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