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Professional learning course Examining the Literacy teaching guide: Phonics 1.

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Presentation on theme: "Professional learning course Examining the Literacy teaching guide: Phonics 1."— Presentation transcript:

1 Professional learning course Examining the Literacy teaching guide: Phonics 1

2 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. 2

3 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 : Reflect critically on teaching and learning practice to enhance student learning outcomes : Engage in professional development to extend and refine teaching and learning practices. Professional Teaching Standards 3

4 Anticipated learning 4 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.

5 Contents of the guide Introduction About phonics teaching Explicit phonics teaching in action Bibliography Appendices 5

6 Purpose Links to the Literacy Continuum About this guide Exposing phonics myths Catering for student diversity when teaching phonics Section 1 - Introduction 6

7 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 Purpose, Links to the Literacy Continuum & About this guide Task 1 7

8 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. Exposing phonics myths Task 2 8

9 Individually read Catering for student diversity when teaching phonics - pp Note the implications for your classroom and your school. Share these implications with your partner/group. Catering for student diversity when teaching phonics Task 3 9

10 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 10

11 Principles of effective phonics teaching Group collage Refer to pages 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. 11 Task Task 4

12 12 Phonics methods 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. Synthetic phonics Analytic phonics Analogy phonics Task 5

13 13 Sequencing phonics instruction ‘Teaching phonics using an effective sequence will facilitate student learning.’ Pages 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. Task 6

14 14 English K-6 Syllabus links and the Four Literacy Resources model Task Task 7 What does our English K-6 Syllabus mandate about teaching phonics? How does the Four Literacy Resources model support the teaching of phonics? Think–Pair–Share

15 15 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.

16 16 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. Share with the group. Task 9

17 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 17

18 At a glance: The phonics aspect of the Literacy Continuum 18

19 A process for explicit and systematic phonics teaching 19 … a continuous cycle of assessment, planning and instruction

20 20 The process in action Choose another learning goal Choose an appropriate teaching focus Task 10

21 21 What would these steps look like for your new teaching focus? Task 10 The process in action

22 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 22

23 Ideas for practising and applying new learning 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. 23 Task 10

24 Post - workshop task - Applying new learning 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. 24 Task 10

25 Refer to your Task 8 handout or pp 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 task Reflection is not profitable unless it affects practice. Edwards-Groves, Task 11

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27 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. 27


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