All About Teaching and Learning Phonics
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Another DIY idea.
I bought a Phonics folder coz' my gal said she really had to have it..
Temporary Marker is provided. In it, the paper that is used are the temporary marker can wipe away kind.
In each row, there are 3 or 4 pictures (confined in little windows) then below the pix C_T. After kiddo has fill-in the blanks, they can just pull the strip with the pix and then it will reveal the correct spelling...
After that can erase and do it again another day..
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Jedamum, i like the kah-choo book! Very cute!
Will definitely try to find it soon!
Thanks! -
buds:
thanks buds. I like the efficiency of this forum...adds to the ks flavour
When Chief not around,
we class monitors can
help too!
Cheerios!
:celebrate:
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I realized that there is a common misconception about how to use the Peter and Jane series.
Some parents are reading the Peter and Jane books to their kids. This is not correct.
The books are actually designed for children to read out loud on their own. The child should point to every word, and read every word aloud. Mommy should only say the word if the child has not seen this word before, or if the child has forgotten how to read the word.
For example, when reading book 1a :
Page 1: Peter
Point to Peter and read Peter. Ask the child to repeat.
Page 2: Jane
Point to Jane and read Jane. Ask the child to repeat.
Page 3: Peter and Jane
Point to Peter. Do not say anything. The child should be able to say \"Peter\".
\"and\" is a new word, so Mommy should read it and ask the child to repeat.
Point to Jane. Do not say anything. The child should be able to say \"Jane\".
In my kids' kindergarten, this is exactly what the teachers are doing (though they are using the sunshine and rigby readers). After completing every book, the teacher will write a comment to the parents, to tell us whether the child can point to the word and read, and how many words the child can recognize.
Even in the Berries Chinese class, at the beginning of every lesson, each child takes turns to sit in front of the teacher. The child has to point to every word in his book and read out the previous lesson. It is the same principle when teaching a child to read, whether in English or Chinese.
There is no use reading Peter and Jane to a child, because this is passive learning. The child can be thinking of something else and he/she will not learn anything at all. You can read the same book a hundred times, and the child may still not learn how to read, unless the child is very brilliant and attentive.
Reading aloud is a form of active learning. The child tries to remember what he has learnt before, and tries to read the word he is pointing at. His brain is actively thinking, trying to decode the word that he sees. This is the way to learn to read.
My boy also asks lots of questions as he reads the Peter and Jane series, and I answer all his questions, and it really helps to improve his comprehension skills. -
Source: http://www.literacytrust.org.uk/Pubs/hannaford.html
Read aloud and learn
Colin Hannaford
Children who fail in maths are commonly believed to lack aptitude. But what if they simply don't understand the concepts they are being asked to use? Maths teacher Colin Hannaford explains the Socrates method and how it can make the whole curriculum accessible to everyone.
The Socrates method of teaching is as old as mathematics itself. In rediscovering the method, I decided
to simply call it RA-AL. It may look like a snarl from the Lion King but it simply means Read Aloud and Learn.
It's astonishing how people's eyes light up when they hear this. You can explain how the right and left brain must work together to learn effectively until people's eyes glaze over, but just use those four simple words and they at once say, \"Oh, but that's how I always learn best.\" One teacher added,
thoughtfully, \"Probably because I'm a bit dyslexic sometimes.\"
Everyone is a bit dyslexic sometimes. There are occasions when we need to focus our attention and engage more faculties, to get our minds to really understand a text. Often we do this simply by reading aloud. Traditionally, teaching has focused on pupils listening or reading (silently) or watching the teacher writing or drawing diagrams on the board and (also silently) copying this down. Such lessons seem impressive: the teacher is in control and everyone is busy. But how many are learning anything?
The following conversation is a typical classroom scene at the start of term. \"Open your book,\" I request. \"Will someone read what it says at the top?\" A young voice begins, \"The addition and subtraction of whole numbers.\" \"Stop there,\" I say. \"I suppose you did a lot of adding and subtraction last year.\" All nod. \"So will someone tell me what adding whole numbers actually means?\"
Invariably, they can't. They do not know the necessary words. They cannot say that a number is the simplest name of a group and that addition is giving a group of groups its new simplest name. They can read, but they don't know what many of the words mean. At their age this is normal, but if it continues they will understand less and less in every future lesson.
Research has shown that the amount of knowledge children retain depends on the teaching method by which it is delivered to them. The three most common classroom activities in 'traditional' teaching fare poorly: by listening, children on average retain 5% of the information delivered; reading, 10%; and audio-visual techniques, 20%. By contrast, discussion (50%), practice by doing (75%) and explaining to others (90%) show significant improvements in the amount of knowledge retained.
Every teacher should know statistics like these. The most effective lessons ask pupils to read a text aloud, show their comprehension by explaining what it means, and demonstrate wider understanding by
discussing their ideas with others. The reason is obvious: the brain best remembers whatever has caused it to combine the most functions, to create the most associations. Sitting silently while listening and watching a teacher cannot do this.
Teaching what words and sentences in a mathematics textbook mean is rewarding work, but also time-consuming and tiring. By teaching children how to read and understand their textbooks for themselves,
to be confident, self-reliant and self-directed, the teacher can then focus on providing discussion, critical questions and, occasionally, additional information. But although many want to teach like this, they are nervous about beginning.
Pupils, whatever their age, deserve to hear the explanation for adopting this method. But once, when teaching a senior class, I did not do this. Within minutes, one girl slammed down her book. \"We're not
supposed to be able to read this rubbish and understand it,\" she shouted. \"It's your job to teach it to us.\"
As calmly as I could, I replied, \"Within a year you will be sitting in a room with a pile of university textbooks.\" I paused while the class contemplated this possibility. \"With no one else. Unless by then you can open books and read them with understanding, you might as well be dead. Now pick up your book - and read.\" The lesson continued successfully, but I should have tried to explain this first. That
is what I now recommend.
Most children today have no experience of careful reading and writing at home, or reasoned discussion. Of course they survive, but most are cruelly disadvantaged from their first school day. Encouraging pupils to discuss complex subject matter leads to greater insights and a real understanding of the subject that cannot be achieved by copying notes from the board. One day, shortly after I began
teaching this way, a boy whispered a secret to me: \"You know this method you are teaching us?\" I nodded. He leant closer: \"I have found out; it works in other subjects too.\"
It is time to change our teaching practices. The Socrates method is just one good way to begin.
Source: http://www.nrrf.org/article_northup9-5-01.htm
Phonics is the key to teaching children to read
The panel also found that there are clear benefits to children reading aloud, especially with a teacher, parent or peer who can help them work through a tough sentence and consider its meaning. While reading silently may be good practice, research shows that it cannot replace oral reading. As children learn to decode words quickly and accurately, reading aloud can also improve their comprehension. -
While phonics is good and useful, do not see it as the only way to learn how to read because the English language is highly irregular by itself.
I have seen kids who have been over-taught phonics and spell words based on the sounds rather than the word itself. -
M3:
Learning phonics is definitely not enough for a child to read fluently. In my blog I wrote that :While phonics is good and useful, do not see it as the only way to learn how to read because the English language is highly irregular by itself.
I have seen kids who have been over-taught phonics and spell words based on the sounds rather than the word itself.
http://tamarindphonics.blogspot.com/2008/08/how-to-teach-phonics.html
Remember that there are many english words which do not follow the phonics rules. For example, \"a\" sounds different in \"can\" and \"car\". \"c\" often sounds like \"s\" as in \"certain\". \"ea\" sounds different in \"beat\" and \"fear\". There are many exceptions. Learning phonics alone is not enough. Your child also needs to learn many sight words. But knowing phonics will make it at least 50% easier to learn to read.
When you are teaching phonics, you should also start on a graded reader, like the Ladybird keyword series, available at any Popular bookshop, Kinokuniya(Ngee Ann city) or Pageone(Vivocity). You can start when you completed stage 1 (all 3 letter words), or earlier, depending on how well your child is progressing.
That's why I have always said that parents should not invest too much money, time and effort in phonics I think that watching the 3 Leapfrog DVDs (Letter Factory, Talking Words, Code Word Caper) is good enough to get a basic understanding of phonics. Then all the child needs is to start reading books !
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How about combining Glenn Doman method and phonics? Anyone tried this before?
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apple79:
How about combining Glenn Doman method and phonics? Anyone tried this before?
apple,
I have never used flash cards or the Glenn Doman method before, and I don't think it is necessary.
Personally I don't believe in \"flashing\" cards at kids. Because it is so easy for the child not to pay attention. His eyes may be looking at the cards but his brain is thinking about something else. You can flash 100 times at him and he still does not absorb anything. I know because my boy is like that.
That is why I need to make better use of the cards, as I wrote in my earlier post on the previous page. Instead of flashing the cards, I give each card to my boy. He has to look at the card, think, and put it in the correct position.
http://tamarindphonics.blogspot.com/2008/08/how-to-teach-phonics.html
Mix up the cards, then say a word and ask the child to pick up a card. This also encourages the child to think actively. And his itchy hands have something to do. In fact, my boy thinks that he is playing a game while learning phonics
I have heard of another mommy who hides the cards and play treasure hunt with her little girl. The girl has a lot of fun searching for the cards and reading them.
I advise parents to think of more innovative methods of using the cards. -
tamarind,
I am reading the ladybird 'Read It Yourself' (http://www.ladybird.com/adviceandresources/learningtoread/readityourself.html) series for my gal.
I read to her a few times, after that when i ask her to read it. i noticed she tend to look at the picture before she read it.
Sometimes I am wondering whether is she memorising based on the picture or is she reading it from recognising the words.
But strange part is, she can read every single word.
how to know whether they can recognise or they just simply memorise it?
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