1 Phonics Approach 張芳琪 國立嘉義大學外國語言學系 2009/04/1

2 Phonics 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….”)

3 Stages of Reading Development Stage 0: Birth to Age 6 Prereading: 1. Develop knowledge of print 2. Recognize a few letters, words, and environmental print signs

4 Stages of Reading Development Stage 1: Grades 1 through 2 Initial reading or decoding: 1.Develop the understanding of the alphabetic principle 2. Begin to decode words

5 Stages of Reading Development Stage 3: Grades 2 through 3 Confirmation, fluency: 1.Develop strategies to decode words and make meaning from text 2. Recognize many words by sight 3. Sound out words they don’t recognize by sight

6 Stages of Reading Development Stage 3: Grades 4 through 8 Learning the new: Use reading more as a way to obtain information and learn about the values, attitudes, and insights of authors.

7 Phonics knowledge to be covered Kindergarten 1.Concepts of print 2.Alphabet recognition 3.Phonemic awareness 4.Blending 5.Sense of story 6.Building world knowledge

8 Phonics knowledge to be covered Grade 1 1.Phonemic awareness 2.Blending and word building 3.Short vowels (CVC patterns) 4.Consonants 5.Final e (a_e, e_e, i_e, o_e, u_e) 6.Long-vowel diagraphs (ai, ay, ea, ee)

9 Phonics knowledge to be covered Grade 1 7. 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)

10 Phonics knowledge to be covered Grade Connected text reading 12. Vocabulary development/world knowledge

11 Phonics knowledge to be covered Grades Grade 1 skills review 2.More complex vowel spellings 3.More structural analysis (compound words, affixes, etc.) 4. Multisyllabic words

12 Phonics knowledge to be covered Grades connected text reading 6. Vocabulary development/world knowledge

13 Phonics knowledge to be covered Grades More complex vowel spellings 2.More structural analysis (compound words, affixes, etc.) 3. Multisyllabic words 4. Syllabication strategies 5. Word origins (Greek and Latin roots)

14 Phonics knowledge to be covered Grades connected text reading 7. Vocabulary development/world knowledge

15 Our 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…)

16 Basic Phonics: build vocabualry develop phonological awareness learn letter-sound correspondences What to cover in our Phonics instruction?

17 Basic Phonics: learn letter-sound correspondences 1. one on one B-/b/ 2. Short vowel (CVC) 3. Final e (CVCe) 4. Long vowel diagraph (CVVC; ai, ay, ee, ea)

18 Basic Phonics: learn letter-sound correspondences 5. Consonnat cluster (fl, bl, st) 6. Consonant daigraph (sh, th, wh)

19 Suggestions 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.)

20 Suggestions 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

21 Suggestions 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)

22 Advanced Phonics: 1. Advanced Phonics: 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)

23 Advanced Phonics: letter-sound correspondences 4 5. Advanced Phonics: letter-sound correspondences 4. More complex vowel spellings (-oil, -ouch) 5. More structural analysis (compound words, affixes, etc.) 6. Multisyllabic words 7. Syllabication strategies

24 For today 1.Basic Phonics 2. Advanced Phonics 3. Lesson plans

25 Basic 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

26 1 & 2 Phonics 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

27 Phonics 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 )

28 3. 口語詞彙的建立 多聽 : 有意義的聽 朗讀 : read aloud 多說 : retelling

29 語音結合 (blending) for reading 語音拆解 (segmenting) for spelling 4. 音韻覺識的發展

30 5. 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

31 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

32 6. 字母名 - 字母音對應關係 (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/

33 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

34 Prephonic Spelling Children experiment with prephonic spelling 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

35 Prephonic Spelling For example, The drawing of car for “car” The drawing of a heart for “heart”

36 Semi-Phonetic Spelling In semi-phonetic spelling there is a beginning understanding of sound-symbol relationships. A word may be represented with one letter or two. e.g. B, BD (bed) KR, TL

37 Phonetic Spelling In phonetic spelling, writers record words using an almost perfect match of letters and sounds. Particular spelling of sounds can occur in a self-formulated style of spelling. e.g. sbring, sdudent

38 2. Scan your textbooks 2. Scan your textbooks Activities 1. My teaching on Picky Nicky

39 Advanced Phonics 1.Ways to Teach Phonics 2.What to Be Taught Are…. 3. Word Study

40 1. Ways to Teach Phonics Two ways to teach phonics 1.Direct phonics or explicit phonics (synthetic approach) 2. Indirect phonics or implicit phonics (analytic approach)

41 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

42 Indirect Phonics A “discovery method” Learners are asked to deduce the sound-spelling relationship.

43 Indirect Phonics Instruction roughly follows this sequence: 1.A list of words with a common phonic element is shown. For example, sun son set sing mite bite site

44 Indirect Phonics Instruction roughly follows this sequence: 2. Learners are asked to discover what they have in common, focusing on finding a similar sound.

45 Indirect Phonics Instruction roughly follows this sequence: 3. Once the common sound is discovered, the spelling that stands for the sound is discussed.

46 Indirect Phonics Instruction roughly follows this 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.

47 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

48 Suggestions for Instruction— Advanced Phonics Once complex sound-spellings have been taught, focus on larger spelling patterns and useful word parts. e.g. prefixes, suffixes, and roots

49 2. What to be taught are… 4. Teach syllabification To decode multisyllabic words, learners must be able to divide words into recognizable chunks.

50 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 for a vowel.)

51 Syllabication To be able to divide words into syllables, they need to a.figure out the vowel sound in one- syllables words b. know that one syllable has only one vowel sound

52 Six basic syllable spelling patterns 1.closed: The syllable ends in a consonant. e.g. cat at rabbit 2. open: The syllable ends in a vowel (usu. a long vowel). e.g. eye tie tomato [tə́meto]

53 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

54 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)

55 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

56 Suggestions for Instruction— Advanced Phonics # Provide phonics generalizations e.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). ……..

57 Suggestions for Instruction— Advanced Phonics # Teach blending multisyllabic words e.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.

58 Suggestions for Instruction— Advanced Phonics # Teach blending multisyllabic words e.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.”

59 Suggestions for Instruction— Advanced Phonics # Teach blending multisyllabic words e.g. unhappy: 5) Explain to students how the word parts also help you determine the meaning of the word.

60 Advanced Phonics/Word Study For those students who have mastered phonics and sound-symbol relationships, how can orthographic awareness be used to further develop their reading and writing abilities?

61 3. Word Study Refers to the body of knowledge that includes phonics and spelling. Word study involves a range of instructional activities and experiences that a teacher designs to support children’s development of word- solving skills.

62 3. Word Study (Structural analysis) 1.Compound words 2.Prefixes 3.Suffixes (plurals and inflectional endings) 4. Homophones

63 Question and Discussion Question and Discussion

64 Lesson Plans? Drilling activities only? Classroom activities on three basic components of Phonics instruction?