1. Title: Phonics-44 and Reading Literacy Kay Yong, Khoo BSc. (MU); MSc
Title: Phonics-44 and Reading Literacy Kay Yong, Khoo BSc.(MU); MSc.(ITE) (HKU); EdD(HKU)

2. Contemporary Literacies & Contemporary approach to literacies
What are contemporary texts?
Voice
Images
Temporal text
What are the skills required?
Higher order thinking skills
Communicative skills
Reading, Writing, Speaking, Listening and ….. VIEWING and REPRESENTING

3. Contemporary Literacies & Contemporary approach to literacies
The affordance of different modes in communication

4. Contemporary Literacies & Contemporary approach to literacies
The affordance of different modes in communication – Written text

5. Contemporary Literacies & Contemporary approach to literacies
The affordance of different modes in communication – temporal and ubiquitous advantage

6. Contemporary Literacies & Contemporary approach to literacies
The affordance of different modes in communication-
Digital functionalities

7. There is an acknowledgement that the English Curriculum has to evolve according to the changing world to prepare children for the opportunities and challenges of life in the 21st century.
Australia has a long history of incorporating multimodal texts into the context of English learning (Curriculum Corporation., 1994; New South Wales Board of Studies, 1998). In the recent outlined Australia National English Curriculum, systematic exploration and production of multimodal texts have been introduced throughout the school years (National Curriculum Board, 2008).
Ministry of Education (2006) of Ontario, Canada, has incorporated multimodal texts into the curriculum for young children as early as at stage one (p. 45). Multimodal texts are referred to as media texts in the curriculum, and are introduced in the English Curriculum guide as one of four strands: oral communication, reading, writing and media literacy.
MOE Singapore has also introduced new English Language Curriculum in 2010 for primary and secondary schools to be implemented from In the new curriculum, viewing and representing skills are introduced as receptive and productive skills to incorporate a wide range of literacy information/functional texts (Singapore, 2010)
In the UK, a new primary curriculum is being reviewed and this will be implemented in “Viewing”, is defined as a skill necessary for understanding and responding to information, and “broadcasting” is identified as one of the key skills required to present ideas and opinions. (Department for Children schools and families UK, 2009).

8. Contemporary Literacies & Contemporary approach to literacies

9. Multimodal texts in contemporary communication approaches
Images Sounds Temporal message Spatial message
Written texts gestures

10. Written texts Phonics 44
Most children usually are quite at home with movement. They begin to learn about the world by acting on objects and people, and they “think with their bodies” well before they think with words.
Children learn about the basic structure of words by seeing the relationship between things.

11. Why Phonics?

12. Chinese—看字识义

13. Chinese—看字识义

14. 睛 清 蜻 晴 ……

15. a flag
flag

16. fl a t

17. th a nk

18. fr
a e m

19. PHONICS
Knowledge? Or Skill?

20. 蛾 我 卞 下 a-e ape ate ale sale ˊ ˋ ˋ /eI/ /eIp/ /eIt/ /eIl/ /seIl/ 字 拼音
bian
Xia
ape
/eIp/ ˇ wo
ate
/eIt/ ˋ
ale
/eIl/ ˋ
sale
/seIl/

21. What is Syntax?

22. Syntax
A sentence is a grammatical unit consisting of one or more words that bear minimal syntactic relation to the words that precede or follow it.

23. SYNTAX 粤语：你瘦过我。/你走先。 普通话：你比我瘦。/你先走。

24. SYNTAX 粤语：你瘦过我。/你走先。 普通话：你比我瘦。/你先走。
You
I am
You
leave
thin
first

25. Contextual clues in words

26. sad

27. Context
hurdle

28. hurdle

29. hurdles

30. Montessori
Phonics-44

31. Phonics –44
English Words
Spoken Written
24 consonant sounds consonant letters
20 vowel sounds vowel letters
44 speech sounds alphabet letters

34. oo a l w bl pr lb pt dd ng
a-e
u-e ou ai ue ow b m x cl tr ld xt gg nk ay ew oi c n y fl sc lf mp ll ch ee oo oy d o z gl sm lk nd nn sh ea aw
are e p pl sn lm sk ss th
i-e au
air f q sl sw ln sp tt th ie al
ear g r br tw lp st zz y or
eer
igh
ore
ere h s cr lt ff
o-e ar
our i t dr ct ck oa ir
oor j u fr ft oe ur
ure k v gr nt er er

35. a g m s y n t z b h c i o u p v d j e k q w f l r x /æ/ /m/ /s/ /j/
/ /
/k/
/ i/
/Λ/ p v d j
/v/
/ dз/
/p/
/d/ e k q w
/k/
/kw/
/w/
/e/ f l r x
/ks/
/ l /
/r/
/f/

36. c a t b e g p a t t i p m a t r o b r a t h u g

37. Double consonant sounds
Initial blends
Double consonant sounds fl a t b e ll fl i p b o ss
Digraphs
Final blends c a mp sh i p r o mp s i nk

38. Double consonant sounds
Phonograms
a-e a t e ai ay ai m
Double consonant sounds
Initial blends bl
a e m s ay
Final blends
Digraphs sh
a e k

39. 24 consonant sounds

40. 20 vowel sounds

41. Brother, father Little, litter Toefl , fancl head, again Tackle Quay
sharpener
magnet
croissant
muesli
practised
basket
Wasted
method
Brother, father
Toefl , fancl
Tackle
Towel, hostel
Fast
Clerk
Got/pot
Little, litter
head, again
Quay
Three, tree
Forever
Coconuts
Of, off

42. beat bit
sad sat
home, aim
chef ,example
fat, Wednesday
clap , egg, leg, hand
market, again,
umbrella
plumber, bomber
moon book
knife, knob
caught, lounge
Debt, sharpener
their, aeroplane
flour, flower
tortoise

43. Don’t distract; in progressive stages; developmentally appropriate
Practice 2
Guide, Repeat and Practise
Listen and blend
Reminder:
Don’t distract; in progressive stages; developmentally appropriate

44. Practice 1 Final Blends Double consonants CVC Initial blends
Phonograms
Digraphs

45. cat/flat/flash/romp/bell/thing/smell/teeth/creep/
Practice 1
cat/flat/flash/romp/bell/thing/smell/teeth/creep/
Initial blends
Final Blends
Double consonants
Digraphs
Phonograms
CVC

46. cat/flat/flash/romp/bell/thing/smell/teeth/creep/
Practice 1
cat/flat/flash/romp/bell/thing/smell/teeth/creep/
Final Blends
Double consonants
Initial blends
Digraphs
Phonograms
CVC
cat
flat
Romp
Bell
Smell
Thing
flash
Creep
Teeth

47. Practice 1
hat/sharp/crash/smoke/melt/egg/tall/fork/teeth/

48. Practice 3
clear shake rose
firm say deer
Aim blur boat

49. Practice 3
clear shake rose
firm say deer
Aim blur boat

50. COMPREHENSIVE READING
MELS introduces…..
Six essential parts in English language learning
A to Z
-Words & Images
-Words & Sounds
-Words descriptions
-Phonics sounds (Single letters)
SYNTAX
-Words & meanings
-Sentences reading
-Form sentences with words
-Non-phonic words
BASIC READING
-Words & meanings
-Basic reading
-Responsive conversations
-Phonics (CVC)
EXPRESSIVE LEARNING
-Words & meanings
-Contextual reading
-Responsive conversations
-Phonics (Blendings)
CRITICAL READING
-Words & meanings
-Critical reading
-Phonics (Phonograms)
-Expressive conversations
-Grammar
COMPREHENSIVE READING
-Words & meanings
-Critical reading
-Phonics (Phonograms)
-Expressive conversations
-Grammar

51. Children's literature covers many types of texts from picture books to biographies. Children's literature empowers children. It motivates thinking, enhances language, and promotes cognitive development. Children not only become involved in the story, but they connect with the characters. If children love to read, their comprehension is higher, their vocabulary is extended, and their fluency becomes more evident.