44 Components, Scripts and Timetables for Explicit Phonics Programs

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

Meeting ID: 930 0487 3450

Passcode: 466617

Name: Traci Rapp

Presentation: Components, Scripts and Timetables for Explicit Phonics Programs

Language of presentation: English (without simultaneous interpretation)

School: YCIS Shanghai Puxi

Abstract: “It simply is not true that there are hundreds of ways to learn to read….When it comes to reading, all [children] have roughly the same brain that imposes the same constraints and the same learning sequence.” – David Kilpatrick, 2009, Educational Psychologist

There is a wealth of research gathered about reading acquisition spanning more than five decades and in multiple languages from the fields of psychology, linguistics, neuroscience and education.  This provides a strong research base to know that all phonics programs should be sequential, explicit and synthetic.

While no one phonics program can claim to be perfect, they are many high-quality ones that exist.

This workshop will look at the following aspects through the lens of one explicit phonics program (UFLI Foundations) so that teachers can use it as a framework to check if their programs include essential components guided by research:

• What does phonemic awareness look like in a session and how long should it be?
• How do I build accurate and automatic grapheme-phoneme correspondences in a session and how long should it be?
• How do I teach students to decode and encode regular words in a session and how long should it be?
• How do I teach students to read and spell irregular words and how long should it be?
• How can I incorporate reading and writing from a connected text and how long should it be?
• How quickly do I move through a scope and sequence? How often do I teach a new concept?
• Should there be a script for teachers to read from as they teach phonics?