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levelRichmondPPHONICSBookletGENERICOLevel01_cambios.indd1HONICSBookletGENERICOLevel01_cambios.indd122/9/156:01PM/9/156:01PM ContentsunitunitIntroduction33Beginningsound:h165Beginningsound:d26Beginningsound:l17Beginningsound:j27unit1Beginningsound:s6Beginningsound:e18Beginningsound:w28Beginningsound:c7Beginningsound:f19Beginningsound:b29Beginningsound:t8Review:h,l,e,f20Review:d,j,w,b30Beginningsound:p9unitunitReview:s,c,t,p104Beginningsound:g216Beginningsound:y31Beginningsound:o22Beginningsound:v32unit2Beginningsound:a11Beginningsound:u23Beginningsound:z33Beginningsound:n12Beginningsound:r24Beginningsound:q34Beginningsound:i13Review:g,o,u,r25Review:y,v,z,q35Beginningsound:m14Review:a,n,i,m15GeneralReview36PPHONICSBookletGENERICOLevel01_cambios.indd2HONICSBookletGENERICOLevel01_cambios.indd222/9/156:01PM/9/156:01PM IntroductionPhilosophyandMethodologyPhonicsTeachingSummaryMyFirstLettersandSoundsserieshasbeendevisedYoungchildrenthatarebeginningtolearnEnglishMyFirstLettersandSoundsseriesincludesthewiththeyounglearnerinmind.Attheearlystagesinneedlotsofvisualstimuliandactivitiesthatkeepthemphonemes(lettersounds)thatoccurmostfrequentlytheirdevelopment,childrenneedhelpdiscriminatingfocusedandactive.ThephonicsactivitiesinMyFirstinEnglishwords.ThephonemesaretaughtinthemostsoundssothattheyarereadytoidentifythedifferencesLettersandSoundsaremulti-sensoryandencourageusefulorderforyounglearners.betweenthevariouslettersoundsinEnglish.Childrenchildrentousetheirvisualskills(lookingatobjectsneedtoplaygamesguessingdifferentsounds;forandletters),theirhearing/auralskills(makingsound-Inlevela,studentsaretaughtthephonemesthroughexample,hearingsoundswithmusicalinstrumentssymbolassociationsandnoticingthesometimesverygamesandsimpleactivities.Inlevelb,studentslearnorsoundsintheenvironmentsuchasbirds,cars,thesubtledifferences),theiroralskills(sayingthenameoftodiscriminatebetweendifferentsounds.Inlevelc,wind,anddifferentvoices.Theyneedtodistinguishlettersandobjects),andtheirsenseoftouch/kinestheticstudentsblendwordsforreadingandsegmentthembetweensoftandloudsoundsandbetweensoundsskills(tracingpatterns).TheactivitiesinMyFirstforwriting.fromdifferentdirections.TheyshouldalsobeabletoLettersandSoundskeepchildrenmovingandhelpnoticedifferencesbetweenshapesandpatternssothatthemlearnphonicsinanactiveway.theirvisualdiscriminationisdevelopedtoenablethemItisimportantthat,wheneverpossible,thelettertorecognizelettershapes.ChildrenneedtolookatTherearethreestepsforteachingalettersound:soundsareputintothecontextofreadingandsimilaritiesanddifferencesbetweenseveralimagesin1.Demonstrateormodelthelettersoundtothewriting.Sowhensharingbooksorwhenmodelingpreparationforthis.Itisvitalthatchildrenhavetheseclass;forexample,byusingapuppet.writingforthestudents,thelettersoundbeingexperiencesalongsidetheirphoniclearning.2.Havechildrenfindanobjectoraletter.learnedthatweekshouldbepointedoutto3.Havechildrendemonstratetheirunderstandingthem.Whentherearemeaningfulsignsinthebymovingfromtheirplacesinordertoanswerenvironment,suchasthenameoftheschooloraquestion;forexample,bysittinginachairwithachild,thelettersoundbeingstudiedshouldbethelettersonitiftheyareholdingapictureofasnake.broughttothestudents’attention.3PPHONICSBookletGENERICOLevel01_cambios.indd3HONICSBookletGENERICOLevel01_cambios.indd322/9/156:01PM/9/156:01PM ThePhonicsCourseMyFirstLettersandSounds,levela,isdividedinto1.Passthe...2.FindtheObjectsixunits.EachsoundisworkedthroughthefollowingHavestudentssitinacircle.IntroducethelettersoundHavestudentssitinacircle.Introducethelettersoundstages:byshowingstudentsthecorrespondinglettersoundbyshowingstudentsthecorrespondinglettercard.•IntroductionofLetterSoundcard.ThenmakethesoundoftheletterandsaytheMakethesoundoftheletterandsaythename.Next,•BookletWorklettername.Next,introducefiveorsixobjectsthatintroducefiveorsixobjectsthatbeginwiththesound•ReviewGamesbeginwiththesoundofthatletter.Ifthereisastudentofthatletter.Chooseastudenttohidetheobjectswhile•ExtensionActivityintheclasswhosenamebeginswiththesoundofthattheclassclosestheireyes.Haveotherstudentsfindtheletter,includehisorherphoto.Nameeachobjectandobjectsandnamethembeforeputtingthemonashelfplaceitinthecenterofthecircle.Havestudentsrepeatortable.IntroductionofLetterSoundthenamesoftheobjects.Passaball,beanbag,orteddy1.Introducetheletterandthelettersoundusingbeararoundthecircle.Aseachstudentholdstheitem,3.FindtheLettertheClassCD.heorshesaysthenameofanobjectthatbeginswithHavestudentssitinacircle.Introducethelettersound2.Modelhowtosaythesound.thelettersound.Itcanbeanobjectinthemiddleofbyshowingstudentsthecorrespondinglettercard.3.Havechildrenrepeatthesound.thecircleoronethatthestudentthinksof;forexample,Makethesoundoftheletterandsaythename.Writeheorshemaysaysockbecausethereisasockinthetheletterontheboard.InvitestudentstodrawitinHerearesomegamesthatcanbeadaptedtoplaywhencircle,orheorshemaysaysand,althoughitisnotintheairwiththeirfingersoronthebackofoneoftheireachnewsoundisintroduced.thecircle.friends.Chooseastudenttohidesomelettercardsaroundtheroomwhiletherestoftheclassclosestheireyes.InvitePreparationstudentstofindthelettercards.Wheneverastudent•LetterCards:Cutout20x20cmconstructionfindsaletter,havehimorhersaythesound,thenamepapersquares.Writeoneofthefollowingoftheletter,orboth.lettersoneachlettercard:s,c,t,p,a,n,i,m,h,l,e,f,g,o,u,r,d,j,w,b,y,v,z,q.•Realia:Encouragestudentstobringinobjectsthatbeginwiththetargetletterfortheweek.Assignatableintheclassroomtodisplaytheitems.4PPHONICSBookletGENERICOLevel01_cambios.indd4HONICSBookletGENERICOLevel01_cambios.indd422/9/156:01PM/9/156:01PM BookletWork1.PasstheLetter2.JumptheLineEachunitisfivepageslong:fourpresentation-and-MakefivecopiesofthelettersoundsthathavebeenMakefivecopiesofthelettersoundsthathavebeenpracticepagesandareviewpage.Oneachpage,thestudied(seeIntroductionofLetterSound.)Havestudied(seeIntroductionofLetterSound.)Giveeachvocabularyishighlightedandtheteacher’snotesgivestudentssitinacircle.Giveeachstudentalettercard.studentalettercard.Invitestudentstostandinalineclearexplanationonhowtoworkthroughtheactivities.Playsomemusic.Havestudentspassthecardsaround,behindaskippingropeoralinedrawnwithchalk.Sayandthenstopthemusic.Next,sayStandupalltheJumpthelineifyouareholdings.Makethesoundandchildrenholdings.Makethesoundandsaythenameofsaythenameoftheletter.InvitethestudentsholdingReviewGamestheletter.Invitestudentswhohavethecorrespondingthatlettersoundtojumpovertheline.Thegameslistedbelowreinforcethetargetlettersandlettercardtostandup.Continuethegameuntilallthereviewthelettersoundspreviouslypresented.soundshavebeennamed.ExtensionActivityHavestudentsfoldapieceofpaperinhalfanddrawtwoitemsthatbeginwiththesoundforthatweek.5PPHONICSBookletGENERICOLevel01_cambios.indd5HONICSBookletGENERICOLevel01_cambios.indd522/9/156:01PM/9/156:01PM Traceandsay.1–3unit1ssssctspsVocabulary:snake,scissors,schoolstudentsrepeattheword.ThenhavethemtraceoverthehandwritingpatternsIntroducetheletters.(SeeIntroductionofLetterSound.)Havestudentspointtothewiththeirfingers.Next,playTrack3,andrepeatthewordstonametheobjects.sinthefirstbox.PlayTrack1andhavestudentslistentothesoundandrepeatit.Invitestudentstorepeatthewordsandtraceoverthepatternswithcrayons.HaveThenhavethempointtothepictureinthebox.PlayTrack2andsays-snake.Havestudentscirclethessatthebottomofthepage.6Week1PPHONICSBookletGENERICOLevel01_cambios.indd6HONICSBookletGENERICOLevel01_cambios.indd622/9/156:01PM/9/156:01PM Traceandsay.4–6cccsctcpcVocabulary:crayon,cat,coatstudentsrepeattheword.ThenhavestudentstraceoverthehandwritingpatternsIntroducetheletterc.(SeeIntroductionofLetterSound.)Havestudentspointtothewiththeirfingers.Next,playTrack6,andrepeatthewordstonametheobjects.cinthefirstbox.PlayTrack4andhavestudentslistentothesoundandrepeatit.Invitestudentstorepeatthewordsandtraceoverthepatternswithcrayons.HaveThenhavethempointtothepictureinthebox.PlayTrack5andsayc-crayon.Havestudentscirclethecsatthebottomofthepage.Week27PPHONICSBookletGENERICOLevel01_cambios.indd7HONICSBookletGENERICOLevel01_cambios.indd722/9/156:01PM/9/156:01PM Traceandsay.7–9tttstptctpVocabulary:table,teacher,trainrepeattheword.ThenhavestudentstraceoverthehandwritingpatternswiththeirIntroducethelettert.(SeeIntroductionofLetterSound.)Havestudentspointtothetfingers.Next,playTrack9,andrepeatthewordstonametheobjects.Invitestudentsinthefirstbox.PlayTrack7andhavestudentslistentothesoundandrepeatit.Thentorepeatthewordsandtraceoverthepatternswithcrayons.Havestudentscirclehavethempointtothepictureinthebox.PlayTrack8andsayt-table.Havestudentsthetsatthebottomofthepage.8Week3PPHONICSBookletGENERICOLevel01_cambios.indd8HONICSBookletGENERICOLevel01_cambios.indd822/9/156:01PM/9/156:01PM Traceandsay.10–12pppptpscpVocabulary:pencil,paint,paintbrushstudentsrepeattheword.ThenhavestudentstraceoverthehandwritingpatternsIntroducetheletterp.(SeeIntroductionofLetterSound.)Havestudentspointtothewiththeirfingers.Next,playTrack12andrepeatthewordstonametheobjects.pinthefirstbox.PlayTrack10andhavestudentslistentothesoundandrepeatit.Invitestudentstorepeatthewordsandtraceoverthepatternswithcrayons.HaveThenhavethempointtothepictureinthebox.PlayTrack11andsayp-pencil.Havestudentscirclethepsatthebottomofthepage.Week49PPHONICSBookletGENERICOLevel01_cambios.indd9HONICSBookletGENERICOLevel01_cambios.indd922/9/156:01PM/9/156:01PM Sayandtrace.sctpVocabulary:scissors,school,crayon,cat,table,teacher,pencil,paintbrushmakethesoundoftheletter.ThenhavethemtraceoverthedottedlineswiththeirPlayFindtheLetterusingtheletterss,c,t,p.Whenthelettershavebeenfound,sayfingersandsaythenamesoftheobjectsthatstartwiths.Finally,invitestudentstothenameoftheletterandmakethesound.Next,pointtothesandhavestudentstraceoverthelineswithcrayons.Repeattheprocedurewiththeotherletters.10Week5ReviewPPHONICSBookletGENERICOLevel01_cambios.indd10HONICSBookletGENERICOLevel01_cambios.indd1022/9/156:01PM/9/156:01PM