Guided Response Criteria
*Be constructive when providing feedback (The questions were well written!)
Offer a reflection of your peer’s literacy bag from the perspective of a family member who used it with their child
Describe what the strengths are about their bag for addressing the concept of literacy development.
Is there anything you would do differently?
Suggest one way that the peer can supplement their bag by including an activity for the non-English speaking child and family.
Please use the question about for writting feedback for my peer work below ( the answer to the question have to be in your feedback)
In my opinion, young children’s future success comes down to literary experience. So the main question should now be, how can educators’ engage and excite young children in these meaningful literary experiences and grab their attention? Well, the one engaging and interactive activity that comes to mind is, The story literacy bag, sack or backpack used to support, engage and encourage children’s positive literary learning experiences for these young student’s. These literary sack or backpacks are also known as, Story Stacks or according to the source, National Literary Trust (n.d.) in the article, Story Sacks, “A large cloth bag containing a favorite children’s book along with supporting materials to stimulate language activities and make reading a memorable and enjoyable experience.” (1) Now the theme for the literacy backpack plan that could be used for my near future young students is, Bedtime. This theme can be used at home or in the classroom, but preferably at home due to the theme being (bedtime) of course or it could possibly be used for nap-time in the preschool class or daycare. The name behind the theme of the literacy backpack is ‘Good-night moon’. This is why it’s also known as a take home backpack, because it’s of course mainly used for bed-time. It’s content’s include, according to the source, Pre-K pages (n.d.) in the article, Buddy Bags, “Stuffed Goodnight Moon Bunny, Goodnight Moon & Kiss Goodnight Books, Parent Journal, Instruction Sheet, Goodnight Moon recorded on i’pod with lullabies.” (6) The age I would like to share the activities with is children ages 3-5 years. The development level is the pre-operational stage. The three developmentally appropriate literature selections which could be read to the child is first, Goodnight Moon by Wise Brown & Clement Hurd, Love U Forever by Robert Munsch, and BABAR’S Mystery by Laurent De Brunoff. I feel these are according to the author, Candace Jaruszewicz (2013) in the text, Curriculum and Methods for Early Childhood Educators, “Age-appropriate books are high-quality children’s literature.” (11.2)
Three open-ended questions the child could discuss after reading these stories is, simple open-ended questions such as, Who jumped over the moon? What did the boy’s mother say to him before tucking him into bed each night? What did the old lady say when all was quiet, the room was dark and the stars were out? One activity reflecting from the readings for the preschool aged young child in this case is, according to Jaruszewicz (2013) in the text, “Oral storytelling which is a powerful tool for making connections with literacy.” “In this case stories, where the genre is more personal, I will maintain eye contact with each of the children individually, make the character’s real through dramatization and learn to identify parts of the story or act out the characters that are appealing, humorous or interesting.” (33) Another activity that reflects reading or writing for the young child is, according to Jaruszewicz (2013) in the text, “Emergent writing or children’s exposure to environmental print and text through story reading, exploration of books and opportunities to draw and play with writing materials.” “Specifically, two powerful reading and writing activities appropriate for pre-school aged young children including making books similar to Goodnight Moon and journaling.” “In fact, class concept books and narrative stories made with toddlers and pre-schoolers can be used as models and opportunities for a 3-5 year old.” (11.4) Also, “Having a special book or according to Jaruszewicz (2013) in the text, “Journal is one supposedly entertaining way to lead the children or give them the opportunity to make them feel like writers, develop independently and because early writing and journaling can be simple, integrating both drawings and print that the young children will begin to comprehend without much frustration.” (11.4) In this case the young children can possibly write in simple phrases or draw what I read to them in my three books I have for them. Similarly, another language activity which can be done with the child besides basic reading and writing is, according to Jaruszewicz (2013) “As young children learn to manipulate language and structure they style of writing for different purposes, oral poetry invites children to pay close attention to the words and can now engage in more focused discussions about poetry building phonemic awareness and listening skills.” (11.4)
Furthermore, three additional items that could be added to the bag are, A big book version of the story, An activity card and Models of characters and objects from the story.
Jaruszewicz, Candace (2013) Curriculum and Methods for Early Childhood Educators, San Diego, C.A. Bridgepoint, Edu. Inc.
National Literacy Trust, (n.d.) Story Sacks, Retrieved from, http://www.literacytrust.org.uk/
Pre-K Pages (n.d.) Buddy Bags, retrieved from, http://pre-kpages.com/
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