Assignment 08 Directions: Make Sure To Save An Electronic Co

Assignment 08directions Be Sure To Make An Electronic Copy Ofyour

Part A: Choose to put yourself in the role of a kindergarten, first grade, or second grade teacher. Select three (3) books of children’s literature that you have discovered and believe are high quality and age appropriate. Describe two (2) ways that each of these books might support a child’s personal and academic growth. List one (1) common core standard that each book could be used to support. These standards have been released and implemented for English language arts and math. You can download the standards at the provided website. I encourage you to bookmark this site and visit it often. If you plan on being a classroom teacher, you will need to become familiar with it. This link will take you to the portion of the website that explains how to read the standards and understand their labels: “Individual CCR anchor standards can be identified by their strand, CCR status, and number (R.CCR.6, for example). Individual grade-specific standards can be identified by their strand, grade, and number (or number and letter, where applicable), so that RI.4.3, for example, stands for Reading, Informational Text, grade 4, standard 3 and W.5.1a stands for Writing, grade 5, standard 1a. Strand designations can be found in brackets alongside the full strand title.” Here is a first grade ELA standard: CCSS.ELA-Literacy.RL.1.7 Use illustrations and details in a story to describe its characters, setting, or events. Here is a second grade ELA standard: CCSS.ELA-Literacy.RL.2.9 Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.

Part B: Choose three (3) picture books that promote social justice. Then, describe three (3) different situations or questions that you could then share with the children in which you give a setting and a problem and ask the children what they could or would do to help.

Part C: Select three (3) picture books that lend themselves to interpretation through music, movement, or dramatization. Then, summarize the books you chose to use. Describe two (2) music, movement, or dramatic activities that you would use to engage children in follow-up activities to each book.

Paper For Above instruction

Introduction

In the role of an early childhood educator, selecting appropriate literature that fosters both personal and academic development is essential. Books serve as powerful tools not only for teaching fundamental skills but also for shaping students' values, empathy, and social understanding. This paper explores three carefully chosen children's books that support developmental growth, correlates them with relevant Common Core standards, examines three social justice-themed books to facilitate moral reasoning, and identifies three books suitable for interpretive arts activities to enhance engagement and learning.

Part A: Selecting High-Quality Children's Literature

Book 1: "The Very Hungry Caterpillar" by Eric Carle

This classic picture book supports young children's personal growth by encouraging curiosity and an understanding of life's cycles. Its rhythmic text and colorful illustrations foster language development and attention span. Academically, it introduces concepts of counting, days of the week, and the life cycle, aligning with early literacy and science standards. A relevant Common Core standard for first grade is CCSS.ELA-Literacy.RL.1.7, which involves using illustrations and details to describe characters, settings, or events, as the book's detailed artwork helps children infer meaning and sequence.

Book 2: "Where the Wild Things Are" by Maurice Sendak

This story supports emotional regulation and empathy by exploring themes of anger, imagination, and reconciliation. It helps students recognize and name feelings, fostering personal growth. It also encourages creativity and narrative comprehension, supporting language arts skills. For second grade, a supporting standard is CCSS.ELA-Literacy.RL.2.9, which involves comparing and contrasting different versions of a story, prompting discussions about different interpretations of the protagonist's journey and emotions.

Book 3: "Wilfrid Gordon McDonald Partridge" by Mem Fox

This book promotes social awareness and intergenerational understanding. It helps young children develop empathy for the elderly, fostering social maturity. Academically, it can support lessons about community, empathy, and storytelling. The core standard CCSS.ELA-Literacy.RL.1.3 (describe characters in a story) can be supported through discussions about Wilfrid's relationship with the elderly residents, emphasizing emotional connections conveyed through illustrations and narrative.

Part B: Books Promoting Social Justice

Book 1: "Last Stop on Market Street" by Matt de la Peña

This story highlights community diversity and gratitude. A situation to discuss with children could involve their responses to witnessing homelessness or economic disparity during a neighborhood walk. For instance, "Imagine you see someone without a home; what could you do to help or show kindness?"

Book 2: "A Lady Has the Floor" by Katharine Ross

This book emphasizes the importance of listening and respecting others' voices, especially marginalized groups. A scenario could involve children listening to a classmate share a story about their background and discussing how to respect diverse perspectives, asking "What can you do to make everyone feel heard and valued?"

Book 3: "The Name Jar" by Yangsook Choi

This story addresses cultural identity and acceptance. A situation to explore might involve children missing or mispronouncing a classmate's name, prompting questions like "How can we learn and pronounce each other's names correctly to show respect?"

Part C: Books for Interpretation Through Arts

Book 1: "Giraffes Can't Dance" by Giles Andreae

This book's message about individuality and self-expression makes it ideal for movement and dance activities. Children can interpret the story by creating their own dance routines reflecting characters' emotions or story themes. A follow-up activity could be a "Dance Party" where children express their feelings through movement inspired by the story's message.

Book 2: "The Rainbow Fish" by Marcus Pfister

The story about sharing and beauty lends itself to music activities. Children could engage in a song about sharing or create a musical composition using different sounds to symbolize the fish's scales. Movement could involve children mimicking the shimmering scales through shimmering gestures or group formations.

Book 3: "Where the Sidewalk Ends" by Shel Silverstein

This poetry collection invites dramatization. Children could perform short skits based on the poems, emphasizing storytelling and expressive voice. An activity might include improvisational theater where students interpret the whimsical and humorous tone of Silverstein's poetry.

Conclusion

Choosing the right books for early learners involves aligning literature with developmental goals, social values, and arts integration. The selected books support personal and academic growth, promote social justice awareness, and inspire creative expression through music, movement, and drama. Integrating these stories into classroom activities enhances literacy, social-emotional skills, and artistic development, preparing children for well-rounded learning experiences.

References

• Carle, E. (1969). The Very Hungry Caterpillar. Penguin Books.
• Sendak, M. (1963). Where the Wild Things Are. Harper & Brothers.
• Fox, M. (1989). Wilfrid Gordon McDonald Partridge. Scholastic.
• de la Peña, M., & Dillon, C. (2015). Last Stop on Market Street. Little, Brown Books for Young Readers.
• Ross, K. (2003). A Lady Has the Floor. HarperCollins.
• Choi, Y. (1995). The Name Jar. Dragonfly Books.
• Andreae, G., & Kostecki, K. (2009). Giraffes Can't Dance. Alfred A. Knopf.
• Pfister, M. (1992). The Rainbow Fish. NorthSouth Books.
• Silverstein, S. (1974). Where the Sidewalk Ends. Harper & Row.
• National Core Arts Standards. (2021). Arts Education Policy Review. https://www.nationalartsstandards.org