LEM Phonics
The LEM Phonics Programme is a complete, definitive language starter programme achieving excellent results in both schools and amongst many hundreds of home schoolers. Evelyn Garrard has developed this brilliant reading programme in the Australian English language for Australian children, making it simple to teach and easy to understand. Unlike many phonics programmes with limited scope, LEM Phonics is a comprehensive programme, taking the student through the first four years of education and beyond.
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Why Teach Phonics?
The written symbol of an English word has no pictorial resemblance to the meaning of the word. For example, the written word ‘hand’ does not look anything like a hand — it is really only a set of symbols representing the sound of that word. Because we use an alphabetic sound/symbol code to represent words, the most effective way to learn to read and write must be through the deciphering of this code, i.e. through phonics.
A method of teaching flows from the philosophy which undergirds it. The LEM Phonics method is based on good moral principles which are supported by scientific principles of the brain and learning. Experience shows that those teachers who embrace the nine points of learning stated below (and actively practice them) achieve the best results.
The Nine Points of Learning
We learn best:
- when we involve the whole person (mental, spiritual and physical)
- through the satisfaction of genuine effort
- utilising as many of our five senses as possible
- when there is meaning and purpose
- when new concepts are built upon what is already known
- through being challenged to think analytically and logically
- within an orderly framework
- when we are accountable for our work
- when our learning is consolidated by review and testing.
Aims
LEM Phonics aims to teach the student the skills of communication—listening, speaking, reading, writing and spelling which are basic to experiencing satisfaction and well-being in life. Using the phonograms and rules, the student is able to make sense of the English language, which is generally considered inconsistent.
The Method
LEM Phonics teaches writing, reading and spelling simultaneously. As many of the five senses as possible are used to consolidate what is being learnt. Whether students learn more effectively through visual perception or auditory perception, they are given a wide range of opportunities to retain what has been learned.
THE PHONOGRAMS
The programme begins by teaching students to recognise the written symbols for the 42 sounds which make up the English language, rather than teaching the names of the letters of the alphabet. The letter symbols representing these sounds are called phonograms. Phonograms may consist of a single letter or a group of letters. Multiple letter phonograms cannot be broken into separate sounds, as they represent one unit of sound.
A sound may be represented by more than one phonogram. For example, the sound ‘ay’ can be represented by ai, a, eigh, ey or ei, depending on the word in which it is used. In the same way a phonogram may represent more than one sound. For example, c can sound like ‘k’ in cat and like ‘s’ in city.
Students first learn to read and write the phonograms representing the 26 letters of the alphabet (the Single Phonograms). They then proceed to master the multiple letter phonograms.
WRITING
Writing the phonograms at the same time as orally learning to recognise them is a fundamental principle of the method. The kinesthetic ‘feel’ of the shape of the letters as students form them uses the sense of feeling and movement to consolidate the message to the brain. This early writing training helps to develop neat, legible handwriting and forms a good foundation for future cursive writing.
SPEECH
Precise speaking of sounds also uses the sense of feeling, as students feel the positions of tongue, lips and teeth for each different sound. This can offer valuable help to students with speech difficulties.
THE WORD LIST AND THE RULES
After the first 58 phonograms are taught students begin to work through the word list, beginning with frequently used words. Each word is broken down into particular phonograms and analysed for rules. The rules may govern the position of phonograms and the addition of prefixes and suffixes. The word analysis challenges students’ brains to think analytically and helps to develop logic.
A set of explanation marks is used for those aspects of a word which are not covered by rules. Continually motivating students to use the rules in selecting correct phonograms develops their ability to analyse. This skill will transfer to other areas of learning.
At a certain stage in the list, sentence writing begins and with it the teaching of grammar. Students will naturally begin to read as they learn to blend the sounds of the phonograms.
READING
As students progress through the word list their reading ability will expand, hence basal readers with limited vocabulary need not be used. These are usually stilted and unnatural. Reading ‘real’ books allows students to experience excellent written prose right from the start. This will enhance their oral and written expression. The continual reading to students of excellent stories, novels and informative books from an early age will also encourage a love for good literature and develop expressive ability with words.
GRAMMAR
Word analysis may continue through to the fifth year of education. As students move through the list, the rules for adding prefixes and suffixes are taught and much discussion and learning about word derivation and grammar takes place.
The elements of grammar are introduced in the first and second year. In the third year, formal teaching of grammar is commenced. This is accompanied by student exercises which review spelling rules and help clinch the concepts.
THE WORKBOOKS
Student workbooks may be used throughout the programme. These give the students practice using the concepts taught during each stage.
THE REFERENCE
When students begin Word List Book 3 it is recommended that they begin using a special book called The Reference. In it they will have a record of the phonograms and rules. They will also build lists of words which are difficult to spell because they are not covered by the rules. These lists will be categorised under different headings such as ‘Alternate Phonograms’, ‘Silent Letters’ and other anomalies. As the building continues through the years, this book can become a ‘Spelling Companion’. Students may continually add to these lists, even beyond completion of the word list.
SCOPE AND SEQUENCE
LEM Phonics is a comprehensive language course. Included with the manual are scope and sequence charts which outline the concepts to teach, the order in which to teach them and the materials required. The programme has been designed for optimal learning and ease of use and parents and teachers alike will benefit from a structured framework upon which to base their own teaching style.
Training DVDs
A set of four DVDs have been produced, which present the Introductory Course. The DVDs have been recorded at an actual seminar presented by Evelyn Garrard, and also include animated sections to aid in teaching writing. They allow you to review certain sections, present the program to a wide audience and are a valuable tool particularly for schools, or those in remote areas.
