Fluent Essays

Educators are often tasked with selecting reading materials for students. These texts might be used in whole class, small group, or one-on-one instruction, or they might be used during independent reading time. It is critical that educators are aware of the types of reading materials offered in their classroom to present students with a range of books and perspectives, as well as provide reading materials that are not heavily biased. Select a piece of children’s literature, young adult literature, an informational article, or a textbook used in classrooms. You can find the reading material or text in your own collection, at your local public library, or online as an e-book. Using the “Guide for Selecting Anti-Bias in Children’s Books,” evaluate the selected reading for bias. In a 250-500 word matrix, conduct a text analysis using the article’s nine guidelines to identify bias in your selected material. In your analysis, assess the degree to which surface culture and deep culture are addressed and the cultural values that are presented in the text. Additionally, explain how you applied each guideline to evaluate the text for bias in order to create more relevant learning experiences for all students. Following the text analysis matrix, in 150-250 words, describe where you think the text falls on the cultural competence continuum (see Topic 3) and why. Reflect on what the text or analysis revealed about your own personal biases. Include at least two resources to help deepen your own understanding of cultural, ethnic, gender, or learning differences. Identify the action steps for competently and respectfully addressing student performance issues that may appear to be affected by individual and cultural differences. Support your text analysis with 2-3 scholarly resources. While APA style format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center. This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. Rubic_Print_Format Course Code Class Code Assignment Title Total Points EDU-330 EDU-330-O500 Content Analysis for Cultural Competency 70.0 Criteria Percentage No Submission (0.00\%) Insufficient (65.00\%) Approaching (75.00\%) Acceptable (85.00\%) Target (100.00\%) Comments Points Earned Content 100.0\% Matrix: Text Analysis 15.0\% Not addressed. Conducts the text analysis by poorly applying the article’s nine guidelines to identify bias in the selected material. Conducts the text analysis by briefly applying the article’s nine guidelines to identify bias in the selected material. Conducts the text analysis by properly applying the article’s nine guidelines to identify bias in the selected material. Conducts the text analysis by professionally applying the article’s nine guidelines to identify bias in the selected material. Matrix: Assessing Surface and Deep Culture 15.0\% Not addressed. Ineffectively assesses the degree to which surface culture and deep culture are addressed and the cultural values that are presented in the text. Partially assesses the degree to which surface culture and deep culture are addressed and the cultural values that are presented in the text. Effectively assesses the degree to which surface culture and deep culture are addressed and the cultural values that are presented in the text. Innovatively assesses the degree to which surface culture and deep culture are addressed and the cultural values that are presented in the text. Matrix: Evaluating the Text for Bias 15.0\% Not addressed. Inappropriately explains how each guideline was applied to evaluate the text for bias in order to create more relevant learning experiences for all students. Broadly explains how each guideline was applied to evaluate the text for bias in order to create more relevant learning experiences for all students. Appropriately explains how each guideline was applied to evaluate the text for bias in order to create more relevant learning experiences for all students. Insightfully explains how each guideline was applied to evaluate the text for bias in order to create more relevant learning experiences for all students. Cultural Competence Continuum 10.0\% Not addressed. Unclearly describes where the text falls on the cultural competence continuum and why. Somewhat describes where the text falls on the cultural competence continuum and why. Clearly describes where the text falls on the cultural competence continuum and why. Thoroughly describes where the text falls on the cultural competence continuum and why. Personal Bias and Resources 10.0\% Not addressed. Illogically reflects on personal bias and includes resources that insufficiently deepen cultural understanding. Ambiguously reflects on personal bias and includes resources that generally deepen cultural understanding. Appropriately reflects on personal bias and includes suitable resources to deepen cultural understanding. Insightfully reflects on personal bias and includes purposeful resources to deepen cultural understanding. Action Steps 15.0\% Not addressed. Incomprehensibly or inappropriately identifies the action steps for competently and respectfully addressing student performance issues that may appear to be affected by the individual and cultural differences. Sufficiently identifies the action steps for competently and respectfully addressing student performance issues that may appear to be affected by the individual and cultural differences. Reasonably and completely identifies the action steps for competently and respectfully addressing student performance issues that may appear to be affected by the individual and cultural differences. Expertly identifies the action steps for competently and respectfully addressing student performance issues that may appear to be affected by the individual and cultural differences. Organization 10.0\% Not addressed. An attempt is made to organize the content, but the sequence is indiscernible. The ideas presented are compartmentalized; may not relate to each other. The content may not be adequately organized even though it provides the audience with a sense of the main idea. The content is logically organized. The ideas presented relate to each other. The content provides the audience with a clear sense of the main idea. The content is well organized and logical. There is a sequential progression of ideas related to each other. The content is presented as a cohesive unit. Provides the audience with a clear sense of the main idea. Mechanics of Writing (includes spelling, punctuation, grammar, language use) 5.0\% Not addressed. Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction are used. Submission includes mechanical errors, but they do not hinder comprehension. Effective sentence structures are used, as well as some practice and content-related language. Submission is largely free of mechanical errors, although a few are present. A variety of effective sentence structures and figures of speech are used, as well as appropriate 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) 5.0\% Not addressed. Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors. Sources 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 correct. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error. Total Weightage 100\%