Welcome to Phonics.net.au
This website offers a free comprehensive and sequential phonic program for teaching children how to read. It is split into four sections which are designed to be completed in order, however, each lesson is self contained and it's possible to pick and choose.
Phonic Pack 1
Phonic Pack 2
Phonic Pack 3
Phonic Pack 4
You may also find the following posts useful in making the most of this Phonic program.
Why Teach Phonics?
Learning How To Read Using Phonic Activities and Worksheets
Lesson Schedules
You can also access types of lessons such as Single Sounds or Digraphs using the menu on the left.
Continue reading to find out more about this program.
My name is Glenys Deutscher.
I am a school teacher with 37 years experience and over the years it has been my privilege to teach all Primary School Year Levels, from Kindergarten to Year 7.
I have been inspired to write these Phonic Books because I believe that systematic phonic instruction is the most successful way to teach children how to read and spell. Once children learn the sound for each letter of the alphabet, and can sound out three letter words, a whole new world of reading is opened up for them. Their confidence grows as they realise they can read and they soon learn to sound out longer words. The ability to read words fluently and with confidence improves reading comprehension. I have taught Year One children for many years and am convinced that a systematic phonic based programme enhances children’s reading progress. Each year that I taught Year One I have had children who were non readers at the beginning of the year, progress to a reading age of over 8 years. Similar progress can also be tracked with Year 2 and Year 3 children whom I have taught with the phonic based programme. I have also used this programme to help older children who have been struggling with reading, with beneficial results.
I have written these Phonic Packs for parents (or other care givers) to work with a child because I am convinced there are many advantages for both child and parent to work through the programme together. (see ‘Phonic Books to Help Parents Teach Their Children How to Read’ post below.) Each year I have worked with many supportive parents whose positive input has improved their children’s learning.
Teachers and tutors will also find the lessons invaluable as they progressively and systematically work through a direct phonic programme. These lessons are sequential, so moving progressively through the phonic books could be your phonic programme (already written for you). However, each lesson stands alone, so if you do not want to move through the programme lesson by lesson you can choose which lessons are applicable to your classroom/teaching situation. Feel free to cut and paste.
To access the complete Phonic Packs click on the links in the menu to the left.
If you are searching for a specific type of activity (eg digraphs, reading sheets, initial sounds) browse the categories which can also be found to the left.
It is so important for children to be confident readers. It is my desire that this programme will help parents/teachers/tutors to empower children to achieve this goal.
If you have any questions please leave a comment on the
questions page.
Happy reading,
Glenys Deutscher.
[ADVERT]
Words with 'o' as in glove - page 1 of 2 - Phonic Pack 5
Print above image and complete lesson with page 23.
Printing Instructions
Words with 'o' as in glove - page 1 of 2 - Phonic Pack 5.
My name Date: .
Lesson Thirteen: words with ‘o’ as in glove
1. Revision: Read the words on page 21.
cut-------------------------- ----------------------------- ----------------------------- --------------------cut
‘o’ as in gloves
cut and glue into your scrapbook-------------------- ----------------------------- --------------cut
2. The words you are going to read today all have ‘o’ sounding
‘u’ like ‘o’ as in gloves.
3.Pointing to the caption under the gloves read ‘o’ as in gloves.
4. How do you know? Discuss with your tutor.
What sort of gloves are in the photograph? How do you know?
5. Cut along the dotted lines and glue into your scrap book.
6. Turn to page 23 and match the ‘o’ as in gloves words with the
correct picture. Follow the instructions carefully.
----------------------------- ----------------------------- -
7. Find the flash card for ‘o’ as in gloves and put it with the other
flash cards in your Phonic Pack 5 pile of flash cards.
Don’t forget to practise them every day. 
8. Glue page 23 into your scrap book.
Words with 'o' as in glove - page 2 of 2 - Phonic Pack 5
Print above image and complete lesson with page 22.
Printing Instructions
Words with 'o' as in glove - page 2 of 2 - Phonic Pack 5.
Draw a line from each picture to the correct “o’ as in gloves word.
Use a different colour for each line. It makes it easier for your tutor to check your work.
shovel
gloves
love
honey
sponge
dove
money
monkey
Monday
Technology and Enterprise Task Sheet - Extension Activity - Phonic Pack 5
Tutor Note: This sheet could be adapted for any Technology and Enterprise Activity.
Print above image and use to guide children through the Technology and Enterprise task - Making a Mask.
Printing Instructions
Technology and Enterprise Task Sheet - Extension Activity - Phonic Pack 5.
My name Date: .
My Mask
Your task is to design and make a mask.
Lesson One:
• Think, talk about and work out in your mind what your mask is going to be and what it will look like.
• Fill in the title with the mask you are going to make.
• Draw the design for your mask.
• List the materials you will be using.
Tick the boxes when you have completed the task:
I have filled in the title for my mask.
The design for my mask is completed.
I have listed the materials I will need.
Lesson Two: (may take more than one session)
• Make your mask.
Tick the box when you have completed the task.
I have completed my mask.
Lesson Three:
• Tell your classmates what your mask is and how you made it.
• Did you explain so everyone could hear and understand what you said?
Yes No
• Does your mask stay on when you wear it?
Yes No
Rate your design:
OK
Good
Brilliant
Lesson Four:
• Use your mask to draw a second design, showing your improvements.
• Can you explain why you changed your original design?
Tick the box when you have completed the task.
I have completed my improved design.
Enterprise:
Using your mask create a short play/skit with two or three classmates.
Present the play/skit to your class - a buddy class – parents – or at an Assembly.
Bar Graph - Extention Activities - Phonic Pack 5
Print above image and use as extension activity - 'a' as in father.
Printing Instructions
Bar Graph - Extention Activities - Phonic Pack 5.
My name Date: .
A graph showing ‘a’ as in father words.
When you have completed the graph use the information to answer the following questions:
1. Which ‘a’ as in father words have the greatest number?
2. Which ‘a’ as in father words have the least number?
3. Does this graph tell you anything else about ‘a’ as in father words?
Suggested extension activites - 'a' as in father - Phonic Pack 5
Note to Tutor:This page is not numbered because will not be included in the child's Phonic Book 5.
Print above image for suggested extension activities to accompany phonic lessons - words with 'a' as in father. Scroll down for accompanying Bar Graph and Technology and Enterprise Sheet.
Printing Instructions
Suggested extension activites - 'a' as in father - Phonic Pack 5.
Note to Tutor: ‘a’ as in father
Extension – Integrate into other learning areas:
1. (Mathematics) Make a bar graph using the number of words in each column.
You may like to use the graph on the following page. I have created a
column for ‘other words’ if it is needed.
If the children are familiar with bar graphs:
• they could work out for themselves how many rows and columns they will need and draw the graph themselves.
• they could also offer the information discovered by studying the graph instead of being given the leading questions.
2. (Technology and Enterprise, Art) Children design and create a mask.
Before the children begin the task:
• Have a class discussion about what sort of mask each child is to make (animals, birds, monsters, free choice, ????)
• What materials will be available to make the mask? Can he/she bring materials from home to help make/decorate the mask?
• How big will the mask be? Where will the eyes have to go? How is it going to stay in place when it is being worn?
• Showing the children masks or pictures of masks is beneficial.
• Giving children time to talk the project over with parents/ caregivers is also beneficial.
• A sheet to help guide each child through the project can be found on the page after the bar graph sheet.
• (Lifesaver hint) You may consider parent help on the days the children are actually making the masks.
• The second design is needed because as the children work through the task they usually make changes to the original design. They need to know this is OK, and it is a good exercise to draw the final result and compare the first and second designs. Adults work like this all the time.
3. (Oral English, Drama, working and co-operating in small groups) Form small groups and create short plays using the characters each child has created with his/her mask.
Present skits/plays at Assembly, to parents or to a buddy class.
4. (Writing) Each child brings a photo of her/his father to school and writes a few sentences describing Dad and what he means to him/her.
.
Revision - Words with 'a' as in father - page 1 of 2 - Phonic Pack 5
Print above image and complete lesson with page 21.
Printing Instructions
Revision - Words with 'a' as in father - page 1 of 2 - Phonic Pack 5.
My name Date: .
Lesson Twelve: ‘a’ as in path.
1. Revision: Read the words going Up the Garden Path on page 19.
2. Turn to page 21 and write each word from page 19 into the correct column.
Revision - Words with 'a' as in father - page 2 of 2 - Phonic Pack 5
Print above image and complete lesson with page 20.
Printing Instructions
Revision - Words with 'a' as in father - page 2 of 2 - Phonic Pack 5.
1. Enter the ‘a’ as in father words into the correct column.
Words that
contain
‘ath’
Words that
contain
‘ass’
Words that
contain
‘ast’
Words that
contain
‘aft’
Words that
contain
‘ask’ Words that contain
‘alf’
2. Ask your tutor to check your work.
3. Read each word to your tutor.
4. Glue this page into your scrap book.
5. As you do further reading you may find other words to add to these lists.
Words with 'a' as in father - page 1 of 2 - Phonic Pack 5
Print above image and complete lesson with page 19.
Printing Instructions
Words with 'a' as in father - page 1 of 2 - Phonic Pack 5.
My name Date: .
Lesson Eleven: words with ‘a’ as in path.
1. Revision: Read the words in the swans on page 15 and the ‘Look at This’ words on page 16.
cut-------------------------- ----------------------------- ----------------------------- --------------------cut
‘a’ as in father
cut and glue into your scrapbook-------------------- ----------------------------- --------------cut
2. The words you are going to read today all have ‘a’ sounding
like ‘ar’ as in car.
3.Pointing to the caption under father read ‘a’ as in father.
4. Cut along the dotted lines and glue into your scrap book.
5. Turn to page 19. You are invited to go ‘up the garden path’.
Follow the directions on page 19.
----------------------------- ----------------------------- -------------
6. Find the flash card for ‘a’ as in father and put it with the other
flash cards in your Phonic Pack 5 pile of flash cards.
Don’t forget to practise them every day. 
7. Glue page 19 into your scrap book.
Note to tutor: Extension (page 19):
• The children can divide into small groups and discuss what they think is behind the red gate.
• Each child could write a story about what happened when he/she opened the gate and went through it.
• Each child could paint/draw a scene of what is behind the red gate.
Words with 'a' as in father - page 2 of 2 - Phonic Pack 5
Print above image and complete lesson with page 18.
Printing Instructions
Words with 'a' as in father - page 2 of 2 - Phonic Pack 5.
Up the Garden Path
path
glass bath
class
mask
craft
brass fast
basket
after
father half pass
rather
raft
last
flask
past task
mast
vast
1. Notice all the words in the garden have the ‘a’ underlined. That is because in these words the ‘a’ says ‘ar’ (like in car).
2. Start at the word vast and read the words as you go up the garden path to the red gate.
3. If you do not know a word sound it out. (Remember ‘a’ = ‘ar’)
4. If you have to sound a word out put a circle around it so you can go back and practise it.
----------------------------- ----------------------------- ----------------------------- --
5. When you have walked to the red gate, by reading the words, and you have gone back and practised the words you had to sound out, go back to the word vast again.
6. As you walk up the garden path this time discuss the meaning of each word with your tutor.
7. Put each word into a sentence.
Revision - Words with 'wa' as in swan - page 17 - Phonic Pack 5
Print above image and complete the lesson.
Printing Instructions
Revision - Words with 'wa' as in swan.
Lesson Ten: ‘wa’ as in swan
1. Revision: Read the words in the swans on page 15.
Can you read them all without any help?
If you can, give yourself a pat on the back.
If there are any words that are still tricking you, write them
on a piece of paper and practise them everyday until you
know them.
2. Write the answer to the following clues.
Hint: They are all ‘wa’ as in swan words, so you will find
them on page 15.
1. A tree which has a yellow flower. It is found in the Australian bush. ___________________
2. People carry money in them. ____________________
3. We should do this to our hands before we eat. ______________
4. I am like a small kangaroo. I live in the Australian bush.
I am a ________________________.
5. We say ducks move like this. ______________________
6. We use it to tell the time. _______________________
7. I am a dance. _____________________
8. You should chew your food well before you _______________ it.
9. The Fairy Queen has one of these. _________________
10. I am a stretch of wet lowland. I am a __________________.
_____________________________ _________________________
Ask your tutor to check your answers.
Glue this page into your scrap book. Well done
Words with 'wa' as in swan - page 1 of 3 - Phonic Pack 5
Print above image and complete lesson with pages 15 and 16.
Printing Instructions
Words with 'wa' as in swan - page 1 of 3 .
Lesson Nine: words with ‘wa’ as in swan
1. Revision: Read the story ‘Mr Zilot’s Private Zoo.’
cut-------------------------- ----------------------------- ----------------------------- --------------------cut
‘wa’ as in swan
cut and glue into your scrapbook-------------------- ----------------------------- --------------cut
2. Pointing to the caption under the swans read ‘wa’ as in swan.
3. Cut along the dotted lines and glue into your scrap book.
4. Turn to page 15 and read the words in the swans.
Tick the words you can read. Circle the words you need to
practise.
After you have read each word discuss its meaning with your
tutor and put each word into a sentence.
5. Write the words you need to learn onto a separate sheet of
paper. Practise them before the next lesson so you will be
able to read all the words in all the swans. 
6. Glue page 15 into your scrap book.
7. Find the flash card for ‘wa’ as in swan and add it to your
Phonic Pack 5 flash card pile.
Practise the flash cards everyday.
8. Turn to page 16 and read ‘Word Alert’ and ‘Look at This’.
Words with 'wa' as in swan - page 2 of 3 - Phonic Pack 5
Print above image and complete lesson with pages 14 and 16.
Printing Instructions
Words with 'wa' as in swan - page 2 of 3 .
Tick the words you can read. Circle the words you need help with.
was want wash
swap wattle watch
wallet waltz wand
swat swamp wander
wallaby swallow waddle
Words with 'wa' as in swan - page 3 of 3 - Phonic Pack 5
Print above image and complete lesson with pages 14 and 15.
Printing Instructions
Words with 'wa' as in swan - page 3 of 3 .
Word alert:
Read the following sentences:
1. “Please look at your watch and tell me the time.”
2. “I will keep watch and tell you when Dad is coming.”
3. “I will watch the dolphins swimming in the waves.”
The word watch is underlined in each sentence. With your tutor, discuss the pronunciation and meaning of each underlined word.
Read the following sentences:
1. I watched the seagull swallow the fish whole.
2. The swallow built a nest in our shed.
The word swallow is underlined in each sentence. With your tutor, discuss the pronunciation and meaning of each underlined word.
Look at This:
Read the following words:
squash squat squabble quarrel
Discuss with your tutor:
1. What is the same in every word?
2. Circle the letters that are the same in every word.
3. Do they make the same sound in every word?
4. What is the meaning of each word?
5. Tell your tutor a sentence for each word.
Glue this page into your scrap book.
Tutor Note: These pages are not numbered because they will not be included in the child's Phonic Book 5.
Extension Activities - Mr Zilot's Private Zoo - Phonic Pack 5
Print above image. (page 1 of 5 - extension activities for Mr Zilot's Private Zoo)
Printing Instructions
Extension Activities for 'Mr Zilot's Private Zoo' - (page 1 of 5)
Note to tutor for Lesson 8 – ‘Mr Zilot’s Private Zoo’: Extension Activities:
a) Visit your local zoo.
b) Divide the class into small groups to discuss what exhibits Mr Zilot may have at his zoo. What environment would each exhibit need? What sort of enclosures would Mr Zilot need to provide for each one? Discuss the exhibits mentioned in ‘Mr Zilot’s Private Zoo’. What enclosures do you think he has provided for them?
c) Draw a map of Mr Zilot’s Zoo. Use the clues mentioned in ‘Mr Zilot’s Private Zoo’ and include other exhibits you think he would have in his zoo. (Could develop into a Technology and Enterprise project.)
d) How many people do you think would need to work at Mr Zilot’s zoo. What would each one’s special job be?
e) Write a letter to Mr Zilot thanking him for letting you visit his zoo.
f) Another excellent extension activity which integrates activities into Writing and Science Learning Areas is to ask the children to write a report about an animal, bird or insect (or eventually all three). You may limit the choice to animals and birds found in zoos; or endangered species; or your state, territories or countries flora and fauna emblems; or farm animals – the list is endless so you can choose the topic which fits in with your wider programme.
If you choose this option your programme may look like this:
During this lesson students will study … (enter your chosen topic here). Students will select, research and write a Report about … (chosen topic) and present the Report to the class.
During this lesson students will:
• learn about … (chosen topic).
• gather information from selected sources
• utilise teacher-directed planning procedures to research and plan the presentation of a Report.
• learn to use parts of a book (title, table of contents, index headings) to locate information
• extract simple information from books, pamphlets, websites.
• learn that copying sections of someone else’s work is unacceptable unless the original work is acknowledged
• learn how to acknowledge all information sources
• sort and arrange facts and ideas in sequence
• recognise that purpose determines the form of the text and that language used can be adjusted for different audiences and situations eg formal language used when writing the Report.
• become critical writers as they reflect and evaluate their reports by asking the question, ‘Have I included all the important facts?’
Extension Activities - Mr Zilot's Private Zoo - Phonic Pack 5
Print above image. (page 2 of 5 - extension activities for Mr Zilot's Private Zoo)
Printing Instructions
Extension Activities for 'Mr Zilot's Private Zoo' - (page 2 of 5)
Time Allowance:
It would be beneficial to split this lesson into four sessions.
• The first session includes the completion of the Report Planning Sheet (Steps 1 and 2)
• The second session involves writing the Report (Step 3)
• The third session involves designing and making the cover page for the Report (Step 4)
• Presenting the Reports to fellow students (Step 5) is a worthwhile activity. If the presentations are delivered individually to the whole class they are best done in short time slots convenient for your timetable. OR The Reports can be presented to peers in small groups.
Materials needed:
• books/pamphlets/posters from the library with pictures/photos and information about … ( the chosen topic)
• access to website for research on computer
• NB: It is a beneficial and interesting activity for each student to make her/his own Report Cover. Each student is supplied with an A4 sheet, a copy of an appropriate photo/or a picture the student has found and suitable art materials. Each student designs, then creates her/his own cover.
Lesson Outlines:
Step One (Introduction):
• Have on display pictures of …(chosen topics)
• Discuss the pictures with class.
Step Two: (Report Planning Stage)
• Each student nominates (within chosen topic) what she/he would like to study and write a report about.
• Check to see there is an even spread of choice.
• Give each student a Report Planning Sheet.
Students research to find information and fill in the boxes on the
Report Planning Sheet. This gathered information will be used to
write a final report.
• Students may work in pairs/or small groups to fill in the Report Planning Sheet. Students can use the books, pamphlets, pictures,
Extension Activities - Mr Zilot's Private Zoo - Phonic Pack 5
Print above image. (page 3 of 5 - extension activities for Mr Zilot's Private Zoo)
Printing Instructions
Extension Activities for 'Mr Zilot's Private Zoo' - (page 3 of 5)
photos collected from the school library for this research. The internet is also a fantastic source for information.
• The Report Planning Sheet is divided into two columns.
The column on the left contains the headings, with ideas/examples
of what is required.
The column on the right is filled in by the student (with key words
or short phrases) with information gathered from her/his research.
• When the Report Planning Sheet has been completed students reflect on the information gathered and ask, “Have we included all the important facts?”
Step Three: Writing the Report
• Using the information gathered on the Report Planning Sheet, students write final Report.
NB: Some students find it difficult to put the key words and
phrases into sentences to write into the report and may still
need lots of modelling and oral practise.
• Students who are proficient writers can edit their work.
• NB: With the art work (Step 6 ) as a background display, presenting the Reports at the school assembly is a worthwhile activity.
Step Four:
Each student designs a cover for his/her Report. It is a beneficial and interesting activity for each student to make her/his own Report Cover. Each student is supplied with an A4 sheet, a copy of an appropriate photo/or a picture the student has found and suitable art materials.
Step Five: Presenting Report to the class
• Each student presents his/her report to the class or small group.
Step Six: Art Work
An excellent extension activity to follow the writing of the Reports is for each student to create a work of art that depicts the topic she/he has studied. The student may produce a drawing, a collage or a painting. The work of art should show the habitat and perhaps show other details about the topic, learnt during research. Each student should design the picture before working on the final copy.
NB: This activity could easily be developed into a T&E project. (scroll down and find ‘The Mask’ T&E sheet which could easily could be adapted.)
Extension Activities - Mr Zilot's Private Zoo - Phonic Pack 5
Print above image. (page 4 of 5 - extension activities for Mr Zilot's Private Zoo)
Printing Instructions
Extension Activities for 'Mr Zilot's Private Zoo' - (page 4 of 5)
Outcomes achieved from this activity are:
• each student realises that art is created for different purposes (a picture to inform)
• this work is a visual expression of the students unique ideas
• students use different media together to create effect
• students learn that space is the area in which art is composed (how big will my subject be? where will I place it? how much space will I need to portray the habitat)
• students learn that space can be used expressively (the largest object in the art work becomes the focal point.)
• students learn to select the most effective tools to express their art ideas using the chosen media
• students are reminded about safety issues in the classroom when doing art.
To gain maximum benefit, these outcomes should be discussed with the students before they begin this activity. The discussion acts as a guide for their work and behaviour.
Extension Activities - Mr Zilot's Private Zoo - Report Planning Sheet - Phonic Pack 5
Print above image. Report Planning Sheet
(page 5 of 5 - extension activities for Mr Zilot's Private Zoo)
Printing Instructions
Extension Activities for 'Mr Zilot's Private Zoo' - (page 5 of 5)
Report Planning Sheet
My name is Date: .
Report Planning Sheet
Title : .
HEADINGS KEY WORDS – SHORT NOTES
CLASSIFICATION
What is it?
Is it an animal, insect, plant, object, person)
DESCRIPTION
What does it look like? (size,shape, features)
Eg. small, medium, large, centimetres, colour, furry, smooth, rough, scaly, soft, slimy, feathers, has legs, wings, arms
LOCATION (Place/Time)
Where is it found?
Where does it live?
DYNAMICS
What does it do?
It can…, It moves by…, It protects itself by,
The special thing about …, It eats…
ENDING a comment to sum up
Record the title and author of the books you used for your research.
Answer Sheet for Mr Zilot's Private Zoo
Tutor Note: This page is not numbered because it will not be included in the child's Phonic Book 5.
Print above image. (Answer sheet for pages 12 and 13 in Phonic Book 5.)
Printing Instructions
Answer sheet for pages 12 and 13 in Phonic Book 5.
Answer sheet (for tutor):
Mr Zilot’s Private Zoo
Mr Zilot owned a private zoo.
He was a kind man and one day he had a good idea.
Every Friday he would open his zoo to the public.
He was surprised when so many people came to his zoo on opening
day.
The visitors found there were so many things to see.
The big, iron entrance gates
had ivy growing over them.
Children enjoyed watching the two small, yellow, playful lion
cubs. The pair seemed to enjoy people watching them frolic with
each other.
A week before the opening day the huge, male elephant hurt one of
his hind legs and a keeper had to bind
it with a wide bandage.
He didn’t seem to mind. In fact he enjoyed the extra
attention.
In a special building, in the centre of the zoo, Mr Zilot had an
interesting collection of insects and spiders.
A pond which was home to lots of wild birds was
behind the aquarium. (Draw birds on the pond)
Every child who came enjoyed the visit. Many wrote
letters to Mr Zilot thanking him for letting them come to his zoo.
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