University of Texas at Brownsville
College of Education
ECED 6304 Children’s Literature: Summer 2013
Dr. Georgianna Duarte
Phone: O: 882-5710 H: 943-6503
Email: georgianna.duarte@utb.edu
Teaching & Advisement Schedule
Course No./Section
ECED 6304
Course Name
Environments & Early Childhood
Time
Online
Day(s)
Room
OFFICE HOURS
Monday
12-2
Tuesday
12-2
Wednesday
12-3
Thursday
by appointment
Friday
Course Description:
This course will focus on multicultural/ multilingual children’s literature. This course
will discuss various literacy genres and how to apply them to the classroom context.
Students will evaluate children’s literature for appropriateness and content through a
variety of individual, and group projects.
Course Description: This course will provide the learner with the knowledge and skill
needed to analyze various literary genres. Special emphasis will be given to create an
appreciation for the contributions of other cultures through understanding of literary
works for children. identify appropriate criteria to select and recommend multicultural
children’s literature Lec 3, Cr 3
Please be sure to visit the UTB.EDU website through out your academic program. It is
particularly important to visit the Graduate School link for news and updates.
Required Texts:
Tunnell, M., Jacobs, J., Young, T. & Bryan, G. (2013) Children’s Literature Briefly, Fifth
Edition, Pearson Publishing Company
Horton, D. (2012) Multicultural Children's Literature: Through the Eyes of Many
Children (4th Edition)
Optional Texts
Lee, A. (2008) Multicultural American Literature: Comparative Black, Native, Latino/a,
and Asian American Fictions
Recommended Journals:
1. Journal of Early Childhood Research
2. American Educational Research Journal
3. Early Childhood Research Quarterly
4. Journal of Early Childhood Teacher Education
5. Contemporary Issues in Early Childhood
Recommended Websites:
1. Society of Research in Child Development
srcd.org
2. Sage Journals Online
Sagepublications.com
3. National Association for the Education of Young Children
Naeyc.org
4. National Association of Teachers in Early Childhood
Education: NAECTE Journal of Research
5. International Reading Association: www.ira.org
6. www.acs.ucalgary.ca/~dkbrown/
7. www.clas.uiuc.edu
8. www.idra.org/
9. www.library.uiuc.edu/edx/bilingual.htm
10. www.tsl.state.tx.us/ld/projects/ninos/profres.html
11. www.earlychildhoodequityalliance.org
12. www.acei.org
13. www.info@waece.org
14. www.omep.org
COE Conceptual Development and Knowledge Base
The conceptual framework contains four core concepts, which are themes through which we organize and
deliver our programs; hence they are central to our vision of professional educators and scholars. These
include:




Inter-culturalism
Interrelatedness
Inquiry
Pedagogical Leadership
College of Education (COE) Mission Statement


To prepare highly skilled professionals to assume roles and positions in teaching,
research, educational leadership, and human development.
To provide undergraduate and graduate programs based on proven best practice,
knowledge acquisition, reflective inquiry, critical thinking, and respect for the
cultural and linguistically diverse learner.
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
To continuously develop a dynamic local, state, national, and international,
dimension that promotes innovations and contributes to scientific educational,
economic, and social change.
College of Education (COE) Vision Statement
The vision of the College of Education is to be consistently recognized as fullyaccredited and as a nationally and internationally respected college in the areas of
science, mathematics, educational technology and intercultural dimension (language,
literacy, culture and interdisciplinary studies in regard to preparing teachers,
counselors, administrators, educational researchers, and professional at all levels, not
only for the school system but for other economical and service areas which require
training, human resources, development and life-long learning.
Teacher preparation programs of the College of Education will be central to the
mission of the University and will have national prominence. It will be at the
forefront in programs for English Language Learners and, through teacher
preparation, P-16 and life-long education initiatives will be a model for helping to
close the student achievement gap.
All of these will require the COE to be noted for the quality of its graduates, the
scholarship of its faculty, and the leadership and service they provide to the local,
regional, and national educational communities in the previously mentioned areas.
Note: Be advised that the College of Education conducts ongoing research regarding the
effectiveness of the programs. You will receive one survey in the final semester prior to graduation
regarding the operations of the unit during your time here. A second survey will occur within one
year following graduation from or completion of a program, and will be sent to your employer. This
survey will focus on the preparation received at UTB/TSC. Please remember that your response to
these surveys is critical to UTB/TSC excellence.
3
Course Objectives: The student should be able to:
1.
Identify current research and trends in children’s literature.
2.
Identify theories about early learning and literature
3.
Become familiar with quality children’s literature
4.
Critique current research regarding children’s literature
5.
Identify various instruments to assess the type/ quality of children’s literature
6.
Describe various strategies, and intervention techniques using children’s
literature
7.
observe, document, and discuss developmental stages, milestones and
differences in children’s learning and children’s literature
8.
Examine diverse multicultural literature.
COURSE OBJECTIVES
Objectives of
Course
Identify current
research and trends in
children’s literature.
Standard
One
Promoting
Child
development
And
learning
Standard
Two:
Building
Family and
Community
Relations
Standard
Three
Observing,
Documenting
and
Assessing
Standard Four
Using
Developmentally
Appropriate
Approaches
X
Standard
Five: Using
Content
Knowledge
to Build
Meaningful
Curriculum
X
X
X
Standard
Six:
Becoming A
Professional
Standard
Seven
Early
Childhood
Field
Experiences
X
Identify early learning
theories
Become familiar with
quality children’s
literature
X
X
X
X
X
X
Research in children’s
literature
Describe various
strategies
Developmental Stages
Multicultural
Literature
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Special Needs:
Americans with Disabilities Act: Students with disabilities may request assistance through
Disability Services, an office of the Counseling Center. Students who need help with
registration should contact the office several days before registration. Those who need special
services throughout the semester should inform Disability Services several weeks before the
semester. Some of the services available include volunteer note takers, taped notebooks, and
memos to faculty, special test conditions, and sign language interpreting and registration
assistance. An Adaptive Technology Lab and Testing Service are available for student use. To
request services, students must register with the Counselor/Coordinator of Disability Services.
All services are elective and must be requested each semester as needed. Permits for parking
spaces designated for the handicapped may be obtained at Campus Police, located at Cavalry
Hall. Proof of disability is required. TDD users who wish to contact the University by phone
4
X
may call through Relay Texas at 1-800-735-298. For more information, Contact Disability
Services. (956-882-8292)
Emergency Academic Continuity Program
In compliance with the Emergency UTB/TSC Academic Continuity Program, academic
courses, partially or entirely, will be made available on the MyUTBTSC Blackboard course
management system. This allows faculty members and students to continue their teaching and
learning via MyUTBTSC Blackboard http://myutbtsc.blackboard.com, in case the university
shuts down as a result of a hurricane or any other natural disaster.
The university will use Blackboard to post announcements notifying faculty members and
students of their responsibilities as a hurricane approaches our region. If the university is
forced to shut down, faculty will notify their students using Blackboard on how to proceed
with their course(s). To receive credit for a course, it is the student’s responsibility to complete
all the requirements for that course. Failure to access course materials once reasonably possible
can result in a reduction of your overall grade in the class.
To facilitate the completion of classes, most or all of the communication between students and
the institution, the instructor, and fellow classmates will take place using the features in your
MyUTBTSC Blackboard and UTB email system. Therefore, all students must use Scorpion
Online to provide a current email address. Students may update their email address by
following the link titled “Validate your e-Mail Account” in MyUTBTSC Blackboard Portal. In
the event of a disaster that disrupts normal operations, all students and faculty must make every
effort to access an internet-enabled computer as often as possible to continue the learning
process.
Academic Honesty
Students are expected to be above reproach in all scholastic activities. Students who engage in
scholastic dishonesty are subject to disciplinary penalties, including the possibility of failure in
the course and dismissal from the university. "Scholastic dishonesty includes but is not limited
to cheating, plagiarism, collusion, and the submission for credit of any work or materials that
are attributable in whole or in part to another person, taking an examination for another person,
any act designed to give unfair advantage to a student or the attempt to commit such acts."
Regents' Rules and Regulations, Series 50101, Section 2.2. Since scholastic dishonesty harms
the individual, all students, and the integrity of the university, policies on scholastic dishonesty
will be strictly enforced. (Refer to Student Handbook for more information)
Class Participation
Outstanding Contributor: Contributions in class reflect thorough preparation. Ideas offered are usually
substantive; provide one or more major insights as well as direction for the class. Arguments, when
offered, are well supported and persuasively presented. If this person were not a member of the class, the
quality of the discussion would be diminished significantly.
Good Contributor: Contributions in class reflect thorough preparation. Ideas offered are usually
substantive; provide good insights and sometimes direction for the rest of the class. Arguments, when
5
presented, are well supportive and are often persuasive. If this person were not a member of the class, the
quality of the discussion would be diminished considerably.
Adequate Contributor: Contributions in class reflect satisfactory preparation. Ideas offered are sometimes
substantive, provide generally useful insights. Arguments are sometimes presented, and are fairly well
supported.
Non-participant: This person has said little or nothing in the class. Hence, there is no adequate basis
for evaluation.
Unsatisfactory Contributor: Contribution in class reflects inadequate preparation. Ideas offered are
seldom substantive; provide few if any insights, and rarely a constructive direction for the rest of the
class.
Cell Phones and Pagers: Out of consideration for others, please turn your cell phone and
pagers to the silent mode. If you do not have a silent or vibrate mode, please turn them
off. Availability: I check my voice mail and email frequently. Please be sure to leave
your complete name, the purpose of your call, and the date of the call.
Technology & Class Requirements:
1. Daily use of the internet requires keeping your email current, functioning, and
(clean mailbox) organized, and checked.
2. If you use iPod, laptop or other electronic tools in class, these will be moderated,
or prohibited based on focus of the class session
3. When submitting a document, you must title the document with your name,
title of document, and course number.
Grade Appeals:
If you do not agree with a grade on an assignment, quiz, etc. it is your responsibility to
appeal the grade to the instructor within two days after the assignment was returned.
Writing Opportunities:
1. Electronic Portfolio
2. These are research and presentation opportunities
3. Family Literacy Paper
4. Observation Journals
5. Peer Review Opportunities
6. Jargon Summaries
7. Reaction papers
8. Discussion Board
9. Informal paraphrasing
Family Literacy Project
Description of Assessment
Students will select 5 children’s literature books which reflect the culture of South Texas. Students will
present these books to a South Texas family to get their reactions to the books. The family should represent
at least three generations including children, parents and grandparents. Students will complete an 8-10 page
essay which explains why they selected the books and how the family reacted to the books.
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Relation to Standards
1.a. Young Children’s characteristics and Needs
2.a. Family and community characteristics
2.b. Supportive family relationships
2.c. Demonstrating cultural competence and effective collaboration
4.a. Understanding positive relationships and interactions with children
4.c. Using a broad repertoire of approaches with a high level of cultural competence
4.d. Reflecting on practice to promote positive outcomes
Professional Development Requirements:
1.
Preparation and Attendance
2.
Three quizzes
3.
Reflection
4.
Family Literacy Project
5.
Midterm
6.
Final Exam
Grading Information:
125-115 points:
114-104 points
103-83
points
82-72
points
71points
15 points
30 points
20 points
40 points
10 points
10 points
A
B
C
D
F
Internet/ Writing Guidelines on Reflection Papers
A reflection paper can be written on an assigned piece of reading, a lecture or an
experience, such as an internship or volunteer experience. A reflection paper probably
will be further clarified by the teacher or professor who assigns it to you. However, for
the most part, a reflection paper cites your reactions, feelings and analysis of an
experience in a more personal way than in a formal research or analytical essay.
1. Thoughts and Reactions
o
When writing a reflection paper on literature or another experience, the point is to
include your thoughts and reactions to the reading or experience. You can present
your feelings on what you read and explain them. You also can use a reflection
paper to analyze what you have read. Like any other paper or essay, it should be
cohesive and refer directly to the specific passage or quote in the material that
inspired this feeling. You can include personal experience in a reflection paper,
but do not depend on it; base your reactions and reflections on the material that is
your subject.
Don't Summarize
o
Do not use a reflection paper simply to summarize what you have read or done.
Also, a reflection paper should not be a free flow of ideas and thoughts. The idea
7
of a reflection paper is to write an essay describing your reactions and analysis to
a reading or other experience; however, it is more formal than a journal entry, so
leave out informal language and form.
Organize Your Thoughts
o
A reflection paper should be as organized as any other type of formal essay.
Include an introduction, perhaps one that describes your expectations before the
reading or the experience. You also may want to summarize the conclusions you
came to during the process.
The body of your paper should explain the conclusions you have come to and
why, basing your conclusions in concrete details from your reading and
experience. End the paper with a conclusion that sums up what you got from the
reading. You might want to refer to your conclusions in relation to your
expectations or come to some other conclusion or analysis about the text or
experience in light of your feelings and reactions.
Read more: Tips on Writing a Reflection Paper | eHow.com
http://www.ehow.com/way_5184362_tips-writing-reflectionpaper.html#ixzz1OYZidl7q
Date
BEFORE Class
Organize Professional
Reflective Binder, secure a
library card, review
multicultural literature
Secure Textbook
July 10
July 11 & 12
July 15 & 16
July 22 & 23
July 24 -26
July 29-31
August 1&2
August 5-9
Class Calendar
Assignment Due
Outside reading/research
Engaged and Unengaged
Reading
What is A Good Book
How to evaluate Books?
Read Chapters 1-3
Complete Module One by
due by midnight
Illustrations & Style
Exam One
Children’s Books: History
and Trends
Exam Two
Read Chapters 4 &5:
Module 2 due
Read Chapters 6-8
Review the five
recommended websites of
advocacy and play
Read chapters 14 & 15
Organizing Children’s
Literature by Genre
Informational Books
Multicultural Books
Exam Three
Teaching with Children’s
Books
Teaching with Children’s
Books
Teaching with Children’s
Books
8
Begin Family Literacy
Project
Read Chapters 14 & 15
Read Chapters 14 & 15
Family Literacy Project
Read Chapters 16 & 17
August 10-13
Family Literacy Project
Read Chapters 16 & 17
Special Needs:
Special Needs:
\
Selected Web Sites for EDEC 6304
Please begin to review and examine the required web sites. Please be sure to use these in
your work.
1
Class Participation
Outstanding Contributor: Contributions in class reflect thorough preparation. Ideas offered are
usually substantive, provide one or more major insights as well as direction for the class.
Arguments, when offered, are well supported and persuasively presented. If this person were not a
member of the class, the quality of the discussion would be diminished significantly.
Good Contributor: Contributions in class reflect thorough preparation. Ideas offered are usually
substantive, provide good insights and sometimes direction for the rest of the class. Arguments,
when presented, are well supportive and are often persuasive. If this person were not a member of
the class, the quality of the discussion would be diminished considerably.
Adequate Contributor: Contributions in class reflect satisfactory preparation. Ideas offered are
sometimes substantive, provide generally useful insights. Arguments are sometimes presented, and
are fairly well supported.
Non-participant: This person has said little or nothing in the class. Hence, there is no adequate basis
for evaluation.
Unsatisfactory Contributor: Contribution in class reflects inadequate preparation. Ideas offered are
seldom substantive; provide few if any insights, and rarely a constructive direction for the rest of the
class.
Availability:
I check my voice mail and email frequently. Please be sure to leave your complete name,
the purpose of your call, and the date of the call.
Cell Phones and Pagers: Out of consideration for others, please turn your cell phone and
pagers to the silent mode. If you do not have a silent or vibrate mode, please turn them
9
off. If you decide to use technology in the classroom, this is welcome…but you must be
sure to stay on task using laptop, ipad, etc.
Email: It is critical that you check you email account daily, and ensure that the address is
accurate.
Professional Activities Include:
1.
Membership in a professional organization: NAEYC, IPAUSA, ACEI,
AERA, or other organizations that Addresses Early Childhood Education
2.
Participation in a minimum of two conferences, or workshops
3.
Critiquing articles in professional journals (these will be provided)
4.
Creation and completion of the following binders
 Professional Binder
 Reflection Binder
Course Requirements and Method of Evaluation:
Assignments:
Due Date
1.
2,
3.
4.
5.
6.
7.
8.
9.
Assessment Weight
Chapter Quizzes (3)
Binders
Midterm Exam
Curriculum Web sites
Implemented Story Time at ZOO
Children’s Lit Websites (2)
Attendance & Participation
Booknooks/ Unit Plan
Final Exam
30%
5%
10%
10%
10%
5%
5%
20%
10 %
Plagiarism: It is plagiarism to go to the internet, find an article, copy it to the clipboard
and then drop it into your work processor. Listing the article as reference on the last page
will not cover this issue. This is also plagiarism. There are a couple of things you can do
that will help prevent yourself from being charged with academic dishonesty. Note the
following:
1.
Any time that you use the words or ideas of another person without giving
credit, it is considered plagiarism.
2.
Differences between direct and indirect quotes.
A. Direct quotes: include the exact wording from the source.
B. Indirect quotes: Summarizes or paraphrases the content from
the source.
3.
APA in-text requirements:
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4.
5.
6.
A. Direct Quote: Author's last name, publication date, and
page number B. Indirect quote: Author's last name,
publication date.
Punctuation requirements: Al word for word quotations must be placed in
quotation marks.
Exception to the rule: Common Knowledge-if the same information can be found
in three or more sources and those sources don't cite an earlier source the
information is considered common knowledge. Also, commonly known facts
(e.g., Washington D.C. is the
Capital of the U.S.) Do not need a citation even if you had to look them up.
When in doubt, CITE
The course syllabus is rather lengthy, and should be utilized/ and reviewed
throughout the semester as your guide of course expectations. Please check the
Blackboard frequently for announcements, updates, emails and course information.
Notes:
Assessment # 7: Family Literacy Case Study
In this assessment you are asked to use your knowledge of building family and
community relationships, child development and learning, appropriate observation and
documentation in order to design developmentally appropriate literacy activities that are
challenging and culturally relevant.
You will:
- Select a child between the ages of 2-8 that has special needs (for example, a child
who is an English language learner, uses non-standard dialects, is learning
disabled, or has significant physical impairments).
- Spend a minimum of 20 hours observing your focal child in the home
environment. Your aim is to identify the various literacy materials/tools that are
found in the home as well as to document the daily literacy practices of the
family.
- Develop a parent interview questionnaire. The aim of the interview is to gain the
parent’s perspective of their child’s emerging literacy skills, as well as to gather
more information about the family’s literacy practices.
- Document a specific family literacy event using appropriate tools (video, audio,
observational notes) and then analyze the specific interaction in order to
determine how the event promotes literacy learning for your focal child.
- Using the information gained from your observations, interview and literacy event
analysis, develop two culturally relevant, literacy-based activities for your focal
11
child. Each activity should be interactive/hands-on and tied to a specific
children’s picture book. Share activities with the family.
NAEYC Standards Assessed:
Standard 1: Promoting Child Development and Learning
1a: Knowing and understanding young children’s characteristics and needs, from birth
through age 8.
1b: Knowing and understanding the multiple influences on early development and
learning
Standard 2: Building Family and Community Relationships
2a: Knowing about and understanding diverse family and community characteristics
2b: Supporting and engaging families and communities through respectful, reciprocal
relationships
2c: Demonstrating cultural competence and effective collaboration to involve families
and communities in their children’s development and learning.
Standard 3: Observing, Documenting, and Assessing to Support Young Children
and Families
3a: Understanding the goals, benefits, and uses of assessment – including its use in
development of appropriate goals, curriculum, and teaching strategies for young children.
3b: Knowing about and using observation, documentation and other appropriate
assessment tools and approaches, including the use of technology in documentation,
assessment and data collection
3d: Demonstrating ability to collaborate effectively to build assessment partnerships with
families and with professional colleagues to build effective learning environments.
Standard 4: Using Developmentally Effective Approaches
4b: Knowing and understanding effective strategies and tools for early education,
including the appropriate uses of technology.
Standard 5: Using Content Knowledge to Build Meaningful Curriculum
5a: Understanding content knowledge and resources in academic disciplines: language
and literacy, the arts – music, creative movement, dance, drama, visual arts, mathematics,
science, physical activity, physical education, health and safety and social studies.
5c: Using own knowledge, appropriate early learning standards, and other resources to
design, implement, and evaluate developmentally meaningful and challenging curriculum
for each child.
Standard 6: Growing as a Professional
6c: Using professional resources, inquiry skills and research methods to engage in
continuous, collaborative learning and investigation relevant to practice and professional
role.
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Your final case study should respond to the following steps and questions:
Step 1: Provide a written description of the family context (NAEYC Standard 1 & 2)
1. Why did you select this family for your case study? Identify your focal child’s
unique characteristics as well as those of the entire family. (Standard 1a, 2a)
2. What approaches did you take to better understand the child’s family, their
community, values and culture? (Standard 2b, 2c)
Step 2: Observation and documentation of home literacy environment (NAEYC
Standard 1, 2 & 3)
3. What formal and informal observation and documentation tools did you use to
gather your data? (Standard 3a, 3b)
4. What did you learn about this family’s literacy practices? Describe the literacy
materials/tools/environmental print that was found in the home environment.
Provide at least three specific examples of literacy practices that were
documented. (Standard 2a, 2c, 5a)
5. What social and cultural factors played key roles in this family’s literacy
practices? (Standard 1b, 2a)
6. What did you learn about your focal child’s literacy development? Based on your
use of informal and formal observation, and documentation identify emerging
literacy skills (or fully developed skills) of your focal child that were evident from
your observation in each of the domains (listening, speaking, reading and
writing). (Standard 1a, 5a)
Step 3: Parent Interview (NAEYC Standard 1, Standard 2 & Standard 3)
7. What information did you use to help you develop your parent interview
questionnaire? (Standard 1a, 2a, 3a, 3b)
8. What did you learn about this family’s literacy practices that you were unable to
find out during your observations? (Standard 2a, 2b, 2c, 3b, 3d)
9. What did you learn about your focal child’s emerging literacy skills? Give specific
examples of skills in all four areas (listening, speaking, reading and writing)
(Standard 1a)
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Step 4: Analysis of Family Literacy Event (NAEYC Standard 6)
10. What steps did you take to analyze the literacy event? (Standard 6c)
11. What insights into the child’s literacy development and learning needs did you
gain from your analysis? Describe how this event promoted literacy learning for
your focal child and how did the unique characteristics of the family influence
the child’s literacy development. What insights into the child’s literacy
developmental and learning needs did you gain from your interactions with the
child’s family? How did you inform parents of your findings? (Standard 1a, 2a,
2c, 2d, 6c)
Step 5: Development of literature-based activities (NAEYC Standard 1, 4 & 5)
12. How does each activity meet the individual, developmental and cultural needs of
your focal child? Make sure to include a detailed description (lesson outline) for
each activity. Discuss how your observation, documentation and analysis
informed the development of your activities. (Standard 1a, 4b)
13. What other resources did you use to assist you in developing your activities?
(Standard 5a, 5c).
Assessment Rubric
1(a) Knowing and
understanding child’s
developmental
characteristics and needs
Questions 1, 6, 7, 9, 11
& 12
Does Not Meet
Expectations (0)
Candidate’s
knowledge seems
weak or nonexistent
1(b) Knowing and
understanding the
multiple influences on
development and
learning
Question 5
Candidate’s
knowledge seems
weak or nonexistent
2(a) Knowing and
understanding
family/community
characteristics
Questions 1, 4, 5, 7 &
11
Candidate’s
knowledge seems
weak or nonexistent
2(b) Supporting
Evidence of a
Meets Expectations (1)
Candidate work reflects
knowledge of the child’s
specific needs as well as
an adequate
understanding of the
child’s emerging
literacy skills in all four
domains (listening,
speaking, reading and
writing)
Candidate is able to
identify social and
cultural factors that
influence family literacy
practices
Candidate work
describes the
significant
characteristics of the
family/community and
the nature of their
influences on the child’s
development
Candidate uses
14
Exceeds Expectations
(2)
…...and provides
rich examples to
describe child’s
characteristics and
needs
...and has thorough
knowledge of
possible interactions
among these
influences as well as
cites relevant theory and
research
…in an especially
in-depth way, and
cites relevant research
...and reflects
and empowering
the family through
a respectful,
reciprocal
relationship
Questions 2, 8
relationship seems
weak or nonexistent
knowledge of
family/community
to build
relationships; uses
varied
communication
strategies
Candidate work reflects
the
philosophy that the
family is child’s
primary teacher;
uses family’s input
to inform curricular
decisions
Candidates shows
knowledge of
important goals of
assessment
2(c) Involving the
family in child’s
development and
learning
Questions 2,4 & 8
Family involvement
is weak or nonexistent
3(a) Understanding
the goals, benefits,
and uses of
assessment
Question 3 & 7
Candidate’s
understanding and
use of assessment is
weak, inappropriate,
or non-existent
3(b) Knowing
about and using
observation,
documentation,
and other
appropriate
assessment tools
and approaches
Question 3, 7 & 8
3(d) Knowing
about assessment
partnerships
Question 8 & 11
Candidate’s
knowledge and skills in
this area seems
weak or nonexistent
Candidate shows
basic competence in
implementing tools
and approaches
selected; work
reflects skill in
interpreting and
using results
Candidate’s
knowledge of and
ability to contribute
to partnerships is
weak or nonexistent
4(b) Knowing and
understanding effective
strategies and tools for
early education
Question 12
Candidate’s
knowledge and
skills in this area are
weak or nonexistent
demonstrates core
skills in communicating
with
families and sharing
results/findings; uses
family input to make
curricular decisions
Candidate shows basic
competence in
understanding and
designing effective
activities that meet the
needs of the child
5(a) Understanding
content knowledge and
resources in academic
disciplines
Question 13
5(c) Using own
knowledge, learning
standards, and other
resources to design,
implement, and evaluate
curriculum
Candidate’s
knowledge in this area
are
weak or nonexistent
Candidate work reflects
adequate knowledge;
demonstrates adequate
use of resources
Candidate’s knowledge
in this area is week or
nonexistent
Candidate’s work shows
reflects the use of at
least two resources
15
extensive
knowledge of
family’s
language/culture,
and characteristics
to deepen
relationships
...and demonstrates
strong skills in
interpreting and
sharing results/findings
...and shows how
tools selected
align with goals,
curriculum, and
teaching strategies
of the classroom
...and goes beyond
to show in-depth
knowledge and a
high level of skill in
using the
approaches selected
with the child, given
unique special needs
…and goes beyond by
reflecting on ways to
make partnerships
stronger
… evidence goes
beyond to show in-depth
knowledge and a high
level of skill in
designing effective
activities that meet the
needs of the child
…and goes beyond to
show in-depth
knowledge; uses a
variety of resources that
are well-documented
…and goes beyond to
show in-depth
knowledge; work shows
use of more than two
resources
Question 13
6 (c) Using professional
resources, inquiry skills
and research methods
Questions 10 &11
Candidate’s use of
professional resources,
inquiry skills and
research methods are
weak or nonexistent
Candidate’s uses at least
one profession resource;
work reflects basic
mastery of inquiry skills
and research methods
…uses a variety of
professional resources;
work reflects an indepth mastery of inquiry
skills/research methods;
cites relevant research in
work and connects
findings to theory
Rubric for Evaluation of The Family Literacy Project
Selection of culturally appropriate
books
30 points
Comments
Evaluation of books in relation to
South Texas
20 points
Comments
Evaluation of books for families
10 points
Comments
Overall reaction to the books
10 points
Comments
Reflection on family reactions
20 points
Comments
Mechanics
10 points
Comments
Total
100 points
90-100 A, 80-89 B, 70-79 C, 69
and below F
16