Post on 24-Feb-2016
description
Professional learning workshop
Examining the Literacy teaching guide: Phonics
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Acknowledgement of country
We acknowledge the traditional Custodians of this Land, where the Aboriginal People have performed age-old ceremonies of storytelling, music, dance and celebration.
We acknowledge and pay respect to the Elders past and present, and we acknowledge those of the future, for they will hold the memories, traditions and hopes of Aboriginal Australians.
We must always remember that under the concrete and asphalt this Land is, was and always will be traditional Aboriginal Land.
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Standards addressed at Professional Competence in this workshop include:1.2.2: Apply research-based, practical and theoretical knowledge of the pedagogies of the content/ discipline(s) taught to meet the learning needs of students.
6.2.1: Reflect critically on teaching and learning practice to enhance student learning outcomes.
6.2.3: Engage in professional development to extend and refine teaching and learning practices.
Professional Teaching Standards
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Anticipated learning
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During this session, you will:• clarify your understanding of phonics and its significance as an
early literacy skill
• debunk myths about teaching phonics and examine principles for teaching phonics
• examine a sequence for the systematic teaching of phonics
• consider how to incorporate the explicit and systematic teaching of phonics within a balanced and integrated literacy program
• reflect on and apply your new learning when assessing, planning and teaching phonics.
Contents of the guide
Introduction
About phonics teaching
Explicit phonics teaching in action
Bibliography
Appendices
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Purpose
Links to the Literacy Continuum
About this guide
Exposing phonics myths
Catering for student diversity when teaching phonics
Section 1 - Introduction
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Work in pairs.
Each person reads an allocated section of the guide and shares key information with a partner:
• Purpose p. 6
• Links to the Literacy Continuum and About this guide pp. 6 & 7
Section 1 – Purpose, Links to the Literacy continuum & About this guide
Task 1
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Work in pairs.
Read each myth from the handout and record your own beliefs about the statement, based on your own practice and experience.
Swap sheets with your partner, who will record their own beliefs and experiences beside yours.
Refer to pages 8 and 9 to compare your joint responses with those in the guide.
Highlight statements/beliefs that match with guide.
Discuss findings with the group.
Section 1 - Exposing phonics myths
Task 2
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Individually read Catering for student diversity when teaching phonics pp. 10-11.
Note the implications for your classroom and your school.
Share these with your partner/group.
Section 1 - Catering for student diversity when teaching phonics
Task 3
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Section 2 - About phonics teaching
Principles of effective phonics teaching
Phonics methods
Sequencing phonics instruction
NSW English K-6 syllabus and the Four Literacy Resources model
Explicit, systematic, balanced and integrated
Modelled, guided and independent teaching
Early years’ teachers talk about phonics
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Principles of effective phonics teaching
Group collage
• Refer to pages 12-14 of the guide: Principles of effective phonics teaching
• As you read each principle, record the key words/phrases on separate post-it notes
• Share and collate responses in the form of a collage and give it an appropriate title.
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TaskTask 4
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Phonics methods
Read the descriptions on page 15
and consider these approaches in the light
of your own experiences with phonics programs
or methods you may have used.
Synthetic phonics
Analytic phonics
Analogy phonics
Task 5
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Sequencing phonics instruction
Pages 16-19 deal with the order of teaching the knowledge and
skills associated with the individual phonemes which make up
our language.
Skim through these pages in order to share what you consider to
be the main points of this section.
Task 6
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Syllabus links and the Four Literacy Resources model
Task
Task 7
How does the Four Literacy Resources model support the teaching of Phonics?
What does our English K-6 syllabus mandate about teaching Phonics?
Think-Pair-Share
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Explicit, systematic, balanced and integrated
Task 7
Task 8
Read through the dot points listed on page 22. Use them to reflect on your own phonics teaching.Place a: to identify current practices? to identify practices that could be improved* to identify practices that need to be included
Share these with your partner/group.
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Modelled, guided and independent teaching
Read through this section on the three teaching strategies on pages 24 and 25.
As you read, use your handout to record the key words and phrases for each strategy.
Task 9
Explicit phonics teaching in action
Navigating this section of the guide
At a glance: The phonics aspect of the Literacy Continuum
A process for explicit and systematic phonics teaching
The process in action: Phonics
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At a glance: The phonics aspect of the Literacy continuum
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A process for explicit and systematic phonics teaching
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…a continuous cycle of assessment,planning and instruction
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The process in action
Choose another learning goal Choose an
appropriate teaching focus
Task 10
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What would these steps look like for your new teaching focus?
Task 10
The process in action
Appendices
Glossary
Websites
Supporting students with significant difficulties
Supporting Aboriginal students
Supporting ESL students
Supporting students from low socio economic backgrounds
The Four Literacy Resources Model
Linking the NSW English K-6 syllabus and the Literacy Continuum
Ideas for practising and applying phonics learning
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Ideas for practising and applying new learning
Refer back to your Process in action planning sheets.
Locate the same cluster of markers as in the last activity.
Select and record one or two ideas that you could use to support students to practise and independently apply new phonics learning.
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Task 10
Post workshop task - Applying new learning
If necessary complete the planning begun in today’s session and implement a Phonics lesson/series of lessons using A process for explicit and systematic phonemic awareness teaching (p. 31)
Be prepared to share your experiences at a team /stage meeting at a later date.
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TaskTaskTask 10
• Locate the principles which underpin the effective teaching of phonics (p.12-14)
• What are three key messages from these principles that you plan to incorporate in the post-workshop task?
• Record and discuss with a partner.
Reflection activity
Reflection is not profitable unless it affects practice.
Edwards-Groves, 200325
REFLECTION
Bibliography
Edwards-Groves, C.J (2003) On task: Focused literacy learning. Primary English Teaching Association (PETA), Sydney, NSW.
Literacy teaching guide: Phonics teaching (2009) Curriculum K-12 Directorate, NSW Department of Education and Training, Sydney, NSW.
An introduction to quality literacy teaching (2009) Curriculum K-12 Directorate, NSW Department of Education and Training, Sydney, NSW.
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