phonics s3

8/13/2019 Phonics S3

1/29

KSSRPHONICS

1

By the end of this session you would

have

explored the phoneme-graphemecorrespondence

the potential of teaching phonics


2/29

KSSRPHONICS

2

According to Jolliffe(2006) childrenneed a clear understanding of the

phoneme-grapheme correspondence

(that is: how the sounds are representedby the letters) of the English language.

However, it must be remembered that

one letter can make more than onesound. This session will help you to

explore how to teach young readersrecognize and relate sounds to letters.

HANDOUT 1


3/29

KSSRPHONICS

3

Activity 1: Understanding the phoneme-graphemecorrespondence

Task 1: Getting acquainted with the 44 phonemes

Children learn best when multisensory devices are beingemployed. One way of helping pupils learn the sound

system is by helping them associate the phoneme through

movement.Given below are some two charts to help you teach pupils

sound the phonemes accurately.Work in pairs and try to sound out the phonemes with

the suggested movements.


4/29

KSSRPHONICS

4

Some helpful advice:

Ask the pupils to look at the shape ofyour lips and the position of tongue

when you sound the phoneme

Get the pupils to place their indexand middle fingers at their vocal

cords to differentiate a voicelessfrom a voiced sound

Ask the pupils sound the phoneme

with the movement


5/29


6/29

KSSRPHONICS

6

Some practical considerations

One letter does not always make one sound

One of the key causes of confusion in teaching

phonics in English is that one letter can make more

than one sound. So, for example, the letter s

usually makes the sound /s/ as in the word sun, but

can make the sound /zh/ as in treasure.

The Phoneme-grapheme chart in Handout 3 of this

module could be used as a constant referenceguide.


7/29

KSSRPHONICS

7

Rules and exceptions

As children progress you may find it helpful to teach some

rules in order to help them make the correct spelling choice.

One example of a rule is for ck: words of one syllable

ending in the phoneme /k/ with a short vowel and no other

consonant letter before the last /k/ sound, take ck, as inclock, duck, back and so on.(Can you give others: lick, kick, trick, chick, sick, Rick)

One exception that can cause difficulty is the phonemes

/q/u/, where the /u/ makes a /w/ sound as in square. These

two phonemes are always found together in English andrepresent a blend.It should also be noted that the letter x is not specifically

taught as it is a blend of two phonemes /k/ and /s/.


8/29

KSSRPHONICS

8

Consonant blends

Another cause of confusion is that some consonant

letter placed at the beginning and end of words are

blended together. However they consist of separate

phonemes. They do not need to be taughtseparately as it is possible to demonstrate how the

phonemes are blended together.

Practice at reading consonant blends does help

reading fluency and the same applies to vowel

rimes, for example ot as in lot, hot, rot, and so

on.


9/29

9

KSSRPHONICS

More examples of common blends

sp

sc

sn

grain

(/s/p/oo/n/)

(/s/c/ar/f/)

(/s/n/a/ck/)

(/g/r/ai/n)

st

sm

sl

frog

(/s/t/ar/)

(/s/m/u/g/)

(/s/l/i/p/)

(/f/r/o/g/)

plum (/p/l/u/m) squash (/s/q/u/a/sh/)

splash (/s/p/l/a/sh/) string (/s/t/r/in/ng/)


10/29

KSSRPHONICS

10

Letter names and letter sounds

Another common cause of confusion is the use of

letter names alongside the phonemes. It now

commonly recognized that it is important that

children learn both early. They will see frequentexample of letter names and this need not cause

any difficulties while learning the phonemes. The

best way to address this is to say that a letter has a

name and a sound, so that the letter B has the

name B and makes the sound /b/. The use of

Alphabet rhyme in Handout 6 alongside with

phonological awareness training can help children

to learn the letter names better.


11/29

KSSRPHONICS

11


12/29

KSSRPHONICS

12

Correct pronunciation

It is very important to model the correct pronunciation of

phonemes when teaching. The most common error is to add

an uh sound to the phoneme (as in r often pronounced

ruh). While it is difficult to say some phonemes purely,

every effort should be made to do so. One way that might

help is to appreciate the some phonemes are sustained or

stretched phonemes and can be pronounced purely, as

listed below

Sustained sounds: all vowel phonemes +

/f/l/m/n/r/s/v/z/th/ng/


13/29

KSSRPHONICS

13

The Pronunciation chart (Handout 2) highlight in detail how

each phoneme is pronounced, as it is important to say the

sounds purely.


14/29

KSSRPHONICS

14

HANDOUT 2


15/29

KSSRPHONICS

15

HANDOUT 3


16/29

KSSRPHONICS

16

(Source: Blevins, W. 2006. Phonics From A to ZA Practical Guide (2nd.) USA:Scholastic

HANDOUT 4


17/29

KSSRPHONICS

17

Activity 2: More Practice

with Phoneme Cards

Task a: Have a go with

Phoneme Cards(i) In pairs, try out the Phonic soundpractice highlighted in the phonemecards provided.

HANDOUT 5


18/29

KSSRPHONICS

18


19/29

KSSRPHONICS

19


20/29

KSSRPHONICS

20


21/29

KSSRPHONICS

21


22/29

KSSRPHONICS

22

(ii) Now that you have had a go with thePhoneme Cards, be prepared to

demonstrate to your colleagues when

called upon.


23/29

KSSRPHONICS

23

Activity 3: Developing sound awareness

According to Armbruster et al.(2001) children are aware of the soundsin language.. therefore, as a first step before learning phonics, children

must be able to accurately hear and discriminate sounds (known as

phonological awareness).

Steps in Developing Phonological Awareness

Word awareness (understand that sentences consist ofindividual words)

Rhyme awareness (being able to identify words that haveidentical final sound segments)

Syllable awareness (being able to hear segments ofphonemes that comprise the rhythm of the word)

Phonemic awareness (being able to identify, and manipulatethe sounds that are representative of graphemes in the

English language.)

HANDOUT 6


24/29

KSSRPHONICS

24

Task a: Identifying sounds

Children recognize the same sound in different words.For example, children will tell you that /toy/ and /tail/

begin alike or that /rain/ and /man/ end alike. To

develop that ability to identify sounds, ask children

questions like:

Do /mop/ and /moon/ begin with the same sound?

Do /pill/ and /tail/ end alike?

Do /nail/ and /tame/ have the same middle sound?Another way to help children identify sound is to ask

them if they hear a particular sound in different words: Do you hear /s/ in /sun/ or /dog/?

Do you hear /s/ in /mouse/ or /truck/?

Do you hear /s/ in /easel/ or /paper/?


25/29

KSSRPHONICS

25

Popcorn SoundsSkill: Identifying Sounds

In this fast moving activity, children in a small group take turnssaying the beginning, middle, or ending sound in picture names.

Things You'll Need: Cards with pictures and words on them.

Directions: Show children who are sitting around a table a

selection of picture-word cards. Point to a card and say,"Popcorn," followed by a child's name, and the position of the

sound the child is to identify (beginning, middle, end) in the picturename. For example, in pointing to a picture of apig you might say,

"Popcorn: Annaleise. Beginning sound." Annaleise then says the

beginning sound, /p/. Annaleise now passes her turn to anotherchild by pointing to a different picture-word card, saying a child's

name and asking for a beginning (middle or ending) sound. Theactivity continues until everyone has had a turn or until all of thebeginning (middle or ending) sounds are identified.


26/29

KSSRPHONICS

26

Task b: Blending sounds

Children combine phonemes to pronounce a whole word. Childrenmight, for example, blend /sh/ + /ip/ to pronounce /ship/, or theymight blend /sh/ + /i/ +/p/ to ship /ship/. In both cases, childrenmust blend sounds together. In so doing, the sound themselves

are somewhat altered. Children cannot simply say it fast

because this essentially results in saying one isolated sound after

another in close succession. In successful blending, soundsoverlap somewhat, something like the shingles on a roof.

Children learn to talk just like robot (or any other appealingfictional or cartoon-like character) by saying the sounds in words

slowly, one after the other.

As soon as children have mastered a few phonemes, it is

important that blending and segmenting are specifically taught


27/29

KSSRPHONICS

27

Some considerations

One of the key causes of confusion in teaching phonics in

English is that one letter can make more than one sound.

So, for example, the letter s usually makes the sound /s/ as

in the word sun, but can make the sound /zh/ as in

treasure. Refer to the Phoneme-grapheme chart inHandout 3.


28/29

28

1.

2.

3.

4.

5.

Scan the materials Phonics_Appx.doc found in the Folder

Session 3.Select one or two phonemes you would like to focus on.

Practice reading the text focusing on the phoneme(s) youhave selected.Be ready to read aloud the text when called upon.

You may work with a partner.

KSSRPHONICS

HANDOUT 7

Activity 3: Exploring materials from the text books

For this activity you will need to refer to the soft copy of materialsscanned from the Primary 1 and 2 textbooks found in your

CDRom.

Your task:


29/29

KSSRPHONICS

29

References

Armbruster, B.B., Lehr, F., & Osborn, J. (2001) Put reading

first: The research building blocks for teaching children to

read kindergarten through grade 3. Washington,DC: National

Institute for Literacy.

Fox, B.J. (2004) Word Identification StrategiesPhonics

from a New Perspective. New Jersey: Pearson Merrill

Prentice Hall

Jolliffe, W. (2006).Phonics

A complete SyntheticProgramme. UK: Scholastic

phonics s3

Documents