美国全国阅读权利基金会制订的phonics教纲Word格式.docx
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/v/invan
/w/inwig
/y/inyell
/z/inzip
/ch/inchin
/sh/inship
unvoiced/th/inthin
voiced/th/inthis
/hw/inwhip*
/ng/insing
/nk/insink
*（whispronounced/w/insomeareas）
6Long-VowelSounds
3r-ControlledVowelSounds
DiphthongsandOtherSpecialSounds
long/ā/incake
long/ē/infeet
long/ī/inpie
long/ō/inboat
long/ū/（yoo）inmule
long/ōō/inflew
/ur/infern,bird,andhurt
/ar/inpark
/or/infork
/oi/inoilandboy
/ow/inowlandouch
short/ŏŏ/incookandpull
/aw/injawandhaul
/zh/intelevision
StepsforTeachingPhonics
Step1.Gatherthematerialslistedbelowandstorethemtogetherinabox.
MaterialsforTeachingPhonics
WhatYouNeed
Suggestion
systematicphonicsprogram
ConsiderPhonicsPathways（availablefromouronlinebookstore）,Sing,Spell,Read,Write,oranotherprogramfromPhonicsProductsforHomeorPhonicsProductsforSchool.
*phonicsflashcardswiththeletterorlettercombination（suchasou）onfrontandclueword（suchasout）onback
ConsidertheIndividualSetof70PhonogramCards（item#IPC,$10）fromSpaldingEducationInternational,availableatwww.spalding.org.It’shelpfultoalsopurchasetheSpaldingPhonogramSoundsCD（item#CD,$5.00）tolearnhowtopronounceeachsoundcorrectly.
Note:
ifyoupurchasethissetfromSpalding,youwillnotneedtopurchaseaseparatesetofalphabetflashcards.
decodablestories
（preferably100%decodable）
Ifyourphonicsprogramdoesnotcontain100%decodablestories,considerStoriesBasedonPhonics,availablefromouronlinebookstore,orBobBooksFirst,availablefrom.
writingsupplies:
indexcards,indexcardfile,blackwide-tippermanentmarker,beginner’swide-ruledwritingtablet,2pencilswitherasers
Purchasewritingsuppliesatanyofficesupplystore.
*Note:
Makesureyourphonicsflashcardsgivethepropersoundorsoundsforeachletterorlettercombination–manywidelyavailableflashcardsareincorrectorincomplete.Forexample,thecommonsoundofxis/ks/asinfox,not/z/asinxylophoneor/eks/asinx-ray.Also,theshort-vowelsoundofiis/ĭ/asinigloo,not/ī/asinicecream.
Step2.Teachthe5short-vowelsoundsandconsonantsounds.Drilluntilmemorized.
Duringthefirstweek,usetheflashcardstodrilltheshort-vowelsounds.Addseveralconsonantsoundseachdayuntilyouaredrillingallshort-vowelsoundsandconsonantsoundswithyourstudentdaily.Donotrushthisstep.Keepdrillinguntilallsoundsarememorized,whichusuallytakes2-4weeks.
Tip:
Workonphonicsforatleast15minutesaday,5daysaweekwithyourstudent.Frequencyandconsistencyaremoreimportantthanthelengthoftimespentoneachlesson.
Short-VowelSounds
short/ŭ/inumbrella
ConsonantSounds
/k/inkite
/k/incat
/ks/infox
/kw/inqueen
Step3.Practicetwo-letterblends.Drilluntilblendingisautomatic.
Afteryourstudentknowstheshort-vowelsoundsandconsonantsounds,nextteachhimhowtoorallyblendtwoletters（b-a,ba）andreadtwo-letterblendssuchas:
ba,be,bi,bo,bu.
Two-LetterBlends
b+a=ba
s+a=sa
j+a=ja
b+e=be
s+e=se
j+e=je
b+i=bi
s+i=si
j+i=ji
b+o=bo
s+o=so
j+o=jo
b+u=bu
s+u=su
j+u=ju
Step4.Practicethree-letterblends.Drilluntilblendingisautomatic.
Afteryourstudentcanreadtwo-letterblends,progresstothree-letterblends,thatis,words.Eachday,haveyourstudentreadasetofshort-vowelwords,thendictatethesesamewordstohim.（Showhimhowtoformeachletterandcorrecthimgently,ifnecessary）.Thisnotonlyhelpshimrememberthephonicslessonjustlearned,butitgreatlyimprovesspelling.
GoldenRuleofPhonics:
Neverallowyourstudenttoskip,guess,orsubstitutewords.Accuracyismoreimportantthanspeed.
Three-LetterBlends
fa+t=fat
ki+t=kit
ro+d=rod
de+n=den
ma+d=mad
se+t=set
bo+x=box
ye+s=yes
tu+g=tug
hi+d=hid
no+t=not
wi+n=win
ju+g=jug
pu+n=pun
la+p=lap
Step5.Teachthetwin-consonantendings,plurals,andtwo-consonantblends.Drilluntilblendingisautomatic.
Twin-ConsonantEndings
Two-ConsonantBlends
puff
blab
stun,fist
sell
brag
swam
kiss
club
trot
fuzz
crop
twin
lock
drag
fact
fled
raft
Plurals:
frog
bulb
cats（soundslike/s/）
glum
held
beds（soundslike/z/）
grip
elf
plug
sulk
prim
film
scat
help
skip,mask
silt
sled
jump
smug
hand
snip
mint
spot,gasp
kept
Step6.Teachthedigraphs（ch,sh,th,wh,ng,nk）.Adigraphconsistsoftwoconsonantsthatformanewsoundwhencombined.Alsoteachthree-consonantblends.
Digraphs
Three-ConsonantBlends
chin,such,patch（silentt）
scruff
ship,wish
split
thin,with（unvoiced/th/）
strap
this（voiced/th/）
thrill
whip
sang,sing,song,sung
sank,sink,honk,sunk
Step7.Introduceafewhigh-frequencywordsnecessarytoreadmostsentences.
Afteryourstudentcanreadthree-letterandfour-letterwordseasily,it’stimetoaddafewhigh-frequencywordsthatarenecessarytoreadmostsentences.Somehigh-frequencywordsarephoneticallyregular（suchas“or”）,butareintroducedoutofsequencebecauseoftheirimportance.Otherwordsaretrulyirregular,becausetheycontainoneormorelettersthatdon’tfollowtherulesofphonics（suchas“once”and“who”）.
TheBasicHigh-FrequencyWordstableliststhemostimportantwords.Writeeachwordonanindexcard.Introducethreeorfournewwordsaweek.Drillyourstudentonthesewordseveryday,encouraginghimtosoundoutasmuchofthewordaspossible（usuallythevowelsoundistheonlyirregularpart）.Asyourstudentmasterseachword,filethecardinthecardfileunder“WordsIKnow.”Whenyourstudentcomesacrossanew“wacky”word（suchas“sugar”inwhichthe“s”ispronounced/sh/）,makeupanewindexcardandfileitunder“WordsToLearn.”
Whatdistinguishesthishigh-frequencywordlistfromthetypical“sightword”list?
Manywordsinthelistbelowcannotbecompletelysoundedout,eitherbecausetheycontainoneormorelettersthatdon’t“followtherules”ortheruleislearnedlater.Incontrast,thetypical“sightword”listcontainsmostlyphoneticallyregularwords（suchas“and”and“when”）thatthestudentisforcedtomemorizesimplybecausehehasneverbeentaughttosoundthemout.
BasicHigh-FrequencyWords
Introduceafterstudentcan
readshort-vowelwords,/th/,and/sh/
readlong-vowelwords
Avowelbyitselfsaysitsname:
a,I
“e”attheendofashortwordsaysitsname:
be,he,me,we,she,the*
“o”attheendofthesewordssaysitsname:
no,go,so
“or”says/or/:
or,for
do,to,into,of,off,put
*alsopronounced/thŭ/
was,were,are
doing,does
said,says,have,give
you,your,yours
they,their,there
where,what,why,who
once,one,come,some
done,none
two,too
Step8.Teachthelong-vowelsoundsandtheirspellings.Notethattherearefivecommonspellingsforeachlong-vowelsound.Alsoteachthe“Silent-eRule”:
Whenaone-syllablewordendsin“e”andhasthepatternvce（vowel-consonant-e）,thefirstvowelsaysitsnameandthe“e”issilent.
Long-VowelSounds
CommonSpellings
LessCommonSpellings
long/ā/
cake,rain,pay,eight,baby
steak,they,vein
long/ē/
Pete,me,feet,sea,bunny
key,field,cookie,receive,pizza
long/ī/
bike,hi,fly,pie,night
rye,type
long/ō/
hope,go,boat,toe,snow
soul,though
long/ū/&
/ōō/
mule,blue,boot,tuna,flew
fruit,soup,through,feud
Step9.Teachther-controlledvowelsoundsandtheirspellings.
r-ControlledVowelSounds
/ur/
fern,bird,hurt
pure,dollar,worm,earth
/ar/
farm
orange,forest
/or/
fork
door,pour,roar,more,war
Step10.Teachthediphthongs/oi/and/ow/andtheirspellings.Adiphthongconsistsoftwovowelsthatformanewsoundwhencombined.Alsoteachotherspecialsounds.
Sound
/oi/
oil,boy
/ow/
owl,ouch
short/ŏŏ/
cook,pull
/sh/
vacation,session,facial
/zh/
vision
Step11.Teach/aw/,/awl/,/awk/andtheirspellings.
/aw/
jaw,haul,wash,squash
/awl/
bald,wall
/awk/
talk
Step12.Teachthesesoundsandspellingpatterns.
/s/spelledc
Rule:
cfollowedbye,i,orysoundslike/s/.
cent,face,cinder,cycle
/j/spelledg,ge,dge
gfollowedbye,i,oryusuallysoundslike/j/.
frigi
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