Developing Understandings of English unit (EPR210)

Introduction

In this second English unit, there is a particular focus on contemporary approaches to the teaching of reading, including close attention to the teaching of phonemic awareness, phonics, word knowledge, and vocabulary instruction and reading comprehension of a wide range of texts. An emphasis of study will also be on teaching children writing, with a close study of text types and grammar. Throughout the unit there is also a strong focus on the pedagogical imperatives underpinning the English curriculum including explicit teaching, assessing student work and catering for diverse learners. You will learn to apply this knowledge by developing a portfolio of lesson plans in reading and writing across both of the assessment pieces in this unit.

Summary

Unit name	Developing Understandings of English
Unit code	EPR210
Credit points	12.5
College/School	Arts and Society Faculty of Education
Discipline	Education
Coordinator	Professor Robyn Cox
Available as an elective?	No
Delivered By	University of Tasmania
Level	Intermediate

Availability

Specific information on 2027 unit availability will be available in August

Learning Outcomes

• Apply theoretical knowledge about the English discipline which attends to structured literacy in the Lifting Literacy Strategy.
• Understand that reading instruction must attend to how the brain learns to read through systematic and explicit teaching practices for the following elements: phonemic awareness, phonics, fluency, vocabulary, comprehension and oral language.
• Design a sequence of lessons which deliver effective reading instruction that attends to how the brain learns to read through systematic and explicit teaching practices for the following elements: phonemic awareness, phonics, fluency, vocabulary, comprehension and oral language.

Fee Information

2027 fee information will be available in August.

Requisites

Prerequisites

EPR110 Foundations of English OR ESH110 Foundations of English OR EES160 Foundations of Literacy Support

Teaching

Teaching Pattern	You are expected to dedicate around ten hours per week to this unit. This may be divided as follows: Weekly Lecture (1 hour); Weekly Readings (2 hours); Weekly Tutorial (2 hours); Weekly Discussion Boards (1 hours); Assessment (5 hours).   Your progress in this unit depends on your engagement with weekly online tutorials and discussion boards.
Assessment	Phonic Knowledge Assessment (20%)|Design a Sequence of Three Lessons Demonstrating the Structured Literacy Approach (40%)|Vignette of Practice - Evaluation and Reflection (40%)
Timetable	View the lecture timetable | View the full unit timetable

Textbooks

Required

The reading list in MyLo details the required reading

Recommended

Emmitt, M., Zbaracki, M., Komesaroff, L., & Pollock, J. (2015). Language and learning: An introduction for teaching (6th ed.). Oxford University Press. Department of Education Employment and Workplace Relations. (2009). The early years learning framework. https://www.education.gov.au/early-years-learningframework-0 Derewianka, B., & Jones, P. (2016). Teaching language in context (2nd ed.). Oxford University Press. Fellowes, J., & Oakley, G. (2020). Language, literacy and early childhood education (3rd ed.). Oxford University Press. Hill, S. (2012). Developing early literacy: Assessment and teaching (2nd ed.). Eleanor Curtain. Humphrey, S., Droga, L., & Feez, S. (2012). Grammar and meaning. PETAA. NSW Department of Education and Training. (2007). Writing and spelling strategies: Assisting students who have additional learning support needs. NSW Department of Education and Training. Oakhill, J., Cain, K., & Elbro, C. (2014). Understanding and teaching reading comprehension: A handbook. Routledge. Oakley, G., & Fellowes, J. (2016). A closer look at spelling in the primary classroom. PETAA. University of Tasmania (2015). APA 7th edition. In Referencing guide. Retrieved from https://utas.libguides.com/referencing/APA7th

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