|Semester 3, 2021 Online|
|Short Description:||Early Reading Instruction|
|Faculty or Section :||Faculty of Business, Education, Law and Arts|
|School or Department :||School of Education|
|Student contribution band :||Band 1|
|ASCED code :||070103 - Teacher Education: Primary|
|Grading basis :||Graded|
|Version produced :||19 June 2021|
Pre-requisite: Students must be enrolled in: BECH or BEED or BPED or BGEN.
BECH or BEED only: Enrolment is not permitted if EDX1170 or EHE1100 has been previously completed.
BPED only: Enrolment is not permitted if EHF1100 has previously been completed.
Participation in many aspects of Australian life is dependent on effective communication in Standard Australian English. Developing effective skills for the teaching of English is one of the principal tasks of all teachers. Australian Teacher Education programmes must meet Australian Standards for accreditation including study in English as a priority Learning Area. Included in the Australian Government’s plan for quality education is a commitment to the teaching of reading instruction through an explicit focus on phonics, phonemic awareness, vocabulary, fluency and comprehension. Teachers of English should be familiar with theories of pedagogical practices, along with research-based strategies that facilitate planning for effective English teaching and learning with diverse groups of learners.
This course is part of a suite of four English courses for primary and early childhood pre-service educators. The course will address early reading instruction by using an evidence-based framework that teaches pre-service teachers how to teach and assess oral language, metalinguistic awareness, phonemic awareness, phonics, fluency, vocabulary, comprehension and oral language to students from Kindergarten to Year Two. A variety of children's literature, including multimodal texts and ICTS will be used.
On successful completion of this course students should be able to:
- demonstrate an accurate knowledge of oral language, concepts of print, phonemic awareness, phonics, high frequency words, fluency and comprehension and identify links to the Early Years Learning Framework and the Australian Curriculum: English. (APST 2.1);
- developing knowledge and understanding of the literacy and numeracy general capabilities within early reading instruction (APST 2.5);
- demonstrate an understanding of a range of planning and teaching strategies including the design of appropriate and relevant resources, addressing the essential components of early reading instruction of children in order to develop independent readers. (APST 1.1, 2.1, 3.3, 3.4);
- identify and describe a flexible repertoire of approaches to the teaching and learning of early reading instruction and a range of teaching and assessment strategies, utilising multimodal approaches and ICTs (APST 1.2, 2.1, 2.6, 5.1 )
- demonstrate knowledge and understanding of academic literature in relation to theories of reading and the evidence –based reading instruction process (APST2.1);
- demonstrate an understanding of a range of diagnostic and formative assessment strategies in relation to the essential components of early reading instruction (APST 5.1)
- demonstrate appropriate cognitive, literacy and communication skills, including spelling, grammar, punctuation and APA referencing.
|2.||Concepts of Print||10.00|
|5.||High frequency words/vocabulary||15.00|
Text and materials required to be purchased or accessed
ALL textbooks and materials available to be purchased can be sourced from USQ's Online Bookshop (unless otherwise stated). (https://omnia.usq.edu.au/textbooks/?year=2021&sem=03&subject1=EDX1000)
Please contact us for alternative purchase options from USQ Bookshop. (https://omnia.usq.edu.au/info/contact/)
Student workload expectations
|Description||Marks out of||Wtg (%)||Due Date||Notes|
|Quiz||20||20||17 Dec 2021|
|Portfolio||50||50||14 Jan 2022|
|Vodcast||30||30||28 Jan 2022|
Important assessment information
It is the students' responsibility to attend and participate appropriately in all activities scheduled for them, and to study all material provided to them or required to be accessed by them, to maximise their chance of meeting the objectives of the course and to be informed of course-related activities and administration.
Requirements for students to complete each assessment item satisfactorily:
To satisfactorily complete an individual assessment item a student must achieve at least 50% of the marks for that item.
Penalties for late submission of required work:
Students should refer to the Assessment Procedure http://policy.usq.edu.au/documents.php?id=14749PL (point 4.2.4)
Requirements for student to be awarded a passing grade in the course:
To be assured of receiving a passing grade a student must achieve at least 50% of the total weighted marks available for the course.
Method used to combine assessment results to attain final grade:
The final grades for students will be assigned on the basis of the aggregate of the weighted marks obtained for each of the summative items for the course.
Examination period when Deferred/Supplementary examinations will be held:
There is no examination in this course, there will be no deferred or supplementary examinations.
University Student Policies:
Students should read the USQ policies: Definitions, Assessment and Student Academic Misconduct to avoid actions which might contravene University policies and practices. These policies can be found at http://policy.usq.edu.au.
Referencing in assignments must comply with the APA referencing system. This system should be used by students to format details of the information sources they have cited in their work. The APA style to be used is defined by the USQ library's referencing guide. This guide can be found at http://www.usq.edu.au/library/referencing.
Evaluation and benchmarking
In meeting the University’s aims to establish quality learning and teaching for all programs, this course monitors and ensures quality assurance and improvements in at least two ways. This course:
1. conforms to the USQ Policy on Evaluation of Teaching, Courses and Programs to ensure ongoing monitoring and systematic improvement
2. forms part of the Bachelor of Education and is benchmarked against the:
a, internal USQ accreditation/reaccreditation processes which include (i) stringent standards in the independent accreditation of its academic programs, (ii) close integration between business and academic planning, and (iii) regular and rigorous review
b. Queensland College of Teachers
c. Australian Professional Standards for Teachers (APST) of the Australian Institute for Teaching and School Leadership (AITSL).