ESL201 Literacy Studies in the Primary School (8)
CSU Discipline Area: Education Studies (EDSTD)
Duration: One session
Abstract:
This subject develops student understanding of the development of early literacy in the school context. It will focus primarily on reading (skills and processes: cue systems, phonemic awareness, orthographic awareness and understanding print, phonics, fluency, vocabulary knowledge, comprehension) and writing (text form and structure, grammar, spelling, handwriting, word processing) during the early school years and children's literature. Relevant policy and curriculum documents will be examined and placed in context.The subject includes a focus on pedagogies for Indigenous students education. Approaches and formats for assessing, planning, teaching and evaluating language and literacy in the early years of school are examined and applied to the assignments. Students will also be introduced to issues associated with teaching students for whom English is a second language.
+ Subject Availability Modes and Locations
| Session 2 | |
|---|---|
| Internal | Albury-Wodonga |
| Internal | Bathurst |
| Internal | Dubbo |
Continuing students should consult the SAL for current offering details: ESL201
Where differences exist between the Handbook and the SAL, the SAL should be taken as containing the correct subject offering details.
Enrolment restrictions:
Available only to students enrolled in: - Bachelor Education (Early Childhood and Primary) - Bachelor of Education (K-12 Middle Schooling)
Objectives:
Upon successful completion of this subject, students should:
- Understand the nature and role of English as a language of communication for participation in society
- be able to demonstrate a working understanding of the development of literacy skills in young children
- be able to identify and articulate practices that assist young learners to become confident readers and writers
- be able to identify and use a wide range of children's literature and non-fiction texts suitable for young readers
- be conversant with current, relevant curriculum documents
- understand how to make use of computers and other technology in the implementation of literacy programs
- have designed a unit of work that demonstrates an understanding of the needs and interests of early literacy learners
- be able to identify and evaluate approaches to the teaching of reading
- be able to identify and evaluate current approaches to the teaching of English to speakers of other languages
Syllabus:
The subject will cover the following topics:
- Reading acquisition and stages of development - The reading process - skills and processes: cue systems, phonemic awareness, orthographic awareness and understanding print, phonics, fluency, vocabulary knowledge, comprehension - Reading and writing pedagogy: the balanced literacy program/organising classrooms for learning - Writing acquisition and stages of development - The writing process: planning, drafting, editing, proofing, publishing - Tools for generating meaning: text form and structure, grammar, spelling, handwriting, word processing - Balanced assessment: assessment for learning, of learning, through learning - Texts for learning: literature across contexts, multimodal texts, factual and literary - An introduction to the content and structure and implications of current, relevant policy and curriculum documents - Strategies for developing units of work to meet the diverse needs of the children and the accountability needs of the teacher - Introduction to TESOL - Teaching English to speakers of other languages - This subject will include a community project - Addressing the needs of bi-lingual learners
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.