EDCU13019 - English - Teaching Reading
Term 1 - 2017


All details in this unit profile for EDCU13019 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

English - Teaching Reading builds on students' foundation understandings related to sociocultural theories of literacy to develop knowledge and understanding of skills, strategies and pedagogical approaches that are effective for the teaching of reading in both early years contexts and the middle and upper primary school. An initial focus on “learning to read” incorporates tools and techniques for assessing learners’ current knowledge of the reading process to determine a focus for instruction. Students build understanding of a balanced approach to teaching reading based on the roles of an effective reader and plan for the use of the key teaching strategies of shared, modelled, and guided reading to teach skills within meaningful contexts. They apply this knowledge to evaluation of texts suitable for teaching reading and comprehension strategies across the primary years including a focus on building learners’ capacity for metacognition and strategic approaches to comprehending a range of print-based, multimodal and digital texts to use “reading to learn”.

Details

Career Level Undergraduate
Unit Level Level 3
Credit Points 6
Student Contribution Band [not found]
Fraction of Full-Time Student Load 0.125

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
  • Bundaberg
  • Distance
  • Mackay
  • Noosa
  • Rockhampton

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 Undergraduate 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. Practical Assessment 50%
2. Presentation 50%

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
Further explanation of assessment task requirements are required for Assessment Task 1 and Assessment task 2. Course evaluations Scaffolding of requirements for each task will be provided on moodle and video explanations to support understandings of the sections of each task.
Concerns regarding the assessment time line. Assessment task 1, due Week 7 and Assessment task 2, due Week 11. Assessment timelines were greatly affected by practicum requirements that required students to submit tasks before commencing Professional Practice. Course evaluations, emails Ensure assessment due dates (including any extensions) are prior to the commencement of professional practice.
On successful completion of this unit, you will be able to:
  1. Apply a range of formal and informal assessment tools, techniques and data collection methods suitable for determining the literacy capabilities of a learner in an early years classroom.
  2. Collect assessment data using appropriate formats for recording literacy learning across a range of social contexts.
  3. Interpret assessment data to identify a clear focus for instruction that meets student needs and provides opportunities for meaningful literacy learning.
  4. Plan learning sequences that explicitly address identified needs and/ or enhance reading practices incorporating research-informed literacy teaching strategies.
  5. Review the potential of digital, multimodal and print-based resources for engaging students in active reading and comprehension processes.
  6. Engage in opportunities for sharing and providing feedback to improve professional knowledge and practice.

Successful completion of the unit English - Teaching Reading provides opportunities for students to demonstrate the Australian Professional Standards for Teachers focus areas of 1.2, 1.3, 2.1, 2.2, 2.5, 2.6, 3.1, 3.2, 3.3, 3.4, 3.6, 5.1, 5.4 and 6.2. Assessment tasks for this unit may be included in a portfolio and used as evidence of progress towards meeting the standards at Graduate career stage and as the focus for identifying professional learning needs.

Alignment of Assessment Tasks to Learning Outcomes

Assessment Tasks Learning Outcomes
1 2 3 4 5 6
1 - Practical Assessment    
2 - Presentation      

Alignment of Graduate Attributes to Learning Outcomes

  • Introductory Level
  • Intermediate Level
  • Graduate Level
Graduate Attributes Learning Outcomes
1 2 3 4 5 6
1. Communication    
2. Problem Solving        
3. Critical Thinking  
4. Information Literacy      
5. Team Work          
6. Information Technology Competence      
7. Cross Cultural Competence          
8. Ethical practice          

Alignment of Assessment Tasks to Graduate Attributes

  • Introductory Level
  • Intermediate Level
  • Graduate Level
Assessment Tasks Graduate Attributes
1 2 3 4 5 6 7 8
1 - Practical Assessment        
2 - Presentation    

Textbook Information

There are no required textbooks.

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 Definitions of reading and informing frameworks
Fellowes, J., & Oakley, G. (2014). Language, literacy and early childhood education. (2nd ed.). South Melbourne, VIC: Oxford. Chapter 9.

Freebody, P. (1992). A socio-cultural approach: resourcing four roles as a literacy learner http://www.myread.org/readings_freebody.htm
Week 2 13-03-2017

Stages in reading development

Australian Curriculum Assessment and Reporting Authority. (2015) General capabilities: Literacy [online]

Week 3 20-03-2017

Underpinning skills for learning to read

Hill, S. (2012). Developing early literacy: assessment and teaching. (2nd ed.). South Yarra. VIC: Eleanor Curtain Publishing. Chapter 11.

Week 4 27-03-2017

Assessment of reading knowledge and skills

Department of Education (WA). (2013). First steps: Reading map of development (3rd ed.). [Online] Chapter 3.

Week 5 03-04-2017

Analysis and interpretation of assessment data

Tompkins, G., Campbell, R., Green, D., & Smith, C. (2015). Literacy for the 21st century: A balanced approach (2nd ed.) Melbourne, VIC: Pearson. Chapter 3.

Vacation Week 10-04-2017
Week 6 17-04-2017

Comprehension and meaning making strategies

Kelly, M., & Topfer, C. (2011). Reading comprehension: taking the learning deeper. Norword, SA: Australian Literacy Educators’ Association. Pp. 20-26; 52-58.


Adler, C (2013). Seven strategies to teach students text comprehension [online]. http://www.readingrockets.org/article/3479

Week 7 24-04-2017

Procedures for teaching reading

Department of Education (WA). (2013). First steps: Reading resource book (3rd ed.). [Online]. Chapter 1.

Analysis of assessment in reading

Due Monday (24 Apr 17) 11:45 PM AEST

Analysis of assessment in reading Due Monday (24 Apr 17) 11:45 PM AEST
Week 8 01-05-2017

Guided reading and focused instruction

Richardson, J. (2009). The next step in guided reading. New York: Scholastic. See moodle for selected extracts.

Week 9 08-05-2017

Exploring Texts

Fisher, D., Frey, N., & Lapp, D. (2016). Text Complexity. California, USA: Corwin. Chapter 4.

Callow, J. (2013). the shape of Things to Come.Newtown, NSW: Primary English Teaching Association Australia. Chapter 2

Week 10 15-05-2017 Planning for the teaching of reading Winch, G., Johnston, R., March, P., Ljungdahl, L., & Holliday, M. (2014). Literacy: reading, writing and children’s literature. (5th ed.). South Melbourne, VIC: Oxford. Chapter 12.
Week 11 22-05-2017 Supporting students with reading difficulties See Moodle for readings and resources.
Week 12 29-05-2017 Peer review and feedback Opportunities will be provided for professional sharing, collegial discussion and informal feedback on your planning in tutorials this week.

Whole class plan for instruction in reading

Due Thursday (2 June 17) 11:45 PM AEST

Whole class plan for instruction in reading Due Thursday (01 Jun 17) 11:45 PM AEST
Review/Exam Week 05-06-2017
Exam Week 12-06-2017

1 Practical Assessment

Assessment Title Analysis of assessment in reading
Task Description

For this assessment task, you are required to analyse and interpret assessment data to identify a student’s progress in reading and determine his/her learning needs. You must choose a focus student, in Years 1 – 6, capable of reading approximately 100 words of continuous text at an instructional level. Specifically, you will mark two running records, complete a miscue analysis and interpret the information you gather about the reader during a retell or discussion about the focus texts. Detailed information and resources will be provided on the Moodle site for this purpose.

You will summarise the assessment data to identify the focus student’s learning needs in reading. This summary and interpretation of data may be written in dot point form but should be no more than 750 words in length.

You will then select a text for the purpose of teaching new reading knowledge and skills. Your text selection must be accompanied by a justification that explains and illustrates why the focus text is a suitable choice for promoting the focus student’s reading development. The justification should identify the features of the text that provide a focus for the explicit teaching of reading with reference to your analysis of the assessment data. The justification should be no more than 750 words in length.

Please note that the year level you choose for this task must be different to the year level for assessment task 2 for the course.

Assessment Due Date Week 7 Monday (24-Apr-2017) 11:45 PM AEST
Return Date to Students Feedback on this assessment task will be returned following moderation and in sufficient time to inform students in preparation for Assessment Task 2.
Weighting 50%
Assessment Criteria

Knowledge and understanding of tools and techniques for assessment in reading

Application of reading frameworks to the analysis and interpretation of student assessment data

Demonstrated knowledge of textual features that support reading development and engagement

Justification of planning decisions that are responsive to identified learning needs.

Referencing Style American Psychological Association (APA)
Submission Online

Include Word files only - NO PDFs

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

1. Apply a range of formal and informal assessment tools, techniques and data collection methods suitable for determining the literacy capabilities of a learner in an early years classroom.

2. Collect assessment data using appropriate formats for recording literacy learning across a range of social contexts.

3. Interpret assessment data to identify a clear focus for instruction that meets student needs and provides opportunities for meaningful literacy learning.

4. Plan learning sequences that explicitly address identified needs and/ or enhance reading practices incorporating research-informed literacy teaching strategies.

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

1. Communication

2. Problem Solving

3. Critical Thinking

7. Cross Cultural Competence



2 Presentation

Assessment Title Whole class plan for instruction in reading
Task Description

Choose one of the samples of whole school planning and one of the assessment data sets for a class group provided on the course Moodle site as the basis for planning a reading program for one week for the given class.

Note that for this task you must choose a data set for students at a different year level from the sample you selected for assessment task 1.

Your planning must:
(a) be consistent with the goals for the year level outlined on the school plan;
(b) demonstrate your ability to interpret the assessment data; and
(c) cater for the learning needs of all students in the class.

Your planning should include a section of a class timetable for the scheduling of daily reading sessions and show evidence of your understanding of the gradual release of responsibility model for teaching reading. Specifically, your planning must provide detailed information about the learning goals, resources (texts used), classroom organisation, teaching strategies and learning activities for modelled, shared, guided and independent reading sessions for the whole class and small groups at instructional level for the week. Support resources and templates for this purpose will be provided on the Moodle site.

Opportunites for peer sharing and feedback on your planning will be available in week 12 tutorials.

Assessment Due Date Week 12 Thursday (01-Jun-2017) 11:45 PM AEST
Return Date to Students Assessment will be returned following moderation and in accordance with university policy on certification of grades.
Weighting 50%
Assessment Criteria

Ability to interpret assessment data as a focus for planning

Knowledge, understanding and application of the gradual release of responsibility model

Demonstrated understanding of the purpose and practices of reading procedures

Application of pedagogical knowledge that caters for diverse skills and abilities in reading

Referencing Style American Psychological Association (APA)
Submission Online

Include Word files only - NO PDFs

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

4. Plan learning sequences that explicitly address identified needs and/ or enhance reading practices incorporating research-informed literacy teaching strategies.

5. Review the potential of digital, multimodal and print-based resources for engaging students in active reading and comprehension processes.

6. Engage in opportunities for sharing and providing feedback to improve professional knowledge and practice.

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

1. Communication

2. Problem Solving

3. Critical Thinking

4. Information Literacy

5. Team Work

6. Information Technology Competence




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