REVISITING PHONICS
NO
ACTIVITIY
STAGE 1: LOOKING BACK
STRATEGIES
REMARKS
By the end of the session, teachers would have
Been acquainted with key terms related to phonics instructions
Practised the speech sounds
1
2
KEY TERMINOLOGIES
PHONEMIC CHART
VOWEL SOUNDS & CONSONANT
SOUNDS
GROUPWORK
ACTIVITY 1:LOOK AT
ME AND FOLLOW
WHAT I DO
1. DO ACTIONS
2. DO SOUNDS
3. DO ACTIONS
WITH SOUNDS
HANDOUTS
ACTION : 81-97
SOUNDS CARDS
ACTIVITY 2:MIRROR
MIRROR
1. SELECT SOME
SOUNDS
2. IN PAIRS,
PRACTISE THE
SOUNDS
SNAP!
ACTIVITY 3:SPEED
DATING
1. GROUP
EVERYBODY
NO. 1&2
2. EACH CP GETS
4 CARDS
3. TAKE TURN TO
READ THE
PARTNERS
CARDS
GROUP
SNAP CARD (IKEA
BAG)
STAGE 2: PHONETICS ADVENTURE
By the end of the session, teachers would have
Explored the difference between the teaching of phonics and phonetics
Identified words with the same phoneme but different graphemes
Transcribe words from phonetic symbols and vice versa
3
JOIN THE DOTS
PAIRWORK
HANDOUT
REFER TO THE
DICTIONARY
4
WEIRD CROSSWORD
PAIRWORK
HANDOUT
REFER TO THE
DICTIONARY
STAGE 3: MR E; THE MAGICIAN
By the end of the session, teachers would have
Extended and developed understanding of long vowels
Given more opportunities to practice reading the long vowel sounds
GOING DOWN THE SLIDES
(BLENDING)
WORD FAMILY MUFFIN WORDS
EGGY WORDS
(BLENDING : ONSET AND RIME)
WORD FAMILIES
FISH BELLY
ROLL-A-WORD
GROUPWORK
MAHJONG PAPER
STICKY NOTES
PG 44
EGG CARTON
SMALL NOTES
HANDOUTS
PG 47
CARDBOARD
PG 48
HANDOUT IN THE
FILE
PG 49, 65, 66, 67,68
PG 70, 72
10
SOUND GRAPHING
ORAL SEGMENTATION
CPS LISTEN AND
RAISE WHICH BOXES
DOES THE WORD
BELONGS TO
11
MAGIC E
PAIRWORK
HANDOUT
GROUP WORK
SNAP CARDS
ACTIVITY 1:
FIND A PARTNER TO COMPLETE THE
WORD
12
ACTIVITY 2:
SLIDING
SNAP GAMES
1. EACH GROUP MEMBERS GET 6
CARDS
2. THE REST OF THE CARDS WILL
BE ON THE TABLE
3. LEAVE 1 CARD TO BE
DISPLAYED
4. MEMBER WITH THE SIMILAR
CARD, SAY THE WORD ALOUD
AND SAY SNAP TO OWN THE
PAIR CARDS.
5. IF NOBODY HAVE THE SAME
CARD, JUST PUT ANY CARDS
TO PROCEED WITH THE GAME
6. THE MEMBER WITH THE MOST
PAIR CARDS IS THE WINNER.
Activity 1: Match the descriptions to the key terms in the table that follows
A word identification skill
Teaching practices designed to help
based on letter-sound and
students acquire knowledge of the
letter pattern-sound
sounds and the ability to blend
relationship.
relationships between letters and
combinations of letter-sounds.
Usually include a limited
set of the most ending of
syllables and words (e.g.,
Knowledge of letter-sound relationships
-ake, -ack, -ail, -ame,
and the ability to blend the sounds
etc.). By combining onset
represented by letters. It consists of
and rime patterns,
two elements:
1) Knowledge of the relationship
between letters and sounds.
2) The ability to put together a
single sound.
children can quickly begin
to apply the alphabetic
principle to unlock the
sounds of many written
words (e.g., bake, cake,
fake, snake, back, stack,
etc.).
Initial consonant letters
It consists of 2 or 3 consonant
and consonant (e.g., b,
letters that often appear
c, d, f, g, sn, st, str,
together. These include
etc.). these are found
digraphs, silent letter.
at the beginning of
syllables and words.
They are sounds
produced without a
restriction in the
They are different consonant
letters that together represent a
airstream. The
single sound not usually associated
letters include a, e,
(child), ph (phone), sh (fish), and
with either letter-for example, ch
th (thin).
i, o, u, and
sometimes y.
It is the smallest single
identifiable sound
e.g. /s/,/a/,/t/
A letter or a series of letters
that represents a phoneme
(the spelling) e.g. /ie/ -ie or
igh or y or i
Group Name :
KEY TERM
1
2
3
4
5
6
7
8
Phoneme
Consonant digraphs
Rime patterns
Phonics instructions
Consonants clusters
Onset patterns
Vowels
Phonics
DESCRIPTION
Grapheme
1
0
Phonics knowledge
