Professional learning course

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

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.

3. 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

4. Anticipated learning • 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. 4

5. Contents of the guide Introduction About phonemic awareness teaching Explicit phonemic awareness teaching in action Bibliography Appendices

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

7. Purpose, Links to the Literacy Continuum and About this guide Task 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.

8. Exposing phonemic awareness 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 findings with the group. Task 2

9. Catering for student diversity when teaching phonemic awareness Task 3 • ‘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.

10. 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

11. Principles of effective phonemic awareness teaching Task Task 4 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.

12. Sequencing phonemic awareness instruction Task Task 5 ‘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.

13. English K-6 Syllabus links and the Four Literacy Resources model Task Task 6 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?

14. Explicit, systematic, balanced and integrated Task 7 Task 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.

15. Modelled, guided and independent teaching Task 8 Task 8 • 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.

16. 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

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

18. A process for explicit and systematic phonemic awareness teaching …a continuous cycle of assessment, planning and instruction.

19. The process in action Task 9 Choose another learning goal Choose an appropriate teaching focus

20. The process in action Task 9 Task 9 What would these steps look like for your new teaching focus?

21. 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 learning

22. Ideas for practising and applying new learning Task 9 • 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. Post-workshop task - Applying new learning Task 10 • 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.

24. Reflection activity Task 11 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 is not profitable unless it affects practice. Edwards-Groves, 2003

25. REFLECT ION REFLECT ION

26. 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