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phonics.pptx
- 1. Bahria Foundation College F-11/3Islamabad Teachers Training Workshop on Phonics Presented by: Sumaira Aamir
- 2. Presented by: SumairaAamir PHONICS
- 4. Introduction to phonics •Phonics is the study of the relationship between letters and the sounds they represents. • Phonics are essential for a child who is learning to read and write. • Words are like codes and phonics teaches children how to crack reading codes.
- 5. What is phonics? Phonicsis a way of teaching children to read quickly and skilfully. They are taught how to: • Recognise the sounds that each individual letter makes (s, a, t) • Identify the sounds that different combinations of letters make – such as “sh” or “oo” • Blend these sounds together from left to right to make a word
- 6. Phonics is allabout using … skills for reading and spelling knowledge of the alphabet + Learning phonics will help child to become a good reader and writer.
- 7. • Letter soundstill A-Z • CVC with short vowels • Two letters one sound: ch, sh, th • Two letters one sound: ll, ss, ck, ee • Initial and final adjacent consonants • Long vowel sounds , short vowel sounds • Different letters same sound – long vowels: ai/ay • vowel phonemes: ar, er, ur, or • Different letters same sound : oy/oi, ow/ou
- 8. Blending letter sounds to read Hearing and identifying lettersounds Segmenting letter sounds to spell
- 9. Getting Ready forPhonics • tuning into sounds (auditory discrimination) • listening and remembering sounds • (auditory memory and sequencing) • talking about sounds • (developing vocabulary and language comprehension)
- 10. • Aspect 1:Environmental sounds Stories – Walk around local area • Aspect 2: Instrumental sounds Bag of instruments – Add sound effects • Aspect 3: Body percussion Action songs and rhymes • Aspect 4: Rhythm and rhyme Rhyming stories – What rhymes with…? • Aspect 5: Alliteration Having fun with names – Story characters • Aspect 6: Voice sounds Adding different voices to stories • Aspect 7: Oral blending and segmenting Robot speech c-a-t and Put it together
- 11. How to teachphonics Gradually move on to the more complicated ones(/ph/, /th/,/-th /, /sh/) Forget about the traditional approach (the alphabet) When we start teaching phonics, we start with one sound only. We start with the most common sounds (eg. /a/, /t/, /s/, /d/, /e/, /i/, /p/)
- 12. When youhave given them the first basic sounds, you can start building with them the first simple words (transparent) through simple sound combinations. (sit, sat, tin, pin, pen, ten, set etc.) Let your students create their own nonsense (or silly) words (testint, piten, satiapata….) and later their own nonsense (or silly) sentences (a mat in the tub, the cat sits on the hat……) and even short stories.
- 13. Cracking the Code 26 letters of the alphabet 44 sounds in the English Language (Jolly Phonic Letter Sound British English) 144 different ways we put letters together to represent the sounds
- 15. Using TPR inteaching phonics Invite pupils to: Touch and feel the new letter-sound A multi-sensory method
- 16. Form it withtheir bodies
- 17. Sing and danceit (‘h’ can be hop’, ‘t’ is playing tennis and ‘d’ is drum. Each sound has its own action and song This fun way helps the pupil learn the sounds more easily
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- 20. Make Phonics fun! •Keep them active! • ICT • Range or resources in school • Use sand/ play dough • Inside/outside
- 21. • Sing • Useletter cards/picture cards linked to the phonic focus – Is this /g/ or /d/? • Use sound talk – Get me a /r/ /e//d/ pen please. • Say it/write it Activities
- 22. Phonemes Blending Segmenting Sound talk Consonants and vowels Trigraphs : threeletters one sound Graphemes Digraphs : two letters one sound
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- 24. Phonics Words phoneme Phonemes aresounds that can be heard in words e.g. c-a-t
- 25. Phonics Words grapheme This ishow a phoneme is written down
- 26. Phonics Words Blending • Childrenneed to be able to hear the separate sounds in a word and then blend them together to say the whole word .
- 27. Blending /b/ /e/ /d/= bed /t/ /i/ /n/ = tin /m/ /u/ /g/= mug
- 28. Phonics Words Segmenting • Childrenneed to be able to hear a whole word and sayevery sound that they hear.
- 29. Segmenting bed = /b//e/ /d/ tin= /t/ /i/ /n/ mug= /m/ /u/ /g/
- 30. Phonics Words digraph This meansthat the phoneme comprises of two letters e.g. ll, ff, ck, ss, ow
- 31. Phonics Words trigraph This meansthat the phoneme comprises of three letters eg: air igh ure
- 32. Phonics words Phoneme frameand sound buttons f i sh c a t . . . . . _
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- 37. The ten menhave a pen.
- 40. The cat saton a hat.
- 41. Help with reading •Dotsare used to show how many sounds in each word •Pupils can put their finger on each dot … ..
- 43. More complicated sounds Later on start introducing the different and more complicated vowel sounds and vowel combinations (/ai/, /ee/, /oo/, /ow/, /i-e/, /o- e/ etc). This needs lots of practice and need to employ different approaches and Montessori exercises for language /methods such as games, songs colouring, matching etc
- 44. Rhyming • We canmake up silly rhymes and focus on specific vowel sounds: The funny clown is in the town Look! He can bow!
- 48. Language and PhonicsExercises Three Period Lesson • We can use the three period lesson to directly teach specific vocabulary, sounds. 1. Touch object or letter and clearly make its sound. 2. Ask the child to identify objects/ letter sounds 3. Point to each sound and ask “What is this?” • I spy (letter sounds)
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- 52. Some tips Phonics-basedinstruction is an ongoing process. We don’t teach all the phonemes till we come to the end. After 6-7 phonemes we do other activities and projects giving pupils time to assimilate their new knowledge
- 53. Why learning withphonics? It helps learners acquire accurate pronunciation It helps them make associations between spelling and pronunciation It helps them recognize and read patterns (e.g., if they know how to read ‘leaf’ it will be easier for them to read the words ‘bean’, ‘eat’, etc.)