EL3003: Promoting Early Literacy Among Preschoolers: Explain signs of emergent literacy in preschoolers and strategies for enhancing emergent literacy, while promoting positive dispositions toward reading and language learning.
Written Response Submission Form
Your Name: First and last
Your E-Mail Address: Your email here
Instructions
Write your responses where it reads “Enter your response here.”Write as much as needed to satisfy the requirements indicated.Each item contains the Rubric, which will be used to evaluate your responses.
Item 1
Explain the relationship of “invented spelling”to emergent literacy in preschool-age children. (1 paragraph)
Your Response
Enter your response here.
Rubric
| Topic 1: Signs of Emergent Literacy Among Preschoolers | |||
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0
Not Present |
1
Needs Improvement |
2
Meets Expectations |
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Explain the relationship of “invented spelling” to emergent literacy in preschool-age children.
LO1: Explain how invented spellingis related to emergent literacy. |
Response is missing. | Response is vague, inaccurate, and/or incomplete. | Response is clear, accurate, and complete. |
Item 2
Explain eachstage of invented spelling identified in the chart. Then provide your own example of what early childhood professionalsand families might observe in preschoolers’ early writing aligned with each stage.
Your Response
Enter your response here.
| Stage of Invented Spelling |
Explanation of the Stage (1–2 sentences each)
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Typical Preschool-age Example
(several letters or 1–3words) |
| Prephonemic spelling
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| Early phonemic spelling
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| Letter-name spelling
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| Phonetic spelling/ Transitional spelling
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Rubric
| Topic 1: Signs of Emergent Literacy Among Preschoolers | |||
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0
Not Present |
1
Needs Improvement |
2
Meets Expectations |
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Explain each stage of invented spelling identified in the chart. Then, provide your own example of what early childhood professionals and families might observe in preschoolers’ early writing aligned with each stage.
LO2: Explainthe stages of invented spelling. |
Response is missing. | Response is vague, inaccurate, and/or incomplete. | Response is clear, accurate, and complete. |
Item 3
In preparation for Family Night at your early childhood program, your director asks you to create a handout about early literacy for families of children ages 3 and 4. You decide toset up a chart to explain the eight key signs of emergent literacy in preschool-age children. Use family-friendly language to briefly explain what each sign means and to describeone or tworelated behaviors that families may observe from their preschool children.
Fill in the template to create your handout.
Your Response
Enter your response here.
| Signs of Emergent Literacy | What Each SignMeans (1–2 sentences) | WhatYou May Observe From Your Preschooler(1–2typical behaviors in 1–2 sentences) |
| Awareness of sound patterns and individual sounds in words
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| Associating sounds with letters of the alphabet
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| Focusing on specific features of letters and discriminating between the letters
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| Creating narratives
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| Developing a concept of book language
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| Developing a concept of how to read
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| Developing book-related concepts
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| Developing a concept of how to write
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Rubric
| Topic 1: Signs of Emergent Literacy Among Preschoolers | |||||||
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0
Not Present |
1
Needs Improvement |
2
Meets Expectations |
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Use family-friendly language to briefly explain what each sign means and to describe one or two related behaviors that families may observe from their preschool children.
LO3: Explainsigns of emergent literacy in preschoolers. |
Response is missing. | Response is vague, inaccurate, and/or incomplete. | Response is clear, accurate, and complete. | ||||
| LO4: Describe emergent literacy behaviors in preschoolers. | Response is missing. | Response is vague, inaccurate, and/or incomplete. | Response is clear, accurate, and complete. | ||||
Item 4
You are a preschool teacher who is working with a student teacher, Connor, from the local university. After spending time observing your interactions with children at the writing table, Connorasks,“I’ve noticed you have conversations with the children about their writing. Why do you do that?”
Respond to Connor’s question by explaining why it is important to ask children to read and/or talk about what they write, how this practice is related to the development of early literacy and language skills, and what teachers can learn about children through this practice. (2paragraphs)
Your Response
Enter your response here.
Rubric
| Topic 2:Strategies for Enhancing Emergent Literacy and Promoting Positive Dispositions Towards Reading and Language Learning in Preschool | |||
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0
Not Present |
1
Needs Improvement |
2
Meets Expectations |
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Respond to Connor’s question by explaining why it is important to ask children to read and/or talk about what they write, how this practice is related to the development of early literacy and language skills, and what teachers can learn about children through this practice.
LO1: Explain how engaging children in talking about their writing relates to early literacy and language development. |
Response is missing. | Response is vague, inaccurate, and/or incomplete. | Response is clear, accurate, and complete. |
| LO2: Explain what teachers can learn about children’s early literacy and language development through conversations about their writing. | Response is missing. | Response is vague, inaccurate, and/or incomplete. | Response is clear, accurate, and complete. |
Item 5
Explain the importance of a positive classroom climate for early literacy development among preschoolers andat least two strategies for creatingsuch climates. (1–2 paragraphs)
Your Response
Enter your response here.
Rubric
| Topic 2:Strategies for Enhancing Emergent Literacy and Promoting Positive Dispositions Towards Reading and Language Learning in Preschool | |||
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0
Not Present |
1
Needs Improvement |
2
Meets Expectations |
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Explain the importance of a positive classroom climate for early literacy development among preschoolers and at least two strategies for creating such climates.
LO3: Explain how positive classroom climates support early literacy development among preschoolers. |
Response is missing. | Response is vague, inaccurate, and/or incomplete. | Response is clear, accurate, and complete. |
| LO4: Explain strategies for creating positive preschool classroom climates that support early literacy development among preschoolers. | Response is missing. | Response is vague, inaccurate, and/or incomplete. | Response is clear, accurate, and complete. |
Item 6
You are excited to set up an emergent literacy learning center in your preschool classroom and, of course, you want some of the activities to be child-directed. Explain twochild-directed activities you will include in your emergent literacy learning center thatare developmentally appropriate for preschoolersand the early literacy learning that each activity can foster. (2–3 paragraphs)
Your Response
Enter your response here.
Rubric
| Topic 2:Strategies for Enhancing Emergent Literacy and Promoting Positive Dispositions Toward Reading and Language Learning in Preschool | |||
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0
Not Present |
1
Needs Improvement |
2
Meets Expectations |
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Explain two child-directed activities you will include in your emergent literacy learning center that are developmentally appropriate for preschoolers and the early literacy learning that each activity can foster.
LO5: Explain early literacy learning fostered throughspecific child-directed early literacy activities for preschoolers. |
Response is missing. | Response is vague, inaccurate, and/or incomplete. | Response is clear, accurate, and complete. |
Item 7
Explain two teacher-mediated activities that promote emergent literacy development in preschool-age children. Also, explain how you recommend presenting each activity to encourage positive dispositions towardearly literacy and language learning in preschoolers. (2 paragraphs)
Your Response
Enter your response here.
Rubric
| Topic 2:Strategies for Enhancing Emergent Literacy and Promoting Positive Dispositions Toward Reading and Language Learning in Preschool | |||
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0
Not Present |
1
Needs Improvement |
2
Meets Expectations |
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Explain two teacher-mediated activities that promote emergent literacy development in preschool-age children. Also, explain how you recommend presenting each activity to encourage positive dispositions toward early literacy and language learning in preschoolers.
LO6: Explain teacher-mediated activities that promote emergent literacy in preschoolers |
Response is missing. | Response is vague, inaccurate, and/or incomplete. | Response is clear, accurate, and complete. |
| LO7: Explain how teacher-mediated emergent literacy activities foster positive dispositions toward early literacy and language learning in preschoolers. | Response is missing. | Response is vague, inaccurate, and/or incomplete. | Response is clear, accurate, and complete. |
Item 8
As a new preschool teacher, your goal for the coming school year is to build home-school partnerships with your children’s families. A key focus will be engaging children and families in the joy of early literacy. Explain threestrategies for building partnerships with your families that can also benefit preschoolers’ early literacy development in positive and exciting ways. (2–3 paragraphs)
Your Response
Enter your response here.
Rubric
| Topic 3:Engaging Families in Promoting Early Literacy Activities for Preschoolers | |||
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0
Not Present |
1
Needs Improvement |
2
Meets Expectations |
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Explain three strategies for building partnerships with your families that can also benefit preschoolers’ early literacy development in positive and exciting ways.
LO1: Explain strategies that build partnerships with families and encourage positive experiences with early literacy development for preschoolers |
Response is missing. | Response is vague, inaccurate, and/or incomplete. | Response is clear, accurate, and complete. |
References
Provide a citation for each resource you used to write your response to this Assessment. A sample citation is provided below:
- Otto, B. (2015, August 1). Literacy development in early childhood: Reflective teaching for birth to age eight. (1st). Long Grove, IL: Waveland Press.
Professional Skill Assessment
In this Competency Assessment, you will be assessed on the following Professional Skill: Written Communication. This skill counts toward your achievement of the Competency and the Professional Skill.
| Written Communication: Write with clarity, coherence, and purpose. | |||
| 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. | Sentences structure effectively conveys meaning to the 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. |
| LO5: Demonstrate appropriate essay level writing skills, providing transitions between an introduction, body, and conclusion. (AWE 2; Essay Level Skills) | Ideas are disorganized with no/poor transitions. | Ideas are loosely organized with unclear paragraphing and transitions. | Ideas are organized with cohesive transitions. |
| 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. |
Mastery Rubric
In order to achieve mastery of this Competency, you must achieve a “2” on every rubric row in addition to meeting the additional expectation indicated in the Mastery Rubric.
| Exceeds Expectations: Connections to Experience | |
| LO1: Apply relevant experience and academic knowledge to illustrate signs and strategies related to early literacy development in preschoolers.
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Responses include highly relevant, well developed, and clearly defined examples from professional and/or personal experience that are supported by academic knowledge to illustrate signs and strategies related to enhancing emergent literacy and promoting positive dispositions toward reading, writing, and language learning in preschoolers.
¨Yes ¨No
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