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Professional learning course
Examining the Literacy teaching guide:
Phonemic awareness
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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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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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Contents of the guide
Introduction
About phonemic awareness teaching
Explicit phonemic awareness teaching in action
Bibliography
Appendices
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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
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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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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‘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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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
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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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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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
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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.
• 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
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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At a glance: The phonemic awareness aspect of the Literacy Continuum
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A process for explicit and systematic phonemic awareness teaching
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…a continuous cycle of assessment,planning and instruction.
The process in action
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Task 9
Choose another learning goal
Choose an appropriate teaching focus
The process in action
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Task 9
What would these steps look like for your new teaching focus?
Task 9
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
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.
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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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
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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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