Unit convenor and teaching staff |
Unit convenor and teaching staff
Alice Chik
Tutor
Jo Fitzgibbon
Tutor
Karen Kelly
Carly Landa
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Credit points |
Credit points
3
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Prerequisites |
Prerequisites
39cp including EDUC260
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Corequisites |
Corequisites
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Co-badged status |
Co-badged status
EDUC371 Reading Acquisition in the Primary Classroom S1 External
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Unit description |
Unit description
This unit offers a systematic, research-based guide to teaching literacy in the first three years of school. Its aim is to ensure that teachers can work with at-risk or reluctant readers in the classroom as effectively as with children for whom reading seems to come naturally. Taking an analytic approach to reading, the unit helps teachers to move children through the key stages of early reading acquisition. It takes a balanced view of reading instruction, stressing the importance of phonological processes at the beginning of literacy instruction as well as semantic and syntactic ones.
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Information about important academic dates including deadlines for withdrawing from units are available at https://www.mq.edu.au/study/calendar-of-dates
On successful completion of this unit, you will be able to:
Name | Weighting | Due |
---|---|---|
Concepts of Reading in Primary | 15% | Week 3 (Mar 13, 2015, 4pm) |
Online Quiz | 15% | Week 5 Friday (Mar 27, 7pm) |
Major Task | 35% | Week 9 (May 8, 4pm) |
Exam | 35% | Exam Week |
Due: Week 3 (Mar 13, 2015, 4pm)
Weighting: 15%
At the end of Week 3 (Mar 13, 2015, 4pm), you will submit this assignment via iLearn.
There are two parts to this task, and you must respond to both parts. In this task, you will be asked to provide your own reflection upon reading two articles:
1. Jarvis, P. (Feb 10, 2015). “It’s against human nature to send two-year-olds to school”. The Conversation. Retrieved from http://theconversation.com/its-against-human-nature-to-send-two-year-olds-to-school-37180
2. NSW Syllabus (2012). “Rationale” (English K – 10 Syllabus, Volume 1, P. 13).
Part A (about 400 words): What are the key points mentioned in the two articles? Do you agree with these points? Why or why not?
Part B (about 400 words):
The two articles present different concepts of reading. Are these concepts aligned with contemporary theory of reading? You should use at least two academic references to support your arguments. The academic work should be cited in your writing, and referenced in a separate list.
You will be assessed on how well you:
Due: Week 5 Friday (Mar 27, 7pm)
Weighting: 15%
At the end of Week 5 From Friday (Mar 27, 7pm) until Monday Week 6 (Mar 30, 7am)
An online quiz of 15 multiple-choice questions will focus on your understanding of the content from Week 1 to Week 5. The questions will be generated randomly in our iLearn unit and will be available for your completion within a limited time period from Friday afternoon (Week 5) until Monday morning (Week 6). You have one opportunity to complete this quiz within the time limit. You will receive score at the end of Week 6. Further instructions will be posted in iLearn.
This quiz must be completed as an INDIVIDUAL task only. You can not confer with anyone else to complete this quiz. No extensions will be granted due to the time period allowed for this quiz.
Due: Week 9 (May 8, 4pm)
Weighting: 35%
Part A. Design a Literacy Block (15%)
In this section, you will present a Literacy Block with reference to the NSW English K – 10 syllabus
Part B: Rationale for your design (20%)
With reference to current literature, introduce the research that informs your literacy block design, particularly on your choice of strategies for teaching reading. The essay should be between 750 and 1000 words long. You should cite at least five academic reading, and these are referenced in a separate list.
You will be assessed on how well you:
Due: Exam Week
Weighting: 35%
The 2-hour exam will be held during the formal examination period.
The format will be advised through iLearn.
You will be examined on your knowledge and understanding of the material covered in the lectures and workshops. You will need to be familiar with the lecture material and slides and the key concepts of this unit and the material explored in your workshops. Revise your studies by focusing on, and thinking about, the core topics that have framed this unit.
The prescribed readings for each week will enhance and develop your understanding of the key issues and you should revise your knowledge of the main points. Review the lecture focus. Samples and guidelines will be provided on iLearn.
No materials may be taken into the examination room.
Lectures and Tutorials
The lectures and tutorials are integrated and consecutive components of EDUC371. Students are assessed on materials covered in lectures and tutorials. An outline of the lecture and workshop programme is presented in the next section.
**Session 1 starts on Feb 23, 2015, lectures and tutorials will start in Week 1. There are no lectures/tutorials during Weeks 7 and 8 (Apr 20 – May 1, 2015). **
Tutorials
University regulations require that 100% of the tutorial sessions, either weekly for internal students and on-campus for external students, must be attended. Failure to complete this requirement may lead to exclusion from the unit. You must attend the tutorial to which you have been allocated.
Students should prepare for each lecture and tutorial by:
Required Texts
Fellowes, J., & Oakley, G. (2014). Language, Literacy and Early Childhood Education (2nd Ed.). South Melbourne, Australia: Oxford University Press.
Syllabus documents
Board of Studies, NSW (2012). English K – 10 Syllabus.
Board of Studies. NSW (2012). Suggested Texts: English K – 10 Syllabus.
http://syllabus.bos.nsw.edu.au/english/english-k10/
Recommended texts
Apel, K., & J.J. Masterson (2012). Beyond Baby Talk: From Speaking to Spelling: A Guide to Language and Literacy Development for Parents and Caregivers. NY: Three Rivers.
Arthur, L., McArdle, F., & Papic, M. (2010). Stars are Made of Glass: Children as Capable and Creative Communicators: Supporting the Early Years Learning Framework. Deakin West, ACT: Early Childhood Australia.
Barratt-Pugh, C., & Rivalland, J. (2006). Literacy Learning in Australia: Practical Ideas for Early Childhood Educators. Melbourne: Cengage Learning Australia.
Carnine, D., Silbert, J., Kame’enui, E., & Tarver, S. (2010). Direct Instruction Reading. Upper Saddle River, NJ: Pearson Prentice Hall.
Doecke, B., Auld, G., & Wells, M. (2014). (Eds.) Becoming a Teacher of Language and Literacy. Port Melbourne, Australia: Cambridge University Press.
Emmitt, M., Zbaracki, M., Komesaroff, L., & Pollock, J. (2015). Language & Learning: An Introduction for Teaching (6th Ed.). South Melbourne, Australia: Oxford University Press.
Israel, S.E., & Duffy, G.G. (2009). Handbook of Research on Reading Comprehension. NY: Routledge.
Larson, J., & Marsh, J. (2013). (Eds.). The SAGE Handbook of Early Childhood Literacy (2nd Ed.). London: Sage.
Marsh, J. & Hallet, E. (2008). (Eds.). Desirable Literacies: Approaches to Language and Literacy in the Early Years. London: Sage.
McLachlan, C., Nicholson, T., Fielding-Barnsley, R., Mercer, L., & Ohi, S. (2013). Literacy in Early Childhood and Primary Education. Port Melbourne, Australia: Cambridge University Press.
McLean, K. (2013). Towards a Model for 21st Century Literacy Learning in the Early Years Classroom. Marrickville, NSW: Primary English Teaching Association Australia.
Murphy, V.A. (2014). Second Language Learning in the Early School Years: Trends and Contexts. Oxford: Oxford University Press.
NSW Dept of Education and Training (2009). Literacy teaching guide: Phonemics Awareness. Retrieved from http://schooladvisers-studentservices.wikispaces.com/file/view/NSW+SET,+Literacy+teaching+guide,+phonemic+awareness.pdf
NSW Dept of Education and Training (2009). Literacy teaching guide: Phonics. Retrieved from https://my.vanderbilt.edu/specialeducationinduction/files/2011/09/1-Literacy-teaching-guide-phonics.pdf
Shamir, A., & Korat, O. (2013). Technology as a Support for Literacy Achievements for Children at Risk. Dordrecht: Springer.
Strickland, D.S. (1998). Teaching phonics today: A primer for educators. Newark, DE: International Reading Association.
Winch, G., Johnston, R.R., March, P., Ljungdahl, L., & Holliday, M. (2014). Literacy: Reading, Writing and Children’s Literature (5th Ed.). South Melbourne, Australia: Oxford University Press.
Zeegers, M. (2013). Grammar Matters. South Melbourne, Victoria: Oxford University Press.
Macquarie University policies and procedures are accessible from Policy Central. Students should be aware of the following policies in particular with regard to Learning and Teaching:
Academic Honesty Policy http://mq.edu.au/policy/docs/academic_honesty/policy.html
Assessment Policy http://mq.edu.au/policy/docs/assessment/policy.html
Grading Policy http://mq.edu.au/policy/docs/grading/policy.html
Grade Appeal Policy http://mq.edu.au/policy/docs/gradeappeal/policy.html
Grievance Management Policy http://mq.edu.au/policy/docs/grievance_management/policy.html
Disruption to Studies Policy http://www.mq.edu.au/policy/docs/disruption_studies/policy.html The Disruption to Studies Policy is effective from March 3 2014 and replaces the Special Consideration Policy.
In addition, a number of other policies can be found in the Learning and Teaching Category of Policy Central.
Macquarie University students have a responsibility to be familiar with the Student Code of Conduct: https://students.mq.edu.au/support/student_conduct/
Results shown in iLearn, or released directly by your Unit Convenor, are not confirmed as they are subject to final approval by the University. Once approved, final results will be sent to your student email address and will be made available in eStudent. For more information visit ask.mq.edu.au.
Macquarie University provides a range of support services for students. For details, visit http://students.mq.edu.au/support/
Learning Skills (mq.edu.au/learningskills) provides academic writing resources and study strategies to improve your marks and take control of your study.
Students with a disability are encouraged to contact the Disability Service who can provide appropriate help with any issues that arise during their studies.
For all student enquiries, visit Student Connect at ask.mq.edu.au
For help with University computer systems and technology, visit http://informatics.mq.edu.au/help/.
When using the University's IT, you must adhere to the Acceptable Use Policy. The policy applies to all who connect to the MQ network including students.
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This graduate capability is supported by:
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This graduate capability is supported by:
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This graduate capability is supported by:
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