·        To develop and practice collaborative and organizational skills.

·        To become familiar with a key area of Language Learning.

·        To acquire experience in presenting to a group.

In this group presentation (groups of four) you are expected to present a journal article that addresses an area that is of particular interest to the group and relates directly to language learning.  Presentations are expected to be between 25 and 45 minutes. Presentations will include:

1.      an overview of major points of your chosen article

2.      The presentation of some practical applications of the article for  use in classroom settings;

3.      a review of two children’s books (one picture book and one novel); and, how those books may be utilized as components of an integrated  language arts program.

Your group is responsible for negotiating with the instructor what article you will present. Your presentation will include some component requiring active participation on the part of the class.  All members of the group are required to take an active part in the presentation.  You are encouraged to use the chalkboard, overhead projector, charts, computer, and/or other audiovisual resources in conducting your presentation.

**There is no requirement to hand in any written preparation for this presentation.  Your in class presentation will demonstrate the quality of your preparation.

In the early grades teachers will often focus upon one author for a period of time where students read a number of books written by that author and engage in a variety of instructional events connected either directly to or relating to topics addressed in books by the chosen author. In this assignment you will:

1.      Introduce the author you have chosen and write a brief biography of the author (1-2 paragraphs).

2.      Make a reference list of picture books written by your chosen author (at least three books).

3.      Describe six instructional events targeted to Grade 1-2 students. Each event should be connected with books by your chosen author.  Remember the key word here is integration so at least three of your instructional events will need to explore other curriculum areas e.g. science, math, physical education, social studies, music, art etc. Each description will be 2-3 paragraphs.

Our understanding of literacy learning can be made sense of by using other creative/generative processes (e.g. making a cake, creating a garment, growing a seed etc.) as a metaphor for articulate your understandings.  For this assignment you will explore and articulate the understandings of what you feel are key aspects of:

·        environments that allow literacy learning to thrive; and,

·        young children’s literacy learning development. 

This anthology should include artifacts taken from your journal, teaching (students work, lesson plans etc.), class notes, and course readings.

You may also wish to highlight specific tools and/or materials that you feel are key facets of exemplary literacy learning environments.

Key concepts that you may wish to weave into your anthology may include:

·      representations of the four aspects of language learning;

·      the scaffolding role of teacher;

·      the gradual progression toward conventional reading and writing; and/or,

·      the importance of variety and choice.

This assignment will be presented to the rest of the class during our ‘exam’ time on May 10.  You will be required to make a short presentation of the essence of your metaphor and how you have used this metaphor to represent your understanding of literacy learning. This presentation will constitute 4 grade points of the 20 grade points assigned to this assignment.

The composition of your assignment may vary markedly from those of your peers.  Some examples of Anthologies of Learning completed by previous students will be displayed to give you an idea of the expectations of this assignment.