Primary English Curriculum: Reading, Process and Pedagogy

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Abstract

This subject covers the teaching of reading by recognising the interconnectedness of listening, talking, and writing. Diagnostic, evidence-based approaches to plan the teaching of reading through knowledge, skills, strategies and assessment will be introduced.Students will develop critical knowledge and conceptual understandings of curriculum frameworks for reading instruction, and theoretical and practical knowledge will be developed thorough opportunities to integrate skills and explicit teaching strategies in the context of the primary literacy program.The subject takes a socio-cultural and multiliteracies approach which includes understanding the nature and needs of diverse learners. It places assessment, reflective evaluation and communication with parents, at the core of the learning and teaching cycle.

Syllabus

- Major socio-cultural and language theories which underpin curriculum approaches to literacy and learning. Models of reading instruction based upon these approaches: Four Resources/SLOTE/ Learning by Design. - Reading processes: strategies to encourage the use and orchestration of phonemic, semiotic and syntactic cues for reading print; ways to encourage fluency … For more content click the Read More button below. - Reading pedagogy: creating a balanced reading program; organising classrooms for learning with a focus on direct instruction, shared, modelled, guided and independent reading. Balanced Assessment: formative and summative methods, reporting to parents, evaluation as reflective practice. - Understanding and addressing diversity in the reading classroom; ESL learners. Working with parents and communities.

- Major socio-cultural and language theories which underpin curriculum approaches to literacy and learning. Models of reading instruction based upon these approaches: Four Resources/SLOTE/ Learning by Design. - Reading processes: strategies to encourage the use and orchestration of phonemic, semiotic and syntactic cues for reading print; ways to encourage fluency and vocabulary acquisition through literature; development of critical and visual literacy using the five semiotic systems of meaning with multimodal texts - Reading pedagogy: creating a balanced reading program; organising classrooms for learning with a focus on direct instruction, shared, modelled, guided and independent reading. Balanced Assessment: formative and summative methods, reporting to parents, evaluation as reflective practice. - Understanding and addressing diversity in the reading classroom; ESL learners. Working with parents and communities.

Assumed knowledge

Nil.