sophie wang's phonics book for adult esl students

Sophie Wang’s

LINC Themes

Education Leisure

Community &

Government

Communications &

Media

Health &

Safety

Canada

Housing

Employment

Transportation

Family Life

Canadian Law

Commercial Services

Phonics for Adult ESL Students

Sophie Wang’s Phonics Book

for Adult ESL

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ISBN 978-1-894799-67-6

Introduction A. Why Thematic Phonics? No matter which literacy approach a teacher may favour, Whole Language or Phonics, learning to decode on the letter-level is an inevitable process for one to become a successful reader. I have used phonics textbooks designed for early education students or illiterate adult native speakers in my class because there are not many phonics books written specifically for adult ESL literacy. These books can be quite handy and effective to introduce certain concepts of phonics; however, they are often not a good fit for adult ESL literacy students’ needs. Here is a good example. A 57 year old man started my class. He had been in Canada for 30 years, and was illiterate in his first language Punjabi, and English. His motivation for coming to school was to pass the Canadian citizenship test, but the related vocabulary would not be covered in a standard phonics workbook. His beginning point to prepare for the test was learning the alphabet. Creating my own phonic sheet I taught him to read and write “Canada.” Then he asked me, “Canada. Why does c sound like k?” We had our first phonics lesson introducing initial c /k/ with the words “coast” and “capital.” He was focused during the whole session, and when he was able to decode “Arctic” on a map by the first vowel sound, he was quite excited, saying, “English is not that hard!” I still had some doubts about this way of introducing phonics: vocabulary around the citizenship test would not be considered ideal for early literacy students. Two or three syllable words are not the traditional way to present basic phonics elements. I noticed my student enjoyed the ABC song and never considered it “childish.” I decided to bring in a textbook worksheet on short vowel “a” with 3-letter words and pictures. When my student saw the worksheet, he was not excited to see those “easy” words. He asked, “Is this for kids?” Yes, the worksheet was from a book written for children. Although the worksheet was a great phonics exercise, it was not age appropriate for my student. He could develop some degree of phonemic awareness with short vowel “a” from the work-sheet, but he would probably get by in his daily life without using any of the words from the activity, such as bat and ant. I compiled an age appropriate phonics book for adult ESL students with practical vocabulary for adults. In this book I keep a balanced approach mixing Phonics with Whole Language while build-ing basic reading and writing decoding skills around practical vocabulary and structures - vocabulary and structures that an adult learner uses in their daily communication at school and in the community. Each unit focuses on one target sound or a sound group, which is introduced in a dialogue. The dialogue is followed by exercises using all four skills, reinforcing the letter-sound correspondence. After all, decoding the print information can be easier when the learners are orally familiar with the content. B. Some Unique Aspects of Teaching Phonics to ESL Adults 1. Reading, Vocabulary Building and Oral Fluency When children get to the age to learn how to read, most of them have acquired speaking

fluency and aural repertoire. The oral vocabulary they use frequently in speaking can be easily recognized as reading vocabulary when they see or hear it in reading. It is not necessary for children to produce a perfect pronunciation to match the word they already know from spoken language (Beck, 2006). However, such matching for adult ESL literacy learners may take a longer or a different process as they face the challenge of learning both the sound and the meaning of words at the same time. As orality and literacy lie on a continuum, second language (L2) literacy can never be considered in isolation from L2 oral communicative competence (Jones, 1996). ESL literacy learners also need to master some vocabulary for phonics development. For example, the consonant digraph /ch/ can be introduced with the following words: cherries, chicken, chips, cheese. Once the students are familiar with the single words, they can be applied in a short dialogue. Would you like some cherries? Yes, thank you. Would you like some chicken? Yes, thank you. Would you like some chips? Yes, thank you. Would you like some cheese? Yes, thank you. When we reinforce phonics concepts by spiralling target vocabulary in communicative activities, it benefits the students in both vocabulary building and oral fluency, which will make the basic grammar structure easier to understand later on. 2. Analytical Skills of Adult Learners The analytical and critical thinking skills of adult learners can be used to understand English spelling patterns. One of my students spelled ten as tene. When he realized it should be ten, he looked confused. He asked, “Five and nine, why ten?” The human brain looks for patterns. It is natural to analyze the unknown, such as the word ten, with a known pattern. It was a perfect moment to introduce him to the silent e. I listed five, nine, cake, home and cute on the board with the silent e highlighted and I used lines to match the long vowels to the alphabet chart beside the board. In another column I wrote the words ten, fit, cat, pot and cut. Once the list was done, there was an expression of understanding on his face even before I explained. This does not necessarily mean he acquired the silent e concept in CVCe words right away, which requires more repetition and spiralling. However, he sensed accomplishment at being able to figure out a pattern through his own analysis. 3. Motivation/Needs The vocabulary set which interests adult learners usually belongs to a different corpus than early education students, according to their needs/motivation. A 5-year old may want to learn the word “pony” but an adult driver may eagerly want to learn to pay attention to “Private Parking,” especially if they have got parking tickets or been towed. Language learning for immediate or practical goals (Gardner and Lambert, 1972) does

play an important role in success in second language learning. Therefore, the vocabulary, structure and sociolinguistic competencies that help ESL learners to function and enjoy life should be included in ESL literacy phonics activities. Mastering more practical skills can lead to an ESL learner’s increased interest in phonological awareness and phonics learning. C. Challenges in Teaching Phonics in an ESL Literacy Class 1. In what order should the phonics elements be taught? Ideally, phonics can be taught in a fixed sequence that linguists have agreed on. In Canadian Language Benchmarks 2000: ESL for Literacy Learners, phonics concepts under each ESL Literacy Benchmark reading/writing competency are clearly listed. (See Table 1) However, any teaching theories should not become “dogmatic” and limit what teachers can do or cannot do. Instead, instructors can trust their instinct based on experiences and knowing their students (Law, Eckes, 2000). For example, real life situations the ESL literacy students encounter do not wait for the systematic sequence of phonics lesson in the class. It can be justified that consonant /p/ can be taught before /c/ if students are interested in signs in the parking lot. We can question whether the practical vocabulary set should be taught first, or the less confusing one-syllable words. The fact is that the words you choose in the lesson depend on how comfortable the students are at the letter-sound level, unless it is the focused phonics concept. For example, if a student has trouble with /st/ in stapler or /z/ in easer, then these distracting words do not have to be on the long vowel “a” worksheet. Instructors may find that fixed-sequence phonics instruction works for some learners, but not for others (Anna Lyon, P. Moore, G. A. Sharman, 2002). To benefit both groups in the class, teachers should create a print-rich classroom displaying the phonics concepts that have been taught and review them on a regular basis. During the spiralling, those concepts can be reorganized in the order the instructor prefers. A 5-Vowel poster can be posted on the wall where students add new words beside the vowel sound which the word contains (See Appendix D for a sample poster). 2. How much classroom time should be devoted to phonics? During the precious 2.5 hours of a typical ESL class, how much time should be contributed to phonics? Some instructors prefer a dedicated 30 minutes per day on phonics. The 30 minutes not only makes the idea of phonics learning explicit, but also develops a systematic learning routine which is crucial for adult literacy learners. The context of the phonics materials may not be necessarily linked to their ESL themes, but some instructors slip phonics lessons into their thematic lesson. One way to introduce a phonics lesson is through a shared reading. The reading can be generated from warm-up, daily greetings, the theme for the day, weekend plans, field trip notice/journal, or even election news. Here is an example of a shared reading in an ESL literacy class.

Today is Wednesday, May 13, 2009. The weather is windy. We went to the Cambridge Art Center for a drawing class yesterday. It was fun. There are six w-words in the reading. The reading can be easily adapted for an introduction or a review of initial consonant /w/. 3. How to assess phonics development? Henderson (1990) divides spelling development into 5 stages. According to the develop-mental characteristics of each stage, the first focus of phonics learning in an ESL literacy class is letter naming. The skill to be assessed is to visually distinguish the letters in the alphabet and verbally pronounce their names. This can be done either formally or informally, such as having the students play a board game while the instruc-tor records their letter-name knowledge in reading (See Appendix B – Assessing Letter Knowledge). The recorded errors can guide individualized instruction planning later on. Once the students accomplish the letter-name system, the focus can be shifted to letter-sound recognition. The basic task assesses the students’ knowledge of the sounds that letters typically make (Lyon, Moore, 2003). Appendix B contains a recording form for assessing letter sound knowledge using a simple test. Phonics instruction does not only focus on teaching the connection of the sounds and letters, but also includes increasing the learners’ phonemic and phonological awareness. Phonemic awareness refers to the understanding of single sound unit – phoneme. Phonological awareness focuses more on the understanding of spoken words. Adams (1990) provides five basic types of phonological awareness tasks. There are progres-sively more complex activities under each task type that can be found in his writing. Appendix B has a sample test of a typical segmentation task. Sophie Wang

ESL Literacy Benchmarks

Reading Writing

Foundation Initial Trace and copy upper and lower case letters Recognize/point to and recite the alphabet by memory. Read lower case letter name in isola-tion from memory. Read upper case letters by name

Developing Recognize basic sight words used in forms by providing oral or actional response

In lower case letters In upper case In upper and lower case

Phase I Initial Initial

Name all letters of alphabet in random order both upper and lower case Recognize

Initial consonant sounds in sight words and phonetic words

Initial short vowel sounds in sight words

Begin to understand and use basic spelling conventions

Use phonics to write initial consonant and short vowel sounds in words

Fill in the missing initial consonant or short vowel sound in rhyming word groups such as _as, _ as, _ad, _ad

Copy or write a small bank of sight words Copy or write word groups with varying initial

consonants

Developing Developing Name all letters of alphabet in random order both upper and lower case Recognize and discriminate between

Final consonant sounds in sight words and phonetic words, such as him, his, hit

Medial consonant sounds in sight words


Use phonics to write initial and medial conso-nants in words

Copy or write a bank of sight words Fill in the missing final consonant sound in

word groups of 3 letter words such as ba_, ba_, ba_

Adequate Adequate Read using phonics 3 letter words with short vowel sounds in me-dial position, such as cat, hat, rat, sat, cot, cut


Use phonics to write the short vowel sound in medial position

Copy a greater bank of sight words Write a number of sight words from memory Write word groups with varying initial and

final consonants and varying medial short vowels sat cup ten big

Table 1: Phonics Concepts for Learning/Teaching at Different ESL Literacy Benchmark Levels (Source: Canadian Language Benchmarks 2000: ESL for Literacy Learners)

Phase II Initial Initial Read words using phonics

Initial and final consonant blends br, dr, fl, gl, sm, sp, st, ng, nk

Initial and final consonant digraphs sh, ch, th, tch

Final consonant combinations ff, ss, ck

Use Phonics to write short vowels in initial and

medial position Invented spelling

Developing Developing Read words using phonics

Two syllable words with short vowel sounds address rabbit

Words with long vowel sounds that have the silent e

Final suffixes – tion, sion, station

Use Phonics to write words with long vowels with

the final –e ending Invented spelling

Adequate Adequate Compare and contrast words with

long and short vowel sounds cap cape

“r” controlled vowels in single syllable words ar, or, ir, ur, er

Multi-syllable words computer weather mirror

Use Phonics to write words with short and long

vowels Compare and contrast vowel blends such as

ee, ea Invented spelling

ACTIVITY INDEX

CONSONANTS

c as in Canada Activities Skills/Competencies Grouping Min. Page

What country are they talking about? Listening comprehension Whole class 10 1

Labelling Copying, vocabulary about Canada Whole class/individual 15 2

Circle the same Accuracy in reading Individual 10 3

Listen and circle Listening discrimination on initial consonant c Individual 10 4

Read the story Reading comprehension Individual/pair 15 5 Sentence completion and

dialogue practice Speaking, wh-questions in simple

present tense Individual and pair 15 6

Matching, dialogue practice Reading and speaking, wh- ques-tions in simple present tense Pair 15 7

ch as in chicken What do they order? Listening comprehension Whole class 10 8

Flashcards of food Game variations: matching, memo-rizing, fishing Pair/small group 20 9, 10

Word search Reading, vocabulary on food Individual 10 11

Fill in the blanks Consonants in both initial and me-dial positions Individual/pair 15 12

Listen, circle and copy Listening discrimination on conso-nant ch in initial, medial and final

positions Individual 15 13

Fill in blanks and dialogue practice

Yes/No question with verb “to "be”, short answers Individual 15 14

Role play A sample restaurant menu Small group 20 15

Where is the parking lot? Listening comprehension Whole class 10 16

Listen and circle Listening for consonant p, traffic signs Whole class 10 17

TPR Listening and speaking, traffic signs Pair/small group 15 18, 19

Where can you park? Reading signs Small group 15 20 Listen and circle, finish

words Listening discrimination, copying Individual 15 21

Information gap Listening and speaking Pair 15 22, 23

p as in parking

r as in library I need to borrow a movie Listening comprehension Whole class 10 24

Cross out the odd ones Vocabulary of library services Whole class 10 25

Flashcards Game variations: matching, memo-rizing, bingo, fishing Pair/small group 20 26, 27

Listen and circle Listening discrimination on conso-nant r Individual 10 28

Bingo Listening discrimination on conso-nant r Whole class 20 29

Dictation Listening and writing Whole class 15 30

Sentence completion Reading and copying, expressing personal needs Individual 15 31

Unscramble the letters, dialogue practice

Writing and speaking, modal “can”, expressing personal needs Individual and pair 15 32

How long are you open? Listening comprehension Whole class 10 33

Check the holidays Holidays in Canada Whole class 10 34

Underline “th” words Reading and copying, vocabulary of calendar Individual 10 35

Matching Cardinal numbers review Individual 10 36

Matching Ordinal numbers Individual 15 37

Listen and unscramble Listening for consonant blend “th” Individual 15 38

Back and forth Listening and speaking Whole class 15 39, 40

Matching questions and answers

Yes/No and wh- questions differentiation Pair 20 41

Role play Listening and speaking, getting hours of operation for public

swimming pool

Small group/whole class 20 42, 43

th as in Thursday

Initial Consonant Review – Personal Hygiene

How often do you brush your teeth? Listening comprehension Whole class 10 44

Flash cards of jobs Game variations: matching, memo-rizing, bingo, fishing Pair/small group 20 45, 46

Matching Verb phrases of personal hygiene Individual 10 47

Domino Reading, vocabulary of personal hygiene Small group 15 48, 49

Listen and circle Listening discrimination on initial consonants Individual 10 50

Count your stars Reading, vocabulary of frequency Individual 15 51 -54

Sentence completion, dialogue practice

Writing, speaking, wh- questions in simple present tense Individual and pair 15 52

Interviewing Writing, speaking, wh- questions

in simple present tense frequency expressions

Individual and whole class 20 55

Medial Consonant Review – Jobs

What does he do? Listening comprehension Whole class 10 56

Flash cards of jobs Game variations: matching, memorizing, fishing Pair/small group 20 57, 58

Listen and circle Initial consonants review, vocabulary of jobs Individual 10 59

Listen and fill in the missing letters

Listening and reading, medical consonants Individual 10 60

Information gap Listening, speaking and writing Pair 15 61, 62

Labelling Medial consonants, vocabulary of jobs Individual 10 63

Fill in blanks, dialogue practice

Wh- questions in simple present tense. 3rd person singular. Individual and pair 15 64

Board game Speaking, initial and medical consonants review

Small group/whole class 20 65

SHORT VOWELS

a as in apple What does she like? Listening comprehension Whole class 10 66

Flash cards of food Game variations: matching, memorizing, bingo, fishing Pair/small group 20 67, 68

Food vocabulary matching Reading Individual 10 69

Spell the word Writing/copying Individual 15 70

Circle the “a” words Listening discrimination on short vowel a

Individual and whole group 15 71

Circle or on food vocabulary Reading with own experience Individual 10 72

Circle “like” or “don’t like” Sentence completion, copying Individual 15 73

Do you like……? Simple present Yes/No ques-tions on food preferences in

reading and writing Individual and pair 20 74

Find someone who Simple present Yes/No ques-tions on food preferences in

speaking Whole class 20 75

i as in bin

What’s in your house? Listening comprehension, discus-sion Whole class 15 76

Flash cards of house objects

Game variations: matching, memorizing, bingo, fishing Pair/small group 20 77, 78

Underline the “i” words Reading/copying Individual 10 79

Cut and paste Reading, vocabulary on house objects Individual 10 80

Listen and circle Listening discrimination on short vowel i


Fill in the blanks/dialogue Yes/No questions with verb “to be“ and affirmative answers. Individual and pair 15 82

Fill in the blanks/dialogue Yes/No questions with verb “to be“ and negative answers. Individual and pair 15 83

o as in shopping

What did Bob buy? Listening comprehension Whole class 10 84

Flash cards of shopping items

Game variations: matching, memorizing, bingo, fishing Pair/small group 20 85, 86

Let’s go shopping (cut and paste) Shopping warm-up Individual/pair 10 87

Labelling Reading, vocabulary of shopping items

Whole group and individual 15 88

Listen and circle Listening discrimination on short vowel o


Fill in the blanks/dialogue Wh- questions in past tense with answers Individual and pair 15 90

Dictation/complete dialogues

Wh- questions in past tense in a 3-line dialogue Individual and pair 15 91

u as in truck

What’s the problem? Listening comprehension Whole class 10 92

Labelling Reading, vocabulary of shopping items

Whole group and individual 15 93

Circle the same Accuracy in reading, copying Individual 15 94

Listen and circle Listening discrimination on short vowel u


Fill in blanks/dialogue Wh- questions with verb “to be”, expressing personal needs Individual and pair 15 96

Problem solving (Step 1: Matching answers)

Reading comprehension (looking for key words), Wh- questions,

personal needs. Pair 15 97, 98

Problem solving (Step 2: Find the right place)

Reading comprehension (looking for key words), giving suggestions Pair/small group 20 99

LONG VOWELS AND VOWEL DIGRAPHS

a as in paper Where is the paper? Listening comprehension Whole class 10 100

Read, trace and copy Letter formation Individual 15 101

Matching Lower and upper case identification Individual 10 102

Matching Reading, vocabulary of classroom objects Individual 10 103

Listen and circle Listening discrimination on long vowel a Individual 10 104

Fill in blanks with a or e Long vowel a sound and letter identification Individual/pair 15 105

Complete the questions Reading and speaking, wh- questions, prepositions Individual and pair 15 106

Drawing Listening comprehension, wh- ques-tions, prepositions Pair/small group 15 107

ee as in sleep When do you go to sleep? Listening comprehension Whole class 10 108

Letter dictation Letter names review, vocabulary of activities at home Individual 10 109

Multiple choice /sentence completion

Reading and copying, simple present tense Individual 10 110

Multiple choice More vocabulary of activities at home Individual 5 111

Multiple choice / sentence completion

Reading and copying, simple present tense Individual 10 112

Listen and circle Listening discrimination on vowel digraph ee, Individual 10 113

Fill in blanks Simple present tense with time expressions Individual 10 114

Chain drills Reading and speaking, Wh- ques-tions in simple present tense.

Whole class/small group 15 115

Silent e as in cake Happy birthday! Listening comprehension Whole class 10 116

Circle and labelling Reading and copying Individual/pair 10 117

Fill in blanks Listening, vocabulary of birth-day party Individual 15 118

Listen and circle Listening discrimination, silent e identification Individual 10 119

Word search Writing, vocabulary of birthday party Individual 15 120

Information gap Listening and speaking. Reading comprehension Pair 15 121

Find the different Accuracy in reading Individual 10 122

Read the story Reading comprehension Individual 15 123

oo as in zoo What do you see at a zoo? Listening comprehension Whole class 10 124

Labelling the animals Letter formation Individual 10 125

Tracy and copy Letter formation Individual 15 126

Fill in the blanks with “oo” or “ee”

Listening discrimination on vowel digraph oo Individual 10 127

Find the different Accuracy in reading Individual 15 128

Read the story Reading comprehension, simple present tense Individual 15 129

Cut and paste Wh- words review, wh-questions in simple present tense Individual and pair 15 130

Long Vowels Review – Phonebook Is Mr. Cage home? Listening comprehension Whole class 10 131

Ordering Alphabetic order review Individual/pair 10 132

Listen and circle Listening discrimination on names with long vowels Individual 10 133

Listen and circle Listening discrimination on names with long vowels, wh-

questions Individual 15 134

Information gap Scanning, speaking Pair/small group 20 135-138

AUDIO TRACKS

Track Page Title

1 1 c as in Canada dialogue

2 2 What sound does “c” make in Canada?

3 4 Listen and Circle

4 8 ch as in chicken dialogue

5 10 Listen to the words.

6 13 Listen and circle.

7 16 p as in parking dialogue

8 17 Circle the sign.

9 19 Listen and hold up the card.


11 24 r as in library dialogue

12 27 Listen to the Vocabulary


14 30 Write the word for each picture that you hear your teacher spell.

15 33 th as in Thursday dialogue

16 38 Unscramble the letters.

17 39 Back and Forth

18 44 Initial Consonant Review - Dialogue


20 56 Medial Consonant Review Dialogue

21 59 Listen and Circle.

22 60 Listen and fill in the missing letters.

CD

Track Page Title

23 66 a as in apple dialogue


24 76 i as in bin dialogue


26 84 o as in shopping dialogue


28 91 Listen and write.

29 92 u as in trunk dialogue


31 100 a as in paper dialogue

32 104 a as in paper

33 108 ee as in sleep dialogue

34 109 Write the word.


36 116 silent e as in cake dialogue

37 118 Listen and fill in the blanks.


39 124 oo as in zoo dialogue

40 127 Listen and fill in the blanks.

41 131 long vowel review dialogue



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Canadian Society - Canada

Listen to the dialogue. What country are they talking about?

Callie: What country do you live in?

Coco: I live in Canada.

Callie: How is the weather in the winter?

Coco: It is cold.

Consonants: c as in Canada

c as in Canada

CD 1


CD 2

Consonants: c as in Canada Canadian Society - Canada

__________________

__________________

__________________

__________________

__________________

__________________

Canada capital coffee canoeing cold camping

What sound does “c” make in Canada? Read the words aloud with your teacher.

Write the word beside the correct picture.



Circle the same spelling as the given word.

1. Canada

Canda Panada Canada Danada

2. capital

oapitl capilal capital capltal 3. coffee

sofe voffee coffee toffee

4. canoeing

hanoeing caneing canoeing ganoeing

5. cold

old cold gold nold

6. camping

lamping macping camping damping



Number the rows. Listen and circle.

Put the words in alphabetical order.

Canada capital coffee canoeing cold camping

1.__________ 4. __________

2.__________ 5. __________

3.__________ 6. __________

Canada panda

adaptable capital

coffee toffee

snoring canoeing

cold gold

camping damping

CD 3



Read the story and answer the questions. Underline all the words with “c” in the story.

We live in Canada.

It is cold in the winter.

It is cool in the fall.

Some Canadians drink coffee in the winter.

They go camping and canoeing in the fall.

It is a big country.

The capital is Ottawa.

Circle Yes if the statement is true from the story above.

We live in Canada. Yes No

It is cool in the winter. Yes No

It is cold in the fall. Yes No

It is a small country. Yes No

The capital is Ottawa. Yes No



Complete the sentences with the following words.

Practise with a partner.

1. What country do you live in?

We live in ______________.

2. How is the weather in the winter?

It is ___________.

3. How is the weather in the fall?

It is ___________.

4. What do Canadians do in the fall?

They go _________ and ________.

5. What is the capital of Canada?

The ______________ is Ottawa.

Canada cold cool

camping canoeing capital



Find the correct answer for the questions.

1. What country do you live in?

2. How is the weather in the winter?

3. How is the weather in the fall?

4. What do Canadians do in the fall?

5. What is the capital of Canada?

1. We live in Canada.

2. It is cold.

3. It is cool.

4. They go camping and canoeing.

5. The capital is Ottawa.

Answers:

Questions:


Consonants: ch as in chicken

Rachael and Charles are in a restaurant. What do they order?

Waiter: Are you ready to order?

Rachael: Yes. I’ll have the chicken.

Charles: I’ll have the pork chops.

Waiter: O.K. Chicken and pork chops.

Commercial Services - Eating Out

ch as in chicken CD 4

sophie wang's phonics book for adult esl students

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