a. plan literacy lessons integrating at least one of the components of a balanced literacy approach
within their own classroom
b. plan and develop reading and spelling strategies within a scaffolded literacy programme
c. devise reading running records and guided reading sessions
d. employ reading and writing strategies within one’s planned lessons;
e. research further on theories and latest research pertaining to language acquisition and bilingual
development;

a. identify and explain the components of a balanced literacy approach
b. reflect on own practice to determine what balanced literacy components s/he is implementing in
his/her teaching
c. describe reading and spelling development and which areas require attention (decoding, word
building, phonological awareness and comprehension)
d. demonstrate an understanding of the language processing in phonological awareness
e. demonstrate an understanding of key reading strategies, most predominantly read aloud, paired,
shared and guided reading and how to implement them within the classroom
f. demonstrate an understanding of a scaffolded programme pertaining to reading
g. develop an understanding of writing process methodology, most predominantly pre-writing
strategies, revising and editing strategies
h. develop knowledge of a balanced literacy approach to the teaching of writing including modelled,
shared, guided and independent writing
i. develop an awareness of language education policies and their implication for practice
j. demonstrate an understanding of the theories of language acquisition and bilingual development
k. define the role of language mediation in his/her classroom
l. identify students’ phonological awareness skills and difficulties, and plan phonological awareness lessons.

Applying knowledge and understanding

The learner will be able to:

a. apply the principles of a balanced literacy and teaching model;
b. use reading running records to evaluate students’ instructional reading levels and difficulties
c. demonstrate an ability to plan read aloud, shared and guided reading sessions
d. plan a range of writing activities to enhance literacy learning
e. plan writing activities from modelled writing activities, guiding students to write independently
f. plan appropriate writing strategies to address students’ strengths, difficulties and learning needs
g. reflect on own language use (oral and written) and its implications for children’s bilingual
development
h. evaluate how educators can use language mediation and translanguaging in their classrooms.

This module will be assessed through: Reflection Task, Assignment and Resources.

Core Reading List
1. Bodman, S., & Franklin G. (2014). Which Book and Why, Institute of Education Press, University of
London.
2. Feil, A. (2016) Reluctant Writers in Elementary Schools: A Problem with a Solution. Retrieved from
file:///C:/Users/Schools_home/Downloads/235-818-1-PB.pdf
3. Fountas, I., Pinnel, G. (2009) Guided Reading: Good First Teaching for All Children. Heinemann,
Portsmouth.
4. Flanigan, K., Hayes L., Templeton, S., Bear D., Invernizzi M., Johnston F. (2011) ‘The Within Word
Pattern Stage’, in Flanigan, Hayes, Templeton, Bear, Invernizzi, Johnston, ed. (2011) Words their
way with Struggling Readers – Word study for Reading, Vocabulary, and Spelling Instruction, Grades
4-12. USA: Pearson, pp. 93-124.
5. Fletcher, R., Portalupi, J. (2001) Writing Workshops: The Essential Guide. USA: Heinemann, Reed
Elsevier Inc.
6. Mifsud C.L., Vella L.A. (2018) To Mix Languages or Not? Preschool Bilingual Education in Malta.
In: Schwartz M. (eds.) Preschool Bilingual Education. Multilingual Education, Vol 25. Springer,
Cham
7. Mifsud C.L., Vella L.A. (2018) Teacher agency and language mediation in two Maltese preschool
bilingual classrooms, Language, Culture and Curriculum, DOI: 10.1080/07908318.2018.1504400
Supplementary Reading List
1. Baker, C. (2011). Foundation of bilingual education and bilingualism (5th ed.). Bristol: Multilingual
Matters.
2. Cecil, N. L. (2011) Striking a Balance: A comprehensive approach to Early Literacy. Holcomb
Hathaway, United States.
3. Flanigan, K., Hayes L., Templeton, S., Bear D., Invernizzi M., Johnston, F. (2011) ‘The Syllables and
Affixes Stage’, in Flanigan, Hayes, Templeton, Bear, Invernizzi, Johnston, ed. (2011) Words their way
with Struggling Readers – Word study for Reading, Vocabulary, and Spelling Instruction, Grades 4-
12. USA: Pearson, pp. 125-159.
4. Rasinski, T. (2012) ‘Why Reading Fluency Should Be Hot!’ The Reading Teacher [Online] 65, (8) 516-
522
5. Vella, L. A., Mifsud, C.L. & Muscat, D. (2018). Language use in Early Childhood Education Years in
Malta. A Report. National Literacy Agency, Ministry for Education and Employment, Malta