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Teaching Letters and Sounds in a Fun Phonics Lesson

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Teaching Letters and Sounds in a Fun Phonics Lesson

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Making learning fun and interesting to get them engaged without them realising that they are indirectly learning.
Video used everyday items as a starter.

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You can use nonsense words to check for their understanding. Teaching phonics in a less stressful environment to make it more engaging.

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Teaching phonics in the bus on the way to a Learning Journey

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Teaching phonics in the bus on the way to a Learning Journey

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Instead of looking for the items that starts or end with the same letter, teachers can tell their children to look for items that starts with the same phonetic sound. This activity is learning on the go and it makes bus ride more fun for the children.

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Using anyth

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Using

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Lesson should be fun so its engaging. Use of nursery rhymes and games.

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Teacher should be more animated when teaching younger children to get their attention. Exaggerate the facial expression, pronunciations and hand gestures.

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Flexible
Finds new ways to present material to make sure that every student understands and get to practice it anytime and anywhere.

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Use songs as a tuning-in exercise to engage and excite the students before getting the students to list the words that have the sounds the teacher wants to teach for the day.

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Positive tone, encouraging, give praises to reassure the students

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Teacher was teaching the 'sh' sound. She used a short story that had a lot of 'sh' words. Pupils can relate better with text.

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Teacher was teaching the 'sh' sound. She used a short story that had a lot of 'sh' words. Pupils can relate better with text.

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The teacher gets the students to brainstorm on the words with "sh" sound based on prior knowledge.

The teacher reinforced the "sh" sound by reading a book, allowing students to relate better and identify words with "sh" sound faster and automatically.

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Having an engaging teacher that encourages the thoughts of the students is important too. The voice, body language and the rapport of a teacher will make student feel comfortable when being taught.

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Create interest in the students by using music,textile, things around the class or outside. 

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Create interest in the students by using music,textile, things around the class or outside. 

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Since student who have learning difficulties to learn to read and spell, it is essential to make the lesson fun and interesting for the child so that it takes off the stress in learning. The lesson taught in the video is to use daily examples from the home, going to the grocery park and things that we see.
Examples use:
Rhyming - seeing a cat, ask the child to identify words similar to the sound of cat.

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Teachers need to be a bit funny, animated and be encouraging

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Teachers need to be a bit funny, animated and be encouraging

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When the students recognised the sounds, she goes further to ask if the sound is the beginning or ending sound.

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When the students recognised the sounds, she goes further to ask if the sound is the beginning or ending sound.

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Use exaggerated gestures that the children might like and associate them with letter sounds. For example, /m/ = close two fingers and place them against the lips when saying the sound.

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Teacher asks questions to get pupils to think and contribute answers instead of just supplying them with the words.

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teaching this method helps the students to visualise position of the numbers on the clock and help them to write better from one number to the other.

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Using sign language of alphabets (26 letters) to help children learn/match/tag the sounds using sign language. Helps children to isentifydifferentiate the sounds..

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Teacher used hand movements to syllabicate and helped kids with phonemic awareness. The hand movements are interesting and fun and would probably help keep kids engaged and remember what they've learnt.

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teacher asked the children to go up to the board to circle the "sh" portion, giving them the kinaesthetic inputs; instead of just sitting on the floor

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I am an advocate learning through a child's everyday life. I did that for my children.

Learning to read need not just be from books or teacher prepared lesson. Learning can be taught anywhere with the physical environment too. We need to expose our children to these environments and show the need for reading. For example, at the playground when the children are playing the slide, we can ask them to name all the other activities that they can play that starts with the letter sound /s/.

We need not stop there. We can continue to teach the letter sound /s/ at home. So once back from the playground, they need to identify things that begins with the sound. For example, the word 'soap' when bathing and 'spoon' during the meal time.

Repetition itself is a strategy to help small children with retention of letter sounds into their long term memory.

There is no limit to our imagination.

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Example from the 'Teaching letters and Sounds in a Fun Phonics Lesson', remove /ch/ from chair and add /h/, you will have hair.

Using the example above, lets children see how letters and sounds be manipulated to make new meanings. When they see connections and associations, they can be less threatened to learn reading.

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In the video 'Sounds Like Fun!' I liked the way the teacher got the students to feel the air coming out from their mouth when letters' sounds were made. She immediately played a song to get the children to identify the words that had those letters' sounds. This followed by identifying the positioning of those sounds. It was like immediate formative assessment.

To further build on it, the teacher wrote out the words for students to visualize the letters.

This method is user friendly and VAKT are all stimulated!

Say it
Hear it
Find it
Write it
Use it

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I would love to be her student!

The teacher in the 'Sounds Like Fun!' video is very calm and is not threatening at all! She uses affirmative words. She is so clear in her instructions that the children can understand

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Inspirational to see how intonation and hand gestures are taught to children to remember the letters' sounds.

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In 'Whole Group Phonics Lesson' teacher used a lot of hand gestures to regulate the classroom behaviour. I am sure how a learning classroom should look like was communicated to the children.

I like the 'cheering' way of saying the letter sounds. Students have to constantly keep paying attention as the teachers is quick in getting them to participate.

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Other than coloured strings attached and children sliding through the colours to blend letters,  another way I learnt in the ''Whole Group Phonics Lesson' was to use the car and the colours green and red.

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Cards
Magnetic timer
Games
Whiteboards
Markers
Point system

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1. Pre-lesson Drilling
2. Games
3. Substitution and assimilation of
letters.
4. New words learnt through
association with phonics rules.

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1. Improve reading fluency
2. Improve spelling

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I loved the way the teacher conducted the phonics lesson simultaneously with the sign language. I think this is awesome as the children will be exposed to sign language from childhood

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After teaching the sound "sh", children were asked to think of words with "sh" then the teacher asked them to circle the letters"sh". Finally she read a story with many "sh" words.  It was a fun way to learn and use sounds with lots of practice!

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I think her children feel very relax and comfortable during her lesson. She was calm and very friendly. She praised them for their participation and effort. She also used different ways like song and story to enhance her lesson.

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It was a fun way to teach phonograph by getting the children to use each hand for individual sound and blending them together by clapping. Perhaps can also give the children a different coloured glove for each hand and sliding both hands together as they blend the sounds. By asking the children to add, take out a sound and make it another sound really give them lots of practice and learning many new words at the same time! I will definitely want to try this strategy!

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Teacher characteristics in teaching phonics:
- lots of hand gestures
- positive body language
- encouraging words
- constant positive affirmations
- Multi-Sensory approaches to tap on the child's 5 senses

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Say, it, Hear it, Find it, Write it, Use it!

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Say, it, Hear it, Find it, Write it, Use it!

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1. Teacher introduces the letter 'sh' by asking them to say it out loud and feel the air coming through their teeth. (Say it!)
2. She plays a storybook song which has the letter 'sh' and gets them to list out the items that starts with 'sh'. (Hear it!)
3. Teacher writes the words on the board as the kidsthrow out the 'sh' words from their head . (Find it!)
4. Teacher gets the student to come out and circle the 'sh' on the word. (Write it!)
5. Uses a story (Mrs Rush-around) to make a listening word detective (Use it!)

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1. Explicit
2. Interactive
3. Diagnostic
4. Multi-sensory
5. Teacher modelling and coaching

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Using games like
- matching pictures to letters
- Bingo
- guessing the sound
are fun ways to help children remember letter sounds.

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Using onset and rime is a fun and power strategy. Children will be amazed how new words are formed simply by changing/adding other letters:
see,bee,knee,wee, sweet
ship,shop,fish,dish

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The first step is to learn the sounds. This can be done through the multi-sensory method.

E.g.

1. First teach the child to associate a letter (or letters) with a speech sound, e.g. the letter ‘s’ represents the ‘sss’ sound

2. Show a card with letter ‘S’

3. Say the sound ‘sss’

4. Show a picture of a snake that starts with ‘S’

5. Say the sound ‘sss’  followed by ‘Snake’

6. Cut-out a letter ‘S’ from a sandpaper.

7. Ask the child to say ‘sss’, as he/she say ‘sss’ , he/she should trace the letter ‘S’ and say another word that starts with ‘S’ other than snake e.g sand

8. Teacher can take turn with the child to identify more words starting with the sound ‘S’

9. The teacher can go a step further by asking the child to write the letter ‘S’ on a jotter book and draw the objects/animals that start with ‘sss’ sound.

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Clarify the goal and purpose of the lesson e.g Letter ‘T and phoneme ‘T’

Provide a phonemic awareness warm up that is perceivable by the child e.g cat, fat, bat etc

Provide visual to review previously learned sound spelling

Provide direct instruction of sound spelling

Practice word building and spelling

Have the child read decodable text (putting phonic to practice)

Apply the skills to other contexts

To make the lesson concrete, let the child write the words or sentences through dictation.

Children needs lots of opportunity to practice decoding word and sentences.

Citation: http://abavtooldev.pearsoncmg.com/myeducationlab/singleplay.php?projectID=literacy&clipID=Characteristics_of_Good_Phonics_Instruction.flv

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- Personalized: Teach according to the needs of the learners
- Multi-sensory lesson structure
- Systematic & Structured Phonics lesson
- Continuous Feedback and Positive Reinforcement

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Spalding Method integrates explicit, sequential, systematic and multi-sensory teaching of each of the following:
- phonemic awareness
- systematic phonics:
- vocabulary
- text fluency
- comprehension strategies

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The teacher is definitely very expressive in her lessons especially when reading the book. Her emphasis on the words that she was teaching 'sh' from the story book could help the children remember what they are learning. In fact at every stage of the lesson plan she keep on reiterating the words she's teaching putting emphasis on the sound 'sh'.
Even though she teaching the new sound word, she did not forget to ask the children the words which may be unfamiliar to them from the listening of interactive book and the story book, eg: shimmering, outfit & fabric. She also taught the children new emotion word (shock) and ask them to imitate her facial expression. Finally when she was telling the story she never forget to relate to the children everyday life to make association on the similarities with them. Furthermore she is very patience and keep guiding them to leading question which could lead to the answer she is looking for.

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To teach the new sound /sh/ teacher did several stages of teaching:
1) Sensory
- making the sound
- ask child to imitate
- help them understand by putting palm in from of the mouth to let child feel the sound.
2) Sound interactive Book
- story from the book contains the words with /sh/
- ask child to recall word with /sh/ from the story
3) Hear it
- teacher will repeat the words with /sh/ them from the interactive book earlier and make child guess where the /sh/ is: start, end or middle.
4) Find it
- teacher will list all the words again from the words given by the child on the board referencing on the interactive book.
- if child forgets the words, give a leading question for child to guess word
5) Write it
- teacher then write on the white board the two letters that make up the sound child is learning 'sh'
- teacher ask child to guess the each letter sound and then blend it and child will have to repeat
- child then will circle these two letter sounds from the words child see on the whiteboard.
6) Use it
- once child is familiar with the new sound, teacher will introduce a book with words having the letter sounds in it.

At every stage, when teacher is either reading the book, writing the words, she never forgets to emphasize the letter sound/sh/ that is teaching to help retain in child's head

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Love this multisensory approach of teaching phonics.

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Love this multisensory approach of teaching phonics.

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Easy way engage the students and increases memory retention as the whole lesson teaches the word "sh" which engages all the senses like hearing, seeing, writing and reading as well.

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I like the fact that teacher only focus on three different sound for this lesson (short vowel /a//o//i/)
She used simple catchy tunes, hand gesture and facial expression to help child remember the letter sound for the lesson.
For the first word, she uses the I Do strategy, then We do for the next word and then You Do for the last word of the same short vowel sound.
I also like that she uses sign language into the lesson and mouthing the word to let child guess.

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This lesson is nothing about spelling but listening to sounds . Children learn to listen to sounds of the same family words simply by replacing the first letter. Teacher also using a strategy "Roller coaster the word to make out the middle sound". Making hand gestures as though going up and down while saying the word, the children need to guess the middle letter sound. The children then make different hand signs with the teacher when they say the vowel.

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Both teachers in these videos are very creative in conducting their lessons on teaching phonics and phoneme. They used lots of hand gestures like clapping and even unique catchy tune to help children remember the sounds better by just listening. One uses different hand gesture for each vowel while the other put sign language in her teaching. However, both have same motivating factor when they used lots of positive verbal reinforcements when children did well. BRAVO!!!

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There were a total of 6 components in the video for teaching the students phonemic awareness. This methods can be used to make any phonics lesson better and interesting.
1. Rhyming Words
Teacher says out two words and if they rhyme the students will give a thumb up and a thumb down if they do not rhyme

2. Beginning Sound
Teacher says word TOP
Students sound of beginning sound /t/

3. Blending Sounds
Teacher sounds out /b/ and /e/
while the students will blend both sounds  to become BEE

4. Rollercoaster for Middle Sound
Teacher together with the students will say the word NET and volume will go higher at the middle sound, /e/, and students will sound out /e/ after saying the word.

5. Beginning Sound followed by the word.
Here teacher sounds off NO so the students will first say /n/ followed by /o/ and the the whole word again NO.

6. Taking out or Putting in Sounds and Exchanging them.
From the video, the teacher says /a/ and asks the students to put /d/ at the front and they then say DAY.
Then the teacher says PAY and asks them to take out /p/ and they will say /a/. Finally teacher will say BEE and asks them to take out /b/ and change it to /s/ where the students will say SEE

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Fun lesson by letting the students listening to the song to hear the 'sh' sound. It's allowed the kids to think and say out those words.

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The teacher using hand signal to show the phonics and the roller coaster to let the students make up the words.

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Through songs and games

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I like how the teachers make the lesson very engaging by adding hand movements and being candid during her lessons and how different sounds have different hand signals. I also like how the teachers added songs to the lessons making it interesting.

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Multisensory approach to help students to connect language with words and letters

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It helps different kinds of learners to pick up phonics be it a kinesthetic learner, visual learner, auditory learner. It caters to all, allowing the child to form their own sound/ letter association.

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Using pictures, handsign, Music and actions

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Using pictures

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Using rhyme words n getting them to write the alphabet down on individual white boards

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Spalding method covers reading, spelling and writing. It is explicit, multisensory, systematic and structured.

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Labeling th vowels

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Labeling- vowels and consonant
Multisensory - pronounciation(listening), using handmovements(actions), visual and colours(sight).
Writing on individual boards is good as it can be a form of assessment. To check their understanding if students know the words, spell and label correctly.
Add in a game/quiz to make it interesting for the students.

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Labeling

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Explicit teaching in spelling, writing, reading, speaking and listening.
Its interactive, multisensory and sequential.
Differentiated Instruction to meet learning needs

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I noticed all the teachers are very sure of what they are teaching. I believe this is due to careful planning. Secondly, all the teachers have their own style of engaging the students.

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There are so many good qualities that were shown by the teachers across the videos. I particularly like how the teacher in Parry Whole Group Phonics Instruction do the following to actively engage the students: 1) she calls students out (by name) individually to get each one to contribute; 2) she's well aware of who to call on for what (she knows the strengths and areas of weakness of her students); 3) she uses short reminders to get students to 'sit up straight' before and during the lesson; 4) she reminds them a few times of the sweet reward they will get after the learning (i.e. centre time); 5) she speaks in a consistently quick pace, capturing everyone's attention; 6) she uses multi-sensory approach to teaching (using accompanying gestures for sounds), she also engages her whole body (uses her facial expressions, body language etc) to engage the students. In short, during her class, no student can, or want, to 'slack off'.

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Perhaps we can do this: first teach the sound/s of the letter, then reinforce learning by: giving a fun character to the sound, hearing the sound at the beginning (of words), and then at the end of words (and rhyming words). Then get every child to come up with a word that starts with the letter/sound. E.g./s/ sound, this is the sound Sally Snake makes, /s/ /s/ /s/, words like 'sound, song, sing, sand' starts with the /s/, words like 'his, miss, kiss' ends with /s/ and they rhyme. Then get children to nominate a word that starts with /s/.

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Teaching phonograms with pictures is a very good strategy for retention of sounds due to association.

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Songs are a great way to teach young children. They remember them well and retention is better by the fun method

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sounds like ir, er, ur are difficult to teach. When associated with words, it is easy to remember. But for younger kids, this may be hard

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Maybe by teaching like the "a" family, "e" family to indicate the sounds that sort with letter a or e, by using visual images of the words and associate the sounds to words by playing games.

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Giving examples of words with similar sounds and having it in class display may help the pupils to remember and retain the spellings

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Giving examples of words with similar sounds and having it in class display may help the pupils to remember and retain the spellings

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Remembering of phonogram rules.