Course Title

Shared Book Experience

Course Title: LTCY 320

Performance Level: Level II

Title of Student Performance: Shared Book Experience

KY New Teacher Standard(s) Addressed:

NTS I – Designs/Plans Instruction
NTS IV – Assess and Communicates Learning Results

Teacher Work Sample Standard(s) Addressed:

· Contextual Factors: The teacher uses information about the learning-teaching context and student individual addresses to set learning goals, plan instruction and assessment.

· Design for Instruction: The teacher designs instruction for specific learning goals, student characteristics and needs, and learning contexts.

Disposition Statement (INTASC):

The teacher appreciates individual variation within each area of development, shows respect for the diverse talents of all learners, and is committed to help them develop self-confidence and competence.

Materials Needed:

paper, pencil, interest inventory, children’s literature books

Rationale:

The purpose of this assignment is to provide LTCY 320 students with experience in sharing and involving students in appropriate quality children’s literature as part of a balanced reading instructional program.

Product/task (identified):

You will be expected to review quality children’s literature to develop a list of books appropriate for reading aloud and involving students. You will perform one interactive read aloud and provide the instructor with a one-page write up of the read aloud experience along with a bibliography of ten picture books related to student-identified interests based on the interest inventory.

Performance Criteria:

1) Administer an Interest Inventory to students. (alternate Interest Inventory)

2) Use results from Interest Inventory to determine common interests of students (tally sheet).

3) Use on-line resources and visits to libraries to develop a bibliography of 10 (ten) picture books based on tally sheet. The topic or theme of each book should be put in parenthesis after the APA bibliographic information.

NOTE: APA format is now done with a hanging indent ... the title of the book (or journal) is italicized not underlined. An example of how to list the author, date, publication, and publisher is as follows:

Steig, W. (1998). Pete's pizza. New York: Harper Collins.

Resources for Children's Literature and Reading Aloud:

http://www.acs.ucalgary.ca/~dkbrown/index.html

http://www.dawcl.com

http://www.ameritech.net/users/macler/authors.html

http://atozteacherstuff.com/stuff/literatu.shtml

http://www.amazon.com

http://www.nncc.org/Literacy/better.read.aloud.html

http://www.ed.gov/offices/OIIA/pfie/reading/strategies.html

Formatting Example:
Steig, W. (1998). Pete's pizza. New York: Harper Collins. (favorite food: pizza)

4) Do an “interactive” read aloud with students with one of the picture books on your bibliography (fall 2002: the book you select does NOT have to come from the interest inventory bibliography). Students MUST be actively involved during the read aloud. This involvement might be in the form of choral responses, sound effects, chanting, chiming in on repetitive phrases, response cards, etc. Strategic questioning during the read aloud is also appropriate to allow students to make predictions, clarify concepts related to vocabulary, and enhance comprehension. JUST asking questions does NOT constitute an interactive read aloud. (Check here for information on Shared Reading: http://www.hubbardscupboard.org/shared_reading.html )

5) Perform a poem relating to the THEME of your read aloud book. You should read the poem first and then engage the students in echo reading (you read a line and students repeat it in unison) and in choral reading. The poem must be HANDWRITTEN by YOU on chart paper. You should use the same handwriting method as the regular classroom teacher uses.

6) Provide a one-page write up of the experience that includes (1) the bibliographic information of the book you read aloud, (2) WHAT you did to involve students as you read aloud, and a (3) reflective paragraph of HOW it went (what you would change next time, etc), (4) a CHART copy of the poem you shared.

YOU MUST BE ABLE TO LOAD THIS INTO YOUR ELECTRONIC PORTFOLIO. So all components should either be on a disk, or in a form that can be scanned into your electronic portfolio. NOTE: Exception: The poem does NOT go into the Electronic Portfolio.

Scoring Rubric:

1 - Standard Not Met (1-35)	2 - Standard Partially Met (36-40)	3 - Standard Met (41-45)	4 - Exemplary (46-50)
No or inappropriate Interest Inventory administered; tally sheet does not accurately reflect results.	Administered appropriate Interest Inventory and completed tally sheet. Some question as to appropriateness and accuracy.	Administered appropriate Interest Inventory and accurately completed tally sheet.	Administered appropriate Interest Inventory and accurately completed tally sheet on the first attempt and without extra assistance.
Bibliography with at least 6 (APA) children’s literature books with topics related to Interest Inventory results. APA style not consistently observed; lack of quality literature; literature not directly related to Interest Inventory.	Bibliography with 8-10 (APA) children’s literature books with topics related to Interest Inventory results. APA style or quality of literature in question.	Bibliography (APA) of 10 quality children’s literature books with topics related to Interest Inventory results.	Bibliography (APA) of 10 quality children’s literature books with topics related to Interest Inventory results on the first attempt and without extra assistance.
Students were not ACTIVELY involved in read aloud experience.	ACTIVE involvement of students during read aloud is not clearly explained.	Read aloud with ACTIVE involvement of students.	Read aloud with ACTIVE involvement of students on the first attempt and without extra assistance.
Summary of shared book experience is unclear and lacks focus. Summary includes questionable bibliographic information, unclear explanation of how students were involved in the read aloud experience and brief or no reflection of entire shared book experience.	Summary of shared book experience is somewhat clear and focused. Summary includes bibliographic information (8-10), somewhat clear explanation of how students were involved in the read aloud experience and reflection of entire shared book experience.	Summary of shared book experience is clear and focused. Summary includes complete bibliographic information, clear explanation of how students were involved in the read aloud experience and thoughtful reflection of entire shared book experience.	Summary of shared book experience is clear and focused. Summary includes complete bibliographic information, clear explanation of how students were involved in the read aloud experience and thoughtful reflection of entire shared book experience on the first attempt and without extra assistance.
Inappropriate format and mechanics.	Appropriate format and mechanics.	Appropriate format and mechanics.	Appropriate format and mechanics on the first attempt and without extra assistance.
Little concern for presentation.	Acceptable presentation.	Attractive presentation.	Attractive presentation on the first attempt and without extra assistance.
No poem or poem did not reflect the theme of the read aloud book.	Poem performed; some connection to the theme of the read aloud book.	Poem well done; connection to the theme of the read aloud book.	Exemplary presentation of poem and strong/clear link to the theme of the read aloud book.
COMMENTS:

NOTE: The handwriting on the chart will be used in part to assess your ability to form proper letters and serve as a portion of your "pass/fail" part of the handwriting assessment in this course.

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