EDEN503 - Reading and Writing Instruction in the Early Years (B-8)

Year

Credit points

Campus offering

Prerequisites

Nil

Incompatible

EDLA518 Primary English Education 1 , EDEN501 English Curriculum, Pedagogy and Assessment 1

Unit rationale, description and aim

Learning to read and write is the most important challenge children face during their first three years of school. Early Childhood and Primary teachers play a crucial role in preparing children to learn and teaching the foundational reading and writing skills that allow children access the increasingly complex texts and discourses in later primary and high school years and to communicate their learning to others.

This unit includes seven modules. Six modules introduce preservice teachers to evidence-based effective early reading and writing instruction and to both formative and summative assessments of early literacy skills. Module 1 examines how to develop phonological awareness in early childhood settings, the role that phonemic awareness plays in phonics, and how teaching phonemic awareness within the context of phonics is effective for most children. In Module 2, different evidence-based approaches to teaching phonics are examined and the preservice teachers are introduced to different types of explicit and systematic phonics teaching, the scope and sequence of teaching grapheme-phoneme correspondences, and how to use decodables as a productive part of a phonics program. Module 3 examines different approaches to teaching spelling, including explicit systematic teaching of phonics, morphology and etymology. This module also develops understanding of the role of handwriting in the context of learning to read and write, and of relevant, quality practices for teaching handwriting to children. Module 4 examines different evidence-based teaching strategies and techniques for improving children’s reading comprehension. Module 5 introduces preservice teachers to reading fluency as a multidimensional construct and to different evidence-based teaching approaches to increasing reading fluency. Module 6 introduces preservice teachers explicit, evidence-based approaches to teaching vocabulary and oral language. All six modules cover both instruction and assessment, including progress monitoring. The covered teaching and assessment practices will be based on current literacy research with a focus on supporting the literacy learning process for diverse learners. Module 7 address the English curriculum requirements and introduces preservice teachers to using student-driven data as a basis for planning and programming literacy needs.

The aim of this unit is to ensure that after completing the unit, preservice teachers understand the importance and can deliver explicit and systematic literacy instruction that aligns with research evidence and meets the needs of all learners in their early childhood and primary classrooms.

Learning outcomes

To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.

Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.

Explore the graduate capabilities.

ACECQA Curriculum Specifications

On successful completion of this unit, pre-service teachers should have developed the following industry specific knowledge based on the Australian Children's Education and Care Quality Authority (ACECQA) standards:

Australian Professional Standards for Teachers - Graduate Level

On successful completion of this unit, pre-service teachers should have developed the following industry specific knowledge based on the Australian Professional Standards for Teachers - Graduate Level standards:

Content

Topics will include:

1.    Phonemic awareness instruction and assessment

a.    Phonemic awareness instruction using letters

b.    Phonemic awareness instruction without letters

c.    How to integrate teaching phonemic awareness into teaching letter-sounds

d.    Examples of effective teaching sequences for blending and segmentation

e.    Assessment and progress monitoring of phonemic awareness

2.    Phonics instruction and assessment

a.    Systematic phonics vs. non-systematic phonics

b.    Synthetic phonics vs. analytic phonics

c.    Scope and sequence of grapheme-phoneme correspondences, and the rate of introduction

d.    Use of decodable books

e.    Differentiated instruction of phonics to support advanced, EAL/D and struggling readers/spellers

f.     Assessment and progress monitoring of phonics knowledge

3.    Spelling instruction and assessment

a.    Handwriting and keyboarding

b.    Explicit vs implicit teaching of spelling and word-specific orthographic knowledge

c.    Explicit teaching of morphology and etymology

d.    Spelling instruction for students with EAL/D, learning difficulties and Developmental Language Disorder

e.    Spelling assessment and progress monitoring

4.    Comprehension instruction and assessment

a.    Evidence-based reading comprehension instruction

·        Teaching techniques and strategies and (e.g., summarising, reciprocal teaching, text structure knowledge)

·        Teaching oral language to support reading comprehension

·        Teaching content knowledge to support reading comprehension

·        Comprehending different kinds of texts

b.    Reading comprehension assessment and progress monitoring

5.    Fluency instruction and assessment

a.    Components of reading fluency

b.    Evidence-based instructional components

c.    Teaching practices with evidence for different target groups

d.    Use of ICT to develop fluency

e.    Assessment and progress monitoring of fluency at grapheme-phoneme correspondence, word, phrase, sentence, and text level

f.     Assessment of prosody

6.    Vocabulary instruction and assessment

a.    Evidence-based vocabulary instruction for diverse learners

·        Identifying, developing and applying strategies to teach vocabulary

·        Explicit vocabulary teaching

·        Strategies to enrich vocabulary

·        Teaching morphology

·        Use of high-quality texts to improve vocabulary

·        Use of ICT in vocabulary teaching 

·        Adaptive teaching of vocabulary instruction

b.    Vocabulary assessment and progress monitoring

7.    Principles, planning and programming

·        explicit pedagogical approaches and instructional strategies

·        Reviewing the English curriculum for F-2

·        Interpreting student literacy data to inform planning

Learning and teaching strategy and rationale

Teaching and learning in this unit is based on a Social Constructivist approach (Vygotsky, 1978), which emphasises the critical importance of the cultural and social aspects of learning. Learning will be scaffolded through both explicit instruction and opportunities to engage in a range of interpersonal activities in workshops, lectures and tutorials to enable students to learn from and with each other as active co-constructors of meaning, skills and understanding. This approach is highly effective for the teaching of literacy in the early years and primary classrooms. Learning will be supported by online activities and a range of current research delivered in the form of directed reading, reflection, discussion, webinars, podcasts and other multimedia options. The on-campus learning experiences are supported by online learning strategies, including synchronous and/or asynchronous digital engagement in reading/library tasks, learning activities, and discussion forums as mediated through the Learning Management System unit site.

Technology Enhanced Learning

Technology will be used to enhance teaching and learning, as well as in assessment, as a means of communication, production and feedback. Students will be required to create digital artefacts and interact with the unit’s Learning Management System site, online resources and technology requirements.  

On-campus/Online Learning support

Students enrolled in both on-campus and online learning modes are required to regularly log into the Learning Management Systems to access recorded lectures and important announcements, to communicate with other students and lecturers, and to submit assessments and access feedback and grades. Students who are enrolled in either on-campus or online learning will have equal access to support from the lecturer in charge and tutors.

Additional equipment requirements for online learning:

• Reliable broadband access is recommended.
• Headset with microphone to listen to podcasts, view videos and interact in synchronous classes.

ACU Online

This unit uses an active learning approach to support students in the exploration of knowledge essential to the discipline. Students are provided with choice and variety in how they learn. Students are encouraged to contribute to asynchronous weekly discussions. Active learning opportunities provide students with opportunities to practice and apply their learning in situations similar to their future professions. Activities encourage students to bring their own examples to demonstrate understanding, application and engage constructively with their peers. Students receive regular and timely feedback on their learning, which includes information on their progress.

Assessment strategy and rationale

The assessment tasks and their weightings allow pre-service teachers to progressively demonstrate achievement against the learning outcomes by demonstrating academic and professional standards. The unit focuses on developing an understanding of, and skills across the professional knowledge, practice and engagement needed to meet expectations of the Graduate Attributes and the APST: Graduate level.

A range of assessment procedures is used to meet the unit learning outcomes and develop graduate attributes and professional standards and criteria consistent with University assessment requirements.

Assessment 1 develops pre-service teachers’ understanding of oral language development for children’s literacy, through research and the preparation of teaching resources. Assessment 2 allows pre-service teachers to demonstrate literacy content and pedagogical knowledge in the design of learning and assessment sequences. Assessment 3 develops understanding of the specific literacy needs of learners from EAL/D backgrounds, through analysis of a specific case study.

 Minimum Achievement Standards

The assessment tasks for this unit are designed to demonstrate the achievement of each learning outcome. In order to pass this unit, students are required to submit ALL assessment tasks and achieve an overall Pass grade overall.

Overview of assessments

Representative texts and references

Required text(s)

The Australian Curriculum: English.

https://www.australiancurriculum.edu.au/f-10-curriculum/english/.

National Literacy Learning Progressions:

https://www.australiancurriculum.edu.au/resources/national-literacy-and-numeracy-learning-progressions/national-literacy-learning-progression/.

Hill, S. (2021). Developing early literacy: Assessment and teaching (3rd ed). Eleanor Curtin Publishing.

Stuart, M. & Stainthorp, R. (2016). Reading development and teaching. Sage. 

Recommended references

Beck, I. L., McKeown, M. G., & Sandora, C. A. (2021). Robust comprehension instruction with questioning the author: 15 years smarter. Guildford.

Blevins, W. (2016). A fresh look at phonics, grades K-2: Common causes of failure and 7 ingredients for success. Corwin Literacy:

Cox, R., Feez, S., & Beveridge, L. (2019). The alphabetic principle and beyond: Surveying the landscape. Primary English Teaching Association Australia (PETAA).

Derewianka, B. (2020). Exploring how texts work (2nd ed.). Primary English Teaching Association (Australia) (PETAA).

Fellowes, J., & Oakley, G. (2020). Language, literacy and early childhood education (3rd ed.). Oxford University Press.

Fisher, D., Frey, N., & Akhavan, N. (2019). This is balanced literacy: Grades K-6. Corwin Literacy

Frey, N., & Fisher. D. (2013). Rigorous reading: 5 access points for comprehending complex texts. Corwin Literacy.

Gambrell, L. B., & Morrow, L. M. (2019). Best practices in literacy instruction (6th ed.). Guilford Press.

Kamhi, A.G., & Catts, H.W. (2014). Language and reading disabilities (3rd ed.). Pearson.

Klinger, J. K., Vaughn, S., & Boardman, A. (2015). Teaching reading comprehension to students with learning difficulties. Guilford. 

Parkin, B., & Harper, H. (2019). Teaching with intent 2. Primary English Teaching Association Australia (PETAA).

Seely Flint, A., Kitson, L., Lowe.K., Shaw. K., Vicars, M., Feez, S., & Humphrey, S. (2020). Literacy in Australia: Pedagogies for engagement (3rd ed.). Wiley.

Stuart, M. & Stainthorp, R. (2016). Reading development and teaching. Sage. 

Thomas, D. & Thomas, A. (Eds.) (2022). Teaching and learning primary English. Oxford University Press.

Tomkins, G; Smith, C; Campbell, R., & Green, D. (2019). Literacy for the 21st century: A balanced approach (3rd ed.). Pearson.

Winch, G., Johnston, R., March, P., Ljungdahl, L., & Holliday, M. (2020). Literacy: Reading, writing and children’s literature (6th ed.). Oxford University Press.

Woods, A., & Exley, B. (2020). Literacies in early childhood: Foundations for equity and quality. Oxford University Press.