Phonics

My lil one is 6 year old and is learning to read.
I haven't found a single page where I can find the phonics in the way I feel it will be easy for her to pick.

She knows the sounds of all the letters and digraphs too. She isn't aware of the advance phonics rules and struggles with sight words. So here is my attempt to help her with reading by arranging the rules such that it will help her.

Lesson 1:
There are five vowels
a, e , i , o, u

Sometimes y and w are also treated as vowels.

The sound they make depends on where in the word do they come.

Rules:
1. If a vowel comes at the end of a word it makes its long sound(open syllable) where as in if its followed by a consonant, it makes its short sound. (closed syllable)

Eg:
go/got, she/shed, hi/him, he, ha??

Some content from
https://www.ascendlearningcenter.com/blog-highlights/closed-syllables-the-reading-and-spelling-rules-that-nobody-taught-you

The first syllable type we introduce to our students, is the closed syllable. A closed syllable is when a vowel is closed in by one or more consonants at the end of the word. When the vowel is closed in, it can only make it's short sound.

The four phonograms that fall into closed syllables are our -ck, FLOSS, -tch, and -dge rules.

All of the closed syllable rules take place at the end of a closed syllable word when next to a short vowel. Again, having this similar pattern helps students learn the rules.

THE FIRST RULE WE TEACH IS THE -CK RULE.

We use -ck to say /k/ at the end of a short word when the /k/ sound touches a short vowel. Examples of this are duck, kick, stack, lack, brick. In all of these words, the /k/ sound is touching a short vowel, so we will use -ck to spell it. If the /k/ sound is touching a long vowel sound or a consonant, you'll just use -k. Examples of this are: milk, silk, bask, bike, pink.

THE SECOND RULE WE TEACH IS THE FLOSS RULE.

Using this rule, we double any f,l,s, or z (we call these "Floss letters") when it comes at the end of a short word and touches a short vowel. Examples of this are: tall, grass, fluff, jazz. As long as one of the floss letters is touching a short vowel at the end of our word, we'll want to double them!

THE THIRD RULE WE TEACH IS THE -TCH RULE

We use -tch to say /ch/ at the end of a short word when touching a short vowel. Examples of this are catch, pitch, etch, hatch, stretch. If the/ch/ sound is touching a long vowel or a consonant you'll spell it with a -ch. Examples of this would be: bunch, crunch, ranch, branch, pinch.

THE FOURTH RULE WE TEACH IS OUR -DGE RULE.

We use -dge to say /j/ at the end of a short word when the /j/ sound touches a short vowel. We do this because no english word ends with the letter j! Examples of -dge words are: bridge, fridge, ridge, judge, edge. Again, if the /j/ sound touches a long vowel or a consonant we're going to spell it differently - with a -ge. Examples of this are: sage, age, change, large.

IN ADDITION TO OUR FOUR PHONOGRAMS, WE WILL ALSO TEACH OUR 1-1-1 RULE FOR CLOSED SYLLABLE WORDS.

When you are adding a vowel suffix to a word with 1 syllable, 1 short vowel, and it ends in 1 consonant, you must double the final consonant. Examples would be dropping, stopped, slipping, blurred.

2. Magic e:(VCE)
vowel-consonant-e pattern: vowel makes long sound and e becomes silent. The e gives all its power to the other vowel.

Most of us were taught about the Magic E. We learned that if there is a letter E at the end of a one syllable word, the E can jump over (or under) one consonant and gives all of its power to the other vowel. This makes the E stay silent and the other vowel say it’s name or long sound. If you want to read more about VCE or Magic E, click here!

For example, let’s start by building a closed syllable, “hop”. Closed syllables always have one vowel closed in by a consonant and the vowel is stuck, making it’s short sound. However, if we add a Magic E at the end of the word it can jump over the one consonant to make the vowel say it’s name or long sound. The E says nothing. In this case, “hop” would become “hope”.

WHEN “S” GETS STUCK!

Did you know that when an S gets stuck between two vowels it says /z/? Think about words like rose, nose, muse, wise, use and these. In each of these Magic E words, the S is stuck between two vowels and is making a /z/ sound.

NO ENGLISH WORD ENDS IN V

Here’s another favorite of mine: No English word ends in the letter V, we need an E to hold it up. Sometimes the E still jumps over to make the vowel long and sometimes it uses all of its power to hold up V, so the vowel stays short.

Here are some words that end in the V sound, but not the letter V: save, shave, chive, brave, live, give and have. Notice how some of the vowels are long and some of the vowels remain short.

SCHWA SOUNDS - OVE GETS LAZY!

You will also see endings like -ove. Here, the O gets lazy and makes what we call the schwa sound. This happens in words like love, dove, glove, above, shove.

If you are looking for resources to help instruct students on VCE, click the button below! Then, be sure to sign up for our FREE online training, 7 Steps to Reading Instruction that Works! Learn more by >>clicking here!<<

3. Consonant blends

4. Consonant digraphs: ch, sh, th, wh:whiz, ph: photo

5. Vowel diagraphs
In a vowel digraph, two vowels are side by side. The first vowel is long and says its name. The second vowel is silent. Eg: boat, paint, beach

VOWEL TEAMS (MORE FORMALLY THEY ARE CALLED VOWEL DIGRAPHS AND DIPHTHONGS) MOST OFTEN INCLUDE TWO VOWELS THAT WORK TOGETHER TO MAKE ONE SOUND.

Sometimes ‘w’ sneaks into these vowel teams and sometimes a vowel paired with other consonants like ‘igh’ work together to create a “vowel team” type pattern.

How Do I Teach Vowel Teams?

I explain to students that we have two vowels touching and working as a team. Sometimes only one vowel will do the talking and sometimes they work together to create a new sliding sound.

We mark vowel team words by placing a dot above each vowel if it makes a single sound we will connect the dots with a line. If it is a sliding sound, we will connect the dots with a squiggle line. Let’s practice marking!

6. Dipthongs
Sometimes two vowels work together to form a new sound. This is called a dipthong. Example cloud, boil

7. R controlled words
When a vowel is followed by r, its sound is controlled by r and its a new sound
ar: aare


car, card, bird, germ, form, hurt

8. The schwa sound
Any vowel can make the schwa sound

9. Soft c/Hard c, soft g, hard g:
When letter c is followed by i, e and y, it usually makes its soft sound. Eg:
cent, circus, cyclone
With others it makes its hard sound like cat, cot

Same for g. gel, gym, giant,
gas gorilla yoghurt

10. fszl (fizzle) rule

The letters fszl are usually doubled at the end of a one syllable word immediately following a short vowel. Eg: grass, stuff, fuzz, shell,
Exceptions: quiz, bus

11.

https://www.ascendlearningcenter.com/blog-highlights/consonant-le-syllables-the-reading-and-spelling-rules-no-one-ever-taught-you

Consonant LE Syllables

Consonant LE Introduction (CLE)

The last syllable type is the Stable Final Syllable. For example why don’t we spell APPLE as APL?! That would be so much easier and our beginning readers and spellers would be so much more successful!

So here’s the deal, we don’t spell APPLE as APL for two reasons.

FIRST -

The word apple has 2 syllables, not 1. If you clap out the word apple you will hear two syllables. A-PL. Because the word has 2 syllables it needs at minimum - 2 vowels. So as per usual, E steps in to the job no one else wants to do and hangs out silently at the end of the word. This is nice and we are used to adding Silent E’s to the end of the words but that begs the question why not just leave it at APLE? Good question, let’s move onto our second step.

SECOND -

When a word ends with an L-E we need to check to see if a consonant will precede the L-E, if it does we have a syllable division rule that dictates “consonant L-E count back 3” which would mean we would divide the word as A-PLE. Dividing the word in that way will leave the A open. Open syllables require the vowel to say their long sound so we would end up with APLE rhyming with ABLE.

How Does This Help?

So knowing that consonant LE words need to be divided in the way will help us to know if the first syllable has a long or short sound. The word raffle has two Fs in order to keep the first syllable closed. Having a closed syllable will keep the first syllable’s vowel sound short RAF-FLE. Whereas in words like cradle you will get a long (open) vowel in the first syllable CRA-DLE.

This is a quick run down of the importance of this syllable type but it certainly is a nice one to really see the power of the syllable types and knowledge of how all six syllable types work together to create words. Understanding the syllable types adds so much breadth and depth of understanding of the “WHY?!?!” of the English Language.

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https://www.youtube.com/watch?v=r_w-N11hODc




oy oye
oi


boy
joy
toy
coy
soy
roy


oi
join
oil
void
boil
coin
soil
oink
broil
joint
spoil
moist
point


ou : aao
ow

loud
out
cloud
mouse
ouch
found
crouch
shout
mouth
count
house
ground


ow:aao
cow
bow
now
crowd
down
brow
plow
crown
fowl
town
how
brown
drown
owl
growl
clown
frown
howl


au
aw
haul
paul
launch
haunt
launch
fault
gauze

aw:
draw
saw
law
jaw
claw
thaw
yawn
flaw
crawl
dawn
hawk
lawn

all
ball
call
mall
fall
tall
wall
hall
stall
small


Helper word time
where
nice
don't
give
been
many
away
their
walk
once
always
seven



oo oo
moon
zoo
cool
room
food
loop
boot
tooth
goose
scoop
broom
spoon


oo
book
wool
look
good
hoof
foot
took
hood
wood
shook
crook
stood


igh
ind
night
high
right
light
sigh
fight
tight
might
fright
bright
thigh
flight


ind (long i nd)
find
mind
wind ??
kind
grind
blind


shr
str

shr:
shrimp
shred
shrink
shrub
shrug
shrank


str:
straw
strap
street
string
strike
strong
streak
strand
strict
strain
stripe
stress


scr
scratch
scram
scrap
scrub
scrape
scream
screen
scrimp
scrawl
screech
script
scribe


spr
spring
sprawl
sprint
sprain
sprung
spray
sprang
sprout
sprite
spree
spry


spl
splash
splat
splint
split
spleen


squ
square
squeak
squint
squirt
squawk
squish
squirm
squeal
squid
squeeze


kn/wr
knife
knee
know
knock
kneel
knit
knelt
knob
knot
knight
knack
known


wr
write
wrap
wry
wreck
wring
wrist
wrong
wrote
wrench
wren
wreath
wrung



c g
mice
cent
face
cinch
dance
fence
since
peace
twice
place
prince
force

g:
page
age
gem
cage
gel
rage
germ
gene
stage
large
hinge
plunge




sylabbles

car-toon
jig-saw
pen-cil
mush-room
light ning
see saw
rac-coon
prin-cess
bam boo
pow der


helper words:
before
after
never
work
because
again


My mom like roys mom. They make Roy and me join them when they shop.
On these joint shopping trips, Roy's mom likes to spoil him.
He is so lucky. He points at any toy and he gets it.
Boy does it make me boil! I get so mad!
"Mom", says Roy, " I want to go on that ride." She always says yes and gives him
some coins.
Roy said, " Mom, I want that toy pig." Ofcourse she got it for him.
He said to me, " Want to play with my toy pig?"
I had one thing to say to him. "Oink!"



Fright in the night:
Ben woke up one night. Was it just a dream or did he hear a sound?
By the light of the moon, he caught sight of some kind of beast.
It was winding its way close to him. He was so scared.

And then it went right under his bed.
He shook with fright. His chest fell tight. He might have to fight this thing!
In the dark he was blind. He took his flashlight and bent down.
What would he find? Wait.. Wait
Then he on the bright light!

Ben sat back with a sigh. It was just his cat.


Miss knell:
Miss knell likes to knit class. I wrote Jordan a note about it, but he lost the note.
I knelt down to look for it, but I couldn't find it. Then Miss Knwll called out my name.
I stood up so fast that I knocked my head on the desk.
Miss Knell had my note. She said, " Polly, did you write this?"
I felt a knot in my gut.
"Yes, I wrote the note. I know it was wrong."
I was so scared she would wring my neck or maybe slap my wrist. But she smiled.
She said, "Did you know a wit has a knack for saying smart and funny things?"
Miss Knell is proud of the note. She hung it on the wall. The not says, "Miss Knell is a knit wit."





a
ad
sad

would??
grow?

Open Syllables

The Open Syllable is the opposite of a Closed Syllable. Remember, a Closed Syllable is a syllable with one vowel that is closed in at the end with a consonant.

So, an Open Syllable is a syllable with one vowel that is left open or free at the end. Open vowels can say their name or long sound. (I like to say that since the vowel isn’t closed in, it can get out and go for a looooong run and say it’s looooong sound!)

Some Open Syllable words are: hi, no, she, he, we, so. Can you hear the long sounds at the end of each word? Pretty simple, right?

Do you want to hear something really cool that we teach our students along with Open Syllables? Well, you know how we’ve always heard that Y can sometimes be a vowel? When Y is at the end of a word, it is acting like a vowel. The Letter Y is known as The Robber Guy because it steals the sounds of E and I.

We use the phrase “Cry Baby” to help our students remember this rule. When Y is at the end of a one syllable word, it sounds like I. Think of words like spy, shy, my, fly. When Y is at the end of a two syllable word, it sounds like E, like in happy, sunny, puffy, flaky.

Keep in mind that when a syllable ends in a vowel, it is an Open Syllable and the vowel can go for a looooong run and say its loooooong name.

When a Y is at the end of a word or syllable, it is acting like a vowel and we call it The Robber Guy because it steals the sounds of I and E when it’s in vowel mode.