Course Title: Teaching Early Literacy

Part A: Course Overview

Course Title: Teaching Early Literacy

Credit Points: 12.00

Course Coordinator: Sue Rook

Course Coordinator Phone: 03 9925 1803

Course Coordinator Email: sue.nicola.rook@rmit.edu.au

Course Coordinator Location: Bundoora

Course Coordinator Availability: By appointment

Pre-requisite Courses and Assumed Knowledge and Capabilities

None

Course Description

This course is based on the centrality of oral language in the movement from speech to writing and reading. Using a close focus on the National Reading Panel report and the resultant ‘Big Five’ or ‘Big Six’, you will begin to understand and building content knowledge and pedagogical strategies for this important foundational aspect of the teaching of literacy in schools.  

Building on this knowledge, you will explore evidence-based teaching approaches to develop phonemic awareness using letters within the context of phonics. Further to this, you will become orientated to the relationship between oral language and vocabulary knowledge, as well as literacy and academic outcomes. The importance of using pedagogical strategies with a sound evidence base will be foregrounded throughout this course. 

Objectives/Learning Outcomes/Capability Development

This course contributes to the following BP320P24 Bachelor of Education (Primary) and BP320PEC24 Bachelor of Education (Primary and Early Childhood Education) Program Learning Outcomes: 

PLO1. Develop and demonstrate broad and coherent theoretical and practical knowledge through one or more of the following practices: planning using data; teaching and learning; assessing; feedback and professional judgement; and appraising impact of teaching across a range of disciplines.  

PLO3. Support students to develop the skills needed to become collaborative, problem-solving, creative learners with agency, and innovative and engaged members of society.  

PLO8. Draw on evidence-based theory and reflective practice to adapt to the changing needs of the profession and to identify professional learning needs to improve student learning outcomes. 

Upon successful completion of this course, you will be able to:  

		Graduate APST
1.	Critically examine the evidence-based pedagogy used in teaching early reading.	2.1
2.	Explain the meta-analysis of the National Reading Panel.	2.1
3.	Critically explore the importance of technical knowledge about language in teaching early reading.	2.2
4.	Compare and contrast constrained and unconstrained skills in teaching early reading.	2.2
5.	Evaluate a range of resources and materials for teaching early reading.	2.1, 2.2
6.	Describe methods for assessing phonemic awareness, phonic knowledge and reading comprehension in the early years.	2.1

Overview of Learning Activities

You will be actively engaged in a range of learning activities such as workshops, tutorials, seminars, project work, class discussion, individual and group activities. Teaching and learning may be face to face, online, or a combination of both. 

Overview of Learning Resources

RMIT will provide you with resources and tools for learning in this course through our online systems. 

There are services available to support your learning through the University Library. The Library provides guides on academic referencing and subject specialist help as well as a range of study support services. For further information, please visit the Library page on the RMIT University website and the myRMIT student portal. 

Overview of Assessment

You will be assessed on how well you meet the course’s learning outcomes (CLO) and on your development against the program learning outcomes. The assessment is also mapped against the Australian Professional Standards for Teachers (APST).  

Assessment Tasks 

	Title	Weighting	CLOs	APSTs
AT 1	Academic task - interview	50%	1,2,3, 4, 6	2.1, 2.2
AT 3	Annotated early reading lesson plan and associated resources	50%	5,6	2.1, 2.2

 

Feedback will be given on all assessment tasks. 

If you have a long-term medical condition and/or disability it may be possible to negotiate to vary aspects of the learning or assessment methods. You can contact the program coordinator or Equitable Learning Services if you would like to find out more. 

Your course assessment conforms to RMIT assessment principles, regulations, policies, procedures and instructions.