GDECE 103 Language and Literacy in the Early Years: Assessment 3
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 m
