Teacher Training - TBPS - Teacher Training | Phonics - DAY 2 | IMTTI | Divya Madhukar

Hello and welcome back reading for the day, the Sanzibya and you are watching Trend Ren.

Today is our day two of our five day Master Class on Phonetic Workshop.

We have teachers, parents and trainees, students participating in today's session.

So please welcome all of you.

We will talking about phonetic methodology.

In the previous class, we wrote down the curriculum in the 10 steps to have a quick revision about it.

The first step was to understand about the letter names and the formation of the letters and the directional writing.

So that was contributing to the symbols.

So that we called as graph themes.

The second step was to identify the sounds of the letters that each of those letters were making and that was representing to my phoneme.

Every sound that I was pronouncing, I was able to also work on my facial expressions, the way my jaw and my lips are moving.

So that expression was called as the Viseem.

So this was our step one wherein we were working with letter names, the letters sounds and the expressions that we are making when we are pronouncing the letters sound.

Step two was where we worked upon differentiating the bubbles and consumments out of the 26 letters that we have in our English alphabet set.

We know that English alphabet has upper case alphabet and lower case alphabet set out of which we have 26 letters each.

Out of the 26 letters, 5-wavables that is A, E, I, O, U and the remaining letters are my consonants.

Each of my vowel is contributing to a particular sound.

Out of the 5 vowels, we would make 20-wavables sounds which is further divided into short-wavables sounds, long-wavables sound and distance.

By consonants contribute to my consonant sounds and diagrams.

From there, we understood that in the phonetic language or in the English language, we have 44 sounds.

In step three, we have to work upon the methods of introducing the phonic language to what children.

We saw the differences of jolly phonic where we synthesized the letters sounds.

We saw how analytical phonics was different than the embedded phonics and different ado-phanatic methodology.

So step three was very crucial for all of this in case if you are an early childhood educator to identify what is the method that you would be teaching your child.

This is what we covered in our day one.

Step four was you introduced the letter sound to the child.

Now it was more important that we introduce the technique of blending.

What is blending?

Bringing two sounds together.

So when they are blended together, the child was introduced to learning new words and making new words.

So we begin by giving them simple words that are CBC which is a combination of my consonant, a vowel and a consonant.

So you begin in your step four teaching and introducing the child to CBC words and helping the children to blend them to make up one word.

So we were done with introducing CBC words.

What was my step five to introduce sight words?

Sight words are five frequency words which frequently occur when we are introducing leading to our children.

These are the words which frequently appear in our sentences.

So introduce sight words.

Now you introduce the CBC words, sight words.

What's the next thing?

Make a short sentence with the combination of your CBC words and the sight words.

Now your children are good to go in reading simple sentences.

Once we are done with introducing sight words, the next seven step is to introduce more complex words which has the combination of C, C, V, C.

That is a consonant, consonant, vowel and a consonant.

When I have CC, the two consonants at the beginning, it's called the initial consonant blend words.

Once I introduce CC, V, C words, I introduce C, V, C, C words.

Now CC is at the end, so the are the ending consonant blends.

Let's remember we are introducing C, C, V, C words and C, V, C, C words to our children.

When you are introducing the consonant blends, don't forget not to miss out the digraphs.

What's a digraph?

The combination of a consonant and a consonant making a sound is my digraph.

Step eight is to introduce vowels, diphtons and some of the phonetic rules.

So that our children don't go wrong when it comes about working with alternative spellings and the phonic rules.

Step nine to introduce more complex words which we generally eliminate in our three schools, but in case if your child is well-versed in developing the language quickly, you can work with trigraphs and quadgraphs.

So we begin with introducing the trigraphs and the quadgraphs as the step nine.

Back 10, introduce more sight words, introduce more sentences, you can also bring in paragraph reading to our child.

That's how that becomes the first stepping step stone towards helping the child to work with comprehension skills.

So this was our topic of discussion in our day one.

So if you have missed our day one session, this was the summary for our day one.

Let's get started with our day two session.

In day two, what do we do further is we are, we learnt that we have 44 sounds out of which 20 other vowel sounds and remaining 24 are the consonant sounds.

So we understood that all words that we have is made up of sounds, correct?

That English language has only 26 letters, then how do I introduce more sounds to children?

This is what we are going to learn in our today's class.

Now one sounds are very essential.

When you want to introduce reading and writing to children, the children need to be fluent at saying the sounds as they go with the letters.

So this has to be the aim of our today's program wherein we make our children learn perfectly all the 42 sounds in our language.

So when we talk about phonetics in yesterday's session, some of them ask me, Bivya, is there any difference between phonetics and phonology?

Definitely, yes.

There is a lot of difference between phonetics and phonology.

But let me begin first with phonetics.

What is phonetics?

We are working with which language we are working today.

I am talking in English.

So probably we are specific to our English language.

Anytime that we are working with a language, language will have its own words and we know that words are made up of sounds.

So when I have to talk to you, when I have to communicate with you, I have to speak.

When I have to speak, there are some of the sounds that I am able to produce.

Those sounds are nothing but my speech sounds, right?

So I have to have my speech sounds to make up my word.

What are those speech sounds?

My sound can be a combination of a verbal or a consonant or I can have sounds that can glide through, right?

So phonetics is nothing but it is a study of linguistic sounds of whatever language that you choose.

What we have to remember over here is like it involves the speech sound.

To make it even more easier for all of us to understand is, like say for example, when I have, when I am talking or when I will give you one letter, maybe I will give you the letter R and how do you pronounce the letter R?

I say R.

But if I give you a sound, you say the sound or I give you a word cat.

You say the word cat.

So what did we do here?

What did we do here?

You listened to whatever sound that I was seeing.

Then you tried to produce the same sound.

You tried to produce the same sound.

How could you produce the same sound because whatever I was speaking, you received the sound and then you were able to transmit the sound back.

So our phonetics is all about producing sounds, receiving sounds, transmitting the sounds.

So that's all about phonetics.

Let's say for example, if I give you a word called butt, what's the first letter in the word butt, B-U-D?

The first letter is B and what's the sound of that letter?

It's B.

So when I am seeing this sound, I am working on how am I pronouncing that letter sound.

Every time I am trying to pronounce the letter sound, my lip is getting closed.

Right?

So the lip is getting closed.

Because that means I am putting a lot of force on my lungs and my oculcauts are getting vibrated.

And henceforth, the sounds are being produced by my oculcauts.

So I am able to produce the sound really well.

So my phonetics is all about learning the speech sounds.

You got it?

Learning about the speech sounds.

Whatever it is, I have to learn about the speech sounds.

But what about phonology?

Now phonology is different comparatively to my phonetics.

But again, if I take the word itself as phonology, I divide them into two parts.

Phono, logic.

What is phono?

Phono is nothing but sound.

Logic, study.

By now you should get it.

So phonology is nothing but study of sounds.

Or I can say study of sound patterns.

Why do I work on studying the sound patterns is because when I am in phonetics, I said that letter B as a sound.

Now just imagine or just say that you know, C-H, it's a consonant blend.

C-H makes one sound.

S-H makes a sound.

In phonetics, I thought the sound says, but in phonology, take the word machine.

I have C-H, but this C-H when I am saying the word machine, the C-H is sounding as sound.

Take another example.

Mechanism.

So C-H has got the sound.

When I say cherry, C-H has got the sound.

It is the same letter C-H, but under different circumstances and under different words, they make up different sounds.

Now did you get it?

So we have to examine how the sounds are changing in different words.

Or how the sounds can change in different and environment.

So depending upon what this word meaning is, we might actually derive to its actual sound.

So this is phonology wherein we would be working on examining the patterns of the sounds for children.

Okay, so to understand phonology, we have to first have the practice of phonetics.

So phonetics is where we listen to a sound, we produce a sound, we receive and we transmit.

From there, the phonology starts.

When we listen to any sound, what happens in our mind?

We start to interpret that sound.

It also depends on how we understand this.

Do they have multiple syllables in that particular word or what?

I'll give you one more example.

Like say for example, phonology itself, if I have to break it, I say four, no, no, G.

So four syllables.

So I'm dividing that or I'm breaking it into four syllables.

Language, language, two syllables.

When I say languages, languages, three syllables.

What happens here is like, when I said language and languages, the last letter in languages, it was S, but it was sounding there, right?

So this is how you examine and you start working on the sound system for children.

So what we generally do is we do not encourage this kind of techniques to younger kids because we don't want to confuse them a little bit more.

But if you are a teacher, you should definitely know what phonetics is and what phonology is and what is phonics introducing a letter and helping the child to work on the relationship with the letter and the letter sound as simple as that.

Every letter has a letter sound.

So your phonics is as simple.

It's just learning and teaching the children the association of a letter name to its letter sound that's phonics.

So I hope you have understood about this.

This was one of the doubt that one of my students had and I thought I would include it in this lesson because when we are working with phonics, definitely yes, all three would be involved.

The first thing what we teach is the phonetic sounds.

Then we work on phonetics.

Then we would work on techniques of phonology.

Okay.

So to make it even more easier, we learn that we have 44 sounds in our language, right?

But in Jolly phonics, we drill it down to 42 sounds.

Okay.

So it's a very systematic synthetic phonic program that we introduce it to our children in our classes.

As you all know, phonics itself is to help the children to read and write.

The different popular approaches in many schools, but most widely used across the world is Jolly phonics.

And this is by Sue Lloyd.

Okay.

So I'm Sarah.

They invented this method of Jolly phonetics.

Now what did they do here is like they started working with 42 letter sounds.

Okay.

Now let's see all the 42 letter sounds.

Now I'm sequentially giving it to you so that it becomes easy for you to understand what of those 42 letter sounds.

We have only 26 letters, but guys, we have to remember we have to get 42 letter sounds.

Let's begin sequentially.

I take letter A.

So what's the sound of letter A?

Words like and beginning sound.

Okay.

So I have my beginning sound here.

Then in a word sand, it's the middle sound.

I can still hear A.

Words like caravan.

Caravan.

So wherever I have A, I have my short, purple sound here.

So this is my first sound.

Now E is a vowel, right?

And I have to understand.

Wavel A has a short, well sound and it also has a long, well sound.

So immediately I'm pinning my long, well sound so I don't miss out.

So I can reinforce this with my children who are like four years of age.

I can start telling them that well is a very special and they make two sounds.

The short, well takes the sound of it and the long, well takes the name of it.

Right?

And what is the spelling of it?

Now here in this case, it's AI.

Words like aim, aid, drain.

See AI is making a long, wobble sound, aim, aid, drain.

Right?

So that's my longing.

Likewise, I have listed my sounds alphabetically.

I'm not going deeper into it in today's session.

At 430, we had a very deep discussion on all of this.

In this video, I'm just giving you a summary of whatever we did in our day two session.

So that others will not miss out on the topics of learning.

So likewise, we go for letter B, C, D, E, F.

So every vowel will have a short, vowel and a long, well.

So thereby, what did we do?

We continued further and we learned about the 26 letters.

Plus the long vowels.

So when we are completing the letter Z, till letter Z, so we did 26 letters plus the five long vowels.

What were my five long vowels?

The first vowel, long vowel was with my AI.

Right?

So that was my first long vowel.

The second long vowel was with E.

So letter E, E, that was my second long vowel.

The third long vowel I had was i-e with sounded i.

The fourth one was u-e, that's u.

And the fifth one, I think I missed here, it's o-a, that's o.

Right?

So these are the five long vowels.

So in total, I had 26 plus five.

So 31 sounds were done.

How many are remaining out of 42?

11 more sounds.

What are those 11 more sounds?

Take a look here.

When I have S and H together, they make the sound as in tip, top, wish they make the sound.

Not sharp.

Try not to pronounce it as sharp.

It has to be.

Let us see and H together.

They make the sound, Ch, as in chop, chick, much.

Let it D H makes two sounds, Tha, and D.

D, Tha, as in thin, thick, timble, tum.

So when it is sound, it is unvoiced.

When it makes the sound D, as in this, that with its voiced sound.

So it is voiced, TH.

So TH has two sounds, voiced and unvoiced.

When we have N and G together, they make the sound, N.

As in song, bang, string.

What are the remaining sounds?

We have little O and long O.

Little O makes the sound, O.

Long O makes the sound, O.

Little O as in words like look, foot, book, rook, shook.

Long O, as in moon, spoon, shoot, food.

Okay.

Next three sounds is controlled by R.

So we have AR sounding as R.

As in art, arm, start, ER, as in cope, ster, sister, OR as in R.

Words like order, corn, storm.

The last two sounds are with OI.

OI as a diphthunk.

It makes a new sound.

So OI makes the sound, OI.

It glides together into one another's, letter sounds, OI.

As in oil, ointment, spoil, OU, as O.

Is again a diphthunk, words like out, cloud, found, shout.

So you can hear to the sounds of O.

So this is our 42 letter sounds listed in the alphabetical order.

You should not have any confusion of knowing what are these 44 sounds.

So 8Z, whenever you're introducing the vowel also, list down the long vowel sound that adds up to your 31 sounds.

Then you begin with your SH, CH, TH and NG, TH as two sounds.

From there, little O and long O.

From there, R controlled sounds, AR, ER, OR.

From there, diphthunks, OI and OU.

So that covers your 42 sounds, which was listed alphabetically.

But is this the right way to do it?

I don't know.

Whatever way is the good way for you, you can practice it.

But this is one of the easiest way for the teachers to remember all the 42 sounds.

But since we are working with Jolly phonics, and Jolly phonics is a child centered approach to teach literacy through synthetic phonics, we would add extension to it.

And we would not be introducing all the 44 sounds together.

Rather, what we do, we would break them down into multiple groups.

Since it is a multi-sensory method, and we know that the children learn using their different senses, some are auditory learners, some are kinesthetic learners, some are visual learners, keeping all of them in mind.

Jolly phonics is one of the multi-sensory method, which is introduced in our classes to educate our children for our literacy program.

So what we do in this is, we take up all these 44 letter sounds.

We break them into seven groups.

Now each group will have six sounds.

Easy.

We'll not teach all 42 together, but we take them, we divide the 42 letter sounds into seven groups.

And each group will have how many sounds.

Six sounds each group would actually have.

Let's take a look at that.

Now before introducing the sounds and other things to our children, we have to remember on the following.

What are they?

The most important steps.

So whenever we are working with Jolly phonics, I would list down the teaching method into these five steps.

The first step is to help the child to learn the letter sound.

The second step, we teach the child to learn the letter formation, how the letter is formed.

The third, once the child is good enough in identifying and saying the letter sound and knows to form the letter and write it, now you have to teach them to bring multiple sounds together and introduce a technique called blending.

Fourth step, now they are labeled to blend.

The child should be able to make words also.

Now what you do, you give them a word and the child should be confident enough in identifying the sounds in that word.

That is my step four.

Step five, in case of the child is unable to phonetically tell the sounds of that word, those words are considered to be tricky and we read them or learn them using the whole word approach.

Easy?

Yes.

So we have broken that into five steps.

Tell with me the first step is to learn the letter sounds.

Second step, learn the formation of the letters.

Third step, teach your child the blending technique.

Fourth, identify the sound in any given word.

Fifth, if the child is unable to identify the sound, consider that to be tricky and then you can use the whole word approach to introduce the concept.

Let's move to the next part.

Now what are we introducing over here as I mentioned, the 42 letter sounds?

We would be working on grouping them into seven groups, right?

And each of the group will have six sounds.

Now these are my seven groups.

Okay, so you can pause this video, you can take a screenshot and you can write it done.

So this was our topic of discussion for today and in tomorrow's class, we are going to deep dive in learning about all these letters, the letter sounds, are there any alternatives, spellings?

How do I work on my actions and all of that?

Now to add on to this, Jolly Fonic also gives you a wonderful way to introduce conceptions.

So we don't stop art teachings over here, but what we do further is like we follow a procedure to introduce our Jolly Fonic.

What is the procedure?

You always started with helping the child to work on the letter sound, right?

So whenever you were introducing the letter sound, you have to follow an action for each of the letters sound.

So your Jolly Fonic is associated with introducing the sounds.

And every sound is associated with an action.

Every time you say an action, there is something that you were going to proceed further.

You're going to sing along, reinforcing the sound that you learnt.

How amazing is that.

Not only that, we have a story that is associated with every letter sound.

You teach them the tips how to form the letter.

They buy the child is able to recognize the sound and also is able to form the letter.

So this is the procedure that we are going to be following.

And what are the skills that you thought your child?

You should be a proud parent and a teacher because you made sure your child is equipped with the following skills.

First thing, the child knows the letter and the letter sound.

Second, the child knows how to form that letter.

The third, child knows the technique of blending, getting multiple sounds together.

Fourth skill, given any word your child is able to decode the number of sounds in that.

Fifth skill, if your child does not know to decode phonologically, he or she comes to you and says, mamapapa or maam, I don't know this word.

And then you can mark that word as a tricky word and you would reinforce your child to learn a new skill to wrote, learn or to learn it with the whole word approach.

So this is where the skills that you enable to actually work with it.

So this was our day two session.

I hope you all enjoyed learning the day two session with me.

As I said, phonics is a method which is designed to help our children learn to read and write using a very systematic and engaging approach.

It was created by two educators that are Sioux Lloyd and Sarah Wampan.

These are the two educators who aim to provide a structured and an enjoyable way for children to develop essential phonics skills.

I'm very sure and confident if you take up this five day master class, your children will not face much of challenges and they would have a systematic learning lesson plan to be introduced to learn the Jolly phonics.

As to summarize, it's a multi-sensory approach.

We learn through all our senses, our different senses like we see a letter through site.

We hear the sound of the letter.

We can actually touch the letter.

How it has actually been looking or how can we actually form the letter.

It's much more interactive.

And since the Jolly phonics involves a lot of letter sounds and actions, children remember and the songs are so catchy that they remember the sounds of every letter.

So even when you give the patient to a child, the child is able to understand and they would be able to write.

And what about the order?

It is such a structured approach.

I'm very confident I'm giving you a very structured approach.

When you take up this five day session, I think many of you have come back to me saying that it is much more easier now.

It is just one day, guys.

Yesterday's session itself, you told me it was made so easy.

And after your day two, when you had a master class for a continuous two-hour, and people have already started writing messages to me saying, Devya Ma'am, this is such a structured approach.

And I used to feel that phonic conceptions were very complex.

Now I'm able to introduce the concept of blending and segmenting to my child.

See, we have not even gotten to our group one.

But each one of you through yesterday's session, you have already started coping up with the skills of blending and segmenting, which is very crucial for our reading and writing.

Right?

Further sessions, we would learn how to introduce progressively the tricky words, how to follow irregular phonetic patterns, how to use phonic stories to introduce our children, and how to work with our children's handwriting skills.

Because even that is also connected with our writing, right?

And towards the end, we will not only stop there, we have to make sure that every child is monitored.

Every child's progress is assessed, and you should be able to track your child's mastering phonetic skills.

And overall, this has to be made as a fun learning, so that our children enjoy reading and writing, and they should be able to get that amazing experience.

It's not only for students, even the teacher should be very joyful to introduce, right?

So when we provide such a structured and systematic approach in phonetic education, it lays a stronger foundation for our literacy development.

So that's for our day to session.

I hope you all enjoyed.

If you found this lesson helpful, please share it, and don't forget to leave us a comment below.

I would love to read all your learnings.

If you find this was helpful, you can also share it to a friend of yours, or somebody who is in need of it.

If you have not registered for our phonetic classes, the registrations are open, you can click on the description to see how you can actually register.

Thank you very much.

Have a great evening, everyone.

Get ready for an exciting day-to-day session tomorrow, starting out 4.30 in the end standard time.

I'll see you when...

Take care.