Teaching reading through phonics

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Teaching reading through phonics

  1. 1. TEACHING READING THROUGH PHONICSKSSR YEAR 2 TRAINING KUNAK 2011 -CCJ- -CCJ-
  2. 2. TEACHING READING TOLEVEL 1 PUPILS REFLECT… How do you teach reading to Level 1 pupils? What is your favourite approach/technique/strategy for teaching reading? What activities do you normally conduct in your reading classes? -CCJ-
  3. 3. TWO MAIN METHODS OF TEACHING READING Phonics: Children learn reading by associating the sounds of English and the letters or combination of letters that produce them. Whole-Language (Look and Say): Children learn reading by memorizing words as whole unit. KBSR: Whole-language KSSR: Phonics -CCJ-
  4. 4. PHONICS the main approach advocated by MoE for …is the teaching of reading in KSSR. What do you know about Phonics?Activity 1: Jot down everything that you know or anyideas that you have about Phonics on a piece of paper.Activity 2: In your group, match the terminologies tothe correct definitions/explanations. Tasksheet -CCJ-
  5. 5. -CCJ-
  6. 6. TERMINOLOGIES Phonics – Correlation between sounds and letters. Phonetics – Classification of speech sound, especially with regard to the physical aspects of their productions. Phoneme – Basic sound unit of speech. Alliteration – Repetition of the first letter sound in a phrase. Grapheme – A letter or group of letters representing one sound. E.g. s, p, n, sh, ch -CCJ-
  7. 7. TERMINOLOGIES Diphthongs – Two adjacent vowel sounds occurring within the same syllable. E.g. oa, oi, ea. Digraphs – A pair of letters representing a single speech sound. E.g. ph as in pheasant. Blending – Drawing individual sounds together to pronounce a word. Segmenting – To split up a word in its individual phonemes in order to spell it. -CCJ-
  8. 8. TERMINOLOGIES Grapheme-phoneme correspondence – Converting grapheme to phoneme when reading aloud (decoding written words). Phoneme-grapheme correspondence – Converting phoneme to grapheme when spelling words (encoding words for writing). Decodable words – Words that can be decoded using the phonics principles. Non-decodable words – Words that do not follow the phonics rules in the way they are spelled (also known as tricky words). -CCJ-
  9. 9. PHONICSPRESENTATION SLIDES FROM BPK -CCJ-
  10. 10. TEACHING READING USINGTHE PHONICS METHOD Now that we already know what Phonics is, how would we use it to teach reading in our classroom? -CCJ-
  11. 11. What does it involve?Teaching letters (graphemes)Teaching sounds (phonemes)Teaching letter-sound (grapheme-phoneme) and sound- letter (phoneme-grapheme) correspondence -CCJ-
  12. 12. Children are taught how to readby teaching them how to……blend component sounds all through a word.…segment words into their component sounds. -CCJ-
  13. 13. ACTIVITIES FORBLENDINGSome Ideas for Classroom Teaching -CCJ-
  14. 14. Activities for Blending Adults Modeling Oral Blending  “This is a story b-oo-k.”  “Please s-i-t.”  The caterpillar likes f-oo-d.” -CCJ-
  15. 15. Activities for Blending Toy Talk  Introduce to the children a soft toy that can only speak in „sound-talk‟.  Teacher: “What would Charlie wants for breakfast today?”  Charlie: “Ch-ee-se.”  Teacher demonstrates how to blend the sound to form the word „cheese‟.  Other variation: Robot Talk. Introduce a robot doing sound-talk in robot voice. -CCJ-
  16. 16. Activities for Blending Which One?  Lay out a selection of pictures. E.g. moon, leaf, cake, pie (words from „The Very Hungry Caterpillar‟).  Sound-talking toy says the names of the objects in the pictures in sound-talk.  With teacher‟s guidance, children put the sound together and say the word. -CCJ-
  17. 17. Activities for BlendingI Spy  Lay out a selection of objects or pictures of objects.  “I spy with my little eye a l-ea-f.”  Children say the name of the object and hold it up. -CCJ-
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  20. 20. ACTIVITIES FORSEGMENTINGSome Ideas for Classroom Teaching -CCJ-
  21. 21. Activities for Segmenting Toy Talk  Invite a group of pupils to talk to the toy in sound-talk.  Teacher: “Let‟s tell Charlie what this is.” (Pointing to a book).  Children: “B-oo-k”.  Leave the sound-talk toy freely available to the children to practise and experiment with sound-talk. -CCJ-
  22. 22. Activities for Segmenting Say the Sounds  Choose some objects with three-phoneme names that you are sure the children know and hide them in a box or bag.  Allow one child to see an object then say the separate sounds in the name of the object (e.g. p-e-n).  The other children blend the sound together to make the word. -CCJ-
  23. 23. Activities for Segmenting Count the Phonemes  When children are used to oral blending, introduce the idea of counting how many phonemes they can hear.  E.g. “m-oo-n, moon. How many phonemes can we hear? Let‟s use our fingers to help us: m- oo-n; one, two, three phonemes.” -CCJ-
  24. 24. More Blending and SegmentingActivities Activitiesfrom Scholastic Red Phoneme Segmentation Strategies for Tricky Words -CCJ-
  25. 25. Points to Consider… Children who can hear phonemes in words and sound them out accurately are generally well placed to make a good start in reading and writing. Children need to hear the sounds in the word spoken in sound-talk immediately followed by the whole word. The purpose is to model oral blending and immediately give the whole word. -CCJ-
  26. 26. Points to Consider… Segment and blend only the last word in a sentence or phrase. Over time and with lots of repetition, children will get to know the routine and provide the blended word. Toy is preferable to a puppet because children can watch the teacher‟s face and mouth to see the sounds being articulated. Enunciate phonemes very clearly, avoid „uh‟ e.g. „sss‟ and not „suh‟; „mmm‟ and not „muh‟. -CCJ-
  27. 27. Points to Consider… Avoid words with adjacent consonant, e.g. „sp‟ as in „spoon‟ as these will probably be too difficult for children at early stages of practising blending and segmenting. Once children have been introduced to blending and segmenting, they should be practised hand in hand as they are reversible processes. -CCJ-
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  30. 30. Group Task Select three words from the story „The Very Hungry Caterpillar‟ by Eric Carle that you would like to teach to your pupils during your reading class. Plan blending and segmenting activities to teach the words to your pupils. Conduct a demo mini lesson on blending and segmenting. -CCJ-

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