Transcript Document

Phonics Approach
張芳琪
國立嘉義大學外國語言學系
2009/04/1
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Phonics Approach for Reading
Phonics, two meanings
1.An approach, for teaching reading
(We say, “Based on the Phonics Approach….)
2. The letter-sound relationships
(We say, “Teach phonics….”)
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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
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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
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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
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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.
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Phonics knowledge to be covered
Kindergarten
1.Concepts of print
2.Alphabet recognition
3.Phonemic awareness
4.Blending
5.Sense of story
6.Building world knowledge
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Phonics knowledge to be covered
Grade 1
1.Phonemic awareness
2.Blending and word building
3.Short vowels (CVC patterns)
4.Consonants
5.Final e (a_e, e_e, i_e, o_e, u_e)
6.Long-vowel diagraphs (ai, ay, ea, ee)
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Phonics knowledge to be covered
Grade 1
7. Consonant clusters (bl, cr, st)
8. diagraphs (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)
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Phonics knowledge to be covered
Grade 1
11. Connected text reading
12. Vocabulary development/world
knowledge
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Phonics knowledge to be covered
Grades 2-3
1.Grade 1 skills review
2.More complex vowel spellings
3.More structural analysis (compound
words, affixes, etc.)
4. Multisyllabic words
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Phonics knowledge to be covered
Grades 2-3
5. connected text reading
6. Vocabulary development/world
knowledge
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Phonics knowledge to be covered
Grades 4-8
1.More complex vowel spellings
2.More structural analysis (compound
words, affixes, etc.)
3. Multisyllabic words
4. Syllabication strategies
5. Word origins (Greek and Latin roots)
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Phonics knowledge to be covered
Grades 4-8
6. connected text reading
7. Vocabulary development/world
knowledge
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Our focus on Phonics Workshop
Grades 1 through 3 for native speakers
That is about
Grades 1 through 6 for
Taiwanese EFL learners
(repeat the phonics knowledge…)
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What to cover in our
Phonics instruction?
Basic Phonics:
build vocabualry
develop phonological awareness
learn letter-sound correspondences
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Basic Phonics: learn letter-sound
correspondences
1. one on one B-/b/
2. Short vowel (CVC)
3. Final e (CVCe)
4. Long vowel diagraph
(CVVC; ai, ay, ee, ea)
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Basic Phonics: learn letter-sound
correspondences
5. Consonnat cluster (fl, bl, st)
6. Consonant daigraph (sh, th,
wh)
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Suggestions for Instruction
1.Short-vowel sounds before long…
esp. CVC
2. Provide decodable connected text
for applying their knowledge of
learned sound-spelling relationships
e.g. The fat cat is on the mat. (more.)
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Suggestions for Instruction
3. Teach continuous consonants first
e.g. f l m n r s
--when blending, sounds can be
sustained without distortion
--go from slow blending to fast blendin
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Suggestions for Instruction
4. Progress from simple to more
complex sound-spellings.
--consonants before diagraphs (ch th
wh ph) and blends (bl- cr -st)
--short vowel sound-spelling before
long vowel sound spelling, variant
vowels and diphthongs (ou, oi)
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Advanced Phonics:
1. Some other vowels (oo, ou, ow, oi)
2. spelling patterns (-ack, -eam, fl)
3. Early structural analysis:
verb endings (-ed, -ing); plurals,
contractions (I’m, don’t)
compound words (daydream)
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Advanced Phonics:
letter-sound correspondences
4. More complex vowel spellings
(-oil, -ouch)
5. More structural analysis
(compound words, affixes, etc.)
6. Multisyllabic words
7. Syllabication strategies
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For today
1.Basic Phonics
2. Advanced Phonics
3. Lesson plans
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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
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1 & 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
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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)
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3. 口語詞彙的建立
多聽: 有意義的聽
朗讀: read aloud
多說: retelling
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4. 音韻覺識的發展
語音結合(blending)
for reading
語音拆解(segmenting)
for spelling
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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
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韻文和歌謠的優點
1.節奏鮮明 引興趣 易記憶
2.音韻覺識
3.主題清楚 發展口語詞彙
4.聲音押韻 拼字組型
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6. 字母名-字母音對應關係
(letter-sound correspondences)
只要學生能正確讀出字母，就能唸出
大多數子音字母所代表的聲音。
即使偶爾忘記，也可以透過前半音、
後半音的概念想起某一子音字母所
代表的音。
(so segmenting is important)
e.g. B--/bi/ V--/vi/
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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
bl-ack tr-ee str-eet
p-ear b-ear
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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.
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Prephonic Spelling
For example,
The drawing of car for “car”
The drawing of a heart for “heart”
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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.
e.g. B, BD (bed) KR, TL
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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
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Activities
1. My teaching on Picky Nicky
2. Scan your textbooks
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Advanced Phonics
1.Ways to Teach Phonics
2.What to Be Taught Are….
3. Word Study
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1. Ways to Teach Phonics
Two ways to teach phonics
1.Direct phonics or explicit phonics
(synthetic approach)
2. Indirect phonics or implicit phonics
(analytic approach)
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Direct phonics
A bottom-up model of learning to read:
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Teach letter names
Teach letter sounds
Teach blending sounds
Provide opportunities to blend words
in context
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Indirect Phonics
A “discovery method”
Learners are asked to deduce the
sound-spelling relationship.
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Indirect Phonics
Instruction roughly follows
this sequence:
1.A list of words with a common
phonic element is shown. For example,
sun son set sing mite bite site
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Indirect Phonics
Instruction roughly follows
this sequence:
2. Learners are asked to discover what
they have in common, focusing on
finding a similar sound.
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Indirect Phonics
Instruction roughly follows
this sequence:
3. Once the common sound is
discovered, the spelling that stands
for the sound is discussed.
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Indirect Phonics
Instruction roughly follows
this sequence:
4. Learners are asked to verbalize a
generalization about the sound and
the spelling, such as “the letter s
stands for the /s/ sound.
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2. What to be taught are…
1. More consonant clusters
2. Rimes (-ack; -all)
(including diphthongs: -oil; -ouch)
3. High frequency words (sight words)
either decodable, e.g. had make
or un-decodable, e.g. the your
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Suggestions for Instruction—
Advanced Phonics
Once complex sound-spellings
have been taught, focus on larger
spelling patterns and useful word
parts.
e.g. prefixes, suffixes, and roots
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2. What to be taught are…
4. Teach syllabification
To decode multisyllabic words,
learners must be able to divide
words into recognizable chunks.
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What is a syllable?
A syllable is a unit of pronunciation.
(Look at the mirror for the drops of
jaw or the openings of the mouth for
a vowel.)
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Syllabication
To be able to divide words into
syllables, they need to
a. figure out the vowel sound in onesyllables words
b. know that one syllable has only
one vowel sound
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Six basic syllable spelling patterns
1.closed: The syllable ends in a
consonant. e.g. cat at rabbit
2. open: The syllable ends in a
vowel (usu. a long vowel).
e.g. eye tie tomato [tə́meto]
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Six basic syllable spelling patterns
3. vowel-silent e (VCe)
(usu. a long vowel)
e.g. cake compete decide
4. vowel team: vowel diagraphs
e.g. boat explain outch
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Six basic syllable spelling patterns
5. r-controlled: when a vowel is
followed by r, the letter r affects
the sound of the vowel.
bird turtle work (*car)
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Six basic syllable spelling patterns
6. consonant + le: Usually when le
appears at the end and is preceded
by a consonant, the consonant + le
form the final syllable.
little circle
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Suggestions for Instruction—
Advanced Phonics
# Provide phonics generalizations
e.g.
1) When the letter c comes before
e, i , or y in a word, it usually
represents the /s/ sound.
(e.g. cent, city, cycle). ……..
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Suggestions for Instruction—
Advanced Phonics
# Teach blending multisyllabic words
e.g.unhappy:
1) Tell ss to first look for larger
word parts within this long word.
2) Point to the prefix un and say its sounds
－/un/. Then point to the word happy.
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Suggestions for Instruction—
Advanced Phonics
# Teach blending multisyllabic words
e.g. unhappy:
3) Slowly put together these two word
parts─un and happy─to say the word
unhappy.
4) Circle the word with your finger and say,
“The word is unhappy.”
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Suggestions for Instruction—
Advanced Phonics
# Teach blending multisyllabic words
e.g. unhappy:
5) Explain to students how the word
parts also help you determine the
meaning of the word.
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Advanced Phonics/Word Study
For those students who have mastered
phonics and sound-symbol relationships,
how can orthographic awareness
be used to further develop their
reading and writing abilities?
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3. Word Study
Refers to the body of knowledge that
includes phonics and spelling.
Word study involves a range of
instructional activities and experiences
that a teacher designs to support
children’s development of wordsolving skills.
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3. Word Study (Structural analysis)
1.Compound words
2.Prefixes
3.Suffixes
(plurals and inflectional endings)
4. Homophones
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Question and Discussion
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Lesson Plans?
Drilling activities only?
Classroom activities on three basic
components of Phonics instruction?
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