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  1. Phonics Activities 盧貞穎 Jenny and Instructions

  2. What’s wrong with phonics? • 教過  教會 • 學過  學會

  3. Phonics Matters  Teacher’s concepts and motivation  Learner’s concepts and motivation  Phonics knowledge  Phonics instructions / strategies  Textbook

  4. Phonics Matters  Supplementary materials  Teaching aids  Time limit  Assignment  Assessment

  5. What is Phonics?

  6. What is Phonemic Awareness?

  7. Difference between Phonics and Phonemic Awareness • Phonemic awareness deals with sounds in spoken word. • Phonics deals with the relationship between sound and letters.

  8. Why Phonics?

  9. How does phonics help EFL learners?

  10. Disadvantages Not one to one correspondent: • tape, tap, tall, taro, ago, any, orange • to, too, two, true, threw, through, shoe • read, boat, ship, chip, this, think, phone • know, kite, lamb, write, watch, light, Wednesday

  11. Phonics Categories • Single consonants --- b, c, …(21 consonants) • Short vowels --- a, e, i, o, u • Long vowels --- a_e, e _e, i _e, o _e, u _e • Vowel digraphs --- ai, ay, ea, ee, oa, oo • Diphthongs --- ou, oy, ow • r and l controlled vowels --- ar, er, ir, or, ur, -all, -ill, -ell,…

  12. Consonant digraphs --- ch, sh, th, wh, ph, wr, kn, qu, ng • Consonant cluster --- bl, br, cl, cr, dr, fl, fr, gr, pl, pr, sk, sl, sm, sn, sp, spl, spr, st, tr, str, nk, nd, nt, … • Others s --- sun / is / sure / treasure c --- cat / city a --- ago / baby / apple / car / ball / sea

  13. Sequence of phonics instruction

  14. Phonics instructions 1.Traditional a. Analytic / indirect / implicit method b. Synthetic / direct / explicit method 2. Constructive a. Spell based making words word study: picture sort & word sort b. Compare/contrast and analogy: eat, neat, meat

  15. Phonics Related Ability  Reading with phonics: letter letter-sound correspondence blending  Related ability: 1. Letter knowledge (pre-phonics level) 2. Letter-sound correspondence 3. Phonological awareness

  16. Teaching Guidelines • 1-1-1 能聽辨26個字母。 • 1-1-2 能聽辨英語的語音。 • 2-1-1 能說出26個字母。 • 2-1-2 能唸出英語的語音。 • 3-1-1 能辨識印刷體大小寫字母。 • 3-1-3 能使用字母拼讀法(phonics)中基本常用的規則讀 出單字。 • 4-1-1 能書寫印刷體大小寫字母。 • 5-1-1 能正確地辨識、唸出與寫出26個英文字母。

  17. Letter Names & Letter Forms--Alphabet recognition  Writing instruction:  Format (notebook & lines) 頂天立地  Say and Write (in class practice)

  18. Listen for the Beginning Sound Can you say (Tune: Happy Birthday) Can you say the first sound? Can you say the first sound? It’s the first sound in cat? Can you say the first sound?

  19. Letter Sounds--Phonicsskill 3. Phonics skill training: Manipulating the sound Making words

  20. Making words for EFL Beginners • Use short vowels and consonants • Begin with two-letter words • Make CVC words Sequential consideration C, V→ VC → CVC (Ex) c, a, t → at → cat • End up with meaningful reading or ask students to make sentences with the words

  21. CVC Words for Beginners • abc cab • abedef bed dad • abcdefgh bag • abcdefghijk big fig kid Jack • abcdefghijklmn man leg can • abcdefghijklmnop mop cap pig • abcdefghijklmnopqr red • abcdefghijklmnopqrst bat hat rat • abcdefghijklmnopqrstuvw sun van wig • abcdefghijklmnopqrstuvwxyz six yo-yo zebra

  22. Sample Lessons ofMaking words,Word SortingandReading • Letters: a i b c f g n t • Make: in at cat fat bat bag big • Sort for: in at ag ig • Reading: I see a cat. I see a fat cat. I see a bag. I see a big bag. I see a fat cat in a big bag.

  23. Phonics Chants Letter sound chant -at, -at! c, -at, cat! I see a cat. -at,- at! b, -at, bat! I see a bat. -at,- at! h,- at, hat! I see a hat.

  24. Phonics Chants Letter sound chant Show me, show me, show me a box. Here you are. x2 Ox, ox, in the box! Fox, fox, in the box! Show me, show me, show me a box. Here you are. x2

  25. Phonics Songs • http://www.kiddyhouse.com/Songs/alpha/a.html • Phonic Song A • Ants on the apple a, a, a Ants on the apple a, a, a Ants on the apple a, a, a "a" is the sound of "A"

  26. Handmade books • Big books • Small books

  27. Phonics Readers

  28. Phonics and RT R1 & R2: Cat, cat , cat. R1: A cat. R2: A fat cat. R3 & R4: I see a fat cat. R3 & R4: Hat, hat, hat. R3: A hat. R4: A big hat. R1 & R2: I see a big hat. All: Look, the fat cat is in the big hat!

  29. Phonics Tongue Twisters • Fuzzy Wuzz http://www.starfall.com/n/twisters/fuzzywuzzy/load.htm?f Fuzzy Wuzzy was a bear. Fuzzy Wuzzy had no hair. Fuzzy Wuzzy wasn’t very fuzzy, was he?

  30. Phonics Tongue Twisters • Peter Piper http://www.starfall.com/n/twisters/peterpiper/load.htm?f Peter Piper picked a peck of pickled peppers; A peck of pickled peppers Peter Piper picked; If Peter Piper picked a peck of pickled peppers, Where's the peck of pickled peppers Peter Piper picked?

  31. Phonics Tongue Twisters • Seashells http://www.starfall.com/n/twisters/shellysells/load.htm?f http://www.enchantedlearning.com/rhymes/Shesells.shtml She sells sea shells by the sea shore. And the shells she sells are surely sea shells. Since she sells shells by the sea shore, I'm sure the shells she sells are seashore shells.

  32. Phonics Tongue Twisters • Woodchuck http://www.starfall.com/n/twisters/woodchuck/load.htm?f http://www.enchantedlearning.com/rhymes/Woodchuck.shtml How much wood would a woodchuck chuck,if a woodchuck could chuck wood? He would chuck as much wood as a woodchuck could,if a woodchuck could chuck wood.

  33. http://www.enchantedlearning.com/http://www.starfall.com/n/level-b/index/load.htm?fhttp://www.enchantedlearning.com/http://www.starfall.com/n/level-b/index/load.htm?f

  34. EffectivePhonics Instruction 1. ConstantContinuous Instruction

  35. Effective Phonics Instruction 2. Incorporating phonics in vocabulary instruction SEE, HEAR, SAY and WRITE the words ---- • Using multi-sensory instruction • Finger-pointing reading • Letter- sound correspondence in reading and writing --- Say and write

  36. Example 1 • a ag bag bag • a at cat cat • a at Pat Pat • a rabbitrabbit • a ad sad sad • She is Pat. • She has a cat.

  37. Example 2 • a_e ave brave brave • a_e ave Dave Dave • a_e ake cake cake • a_e ame name name • a_e ace race race • This is Dave. • He is brave.

  38. Effective Phonics Instruction 3. Blending a, t  at h, -at  hat bas, -ket basket basket, -ball  basketball

  39. Effective Phonics Instruction 4. Segmentation • Onset and rime: c/at, n/ice • Syllable segmentation: to-day; mon-key • Spelling patterns: -ight  fight, light, might, night, right, sight, tight • Compound word: book/store, free/way, sea/food, side/walk school/bag, bed/time, door/bell, ….

  40. Effective Phonics Instruction 5. Induction: father, mother, brother ther Deduction: ar car, card, park, smart

  41. Effective Phonics Instruction 6. Meaningful reading: words, phrases, sentences, rhymes, songs and chants, tongue twisters, phonics readers, easy readers,…..

  42. Mary has a cat. The cat is fat. Mary has a pig. The pig is big. Mary has a bat. The bat is on the mat.

  43. I sayLet’s play.Let’s play all day.Let’s play at the bay.Let’s play on the hay.

  44. Dadby Wiley BlevinsScholastic Phonics Readers I am Dad. I am sad. I am mad. I am a sad, madDad. Am I sad? Am I mad? I am a gladDad.

  45. I Have a Coldby Grace MaccaroneScholastic Hello Reader Level 1 I have a cold. My ears are stuffy. My nose is runny. My eyes are puffy. Ah-choo! Ah-choo! I sneeze and sneeze. I blow my nose. Excuse me, please.

  46. Spelling Patterns 1. Collect high frequency spelling patterns: un- -able -ight dis- -ful -ther en- -less -gry in- -ness -ought re- -tion -sion pro- -ing -all grand- -eep -ack