introducing new innovative approaches into your english phonics lessons
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Introducing new innovative approaches into your English phonics lessons. November/December 2006 By: PY Loke (MSc., BSc. (USM)) E-Learn Dot Com Sdn Bhd. 24 Consonant Sounds. /b/ b ad /m/ m op /j/ y ak /k/ c at /n/ n et /z/ z ip - PowerPoint PPT PresentationTRANSCRIPT
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Introducing new innovative approaches into Introducing new innovative approaches into your English phonics lessonsyour English phonics lessons
November/December 2006
By: PY Loke (MSc., BSc. (USM))E-Learn Dot Com Sdn Bhd
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24 Consonant Sounds
/b/ bad /m/ mop /j/ yak/k/ cat /n/ net /z/ zip/d/ dog /p/ pen /Ʒ/
television /f/ fan /r/ rod /θ/ thumb/g/ gum /s/ sun /ð/ then/h/ hen /t/ tub /ʃ/ shop/ʤ/ jet /v/ van /ʧ/ chimp/l/ log /w/ wig /ŋ/ hang
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20 Vowel Sounds
/æ/ cat /aI/ kite /aʊ/ house
/e/ hen /əʊ/ rose /ɔI/ coin
/I/ kid /u:/ moon /eə/ hare
/ɒ/ dog /ʊ/ book /Iə/ ear
/Λ/ sun /ɔ:/ saw /ʊə/ poor
/eI/ cape /a:/ car /ə/ letter
/i:/ bee /ɜ:/ girl
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Short-term to Long-term Memory ApproachShort-term to Long-term Memory Approach
Short-term Long-term
Limited Unlimited
Replaceable Kept safely in placeRetrievable
Based on 3 features:Special
SelfEmotions
Rehearse/RepeatOrganiseElaborate
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3-Step Method By Dr. Maria Montessori
Step 1:
Say the word (name the object) and show them the picture (or show them the real object.)
Step 2:
Say the word (name the object) and invite them to find the picture (point out the object).
Step 3:
Show them the word (picture/real object) and ask them to say the word (name the picture/object)
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How do children learn to read?
Logographic- Letters only appear as a symbol/design/logo
Alphabetic- They begin to figure out words by using the letter-sound relationship
Orthographic- They are able to analyse how a word is said without referring to the letter-sound relationship
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Chanting activity
A rhythmic group recitation. Consistent rhythmic repetition
encourages children to take part. Rich in musical qualities. Teach natural rhythm, stress and
intonation Renew energy – informal Increase interaction
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Eurhythmics – by Jacques Dalcroze
Music and movements – rhythm Similar to dancing but systematically
combined – educational purpose Education through music : develop
children’s audio-visual, cognitive and physical abilities
Music trains spontaneity, reflexes, self-awareness and control, accuracy, memory etc.
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Music – songs
Develop language abilities Variety – sentence, vocab,
pronunciation, rhythms etc Develop multiple intelligences Promote active learning Enhance learner’s involvement
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BRONZE LEVEL
Goal: To introduce the 26 letters To introduce basic conversational
skills To develop children’s gross motor
and fine motor skills
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26 letters in the alphabet
A to Z Each letter has its own sound Associates each letter with a
few familiar objects Song Writing
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Listening Each letter with simple objects with
stress on the beginning sound Utilise flash cards (begin with
pictures, then only words)Suggestion: 1. Flash card activity
2. Picture game3. Sing songs
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OBJECT: Use chants
Pic/Object:
What is this? What is this?
Apple
AppleApple
This is an apple.
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WORD: Use chants
Word:
What is this? What is this?Apple (pic)
Apple (word)
What is this?What is this?Apple (word)
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Introduction to LETTER
Use body movements and chants:
aa
antappleant
applea for ant
a for apple
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Song
a for applea for ant
The sound of a is aaa
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Picture game
Distribute pictures Use a character to talk to children Tell children that this character only
likes certain things that start with a particular letter.
The children are supposed to show the pictures that share the same beginning sound with the things that the character likes.
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A-E-I-O-U
The vowels of the alphabetI know them all by name, oh!
a-e-i-o-ua-e-i-o-ua-e-i-o-u
I know them all by name, oh!
The vowels of the alphabet I know them all by name, oh!
[clap]-e-i-o-u[clap]-e-i-o-u[clap]-e-i-o-u
I know them all by name, oh!
The vowels of the alphabet I know them all by name, oh!
[clap]-[clap]-i-o-u[clap]-[clap]-i-o-u[clap]-[clap]-i-o-u
I know them all by name, oh!
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Speaking Simple questions:
What is this?Is this ….?
Simple answers: This is …Yes, it is.No, it is not.
Utilise software and flashcards/ real objects
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Reading- Words – names of objects related to
26 letters Utilise software (games) and flashcards
Suggestion: 1. Relate each sentence in the book with
an action.2. Game
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Quackers for Crackers
Materials: 2 chairs 2 (twelve-hole) muffin tins one saltine cracker for each child Plan: Divide the children into 2 groups and have them sit on
the rug in teams. This is a relay. Place the chairs about 5 feet from the relay teams. Place a cracker in each muffin slot, enough for each
team's members. At the signal, a child must waddle like a duck and quack
as she/he goes to the tin to get a cracker. Then, the child walks back to his/her team and tags the
next player. Continue until all have secured a cracker.
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Writing- The strokes of the letters.
Utilise softwareSuggestion: 1. Sensorial2. Use dough/string to form the letters 3. Human formations or body movements
of the letters
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SILVER LEVEL
Goal: To introduce CVC words To introduce basic conversational
skills To develop children’s reading ability
from single word recognition to reading simple sentences
To develop children’s gross motor and fine motor skills
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VOCAB: Use chants
Pic/Object:
What is this? What is this?
Bat
CatCat
This is a cat.
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CONVERSATION: Use chants
Pic/Object:
Bat bat batWho has a bat?Who has a bat?
Cat cat catThe cat has a bat
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CVC
Revise single letter sounds Combine two letter sounds Introduce a new single letter Combine all three
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READING: 5-Step Method
Read sentence to children. Explain. Read sentence, children follow.
Explain. Read the sentence to children, let
children fill in the blank. Let children read on their own. You
follow. Let children read totally on their
own.
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Games/Activities:
1. Read my mind (guessing game) – teacher to describe something and only use sounds (segmentation) and let the children guess
2.Draw it out – teacher to give the sound segmentation of the names of simple objects and get children to draw
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Based on themes- Vocabulary
Phonics sound- Phonograms (long vowel sounds)
Simple grammar
Sequencing
GOLD LEVEL
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PHONOGRAMSBooks and multimedia
- Vocabulary – new words related to theme- Long vowel sounds- Grammar
Suggestion:1. Find a song related to the theme and sing it with
children. Add body movements.2. Describe new words to them and ask questions.
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Games/ Activities
1. ‘Pictionary’ game – divide into teams, take turns to draw and let their own teams guess. Use words from the vocab part.
2. Phonogram families – distribute cards with consonants, blends, digraphs etc. Display a phonogram in front and ask the children who can form words with the cards they have to go to the front and say the word aloud – segmentation and whole word.
3. Sound Bingo
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The Classroom – this / that
What is this?This is a clock.What is this?This is a broom.This is a clock.This is a broom.
(Point to further objects)What is that?That is a lamp.What is that?That is an eraser.That is a lamp.That is an eraser.
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Fruits – Pronouns(conversational skill)
Jack: Hi. My name is Jack.Jill: Hi. My name is Jill.Jack: I am Jack. Jill: You are Jack.Jill: I am Jill.Jack: You are Jill.Jack and Jill: We are Jack and Jill.
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He is my fatherShe is my motherThey are in my familyHe is my brotherShe is my sisterThey are in my family
My Family – is / are(conversational skill and comprehension of the reading passage)
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Ocean – Conjunctions(conversational skill and explanatory skill)
I see a whale.I see a crab.I see a whale and a crab.a whale and a craba whale and a crab
The whale is big.The crab is small.The whale is big but the crab is small.