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Phonics ApproachPhonics Approach

張芳琪國立嘉義大學外國語言學系

2009/04/1

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Phonics Approach for ReadingPhonics Approach for Reading

Phonics, two meanings

1.An approach, for teaching reading (We say, “Based on the Phonics Approach….)

2. The letter-sound relationships (We say, “Teach phonics….”)

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Stages of Reading DevelopmentStages of Reading Development

Stage 0: Birth to Age 6Prereading:

1. Develop knowledge of print2. Recognize a few letters, words, and environmental print signs

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Stages of Reading DevelopmentStages of Reading Development

Stage 1: Grades 1 through 2

Initial reading or decoding:

1.Develop the understanding of the alphabetic principle2. Begin to decode words

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Stages of Reading DevelopmentStages of Reading Development

Stage 3: Grades 2 through 3Confirmation, fluency:

1.Develop strategies to decode words and make meaning from text2. Recognize many words by sight3. Sound out words they don’t recognize by sight

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Stages of Reading DevelopmentStages of Reading Development

Stage 3: Grades 4 through 8Learning the new:

Use reading more as a way to obtaininformation and learn about the values,attitudes, and insights of authors.

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Phonics knowledge to be coveredPhonics knowledge to be covered

Kindergarten1.Concepts of print2.Alphabet recognition3.Phonemic awareness4.Blending5.Sense of story6.Building world knowledge

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Phonics knowledge to be coveredPhonics knowledge to be covered

Grade 11.Phonemic awareness2.Blending and word building3.Short vowels (CVC patterns)4.Consonants5.Final e (a_e, e_e, i_e, o_e, u_e)6.Long-vowel diagraphs (ai, ay, ea, ee)

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Phonics knowledge to be coveredPhonics knowledge to be covered

Grade 17. Consonant clusters (bl, cr, st)8. diagraphs (sh, ch, th, wh)9. Some other vowels (oo, ou, ow, oi)10. Early structural analysis: verb endings (-ed, -ing); plurals, contractions (I’m, don’t) compound words (daydream)

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Phonics knowledge to be coveredPhonics knowledge to be covered

Grade 1

11. Connected text reading12. Vocabulary development/world knowledge

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Phonics knowledge to be coveredPhonics knowledge to be covered

Grades 2-3

1.Grade 1 skills review2.More complex vowel spellings3.More structural analysis (compound words, affixes, etc.)4. Multisyllabic words

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Phonics knowledge to be coveredPhonics knowledge to be covered

Grades 2-3

5. connected text reading6. Vocabulary development/world knowledge

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Phonics knowledge to be coveredPhonics knowledge to be covered

Grades 4-81.More complex vowel spellings2.More structural analysis (compound words, affixes, etc.)3. Multisyllabic words4. Syllabication strategies 5. Word origins (Greek and Latin roots)

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Phonics knowledge to be coveredPhonics knowledge to be covered

Grades 4-8

6. connected text reading7. Vocabulary development/world knowledge

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Our focus on Phonics WorkshopOur focus on Phonics Workshop

Grades 1 through 3 for native speakers

That is about

Grades 1 through 6 for Taiwanese EFL learners(repeat the phonics knowledge…)

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Basic Phonics: Basic Phonics:

build vocabualrybuild vocabualrydevelop phonological awareness develop phonological awareness learn letter-sound correspondenceslearn letter-sound correspondences

What to cover in our What to cover in our Phonics instruction?Phonics instruction?

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Basic Phonics: learn letter-sound Basic Phonics: learn letter-sound correspondencescorrespondences

1. one on one B-/b/1. one on one B-/b/2. Short vowel (CVC) 2. Short vowel (CVC) 3. Final e (CVCe)3. Final e (CVCe)4. Long vowel diagraph 4. Long vowel diagraph (CVVC; ai, ay, ee, ea) (CVVC; ai, ay, ee, ea)

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Basic Phonics: learn letter-sound Basic Phonics: learn letter-sound correspondencescorrespondences

5. Consonnat cluster (fl, bl, st)5. Consonnat cluster (fl, bl, st)6. Consonant daigraph (sh, th,6. Consonant daigraph (sh, th, wh) wh)

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Suggestions for InstructionSuggestions for Instruction

1.Short-vowel sounds before long… esp. CVC

2. Provide decodable connected text for applying their knowledge of learned sound-spelling relationships e.g. The fat cat is on the mat. (more.)

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Suggestions for InstructionSuggestions for Instruction

3. Teach continuous consonants first e.g. f l m n r s

--when blending, sounds can be sustained without distortion --go from slow blending to fast blending

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Suggestions for InstructionSuggestions for Instruction

4. Progress from simple to more complex sound-spellings.

--consonants before diagraphs (ch th wh ph) and blends (bl- cr -st)--short vowel sound-spelling before long vowel sound spelling, variant vowels and diphthongs (ou, oi)

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Advanced Phonics: Advanced Phonics:

1. 1. Some other vowels (oo, ou, ow, oi)2. spelling patterns (-ack, -eam, fl) 3. Early structural analysis: verb endings (-ed, -ing); plurals, contractions (I’m, don’t) compound words (daydream)

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Advanced Phonics: Advanced Phonics: letter-sound correspondencesletter-sound correspondences

44. More complex vowel spellings (-oil, -ouch)5. 5. More structural analysis (compound words, affixes, etc.)6. Multisyllabic words7. Syllabication strategies

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For todayFor today

1.Basic Phonics2. Advanced Phonics3. Lesson plans

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Basic PhonicsBasic Phonics

1. 什麼是 phonics? 2. Phonics 的理論架構3. 口語詞彙的建立4. 音韻覺識的發展5.開發音韻覺識的活動設計 6.字音對應關係的教學

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1 & 2 Phonics1 & 2 Phonics字母拼讀法的理論架構字母拼讀法的理論架構

閱讀理解 識字 見字拼音

字音對應關係 音韻覺識

口語詞彙

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PhonicsPhonics

for reading comprehension

Meaningful sound input ( 口語詞彙 )

Phonological awareness ( 音韻覺識 )

Letter-sound correspondences ( 字母名—字母音對應 )

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3. 3. 口語詞彙的建立口語詞彙的建立

多聽 : 有意義的聽

朗讀 : read aloud

多說 : retelling

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語音結合 (blending)for reading

語音拆解 (segmenting)for spelling

4. 4. 音韻覺識的發展音韻覺識的發展

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5.5. 音韻覺識的活動音韻覺識的活動

聽音、辨音、模仿聲音

韻文和歌謠的聲韻遊戲

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韻文和歌謠的優點韻文和歌謠的優點

1.節奏鮮明 引興趣 易記憶 2.音韻覺識3.主題清楚 發展口語詞彙4.聲音押韻 拼字組型

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6. 6. 字母名字母名 -- 字母音對應關係 字母音對應關係 (letter-sound correspondences)(letter-sound correspondences)

只要學生能正確讀出字母，就能唸出大多數子音字母所代表的聲音。即使偶爾忘記，也可以透過前半音、後半音的概念想起某一子音字母所代表的音。(so segmenting is important)

e.g. B--/bi/ V--/vi/

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拼字組型教學拼字組型教學

Phonics 拼讀教學法的終極目標—引導孩童看到拼字組型

bl-ack tr-ee str-eet

p-ear b-ear

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Prephonic SpellingPrephonic SpellingChildren experiment with prephonicspelling when they use writing such

as letters, numbers and other symbols to represent written

language as they explore the relationships between

written and spoken words.

孩童的拼字發展過程孩童的拼字發展過程

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Prephonic SpellingPrephonic Spelling

For example,

The drawing of car for “car”The drawing of a heart for “heart”

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Semi-Phonetic SpellingSemi-Phonetic Spelling

In semi-phonetic spelling there is a beginning understanding of sound-symbol relationships. A wordmay be represented with one letteror two. e.g. B, BD (bed) KR, TL

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Phonetic SpellingPhonetic Spelling

In phonetic spelling, writers record words using an almost perfect match

of letters and sounds. Particularspelling of sounds can occur in a self-formulated style of spelling.

e.g. sbring, sdudent

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2. Scan your textbooks2. Scan your textbooks

ActivitiesActivities

1. My teaching on Picky Nicky1. My teaching on Picky Nicky

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Advanced PhonicsAdvanced Phonics

1.Ways to Teach Phonics

2.What to Be Taught Are….

3. Word Study

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1. Ways to Teach Phonics1. Ways to Teach Phonics

Two ways to teach phonics1.Direct phonics or explicit phonics (synthetic approach)

2. Indirect phonics or implicit phonics (analytic approach)

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Direct phonics

A bottom-up model of learning to read:

• Teach letter names• Teach letter sounds• Teach blending sounds• Provide opportunities to blend words in context

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Indirect PhonicsIndirect Phonics

A “discovery method”

Learners are asked to deduce the sound-spelling relationship.

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Indirect PhonicsIndirect Phonics

Instruction roughly followsthis sequence:

1.A list of words with a common phonic element is shown. For example, sun son set sing mite bite site

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Indirect PhonicsIndirect Phonics

Instruction roughly followsthis sequence:

2. Learners are asked to discover what they have in common, focusing on finding a similar sound.

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Indirect PhonicsIndirect Phonics

Instruction roughly followsthis sequence:

3. Once the common sound is discovered, the spelling that stands for the sound is discussed.

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Indirect PhonicsIndirect Phonics

Instruction roughly followsthis sequence:

4. Learners are asked to verbalize a generalization about the sound and the spelling, such as “the letter s stands for the /s/ sound.

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2. What to be taught are…2. What to be taught are…

1. More consonant clusters

2. Rimes (-ack; -all) (including diphthongs: -oil; -ouch)

3. High frequency words (sight words) either decodable, e.g. had make or un-decodable, e.g. the your

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Suggestions for Instruction—Suggestions for Instruction—Advanced PhonicsAdvanced Phonics

Once complex sound-spellings have been taught, focus on larger spelling patterns and useful word parts.

e.g. prefixes, suffixes, and roots

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2. What to be taught are…2. What to be taught are…

4. Teach syllabification

To decode multisyllabic words, learners must be able to divide words into recognizable chunks.

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What is a syllable?What is a syllable?

A syllable is a unit of pronunciation.

(Look at the mirror for the drops of jaw or the openings of the mouth fora vowel.)

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SyllabicationSyllabication

To be able to divide words intosyllables, they need to

a. figure out the vowel sound in one- syllables wordsb. know that one syllable has only one vowel sound

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Six basic syllable spelling patterns

1.closed: The syllable ends in aconsonant. e.g. cat at rabbit

2. open: The syllable ends in a vowel (usu. a long vowel). e.g. eye tie tomato [tə́Nmeto]

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Six basic syllable spelling patterns

3. vowel-silent e (VCe) (usu. a long vowel) e.g. cake compete decide

4. vowel team: vowel diagraphs e.g. boat explain outch

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Six basic syllable spelling patterns

5. r-controlled: when a vowel is followed by r, the letter r affects the sound of the vowel. bird turtle work (*car)

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Six basic syllable spelling patterns

6. consonant + le: Usually when le appears at the end and is preceded by a consonant, the consonant + le form the final syllable.

little circle

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Suggestions for Instruction—Suggestions for Instruction—Advanced PhonicsAdvanced Phonics

# Provide phonics generalizationse.g.1) When the letter c comes before e, i , or y in a word, it usually represents the /s/ sound. (e.g. cent, city, cycle). ……..

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Suggestions for Instruction—Suggestions for Instruction—Advanced PhonicsAdvanced Phonics

# Teach blending multisyllabic wordse.g.unhappy:1) Tell ss to first look for larger word parts within this long word.2) Point to the prefix un and say its sounds － /un/. Then point to the word happy.

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Suggestions for Instruction—Suggestions for Instruction—Advanced PhonicsAdvanced Phonics

# Teach blending multisyllabic wordse.g. unhappy:3) Slowly put together these two word parts─un and happy─to say the word unhappy.4) Circle the word with your finger and say, “The word is unhappy.”

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Suggestions for Instruction—Suggestions for Instruction—Advanced PhonicsAdvanced Phonics

# Teach blending multisyllabic wordse.g. unhappy:5) Explain to students how the word parts also help you determine the meaning of the word.

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Advanced Phonics/Word StudyAdvanced Phonics/Word Study

For those students who have mastered phonics and sound-symbol relationships, how can orthographic awarenessbe used to further develop their reading and writing abilities?

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3. Word Study3. Word Study

Refers to the body of knowledge thatincludes phonics and spelling.Word study involves a range of instructional activities and experiencesthat a teacher designs to support children’s development of word-solving skills.

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3. Word Study (Structural analysis)3. Word Study (Structural analysis)

1.Compound words2.Prefixes3.Suffixes (plurals and inflectional endings)4. Homophones

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Question and DiscussionQuestion and Discussion

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Lesson Plans?Lesson Plans?

Drilling activities only?Drilling activities only?

Classroom activities on three basic Classroom activities on three basic components of Phonics instruction?components of Phonics instruction?