How to teach

Level 3 Long and Funny Sounds

Lesson Routine

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 modelledguided 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 phonics

 20-30 minutes Review what has been previously taught. Use Audio, visual and kinesthetic material.

watch phonics

 10-20 minutes
With guidance the child learns the target phonics sounds and vocabulary.

practice phonics

 10-20 minutes
Elicit the students to practice the target phonics verbally and

reinforce phonics

 10-20 minutes Use the interactive site and printables for the student to go through the material.

Level 3 – Long & Funny Sounds introduce long vowel sounds (a, e, i, o, u, oo) and the different letter combinations for each vowel (a_e, ay, ai etc). The level then familiarizes the learner/s with “funny sounds” diphthongs such as sh, ch, th etc. The level finishes with 3 letter blends (shrug, strong, three) and single long vowels (baby, zebra, child, cold, tuba).

Silent e to three letter blends

Step 1


Throughout level 3 students are encouraged to review with:

– Identifying the correct vowels from sounds, words and pictures.

– Practice the word families by replacing the first letter with a different consonant

– Recognizing rhyming words with word families

– Use the flashcards to reinforce vocabulary and sounds with games

– Practice segmenting with spelling

– Practice reading short stories, unit stories and focused material

long vowel wall chart

Step 2

[video_popup url=”https://vimeo.com/307502316″ img=”https://phonicsmonsters.com/wp-content/uploads/2020/06/Asset-5-1.png” ]


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.

Step 3


Practice blending the phonics focus, for example, the silent e,a_e game, name, same. Practice with removing and replacing the first sound with different consonants to ensure the learner is able to blend the phonic focus. Practice this both verbally and written.

Game silent e

Step 4

Long a silent e words


From either the printable material or online book goes through the targeted vocabulary words with the learner. Call out the vocabulary words and have the learners 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. Play a “draw and guess” game, act out some of the words, and use flashcards to reinforce.

Step 5


Each lesson focus includes book material that allows the student to reinforce the content. Use the material to help guide the student, elicit answers when possible and offer support and guidance. From this page in for the a_e focus, the student is asked to listen and check the correct box, it is worthwhile practising each word with the learner, both the long and short vowel words prior to playing the audio.

Silent e Student book print

Step 6

long a magic e words

Blend & Segment

Each focus includes either a selection of five additional words to practice the lesson focus or a short story for the learner to read. Additional you can practice writing out the target focus, for example, ate and practice writing consonants in front m, s, r, b etc. Try using real and nonsensical words. These can also be practised verbally. For more practice introduce a short spelling quiz with a variety of words from the book.

Step 7


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.

[video_popup url=”https://vimeo.com/425808491″ img=”https://phonicsmonsters.com/wp-content/uploads/2020/06/Asset-10-1.png” ]

Step 8

[video_popup url=”https://vimeo.com/289476385″ img=”https://phonicsmonsters.com/wp-content/uploads/2020/06/Asset-11-1.png” ]


Each unit includes a structured story based around the unit focus, for example, the short vowel a_e has the story “Snakes on a Plane“.  We recommend practising the “New Words” first to introduce sight words and more difficult words. Watch the animation first then there are a variety of ways to practice the reading:

  • Practice with stopping the animation and reading page by page
  • Use the online PDF of the Student Book or Storybook
  • Print out the story in the Student Book or workbook

When reading with your learner/s let them take the lead but assist them when required.


Step 9


Level three includes a whole lot of material to assist the learner.

– Student Book
– Workbook
– Flashcards
– Wall friezes (different sizes)
– Story Book
– Quizzes
– Audio scripts
– Games
– Certificate of Completion

Silent e flashcards

Step 10

long a silent e print


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.