Teacher:Dra. Jelena Bobkina

Subject:READING AND WRITING

SESSION 3

UNIT 4: STORYTELLING IN SYNTHETIC PHONICS4.1 Identifying the sounds in words

The concept of Phonological awareness becomes relevant again in this unit.

Phonological awareness is the general ability to hear and appreciate the sounds of language.

It includes the ability to recognise and produce rhyme and to distinguish the onset (the initial

sound) of a one-syllable word from its rime (the remainder of the word).

WAYS TO DEVELOP PHONOLOGICAL AWARNESS:

Start by having your child listen for the first sound in a word. Games like I-Spy are ideal for this:http://www.youtube.com/watch?v=z9d8_IDmNm0

Next try listening for the end sounds, as the middle sound of the word is the hardest to hear.

Where is the sound?:Listening for the beginning, the middle and the end sounds.

http://www.youtube.com/watch?v=vm3NvUxaY0k&list=PL36538036A609498E

Begin with simple three-letter words such as cat or hot. A good idea is to say a word and tap out the sounds. Three taps means three sounds. Say each sound as you tap.

Rhyming games, poems and the Jolly Jingles also help tune the ears to the sounds in words.

Match the rhyming words:http://www.youtube.com/watch?v=gT7TUgjpmU8&lis

t=PL36538036A609498E

Filling the missing rhymes:http://www.youtube.com/watch?v=ccsrF0vCYE0&list

=PL36538036A609498E

 Other games to play are:

 Add a sound: what do I get if I add p to the beginning of

ink? Answer: pink. Other examples are m-ice, b-us... Take away a sound: what do I get if I take away p from

pink? Answer: ink. Other examples as above, and f-lap, s-lip, c-rib, d-rag, p-ant, m-end, s-top, b-end, s-t-rip... Sound attendance:http://

www.youtube.com/watch?v=jwqeWEUBxgU&list=PL36538036A609498E 

Names Song: Foundations for Phonemic Awareness:http://www.youtube.com/watch?v=bSyXyouWsbU&list=PL3

6538036A609498E

We can also use stories to develop phonological awareness:

Phonemic Awareness Read Aloud: Using Stories to Develop Phonemic Awareness Skills:

http://www.youtube.com/watch?v=z3NERmURt_w&list=PL36538036A609498E

Once a child can hear the sounds in words, and knows one way of writing each sound, they can write independently. Initially, the children will not spell accurately but their work can be read, for example, ‘I went hors riedin that wos fun’.

 

Most children, by the end of their first year, should be able to write their own news and simple stories independently.

It will be exactly what they want to say as they are not restricted by writing only the words they have learned by heart.

Accurate spelling develops gradually from reading books, knowing the alternative vowel sounds and following a spelling scheme.

How to teach children to identify the sounds in words:

http://jollylearning.co.uk/2010/11/01/identifying-the-sounds-in-words/

Miming words with Jolly Phonics:http://www.youtube.com/watch?v=T67TXHF

TXtg

4.2. STORYTELLING IN SYNTHETIC PHONICS

STORYTELLING is the sharing of stories and events through words, sounds and visual images.

An effective storyteller captures the attention of listeners and accomplishes the goal of telling the story, which may be to entertain, convey information, teach an important life lesson, or persuade listeners to take action of some

kind.

Storytelling techniques may incorporate

a combination of tone usage, animated sounds and gestures, and digital tools.

Storytelling also contributes to the identification of sounds in words.

Storrytelling approach helps to transfer decontextualized language into a meaningful context for children.

All stories in Jolly Phonics are centered around everyday life situations that kids are familiar with: going for a walk, playing musical instruments, doing sports, eating, etc.

For example, instead of only identifying the letters "th" as a digraph, or two letters that equal two different sounds, we tell the children a story.

A family goes to the circus. One clown is a bit rude, and puts out the tip of his tongue making the sound th (voiced, as this). The other clown is very rude / he sticks out his tongue a long way, saying ththth (unvoiced, as in thin).

A story for the "ng" sound:Some children are watching wight

lifing on television. They laugh at the strange faces and noises. Then they pretend they are weight lifters, using brooms and pulling a face, and say ngngngng.

A story for the "c" and "k" sound:A family goes on holiday to Spain.

They go in airplane. I is lovely and hot in Spain. They spend the day on the beach and come back in the evening for dinner. After dinner, Spanish dancers perform in the hotel. The ladies wear bright coloured dresses and have castanets which make a cccccccc sound.

Storytelling remains the best way to teach children to speak and write.

Storytelling with Jolly Phonicshttp://www.youtube.com/watch?v=fKdQhw9z

_6U

4.3. ADVANTAGES OF USING STORYTELLING IN THE CLASSROOMit can contribute to student academic

success and emotional well being. it is especially well-suited for student

exploration. storytelling is accessible to all ages and

abilities. no special equipment beyond the

imagination and the power of listening and speaking is needed to create artistic images.

Storytelling can encourage students to explore their unique expressiveness and can heighten a student's ability to communicate thoughts and feelings in an articulate, lucid manner.

Support daily life skills: to remind children that their spoken words are powerful, that listening is important, and that clear communication between people is an art.

Gaining verbal skills: becoming verbally proficient can contribute to a student's ability to resolve interpersonal conflict non-violently.

Imagination: both telling a story and listening to a well-told tale encourage students to use their imaginations.

Passing on wisdom: storytelling based on traditional folktales is a gentle way to guide young people toward constructive personal values by presenting imaginative situations in which the outcome of both wise and unwise actions and decisions can be seen.

UNIT 5: READING and WRITING with JOLLY PHONICS 5.1. Reading with Jolly Phonics ReadersThe JOLLY READERS are designed for

children who have learned to read and write with Jolly Phonics.

There are three series: “The Inky Mouse and friends”, General Fiction and Nonfiction.

In all three the vocabulary is carefully controlled, so children can apply their new reading skills.

The Jolly Phonics Readers provide the best start for children just starting to read.

At every stage the words are within reach of the children as they use their letter sound knowledge and the tricky words already taught.

Each level of the readers builds on knowledge and skills previously learned so that they are able to practise blending until it is the automatic response to working out new words.

Gradually the 42 letter sounds, main 19 alternative letter sounds and more frequently occuring tricky words are taught, which prepares the children to read more complex books. 

JOLLY READERS

At every stage the words are within the reach of children as they use their letter sound knowledge and tricky words already taught.

Tricky words are shown at the back of each book.  Light type is used as a guide for those few letters that should not be sounded out, such as the /b/ in lamb.

Jolly Readers Level 1 Features words that are spelled regularly,

and can be sounded out with the 42 letter sounds first taught in Jolly Phonics.

8 Pages per book11 Tricky Words per book1 Sentence per page (approx)0 Alternative spellings per book

Jolly Readers Level 2

In addition to the 42 letter sounds, Level 2 introduces /y/ used for the /ee/ sound at the end of words like ‘funny’.

 12 pages per book20 Tricky Words per book2 sentences per page (approx.)0 alternative spellings per book

Jolly Readers Level 3

Introduces the ‘magic e’ for spelling words with the long vowels, as in ‘make’, ‘like’, ‘bone’ and ‘tune’.

Introduces some alternative spellings of the digraphs.

16 Pages per book40 Tricky Words per book4 Sentences per page (approx)5 Alternative spellings per book

Jolly Readers Level 4 The stories are much longer, and

introduce more tricky words.Covers all the Jolly Phonics alternative

vowel spellings that are used to make  words like ‘day’, ‘seat’,  ‘night’, ‘snow’, ‘few’, ‘girl’, ‘straw’, ‘boy’ and ‘scowl’.16 Pages per book61 Tricky Words per book4 Sentences per page (approx)18 Alternative spellings per book

 

If it is necessary to use non-decodable books then we recommend waiting until the children have reached a good level of fluency and decoding has become the automatic response to unknown words.

Ideally, this should be after the children are confidently reading the Jolly Phonics Green Level Readers, or equivalent decodables.

 WEBSITES THAT PROMOTE READING WITH SYNTHETIC PHONICS STARFALL

A free website to teach children to read. Perfect for kindergarten, first grade, and second grade. Contains exciting interactive books and phonics games.

www.starfall.com

BBC EDUCATION: WORDS AND PICTURES 

This BBC site does a fabulous job of integrating audio and animation into a really fun learning experience.

http://www.bbc.co.uk/schools/wordsandpictures/index.shtml

PHONICS GAMES ONLINEhttp://www.kizphonics.com/materials/phonics-games/

I KNOW THAT: PHONICSInteractive worksheets where the word search puzzles

actually pronounce and spell each word as you find it! http://www.iknowthat.com/com/L3?Area=L2_LanguageArts

&COOK=

 READING BEAR

Reading Bear is a collection of free, well-made, multimedia phonics presentations to teach kids to read.

http://www.readingbear.org/GettingStarted.aspx

READING GAMES FOR YOUNG KIDSThis site houses reading games according to age level.http://resources.kaboose.com/games/read1.html

5.2. Teaching Writing to Young Children

5. 2.1. How To Teach Creative Writing To Young Children

Teaching children to write creatively is not something that you can complete at any one particular grade level.

It involves a series of planned situations and activities that gradually lead to independent writing.

As teachers our goal is to develop the writing skills of our students. This means that we must slowly direct each child to writing independently. To do so a teacher must model good writing, write with them collaboratively, guide their efforts and allow them to work on their own.

These stages are summed up under the following headings:

Modeled Writing Shared Writing Guided Writing Independent Writing

1. Modeled Writing

What is Modeled Writing?

MODELLED WRITINGhttp://www.youtube.com/watch?v=9I7MM5gl

3d4

Modeled writing is the first step in teaching writing to children. This is when the teacher is in front of the class doing all of the writing.

If your students struggle greatly with getting their ideas going, come back to this basic step and model your writing process for them. They need to see it being done.

Make your thoughts about the process known (be explicit) while you are teaching writing to children.

The key to modeled writing is to never assume your students are following you.

Tell them everything you are doing and why. It is not enough for them just to watch you.

As well, don't try to model so many things that the lesson goes on too long - you will lose their attention.

2. Shared Writing

SHARED WRITINGhttp://www.youtube.com/watch?v=aAQyTLDlvbkhttp://www.youtube.com/watch?v=XRZ9uZ4h0Ss

During shared writing, a teacher will scribe the words, but the students are now invited to contribute to the piece.

This is the type of writing would be appropriate for any primary writing.

Main charcateristics:Students contribute ideas while the teacher

writesLots of discussion, questions and answersThink alouds continue to be used

3. Guided Writing 

GUIDED WRITINGhttp://www.youtube.com/watch?v=ov3jehZ

9-iIhttp://www.youtube.com/watch?v=8qt-njsn

5fQ 

Guided writing is the third step in teaching writing to children.

In guided writing, teachers continually provide feedback, redirection and expansion of ideas.

Any area of writing can be addressed, but it works well to put similar needs together and address them at the same time.

Main charcateristics:The step between teacher directed

and independent writingTeacher utilizes prompts and clues to

help develop ideas and organizationTeacher works with students either

small group or independentlyOral discussion of sentences before

writing

4. Independent Writing 

Independent Writinghttp

://www.youtube.com/watch?v=fgKYCoD391k

http://www.youtube.com/watch?v=_eV9ZEHs4iQ

This is where the students effectively utilize written language for their own purposes or as assigned by the teacher.

These writing pieces can be anything, from creative stories and reports to writing journals or letters to friends and family.

Main charcateristics:Students use ideas from shared writing to

produce their own independent pieceReference to charts and other materials to

revise and edit compositionTeacher evaluation for growthThis part of teaching writing to children must

always include a time to share. It is critical to provide validation of your young author's process and growth as a writer. This provides them not only recognition, but an opportunity to receive feedback.

Some other tips on writing:Ruth Miskin - How to Teach Children to Write -

Oxford School Imp (2 min)http://

www.youtube.com/watch?v=6Fd813fKoqw

Instruction & Modeling in Writing (18 min)http://www.youtube.com/watch?v=UsMfrQJSb

wk

5.3. Ideas to start writing with young learners

5. 3.1 Fun topics Give them fun topics which they will learn

about themselves while writing.  Have them draw a picture or collage to go with their essay.http://www.kidsplayandcreate.com/50-positive-creative-writing-topics-for-kids/

1. Have the children write on top of the page:  I Am Special Because….

2. If I was a super hero what kind out super hero would I be and what powers would I have (This can also be done using villains)?

3.What do I want to be when I grow up and why?4. If you were given 3 wishes what would they be and

why?5. If I could invent a new animal what kind of animal

would I make (i.e sounds, diet, where the animal lives etc…)?

6. If I could invent a new toy what kind of toy would I create and why?

7. If I could make something disappear in my life what would it be and why?

8. All About me essay. Have children write about all their likes and dislikes.

5. 3.2 Creative Writing worksheetsUsually students are asked to finish the

story.http://bogglesworldesl.com/creativewr

iting.htmhttp://www.englishforeveryone.org/Top

ics/Writing-Practice.htm

5. 3.3 Writing projects for kidsNewspaper StoryWrite a ScriptMake JournalWho are they?Comic booksMake an ideas jarDesign and write an online BlogWrite a movie reviewWrite a Haiku or Limerick 

http://www.homeschooling-ideas.com/creative-writing-activities-for-kids.html