—PLEASE READ THE INSTRUCTIONS FULLY BEFORE PLACING A BID!!—
Overview
For this Performance Task, you will develop a PowerPoint Presentation on evaluating quality childrens literature and demonstrating and evaluating a quality read-aloud presentation for young children.
Instructions
Before submitting your Assessment, carefully review the rubric. This is the same rubric the assessor will use to evaluate your submission and it provides detailed criteria describing how to achieve or master the Competency. Many students find that understanding the requirements of the Assessment and the rubric criteria help them direct their focus and use their time most productively.
PowerPoint Presentation on Quality Childrens Literature and Quality Read-Aloud Experiences
Scenario
You are a teacher at an early learning center that serves children from infancy through early elementary (K3) age. You have a passion for childrens books and have worked hard to educate yourself on the characteristics of quality childrens literature across multiple genres. To communicate your love of books and reading to the children you work with, you have also developed your skill and talent for reading aloud to children. Through tone, cadence, animated expressions, enthusiasm, or even earnest solemnity, the artistry of storytelling can create a unique shared experience while nurturing positive dispositions toward reading and language learning.
With this knowledge and experience in mind, you decide to share what you have learned about quality childrens literature and quality read-aloud experiences with your colleagues through a PowerPoint Presentation in two parts.
Part One recommends quality fiction and nonfiction books across multiple genres for a specific age group, and explains information and examples for evaluating childrens literature based on guidelines for quality;
Part Two features an audio recording of up to 10 minutes of you reading aloud a quality fiction or nonfiction book and explains how to evaluate the read-aloud experience based on criteria for engaging children and celebrating the joy of reading.
Note: For this Assessment, you will need to choose a target age group (e.g., infants/toddlers; preschoolers) for your presentation. Select the age that interests you most, with which you have the most experience, and/or that is most appropriate for specific books you would like to feature in your presentation.
PREPARE FOR PART ONE OF YOUR POWERPOINT PRESENTATION
To complete this assessment, you will read a book aloud to a child or small group of children. Think about a child or small group of children you know (relatives, friends’ children, etc.) who are in one of the target age groups below:
Infants and toddlers
Preschoolers
Kindergartners
Early elementary (first, second, and/or third graders)
Identify four childrens books appropriate for your target age group:
Two or three fiction books, each representing a different genre (e.g., fantasy, folklore, realistic fiction);
One or two nonfiction books, each representing a different genre or topic (e.g., biography; informational book on a specific theme, such as animals, families, different cultures).
Evaluate each book using the resource Ten Steps for Reviewing Childrens Books at https://www.uua.org/files/documents/derman-sparkslouise/1206_233_review_books.pdf and other appropriate criteria from any of the other resources provided in Topic 1, Activities 2 and 3, of this Competency.
Ensure that the four books you select represent the following:
Each book meets guidelines for quality, including two specific examples you can explain in your evaluation;
Each book is characteristic of the specific genre;
Each book has qualities that make it a good choice for promoting childrens positive dispositions toward reading and language learning;
At least one book is an excellent choice to read aloud for Part Two of your PowerPoint Presentation. Note: In making your selection, keep in mind that your audio recording of the story should not be more than 10 minutes, in order to successfully embed the recording in your PowerPoint document. You are encouraged to time yourself in a practice reading of a story before you select it. Many picture books and other types of books for young children of 32 pages or less should fit within the time limit. If you select an information book with sections or a chapter book for primary-grades children, you might choose an especially appealing section or chapter to read aloud. Be sure that the portion you read makes sense to the listener and lets you do your best job reading aloud.
Take notes on your own tips for identifying quality childrens books for your target age group, and aim to have at least three tips to feature in your presentation.
PREPARE FOR PART TWO OF YOUR POWERPOINT PRESENTATION
Choose one book to read aloud from among the four books you have selected in your Part One preparation. Be sure that your selection can be read within the 10-minute limit for an audio recording in a PowerPoint document.
Aim to read the book to the child or group of children identified in Part One. Important Note: If you do not have a child/group of children with whom you can share this book, prepare to read it aloud as you would if you were sharing it directly with children.
Review the resource Read-Aloud Criteria: Tips for Developing a Great Read-Aloud Experience document. Note: You will find directions for how to make a recording of your story using the audio feature in your MAC or PC version of PowerPoint.
Consider how you will apply these criteria to the read-aloud book. Keep in mind that the magic of a quality read-aloud experience is not achieved without thoughtful effort on the part of the reader. Telling a taleparticularly when reading itrequires an actors touch and a readers love of words and story. Bringing a story alive is more than proceeding from beginning to end. It is achieved through the skill with which the reader sets a tone that matches the text and feel of a story, lingers over a phrase, and brings characters to life through voice and expression. With all that in mind:
Set two goals for yourself to meet in creating your read-aloud presentation.
Create an audio recording of yourself reading your selected book. Your final saved recording should be embedded directly in your PowerPoint document.
Listen to and evaluate your recording using the Read-Aloud Criteria document. Take notes and include an explanation of the following:
How well you met your goals for your read-aloud presentation;
At least two strengths of your read-aloud presentation;
At least two examples of what could be better/more effective;
At least two strategies to apply to improve your read-aloud presentations.
DEVELOP YOUR POWERPOINT PRESENTATION: PART ONE AND PART TWO
Using the PowerPoint Presentation Template, create Part One and Part Two of your presentation consisting of 16 slides, plus the title slide, which is provided for you. As needed, use the Notes section of the slides for additional room to provide the required information about the books and read-aloud presentation that you have evaluated.
Title Slide: Evaluating Quality Literature and Quality Read-Aloud Experiences for Young Children
Part One Introduction: Quality Literature for Young Children (1 slide)
Identify the age group you are addressing;
Explain three key criteria that you used to select books for your target age group.
Part One 4 Featured Books (8 slides/2 slides per book)
For each of the four books you have selected and evaluated:
Identify the title, author, and genre;
Briefly summarize the books key characters, events, and/or themes;
Explain how the book is characteristic of the specific genre;
Explain why the book is an appropriate choice for your target age group;
Explain your evaluation of the book based on quality standards, including at least two examples of how the book is free of misinformation and stereotypes identified in Ten Steps to Reviewing Childrens Books;
Explain how this high-quality book can support positive dispositions toward reading and language learning in young children.
Part One Summary (1 slide)
Explain your three top tips for evaluating quality childrens literature for your target age group.
Part Two Introduction: Quality Read-Aloud Experiences for Young Children (1 slide)
Identify the book you selected to read aloud;
Explain three qualities that make the book a good choice to read aloud.
Part Two: The Read-Aloud Presentation (1 slide)
Make an audio recording of your read-aloud presentation that will be embedded in this slide;
Explain two goals that you set for yourself in creating this read-aloud presentatio
Part Two: Evaluation of the Read-Aloud Presentation (2 slides)
Evaluate your read-aloud presentation to explain:
How well you met your goals for the read-aloud presentation.
At least two strengths of the presentation;
At least two examples of what could be better/more effective about the read-aloud presentation;
At least two strategies to apply to improve your read-aloud presentations.
Part Two Summary (1 slide)
Explain at least three reasons why reading aloud to children can promote positive dispositions toward reading and language learning.
References (1 slide)
Cite all resources used in creating Parts One and Two of your PowerPoint Presentation in APA style.
SUBMIT YOUR POWERPOINT PRESENTATION
2017 Walden University 1
EL3005: Childrens Literature: Evaluate the quality of childrens literature and read-aloud experiences across multiple
genres to promote positive dispositions toward reading and language learning in young children.
Assessment Rubric
0
Not Present
1
Needs Improvement
2
Meets Expectations
Topic 1: Choosing Quality Literature for Young Children
Identify the age
group you are
addressing;
explain three key
criteria that you have
used to select books
for your target age
group.
LO1: Explain criteria for
selecting childrens
books for a specific age
group.
Response is not present.
Response is a vague,
inaccurate, illogical, and/or
incomplete explanation of
criteria for selecting childrens
books for a specific age group.
Response explains clearly,
accurately, logically, and
completely criteria for selecting
childrens books for a specific age
group.
For each of the four
books you have
selected and
evaluated: Identify the
title, author/illustrator,
and genre.
LO2: Identify titles,
authors, and genres of
childrens books.
Response is not present.
Response vaguely,
inaccurately, illogically, and/or
incompletely identifies titles,
authors, and genres of
selected childrens books.
Response clearly, accurately,
logically, and completely identifies
titles, authors, and genres of
selected childrens books.
Briefly summarize the
books key characters,
Response is not present. Response is a vague,
inaccurate, illogical, and/or
Response clearly, accurately,
logically, and completely
2017 Walden University 2
events, and/or themes.
LO3: Summarize
childrens books for key
characters, events,
and/or themes.
incomplete summary of key
characters, events, and/or
themes in each of the featured
childrens books.
summarizes key characters,
events, and/or themes in each of
the featured childrens books.
Explain how the book
is characteristic of the
specific genre.
LO4: Explain how
childrens books
evidence characteristics
of their genres.
Response is not present.
Response is a vague,
inaccurate, illogical, and/or
incomplete explanation of how
each featured book evidences
characteristics of its genre.
Response is a clear, accurate,
logical, and complete explanation
of how each featured book
evidences characteristics of its
genre.
Explain why the book
is an appropriate
choice for your target
age group.
LO5: Explain how
childrens books
evidence age-
appropriateness.
Response is not present.
Response is a vague,
inaccurate, illogical, and/or
incomplete explanation of how
each featured book evidences
appropriateness for the
targeted age group.
Response is a clear, accurate,
logical, and complete explanation
of how each featured book
evidences appropriateness for the
targeted age group.
Explain your
evaluation of the book
based on quality
standards, including at
least two examples of
how the book is free of
misinformation and
stereotypes identified
in Ten Steps to
Reviewing Childrens
Response is not present.
Response is a vague,
inaccurate, illogical, and/or
incomplete evaluation of each
featured childrens book based
on specified set(s) of quality
standards.
Response is a clear, accurate,
logical, and complete evaluation of
each featured childrens book
based on specified set(s) of
quality standards.
2017 Walden University 3
Books.
LO6: Evaluate childrens
books based on quality
standards.
LO7: Explain how
childrens books are free
of misinformation and
stereotypes.
Response is not present. Response is a vague,
inaccurate, illogical, and/or
incomplete explanation of how
each featured book is free of
misinformation and
stereotypes.
Response is a clear, accurate,
logical, and complete explanation
of how each featured book is free
of misinformation and stereotypes.
Explain how this high-
quality book can
support positive
dispositions toward
reading and language
learning in young
children.
LO8: Explain how high-
quality childrens books
support positive
dispositions toward
reading and language
learning in young
children.
Response is not present.
Response is a vague,
inaccurate, illogical, and/or
incomplete explanation of how
each featured high-quality
childrens book can support
positive dispositions toward
reading and language learning
in young children.
Response is a clear, accurate,
logical, and complete explanation
of how each featured high-quality
childrens book can support
positive dispositions toward
reading and language learning in
young children.
Explain your three top
tips for evaluating
quality childrens
literature for your
target age group.
Response is not present.
Response is a vague,
inaccurate, illogical, and/or
incomplete explanation of tips
for evaluating childrens
literature for a specific age
Response is a clear, accurate,
logical, and complete explanation
of tips for evaluating childrens
literature for a specific age group.
2017 Walden University 4
LO9: Explain tips for
evaluating childrens
literature.
group.
Topic 2: Creating Quality Read-Aloud Experiences for Young Children
Identify the book
you selected to read
aloud; explain three
qualities that make
the book a good
choice to read
aloud.
LO1: Explain
characteristics that
determine high-quality
read-aloud books.
Response is not present. Response is a vague,
inaccurate, illogical, and/or
incomplete explanation of the
qualities that make a specific
book a good choice to read
aloud.
Response is a clear, accurate,
logical, and complete explanation
of the qualities that make a
specific book a good choice to
read aloud.
Make an audio
recording of your
read-aloud
presentation that
will be embedded in
this slide; explain
two goals you set
for yourself in
creating this read-
aloud presentation.
LO2: Explain personal
goals for read-aloud
presentations.
Response is not present.
Response is a vague,
inaccurate, illogical, and/or
incomplete explanation of
personal goals for a read-
aloud presentation for young
children.
Response is a clear, accurate,
logical, and complete explanation
of personal goals for a read-aloud
presentation for young children.
Evaluate your read-
aloud presentation to
Response is not present.
Response is a vague,
inaccurate, illogical, and/or
Response is a clear, accurate,
logical, and complete explanation
2017 Walden University 5
explain how well you
met your goals for the
read-aloud
presentation
LO3: Evaluate a read-
aloud presentation
based on personal
goals.
incomplete explanation of how
well a read-aloud presentation
has met personal goals.
of how well a read-aloud
presentation has met personal
goals.
Explain at least two
strengths of the
presentation and at
least two examples of
what could be
better/more effective
about the read-aloud
presentation.
LO4: Evaluate a read-
aloud presentation for
strengths of the
presentation and needed
improvements.
Response is not present.
Response is a vague,
inaccurate, illogical, and/or
incomplete explanation of
strengths and needed
improvements of a read-aloud
presentation.
Response is a clear, accurate,
logical, and complete explanation
of the specified number of
strengths and needed
improvements of a read-aloud
presentation.
Explain at least two
strategies to apply to
improve your read-
aloud presentations.
LO5: Explain strategies
for effective read-aloud
presentations for
children.
Response is not present.
Response is a vague,
inaccurate, illogical, and/or
incomplete explanation of
strategies to improve read-
aloud presentations.
Response is a clear, accurate,
logical, and complete explanation
of strategies to improve read-
aloud presentations.
Explain at least three Response is not present. Response is a vague, Response is a clear, accurate,
2017 Walden University 6
reasons why reading
aloud to children can
promote positive
dispositions toward
reading and language
learning.
LO6: Explain how
reading aloud to children
can promote positive
dispositions toward
reading and language
learning.
inaccurate, illogical, and/or
incomplete explanation of how
reading aloud to children can
promote positive dispositions
toward reading and language
learning.
logical, and complete explanation
of how reading aloud to children
can promote positive dispositions
toward reading and language
learning.
Written Communication: Write with clarity, coherence, and purpose.
0
Not Present
1
Needs Improvement
2
Meets Expectations
LO1: Construct complete
and correct sentences
(AWE 2; Sentence Level
Skills)
Sentences are
incoherent and
impede readers
access to ideas.
Sentences are incomplete
and/or include fragments and
run-on sentences, limiting
readers access to ideas.
Sentence structure effectively
conveys meaning to reader.
LO2: Demonstrate the
effective use of grammar
and mechanics. (AWE 2;
Sentence Level Skills)
Multiple inaccuracies
in grammar and
mechanics impede
readers access to
ideas.
Some inaccuracies in grammar
and mechanics limit readers
access to ideas.
Use of grammar and mechanics is
straightforward and effectively
conveys meaning to reader.
LO3: Create cohesive Paragraphs, or lack of Construction of main idea and/or Main idea and/or supporting
2017 Walden University 7
paragraphs with a clear
central idea. (AWE 2;
Paragraph Level Skills)
paragraphs, impede
readers access to
ideas.
supporting paragraphs limit
readers access to ideas.
paragraphs effectively convey
meaning to reader.
LO4: Use supporting
material to support a
claim. (AWE 2; Use of
Evidence)
Supporting materials
are not present.
Supporting material is used
inconsistently or inappropriately.
Supporting material is used to
enhance meaning. Writing is
appropriately paraphrased and
uses direct quotes as applicable.
LO6: Identify sources.
(AWE 2; Credit to
source)
Sources are missing. Writing inconsistently identifies
or misrepresents sources.
Writing clearly identifies the
source of nonoriginal material
and/or ideas.
Oral Communication: Communicate with clarity, coherence, and purpose.
0
Not Present
1
Needs Improvement
2
Meets Expectations
LO1: Use clear
enunciation, correct
pronunciation,
comfortable pacing, and
appropriate volume.
Speaker mumbles or
speaks in a
monotone,
mispronounces
words, and/or
struggles to find
appropriate pacing or
volume.
Speaker inconsistently uses
clear enunciation, correct
pronunciation, comfortable
pacing, and appropriate
volume.
Speaker engages the audience
through mostly clear enunciation,
correct pronunciation, comfortable
pacing, and appropriate volume.
LO2: Organize
information to be
presented.
Information is
disorganized to a
degree that impedes
audience
understanding.
Organization of information
minimally supports audience
understanding.
Organization of information
generally enhances audience
understanding of concepts.
2017 Walden University 8
Exceeds Expectations: Connections to Experience
LO1: Apply relevant
experience and
academic
knowledge to
evaluating quality
childrens literature
across multiple
genres and creating
and evaluating
quality read-aloud
experiences to
promote positive
dispositions toward
reading and
language learning in
young children.
.
Responses include highly relevant, well-developed, and clearly explained examples from
professional and/or personal experience supported by academic knowledge to illustrate criteria for
evaluating quality childrens literature across multiple genres and creating and evaluating quality
read-aloud experiences to promote positive dispositions toward reading and language learning in
young children.
Yes
No Evaluating Quality Literature and
Read-Aloud Experiences for Young Children
Use this template to complete your PowerPoint Presentation on Evaluating Quality Literature and Read-Aloud Experiences for Young Children.
Add slides as required to provide the specified information and length. As needed, use the Notes section of the slides to fill out information and add relevant examples from your own professional and personal experience.
Part One Introduction
Quality Literature for Young Children
Text here
Part One Introduction:
Identify the age group you are addressing;
Explain three key criteria that you used to select books for your target age group.
(1 slide)
Part One
Book 1: Title, Author/Illustrator, Genre
Text here
For each of the four books you have selected and evaluated:
Identify the title, author/illustrator, and genre;
Briefly summarize the books key characters, events, and/or themes;
Explain how the book is characteristic of the specific genre;
Explain why the book is an appropriate choice for your target age group;
Explain your evaluation of the book based on quality standards, including at least two examples of how the book is free of misinformation and stereotypes identified in Ten Steps to Reviewing Childrens Books;
Explain how this high-quality book can support positive dispositions toward reading and language learning in young children.
(2 slides per book)
Part One
Book 2: Title, Author/Illustrator, Genre
Text here
For each of the four books you have selected and evaluated:
Identify the title, author/illustrator, and genre;
Briefly summarize the books key characters, events, and/or themes;
Explain how the book is characteristic of the specific genre;
Explain why the book is an appropriate choice for your target age group;
Explain your evaluation of the book based on quality standards, including at least two examples of how the book is free of misinformation and stereotypes identified in Ten Steps to Reviewing Childrens Books;
Explain how this high-quality book can support positive dispositions toward reading and language learning in young children.
(2 slides per book)
Part One
Book 3: Title, Author/Illustrator, Genre
Text here
For each of the four books you have selected and evaluated:
Identify the title, author/illustrator, and genre;
Briefly summarize the books key characters, events, and/or themes;
Explain how the book is characteristic of the specific genre;
Explain why the book is an appropriate choice for your target age group;
Explain your evaluation of the book based on quality standards, including at least two examples of how the book is free of misinformation and stereotypes identified in Ten Steps to Reviewing Childrens Books;
Explain how this high-quality book can support positive dispositions toward reading and language learning in young children.
(2 slides per book)
Part One
Book 4: Title, Author/Illustrator, Genre
Text here
For each of the four books you have selected and evaluated:
Identify the title, author/illustrator, and genre;
Briefly summarize the books key characters, events, and/or themes;
Explain how the book is characteristic of the specific genre;
Explain why the book is an appropriate choice for your target age group;
Explain your evaluation of the book based on quality standards, including at least two examples of how the book is free of misinformation and stereotypes identified in Ten Steps to Reviewing Childrens Books;
Explain how this high-quality book can support positive dispositions toward reading and language learning in young children.
(2 slides per book)
Part One
Summary
Text here
Part One Summary:
Explain your three top tips for evaluating quality childrens literature for your target age group.
(1 slide)
Part Two Introduction
Quality Read-Aloud Experiences for Young Children
Text here
Part Two introduction:
Identify the book you selected to read aloud;
Explain three qualities that make the book a good choice to read aloud.
(1 slide)
Part Two
The Read-Aloud Presentation
Text here
The Read-Aloud Presentation
Make an audio recording of your read-aloud presentation that will be embedded in this slide;
Explain two goals you set for yourself in creating this read-aloud presentation.
(1 slide)
Part Two
Evaluation of the Read-Aloud Presentation
Text here
Evaluation of the Read-Aloud Presentation
Evaluate your read-aloud presentation to explain:
How well you met your goals for the read-aloud presentation.
At least two strengths of the presentation;
At least two examples of what could be better/more effective about the read-aloud presentation;
At least two strategies to apply to improve your read-aloud presentations.
(2 slides)
Part Two
Summary
Text here
Part Two Summary
Explain at least three reasons why reading aloud to children can promote positive dispositions toward reading and language learning.
(1 slide)
References
Text here
Photo Credit (title slide): Getty/FatCamera
Cite all resources used in developing your PowerPoint Presentation in APA style.
(1 slide)
image2.jpeg Read-Aloud Criteria: Tips for Developing
a Great Read-Aloud Experience
The more expressively we read, the more fantastic the experience will be. The more fantastic the experience, the more our kids will love books, and the more theyll pretend read. And the more they pretend read, the quicker theyll learn to read. So reading aloud is not quite enoughwe need to read aloud
well.
Mem Fox, Childrens Book Author
Reference: Fox, M. (2001).
Reading magic: Why reading aloud to our children will change their lives forever. Orlando, FL: Harcourt.
Choose an excellent story to read aloud. To help you make your selection:
Keep in mind that the book should be one that you are reviewing for quality in Part One of your PowerPoint Presentation.
Your audio recording of the story should not be longer than 10 minutes.
Do a practice reading to check the time it takes to read the story at a normal pace. Many picture books and other books of 32 pages or fewer should fit within this time limit. You might also read a section or a chapter of a book. Be sure that the portion you read makes sense to the listener and lets you do your best job reading aloud.
After youve identified an excellent read-aloud story:
Practice
Read the story silently and then read it aloud.
Be as expressive as possible.
Be aware of your eyes, your voice, and your facial expressions.
Use the tone of your voice to portray the words, thoughts, feelings, and situations in the story.
Avoid using a cutesy or patronizing voice.
Vary your pace (pause, quicken) all with the rhythm and the situations of the story.
Enjoy Yourself
Remember, theres no one right way to read any story. Find the way that captivates you and the children with whom you are sharing the book. (
Important Note: If you do not have a group of children with whom you can share this book/story, read it aloud as you would if you were sharing it with a group of children, such as stopping to ask questions, if you choose.)
Record Your Read-Aloud Presentation
Make an audio recording of your read-aloud presentation that will be embedded in your PowerPoint Presentation document by following these guidelines.
Identify the slide labeled Part Two: Read-Aloud Presentation in the PowerPoint Presentation Template. The recording of your story should be embedded on this slide.
Access the following resource for directions on how to record audio in your PowerPoint document: Microsoft. (n.d.).
Add or delete audio in your PowerPoint presentation. Retrieved June 21, 2017, from
https://support.office.com/en-us/article/Add-audio-to-your-PowerPoint-presentation-c3b2a9fd-2547-41d9-9182-3dfaa58f1316
Where indicated in the directions, select your version of PowerPoint (i.e., 2016, 2013, 2010, or 2007; accessing About PowerPoint from the menu at the top of your screen will identify the version).
Once you are on the page for your version of PowerPoint, follow the directions to record your story using the PowerPoint audio tool.
Keep in mind that your recording should not be longer than 10 minutes.
Be sure to listen to your recording before you save it. You can re-record as many times as you choose, until you are satisfied with your reading.
Once you save your recording, an audio icon will appear on your slide. Click the icon to be sure that the Play bar appears and allows you to hear your recorded story.
Evaluate Yourself
You are encouraged to wait a day or more, if possible, before you evaluate your read-aloud presentation. Giving yourself time between making your audio recording and evaluating it can help you to hear yourself reading aloud with fresh ears. When you are ready to evaluate, listen to your recording, and ask yourself:
How can my read-aloud presentation be improved?
Do I need more fluctuation in my voice (louder, softer, slower, faster, higher, lower, more dramatic p-a-u-s-e-s)?
Would children hear and feel my enthusiasm and interest?
Have I used plenty of talk, such as asking open-ended questions and inviting children to make predictions, to encourage childrens interest and interaction with the story?
After Im finished, would they say, Read it again!?
Helpful Resources
Prepare for your read-aloud presentation by watching and evaluating for effectiveness these examples of read-aloud presentations of childrens books:
Teaching Strategies [Teaching Strategies for Early Childhood]. (2012, June 22).
Strategies for reading aloud to young children [Video file]. Retrieved from
https://www.youtube.com/watch?v=tZ2rL0eByfc (12 min.)
Storyline Online [Screen Actors Guild Foundation]. (2014, Jan. 17).
I need my monster read by Rita Moreno [Video file]. Retrieve from
https://www.youtube.com/watch?v=QwCxW7Nx4Ec (12 min.)
Storyline Online [Entertainment Industry Foundation]. (2017, Jan. 25).
Hey, thats my monster read by Lily Tomlin [Video file]. Retrieved from
https://www.youtube.com/watch?v=Hh-ju18EoG0&t=224s (12 min.)
Storyline Online [SAG-AFTRA Foundation]. (2016, Oct. 5).
Carlas sandwich read by Allison Janney [Video file]. Retrieved from
https://www.youtube.com/watch?v=M-aceEquCtY&index=8&list=PL04F0FB771098124D (11 min.)
