21 Resources and Assessments of Explicit Phonics Programs

https://zoom.us/j/93004873450?pwd=aVgxaldoZ

Meeting ID: 930 0487 3450

Passcode: 466617

Name: Traci Rapp

Presentation: Resources and Assessments of Explicit Phonics Programs

Language of presentation: English (without simultaneous interpretation)

School: YCIS Shanghai Puxi

Abstract: “Teaching reading is rocket science.  But it is also established science, with clear, specific, practical instructional strategies that all teachers should be taught and supported in using.”- Louisa Moats, 1999, Educator and Researcher

The Simple View of Reading helps to provide a very simplified expression in order to express how reading comprehension is achieved:

D x LC= RC

This means that reading comprehension is the product of decoding (D) and linguistic comprehension (LC). Both are essential for learning to read.

An explicit, synthetic and sequential phonics program should be designed to address the decoding (D) component.  This includes phonemic awareness, grapheme-phoneme correspondences, decoding and encoding regular words, reading and spelling irregular words and reading and writing connected text.

This workshop will look at the following aspects through the lens of one explicit phonics program (UFLI Foundations):

• Resources that support teachers to teach
• In-class resources for students and teachers
• At-home resources for families to make connections between home and school learning
• Ways to use resources with technology to encourage sustainable practices as well as support student technology use for extending learning
• Simple and meaningful assessments within sessions and at the end of each week