It is important to understand:
Young students benefit when teachers choose quali
It is important to understand:
Young students benefit when teachers choose quality materials with characteristics that support reading.
The inherent value of books for both general reading and classroom use.
The power of these books is to affirm lived experience, create empathy, catalyze conversations, and respect childhood questions, challenges, and emotions.
In your final Capstone presentation, it is also vital that you include how you would utilize the books you have selected in the classroom for pre-literacy and/or literacy skill development. Please show your understanding of how the interaction of reader characteristics, motivation, purpose of reading, and text elements impacts comprehension and student engagement.
Instructions
The Capstone presentation should include an extensive analysis/examination of three books from your bibliography and should be 10–15 slides in length with embedded voice-over or video. Your Capstone presentation may be created in PowerPoint or Prezi or uploaded as a video into ARC in our Canvas course (if uploaded into ARC as a video, you must provide a brief, supplemental supporting document). The presentation will be a continuation of your annotated bibliography, which focused on one of the following topics:
Multicultural picture books and types of cultural differences (example: books portraying children with disabilities, African-American children’s books, books on culture-based holidays, Latin America, other counties, etc.);
Books that address current social issues (example: divorce, death, terminal illness, bullying, nighttime fears, events of 9/11, etc.);
Media and audiovisuals that present children’s literature (example: Peter Rabbit cartoon, children’s book apps, voice recordings of children’s books using celebrities, etc.); or,
Children’s poetry (example: Where the Sidewalk Ends, poems by A.A. Milne, poems by Christina Rossetti, Mother Goose rhymes, etc.).
Your analysis in the Capstone presentation should include these elements:
Selection of three books, media, or poetry from your bibliography:
Describe the style of illustrations
Describe the author’s writing style
Utilize literary terms in your analysis, such as theme, tone, point of view, plot, etc., and descriiption of character
Mention any background information you have found about the author or illustrator
Examine how early childhood education teachers can use these children’s book examples in the classroom. Specifically, include ways to teach or strategies you would use to share each of the books you selected, including how you would present each story in class/circle time (dramatization, puppet play, felt boards, audiovisual equipment, props, etc).
Reference three scholarly resources (this can include our textbook) when presenting each book selection. Please include a References page.
For example, in Peter’s Chair by Ezra Jack Keats, research from a 1991 article in Children’s Literature Association Quarterly by W. Nikola-Lisa entitled “The Image of the Child in the Picture Books of Ezra Jack Keats” mentions that many different archetypes of children can be found in Keats’s works–the divine child, the nature child, magical child, etc.
Another example: in examining The Pout Pout Fish by Deborah Diesen, Fresch and Harrison (2013) state that instruction that supports learning while having a fun romp through language is sure to entice even the most reluctant learner (p.3). Children’s author and illustrator Karla Kuskin (1996) noted, “If there was a recipe for a poem, these would be the ingredients: word sounds, rhythm, descriiption, feeling, memory, rhyme, and imagination. They can be put together a thousand different ways, a thousand, thousand…more” (p. 17).
Note how each book supports reading and literacy or pre-literacy characteristics. (HINT: use chapters in our textbook or other articles you have found.) Answer questions such as:
Is there a good text-picture match? Does it provide nonlinguistic visual cues?
Is the book interesting or imaginative? Are students engaged in the text?
Do situations and characters represent diverse cultural groups?
Is the book predictable? Use of rhyme, alliteration, or repetitive patterns?
Does the book support phonological awareness concepts such as songs, rhymes, poems, and matching pictures to words?
Please Note: This is a Portfolio Assignment
This assignment counts not only toward this course but also toward your portfolio, which will be due prior to participating in your culminating internship during your last semester in the program. You will complete the assignment, including a rationale statement at the beginning explaining how the assignment meets the FEAP, ESOL/ELL, Reading Competency, and so forth. Again, this will be due before your internship during the last semester in the program. No rationale statement should be included now.
Your instructor will provide feedback when he or she grades it for the course. You will revise your graded assignment and rationale and submit it to TaskStream. Your instructor will mark it complete in TaskStream before the end of the course.
Submission
This assignment requires a file upload submission. After reviewing the assignment instructions and rubric, as applicable, complete your submission by selecting the Start Assignment button next to the assignment title. Browse for your file, and remember to select the Submit Assignment button below the file to complete your submission. Review the confirmation annotation that presents after submission.
Need Help? View the Canvas Student Guide: How do I submit an online assignment?