Enhancing Students’ Reading and Speaking Skills through the Learning and Teaching of Phonics at Primary Level

Y O U R P H O N I C S E X P E R I E N C E

• Have you used phonics to he lp students with the ir reading or speaking sk i l l s ?

• How long have you been us ing phonics?

Aims

•To have a better understanding of the role of Phonics in facilitating the development of reading and speaking skills at Primary level

•To consider ways of approaching the teaching of Phonics in context to help students acquire, retain and transfer phonics knowledge and skills

•To take part in and reflect on lesson demonstrations that promote an integrative use of Phonics in the Primary classroom

Housekeeping

• Facilitator

•Workshop Format

•Q&A Policy

•Break

• Facilities and Exits

K e y T e r m s

T h i s i s a s p e e c h s o u n d p r o d u c e d b y a s t o p p a g e o f b r e a t h .

consonant

T h i s r e f e r s t o a s i n g l e s o u n d w h i c h i s r e p r e s e n t e d b y 2 c o n s o n a n t l e t t e r s .

consonant digraph

T h i s r e f e r s t o t h e b l e n d e d s o u n d r e p r e s e n t e d b y 2 o r 3 c o n s o n a n t l e t t e r s .

consonant blends /

consonant clusters /

adjacent consonants

T h i s i s a s p e e c h s o u n d m a d e w i t h o u t a u d i b l e s t o p p i n g o f t h e b r e a t h .

vowel

T h e r e a r e 5 o f t h e s e . / a / / i / / o / a r e e x a m p l e s o f t h e s e s p e e c h s o u n d s .

short vowels

T h i s i s a v o w e l t h a t i s p r o n o u n c e d t h e s a m e a s t h e n a m e o f t h e f i r s t l e t t e r .

long vowels

/ a r / i n ‘ s h a r k ’ i s a n e x a m p l e o f t h e s e s p e e c h s o u n d s . / i r / i n ‘ s h i r t ’ i s a n o t h e r o n e .

other vowels

T h i s i s t h e m o s t f r e q u e n t l y o c c u r r i n g v o w e l s o u n d . I t o f t e n a p p e a r s i n w e a k s y l l a b l e s .

schwa

T h e a d d i t i o n o f t h e l e t t e r ‘ e ’ a f t e r a v o w e l f o l l o w e d b y a c o n s o n a n t m a k e s t h e l e t t e r s ‘ a ’ , ‘ e ’ , ‘ i ’ , ‘ o ’ , ‘ u ’ s a y t h e i r o w n n a m e s .

magic e

split vowel digraphs

S o m e s o u n d s c a n b e s t r e t c h e d w h i l e o t h e r s b o u n c e .

stretchy /

bouncy sounds

T h i s i s t h e s k i l l o f p u t t i n g t o g e t h e r s o u n d s i n w o r d s , s o t h a t t h e y b e c o m e a b l e n d e d u n i t , e . g . / p / + / a / + / t / = / p a t / .

blending

T h i s r e f e r s t o t h e c o n n e c t i o n b e t w e e n l e t t e r s o r c o m b i n a t i o n s o f l e t t e r s a n d t h e i r s o u n d s , e . g . t h e l e t t e r ‘ a ’ i s p r o n o u n c e d i n d i f f e r e n t w a y s i n ‘ w a s h ’ a n d ‘ h a t ’ .

letter-sound relationship

T h i s r e f e r s t o a s i n g l e s o u n d w h i c h i s r e p r e s e n t e d b y 3 l e t t e r s , e . g . ‘ i g h ’ i n ‘ n i g h t ’ .

trigraph

S o m e s o u n d s c a n b e r e p r e s e n t e d b y m o r e t h a n o n e s p e l l i n g , e . g . t h e l o n g a s o u n d / a i / c a n b e r e p r e s e n t e d b y ‘ a - e ’ a s i n s a l e , ‘ a i ’ a s i n ‘ p a i l ’ , a n d ‘ a y ’ a s i n ‘ d a y ’ .

alternative spellings

M a n y w o r d s i n E n g l i s h h a v e t h e m . T h e s e a r e l e t t e r s t h a t y o u c a n ' t h e a r w h e n y o u s a y t h e w o r d , b u t t h e y a r e t h e r e w h e n y o u w r i t e t h e w o r d , e . g . ‘ k ’ i n ‘ k n e e ’ .

silent letters

S o m e l e t t e r s h a v e m o r e t h a n o n e p r o n u n c i a t i o n , e . g . t h e 2 w a y s o f p r o n o u n c i n g ‘ o ’ i n ‘ h o t ’ a n d ‘ c o l d ’ .

alternative

pronunciations

What is phonics?

•It’s quite a good approach.

Phonics and its limitations

•_____ letters but _____ sounds

•Roman, Angles, Saxons, Jutes and Frisians

(Germanic), Mercia (Anglo-Saxon), Scandinavians,

Vikings, Danish, Normans, Welsh, Scots, French –

who are they?

•Us – what’s wrong with us?

26 44+

‘87% of English words follow common and consistent sound-spelling relationships’

•Wiley Blevins, ‘Phonics in the 21st Century’

T h e p h o n i c s r o a d m a p

curriculum

T o h e l p S S a c q u i r e ,

We model.

Which speech sound is more difficult to produce accurately?

•consonants •vowels

Which one should we highlight on when we model sounds?

•the sound •our mouth

How should we model the sound /s/?

•/sss/ •/suh/

For consonant digraphs, should we model them like…

•a single sound? •two sounds?

For voiced + unvoiced consonant pairs, which one should we show?

•the sounds •our mouth

To help SS understand unvoiced consonants, which one can we use?

•a piece of paper •their fingers

To help SS understand voiced consonants, which one can we use?

•a piece of paper •their fingers

Voiced and Unvoiced Consonantsunvoiced

• p

• t

• ch

• k

• f

• th ‘thin’

• s

• sh

voiced

• b

• d

• j

• g

• v

• th ‘this’

• z

• IPA /ʒ/ ‘treasure’

To get SS to voice the unvoiced consonants, which way can we use?

•singing •humming

Which sounds should we get SS to blend first?

•bouncy •stretchy

For blending, which one should we emphasise on?

•speed •flow

T o h e l p S S r e t a i n ,

We gamify.

For initial consonant blends, should we model them as…

•a blend? •extra sounds?

For ending consonant blends, should we model them as…

•a blend? •extra sounds?

For long vowels, should we model them like…

•a single sound? •two sounds?

For split vowel digraphs or the magic ‘e’, should we model them like…

•a single sound? •two sounds?

T o h e l p S S r e t a i n ,

We gamify.

For silent letters, should we say them…

•silently? •loudly?

For alternative spellings, which one should we do first?

•say the sounds •show the spellings

For alternative pronunciations, which one should we do first?

•say the sounds •show the spellings

T o h e l p S S r e t a i n ,

We use activity stations.

T o h e l p S S t r a n s f e r P h o n i c s k n o w l e d g e a n d s k i l l s ,

We train the learner.

How do we say this word?

•eaddgewkashon

•eaddg.ew.ka.shon

Dos and Don’ts???• use these games/activities in context

• use these games/activities to teach many letter sounds in the

same lesson

• spend a fixed amount of time on these Phonics

games/activities in every English lesson as a formal system

• integrate these Phonics activities into the English curriculum

• assign regular lesson time on these activities to implement a

separate Phonics programme

• focus on letter sounds suitable to the level of students and

provide meaningful contexts for them to apply the

knowledge and skills

Dos and Don’ts

• Do use these games/activities in context

• Do integrate these Phonics activities into the English curriculum

• Do focus on letter sounds suitable to the level of students and provide meaningful contexts for them to apply the knowledge and skills

• Don’t use these games / activities to teach many letter sounds in the same lesson

• Don’t spend a fixed amount of time on these Phonics games/activities in every English lesson as a formal system

• Don’t assign regular lesson time on these activities to implement a separate Phonics programme

Thanks for your participation!

• post-workshop questionnaire

• Q & A

• Have fun with Phonics!