COD 2008 - K049a

Literacy Skills in Kindergarten

Kindergarten teachers and teacher trainees and primary teachers teaching the lower forms.

11 sessions, start: 10-May

Course detail

Year: 2008
Level: Kindergarten
Language: English
Status: Ended
Lugar: ESSARP - Deheza 3139, CABA
Facilitator/s: Ms. Luciana Fernández
Print course
ESSARP Schools
ARS
Exams Schools
ARS
Non affiliate
ARS 495.00

Sessions

Sessions Dates Start Finish
1 10 May 2008 09:00 am 12:00 pm
2 17 May 2008 09:00 am 12:00 pm
3 24 May 2008 09:00 am 12:00 pm
4 31 May 2008 09:00 am 12:00 pm
5 07 June 2008 09:00 am 12:00 pm
6 21 June 2008 09:00 am 12:00 pm
7 28 June 2008 09:00 am 12:00 pm
8 05 July 2008 09:00 am 12:00 pm
9 12 July 2008 09:00 am 12:00 pm
10 19 July 2008 09:00 am 12:00 pm
11 26 July 2008 09:00 am 12:00 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 teachers and teacher trainees and primary teachers teaching the lower forms.
- Provide many opportunities for children to explore and identify sound-symbol relationships in meaningful contexts. - Encourage children to talk about reading and writing experiences. - Help children to segment spoken words into individual sounds and blend the sounds into whole words (for example, by slowly writing a word and saying its sound). - Frequently read interesting and conceptually rich stories to children. - Provide daily opportunities for children to "write". - Provide daily opportunities for children to "read". - Create a literacy-rich environment for children to engage independently in reading and writing.
- Pre-school and Kindergarten standards. Characteristics of 3, 4 and 5 year-olds. The successful Literacy Program in Kindergarten: its components. - Phonemic Awareness. - Phonics Instruction. - Reading. - Writing. - Oracy: Listening and Speaking. - Vocabulary Development. - What is Phonemic Awareness? Types of Phonemic Awareness tasks. - What is Phonics? What is synthetic phonics? What is Print Awareness? - What is alphabet knowledge? - The Oral language in Kindergarten. Kindergarten oral language standards. - Listening skills in Kindergarten. Kindergarten Listening standards. - Home – school connections. Involving parents. Instructing parents. What parents and care-takers can do. Helping parents help. - Learning centres. Word walls. Classroom routines. Classroom dynamics. Print- rich environments. - Why Literature in Kindergarten? Recommended Literature for Kindergarten children. Literary analysis in Kindergarten: Literary elements. Literature Circles. - Songs and nursery rhymes. How do they help? Songs and Total Physical Response. Songs with repeated patterns. Music in the classroom. - Kindergarten Reading Standards. The Reading process. Modeling reading. Reading aloud. Shared and Interactive Reading. - Kindergarten Writing standards. Modelling writing. Collective writing. Independent writing. Letter shaping. Invented / temporary / ear spelling. - Informal assessment. Formal assessment. Self-assessment. How and what to assess. The reflective practitioner: assessing one's performance. - What is early intervention. What is Literacy recovery? Literacy Recovery Programs. - What kindergarten was like and what it is like today. Different views about the topic. Striking a balance.
In the different sessions, participants will: - Do different types of activities. - Discuss a variety of topics. - Deal with doubts and queries. - Debate. - Exchange experiences and anecdotes. - Analyze cases. - Assess and self-assess.
- Adams, M. J., B. R. Foorman, I. Lundberg, and T. Beeler (1998) Phonemic Awareness in Young Children: A Classroom Curriculum. Baltimore Paul Brookes Publishing Co. - Adams, M. (1994) Beginning to Read: Thinking and Learning About Print.Cambrige, MA, MIT Press. - Allington, Richard R., and Patricia M. Cunningham (2001) Schools That Work – Where All Children Read and Write. Vol. 2. New York: Pearson Education. - Baker, C. (1995) A Parents' and Teachers' Guide to Bilingualism. Bilingual Education and Bilingualism, Clevedon, Avon: Multilingual Matters. - Banfi, C. (2003) "Educación Bilingüe: Realidades Locales, Desafíos Globales", Presentación, Panel, Segundo Encuentro de Colegios Bilingües de la Provincia de Buenos Aires. - Banfi, C. & R. Day (2004) "The Evolution of Bilingual Schools in Argentina" International Journal of Bilingual Education and Bilingualism. Special Issue of South America. - Bear, D., M. Invernizzi, S. Templeton, and F. Johnston. (1999) Words Their Way: Word Study for Phonics, Vocabulary and Spelling Instruction. 2nd ed. Pearson Education. - Blakemore, C. and B. Weston Ramirez (1999) Literacy Centers for the Primary Classroom. Carlsbad, CA: Dominie Press, Inc. - Burns, M., P. Griffin, and C. E. Snow (1999) Eds. Starting Out Right: A guide to Promoting Children's Reading Success. Washington, DC: National Academy Press. - Cunningham, P., and R. Allington (2002) Classroom That Work: They Can All Read and Write. Boston, MA: Pearson Education. - Depree, H. and S. Iverson (1994) Early Literacy in the Classroom. Richmond Hill, ON: Scholastic Canada Ltd. - DeBruin-Parecki, Andrea. Let's Read Together: Improving Literacy Outcomes with the Adult-Child Interactive Reading Inventory (ACIRI), Baltimore, Brookes Publishing Company, 2006. - Fitzpatrick, J. (1997) Phonemic Awareness: Playing with Sounds to Strengthen Beginning Reading Skills. Cypress, CA: Creative Teaching Press. - Juliebo, M. F., and L. Ericson (1998) The Phonological Awareness Handbook for Kindergarten and Primary Teachers. Newark, DE: International Reading Association. - Leuenberg, C. (2003) The New Kindergarten: Teaching Reading, Writing and more, UK, Scholastic, Inc. - Morrow, L., D.Stickland, and D. Woo (1998) Literacy Instruction in Half - and Whole - Day Kindergarten. Washington, DC: International Reading Association. - Snow, C. E., M. S. Burns, and P. Griffin (1998) eds. Preventing Reading Difficulties in Young Children. Washington, DC: National Academy Press. - Saracho, O. N. (1999) A factor analysis of pre-school children's play strategies and cognitive style. Educational Psychology, 19, 165-181. - Saracho, O. N. (2002) Teachers' Roles in Promoting Literacy in the Context of Play. Early Child Development and Care, 172, 23-34. - Strickland D. (1998) Teaching Phonics Today: A primer for educators. New Jersey: Reading Association. - Trehearne, M., L. Hemming Healy, M. Cantalini Williams, J.Moore, (2003) Comprehensive Literacy Resource for Kindergarten Teachers. Illinois: ETA Cuisenaire. - Trehearne, M., L. Hemming Healy, M. Cantalini Williams (2004) Comprehensive Literacy Resource for Pre-school teachers. Illinois: ETA Cuisenaire. - Van Den Brock P, M. Graves and B. Taylor (1996) The First R.: Very child's right to read. New York: IRA. - Wray, D. and J. Medwell (1991) Literacy and Language in the Primary Years London: Routledge.
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