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For this Performance Task, you will develop three handouts (one each for kindergarten, first grade, and second/third grade teachers) with strategies for enhancing emergent literacy and developing positive dispositions toward reading and language learning in K–3 children.
Enhancing Literacy Development and Positive Dispositions Toward Reading and Language Learning
You are a mentor teacher in a K–3 school who is committed to implementing effective strategies to enhance literacy development and positive dispositions toward reading and language learning for children in kindergarten through the primary grades. You lead your school’s Early Literacy Committee, which is supporting K–3 teachers with the following literacy initiatives:
Helping kindergarten teachers recognize key signs of emergent literacy and provide independent activities to enhance emergent literacy in kindergartners;
Creating engaging literacy centers for independent activities for literacy development in first grade classrooms;
Creating literacy-rich libraries in second and third grade classrooms;
Promoting positive dispositions toward reading and language learning in K–3 children.
In your role as an early literacy mentor and teacher leader, you have created three templates with guidelines for each literacy initiative that K–3 teachers can complete for their classrooms. You decide to fill in each template to provide a model that you can discuss with teachers at an upcoming K–3 staff meeting. In preparation for the meeting, you will create the three handouts, one each for kindergarten, first grade, and second/third grade teachers.
To complete this Assessment, use the three templates to create the handouts, following the instructions provided.