English in Primary School

Overview

This unit is designed to prepare pre-service teachers to teach early reading in early years education. It examines the key elements for early reading development which include oral language and concepts of print, phonological awareness and phonemic awareness, phonics, vocabulary, fluency and comprehension. In addition, effective teaching strategies and assessments for early reading will be explored through modelled and practised pedagogies. Pre-service teachers will gain critical insights into early reading development which will add to their pedagogical content knowledge. They will also develop a deep understanding of early reading development by drawing on relevant theoretical perspectives, contemporary pedagogical practices and evidenced based research that informs effective strategies for teaching, learning and assessments.

Unit learning outcomes

Students who successfully complete this unit will be able to:

1. Examine how the teaching of oral language and concepts of print, phonological awareness and phonemic awareness, phonics, vocabulary, fluency and comprehension can contribute to children’s early reading development.
2. Critically evaluate a strategy for the teaching of early reading and an assessment in early reading.
3. Conduct a miscue analysis on a running record (i.e. identifying graphophonic, grammatical or semantic miscues).
4. Develop and evaluate a lesson plan that utilises a children’s book to support and extend children’s learning of phonics and reading vocabulary.
5. Develop and evaluate a lesson plan that utilises a children’s book to support and extend children’s fluency in reading and their reading comprehension.

Teaching methods

Hawthorn

Assessment

Content

• Contemporary pedagogical approaches and methods of teaching English, including the use of ICT
• Principles of planning and assessing within English
• Strategies for assessing student learning, including the importance and functions of moderation and providing feedback to enhance learning
• Key elements for reading development in the early years (e.g. oral language, phonological awareness and phonemic awareness, phonics, vocabulary, fluency and comprehension)
• Children’s literature (e.g. early childhood literature and engaged play, and genres of children literature)
• Home and community literacy practices (e.g. parental involvement, reading to and with babies and toddlers, adult modelling of reading behaviours, public libraries and community groups)
• Language and literacy development for EAL/D learners
• Research on evidence-based teaching practices for early reading development (from birth to eight years of age)
• Strategies for planning and teaching early reading (from birth to eight years of age)
• Assessment strategies in early reading (e.g. informal discussions, read and retell, basic sight word tests and running records) 
• Links to the Early Years Learning Framework (or state equivalent) and the Australian Curriculum (or state equivalent)