This course provides a language-focused perspective on teaching reading and writing, making sense of the many literacy models that teacher must engage with, and how to fit them within a coherent model of language.
Drawing on research from linguists, educational psychology, neuroscience, and the USA National Reading panel, it presents a text-focused approach to both decoding and meaning-making, understanding how teachers can work towards both comprehension and decoding outcomes, launching from literature. This course features a case study with examples from a lower primary classroom where you will see a teacher making meaning from literature by using the purpose of text stages (Orientation, Complication, Resolution) as part of comprehension strategies.
Learning outcomes
- Investigate key reading models used in educational settings
- Explore strategies that enable a reader to decode
- Reflect on classroom practice in the teaching of reading supports all learners in both decoding to automaticity, and meaning-making.
Who should participate?
- Teachers F -2
- Literacy coordinators
- Year and Stage Coordinators
- Curriculum and Instructional Leaders
- Heads of Teaching and Learning
What else do I need to know?
This course is self-paced and unmoderated. All participants have access to materials for 365 days from the date they register.
How does it work?
- Individuals: upon registration individuals will be sent a link to access the PL on our online learning platform.
- Group Booking: Schools interested in making a group booking should email us the number of teachers they wish to enrol in order to receive a quote.
Not a member? Sign up here to access group pricing, discounts and our member resource portal.
Completing this course comprises 3 hours (NSW - Elective PL) of online professional learning addressing standards 1.2.1, 2.1. 1 and 2.5.2 from the Australian Professional Standards for Teachers.