Emergent Literacy Brochure
The philosophies and approaches to reading instruction are varied. Early childhood educators must not only be able to explain the various approaches to reading instruction, but also provide support to families based on those approaches.
For this assignment, create a 750-1,000 word digital brochure for families of children in a birth to Pre-K childcare center. The brochure will need to be divided into six sections/parts. The ideal format would be a tri-fold brochure.
Include the following in the brochure:
Section 1: Title page with an inviting title
Section 2: Explanation of emergent literacy and its importance for reading development.
Section 3: Explanation of whole language approach to reading instructions, including:
- Major characteristics of the whole language approach and the theories/theorists that support the whole language approach.
- Two whole language activities families and caregivers can do at-home. Explain how the activities meet diverse learner needs.
Section 4: Explanation of phonics approach to reading instructions, including:
- Major characteristics of the phonics approach and the theories/theorists that support the phonics approach.
- Two phonics activities families and caregivers can do at-home. Explain how the activities meet diverse learner needs.
Section 5: Explanation of integrated approach to reading instructions, including:
- Major characteristics of the integrated approach and the theories/theorists that support the integrated approach.
- Two integrated activities families and caregivers can do at-home. Explain how the activities meet diverse learner needs.
Section 6: References
Brochure should include graphics that are relevant to the content, visually appealing, and use space appropriately.
Support your brochure with 3-5 scholarly resources.
While APA format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. Refer to the
LopesWrite Technical Support articles
for assistance.
Rubic_Print_Format
| Course Code | Class Code | Assignment Title | Total Points | ||||||||||||
| ECE-540 | ECE-540-O500 | Emergent Literacy | 60.0 | ||||||||||||
| Criteria | Percentage | No Submission (0.00%) | Insufficient (69.00%) | Approaching (74.00%) | Acceptable (87.00%) | Target (100.00%) | Comments | Points Earned | |||||||
| 100.0% | |||||||||||||||
| 1 | 5.0% | Not addressed. | Inadequate explanation of emergent literacy and its importance for reading development is explained. | Vague explanation of emergent literacy and its importance for reading development is explained. | Proper explanation of emergent literacy and its importance for reading development is explained. | Insightful explanation of emergent literacy and its importance for reading development is explained. | |||||||||
| Whole Language: Characteristics and Theories | 10.0% | Description of the characteristics of the whole language approach is incorrect. Supporting theories/theorists are incomprehensively explained. | Description of the characteristics of the whole language approach is lacking detail. Supporting theories/theorists are minimally explained. | Description of the characteristics of the whole language approach is accurate. Supporting theories/theorists are competently explained. | Description of the characteristics of the whole language approach is comprehensive. Supporting theories/theorists are expertly explained. | ||||||||||
| Whole Language: Meet Learner Differences and Activities | Explanation of how the whole language approach meets learner needs is unconvincing. At-home activities are implausible and poorly explained. | Explanation of how the whole language approach meets learner needs is underdeveloped. At-home activities are superficial and vaguely explained. | Explanation of how the whole language approach meets learner needs is logical. At-home activities are relevant and clearly explained. | Explanation of how the whole language approach meets learner needs is compelling. At-home activities are creative and thoroughly explained. | |||||||||||
| Phonics Approach: Characteristics and Theories | Description of the characteristics of the phonics approach is incorrect. Supporting theories/theorists are incomprehensively explained. | Description of the characteristics of the phonics approach is lacking detail. Supporting theories/theorists are minimally explained. | Description of the characteristics of the phonics approach is accurate. Supporting theories/theorists are competently explained. | Description of the characteristics of the phonics approach is comprehensive. Supporting theories/theorists are expertly explained. | |||||||||||
| Phonics Approach: Meet Learner Differences and Activities | Explanation of how the phonics approach meets learner needs is unconvincing. At-home activities are implausible and poorly explained. | Explanation of how the phonics approach meets learner needs is underdeveloped. At-home activities are superficial and vaguely explained. | Explanation of how the phonics approach meets learner needs is logical. At-home activities are relevant and clearly explained. | Explanation of how the phonics approach meets learner needs is compelling. At-home activities are creative and thoroughly explained. | |||||||||||
| Integrated Approach: Characteristics and Theories | Description of the characteristics of the integrated approach is incorrect. Supporting theories/theorists are incomprehensively explained. | Description of the characteristics of the integrated approach is lacking detail. Supporting theories/theorists are minimally explained. | Description of the characteristics of the integrated approach is accurate. Supporting theories/theorists are competently explained. | Description of the characteristics of the integrated approach is comprehensive. Supporting theories/theorists are expertly explained. | |||||||||||
| Integrated Approach: Meet Learner Differences and Activities | Explanation of how the integrated approach meets learner needs is unconvincing. At-home activities are implausible and poorly explained. | Explanation of how the integrated approach meets learner needs is underdeveloped. At-home activities are superficial and vaguely explained. | Explanation of how the integrated approach meets learner needs is logical. At-home activities are relevant and clearly explained. | Explanation of how the integrated approach meets learner needs is compelling. At-home activities are creative and thoroughly explained. | |||||||||||
| Organization of Brochure | An attempt is made to organize the content, but the sequence is indiscernible. The ideas presented are compartmentalized and may not relate to each other. | The content is partially organized, generally providing the audience with a sense of the main idea. | The content is logically organized. The ideas presented relate to each other. The content provides the audience with a clear sense of the main idea. | The content is well organized. There is a sequential progression of ideas that relate to each other. The content is presented as a cohesive unit. Provides the audience with an in-depth sense of the main idea. | |||||||||||
| Mechanics of Writing (includes spelling, punctuation, grammar, language use) | Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction are used. | Submission includes mechanical errors, but they do not hinder comprehension. Effective sentence structures are used, as well as some practice and content-related language. | Submission is largely free of mechanical errors, although a few are present. A variety of effective sentence structures and figures of speech are used, as well as appropriate practice and content-related language. | Submission is virtually free of mechanical errors. Word choice reflects well-developed use of practice and content-related language. Sentence structures are varied and engaging. | |||||||||||
| Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) | Documentation of sources is inconsistent and/or incorrect, as appropriate to assignment and style, with numerous formatting errors. | Sources are documented, as appropriate to assignment and style, although some formatting errors are present. | Sources are documented, as appropriate to assignment and style, and format is mostly correct. | Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error. | |||||||||||
| Total Weightage | 100% |