Primary English and Literacy 1 Week 1 Tutorial Notes

Theories literacy teaching and learning teac7089

 Learning to Read & Reading to Learn
 An overview of the Australian Curriculum:
 NSW English Syllabus K-2
 NSW English K-10 Syllabus, Volume 1; K-6
 A balanced reading program
 The importance of quality literature
Unit Coordinator
 Dr Kathleen Williams
 Office Hours (TBA)
 Or appointment by email
 [Link]@[Link]
Tutors
Tutors
 Kathleen Williams
 Cleo Zouroudis
Assignments
Reading Case Study Narrative
 Emergent / Early Readers
 Weighting 50%
 Word Limit 1500 min – 2000 max
 Case Study Narrative via Turnitin
 Case Study Appendix via Turnitin
 Literature Circle Report, Close Picture Book Study and Lesson
 Independent Readers
 Weighting 50%
 Word Limit Component 1 is 1000 min – 1500 max
 Component 2 is 1000 min – 1500 max
 Due to Turnitin: 3000 words in total maximum both components
 Marking is a bit harder

Expectations for Online Learning

 Sight words department of education website

 Checklist
 Time planning: Setting yourself up for success
 Visit the English 1 vUWS
 Review Learning Guide for assignment detail
 View all lectures: Monday 8pm.
 Tutorials: Please be on time (80% attendance see LG)
 60- 75 min, Tutorial and 45-60 min Follow up Tasks Links for
 Please see the Tutorial 1 Follow up tasks (vUWS)
 [Link] videos – Model/Guided/Independent Reading
 [Link] teacher focus in video to Content Descriptors (EN1-4A or K-2 Syllabus)
 [Link] 3 Early Literacy Texts K-2: sites on vUWS
 [Link] video Harry Reading Aloud - consider EN1-4A
 5. Practice taking a RR (running record)
 Office Hours: Please email requests.
 Assessment questions answered in discussion board
Activity One: Getting to know you
(Communicating through talking and listening)Please read & check the learning guide
before emailing the Unit Coordinator
 Please introduce yourself and let us know you favourite book
 Name
 Do you like to read?
 What is your current favourite book? (now or as a child)
 magazines, fiction, nonfiction, historical fiction, magical realism, short stories, Sci Fi
 In what medium print /onscreen do you prefer to read?
 Reflecting on the reading Process. How did you learn to read ?
 Group Discussion
 Can you recall how they learned to read? Share your memory
 What do you remember about learning to read?
 Who helped? What helped?
 How do people learn to read?
 One member of the group write 3 ways people learn to read
 1.
 2.
 3.
 Linking Theory to Practice A Balanced Reading Program
 Making and communicating meaning central
 Links between reading / viewing / talking / listening /
writing texts
 Teaches semantic (vocab), grammatical, phonological and
visual knowledge through EXPLICIT, SYSTEMATIC and
CONNECTED learning experiences.
 How images and texts work together
 Considers the context of the learner and the situation.
 Engages with prior knowledge and real world.
TEACHING: Engaging students in reader roles What we do in primary
classrooms
Codebreakers: What does this text say?
 Understand how sounds letters and words work in English
 Understand and images and words go together
 Text participants: What does this text mean?
 Go inside a text understand
 comprehend/ sort ideas and information/characters
 Text Users: How do I use this text?
 What is the purpose of this text?
 What is the structure of the text how is it different from others?
 Find and locate information/ideas/words/link to other texts
 Text Analyst: What are the hidden meanings?
 What are the words and pictures trying to tell me?
 How is the author/illustrator trying to make me think and feel?
 What is missing in the picture?
 Why did he use this word?

English K-2 Syllabus

• All the outcomes for English K–2 fall under 2

key processes for Understanding texts and
Creating texts.
• Outcomes and content are organised under:
• Oral language and communication
• Vocabulary
• Phonological awareness (ES1)
• Print conventions (ES1) and Phonic knowledge
• Reading fluency and Reading comprehension
• Creating written texts, Spelling, Handwriting
• Understanding and responding to literature.

Literacy Progressions: Continuum of student learning behaviours

English K-10 Syllabus
 [Link]
 What do you notice about the stage statements?
 How does learning progress?
Assignment 1
 EN1-4A: draws on an increasing range of skills and strategies to fluently read, view and
comprehend a range of texts on less familiar topics in different media and technologies.
 EN1-PHOKW-01 Phonic Knowledge: uses initial and extended phonics, including vowel
digraphs, trigraphs to decode and encode words when reading and creating texts
 What are students expected to do to achieve this outcome?
Early Reading - Reading as a meaning making The Three Cueing System
 Semantic (knowledge about meanings, topic information and vocabulary) the mechanic
of decoding words for example cat is an animal
 Graphophonic (knowledge about how sounds relate to printed words: letter- grapheme
and sound phoneme relations) AND the first thing that kids learn A is makes a ‘A’ sound
 Syntactic (grammatical) (knowledge about language and how it works: Word order)
 Pictorial/visual information (knowledge about how images work in a text)
Reading includes decoding but also comprehending
 Comprehension – making meaning reflecting on text Winch et al, 2014, p.19
Book Exploration The importance of quality literature
 Consider the characteristics of books for early readers?
Group Task
 Looking at the 4 books on the following slides
Consider the following;
 How many words?
 Size of text? Types of words?
 Complexity of Sentences?
 Role of Pictures? Text /Picture ratio?
 Story/topic/themes?
 How do these texts in general, reflect
student
 experiences and interests ?


Follow up task: Review a book for an

early reader

 Different fonts
 How many words
 Rhymes
 Pie buries
 Compound words
 Verbs
 Suffix Past tense
 Vocabulary sometime unusual vocabs
 Pauses
For Tutorial 2: Next Week
 Make sure to bring all material in vUWS Module 2 Folder marked Things
 to bring to Tutorial 2.
  MUST download and have a copy of the
following material for Tutorial 2.
 There are 6 documents
 Running Record Conventions 1 (May like to
have a hard copy)
 Running Record Conventions 2 (May like to
have a hard copy)
 Football reading pdf (HAVE A HARD COPY)
 Blank RR template
 [Link] systems
 RR Too many Pears
 Look at the Running Record Module on vUWS: Review and have a practice doing a RR
 Please do weekly readings
Kathleen Williams
[Link]@[Link]
Wednesday at 2pm Thursday at 5pm Both online classes
Emails: Mon-Friday 8am to 5pm
Useful websites: Petaa: Primary English teaching association
CBCA: Children’s Book Council of Australia
Notes
 Home Readers/Levelled readers
 High frequency sight words
For example
 Was
 Girl
 Boy
 It
 And
 These sight words are for kindergarten (Term 1-2) this is taught via rote learning.
Phonics work
 T= Tea
 C= Cat
 Th= Them
 ENI-PHOKW-01
 Four roles of reader
 Pictorial alongside with the word is really important to help students.
 The last image of the girl She can decode the word but doesn’t understand what they
are reading.
