www.stfrancis.edu · College of Education · Regional Educational Academy for Leadership
Utilizing Literature in the Classroom
REND and MSED-644
- Template 2015
- Section TMPL
- 3 Credits
- 07/22/2015 to 07/22/2115
- Modified 08/15/2023
As a Catholic university rooted in the liberal arts, we are a welcoming community of learners challenged by Franciscan values and charism, engaged in a continuous pursuit of knowledge, faith, wisdom, and justice, and ever mindful of a tradition that emphasizes reverence for creation, compassion and peacemaking. We strive for academic excellence in all programs, preparing women and men to contribute to the world through service and leadership.
Explores a wide variety of literature, including informational text; and provides opportunities for locating and evaluating texts appropriate for grade and reading levels of students. Extensive reading of texts from multiple genres and their connection to Common Core Standards is emphasized.
College of Education Mission
The mission of the College of Education is to prepare competent and caring educators who understand students, serve the community and develop professionally to become ethical decision-makers and leaders.
Candidates will learn how to meet the developmental needs of children with literature and explore the various ways to help children learn to to discover joy in, and love, reading. They will learn how to link literature to life, to encourage children to discover personal meaning in books in order to better understand their lives and to extend their perceptions of other lives.
Serving the Community
Candidates will examine the components needed to create a true community of readers. Many schools have made the development of readers their top priority. As teachers, they will have an opportunity to be very influential in the development of this framework and will become familiar with the resources needed to integrate children’s literature into the total school environment.
Finding Our Professional Selves
Candidates will develop a repertoire of children’s literature materials and resources for their future in a classroom. As they pursue this research, they will be developing the depth of understanding, resourcefulness, imagination and leadership qualities needed to become an effective teacher in a wide variety of contexts and environments.
Access to standards referenced in this section can be found HERE
By the conclusion of this course, each participant will be able to do the following:
Candidates will use a wide range of texts (e.g., narrative, expository, and poetry) from traditional print, digital, and online resources. (ILA 2.3; NBPTS 1,2)
- 1.1 Select ad use quality text from a variety of sources, guided by evidence-based rationale.
- 1.2 Demonstrate knowledge of texts specific to grade levels, disciplines, ad diversities.
- 1.3 Evaluate, select, and use a variety of instructional materials to meet specific needs and abilities of all learners.
Candidates will peruse a literacy curriculum and review instructional practices that positively impact students’ knowledge, beliefs and engagement with the features of diversity. (ILA 4.2; BPTS 1,2)
- 2.1 Assess the various forms of diversity that exist in the classroom and community.
- 2.2 Assess and evaluate the validity of multicultural materials for the classroom.
Candidates will evaluate a physical environment to optimize students’ use of traditional print, digital, and online resources in reading and writing instruction. (ILA 5.1; NBPTS 1,2)
- 3.1 Evaluate instructional areas and instructional materials for a variety of individual, small-group, and whole class activities and support teachers in literacy instruction.
- 3.2 Modify arrangements to accommodate students’ changing needs.
Professional Discourse, Participation and Reflection
Candidates will respond to weekly discussion and reflection prompts.
- Course outcomes 1,2,3
- Standards IRA 2.3, 4.2, 5.1; NBPTS 1,2
Genre Investigation and Book Talk
Candidates will investigate a genre in literature to develop a book talk presentation highlighting a description of the genre, key characteristics of the genre, examples of the genre at primary, intermediate, and secondary level, and a poor example of your genre.
- Course outcomes 1
- Standards IRA 2.1; NBPTS 1,2
Summer Reading List
Candidates will generate a summer reading list for a level of students (Primary, Intermediate, middle or high school level).
- Course Outcomes 1,2
- Standards IRA 2.1, 4.2; NBPTS 1,2
Literacy Classroom Audit
Candidates will audit, critique, and review a literacy environment by surveying an existing literacy environment (classroom or library), applying content learning about best instructional practice, find and read at least two current research sources that pertain to ideal literacy environments, and suggesting constructive modifications.
- Course outcomes 3
- Standards IRA 5.1; NBPTS 1,2
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The University strives to be in compliance with the Americans with Disabilities Act (ADA) and the ADA Amendments Act (ADAAA). A student who requires special accommodations or arrangements due to a disability should contact the Office of Accessibility Services. This contact preferably should occur no later than the first week of classes. Early contact before the semester starts is encouraged to allow sufficient time to provide accommodations. Extra time is needed for some types of accommodations such as sign language interpreters or special text formatting. Should a need arrive after the start of a semester; the student is encouraged to contact the Office of Accessibility Services as soon as possible. Note that accommodations are not retroactive. Each case will be reviewed on an individual basis to determine reasonable and appropriate accommodations.
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