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Wiki Version Phonics For Fun And Learners Futures

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The presentation that Lyn and Jo made at the 2009 Primary Languages Show

The presentation that Lyn and Jo made at the 2009 Primary Languages Show

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  • Full Name Full Name Comment goes here.
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  • Dear Suzanne,

    I just came across your message - dated 4 years ago! - while doing an extensive reach on phonics in French. I am a French kindergarten teacher - based since 1994 in the international city of Auroville - and an advocate of phonics.
    I am currently completing a project of stories based on all the vowel sounds of the French language: I am the author if the stories - around 500 to 600 words - taking place in different parts of the world and it ha sheen beautifully illustrated by a professional. All together it is a series of 9 illustrated albums (32 pages each), plus an activity book. It is not by any means a teaching method but an entertaining and educational well crafted tool.
    I'd really be interested to share with you as I am about to complete the project to propose it for publication or to self publish on Amazon.com, if nothing else.

    With kind regards
    Sylvie Blanchet-Weiss
    #8 Sharanga Forest Rd
    Auroville 605101
    Tamil Nadu - India

    cell: 91 9443726590
    e-mail didiercecilia@auroville.org.in
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  • Hi Jo - do you remember I contacted you some time ago about Phonics? You were so helpful and it was great to find you shared the same views of the importance of OVERTLY teaching phonics.
    I have since been appointed as a lead practitioner for the SSAT and will be doing various conferences and seminars this year. All v exciting!
    I guess I just wanted to say thanks for your help and support :)
    I will be posting a new presentation later this week on slideshare so please feel free to check it out and let me know what you think.
    Maybe our paths will cross one of these days...
    Kindest regards, Suzi Bewell x
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Wiki Version  Phonics For Fun And Learners Futures Wiki Version Phonics For Fun And Learners Futures Presentation Transcript

  • Lynn Erler & Jo Rhys-Jones
  • “ I can’t say the words” “ The letters are all muddled” “ It’s scrambled” “ When they’re on the board, they look like a different word than what you’ve been repeating” “ It doesn’t sound like it’s written” “ A lot of French are pronounced differently to how they’re spelled, just a bit weird they are.”
  • Printed word Sounds of word automaticity PPP – presentation, practice, production Teaching and learning words and phrases in the Foreign Language Classroom in England MEANING Phonology Context, world knowledge Orthography GPC
  • The subject is virtually unable to read visually (un)familiar words aloud, indicative of an impairment of grapheme-phoneme conversion and/or phonemic assembly. This condition is often referred to as ‘phonological dyslexia’. This is reading impairment. Add pronunciation problems and you have speech defects. What do children say and feel about this?
  • happy, not bothered puzzled, worried, angry, embarrassed reading aloud in French? 45.3% 48.4% pronouncing French aloud? 46.6% 48.0% How do you feel when:
  • 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
  • ‘ decoding’ French; using English to say French words “ I say the words in my head but it’s an English pronunciation” “ [Anyway] most of the words look a lot like English words, so I’d just pronounce them like English words, just to help me… it would probably make more sense.”
  •  
  • Some sounds in French are very like English. Some sounds in French are definitely not English:
    • Eau
    • Montagne
    • Tu
    • Vous
    • Lapin
    • Bon (there are about 20 of them)
  • Why?
    • to improve listening skills in all areas of the curriculum
    • to aid pronunciation, not the same as accent
    • to help reinforce English phonemes/graphemes through comparing & contrasting
    • to link sounds with spellings to support reading in the target language
    Research has found ....
  • Researchers have found evidence in the brain that “learning to speak a new language requires the formation of recognition patterns [in the brain] for the speech sounds specific to the [new] ... language”. Even adults can do it!
  • Won’t it confuse children?
    • No, it’s not the letters & sounds program; it is a different system
    • You might choose to focus on just one or two sounds per term or unit
    • Use the opportunity to exploit the comparison with English
  • Progression in phonics
    • Hear & identify the sound
    • Repeat and produce the sound
    • Practise the sound
    • Distinguish the sound
    • Link graphemes to sound
    • Move to syllable, word & sentence levels
    About French, research has shown that ...
  • Rounded lips, mouth quite open, tongue flat P a p a v a à l a g a re. t a ch a t â ge m a qu a tre c a hier a mi l a Ahh!
  • What sound does a cow make with no lips? ou
  • Practise making the sound
    • Invent an action together to help kinaesthetic learners
    • Pass the letter bag.
    • Virtual tennis
  • Progression in phonics
    • Hear & identify the sound
    • Repeat and produce the sound
    • Practise the sound
    • Distinguish the sound
    • Link graphemes to sound
    • Move to syllable, word & sentence levels
  • Step around the room
    • Les fantômes se cachent, Sans qu'on le sache - On ne peut pas les voir Ni à la lumière, ni dans le noir.
    • Les fantômes n'ont pas de liberté, Leur vie est hantée Dans des maisons cassées, Ils ne peuvent pas se sauver.
    • Allez, donnez-leur la liberté, Ils vont vous saluer Avec le plaisir d'être libres, Maintenant ils peuvent vivre.
  • Listen and pass the object when you hear the ‘ou’ sound O3.1 Listen and respond to simple rhymes, stories and songs Identify rhyming words. Perform finger rhymes and sing songs. Join in with storytelling. Identify specific sounds, phonemes and words . Recognise commonly used rhyming sounds. Remember rhyming words. Use gesture or mime to show they understand.
  • Le fermier et le lapin
    • Un petit lapin
    • est caché dans le jardin.
    • « Cherchez-moi, c ou c ou , c ou c ou ,
    • je suis caché s ou s un ch ou . »
    • Le fermier passe et repasse
    • en tirant sur sa m ou stache
    • et ne tr ou va rien du t ou t;
    • le lapin mangea le ch ou .
  •  
  • chat p ère vert chats La tortue verte ne marche pas vite . J’aime mon chat. verte
  • Sub-vocalising in the foreign language: 11-year olds’ describe negative and positive experiences
    • “ When you’re doing silent reading, you read it and you can hear the words in your head, but you’re not saying them. If the teacher sometimes says that word and some other time you see the word and you don’t know what it means, if you try and pronounce it in French and if it sounds like what the teacher says, you might recognise it.”
    “ [ When I read French ] there’s kind of like a thing that’s going on in my head trying to pronounce it, but when I hear it, it doesn’t sound anything like what I’ve heard the teacher say. I don’t know what it is!”
  • Some (but not all) learning tasks that involve decoding No significant diff between year groups or across KS3 years – a stable construct Item Like me Not like me When I read French silently I sound out the words in my head 74.6 % 25.4 % When I can’t read a French word easily I sound it out in my head 65.8 % 33.4 % When I see a new word on the board I sound it out in my head 64.8 % 35.2 % When learning vocabulary I say the words in my head as I read them 76.5 % 23.1 % As I’m writing French I say the words in my head 74.7 % 24.3 %
  • Progression in phonics
    • Hear & identify the sound
    • Repeat and produce the sound
    • Practise the sound
    • Distinguish the sound
    • Link graphemes to sound
    • Move to syllable, word & sentence levels
  • ballet chef
  • Distinguish between sounds
    • Place 4 flashcards each with a different grapheme in the corners of the room.
    • When the teacher says a word in the target language, the children have to point (or run!) to the right corner to show which sound they’ve heard.
    • Extend this to reading out a poem.
  • eu sound ère sound
  • ou au / o eu
  • More rules to learn & teach
    • Crib sheet - see handout or download from http://phonologique.wikispaces.com/
    • Silent letters dominoes – see handout or download as above.
  • 20 key phonemes in French
    • Vowels
    • a /ah/ a â à quatre chats
    • é /ay/ é e r e z e t e s é e mes frisés
    • i /ee/ i i e i t i s oui Mimi Consonants
    • u /u/ u Lulu /k/ qu qui quelle
    • o /oh/ o ô au eau beau dodo Qu’est-ce que
    • o t au x au d eau x /sss/ ss ç français
    • ou /oo/ ou tous les jours /zzz/ s maison
    • e /uh/ e eu oeu le cheveu / guh/ ga go gu gou gâteau
    • è /eh/ è ai ei mère / j/ j gi gé ge jaune Gigi
    • oi /wa/ oi toi et moi géographie rouge
    • Nasals / eeyuh/ -il -ill ail famille
    • u un un
    • o on om bon / nnyuh/ gn montagne
    • i in em ein eim lapin Now try:
    • ain aim (i)en (o)in l’ é cureuil
    • a en em an am blanc
    • -ent -ant (e)an
  • Progression in phonics
    • Hear & identify the sound
    • Repeat and produce the sound
    • Practise the sound
    • Distinguish the sound
    • Link graphemes to sound
    • Move to syllable, word & sentence levels
  • Sound posters
    • Ask the children to choose a specific grapheme & make a poster to help people remember how it sounds
    • They can write down words which use that grapheme & highlight it, put pictures on, etc.
  • a, à, â é, ai er, et, ez i, y u o, au, eau, ô ou e, eu è, ère, air, ei oi, oy
  • Les Sons Nasals un, um on, om, (i)on, -ons in, im, ein, eim, ain, aim, (i) en, (o)in an, am, en, em, -ent, -ant, ean
    • Un chasseur sachant chasser sait chasser sans son chien de chasse.
    • Je suis ce que je suis et si je suis ce que je suis, qu'est-ce que je suis?
    • Pauvre petit pêcheur, prend patience pour pouvoir prendre plusieurs petits poissons.  
    Tongue twisters - virelangues
  • Mystery sound cards:
  •  
    • Example: voilà ___2___
    • bonjour __ ____
    • Merci ______
    • 3 Je ______
    • 4 appelle ______
    • 5 numéro ______
    • 6 lisez _____
    • 7 l’alphabet _____
    • 8 ballon _____
    • 9 papa _____
    • 10 blanc _____
    11. parasol ______ 12. soupe _____ 13. bébé _____ 14. couleur _____ 15. quatre _____ 16. numéro _____ 17. chocolat _____ 18. chats _____ 19. avril _____ 20. j’aime ______
    • Each pair has a set of cards with some French words broken into several parts.
    • The children discuss in groups how to say their collection of letters
    • Then they walk around the room repeating their sound until they find partners to make the complete word.
    • • a comme qu a tre ch a ts
    • • é comme m e s fris é s
    • • i comme oui M i m i
    • • u comme L u l u
    • • o comme b eau d o d o
    • • ou comme t ou s les j ou rs
    • • e comme le ch e v eu
    • • è comme m a m è re
    • • oi comme m oi
    • L.Erler 2005
  • Predict the spelling
    • Using Mini whiteboards
    • Tell the children that you’re going to say a word and they have to try & write it down correctly. They have to really listen to the whole word, not just for the grapheme (use short words!!).
  • B a rb a r a a un ch a t les r a ts! © L.Erler 2005 qui aime
  • Printed word Sounds of word Identifying, knowing, enjoying & loving words and phrases in the Foreign Language MEANING Phonology Context, world knowledge Orthography English GPC FL GPC
  • Being an owner..
    • Assessment
    • Progression
    • Tracking
    • Ownership
      • learner
      • teacher
    • If you would like more activities or to download electronic copies from our site:
    • http://phonologique.wikispaces.com
    • http://phonologique.wikispaces.com/