introduction to contemporary Literacies, the written texts and the phonics-44. A reading framework is also introduced for preschool children to address the current critical reading skills.

1. Title: Phonics-44 and Reading Literacy
Kay Yong, Khoo BSc.(MU); MSc.(ITE) (HKU); EdD(HKU)

2. Contemporary Literacies & Contemporary approach to literacies
What are contemporary texts?
Voice
Images
Temporal text
What are the skills required?
Higher order thinking skills
Communicative skills
Reading, Writing, Speaking, Listening and ….. VIEWING and REPRESENTING

3. Contemporary Literacies & Contemporary approach to literacies
The affordance of
different modes in
communication

4. Contemporary Literacies & Contemporary approach to literacies
The affordance of
different modes in
communication –
Written text

5. Contemporary Literacies & Contemporary approach to literacies
The affordance of
different modes in
communication –
temporal and
ubiquitous advantage

6. Contemporary Literacies & Contemporary approach to literacies
The affordance of
different modes in
communication-
Digital
functionalities

7. Ministry of Education
(2006) of Ontario,
Canada, has
incorporated
multimodal texts into
the curriculum for
young children as early
as at stage one (p. 45).
Multimodal texts are
referred to as media
texts in the curriculum,
and are introduced in
the English Curriculum
guide as one of four
strands: oral
communication,
reading, writing and
media literacy.
In the UK, a new
primary curriculum is
being reviewed and this
will be implemented in
2011. “ Viewing ” , is
defined as a skill
necessary for
understanding and
responding to
information, and
“ broadcasting ” is
identified as one of the
key skills required to
present ideas and
opinions. (Department
for Children schools and
families UK, 2009).
Australia has a long
history of incorporating
multimodal texts into
the context of English
learning (Curriculum
Corporation., 1994; New
South Wales Board of
Studies, 1998). In the
recent outlined
Australia National
English Curriculum,
systematic exploration
and production of
multimodal texts have
been introduced
throughout the school
years (National
Curriculum Board,
2008).
MOE Singapore has
also introduced new
English Language
Curriculum in 2010 for
primary and secondary
schools to be
implemented from 2010.
In the new curriculum,
viewing and representing
skills are introduced as
receptive and productive
skills to incorporate a
wide range of literacy
information/functional
texts (Singapore, 2010)
There is an acknowledgement that the English Curriculum has to evolve
according to the changing world to prepare children for the
opportunities and challenges of life in the 21st century.

8. Contemporary Literacies & Contemporary approach to literacies

9. Multimodal texts in contemporary communication approaches
Images Sounds Temporal message Spatial message
Written texts gestures

10. Written texts Phonics 44
Most children usually are quite at home with
movement. They begin to learn about the world
by acting on objects and people, and they “think
with their bodies” well before they think with
words.
Children learn about the basic structure of words
by seeing the relationship between things.

11. Why Phonics?

12. Chinese—看字识义

13. Chinese—看字识义

14. 睛 清 蜻 晴 ……

15. a flag
flag

16. a tfl

17. a nkth

18. a emfr

19. Knowledge? Or Skill? PHONIC
S

20. 蛾
我
卞
下
e
bian
Xia
ˇ
ˋ
ˊ
wo
ˋ
字 拼音
a-e
ape
ate
sale
ale
/eI/
/eIp/
/eIt/
/eIl/
/seIl/
字 拼音

21. What is Syntax?

22. Syntax
A sentence is a grammatical unit
consisting of one or more words that
bear minimal syntactic relation to the
words that precede or follow it.

23. SYNTAX
粤语：你瘦过我。/你走先。
普通话：你比我瘦。/你先走。

24. SYNTAX
粤语：你瘦过我。/你走先。
普通话：你比我瘦。/你先走。
leaveYou
first
thin
You I am

25. Contextual clues in
words

26. sad

27. hurdle
Context

28. hurdle

29. hurdles

30. Montessori
Phonics-44

31. Phonics –44
English Words
Spoken Written
24 consonant sounds 21 consonant letters
20 vowel sounds 5 vowel letters
--------------------------------------------------
44 speech sounds 26 alphabet letters

34. a l
mb
n
o
p
q
r
t
s
u
c
v
d
e
f
g
h
i
j
k
w
x
y
z
bl
fl
cl
br
sl
pl
cr
gl
fr
dr
gr
pr
tr
sc
sm
sn
sw
tw
lf
lk nd
ld
lb pt
xt
mp
sk
sp
st
dd
gg
ll
nn
lm
ln
lp
lt
ct
ft
nt
ss
tt
zz
ff
ck
ng
sh
th
nk
th
ai
ea
ay
ee
i-e
ie
o-e
y
igh
oo
ew
u-e
ue
oo
aw
or
au
al
ir
ou
ur
er
ow
oi
air
oy
are
oa
ore
ear
a-e
oe
ar our
oor
ure
eer
ere
ch
er

35. a
b
c
d
e
f l
g
h
i
j
k
m s
r
q
p
n
x
w
o
v
u
t
y
z
/æ/
/b/ /h/
/ l /
/ //k/
/e/
/f/
/z/
/j/
/ks/
/w/
/v/
/t/
/s//m/
/n/
/r/
/g/
/p/
/kw/
/d/
/k/
/ i/ /Λ/
/ dз/

36. ac t
p
m
r
a t
a t
a t
eb g
it p
or b
uh g

37. a tfl
fl i p
ac mp
or mp
Initial blends
Final blends
Double consonant sounds
Digraphs
eb ll
ob ss
ish p
is nk

38. ai
ay
a-e
t ea
Phonograms
mai
ays
Initial blends
Final blends
Double consonant sounds
Digraphs
a ebl m
a esh k

39. 24 consonant sounds

40. 20 vowel sounds

41. Brother, father
Toefl , fancl
Tackle
Towel, hostel
Fast
Clerk
Got/pot
Little, litter
head, again
Quay
Three, tree
Forever
Coconuts
Of, off
sharpener
magnet
croissant
muesli
practised
basket
Wasted
method

42. beat bit
sad sat
home, aim
chef ,example
fat, Wednesday
clap , egg, leg, hand
market, again,
umbrella
plumber, bomber
moon book
knife, knob
caught, lounge
Debt, sharpener
their, aeroplane
flour, flower
tortoise

43. Practice 2
1. Guide, Repeat and Practise
2. Listen and blend
Reminder:
Don’t distract; in progressive stages; developmentally
appropriate

44. Practice 1
CVC Initial
blends
Final
Blends
Double
consonant
s
Digraphs
Phonograms

45. Practice 1
cat/flat/flash/romp/bell/thing/smell/teeth/creep/
CVC
Initial
blends
Final
Blends
Double
consonant
s
Digraphs Phonograms

46. Practice 1
cat/flat/flash/romp/bell/thing/smell/teeth/creep/
cat
CVC
Initial
blends
Final
Blends
Double
consonant
s
Digraphs Phonograms
flat Romp Bell
Smell
Thing
flash
Creep
Teeth

47. Practice 1
hat/sharp/crash/smoke/melt/egg/tall/fork/teeth/

48. Practice 3
clear shake rose
firm say deer
Aim blur boat

49. Practice 3
clear shake rose
firm say deer
Aim blur boat

50. MELS introduces…..
Six essential parts in English language learning
A to Z
-Words & Images
-Words & Sounds
-Words descriptions
-Phonics sounds (Single letters)
BASIC READING
-Words & meanings
-Basic reading
-Responsive conversations
-Phonics (CVC)
CRITICAL READING
-Words & meanings
-Critical reading
-Phonics (Phonograms)
-Expressive conversations
-Grammar
EXPRESSIVE LEARNING
-Words & meanings
-Contextual reading
-Responsive conversations
-Phonics (Blendings)
COMPREHENSIVE READING
-Words & meanings
-Critical reading
-Phonics (Phonograms)
-Expressive conversations
-Grammar
SYNTAX
-Words & meanings
-Sentences reading
-Form sentences with words
-Non-phonic words

51. Children's literature covers many types of texts from picture books to
biographies. Children's literature empowers children. It motivates thinking,
enhances language, and promotes cognitive development. Children not only
become involved in the story, but they connect with the characters. If children
love to read, their comprehension is higher, their vocabulary is extended, and
their fluency becomes more evident.