COD 2019 - P249
First Steps to Build a Comprehensive Reading Programme in First Cycle
English Heads, coordinators and teachers of the lower forms who are interested in: What children need to develop to be able to read. How children learn to read. The essential reading components in a "Comprehensive Reading Programme"
1
sessions, start: 14-Feb
The course chosen does not allow any new enrolment
Course detail
Year: 2019
Level: Primary
Language: English
Status: Ended
Lugar: ESSARP - Deheza 3139, CABA
Facilitator/s: Ms. Marcela Cerini
ESSARP Schools
Free of charge
Free of charge
Exams Schools
ARS 500.00
ARS 500.00
Non affiliate
ARS 500.00
ARS 500.00
Sessions
| Sessions | Dates | Start | Finish |
|---|---|---|---|
| 1 | 14 February 2019 | 01:30 pm | 04:30 pm |
Facilitator/s
Marcela Cerini
English Heads, coordinators and teachers of the lower forms who are interested in: What children need to develop to be able to read. How children learn to read. The essential reading components in a "Comprehensive Reading Programme"
• Understand the need to teach phonological knowledge in the early stages ( Kindergarten/ primary) and enhance good language understanding to be able to decode and encode meaning when reading.
• Reflect upon how children learn to read and how teachers need to intervene in their students' learning process.
• Learn about the essential reading components in a comprehensive literacy programme: "Reading to", "Reading with": "Shared and Guided Reading" and "Reading by".
• Understand the objectives of "Reading to" and "Reading with": "Shared Reading", reflecting upon teachers' role and how these reading practices support students' literacy learning in reading.
• Reflect on creating a rich literacy classroom environment together with our students since our first school day.
• Plan literacy activities and games for students to foster collaborative and independent work during literacy instruction.
• Make good use of available resources and plan in advance your needs for the future.
• Plan to inform parents about their children's learning reading process and how they can support them.
• Reflect upon how children learn to read and how teachers need to intervene in their students' learning process.
• Learn about the essential reading components in a comprehensive literacy programme: "Reading to", "Reading with": "Shared and Guided Reading" and "Reading by".
• Understand the objectives of "Reading to" and "Reading with": "Shared Reading", reflecting upon teachers' role and how these reading practices support students' literacy learning in reading.
• Reflect on creating a rich literacy classroom environment together with our students since our first school day.
• Plan literacy activities and games for students to foster collaborative and independent work during literacy instruction.
• Make good use of available resources and plan in advance your needs for the future.
• Plan to inform parents about their children's learning reading process and how they can support them.
- Literacy predictors our students need to have developed to become readers since first grade: oral language, phonological awareness, alphabet awareness, concepts about print.
- Phonological knowledge: Systematic Synthetic Phonics /the alphabetic code / skills of blending and segmenting.
- Essential reading components in a comprehensive reading programme and the objectives underpinning them: "Reading to", "Reading with": "Shared and Guided Reading" and "Reading by". Resources for these practices.
What do we need to create a rich literacy classroom which will help our students strengthen their reading skills collaboratively, independently?
The subject of the course will be developed in three sessions: Part 1 in February, Part 2 in March, Part 3 in April.
- Phonological knowledge: Systematic Synthetic Phonics /the alphabetic code / skills of blending and segmenting.
- Essential reading components in a comprehensive reading programme and the objectives underpinning them: "Reading to", "Reading with": "Shared and Guided Reading" and "Reading by". Resources for these practices.
What do we need to create a rich literacy classroom which will help our students strengthen their reading skills collaboratively, independently?
The subject of the course will be developed in three sessions: Part 1 in February, Part 2 in March, Part 3 in April.
Teachers will :
• Reflect on the content and skills a child needs to develop before learning to read .
• Reflect on how children learn to read and how to intervene in their learning process
• Learn about "Reading to" and "Reading with": "Shared Reading" and "Guided Reading" interacting with lecturer.
• Reflect briefly on “Guided Reading “, which will be tackled thoroughly in March .
• Reflect on how to create the literacy classroom environment , involving our students in it.
• Videos and pictures will be shown and material will be given so that teachers can start implementing new teaching experiences to foster reading skills gradually since their first school day . This will enable us to share these experiences in our next session in March.
• Reflect on the content and skills a child needs to develop before learning to read .
• Reflect on how children learn to read and how to intervene in their learning process
• Learn about "Reading to" and "Reading with": "Shared Reading" and "Guided Reading" interacting with lecturer.
• Reflect briefly on “Guided Reading “, which will be tackled thoroughly in March .
• Reflect on how to create the literacy classroom environment , involving our students in it.
• Videos and pictures will be shown and material will be given so that teachers can start implementing new teaching experiences to foster reading skills gradually since their first school day . This will enable us to share these experiences in our next session in March.
www.phonicsinternational.com/ Debbie Hepplewhite
How the Brain Learns to Read. Stanislas Dehaene
Effective Literacy Practice in Years 1 to 4. Ministry of Education. Wellington. New Zealand
Guided Reading in Grades 3-6 . Mary Browning Schulman, Scholastic
Literacy Works Stations by Debbie Diller. Stenhouse Publishers Portland, Maine.
Websites on activities to foster first steps in reading.
How the Brain Learns to Read. Stanislas Dehaene
Effective Literacy Practice in Years 1 to 4. Ministry of Education. Wellington. New Zealand
Guided Reading in Grades 3-6 . Mary Browning Schulman, Scholastic
Literacy Works Stations by Debbie Diller. Stenhouse Publishers Portland, Maine.
Websites on activities to foster first steps in reading.