Phonics International

I think the idea of taking one 'sound' at a time, and addressing the spelling alternatives by 'working across' the Alphabetic Code chart is an excellent one. This, in effect, will mean jumping from unit to unit and not following the programme in a linear fashion. The teacher needs to make a decision...

Graphemes '-re' and '-er' added to unit 6 Sounds Book sheets The grapheme '- re ' is currently the 'last' grapheme of the Phonics International programme! With more thought, however, I decided that it was just as valid to add it to the 'schwa er' section along with 'er' and 'our' in unit 6. Learner...

Revised Sounds Book activity sheet strand - unit 6 We have added a number of sheets which 'gather' all the letter/s-sound correspondences of the sounds addressed in unit 6 and in the previous units. The additional Sounds Book sheets brings unit 6 in line with the Sounds Book activity sheets format ...

The importance of visual display - the role of PI resources: Visual display has an extremely important role to play in teaching and learning - particularly the teaching of reading and spelling. I have not yet seen any class, or school, where the full potential of visual display for phonics teaching...

I've been giving some thought to one teacher's way of delivering the Phonics International programme to older students - mainly as a spelling programme (but also with some emphasis to promote blending for new and unknown vocabulary). As the students could read already, the greater need was the spell...

I was pointing out the 'soft c' principle recently to a group of Reception four to five year olds in an incidental way. The reason that I introduce this principle by the end of my 'simple code' (units 1 to 5) is because there are so many words used for this age range with the 'soft c' and 'soft g' c...

Incidental phonics and planned, systematic phonics teaching: Alongside your planned, systematic phonics teaching, you should also find yourself continuously pointing out parts of The Alphabetic Code ahead of time and in addition to the main teaching programme. You should be demonstrating the three ...

Thinking about storage! First of all - I need to say the obvious... Your Phonics International programme is 'stored' online for you. From time to time there will be additions and improvements to the resources and I will notify everyone via this message board when this happens. [Further spelling res...

Fantastic! Synthetic phonics teaching leads to such tangible progress and enjoyment for both 'teacher' and 'learner'. It is truly rewarding. I am grinning because I am sharing your new-found excitement with you having been there myself. I still feel thrilled at pupil-progress. And I still feel inspi...

I have received a query regarding those children who are not learning the letter/s-sound correspondences very quickly. This is a thread which may be very important to develop over time. The vast majority of learners should be perfectly able to learn their letter/s-sound correspondences at a good pac...

Dear poppetsam, Thank you so much for posting on the message board. I am about to post a thread regarding storage and how different people might consider organising and administering the programme in practical terms. Clearly this will depend on the setting. Whole school use, for example, is a very d...

Thinking about different contexts: By now you should have had a very good look at all the resources in the free unit 1 as a minimum. You should also have read the Overview and Guidance booklet which is free in unit 1. You will understand that 'teachers' do not need to use all the resources but can ...

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See: 'Guide to using the programme' forum!

Progress with some Year Two pupils over the last term (September - December): Two boys who were using some resources of the Phonics International programme (mainly the Sounds Book activity sheets and the I can read texts for reading and dictation) for three sessions a week (once with a teacher and o...

Delivering a complex code very simply: The 'teacher' needs to stay focused on the teaching of Alphabetic Code knowledge (that is the relationship between the letter/s and sounds known as letter/s-sound correspondences or phoneme-grapheme correspondences - see The Alphabetic Code charts free in unit...