Details for CRS253 Early Reading K-2

This subject develops evidence based knowledge and practice for teaching reading and writing in K–2. Teacher education students (TES) engage with current research, the NSW English K–10 Syllabus (2022) and Australian Curriculum (v9), and plan explicit, systematic instruction across the Big 6 (oral language, phonemic awareness, phonics, fluency, vocabulary, comprehension) while connecting reading and writing. TES apply the TEEP Core Content (Core 2 and Core 4) through microteaching, planning, assessment for learning, and reflective practice. 

Quick Stats

• Currently offered by Alphacrucis: Yes
• Course code: CRS253
• Credit points: 10

Subject Coordinator

Prerequisite

• EDU103 Foundations of Christian Education 
• EDU116 Introduction to Learning Theory 

Unit Content

Outcomes

1. Critically evaluate the contemporary evidence base and historical debates (e.g., “reading wars”) and explain how written English works to justify choices in K–2 reading and writing instruction.
2. Interpret and apply NSW English K–10 (K–2) and/or AC:E v9 outcomes and literacy progressions to plan coherent, cumulative sequences that connect the Big 6 and link reading with writing. 
3. Design and deliver explicit, systematic K–2 instruction with clear learning intentions and success criteria, modelling, guided practice, checks for understanding, feedback, and appropriate differentiation for diverse learners.
4. Use diagnostic and formative assessment (e.g., PA/phonics checks, running records, writing samples) to monitor progress and plan next instructional steps.
5. Reflect on practice and identify professional learning priorities and partnerships with families/colleagues to improve early literacy teaching. 

Subject Content

1. Orientation, curriculum alignment & Christian worldview Unit orientation, assessment overview, academic integrity, Moodle navigation.
2. Oral language & vocabulary as foundation
3. Phonological & phonemic awareness
4. Phonics & decoding (scope, sequence, practice)
5. Fluency (accuracy, rate, prosody) & feedback
6. Vocabulary (deepening) & morphology for reading/writing
7. Comprehension: explicit strategy instruction & knowledge building
8. Writing development in K–2 (transcription to composition)
9. Genre, literature & multimodal/visual literacy
10. Differentiation & inclusive practice
11. Assessment for learning in early literacy
12. Synthesis, reflection & professional growth

This course may be offered in the following formats

• E-learning (online/asynchronous) 
• ​​E-learning (online/synchronous) 

Please check the timetable to see when this subject will next be offered at Alphacrucis University College.

Assessment Methods

1. Reflective Journal (20%)
2. Individual Presentation: Micro‑teaching (40%)
3. K–2 Early Literacy Planning Portfolio & Viva (40%)

Prescribed Text

Moats, L. C., & Brady, S. (2020). Speech to print: Language essentials for teachers (p. 304). Paul H. Brookes Publishing Company.