EDCU13019 - English - Teaching Reading

General Information

Unit Synopsis

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

Level Undergraduate
Unit Level 3
Credit Points 6
Student Contribution Band SCA Band 1
Fraction of Full-Time Student Load 0.125
Pre-requisites or Co-requisites There are no pre-requisites for the unit.

Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).

Class Timetable View Unit Timetable
Residential School No Residential School

Unit Availabilities from Term 3 - 2024

Term 1 - 2025 Profile
Bundaberg
Mackay
Online
Rockhampton

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).

Assessment Overview

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.

Assessment Tasks

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 Policy for more details of interim results and final grades

Past Exams

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Previous Feedback

Term 1 - 2024 : The overall satisfaction for students in the last offering of this course was 80.65% (`Agree` and `Strongly Agree` responses), based on a 19.63% response rate.

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.

Source: Student feedback.
Feedback
Reading data for assessment 2 is limited.
Recommendation
Provide additional resources for Assessment Task 2.
Action Taken
Additional resources were included for Assessment 2.
Source: Student feedback.
Feedback
Assessment 2 can be overwhelming.
Recommendation
Provide more support for assessment 2.
Action Taken
More support was provided.
Source: Student feedback
Feedback
Assessment provided opportunity to learn about classroom practice.
Recommendation
Retain assessments and highlight the link to classroom practice.
Action Taken
In Progress
Source: Student feedback
Feedback
Provide support for learning through videos.
Recommendation
Include relevant videos to support learning.
Action Taken
In Progress
Unit learning Outcomes

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 this unit provides opportunities for students to engage with the Australian Professional Standards for Teachers (Graduate Career Stage) focus areas of:

1.2 Understand how students learn

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

2.1 Content and teaching strategies of the teaching area

2.2 Content selection and organisation

2.5 Literacy and numeracy strategies

2.6 Information and Communication Technology (ICT)

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

3.6 Evaluate and improve teaching programs

5.1 Assess student learning

5.4 Interpret student data

6.2 Engage in professional learning and improve practice

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 9 10
1 - Practical Assessment • • • •
2 - Presentation • • • • • •