Professional learning course Examining the Literacy teaching
guide: Phonics 1 Slide 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 Slide 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. 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 3 Slide 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. Slide 5 Contents of the guide Introduction About
phonics teaching Explicit phonics teaching in action Bibliography
Appendices 5 Slide 6 Purpose Links to the Literacy Continuum About
this guide Exposing phonics myths Catering for student diversity
when teaching phonics Section 1 - Introduction 6 Slide 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
Slide 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 Slide
9 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.
Catering for student diversity when teaching phonics Task 3 9 Slide
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
Slide 11 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. 11 Task Task 4 Slide
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 Slide 13 13 Sequencing phonics
instruction 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. Task 6 Slide 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? ThinkPairShare Slide 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. Slide 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 Slide 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 Slide 18 At a glance: The phonics aspect of the Literacy
Continuum 18 Slide 19 A process for explicit and systematic phonics
teaching 19 a continuous cycle of assessment, planning and
instruction Slide 20 20 The process in action Choose another
learning goal Choose an appropriate teaching focus Task 10 Slide 21
21 What would these steps look like for your new teaching focus?
Task 10 The process in action Slide 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 Slide 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
Slide 24 Post - workshop task - Applying new learning If necessary
complete the planning begun in todays 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
Slide 25 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 task Reflection is not profitable unless
it affects practice. Edwards-Groves, 2003 25 Task 11 Slide 26 Slide
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
