TEACHERS’ COLLEGES OF JAMAICA
BACHELOR OF EDUCATION
ADVANCED STUDIES IN LITERACY I (ASIL 1)
ASSIGNMENT SHEET - 2020/2021
Assignment #1 Research Paper- (Individual Task 35%
Mrs. Green, the principal of Grandale Primary School, has diagnosed that a group of grade two students are
having challenges in literacy especially in the area of word recognition. After doing further assessment she
found out that the students have deficits in early literacy skills. The students have demonstrated willingness to
learn. Mrs. Green is adamant that these foundation skills must be addressed before the students are promoted
to grade three.
a) Clearly identify and provide researched definitions for THREE early literacy skills that need to be
developed in these grade two students. State one importance of each skill to literacy development.
(3 x2 marks = 6 marks)
b) Discuss using relevant literature as well as an appropriate example how deficits in TWO early literacy
skills can impact students’ ability to acquire literacy.
(2 x 4marks =8marks)
c) Outline to Mrs. Green the tenets of TWO Early literacy programmes/initiatives and explain how the
implementation of ONE of these programmes can positively impact the students’ literacy development. In
your response clearly outline an activity that could be employed to facilitate the acquisition of the skill
identified in the programme.
( 3+3 +4 +7 =17 marks)
Language 2 marks
Reference 2 marks
Assignment #2 (Group Task 20%)
1. Connecting reading and writing skills
a. Using relevant literature briefly explain the reading/writing connection.
(2 marks)
b. Discuss TWO benefits of connecting reading and writing. Support your answer with relevant literature.
(4 marks)
c. Select a topic and write a lesson plan using the 5 E Model to demonstrate how you would develop one
of the cognitive skills and reinforce the connection between reading and writing.
(10 marks)
Language
(2 marks)
References (2 marks)
ONLINE DISCUSSION ACTIVITIES – 5 %
Unit 1: Objectives 1 & 2
 Articulate various perspectives on literacy
 Create and articulate a personal definition of literacy and related guiding principles for the teacher
Unit 1: Activity # 1
What is your personal definition of literacy? Using relevant literature compare your personal definition with a
researched definition of literacy.
Unit 1: Activity #2
Give a brief but clear explanation of two theories of literacy and state the relevance of these theories to the
Jamaican and wider Caribbean context.
Unit 2: Objectives 1 & 2
 Identify the roles and effectiveness of the teacher in the school’s literacy programme
 Discuss the problems encountered in the school’s literacy programme
Miss Green is a literacy teacher who is faced with challenges that can negatively impact any literacy
programme. These challenges include poor time management, technological challenges, curriculum demand,
online classrooms which often result in behavioural challenges and multi-age/grade level teaching. She feels
guilty sometimes because she is now not able to provide individual attention to her students.
Activity#1
Provide a brief description of the challenges within the teaching and learning contexts that can hinder literacy
development noted and
State ways in which these challenges can negatively impact children’s literacy development and a school’s
literacy programme
Activity #2
Based on the challenges that Miss Green faces, list at least three roles that Miss Green can assume to alleviate
these challenges and help develop her students’ literacy skills. Link the role with the identified challenge and
indicate a reason for matching the role with the responsibility.
Activity #3
What are the responsibilities that are associated with the roles identified in activity 2? In groups of three select
a role and discuss the responsibilities associated with the role.
Unit 5: Objectives 1, 2 &3
 Examine and discuss the various approaches to literacy development
 Discuss similarities and differences between the approaches
Mr. James teaches a grade three class. The students came to him at varying levels of literacy development.
His main task is to complete the curriculum at all cost. Mr. James utilizes his creative side on Thursdays and
Fridays because just about a half of the students are in attendance those days. Mr. James holds a diploma in
teaching and has another 5 years service prior to retirement.
Activity #1
a) What are the different challenges Mr. James is experiencing as it relates to literacy instruction?
b) As a newly graduate with current knowledge of the different approaches to literacy development, briefly
explain the approaches to literacy development that Mr. James can utilize to enhance literacy activities.
Activity #2
Discuss the approach you think would be best suited to address the needs of Mr. James’ students.
For the discussion board students are expected to respond to 3 questions/statements/scenarios reflecting content from units 1, 2 and 5.
(one question/statement/scenario from each unit)
Advanced Studies in Literacy Discussion Rubric
Criteria
Exemplary (9-10)
Good (6-8)
Minimal Effort (4-5)
Poor (0-3)
Evidence of research
 Post cites references to at least
two (2) other credible sources
in addition to assigned
readings.
 APA format is used
appropriately.
 Information clearly relates tithe
main topic.
 Contributions are thoughtful
and relevant to the discussion.
 Post cites references to two
(2) other sources in addition
to assigned readings.
 APA format is used.
 Post cites references to additional
sources besides assigned readings.
 APA format is attempted.
 No additional references
cited.
 No effort made to
attribute sources.
 Information clearly relates to
the main topic.
 Contributions are relevant to
the discussion.
 Information somewhat related to
main topic.
 No evidence that
student understands
main topic.
 Regularly contributes to
collaborative learning.
 Gives examples of
solutions/situations from life
experience or readings.
 Presents creative approaches
to topics.
 Responds to instructors and
other members of the learning
community in adequate time
for others to respond.
 Responds to at least two (3)
other community members.
Encourages and facilitates
interaction.
 Consistently uses
grammatically and stylistically
correct posts with rare
misspellings.
 Expresses opinions and ideas
clearly.
 Contributes to collaborative
learning.
 Provides examples of
solutions/situations.
 Some effort made to contribute
solutions or highlight situations.
 No attempt to provide
solutions or provide
examples.
 Responds to instructors and
other members of the learning
community in adequate time
for others to respond.
 Responds to other community
members.
 Responds to instructors only.
 Does not respond to
instructor or other
community members.
 Few grammatical or stylistic
errors.
 Expresses opinions and ideas
clearly.
 Some grammatical and stylistic
errors.
 Opinions and ideas sometimes
unclear.
 Obvious grammatical
and stylistic errors which
interfere with
interpreting content.
Evidence of
understanding of
content
Evidence of practicality
of solution/response
Evidence of
participation
Use of language
Score
Total:
/10
Guidelines
Here are some points to think about as you post to the discussion board...
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Each week your first post will set the tone for your grade. Make sure you respond adequately.
Remember that “conversations” involve more than just saying “I like (or do not Like) this.” Encourage more
discussions of a topic.
Respond to those who respond to your first post.
Always respond to anyone who asks you a question.
Try not to post all of your responses late on Friday afternoon.
Actively contribute to collaborative learning.
Write your posts in Microsoft Word first and check for spelling and grammar, then copy and paste.
Resources
Please “Google” Richard West’s article “A Student’s Guide to Strengthening Online Communities” and review the
section “A Guide to Netiquette.” This is valuable information that should guide you as you converse with your fellow
students online.
Visit Purdue University’s Online Writing Lab (OWL). This site is an excellent resource for anyone engaged in academic
writing.
http://owl.english.purdue.edu/owl/resource/560/01/
Prepared: September 2020
Prepared: September 2020