Child Development_Materials_Bridge Prep
Child Development: Bridge Prep
EL Civics: Eloise Teisberg
FastTRACK Bridge Project Revision: Elizabeth Andress
Table of Contents
Page
Item
2
Teacher notes – all activity products and section products
5
S1-A1 – Scan for key information worksheet and reference documents
13
S1-A2 – More information – student perspectives
14
S1-A3 – Child Development – Career Exploration
15
S1 – Presentation
16
S2-A2 – Selecting books for children – article and sentence strips
19
S2-A3 – Visit to public library - report
20
S2-A4, S2 – Choice of books
21
S2-A5 – Vocabulary sheet
22
S3-A1 – Tips for Reading with toddlers – article and team worksheets
27
S3-A2, S3 – Evaluation rubric – video (2 copies)
29
Child Development unit benchmarks – teacher grid
30
Learning goals – student evaluation form
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Teacher Notes – All Activity Products and Section Products
TO BEGIN – Show a video with early childhood educators in action, to introduce the unit
and the concept that childcare is more than babysitting, it’s helping children develop in all
ways, from 0-8 years old, and it requires a lot of knowledge to do well. It’s a career field
that both men and women can choose.
Videos are available at http://hubbs.spps.org/child_development.html (pathway
Hubbs Center Home > Students > Class web pages > English for Careers > Child
Development ).
You can show the first or second video in class, and assign the third video as
homework for students to view on their own in the computer lab with headphones. It’s a
great introduction to the power of reading at all ages, the focus of this unit.
Culminating activity – Preview the culminating activity before you start the unit, as it
requires planning steps early in the unit.
S1-A1 – Scan for Key Information
 The Occupational Preparation Classes 2012 grid is available on the Hubbs website at
http://hubbs.spps.org/uploads/all_occupational_classes_schedule_2010_2011.pdf
(pathway Hubbs Center Home > Programs > Course Descriptions > Occupational
Prep Courses > All Occupational Classes 2011-2012). You can choose to have
students access it online, you can project it on an LCD projector, or you can print
and copy the PDF file for students.
 The Saint Paul College info is at
http://www.saintpaul.edu/programs/Pages/ChildDevelReq.aspx?Title=SGVhbHRoI
GFuZCBTZXJ2aWNlIFByb2dyYW1z#cdcc or www.saintpaul.edu  AcademicsPrograms & Majors  Alphabetical Listings-C  Child Development Careers 
Child Development Careers Certificate.
 The other two documents are in this packet.
 You may choose to divide into teams and have each team take one section of this
activity.
S1-A2 – Alumni visitors
 Work with teachers of current or past Child Development 1, 2, 3 or college FastTRAC
classes to identify several students/alumni to invite to your class. Have students
prepare questions to ask; ask them in class; and report the information they got
after the visitors leave.
S1-A3 – Career exploration – self-explanatory.
S1 – Presentation – you can plan this as a full group, or assign the project to small groups.
You can have them do mock presentations in your own class, or actually deploy them out to
other class(es) to make the presentations.
S2-A1 – All students need a library card to borrow books for this unit. Students can:
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

show their current library card and verify that they have used it in the past month
show their current library card and call/visit the library to ensure the card is valid,
resolving any issues (expiration, fines, etc.) to re-establish card validity
 complete a library card application which you can submit on their behalf or they can
bring to their local library.
Problem-solve with any learners who are not able to obtain a valid library card or get to a
public library on their own.
S2-A2 - Selecting Books For Children
 Bring a variety of books to class, appropriate for children ages 0-4, per the criteria in
the guidelines provided.
 Copy the Selecting Books for Children activity strips and cut them apart.
 Class reads Selecting Books for Children guidelines. Lead class discussion to check
for comprehension. Show examples of each guideline. You could also show negative
examples, things that don’t fit guidelines / are not appropriate.
 Hand out activity strips. Each student will peruse the books you brought and choose
a book that matches the guideline on his/her strip. (Each student can do 1 or more
strips.)
 Students show guideline and chosen book in small group or full group. Lead critical
discussion about if and how books meet guidelines on strips.
S2-A3 – Visit public library
Before the visit, you may want to teach / model / practice (role play) asking for help
from library staff. “Excuse me, where is the children’s section.” “Excuse me, can you help
me check out my books.” etc.
Students should have already decided to whom they will read, so they choose books
appropriate to that age. Instruct students to each choose and check out 3 books as options
for their culminating activity reading.
Go together as a class or assign as homework a visit to the public library. Students
write a brief report on the visit. Have them share their reports in small groups or full
group.
S2-A4 – Selection of books
S2-A5 – Vocabulary
In advance, demonstrate the use of dictionary.com or other on-line reference for
getting definition and pronunciation of unfamiliar words.
In class, help learners to see how they can often derive the meaning of unfamiliar
words from the pictures or in the context of the sentence.
S2 – Have students present to the class the books they chose (from S2-A4) and the criteria
they meet per S2-A2.
S3-A1 – Tips for Reading with Toddlers
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To begin this section, view “How to Read Out Loud with Your Baby or Toddler.”
Available at http://hubbs.spps.org/child_development.html (pathway Hubbs Center
Home > Students > Class web pages > English for Careers > Child Development ). This gives
good audio and visual examples of the concepts in the article for this activity. [Optional –
assign the “How to Read Out Loud with Your Preschooler” video as homework, especially
for those who plan to read to a preschooler – ages 4-5 – for their culminating activity.]
Split the class into groups A and B. Give each group the appropriate worksheet. Do
the “Practice Together” section as a class (both groups together). Then have the two
groups work separately, each on their parts, to complete the worksheet. Finally, each
group will present their key learnings to the other group.
Give complete “Tips for Reading with Toddlers” info sheet to students at the end of
class. You could assign as homework reading the entire article.
Conclude by having learners apply the tips. Have them work in pairs and practice
reading their CA book to a partner, getting feedback from the partner. Circulate and also
give feedback.
S3-A2 – Evaluation rubric
Work together as a full class, or begin in small groups then to full group. Based on
S3-A1, decide on four key criteria for effective reading with toddlers. Word them simply
and write them into the evaluation rubric provided. These are the same criteria that will be
used to evaluate their own reading in the Culminating Activity.
S3 – Evaluation of video reading sessions.
Students watch videos of parents reading to children and evaluate using the S3-A2
evaluation rubric. Do one together as a group. Then you can assign individuals or teams
one additional video to evaluate with the same rubric.
Videos are at http://hubbs.spps.org/child_development.html (pathway Hubbs
Center Home > Students > Class web pages > English for Careers > Child Development ).
The last four videos can be used for this evaluation activity.
Evaluation – Throughout the unit, use the teacher grid for assessing student performance
on four select unit benchmarks. At the end of the unit, have students use the self-evluation
form provided to reflect on their skill level before and after the unit on the four
benchmarks. Help students recognize new knowledge and skills obtained during the unit
and how they can apply it in their lives.
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Scan for Key Information (S1-A1)
Scan means looking quickly through a document to find information you need.
A. Read the Occupational Preparation Classes – 2012 grid.
Look at all the headings of the columns to understand what information is provided and
how it is organized. Then look for this specific information:
1. How many Child Development Classes are offered?
2. What are the names of the Child Development Classes?
Look at the information for the Child Development 1 class.
3. What is the start date of the next class?
4. What is the required CASAS Reading score to enter the class?
5. How much does the class cost?
6. Which days of the week does the class meet?
7. What do you study in the class?
8. What can you do if you need more information about this class?
B. Look at the Pathway to Early Childhood Careers diagram.
Look at the arrow and each box to understand what information is provided and how it is
organized. Then write three clear questions about the information. You must know the
correct answer. You will give these questions to classmates for them to answer from the
diagram.
Example: What is the focus in the Child Development 2 class?
1. Q:
2. Q:
3. Q:
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C. Look at the Child Development 1 syllabus. Answer the questions below by
scanning for key information.
Always look at how the information is organized in rows and columns before scanning for
specific information.
1. What is the topic for Week 1?
2. When do they study Health?
3. What do you think “Developmental Milestones” means in Week 6?
4. Do they sing songs in the class? _________ Why?
Write one more question about the information in the syllabus. Trade questions with a
partner to answer.
5. Q:
A:
D. Think about your interests and your schedule. Do you think this class would fit
well for you? Why or why not? Remember, there are also homework assignments.
1. Are you interested in studying child development in the future?
2. If you are interested and qualify, is the schedule for the Child Development 1 class
next session good for you? Why or why not?
3. Do you think you will take this class in the future? Why or why not?
E. Look at the on-line information about Saint Paul College’s Child Development
Careers Certificate program (www.saintpaul.edu – use links to find the correct page).
1. What jobs can you get with a Child Development Careers Certificate?
2. How many courses to complete the certificate? ________ How many credits? _______
3. Which course in the Certificate program looks most interesting to you? Why?
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Child Development 1 – Syllabus
Hubbs Center
Monday and Friday
1:30 p.m. – 3:30 p.m.
Room 1315
Jan. 6, 2012 – March 30, 2012
Child Development 1 is the first Bridge course in a series of three courses that prepares
adults for entry or re-entry into the early childhood education field. This 12-week course
will provide an introduction to the core competencies of child development. Students
engage in hands-on activities, learn principles of early child development, complete
independent learning assignments, explore child development education as a career,
self-evaluate their teamwork, organization and soft skills and visit local childcare
centers.
Week
Date
Topic
Skill
Week
1
Friday, Jan. 6
Introductions
ECE Careers
Introductions
Computer
Skills
e-mail
Classroom/
workplace
expectations rubric
Notes
HW =
1) Define
vocabulary
terms/write
sentences
Materials review
2) Find an
ECE job ad
in the paper
or online
and bring to
next class
Document organizer
rubric
Early Childhood
video clip/cloze
exercise
Week
2
Monday, Jan. 9
ECE Careers
E-mail/internet
Gmail sign-up
E-mail personal
introduction to
teacher
ECE Career
terminology review BINGO
Internet
.
ECE job ad review
Review classroom
expectations
Document
organization
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Friday, Jan.
13
Areas of Child
Development
Review ECE
vocabulary sentences
ECE Careers
More ECE job ads YMCA
4 areas of child
development
E-mail/Internet
E-mail
Internet
E-mail introduction or
job ads to teacher
PBS article – physical
development “By
Leaps and Bounds”
ISeek.org assignment
Week
3
Week
4
Week
5
Monday, Jan.
16
Friday, Jan.
20
No school - Martin
Luther King Day
ECE Career/Areas
of Child
Development
Monday, Jan.
23
Grammar/
Mechanics Review
Areas of Child
Development
Friday, Jan.
27
No school – SPPS
Professional
Development Day
Unit 1 review: ECE
careers /
developmental
milestones
Monday,
January 30
Review answers to
Iseek.org worksheet
E-mail/
Internet
Partner review of
vocabulary sentences
from the PBS article
Grammar/
Mechanics hand-out –
complete sentences,
end punctuation and
capitalization
Grammar/mechanics
review of sentences
e-mail/
internet
Child Development
reading/ questions
From Working with
Children by Judy Herr
pp. 70-71
Review materials for
Unit 1 Quiz
Friday, Feb. 3
Unit 1 ECE
Careers_
Developmental
Milestones
assessment review
E-mail link to englishzone.com with
suggested review
activities
BINGO
vocabulary/unit review
.
Board races –
grammar/
punctuation
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Week
6
Monday, Feb.
6
Areas of
Development/
Developmental
Milestones
Test-taking strategies
– what to do/not to do
before/during test
32-question quiz –
careers, areas of
development and
grammar/
mechanics
Test-taking strategies
reflection
Friday, Feb.
10
Developmental
Milestones
HW: Read assigned
Development
Milestones age group
and be prepared to
summarize for group
on Friday.
Developmental
milestones handout/group activity
HW:
practice
singing
song
Team evaluation with
“Are you Aware?”
partner activity
Introduce “My Name
is” song and
identify skills
children develop
Week
7
Monday, Feb.
13
Areas of
Development
Decorate song card
“My Name is” for
portfolio
Practice introducing /
singing
Friday, Feb.
17
Health
Review welcome
songs
Introduce:
“This Little Hand” song
HW:
Headstart
Handwashi
ng cloze
activity
“Cover your cough”
hand-out and
questions
Reading Power Topics
hand-out
As a group, begin
drafting portfolio
activity template using
“This Little Hand” song
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Week
7
Monday, Feb.
20
Friday, Feb.
24
No school –
President’s Day
Safety/ Emergencies
Review Headstart
Handwashing cloze
activity
Review portfolio
activity template draft
T/F Safety &
Emergency Pre-quiz
Identify and correctly
label responses to a
variety of emergency
situations
E-mail link to ECHO
TV – Calling 9-1-1 in
an Emergency
Students list reasons
for calling 9-1-1
Week
8
Monday, Feb.
27
Project First Aid
Workshop
Safety/ Emergencies
Friday, March
2
Week
9
Monday,
March 5
Safety/Emergencies
Large Motor
Safety/Emergencies
Tour CHSFS child
care center at
Hubbs 2:30 – 2:45
p.m.
Project First Aid
visitors – workshop
safety/ emergency
1:30 – 3:30 p.m.
Future Doctors of
Minnesota (U of MN
pre-med students)
Jigsaw activity to
review first aid
workshop
concepts/ terms
Read Article
“Playground Safety is
Not Child’s Play” +
questions
Childcare center
safety video and
questions
Classroom and
Playground safety
Checklist assignments
Review test-taking
strategies
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In pairs,
students
complete
separate
lesson
hand-outs:
playground/
classroom
safety
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Friday, March
9
TABE Reading Test
TABE Reading Test
Safety/ Emergencies
Ss continue drafting
lesson plan document
for portfolio
MS Word
HW: nutrition label
reading
March 12-16
Week
10
Monday,
March 19
No school – SPPS
spring break
Nutrition
Progress reports/
registration advising
Review nutrition label
reading
Plan a meal activity
Guest speaker –
Nutritionist Jamie
Aussendorf (U of MN)
2:00 p.m.
Progress reports/
registration advising
Friday, March
23
Guest speaker
Review for unit
assessment
Resources for Child
Caring (Think Small)
visit – Yangmee Xiong
Review for unit
assessment:
health/safety/
emergency/
nutrition
Week
11
Monday,
March 26
Friday, March
30
Unit assessment
Finalize portfolios
Unit assessment
Finalize portfolios
Finalize portfolios
LAST CLASS
Group portfolio
presentations
Celebrate!
Present certificates!
Portfolio
presentation
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Edit/save /
print
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More Information – Student Perspectives (S1-A2)
Students from one or more of the Child Development classes at Hubbs Center and Saint
Paul College will visit your class.
A. Work as a class to write a letter of invitation to the students. Include why you want
them to come and the schedule for their visit.
B. Prepare questions to ask when they come. Use good English grammar in writing the
sentences.
C. During the visit, ask your questions clearly and write down key information from
the students’ answers.
D. After the visit, have someone from class send a thank you to the students by email.
Question
1.
Answer
2.
3.
4.
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Child Development – Career Exploration (S1-A3)
1. Go to www.mnchildcare.org/opportunities . Read several job postings and summarize the information here.
Organization
Job Title
Education/Training Required
Experience Required
Compensation
Schedule
Primary Responsibilities
Look at the three jobs above. Do you qualify for any of these positions now? ________ If so, which one? __________________________
Do you think you will apply for this job now? ________ Maybe in the future? ____________ Why or why not? _________________________
_______________________________________________________________________________________________________________________________________________
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Presentation (S1)
Instructions: Plan a short presentation that you can give to another Hubbs
class to promote the Child Development classes.
What will you say? Decide on key information from everything you’ve
studied so far that you want to share with the class. Think about
information on what – when – where – who – how – why.
What will you show? Decide on a visual that will help the class
understand the information. You can use a handout, video, PowerPoint,
poster, other.
Who will do what? Decide on responsibilities for each person on your
presentation team. Include preparation and presentation.
Evaluate: After you present, evaluate as a team. What went well? What
did not? How could you improve in the future?
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SELECTING BOOKS FOR CHILDREN (S2-A2)
Books are an excellent resource for children. They can introduce
children to different people and places, expand their word
vocabulary, stimulate their curiosity, and encourage their
intellectual growth. Books also provide a means for some special
and enjoyable moments between adults and children.
Remember the following points when selecting books for children:
INFANTS AND TODDLERS
Babies can enjoy picture books about objects in their world - like
clothing or animals. Cloth books and books made of heavy
cardboard are durable and easy for babies and toddlers to
manipulate. This young age likes turning the pages and listening
to you talk about the pictures, too.
PRESCHOOLERS
Preschoolers enjoy books that have a lot of action, pictures and
repetition.
They like:
 Stories about themselves or about others their own age.
 Real-life stories (fire engines, bulldozers, tractors, etc.).
 Stories about what animals really do and what people think
animals mean by their sounds (e.g., "Cut-cut-cut-ca-dawcut!" "I just laid an egg.").
 Repetition of sounds, words, or ideas: "Daddy Bear climbed
the tree. Mommy Bear climbed the tree. Baby Bear climbed
the tree."
 Stories containing funny-sounding words. Examples: "Bzzz
went the honey bee." "Clickety-clack, clickety-clack went the
train along the track." "The farmer walked through the snow crunch, crunch, crunch."
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 Stories that can be read in 5-10 minutes with one or two
printed lines on one page.
 Stories with happy endings.
 Books with pictures that almost tell the story.
The best kind of picture book has the following qualities:
 Large, colored pictures with little writing.
 Pictures showing real-life objects and situations which
children recognize readily.
 Pictures in color, with few shadows, details, and lines.
 Pictures showing action (cars going, animals playing,
children climbing, etc.), especially in books for the child over
2 ½ years old.
 No pictures showing actions you do not want a child to
imitate, such as fighting or breaking toys.
Reprinted with permission from the National Network for Child Care - NNCC. (1993).
Selecting books for children. In M. Lopes (Ed.) CareGiver News (April, p.4).
Amherst, MA: University of Massachusetts Cooperative Extension.
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Selecting Books for Children Activity Strips (S2-A2)
Stories about children the same age as the reader
Real-life stories
Stories about what animals really do
Repetition of sounds, words, or ideas
Funny-sounding words
Stories with one or two printed lines on each page
Stories with happy endings
Books with pictures that almost tell the story
Large, colored pictures with little writing
Pictures showing real-life objects and situations
Pictures in color, with few shadows, details, and lines
Pictures showing action
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Visit to Public Library – Report (S2-A3)
1. What is the name of the library you visited?
2. Where is it located?
3. Did you enjoy the visit?
4. Did you have any difficulties? If so, what?
5. Name three things you saw in the children’s section.
6. Did you see children in the children’s section? If so, what were
they doing?
7. Do you think children enjoy being in the children’s section?
Why or why not?
8. How did you find the books you chose?
9. Did you ask for help from anyone? If so, who? Did they help
you?
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Choice of Books (S2-A4,S2)
Choose three books that are good for the age child you will read to for your
final project. List them here and report to your class about what you selected
and why.
Title
Author / Illustrator
Why it’s a good book
(use “Selecting Books for
Children” criteria)
Read the three books and choose the one you like best.
Which book did you choose?
Why?
Read the book you chose all the way through. On the next page, list any words
in the book that you do not understand or that you do not know how to
pronounce. Try getting the meaning of the word from pictures in the book.
You can also use www.dictionary.com to find the definition and listen to the
pronunciation of new words. Bring any questions to class. Be sure you are
confident reading all words in the book before you read to the child. (If there
are too many difficult words, choose a different book.)
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Vocabulary (S2-A5)
Word
Sentence it is in
Definition
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Pronunciation
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Tips for Reading with Toddlers (S3-A1)
Find a calm, quiet, comfortable place. Sit close together. Make sure both of you
can see the book well.
Let the child turn the pages if he is more interested in the book than listening
to you read. He will still be learning about books and enjoying your company.
Let him hold the book, and show him how to turn the pages. You’ll be teaching
him the basic mechanics of reading and enriching his mind.
Keep it fun. Make your voice interesting and playful. Change your voice to fit
the characters and plot. It might be a good idea to give him a toy to hold while
you read. Consider using puppets or other props related to the story.
Wrap her up in the reading experience by asking questions and letting her talk
to you about stories as you read. Young children learn best when they are
actively involved. Ask questions about things in the text: “Do you see the sun?”
“Where’s the bunny?” Ask “what” questions. Point to a picture in the book and
say, “What‘s this?” Ask questions that can‘t be answered with just one or two
words. If you ask, “What‘s happening in this picture?” she will talk about many
things.
Link words to the pictures. Reading to your toddler teaches him about the
written word. Reinforce this lesson by pointing to a word as you say it and
then pointing to the corresponding illustration. This helps him understand
that what he is hearing and seeing are connected.
Make comments that connect the story to her life. Talk about the book and
how it relates to her real-life experiences (eating breakfast, brushing teeth,
going to the doctor, etc.).
Respond to his answers. Praise him for a job well done!
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GROUP A: Tips for Reading with Toddlers Worksheet (S3-A1)
PRACTICE TOGETHER
Wrap them up in the reading experience by asking questions and letting them
talk to you about stories as you read. Young children learn best when they are
actively involved. Ask questions about things in the text: “Do you see the sun?”
“Where’s the bunny?” Ask “what” questions. Point to a picture in the book and
say, “What‘s this?” Ask questions that can‘t be answered with just one or two
words. If you ask, “What‘s happening in this picture?” she will talk about many
things.
What is the main idea? _______________________________________________________________
What is one example of how to do this? ____________________________________________
__________________________________________________________________________________________
WORK IN SMALL GROUPS
Find a calm, quiet, comfortable place. Sit close together. Make sure both of you
can see the book well.
What is the main idea? _______________________________________________________________
What is one example of how to do this? ____________________________________________
_________________________________________________________________________________________
Let him hold the book, and show him how to turn the pages. You’ll be teaching
him the basic mechanics of reading and enriching his mind.
What is the main idea? _______________________________________________________________
What is one example of how to do this? ____________________________________________
_________________________________________________________________________________________
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Keep it fun. Make your voice interesting and playful. Change your voice to fit the
characters and plot. It might be a good idea to give him a toy to hold while you
read. Consider using puppets or other props related to the story.
What is the main idea? _______________________________________________________________
What is one example of how to do this? ____________________________________________
_________________________________________________________________________________________
Listen to the other group. Take notes about one of their tips.
What is the main idea? _______________________________________________________________
What is one example of how to do this? ____________________________________________
_________________________________________________________________________________________
Practice
Work with a partner. Read the book you plan to read for your final project.
Your partner is the child. Use the tips from the video and the article when you
read. Ask for feedback from your partner.
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Child Development_Materials_Bridge Prep
GROUP B: Tips for Reading with Toddlers Worksheet (S3-A1)
PRACTICE TOGETHER
Wrap them up in the reading experience by asking questions and letting them
talk to you about stories as you read. Young children learn best when they are
actively involved. Ask questions about things in the text: “Do you see the sun?”
“Where’s the bunny?” Ask “what” questions. Point to a picture in the book and
say, “What‘s this?” Ask questions that can‘t be answered with just one or two
words. If you ask, “What‘s happening in this picture?” she will talk about many
things.
What is the main idea? _______________________________________________________________
What is one example of how to do this? ____________________________________________
_________________________________________________________________________________________
WORK IN SMALL GROUPS
Link words to the pictures. Reading to your toddler teaches him about the
written word. Reinforce this lesson by pointing to a word as you say it and then
pointing to the corresponding illustration. This helps him understand that what
he is hearing and seeing are connected.
What is the main idea? _______________________________________________________________
What is one example of how to do this? ____________________________________________
_________________________________________________________________________________________
Make comments that connect the story to her life. Talk about the book and how
it relates to her real-life experiences (eating breakfast, brushing teeth, going to
the doctor, etc.).
What is the main idea? _______________________________________________________________
Eloise Teisberg / Elizabeth Andress-Hubbs Center EL Civics 2011
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Child Development_Materials_Bridge Prep
What is one example of how to do this? ____________________________________________
_________________________________________________________________________________________
Respond to their answers. Praise them for a job well done!
What is the main idea? _______________________________________________________________
What is one example of how to do this? ____________________________________________
_________________________________________________________________________________________
Listen to the other group. Take notes about one of their tips.
What is the main idea? _______________________________________________________________
What is one example of how to do this? ____________________________________________
_________________________________________________________________________________________
Practice
Work with a partner. Read the book you plan to read for your final project.
Your partner is the child. Use the tips from the video and the article when you
read. Ask for feedback from your partner.
Eloise Teisberg / Elizabeth Andress-Hubbs Center EL Civics 2011
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Child Development_Materials_Bridge Prep
Evaluation Rubric – Video (S3-A2, S3)
Instructions:
1. Before you evaluate the videos, remember important things to do when
reading to a young child. Decide as a class on four “criteria” to list in the
evaluation form below.
2. During or after watching the video, circle Yes or No for each criteria.
3. Answer the questions below.
1.
Yes
No
2.
Yes
No
3.
Yes
No
4.
Yes
No
What went well in this reading session?
What was difficult for the reader in this reading session?
Write two things you would do differently than the person you watched on
the video.
1.
2.
Eloise Teisberg / Elizabeth Andress-Hubbs Center EL Civics 2011
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Child Development_Materials_Bridge Prep
Evaluation Rubric – Video (S3-A2, S3)
Instructions:
1. Before you evaluate the videos, remember important things to do when
reading to a young child. Decide as a class on four “criteria” to list in the
evaluation form below.
2. During or after watching the video, circle Yes or No for each criteria.
3. Answer the questions below.
1.
Yes
No
2.
Yes
No
3.
Yes
No
4.
Yes
No
What went well in this reading session?
What was difficult for the reader in this reading session?
Write two things you would do differently than the person you watched on
the video.
1.
2.
Eloise Teisberg / Elizabeth Andress-Hubbs Center EL Civics 2011
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Child Development_Materials_Bridge Prep
Class: English for Careers
Unit: Child Development Benchmarks
(1 = emerging, 2 = approaching, 3 = proficient)
*Measuring instrument (Activity Product-AP, Section Product-SP, Culminating Activity-CA)
Learner
1. Scan a document for
key information (AP11)
2. Apply criteria to
choice of ageappropriate books
(AP2-4)
Eloise Teisberg / Elizabeth Andress-Hubbs Center EL Civics 2011
3. Evaluate reading
session based on
established criteria
(SP3, CA)
4. Plan and complete
independent reading
session with child
(CA)
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Child Development_Materials_Bridge Prep
Learning Goals
Student Evaluation
Name: ________________________
Class:
Unit:
Completion Date:
Child Development
English for Careers__
Circle the word that shows how your skill level in each learning goal.
Goals
1. Scan for key information
2. Choose age-appropriate
books to read to children
3. Evaluate reading with children
4. Make a plan to read to
children, and complete the
reading project independently
Before Unit
After Unit
Difficult So-so Easy



Difficult So-so Easy



Difficult So-so Easy



Difficult So-so Easy



Difficult So-so Easy



Difficult So-so Easy



Difficult So-so Easy



Difficult So-so Easy



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