Assingment

Due Date: 11:59 pm EST Sunday of Unit 4 Points: 100 Overview: In this assignment, you will design original learning experiences that connect to the four categories of vocabulary learning: listening, reading, writing, and speaking. Instructions: Using the lesson plan template, each student will create a lesson plan based on a children’s book where the focus will be teaching vocabulary. The related center-based activities will be where you will develop the activities that support the categories of vocabulary development. Design a lesson plan to teach higher order vocabulary words from a story of your choosing. In your plan create activities to teach these words that incorporate at least 3 of those categories. Be sure to use early learning standards either from your own state or from the CT Early Learning Development Standards. Requirements: Submit the lesson plan document through blackboard with any related documents you wish to include. 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 4 Assignment: Discover Strategies for Vocabulary Development

Evaluation Rubric for Unit 4 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 and challenging for children.

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 and challenging for children.

No new knowledge of emergent literacy is demonstrated.

Professional Communication: SS3 Grammar, spelling,

Polished responses; zero to one error:

Well-written responses; maximum of two to

Adequate responses: maximum of four or

Inadequate or poorly written responses: Six or

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.

grammar, spelling and sentence structure. Sources of all information obtained from course materials and researched resources.

three errors: grammar, spelling and sentence structure. Sources of most information obtained from course materials and researched resources.

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

more errors: grammar, spelling and sentence structure. Sources of information not provided.