Unit rationale, description and aim
Learning to read and write is the most important challenge children face in their early years of school. Teachers play a crucial role in preparing children to learn foundational reading and writing skills that allow them to access increasingly complex texts and discourses in later years and to communicate their learning to others.
This unit introduces pre-service teachers to evidence-based, effective early reading and writing instruction and formative and summative assessments of early literacy skills, including progress monitoring. This unit builds on foundational knowledge about how children develop literacy skills. Pre-service teachers will examine general principles of explicit instruction, evidence-based instruction of phonological awareness, phonics, spelling, early writing, reading comprehension and fluency, and vocabulary. Inclusive and equitable teaching and assessment practices, that ensure every learner feels respected, valued and supported, will be based on current literacy research, including the Early Years Learning Framework, with a focus on supporting the literacy learning process for diverse learners.
After completing the unit, pre-service teachers will understand the importance of explicit and systematic literacy instruction and will apply this to delivering instruction that aligns with research evidence and meets the needs of all learners in early childhood and primary contexts.
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.
Explain various theoretical models and approaches ...
Learning Outcome 01
Analyse effective instruction for children with li...
Learning Outcome 02
Evaluate a range of instructional texts and other ...
Learning Outcome 03
Apply content, pedagogical and assessment knowledg...
Learning Outcome 04
Content
Topics will include:
· Curriculum documentation for English in early years
· Principles and components of explicit instruction
· Phonemic awareness instruction and assessment
· Phonics instruction and assessment
· Spelling instruction and assessment
· Writing instruction and assessment
· Fluency instruction & assessment
· Differentiation for supporting diverse learners, including EAL/D learners
Assessment strategy and rationale
The assessment tasks and their weightings allow pre-service teachers to demonstrate progressive development of content knowledge and skills in explicit and systematic literacy instruction to support reading and writing development for early years learners. The sequencing allows for pre-service teachers to use and apply feedback between assessments.
The hurdle quizzes assess students’ consolidation of content presented in lectures and reading. This will consolidate knowledge and provide feedback that can be applied in other tasks. AI tools should not be used to complete the quizzes.
Task 1 requires evaluation and development of lesson plans to show knowledge of best practices for delivering effective reading and writing instruction. Scaffolded instruction will provide support for ethical use of generative AI to assist with planning and brainstorming this task and proofreading and editing submissions.
Task 2 asks pre-service teachers to analyse the literacy needs of case study children in a final examination. AI tools will not be available during this task.
The assessment tasks for this unit are designed to demonstrate achievement of each learning outcome. To pass this unit, pre-service teachers are required to complete all assessment tasks, including the Hurdle Task, and achieve an overall pass grade of 50%.
Overview of assessments
Hurdle Task: Weekly Quizzes
Hurdle Task: Weekly Quizzes
Complete/Incomplete
Assessment Task 1: Evaluation Evaluate two phon...
Assessment Task 1: Evaluation
Evaluate two phonics lessons for Foundation learners, justifying your choice of which is better with reference to evidence-based teaching practices. Select one plan and outline how to differentiate instruction and assessment for different groups of learners.
50%
Assessment Task 2: Examination Apply your knowle...
Assessment Task 2: Examination
Apply your knowledge and understanding of early reading and writing instruction in answering a range of questions based on literacy learning for case study children.
50%
Learning and teaching strategy and rationale
The learning and teaching strategy aims to provide pre-service teachers with examples of explicit teaching approaches that are supported by research evidence, and can be implemented in the classroom/learning environments to meet Australian Curriculum expectations.
This unit includes frequent reviews of previous learning, explicit delivery of new content, worked examples, guided and independent practice, and frequent feedback. Once knowledge is consolidated, it will be applied to analysing and designing instruction and various forms of assessment. The learning and teaching strategy is achieved through a range of learning activities such as reading, reflection, discussion, engagement with webinars, podcasts and video resources.
ACECQA Curriculum Specifications
In connection to the learning outcomes, 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:
Relating to
Language development
Relevant Learning OutcomeLO1
Relating to
Early intervention
Relevant Learning OutcomeLO1, LO2
Relating to
Diversity, difference and inclusivity
Relevant Learning OutcomeLO1, LO2, LO4
Relating to
Learners with special/additional needs
Relevant Learning OutcomeLO1, LO2, LO4
Relating to
Teaching methods and strategies
Relevant Learning OutcomeLO1, LO2, LO3, LO4
Relating to
Children with diverse needs and backgrounds
Relevant Learning OutcomeLO2, LO4
Relating to
Working with children who speak languages other than, or in addition to, English
Relevant Learning OutcomeLO2, LO4
Relating to
Contemporary society and pedagogy
Relevant Learning OutcomeLO1
Relating to
Contemporary theories and practice
Relevant Learning OutcomeLO1
Relating to Early Years Learning Framework
Relevant Learning OutcomeLO2
Relating to
The Australian curriculum
Relevant Learning OutcomeLO1, LO2, LO4
Relating to
Language and literacy
Relevant Learning OutcomeLO1, LO4
Relating toEnglish as an additional language
Relevant Learning OutcomeLO2, LO4
Australian Professional Standards for Teachers - Graduate Level
In connection to the learning outcomes, 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:
Relating toDemonstrate knowledge and understanding of research into how students learn and the implications for teaching.
Relevant Learning OutcomeLO1
Relating toDemonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities.
Relevant Learning OutcomeLO2, LO3, LO4
Relating toDemonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area.
Relevant Learning OutcomeLO1, LO2, LO3, LO4
Relating toOrganise content into an effective learning and teaching sequence.
Relevant Learning OutcomeLO3, LO4
Relating toUse curriculum, assessment and reporting knowledge to design learning sequences and lesson plans.
Relevant Learning OutcomeLO2, LO4
Relating toKnow and understand literacy and numeracy teaching strategies and their application in teaching areas.
Relevant Learning OutcomeLO2, LO4
Relating toPlan lesson sequences using knowledge of student learning, content and effective teaching strategies.
Relevant Learning OutcomeLO4
Relating toInclude a range of teaching strategies.
Relevant Learning OutcomeLO2, LO4
Relating toDemonstrate knowledge of a range of resources, including ICT, that engage students in their learning.
Relevant Learning OutcomeLO3
Relating toIdentify strategies to support inclusive student participation and engagement in classroom activities.
Relevant Learning OutcomeLO4
Relating toDemonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning.
Relevant Learning OutcomeLO2, LO4
Relating toDemonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning.
Relevant Learning OutcomeLO2, LO4
Relating toDemonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice.
Relevant Learning OutcomeLO4
Australian Institute for Teaching and School Leadership (AITSL) Core Content
On successful completion of this unit, pre-service teachers should have developed the following industry specific knowledge based on the AITSL Core Content:
Relating toThe most effective teaching practices to reduce cognitive overload, including explicit instruction, scaffolding, and clearly structured content that connects new information to prior learning.
Relevant learningLO1, LO3
Relating toWhy teaching practices must adapt as a student’s familiarity with the knowledge of a subject increases, including when to move from scaffolded practice to independent practice, and why this is important.
Relevant learningLO1, LO2
Relating toHow to develop and use worked examples for students who are unfamiliar with a subject, followed by more challenging problem-solving activities as students become more familiar with the knowledge of a subject.
Relevant learningLO2, LO3
Relating toHow to sequence tasks within a lesson that build upon each other, meet students where they are in their learning and help them understand the progression of skills needed to attain mastery.
Relevant learningLO3, LO4
Relating toHow to explicitly model new skills and content through ‘worked examples’ that clearly demonstrate how to complete the task, followed by a progressive removal of scaffolding as students become more proficient.
Relevant learningLO4
Relating toHow to use formative assessment practices to gather and interpret information about student learning as learning is taking place – for example, use of simple, low-key assessments such as exit slips, quick quizzes or targeted oral questioning to prompt students to articulate their reasoning and identify common student misconceptions.
Relevant learningLO4
Relating toHow to design summative assessment to assess students against a standard or benchmark to gain an understanding of the level of mastery attained.
Relevant learningLO4
Relating toHow to provide feedback as learning is taking place that is specific, honest, constructive, and clear, and uses explicit teaching strategies to re-teach concepts, scaffold, or correct misconceptions as necessary.
Relevant learningLO1, LO4
Relating toHow to deliver effective reading instruction that attends to how the brain learns to read through systematic and explicit teaching practices for the following elements: phonemic awareness, phonics, fluency, vocabulary, comprehension and oral language.
Relevant learningLO1, LO3, LO4
Relating toThe research that shows explicit reading, and writing comprehension instruction tailored to discipline-specific content improves students’ academic understanding and engagement with material, as well as their overall academic performance.
Relevant learningLO1, LO4
Relating toHow to explicitly deliver reading and writing instruction through discipline and discipline-specific curriculum and pedagogical studies as outlined in standard 4.2.
Relevant learningLO2, LO3, LO4
Representative texts and references
Recommended texts and documents
Australian Curriculum: English https://v9.australiancurriculum.edu.au/f-10-curriculum/learning-areas/english/foundation-year_year-1_year-2?view=quick&detailed-content-descriptions=0&hide-ccp=0&hide-gc=0&side-by-side=1&strands-start-index=0
National Literacy Learning Progressions: https://www.australiancurriculum.edu.au/resources/national- literacy-and-numeracy-learning-progressions/national-literacy-learning-progression/.
Recommended references
Ashby, J., McBride, M., Naftel, S., O’Brien, E., Paulson, L. H., Kilpatrick, D. A, & Moats, L. C. (2023). Teaching Phoneme Awareness in 2023: A Guide for Educators. https://louisamoats.com/wp-content/uploads/2023/02/Teaching-PA-in-2023_A-Guide-for-Educators_1.30.23.pdf
Beck, I., McKeown, M., & Kucan, L. (2013). Differentiating Vocabulary instruction. In Bringing words to life: Robust vocabulary instruction (2nd ed.). Guilford.
Catts, H. W. (2022). Rethinking how to promote reading comprehension. American Educator, Winter 2021-22, 26-33. https://www.aft.org/ae/winter2021-2022/catts
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