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此评价对我英语自然拼读法及自然拼读练习表15-第2页
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英语自然拼读法及自然拼读练习表15-2
those,kilo,so,homework,p；U发字母本身音[ju:]cute,bute,mu；A发[]口型要打大at,bat,bad,band；E发[e]让学生老师模仿口型when,met,t；I[i]different,bring,holi；O发[]让学生老师模仿口型drop,shop,b；U发[]us,study,funny,but,b；字母组合的
those, kilo, so, homework, phone, also, no, note, robot, nose, hope, joke, close, stone, clothes, broken等。U发字母本身音[ju:] cute, bute, mute, fume, men, pupil, argue, use, 等。 ★闭音节的拼音：A 发[
]口型要打大at, bat, bad, band, apple, animal, fat, has, am, and, cat, cap, bag, family, capital, Saturday, than, had, grand, carry, happen, back, ran, badly, angry, sad, rang, flat, map, mat, van, man, ban, bap, can, cam, cab, cad, catch, hand, fantastic, thank, black, blackboard, panda, that, happy, activity, drank, dragon, taxi, swam, hat, sad, dad, mad, mat, pat, rat, sat，fan，lam，tad， van， wan等。E 发[e]让学生老师模仿口型 when, met, them, well, smell, tell, ball, clever, every, help, better, west, then, yes, yesterday, fell, hello, desk, red, yellow, ten, pen, pencil, bed, bedroom, dress, festival, get, telephone, egg, went, leg, twenty, next, let, men, chess, bet，net，pet ret，set，tet，vet，wetI [i] different, bring, holiday, lift, ticket, big, dinner, fish, listen, it, is, six, this, in, sister, his, him, bit, little, river, picnic, think, city, with, finish, sit, chick, skip, miss, nothing, pink, picture, little, listen, thing, drink, visit, swim,O发[
] 让学生老师模仿口型drop, shop, box, bottle, coffee, lost, cross, long, pop, stop, dog, not, body, box, clock, computer, doll, got, hot, pocket, office, point, lots, doctorU发[
] us, study, funny, but, bus, sun, Sunday, summer, hurry, mum, under, understand, cut, duck, truck, muck, much, puck, lucky, fun, gun, Hun, nun, pun, run, sun, tun, up,字母组合的读音也是有规律可循的。如;ea, ee字母组合的发[i:]音：tea, clean, team, eat, east, speak, please, each, easy, read, sea, teacher，need, cheese, wheel, feel, agree, green, week, thirteen, fourteen, three, deep, peep, weep, sleep, jeep, see, feet, street, teeth, meet, week部分ea字母组合发[e]：bread, heavy, breakfast, weather, head, headache, ready, deaf,oa,字母组合的发[u]音：road, boat, coat,ir字母组合的发[
]音：girl, bird, thirsty, third, first, birthday, circle, sir, shirt, skirt, dirty, skirt,ar,组合字母发[ a:（a再s, ss前）也发[a:]：hard, card, park, art, car, are, dark, arm, farmer, market, party, large, star, argue，farclass, vase, glass, pass, last, past, task,, mast, vast, cast, fast等ow字母组合有时发[u]音：window, yellow, show, slow, sow, tow, bow, mow, 等。 ou, ow字母组合有时发[au]音mouth, about,, house, housework, south, how, now, town,等。oo字母组合有时发发[u]音：hood ,头巾wool ,羊毛
look ,good , foot, room, football, took, cook wood, book, goodbye,oo字母组合有时发[ u: ]food, moon, tool, toon, 红椿 noon, pool, zoo, too, school, cool, toothear字母组合有时发 [i
]音：tear，dear，fear，gear，hear， near，shear，rear，searear字母组合有时和air一样发[
]：bear, tear, wear, pear,oy字母组合发[
i ]音: boy, toy, hoy赶牲畜的呼叫声, coy腼腆的, foy告别宴会, goy, 异教徒soy酱油；黄豆iht 字母组合发[ ai ]音：right, light, night, fight, might, tightay字母组合发[ ei]音: stay, say, day, gay快乐的, hay干草, lay设Z2.直接拼读法是国际通用的教学方法;长期以来，直接拼读法一直是国外培养和提高学生英语阅读能力普遍使用的方法。在美国小学低年级英语教学的初始阶段，最基本的阅读能力是从讲授直接拼读法开始的。他们认为，小学一年级是培养阅读能力的关键一年，假如学生的单词拼读在一年级过关了，那么从小学二年级开始，就可以进入阅读理解和英文写作训练阶段，美国教师始终认为，直接拼读法是培养学生阅读能力的最佳途径；在教学过程中，他们不向学生讲授国际音标，主要向学生讲授拼音与拼写关系的基本规则，让学生可以看到一个英语单词就能拼读出来，或者想到一个英语单词就能拼写出来，通过学习和掌握单词的基本拼读规则，不但扩大词汇量。例如：我在教授单词cat中，元音字母A a在发短音[
]，先教学生拼读单词at, 然后学习拼读cat, bat, bad, fat, hat, mat, map, dad等单词，主要让学生了解字母Aa的发音，让学生再看到类似的单词能够自己拼读出来。反思我们国内的英语教育，学生花了十几年仍然还是哑巴英语和聋子英语，单词掌握的很少，基本无法阅读英语原版读物。究其原因。就是见词不能读，听音不会写，单词记不牢。不能准确地拼读、拼写和记忆英语单词已经成为阻碍我国学生学好英语的一个拦路虎。相当一部分学生由于过不好但此关而跟不上学习进度，最终只能放弃英语学习。这不能不引起我们思考在我们的英语教学中，我们应该怎样帮助学生学习和掌握英语单词拼读与拼写之间的对应关系，怎样去提高学生准确频度、拼写英语单词的效率。3、直接拼读法存在例外是一种正常现象英语单词的读音方法与拼写不一致，甚至一个英语字母有多种读音或一个元音可以代表多种发音。例如：字母Aa可以有八种读音：在开音节单词中发[ ei ]“date. make .came”等;在闭音节中发[
]”map, cap, cat. ha等”；在s,ss前发[ a: ]”fast, pass, glass, class, passport”等；在轻读音节中发[
],“about, above, again, abroad, ago”等；在单词want,中发[
]；在单词“wall”中发[
];在单词 “comrade”中发[ i ] ；在单词“many”中发[ e ]。另外还有一些字母组合。例如：等。总之，一个英语字母有多种发音或一个元音可以代表多种发音，这是一种经常现象，并不影响学生学习和掌握直接拼读。三、直接拼读法与音标读法的比较音标拼读法的最大弊端在于：单词拼读与单次拼写相分离，没有把两节有机的联系起来。由于单词拼读与单次拼写{形与意}的不一致，学生只能依靠死记硬背每个单词的发音和拼写，甚至给单词注上汉语拼音才能记住几个单词，但是没有几天就忘干净了。久而久之，学生丧失了学习英语的兴趣和学好英语的信心。而采用直接拼读法拼读单词，简单易学，便于操作，不受条件、水平、年龄、教材限制，特别适合我国学生学习英语，这样可以让学生看到一个英语单词就能拼读出来，或者想到一个单词就能拼写出来，通过学习和掌握单词的基本拼读规则，不但扩大词汇量。这是一种简单易行的教学方法，很容易做到“听音能写、见此能读、一听就明、一读就懂”的状态。直接拼读法降低了学生学习和掌握英语单词的难度，学生不用死记硬背单词，扫除了单词难记这个拦路虎，也就能增强学生的学习英语的兴趣和学习英语的信心为以后英语学习，特别是英语课文学习铺平了道路。随着直接拼读能力的提高，学生自主学习英语的能力也在不断提高。直接拼读是学生终生受益的能力，为学生英语学习的可持续法舰奠定了坚强的基础。（参考“中小学英语教学语言与研究”198期）掌握拼读法，为轻松学英语打好基础利用图画、卡片生动活泼地把英语拼读的技巧教给学生。在教学中配合适当的练习，使学生在轻松愉快的氛围中，了解和学习英语字母组合的奥妙，掌握英语拼读规律。学生一旦掌握了这种方法，教师在课堂上出示任何一个单词，他们不借助音标，都能够读出来，在听写单词时，按照拼读规律能够写出该单词。最终达到见到生词就会读，会读的生词就会写，会写的生词就会说的学习目的。一旦掌握了这种方法，在英语学习方面将会达到事半功倍的效果，在今后的学习中将终身受益。英语拼读法为什么能有如此神奇的魅力，吸引着学生越来越喜欢学习英语。其特点主要有以下几点：把枯燥的字母、音标学习生活化对于初上中学的学生来说，学习英语字母并不困难。但是部分学生对字母的分类会感到迷惑，如果一提起音标就会有人感到头疼了。特别是普通学校基础较差的学生。《英语拼读技巧》一书把这些枯燥的字母、音标学习变得趣味化了。首先让学生在生活环境的情境中学习字母分类。26个字母以元音分类，对有些初学英语的孩子来说，是容易经常搞混的。如果我们把字母学习生活化，就会贴近学生生活，使学生容易掌握。如：26个字母按其元音字母分为5个家族。即A家族、E家族、I家双胞胎等。每个家族都有各自的成员，每个家庭成员都有各自的名字，只要记住他们的名字，便能掌握26个字母的正确发音。当各个家族分类的精彩图片展现在学生面前时，就会强烈地吸引着他们。他们在家庭环境的氛围中开始学习字母和音标。当前的英语教学往往把字母和音标分开教。而《英语拼读技巧》则是把英语的读音和字母紧密结合起来，在教字母的同时就把音标的发音教给学生。由于在生活化的情境中教音标的读音，使难懂、难记的音标变得容易了、有趣了。学生既不感到枯燥，而且还学得津津有味。如：在教授A家族时，利用图片、卡片向学生介绍：A家族有四名成员，A、K、J和H。妈妈的名字叫[ei]，是元音字母。三个孩子的名字分别叫做H[eit?]、J[d?ei]、K[kei]，是辅音字母。从A家族中三个孩子名字的发音，可以看出每个孩子的名字都包含着妈妈的名字[ei]的发音，也就是说每个孩子的名字都有妈妈姓[ei]。这样学生能够很容易掌握字母分类及发音，不会有人把C[si：]读做[sei]。因为，学生们都知道发[i：]的音是E家族成员，发[ei]的音是A家族成员。A家族中的每一个孩子除了名字以外，还有各自的小名，告诉学生在家时妈妈会叫每个孩子的小名，假如记住每个孩子的小名，就能够掌握辅音音标的发音，如：J[d?ei]的小名叫J[d?]，K[kei]的小名叫[k]，H[eit?]的小名叫[h]。通过这种生活化、趣味化的教学，吸引了学生，提高了孩子们学习英语的积极性。把繁琐的拼读规律简单化《英语拼读技巧》最大的优势之一是把那些对孩子来说非常繁琐的、特别难记的拼读规律简单化了。例如：在英语单词中，有的辅音是双写如：better，而有的英语单词是单写如：Peter。这很容易给学生造成记忆上的混乱，生词多了就记不清楚了，应该单写的拼成双写，应该双写的拼成单写。但是学过拼读法后，学生不需要死记硬背后面的辅音是双写还是单写，只要听到单词的发音就能马上判断出应该单写还是双写，因为所有的拼写都和发音有着直接的关系。学生只要听到这个单词前面的元音发基础音(也就是我们通常所讲的闭音节)，单词后面的辅音就双写，如：pepper。如果这个单词前面的元音是字母音(字母音就是发5个元音字母本身的音)，单词后面的辅音就单写，如：paper。英语拼读技巧中还有很多类似这样的拼读规律。一旦学生发现掌握复杂的拼读规律并不难，他们就会增强学习英语的自信心，学生找到了自信，也就找到了自我。把复杂的字母组合读音规律化英语字母组合有很多，如：ea、ee、ae、ai、ew、aw、ow等。对学生来说掌握这些没有规律的字母组合读音是非常不容易的，尤其是对那些普通学校的普通学生来说，真是困难重重。《英语拼读技巧》把元音字母和元音字母组合按国际音标中的元音分为四部分。每一部分都有各自的规律。例如，字母音有5个元音字母a、e、i、o、u，而每一个元音都有5种或5种以上的拼法。比如A这个字母，可以有以下几种字母组合形式，make，Mae，train，play，rein，they，也就是说以上生词中的元音字母组合都可以读做[ei]。当学生看到一个元音字母的读音就有这么多拼法，那5个元音字母的读音组合全部摆在他们面前时，他们会失去学习的信心。在教学中我们并不是直截了当地把那些复杂的字母组合教给学生，而是告诉学生5个元音字母的拼读规律是相通的。只要记住5种拼法的规律，就能掌握发字母音的30多种拼法。例如，第三种拼法的规律是：5个元音字母加e结尾，读字母音。也就是ae、ee、ie、oe、ue这5个字母组合在单词中读元音字母本身的音，如：Mae[mei]、tee[ti：]、tie[tia]、toe[tou]、blue[blu：]。这样通过读音练习，学生很容易就掌握住这条规律。最后，我们把国际音标中的全部元音归类，用简单的表格方式展示出英语拼读技巧中元音字母组合读音规律表。大大方便了学生学习、掌握和使用。把英语拼读方法系统化要想让学生完全掌握和记住拼读规律不是一件容易的事，为了达到这一目标，就要使拼读方法系统化、规律化，便于学习掌握。学生能够集中精力一部分、一部分地攻破拼读规律的难关。《英语拼读技巧》把辅音的读音教学分为两个部分，单辅音在字母家族中教，双辅音和辅音连缀一起教。同时在教学中渗透清浊辅音字母和字母组合的发音规律，并让学生了解字母和字母之间的关系，如：小名一样的字母在单词的拼写中应该选择哪个字母，有两个小名的字母如何选择它的发音等等。元音字母和元音字母组合的读音是按照元音音标分为4个部分，每一部分都把读音规则系统化，相同的规律统一教，不同的规律分开教。《英语拼读技巧》的最后一部分把划分音节和多音节单词中音的弱读规律系统地教给学生。一旦掌握了划分音节和音的弱读规律，就能准确地读出多音节单词。在教学中每一课都有配套的、系统的、有趣的拼读练习和自我测试，如：听读音选单词，找出字母之间关系密切的朋友，标出清浊辅音字母，按规律划分音节，标出弱读音节的读音，按读音归类单词，等等。系统有趣的拼读练习便于学生熟悉和掌握复杂的规律。通过几年来的实验，参加实验班学习的学生在英语单词学习方面有了显著的提高。教师在课堂上展示出任何一个单词，学生都能够不借助音标读出来。听到没有学过的英语单词也能够写出来。这样就极大地提高了记忆单词的速度。基础好的学生通过学习，能够在10分钟内学习掌握30多个生词，基础一般的学生在10分钟内至少掌握15个生词。可以看出掌握拼读规律后的实效是惊人的。李可鑫，一个小学最不喜欢学英语，每次英语考试都刚刚及格的学生，通过3年的实验班学习，中考英语考了119分(满分120分)。掌握了英语拼读技巧，为学生轻松学好英语打下了良好的基础。但是要真正达到轻轻松松学好英语，还需要我们的教师在课堂教学中采用各种有效的教学方法，注重各种能力的培养，在优化课堂教学的过程中，向45分钟要效率。这样才能帮助我们的学生成功地迈向轻松学习、快速学习、有效学习的知识高速公路。于英语自然拼读法的学习我的孩子们以前是在美国上的学, 孩子们在一年级之前已经掌握自然拼读法了.
美国小孩都学自然拼读法, 中国也在往那个方向走, 几年之后, 应该都是自然拼读法了.了解了自然拼读法的发音规则后, 看到一个新单词就能对它的读音猜个八九不离十, 而且有利于记住拼写。自然拼读法从简到难的学习顺序为:1. 二十六个字母的读音 (Letter Sounds).其中五个元音字母(a, e, i, o, u)发两种音, 其中一个音是其字母本身的读音，y有时会被作为元音处理单音节词, y在末尾, y发“I”的音(one syllable, y at the end (pronounced as “i”)): my, why, fly, sky多音节词, y在末尾, y发“E” 的音(two syllables, y at the end (pronounced as “E”)):daddy, mommy, baby2.
单元音单词拼读 (Consonant-Vowel-Consonant Combinations)如：Sam, cat, mat, 等等．???Beginning Consonants Ending Consonants
One Vowel Word, Short Vowel Sounds包含各类专业文献、文学作品欣赏、应用写作文书、行业资料、高等教育、中学教育、专业论文、英语自然拼读法及自然拼读练习表15等内容。　
　英语自然拼读法及自然拼读练习表_英语学习_外语学习_教育专区。英语自然拼读法英语自然拼读法[1]是以英语为母语国家的小朋友阅读时普遍使用的一种学习方法。 它通过... 　小学英语自然拼读法及自然拼读练习表(最全)_英语_小学教育_教育专区。适合初学英语,帮助学生快速掌握英语单词拼写及认读英语自然拼读法 一.英语自然拼读学习的六阶成... 　自然拼读法练习表_少儿英语_幼儿教育_教育专区。今日推荐 116份文档 2014...16页 免费 汉语拼音字母表自然拼读... 22页 3下载券喜欢此文档的还喜欢 ... 　英标自然拼读法_英语_小学教育_教育专区。音标这样学英语自然拼读法及自然拼读练习表 英语学习三元素:语音、语法和词汇。语音的标准与否,决定了英语的语貌,也决定了... 　(一) 英语是拼音文字,所有的词汇都是由 26 个字母拼出来的,而在成千上万的不同拼法中,基 本发音因素却只有 39-47 个,这说明 26 个字母与基本音素间是有着... 　英语自然拼读法_初一英语_英语_初中教育_教育专区。自然拼读英语自然拼读法 英语...它有 强大的学习功能, 如实用的听力训练 CD, 家庭复习预习及 课后练习时使用,... 　英语自然拼读法 英语自然拼读学习的六阶成功法 第一阶:建立字母与字母自然发音...highway 自然拼音拼读练习表 第一天: a e i o u a_e e_e i_e o_e ... 　英语自然拼读法基本规则_英语考试_外语学习_教育专区。看题目就知道,是英语自然拼读法的规则,对学习英语有帮助。自然拼读法基本规则: 1. 二十六个字母的读音 (Lett... 　英语自然拼读法及自然拼... 暂无评价 18页 免费 自然拼读法在小学英语教......氛围,方便实用,有效训 练听力; 大量趣味练习帮助孩子在游戏中掌握语音的拼读。 ...英语自然拼读法基本规则：多个发音的辅音
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　　字母 发音 例词　　c 字母c后面接a，o，u的时候，c的发音与字母k发音相同，叫做“hard c sound”cat, cap, call, coat, cup　　当字母c后面接e，i，或y的时候，通常c的发音与字母s发音相同，叫做“soft c sound” city, ice, rice, face, cell, cent, voice, pencil, juice　　有时在e或i前面，c会发/sh/音 ocean, racial, social　　g 字母g后面接a，o，u的时候，所发的音叫做“hard g sound” girl, gas, get, give, go　　当字母g后面接e，i，或y的时候，有时g的发音与字母j的发音相同，叫做“软g音” age, change, ginger, Egypt, gentle, giraffe, badge　　特例：forget, give, girl中的g发hard sound　　x x在单词中间或结尾时发/ks/音 box, next, mix, six, fox　　x在单词中间时有时发/gz/音 exit, exam, exact　　x在单词起始位置时发/z/音 xylophone, xerox　　y y在单词起始位置时发音为辅音 yes, you, yard, year, yell　　y在单词或音节中间或结尾时被当做元音　　y在结尾，单词只有一个音节时y发长/i/音，　　y在结尾，单词有两个或以上音节时y发长/e/音　　y在单词或音节中间时，发短/i/音　　小测试：my, cry, fly, sky　　相关推荐：　　　　　　　　　　　　　　　　
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出版：杂志编辑部
出版周期：急需英语（自然拼读法phonics）学习听音辩字,拼写教学并举例的教学计划、总结、教案、反思、课堂随笔.构思：利用自然拼读法来教学字母是目的之一,是要让学生掌握通过其音形一致的规律去记忆单词的方法,而_百度作业帮
急需英语（自然拼读法phonics）学习听音辩字,拼写教学并举例的教学计划、总结、教案、反思、课堂随笔.构思：利用自然拼读法来教学字母是目的之一,是要让学生掌握通过其音形一致的规律去记忆单词的方法,而
构思：利用自然拼读法来教学字母是目的之一,是要让学生掌握通过其音形一致的规律去记忆单词的方法,而拼写教学就是指导学生了解和掌握如何把字母或字母组合的音转变成形,以达到无需音标、无需死记硬背、见词能读,听音能写.拼写教学请案以下步骤：1、听音：为了让学生听清单词中所含的音素,教师根据音节,按节奏说出一个单词,如：a-apple重复三次.2、辩音：教师通过听力,引导学生思考,辩明并作出快速反应,说出单词中含有的音素有几个,都是哪几个?3、音转形：当学生能正确说出单词中含有的音素后,教师指导学生把听到的音素用笔写出来.如果有意,本人可发送一定的材料作为参考.
下面是美国全国阅读权利基金会制订的phonics教纲,给你作参考.我把原件发到你信箱.Phonics PrimerYou can use this Phonics Primer developed by The National Right to Read Foundation to begin teaching a child or adult to read today. This primer lists the 44 sounds in the English language and then gives steps for teaching those 44 sounds and their most common spelling patterns. In addition to learning sounds and spellings, each day the student must read lists of phonetically related words and spell these words from dictation. Phonics instruction must be reinforced by having the student read decodable text.The 44 Sounds in the English Language5 Short-Vowel Sounds18 Consonant Sounds7 Digraphsshort /ă/ in appleshort /ĕ/ in elephantshort /ĭ/ in iglooshort /ŏ/ in octopusshort /ǔ/ in umbrella/b/ in bat/k/ in cat and kite/d/ in dog/f/ in fan/g/ in goat/h/ in hat/j/ in jam/l/ in lip/m/ in map/n/ in nest/p/ in pig/r/ in rat/s/ in sun/t/ in top/v/ in van/w/ in wig/y/ in yell/z/ in zip/ch/ in chin/sh/ in shipunvoiced /th/ in thinvoiced /th/ in this/hw/ in whip */ng/ in sing/nk/ in sink* (wh is pronounced /w/ in some areas)6 Long-Vowel Sounds3 r-Controlled Vowel SoundsDiphthongs and Other Special Soundslong /ā/ in cakelong /ē/ in feetlong /ī/ in pielong /ō/ in boatlong /ū/ (yoo) in mulelong /ōō/ in flew/ur/ in fern, bird, and hurt/ar/ in park/or/ in fork/oi/ in oil and boy/ow/ in owl and ouchshort /ŏŏ/ in cook and pull/aw/ in jaw and haul/zh/ in televisionSteps for Teaching PhonicsStep 1. Gather the materials listed below and store them together in a box.Materials for Teaching PhonicsWhat You NeedSuggestionsystematic phonics programConsider Phonics Pathways (available from our online bookstore), Sing, Spell, Read, Write, or another program from Phonics Products for Home or Phonics Products for School.* phonics flashcards with the letter or letter combination (such as ou) on front and clue word (such as out) on backConsider the Individual Set of 70 Phonogram Cards (item #IPC, $10) from Spalding Education International, available at www.spalding.org. It’s helpful to also purchase the Spalding Phonogram Sounds CD (item #CD, $5.00) to learn how to pronounce each sound correctly.Note: if you purchase this set from Spalding, you will not need to purchase a separate set of alphabet flashcards.decodable stories(preferably 100% decodable)If your phonics program does not contain 100% decodable stories, consider Stories Based on Phonics, available from our online bookstore, or Bob Books First, available from .writing supplies: index cards, index card file, black wide-tip permanent marker, beginner’s wide-ruled writing tablet, 2 pencils with erasersPurchase writing supplies at any office supply store.* Note: Make sure your phonics flashcards give the proper sound or sounds for each letter or letter combination – many widely available flashcards are incorrect or incomplete. For example, the common sound of x is /ks/ as in fox, not /z/ as in xylophone or /eks/ as in x-ray. Also, the short-vowel sound of i is /ĭ/ as in igloo, not /ī/ as in ice cream.Step 2. Teach the 5 short-vowel sounds and consonant sounds. Drill until memorized.During the first week, use the flashcards to drill the short-vowel sounds. Add several consonant sounds each day until you are drilling all short-vowel sounds and consonant sounds with your student daily. Do not rush this step. Keep drilling until all sounds are memorized, which usually takes 2-4 weeks.Tip: Work on phonics for at least 15 minutes a day, 5 days a week with your student. Frequency and consistency are more important than the length of time spent on each lesson.Short-Vowel Soundsshort /ă/ in appleshort /ĕ/ in elephantshort /ĭ/ in iglooshort /ŏ/ in octopusshort /ŭ/ in umbrellaConsonant Sounds/b/ in bat/k/ in kite/s/ in sun/k/ in cat/l/ in lip/t/ in top/d/ in dog/m/ in map/v/ in van/f/ in fan/n/ in nest/w/ in wig/g/ in goat/p/ in pig/ks/ in fox/h/ in hat/kw/ in queen/y/ in yell/j/ in jam/r/ in rat/z/ in zipStep 3. Practice two-letter blends. Drill until blending is automatic.After your student knows the short-vowel sounds and consonant sounds, next teach him how to orally blend two letters (b-a, ba) and read two-letter blends such as: ba, be, bi, bo, bu.Two-Letter Blendsb + a = bas + a = saj + a = jab + e = bes + e = sej + e = jeb + i = bis + i = sij + i = jib + o = bos + o = soj + o = job + u = bus + u = suj + u = juStep 4. Practice three-letter blends. Drill until blending is automatic.After your student can read two-letter blends, progress to three-letter blends, that is, words. Each day, have your student read a set of short-vowel words, then dictate these same words to him. (Show him how to form each letter and correct him gently, if necessary). This not only helps him remember the phonics lesson just learned, but it greatly improves spelling.Golden Rule of Phonics: Never allow your student to skip, guess, or substitute words. Accuracy is more important than speed.Three-Letter Blendsfa + t = fatki + t = kitro + d = rodde + n = denma + d = madse + t = setbo + x = boxye + s = yestu + g = tughi + d = hidno + t = notwi + n = winju + g = jugpu + n = punla + p = lapStep 5. Teach the twin-consonant endings, plurals, and two-consonant blends. Drill until blending is automatic.Twin-Consonant EndingsTwo-Consonant BlendsTwo-Consonant Blendspuffblabstun, fistsellbragswamkissclubtrotfuzzcroptwinlockdragfactfledraftPlurals:frogbulbcats (sounds like /s/)glumheldbeds (sounds like /z/)gripelfplugsulkprimfilmscathelpskip, masksiltsledjumpsmughandsnipmintspot, gaspkeptStep 6. Teach the digraphs (ch, sh, th, wh, ng, nk). A digraph consists of two consonants that form a new sound when combined. Also teach three-consonant blends.DigraphsThree-Consonant Blendschin, such, patch (silent t)scruffship, wishsplitthin, with (unvoiced /th/)strapthis (voiced /th/)thrillwhipsang, sing, song, sungsank, sink, honk, sunkStep 7. Introduce a few high-frequency words necessary to read most sentences.After your student can read three-letter and four-letter words easily, it’s time to add a few high-frequency words that are necessary to read most sentences. Some high-frequency words are phonetically regular (such as “or”), but are introduced out of sequence because of their importance. Other words are truly irregular, because they contain one or more letters that don’t follow the rules of phonics (such as “once” and “who”).The Basic High-Frequency Words table lists the most important words. Write each word on an index card. Introduce three or four new words a week. Drill your student on these words everyday, encouraging him to sound out as much of the word as possible (usually the vowel sound is the only irregular part). As your student masters each word, file the card in the card file under “Words I Know.” When your student comes across a new “wacky” word (such as “sugar” in which the “s” is pronounced /sh/), make up a new index card and file it under “Words To Learn.”Tip: What distinguishes this high-frequency word list from the typical “sight word” list? Many words in the list below cannot be completely sounded out, either because they contain one or more letters that don’t “follow the rules” or the rule is learned later. In contrast, the typical “sight word” list contains mostly phonetically regular words (such as “and” and “when”) that the student is forced to memorize simply because he has never been taught to sound them out.Basic High-Frequency WordsIntroduce after student canread short-vowel words, /th/, and /sh/Introduce after student canread long-vowel wordsA vowel by itself says its name:a, I“e” at the end of a short word says its name:be, he, me, we, she, the*“o” at the end of these words says its name:no, go, so“or” says /or/: or, fordo, to, into, of, off, put* also pronounced /thŭ/was, were, aredoing, doessaid, says, have, giveyou, your, yoursthey, their, therewhere, what, why, whoonce, one, come, somedone, nonetwo, tooStep 8. Teach the long-vowel sounds and their spellings. Note that there are five common spellings for each long-vowel sound. Also teach the “Silent-e Rule”: When a one-syllable word ends in “e” and has the pattern vce (vowel-consonant-e), the first vowel says its name and the “e” is silent.Long-Vowel SoundsCommon SpellingsLess Common Spellingslong /ā/cake, rain, pay, eight, babysteak, they, veinlong /ē/Pete, me, feet, sea, bunnykey, field, cookie, receive, pizzalong /ī/bike, hi, fly, pie, nightrye, typelong /ō/hope, go, boat, toe, snowsoul, thoughlong /ū/ & /ōō/mule, blue, boot, tuna, flewfruit, soup, through, feudStep 9. Teach the r-controlled vowel sounds and their spellings.r-Controlled Vowel SoundsCommon SpellingsLess Common Spellings/ur/fern, bird, hurtpure, dollar, worm, earth/ar/farmorange, forest/or/forkdoor, pour, roar, more, warStep 10. Teach the diphthongs /oi/ and /ow/ and their spellings. A diphthong consists of two vowels that form a new sound when combined. Also teach other special sounds.SoundCommon Spellings/oi/oil, boy/ow/owl, ouchshort /ŏŏ/cook, pull/sh/vacation, session, facial/zh/visionStep 11. Teach /aw/, /awl/, /awk/ and their spellings.SoundCommon Spellings/aw/jaw, haul, wash, squash/awl/bald, wall/awk/talkStep 12. Teach these sounds and spelling patterns.SoundCommon Spellings/s/ spelled cRule: c followed by e, i, or y sounds like /s/.cent, face, cinder, cycle/j/ spelled g, ge, dgeRule: g followed by e, i, or y usually sounds like /j/.frigid, age, fudge, gym/f/ spelled phRule: ph sounds like /f/ in words of Greek origin.phone, phonics/k/ spelled chRule: ch sounds like /k/ in words of Greek origin.chorus, Christmas/sh/ spelled chRule: ch sounds like /sh/ in words of French origin.chef, champagneNote: This Phonics Primer does not contain all English spelling patterns. Consult a good phonics program such as one from Phonics Products from Home or Phonics Products for School for additional spelling patterns and rules. Most products contain detailed instructions and practice reading selections.Step 13. After 3 to 4 months of daily phonics instruction, begin introducing decodable stories.Important: All sounds and spellings in Steps 2 - 12 should be introduced within the first 4 months of phonics instruction.After 3 to 4 months of reading lists of words and sentences, your student should be ready to read decodable stories such as Stories Based on Phonics or Bob Books First. The student should read all stories aloud, carefully and accurately. Help him sound out difficult words, as needed. Explain the meaning of all new words. Encourage him to read each story several times to gain fluency, but don’t let him memorize the story (reciting a story from memory is not reading). Model fluent reading by reading a sentence aloud with expression, then asking him to repeat what you read with the same tone of voice. Explain and demonstrate the meaning of basic punctuation (period = stop, comma = pause, exclamation point = speak with excitement, question mark = raise the pitch of your voice on the last word to ask a question.)Step 14. Begin introducing “easy-to-read” books.After the student masters decodable stories, let him move on to easy books such as those by Dr. Seuss (Hop on P One Fish, Two Fish, Red Fish, Blue F Ten Apples Up on T Green Eggs and H and so on), P. D. Eastman (Are You My Mother?; Go Dog, Go!; A Fish Out of Water), and Cynthia Rylant (Henry and M P Mr. Putter and Tabby series). As your student reads each book, add new wacky words to the Words To Learn file and review daily, if necessary.Continue teaching the lessons in the phonics program – don’t stop just because your student can read. Most children need 1 to 2 years of reinforcement before their phonics knowledge becomes permanent.Step 15. Continue to give phonetically based spelling lists.Even after your student has finished the phonics program, make sure to reinforce his phonics knowledge by giving phonetically based spelling lists each week at least through third grade.Revised: 6/05
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