Course Contents
The course will provide Student Teachers with an understanding of what it means to
be a reader and the significance of early reading development, which is the foundation
for the continuation of literacy development. A major goal is to develop Student
Teachers’ understanding of reading as a complex process that involves constructing
meaning through the interaction of a reader’s existing knowledge, the information
in the text, and the context of the reading. Student Teachers will also examine the
connection between reading and writing as well as the important role of writing in
early literacy development.
Furthermore, we will consider that most children will be learning to read and write
in a language that is not their first language. Although the development of reading
and writing in a second language follows the same course of development as in a first
language, students must first become orally proficient. Thus the trajectory of learning
may not initially be as steep as in a child’s first language.
Numerous topics will be discussed, exemplified, conceptualized and developed within
a three-unit span: Unit 1: What Is Reading? What Is Writing?; Unit 2: Growing Up to
Read and Write: Early Reading and Writing; and Unit 3: Becoming Readers and Writers
(Classes 1–3). Within these units, Student Teachers will come to understand that
individual reading abilities develop at different rates and in different ways, but that there
are enough commonalities to be able to group students for instruction that is specifically
designed to meet their needs.
Course Synopsis
The purpose of this course is to help Student Teachers understand the theory
and practice of teaching early reading and writing. Reading and writing are seen
as related, integrated meaning-making processes that are reciprocal with the oral
language processes of listening and speaking. Like oral language, reading and
writing develop over time through a child’s active interaction with print and the
environment and with support and facilitation by the teacher. Adopting effective
strategies that foster success and a love of reading is a key to supporting all children
as they become readers and writers.
The course will provide Student Teachers with an understanding of what it means to
be a reader and the significance of early reading development, which is the foundation
for the continuation of literacy development. A major goal is to develop Student
Teachers’ understanding of reading as a complex process that involves constructing
meaning through the interaction of a reader’s existing knowledge, the information
in the text, and the context of the reading. Student Teachers will also examine the
connection between reading and writing as well as the important role of writing in
early literacy development.
Furthermore, it will be consider that most children will be learning to read and write
in a language that is not their first language. Although the development of reading
and writing in a second language follows the same course of development as in a first
language, students must first become orally proficient. Thus the trajectory of learning
may not initially be as steep as in a child’s first language.
Course Learning Outcomes
After completing this course, Student Teachers will be able to:
• describe reading as a holistic process comprising comprehension, fluency, and
word recognition/solving
• identify phases of second language development and the implications for
reading and writing instruction
• identify various phases in reading development
• explain the reciprocal nature of reading and writing and the effects of children’s
language on their development as readers and writers
• develop a repertoire of strategies for teaching comprehension, vocabulary, fluency,
and word recognition/solving to diverse early readers, including multilingual
learners and children learning a new language
• differentiate instruction through various classroom organizational structures
and teaching strategies
• identify supports for learning to read and write, including family and community
reading fluency and vocabulary instruction (week 9)
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week 1 defining literacy
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week 2 balanced literacy
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week 2 balanced literacy 2
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week 2 balanced literacy 3
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week 3 Developmentally appropriate literacy instruction for children
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week 4 early literacy
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week 4 literacy reading part 1
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week 4 Literacy reading instruction (part 2)
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Teaching Literacy Course Guide 2016
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defining literacy (week 1)
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early literacy and beginning to read (week 2)
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emergent literacy vs reading readiness (week 2)
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reading process and success 1
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reading process and success 2 (week 3)
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teaching and development of writing skills (week 4)
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relationship between reading and writing (week 5)
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connecting reading and writing skills (week 5)
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component and stages of reading (week 6)
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phonemic awareness (week 6)
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what is phonological awareness (week 7)
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reading and phonemic awareness (week 7)
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literacy rich environment (week 8)
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reading fluency (week 9)
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reading and comprehension instruction (week 10)
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reading difficulties and age (week 13)
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commontypes of reading problems (week 14)
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reading interventions and responses (week 15)
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response to intervention (week 15)
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Book Title : Teaching Essential Literacy Skills in the Early Years Classroom
Author : Tara Concannon-Gibney
Edition : 1
Publisher : Routledge
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Book Title : DEVELOPING LITERACY IN PRESCHOOL
Author : Donna Ogle and Camille Blachowicz,
Edition : 2007
Publisher : THE GUILFORD PRESS
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Book Title : Scaffolding literacy
Author : Susannah Burgess
Edition : 2009
Publisher : ACER Press,
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Book Title : The Routledge International Handbook of English, Language and Literacy Teaching
Author : Dominic Wyse, Richard Andrews and James Hoffman
Edition : 2010
Publisher : Routledge
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Title : Handout 11.2 Guided Reading In The Classroom: Strategies For Success
Type : Other
View Handout 11.2 Guided Reading In The Classroom: Strategies For Success
Title : Handout 12 Matching Texts to Readers A- Z
Type : Other
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Title : Handout 15 Response to Intervention
Type : Other
View Handout 15 Response to Intervention
Title : Handout 14 What are the three types of reading problems
Type : Other
View Handout 14 What are the three types of reading problems
Title : Handout 13 Reading Difficulties Explained By Age
Type : Other
View Handout 13 Reading Difficulties Explained By Age
Title : Handout 11.1 Guided Reading
Type : Other
View Handout 11.1 Guided Reading
Title : PDF Booklet : Put Reading First
Type : Other
View PDF Booklet : Put Reading First
Title : Handout 8: Literacy Rich Environment and Resources
Type : Other
View Handout 8: Literacy Rich Environment and Resources
Title : Handout 7 What is the Alphabetic Principle
Type : Other
View Handout 7 What is the Alphabetic Principle
Title : Handout 6 Components of Reading
Type : Other
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Title : Handout 5.2: Early Literacy Development in Preschool
Type : Other
View Handout 5.2: Early Literacy Development in Preschool
Title : Handout 5.1: The Relationship Between Reading and Writing
Type : Other
View Handout 5.1: The Relationship Between Reading and Writing
Title : Handout 4 B
Type : Other
View Handout 4 B
Title : Handout 4A
Type : Other
View Handout 4A
Title : Handout 4 Writing development in Early Grades
Type : Other
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Title : Handout 3.2: Promoting Children’s Reading Success
Type : Other
View Handout 3.2: Promoting Children’s Reading Success
Title : Handout 3.1: Reading Process
Type : Other
View Handout 3.1: Reading Process
Title : Handout 2.3 Why Bilingual Students Have a Cognitive Advantage for Learning to Read
Type : Other
View Handout 2.3 Why Bilingual Students Have a Cognitive Advantage for Learning to Read
Title : Handout 2.2: What is Oral Language
Type : Other
View Handout 2.2: What is Oral Language
Title : Handout 2.1 Early Literacy and Beginning to Read
Type : Other
View Handout 2.1 Early Literacy and Beginning to Read
Title : Handout 1.2: Defining and conceptualizing literacy
Type : Other
View Handout 1.2: Defining and conceptualizing literacy
Title : Handout 1.1: What is Literacy
Type : Other
View Handout 1.1: What is Literacy