Credit Points 10

Legacy Code 101579

Coordinator Kathleen Williams Opens in new window

Description From 2020 students should note that core subjects are now taught in semesters rather than half yearly sessions. This subject is designed to explore key concepts associated with the teaching of the English Key Learning Area in the K-6 years, set in the broader context of a contemporary new literacies environment. It will examine the processes involved in the teaching of oracy and reading with a focus on traditional print-based literacies and multiliteracies. Students will investigate the teaching and learning of oracy and reading of a range of factual and literary texts, involving every day and specialised knowledge for a range of readers/viewers. Students will be introduced to the use of children's literature and authentic texts for the development of students' reading skills and abilities. Students will develop skills in pedagogy and practice within the area of K-6 English.

School Education

Discipline Teacher Education: Primary

Student Contribution Band HECS Band 1 10cp

Level Postgraduate Coursework Level 7 subject

Restrictions

Students must be enrolled in 1663 or 1781 Master of Teaching (Primary).

Learning Outcomes

On successful completion of this subject, students should be able to:

1. Identify and interpret the key processes in learning to read, i.e., phonological and phonemic awareness, letter/sound correspondence, semantic and syntactical understandings, four roles of the reader, contextual information and wider reading theories and processes.
2. Explain the aim, objectives, outcomes and indicators statements, of the NSW Syllabus for the Australian Curriculum: English K-10 syllabus, as they pertain to Early Stage 1 to Stage 4, with particular focus on listening, reading, responding and viewing.
3. Review current children�fs' literature, including Australian literature.
4. Analyse the relationship between reading and writing and L1 and L2 language acquisition.
5. Examine the mechanics of learning to read in the early years.
6. Utilise strategies and concepts involved in reading to learn through the integration of literacy with other KLAs.
7. Identify and interpret the learning needs of diverse learners: English as an Additional Language or Dialect, Aboriginal and Torres Strait Islander learners, refugees, boys, girls, low socio-economic, gifted and talented
8. Explain and apply a range of relevant teaching/ learning experiences and strategies for teac

Subject Content

1. Introduction to Theories that underpin Speaking & Listening, Reading and Viewing, Thinking Imaginatively and Creatively, Expressing Themselves
2. Introduction NSW Syllabus for the Australian Curriculum: English K-10 syllabus. (Early Stage 1 to Stage 4)
3. Learning to read and reading to learn (practices and processes 1) Beginning Reading
- Introduction to case study methodology
- Shared, Guided and Independent Reading Pedagogies
4.Reading (Learning to read and reading to learn practices and processes II)
- Phonemic Awareness and picture books
- Assessing Reading: Running records and interest inventories
- Strategies and Activities
5. Assessing reading:
- State and National testing e.g. NAPLAN
- Authentic reading assessment (identifying all students strengths and needs)
- Reading and Viewing strategies and activities (Focus on learning needs of Aboriginal and Torres Strait Islander students, including specific strategies for English as an Additional Language or Dialect)
- Reading groups
6. Multimodal development, Responding and Composing, Speaking and listening, Reading and Viewing
- Second language acquisition: theory and practice models
7. Increasingly complex meaning making: Independent Reading
- Multiliteracies and new literacies
- Visual, multimodal and critical literacies
8. Working with independent readers
- A focus on reading to learn
- Factual texts, literature circles and poetry
9. Reading across the KLAs
- Reading for different purposes, critical literacy and independent research
10. Poetry and Readers Theatre
- Reader identities and academic self-concepts