COD 2026 - KP402
ESSARP goes to Quilmes High School: "Seeing the Whole, Teaching the Parts: A Balanced Literacy Approach"
Kindergarten and Primary Heads, coordinators and teachers
2
sessions, start: 07-May
The course chosen does not allow any new enrolment
Course detail
Year: 2026
Level: Kindergarten / Primary
Language: Spanish
Status: Ended
Lugar: AR102 - Quilmes High School
Facilitator/s: Prof. Luciana Fernández
ESSARP Schools
Free of charge
Free of charge
Exams Schools
ARS 120000.00
ARS 120000.00
Non affiliate
ARS 120000.00
ARS 120000.00
Sessions
| Sessions | Dates | Start | Finish |
|---|---|---|---|
| 1 | 07 May 2026 | 05:15 pm | 08:15 pm |
| 2 | 12 May 2026 | 05:15 pm | 08:15 pm |
Facilitator/s
Luciana Fernández
Kindergarten and Primary Heads, coordinators and teachers
Understand literacy as a continuum that spans kindergarten through
primary
• Recognize the foundational role of emergent literacy and oral language
• Clearly distinguish between phonological awareness and phonics
• Understand why phonological awareness underpins successful phonics
learning
• Situate phonics within a balanced literacy framework
• Analyze the role of phonics, sight words, and spelling within overall
literacy development
• Apply principles of effective phonics instruction across grade levels
• Use developmentally appropriate strategies to teach sight words
• Support learners in progressing from simple phonics patterns to more
complex spelling knowledge
• Integrate word study into meaningful reading and writing experiences
primary
• Recognize the foundational role of emergent literacy and oral language
• Clearly distinguish between phonological awareness and phonics
• Understand why phonological awareness underpins successful phonics
learning
• Situate phonics within a balanced literacy framework
• Analyze the role of phonics, sight words, and spelling within overall
literacy development
• Apply principles of effective phonics instruction across grade levels
• Use developmentally appropriate strategies to teach sight words
• Support learners in progressing from simple phonics patterns to more
complex spelling knowledge
• Integrate word study into meaningful reading and writing experiences
• Literacy as a continuum: why alignment across levels matters
• From emergent literacy to conventional reading and writing
• The central role of oral language
• What children learn before they “learn to read”
• Phonological awareness:
o What it includes (rhythm, rhyme, syllables, phonemes)
o Why it is foundational
• Phonological awareness vs. phonics: key distinctions
• What phonics is — and what it cannot do on its own
• Risks of over-reliance on isolated phonics instruction
• Introduction to a balanced literacy framework:
o Meaning, language, and code working together
• Locating phonics within the whole system
• Key takeaway: you can’t teach the parts effectively without
understanding the whole
• Brief revisit of the continuum: connecting theory to instruction
2
• Principles of effective phonics teaching:
o Systematic and explicit
o Cumulative progression
o Application in reading and writing
• Teaching phonics across levels (not just early grades)
• Teaching sight words:
o What counts as a sight word
o High-frequency vs. irregular words
o Moving beyond rote memorization
• Supporting automaticity and fluency
• From phonics to spelling:
o Recognizing patterns (CVC, blends, digraphs, long vowels)
o Moving toward more complex patterns (silent e, vowel teams,
suffixes)
o Introduction to morphology (prefixes, suffixes, word families)
• Teaching spelling as a meaning-making system, not just correctness
• Integrating phonics, sight words, and spelling into authentic literacy tasks
• Classroom routines and strategies that make word study stick
• Key takeaway: effective instruction connects code, meaning, and use
• From emergent literacy to conventional reading and writing
• The central role of oral language
• What children learn before they “learn to read”
• Phonological awareness:
o What it includes (rhythm, rhyme, syllables, phonemes)
o Why it is foundational
• Phonological awareness vs. phonics: key distinctions
• What phonics is — and what it cannot do on its own
• Risks of over-reliance on isolated phonics instruction
• Introduction to a balanced literacy framework:
o Meaning, language, and code working together
• Locating phonics within the whole system
• Key takeaway: you can’t teach the parts effectively without
understanding the whole
• Brief revisit of the continuum: connecting theory to instruction
2
• Principles of effective phonics teaching:
o Systematic and explicit
o Cumulative progression
o Application in reading and writing
• Teaching phonics across levels (not just early grades)
• Teaching sight words:
o What counts as a sight word
o High-frequency vs. irregular words
o Moving beyond rote memorization
• Supporting automaticity and fluency
• From phonics to spelling:
o Recognizing patterns (CVC, blends, digraphs, long vowels)
o Moving toward more complex patterns (silent e, vowel teams,
suffixes)
o Introduction to morphology (prefixes, suffixes, word families)
• Teaching spelling as a meaning-making system, not just correctness
• Integrating phonics, sight words, and spelling into authentic literacy tasks
• Classroom routines and strategies that make word study stick
• Key takeaway: effective instruction connects code, meaning, and use
In this face to face course we will:
present and explore concepts
explore practical ideas
connect theory to practice
present and explore concepts
explore practical ideas
connect theory to practice
To be specified