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From: "Deborah J.C. MS CCC/SLP" <deb_bil_slp@yahoo.com>
To: Multiple recipients of list <nifl-ld@literacy.nifl.gov>
Subject: [NIFL-LD:4704] Re: Synthetic phonics a silver bullet?
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Anyone have input on Jolly phonics? Thank you
******************************************************************
DEBORAH JILL CHITESTER M.S.,CCC/SLP
Bilingual Speech-Language Pathologist
Second Language, Literacy & Learning Connection, LLC
-Attaining Success for Second Language Learners-
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E-mail: djcslp@slllc.org
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----- Original Message -----
From: "Lucille Cuttler" <l.cuttler@comcast.net>
To: "Multiple recipients of list" <nifl-ld@literacy.nifl.gov>
Sent: Wednesday, April 13, 2005 7:03 PM
Subject: [NIFL-LD:4703] Re: Synthetic phonics a silver bullet?
> Hi friends,
> A rose is a rose is a rose. Anyone out there who knows O-G? Well, do you
> recognize anything familiar? Indeed this works! Hooray. Maybe this will
> encourage teachers to take advantage of O-G courses this summer. Lucille
> Cuttler
>
> -----Original Message-----
> From: nifl-ld@nifl.gov [mailto:nifl-ld@nifl.gov]On Behalf Of tom
> zurinskas
> Sent: Wednesday, April 13, 2005 6:48 PM
> To: Multiple recipients of list
> Subject: [NIFL-LD:4702] Re: Synthetic phonics a silver bullet?
>
>
>
>> Let's not "dis" synthetic phonics! It is a
>> necessary piece which IS
>> typically left out of many early reading curricula.
>
> Actually as I read how synthetic phonics is taught in
> Scotland, it's the same way I was taught to read over
> 50 years ago. It's a very intuitive and practical
> approach (see below). I don't recall any of us not
> learning how to read.
>
> tz
>
>
>
> Below is how it works. I've lost the source but John
> Nissen would have it.
>
> First letters and words
> In the Clackmannanshire study, they started with six
> letters: 's', 'a', 't', 'p', 'i' and 'n', being the
> six letters making the most number of three letter
> words.
> The first words could include:
> it, sit, pit, tit, tin, in, sin, pin, pip, tip, sip,
> nip;
> at, sat, pat, pan, tan, tap, sap;
> as, is (for the voiced 'z' sound);
> a, an (for the schwa sound).
> The teacher sounds out the word, and, with a pupil (or
> with the class), breaks it into constituent phonemes,
> for example, 'tap' into a short 'tuh' sound, a short
> 'a' sound, and a short 'puh' sound. The reverse
> process is also tried, asking the pupil what word
> results from putting 'ss', a short 'i' and 'nuh'
> together, and obtaining 'sin'. Then one can ask
> questions such as "What happens if the 'ss' is
> replaced by 'puh?"
> The pupils must learn the shape of the letters. They
> can draw the shapes. It may be useful to have magnetic
> letters, from which the pupils can select letters to
> form words. It may also be useful to have a computer
> to generate large letters on the screen. You can use
> WordAloud software for this purpose, see
> www.cloudworld.co.uk.
> With these first six letters we can put together
> phrases such as:
> a pin in a tin
> a tit sat in a pan
> nip tip, tap sap, sit, sip
> pat sat in a pit
> Next letters
> It is help for learning to have "self reference",
> where the story is told in the first person. Thus one
> of the next letters to learn is 'I'. It is more
> memorable to imagine oneself sitting in a pit, than
> Pat (unless that happens to be your name).
> BTW, a capital letter can be used for 'P' in 'Pat',
> but only because the shape is identical to the lower
> case 'p'.
> We can introduce the other vowels, but only in short
> form. Note that we avoid the vowel sound in 'put', and
> stick to words such as 'pup', 'but', 'sun'. Also the
> 'magic e' which elongates vowels (turning 'mad' to
> 'made', etc) has to be avoided at all costs.
> The next consonants can include 'b', 'f', 'h', 'l',
> 'm' and 'r'. We suggest you do not introduce 'b' and
> 'd' at the same time, as they are easily confused,
> being mirror images of one another. This is a
> particular problem for dyslexics.
> We suggest the sound /k/ is represented by a 'c', but
> this means you have to avoid words with 'k' or 'q'.
> Note the hard 'g' (as in 'gap') maps to 'g', so you
> should avoid words with a soft 'g' (as in 'gem'). We
> suggest you stick to words where the soft 'g' is spelt
> with a 'j', as in 'jet'.
> It is important at this stage that you only introduce
> simple one-syllable words that are spelt according to
> the rules you have already introduced. Thus you can
> have 'bed' but not 'head' or 'said'; you can have
> 'fun' but not 'won' or 'done'; etc.
> First irregular words
> It is suggested you introduce a few of the sort, most
> common, words gradually, with lots of examples, so
> that they quickly become 'sight' words for immediate
> recognition. The first word to introduce is 'the',
> which breaks the rule of the letter 'a' representing
> the schwa sound. After that, you probably need 'of'
> (where the 'v' sound is spelt with an 'f') and 'to'
> (where the schwa sound is represented by 'o') in order
> to make reasonable stories.
> At this stage you can introduce some words to be read,
> where the final letter is doubled, such as 'tell'.
> Don't worry if the pupils spell such words with a
> single letter.
> And you can start introducing sounds that are always
> represented by a pair of letters: 'th', 'sh', 'ch' and
> 'ng'.
> Longer words
> After learning a few simple CVC words (i.e. words in
> the form consonant-vowel-consonant), it is possible to
> progress to more complex words.
> You can introduce some two syllable words, such as
> 'batman' and 'hatpin'. And you can introduce
> 'consonant blends'. Even with the six initial letters
> we can produce a large number of such blends:
> ant, its, sits, pits, spit, spat, span, snip, snap,
> snips, snaps (etc.);
> pans, tans, pins, tins, sins (for the voiced 'z'
> sound);
> and (which has the schwa sound when spoken quickly).
>
> Long vowels and diphthongs
> The next stage is to introduce the long vowel sounds
> and some diphthongs. Finally we should have a complete
> mapping as follows.
> Complete initial mapping
> By the end of the first term, we propose that the
> following initial mappings have been taught:
> the 'k' sound maps to (i.e. is represented by) the
> letter 'c';
> both hard and soft 's' sounds map to 's' (so 'z' is
> unused);
> initial 'y' sound, as for example in 'yes', maps to
> 'y';
> initial 'w' sound, as for example in 'went', maps to
> 'w';
> the 'sh', 'ch', 'th' and 'ng' sounds map to
> corresponding letter pairs;
> the 'v' sound maps to 'v', except for 'f' in 'of';
> other consonant sounds map to their own single
> letter;
> five short vowels map to five vowel letters ('a' is
> in 'cat', 'e' as in 'bet', 'i' as in 'hit', 'o' as in
> 'pot', and 'u' as in 'but');
> the schwa sound (a short 'uh' sound) is represented
> by 'a', except for 'e' in 'the';
> the long 'ee' sound maps to 'ee';
> the long 'oo' sound as in 'moon' maps to 'oo';
> the 'ar' sound maps to 'ar';
> the 'or' sound maps to 'or';
> the 'er' sound maps to 'er';
> the 'ay' diphthong maps to 'ay';
> the 'oy' diphthong maps to 'oy';
> the 'long i' diphthong as in 'pie', maps to 'I' and
> is only used for that word;
> the 'ow' diphthong as in 'cow' maps to 'ow'.
> Certain mappings are left out:
> the short 'oo' sound as in 'hood', 'put' and
> 'could';
> the 'ow' diphthong as in 'owe';
> the 'ure' diphthong as in 'pure';
> the 'ire' diphthong as in 'fire';
> the 'our' diphthong as in 'flour'.
> The letters 'k', 'q', 'x' and 'z' are left out.
> All the letters are kept in lower case except the 'I',
> which is exclusively used for the first person (self).
> With these mapping rules it is possible to construct
> quite elaborate stories for the learner to read by
> themselves.
>
>
>
>
>
>
>
> Convert text to truespel USA accent by copy/pasting text at:
> http://www.foreignword.com/dictionary/truespel/transpel.htm
>
> For truespel discussion and phoneme frequency files go to
> http://groups.yahoo.com/group/truespel/ or truespel.com
>
> Read Truespel Book One: Analysis of the Sounds (Phonemes)
> of USA English (Authorhouse.com)
>
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