MELS – Phonics in Literature2009/2010

Phonics –44 Multimedia Approach

English Words

Spoken Written

24 consonant sounds 21 consonant letters

20 vowel sounds 5 vowel letters

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44 speech sounds 26 alphabet letters

24 Consonant sounds

/p/ pen /l/ log /j/ yak

/b/ bad /m/ mop /z/ zip

/k/ cat /n/ net /ŋ/ ring

/d/ dog /r/ rod /З/ television

/f/ fan /s/ sun /θ/ thumb

/g/ gum /t/ tub / / then

/h/ hen /v/ van / / shop

/dз/ jet /w/ wig /t / chimp

20 Vowel sounds

/ æ / cat /aI/ kite /a / house

/ e / hen / / rose / I / coin

/ i / kid /u / moon /e / hare

/ / dog / / book /I / ear

/ Λ / sun / / saw / / poor

/eI/ cape / / car / / letter

/ i / bee / / girl

a

b

c

d

e

f l

g

h

i

j

k

m s

r

q

p

n

x

w

o

v

u

t

y

z

/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/

bat bat bat (show picture) who has a bat?who has a bat?cat cat cat (select a child to pick up the card)the cat has a bat.

(mat, hat……..)

mat mat mat (show picture) who has a mat?the cat or the rat?who has a mat?the cat or the rat?(select a child to pick up a card of his choise and get him to answer you)rat rat ratthe rat has a mat.

Each language has its own set of rules that the speakers of the language follow when they combine words into sentences. This is known as the syntax of a language. In Bronze books 5-8 children are introduced to simple but meaningful sentences (e.g. Mrs. Brown is a teacher). This is to avoid the children from applying words from the second language (English) into their first language structure.

Point to Ponder Meaning before form-Learners need to regard their errors in a positive way, to treat them as a normal part of learning. Explain to them that it is better for them to risk getting something wrong, than not to say anything. If their message is understood, then they have been reasonably successful. If they remain silent, they are less likely to learn. All learners need to experiment and make errors.

Forging Connections Between LifeLife and Literature

The Child’s Inner WorldThe Child’s

aesthetic World?

The Child’s Family World

Literature reflects

every aspect of their

expanding world

The Child’s

social World

The Child’s natural World?

The Child’s imaginary

World?

Here, here,here!Listen to my cheer!

Here,here,here!Shout out the sounds you hear!

The word today is “cat”Cat-cat-cat,What is the first sound you hear?

Developing

aural

attention span

listen

imitate

innovate

invent

Action reading is also introduced at this level. Children will listen to a story and as the teacher reads a sentence, the children will mimic the meaning of the action word (e.g. He jumps off the boat. The boy has a big smile on his face). This creates a fun way for the children to learn and as they are more involved during the session they are more likely to remember the words, rather than just passively sitting reading a book.

The text is most visible when the reader is most active. Children will be invited to “mimic” when the sentences are read. Comprehensive reading is an “inside-out” approach. It holds that readers produce meaning by attending to selected features of the text and using their prior knowledge to make sense of what appears on the page. Reading is a crucial skill, and improvisation develops out of the diverse range of potential encounters with the text. Dramatic texts tap readers’ prior knowledge of story grammar. Because they require oral expression, texts in sentences enable readers to use their familiarity with the sound of conversation, and provide readers with an immediate measure of comprehension.

Children will learn to judge what they read. They develop simple arguments supported by logic and evidence. They are able to repeat information, define simple “good” or “bad” statements. Then, as they are progressing, they are able to give examples based on what they read, and they make simplistic arguments.