For this exercise, you will complete a 3- to 4-page paper regarding how these impromptu atrium piano events at the Mayo Clinic and the design of the buildings are considered marketing and how they affect customers. In addition, you will evaluate how these strategies align with the Mayo Clinic’s Mission and values. In a 3- to 4-page paper, address the following: Healthscape: Why is the healthscape (the service areas, waiting rooms, and architecture of a healthcare organization) considered marketing for the Mayo Clinic? Alignment: How does this healthscape align to the Mayo Clinics mission and goals? Customers: Who are the customers that are served by the hospital atrium and the events that occur around the piano? Value: How does the atrium and these events offer value to Mayo Clinics customers?
Category: uncategorised
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EL3006
Overview
Technology has not only changed the way we live, it has also changed the way we learn and access information. With so many age groups engaged with the ever-evolving climate of technology, as an early childhood professional, it is critical that you provide guidance and support to young children and their families as they navigate the various technology tools and its open seas for age-appropriate and credible material.
For this Performance Task, you will create a website for families of young children from birth through third grade that provides guidance and practical activities on how technology can support early literacy in young children.
Submission Length: One website with six required sections of 1-8 paragraph in length
Instructions
Before submitting your Assessment, carefully review the rubric. This is the same rubric the assessor will use to evaluate your submission and it provides detailed criteria describing how to achieve or master the Competency. Many students find that understanding the requirements of the Assessment and the rubric criteria help them direct their focus and use their time most productively.
Access the following to complete this Assessment:
Creating a Family-Friendly Early Literacy Website
Scenario
The early learning center where you teach is holding a family meeting to talk about using technology to promote early literacy. In advance of the meeting, your director asks for suggestions of different ways to provide ongoing support to families. You enthusiastically suggest creating a family-friendly website with the theme of Technology, Early Literacy & Young Children that can be unveiled at the meeting. Your director and fellow staff members are equally enthusiastic so you volunteer to create the initial website. Together you decide to include relevant research findings, including benefits and cautions in using technology with young children; guidelines for screen time, devices, and media; recommended ideas and activities for using technology to foster early literacy development; and recommended guidelines and apps for early literacy learning. To make the website a go-to for all families in your early learning center, you decide to provide content that addresses children throughout the early childhood years, from birth through third grade.
To complete this Assessment:
Build Your Website Using New Google Sites
- Follow the Guidelines and Resources for Building Your Technology, Early Literacy & Young Children Website for Families document for tips and reminders.
- Access the resource links provided in the document for specific guidance.
Write the Required Content for Your Technology, Early Literacy & Young Children Website
Complete the following six required sections of the website:
- Section 1: Welcome Statement
- Write a brief welcome statement that explains
- The purpose of the website; and
- How early childhood professionals can support families of young children in understanding connections between technology and early literacy development.
- (Required: 1 paragraph)
- Section 2: In Brief: What Research Says
- Analyze research on technology and young children, with an emphasis on how technology can impact early literacy development, for research findings of particular relevance to families of young children; then
- Briefly explain five points from research on using technology with young children to foster early literacy.
- Cite your sources.
- (Required: 23 sentences for each research point)
- Section 3: Keep in Mind …
- Analyze research on technology and young children for benefits and cautions of particular relevance to families of young children; then
- Explain at least one benefit and one caution for families to keep in mind about using technology to support early literacy development.
- Cite your sources.
- (Required: 23 sentences for each benefit/caution)
- Section 4: Technology: How Much? What Kind? Guidelines by Age
- Analyze research and other expert views on recommended screen time and recommended types of devices and media appropriate for young children by age that would be relevant to families of young children; then
- Explain recommended guidelines for screen time, devices, and media appropriate for each group of young children:
- Infants
- Toddlers
- Preschoolers
- Kindergartners
- First/Second/Third Graders
- Cite your sources.
- (Required: 23 sentences each per age)
- Section 5: Technology & Literacy Development: Age-Appropriate Ideas for Children & Families
- Analyze developmentally appropriate practices, strategies, and activities for using technology to foster early literacy development to identify recommended approaches for families to replicate at home; then
- Explain two developmentally appropriate ideas or activities for using technology at home to support early literacy development in each of the following age groups:
- Infants and toddlers
- Preschoolers
- Kindergartner
- First/Second/Third Graders
- (Required: 1 paragraph for each idea; 2 paragraphs per age group)
- Section 6: Great Apps for Young Children
- Explain four guidelines for selecting developmentally appropriate apps for young children (Required: 12 sentences per guideline); and
- Recommend three apps that focus on early literacy, and explain how each can be used to promote early literacy and for what ages
- (Required: 23 sentences per app)
Submit 1 file (EL3006_ firstinitial_lastname) that contains:
- The URL for your website, and
- The text as it appears on your website in a Microsoft Word document. Make sure to include all six sections:
- Welcome Statement
- In Brief: What Research Says
- Keep in Mind
- Technology: Guidelines by Age
- Technology and Literacy Development: Age-Appropriate Ideas
- Great Apps for Young Children
Learning Activity 1: What Research Says About Young Children and Technology
Position Statement: Technology and Interactive Media as Tools In Early Childhood Programs Serving Children From Birth Through Age 8
National Association for the Education of Young Children and the Fred Rogers Center for Early Learning and Childrens Media at Saint Vincent College. (2012b). Technology and interactive media as tools in early childhood programs serving children from birth through age 8. NAEYC. https://www.naeyc.org/sites/default/files/globally-shared/downloads/PDFs/resources/topics/PS_technology_WEB.pdf
Time Estimate: 40 min
Web Article: What Does too much Screen Time Do to Children’s Brains?
Cross, J. F. (n.d.). What does too much screen time do to childrens brains? New York Presbyterian Health Matters. https://healthmatters.nyp.org/what-does-too-much-screen-time-do-to-childrens-brains/
Time Estimate: 20 min
Article: Children and Tech Devices: What ARe the Dangers?
Chumari, A. (n.d.). Children and tech devices: What are the dangers? HealthXchange. https://www.healthxchange.sg/children/parenting-tips/children-tech-devices-dangers
Time Estimate: 15 min
Media: Screen Time and Speech Delays in toddlers (4:22)
Gellner, C. (Host). (2023, November 12). Screen time and speech delays in toddlers [Audio podcast episode]. In Healthy Kids Zone. https://healthcare.utah.edu/the-scope/kids-zone/all/2023/11/screen-time-and-speech-delays-toddlers
Making Connections
This video resource features a webcast of three experts on educational media for young children from babies to third graders. These researchers and educators discuss topics such as research on screen time and examples of educational media that support young childrens literacy development. They also offer tips, reminders, and cautions for parents and early childhood educators to ensure childrens exposure to media is age appropriate and maximizes early literacy learning. As you view the video, take notes on guidelines, tips, and early literacy connections for different ages to consider sharing with families on your website for the Competency Assessment.
Video Webcast: Educational Media: Screen Time and Literacy (25:00)
Linebarger, D., Guernsey, L., & Lewis, M. (n.d.). Educational media: Screen time and literacy [Multimedia]. Reading Rockets. https://www.readingrockets.org/helping-all-readers/voices-experts/webcasts/educational-media-screen-time-and-literacy?trans=yes#part1.
Learning Activity 1: Effective Practice with Technology for Early Literacy Development
Web Resource: Selected Examples of Effective Classroom Practice Involving Technology Tools and Interactive Media
National Association for the Education of Young Children and the Fred Rogers Center for Early Learning and Childrens Media at Saint Vincent College. (2012a). Selected examples of effective classroom practice involving technology tools and interactive media. NAEYC. https://www.naeyc.org/sites/default/files/globally-shared/downloads/PDFs/resources/topics/PS_technology_Examples.pdf
Time Estimate: 30 min
Article: Why SHould Teachers Use Tech Tools To Sharpen LIteracy SKills?
White, P. (2023, February 14). Why should teachers use tech tools to sharpen literacy skills? eLearning Industry. https://elearningindustry.com/why-should-teachers-use-tech-tools-to-sharpen-literacy-skills
Time Estimate: 15 min
Making Connections
Apps for young children are available everywhere, but choosing those that are appropriate requires knowing what qualities to look for and to avoid. For your Competency Assessment website, you will recommend guidelines for families on selecting apps, as well as specific apps for language and literacy learning. Use these resources to identify app guidelines for all ages, as well as recommended apps to consider. Also, note ideas for using tablet computers with very young children that can fill out other sections of your website, such as guidance on technology tools and early literacy activities for those ages.
Web Article: Selecting Apps to Support Childrens Learning
Buckleitner, W. (n.d.-a). Selecting apps to support childrens learning. NAEYC. https://www.naeyc.org/our-work/families/selecting-apps-support-children
Time Estimate: 30 min
Making Connections
This website includes some starter apps for any Early Childhood Education iPad. Browse for guidelines and recommended apps as well as for technology-supported early learning activities that you might adapt for your family-focused website on technology, early literacy, and young children.
Article: Tips on Tablets and Apps for the Early Childhood Classroom
Buckleitner, W. (n.d.). Tips on tablets and apps for the early childhood classroom. NAEYC. https://www.naeyc.org/our-work/families/tips-tablets-and-apps-early-childhood-classroom
Time Estimate: 30 min
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EL3005
Overview
As an early childhood professional sharing enthusiasm and creativity while reading aloud to children provides rich multilayered learning experiences that engages several senses, and fosters a love for reading that can last a lifetime.
Instructions
Before submitting your Assessment, carefully review the rubric. This is the same rubric the assessor will use to evaluate your submission and it provides detailed criteria describing how to achieve or master the Competency. Many students find that understanding the requirements of the Assessment and the rubric criteria help them direct their focus and use their time most productively.
Access the following to complete this Assessment:
PowerPoint Presentation on Quality Childrens Literature and Quality Read-Aloud Experiences
Scenario
You are a teacher at an early learning center that serves children from infancy through early elementary (K3) age. You have a passion for childrens books and have worked hard to educate yourself on the characteristics of quality childrens literature across multiple genres. To communicate your love of books and reading to the children you work with, you have also developed your skill and talent for reading aloud to children. Through tone, cadence, animated expressions, enthusiasm, or even earnest solemnity, the artistry of storytelling can create a unique shared experience while nurturing positive dispositions toward reading and language learning.
With this knowledge and experience in mind, you decide to share what you have learned about quality childrens literature and quality read-aloud experiences with your colleagues through a PowerPoint Presentation in two parts.
- Part One recommends quality fiction and nonfiction books across multiple genres for a specific age group, and explains information and examples for evaluating childrens literature based on guidelines for quality;
- Part Two features an audio recording of up to 10 minutes of you reading aloud a quality fiction or nonfiction book and explains how to evaluate the read-aloud experience based on criteria for engaging children and celebrating the joy of reading.
Note: For this Assessment, you will need to choose a target age group (e.g., infants/toddlers; preschoolers) for your presentation. Select the age that interests you most, with which you have the most experience, and/or that is most appropriate for specific books you would like to feature in your presentation.
- To complete this assessment, you will read a book aloud to a child or small group of children. Think about a child or small group of children you know (relatives, friends’ children, etc.) who are in one of the target age groups below:
- Infants and toddlers
- Preschoolers
- Kindergartners
- Early elementary (first, second, and/or third graders)
- Identify four childrens books appropriate for your target age group:
- Two or three fiction books, each representing a different genre (e.g., fantasy, folklore, realistic fiction);
- One or two nonfiction books, each representing a different genre or topic (e.g., biography; informational book on a specific theme, such as animals, families, different cultures).
- Evaluate each book using the resource Ten Steps for Reviewing Childrens Books at and other appropriate criteria from any of the other resources provided in Topic 1, Activities 2 and 3, of this Competency.
- Ensure that the four books you select represent the following:
- Each book meets guidelines for quality, including two specific examples you can explain in your evaluation;
- Each book is characteristic of the specific genre;
- Each book has qualities that make it a good choice for promoting childrens positive dispositions toward reading and language learning;
- At least one book is an excellent choice to read aloud for Part Two of your PowerPoint Presentation. Note: In making your selection, keep in mind that your audio recording of the story should not be more than 10 minutes, in order to successfully embed the recording in your PowerPoint document. You are encouraged to time yourself in a practice reading of a story before you select it. Many picture books and other types of books for young children of 32 pages or less should fit within the time limit. If you select an information book with sections or a chapter book for primary-grades children, you might choose an especially appealing section or chapter to read aloud. Be sure that the portion you read makes sense to the listener and lets you do your best job reading aloud.
- Take notes on your own tips for identifying quality childrens books for your target age group, and aim to have at least three tips to feature in your presentation.
- Choose one book to read aloud from among the four books you have selected in your Part One preparation. Be sure that your selection can be read within the 10-minute limit for an audio recording in a PowerPoint document.
- Aim to read the book to the child or group of children identified in Part One. Important Note: If you do not have a child/group of children with whom you can share this book, prepare to read it aloud as you would if you were sharing it directly with children.
- Review the resource Read-Aloud Criteria: Tips for Developing a Great Read-Aloud Experience document. Note: You will find directions for how to make a recording of your story using the audio feature in your MAC or PC version of PowerPoint.
- Consider how you will apply these criteria to the read-aloud book. Keep in mind that the magic of a quality read-aloud experience is not achieved without thoughtful effort on the part of the reader. Telling a taleparticularly when reading itrequires an actors touch and a readers love of words and story. Bringing a story alive is more than proceeding from beginning to end. It is achieved through the skill with which the reader sets a tone that matches the text and feel of a story, lingers over a phrase, and brings characters to life through voice and expression. With all that in mind:
- Set two goals for yourself to meet in creating your read-aloud presentation.
- Create an audio recording of yourself reading your selected book. Your final saved recording should be embedded directly in your PowerPoint document.
- Listen to and evaluate your recording using the Read-Aloud Criteria document. Take notes and include an explanation of the following:
- How well you met your goals for your read-aloud presentation;
- At least two strengths of your read-aloud presentation;
- At least two examples of what could be better/more effective;
- At least two strategies to apply to improve your read-aloud presentations.
Using the PowerPoint Presentation Template, create Part One and Part Two of your presentation consisting of 16 slides, plus the title slide, which is provided for you. As needed, use the Notes section of the slides for additional room to provide the required information about the books and read-aloud presentation that you have evaluated.
- Title Slide: Evaluating Quality Literature and Quality Read-Aloud Experiences for Young Children
- Part One Introduction: Quality Literature for Young Children (1 slide)
- Identify the age group you are addressing;
- Explain three key criteria that you used to select books for your target age group.
- Part One 4 Featured Books (8 slides/2 slides per book)
- For each of the four books you have selected and evaluated:
- Identify the title, author, and genre;
- Briefly summarize the books key characters, events, and/or themes;
- Explain how the book is characteristic of the specific genre;
- Explain why the book is an appropriate choice for your target age group;
- Explain your evaluation of the book based on quality standards, including at least two examples of how the book is free of misinformation and stereotypes identified in Ten Steps to Reviewing Childrens Books;
- Explain how this high-quality book can support positive dispositions toward reading and language learning in young children.
- Part One Summary (1 slide)
- Explain your three top tips for evaluating quality childrens literature for your target age group.
- Part Two Introduction: Quality Read-Aloud Experiences for Young Children (1 slide)
- Identify the book you selected to read aloud;
- Explain three qualities that make the book a good choice to read aloud.
- Part Two: The Read-Aloud Presentation (1 slide)
- Make an audio recording of your read-aloud presentation that will be embedded in this slide;
- Explain two goals that you set for yourself in creating this read-aloud presentation
- Part Two: Evaluation of the Read-Aloud Presentation (2 slides)
- Evaluate your read-aloud presentation to explain:
- How well you met your goals for the read-aloud presentation.
- At least two strengths of the presentation;
- At least two examples of what could be better/more effective about the read-aloud presentation;
- At least two strategies to apply to improve your read-aloud presentations.
- Part Two Summary (1 slide)
- Explain at least three reasons why reading aloud to children can promote positive dispositions toward reading and language learning.
- References (1 slide)
- Cite all resources used in creating Parts One and Two of your PowerPoint Presentation in APA style.
SUBMIT YOUR POWERPOINT PRESENTATION
Learning Activity 1: Identifying Literary Genres for Young Children
Web Resource: Do You Know Your Children’s Book Genres?
Do you know your children’s book genres? (n.d.). https://www.harpercollins.com/blogs/harperkids/childrens-book-genres
Note: Review only the chart on genres in childrens literature provided on this web page.
Time Estimate: 10 min
article: how to choose a good picture book
Shafer, S. (n.d.). How to choose a good picture book. Simply Charlotte Mason. https://simplycharlottemason.com/blog/how-to-choose-a-good-picture-book/
Time Estimate: 15 min
Learning Activity 2: Evaluating Childrens Books for Quality
Article: Ten Steps for Reviewing Childrens Books
Derman-Sparks, L. & Edwards, J. O. (n.d.). Ten steps for reviewing childrens books. A supplementary resource to L. Derman-Sparks & J. O. Edwards (Authors), Anti-bias education for young children and ourselves. ARCQE. https://www.uua.org/files/documents/derman-sparkslouise/1206_233_review_books.pdf
Time Estimate: 30 min
Article: Reading Your Way to a Culturally Responsive Classroom
Wanless, S. B., & Crawford, P. A. (2016, May). Reading your way to a culturally responsive classroom. Young Children, 815.
Time Estimate: 30 min
Learning Activity 3: Choosing Childrens Books for Different Ages
article: How to Choose Read Aloud Books: Babies to Third Graders
Reading Rockets, Walker, R. & Salvadore. M. (n.d.). How to choose read aloud books: Babies to third graders. Reading Rockets. http://www.readingrockets.org/article/how-choose-read-aloud-books-babies-third-graders
Time Estimate: 30 min
Web Resource: Choosing Baby Books and Toddler BOoks
Scholastic Parent Staff. (n.d.). Choosing baby books and toddler books. Scholastic. https://www.scholastic.com/parents/books-and-reading/reading-resources/book-selection-tips/choosing-baby-books-and-toddler-books.html
Time Estimate: 10 min
Articlr: The BOok Matters! Choosing COmplex Narrative Texts To Support Literary Discussion
Hoffman, J. L., Teale, W. H., & Yokota, J. (2015, September). The book matters! Choosing complex narrative texts to support literary discussion. NAEYC. https://www.naeyc.org/resources/pubs/yc/sep2015/book-matters
Note: Review this resource for characteristics of good picture books.
Time Estimate: 30 min
Learning Activity 1: Strategies for Reading Stories Aloud to Children
Web Article: Reading Aloud with Children of All Ages
Koralek, D. (n.d.). Reading aloud with children of all ages. Reading Is Fundamental. https://www.rif.org/sites/default/files/images/2022/06/14/Support_Materials/ReadingAloud.pdf
Time Estimate: 20 min
Article: Helping Young Children to Develop Positive Learning Dispositions
Helping young children to develop positive learning dispositions. (2009). In Aistears Themes. https://ncca.ie/media/3193/dispositions-3-6.pdf
Time Estimate: 10 min
article: Oral Storytelling is Important for reading, writing, and Social Wellbeing
Spencer, T. D. (2023 January 6). Oral storytelling is important for reading, writing, and social wellbeing. Open Access Government. https://doi.org/10.56367/OAG-037-10493-02
Time Estimate: 15 min
article: Advice for Sharing Wordless Picture Books
Cooper, T. (2020 February 6). Advice for sharing wordless picture books. Scottish Book Trust. https://www.scottishbooktrust.com/articles/advice-for-sharing-wordless-picture-books
Time Estimate: 10 min
Making Connections
These video resources offer read-aloud experiences to emulate as you prepare your read-aloud presentation for the Competency Assessment. (Keep in mind that you will be creating an audio recording of your read-aloud presentation.) The video with specific strategies demonstrates how to engage young children in a realistic fiction book about a family doing laundry by using an animated voice and involving children in making predictions about story events. The stories read by actors Rita Moreno, Lily Tomlin, and Allison Janney offer models of how to use your voice to make different characters stand out, how to pause to build suspense, and overall how to create an entertaining read-aloud experience for children.
Video: I Need My Monster Read by Rita Moreno (12:00)
Storyline Online. (2014, January 17). ‘I need my monster’ read by Rita Moreno [Video]. YouTube. https://www.youtube.com/watch?v=QwCxW7Nx4Ec
Video: HEY, THATS MY MONSTER READ BY LILY TOMLIN (12:00)
Storyline Online. (2017, January 25). ‘Hey, thats my monster’ read by Lily Tomlin [Video]. YouTube. https://www.youtube.com/watch?v=Hh-ju18EoG0&t=
Video: Carlas Sandwich read by Allison Janney (11:00)
Storyline Online. (2016, October 5). ‘Carlas sandwich’ read by Allison Janney [Video]. YouTube. https://www.youtube.com/watch?v=M-aceEquCtY&index=8&list=PL04F0FB771098124D
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EL3005
Overview
As an early childhood professional sharing enthusiasm and creativity while reading aloud to children provides rich multilayered learning experiences that engages several senses, and fosters a love for reading that can last a lifetime.
Instructions
Before submitting your Assessment, carefully review the rubric. This is the same rubric the assessor will use to evaluate your submission and it provides detailed criteria describing how to achieve or master the Competency. Many students find that understanding the requirements of the Assessment and the rubric criteria help them direct their focus and use their time most productively.
Access the following to complete this Assessment:
PowerPoint Presentation on Quality Childrens Literature and Quality Read-Aloud Experiences
Scenario
You are a teacher at an early learning center that serves children from infancy through early elementary (K3) age. You have a passion for childrens books and have worked hard to educate yourself on the characteristics of quality childrens literature across multiple genres. To communicate your love of books and reading to the children you work with, you have also developed your skill and talent for reading aloud to children. Through tone, cadence, animated expressions, enthusiasm, or even earnest solemnity, the artistry of storytelling can create a unique shared experience while nurturing positive dispositions toward reading and language learning.
With this knowledge and experience in mind, you decide to share what you have learned about quality childrens literature and quality read-aloud experiences with your colleagues through a PowerPoint Presentation in two parts.
- Part One recommends quality fiction and nonfiction books across multiple genres for a specific age group, and explains information and examples for evaluating childrens literature based on guidelines for quality;
- Part Two features an audio recording of up to 10 minutes of you reading aloud a quality fiction or nonfiction book and explains how to evaluate the read-aloud experience based on criteria for engaging children and celebrating the joy of reading.
Note: For this Assessment, you will need to choose a target age group (e.g., infants/toddlers; preschoolers) for your presentation. Select the age that interests you most, with which you have the most experience, and/or that is most appropriate for specific books you would like to feature in your presentation.
- To complete this assessment, you will read a book aloud to a child or small group of children. Think about a child or small group of children you know (relatives, friends’ children, etc.) who are in one of the target age groups below:
- Infants and toddlers
- Preschoolers
- Kindergartners
- Early elementary (first, second, and/or third graders)
- Identify four childrens books appropriate for your target age group:
- Two or three fiction books, each representing a different genre (e.g., fantasy, folklore, realistic fiction);
- One or two nonfiction books, each representing a different genre or topic (e.g., biography; informational book on a specific theme, such as animals, families, different cultures).
- Evaluate each book using the resource Ten Steps for Reviewing Childrens Books at and other appropriate criteria from any of the other resources provided in Topic 1, Activities 2 and 3, of this Competency.
- Ensure that the four books you select represent the following:
- Each book meets guidelines for quality, including two specific examples you can explain in your evaluation;
- Each book is characteristic of the specific genre;
- Each book has qualities that make it a good choice for promoting childrens positive dispositions toward reading and language learning;
- At least one book is an excellent choice to read aloud for Part Two of your PowerPoint Presentation. Note: In making your selection, keep in mind that your audio recording of the story should not be more than 10 minutes, in order to successfully embed the recording in your PowerPoint document. You are encouraged to time yourself in a practice reading of a story before you select it. Many picture books and other types of books for young children of 32 pages or less should fit within the time limit. If you select an information book with sections or a chapter book for primary-grades children, you might choose an especially appealing section or chapter to read aloud. Be sure that the portion you read makes sense to the listener and lets you do your best job reading aloud.
- Take notes on your own tips for identifying quality childrens books for your target age group, and aim to have at least three tips to feature in your presentation.
- Choose one book to read aloud from among the four books you have selected in your Part One preparation. Be sure that your selection can be read within the 10-minute limit for an audio recording in a PowerPoint document.
- Aim to read the book to the child or group of children identified in Part One. Important Note: If you do not have a child/group of children with whom you can share this book, prepare to read it aloud as you would if you were sharing it directly with children.
- Review the resource Read-Aloud Criteria: Tips for Developing a Great Read-Aloud Experience document. Note: You will find directions for how to make a recording of your story using the audio feature in your MAC or PC version of PowerPoint.
- Consider how you will apply these criteria to the read-aloud book. Keep in mind that the magic of a quality read-aloud experience is not achieved without thoughtful effort on the part of the reader. Telling a taleparticularly when reading itrequires an actors touch and a readers love of words and story. Bringing a story alive is more than proceeding from beginning to end. It is achieved through the skill with which the reader sets a tone that matches the text and feel of a story, lingers over a phrase, and brings characters to life through voice and expression. With all that in mind:
- Set two goals for yourself to meet in creating your read-aloud presentation.
- Create an audio recording of yourself reading your selected book. Your final saved recording should be embedded directly in your PowerPoint document.
- Listen to and evaluate your recording using the Read-Aloud Criteria document. Take notes and include an explanation of the following:
- How well you met your goals for your read-aloud presentation;
- At least two strengths of your read-aloud presentation;
- At least two examples of what could be better/more effective;
- At least two strategies to apply to improve your read-aloud presentations.
Using the PowerPoint Presentation Template, create Part One and Part Two of your presentation consisting of 16 slides, plus the title slide, which is provided for you. As needed, use the Notes section of the slides for additional room to provide the required information about the books and read-aloud presentation that you have evaluated.
- Title Slide: Evaluating Quality Literature and Quality Read-Aloud Experiences for Young Children
- Part One Introduction: Quality Literature for Young Children (1 slide)
- Identify the age group you are addressing;
- Explain three key criteria that you used to select books for your target age group.
- Part One 4 Featured Books (8 slides/2 slides per book)
- For each of the four books you have selected and evaluated:
- Identify the title, author, and genre;
- Briefly summarize the books key characters, events, and/or themes;
- Explain how the book is characteristic of the specific genre;
- Explain why the book is an appropriate choice for your target age group;
- Explain your evaluation of the book based on quality standards, including at least two examples of how the book is free of misinformation and stereotypes identified in Ten Steps to Reviewing Childrens Books;
- Explain how this high-quality book can support positive dispositions toward reading and language learning in young children.
- Part One Summary (1 slide)
- Explain your three top tips for evaluating quality childrens literature for your target age group.
- Part Two Introduction: Quality Read-Aloud Experiences for Young Children (1 slide)
- Identify the book you selected to read aloud;
- Explain three qualities that make the book a good choice to read aloud.
- Part Two: The Read-Aloud Presentation (1 slide)
- Make an audio recording of your read-aloud presentation that will be embedded in this slide;
- Explain two goals that you set for yourself in creating this read-aloud presentation
- Part Two: Evaluation of the Read-Aloud Presentation (2 slides)
- Evaluate your read-aloud presentation to explain:
- How well you met your goals for the read-aloud presentation.
- At least two strengths of the presentation;
- At least two examples of what could be better/more effective about the read-aloud presentation;
- At least two strategies to apply to improve your read-aloud presentations.
- Part Two Summary (1 slide)
- Explain at least three reasons why reading aloud to children can promote positive dispositions toward reading and language learning.
- References (1 slide)
- Cite all resources used in creating Parts One and Two of your PowerPoint Presentation in APA style.
SUBMIT YOUR POWERPOINT PRESENTATION
Learning Activity 1: Identifying Literary Genres for Young Children
Web Resource: Do You Know Your Children’s Book Genres?
Do you know your children’s book genres? (n.d.). https://www.harpercollins.com/blogs/harperkids/childrens-book-genres
Note: Review only the chart on genres in childrens literature provided on this web page.
Time Estimate: 10 min
article: how to choose a good picture book
Shafer, S. (n.d.). How to choose a good picture book. Simply Charlotte Mason. https://simplycharlottemason.com/blog/how-to-choose-a-good-picture-book/
Time Estimate: 15 min
Learning Activity 2: Evaluating Childrens Books for Quality
Article: Ten Steps for Reviewing Childrens Books
Derman-Sparks, L. & Edwards, J. O. (n.d.). Ten steps for reviewing childrens books. A supplementary resource to L. Derman-Sparks & J. O. Edwards (Authors), Anti-bias education for young children and ourselves. ARCQE. https://www.uua.org/files/documents/derman-sparkslouise/1206_233_review_books.pdf
Time Estimate: 30 min
Article: Reading Your Way to a Culturally Responsive Classroom
Wanless, S. B., & Crawford, P. A. (2016, May). Reading your way to a culturally responsive classroom. Young Children, 815.
Time Estimate: 30 min
Learning Activity 3: Choosing Childrens Books for Different Ages
article: How to Choose Read Aloud Books: Babies to Third Graders
Reading Rockets, Walker, R. & Salvadore. M. (n.d.). How to choose read aloud books: Babies to third graders. Reading Rockets. http://www.readingrockets.org/article/how-choose-read-aloud-books-babies-third-graders
Time Estimate: 30 min
Web Resource: Choosing Baby Books and Toddler BOoks
Scholastic Parent Staff. (n.d.). Choosing baby books and toddler books. Scholastic. https://www.scholastic.com/parents/books-and-reading/reading-resources/book-selection-tips/choosing-baby-books-and-toddler-books.html
Time Estimate: 10 min
Articlr: The BOok Matters! Choosing COmplex Narrative Texts To Support Literary Discussion
Hoffman, J. L., Teale, W. H., & Yokota, J. (2015, September). The book matters! Choosing complex narrative texts to support literary discussion. NAEYC. https://www.naeyc.org/resources/pubs/yc/sep2015/book-matters
Note: Review this resource for characteristics of good picture books.
Time Estimate: 30 min
Learning Activity 1: Strategies for Reading Stories Aloud to Children
Web Article: Reading Aloud with Children of All Ages
Koralek, D. (n.d.). Reading aloud with children of all ages. Reading Is Fundamental. https://www.rif.org/sites/default/files/images/2022/06/14/Support_Materials/ReadingAloud.pdf
Time Estimate: 20 min
Article: Helping Young Children to Develop Positive Learning Dispositions
Helping young children to develop positive learning dispositions. (2009). In Aistears Themes. https://ncca.ie/media/3193/dispositions-3-6.pdf
Time Estimate: 10 min
article: Oral Storytelling is Important for reading, writing, and Social Wellbeing
Spencer, T. D. (2023 January 6). Oral storytelling is important for reading, writing, and social wellbeing. Open Access Government. https://doi.org/10.56367/OAG-037-10493-02
Time Estimate: 15 min
article: Advice for Sharing Wordless Picture Books
Cooper, T. (2020 February 6). Advice for sharing wordless picture books. Scottish Book Trust. https://www.scottishbooktrust.com/articles/advice-for-sharing-wordless-picture-books
Time Estimate: 10 min
Making Connections
These video resources offer read-aloud experiences to emulate as you prepare your read-aloud presentation for the Competency Assessment. (Keep in mind that you will be creating an audio recording of your read-aloud presentation.) The video with specific strategies demonstrates how to engage young children in a realistic fiction book about a family doing laundry by using an animated voice and involving children in making predictions about story events. The stories read by actors Rita Moreno, Lily Tomlin, and Allison Janney offer models of how to use your voice to make different characters stand out, how to pause to build suspense, and overall how to create an entertaining read-aloud experience for children.
Video: I Need My Monster Read by Rita Moreno (12:00)
Storyline Online. (2014, January 17). ‘I need my monster’ read by Rita Moreno [Video]. YouTube. https://www.youtube.com/watch?v=QwCxW7Nx4Ec
Video: HEY, THATS MY MONSTER READ BY LILY TOMLIN (12:00)
Storyline Online. (2017, January 25). ‘Hey, thats my monster’ read by Lily Tomlin [Video]. YouTube. https://www.youtube.com/watch?v=Hh-ju18EoG0&t=
Video: Carlas Sandwich read by Allison Janney (11:00)
Storyline Online. (2016, October 5). ‘Carlas sandwich’ read by Allison Janney [Video]. YouTube. https://www.youtube.com/watch?v=M-aceEquCtY&index=8&list=PL04F0FB771098124D
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EL3005
Overview
As an early childhood professional sharing enthusiasm and creativity while reading aloud to children provides rich multilayered learning experiences that engages several senses, and fosters a love for reading that can last a lifetime.
Instructions
Before submitting your Assessment, carefully review the rubric. This is the same rubric the assessor will use to evaluate your submission and it provides detailed criteria describing how to achieve or master the Competency. Many students find that understanding the requirements of the Assessment and the rubric criteria help them direct their focus and use their time most productively.
Access the following to complete this Assessment:
PowerPoint Presentation on Quality Childrens Literature and Quality Read-Aloud Experiences
Scenario
You are a teacher at an early learning center that serves children from infancy through early elementary (K3) age. You have a passion for childrens books and have worked hard to educate yourself on the characteristics of quality childrens literature across multiple genres. To communicate your love of books and reading to the children you work with, you have also developed your skill and talent for reading aloud to children. Through tone, cadence, animated expressions, enthusiasm, or even earnest solemnity, the artistry of storytelling can create a unique shared experience while nurturing positive dispositions toward reading and language learning.
With this knowledge and experience in mind, you decide to share what you have learned about quality childrens literature and quality read-aloud experiences with your colleagues through a PowerPoint Presentation in two parts.
- Part One recommends quality fiction and nonfiction books across multiple genres for a specific age group, and explains information and examples for evaluating childrens literature based on guidelines for quality;
- Part Two features an audio recording of up to 10 minutes of you reading aloud a quality fiction or nonfiction book and explains how to evaluate the read-aloud experience based on criteria for engaging children and celebrating the joy of reading.
Note: For this Assessment, you will need to choose a target age group (e.g., infants/toddlers; preschoolers) for your presentation. Select the age that interests you most, with which you have the most experience, and/or that is most appropriate for specific books you would like to feature in your presentation.
- To complete this assessment, you will read a book aloud to a child or small group of children. Think about a child or small group of children you know (relatives, friends’ children, etc.) who are in one of the target age groups below:
- Infants and toddlers
- Preschoolers
- Kindergartners
- Early elementary (first, second, and/or third graders)
- Identify four childrens books appropriate for your target age group:
- Two or three fiction books, each representing a different genre (e.g., fantasy, folklore, realistic fiction);
- One or two nonfiction books, each representing a different genre or topic (e.g., biography; informational book on a specific theme, such as animals, families, different cultures).
- Evaluate each book using the resource Ten Steps for Reviewing Childrens Books at and other appropriate criteria from any of the other resources provided in Topic 1, Activities 2 and 3, of this Competency.
- Ensure that the four books you select represent the following:
- Each book meets guidelines for quality, including two specific examples you can explain in your evaluation;
- Each book is characteristic of the specific genre;
- Each book has qualities that make it a good choice for promoting childrens positive dispositions toward reading and language learning;
- At least one book is an excellent choice to read aloud for Part Two of your PowerPoint Presentation. Note: In making your selection, keep in mind that your audio recording of the story should not be more than 10 minutes, in order to successfully embed the recording in your PowerPoint document. You are encouraged to time yourself in a practice reading of a story before you select it. Many picture books and other types of books for young children of 32 pages or less should fit within the time limit. If you select an information book with sections or a chapter book for primary-grades children, you might choose an especially appealing section or chapter to read aloud. Be sure that the portion you read makes sense to the listener and lets you do your best job reading aloud.
- Take notes on your own tips for identifying quality childrens books for your target age group, and aim to have at least three tips to feature in your presentation.
- Choose one book to read aloud from among the four books you have selected in your Part One preparation. Be sure that your selection can be read within the 10-minute limit for an audio recording in a PowerPoint document.
- Aim to read the book to the child or group of children identified in Part One. Important Note: If you do not have a child/group of children with whom you can share this book, prepare to read it aloud as you would if you were sharing it directly with children.
- Review the resource Read-Aloud Criteria: Tips for Developing a Great Read-Aloud Experience document. Note: You will find directions for how to make a recording of your story using the audio feature in your MAC or PC version of PowerPoint.
- Consider how you will apply these criteria to the read-aloud book. Keep in mind that the magic of a quality read-aloud experience is not achieved without thoughtful effort on the part of the reader. Telling a taleparticularly when reading itrequires an actors touch and a readers love of words and story. Bringing a story alive is more than proceeding from beginning to end. It is achieved through the skill with which the reader sets a tone that matches the text and feel of a story, lingers over a phrase, and brings characters to life through voice and expression. With all that in mind:
- Set two goals for yourself to meet in creating your read-aloud presentation.
- Create an audio recording of yourself reading your selected book. Your final saved recording should be embedded directly in your PowerPoint document.
- Listen to and evaluate your recording using the Read-Aloud Criteria document. Take notes and include an explanation of the following:
- How well you met your goals for your read-aloud presentation;
- At least two strengths of your read-aloud presentation;
- At least two examples of what could be better/more effective;
- At least two strategies to apply to improve your read-aloud presentations.
Using the PowerPoint Presentation Template, create Part One and Part Two of your presentation consisting of 16 slides, plus the title slide, which is provided for you. As needed, use the Notes section of the slides for additional room to provide the required information about the books and read-aloud presentation that you have evaluated.
- Title Slide: Evaluating Quality Literature and Quality Read-Aloud Experiences for Young Children
- Part One Introduction: Quality Literature for Young Children (1 slide)
- Identify the age group you are addressing;
- Explain three key criteria that you used to select books for your target age group.
- Part One 4 Featured Books (8 slides/2 slides per book)
- For each of the four books you have selected and evaluated:
- Identify the title, author, and genre;
- Briefly summarize the books key characters, events, and/or themes;
- Explain how the book is characteristic of the specific genre;
- Explain why the book is an appropriate choice for your target age group;
- Explain your evaluation of the book based on quality standards, including at least two examples of how the book is free of misinformation and stereotypes identified in Ten Steps to Reviewing Childrens Books;
- Explain how this high-quality book can support positive dispositions toward reading and language learning in young children.
- Part One Summary (1 slide)
- Explain your three top tips for evaluating quality childrens literature for your target age group.
- Part Two Introduction: Quality Read-Aloud Experiences for Young Children (1 slide)
- Identify the book you selected to read aloud;
- Explain three qualities that make the book a good choice to read aloud.
- Part Two: The Read-Aloud Presentation (1 slide)
- Make an audio recording of your read-aloud presentation that will be embedded in this slide;
- Explain two goals that you set for yourself in creating this read-aloud presentation
- Part Two: Evaluation of the Read-Aloud Presentation (2 slides)
- Evaluate your read-aloud presentation to explain:
- How well you met your goals for the read-aloud presentation.
- At least two strengths of the presentation;
- At least two examples of what could be better/more effective about the read-aloud presentation;
- At least two strategies to apply to improve your read-aloud presentations.
- Part Two Summary (1 slide)
- Explain at least three reasons why reading aloud to children can promote positive dispositions toward reading and language learning.
- References (1 slide)
- Cite all resources used in creating Parts One and Two of your PowerPoint Presentation in APA style.
SUBMIT YOUR POWERPOINT PRESENTATION
Learning Activity 1: Identifying Literary Genres for Young Children
Web Resource: Do You Know Your Children’s Book Genres?
Do you know your children’s book genres? (n.d.). https://www.harpercollins.com/blogs/harperkids/childrens-book-genres
Note: Review only the chart on genres in childrens literature provided on this web page.
Time Estimate: 10 min
article: how to choose a good picture book
Shafer, S. (n.d.). How to choose a good picture book. Simply Charlotte Mason. https://simplycharlottemason.com/blog/how-to-choose-a-good-picture-book/
Time Estimate: 15 min
Learning Activity 2: Evaluating Childrens Books for Quality
Article: Ten Steps for Reviewing Childrens Books
Derman-Sparks, L. & Edwards, J. O. (n.d.). Ten steps for reviewing childrens books. A supplementary resource to L. Derman-Sparks & J. O. Edwards (Authors), Anti-bias education for young children and ourselves. ARCQE. https://www.uua.org/files/documents/derman-sparkslouise/1206_233_review_books.pdf
Time Estimate: 30 min
Article: Reading Your Way to a Culturally Responsive Classroom
Wanless, S. B., & Crawford, P. A. (2016, May). Reading your way to a culturally responsive classroom. Young Children, 815.
Time Estimate: 30 min
Learning Activity 3: Choosing Childrens Books for Different Ages
article: How to Choose Read Aloud Books: Babies to Third Graders
Reading Rockets, Walker, R. & Salvadore. M. (n.d.). How to choose read aloud books: Babies to third graders. Reading Rockets. http://www.readingrockets.org/article/how-choose-read-aloud-books-babies-third-graders
Time Estimate: 30 min
Web Resource: Choosing Baby Books and Toddler BOoks
Scholastic Parent Staff. (n.d.). Choosing baby books and toddler books. Scholastic. https://www.scholastic.com/parents/books-and-reading/reading-resources/book-selection-tips/choosing-baby-books-and-toddler-books.html
Time Estimate: 10 min
Articlr: The BOok Matters! Choosing COmplex Narrative Texts To Support Literary Discussion
Hoffman, J. L., Teale, W. H., & Yokota, J. (2015, September). The book matters! Choosing complex narrative texts to support literary discussion. NAEYC. https://www.naeyc.org/resources/pubs/yc/sep2015/book-matters
Note: Review this resource for characteristics of good picture books.
Time Estimate: 30 min
Learning Activity 1: Strategies for Reading Stories Aloud to Children
Web Article: Reading Aloud with Children of All Ages
Koralek, D. (n.d.). Reading aloud with children of all ages. Reading Is Fundamental. https://www.rif.org/sites/default/files/images/2022/06/14/Support_Materials/ReadingAloud.pdf
Time Estimate: 20 min
Article: Helping Young Children to Develop Positive Learning Dispositions
Helping young children to develop positive learning dispositions. (2009). In Aistears Themes. https://ncca.ie/media/3193/dispositions-3-6.pdf
Time Estimate: 10 min
article: Oral Storytelling is Important for reading, writing, and Social Wellbeing
Spencer, T. D. (2023 January 6). Oral storytelling is important for reading, writing, and social wellbeing. Open Access Government. https://doi.org/10.56367/OAG-037-10493-02
Time Estimate: 15 min
article: Advice for Sharing Wordless Picture Books
Cooper, T. (2020 February 6). Advice for sharing wordless picture books. Scottish Book Trust. https://www.scottishbooktrust.com/articles/advice-for-sharing-wordless-picture-books
Time Estimate: 10 min
Making Connections
These video resources offer read-aloud experiences to emulate as you prepare your read-aloud presentation for the Competency Assessment. (Keep in mind that you will be creating an audio recording of your read-aloud presentation.) The video with specific strategies demonstrates how to engage young children in a realistic fiction book about a family doing laundry by using an animated voice and involving children in making predictions about story events. The stories read by actors Rita Moreno, Lily Tomlin, and Allison Janney offer models of how to use your voice to make different characters stand out, how to pause to build suspense, and overall how to create an entertaining read-aloud experience for children.
Video: I Need My Monster Read by Rita Moreno (12:00)
Storyline Online. (2014, January 17). ‘I need my monster’ read by Rita Moreno [Video]. YouTube. https://www.youtube.com/watch?v=QwCxW7Nx4Ec
Video: HEY, THATS MY MONSTER READ BY LILY TOMLIN (12:00)
Storyline Online. (2017, January 25). ‘Hey, thats my monster’ read by Lily Tomlin [Video]. YouTube. https://www.youtube.com/watch?v=Hh-ju18EoG0&t=
Video: Carlas Sandwich read by Allison Janney (11:00)
Storyline Online. (2016, October 5). ‘Carlas sandwich’ read by Allison Janney [Video]. YouTube. https://www.youtube.com/watch?v=M-aceEquCtY&index=8&list=PL04F0FB771098124D
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Individual HW 5 – What is the Meaning?
Individual HW 5 – What is the Meaning?
Instructions: This assignment is regarding measures of central tendency. It is related to your Course PowerPoint Chapter E material. It is not timed but assignment must be submitted by the specified due date.
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EL3004
Overview
As young children mature in the development of their literacy skills, early childhood professionals also adapt their strategies for continuing to support increasing levels of literacy and positive dispositions toward reading and language learning. While it might have been enough to expose younger children to a wide variety of topics, as children progress, recognizing their interests and fine-tuning their exposure to those interests help to build higher levels of reading and writing literacy as well as positive dispositions toward these endeavors.
For this Performance Task, you will develop three handouts (one each for kindergarten, first grade, and second/third grade teachers) with strategies for enhancing emergent literacy and developing positive dispositions toward reading and language learning in K3 children.
Instructions
Before submitting your Assessment, carefully review the rubric. This is the same rubric the assessor will use to evaluate your submission and it provides detailed criteria describing how to achieve or master the Competency. Many students find that understanding the requirements of the Assessment and the rubric criteria help them direct their focus and use their time most productively.
Access the following to complete this Assessment:
Enhancing Literacy Development and Positive Dispositions Toward Reading and Language Learning
Scenario
You are a mentor teacher in a K3 school who is committed to implementing effective strategies to enhance literacy development and positive dispositions toward reading and language learning for children in kindergarten through the primary grades. You lead your schools Early Literacy Committee, which is supporting K3 teachers with the following literacy initiatives:
- Helping kindergarten teachers recognize key signs of emergent literacy and provide independent activities to enhance emergent literacy in kindergartners;
- Creating engaging literacy centers for independent activities for literacy development in first grade classrooms;
- Creating literacy-rich libraries in second and third grade classrooms;
- Promoting positive dispositions toward reading and language learning in K3 children.
In your role as an early literacy mentor and teacher leader, you have created three templates with guidelines for each literacy initiative that K3 teachers can complete for their classrooms. You decide to fill in each template to provide a model that you can discuss with teachers at an upcoming K3 staff meeting. In preparation for the meeting, you will create the three handouts, one each for kindergarten, first grade, and second/third grade teachers.
To complete this Assessment, use the three templates to create the handouts, following the instructions provided.
Learning Activity 1: Recognizing Signs of Emergent Literacy Among Kindergartners
Text: Literacy Development in Early Childhood: Reflective Teaching for Birth to Age Eight
Otto, B. (2015). Literacy development in early childhood: Reflective teaching for birth to age eight. Long Grove, IL: Waveland Press. Chapter 8, Emergent Literacy Among Kindergartners: Signs, Standards, and Assessment (pp. 167187, up to Kindergarten Language Arts Standards)
Time Estimate: 40 min
web resource: Your Child’s Communication: Kindergarten
American Speech-Language-Hearing Association. (n.d.-a). Your child’s communication: Kindergarten. https://www.asha.org/public/speech/development/kindergarten/
Time Estimate: 5 min
Article: Learning to read and Write: What Research Reveals
National Association for the Education of Young Children. (n.d.-a). Early literacy development: Learning to read and write: What research reveals. Reading Rockets. https://www.readingrockets.org/topics/early-literacy-development/articles/learning-read-and-write-what-research-reveals
Note: Read the section on “in Kindergarten.”
Time Estimate: 10 min
Making Connections
The following website features links to handouts for families with information on different signs of readiness for kindergarten-age children, including language development and beginning reading and writing behaviors. Browse these resources to help you prepare to create your kindergarten handout for the Competency Assessment. Also consider how you might share these resources with families of young children.
Web Resource: Getting Ready for Kindergarten Handouts
NCLD Staff Editors. (n.d.). Getting ready for kindergarten handouts. Get Ready to Read! https://kinderwithmscollins.com/wp-content/uploads/2017/07/getting_ready_for_kindergarten_handouts.pdf
Time Estimate: 15 min
Learning Activity 1: Enhancing Literacy Learning and Positive Dispositions Toward Reading and Language Learning in Kindergartners
Text: Literacy Development in Early Childhood: Reflective Teaching for Birth to Age Eight
Otto, B. (2015). Literacy development in early childhood: Reflective teaching for birth to age eight. Long Grove, IL: Waveland Press. Chapter 9, Enhancing Emergent Literacy and Beginning Reading and Writing in Kindergartners (pp. 193225, up to Assessments)
Time Estimate: 60 min
Web Resource: Literacy Development Milestones
The Agenda for Children. (n.d.). Literacy development milestones. Let’s Talk Cambridge. https://letstalkcambridge.org/wp-content/uploads/Literacy-Development-Milestones-new-logo1.pdf
Time Estimate: 15 min
Article: Helping Young Children to Develop positive learning Dispositions (3-6 Years)
National Council for Curriculum and Assessment. (2020). Helping young children to develop positive learning dispositions (3-6 years). Aistear Siolta Practice Guide Tip Sheet. https://ncca.ie/media/3193/dispositions-3-6.pdf
Time Estimate: 15 min
Making Connections
The following resources offer more kindergarten-appropriate activities that enhance reading and language development to consider as you prepare your Competency Assessment handout for kindergarten teachers. Although the kindergarten handout does not require plans for setting up a classroom literacy center, you may want to draw on these resources for setting up a literacy center in your own program.
ARticle: Early LIteracy Development: Goals for First Grade: Early Reading and Writing
National Association for the Education of Young Children (n.d.-b). Goals for first grade: Early reading and writing. Reading Rockets. https://www.readingrockets.org/topics/early-literacy-development/articles/goals-first-grade-early-reading-and-writing
Time Estimate: 10 min
Web Resource: Classroom Management: Literacy centers
Just Read, Florida! (n.d.). Literacy centers. Reading Rockets. https://www.readingrockets.org/article/literacy-centers
Time Estimate: 10 min
Web Resource: HOw to create Smart Literacy Centers That Last All Year
Simpson, L. (n.d.). How to create smart literacy centers that last all year. KindergartenWorks. https://www.kindergartenworks.com/kindergarten-teaching-ideas/smart-literacy-centers/
Time Estimate: 15 min
Learning Activity 1: Enhancing Literacy Learning and Positive Dispositions Toward Reading and Language Learning in First Graders
Text: Literacy Development in Early Childhood: Reflective Teaching for Birth to Age Eight
Otto, B. (2015). Literacy development in early childhood: Reflective teaching for birth to age eight. Long Grove, IL: Waveland Press. Chapter 10, Literacy Instruction in First Grade: Becoming an Independent Reader and Writer (pp. 233265, up to Informal Assessment Strategies)
Time Estimate: 60 min
Article: Early Literacy Development: Learning to read and Write: What Research Reveals
National Association for the Education of Young Children. (n.d.). Early literacy development: Learning to read and write: What research reveals. Reading Rockets. http://www.readingrockets.org/article/learning-read-and-write-what-research-reveals
Time Estimate: 10 min
Making Connections
Helping children develop positive dispositions toward reading and language learning requires that teachers understand the nature of dispositions and how they develop. Review this resource with first graders in mind. Take notes on information and ideas to include in your handout for first grade teachers that will help you explain how classroom literacy centers can promote positive dispositions toward reading and language learning for your Competency Assessment.
Web Article: Helping Young Children to Develop Positive Learning Dispositions
National Council for Curriculum and Assessment. (n.d.). Helping young children to develop
positive learning dispositions: Tip Sheet (3-6 years). AistearSiolta Practice Guide. https://ncca.ie/media/3193/dispositions-3-6.pdf
Time Estimate: 15 min
Making Connections
The following resources offer specific guidance and activities for creating first grade classroom literacy centers, which will assist you in completing your Competency Assessment handout. Pay particular attention to benefits and characteristics of effective literacy centers for first graders, to include on the handout. Take notes on suggested activities, to help you choose at least three to describe on the handout, including how each activity supports one or more areas of literacy development for first graders and promotes positive dispositions toward reading and language learning in first graders.
Article: How to Launch Literacy Centers and Manage Them All Year
Kamp, L. (2023). How to launch literacy centers and manage them all year. Around the Kampfire. https://aroundthekampfire.com/10-tips-for-launching-managing-literacy-centers-in-the-classroom/
Time Estimate: 20 min
Learning Activity 1: Enhancing Literacy Learning and Positive Dispositions Toward Reading and Language Learning in Second and Third Graders
Text: Literacy Development in Early Childhood: Reflective Teaching for Birth to Age Eight
Otto, B. (2015). Literacy development in early childhood: Reflective teaching for birth to age eight. Long Grove, IL: Waveland Press. Chapter 11, Literacy Instruction in Second and Third Grade: Transitioning to Fluent Reading and Writing (pp. 272309)
Time Estimate: 60 min
Web Resource: The Guide to 2nd Grade: Reading and Writing
Scholastic Parents Staff. (2020a). The guide to 2nd grade: Reading and writing. Scholastic. https://www.scholastic.com/parents/school-success/school-success-guides/guide-to-2nd-grade.html
Time Estimate: 20 min
Web Resource: THe Guide to 3rd Grade: Reading and Writing
Scholastic Parents Staff. (2020b). The guide to 3rd grade: Reading and writing. Scholastic. https://www.scholastic.com/parents/school-success/school-success-guides/guide-to-3rd-grade.html
Time Estimate: 20 min
Web Resource: Your Child’s Communication: Second Grade
American Speech-Language-Hearing Association. (n.d.-b). Your child’s communication: Second grade. https://www.asha.org/public/speech/development/secondgrade/
Time Estimate: 10 min
Web Resource: Your Child’s Communication: THird Grade
American Speech-Language-Hearing Association. (n.d.-c). Your child’s communication: Third grade. https://www.asha.org/public/speech/development/thirdgrade/
Time Estimate: 10 min
Web Resource: Literacy-Rich Environments
The Access Center. (2007). Literacy-rich environments. https://www.readingrockets.org/topics/classroom-management/articles/literacy-rich-environments
Time Estimate: 15 min
Making Connections
The following resource on how teachers influence positive dispositions toward literacy learning in children is essential reading for all early childhood professionals. You may be familiar with this resource, or may want to review it again with second and third graders in mind.
Web Article: Helping Young Children to Develop Positive Learning Dispositions
National Council for Curriculum and Assessment. (n.d.). Helping young children to develop
positive learning dispositions: Tip Sheet (3-6 years). AistearSiolta Practice Guide. https://ncca.ie/media/3193/dispositions-3-6.pdf
Time Estimate: 15 min
Making Connections
The resource below offer specific guidance for creating classroom libraries. As you review the online resource, pay particular attention to ideas for types of materials to include for organizing a classroom library to promote childrens independent use, and for involving children in setting up and managing the library. You will need to provide suggestions for each of these set-up tasks in your handout for second/third grade teachers as part of the Competency Assessment.
Article: Creating A classroom LIbrary
Gregory, M. (2008). Creating a classroom library. Reading Rockets. http://www.readingrockets.org/article/creating-classroom-library
Time Estimate: 10 min
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Responsive Education
i sent the assignment in a pdf and i need it reworded and edited because it came up 37% plagiarized in turn it in.
Attached Files (PDF/DOCX): Module 2 redo db 670.pdf
Note: Content extraction from these files is restricted, please review them manually.
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Bi & Multivariate Mapping
- Step 1: skim through all the readings to identify the key idea discussed.
- Step 2: Pick ONE of the assigned readings listed below that suits your interest and write a reflection paper, in the specific format.
Task 1: Reflection Paper on Assigned Reading
Select one assigned reading for each topic and write a reflection paper (10001500 words) that
includes the following components:
1. Description of the Selected Article
o Do not summarize the article. Instead, focus on:
The Geovisualization technique(s) discussed.
The purpose of the Geovisualization in the context of the article.
The challenges of creating the Geovisualization, as highlighted by the
authors.
2. Critique of the Geovisualization
o Evaluate the strengths and weaknesses of the Geovisualization based on concepts
covered in lectures.
o Avoid personal opinions or reflections not grounded in course material.
o Provide specific, actionable suggestions for improving the Geovisualization, if
applicable.
3. Comparison with Other Readings
o Compare and contrast the Geovisualization technique in your selected article with
those in other assigned readings for the same topic.
o Highlight similarities, differences, and unique aspects of the approaches.
4. Connection to Prior Knowledge or Experience
o Link the Geovisualization to your prior knowledge or personal/professional
experiences by addressing:
How the Geovisualization connects to concepts learned in this course or
others.
How it enhances your understanding of the phenomena being visualized.
Your thoughts on the interactivity and innovativeness of the
Geovisualization, supported by specific examples.
Task 2 Task 2: Brief Note on an Additional Article
Search for one additional article or paper from the web related to the topic that inspires
you to apply similar Geovisualization techniques in your own project.
Write a brief note (maximum 500 words) discussing:
o The key idea or Geovisualization technique presented in the article.
o How this technique motivates or informs your approach to your project.
Include a clear citation of the article (following APA style) and its web link in a separate
section at the end of your reflection paper.
Formatting Requirements
Length: The combined reflection paper (Task 1 + Task 2) should be 12002000 words
Separate Section for Task 2: Clearly label and separate the brief note on the additional
article, including its citation and web link at the end.
Citation Style: Follow APA citation guidelines for all references
chosen reading is attached
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Bi & Multivariate Mapping
- Step 1: skim through all the readings to identify the key idea discussed.
- Step 2: Pick ONE of the assigned readings listed below that suits your interest and write a reflection paper, in the specific format.
Task 1: Reflection Paper on Assigned Reading
Select one assigned reading for each topic and write a reflection paper (10001500 words) that
includes the following components:
1. Description of the Selected Article
o Do not summarize the article. Instead, focus on:
The Geovisualization technique(s) discussed.
The purpose of the Geovisualization in the context of the article.
The challenges of creating the Geovisualization, as highlighted by the
authors.
2. Critique of the Geovisualization
o Evaluate the strengths and weaknesses of the Geovisualization based on concepts
covered in lectures.
o Avoid personal opinions or reflections not grounded in course material.
o Provide specific, actionable suggestions for improving the Geovisualization, if
applicable.
3. Comparison with Other Readings
o Compare and contrast the Geovisualization technique in your selected article with
those in other assigned readings for the same topic.
o Highlight similarities, differences, and unique aspects of the approaches.
4. Connection to Prior Knowledge or Experience
o Link the Geovisualization to your prior knowledge or personal/professional
experiences by addressing:
How the Geovisualization connects to concepts learned in this course or
others.
How it enhances your understanding of the phenomena being visualized.
Your thoughts on the interactivity and innovativeness of the
Geovisualization, supported by specific examples.
Task 2 Task 2: Brief Note on an Additional Article
Search for one additional article or paper from the web related to the topic that inspires
you to apply similar Geovisualization techniques in your own project.
Write a brief note (maximum 500 words) discussing:
o The key idea or Geovisualization technique presented in the article.
o How this technique motivates or informs your approach to your project.
Include a clear citation of the article (following APA style) and its web link in a separate
section at the end of your reflection paper.
Formatting Requirements
Length: The combined reflection paper (Task 1 + Task 2) should be 12002000 words
Separate Section for Task 2: Clearly label and separate the brief note on the additional
article, including its citation and web link at the end.
Citation Style: Follow APA citation guidelines for all references
chosen reading is attached