EDCU20036 - Literacy Learning
Term 1 - 2017


All details in this unit profile for EDCU20036 have been officially approved by CQUniversity and represent a learning partnership between the University and you (our student). The information will not be changed unless absolutely necessary and any change will be clearly indicated by an approved correction included in the profile.

Overview

Effective language and literacy instruction is central to primary school students' learning in English and in all other areas of the school curriculum. This unit aims to develop knowledge, skills and attitudes that contribute to successful teaching and learning of language and literacy in primary schools. The unit addresses the broad areas of early literacy learning and the middle years of schooling. The approach is grounded in theoretical perspectives that seek to provide balanced and explicit instruction about language and literacy practices, and knowledge of texts that are central to those. Specifically, students in the unit will be required to demonstrate effective assessment and instruction of language and literacy, planning of literacy lessons, and development of a unit of work that addresses the diversity of needs of primary school students in 21st Century classrooms.

Details

Career Level Postgraduate
Credit Points 6
Student Contribution Band 7
Fraction of Full-Time Student Load 0.125

Pre-requisites or Co-requisites

Co-requisite EDCU20037 Numeracy Learning

Attendance Requirements

All on-campus students are expected to attend scheduled classes – in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).

Offerings

Term 1 - 2017
  • Distance

Website

This unit has a website, within the Moodle system, which is available two weeks before the start of term. It is important that you visit your Moodle site throughout the term. Go to Moodle

Recommended Student Time Commitment

Each 6-credit Postgraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.

Class Timetable

Assessment Overview

Assessment Task Weighting
1. Written Assessment 30%
2. Portfolio 30%
3. Online Test 40%

This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of ‘pass’ in order to pass the unit. If any ‘pass/fail’ tasks are shown in the table above they must also be completed successfully (‘pass’ grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the ‘assessment task’ section (note that in some instances, the minimum mark for a task may be greater than 50%). Consult the University’s Grades and Results Procedures for more details of interim results and final grades.

All University policies are available on the IMPortal.

You may wish to view these policies:

  • Grades and Results Procedure
  • Assessment Policy and Procedure (Higher Education Coursework)
  • Review of Grade Procedure
  • Academic Misconduct Procedure
  • Monitoring Academic Progress (MAP) Policy and Procedure – Domestic Students
  • Monitoring Academic Progress (MAP) Policy and Procedure – International Students
  • Refund and Excess Payments (Credit Balances) Policy and Procedure
  • Student Feedback – Compliments and Complaints Policy and Procedure
  • Acceptable Use of Information and Communications Technology Facilities and Devices Policy and Procedure

This list is not an exhaustive list of all University policies. The full list of University policies are available on the IMPortal.

Feedback, Recommendations and Responses

Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.

Feedback Source Recommendation
Suggested to cover Bloom's revised taxonomy in the second week. student evaluation Move information about Bloom's revised taxonomy earlier into the course.
On successful completion of this unit, you will be able to:
  1. Illustrate a range of teaching strategies that provide explicit and balanced literacy instruction
  2. Delineate literacy practices for early language and literacy instruction and those appropriate for primary students at other levels of literacy learning
  3. Determine and teach purpose, structure and features of a range of texts including print-based and digital
  4. Conduct assessment activities to determine specific language and literacy learning needs of a diverse range of learners and to monitor their progress
  5. Plan and program language and literacy instruction across the primary school curriculum for diverse groups of learners including sequences that explicitly addresses identified needs and or enhance reading practice
  6. Identify, articulate and evaluate the ways their knowledge of literacy instruction addresses professional standards for teachers
  7. Apply personal competence in literacy

Successful completion of this unit provides opportunities for students to demonstrate the Australian Professional Standards for Teachers focus areas of:

1.1 Physical, social and intellectual development and characteristics of students

1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds

1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities

2.1 Content and teaching strategies of the teaching area

2.2 Content selection and organisation

2.3 Curriculum, assessment and reporting

2.5 Literacy and numeracy strategies

3.1 Establish challenging learning goals

3.2 Plan, structure and sequence learning programs

3.3 Use teaching strategies

3.4 Select and use resources

5.1 Assess student learning

5.4 Interpret student data

6.2 Engage in professional learning and improve practice

6.4 Apply professional learning and improve student learning

Alignment of Assessment Tasks to Learning Outcomes

Assessment Tasks Learning Outcomes
1 2 3 4 5 6 7
1 - Written Assessment    
2 - Portfolio  
3 - Online Test          

Alignment of Graduate Attributes to Learning Outcomes

  • Professional Level
  • Advanced Level
Graduate Attributes Learning Outcomes
1 2 3 4 5 6 7
1. Knowledge
2. Communication  
3. Cognitive, technical and creative skills  
4. Research            
5. Self-management          
6. Ethical and Professional Responsibility      
7. Leadership          

Alignment of Assessment Tasks to Graduate Attributes

  • Professional Level
  • Advanced Level
Assessment Tasks Graduate Attributes
1 2 3 4 5 6 7
1 - Written Assessment    
2 - Portfolio    
3 - Online Test      

Prescribed Textbooks

Literacy: reading, writing & children's literature.
Author/s: Winch, G., Ross Johnston, R., March, P. Ljungdahl, L. & Holliday, M. Year: 2014
Edition: 5th Publisher: Oxford University Press
City: South Melbourne State: VIC
Country: Australia
View textbooks at the CQUniversity Bookshop

IT Resources

You will need access to the following IT resources:
  • CQUniversity Student Email
  • Internet
  • Unit Website (Moodle)
All submissions for this unit must use the American Psychological Association (APA) referencing style (details can be obtained here). For further information, see the Assessment Tasks below.
Unit CoordinatorDawn Haynes (d.haynes@cqu.edu.au)
Note: Check the Term-Specific section for any additional contact information provided by the teaching team
Week Begin Date Module/Topic Chapter Events and Submissions
Week 1 06-03-2017

Defining Literacy

Week 2 13-03-2017

Children's Literature

Week 3 20-03-2017

Understanding Reading

Week 4 27-03-2017

Strategies for Teaching Reading

Week 5 03-04-2017

Assessing Literacy Development

Vacation Week 10-04-2017
Compiling a reading resource Due Monday (10 Apr 17) 11:45 PM AEST
Week 6 17-04-2017

Understanding Writing

Online test 1

Week 7 24-04-2017

Strategies for Teaching Writing

Online test 2

Week 8 01-05-2017

Oral Language and Literacy

Online test 3

Week 9 08-05-2017

Grammar for Teaching

Online test 4

Week 10 15-05-2017

Indigenous Students and Teaching Literacy

Personal Literacy Competency Online Test Due Friday (19 May 17) 11:45 PM AEST
Week 11 22-05-2017

ESL Students and Teaching Literacy

Assessment for Literacy Learning Due Friday (26 May 17) 11:45 PM AEST
Week 12 29-05-2017
Review/Exam Week 05-06-2017
Exam Week 12-06-2017

1 Written Assessment

Assessment Title Compiling a reading resource
Task Description

This task is to be completed individually.

Being able to understand the multiple ways in which quality texts can be used to teach reading, writing and oral language is important. This task will encourage you to carefully select texts and design ways in which you can use them in class settings.

Annotated bibliography

Select 4 quality* texts published in the period 2010-2016. Your selection should include a variety of picture books, novels, websites, and other electronic or paper-based texts. These texts must suitable for variety a grade levels (P-6) and include different genre (fiction, non-fiction, poetry).

Provide an overview of each text’s purpose, content and genre. Using correct grammatical terminology, describe the key language features, illustrations/graphics and the age group for which the text is most suited.

Ways to use the texts

Using the template provided, design ways in which each text could be used to support the explicit teaching of reading i.e. strategies for before, during and after reading the text.

Justify your activities. Why have you chosen this activity? How will it help readers? Indicate which role of the reader is supported (code breaker, participant, user, analyst).

Tasks must be described in detail. Where cloze is adopted for example, you must indicate which words or sections of text are deleted and why. Indicate page numbers and text excerpts where appropriate.

Where these ideas are derived from existing sources, you must reference this AND state how and why you have adapted the activity.

For each section of before, during and after reading, write a range of questions that could be posed when using this text. The range must span the hierarchy of questions in Bloom’s Taxonomy. Try to make the questions specific to the text rather than generic.

* Quality denotes the use of authentic and rich language and textual features. Do not include texts from commercially available reading schemes.

Assessment Due Date Vacation Week Monday (10-Apr-2017) 11:45 PM AEST
Return Date to Students Feedback on this assessment response will be provided in sufficient time to allow for academic support and advice as necessary to inform students’ responses to the next assessment task.
Weighting 30%
Assessment Criteria
  • Knowledge
  • Skills
  • Application of knowledge and skills
  • Communication Skills
Referencing Style American Psychological Association (APA)
Submission Online

Include Word files only - NO PDF.

Learning Outcomes Assessed
This section can be expanded to view the assessed learning outcomes

1. Illustrate a range of teaching strategies that provide explicit and balanced literacy instruction

2. Delineate literacy practices for early language and literacy instruction and those appropriate for primary students at other levels of literacy learning

3. Determine and teach purpose, structure and features of a range of texts including print-based and digital

5. Plan and program language and literacy instruction across the primary school curriculum for diverse groups of learners including sequences that explicitly addresses identified needs and or enhance reading practice

6. Identify, articulate and evaluate the ways their knowledge of literacy instruction addresses professional standards for teachers

Graduate Attributes
This section can be expanded to view the assessed graduate attributes

1. Knowledge

2. Communication

3. Cognitive, technical and creative skills

5. Self-management

6. Ethical and Professional Responsibility



2 Portfolio

Assessment Title Assessment for Literacy Learning
Task Description

This is an individual task that requires assessment of a young learner’s literacy.

This task is designed to develop practical knowledge of how to interpret and use assessment information and evidence to design experiences that build on and support students’ literacy learning.

On the Moodle site for this course you will find two Student Profiles that provide a comprehensive record of a child’s current stage of development in literacy and contain the following details:

Information about the student’s literacy using authentic, classroom-based strategies and activities:

* classroom observation of reading, writing and oral behaviours and achievements (using recording techniques such as checklists, anecdotal records),

* interaction (transcribed interviews, conferences, conversations),

* student self assessment, and

* annotated work samples (written texts, running records).

Part A - The analysis

Analyse the profile evidence and record a summary of the assessment data in relation to the Achievement Standards of the Australian Curriculum: English.

The analysis must refer to all profile material and conclusions reached justified in the data. Consider what (and how) the child has demonstrated achievement and identify the areas for future development and instruction.

Each aspect of the child’s literacy must be considered (reading, writing, oral language). This section of the task must be no longer than 2 A4 pages in length.

Part B – Planning

Based on your findings, write a detailed overview of how you would extend this child’s literacy development in the context of a whole class over a three-week period.

This overview needs to identify the focus for instruction, texts you would use and detail of the range of activities that you would include.

Meaningful links to the Australian Curriculum: English need to be made.

This overview can be presented as a table, but not exceed 1 A4 page.

From this overview, select one aspect and write one detailed lesson plan for a 2-hour literacy block.

This lesson plan needs to detail the groupings, teacher questions, texts used, modelled, guided and independent reading and writing opportunities.

Assessment Due Date Week 11 Friday (26-May-2017) 11:45 PM AEST
Return Date to Students Feedback on this final assessment response will be provided following moderation and prior to the Date of Certification of Grades for the term. Date of Certification of Grades for the Term.
Weighting 30%
Assessment Criteria
  • Knowledge
  • Skills
  • Application of knowledge and skills
  • Communication Skills
Referencing Style American Psychological Association (APA)
Submission Online

Include Word files only - NO PDF

Learning Outcomes Assessed
This section can be expanded to view the assessed learning outcomes

1. Illustrate a range of teaching strategies that provide explicit and balanced literacy instruction

2. Delineate literacy practices for early language and literacy instruction and those appropriate for primary students at other levels of literacy learning

3. Determine and teach purpose, structure and features of a range of texts including print-based and digital

4. Conduct assessment activities to determine specific language and literacy learning needs of a diverse range of learners and to monitor their progress

5. Plan and program language and literacy instruction across the primary school curriculum for diverse groups of learners including sequences that explicitly addresses identified needs and or enhance reading practice

6. Identify, articulate and evaluate the ways their knowledge of literacy instruction addresses professional standards for teachers

Graduate Attributes
This section can be expanded to view the assessed graduate attributes

1. Knowledge

2. Communication

3. Cognitive, technical and creative skills

5. Self-management

6. Ethical and Professional Responsibility



3 Online Test

Assessment Title Personal Literacy Competency Online Test
Task Description
This task comprises two parts:
1. Four personal literacy competency on-line tests that are completed each week from Week 6 to Week 9.
2. A reflective statement.
Further information about the tests:
You have 1 attempt only at each test.
There are 10 questions per test, each question worth 1 mark.
Each test is timed - you have 30 minutes to complete each test.
Each weekly test will be open for all of that week only (i.e Week 8 test will be open from Monday of Week 8 through to Friday of Week 8)
Once you complete each of the tests you will know your score, but you will not know what answers were correct or incorrect. This information will be released to you at the end of the week once the test has been closed for that week. You will not be able to go back in and attempt the test again.
Your responses for each test will be recorded for assessment purposes.
The tests are located within the Assessment Block on the lefthand side of the front page of Moodle for this course.
Further information about the Reflective Statement:
After the last on-line test has been completed, you are to write a 1000 word (maximum) reflective statement outlining your strengths and professional challenges relating to personal literacy competency.
This reflective statement must outline what you believe are the consequences of your personal skill level.
You must outline where and how you will seek professional learning in personal literacy (Professional Standard 6.2 Engage in professional learning and improve practice - Understanding the relevant and appropriate sources of professional learning for teachers)* and provide a justification as to why this professional learning is to occur and the implications this will have for your own personal journey and that of the students you will teach (Professional Standard 6.4 Apply professional learning and improve student learning - Demonstrate an understanding of the rationale for continued professional learning and the implications for improved student learning)*.
*A full copy of the AITSL Professional Standards for Australian Teachers is available at: http://www.aitsl.edu.au/australian-professional-standards-for-teachers
You must achieve a pass standard in this task to be eligible to pass this course.
Assessment Due Date Week 10 Friday (19-May-2017) 11:45 PM AEST
Four weekly on-line tests to be completed from Week 6 to Week 9. Reflective Statement due at the completion of Week 10 via the Assessment Task 3 upload.
Return Date to Students Feedback on this assessment response will be provided following moderation and prior to the Date of Certification of Grades for the Term.
Weighting 40%
Conditions Minimum mark or grade - 50%
Referencing Style American Psychological Association (APA)
Submission Online

Four weekly on-line tests to be completed from Week 6 to Week 19. Reflective Statement due at the completion of Week 10 via the Assessment Task 3 upload.

Learning Outcomes Assessed
This section can be expanded to view the assessed learning outcomes

6. Identify, articulate and evaluate the ways their knowledge of literacy instruction addresses professional standards for teachers

7. Apply personal competence in literacy

Graduate Attributes
This section can be expanded to view the assessed graduate attributes

1. Knowledge

2. Communication

3. Cognitive, technical and creative skills

6. Ethical and Professional Responsibility




© 2017 CQUniversity
Page generated by apps-prod-02.cqu.edu.au at Fri Mar 24 22:14:25 AEST 2017