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This set of Jolly Phonics beginner books offers the child the opportunity to learn how to read independently. It is important for a child to attempt to read so that they will be able to practise blending the words on their own, utilize the phonics skills that has been taught and build their confidence in reading independently. According to Sulzby & Teale (1991), children form concepts about literacy by interacting with print during their own early attempts at reading and writing (Sulzby & Teale, 1991 as cited in Tankersley 2003).

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Print, laminate and cut out picture cards. Children take turns to take the top card, say the word and decide how many syllables by clapping out the beats with the child.

This game offers the child to learn syllables through beat gestures. Syllables is dividing words into distinct parts.  Learning syllables is important as it helps speed the process of reading and can help students read words more fluently and accurately by being aware of the number of beats in the word. According to Evans & Rubin (1979), beat gestures are an effective way of helping children remember letter sounds as it uses hand movements while producing letter sounds. This action provides intellectual support for the child’s literacy capability (Evans & Rubin, 1979, as cited in Bosiwah & Bronteng, 2015).

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This resource offers the child the opportunity to develop language skills by interacting through a print-rich environment at home or in school. A print rich environment is important as it helps to foster the skills that are required for reading. Having literacy rich environment is important as it supports and encourages children to learn language. (The Access Centre, 2007).

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This rhyming bingo game offers the child the opportunity to learn phonological awareness. Phonological awareness is important as through phonological awareness, children will learn

to associate sounds with symbols and create links to word recognition and decoding skills necessary for reading. According to Yopp (1992), phonological awareness is the ability to hear and manipulate the sounds in spoken words and the understanding that spoken words and syllables are made up of sequences of speech sounds. (pg 696)

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This resource offers the child the opportunity to learn how to identify and recognize the letter names of the alphabets. It is important for the child to recognize the letter names of the alphabets before they attempt to learn how to read. According to Jalongo (2014), children use individual letters to identify words (pg. 225).

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This resource offers the child to opportunity to learn blending of sounds. Blending is combining sounds to form words, such as blending ‘s’, ‘a’ and ‘t’ to pronounce ‘sat’. Blending is an important skill for children to learn as they will use blending to sound out a new word before reading out the whole word. According to Yopp (1988), the two most important skills for building solid phonemic awareness are the ability to segment words into their phonemic parts and to blend the parts into words (Yopp, 1988 as cited in Tankersley,2003)

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Drive-Thru Blending in Kindergarten: Practicing Early Decoding Skills

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Recognizing upper and lowercase letters of the alphabets

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Recognizing upper and lowercase letters of the alphabets

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In this activity, children will be able to recognize upper and lowercase letters of the alphabets by matching the wooden pegs labelled with uppercase and lowercase letters to the exact same uppercase and lowercase letter of the word on the laminated picture card. This will draw attention to relationships between words and pictures.

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Segmentation Cheer

Listen to my cheer.
Then shout the sounds you hear.
Sun! Sun! Sun!
Let's take apart the word sun.
Give me the beginning sound. (Children respond with /s/.)
Give me the middle sound. (Children respond with /u/.)
Give me the ending sound. (Children respond with /n/.)
That's right!
/s/ /u/ /n/-Sun! Sun! Sun!

Each time you say the cheer, change the words in the third line. Have children segment the word sound by sound. Begin with words that have three phonemes, such as ten, rat, cat, dog, soap, read, and fish.

This resource offers the child the opportunity to learn segmenting. Segmenting is separating words into individual sounds such as sat consists of ‘s’ ‘a’ and ‘t’. Segmenting is important in developing reading skills as children will be able to separate and break down the word into its component sounds. According to Gillet and Temple (1990), knowledge of segmenting words is a predictor of success in reading (Gillet & Temple, 1990 as cited in Tankersley, 2000).

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This phonics video offers the opportunity for the child to learn letter sounds. Knowledge in letter sounds is important for a child to know to learn how to read. According to Ministry of Education NEL’s Educator’s Guide, the ability of identifying individual sounds in letters are required as part of understanding language, before learning how to read (MOE, 2013, p. 10).

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This resource offers the child the opportunity to learn beginning sound awareness. It is important as it is the first stage of becoming aware of all the sounds in words. Beginning sound awareness skill can help children learn how to identify the beginning sounds in words and identify words that begin the same way. According to Mayer (2008),  a child’s reading development involves cognitive processes such as awareness of word sounds and sounding out prints found in their environment (Mayer, 2008 as cited in Santrock 2014).

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This resource offers the child the opportunity to learn letter sound awareness. According to Mayer (2008),  a child’s reading development involves cognitive processes such as awareness of letter sounds and sounding out prints found in their environment (Mayer, 2008 as cited in Santrock 2014).

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This resource offers the child the opportunity to learn letter sound awareness. According to Mayer (2008),  a child’s reading development involves cognitive processes such as awareness of word sounds and sounding out prints found in their environment (Mayer, 2008 as cited in Santrock 2014).

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This resource offers the child to learn how to identify sight words whereby they will read accordingly after a literacy lesson. The sight words should be depended via a book that they have read in order for them to be more familiar in reading the particular book in the next lesson.

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This resource offers the child to learn how to identify and recognize the letter names of the alphabets. It is important for the child to recognize the letter names of the alphabets before they attempt to learn how to read. According to Jalongo (2014), children use individual letters to identify words (pg. 225).

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This resource offers the facilitator/ parent/ teacher to teach the child the opportunity to learn segmenting and blending letters. According to Gillet and Temple (1990), knowledge of segmenting words is a predictor of success in reading (Gillet & Temple, 1990 as cited in Tankersley, 2000).

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CVC Words | Letter a | Consonant Vowel Consonant | Phonics Song | Jack Hartmann

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This resource allows the child to blend words accordingly as they read. Moreover, as they read, most of the sentences are consitent and would only consist  a word for them to blen while the rest are sight words which would allow the to identify words. According to Jalongo (2014), children use individual letters to identify words (pg. 225).

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This resource offers the child to learn how to identify and recognize the letter names of the alphabets. It is important for the child to recognize the letter names of the alphabets before they attempt to learn how to read. According to Jalongo (2014), children use individual letters to identify words (pg. 225).

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This resource offers the child the opportunity to learn segmenting. According to Gillet and Temple (1990), knowledge of segmenting words is a predictor of success in reading (Gillet & Temple, 1990 as cited in Tankersley, 2000).

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This resource offers the child to learn how to identify sight words whereby they will play snap as the facilitator calls out for the word and they would have to snap to the correct word.

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This resource offers the child the opportunity to learn words with different beginning letters. According to Gillet and Temple (1990), knowledge of segmenting words is a predictor of success in reading (Gillet & Temple, 1990 as cited in Tankersley, 2000).