Language

- Beginning Reading -
26 Letters of English Alphabet

abcdefghijk
lmnopqrstu
v wxyz
Phonics
Jolly Phonics Montessori Language

Synthetic Phonics Phonics

 Preparation for a Literary
Environment
• Exemplary models
• Book selection
• Respect for books
• Creating interest in written & spoken word
• Auditory & visual equipment
 Preparation for Reading and
Writing
• TACTILE SENSE
Tracing sand paper letters
• VISUAL DISCRIMINATION
Dimension, seriating, grading
• AUDITORY DISCRIMINATION & MEMORY
Listening & recognition
• LANGUAGE DEVELOPMENT
vocabulary for comparison & superlative
 Preparation of the Child
1. Sight, speech & hearing
2. Conversation
3. Sensorial discrimination
4. Train of thought
5. Interpret pictures
6. Purpose in reading
7. Happy with learning environment
 Beginning Reading
1. Insets For Design
2. Sandpaper Letters: phonetic sounds and early writing
3. Large Moveable Alphabet (LMA)
(a) Revising phonetic sounds and Word-building
(b) Word building with Pink & blue objects & picture cards
4. Phonetic Reading:
(a) Pink Scheme
(b) Blue Scheme
5. Reading with objects and word card, pictures and word cards,
large picture cards and word cards
6. Reading with word list and silent reading boxes
7. Reading Books: phrases, short & long sentences,
comprehension cards, story books.
8. Phonetic farm: Nouns, Adjectives, Verbs
9. Phonograms
10. Reading Phonograms:
(a) in words
(b) lists
(c) booklets
(d) families of phonograms
11. Small Moveable Alphabet (SMA)
12. Story books (with a single phonogram)
 Phonetic & Non-Phonetic Words

Phonetic words– words that can be decoded

the same way that we spell it.

Non-Phonetic words - means that we do not

always say a word the same way that we
spell it.
 Sandpaper Letters
Alphabet letters cut out of sandpaper and mounted
on strong cardboard or wood.
blue (for vowels) and pink (for consonants)
- Three Period Lesson -
• Writing before Reading

Writing is a complex action requiring certain abilities which

fall into two categories.
1. the ability of the mind
2. the ability of the hand

Ability of the hand

• Lightness of touch
• Fitting letters in the available space
• Ability to form the shapes of the letters
• The ability to hold the writing instrument properly
Ability of the mind
• Mental abilities which require some form of order of the
mind so that the resulting expression will be clear and
sensible
• Ability to visualize the letter symbols corresponding to the
sounds
• Ability to know how to put the words together to form a
sentence which expresses an idea and therefore must be
something with intuition to express in order that an interest
may be gained.
The child’s hand is prepared through various
exercises and movements of the fingers are prepared
so that when the child has the urge to write, he is
not held back by technical disabilities.
 What is Synthetic Phonics?
• In Synthetic Phonics, students first learn the smallest
single sound in the language, and the letter and a
group of letters that represent that sound.
• It shows how “the alphabetic code” works by
sounding out and blending the single sounds
throughout a word for reading.
• And also segmenting the individual sounds for
spelling.
 Blending
For example the word
rat
• the single sounds are /r/ /a/ /t/
• the letter r represents the sound /r/
• the letter a represents the sound /a/
• the letter t represents the sound /t/
• Blend together the three sounds to read rat
• In spelling it
 44 Phonemes
18 basic consonants
6 advance consonants
5 short vowels
5 long vowels
5 r-controlled vowels
5 advanced vowels
18 basic consonants
/b/ /n/
/d/ /p/
/f/ /r/
/g/ /s/
/h/ /t/
/j/ /v/
/k/ /w/
/l/ /y/
/m/ /z/
6 advance consonants
/sh/
/ch/
/zh/
/ng/
/th/
/th/
5 short vowels
/a/
/e/
/i/
/o/
/u/
5 long vowels
/a/
/ee/
/igh/
/oa/
/ue/
5 r-controlled vowels
/er/
/ar/
/or/
/ear/
/air/
5 advance vowels
/oo/
/oo/
/ow/
/oy/
/aw/
Montessori Language
Phonics letter sequence:
/m/ /a/ /p/
/h/ /o/ /t/
/b/ /i/ /s/
/w/ /e/ /k/
/l/ /u/ /d/
/n/ /j/ /c/
/r/ /f/ /g/
/x/ /y/ /v/
/q/ /z/
/m/ /a/ /p/
/h/ /o/ /t/
/b/ /i/ /s/
/w/ /e/ /k/
/l/ /u/ /d/
/n/ /j/ /c/
/r/ /f/ /g/
/x/ /y/ /v/
/q/ /z/
Beginning
Phonetic
Reading
Large Moveable Alphabet (LMA)
Pink Level
box mat

rat bin

bag
cat
Blue Level
frog nest

ball stamp

shell truck
Reading with objects, pictures and word cards
and charts
Reading Phrases
Article (Adjective)

the
a
Reading Short Sentences
Reading Long Sentences
Action Picture Cards with Matching
Sentences
Little Story Book with Picture
 Phonetic Reading Grammar
• Group game
• Name cards for the classroom
• The Farm Noun
Singular and Plural Nouns
Adjective Cards with The
Farm Nouns
Verb Cards
Verb Cards with Phonetic
Farm
Phonograms
 Activity 1
Picture and word boxes
- Teacher takes the box to the child’s table
- Shows phonograms on the lid and tells the child.
“Whenever we see these two letters together,
they make the sound ‘ch’
- Picture, word cards – child reads, match
- Child forgets, he can refer to the lid
- “The green boxes are here for you to read. You
may choose any box and if you don’t know the
sound on the lid, bring it to me and I’ll tell you.”
 Activity 2

List of words containing one

phonogram
- Teacher tells the child that the picture by the
first word is a clue to the pronunciation of the
phonogram.
- The letter in red is pronounced like “y” is “fly”
- Child reads
Green Pocket List
 Activity 3

Small booklets
- Booklet for each of the main phonograms
- The phonogram is written on the cover or on the
first page of the book
- The teacher can have words that are not nouns,
for which there are no pictures
- Children may like to make booklets themselves. If
they think of words that are not in the book, they
may add them.
 Activity 4

Packets of word lists (Families of

Phonograms)
- The teacher takes a packet of word list to the
child’s table and shows him the cover.
- “We can make the sound ‘ew’ in all these
different ways.”
- Teacher takes out one list. “This is one way we
can make the sound ‘ew’.
 Activity 5

Small Movable Alphabets

- Teacher takes one box of phonogram picture and
word cards to the child’s table.
- Takes out picture cards, leaving the word cards in
the box.
- Teacher sets out one picture card and shows the
child how to build it, using the SMA
- Built words, child can take the word cards out of
the box and use them to check her work.
Phonogram boxes & SMA
Activity 6

Story Books
 digraphs
Two letter graphemes are called
digraphs

/sh/ /ch/ /th/ /ng/

 /ch/ /sh/ /th/ /ph/

/ch/ - chest
/sh/ - ship
/th/ - cloth
/ph/ - dolphin
 /ai/ /a-e/ /ay/

/ai/ - snail
/a-e/ - make
/ay/ - bay
Three-letter graphemes are
called trigraph
/igh/
/are/
/air/
/dge/
Four-letter graphemes are
called quadgraphs

/tion/ /ough/
/sion/ /eigh/
/ture/
/ee/ /ea/ /y/

/ee/ - see
/ea/ - pea
/y/ - jelly
 /ey/ /i-e/

/ey/ - donkey
/i-e/ - tie
/oa/ /o-e/ /oe/

/oa/ - loaf
/o-e/ - coke
/oe/ - hoe
/oo/(1) /oo/(2) /u-e/ /ew/

/oo/(1) - crook
/oo/(2) - moon
/u-e/ - cube
/ew/ - few
 /aw/ /au/

/aw/ - jaw
/au/ - vault
 /are/ /air/

/are/ - care
/air/ - chair
Dipthong –graphemes that
gives gliding sounds
/le/ - simple
/kn/ - knot
1. SPL
2. LMA
• Finding
• Word building
3. PINK BOX
• Object
• Picture
4. BLUE BOX
• Object
• Picture
5. READING PINK BOX
• Object
• Picture
6. READING BLUE BOX
• Object
• picture
6. READING
• Pink picture cards
• Pink silent box
• Pink list
• Blue picture cards
• Blue silent box
• Blue list
7. Adjective (Article)
8.Phrases
9. Short Sentence
10. Long Sentence/Comprehension Cards
11. Story Books
13. Grammar – Intro Noun
14. Classroom Nouns
15. Singular/Plural
16. Farm Objects
17. Farm Objects & Articles cards
18. Farm Objects, Articles & Adjectives cards
19. Verb Cards
20. Farm Objects and Verb cards
21. Phonograms
• Picture and word boxes
• List of words containing one phonogram
• Small booklets
• Packet of word lists
• Story books
A. Phonetic Exercises
1. Underline the phonetic words:
odd is mud tow be sip
of tell was lad lady pond
men herd coy back beef test

2. Underline the longer phonetic words:

picnic confirm sculpture stocking
yellow grand happen muffin
tennis artic plastic groin
stair explode button blossom
3. Write 2 phonetic phrases
4. Write 2 phonetic sentences
5. Underline the phonetic words in the following
passage:
a. The duck-pond was not very deep, but there
was a lot of mud in the pond. Billy was stuck in
the mud. “Help!” cried Billy. “I am stuck in
the mud, and I can not get out. Help! Help!
Help!”
b. Sam and Megan paint the cards. Sam paints a
dragon like the one by his bed. Megan and
Sam paint their dog with their rabbit. She
knows that her mum likes Sam very much,
and that Sam likes his rabbit. She thinks they
will look good on her gift.
The teacher's task is no small or easy one!
He has to prepare a huge amount of
knowledge to satisfy the child's mental
hunger, and he is not, like the ordinary
teacher, limited by a syllabus. 

Thank You and Have a Great

Day to All!
Question and Answer