Program requirements

Prerequisites (if any):

ERDG 504: Literature for Reading is an elective course in the Reading Department. This course is offered on campus and on-line. There is no prerequisite for this course.  Literature for Reading is open to all students.

Catalog Description:

ERDG504 introduces students to the wide array of literature available for use in classrooms. Examination of literature focuses on publication, critical literacy, literary response, text level, genre and instructional strategies. Students learn evaluative criteria for leveling texts and selecting literature for personal pleasure, information, and to represent the diversity of a multicultural community.

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Extended Description:

The primary goal of this course is to introduce students to the wide array of literature available to children from Birth through grade six. This includes 1) board books, pop-up books, picture books that some children gain reading experience with before entering school, 2) texts that support reading instruction 3) texts that may support the content of core curricular subjects, and 4) traditional and nontraditional texts (anime/mange, graphic novels, comics/cartoons, magazines, e-texts and game manuals) and genres practices of fantasy, science-fiction, poetry found in multiple forms of media (print, electronic, spoken) that characterize children’s reading. Students will spend the semester reading within and across these many texts. Through readings, discussions, class activities and assignments students will focus on a number of significant issues that impact the selection of literature for reading programs, i.e., publishing, critical literacy, literary response, text level and instructional strategies.

Program goals:

** major goal

Pedagogical Content Knowledge

**individual and cultural differences: knowledge of economic, academic, social, and cultural diversity; use of this knowledge to inform instructional decisions

** methods and materials: the range of techniques and materials appropriate for literacy instruction

literacy in society: societal changes in literacy usage, and implications for teaching and learning both inside and outside the classroom

** task difficulty: relation to student learning, independence, and development

prevention and solution of literacy difficulties: management of the classroom context to prevent difficulties in the acquisition of literacy as well as to solve learning difficulties when they occur

technology: understand the nature and functions of information technologies in contemporary literacy practices; use relevant information technologies for teaching and assessment

organization of instruction: organization, regulation, and reform of literacy instruction

NYSED standards and core curriculum: knowledge of English Language Arts, Social Studies, Mathematics, Science and Technology

self-extended learning: how to engage critically with professional text and research to extend learning, including success with their own professional reading and writing

Readings

(Note: these are suggested texts--actual readings in this course will be listed in the current course outline)

Brief History of Children’s Literature

Traditional/Nontraditional Fairytales: 

Old Shoes & New Feet

(The Monopoly of) Children’s Book Publishing:  The production, distribution and consumption of “gray” in a world full of color.

Top ten reasons to incorporate poetry into the classroom (curriculum, daily schedule, morning meeting, etc.)

Reading Fluency:  Poetry & Reader’s Theater

Text Leveling:  Guided Reading

Censorship:  “I don’t want my child exposed to…”  (a.k.a., “Well, I’d love to read this book but I’m afraid I won’t get tenure…”)

Award Winning/Culturally Conscious Literature:  What is it?  Where is it?

Children’s Literature in the Content Areas

Manga, Cartoons, Comics, Game Manuals, Magazines and Graphic Novels and other “underground” texts. 

Reading Children’s Literature

Students read 75-100 children’s books including picture books, intermediate books, magazines, comics and graphic novels.  Students may read randomly and/or selectively by author, illustrator, theme etc.  Students will read in all common genres as well as hybrid genres of children’s literature and electronic texts. All reading will be recorded in a form relevant for classroom use (note cards, annotated bibliography, graph, chart, database).  Record keeping includes a description of each book, awards, and genre. 

Critical Response  

Following assigned literature readings, students will select a picturebook/novel for critical response.  In each critical response students adopt a perspective in relationship to the text. Students are expected to analyze, interpret and evaluate the text. Key analytic strategies might include but are not limited to discussing the author’s main point, purpose, intended audience, supporting details and underlying assumptions or biases. Key evaluative strategies may include but are not limited to the logic of the argument, text organization, accuracy of facts and definition of terms.  

Class Activities/Recommended Assignments - The following descriptions are recommended assignments. They are intended to facilitate learning through independent and small group work. Assessments address the topic of children’s literature through classroom activities/projects, professional development, community service and technology.  Depending upon class structure, students may engage in one or more of the following:

Small group practice/assessment implementing classroom activities with children’s literature

Folklore project - Each group selects one commonly known fairytale. Each student reads and shares (in a book talk format) various historical, cultural and postmodern versions as well as (at least) one e-text version. Together students develop a chart comparing literary (plot, theme, characters, moral, illustrations) as well as other elements that distinguish each text. Final submission includes a written chart and a complete bibliography of all books fairytale books read.

Reader’s Theater - Each group selects a section from a mutually agreed upon text.  Each member adopts a speaking part. Following practice, students perform their section as part of a large group presentation. Following presentation, each student submits a written reflection describing:  What went well?  What surprised you? What was challenging? How will this inform your classroom instruction? 

Texts (Regularly negotiated by faculty):

A general reference work such as:

Cullinan, B.E. & Glada, L.  (2002).  Literature and the child.  CA:  Wadsorth/Thomas Learning.

Norton, D.E., McClure, A.A., & Norton, S.E.  (2002).  Through the eyes of a child: An introduction to children's literature.  NJ: Englewood Cliffs.
 

Recommended Reading - (Regularly negotiated by faculty)

Fountas, I.C.  & Pinnell, G.S.  (1999).  Matching books to readers:  Using leveled books in guided reading, k-3.  Portsmouth, NH:  Heinemann.

Lukens, R.  (2002).  A critical handbook of children’s literature. Pearson Allyn & Bacon.

Nodelman, P. & Reimer, M.  (2002).  The Pleasures of Children’s Literature.  NY:  Allyn & Bacon.

Pinnell, G.S. & Fountas, I.C.  (2001).  Leveled books for readers, grades 3-6.  Portsmouth, NH:  Heinemann. 

Slapin, B. & Seale, D.  (1998).  Through Indian Eyes:  The Native Experience in Books for Children. CA:  New Society Publishers. 

Warner, M.  (1995).  From the beast to the blonde:  On fairytales and their tellers.  Farrar, Straus & Giroux.  NY:  New York. 

Zipes, J. (2001).  Sticks and Stones:  The Troublesome Success of Children’s Literature from Slovenly Peter to Harry Potter.  NY:  Routledge.

Selected readings from:

The Reading Teacher, Language Arts, Bookbird, Canadian Children's Literature, Children's Literature Association Quarterly, Children's Literature in Education, Children's Literature Review, College English, Horn Book, Journal of Children's Literature, Journal of Youth Services in Libraries, The Lion and the Unicorn, Mulitcultural Review, New Advocate, School Library Journal, Signal: Approaches to Children's Books, Teacher Librarian, The ALAN Review