Focuses on the exploration of children’s literature and its role in Early Childhood classrooms from a global perspective. Current theories and methods about integrating literature into all curriculum areas will be discussed and demonstrated.

Upon completion of this course, students will have the following understandings, skills and dispositions:

1. Appreciate the value of multicultural and international children’s literature in developing an understanding of and appreciation for other cultures through literary genres
2. Understand how authors use literary devices to get their message through
3. Understand developmentally appropriate practices in which literature can and does support the goals of early childhood education
4. Understand how children’s books support children’s development (cognitive, social, emotional, language and aesthetic development)
5. Appreciate how adults scaffold children’s thinking through dialogic reading and read aloud activities
6. Understand how to integrate children’s literature across the curriculum including multicultural components
7. Appreciate how children’s literature help children gain respect and understanding of diversity from multiple perspectives
8. Appreciate how promote positive attitude toward literary experiences
9. Knowledge and understanding of the interrelatedness of local, global, international and intercultural issues, trends and systems through the use of children’s literature that addresses global issues
10. Understand how children’s books support children’s multiple perspectives and empathy while promoting their cognitive, social, emotional, language and aesthetic development.
11. Maintains a climate of openness, inquiry, fairness and support.
12. Applies technology to organize and integrate assessment information.
13. Recognize the importance of ELLs’ home languages and language varieties, and build on these skills as a foundation for learning English.
14. Recognize how to cognitively engage children with and without disabilities

The courses in Early Childhood do have outcomes that are directly related to:

• The State of Florida six performance standards to which all teachers in the State are held accountable
• FIU’s Global Learning Goals
• The International Reading Association (IRA) in A Reference for the Preparation of Educators in the United States: Standards for Reading Professionals (revised, 2003). There are five standards that focus on outcomes rather than inputs: Foundational Knowledge and Dispositions; Instructional Strategies and Curriculum Materials; Assessment, Diagnosis and Evaluation; Creating a Literate Environment; and Professional Development.
• The Early Learning Standards: Creating the conditions for success. A joint position of the National Association for the Education of Young Children (NAEYC) and the National Association of Early Childhood Specialists (NAECS) in State Departments of Education (SDE) 2002. A developmentally effective system of early learning standards must include four essential features: 1) Emphasize Significant, Developmentally Appropriate and Outcomes, 2) Are developed and reviewed through informed, inclusive processes, 3) Gain their effectiveness through implementation and assessment practices that support all children’s development in Ethical, Appropriate Ways, 4) Require a foundation of support for Early Childhood Programs, Professionals and Families.

I.  THE COLLEGE OF EDUCATION CONCEPTUAL FRAMEWORK

The desired future of the College of Education (COE) at Florida International University is one in which candidates, faculty, and staff embrace the shared experiences of a diverse, international, professional learning community. (Vision Statement of the Conceptual Framework of the College of Education – Revised 2007, p.1). This course complies with the College of Education Framework in engaging students in reflective inquiry as a form of personal, intellectual and social renewal.  

The learning outcomes for the students are:

(a) Stewards of the Discipline (knowledge) – having the necessary concepts, knowledge and understandings in their respective field of study.

(b) Reflective Inquirers (skills) – knowing how to use the requisite generic skills needed to apply the content and pedagogical content.

(c) Mindful Educators (Dispositions) – being able to apply the dispositions, that is, habits of mind (intellectual, and social) that render professional actions and conduct more intelligent.

GOAL A: Global Awareness

Global Awareness: Knowledge of the interrelatedness of local, global, international, and intercultural issues, trends, and systems

Outcomes:  Students will be able to:

Gain knowledge of the interrelatedness of local, global, international and intercultural issues, trends and systems through the use of children’s literature that addresses global issues

GOAL B: Global Perspective

Global Perspective: Ability to develop a multi-perspective analysis of local, global, international, and intercultural problems

Outcomes: Students will be able to:

Ability to analyze the various literary devices and genre that authors use to present multiple perspectives of local, global, international and intercultural problems

GOAL C: Global Engagement

Global Engagement: Willingness to engage in local, global, international, and intercultural problem solving

Outcomes: Students will be able to demonstrate:

Willingness to design a classroom activity where in the students solve a local or global problem

Multiple state and professional standards that are appropriate for this class are met with the assignments that are listed in the chart below.

Reading Endorsement Competency 4

Foundations and Applications of Differentiated Instruction - 60 In-Service Hours

Teachers will have a broad knowledge of students from differing profiles in order to understand and apply research-based instructional practices by differentiating process, product, and context. Tachers will engage in the systematic problem solving process.

Knowledge Base / Big Ideas

A. Children’s literature as a cultural Expression
An understanding of the circumstances and contexts where children’s books were created includes the author’s world view, the time period in which the book was written, publishing parameters at the time, contemporary notions of children’s literature, and a societal attitudes and values. Literature is a cultural response of sociopolitical and cultural shifts in our society. Literature refers to situation, environment, circumstance or setting that may or may not be related to the child. The implication of this issue is that children interpret those stories through their own lenses and this may affect the child’s appropriate interpretation of reality. Educators need to know the connotation where stories were written in order to be aware of messages and values that may influence the child’s construction of meaning. This understanding will suggest teachers how to mediate children’s interpretations. Knowledge of Author’s and Illustrator’s background contributes to a better understanding of children’s literature.

B. Genre
Genre is a term used to designate the types, or categories, into which literary works are grouped, usually by style, form or content regardless of time or place of creation. Genre refers to what a story says and how it says.  Although there are variations and differences, its elements have similar qualities.  The knowledge about genre is important because it makes us aware of literature other than simple stories.

C. Style and Sound
Style is a mode of expression.  It refers to the words or devices of language that an author uses to say something as opposed to what he says. Devices of style help children construct meaning beyond literal meanings.

D. Developmentally Appropriate Practice
In order to provide developmentally appropriate literature experiences, the early childhood educators need to understand children’s cognitive, emotional, and social development. This is how teachers are able to fulfill the child’s developmental needs and interests through appropriate selection of literature. The criteria for selecting children’s books should rely on the child’s readiness to understand the story content and concepts. Additionally, according to Vygotsky’s theory, the social dialogue with adults and/or more capable peers foster children’s language development.  Literature nestle opportunities for children to engage in a socially mediated dialogue that promotes thinking, reading and problem solving.

E. Curriculum & Environment
Teachers and curriculum designers value the power of children’s literature. Good books provide meaningful contexts for learning across the curriculum. Young children do not organize their thinking and knowledge in subject-matter terms such as reading, math, science and art. Rather, their thinking is organized around meaningful projects, activities and frames that involve multiple ways of knowing and expressing (art, movement, construction, drama and so on). In a quality developmentally appropriate environment literature is embedded throughout the day and within play.

Please review the policies page as it contains essential information regarding guidelines relevant to all courses at FIU and additional information on the standards for acceptable netiquette important for online courses.

 Attendance/ Attitude

1. Students will arrive on time and stay the entire class session unless prior arrangements have been made. Students are expected to abide by the student code of conduct and policies as published in the FIU 2002-2003 Student Handbook. Beepers or cellular phones must be turned off prior to class. No laptops unless related to the course will be allowed. There will be a deduction of 2 points from the final grade for any interruption that disrupts the flow of the class for the use of this technology in class. If there are extenuating circumstances for which the communication device must be left on, the candidate must tell the professor prior to class. The student must take the call out of the classroom.
2. Students will attend ALL class meetings. For each absence from class missed after the first one there will be a 1 point deduction from the total grade. Any absences must be cleared with the instructor prior to the class meeting missed. After an absence, students are responsible for obtaining class notes, information, and/or instruction from classmates. Students may then request clarifications from the instructor.
3. Because much of the learning in this course is built around interactive sessions with classmates, if a pattern of absences and/or lateness and/or leaving before class concludes is established, a student will be have 1 point deducted from the course total for each instance.
4. A student can miss no more than three class meetings and not fail the course based upon attendance.  Three tardies or early dismiss will constitute one absence. Students with more than three absences will fail the course.
5.  Because professional behavior is expected, for each incident of unprofessional behavior on the part of the candidate when interacting with peers, with the professor, or with any FIU personnel, there will be a deduction of 10 (ten) points. Such behavior COULD result in the student not being allowed to continue in the class. A meeting with individuals involved must take place in the professor’s office prior to the next class session.

I will abide to FIU’s code of academic integrity from the following link.

http://academic.fiu.edu/AcademicBudget/misconductweb/1acmisconductproc.htm

One of the greatest barriers to taking an online course is a lack of basic computer literacy. By computer literacy we mean being able to manage and organize computer files efficiently, and learning to use your computer's operating system and software quickly and easily. Keep in mind that this is not a computer literacy course; but students enrolled in online courses are expected to have moderate proficiency using a computer. Please go to the "What's Required" page to find out more information on this subject.

This course utilizes the following tools:

• Adobe Connect (Please refer to the section titled Adobe Connect for hardware requirements)
  

For detailed information about the technical requirements, please click here.

For detailed information about the specific limitations with the technologies used in this course, please click here.

For more information about Blackboard's Accessibility Commitment, click here.

For additional assistance please contact our Disability Resource Center.

For more information about prerequisites, click here.

Please note that the information contained in this section applies only if your course requires a proctored exam.

It is the student’s responsibility to determine whether this online course requires proctored exams by carefully reviewing this syllabus. For detailed instructions please visit our Proctored Exam Resources page on the FIU Online website.

Please click here for a list of additional class resources, including, recommended books.

Communication in this course will take place via Messags.

Messages are a private and secure text-based communication that occurs within a Course and among Course members. Users must log on to Blackboard to send/receive/read messages. The Messages tool is located on the left side Course Menu (Blackboard user interface). It is recommended that students check their messages routinely to ensure up-to-date communication. 

For more information on professional writing and technical communication click here.

Keep in mind that forum discussions are public, and care should be taken when determining what to post.

Performance Indicators

1. Special Topics:
Group presentation

Outcomes

• Develop reading competencies through children’s literature
• Develop thinking dispositions and habits of mind to take advantage of children’s literature
• Understand whole learning integrating children’s books
• Connect theory and practice

Assignment Description

Sign up to read one of the topics below (see calendar). Prepare a 15 minute power point presentation to share the information in class. Include a reflection about the use of this information in the research project. Students are responsible to check the dates to present. Check the rubric for grading criteria.

The assignments consist of a group presentation on the selected topic 10 points of the grade and an individual paper reflecting on the different topics presented in class 10 points.

A.) Power Point (10 points)

This is a collaborative effort. All group members are responsible for reading the assigned articles for the each special topic. Draw main ideas from the reading and textbook and connect them with the reading competencies that correspond to each topic (check the last column of the rubric). Design a power point and share it with the class. The power point is due for everybody the same day, despite the fact that people will be presenting in different days.

Students who do not sign up for a topic or who are not ready to present the assigned day for the topic will get an F for this assignment. No make-up opportunities. Students are responsible for communicating with other group members. If any student has difficulty connecting with group members, he/she should let the professor know this ahead of time. In case that a group member doesn’t contribute or meet when agreed, students should let the instructor know ahead of time.

Please click here for the Self & Group Assessment guide that must be inlcuded and will be worth 30% of the grade.

B.) Reflection Paper (10 points)

In the reflection paper the candidates should write a 300-word reflection for each of the 8 special topics presented in class. The candidates should also expand their discussion using material from the textbook and links to the special topics. It is critical that the candidates follow the rubric criteria for each of the special topics. Some rubrics cover two or three special topics, make sure to address those indicators. The use of titles and subtitles related to the indicators are highly encouraged in order to give clarity to the discussion. Please highlight the indicators that you use. The candidates should work on each topics right after their classmates present the topic.

*This is an ongoing reflection process, thus, late papers are not accepted after the due date. Students with a valid excuse should present the paper As Is the day that is due in order to be recognized and get full credit.

Please click here for the list of approved Topics.

Please click here for the Special Topics Grading Rubric.

Your grade will be calculated as follows: Total points divided by 11 indicators.

2. Class/Online activities, reflections, pop quizzes & readings

Upon reading the assigned chapter, type a summary paper (600 words or more) and attach it to your quiz. Students who fail to submit their typed paper will work individually will miss 50% of the grade). Students who miss the deadline will not have the opportunity to make up.

Students have the option of submitting a paper as a group (no more than 5 people), only if they have their written notes. If this is your choice, each student should submit the same quiz and attach their notes to it. If the student fail to attach the notes, he/she will get an F.

• Literature and Children’s language development (Glazer)
• Literature and Children’s intellectual development (Glazer)
• Literature and Children’s social & emotional development (Glazer)
• Literature and Children’s personality development (Glazer)
• Literature and Children’s aesthetic development (Glazer)

3. Author / Illustrator project

Learning outcomes

• Ability to analyze how authors/illustrators convey multiple perspectives of local, global, international and intercultural problems from their personal experiences

• Appreciate how illustrators covey messages through their illustrations and the use of literary devices
• Explore a variety of children’s literature

Assignment Description

Author’s/illustrator’s biography (Power Point)

• Select a children’s key author such as Eric Carle, Bill Martin Jr., Sue Williams, Margaret Brown, Robert Munsch, Joy Cowley, Alma Flor Ada, Laura Joffe Numeroff, Miriam Schlein, Donald Crews, Judith Viorst, David Kirk, Audrey Wood, Don Wood, Maurice Sendak, Denise Fleming, Silverstein, Leo Lioni, Jan Bret, Molly Bang, Patricia Polacco, Tommie de Paola, Keiko Kasza, Mo Willems, Jamie Lee Curtis, Dr. Seuss, Todd Parr, Crokett Johnson, Kate Di Camilo, Jeff Kinney, Mary Pop Osborne, Ezra Jack Keats, Niki Giovanni, Kevin Henkes, Peter Reynolds, among others (with instructor’s prior approval).

• Conduct a research of any of these authors/illustrators biography. State what inspired this author/illustrator to write/illustrate his books and create a power point presentation. Identify the author’s genre preference, style and sound.Include historical, cultural and personal elements that influenced the creation and production of children’s books. Justify the themes and messages based on the author’s background.

Book files (individual)

Create a book file for each of the selected books (5 at least) from the author/illustrator of your choice. A book file is an effective way to maintain record of what you have read. The best way to become familiar with children’s literature is to read a variety of books in various genres, style and sound.

Each book file should include the information below. Please make sure that you include all the elements in bold to avoid point deductions.

1. In the first page identify the book including a picture of the book in the cover, identify the author, title, publisher, date of publication, number of pages and age level for which the book would be appropriate. Identify if the book is an award winner.
2. Define the genre and explain why the selected book belongs to the assigned genre
3. Write a short summary of the book
4. Explain the style and sound that the author used (Except for wordless book) and how these elements helped the author convey his message (write one or two examples to support your argument).
5. Identify the global component based on the theme of the story (awareness, perspective, engagement) that you can highlight from each book
6. Identify the theme of the story and connections to any discipline (Math, Science, Social Studies, Art, Language Arts)

* At least one book should be Caldecott (Illustrator) or any other award winner (see list websites in reference list), if applicable for this author/illustrator.
* If the book is an award winner discuss why you think it got this distinction.

Post your project online the day that is due (not the day that you present it).

Please click here for the Author's Project Grading Rubric.

4. Jump Start Kit
Group (4-5 members) or individual project

Outcomes

• Willingness to design a classroom activity where in the students solve a local or global problem

• Students will develop criteria to select books and media appropriate for children in order to recommend it to parents and teachers
• Students will justify the selection of books based on children’s developmental characteristics, book formats, content
• Students will justify the selection of books that support children’s language, intellectual, personality, social-moral, aesthetic and creative development
• Develop thinking dispositions through developmentally appropriate practices

Assignment Description
Design environmentally sustainable activities. The candidates will design a Jump start kit that includes a set of at least 10 developmentally appropriate children’s books that address local, global, international, and intercultural problems. Students should develop activities or book extensions towards finding solutions to global, international and intercultural problems.

1. Select 10-15 children’s books around any attractive global learning topic for young children that will allow them to understand local and/or global problem (pollution, global warming, conflict resolution, poverty, technology and so forth).
2. Include books with different genre and multicultural and international literature
3. Take a close look at the developmental milestones of children from birth to grade 3 and explain why each of the books that you selected is age appropriate. Justify how your book selection supports children’s language, intellectual, personality, social-moral, aesthetic and creative development. Use course readings to sustain your claim for each book. Some help in judging books can be found in reviews of new books that appear in journals such as The Horn Book, The Journal of Children’s Literature, The Reading Teacher or in any of the websites listed in this document.
4. Book extensions

• Select a book to design an activity that addresses an international, global, or intercultural issue and its solution
• Design a felt board story for one of the books in your collection.
• Design puppets for a story.
• Choose a story and audiotape a story with music and sound effects.
• Design a book extension that helps children identify Plot and sequence of events

* This assignment is different from the book file, it requires more connections with course readings regarding children’s development and they should focus on global learning topics.

For the presentation bring all book extensions equipment and have your power point ready.

Submit:
A binder containing:

• Book description for each book describing how it promotes language, cognitive, personality, social-moral, aesthetic and creative development in young children (what applies). Include a picture of the book cover and book reference.
• Goal and description of activities or book extensions towards finding solutions to global, international and intercultural problems
• Justification for selecting the books
• Why each book is age appropriate (refer to child development characteristics)
• Pictures of your felt board story, puppets, and book extensions and a script of the story.
• Design an interactive electronic book (using power point, I-Movie or Windows Movie Maker)

Please click here for the Jump Start Kit Rubric.

Research Project / Taskstream assignment

This assignment is the artifact that you need to upload in your taskstream account. Only “Target” will be accepted. Students who don’t comply with high quality work will be asked to resubmit the paper with modifications.

Taskstream Artifact and Rubric LAE 4405

Critical Task: Dialogic Reading

Please click here for the Dialogue Reading Rubric.

Taskstream

This course requires you to use a TaskStream account for uploading your critical assignment for the Florida Teacher Certification and other College of Education purposes. Your TaskStream account will be used in many FIU College of Education courses. It also offers you storage space and web folio development for your professional use.

College of Education website at http://www.taskstream.com/main/?/chang28/COE_WEBSITE.html provides detailed information and downloadable instructions about:

• How to purchase a new account
• How to enroll into the program/course
• How to upload your artifact
• How to document your field hours
• Frequently asked questions (FAQs – including, pricing, technical related issues, help information, etc.)
• COE provided training workshop schedule

Once you have a TaskStream account, you will need to self-enroll in an assessment program that houses this course. The program code to self-enroll for this course is

Please sign up for an account in the first week of the class.

For help, go to:

TaskStream  
800-311-5656
help@taskstream.com
(Monday – Friday, 8:00 am – 7:00 pm ET)

COE IT Department, ZEB 269
305-348-6305

coesupport@fiu.edu
COE Computer Lab, ZEB 165
305-348-6134

PLEASE ATTACH CORRESPONDING RUBRICS TO ALL YOUR WORK!

Quality of Work

Please follow instructions.  Students who do not turn in or present projects on time because they failed to follow instructions will miss 25% of the grade assigned to the project.

1. Assignments will reflect student’s own thought and effort. Plagiarism will result in an F grade for the assignment (this includes exams or major projects). The professor may take further action as described in the Academic Misconduct section of the current FIU Student Handbook.
2. Each assignment will be ready to be turned in no later than the beginning of the class meeting at which it is due. In the event of an absence, the student must make arrangements to have the assignment delivered to class on time. Grades will be lowered one rank on the rubric for each week that the assignment is late.
3. Assignments which have been turned in on time and which have earned a DEVELOPING may be re-worked and resubmitted once for re-evaluation no later than one class after it is returned. Assignments submitted on the last day the course meets are excluded from this option. The maximum grade possible for a resubmitted assignment is a BASIC.
4. All assignments should reflect professional quality -- ideas expressed clearly, correct grammar and spelling, and neat in appearance.

The Adobe Connect Pro Meeting is an online meeting room in which you can interact with your Professor and fellow students by sharing your computer, screens or files, chat, broadcast live audio and take part in other interactive online activities.

Requirements for using Adobe Connect Pro Meeting:

• Disable any window pop-up blocker.
• Adobe Flash Player is required to successfully run your Connect Pro meeting. You can test your computer to make sure that you are set up with all of the tools you will need to participate in the meeting.
• Use of a combination headset and microphone  with USB connection is recommended to ensure quality sound and reduce technical difficulties.
  
  Please click here for additional information on Adobe Connect (Tutorials & Help).