K075 - ESSARP goes to Balmoral College: Literacy Skills in Kindergarten

Sessions	Dates	Start	Finish
1	05 May 2010	06:30 PM	08:30 PM
2	19 May 2010	06:30 PM	08:30 PM
3	02 Jun 2010	06:30 PM	08:30 PM
4	16 Jun 2010	06:30 PM	08:30 PM

Kindergarten teachers, teacher trainees and primary teachers teaching the lower forms.

- Provide many opportunities for children to explore and identify sound-symbol relationships in meaningful contexts.
- Encourage children to talk about reading and writing experiences.
- Help children to segment spoken words into individual sounds and blend the sounds into whole words (for example, by slowly writing a word and saying its sound).
- Frequently read interesting and conceptually rich stories to children.
- Provide daily opportunities for children to "write".
- Provide daily opportunities for children to "read".
- Create a literacy-rich environment for children to engage independently in reading and writing.

Pre-school and Kindergarten standards. The successful Literacy Programme in Kindergarten: its components.
- Phonemic Awareness.
- Phonics Instruction.
- Reading.
- Writing.
- Oracy: Listening and Speaking.
- Vocabulary Development.
- What is Phonemic Awareness? Types of Phonemic Awareness tasks.
- What is Phonics? What is synthetic phonics? What is Print Awareness?
- What is alphabet knowledge?
- The Oral language in Kindergarten. Kindergarten oral language standards.
- Listening skills in Kindergarten. Kindergarten Listening standards.
- Kindergarten Reading Standards. The Reading process. Modeling reading. Reading aloud. Shared and Interactive Reading.
- Kindergarten Writing standards. Modeling writing. Collective writing. Independent writing. Letter shaping. Invented / temporary / ear spelling.

- Adams, M. J., B. R. Foorman, I. Lundberg, and T. Beeler (1998) Phonemic Awareness in Young Children: A Classroom Curriculum. Baltimore Paul Brookes Publishing Co.
- Adams, M. (1994) Beginning to Read: Thinking and Learning About Print.Cambrige, MA, MIT Press.
- Allington, Richard R., and Patricia M. Cunningham (2001) Schools That Work – Where All Children Read and Write. Vol. 2. New York: Pearson Education.
- Baker, C. (1995) A Parents' and Teachers' Guide to Bilingualism. Bilingual Education and Bilingualism, Clevedon, Avon: Multilingual Matters.
- Banfi, C. (2003) "Educación Bilingüe: Realidades Locales, Desafíos Globales", Presentación, Panel, Segundo Encuentro de Colegios Bilingües de la Provincia de Buenos Aires.
- Banfi, C. & R. Day (2004) "The Evolution of Bilingual Schools in Argentina" International Journal of Bilingual Education and Bilingualism. Special Issue of South America.
- Bear, D., M. Invernizzi, S. Templeton, and F. Johnston. (1999) Words Their Way: Word Study for Phonics, Vocabulary and Spelling Instruction. 2nd ed. Pearson Education.
- Blakemore, C. and B. Weston Ramirez (1999) Literacy Centers for the Primary Classroom. Carlsbad, CA: Dominie Press, Inc.
- Burns, M., P. Griffin, and C. E. Snow (1999) Eds. Starting Out Right: A guide to Promoting Children's Reading Success. Washington, DC: National Academy Press.
- Cunningham, P., and R. Allington (2002) Classroom That Work: They Can All Read and Write. Boston, MA: Pearson Education.
- Depree, H. and S. Iverson (1994) Early Literacy in the Classroom. Richmond Hill, ON: Scholastic Canada Ltd.
- DeBruin-Parecki, Andrea. Let's Read Together: Improving Literacy Outcomes with the Adult-Child Interactive Reading Inventory (ACIRI), Baltimore, Brookes Publishing Company, 2006.
- Fitzpatrick, J. (1997) Phonemic Awareness: Playing with Sounds to Strengthen Beginning Reading Skills. Cypress, CA: Creative Teaching Press.
- Juliebo, M. F., and L. Ericson (1998) The Phonological Awareness Handbook for Kindergarten and Primary Teachers. Newark, DE: International Reading Association.
- Leuenberg, C. (2003) The New Kindergarten: Teaching Reading, Writing and more, UK, Scholastic, Inc.
- Morrow, L., D.Stickland, and D. Woo (1998) Literacy Instruction in Half - and Whole - Day Kindergarten. Washington, DC: International Reading Association.
- Snow, C. E., M. S. Burns, and P. Griffin (1998) eds. Preventing Reading Difficulties in Young Children. Washington, DC: National Academy Press.
- Saracho, O. N. (1999) A factor analysis of pre-school children's play strategies and cognitive style. Educational Psychology, 19, 165-181.
- Saracho, O. N. (2002) Teachers' Roles in Promoting Literacy in the Context of Play. Early Child Development and Care, 172, 23-34.
- Strickland D. (1998) Teaching Phonics Today: A primer for educators. New Jersey: Reading Association.
- Trehearne, M., L. Hemming Healy, M. Cantalini Williams, J.Moore, (2003) Comprehensive Literacy Resource for Kindergarten Teachers. Illinois: ETA Cuisenaire.
- Trehearne, M., L. Hemming Healy, M. Cantalini Williams (2004) Comprehensive Literacy Resource for Pre-school teachers. Illinois: ETA Cuisenaire.
- Van Den Brock P, M. Graves and B. Taylor (1996) The First R.: Very child's right to read. New York: IRA.
- Wray, D. and J. Medwell (1991) Literacy and Language in the Primary Years London: Routledge.

In the different sessions, participants will: - Do different types of activities. - Discuss a variety of topics. - Deal with doubts and queries. - Debate. - Exchange experiences and anecdotes. - Analyze cases. - Assess and self-assess. At the end of the course, teachers can choose to obtain a certificate of attendance or sit for an exam to obtain credits (GCBA). This last option is still pending due to the new accreditation guidelines designed by the Ministery of Education.