Phonics 44 and contemporary literacy

Title: Phonics-44 and Reading Literacy Kay Yong, Khoo BSc.(MU); MSc.(ITE) (HKU); EdD(HKU)

Contemporary Literacies & Contemporary approach to literacies

What are contemporary texts?

Voice Images Temporal text

What are the skills required?

Higher order thinking skills

Communicative skills

Reading, Writing, Speaking, Listening and ….. VIEWING and REPRESENTING

Contemporary Literacies & Contemporary approach to literacies

The affordance of different modes in communication

Contemporary Literacies & Contemporary approach to literacies

The affordance of different modes in communication – Written text

Contemporary Literacies & Contemporary approach to literacies

The affordance of different modes in communication – temporal and ubiquitous advantage

Contemporary Literacies & Contemporary approach to literacies

The affordance of different modes in communication- Digital functionalities

Ministry of Education (2006) of Ontario,

Canada, has incorporated multimodal texts into the curriculum for young children as early as at stage one (p. 45). Multimodal texts are referred to as media texts in the curriculum, and are introduced in the English Curriculum guide as one of four strands: oral communication, reading, writing and media literacy.

In the UK, a new primary curriculum is being reviewed and this will be implemented in 2011. “Viewing”, is defined as a skill necessary for understanding and responding to information, and “broadcasting” is identified as one of the key skills required to present ideas and opinions. (Department for Children schools and families UK, 2009).

Australia has a long history of incorporating multimodal texts into the context of English learning (Curriculum Corporation., 1994; New South Wales Board of Studies, 1998). In the recent outlined Australia National English Curriculum, systematic exploration and production of multimodal texts have been introduced throughout the school years (National Curriculum Board, 2008).

MOE Singapore has also introduced new English Language Curriculum in 2010 for primary and secondary schools to be implemented from 2010. In the new curriculum, viewing and representing skills are introduced as receptive and productive skills to incorporate a wide range of literacy information/functional texts (Singapore, 2010)

There is an acknowledgement that the English Curriculum has to evolve according to the changing world to prepare children for the opportunities and challenges of life in the 21st century.

Contemporary Literacies & Contemporary approach to literacies

Multimodal texts in contemporary communication approaches

Images Sounds Temporal message Spatial message

Written texts gestures

Written texts Phonics 44

Most children usually are quite at home with movement. They begin to learn about the world by acting on objects and people, and they “think with their bodies” well before they think with words.

Children learn about the basic structure of words by seeing the relationship between things.

Why Phonics?

Chinese— 看字识义

Chinese— 看字识义

睛 清 蜻 晴 ……

a flag

flag

a tfl

a nkth

a emfr

Knowledge? Or Skill? PHONIC

S

蛾我卞下

e

bian

Xia

ˇ

ˋ

ˊ

wo

ˋ

字 拼音a-eapeate

sale

ale

/eI/

/eIp/

/eIt/

/eIl/

/seIl/

字 拼音

What is Syntax?

Syntax

A sentence is a grammatical unit consisting of one or more words that bear minimal syntactic relation to the words that precede or follow it.

SYNTAX

粤语：你瘦过我。 / 你走先。

普通话：你比我瘦。 / 你先走。

SYNTAX

粤语：你瘦过我。 / 你走先。

普通话：你比我瘦。 / 你先走。leaveYou

first

thinYou I am

Contextual clues in words

sad

hurdleContext

hurdle

hurdles

MontessoriPhonics-44

Phonics –44

English WordsSpoken Written24 consonant sounds 21 consonant letters 20 vowel sounds 5 vowel letters--------------------------------------------------44 speech sounds 26 alphabet letters

a l

mb

n

o

p

q

r

t

s

u

c

v

d

e

f

g

h

i

j

k

w

x

y

z

bl

fl

cl

br

sl

pl

cr

gl

fr

dr

gr

pr

tr

sc

sm

sn

sw

tw

lf

lk nd

ld

lb pt

xt

mp

sk

sp

st

dd

gg

ll

nn

lm

ln

lp

lt

ct

ft

nt

ss

tt

zz

ff

ck

ng

sh

th

nk

th

ai

ea

ay

ee

i-e

ie

o-e

y

igh

oo

ew

u-e

ue

oo

aw

or

au

al

ir

ou

ur

er

ow

oi

air

oy

are

oa

ore

ear

a-e

oe

ar our

oor

ure

eer

ere

ch

er

abcdef l

ghijk

m s

rqp

n

xw

ovut

yz

/æ/

/b/ /h/

/ l /

/ //k/

/e/

/f/

/z/

/j/

/ks/

/w/

/v/

/t/

/s//m/

/n/

/r/

/g/

/p/

/kw/

/d/

/k/

/ i/ /Λ/

/ dз/

ac tp

mr

a ta ta t

eb git p

or buh g

a tflfl i p

ac mpor mp

Initial blends

Final blends

Double consonant sounds

Digraphs

eb llob ss

ish pis nk

ai

ay

a-e

t eaPhonograms

maiays

Initial blends

Final blends

Double consonant sounds

Digraphs

a ebl m

a esh k

24 consonant sounds

20 vowel sounds

Brother, father

Toefl , fancl

Tackle

Towel, hostel

Fast

Clerk

Got/pot

Little, litter

head, again

Quay

Three, tree

Forever

Coconuts

Of, off

sharpener

magnet

croissant

muesli

practised

basket

Wasted

method

beat bit

sad sat

home, aim

chef ,example

fat, Wednesday

clap , egg, leg, hand

market, again,

umbrella

plumber, bomber

moon book

knife, knob

caught, lounge

Debt, sharpener

their, aeroplane

flour, flower

tortoise

Practice 2

1. Guide, Repeat and Practise

2. Listen and blend

Reminder:Don’t distract; in progressive stages;

developmentally appropriate

Practice 1

CVC Initial blends

Final Blends

Double consonant

sDigraphs

Phonograms

Practice 1

cat/flat/flash/romp/bell/thing/smell/teeth/creep/

CVCInitial blends

Final Blends

Double consonant

s

Digraphs Phonograms

Practice 1

cat/flat/flash/romp/bell/thing/smell/teeth/creep/

cat

CVCInitial blends

Final Blends

Double consonant

s

Digraphs Phonograms

flat Romp BellSmell

Thingflash

CreepTeeth

Practice 1

hat/sharp/crash/smoke/melt/egg/tall/fork/teeth/

Practice 3

clear shake rose

firm say deer

Aim blur boat

Practice 3

clear shake rose

firm say deer

Aim blur boat

MELS introduces…..Six essential parts in English language learning

A to Z-Words & Images-Words & Sounds-Words descriptions-Phonics sounds (Single letters)

BASIC READING-Words & meanings-Basic reading-Responsive conversations-Phonics (CVC)

CRITICAL READING-Words & meanings-Critical reading-Phonics (Phonograms)-Expressive conversations-Grammar

EXPRESSIVE LEARNING-Words & meanings-Contextual reading-Responsive conversations-Phonics (Blendings)

COMPREHENSIVE READING-Words & meanings-Critical reading-Phonics (Phonograms)-Expressive conversations-Grammar

SYNTAX-Words & meanings-Sentences reading-Form sentences with words-Non-phonic words

Children's literature covers many types of texts from picture books to biographies. Children's literature empowers children. It motivates thinking, enhances language, and promotes cognitive development. Children not only become involved in the story, but they connect with the characters. If children love to read, their comprehension is higher, their vocabulary is extended, and their fluency becomes more evident.