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: 5th February 2024, 11:59PM

Grading Scale:

Criteria

Grade

High Distinction

Distinction

Credit

Pass

Does not meet minimum standard

C1. Picture book is

Picture book is

Picture book is

Picture book is not

clearly identified and

clearly identified and

identified and

clearly identified or

described in brief.

described in brief.

described, but key

described in brief.

details are missing.

(1.5 marks per book)

C2. Picture book

Picture book choice

Picture book choice

Picture book choice

Picture book choice

Picture book choice

choice is justified in

is justified drawing

is explained drawing

is explained drawing

is noted in brief

is not justified in

terms of text quality,

on a range of relevant

on relevant academic

on minimal relevant

drawing on minimal

terms of text quality,

drawing on relevant academic readings.

academic reading.

reading.

academic reading.

academic reading.

academic readings are not drawn upon.

(2.5 marks per book)

C3. Picture book is

Affordances for

Affordances for

Affordances for

Affordances for

Picture book is not

analysed in terms of

literacy learning for

literacy learning for

literacy learning for

literacy learning for

analysed in terms of

affordances for

target age group are

target age group are

target age group are

target age group are

affordances for

literacy learning for

analysed, drawing on

explained, drawing

described, drawing

noted, drawing on

literacy learning for

target age group,

a range of relevant

on relevant academic

on minimal relevant

minimal academic

target age group,

drawing on relevant academic readings.

academic reading.

reading.

academic reading.

reading.

academic readings are not drawn upon.

(4 marks per book)

C.4 Sequence of

Sequence of activities

Sequence of activities

Sequence of activities

activities has a clear

has a clear learning

has a clear learning

does not have a clear

learning goal that

goal that connects

goal that connects

learning goal that

connects directly to

directly to affordance

directly to affordance

connects directly to

affordance noted in analysis.

noted in analysis.

noted in analysis.

affordance noted in analysis.

(1.5 marks per

sequence)

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.