EUN106 English, Language and Literacies 1: Early and Primary Reading
To view more information for this unit, select Unit Outline from the list below. Please note the teaching period for which the Unit Outline is relevant.
| Unit code: | EUN106 |
|---|---|
| Credit points: | 12 |
| Timetable | Details in HiQ, if available |
| Availabilities |
|
| CSP student contribution | $555 |
| Domestic tuition unit fee | $2,976 |
| International unit fee | $4,020 |
Unit Outline: Semester 2 2024, Kelvin Grove, Internal
| Unit code: | EUN106 |
|---|---|
| Credit points: | 12 |
| Coordinator: | Lynn Downes | l2.downes@qut.edu.au |
Overview
The Early Years Learning Framework and Primary English curriculum provide key contexts for the development of literacy skills and knowledges. Literacy is an area of concern for all early childhood and primary teachers, and comprises the largest proportion of daily learning. In current times it is vital for all learners to understand and work with texts across a variety of modes, therefore oral language, print reading and writing are key components of this unit. There will be a focus on the teaching of phonics, speaking (oral language), listening, reading fluency, reading comprehension, viewing and assessment of these vital English skills, drawing on current learning frameworks and curriculum documents. Elements of this unit interconnect with EUN201. A further aim of the unit is for you to develop your own academic, personal and professional literacy capabilities.
Learning Outcomes
On successful completion of this unit you will be able to:
- Interpret the concepts, substance and structure of the English Curriculum and content (CLO1).
- Identify strategies and appropriate resources for the teaching and assessment of reading in early childhood and primary contexts, including phonics, oral language and comprehension (CLO1).
- Apply scholarly research into how children learn phonics and reading, and reflect critically on the implications for teaching, learning, curriculum and professional teaching practice (CLO2).
- Apply technical and communication skills to design lesson plans, evaluate, implement, analyse and theorise about developments in English curriculum, including reading, that contribute to teaching practice (CLO8).
Content
This unit will utilise a range of resources that engage children/students and includes the following topics:
- phonemic awareness, phonological awareness and phonics - recognising, substituting, and manipulating sounds, phonemes, syllables, rhymes, onset-rimes, consonant diagraphs and blends, vowel diphthongs and blends, assessment
- vocabulary instruction for reading and writing
- reading fluency - understanding cueing, sight word recognition, strategies for teaching reading fluency, evaluating reading fluency
- the role of assessment in child/student learning, including informal and formal, diagnostic, formative and summative approaches
- diagnostic tools - miscue analysis/running records, oral-reading records - and how the results inform teaching practice
- reading comprehension - understanding reader factors, text factors and dialogic approaches
- teaching methods and strategies informed by research literature into how students learn
- language and literacy teaching strategies
- literacy and language in the transition to school
- teaching resources, including ICTs, that engage children/students in their learning
- pedagogies in early childhood and primary settings including play-based approaches
- children's literature: concepts of literacy and literacy experiences and pedagogies.
Learning Approaches
This unit will be studied through personal research, reading, writing, observation and collaborative learning activities. Activities will encourage experience, analysis, conceptualisation and application of literacy teaching strategies. Lectures and workshops will focus your attention on the theory-practice nexus. Workshops and online collaborative learning sessions will include oral presentations and discussions with peers. The unit adopts a blended learning approach to cater to internal and online students, which includes weekly lectures and workshops, augmented with online learning materials. Students with poor personal language skills will be referred to support services. You should access the unit Canvas site regularly as it contains important unit resources.
Feedback on Learning and Assessment
You will receive formative feedback throughout the unit through class discussions.
You will receive formal feedback on summative assessment using rubrics (criterion-referenced assessments).
Assessment
Overview
Assessments are authentic, linked to the content, underlying principles and unit outcomes. Formative assessment is provided during workshops.
Teachers of language, literature and literacies require a body of essential knowledge that includes the range of topics covered in the unit. In the case of the assignment, you must pass the personal literacy criterion on the assignment criteria sheet. This recognises that teachers of English language require a high level of literacy capability.
Literacy and numeracy standards, as required by the profession, are an inherent requirement of this unit.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Professional Plans
You will design two literacy lessons which involves: (1) an annotated lesson plan with appropriate references. This entails selecting and organising content from curriculum and planning learning activities with a range of appropriate teaching and assessment strategies, and engaging resources including ICTs; (2) a rationale that justifies the decisions made in the lesson plan using literacy, pedagogical, and assessment theory.
Your lesson designs should be underpinned by appropriate research into how students learn and the implications this has for teaching.
Early childhood pre-service teachers (EU30) must design a literacy lesson for kindergarten (prior-to-school) and Year 2. Primary pre-service teachers (EU40) must design a literacy lesson for Year 2 and Year 5.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Relates to learning outcomes
Course learning outcomes: 1, 2, 8
APST: 1.2, 2.1, 2.2, 2.3, 2.5, 2.6, 3.1, 3.2, 3.3, 3.4, 5.1, 5.4
Assessment: Examination
This examination will assess the unit materials covering English, language and literacy learning focusing on content, pedagogy and assessment strategies.
Relates to learning outcomes
Course learning outcomes: 1, 2
APST: 1.2, 2.1, 2.2, 2.3, 2.5, 2.6, 3.1, 3.2, 3.3, 3.4, 5.1, 5.4
Academic Integrity
Students are expected to engage in learning and assessment at QUT with honesty, transparency and fairness. Maintaining academic integrity means upholding these principles and demonstrating valuable professional capabilities based on ethical foundations.
Failure to maintain academic integrity can take many forms. It includes cheating in examinations, plagiarism, self-plagiarism, collusion, and submitting an assessment item completed by another person (e.g. contract cheating). It can also include providing your assessment to another entity, such as to a person or website.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Further details of QUT’s approach to academic integrity are outlined in the Academic integrity policy and the Student Code of Conduct. Breaching QUT’s Academic integrity policy is regarded as student misconduct and can lead to the imposition of penalties ranging from a grade reduction to exclusion from QUT.
Resources
The following resource materials will be used throughout this unit.
Resource Materials
Prescribed text(s)
Students choose ONE of the following books :
Bungawitta - Emily Rodda
Wonder - R J Palacio
Bridge to Terabithia - Katherine Paterson
My Girragundji - Meme McDonald and Boori Monty Pryor
Wombat Stew - Marcia,K Vaughan, and Pamela Lofts
Pearl Barley and Charlie Parsley - Aaron Blabey
Tompkins, Gail, E. , Carol Smith , Rod Campbell , David Green (2018) Literacy for the 21st Century: A Balanced Approach (3rd ed.) French's Forest, Australia: Pearson
Recommended text(s)
Fellowes, J. & Oakley, G. (2014) Language, literacy and early childhood education. South Melbourne, Australia: Oxford University Press
Other
Department of Education and Training. Curriculum into the Classroom (C2C).
ACARA website
Risk Assessment Statement
There are no out-of-the-ordinary risks associated with the general conduct of this unit. Workplace health and safety protocols in relation to computer use will apply.
Standards/Competencies
This unit is designed to support your development of the following standards\competencies.
Australian Professional Standards for Teachers
1 Professional Knowledge: Know students and how they learn
- Understand how students learn
Relates to: Professional Plans, Examination
2 Professional Knowledge: Know the content and how to teach it
- Content and teaching strategies of the teaching area
Relates to: Professional Plans, Examination - Content selection and organisation
Relates to: Professional Plans, Examination - Curriculum, assessment and reporting
Relates to: Professional Plans, Examination - Literacy and numeracy strategies
Relates to: Professional Plans, Examination - Information and Communication Technology (ICT)
Relates to: Professional Plans, Examination
3 Professional Practice: Plan for and implement effective teaching and learning
- Establish challenging learning goals
Relates to: Professional Plans, Examination - Plan, structure and sequence learning programs
Relates to: Professional Plans, Examination - Use teaching strategies
Relates to: Professional Plans, Examination - Select and use resources
Relates to: Professional Plans, Examination
5 Professional Practice: Assess, provide feedback and report on student learning
- Assess student learning
Relates to: Professional Plans, Examination - Interpret student data
Relates to: Professional Plans, Examination
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.EU30 Master of Teaching (Early Childhood)
- Knowledgeable: Demonstrate comprehensive professional knowledge of learning areas, learners and learning.
Relates to: ULO1, Professional Plans, Examination - Scholarly: Reflect critically on the ways in which educational theory and research informs and impacts teaching practice.
Relates to: ULO3, Professional Plans, Examination - Communicative: Engage and communicate effectively and professionally.
Relates to: ULO4, Professional Plans
EU40 Master of Teaching (Primary)
- Knowledgeable: Demonstrate comprehensive professional knowledge of learning areas, learners and learning.
Relates to: ULO1, Professional Plans, Examination - Scholarly: Reflect critically on the ways in which educational theory and research informs and impacts teaching practice.
Relates to: ULO3, Professional Plans, Examination - Communicative: Engage and communicate effectively and professionally.
Relates to: ULO4, Professional Plans
Unit Outline: Semester 2 2024, Online
| Unit code: | EUN106 |
|---|---|
| Credit points: | 12 |
Overview
The Early Years Learning Framework and Primary English curriculum provide key contexts for the development of literacy skills and knowledges. Literacy is an area of concern for all early childhood and primary teachers, and comprises the largest proportion of daily learning. In current times it is vital for all learners to understand and work with texts across a variety of modes, therefore oral language, print reading and writing are key components of this unit. There will be a focus on the teaching of phonics, speaking (oral language), listening, reading fluency, reading comprehension, viewing and assessment of these vital English skills, drawing on current learning frameworks and curriculum documents. Elements of this unit interconnect with EUN201. A further aim of the unit is for you to develop your own academic, personal and professional literacy capabilities.
Learning Outcomes
On successful completion of this unit you will be able to:
- Interpret the concepts, substance and structure of the English Curriculum and content (CLO1).
- Identify strategies and appropriate resources for the teaching and assessment of reading in early childhood and primary contexts, including phonics, oral language and comprehension (CLO1).
- Apply scholarly research into how children learn phonics and reading, and reflect critically on the implications for teaching, learning, curriculum and professional teaching practice (CLO2).
- Apply technical and communication skills to design lesson plans, evaluate, implement, analyse and theorise about developments in English curriculum, including reading, that contribute to teaching practice (CLO8).
Content
This unit will utilise a range of resources that engage children/students and includes the following topics:
- phonemic awareness, phonological awareness and phonics - recognising, substituting, and manipulating sounds, phonemes, syllables, rhymes, onset-rimes, consonant diagraphs and blends, vowel diphthongs and blends, assessment
- vocabulary instruction for reading and writing
- reading fluency - understanding cueing, sight word recognition, strategies for teaching reading fluency, evaluating reading fluency
- the role of assessment in child/student learning, including informal and formal, diagnostic, formative and summative approaches
- diagnostic tools - miscue analysis/running records, oral-reading records - and how the results inform teaching practice
- reading comprehension - understanding reader factors, text factors and dialogic approaches
- teaching methods and strategies informed by research literature into how students learn
- language and literacy teaching strategies
- literacy and language in the transition to school
- teaching resources, including ICTs, that engage children/students in their learning
- pedagogies in early childhood and primary settings including play-based approaches
- children's literature: concepts of literacy and literacy experiences and pedagogies.
Learning Approaches
This unit will be studied through personal research, reading, writing, observation and collaborative learning activities. Activities will encourage experience, analysis, conceptualisation and application of literacy teaching strategies. Lectures and workshops will focus your attention on the theory-practice nexus. Workshops and online collaborative learning sessions will include oral presentations and discussions with peers. The unit adopts a blended learning approach to cater to internal and online students, which includes weekly lectures and workshops, augmented with online learning materials. Students with poor personal language skills will be referred to support services. You should access the unit Canvas site regularly as it contains important unit resources.
Feedback on Learning and Assessment
You will receive formative feedback throughout the unit through class discussions.
You will receive formal feedback on summative assessment using rubrics (criterion-referenced assessments).
Assessment
Overview
Assessments are authentic, linked to the content, underlying principles and unit outcomes. Formative assessment is provided during workshops.
Teachers of language, literature and literacies require a body of essential knowledge that includes the range of topics covered in the unit. In the case of the assignment, you must pass the personal literacy criterion on the assignment criteria sheet. This recognises that teachers of English language require a high level of literacy capability.
Literacy and numeracy standards, as required by the profession, are an inherent requirement of this unit.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Professional Plans
You will design two literacy lessons which involves: (1) an annotated lesson plan with appropriate references. This entails selecting and organising content from curriculum and planning learning activities with a range of appropriate teaching and assessment strategies, and engaging resources including ICTs; (2) a rationale that justifies the decisions made in the lesson plan using literacy, pedagogical, and assessment theory.
Your lesson designs should be underpinned by appropriate research into how students learn and the implications this has for teaching.
Early childhood pre-service teachers (EU30) must design a literacy lesson for kindergarten (prior-to-school) and Year 2. Primary pre-service teachers (EU40) must design a literacy lesson for Year 2 and Year 5.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Relates to learning outcomes
Course learning outcomes: 1, 2, 8
APST: 1.2, 2.1, 2.2, 2.3, 2.5, 2.6, 3.1, 3.2, 3.3, 3.4, 5.1, 5.4
Assessment: Examination
This examination will assess the unit materials covering English, language and literacy learning focusing on content, pedagogy and assessment strategies.
Relates to learning outcomes
Course learning outcomes: 1, 2
APST: 1.2, 2.1, 2.2, 2.3, 2.5, 2.6, 3.1, 3.2, 3.3, 3.4, 5.1, 5.4
Academic Integrity
Students are expected to engage in learning and assessment at QUT with honesty, transparency and fairness. Maintaining academic integrity means upholding these principles and demonstrating valuable professional capabilities based on ethical foundations.
Failure to maintain academic integrity can take many forms. It includes cheating in examinations, plagiarism, self-plagiarism, collusion, and submitting an assessment item completed by another person (e.g. contract cheating). It can also include providing your assessment to another entity, such as to a person or website.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Further details of QUT’s approach to academic integrity are outlined in the Academic integrity policy and the Student Code of Conduct. Breaching QUT’s Academic integrity policy is regarded as student misconduct and can lead to the imposition of penalties ranging from a grade reduction to exclusion from QUT.
Resources
The following resource materials will be used throughout this unit.
Resource Materials
Prescribed text(s)
Students choose ONE of the following books :
Bungawitta - Emily Rodda
Wonder - R J Palacio
Bridge to Terabithia - Katherine Paterson
My Girragundji - Meme McDonald and Boori Monty Pryor
Wombat Stew - Marcia,K Vaughan, and Pamela Lofts
Pearl Barley and Charlie Parsley - Aaron Blabey
Tompkins, Gail, E. , Carol Smith , Rod Campbell , David Green (2018) Literacy for the 21st Century: A Balanced Approach (3rd ed.) French's Forest, Australia: Pearson
Recommended text(s)
Fellowes, J. & Oakley, G. (2014) Language, literacy and early childhood education. South Melbourne, Australia: Oxford University Press
Other
Department of Education and Training. Curriculum into the Classroom (C2C).
ACARA website
Risk Assessment Statement
There are no out-of-the-ordinary risks associated with the general conduct of this unit. Workplace health and safety protocols in relation to computer use will apply.
Standards/Competencies
This unit is designed to support your development of the following standards\competencies.
Australian Professional Standards for Teachers
1 Professional Knowledge: Know students and how they learn
- Understand how students learn
Relates to: Professional Plans, Examination
2 Professional Knowledge: Know the content and how to teach it
- Content and teaching strategies of the teaching area
Relates to: Professional Plans, Examination - Content selection and organisation
Relates to: Professional Plans, Examination - Curriculum, assessment and reporting
Relates to: Professional Plans, Examination - Literacy and numeracy strategies
Relates to: Professional Plans, Examination - Information and Communication Technology (ICT)
Relates to: Professional Plans, Examination
3 Professional Practice: Plan for and implement effective teaching and learning
- Establish challenging learning goals
Relates to: Professional Plans, Examination - Plan, structure and sequence learning programs
Relates to: Professional Plans, Examination - Use teaching strategies
Relates to: Professional Plans, Examination - Select and use resources
Relates to: Professional Plans, Examination
5 Professional Practice: Assess, provide feedback and report on student learning
- Assess student learning
Relates to: Professional Plans, Examination - Interpret student data
Relates to: Professional Plans, Examination
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.EU30 Master of Teaching (Early Childhood)
- Knowledgeable: Demonstrate comprehensive professional knowledge of learning areas, learners and learning.
Relates to: ULO1, Professional Plans, Examination - Scholarly: Reflect critically on the ways in which educational theory and research informs and impacts teaching practice.
Relates to: ULO3, Professional Plans, Examination - Communicative: Engage and communicate effectively and professionally.
Relates to: ULO4, Professional Plans
EU40 Master of Teaching (Primary)
- Knowledgeable: Demonstrate comprehensive professional knowledge of learning areas, learners and learning.
Relates to: ULO1, Professional Plans, Examination - Scholarly: Reflect critically on the ways in which educational theory and research informs and impacts teaching practice.
Relates to: ULO3, Professional Plans, Examination - Communicative: Engage and communicate effectively and professionally.
Relates to: ULO4, Professional Plans