Fieldwork 7-Epps

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Tennessee State University *

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Anthropology

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Apr 3, 2024

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KaBenie Epps April 3, 2022 Module 7 Fieldwork: Literacy: Writing Children’s Books For this book assignment, do the “Baggie Book” activity described below with a child aged 3-6. BEFORE you attempt this activity, study the Reading Assignment titled, “Environmental Print” and watch the video, “Read the Signs” to understand what environmental print is. Submit a photo of your baggie book (by inserting the image into this document or uploading the image file separately). Then, write about your experience including: 1. Name and age of child Name: Skylen Age: 3 2. Description of the activity you actually did with the child. When discussing what to choose to add to the book. We talked about what we see when riding in the car. We found pictures that were recognized by Skylen to make connections to her name. She picked the signs with little to no guidance, and we created a book about signs. 3. How the child reacted She had a lot of expression when she would notice something she seen before and like when we talked about the school bus sign. She says, yeah you are riding the school bus to school. 4. Value of this experience for the child’s understanding of literacy The value of this experience is positive in her understanding of literacy, she does not recognize several letters of the alphabet, but she did notice signs and pictures in a way that she can tell you what they do and how we use them in everyday life. She is starting to understand that the letters in the sign are letters that make up a word and became ecstatic when she noticed letters in her name. 5. Value of this experience for your own understanding of how to support literacy development. The value of this experiment was enlightening and developing new methods to display and explore the many ways of conveying a message. To expand the vocabulary of children and allow them to discover the information they already know to help support their growth in literacy development. Baggie Book Activity Instructions* ( *Baggie Books Activity adapted from : Literacy: The Creative Curriculum Approach by Cate Heroman and Candy Jones , Washington, DC: Teaching Strategies, pp. 196-197. ) Materials  6-8 Ziplock baggies per book  Environmental print January 2017

KaBenie Epps April 3, 2022  Construction paper sized to fit inside a baggie  Markers  Scissors  Stapler  Colorful Tape Procedures Before this activity, communicate with families to make them aware of their children’s likely ability to recognize print in the environment (e.g., signs, labels, and logos). Ask them to help their child identify some items with words they recognize and to send the items to school for their child to read. Make books by stapling 6-8 baggies together at the bottom, leaving the zipper available for insertions. Further secure the baggies by covering the stapled end with colorful tape. Invite a child to sit with you and read environmental print he has brought to school. Sweep your fingers under the words as the child reads. Make comments that will help to make the words personal and meaningful to the child [e.g., “Kate, is your favorite cereal Special K ? Your name has a capital K (or uppercase K ), just like Special K . Can you show me the K ? See if you can find any other K/ks on the things you brought.”] Call attention to any labels that have the same or similar words (e.g., corn muffins and creamed corn both include the word corn . Verbally encourage the child’s reading efforts. Show the child the empty baggie book. Ask if she would like to make a book using the print you just read together. Depending on the type of print the child brought, help her decide what the title of the book should be. For example, the title might be Words I can Read, My Favorite Cereals, or My Favorite Foods. Write the title on a piece of construction paper. Have the child sign her name at the bottom of the paper to indicate the author. Insert this paper into the first baggie. Have the child choose two pieces of print. Trim them to fit and insert into the next baggie. Turn this page and insert the second piece of print in the same bag so the two are back-to-back. Seal the bag to make a page in the book. Continue until the baggies are filled or all the print has been used. The children can change the words as often as they like or create other baggie books. Invite the child to read the book aloud. Commend the child for her efforts. The book may be placed in the Library Area where the child can share it with friends or classroom visitors. January 2017

KaBenie Epps April 3, 2022 Learning the Course Content : Assess a child’s skill level using the handout, “Print and Book Concepts: Observation Form” attached to the end of this document. Use this form to assess a child’s, (ages 3 to 5) understanding of print and book concepts. Submit a copy of your completed observation form. Then, write about this assessment and including: 1. What age child did you observe? Age:3 years-old 2. What did you learn about the child in relation to print and book concepts? I learned the children are more likely to want to engage and communicate their knowledge of understanding when they can relate to the material. The book concept was a great opportunity for her to build of the information already given and make new discoveries. 3. What do you think this child needs more support within this area? I think that encourage her to continue with her thinking I can tell that sometimes she becomes a little shy when she thinks she will answer wrong, but she Is ready to learn and already recognizes some letters in her name. She can work on becoming stronger in her writing and encourage more print awareness. 4. How would you address the child’s learning needs in the area of Print and Book concepts? I think I would continue to encourage the environment print because she has created a relationship between the thing she has observed and letters. However, I would like to promote more of an understanding for the letters and not just the connections between the pictures. 5. How would you support the child’s growth in this area? I will encourage her learning with incorporating the pictures she is familiar with on a letter board so that she will make the connection not just this a stop sign but the stop sign starts with the letter S. I want to encourage her growth through picture but also stimulate deeper literacy development. Practice with Children Provide paper and pencil and encourage a child ages 3 to 5 to write a “story ”. Depending on the age and developmental writing experiences the child has had, a story might be a scribble, or string of letters, or an attempt at a sentence or two using inventive spelling. Next, take a few moments to listen as the child tells you what his or her writing says. Politely let the child know that you are going to write underneath what he or she has written so that you can both read it. Your rewriting and gentle encouragement gives the child a chance to see your model or version of what they already know or they’re just learning how to do. Read back to them what you write to let them know that you want to be sure you’ve heard them correctly. They too, can read it with you. (from Toni Walters, Guest Faculty, Heads Up Reading.) January 2017

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KaBenie Epps April 3, 2022 Look at the child’s writing and compare to the Writing Continuum found in Module 7 . What stage is the child’s writing in? Stage 3 scribble: Left to Right Write about this experience, giving your thoughts and reflections. Describe what happened and the value of this experience for you. She tells me that her story is about a princess and the man will save the princess from the storm. I asked her why the princess needs to be saved why can’t she save herself. Her response was I don’t know that’s what happens in the movies. I like that although her story did not a lot of detail, she was still able to respond and form the relationship between her story and things she has seen before. Which displays her knowledge of the princess and her need to be rescued came from a place that she was familiar. Reflective Journal To reflect on your learning, review the Learning Outcomes for this module. Be sure you have read and studied all the Content Topics, viewed and explored the power points, videos, websites, and Summary and Reflection. Think and write about the following three (3) questions. Can you fully meet the learning outcomes for this module? I think that I have met the learning outcomes towards encouraging children to pay more attention to environmental print and print awareness. Creating a new method or design a plan to support each child’s growth in conventional writing. What have you learned that is most meaningful and valuable to you in this module? The most valuable thing I want to say I have learned is the importance of writing with children when they are telling a story with their art to assist them in understanding the concept of literacy development. The increase of model writing allows children the opportunity to learn more about letters, words and their knowledge of print. How might you use what you learned in your future work with children and families related to early language and literacy development? I will encourage families to try to recognize environmental print when out to make emphasis on the signs with letters. To promote print awareness when they are reading to their children to see the kind of conversation come from it. January 2017

KaBenie Epps April 3, 2022 Print and Book Concepts Observation Form – 3 to 5 year olds Child’s Name: Skylen B. Knows that print carries the message. Notices and reads environmental print. Knows that the pictures are related to what is written in print. Knows that it is the print that is read. Shows general knowledge of how print works in English. Knows that print is read from left to right. Knows that print is read from top to bottom. Understands that different forms of print are used for different functions (e.g., lists for shopping. Knows each spoken word can be written down and read. Understands the concept of a letter and a word. Matches spoken word to written word, one-to-one. Shows general knowledge of book concepts. Knows a book has information or a story to tell. Understands the concept of title, author, and illustrator. Holds the book right side up. Turns pages from the front of the book to the back. Knows where to begin reading. Pretends to read. FROM: Literacy : The Creative Curriculum Approach by Cate Heroman and Candy Jones, Washington, DC: Teaching Strategies, 2004, pp. Appendix January 2017

Fieldwork 7-Epps

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