INSTRUCTION:
The Book Project consists of 3 component: (1) a book; (2) analysis and reflection; (3) presentation
The
MidTerm Project will be the creation of a Children Book of at least 10 pages. It should tell a story (fiction or nonfiction) that is both engaging to the student as a listener and exciting through its visual presentation. Creativity is a vital part of this assignment It can be in a letter size or smaller, and it can be bound in various ways. The book should support a particular skill or outcome and reflect incorporation of some of the various concepts and skills addressed during this course. The book should be purposeful as well as entertaining.
Midterm
The midterm consists of two components- (1) a book and (2) a rational with reflection.
Component 3 is a video presentation of the book that is due to HW # 12 and will be graded separately. Do not submit the video to HW 6. It is due to HW # 12.
Component 1: Will be the creation of a Children’s Book of at least 10 pages. It should tell a story and be both engaging to the student as a listener and exciting as a visual presentation. Creativity is a vital part of this assignment. The book should support a particular skill or learning outcome (Outcomes: 1-5, 9, 11-13). Please note that for HW 6 – midterm, you have an option either to create an electronic version of the book, or a physical version and then scan and upload to HW 6 assignment. You should use illustrations with the accompanying print on every page.
Grading: This item will be graded holistically based on:
· Ability to focus on a skill, topic or competency relevant to the Early Childhood curriculum and/or the preschool NGLS
· Use of vocabulary, language and/or concepts that extend student knowledge
· Visual appeal (eye to buy appeal) & Creativity
· Demonstration of embedded course knowledge in the final product (book)
· Presentation of book on video that will be graded separately (
HW # 12). Not NOT Submit the video to HW 6.
Component 2
: Children Book Rationale (min 3 pages double spaced Times New Roman)
Based on the course readings discuss in your paper:
· The age and group this book was intended for and why
· The elements that went into creating this book based on what you now know about early literacy (i.e. repetition, multiple perspectives etc.).
· What was your focus (i.e., skill, topic or competency relevant to the Early Childhood curriculum and/or the preschool NGLS)
· What standard your book meets and why
· Why you choose the vocabulary, language and/or concepts that extend student knowledge
· How would you use this book in your classroom
Support your discussion with research (3 references should be used at minimum). You should follow an essay format.
Be sure to use APA formatting in your paper.
This paper/a commentary must include the following sections:
1. Title page.
2. Rationale.
3. The book itself (for the purpose of the paper, you can include the book in an MS word format on a regular letter-size format or use google slides if it is more convenient)
4. Conclusion – Based on this analysis and comments, you should make suggestions for the improvement of the project and recommendations for future classroom practices
5. There are three (3) minimum references requirements for the paper.
6. Appendices (if applicable) – Any additional materials, etc.
Successful teachers do the following:
· develop and apply knowledge of varied learner needs
· consider research and theory about how learners with varied needs are best supported to learn
· develop learner knowledge and skills using individual education plan goals, common core and other learning standards, and ongoing assessment to select instructional objectives
· provide individualized instruction and instructional and performance adaptations and accommodations that further learning
· attend to generalization and maintenance of newly learned knowledge and skills
· reflect on and analyze evidence of the effects of instruction and other supports on individual learning, and use this information to inform future selection of instructional content and methods of instruction
· support student efforts of self-assessment and independent learning
Mechanics
· The Children’s Book – Part 2 must be type-written and double-spaced, with the commentary of at least 3 pages total not including the title page and the reference page. American Psychological Association (APA) format must be followed for references and citations. At least three references are required. Please refer to the Publication Manual of the American Psychological Association (latest edition) printed by the APA. You can also refer to the APA Sheets in Module 1, 6, and 11.
· Remember that there is a minimum three (3) references requirement for the paper. These references (books, articles, etc.) should be published within the last five years. For grading the research paper, please refer to the rubrics.
· Your references in the paper should match the references on the Reference Page. If you have a source on the reference page that is not in the paper, this is an error.
· Please make sure that you follow the current version of the APA format. Your final paper should be double-spaced, printed in 12 font, using Times New Roman. Please do not leave an extra space between paragraphs.
· Your Reference page is the last page. Put the word
References
on top and in the middle of the page. Do not underline or boldface it. It should also be double-spaced.
· Do not enumerate your sources; rather arrange them in an alphabetical order. The first line is a regular line at the margin, the second and the rest are indented – a hanging indent. The next source, the same pattern.
· The title of the book is italicized, not underlined.
· The title of the journal is italicized, not underlined.
· Everything (the paper and the reference page) is double-spaced.
When working on your paper, please pay attention to the structure of your paper and to the use of the APA style, especially when you work with references. It is very important to follow this requirement in order to get the highest grade.
While working on this assignment, please refer to Rubrics for project in the syllabus.
Technical Requirements for the paper:
1. Papers must be typed on one side of standard-sized 8 x11 paper.
2. Title pages must include these elements: college; course title; section and instructor
3. Assignment title; author and date due
4. The typeface (font) should be a standard 12 Times New Roman .
5. Double-spaced with 1 inch margins on all sides.
6. All pages are to be numbered consecutively, beginning with the title page.
7. Keep a copy of your paper.
8. Plagiarism and/or cheating will result in immediate failure of this course.
9. All assignments including field experiences must be submitted by the due date. Late papers will result in grade reduction.
WHY DO I NEED TO SITE SOURCES?
First, sources add authority to your position; therefore, it becomes more convincing to your audience of readers.
Second, your readers may be interested in the subject matter and want to explore it further.
Third, you must give credit for the hard work that other people have done.
Component 3: Video Presentation of the Book _ Due in Module 12 Assignment.
Children Book (Big Book is allowed but is not required for the presentation of the book in HW # 12).
There will be two parts in this presentation (the sequence is irrelevant: you can first introduce the book and then do the reading or the other way around):
1. You should have a physical book available for the presentation. It can be in a letter size or smaller, and it can be bound in various ways.
You should record yourself reading the book to a “classroom”. However, there should not be students in the classroom and your make-believe classroom will be the camera.
2. Based on the course readings discuss in your video presentation:
· The age and group this book was intended for and why
· The elements that went into creating this book based on what you now know about early literacy (i.e. repetition, multiple perspectives etc.).
· What was your focus (i.e., skill, topic or competency relevant to the Early Childhood curriculum and/or the preschool NGLS)
· What standard your book meets and why
· Why you choose the vocabulary, language and/or concepts that extend student knowledge
· How would you use this book in your classroom
Check Module 12 for Directions.
Sample Reference Page(1)
Download Sample Reference Page(1)
APA_7_Research_Paper_with_Appendix_Template x
Download APA_7_Research_Paper_with_Appendix_Template x
whats-new-7e-guide
Download whats-new-7e-guide
reference-guide
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professional-annotated
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Children’s Book Rubric with Evaluation and Reflection
| Children’s Book Rubric with Evaluation and Reflection | |||||||
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Criteria |
Ratings |
Pts |
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This criterion is linked to a Learning OutcomeAppropriateness of Text & Illustrations (included in commentary) The text is at least 10 pages and creates a story of set of information appropriate and relevant for preschool children. |
4 pts |
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This criterion is linked to a Learning OutcomeVisual Presentation The book has appropriate illustrations that are appealing and engaging. Artwork, print, layout, etc. is neat, attractive and supportive of the written portion. |
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This criterion is linked to a Learning OutcomeDemonstration of Course Content (included in commentary) The book created is a culmination of the 657 course content addressed throughout the term. Work reflects an understanding of the skills, competences and concepts through synthesis and application within the completed product. |
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This criterion is linked to a Learning OutcomeCreativity The BIG BOOK created shows imagination, originality, creatively and/or appeal for young children. The finished product provides opportunity for self to text or text to world connections. There is opportunity for student interaction with the text. |
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This criterion is linked to a Learning OutcomeGrammar and Mechanics The Children Book show a model of language for students. The finished product should have reflect appropriate grammar and structure such as correct use of initial caps at the beginning of sentences, correct end punctuation in sentences, correct punctuation when writing dialogue, correct punctuation in the title, etc. |
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Total Points: 20 |
EXAMPLE!!!!!!!!!!
YOU CAN USE SAME RESOURCES OR YOU CAN USE ONOTHER!
PLEASE DO THE SAME IDEA “MY LOVELY TOYS” BUT WITHOUT PLAGIARISM!!!
PLEASE WRITE ON MY BEHALF!
I created the book that calls “My lovely toys.” This book was made for students ages four through six years old. This story teaches students a lesson about the importance of putting the toys in place after the play. The teachers and parents can read this book for kindergarten students. The idea of this book came to me after I thought about my childhood. I remember how hard my mother was trying to teach me to clean after my plays and not leave my toys around the house. I remember that it was hard for me to understand it, I just cried, and my mother did not know what to do with it. When I grew up, I understand that reading books that have a good learning outcome can be very helpful for caregivers. Then, I wrote the book “My lovely toys.”
The book is about a small girl named Julie that likes to play with her toys. Julie enjoyed playing with the dolls, ride a bicycle, play with the ball, cook in the kitchen, and play with many other toys that she had. Every time Julie used any of her toys, she left it at the place of play and did not put it away. One day, when grandma visited the family, she saw how Julie is not caring about the toys that she plays with. Grandma told her that it is important to put the toys in their place before going to bed. She said that the toys will be very sad and will cry when they are not cared for. Julie did not believe that it is true and did not make any changes to her behavior. During the night, the toys left the house. When Julie woke up, she wanted to play with her toys, but she found that they have gone. She started missing them and remembered the story that she heard from her grandma. Julie starts cleaning her room and spend for it the whole day. At the end of the day, she wished that her toys came back, and she promised that she will always take care of her toys and never leave them all over the house. That day, Julie learned an important lesson in her life. The toys came back in the morning, and Julie was the happiest girl; she hugged her teddy bear and welcomed the toys back.
Messy children’s room is one of the eternal parenting themes. Each family finds its own way to teach the child to put their things in place. The child needs to know how to clean up toys. The book is an interesting way to explain to the child the importance of cleaning toys engagingly. “My lovely toys” book will teach children to be more responsible for the things they use for play. It will also teach children to be more independent. Many parents need to teach their children to keep their rooms clean and place their toys where they belong. They should not expect it to grow up by itself. This is a rule that a child learns, a habit that we must help him/her to learn. My book appears to be a great introduction to teaching the children about the importance of clean up their toys.
My book covers the English Language Arts Standards for Kindergartens from
CCSS.ELA-Literacy.RL.K.1
to
CCSS.ELA-Literacy.RL.K.10
. The standards include the prompting and support of key ideas and details of the text, craft and structure, integration of knowledge and ideas, range of reading and level of text complexity.
I carefully reviewed the kindergarten literacy standards before I began to write the book. I wanted to ensure that my book will cover an important topic as well as correspond with standards. During the reading, teachers or parents can ask questions about the story and its details. Also, the book has many illustrations so that children can describe the relationships between them and the text. The students will be able to identify the characters, setting, and events of the story. I focused on creating a book that will be interesting and teaching for children based on professional standards and competencies for early childhood educators. My book based on the standard of “multidimensional knowledge to make evidence-based decisions about how to carry out their responsibilities – Communicating their belief in children’s ability to learn through play, spontaneous activities, and guided investigations, helping all children understand and make meaning from their experiences” (National Association for the Education of Young Children, n.d.).
“Vocabulary development focuses on helping students learn the meaning of new words and concepts in various contexts and across all academic content areas. Teaching students to develop vocabulary means providing explicit instruction on important words from the text and teaching students strategies to help them learn word meanings independently” (Council for Learning Disabilities, 2013). The vocabulary that I used in my book is activating and building background knowledge. The students are able to connect the text to the illustration in the book. It is extremely important to add the words to the text that would not be familiar to the students so that students are not limited to vocabulary knowledge. The words such as upset, folded, issue, promise, and etc. can be new to the students. The illustration and the teachers (parents) instructions will provide a better comprehension for students. “It is critical for both oral and written vocabulary development to increase as students get older to enable them to comprehend increasingly more complex grade-level text” (Council for Learning Disabilities, 2013).
I would extend students learning by discussions and questions before, during, and after reading. Before the reading, I will motivate the students by raising the question such as “What are your favorite toy that you like to play with?” This way, I will connect the book to the student’s life. Then, I will introduce the book to the students and ask what they think the book is going to tell us. I will ask students to describe the cover page illustrations. During the reading, I will ask questions that will keep the students on track and focus their attention on the main idea of the story. I will ask questions such as, “What did Julie play with?” “How did she took care of her toys?” “Do you think that Julie did right by leaving the toys everywhere?” Also, I will ask students to raise the questions themselves to check their comprehension and understanding of the text. I will pay the student’s attention to the important parts of the story. At the end of the reading, I will question students to recall the story or tell the parts that seemed important to them. I would discuss with the students their opinion regarding the story, what they have learned, and how they will apply the idea of the text in their lives. To support the students and enhance their knowledge, I will ask students to paint themselves with their favorite toys. It will force student’s thinking about the idea of the book that they should always take care of their toys.
“Children’s Literature is extremely vital as it provides the child with the chance of responding to literature and developing personal opinions” (The Importance Of Children’s Literature – 1695 Words | Ipl.Org, 2014). Moreover, the books are encouraging students to deeper thoughts and emotional intelligence and imagination.
The book “My lovely toys” is a great option for read-aloud time.
“Children enjoy listening to a story being read, but you can enhance their listening skills by asking them to listen for something specific” (Beaty & Pratt, 2015). For instance, by using my book, children can listen to why put their toys on the place is important. Moreover, the teacher can retell the story without using the actual book. This way, teachers/parents can stimulate children’s imagination and expand their understanding of the world. “Children often ask to have the same story read to them over and over. Oral story-telling traditions with children are based on the idea that repetition is valuable” (Trivette et al., 2012). To add the rhythm and some mysterious charm in my book, I used the repetition technique.
Reading to children has a lot of benefits. Therefore, I wanted to make my book as beneficial as possible. I design my book that way that it will improve student’s creativity and imagination while listening to a book and view its illustrations. Children will increase their concentration and discipline since they can relate the story to themselves and their life experiences. Also, by reading this book, children will improve their cognitive development since it emerges their ability to think about the story and understand its meaning and purpose.
On a final note, my main goal of creating this book was to teach children an important lesson through an engaging story. I wanted to create a book that will gain a student’s attention. I believe that every single book that we read to our children should have a topic that children can think about and discuss with their teachers, caregivers, and friends. The whole time creating this story, I was thinking about the quote that inspired me to write this story: “A person who had never listed to nor read a tale or myth or parable or story, would remain ignorant of his own emotional and spiritual heights and depths, would not know quite fully what it is to be human” (The National Children’s Book and Literacy Alliance, 2015).
The book:
Please double click on the picture below. Then, scroll down to view the full Book.
Conclusion
In conclusion, this project was unique and exciting to do. In the begging, I thought that it should be an easy project. However, when I start thinking about the story, I understood that it would be a hard but fascinating assignment. I gained much more information from this type of project rather than just writing a research paper. I thought about myself as a child and asked what I would want to read and what I should learn from this book. I am grateful for the given experience. I could not find anything that could improve this project in future classroom practices. I think that it is an effective assignment that can teach students a lot about early childhood literacy.
References
Beaty, J. J., & Pratt, L. (2015).
Early literacy in preschool and kindergarten : a multicultural perspective. Pearson.
Common Core State Standards Initiative. (2019).
English Language Arts Standards » Reading: Literature » Kindergarten| Common Core State Standards Initiative. Corestandards.Org.
http://www.corestandards.org/ELA-Literacy/RL/K/
Council for Learning Disabilities. (2013).
Vocabulary Knowledge | Reading Comprehension |
Council for Learning Disabilities. Council-for-Learning-Disabilities.Org.
National Association for the Education of Young Children. (n.d.).
A Position Statement Held on
Behalf of the Early Childhood Education Profession Professional Standards and Competencies for Early Childhood Educators.
https://www.naeyc.org/sites/default/files/globally-shared/downloads/PDFs/resources/positionstatements/professional_standards_and_competencies_for_early_childhood_educators
The Importance Of Children’s Literature – 1695 Words | ipl.org. (2014). Ipl.Org.
https://www.ipl.org/essay/The-Importance-Of-Childrens-Literature-FK6LJ5H4ACPR
The National Children’s Book and Literacy Alliance. (2015).
Why Do Kids Need Books? – The National Children’s Book and Literacy Alliance. The National Children’s Book and Literacy Alliance.
Trivette, C., Simkus, A., Dunst, C., & Hamby, D. (2012). reviews Center for Early Literacy Learning Repeated Book Reading and Preschoolers’ Early Literacy Development.
Center for Early Literacy Learning,
5(5).
http://www.earlyliteracylearning.org/cellreviews/cellreviews_v5_n5
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My Lovely Toys
THE END !
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Parts of the book
By Anastasiya Nesterchuk
EDSN 657 – Fall 2020
My Classroom:
Grade Level: Kindergarten
Number of Students: 12
One of my students has been diagnosed with ADHD and has an IEP. The student’s name is John. He is a very friendly boy who enjoys reading. John is hyperactive and can lose his attention in seconds because of any distraction. He is also experiencing difficulty with self-control and gaining attention from people.
The major accommodations/modifications I am going to provide to John as follows:
Increase the space between the desks to avoid distractions between the students.
Set the seat closer to the teacher to keep the student encouraged and concentrated on the task.
Keep the student’s desk out of the windows and doors to avoid distractions.
Provide a few minutes of break during the lesson as needed.
Provide individual support or instructions if needed.
Use visual support in the activities.
Allow extra time to complete the assignment as needed.
Use positive reinforcement.
Students with Special Needs or IEPs:
English Learners:
A few students from my classroom are English Learners. One student came from Belarus and two from Ukraine. The students are from bilingual families; the parts speak at least two languages. The families have spoken their native language with their children from birth, and children start learning English in the daycare, which was Russian speaking. The children are learning through visual support and trying their best with English. They can speak but have difficulties in spelling and pronouncing the words. They are increasing their vocabulary every single day with the help of the teachers and their parents. This small group of students likes to interact with each other since they can speak in their native languages.
The major accommodations/modifications I am going to provide to John as follows:
Pair the students with English speaking students (it will help give a great practice in English)
Pair the student with native Speaking students (in some activities, when understanding the partner is crucial)
Provide labels for the book parts in two languages (English and home language).
Allow students to refer to the whiteboard examples for support.
Encourage students to review the bulletin board of the English words while they work on the assignments.
Provide visual instructions and model the directions.
Speak slowly throughout the lesson.
In this lesson, kindergarten students will learn how to identify the seven parts of the book: author, illustrator, title, backside, front side, picture, and pages.
Objective: By the end of the lesson, the students would identify the seven parts of the books.
State Standard(s) Addressed:
K.ELAL.5. [KR.1] Develops and answers questions about a text
K.ELAL.6. [KR.2] Retells stories or shares key details from a text
K.ELAL.7. [KR.3] Identifies characters, settings, major events in a story, or pieces of information in a text
K.ELAL.9. [KR.5] Identifies literary and informational texts
K.ELAL.10. [KR.6] Names the author and illustrator and defines the role of each in presenting the ideas in a text
Link:
http://www.p12.nysed.gov/earlylearning/documents/new-york-state-kindergarten-learning-standards
Beginning the Lesson/Introduction
I will begin the lesson by asking students to find different objects all over the room, such as pencils, books, paper, crayons, toys, etc. Then, I will explain to the students that everything has its own name, and today we will learn about the book and its parts. I will encourage students to share what they already know about the books.
I expect the students to know how to identify fiction and non-fiction books for this lesson.
Introducing New Content/Skills
I will demonstrate to the students the illustrations of the book on the whiteboard and discuss the parts of the book. Then, I am going to review with the students two books:
Non-Fiction Book: “True or False: Baby Animals” by Melvin and Gilda Berger
Fiction book: “Clifford Teacher’s Pets” by Norman Bridwell.
I will encourage the students to identify the type of the book, and then together, we will identify the book’s parts.
Example:
Show the front page and ask, “What could you say by looking at this page? Can we see here the name of the author or illustrator?”
The use of flash-cards will help students identify the book and book parts.
After exploring the books during the introduction, I will ask students to choose one card to demonstrate whether it’s a fiction or non-fiction book.
This will help me to check the student’s prior knowledge and recognize struggling students.
While we are exploring the books and learning the parts of the books, I will ask the students to choose the card representing their answer for each book part (one at a time.)
This will help me distinguish the students who need additional instructions and time to learn new material.
Independent Practice
Using the sticky notes and a book, the students will label the seven parts of the book.
The teacher will observe the students and provide verbal feedback on the student’s work. For every correct answer, the students will receive a sticky star to reward good work.
During this assignment, the teacher will identify struggling students and provide individual support by using scaffolding.
Formative Assessment:
I will observe the students during the activity where they are required to label the parts of the book.
I will assess the student’s understanding by checking the sticky notes’ correct placement on the given books.
If the sticky notes are placed unclear or in the incorrect place, I will discuss with the student why he/she put it there and explain their answers.
To provide enrichment for students who achieved the lesson goal, I will ask if they can develop other items to labels such as characters or spine.
Examples: Fiction and Non-Fiction Books
Closing the Lesson
Students will work in pairs to share different parts of the book and why this part is important.
I will ask students to choose any book they like and then get into pairs with their classmates.
I will ask the students to name different parts of the book to their peers.
For example, “This is the____(title), We use it to ______(tell what the book is about).
Summative Assessment:
The students will be given the worksheet “Parts of a Book” and the instructions on how to complete this assignment.
I expect the students to identify seven parts of the book.
For visual support and spelling, the students will use the words chart at the bottom of the worksheet.
The students will then be given the smiley faces cards to identify how they feel about understanding the book parts.
The students will complete the “Parts of a Book” Worksheet.
The students will use emotions cards for self-assessment.
For this lesson, I am using the scaffolding theory, which is the synonym to the Zone of Proximal developments theory of Lev Vygotsky. I believe that this theory works well when working with special needs students and English Learners. I will scaffold the students to the independent work by using individual instructions, asking questions, visual support, examples, feedback, modeling, and positive reinforcement.
“One of the main benefits of scaffolded instruction is that it provides for a supportive learning environment. In a scaffolded learning environment, students are free to ask questions, provide feedback and support their peers in learning new material. When you incorporate scaffolding in the classroom, you become more of a mentor and facilitator of knowledge rather than the dominant content expert” (NIU, n.d.).
References
NIU. (n.d.). Instructional Scaffolding to Improve Learning – NIU – Center for Innovative Teaching and Learning. Northern Illinois University. https://www.niu.edu/citl/resources/guides/instructional-guide/instructional-scaffolding-to-improve-learning.shtml
The end. Thank you!
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