Alignment of Teaching Young Adult Literature in the Classroom with 2003 Standards for Reading Professionals

This course supports the following International Reading Association's 2003 Standards for Reading Professionals:

The five standards are:

1. Candidates have knowledge of the foundations of reading and writing processes and instruction.
2. Candidates use a wide range of instructional practices, approaches, methods, and curriculum materials to support reading and writing instruction.
3. Candidates use a variety of assessment tools and practices to plan and evaluate effective reading instruction.
4. Candidates create a literate environment that fosters reading and writing by integrating foundational knowledge, use of instructional practices, approaches and methods, curriculum materials, and the appropriate use of assessments.
5. Candidates view professional development as a career-long effort and responsibility.

While the course Teaching Young Adult Literature in the Classroom will address each of the five core standards tangentially the major support will focus on the following sections of specific standards.

Foundation Knowledge and Dispositions:

1.1  Demonstrate knowledge of reading research and histories of reading.

Knowledge: This course will provide exposure to the emergences of Young Adult literature texts and will build the participants' ability to relate this knowledge to an understanding of the appeal of various texts to the pre-teen and teenage reader. Disposition: This course will focus on the ever-evolving body of information in the field of books for teen and pre-teen readers and will assist the participant to keep abreast of new ideas and understanding in the field. Create enthusiasm for connecting books of literature (narrative and expository) to curriculum goals and objectives and life's experiences. Contribute to the professional's continuous learning in this discipline. Performances: The participant will develop an awareness of the criteria for evaluating resources and curriculum material to use in the classroom/library. Through the course module focusing on literature reflecting multi-cultural and diverse perspectives each participant will be engaged in activities promoting the development of curricula that encourages students to see, question, and interpret from diverse perspectives.

Instructional Strategies and Curriculum Materials:

2.2 Use a wide range of instructional practices, approaches and methods, including technology-based practices, for learners at different stages of development and from differing cultural and linguistic backgrounds.

2.3  Use a wide range of curriculum materials in effective reading instruction for learners at different stages of reading and writing development and from different cultural and linguistic backgrounds.

Knowledge: Participants will explore the relationship between prior knowledge (schematic background) and the student's comprehension and identification to specific texts. Participants will develop an awareness of reading abilities, content knowledge, and student interests as criteria for the selection of specific texts within the young adult literature body of work. Dispositions: Participants will become aware of methods for using a student's strengths as an opportunity for extending the student's continued involvement with literacy activities. Performances: Through class assignments, participants will become aware of methods that will assist in stimulating student reflection on prior knowledge and how to link new ideas to familiar ideas, making connections to students' experiences, providing opportunities for engagement, manipulation, and testing of ideas and materials, and encouraging students to assume responsibility for shaping their learning tasks.

Assessment, Diagnosis, and Evaluation:

3.3  Use assessment information to plan, evaluate, and revise effective instruction that meets the needs of all students. Including those at different developmental stages and those from different cultural and linguistic backgrounds.

Knowledge: Participants will identify specific titles to meet the needs of various students (pre-teens and teens) each of which have different learning styles, multiple intelligences, and performance modes. Participants will also build an awareness of titles that may be used for differentiated instruction among a community of learners – each of which has his or her own learning style, etc. Dispositions: Participants will demonstrate their respect for students' varied perspectives by suggesting and reading selections in the field of young adult literature that reflect the diversity of their potential students. Performances: Participants will develop an understanding of the appropriate use of resources for a divergent group of learners, specifically, as each participant develops his or her plan for a book talk focused on a selected title and during preparation of an author focus unit.

Creating a Literate Environment:

4.1  Use students' interests, reading abilities, and backgrounds as foundations for the reading and writing program.

4.2 Use a large supply of books, technology-based information, and non-print materials representing multiple levels, broad interests, and cultural and linguistic backgrounds.

4.3  Model reading and writing enthusiastically as valued lifelong activities.

4.4  Motivate learners to be life-long readers.

Professional Development:

5.1  Display positive dispositions related to reading and the teaching of reading.

5.2 Continue to pursue the development of professional knowledge and dispositions.

5.4 Work with colleagues to observe, evaluate, and provide feedback on each other's practice.

Professional Standards and Ethics Committee, International Reading Association. (2003). Standards for reading professionals — revised 2003. Newark , DE : International Reading Association.