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 five 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
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 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 included simple punctuation exercises in the Phonic Packs, and lessons encouraging the correct spelling of common words are included in Phonic Pack 5.
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.
Lesson Nine - Phonic Book 6 - Part 2 - page 19 - 'i' as in taxi
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Printing Instructions
Lesson Nine - Phonic Book 6 - Part 2 - page 19 - 'i' as in taxi
My name Date: . (19)
Revision: Read the ‘i’ as in taxi words from Lesson Eight. Turn to your scrap book and read the words you needed to learn for this lesson. Circle the words you get correct.
If there are any words that are still tricking you write them out again and practise them until you know them.
Lesson Nine : Revision of words with ‘i’ as in taxi:
1. Look at the following words. They all end with ‘i’ as in taxi words.
Discuss the pronunciation and meaning of each word with you tutor.
barramundi
origami ________________ __________________
salami
______________________
spaghetti
zucchini
______________________ __________________
2. Write the correct word under each picture.
3. Choose and write the correct word to finish the sentence:
a) The ____________________ tree grew in the forest. (karri – khaki)
b) Bindi loves to _____________ down the mountain slope. (sky – ski)
c) William caught a _______________ to the airport. (barramundi – taxi)
d) The car skidded in a __________circle on the wet road. (semi – fungi)
e) I can be a flightless New Zealand bird or a fruit. (zucchini – kiwi)
_____________________
4. Read your sentences to a partner or your tutor.
5. Glue this page into your scrap book.
Extension Activity - Lesson Nine - Phonic Book 6 - Part 2 - page 18 - Zucchini Pie Recipe
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Printing Instructions
Extension Activity - Lesson Nine - Phonic Book 6 - Part 2 - page 18 - Zucchini Pie Recipe.
Zucchini Pie (18)
Ingredients:
375 g zucchini
1 large onion
3 rashers bacon (optional)
1 cup grated cheese
1 cup self raising flour
½ cup milk
5 eggs
salt and pepper
Method:
1. Coarsely grate unpeeled zucchini.
2. Finely chop onion and bacon.
3. Lightly beat eggs.
4. Combine zucchini, onion, bacon, cheese, sifted flour, milk, eggs.
Season with salt and pepper.
5. Pour into a well greased pie dish.
6. Bake in a moderate oven (350 degrees F) – 30-40 minutes or until browned.
Lesson Eight - Phonic Book 6 - Part 2 - page 17
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Printing Instructions
Lesson Eight - Phonic Book 6 - Part 2 - page 17.
My name Date: . (17)
Revision: Read the ‘ea’ as in bread words from Lesson Six.
Read the story you wrote in Lesson Seven to a different partner.
Lesson Eight : Words with ‘i’ as in taxi:
cut ----------------------------- ----------------------------- ----------------------------- ----------------------------- -------cut
Finish this picture so we know this car is a taxi.
Colour the taxi.
‘i’ (ee) as in taxi
cut and glue into your scrap book------------------------- ----------------------------- ----------------------------- --cut
1. Pointing to the caption under the taxi read ‘i’ as in taxi.
2. Cut along the dotted lines and glue into your scrap book.
3. Discuss the meaning of each ‘taxi’ word with your tutor.
4. How many taxis can you drive?
Point to each word and read it to your tutor or partner.
If you can read the word put a circle around it. If you cannot read the word leave
it and go on to the next taxi.
taxi ski karri
mini Bindi spaghetti
khaki semi fungi
kiwi maxi skis
5. Write the words you still need to learn on the next page in your scrap book.
Practise these words whenever you get a spare moment because they will be
tested at the beginning of the next lesson.
Tutor Notes - Phonic Book 6 - Part 2 - Narrative Framework to use with Lesson 7.
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Printing Instructions
Tutor Notes - Phonic Book 6 - Part 2 - Narrative Framework to use with Lesson 7.
My name Date: .
Narrative Framework
Story Title
.
Beginning:
introduce characters
where is your story
taking place
Middle:
develop your story
what happens in your story
The End:
how does your story end
Notes for Tutors - Phonic Pack 6 - Lesson 7
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Printing Instructions
Notes for Tutors - Phonic Pack 6 - Lesson 7.
Note for tutor – Lesson Seven:
1. Lesson Seven combines reading for a purpose with Mathematics by asking the children to fill in a bar graph. The children are learning (or consolidating) how to use given information to make a bar graph. They are also learning why we use (bar) graphs and how to extract information from them.
2. Hint:
You may consider doing Numbers 10, 11 and 12 in another time slot in your time table – integrate with time allocated for writing and art. Children need time to produce results they (and you) can be proud of.
Good stories have a beginning, a middle and an end. Some children are inclined to ramble and often their story goes nowhere. To help them write their story it is a good idea to give each child a framework to work from.
The framework should be filled in with words and phrases and helps the child create the backbones of the story before he/she begins to write.
A (Simple) Narrative Framework has been included in this Pack. It can be used for this story or any other story a child is going to write.
This is how you use the Narrative Framework:
1. Discuss with the children the story they are going to write.
2. Words which will be common to all writers may be written on the board or a chart for future reference.
3. Model to the children how to use the Narrative Framework by telling them what you are thinking as
you fill in the three boxes.
4. Explain the ‘Story Title’ box may be filled before or after all the other boxes have been filled.
Show the children how to write the title of a story. Every word has a capital letter except the small words.
Look at books from around the room to see how the titles are written.
5. Give the children time to fill in the boxes.
Next Lesson:
6. Using the Narrative Framework you used as a model in the previous lesson show the children how you turn
the words and phrases (ideas) into sentences.
Think aloud as you model how to write one sentence at a time. Explain how the sentences develop the story.
If this is the first time the children have used a Narrative Framework keep your story (very) short. Children
easily lose the thread of a story if it is too long.
7. Give the children time to write their stories.
If a child finishes quickly she/he could illustrate her/his story and/or create a cover page which includes the
title and her/his name as the author and illustrator (if they have drawn a picture).
Staple the pages into a booklet. Children are proud of their work if it is made into a booklet.
Hint: It is difficult for every child in the class to finish his/her story in the given time. The children who
do not complete their story/illustration in the given time may be happy to finish it at home.
Lesson Seven - Phonic Book 6 - Part 2 - page 16 - 'ea' as in bread
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Printing Instructions
Lesson Seven - Phonic Book 6 - Part 2 - page 16 - 'ea' as in bread.
My name Date: . (16)
Revision: Read the ‘ea’ as in bread words from Lesson Six.
Lesson Seven : Revision of words with ‘ea’ as in bread:
1. One of the ‘ea’ as in bread words is a compound word.
Write the two words which make up this word
on the lines. ________________ ________________
2. Fill in the bar graph showing how many slices of bread are in each loaf.
10
9
8
7
6
5
4
3
2
1
words with
4
letters words with
5
letters words with
6
letters words with
7 or more letters
When you have completed the graph use the information to answer the following questions:
3. How many four letter words did you count? _________
4. How many five letter words did you count? _________
5. How many six letter words did you count? _________
6. How many words with seven or more letters did you count? _________
7. Which group(s) has the most words? _____________________________ ________
8. Which group has the least? _____________________________ ________
9. Look at these ‘ea’ as in bread words.
head pleasant weather ready
10. On a separate piece of paper, write a short story using the four words. If you are
clever you may be able to use more ‘ea as in bread words in your story.
11. If you have time illustrate and/or create a cover for your story booklet.
12. Read your story to a partner. Show your illustration to your partner.
13. Glue this page and your story into your scrap book.
Lesson Six - Phonic Book 6 - Part 2 - page 13 - 'ea' as in bread
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Printing Instructions
Lesson Six - Phonic Book 6 - Part 2 - page 13 - 'ea' as in bread.My name Date: . (13)
Revision: Read the ‘ear’ as in ear words from Lesson Four.
Read the sentences you wrote in Lesson Five.
Lesson Six : Words with ‘ea’ (e) as in bread:
cut ----------------------------- ----------------------------- ----------------------------- ----------------------------- -------cut
‘ea’ (e) as in bread
cut and glue into your scrap book------------------------- ----------------------------- ----------cut
1. Pointing to the caption under the loaf of bread read ‘ea’ as in bread.
2. Cut along the dotted lines and glue into your scrap book.
3. Read the words in the following slices of bread.
What sound do you hear in all the words?
Carefully put a circle around the ‘ea’ in each word.
4. Discuss the meaning of each word with your tutor.
5. Cut around every slice of bread and follow the directions on the next two pages.
health thread ready deaf read feather
breakfast meant heavy sweat bread head
weapon
spread lead breath dead
breadth
tread weather steady leapt wealth
threat
pleasant thread leather
Lesson Six - Phonic Pack 6 - Part Two - page 14 - 'ea' as in bread
Lesson Six - Phonic Book 6 - Part 2 - page 15 - 'ea' as in bread
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Printing Instructions
Lesson Five - Phonic Book 6 - Part Two - page 12 - More words with 'ear' as in ear
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Printing Instructions
Lesson Five - Phonic Book 6 - Part Two - page 12 - More words with 'ear' as in ear.
My name Date: . (12)
Revision: Read the ‘ear’ as in ear words from Lesson Four.
Lesson Five : Words with ‘ear’ as in ear:
Words that sound the same or
look the same but have a different meaning:
1. Look at the following sets of words:
tear – tear hear – here dear – dear – deer
2. Discuss the pronunciation, spelling and meaning of the words with your
tutor.
3. Write one sentence with the words tear and tear in it.
_____________________________ _____________________________ ___
_____________________________ _____________________________ ___
4. Write one sentence with the words hear and here in it.
_____________________________ _____________________________ ___
¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬__________ _____________________________ ______________________
5. Write one sentence with the words dear and deer in it. Hint: You choose
which ‘dear’ to use.
_____________________________ _____________________________ ___
¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬__________ _____________________________ ______________________
6. Read this word. shearer
Discuss the meaning of the word shearer with your tutor.
7. How many little words can you find in the word shearer? Write them in the
box below.
8. Glue this sheet into your scrap book.
Lesson Four - Phonic Book 6 - Part 2 - page 11 - 'ear' as in ear
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Printing Instructions
Lesson Four - Phonic Book 6 - Part 2 - page 11 - 'ear' as in ear.
My name Date: . (11)
Revision: Read the ‘tch' as in match words from Lessons Two and Three.
Lesson Four : Words with ‘ear’ as in ear:
cut ----------------------------- ----------------------------- ----------------------------- ----------------------------- -------cut
‘ear’ as in ear
cut and glue into your scrap book------------------------- ----------------------------- ----------cut
1. Pointing to the caption under the mouse read ‘ear’ as in ear.
2. Cut along the dotted lines and glue into your scrap book.
3. Read the following instructions and do what they say:
Write the word ‘ear’ next to each letter. Read each new word.
f h g sp n .
t y d r sh .
y app .
4. Write the word ‘appear’ on the line.
Write ‘s’ after the word ‘appear’. __________________________
Read the new word.
Write a sentence with the new word in it.
_____________________________ _____________________________ _
_____________________________ _____________________________ _
5. Write the word ‘appear’ on the line.
Write ‘dis’ before the word ‘appear’. ___________________________
Read the new word.
Write a sentence with the new word in it.
_____________________________ _____________________________
_____________________________ _____________________________
Lesson Three - Phonic Book 6 - Part 2 - page 10 - more words with 'tch' as in match
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Printing Instructions
Lesson Three - Phonic Book 6 - Part 2 - page 10 - more words with 'tch' as in match.
My name Date: . (10)
Revision: Read the ‘tch’ as in match words from Lesson Two
Lesson Three : Revise words with ‘tch’ as in match:
1. Write a sentence using the following word. watch
(Remember sentences have a capital letter and the full stop.)
_____________________________ _____________________________ ___
_____________________________ _____________________________ ___
2. Write another sentence using the word watch but with a different
meaning.
_____________________________ _____________________________ ___
_____________________________ _____________________________ ___
3. Where would you go to buy meat?
_____________________________ __
4. Write yes, no or maybe next to each phrase:
a hutch has a latch _____________
you can snatch a match _____________
you can catch a watch _____________
you can hatch a patch _____________
a butcher will fetch a ditch _____________
a pitch has a patch _____________
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385 Posts dating from December 2006
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