Full course description
The goal of this course is build your knowledge around the basics of phonics and phonics instruction. This course serves as a helpful- and entirely optional- precursor to engaging with the course, Support for the EL Education K-2 Reading Foundations Skills Block. If you complete all 6 sections (Introduction and five content sections), this course will take you approximately 4-5 hours. If you took this course in the Spring you will not need to repeat it.
Particpants will gain access to a customized EL Canvas site for this experience after enrolling.
The overall learning target for this course is: I can build my knowledge of phonics in order to provide increasingly more effective instruction and support. Each section also includes supporting learning targets specific to that section: Introduction I can orient myself to the materials for the Phonics Basics course. I can take a pretest to prioritize my independent learning.
Section 1: Phonics Vocabulary and Generalizations I can define phonics vocabulary terms. I can explain the role of generalizations in phonics instruction. I can name important considerations for English Language Learners (ELLs) when teaching phonics.
Section 2: Emergent Literacy I can identify factors that can affect the success of emergent readers. I can identify multiple ways to help readers learn to hear and manipulate phonemes.
Section 3: Teaching Consonants and Vowels I can identify an effective sequence for teaching consonant and vowel sounds. I can recognize the most common letters associated with many sounds and spelling patterns. I can define key terms associated with teaching vowels and consonants such as consonant cluster/blend, vowel digraph, consonant digraph, and schwa.
Section 4: Syllabication and Accenting I can explain the relationship between vowels and syllables in spoken and written English. I can identify the 6 syllable types. I can describe how knowledge of each syllable type can support the decoding of multisyllabic words.
Section 5: Phase Theory and Sight Words I can identify the four Phases of Reading and Spelling Development. I can describe why EL Education further segmented the phases into microphases and how the microphases inform the design of the EL Education K-2 Reading Foundations Skills Block curriculum. I can describe the process of committing a word to memory (making it a “sight word”).
Section 1: Phonics Vocabulary and Generalizations I can define phonics vocabulary terms. I can explain the role of generalizations in phonics instruction. I can name important considerations for English Language Learners (ELLs) when teaching phonics.
Section 2: Emergent Literacy I can identify factors that can affect the success of emergent readers. I can identify multiple ways to help readers learn to hear and manipulate phonemes.
Section 3: Teaching Consonants and Vowels I can identify an effective sequence for teaching consonant and vowel sounds. I can recognize the most common letters associated with many sounds and spelling patterns. I can define key terms associated with teaching vowels and consonants such as consonant cluster/blend, vowel digraph, consonant digraph, and schwa.
Section 4: Syllabication and Accenting I can explain the relationship between vowels and syllables in spoken and written English. I can identify the 6 syllable types. I can describe how knowledge of each syllable type can support the decoding of multisyllabic words.
Section 5: Phase Theory and Sight Words I can identify the four Phases of Reading and Spelling Development. I can describe why EL Education further segmented the phases into microphases and how the microphases inform the design of the EL Education K-2 Reading Foundations Skills Block curriculum. I can describe the process of committing a word to memory (making it a “sight word”).