GDECE 103 Language and Literacy in the Early Years: 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 Date: Wednesday 8th May 2024, 11:59PM
Grading Scale:
Grade
Criteria
High Distinction
Distinction
Credit
Pass
Does not meet minimum standard
C1. Picture book is clearly identified and
described in brief.
(1.5 marks per book)
Picture book is clearly identified
and described in brief.
Picture book is identified and
described, but key details are missing.
Picture book is not clearly
identified or described in brief.
C2. Picture book choice is
justified in terms of text quality, drawing on relevant academic readings.
(2.5 marks per book)
Picture book choice is justified
drawing on a range of relevant academic reading.
Picture book choice is explained
drawing on relevant academic reading.
Picture book choice is explained
drawing on minimal relevant academic reading.
Picture book choice is noted in
brief drawing on minimal academic reading.
Picture book choice is not
justified 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)
Affordances for literacy learning
for target age group are analysed, drawing on a range of relevant academic
reading.
Affordances for literacy learning
for target age group are explained, drawing on relevant academic reading.
Affordances for literacy learning
for target age group are described, drawing on minimal relevant academic
reading.
Affordances for literacy learning
for target age group are noted, drawing on minimal academic reading.
Picture book is not analysed in terms
of affordances for literacy learning for target age group, academic readings
are not drawn upon.
C.4 Sequence of activities has a
clear learning goal that connects directly to affordance noted in analysis.
(1.5 marks per sequence)
Sequence of activities has a clear
learning goal that connects directly to affordance noted in analysis.
Sequence of activities has a
learning goal that broadly relates to affordance noted in analysis.
Sequence of activities does not
have a clear learning goal that connects directly to affordance noted in
analysis.
C5. 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.
(6 marks per sequence)
Sequence of activities contains 2
– 4 activities that are explained in detail and are age / developmentally
appropriate. Activities are well targeted to work towards the stated learning
objective(s), drawing on a range of relevant academic readings.
Sequence of activities contains 2
– 4 activities that are clearly explained and are age / developmentally
appropriate. Activities work towards the stated learning objective(s),
drawing on relevant academic readings.
Sequence of activities contains 2
– 4 activities that are clearly described and are age / developmentally
appropriate. Activities work towards the stated learning objective(s),
minimally drawing on relevant academic readings.
Sequence of activities contains 2
– 4 activities are briefly outlined and are age / developmentally
appropriate. Activities only partly work towards the stated learning
objective(s), minimally drawing on academic readings.
Sequence of activities does not
contain 2 – 4 activities that are age / developmentally appropriate;
activities do not work towards the stated learning 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)
Activities are planned with
critical consideration of diverse learners, drawing on a range of relevant
academic readings.
Activities are planned with
thoughtful consideration of diverse learners, drawing on relevant academic
readings.
Activities are planned with
consideration of diverse learners, minimally drawing on relevant academic
readings.
Activities are planned with
superficial consideration of diverse learners, minimally drawing on academic
readings.
Activities are not planned with
consideration of diverse learners; academic readings are not drawn upon.
C7. Assignment is formatted
according to requirements and written clearly and cohesively. APA 7
referencing is used. Word limit is adhered to.
(4 marks)
C4.1 The assignment 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
of in-text and end-of-text APA (7th Ed.) referencing style were used.
Word limit met.
C4.2 The assignment is clear with
minor typographical and structural features that may hinder understanding.
There is minimal confusion between author voice and that of sources. The
assignment is mostly formatted according to stated requirements. Accurate
mechanics of in-text and end-of-text APA (7th Ed.) referencing style were
used with minor inconsistencies (no more than 2 errors).
Word limit met.
C4.3 The assignment 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 and
end-of-text APA (7th Ed.) referencing style were used with inconsistencies
(no more than 4 errors).
Word limit met.
C4.4 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 (7th Ed.) referencing contain several errors.
Word limit met.
C4.5 The assignment has
typographical and structural features that prohibit understanding. There is
confusion between author voice and that of sources, or author’s voice is
absent. The assignment is not formatted according to stated requirements.
Mechanics of in-text and
end-of-text APA (7th Ed.) referencing style were not used appropriately.
Word limit not met.