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Phonics

What is it and how can it help?

Agenda
• Objectives • Rationale for Hong Kong • Phonics and the Four Language Skills • The teaching of Phonics • Sharing experiences • Q and A time

Objectives
• To develop a better understanding of Phonics • To develop an awareness of useful strategies in teaching Phonics • To provide an opportunity to share and discuss activities for local schools

For students : • Helps to reduce the amount of meaningless drilling • Allows learners to make approximate pronunciations of a word • Enhances students’ confidence to try to sound out new words • Embeds spelling awareness • Provides students with skills that allow them to attempt reading and spelling of unfamiliar words .Rationale for Teaching Phonics in Hong Kong For teachers: • Provides teachers with strategies to assist students’ phonological awareness and word attack skills.

. • Emphasis has to be placed on motivating learners and providing them with proper guidance and opportunity to enhance their learning capacity through reading. enrich knowledge. enhance language proficiency and broaden life experience.Importance of Reading • Reading helps to develop thinking skills.

Phonics (語音) is.. about the relationship between letters and sounds. .. We apply this knowledge when decoding words to facilitate reading and spelling.

• an aid to understanding the meaning of words. • the only skill needed for reading.Phonics is not.. . • Phonetics — this is the IPA which uses symbols to represent the 44 sounds English speakers use..

..Phonetics (語音學) . The study of speech sounds – • deals with the way in which speech sounds are produced.IPA (44 sounds). . • Phonetics attempts to represent the sounds of languages through the use of symbols. Sounds are classified according to the position of the lips and the tongue.

syntactic and visual clues to predict the meaning and sounds of new words. .Where does Phonics fit into reading? Phonics skills are used in conjunction with semantic.

us/carl/ .ca.k12.Basic Reading Strategies Does this sentence make sense? Does this picture match the word? Would we say the words in this order? Do the sounds I want to say match the letters of the word? http://teachers.santee.

• develops confidence and proficiency in reading. . • develops skills to decode texts with fluency and accuracy.Relationship with reading Phonics. • blends phonemes into words.

• Helps with spelling because the students can hear all the sounds in the word • Helps to divide words into sound ‘chunks’ (syllables) • provides some understanding of spelling. aside from memorization. .Relationship with writing Phonics.

• develops skills to pronounce the sounds of letters accurately. . • develops skills to read texts aloud with fluency and accuracy.Relationship with speaking Phonics.

e. • to discriminate between words of a similar sound by using contextual clues. • to identify sounds in spoken words (phonological awareness). blue and blew .g.Relationship with listening Phonics assists children • to work out the sounds of unfamiliar words.

Activity One Let’s Get Oriented .

? ? ? Words ? ? ? • Marrangaroo • Yangebup • Badgingarra • Mooliabeenee • Warrnambool • Pannawonica .

Letters and Sounds • A letter is the written form – what you see • The sound is the auditory form – what you hear .

ei . ie. There are • 21 consonants + extra consonant digraphs e.Contemporary English is encoded into approximately 44 sounds (phonemes) represented by 26 letters. th • 5 vowels + extra vowel sounds made by combinations of vowels e. sh.g. ou.g. oo.

.Phonemic Awareness is … • The ability to hear the separate sounds (phonemes) within words. A phoneme may be represented by a letter. a digraph or a trigraph The crucial point to remember is that it is a SOUND.

Activity Two Phonics for Teachers’ Test .

Can you hear the Sounds? How many sounds are in each of these words? dog chick thought change must straight What is the first sound in each of these words? man train football think choose .

Final Sounds What is the last sound (not letter) in each of these words? table glass never know sharp car fence happy .

Rhyming Pairs Sort these words into pairs of words which rhyme stuff moan foul owl basin come calm bone farm hasten crumb rough .

Solution • stuff • moan • hasten • farm • foul • come rough bone basin calm owl crumb .

onset / rime. blending.Developing Phonemic Awareness Without Phonemic awareness students cannot effectively use Phonics Phonemic awareness can be taught through the use of alliteration. . rhyme. segmenting. syllabification. it takes frequent practice to develop proficiency. As with any skill.

Making it Simple • Letters make sounds – phonemes • Phonemes make words • Think of it as a code • Phonics is the tool to ‘crack the code’ .

lips.Making the Correct Sound • Sounds are produced by the tongue. teeth. hard and soft palates. • The correct production of a sound needs to be taught. . lungs and nose. larynx (voice box).

Suggested teaching sequence • • • • • Initial sounds and short vowel sounds Onset and rime Digraphs Blends Long vowel sounds .

Activity Three Alphabet Chant Action Alphabet .

Action Alphabet a d G j m p S V Y a ankle d down g gun j jump m mouth p point s sit v victory y yes b b e e h h k k n n q q t t w w z z back elbow hair kick nose quiet teeth wings zip C c f f i i l l o o r r u u x x come fingers in leg on run up six .

Lesson Demonstration 1 Watch a short initial sounds lesson .

Activity Four • With a partner. • Make a sentence using as many of those words as possible. . choose a consonant letter and list words beginning with that letter.

Lesson Demonstration 2 Watch a mini-lesson on a vowel sound .

Learning and Teaching Strategies • • • • • • • Letter cards Phonics fans Tongue twisters Matching games Word families Word sorts Rhymes. action poems Flashcards Alliteration Bingo Flip books Sound games .

Experience Sharing A Secondary perspective from the classrooms of an HKTA school. .

Questions can be asked verbally or written and passed forward .Question and Answer Time Feel free to ask Feel equally free to offer answers. comments and experiences .

spelling-sound relationships. Neither understanding nor learning can proceed hierarchically from the bottom up. 1990) Phonics cannot be treated in a vacuum. familiarity with spelling patterns. function. and individual words must be developed in concert with real reading and real writing.A Final Thought The Proper Place of Phonics (M J Adams. Phonological awareness. . and with deliberate reflection on the forms. Their proper acquisition depends on articulation with both lower and higher-order knowledge about language and text. and meanings of texts. letter recognition facility.

Thank You We hope you found this useful and will be encouraged to implement some of these Phonics teaching strategies in your future planning and teaching. .