Professional learning workshop

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

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 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. 4

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

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

7. Section 1 – Purpose, Links to the Literacy continuum & About this guide Task 1 • 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

8. Section 1 - Exposing phonics 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 guide. Discuss findings with the group. Task 2

9. Section 1 - Catering for student diversity when teaching phonics Task 3 • Individually read Catering for student diversity when teaching phonics pp. 10-11. • Note the implications for your classroom and your school. • Share these with your partner/group.

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

11. Principles of effective phonics teaching Task Task 4 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.

12. Phonics methods Task 5 Synthetic phonics Analytic phonics Analogy phonics Read the descriptions on page 15 and consider these approaches in the light of your own experiences with phonics programs or methods you may have used.

13. Sequencing phonics instruction Task 6 Pages 16-19 deal with the order of teaching the knowledge and skills associated with the individual phonemes which make up our language. Skim through these pages in order to share what you consider to be the main points of this section.

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

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

16. Modelled, guided and independent teaching Task 9 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.

17. 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

18. At a glance: The phonics aspect of the Literacy continuum

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

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

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

22. 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

23. Ideas for practising and applying new learning Task 10 Refer back to your 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 phonics learning.

24. Post workshop task - Applying new learning Task 10 Task If necessary complete the planning begun in today’s session and implement a Phonics lesson/series of lessons using A process for explicit and systematic phonemic awareness teaching (p. 31) Be prepared to share your experiences at a team /stage meeting at a later date. Task

25. Reflection activity • Locate the principles which underpin the effective teaching of phonics (p.12-14) • What are three key messages from these principles that you plan to incorporate in the post-workshop task? • Record and discuss with a partner. Reflection is not profitable unless it affects practice. Edwards-Groves, 2003

26. REFLECTION

27. Bibliography Edwards-Groves, C.J (2003) On task: Focused literacy learning. Primary English Teaching Association (PETA), Sydney, NSW. Literacy teaching guide: Phonics teaching (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.