No offerings have been identified for this subject in 2016

EDU160 Reading Part 1 (0)


This course is designed  to enhance professional practice, and extend knowledge and skills in the development and delivery of reading programs. Reading, Part I explores the theoretical foundations, the development of learners, program planning and implementation, assessment, the learning environment and ethical considerations related to teaching and learning across the divisions. Critical to the implementation of this course is the modeling of a positive learning environment that reflects care, professional knowledge, ethical practice, leadership and ongoing learning. Using an inquiry approach, candidates will explore integrated delivery models, topics and issues of particular relevance to the context in which they work or may work.   

+ Subject Availability Modes and Location

Continuing students should consult the SAL for current offering details prior to contacting their course coordinator: EDU160
Where differences exist between the handbook and the SAL, the SAL should be taken as containing the correct subject offering details.

Subject information

Duration Grading System School:
One sessionSY/USOntario School of Education

Enrolment restrictions

Ontario College of Teachers accredited teachers only.

Learning Outcomes

Upon successful completion of this subject, students should:
  • be able to demonstrate an understanding of and interpret Ontario Ministry of Education curriculum, policies and guidelines.  
  • be able to apply the theoretical understanding necessary to design, implement and assess programs and/or practices related to reading.  
  • be able to implement expectations, and apply strategies and assessment practices in response to the diverse needs of learners and the promotion of student success in all subject areas.  
  • be able to demonstrate an awareness of holistic learning environments (intellectual, social, emotional, physical, environmental, linguistic, cultural, spiritual and moral).  
  • be able to explore strategies for collaboration with school/board personnel, parents/guardians and the community.  
  • be able to demonstrate knowledge and the use of a variety of appropriate resources, including technological and communication resources, to enhance professional knowledge in support of student learning.  
  • be able to examine professional practice through ongoing inquiry, dialogue and reflection.  
  • be able to demonstrate an awareness of ethical practices as they relate to reading instruction and assessment.  
  • be able to understand how a professional learning community can enhance professional knowledge and support student learning in the area of reading instruction and assessment.  
  • be able to develop an awareness of theory and current research related to the effective teaching of reading.  
  • be able to identify and access community, print, electronic and collegial resources related to reading instruction.             
  • be able to understand and use strategies that affirm a respect for the environment and for the conservation of resources.  
  • be able to develop confidence in making contributions to a collaborative professional learning community experience (for example, course based book study or learning team) and reflect upon the link between teacher learning and student learning.  
  • be able to demonstrate an understanding and respect the importance of shared responsibility and partnership as conveyed in the Foundations of Professional Practice.  


The subject will cover the following topics:
Module 1:
  • Demonstrating familiarity with a variety of conceptual frameworks to deliver reading instruction.
  • Demonstrating an understanding of the stages of development of the reader as related to current theories of child and adolescent development.
  • Developing knowledge of theories of exceptionality as they relate to diverse learners.
  • Exploring historical and current theoretical foundations of reading; demonstrate an understanding of their implication for classroom practice across the curriculum.
  • Understanding and using Ontario curriculum and government policies relevant to the teaching and learning of reading.
  • Developing a familiarity with the Ontario curriculum related to reading.
  • Exploring the Ethical Standards for the Teaching Profession and the Standards of Practice for the Teaching Profession as the foundation for teacher professionalism.
  • Providing a holistic and inclusive educational program that builds on learners’ abilities and enables them to reach their potential.
  • Examining the conditions necessary to create positive, accepting and safe learning communities.
  • Understanding and using scaffolded instruction to meet the assessed needs of all learners through the gradual release of responsibility.
Module 2:
  • Beginning to reflect on the relationship of theory and practice in the teaching of reading and developing confidence in contributing to professional dialogue about this relationship.
  • Developing awareness of First Nations, Métis and Inuit (Aboriginal) ways of knowing and perspectives.
  • Examining a variety of instructional frameworks for teaching reading that enable students to read for multiple and authentic purposes and audiences.
  • Identifying factors within a reading program that contribute to equity of outcomes for all students.
  • Identifying factors in a diverse and changing society that impact on students as readers.
  • Understanding and using effective instructional strategies that address:
    • various text forms and their characteristic elements,
    • text features and stylistic devices,
    • reading strategies which promote meaning-making.
  •  Having an awareness of and using appropriate print and information and communication technology to support student learning in reading (for example, mentor texts, multi-modal texts).
  • Demonstrating an awareness and understanding of assessment for, as, and of learning.
  • Demonstrating an awareness and understanding of how and why ongoing assessment directly and necessarily informs instruction (assessment for learning).
  • Demonstrating an awareness and understanding of how to engage students in metacognition (assessment as learning), reflecting on and identifying their reading skills and strategies through continuous feedback and opportunities for self-reflection.
  • An awareness and understanding that assessment and evaluation strategies for reading are communicated clearly to students and parents at the beginning of the course or school term and at other appropriate points throughout the school year.
  • Demonstrating awareness and understanding of appropriate and equitable assessment and evaluation practices that are varied in nature, administered over a period of time and designed to provide opportunities for diverse learners to demonstrate their learning.
  • Demonstrating an awareness and understanding of appropriate assessment and evaluation strategies that are designed for the purposes of reading instruction and for the learning activities used.
  • Demonstrating awareness and understanding that the assessment and evaluation of reading is based on the categories of knowledge and skills and on the achievement level descriptions given in the achievement charts.
  • Demonstrating an understanding of the importance of continuous, meaningful, detailed and supportive communication with students, parents/guardians and the community.
  • Demonstrating an understanding of the importance of shared assessment information (for example, data tracking, teacher moderation, class profiles and developmental continua) and the use of this information to track and monitor student learning over time. 
Module 3:
  • Developing an awareness of the influence of technology on reading instruction.
  • Demonstrating knowledge of curriculum planning, development, implementation strategies and frameworks related to reading instruction based on assessed student instructional needs within the context of universal design and differentiated instruction.
  • Developing an awareness of the impact of technology in planning/programming for reading instruction.
  • Demonstrating knowledge of how to use students’ real life experiences and personal interests in planning and development of reading instruction to enhance learning.
  • Planning and implementing a reading instruction framework that reflects the Ethical Standards for the Teaching Profession and the Standards of Practice for the Teaching Profession.
  • Purposeful planning to promote social cohesion and a collaborative community of learners in a safe, inclusive and respectful environment.
  • Demonstrating equitable social practices to create culturally responsive classrooms.
  • Understanding and using research-based strategies to create a learning environment that reflects the ethical standards and the standards of practice.
  • Using pedagogies that reflect the professional identity of educators as described in the ethical standards, the standards of practice and in the Foundations of Professional Practice.
  • Demonstrating an understanding of the importance of professional collaboration that supports student learning (cross-grade, cross-divisional and cross-curricular collaboration, collaboration with special education teacher and other support staff).
  • Demonstrating an understanding and respecting the importance of shared responsibility and partnership as conveyed in the Foundations of Professional Practice.         


The information contained in the 2016 CSU Handbook was accurate at the date of publication: 06 September 2016. The University reserves the right to vary the information at any time without notice.