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.