Preschool Teachers of Johor State

WHAT IS
LITERACY ?
Early literacy is everything children know about
reading and writing before they can actually read and
write.
As a teacher



The most important thing you can do is
provide an atmosphere that's fun,
verbal and stimulating environment.
The focus should be fun and offer
your child plenty of opportunities to talk
and be listened to,
to read and be read to, and
to sing and be sung to.
Listening

Speaking

Reading

Writing


Literacy Skills
Beginning Reading Skills
1. Look and say (Sight words) instantly
recognizable words

2. Phonics learning about letters and sounds
they represent

3. Key words system

4. LEA (Language Experience Approach)
1.LOOK AND SAY METHOD

ball
cat
bag

* Use flash cards
label things in the classroom
Introduce High Frequency
Words

(using look and say method)

I and my eat
we the is
in for it
you he go
on she at

ENGLISH LANGUAGE CURRICULUM
OBJECTIVES
The English Language Curriculum
aims at enabling pupils to:

Listen actively with understanding.
Express themselves orally in simple
English.
Read common words and simple
sentences independently.
Write words and simple
sentences.
How .?
What skills.?
1. Look and say (Sight words)
instantly recognizable words

2. Phonics learning about letters and
sounds they represent

3. Key words system

4. LEA (Language Experience Approach)
Why Phonics is the best way:

Phonics reading is an important part of
helping children learn to read.

Most phonics programs teach children the
relationship between each letter and its sound.

Therefore

Learning phonics is an excellent
foundation for children learning to
read and spell.
What are phonics?
Phonics is the word used to describe the
sounds the letters make.
In simple terms,
The Sounds of the Letters
For example :- the word 'cat' can be read
from its three sounds: c- -a- -t.

These are not the names of the letters as we
say them in the alphabet, but the sounds these
letters make.
Likewise, the word 'thick'
is made up of three sounds:
th-i-ck,
where pairs of letters combine
to make a single sound.

Similarly, 'rash'
is made up of three sounds:
r-a-sh.
Early Phonics
You tube-
1. new ABC phonic slow version
2. New ABC phonic fast version
3. The alphabet song in phonic
4. Phonic alphabet ABC song
Alphabet Phonics
Teaching letter sounds
gives children the
ability to work out
simple words which can
be sounded out, words
like: bed, cat, log, pig,
fish, deck, thin, etc.



For example,
when the children have been taught the
sounds 'a', 'b', 'c' and 't',
they can be shown how to run the sounds
together to make these words:
bat
cat
cab


..ap song
..ou and ..ow song
Phonics Teaching Methods
Blending
Method
Show video

1. Sound blending
2. Blending lesson

How to teach?
Consonant Blends
Consonant Blends
As the children learn to blend three-
letter words together,
such as:
m-o-m h-o-t
h-i-m t-o-p
d-a-d g-e-t

Let try it together
they can begin to read simple
children's books written with
a limited range of words.

This will get them started on
simple reading skills, and they
will enjoy reading sentences
such as:

Tom can get a dog

Len can run and run.

Meg, let him dig.
Vowel Sounds
a e i o u
Vowels
a e i o u
apple egg ink orange umbrella
ant elephant igloo oil under
arrow elbow insects octopus uncle
axe envelope ill ostrich ugly


Short Vowel Sounds
cat, hen, fish, dog, duck
Long Vowel Sounds
cake, orange, pizza, toaster, cub
Silent Letters
Letters
words
H hour honest
K knife Knee Knowledge
W two answer write
T listen whistle often
G feign foreigner
B lamb subtle bomb
L would could
The Word Families
No Level 1: Consonant Sounds
1. man can pan fan van
2. hat cat fat mat bat rat
3. tap cap map sap lap nap
4. dam ham jam ram yam
5. bag wag tag rag
6. net pet wet jet vet
7. hen pen ten den
8. bed red leg peg keg
9. tin fin pin bin win
10. log dog jog fog bog
No Level 1: Consonant Sounds
11 mop hop cop top
12. cot tot dot pot hot
13. rub cub tub cup pup
14. hug bug jug mug rug
The Word Families cont
No Level 2: Consonant Clusters
1. clam clap clog club clip
2. flag flat
3. plum plan plug
4. crab crib
5. drum drag
6. frog
7. pram
8. stag step stop stem
9. bell well yell hill mill drill doll
10. dress cross kiss press
11 fist rest dust nest vest
12. gift left lift soft
13. lamp stamp stump jump plump
No Level 1: Consonant Sounds
14. desk tusk belt melt kilt quilt
15. band hand sand pond bend
16. ant tent
17. silk milk
18. duck lock sock neck black rock
19. bank sink pink drink trunk
20. king ring sing swing
21. chin chip chest
22. thin moth cloth broth
23. ship shell fish shop dish
Consonants Digraphs
Consonants Digraphs
Consonants
Digraphs
Words
ch ch air ch alk ch ick
sh sh oe sh ip sh out
th th is th ose th at
wh wh at wh en wh ale
ch
ch as in chair
ch in ch op ch ip ch at
ch ick ch ain ch ild ch ase

Read.
Chip, chop, chip, chop
Chipper Chopper Joe
One big blow
Ouch! My toe
Chipper Chopper Joe
sh
sh as in shoe
sh op sh ip sh ut sh ed
sh ell sh arp sh out sh ark

Read.
She sells sea-shells
on the sea-shore.
th
Sound Unsound
th is th in
th at th ick
th em th umb
th ey th ank
Read.
Three tens and three are
thirty-three.
wh
wh as in wheel
wh at wh en wh eel
wh ite wh ale wh eat

Read.
Which whistle is
white colour?
3.THE KEYWORDS SYSTEM
Can be used in theme based language
E.g:
A shirt
A red shirt
This is a red shirt
I like my red shirt
Theme: Clothes
Substitute shirt with shorts, trousers, dress, skirt etc


A cat.
A fat cat.
This is a fat cat.
The fat cat likes fish.
I like my fat cat.

Theme: Animal
Substitute cat with other animals



Read -ai-
When a word has two vowels together,
the first vowel is usually long and the
second vowel is silent. The long "a"
sound can be spelled "ai" or "ay."
tail

mail
ray

sail
rain

pail
Read -c & g-
Hard c and g are usually followed
by a, o, or u. Soft c and g are
usually followed by a, i, or y.
goat

carrot

mice
cent

giant
corn
The letter c makes two soundsthe /k/
sound and the /s/ sound.
When c is followed by a consonant
(except h), it makes the /k/ sound.
When followed by the vowels a, o, or
u, it also makes the /k/ sound
When c makes the /k/ sound, that is
called its hard sound.
Examples of the /k/ sound: cat,
cottage, cave, cream, curious, and
clever

Is the Sound Hard or Soft?

.
when it makes the /s/
sound, that is called its soft
sound.

Examples of the /s/ sound:
as in cent, race, city, fancy,
centre, ceiling, circle, and
cycle
When c is followed by e, i or
y, it has the sound of /s/
Similary, When g is followed by i, e
or y, it sounds soft like /j/
Examples of the /j/ sound: gym,
gem, gentle, giant, and gymnastic.

Otherwise, g sounds hard as /g/
Examples of the /g/ sound: gold,
gallon, gold, guide, glass, and grow.


Read -silent e-
When a word ends with "e,"
the first vowel is usually long
and the "e" is silent.

cane

rake
cave

cake
grape

lake
Read -silent e-
When a word ends with "e," the first
vowel is usually long and the "e" is silent.
bone

nose
rope

home
rose

stone
Read -ee & ea-
When a word has two vowels together,
the first vowel is usually long and the
second vowel is silent. The long "e"
sound can be spelled "ee" or "ea."
bee

meat
wheel

dream
tree

leaf
Read -oa-
When a word has two vowels together,
the first vowel is usually long and the
second vowel is silent. The long "o"
sound may be spelled "oa."
boat

road
coat

soap
loaf

toad
Read -oo & ue-
The letters "ue" and "oo" are special
vowels. Their sounds are long, but
they do not follow the two-vowel
rule.
spoon

moon
tooth

pool
glue

blue
a

A cat sat on the mat.


b

The ball is in a big box.


c

Can a cat sit on a car?
d

Did the dog do it?
ar
The car and star go far.
ea

I had tea at the sea on a seat.
e

A wet hen went to bed.
f

Five fat frogs.
g

Go and get the goat.
h

The hen had the hat.
i

In went the indian.
j

Jump, jog or jiggle.
k

The King kept kangaroos.
l

Little lion likes lollies.
qu

The queen was quick to quilt.


r

The rabbit ran really fast.


s

The sad sun sat in the sky.


t

The ten tins fell in the tub.
th

That thick thong was thrown.


ee

I can see the green tree.
u

A pup in the cup ate the bun.


v

A dog went to the vet.


w

Will the spiders web get wet?


x

The wax fell into the box.
y

Yes, paint a yellow chick.


z

The zoo had a zebra.
Oral Blending
Oral blending exercises help
children hear how sounds are put
together to make words so that
they can begin sounding out words
independently as they read.

Blending activities :-
Activity 1
Guess It
.
For example, you might tell children that
you are thinking of the names of
classroom objects.

Teacher: "I'm thinking of classroom
objects. It's a /p/... en. What am I
thinking of?"
Children: "A pen!"
Continue with other categories such as
zoo animals,, numbers, colors, or
household items.
Oral Segmentation

Oral segmentation activities help
children separate words into
sounds, helping kids build skills
that will support spelling.


Activity 2
What's the Sound?
What's the sound that these words share?
Listen to these words.
Sad and silly are these two words.
Tell me what you've heard. (ssssssss)
With an /s/, /s/ here and an
/s/, /s/ there.
Here an /s/, there an /s/,
everywhere an /s/, /s/.
/S/ is the sound that these words share.
We can hear that sound!

Singing to the tune of "Old MacDonald
As you continue to sing the song, replace the words "sad and silly"
with other pairings such as "mop and money"; "leaf and lucky"; and
"ten and table."
Have children draw three boxes
Explain that you are going to say a list of words.
Each word contains the sound /s/,
some at the beginning, some in the middle, and some at the
end.
If students hear /s/ at the beginning of the word, they are
to
place the counter in the first box; if they hear it in the
middle,
the counter goes in the second box; at the end of the
word, in
the last box.
Begin with the following word list: send, missing, sock,
bus, less, passing, messy, safe.
Continue the game with other sounds.

Activity
3
Where Is It?
This activity helps youngsters differentiate sound position in words.
As you integrate phonemics into
your teaching, you will be taking
a vital step toward ensuring your
students' long-term reading
success.
Learning Phonics with Fun
This is a very simple game. You need to write a letter
and tell the child what sound it makes.
1. Choose some letters.
2. The children will hold the letter card and will say
their sound.
3. Now make a game, giving an indication to the child
to make his / her sound.
4. For example sounding out the CVC word like 'cat'
ask three children to hold a, c, t letters, tell them
what sound each of the letter makes.
5. Now they have to jump and sit or just call out their
sound in the right sequence of letters eg. c-sound,
a-sound and t-sound.

Children holding the letters will say it in a speed c-a-t
most probably it will be heard like 'cat'.
Other examples such as
b-a-t.bat
m-a-t.mat
f-a-t....fat
h-a-t.hat
p-a-t.pat
r-a-t.rat
s-a-t.sat
Single letters making their own sound:
fog: f-o-g
cup: c-u-p
dig: d-i-g
ten: t-e-n
jam: j-a-m
huge: h-u-g-s
sits: s-i-t-s
logs: l-o-g-s
buns: b-u-n-s
Here are some more examples:
Pairs or groups of letters making a
sound (e.g. ch, sh, ck.)
chess: ch-e-ss
fish: f-i-sh
then: th-e-n
shed: sh-e-d
dash: d-a-sh
chips: ch-i-p-s
sack: s-a-ck
hill: h-i-ll
Thank you
I can smell.
I can smell a flower.
I can smell fish.
I can smell smoke.
I can smell cheese.
I can smell bananas.
I can smell perfume.
I can smell farm
animals.
I can smell garlic.
What can you smell?
Phonics Bingo.
How to Play Rhyming Bingo

Playing Rhyming bingo in the classroom (or in the case of parents, with your kids at home)
is very simple. Here are the instructions:
1.Each student is given a bingo card or bingo worksheet containing a different random
selection of words, and a marker pen (or set of counters).

Here is an example of a typical Rhyming bingo card:

CVC Rhymes:
o bad
o dad
CVC Rhymes:
o bag
o rag
o sag
CVC Rhymes:
o can
o fan
o man
o pan
Other Rhymes:
o span
CVC Rhymes:
o bat
o cat
o fat
o hat
o mat
Other Rhymes:
o chat
o splat
Example of call list