Registry
Module Specifications
Archived Version 2019 - 2020
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Description Students will critically examine current issues and international research on best practice in literacy in the Early Years. They will identify and critically evaluate the key components of an effective balanced language and literacy framework for the Early Years classroom. There is a focus on developing a range of essential literacy skills within authentic contexts in developmentally appropriate ways. Within workshops students will have the opportunity to explore a range of pedagogies with particular emphasis on the integrated nature of language learning and to develop knowledge of a range of assessment tools. Tabharfaidh an modúil seo deis do na mic léinn léargas a fháil ar an teoiric agus ar an gcleachtas a bhaineann le teagasc na Gaeilge sa bhunscoil mar chéad (T1) agus mar dhara teanga (T2). Chuige sin, beidh ionchur ar ábhar foghlama agus ar mhodheolaíochtaí teagaisc Churaclam Teanga na Bunscoile (CNCM 2015). Déanfar anailís ar thaithí na mac léinn mar fhoghlaimeoirí teanga (T1 & T2) agus díreofar a n-aird ar an traschur scileanna thar teangacha. Beidh plé ar na straitéisí is éifeachtaí le teanga a fhoghlaim agus a theagasc. Cuirfear deiseanna ar fáil do mhic léinn iad a chur i bhfeidhm agus athmhachnamh criticiúil a dhéanamh orthu. | |||||||||||||||||||||||||||||||||||||
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Learning Outcomes 1. Critically examine current issues, curricula, national and international research on best practice in literacy in the Early Years. 2. Conceptualise a broad definition of literacy drawing on national and international research. 3. Reflect on and interrogate their literacy histories. 4. Identify and critically evaluate the key components of a balanced literacy framework the early years including: shared reading (Language Experience Approach, large format books), shared/interactive writing, writing workshop. 5. Identify, develop and assess essential literacy skills within an early years balanced literacy framework: phonological awareness, phonics, vocabulary, fluency, comprehension, handwriting, compositional writing, receptive and expressive language skills. 6. Employ a range of pedagogies with particular emphasis on the integrated nature of language learning. | |||||||||||||||||||||||||||||||||||||
All module information is indicative and subject to change. For further information,students are advised to refer to the University's Marks and Standards and Programme Specific Regulations at: http://www.dcu.ie/registry/examinations/index.shtml |
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Indicative Content and
Learning Activities Indicative Content1. Cur chuige cumarsáideach; 2. Sealbhú agus foghlaim an chéad (T1) agus an dara teanga (T2); 3. Anailís ar chleachtais teagaisc ar DVD samplacha; 4. Anailís ar thaithí na mac léinn mar fhoghlaimeoirí teanga (T1 & T2) ; 5. Curaclam Teanga na Buscoile (CNCM, 2015); 6. An traschur scileanna thar teangacha; 7. Múineadh na scileanna teanga .i. éisteacht, labhairt, léitheoireacht agus scríbhneoireacht; 8. Forbairt na litearthachta i gcomhthéacs múineadh agus foghlaim an chéad (T1) agus an dara teanga (T2); 9. Straitéisí do mhúineadh agus d’fhoghlaim na scileanna teanga: a. Scéalaíocht: Leabhair mhóra agus léitheoireacht os ard; b. Filíocht; c. Drámaíocht; d. Agallamh mar ionchur d’imirt i rólanna; e. Cluichí teanga; f. Tascanna; 10. Pleanáil ghearrthréimhseach; 11. Úsáid Gaeilge neamhfhoirmiúil mar theanga bheo chumarsáideach i rith an lae; 12. Measúnú a dhéanamh ar an bhfoghlaim agus don fhoghlaim trí athmhachnamh criticiúil a dhéanamh ar chleachtas ranga agus ar fhoghlaim na bpáistí.Literacy component1. National and international definitions of literacy. 2. Literacy histories: personal biographies/Motivation and engagement/self-efficacy. 3. Components of a balanced literacy framework in Junior classes. 4. Emergent literacy. 5. Instructional models reading: Shared Reading: big books/interactive reading/dialogic reading/Language Experience Approach. 6. Word-identification: phonemic awareness; principles of phonics. instruction; alphabetic principle; analytic/synthetic phonics, multisensory phonics, spellingl 7. Handwriting: multi-sensory approaches. 8. Developing comprehension strategies, fluency and vocabulary in the early years. 9. Instructional models writing: Shared/interactive writing/writing workshop. 10. Skill development in Writing: craft, process and mechanics. | |||||||||||||||||||||||||||||||||||||
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Indicative Reading List | |||||||||||||||||||||||||||||||||||||
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Other Resources None | |||||||||||||||||||||||||||||||||||||
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