Phonic Presentation. Suria 1

8/12/2019 Phonic Presentation. Suria 1

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Preschool Teachers of Johor State


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WHAT IS

LITERACY ?


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Early literacy is everything children know aboutreading and writing before they can actually read andwrite.As a teacher

The most important thing you can do isprovide an atmosphere that's fun,

verbal and stimulating environment.The focus should be fun and offer

your child plenty of opportunities to talkand be listened to,

to read and be read to, andto sing and be sung to.


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Listening

Speaking

Reading Writing

Literacy Skills


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Beginning Reading Skills

1. Look and say (Sight words) instantlyrecognizable words

2. Phonics learning about letters and soundsthey represent

3. Key words system

4. LEA (Language Experience Approach)


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1.LOOK AND SAY METHODball

catbag

* Use flash cardslabel things in the classroom


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Introduce High FrequencyWords

(using look and say method)

I and my eatwe the isin for it

you he goon she at


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ENGLISH LANGUAGE CURRICULUMOBJECTIVES

The English Language Curriculumaims at enabling pupils to:

Listen actively with understanding. Express themselves orally in simpleEnglish.

Read common words and simplesentences independently. Write words and simplesentences.


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How .? What skills.?

1. Look and say (Sight words) instantly recognizable words

2. Phonics learning about letters andsounds they represent

3. Key words system

4. LEA (Language Experience Approach)


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Why Phonics is the best way:

Phonics reading is an important part ofhelping children learn to read.

Most phonics programs teach children therelationship between each letter and its sound.

Therefore

Learning phonics is an excellentfoundation for children learning toread and spell.


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What are phonics?

Phonics is the word used to describe thesounds the letters make.In simple terms,

The Sounds of the Letters For example :- the word 'cat' can be readfrom its three sounds: c- -a- -t .

These are not the names of the letters as wesay them in the alphabet, but the sounds theseletters make.


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Likewise, the word 'thick'is made up of three sounds:

th -i-ck,where pairs of letters combineto make a single sound.

Similarly, 'rash'is made up of three sounds:

r -a-sh.


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Early Phonics


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You tube-1. new ABC phonicslow version

2. New ABC phonic fast version3. The alphabet song in phonic4. Phonic alphabet ABC song


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Alphabet Phonics


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Teaching letter soundsgives children the

ability to work outsimple words which canbe sounded out, wordslike: bed, cat, log, pig,fish, deck, thin, etc.


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For example,

when the children have been taught thesounds 'a', 'b', 'c' and 't',they can be shown how to run the sounds

together to make these words:

batcatcab


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..ap song


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..ou and ..ow song


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Phonics Teaching Methods

BlendingMethod


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Show video

1. Sound blending2. Blending lesson

How to teach?


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Consonant Blends


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Consonant Blends


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As the children learn to blend three-letter words together,such as:

m-o-m h-o-th-i-m t-o-pd-a-d g-e-t

Let try it together


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they can begin to read simplechildren's books written witha limited range of words.

This will get them started onsimple reading skills, and they

will enjoy reading sentencessuch as:


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Tom can get a dog

Len can run and run.

Meg, let him dig.


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Vowel Soundsa e i o u


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Vowelsa e i o u

apple egg ink orange umbrella

ant elephant igloo oil under

arrow elbow insects octopus uncle

axe envelope ill ostrich ugly


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Short Vowel Soundscat, h e n, f ish, d og, d uck


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Long Vowel Soundscake, orang e , p izza, t oaster, c ub


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Silent LettersLetters wordsH hour honestK knife Knee KnowledgeW two answer writeT listen whistle oftenG feign foreignerB lamb subtle bomb

L would could


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The Word FamiliesNo Level 1: Consonant Sounds1. man can pan fan van2. hat cat fat mat bat rat

3. tap cap map sap lap nap4. dam ham jam ram yam5. bag wag tag rag6. net pet wet jet vet7. hen pen ten den8. bed red leg peg keg9. tin fin pin bin win10. log dog jog fog bog

No Level 1: Consonant Sounds11 mop hop cop top12. cot tot dot pot hot

13. rub cub tub cup pup14. hug bug jug mug rug


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The Word Families cont No Level 2: Consonant Clusters1. clam clap clog club clip2. flag flat3. plum plan plug4. crab crib5. drum drag6. frog7. pram8. stag step stop stem

9. bell well yell hill mill drill doll10. dress cross kiss press11 fist rest dust nest vest12. gift left lift soft13. lamp stamp stump jump plump

No Level 1: Consonant Sounds14. desk tusk belt melt kilt quilt15. band hand sand pond bend16. ant tent17. silk milk18. duck lock sock neck black rock19. bank sink pink drink trunk20. king ring sing swing21. chin chip chest22. thin moth cloth broth23. ship shell fish shop dish


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Consonants Digraphs


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Consonants DigraphsConsonantsDigraphs

Words

ch ch air ch alk ch icksh sh oe sh ip sh out

th th is th ose th atwh wh at wh en wh ale


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chch as in chair

ch in ch op ch ip ch at

ch ick ch ain ch ild ch ase Read.Chip, chop, chip, chop

Chipper Chopper JoeOne big blowOuch! My toeChipper Chopper Joe


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shsh as in shoe

sh op sh ip sh ut sh ed

sh ell sh arp sh out sh ark Read.

She sells sea- shellson the sea- shore.


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thSound Unsoundth is th inth at th ickth em th umbth ey th ank

Read.

Three tens and th ree areth irty- th ree.


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whwh as in wheel

wh at wh en wh eel

wh ite wh ale wh eat Read.

Which whistle iswhite colour?


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3.THE KEYWORDS SYSTEMCan be used in theme based languageE.g:

A shirtA red shirtThis is a red shirtI like my red shirt

Theme: ClothesSubstitute shirt with shorts, trousers, dress, skirt etc


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A cat .A fat cat .This is a fat cat .The fat cat likes fish.I like my fat cat .

Theme: AnimalSubstitute cat with other animals


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Read -ai-

When a word has two vowels together,the first vowel is usually long and thesecond vowel is silent. The long "a"sound can be spelled "ai" or "ay."

tail mail

ray sail

rain pail


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Read -c & g-

Hard c and g are usually followedby a, o, or u. Soft c and g areusually followed by a, i, or y.

goat carrot

mice cent

giant corn


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The letter c makes two sounds the /k/sound and the /s/ sound.

When c is followed by a consonant(except h ), it makes the /k/ sound.

When followed by the vowels a , o , oru , it also makes the /k/ sound

When c makes the /k/ sound, that is

called its hard sound.Examples of the /k/ sound: cat,cottage , cave , cream , curious , andclever

Is the Sound Hard or Soft ?


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when it makes the /s/sound, that is called its softsound.

Examples of the /s/ sound:

as in cent , race, city, fancy,centre , ceiling , circle , and cycle

When c is followed by e , i ory , it has the sound of /s/


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Similary, When g is followed by i , e or y , it sounds soft like /j/Examples of the /j/ sound : gym,gem, gentle , giant , and gymnastic .

Otherwise, g sounds hard as /g/Examples of the /g/ sound: gold,

gallon , gold , guide , glass , and grow .


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Read -silent e-

When a word ends with "e,"the first vowel is usually longand the "e" is silent.

cane rake

cavecake

grape lake


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Read -silent e- When a word ends with "e," the firstvowel is usually long and the "e" is silent.

bone nose

rope home

rose stone


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Read -ee & ea-

When a word has two vowels together,the first vowel is usually long and thesecond vowel is silent. The long "e"

sound can be spelled "ee" or "ea."bee meat

wheel dream

tree leaf


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Read -oo & ue-

The letters "ue" and "oo" are specialvowels. Their sounds are long, butthey do not follow the two-vowel

rule .spoon moon

tooth poolglue blue


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d

Did the dog do it?

ar The car and star go far.

ea I had tea at the sea on a seat.


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e A wet hen went to bed.

f Five fat frogs.

g Go and get the goat.


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h

The hen had the hat.

i

In went the indian.

j Jump, jog or jiggle.


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r

The rabbit ran really fast.

s

The sad sun sat in the sky.

t The ten tins fell in the tub.


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th

That thick thong was thrown.

ee I can see the green tree.

u A pup in the cup ate the bun.


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v

A dog went to the vet.

w

Will the spiders web get wet?

x The wax fell into the box.


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y

Yes, paint a yellow chick.

z The zoo had a zebra.


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Oral Blending Oral blending exercises helpchildren hear how sounds are puttogether to make words so thatthey can begin sounding out words

independently as they read .

Blending activities:-


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Activity 1Guess It

.For example, you might tell children that you are thinking of the names ofclassroom objects.

Teacher: "I'm thinking of classroomobjects. It's a /p/ ... en. What am Ithinking of?"Children: "A pen!"Continue with other categories such aszoo animals,, numbers, colors, orhousehold items.


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Oral Segmentation

Oral segmentation activities helpchildren separate words intosounds, helping kids build skillsthat will support spelling.

Activity 2

What's the Sound?


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What s the Sound? What's the sound that these words share?

Listen to these words. Sad and silly are these two words .

Tell me what you've heard. (ssssssss) With an /s/, /s/ here and an

/s/, /s/ there.Here an /s/, there an /s/,

everywhere an /s/, /s/./S/ is the sound that these words share.

We can hear that sound!

Singing to the tune of "Old MacDonald

As you continue to sing the song, replace the words "sad and silly"with other pairings such as "mop and money"; "leaf and lucky"; and"ten and table."


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Have children draw three boxes Explain that you are going to say a list of words. Each word contains the sound /s/,

some at the beginning, some in the middle, and some at theend.

If students hear /s/ at the beginning of the word, they aretoplace the counter in the first box ; if they hear it in the

middle,the counter goes in the second box ; at the end of the

word, inthe last box .

Begin with the following word list : send, missing, sock,bus, less, passing, messy, safe.

Continue the game with other sounds.

Activity3

Where Is It ?This activity helps youngsters differentiate sound position in words.


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As you integrate phonemics into your teaching, you will be taking

a vital step toward ensuring yourstudents' long-term readingsuccess.

Learning Phonics with Fun


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Learning Phonics with FunThis is a very simple game. You need to write a letterand tell the child what sound it makes.

1. Choose some letters.2. The children will hold the letter card and will saytheir sound.

3. Now make a game, giving an indication to the childto make his / her sound.

4. For example sounding out the CVC word like 'cat'ask three children to hold a, c, t letters, tell themwhat sound each of the letter makes.

5. Now they have to jump and sit or just call out theirsound in the right sequence of letters eg. c-sound,a-sound and t-sound.

Children holding the letters will say it in a speed c-a-t

most probably it will be heard like 'cat'.


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Other examples such asb-a- t.bat m-a-t.mat f-a- t....fat h-a- t.hat p-a- t.pat r-a- t.rat s-a- t.sat

Here are some more examples:


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Single letters making their own sound:

fog: f-o-gcup: c-u-pdig: d-i-g

ten: t-e-n jam: j-a-mhuge: h-u-g-ssits: s-i-t-slogs: l-o-g-s

buns: b-u-n-s

Here are some more examples:


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Pairs or groups of letters making a

sound (e.g. ch, sh, ck.)chess: ch-e-ssfish: f-i-shthen: th-e-nshed: sh-e-ddash: d-a-sh

chips: ch-i-p-ssack: s-a-ck

hill: h-i-ll


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Thank you


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I can smell.


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I can smell a flower.


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I can smell smoke.


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I can smell cheese.


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I can smell perfume.


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I can smell farmanimals.


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I can smell garlic.

Wh ll?


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What can you smell?


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Example of call list


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CVC Rhymes:

o bad

o dad

CVC Rhymes:

o bag

o rag

o sagCVC Rhymes:

o cano fan

o man

o pan

Other Rhymes:o span

CVC Rhymes:

o bato cat

o fat

o hat

o mat

Other Rhymes:o chat

Example of call list

Phonic Presentation. Suria 1

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