GDECE 103 Language and Literacy in the Early Years Assignments Help

GDECE 103 Language and Literacy in the Early Years Assessment

 

Assessment 3 Rubric

Task description:  Develop two sequences of learning activities around picture books appropriate for 2-3 year olds and 4-5 year olds. Base each sequence on a quality text, analysis of the texts’ affordances for early years literacy and understanding of childhood development in the early

years. Specific strategies for supporting learning should be provided, as should additional supports and modifications for diverse learners.

Criteria:

  • Two learning sequences are provided, one for 2-3 year olds and one for 4-5 year olds.
  • Relevant academic literature is drawn upon to justify text choice, learning objectives, learning activities and supports for diverse learners.

For each sequence:

  • Picture book is clearly identified, with appropriate citations and references.
    • Picture book is briefly described in terms of plot, characters and setting.
    • Choice of picture book is justified in terms of features that make it a quality text, drawing on relevant academic readings.
    • Picture book is analysed for specific affordances for early literacy learning, drawing on relevant academic readings.
    • Sequence of activities has clear learning objective(s) which directly connects to one or more of the affordances noted in the analysis, drawing on relevant academic readings.
    • Sequence of activities contains 2 – 4 activities that are age / developmentally appropriate and clearly work towards the stated learning objective(s), drawing on relevant academic readings.
    • Activities are planned with consideration of diverse learners, drawing on relevant academic readings.

Word count: 2500

Suggested word count allocation:

  • Each picture book description and analysis (500 – 600 words)
  • Sequence of activities for each book (600 – 700 words)
  • No introduction or conclusion necessary.

NOTE: SCEI-HE requires its students to observe the highest ethical standards in every aspect of their academic work. SCEI-HE actively

demonstrates its commitment to academic integrity by recognising scholarly work and penalising all forms of academic dishonesty. Please refer to the Institute’s HEPP01 Academic Integrity Policy and Procedure for further information or speak to your lecturer, Academic Support

Coordinator or Librarian.

Formatting: 12-point serif font (eg. Times New Roman). 1.5 or double line spacing.

Referencing: APA7 (please refer to this guide for referencing guidelines)

Due DateWeek 12

Grading Scale:

Grade

Criteria

High DistinctionDistinctionCreditPassDoes not meet minimum standard

C1. Picture book is clearly identified and described in brief.

(1.5 marks per book)

C1.1 Picture book is clearly identified and described in brief.  

C1.2 Picture bookis identified and

described, but key details aremissing.

C1.3 Picture book is not clearly identified or described in brief.

C2. Picture book

choice is justified in

C2.1 Picture book choice is justifiedC2.2 Picture book choice is explainedC2.3 Picture book choice is explainedC2.4 Picture book choice is noted in

C2.5 Picture book

choice is not justified

 

terms of text quality, drawing on relevant academic readings.

 

(2.5 marks per book)

drawing on a range of relevant academic reading.drawing on relevant academic reading.

drawing on minimal relevant academic

reading.

brief drawing on minimal academic reading.

in terms of text

quality, academic readings are not drawn upon.

C3. Picture book is analysed in terms of affordances for literacy learning for target age group,

drawing on relevant academic readings.

 

(4 marks per book)

C3.1 Affordances for literacy learning for target age group are analysed, drawing on a range of relevant academic reading.C3.2 Affordances for literacy learning for target age group are explained, drawing on relevant academic reading.C3.3 Affordances for literacy learning for target age group are described, drawing on minimal relevant academic reading.

C3.4 Affordances for literacy learning for target age group are noted, drawing on minimal academic

reading.

C3.5 Picture book is not analysed in terms of affordances for literacy learning for target age group, academic readings

are not drawnupon.

C.4 Sequence of activities has a clear learning goal that connects directly to affordance noted in analysis.

(1.5 marks per sequence)

C4.1 Sequence of activities has a clear learning goal that connects directly to affordance noted in analysis.  

C4.2 Sequence of activities has a learninggoal that broadly relates to

affordance noted in analysis.

C4.3 Sequence of activities does not

have a clear learning goal that connects

directlyto affordance noted in analysis.

C5. Sequence of activities contains 2 – 4 activities that are age /

developmentally  appropriate and

clearly worktowards the stated learning

C5.1 Sequence of activities contains 2 – 4 activities that are explained in detail and are age /

developmentally appropriate.

Activities are well

C5.2 Sequence of activities contains 2 – 4 activities that are clearly explained and are age /

developmentally appropriate.

Activities work

C5.3 Sequence of activities contains 2 – 4 activities that are clearly described and are age /

developmentally appropriate.

Activities work

C5.4 Sequence of activities contains 2 – 4 activities arebriefly outlined and are age / developmentally

appropriate.

Activities only partly work towards the

C5.5 Sequence of activities does not contain 2 – 4

activities that are age

/ developmentally

appropriate; activities do not work towards

the stated learning

 

objective(s), drawing on relevant academic readings.

 

(6 marks per sequence)

targeted to work towards the stated learning objective(s), drawing on a range of relevant academic readings.towards the stated learning objective(s), drawing on relevant academic readings.towards the stated learning objective(s), minimally drawing on relevant academic readings.

stated learning objective(s),

minimally drawing on academic

readings.

objective(s);

academic readings are not drawn upon.

C6. Activities are planned with consideration of diverse learners,

drawing on relevant academic readings.

(2.5 marks per sequence)

C6.1 Activities are planned with critical consideration of

diverse learners,

drawing on a range of relevant academic readings.

C6.2 Activities are planned with

thoughtful consideration of diverse learners,

drawing on relevant academic readings.

C6.3 Activities are planned with consideration of

diverse learners, minimally drawing

on relevant academic readings.

C6.4 Activities are planned with

superficial consideration of diverse learners,

minimally drawing on academic

readings.

C6.5 Activities are not planned with consideration of

diverse learners; academic readings are not drawnupon.

C7. Assignment is

formattedaccording to requirements and written clearly and cohesively. APA 7

referencing is used. Word limitis adhered to.

(4 marks)

C7.1 Theassignment is clear and free of

typographical and structural features that hinder

understanding. There is no confusion

between author voice and that of sources.

The assignment is

formatted according to stated

requirements.

Accurate mechanics

C7.2 Theassignment is clear with minor typographical and

structuralfeatures that may hinder

understanding. There is minimal confusion between authorvoice and that of sources. The assignment is mostly formatted according to stated

requirements.

Accurate mechanics

C7.3 Theassignment is clear with

typographical and structural features that may hinder

understanding. There is minor confusion

between author voice and that of sources.

The assignment is partly formatted according to stated requirements.

Mechanics of in-text

C7.4 The assignment has typographical and structural features

that significantly

hinder understanding.

There is confusion

between author voice and that of sources. The assignment is minimally formatted according to stated

requirements.

Mechanics of in-text and end-of-text APA

C7.5 The assignment has typographical and structural features

that prohibit

understanding. There  is confusion between author voice and that of sources, or

author’s voiceis absent. The

assignment is not

formatted according to stated

requirements.

 

 

of in-text and end-of- text APA (7th Ed.)

referencing style were used.

 

 

Word limit met.

of in-text and end-of- text APA (7th Ed.)

referencing style

were used withminor inconsistencies (no more than 2 errors).

Word limit met.

and end-of-text APA (7th Ed.) referencing style were used with inconsistencies (no more than 4 errors).

 

 

Word limit met.

(7th Ed.) referencing contain several errors.

 

 

 

 

Word limit met.

Mechanicsof in-text and end-of-text APA (7th Ed.) referencing style were not used appropriately.

 

 

Word limit not met.

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