ASSESSMENT DESCRIPTION

Assessment Details

Course Code: ECE 3003

Course Name: Literacies in Early Childhood

Course Teacher: Kesha Oliver

Task Title: Coursework - Plan or Proposal

Task Description: Design and provide a rati onale for a sequence of 3 lessons teaching an aspect of
literacy appropriate for a preschool setti ng that also promotes engagement with
digital and multi -literacies
(Outcomes: 1,2,3)
This assignment contains three (3) parts:
Special Instructi ons:

Part A: Philosophy Justi fi cati on (Support with literature)

 Provide an overview of the general approaches to teaching phonics
 Discuss how your chosen approach will help improve the students development
of emergent literacy knowledge
 Explain the importance of digital literacy and how it supports “traditional”
literacy
 Discuss how you would incorporate digital literacy technology into a lesson

Part B: Recommendati ons

 Discuss how parents can use digital literacy to help assist their children with the
development of emergent literacy knowledge
 Research and identify a minimum of 2 programs that support digital literacy
- Identify the title of the program
- Age targeted
- Links to curriculum
- Your thoughts about the usefulness of the program

Part C: Literacy Lesson Plan

 Design and implement 1 literacy lesson plan using the attached literacy lesson
plan template
 Identify the outcome and correlating activities

*Be sure to include annotated pictures of the students engaged in learning centers and
the use of digital technology*
Weighti ng: 40%

Durati on/Word Limit: Part A & B: 1000-1300 (This does not include lesson plans)

Due Date: Submit on BBLearn April 30th by midnight

Grading/Marking Your grade will be determined using the relevant criteria from the attached
Criteria: rubric.
(to be determined by
the teacher using the
attached criteria
matrix)

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 Late Penalty: Unless special circumstances are agreed with the course teacher regarding late
submission, work submitted 1 working day late will be deducted 10%, 2 days late
20%, 3 days late 30% and any work submitted more than 3 days late will get a
zero mark.

Academic Honesty: Breaches of Academic Honesty will be treated with the utmost seriousness. You
are reminded the penalti es for cheati ng or plagiarism include dismissal from the
HCT.
(for more informati on please refer to Academic and Student Regulati ons , HCT
Academic Honesty Policy , Student Handbook )

HCT Graduate Outcomes Addressed

1. Communication and Informati on Literacy ☒

2. Criti cal and Creati ve Thinking ☒

3. Global Awareness and Citizenship ☒

4. Technological Literacy ☒

5. Self-Management and Independent Learning ☒

6. Teamwork and Leadership ☐

7. Vocati onal Competencies ☒

8. Mathemati cal Literacy ☐

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 STUDENT GRADE/MARK REPORT
Course Assessment/Student Details

Course Code: ECE 3003

Course Name: Literacies in Early Childhood

Course Teacher: Kesha Oliver

Task Title: Coursework - Plan or Proposal

Student Name:

Student ID:

Final Grade/Mark

General Comments

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 ASSESSMENT COVER PAGE

Course Name: Literacies in Early Childhood Course Code: ECE 3003

Instructor Name: Kesha Oliver

Task Title: Coursework - Plan or Proposal

Due Date: Submit on BBLearn April 30th by Date Submitt ed:

midnight

Student Name: Moudhi Mohammed

Student ID: H00366005 Secti on:

Late Penalty:
Unless special circumstances are agreed with the course teacher regarding late submission, work
submitted 1 working day late will be deducted 10%, 2 days late 20%, 3 days late 30% and any work
submitted more than 3 days late will get a zero mark.

Academic Honesty:
Breaches of Academic Honesty will be treated with the utmost seriousness. You are reminded
the penalti es for cheati ng or plagiarism include dismissal from the HCT.
(for more informati on please refer to Academic and Student Regulati ons , HCT Academic Honesty
Policy , Student Handbook )

Student Declarati on:

This assignment is entirely my own work except where I have duly acknowledged other sources in
the text and listed those sources at the end of the assignment. I have not previously submitted this
work to the HCT. I understand that I may be orally examined on my submission.

Name:__________________________ Date:___________________________

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Name: Moudhi Mohammed

Date: 30/4/2020

Personal Aims (What do YOU need to work on in order to grow professionally?)

I need to work on matching the outcome with the activity

Managing the time, and focuses on the students

Use of Digital Literacy Technology

Grade Level: kg1

Subject: english
Strand:
Learning Outcome (ADEC code and words):
Resources (what materials/equipment Preparation (what do you need to make or
will you and the students use? Be check before class?)
specific)
Flash cards Key vocabulary
Pencil Orange, oven, octopus
Colours
Papers
Time: 15 minWhole

Opening (warmer activity + teacher introduction/demonstration of small

group activities)

Ask the students to give me a word that starts with letter /o/
Then show them a small video about the letter /o/ and a song
htt ps://www.youtube.com/watch?v=oWbY5EKys60

Introducing the Sound (Describe what the teacher and student will do)

T:
 asks the students how they can write the letter “O”
15 minSmall

 what words they know that starts with letter “O”

 ask the students what sound they make when we say “orange”
 ask the students to use their fingers in the air and make the letter “O”
 put in front of them pictures that starts with letter “O” and asks them what they
can see like “orange, one, octopus, olive, ocean”
Ss:
Time:

 say ‘O” and use their fingers

 try to think about the words that starts with letter “O”
 practice the /O/ sound,
 repeat the words that starts with letter “O” and see what their mouth look like
when they say the letter “O”

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 Phonemic Awareness (Describe what the teacher and student will do)

T:
 explain and show the students words that starts with letter “O” and other words
that will not
 let the students hear the words that starts with letter “O” and repeated the words
and see how the letter “O” look like with their mouth
 ask the students randomly “can you hear letter /o/ in the word “orange”?
 give the students more than words that starts with letter /o/ and let the students
say it back and tell e where they can hear the letter /o/ in the word
Ss:
 close their eyes and listen.
 Some children will repeat the words and the letter again and again till they know
how to say it.
 children try to say the words then recognize the letter /o/ from the word

Introducing Phonics & Letter Knowledge (Describe what the teacher and
student will do)

T:
 explain that the students will draw the letter /o/ sound
 let the students trace the letter /o/
 make a circle
 make the students say the letter while they are tracing the letter
S:
 sit and listen
 follow the teacher instructions
 trace the word

Practicing Phonics & Letter Knowledge (Describe what the teacher and
student will do)

T:
 give the students worksheet that have pictures with different words of letter /o/
and have it with different letter so that they know the different between the
letters, and let them match the picture with the word and let them write it down
again
 asks the students to say the words that starts with letter /o/ and give me a word,
as a practice
 give them a mini diary that have the letter /o/ and words and let them trace it
Ss:
 trace the sound /o/
 say the word /o/ and use their finger to write the letter in the air
 match the words with pictures and write it down again,

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 Closing
15Whole

Scuffle what they learned and let the students draw with their finger in the air the
letter /o/
Time:

Independent Experience (small group activity 1)

Give the students worksheet that starts with letter /o/ and let them match it
with picture

Independent Experience (small group activity 2)

Let them trace the letter and the words then draw it by using the
pictures to help them

Independent Experience (small group activity 3)

Give the students random objects with different letter and let them sort all the objects that’s
starts with letter /o/ and let them say it

Assessment

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 GRADING/MARKING RUBRIC

ACHIEVEMENT INDICATORS
Achievement that Achievement that is
Achievement that does not meet requirements Achievement that is
Achievement that minimally meets sati sfactorily outstanding relati ve
signifi cantly above the
Signifi cantly below course Below course the course requirements meets the course to the course
course requirements
GRADING/MARKING requirements requirements – requirements requirements
CRITERIA Assessment has Clearly does achievement
not been not meet the that narrowly
submitt ed at requirements does not meet
all, is not- the
existent or not requirements
carried out

Letter Grade F D D+ C- C C+ B- B B+ A- A

Percentage for 70 – 77 – 80 – 84 –
0 30 59 60 – 63 64 – 66 67 – 69 74 – 76 87 – 89 90 - 100
Gradebook 73 79 83 86

GPA 0 1 1.3 1.7 2 2.3 2.7 3 3.3 3.7 4

1. With reference to section 8 of the Assessment Handbook, the following serves as a set of various assessment criteria and grade descriptors suitable for many different assessment tasks.
2. The assessment rubric can be customised in the following two ways:
- by selecting grading/marking criteria which suit a specific assessment task
- by adding specific details under the criterion and its corresponding achievement indicators. NOTE: Don’t change the original language - just add clarification, if needed.
3. The HCT Grading System is accessible at: https://portal.hct.ac.ae/sites/pnp/cass/Pages/lp209.aspx.

CONTENT AND KNOWLEDGE

Depth of subject Little to no relevant Significant gaps in Some understanding of Demonstrates a good Demonstrates a detailed, Demonstrates a detailed,
knowledge knowledge included. knowledge and/or misuse knowledge is shown, but factual/conceptual systematic knowledge base. systematic, in-depth
Displays knowledge of and/or misunderstanding of there is misuse or understanding and uses knowledge base, with
topic/subject/theory facts, terminology and misunderstanding in some appropriate terminology. some appreciation of the

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including range, depth and theory. areas that leads to Some minor omissions, but provisional nature of
accuracy of subject. incoherence. most knowledge is covered knowledge.
and understood.
Explanation and Fails to explain or describe Explains or describes ideas Explains or describes ideas or Generally explains or Explains or describes idea Clearly explains or
Description ideas or concepts. or concepts but with little concepts with minimal describes ideas or concepts or concepts clearly with a describes presented ideas
Explains presented evidence or justification. adequacy. Some adequately. good level of detail. or concepts clearly and
ideas/concepts adequately Many ideas are incomplete. explanations/descriptions comprehensively using
need more evidence and/or evidence and justifications.
justification and/or more
detail.
Use of literature/reading Little or no relevant Very limited evidence of There is evidence of use or Evidence of some Evidence of independent Evidence of independent
Uses a sufficient range of engagement with and/ or reading and use of sources. sources, but literature is used independent reading from reading from a range of reading from a wide range
appropriate resources for use of the literature. Uses Some sources are in a very limited or appropriate sources. There appropriate sources. of sources. Clear, accurate,
the completion of the unreliable and/or inappropriate and/or descriptive way. is application of literature. Literature is well applied systematic, application of
assigned task. inappropriate sources. overused. Uses some primary and and some critical insight is material. Shows the ability
secondary sources. shown using the literature. to appraise and critically
assess material for use.

LANGUAGE CRITERIA
Coherence & Cohesion - Does not present - Presents informati on - Organizes ideas in a - Arranges informati on - Links ideas and topics - Sequences informati on
ideas coherently and and ideas but these coherent way with some and ideas coherently and and presents them in a and ideas logically.
- linking words between
there is no clear someti mes lack sense of progression. there is a clear sequence throughout.
sentences or
paragraphs, or progression in the coherent progression. - Manages
referencing within response. arrangement. - Uses cohesive devices - Marks main Paragraphs paragraphing in a
paragraphs between paragraphs and - Presents informati on in with a central topic skillful way leading to
- Does not use/ uses - Displays lack of sentences although some paragraphs with a clear which is supported by conti nuity between
very limited range of overall progression in repeti ti on and/or inaccuracy topic. evidence and/ or paragraphs.
-logical flow of ideas
basic cohesive devices. the presented text. is evident. examples.
within paragraphs and
between paragraphs, - Makes minor errors or - Uses a wide range of
including the use of - Does not use inaccuracies. - Shows a logical cohesive devices in an
topic sentences- cohesive devices organizati on within and appropriate way.
between sentences - Uses cohesive devices between most of the
consistently. eff ecti vely although paragraphs so ideas are
someti mes these may be linked using cohesive
faulty. devices.

Mechanics - Makes frequent spelling - Makes spelling errors - Makes spelling errors, but - Sometimes makes errors in - Makes occasional non- -Makes rare non-intrusive
errors, but words are that sometimes impair usually these do not impair spelling but these do not intrusive spelling and spelling and punctuation
mainly recognizable with meaning. meaning. impede meaning. punctuation errors which errors, which do not affect
effort. do not affect meaning or meaning or understanding.

v. 2015-02-16 9

- Shows missing full stops,
and if used, they are often
used inappropriately.
- Shows missing or misused
commas and apostrophes.
- Shows misuse or lack of
punctuation that usually
causes impaired meaning
and misunderstanding.
PRESENTATION AND STYLE
Presentation of Work Presentation of work is
(formatting) poor with multiple errors
Presents work according to and careless mistakes.
the requirement specified
in the task instructions
NB: This competency is
NOT related to language
Referencing & Citation Little or no
Adheres to APA guidelines acknowledgement of
for referencing and sources of information in
citations. text and/or reference list.
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- Generally uses capital - Mostly uses capital letters & - Generally uses capital understanding.
letters and full stops full stops appropriately although letters, full stops, commas,
appropriately although occasional errors persist. apostrophes, brackets, and
errors persist. bullets accurately.
-Mostly uses commas and
- Uses commas and apostrophes appropriately, but - Displays occasional
apostrophes, but they sometimes they are missing or unobtrusive errors.
often have errors, and misused.
they are not used
appropriately. - Shows misuse or errors in
punctuation that occasionally
- Misuses punctuation cause impaired meaning and
which often causes misunderstanding.
impaired meaning and
misunderstanding.
The response resembles Minimally meets expectations of Presentation of work is Follows all aspects of the Follows all aspects of the
the expectation but with the task but some omissions generally satisfactory and task instructions to a high task, resulting in work
considerable omissions and/or inaccuracies are evident. does not distract from the standard. which is accurate,
and/or diversion. Presentation of work indicates task. It follows the task attractive and
Presentation of work is continued lack of care eg. instructions well, with professionally presented.
poor with multiple errors feedback from drafting has not minimal diversion or
and careless mistakes eg. been incorporated. omissions.
a sub-title at the bottom
of a page.
Some sources of Sources of information Sources used are Sources used are Sources used are
information acknowledged but links acknowledged in the text acknowledged in the text acknowledged in the text
acknowledged but links between text and reference list and reference list. and reference list. and reference list and used
between text and is inconsistent. Attempts to Referencing follows the APA Referencing follows the effectively to support
reference list is unclear follow the APA system but system with a good level of APA system with a good discussion. Referencing
and/or inaccurate. elements of individual accuracy, especially with level of accuracy follows the APA system.
Referencing does not references are inaccurate. more straight forward throughout. All elements of individual
follow the APA system as sources eg. books, journal references are present and
elements of individual articles. Elements of more correct.
references are complex citations may
incomplete and/or contain minor errors.
10
 absent.

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