The rationale and structure of the Phonics International online synthetic phonics programme

Click HERE

Download these handy summaries describing key features of synthetic phonics teaching.
'In a Nutshell' Click HERE
'Choices for Basic Phonics Lessons' Click HERE

 
Hear the Sounds

 Say the sounds and see the spelling alternatives

What is Phonics International?

Phonics International (PI) is a highly-organised, systematic and yet flexible synthetic phonics programme (program) especially designed for all ages and needs. Suitable for anyone who wants to learn to read and spell - perfect for schools, tutoring and homeschooling.

PI resources are exciting, colourful, informative and enjoyable for teachers and learners to use. Don’t be fooled, however, they are ‘direct instruction’ resources based on research and leading-edge practice. This is not a ‘pink and fluffy’ programme!

 PI has a massive bank of unique and printable ‘rolling programme’ teaching and learning resources - click on the ‘units’ for the contents of the 12 units of the programme.

PI resources can be printed out to hard copy, viewed online by individuals or projected onto white screens for group or classroom work.

PI includes audio and visual examples of all the ‘sounds’ of English speech and demonstrates these in different positions in example words in units 1 to 6.

Advice is provided as part of the services of the PI programme (program). Guidance can be given via the Phonics International Message Forum, Blog or via email. News of updates and new resources are announced on the PI message forum.

PI resources are ideal to support ongoing assessment and readily engage learners in their own progress. A variety of tracking materials are provided for teachers and learners - take your pick!

Schools, pre-schools, parents, teachers, student teachers, homeschoolers, teacher-training establishments, in fact, ANYONE who has an interest in literacy or who is teaching a child OR ADULT to read and spell using the English Language in any country in the world where English is spoken or taught as a second language

Busy teachers and parents especially would find the online teaching materials helpful, convenient and time-saving

Teachers who teach those for whom English is an additional language will find the structure and content of the programme particularly suitable

Parents, teachers and tutors who are responsible for helping children and adults with insufficient grasp of the alphabetic code and the skills of 'blending' all-through-the-word for reading and 'segmenting' all-through-the-spoken-word for spelling

Student teachers who wish to learn, or improve their knowledge and understanding of, the synthetic phonics teaching principles

Managers of teacher-training establishments, schools or pre-schools who wish to use the online material as a model of a systematic synthetic phonics teaching approach

Look at the ‘Overview and Guidance’ booklet (free in unit 1) to read about the synthetic phonics teaching principles.

Browse through The Alphabetic Code Overview Charts (unit 1). Select your preferred version or versions for your circumstances. The PI programme has an ‘order of introduction’ of the letters and letter groups of The English Alphabetic Code. Each of the 12 units is colour-coded to organise and ‘chunk’ the teaching and learning.

Choose whether or not to use the PI ‘key mnemonic pictures’. They are not essential but can be helpful particularly for younger learners, learners for whom English is an additional language and for learners who find it hard to learn letter/s-sound correspondences readily.

Look closely at the Sounds Book Activity Sheets. These provide the core information for the teaching and the core activities for the learning. They are an ESSENTIAL element of the programme and provide for automatic differentiation (that is, different levels of teacher-modelling and learning).

PI can be used in different ways for older students when the emphasis is on using it as a spelling programme. Focusing on the many spelling variations for target ‘sounds’ instead of following the PI order of introduction works very well. You can read more about this and other tips when you visit the PI message forum.

PI is best used in the ‘layered’ way (read about this on the PI message forum). This provides for revision, consolidation, over-learning and differentiation.

 

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