230:044 Children's Literature
Alignment with INTASC Professional Standards
Principle #1: CONTENT KNOWLEDGE--The candidate
understands the central concepts, tools of inquiry, and structures of the
discipline(s) he or she teaches and can create learning experiences that make
these aspects of subject matter meaningful for students.
- Demonstrate knowledge of childrens literature.
- Understand the personal and educational
values of children’s literature
- Know important authors and illustrators and their major
- Understand the definitions and attributes of different
genres of children's literature.
- Understand reading theories that guide the study of
- Understand various ways in which children’s literature
can be used as curriculum materials.
Principle #2: LEARNING AND DEVELOPMENT--The candidate
understands how children learn and develop, and can provide learning
opportunities that support their intellectual, social and personal development.
- Use reader response based approach to teach
- Create own
children’s books for classroom use.
reading materials that match children’s intellectual, social, and personal
Principle #3: DIVERSE LEARNERS--The candidate
understands how students differ in their approaches to learning and creates
instructional opportunities that are adapted to diverse learners.
- Understand and appreciate culturally/ethnically diverse
- Evaluate and examine culturally appropriate reading
- Design and implement multicultural thematic units
- Design and implement multicultural author studies.
- Create multicultural learning centers.
Principle #4: INSTRUCTIONAL STRATEGIES--The candidate
understands and uses a variety of instructional strategies to encourage
students' development of critical thinking, problem solving, and performance
- Understand how to critically evaluate children's books.
- Use appropriate criteria for selecting quality literature for
- Conduct learning activities that foster critical literacy.
learning activities that encourage inquiries into various topic, concepts,
and themes presented in children’s books.
self-to-text, text-to-text, and text-to-world connections.
Principle #5: CLASSROOM MANAGEMENT--The candidate
uses an understanding of individual and group motivation and behavior to create
a learning environment that encourages positive social interaction, active
engagement in learning, and self-motivation.
how to apply reader response theory to the reading and discussion of children’s
a literature rich classroom that fosters children’s independent learning
- Use graphs, charts, webs, and pictures as teaching tools
in constructing literature lessons.
- Use literature circle strategies to conduct student-led
discussion of children’s books.
- Gather a variety of books to create a classroom library
for children to use.
- Conduct activities that encourage self-motivated learning
(e.g. read aloud, book talk, dramatization, etc.)
Principle #6: COMMUNICATION--The candidate
uses knowledge of effective verbal, nonverbal, and media communication
techniques to foster active inquiry, collaboration, and supportive interaction
in the classroom.
- Share responses to children’s literature orally and in
- Use media communication techniques to foster active
inquiry, collaboration, and interaction in the learning process.
learning outcomes in various forms of communication.
Principle #7: PLANNING INSTRUCTION--The candidate
plans instruction based upon knowledge of subject matter, students, the
community, and curriculum goals.
various ways to teach children’s literature
instructional units to incorporate children’s across the curriculum.
appropriate children’s books for various instructional units.
appropriate children’s books for students at different developmental levels.
- Select appropriate
children’s books for reading and writing lessons.
extension activities for children’s books.
Principle #8: ASSESSMENT--The candidate
understands and uses formal and informal assessment strategies to evaluate and
ensure the continuous intellectual, social and physical development of the
- Recognize the relationship between teaching and
- Design appropriate formative and summative evaluation
instruments to assess literacy and literacy development of the
- Utilize authentic assessment strategies in evaluating
learning experiences in literary studies.
Principle #9: REFLECTION AND PROFESSIONAL DEVELOPMENT--The candidate
is a reflective practitioner who continually evaluates the effects of his/her
choices and actions on others (students, parents, and other professionals in
the learning community) and who actively seeks out opportunities to grow
- Identify personal needs, interests, prior experience, and
background knowledge and relate them to the study of children’s
- Ask meaningful questions and use prompts and probes to guide personal
learning in the area of literary studies and relate those questions to
teaching in a classroom.
research to find solutions to moral, social, cultural issues
represented in children's literature and organize, summarize, and write
about what has been found.
- Learn by listening to others’ responses to literature in
book club or literature circles.
- Share children’s books with others including students,
parents, and teachers.
- Participate in literacy events that promote personal
Principle #10: SCHOOL-COMMUNITY RELATIONS--The candidate
fosters relationships with school colleagues, parents, and agencies in the
larger community to support students' learning and well-being.
- Be aware of and begin to participate in parent/teacher
groups, local and state professional social studies organizations, and local
community organizations that promote
literacy development in school and community.
- Recognize the contribution of the National Council of
Teachers of English, International Reading Association, and other professional
organizations to the teaching profession.
- Be knowledgeable of standards written by various
professional groups in the area of literacy studies and use these guidelines in
preparing to teach.
Principle #11: USE OF TECHNOLOGY--The candidate integrates the computer
and other high and low technology into classroom teaching activities,
assessment and/or documentation.
- Identify ways of appropriately integrating technology in
literacy and literary study.
- Develop literary learning experiences supported by
- Operate a multimedia system and use word processing, and
presentation programs to teach literacy lessons.
- Select and use children’s literature
technology and databases to search for resources and assist in the study of children's literature
- Use an array of available technological tools to teach
- Use the Internet for developing literary studies