The importance of phonics lesson
原音拼合法课程的重要性
 

Part of our course is to demonstrate how students should receive daily, systematic phonics instruction explicitly in the early grades. Parents would ask “Why is the fact that reading skills need to be taught through phonics awareness?”
我们课程的一部分是在较基础的年级展示学生应该如何明确地接受日常的，系统的语音教学。家长们会问:“为什么阅读技巧需要通过原音拼合法来教授?”

Our teachers believe that Phonemic awareness is the ability to notice, think about, and work with the individual sounds in words. We know that a student's skill in phonemic awareness is a good predictor of later reading success or difficulty.
我们的老师认为原音拼合法是意识、思考和处理单词中单个声音的能力。我们知道，一个学生的原音拼合法技能，是一个能很好的预测此学生未来阅读能力水平的方式。
An example of how we use phonics during a lesson
原音拼合法在课程应用中的例子
 

1. Explicit statement of learning intentions – We Are Learning To…

明确的学习意图陈述-我们正在学习…

e.g. “Today we are learning to blend sounds together to read new words, using the sounds /s/, /a/, /t/ and /p/. You will be able to read more words in books by yourself.”
例子：“今天我们学习把不同的读音混合在一起，用/s/， /a/， /t/和/p/发音来读新单词。你能够凭自己读出书中更多的单词。”

Students need to know what they are supposed to learn and why they are learning it. It helps them to retain focus and motivation.
学生需要知道他们应该学习什么以及为什么要学习，这能帮助他们保持专注和动力。
 

2. Explicit statement of success criteria – What I’m Looking For…

明确的成功标准声明-我在寻找什么…

e.g. “By the end of this phonics lesson I want you to be able to read accurately at least ten words containing the sounds/phonemes: /a/ and /t/.”
例子：“在本节语音课结束时，我希望你们能准确地阅读至少十个包含发音或音素的单词:/a/和/t/”

Students need to know how they will know if they have learned the information or skill. Success criteria challenge students, help them to monitor their own progress and motivate them to set personal goals.
学生需要知道他们自己如何得知是否掌握了信息或技能。成功标准考验了学生，帮助他们掌控自己的进步，并激励他们设定个人目标。
 

3. Revision of prior learning

先前学习的复习
Revision helps students to ‘tune in’, activates their prior knowledge, consolidates their pre-requisite knowledge and skills and supports the movement of knowledge and skills from their short-term memory to their long-term memory.
复习帮助学生“调谐”，激活他们已掌握的知识，巩固他们自身的知识和技能，并支持知识和技能从他们的短期记忆迁移到长期记忆。

i. The direct instruction method, e.g. Teacher: “When your eyes see ‘c’, your mouth says…”, Students: “/k/”

ii. A Phoneme Spotter story e.g. Find all the words in the story that contain the sound /s/

i. 直接教学法，例如: 老师:“当你的眼睛看到‘c’时，你的嘴在说……”，学生:“/k/”

ii. 发现所有同因素：例如，找出一篇文章故事中所有包含发音/s/的单词

4. Explicit teaching (teacher show and tell)

显性教学(教师展示与讲述)


The Gradual Release of Responsibility Model, Pearson & Gallagher (1983), should be used to develop student confidence:
责任模型的逐步释放(Pearson & Gallagher(1983))，应该被用来培养学生的信心:

i. Firstly, ‘I do’ – the teacher explains the knowledge and models the skill, strategy or process, thinking aloud.

ii. Secondly, ‘We do’ – the student is given guided practice. This initially takes the form of working with the teacher step-by-step through examples but can progress to work in pairs or small groups. Check for understanding by calling on some non-volunteers. Additional examples should be provided for weaker students and extensions for more able students.

iii. Thirdly, ‘You do’ – after success has been achieved in guided practice, the student is required to independently use the information/skills/strategies. The student should be working in the ‘zone of proximal development’, therefore independent tasks should be individualised. An able student, for example, might be required to read or write words containing more sounds or syllables than that required of peers.

i. 首先，“我愿意”——老师解释知识，为技能、策略或过程建模，并大量思考。

ii. 其次，“我们做”——学生被给予指导练习。最初采取的形式是通过例子一步一步地与老师合作，但也可以两人一组或小组合作，通过拜访一些非志愿者来了解他们的理解。应该为程度不好的学生提供更多的例子，为有能力的学生提供更多扩展。

iii. 第三，“You do”——在指导实践中取得成功后，要求学生独立使用信息/技能/策略。学生应该在“最新发展区”学习应用，因此，要个性化设置每个人的任务。例如，一个有能力的学生可能要读或写比同龄人更多的声音或音节的单词。

After the teacher explains a comprehension “skill,” students go off to practice it on books at their supposed individual reading levels—easy enough for them to read on their own or with minimal help.
在老师解释了一项理解“技巧”之后，学生们就开始按照他们个人的阅读水平在读书中练习——这会让他们自行阅读或只提供很少帮助的阅读更加简单。