沪江小学资源网Phonics教学步骤建议122724259809431Word文档格式.docx

沪江小学资源网Phonics教学步骤建议122724259809431Word文档格式.docx

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/v/invan

/w/inwig

/y/inyell

/z/inzip

/ch/inchin

/sh/inship

unvoiced/th/inthin

voiced/th/inthis

/hw/inwhip*

/ng/insing

/nk/insink

*（whispronounced/w/insomeareas）

6Long-VowelSounds

3r-ControlledVowelSounds

DiphthongsandOtherSpecialSounds

long/ā/incake

long/ē/infeet

long/ī/inpie

long/ō/inboat

long/ū/（yoo）inmule

long/ōō/inflew

/ur/infern,bird,andhurt

/ar/inpark

/or/infork

/oi/inoilandboy

/ow/inowlandouch

short/ŏŏ/incookandpull

/aw/injawandhaul

/zh/intelevision

StepsforTeachingPhonics

Step1.Gatherthematerialslistedbelowandstorethemtogetherinabox.

MaterialsforTeachingPhonics

WhatYouNeed

Suggestion

systematicphonicsprogram

ConsiderPhonicsPathways（availablefromouronlinebookstore）,Sing,Spell,Read,Write,oranotherprogramfromPhonicsProductsforHomeorPhonicsProductsforSchool.

*phonicsflashcardswiththeletterorlettercombination（suchasou）onfrontandclueword（suchasout）onback

ConsidertheIndividualSetof70PhonogramCards（item#IPC,$10）fromSpaldingEducationInternational,availableatwww.spalding.org.It’shelpfultoalsopurchasetheSpaldingPhonogramSoundsCD（item#CD,$5.00）tolearnhowtopronounceeachsoundcorrectly.

Note:

ifyoupurchasethissetfromSpalding,youwillnotneedtopurchaseaseparatesetofalphabetflashcards.

decodablestories

（preferably100%decodable）

Ifyourphonicsprogramdoesnotcontain100%decodablestories,considerStoriesBasedonPhonics,availablefromouronlinebookstore,orBobBooksFirst,availablefrom.

writingsupplies:

indexcards,indexcardfile,blackwide-tippermanentmarker,beginner’swide-ruledwritingtablet,2pencilswitherasers

Purchasewritingsuppliesatanyofficesupplystore.

*Note:

Makesureyourphonicsflashcardsgivethepropersoundorsoundsforeachletterorlettercombination–manywidelyavailableflashcardsareincorrectorincomplete.Forexample,thecommonsoundofxis/ks/asinfox,not/z/asinxylophoneor/eks/asinx-ray.Also,theshort-vowelsoundofiis/ĭ/asinigloo,not/ī/asinicecream.

Step2.Teachthe5short-vowelsoundsandconsonantsounds.Drilluntilmemorized.

Duringthefirstweek,usetheflashcardstodrilltheshort-vowelsounds.Addseveralconsonantsoundseachdayuntilyouaredrillingallshort-vowelsoundsandconsonantsoundswithyourstudentdaily.Donotrushthisstep.Keepdrillinguntilallsoundsarememorized,whichusuallytakes2-4weeks.

Tip:

Workonphonicsforatleast15minutesaday,5daysaweekwithyourstudent.Frequencyandconsistencyaremoreimportantthanthelengthoftimespentoneachlesson.

Short-VowelSounds

short/ŭ/inumbrella

ConsonantSounds

/k/inkite

/k/incat

/ks/infox

/kw/inqueen

Step3.Practicetwo-letterblends.Drilluntilblendingisautomatic.

Afteryourstudentknowstheshort-vowelsoundsandconsonantsounds,nextteachhimhowtoorallyblendtwoletters（b-a,ba）andreadtwo-letterblendssuchas:

ba,be,bi,bo,bu.

Two-LetterBlends

b+a=ba

s+a=sa

j+a=ja

b+e=be

s+e=se

j+e=je

b+i=bi

s+i=si

j+i=ji

b+o=bo

s+o=so

j+o=jo

b+u=bu

s+u=su

j+u=ju

Step4.Practicethree-letterblends.Drilluntilblendingisautomatic.

Afteryourstudentcanreadtwo-letterblends,progresstothree-letterblends,thatis,words.Eachday,haveyourstudentreadasetofshort-vowelwords,thendictatethesesamewordstohim.（Showhimhowtoformeachletterandcorrecthimgently,ifnecessary）.Thisnotonlyhelpshimrememberthephonicslessonjustlearned,butitgreatlyimprovesspelling.

GoldenRuleofPhonics:

Neverallowyourstudenttoskip,guess,orsubstitutewords.Accuracyismoreimportantthanspeed.

Three-LetterBlends

fa+t=fat

ki+t=kit

ro+d=rod

de+n=den

ma+d=mad

se+t=set

bo+x=box

ye+s=yes

tu+g=tug

hi+d=hid

no+t=not

wi+n=win

ju+g=jug

pu+n=pun

la+p=lap

Step5.Teachthetwin-consonantendings,plurals,andtwo-consonantblends.Drilluntilblendingisautomatic.

Twin-ConsonantEndings

Two-ConsonantBlends

puff

blab

stun,fist

sell

brag

swam

kiss

club

trot

fuzz

crop

twin

lock

drag

fact

fled

raft

Plurals:

frog

bulb

cats（soundslike/s/）

glum

held

beds（soundslike/z/）

grip

elf

plug

sulk

prim

film

scat

help

skip,mask

silt

sled

jump

smug

hand

snip

mint

spot,gasp

kept

Step6.Teachthedigraphs（ch,sh,th,wh,ng,nk）.Adigraphconsistsoftwoconsonantsthatformanewsoundwhencombined.Alsoteachthree-consonantblends.

Digraphs

Three-ConsonantBlends

chin,such,patch（silentt）

scruff

ship,wish

split

thin,with（unvoiced/th/）

strap

this（voiced/th/）

thrill

whip

sang,sing,song,sung

sank,sink,honk,sunk

Step7.Introduceafewhigh-frequencywordsnecessarytoreadmostsentences.

Afteryourstudentcanreadthree-letterandfour-letterwordseasily,it’stimetoaddafewhigh-frequencywordsthatarenecessarytoreadmostsentences.Somehigh-frequencywordsarephoneticallyregular（suchas“or”）,butareintroducedoutofsequencebecauseoftheirimportance.Otherwordsaretrulyirregular,becausetheycontainoneormorelettersthatdon’tfollowtherulesofphonics（suchas“once”and“who”）.

TheBasicHigh-FrequencyWordstableliststhemostimportantwords.Writeeachwordonanindexcard.Introducethreeorfournewwordsaweek.Drillyourstudentonthesewordseveryday,encouraginghimtosoundoutasmuchofthewordaspossible（usuallythevowelsoundistheonlyirregularpart）.Asyourstudentmasterseachword,filethecardinthecardfileunder“WordsIKnow.”Whenyourstudentcomesacrossanew“wacky”word（suchas“sugar”inwhichthe“s”ispronounced/sh/）,makeupanewindexcardandfileitunder“WordsToLearn.”

Whatdistinguishesthishigh-frequencywordlistfromthetypical“sightword”list?

Manywordsinthelistbelowcannotbecompletelysoundedout,eitherbecausetheycontainoneormorelettersthatdon’t“followtherules”ortheruleislearnedlater.Incontrast,thetypical“sightword”listcontainsmostlyphoneticallyregularwords（suchas“and”and“when”）thatthestudentisforcedtomemorizesimplybecausehehasneverbeentaughttosoundthemout.

BasicHigh-FrequencyWords

Introduceafterstudentcan

readshort-vowelwords,/th/,and/sh/

readlong-vowelwords

Avowelbyitselfsaysitsname:

a,I

“e”attheendofashortwordsaysitsname:

be,he,me,we,she,the*

“o”attheendofthesewordssaysitsname:

no,go,so

“or”says/or/:

or,for

do,to,into,of,off,put

*alsopronounced/thŭ/

was,were,are

doing,does

said,says,have,give

you,your,yours

they,their,there

where,what,why,who

once,one,come,some

done,none

two,too

Step8.Teachthelong-vowelsoundsandtheirspellings.Notethattherearefivecommonspellingsforeachlong-vowelsound.Alsoteachthe“Silent-eRule”:

Whenaone-syllablewordendsin“e”andhasthepatternvce（vowel-consonant-e）,thefirstvowelsaysitsnameandthe“e”issilent.

Long-VowelSounds

CommonSpellings

LessCommonSpellings

long/ā/

cake,rain,pay,eight,baby

steak,they,vein

long/ē/

Pete,me,feet,sea,bunny

key,field,cookie,receive,pizza

long/ī/

bike,hi,fly,pie,night

rye,type

long/ō/

hope,go,boat,toe,snow

soul,though

long/ū/&

/ōō/

mule,blue,boot,tuna,flew

fruit,soup,through,feud

Step9.Teachther-controlledvowelsoundsandtheirspellings.

r-ControlledVowelSounds

/ur/

fern,bird,hurt

pure,dollar,worm,earth

/ar/

farm

orange,forest

/or/

fork

door,pour,roar,more,war

Step10.Teachthediphthongs/oi/and/ow/andtheirspellings.Adiphthongconsistsoftwovowelsthatformanewsoundwhencombined.Alsoteachotherspecialsounds.

Sound

/oi/

oil,boy

/ow/

owl,ouch

short/ŏŏ/

cook,pull

/sh/

vacation,session,facial

/zh/

vision

Step11.Teach/aw/,/awl/,/awk/andtheirspellings.

/aw/

jaw,haul,wash,squash

/awl/

bald,wall

/awk/

talk

Step12.Teachthesesoundsandspellingpatterns.

/s/spelledc

Rule:

cfollowedbye,i,orysoundslike/s/.

cent,face,cinder,