Handbook : Unit informationEdith Cowan University

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 School

• Unit Code

  LAN3246

• Year

  2019

• Enrolment Period

  1

• Version

  2

• Credit Points

  15

• Full Year Unit

  N

• Mode of Delivery

  On Campus
  Online

• Unit Coordinator

  Mrs Karen Lee NOCITI

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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.

Prerequisite Rule

Students must have completed LAN1265 and LAN2266

Equivalent Rule

Unit was previously coded LAN3245

Learning Outcomes

On completion of this unit students should be able to:

1. Apply guidelines and principles for planning for literacy learning and development using appropriate curriculum documents.
2. Articulate an understanding of the nature of literacy and of the fundamental skills, knowledge and understandings that shape becoming a competent reader and writer.
3. 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.
4. 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.
5. 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.
6. Describe the process of learning to be literate.

Unit Content

1. Planning for, and assessment of, literacy teaching in the junior primary years of school; relevant curriculum, planning and assessment documents.
2. 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).
3. Teaching and learning for reading fluency and reading comprehension processes.
4. Teaching and learning for the conventions of written texts (spelling, grammar, punctuation and handwriting).
5. 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.
6. The literacy environment, and teaching and learning materials and resources (including print and ICT based and multimodal forms).
7. 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.
8. The writing and reading process.

Learning Experience

ON-CAMPUS

Students will attend on campus classes as well as engage in learning activities through ECU Blackboard.

For more information see the Semester Timetable

ONLINE

Students will engage in learning experiences through ECU Blackboard as well as additional ECU learning technologies.

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.

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