1. Phonics, Reading and Writing Instructions
盧貞穎
教育部國教司 中央課程與教學輔導諮詢教師
MOE Curriculum and Instruction Consulting Team

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

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

4. How does phonics help EFL learners?
Reading
(decoding and comprehension)
Spelling
(spelling and memorizing English words)
Pronunciation

5. 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

6. Pre-phonics Level Instruction
Letter name & letter form
letter sound
(Mostly consonants & short vowels)

7. Phonics Instruction 2. Constructive 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

8. Letter Knowledge Instruction
Letter Names & Letter Forms
-- Alphabet recognition
Letter Sounds
--  Phonemic awareness
--  Phonics
Meaningful Association
--  Word recognition →  Chant & Song →  Reading

9. Letter Names & Letter Forms -- Alphabet recognition
Introducing capital letters and small letters
 Focus on pronunciation
/i/: b, c, d, e, g, p, t, v, z
//: f, l, m, n, s, x
/e/: a, h, j, k
/ai/: i, y
/u/: q, u, w
o and r

10. Letter Names & Letter Forms -- Alphabet recognition
2. Four Skill Activities:
 Listening:  Point to (letters on the board)
 Show Me (using cards)
 Speaking:  Speed Reading (class/group/pair)
 Poker Game

11. Letter Names & Letter Forms -- Alphabet recognition
2. Four Skill Activities:
 Reading:
 Ordering Game (using cards, time keeping)
 Pair up (using cards, time keeping)
 Memory Game (using cards)

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

13. Confusable Letter Pairs
b, d, looking at me
p, q, point to my shoes

14. Letter Sounds -- Phonemic awareness
Introducing letter sounds
 Cat & Dog
 Avoid too much information and confusion:
* a, a, a, /æ/, /æ/, /æ/. A, a, apple.
 a, /æ/, apple.
 Focus on pronunciation
a b c d e f g h i j k l m n o p q r s t u v w x y z

15. Letter Sounds -- Phonemic awareness
2. Phonemic awareness training
 Listen for the beginning sound: apple, ball, cat, dog, egg, fox…

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

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

18. 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

19. Sample Lessons of Making words, Word Sorting and Reading
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.

20. Meaningful Association
 Word recognition
 holistic way (apple, ball, elephant, umbrella)
 phonics way (bat, cat, hat / book, cook, look)
2.  Alphabet/phonics Chants & Songs
 finger-point reading
 pronunciation
 stress & rhythm
3.  Reading

21. Phonics Chants -at, -at! c, -at, cat! I see a cat.
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.

22. 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!

23. Phonics Songs Phonic Song A
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"

24. Handmade books
Big books
Small books

25. Phonics Readers wordsandpictures/longvow/poems/fpoem.shtml
BBC Bitesize Literacy

26. 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!

27. Phonics Tongue Twisters
Fuzzy Wuzz
Fuzzy Wuzzy was a bear.
Fuzzy Wuzzy had no hair.
Fuzzy Wuzzy wasn’t very fuzzy, was he?

28. Phonics Tongue Twisters
Peter Piper
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?

29. Phonics Tongue Twisters
Seashells
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.

30. Phonics Tongue Twisters
Woodchuck
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.

31. http://www. enchantedlearning. com/ http://www. starfall

32. 1. Constant Continuous Instruction
Effective Phonics Instruction

33. 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

34. Example 1 A Bag She is Pat. cat a ag bag bag She has a cat. Pat
Rabbit
sad
a ag bag bag
a at cat cat
a at Pat Pat
a ra bbit rabbit
a ad sad sad
She is Pat.
She has a cat.

35. Example 2 a_e brave This is Dave. Dave a_e ave brave brave
He is brave.
Dave
cake
name
race
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.

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

37. 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, ….

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

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

40. 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.

41. I say Let’s play. Let’s play all day. Let’s play at the bay
I say Let’s play. Let’s play all day. Let’s play at the bay. Let’s play on the hay.

42. Dad by Wiley Blevins Scholastic Phonics Readers
I am Dad.
I am sad.
I am mad.
I am a sad, mad Dad.
Am I sad?
Am I mad?
I am a glad Dad.

43. I Have a Cold by Grace Maccarone Scholastic Hello Reader Level 1
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.

44. all ar ea
i-e
ball
dark
eat
bike
fall
park
beat
kite
tall
marker
neat
like
mall
market
read
drive
small
supermarket
teacher
website