2 seperate stories each is separate PARAPHRASE / REWRITE RATIONALE AND STORY 1Mid Term Project:

2 seperate stories
each is separate
PARAPHRASE / REWRITE RATIONALE AND STORY
1Mid Term Project: Creating a Children’s Book by NataliaRationale for Children’s Story BookNataliaTouro College
2Mid Term Project: Creating a Children’s Book by NataliaIntroduction:Writing for children offers a whole new range of challenges. According to research good stories tend to be simple and carefully designed.Rationale: Suitable for: The book is suitable for Kindergarten or pre-school children. The topic chosen and story plot will thrill students to read thebook. This book is suitable for these children as story is meant for younger children. The plot is very simple and has a moral “beingkind to animals.” Elements of the story:The plot of the story is based on the moral being kind or unkind to animals. The title of the story “Mary, Jack and puppy” willmake them predict that it is something about a pet dog of this boy and girl. The setting is a backyard of a house. The characters are onegirl named Mary, a boy named Jack and one puppy with its mother. Animals talking to each other is also shown in the story and theway a dog shows love and gratitude is also shown. The pictures are related to events and are colorful and appealing for children. Thestory has all elements- beginning, middle, ending, Story plot, Setting, Conflict and resolution. There is also a moral/message in the endfor reads to apply in their daily life.
3Mid Term Project: Creating a Children’s Book by NataliaFocus while creating the book:The story will teach them a lesson to be kind with stray dogs or other animals found in the street and neighborhood. The story is based on real life situation and guides a child how solve a problem. The story gives two perspectives how to deal with a situation. One character deals positively with the dog while the other deals negatively. Consequences of both are shown. I wanted the students to learn how to deal with situations in a positive way. Standards:Applicable standards are as follows:PK.ELAL.1. [PKRF.1.] Demonstrates understanding of the organization and basic features of printPK.ELAL.2. [PKRF.2.] Demonstrates an emerging understanding of spoken words, syllables, and sounds (phonemes)PK.ELAL.6. [PKR.2] Retells stories or share information from a textPK.E PK.ELAL.15. [PKW.3] Uses a combination of drawing, dictating, oral expression, and/or emergent writing to narrate an event orevents in a sequencePK.ELAL.16. [PKW.4] Creates a response to a text, author, or personal experience (e.g., dramatization, art work or poem)LAL.10 [PKR.6] Describes the role of an author and illustrator
4Mid Term Project: Creating a Children’s Book by NataliaThis story will enhance comprehension skills of students and will also teach them conflict/resolution and empathy. Children will makeconnections- self, text and the world as it is a real life situation. Vocabulary, language and/or concepts: The book has a simple plot with real life situation. Simple language is used for readers to understand. The concept that is utilized is conflict/resolution. How will it be utilized in classroom?Following strategies will be utilized:Reading Comprehension and text based questions and open ended questions.There are different levels of comprehension (Sadoski, 2004) that children should develop in order to make deeper and fuller sense of a text:•Literal – understanding what is directly said in the text (e.g. “Where did the story take place?”, “What did the hungry caterpillar eat?”)•Inferential – understanding what is implied in the text based on background knowledge along with the words used by the author (e.g. “Why was the caterpillar not hungry anymore?”)•Critical – evaluating what was read in the text and making judgements about characters (e.g. “Is the story real or make believe?”, “How do you know?”Identifying the theme of the story and the main message or moral.Story retellingSequencing of events
5Mid Term Project: Creating a Children’s Book by NataliaNarrating a similar event related to lifeShowing empathy for animalsHow to take care of stray animal’s campaignChildren may go through the following phases as they learn and acquire language (Holdaway, 1979):•Observation – Children act as spectators and may not speak up in class or when playing with peers. Instead, they are observing and learning as teachers and peers use language to express themselves and communicate with others.•Participation – Children take part in the play, conversation or discussion with guidance from the teacher.•Practice – Children practice using language through opportunities created by the teacher such as during dramatic or functional role play, large group discussions and “show and tell”.•Performance – Children feel confident and are able to independently use language to communicate with others and express needs, wants and ideas.
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9Mid Term Project: Creating a Children’s Book by NataliaConclusion – I have learnt a lot by creating this story. I have learnt how to select the theme then create the plot of the story, add characters and one conflict and resolution. Reading aloud has maximum learning potential when children have opportunities to actively participate and respond (Morrow & Gambrell 2001). I will keep on reading books for my students. Although it was a difficult task to create the book but it was interesting as well.
10Mid Term Project: Creating a Children’s Book by NataliaReferences:Holdaway, D. (1979). The foundations of literacy. Portsmouth, NH: Heinemann.Morrow, L., & L. Gambrell. 2001. Literature-based instruction in the early years. In Handbook of early literacy research, eds. S. Neuman & D. Dickinson, 348–60. New York: Guilford.Sadoski, M. (2004). Conceptual foundations of teaching reading. New York: The Guilford Press.
1Mid Term ProjectRationale for creating Children’s BookVenera NorovaTouro College
2Mid Term ProjectRationale: Age Appropriate and why?Writing a children’s tale requires a vivid imagination and the desire to reach into a child’shead. The book is developed for pre-school age learners. In this respect, in children’s books, theterm child reality, that is, children’s age and developmental levels should be prioritized (Waugh,Neaum & Waugh, 2013; Schlager, 1978; Stoodt, Amspaugh & Hunt, 1996) because if bookswhich children read are not written appropriately to their ages; they can understand neither itsnarration nor its visuals. The vocabulary, sound and theme of this story is based on the pre-school age group. Simple language and short sentences are written along with associatedillustrations and images. Elements of the story:The key factor which was involved in developing this book for children is making it amazing. Iwanted the topic to be a real life experience that they encounter many times in their life. The goalwas to influence the life of children. However, there are many aspects of this.The information or content presented should adapt to the age of children in relation toearly development and help the children develop properly. I was able to write my story betteronce I realized that it’s meant for preschoolers. I have utilized a memory of my childhood as the basis for the story. I have picked an everyday event that can help them make connection and visualize.Associated illustrations and images are added. Artists should appropriately reflect their own aesthetic sense and taste in the contextualand design parts of the book for the topic they create, while they reform children’s books becausethe most significant variables that make children’s books a work of art are imagination, creative
3Mid Term Projectattitude and aesthetic sensitivity (Nikolajeva, 2005; Lynch-Brown & Tomlinson, 1999; Albers,2008; Kiefer, 1995; Thomas, 2011; Sever, 2008).Simple vocabulary is utilized in the story. Conversation between a father and daughter isshowcased in the form of dialogues. Characterization is child’s book’s major element. One need a strong appeal to respond to youngreaders. Main character of my story is relatable. The character faces challenges in choosing a toy and learns negotiation skills while talking to herfather. Ending is with a resolution between both characters that is acceptable by both. Sensory language is used in the story to make story engaging. My Focus While creating the book:The focus of this book was to invite children to establish connections and become better acquainted with themselves and their families. The book will teach them lifelong skills – problemsolving and negotiation. Applicable Standards:This book meets the Common Core State Standards: Language Arts – Grade Pre- K. following standards are met while creating the book: PK.SEL.1. Regulates responses to needs, feelings and events. The learners will be able to empathize with the main character. PK.AL.3. Approaches tasks and problems with creativity, imagination and/or willingness to try new experiences. The learners will learn lifelong skills – problem solving and negotiation.
4Mid Term ProjectPK.AC.4. Demonstrates a growing receptive vocabulary. The learners will be able to learn new vocabulary written in the book. PK. ELAL.1. [PKRF.1.] Demonstrates understanding of the organization and basic features of print. In order to fully grasp the plot, learners would need to be able to draw comparisons between words and images. PK. ELAL.5. [PKR.1.] Participates in discussions about a text (e.g., during whole or small groupinteractive read aloud discussions, during peer sharing, within play scenarios). The learners will be willing to engage effectively in a book discussion.PK. ELAL.20. [PKSL.2] Interacts with diverse formats and texts (e.g., shared read aloud, video clips, oral storytelling). The learners will have a story telling session after book reading. Vocabulary Enhancement: In order to help learners, make connections, I made sure that I used simple vocabulary with images. The term was also clear and appropriate. This book shows what we do in our everyday lives. The language and concept teaches learners to learn problem solving and negotiation. In thewords and language of this book, learner will be encouraged to listen to their parents when they experience the feelings and emotions. The book has many purposes, but the main is the opportunity to help children appreciate problem solving and negotiating skills. Application in my classroom:The aim of this lesson is for learner to ask questions and answer questions and make links to thebook, their daily lives and indulge in reading comprehension and storytelling sessions. Thelearner will take part in the relevant discussion of the story. They will read the story first inshared reading session. The vocabulary will be taught through flash cards. The main theme andidea of the book will be extracted using a graphic organizer. The students will be able to
5Mid Term Projectempathize with the main character and will be asked to place themselves in her place and whatpoints will they tell their parents to buy a toy for them. The students will present a role play ondifferent real scenarios where they will convince other person based on the given scenario. Thestudents will answer text based questions related to the book. The students will be asked todescribe, how they will convince their parents to buy the toy of their choice. By the end of thelesson the students will be asked to draw their favorite toy and why would they want to buy it. The book:
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16Mid Term ProjectConclusion – In conclusion there are several ways to improve the project based on this analysis of thisbook. First I will want information about a free application where we can easily create a flipbook. I would add more creativity to illustrations and images as I was bound with a few choicesof illustrations and images. The book is relevant and age appropriate and portrays a culture oflistening to parents and problem solving.
17Mid Term ProjectReferences:Albers, P. (2008). Theorizing visual representation in children’s literature. Journal of literacy research, 40, 163- 200.Lynch-Brown, C., Tomlinson, C. M. (1999). Essentials of children’s literature. USA: Allyn and Bacon.Nikolajeva, M. (2005). Aesthetic approaches to children’s literature: An ıntroduction. USA: Scarecrow Press.Stoodt, B. D., Amspaugh, L. B., Hunt, J. (1996). Children’s literature: Discovery for a lifetime. Australia: Gorsuch Scarisbrick.Schlager, N. (1978). Predicting children’s choices in literature: A development approach. Children literature in education, Vol. 9 (3), 136-142.Waugh, D., Neaum, S., Waugh, R. (2013). Children’s literature in primary schools. Learning Matters.