THE TEACHING OF PHONICS

WRITER
Er Eng Lee

ORGANISERS
English Language Teaching Centre, Malaysia
Kementerian Pendidikan Malaysia
Paras 7 & 8
Blok Menara IPBA
Lembah Pantai
59200 Kuala Lumpur.

Hak cipta terpelihara. Tidak dibenarkan mengeluar ulang mana-mana bahagian isi
kandungan modul ini dalam apa juga bentuk dan dengan apa juga cara sama ada
elektronik, fotostat, mekanik, rakaman atau cara lain sebelum mendapat izin bertulis
daripada English Language Teaching Centre, Malaysia, Kementerian Pelajaran
Malaysia, Paras 7 & 8, Blok Menara IPBA, Lembah Pantai, 59200 Kuala Lumpur.

Hak cipta English Language teaching Centre, Malaysia

Kementerian Pelajaran Malaysia

2011

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p
s
k

t
f

p
l

k
t

h
n

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pair
there
pear
square
chair
wear
where
hair
fair

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ee
ea

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sh

ch

sh

ch

ch

sh

sh

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sh

ch

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HANDOUT 15a

The Connection
between Phonemic
Awareness and Phonics
As children learn how letters
represent sounds, they develop
greater awareness of the
sounds in words. And as
children develop greater
phonemic awareness, they
become better able to use
letter-sound patterns to read
new words

Developing Phonemic
Awareness
Effective phonemic awareness
instruction teaches children to notice,
think about, and work with
(manipulate) sounds in spoken
language. Pupils need to know that
a word is made up of a series of
discrete (separate) sounds.
Activities to build phonemic
awareness:

1. Phoneme Isolation
2. Phoneme identity
3. Phoneme categorization
4. Phoneme blending
5. Phoneme Segmentation
6. Phoneme deletion
7. Phoneme addition
8. Phoneme substitution

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HANDOUT 15b
Ms Aina, a Year One English teacher Kuala Tatau, Bintulu, found some activities for phoneme
awareness. Unfortunately, she was not sure of the description that matches the phoneme
manipulation. Help Ms Aina by completing the table below. The first answer has been done for
you.
a.
b.

Pupils recognize individual

sounds in a word.
Tr

Pp

What is the first

sound in /van/?
The first sound in
van is /v/.

c.

Tr

Pp

: What sound is the

same in /fix/, /fall/,
and /fun/?
: The first sound, /f/,
is the same.

d.

Pupils recognize the word in a

set of three or four words that
has the odd sound.
Tr

: Which word doesnt

belong? /bus/, /bun/,
rug.
Pp : /Rug/ does not
belong. It doesnt
begin with /b/.

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Pupils recognize the same

sounds in different words.

Pupils listen to a sequence of

separately spoken phonemes, and
then combine the phonemes to
form a word. Then, they write and
read the word.
Tr : What word is /b/ /i/ /g/?
Pp : /b/ /i/ /g/ is /big/.
Tr : Now lets write the
sounds in /big/:/b/,
write b; /i/, write i, /g/,
write g.
Tr : (Write big on the
board.).Now were going
to read the word big.

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HANDOUT 15c
f.
e.
Children recognize the word
that remains when a phoneme
is removed from another word.

Children break a word into

its separate sounds, saying
each sound as they tap out or
count it. Then they write
and read the word.
Tr : How many sounds
are in grab?
Pp : /g/ /r/ /a/ /b/. Four
sounds.
Tr : Now lets write the
sounds in grab: /g/,
write g; /r/, write r;
/a/, write a; /b/,
write b.
Tr : (Write grab) on the
board.) Now were
going to read the
word grab.

Tr : What is smile
without the /s/?
Ps : Smile without /s/ is
mile.

g.
h.

Pupils make a new word

by adding a phoneme to an
existing word.
Tr : What word do
you have if you
add /s/ to the
beginning of
/park/?
Pp : /Spark/

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Children substitute one

phoneme for another to make
a new word.
Tr : The word is /bug/.
Change /g/ to /n/.
Whats the new word?
Pp : /Bun/

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HANDOUT 15d

Phonemic Awareness Instruction

Type of manipulation
1 Phoneme substitution

2 Phoneme deletion
3 Phoneme categorization
4 Phoneme addition
5 Phoneme isolation
6 Phoneme segmentation
7 Phoneme Blending
8 Phoneme Identity

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HANDOUT 15d

Phonemic Awareness Instruction

Type of manipulation
1 Phoneme substitution

2 Phoneme deletion

3 Phoneme categorization

4 Phoneme addition

5 Phoneme isolation

6 Phoneme segmentation

7 Phoneme Blending

d
b

8 Phoneme Identity

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HANDOUT 16a
Teaching Phonemic Awareness
Oral Blending

Oral blending exercises help pupils hear how sounds are put
together to make words. They prepare children to decode
(sound out or blend) words independently. Oral blending
exercises begin with blending larger word parts, such as
syllables, and progress to blending onsets and rimes, and
finally whole word sound by sound.

Blending is the
process of
combining
phonemes
together to
pronounce a
whole word.

1. Robot Talk
Children learn to talk just like a robot (or any other appealing fictional or cartoon-like character) by
saying the sounds in words slowly, one after the other.
You will be introduced to Robbie the Robot.

Robbie talks only in sounds. For example, Robbie might say, /m/-/a/-/n/. What word did Robbie
say?

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HANDOUT 16b
2. Arm Blending
Arm blending is a tactile, kinesthetic approach to blending that children can use on their own
when reading all sorts of materials in all sorts of places.
Materials: Nothing special.
Steps:
1. Have children imagine that they place sounds on their arms. For example, to blend /f/, /a/,
/n/, children put their right hand on their left shoulder (reverse for left-handed children) and
say /f/, their hand in the crook of their arm and say /a/, and their hand on their wrist and
say /n/.
2. Children blend by saying sounds as they slide their hands from shoulder to wrist. When
finished, the children again pronounce the whole blended word. Mentally "placing" sounds
on their arms helps children remember the right sounds in the right order.
3. The motion of the sweeping hand sliding down the arm is a kind of tactile analog for what
the voice does when sliding sounds together during blending.
Follow the instructions given by your trainer. What was the word you blended?
3. Picture Blending
This activity uses pictures to develop the concept of blending (Catts & Vartianinen, 1993 in Word
Identification Strategies, Barbara, Fox, 2004)

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HANDOUT 16c
Work with a partner to demonstrate the strategy
Materials: Large pictures of familiar objects; scissors
Steps:
1. Show a picture and say the picture name. Cut the picture into the phonemes for the
purpose of blending. For example, you might cut a picture of a boat into three parts, one
for /b/, one for /oa/ (long /o/), and one for /t/.
2. Point to each picture piece and say the sound it represents. For example, point to the first
part of the boat picture while saying /b/, to the second part saying /oa/ (long /o/) and to the
third when saying /t/. Explain that the piece of picture go together just like the sounds go
together to make a word. Demonstrate by moving the picture pieces together while you
blend the sound to pronounce /boat/.
3. Ask the children to push the picture pieces together on their own while blending sounds.
4. Extend this activity to written language by writing the letters under each picture. After
children blend, talk about the sounds in words and the letters the sounds represent.
4. Sliding Sounds
The slide in the sliding sounds together activity gives learners a visual cue for blending. After
sounds are blended, the whole words is written at the bottom of the slide.

Materials: A picture of a slide drawn on the display/mahjong paper.

Steps:
1. Draw a large slide on the poster sheet/display paper.
2. Write a word on the slide, distributing letters from the top to near the bottom
3. Demonstrate blending by pronouncing each sound as you slide your hand under each
letter, adding sounds one after the other until you reach the bottom.
4. Ask the children to say the whole word, then write it at the bottom of the slide. Invite a
child to be slider the person who moves his or her hand down the slide.
5. Ask the whole group to blend the sounds as the slider slides toward the bottom. The
slider pronounces the whole word when the sliders hand reaches the bottom.

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HANDOUT 16d

5. Two Ways to Finger Blend

Children use their fingers to anchor sounds in memory and to guide blending. Finger blending
requires more dexterity than arm blending and is appropriate for children who easily can touch
together the fingers on one hand.
a. Five-Finger Blending
Children use their forefinger (index finger), middle finger, ring finger, and little finger to blend by
tapping these fingers to the thumb. Five-finger blending is useful for words with four sounds or
less.
Steps:
1. For the purposes of illustration, let's suppose that children are blending /b/, /e/, /l/, /t/ into
/belt/. Children touch their forefinger to their thumb while saying /b/, their middle finger to the
thumb saying /e/, their ring finger to the thumb while saying /l/, and their little finger to thumb
saying /t/.
2. To blend, children place each finger on their thumb as they pronounce sounds, thereby
blending sounds into /belt/.
b. Single-Finger Blending
Children who feel self-conscious using four fingers to blend, prefer to single-finger blend, which is
less obvious to onlookers.
Steps:
1. Children use their right forefinger to place sounds on the knuckles of their left forefinger
(reverse for left-handed children). To blend /ham/, children touch the innermost knuckle with
their right forefinger while saying /h/, middle knuckle while saying /a/, outer most knuckle while
saying /m/.
2. In blending, children sweep their right finger over the left finger as they say sounds. For words
with more than three sounds, distribute the sounds among knuckles.

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HANDOUT 17a
Rimes, Phonograms, and Word Families

Rimes and
phonograms refer to
the vowel and any
consonant that comes
after it in a syllable (the
at in cat).

Word families are

word groups that
share that same
rime or phonogram
(cat, rat, fat, sat,
bat).

Onsets are the

consonants that come
before the vowel in a
syllable or onesyllable word, as the
sch in school

According to Fox (2004), identifying words by their analogous onsets and rimes is easier
than decoding words letter-sound by letter-sound. First, learning that ent represents /ent/
is far less taxing than learning that the e represents the sound of /e/, n the sound of /n/,
and t the sound of /t/. Second, blending onsets and rimes is much easier than blending
individual sounds because with onsets and rimes there are only two items to blend.
You will be given the opportunity to explore some of the activities which you might be able
to borrow in your classroom teaching. (Refer to the table below for more information on
onsets and rimes Handout 17c)

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HANDOUT 17b
a.

Word Family Muffin Words

Materials: A muffin tin (or egg carton), small

cards with onsets and rimes, muffin word guide
Step:
1. Put an assortment of onset-rime card in each
compartment of the muffin.
2. Tape a small label above each compartment
to tell which onset or rime cards are inside.
3. Make a muffin word guide by drawing several
circles on a sheet of blank paper to simulate a
row on a muffin tin.
4. Write a word family clue word above the
simulated muffins.

b.

Word family slide

Materials: A strip of paper as slide to write the onsets. A medium-sized shape (of any
animal) to serve as the body of the slide. Make the window large enough so that the
strip with onsets can be threaded through it.
Steps:
1. As the children to pull the strip
through the slide, different words
are formed.
2. Ask children to write down the
words they make.

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HANDOUT 17c
TABLE

4-3 Onsets and Short Vowel Rimes for Word Family Word Building

and Other Activities

Rimes
ap
ed
ig
op
ug
ap
ell
ack

at
en
id
ob
um
ip
est
ash

ad
et
in
og
un
op
ill
ick

ap, at, ad, an

Onsets
an
ell
ip
ot
ub
ot
in
ock

c
b
b
c
b
s
b
s

m
n
d
h
g
t
f
t

h
y
h
d
h
1
P
1

r
p
1
r
m
n
w
P

s
1
p
m
r
c
t
r

t
w
w
p
s
m
s
st

b
m
r
1
t
d
d
sm

Word Family Words Built From the Onsets and Rimes

ug, um, un, ub

cap, map, rap, sap, tap

cat, mat, hat, rat, sat, bat
mad, had, sad, tad, bad
can, man, ran, tan, ban

bug, hug, mug, rug, rug

bum, gum, hum, mum, rum, sum
bun, gun, run, sun
hub, rub, sub, tub

ed, en, et, ell

ap, ip, op, ot

bed, led, wed

yen, pen, men
bet, net, yet, pet, let, wet, met
bell, yell, well

sap, tap, lap, nap, cap, map

sip, tip, lip, nip, dip
sop, top, lop, cop, mop
tot, lot, not, cot, dot

ig, id, in, ip

ell, est, ill, in

big, dig, pig, wig, rig

bid, did, hid, lid, rid
bin, din, pin, win
dip, hip, lip, rip

bell, fell, well, tell, sell, dell

best, pest, west, test
bill, fill, pill, will, till, sill, dill
bin, fin, pin, win, tin, sin, din

op, ob, og, ot

ack, ash, ick, ock

cop, hop, mop, pop, lop

cob, rob, mob, lob
cog, hog, dog, log
cot, hot, dot, rot, pot, lot

sack, tack, lack, pack, rack, stack, smack

sash, lash, rash, stash, smash
sick, tick, lick, pick, stick
sock, lock, rock, stock, smock

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HANDOUT 17d

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HANDOUT 17e1

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HANDOUT 18a
Oral Segmentation
Oral segmentation activities help children to separate words into
sounds. These exercises should begin with a focus on syllables,
which are easier to distinguish than individual sounds.
Segmentation activities prepare children for spelling, for which
whey begin segmenting words into their component sounds in
order to write them.

Segmenting sounds
is the process of
pronouncing each
phoneme in the
same order in which
it occurs in a word.

Given below are some activities you can use to teach the pupils
oral segmenting (sound awareness). In your groups, study the
activities and state whether they are suitable for your pupils and
why you think so.
a. Sound Boxes with Pictures
Segmenting sounds
Pictures help children remember the words they are separating into sounds. This activity is
appropriate for children who are just beginning to pay attention to the sounds in words.
Materials: Sound boxes, as shown in Figure A; tokens; pictures with two-, three-, or foursound names.
Steps:
1. Give each child a piece of paper with several pictures and sets of sound boxes. The
number of connected boxes below each picture should equal the number of sounds in
the picture's name.
2. Call attention to the picture and slowly say its name, rubber banding the sounds.
Children push a token into a box for each sound heard (sound segmenting). Have
children count the boxes.
3. Talk about the idea that each box represents only one sound. Ask children to say
together in chorus the individual sounds in the word by pointing to each box as they
say the sound.
4. Last, have children blend sounds to pronounce the whole word, tracking (sweeping)
their fingers under boxes as they say the sounds.

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HANDOUT 18b

Figure A
Sound awareness
increases when children
move tokens into boxes for
the sounds they hear in
words and point to the
tokens that represent
beginning, middle, and
ending sounds.

b . Sound Boxes Without Pictures

Segmenting (Isolating Sounds)
Children remember words on their own, without the help of pictures. This version is
appropriate for children who have some experience listening for sounds in words.
Materials: Sound boxes (see Figure A above); tokens.
Steps:
Once children have moved a token for each sound heard, ask children to point to the
box that represents a single sound, and to tell the sound's positionbeginning, middle,
endin the word (isolating sounds). For example, you might say, "Point to the box that
stands for the /b/ in /boat/." Then ask, "Does /b/ come at the beginning, middle, or end
of /boat/?"

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HANDOUT 18c
c. Sound Boxes With Letters
Segmenting Sounds (Associating Letters and Sounds)
Children remember the sounds in words and associate them with letters you have
already written in the boxes.
Materials: Sound boxes with letter written in them.
Steps:
1. As children move tokens into each box, you call their attention to the letter
written inside the box.
2. After all the tokens are moved into boxes, pronounce the whole word.
3. Ask the children to say the sounds one at a time. Have the children move the
token in each box to reveal the letter. (Children need only slide the token just
below the boxes.)
4. Ask children to identify each letter as they (or you) identify the sound. Talk
about the letters that go with the sounds.
d. Sound Graphing
Segmenting Sounds
Working in small groups or with a partner, children make a graph showing words with two,
three, or four sounds.
Materials: Pictures; tape; a large piece of newsprint. Beforehand draw two, three, and four
connected boxes at the top of the newsprint, spacing boxes fairly far apart. Fasten the
newsprint to a bulletin board.
Steps:
1. Children count the sounds in picture names. Children then tape the pictures below the
connected boxes that match the number of sounds in the names.
2. When finished, children have a giant graph that shows words with different numbers of
sounds similar to the graph in Figure B.
3. Integrate this activity with mathematics by adding up the words under each group of
connected boxes, as well as the total number of words found. Talk about distribution
and proportion (most, least).

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HANDOUT 18d
Figure B Graphing sounds
gives children practice
identifying the number of
sounds in words, and the
finished graph is a wonderful
resource for integrating
language arts with
mathematics.

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HANDOUT 18e
e. Interactive spelling
Segmenting Sounds (Associating Letters With Sounds,)Blending
Interactive spelling is a technique in which you, the teacher, ask children to join you in spelling
words by listening for sounds and then associating letters with them.
Materials: Nothing special.
Steps:
1. Begin by pronouncing a word slowly, rubber banding it so that all the sounds are clearly
heard, yet connected together.
2. Ask the children what sound they hear at the beginning and what letter goes with that
sound. Write the letter on the board. Again pronounce the word, only this time emphasize
the second sound as you rubber band the pronunciation.
3. Have children tell you the letter that goes with that sound, and write that letter on the
board. Continue rubber banding and emphasizing the sounds children are to match with
letters until the entire word is spelled.
4. To give children practice blending sounds, read the word with them, sliding your finger
under the letters as the sounds are pronounced.
This technique helps children develop greater phonemic awareness, reinforces letter-sound
knowledge and blending, and supports conventional spelling. Interactive spelling is most
successful when used with phonetically regular words; that is, words that sound like they are
spelled, such as man, lime, and

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HANDOUT 18f
f. Sound Tapping
Segmenting Sounds
Children tap a pencil for every sound in a word.
Materials: Nothing special.
Steps:
1. Say a word and have children tap a pencil once for each sound heard.
2. Rubber banding and repeating words help children focus on the individual phonemes.
Begin with two-sound words (/ape/).
3. After children can tap the phonemes in two-sound words, introduce three- (/cap/) and then
four-sound (/soda/) words.
Isolating Sounds
a. I Spy
This gamelike activity is excellent for those times when the class is getting ready to go to lunch,
RE., art, the library, or home for the day.
Materials: Nothing special.
Steps:
1. Think of something in your room and say, "I spy something that begins with /_/ (a beginning
sound)." Children then think of things in the room that begin with the same beginning sound.
2. Focus attention on ending or middle sounds by asking children to find objects with names that
either end with a certain sound or have a specified sound in the middle.

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HANDOUT 18g

b. Popcorn Sounds
Identifying Sounds
In this fast moving activity, children in a small group take turns saying the beginning, middle, or
ending sound in picture names.
Materials: Cards with pictures and words on them.
Steps:
1. Show children who are sitting around a table a selection of picture-word cards. Point to a card
and say, "Popcorn," followed by a child's name, and the position of the sound the child is to
identify (beginning, middle, end) in the picture name. For example, in pointing to a picture of a
pig you might say, "Popcorn: Annaleise. Beginning sound." Annaleise then says the beginning
sound, /p/.
2. Annaleise now passes her turn to another child by pointing to a different picture-word card,
saying a child's name and asking for a beginning (middle or ending) sound. The activity
continues until everyone has had a turn or until all of the beginning (middle or ending) sounds
are identified.

C. Class Roll
Identifying Sounds/Letter Names
This activity also fits nicely into small bits of time when children are transitioning from one activity
to the next. Class roll uses children's names to develop beginning sound awareness.
Materials: Nothing special.
Steps:
1. Say something like, "I am thinking of someone in our class whose name begins with the same
sounds as bug and bear. Who is it?" When children say, "Bobby," ask them what letter Bobby
begins with. Write the upper and lower case letter on the chalkboard. Name the letter or ask a
child to give the letter name.
2. Use this activity, or your own personal adaptation of it, to line up children for lunch, for recess,
or to go home at the end of the school day.

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HANDOUT 19a

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HANDOUT 19b

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HANDOUT 19c

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HANDOUT 19d

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HANDOUT 19e

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HANDOUT 19f

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HANDOUT 19g

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HANDOUT 20a

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HANDOUT 20b

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HANDOUT 20c

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HANDOUT 20d

HANDOUT
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HANDOUT 20e

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HANDOUT 20f

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HANDOUT 20g

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HANDOUT 21a
Samples of Phonics lessons

Jolliffe (2006)

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HANDOUT 21b

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HANDOUT 21c

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HANDOUT 21d

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HANDOUT 21e

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HANDOUT 21f

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HANDOUT 22
High Frequency Word List

(Source: Teaching Phonics, Phonemic Awareness, and Word Recognition. Ashely & Suzanne Bishop. Teacher Created
Materials. 2001)

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HANDOUT 23

(Robert Ruddell 2006)

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References
Armbruster, B.B., Lehr, F., & Osborn, J. (2001) Put reading first: The research building blocks for
teaching children to read kindergarten through grade 3. Washington DC: National Institute for
Literacy.
Blevins, W. (2006) Phonics From A to Z A Practical Guide. Scholastic Ltd.
Fox, B.J. (2004) Word Identification Strategies Phonics from a New Perspective. New Jersey:
Pearson Merrill Prentice Hall
Jolliffe, W. (2007) You can Teach Phonics. Scholastic Ltd.
Jolliffe, W. (2006) Phonics A complete Synthetic Programme. UK: Scholastic
Jones, S. A. & David, D. (2007) Phonics and Beginning Reading A practical Guide for Teachers
in Southeast Asia. Singapore: Mc Graw Hill
Layton, L. & Karen, D. (2002) Sound Practice Phonological Awareness in the Classroom. 2nd
Edition. London: David Fulton Publishers
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