ELE 323

      In this course you will experience a tiny fraction of the world of children's literature.  You will learn how to use it in the classroom to engage students in interactions with quality literature that are developmentally appropriate, capture students' interest, and inspire learning across the curriculum.  You will learn how to select literature that accomplishes these goals.    


      In class you will think like a student as you participate in the same type of hands-on activities you will be assigning your own students.  You will read over 100 books and prepare note cards for them that will aid you in lesson planning for your own classroom.  You will be asked to think like a teacher as you analyze and discuss literature-based lesson plans and create materials such as you would use for your own students. 

Following is the format required for the book cards you turn in.  Be sure to use 4" x 6" lined index cards.  For purposes of this class we will the following genre: Picturebooks (further identify them as PB-Wordless  or PB-Predictable when appropriate), Traditional Literature (-folktale, -fable, -tall tale, -Bible story), Fantasy (-fairy tales, -high fantasy), Poetry, Fiction (-Contemporary Realistic, -Mystery, -Science Fiction), Biography (-autobiography).   **Note: Genre listings on Wikipedia do NOT always fit the genre listed above.  You will need to record the proper genre once you have read each book and check the above list.**  

You will not use a book for more than one assignment.  For instance, if you read and make a card for Tuesday by David Wiesner for your Caldecott winner assignment, you won't use it for your wordless book assignment.

There is a difference between the award "winners" (first place) and the "honor" (second place) awards.  For the Newbery reading assignments you should read only the winners.  Click on the link below the Newbery Medal to see a list of the winners.

Click medal for Newbery winners list.

Caldecott winners list

The 2016 Newbery Medal for outstanding contribution to children's literature was just awarded to for his book "Last Stop on Market Street," illustrated by Christian Robinson.  The book tells the story of CJ's bus ride with his grandma, the child noting the economic differences he sees along the way and Grandma teaching him to appreciate what he has in his life and throughout the city. 


The 2016 Caldecott Medal went to "Finding Winnie: The True Story of the World's Most Famous Bear," illustrated by Sophie Blackall and written by Lindsay Mattick. The book tells the real-life story of a World War I veterinarian who rescued a bear and named it Winnie, who eventually became the inspiration for the fictional Winnie-the-Pooh.

Here are a couple of handy websites for helping you determine interest and reading levels for the books you read.                                                                        http://www.arbookfind.com/default.aspx  and                                              http://www.the-best-childrens-books.org/           The second site has categories to help you identify levels for Caldecott and Newbery books as well as curriculum categories that will be helpful the books that go with the lesson plans you locate.                                     

    Lesson Plan Assignments 

        1.           Locate and print off a lesson plan constructed around the skill for the particular assignment and based on a children's book.

2.           Read the book on which the lesson plan is based and make a book card.

 3.    On the lesson plan itself highlight the web address (and add it to the website bibliography you are creating throughout the semester). Each lesson plan should come from a different website.

4.           Highlight the grade level on the lesson plan.  Each lesson should be for a different grade level.

5.           Highlight the skill.

6.           Highlight the book title and author.  Write comments on the LP as to the extent the book is actually used in the LP.

7.           Compare the LP to the format introduced in class.  Comment throughout as to how well or not this plan matches.

8 .           Comment on the extent to which the book is used (or not) throughout the lesson.

 9.     Now that we have studied objective writing, put a comment by the objectives on the lesson plan about the quality of the those objectives.


Book Talk Video Assignment

The purpose of this assignment is to make the viewer want to read the book presented.
   1.     Due no later than April 12.  Earlier is better. (This assignment helps me put a face to your name.)
       2.     Select and read a chapter book you really like and haven't used for a previous assignment.
       3.     Select an area for videoing in which background sights and sounds will not be a distraction for the listener.  (The rocking chair in the CMC would be a nice quiet spot.)
        4.     Dress for success. Don't be too casual.  You may dress or use props to go with your story if you wish.
        5.     Introduce yourself.  You do not need to give your last name if you would rather not.
        6.     Show the book as you give the title, author, and illustrator (if there is one).  Book with jackets are more visually appealing.             
7.     Introduce the main characters and very briefly lead into the story.
8.     Read a short, exciting excerpt from the book.
9.     Encourage the viewer to read the book but don’t give away the ending.
Preview your video before submitting it.
1.     Make sure to speak at an appropriate speed and volume and enunciate clearly.                                        
2.     Props, if used, should add to interest and not distract.
3.     Check to see whether words on the book cover and page turning is correct or backwards.

When you have your video like you want it, email it to me and go to the Ed. Tech lab and have Mr. Landers show you where to download it.


  1. Thank you Dr. Steely for your care and kindness towards our class. Taking your class really helped me in my most needy moments at my first practicum this year. I hope that this has been a good experience for you to be back at ORU. I am also excited because I can use some of the assignments that we did in class at my missions trip this summer where I will be the teacher in a class with some non-English speakers.

  2. Thank-you for investing your time into the lives of your students in order to help them become better educators for the young children. This class will be challenging, but I believe it will be enjoyable as well. I have read the blog post that you put up today. Have a great evening!

  3. Thank you for putting so much time into our class. I know its going to be hard but enjoyable. I have read your blog post posted above. Hope you have a great rest of your day.

    -Sarah Edson

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  5. I am looking forward to this semester and although I know this class is going to be a lot of hard work I think I am going to enjoy it. As I started reading the first few books It reminded me of when I was a young child and how I loved to read and look at the pictures in different books. I have read your blog posted above.
    -Adriana Feaster

  6. Thank you Dr. Steely for taking the time to teach this class. I learned so much in just one class period. I am excited for the rest of this semester and looking forward to what is a head in this class.

    - Maria Mastro

  7. Thank you so much for pouring yourself and your time into this class! I have enjoyed it so much so far and can't wait to see what the rest of the semester has in store!

  8. Thank you for setting up these resources!

  9. I'm regretful I am just now utilizing this resource! Thank you Dr. Steely. I will be referring to it often from now on!