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Phonics - Home - by panniuniu


									                         Examples Lessons for JHS and EMS:

                                           A little about me:
           Hello all, my name is Joe Bevins. I have lived in Japan for three and a half years.
Two years in Joetsu-shi, and one year in Okinawa studying at the Uni of the Ryukyus. I am
a big outdoor enthusiast. I love skiing, hiking, cycling, climbing and kayaking, most of which
I can in do Japan. Along with those activities I also play on a local Indiaka team – a new sport
that is a mixture of volleyball and badminton – as well as practice Kendo with some of my
JHS and EMS students. I have found all these activities to be great chances for not only
internationalization with my students or Japanese friends but also for me. Staying active has
been a highlight for my time as an ALT.

                                         What is Phonics?
     First, understand that I am not a phonics master. That is to say, I have no degree in
      teaching it. This workshop is based on my two and a half years as an ALT. If you have
      input on how to improve phonics teaching, please share your thoughts with us during
      this workshop.
     So what is PHONICS?
“Phonics is a set of mnemonic rules to help children [or second language learners] learn how to read
and pronounce words they have never seen before. It connects sounds to letters or groups of letters.
It's hard to establish who invented Phonics, but the person famous for embracing it is Noah Webster,
 the dictionary guy. In 1828, he published his comprehensive dictionary, An American Dictionary of
the English Language. It was this dictionary that was responsible for challenging many "unnecessarily
 complex" English spellings and introduced 'Americanized' spellings. The three biggest differences
                              between British and American spellings are:

                               1. Replacing C with S -- defense vs. defence
                               2. Reversing RE and ER -- center vs. centre
                                  3. Dropping the U -- color vs. colour

After this dictionary was published, little development in the Phonics field was done and it laid dormant
    for 100+ years, until Rudolf Flesch published a novel in 1955, Why Johnny Can't Read. This book
                       spurred the ongoing debate, Phonics vs. Whole Language.
    The coolest thing about Phonics is that it's not country-specific. `Englishes` may have different
 spellings and accents but all `Englishes` are bonded by the same spelling rules and the connection
                    between when letters or groups of letters make certain sounds.”

                                   Why Phonics is Important:

                                             Contact info:
                                              Joe Bevins
`“Phonics is the basic reading instruction that teaches children the relationships between letters and
sounds. Phonics teaches children to use these relationships to speak and write words. According to a
study by the Partnership for Reading, the objective of phonics instruction is to help children learn and
use the `alphabetic principle`- the systematic predictable relationships between written and spoken
words. Knowing these relationships through phonics helps young readers to recognize familiar words
accurately and easily `decode` new words”`

   My experience: I have two JHSs schools and have taught at seven EMSs over my two and a half
    years as an ALT. At my base school my predecessor started our 1 years on a phonics textbook.
    This has really helped them into their English studies as 3 year students. Given my short
    experience as an ALT I have seen a difference between these two JHSs. I have finally convinced
    my second JHS to consider phonics for more than just a basic warm-up or a brush-by lesson on
    pronunciation. My 3 years at my base school have improved greatly and I have been thrilled to
    see them still use and understand the rules. Even little things like where students normally use “す”
    or “ず” after “S” or “Z” sounds they have started to write hints like “S” or “Z.”

           How to talk to your schools about the importance of phonics:
   One point that I have made to my schools, both JHS and EMS, is that any foreigner that
    tried to learn Japanese by writing Romanji letters over the top of all the Japanese
    syallabary they used would never develop a basic level of fluency. You can switch this
    around to when students use カタカナ. You must know the sounds of characters or
    letters that each language makes to be able to use them properly.
   One disagreement that you might hear from some of your JTEs is that there is not
    enough time to teach phonics to students. I would say to them that in the long run this
    will be valuable because many 3rd years, in any textbook, come across many words that
    they can`t read. From the start teaching phonics is not about comprehension but about
    being able to sound out the word. Later, comprehension helps them learn more about the
    English language as a whole.
   When you compare Japanese and English learning they are very different. Well, duh!
    JOE! But look at Kanji. You learn stroke order. A tried and true way of learning Kanji is
    to memorize the stroke. Stuff it into your brain. For English you can only do this with so
    many words before start forgetting others. Phonics helps you learn to read the words and
    not just memorize them. So, the way we learn and comprehend the two languages is
                         Examples Lessons for JHS and EMS:

① Around the world
② Karuta
③ Karuta and the missing vowel
④ Others…

                                             Phonics Rules:
A brief review of some of the phonics rules. Rules take from “Active phonics” textbook.

                 Brainstorming / Make your own original lesson:
"Show me a teacher brave enough to keep trying new ideas in the classroom, even after the idea has
       failed, and I will show you an education system that could learn a lot from that teacher."
                                               -- Patrick Bickford

Ok then, time to split up into seven different groups. Look for the small piece of paper with a letter with
“A” “E” “I” “O” “U” “Y” “J” or “B” on it. I want you next to say the phonetic sound for this letter. You must
find your other group members by only saying the phonetic sound for your letter. Ready? GO!
Scrap paper:

                                 Questions? Comments or thoughts?

                                             Contact info:
                                              Joe Bevins

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