EML433 Primary English Curriculum: Reading, Process & Pedagogy (8)

Abstract

This subject covers the teaching of reading by recognising the interconnectedness of listening, talking, and writing. Diagnostic, evidence-based approaches to plan the teaching of reading through knowledge, skills, strategies and assessment will be introduced.

Students will develop critical knowledge and conceptual understandings of curriculum frameworks for reading instruction, and theoretical and practical knowledge will be developed thorough opportunities to integrate skills and explicit teaching strategies in the context of the primary literacy program.

The subject takes a socio-cultural and multiliteracies approach which includes understanding the nature and needs of diverse learners. It places assessment, reflective evaluation and communication with parents, at the core of the learning and teaching cycle.

+ Subject Availability Modes and Location

Session 1
Distance	Wagga Wagga Campus

Continuing students should consult the SAL for current offering details: EML433
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 session	HD/FL	Faculty of Arts and Education

Learning Outcomes

Upon successful completion of this subject, students should:
- 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
- have demonstrated 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
- have demonstrated that they can plan for integration of skills and explicit teaching strategies for reading and viewing in the context of a balanced literacy program
- 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
- have articulated ways of building relationships between home/community and formal educational sites.

Syllabus

The subject will cover the following topics:
- Major socio-cultural and language theories which underpin curriculum approaches to literacy and learning. Models of reading instruction based upon these approaches: Four Resources/SLOTE/ Learning by Design. - Reading processes: strategies to encourage the use and orchestration of phonemic, semiotic and syntactic cues for reading print; ways to encourage fluency and vocabulary acquisition through literature; development of critical and visual literacy using the five semiotic systems of meaning with multimodal texts - Reading pedagogy: creating a balanced reading program; organising classrooms for learning with a focus on direct instruction, shared, modelled, guided and independent reading. Balanced Assessment: formative and summative methods, reporting to parents, evaluation as reflective practice. - Understanding and addressing diversity in the reading classroom; ESL learners. Working with parents and communities.

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