Phonics,
Reading and Writing
Instructions
盧貞穎
教育部國教司 中央課程與教學輔導諮詢教師
MOE Curriculum and Instruction Consulting Team
Phonics Matters
 Teacher’s concepts and motivation
 Learner’s concepts and motivation
 Phonics knowledge
 Phonics instructions / strategies
 Textbook
Phonics Matters
 Supplementary materials
 Teaching aids
 Time limit
 Assignment
 Assessment
How does phonics help EFL learners?
• Reading
(decoding and comprehension)
• Spelling
(spelling and memorizing English words)
• Pronunciation
Phonics Related Ability
 Reading with phonics:
letter letter-sound correspondence blending
 Related ability:
1. Letter knowledge (pre-phonics level)
2. Letter-sound correspondence
3. Phonological awareness
Pre-phonics Level Instruction
• Letter name & letter form
• letter sound
(Mostly consonants & short vowels)
Phonics Instruction
1. Traditional
a. Analytic / indirect / implicit method
b. Synthetic / direct / explicit method
2. Constructive
a. Spell based
making words
word study: picture sort & word sort
b. Compare/contrast and analogy: eat, neat, meat
Letter Knowledge Instruction
•
•
•
Letter Names & Letter Forms
-- Alphabet recognition
Letter Sounds
--  Phonemic awareness
--  Phonics
Meaningful Association
--  Word recognition →  Chant & Song → 
Reading
Letter Names & Letter Forms
-- Alphabet recognition
1. Introducing capital letters and small letters
 Focus on pronunciation
/i/: b, c, d, e, g, p, t, v, z
//: f, l, m, n, s, x
/e/: a, h, j, k
/ai/: i, y
/u/: q, u, w
o and r
Letter Names & Letter Forms
-- Alphabet recognition
2. Four Skill Activities:
 Listening:  Point to (letters on the board)
 Show Me (using cards)
 Speaking:  Speed Reading (class/group/pair)
 Poker Game
Letter Names & Letter Forms
-- Alphabet recognition
2. Four Skill Activities:
 Reading:
 Ordering Game (using cards, time keeping)
 Pair up (using cards, time keeping)
 Memory Game (using cards)
Letter Names & Letter Forms
-- Alphabet recognition
2. Four Skill Activities:
 Writing instruction:  Format (notebook & lines)
頂天立地
 Say and Write
(in class practice)
Confusable Letter Pairs
• b, d, looking at me
• p, q, point to my shoes
Letter Sounds
-- Phonemic awareness
1. Introducing letter sounds
 Cat & Dog
 Avoid too much information and confusion:
* a, a, a, /æ/, /æ/, /æ/. A, a, apple.
 a, /æ/, apple.
 Focus on pronunciation
a b c d e f g h i j k l m n o p q r s t u v w x y z
Letter Sounds
-- Phonemic awareness
2. Phonemic awareness training
 Listen for the beginning sound: apple, ball, cat,
dog, egg, fox…
Letter Sounds
-- Phonics skill
3. Phonics skill training: Manipulating the sound
 Making words
Making words
for EFL Beginners
• Use short vowels and consonants
• Begin with two-letter words
• Make CVC words
Sequential consideration
C, V → V C → C V C
(Ex) c, a, t → a t → c a t
• End up with meaningful reading or ask students
to make sentences with the words
CVC Words for Beginners
•
•
•
•
•
•
•
•
•
•
abc cab
abedef bed dad
abcdefgh bag
abcdefghijk big fig kid Jack
abcdefghijklmn man leg can
abcdefghijklmnop mop cap pig
abcdefghijklmnopqr red
abcdefghijklmnopqrst bat hat rat
abcdefghijklmnopqrstuvw sun van wig
abcdefghijklmnopqrstuvwxyz six yo-yo zebra
Sample Lessons of Making words,
Word Sorting and Reading
• Letters: a i b c f g n t
• Make: in at cat fat bat bag big
• Sort for: in at ag ig
• Reading: I see a cat.
I see a fat cat.
I see a bag.
I see a big bag.
I see a fat cat in a big bag.
Meaningful Association
1.  Word recognition
 holistic way (apple, ball, elephant, umbrella)
 phonics way (bat, cat, hat / book, cook, look)
2.  Alphabet/phonics Chants & Songs
 finger-point reading
 pronunciation
 stress & rhythm
3.  Reading
 finger-point reading
Phonics Chants
Letter sound chant
-at, -at! c, -at, cat!
I see a cat.
-at,- at! b, -at, bat!
I see a bat.
-at,- at! h,- at, hat!
I see a hat.
Phonics Chants
Letter sound chant
Show me, show me,
show me a box.
Here you are. x2
Ox, ox, in the box!
Fox, fox, in the box!
Show me, show me,
show me a box.
Here you are. x2
Phonics Songs
• http://www.kiddyhouse.com/Songs/alpha/a.html
• Phonic Song A
• Ants on the apple
a, a, a
Ants on the apple
a, a, a
Ants on the apple
a, a, a
"a" is the sound of "A"
Handmade books
• Big books
• Small books
Phonics Readers
• wordsandpictures/longvow/poems/fpoem.shtml
• BBC Bitesize Literacy
• http://www.bbc.co.uk/cgibin/education/betsie/parser.pl/0005/www.bbc.co.uk/
schools/
Phonics and RT
R1 & R2: Cat, cat , cat.
R1: A cat.
R2: A fat cat.
R3 & R4: I see a fat cat.
R3 & R4: Hat, hat, hat.
R3: A hat.
R4: A big hat.
R1 & R2: I see a big hat.
All: Look, the fat cat is in the big hat!
Phonics Tongue Twisters
•
Fuzzy Wuzz
http://www.starfall.com/n/twisters/fuzzywuzzy/load.htm?f
Fuzzy Wuzzy was a bear.
Fuzzy Wuzzy had no hair.
Fuzzy Wuzzy wasn’t very fuzzy,
was he?
Phonics Tongue Twisters
•
Peter Piper
http://www.starfall.com/n/twisters/peterpiper/load.htm?f
Peter Piper picked a peck of pickled peppers;
A peck of pickled peppers Peter Piper picked;
If Peter Piper picked a peck of pickled peppers,
Where's the peck of pickled peppers Peter Piper
picked?
Phonics Tongue Twisters
•
Seashells
http://www.starfall.com/n/twisters/shellysells/load.htm?f
http://www.enchantedlearning.com/rhymes/Shesells.shtml
She sells sea shells by the sea shore.
And the shells she sells are surely sea shells.
Since she sells shells by the sea shore,
I'm sure the shells she sells are seashore
shells.
Phonics Tongue Twisters
•
Woodchuck
http://www.starfall.com/n/twisters/woodchuck/load.htm?f
http://www.enchantedlearning.com/rhymes/Woodchuck.shtml
How much wood would a woodchuck chuck,
if a woodchuck could chuck wood?
He would chuck as much wood
as a woodchuck could,
if a woodchuck could chuck wood.
http://www.enchantedlearning.com/
http://www.starfall.com/n/levelb/index/load.htm?f
http://www.kizclub.com/
Effective Phonics Instruction
1. Constant Continuous Instruction
Effective Phonics Instruction
2. Incorporating phonics in vocabulary instruction
SEE, HEAR, SAY and WRITE the words ---•
Using multi-sensory instruction
•
Finger-pointing reading
•
Letter- sound correspondence in reading and writing
--- Say and write
Example 1
A
1. a ag bag bag
Bag
cat
She is Pat.
2. a at
cat
cat
Pat
She has a cat.
3. a at
Pat
Pat
4. a ra
bbit
rabbit
Rabbit
sad
5. a ad sad
sad
6. She is Pat.
7. She has a cat.
Example 2
a_e
1. a_e ave
brave
brave
Dave This is Dave. 2. a_e ave
Dave
Dave
cake He is brave. 3. a_e ake
cake
cake
brave
name
4. a_e ame name
name
race
5. a_e ace
race
race
6. This is Dave.
7. He is brave.
Effective Phonics Instruction
3. Blending
a, t  at
h, -at  hat
bas, -ket basket
basket, -ball  basketball
Effective Phonics Instruction
4. Segmentation
•
Onset and rime: c/at, n/ice
•
Syllable segmentation: to-day; mon-key
•
Spelling patterns: -ight 
fight, light, might, night, right, sight, tight
•
Compound word: book/store, free/way,
sea/food, side/walk school/bag, bed/time,
Effective Phonics Instruction
5. Induction: father, mother, brother  ther
Deduction: ar  car, card, park, smart
Effective Phonics Instruction
6. Meaningful reading:
words, phrases, sentences, rhymes,
songs and chants, tongue twisters,
phonics readers, easy readers,…..
Mary has a cat.
The cat is fat.
Mary has a pig.
The pig is big.
Mary has a bat.
The bat is on the mat.
I say
Let’s play.
Let’s play all day.
Let’s play at the bay.
Let’s play on the hay.
Dad
by Wiley Blevins
Scholastic Phonics Readers
I am Dad.
I am sad.
I am mad.
I am a sad, mad Dad.
Am I sad?
Am I mad?
I am a glad Dad.
I Have a Cold
by Grace Maccarone
Scholastic Hello Reader Level 1
I have a cold.
My ears are stuffy.
My nose is runny.
My eyes are puffy.
Ah-choo! Ah-choo!
I sneeze and sneeze.
I blow my nose.
Excuse me, please.
all
ar
ea
i-e
ball
dark
eat
bike
fall
park
beat
kite
tall
marker
neat
like
mall
market
read
drive
small supermarket teacher website