ENM2 \u2014 ENM2 TASK 2: LEARNING SEGMENT OVERVIEW
\nCHILDREN’S LITERATURE \u2014 C970
\nPRFA \u2014 ENM2
\nCOMPETENCIES
\n152.3.4 : Evaluating Children\u2019s Literature
\nThe candidate recommends appropriate texts in children\u2019s literature that align with instructional goals to
\nmeet the individual learning needs of students.
\n152.3.5 : Interacting with Children\u2019s Literature in the Classroom
\nThe candidate creates cross-curricular learning experiences that support, motivate, and engage students
\nwhen interacting with children\u2019s literature.
\nINTRODUCTION
\nAs a teacher, you will be using children\u2019s literature in your classroom to serve many purposes, such as
\nteaching particular content, developing specific skills, and addressing cross-curricular needs. For this task,
\nthink broadly about the role that children\u2019s literature plays in helping students appreciate how the literature
\nthat they are exposed to can help them understand mathematics, science, history, culture, geography, etc. in
\ndifferent ways. You will present ways in which children\u2019s texts promote cross-curricular understanding and
\nappreciation. Your focus will be on how children\u2019s literature can be used to foster conversations and
\nconnections for students in the classroom and what teaching practices you can use and take forward with you
\ninto your own classroom.
\nREQUIREMENTS
\nYour submission must be your original work. No more than a combined total of 30% of the submission and no
\nmore than a 10% match to any one individual source can be directly quoted or closely paraphrased from
\nsources, even if cited correctly. The originality report that is provided when you submit your task can be used
\nas a guide.
\nYou must use the rubric to direct the creation of your submission because it provides detailed criteria that
\nwill be used to evaluate your work. Each requirement below may be evaluated by more than one rubric
\naspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.
\nTasks may not be submitted as cloud links, such as links to Google Docs, Google Slides, OneDrive, etc., unless
\nspecified in the task requirements. All other submissions must be file types that are uploaded and submitted
\nas attachments (e.g., .docx, .pdf, .ppt).
\nTASK OVERVIEW SUBMISSIONS Assessment REPORT
\n9\/20\/22, 6:18 PM WGU Performance Assessment
\nhttps:\/\/tasks.wgu.edu\/student\/003783311\/course\/21060015\/task\/2625\/overview 2\/5
\nA. Identify three children’s books with one common central focus (i.e., a topic (sample nursing essay examples by the best nursing assignment writing service) such as the solar system, life
\ncycles, the civil rights movement, etc.). Cite the books according to APA style. Each book must meet the
\nfollowing criteria:
\n\u2022 be appropriate for an elementary or middle-level (grades K\u20138) classroom
\n\u2022 not contain religious instruction
\nNote: The children’s books should have depth and breadth of content which will enable you to
\nincorporate those books into a learning segment in part B.
\nB. Using the attached “WGU Connected Learning Segment Overview Template,” create a cross-curricular
\nlearning segment overview with three lessons that does the following:
\n\u2022 be designed to support students when interacting with children’s literature (e.g., motivate and engage
\nstudents)
\n\u2022 incorporate all the books from part A (at least one book per lesson)
\n\u2022 relate to one central focus
\n\u2022 be appropriate for elementary or middle-level students
\n\u2022 contain three different subjects (i.e., math, social studies, science)
\n1. Complete the “General Information” section of the attached template.
\n2. Complete the “Lesson Information” sections for each of the three lessons in the attached template.
\nEach lesson must incorporate at least one book identified in part A.
\n3. Complete the Reflection section of the attached template by explaining how the learning segment was
\ndesigned to support students (e.g., motivating and engaging students) when interacting with children’s
\nliterature. Use evidence-based research or resources in the course of study to support your
\nexplanation, and include any necessary in-text citations.
\nC. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or
\nsummarized.
\nD. Demonstrate professional communication in the content and presentation of your submission.
\nFile Restrictions
\nFile name may contain only letters, numbers, spaces, and these symbols: ! -_. * ‘ ( )
\nFile size limit: 200 MB
\nFile types allowed: doc, docx, rtf, xls, xlsx, ppt, pptx, odt, pdf, txt, qt, mov, mpg, avi, mp3, wav, mp4, wma, flv, asf, mpeg,
\nwmv, m4v, svg, tif, tiff, jpeg, jpg, gif, png, zip, rar, tar, 7z
\nRUBRIC
\nGENERAL TEACHING DISPOSITIONS AS INDICATED IN THE WGU TEACHERS COLLEGE CODE OF ETHICS:
\nNOT EVIDENT
\nThe submission demonstrates
\nconsistently unprofessional or
\nunethical behavior or disposi tion as outlined in the WGU
\nTeachers College Code of Ethics.
\nAPPROACHING
\nCOMPETENCE
\nThe submission demonstrates
\nbehavior or disposition that con flicts with the professional and
\nethical standards outlined in the
\nCOMPETENT
\nThe submission demonstrates
\nbehavior and disposition that
\nalign with the professional and
\nethical standards outlined in the
\n9\/20\/22, 6:18 PM WGU Performance Assessment
\nhttps:\/\/tasks.wgu.edu\/student\/003783311\/course\/21060015\/task\/2625\/overview 3\/5
\nA. CHILDREN\u2019S BOOK:
\nB. CONNECTED LEARNING SEGMENT OVERVIEW: HOLISTIC:
\nB1. CONNECTED LEARNING SEGMENT OVERVIEW: GENERAL INFORMATION:
\nB2. CONNECTED LEARNING SEGMENT OVERVIEW: LESSON 1:
\nWGU Teachers College Code of
\nEthics.
\nWGU Teachers College Code of
\nEthics.
\nNOT EVIDENT
\n3 children\u2019s books are not
\nidentified.
\nAPPROACHING
\nCOMPETENCE
\nThe 3 children\u2019s books identified
\ndo not have 1 common central
\nfocus, or 1 or more of the books
\ndo not meet both of the given
\ncriteria.
\nCOMPETENT
\nThe 3 children\u2019s books identified
\nhave 1 common central focus,
\nand each book meets both of the
\ngiven criteria.
\nNOT EVIDENT
\nA cross-curricular connected
\nlearning segment overview is
\nnot provided.
\nAPPROACHING
\nCOMPETENCE
\nThe cross-curricular connected
\nlearning segment overview does
\nnot use the \u201cConnected Learning
\nSegment Overview Template\u201d or
\ndoes not adhere to 1 or more of
\nthe given criteria. Or any part of
\noverview is incorrect.
\nCOMPETENT
\nThe cross-curricular connected
\nlearning segment overview uses
\nthe \u201cConnected Learning Seg ment Overview Template\u201d and
\nadheres to all the given criteria.
\nAll parts of the overview are
\ncorrect.
\nNOT EVIDENT
\nNone of the elements in the
\n\u201cGeneral Information\u201d section of
\nthe \u201cWGU Connected Learning
\nSegment Overview Template\u201d
\nare identified.
\nAPPROACHING
\nCOMPETENCE
\n1 or more of the elements in the
\n\u201cGeneral Information\u201d section
\nare missing, inaccurate, or inap propriate for the chosen learn ing segment.
\nCOMPETENT
\nEach of the elements in the \u201cGen eral Information\u201d section is iden tified, and all elements are accu rate and appropriate for the cho sen learning segment.
\nNOT EVIDENT
\nNone of the elements in the
\n\u201cLesson 1 Information\u201d section
\nof the \u201cWGU Connected Learn ing Segment Overview Tem plate\u201d are identified.
\nAPPROACHING
\nCOMPETENCE
\n1 or more of the elements in the
\n\u201cLesson 1 Information\u201d section
\nare not aligned or are missing,
\ninaccurate, or inappropriate for
\nthe chosen learning segment. Or
\nCOMPETENT
\nEach of the elements in the \u201cLes son 1 Information\u201d section is
\nidentified, and all elements are
\naligned, accurate, appropriate for
\nthe chosen learning segment. The
\nlesson uses at least 1 book from
\npart A.
\n9\/20\/22, 6:18 PM WGU Performance Assessment
\nhttps:\/\/tasks.wgu.edu\/student\/003783311\/course\/21060015\/task\/2625\/overview 4\/5
\nB2. CONNECTED LEARNING SEGMENT OVERVIEW: LESSON 2:
\nB2. CONNECTED LEARNING SEGMENT OVERVIEW: LESSON 3:
\nB3. REFLECTION:
\nC. SOURCES:
\nthe lesson does not use at least 1
\nbook from part A.
\nNOT EVIDENT
\nNone of the elements in the
\n\u201cLesson 2 Information\u201d section
\nof the \u201cWGU Connected Learn ing Segment Overview Tem plate\u201d are identified.
\nAPPROACHING
\nCOMPETENCE
\n1 or more of the elements in the
\n\u201cLesson 2 Information\u201d section
\nare not aligned or are missing,
\ninaccurate, or inappropriate for
\nthe chosen learning segment. Or
\nthe lesson does not use at least 1
\nbook from part A.
\nCOMPETENT
\nEach of the elements in the \u201cLes son 2 Information\u201d section is
\nidentified, and all elements are
\naligned, accurate, and appropri ate for the chosen learning seg ment. The lesson uses at least 1
\nbook from part A.
\nNOT EVIDENT
\nNone of the elements in the
\n\u201cLesson 3 Information\u201d section
\nof the \u201cWGU Connected Learn ing Segment Overview Tem plate\u201d are identified.
\nAPPROACHING
\nCOMPETENCE
\n1 or more of the elements in the
\n\u201cLesson 3 Information\u201d section
\nare not aligned or are missing,
\ninaccurate, or inappropriate for
\nthe chosen learning segment. Or
\nthe lesson does not use at least 1
\nbook from part A.
\nCOMPETENT
\nEach of the elements in the \u201cLes son 3 Information\u201d section is
\nidentified, and all elements are
\naligned, accurate, and appropri ate for the chosen learning seg ment. The lesson uses at least 1
\nbook from part A.
\nNOT EVIDENT
\nAn explanation of how the learn ing segment was designed to
\nsupport, motivate, and engage
\nstudents when interacting with
\nchildren\u2019s literature is not
\nprovided.
\nAPPROACHING
\nCOMPETENCE
\nThe explanation inaccurately or
\nincompletely addresses how the
\nlearning segment was designed
\nto support students when inter acting with children\u2019s literature.
\nOr the explanation is not sup ported by evidence-based re search or resources in the
\ncourse of study.
\nCOMPETENT
\nThe explanation accurately and
\ncompletely addresses how the
\nlearning segment was designed
\nto support students when inter acting with children\u2019s literature.
\nThe explanation is supported by
\nevidence-based research or re sources in the course of study.
\nNOT EVIDENT APPROACHING
\nCOMPETENCE
\nCOMPETENT
\n9\/20\/22, 6:18 PM WGU Performance Assessment
\nhttps:\/\/tasks.wgu.edu\/student\/003783311\/course\/21060015\/task\/2625\/overview 5\/5
\nD. PROFESSIONAL COMMUNICATION:
\nSUPPORTING DOCUMENTS
\nWGU Connected Learning Segment Overview Template Guide.pdf
\nWGU Connected Learning Segment Overview Template.docx
\nThe submission does not include
\nboth in-text citations and a ref erence list for sources that are
\nquoted, paraphrased, or
\nsummarized.
\nThe submission includes in-text
\ncitations for sources that are
\nquoted, paraphrased, or summa rized and a reference list; how ever, the citations or reference
\nlist is incomplete or inaccurate.
\nThe submission includes in-text
\ncitations for sources that are
\nproperly quoted, paraphrased, or
\nsummarized and a reference list
\nthat accurately identifies the au thor, date, title, and source loca tion as available.
\nNOT EVIDENT
\nContent is unstructured, is dis jointed, or contains pervasive
\nerrors in mechanics, usage, or
\ngrammar. Vocabulary or tone is
\nunprofessional or distracts from
\nthe topic (sample nursing essay examples by the best nursing assignment writing service).
\nAPPROACHING
\nCOMPETENCE
\nContent is poorly organized, is
\ndifficult to follow, or contains er rors in mechanics, usage, or
\ngrammar that cause confusion.
\nTerminology is misused or
\nineffective.
\nCOMPETENT
\nContent reflects attention to de tail, is organized, and focuses on
\nthe main ideas as prescribed in
\nthe task or chosen by the candi date. Terminology is pertinent, is
\nused correctly, and effectively
\nconveys the intended meaning.
\nMechanics, usage, and grammar
\npromote accurate interpretation
\nand understanding.
\nGeneral Information
\nTeacher Education Candidate Name:\t\tDate Developed:
\nConnected Learning Segment Title:
\nDescriptive title for your connected learning segment\t\tPeriod\/Time Estimate:
\nGrade Level:\t\tNumber of Students:
\nCentral Focus:
\nThe central focus is a topic (sample nursing essay examples by the best nursing assignment writing service) such as the solar system, life cycles, or the civil rights movement.
\nLesson 1 Information
\nState\/National Academic Standard:
\nSubject:\tLearning Objective(s):
\n(behavior, condition, criteria)\tOverview of Strategies and Learning Tasks: \tDescription of Formative and Summative Assessment:<\/p>\n
Lesson 2 Information
\nState\/National Academic Standard:
\nSubject:\tLearning Objective(s):
\n(behavior, condition, criteria)\tOverview of Strategies and Learning Tasks:\tDescription of Formative and Summative Assessment:<\/p>\n
Lesson 3 Information
\nState\/National Academic Standard:
\nSubject:\tLearning Objective(s):
\n(behavior, condition, criteria)\tOverview of Strategies and Learning Tasks: \tDescription of Formative and Summative Assessment:<\/p>\n
Reflection
\nExplain how the learning segment was designed to support students (e.g., motivating and engaging students) when interacting with children\u2019s literature.
\nUse evidence-based research or resources in the course of study to support your explanation, and include any necessary in-text citations.
\nAPA References
\n(Include citations for any books, resources, or scholarly source\/textbook\/course support, etc.)<\/p>\n","protected":false},"excerpt":{"rendered":"
ENM2 \u2014 ENM2 TASK 2: LEARNING SEGMENT OVERVIEW CHILDREN’S LITERATURE \u2014 C970 PRFA \u2014 ENM2 COMPETENCIES 152.3.4 : Evaluating Children\u2019s Literature The candidate recommends appropriate\u2026<\/p>\n","protected":false},"author":3,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[7650,7624,1387,7654,667,7649,7653,7652],"tags":[7678,22,8728,631,7679,8730,1476,6870,8924,7682,7677,8923,7681,7656,7680],"class_list":["post-97804","post","type-post","status-publish","format-standard","hentry","category-assignment-writing-help","category-dissertation-help","category-dissertation-writing-service","category-healthcare-assignment-help","category-nursing-essay","category-research-essay-help","category-write-my-essay-for-me","category-write-my-essay-online","tag-best-custom-paper-writing-service","tag-best-nursing-paper-writing-service","tag-best-nursing-writing-service","tag-best-paper-writing-services","tag-help-writing-papers-for-college","tag-nursing-paper-writing-help","tag-nursing-paper-writing-service-in-3-hours","tag-nursing-research-paper-writing-service","tag-nursing-writing-services-reviews","tag-paper-help-writers-term-write","tag-paper-writing-help-free","tag-paper-writing-services-for-nursing","tag-pay-people-to-write-papers","tag-someone-to-write-my-paper","tag-write-my-paper-for-free"],"_links":{"self":[{"href":"https:\/\/www.studyproessays.com\/help\/wp-json\/wp\/v2\/posts\/97804","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.studyproessays.com\/help\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.studyproessays.com\/help\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.studyproessays.com\/help\/wp-json\/wp\/v2\/users\/3"}],"replies":[{"embeddable":true,"href":"https:\/\/www.studyproessays.com\/help\/wp-json\/wp\/v2\/comments?post=97804"}],"version-history":[{"count":0,"href":"https:\/\/www.studyproessays.com\/help\/wp-json\/wp\/v2\/posts\/97804\/revisions"}],"wp:attachment":[{"href":"https:\/\/www.studyproessays.com\/help\/wp-json\/wp\/v2\/media?parent=97804"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.studyproessays.com\/help\/wp-json\/wp\/v2\/categories?post=97804"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.studyproessays.com\/help\/wp-json\/wp\/v2\/tags?post=97804"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}