This unit examines evidenced-based systematic and explicit approaches to teaching young children who are learning to read English texts in the Early Years of schooling. Together the three modules in this unit prepares preservice teachers to explicitly teach the Big Six components: phonological awareness, phonics knowledge, fluency, vocabulary, comprehension and oral language, which underly the ability to read and comprehend English texts in the Early years.
Preservice teachers make informed judgements about the English language and literacy learning needs of students, including multilingual students who learn English as an additional language or dialect at school, and understand the importance of valuing the perspectives of diverse groups including EAL/D and First Nations students. Preservice teachers apply their knowledge of how children learn to read English texts and the implications for teaching strategies in the Early Years by developing a teaching learning sequence for a specific component of reading. Preservice teachers demonstrate their understanding of differentiation and fundamental literacy concepts, to justify their approach to systematically and explicitly teaching a component of English language comprehension or word reading (decoding) skill. Preservice teachers appraise children's literature (including multimodal texts) for teaching language comprehension skills in the classroom, and to recommend for home reading and viewing.
PRESCRIBED TEXT- BECOMING A TEACHER OF READING
PRESCRIBED TEXT- READING SUCCESS IN THE EARLY PRIMARY YEARS
PRESCRIBED TEXT - TEACHING READING 1ST EDITION
ALL OTHER TITLES ARE DISCRETIONARY
