PHONICSBOOKLET

JUNIOR I & IITeacher’s Edition

a e i o u

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Phunctioning

On NatalIntelligence toCater to readingSkills

Phoneme:

The smallest part of spoken language that makes a difference in the meaning of words

Phonemic Awareness:

The ability to hear, identify, and manipulate the individual sounds – phonemes – in spoken words.

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“Phoneme awareness is the single best predictor of reading success between kindergarten and second grade.”

(Adams, Stanovich, 1995)

Why is it important to teach Phonics? -The purpose of phonics instruction is to enable students to understand the relationships between written letters and spoken sounds. Phonics instruction produces the best results when letter-sound relationships are taught in a clearly defined sequence. Instruction must include the letter-sound relationships of both consonants and vowels. The simultaneous presentation of both written words and sounds has proven to be effective in improving children’s decoding skills.

How long should phonics be taught? - Approximately two years of phonics instruction is sufficient for most students. If phonics instruction begins early in kindergarten, it should be completed by the end of first grade. If phonics instruction begins early in first grade, it should be completed by the end of second grade.

What should one look for in a phonics program? - Programs should acknowledge that systematic phonics instruction is a means to an end. Some phonics programs focus primarily on teaching children a large number of letter-sound relationships. These programs often do not allot enough instructional time to help children learn how to put this knowledge to use in reading actual words, sentences, and texts. Although children need to be taught the major consonant and vowel letter-sound relationships, they also need ample reading and writing activities that allow them to practice using this knowledge.

What is a systematic and explicit phonics program? - A program of systematic phonics instruction clearly identifies a carefully selected and useful set of letter-sound relationships and then organizes the introduction of these relationships into a logical instructional sequence. The instructional sequence may include the relationships between the sounds associated with single letters (for example, the sound with the letter m), as well as with larger units of written language (for example, letter combinations such as th or ing or spelling patterns such as ea or ie). Furthermore, a systematic program of instruction provides children with ample opportunities to practice the relationships they are learning.

Does phonics instruction slow down the progress of some children? - Phonics instruction contributes to growth in the reading of most children. It is important, however, to acknowledge that children vary greatly in the knowledge of reading that they bring to school. For phonics instruction to support the reading progress of all students, it is important to work in flexible instructional groups and to pace instruction to maximize student progress.

Doesn't phonics instruction get in the way of reading comprehension? - As systematic phonics instruction helps children learn to identify words, it increases their ability to comprehend what they read. Reading words accurately and automatically enables children to focus on the meaning of text. The research is quite convincing in

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showing that phonics instruction contributes to comprehension skills rather than inhibiting them.

How does systematic and explicit phonics instruction affect spelling? - Systematic programs of phonics instruction produce more growth in spelling among kindergarten and first-grade students than non-systematic or no phonics programs. However, systematic phonics instruction for normally developing and poor readers above first grade does not produce gains in spelling. The reason may be that as students move up in the grades, spelling is less a matter of applying letter-sound relationships and more a matter of combining word parts.

Phonics vs. No Phonics

The primary advantage of phonics becomes immediately clear when we look at the differences in the rates of written word acquisition for phonics vs. non-phonics students. In the chart below, the highest line represents an aggressive example of a child's verbal acquisition, starting with 20,000 words at age six and increasing by 5,000 words per year. The line immediately below that represents the written words acquired by the phonics student pretty much automatically, at a rate of 97% of the verbal acquisition rate after phonics training is completed at age 8. The bottom sloping line represents the rate at which we can expect a child to acquire written words without phonics, by memorizing them at a rate of 600 per year.

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Dear Dr. Dania

Salams! What a pleasure it is to present to you a Phonics Program for Junior I and II students. The salient features are

416 word vocabulary program which will in rich a student with 20,000 words in two years.

It is a systematic and explicit phonics program. It will improve students’ reading and writing skills by 80%. Every word is aided with a picture for example;

pain

Multiple meaning words have been explained with the help of illustrations.

swing

Islamic culture is also depicted through pictures.

moon

There is a student’s handbook, teachers’ edition and a CD with presentations to explain various skills being worked with in the program.

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A detailed handout is attached which will help understand the program further more.

Regards

_________________Shehla HussainRACThe City SchoolSRO

C.c: Dr. Farzana Feroze Mrs. Amrana Ahmed

Actual

http://languagearts.mrdonn.org/reading.html#phonemic

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Teachers’ Handbook

Phonics

The idea of phonics is that you teach your students the various sounds that English letters have. To start with phonics, prepare the students by singing Old MacDonald the phonics style (this rhyme should be sung everyday to get the children to pronounce the vowel sounds correctly. The phonics sounds are in the CD)

Old Macdonald's Vowel Song(to the tune of "Old Macdonald Had a Farm", this version is also for long vowels,)

Old Macdonald had a farm AEIOU...and on this farm he had an lamb, AEIOU

with an AA here and an AA therehere an A there an A every where an AA

Old MacDonald had a farm AEIOU

Old MacDonald had a farm AEIOUand on this farm he had a hen, AEIOU

with and EE here and a EE there

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here an E there an E every where an EEOld MacDonald had a farm AEIOU

Old MacDonald had a farm AEIOUand on this farm he had a pig, AEIOU

with and II here and a II therehere an I there an I every where an IIOld MacDonald had a farm AEIOU

Old MacDonald had a farm AEIOUand on this farm he had a dog, AEIOU

with and OO here and a OO therehere an O there an O every where an OO

Old MacDonald had a farm AEIOU

Old MacDonald had a farm AEIOUand on this farm he had a duck, AEIOU

with and UU here and a UU therehere an U there an U every where an UU

Old MacDonald had a farm AEIOU.

Every time the students do good Phonics work there is a Vowel Cheer

Give me an "A"Give me an "E"Give me an "I"Give me an "O"Give me a "U"

What do you have? VOWELS!!!!

What are Consonant Sounds? There are 44 sounds (19 + 25) that make up the sounds of our

English language.   19 of the sounds we refer to as vowel sounds (because they use the

vowels a, e, i, o, u or make the sounds of our vowels)

25 of the sounds we refer to as consonant sounds (see below - notice that there are no vowels)

Each individual sound is sometimes referred to as a grapheme or phoneme.  

We use the letters of the alphabet to write sounds down.  

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There are over 70 ways to spell these sounds, which we refer to as phonograms. 

Remember consonants are all the letters that are NOT vowels.

Bb

banana

Cccircle

CCcow

Dddog

FfFive

Gg

giraffe

Gggo

Hhhat

Jjjug

Kkkite

Ll

lion

Mmmonkey

Nnnose

Pppizza

QqQueen

Rr

rope

Sssun

Sshis

Tttop

Vvvan

Ww

watch

Xxx-ray

YyYo-yo

Zzzebra

What are the Vowel Sounds?From the 26 letters in the English alphabet, 5 of these letters are used to make 19 vowel sounds. The other 21 letters are used to make the 25 consonant sounds.

The 19 vowel phonemes consist of:

5 Long Vowels

5 Short Vowels

3 Diphthongs

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A long and short oo (2 sounds)

4 'r' controlled vowel sounds

Vowel sounds are the voiced part of language. The vocal cords are used and the sounds are much louder than with other sounds in language (consonants). There are five vowels ‘a’, ‘e’, ‘i’, ‘o’, ‘u’; with ‘y’ which is also used as a vowel in some cases as in “by” or “my”. Therefore, you may think of ‘y’ as both a vowel and a consonant (as in the word “yacht”). Vowels have two sounds the ‘Long’ and ‘Short’, these are represented with the sign illustrated below;

AaAce

Aaapple

Eeegg

Ee

elephant

Iiice

Iiink

Oocoat

Oo

octopus

OoMoon

Oumouse

Uutube

Uu

umbrella

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5 Short Vowel Sounds

It is when you hear the sound of an alphabet.

Here are some examples:

short /a/ as in bat

short /e/ as in bet

short /i/ as in bit

short /o/ as in bot

short /u/ as in but

How to Teach Vowels

Teaching Guide

Page 1 to 5

Page layout

Each page has a word list with missing vowel sounds. Each word has practice space. Each word has an illustration.

Methodology

Remember to focus on the letter, rather than a picture, and sometimes cover the picture to remove associations with pictures. The object is for the child to associate the sound with the letter, not with the picture. A picture is an indirect link to the real world. Read through the pages by dealing with one sound in a day. However when a new sound is taught it should follow the steps of learning that is

Introduction Practice Review Assess

It is useful to teach the vowels to children as:

Sound the vowel which is being taught. Students to draw a smiley face on the sound of the vowel.

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Decode each word in relation to the picture where the students fill the missing sound and put the smiley face.

Second round of reading will lead to students taking a turn to decode one word.

Students to write a word of the same family on the space provided in front of each word.

As a reward, students get to colour the pictures.

Bear in mind that the child will have ‘good’ days and ‘bad’ days in reading. One day sounds thought to be committed to memory the previous day seem to have been forgotten, and so forth. Be patient - this seems to happen with many children and is probably a mechanism of learning that we do not yet fully understand. Do not become irrational. However, a little pushing may trigger the memory or make the child put more effort into its work.

5 Long Vowel SoundsIt is when you hear the name of an alphabet.

Here are some examples:

long /a/ as in gate

long /e/ as in need

long /i/ as in nice

long /o/ as in yoke

long /u/ as in you

Teaching Guide

Page 6 to 14

Methodology

Write on the board the following

a e i o u

a e I o u

Go through the sounds of the vowels and draw a smiley face on the vowels above the line.

Now call out the names of the vowel and draw a line on every vowel below the line. Tell the students that these are the names of the vowels.

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When you hear the sound of the alphabet, it is the short vowel and when you hear the name, it is the long vowel.

Sound the vowel which is being taught. Students should draw a line on the sound of the vowel in the heading. Decode each word in relation to the picture where the students fill the

missing sound and put the line. Second round of reading will lead to students taking a turn to decode

one word.

4 'r 'controlled sounds'R' controlled sounds, have a vowel and the /r/ sound:

or - as in more

ar - as in car

er - as in her

air as in fair

Teaching Guide

Page 15

Decode every word and let the children repeat after you. Students to write two more words for every sound.

3 Dipthongs

A dipthong is a combination of two sounds, each with two different spellings. It two vowel sounds pronounced as one syllable. Here are three examples:

/au/ as in Paul and aw as in crawl

/ou/ as in mouse and ow as in cow

/oi/ as in noise and oy as in boy

Teaching Guide

Page 16 & 17

Decode every word and let the children repeat after you. Students to do independent reading and write the missing alphabets.

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How to Teach Consonants

The most common consonant sounds

The consonants should be taught to sound as follows:

s as in squirrel, m as in monkey, f as in fox, r as in rabbit, n as in nest, c as in cat, ck as in sock, k as in kid, l as in lion, h as in horse, j as in jug, w as in wagon, v as in van, qu as in quilt, y as in yes, z as in zebra, sh as in sheep, ch as in chick, tch as in thatch ng as in sing,

nk as in pink, th as in thank, wh as in whip, cks as in tacks, x as in fox,

These charts may be used for oral and written drill for hearing skills.

sun sit sip sumsup met miss manmud fun fit figfuss red run riprib rag rat rotnip got gas gustbig but bust bedbug bus top tentag pin pot pigpeg pop pan pat

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den dot did dentsat sap sand setmop mat mess menfog fed fan fatrub rug rid rannot nap nod nutget gum gift bitbat bag beg bettan tap tip tubpup pun pit penpump puff dug did

Words using all sounds

kid cup cod cothum hit ham huthad mill tent milkbelt pant self tendsend self band huntlock damp pump fondsilk lift best findpond help held belthid hat hem himhump felt bump mistfilm rust sand lifthint land lump lamprent dump fund handsent bent sack packkin cat sick tickrack deck ruck tuckled leg lip letbell sill fell dollcan kiss kit cappick rock sock sackback neck dock lotlend lad lock lagtell bill sell fill

Further words

wink tank sank rink kink bank pink link chunkbunk thank thin thing thud thatch thick thick thumpthis thus than that them then which when whipwhisk tacks tax box fix fox six ox waxmix pox block black blend bland bliss blink blank

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clip clock clink clinch cling clap click clank clenchclang flesh flip fling flit flash flap flung flatslip slam slush slid slap slum slash sled planplum plus plot plant plump plush plop glad glassgland glum class skin skid scuff skip scan skillskull scum smack smelt snip snag snap snug sniffspank spin spill spat span spell spit stock stopstub stuff stick step stiff swim swift swing swamswitch swept stamp smock cane hate mate bake shamefate rake tape sake pane shake made lake takesame fade plate mane quake wake late game gatetame gaze flame blame ripe hide shine like ridepine fine kite file dike bite tile time milequite pile side wine lime dive tide life minetime hive wide nine five stile smile spike spine

Blends and Combinations

spspider

blblue

clclock

drdrop

fl

flower

grgrape

snsnail

twtwelve

ststop

ch

chocolate

phelephant

shshoe

sqsquid

th

thumb

Consonant clusters or blends, are the names given to two or three consonants that appear together in a word. Each consonant retains its sound when blended. The term cluster refers to the written form and the term blend refers to the spoken form.

Consonant clusters consist of four major categories:

r-clusters s-clusters l-clusters 3 letter clusters

You can teach beginning consonant clusters as soon as children have learnt the single consonant sound-spellings.

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r-blends: br, cr, dr, fr, gr, pr, tr,

s-blends: sc, sk, sl, sm, sn, sp, st, sw,

l-blends: bl, cl, fl, gl, pl.

3 letter blends: str, spr thr, chr, phr, shr. The consonant clusters thr, chr, phr, shr, are made up of a consonant digraph and a consonant.

Teaching Guide

Page 18 & 34

Decode every word and let the children repeat after you. Students to do independent reading and write the missing alphabets.

Ending blends: ct, ft, ld, lp, lt, mp, nd, nk, nt, pt, rd, rk, sk, sp, st

Teaching Guide

Page 35 & 37

Decode every word and let the children repeat after you. Students to do independent reading and write the missing alphabets.

Consonant Digraphs: consist of two consonants that when blended make one sound: sh, ch, th, wh, ph, gh, ng

Exceptions: The consonant blend sc can stand for the /sk/ sound as in scare or the /c/ can be silent as in science. Also, the consonant cluster ck represents one sound - /k/.

Teaching Guide

Page 38 & 41

Decode every word and let the children repeat after you. Students to do independent reading and write the missing alphabets.

Hard and Soft Sounds:

“c” sound 

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When "c" is followed by e-i-or y it has the Soft "c" sound. When "c" is followed by a-o- or u it has the Hard "c" sound.

“g” sound

When "g" is followed by  i-e-or y it has the Soft "g" sound. When "g" is followed by a-o- or u it has the Hard "g" sound. 

K or C

K is used when followed by the letters: e-i- or y.  C is used when followed by the letters: a,o, or u. 

To make the “k” sound after a short vowel, use "ck”. 

Teaching Guide

Page 42 & 45

Decode every word and let the children repeat after you. Students to do independent reading and write the missing alphabets.

qu words: Always follow q with the letter u.

Teaching Guide

Page 46

Decode every word and let the children repeat after you. Students to do independent reading and write the missing alphabets.

Dubbling:

Consonant after short vowel sound will be doubled before adding “ing”. Consonant after long vowel sound is not doubled before adding “ing”.

Teaching Guide

Page 47

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Decode every word and let the children repeat after you. Students to do independent reading and write the missing alphabets.

Prefixes, and Suffixes:

A suffix is a word part that is placed at the end of a word to change its meaning. Often you can guess the meaning of an unfamiliar word if you know the meaning of its parts; that is, the root and any prefixes or suffixes that are attached to it.

A prefix is also a word part that cannot stand alone. It is placed at the beginning of a word to change its meaning

Teaching Guide Page 48

Decode every word and let the children repeat after you.

Students to do independent reading.

Practicing Skills

Hearing skills for vowels; The ability of the student to decipher the vowel sounds and categorizes them into short and long vowels. To help children develop good listening skills following steps are to be followed;

1. Write the vowels on the board and ask for their sound.2. Students to write Hearing Skills as the heading and number the lines as they

do for spellings.3. Call out the following list of non-sense words one at a time (repeating the

word twice).

Word List

Answer List

Short Vowel Words

Long Vowel Words

Long and Short Vowel Words

Zat Creet Lapztoz Lape Futelix Zote glotesuf Geam Sifmor Blize Pigebref Gule Trebfrut Jase Jrateres Cuke Nuxtiz Dixe Peevlak hode Dof

Set 1 Set 2 Review Set

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4.

Students to write one answer on one line as it is in the answer list. 5. Use the lists after every set of vowels have been introduced.6. After this initial non-sense word list, hearing skills to be done every week with

proper word list.

Hearing skills for ending/beginning sounds; Same procedure to be followed with beginning and ending sounds.

Worksheets: Some examples of worksheet are as follow;

Short Vowel Words

Long Vowel Words

Long and Short Vowel Words

a e ao a ui o ou e io i ie u eu a ae u ui i ea o o

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21

22

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1.

My Phonic Booklet

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(Junior 1)

Phonics

The idea of phonics is to teach various sounds that English letters have.

Consonant Sounds There are 44 sounds (19 + 25) that make up the sounds of our English

language.   19 of the sounds we refer to as vowel sounds.

25 of the sounds we refer to as consonant sounds

Consonant sounds are all the letters that are NOT vowels.

The vowel sounds

Vowel sounds are the voiced part of language. The vocal cords are used and the sounds are much louder than with other sounds in language (consonants). There are five vowels ‘a’, ‘e’, ‘i’, ‘o’, ‘u’; with ‘y’ which is also used as a vowel in some cases as in “by” or “my”. Therefore, you may think of ‘y’ as both a vowel and a consonant (as in the word “yacht”). Vowels have two sounds the ‘Long’ and ‘Short’, these are represented with the sign illustrated below;

Short Vowel SoundIt is when you hear the sound of an alphabet.

Short Sound ‘a’

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t__p ______ _

c__n _______

h__t ______ _

j__m _______

p__l _______ _

w__g _______

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n__p _______

t__g _______

r__t _______

d__b _______ _______

Short Sound ‘e’

__gg ______

v__t ______

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p__n ______

g__m ______

t__n ______ 10

p__g ______

n__t ______

w__b ______

j__t ______

p__t ______

Short Sound ‘I’

h__m ______

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r__p ______

k__t ______

h__d ______

l__p ______

p__n ______

l__d ______

s__t ______

b__n ______

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r__m ______

Short Sound ‘o’

h__p ______

c__t ______

r__d ______

p__t ______

d__g ______

c__d ______

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t__p ______

m__m ______

h__t ______

j__b ______

Short Sound ‘u’

n__t _____ s__m _____ 2+4=6

f__n _____

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b__g _____

b__d _____

b__s _____

p__p _____

g__m _____

h__t _____

c__p _____

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Long Vowel SoundIt is when you hear the name of an alphabet.

Long Vowel a (e)

c__k__

t__p__

p__n__

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g__t__ f__d__

r__k__

g__m__

f__c__

j__d__

b__l__

Long Vowel a (i)

r__ __n

b__ __t

f__ __r

h__ __r

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m__ __l

p__ __l

s__ __l

t__ __l

w__ __l

p__ __n

Long Vowel a (y)

h __ __

b __ __

d __ __

p __ __

s __ __

l __ __

M __ __

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r __ __

w __ __

Long Vowel e (at the end)

m __

sh __

w __

h __

Long Vowel e (ee)

s __ __

s __ __d

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f __ __ l

b __ __ f

Long Vowel e (a)

m __ __t

b __ __ n

s __ __ l

b __ __ d

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h __ __ t

m __ __ l

b __ __ k

s __ __ m

t __ __ k

v __ __ l

Long Vowel i (e)

p __n __

t __m __

l __m __

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f__ n __

b __k __

p __ __

d __c __

h __v __

m__ l __

v __ n __

Long Vowel o (e)

b __n __

c__n__

d__m__

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h__m__

h__ l__

j __k__ ha! ha!

l __b__

m __l__

n__s__

p__k__

oo Sound

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b__ __k

m__ __n

c__ __k

g__ __se

l__ __k

dr__ __p

f__ __t

h__ __d

n__ __n

s__ __n

g__ __d

Long Vowel u (e)

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c__t__

t__b__

d__k__

m__l__

c__b__

d __ __

f__l__

h__g__

f__s__

t__n__

4 'r 'controlled sounds'R' controlled sounds, have a vowel and the /r/ sound:

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more

________

________

Car

________

________

per

________

________

fair

________

______

3 DipthongsA dipthong is a combination of two sounds, each with two different spellings

au/awfault

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h__ __nt

n__ __ghty

c __ __se

g__ __ze

_________

dawn

f__ __n

h__ __k

j__ __

l__ __n

_________

ou/owmouse

f__ __l

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h__ __se

l__ __d

b__ __nce

________

cow

d__ __n

f__ __l

g__ __n

h__ __

________ oi/oy

foil

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s__ __l

p__ __nt

n__ __se

c__ __l

________

joy

t__ __

b __ __

ann__ __

c__ __

__________

Beginning Blends

Consonant blends, are the names given to two or three consonants that appear together in a word. Each consonant retains its sound when blended.

br words

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__ __eak

__ __ick

__ __oom

__ __ain

__ __ead

__ __ave

__ __ush

__ __ing

__ __im

__ __idge cr words

__ __ab

__ __ash

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__ __eam

__ __eak

__ __ane

__ __oss

__ __ow

__ __y

__ __ush

__ __own

dr words

__ __ip

__ __ain

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__ __ama

__ __aw

__ __eam

__ __ess

__ __ink

__ __ive

__ __um

__ __y

fr words

__ __ame

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__ __ee

__ __esh

__ __iend

__ __og

__ __uit

__ __y

__ __own

__ __oth

__ __ost

gr words

__ __in

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__ __ade

__ __ain

__ __ound

__ __ow

__ __ass

__ __ape

__ __oup

__ __aph

__ __eet

pr words

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__ __am

__ __awn

__ __esent

__ __ess

__ __ick

__ __ince

__ __ize

__ __ong

__ __op

__ __int

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tr words

__ __ail

__ __ain

__ __ay

__ __ick

__ __uck

__ __unk

__ __y

__ __ip

__ __ack

__ __am

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bl words__ __oom

__ __ack

__ __ade

__ __eed

__ __ob

__ __unt

__ __ick

__ __ue

__ __ood

__ __ow

cl words

__ __ap

__ __uck

__ __own

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__ __oud

__ __ass

__ __ove

__ __ay

__ __ing

__ __ean__ __ ock

fl words

__ __ag

__ __ame

__ __aw

__ __ee

__ __ip

__ __ock

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__ __oor

__ __our

__ __ower

__ __y

gl words

__ __ue

__ __ad

__ __are

__ __ass __ __ee

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__ __ove

__ __ow

__ __obe

__ __itter

__ __ucose

pl words__ __ate

__ __an

__ __anet

__ __op

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__ __us

__ __ug

__ __ay

__ __um

__ __uck

__ __ease

s-blends

scab

__ __hool

__ __oop

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__ __ale

__ __arf

skate

__ __irt

__ __ip

__ __in

__ __y

slim

__ __ice

__ __ide

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__ __ip

__ __edge

smile

__ __oke

__ __all

__ __ell

__ __ar

snow

__ __ap

__ __ale

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__ __eak

__ __ack

Speak

__ __ace

__ __ot

__ __ark

__ __eck

stop

__ __and

__ __ale

__ __air

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__ __ar

swap

__ __ay

__ __eat

__ __im

__ __ing

3 letter blends

strap

__ __ __ay

__ __ __etch

__ __ __eam

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__ __ __aw

Sprinkle

__ __ __ay

__ __ __rout

__ __ __ead

__ __ __ain

Ending blends:

Sold gulp

fo__ __ pu__ __

felt lamp

ti__ __ sta__ __

sand blank

gra__ __ tha__ __

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nest tusk

tru__ __ ta__ __

must mask

fa__ __ fla__ __

Double consonant ending sounds

The words end with the double consonant but we hear only one sound.

ll words

wa__ __

fu__ __

swe__ __

ti__ __

ff words

cu__ __

sti__ __

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cli__ __

sni__ __

ss words

me__ __

flo__ __

le__ __

fu__ __

Ending blends:

ft words

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li__ __

gi__ __

Sha__ __

lt words

be__ __

ha__ __

ti__ __

nd words

ba__ __

fi__ __

be__ __

rk words

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ma__ __

ba__ __

la__ __

lp words

pu__ __

gu__ __

he__ __

mp words

cla__ __

cra__ __

ca__ __

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Consonant Digraphs

Consist of two consonants that when blended make one sound.

sh words

__ __ip

__ __ake

ca__ __

tra__ __

ch words

__ __eese

__ __oice

cat__ __

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tou__ __

th words

__ __umb

__ __row

Ma__ __

fro__ __

wh words

__ __ey

__ __at

__ __ip

__ __eelchair

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__ __ale

ph words

__ __one

pam__ __let

gra__ __

gh words

__ __ost

rou__ __

__ __erkin

ng words

ri__ __

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sli__ __

wi__ __

Consonant clusters

Are made up of a consonant digraph and a consonant.

thr words

__ __ __ee

__ __ __ow

__ __ __ead

chr words

__ __ __istmas

__ __ __ome

__ __ __onic

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shr words

__ __ __ed

__ __ __ill

__ __ __ub

HARD AND SOFT SOUNDS

When "c" is followed by e-i-or y it has the Soft "c" sound.

“c” sound 

city

ice

fancy

citrus

cent

When "c" is followed by a-o- or u it has the Hard "c" sound.

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 Cast

Cobbler

Cushion

Cotton

capital

“g” sound

When "g" is followed by  i-e-or y it has the Soft "g" sound.

Gym

Stage

manage

ginger

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gesture

When "g" is followed by a-o- or u it has the Hard "g" sound. 

 gum

guitar

gorilla

golf

gash 

K or C

K is used when followed by the letters: e-i- or y. 

kennel

kick

kyle

kindle

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kernel

 

C is used when followed by the letters: a,o, or u.  Examples:

canopy

cock

capsule

cubicle

ck words

To make the “k” sound after a short vowel, use "ck”. 

ba__ __

ba__ e

de__ __

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lea__

ni__ __

di__e

du__ __

du__e

lo__ __

co__e

qu words

Always follow q with the letter u.

quick

uni__ __

__ __eer

__ __arter

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__ __it

__ __een

__ __uench

__ __estion

__ __arrel

__ __ilt

Dubbling

Consonant after short vowel sound will be doubled before adding “ing”.

Running

Clapping

humming

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digging

snapping

Consonant after long vowel sound is not doubled before adding “ing”.

steering

heading

folding

breathing

licking

Prefixes, and Suffixes

. A prefix is also a word part that cannot stand alone. It is placed at the beginning of a word to

change its meaning.

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Impart enlist introduce

adjust proclaim dialogue

exit

Unpleasant bicycle dioxide

triangle mistake

A suffix is a word part that is placed at the end of a word to change its meaning. Often you can

guess the meaning of an unfamiliar word if you know the meaning of its parts; that is, the root and

any prefixes or suffixes that are attached to it.

Student actor scientist library salesmanship tolerance happiness amusement necessity childhood

ctives:

Students will learn to read words containing the diphthongs ow, ou, oi, and oy.

Students will learn to write and spell words containing the diphthongs ow, ou, oi, and oy.

About the Concept:

Diphthongs are vowel sounds that combine two separate sounds into a single unbroken sound. Two common diphthongs in English are the

/ow/ sound as in the word cow and the /oy/ sound as in the word boy. The diphthong ow combines /a/ as in cat with /oo/ as in in zoo. This

diphthong can be spelled with the letters o-w or o-u. The diphthong oy combines /aw/ as in law with /ee/ as in see. This diphthong can be

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spelled with the letters o-i or o-y. Because of the spelling variations for each diphthong, writers need to choose between two possible spellings when they wish to spell a diphthong word. It is important that students build up a repertoire of familiar diphthong words that they have seen

in print and can call to mind when writing. The song, The Right Diphthong, provides students with practice in spelling frequently used

diphthong words containing each of the four spelling patterns. Diphthong words are grouped by spelling families (e.g., out/shout,

found/hound, cow/now, brown/crown). As students sing the spelling patterns, they view the words on the Mini-Charts, reinforcing learning through both auditory and visual channels as they form memory links to diphthong spelling families. Once students have mastered the basic

words in the song, they can think of other examples of diphthong words and practice them with the instrumental version of the song.

Materials:

Sing Your Way Through Phonics Volume 2 CD , Tracks 9 and 10 (Listen to Real Audio or MP3 sample)

Sing Your Way Through Phonics Volume 2 Mini-Charts (pp. 45-50) Index cards with the following printed words (1 per card): out,

shout, found, hound, cow, now, brown, crown, oil, boil, coin, join, toy, boy, joy, Roy

Blank index cards and colored markers or other writing utensils Several dictionaries or spelling dictionaries

Optional:

Game cards (containing one word each from the following: noise, voice, choice, avoid, boil, broil, coil, foil, oil, soil, spoil,

toil, coin, join, couch, crouch, ouch, slouch, cloud, loud, aloud, shroud, ounce, pounce, bounce, around, bound, found, ground, hound, mound, round, sound, wound, flounder,

founder, count, fountain, mountain, sour, scour, flour, blouse, mouse, grouse, house, about, pout, spout, scout, route, trout,

bow, cow, chow, how, now, plow, sow, vow, wow, crowd, powder, chowder, towel, trowel, flower, glower, power,

shower, tower, owl, howl, brown, crown, drown, frown, ahoy, annoy, boy, coy, destroy, employ, foyer, joy, loyal, Roy, royal,

soy, toy, Troy) 8 small circles in two contrasting colors

8 pieces of construction paper in contrasting colors, scissors, glue.

Note: If you do not have the CD or Mini-Charts, you can still teach this singular and plural possessive lesson plan using the folk tune listed on

the The Right Diphthong song lyrics page. You can create your own

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mini-charts using the words in bold print letters in each verse of the Song Lyrics.

Find out more about Sing Your Way Through Phonics products .Procedure:

1. Say, “Today, we are focusing on words with the /ow/ sound and the /oy/ sound. We call these sounds diphthongs.” (Note that the spelling is “diphthong,” not “dipthong.”)

2. Point to the Mini-Charts on pages 46-47. Say, “What is the vowel sound in each of these words?” (/ow/) “What are the two ways we can spell the /ow/ sound?” (o-u and o-w)

3.  Point to the Mini-Charts on pages 48-49. Say, “What is the vowel sound in each of these words?” (/oy/) “What are the two ways we can spell the /ow/ sound?” (o-i and o-y)

4. Say, “Now, let’s listen to the song and join in on the answers to the questions?” Play CD Track 9 while pointing to the words on Mini-Charts pp. 46-49. Students recite the spelling patterns as they are spoken in the song.

5. Say, “This time, let’s let half the class sing the questions and the other half say the answers. Who would like to point to the words on the Mini-Charts?” Play CD Track 9 again and allow one student to point to the words on the charts while the two groups alternate singing the questions and speaking the answers.

6. Say, “What do you notice about every set of two words?” (They rhyme; they have the same spelling patterns) Say, “What is the common sound in the words out and shout?” /out/ “How is it spelled?” (o-u-t) “Who knows a word that rhymes with out and shout?” (about, route, spout, stout, without, scout) As each word is offered, ask “How is /out/ spelled in this word?” (o-u-t) Write

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students’s examples on the board and ask them to spell them aloud.

7. Say, “So when we find a word that rhymes with one of the words in this song, chances are it is spelled with the same vowel pattern.”

8. Divide the class into small groups. Give each group a few blank index cards and an index card with one of the Mini-Chart words. Ask the students to think of a word that rhymes with the word on their card and write it on the blank index card. If they think of more than one rhyming word, they can use the additional blank cards. Remind them to keep the spelling pattern the same unless they think they have thought of an exception. Allow 5 minutes for this activity.

9. Ask each group to check the spelling of any words they have written by looking in the dictionary.

10. Display the cards in spelling families on a word wall or pocket chart.

Follow-up:

1. Practice singing The Right Diphthong daily for a few days. Allow some of the students to be the leaders, pointing to the Mini-Chart words and singing the questions. For every set of facing pages, choose 1-3 students to sing the questions.

2. Substitute some of the words students have written on their cards for the words in the song. Write these words on the Mini-Charts Templates. Example: If students with the word out on their index card thought of the words trout and about, substitute these two words for out and shout on the Mini-Charts. If students

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have thought of only one rhyming word, keep one of the original words and substitute the new word for the other original word. Example: out (original), about (new). Sing the song with the Mini-Chart Templates using the instrumental version (Track 10).

3. Introduce other diphthong words. (See Optional Materials above.) Write the spellings and have students look them up in the dictionary. Find exceptions--words that rhyme that do not use the same spelling pattern--and display them in a separate location. Examples: crowd/loud, avoid/annoyed, out/Sauerkraut/doubt, bow/bough/Thou.

Extensions:

1. Play the Diphthong Pyramid spelling game. Draw or cut out 8 concentric squares of varying colors. Draw 2 diagonals connecting outermost corners. Label the center quadrants oi, oy, ow, and ou. Distribute four playing pieces (colored circles) to each player or team. Place one of each player’s pieces in the outermost rung of each quadrant. Shuffle the playing cards listed above under Optional Materials. The leader reads the topmost card without revealing it to the players. A player must select the playing piece in the quadrant with the correct spelling pattern and move it one rung toward the center. The leader then reveals the index card to the players and places it on the bottom of the pile. If a player has moved the wrong piece, that playing piece is set back one rung. Players alternate turns until all of one player’s pieces have reached the center square. For added fun, label some cards Extra Turn, Lose a Turn, and Free Choice. Drawing the Free Choice card enables a player to move any playing piece one rung forward.

2. Newspaper Diphthong Activities: Have students circle all the diphthong words they can find in the newspaper in 10 minutes. Share findings with the class. Make a bar graph showing the frequencies of oi, oy, ow, and ou words.

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