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Professional learning course Examining the Literacy teaching guide: Phonemic awareness 1

Professional learning course Examining the Literacy teaching guide: Phonemic awareness 1

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Page 1: Professional learning course Examining the Literacy teaching guide: Phonemic awareness 1

Professional learning course

Examining the Literacy teaching guide:

Phonemic awareness

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Page 2: Professional learning course Examining the Literacy teaching guide: Phonemic awareness 1

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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Page 3: Professional learning course Examining the Literacy teaching guide: Phonemic awareness 1

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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Page 4: Professional learning course Examining the Literacy teaching guide: Phonemic awareness 1

During this session, you will:• clarify your understanding of phonemic awareness and its

significance as an early literacy skill

• debunk myths about teaching phonemic awareness and examine principles for teaching phonemic awareness

• examine a sequence for the systematic teaching of phonemic awareness

• consider how to incorporate the explicit and systematic teaching of phonemic awareness within a balanced and integrated literacy program

• reflect on and apply your new learning when assessing, planning and teaching phonemic awareness.

Anticipated learning

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Page 5: Professional learning course Examining the Literacy teaching guide: Phonemic awareness 1

Contents of the guide

Introduction

About phonemic awareness teaching

Explicit phonemic awareness teaching in action

Bibliography

Appendices

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Page 6: Professional learning course Examining the Literacy teaching guide: Phonemic awareness 1

Section 1 - Introduction

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Purpose

Links to the Literacy Continuum

About this guide

Exposing phonemic awareness myths

Catering for student diversity when teaching phonemic awareness

Page 7: Professional learning course Examining the Literacy teaching guide: Phonemic awareness 1

Work in pairs. Each person reads pp. 6-7 to locate and discuss the following:•the definition of phonemic awareness•the meaning of phonological awareness•why we need to explicitly teach phonemic awareness•how phonemic awareness should be taught•the relationship between phonemic awareness and phonics.

Share responses with your partner.

Purpose, Links to the Literacy Continuum and About this guide

Task 1

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Page 8: Professional learning course Examining the Literacy teaching guide: Phonemic awareness 1

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 findings with the group.

Exposing phonemic awareness myths

Task 2

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Page 9: Professional learning course Examining the Literacy teaching guide: Phonemic awareness 1

‘The diverse literacy needs of students must be taken into account when planning, teaching and assessing phonemic awareness if all

students are to have an equal opportunity to succeed.’

Individually read Catering for student diversity when teaching phonemic awareness - 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 phonemic awareness

Task 3

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Page 10: Professional learning course Examining the Literacy teaching guide: Phonemic awareness 1

Section 2 - About phonemic awareness teaching

Principles of effective phonemic awareness teaching

Sequencing phonemic awareness instruction

NSW English K-6 syllabus and the Four Literacy Resources model

Being explicit and systematic about teaching phonemic awareness in a balanced and integrated literacy program.

Three key strategies: Modelled, guided and independent teaching

Early years’ teachers talk about teaching phonemic awareness in their literacy sessions

Key resources that will assist and enhance phonemic awareness teaching 10

Page 11: Professional learning course Examining the Literacy teaching guide: Phonemic awareness 1

Principles of effective phonemic awareness teaching

Group collage

• Refer to pages 12-13 of the guide: Principles of effective phonemic awareness 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.

TaskTask 4

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Page 12: Professional learning course Examining the Literacy teaching guide: Phonemic awareness 1

Sequencing phonemic awareness instruction

‘Teaching phonemic awareness using an effective sequence will facilitate student learning.’

• Pages 14 and 15 deal with the order in which phonemic awareness skills should be taught.

• Read through this section in order to share how it directs you to plan for explicit and systematic teaching of phonemic awareness.

TaskTask 5

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Page 13: Professional learning course Examining the Literacy teaching guide: Phonemic awareness 1

Think–Pair–Share

• What does our English K-6 Syllabus mandate about teaching phonemic awareness?

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

TaskTask 6

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English K-6 Syllabus linksand the Four Literacy Resources model

Page 14: Professional learning course Examining the Literacy teaching guide: Phonemic awareness 1

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Explicit, systematic, balanced and integrated

Task 7Task 7

Read through the dot points listed on page 18. Use them to reflect on your own phonemic awareness 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.

Page 15: Professional learning course Examining the Literacy teaching guide: Phonemic awareness 1

• Read through this section on pages 20 and 21.

• As you read, use your handout to record the key words and phrases for each strategy.

• Share with the group.

Task 8

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Modelled, guided and independent teaching

Task 8

Page 16: Professional learning course Examining the Literacy teaching guide: Phonemic awareness 1

Section 3 - Explicit phonemic awareness teaching in action

Navigating this section of the guide

At a glance: The phonemic awareness aspect of the Literacy Continuum

A process for explicit and systematic phonemic awareness teaching

The process in action: Phonemic awareness

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Page 17: Professional learning course Examining the Literacy teaching guide: Phonemic awareness 1

At a glance: The phonemic awareness aspect of the Literacy Continuum

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Page 18: Professional learning course Examining the Literacy teaching guide: Phonemic awareness 1

A process for explicit and systematic phonemic awareness teaching

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…a continuous cycle of assessment,planning and instruction.

Page 19: Professional learning course Examining the Literacy teaching guide: Phonemic awareness 1

The process in action

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Task 9

Choose another learning goal

Choose an appropriate teaching focus

Page 20: Professional learning course Examining the Literacy teaching guide: Phonemic awareness 1

The process in action

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Task 9

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

Task 9

Page 21: Professional learning course Examining the Literacy teaching guide: Phonemic awareness 1

Section 4 - Appendices

Glossary

Websites for additional information and support

Supporting students with significant difficulties in learning to read

Supporting Aboriginal students

Supporting students who are learning English as a second language (ESL)

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 phonemic awareness learning21

Page 22: Professional learning course Examining the Literacy teaching guide: Phonemic awareness 1

Ideas for practising and applying new learning

Task 9

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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.

Page 23: Professional learning course Examining the Literacy teaching guide: Phonemic awareness 1

Post-workshop task - Applying new learning

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

• Implement your phonemic awareness lesson/series of lessons using A process for explicit and systematic phonemic awareness teaching (p. 27)

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

Task 10

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Page 24: Professional learning course Examining the Literacy teaching guide: Phonemic awareness 1

Refer to your Task 7 handout or pp. 18-19 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 activity

Reflection is not profitable unless it affects practice.

Edwards-Groves, 2003

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Task 11

Page 25: Professional learning course Examining the Literacy teaching guide: Phonemic awareness 1

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Page 26: Professional learning course Examining the Literacy teaching guide: Phonemic awareness 1

Bibliography

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

An introduction to quality literacy teaching (2009) Curriculum K-12 Directorate, NSW Department of Education and Training, Sydney, NSW

Literacy teaching guide: Phonemic awareness (2009) Curriculum K-12 Directorate, NSW Department of Education and Training, Sydney, NSW

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