Click here to load reader

Phonics Alive Being Creative with Phonics

  • View
    113

  • Download
    7

Embed Size (px)

DESCRIPTION

Phonics Alive Being Creative with Phonics. A nts on the a pple a a a. Xianggang Putonghua Yanxishe Primary School of Science and Creativity. Reasons for Teaching Reading. Learning to Read Reading to Learn. Develop thinking skills. Enhance language proficiency. - PowerPoint PPT Presentation

Text of Phonics Alive Being Creative with Phonics

  • Phonics AliveBeing Creative with Phonics

    Xianggang Putonghua Yanxishe Primary School of Science and Creativity

    Ants on the apple

    a a a

  • Key Learning Area Curriculum Guide P.93Reasons for Teaching Reading Learning to Read Reading to LearnDevelop thinking skillsEnrich knowledgeEnhance language proficiencyBroaden life experience

  • Teaching Strategies for Reading Reading StrategiesStorytellingReading in the HK Context

  • English Language Curriculum Guide (2004) A28Do the sounds I want to say match the letters of the word?Does this sentence make sense?

    Would we say the words in this order?Does this picture match the word?

    Basic Reading Strategies

  • Texte.g. pictures and words Worde.g. symbol and soundSentencee.g. punctuationBasic Reading Strategies

  • What is phonics?Part of teaching reading

    Includes basic letter-sound relationship

    Facilitates all four skills Reading / WritingListening / Speaking

  • Why teach phonics?Students can:

    Recognized letter-sound relationships

    Apply decoding skills

    Improve confidence and proficiency in reading

  • When is phonics taught?At an early age

    When ss need reading skills to read

    When ss need accuracy for spelling

  • How is phonics taught?Single syllable words from booksDecide on sequenceOne / Two letter-sounds per weekConsonant sounds firsts then vowel soundsFocus one way of reading and writing a vowelInclude activitiesStudents read out words with focus soundModel the skill of blending

  • Process of Reading Interactive Model

    Knowledge, Experiences, EmotionsReader/Speakers IntentionsMeaningTextParagraphsWordsSentencesLetter/Sound Awareness & KnowledgeHKIEd, Reading To LearnModule 1Top-downBottom-up

  • Top-down and Bottom-up Approaches and Reading

    iF yuo aer a fluet reodur yuo wll hve on pRblme reOdng the sNtnce.

  • Features of the English Alphabet The English alphabet 26 letters 44+ sounds 110+ spelling combinations

    (i) SAME LETTER HAS DIFFERENT SOUNDSe.g. letter a past, what, pat, paint, auction, warm, again

    (ii) SAME SOUND HAS DIFFERENT LETTERS e.g. /OR/ for, four, more, war

    (iii) WORDS SOUND THE SAME BUT LOOK DIFFERENT [homophones]e.g. there, their

    (iv) WORDS LOOK THE SAME BUT SOUND DIFFERENT [homonyms]e.g. bow/ bow, wound/ wound, wind/ wind

  • ACTION ALPHABET

    ACTION ALPHABET

    Capitals

    Lowercase

    Cue Word

    A

    a

    a a

    ankle

    B

    b

    b b

    back

    C

    c

    c c

    come

    D

    d

    d d

    down

    E

    e

    e e

    elbow

    F

    f

    f f

    fingers

    G

    g

    g g

    gun

    H

    h

    h h

    hair

    I

    i

    i i

    in

    J

    j

    j j

    jump

    K

    k

    k k

    kick

    L

    l

    l l

    leg

    M

    m

    m m

    mouth

    N

    n

    n n

    nose

    O

    o

    o o

    on

    P

    p

    p p

    point

    Qu

    qu

    /kw/ /kw/

    quiet

    R

    r

    r r

    run

    S

    s

    s s

    sit

    T

    t

    t t

    teeth

    U

    u

    u u

    up

    V

    v

    v v

    victory

    W

    w

    w w

    wings

    X

    x

    /ks/ /ks/

    six

    Y

    y

    y y

    yes

    Z

    z

    z z

    zip

  • ELEMENTS OF PHONICSVISUALAUDITORYVISUAL [& KINESTHETIC]KINESTHETICVISUAL, SEMANTIC [& KINESTHETIC]

    (touch your ankle)

    a

    ()

    ankle

  • Multisensory ApproachSensory Channel Perception1. Visual2. Auditory3. Oral 4. TactileSee shape of letterHear sound of letterSaying sound of letterTouching / Making shape of letter5. KinestheticWriting (hand / body) shape of letter

  • Teaching StepsREADING ACTVITIES

    T says a few words starting with c and asks the ss What is the first sound/letter; and writes letter on boardT elicits ss prior knowledge of words starting with c and writes them on boardT shows pictures of words starting with c to elicit ss prior knowledgeSs skywrite the letter cSs write c on back/palm of shoulder partner

  • Importance of Games/Activities For Teaching Phonics

    All sensory channels are used in a variety of games and activities so that the teaching target transfers from short-term memory to long-term memory. Rhyme, song, jingles, nursery rhymes, poetry, big books, stories with repetitive and rhythmic language, tongue twisters, games with a beat/rhythm and movement are essential here to heighten the students awareness of letter-sound relationships, i.e. phonics.

  • EXAMPLES OF CREATIVE PHONICS ACTIVITIESActivities completed during this Phonics Workshop:Alphabet ChantI SpyHuman WordsPhoneme FrameAction AlphabetSky Writing / Body Writing

  • Extra Phonics Games and Activities

    Moulding / Feeling Letter ShapesPhonic FansClapping a Beat with a Partner Silent Relays Tongue Twisters BattleshipsOnsets and RimesLast Letter/Sound of Previous Word ChainWord Ladder (change one letter each time) sat pat pet pen

  • Thank you!

    Phonics WorkshopHandout 1 PowerPoint *HANDOUT 1: PHONICS WORKSHOP POWERPOINT

    Welcome

    Acknowledge the participants experience in teaching phonics please share your own thoughts

    Activity 1: Action Alphabet

    Phonics WorkshopHandout 1 PowerPoint *Two different ways of reading:Learn to read comes firstRead to learn to gain knowledge and widen life experience

    Why do we learn and teach reading?Four points (refer to the slides)

    40% of Eng lessons should be used for Reading

    Phonics WorkshopHandout 1 PowerPoint *Graphophonics two parts?Graph symbol (how you write the letter / or the shape of the letter)

    Syntax something that HK ss are very good at?Grammar the structure of the language

    Semantic making sense of the textGetting meaning / comprehension

    Graphophonics ONLY ONE PART OF TEACHING READINGPhonics WorkshopHandout 1 PowerPoint *HANDOUT 2 GRAPHOPHONIC, SYNTACTIC AND SEMANTIC QUESTIONSIf the teacher models these self-monitoring questions, it will help the learners read unfamiliar words and gain meaning. It is important to emphasize the cycle:

    the teacher models the reading skill/strategy DURING STORYTELLING, READING ALOUD, SHARED READING the students practise it DURING SUPPORTED AND / OR GUIDED READING the teacher give immediate corrective feedback/praise DURING SUPPORTED AND / OR GUIDED READING the students use it independently DURING INDEPENDENT READING

    Phonics WorkshopHandout 1 PowerPoint *1. Graphophonics two parts?Graph symbol (how you write the letter / or the shape of the letter)Phonics - sound2. Syntax something that HK ss are very good at?Grammar the structure of the language3. Semantic making sense of the textGetting meaning / comprehension

    Graphophonics ONLY ONE PART OF TEACHING READING

    Activity 2: I spy something with my little eye starting with the sound w? (window)

    Phonics WorkshopHandout 1 PowerPoint *Phonics WorkshopHandout 1 PowerPoint *Phonics WorkshopHandout 1 PowerPoint *Phonics WorkshopHandout 1 PowerPoint *Activity 3: Human Phonics

    Phonics WorkshopHandout 1 PowerPoint *Two models INTERACT when teaching reading

    Bottom up start from letters/sounds to words to sentences to paragraphs to text meaning/comprehension

    Top down start from prior knowledge and own experiences to reader / speaker intentions (what is the purpose of the text) meaning/comprehension

    Use both models when teaching readingPhonics WorkshopHandout 1 PowerPoint *Explain that a purely bottom-up approach, which is essential code-breaking, simply cannot account for the comprehension of this sentence.

    The top-down approach must come into play in order that the reader may find meaning in the text.

    Activity 4: Phoneme Frame (initial sound / medial sound / final sound)

    Phonics WorkshopHandout 1 PowerPoint *HANDOUT 3: THE MOST FREQUENT SPELLINGS OF 44ENGLISH SOUNDS

    Explain that there are 26 letters, 44+ sounds and 110+ ways ofspelling the sounds in the English language.

    However, 84% of spellings in English are regular and these patternsshould be taught before the irregular ones.

    Phonics WorkshopHandout 1 PowerPoint *Discuss the slide actions with the alphabet

    Model the action alphabet with my teachers

    Activity 5: In pairs Action Alphabet

    Phonics WorkshopHandout 1 PowerPoint *This graphic explains the description on the previous slide

    Example: a ankleVisual see picture and wordKinesthetic movement to touch the ankleOral say the soundAuditory hear the sound while sayingTactile touching of anklePhonics WorkshopHandout 1 PowerPoint *Read the slide number 1 5 (explain why?)

    Try to include all the senses when teaching phonics

    This approach allows students the opportunity to memorize using different sensesPhonics WorkshopHandout 1 PowerPoint *Activity 6: Skywriting

    1. Say c words come, can, coast What is the first sound/letter? write on the board2. Teachers say c words write on the board3. Show pictures of c words

Search related