Project title: Student Created Book Reviews
Teacher(s): Leslie Stageberg
Grade level(s): Kindergarten
Students will create a short video book review of a non-fiction book they have read from their book box. The video book reviews will be posted so peers can view them. This allows the students to reflect on the book they have read while helping other interested readers in the process.
Standards students will learn in this project:
0.2.2.2 With prompting and support, identify the main topic and retell key details of a text.
0.8.6.6 Speak audibly and express thoughts, feelings, and ideas clearly, and respond to poems, rhymes, and songs.
Other key skills students will learn:
Book retelling, oral speaking, vocabulary development, book evaluation
I can tell the main idea of a book and details that tell about it.
I can tell what I like and don’t like about text I read.
1. Students will sort books in their book box into two groups: fiction and non-fiction and have a partner check their sort.
2. Students pick a non-fiction book they would like to do a “Book Talk” on, including telling what the book is about why they liked it.
3. Students complete a “Book Talk” sheet that will support communication when creating the video and ensure expected components are included.
4. Students work first by themselves to practice what they want to say in the Book Talk video, then practice three times with a partner who will simulate recording.
5. Use a Practice Checklist with an adult before recording.
6. Students record each other giving the book talk and take a still photo of the book.
7. With an adult or using a screencast on how to use Aurasma app, create an Aurasma for the video with the still photo as the trigger.
8. Teacher prints still photos and posts around the room.
9. Students go on a “Book Talk” walk around the room, viewing Book Talk videos.
10. Students take a photo of 3 books they wish to read after viewing the Book Talks.
Video will include: name
1. Title of book
2. Labeling it a non-fiction.
3. Main idea or topic of the book and key details included in the book.
4. One interesting word used in the book.
Use the interesting word in a sentence.
5. Speak loud and clear
6. Tell why you liked it using the word “because” and give 1-2 points to support your reason. ”
Students will be given a cheat sheet (https://docs.google.com/document/d/11CBe8t1-kcgrGhDoM6TTV-T4Sd2MfgNeHDu-cUm_WIY/edit?usp=sharing) to follow when videoing their book review to manage inclusion of each component. The Cheat Sheet will include sentence frames to support communication using complete sentences.
Criteria for exemplary performance - Ice Cream Sunday Projects
EL students, special-needs students, or students with diverse learning styles may need support to understand what they are being asked to do. Showing them an example, and drawing or writing for them directly on the cheat sheet may be necessary. These students may also benefit from adult support to break down parts/my turn your turn practicing to support oral speaking fluency before recording.
This project will give students not only the heightened awareness and practice of comprehension strategies, but also the opportunity to promote books and gain excitement about books from and collectively with their peers. This project will give me strong feedback of students’ awareness of non-fiction vs. fiction text, their ability to understand the main idea and supporting details, as well as their level of communication skills about informational text.
This assessment is an authentic assessment for several reasons. The assessment requires higher order thinking. Students need to synthesize and evaluate what they have read. The work the students produce will be used and useful to real people. The focus of reading for information and communicating effectively is relevant and a lifelong skill. Social support is apparent in this work with high expectations, challenging work, and assistance in achievement for all learners.
I enjoyed this opportunity to develop an assessment for important standards we do not currently have assessments for. Finding ways to incorporate technology to enhance the experience for the kindergartners while providing me with useful data in a manageable way was a challenge. Designing a rubric for speaking standards was worthwhile. It really helped me focus in on what I need to be looking for and even ways I can support students who don’t meet the criteria.