Semester 2 2018 Recfind File Number: F14040

Course Outline

Code: EDU340 Title: Teaching Reading and Writing

Faculty of: Science, Health, Education and Engineering School of: Education Teaching Session: Semester 2 Year: 2018 Course Coordinator: Ms Carol Smith Tel: 5456 5587 Email: csmith3@usc.edu.au Course Moderator: Dr Beverly Dann

Please go to the USC website for up to date information on the teaching sessions and campuses where this course is usually offered.

1. What is this course about? 1.1 Description The course introduces you to theories and models of English language teaching and the accompanying practice relevant to children’s development from the acquisition stage of learning through to Year 6. You will engage in studies of ‘how’ and ‘why’ it is important to differentiate instruction to teach reading, writing, listening and speaking to children from a broad range of contexts. A variety of teaching strategies will be explored and you will gain competence in matching teaching strategies to student’s use of cueing systems and processing strategies. You will learn how to assess students’ reading and writing competence.

1.2 Course topics • Models, approaches and theories of English language teaching at the acquisition stage of language learning. • Australian Curriculum: English. • English literacy teaching and learning strategies. • Sub-technical skills that include grammar, spelling, punctuation and comprehension. • Systematic observation skills. • Differentiated learning in English.

2. What level is this course? 300 level Graduate - Independent application of graduate knowledge and skills. Meets AQF and professional requirements. May require pre-requisites and developing level knowledge/skills. Normally taken in the 3rd or 4th year of an undergraduate program

3. What is the unit value of this course? 12 units

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4. How does this course contribute to my learning? Specific Learning Outcomes On successful completion of this course, you should be able to:

Assessment tasks You will be assessed on the learning outcomes in task/s:

Graduate Qualities or Professional Standards mapping Completing these tasks successfully will contribute to you becoming:

Appreciate and articulate the diverse range of language learning theories and their influence on curriculum.

Task 1. Examination Knowledgeable. Creative and critical thinkers.

Produce a portfolio of language teaching strategies that encompasses reading, writing, speaking and listening and account for processing strategies and cueing systems.

Task 2. Portfolio of Language Teaching Strategies

Knowledgeable. Empowered.

Analyse a student’s responses to six language assessment tasks and plan appropriate future instruction at text, word and letter level using the Australian Curriculum: English, specific teaching strategies and recommendations made in the research literature as a guideline.

Task 3. Case Study Empowered. Knowledgeable.

5. Am I eligible to enrol in this course? Refer to the USC Glossary of terms for definitions of “pre-requisites, co-requisites and anti-requisites”.

5.1 Enrolment restrictions Students must be enrolled in ED301, ED303, ED304, ED306, AE301, AE302, BE301, SE301, ED503, ED601, ED602, ED603, UU301 or XU301

5.2 Pre-requisites Nil

5.3 Co-requisites Nil

5.4 Anti-requisites EDU640

5.5 Specific assumed prior knowledge and skills (where applicable) You will have achieved a Pass in Senior English

6. How am I going to be assessed? 6.1 Grading scale Standard – High Distinction (HD), Distinction (DN), Credit (CR), Pass (PS), Fail (FL)

6.2 Details of early feedback on progress

Early feedback will be provided on preservice teachers’ personal language skills. This will take the form of a written task in the first week of tutorials. A Practice Quiz will be held in Week 2.

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6.3 Assessment tasks Task No.

Assessment Tasks Individual or Group

Weighting %

What is the duration / length?

When should I submit?

Where should I submit it?

1 Examination Individual 20 % 1000 words Week 4 Tutorials

Tutorial Room

2 Portfolio of Language Teaching Strategies

Individual 30% 2000 words including Commentary

Week 8 Monday 9am

Safe Assign

3 Case Study Individual 50% 2000 words Weeks 9 & 10. Final submission Week 10 Monday 9am

Hard Copy of children’s completed tasks submitted to tutor in Lecture Week 9. Report uploaded Safe Assign.

100% Assessment Task 1: Examination

Goal: The goal of this assessment task is that you will identify from research, the factors that contribute to your current position on the teaching of reading, writing, speaking and viewing.

Product: Examination Format: You will read an excerpt from an unseen research article that outlines why teachers need to have

understanding of a range of language learning theories and approaches that have influenced the teaching of reading and writing to children who are at differing stages of physical, social and intellectual development. You will respond to the article and demonstrate your understanding of how the different theories have/have not influenced your understanding of the learning and teaching of reading and writing. When writing your response, you will outline clearly the influence your chosen theory/ies have on what is taught in the Australian Curriculum: English. The reader will obtain clear understanding of the adopted theoretical perspective.

Criteria: You will demonstrate evidence of:

• Knowledge and understanding of the chosen language theory/ies

• Evaluation of language learning theories

• Development and articulation of a theoretical position in relation to reading and writing

• Appreciation of the content of Australian Curriculum: English

• Written communication skills and academic literacies including English expression grammar, spelling, punctuation, APA referencing conventions

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Assessment Task 2: Portfolio of Language Teaching Strategies

Goal: The goal of this task is for you to produce a portfolio of English teaching strategies that can be used to develop students’ English skills in reading, writing and oral language in a nominated year level.

Product: Portfolio of English teaching strategies.

Format: You will access a range of at least six teaching strategies for each category - reading, writing and oral language that can be used for a nominated primary school age level to assist childrens’ developing language knowledge and skill (18 strategies minimum). You are required to explain each teaching strategy, the procedure required for its implementation and justification for your choice of strategy according to how it can develop student’s use of cueing systems and processing strategies in relation to Australian Curriculum: English guidelines. You will be required to reference your teaching strategies in your justification.

Criteria: • Appropriate range of teaching strategies

• Explanation of each teaching strategy, rationale or justification for use and procedure to be adopted for its implementation

• Knowledge and understanding of cueing systems and processing strategies and the Australian Curriculum: English

• Organisation of the portfolio for the intended audience

• Written communication skills and academic literacies including English expression at text, word and sentence level; APA referencing

Assessment Task 3: Case Study

Goal: The goal of this task is for you to conduct a case study with a student who is in the first or second year of schooling. To conduct this task, you are required to find a child with whom you can work for approximately one hour. You will assess the child’s strengths and weaknesses according to the specific assessment tasks and then apply your understanding of language theory and teaching strategies (Tasks 1 & 2) to propose a future teaching plan for the student. You will link the proposed teaching to the Australian Curriculum: English year level outcomes.

Product: Case Study Report Format: You will conduct six language assessment tasks with a child who is in Years 1-2. You will analyse the

child’s strengths and weaknesses at text, word and letter level according to their level of schooling. Following an analysis of the tasks, you will create a language learning program for the student based on their demonstrated competencies at sentence, word, letter, and text level in reading and writing. This program should show that you:

1) can conduct appropriate assessment tasks 2) understand the student’s current reading and writing abilities 3) can organise subsequent instruction into an effective learning and teaching sequence that

is based on the student’s language skills and your knowledge of language theory; 4) can use Australian English curriculum, assessment and reporting knowledge to design

learning sequences when using literacy teaching strategies. Criteria: • Implementation of six reading and writing tasks;

• Analysis of the child’s English strengths and weaknesses as revealed in the six tasks;

• Use of research literature and Australian curriculum documents (used for Assignments 1 & 2) to plan for future language development;

• Discussion of relevant teaching strategies to support teaching and learning;

• Written communication skills and academic literacies including correct English use at text, sentence and word level and APA referencing guidelines.

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7. What are the course activities? 7.1 Directed study hours This course requires an overall time commitment of an average 12 hours of study per week. A blended learning approach is used to deliver this course. This course is delivered as a 2 hour lecture and a 2 hour tutorial equivalent each week.

7.2 Course content Week # / Module #

What key concepts/content will I learn?

Module 1-3 Orientations to Teaching Reading & Writing in the Early Phases of Learning (P-3). Australian English Curriculum

Module 4-7 Effective, enduring English teaching strategies- a balanced approach for a variety of learners. School visit - Engaging with children during a lecture to trial some teaching strategies

Module 8-9 English intervention strategies and assessment and reporting procedures.

10 Bringing it all together - Applying strategies to advance an individual child’s learning Please note that the course activities may be subject to variation.

8. What resources do I need to undertake this course? Please note that course information, including specific information of recommended readings, learning activities, resources, weekly readings, etc. are available on the course Blackboard site. Please log in as soon as possible.

8.1 Prescribed text(s) Please note that you need to have regular access to the resource(s) listed below as they are required:

Author Year Title Publisher

Tompkins, G. Campbell, R. Green, D. and Smith, C

2015 Literacy for the 21st Century (2nd Edition) Pearson: Boston

Clay, M.M. 2000 Resource Pack- Sand, Stones, Follow Me Moon; No Shoes- The Concepts About Print Test

Pearson: Auckland

Campbell, R & Ryles, G. 2014 Teaching English Grammar Pearson: Frenchs Forest

8.2 Specific requirements N/A

9. Risk management Health and safety risks for this course have been assessed as low.

It is your responsibility as a student to review course material, search online, discuss with lecturers and peers, and understand the health and safety risks associated with your specific course of study. It is also your responsibility to familiarise yourself with the University’s general health and safety principles by reviewing the online Health Safety and Wellbeing training module for students, and following the instructions of the University staff.

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10. What administrative information is relevant to this course?

10.1 Assessment: Academic Integrity

Academic integrity is the ethical standard of university participation. It ensures that students graduate as a result of proving they are competent in their discipline. This is integral in maintaining the value of academic qualifications. Each industry has expectations and standards of the skills and knowledge within that discipline and these are reflected in assessment.

Academic integrity means that you do not engage in any activity that is considered to be academic fraud; including plagiarism, collusion or outsourcing any part of any assessment item to any other person. You are expected to be honest and ethical by completing all work yourself and indicating in your work which ideas and information were developed by you and which were taken from others. You cannot provide your assessment work to others. You are also expected to provide evidence of wide and critical reading, usually by using appropriate academic references.

In order to minimise incidents of academic fraud, this course may require that some of its assessment tasks, when submitted to Blackboard, are electronically checked through SafeAssign. This software allows for text comparisons to be made between your submitted assessment item and all other work that SafeAssign has access to.

10.2 Assessment: Additional requirements

Eligibility for Supplementary Assessment Your eligibility for supplementary assessment in a course is dependent of the following conditions applying: a) The final mark is in the percentage range 47% to 49.4% b) The course is graded using the Standard Grading scale c) You have not failed an assessment task in the course due to academic misconduct

10.3 Assessment: Submission penalties

Late submission of assessment tasks will be penalised at the following maximum rate:

• 5% (of the assessment task’s identified value) per day for the first two days from the date identified as the due date for the assessment task.

• 10% (of the assessment task’s identified value) for the third day

• 20% (of the assessment task’s identified value) for the fourth day and subsequent days up to and including seven days from the date identified as the due date for the assessment task.

• A result of zero is awarded for an assessment task submitted after seven days from the date identified as the due date for the assessment task.

Weekdays and weekends are included in the calculation of days late. To request an extension, you must contact your Course Coordinator and supply the required documentation to negotiate an outcome.

10.4 Study help

In the first instance, you should contact your tutor, then the Course Coordinator. Additional assistance is provided to all students through Academic Skills Advisers. To book an appointment or find a drop-in session go to Student Hub.

Contact Student Central for further assistance: +61 7 5430 2890 or studentcentral@usc.edu.au

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10.5 Links to relevant University policy and procedures

For more information on Academic Learning & Teaching categories including:

• Assessment: Courses and Coursework Programs

• Review of Assessment and Final Grades

• Supplementary Assessment

• Administration of Central Examinations

• Deferred Examinations

• Student Academic Misconduct

• Students with a Disability

Visit the USC website: http://www.usc.edu.au/explore/policies-and-procedures#academic-learning-and-teaching

10.6 General Enquiries

In person:

• USC Sunshine Coast - Student Central, Ground Floor, Building C, 90 Sippy Downs Drive, Sippy Downs

• USC South Bank - Student Central, Building A4 (SW1), 52 Merivale Street, South Brisbane

• USC Gympie - Student Central, 71 Cartwright Road, Gympie

• USC Fraser Coast - Student Central, Student Central, Building A, 161 Old Maryborough Rd, Hervey Bay

• USC Caboolture - Student Central, Level 1 Building J, Cnr Manley and Tallon Street, Caboolture

Tel: +61 7 5430 2890 Email: studentcentral@usc.edu.au

10.7 Faculty specific information The assessment tasks in this course support pre-service teachers to explicitly demonstrate the following Australian Professional Standards for Teachers (Graduate):

Assessment Task Australian Professional Standards for Teachers (Graduate) Task 1: Examination

1.1Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning; 1.2 Demonstrate knowledge and understanding of research into how students learn and the implications for teaching; 2.1 Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area.

Task 2: Portfolio of Teaching Strategies

1.1 Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning; 1.2 Demonstrate knowledge and understanding of research into how students learn and the implications for teaching; 2.1 Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area; 2.5 Know and understand literacy and numeracy teaching strategies and their application in teaching areas; 3.3 Include a range of teaching strategies.

Task 3: Case Study 1.1 Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning; 1.2 Demonstrate knowledge and understanding of research into how students learn and the implications for teaching; 2.1 Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area; 2.2 Organise content into an effective learning and teaching sequence;

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2.3 Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans; 2.5 Know and understand literacy and numeracy teaching strategies and their application in teaching areas; 3.2 Plan lesson sequences using knowledge of student learning, content and effective teaching strategies; 3.3 Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning; 5.1Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice.