COD 2018 - KP339
ESSARP goes to Northfield School (Nordelta) - Learning to Read and Write: A Synthetic Phonics Approach Part 1
All teachers, heads, coordinators, educational therapists involved in the reading and writing process in the early years of school: Kinder and lower Primary forms
2
sesiones, inicia: 06-Jun
El curso elegido no admite nuevas inscripciones
Ficha del curso
Ciclo: 2018
Nivel: Inicial / Primaria
Idioma: Inglés
Estado: Terminado
Lugar: AR034 - Northfield School - Nordelta
Capacitador/es: Ms. Grace Vilar
Colegios Afiliados
No arancelado
No arancelado
Centros de Examen
ARS 1000.00
ARS 1000.00
No afiliados
ARS 1000.00
ARS 1000.00
Sesiones
Sesiones | Fechas | Inicia | Termina |
---|---|---|---|
1 | 06 Junio 2018 | 05:15 pm | 08:15 pm |
2 | 19 Junio 2018 | 05:15 pm | 08:15 pm |
Capacitador/es
Grace Vilar
All teachers, heads, coordinators, educational therapists involved in the reading and writing process in the early years of
school: Kinder and lower Primary forms
school: Kinder and lower Primary forms
Understand and learn about the process in the acquisition of reading and writing, how we
learn to read and write, how the brain learns.
• Learn about the latest research in educational neuroscience.
• Know and learn about Systematic Synthetic Phonics and how to apply it in the classroom.
• How to develop reading comprehension in the process.
learn to read and write, how the brain learns.
• Learn about the latest research in educational neuroscience.
• Know and learn about Systematic Synthetic Phonics and how to apply it in the classroom.
• How to develop reading comprehension in the process.
• Literacy and its process: First year of life and the 3 and 4 year old child.
Difficulties learning to read. How the brain works in the reading process, what
educational neuroscience informs us. What is the objective of Reading.
• The simple model of reading and writing.
• Stages in the acquisition of reading: The Five Pillars of Reading: Development of
auditory, visual and motor discrimination. Phonological Awareness, The importance of
phonemic awareness (phoneme grapheme correspondence)
• Systematic Synthetic Phonics: About The English alphabetic code, the 3 important skills
of blending, segmenting and handwriting. The Bilingual brain: English and Spanish
alphabetic codes, similarities and differences. Transparency and complexity of both
alphabetic codes.
• Teaching method: The systematic and orderly teaching and how to teach and how to use
a phonics programme; and the development of reading comprehension, Sound and meaning,
from spelling to sound, automaticity, speed and fluency in reading and writing.
Handwriting skills.
Difficulties learning to read. How the brain works in the reading process, what
educational neuroscience informs us. What is the objective of Reading.
• The simple model of reading and writing.
• Stages in the acquisition of reading: The Five Pillars of Reading: Development of
auditory, visual and motor discrimination. Phonological Awareness, The importance of
phonemic awareness (phoneme grapheme correspondence)
• Systematic Synthetic Phonics: About The English alphabetic code, the 3 important skills
of blending, segmenting and handwriting. The Bilingual brain: English and Spanish
alphabetic codes, similarities and differences. Transparency and complexity of both
alphabetic codes.
• Teaching method: The systematic and orderly teaching and how to teach and how to use
a phonics programme; and the development of reading comprehension, Sound and meaning,
from spelling to sound, automaticity, speed and fluency in reading and writing.
Handwriting skills.
Interactive workshop based on study group where the content is analyzed and reflected upon.
Reading in the Brain by Stanislas Dehaene.
• Phonics and the Resistance to Reading by Mike Lloyd•Jones.
• Early Reading Instruction: What Science Reallty tells us about how to teach reading by
Diane McGuinnes
www.iferi.org
• Phonics and the Resistance to Reading by Mike Lloyd•Jones.
• Early Reading Instruction: What Science Reallty tells us about how to teach reading by
Diane McGuinnes
www.iferi.org