日本語 English
| 開講年度/ Academic YearAcademic Year |
20252025 |
| 科目設置学部/ CollegeCollege |
全学共通科目・全学共通カリキュラム（総合系）/University-wide Liberal Arts Courses (Comprehensive Courses)University-wide Liberal Arts Courses (Comprehensive Courses) |
| 科目コード等/ Course CodeCourse Code |
FC513/FC513FC513 |
| テーマ・サブタイトル等/ Theme・SubtitleTheme・Subtitle |
How to create an engaging, interactive read-aloud with a picturebook in English. |
| 授業形態/ Class FormatClass Format |
対面（全回対面）/Face to face (all classes are face-to-face)Face to face (all classes are face-to-face) |
| 授業形態（補足事項）/ Class Format (Supplementary Items)Class Format (Supplementary Items) |
|
| 授業形式/ Class StyleCampus |
講義/LectureLecture |
| 校地/ CampusCampus |
池袋/IkebukuroIkebukuro |
| 学期/ SemesterSemester |
秋学期/Fall semesterFall semester |
| 曜日時限・教室/ DayPeriod・RoomDayPeriod・Room |
月4/Mon.4 Mon.4 ログインして教室を表示する（Log in to view the classrooms.） |
| 単位/ CreditsCredits |
22 |
| 科目ナンバリング/ Course NumberCourse Number |
CMP2331 |
| 使用言語/ LanguageLanguage |
英語/EnglishEnglish |
| 履修登録方法/ Class Registration MethodClass Registration Method |
抽選他/Exceptional Lottery RegistrationExceptional Lottery Registration |
| 配当年次/ Assigned YearAssigned Year |
配当年次は開講学部のR Guideに掲載している科目表で確認してください。配当年次は開講学部のR Guideに掲載している科目表で確認してください。 |
| 先修規定/ Prerequisite RegulationsPrerequisite Regulations |
|
| 他学部履修可否/ Acceptance of Other CollegesAcceptance of Other Colleges |
|
| 履修中止可否/ Course CancellationCourse Cancellation |
〇（履修中止可/ Eligible for cancellation） |
| オンライン授業60単位制限対象科目/ Online Classes Subject to 60-Credit Upper LimitOnline Classes Subject to 60-Credit Upper Limit |
|
| 学位授与方針との関連/ Relationship with Degree PolicyRelationship with Degree Policy |
各授業科目は、学部・研究科の定める学位授与方針（DP）や教育課程編成の方針（CP）に基づき、カリキュラム上に配置されています。詳細はカリキュラム・マップで確認することができます。 |
| 備考/ NotesNotes |
A picturebook read-aloud is a dynamic and motivating classroom activity suitable for learners of all ages. Beyond fostering language development, read-alouds nurture a range of literacies, including visual, emotional, and cultural literacy, while laying the foundation for a lifelong love of reading and books.
This course focuses on interactive read-alouds, where listeners actively engage with the story through verbal responses and discussion. By encouraging critical thinking and real communication, interactive read-alouds naturally support the development of listening, speaking and higher-order thinking skills.
Participants will gain knowledge about various picturebook characteristics and author/illustrators, as well as plan and carry out two picturebook read-alouds in class following the pre-reading, during-reading, and post-reading framework. This framework is designed to help instructors nurture the development of learners' language and other cognitive skills through, pre and post-reading discussion, drawing, writing or craft activities, for example.
By the end of the course, students will have:
1. Understood the value of interactive picturebook read-alouds in developing various skills.
2. Learnt strategies to facilitate active participation and engagement during read-aloud sessions.
3. Planned, executed and reflected on two practical interactive picturebook read-alouds (30 mins) following the pre-reading, during-reading and post-reading framework.
4. Taken part in in-class and online discussions around the picturebooks and themes presented.
5. Written a final report (1,500 words).
This course will be valuable for students training to be English instructors at the primary, junior high, or high school level, as well as anyone interested in literature or ways to share children's literature.
| 1 | An Introduction to ‘The Picturebook’ as an EFL/ESL Classroom Resource. |
| 2 | The Parts of a Picturebook and Demonstration Read-aloud. |
| 3 | The Relationship between Words and Pictures and Demonstration Read-aloud. |
| 4 | Building a Framework for an Effective Read-Aloud - the 3 stages. Reading 'with' children not 'to' children - Strategic Questions. |
| 5 | The Possibilities of Pre, During and Post-reading Activities. Planning for a Read-aloud. |
| 6 | Focus on Classic Authors/Illustrators - Eric Carle & Leo Lionni |
| 7 | Group 1 - Read-aloud 1 Students will plan, and carry out an interactive picturebook read-aloud (30 mins) following the pre-reading, during-reading and post-reading framework. |
| 8 | Group 2 - Read-aloud 1 Students will plan, and carry out an interactive picturebook read-aloud (30 mins) following the pre-reading, during-reading and post-reading framework. |
| 9 | Focus on Theme 1 - Celebrating Individuality & Embracing Diversity. The importance of providing "Window" and "Door" Books for learners to see themselves and their realities correctly represented and also view others' realities and perspectives of the world. |
| 10 | Group 1 - Read-aloud 2 Students will plan, and carry out a second interactive picturebook read-aloud (30 mins) following the pre-reading, during-reading and post-reading framework. |
| 11 | Group 2 - Read-aloud 2 Students will plan, and carry out a second interactive picturebook read-aloud (30 mins) following the pre-reading, during-reading and post-reading framework. |
| 12 | Focus on Modern Authors/Illustrators - Emily Gravett, Chris Haughton, Anthony Browne, Mac Barnett, Christian Robinson, & Oliver Jeffers. |
| 13 | Focus on Theme 2 - Using resources available online to plan Interactive Read-alouds - ICEkits. An ICEKit is a teaching pack to use with a picturebook. It has been created by practitioners for practitioners to develop intercultural citizenship education in early language learning. There are 18 ICEKIts:https://icepell.eu/index.php/icekits/ |
| 14 | Recognizing and Talking about Feelings - Social Emotional Learning (SEL) and the Read-aloud. |
板書 /Writing on the Board
スライド（パワーポイント等）の使用 /Slides (PowerPoint, etc.)
上記以外の視聴覚教材の使用 /Audiovisual Materials Other than Those Listed Above
個人発表 /Individual Presentations
グループ発表 /Group Presentations
ディスカッション・ディベート /Discussion/Debate
実技・実習・実験 /Practicum/Experiments/Practical Training
学内の教室外施設の利用 /Use of On-Campus Facilities Outside the Classroom
校外実習・フィールドワーク /Field Work
上記いずれも用いない予定 /None of the above
Reading materials, watching videos, answering questions and joining discussions related to classwork in the Google Classroom.
Planning for 2 (30 min.) Interactive Read-aloud Sessions and reflecting on their performance.
Writing a final report, which includes a lesson plan for an interactive read-aloud (1,500 words). Up to 2 hours (120 mins.) is expected doing pre- and post-class tasks each week.
| 種類 (Kind) | 割合 (%) | 基準 (Criteria) |
|---|---|---|
| 平常点 (In-class Points) | 100 |
Active participation & discussion in class and online in the Google Classroom (20%) Read-Aloud 1, planning, presentation and reflection (20%) Read-Aloud 2, planning, presentation and reflection(20%) 最終レポート(Final Report)(40%) |
| 備考 (Notes) | ||
| Attendance Policy: 80% attendance is required to receive credit for the course. 4 absences = no credit. If a student is later than 30 mins. it is counted as an absence. Late = not seated when the bell rings, but arrives within 30 mins. 3 lates = 1 absence. Early departure = leaving class 15 minutes or more before the end of class. 3 early departures = 1 absence. | ||
なし/None
・F科目中級（外国語による総合系科目）
・他に特別外国人学生が履修
・この授業は英語で実施する
・履修者はTOEIC®L&R 550点相当以上の英語力を有することが望ましい
・2016年度以降入学者：多彩な学び
・2015年度以前入学者：主題別A
A picturebook read-aloud is a dynamic and motivating classroom activity suitable for learners of all ages. Beyond fostering language development, read-alouds nurture a range of literacies, including visual, emotional, and cultural literacy, while laying the foundation for a lifelong love of reading and books.
This course focuses on interactive read-alouds, where listeners actively engage with the story through verbal responses and discussion. By encouraging critical thinking and real communication, interactive read-alouds naturally support the development of listening, speaking and higher-order thinking skills.
Participants will gain knowledge about various picturebook characteristics and author/illustrators, as well as plan and carry out two picturebook read-alouds in class following the pre-reading, during-reading, and post-reading framework. This framework is designed to help instructors nurture the development of learners' language and other cognitive skills through, pre and post-reading discussion, drawing, writing or craft activities, for example.
By the end of the course, students will have:
1. Understood the value of interactive picturebook read-alouds in developing various skills.
2. Learnt strategies to facilitate active participation and engagement during read-aloud sessions.
3. Planned, executed and reflected on two practical interactive picturebook read-alouds (30 mins) following the pre-reading, during-reading and post-reading framework.
4. Taken part in in-class and online discussions around the picturebooks and themes presented.
5. Written a final report (1,500 words).
This course will be valuable for students training to be English instructors at the primary, junior high, or high school level, as well as anyone interested in literature or ways to share children's literature.
| 1 | An Introduction to ‘The Picturebook’ as an EFL/ESL Classroom Resource. |
| 2 | The Parts of a Picturebook and Demonstration Read-aloud. |
| 3 | The Relationship between Words and Pictures and Demonstration Read-aloud. |
| 4 | Building a Framework for an Effective Read-Aloud - the 3 stages. Reading 'with' children not 'to' children - Strategic Questions. |
| 5 | The Possibilities of Pre, During and Post-reading Activities. Planning for a Read-aloud. |
| 6 | Focus on Classic Authors/Illustrators - Eric Carle & Leo Lionni |
| 7 | Group 1 - Read-aloud 1 Students will plan, and carry out an interactive picturebook read-aloud (30 mins) following the pre-reading, during-reading and post-reading framework. |
| 8 | Group 2 - Read-aloud 1 Students will plan, and carry out an interactive picturebook read-aloud (30 mins) following the pre-reading, during-reading and post-reading framework. |
| 9 | Focus on Theme 1 - Celebrating Individuality & Embracing Diversity. The importance of providing "Window" and "Door" Books for learners to see themselves and their realities correctly represented and also view others' realities and perspectives of the world. |
| 10 | Group 1 - Read-aloud 2 Students will plan, and carry out a second interactive picturebook read-aloud (30 mins) following the pre-reading, during-reading and post-reading framework. |
| 11 | Group 2 - Read-aloud 2 Students will plan, and carry out a second interactive picturebook read-aloud (30 mins) following the pre-reading, during-reading and post-reading framework. |
| 12 | Focus on Modern Authors/Illustrators - Emily Gravett, Chris Haughton, Anthony Browne, Mac Barnett, Christian Robinson, & Oliver Jeffers. |
| 13 | Focus on Theme 2 - Using resources available online to plan Interactive Read-alouds - ICEkits. An ICEKit is a teaching pack to use with a picturebook. It has been created by practitioners for practitioners to develop intercultural citizenship education in early language learning. There are 18 ICEKIts:https://icepell.eu/index.php/icekits/ |
| 14 | Recognizing and Talking about Feelings - Social Emotional Learning (SEL) and the Read-aloud. |
板書 /Writing on the Board
スライド（パワーポイント等）の使用 /Slides (PowerPoint, etc.)
上記以外の視聴覚教材の使用 /Audiovisual Materials Other than Those Listed Above
個人発表 /Individual Presentations
グループ発表 /Group Presentations
ディスカッション・ディベート /Discussion/Debate
実技・実習・実験 /Practicum/Experiments/Practical Training
学内の教室外施設の利用 /Use of On-Campus Facilities Outside the Classroom
校外実習・フィールドワーク /Field Work
上記いずれも用いない予定 /None of the above
Reading materials, watching videos, answering questions and joining discussions related to classwork in the Google Classroom.
Planning for 2 (30 min.) Interactive Read-aloud Sessions and reflecting on their performance.
Writing a final report, which includes a lesson plan for an interactive read-aloud (1,500 words). Up to 2 hours (120 mins.) is expected doing pre- and post-class tasks each week.
| 種類 (Kind) | 割合 (%) | 基準 (Criteria) |
|---|---|---|
| 平常点 (In-class Points) | 100 |
Active participation & discussion in class and online in the Google Classroom (20%) Read-Aloud 1, planning, presentation and reflection (20%) Read-Aloud 2, planning, presentation and reflection(20%) 最終レポート(Final Report)(40%) |
| 備考 (Notes) | ||
| Attendance Policy: 80% attendance is required to receive credit for the course. 4 absences = no credit. If a student is later than 30 mins. it is counted as an absence. Late = not seated when the bell rings, but arrives within 30 mins. 3 lates = 1 absence. Early departure = leaving class 15 minutes or more before the end of class. 3 early departures = 1 absence. | ||
なし/None
・F科目中級（外国語による総合系科目）
・他に特別外国人学生が履修
・この授業は英語で実施する
・履修者はTOEIC®L&R 550点相当以上の英語力を有することが望ましい
・2016年度以降入学者：多彩な学び
・2015年度以前入学者：主題別A