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Phonics and Reading
Facilitator: Sarah Coutts
Objective: This lecture aims to demonstrate the importance of developing
phonemic awareness in students. It also aims to guide trainees in providing a
structure in developing reading skills in young learners.
Reading and writing, in addition to grammar, are two of the four core language
skills in which both first and second language speakers must be taught to read
and write. Phonics and developing phonemic awareness is an essential part of
successfully developing successful listening and reading skills.
Obviously, knowing the alphabet and basic vocabulary is an essential first step
towards being able to read and write longer tasks. However, this does not mean
that it’s necessary to spend several weeks on teaching the alphabet only. It is,
however, essential to ensure that students make important distinctions in the
language such as capital letters, punctuation and intonation, which are extremely
important in English. Also, remember that the four core skills in language (reading,
writing, listening and speaking) are interdependent and should be taught as such.
Alphabet
While it’s common to teach students the alphabet using songs and alphabet
charts, it’s also important to test that students know the alphabet letters out of
sequence, too. Activities like the one on the next page are useful for testing this.
More alphabet activities are also provided.
Alphabet Review
Write the letter in the circle that comes next. The first
one has been done for you.
d a y m
h r b v
c u w r
s j t x
q e g p
i f k
ABCs
ABC Catch This activity aims to challenge students to think of vocabulary using each letter of the alphabet. Materials: 1 Balloon / ball / bean bag per group How to Play: Write the alphabet on the board. Throw a bean bag to someone and
say a word begining with the letter A. This person must catch the bean bag, say a word begining with the letter B and then throw it to another person. This third person says a word begining with the leter C and so on.
Obviously the game is meant to be played fast. If played with higher level students, you may not want to write the alphabet on the board. If played with beginners, have them simply call out the letters of the alphabet rather than words beginning with the next letter. The
Alphabet Erase Game This activity aims to test students on their letter recognition. It can also be adjusted for vocabulary and sentences. Materials: Flashcards Blackboard How to Play: Write all the letters of the alphabet on the board in a random order.
Split the students into teams; one student from each team is given an eraser. Call out a letter to be erased. The students must race to erase that letter. If they erase more than one letter, they lose a point. The first student to erase the correct letter wins a point for their team.
For vocabulary, write the target vocabulary on the board and show the students flashcards/call out the word to erase.
I Have Who Has Card Game
The
Phonological and Phonemic Awareness1
While learning the alphabet, play games and do activities to lay a solid foundation
of phonological and phonemic awareness. Just remember that these are different
from phonics because they are about listening, not looking. The following
statements are true of children with phonological and phonemic awareness.
They can count words.
They can count syllables in words.
They can rhyme.
They can put sounds together to make a word. If you say these sounds
to your students, /f/ and /ish/, can they put them together to make fish?
If you stretch a word and say it like this—mooooon–do your students
know the word is moon?
They can identify the first and last sound in a word. This is not the same
thing as knowing the letter. For example, if you ask your students the
first sound in the word phone, they should be able to answer /f/.
How to Promote Phonological and Phonemic Awareness
Give each student a cup with counters. Say a sentence normally and
then recite it very slowly (“The sky is blue.”). The students should give
you one counter for each word of the sentence.
Teach students to count syllables by starting with their own names.
Then move on to other familiar words.
Read rhyming books.
Play rhyming games.
1 http://www.themeasuredmom.com/why-is-rhyming-important/ Date Accessed: 2 August 2015
The most enjoyable and efficient way to teach rhyming is to read nursery
rhymes. They are easy to find and fun to learn.
a) When your students know a particular nursery rhyme (or several
rhymes), have them listen as you recite a familiar rhyme with one mistake.
They can say “Beep Beep!” or play a rhythm instrument when they hear the
wrong word. Ask them to give you the correct answer.
b) Invest in some great nursery rhyme books.
c) Read the rhymes, but don’t stop there. Recite them. Sing them. Clap them.
Act them out!
Read rhyming picture books over and over again. As your students become
familiar with the books, leave out the rhyming word and pause. Ask them what
comes next. You can then identify the rhyming words. “That’s right! Mouse
rhymes with house.”
Play rhyming games. Here are some to try:
a) Give clues for the same rhyming family. Here’s an example from the –
at family:
This animal says “meow.” (cat)
This animal sleeps upside down. (bat)
This is something by the door you might step on. (mat)
b) Ask for a particular type of word that rhymes with the word you give. It’s
okay to use nonsense words.
What animal rhymes with wig?
Which color rhymes with mean?
What food rhymes with maghetti?
c) Make up rhymes and have students fill in the missing word. Here are some
examples:
My old gray cat caught a great big _____.
The big yellow duck was driving the ________.
d) “Is it a…?” Let your students finish a rhyme that you start.
You: Is it a shirt?
Student: No, it’s dirt!
You: Is it a pear?
Student: No, it’s hair!
e) Tell your students three words. If the words rhyme, they show a thumbs up;
if the words don’t rhyme, they show a thumbs down.
f) Make a rhyming chain. Name a word. Take turns naming a word that
rhymes. When you run out of words or an incorrect word is given, the chain
is broken. Start a new chain.
Why is rhyming important?
1. Rhyming teaches children how language works. It helps them notice and
work with the sounds within words.
2. Rhymes help children experience the rhythm of language. As they recite
nursery rhymes they learn to speak with animated voices. Someday they’ll
read with expression, too.
3. When children are familiar with a nursery rhyme or rhyming book, they
learn to anticipate the rhyming word. This prepares them to make
predictions when they read, another important reading skill.
4. Rhyming is important for writing, too. It can help children understand that
words that share common sounds often share common letters. For
example, the rhyming words cat and bat both end with –at.
5. When listening to rhyming songs and poems children create a mental
picture, expanding the imagination.
6. Because rhyming is fun, it adds joy to the sometimes daunting task of
learning to read.
Phonics
After you’ve chosen a phonics system (e.g. Letterland, Jolly Phonics, Zoo Phonics,
etc.), group the sounds according to their frequency of use. Most phonics systems
will already provide the order in which to teach the sounds.
The following is one example (from Jolly Phonics) of how to group sounds when
teaching them to new students. This does not mean that you will teach all of
these letters in one lesson, but rather that you will sequence your letters in this
order2.
1. s, a, t, i, p, n
2. c, k, e, h, r, m, d
3. g, o, u, l, f, b
4. ai, j, oa, ie, ee, or
5. z, w, ng, v, oo
6. y, x, ch, sh, th
7. qu, ou, oi, ue, er, ar
Benefits of Phonics3
1. Alphabet
2 http://jollylearning.co.uk Date Accessed: 14 December 2013
3 http://busyteacher.org/16913-teach-phonics-esl-classroom.html Date Accessed: 28 August 2015
Phonics is helpful for students who are just starting to learn the English alphabet.
The alphabet can be particularly difficult for students whose native language uses
a different alphabet system to that of English. As students learn a new alphabet,
they learn the sounds associated with it. For these students, phonics can be a
great help. Students learn what sounds each letter or combination of letters
makes, and that helps them in their reading and pronunciation, especially with
new words.
2. Spelling
Because it helps students to break down words into their components, phonics
helps students to become better spellers. They learn to sound through each part
of a word and determine the letters needed to write it.
3. Unknown Words
Students who study phonics are also better at reading unfamiliar words. They can
sound out the letters and letter groups in new vocabulary and often accurately
pronounce them on the first try.
4. Word Roots
Because phonics enables students to see phonemes within words, students who
learn phonics may have an advantage to decoding English words from their word
roots. They may recognize spelling patters more easily and make connects
between spelling and meaning. This may help them when they encounter new
words that follow the spelling patterns they already know.
5. Confidence
Learning phonics can also boost students’ confidence. When students have the
necessary tools, they gain a certain confidence, which increases their confidence
in other areas of language. In learning phonics, they become more confident in
reading, which has a ripple effect to other areas of language use and study.
How to Teach Phonics
SAMPLE LESSON STRUCTURE
Introduction
Warm up with an alphabet song or chant that the
students know well. As students learn more letters and
sounds, have them make random letters with their hands
or bodies. Call out letters in non-alphabetical order to
test their knowledge of the alphabet and sounds.
Presentation
Introduce the sound with a short story and place a slight
emphasis on the sound to be taught. For example:
Sammy the snake likes to explore. His friends that
he is silly to explore by himself because it is
dangerous but Sammy doesn’t listen to them.
Sammy knows what to do when he is scared. He
says, “Sssss.”
Ask the students what sound they heard the most in the
story. Prompt them if necessary.
Have the students imitate the sound. Ask the students
what Sammy says when he’s scared. Let them move like a
snake while practicing the sound.
Practice
Introduce the students to other words beginning with /s/.
Start by saying the words so that they learn to recognize
the sound by listening before reading. For example:
Teacher: Listen to these words. Do they start with
Sammy Snake?
sun star sat step
Teacher: Can you tell me other words that start
with Sammy Snake?
Now that the students can hear the /s/ sound, it’s time
to show it to them and to trace the letter.
Once they have practiced tracing the sound, they need to
practice writing the sound by themselves.
The
Production
After practicing writing the sound, give the students 8 –
10 pictures (of objects for which they have already
learned the vocabulary) and ask them which words start
with /s/ - at least half of the words should start with the
letter being practiced. Also, remember that the words
must start with /s/ - words that end in /s/ or have /s/ in
the middle should be done as a separate exercise.
Give students a worksheet with pictures of items and tell
them to write the letter /s/ under each picture that starts
with that sound. You can then move on to worksheets
where the /s/ is left out of words like “sun.”
Next, students will practice tracing then writing whole
words that start with the target sound. Then progress to
three word choices with a picture in which students have
to identify the correct word for a particular picture. Ex.
Give them a picture of the sun with the words “run,”
“fun” and “sun.” Students must then identify the correct
word for the picture.
Move on to pattern sentences such as “I like….” and
ultimately writing their own sentences.
Conclusion
As a homework task, ask students to find pictures of
things that start with /s/ or have an /s/ in them. You can
also assign short sentences or words. This can then be
extended to them finding words based on a theme and
ultimately writing sentences using their vocabulary as it
increases.
Notes
Once all of the individual sounds, including vowels, have
been taught and students can write short sentences like
“The sun is hot.” And “The dog sits in the sun.”, move on
to blends, diagraphs and diphthongs before moving on to
rhyming words.
The
Dolch Sight Words
The Dolch Word List is a list of commonly used English words that was originally
compiled by Edward William Dolch, PhD and published in his book, "Problems in
Reading" (1948). Edward Dolch compiled this list based on children's books of the
period and selected 220 "service words" that children need to recognize in order
to achieve reading fluency. Dolch excluded nouns from his main list, but did
compile a separate list of 95 nouns.
Many of the 220 words on the Dolch list cannot be "sounded out" and must
therefore be learned by sight. This is why the list is often referred to as the “Dolch
Sight Word List” and the words on the list are referred to as “Dolch Sight Words.
The Dolch Word List is often used in various educational activities to teach
reading. Additionally, although the Dolch Word List was originally devised in the
context of teaching English-speaking children to read, it has subsequently become
popular in non-native English classrooms, too.
DOLCH SIGHT WORDS P
RE-
PR
IMER
a funny look see and go make the
away help me three big here my to
blue I not two can in one up
come is play we down it red where find jump run yellow for little said you
The
PR
IMER
all four out this am get please too are good pretty under at have ran want
ate he ride was be into saw well
black like say went brown must she what
but new so white came no soon who
did now that will do on there with eat our they yes
The
FIR
ST G
RA
DE
after give let some again going live stop an had may take any has of thank as her old them ask him once then by his open think could how over walk every just put were fly know round when from
The
SE
CO
ND
GR
AD
E
always fast pull use around first read very because five right wash
been found sing which before gave sit why
best goes sleep wish both green tell work buy its their would call made these write cold many those your does off upon don’t or us
The
THIR
D G
RA
DE
about fall kind shall better far laugh show bring full light six carry got long small clean grow much start cut hold myself ten
done hot never today draw hurt only together drink if own try eight keep seven warm
Related Activities
To Teach Pronunciation:
Pronunciation cards are very useful because students can practice words and pronunciation in several ways while learning to communicate effortlessly.
1, 2 & 3 SYLLABLE WORDS
Level: Beginners/Intermediate Objectives: to learn pronunciation Group Size: 2-10 Students per group Teaching Time: 10 – 20 Minutes Materials Needed: Word Flashcards with Words of 1, 2 & 3 Syllables Activity Description:
Make sets of word cards to help demonstrate which words have one, two or three syllables and where the stress is.
The
1 OR 2 CONSONANTS
Level: Beginners/Intermediate Objectives: to learn pronunciation Group Size: 2-10 Students per group Teaching Time: 20 – 30 Minutes Materials Needed: Word Flashcards with One and Two Consonant Word Cards
Activity Description:
Make sets of cards with words which look similar but have one or two consonants different (e.g. pool/book). To start the exercise, the teacher says each of the words for the students to hear the difference in pronunciation. Next the students pronounce the words on the cards.
The
SIMILAR WORDS
Level: Beginners/Intermediate Objectives: to learn pronunciation and vocabulary Group Size: 2-10 Students per group Teaching Time: 10 – 15 Minutes Materials Needed: Word Flashcards
Activity Description:
Write words similar in pronunciation (e.g. peace/piece) on the cards and drill the students in the differences in the written and the pronounced words. Ask the students to pronounce the words and then explain them. Example: Island, isle, aisle.
The
SAME SOUND FLASH
Level: Beginners/Intermediate/Advanced Objectives: to learn pronunciation and vocabulary Group Size: 2-10 Students per group Teaching Time: 20 – 30 Minutes Materials Needed: Picture or Word Flashcards Focused on a Particular Sound
Activity Description:
Make sets of pictures or words appropriate to the level of the students and the vocabulary already covered in your class. The students should ask each other for cards starting with a certain letter or sound. Example: “May I have a card that starts with the sound tch?” Answer: “chair”, “church”
Flashcards for Dictation and Reading The purpose of the dictation cards is to make it easier for students to learn spelling by reading the cards first. Ready-made cards with texts can be a great way to prepare for lessons. Make about 10 sets of cards for each unit.
RHYME PLEASE
Level: Beginners Objectives: to learn vocabulary and how to ask for something politely Group Size: 2-10 Students per group Teaching Time: 10 – 15 Minutes Materials Needed: Picture Flashcards with Rhyming Words
Activity Description:
Make a set of cards with pairs of words or pictures that rhyme and deal them out to the students. Let the students ask each other in polite ways for the cards that rhyme with theirs. “May I have a word rhyming with “house”?” The student with the “mouse” word/picture card gives the card to them. “Here you go.” “Thank you.” “You’re welcome.” To make the game more interesting, make sets with also other word / picture cards in addition to the pairs of rhyming words, so that the students will gain and lose cards several times by paying attention to who has which cards
The
PICTURE RHYMES
Level: Beginners/Intermediate Objectives: to learn vocabulary, spelling and rhyming words Group Size: 2-10 Students per group Teaching Time: 10 – 20 Minutes Materials Needed: Picture Flashcards with Rhyming Words
Activity Description:
Make a list of pairs of words that rhyme and make separate picture/word flashcards for each word. Ask the students to match the pictures/words that sound similar and then practice pronouncing the sounds of the words. Then ask the students to come up with more rhyming words, and to write them on a separate worksheet.
The
DICTATION TEAMS
Level: Beginners/Intermediate/Advanced Objectives: to learn vocabulary and spelling Group Size: 2-10 Students per group Teaching Time: 30 – 45 Minutes Materials Needed: Text Flashcards
Activity Description:
Make 4 different stories for dictation flashcards. Each card has a story of about 50-100 words on it. Split the class into teams of 3-4 and let the students pick out 1-4 dictation cards for their team. Ask the students to read the story out loud one at a time whilst the others work together as a team writing down the story as it is being read out, focusing on correct spelling, especially of difficult words. Let the students work independently throughout the lesson and practice together. At the end of the lesson, dictate the stories, collect the students’ assignments and correct them.
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