COD 2018 - P227

"Steps Into Reading Since First Grade"

Primary School English Teachers for the lower forms. Heads, Literacy and English Coordinators

1 sesiones, inicia: 19-Feb

Ficha del curso

Ciclo: 2018
Nivel: Primaria
Idioma: Inglés
Estado: Terminado
Lugar: ESSARP - Deheza 3139, CABA
Capacitador/es: Ms. Marcela Cerini
Imprimir curso
Colegios Afiliados
No arancelado
Centros de Examen
ARS 1000.00
No afiliados
ARS 1000.00

Sesiones

Sesiones Fechas Inicia Termina
1 19 Febrero 2018 09:30 am 04:30 pm

Capacitador/es

Marcela Cerini

She is a Kindergarten Teacher and English Teacher who has 20 years of classroom experience in the lower forms. She was English Coordinator for 18 years at a bilingual school in Buenos Aires, implementing gradually since 2006 the "Cambridge Primary Programme" as well as "The Reading Literacy Practices" learnt at Auckland University in 2007. One of them is "Guided Reading" which has a central role in leading students towards independence in reading and teachers were able to understand their role in this practice, helping all their students become confident readers. Since 2015 she also encouraged teachers to learn "Systematic Synthetic Phonics" and the "English Alphabetic Code" by Debbie Hepplewhite. The students gradually learnt it beginning in Kindergarten and continued in first, second and third grade in 2017. This phonological knowledge is the means to help the students decode and encode meaning in their first steps to reading together with good comprehension of the language. She has also visited schools abroad in different opportunities, being very interested in building a meaningful learning environment in the classrooms together with the students. She firmly believes in team work among school staff members to be able to implement new pedagogical approaches to enhance the students' lifelong learning skills. Her motto for this is "Think Big" "Start Small”
Primary School English Teachers for the lower forms. Heads, Literacy and English Coordinators
• Reflecting on the reading components of a Comprehensive Literacy Framework: "Reading to", "Reading with": "Shared and Guided Reading" and "Reading by”.
• "Guided Reading": learning what it is and how it fits into a comprehensive Literacy Framework.
• Understand the need to teach phonological knowledge and enhance good language understanding to be able to decode and encode meaning when reading.
• Reflect upon teachers' role and instructional strategies for the different reading components.
• Learn how to organize and manage the classroom environment for Literacy Instruction.
• Phonological knowledge: Systematic Synthetic Phonics by Debbie.
Hepple white: learning the alphabetic code and the skills of blending and segmenting.
• Language comprehension.
• Learning about the different reading components and the objectives underpinning them: "Reading to", "Reading with": "Shared and Guided Reading" and "Reading by". Resources for these practices.
• Learn about "Guided Reading": organization of lessons, groups according to students' needs, texts to be used,classroom management, assessment.
• Teachers' instructional strategies in the different practices.
• Students' processing and comprehension reading strategies.
• Suggested resources for the different reading practices.
• Classroom environment for Literacy Instruction.
Teachers will :
• learn about the different components interacting with lecturer.

• Watch videos on "Guided Reading sessions" to understand the critical role of this practice.

• Reflect upon both their instructional strategies and their students' response in the reading sessions.

• Plan how to include gradually in their lessons in 2018 all the reading components: "Reading to", "Reading with": "Shared and Guided Reading" and "Reading by".

• Discuss how to make good use of the resources available at school so as to plan all the reading practices in 2018 and be able to anticipate which resources the school needs to get to be able to cater for all the students'needs.

• Think of the setting of the literacy classroom environment and how they can gradually involve their students in it.
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.
Cambridge Primary Programme
www.phonicsinternational.com
Regresar