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 seven 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
Phonic Pack 5
Phonic Pack 6
Phonic Pack 7
My Dictionary
You may also find the following posts useful in making the most of this Phonic program.
Why Teach Phonics?
What is in each Phonic Pack?
Lesson Schedules
You can also access types of lessons such as Single Sounds or Digraphs by scrolling down 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 I taught Year One, I 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. 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.
Children not only need to learn how to read, they also need to be able to comprehend what they are reading. I have included a simple comprehension exercise at the end of each lesson to encourage the development of comprehension skills.
To be a fluent reader children also need to be able to confidently recognise common sight (look-say) words, so lessons introducing appropriate sight words are included in the Phonic Packs.
To help develop children's writing skills I have integrated simple punctuation exercises in to the Phonic Packs, and lessons encouraging the correct spelling of common words are included in Phonic Packs 5 and 6.
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) scroll down to 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.
NB: I will be out of the office from Thursday 19th August until Monday 4th October. Phonic Packs ordered during these dates will be processed the week beginning Monday 4th October.
A number of people have enquired about ordering a hard copy of the phonic packs to save on printing costs and time.
To place an order:
1. Select your Phonic Pack
2. Click on the button below.
Lists of Words - Phonic Book Seven - to be used for revision, practise and reference - page 1.
Print the above image and use with page 2 to compliment the lessons in Phonic Book 7.
Printing Instructions
Lists of Words - Phonic Book Seven - to be used for revision, practise and reference - page 2.
Print the above image and use with page 1 to compliment the lessons in Phonic Book 7.
Printing Instructions
silent 'k' - Lesson 26 - page 1 - Phonic Book 7
Print the above image and complete the lesson with page 2.
Printing Instructions
Name: Date: .(41)
Lesson Twenty Six: silent ‘k’
Here are some more words that sound the same but have different spelling and meanings.
Discuss the following pairs of words with your tutor.
knight – night knead - need knit – nit
knot – not know – no knew – new
1. Write a sentence using the words knight and night.
2. Write a sentence using the words knead and need.
3. Write a sentence using the word knit .
4. Write a sentence using the word nit.
silent 'k' - Lesson 26 - page 2 - Phonic Book 7
Print the above image and complete the lesson with page 1.
Printing Instructions
(42)
5. Write a sentence using the words knot and not.
6. Write a sentence using the words know and no.
7. Write a sentence using the words knew and new.
8. Knapsack is a compound word. Write the two words that make up the word
knapsack.
9. What is a knapsack? Use a dictionary to find out.
Notes for Tutor - Lessons 24, 25 and 26 - Phonic Book 7
Print the above image and read before using Lessons 24, 25 and 26.
Printing Instructions
Notes for Tutor: Lessons Twenty Four, Twenty Five and Twenty Six – Phonic Book Seven
silent ‘k’
Lesson 24:
The children may know some of their own Knock-knock jokes.
You may like to integrate this activity with Writing and ask the children to write their own Knock-knock jokes.
Lesson 24 continues on page 40. The pages in between the picture and the comprehension/memory exercise have been left deliberately so the children (hopefully) will not read page 40 until after they have studied the picture and put it aside. You will find the reaction of the children interesting and the results beneficial for your records. (Watch for the children who try to have a sneak peak if they can.)
Instructions have not been written on the page with the picture for the same reason.
Lesson 25:
Make sure the children know what is expected.
You may like to use this activity to observe how well the children can read and follow instructions.
It is an important skill which they need to practise. (We are often too quick to do the hard work for the children.)
Make sure the children know the meaning of the words being covered.
The lessons have asked the children to write the words:
a) so they recognise them next time they see them.
b) so they will learn how to spell them and will use the correct spelling in other written work.
Lesson 26:
Make sure the children know the meaning of the words being covered.
Writing sentences is important:
a) children have to get their thoughts in order.
b) correct punctuation is being practised and the children will become confident with its use.
c) to write the sentences the children have to know the correct meaning of the word.
CONGRATULATIONS
Phonic Book Seven has been completed.
Don’t forget to celebrate.
silent 'k' - Lesson 25 - page 1 - Phonic Book 7
Print the above image and complete the lesson with page 2.
Printing Instructions
Name: Date: .(38)
Lesson Twenty Five: silent ‘k’
1. Turn to the next page.
2. Cut out the rectangle which has ‘kn’ in it.
3. Cut out the rest of the rectangles. Cut along the middle line of each
rectangle to make smaller rectangles.
4. Put the smaller rectangles into a pile.
5. Place this pile of rectangles on top of the big rectangle with ‘kn’ on it.
Make the small rectangles level with the RIGHT HAND side of the big
rectangle.
6. Staple all the rectangles together on the RIGHT HAND side to make a
booklet.
Your completed booklet will look like this:
7. Read the word which appears on top of your booklet.
8. Turn a page. Read the new word.
Continue turning the pages until you have read all the words.
9. Write the words from your booklet on the lines.
10. Discuss the meaning of each word with your tutor.
silent 'k' - Lesson 25 - page 2 - Phonic Book 7
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Printing Instructions
silent 'k' - Lesson 24 - page 1 - Phonic Book 7
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Printing Instructions
Name: Date: .(37)
Lesson Twenty Four: silent ‘k’ as in:
knight and knitting and knot
----------------------------- ----------------------------- --------------------------
----------------------------- ----------------------------- ----------------------------- -------------------------
1. How good are you at remembering what
you see?
Study this picture.
silent 'k' - Lesson 24 - page 2 - Phonic Book 7
Print the above image and complete the lesson with page 1.
NOTE: This is page 40 in Phonic Book 7. The pages between the picture on page 37 (above) and the comprehension/memory exercise on this page have been left deliberately so the children will not read page 40 until after they have studied the picture and put it aside.
I have put pages 37 and 40 on the same posting because they make up Lesson 24. When compiling Phonic Book 7 you will need to make sure pages 37, 38, 39 and 40 are in the correct order.
Printing Instructions
Silent ‘k’ Lesson 24 (40)
How well do you remember?
This activity will test how well you remember
what you saw in the picture on page 37.
The Challenge: It is important that you do not look back at the picture.
Write ‘yes’, ‘no’ or ‘maybe’ after each sentence.
1. The knight is knocking on a door with his sword. _______________
2. The knight knows what is behind the door. _______________
3. It is night time. ______________
4. The knight has a knife in his left hand. _______________
5. The knight’s sword has a knot in it. _______________
6. Both doors have round door knobs. _______________
7. The knee in the knight’s armour is smashed. _______________
8. The knight’s mother lives behind the door. _______________
9. The knight’s mother knits socks for him
to wear under his armour. _______________
10. There are three doors in this picture. _______________
silent 'w' - Lesson Twenty Three - Phonic Book 7
Print the above image and complete the lesson.
Printing Instructions
Name: Date: .(36)
Lesson Twenty Three: silent ‘w’
Some words sound the same but have different spelling and meanings.
Discuss the following pairs of words with your tutor.
write – right wrap – rap wring – ring
1. Write a sentence using the words write and right.
2. Write a sentence using the words wrap and rap.
3. Write a sentence using the word wring .
4. Write a sentence using the word ring.
silent 'w' - Lesson Twenty Two - Phonic Book 7
Print the above image and complete the lesson.
Printing Instructions
Name: Date: .(35)
Lesson Twenty Two: silent ‘w’
Read the following words.
Discuss the meaning of each word with your tutor.
Underline the silent ‘w’ in each word.
Find the words in the sleuth.
When you find a word circle it in the sleuth and tick it in the list.
Use different colours to circle the words.
The words may cross over each other.
The words may go
written wrench wrestle wrinkle
wrote write wrap wring
silent 'w' - Lesson Twenty One - Phonic Book 7
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Printing Instructions
Name: Date: .(34)
Lesson Twenty One: silent ‘w’ as in :
4 3=9
wren and write and wrong
----------------------------- ----------------------------- ----------------------------- -
1. Read the following words.
wren wrong wrist wreck sword wriggle
2. What did you notice is the same in all the words?
3. Circle the silent ‘w’ in each word.
4. Which word is the odd one? Why?
5. Read the following phrases and write the matching word on the line.
a small bird
a ship in ruins against the rocks
the opposite of right
the worm began to _________________ in the sand
the girl wore a bangle on her ______________
the ______________ had a curved blade
6. Compound Words
Write ship wreck ____________________ Read the word you have made.
Write wreck age ____________________ Read the word you have made.
Discuss the meanings of the words with your tutor.
7. Write a sentence using the words shipwreck and wreckage.
silent 'b' - Lesson 20 - page 1 - Phonic Book 7
Print the above image and complete the lesson with page 2.
Printing Instructions
Name: Date: .(32)
Lesson Twenty: silent ‘b’
1. Look at the six silent ‘b’ words you wrote under the pictures on page 31.
Your tutor will give you time to revise the words.
Then you are going to write the words without looking at page31.
2. Look back at the words on page 31 and check your work.
Tick the words you spelt correctly.
Correct the words you found difficult.
3. Here is another silent ‘b’ word. numb
Discuss its meaning with your tutor.
Write a sentence using the words numb and thumb.
4. What does a plumber do?
Write a sentence using the words plumber and climb.
silent 'b' - Lesson 20 - page 2 - Phonic Book 7
Print the above image and complete the lesson with page 1.
Printing Instructions
Words that rhyme end with the same sound but they do not have to end with the same spelling.
The following words are an example of this.
thumb Mum come
comb dome foam
1. Your tutor is going to divide you into pairs or small groups so you can help
each other write a poem.
Here are the rules for writing the poem:
a) One of the lines in your poem must end with the word lamb, comb or climb.
Choose which word you are going to use and write it on the line.
b) Most of the lines in your poem have to rhyme with your chosen word.
----------------------------- ----------------------------- --
Here is an example to help you with this task.
 The word that had to be used in this poem is thumb.
 I wrote down lots of words that rhyme with thumb.
They were: thumb Mum come hum numb some yum crumb
 I thought about the words until the idea of Mum going to the kitchen
and hurting her thumb came to me.
 I started to write and, after lots of editing, came up with this poem.
To the kitchen went our Mum
to make our dinner. Yum, Yum, Yum.
She closed a draw and jammed her thumb
She screamed and yelled,
“My thumb is numb!”
----------------------------- ----------------------------
2. Write down your chosen word and make a list of words that rhyme with it.
3. Look at your list and discuss ideas for your poem.
4. Begin writing your poem. Edit it and change it as you write, until you are
satisfied with the final result. You may like to give your poem a title.
5. Write your poem neatly onto a clean sheet of paper.
6. On another sheet of paper draw a picture to go with your poem.
7. Read your poem to your classmates.
Notes for Tutors - Lessons 19 and 20 - Phonic Book 7
Print the above image and read before using Lessons 19 and 20.
Printing Instructions
Notes for Tutor: Lessons Nineteen and Twenty – Phonic Book Seven
Lesson 19 is self explanatory.
Lesson 20:
No 1 – Explain to the children they need to learn how to spell the words because you are going to
test them.
No 2 – Let children check their own work.
Encourage them to correct mistakes and write the words two or three times so they will
remember how to spell them.
No 3 and 4- Remind the children that all sentences start with a capital letter and end with a full stop,
question mark, exclamation mark …
No 5 and 6 (page 33) – encourage the children to share the tasks. While some children write the
poem for ‘publication’ others in the group can draw and complete the picture.
Page 33 – Children will need extra sheets of paper for this activity.
Children will need time to create the poem – you may decide to take another lesson for
this activity ( eg integrate it into your writing programme).
Children choose to use lamb, comb or climb. Encourage the pairs/groups to choose so that all
three words are represented in the final presentation.
An idea is to write the words on pieces of paper and each pair/group draws its word out of a
‘hat’. This ensures all words are represented.
The example has been included to ‘model’ for the children how they can work step by step
to create their poem. Children learn from being exposed to modelling. It gives them
confidence to tackle the given task and they enjoy sharing the exciting results.
silent 'b' - Lesson Nineteen - Phonic Book 7
Print the above image and complete the lesson.
Printing Instructions
Name: Date: .(31)
Lesson Nineteen: silent ‘b’
Some words have letters that are ‘silent’. We do not use the ‘silent’ letter when we say the word but we have to use it when we write the word.
Today you are going to look at words that have a silent ‘b’.
----------------------------- ----------------------------- ----------------------------- ----------------------------- ----------------------------- ---
1. Read the following words.
lamb comb thumb crumbs plumber climb
2. Circle the silent ‘b’ in each word.
3. Discuss the meaning of each word with your tutor.
4. Write each word underneath its picture. Notice how each word is spelt.
5. Write a sentence using the word climb.
6. Write a sentence using the word climbs.
7. Write a sentence using the word climbed.
'ir', 'ur', 'er', 'wor' and 'ear' - Lesson Eighteen - Phonic Book 7
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Printing Instructions
Name: Date: .(30)
Lesson Eighteen: ‘ir’, ‘ur’, ‘er’, ‘wor’ and ‘ear’
1. Turn to the story ‘The Purple Turtle Pet Shop’.
2. Find the following words in the story.
When you have found the word draw a circle around it.
every container interest customers different
everyone water everyday customer
3. Did you notice that all the words have ‘er’ in them?
Why are they not included in the list of ‘er’ words on page 29?
4. Search through the story ‘The Purple Turtle Pet Shop’ and find all the
compound words which occur in the story. Write them on the lines.
(Write each word only once even if it occurs more than once in the story)
5. Search through the story ‘The Purple Turtle Pet Shop’ and find all the
contractions which occur in the story. Write them on the line.
6. Put quotation (speech marks) in the correct places:
Oh dear, what a day it has been, Mr Camworth said to Earnest when he
arrived at the shop. I’m glad you’re here to help us now.
Notes for Tutor - Lesson 18 - Phonic Book 7
Print the above image and use with Lesson 18, Phonic Book 7.
Printing Instructions
Notes for Tutor: Lesson Eighteen – Phonic Book Seven
No. 3 The ‘er’ in the words listed here is not pronounced as the ‘er’ as in river sound.
If the ‘er’ occurs on the end of a word sometimes we are inclined to shorten it to an ‘u’
sound. (eg we say ‘containu’ instead of ‘container)
If the ‘er’ occurs in the middle of a word sometimes we are inclined to treat the ‘e’ as a
silent letter. (eg we say ‘evry’ instead of every)
No. 4 The compound words which occur in this story are:
afternoon everyday inside upset around everything something everyone
No. 5 The contractions that occur in this story are:
I’m There’s wasn’t didn’t don’t
Make sure the children know the two words that make up each contraction.
Extra: Search through other reading material to find other contractions.
Children love a challenge: Give the children five minutes (or whatever time suits you) and see who can find the most.
No. 6
“Oh dear, what a day it has been,” Mr Camworth said to Earnest when he
arrived at the shop. “I’m glad you’re here to help us now.”
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