13 Aug The purpose of this assignment is to (1) define developmentally appropriate practices in which literature can and does support the goals of early childhood education, analyze how children’s books support children’s

The purpose of this assignment is to (1) define developmentally appropriate practices in which literature can and does support the goals of early childhood education, analyze how children’s books support children’s development (cognitive, social, emotional, language and aestheticdevelopment), (3) appreciate and apply adult scaffolding of children’s thinking through dialogicreading and read aloud activities, (4) integrate children’s literature across the curriculum including multicultural components, (5) explore and apply knowledge of sociocultural, sociopolitical and psychological variables to facilitate ELLs’learning of English, (6) appreciate the value of multicultural and international children’s literature in developing an understanding of and appreciation for other cultures through literary genres, (7) describe how authors use literary devices to get their message through, (8) appreciate how children’s literature help children gain respect and understanding of diversity from multiple perspectives, (9) suggest how promote positive attitude toward literary experiences, (10) reflect on the interrelatedness of local, global, international and intercultural issues, trends and systems through the use of children’s literature that addresses global issues, (11) define how children’s books support children’s multiple perspectives and empathy while promoting their cognitive, social, emotional, language and aesthetic development (12) maintain a climate of openness, inquiry, fairness and support, (13) applies technology to organize and integrate assessment information, (14) recognize the importance of ELLs’ home languages and language varieties, and build on these skills as a foundation for learning English, and (15) recognize how to cognitively engage children with and without disabilities.


Make sure to read the following resources as you complete your Dialogic Reading:

Dialogic Reading – PEER & CROWD:
 http://dialogic-reading.blogspot.com
(Links to an external site.)Links to an external site.
PEER Sequence and CROW Prompts.pdf (Links to an external site.)Links to an external site.


Visible Thinking Routines: 
http://www.visiblethinkingpz.org/ (Links to an external site.)Links to an external site.VisibleThinking_html_files/03_ThinkingRoutines/03a_ThinkingRoutines.html(Links to an external site.)Links to an external site.


Costa’s Levels of QuestionsPreview the document (make sure to use level 3 questions while conducting the Dialogic Reading)


Directions:
This is a group project.You will work with your PLC group. Students are expected to work cooperatively using technology to document and report your findings. Be sure to:


Select a book that addresses a global issue to conduct a dialogic reading experience between an adult and an English Language Learner/s (ELL).
Implement research-based instructional practices (thinking routines) for developing students’ ability to read critically.
Explain how you would apply knowledge of socio-cultural, socio-political and psychological variables to differentiate reading instruction for all students, including the ELL.
Conduct research using video documentary techniques. Use Adobe Premier or equivalent technology to select video episodes that better explain your findings.
Select a children’s book related to local, international, and intercultural issues, trends and system that support children’s language, intellectual, personality, social & moral, and/or aesthetic & creative development.
Conduct a dialogicreading activity with one child or group of English Language Learners (ages 2-8 years old).
Use video-documentary techniques.
During the dialogicreading interaction the candidates should maintain a climate of openness, inquiry, fairness and support to the students.
In the final report, the candidates should analyze the video and recognize the importance of ELLs’home languages and language varieties, and build on these skills as a foundation for learning English.
The candidates should analyze a dialogic reading experience between an adult and a child/children focusing on a global issue.
In the analysis the candidates should recognize how characteristics of both language and cognitive development impact reading proficiency.
Analyze your observations, make connections between theory and your observations and support your claims with readings (APA style). The analysis should include:
(1) cultural and linguistic background,

(2) relationship between words and pictures,

(3) predictive characteristics and so on.

Explain the adult/child interactions that you observed during read aloud activities.
Document and analyze:

a. Theories of learning and child development reflected during the dialogic reading

b. How adults help children think about their thinking during the reading interaction and reflect on local, international, and intercultural issues

c. How adults support children’s language, intellectual, personality, social & moral, aesthetic & creative development.

d. Include references from class material to support your claims.

e. Document adult-child interactions and reactions to selected books.
Documentation will consist in notes (including verbal interaction, gestures and so on), videotape, and interviews. The use of video-tape is required previous parental written consent. Interviews are highly recommended. Videos should be uploaded on YouTube. Candidates are required to include the link to the video in their final written report.
Analyze the implications of reading to young children and how adults scaffold the child’s construction of meaning.
9. Submit a research report in form of a Power Point including your edited video-clips including all the above information.
Record your narration over each slide making sure to elaborate on the content in each slide.
Make sure to include link to the video, pictures, notes, etc…