School: Education
This unit information may be updated and amended immediately prior to semester. To ensure you have the correct outline, please check it again at the beginning of semester.
Unit Title
English 2: Literacy Learning in the Early YearsUnit Code
LAN2266Year
2016Enrolment Period
1Version
1Credit Points
15Full Year Unit
N
Mode of Delivery
On Campus
Online
Description
This unit introduces students to literacy teaching and learning in early childhood with a focus on developing an understanding of young children's learning and development in reading and writing. Students will examine different theoretical perspectives of reading and writing learning and development, as well as key practices, learning experiences and resources used in different early childhood settings. Also covered are methods for monitoring, assessing, and planning for literacy development and learning. The relationship between cultural, linguistic and family diversity and how these connect to literacy learning is investigated. Further, there is a focus on developing family and community partnerships to support ongoing language and literacy learning.
Equivalent Rule
Unit was previously coded LAN2265, LIT2110
Learning Outcomes
On completion of this unit students should be able to:
- Define literacy and describe the different theoretical perspectives of reading and writing learning and development.
- Demonstrate a repertoire of key practices and learning experiences for the teaching and learning of literacy for a range of early childhood settings.
- Demonstrate an understanding of the use of texts and other resources for different teaching and learning purposes and settings.
- Describe guidelines and principles for planning for early literacy learning using the Early Years Learning Framework, Australian Curriculum documents.
- Describe the process of literacy learning in the early years.
- Explain the skills, concepts and strategies that are important to literacy learning and how to assess them.
- Outline the social and cultural factors that influence literacy learning.
Unit Content
- Australian Curriculum: English and the Early Years Learning Framework.
- Childrens literature, reading materials and resources for the inclusive classroom (inc. the use of ICT).
- Definitions and theoretical perspectives of literacy learning and development.
- Family and community literacy practcies and strategies for developing partnerships.
- Formal and informal literacy assessments, including concepts about print; phonological awareness; graphophonic knowledge; alphabet knowledge; vocabulary; comprehension, motivation, family literacy.
- Guidelines and principles for planning.
- Key practices and learning experiences, with emphasis on: modelled, shared, guided and independent strategies, Language Experience Approach and reciprocal teaching.
- Learning to read / phases and progression to literacy competency and the factors that influence learning to read from a global and cross cultural perspective.
- Play and learning to read.
- The reading and writing processes and the skills, concepts and strategies, with emphasis on: phonological awareness; phonemic awareness; graphophonics; word recognition and decoding; print and text concepts; comprehension; oral language, and; vocabulary.
Additional Learning Experience Information
Lectures, workshops, workplace experiences and independent learning modules and activities, online learning
Assessment
GS1 GRADING SCHEMA 1 Used for standard coursework units
Students please note: The marks and grades received by students on assessments may be subject to further moderation. All marks and grades are to be considered provisional until endorsed by the relevant Board of Examiners.
ON CAMPUS| Type | Description | Value |
|---|
| Assignment | Written assignment | 50% |
| Examination | Examination | 50% |
ONLINE| Type | Description | Value |
|---|
| Assignment | Written Assignment | 50% |
| Examination | Examination | 50% |
| Assignment | Written assignment | 60% |
| Examination | Examination | 40% |
Text References
- ^ "Communication, Language and Literacy essential knowledge e-learning modules for early reading and writing" from the Standards Website at http://nationalstrategies.standards.dcsf.gov.uk/node/177674
- ^ Fellowes, J., & Oakley, G. (2010). Language, literacy and early childhood education. Melbourne: Oxford.
- Browne, A. (2009). Developing language and literacy 3-8. London: SAGE.
- Farstrup, A.E., & Samuels, S.J. (Eds.). (2002). What research has to say about reading instruction. Newark, DE: International Reading Association.
- Hill, S. (2006). Developing early literacy: Assessment and teaching. Prahan: Eleanor Curtin Publishing.
- Gunning, T.G. (2010). Creating literacy instruction for all students. (7th ed.). Boston: Pearson Education.
- Annandale, K., Bindon, R., Handley, K., Johnston, A., Lockett, L., & Lynch, P. (2008). First steps: Reading resource book. Port Melbourne: Rigby Heinemann.
- Morrow, L.M. (2009). Literacy development in the early years. (6th ed.). Boston: Pearson Education.
- McGee, L.M., & Richgels, D.J. (2008). Literacy?s beginnings: Supporting young readers and writers. (5th ed.). Boston: Pearson.
- Konza, D. (2006). Teaching children with reading difficulties. (2nd ed.). South Melbourne: Thomson.
- Annandale, K., Bindon, R., Handley, K., Johnston, A., Lockett, L., & Lynch, P. (2008). First steps: Reading map of development. Port Melbourne: Rigby Heinemann.
- Pressley, M. (2006). Reading instructions that work: The case for balanced teaching. New York: The Guildford Press.
Journal References
- Reading Research Quarterly
- The Reading Teacher
- Reading Education
- Australian Journal of language and Literacy
- Literacy
Website References
^ Mandatory reference
Disability Standards for Education (Commonwealth 2005)
For the purposes of considering a request for Reasonable Adjustments under the Disability Standards for Education (Commonwealth 2005), inherent requirements for this subject are articulated in the Unit Description, Learning Outcomes and Assessment Requirements of this entry. The University is dedicated to provide support to those with special requirements. Further details on the support for students with disabilities or medical conditions can be found at the Access and Inclusion website.
Academic Misconduct
Edith Cowan University has firm rules governing academic misconduct and there are substantial penalties that can be applied to students who are found in breach of these rules. Academic misconduct includes, but is not limited to:
- plagiarism;
- unauthorised collaboration;
- cheating in examinations;
- theft of other students' work;
Additionally, any material submitted for assessment purposes must be work that has not been submitted previously, by any person, for any other unit at ECU or elsewhere.
The ECU rules and policies governing all academic activities, including misconduct, can be accessed through the ECU website.
LAN2266|1|1
School: Education
This unit information may be updated and amended immediately prior to semester. To ensure you have the correct outline, please check it again at the beginning of semester.
Unit Title
English 2: Literacy Learning in the Early YearsUnit Code
LAN2266Year
2016Enrolment Period
2Version
1Credit Points
15Full Year Unit
N
Mode of Delivery
On Campus
Online
Description
This unit introduces students to literacy teaching and learning in early childhood with a focus on developing an understanding of young children's learning and development in reading and writing. Students will examine different theoretical perspectives of reading and writing learning and development, as well as key practices, learning experiences and resources used in different early childhood settings. Also covered are methods for monitoring, assessing, and planning for literacy development and learning. The relationship between cultural, linguistic and family diversity and how these connect to literacy learning is investigated. Further, there is a focus on developing family and community partnerships to support ongoing language and literacy learning.
Equivalent Rule
Unit was previously coded LAN2265, LIT2110
Learning Outcomes
On completion of this unit students should be able to:
- Define literacy and describe the different theoretical perspectives of reading and writing learning and development.
- Demonstrate a repertoire of key practices and learning experiences for the teaching and learning of literacy for a range of early childhood settings.
- Demonstrate an understanding of the use of texts and other resources for different teaching and learning purposes and settings.
- Describe guidelines and principles for planning for early literacy learning using the Early Years Learning Framework, Australian Curriculum documents.
- Describe the process of literacy learning in the early years.
- Explain the skills, concepts and strategies that are important to literacy learning and how to assess them.
- Outline the social and cultural factors that influence literacy learning.
Unit Content
- Australian Curriculum: English and the Early Years Learning Framework.
- Childrens literature, reading materials and resources for the inclusive classroom (inc. the use of ICT).
- Definitions and theoretical perspectives of literacy learning and development.
- Family and community literacy practcies and strategies for developing partnerships.
- Formal and informal literacy assessments, including concepts about print; phonological awareness; graphophonic knowledge; alphabet knowledge; vocabulary; comprehension, motivation, family literacy.
- Guidelines and principles for planning.
- Key practices and learning experiences, with emphasis on: modelled, shared, guided and independent strategies, Language Experience Approach and reciprocal teaching.
- Learning to read / phases and progression to literacy competency and the factors that influence learning to read from a global and cross cultural perspective.
- Play and learning to read.
- The reading and writing processes and the skills, concepts and strategies, with emphasis on: phonological awareness; phonemic awareness; graphophonics; word recognition and decoding; print and text concepts; comprehension; oral language, and; vocabulary.
Additional Learning Experience Information
Lectures, workshops, workplace experiences and independent learning modules and activities, online learning
Assessment
GS1 GRADING SCHEMA 1 Used for standard coursework units
Students please note: The marks and grades received by students on assessments may be subject to further moderation. All marks and grades are to be considered provisional until endorsed by the relevant Board of Examiners.
ON CAMPUS| Type | Description | Value |
|---|
| Assignment | Written assignment | 50% |
| Examination | Examination | 50% |
ONLINE| Type | Description | Value |
|---|
| Assignment | Written Assignment | 50% |
| Examination | Examination | 50% |
Text References
- ^ Fellowes, J., & Oakley, G. (2010). Language, literacy and early childhood education. Melbourne, Australia: Oxford.
- ^ "Communication, Language and Literacy essential knowledge e-learning modules for early reading and writing" from the Standards Website at http://nationalstrategies.standards.dcsf.gov.uk/node/177674
- Browne, A. (2009). Developing language and literacy 3-8. London, United Kingdom: SAGE.
- Farstrup, A.E., & Samuels, S.J. (Eds.). (2002). What research has to say about reading instruction. Newark, DE: International Reading Association.
- Morrow, L.M. (2009). Literacy development in the early years. (6th ed.). Boston, MA: Pearson Education.
- McGee, L.M., & Richgels, D.J. (2008). Literacy's beginnings: Supporting young readers and writers. (5th ed.). Boston, MA: Pearson.
- Konza, D. (2006). Teaching children with reading difficulties. (2nd ed.). South Melbourne, Australia: Thomson.
- Hill, S. (2006). Developing early literacy: Assessment and teaching. Prahan, Australia: Eleanor Curtin Publishing.
- Gunning, T.G. (2010). Creating literacy instruction for all students. (7th ed.). Boston, MA: Pearson Education.
- Annandale, K., Bindon, R., Handley, K., Johnston, A., Lockett, L., & Lynch, P. (2008). First steps: Reading map of development. Port Melbourne, Australia: Rigby Heinemann.
- Annandale, K., Bindon, R., Handley, K., Johnston, A., Lockett, L., & Lynch, P. (2008). First steps: Reading resource book. Port Melbourne, Australia: Rigby Heinemann.
- Pressley, M. (2006). Reading instructions that work: The case for balanced teaching. New York, NY: The Guildford Press.
Journal References
- Reading Research Quarterly
- The Reading Teacher
- Reading Education
- Literacy
- Australian Journal of language and Literacy
Website References
^ Mandatory reference
Disability Standards for Education (Commonwealth 2005)
For the purposes of considering a request for Reasonable Adjustments under the Disability Standards for Education (Commonwealth 2005), inherent requirements for this subject are articulated in the Unit Description, Learning Outcomes and Assessment Requirements of this entry. The University is dedicated to provide support to those with special requirements. Further details on the support for students with disabilities or medical conditions can be found at the Access and Inclusion website.
Academic Misconduct
Edith Cowan University has firm rules governing academic misconduct and there are substantial penalties that can be applied to students who are found in breach of these rules. Academic misconduct includes, but is not limited to:
- plagiarism;
- unauthorised collaboration;
- cheating in examinations;
- theft of other students' work;
Additionally, any material submitted for assessment purposes must be work that has not been submitted previously, by any person, for any other unit at ECU or elsewhere.
The ECU rules and policies governing all academic activities, including misconduct, can be accessed through the ECU website.
LAN2266|1|2
