General Description

Systematic Synthetic Phonics has been identified in Australia and other English-speaking countries as the most successful approach to the teaching of reading and spelling. This part-to-whole approach involves ‘breaking’ words into separate phonemes which can then be blended together to read or spell a written word. In December 2005, DEST published the results of its National Inquiry into the Teaching of Literacy. It determined that if synthetic phonics was taught first, “the combined effects” of phonics instruction and whole language instruction was significantly more effective than phonics instruction on its own. Sadly, six years later, many teachers do not know what synthetic phonics is and work in schools where there is nothing systematic about the way in which phonics is taught. This course provides participants with an opportunity to look at models of synthetic phonics instruction and become familiar with effective and fun-filled strategies for such instruction.

 

Audience

Early Childhood and Primary teachers

 

Teaching Standards

1.2.2 Proficient Level - Know students and how they learn - Understand how students learn:  Structure teaching programs using research and collegial advice about how students learn,

1.5.2 Proficient Level - Know students and how they learn - Differentiate teaching to meet the specific learning needs of students across the full range of abilities:  Develop teaching activities that incorporate differentiated strategies to meet the specific learning needs of students across the full range of abilities,

1.6.2 Proficient Level - Know students and how they learn - Strategies to support full participation of students with disability:   Design and implement teaching activities that support the participation and learning of students with disability and address relevant policy and legislative requirements,

2.1.2 Proficient Level - Know the content and how to teach it - Content and teaching strategies of the teaching area:  Apply knowledge of the content and teaching strategies of the teaching area to develop engaging teaching activities,

2.5.2 Proficient Level - Know the content and how to teach it - Literacy and numeracy strategies:  Apply knowledge and understanding of effective teaching strategies to support students’ literacy and numeracy achievement

 

Are you in NSW? If so, this is relevant for you

Completing “Reading and Spelling Gains with Systematic Synthetic Phonics” before 4th February 2022 under NESA’s interim arrangements will contribute 6 hours of NSW Education Standards Authority (NESA) Accredited PD in the priority area of Delivery and assessment of NSW curriculum addressing standard descriptors  1.2.2, 1.5.2, 1.6.2, 2.1.2, 2.5.2 from the Australian Professional Standards for Teachers towards maintaining Proficient Teacher Accreditation in NSW.

 

Course curriculum

  • 1

    Module 1: Welcome

    • Welcome to Reading and Spelling Gains with Systematic Synthetic Phonics

    • Course objectives

    • My Experience of Reading and Spelling

    • Task: My Experiences with Reading and Spelling Instruction. I remember...

  • 2

    Module 2: Phonics Instruction at our School

    • The Place of Phonics

    • Simple View of Reading

    • The Many Strands that are Woven into Skilled Reading

    • Analytical and Synthetic Phonics

    • Phonics in the Australian Curriculum

    • Task: Thinking about the Australian Curriculum and Phonics Instruction at my school

    • The Year One Literacy Check - Optional

    • National Year 1 Literacy Check Arguments

    • Task: Brain Responses to Instruction - Optional

    • MODULE 2 SUMMARY - Optional

  • 3

    Module 3: Synthetic Phonics - The Research

    • Research Timeline

    • Reading Research

    • The Clackmannanshire Study

    • Task: Effectiveness of Specific Programs

    • Task: The Importance of Synthetic Phonics Instruction

    • National Reports - (Optional)

    • MODULE 3 SUMMARY - Optional

  • 4

    Module 4: Principles and Structure of Synthetic Phonics Instruction

    • Principles of Synthetic Phonics Instruction

    • PDF: Principles of Synthetic Phonics Instruction

    • Task: Changes we could make to our Literacy Instruction

    • High Frequency Words Phonically Sorted

    • Structure of a Synthetic Phonics Lesson

    • Task: A Typical Phonics Lesson

    • Levelled or Decodable Readers - (Optional)

    • Optional Task: A book I send home...

    • MODULE 4 SUMMARY - OPTIONAL

  • 5

    Module 5: Comparing Synthetic Phonics Programs

    • Letters and Sounds

    • Get Reading Right

    • Read All About It - Teacher Magazine

    • Examples of Structured Synthetic Phonics Programs

    • Where to Start

    • Progression in Phonics: Playing with Sounds

    • Where to Start Reflection

    • Task: Exploring Resources from 2 Programs

    • Task: Making Comparisons - Optional

    • A Comparative Study of Two Methods of Synthetic Phonics Instruction for Learning How to Read: Jolly Phonics and THRASS

    • MODULE 5 SUMMARY - Optional

  • 6

    Module 6: Multisensory Activities and Resources for Teaching Synthetic Phonics

    • Multisensory Activities and Games

    • Task: Exploring Additional Resources

    • Program Linked Resources

    • Electronic Games

    • Decodable Readers

    • Catering for Older Students - Optional

    • Task: Catering for Older Students

    • MODULE 6 SUMMARY

  • 7

    Module 7: The Place of Synthetic Phonics in my Literacy Program

    • Changes to Practice

    • Task: Possible Changes to my Teaching Practice

    • Task: Action Plan

    • Action Plan Outline

    • PDF of Course Resources and References OPTIONAL DOWNLOAD

  • 8

    Course Feedback

    • Course Feedback

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