EML322 Literacy Studies in the Primary School : 2 (8)
CSU Discipline Area: Curriculum Studies (CURIC)
Duration: One session
Abstract:
This subject builds on ESL201 Literacy Studies in the Primary School but with an emphasis on Stages 2 and 3 (Grades 2-6) and a focus on understanding and catering for the specific needs of individuals (P/K-6). The subject will consider models of pedagogy for teaching and assessing reading and writing. The subject will allow students to develop a range of skills and strategies for catering for individual needs instruction in literacy. Also, there will be a focus on issues surrounding, and strategies for, teaching literacy to Indigenous students.
+ Subject Availability Modes and Locations
| Session 2 | |
|---|---|
| Internal | Albury-Wodonga |
| Internal | Bathurst |
| Internal | Dubbo |
Continuing students should consult the SAL for current offering details: EML322
Where differences exist between the Handbook and the SAL, the SAL should be taken as containing the correct subject offering details.
Objectives:
Upon successful completion of this subject, students should:
- display an understanding of the development of literacy skills in children in Stages 2-3
- identify practices that assist Stages 2-3 learners to become confident readers and writers
- identify a wide range of children's literature and non-fiction texts suitable for readers in stages 2-3
- be conversant with current, relevant curriculum documents
- make use of computers and other technology in the implementation of literacy programs
- identify and evaluate approaches to the teaching of reading to students in stages 2-3
- have an understanding of a range of strategies for teaching and assessing reading, writing, listening, speaking, viewing and representing experiences, ideas and values (Stages 2-3)
- Recognise the importance of planning and teaching for individual differences (K/P-6)
- Understand issues surrounding, and strategies for, developing literacy skills of Indigenous students
- Have reviewed different ways of differentiating curriculum to meet the diverse needs of learners in the English classroom (K/P-6)
- Demonstrate skill in the analysis and interpretation of reading and writing data and relating planning to data analysis (e.g., writing sample analysis, running records, analysis of testing data)
- Be able to critically review and discuss a selection of programs, system initiatives and commercial packages designed to address specific learning needs
Syllabus:
The subject will cover the following topics:
- Reading, writing, listening, speaking, viewing and representing in Stages 2-3. - A balanced approach to teaching literacy in Stages 2-3 including strategies for whole class lessons, small group lessons and independent activities. - Introduction to and review of relevant policy and curriculum documents. - Strategies for developing literacy units of work for children in Stages 2 and 3 and the accountability needs of the teacher. - Literacy and technology in stages 2-3 classrooms. - The reading and writing processes for atypical learners. Observation and assessment tools for identifying literacy needs (e.g., running records, miscue analysis, writing analysis). - Recognising individual differences, developing strategies to cater for students requiring additional support. - Teaching literacy to Indigenous students: issues and strategies. - Analysing and interpreting data to make informed decisions about student literacy needs. - Text selection for specific purposes. - Reviewing programs, system initiatives and commercial packages designed to address specific learning needs in literacy.
The information contained in the 2013 CSU Handbook was accurate at the date of publication: 24 April 2013. The University reserves the right to vary the information at any time without notice.