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How to teach 'ie' vs 'ei'

Focus on the rule "I before E, except after C, or when sounded as A". Teach ie first as the default for the long e sound, then introduce the exceptions: use ei after c (like in receive) and when the sound is long a (like in neighbor).

https://www.youtube.com/watch?v=wDGrc7Egclg

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I BEFORE E EXCEPT AFTER C 🦸‍♀️ SPELLING AND GRAMMAR for Kids 📝 Superlexia ⭐ Episode 9

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The alphabet letter combination ei makes 4 sounds.

The video:

says the word

breaks it down into the individual phonemes, highlighting the letters that make the sound

blending them together to show how the word is formed

The phonic alphabet symbol, representing the sound, appears in the top right hand corner.

Click the phoneme button in the red box to find the other alphabet combinations that make the same sound (phoneme).

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Picture-Chant-Motion

show students a picture of the bottle of lotion. write the word "lotion". say how -tion in the word says "shun". let's rub lotion into our skin!

right hand out, left hand is on the top of the lotion bottle, pump lotion into your right hand

while pumping the lotion say "T-I-O-N" twice

right hand rubs the lotion into your left arm, say "shun"

repeat

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Picture-Chant-Motion

show students the picture of the glasses and vision chart. write the word "vision". say -sion in the word says "shun". students should know what vision chart is because they have vision screening at school.

make your right hand into a pair of glasses and put it up to your right eye, say "si"

make your left hand into the other half and put it up to left eye, say 'on"

bring the glasses out away from your face and back again, say "shun" twice

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during the digraphs microteaching, we introduced 'Roll n Blend' where students have to roll the dice, read out each phonogram sound in the word, before blending all the sounds together. the first student to get all the words in a row either horizontally, vertically, or diagonally wins!

resource for 'roll n blend' worksheets for teaching of digraphs: https://ufli.education.ufl.edu/foundations/toolbox/42-53/

website also includes decodable text (short passages or books that use only the letter-sound patterns a learner has already been taught, along with a very small set of high-frequency words needed for readability). use decodable text to help student become more fluent in applying the new phonogram sound learn to reading!

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BBC online phonics games for 26 letter sounds, digraphs and trigraphs. students are given 2 words sounded out and are asked to choose the word has the phonogram in it. these games can be used to help check students' understanding of phonogram sounds after they have been taught it during WS, especially if they prefer online games/platforms to physical word cards.

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Phonics - letter sounds - Early years English - BBC Bitesize

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Early years English Phonics - letter sounds learning resources for adults, children, parents and teachers.

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Eyes on OO! (to teach long /oo/)

The vowel digraph oo can be challenging for some children. Slowly read aloud a list of words, and have children form the two o’s with their hands and hold them up to their eyes like binoculars when they hear the sound. For example, your list may contain roof, room, rope, hop, hoop, bat, and boot. Only do the 'binocular' action if the word has /oo/ sound in it.

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UI Word Puzzles

Objective: Build and blend "ui" words.

How to play:

Create puzzle pieces:

One side: beginning blends (fr, br, tr, j, s)

Other side: “ui” + end sound (e.g., -it, -ce, -ce, -se, -it)

Kids connect and read new words: fruit, juice, suit, bruise

Bonus: Let them act out or draw the word after building it.

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1. "Ew or Eww!" Sorting Game

Objective: Identify real “ew” words vs. silly/fake words.

How to play:

Prepare word cards with real and made-up “ew” words:

Real: new, stew, blew, chew

Fake: klew, zlew, snew, etc.

Kids sort them into two piles: "Real 'ew' Words" and "Eww! Not Real!"

Bonus: Let them make up definitions for the silly words.

2. Chew & Draw Activity

Objective: Practice spelling and vocabulary with visuals.

How to play:

Give each child an “ew” word (e.g., chew, few, grew).

They draw a picture to represent the word.

Then, write a sentence using it.

Share with the class or make a class book titled “Our EW Words!”

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Sion Match-Up Game

Objective: Match base words with their -sion forms.

How to play:

Create matching cards:

One set = base words (e.g., "decide", "confuse", "expand").

One set = -sion words (e.g., "decision", "confusion", "expansion").

Players match correctly and read them aloud.

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Tion Pictionary game

Objective: Deepen understanding of -tion word meanings.

How to play:

Players draw -tion words (like “vacation”, “celebration”, “action”).

Teammates guess the word.

Write and spell it on a mini whiteboard after the guess.

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To teach the silent 'g' in words like gnat and gnome with the option of video for gn sounds for the teaching part. For the next "WE do" and "YOU do" part use hands-on activities such as tracing letters or playing word-matching games to help children identify the silent 'g' within the context of familiar words. Focus on the "N" sound the digraph makes, using visual aids, physical actions, and sentence-building to reinforce this new sound-spelling pattern.

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oe is also a split digraph

A split digraph is when the two letters of the digraph are separated by another letter.

In the case of the 'o-e' split digraph, the 'o' and the 'e' are separated, but they still combine to create the long 'o' sound.

A common example is the word "home," where the 'o' and 'e' are split by the 'm'.

o-e split digraph snake and ladders game

When a child lands on a square, they must read the 'o_e' word to remain on that square- https://www.twinkl.com.sg/resource/cfe-l-526151-o-e-sound-snakes-and-ladders#:~:text=How%20does%20this%20resource%20excite,browse%20our%20dedicated%20category%20page.

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This great game allows the children to reinforce the ‘o_e’ when sounding words. When a child lands on a square, they must read the ‘o_e’ word to remain on that square. Ideal for practicing phonics or spelling for CfE First Level or KS1 (ages 5-9) pupils.

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Adding on to Fiona's point about how to differentiate between 'tch' and 'ch', we can use concrete methods such as using blocks or elkonin boxes for the students to visualise where the sounds are in the word and see how this rule works.

Example

1. Say the word "patch"

2. Ask student to put a manipulative in the boxes for the sounds they hear

3. Point to the manipulatives and say the single sounds

4. Ask them if they hear any consonants between /a/ and /ch/

5. If there is no consonant sounds between /a/ and /ch/, the /ch/ sound should be represented by "tch"

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To differentiate between 'ei' and 'ie', we can tell ourselves that if 'i' is first, the sounds are /I/ (as in pie) and /E/ (as in field) but if 'e' is first, the sounds are /E/ (as in ceiling) and /A/ (as in vein). e has bullied i into making a different sound.

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Introduce the ghost diagraph and explain that 'wr' makes the same sound as 'r', but the 'w' is silent. Can see wr but cannot hear the w. Provide common examples: Share words like write, wrong, wrist, wrap, wrinkle.

Give students a simple checklist to guide their editing process. For "wr" words, the checklist might include a reminder to "Check for silent 'w' words.

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Teach the "igh" sound using the words "high" and "night" with a multisensory phonics approach. The key is for students to recognize that the three letters (i, g, h) work as a team to make a single long "i" sound.Show a visual aid, like a phonogram card or a poster, with the letters igh clearly marked.

Action: Have students make a hand motion as they say the sound. For example, pretend to be climbing high while saying "/ī/".

Practice the sound: Have the students repeat the /ī/ sound after you several times.

Create a visual word wall: Have students draw pictures to go with the igh words and display them on a wall. Draw a picture of the moon and stars for "night" or a sun for "light."

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Teach the 'oa' sound using the story of a goat and a boat, start by introducing the "oa" digraph, emphasizing the sound "oh".

Use the words "goat" and "boat" as anchor words, visually representing the letters and sounding them out together. Practice segmenting the sounds (g-oa-t, b-oa-t) and then blending them into whole words.

Finally, incorporate these words into sentences and activities like a "goat in a boat" theme to make learning engaging and memorable.

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Explain to the students that the /igh/ sound makes the /i/ sound.

One way to help students can be through a matching game. Prepare pictures and words that contain the /igh/ phonogram. Get students to match the word with the picture.

To increase it one level higher, after the child has matched the word, get the child to skywrite cover the word independently. This also helps to check for understanding.

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A fun phonics matching activity for the grapheme 'igh'.

If you are teaching your children the 'igh' grapheme and are looking for a hands-on matching activity, these 'igh' Matching Cards are ideal.

Offer the children the selection of 'igh' picture and word cards. Children can read the words on the word cards and work to find the corresponding picture.

Words included are: light, night, sight, flight, right, tights, high, thigh, knight and fright.

For more activities to teach phonics, click here.

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If you are teaching your children the 'igh' grapheme and are looking for a hands-on matching activity, these 'igh' Matching Cards are ideal. Offer the children the selection of 'igh' picture and word cards. Children can read the words on the word cards and work to find the corresponding picture.

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Explain to the child that the /gn/ is a digraph, whereby 2 letters come together to make one sound. The "g" is silent, hence /gn/ makes the sound /n/ instead.

Show the student examples of words which has the /gn/ digraph inside. For example, gnaw, gnat, sign, gnome, assign.

Teach the student to use their hand/finger to "cover" the /g/ sound while saying out the word.

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Introduce students to 'dge' by explaining that it makes the /j/ sound and is found after a single vowel that says the short vowel sound /a/ /e/ /i/ /o/ /u/.

Lead into a multisensory activity of dodgeball with a twist; words or pictures will be pasted on the balls and if you get hit with a ball with a word or picture that contains 'dge', you have a second chance to continue playing the game.

This game can also be modified such that there are no words or pictures pasted on the ball but you can return to the game after sitting out a round if you can give a word that has 'dge'.

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Introduce 'ough' by writing various words with 'ough' on the board. Ask the students to listen to each word as you say it and sort the words where 'ough' makes the same sound together. Give more example words or ask students to think of more words that have 'ough', and put it together with the words where 'ough' makes the same sound.

Lead in to a multisensory activity where students will use playdough to make a tough monster (eg. it may have spikes, claws, fangs, etc). Bring to the students' attention that playdough and tough both have 'ough' in their spelling but it makes different sounds.

After they are done making their tough playdough monsters, guide them to make a story for the monster using the 'ough' words they have written on the board. (Eg. The tough playdough monster walked through the town and coughed everywhere!)

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/ie/ has 2 sounds:

1. long vowel /i/ sound

2. long vowe /e/ sound

So when is it long /i/ or long /e/ sound?

When /ie/ is at the end of 1 syllable base word, it says the long vowel /i/ sound. E.g. pie, lie, die

When /ie/ is in the middle of a word it says the long vowel /e/ sound. E.g. field, chief

When /ie/ is at the end of a multisyllable word, it also say the long vowel /e/ sound. E.g. cookie, movie

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/wr/ makes the /r/ sound. 'w' is silent.

/wr/ usually appears at the beginning of a word,

e.g. write, wrong, wretch, wring, wrestle

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/gn/ where 'g' meets 'n', 'g' becomes silent.

1. /gn/ at the beginning of words - gnome, gnaw, gnat.

2. /gn/ at the end of words - sign, design, campaign, malign

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ey phonogram has 2 sounds:

1. long vowel /a/: e.g. they, grey, hey, obey, survey

2. long vowel /e/: e.g. key, honey, valley, jersey

Spelling patterns: So when is the word spelt with long 'e sound - /ee/ or /ey/?

/ey/ is typically used at the end of a word, making the long 'e' sound while /ee/ is usually used in the middle of words making the long 'e' sound, e.g. green, see, feet

We can remember using these 2 words: green (/ee/ in the middle) while key (/ey/ at the end)

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tch phonogram is used only after a single (short) vowel /a/, /e/, /i/, /o/, /u/ sound. Word examples - batch, ditch, watch

/tch/ has the same sound as /ch/, so when is the word spelt with -tch or -ch?

An easy way to remember is if the vowel has no letter friend next to it, e.g. "pitch" - vowel /i/ has no letter friend after it, so it will end with 'tch'. Conversely, if the vowel has a letter friend next to it, e.g. "pinch" - vowel /i/ has 'n' next to it, it will just end with a 'ch'.

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relating it to their knowledge of numbers/their age: by showing them the number 8, writing it out and modelling the sound, the student can associate 'eigh' with 8 as a visual cue

multi-sensory approach: skywriting words that begin or end with 'eigh' such as weight, sleigh, height while saying the word

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knock: showing the action and asking the student "what am i doing?"

knee/knuckle/knight: showing a picture of the word and using the word in an example. writing the word out so that the student can see the spelling. informing them that the 'k' is silent whenever it comes before 'n'.

e.g., "where is your knee? can you say knee? kn, kn, knee"

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using visuals of everyday object that students would know: phone

this can be done by showing them the visual of a phone and asking them to label it. "what is this? yes, a phone! can you say phone?" modelling the sound of phonogram "ph" would also help by elongating the sound e.g., saying "ffff". we can also tell them that it sounds like the letter 'f', tapping on their existing knowledge.

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Imagine a skier, about to ski down a curvy snowy mountain. Along the way he will meet the 4 phonogram sounds.

As the skier is going down, get the student to use their arm and make a wavy motion.

For each of the phonograms, get the student to make the wavy hand motion, while saying the sound aloud. It should be one continuous flow.

For example, /Ō/* hand waves*, /ŌŌ/ *hand waves*, /uff/ *hand waves*, /off/ *hand waves*.

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ar makes the sound /er/ too 😁

ar says /er/ at the end of long words

Examples:

beggar

burglar

hangar

grammar

popular

and many more....

But there are some pre-requisite...

Students has to be taught:

R-controlled syllables

Syllabication

Long words/words with more than 1 syllable (poly-syllabic/multi-syllabic words)

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or makes the sound /er/ too...😁

Or says /er/ at the end of long words

Examples:

doctor

actor

mayor

raptor

and many more....

But there are some pre-requisite...

Students has to be taught:

R-controlled syllables

Syllabication

Long words/words with more than 1 syllable

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ea has 3 sounds. It says....

long /e/ in eat

short /e/ in bread

long /a/ in steak

Since there are no rules to determine which vowel sounds to use when reading, students must be exposed to words with ea so that they can remember and familiarise themselves with the words.

To make it interesting, we can use word or picture sorting game, where they can sort the words/pictures based on the which ea sounds they make.

We can also teach students a catchy phrase like;

to show them all the 3 sounds are used in the phrase.

'eat bread with steak'

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We can have a word sorting game whereby children can pick out words with long or short OO from a mix of various long vowels sound.

We can also have a game called 'Feed the Monster' whereby we have 2 monsters; Long OO Monster and Short OO Monster. Children can take word cards and "feed" it to the correct monster.

Of course we can take a step further by coding a simple graphic monster using p5js and having a drag and drop option to "drop" or "feed" the monster, thus making it grow and pop or fly away (with some use of imagination).

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Teach the student that how the phonogram /au/ sounds

1. Get the student think about what /au/ means to them in terms of facial expressions, it can be a surprised face saying “auuugh!”

2. Another way would be to have a word sorting game. Ask the students to “catch” the /au/ words. Have a variety of words and include some distractor words. Get the students to pick out words that have the /au/ phonogram. While picking out, they should practice sounding out the phonogram sound.

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🎯 “Pin the Word on the Ear” (Phonics Poster Game)

What You Need:

Draw a big cartoon ear on the board or poster

Write word cards with both "ear" words and non-ear words

How to Play:

Students take turns picking a word card and reading it aloud.

If it has the "ear" sound, they “pin” or stick it on the ear.

If not, they place it in a “not an ear word” pile.

Example words:

✅ clear, hear, spear, year, fear

❌ bare, part, card, book, burn

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🐴 “Neigh Like AY!”

How to Play:

Say: "When you hear an 'ay' word, neigh like a horse!" (Because horses say “neigh” which has the /ā/ sound!)

Read a mix of real and silly words (e.g., play, blop, hay, grum, say)

When students hear a real “ay” word, they neigh and clap.

You can turn it into a race or challenge to spot all the “ay” words.

Variation: Students stand up for “ay” words, sit down for non-words.

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I remembered vividly during primary school (not sure if its this particular adventure), there was a fill in the blank section in the Sonic the Hedgehog gamebook: Zone Rangers, we had to fill up the blank with secret prompt words. We can do the same for this digraph.

Give students sentences with the /oi/ sound missing. They must choose the correct spelling.

"I have a shiny new c__n." (oi)

"He got a new t__ for his birthday." (oy)

"Please b__l the water." (oi)

"They enj__ed the movie." (oy)

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OY Ball Toss:

Stand in a circle with a soft ball.

Toss the ball to a student and say an “oy” word.

They repeat it, then say a different “oy” word before tossing it to the next person.

If someone repeats a word or says a non-“oy” word, they do a funny action (e.g., spin once, clap 3 times).

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This can be a tricky digraph to teach however some strategies to teach are:

1) Word Sorting: Provide a list of words with "ea" and other long E spellings (ee, y, e). Have students sort them into categories.

2) Decodable Sentences: Have students read sentences full of "ea" words.

-"We can eat the meat and peas."
-"The leaf fell in the sea."

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/wh/ Blow air gently from mouth (like blowing out a candle)

wh words often relate to wind or questions (whale, whistle, what, where). The blowing action reminds students there is an “h” breath sound in it.

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Activities you can do (I found some online that lower Pri 1/2 may enjoy):

1. Piggy Bank Sorting Game:

Prepare coin-shaped picture cards of everyday items, some with the "ur" sound and some with similar sounds like "er" or "ear".

Set up a "piggy bank" for children to sort the pictures into.

Have learners identify which pictures contain the "ur" sound and place them in the piggy bank.

https://share.google/PP69xUxUyVNCdE7hp

2. Introduce word families:

Group 'ur' words like 'fur', 'curl', and 'hurt' to make learning feel like a fungame.

https://share.google/CtjFQucqXBm141tc0

3. Tiger song activity (good for P1 or younger):

Find a song about the "er," "ir," and "ur" sounds, often presented as a "Tiger song".

Listen to the song and encourage learners to act like a tiger.

Dance and sing along to the song, making the "ur" sound prominent.

Repeat the song a few times to help solidify the sound.

inlovewithlearning.com https://share.google/qcrpWaBd69ljHrbMP

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You can use this fun, hands-on, ‘piggy bank’ themed activity to practise and consolidate independent reading skills of the Letters and Sounds phonics Phase 3 vowel digraph: ‘ur’. Children must sort coin-shaped picture cards of everyday items, selecting those showing words containing the ‘ur’ sound to place in their ‘piggy bank’. Pictures showing words containing similar Phase 3 sounds, such as ‘er’, ‘ear’ and ‘air’ are also included, to help identify misconceptions and with phonics formative assessment. One of our brilliant, interactive, phonics games – perfect for promoting literacy in the early years and KS1.If you’re looking for some more ‘ur’ words resources, check out our engaging Break and Make Worksheet here. It’s perfect for consolidating understanding of the /ur/ sound.

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Did you know that for the word 'Queue', the silent letters are u, e, u and e. Almost telling us that all those letters are all in a "queue".

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Activities you can do (all 3 can be found online):

1. Read and Reveal cards (found online and it's interesting):

Use activity cards to help students read, spell, and recognise the 'ir' grapheme. Fold the card to cover the image, then have students decode the word, and finally, fold it back to reveal the image, reinforcing their understanding.

https://share.google/8KeuqQbSlOT8v0RkT

2. Simple matching/memory game (I used this type of activity often with young students):

Create a 'memory' game with pairs of cards, one with picture and the other with a word containing the 'ir' sound (e.g. stair, birthday, shirt, dirt)

https://www.twinkl.com.sg/resource/grade-2-phonics-ir-differentiated-worksheets-za-hl-1680022330

3. Pictures stories:

Students can draw pictures to illustrate sentences they have completed (reinforce their understanding)

https://share.google/kBv05yCIp0j0Obcaj

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Grade 2 Phonics: ir - Differentiated Worksheets

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These worksheets are for the “ir” sound in phonics. They are differentiated for three levels, with level one being the easiest and level three the most challenging. The level three worksheet can be used as an extension activity. All of the activities are designed to ascertain if the learners are able to recognise and identify the “ir” words, if they know the meaning of the words and are able to use them correctly in context. Level 1 offers more support to those learners who require it. Activities for Level 1: Reading a short story containing “ir” words Identifying and underlining the “ir” words in the story (“ir” sound in colour for added support) Filling in the missing “ir” sound in words, and drawing a picture to show understanding Building “ir” words using a flow map (pictures provided for support) Level 2 is slightly more advanced than Level 1. Activities for Level 2: Reading a short story containing “ir” words Identifying and underlining the “ir” words in the story Selecting “ir” words from the story, writing the words and drawing a picture to show understanding Building “ir” words using a flow map Activities for Level 3: Reading a short story containing “ir” words Identifying and underlining the “ir” words in the story Writing sentences using “ir” words Building their own “ir” words using the letters provided. This resource includes a handy marking guide! We’ve also made it available to download in a super-eco black and white version, which allows you to save ink without compromising the design of the sheets.

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Activities you can do:

1. Sound walk - some students learn better when moving:

Go for a walk around the school and identify things/objects/words (on posters or signs) that contain the 'or' sound.

2. Letter Sound Sorting: Gather various small items or can use pictures then sort them into piles based on words that contains the 'or' sound.

https://share.google/nHvRatKOPYV8LwNNp

3. Phonics Bingo (same as the activity I suggest for 'Wh'): create bingo cards with words containing 'or' sound (e.g. fork, door, corn) and call out words. The first student to complete the card win (strike out the words called).

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We’ll explore a variety of engaging phonics games, crafts, and DIY activities designed to reinforce phonics for kids and enhance their reading skills.

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Activities you can do:

1. Build-a-word Station (found online and thought it quite interesting):

Provide letter tile (can re-use scrabble game tiles) or magnetic letters for students to arrange into 'ck' words, strengthening the letter-sound connection.

2. Word Hunt:

Students find and circle or highlight words with the 'ck' digraph in books or other reading materials.

3. Playdough Words (multi-sensory approach):

Use playdough (tactile) to form letters and build 'ck' words. Students like playing playdough hence this can be an engaging experience for them.

https://share.google/2MsHrfzEOHO61eZIh

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Let's Climb to The Top of Our CK Digraph Understanding

Teaching young readers the 'ck' digraph is all about explaining that the letters 'c' and 'k' can work together to make the /k/ sound, like in words such as "duck," "sock," and "back."

This fun rock climbing-themed interactive activity has been created by an experienced teacher with little learners at the forefront of the design. The activities students will complete include:

1. Look at pictures, decide if the object contains the 'ck' sound, and use a tick or a cross to show their understanding.

2. Sorting words into a 'ck' list and a 'not ck' list.

3. Type in the correct word in for a set of four pictures, including - sock, lick, stack, and dock.

4. Read a simple sentence that contains a word with the 'ck' digraph and match an image to each sentence.

5. Sorting real and nonsense words that include the 'ck' digraph.

6. Look at pictures and decide which word matches the image x 4.

7. Finding 'ck' digraph in a small paragraph of writing.

Other Ways to Practice the 'CK' Digraph

Practicing the "ck" digraph in the classroom can be both fun and educational. Here are various activities and exercises that kids can enjoy to reinforce their understanding of the "ck" digraph:

Word Hunt: Have a word hunt where students search for words containing the "ck" digraph in books, posters, or other classroom materials. They can circle or highlight the words they find.

Writing Practice: Provide opportunities for students to practice writing "ck" words. They can write the words on individual whiteboards, in notebooks, or on the chalkboard.

Playdough Creations: Use playdough to create letters and build "ck" words. This tactile activity engages students in a hands-on way.

Build-a-Word Station: Set up a station with letter tiles or magnetic letters. Students can use these to build "ck" words, reinforcing the connection between letters and sounds.

Sensory Bin: Fill a sensory bin with small objects or cards that have "ck" words written on them. Students can dig through the bin to find and say the words.

Download and Build Knowledge Today!

This resource is available to download as Google Slides. It is essential that students use this activity in 'edit' mode to ensure the interactive features work properly.

This resource was created by Lindsey Phillips, a teacher in Michigan and a Teach Starter collaborator.

More Consonant Digraph Resources

If you're looking for more consonant digraph resources to add to your phonics lessons, we have you covered...

[resource:2656250] [resource:5031899] [resource:4861538]

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Consonant Digraph CK Interactive Activity

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Engage students in practicing their learning around the consonant digraph of 'ck' with this fun rock climbing-themed interactive activity.

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Activities you can do:

1. Treasure / Scavenger hunt: Find pictures in room that has 'wh' in it (e.g. whale, wheat, whistle)

2. 'Wh' word Bingo - create cards filled with 'wh' words such as (e.g. whale, whack, white)

Call out the words and get players (students) to cross them out on their card. The first to complete the card wins.

3. Homophones - introduce pairs of words that sound similar but have different meaning such as 'whole' and 'hole' to help with pronunciation and comprehension

https://share.google/bQxTXMYFP6eXqD7Cv

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In this engaging game, kids will identify and place digraphs like th, wh, and ph to build words. They'll enjoy fixing alpha-bots while learning to read words with these sounds. Perfect for budding readers, the game encourages creativity and boosts word-building skills. It's a fun way for children to explore phonics and enhance their reading abilities.

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Digraph Wh Games for Kids - Fun ELA Games | SplashLearn

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Explore 'Digraph WH' learning games for kids. Learn how to recognize and build words containing the 'wh' digraph sound through fun activities. Start for free!

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The /ear/ phonogram makes the /er/ sound.

Examples: early, search

When teaching it, it is important to tell students that there are words made of two phonograms of /ea/ + /r/. /ea/ says /ē/, and r says /r/.

Examples: year, tear

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/ay/ vs /ai/

1. teach student the long sound /a/ for both /ay/ and /ai/

2. reinforce that /ay/ is used at the end of the end of a word, while /ai/ is used in the middle --> use visuals or simple sentences like 'The train rolled away'

3. Can be further reinforced with games like charades

- One student picks a word card and acts it out (e.g. train = chugging arms)

- Others guess the word and decide: is it /ai/ or /ay/

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/ed/ olympics

1. Teach students the 3 sounds of /ed/

/ed/ - used when base verb ends with /t/ or /d/

/t/ - used when the base verb ends in a voiceless [without vibration] sound (/p/, /f/, /s/, /sh/, etc)

/d/ - used when the base verb ends in a voiced [with vibration] sound (/l/, /b/, /g/, etc)

give visual examples for each sound

2. Create verb cards with past tense words like jumped, played, wanted, laughed, called, needed

3. Label three 'Olympic' stations:

/t/ station – e.g. jumping jacks

/d/ station – e.g. hop on one leg

/ed/ station – e.g. bear walk

4. A student draws a verb card and reads the word aloud.

5. They decide which sound the -ed ending makes: /t/, /d/, or /ed/.

6. They run to the correct station and complete the challenge + explain why they chose that sound (e.g. voiced, voiceless)

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this or that

1. introduce the 2 /th/ sounds to the students --> voiced and unvoiced

2. model the difference through giving examples of each type of /th/ sound (sounding out words with student, getting student to feel throat for vibrations - voiced, no vibration - unvoiced)

3. Create a list of “Would you rather…” style questions using /th/ words

4. Get students to say out the questions and respond verbally + act out their choices

e.g. “Would you rather have a thumb made of jelly or a thick tail?” or “Would you rather take a bath in chocolate or be thirsty forever?”

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'feed the bee' game

1. teach student how to say /ee/ sound --> show your teeth in a smile and say /ee/

2. once student has correctly learnt to say /ee/, create a bee with an opening for the mouth (a cute bee so that its not scary)

3. Get students to say words with /ee/ by showing them pictures

4. When student gets a word right, get students to crumple picture into a ball and throw it into the bee's mouth to feed it

5. To enhance difficulty, include words without /ee/ sound for student to say out and throw away instead of feeding it to the bee

incorporates multi-sensorial approach to learning /ee/ sound

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1. Go through the sounds separately first

--> /w/

--> /h/

2. When we see /wh/, the /h/ sound is silent, /wh/ makes same sound as /w/

3. Show pictures of words beginning with /wh/, and get student to sound it out together

4. exception --> who, whose, whom, whole

the /w/ is silent instead

we can create a sentence to memorise the exceptions --> e.g "Who has a bear, whose hat is red, whom the whole class wants to hug instead?"

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modelling the action and vocalising the sound "or" by rounding mouth slightly into the shape of an 'o' and curling the tongue upwards for the 'r' sound to show the student explicitly. encourage them to imitate the action and vocalisation. using visuals of familiar objects to allow them to associate the phonogram "or" with the sound "orrr". this can also be done by showing them the object and asking them to identify what it is (e.g., "this is cORn, cORRRRn! it has the "or" sound!)

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modelling the action of making a small round 'o' shape with the mouth and vocalising "oooo". encourage the student to imitate both the action and vocalization. also, letting them know that there is the short 'oo' sound and long 'oo' sound. to explicitly teach this, showing them visuals of familiar objects like 'book' and 'moon' can help them better associate the phonogram 'oo' with the corresponding short or long sound.

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May be used only after a single vowel that says a,e,i,o,u.

1. Go through vowels first

2.Show Digraph CK in Print

Write a few of those words on the board. Ask child to identify what’s representing that final /k/ sound after the short vowel. When child makes the connection that it’s the letters CK together, underline the ck in each word. Then, we read all of the words chorally. Pull out a embedded mnemonic card with the letters CK and a keyword/picture sock.

3. CK makes same sound as /c/ and /k/

Since they’ve already made the connection between the sound /k/ for the letters c (as in cat) and k (as in kid) individually, it’s easier for them to understand that putting them together makes the same sound.

Also, tell them that we don’t say the /k/ sound twice, just once, and that two letters making one sound is called a digraph.

Pointing to one of the words, like neck, I’ll say, “We don’t read this as neck – k – (saying it with a double /k/ – /k/ sound at the end). I have a pain in my neck-k. That sounds silly.” This usually leads to other silly examples, “I need to scratch my back-k”, etc. This gets the point across that we only need to say the /k/ sound once.

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1. Present cute pictures.

Show photos or videos of cute animals like kittens, puppies, baby ducks, or fluffy rabbits.

2.React together.

Prompt by exclaiming, "Aww, that's so cute!" Encourage them to make the same sound, elongating it naturally. This helps them produce the sound without focusing on the mechanics.

3.Use different cute stimuli.

Vary the pictures to show that the "aw" sound is a consistent emotional reaction. For example, show a picture of a baby yawning and say "aww, look at that yawn."

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1. Show my mouth

Model the long /ee/ sound while looking in a mirror together. Keep your jaw mostly closed.

2. Encourage a wide smile

Explain that the /ee/ sound is made with the lips spread into a slight smile, as if you are showing your teeth.

3. Use tactile feedback

Ask them to place a hand on their chin or throat as you say "eeee" and feel the tension in the muscles below the jaw.

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Another way would be to phrase it into a story. This story is on touching something hot, however it can also be used for other scenarios such as falling down or getting injured.

The boy touched something hot!

He went /ow/.

/ō/ he said as he looked at his hand.

/ōō/ its red.

As he ran it under cold water, he went /ǔ/.

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The phonogram /ou/ sounds similar to the crowing of a chicken when it makes the "cock-a-doodle-doo" sound.

This funny association with the chicken will help students to remember that /ou/ can make 4 sounds. Replace each of the words in the phrase such that it goes "/ow/ - /o/ - /oo/ - /u/".

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When students are unsure of something, they tend to respond with "er?" or "erm?" while processing.

A way to help them remember would be to tell them that "when they are unsure of something, what do you say?" --> er or erm. Turn their uncertainty into relating it with the /er/ sound.

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showing the action of putting fingers to lips can be a way to teach students the 'sh' sound. this action is a widely recognized gesture for "quiet" and would be relevant to students. following up giving an example such as asking "what do we do when we are in the library?" and putting fingers to lips and reiterating the sound "shhh".

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make teaching the "oy" sound fun, start with phonemic awareness by focusing on the sound itself, then introduce words containing it through interactive games like "fishing" for "oy" words or playing Memory with picture and word cards. Reinforce the sound with activities such as drawing "oy" words, using them in sentences, and finding "oy" words in books, while also encouraging learners to practice writing the "oy" digraph.

https://www.twinkl.com.sg/resource/cfe-l-526294-oy-sound-going-fishing-game#:~:text=How%20does%20this%20resource%20excite,Sound%20Phonics%20Frog%20Game%20next!

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Adding a multi-sensorial approach when introducing the -oo sounds. Another way is to rely on the key phrase “Look at the Moon” 🔭. This simple, visual anchor helps students recall that sometimes “oo” sounds like look (short sound) and sometimes like moon (long sound).

Next is to go through the different words that include the short and long sounds. We can also include games (as shown) to further establish the sounds.

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At this stage, students should have mastery of the single consonants and vowel sounds. Now we can share what diagraphs and dipthongs are.

Diphthongs are made of two sounds, so that means a diphthong starts as one vowel, then moves to a second vowel. You should feel your articulators move as you say the sound. We can teach through a video or go through the different words with -ow and -ou included. Then play games (shown above) by rolling a dice. Can level up for students to come up with their own words -ow when they land on that box

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Phonogram sound /ng/ may look familiar in our local context as it is one of the common Chinese surnames in Singapore. So some of us may pronounce it with the 'en' sound. And /ng/ is not a combination of the /n/ and /g/ sound.

/ng/ is a single sound. It should be sounded with tip of our tongue near our bottom teeth while the back of our tongue lifts up to touch the soft palate. We should feel a vibration in our noses as air is forced out and vibration of our throats when we place our fingers on the throat.

Word examples: strong, king, long, ring, sing

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Phonogram /ar/ is one of the r-controlled vowels where the "bossy" 'r' will take over the vowel /a/ sound to make the /ar/ sound, like what a pirate would usually exclaim in stories. Examples of word with the /ar/ sound: farm, park, arcade, march, yard

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Phonograms /er/, /ir/, /ur/ are r-controlled vowels where the "bossy" 'r' changes the vowel sounds. These 3 phonograms have the same /er/ sound but they are somewhat different when it comes to spelling:

1. /er/ - used in the middle or end of a word or syllable and often used as a suffix "-er" (e.g. smaller, bigger) or a person's role , e.g. teacher, clerk, mother

2. /ir/ - used in the middle or end of a word or syllable and often for words related to numbers or before 'm', 'd', 't' and 'th', e.g. first, third, firm, bird, dirt

3. /ur/ - used in the middle or end of a word or syllable, e.g. hurt, burn, fur, days of the week - Thursday, Saturday

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Interesting fact: Why does the 'ch' phonogram have 3 distinct sounds?

English is a language with many borrowed words from other languages, e.g. Greek and French. The 'ch' phonogram have 3 distinct sounds:

1. /ch/ sound as in cheese, cheer, chain - which are "true blue" English words;

2. /k/ sounds as in school, scheme, character are borrowed words from the Greece language;

3./sh/ sounds as in chef, chute, cliche

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There are 2 different sounds to /th/ - one voiced sound and the other voiceless sound. For voiced /th/, we can feel vibrations when we rest our fingers on our throat. Examples of words with voiced /th/ - the, this, that, there, though, bathe, mother, father.

For voiceless /th/, we won't feel the vibrations as it is like a gentle whisper. Examples of words with voiceless /th/ - through, birthday, fourth, bath.

Helps to say out loud by putting words with voiced /th/ and voiceless /th/ into a sentence OR challenge ourselves to tongue twisters as a practice: That thinker thinking there near those other three thinkers, thinks things through thoroughly. (bold ones are voiced /th/)

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/aw/ and /au/ sound the same as /or/

/aw/ and /au/ similar to /ai/ and /ay/.

Generally,

if the sound is at the end, it will be spelt as /aw/.

For eg: saw, draw

However, there’s an exception, if the word ends with letters n, l, k. It will be spelt as /aw/, replacing /au/

For eg:

__ awn ; drawn and not drawn

__ awl ; shawl and not shawl

__ awk ; awkward and not aukward

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/au/ and /aw/ sound the same as /or/

/au/ and /aw/ similar to /ai/ and /ay/

Generally,

If the sound is in the beginning or middle, it will be spelt as /au/.

For eg: words like sauce and caught.

There’s an exception, if the word ends with letters n, l, k? It will be spelt as /aw/

For eg:

__ awn ; lawn and not laun

__ awl ; crawl and not craul

__ awk ;gawk and not gaul

If n, l, k is not the last letter, the rule does not apply

For eg: vault and launch

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Since /ai/ and /ay/ are both vowel digraph, it makes the long /a/ sound.

Knowing that since ‘i’ comes before ‘y’ in the alphabetical order,

/ai/ is always used in the middle of the word : mail, snail, tail

while /ay/ is used at the end of the word: day, say, clay

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The two sounds of /oo/ can be more difficult to distinguish as in Singlish, we often use the long /oo/ sound ('moon') even for words with the short /oo/ sound ('book').

The short /oo/ sounds like "uh" and the long /oo/ sounds like "oo". Some examples of words with the short /oo/ are good, foot, took, look. And words with the long /oo/ sounds are zoom, moon, room, spoon.

A phrase we can use to remember the two /oo/ sounds are "look at the moon".

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The /oi/ sound can be easily remember as the Singlish word we often use, "oi!". This digraph is usually used in the middle of a word, for e.g. coin, point, foil, soil.

We can teach this together with the digraph /oy/ which makes the same /oi/ sound but is usually used at the end a word (toy, boy, joy, soy). One phrase we can use to remember is "toy in the soil".

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/ay/ makes the long /a/ sound and it can be easily remembered by identifying the name of the first letter - 'a'. This digraph is usually used at the end of a word, for e.g. day, may, say, ray.

We can teach this together with the digraph /ai/ which makes the same long /a/ sound but is used in the middle of a word (pain, gain, rain). One phrase we can use to remember is "play in the rain".

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The two sounds of 'ow' can be easily remembered with the word 'bow'. The bow used in archery (long /o/), and bow as a greeting gesture (/ow/ or /ou/).

We can also remember the two sounds with the phrase "slow down". Where in slow, the ow makes the long /o/ sound and in down, the ow makes the /ow/ or /ou/ sound.

Some other examples of /ow/ with the long /o/ are: grow mow, row

And examples of /ow/ with the /ow/ or /ou/ sound are: cow, town, how

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We can adapt from catchy tunes to learn or teach the differentiations in sounds of a phonogram. In the case of /ou/, there are 4 sounds: /ow/ as in "found", long vowel /o/ as in "course", long /oo/ as in "group", short vowel /u/ as in "cousin". So we can insert these 4 sounds into the catchy lyrics of tunes such as this song "Witch Doctor", where it has this chorus catchphrase: "Ooh eeh, ooh aah aah, Ting tang wallawalla bang bang". We can modify the catchphrase to go: "/ow/, /ō/, /ōō/, /ŭ/, Ting tang wallawalla bang bang". Repeated catchphrase in the chorus to the beat of catchy tunes serve as repeated learning opportunities in a fun and interesting way.

(Do check out the song! (: )

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WITCH DOCTOR (David Seville)  1958 original version

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To differentiate short "a" and "e," observe your mouth and tongue: for short "a" (like "apple"), your jaw drops significantly, your mouth opens wide, and your tongue is flat, while for short "e" (like "egg"), your jaw opens slightly, your mouth remains more closed in a smiling position, and your tongue is relaxed but not as flat. Using a mirror can help you see this.

Short "a" (as in "apple" or "ant")

Mouth/Jaw: Your mouth opens wide, and your jaw drops significantly, as if you were biting into an apple.

Tongue: The tongue flattens in the center of your mouth, sometimes touching the back of your lower teeth.

Examples: ant, cat, hat, bat, apple, arrow

Short "e" (as in "egg" or "leg")

Mouth/Jaw: Your mouth opens only slightly, with less jaw drop compared to the short "a" sound.

Tongue: The tongue remains relatively relaxed.

Examples: egg, leg, wet, pet

Practice Tips

Use a Mirror:

Watch your mouth and tongue in a mirror as you produce each sound to see the physical difference.

Compare Sounds:

Say words with the short "a" and short "e" sounds and focus on the distinct mouth movements.

Create Gestures:

Develop a physical gesture for each sound, such as wide-open hands for "a" and a smaller, smiling movement for "e," to help with muscle memory.

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In actual fact, 'a' makes more sounds:

Short 'a' sound: /æ/ (as in apple, cat, man)

Long 'a' sound: /eɪ/ (as in snake, bake, made)

Broad 'a' sound: /ɑː/ (as in car, bath, ask, past)

'O' sound: /ɔː/ (as in ball, call, war)

Schwa sound: /ə/ (an unstressed, soft sound, often like the 'a' in the word about, or even the single word "a")

The pronunciation of 'a' can be confusing because there are multiple spellings for the same sound and multiple sounds for the same spelling, and different dialects also affect pronunciation.

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1) Z Sound Bingo or Matching Game

Use cards with z-words and pictures: zipper, zebra, zero, zoo, zigzag.

Play Bingo or Memory matching game with the cards.

2) Z Sound Freeze Dance

Play music, students dance.

When you say a word starting with Z, they freeze and shout the word emphasizing the /z/ sound.

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1) Short I / Long I Hop

Lay out cards on the floor with I-words.

Students hop onto the word and say whether it's short or long I.

Add "itchy" bug sounds for short I and "ice" chill sounds for long I.

2) I Sound Detective

Say a word and ask students to:

Clap for short I (e.g insect, ink and igloo)

Snap for long I (e.g ice, island, ice cream, ivy, iron, idea)

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Movement-Based Sorting game:

Place a “Hard G” sign on one side of the room and a “Soft G” sign on the other.

Say or show a G word (go, gum, game, giraffe, gem, giant)

Students run or walk to the correct side of the room after word is flashed.

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Letter C Craft Time:

Provide children with a big cut out of letter C and hand out materials like cotton balls, crayons, colored paper, colour pencils, pictures (candy, cat, corn, carrot) and craft glue. Show a sample of the above picture on how they can decorate using glue along the curve to make a “C is for Cotton” collage (example), then decorate around it with their preferred materials. As they work, encourage them to repeat the sound: “/k/ /k/ cat!”

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B-Word Action Game

Call out or show pictures that starts with b and have students do a related motion:

“Bounce like a ball” – jump up and down

“Fly like a bee” – flap arms

“Roar like a bear” – growl gently

“Hold a baby” – rock an imaginary baby

Emphasize the /b/ sound in each word. Teacher to model first then get students to try when you flash each picture.

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1. Give each student a worksheet with bread outline, paint brush (as the butter) knife and pretend to spread jam: “j-j-jam.” over the 'bread'
2. Teach /j/ with the help of video to see how to produce the sound and model after
3. Play movement game: Jumping J --> students jump when hearing /j/ words.
4. Sky-write “j” with a jump.

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1. Introduce letter W by waving my hands and say “w-w-wave!”
2. Teach /w/ --> round lips, blow air softly.
3. Play a game called Wiggle for W --> students wiggle whenever they hear a /w/ word (wave, wet, win, wall, worm, water). If it’s not a /w/ word, they freeze.
4. Chant: “/w/ is for wave, wet, wall, worm, water!" while flashing picture of corresponding words

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Prepare a story with words starting with letter 'q'

E.g.: One day, a queen went for a walk.
She saw a little duck. The duck said, ‘quack, quack!’
The queen laughed. She said, ‘What a funny quack!’
Then the duck ran quick to the queen.
The queen gave the duck a soft quilt to rest on.
They both said, ‘We love qu words — queen, quack, quick, quilt!’

Make it engaging and interactive by providing props and incorporating actions - crown to pretend to be a queen, quilt to hold, run quick (on the spot), waddle like a duck.

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1. Introduce by pretend to eat popcorn and say “p-p-pop!”
2. Teach the /p/ sound --> lips closed, burst of air (students hold hand in front of mouth to feel the puff).
3. Play a movement game: “Pop Like Popcorn” --> students jump like popcorn kernels when they hear /p/ words.

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1. Knock on a door/ desk and ask: “What sound do we hear at the start of ‘door’/ 'desk'?”
2. Then, teach the /d/ sound using visuals.

3. Knock on the desk once each time I say /d/ to get them to remember.
4. Play the game “Doggy Says” (like Simon Says). Students will only follow if the instruction starts with /d/ (e.g., “Doggy says dance!”).

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Y says 3 sounds!

Pre-requisite:

- Long vowel sounds

- Short and long words

1. Recap y says /y/ in yo-yo

2. Introduce letter y as a part-time vowel (Being a consonant is his full time job, but sometimes, he works part-time too!)

3. Explain the 2 vowel sounds it makes and how to differentiate it.

y says /i/ in cry (end of a short word)

y says /e/ in baby (end of a long word)

4. Keyphrase to remember all 3 sounds that y makes:

"cry baby of the year"

3. Before reading the words in the worksheet, highlight the letter y and write the sound it makes above it using the rules to differentiate it, so that it will help them to recall the correct sound when reading.

4. Provide some words for them to practice reading and reinforce the concept taught.

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Letter y (consonant sound)

1. Before the lesson, I brought some yo-yo's for my students, and we played for about 5 mins. Next, I asked them, what is the first sound in the word 'yo-yo'(don't say the word out, but just point to the yo-yo). Then, I formally introduced the letter sound.

2. I got them to sky write the letter y while saying this;

''y says /y/ in yoyo" (yo-yo will be the keyword for them to remember)

3. Worksheet will be given for them to practice reading and remember the sound that the letter y makes.

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Introduce the /d/ sound to students and have them repeat the sound. Give a few examples of words starting with the /d/ sound. Ask the students if they can think of anymore words starting with /d/. Have the students draw out something they like that starts with the /d/ sound.

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Introduce the /j/ sounds and have the students repeat the sound after you. Say a few words and ask students if the words start with a /j/ sound.

Hand out an activity sheet for students to color the pictures that starts with the /j/ sound.

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Introduce the /p/ sound to the students and have them repeat the sound after you.

Play 'Guess the animal' game you will say the name of animal starting with 'p' to one student (e.g. Penguin, peacock, panda). The chosen student will then have to act out the animal to his/her classmates to guess. Remind the students guessing that all the animals will start with the /p/ sound. Once the animal has been guessed correctly, the student can choose another student to act out the next animal.

After the game, repeat the animals while emphasizing the /p/ sound with the students.

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Introduce the short /u/ sound. Get the students to repeat the sound after you three times. Play a game called "/u/ /u/ up!" where the students would have to stand up when they hear the /u/ sound at the start of a word and remain seated if they don't hear the /u/ sound. After the game, repeating the words starting with 'u' used in the game with emphasis on the /u/ sound together with the students.

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Say a few words ending with the /x/ sound ('ks') and ask students about the last sound that they hear.

Introduce the /x/ sound and explain that the /x/ sound is made by joining /k/ and /s/ together.

Get the students to show one index finger while saying the /k/ sound and cross their other index finger on top while saying the /s/ sound to form the /x/ sound and the letter 'x'. Challenge the students to repeat the gestures and produce the /x/ sound as quickly as they can, three times.

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I play the Alphabet game. Decide on theme eg, Animals.

1. When I say "start" - Say the alphabet in your mind " A,B,C,D,..."

2. when I say " stop" - say the letter you stopped at eg. F, and say out the sound of F.

3. Say the an animal which starts with the letter F.

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This is not just n, this is a....

students will draw something that has the /n/ sound using the letter n given