childrens_lit by wuyunyi

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									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.

								
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