Indiana Reading Journal Volume 44 Issue 1 Volume 47 Issue 1 | Page 12

12

The teacher candidates used professional databases and critical reviews to identify a list of picture books on their assigned topic. Candidates were required to read each book at a library or bookstore before narrowing their final selections to two or three books for the signed topic. Once the books were identified, teacher candidates created a trifold brochure as a guide to accompany the books so that adult volunteers who were unlikely to be familiar with the books would have a place to start. The brochure included suggestions for reading aloud, conducting a picture walk through the books, engaging children in conversations about the illustrations and text features, and inviting children to make text-to-self connections. The brochure also contained suggested extension activities to use with individual children, small groups, or the whole class, such as art projects, creative dramatics, science experiments, physical activities, and outdoor explorations (see Figure 2). Teacher candidates also identified any additional materials that would be needed to complete the suggested activities, such as arts and crafts supplies. The books, brochures, and supplies were then assembled into two-gallon sized sealable plastic bags. A response card was also included in the totes so that the adult volunteer who shared the books with children could provide some feedback to the teacher candidate. The books and all supplies were purchased through grant funds.

Impact of the Project

The impact of this project extended well beyond the creation and implementation of teaching totes. A strong community connection was established as evidenced in the following quote provided by a faculty volunteer, “I enjoyed the experience because it allowed me an opportunity to connect with the same place, and some of the same professionals, that were there when my daughter went through the program. Knowing what the experience meant to my daughter allowed me to appreciate, and feel a part of, the current class’ experience.” Another staff volunteer stated, “Time spent with a child and a book is very special.” A teacher candidate commented, “This whole experience was stressful but exciting at the same time. I feel connected to the child...because I got to pick three amazing books and activities for them...” Ultimately, the time spent volunteering reunited the community connection for some, engaged others in a community of readers, and for some the unifying piece that connected everyone, regardless of age, to this project was a t-shirt that was given in appreciation of their participation.

Figure 2: Brochure with suggestions for engaging students