PBS TeacherLine Course Syllabus

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1 PBS TeacherLine Curse Syllabus 1 Title Teaching Phnemic Awareness and Phnics (Grades PreK-3) Target Audience This curse is intended fr pre-service and in-service teachers f grades PreK-3. Prerequisites T successfully participate and cmplete the assignments in this curse, the learner must: Be familiar with taking an nline curse r have gne thrugh the PBS TeacherLine Practice Learning Online curse. Have sme experience in grades PreK-3 classrms. Have an interest in language and early literacy instructin. Curse Descriptin This curse is designed t give educatrs the research-based cncepts and instructinal practices fr teaching phnemic awareness and phnics t elementary students t increase their knwledge f sund/symbl relatinships. Learners will study the stages f literacy develpment and will practice assessing the perfrmance f develping readers. They will reflect upn the intercnnectedness f ral language, phnlgical awareness, phnemic awareness, phnics, and written language, as well as the rle f each in implementing an integrated and balanced language arts prgram. As a final task, learners will design a plan f instructinal activities that develp each area cvered in the curse: phnemic and phnlgical awareness, letter-sund crrespndence, and phngrams. Instructr/Facilitatr See instructr/facilitatr sheet Credits T be determined by cllege r university Gals At the end f this curse, learners will have an understanding f: The prvisin ral language has fr the fundatin f phnlgical awareness. Cncepts and instructinal practices related t phnlgical awareness and phnemic awareness. Assessing student demnstratin f phnlgical awareness and phnemic awareness. Stages f literacy develpment. Learner Outcmes Learners cmpleting this curse will be able t: Evaluate the perfrmance f develping readers and identify apprpriate instructinal gals. RDLA157 - Teaching Phnemic Awareness and Phnics (PreK-3)

2 PBS TeacherLine Curse Syllabus 2 Reflect upn the intercnnectedness f ral language, phnlgical awareness, phnemic awareness, phnics, and written language, as well as the rle f each in implementing an integrated and balanced language arts prgram. Analyze students writing samples t determine the students knwledge f letter-sund crrespndence. Design a plan f instructinal activities that develp each area cvered in the curse: phnemic and phnlgical awareness, letter-sund crrespndence, and phngrams. Incrprate the use f literature in phnics and phnemic awareness lessns. Outline f Cntent and Assignments Each sessin includes readings, vides, interactive activities, jurnal reflectins, and discussin questins. Wrk thrugh the sessins in rder. The end f each sessin cntains a self-assessment. Each sessin will prvide pprtunities t plan and cmplete the fur parts f the final prject. The final prject is designed fr learners wh are currently teaching. If learners are nt currently in the classrm, they may cmplete three alternative prjects, which are ffered at the end f Sessins 2, 4, and 6 and are based n tpics learned in the preceding sessins. This curse is aligned with ISTE standards, NCTE/IRA Standards fr the English Language Arts, and NCTE standards. Key cncepts are presented thrugh readings, vides, interactives, jurnal reflectins, and discussin frums with the purpse f imprving cntent knwledge, teaching pedaggy, and enhancing student achievement. Assignments will draw upn their knwledge f classrm practice and may include interactin with students. This curse is divided int six sessins: Sessin 1: Language and Literacy Develpment Sessin 2: Phnemic Awareness Sessin 3: Letter Identificatin and Letter-Sund Crrespndence Sessin 4: Cmmn Phngrams Sessin 5: Cnnecting Instructin f Phnemic Awareness and Phnics t Reading Sessin 6: Transfrming Yur Practice Sessin 1: Language and Literacy Develpment The learner will: Define prfessinal gals and expectatins fr this curse. Explain prir knwledge abut the mst effective methds fr supprting yung students' literacy develpment in yur nline jurnal. Reflect n language acquisitin and cmpare and cntrast factrs that make learning t read mre difficult than learning t speak. Debate whether explicit instructin in phnemic awareness and phnics shuld be required in all preschl and Kindergarten classes Discuss a child s develpment relative t the Cntinuum f Children s Develpment in Early Reading and Writing and the rle f ral language in implementing an integrated and balanced language arts prgram. Synthesize yur learning abut ral language and literacy by writing a letter t parents abut the imprtance f ral language in a balanced literacy prgram. (Final Prject Part 1) Read Language Develpment frm Age 4 t 5 Language Develpment frm Age 5 t 6 Learning t Read and Write: Develpmentally Apprpriate Practices fr Yung Children A Jint Psitin Statement f the Internatinal Reading Assciatin (IRA) and the RDLA157 - Teaching Phnemic Awareness and Phnics (PreK-3)

3 PBS TeacherLine Curse Syllabus 3 Natinal Assciatin fr the Educatin f Yung Children (NAEYC) Cntinuum f Children s Develpment in Early Reading and Writing This dcument presents a cntinuum f children s develpment in early reading and writing frm, Learning t Read and Write: Develpmentally Apprpriate Practices fr Yung Children. Cmplete activities and assignments View the vide, Acquiring Language, which illustrates hw a PreK child learns t speak. Cmplete Final Prject Part 1: Letter t Parents Write in nline jurnal Respnd t Prir Knwledge and Expectatins prmpts After viewing the Acquiring Language vide, learners describe their beliefs abut ral language and literacy develpment. They will prvide at least tw specific experiences that have shaped their beliefs and explain hw the vide either cnfirmed r changed their perspective. Participate in nline discussin Intrduce themselves in the Virtual Café Either defend r refute the fllwing argument: Virtually all human beings learn t speak withut being taught. Yet, we all need t be taught hw t read. Since phnemic awareness and phnics are critical skills in learning t read, explicit instructin in phnemic awareness and phnics shuld be required in all PreK and kindergarten classes. Observe the child s language skills in the vide Acquiring Language and respnd t the fllwing questins: Where is the child s develpment relative t the Cntinuum f Children s Develpment in Early Reading and Writing? What ral and written language activities wuld yu plan fr the child if yu were his PreK teacher in a balanced literacy classrm? Sessin 2: Phnemic Awareness The learners will: Use the curse readings t discuss the challenges in teaching phnlgical and phnemic awareness in a balanced literacy prgram in PreK 3 classrms. Apply wrking definitins f phnlgical awareness and phnemic awareness, derived frm curse readings, t discuss the apprpriateness f instructinal activities and hw t create instructinal activities fr students with diverse needs. Identify a phnemic awareness activity t use with a student and reflect n hw it will meet his/her individual learning needs. Evaluate the perfrmance f develping readers and identify apprpriate instructinal gals. Research Web sites and evaluate ne site and its suggested activities fr parents t supprt yung learners in ne f the phases described in the IRA/NAEYC psitin statement. (Alternative Prject 1). Read Phnemic Awareness Instructin This article presents definitins and prcesses that cnstitute phnlgical and phnemic awareness. Phnemic Awareness Helps Beginning Readers Break the Cde The authrs f this reading remind us that phnlgical awareness precedes knwledge f phnics and suggest several activities that further phnlgical and phnemic awareness. ABC's f Phnemic Awareness Phnemic Awareness in Yung Children RDLA157 - Teaching Phnemic Awareness and Phnics (PreK-3)

4 PBS TeacherLine Curse Syllabus 4 Teaching Reading in Kindergarten Cmplete activities and assignments Cmplete the Identify Student Knwledge interactive t chse ne f the fllwing skills: phnlgical awareness, phnemic awareness, r phnics. The chice shuld describe the skill a student wuld need t pssess in rder t answer the questin r fllw the directin presented. Explre the Decding Activity interactive frm Misunderstd Minds t understand what it might be like fr students wh struggle t recgnize phnemes. Explre games and sngs frm the Between the Lins website. View the vide, Assessing Phnlgical and Phnemic Awareness, in which a teacher assesses the phnemic awareness f kindergarten students. Cmplete the Cnduct an Assessment Assignment t determine the level f linguistic develpment indicated by the fur students in the vide. This analysis will help prepare learners fr the final prject. Cmplete Sessin 2 Self-Assessment. If learners chse t d the alternative prjects rather than the final prject, cmplete: Alternative Prject 1: Web Search. Cnduct a web search fr apprpriate literacy activities and evaluate them fr effectiveness and apprpriateness fr a specific grade level. Write in nline jurnal Think abut a student with whm yu have wrked wh has struggled with phnemic awareness. Review the activities frm Phnemic Awareness in Yung Children and chse ne that yu think might be apprpriate t use with the student. Write abut why yu have chsen this activity t use with yur student and hw yu think it will meet his/her individual learning needs. Drawing frm the readings and discussins, reflect n ways that develpmentally apprpriate practices impact instructinal decisins fr teaching phnemic awareness t specific grups f students. Participate in nline discussin Discuss the challenges they see in teaching phnemic awareness, phnlgical awareness, and phnics t yung students. Sessin 3: Letter Identificatin and Letter-Sund Crrespndence The learners will: Use curse readings abut research n systematic appraches t phnics instructin t discuss the difference between synthetic and analytic phnics instructin. Describe cnditins under which ne apprach may be mre apprpriate than the ther. Given examples f instructinal strategies designed t teach letter-sund crrespndence, evaluate their effectiveness in teaching students and reflect n the characteristics f students wh wuld be best served by the activities. Describe hw yu plan t integrate an interactive game in yur literacy instructin fr a specific student. Research and discuss what type f adaptatins yu might need t make when teaching phnics t ELL students r t students with limited cgnitive ability. Explain and demnstrate the difference between the terms phnemic awareness and phnics in a fact sheet. (Final Prject Part 2) Read Everything Yu Wanted t Knw abut Phnics (But Were Afraid t Ask) Stahl and his clleagues clear up many miscnceptins abut teaching letter-sund crrespndence. RDLA157 - Teaching Phnemic Awareness and Phnics (PreK-3)

5 PBS TeacherLine Curse Syllabus 5 What We Knw abut Hw t Teach Phnics The authrs f this article have been prviding teachers with practical and well-researched advice abut hw t teach phnics fr years. As they read, learners shuld think abut hw they might incrprate these instructinal ideas int their teachings. Cmplete activities and assignments View the vide, Teaching Phnlgical Awareness, f first-grade students learning lettersund crrespndence. This vide has tw parts that highlight phnics instructin. In the first part, there is a Mrning-Message Activity. The secnd part dcuments a Wrd-Family Activity. Explre and play suggested interactive games while thinking abut a specific student with whm yu have wrked. As yu play, think abut whether the game wuld meet his r her needs. Cmplete an activity by reading scenaris f tw different students. Then discuss hw phnics instructin might differ fr these hypthetical students. Think abut what type f adaptatins they might need t make when teaching phnics t ELL students r t students with limited cgnitive ability. Cmplete Sessin 3 Self-Assessment Cmplete Final Prject Part 2 Write in nline jurnal Chse ne f the activities frm the vide and discuss why it wuld be mre effective than the thers fr their students. Learners that d nt currently teach shuld chse a grade level with which they have experience r a grade level that they wuld like t teach. Reflect n the interactive game explratin. Respnd t the fllwing: Which game d yu think wuld best meet yur student s needs? Describe in ne paragraph hw yu plan t integrate this game in yur literacy instructin fr this student. Participate in nline discussin Discuss the factrs that influence chice abut hw much and what kind f phnics instructin a student needs. Sessin 4: Cmmn Phngrams The learners will: Use the curse readings abut phngrams and hw t teach phnics t reflect n and explain the benefits f including phngrams in an effective phnics prgram. Design a phnics lessn plan fr students with individual needs. Assess and prvide feedback n tw lessn plans in the discussin bard. Design an instructinal lessn t teach a specific phngram(s) (Alternative Prject 2). Read Phnics and Wrd Recgnitin Accuracy An effective phnics prgram includes the use f phngrams, als knwn as rimes r wrd families, as a methd fr quick identificatin f wrd chunks. This cmpnent f wrd recgnitin is described in this article. A Decding Prgram fr Pr Readers-And the Rest f the Class, T! This reading describes an exceptinal prgram that fcuses n teaching phngrams. The Timing and Teaching f Wrd Families Learners have been reading and thinking abut why phngrams, r wrd families, are imprtant in an effective phnics prgram. It is als imprtant t cnsider hw and when t teach them, which is the tpic f this article. Cmplete activities and assignments RDLA157 - Teaching Phnemic Awareness and Phnics (PreK-3)

6 PBS TeacherLine Curse Syllabus 6 Phnics Lessn Plan fr Students with Individual Needs Assignment Cmplete Sessin 4 Self-Assessment. (nt required) If learners chse t d the alternative prjects rather than the final prject, they will nw cmplete Alternative Prject 2: Designing a One-Day Lessn Plan n Phngrams. Write in nline jurnal Answer the fllwing questins: Hw might yu use the list f cmmn phngrams in Phnics and Wrd Recgnitin Accuracy in yur instructin? Hw will yu integrate the phngrams int bth reading and writing instructin? Participate in nline discussin Pst their lessn plan frm Phnics Lessn Plan fr Students with Individual Needs assignment and describe hw their lessn plan serves the needs f students with diverse learning styles. Attach lessn plan t the pst. Sessin 5: Cnnecting Instructin f Phnemic Awareness and Phnics t Reading The learners will: Predict the challenges t maintaining the balance between phnemic awareness instructin and reading fr cmprehensin. Debate abut which is better fr beginner readers: part-t-whle instructin r whle-t-part instructin. Discuss the characteristics that wuld make a bk r a Language Experience chart a gd chice fr teaching phngrams with wrd families. Implement an interactive game with students and reflect n the experience. (Final Prject Part 3) Read Alphabetics In this article, the Natinal Reading Panel addresses the questin, Des instructin in phnemic awareness and phnics imprve reading? Beginning Reading frm LD Online Phnics and Wrd Recgnitin Instructin in Early Reading Prgrams: Guidelines fr Accessibility Whle t Part Phnics Instructin: Building n What Children Knw t Help Them Knw Mre This article presents many appraches t teaching phnics. "Technlgy and Teaching Children t Read" "The Internet and the Early Childhd Classrm" frm PBS Teachers Cmplete activities and assignments View the vide, Teaching Initial Cnsnants, in which a teacher and first grade students are engaged in whle-t-part phnics instructin using a Language Experience sng chart t fcus n initial sunds. The lessn bjective is t help students discver that the similar sunds (phnemes) they hear at the beginning f wrds are represented by similar letters (graphemes). View the secnd part f the vide, Teaching Phngrams with Wrd Families, which fcuses n teaching wrd families. Cmplete Sessin 5 Self-Assessment. Cmplete Final Prject Part 3 Write in nline jurnal Discuss the challenges in implementing a balanced literacy apprach by reflecting n the fllwing questin: RDLA157 - Teaching Phnemic Awareness and Phnics (PreK-3)

7 PBS TeacherLine Curse Syllabus 7 Given the imprtance f a strng phnics cmpnent in yur literacy prgram, what prblems d yu fresee in maintaining a balance between phnemic awareness instructin and reading fr cmprehensin? Participate in nline discussin Pst their pinins t the fllwing questin: Which is better fr beginning readers: part-t-whle instructin r whle-t-part instructin? Use examples frm yur teaching experiences and/r prfessinal reading t supprt yur respnse. Incrprate their thughts abut the vide in the discussin. Use the fllwing cnversatin pints: Hw did the teacher supprt (scaffld) the students learning? What are five characteristics that wuld make a bk r a Language Experience chart a gd chice fr teaching this lessn? Sessin 6: Transfrming Yur Practice The learners will: Design and evaluate a lessn plan that synthesizes the cncepts f phnemic awareness and phnlgical awareness. (Final Prject Part 4) Using the criteria that Mustafa gives in Whle t Part Phnics Instructin: Building n What Children Knw t Help Them Knw Mre fr selecting children's bks and language experience charts fr phnics instructin, cmpile a list f bks that satisfy the criteria and activities fr each bk that wuld be apprpriate fr teaching a phnlgical pattern. (Alternative Prject 3) Assess yur learning in this curse by cmparing yur prir knwledge and acquired knwledge in yur nline jurnal. Analyze the learning experience in this curse by reflecting abut yur prfessinal gals and expectatins. Cmplete activities and assignments Reread Whle-t-Part Phnics Instructin: Building n What Children Knw t Help Them Knw Mre Cmplete Final Prject: Part 4 Final Prject: Implementing Phnemic Awareness and Phnics Thery and Strategies As learners cmplete each sessin in the curse they will learn different cncepts, theries, and strategies fr teaching phnemic awareness and phnics t yung students. Fr the final prject learners will demnstrate their understanding f the research and have an pprtunity t share their creative ideas abut hw t implement the thery int practice. Part 1: Parent Letter [T be cmpleted during Sessin 1] Imagine it is the beginning f the schl year and yu want t write a letter t the parents f yur students in yur real r fictitius PreK, kindergarten, first, secnd, r third grade class. Yur letter shuld be thughtfully crafted and clearly written fr parents. It shuld als clearly reflect what yu learned in the readings in this sessin f the curse. The bdy f yur letter shuld be n mre than tw pages lng. Standards may appear, as a third page, but yur explanatin f the standards must be in the bdy f the letter itself. Yur letter must: 1. Explain t parents the imprtance f ral language in a balanced literacy prgram. 2. Include suggestins fr hw parents can develp their children s ral language skills. 3. List and explain, in yur wn wrds, yur state's standards related t phnemic awareness and phnics. RDLA157 - Teaching Phnemic Awareness and Phnics (PreK-3)

8 PBS TeacherLine Curse Syllabus 8 Part 2: Phnemic Awareness and Phnics Fact Sheet [T be cmpleted during Sessin 3] Imagine yu are wrking with a student teacher and he r she has cnfessed that they d nt really understand the difference between phnemic awareness and phnics. Use the curse readings t create a ne-page fact sheet in a wrd prcessing dcument fr yur student teacher explaining the difference between the terms. Yur fact sheet must include the fllwing: 1. A definitin f the terms phnemic awareness and phnics in yur wn wrds. 2. An example r illustratin that clearly demnstrates the difference between the tw cncepts. 3. A descriptin f an activity r mini-lessn fr each term (ne paragraph fr each descriptin.) suggested resurces (nline and/r print-based) fr teaching phnemic awareness and phnics. Part 3: Implementing Technlgy in yur Instructin [T be cmpleted during Sessin 5] Chse an interactive game that develps phnics skills that yu can implement with a student. Yu may wish t use ne f the suggested games frm Sessin 3 r explre PBS resurces fr a different game n PBS Kids (http://pbskids.rg/findit/). Once yu have chsen an interactive game, try using the interactive with ne r mre students. As yu wrk with the student(s) write ntes abut the experience. Next, use yur ntes t write a reflectin paper (ne t tw pages) in a wrd prcessing dcument abut yur experience using the interactive with students. Make sure yur reflectin paper includes the fllwing: 1. The title and URL fr the game and a brief descriptin f hw t play. 2. A ratinale (ne paragraph) fr why yu chse this interactive. 3. A descriptin f what happened as the student(s) played the game and hw yu interacted with the student(s) t prmte phnics learning. If yu wrked with different students, cmment n students' differing abilities t play the interactive game. 4. A summary f hw this experience will shape yur future instructin fr the student(s). 5. An evaluatin f hw yu think the interactive helped develp student s phnics skills and what, if anything, technlgy added t the experience. Part 4: Design a Five-Day Lessn Plan [T be cmpleted during Sessin 6] Create a five-day lessn plan with the gal f develping phnics skills apprpriate fr the grade level and develpmental stage f students yu identify as the participants in this series f lessns. Include reading and writing activities that address apprpriate phnemic awareness and phnlgical awareness, as well as skills needed t develp reading fluency, reading cmprehensin, and writing. The activities must be riginal and may nt include thse presented in the readings f this curse, and they must be based n scientific research. Fllw these guidelines as yu design yur five-day lessn plan. Use the lessn plan template as a guide fr yur wrk. Yur lessn plan shuld include: A plan fr gradual release f respnsibility fr learning frm the teacher t the student. The main cmpnents f a lessn plan: gals, bjectives, prerequisites, materials, lessn descriptin, lessn prcedures, and assessment. In yur lessn plan be sure t: RDLA157 - Teaching Phnemic Awareness and Phnics (PreK-3)

9 PBS TeacherLine Curse Syllabus 9 Identify yur gals-the state r lcal cntent and technlgy standards and benchmarks that yur lessn will address. Prvide a descriptin f the student ppulatin yu are addressing, including diverse students and students with diverse learning styles. Identify yur student learning and perfrmance bjectives fr the lessn. Identify any prerequisites that students will need befre they take part in this lessn. Identify the materials required fr the lessn-include student and teacher resurces, as well as any advance preparatin fr the teacher. Prvide specific references t curse readings and ther media that supprt yur instructinal gals and the needs f yur students. Include a full list f resurces and a general explanatin f hw the resurces are needed t reach instructinal gals. When relevant, add t the prject by including prir knwledge, wrk experiences, references, Web sites, resurces, etc., giving credit as apprpriate. Write a brief descriptin f the lessn that prvides a general verview fr anther teacher wh is interested in this lessn. Create the lessn prcedures-a detailed, step-by-step descriptin f hw t carry ut the lessn. Pretend yu are writing this descriptin fr anther teacher wh wants t use yur lessn. Include the fllwing cmpnents: 1. Intrductin-hw yu will intrduce the gals and bjectives and let students knw what is expected f them 2. Main activity- the fcus f the lessn and hw the teacher facilitates the learning experience 3. Cnclusin-hw yu will prvide clsure fr students and prvide feedback Describe the assessment yu will use t evaluate students learning. Activities that develp the students' independent use f the phnemic awareness skill r the phnics skill. A prcess fr mnitring student prgress. Mdificatins that address diverse learners such as ELL students and students wh have learning disabilities r language deficiencies. Teach yur lessn t a class r grup f students. Afterwards, write a reflectin paper (ne t tw pages) in a wrd prcessing dcument answering the fllwing questins: Hw did yur students respnd t this lessn and what bservatins did yu make abut student engagement and student utcmes after teaching the lessn? Hw did this lessn address the needs f yur highest achieving students? Yur lwest achieving students? Yur adequately achieving students? What wuld yu d differently next time? Was this lessn successful in leading yur students t independent use f phnemic awareness and phnics skills? Alternative Prject 3: Linking Phnics Instructin t Reading If learners chse t d the alternative prjects in lieu f the final prject, they will cmplete Alternative Prject 3: Linking Phnics Instructin t Reading. Write in nline jurnal Reflect n the fllwing questins: What have yu learned and what skills have yu acquired frm the curse? Identify the essential ideas and strategies yu gained frm this curse and hw yu plan t incrprate them int yur current r future classrm. Hw des this learning experience cmpare with yur gals and expectatins? Were there any prfessinal gals yu were unable t achieve? Why? Hw d yu plan t address these areas f prfessinal develpment in the future? RDLA157 - Teaching Phnemic Awareness and Phnics (PreK-3)

10 PBS TeacherLine Curse Syllabus 10 Participate in nline discussins Discuss yur favrite qute abut teaching phnemic awareness and phnics. Say gdbye t yur fellw learners. Schedule It will take yu apprximately 45 hurs t cmplete this curse. Each sessin shuld take apprximately 6-7 hurs. If yu find yurself spending several hurs mre than this in any given sessin, please cntact yur facilitatr t make sure this is necessary t cmplete the given assignments. Requirements Learners are expected t: Cmplete all assignments. Maintain an nline jurnal. Participate and actively engage in discussins with fellw learners while cntributing t the scial cnstructin f knwledge. Be self-directed and self-mtivated. Ask fr assistance when they need it. Materials (hardware, sftware, plug-ins) Technical Requirements Wrd prcessr Internet service prvider PBS TeacherLine plug-in requirements Academic Dishnesty Plicy T be inserted by university institutin nly Evaluatin This curse is evaluated n a letter grade basis, and may be available fr graduate credit. See graduate credit details pertaining t specific graduate credit institutins. RDLA157 - Teaching Phnemic Awareness and Phnics (PreK-3)

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