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 |
【2025/9/24付変更】科目担当者：長谷川 A．→ レイシ― B． 科目担当者変更によるシラバス内容の変更有り |
This course looks at how picturebooks can be used as teaching tools for learners of all ages and fluency levels. However, it isn’t just for pre-service teachers. Anyone who loves reading will enjoy this class. Picturebooks combine words and images to support language, cultural, emotional, and visual learning. In this course, students will practice strategies such as read-alouds, think-alouds, and image-based activities to engage different kinds of learners. They will also design pre-, during-, and post-reading tasks that build understanding step by step. The course will also consider how picturebooks can support people who are not strong readers. Finally, students will discuss how picturebooks show themes of culture, race, gender, sexuality, trauma, and healing, and put everything together through lesson planning, teaching demonstrations, and reflection.
Participants will learn about picturebook characteristics and the work of authors and illustrators, as well as plan and carry out two picturebook read-alouds in class using the pre-reading, during-reading, and post-reading framework. This framework supports the development of learners’ language and cognitive skills through discussion, drawing, writing, and craft activities.
By the end of this class, students will have:
(i) Understood the value of interactive picturebook read-alouds in developing a range of skills.
(ii) Practiced strategies to encourage active participation and engagement during read-aloud sessions.
(iii) Planned, carried out, and reflected on two interactive picturebook read-alouds (30 minutes each) using the pre-, during-, and post-reading framework.
(iv) Taken part in class discussions around picturebooks and the themes they raise.
(v) Written a final report (1,500 words) on a picturebook or theme discussed in class.
| 1 | Orientation |
| 2 | Introduction to Picturebooks (9/29) What picturebooks are, multimodality, uses across ages and fluency levels. |
| 3 | Read-Aloud and Think-Aloud Strategies (10/6) Practice with rhythm, repetition, and illustrations; strategies for thinking aloud while reading. |
| 4 | Supporting Diverse Readers (10/13) How picturebooks support emergent readers, reluctant readers, dyslexic readers, and readers with dementia. |
| 5 | Active Image Viewing (10/20) Visual literacy strategies, image walks, detail-focused reading |
| 6 | Pre-, During, and Post-Reading Activities (10/27) Scaffolding comprehension and engagement |
| 7 | Mid-Term Project (11/10) Students design a lesson plan with a chosen picturebook, including pre-, during-, and post-reading activities. |
| 8 | Mid-Term Project (11/17) Students present their lesson plans in a mini teaching experience. |
| 9 | Fictional Picturebooks (11/24) Narrative, imagination, critical literacy. |
| 10 | Nonfiction Picturebooks (12/1) Biographies, science/STEAM, historical narratives |
| 11 | Representation in Picturebooks (12/8) The importance of authentic representation of marginalized groups. |
| 12 | Trauma and Healing in Picturebooks (12/15) Depictions of war, conflict, abuse, grief, and resilience. Strategies for balancing trauma with hope. |
| 13 | Final Presentation Preparation (12/22) Students prepare their final read-aloud and teaching activities. |
| 14 | Final Presentations (1/19) Students deliver their final read-alouds and accompanying activities |
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 |
Participation in in-class discussion and Google Classroom (including short homework assignments and quizzes) (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) | ||
| Students are expected to participate actively in class discussions, complete short reflections, and read additional materials outside of class. Additionally, students are required to spend 2 hours outside of class each week completing homework assignments and reviewing the materials. Assessment will include two lesson demos and a final report (1,500 words) on a picturebook or a discussed topic of the student’s choice. Work generated by AI tools will not be accepted and will receive a zero. Repeated use may result in failure of the course. Attendance Policy: 80% attendance is required for successful completion of this course. Four absences will result in failure. Three late arrivals will count as one absence. If a student arrives 30 minutes late or leaves 30 minutes early, it will be counted as an absence. Absences due to university-sanctioned events or illness with a doctor’s note will be excused. However, even excused absences may affect the participation grade since students are not able to contribute to class activities and discussions. In cases of extreme circumstances, please contact me by email before class begins. | ||
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
This course looks at how picturebooks can be used as teaching tools for learners of all ages and fluency levels. However, it isn’t just for pre-service teachers. Anyone who loves reading will enjoy this class. Picturebooks combine words and images to support language, cultural, emotional, and visual learning. In this course, students will practice strategies such as read-alouds, think-alouds, and image-based activities to engage different kinds of learners. They will also design pre-, during-, and post-reading tasks that build understanding step by step. The course will also consider how picturebooks can support people who are not strong readers. Finally, students will discuss how picturebooks show themes of culture, race, gender, sexuality, trauma, and healing, and put everything together through lesson planning, teaching demonstrations, and reflection.
Participants will learn about picturebook characteristics and the work of authors and illustrators, as well as plan and carry out two picturebook read-alouds in class using the pre-reading, during-reading, and post-reading framework. This framework supports the development of learners’ language and cognitive skills through discussion, drawing, writing, and craft activities.
By the end of this class, students will have:
(i) Understood the value of interactive picturebook read-alouds in developing a range of skills.
(ii) Practiced strategies to encourage active participation and engagement during read-aloud sessions.
(iii) Planned, carried out, and reflected on two interactive picturebook read-alouds (30 minutes each) using the pre-, during-, and post-reading framework.
(iv) Taken part in class discussions around picturebooks and the themes they raise.
(v) Written a final report (1,500 words) on a picturebook or theme discussed in class.
| 1 | Orientation |
| 2 | Introduction to Picturebooks (9/29) What picturebooks are, multimodality, uses across ages and fluency levels. |
| 3 | Read-Aloud and Think-Aloud Strategies (10/6) Practice with rhythm, repetition, and illustrations; strategies for thinking aloud while reading. |
| 4 | Supporting Diverse Readers (10/13) How picturebooks support emergent readers, reluctant readers, dyslexic readers, and readers with dementia. |
| 5 | Active Image Viewing (10/20) Visual literacy strategies, image walks, detail-focused reading |
| 6 | Pre-, During, and Post-Reading Activities (10/27) Scaffolding comprehension and engagement |
| 7 | Mid-Term Project (11/10) Students design a lesson plan with a chosen picturebook, including pre-, during-, and post-reading activities. |
| 8 | Mid-Term Project (11/17) Students present their lesson plans in a mini teaching experience. |
| 9 | Fictional Picturebooks (11/24) Narrative, imagination, critical literacy. |
| 10 | Nonfiction Picturebooks (12/1) Biographies, science/STEAM, historical narratives |
| 11 | Representation in Picturebooks (12/8) The importance of authentic representation of marginalized groups. |
| 12 | Trauma and Healing in Picturebooks (12/15) Depictions of war, conflict, abuse, grief, and resilience. Strategies for balancing trauma with hope. |
| 13 | Final Presentation Preparation (12/22) Students prepare their final read-aloud and teaching activities. |
| 14 | Final Presentations (1/19) Students deliver their final read-alouds and accompanying activities |
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 |
Participation in in-class discussion and Google Classroom (including short homework assignments and quizzes) (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) | ||
| Students are expected to participate actively in class discussions, complete short reflections, and read additional materials outside of class. Additionally, students are required to spend 2 hours outside of class each week completing homework assignments and reviewing the materials. Assessment will include two lesson demos and a final report (1,500 words) on a picturebook or a discussed topic of the student’s choice. Work generated by AI tools will not be accepted and will receive a zero. Repeated use may result in failure of the course. Attendance Policy: 80% attendance is required for successful completion of this course. Four absences will result in failure. Three late arrivals will count as one absence. If a student arrives 30 minutes late or leaves 30 minutes early, it will be counted as an absence. Absences due to university-sanctioned events or illness with a doctor’s note will be excused. However, even excused absences may affect the participation grade since students are not able to contribute to class activities and discussions. In cases of extreme circumstances, please contact me by email before class begins. | ||
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