Fieldwork 6-Epps

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Tennessee State University *

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2056

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Anthropology

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Apr 3, 2024

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KaBenie Epps March 25, 2022 Module 6 Fieldwork: Literacy: Reading You will do the following 3 activities for the fieldwork in this module. You will need to have access to young children from ages 2 to 6. Children’s Books and Learning the Course Content Read the handout, “Interactive Reading Model” attached to Fieldwork 6 Dropbox. This handout illustrates this interactive reading process using the book Silly Sally, by Audrey Wood. Select a different book of your choice and complete the worksheet “Planning for Reading Aloud” that is attached at the end of this document. . You can choose other Audrey Woods books ( Quick as a Cricket , The Napping House , or The Little Mouse, the Red Ripe Strawberry, and the Big Hungry Bear) or any of your other favorite “read-aloud” books. Practice with Children Read to children (ages 2 – 6) using three different formats: individual (one child) , small group (3-4 children), large group (more than 6). Decisions about which format a teacher uses in reading are based on the learning goals and needs for each child. Each of the 3 formats uses different strategies to support individual children’s early literacy goals. Using these different reading formats requires some planning. Before you practice these three approaches with children, think about:  What kinds of support do you need to successfully use these formats (i.e., more adults in the classroom, changes in the environment, etc.)  What kinds of skills and behaviors will you look for when using these different formats to read with children? Report on your reading experiences with the three formats above and give your reactions and reflections about what you learned. Individual Book Reading Date: 3-18-2022 Book: Pete the Cat: Crayons Rock! Age of child: 2-year-old Reflection on what happened and what you learned: In this case the child did point of the things that he recognized. The child is very familiar with the Pete the Cat book, so he did notice that first from the cover then the crayons and wanted to call out the color in which he knew. When discussing asking the question during the reading I did receive a few I don’t know. But I like the fact that the child even expressed that fact and in return it will encourage deeper thinking the next time the book is read to pay January 2018

closer attention or to remember the conversation in which we had about the question asked. I think that reading the book this way allows children to discover new ways of thinking and engage in more dialog. Expanding their vocabulary while promoting their connects to their lives or encouraging their literacy development. Small Group Read Date: 3-22-2022 Book: Pete the Cat: Crayons Rock! Ages & number of children: 3- & 4-year-olds, Four children Reflection on what happened and what you learned: When discussing the book beforehand and making predictions. The children thought that the book was about crayons, music and a cat. They did not expect the book to be about drawing. The children did have something to express about each page of the book whether the colors or the difference their noticed from the drawings displayed by Pete and the characters. Discussing a book in this manner allowed for more opportunities to make new discoveries and provides children with a chance to think about how a cover can give you a glimpse into what the story will be about, or the story could be different than some of the prediction children make initially. Reading a story in this manner did allow for more conversation and making closer observations of the book and its characters. Large Group Read Date: 3-24-2022 Book: Pete the Cat: Crayons Rock! Ages & number of children: 3- & 4-year-olds, six children Reflection on what happened and what you learned: I have learned that children much to say when given the opportunity the children noticed the details and predictions. Having their own thought whether similar or different from their peers reflected of the story and how the perception was different in some respects as to what they thought. 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 believe that I can fully meet the learning outcomes because of the encouragement and engaging with my students that I have implemented due to this module. It has assisted me in creating the conversations that allow my students to think beyond, to question every aspect of a story and to engage children in interactive reading. January 2018

What have you learned that is most meaningful and valuable to you in this module? I have learned although we want to make it through the story, we want to allow conversation. I have told my students in the past that when reading a story, they are the audience and they should listen to the story however, I was depriving my students of the profound dialog and questioning that they are eager to explore. I will most definitely continue to use this method when reading to my student to support their progression. 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 this method at home when they are reading their children to see the kind of conversation that it sparks. Asking how they tend to inspire the children to be creative thinkers and asking the questions of their predictions and then make new ones. January 2018

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