Published on March 11, 2014
Explicit Systematical Phonics Curriculum Design and Rationale English Course Design 102-1 Advising Pro: Dr.Yu-Lin Cheng Sean Chen 陳智文
Contextual Environment Where to teach? Elementary school classroom Whom to teach? EFL 4th-5th graders How long? An hour a week for 5 weeks
Curriculum Aim This curriculum aims to equip with knowledge of phonics generalization, letter combinations and explicit skills to sound out paired vowels and r-controlled vowels in a word.
Objectives Given a word reading test administered individually, a student will orally read a set of words with vowel pairs and r-controlled vowels correctly and independently in a reasonable period of time as judged by the teacher.
Curriculum Content Sounds of R-controlled vowels In some pairs the first vowel dominates. In some pairs the vowels "cooperate". In some pairs a new sound is created. (Burmeister, 1968, p. 2)
What rules to teach? Clymer, T. (1963). The Utility of Phonic Generalizations in the Primary Grades [with Comment]. The Reading Teacher, 16(4), 252-258.
Johnston, F. R. (2001) The utility of phonic generalizations: Let’s take another look at Clymer’s conclusions. The Reading Teacher. 55; 132-143.
Content Scope & Sequence Structured based on: *patterns with high utility of phonics generalization *patterns that are variable and less reliable but still common
Lesson No. Reader Title Phonics Skill (No. of words out of 3,000 most frequent words+regularity%) (Johnston, F. R. 2001 ） High-Frequency Words 1 • Cookie’s Week R-controlled Vowels: ar er ir ur dirt water garbage Thursday Saturday 2 • Two Feet Up, Two Feet Down • Sea, Sand, Me! • I Don’t Like Peas! Vowel Digraphs: ee 70 95.9% ea 88 49.6% feet each sea beach eat pea seashell see 3 • We Play on a Rainy Day • A Rainy Day • I Can Draw Vowel Digraphs: ai 76 75% ay 38 96.4% aw 11 100% rain play stay draw 4 • The Animal Circus • See Our Show • The Rainbow • Barney Owl • Monster Town Vowel Digraphs: ow 50 68% (snow) 24 31.9% (how) oa 16 95% show rainbow yellow owl town goat boat throw 5 • Sue Likes Blue Ambiguous Vowels: oi 14 oy 8 both 100% ou 81 43.2% (out) 33 17.8% (touch) ue unidentified Sue blue glue true
Schuele, C. M., & Boudreau, D. (2008). Phonological awareness intervention: Beyond the basics. Language, Speech, and Hearing Services in Schools, 39(1), 3.
Implement Resources Elkonin Sound Boxes 1. Identify number of phonemes 2. Place phonemes in order 3. Change phonemes into letters 4. Spell by writing words in the box
Implement Resources Videos : *Hooked on Phonics Learn to Read Second Grade Level 1 *http://www.bbc.co.uk/cbeebies/alphablocks/ *Selected readers
Teaching Methodology Synthetic phonics approach Students are taught to associate an individual letter or letter combination with its appropriate sound and then blend the sounds to build word recognition.
Why Synthetic Phonics? Ofsted’s (2010) report "the diligent, concentrated and systematic teaching of phonics is central to the success of all the schools that achieve high reading standards in Key Stage 1".
Why Synthetic Phonics? "Having considered a wide range of evidence, the review has concluded that the case for systematic phonic work is overwhelming and much strengthened by a synthetic approach,"(Rose, 2006, p. 20)
Assessment Word Reading Test Adapted from Phonological Awareness Test (Robertson & Salter, 1997) Subtest Item Decoding Vowel Digraphs R-controlled vowels
Implications of Better Practice "When y is the final letter in a word it usually has a vowel sound." works with a utility of 84% "When y is the final letter in a word it acts as vowel," becomes applicable 100% ! (Johnston, 2001)
Implications of Better Practice Teachers should put greater emphasis on the development of children's speaking and listening skills due to their intrinsic value and their provision of foundations for high quality phonic work. (Rose, 2005, 2006)
Implications of Better Practice In spite of the formality in design of best work, teachers should use multimodality to teach creatively considering individual differences in children's learning rates and styles. (Rose, 2006, p. 20)
(Rose, 2006, p. 86) L2 L1 confident & fluent
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