550 Young Literacy Learner Asset Inventory (1)

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University at Buffalo *

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548

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Apr 3, 2024

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YOUNG LITERACY LEARNER ASSET INVENTORY Due: Part 1 (15%) - 9/24 Part 2 (20%) - 10/22 Part 3 (25%) - 12/14 Percentage: 60% Learning Outcomes: 1, 2, 3, 4, 5, 6, 7, 8 In LAI 550, we are learning about assessments and developmentally appropriate instruction for Emergent Readers/Writers/Spellers and Beginner Readers/Writers/Spellers. Throughout the semester, you will work with an Emergent or Beginner reader/writer to learn about their current literacy knowledge and plan appropriate literacy instruction. Part 1 – Due 9/24 – Student Background Information Begin by identifying a student to work with. The student should be in Pre-K, Kindergarten, or First grade. You can conduct some of the assessments and meetings virtually, but you will need to meet with the child/parents at least one time in person. Please use this information accordingly when determining who to work with. After you identify the family and get the consent form signed, you should arrange to meet with the parent to conduct an informal interview and a time to meet with the child to read them a picture book. If needed, you can conduct the interview virtually or over the phone, then read the book to the child virtually or in person. You will engage the child in an interactive read-aloud (i.e., reading the book and asking questions to the child throughout) to help the child become comfortable with you and to build a rapport before you administer the literacy assessments. You can either have the child pick a book for you to read or you can bring several with you and allow the child to pick the one they would like you to read. During the parent interview, you should inquire about their child’s early literacy development, schooling, experiences, and the literacy activities the child enjoys (e.g., going to the library, listening to audiobooks). You will submit a written document that includes information from the interview, background information on the child and family, and observations about the child’s literacy development from the interactive read-aloud. Please see the rubric for specific information to include in part 1 of the paper. Part 2 – Due 10/22- Literacy Assessment Administration, Analysis, & Write up For Part 2, you will begin by administering several literacy assessments in order to learn more about the child as a literacy learner. Then, you will score and analyze the assessment results to learn more about the child as a literacy learner. You will analyze the data you gathered to write
an asset inventory highlighting the child’s strengths and outlining areas for growth (i.e., next steps for instruction). You will administer certain literacy assessments to determine the child’s: Alphabet Recognition Alphabet-sound Knowledge Phonological/Phonemic Awareness Concepts About Print You will submit your score sheets along with your written results. The results should be written in narrative format, with the child’s parents as the assumed audience. (Some families may ask for a copy of the assessment results. While it is not a requirement for the assignment that you present the findings to the parents, it would be nice to give them a copy of the written report explaining the findings.) In your paper, you should explain how you administered each assessment, the quantitative (i.e., knows 20/26 letters), and any qualitative findings (i.e., needed longer processing time to point to and name alphabet letters). You should also explain what this means about the student’s literacy development in terms of their strengths and areas of development. Each assessment section should include two separate citations from our class required readings. You will include at least 2 different citations for the CAP section, 2 for the PA section, 2 for the Alphabetic Recognition section, and 2 for the Letter-Sound section. Please see the rubric for specific part 2 information to include in the paper. Part 3 (25%) – Developmentally Appropriate Literacy Instruction For Part 3, you will plan instruction to support this child’s literacy development. Instruction should focus on boosting alphabet knowledge, alphabet-sound knowledge, phonological/phonemic awareness, and concepts about print. You will create measurable objectives for each of the above instructional areas that are developmentally appropriate for the child based on their assessment findings. Each objective should include a rationale, briefly explaining how the activity will enhance the child’s literacy development. Then, you will describe the materials and procedure for implementing the activity. The implementation information should be a few paragraphs and explain what the teacher will do during the lesson and what the child(ren) will do during the lesson. You should talk about when you will use texts to teach the child necessary concepts. For example, if the child would benefit from print referencing during a read-aloud, you would create the measurable objective, state the text used during the read-aloud, and then walk through the steps of the read-aloud. If your child has complete knowledge in one area (e.g., 26/26 alphabet letter recognition), you should use the information addressed for beginner readers/writers/spellers to create an appropriate lesson that would be the next step. Each section (i.e., alphabet knowledge, alphabet-sound knowledge, phonological/phonemic awareness, and concepts about print) should include at least 1 citation from our class readings. The citation should be used to support the use of that instructional activity to enhance the child’s literacy development. Please see the rubric for specific part 3 information to include in the paper.
------------- For all assignments and activities involving work with children, you are expected to conduct yourself in accordance with the University at Buffalo’s Child Protection Policy . Here are some considerations for selecting a student: The child’s parent/guardian must be willing to sign a permission slip allowing you to work with this student and audio or video record your sessions. For the purposes of this course, the child you select should not yet be reading conventionally (i.e., the child should not yet be able to identify printed words independently). If you have any questions about this, please ask. The main purpose of this time is for you to learn. You should not be paid for your time with the student (i.e., do not charge the parent as a babysitter or as a tutor). Please conduct yourself professionally in your dress and manner in all interactions with your student. If you have questions about this, please ask. If you are meeting with the student at a school or community organization, you are responsible for learning and following all regulations and policies that they may have in regard to your interactions with the student.
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