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Professional learning course. Examining the Literacy teaching guide : Phonics. 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.

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Professional learning course

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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Professional Teaching Standards

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.

3


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Anticipated learning

  • 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.

4


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Contents of the guide

Introduction

About phonics teaching

Explicit phonics teaching in action

Bibliography

Appendices


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Section 1 - Introduction

Purpose

Links to the Literacy Continuum

About this guide

Exposing phonics myths

Catering for student diversity when teaching phonics


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Purpose, Links to the Literacy Continuum & About this guide

Task 1

  • 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


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Exposing phonics myths

  • 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 the guide.

  • Discuss your findings with the group.

Task 2


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Catering for student diversity when teaching phonics

Task 3

  • Individually read Catering for student diversity when teaching phonics - pp. 10-11.

  • Note the implications for your classroom and your school.

  • Share these implications with your partner/group.


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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

Task

Task 4

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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Phonics methods

Task 5

Synthetic phonics

Analytic phonics

Analogy phonics

  • Read the descriptions on page 15.

  • Consider these approaches in the light of your own experiences with phonics programs or methods you may have used.


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Sequencing phonics instruction

Task 6

  • ‘Teaching phonics using an effective sequence will facilitate student learning.’

  • Pages 16-19 deal with the order of teaching the knowledge and skills associated with the individual phonemes which make up our language.

  • Read through these pages in order to share how it directs you to plan for explicit and systematic phonics teaching.


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English K-6 Syllabus links

and the Four Literacy Resources model

Task 7

Think–Pair–Share

  • What does our English K-6 Syllabusmandate about teaching phonics?

  • How does the Four Literacy Resources model support the teaching of phonics?

Task


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Explicit, systematic, balanced and integrated

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.

Task 7


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Modelled, guided and independent teaching

Task 9

  • 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.

  • Share with the group.


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Section 3 - 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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A process for explicit and systematic phonics teaching

… a continuous cycle of assessment,

planning and instruction


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The process in action

Task 10

Choose another learning goal

Choose an appropriate teaching focus


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The process in action

Task 10

What would these steps look like for your new teaching focus?


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Section 4 - 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

Task 10

Refer to The 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 phonemic awareness learning.


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Post - workshop task - Applying new learning

Task 10

  • If necessary complete the planning begun in today’s session.

  • Implement your phonics lesson/series of lessons using A process for explicit and systematic phonics teaching (p. 31)

  • Be prepared to share your experiences at a team /stage meeting at a later date.


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Reflection task

Task 11

  • Refer to your Task 8 handout or pp. 22-23 of the guide.

  • Re-consider your practice in light of your progressive understanding of The process in action.

  • Review your reflection, in terms of how you might include or improve, and once again share with a partner.

Reflection is not profitable unless it affects practice.

Edwards-Groves, 2003



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Bibliography

Edwards-Groves, C.J. (2003) On task: Focused literacy learning, Primary English Teaching Association (PETA), Sydney, NSW.

Literacy teaching guide: Phonics (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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