Book Arts

1. Book Arts Apprentice II Integrated Project Linking Visual and Verbal Literacies through an Alternative Assessment Method

2. Assessment Alternative Method measures learning of content Method measures learning of content PLUS communicative skills (verbal literacy and visual literacy) Traditional

3. Through the child’s book, YOU will assess the CHILD’S LEARNING: Science (or social studies, health, etc.) goal Example: the water cycle Verbal literacy goal Example: writing process Visual literacy goal Example: cartooning techniques (onomatopoeia, symbols, characterization) Through this Integrated Project, WE will assess YOUR LEARNING: Effectively using the book as an alternative assessment method to assess achievement of subject matter goals, verbal and visual literacy goals.

4. Procedure: Inspiration • 1. Review visual literacy, visual language development, and book-making (ELED 311) and the writing process, genres, and types of books (REED 313). • 2. Examine Classroom Content (Science, Social Studies, Math, Reading, Health, etc.) for potential application of this book method.

5. Procedure: Inspiration 1. Review visual literacy, visual language development, and book-making (ELED 311) and the writing process, genres, and types of books (REED 313). 2. Examine Classroom Content (Science, Social Studies, Math, Reading, Health, etc.) for potential application of this book method. Consider: • Word Choice • Illustrations • Poetic Devices Look at picture books for great inspiration

6. Inspiration • Word choice- Use language that is both spare and rich.  The average picture book is  3- 7 typed, double-spaced pages.  Choose words that are vivid, words with action, sensory words, and words that are pleasing to the ear. • Think about the illustrations- Strike a balance between the text and the illustrations. Each sentences or paragraphs must lend themselves to an illustration, and provide a variety of scenes, characters, actions or information. Think of this as writing "captions" for the pictures.  “Captions" must flow with an intriguing beginning, a rousing middle, and a good, satisfying ending. • Poetic devises- Use poetic devises - rhythm, alliteration, repetition, refrains, onomatopoeia, similes, rhymes, word play.

7. Procedure: Planning 3. Complete Part One to plan your goals and a make a trial (model of book). Share these with your mentor teacher. 4. Complete Part Two to plan the assessment tools (a rubric, checklist, etc.) How will you assess the student product? Learning? How will the student assess his/her own work? Learning?

8. Procedure: Implementation • 5. Develop and teach lessons that focus upon necessary communication skills* (verbal and visual literacy goals).--This is an important step-- this is not about having children follow step-by-step directions to make a book-- you will need to teach things like lettering styles and guidelines, connection between text and illustration, or layout skills like consistency. (*Just as when you use an oral presentation as a method, you must teach children presentation skills such as voice projection, eye-contact, expression, etc.) • 6. Implement the book-making experience.

9. Procedure: Critique and Exhibition 7. Provide an opportunity to celebrate child’s published work in a formal way and elicit Apprentice II student and teacher written response to the experience. 8. Submit: • Parts One through Three - Final Reflection on process • Your trial (model of book) • Three samples of child-made books with completed (child’s and Apprentice II student) assessments attached