Organize
and Access English Sounds/Make Phonics Dynamic Using Picture Cues
Audience: primary teachers, special ed
teachers and instructional assistants (parapros) K-12, Bilingual
and ELL teachers and assistants K-12, support staff, parents
Professional Practice Standards
(Washington State)
| 1.1 |
Demonstrating Knowledge
of Content and Pedagogy |
Phyllis Herzog at a PhonicsQ exhibit
in Pohnpei, Micronesia
|
| 1.2 |
Designing and/or Adapting Curriculum
for Diverse Needs |
| 1.3 |
Setting Instructional Goals |
| 1.4 |
Demonstrating Knowledge of Resources |
| 1.13 |
Using Questions and Discussion Techniques |
| 1.14 |
Engaging All Students in Learning |
| 1.15 |
Providing Feedback to Students |
| |
| |
Course Description
This session will emphasize the importance of teaching written
English as an alphabetic code. Teachers will learn basic phonics
patterns and rules and be able to teach them through a phonics-based,
sequential or literature-based reading program. This approach
uses a picture as a cueing device to connect letters and sounds
for decoding, encoding and pronunciation.
Course Objectives
As a result of participation:
- each participant will become
familiar with the repertoire of phonemes and graphemes
in the English language
|
- each participant will learn a
variety of phonemic awareness activities using picture
cues
|
- each participant will become
familiar with basic spelling patterns and rules
|
- each participant will learn ways
to use picture cues to enhance decoding in both phonics
and literature-based reading programs
|
- each participant will learn ways
to use picture cues to enhance pronunciation
|