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