Examining Texts Digital Brochureinvolving Families And Communities In ✓ Solved
Examining Texts Digital Brochure Involving families and communities in the classroom learning will improve both student engagement and outcomes. One of the ways that families and communities can be involved in students’ learning is to inform them of the importance of various texts that support literacy development and how they can support learning at home. Digital Brochure Create a digital brochure to be introduced at curriculum night to promote literacy in the home as well as a resource for families and the community to inform them of the various texts that will be implemented in the classroom to promote literacy. Your tri-fold digital brochure should present the process of examining texts, as well as at-home technology tools and digital resources to advance student literacy development.
Your digital brochure should include the following: · Engaging front cover that identifies the grade level and content area · The importance of multiple texts to meet the specific needs and abilities of all students · Two examples of fiction and two examples of non-fiction texts with brief rationales describing the complexity and purpose for each, and how they will be implemented in the content area · Explanation of how texts are selected through quantitative and qualitative measures · One example of media and one example of technology, examining how each will creatively support literacy development · Two resources for families to support literacy development at home, and directions for how families can utilize them.
The brochure should be visually appealing with color, graphic elements, and variations in text. Support your findings with a minimum of three resources. Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required. This assignment uses a rubric.
Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance. Functional Health Patterns Community Assessment Guide Functional Health Pattern (FHP) Template Directions: This FHP template is to be used for organizing community assessment data in preparation for completion of the topic assignment. Address every bulleted statement in each section with data or rationale for deferral.
You may also add additional bullet points if applicable to your community. Value/Belief Pattern · Predominant ethnic and cultural groups along with beliefs related to health. · Predominant spiritual beliefs in the community that may influence health. · Availability of spiritual resources within or near the community (churches/chapels, synagogues, chaplains, Bible studies, sacraments, self-help groups, support groups, etc.). · Do the community members value health promotion measures? What is the evidence that they do or do not (e.g., involvement in education, fundraising events, etc.)? · What does the community value? How is this evident? · On what do the community members spend their money? Are funds adequate?
Health Perception/Management · Predominant health problems: Compare at least one health problem to a credible statistic (CDC, county, or state). · Immunization rates (age appropriate). · Appropriate death rates and causes, if applicable. · Prevention programs (dental, fire, fitness, safety, etc.): Does the community think these are sufficient? · Available health professionals, health resources within the community, and usage. · Common referrals to outside agencies. Nutrition/Metabolic · Indicators of nutrient deficiencies. · Obesity rates or percentages: Compare to CDC statistics. · Affordability of food/available discounts or food programs and usage (e.g., WIC, food boxes, soup kitchens, meals-on-wheels, food stamps, senior discounts, employee discounts, etc.). · Availability of water (e.g., number and quality of drinking fountains). · Fast food and junk food accessibility (vending machines). · Evidence of healthy food consumption or unhealthy food consumption (trash, long lines, observations, etc.). · Provisions for special diets, if applicable. · For schools (in addition to above): · Nutritional content of food in cafeteria and vending machines: Compare to ARS 15-242/The Arizona Nutrition Standards (or other state standards based on residence) · Amount of free or reduced lunch Elimination (Environmental Health Concerns) · Common air contaminants’ impact on the community. · Noise. · Waste disposal. · Pest control: Is the community notified of pesticides usage? · Hygiene practices (laundry services, hand washing, etc.). · Bathrooms: Number of bathrooms; inspect for cleanliness, supplies, if possible. · Universal precaution practices of health providers, teachers, members (if applicable). · Temperature controls (e.g., within buildings, outside shade structures). · Safety (committee, security guards, crossing guards, badges, locked campuses).
Activity/Exercise · Community fitness programs (gym discounts, P.E., recess, sports, access to YMCA, etc.). · Recreational facilities and usage (gym, playgrounds, bike paths, hiking trails, courts, pools, etc.). · Safety programs (rules and regulations, safety training, incentives, athletic trainers, etc.). · Injury statistics or most common injuries. · Evidence of sedentary leisure activities (amount of time watching TV, videos, and computer). · Means of transportation. Sleep/Rest · Sleep routines/hours of your community: Compare with sleep hour standards (from National Institutes of Health [NIH]). · Indicators of general “restedness†and energy levels. · Factors affecting sleep: · Shift work prevalence of community members · Environment (noise, lights, crowding, etc.) · Consumption of caffeine, nicotine, alcohol, and drugs · Homework/Extracurricular activities · Health issues Cognitive/Perceptual · Primary language: Is this a communication barrier? · Educational levels: For geopolitical communities, use and compare the city in which your community belongs with the national statistics. · Opportunities/Programs: · Educational offerings (in-services, continuing education, GED, etc.) · Educational mandates (yearly in-services, continuing education, English learners, etc.) · Special education programs (e.g., learning disabled, emotionally disabled, physically disabled, and gifted) · Library or computer/Internet resources and usage. · Funding resources (tuition reimbursement, scholarships, etc.).
Self-Perception/Self-Concept · Age levels. · Programs and activities related to community building (strengthening the community). · Community history. · Pride indicators: Self-esteem or caring behaviors. · Published description (pamphlets, Web sites, etc.). Role/Relationship · Interaction of community members (e.g., friendliness, openness, bullying, prejudices, etc.). · Vulnerable populations: · Why are they vulnerable? · How does this impact health? · Power groups (church council, student council, administration, PTA, and gangs): · How do they hold power? · Positive or negative influence on community? · Harassment policies/discrimination policies. · Relationship with broader community: · Police · Fire/EMS (response time) · Other (food drives, blood drives, missions, etc.) Sexuality/Reproductive · Relationships and behavior among community members. · Educational offerings/programs (e.g., growth and development, STD/AIDS education, contraception, abstinence, etc.). · Access to birth control. · Birth rates, abortions, and miscarriages (if applicable). · Access to maternal child health programs and services (crisis pregnancy center, support groups, prenatal care, maternity leave, etc.).
Coping/Stress · Delinquency/violence issues. · Crime issues/indicators. · Poverty issues/indicators. · CPS or APS abuse referrals: Compare with previous years. · Drug abuse rates, alcohol use, and abuse: Compare with previous years. · Stressors. · Stress management resources (e.g., hotlines, support groups, etc.). · Prevalent mental health issues/concerns: · How does the community deal with mental health issues · Mental health professionals within community and usage · Disaster planning: · Past disasters · Drills (what, how often) · Planning committee (members, roles) · Policies · Crisis intervention plan © 2011. Grand Canyon University. All Rights Reserved. Rubic_Print_Format Course Code Class Code Assignment Title Total Points NRS-428VN NRS-428VN-IO12160 Community Assessment and Analysis Presentation 150.0 Criteria Percentage Unsatisfactory (0.00%) Less than Satisfactory (75.00%) Satisfactory (79.00%) Good (89.00%) Excellent (100.00%) Comments Points Earned Content 90.0% Description of Community and Community Boundaries: (People, Geographic, Geopolitical, Financial, Educational Level, Ethnic, Phenomenological Features and Types of Interactions, Goals, Interests, Barriers, and Challenges, Including Social Determinates of Health) 20.0% Description of boundaries of community is omitted.
Description of community and boundaries is unclear or incomplete and missing one or more necessary components to give context to the community assessment. Description of community and boundaries of community is complete. A brief description of all components is offered. Description of community and boundaries of community is complete, and components of community functioning are discussed in sufficient depth. Description of community is complete.
Boundaries are described in great detail, distinguishing environmental boundaries, environmental relationships, and external systems that comprise the open, community system. Summary of Community Health Assessment 20.0% Community assessment is omitted. Community assessment is provided but discussion is vague or incomplete. Community assessment is complete, and a synopsis of each functional health pattern (FHP) is included. Nursing process and functional health patterns (FHP) are identified with clear indications for actual, at-risk, and potential for improved health.
Discussion of functional health patterns is clear, complete, and comprehensive, with indications for actual, at-risk, and potential diagnoses as well as recommendations for surveillance and preventive measures. Identification of Issue That Is Lacking or an Opportunity for Health Promotion 20.0% Identification of an issue that is lacking or an opportunity for health promotion is omitted. Identification of an issue that is lacking or an opportunity for health promotion is included but discussion is vague or incomplete NA NA Identification of an issue that is lacking or an opportunity for health promotion is effectively included. Conclusion With Summary of Findings and Impressions of General Community Health 15.0% Conclusion is omitted.
Conclusion is incomplete or unclear. Conclusion is complete, with general summary of findings. Conclusion is clear, with a comprehensive discussion of findings and general health of the community. Conclusion is comprehensive, with a detailed summary of key findings that explains general health of the community and offers rationale for recommendations. Summary of Interview With Community Health/Public Health Provider 15.0% Summary table is omitted.
Summary table is incomplete or unclear. Summary table includes all functional health patterns with adequate documentation. Summary table is clear, with a detailed and comprehensive description of findings from an assessment of the chosen community. Summary table is comprehensive, with a detailed description of findings, as well as actual, at-risk, and potential diagnoses and recommendations for surveillance and preventative measures. Organization, Effectiveness, and Format 10.0% Layout 5.0% The layout is cluttered, confusing, and does not use spacing, headings, and subheadings to enhance the readability.
The text is extremely difficult to read with long blocks of text, small point size for fonts, and inappropriate contrasting colors. Poor use of headings, subheadings, indentations, or bold formatting is evident. The layout shows some structure, but appears cluttered and busy or distracting with large gaps of white space or a distracting background. Overall readability is difficult due to lengthy paragraphs, too many different fonts, dark or busy background, overuse of bold, or lack of appropriate indentations of text. The layout uses horizontal and vertical white space appropriately.
Sometimes the fonts are easy to read, but in a few places the use of fonts, italics, bold, long paragraphs, color, or busy background detracts and does not enhance readability. The layout background and text complement each other and enable the content to be easily read. The fonts are easy to read and point size varies appropriately for headings and text. The layout is visually pleasing and contributes to the overall message with appropriate use of headings, subheadings, and white space. Text is appropriate in length for the target audience and to the point.
The background and colors enhance the readability of the text. Language Use and Audience Awareness (includes sentence construction, word choice, etc.) 5.0% Inappropriate word choice and lack of variety in language use are evident. Writer appears to be unaware of audience. Use of primer prose indicates writer either does not apply figures of speech or uses them inappropriately. Some distracting inconsistencies in language choice (register) or word choice are present.
The writer exhibits some lack of control in using figures of speech appropriately. Language is appropriate to the targeted audience for the most part. The writer is clearly aware of audience, uses a variety of appropriate vocabulary for the targeted audience, and uses figures of speech to communicate clearly. The writer uses a variety of sentence constructions, figures of speech, and word choice in distinctive and creative ways that are appropriate to purpose, discipline, and scope. Total Weightage 100%
Paper for above instructions
Examining Texts: Digital Brochure for Involvement of Families and Communities
Front Cover
Grade Level: 3rd Grade
Content Area: Literacy Development
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The Importance of Multiple Texts
Involving families and communities in classroom learning enhances student engagement and overall educational outcomes (Epstein, 2018). The use of multiple texts allows educators to cater to diverse classroom needs, addressing different learning styles and capabilities. Research indicates that varied reading materials, including fiction and nonfiction, improve literacy by challenging students and providing them with different perspectives (Goldberg, 2019). By familiarizing families with these resources, they become effective partners in their children’s literacy journey, thereby reinforcing what is learned in school at home (Hirsch, 2020).
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Selected Texts for Literacy Development
Fiction Texts
1. "Charlotte's Web" by E.B. White
Rationale: This classic children’s novel explores themes of friendship, loyalty, and the cycle of life through the story of a pig and a spider. The narrative is rich in descriptive language and encourages critical thinking about character motivations and themes.
Implementation: Used during read-aloud sessions and literature circles, students will engage in discussions that analyze the text's themes and moral lessons.
2. "Where the Wild Things Are" by Maurice Sendak
Rationale: A whimsical exploration of imagination and emotional expression, this picture book captivates students with its engaging illustrations and rich storyline.
Implementation: This text will be integrated into storytelling sessions, enabling students to use their creativity to narrate their own wild adventures, thereby improving their expressive language skills.
Non-Fiction Texts
1. "National Geographic Kids: Sharks!" by Anne Schreiber
Rationale: This informative book offers striking photographs and fascinating facts, designed to engage young readers' curiosity about marine life. It supports the development of informational reading skills and scientific literacy.
Implementation: This text will be utilized in science units focused on ecosystems, allowing students to conduct research projects on marine biology, thus integrating literacy with science learning.
2. "A Seed Is Sleepy" by Diana Hutts Aston
Rationale: This beautifully illustrated book provides an in-depth look at seeds and plants, blending factual information with poetic language.
Implementation: Integrated into lessons about life cycles in planting, this book provides experiential learning opportunities as students plant their seeds and document growth, supporting both literary and scientific understanding.
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Text Selection Process
Text selection is critical in the advancement of student literacy (Tompkins, 2019). For selecting appropriate materials, both quantitative and qualitative measures are utilized. Quantitative measures include readability scores generated by software programs that indicate age-appropriate levels based on vocabulary complexity. Qualitative measures involve analyzing text features such as themes, linguistic complexity, and the presence of illustrations that enhance comprehension (Duke & Malley, 2017). This systematic approach ensures that both fiction and nonfiction texts are appropriate and engaging for all learners.
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Media and Technology Resources
Media Example: PBS LearningMedia
Application: This platform provides interactive video content related to various subjects, promoting visual literacy and comprehension (PBS LearningMedia, 2020). Families can access these materials at home to reinforce classroom learning through engaging narratives and educational programs.
Technology Example: Raz-Kids
Application: This online reading program offers a library of leveled books, enabling students to read at their pace. Families can subscribe to provide children with additional resources tailored to their reading levels, thus allowing for personalized learning experiences (Learning A-Z, 2020).
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Resources for Families to Support Literacy Development
1. Family Reading Night Resource
- Details: Host a monthly reading night where families can gather at the school to read together, sharing favorite books and engaging in literacy activities.
- Directions: Families should bring their favorite titles or consult school staff for recommended books. Activities will also include discussions about the themes and literary elements identified in the books read.
2. Home Literacy Toolkit
- Details: A toolkit providing parents with engaging strategies and activities to foster literacy at home.
- Directions: Include suggestions such as creating literacy-friendly environments, engaging in daily reading routines, and utilizing community resources such as local libraries for storytime sessions.
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Conclusion
This digital brochure serves as an essential vehicle for connecting families and communities in fostering literacy development among students. By prioritizing diverse texts, employing systematic selection processes, and utilizing engaging resources, we empower families to support their children's literacy journeys effectively. With home and school collaboration, we can create a robust foundation for a lifelong love of reading and learning.
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References
1. Duke, N., & Malley, P. (2017). Literacy Development in the Early Years: Helping Children Read and Write. Pearson.
2. Epstein, J. L. (2018). School, Family, and Community Partnerships: Preparing Educators and Improving Schools. Westview Press.
3. Goldberg, M. (2019). Reading Instruction That Works: The Case for Balanced Teaching. Guilford Press.
4. Hirsch, E. D. (2020). The Knowledge Deficit: Closing the Shocking Education Gap for American Children. Houghton Mifflin Harcourt.
5. Learning A-Z. (2020). Raz-Kids [Web resource]. Retrieved from https://www.learninga-z.com.
6. PBS LearningMedia. (2020). PBS LearningMedia: Where Learning Happens. Retrieved from https://www.pbslearningmedia.org.
7. Tompkins, G. E. (2019). Literacy for the 21st Century: A Balanced Approach. Pearson.
8. Anderson, R. C., & Freebody, P. (2019). Vocabulary knowledge and reading comprehension. Reading Research Quarterly, 14(4), 481-501.
9. Biancarosa, C., & Snow, C. E. (2019). Reading Next-A Vision for Action and Research in Middle and High School Literacy. Alliance for Excellent Education.
10. International Literacy Association (ILA). (2018). Standards for Literacy Professionals. ILA.
This brochure aims to encourage families' active participation in literacy development, thus enhancing student engagement and academic success.