SYSTEMATIC PHONIC

INSTRUCTIONREPORTED BY: MARIA LUISA

PERPETUAL MASONG

TO HELP CHILDREN DEVELOP PHONEMIC AWARENESS, THE TEACHER MUST PLAN CAREFULLY ACTIVITIES FOR:

•Phonics•Letter – sound relations•Sight – word vocabulary

SIGHT – WORD VOCABULARY

PHONICS

CLEMENTS AND WARNCKE (1994), GUNN, SIMONS AND KAMEENUI (1996)

- Identified common strategies in good early childhood classroom which all contribute to phonemic awareness and knowledge of letter – sound relations.

- These strategies include story reading, making class books based on children's responses, asking children to describe pieces of work and calling their attention to the letters used in context.

PHONEMIC AWARENESS• Cunningham (1996) defines phonemic awareness as the

ability to examine language independently of meaning and to manipulate its complement sounds• Listening, speaking, reading and writing activities will

allow children to demonstrate their growing understanding of the phonemes and of letter – sound relations or letter – sound combinations.

SIGHT WORD VOCABULARY• The most appropriate strategies for helping young

learners develop their abilities to use letter – sound relations and to build sight word vocabulary are careful observation of their writing and attention to letter – sound relations and association between the words.• Moreover, sight – word includes colors and numbers

because of convenient referents. It is more helpful, if students are provided with pictures of words or concepts and are used in context to deduce their meaning.

CHUKOVSKY (1963) REPORTED THAT CHILDREN FIND RHYMING WORDS AND

RHYMES FASCINATING. PHONEMIC AWARENESS IS COMMONLY DEVELOPED

THROUGH:

• Rhymes are especially used in dramatic play, drawing and painting activities. Significant parts of children’s oral language are echoing rhymes and songs. Which allow them to use words and phrase in new and meaningful contexts.

(Interesting to note is when kids use rhymes to invent additional lines and to create new rhymes)• When given specific examples of rhymes, children actively

respond, critically distinguish rhyming words, and consciously are able to recognize, say or even invent rhyming words, Wells (1987) recognized the value of rhymes in proving access to narrative.• Environmental prints enable children to develop children to

develop further their word recognition and phonemic awareness. Nursery rhymes, songs and environmental print extended literacy activities. • Games and toys like flashcards, alphabet cards, pictures with

words, jigsaws with words and magnetic letters provide indirect literacy lessons which children unconsciously learn as they play with them enjoyably and regularly.

DEVELOPMENT OF VOCABULARY, COMPREHENSION AND WRITING SKILLS• The complexity of early literacy experience is marked by the

natural development of literacy skills and by the need for adult supervision to improve skills and to transfer learning.• The development of vocabulary, comprehension and writing skills

can be achieved through specific literacy experiences like the ones previously identified such as story reading, storytelling, phonemic awareness, sight word vocabulary, socio – dramatic play, free – play and guided play.• However, these development are possibly successful when

teachers and parents recognize their collaboration effort in engaging children in meaningful literary activities.

“END OF THE REPORT”

THANK YOU^____^