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Ladders to Literacy—Phonics Approach

Ladders to Literacy—Phonics Approach. 張芳琪 國立嘉義大學外國語言學系 2009/10/21. Some general ideas. Phonics Approach. Phonics Approach for Reading. Phonics, two meanings An approach, for teaching reading (We say, “Based on the Phonics Approach….) 2. The letter-sound relationships

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Ladders to Literacy—Phonics Approach

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  1. Ladders to Literacy—Phonics Approach 張芳琪 國立嘉義大學外國語言學系 2009/10/21

  2. Some general ideas Phonics Approach

  3. Phonics Approach for Reading • Phonics, two meanings • An approach, for teaching reading • (We say, “Based on the Phonics Approach….) • 2. The letter-sound relationships • (We say, “Teach phonics….”)

  4. Stages of Reading Development Stage 0: Birth to Age 6 Prereading: 1. Develop knowledge of print 2. Recognize a few letters, words, and environmental print signs

  5. Stages of Reading Development Stage 1: Grades 1 through 2 Initial reading or decoding: 1.Develop the understanding of the alphabetic principle 2. Begin to decode words

  6. Stages of Reading Development Stage 3: Grades 2 through 3 Confirmation, fluency: 1.Develop strategies to decode words and make meaning from text 2. Recognize many words by sight 3. Sound out words they don’t recognize by sight

  7. Stages of Reading Development Stage 3: Grades 4 through 8 Learning the new: Use reading more as a way to obtain information and learn about the values, attitudes, and insights of authors.

  8. Stages of Reading Development Stage 4: Throughout High Schools (Grades 9-12) (beyond our scope of phonics) Stage 5: Throughout College and Beyond (beyond our scope of phonics)

  9. Phonics knowledge to be covered • Kindergarten • Concepts of print • Alphabet recognition • Phonemic awareness • Blending • Sense of story • Building world knowledge

  10. Phonics knowledge to be covered • Grade 1 • Phonemic awareness • Blending and word building • Short vowels (CVC patterns) • Consonants • Final e (a_e, e_e, i_e, o_e, u_e) • Long-vowel digraphs (ai, ay, ea, ee)

  11. Phonics knowledge to be covered Grade 1 7. Consonant clusters (bl, cr, st) 8. Digraphs (sh, ch, th, wh) 9. Some other vowels (oo, ou, ow, oi) 10. Early structural analysis: verb endings (-ed, -ing); plurals, contractions (I’m, don’t) compound words (daydream)

  12. Phonics knowledge to be covered Grade 1 11. Connected text reading 12. Vocabulary development/world knowledge

  13. Phonics knowledge to be covered • Grades 2-3 • Grade 1 skills review • More complex vowel spellings • More structural analysis (compound • words, affixes, etc.) • 4. Multisyllabic words • 5. connected text reading • 6. Vocabulary development/world • knowledge

  14. Phonics knowledge to be covered • Grades 4-8 • More complex vowel spellings • More structural analysis (compound • words, affixes, etc.) • 3. Multisyllabic words • 4. Syllabication strategies • 5. Word origins (Greek and Latin roots) • 6. connected text reading • 7. Vocabulary development/world • knowledge

  15. Phonics for reading—learn to blend (decode) for reading Reading for phonics—blend (decode) to read for facilitating phonics Phonics for writing? Writing for phonics?

  16. Our Workshop on Phonics

  17. Basic Phonics: build vocabularydevelop phonological awareness learn letter-sound correspondences What to cover in our Phonics instruction?

  18. For today Part 1 Basic Phonics Part 2 Advanced Phonics (X) Part 3 Phonics Activities, examples Part 4 Phonics in Tainan textbooks

  19. Part 1 Basic Phonics 1.什麼是phonics? 2. Phonics的理論架構 3. 口語詞彙的建立 4. 音韻覺識的發展 5.開發音韻覺識的活動設計 6.字音對應關係的教學

  20. 1. Phonics 自然發音法 自然拼音法 字母拼讀法

  21. 2. Phonics字母拼讀法的理論架構 閱讀理解  識字  見字拼音  字音對應關係  音韻覺識 口語詞彙

  22. Phonics for reading comprehension Meaningful sound input (口語詞彙) Phonological awareness (音韻覺識) Letter-sound correspondences (字母名—字母音對應)

  23. 3. 口語詞彙的建立 多聽: 有意義的聽 朗讀: read aloud 多說: retelling

  24. 4. 音韻覺識的發展 語音結合(blending) for reading 語音拆解(segmenting) for spelling

  25. 5.音韻覺識的活動 聽音、辨音、模仿聲音 韻文和歌謠的聲韻遊戲

  26. 韻文和歌謠的優點 • 節奏鮮明 引興趣 易記憶 • 音韻覺識 • 主題清楚 發展口語詞彙 • 聲音押韻 拼字組型 • 基本句型

  27. 韻文和歌謠的Phonics活動—聲音階段 • Meaningful sound input for vocabulary • 2. Phonological awareness • (3. Letter-sound correspondences)

  28. 韻文和歌謠的Phonics活動—聲音階段 • Meaningful sound input for vocabulary • e.g. 聽音辨認圖卡 • 口頭中英、英中翻譯 2. Phonological awareness e.g. 口頭玩弄聲音遊戲 圖卡分類聲韻遊戲

  29. 6. 字母名-字母音對應關係 (letter-sound correspondences)

  30. 韻文和歌謠的Phonics活動—文字階段 • Meaningful sound input for vocabulary • 2. Phonological awareness • *3. Letter-sound correspondences

  31. 韻文和歌謠的Phonics活動—文字階段 • 聽音認字卡 • (e.g. hear [dog] and find dog ) • 2. 學習單遊戲 (下面三頁) • 3. 看字拼音而讀出單字 • (e.g. see dog and decode to read it)

  32. 韻文和歌謠的Phonics活動—文字階段 4.字卡 ←→圖卡 連連看 5. 重組 (e.g. o f x → fox) 6. word study （分析字的結構） (e.g. box & fox→ -ox 拼字組型)

  33. 拼字組型教學 Phonics拼讀教學法的終極目標— 引導孩童看到拼字組型

  34. jay say pay day play (-ay) hen pen ten men yen (-en) talk walk chalk balk (-alk) mother brother other (-other)

  35. See vowels in rimes -ea- /i/ /e/ -eam /i/ team stream cream dream -ear bear pear tear -ear /I/ dear fear hear near tear

  36. Phonics見字母拼音 識字 見字拼音、循音找意而識字 循音無意：見字拼音高手

  37. Part 3 Phonics activities, examples • A textbook on the alphabet • A workbook on phonics • Writing activities for phonics

  38. 3. Writing Activities (facilitating phonics)

  39. 孩童的拼字發展過程 Prephonic Spelling Children experiment with prephonic spelling when they use writing such as letters, numbers and other symbols to represent written language as they explore the relationships between written and spoken words.

  40. Prephonic Spelling Sometimes a word is represented with a picture, and sometimes with letter-like symbols. There may be the beginning of directionality from left to right.

  41. Semi-Phonetic Spelling In semi-phonetic spelling there is a beginning understanding of sound-symbol relationships. A word may be represented with one letter or two.

  42. Semi-Phonetic Spelling Usually the initial sound and occasionally a final sound is represented. e.g. B, BD (bed)

  43. Semi-Phonetic Spelling Letter names are used to represent sounds. Often consonants are used and vowels are ignored. e.g. KR, TL

  44. Phonetic Spelling In phonetic spelling, writers record words using an almost perfect match of letters and sounds. Particular spelling of sounds can occur in a self-formulated style of spelling. e.g. sbring, sdudent

  45. Activity 1: Picky Nicky Other phonic activities Activity 2: Scan your materials Activity 3: Scan your textbook Part 4 Phonics in Tainan Textbooks

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