easy to teach phonics with jungle phonics [nile tesol conference 2017]

Easy to Teach PhonicsJungle Phonics

NileTESOL 2017 James Hall

Who lives here?

Today’s Mission: Easy and effective solutions for teaching phonics!

Today’s Workshop Plan! What is Phonics? Why is Phonics Important? Phonemic Awareness How can we Motivate our Phonics

Learners? How can we make Teaching Phonics

Easier? Introduction to Jungle Phonics Using Jungle Phonics with FUN & EASY

activities!

James Hall has been working with young learners since 2004• English Teacher in Canada & Korea• Teacher Trainer in Canada, USA, Mexico, Egypt, Ko-

rea, Japan, China, Thailand, Dubai, Abu Dhabi, Cam-bodia, & Taiwan

• Content Development Professional as a writer and editor for more than twenty publications

• Academic Consultant providing course design and curriculum planning to educational institutions

• Publisher with Compass Publishing

About the Speaker

Phonics

What is phonics?

Phonics is DECODING the graphemes (or letters) into phonemes (or sounds).

Phonics focuses on letter sounds rather than names of the letter.

To clarify…

C-A-T(see-eh-tee or Ku-ah-tuh)

We often introduce students to the name of the letter before the sound of the letter. If they’re unable to distinguish the sounds of letters, then reading and linking reading with listen-ing becomes a more difficult matter.

http://www.google.co.kr/url?sa=i&source=images&cd=&cad=rja&uact=8&ved=0CAgQjRw&url=http://pixshark.com/the-word-read-in-different-languages.htm&ei=tkLLVIylIoOvmAWqwoHoCA&psig=AFQjCNEng_C0eTF2zvKYlCy4NZG_howIfw&ust=1422693430649339

Why is learning phonics impor-tant?• Phonemic awareness is the ability to notice, think

about, and work with individual sounds in spoken words

• Before learning to read, learners need to: – become aware of how the sounds in words work– build the understanding that words are made up of

speech sounds, or phonemes – build the ability to decode words

• Children who have phonemic awareness are likely to have an easier time learning to read and spell than learners who do not

Source: http://www.education.pitt.edu/Portals/0/Educational%20Resources/Leaders/Teaching%20Strategies/PhonemicAware-ness.pdf

Building phonemic awarenessPhoneme isolation- learners recognize individual sounds in a word [bag]Phoneme identity- learners recognize the same sounds in different words [mat, map, mop]Phoneme categorization- learners recognize the ‘odd sound’ from a grouping of words [James, jump, crazy]Phoneme blending- learners can blend a sequence of individual phonemes into a word [/d/ /o/ /g/]Phoneme segmentation- learners break a word into its separate sounds [hop -> /h/ /o/ /p/]Phoneme deletion- learners recognize the word that remains when a phoneme is removed [bear – b = ear]Phoneme addition- learners recognize the new word which is made by adding a phoneme to an existing word [it + h = hit]Phoneme substitution- learners switch one phoneme for another to make a new word [/sl/ <-> /h/ slug <-> hug


Benefit of developing phonemic aware-ness• Helps learners learn to read and spell• Aids reading comprehension through influence

on word reading• For understanding, learners need to be able to

read words accurately and rapidly• Phonemic awareness builds the fluency

needed to allow learners to focus on the meaning of what they read.


So….

Buildingphonics competency

is the foundation of learning to

read


The great Pyramids of Giza

have a great foundation

Building a Strong Foundation

and...

phonics isa foundational skill

for language learning

Process of Language Acquisi-tion

Phonetic Awareness

Phonics &Vocabu-lary

Fluency Comprehen-sion

Goal

Early Cogni-tive Devel-opment

How and when do children learn?

?

• Enjoyable• Meaningful• Supported• Social• Purposeful• Full of practice

As VYL educators we help children learn language when what we ask them to do is…

Children learn when they…

are engaged and activated by what they are learning.

are interested and invested in what they are learning.


can relate to and care about the content they are learning.


Learning must be…

Meaningful learning is…

Engaging Activating Interesting Investable Relatable

Worth CARING about

Rote Learning vs. Meaningful Learning

Experiential Approach

So...

Creating ameaningful learning

environmentis essential

to supporting learner motivation

And...

When learners are motivated,they learn.

When we developed Jungle Phon-ics our goal was simple:

Easy and funto teach and to

learn.

Overview• Jungle Phonics is a four-level series designed for early be-

ginning learners of English.• The series focuses on proper phonemic awareness skills

and provides simple learning methods for students to build crucial foundation skills.

• Activities and images are designed to engage learners throughout the learning process by incorporating speaking and writing skills together.

• Jungle Phonics not only builds from individual letters, but allows growth through blends and simple word construc-tion to allow more confidence in practical usage.

Key Features• Bright, vivid images that stimulate participation with each lesson• Introduction of each sound with a systematic and step-by-step approach• Write along sections that allow students to strengthen their phonics pat -

tern• Frequent Review units• Fun stories and chants with common sight words• Short and simple rhyming chants for each sound• Downloadable, in-class materials such as word cards, phonics cards, and

phonics games• Resources such as lesson plans, teacher’s guides, and worksheets for

teachers to use

Materials forSTUDENTS

Unit Book 1 Book 2 Book 3 Book 4

Single Letter Sounds Short Vowel Sounds Long Vowel Sounds Consonant & Vowel Blends

1 Aa Bb Cc an ap at ame ake ate bl- cl- fl- pl-

2 Dd Ee Ff ad ag am ave ane ape ase br- cr- fr- pr-

R 6 X 3 = 18 6 X 3 = 18 (5x3)+(2x2)=19 8 X 2 = 16

3 Gg Hh Ii en et ed eg ine ike ide ite sn- sw- -nk -ng

4 Jj Kk Ll ib id ig in ive ime ipe sh- -sh -ch wh-

R 6 X 3 = 18 (4X3)+(4X2)=20 (5x3)+(2x2)=19 8 X 2 = 16

5 Mm Nn Oo ip it ix ole one ose -ai -ay -ea- -ee

6 Pp Qq Rr ot op og ox ope ote ome -oa- ow oi oy

R 6 X 3 = 18 (5x3)+(2x2)=19 (4x3)+(2x2)=16 8 X 2 = 16

7 Ss Tt Uu Vv ug up ud um une ule oo oo ou ow

8 Ww Xx Yy Zz ub un ut ube ute use ar or er ir ur

R 8 X 3 = 24 (5x3)+(2x2)=19 (1x3)+(4x2)=11 9 X 2 = 18

Words 284 26 X 3 = 78 20 X 3 / 8 X 2 = 76 14 x 3/11 x 2 = 64 33 X 2 = 66

Student BookStudents learn only one sound at a time before moving on to the next sound. With this step-by-step exposure to learning points, learners can acquire and remember each new sound and word more easily.

Let’s try something…Turn to the person next to you and ask these questions:

(first say hello)Now…

What’s you name?What’s your dad’s name?

How old are you?Where are you from?

What’s you job?What’s your favorite color?

What do you like to do?Do you have a pet?

What’s today’s presenter’s name?What’s the name of the cat we saw at the start of the

presentation?

If you can’t remember all the information, don’t worry.

this is a kind of information overload

and most of us experience it

especially when we are learning new.

So introducing new information such as phonemes systematically and in a controlled

environment is KEY!

Phonics and Vocabulary• ESL & EFL learners typically need more support with vocabulary struc-

tures• Native ELL have received exposure in their L1 to specific vocabulary be-

fore learning the decoding process• However, learners in their L2 are still learning the vocabulary terms for

specific items• So educators should consider choosing a phonics course such as Sounds

Great, Sounds Fun, Jungle Phonics, or ABC Adventures that introduces vo-cabulary as part of the language-focused learning segment of the phonics course

Extension Activity: Searching for SoundsObjective: Students will be able to draw connection between the associated letter and vocabulary.Materials: • One basket for each letter• 2-5 baskets per team• Items or flashcards of the associated vocabulary word(s)• Labels of the letter(s) to be placed in the basket Steps to follow:1. Have students take a written letter or word blend and place it in the basket2. Identify the letter or word blend to the students3. Provide a mix of flashcards or items for the students 4. Students place the cards upside down5. The teacher says “go” and students place the flashcard or item in the appropriate cup.Benefits: This exercise will allow students to better associate the phonetic sound with the related item or vocabulary word.

Phonics Cards

Extension Activity: Clap Clap ClapObjective: To help students develop their motor skills and phonetic recognition for the target vocabularyMaterials: • FlashcardsSteps to Follow:1. Students can sit in a circle with their teacher as they are shown.2. The teacher shows a flashcard to a student and says the word.3. The student must break the word down into phonemes and say each

phoneme with a clap. Cat = /c/ /a/ /t/4. If they are correct, they get a point. 5. If they are wrong, discuss the mistake and move to the next student.

Use the same word until someone gets it right. 6. Students can take over the role of the teacher in this game to reward

correct answers or good behavior.Benefits: Students will exercise their knowledge of vocabulary and phonemic awareness

/a/ [clap] /n/ [clap] /t/ [clap]ANT! [clap clap clap]

Extension Activity: Guess the (Hidden) Pic-tureObjective: To teach students how to recognize and say the target vocabularyMaterials: • Flashcards of target words• A piece of paper larger than the flashcards Steps to Follow:1. Use the paper to block the site of the flash card and slowly

move it down to reveal the card.2. Students raise their hands and try to guess the correct word.3. Can be played individually or with teams.Benefits: This will engage students and has the potential for finding or creating solutions for problems, which involves gathering new knowledge.

Extension Activity: Come Over!

Objective: Students use auditory recognition for phonetic soundsMaterials: • FlashcardsSteps to follow:1.Teacher gives cards to the students with a sound, word, or picture2. Students are divided on two sides of the classroom3. The teacher will make the sound of the letter or read a word with the letter for the student(s) to go to the other side4. Students cross to the other side of the classBenefits: Develop students speed of recognition of sounds to help build fluency

F fB

b

A a

I I

H h

F f

A a

B b

E e

Egg

Student Book

Students practice reading the target words and common sight words in con-text. Two activities provide listening practice, and students can read and chant along with the story.

Extension Activity: Mime DanceObjective: Cognitive development matching sounds with words through TPR activityMaterials: Hybrid CD Steps to Follow:1. From the Hybrid CD, select an animated story or chant for your

students2. Ask the students to mimic and mime the shapes of the letters

and target vocabulary words from the unit3. The teacher can create a unique dance of their own, or ask

students to come up one. Then, ask students to mimic and mime your movements or the movements of one of their classmates.

Benefits: To provide students the opportunity to develop their motor and cognitive skills when acting out the shapes.

Student 1

Student 2

Student 3

Student 4

Review Sections

Objective:Allows kinesthetic learners to learn phonetic sounds and consolidate learning of the three phonemic sounds within the unitMaterials:FlashcardsStep 1: Place flashcards with the sounds or vocabulary for older learners on the groundThe children hop from dot to dot to either read the sound or share the wordBenefits: This activity helps to reinforce either phonemic sounds or vocabulary at the end of the lesson and consolidates the sound and vocabulary learning points.

Extension Activity: Cross the River!

D

E

F

D!

Workbook

WorkbookAdditional activities reinforce what students have learned in each unit. These can be com-pleted in class or as homework.

Flashcards

Phonics Cards

Tracking progressMonitor learner’s progress with the Teacher’s Report. Metrics on student performance are provided in a clear and simple way. It’s easy to register and submit answers.

Fun and interactiveProviding a simple yet engaging array of activities for young learners.

How to Access?Install the Class Booster Basic Reading CD-ROM on your computer.

OR

Download the Class Booster App from Google Play or the Apple App Store and install it on your device

Classbooster

Classbooster

Materials forTEACHERS

Teacher’s Materials• Powerpoint Presentation material• Lesson Plans• Teacher’s Guide• Unit Walkthroughs• Animation• Worksheets• Downloadable and Streaming MP3 Audio Files• Class Booster

Classroom PPT Slides

Lesson Plans

Teacher’s Guide

Animation

Worksheets

Teacher’s LMS-Tracking progressMonitor learner’s progress with the Teacher’s Report. Metrics on student performance are provided in a clear and simple way. It’s easy to register and submit answers.

Classbooster

“The more you read, the mores things you will know. The more that you learn, the more places you’ll go.”

-Dr. Seuss

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Thank You!