Benchmark

 

Literacy centers are an effective way to meet the needs of individual students. Centers can be used to teach multiple content standards in a hands-on and interactive learning environment. Additionally, volunteers and other assistants can support differentiation and the assessment process during center time. 

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Part 1: Learning Centers

For this assignment, select a grade level Pre-K to 3rd grade and develop three learning centers with a wide range of developmentally, culturally, and linguistically appropriate teaching and learning strategies.

Write a 100-250 word detailed description of each center’s literacy activity for the volunteer who will be the facilitator. At least one learning center must be technology-based.

In each description, include the following:

  • Individual learning objectives
  • List of materials to be used and the purpose of each
  • Directions for how to run the activity and an assessment to be administered at the end
  • Three leveled questions the volunteer can ask students while they are running the activity to support individual student’s development of the objective

Part 2: Research-Based Rationale

Write a 250-500 word rationale explaining the thinking behind the design of your learning centers.

Address the following:

  • Discuss how the centers are developmentally, culturally, and linguistically  appropriate for the students in the field experience classroom.
  • Explain how the technology chosen promotes the responsible use of interactive technologies to collaborate in positive face-to-face and virtual environments.
  • Describe how teachers can collaborate with families to build a safe, positive learning environment of openness, mutual respect, positive relationships, and supportive interactions.

Support your rationale with 2-3 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

Criteria

10.0% Not addressed. Individual learning objectives are not specified. Materials and directions are inadequate or incomplete. Leveled questions are irrelevant or not included. Individual learning objectives are minimally specified. Materials and directions are lacking detail or overly simplistic. Leveled questions are superficial and support individual student development of the objective. Individual learning objectives are clearly specified. Materials and directions are detailed and relevant. Leveled questions are appropriate and support individual student development of the objective. Individual learning objectives are expertly specified. Materials and directions are thorough and extensive. Leveled questions are thought-provoking support individual student development of the objective.

10.0% Not addressed. Individual learning objectives are not specified. Materials and directions are inadequate or incomplete. Leveled questions are irrelevant or not included. Individual learning objectives are minimally specified. Materials and directions are lacking detail or overly simplistic. Leveled questions are superficial and support individual student development of the objective. Individual learning objectives are clearly specified. Materials and directions are detailed and relevant. Leveled questions are appropriate and support individual student development of the objective. Individual learning objectives are expertly specified. Materials and directions are thorough and extensive. Leveled questions are thought-provoking support individual student development of the objective.

Not addressed.

15.0% Not addressed.

15.0% Not addressed.

5.0% Not addressed.

10.0% Not addressed.

10.0% Not addressed.

Course Code Class Code Assignment Title Total Points
ECE-540 ECE-540-O500 Benchmark – Literature Learning Centers 300.0
Criteria Percentage No Submission (0.00%) Insufficient (69.00%) Approaching (74.00%) Acceptable (87.00%) Target (100.00%) Comments Points Earned
100.0%
Learning Center 1 10.0% Not addressed. Individual learning objectives are not specified. Materials and directions are inadequate or incomplete. Leveled questions are irrelevant or not included. Individual learning objectives are minimally specified. Materials and directions are lacking detail or overly simplistic. Leveled questions are superficial and support individual student development of the objective. Individual learning objectives are clearly specified. Materials and directions are detailed and relevant. Leveled questions are appropriate and support individual student development of the objective. Individual learning objectives are expertly specified. Materials and directions are thorough and extensive. Leveled questions are thought-provoking support individual student development of the objective.
Learning Center 2
Learning Center 3
Developmental, Cultural, and Linguistic Appropriateness COE 3.3 NAEYC: 4a, 4b, 4c InTASC: 3(a), 3(b), 3(g), 3(h), 3(m), 3(n), 3(o), 3(q), 7(c), 7(i), 7(j), 7(k), 7 (m), 7(o), 8(c), 8(e), 8(h), 8(k), 8(m), 8(p) ISTE-T: 2a, 2b, 2c, 4b 1

5.0% Explanation of developmental, cultural, and linguistic appropriateness is unconvincing. Explanation of developmental, cultural, and linguistic appropriateness is vague. Explanation of developmental, cultural, and linguistic appropriateness is reasonable. Explanation of developmental, cultural, and linguistic appropriateness is compelling.
Technology Integration COE 3.5 NAEYC: 4a, 4b, 4c InTASC: 3(a), 3(b), 3(g), 3(h), 3(m), 3(n), 3(o), 3(q), 7(c), 7(i), 7(j), 7(k), 7 (m), 7(o), 8(c), 8(e), 8(h), 8(k), 8(m), 8(p) ISTE-T: 2a, 2b, 2c, 4b Technology is unrealistically integrated into at least one learning center activity. Technology is weakly integrated into at least one learning center activity. Technology is effectively integrated into at least one learning center activity. Technology is innovatively integrated into at least one learning center activity.
Learning Environment COE 3.1 NAEYC: 4a, 4b, 4c InTASC: 3(a), 3(b), 3(g), 3(h), 3(m), 3(n), 3(o), 3(q), 7(c), 7(i), 7(j), 7(k), 7 (m), 7(o), 8(c), 8(e), 8(h), 8(k), 8(m), 8(p) ISTE-T: 2a, 2b, 2c, 4b Ineffectively describes collaboration between teachers and families to create positive learning environment. Marginally describes collaboration between teachers and families to create positive learning environment. Describes collaboration between teachers and families to create positive learning environment in detail. Proficiently describes collaboration between teachers and families to create positive learning environment.
Format and Documentation of Sources (layout, citations, footnotes, references, bibliography, etc.) 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 key formatting and citation errors are present. Sources are documented, as appropriate to assignment and style, and format is mostly correct. Sources are documented completely and correctly, as appropriate to assignment and style. Format is free of error.
Organization An attempt is made to organize the content, but the sequence is indiscernible. The ideas presented are compartmentalized; may not relate to each other. The content may not be adequately organized even though it provides 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 and logical. There is a sequential progression of ideas related to each other. The content is presented as a cohesive unit. Provides the audience with a clear sense of the main idea.
Mechanics of Writing (includes spelling, punctuation, grammar, and language use) Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction are used. Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) and/or word choice are present. Submission includes some mechanical errors, but they do not hinder comprehension. Varieties of effective sentence structures are used, as well as some 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.
Total Weightage 100%

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