Scribd Logo
Upload

Welcome to Scribd!

  • 351 views

    Standard 3 Book Character Parade Rationale

    Uploaded by

    api-510119815
    The document describes a Book Character Parade activity where students in grades 1-2 dressed up as characters from their favorite books. The activity aimed to create a positive learning environment where students could share their interests. By participating alongside the students, teachers modeled positive social interaction and respect. Having students present their costumes and books in front of their peers set clear expectations that the environment be safe and respectful for all. The parade allowed teachers to better understand students' interests to plan future learning activities while also building a collaborative climate where all contributions were valued.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd

    Standard 3 Book Character Parade Rationale

    Uploaded by

    api-510119815
    351 views2 pages
    The document describes a Book Character Parade activity where students in grades 1-2 dressed up as characters from their favorite books. The activity aimed to create a positive learning environment where students could share their interests. By participating alongside the students, teachers modeled positive social interaction and respect. Having students present their costumes and books in front of their peers set clear expectations that the environment be safe and respectful for all. The parade allowed teachers to better understand students' interests to plan future learning activities while also building a collaborative climate where all contributions were valued.

    Original Title

    standard 3 book character parade rationale

    Copyright

    © © All Rights Reserved

    Available Formats

    PDF, TXT or read online from Scribd

    Did you find this document useful?

    Is this content inappropriate?

    The document describes a Book Character Parade activity where students in grades 1-2 dressed up as characters from their favorite books. The activity aimed to create a positive learning environment where students could share their interests. By participating alongside the students, teachers modeled positive social interaction and respect. Having students present their costumes and books in front of their peers set clear expectations that the environment be safe and respectful for all. The parade allowed teachers to better understand students' interests to plan future learning activities while also building a collaborative climate where all contributions were valued.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    351 views2 pages

    Standard 3 Book Character Parade Rationale

    Uploaded by

    api-510119815
    The document describes a Book Character Parade activity where students in grades 1-2 dressed up as characters from their favorite books. The activity aimed to create a positive learning environment where students could share their interests. By participating alongside the students, teachers modeled positive social interaction and respect. Having students present their costumes and books in front of their peers set clear expectations that the environment be safe and respectful for all. The parade allowed teachers to better understand students' interests to plan future learning activities while also building a collaborative climate where all contributions were valued.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 2

    Rationale Standard 3: Learning Environments

    Book Character Parade

    Introduction to Standard 3:
    • “The teacher works with learners to create environments that support individual
    and collaborative learning, encouraging positive social interaction, active
    engagement in learning, and self motivation.”
    o In other words, teachers understand parts of the classroom set up and
    routine that support individual learning as well as small group and large
    group instruction.
    • Indicator 3(a)
    o “Collaborates with learners, families, and colleagues to build a safe,
    positive learning climate of openness, mutual respect, support, and
    inquiry.”

    Introduction of the Artifact:


    • Book Character Parade
    o As a part of Read Across America week (the first week of March), first
    and second grade students and teachers participated in a book character
    parade. Students were instructed to bring in or borrow their favorite book
    and dress up as a character from the book. Homemade costumes were
    encouraged, and materials were provided by classroom teachers so that
    this activity was accessible to all learners. Each first and second class
    walked through the preschool, kindergarten, third, and fourth grade
    classrooms with their books, and then gathered in the cafeteria. Each
    student had the opportunity to show off their costume, hold up their
    book, and state what character they were dressed up as.

    Rationale:
    There are multiple levels as to how the book character parade aligns with
    standard 3. Students were encouraged to learn in a safe and positive
    environment that valued their interests. I am a huge advocate of learning about
    and using students’ interests to the teacher’s and students’ advantage, so having
    the opportunity to learn about students’ favorite books and characters gives the
    teacher an opportunity to plan further activities and interventions based on
    interest. By teachers participating in the parade as well, there was an additional
    contribution towards developing a safe learning environment. When teachers
    participate in these engaging activities in the same way the students do, they are
    models and encourage positive interaction. When students had the opportunity
    to share who they were dressed up as, the expectation was set very clearly that if
    a student was not respectful of their peers they would be asked to leave. This set
    the tone that this environment would remain safe, so that all students felt
    encouraged to and comfortable participating. Indicator 3(a) is addressed by this
    experience as well, because everyone involved contributed to the safe, positive
    learning climate in the cafeteria. Without everyone’s participation in respectful
    listening behavior, the environment would not have maintained it’s positivity. I
    am happy to share that everyone respected their peers, making this experience
    successful.

    You might also like