540 paper
Please follow rubric and instructions-
Early childhood educators must be fluent in their knowledge of literacy skills in order to effectively communicate the information to families and colleagues and ultimately teach literacy to young children. Phonological and phonemic awareness are essential to developing literacy and must be shared with families and colleagues.
For this assignment, you will create a 10-12 power point presentation, on Pre-K students to explain phonological and phonemic awareness.
Include:
- Definitions of phonological and phonemic awareness.
- Explanation of how phonological and phonemic awareness relates to literacy development in young children.
- Description of how early reading development is related to early literacy skills (print concepts, letter naming, vocabulary, phonological awareness, listening, speaking, and comprehension).
- For each of the early literacy skills including print concepts, letter naming, vocabulary, phonological awareness, listening, speaking, and comprehension provide one example of a small group activity that can be used to teach each skill. Describe how each activity can be modified to meet the needs of students with exceptional needs.
Show professionalism in your video and appearance.
Use an online video platform such as Loom, YouTube, or Vimeo to upload your completed video. Be sure that others can access and view your linked video prior to submitting.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
Readings-
http://www.gcumedia.com/digital-resources/pearson/2015/helping-young-children-learn-language-and-literacy_birth-through-kindergarten_ebook_4e.php
https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=101715210&site=ehost-live&scope=site
https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=97868560&site=ehost-live&scope=site
https://digitalcommons.georgiasouthern.edu/cgi/viewcontent.cgi?referer=https://www.google.com/&httpsredir=1&article=1008&context=gerjournal
Rubic_Print_Format
| Course Code | Class Code | Assignment Title | Total Points | |||||||||
| ECE-540 | ECE-540-O500 | Phonological and Phonemic Awareness | 90.0 | |||||||||
| Criteria | Percentage | No Submission (0.00%) | Insufficient (69.00%) | Approaching (74.00%) | Acceptable (87.00%) | Target (100.00%) | Comments | Points Earned | ||||
| 100.0% | ||||||||||||
| 15.0% | Not addressed. | Presentation erroneously defines phonological and phonemic awareness and does not explains skills that demonstrate each. | Presentation minimally defines phonological and phonemic awareness and vaguely explains skills that demonstrate each. | Presentation accurately defines phonological and phonemic awareness and explains skills that demonstrate each. | Presentation proficiently defines phonological and phonemic awareness and thoroughly explains skills that demonstrate each. | |||||||
| Phonological and Phonemic Awareness and Literacy Development | Presentation insufficiently describes how phonological and phonemic awareness are related to early reading development. | Presentation marginally describes how phonological and phonemic awareness are related to early reading development. | Presentation competently describes how phonological and phonemic awareness are related to early reading development. | Presentation expertly describes how phonological and phonemic awareness are related to early reading development. | ||||||||
| Early Literacy Skills | Presentation imprecisely describes how early reading development is related to early literacy skills. | Presentation superficially describes how early reading development is related to early literacy skills. | Presentation effectively describes how early reading development is related to early literacy skills. | Presentation thoughtfully describes how early reading development is related to early literacy skills. | ||||||||
| Small Group Activities | 25.0% | An irrelevant small group activity to teach each literacy skill (print concepts, letter naming, vocabulary, phonological awareness, listening, speaking, and comprehension) is poorly explained. Modifications for exceptional learners are not included. | An underdeveloped small group activity to teach each literacy skill (print concepts, letter naming, vocabulary, phonological awareness, listening, speaking, and comprehension) is weakly explained. Unclear modifications for exceptional learners are included. | A relevant small group activity to teach each literacy skill (print concepts, letter naming, vocabulary, phonological awareness, listening, speaking, and comprehension) is clearly explained. Appropriate modifications for exceptional learners are included. | An innovative small group activity to teach each literacy skill (print concepts, letter naming, vocabulary, phonological awareness, listening, speaking, and comprehension) is thoroughly explained. Creative modifications for exceptional learners are included. | |||||||
| Professionalism | 10.0% | Author’s appearance or manner could more adequately exhibit professionalism within the video; or the video is taken within a distracting environment or background. | Author’s appearance or manner could more adequately exhibit professionalism within the video; or the video is taken within a distracting environment or background. | Author’s appearance and manner exhibit adequate professionalism within the video. The video is taken within an environment relatively free of distraction. | Author’s appearance and manner exhibit appropriate professionalism within the video. The video is taken within an environment totally free of distraction. | |||||||
| Organization of the Video | 20.0% | The video includes an introduction or purpose statement that is not adequately presented; or the transitions between prompts are abrupt or disjointed. | The video includes an introduction or purpose statement that could be more adequately presented; or the transitions between prompts could be smoother. | The video includes an adequate introduction and purpose statement along with smooth transitions between prompts. | The video includes an appropriate introduction and purpose statement along with seamless transitions between prompts. | |||||||
| Total Weightage | 100% |