Sounshapes phonics for kids

PRESCHOOL READING PROGRAM
SOUND SHAPES READING

NAME: _________________________________________ ROOM: _______
TEACHER: ______________________________________ GRADE: _______
SOUND STEP 1 First sounds are isolated and associated with familiar objects according totheir first sounds. | P(date) | M
(date) |
PRESENTATION 1: Building Vocabulary * Start with words that begin with the First Blanket letters. (c,a,t,m,h,s,f,r) * Work with 2 or 3 beginning sounds at a time. * “Emphasize” on the first letter sound of the word (c-cat).PRESENTATION 2: Grouping in to the same Beginning Sound * Sit in front so child can see your face. * Go through all 8letters of First Blanket. * Try to work in different combinations of sounds and different order to avoid memory. * When they have mastered the vocabulary of the First Blanket they must move on to next presentation. | | |


SOUND STEP 2 Sound code is transferred into letter code. | P(date) | M
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PRESENTATION 3: Matching the sound with the Sandpaper Letter * Feel thesound with two fingers * Guide the child in the correct direction. * Close your eyes to work without looking. * Presentation ends when child can say the sound of the sandpaper letter. * Each sound has a shape and * Each shape has a sound.PRESENTATION 4: Separation Game * Practice the vocabulary cards or figures matching the sandpaper letters: * Say it. * Match it. * Trace theletter. * Work with all 8 letters of Blanket 1. | | |



SOUND STEP 3 When sound-shapes are arranged in left-to-right order and blended together, they encode a written word. The same word that has been encoded can be decoded. | P(date) | M
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PRESENTATION 5: First Blanket * Match the pink-and-blue letters of the movable alphabet with the figure on the First Blanket. (Tryto beat them to it!) * Change the beginning sound-letter of a pre-placed “__at” on their ruled boards. * “ c at” “ f at” “ m at” * Any order as long as the “___at” stays.PRESENTATION 6: Guessing Game * Send someone outside to guess the picture by reading what’s on the ruled board. | | |

SOUND STEP 4 The rule for encoding and decoding can be extended in itsapplication from a familiar to an unfamiliar situation. | P(date) | M
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PRESENTATION 7: Second Blanket * Repeat the same process of Presentations 1 thru 6 using the letters of the Second Blanket. (b, p, e, n, g, w, u, d) * Stress the beginning sound. (b-boy) * Separate according to beginning sound. * Guide them with an example. * Use different words at differenttimes to avoid memory. * Work with one, two, or three sound letters at a time to separate.PRESENTATION 8: Working with Both Blankets * Spread both blankets and place the movable alphabet. * Keep the last two letters of the word so that the child can choose and change any beginning letter from any of the two blankets. * “_p en” “ _h_am” * Try the last sounds. * “be_d_” * Try the middle sounds. (vowels) * “ p_e_n” PRESENTATION 9: Flash Card Game * Send a student outside. * Spell a word from the two blankets. * Use a Flash Card to hide. | | |

SOUND STEP 4 (continued) | P(date) | M
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PRESENTATION 10: Remaining Letters * Use all other remaining letters of the alphabet. (i, o, x, j, l, v, y, z, k, q) * Set outthe first two blankets and bring out the missing letters. * Go through steps 1 thru 6 again to learn the remaining letters. * Play the Flash Card Game with all the lettersPRESENTATION 11: Letter Boxes * Present phonetic word patterns selected into four color-coded series. * Use the tiles with the teacher first. * Have the children use the sets alone or on their own. (with supervision)...