You are joining an early childhood setting that has recently expanded to include infants and toddlers. You will work exclusively in the infant and toddler program. The setting’s preschool-age program is designed to promote early literacy and language development. Based on your experience and knowledge, the director asks you to take the lead when organizing the infant/toddler program and encourage early literacy and language development

EL3002: Promoting Early Literacy Among Infants and Toddlers: Explain signs of emergent literacy in infants and toddlers and strategies for enhancing emergent literacy, while promoting positive dispositions toward reading and language learning.

Written Response Submission Form
Your Name: First and last
Your E-Mail Address: Your email here

Instructions
Write your responses where it reads “Enter your response here.” Write as much as needed to satisfy the requirements indicated. Each item contains the Rubric, which will be used to evaluate your responses.

Item 1

Learning to talk, listening to others, engaging in conversations—oral language is not only interactive and fun, it also lays the foundation for early literacy. Describe the five stages of oral language development. (1–2 paragraphs)

Your Response
Enter your response here.

Rubric
Topic 1: Oral Language: A Foundation of Early Literacy
0
Not Present 1
Needs Improvement 2
Meets Expectations
Describe the five stages of oral language development.

LO1: Describe the stages of oral language development. Response is missing. Response is vague, inaccurate, and/or incomplete. Response is clear, accurate, and complete.

Item 2

Explain how the five areas of language knowledge provide a foundation for learning to read and write. (1–2 paragraphs)

Your Response
Enter your response here.

Rubric
Topic 1: Oral Language: A Foundation of Early Literacy
0
Not Present 1
Needs Improvement 2
Meets Expectations
Explain how the five areas of language knowledge provide a foundation for learning to read and write.

LO2: Explain how areas of language knowledge provide a foundation for learning to read and write. Response is missing. Response is vague, inaccurate, and/or incomplete. Response is clear, accurate, and complete.

Item 3

Your early childhood program is located in a diverse neighborhood that includes children from families of several different cultures among the group. You work with infants and toddlers in the program, and you are currently mentoring a newly hired caregiver.

Explain three key guidelines to your mentee for supporting the language development of infants and toddlers in a diverse cultural setting like your program. (2–3 paragraphs)

Your Response
Enter your response here.

Rubric
Topic 1: Oral Language: A Foundation of Early Literacy
0
Not Present 1
Needs Improvement 2
Meets Expectations
Explain three key guidelines to your mentee for supporting the language development of infants and toddlers in a diverse cultural setting like your program.

LO3: Explain guidelines for supporting the language development of very young children from diverse cultures. Response is missing. Response is vague, inaccurate, and/or incomplete. Response is clear, accurate, and complete.

Item 4

Explain the meaning of early (or emergent) literacy development as it applies to infants and toddlers, and include at least three key findings from research that are critical for understanding the literacy development process and its significance. (1–2 paragraphs)

Your Response
Enter your response here.

Rubric
Topic 2: Signs of Emergent Literacy in Infants and Toddlers
0
Not Present 1
Needs Improvement 2
Meets Expectations
Explain the meaning of early (or emergent) literacy development as it applies to infants and toddlers, and include at least three key findings from research that are critical for understanding the literacy development process and its significance.

LO1: Explain the meaning of early/emergent literacy development in relation to infants and toddlers. Response is missing. Response is vague, inaccurate, and/or incomplete. Response is clear, accurate, and complete.
LO2: Explain key research on early/emergent literacy development in infants and toddlers. Response is missing. Response is vague, inaccurate, and/or incomplete. Response is clear, accurate, and complete.

Item 5

You are meeting with the parents of Aggie, a toddler in your program. They are describing their experiences with reading to Aggie and their worried that she is testing boundaries as she is getting closer to age 2. For example, she will constantly try to grab the book that’s read to her even when they ask her to sit still; and, she will talk or make other noises even when they tell her it’s time to listen. Sometimes they can’t finish a book before she gets restless and moves on to something else.

Explain to Aggie’s parents why her behaviors all align with age-appropriate early literacy development in toddlers. (1–2 paragraphs)

Your Response
Enter your response here.

Rubric
Topic 2: Signs of Emergent Literacy in Infants and Toddlers
0
Not Present 1
Needs Improvement 2
Meets Expectations
Explain to Aggie’s parents why her behaviors all align with age-appropriate early literacy development in toddlers.

LO3: Explain age-appropriate early literacy behaviors in toddlers.
Response is missing. Response is vague, inaccurate, and/or incomplete. Response is clear, accurate, and complete.

Item 6

You are the lead teacher in an infant/toddler setting. Several families have asked when their young children should learn to read, so your director has asked you to contribute to the weekly newsletter on this topic.

Write a short article for the newsletter at which you describe three ways that infants and toddlers observe and explore written language; provide an example of the child’s behavior that families might observe; describe three ways that families can encourage these explorations; and, explain how these explorations help to lay early foundations for learning to read and write. (2–3 paragraphs)

Your Response
Enter your response here.

Rubric
Topic 2: Signs of Emergent Literacy in Infants and Toddlers
0
Not Present 1
Needs Improvement 2
Meets Expectations
Describe three ways that infants and toddlers observe and explore written language; provide an example of the child’s behavior that families might observe; describe three ways that families can encourage these explorations; and, explain how these explorations help to lay early foundations for learning to read and write.
LO4: Describe how very young children explore written language. Response is missing. Response is vague, inaccurate, and/or incomplete. Response is clear, accurate, and complete.
LO5: Explain how early exploration of written language provides a foundation for learning to read and write. Response is missing. Response is vague, inaccurate, and/or incomplete. Response is clear, accurate, and complete.

Use this scenario for items 7–9:

Scenario
You are joining an early childhood setting that has recently expanded to include infants and toddlers. You will work exclusively in the infant and toddler program. The setting’s preschool-age program is designed to promote early literacy and language development. Based on your experience and knowledge, the director asks you to take the lead when organizing the infant/toddler program and encourage early literacy and language development.

Item 7

Explain the five characteristics of a language- and literacy-rich environment for infants and toddlers, and how you will use the characteristics as guidance for organizing your program. (2–3 paragraphs)

Your Response
Enter your response here.

Rubric
Topic 3: Strategies for Enhancing Emergent Literacy and Promoting Positive Dispositions Towards Reading and Language Learning in Infants and Toddlers
0
Not Present 1
Needs Improvement 2
Meets Expectations
Explain the five characteristics of a language- and literacy-rich environment for infants and toddlers, and how you will use the characteristics as guidance for organizing your program.

LO1: Explain characteristics of a language- and literacy-rich environment for infants and toddlers.
Response is missing. Response is vague, inaccurate, and/or incomplete. Response is clear, accurate, and complete.
LO2: Explain how to apply characteristics of a language- and literacy-rich environment to organize an infant/toddler program. Response is missing. Response is vague, inaccurate, and/or incomplete. Response is clear, accurate, and complete.

Item 8

An assistant teacher in the preschool program, who has not worked with infants or toddlers before, is going to work with you as an assistant teacher in the infant/toddler program. The director has asked you to help mentor her.

Explain three key guidelines for teacher-child interactions with infants and toddlers that specifically support their language and literacy development. (2–3 paragraphs)

Your Response
Enter your response here.

Rubric
Topic 3: Strategies for Enhancing Emergent Literacy and Promoting Positive Disposition Towards Reading and Language Learning in Infants and Toddlers
0
Not Present 1
Needs Improvement 2
Meets Expectations
Explain three key guidelines for teacher-child interactions with infants and toddlers that specifically support their language and literacy development.

LO3: Explain guidelines for teacher-child interaction that support infant/toddler language and literacy development.
Response is missing. Response is vague, inaccurate, and/or incomplete. Response is clear, accurate, and complete.

Item 9

Explain how two daily activities or rituals in your infant/toddler program help promote children’s positive dispositions toward reading and language learning. (2 paragraphs)

Your Response
Enter your response here.

Rubric
Topic 3: Strategies for Enhancing Emergent Literacy and Promoting Positive Dispositions Towards Reading and Language Learning in Infants and Toddlers
0
Not Present 1
Needs Improvement 2
Meets Expectations
Explain how two daily activities or rituals in your infant/toddler program help promote children’s positive dispositions toward reading and language learning.

LO4: Explain how activities or rituals in an infant/toddler program promote children’s positive dispositions toward reading and language learning. Response is missing. Response is vague, inaccurate, and/or incomplete. Response is clear, accurate, and complete.

References

Provide a citation for each resource you used to write your response to this Assessment. A sample citation is provided below:
• Otto, B. (2015, August 1). Literacy development in early childhood: Reflective teaching for birth to age eight. (1st ed.). Long Grove, IL: Waveland Press.

Professional Skill Assessment

In this Competency Assessment, you will be assessed on the following Professional Skill: Written Communication. This skill counts toward your achievement of the Competency and the Professional Skill.

Written Communication: Write with clarity, coherence, and purpose.

LO1: Construct complete and correct sentences (AWE 2; Sentence Level Skills) Sentences are incoherent and impede reader’s access to ideas. Sentences are incomplete and/or include fragments and run-on sentences, limiting reader’s access to ideas. Sentences structure effectively conveys meaning to the reader.
LO2: Demonstrate the effective use of grammar and mechanics. (AWE 2; Sentence Level Skills) Multiple inaccuracies in grammar and mechanics impede reader’s access to ideas. Some inaccuracies in grammar and mechanics limit reader’s access to ideas. Use of grammar and mechanics is straightforward and effectively conveys meaning to reader.
LO3: Create cohesive paragraphs with a clear central idea. (AWE 2; Paragraph Level Skills) Paragraphs, or lack of paragraphs, impede reader’s access to ideas. Construction of main idea and/or supporting paragraphs limit reader’s access to ideas. Main idea and/or supporting paragraphs effectively convey meaning to reader.
LO4: Use supporting material to support a claim. (AWE 2; Use of Evidence) Supporting materials are not present. Supporting material is used inconsistently or inappropriately. Supporting material is used to enhance meaning. Writing is appropriately paraphrased and uses direct quotes as applicable.
LO5: Demonstrate appropriate essay level writing skills, providing transitions between an introduction, body, and conclusion. (AWE 2; Essay Level Skills) Ideas are disorganized with no/poor transitions. Ideas are loosely organized with unclear paragraphing and transitions. Ideas are organized with cohesive transitions.
LO6: Identify sources. (AWE 2; Credit to source) Sources are missing. Writing inconsistently identifies or misrepresents sources. Writing clearly identifies the source of nonoriginal material and/or ideas.

Mastery Rubric
In order to achieve mastery of this Competency, you must achieve a “2” on every rubric row in addition to meeting the other expectation indicated in the Mastery Rubric.
Exceeds Expectations: Connections to Experience
LO1: Apply relevant experience and academic knowledge to illustrate concepts and/or activities regarding early literacy and language development in infants and toddlers.

Responses include highly relevant, well-developed, and clearly explained examples from professional and/or personal experience supported by academic knowledge to illustrate signs and strategies related to enhancing emergent literacy and promoting positive dispositions toward reading and language learning in infants and toddlers.
• Yes
• No