teachers guide.doc

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Phonics & Reading A Teachers Guide Level A

What is a phonetic approach to Reading?A phonetic approach to Reading entails learning the sounds a letter or

groups of letters make and then using this knowledge to decode andblend these sounds together to read a word.

Glossary of Terms

Alphabet a set of letters used in writing a language.

Blend a mixture or to put together.

Consonant a letter representing a speech sound made bypartially

or completely blocking the breath stream.

Consonant Blend a mixture of consonants.

Digraph a combination of two letters used to represent asingle

sound.

Letter an alphabetical symbol.

Medial of or in the middle.

Phonetics the science of speech sounds.

Vowel a letter representing a speech sound made withoutobstructing the flow of breath.

N.B This glossary is for your information only so youunderstand what phonetics is all about.

What terms do the students need to know?1. letter i.e. what the student writes.

2. sound i.e. what the letters say.

Now you have the theory. How do you apply it???????

Level AIn Level B the students are introduced to,

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The single sounds a z in the initial position. The letters areintroduced in alphabetical order. Some letters have two possiblesounds e.g. a, c, g, o. The students will learn both sounds.

How do you?

Introduce a single sound? Review the sounds?

Complete the pages in the workbook?

Word build?

1.1 How to introduce and teach a single sound in the initialposition.

Ancillary materials:Alphabet Cards e.g.

A a

Letter & Number Cards e.g.

a b

1 2

Sound & Picture Posters i.e. full size display postersdepicting the sounds of the alphabet and pictures of objectsbeginning with the sounds.

Method:

Show the students the alphabet card of the sound youwant to introduce e.g. a.

Say the sound a and encourage the students to repeatthe sound after you.

Explain A a. One is a big A and the other is a little a.

Repeat the sound several times as a class and in groups.

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Refer to the display poster. Point to the Aa in the top lefthand corner. What sound is this? Repeat as a class.

Point to the apple. Can any one tell me what this is?Say the word apple as a class.

Explain apple begins with the a sound. The teacher

chants a, a, a apple. Encourage the children torepeat this as a class and in groups.

Mirror write the letter a in the air reciting the chant forformation (refer to the Chants for Formation document).Encourage the students to do likewise.

Chant a, a, a apple as a class again. Talk aboutapples i.e What colour is an apple? Do you likeapples? Have you an apple in your lunchbox? etc.

Repeat the procedure for ant and animals.

Tell the students a has another sound ay. Point to the apron. Can any one tell me what this is?

Say the word apron as a class.

Explain apron begins with the ay sound. The teacherchants ay, ay, ay apron. Encourage the children torepeat this as a class and in groups.

Review the formation ofa by tracing it in the air and on the

desks.

Chant ay, ay, ay apron as a class again. Have anapron in the class. Explain its purpose. Talk about theapron i.e What colour is this apron? Do you have an

apron? Will you wear an apron for Art?Why? etc. Point to the letter a on the letter and number card. What

sound is this? Chant a, a, a as a class. What othersound does a make? Chant ay, ay, ay as a class.Point to the numeral under a. What number is this?Repeat one as a class.

Reinforcement

Play a Hide and Seek game e.g. the teacher could place

cardboard cut outs of the letter a throughout the room and thechildren could be asked to spot them. Have items beginning withthe a sound available in the class. Ask the children to spotthem.

Identify all the children in the class whose names begin with A.

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2.1 How to review sounds in the initial position.

Before introducing a new sound to the students, it is imperative to

review the sounds already covered. Certain students will not learnsounds the week they are introduced. It will take some students longerthan others to learn the sounds. If the sounds are reviewed daily thereis a greater chance of all the children knowing all the sounds taught bythe end of the year. Revision also benefits students who were absenton the days new sounds were taught.

Do not review the sounds in the same order.

Ancillary materials.1. Alphabet Cards

2. Letter & Number Cards3. Sound & Picture Posters.

Revision of a single sound.

Pick a sound e.g. f. Point to it on the alphabet card.

What sound is this? Chant f, f, f as a class.

Point to a f picture on the poster. Chant f, f, f farm as aclass.

Repeat for the remaining pictures.

Review the formation offby tracing it in the air and on the desk.

Point to the letter fon the letter and number card. What soundis this? Chant f, f, f as a class.Point to the numeral underf. What number is this? Repeat six as a class.

Repeat this process for the remainder of the sounds to berevised.

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3.1 How to complete exercises based on initial sounds in MyFirst Book of Sounds Parts 1 & 2.

My First Book of Sounds Parts 1 & 2 concentrates solely on theletters of the alphabet in the initial position. Each letter isintroduced in exactly the same way with similar exercises toreinforce and consolidate what has been taught. The exercises usedare,

Introduction to the sound:Say the sound and the word.

Find the sound. followedby Trace the letter.

Colour. followed by Trace the letter.

Circle the pictures that begin with.

Circle the correct sound.

Match the picture to the sound. followed by Trace theletter.

Write the correct sound.

a) Say the sound and word e.g. My First Book of Sounds Part1 page 1.

Review the a sound and picture poster.

Distribute page 1 to the students.

Read the instruction and encourage the children to repeat

it after you.

Point to the first picture. The teacher checks.

What can you see? Repeat apple as a class. What sound does apple begin with? Chant a, a, a

apple as a class.

Repeat for the remaining pictures. Remember to

emphasise that a has two initial sounds.

Ask the children to locate the letter a in the top right handcorner. The teacher checks.

Chant a, a, a as a class.

What number can you see underneath? Repeat one asa class.

b) Find the sound. followed by Trace the letter e.g. MyFirst Book of Sounds Part 1 page 2.



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Ask the children to locate the letter a in the top right handcorner. The teacher checks. Chant a, a, a and ay, ayay as a class.


Review the formation ofa.

Trace a. The teacher checks.


it after you.

What can you see? Repeat apple as a class.

Point to the picture. The teacher checks. Chant a, a, aapple as a class.

Can you find the letter a hidden in the picture? Point

to it. Colour it red.The teacher checks. Can you find another a? What colour must you use?

Repeat for the remaining letters hidden in the picture.

Review the formation of a. Point to the first letter to betraced, the teacher checks.

Read the instruction.

Trace each letter. As each letter is traced, the teacher

checks.

c) Colour. followed by Trace the letter e.g. My First Bookof Sounds Part 1 page 3.



Ask the children to locate the letter a in the top right handcorner. The teacher checks. Chant a, a, a and ay, ayay as a class.


Review the formation ofa.

Trace a. The teacher and group leaders check.


it after you.

What can you see? Repeat apricots as a class.

Point to the picture. The teacher and group leaders check.

Chant ay, ay, ay apricots as a class.

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Ask the students to colour the apricots. The teacherchecks.

Review the formation of a. Point to the first letter to betraced, the teacher and group leaders check.

Read the instruction. Trace each letter. As each letter is traced, the teacher and

group leaders check.

d) Circle the pictures that begin withe.g. My First Book ofSounds Part 1 page 6.



Ask the children to locate the letter a in the top right handcorner. The teacher and group leaders check. Chant a, a,

a and ay, ay, ay as a class. What number can you see underneath? Repeat one as

a class.

Trace a. The teacher checks.


it after you.

Point to the first picture. The teacher and group leaders

check.

What can you see? Repeat apple as a class.

Does apple begin with a? Do I circle it? Circle theapple. The teacher checks. Chant a, a, a apple as a class.

Repeat for the remaining pictures. As each a picture is

circled the teacher checks.

e) Circle the correct sound e.g. My First Book of Sounds Part1 page 42.

Review the e, f & g sound & picture posters.


Ask the children to locate the letter e in the top right hand

corner. The teacher and group leaders check. Chant e, e,e as a class.

What number can you see underneath? Repeat five asa class.

Trace e. The teacher checks.

Repeat for f & g.

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Read the instruction and encourage the children to repeatit after you.


check.

What can you see? Repeat giraffe as a class.

What sound does giraffe begin with? Chant g, g,g (soft sound) giraffe as a class.

Point to the letters underneath the picture. What soundscan you see? Chant c, c, c and g, g, g.

What sound does giraffe begin with? Circle the g. Theteacher checks.


f) Match the picture to the sound. followed by Trace theLetter e.g. My First Book of Sounds Part 1 page 78.

Review the m sound & picture posters. Distribute page 78 to the students.

Ask the children to locate the letter m in the top right handcorner. The teacher checks. Chant m, m, m as a class.

What number can you see underneath? Repeatthirteen as a class.

Trace m. The teacher checks.

Read the instruction and encourage the children to repeatit after you.


check.

What can you see? Repeat mug as a class.

What sound does mug begin with? Chant m, m, mmug as a class.

Find m and match the picture to the sound. Theteacher checks.

Repeat for the remaining picture.

Review the formation of m. Point to the first letter to betraced, the teacher checks.

Read the instruction.

Trace each letter. As each letter is traced, the teacher

checks.

g) Write the correct sound e.g. My First Book of Sounds Part2 page 76.

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Review the e, f, g & h sound & picture posters.


Ask the children to locate the first empty box in the top

right hand corner. The teacher checks.

What number can you see underneath? Repeat five as

a class. What letter goes with the number 5?

Chant e, e, e as a class.

Write e. The teacher checks.

Repeat for the letters associated with 6, 7 & 8.


it after you.


check.

What can you see? Repeat fan as a class. What sound does fan begin with? Chant f, f, f fan

as a class.

Point to the box underneath the picture. Write f. Theteacher checks.


4.1 How to word build three letter phonetic words.

It is not necessary for student to learn the entire alphabet beforelearning how to read. Once they know a few sounds it is possibleto start word building.

e.g. dad

Show the students the d, a, d sound cards individually.

Arrange the cards together.

Sound out the sequence of sounds i.e. d a d.

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Repeat several times picking up the pace while soundingout.

What word is this? dad.

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