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Transcript of literacy prezi
22707727 Phonics & Phonemic Awareness What is phonics? The teaching of phonics can often be compared to Maths, in that it must be taught step by step. Phonics is multidisciplinary as it gives students the necessary skills to read and write which is an essential skill required across all disciplines.
According to Virginia Department of Education (1998) rhyming and word play activites can be included in language arts activities. Phonics in the Classroom THRASS stands for the Teaching of Handwriting Reading and Spelling Skills.
The chart is aimed at giving students the necessary skills to become competent reader and writers. The aim is for students to be able to say the word and the sounds it contains.
The thrass chart is a chart that can regularly be found displayed in many classrooms across Australia. Throughout all my placement experiences I have witnessed this chart being used in the teaching of phonics. Thrass Chart Phonics can be described as the relationship between sounds and their symbols (letters) and the methods of instruction used to teach those relationships. (Virginia Department of Education, 1998)
Phonemic Awareness It is the ability to identify and manipulate speech sounds as well as understand that speech is composed on a series of sounds (phonemes) that are combined and can be recombined to form other words. It is important to understand that phonemic awareness is not phonics.
Phonemic awareness activities may include sound deletion, segmentation, manipulation and synthesis (blending).
According to Weaver (1998) there is a strong correlation between phonemic awareness and reading achievement, as measured on standardized tests.
Children must be able to demonstrate phonemic
awareness in order to decode words. Domain: English Foundation Level
*Read predictable texts, practising phrasing and fluency, and monitor meaning using concepts about print and emerging contextual, semantic, grammatical and phonic knowledge (ACELY1649)
Recognise rhymes, syllables and sounds (phonemes) in spoken words (ACELA1439)
Domain: English Level One
*Read supportive texts using developing phrasing, fluency, contextual, semantic, grammatical and phonic knowledge and emerging text processing strategies, for example prediction, monitoring meaning and rereading (ACELY1659) Phonics in the Curriculum - AusVels A child beginning to understand phonics would be at:
Progression Point: 0.5
At 0.5, the work of a student progressing towards the standard at Level 1 demonstrates, for example:
recognition of some letters of the alphabet and awareness of the relationship between sounds and letters
approximate use of letters for some letter–sound relationships and common words VELS - Progression Points Examples of THRASS charts Phonics as a multidisciplinary A main difference is in the approach that is taken. Traditional phonics approaches generally begin with a letter which imposes a speech sound. This approach emphasizes associating letters with auditory sounds.
Phonemic awareness approaches allow students to explore speech sounds by feeling, hearing and seeing their characteristics. This auditory element is connected to basic oral motor activity (Virginia Department of Education, 1998). What is the difference between phonics and phonemic awareness? Consonants Row 1
Consonants Row 2
Consonants Row 3
Consonants Row 4
Vowels Row 1
Vowels Row 2
Vowels Row 3
Vowels Row 4 Australian Curriculum, Assessment and Reporting Authority. (2012). The Australian Curriculum. Retrieved from www.australiancurriculum.edu.au Thrass - Prep Learning Unit (2012) Retrieved from http://bellairepreps.global2.vic.edu.au/resources-thrass/ "...a correlation simply means the two go together, like bread and butter."
- Constance Weaver Weaver, C. (1998) Facts on Research on the teaching of phonics. Retrieved
from http://www.heinemann.com/shared/onlineresources/08894/08894f2.html "Families play an extremely vital role in all children’s development."
- Bowes et al (2009, p.91)
Families & Phonics Hill, S. (2006) Developing early literacy: Assessment and teaching. Prahan, Vic: Ec Publishing.
Virginia Department of Education (1998) Ideas & Activities for Developing Phonological Awareness Skills. Retrieved from http://moodle.vle.monash.edu/mod/resource/view.php?id=280682 Virginia Department of Education (1998) Ideas & Activities for Developing Phonological Awareness Skills. Retrieved from http://moodle.vle.monash.edu/mod/resource/view.php?id=280682 No matter what classroom you are in phonics will always be present in one way or another. Many classrooms contain a THRASS Chart or have the ABC displayed, and you are constantly using phonics in your reading, writing, speaking and listening. According to the Department of Education and Early Childhood Development (2006) family participation in learning is one of the most accurate predictors of a child’s success in school and beyond. As previously stated the importance of phonics and phonemic awareness is huge, and therefore essential that families are involved in this process. Lots of reading with their child and working with them on elements of the Thrass Chart would be beyond beneficial. Bowes, J. & Grace, R. (Eds). (2009). Children, Families & Communities: Contexts and Consequences (Third Ed). Oxford: South Melbourne, VIC.
Department of Education and Early Childhood Development (2006) Families as Partners in Learning. http://www.education.vic.gov.au/about/directions/familiesaspartners/importance/default.htm.
Victorian Essential Learning Standards (2012) Retrieved from http://vels.vcaa.vic.edu.au/support/progression/maths.html#lev2.
"Piaget believes that learning happens best through active and meaningful engagement" (Hill, 2006).