Teaching Phonics



For more resources go to: https://www.facebook.com/phonicsgames



Teaching Reading



Teaching Phonics Video: Revising 'b' and 'm' and teaching 'd' 

Teaching Phonics 'd'


Teaching Phonics 'k'

Kicking K


Teaching Phonics 'h'

Teaching Phonics 'h'


Teaching Phonics 'k'

Teaching Phonics 'k'




Teaching 'z' and revising other sounds

Teaching 'z' & Revising Others


Teaching CVC Words

Teaching CVC words



Storybook Based Interaction Activities

Storybook Based Activities


Teaching Reading

Teaching Reading


Teaching Reading

Teaching Reading


Revising CVC Words

Revising CVC Words


Teaching Reading

Reading With Children Big Print Books


Teaching Reading

Everybody Poos

Everybody Poos



DVDs & Storybooks

DVDs & Storybooks


Plan for selected Big Print Books

Big Print Books



Outline syllabus for teaching Phonics: https://goo.gl/jh56W1

Reading to the children & with the children: Using Big Print Books

Plan for selected Big Print Books: books.coursesuseek.com

Plan for Big Print Books Continued: https://goo.gl/k2svF2 

Games & Exercises to Practise Phonics: https://bit.ly/2UGEHb2

Smile Teachers' Notes






Teaching any language should begin with oral communication activities followed by the teaching of phonics.  Story books are used for such activities.

Teaching through the phonics method helps children learn the sound letter association, learn to guess the pronunciation of unknown words, read better and spell better.

In English the 26 letters of the alphabet are associated with 44 sounds. Instead of making the children learn the name of the letters it will be better to teach them the sounds the letters are associated with.

Basic Consonants

The initial consonants are taught first, not in alphabetical order. For example, /b/ is taught first because there are many words such as 'a book', 'a box', etc. the children are familiar with. Using the known words the sound /b/ is introduced and it is said as 'ba' and not 'bi'. In the same way 'c' is introduced as /k/ and not as 'see'.

Once the individual sounds are introduced, children are asked to participate in categorization activities.






Songs and poems that give practice in 'b' sound are introduced to the children. The whole activity is made contextual, enjoyable and done in a relaxed manner. Children should not feel the tension of learning one isolated sound. Everything should be in context and presented in a relaxed natural manner. 

For the Phonics Book go to https://goo.gl/ckLmJ6




C-V-C Words

The vowels have different sounds in different contexts and they are introduced in words. For example,
after teaching the basic consonants /c/, /t/. /m/, etc. words such as 'a cat' and 'a mat' are introduced.
Here first the teacher writes on the blackboard 'c' and ask the children what it is. Then she writes 't' and ask them what it is - 'c   t'.Then she draws a cat on the bb and puts 'a' two times to get 'a cat' and tells the children 'a cat'.

Other Diagraphs

In the same way using known words other digraphs are introduced.

Flash Cards & Classroom Objects

Big flash cards and classroom objects are used to teach phonics. These cards and objects should have already been used in the oral communication class and the children are familiar with the names of objects and pictures.

For example, to teach /b/ (sounded as /ba/ and not /bi/) pictures such as 'a boy', 'a balloon', 'a ball' and classroom objects such as 'a box', 'a book', 'a bag', etc. are used. Each picture and object is held up for all the children to see.

First you tell the children: This is a boy.

Then you ask this question: What is it?

You present a sample response: a boy

Ask the question again: What is it?

Children respond: a boy

If children say 'boy' teacher insists that they say 'a boy'.

After showing all the pictures and objects and completing the interaction, teacher writes on the bb the letter 'b'. She writes the letter slowly talking to the children how to write the letter. She makes the children write the letter in air, with their fingers. Then she shows the pictures and objects again and repeats the interaction. This time she points out 'b..b...b..b..b' 'book' and 'b...b...b...b..b' 'box'.

The answer to the question 'What is it?' is always, a box, a book, etc. and not b..b...b...book. After saying 'a book' teacher can repeat b..b..b...b book to make the children get the idea that the initial sound is b in book, box, bench, etc. No questions such as 'What is the initial sound or first sound?' should be asked. Just from the gestures and emphasis on the way 'b' is produced, 'b' is related to 'book' and children guess that is the first sound. Later we can have 'a book' and 'a pencil' and ask, 'Is it b?' and get yes or no answer. For example, teacher shows a book and asks, 'Is it b?' children will say, 'Yes'. And teacher shows a pencil and asks, 'Is it b?' children will say, 'No'. At a later stage they will be able to say, 'No, it is p'.

The questions should be simple and the model of the answer is given by the teacher. Then the question is repeated and the answer is sought from the whole class. 

The teacher can use a story book to talk about the pictures and draw the attention of the children to the 'b' words in the story.

In the next class teacher can teach 't' in the same way and have some activities where the children have to classify the pictures and tell whether they are 'b' words or 't' words.



Teaching Phonics to Nursery Children




Teaching CVC words to LKG Children