Faculty of Education and Arts
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 3: Literacy in the Junior Primary Years of SchoolUnit Code
LAN3246Year
2015Enrolment Period
1Version
1Credit Points
15Full Year Unit
N
Mode of Delivery
On Campus
Description
This unit focuses on the theoretical and pedagogical knowledge important to the teaching and learning of literacy in the junior primary years. Students will explore relevant research in the area and examine the relationship between the teaching and learning of the expressive form of written communication (writing) and the receptive form (reading). Students will examine a range of methods for monitoring, assessing, and planning for literacy development, as well as engaging with various literacy teaching strategies and learning experiences for effective literacy learning and teaching.
Equivalent Rule
Unit was previously coded LAN3245
Learning Outcomes
On completion of this unit students should be able to:
- Apply guidelines and principles for planning for literacy learning and development using appropriate curriculum documents.
- Articulate an understanding of the nature of literacy and of the fundamental skills, knowledge and understandings that shape becoming a competent reader and writer.
- Demonstrate a practical understanding of the assessment and monitoring of childrens literacy knowledge and competencies and of planning experiences that will further their growth as readers and writers.
- Demonstrate a repertoire of key practices and learning experiences for the teaching and learning of literacy and an ability to adapt them for a range of learners in diverse settings.
- Demonstrate knowledge of how children develop competency over time with the conventions of written texts and of effective methods for supporting their learning and development in these areas.
- Describe the process of learning to be literate.
Unit Content
- Planning for, and assessment of, literacy teaching in the junior primary years of school; relevant curriculum, planning and assessment documents.
- Supporting children in the junior primary years of school to learn about written communication - experiences with written texts, teaching strategies that support learning to read and write (inc. modelled, shared, guided, interactive and independent teaching strategies).
- Teaching and learning for reading fluency and reading comprehension processes.
- Teaching and learning for the conventions of written texts (spelling, grammar, punctuation and handwriting).
- The growth and development of children as effective literacy learners (phases of development and progression to reading and writing competency) and social, cultural and other influences.
- The literacy environment, and teaching and learning materials and resources (including print and ICT based and multimodal forms).
- The skills, knowledge and understandings that comprise literacy learning with an emphasis on phonological awareness, phonemic awareness, graphophonics, encoding and decoding, print and text concepts, oral language and vocabulary.
- The writing and reading process.
Additional Learning Experience Information
Lectures, workshops, workplace experience, independent learning modules, DVD/video and use of other multi-media resources
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 |
|---|
| Report | Project | 50% |
| Examination | Examination | 50% |
Text References
- ^ Fellowes, J., & Oakley, G. (2010). language, literacy and early childhood education. Melbourne: Oxford University Press.
- Tompkins, G., Campbell, R., & Green, D. (2012). Literacy for the 21st century: A balanced approach. Boston: Pearson Education.
- Tompkins, G.E. (2011). Literacy in the early grades. (3rd ed.). Boston: Pearson Education.
- Smith, J.A., & Read, S. (2009). Early literacy instruction: Teaching reading and writing in today's primary grades. Boston: Allyn & Bacon.
- Resnick, L.B., & Hampton, S. (2009). Reading and writing grade by grade. Washington: The National Centre on Education and the Economy.
- Morrow, L.M. (2012). Literacy development in the early years: Helping children read and write. (7th ed.). Boston: Pearson Education.
- Annandale, K., Bindon, R., Broz, J., Handley, K., Johnston, A., Lockett, L., et al. (2005). Writing map of development: Addressing current literacy challenges. (2nd ed.). Port Melbourne: Reed International.
- Cunningham, P.M., & Allington, R.L. (2008). Classrooms that work: They can all read and write. (5th ed.). Boston: Pearson Education.
- Center, Y. (2005). Beginning reading: A balanced approach to literacy instruction during the first three years at school. Crows Nest: Allen and Unwin.
- Biggam, S., & Itterley, K. (2009). A framework to guide assessment, instructional strategies and intervention, K-4. Boston: Allyn & Bacon.
- Bear, D., Invernessi, M., Templeton, S., & Johnston, F. (2004). Word their way: Word study for phonics, vocabulary and spelling instruction. New Jersey: Pearson, Merrill Prentice Hall.
- Annandale, K., Bindon, R., Handley, K., Johnston, A., Lockett, L., & Lynch, P. (2004). First steps writing resource book. Melbourne: Rigby Heinemann.
- Westwood, P. (2005). Spelling: Approaches to teaching and assessment. Camberwell: ACER: VIC.
- Martin, S. (2010). Take a look: Observation and portfolio assessment in early childhood. Ontario: Pearson Education.
Journal References
- Australian Journal of Language and Literacy (AJLL)
- Literacy
- The Reading Teacher
- English Journal
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.
LAN3246|1|1
Faculty of Education and Arts
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 3: Literacy in the Junior Primary Years of SchoolUnit Code
LAN3246Year
2015Enrolment Period
2Version
1Credit Points
15Full Year Unit
N
Mode of Delivery
On Campus
Online
Description
This unit focuses on the theoretical and pedagogical knowledge important to the teaching and learning of literacy in the junior primary years. Students will explore relevant research in the area and examine the relationship between the teaching and learning of the expressive form of written communication (writing) and the receptive form (reading). Students will examine a range of methods for monitoring, assessing, and planning for literacy development, as well as engaging with various literacy teaching strategies and learning experiences for effective literacy learning and teaching.
Equivalent Rule
Unit was previously coded LAN3245
Learning Outcomes
On completion of this unit students should be able to:
- Apply guidelines and principles for planning for literacy learning and development using appropriate curriculum documents.
- Articulate an understanding of the nature of literacy and of the fundamental skills, knowledge and understandings that shape becoming a competent reader and writer.
- Demonstrate a practical understanding of the assessment and monitoring of childrens literacy knowledge and competencies and of planning experiences that will further their growth as readers and writers.
- Demonstrate a repertoire of key practices and learning experiences for the teaching and learning of literacy and an ability to adapt them for a range of learners in diverse settings.
- Demonstrate knowledge of how children develop competency over time with the conventions of written texts and of effective methods for supporting their learning and development in these areas.
- Describe the process of learning to be literate.
Unit Content
- Planning for, and assessment of, literacy teaching in the junior primary years of school; relevant curriculum, planning and assessment documents.
- Supporting children in the junior primary years of school to learn about written communication - experiences with written texts, teaching strategies that support learning to read and write (inc. modelled, shared, guided, interactive and independent teaching strategies).
- Teaching and learning for reading fluency and reading comprehension processes.
- Teaching and learning for the conventions of written texts (spelling, grammar, punctuation and handwriting).
- The growth and development of children as effective literacy learners (phases of development and progression to reading and writing competency) and social, cultural and other influences.
- The literacy environment, and teaching and learning materials and resources (including print and ICT based and multimodal forms).
- The skills, knowledge and understandings that comprise literacy learning with an emphasis on phonological awareness, phonemic awareness, graphophonics, encoding and decoding, print and text concepts, oral language and vocabulary.
- The writing and reading process.
Additional Learning Experience Information
Lectures, workshops, independent learning modules and activities, DVD/video and use of other multi-media resources, 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 |
|---|
| Report | Written paper | 50% |
| Examination | Examination | 50% |
ONLINE| Type | Description | Value |
|---|
| Report | Written paper | 50% |
| Examination | Examination | 50% |
Text References
- ^ Fellowes, J., & Oakley, G. (2010). language, literacy and early childhood education. Melbourne: Oxford University Press.
- Annandale, K., Bindon, R., Handley, K., Johnston, A., Lockett, L., & Lynch, P. (2004). First steps writing resource book. Melbourne: Rigby Heinemann.
- Bear, D., Invernessi, M., Templeton, S., & Johnston, F. (2004). Word their way: Word study for phonics, vocabulary and spelling instruction. New Jersey: Pearson, Merrill Prentice Hall.
- Westwood, P. (2005). Spelling: Approaches to teaching and assessment. Camberwell: ACER: VIC.
- Tompkins, G., Campbell, R., & Green, D. (2012). Literacy for the 21st century: A balanced approach. Boston: Pearson Education.
- Biggam, S., & Itterley, K. (2009). A framework to guide assessment, instructional strategies and intervention, K-4. Boston: Allyn & Bacon.
- Smith, J.A., & Read, S. (2009). Early literacy instruction: Teaching reading and writing in today's primary grades. Boston: Allyn & Bacon.
- Resnick, L.B., & Hampton, S. (2009). Reading and writing grade by grade. Washington: The National Centre on Education and the Economy.
- Morrow, L.M. (2012). Literacy development in the early years: Helping children read and write. (7th ed.). Boston: Pearson Education.
- Martin, S. (2010). Take a look: Observation and portfolio assessment in early childhood. Ontario: Pearson Education.
- Cunningham, P.M., & Allington, R.L. (2008). Classrooms that work: They can all read and write. (5th ed.). Boston: Pearson Education.
- Center, Y. (2005). Beginning reading: A balanced approach to literacy instruction during the first three years at school. Crows Nest: Allen and Unwin.
- Annandale, K., Bindon, R., Broz, J., Handley, K., Johnston, A., Lockett, L., et al. (2005). Writing map of development: Addressing current literacy challenges. (2nd ed.). Port Melbourne: Reed International.
- Tompkins, G.E. (2011). Literacy in the early grades. (3rd ed.). Boston: Pearson Education.
Journal References
- English Journal
- The Reading Teacher
- Literacy
- Australian Journal of Language and Literacy (AJLL)
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.
LAN3246|1|2
