Literacy Vignette

Part of the challenge of teaching young children to read is understanding what the process of becoming literate is like. By reflecting on your own early literacy experiences, you may be able to relate better to children as they learn to read and write.

1. Read some of the literacy vignettes located on previous students' websites: http://www.pampetty.com/420studentsites.htm.

2. Make notes about episodes you remember from your own childhood literacy experiences. Talk to parents, grandparents, or other relatives who might help you remember some of your favorite books, reading rituals, and early school experiences in learning to read and write.

3. Write a personal narrative relating how you learned to read and/or write. Try to provide specific episodes, titles, general references (first grade teacher, etc. - not names) to those involved in your early literacy experiences. Provide "feeling" words that reflect the affective domain of learning to read and write.

4. Your Literacy Vignette should be typed and presented in an attractive, creative manner. You might want to include a copy of one of your early writing samples, a graphic of the cover of a favorite children's book, a copy of a photo of you reading with a family member when you were young, etc.

This assignment will be used in LTCY 420 as a webpage entry so be sure and save it in an electronic format (either in Word or WordPerfect) so you will have it available to you at that time.

You can read a Literacy Vignette written by your Instructor at: http://edtech.tph.wku.edu/~ppetty/vignette.htm

Scoring Guide:

Story Writing: Literacy Vignette

Teacher name: Pam Petty

Student Name ___________________

CATEGORY	20-25	15-19	10-14	1-9
Focus on Assigned Topic	The entire story is related to the assigned topic and allows the reader to understand much more about the topic.	Most of the story is related to the assigned topic. The story wanders off at one point, but the reader can still learn something about the topic.	Some of the story is related to the assigned topic, but a reader does not learn much about the topic.	No attempt has been made to relate the story to the assigned topic.
Organization	The story is very well organized. One idea or scene follows another in a logical sequence with clear transitions.	The story is pretty well organized. One idea or scene may seem out of place. Clear transitions are used.	The story is a little hard to follow. The transitions are sometimes not clear.	Ideas and scenes seem to be randomly arranged. Even good transition sentences cannot make the story seem organized.
Creativity	The story contains many creative details and/or descriptions that contribute to the reader's enjoyment. The author has really used his imagination.	The story contains a few creative details and/or descriptions that contribute to the reader's enjoyment. The author has used his imagination.	The story contains a few creative details and/or descriptions, but they distract from the story. The author has tried to use his imagination.	There is little evidence of creativity in the story. The author does not seem to have used much imagination.
Requirements	All of the written requirements (# of pages, # of graphics, type of graphics, etc.) were met.	Almost all (about 90%) the written requirements were met.	Most (about 75%) of the written requirements were met, but several were not.	Many requirements were not met.
Neatness	The final draft of the story is readable, clean, neat and attractive. It is free of erasures and crossed-out words. It looks like the author took great pride in it.	The final draft of the story is readable, neat and attractive. It may have one or two erasures, but they are not distracting. It looks like the author took some pride in it.	The final draft of the story is readable and some of the pages are attractive. It looks like parts of it might have been done in a hurry.	The final draft is not neat or attractive. It looks like the student just wanted to get it done and didn't care what it looked like.
Spelling and Punctuation	There are no spelling or punctuation errors in the final draft. Character and place names that the author invented are spelled consistently throughout.	There is one spelling or punctuation error in the final draft.	There are 2-3 spelling and punctuation errors in the final draft.	The final draft has more than 3 spelling and punctuation errors.

http://rubistar.4teachers.org/view_rubric.php3?id=41094