Title of Module: Using Children’s Literature for Grammar, Reading, and Literacy in Early Childhood Education Author: Gwen K. Prist- Amundsen Prairie State College Chicago Heights, IL Module used for inspiration: “Using Children’s Literature for Grammar, Reading, Listening and Pronunciation,” by Elia Lopez of Truman College. Rationale for Adaptation: One exciting reason for scripting this proposal is based on the innovative practice of the module, “Using Children’s Literature for Grammar, Reading, Listening and Pronunciation,” by Elia Lopez of Truman College. Most importantly, this proposal highlights the reality that in multiracial and biracial classrooms, developmentally appropriate practices become a means for literacy growth for children at all ages and ability levels. Course: Methods Course/Language Arts for Children Grade level: This is a college level course, but the lesson suggestions embedded in this module are for use in grades K-3. Description of Module: This module utilizes technology that encourages the development of language in early childhood settings through integrated experiences and activities. Theory- based practice will include emergent reading and writing, phonology, grammar, vocabulary development and the appreciation of literature. Transferability to Other Courses: Other Early Childhood Courses (ECED) Faculty Technology Skill Needed: It is recommended that the instructor have a moderate level of technological skills. Having a working knowledge of Adobe Photo Shop 6.0, Sound Forge, and Power Point will help. It has been found to be beneficial to have mastered taking an online course prior to teaching online. Student Technology Skill Needed: Minimal to none. The student should be computer friendly. Early childhood student will work one to one with the teacher, teacher’s assistant and/or parent helper. Faculty Equipment Needed: Current technology computer with Internet access. Microsoft Office installed Scanner Adobe Photo Shop Sound Forge CD-ROM burner Computer linked to LCD projector. Student Equipment Needed: Designated Computer Area in classroom Computer lab access Current technology computers with Internet access Microsoft Office installed Adobe Photo Shop CD-ROM reader Cost Involved: Varies depending on wholesale/school discount prices for hardware and software, approximately $1200-$1500. Improvement on Teaching and Learning: With the use of technology, the availability of children’s literature is cost- effective and efficient. The dynamic use of sound when reproducing the literature enhances the student’s listening and vocabulary skills. Non-technology Comparison: None. The use of technology is more cost-effective due to the fact that multi- media can be quite costly when integrating literacy instruction in classroom activities. Issues To Be Aware Of: Copyright regulations must be adhered to. How To Use In The Classroom: See attached explanation for a detailed description of how to reproduce or recreate a book in addition to how to create an original book and then burn the product onto a CD to be enjoyed by everyone in the class. Educational and/or Technology Standards Addressed: See K-3 standards matrix http://communities.msn.com/t3ers K-3 Standards Matrix K-3 group has also created a Standards Community with links to more resources for K-3 educators. Check out their Online Community at: http://communities.msn.com/t3ers Links to Resources to support implementation can be found at: http://communities.msn.com/t3ers/links.msnw CONTENT PERFORMANCE K-3 BENCHMARKS K 1 2 3 K 1 2 3 STANDARDS STANDARDS 1) Basic Operations and Concepts Students demonstrate a sound understanding of the nature and operation of technology systems. Use input devices for 1) The student computers such as demonstrates to the the mouse, keyboard, instructor that he or and microphone and she is able to perform various information basic processes that I P M M I I P M storage devices such include creating, as disk drives. storing, editing text information and graphical information on a computer. Use a variety of 2) The student media and technology demonstrates resources for directed competency in and independent accessing information learning activities and from CD-ROMs the creations of another storage and I P M M I P P M products. from the Internet as appropriate media, from software programs, for the student's developmental level. Communicate 3) The student appropriate consistently utilizes terminology for the proper terminology technology tools and I P M M for various hardware I P M M concepts. and software program functions when using computers in class. Demonstrate proper 4) The student care procedures for regularly shows hardware and responsible behavior software devices. for the care of I P P P I P P M computers and of information stored in computers in the classroom. 2) Social, Ethical, and Human Issues Students understand the ethical, cultural, and societal issues related to technology. Students practice responsible use of technology systems, information, and software. Work as a 1) The student contributing member contributes work as a of a team (which can member of a team in include peers and I P creating a product of a I P others) when using learning activity that technology in the utilizes computer classroom. technology. Describe and 2) The student gives personally the characteristics of a demonstrate positive responsible citizen social and ethical and some basic rules behaviors when using for personal safety technology or as a I P P M when using the I P M M means of Internet (such as communication or never giving out one's creating a product or name, address, or service. phone number to strangers on the net). Give reasons for 3) The student makes exercising the analogy between appropriate caution stealing and software when using the piracy or license I P P M I P P M Internet. violation and states reasons why intellectual property needs to be protected. Describe and demonstrate the ability to practice responsible use of technology systems and software. Identify the ways in which concepts of personal property apply to technology. 3) Technology As a Tool for Productivity Students use technology tools to enhance learning, increase productivity, and promote creativity. Students use productivity tools to collaborate in constructing technological-enhanced models, preparing publications, and producing other creative works. Create appropriate 1) The student uses multi-media products developmentally and presentations appropriate software appropriate to own programs to create developmental level. I/P P P P stories, reports, or I I P M essays that combine any combination of text, pictures, sounds, and video. Know features and 2) The student uses of current and progresses emerging technology. satisfactorily through software programs that are designed to strengthen basic skills I/P P P P and critical thinking I P P P skills that are focused on the various content areas (such as programs relating to math, reading, science, music, etc.). Use similar technology resources (e.g., puzzles, logical thinking programs, writing tools, digital cameras, drawing I I/P P P tools) for problem solving, communication, and illustration of thoughts, ideas, and stories. 4) Technology As a Tool for Communications Students use technology to communicate, to collaborate, publish, and interact with peers, experts, and other audiences. Students use a variety of media and formats to communicate information and ideas effectively to multiple audiences. Access, process, 1) The student uses organize, and electronic means of communicate communication to information using the connect with and do appropriate interactive messaging technology with another student communication tools outside of the to gather information classroom. and to communicate I I/P P P I P P M with others (e.g., Using e-mail, the Internet, video, telephone, word- processor, or paper- and-pencil to create a class poster on a selected theme). Describe various 2) The student states technology tools and where to find online their functions in sources of experts communication. (live or automated) I P P P I P P M that can help them in creating products of learning activity in the classroom 5) Technology As a Tool for Research Students use technology to locate, evaluate, and collect information from a variety of sources. Students use technology tools to process data and report results. Students evaluate and select new information resources and technological innovations based on the appropriateness to specific tasks. Identify and use print 1) The student uses and electronic online and standalone sources of databases electronic reference I P P M I P P M in the collection, materials, such as organization, and CD-ROM and online display of data. encyclopedias. Process information 2) The student knows retrieved what kinds of electronically (e.g., information resources retrieving some are available at the statistical information I P P M school library, I P P M over the Internet and including the ways the turning the librarian can assist in information into a both print and online chart or graph). information sources. 3) The student demonstrates basic awareness of what makes information I P P P relevant or irrelevant to the learning task at hand. 6) Technology As a Tool for Problem-Solving and Decision-Making Students use technology resources for solving problems and making informed decisions. Students employ technology in the development of strategies for solving problems in the real world. Describe and explain The student makes a simple information several analogies system that has input, between different I P P M I P P M process, output, and systems, living and feedback. non-living, and the way computers work. Using Children’s Literature for Grammar, Reading, Literacy in Early Childhood Education (Early Childhood Language Arts) Recommendations, Instructions and Classroom Use Overview: Students using a read-aloud, narrative or informational children’s book in a teacher-child or group activity build vocabulary and make connections between the book and prior knowledge and experiences. This lesson will require them to do three scaffolding exercises - (a) before-reading activities for motivation, (b) reading prompts and questions to engage children during daily session and (c) after-reading questions and activities to access knowledge and comprehension. Rationale: The use of technology in early childhood classroom instruction gives student practitioners access to empowering forms of literacy knowledge. These concepts expand their linguistic knowledge base and enhance their application to specific instructional methods, techniques and skills. Through literature children learn about their world and its inhabitants, and grapple with the social and environmental issues that confront people today. As with any other venture, children’s literature then becomes one of the primary learning armamentariums in the field of Early Childhood Education. Children’s books are visually rich and therefore can be easily understood. The literate environment contains print that affirms children’s family experience and their cultural and linguistic backgrounds through a variety of pictures and books. So, when do we begin? As the process evolves, children’s books become the primary literary tool in the classroom. Some children’s books offer basic understanding of story structure, poetic forms and informational structure. Others help them discover words, phrases and writing styles. Still other children’s literature enhances reading fluency through repetitive word patterns. Finally, some books contain real stories with direct relevance to young readers. Recommendations: Lesson 1. Studies have shown that children learn more by utilizing their multiple intelligences such as listening, repeating, and moving. The first activity requires the teacher to select a children’s literature book with a repetitive and rhyming nature. It is highly recommended that the teacher preview summaries of recently released children’s books on the sites listed below. Lesson Plan 1 Technology Instructions: The following instructions can be used to reproduce some early childhood literature. If copyright permits, e-books will be burned to CD. Below is the URL for the e-book database. http://www.netlibrary.com (Level II): This lesson utilizes collaborative learning methods such as class revision and reproduction. Literature suitable for this approach includes predictable books. In planning a classroom literature collection for this age group, select books of several genres (poetry, folklore, fantasy, non-fictional and so on). Sources worthy of consideration are Newberry and Caldecott books. The Caldecott Award is presented to the illustrator of the most distinguished picture book; the Newberry Award is presented to the author for the text of the most distinguished contribution to literature for children, in the United States, in the year preceding the award. The Children’s Choices book list, published in the October issue of the Reading Teacher and theYoung Adult’s Choices list, published in the Journal of Reading, are sources of information about recently published books that children enjoy. The text from predictable books contains language that encourages young children to build sight vocabulary, hear rhyming patterns, predict the next word, line, phrase or episode, and depict sound-symbol relationships through repetitive patterns. Two sites can be used to obtain e-books online http://www.netlibrary.com or consult http://www.rebeccacaudill.org Suggested activity: Lesson 2 The predictable nature of Merle Peek’s Mary Wore Her Red Dress could be used as a basic for a book about the clothes the children wore on a particular day. Read story from the computer aloud and respond to the story theme. Inquiry activities include first hand experiences, discussion and problem-solving activities. Independent reading is for personal contribution to the book. Small group project is production of a drawing for a page in the book showing a self-portrait of the child wearing some colored item of clothing. Independent writing is the development of a caption by the child, using invented spelling or dictated by the child and written by the teacher. Shared reading consists of personal contributions to the reproduced book by individual children. The teacher models the proofreading process. Together they correct errors for the final draft. Then they process the final print. Planning Grid Activities Grouping Time Allotments Shared Reading Whole group 10 – 15 minutes Planning Time Whole group 10 – 15 minutes Activity time Teacher-Assisted 10 – 20 minutes Independent reading One-to-one 10 – 20 minutes Illustration Small group instruction 10 – 20 minutes Independent writing Individual 10 – 20 minutes Shared reading Whole group 10 – 20 minutes Lesson Plan 2 Technology Instructions: Instructions- The following instructions can be used to reproduce some early childhood literature. If copyright permits, e-books will be burned to CD. Next, use Power Point to re-create the book in the children’s own version. Step 1. See Power Point 2000 I and II instruction manual as an overview for the teacher, teacher aide, or parent helper. http://www.computertrainingcourseware.com/pages/powerpoint2000f.html http://www.videoprofessortraining.com/main.php Step 2. 1) Choose Blank Presentation (which allows you to select and format individually) 2) Follow the format of the book and insert the picture to the right (see CREATING, EDITING and FORMATTING TEXT) 3) Add slide animations – Use CUSTOM animation to create your own effects. Animation can be applied to images and other objects as well as text objects 4) INSERT TEXT – choose font size and color ADDITIONAL – ENHANCEMENT Use Adobe Photo Shop – See adobe photo shop manual as an overview for the teacher, teacher aide, or parent helper. http://www.thekeyelements.com/photo-shop-elements.shtml Next, scan and then cut and paste images as a GIF. Use Sound Forge – See Sound Forge manual as an overview for the teacher, teacher aide, or parent helper. http://www.floridamusicco.com/soundforge7.htm To record: New>Red button>prepared>Red button to record and to stop To save: File>SAVE AS>NAME> click “NO” to message To combine sound with text: select textbox>effects>wipe right Go to sound>other sound>insert Background Music: Children’s choice – soft background should not interfere with reading material III. Classroom Use Once you have reproduced a book and burned it onto a CD multiple copies can be reproduced quite easily, allowing all students to have their own. Copyright laws must always be addressed. Lesson 3 ORIGINAL BOOK CREATION Original creation of Early Childhood books is appropriate for 3- to 5-year olds utilizing Power Point presentation format and animation. Instruction Instructions for the teacher of early childhood education for this activity can be simplified for the children to recreate their original book with the guided assistance of their teacher, teacher’s aide and or parent helper. To make a book appropriate for 3 to 5 year olds, include all of the following in your original creation. Title Characters Plot Setting Author Publisher Illustrator Copyright Attractive cover page Pictures Technology Instructions: The following instructions can be used to create original books and then burn them to CD. Step 1 Use Power Point 2000 I and II. If necessary see Power Point I and II instruction overview for teacher, teacher aide or parent helper. http://www.computertrainingcourseware.com/pages/powerpoint2000f.html http://www.videoprofessortraining.com/main.php Step 2 1) Choose blank presentation (which allows you to select slides and format them individually) 2) Insert picture to the right (see CREATING, EDITING, FORMATING TEXT) 3) Add slide animation use CUSTOM animation to create your own effects. Animation can be applied to images and other objects as well as text objects. 4) Insert TEXT choose font size and color Classroom Use Once you have created an original early childhood book, a series of the original book can be burned on a CD and enjoyed by everyone in the class. Technology such as a computer linked to the LCD projector can be used during the presentation of each original book.
Pages to are hidden for
"childrens_lit"Please download to view full document