COD 2026 - D1203

Webinar - Science of Reading Aligned Teaching Activities

Kindergarten and Primary Heads, Coordinators and Teachers

1 sessions, start: 18-Feb

Please enrol before Friday, February 13th 2026

Course detail

Year: 2026
Level: Distance
Language: English
Status: Announced
Lugar: Distance
Facilitator/s: Ms. Luciana Fernández
Print course
ESSARP Schools
Free of charge
Exams Schools
ARS 45500.00
Non affiliate
ARS 45500.00

Sessions

Sessions Dates Start Finish
1 18 February 2026 05:30 pm 07:30 pm

Facilitator/s

Luciana Fernández

Luciana Fernández is a graduate teacher of English who has been teaching English for the past twenty-nine years. She has specialized in Methodology and Teaching Practice and she holds a Diploma in Educational Research from the University of Cambridge, Faculty of Education. She holds two post graduate certifications in Thinking Cultures and Teaching for Comprehension

She is a Reading and Literacy expert and has been training teachers in this area for the past fifteen years. She is a teacher educator and has designed several presentations and courses for professional development both in Argentina and abroad. Her presentation at ARTESOL 2015 was selected to be presented at TESOL International as a Best Affiliate Session. She is one of the 50 scholarship winners who attended and presented at IATEFL, held in Birmingham in April 2016. She was later on invited to be a presenter at the Young Learners and Teenagers SIG pre conference event and at the main conference.

Luciana has been the Head at several bilingual IB institutions in Buenos Aires. At present she is a school advisor, teacher trainer and facilitator at ESSARP (English Speaking Scholastic Association of the River Plate), where she trains heads and teachers from the most important bilingual institutions in Argentina.
Kindergarten and Primary Heads, Coordinators and Teachers
Knowledge:

Understand foundational Science of Reading (SoR) principles relevant to early English literacy development.
Identify the components of skilled reading (phonological awareness, decoding, fluency, vocabulary, and comprehension).
Recognize what makes an activity SoR-aligned and instructionally effective.

Skills:

Design or adapt classroom activities that support:
Phonological awareness (e.g., rhyme, blending, segmenting)
Systematic decoding practice
Decodable text routines
Fluency development using evidence-based techniques
Vocabulary teaching aligned with the reading rope
Simple comprehension routines for young learners

Attitudes:

Value intentional, sequenced, and repeated practice.
Build confidence in using routines that create visible progress.
Integrate SoR principles without losing playfulness and engagement.
The Science of Reading in Practice
What SoR is in classroom terms
Key components: Phonology → Decoding → Fluency → Vocabulary → Comprehension
Early literacy pathways for L2 learners
Phonological Awareness Routines
Warm-ups for K–2
Activities: sound matching, alliteration games, oral blending, onset-rime tasks
What makes them SoR-aligned: explicit → cumulative → brief daily practice
Systematic Phonics & Decoding Activities (25 min)
How to introduce new GPCs
High-utility routines: I do → we do → you do
Mouth mapping, phoneme articulation cues
Decodable word reading: word slides, word building, word chains
Error correction scripts consistent with SoR
Using Decodable Texts Effectively
Text match to scope & sequence
Before-reading decoding check
3-step reading routine: cold read → supported read → re-read
Fluency Activities for Young Readers
Echo reading, choral reading types, whisper reading, phrase scooping
1-minute repeated reads + micro-goals
Prosody teaching for primary learners
Vocabulary & Oral Language Activities
Choosing Tier 2 words
Fast Mapping routines
Retrieval + consolidation activities
Comprehension with Beginning Readers
Simple routines: prediction, picture walk, retelling frames
Language scaffolds for EFL students
Aligning with Scarborough’s rope
Integrated Practice: A 10-Minute SoR Mini-Lesson
Lesson Model:A warm-up → new pattern → decoding → short text read → fluency fix → vocabulary → quick reflection
Demonstration of short, classroom-ready routines
Step-by-step modeling using real or decodable texts
Visible routines teachers can replicate the next day
Frequent participation moments:
Quick polls
Chat brainstorm
Micro-practice moments
Presentation of concepts
Exploration of ideas
To be specified.
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