comparing and contrasting model of literacy

Overview: In this assignment are the basic skills of early and emergent literacy—such as letter identification, word knowledge, concepts about print, phonemic awareness, and fluency. For each skill, authentic assessment measures are explained to give teachers an understanding of each child’s holistic development. This comprehensive look at assessment addresses formal, informal, and self-assessment techniques. It also explains when and how in the assessment process to appropriately gather input from teachers, parents, and students. The data gained from assessment can be used to plan and differentiate instruction to best meet the needs of students. Instructions: Compare and contrast the bottom-up and top-down models of literacy development by describing the overall theory of each one and their components. What do you think are the pros and cons of each model? Write a paper describing both models and the pros and cons. Requirements:

• Length: 3 pages in APA format (not including title page and reference page).

Be sure to read the criteria by which your work will be evaluated before you write and again after you write.

CHS320– Emergent Literacy

Unit 3 Assignment: Literacy Assessments

Evaluation Rubric for Unit 3 Assignment

CRITERIA Outstanding Good Fair Needs Improvement

(40 points) (32-39 points) (24-31 points) (0-23 points) 4c: Using a broad repertoire of developmentally appropriate teaching /learning approaches

Student provides a detailed summary of both approaches and effectively makes a case for one that is favored by discussing all aspects of each model.

Student provides a general summary of both approaches and attempts to make a case for one that is favored by discussing all aspects of each model.

Student provides a basic summary of both approaches but does not clearly makes a case for one that is favored because the comparison lacks detail.

Student attempts a comparison of learning models but fails to provide important aspects of each one.

5b: Knowing and using the central concepts, inquiry tools, and structures of content areas or academic disciplines

Student’s discussion of learning model brings to light content area connections and questions that cause the student to reflect on practice using the model.

Student’s discussion of learning model brings to light either a content area connection or questions that cause the student to reflect on practice using the model.

Student’s discussion of learning model attempts to make content area connections or questions but contain little reflective practice.

Student’s discussion of learning model fails to bring to light content area connections and questions that cause the student to reflect on practice using the model.

(20 points) (16-19 points) (12-15 points) (0-14 points) Professional Communication: SS3 Grammar, spelling, sentence structure. Proficiency in reading, writing and mathematics. Sources of all information obtained from course materials and researched resources. If known, proper APA use: in-text citations and references preferred.

Polished responses; zero to one error: grammar, spelling and sentence structure. Sources of all information obtained from course materials and researched resources.

Well-written responses; maximum of two to three errors: grammar, spelling and sentence structure. Sources of most information obtained from course materials and researched resources.

Adequate responses: maximum of four or five errors: grammar, spelling and sentence structure. Sources of some information obtained from course materials and researched resources.

Inadequate or poorly written responses: Six or more errors: grammar, spelling and sentence structure. Sources of information not provided.

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