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.

2026 10

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Prerequisites

EDEN100 Foundations of Literacy

Incompatible

EDLA342 Literacy Education 2: Curriculum, Pedagogy and Assessment , EDLA369 Literacy Education 2

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

Explain various theoretical models and approaches to literacy and language learning with particular application to the early years.
Relevant Graduate Capabilities: GC1, GC3

Analyse effective instruction for children with li...

Learning Outcome 02

Analyse effective instruction for children with linguistic and cultural differences, trauma backgrounds and literacy difficulties.
Relevant Graduate Capabilities: GC1, GC2, GC4, GC9, GC11

Evaluate a range of instructional texts and other ...

Learning Outcome 03

Evaluate a range of instructional texts and other materials for their suitability for the explicit teaching of literacy.
Relevant Graduate Capabilities: GC1, GC3, GC4, GC9, GC11, GC12

Apply content, pedagogical and assessment knowledg...

Learning Outcome 04

Apply content, pedagogical and assessment knowledge to plan, teach and assess literacy skills to F-2 learners.
Relevant Graduate Capabilities: GC1, GC2, GC4, GC7, GC9, GC11, GC12

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

Weighting

Complete/Incomplete

Learning Outcomes LO1, LO2, LO3
Graduate Capabilities GC1, GC2, GC3, GC4, GC9, GC11, GC12
Standards APST(GA)1.5, APST(GA)2.1, APST(GA)2.5, APST(GA)3.3, APST(GA)5.1, 2.4.3

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.

Weighting

50%

Learning Outcomes LO2, LO3, LO4
Graduate Capabilities GC1, GC2, GC3, GC4, GC7, GC9, GC11, GC12
Standards APST(GA)1.5, APST(GA)2.1, APST(GA)2.2, APST(GA)2.5, APST(GA)3.2, APST(GA)3.3, APST(GA)3.4, APST(GA)5.1, 2.4.3

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. 

Weighting

50%

Learning Outcomes LO1, LO2, LO3, LO4
Graduate Capabilities GC1, GC2, GC3, GC4, GC7, GC9, GC11, GC12
Standards APST(GA)1.5, APST(GA)2.1, APST(GA)2.5, APST(GA)3.3, APST(GA)5.1, 2.4.3

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

Colenbrander, D., Nickels, L., & Kohnen, S. (2016). Similar but different: Differences in comprehension diagnosis on the Neale Analysis of Reading Ability and the York Assessment of Reading for Comprehension. Journal of Research in Reading, 4, 403-419. https://doi.org/10.1111/1467-9817.12075

Colenbrander, D., Wang, H.C., Arrow, T., & Castles, A. (2020). Teaching irregular words: What we know, what we don’t know, and where we can go from here. The Educational and Developmental Psychologist. https://doi.org/10.1017/edp.2020.11

Collins, A., A., & Lindstrom, E. R. (2021). Making sense of reading comprehension assessments: Guidance for evaluating student performance. Intervention in School and Clinic, 57, 23-31. https://doi.org/10.1177/1053451221994806

Conradi Smith, K., Williams, T. W., & Frackelton, E. P. (2021). “No more strategy of the week”: Considerations for connecting comprehension instruction back to the book. The Reading Teacher, 77(4), 515-521. https://doi.org/10.1002/trtr.2261

Dougherty Stahl, K. A., & Bravo, M. A. (n.d.). Classroom Vocabulary Assessment for Content Areas. Reading Rockets. 2025, https://www.readingrockets.org/topics/assessment-and-evaluation/articles/classroom-vocabulary-assessment-content-areas

Edwards, A. A., Steacy L. M., Rigobon, V. M., & Compton, D. L. (2023). The role of set for variability in reading. Literacy Today: October/November/December Issue.https://publuu.com/flip-book/24429/594564/page/30

Graham, S., Bollinger, A., Olson, C. B., D'Aoust, C., MacArthur, C., McCutchen, D., & Olinghouse, N. (2012). Teaching Elementary School Students to Be Effective Writers: A Practice Guide. NCEE 2012-4058. What Works Clearinghousehttps://files.eric.ed.gov/fulltext/ED533112.pdf (pages 12-26)

Hudson, A. K., Owens, J., Moore, A. K., Lambright, K., & Wijekumar, K. (2021). “What’s the main idea?”: Using text structure to build comprehension. The Reading Teacher, 75(1), 113-118. https://doi.org/10.1002/trtr.2016

Hughes, C. A., Riccomini, P. J. & Morris, J. R. (2018). Use explicit instruction. In J. McLeskey, L. Maheady, B. Billingsley, M. T. Brownell, and T. J. Lewis (Eds.) High leverage practices for intensive interventions (pp. 217-223). New York: Routledge. https://acu.primo.exlibrisgroup.com/permalink/61ACU_INST/qpf7hm/alma991013388349102352

Kessler, B., & Treiman, R. (2003). Is English spelling chaotic? Misconceptions concerning its irregularity. Reading Psychology, 24(3), 267–289. https://www.tandfonline.com/doi/pdf/10.1080/02702710390227228

Louden, W. (2015). High performing primary schools: What do they have in common. Retrieved from Department of Education Western Australia (pages 20-25) https://www.education.wa.edu.au/dl/kg1prm

Moats, L. C. (2005). How spelling supports reading. American Educator, 6(12-22), 42. https://www.aft.org/ae/winter2005-2006/moats

Pearson, P. D., Hiebert, E. H., & Kamil, M. L. (2007). Vocabulary assessment: What we know and what we need to learn. Reading Research Quarterly, 42, 282-296. https://doi.org/10.1598/RRQ.42.2.4

Piasta, S. B. (2023). The Science of Early Alphabet Instruction. In S. Q. Cabell, S. B. Neuman, and N. Patton Terrys (Eds.) Handbook on the Science of Early Literacy (pp. 89-90). Guildford Press. https://acu.primo.exlibrisgroup.com/permalink/61ACU_INST/qpf7hm/alma991013276750002352

Renzulli, J. S., & Reis, S. M. (2006). Curriculum compacting: A research-based differentiation strategy for culturally diverse talented students. In Diversity In Gifted Education (pp. 73-85). Routledge. https://gifted.media.uconn.edu/wp-content/uploads/sites/961/2024/10/Curriculum-Compacting_A-Research-based-Differentiation-Strategy-for-Culturally-Diverse-Talented-Student.pdf

Rosenshine, B. (2012). Principles of instruction: Research-based strategies that all teachers should know. American educator, 36(1), 12. https://www.aft.org/sites/default/files/Rosenshine.pdf

Schrodt, K., FitzPatrick, E., & Elleman, A. (2020). Becoming brave spellers. The Reading Teacher, 74(2), 208- 214. https://ila.onlinelibrary.wiley.com/doi/epdf/10.1002/trtr.1923

Schwartz, S. (2023, December 1). What is morphology? should teachers include it in reading instruction?. Education Week. https://www.edweek.org/teaching-learning/what-is-morphology-should-teachers-include-it-in-reading-instruction/2023/11

Shanahan, T. (2005). The National Reading Panel Report. Practical Advice for Teachers. Learning Point Associates/North Central Regional Educational Laboratory (NCREL). https://files.eric.ed.gov/fulltext/ED489535.pdf

Shanahan, T. (n.d.). Text Complexity. McGraw Hill.

https://www.mheducation.com/unitas/school/explore/sites/reading-wonders/wonders-white-paper-text-complexity.pdf

Stuart, M., & Stainthorp, R. (2016). Teaching word reading skills. In Reading Development and Teaching. SAGE Publications Ltd, https://doi.org/10.4135/9781473920170

Treiman, R. (2018). Teaching and learning spelling. Child Development Perspectives, 12(4), 235-239. https://doi.org/10.1111/cdep.12292

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