1 ladders to literacy— phonics approach 張芳琪國立嘉義大學外國語言學系 2009/10/21

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Ladders to Literacy—Phonics Approach

張芳琪國立嘉義大學外國語言學系

2009/10/21

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Some general ideas

Phonics Approach

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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 6Prereading:

1. Develop knowledge of print2. Recognize a few letters, words, and environmental print signs

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Stage 1: Grades 1 through 2

Initial reading or decoding:

1.Develop the understanding of the alphabetic principle2. Begin to decode words

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Stage 3: Grades 2 through 3Confirmation, fluency:

1.Develop strategies to decode words and make meaning from text2. Recognize many words by sight3. Sound out words they don’t recognize by sight

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Stage 3: Grades 4 through 8Learning the new:

Use reading more as a way to obtaininformation and learn about the values,attitudes, and insights of authors.

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Stage 4: Throughout High Schools (Grades 9-12)(beyond our scope of phonics)

Stage 5: Throughout College and Beyond(beyond our scope of phonics)

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Phonics knowledge to be covered

Kindergarten1.Concepts of print2.Alphabet recognition3.Phonemic awareness4.Blending5.Sense of story6.Building world knowledge

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Grade 11.Phonemic awareness2.Blending and word building3.Short vowels (CVC patterns)4.Consonants5.Final e (a_e, e_e, i_e, o_e, u_e)6.Long-vowel digraphs (ai, ay, ea, ee)

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Grade 17. 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)

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Grade 1

11. Connected text reading12. Vocabulary development/world knowledge

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Grades 2-31.Grade 1 skills review2.More complex vowel spellings3.More structural analysis (compound words, affixes, etc.)4. Multisyllabic words5. connected text reading6. Vocabulary development/world knowledge

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Phonics knowledge to be coveredGrades 4-81. More complex vowel spellings2. More structural analysis (compound words, affixes, etc.)3. Multisyllabic words4. Syllabication strategies 5. Word origins (Greek and Latin roots)6. connected text reading7. Vocabulary development/world knowledge

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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?

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Our Workshop on Phonics

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Basic Phonics:

build vocabularydevelop phonological awareness learn letter-sound correspondences

What to cover in our Phonics instruction?

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For today

Part 1 Basic PhonicsPart 2 Advanced Phonics (X)Part 3 Phonics Activities, examplesPart 4 Phonics in Tainan textbooks

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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

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1. Phonics

自然發音法

自然拼音法

字母拼讀法

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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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語音結合 (blending)for reading

語音拆解 (segmenting)for spelling

4. 音韻覺識的發展

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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5.基本句型

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韻文和歌謠的 Phonics 活動—聲音階段

1. Meaningful sound input for vocabulary2. Phonological awareness(3. Letter-sound correspondences)

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韻文和歌謠的 Phonics 活動—聲音階段

1. Meaningful sound input for vocabularye.g. 聽音辨認圖卡口頭中英、英中翻譯

2. Phonological awarenesse.g. 口頭玩弄聲音遊戲圖卡分類聲韻遊戲

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

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韻文和歌謠的 Phonics 活動—文字階段

1. Meaningful sound input for vocabulary2. Phonological awareness*3. Letter-sound correspondences

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1.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)

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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 )

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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

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jay say pay day play (-ay)

hen pen ten men yen (-en)

talk walk chalk balk (-alk)

mother brother other (-other)

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See vowels in rimes

-ea- /i/ /e/

-eam /i/ team stream cream dream

-ear bear pear tear

-ear /I/ dear fear hear near tear

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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

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Part 3 Phonics activities, examples

1.A textbook on the alphabet2.A workbook on phonics3.Writing activities for phonics

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3. Writing Activities

(facilitating phonics)

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Prephonic SpellingChildren experiment with prephonicspelling 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.

孩童的拼字發展過程

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Sometimes a word is representedwith a picture, and sometimes

with letter-like symbols. There may be the beginning of

directionality from left to right.

Prephonic Spelling

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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.

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Usually the initial sound and occasionally a final sound is

represented.

e.g. B, BD (bed)

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Letter names are used to represent sounds.

Often consonants are used and vowels are ignored.

e.g. KR, TL

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Phonetic Spelling

In phonetic spelling, writers record words using an almost perfect match

of letters and sounds. Particularspelling of sounds can occur in a self-formulated style of spelling.

e.g. sbring, sdudent

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Other phonic activitiesActivity 1: Picky Nicky

Activity 2: Scan your materials

Activity 3: Scan your textbook

Part 4 Phonics in Tainan Textbooks

1 ladders to literacy— phonics approach 張芳琪 國立嘉義大學外國語言學系 2009/10/21

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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