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    Handout-P1 4 1

    Uploaded by

    memskhawla
    English for Libya.

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    © All Rights Reserved
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    Handout-P1 4 1

    Uploaded by

    memskhawla
    11 views2 pages
    English for Libya.

    Original Title

    Handout-P1.4.1

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    © © All Rights Reserved

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    English for Libya.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    11 views2 pages

    Handout-P1 4 1

    Uploaded by

    memskhawla
    English for Libya.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 2

    There are five main elements to the teaching:

    1. Learning the Letter Sounds


    The main 42 sounds of English are taught in the following order:
    1. s a t i p n
    2. c k e h r m d
    3. g o u l f b
    4. ai j oa ie ee or
    5. z w ng v oo oo
    6. y x ch sh th th
    7. qu ou oi ue er ar

    A multi-sensory method is used to introduce the children to the letter sounds.


    By doing an action associated with the sound, e.g., rub tummy and say “mmmmm” for the /m/
    sound, the children remember it more easily.
    In order to blend letter sounds efficiently, it is important to know the sounds fluently.
    Some sounds, called digraphs, are represented by two letters. The children need to recognize
    digraphs in words, e.g., the ‘ng’ in ‘king’.
    The digraphs ‘oo’ and ‘th’ each have two sounds, e.g., ‘book’ and ‘moon’, ‘thin’ and ‘that’.

    2. Learning Letter Formation


    As the letter sounds are introduced, the children are shown exactly how to form each letter
    correctly. Initially, the children form the letters in the air, at the same time as the teacher. By
    regularly feeling the formation of each letter, and then writing it, most children should form their
    letters correctly after a reasonable period of time. It is also important to teach the children to hold
    their pencil correctly, in the tripod grip.

    3. Blending
    As well as learning the sounds, the children need to be taught how to blend them together to
    hear a word. This teaching starts on the first day after the children move on from the presentation
    of the alphabet. The aim is to enable the children to learn the letter sounds and to understand
    early on that they can blend the letter sounds to make words. For example, in the first lesson
    using the synthetic phonics approach, the children learn the letters ‘s’, ‘a’ and ‘t’. They can then
    blend the letter sounds to make the word ‘sat’. This blending of sounds to build words fluently is the
    essential skill for reading and should always be the first strategy for working out unknown words.
    Children should sound out the letters then blend the sounds to make words. Children must also be
    able to recognise consonant blends and digraphs in words such as ‘chicken’.
    Invariably, the children who are the fastest at learning to blend sounds become the more fluent
    readers. Note that at this level, just one way of spelling each vowel sound is taught, e.g., ‘ai’ as in ‘train’.

    P1.4.1
    4. Identifying Sounds in Words
    It is essential that children can hear the individual sounds in words, especially for writing. Initially,
    the children are asked to listen carefully and say if they can hear a given sound in words. The
    teacher writes the letters on the board as the children say them. Then the children look at the
    word, say the sounds and blend them to read the word. This gives a good understanding of how
    reading and writing work. A few examples every day helps to develop this skill.
    Once a child can hear the sounds in words, and knows one way of writing each sound, they can
    start to write independently by Primary 2. Initially, the children will probably not spell accurately but
    their work can be read, for example, ‘I went hors riedin. That wos fun’. Accurate spelling develops
    gradually from reading books, knowing the alternative vowel sounds and following a spelling
    scheme.

    Three spelling techniques are:


    • Look (identify the irregularity and say the letter names), Cover, Write and Check.
    • Say It As It Sounds, e.g., pronounce ‘mother’ with a short /o/ sound so that it rhymes with ‘bother’.
    • Mnemonics, e.g., ‘people eat omelettes people like eggs’ to spell the word ‘people’.

    Adapted from What is Jolly Phonics?

    P1.4.1

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