EML210 Primary English Curriculum: Reading Process & Pedagogy (8)
AbstractThis subject concerns the teaching of reading although it recognizes the interconnectedness of listening talking, writing and viewing processes. It introduces a range of diagnostic, evidence-based approaches to the planning and effective teaching of reading through knowledge, skills, strategies and assessment. It aims to develop the pre-service teachers' critical knowledge and conceptual understandings of current curriculum frameworks for reading instruction and the theories that inform them.
It provides opportunities to integrate skills and explicit teaching strategies for the development of reading and viewing in the context of a balanced primary school literacy program, and takes a socio-cultural and multiliteracies approach which includes understanding the nature and the needs of diverse learners who have English as a Second Language. It places formative and summative assessment, reflective evaluation and communication with parents, at the core of the learning and teaching cycle.
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+ Subject Availability Modes and Location
| Session 1 | | Internal | Albury-Wodonga Campus |
Continuing students should consult the SAL for current offering details: EML210
Where differences exist between the Handbook and the SAL, the SAL should be taken as containing the correct subject offering details.
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Subject information| Duration | Grading System | School: |
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| One session | HD/FL | Faculty of Education |
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Learning OutcomesUpon successful completion of this subject, students should:
- be able to identify the major socio-cultural and language theories which underpin curriculum approaches to literacy and learning
- be able to articulate their critical knowledge and conceptual understandings of current curriculum frameworks for reading instruction and the theories that inform them
- demonstrate knowledge of the nature and function of Modelled, Shared/Guided and Independent reading opportunities in a reading program
- be able to provide examples of planned instruction that scaffolds the use of phonemic, semiotic and syntactic cues for reading print as well as developing visual literacy, using the five semiotic systems of meaning with multimodal texts
- be able to demonstrate that they are able to plan for integration of skills and explicit teaching strategies for reading and viewing in the context of a balanced literacy program (show an awareness of the interconnectedness between the various strands and modes of English - reading, viewing, listening and speaking, representing and writing)
- be able to describe a range of means of identifying, assessing and catering for the needs of diverse learners, especially learners in 'English as a Second language' settings
- be able to articulate ways of building relationships between home/community and formal educational sites. |
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SyllabusThe subject will cover the following topics:
- Reading: acquisition and development, and the importance of the early years
- The reading process - skills and processes: cue systems, phonemic awareness, phonics, fluency, vocabulary knowledge, comprehension
- Theoretical conceptions that aid planning for reading instruction such as the four resources model
- Balanced Assessment: assessment for learning, of learning, through learning.
- Reading pedagogy: strategies for producing a balanced reading program/organising classrooms for learning with a focus on direct instruction, shared, modelled, guided and independent reading
- Understanding and addressing diversity in the reading classroom
- Texts for learning: literature across contexts, multimodal texts, factual and literary
- Integrating reading across the broader school curriculum
- English K-6 Syllabus - objectives, outcomes, content, integrating strands of English, scope and sequence - reading in the middle years of schooling. |
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The information contained in the 2015 CSU Handbook was accurate at the date of publication: 01 October 2015. The University reserves the right to vary the information at any time without notice.
