For this Performance Task, you will develop three handouts (one each ?for kindergarten, first grade, and second/third grade teachers) with ?strategies for enhancing emerge
—PLEASE READ ENTIRE INSTRUCTIONS BEFORE PLACING A BID!!!—
Overview
For this Performance Task, you will develop three handouts (one each for kindergarten, first grade, and second/third grade teachers) with strategies for enhancing emergent literacy and developing positive dispositions toward reading and language learning in K–3 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.
Access the following to complete this Assessment:
- Enhancing Emergent Literacy in Kindergarten (Template)
- Creating Exciting Literacy Centers in First Grade Classrooms (Template)
- Creating Literacy-Rich Libraries in Second Grade and Third Grade Classrooms (Template)
Enhancing Literacy Development and Positive Dispositions Toward Reading and Language Learning
Scenario
You are a mentor teacher in a K–3 school who is committed to implementing effective strategies to enhance literacy development and positive dispositions toward reading and language learning for children in kindergarten through the primary grades. You lead your school’s Early Literacy Committee, which is supporting K–3 teachers with the following literacy initiatives:
- Helping kindergarten teachers recognize key signs of emergent literacy and provide independent activities to enhance emergent literacy in kindergartners;
- Creating engaging literacy centers for independent activities for literacy development in first grade classrooms;
- Creating literacy-rich libraries in second and third grade classrooms;
- Promoting positive dispositions toward reading and language learning in K–3 children.
In your role as an early literacy mentor and teacher leader, you have created three templates with guidelines for each literacy initiative that K–3 teachers can complete for their classrooms. You decide to fill in each template to provide a model that you can discuss with teachers at an upcoming K–3 staff meeting. In preparation for the meeting, you will create the three handouts, one each for kindergarten, first grade, and second/third grade teachers.
To complete this Assessment, use the three templates to create the handouts, following the instructions provided.
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Creating Exciting Literacy Centers in First Grade Classrooms
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Typical Developmental Literacy Characteristics of Children in First Grade
Explain typical developmental literacy characteristics of children in first grade. (1–2 paragraphs)
5 Key Areas of Literacy Development for First Graders
Explain the five key areas of literacy development for first graders. (1-2 sentences each)
1.
2.
3.
4.
5.
3 Benefits of an Effective Literacy Center in a First Grade Classroom
Explain three benefits of an effective literacy center in a first grade classroom. (1–2 sentences each)
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2.
3.
How a Classroom Literacy Center Promotes Positive Dispositions Toward Reading and Language Learning in First Graders
Explain how a classroom literacy center promotes positive dispositions toward reading and language learning in first graders. (1 paragraph)
4 Characteristics of an Effective Classroom Literacy Center That Enhance Literacy Development in First Graders
Explain four characteristics of an effective classroom literacy center and how each characteristic enhances literacy development in first graders. (2–3 sentences each)
1.
2.
3.
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3 Independent Activities in a Classroom Literacy Center for First Graders That Support Children’s Literacy Development and Promote Positive Dispositions Toward Reading and Language Learning
· Provide a title for and describe at least three independent activities for a first grade classroom literacy center that support one or more areas of literacy development and promote positive dispositions toward reading and language learning in first graders. For each activity:
· Explain the purpose of the activity. (1-2 sentences)
· Explain how teachers prepare and/or support the activity for children to do independently. (1 paragraph)
· Explain how the activity supports one or more areas of literacy development in first graders. (2-3 sentences)
· Explain how the activity promotes positive dispositions toward reading and language learning in first graders. (1 paragraph)
Activity 1
Title:
Purpose:
Description:
How this activity supports one or more areas of literacy development in first graders:
How this activity promotes positive dispositions toward reading and language learning in first graders:
Activity 2
Title:
Purpose:
Description:
How this activity supports one or more areas of literacy development in first graders:
How this activity promotes positive dispositions toward reading and language learning in first graders:
Activity 3
Title:
Purpose:
Description:
How this activity supports one or more areas of literacy development in first graders:
How this activity promotes positive dispositions toward reading and language learning in first graders:
Classroom Literacy Center Title
Based on your three activities for your classroom literacy center, explain how the center title conveys the purpose of your literacy center to first graders and promotes positive dispositions toward reading and language learning. (1 paragraph)
©2017 Walden University 1
,
©2017 Walden University 1
EL3004: Promoting Early Literacy in K–3: Explain strategies for enhancing literacy development and positive dispositions toward reading and language learning in K–3 children.
Assessment Rubric
0 Not Present
1 Needs Improvement
2 Meets Expectations
Topic 1: Signs of Emergent Literacy in Kindergartners
Explain typical developmental literacy characteristics of children in kindergarten. LO1: Explain typical developmental literacy characteristics of kindergartners.
Response is not present.
Response is a vague, inaccurate, illogical, and/or incomplete explanation of typical developmental literacy characteristics of kindergartners.
Response is a clear, accurate, logical, and complete explanation of typical developmental literacy characteristics of kindergartners.
Explain the six key signs of emergent literacy in kindergartners. LO2: Explain key signs of emergent literacy in kindergartners.
Response is not present.
Response is a vague, inaccurate, illogical, and/or incomplete explanation of key signs of emergent literacy in kindergartners.
Response is a clear, accurate, logical, and complete explanation of key signs of emergent literacy in kindergartners.
Topic 2: Strategies for Enhancing Emergent Literacy and Promoting Positive Dispositions Toward Reading and Language Learning in Kindergartners
Provide a title for and describe at least three independent activities for children in a kindergarten classroom that build
Response is not present.
Response is a vague, inaccurate, illogical, and/or incomplete description of independent activities for kindergartners that build on signs of emergent literacy and
Response is a clear, accurate, logical, and complete description of independent activities for kindergartners that build on signs of emergent literacy and promote positive dispositions toward
©2017 Walden University 2
on one or more signs of emergent literacy and promote positive dispositions toward reading and language learning. LO1: Describe independent activities for kindergartners that build on signs of emergent literacy and promote positive dispositions toward reading and language learning.
promote positive dispositions toward reading and language learning.
reading and language learning.
For each activity, explain how teachers prepare and/or support the activity for children to do independently. LO2: Explain how teachers support independent emergent literacy activities for kindergartners.
Response is not present.
Response is a vague, inaccurate, illogical, and/or incomplete explanation of how teachers support independent emergent literacy activities for kindergartners.
Response is a clear, accurate, logical, and complete explanation of how teachers support independent emergent literacy activities for kindergartners.
Explain the sign(s) of emergent literacy that the activity supports. LO3: Explain how independent emergent literacy activities support
Response is not present.
Response is vague, inaccurate, illogical, and/or incomplete explanation of how independent emergent literacy activities support specific signs of emergent literacy in kindergartners.
Response is a clear, accurate, logical, and complete explanation of how emergent literacy activities support specific signs of emergent literacy in kindergartners.
©2017 Walden University 3
specific signs of emergent literacy in kindergartners.
Explain how the activity enhances a specific area or areas of emergent literacy development.
LO4: Explain how
independent emergent
literacy activities
enhance specific areas
of emergent literacy
development in
kindergartners.
Response is not present.
Response is a vague, inaccurate, illogical, and/or incomplete explanation of how independent emergent literacy activities enhance specific areas of emergent literacy development in kindergartners.
Response is a clear, accurate, logical, and complete explanation of how independent emergent literacy activities enhance specific areas of emergent literacy development in kindergartners.
Explain how the activity promotes positive dispositions toward reading and language learning in kindergartners. LO5: Explain how independent emergent literacy activities promote positive dispositions toward reading and language learning in kindergartners.
Response is not present.
Response is a vague, inaccurate, illogical, and/or incomplete explanation of how independent emergent literacy activities promote positive dispositions toward reading and language learning in kindergartners.
Response is a clear, accurate, logical, and complete explanation of how independent emergent literacy activities promote positive dispositions toward reading and language learning in kindergartners.
©2017 Walden University 4
Topic 3: Strategies for Supporting Early Readers and Promoting Positive Dispositions Toward Reading and Language Learning in First Graders
Explain typical developmental literacy characteristics of children in first grade. LO1: Explain typical developmental literacy characteristics of first graders.
Response is not present. Response is a vague, inaccurate, illogical, and/or incomplete explanation of typical developmental literacy characteristics of first graders.
Response is a clear, accurate, logical, and complete explanation of typical developmental literacy characteristics of first graders.
Explain the five key areas of literacy development for first graders. LO2: Explain key areas of literacy development for first graders.
Response is not present. Response is a vague, inaccurate, illogical, and/or incomplete explanation of key areas of literacy development for first graders.
Response is a clear, accurate, logical, and complete explanation of key areas of literacy development for first graders.
Explain three benefits of an effective literacy center in a first grade classroom. LO3: Explain benefits of effective literacy centers in first grade classrooms.
Response is not present.
Response is a vague, inaccurate, illogical, and/or incomplete explanation of benefits of effective literacy centers in first grade classrooms.
Response is a clear, accurate, logical, and complete explanation of benefits of effective literacy centers in first grade classrooms.
Explain how a classroom literacy center promotes positive dispositions toward reading and
Response is not present.
Response is a vague, inaccurate, illogical, and/or incomplete explanation of how classroom literacy centers for first graders promote positive
Response is a clear, accurate, logical, and complete explanation of how classroom literacy centers for first graders promote positive dispositions toward reading and
©2017 Walden University 5
language learning in first graders. LO4: Explain how classroom literacy centers for first graders promote positive dispositions toward reading and language learning.
dispositions toward reading and language learning.
language learning.
Explain four characteristics of an effective classroom literacy center and explain how each characteristic enhances literacy development in first graders. LO5: Explain how characteristics of effective literacy centers enhance literacy development in first graders.
Response is not present.
Response is a vague, inaccurate, illogical, and/or incomplete explanation of how characteristics of effective literacy centers enhance literacy development in first graders.
Response is a clear, accurate, logical, and complete explanation of how characteristics of effective literacy centers enhance literacy development in first graders.
Provide a title for and describe at least three independent activities for a first grade classroom literacy center that support one or more areas of
Response is not present.
Response is a vague, inaccurate, illogical, and/or incomplete description of independent activities for first grade classroom literacy centers that support specific areas of literacy development
Response is a clear, accurate, logical, and complete description of independent activities for first grade classroom literacy centers that support specific areas of literacy development and promote positive dispositions toward
©2017 Walden University 6
literacy development and promote positive dispositions toward reading and language learning in first graders. LO6: Describe independent activities for first grade classroom literacy centers that support specific areas of literacy development and promote positive dispositions toward reading and language learning.
and promote positive dispositions toward reading and language learning.
reading and language learning.
For each activity: explain the purpose of the activity. LO7: Explain the purpose of independent activities for first graders in classroom literacy centers.
Response is not present.
Response is a vague, inaccurate, illogical, and/or incomplete explanation of the purpose of independent activities for first graders in classroom literacy centers.
Response is a clear, accurate, logical, and complete explanation of the purpose of independent activities for first graders in classroom literacy centers.
Explain how teachers prepare and/or support the activity for children to do independently. LO8: Explain how
Response is not present.
Response is a vague, inaccurate, illogical, and/or incomplete explanation of how teachers support independent activities in classroom literacy centers for literacy
Response is a clear, accurate, logical, and complete explanation of how teachers support independent activities in classroom literacy centers for literacy development in first
©2017 Walden University 7
teachers support independent activities in classroom literacy centers for literacy development in first graders.
development in first graders. graders.
Explain how the activity supports one or more areas of literacy development in first graders. LO9: Explain how independent activities in classroom literacy centers support specific areas of literacy development in first graders.
Response is not present.
Response is a vague, inaccurate, illogical, and/or incomplete explanation of how independent activities in classroom literacy centers support specific areas of literacy development in first graders.
Response is a clear, accurate, logical, and complete explanation of how independent activities in classroom literacy centers support specific areas of literacy development in first graders.
Explain how the activity promotes positive dispositions toward reading and language learning in first graders. LO10: Explain how independent activities in classroom literacy centers promote positive dispositions toward reading and language learning in first graders.
Response is not present.
Response is a vague, inaccurate, illogical, and/or incomplete explanation of how independent activities in classroom literacy centers promote positive dispositions toward reading and language learning in first graders.
Response is a clear, accurate, logical, and complete explanation of how independent activities in classroom literacy centers promote positive dispositions toward reading and language learning in first graders.
©2017 Walden University 8
Based on your three activities for your classroom literacy center, explain how the center title conveys the purpose of your literacy center to first graders and promotes positive dispositions toward reading and language learning. LO11: Explain how the title of a classroom literacy center conveys its purpose.
Response is not present.
Response is a vague, inaccurate, illogical, and/or incomplete explanation of how the title of a classroom literacy center conveys its purpose to first graders.
Response is a clear, accurate, logical, and complete explanation of how the title of a classroom literacy center conveys its purpose to first graders.
LO12: Explain how the title of a classroom literacy center promotes positive dispositions toward reading and language learning in first graders.
Response is not present.
Response is a vague, inaccurate, illogical, and/or incomplete explanation of how the title of a classroom literacy center promotes positive dispositions toward reading and language learning in first graders.
Response is a clear, accurate, logical, and complete explanation of how the title of a classroom literacy center promotes positive dispositions toward reading and language learning in first graders.
Topic 4: Strategies for Supporting Developing Readers and Promoting Positive Dispositions Toward Reading and Language Learning Among Second and Third Graders
Explain typical developmental literacy characteristics of second and third graders that should inform the planning of a classroom library.
Response is not present. Response is a vague, inaccurate, illogical, and/or incomplete explanation of typical developmental literacy characteristics of second and third graders that inform planning of classroom
Response is a clear, accurate, logical, and complete explanation of typical developmental literacy characteristics of second and third graders that inform planning of classroom libraries.
©2017 Walden University 9
LO1: Explain typical developmental literacy characteristics of second and third graders that inform planning of classroom libraries.
libraries.
Explain what makes a classroom library a critical component of literacy-rich environments for second and third graders. LO2: Explain the role of classroom libraries as critical components of literacy-rich environments for second and third graders.
Response is not present. Response is a vague, inaccurate, illogical, and/or incomplete explanation of the role of a classroom library as a critical component of a literacy-rich environment for second and third graders.
Response is a clear, accurate, logical, and complete explanation of the role of a classroom library as a critical component of a literacy-rich environment for second and third graders.
Explain two recommended guidelines for children’s use of a second/third grade classroom library. LO3: Explain guidelines for children’s use of a second/third grade classroom library.
Response is not present. Response is a vague, inaccurate, and/or incomplete explanation of guidelines for children’s use of a second/third grade classroom library.
Response is a clear, accurate, logical, and complete explanation of guidelines for children’s use of a second/third grade classroom library.
©2017 Walden University 10
Explain how a well- designed classroom library promotes positive dispositions toward reading and language learning in second and third graders. LO4: Explain how well- designed classroom libraries for second and third graders promote positive dispositions toward reading and language learning.
Response is not present. Response is a vague, inaccurate, illogical, and/or incomplete explanation of how well-designed classroom libraries for second and third graders promote positive dispositions toward reading and language learning.
Response is a clear, accurate, logical, and complete explanation of how well-designed classroom libraries for second and third graders promote positive dispositions toward reading and language learning.
Describe five types of reading materials to include in a literacy- rich second/third grade classroom library and explain your reasoning for including each type of reading material. LO5: Explain a rationale for including specific types of reading materials in classroom libraries.
Response is not present. Response is a vague, inaccurate, illogical, and/or incomplete explanation of a rationale for including specific types of reading materials in a second/third grade classroom library.
Response explains a clear, accurate, logical, and complete rationale for including specific types of reading materials in a second/third grade classroom library.
Explain two ways to organize reading
Response is not present. Response is a vague, inaccurate, illogical, and/or
Response is a clear, accurate, logical, and complete explanation
©2017 Walden University 11
materials in a second/third grade classroom library to enhance children’s experiences in the library. LO6: Explain organizational strategies that enhance children’s experiences in second/third grade classroom libraries.
incomplete explanation of organizational strategies that enhance children’s experiences in second/third grade classroom libraries.
of organizational strategies that enhance children’s experiences in second/third grade classroom libraries.
Explain two ways to involve children in setting up and/or managing a second/third grade classroom library. LO7: Explain strategies for involving second/third graders in setting up/managing classroom libraries.
Response is not present. Response is a vague, inaccurate, illogical, and/or incomplete explanation of strategies for involving second/third graders in setting up/managing classroom libraries.
Response is a clear, accurate, logical, and complete explanation of strategies for involving second/third graders in setting up/managing classroom libraries.
©2017 Walden University 12
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 reader’s access to ideas.
Sentences are incomplete and/or include fragments and run-on sentences, limiting reader’s 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 reader’s access to ideas.
Some inaccuracies in grammar and mechanics limit reader’s access to ideas.
Use of grammar and mechanics is straightforward and effectively conveys meaning to reader.
LO3: Create cohesive paragraphs with a clear central idea. (AWE 2; Paragraph Level Skills)
Paragraphs, or lack of paragraphs, impede reader’s access to ideas.
Construction of main idea and/or supporting paragraphs limit reader’s access to ideas.
Main idea and/or supporting 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.
Exceeds Expectations: Connections to Experience
LO1: Apply relevant experience and academic
Responses include highly relevant, well-developed, and clearly explained examples from professional and/or personal experience supported by academic knowledge to illustrate strategies for enhancing literacy development and positive dispositions toward reading and language
©2017 Walden University 13
knowledge to explain strategies for enhancing literacy development and positive dispositions toward reading and language learning in K–3 children.
learning in K–3 children.
Yes
No
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Enhancing Emergent Literacy in Kindergarten |
Typical Developmental Literacy Characteristics of Children in Kindergarten
Explain typical developmental literacy characteristics of children in kindergarten. (1–2 paragraphs)
6 Key Signs of Emergent Literacy in Kindergartners
Explain the six key signs of emergent literacy in kindergartners. (1–2 sentences each)
1.
2.
3.
4.
5.
6.
3 Independent Activities for Kindergartners That Build on Signs of Emergent Literacy and Promote Positive Dispositions Toward Reading and Language Learning
· Provide a title for and des
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