teaching phonics in a fun way

7/24/2019 Teaching Phonics In A Fun Way

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Information : Learning to read using synthetic phonics for 5 8-year-olds.

This is a fully featured free app that teaches beginning readers to read, with a sample lesson

on the sounds sh !"!#, ch !t"!# th !$!, !%!# and ng!&!#

This app comprises ' sections, (i).,

*. Lesson

+. ord mart. Let/s 0ractise'. Let/s ay It

*. Lesson 1o(ers crucial s2ills :

3ecogni)ing sound-letter relationship1hildren are taught the phonemes !"!, !t"! !$!, !%! !&!, and the letters that

represent them. This 2nowledge is important in understanding grapheme-

phoneme correspondence. 4lenbding sounds to form words. They say the sounds that ma2e up a word

and merge the sounds together until they can hear what the word is. This s2ill

in (ital in learning to read.

egmenting words into indi(idual sounds1hildren are also taught to segment, which is the opposite of blending.

1hildren say a word and then brea2 up the word. This s2ill is (ital in being

able to spell words.1hildren also learn to recogni)e specic 6tric2y7 words words that are not

spelt or pronounced according to the phonic 6rules7 that they are taught.

+. ord mart1o(ers lateral epansion of literacy de(elopment: 1hildren listen to two tongue

twisters, two rhymes,and a song. The tongue twisters, rhymes and song ha(e

sounds that the learner has 9ust learnt. ords are highlighted in red as they are read

out.


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. Let/s 0ractise1o(ers practise eercises that reinforce learning :

0ractise * listening s2ill practice that de(elops children/s phonemic

awareness. It tests their ability to identify and distinguishphonemes taught. 1hildren are re;uired to match letters to their

phonemes

0ractise + 1hildren rst l isten to a word and then brea2 it down to its

constituents phonemes. The letters corresponding to the

phonemes are then pic2ed to spell out the word. This is a

listening s2ill practice that tests children/s decoding ability.

0ractise listening s2ill practice that challenges children/s memory.

1hildren are re;uired to pair letters and their sounds.


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'. Let/s ay It1o(ers sound recognition :i words are introduced for each phoneme taught. 1hildren can tap on the words to

listen to their pronunciation.


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Phonics Fun

INTRODUCTION

To a beginning reader, the act of reading can be a momentous task. Incorrectly taught, reading becomes a

burdensome and arduous chore. Taught correctly, reading motivates the child to want to learn more.

In recent years, there has been much debate about how children should be taught to read. While the use ofphonics has generally been advocated for this, the actual approach on how it should be used has beencontentious. However, recent research carried out in the UK and elsewhere has shown that a method calledsystematic synthetic phonics as opposed to other phonics approaches, such as analytical phonics! leads tobetter reading and spelling attainment among children.

PHONICS FUNS TEACHING STRATEGY

Use phonics as the primary first method to teach children to read.

Teach phonics in a systematic way across the programme.

"et lessons within a rich language environment that develops speaking and listening, reading and

writing skills.

Use a multisensory approach to teaching so that children learn using all their senses. This is vitalbecause all children learn differently.

THE PHONICS LESSONS

#hildren are taught three main things$

Graphemephoneme correspon!ence

#hildren are taught all the phonemes the smallest sound units capable of conveying a distinctmeaning! in the %nglish language, and ways of writing them down. These sounds are systematicallytaught in a particular order. &or e'ample, the first sounds that children learn are the sounds of the


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letters s, a, t and p.

"#en!in$

#hildren are taught to blend sounds to form words. They say the sounds that make up a word andmerge the sounds together until they can hear what the word is. This skill is vital in learning to read.

Se$men%in$

#hildren are also taught to segment, which is the opposite of blending. #hildren say a word and thenbreak it up into the phonemes that make up the word. This skill is vital in being able to spell words.

#hildren also learn to recogni(e specific )tricky* words + words that are not spelt or pronouncedaccording to the phonic )rules* that they are taught.

There are also fun and e'citing activities designed to reinforce what is taught in the lessons.

CONTENT CO&ERAGE IN EACH TOPIC

%ach topic comprises sections, vi(.,

-. esson

/. Word "mart

0. et1s 2ractise

. et1s "ay It

'( Lesson

#overs 0 crucial skills$

3 4ecogni(ing sound5letter relationship

#hildren are taught the phonemes and the letters that represent them. This

knowledgeis important in understanding grapheme5phoneme correspondence.

%'amples$ 6s65s 6765a 6t65t

3 8lending sounds to form words

#hildren are taught to blend sounds to form words. They say the sounds thatmake upa word and merge the sounds together until they can hear what the word is.This skillis vital in learning to read.

%'amples$ 6s6 9 676 9 6t6 : 6s7t6 or ;sat1

3 "egmenting words into individual sounds


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#hildren are also taught to segment, which is the opposite of blending.#hildren say aword and then break it up into the phonemes that make up the word. This skillis vitalin being able to spell words.

%'amples$ sat : 6s6 9 676 9 6t6

#hildren also learn to recogni(e specific )tricky* words + words that are notspelt orpronounced according to the phonic )rules* that they are taught.

%'amples$ a tap an apple

)( *or! Smar%

#overs lateral e'pansion of literacy development$

#hildren listen to two tongue twisters, two rhymes, and a song. The tongue twisters,rhymes and song have sounds that the learner has


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This is covered in the section, )Soun!s o/ Le%%ers*. Here, the child learns thephonemes sounds! of the %nglish language, as well as the graphemes letters!that correspond to those sounds.

S%ep ). Learn ho0 %o 1#en! soun!s an! se$men% 0or!s(

This is the central part of learning to read, and is taught in the )Lesson* section.When the child blends sounds to form a word, the child is, in effect, reading. Whenthe child segments a word into its constituent sounds, the child is actually spelling.Tricky words 5 words that do not conform to phonics rules 5 are also taught in thissection.

S%ep +. Re#a%e 0ha% is #earn% %o s%ories2 rh-mes an! son$s

=aintain the child>s interest with some vocal activities through )*or! Smar%*. 8yengaging the child in stories, rhymes and songs that have relevance to what istaught, we accomplish two things$ one, learning is reinforced? two, the child learns toappreciate language arts.

S%ep ,. Prac%ise %he s3i##s #earn%

2ut into practice what has been taught by doing the e'ercises in )Le%4s Prac%ise*.Three practice e'ercises are provided per topic to strengthen the 0 basic phonicsskills$

i phonemic awareness

ii blending6decoding

iii segmenting6encoding

S%ep 5. App#- %he s3i##s

@pply phonics skills to read new words that have the phonemes already learnt, byfollowing )Le%4s Sa- I%*.

S%ep 6. Un!ers%an! ho0 En$#ish is use! in e7er-!a- con%e8%

earn the proper use of %nglish in terms of correct vocabulary, grammar,intonation and pronunciation! in everyday situations. This is covered in )Le%4sSpea3*.

Fea%ures. Le7e# ' con%en%s. Le7e# ) con%en%s.


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teaching phonics in a fun way

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