How to teach
The lesson guide is aimed at providing both teachers and parents with the correct strategies and guidance to instruct the PhonicsMonster.com systemic phonics program in a classroom or a homeschooling environment. The scope of each level is to provide a balanced program incorporating modelled, guided and independent learning throughout the level structure.
Each level is structured to:
– Establish what is already known
– Allow opportunities for students to demonstrate their ability
– Offer differentiation in the instruction (Multi-sensory activities)
– Make connections between what is already known
– Provide an adequate challenge
– Ensure students are engaged and motivated
– Allow time for personal development
How long should a lesson be?
School lesson 30-60mins once or twice per week (lessons are broken up into different activities)*
Home school 10-30 mins daily or every other day*
*Dependent on student/s age, ability and motivation.
Review what has been previously taught. Use Audio, visual and kinesthetic material.
With guidance, the child learns the target phonics sounds and vocabulary.
Elicit the students to practice the target phonics verbally and
Use the interactive site and printables for the student to go through the material.
Level 1 – The Alphabet introduces both letter names & sounds to the learner. The Structure goes through the alphabet from A to Z.
Why do we teach in alphabetical order?
– Many students already have exposure to the alphabet
– Knowledge of the alphabetical sequence
– A Connection between writing the letter names and sounds
– A Gradual introduction of new vocabulary
– Builds confidence before blending and segmentation
“research has established that children who know the names of letters learn letter-sound associations more readily than those without letter-name knowledge.” (Words their Way for PreK-K, Francie Johnston 2015)
Throughout level 1 students are encouraged to review with:
– Identifying the correct letters and sounds with wall charts
– Going through previous pages and practising the vocabulary and sounds.
– Identifying the first sound of words (verbally, written or distinguished)
– Use the flashcards to reinforce vocabulary and sounds with games
– Print additional resources to practice
– Use online games together
From the digital book open the target animation and use it to model the letter names and sounds. Pause the video throughout to elicit the learner’s answers. Help the learner to understand the vocabulary words with short definitions, actions or sounds. Go through the end of video review of the vocabulary together, skip backwards and use the pause button to practice.
Before moving onto the printable material ensure the student/s can say both the letter name and sound correctly. Focus on ensuring they are confident with both the sound and letter pronunciation. Guided repetition is key but don’t continuously drill if they struggle.
“young people are influenced by adults who appear to enjoy what they do” (Literacy and Intrinsic Motivation. Csikszentmihalyi, 1990)
From either the printable material or online book goes through the six vocabulary words with the student/s. Call out the vocabulary words and have the student/s point the corresponding picture (or circle). If in classroom practice as a group first then practice individually. Call out the numbers to elicit student/s to say the vocabulary word. Once student/s are comfortable with eh vocabulary start practicing repetition with the focus sound a a apple, a a alligator. Be creative and use a whiteboard (also available in the online book) and play a “draw and guess” game. Try and act out some of the words, get the student/s involved with the actions and drawing!
Model the correct writing technique for the students on a whiteboard or the online book. Show them the correct formation with your fingers and let them imitate. If feeling creative turn the moves of the letter shapes into a dance! Before writing in the book, model the writing whilst saying the letter sound /a/. Try to guide them into saying the letter sound each time they write it. Let them go through with writing out the letters. Let them practice and get comfortable.
When using the book it can beneficial to model the first few answers for the learner before letting them go through a more guided experience. For this example “A. Listen and write Aa or cross it out (X).” the first two answers are completed, so ensure they understand the concept of identifying the first sounds and practice with them as you listen and go through the activity. Guide the student/s through part “B. Color the pictures that start with Aa.” asking as a class and eliciting the answers (cross out the incorrect pictures). Allow the student/s to colour and take this time to help less able individuals. The last part of each page is a letter, sound and vocabulary review. Go through with the class asking for the letter name and its sounds, then practice again with the vocabulary a a axe etc.
Games are a great fun way to reinforce the lesson material. There is an online game available for every two book pages. The online games focus on getting the student/s to say out the vocabulary, so they only include the pictures. Each online game has numbers/colors/yes or no answers so the learners can practice easily. For kinesthetic learners use the flashcards and printable game activities to practice.
Level one includes a whole lot of material to assist the learner.
– Student Book
– Wall friezes (different sizes)
– Extra pages (coloring & writing)
– Audio scripts
– Certificate of Completion
Use the workbook to allow reinforcement with independent learning, monitor and give guidance if needed but let the learner be as self-reliant as much as possible. Allow the learner/s to develop their own “metacognition” and build their array of skills and awareness.
“Nowadays, there is increasing evidence showing that young children, who are provided with proper tasks and enough time to work on them, do exhibit metacognitive behaviours”
(e.g., Larkin 2010;Whitebread et al. 2005)