قراءة كتاب How to Teach Phonics
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introduced, to blend it with the consonants and listen to discover "word sounds." Henceforth the children will take delight in "unlocking" new words, without the teacher's help. She will see to it, of course, that the words are simple and purely phonetic at first; as:
c-a-n, can | h-a-d, had | |
c-a-p, cap | m-a-t, mat | |
c-a-t, cat | m-a-n, man | |
r-a-t, rat | f-a-n, fan | |
h-a-t, hat | s-a-t, sat |
Whole "families" are discovered by placing the vowel with the initial or the final consonants, thus:
ca n | r at | f | an | |||||
ca p | h at | an | d | |||||
ca t | c at | s | an | d | ||||
ca b | b at | st | an | d | ||||
ma t | f at | l | an | d | ||||
ma n | s at | b | an | d |
The children will enjoy forming all the families possible with the known sounds.
Short "a" Families or Phonograms.
at | an | ap | ad | ack | ag | and | r ang | b ank | ||||||||
b at | c an | c ap | h ad | b ack | b ag | b and | s ang | r ank | ||||||||
c at | m an | g ap | l ad | h ack | f ag | h and | b ang | s ank | ||||||||
f at | p an | l ap | m ad | J ack | j ag | l and | h ang | t ank | ||||||||
m at | t an | m ap | g ad | l ack | l ag | s and | f ang | bl ank | ||||||||
p at | r an | n ap | b ad | p ack | n ag | st and | cl ang | cr ank | ||||||||
N at | f an | r ap | c ad | r ack | r ag | gr and | spr ang | dr ank | ||||||||
s at | b an | s ap | f ad | s ack | s ag | br and | Fr ank | |||||||||
r at | D an | t ap | p ad | t ack | t ag | str and | pl ank | |||||||||
h at | N an | tr ap | s ad | st ack | w ag | th ank | ||||||||||
th at | V an | str ap | gl ad | sl ack | st ag | |||||||||||
sn ap | br ad | tr ack | br ag | |||||||||||||
wr ap | bl ack | dr ag |
After a little drill in analyzing the words of a family, (sounding the consonant and phonogram separately) they should be pronounced at sight, analyzing the word only when the pupil fails in pronunciation.
The teacher's chart of phonograms as she works it out for herself may be something like this.