Assignment Prompt & Instructions
– a year ago
**files (4)**
– ## Micro_Emergent_Part3_Mod1_InfantsToddlers_Assignment12.docx
– ## Micro_Emergent_Part3_Mod3_InfantsToddlers_Assignment3.docx
– ## Micro_Emergent_Comp3_Mod4_Assignment_4.docx
– ## Micro_Emergent_Part3_Mod2_InfantsToddlers_Assignment21.docx
**## Micro_Emergent_Part3_Mod1_InfantsToddlers_Assignment12.docx**
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| **Emergent Literacy Part 3:**<br>**Practicum:**<br>**Module 1: Assignment 1** | |
For this
**Assignment**, plan and implement a shared reading experience with the children in your care.
**Infants/Toddlers Assignment Planning Form:**
| |
| — |
| **Reading Aloud with Infants and Toddlers: Read with expression. Label pictures. Add sound effects. Remember that you do not need to read the entire book or read it word for word.** |
| **How is your environment set up for reading with very young children? What changes can you make?** |
| **Pay attention to the child’s interest by attending to eye gaze and gestures. Use this opportunity to engage in joint attention with the child. Describe how you will do this:** |
| **Reading aloud with infants and toddlers provides rich opportunities to engage in serve and return interactions. Describe your understanding of using serve and return while reading aloud:** |
| **Pause and Try-It Out**<br>**Before continuing to complete the assignment, try your planned activity in your classroom. Note how it went and how the children responded and come back to finish answering the reflection questions.** |
| **Answer the following questions.**<br>1. <br>**Reflect on your learning environment. How is it set up to foster shared reading?**<br>2. <br>**What did you notice as you observed the children’s interest in books and reading?**<br>3. <br>**How did you engage in joint attention as you read to the child(ren)?**<br>4. <br>**Reflect on the serve and return strategy during read alouds with infants and toddlers. How will you continue to use this to support oral language development in your early care environment?** |
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**## Micro_Emergent_Part3_Mod3_InfantsToddlers_Assignment3.docx**
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| **Emergent Literacy Part 3:**<br>**Practicum:**<br>**Module 3: Assignment 3** | |
For this
**Assignment**, plan to support the development of phonological sensitivity, or the larger units of sound, with the young children in your care.
**Infants/Toddlers Assignment Planning Form:**
| |
| — |
| **Supporting Phonological Development in Very Young Children (choose ONE of the following)**<br>**Infants – Plan to engage in communication loops with a child or children in your care.**<br>**OR**<br>**Toddlers – Plan an activity to use onomatopoeia to support phonological sensitivity development with a child or children in your care.** |
| **Information for CDA Portfolio Alignment**<br>**Age group:**<br>**Intended goals:**<br>**Materials:**<br>**Teaching strategies:** |
| **Use the space below to outline with whom you will work, the strategy you choose, and your plan to engage a child or children in your group.**<br>**Identify the child(ren) whom you observed. For privacy purposes, please use initials:**<br>1. <br> <br>2. <br> <br>**Strategy:**<br>**Plan:** |
| **Step 4: Pause and Try-It Out**<br>**Before continuing to complete the assignment, try your planned activity in your classroom. Note how it went and how the children responded and come back to finish answering the reflection questions.** |
| **Step 5: Reflect on how it went. What worked well? What would you do differently?** |
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| Page 1 of 2 |  |
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**## Micro_Emergent_Comp3_Mod4_Assignment_4.docx**
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| **Emergent Literacy part 3:**<br>**Practicum:**<br>**Module 4: Assignment 4** | |
For this
**Assignment**, you will reflect on and plan to engage families in their childrens’ emergent reading and writing development.
Choose one of the following strategies to implement with the families in your early care and education environment.
1. Refer to
**Handout: A Strengths-Based Approach to Family Literacy** for implementation suggestions.
2. Use the planning form to guide you in developing and implementing the strategy.
| |
| — |
| **Strategy Options** |
| Invite families to share about their literacy experiences. |
| Provide a variety of reading materials that relate to what is important to the families. |
| Use families’ home languages in the learning environment. |
| Include all family members and encourage multiple ways in which they can contribute (e.g., verbal storytelling, reading, sharing a piece of writing or a piece of art, etc.). |
| Incorporate materials that honor children with special needs. |
| Offer multiple ways to connect or communicate with the families. |
| Recognize that literacy is a way to empower the family through stimulating thoughts and social interaction. |
| Encourage shared family reading experiences. |
**Assignment Planning Form:**
| |
| — |
| **Engaging Families in Emergent Literacy Development** |
| **Step 1: Please identify which of the strategies you choose to implement.** |
| **Step 2: Plan for implementation of the strategy.** |
| **Step 3: Pause and Try-It Out**<br>**Before continuing to complete the assignment, try your planned activity in your classroom. Note how it went and how the children responded and come back to finish answering the reflection questions.** |
| **Step 4: Reflect on how it went. What worked well? What would you do differently?** |
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| — | — |
| Page 1 of 2 |  |
© 2023 University of Florida Lastinger Center for Learning
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**## Micro_Emergent_Part3_Mod2_InfantsToddlers_Assignment21.docx**
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| **Emergent Literacy Component 3:**<br>**Practicum:**<br>**Module 2: Assignment 2** | |
For this
**Assignment**, plan and implement a lesson to support alphabet knowledge and print awareness.
**Infants/Toddlers Assignment Planning Form:**
| |
| — |
| **Planning for Shared Story Reading** |
| **Step 1: Identify a child with whom you will share story reading. Include the child’s age and use initials or pseudonyms to protect the child’s identity.**<br>Initials: Age: |
| **Step 2: Which book did you choose to share? Why did you choose it?** |
| **Step 3: Refer to**<br>**_Handout: Shared Reading with Infants and Toddlers_ and plan how you will support their exposure to print during the reading.** |
| **Step 4: Share the story reading with the child you’ve identified. Then, reflect on how the child interacted with the book and ways you supported their exposure to print.** |
| **Step 5: Pause and Try-It Out**<br>**Before continuing to complete the assignment, try your planned activity in your classroom. Note how it went and how the children responded and come back to finish answering the reflection questions** |
| **Step 6: Answer the following questions.**<br>1. <br>**How did understanding the importance of alphabet knowledge and print awareness skills guide you as you planned?**<br>2. <br>**Which skill(s) did you focus on and what activities did you plan?**<br>3. <br>**Reflect on the engagement of the child(ren) during the shared reading or small group activities. What worked well? What would you do differently next time?**<br>4. <br>**How will you continue to share reading and support print interaction with the children in your care?** |
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| Page 1 of 3 |  |
© 2025 University of Florida Lastinger Center for Learning
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**## Micro_Emergent_Part3_Mod2_InfantsToddlers_Assignment21.docx**
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| — | — |
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| **Emergent Literacy Component 3:**<br>**Practicum:**<br>**Module 2: Assignment 2** | |
For this
**Assignment**, plan and implement a lesson to support alphabet knowledge and print awareness.
**Infants/Toddlers Assignment Planning Form:**
| |
| — |
| **Planning for Shared Story Reading** |
| **Step 1: Identify a child with whom you will share story reading. Include the child’s age and use initials or pseudonyms to protect the child’s identity.**<br>Initials: Age: |
| **Step 2: Which book did you choose to share? Why did you choose it?** |
| **Step 3: Refer to**<br>**_Handout: Shared Reading with Infants and Toddlers_ and plan how you will support their exposure to print during the reading.** |
| **Step 4: Share the story reading with the child you’ve identified. Then, reflect on how the child interacted with the book and ways you supported their exposure to print.** |
| **Step 5: Pause and Try-It Out**<br>**Before continuing to complete the assignment, try your planned activity in your classroom. Note how it went and how the children responded and come back to finish answering the reflection questions** |
| **Step 6: Answer the following questions.**<br>1. <br>**How did understanding the importance of alphabet knowledge and print awareness skills guide you as you planned?**<br>2. <br>**Which skill(s) did you focus on and what activities did you plan?**<br>3. <br>**Reflect on the engagement of the child(ren) during the shared reading or small group activities. What worked well? What would you do differently next time?**<br>4. <br>**How will you continue to share reading and support print interaction with the children in your care?** |
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| Page 1 of 3 |  |
© 2025 University of Florida Lastinger Center for Learning
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**## Micro_Emergent_Part3_Mod1_InfantsToddlers_Assignment12.docx**
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| **Emergent Literacy Part 3:**<br>**Practicum:**<br>**Module 1: Assignment 1** | |
For this
**Assignment**, plan and implement a shared reading experience with the children in your care.
**Infants/Toddlers Assignment Planning Form:**
| |
| — |
| **Reading Aloud with Infants and Toddlers: Read with expression. Label pictures. Add sound effects. Remember that you do not need to read the entire book or read it word for word.** |
| **How is your environment set up for reading with very young children? What changes can you make?** |
| **Pay attention to the child’s interest by attending to eye gaze and gestures. Use this opportunity to engage in joint attention with the child. Describe how you will do this:** |
| **Reading aloud with infants and toddlers provides rich opportunities to engage in serve and return interactions. Describe your understanding of using serve and return while reading aloud:** |
| **Pause and Try-It Out**<br>**Before continuing to complete the assignment, try your planned activity in your classroom. Note how it went and how the children responded and come back to finish answering the reflection questions.** |
| **Answer the following questions.**<br>1. <br>**Reflect on your learning environment. How is it set up to foster shared reading?**<br>2. <br>**What did you notice as you observed the children’s interest in books and reading?**<br>3. <br>**How did you engage in joint attention as you read to the child(ren)?**<br>4. <br>**Reflect on the serve and return strategy during read alouds with infants and toddlers. How will you continue to use this to support oral language development in your early care environment?** |
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| — | — |
| Page 1 of 2 |  |
© 2025 University of Florida Lastinger Center for Learning
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**## Micro_Emergent_Part3_Mod3_InfantsToddlers_Assignment3.docx**
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| **Emergent Literacy Part 3:**<br>**Practicum:**<br>**Module 3: Assignment 3** | |
For this
**Assignment**, plan to support the development of phonological sensitivity, or the larger units of sound, with the young children in your care.
**Infants/Toddlers Assignment Planning Form:**
| |
| — |
| **Supporting Phonological Development in Very Young Children (choose ONE of the following)**<br>**Infants – Plan to engage in communication loops with a child or children in your care.**<br>**OR**<br>**Toddlers – Plan an activity to use onomatopoeia to support phonological sensitivity development with a child or children in your care.** |
| **Information for CDA Portfolio Alignment**<br>**Age group:**<br>**Intended goals:**<br>**Materials:**<br>**Teaching strategies:** |
| **Use the space below to outline with whom you will work, the strategy you choose, and your plan to engage a child or children in your group.**<br>**Identify the child(ren) whom you observed. For privacy purposes, please use initials:**<br>1. <br> <br>2. <br> <br>**Strategy:**<br>**Plan:** |
| **Step 4: Pause and Try-It Out**<br>**Before continuing to complete the assignment, try your planned activity in your classroom. Note how it went and how the children responded and come back to finish answering the reflection questions.** |
| **Step 5: Reflect on how it went. What worked well? What would you do differently?** |
| | |
| — | — |
| Page 1 of 2 |  |
© 2023 University of Florida Lastinger Center for Learning
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## image3.png
## image4.emf
**## Micro_Emergent_Comp3_Mod4_Assignment_4.docx**
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| **Emergent Literacy part 3:**<br>**Practicum:**<br>**Module 4: Assignment 4** | |
For this
**Assignment**, you will reflect on and plan to engage families in their childrens’ emergent reading and writing development.
Choose one of the following strategies to implement with the families in your early care and education environment.
1. Refer to
**Handout: A Strengths-Based Approach to Family Literacy** for implementation suggestions.
2. Use the planning form to guide you in developing and implementing the strategy.
| |
| — |
| **Strategy Options** |
| Invite families to share about their literacy experiences. |
| Provide a variety of reading materials that relate to what is important to the families. |
| Use families’ home languages in the learning environment. |
| Include all family members and encourage multiple ways in which they can contribute (e.g., verbal storytelling, reading, sharing a piece of writing or a piece of art, etc.). |
| Incorporate materials that honor children with special needs. |
| Offer multiple ways to connect or communicate with the families. |
| Recognize that literacy is a way to empower the family through stimulating thoughts and social interaction. |
| Encourage shared family reading experiences. |
**Assignment Planning Form:**
| |
| — |
| **Engaging Families in Emergent Literacy Development** |
| **Step 1: Please identify which of the strategies you choose to implement.** |
| **Step 2: Plan for implementation of the strategy.** |
| **Step 3: Pause and Try-It Out**<br>**Before continuing to complete the assignment, try your planned activity in your classroom. Note how it went and how the children responded and come back to finish answering the reflection questions.** |
| **Step 4: Reflect on how it went. What worked well? What would you do differently?** |
| | |
| — | — |
| Page 1 of 2 |  |
© 2023 University of Florida Lastinger Center for Learning
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## image3.png
## image4.emf
**## Micro_Emergent_Part3_Mod2_InfantsToddlers_Assignment21.docx**
****
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| — | — |
| **** | | |
| — |
| **Emergent Literacy Component 3:**<br>**Practicum:**<br>**Module 2: Assignment 2** | |
For this
**Assignment**, plan and implement a lesson to support alphabet knowledge and print awareness.
**Infants/Toddlers Assignment Planning Form:**
| |
| — |
| **Planning for Shared Story Reading** |
| **Step 1: Identify a child with whom you will share story reading. Include the child’s age and use initials or pseudonyms to protect the child’s identity.**<br>Initials: Age: |
| **Step 2: Which book did you choose to share? Why did you choose it?** |
| **Step 3: Refer to**<br>**_Handout: Shared Reading with Infants and Toddlers_ and plan how you will support their exposure to print during the reading.** |
| **Step 4: Share the story reading with the child you’ve identified. Then, reflect on how the child interacted with the book and ways you supported their exposure to print.** |
| **Step 5: Pause and Try-It Out**<br>**Before continuing to complete the assignment, try your planned activity in your classroom. Note how it went and how the children responded and come back to finish answering the reflection questions** |
| **Step 6: Answer the following questions.**<br>1. <br>**How did understanding the importance of alphabet knowledge and print awareness skills guide you as you planned?**<br>2. <br>**Which skill(s) did you focus on and what activities did you plan?**<br>3. <br>**Reflect on the engagement of the child(ren) during the shared reading or small group activities. What worked well? What would you do differently next time?**<br>4. <br>**How will you continue to share reading and support print interaction with the children in your care?** |
| | |
| — | — |
| Page 1 of 3 |  |
© 2025 University of Florida Lastinger Center for Learning
## image1.emf
## image2.png
## image3.png
## image4.emf
**## Micro_Emergent_Part3_Mod1_InfantsToddlers_Assignment12.docx**
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| — | — |
| **** | | |
| — |
| **Emergent Literacy Part 3:**<br>**Practicum:**<br>**Module 1: Assignment 1** | |
For this
**Assignment**, plan and implement a shared reading experience with the children in your care.
**Infants/Toddlers Assignment Planning Form:**
| |
| — |
| **Reading Aloud with Infants and Toddlers: Read with expression. Label pictures. Add sound effects. Remember that you do not need to read the entire book or read it word for word.** |
| **How is your environment set up for reading with very young children? What changes can you make?** |
| **Pay attention to the child’s interest by attending to eye gaze and gestures. Use this opportunity to engage in joint attention with the child. Describe how you will do this:** |
| **Reading aloud with infants and toddlers provides rich opportunities to engage in serve and return interactions. Describe your understanding of using serve and return while reading aloud:** |
| **Pause and Try-It Out**<br>**Before continuing to complete the assignment, try your planned activity in your classroom. Note how it went and how the children responded and come back to finish answering the reflection questions.** |
| **Answer the following questions.**<br>1. <br>**Reflect on your learning environment. How is it set up to foster shared reading?**<br>2. <br>**What did you notice as you observed the children’s interest in books and reading?**<br>3. <br>**How did you engage in joint attention as you read to the child(ren)?**<br>4. <br>**Reflect on the serve and return strategy during read alouds with infants and toddlers. How will you continue to use this to support oral language development in your early care environment?** |
| | |
| — | — |
| Page 1 of 2 |  |
© 2025 University of Florida Lastinger Center for Learning
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## image2.png
## image3.png
## image4.emf
**## Micro_Emergent_Part3_Mod3_InfantsToddlers_Assignment3.docx**
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| — | — |
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| — |
| **Emergent Literacy Part 3:**<br>**Practicum:**<br>**Module 3: Assignment 3** | |
For this
**Assignment**, plan to support the development of phonological sensitivity, or the larger units of sound, with the young children in your care.
**Infants/Toddlers Assignment Planning Form:**
| |
| — |
| **Supporting Phonological Development in Very Young Children (choose ONE of the following)**<br>**Infants – Plan to engage in communication loops with a child or children in your care.**<br>**OR**<br>**Toddlers – Plan an activity to use onomatopoeia to support phonological sensitivity development with a child or children in your care.** |
| **Information for CDA Portfolio Alignment**<br>**Age group:**<br>**Intended goals:**<br>**Materials:**<br>**Teaching strategies:** |
| **Use the space below to outline with whom you will work, the strategy you choose, and your plan to engage a child or children in your group.**<br>**Identify the child(ren) whom you observed. For privacy purposes, please use initials:**<br>1. <br> <br>2. <br> <br>**Strategy:**<br>**Plan:** |
| **Step 4: Pause and Try-It Out**<br>**Before continuing to complete the assignment, try your planned activity in your classroom. Note how it went and how the children responded and come back to finish answering the reflection questions.** |
| **Step 5: Reflect on how it went. What worked well? What would you do differently?** |
| | |
| — | — |
| Page 1 of 2 |  |
© 2023 University of Florida Lastinger Center for Learning
## image1.emf
## image2.png
## image3.png
## image4.emf
**## Micro_Emergent_Comp3_Mod4_Assignment_4.docx**
****
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| — | — |
| **** | | |
| — |
| **Emergent Literacy part 3:**<br>**Practicum:**<br>**Module 4: Assignment 4** | |
For this
**Assignment**, you will reflect on and plan to engage families in their childrens’ emergent reading and writing development.
Choose one of the following strategies to implement with the families in your early care and education environment.
1. Refer to
**Handout: A Strengths-Based Approach to Family Literacy** for implementation suggestions.
2. Use the planning form to guide you in developing and implementing the strategy.
| |
| — |
| **Strategy Options** |
| Invite families to share about their literacy experiences. |
| Provide a variety of reading materials that relate to what is important to the families. |
| Use families’ home languages in the learning environment. |
| Include all family members and encourage multiple ways in which they can contribute (e.g., verbal storytelling, reading, sharing a piece of writing or a piece of art, etc.). |
| Incorporate materials that honor children with special needs. |
| Offer multiple ways to connect or communicate with the families. |
| Recognize that literacy is a way to empower the family through stimulating thoughts and social interaction. |
| Encourage shared family reading experiences. |
**Assignment Planning Form:**
| |
| — |
| **Engaging Families in Emergent Literacy Development** |
| **Step 1: Please identify which of the strategies you choose to implement.** |
| **Step 2: Plan for implementation of the strategy.** |
| **Step 3: Pause and Try-It Out**<br>**Before continuing to complete the assignment, try your planned activity in your classroom. Note how it went and how the children responded and come back to finish answering the reflection questions.** |
| **Step 4: Reflect on how it went. What worked well? What would you do differently?** |
| | |
| — | — |
| Page 1 of 2 |  |
© 2023 University of Florida Lastinger Center for Learning
## image1.emf
## image2.png
## image3.png
## image4.emf
**## Micro_Emergent_Part3_Mod2_InfantsToddlers_Assignment21.docx**
****
| | |
| — | — |
| **** | | |
| — |
| **Emergent Literacy Component 3:**<br>**Practicum:**<br>**Module 2: Assignment 2** | |
For this
**Assignment**, plan and implement a lesson to support alphabet knowledge and print awareness.
**Infants/Toddlers Assignment Planning Form:**
| |
| — |
| **Planning for Shared Story Reading** |
| **Step 1: Identify a child with whom you will share story reading. Include the child’s age and use initials or pseudonyms to protect the child’s identity.**<br>Initials: Age: |
| **Step 2: Which book did you choose to share? Why did you choose it?** |
| **Step 3: Refer to**<br>**_Handout: Shared Reading with Infants and Toddlers_ and plan how you will support their exposure to print during the reading.** |
| **Step 4: Share the story reading with the child you’ve identified. Then, reflect on how the child interacted with the book and ways you supported their exposure to print.** |
| **Step 5: Pause and Try-It Out**<br>**Before continuing to complete the assignment, try your planned activity in your classroom. Note how it went and how the children responded and come back to finish answering the reflection questions** |
| **Step 6: Answer the following questions.**<br>1. <br>**How did understanding the importance of alphabet knowledge and print awareness skills guide you as you planned?**<br>2. <br>**Which skill(s) did you focus on and what activities did you plan?**<br>3. <br>**Reflect on the engagement of the child(ren) during the shared reading or small group activities. What worked well? What would you do differently next time?**<br>4. <br>**How will you continue to share reading and support print interaction with the children in your care?** |
| | |
| — | — |
| Page 1 of 3 |  |
© 2025 University of Florida Lastinger Center for Learning
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