Nothing Special   »   [go: up one dir, main page]
Scribd Logo
Upload

Welcome to Scribd!

  • 287 views

    Fantastic Phonics Teaching Guide 01 PDF

    Uploaded by

    janaki

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd

    Fantastic Phonics Teaching Guide 01 PDF

    Uploaded by

    janaki
    287 views4 pages

    Original Title

    Fantastic Phonics Teaching Guide 01.pdf

    Copyright

    © © All Rights Reserved

    Available Formats

    PDF, TXT or read online from Scribd

    Did you find this document useful?

    Is this content inappropriate?

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    287 views4 pages

    Fantastic Phonics Teaching Guide 01 PDF

    Uploaded by

    janaki

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 4

    Fantastic Phonics Teaching Guide

    Book 1 - ‘The Cat on the Mat’


    © Momentum Multimedia 2004

    New Words: cat, rat, fat, bat, mat,

    Extra Words: pat, hat

    Sounds found in these new words: c, t, r, f, b, m, p, h, short a.

    Highlighted Sound: Short Vowel: ‘a’ as in ‘cat’

    Sight Words: the, The, a

    Punctuation:Explain a “full stop”. Stop, take a breath, then start the next sentence.

    Capital Letters: Explain a capital letter is found at the beginning of the word in a new
    sentence.

    STEP 1:
    Teacher leads student in oral practice with these consonant sounds:

    c, t, r, f, b, m, p, h.
    STEP 2:
    Teacher leads student in oral practice with this vowel pattern, or rime:

    a-t, a-a-a-t.
    Fantastic Phonics Teaching Guide No. 1, page 2

    STEP 3:
    Teacher leads student in oral practice with blending two sounds:
    Pronounce each letter separately; blend the separate sounds into a continuous word.

    (a—t, a-t, a-a-a-t, at).

    • Practice blending the onset (consonants) and the rime (at) with all the ‘New Short
    Vowel Words’ for Book 1.

    c-at, r-at, f-at, b-at, m-at.

    STEP 4:‘Sight’ Words:


    Explain that these must be memorized/recognized as a whole; they are not broken down
    into sounds.

    • Practice the word: ‘the’ and ‘The’ with a capital letter.


    • Practice the word: ‘a’ and ‘A’ with a capital letter.

    STEP 5:
    Practice blending the Sight Words with the ‘New Short Vowel Words’:

    A cat .... the cat


    A rat .... the rat
    A fat .... the fat
    A bat .... the bat
    A mat .... the mat

    STEP 6:
    Now you are ready to start reading: Fantastic Phonics Story 1 – The Cat on the Mat.

    • Explain the highlighted sound in this book is short vowel ‘a’. The short vowel ‘a’ is
    reinforced in the words in Story 1.CVC (consonant-vowel-consonant) found in words
    for example: f a t.

    • If you have a large screen with the images projected onto it, scroll slowly through
    each page ‘reading out loud’ the text as described in Step 2.

    • The student will read the text as the teacher points to each word.

    • If the student has difficulty with a word – keep pointing to the word. This gives the
    student time to self-correct or try again. If the student is still having difficulty
    encourage the student to sound out the individual phonemes, blend the sounds, then
    read the word again.

    © 2004 Momentum Multimedia www.early-reading.com


    Fantastic Phonics Teaching Guide No. 1, page 3

    • If each child has a printed book then slowly progress through the pages
    ‘reading out loud’ as described in Step 2. The student will read the text as the
    teacher points to each word. If the student has difficulty with a word – keep
    pointing to the word. This gives the student time to self-correct or try again. If the
    student is still having difficulty encourage the student to sound out the individual
    phonemes, blend the sounds, then read the word again.

    • If the word is a ‘Sight Word’ reinforce the word is to be recognized as a ‘whole’.

    STEP 7:
    Ask the student how many capital ‘T’ were in the story and where is the capital ‘T’
    found in the story.

    • Capital Letters: Reinforce a capital letter is found at the beginning of the word in a
    new sentence. Ask the student how many “full stops” were in the story and where are
    they found.
    • Punctuation:Explain a “full stop”. Stop, take a breath, then start the next sentence.

    STEP 8:
    At the end of the story read the ‘extra words’.

    Rhyming
    The rhyming further reinforces the sounds, by showing the auditory and visual
    similarities and also discriminating between the different sounds.
    • Ask the student if they can pick out the rhyming words in the text.
    • Ask the student to identify the highlighted sound in the text (short vowel ‘a’).

    STEP 9:
    Now start the Comprehension Questions. Slowly reading each question, then give the
    student time to answer verbally or in a written form.

    • If you have a large screen with the images projected onto it, scroll slowly to each
    question.
    • If each child has a printed book then slowly progress through the questions.

    Comprehension Questions
    The comprehension component for each story tests the student’s critical reading skills.

    If the student does not remember the answers, they are encouraged to re-read the story
    and then continue the comprehension questions.

    STEP 10:
    Complete the sentences with these words. This exercise reinforces the student’s critical
    reading skills. The sounds and blends found in this story are practiced in this exercise.

    © 2004 Momentum Multimedia www.early-reading.com


    Fantastic Phonics Teaching Guide No. 1, page 4

    STEP 11:
    Say, Cover, Spell, Write and Check. This exercise asks the student to say the word
    (identifying word sounds), then cover the word (to commit word to memory by
    visualization), spell it out loud (to highlight sounds and blends of letter combinations),
    then write it (to practice spelling).

    rat_____ mat_____ bat_____ the______ a __

    STEP 12:
    Add ‘vc’ (vowel consonant) ‘at’ to make words:
    This reinforces the ‘short vowel’ sound and vc combination.

    c_______ f_______ s_______ p________ h________

    • Teachers can print this story for the student to use for independent oral reading
    practice.

    • The student may also enjoy adding their own colors to the book by coloring in the
    pictures.

    Teachers Notes:

    © 2004 Momentum Multimedia www.early-reading.com

    You might also like