Teaching Phonics in All Together
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Vocabulary Presentation & Practice
Form
Sound Meaning
Vocabulary Presentation & Practice
Form
Sound Meaning
Why Phonics?
What is Phonics?
What do we teach?
How do we teach?
Why Phonics ?
Language System
Chinese is a logographic language
English is an alphabetic language
Chinese
English
antidisestablishmentarianism
floccinaucinihilipilification
pneumonoultramicroscopicsilicovolcanokoniosis
Phonics and Phonetics
spelling phonetic symbol sound
Form & Sound
50% of English words can be spelled with phonics
rules that relate one letter to one sound.
37% of English words can be spelled with phonics
rules that relate groups of letters to one sound.
13% of English words must be learned by
memorization.
--- Wiley Belvins, Phonics From A to Z
What is Phonics ?
What is Phonics ?
Phonics is about letter-sound relationships, i.e.,
sounds and their spelling.
It is a system of teaching to read in which pupils
are taught to recognise the sound(s) that a letter,
or letters, represents.
Phonics, Phonological Awareness, Phonemic Awareness
What do we teach?
• letters
• sounds
Consonant sounds
o Single letters with just one sound, e.g. d, t
o Single letters with more than one sound, e.g. g as in girl / ginger
o Letter combinations which make single sounds, e.g. ck, gg
o Consonant digraphs, e.g. sh, th
o Consonant blends, e.g. bl, br, str
Vowel sounds
o Short vowels, e.g. bat, bet
o Long vowels, e.g. car, see
o Diphthongs – a combination of two vowel sounds, e.g. boy, how
o Triphthongs – a combination of three vowel sounds, e.g. fire, hour
• onset, rime/rhyme
Phonics
Aa Bb Cc Dd
ant bear cat dog
1 Listen and say. 1/15
Unit 1 p. 14
Phonics
3 Trace and say.
4 Listen and sing. 1/16 Unit 1 p. 14
Phonics
2 Point and say.
Unit 1 p. 14
Phonics
Xx Yy Zz
ax yellow zebra
1 Listen and say. 2/47
Unit 7 p. 98
Phonics
br- cr- dr-
bread crab dress
fr- gr- pr- tr-
frog grass present tree
1 Listen and say. 1/12 Unit 1 p. 14
Making predictions
3 Listen and say. 2/18
Unit 6 p. 75
How do we teach?
• Identify sounds
• Build rhythmic awareness
• Build alliteration awareness
• Recognize letters
• Develop letter sound awareness
Script 1/15
1 Listen and say.
A, /a/, /a/, /a/, a, /a/, ant
B, /b/, /b/, /b/, b, /b/, bear
C, /k/, /k/, /k/, c, /k/, cat
D, /d/, /d/, /d/, d, /d/, dog
Script 1/12
1 Listen and say.
b-r, /br/, /br/, bread
c-r, /kr/, /kr/, crab
d-r, /dr/, /dr/, dress
f-r, /fr/, /fr/, frog
g-r, /gr/, /gr/, grass
p-r, /pr/, /pr/, present
t-r, /tr/, /tr/, tree
Did you learn short i?
I did, did, did!
Did you learn short e?
Oh, yes, yes, yes!
Can you say short a?
I can, can, can!
Do you like short o?
It's top, top, tops!
Do you like short u?
Very much, much, much!
What’s in the Tub?
What’s in the Tub?
What’s in the Tub?
i i
o
o
o
Minimal Pairs
*R/L * F / TH
right / light
row / low *V/W
rice / lice * S / TH
red / led
long / wrong
read / lead (long e)
Going shopping
3 Listen and say. 1/39
She sells seashells by the seashore.
Unit 4 p. 57
She sells seashells by the sea shore.
The shells she sells are surely seashells.
So if she sells shells on the seashore,
I’m sure she sells seashore shells.
• Identify sounds
• Build rhythmic awareness
• Build alliteration awareness
• Recognize letters
• Develop letter sound awareness
One two
Tie my ________.
Three four
Shut the ________.
Five six
Pick up ________.
Seven eight
Don’t be ________.
Nine ten
Say good-bye to ________.
Take the bread,
Put on the spread.
Take the cheese…
and salad, please.
Ham is nice,
Put on a slice.
Ready to eat?
What a treat!
• Identify sounds
• Build rhythmic awareness
• Build alliteration awareness
• Recognize letters
• Develop letter sound awareness
I’ve got a bee in my bonnet.
I’ve got a bee in my bonnet
and a snail in my sock.
I’ve got a bee in my bonnet,
a snail in my sock
and a pig in my pocket.
I’ve got a bee in my bonnet,
a snail in my sock,
a pig in my pocket
And a cat in my coat.
I’ve got a bee in my bonnet,
a snail in my sock,
a pig in my pocket,
a cat in my coat
and a sheep in my shoe.
I’ve got a bee in my bonnet,
a snail in my sock,
a pig in my pocket,
a cat in my coat,
a sheep in my shoe
and a goat in my glove.
I’ve got a bear in my backpack.
I’ve got a bee in my bonnet,
a snail in my sock,
a pig in my pocket,
a cat in my coat,
a sheep in my shoe,
a goat in my glove,
I’ve got a bear in my backpack.
I’ve got a butterfly in my bonnet,
a snake in my sock,
a peacock in my pocket,
a cow in my coat,
a shark in my shoe,
a goose in my glove,
I’ve got a beaver in my backpack.
Use your first name and your student’s first name to
show alliteration:
Alison had the apples.
Chan chooses chocolate over cheese.
Joey jumps for joy.
Wing wins whatever he wants.
• Identify sounds
• Build rhythmic awareness
• Build alliteration awareness
• Recognize letters
• Develop letter sound awareness
Phonics Digraphs
whale shark cheese thumb phone
1 Listen and say. 2/54
Unit 8 p. 112
Phonics
2 Listen and circle. 2/55
Unit 8 p. 112
Phonics
3 Listen, point and say. 2/56
Unit 8 p. 112
Blends & Digraphs
She shouts ---
there’s a shoe in the water!
She shouts ---
there’s a sheep in the water!
She shouts ---
there’s a ship in the water!
She shouts ---
there’s a sh-sh-sh-shark in the water!
t w
s l
sw
sw
sk
p r
b r
f r
f r
f r
p r p r
b r
There's a frog in a dress.
A dr... dr... dress!
There's a dog on a brick.
A br... br... brick!
There's a crab in a truck.
A tr... tr... truck!
Can this be, be, be
A tr... tr... trick?
There’s a brick on a fridge, a fr- fr- fridge.
There’s a dragon on a bridge, a br- br- bridge.
There’s a prince on a bridge, a br- br- bridge.
The driver’s eating fruit, fr- fr- fruit.
My brother’s having a dream, a dr- dr- dream.
Phonics Diphthongs
coin toys house cow
pause draw
1 Listen and say. 2/27
Unit 6 p. 84
Phonics
2 Listen and circle. 2/28
Unit 6 p. 84
Phonics
3 Listen, point and say. 2/29
Unit 6 p. 84
• Identify sounds
• Build rhythmic awareness
• Build alliteration awareness
• Recognize letters
• Develop letter sound awareness
b u k
t h a
s p c s
c o m i f l
o l c
No, no, no, no,
It's never, never nice.
To wake up with a fright,
In the middle of the night.
No, no, no-one
Wants to wake up at night,
From a nightmare,
No that's never, never nice.
Mister Ty-ran-no-saur-us Rex,
You were extra excellent.
Now you're extinct,
and we miss you Mr. Rex.
Long ago, you made your exit.
Now who will be next?
Mr. Fox and Mr. Ox
don't exit like Mr. Rex!
Don't exit like Mister Rex!
Reading & Writing
Phonics
THANK YOU!
A PART OF CENGAGE
