For this Performance Task, you will develop a PowerPoint Presentation ?on evaluating quality childrens literature and demonstrating and ?evaluating a quality read-aloud pr
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Overview
For this Performance Task, you will develop a PowerPoint Presentation on evaluating quality children’s literature and demonstrating and evaluating a quality read-aloud presentation for young children.
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.
PowerPoint Presentation on Quality Children’s Literature and Quality Read-Aloud Experiences
Scenario
You are a teacher at an early learning center that serves children from infancy through early elementary (K–3) age. You have a passion for children’s books and have worked hard to educate yourself on the characteristics of quality children’s 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 children’s 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 children’s 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.
PREPARE FOR PART ONE OF YOUR POWERPOINT 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 children’s 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 Children’s Books” at https://www.uua.org/files/documents/derman-sparkslouise/1206_233_review_books.pdf 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 children’s 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 children’s books for your target age group, and aim to have at least three tips to feature in your presentation.
PREPARE FOR PART TWO OF YOUR POWERPOINT 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 tale—particularly when reading it—requires an actor’s touch and a reader’s 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.
DEVELOP YOUR POWERPOINT PRESENTATION: PART ONE AND PART TWO
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 book’s 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 Children’s 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 children’s 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 presentatio
- 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
©2017 Walden University 1
EL3005: Children’s Literature: Evaluate the quality of children’s literature and read-aloud experiences across multiple genres to promote positive dispositions toward reading and language learning in young children.
Assessment Rubric
0 Not Present
1 Needs Improvement
2 Meets Expectations
Topic 1: Choosing Quality Literature for Young Children
Identify the age group you are addressing; explain three key criteria that you have used to select books for your target age group. LO1: Explain criteria for selecting children’s books for a specific age group.
Response is not present.
Response is a vague, inaccurate, illogical, and/or incomplete explanation of criteria for selecting children’s books for a specific age group.
Response explains clearly, accurately, logically, and completely criteria for selecting children’s books for a specific age group.
For each of the four books you have selected and evaluated: Identify the title, author/illustrator, and genre.
LO2: Identify titles, authors, and genres of children’s books.
Response is not present.
Response vaguely, inaccurately, illogically, and/or incompletely identifies titles, authors, and genres of selected children’s books.
Response clearly, accurately, logically, and completely identifies titles, authors, and genres of selected children’s books.
Briefly summarize the book’s key characters,
Response is not present. Response is a vague, inaccurate, illogical, and/or
Response clearly, accurately, logically, and completely
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events, and/or themes. LO3: Summarize children’s books for key characters, events, and/or themes.
incomplete summary of key characters, events, and/or themes in each of the featured children’s books.
summarizes key characters, events, and/or themes in each of the featured children’s books.
Explain how the book is characteristic of the specific genre. LO4: Explain how children’s books evidence characteristics of their genres.
Response is not present.
Response is a vague, inaccurate, illogical, and/or incomplete explanation of how each featured book evidences characteristics of its genre.
Response is a clear, accurate, logical, and complete explanation of how each featured book evidences characteristics of its genre.
Explain why the book is an appropriate choice for your target age group. LO5: Explain how children’s books evidence age- appropriateness.
Response is not present.
Response is a vague, inaccurate, illogical, and/or incomplete explanation of how each featured book evidences appropriateness for the targeted age group.
Response is a clear, accurate, logical, and complete explanation of how each featured book evidences appropriateness for the targeted 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 Children’s
Response is not present.
Response is a vague, inaccurate, illogical, and/or incomplete evaluation of each featured children’s book based on specified set(s) of quality standards.
Response is a clear, accurate, logical, and complete evaluation of each featured children’s book based on specified set(s) of quality standards.
©2017 Walden University 3
Books.” LO6: Evaluate children’s books based on quality standards.
LO7: Explain how children’s books are free of misinformation and stereotypes.
Response is not present. Response is a vague, inaccurate, illogical, and/or incomplete explanation of how each featured book is free of misinformation and stereotypes.
Response is a clear, accurate, logical, and complete explanation of how each featured book is free of misinformation and stereotypes.
Explain how this high- quality book can support positive dispositions toward reading and language learning in young children.
LO8: Explain how high- quality children’s books support positive dispositions toward reading and language learning in young children.
Response is not present.
Response is a vague, inaccurate, illogical, and/or incomplete explanation of how each featured high-quality children’s book can support positive dispositions toward reading and language learning in young children.
Response is a clear, accurate, logical, and complete explanation of how each featured high-quality children’s book can support positive dispositions toward reading and language learning in young children.
Explain your three top tips for evaluating quality children’s literature for your target age group.
Response is not present.
Response is a vague, inaccurate, illogical, and/or incomplete explanation of tips for evaluating children’s literature for a specific age
Response is a clear, accurate, logical, and complete explanation of tips for evaluating children’s literature for a specific age group.
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LO9: Explain tips for evaluating children’s literature.
group.
Topic 2: Creating Quality Read-Aloud Experiences for Young Children
Identify the book you selected to read aloud; explain three qualities that make the book a good choice to read aloud. LO1: Explain characteristics that determine high-quality read-aloud books.
Response is not present. Response is a vague, inaccurate, illogical, and/or incomplete explanation of the qualities that make a specific book a good choice to read aloud.
Response is a clear, accurate, logical, and complete explanation of the qualities that make a specific book a good choice to read aloud.
Make an audio recording of your read-aloud presentation that will be embedded in this slide; explain two goals you set for yourself in creating this read- aloud presentation. LO2: Explain personal goals for read-aloud presentations.
Response is not present.
Response is a vague, inaccurate, illogical, and/or incomplete explanation of personal goals for a read- aloud presentation for young children.
Response is a clear, accurate, logical, and complete explanation of personal goals for a read-aloud presentation for young children.
Evaluate your read- aloud presentation to
Response is not present.
Response is a vague, inaccurate, illogical, and/or
Response is a clear, accurate, logical, and complete explanation
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explain how well you met your goals for the read-aloud presentation LO3: Evaluate a read- aloud presentation based on personal goals.
incomplete explanation of how well a read-aloud presentation has met personal goals.
of how well a read-aloud presentation has met personal goals.
Explain at least two strengths of the presentation and at least two examples of what could be better/more effective about the read-aloud presentation. LO4: Evaluate a read- aloud presentation for strengths of the presentation and needed improvements.
Response is not present.
Response is a vague, inaccurate, illogical, and/or incomplete explanation of strengths and needed improvements of a read-aloud presentation.
Response is a clear, accurate, logical, and complete explanation of the specified number of strengths and needed improvements of a read-aloud presentation.
Explain at least two strategies to apply to improve your read- aloud presentations. LO5: Explain strategies for effective read-aloud presentations for children.
Response is not present.
Response is a vague, inaccurate, illogical, and/or incomplete explanation of strategies to improve read- aloud presentations.
Response is a clear, accurate, logical, and complete explanation of strategies to improve read- aloud presentations.
Explain at least three Response is not present. Response is a vague, Response is a clear, accurate,
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reasons why reading aloud to children can promote positive dispositions toward reading and language learning. LO6: Explain how reading aloud to children can promote positive dispositions toward reading and language learning.
inaccurate, illogical, and/or incomplete explanation of how reading aloud to children can promote positive dispositions toward reading and language learning.
logical, and complete explanation of how reading aloud to children can promote positive dispositions toward reading and language learning.
Written Communication: Write with clarity, coherence, and purpose.
0 Not Present
1 Needs Improvement
2 Meets Expectations
LO1: Construct complete and correct sentences (AWE 2; Sentence Level Skills)
Sentences are incoherent and impede reader’s access to ideas.
Sentences are incomplete and/or include fragments and run-on sentences, limiting reader’s access to ideas.
Sentence structure effectively conveys meaning to reader.
LO2: Demonstrate the effective use of grammar and mechanics. (AWE 2; Sentence Level Skills)
Multiple inaccuracies in grammar and mechanics impede reader’s access to ideas.
Some inaccuracies in grammar and mechanics limit reader’s access to ideas.
Use of grammar and mechanics is straightforward and effectively conveys meaning to reader.
LO3: Create cohesive Paragraphs, or lack of Construction of main idea and/or Main idea and/or supporting
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paragraphs with a clear central idea. (AWE 2; Paragraph Level Skills)
paragraphs, impede reader’s access to ideas.
supporting paragraphs limit reader’s access to ideas.
paragraphs effectively convey meaning to reader.
LO4: Use supporting material to support a claim. (AWE 2; Use of Evidence)
Supporting materials are not present.
Supporting material is used inconsistently or inappropriately.
Supporting material is used to enhance meaning. Writing is appropriately paraphrased and uses direct quotes as applicable.
LO6: Identify sources. (AWE 2; Credit to source)
Sources are missing. Writing inconsistently identifies or misrepresents sources.
Writing clearly identifies the source of nonoriginal material and/or ideas.
Oral Communication: Communicate with clarity, coherence, and purpose.
0 Not Present
1 Needs Improvement
2 Meets Expectations
LO1: Use clear enunciation, correct pronunciation, comfortable pacing, and appropriate volume.
Speaker mumbles or speaks in a monotone, mispronounces words, and/or struggles to find appropriate pacing or volume.
Speaker inconsistently uses clear enunciation, correct pronunciation, comfortable pacing, and appropriate volume.
Speaker engages the audience through mostly clear enunciation, correct pronunciation, comfortable pacing, and appropriate volume.
LO2: Organize information to be presented.
Information is disorganized to a degree that impedes audience understanding.
Organization of information minimally supports audience understanding.
Organization of information generally enhances audience understanding of concepts.
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Exceeds Expectations: Connections to Experience
LO1: Apply relevant experience and academic knowledge to evaluating quality children’s literature across multiple genres and creating and evaluating quality read-aloud experiences to promote positive dispositions toward reading and language learning in young children. .
Responses include highly relevant, well-developed, and clearly explained examples from professional and/or personal experience supported by academic knowledge to illustrate criteria for evaluating quality children’s literature across multiple genres and creating and evaluating quality read-aloud experiences to promote positive dispositions toward reading and language learning in young children.
Yes
No
,
Evaluating Quality Literature and Read-Aloud Experiences for Young Children
Use this template to complete your PowerPoint Presentation on “Evaluating Quality Literature and Read-Aloud Experiences for Young Children.”
Add slides as required to provide the specified information and length. As needed, use the “Notes” section of the slides to fill out information and add relevant examples from your own professional and personal experience.
Part One Introduction Quality Literature for Young Children
Text here …
Part One Introduction:
Identify the age group you are addressing;
Explain three key criteria that you used to select books for your target age group.
(1 slide)
Part One Book 1: Title, Author/Illustrator, Genre
Text here …
For each of the four books you have selected and evaluated:
Identify the title, author/illustrator, and genre;
Briefly summarize the book’s 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 Children’s Books”;
Explain how this high-quality book can support positive dispositions toward reading and language learning in young children.
(2 slides per book)
Part One Book 2: Title, Author/Illustrator, Genre
Text here …
For each of the four books you have selected and evaluated:
Identify the title, author/illustrator, and genre;
Briefly summarize the book’s 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 Children’s Books”;
Explain how this high-quality book can support positive dispositions toward reading and language learning in young children.
(2 slides per book)
Part One Book 3: Title, Author/Illustrator, Genre
Text here …
For each of the four books you have selected and evaluated:
Identify the title, author/illustrator, and genre;
Briefly summarize the book’s 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 Children’s Books”;
Explain how this high-quality book can support positive dispositions toward reading and language learning in young children.
(2 slides per book)
Part One Book 4: Title, Author/Illustrator, Genre
Text here …
For each of the four books you have selected and evaluated:
Identify the title, author/illustrator, and genre;
Briefly summarize the book’s 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 Children’s Books”;
Explain how this high-quality book can support positive dispositions toward reading and language learning in young children.
(2 slides per book)
Part One Summary
Text here …
Part One Summary:
Explain your three top tips for evaluating quality children’s literature for your target age group.
(1 slide)
Part Two Introduction Quality Read-Aloud Experiences for Young Children
Text here …
Part Two introduction:
Identify the book you selected to read aloud;
Explain three qualities that make the book a good choice to read aloud.
(1 slide)
Part Two The Read-Aloud Presentation
Text here …
The Read-Aloud Presentation
Make an audio recording of your read-aloud presentation that will be embedded in this slide;
Explain two goals you set for yourself in creating this read-aloud presentation.
(1 slide)
Part Two Evaluation of the Read-Aloud Presentation
Text here …
Evaluation of the Read-Aloud Presentation
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.
(2 slides)
Part Two Summary
Text here …
Part Two Summary
Explain at least three reasons why reading aloud to children can promote positive dispositions toward reading and language learning.
(1 slide)
References
Text here …
Photo Credit (title slide): Getty/FatCamera
Cite all resources used in developing your PowerPoint Presentation in APA style.
(1 slide)
image2.jpeg
,
Read-Aloud Criteria: Tips for Developing a Great Read-Aloud Experience
The more expressively we read, the more fantastic the experience will be. The more fantastic the experience, the more our kids will love books, and the more they’ll “pretend” read. And the more they “pretend” read, the quicker they’ll learn to read. So reading aloud is not quite enough—we need to read aloud well.
—Mem Fox, Children’s Book Author
Reference: Fox, M. (2001). Reading magic: Why reading aloud to our children will change their lives forever. Orlando, FL: Harcourt.
Choose an excellent story to read aloud. To help you make your selection:
· Keep in mind that the book should be one that you are reviewing for quality in Part One of your PowerPoint Presentation.
· Your audio recording of the story should not be longer than 10 minutes.
· Do a practice reading to check the time it takes to read the story at a normal pace. Many picture books and other books of 32 pages or fewer should fit within this time limit. You might also read a section or a chapter of a book. Be sure that the portion you read makes sense to the listener and lets you do your best job reading aloud.
After you’ve identified an excellent read-aloud story:
Practice
· Read the story silently and then read it aloud.
· Be as expressive as possible.
· Be aware of your eyes, your voice, and your facial expressions.
· Use the tone of your voice to portray the words, thoughts, feelings, and situations in the story.
· Avoid using a cutesy or patronizing voice.
· Vary your pace (pause, quicken) all with the rhythm and the situations of the story.
Enjoy Yourself
· Remember, there’s no one right way to read any story. Find the way that captivates you and the children with whom you are sharing the book. ( Important Note: If you do not have a group of children with whom you can share this book/story, read it aloud as you would if you were sharing it with a group of children, such as stopping to ask questions, if you choose.)
Record Your Read-Aloud Presentation
Make an audio recording of your read-aloud presentation that will be embedded in your PowerPoint Presentation document by following these guidelines.
· Identify the slide labeled “Part Two: Read-Aloud Presentation” in the PowerPoint Presentation Template. The recording of your story should be embedded on this slide.
· Access the following resource for directions on how to record audio in your PowerPoint document: Microsoft. (n.d.). Add or delete audio in your PowerPoint presentation. Retrieved June 21, 2017, from https://support.office.com/en-us/article/Add-audio-to-your-PowerPoint-presentation-c3b2a9fd-2547-41d9-9182-3dfaa58f1316
· Where indicated in the directions, select your version of PowerPoint (i.e., 2016, 2013, 2010, or 2007; accessing “About PowerPoint” from the menu at the top of your screen will identify the version).
· Once you are on the page for your version of PowerPoint, follow the directions to record your story using the PowerPoint audio tool.
· Keep in mind that your recording should not be longer than 10 minutes.
· Be sure to listen to your recording before you save it. You can re-record as many times as you choose, until you are satisfied with your reading.
· Once you save your recording, an audio icon will appear on your slide. Click the icon to be sure that the “Play” bar appears and allows you to hear your recorded story.
Evaluate Yourself You are encouraged to wait a day or more, if possible, before you evaluate your read-aloud presentation. Giving yourself time between making your audio recording and evaluating it can help you to hear yourself reading aloud with “fresh” ears. When you are ready to evaluate, listen to your recording, and ask yourself:
· How can my r
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