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Barrett-Tatum MTLA 605 Fall 2014
1
MTLA 605: Literacy Development of Early Learners
Fall 2014
Class:
Mondays
6:00 – 8:45 p.m.
Education Center 218
Instructor:
Jennifer Barrett-Tatum, Ph.D.
Office hours:
Tuesdays and Thursdays: 8:20-9:20 a.m.;
10:40-11:40 a.m.
Schedule appointments for virtual office
hours (Skype/FaceTime/Phone) M-F
Contact:
School of Education, Health, & Human
Performance
86 Wentworth Street, room 218
843-953-5821 (office)
865-405-8266 (cell/text)
jennifer.b.m (Skype)
Scope: This course extends students' understanding of the fundamentals of literacy, including reading, writing, listening,
speaking, and viewing. As teachers of young children (PK-3rd), students explore traditional and expanded notions of
text. The course emphasizes the literacy process, factors affecting that process, and principles and skills involved in
development of literacies.
Objectives:
All courses in the School of Education, Health, and Human Performance (EHHP) strive to ensure exemplary
learning and wellness opportunities for all individuals. A commitment to the Making the Teaching -
Learning Connection helps to achieve this goal:
Element: Understanding and valuing the learner
1. Demonstrate a thorough knowledge of the developmental process of literacy and all the factors involved
(NCATE 1, 2b & 3a‐e; NAEYC/EC 1, 4, 4a‐c; EHHP Standard II).
2. Assess relationships among students, societal contexts, and educational standards (EHHP 2, 5, 7; NCATE
1, 3B; ACEI 4; NAEYC 1, 4).
Element: Knowing what and how to teach, assess, and create an environment in which learning occurs
1. Analyze instructional models and strategies to promote literacy acquisition (EHHP 1-4; NCATE 3; ACEI
3.1- 2, 4; NAEYC 4).
2. Develop a literature review on an early literacy issue (EHHP 1-4; ACEI 1-5; NCATE 1, 3; NAEYC 1, 3).
Element: Understanding yourself as a professional
1. Evaluate self-perceptions about issues in teaching and learning (EHHP 1, 4, 5, 6, 7; NCATE 5; ACEI 5;
NAEYC 5).
2. Collaborate and cooperate with other course participants in evaluation of current research base (EHHP 1, 2,
3, 4; NCATE 5; ACEI 5; NAEYC 5).
ACEI: Association for Childhood Education International
NAEYC: National Association for the Education of Young Children
EHHP: College of Charleston School Education, Health, and Human Performance
NCATE: The National Council for Accreditation of Teacher Education
The goal of the M.Ed. in Teaching, Learning and Advocacy program is to advance the knowledge of professionals
who are seeking to improve their effectiveness and who wish to serve as agents of change in their classrooms,
schools, and districts. This focus is on the needs of under-achieving children, especially those who live in
poverty. The program provides a base for all candidates to better:
1. Understand and apply advanced theories that increase use of successful instructional methods and ability to
work in diverse communities
2. Use and critique multiple forms of research and inquiry
Barrett-Tatum MTLA 605 Fall 2014
2
3. Think systematically about their own practice, provide support for other professionals, and communicate
clearly with their students, other educators, and parents
4. Advocate for students and the profession
5. Understand the relationships among educational policies and practices, local context, and learners
Materials
Books
Hall, K. (2010). Listening to Stephen Read: Multiple Perspectives on Literacy. Open University Press:
Berkshire, England.
Reports The following research reports are available in PDF format at NO COST from the provided links*.
National Early Literacy Panel. (2008). Developing early literacy: Report of the National Early Literacy Panel.
Washington, DC: National Institute for Literacy.
http://lincs.ed.gov/publications/pdf/NELPReport09.pdf
Other valuable LINC publications by year: http://lincs.ed.gov/publications/publications.html
National Institute of Child Health and Human Development. (2000). Summary Report of the National
Reading Panel. Teaching children to read: An evidence-based assessment of the scientific research literature
on reading and its implications for reading instruction.
http://www.nationalreadingpanel.org/publications/summary.htm
*These links were active on August 6, 2013.
Other Journal articles, chapters, news articles, and reports will be uploaded to OAKS. It is expected that all students
will read them in either soft or hard copy.
Technology Internet access for course content on OAKS and to access e-books.
Document reader (e.g., Adobe or Preview) to view readings in a pdf format.
Academics
Accommodations Students who qualify for SNAP (Students Needing Access Parity) should see the instructor
within the first two weeks of the course. http://disabilityservices.cofc.edu/
Grading The expectation is that you will do well in this course. In this syllabus you will find the
percentage that each assignment counts towards the total grade. You will receive rubrics for each
assignment that details the criteria.
A 93-100% 4.0
B+ 89-92% 3.5
B 85-88% 3.0
C+ 81-84% 2.5
C 77-80% 2.0
F 0-76% 0
Barrett-Tatum MTLA 605 Fall 2014
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Honor Code and
Academic
Integrity
Lying, cheating, attempted cheating, and plagiarism are violations of our Honor Code that, when
identified, are investigated. Each incident will be examined to determine the degree of deception
involved.
Incidents where the instructor determines the student’s actions are related more to a
misunderstanding will be handled by the instructor. A written intervention will be designed to
help prevent the student from repeating the error will be given to the student. The intervention,
submitted by form and signed both by the instructor and the student, will be forwarded to the
Dean of Students and placed in the student’s file.
Cases of suspected academic dishonesty will be reported directly by the instructor and/or others
having knowledge of the incident to the Dean of Students. A student found responsible by the
Honor Board for academic dishonesty will receive an F in the course, indicating failure of the
course due to academic dishonesty. This grade will appear on the student’s transcript for two
years after which the student may petition for the F to be expunged. The student may also be
placed on disciplinary probation, suspended (temporary removal) or expelled (permanent
removal) from the College by the Honor Board.
Students should be aware that unauthorized collaboration, such as working together without
permission is a form of cheating. Unless the instructor specifies that students can work together
on an assignment, quiz and/or test, no collaboration during the completion of the assignment is
permitted. Other forms of cheating include possessing or using an unauthorized study aid,
accessing information via a cell phone or computer, copying from others’ exams, fabricating
data, and giving unauthorized assistance.
Research conducted and/or papers written for other classes cannot be used in whole or in part for
any assignment in this class without obtaining prior permission from the instructor.
Students can find the complete Honor Code and all related processes in the Student Handbook at
http://studentaffairs.cofc.edu/honorsystem/studenthandbook/index.php
Incomplete Should circumstances prevent you from completing the requirements by the due date, you need
to make arrangements with the instructor to complete the work. An agreement should be in
writing. Each day past the due date will result in the loss of 10% of the assignment grade.
Submissions All assignments should be submitted through the class page on OAKS.
Please do not send assignments in the body of an email or attached to an email unless
specifically instructed to do so due to extenuating circumstances.
Writing You are expected to demonstrate written competency with students, parents, the faculty, and the
community. Please use resources to proofread and to edit your work. You are encouraged to
visit the Center for Student Learning for free, individualized help http://csl.cofc.edu/labs/writing-
lab/index.php
All written assignments prepared outside of class are to follow 6th
edition APA format. See page
10 for guidelines.
A suggested reference:
http://owl.english.purdue.edu/owl/resource/560/01/
Pledge All work should be pledged, “On my honor, I pledge that I have neither given nor received help
on this assignment.”
Course Requirements
Barrett-Tatum MTLA 605 Fall 2014
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Annotated
Bibliography
November 5 (wed
of fall break
week)
Students have the option to keep an annotated bibliography, summary of 5 articles, or
chapters read. Students are encouraged to vary their submission sources (e.g., a mix of
chapters and journal articles).
Depending on the reading and your preference, you may summarize, assess, evaluate, or
use any combination of these to complete the annotated bibliography. It is important to
cite the readings using APA format. If you have not kept an annotated bibliography
previously, the following resource is helpful
http://owl.english.purdue.edu/owl/resource/614/01/.
An example of an Annotated Bibliography is posted on OAKS. Please limit responses
to 250 words per reading.
50
Focal Child
Literature
Review and
Investigation
September 15
Confirm with
instructor
October 6
Data collected
December 2 Roundtable
discussions,
reflection
.
This project requires you to select one child to study. You will study his/her literacy
development to determine the child’s instructional needs. You will collect and interpret
literacy assessment data for one child relevant to his or her predicted stage of
development. The child should be between 4 and 9 years old. After choosing your child
and observing your child’s initial literacy skills, we will discuss via a one on one
conference which assessments may be best to gather data.
After collecting initial data on the child’s literacy abilities, you will synthesize
information learned from readings and information gained in class through lectures and
readings in a reflection document as well as compose a brief review of literature
concerning the focus topic related to your focal child. You must include an APA citation
of at least 12 references to support your thinking, using no more than 1/3 of your sources
from the class readings. This assignment will help you interpret your work with your
focal child.
In your reflection, identify child’s literacy stage and compare it to the average literacy
development for a child of that age. What instructional implications does this
information provide? What instructional strategies might be provided?
100
Children’s
Digital Literacy
Project
December 2
The purpose of this project is to select a specific literacy skill for children who have
some experience with the skill but have not yet mastered it. This activity will give you
the opportunity to learn about different ways children can gain exposure and
opportunities to practice developing skills necessary to improve their literacy abilities.
You will create a multimodal activity for children that: 1) describes your chosen
skill/objective, 2) explains how the objective/skill works, 3) provides some fun ways to
interact and practice objective/skill, and last 4) builds upon children’s local or cultural
knowledge children. Be creative with your activity as it is meant for young children, but
consider the simplicity needed for a young child to be able to operate the activity
independently.
40
Professional
Presentation
In this assignment, you will take the lead. Select one article from the course readings
and prepare a presentation or discussion for the class that is 15-20 minutes in length.
Connect the article to the other readings from the week and feel free to make connections
based from other readings, research, or experiences pertaining to the article’s topic.
15
Professionalism
on-going
Prepare for the class, contribute, and ask questions. Be thoughtful and respectful. Class
attendance is expected. If you know that you will miss a class, please notify me via email as soon
as possible. Arriving to class more than 15 minutes late or prior to dismissal without notification
will be considered for loss of professionalism points. Students who miss more than 2 classes
will receive a one point deduction for each additional missed class session, and missing more
than 20% of the class sessions will fail the course.
Professionalism accounts for 7% of your total grade. 10
TOTAL: ____/165 points
Barrett-Tatum MTLA 605 Fall 2014
5
Classroom Environment
Emergency Dial 5611.
Technology The goal of class is to exchange ideas, discuss the readings, and learn from each other. Supportive
technology will enhance the lectures and perhaps your contributions as well. Therefore, any
technology that you bring to class should be used to support your learning. Please do not use it to
conduct personal communication in class.
Other Please do not hesitate to ask me for clarification on assignments or topics discussed in class. Help
me make this class as beneficial for you as possible and tell me what you need.
This syllabus guides this course. However, as you know, good instruction is differentiated to the
student. To meet your needs, dates may change or assignments may be altered. Changes may be
instructor or student initiated and will be announced in advance.
COURSE SCHEDULE
Date
Date Topics Readings / Assignments Due
Class 1
Monday
August 25
Introduction
How do our
beliefs influence
student literacy
learning
opportunities?
Brown, R., Scull, J., Nolan, A., Raban, B., & Deans, J. (2012). Young
learners: mapping the beliefs and practices of preschool teachers in
relation to early literacy development. Australian Educational
Researcher (Springer Science & Business Media B.V.), 39(3), 313.
doi:10.1007/s13384-012-0061-0 (jigsaw)
Teacher Literacy Perception Survey/Book Whisperer
Class 2
Monday
September 1
Literacy Defined
Inside-out vs.
Outside-in
Bidirectional
relationship of
reading and
writing
Freeman and Freeman (2004). Ch.2 Essential Linguistics
Ehri. (2000). Learning to Read and Learning to Spell: Two sides of the
same coin
Lapp, D; Moss, B; Rowsell, J. (2012) Envisioning new literacies through
a lens of teaching and learning: view students deeply reading multiple
text types, analyzing and challenging those texts, and subsequently
creating texts that demonstrate their understanding of new and critical
literacies. The Reading Teacher,65 (6), p367-377 DOI:
10.1002/TRTR.01055
Class 3
Monday
September 8
Research and
Policy in Literacy
Education
Previous Policy
and Present Prek-
3rd
Standards for
Literacy
Instruction
Botzakis, S., David Burns, L., & Hall, L. A. (2014). Literacy Reform and
Common Core State Standards: Recycling the Autonomous
Model. Language Arts, 91(4), 223-235.
Exam Summary of Results from the following:
NICHHD (2005). NRP summary report. (Use the link in Materials) Skim
this document
National Early Literacy Panel. (2008). Developing early literacy: Report
of the National Early Literacy Panel. Washington, DC: National
Barrett-Tatum MTLA 605 Fall 2014
6
Institute for Literacy. Available at
http://www.nifl.gov/earlychildhood/NELP/NELPreport.html
http://www.corestandards.org/ELA-Literacy/
www.instituteforchildsuccess.org/.../4k_issue_brief_electronic.pdf
http://doc.renlearn.com/KMNet/R004177128GH5A8C.pdf
Class 4
Monday
September 15
Factors that
influence
Language and
Literacy
Acquisition
ETOA Intro: Effects of Poverty on Reading Achievement
---------------------------or--------------------------------------
ETOA Ch 4: Poverty, Early Literacy Achievement & Ed Reform
AND
Sénéchal, M., LeFevre, J., & Thomas, E. M. (1998). Differential effects
of home literacy experiences on the development of oral and written
language. Reading Research Quarterly, 3396-116.
Kempe, Eriksson-Gustavsson, & Samuelsson. (2008). The Matthew
Effect in literacy and cognition. (read in class)
Class 5
Monday
September 22
Home
environment:
Parental
involvement and
literacy
development (oral
language and
written language-
reading and
writing)
Carter, D., Chard, D., & Pool, J. (2009). A Family Strengths Approach to
Early Language and Literacy Development. Early Childhood Education
Journal, 36(6), 519-526. doi:10.1007/s10643-009-0312-5
Compton-Lily (2009). Seven lessons learned about literacy in families.
Class 6
Monday
September 29
Early Literacy
Development and
Support
Clay, M. (2001). Assembling working systems: how young children
begin to read and write texts. In Change Over Time in Children’s
Literacy Development. Heinneman
Brown, K. J. (1999). What kind of text--For whom and When? Textual
scaffolding for beginning readers. Reading Teacher, 53(4), 292
*Pick instructional strategies article for next week
Class 7
Monday
October 6
Instructional
Strategies:
Textual
Scaffolding
Graphic
Organizers
Increasing Skills
Instructional Strategies /Pick one to present
(Barrett-Mynes, Moran, & Tegano (2010) Read Alouds and Graphic
Organizers. NAEYC’S Voices
Gerde, H. K., Bingham, G. E., & Wasik, B. A. (2012). Writing in Early
Childhood Classrooms: Guidance for Best Practices. Early Childhood
Education Journal, (6). 351.
Kirkland, L. D., & Patterson, J. (2005). Developing Oral Language
in Primary Classrooms. Early Childhood Education
Journal, 32(6), 391-395. doi:10.1007/s10643-005-0009-3
*Data on Focal Child Due
Class 8
Monday
October 13
Focal Child
Library Research
Listening to Stephen Read Ch.1
Barrett-Tatum MTLA 605 Fall 2014
7
for Lit. Review
Class 9
Monday
October 20
English Learners
Lit review topic
development
Ch. 2 Listening to Stephen Read
No Class
Monday
November 3
Annotated Bibs due Wed by 5 p.m.
Class 10
Monday
November 4
Theory and
Application
Ch. 3 Listening to Stephen Read
Class 11
Monday
November 11
Theory and
Application
Ch. 4 Listening to Stephen Read
Class 12
Monday
November 18
New Literacies
Lapp (2011). New literacy in literacy instruction
Wood (2011). Bridging print and digital literacies
Bock (2013) Major Impact of the Internet on Learning (read article in
class)
Class 13
Monday
November 25
Dual language
learners
Goldenberg (2008). Teaching ELLs
Pacheco, M. (2010). English-language learners’ reading achievement:
Dialectical relationships between policy and practices in
meaning-making opportunities. Reading Research Quarterly, 45
(3), 292-317.
doi: 10.1598/RRQ.45.3.2
Class 14
Monday
December 2
Focal Child
Project
Digital Project
due
Focal Child Discussion and Digital Project Play
Monday
December 9
Final Children’s Digital Project
APA Guidelines
Document
Format
One-inch margins on all sides; Double-spaced; 10 to 12-point Times New Roman or serif
References 1. Typical citations within text: Barker (1999) found that chickens often cross the road to get to the
Barrett-Tatum MTLA 605 Fall 2014
8
and
Citations
other side. Many studies have reported on why the sky is blue (Camera & Sarr, 2006; Okello &
Maldonado 2005; Smith 1999).
2. References cited in the text must be included in the reference list at the end of the paper.
3. Order the citations of two or more works within the same parentheses in the text of a paper in the
same order in which they are presented in your reference list (e.g., alphabetically, by year of
publication if citing more than two works by one author).
4. The reference section comes at the end of the paper.
5. Capitalize only the first word of titles and subtitles (e.g., the first word after a colon), if any, and
any proper names.
6. Italicize book titles and titles of journals and the journals’ volume numbers. Do not use italics for
the title of the journal article.
7. The first line of each reference is flush left and subsequent lines are indented.
8. General and broad statements need to be supported by citations.
Examples
Journal
Article
Book
Chapter
Carlyon, W. D. (1995). Rate of burnout for new faculty teaching undergraduate adolescent
psychology courses. Journal of Pointless Research, 17, 234-568.
Glosoff, H. L., & Smith, J. L. (2001). Waiting for APA to simplify writing requirements: An exercise in
futility. Washington, DC: Pointless Publications.
Okello, G. (2010). Reasons for triangulation. In Conducting quality field research (pp. 251-270). Hillsdale,
NJ: Erlbaum.
More http://libguides.library.cofc.edu/content.php?pid=21972&sid=771019
http://www.apa.org/
American Psychological Association. (2009). Publication manual of the American Psychological
Association (6th ed.). Washington, D.C.
http://owl.english.purdue.edu/owl/resource/614/01/
For additional information on course content, the following references are suggested.
Website Overview (as taken from the websites)
http://www.colorincolorado.com
ColorinColorado addresses literacy learning and instruction for dual language
learners. It has riveting face to face show down discussions among
professionals in the field concerning these topics. It also has high quality books
and ideas that address multicultural classroom learning.
http://www.cal.org/
The Center for Applied Linguistics is dedicated to providing a comprehensive
range of research-based information, tools, and resources related to language
and culture.
http://www.free-reading.net FreeReading is a free, high-quality, open-source reading program addressing
literacy development for grades K-3.
Barrett-Tatum MTLA 605 Fall 2014
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http://www.wegivebooks.org/
Presented in partnership with the Pearson Foundation, Jumpstart's Read for the
Record annually encourages record breakers to spread the word that reading
with a child before he or she enters kindergarten can improve his or her
chances of graduating from high school by as much as 30 percent.
http://lincs.ed.gov/ LINCS is a national dissemination and professional development system,
providing information on literacy research, practice, and resources.
http://nces.ed.gov/
The purpose of the National Center for Education Statistics' website is to
provide clear, complete information about NCES' mission and activities and to
serve the research, education, and other interested communities.
http://www.pbskids.org Organization with fun children’s literacy activities, tv shows focused on
specific literacy skills, and important information for parents of young children
http://www.readingrockets.org/ Reading Rockets is a national multimedia project offering information and
resources on how young kids learn to read, why so many struggle, and how
people can help.
http://www.bookit.com Sign your class up to receive free pizza for doing their reading at home with a
family member.
http://www.storylineonline.com Have celebrities bring books to life by reading aloud quality children’s
literature.
http://iris.peabody.vanderbilt.edu/i
ris-resource-
locator/?term=behavior-
classroom-management
Vanderbilt supplies modules, videos, research, and other ideas on literacy
assessment and instructional strategies.
http://readingrecovery.org/profess
ional-learning
Reading Recovery offers professional resources for teachers of struggling
readers.
Rubric for Review of Literature
2 Points 4 Points 6 Points 8 Points 10 Points
Contributes to
the field of early
literacy learning
Not closely
related to early
literacy learning
Loosely
connected to
early literacy
learning, how
review
contributes to
field’s current
knowledge is
unknown
Mostly
connected to
early literacy
learning, vague
representation of
how the
information
presented
contributes to
what is lacking
or unclear in the
field’s current
knowledge
Satisfactory
connections to
early literacy
learning, review
adequately
relates how the
information
presented
contributes to
what is lacking
or unclear in the
field’s current
knowledge
Very clear
connections are
stated as to how
review is related
to early literacy
learning, review
clearly
summarizes how
the information
presented
contributes to
what is lacking
or unclear in the
field’s current
knowledge
Use of Multiple
Quality
References
Review is
mainly opinion
based, very few
references are
used to support
statements
Review uses
some references
to support
statements but
references are
not from quality
Review uses
many references
to support
statements, but
references are
not all high
Review uses
multiple quality
references to
support
statements, most
are high quality
Review is
clearly based on
high quality
references to
support
statements
Barrett-Tatum MTLA 605 Fall 2014
10
professional
journals or texts
quality throughout
Topic Clarity
and Focus
Topic of the
review is
unclear, there is
no real focus to
on any set topic
Topic of the
review is vague,
and review is not
focused one
particular topic
and how it
relates to field of
early literacy
learning
Overall topic of
the review is
clear, but the
focus of writing
throughout paper
does not clearly
align to the topic
Overall topic is
clear to reader,
most of the
paper is aligned
to the overall
topic
Overall topic is
clearly stated to
the reader,
connections to
the topic are
stated plainly
throughout the
review
Organization
(follows
conventions of
the typical
literature
review)
Organization is
unclear, does not
follow
traditional
literature review
Organization is
unclear, has
some
components of
traditional
literature review
Organization is
somewhat clear,
has most
components of
literature review
Organization is
mostly clear, has
all components
of literature
review
Organization is
very clear with
visible
transitions and
connections
throughout, all
components of
literature are
clearly present
Writing
Conventions and
APA
Errors and typos
throughout, APA
is not present
Errors and typos
throughout, APA
is somewhat
present
Several errors or
typos, APA use
is not consistent
Some errors or
typos or present,
some APA
errors
Less than 3
errors or typos
total, Less than 3
errors in APA
use
Rubric for Annotated Bibliographies
2 Point 4 Points 6 Points 8 Points 10 Points
Selected
Reading
Annotations
(10 points per
annotation)
Annotation
does not
follow
requirements
and consists
of mainly
unorganized
comments
Annotation
is mainly a
summary of
article
Annotation
contains summary
including
methodology/topi
cs and
implications but
does not present
critique/assessme
nt/reflection , does
not attempt to
connect to other
readings or
personal research
Annotation contains
summary including
methodology/topics
and implications,
attempts to assess
and reflect, does not
clearly present
limitations to study
or attempt to link it
to other readings or
personal research
Annotation contains
summary including
methodology/topics
and implications,
clearly assesses and
reflects, clearly
presents limitations to
study or demonstrates
links it to other
readings or personal
research
Barrett-Tatum MTLA 605 Fall 2014
11
Focal Child Rubric
2 Points 4 Points 6 Points 8 Points 10 Points
Focus child
description
Little is known
about child
Basic
description of
child, but
missing
information
about oral
comprehension,
reading
comprehension,
decoding and
fluency abilities,
and reading
habits
Missing one or
more of
description
areas:
oral
comprehension,
reading
comprehension,
decoding and
fluency abilities,
and reading
habits
Contains limited
description of all
areas:
oral
comprehension,
reading
comprehension,
decoding and
fluency abilities,
and reading
habits
Contains
multiple data
points in a
detailed
description of all
areas:
oral
comprehension,
reading
comprehension,
decoding and
fluency abilities,
and reading
habits
Defining Stage No defined
stages, random
comments or
opinions
Few stages of
literacy
development are
presented but not
connected to
literature on
developmental
norms
Some Stages of
various areas of
literacy
development is
present and,
connections to
norms are
mainly from
experience, few
connections are
made towards
literature on
developmental
norms
Stages of various
areas of literacy
development is
present, some
references to
quality literature
on
developmental
norms
Stages of various
areas of literacy
development is
clearly stated,
multiple
references to
high quality
literature on
child in
comparison to
developmental
norms
Instructional
implications
No instructional
implications, or
vague comments
on next steps
(eg. Contact
school
specialist)
Few
implications for
instructional
practices, none
are supported
through
references to
quality literature
Few
implications for
instructional
practices, some
are supported
through
references to
quality literature
Some
implications for
instructional
practices, all are
supported
through
references to
quality literature
Multiple detailed
implications for
instructional
practices, all are
supported
through
references to
quality literature
Conventions for
writing and APA
Errors and typos
throughout,
unorganized,
APA is not
present
Errors and typos
throughout,
unclear
organization,
APA is
somewhat
present
Several errors or
typos,
organization is
present but not
clearly labeled,
APA use is not
consistent
Some errors or
typos or present,
organized with
clear headings,
some APA
errors
Less than 3
errors or typos
total, organized
with clear
headings, Less
than 3 errors in
APA use
Conclusion Areas of growth
and
corresponding
instructional
strategies are not
present
Little to no
implications for
instructional
strategies
supporting
student literacy
development
Clearly outlines
desired next
desired stages of
development but
does not contain
instructional
strategies for
each area of
literacy
development to
Clearly outlines
desired next
desired stages of
development and
what
instructional
strategies may
help scaffold
student to this
stage but is not
Clearly outlines
desired next
desired stages of
development and
what
instructional
strategies may
help scaffold
student to this
stage and are
Barrett-Tatum MTLA 605 Fall 2014
12
help scaffold
student to these
stages. The few
strategies
reported are not
linked to specific
research
linked to
appropriate
supporting
research
clearly linked to
appropriate
supporting
research
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