Faculty of Education and Arts
School of Education
EDUC6738 - Teaching Practices K-6 English
Course Outline Semester 1, 2006

Course Coordinator	Dr Chris Weckert	
Semester 		Semester 1 - 2006
Unit Weighting		10
Teaching Methods 	Lecture and Tutorial for on-campus students
			Study Materials and campus conferences for distance students

Brief Course Description
Designed to develop students' understanding of the nature of language and literacy and how children learn to be effective language and literacy users. On this theoretical basis, students will develop teaching skills that enable them to effectively support and assess language and literacy development. 

Contact Hours
On-campus students :	Lecture for 1 Hour  per Week  for the Full Term
Tutorial for 3 Hours  per Week  for the Full Term
Distance students :	Campus conferences twice per term

Assumed Knowledge
Nil

Learning Materials/Texts

SET TEXTS

Winch, G., Johnston, R.R., March, P., Ljungdahl, L. & Holliday, M. (2004). Literacy: Reading, Writing and Children’s Literature. South Melbourne : OUP

English K-6 Syllabus, Board of Studies NSW, 1998

CHILDREN’S LITERATURE
Students are expected to read and refer to a wide variety of Australian children’s literature published after 1995.  

Professional readings

Students are expected to access a wide range of professional literature. The following journals represent an initial bibliography:
	Australian Journal of Language and Literacy
	Journal of Literacy Research
	Language Arts
	The Reading Teacher
				Young Children 
+ Primary English Teaching Association publications

Course Objectives
Students will develop understanding of the nature of reading and writing. On this theoretical basis students will develop strategies for planning developmentally appropriate teaching and assessment strategies in K-6 settings. In addition, students will develop understandings of current state syllabus documents.

Course Content
1. A functional view of language
2. Reading: the nature of processes, supporting and assessing children's reading development
3. Writing: the nature of the processes, supporting and assessing children's writing development
4. The interdependence of language and literacy learning and the implications for planning
5. Planning for language and literacy learning K-6

Course Structure

WEEK	Beginning	TOPIC	

1
	
20/2/06	•	What is literacy?
•	The Literacy Debate
•	A functional view of language and literacy	

2	
27/2/06	Understanding & supporting reading development:
code-breaker & text participant	

3	
6/3/06	Understanding & supporting reading development:
text user &  text analyst	

4	
13/3/06	Assessing & planning for reading development

5	
20/3/06	Understanding & supporting writing development:
code maker : spelling & handwriting	

6	
27/3/06	Understanding & supporting writing development: text participant : grammar 	

7	
3/4/06	Understanding & supporting writing development : text user & text analyst : types of text	
8	10/4/06	Assessing & planning for writing development : the text teaching cycle	

9-12	1/05/06
to
26/05/06	
Practicum	
13	29/5/06	Planning for language &  literacy learning	
14	6/06/06	Planning for language & literacy learning	

Assessment Items
ASSESSMENT ITEM	WEIGHTING	DUE DATE	ITEM RETURN	
LEARNING journal	20%	Weekly electronic + hard copy submission, 2/6/2006 at noon	RETURNABLE	
READING CASE STUDY	30%	31/3/2006     at noon	RETURNABLE	
ENGLISH PROGRAM	50%	Week 14	RETURNABLE	
RUNNING RECORD	Hurdle Requirement	In class	NON-RETURNABLE	
POSTER PRESENTATION
OF ENGLISH PROGRAM	Hurdle Requirement	Week 14: 
•	on-campus students in class
•	distance students by mail	NON-
RETURNABLE	

Grading Criteria :	High Distinction:	85 — 100
	Distinction:	75 — 84
	Credit:	65 — 74
	Pass:	50 — 64
	Fail:	                                    Below 50

Students should refer to Appendices for specific assessment criteria for each assessment item.

Assessment Details

1.  LEARNING Journal	weekly electronic submission	                    20% 
                                                   + hard copy, 2/6/06

During weeks 1-8 and 13, you are required to read specified sections of the set texts (Winch et al. and English K-6 Syllabus), as well as some additional supplied readings, and to complete a written task in your learning journal. 

Each journal entry must be submitted to the EDUC6738 Blackboard site by Friday 12.00 noon on the week it is due. Final submission of a hard copy of your entire learning journal is due on Friday June 6th at 12.00 noon for on-campus students and must be posted by this date for distance students.

Required readings and written tasks for each week are outlined below. Please label each entry clearly with your name, student number and the appropriate week number. 

Some tasks require you to access children’s literature. You must use examples of Australian children’s literature published after 1995 and record bibliographic details.
In Weeks 2-8, you are also required to complete a small task to develop/consolidate your own grammatical knowledge. These tasks are outlined in the second table below.
In addition, you are expected to reflect on what you already know about literacy learning and teaching and establish learning goals for developing understandings about language and literacy through EDUC6738 [Week 1 entry] and to record an honest, thoughtful evaluation of your learning in EDUC6738 [Week 13 entry].

You will find an assignment marking sheet in Appendix 1. Please attach it to your final submission.

WEEK	TOPIC	REQUIRED JOURNAL READINGS	JOURNAL entry	

1: 20/2	•	What is literacy?
•	The Literacy Debate
•	A functional view of language and literacy	Winch,G. et al (2004) Literacy :
Introduction
Ch. 1
Ch. 20
‘Sounds and fury as old battle resumes’
‘No victors in the reading wars’
Teaching Reading (2005), ‘The Research Evidence’
English K-6 Syllabus pp. 5-9	Before you read :
•	write your definition of literacy
•	reflect on how you learnt to read & write 
After you read :
•	Set at least 5 specific   learning  goals for EDUC6738	

2: 27/2	Understanding & supporting reading development:
code-breaker & text participant	Winch,G. et al (2004) Literacy :
Ch 2 (pp. 20-26) 
Ch 3
Ch 4
English K-6 Syllabus pp. 20-27
                                  pp. 76, 78 & 81	
CT&SQ 1, 2 & 3  (pp.49-50)
CT&SQ 1 (p.67 – last dot point)
Grammar Task 1	

3:  6/3
	Understanding & supporting reading development:
text user &  text analyst	Winch,G. et al (2004) Literacy : 
Ch 5
Ch 6
Ch 19
English K-6 Syllabus pp. 28-35	
CT&SQ 3 (p.104)
Activity 6.2 : 1&2 (p.114)
Grammar Task 2	

4: 13/3
	Assessing & planning for reading development
	Winch,G. et al (2004) Literacy :
Ch 7
Ch 8
English K-6 Syllabus pp. 50-65
                                  pp. 86-89
McLeod & Reynolds, (2003) : Ch 6
	
CT&SQ 4 & 6  (p.132)
CT&SQ 1 (p. 156)
CT&SQ 7 (p. 157)
Grammar Task 3	

5:  20/3
	Understanding & supporting writing development:
code maker : spelling & handwriting	Winch,G. et al (2004) Literacy :
Ch11
Ch 12
English K-6 Syllabus pp. 77, 79, 82 & 83	Activity 11.1 : 1 & 2 (pp. 187-188)
Grammar Task 4	

6: 27/3	Understanding & supporting writing development: text participant : grammar 	Winch,G. et al (2004) Literacy :
Ch13
English K-6 Syllabus pp. 72-75	
Grammar Task 5	

7:3/4
	Understanding & supporting writing development : text user & text analyst : types of text	Winch,G. et al (2004) Literacy 
Ch 28
English K-6 Syllabus pp. 66-71	
Activity 28.2 (pp. 475-476)
Grammar Task 6	

8: 10/4
	Assessing & planning for writing development : the text teaching cycle	Winch,G. et al (2004) Literacy :
Ch 14
Ch15
Ch 16	
CT&SQ 2 (p. 255)
CT&SQ 3 (p. 297)
Grammar Task 7	

13:29/5	Planning for language & literacy learning	Winch,G. et al (2004) Literacy :
Ch 23
Ch 24
Ch 25
Teaching Reading: A K-6 Framework
“Organising for Instruction” pp.50-59	Evaluation of Week 1 learning goals
Reflection on future learning goals

KEY:   	from Winch et al (2004) Literacy:
		CT&SQ 1, 2 & 3(pp.49-50) - Critical thinking and study questions 1, 2 and 3  
		Activity 11.1 : 1 – Activity 11.1, number 1

References :
McLeod, J.H. & Reynolds, R., (2003). Planning for Learning. Tuggerah : Social Science Press
‘No victors in the reading wars’. SMH December 12 2005

Teaching Reading : A Guide to the Report and Recommendations for Parents and Carers, National Inquiry into the Teaching of Literacy, DEST, December 2005
‘Sounds and fury as old battle resumes’. SMH November 10 2004
Teaching Reading: A K-6 Framework, NSW DSE, 1997

Learning Journal Grammar Tasks

WEEK	GRAMMAR TASK	
2: 27/2	Task 1
•	Write a definition that you could use in a primary classroom for each of the following:
common noun, proper noun, collective noun, abstract noun
and list 5 examples of each
•	Write a sentence using a common noun as a verb. Now try doing the same with an abstract noun.
	
3: 6/3	Task 2
•	Write a definition of adjectives that you could use in a primary classroom
•	Write a sentence where the adjective is placed after the noun it relates to
•	How would you explain comparative and superlative forms of adjectives to children?
	
4: 13/3	Task 3
•	Why is the definition of a verb as ‘a doing word’ misleading?
•	Have a look at a novel or magazine article at home and find other kinds of verbs. Write a more accurate definition of a verb that you could use in a primary classroom
	
5: 20/3	Task 4
•	What are prefixes and suffixes?
•	What can a prefix do to a base word?
•	What can a suffix do to a base word?
•	Make up a spelling rule for adding ‘ing’ to words like shop, map, hit & get
 	
6: 27/3	Task 5
•	Write a sentence that uses 3 adverbs – one telling ‘how’, one telling ‘when’ and one telling ‘where’. Underline the adverbs.
•	Now write a sentence that uses 3 adverbial phrases – one for each of ‘how’, ‘when’ and ‘where’. Underline your adverbial phrases.
•	How would you explain to children what the preposition at the beginning of these phrases does?
	
7: 3/4	Task 6
•	Why do we use personal pronouns (I, you, they, it, she, he etc)?
•	In what types of oral and written texts would we find lots of first person pronouns used?
•	What do relative pronouns (who, which, that etc) do in sentences? Give some examples.
	
8: 10/4	Task 7
•	Why do we use apostrophes?
•	Devise a rule  to teach children how to use apostrophes of possession – make sure the rule works 100% of the time!
•	Why don’t we use apostrophes to show possession in sentences such as :
This ball is ours and that bat is hers.
The bird flapped its wings noisily. ? 

2.   READING CASE STUDY          31/03/06 : 12 noon for on campus students                  30%
                                                                        : posted on for distance students

This assignment requires you to analyse commonly used assessment data to determine what young readers know and do as readers and what they have yet to learn. The student assessment data for this assignment is provided for you in Appendix 2. Note that the running records interview and survey data were obtained from the same student during the first 3 weeks of the school year. You are then required to consider how, as a teacher, you might address some of this young reader’s learning needs.    

Your Tasks

1.	For each running record,

•	calculate the percentage accuracy
•	analyse errors [M, S, V, P] and determine: 
Which source of information does the student rely most heavily on? Is this effective? Why/why not?
Which source/s of information doesn’t the student use? 
Does the student use a source of information inappropriately or ineffectively?
•	analyse self-corrections and determine which source/s of information the student used to self-correct
•	assess the student’s level of comprehension 

You must submit the completed analysis sheets provided in Appendix 2 with your assignment.

2.	Determine the Stage/s at which the student is operating and what he/she needs to learn next as a reader.
3.	Consider how some of these identified learning needs might be addressed through a modelled and a guided reading session.

Presentation of the Case Study

Part A		1200 words
•	Briefly introduce the young reader;
•	Using the data provided and relevant research literature, describe what the young reader knows and does as a text participant and text decoder;
•	Using the English K-6 Syllabus Outcomes & Indicators, outline the Stage/s at which the student is operating and what he/she needs to learn next as a reader.

Part B		300 word equivalent
•	Using the OGER lesson plan pro forma in Appendix 2, present plans for TWO lessons: one for a whole class modelled reading session AND one for a small group guided reading session, designed to explicitly address some of the young reader’s learning needs you identified in Part A. 

Assume that you have 15-20 minutes for the modelled reading and 30-40 minutes for the guided reading including the associated activity. Remember that the modelled reading will be conducted with students at a variety of stages of reading development. The guided reading group will be performance-based and operating at around the developmental stage.

Ensure that your lessons incorporate appropriate dimensions of Quality Teaching.

•	Preface your lesson plans with a statement validating your selection of texts, explicit teaching/learning focuses and activities.

You must submit :
•	Part A;
•	Part B – 2 lesson plans with validations for both;
•	original task cards, activity sheets, information sheets etc. if required to implement planned lessons;
•	an appendix containing completed running record analysis sheets for all running records provided;
•	a full and accurate reference list.

In Appendix 2 you will find the explicit marking criteria for this assignment. 

3.  ENGLISH PROGRAM      on campus students present in Week 14           50% 
                                                 distance students post on 7/06/06                  

This assignment comprises 2 related components : 

Part A 	: English program overview [30%] presented as a display poster [hurdle requirement]                                                                                                        
Students are required to present an overview of an English program designed to teach children at one stage of learning about writing a selected type of text. 

Part B : THREE detailed lesson plans [20%]  
Students are required to prepare detailed lesson plans for 3 of the programmed lessons, including necessary teaching/learning resources.

Your Task
•	Choose ONE Stage of learning [ES1-S3] and a field and text type appropriate for that Stage. Select the field from the syllabus for either HSIE or Science & Technology;
•	Use the model of the writing cycle to plan a sequence of teaching/learning activities for ten lessons. This program will be designed to teach your chosen Stage about the ONE selected text type;
•	Your program must include : 
•	explicit teaching about text structure, text grammar and spelling;
•	activities to learn about the field and use of computer technology;
•	Assume that there are 30 children and one hour per day for ten days in which to teach the program;
•	Write detailed plans for THREE one hour lessons that form part of your program;
•	Design original teaching/learning resources.

Presentation of your English Program

Part A
•	Present your program overview on soft posterboard. On campus students will display their posters in tutorials in Week 14, along with the original resources necessary for implementing the program. Distance students will mail their posters. All students must include an A3 or A4 version for marking and return; 
•	The overview can be graphically organised in any way you choose [concept web, mind map, flow chart, matrix etc.] BUT it must include :
•	A rationale for your choice of content and teaching/learning activities;
•	Syllabus Outcomes and specific Indicators [English only] for the 10 day program;
•	Assessment Strategies and Criteria;
•	An outline of explicit assessment criteria for the text/s children will produce during the program. This must be produced in a form that can be given to children;
•	An indication of how the teaching/learning activities will be sequenced over the 10 hours;
•	A list of all references used and resources necessary to implement the program – including URLs;
•	Original resources – eg., quizzes, puzzles, problems, task cards, scaffolding charts etc;

Part B
•	Present the detailed plans for your three selected lessons on the OGER pro forma in Appendix 2;
•	Include a statement outlining where and how these 3 lessons ‘fit’ within the total 10 day program;
•	Include copies of original teaching resources.

Both Parts A and B must incorporate appropriate dimensions of Quality Teaching.  In Appendix 3 you will find the explicit marking criteria for this assignment.

Additional Requirements for Passing the Course

In order to gain a pass or better grade in this course students are required to:
•	Submit all assessment items
•	Participate in all timetabled classes

ASSESSMENT:

•	Assessment for EDUC6738 will be continuous throughout Semester 1. All assessment items must be submitted to gain a passing grade. No resubmissions of assessment items will be permitted. 

•	Assessment items must be submitted on or before the due date and time. Students must keep a hard copy of every assessment item submitted and should be prepared to submit this copy immediately if requested by the course coordinator. 

•	All hard copies of assessment items must include a signed University assessment cover sheet and  the appropriate EDUC6738 assessment record (see Appendices). 

•	All assessment items should be word processed unless otherwise stated. 

•	Extensions will be granted only in cases of extreme hardship, with supporting evidence and only if the application for extension has been received by the course coordinator before the due date of the assignment. See section below on application for extension of time.

•	An assessment item submitted after the due date, without an approved extension of time will be penalised by reduction of the mark awarded for the assessment item. Five percent [5%] of the possible maximum mark for the assessment item will be deducted for each day or part day that the item is late. Weekends count as two days in determining the penalty. Assessment items submitted more than five days after the due date will be awarded zero marks. (Rules for the Administration of Assessment Items)

Location and Time of Classes

CALLAGHAN ON CAMPUS COURSE
Weeks 1-8 and 13-14

Session	Day	Time	Place	
Lecture	Tuesday	9:00 - 10:00	NURSTH	
Workshop	Tuesday	1:00 - 4:00 	HPE2-2	
Workshop	Wednesday	9:00 - 12:00	RW2-22	
Workshop	Wednesday	1.00-4.00	HA64	
Workshop	Thursday	8.00-11.00	HE12	
Workshop	Thursday	3.00-6.00	HA122	

OURIMBAH ON CAMPUS COURSE
Weeks 1-8 and 13-14

Session	Day	Time	Place	
Lecture	Wednesday	4.00-5.00	O_CS1.03	
Workshop	Wednesday	5.00-8.00 	O_CS1.03	
Workshop	Monday	4.00-7.00	O_CN2:1.03	

CALLAGHAN DISTANCE COURSE

Campus Conferences:	March 11 & 12, 2006 
			June 3 & 4, 2006

PORT MACQUARIE DISTANCE COURSE

Campus Conferences:	March 3 & 4, 2006 
			May 27 & 28, 2006

COURSE COORDINATOR
Dr Chris Weckert
Chris.Weckert@newcastle.edu.au

ACADEMIC STAFF
Debbie Bradbery
Debbie.Bradbery@newcastle.edu.au

Maura Sellars
Maura.Sellars@newcastle.edu.au

Communication with academic staff: 
The preferred mode of contact with lecturers is via the student email system. Because of problems with computer viruses lecturers will only open email messages with student mail addresses.

ALL COMMUNICATION ABOUT ASSESSMENT REQUIREMENTS MUST BE DIRECTED TO THE COURSE COORDINATOR, CHRIS WECKERT VIA EMAIL. Common enquiries, problems and concerns will be addressed on Blackboard for the benefit of all students.
BLACKBOARD SITE: 

A Blackboard site has been created for this course. 
Students should check this site at least each week for announcements in relation to this course. Student email addresses will be used for communication via Blackboard.

Policy Information:

Students should read The School of Education Student Guide 2004 which contains details of the University Grading Policy, the Faculty of Education and Arts Literacy Policy (on the University’s Web Pages) is also a useful source of information for students. 

Support for students:

The School of Education Equity officer provides information and support for students with disabilities and students with grievances. Contact Dr Tom Griffiths, Tom.Griffiths@newcastle.edu.au at Callaghan campus or Dr Chris Weckert, Chris.Weckert@newcastle.edu.au at Ourimbah campus.

The School of Education International Student Officer provides information and support to international students. Contact Dr Tom Griffiths, Tom.Griffiths@newcastle.edu.au [until May 1st] then Dr Julie McLeod, Julie.McLeod@newcastle.edu.au at Callaghan campus or Dr Chris Weckert, Chris.Weckert@newcastle.edu.au at Ourimbah campus.

Plagiarism:

University policy prohibits students plagiarising any material under any circumstances.  A student plagiarises if he or she presents the thoughts or works of another as one's own. Without limiting the generality of this definition, it may include:
·	copying or paraphrasing material from any source without due acknowledgment;  
·	using another's ideas without due acknowledgment;  
·	working with others without permission and presenting the resulting work as though it was completed independently.
Plagiarism is not only related to written works, but also to material such as data, images, music, formulae, websites and computer programs.
Aiding another student to plagiarise is also a violation of the Plagiarism Policy and may invoke a penalty.

For further information on the University policy on plagiarism, please refer to the Policy on Student Academic Integrity at the following link - 
http://www.newcastle.edu.au/policy/academic/general/academic_integrity_policy_new.htm 

The University has established a software plagiarism detection system called Turnitin. When you submit assessment items please be aware that for the purpose of assessing any assessment item the University may - 
·	Reproduce this assessment item and provide a copy to another member of the University; and/or  
·	Communicate a copy of this assessment item to a plagiarism checking service (which may then retain a copy of the item on its database for the purpose of future plagiarism checking).   
·	 Submit the assessment item to other forms of plagiarism checking  

Extension of Time for Assessment Items, Deferred Assessment and Special Consideration for Assessment Items or Formal Written Examinations

Students are required to submit assessment items by the due date, as advised in the Course Outline, unless the Course Coordinator approves an extension of time for submission of the item.  University policy is that an assessment item submitted after the due date, without an approved extension, will be penalised. 
Any student: 
1.	who is applying for an extension of time for submission of an assessment item on the basis of medical, compassionate, hardship/trauma or unavoidable commitment: or

2.	whose attendance at or performance in an assessment item or formal written examination has been or will be affected by medical, compassionate, hardship/trauma or unavoidable commitment; must report the circumstances, with supporting documentation, to the appropriate officer on the prescribed form.
Please go to the Policy and the on-line form for further information, particularly for information on the options available to you, at: 
http://www.newcastle.edu.au/policy/academic/adm_prog/special_consid.htm  

Changing your Enrolment 

The last date to withdraw without financial or academic penalty (called the HECS Census Dates) for semester 1 courses:  31 March 2006. 

Students may withdraw from a course without academic penalty on or before the last day of semester and prior to the commencement of the formal exam period.  Any withdrawal from a course after the last day of semester will result in a fail grade. 

Students cannot enrol in a new course after the second week of semester/trimester, except under exceptional circumstances. Any application to add a course after the second week of semester/trimester must be on the appropriate form, and should be discussed with the School Office. 

To change your enrolment online, please refer to 
http://www.newcastle.edu.au/study/enrolment/change-enrol.html  

Contact Details 
Faculty Student Service Offices 

The Faculty of Education and Arts
Room: GP1-22 (General Purpose Building) 
Phone: 0249 215 314 

The Dean of Students 
Professor Jenny Archer 
phone 492 15806; 
fax: 492 17151; 
Dean-of-Students@newcastle.edu.au 
 
Various services are offered by the University Student Support Unit: 
http://www.newcastle.edu.au/intranet/student/support-services/index.html  

Alteration of this Course Outline 
No change to this course outline will be permitted after the end of the second week of the term except in exceptional circumstances and with Head of School approval. Students will be notified in advance of any approved changes to this outline. 

Web Address for Rules Governing Undergraduate Academic Awards 
http://www.newcastle.edu.au/policy/academic/cw_ugrad/awards.htm  

Web Address for Rules Governing Postgraduate Academic Awards 
http://www.newcastle.edu.au/policy/academic/cw_pgrad/cppcrule.htm   
 
STUDENTS WITH A DISABILITY OR CHRONIC ILLNESS
The University is committed to providing a range of support services for students with a disability or chronic illness. 

If you have a disability or chronic illness which you feel may impact on your studies, please feel free to discuss your support needs with your lecturer or course coordinator. 
Disability Support may also be provided by the Student Support Service (Disability). Students must be registered to receive this type of support. To register please contact the Disability Liaison Officer on 4921 5766,or via email at: student-disability@newcastle.edu.au 
As some forms of support can take a few weeks to implement it is extremely important that you discuss your needs with your lecturer, course coordinator or Student Support Service staff at the beginning of each semester. For more information related to confidentiality and documentation please visit the Student Support Service (Disability) website at: www.newcastle.edu.au/services/disability

Appendix 1

•	Assignment 1 [Learning Journal] marking criteria – a copy must be attached to the front of your final submission of the hard copy of your journal

Appendix 2

Assessment Item 2
Case Study of a Young Reader : Sam
Some background information:
Sam has just begun Year 2. He turned 7 a week before school began. Sam has 2 older sisters – one in Year 5 and one in Year 7. He enjoys outdoor activities, especially kicking the soccer ball he received for his recent birthday. Sam also enjoys drawing and is recognised by other children in the class as one of the ‘best drawers’.

In this Appendix you will find:

•	THREE marked running records of Sam’s reading;
•	Record of an informal reading interview with Sam;
•	A reading survey completed by Sam;
•	Lesson plan pro forma;
•	Assignment 2 marking criteria – a copy of this must be attached to the front of your assignment for submission.

Appendix 3

•	Assignment 3 [English Program] marking criteria – a copy must be attached to the front of your assignment for submission