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Phonics syllabus

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Phonics syllabus Powered By Docstoc
					                     K-3 Reading Video-Based Modules-Phonics
                          15 professional development hours

Overview and Introduction
   How should phonics instruction be taught?
   How is phonics instruction addressed in the NJCCCS?
   How can phonetic knowledge be assessed?
   What specific accommodations/considerations are useful when addressing the
      needs of ELL students?
   What specific accommodations/considerations are useful when addressing the
      needs of students with special needs?


Goals and Objectives
   To establish the knowledge that phonics is the relationship between the letters of
       written language and the sounds of spoken language.
   To establish the importance of understanding the letter-sound correspondences
       and spelling patterns and how this information is used in the reading process.
   To support the scientifically based theory that systematic and explicit phonics
       instruction is most effective in K through 1st grade.
   To establish the understanding that phonics instruction is a part of a
       comprehensive reading program whose goal is text comprehension.
   To examine the three types of phonics instruction: synthetic, analytic and analogy.
   To develop a lesson plan that provides differentiated instruction in a specific
       phonics skill identified by the participant from his/her comprehensive reading
       program, beginning with a whole group lesson and progressing through guided
       practice and finally to some independent practice through the use of centers.



Video Demonstration Teaching Phonics Using Poetry
    Classroom demonstration
         o What was the classroom teacher’s focus during this lesson?
         o Was this analytic, synthetic or analogy based phonics instruction?
    Discussion
         o How does this strategy relate to the NJCCCS for your grade level? Be sure
            to consider both reading and writing.
         o How could you assess students’ mastery of this subject?
         o Examine your reading program for evidence of synthetic phonics
            instruction (part to whole).
         o How could you follow up this lesson to reinforce the content within your
            classroom?
         o How could you address the following as you develop a phonics plan for
            your students?
                 Motivation
                 Modeling
                    Guided Practice
                    Independent Practice
      Select a phonics lesson from your comprehensive reading program. List your
       specific objective for this lesson. Provide correlations with the NJCCCS.
      List necessary materials, time considerations, etc.
      How will you incorporate differentiated instruction for students at their individual
       level of proficiency with this skill?


Video Demonstration: Center Activities
    Classroom demonstration:
         o How did this teacher incorporate phonics skills into centers for
            independent practice?
         o What steps should she have followed before assigning these skills to
            center work? (Refer to previous section.)
         o What are the four activities the classroom teacher demonstrated in this
            section?
    Discussion:
         o Reflect on your current phonics instruction. Are you doing whole group,
            small group or phonics centers?
    Lesson plan development:
         o Keep the goal of extending this learning into centers in mind as you view
            the section on small group instruction.
         o Using the phonics objective you identified previously, what centers might
            you develop.


Video Demonstration: Small Group Activities
    Classroom demonstration
         o What was the teacher’s objective during this word sort activity?
         o How do you provide guided practice for recently taught phonics skills
            during small group instruction?
         o Based on what criteria would you form this group?
    Discussion:
         o Would this be considered an analogy based phonics lesson? Why or why
            not?
         o Could this lesson be moved into a center activity for independent practice?
         o Reflect on your present practice. What steps in the scaffolding process
            need more focus in your instruction?
    Lesson Plan Development:
         o Develop a small group lesson for guided practice of the originally
            identified phonics skill from your reading program.
         o Determine how you would identify the members of this group. How long
            would this group meet? How would you assess mastery of this lesson?
Final Assessment
    Review the types of phonics instruction and the use of them in the classroom.
    Complete a lesson plan for a targeted phonics skill identified in yoru
       comprehensive reading program including whole group introduction, small skills
       group instruction and independent practice.
    Reflect on your implementation in the classroom. What went well? How could
       you improve it next time?

				
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