Phonics

1. Phonics What is it and how can it help?

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

3. 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

4. Rationale for Teaching Phonics in Hong Kong For teachers: Provides teachers with strategies to assist students� phonological awareness and word attack skills. 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

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

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

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

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

9. Where does Phonics fit into reading? Phonics skills are used in conjunction with semantic, syntactic and visual clues to predict the meaning and sounds of new words. (1min) Explain that decoding is a multifunctional activity for children and that these functions gradually merge as reading skills develop. 2.45 9.45(1min) Explain that decoding is a multifunctional activity for children and that these functions gradually merge as reading skills develop. 2.45 9.45

10. (5min) Explain that these are the reading strategies presented in the ELCG 2004 which are developed through the teaching strategies for reading � Storytelling, Reading Aloud, Shared Reading, Supported Reading and Independent Reading. If the teacher models these self-monitoring questions, it will help the learners read unfamiliar words and gain meaning. Explain that there are four videos following which demonstrate how children use these four skills when effective teaching takes place. Some clips show more than one skill being used. Repeat the viewing process more than once . Point out the classroom climate. The background noise is of children actively engaged in learning. The clips show excellent teacher intervention and guidance AND PRAISE!! The final clip showing Contextual skills doesn�t specifically show this. One ASSUMES the child is using these because his reading is fluent. Learners identify unknown words by: Phonic- the shape of the word, the letter it starts/ends with, smaller words in big words, similar patterns e.g. br-own d-own. Syntactic- learners guess at words by looking at grammar patterns and identifying root words (prefixes, verb endings etc.) Semantic- using prior knowledge. In the new ELCG contextual is combined with semantic i.e. picture clues, contextual clues and prior knowledge. HYPERLINK Link to Carl�s Corner website [bottom left] � go to the menu and find �Struggler Street�; go to �Issues�; go to �self-monitoring� or other areas for specific graphophonic questions and ideas for questions OR the link to Handout 2 [top �Questioning�] � both have the same information. 2.50 9.50(5min) Explain that these are the reading strategies presented in the ELCG 2004 which are developed through the teaching strategies for reading � Storytelling, Reading Aloud, Shared Reading, Supported Reading and Independent Reading. If the teacher models these self-monitoring questions, it will help the learners read unfamiliar words and gain meaning. Explain that there are four videos following which demonstrate how children use these four skills when effective teaching takes place. Some clips show more than one skill being used. Repeat the viewing process more than once . Point out the classroom climate. The background noise is of children actively engaged in learning. The clips show excellent teacher intervention and guidance AND PRAISE!! The final clip showing Contextual skills doesn�t specifically show this. One ASSUMES the child is using these because his reading is fluent. Learners identify unknown words by: Phonic- the shape of the word, the letter it starts/ends with, smaller words in big words, similar patterns e.g. br-own d-own. Syntactic- learners guess at words by looking at grammar patterns and identifying root words (prefixes, verb endings etc.) Semantic- using prior knowledge. In the new ELCG contextual is combined with semantic i.e. picture clues, contextual clues and prior knowledge. HYPERLINK Link to Carl�s Corner website [bottom left] � go to the menu and find �Struggler Street�; go to �Issues�; go to �self-monitoring� or other areas for specific graphophonic questions and ideas for questions OR the link to Handout 2 [top �Questioning�] � both have the same information. 2.50 9.50

11. Relationship with reading Phonics, blends phonemes into words; develops skills to decode texts with fluency and accuracy; develops confidence and proficiency in reading. (30 sec) Blends phonemes (sounds) into words S-o-f-t. The brain starts to decode automatically, or faster and faster. Gives a level of success to encourage young readers. 2.54.30 9.54.30 (30 sec) Blends phonemes (sounds) into words S-o-f-t. The brain starts to decode automatically, or faster and faster. Gives a level of success to encourage young readers. 2.54.30 9.54.30

12. Relationship with writing Phonics, 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. (1min) Provides an understanding of spelling structures, e. g. word families, �cvc� structures, plurals, dipthongs. Demonstrate how to spell �philanthropic� by sounding out and breaking the word into syllables. 3.12 10.12(1min) Provides an understanding of spelling structures, e. g. word families, �cvc� structures, plurals, dipthongs. Demonstrate how to spell �philanthropic� by sounding out and breaking the word into syllables. 3.12 10.12

13. Relationship with speaking Phonics, develops skills to read texts aloud with fluency and accuracy; develops skills to pronounce the sounds of letters accurately. (1min) The students are able to read aloud more clearly and fluently. Improved pronunciation. 3.06 10.06(1min) The students are able to read aloud more clearly and fluently. Improved pronunciation. 3.06 10.06

14. Relationship with listening Phonics assists children to work out the sounds of unfamiliar words; to identify sounds in spoken words (phonological awareness); to discriminate between words of a similar sound by using contextual clues, e.g. blue and blew (2min) Move over these �relationship� slides quickly. 3.14 9.14(2min) Move over these �relationship� slides quickly. 3.14 9.14

15. Activity One Let�s Get Oriented

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

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

18. Contemporary English is encoded into approximately 44 sounds (phonemes) represented by 26 letters. There are 21 consonants + extra consonant digraphs e.g. sh, th 5 vowels + extra vowel sounds made by combinations of vowels e.g. oo, ie, ou, ei (1min) Refer to the 48 Most Frequently Used Words which are displayed at the back of the room. 4.03 11.03(1min) Refer to the 48 Most Frequently Used Words which are displayed at the back of the room. 4.03 11.03

19. 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.

20. Activity Two Phonics for Teachers� Test (16 min) Explain that this is a light-hearted look at our own phonic awareness. It highlights some confusing elements in segmenting and blending sounds and demonstrates how a single sound may be made up of several letters. Give participants the test. Explain the first question then move on the next, explain what is being asked very explicitly. Allow ten minutes to complete. Encourage talking and discussion while completing. Discuss results and explain any queries. Marks out of 40 are irrelevant!! 2.30 9.30(16 min) Explain that this is a light-hearted look at our own phonic awareness. It highlights some confusing elements in segmenting and blending sounds and demonstrates how a single sound may be made up of several letters. Give participants the test. Explain the first question then move on the next, explain what is being asked very explicitly. Allow ten minutes to complete. Encourage talking and discussion while completing. Discuss results and explain any queries. Marks out of 40 are irrelevant!! 2.30 9.30

21. 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

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

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

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

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

26. Making it Simple Letters make sounds � phonemes Phonemes make words Think of it as a code Phonics is the tool to �crack the code�

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

28. Suggested teaching sequence Initial sounds and short vowel sounds Onset and rime Digraphs Blends Long vowel sounds (2 min) Single sounds: Terminology to teach students is �the name of the letter is� / �the sound of the letter� / �start� / �middle� / �end� Start with 6 consonants e.g. b, m, t, c , f, s then introduce a vowel �a� Vowels as short sounds 2. Onsets and rimes: word families, in P1 teach a few word families after each vowel is introduced Teach more in P2 and reinforce in higher grades 3. Blends; c-a-t; m-a-t and digraphs; ch, wh, th Blends and digraphs are interchangeable as far as teaching sequence 4. Long vowel sounds: can be taught once the students grasp short vowels; late P2 , early P3 4.13 11.13(2 min) Single sounds: Terminology to teach students is �the name of the letter is� / �the sound of the letter� / �start� / �middle� / �end� Start with 6 consonants e.g. b, m, t, c , f, s then introduce a vowel �a� Vowels as short sounds 2. Onsets and rimes: word families, in P1 teach a few word families after each vowel is introduced Teach more in P2 and reinforce in higher grades 3. Blends; c-a-t; m-a-t and digraphs; ch, wh, th Blends and digraphs are interchangeable as far as teaching sequence 4. Long vowel sounds: can be taught once the students grasp short vowels; late P2 , early P3 4.13 11.13

29. Activity Three Alphabet Chant Action Alphabet (5 min) Have the large chart out the front and demonstrate with the teachers standing and doing the actions. Action Alphabet can be used as a warm up activity at the start of the lesson. Refer also to �Ants on the Apple� which is displayed down the side wall. These cards can be downloaded free from the search engine �Google�. Type in �ants on the apple�. 3.11 10.11(5 min) Have the large chart out the front and demonstrate with the teachers standing and doing the actions. Action Alphabet can be used as a warm up activity at the start of the lesson. Refer also to �Ants on the Apple� which is displayed down the side wall. These cards can be downloaded free from the search engine �Google�. Type in �ants on the apple�. 3.11 10.11

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

31. Lesson  Demonstration 1Watch a short initial sounds lesson (5 min) Video should be on desk top. Watch the video of Sheelagh Tillotsen, abbreviate it to 5 min at: 4.20 11.20 Invite the guest speaker to share their experience and invite questions from the participants (20 mins) 4.40 11.40(5 min) Video should be on desk top. Watch the video of Sheelagh Tillotsen, abbreviate it to 5 min at: 4.20 11.20 Invite the guest speaker to share their experience and invite questions from the participants (20 mins) 4.40 11.40

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

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

34. Learning and Teaching Strategies Letter cards Flashcards Phonics fans Alliteration Tongue twisters Bingo Matching games Flip books Word families Sound games Word sorts Rhymes, action poems (5 min) Show samples of the above which are displayed around the room. Letter cards; large letters as flash cards Flashcards: large letters in combination e.g. �ent -wh etc. Phonics Fans: see examples in box, as seen previously on the video Action Poems; demonstrate �Teddy-Bear� Tongue twisters; as displayed Pelmanism; memory games with matching words and pictures Alliteration; as performed in the opening game, students can make posters of their name�s first letter and decorate with pictures of the same starting letter 4.45 11.45(5 min) Show samples of the above which are displayed around the room. Letter cards; large letters as flash cards Flashcards: large letters in combination e.g. �ent -wh etc. Phonics Fans: see examples in box, as seen previously on the video Action Poems; demonstrate �Teddy-Bear� Tongue twisters; as displayed Pelmanism; memory games with matching words and pictures Alliteration; as performed in the opening game, students can make posters of their name�s first letter and decorate with pictures of the same starting letter 4.45 11.45

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

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

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

38. 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.