| Details |
| R |
/r/ |
a consistent sound (run, rack)
often forms blends with other letters
when it follows a vowel, will change the vowel sound
|
| S |
/s/ |
can sound like a soft C (snake, sand)
can also sound like a Z at the end of a word ( wears cars, dogs)
can be silent (island)
|
| T |
/t/ |
a consistent sound (telephone)
can be silent (depot, often, castle)
will sound different in other combinations (i.e. tion, tious)
|
| V |
/v/ |
a consistent sound (vitamin, vine) |
| W |
/w/ |
examples include woman, worn, watermelon
can be silent (sword, who)
almost always silent when paired with a WR (write)
|
| X |
|
at the end of a word makes a /ks/ sound
(tax, exit)
at the beginning of a word makes a /z/ sound (xylophone)
|
| Y |
/y/ |
is usually a consonant at the beginning
of a word (yo-yo, yellow)
at the end of a multi-syllabic word, may sound like a long
E (baby, daisy)
|
| Z |
/z/ |
a consistent sound (zoo, zebra) |
This chart is for your own use.
Learners should not be given this type of chart with the hopes
of memorizing the contents.
D: Word Patterns (or word families)
One of the most common ways to teach using phonics is through the use
of word patterns. Word patterns are sets of rhyming words such as run,
fun, bun and nun. By using vowel sounds in a context such as this, it is easier
for learners to understand the sounds they make and apply this knowledge
to new words. Generally, this is a much easier method than studying and
applying the rules of phonics for vowel sounds!
Who is this intended for?
You can use word patterns with all levels, but it is generally more
popular at the beginning levels.
|