Approaches to Oral Language and Reading Development in the Early Years

ED2094 - Approaches to Oral Language and Reading Development in the Early Years

This subject aims to provide pre-service teachers with an understanding of how oral language supports reading development in Primary students. Pre-service teachers explore theories and approaches to supporting early language and reading development and consider the implications for practice. Pre-service teachers examine the shape of the Australian Curriculum: English for how it frames the three Literacy Strands: Literature, Literacy and Language. Pre-service teachers also engage in a range of assessment practices to diagnose, assess, monitor, provide feedback and plan for children&#39;s reading events. Topics covered in this subject include components of spoken language, development of the emergent and beginning reader, the transition of the child from home to school, concepts about print and books, knowledge of the alphabet, phonemic and phonological awareness. Pre-service teachers plan sequenced learning experiences with the ultimate goal being that students from diverse backgrounds will become effective readers. This subject includes an embedded 10-day Professional Experience placement to enable observation, reflection and practical implementation of the learning(s) in this subject.

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[Anti-requisite] ED2101 ED2192 ED5221 ED5224 ED5231

[Anti-requisite] ED2101 ED2192 ED5221 ED5224 ED5231 Offerings: All

Approaches to Oral Language and Reading Development in Primary School

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ED2194 - Approaches to Oral Language and Reading Development in Primary School

Select, use and reflect on a repertoire of teaching strategies that support linguistically and culturally diverse groups of children to develop oral language and reading acquisition

Locate and use the concepts and structures underpinning the F-10 Australian Curriculum: English, particularly those aspects that relate to language and reading acquisition

Set learning goals that provide achievable challenges for students of varying cultural backgrounds, abilities and characteristics

Identify strategies for seeking and applying constructive feedback from supervisors and teachers to improve the teaching of reading

Identify appropriate assessment strategies, including formal and informal, diagnostic and formative approaches, that provide students with timely and constructive feedback about their learning

Apply curriculum, assessment and reporting knowledge to design learning sequences and lesson plans that support diverse groups of primary student's oral language and reading acquisition