—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 K3 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 K3 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 schools Early Literacy Committee, which is supporting K3 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 K3 children.
In your role as an early literacy mentor and teacher leader, you have created three templates with guidelines for each literacy initiative that K3 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 K3 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.
Creating Exciting Literacy Centers in
First Grade Classrooms
Typical Developmental Literacy Characteristics of Children in First Grade
Explain typical developmental literacy characteristics of children in first grade. (12 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.
(12 sentences each)
1.
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. (23 sentences each)
1.
2.
3.
4.
3 Independent Activities in a Classroom Literacy Center for First Graders That Support Childrens 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
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EL3004: Promoting Early Literacy in K3: Explain strategies for enhancing literacy development and positive
dispositions toward reading and language learning in K3 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.
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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.
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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
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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
childrens use of a
second/third grade
classroom library.
LO3: Explain guidelines
for childrens use of a
second/third grade
classroom library.
Response is not present. Response is a vague,
inaccurate, and/or incomplete
explanation of guidelines for
childrens use of a
second/third grade classroom
library.
Response is a clear, accurate,
logical, and complete explanation
of guidelines for childrens use of
a second/third grade classroom
library.
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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 childrens
experiences in the
library.
LO6: Explain
organizational strategies
that enhance childrens
experiences in
second/third grade
classroom libraries.
incomplete explanation of
organizational strategies that
enhance childrens
experiences in second/third
grade classroom libraries.
of organizational strategies that
enhance childrens 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 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 with a clear
central idea. (AWE 2;
Paragraph Level Skills)
Paragraphs, or lack of
paragraphs, impede
readers access to
ideas.
Construction of main idea and/or
supporting paragraphs limit
readers 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
K3 children.
learning in K3 children.
Yes
No Enhancing
Emergent Literacy in Kindergarten
Typical Developmental Literacy Characteristics of Children in Kindergarten
Explain typical developmental literacy characteristics of children in kindergarten. (12 paragraphs)
6 Key Signs of Emergent Literacy in Kindergartners
Explain the six key signs of emergent literacy in kindergartners. (12 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 describe at least three independent activities for children in a kindergarten classroom that build on one or more signs of emergent literacy and promote positive dispositions toward reading and language learning. For each activity:
Explain how teachers prepare and/or support the activity for children to do independently. (1 paragraph)
Explain the sign(s) of emergent literacy that the activity supports. (2-3 sentences)
Explain how the activity enhances a specific area or areas of emergent literacy development. (1 paragraph)
Explain how the activity promotes positive dispositions toward reading and language learning in kindergartners. (1 paragraph)
Activity 1
Title:
Description:
Sign(s) of emergent literacy this activity supports:
How this activity enhances a specific area or areas of emergent literacy development in kindergartners:
How this activity promotes positive dispositions toward reading and language learning in kindergartners:
Activity 2
Title:
Description:
Sign(s) of emergent literacy this activity supports:
How this activity enhances a specific area or areas of emergent literacy development in kindergartners:
How this activity promotes positive dispositions toward reading and language learning in kindergartners:
Activity 3
Title:
Description:
Sign(s) of emergent literacy this activity supports:
How this activity enhances a specific area or areas of emergent literacy development in kindergartners:
How this activity promotes positive dispositions toward reading and language learning in kindergartners:
2017 Walden University
1 Creating Literacy-Rich Libraries in Second Grade and Third Grade Classrooms
Typical Developmental Literacy Characteristics of Children in Second & Third Grade
Explain typical developmental literacy characteristics of second and third graders that should inform the planning of a classroom library. (12 paragraphs)
What Makes a Classroom Library a Critical Component of a Literacy-Rich Environment for Second & Third Graders
Explain what makes a classroom library a critical component of a literacy-rich environment for second and third graders. (1 paragraph)
2 Guidelines for Childrens Use of a Second/Third Grade Classroom Library
Explain two recommended guidelines for childrens use of a second/third grade classroom library. (2 paragraphs)
1.
2.
How a Well-Designed Classroom Library Promotes Positive Dispositions Toward Reading and Language Learning in Second and Third Graders
Explain how a well-designed classroom library promotes positive dispositions toward reading and language learning in second and third graders. (1 paragraph)
5 Types of Reading Materials for a Literacy-Rich Second/Third Grade Classroom Library
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. (2-3 sentences per type of reading material)
1.
2.
3.
4.
5.
2 Ways to Organize Reading Materials in a Second/Third Grade Classroom Library
Explain two ways to organize reading materials in a second/third grade classroom library to enhance childrens experiences in the library. (2 paragraphs)
1.
2.
2 Ways to Involve Children in Setting Up and/or Managing a Second/Third Grade Classroom Library
Explain two ways to involve children in setting up and/or managing a second/third grade classroom library. (2 paragraphs)
1.
2.
2017 Walden University
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