This document outlines a lesson plan for teaching phonics. It discusses 7 lessons with phonics, beginning with teaching the sounds of consonants and short vowels. Later lessons teach long vowels, consonant blends, digraphs and diphthongs. Each lesson provides examples of words to use and exercises for students. It emphasizes teaching phonics in a systematic, step-by-step process starting with the basics and increasing in complexity. The goal is to help students learn the relationships between letters and sounds to become skilled readers.

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

2. 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)

3. 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!

4. 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.

5. 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.

6.  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.

7. 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?

8.  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?

9. 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.

10.  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

11.  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

12. SEVEN LESSONS
WITH PHONICS

13. 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.

14. 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.

15. 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

16. 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

17. 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

18. 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)

19. 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

20. 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

21. 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

22. 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

23.  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

24. 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

25. 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.

26. 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

27. Set
1
s, a, t, p, i, n

34. Set
2
ck, e, h, r, m, d

41. Set
3
g, o, u, l, f, b

48. Set
4
ai, j, oa, ie, ee, or

54. Set
5
z, w, ng, v, oo, oo

60. Set
6
y, x, ch, sh, th, th

66. Set
7
qu, ou, oi, ue,
er, ar

73. Thank You!