phonics, vowels & consonants- presentation of mrs. melody m. gonzales, nebes, olongapo city

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LESSONS WITH PHONICS MELODY M. GONZALES, MT-II PRESENTER

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Phonics, Vowels & Consonants, etc.

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Page 1: Phonics, Vowels & Consonants- Presentation of Mrs. MELODY M. GONZALES, NEBES, Olongapo City

LESSONS

WITH

PHONICS

MELODY M. GONZALES, MT-IIPRESENTER

Page 2: Phonics, Vowels & Consonants- Presentation of Mrs. MELODY M. GONZALES, NEBES, Olongapo City

Slide No. Topics

4 The Necessary Phonic Skills

5 Stage by Stage Process

6 Phonics

7-8 Why is Phonics Important?

9 Stages of Learning Phonics

10 All Children are Different

12 7 Lessons with Phonics (Video Presentation)

13 Lesson 1: Teaching the Sounds of Consonants

14 Lesson 2: Teaching Short Vowel Sounds (a, e, i, o, u)

15 Lesson 3 A: Teaching the Beginning Consonant Blends

15 Lesson 3 B: Ending Consonant Blends

16 Exercises (Teaching Ending Consonant Blends)

17 Teaching Complex Consonants or Diagraphs

18 Exercises in Teaching Complex Consonants or Diagraphs

19-22 Teaching Vowels

22 Teaching Vowels with r (ar, er, ir, or, ur)

Page 3: Phonics, Vowels & Consonants- Presentation of Mrs. MELODY M. GONZALES, NEBES, Olongapo City

Slide No. Topics

25 Other Rules

26 Phonics Pronunciation Exercise

27-33 Set 1 (s, a, t, p, i, n)

34-40 Set 2 (ck, e, h, r, m, d)

41-47 Set 3 (g, o, u, l, f, b)

48-53 Set 4 (ai, j, oa, ie, ee, or)

54-59 Set 5 (z, w, ng, v, oo, oo)

60-65 Set 6 (y, x, ch,y, sh, th, th)

66-72 Set 7 (qu, ou, oi, ue, er, ar)

73 Thank You!

Page 4: Phonics, Vowels & Consonants- Presentation of Mrs. MELODY M. GONZALES, NEBES, Olongapo City

The Necessary Phonic Skills

Leap Frog, gives a list of

what a beginning reader

and writer should learn:

Learn the usual

sounds for each

letter

Learn how the

sounds blend

together in left-to-

right sequence to

form a word

Hear the word

pronounced in its

entirety

Understand that the

word has meaning

Hildreth:

Be able to find what is

common between many

different words.

To blend each sound in

1 word to pronounce the

word as a whole.

Develop the habit of

reading sounds of

letters in one word from

left to right.

To read new words by

pronouncing one part of

the word the student

recognizes, then

making a good guess

for the rest of the word.

Page 5: Phonics, Vowels & Consonants- Presentation of Mrs. MELODY M. GONZALES, NEBES, Olongapo City

STAGE BY STAGE

PROCESS

1. New word: STOP

2. Student recognizes “TOP”

because of consonant-vowel-

consonant studies.

3. Student knows the sound of S

and begins to pronounce the

sounds together from left to right,

S- TOP becomes STOP.

4. As he learns more skills and

words, he will be able to read

more difficult words on his own.

Page 6: Phonics, Vowels & Consonants- Presentation of Mrs. MELODY M. GONZALES, NEBES, Olongapo City

What is phonics?

Why is phonics important?

When is phonics usually taught?

PHONICS

Phonics is a system of

relationships between letters

and sounds in a language.

When you learn that the

letter B has the sound of

/b/ and that "tion" sounds

like /shun/, you are

learning phonics.

Page 7: Phonics, Vowels & Consonants- Presentation of Mrs. MELODY M. GONZALES, NEBES, Olongapo City

The ‘simple view of reading’

shows that both dimensions

are necessary to achieve fluent

reading. However, the balance

between word recognition and

language comprehension shifts

as children acquire secure and

automatic decoding skills and

progress from ‘learning to

read’ to ‘reading to learn’ for

purpose and pleasure. The

ultimate goal of learning to read

is comprehension.

WHY IS PHONICS

IMPORTANT?

Page 8: Phonics, Vowels & Consonants- Presentation of Mrs. MELODY M. GONZALES, NEBES, Olongapo City

Learning phonics will help you

to learn to read and spell.

Written language can be

compared to a code, so knowing

the sounds of letters and letter

combinations will help you to

translate words as you read.

Knowing phonics will also help you

know which letters to use as you

write words.

High-quality phonics teaching

secures the vital skills of word

recognition that, once mastered,

enable you to read fluently and

automatically. Once you are a fluent

reader, you are able to concentrate

on the meaning of the text.

WHY IS PHONICS IMPORTANT?

Page 9: Phonics, Vowels & Consonants- Presentation of Mrs. MELODY M. GONZALES, NEBES, Olongapo City

STAGES OF

LEARNING PHONICS

know the letters and sounds.

soft and hard sounds and short

and long sounds, all the sounds

of letters and letter

combinations.

short and long vowels, consonant

digraphs, vowels combination,

decoding, making words.

short and long vowels, consonant digraphs, vowels combination, decoding, making words.

practice reading and spelling words

containing those letters and patterns.

Page 10: Phonics, Vowels & Consonants- Presentation of Mrs. MELODY M. GONZALES, NEBES, Olongapo City

People vary in the amount of

phonics instruction they need

and when they need it.

Some people need very little

phonics instruction, while

others still benefit from

phonics instruction later on in

learning.

ALL CHILDREN ARE

DIFFERENT

Page 11: Phonics, Vowels & Consonants- Presentation of Mrs. MELODY M. GONZALES, NEBES, Olongapo City

Sounds (phonemes) are

represented by letters

(graphemes: shapes of the

letters)

English is an alphabetic

language – unlike Chinese, for

example, where whole words

are represented by characters.

A phoneme can be represented by

one letter (grapheme) or by a group

of 2 or more letters. (e.g. ‘sh’, ‘igh’,

‘eigh’)

There are 26 alphabetical letters

with 44 sounds

Page 12: Phonics, Vowels & Consonants- Presentation of Mrs. MELODY M. GONZALES, NEBES, Olongapo City

SEVEN LESSONS

WITH PHONICS

Page 13: Phonics, Vowels & Consonants- Presentation of Mrs. MELODY M. GONZALES, NEBES, Olongapo City

Where to start?:

Make sure that each of the student

know the letters of the alphabet.

LESSON 1: TEACHING THE

SOUNDS OF CONSONANTS

Dechants suggests teaching the

following consonants together.

Group 1: M, T, B, H, P, N

Group 2: D, W, G, C, J

Group 3: F, I, R, S

Consonant sounds can be taught by

teaching them as they sound in the

beginning of a word.

After they recognize the consonant

sound in the beginning of the word,

teach them to recognize consonant

sounds in the ending of words.

Page 14: Phonics, Vowels & Consonants- Presentation of Mrs. MELODY M. GONZALES, NEBES, Olongapo City

LESSON 2: TEACHING

SHORT VOWEL SOUNDS

(a, e, i, o, u)

The student listens to the sound, say

apple, hat, bat, cat, fad.

The student is taught how to say the

sound without the word. He is told it is

the short vowel sound.

The student sees the letter A in print, in

big & small case. Now he knows how

the sound looks.

The student is shown words with this

sound. He is shown that one-syllable

words have only one vowel, which is

followed by a consonant.

The student checks whether the word

makes sense in the sentence it is found

in.

Leap Frog suggests teaching short vowel

sounds in the consonant-vowel-consonant

basic patterns, e.g. dog, pad, fun, etc.

Page 15: Phonics, Vowels & Consonants- Presentation of Mrs. MELODY M. GONZALES, NEBES, Olongapo City

LESSON 3 A : TEACHING

THE BEGINNING

CONSONANT BLENDS Dechant clarifies the consonant blends

are different from speech consonants,

which have a single speech sound: ch,

sh, th, wh, ck, gh, ph, qu, ng

The consonant blends you can teach

are: bl, cr, fl, pl, scr, sl, sp, squ, thr, br,

dr, fr, shr, sm, spl, st, tr, cl, dw, gl, sc,

sk, sn, spr, str, tw

LESSON 3 B : TEACHING

ENDING CONSONANT

BLENDS Teach a small batch at a time

act, all, apt, arn, ast, ell, ept, ing, isp

uct, ung, aff, alp, arb, arp, ebs, elm,

est, inn, iss, ull, unt, aft, alt, arc, arr,

ecs, elp, iff, ird, ist, ulp, ust, alb, and,

ard, art, ect, elt, ift, irm, itt, ult, utt, alc,

ang, arf, asm, eft, emp, ilm, irt

Page 16: Phonics, Vowels & Consonants- Presentation of Mrs. MELODY M. GONZALES, NEBES, Olongapo City

EXERCISES FOR TEACHING

ENDING CONSONANT BLENDS

arm carp fang harm malt raft

cart cart felt harp mast ramp

LESSON 4 : TEACHING LONG VOWELS

This can be introduced by using the

common long-vowel pattern: vowel-

consonant-silent: ape. Other words can

be used: old, unicorn. The vowel-final e

pattern shall be introduced: pie, tie. The

final y is included here: sky, cry.

EXERCISES FOR TEACHING

LONG VOWEL SOUNDS

a: apron, Asia, April, paper, baby, radio, potato

e: even, equal, evil, demon, secret, zebra, he

i: idea, I’ll, item, ice, ivory, bicycle, tiny, rifle

o: open, obey, ocean, odor, October, program

u: uniform, universe, unique, human, January

Page 17: Phonics, Vowels & Consonants- Presentation of Mrs. MELODY M. GONZALES, NEBES, Olongapo City

LESSON 5 : TEACHING

COMPLEX CONSONANTS

OR DIAGRAPHS(ch, sh, th, wh, ck, gh, ph, qu, ng)

A diagraph is different from a

consonant blend in that the diagraph

forms one sound from two

consonants (Dechant).

The first 4 diagraphs (ch, sh, th, wh),

however, are best learned first.

ch has 4 sounds: ch (check), sh

(shef, machine), & k (Christmas)

th has 3 sounds: voiceless th

(thought, tooth), voiced th (there,

them, they), & t (Thomas, Esther)

wh may be pronounced as hw

(where, what) or h (who)

gh may sound silent (high, through),

as f (cough, laugh) or g (ghost)

ph sounds like an f (phase, phone), v,

p, or is silent

Page 18: Phonics, Vowels & Consonants- Presentation of Mrs. MELODY M. GONZALES, NEBES, Olongapo City

EXERCISES IN TEACHING

COMPLEX CONSONANTS

daughter bought highway

might neighbors light

eight night dough

ph (f)

photo phase alphabet

phonics phantom orphan

phrase phonetic nephew

quarts quiet quote

quite squash quill

inquire squirm equal

qu (f)

slingshot wing strong

longing hang wrong

young fling string

ng

gh (silent)

Page 19: Phonics, Vowels & Consonants- Presentation of Mrs. MELODY M. GONZALES, NEBES, Olongapo City

LESSON 6 :

TEACHING VOWELS

Long Vowels: ai, ea, ay, ee, oa, oe, ow

Diphtongs: ei, ie, oi, oy, oo, ou, aw, ow,

eu, ew, ue, ui

For the first set (ai, ea, ay, ee, oa, oe,

ow), the 2nd letter may be silent and the

1st is long

ai- aid, aim, brain, drain, fail, faint fair

Exceptions: aisle, plaid, said

ay- bay, day, gay, hay, play, pray, ray

Exceptions: aye, says

ea- has five sounds:

as i- beard, clear, dear, ear, fear

as e- bear, pear, swear, wear

as inverted e- dearth, earl, earn

as a- heart, hearth

as long a- break, steak

ee- bee, beef, beer, bleed, creek

oa- board, boast, coast, coat, float

oe- doe, foe, toe

Exceptions: does, shoe, snowshoe

ow- blow, bow, flow, glow, grow, low

Page 20: Phonics, Vowels & Consonants- Presentation of Mrs. MELODY M. GONZALES, NEBES, Olongapo City

Diphthongs are vowel combinations with

a single sound. The sound is different

from those of the letters as separate

entities.

ei / ey has 5 sounds:

1. e- beige, feign, heir, reign, reindeer,

veil

2. long e (2nd vowel is silent)- key,

passkey, ceiling, deceive, conceive,

leisure, seize

3. long i- eye, eyeball, eyebrow, height

4. short e- heifer

5. short i- forfeit, money, monkey, alley

ie- has 4 sounds:

1. long e- brief, chief, field, fierce, grief

2. long i- die, fried, lie, pie, untie, implied

3. short e- friend, friendly, befriend

4. short i- candied, doggie, kerchief

Page 21: Phonics, Vowels & Consonants- Presentation of Mrs. MELODY M. GONZALES, NEBES, Olongapo City

oi / oy: boil, broil, appoint, jointly, recoil

boy, soy, alloy, oyster, decoy

oo has 4 sounds:

1. u- bloom, boo, boom, boast, boot

2. Clipped u- barefoot, bookmark, cook

3. o- door, floor, doorway

4. u- blood, flood, bloodshed, floodlight

ou has seven sounds:

1. ou-blouse, cloud, count, flour, hour

2. Long o- court, four, mourn, pour

3. u- coup, group, rouge, soup, detour

4. Short u- roughly, touch, trouble

5. O-bought, brought, fought, ought

6. Clipped u- could, should, tour, would

7. e- adjourn, journal, journey, flourish

au and aw have the same o sound:

au- caught, fault, naughty, saucer, vault

Exceptions: draught, gauge, aunt, laugh

aw- brawl, awe, crawl, dawn, draw, jaw

ow- bow, brown, clown, tower, nightgown

Page 22: Phonics, Vowels & Consonants- Presentation of Mrs. MELODY M. GONZALES, NEBES, Olongapo City

ew, ue, ui- share the same sounds:

As yu:

ew-few, new, skew, stew, view, nephew

ue-cue, hue, sue, imbue, statue, tissue

ui- suit, nuisance

eu- feud, Europe, feudal, neural, neutral

LESSON 7 : TEACHING VOWELS

WITH r (ar, er, ir, or, ur)

When r follows a single vowel, it changes

the sound of hat vowel. Dechant proceeds

through the 5 different combinations of

vowels and the letter r.

ar has different sounds:

as a: car, bar, art, arm, far

as e: (when followed by a silent e)- care,

fare; (or when it is the final letter in the

syllable with accent and is followed by a

vowel): parent, Mary

as short a: paradise, paradox

Page 23: Phonics, Vowels & Consonants- Presentation of Mrs. MELODY M. GONZALES, NEBES, Olongapo City

as inverted e

- When a is the last letter in the syllable

with no accent and is followed by an r

in the next syllable- maroon, cataract

- As a suffix or as the last syllable: liar,

westward, pillar, dollar, orchard

- ar in the suffix ary as er- stationary,

legendary, sanitary

er has different sounds as well:

- Inverted e- baker (and other verbs

plus er to mean a person), hotter (and

other adjectives plus er to show

comparison); also clerk, germ, her,

herd, merge, nerve

- As i- here

- As e- there, where, ferry, very

- As inverted e with r- her, revert

ir has 3 sounds:

- As inverted e with r- bird, chirp, squirt

- As long i with r- dire

- As ir- virile, irrelevant, irritate

Page 24: Phonics, Vowels & Consonants- Presentation of Mrs. MELODY M. GONZALES, NEBES, Olongapo City

or has 5 sounds:

- As inverted e with r when it comes

after w- word

- As inverted e (when used for a person

or quality or condition)- inventor,

doctor, horror

- As ar- coral, torrid

- As long o

- As o- born, cord, cork, torch, worn

ur has 3 sounds:

- As inverted e with r- liturgy, blur, blurt

- As ur- cure

- As u- jury, rural

Page 25: Phonics, Vowels & Consonants- Presentation of Mrs. MELODY M. GONZALES, NEBES, Olongapo City

OTHER RULES:

1. When ar, er, ir, or, and ur are

followed by another r, the vowel is

usually sounded short- barrel, barren,

corrupt, sorry, mirror, sparrow, error,

terrier, arrest

2. When r is followed by another vowel,

the sound is also short- charity, tariff,

parachute, parasol, parallel, parasite,

parable, ceremony, America, very,

inherit, peril, merit, spirit, miracle,

direct

3. In some words, r has no effect on the

sound of the vowel before it- around,

arena, erect, erupt, hero, pirate,

virus, glory, oral, story.

Page 26: Phonics, Vowels & Consonants- Presentation of Mrs. MELODY M. GONZALES, NEBES, Olongapo City

Phonics

Set 1: s, a, t, p, i, n

Set 2: ck, e, h, r, m, d

Set 3: g, o, u, l, f, b

Set 4: ai, j, oa, ie, ee, or

Set 5: z, w, ng, v, oo, oo

Set 6: y, x, ch, sh, th, th

Set 7: qu, ou, oi, ue, er, ar

Page 27: Phonics, Vowels & Consonants- Presentation of Mrs. MELODY M. GONZALES, NEBES, Olongapo City

Set

1

s, a, t, p, i, n

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Set

2

ck, e, h, r, m, d

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Set

3

g, o, u, l, f, b

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Set

4

ai, j, oa, ie, ee, or

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Set

5

z, w, ng, v, oo, oo

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Set

6

y, x, ch, sh, th, th

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Set

7

qu, ou, oi, ue,

er, ar

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Thank You!