Teaching reading through phonics
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This document discusses teaching reading to level 1 pupils using phonics. It begins by asking teachers to reflect on their current reading teaching approaches. It then outlines the two main reading teaching methods - phonics and whole language. The KSSR advocates for phonics. Various phonics terminology is defined, like phoneme, grapheme, blending, and segmenting. Example classroom activities for teaching blending and segmenting words are provided, like modeling blending, toy talk, and saying the sounds. Points to consider for effective phonics instruction are highlighted. Teachers are then asked to plan and demo a mini phonics lesson using words from a story.
Teaching reading through phonics
- 1. TEACHING READING THROUGH PHONICS KSSR YEAR 2 TRAINING KUNAK 2011 -CCJ- -CCJ-
- 2. TEACHING READING TO LEVEL 1 PUPILS REFLECT… How do you teach reading to Level 1 pupils? What is your favourite approach/technique/strategy for teaching reading? What activities do you normally conduct in your reading classes? -CCJ-
- 3. TWO MAIN METHODS OF TEACHING READING Phonics: Children learn reading by associating the sounds of English and the letters or combination of letters that produce them. Whole-Language (Look and Say): Children learn reading by memorizing words as whole unit. KBSR: Whole-language KSSR: Phonics -CCJ-
- 4. PHONICS the main approach advocated by MoE for …is the teaching of reading in KSSR. What do you know about Phonics? Activity 1: Jot down everything that you know or any ideas that you have about Phonics on a piece of paper. Activity 2: In your group, match the terminologies to the correct definitions/explanations. Tasksheet -CCJ-
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- 6. TERMINOLOGIES Phonics – Correlation between sounds and letters. Phonetics – Classification of speech sound, especially with regard to the physical aspects of their productions. Phoneme – Basic sound unit of speech. Alliteration – Repetition of the first letter sound in a phrase. Grapheme – A letter or group of letters representing one sound. E.g. s, p, n, sh, ch -CCJ-
- 7. TERMINOLOGIES Diphthongs – Two adjacent vowel sounds occurring within the same syllable. E.g. oa, oi, ea. Digraphs – A pair of letters representing a single speech sound. E.g. ph as in pheasant. Blending – Drawing individual sounds together to pronounce a word. Segmenting – To split up a word in its individual phonemes in order to spell it. -CCJ-
- 8. TERMINOLOGIES Grapheme-phoneme correspondence – Converting grapheme to phoneme when reading aloud (decoding written words). Phoneme-grapheme correspondence – Converting phoneme to grapheme when spelling words (encoding words for writing). Decodable words – Words that can be decoded using the phonics principles. Non-decodable words – Words that do not follow the phonics rules in the way they are spelled (also known as tricky words). -CCJ-
- 9. PHONICS PRESENTATION SLIDES FROM BPK -CCJ-
- 10. TEACHING READING USING THE PHONICS METHOD Now that we already know what Phonics is, how would we use it to teach reading in our classroom? -CCJ-
- 11. What does it involve? Teaching letters (graphemes) Teaching sounds (phonemes) Teaching letter-sound (grapheme-phoneme) and sound- letter (phoneme-grapheme) correspondence -CCJ-
- 12. Children are taught how to read by teaching them how to… …blend component sounds all through a word. …segment words into their component sounds. -CCJ-
- 13. ACTIVITIES FOR BLENDING Some Ideas for Classroom Teaching -CCJ-
- 14. Activities for Blending Adults Modeling Oral Blending “This is a story b-oo-k.” “Please s-i-t.” The caterpillar likes f-oo-d.” -CCJ-
- 15. Activities for Blending Toy Talk Introduce to the children a soft toy that can only speak in „sound-talk‟. Teacher: “What would Charlie wants for breakfast today?” Charlie: “Ch-ee-se.” Teacher demonstrates how to blend the sound to form the word „cheese‟. Other variation: Robot Talk. Introduce a robot doing sound-talk in robot voice. -CCJ-
- 16. Activities for Blending Which One? Lay out a selection of pictures. E.g. moon, leaf, cake, pie (words from „The Very Hungry Caterpillar‟). Sound-talking toy says the names of the objects in the pictures in sound-talk. With teacher‟s guidance, children put the sound together and say the word. -CCJ-
- 17. Activities for Blending I Spy Lay out a selection of objects or pictures of objects. “I spy with my little eye a l-ea-f.” Children say the name of the object and hold it up. -CCJ-
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- 20. ACTIVITIES FOR SEGMENTING Some Ideas for Classroom Teaching -CCJ-
- 21. Activities for Segmenting Toy Talk Invite a group of pupils to talk to the toy in sound-talk. Teacher: “Let‟s tell Charlie what this is.” (Pointing to a book). Children: “B-oo-k”. Leave the sound-talk toy freely available to the children to practise and experiment with sound-talk. -CCJ-
- 22. Activities for Segmenting Say the Sounds Choose some objects with three-phoneme names that you are sure the children know and hide them in a box or bag. Allow one child to see an object then say the separate sounds in the name of the object (e.g. p-e-n). The other children blend the sound together to make the word. -CCJ-
- 23. Activities for Segmenting Count the Phonemes When children are used to oral blending, introduce the idea of counting how many phonemes they can hear. E.g. “m-oo-n, moon. How many phonemes can we hear? Let‟s use our fingers to help us: m- oo-n; one, two, three phonemes.” -CCJ-
- 24. More Blending and Segmenting Activities Activitiesfrom Scholastic Red Phoneme Segmentation Strategies for Tricky Words -CCJ-
- 25. Points to Consider… Children who can hear phonemes in words and sound them out accurately are generally well placed to make a good start in reading and writing. Children need to hear the sounds in the word spoken in sound-talk immediately followed by the whole word. The purpose is to model oral blending and immediately give the whole word. -CCJ-
- 26. Points to Consider… Segment and blend only the last word in a sentence or phrase. Over time and with lots of repetition, children will get to know the routine and provide the blended word. Toy is preferable to a puppet because children can watch the teacher‟s face and mouth to see the sounds being articulated. Enunciate phonemes very clearly, avoid „uh‟ e.g. „sss‟ and not „suh‟; „mmm‟ and not „muh‟. -CCJ-
- 27. Points to Consider… Avoid words with adjacent consonant, e.g. „sp‟ as in „spoon‟ as these will probably be too difficult for children at early stages of practising blending and segmenting. Once children have been introduced to blending and segmenting, they should be practised hand in hand as they are reversible processes. -CCJ-
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- 30. Group Task Select three words from the story „The Very Hungry Caterpillar‟ by Eric Carle that you would like to teach to your pupils during your reading class. Plan blending and segmenting activities to teach the words to your pupils. Conduct a demo mini lesson on blending and segmenting. -CCJ-