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Phonics
Instructions
and Activities

• ??? Jenny

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Whats wrong with phonics?

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Phonics Matters

• ? Teachers concepts and motivation
• ? Learners concepts and motivation
• ? Phonics knowledge
• ? Phonics instructions / strategies
• ? Textbook

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Phonics Matters

• ? Supplementary materials
• ? Teaching aids
• ? Time limit
• ? Assignment
• ? Assessment

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What is Phonics?

• The knowledge of
• letter-sound correspondence

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What is Phonemic Awareness?

• the sensibility to and the awareness of the sound
  structure of a word

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Difference between Phonics and Phonemic Awareness

• Phonemic awareness
• deals with sounds in spoken word.
• Phonics
• deals with the relationship between sound and
  letters.

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Why Phonics?

• English is an alphabetic language in which
  printed letters correspond to sounds.
• Phonics ability and phonemic awareness are
  necessary for young children to acquire the
  alphabetic principle.

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How does phonics help EFL learners?

• Reading
• (decoding and comprehension)
• Spelling
• (spelling and memorizing English words)
• Pronunciation

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Disadvantages

• Not one to one correspondent
• tape, tap, tall, taro, ago, any, orange
• to, too, two, true, threw, through, shoe
• read, boat, ship, chip, this, think, phone
• know, kite, lamb, write, watch, light, Wednesday

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Phonics Categories

• Single consonants --- b, c, (21 consonants)
• Short vowels --- a, e, i, o, u
• Long vowels --- a_e, e _e, i _e, o _e, u _e
• Vowel digraphs --- ai, ay, ea, ee, oa, oo
• Diphthongs --- ou, oy, ow
• r and l controlled vowels --- ar, er, ir, or, ur,
  
• 
  -all, -ill, -ell,

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• Consonant digraphs --- ch, sh, th, wh, ph, wr,
  kn, qu, ng
• Consonant cluster --- bl, br, cl, cr, dr, fl, fr,
  gr, pl, pr, sk, sl, sm, sn, sp, spl, spr, st, tr,
  str, nk, nd, nt,
• Others
• s --- sun / is / sure / treasure
• c --- cat / city
• a --- ago / baby / apple / car / ball / sea

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Sequence of phonics instruction

• Letter name letter form
• letter sound
• (Mostly consonants short vowels)

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Phonics instructions

• 1. Traditional
• a. Analytic / indirect / implicit method
• b. Synthetic / direct / explicit method
• 2. Constructive
• a. Spell based
• making words
• word study picture sort word sort
• b. Compare/contrast and analogy eat,
  neat, meat

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Phonics Related Ability

• ? Reading with phonics
• letter? letter-sound correspondence? blending
• ? Related ability
• 1. Letter knowledge (pre-phonics level)
• 2. Letter-sound correspondence
• 3. Phonological awareness

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Importance of Letter Knowledge

• The two best predictors of early reading
  success
• Alphabet recognition
• Phonemic awareness
• Adams, Beginning to Read

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Teaching Guidelines

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• 1-1-2 ?????????
• 2-1-1 ???26????
• 2-1-2 ?????????
• 3-1-1 ????????????
• 3-1-3 ????????(phonics)?????????
• ????
• 4-1-1 ????????????
• 5-1-1 ????????????26??????

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Letter Knowledge Instruction

• Letter Names Letter Forms
• -- Alphabet recognition
• Letter Sounds
• -- ? Phonemic awareness
• -- ? Phonics
• Meaningful Association
• -- ? Word recognition ? ? Chant Song ? ? Reading

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Letter Names Letter Forms-- Alphabet
recognition

• Introducing capital letters and small letters
• ? Focus on pronunciation
• /i/ b, c, d, e, g, p, t, v, z
• /?/ f, l, m, n, s, x
• /e/ a, h, j, k
• /ai/ i, y
• /u/ q, u, w
• o and r

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Letter Names Letter Forms-- Alphabet
recognition

• 2. Four Skill Activities
• ? Listening ? Point to (letters on the
  board)
• ? Show Me (using cards)
• ? Speaking ? Speed Reading
  (class/group/pair)
• ? Poker Game

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Letter Names Letter Forms-- Alphabet
recognition

• 2. Four Skill Activities
• ? Reading
• ? Ordering Game (using
  cards, time keeping)
• ? Pair up (using cards,
  time keeping)
• ? Memory Game (using cards)

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Letter Names Letter Forms-- Alphabet
recognition

• 2. Four Skill Activities
• ? Writing instruction ? Format (notebook
  lines)
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• ? Say
  and Write
• (in
  class practice)

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Confusable Letter Pairs

• b, d, looking at me
• p, q, point to my shoes

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Letter Sounds-- Phonemic awareness

• Introducing letter sounds
• ? Cat Dog
• ? Avoid too much information and
  confusion
• a, a, a, /æ/, /æ/, /æ/. A, a,
  apple.
• ? a, /æ/, apple.
• ? Focus on pronunciation
• a b c d e f g h i j k l m n o p
  q r s t u v w x y z

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Letter Sounds-- Phonemic awareness

• 2. Phonemic awareness training
• ? Listen for the beginning sound apple,
  ball, cat, dog, egg, fox

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Listen for the Beginning Sound

• Can you say (Tune Happy Birthday)
• Can you say the first sound?
• Can you say the first sound?
• Its the first sound in cat?
• Can you say the first sound?

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Letter Sounds-- Phonics skill

• 3. Phonics skill training Manipulating the sound
• ? Making words

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Making words for EFL Beginners

• Use short vowels and consonants
• Begin with two-letter words
• Make CVC words
• Sequential consideration
• C, V ? V C ? C V C
• (Ex) c, a, t ? a t ? c a t
• End up with meaningful reading or ask students to
  make sentences with the words

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CVC Words for Beginners

• abc cab
• abedef bed dad
• abcdefgh bag
• abcdefghijk big fig kid Jack
• abcdefghijklmn man leg can
• abcdefghijklmnop mop cap pig
• abcdefghijklmnopqr red
• abcdefghijklmnopqrst bat hat rat
• abcdefghijklmnopqrstuvw sun van wig
• abcdefghijklmnopqrstuvwxyz six yo-yo zebra

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Sample Lessons of Making words, Word Sorting and
Reading

• Letters a i b c f g n t
• Make in at cat fat bat bag big
• Sort for in at ag ig
• Reading I see a cat.
• I see a fat cat.
• I see a bag.
• I see a big bag.
• I see a fat cat in a big
  bag.

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Meaningful Association

• ? Word recognition
• ? holistic way (apple, ball, elephant,
  umbrella)
• ? phonics way (bat, cat, hat / book, cook,
  look)
• 2. ? Alphabet/phonics Chants Songs
• ? finger-point reading
• ? pronunciation
• ? stress rhythm
• 3. ? Reading
• ? finger-point reading

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Alphabet Chants and Songs

• Give Me A, B, C
• A, A, A, give me A.
• B, B, B, give me B.
• C, C, C, give me C.
• A, B, give me A and B.
• B, C, give me B and C.
• Give me A, B, C.

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Phonics Chants

• ABC phonics chant
• Letter sound chant

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Phonics Chants

• Letter sound chant
• -at, -at! c, -at, cat!
• I see a cat.
• -at,- at! b, -at, bat!
• I see a bat.
• -at,- at! h,- at, hat!
• I see a hat.

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Phonics Chants

• Letter sound chant
• Show me, show me,
• show me a box.
• Here you are. x2
• Ox, ox, in the box!
• Fox, fox, in the box!
• Show me, show me,
• show me a box.
• Here you are. x2

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Phonics Songs

• http//www.kiddyhouse.com/Songs/alpha/a.html
• Phonic Song A
• Ants on the apple a, a, a Ants on the apple a,
  a, a Ants on the apple a, a, a "a" is the
  sound of "A"

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Handmade books

• Big books
• Small books

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Phonics Readers
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Phonics and RT

• R1 R2 Cat, cat , cat.
• R1 A cat.
• R2 A fat cat.
• R3 R4 I see a fat cat.
• R3 R4 Hat, hat, hat.
• R3 A hat.
• R4 A big hat.
• R1 R2 I see a big hat.
• All Look, the fat cat is in the big
  hat!

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Phonics Tongue Twisters

• Fuzzy Wuzz
• http//www.starfall.com/n/twisters/fuzzywuzz
  y/load.htm?f
• Fuzzy Wuzzy was a bear.
• Fuzzy Wuzzy had no hair.
• Fuzzy Wuzzy wasnt very fuzzy, was he?

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Phonics Tongue Twisters

• Peter Piper
• http//www.starfall.com/n/twisters/peterpipe
  r/load.htm?f
• Peter Piper picked a peck of pickled peppers
• A peck of pickled peppers Peter Piper picked
• If Peter Piper picked a peck of pickled peppers,
• Where's the peck of pickled peppers Peter Piper
  picked?

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Phonics Tongue Twisters

• Seashells
• http//www.starfall.com/n/twisters/shellysel
  ls/load.htm?f
• http//www.enchantedlearning.com/rhymes/Sh
  esells.shtml
• She sells sea shells by the sea shore.
• And the shells she sells are surely sea shells.
• Since she sells shells by the sea shore,
• I'm sure the shells she sells are seashore
  shells.

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Phonics Tongue Twisters

• Woodchuck
• http//www.starfall.com/n/twisters/woodchuck
  /load.htm?f
• http//www.enchantedlearning.com/rhymes/Woo
  dchuck.shtml
• How much wood would a woodchuck chuck,if a
  woodchuck could chuck wood?
• He would chuck as much wood
• as a woodchuck could,if a woodchuck could chuck
  wood.

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http//www.enchantedlearning.com/http//www.star
fall.com/n/level-b/index/load.htm?f
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1. Constant Continuous Instruction
Effective Phonics Instruction
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Effective Phonics Instruction

• 2. Incorporating phonics in vocabulary
  instruction
• SEE, HEAR, SAY and WRITE the words ----
• Using multi-sensory instruction
• Finger-pointing reading
• Letter- sound correspondence in reading and
  writing
• --- Say and write

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Example 1

1. a ag bag bag
2. a at cat cat
3. a at Pat Pat
4. a ra bbit rabbit
5. a ad sad sad
6. She is Pat.
7. She has a cat.

A A
Bag She is Pat. She has a cat.
cat She is Pat. She has a cat.
Pat She is Pat. She has a cat.
Rabbit She is Pat. She has a cat.
sad She is Pat. She has a cat.
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Example 2

1. a_e ave brave brave
2. a_e ave Dave Dave
3. a_e ake cake cake
4. a_e ame name name
5. a_e ace race race
6. This is Dave.
7. He is brave.

a_e a_e
brave This is Dave. He is brave.
Dave This is Dave. He is brave.
cake This is Dave. He is brave.
name This is Dave. He is brave.
race This is Dave. He is brave.
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Effective Phonics Instruction

• 3. Blending
• a, t ? at
• h, -at ? hat
• bas, -ket? basket
• basket, -ball ? basketball

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Effective Phonics Instruction

• 4. Segmentation
• Onset and rime c/at, n/ice
• Syllable segmentation to-day mon-key
• Spelling patterns -ight ?
• fight, light, might, night, right, sight,
  tight
• Compound word book/store, free/way, sea/food,
  side/walk school/bag, bed/time, door/bell, .

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Effective Phonics Instruction

• 5. Induction father, mother, brother ? ther
• Deduction ar ? car, card, park, smart

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Effective Phonics Instruction

• 6. Meaningful reading
• words, phrases, sentences, rhymes,
• songs and chants, tongue twisters,
• phonics readers, easy readers,..

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Mary has a cat. The cat is fat. Mary has a
pig. The pig is big. Mary has a bat. The bat is
on the mat.
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I sayLets play.Lets play all day.Lets play
at the bay.Lets play on the hay.

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Dadby Wiley BlevinsScholastic Phonics Readers

• I am Dad.
• I am sad.
• I am mad.
• I am a sad, mad Dad.
• Am I sad?
• Am I mad?
• I am a glad Dad.

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I Have a Coldby Grace MaccaroneScholastic Hello
Reader Level 1

• I have a cold.
• My ears are stuffy.
• My nose is runny.
• My eyes are puffy.
• Ah-choo! Ah-choo!
• I sneeze and sneeze.
• I blow my nose.
• Excuse me, please.

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Spelling Patterns

• 1. Collect high frequency spelling patterns
• un- -able -ight
• dis- -ful -ther
• en- -less -gry
• in- -ness -ought
• re- -tion -sion
• pro- -ing -all
• grand- -eep -ack

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all ar ea i-e
ball dark eat bike
fall park beat kite
tall marker neat like
mall market read drive
small supermarket teacher website