COD 2018 - P244

Building a Comprehensive Reading Programme in First Cycle

Primary School English teachers for the lower forms( first cycle). Literacy and English coordinators, special educational needs teachers and coordinators, Ideal for those schools which need to build a Comprehensive Reading Programme since the early stages in Primary

2 sesiones, inicia: 08-Oct

Ficha del curso

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

Sesiones

Sesiones Fechas Inicia Termina
1 08 Octubre 2018 05:30 pm 08:30 pm
2 22 Octubre 2018 05:30 pm 08:30 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( first cycle). Literacy and English coordinators, special educational needs teachers and coordinators, Ideal for those schools which need to build a Comprehensive Reading Programme since the early stages in Primary
• Learn about the essential reading practices in a Comprehensive Reading Programme: “Reading to “, “ Reading with” : “ Shared and Guided Reading” and ”Reading by”.
• Understand the objectives of each practice , reflect upon teachers´ role and how students benefit from each practice.
• Understand the need to teach in the early stages phonological knowledge and enhance good language understanding to be able to decode and encode meaning when reading.
• Learn how to prepare, guide teachers when launching a comprehensive reading programme for the first time.
• Learn how to organize and manage the classroom environment for Literacy Instruction.
• 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 the Comprehensive Reading Programme and how they can support it.
• Five literacy predictors our students need to have developed to become readers and writers since first grade: oral language, phonological awareness , alphabet awareness, concepts about print, meaningful writing experiences.
• Phonological knowledge: Systematic Synthetic Phonics /the alphabetic code / skills of blending and segmenting.
• Essential reading practices and the objectives underpinning them: “Reading to “, “ Reading with” : “ Shared and Guided
Reading” and ”Reading by”. Resources for these practices.
• Learn about “ Guided Reading” which has an instructional approach and is the path for independent reading. Describe the instructional strategies teachers use in this practice. Classroom management: gather groups of students according to their reading abilities, literacy work stations to foster autonomy during literacy instruction. Assessment.
• Interactive sessions along which participants will be able to explore the theory and practice of a guided reading programme and plan their own.
- 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
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