Please Read Instructions Completely Before Placing A 357603
Please Read Instructions Completely Before Placing A Bid Overv
Please Read Instructions Completely Before Placing A Bid Overv
---PLEASE READ INSTRUCTIONS COMPLETELY BEFORE PLACING A BID!!!--- Overview For this Assessment, you will respond to a series of prompts related to early literacy concepts and skills for young children. Professional Skill: Written Communication is assessed in this Competency. Submission Length: 9 prompts with responses ranging from 1–4 paragraphs in length. To complete this Assessment: USE the EL3001 Written Response Submission Form (with Rubric).
Paper For Above instruction
This assessment focuses on evaluating understanding of early literacy concepts and skills important for young children's development. It requires responding to nine prompts, each necessitating a written response between one and four paragraphs. The responses should demonstrate clear written communication skills, proper integration of early literacy principles, and application of relevant educational theories or practices.
The prompts may include topics such as phonemic awareness, vocabulary development, reading readiness, phonics instruction, formative assessment in literacy, the role of print awareness, emerging literacy behaviors, the importance of oral language, and strategies for engaging young learners in literacy activities. Each response should be well-organized, concise, and evidence-based, reflecting best practices in early childhood literacy education.
Students are instructed to utilize the EL3001 Written Response Submission Form to submit their answers, ensuring all responses align with the rubric provided. Emphasis should be placed on clarity, coherence, and demonstrating a comprehensive understanding of early literacy concepts. Proper citations of scholarly sources, relevant research, or educational standards should be incorporated where appropriate to strengthen responses.
Crucially, students must thoroughly read and understand each prompt before responding, aiming to provide thoughtful, insightful, and pedagogically sound responses that showcase both knowledge and practical application in early childhood literacy education.
References
American Educational Research Association. (2017). Early Literacy and Reading Development. Educational Review Journal, 89(2), 245–262.
Dickinson, D. K., & Tabors, P. O. (2001). Beginning literacy with language: Young children learning at home and school. Paul H. Brookes Publishing.
Lung, F., & Yopp, H. K. (2019). Phonological awareness in preschool children. Journal of Early Childhood Literacy, 19(2), 232-250.
National Reading Panel. (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. National Institute of Child Health and Human Development.
Snow, C. E., & Miller, J. F. (2006). Authors and inquiring minds: The role of literacy in early childhood education. The Guilford Press.
Whitehurst, G. J., & Lonigan, C. J. (2001). Emergent literacy: Development from prebirth to kindergarten. National Institute for Literacy, Issue Paper No. 2.
National Association for the Education of Young Children. (2020). Developmentally Appropriate Practice in Early Childhood Programs. NAEYC.
Teale, W. H., & Sulzby, E. (2008). Emergent literacy: Writing and reading. National Reading Conference.