & Wizard of Oz; Maurice Sendak (Ray
Rodenberry-Star Trek)
February-March (Booklist: 40 or more books read)
Activity:
Illustrate story; setting / character & conflict activity
Reading
Activity: Blanket Story; Queen’s Drum; Abiyoyo & Foolish Frog & Name
activity
Literature
Reading Journal post on your individual website
Book
Sell/Awards
Hero’s
Journey and story shapes and literary forms & terms
Censorship
issues
Molly
Bang & Illustrating
Leveled
Literature
Website Resources #2 post on your
individual website
Video:
Tomie DePaola, author/illustrator
Genre:
REALISTIC FICTION & HISTORICAL FICTION-Definitions & Examples posted to your webpage
Genre:
GRAPHIC NOVELS & ANIME/MANGA-Definitions & Examples posted to your webpage
Genre:
BIOGRAPHY/AUTOBIOGRAPHY & NONFICTION-Definitions & Examples posted to your webpage
Mid-term March 10
March-April-May (Booklist: 60 or more books read)
Literature
Website Resources #2 & #3 post on your individual website
Literature
Reading Journal post on your individual website
Author/Illustrator Focus
DUE April 21
VOTE
by APRIL 30 on
POETRY
OR CHAUTAUQUA PERFORMANCE April 28, May 5 (tentative date)
FINAL
CLASS CELEBRATION
PREMIER
of CHILDREN’S LITERATURE CLASS COLLECTION WEBPAGES
on April 21, 28, May
5
May
12 - Optional final exams or class session as needed
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 describing your
development as readers, writers, and users of technology during duration of
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 with Penny Smith’s classroom of 6th graders
will provide opportunities to practice ways to engage middle school students in
responding to text and stories they read. What skills and strategies am I
learning and implementing in this course?
How well am I learning skills and strategies in the entry-level Language
Arts Competencies for this course?
Knowledge Content (Practice)
Knowledge content refers to the "content" knowledge gained in
children’s literature include recognizing genres, story structure, literary
elements, literature circles, AMERICA’S CHOICE Reading Program™, teaching and
observing 6th graders, creative drama, 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 and dramatic structures? 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
MIDTERM
SUMMARY & EVALUATION DUE MARCH 10 posted to your webpage
Summary interpretation of observations and evidence
in terms of the four major strands of work and the five dimensions of learning.
1.
Four major
strands of work: communication, research, technology, and
collaboration
2.
Five
dimensions of learning:
- confidence and independence
- knowledge content
- skills and strategies
- use of prior and emerging experience
- reflectiveness (critical awareness)
Midterm evaluation
- Estimated evaluation in terms of grade
- Suggestions for your own further development during
remainder of semester
- Suggestions for class activities or for the
professor to better support learning
________________________________________________
FINAL
SUMMARY & EVALUATION DUE APRIL 28 posted to your webpage
Final Summary
Summary interpretation of observations and
evidence covering the whole semester in terms of the four major strands of work
and the five dimensions of learning. Be sure to connect your interpretations
with specific examples included in the observations and samples of work.
1.
Four major
strands of work: communication,
research, technology, and collaboration
2.
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
PROVIDE
WRITTEN MIDTERM & FINAL SUMMARIES AND EVALUATIONS at CONFERENCES as well as
downloading to your webpage.
LLSS 443 Address the Competencies for
entry-level Language Arts Teachers and COE Professional Framework:
Understandings, Practices and Professional Identities.
|
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 |
|
B.
COMPOSING & ANALYZING
LANGUAGE Demonstrate
knowledge of the processes and elements involved in the acts of composing in
oral and written forms including subject, purpose,
audience,point-of-view,mode,tone,and style and understand how processes and
elements are interrelated. (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 composing processes.
(prewriting,writing,revising,editing,evaluating) in order to achieve the
knowledge rewuired to teach those processes well. |
Understandings
& Practices |
|
C.
READING & LITERATURE (1) Teachers of English
language shall demonstrate knowledge and understanding that the teaching of
reading must be an ongoing process. 1(b) All reading teachers
shall understand that reading appreciation backed by literacy concepts is
core to student success. 2(a) All language arts
teachers shall be able to help students read, interpret, and respond
personally to literature (readers response). 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. (3) Teachers of English
language arts shall understand that students may understand cultural
diversity through literature. 3(b) All language arts
teachers shall understand that literature reflecting cultural pluralism of
Southwest is crucial to student appreciation and understanding of themselves
and others. 4(f)
All language arts teachers shall be knowledgeable about literature by male
and female writers, by people of many racial and ethnic groups and by authors
from many countries and cultures. 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 |
|
D.
NONPRINT MEDIA (3)
All language arts teachers shall be familiar with aspects of electronic
media-internet, word processing, CD-RPM and other relevant media to be able
to effectively teach through the use of both verbal and visual media. |
Understandings
& Practices |
|
E.
EVALUATION 1(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(h)All
teachers of language arts shall understand the unique opportunities
literature provides for understanding human experience, how literature
affirms our common humanity, illuminates our differences and documents how
different people at different times perceived and approached an infinite
variety of human problems and aspirations. |
Understandings
& Practices |
|
F.
RESEARCH (2)(iv)
All language arts teachers shall that students of diverse cultures interpret
written and oral language in different ways. |
Understandings
& Practices |
|
G.
PEDAGOGY (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 requiring a variety of approaches. (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)
All language arts teachers shall understand the benefits of community and
school partnerships and business/school partnerships. |
Understandings,
Practices & Professional Identity |