assignment

Due Date: 11:59 pm EST Sunday of Unit 2 Points: 100 Overview: In this assignment you will create an opportunity for children to go through the processes of reading by using the pre-reading strategies and consideration of the six language arts. Instructions:

• Select a non-fiction picture book that you will read to a peer or a member of your family.

• You will design a lesson plan that will introduce the book using pre-reading strategies.

• For the rest of the book, your activities will focus on three of the six languages arts: reading, writing, speaking, listening, viewing, and visually representing.

Requirements: Create a lesson plan where the introduction or initiation is the prereading activity and three follow up activities will be something children will read, write, speak (this can be teaching them a song or poem about the topic of the book), listen to, view, or visually represent. Be creative with your activities. Be sure to read the criteria by which your work will be evaluated before you write and again after you write.

CHS320– Emergent Literacy

Unit 2 Assignment: The Many Processes of Reading

Evaluation Rubric for Unit 2 Assignment CRITERIA Outstanding Good Fair Needs

Improvement (20 points) (16-19 points) (12-15 points) (0-11 points) 1c: Using developmental knowledge to create healthy, respectful, supportive, and challenging learning environments for young children

The objective(s) explicitly states what children will say and do. The objective(s) are measurable, realistic and attainable. The objective(s) connect with early learning standards.

The objective(s) clearly states what children will say and do. The objective(s) are measurable, realistic, and attainable. The objective(s) connect with an early learning standard.

The objective(s) are stated vaguely and/or not measureable, realistic, or attainable and do not match early learning standards and/or content of the lesson.

The objective(s) are unclear and/or unmeasureable, unrealistic, or unattainable or do not match early learning standards and/or content of the lesson.

2c: Involving families and communities in young children’s development and learning

Family and community connections are planned, specific, and inclusive.

Family and community connections are planned, specific, and inclusive. Three of these factors are included.

Family and community connections are planned, specific, and inclusive. Only two of these factors are included.

There is no plan to include families and/or community in the classroom activities.

3b: Knowing about and using observation, documentation, and other appropriate assessment tools and approaches, including the use of technology in documentation, assessment and data collection.

All of these factors are considered and planned for. The mode of assessment for the lesson is connected to early learning standards and is measureable.

At least three of these factors are considered and planned for. The mode of assessment for the lesson is connected to early learning standards and is measureable.

Only one these factors are considered and planned for. The mode of assessment for the lesson is connected to early learning standards and is measureable.

There is no planned assessment and documentation of children’s learning or it is so vague that learning cannot be documented.

5c: Using own knowledge, appropriate early learning standards, and other resources to design, implement, and evaluate developmentally meaningful and challenging curriculum for each child.

Student knowledge of emergent literacy is demonstrated by creating a learning experience plan that includes early learning standards matched with appropriate emergent literacy activities, resources, and is meaningful and challenging for children.

Student denstrates some new learning of emergent literacy by creating a learning experience plan but does not show a strong connection between the following: early learning standards matched with appropriate emergent literacy activities, resources and is meaningful

Student denstrates very little new learning of emergent literacy by creating a learning experience plan but does not show a strong connection between the following: early learning standards matched with appropriate emergent literacy activities, resources and is meaningful

No new knowledge of emergent literacy is demonstrated.

and challenging for children.

and challenging for children.

Professional Communication: SS3 Grammar, spelling, sentence structure. Proficiency in reading, writing and mathematics. Sources of all information obtained from course materials and researched resources. If known, proper APA use: in-text citations and references preferred.

Polished responses; zero to one error: grammar, spelling and sentence structure. Sources of all information obtained from course materials and researched resources.

Well-written responses; maximum of two to three errors: grammar, spelling and sentence structure. Sources of most information obtained from course materials and researched resources.

Adequate responses: maximum of four or five errors: grammar, spelling and sentence structure. Sources of some information obtained from course materials and researched resources.

Inadequate or poorly written responses: Six or more errors: grammar, spelling and sentence structure. Sources of information not provided.