Running head: Supporting Developmentally Appropriate Practices 1 Supporting Developmentally Appropriate Practices 3 Supporting Developmentally Appropriate Practices Your Name Course Number & Title Instructor's Name Month Day, Year Supporting Developmentally Appropriate Practices Part 1 Referencing your personal core value AND the values, vision, and mission you obtained from the center you worked with for you Week 2 Assignment (when you evaluated the manuals) and · Describe how and why you think the program does or does not meet DAP guidelines. · Provide one action and three strategies of how the DAP is/can be implemented DAP Resources: https://www.naeyc.org/resources/topics/dap Part 2 (think of this section as a continuation of your Week 2 Assignment) Health & Safety Guidelines How is the health and safety guideline is communicated to staff and families? Recommendation for Change OR Approval Rationale for change OR approval & Citation Teaching staff have training in pediatric first aid. Infants are placed on their backs to sleep. (Replace this with your own choice of health guideline if the program does not serve infants.) The program has policies regarding regular hand washing and routinely cleans and sanitizes all surfaces in the facility. There is a clear plan for responding to illness, including how to decide whether a child needs to go home and how families will be notified. Snacks and meals are nutritious, and food is prepared and stored safely. Resource: https://www.naeyc.org/our-work/families/10-naeyc-program-standards#5 References (Text and at least TWO outside sources) Ashford Textbook (Online edition): * Author, A. (Year published). Title of book: Subtitle of book (edition, if other than the first) [Electronic version]. Retrieved from from URL Example: Witt, G. A., & Mossler, R. A. (2010). Adult development and life assessment [Electronic version]. Retrieved from https://content.ashford.edu/books/4 Online Journal Article (such as from the Ashford Library):** Author, A. (Year Published). Article title. Journal Name, Volume(Issue), page range. doi:# or Retrieved from journal’s homepage URL **When including a URL for an online journal, you must search for the journal’s home page and include this in your reference entry. You may not include the URL found through your university library, as readers will not have access to this library. Examples: Churchill, S. D., & Mruk, C. J. (2014). Practicing what we preach in humanistic and positive psychology. American Psychologist, 69(1), 90-92. doi:10.1037/a0034868 Santovec, M. (2008). Easing the transition improves grad retention at Trinity U. Women in Higher Education, 17(10), 32. Retrieved from http://www.trinitydc.edu/education/files/2010/09/Women_in_higher_ Ed_Trinity_Transistions_10_08.pdf Online Magazine:* Author, A. (Year, Month Date Published). Article title. Magazine Title. Retrieved from URL Example: Walk, V. (2013, April 29). Can this woman f ...

1. Running head: Supporting Developmentally Appropriate
Practices
1
Supporting Developmentally Appropriate Practices
3
Supporting Developmentally Appropriate Practices
Your Name
Course Number & Title
Instructor's Name
Month Day, Year
Supporting Developmentally Appropriate Practices
Part 1
Referencing your personal core value AND the values, vision,
and mission you obtained from the center you worked with for
you Week 2 Assignment (when you evaluated the manuals) and
· Describe how and why you think the program does or does not
meet DAP guidelines.
· Provide one action and three strategies of how the DAP is/can
be implemented
DAP Resources: https://www.naeyc.org/resources/topics/dap
Part 2 (think of this section as a continuation of your Week 2
Assignment)
Health & Safety Guidelines
How is the health and safety guideline is communicated to staff
and families?
Recommendation for Change OR Approval
Rationale for change OR approval & Citation
Teaching staff have training in pediatric first aid.

2. Infants are placed on their backs to sleep. (Replace this with
your own choice of health guideline if the program does not
serve infants.)
The program has policies regarding regular hand washing and
routinely cleans and sanitizes all surfaces in the facility.
There is a clear plan for responding to illness, including how to
decide whether a child needs to go home and how families will
be notified.
Snacks and meals are nutritious, and food is prepared and stored
safely.
Resource: https://www.naeyc.org/our-work/families/10-naeyc-
program-standards#5

3. References (Text and at least TWO outside sources)
Ashford Textbook (Online edition): *
Author, A. (Year published). Title of book: Subtitle of book
(edition, if other than the first) [Electronic version]. Retrieved
from from URL
Example:
Witt, G. A., & Mossler, R. A. (2010). Adult development and
life assessment [Electronic version]. Retrieved from
https://content.ashford.edu/books/4
Online Journal Article (such as from the Ashford Library):**
Author, A. (Year Published). Article title. Journal Name,
Volume(Issue), page range. doi:# or Retrieved from journal’s
homepage URL
**When including a URL for an online journal, you must search
for the journal’s home page and include this in your reference
entry. You may not include the URL found through your
university library, as readers will not have access to this library.
Examples:
Churchill, S. D., & Mruk, C. J. (2014). Practicing what we
preach in humanistic and positive psychology. American
Psychologist, 69(1), 90-92. doi:10.1037/a0034868
Santovec, M. (2008). Easing the transition improves grad
retention at Trinity U. Women in Higher Education, 17(10), 32.
Retrieved from
http://www.trinitydc.edu/education/files/2010/09/Women_in_hi
gher_
Ed_Trinity_Transistions_10_08.pdf
Online Magazine:*
Author, A. (Year, Month Date Published). Article title.
Magazine Title. Retrieved from URL
Example:

4. Walk, V. (2013, April 29). Can this woman fix Europe? Time.
Retrieved from
http://www.time.com/time/magazine/article/0,9171,213969.html
YouTube Video:*
Author, A. [Screen name]. (Year, Month, Day). Title of video
[Video file]. Retrieved from URL
Example:
Apsolon, M. [markapsolon]. (2011, September 9). Real ghost
girl caught on video tape 14
[Video file]. Retrieved from
http://www.youtube.com/watch?v=6nyGCbxD848
Web Page:*
Author, A. (Year, Month, Date Published). Article title.
Retrieved from URL
Example—Corporate web page:
U.S. Department of Labor, Bureau of Labor Statistics. (2008).
Police and detectives. Retrieved from
http://bls.gov/oco/pdf/ocos160.pdf
Example—Article or section within web page with no author:
Presentation tools. (n.d.). Retrieved from
http://web2014.discoveryeducation.com/web20tools-
presentation.cfm
Rubic_Print_FormatCourse CodeClass CodeAssignment
TitleTotal PointsELM-580ELM-580-O501Literary
Genres50.0CriteriaPercentageNo Submission
(0.00%)Insufficient (69.00%)Approaching (74.00%)Acceptable
(87.00%)Target (100.00%)CommentsPoints
EarnedContent100.0%Fiction and Nonfiction Genres25.0%Not
addressed. Matrix includes insufficient and incomplete
examples and definitions of fiction and nonfiction genre along
with poorly researched and weak examples of grade cluster

5. appropriate texts for grades 1-3, 4-5, and 6-8.Examples and
definitions of fiction and nonfiction genre in the matrix are
marginal and inconsistent along with irrelevant examples of
grade cluster appropriate texts for grades 1-3, 4-5, and 6-
8.Matrix includes detailed and clear examples and definitions of
fiction and nonfiction genre along with coherent examples of
grade cluster appropriate texts for grades 1-3, 4-5, and 6-
8.Matrix includes well-researched and thoughtful examples and
definitions of fiction and nonfiction genre along with proficient
examples of grade cluster appropriate texts for grades 1-3, 4-5,
and 6-8. Literary Genre Integration25.0%Not addressed.
Examples included in matrix are missing components of
strategies of how to integrate each selected text into reading,
writing, and listening instruction along with a poor and
undeveloped description of how to integrate each text with a
technology application.Matrix includes inconsistent and
inadequate examples of strategies of how to integrate each
selected text into reading, writing, and listening instruction
along with beginning-level description of how to integrate each
text with a technology application.Matrix includes credible and
direct examples of strategies of how to integrate each selected
text into reading, writing, and listening instruction along with
an adequate and detailed description of how to integrate each
text with a technology application.Matrix includes meaningful
and insightful examples of strategies of how to integrate each
selected text into reading, writing, and listening instruction
along with a skillful and well-researched description of how to
integrate each text with a technology
application.Reflection20.0%Not addressed. Reflection poorly
addresses how multiple forms of literary genre can be
implemented in your future classroom and is missing
components of an explanation of the strategies for student
comprehension in reading and how selecting the appropriate text
supports a positive attitude toward reading and comprehension
skills. Reflection includes a partially proficient summary on
how multiple forms of literary genre can be implemented in

6. your future classroom, a vague explanation of the strategies for
student comprehension in reading, and a marginal description
on how selecting the appropriate text supports a positive
attitude toward reading and comprehension skills. Reflection
includes a logical and relevant summary on how multiple forms
of literary genre can be implemented in your future classroom, a
solid explanation of the strategies for student comprehension in
reading, and a successful description on how selecting the
appropriate text supports a positive attitude toward reading and
comprehension skills. Reflection includes an exceptional and
thoughtful summary on how multiple forms of literary genre can
be implemented in your future classroom, an insightful
explanation of the strategies for student comprehension in
reading, and a meaningful description on how selecting the
appropriate text supports a positive attitude toward reading and
comprehension skills. Mechanics of Writing (includes spelling,
punctuation, grammar, language use)15.0%Not addressed.
Surface errors are pervasive enough that they impede
communication of meaning. Inappropriate word choice or
sentence construction are used.Frequent and repetitive
mechanical errors distract the reader. Inconsistent language or
word choice is present. Sentence structure is
lacking.Submission includes some mechanical errors, but they
do not hinder comprehension. Varieties of effective sentence
structures are used, as well as some practice and content-related
language.Submission is virtually free of mechanical errors.
Word choice reflects well-developed use of practice and
content-related language. Sentence structures are varied and
engaging.Documentation of Sources (citations, footnotes,
references, bibliography, etc., as appropriate to assignment and
style)15.0%Not addressed. Documentation of sources is
inconsistent or incorrect, as appropriate to assignment and style,
with numerous formatting errorsSources are documented, as
appropriate to assignment and style, although several minor
formatting errors are present.Sources are documented, as
appropriate to assignment and style, and format is mostly

7. correct. Sources are completely and correctly documented, as
appropriate to assignment and style, and format is free of
error.Total Weightage100%
Literary Genre Matrix
Part 1: Matrix
Fiction
Non-fiction
Definition:
1.
2.
1.
2.
Examples:
K-2
1.
2.
3-5
1.
2.
6-8
1.
2.
K-2

8. 1.
2.
3-5
1.
2.
6-8
1.
2.
Text Integration Strategies:
1.
2.
1.
2.
Technology Application Strategies:
1.
2.
1.
2.
Technology Tools:
Part 2: Reflection
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