We are all very excited about this program. It is so hands on and fun!!!! Wooow wonderful blog about to teach how to read using phonograms. I am new to teach readng for my kid and this blog is crisp and easily understandable nd easily can be implemented through okay in the way kids can understand. Thank you so much. How can I contact you? Yes, please contact us, Rosella. Our email is support allaboutlearningpress. Would you just recommend a ton of repetition with different games?
Or is there anything else we should be doing? I do have a couple of recommendations. First, you are probably already doing this, but just to be sure, review the phonogram sounds daily, 5 days a week. Students that struggle with memory need frequent reviewing to keep knowledge in their memories. You can use the games here, review with the phonogram cards, and also review using the letter tiles. Keep reviewing even after he seems to get it down until at least a full week passes, and he still knows them after a Monday.
Then, any time he hesitates or is unsure about a phonogram while sounding out a word, put the phonogram back into daily review for at least another week.
Second, only work on three or four new phonograms at a time. Do not move past lesson 1 until he has those four phonograms down well. Our Pre-reading level works on letter sounds, so going over three or four per lesson in All About Reading level 1 is typically review for students. If you find your child finds it difficult to master four letter sounds per lesson, you may need to stop All About Reading level 1 until he learns the first sound of each letter.
Thank you for these amazing phonogram games! I have found so many lessons to reinforce with these. Thank you for this! We are just starting out with phonograms and this will help her a lot in learning. Good day. There is no gh in this set. Is there a reaon for this? I see someone else also asked about missing phonograms. I saw your response, but we teach the -gh sound in grade 3. There are very few words that use GH other than those four phonograms.
The hard g sound occurs at the beginning of a syllable in only a few words. Here is the complete list: ghost, spaghetti, burgh, sorghum, ghetto, ghastly, gherkin, ghoul.
It is sometimes best to teach such singular incidences of phonogram sounds as rule-breakers rather than another phonogram to be learned and very rarely used.
I hope this explains the lack of GH in this blog post. Please let me know if you have further questions. Let me know if you are looking for something specific or have questions. This sounds amazing!! Over a kids life time how many of the programs would have to be purchased?
It seems like not all the phonics sounds are included in all packages is that correct? Christina, For the All About Reading program, there is a Pre-reading level to work on the Reading Readiness Skills and then levels 1 through 4 to take students from just beginning to sound out words to having the phonics and word attack skills necessary to sound out high school level words though younger students may not know the meaning of all higher-level words yet.
Word attack skills include things like dividing words into syllables, making analogies to other words, sounding out the word with the accent on different word parts, recognizing affixes, etc. The 72 basic phonograms and then a few advanced phonograms are taught over the course of All About Reading levels 1 through 4.
Great for reading fluency, but only up to a certain level! I plan on doubling down on phonograms over the next few months in our reading practice. The games will be great! As a kinder teacher these cards were so helpful in teaching phonograms! My daughter has gained so much confidence in reading just because she is learning her phonograms! It makes me so happy! Glad to hear that All About Reading is working out so well for you.
My 10yr old has difficulty remembering the many sounds of some of the phonograms. These games are cute but look too be for the younger students. Any suggestions on how to reinforce for older students? I understand, Amber. However, here are additional review ideas that may appeal to older students:. Each includes blank pieces that you can write phonograms on. Yell out one letter for every jump, bounce, or toss! Marie has lots of great ideas in this article.
Things like writing on a whiteboard, using a dry or wet erase marker on a window or mirror, writing with gel pens on black paper, going outside with sidewalk chalk, creating a cool, special spelling notebook with artwork and stickers can also make spelling more fun.
Each player reviews a Phonogram C before taking his or her turn. If you have a Trivial Pursuit game, you can substitute the various spelling cards red, blue, yellow, green for the types of categories in the game. Mix up all your Phonogram Cards and scatter them face down in a pile on the table.
Players take turns selecting and answering cards from the pile. If a player answers the phonogram correctly, he keeps the card.
If he misses a card, put it back in the pile. If a player picks up a BOOM card, he has to return all his cards to the pile. Play continues until all the cards have been collected. Practice phonograms with the snowball game, or use nerf darts instead.
Whichever card they hit, they have to answer. Our most popular consonant digraphs in English involve the letter h: ch, ph, sh , and th. Other digraphs have silent letters, for example, kn, wr, and ck. Phonics involves matching the sounds of spoken English with individual letters or groups of letters. For example, the sound k can be spelled as c, k, ck or ch. Teaching children to blend the sounds of letters together helps them decode unfamiliar or unknown words by sounding them out.
A digraph is two vowels beside each other forming one sound - for example: ai, ea, oa. A diphthong is two vowels beside each other forming two sounds - for example: ey as in they; oy as in toy.
Digraphs are two letters that make just one sound. Blends , on the other hand, are two or more consonants that BLEND together but each sound can still be heard. A phoneme is a distinct, single sound that is used in the speech of a particular language. A phonogram is a visual symbol used to represent a speech sound in writing: t, m, oi, ch, igh, etc.
Phonograms are also referred to as graphemes. They may contain only one letter or more than one letter. A grapheme is a letter or a number of letters that represent a sound phoneme in a word.
Here is an example of a 1 letter grapheme : c a t. Here is an example of a 2 letter grapheme : l ea f. A diagraph is a pair of letters that make one sound, but a blend is a pair or group of letters that work together using each of their individual sounds. Children learning to read will benefit from seeing diagraphs and blends and practicing their sounds apart from the words that use them.
The six long vowel sounds in English are a, e, i, o, u, and oo. Learning the letter sounds : Children are taught 42 letter sounds , which is a mix of alphabet sounds 1 sound — 1 letter and digraphs 1 sound — 2 letters such as sh, th, ai and ue. These are the languages that have the most sounds. Why all of this frontloading? In what other subject would we frontload skills and knowledge and then ask the beginner to navigate his way through a surplus of information in order to select and use what he needs?
Do we teach algebra this way? All good teaching involves incremental lessons—small steps that give bite-size skills. This frontloading is the fundamental flaw of WRTR. It is an egregious error. Let me illustrate the process of reading for the WRTR child when he sees the word cat , a word not found among the first words in his spelling notebook. The WRTR child must analyze cat , using three sounds of the phonogram a , and two sounds of the phonogram c , and whatever spelling rules he has learned that may apply to this word.
I have personally seen WRTR students struggle to read many words as simple as cat , while at the same time capable of rattling off a bewildering array of rules and phonograms and sounds.
Incredibly, Mrs. By contrast, how does the traditional phonics student learn to read the word cat? Since he has only learned one sound for each letter, the only skill required of him is to remember those sounds and practice blending them together. Learning this one basic pattern, which applies to words with initial and final consonant blends and many multi-syllable words, enables the child to read thousands of new words.
Traditional phonics is incremental; each new skill is taught after the previous one has been thoroughly practiced. For instance, after the short vowels, the student learns the long vowel sounds and silent e rule.
Next he may practice consonant blends, and then learn some of the long vowel teams, such as ai, oa, ay , one or two at a time, all of which he practices not in isolation but in word families. No frontloading, just step-by-step learning. Spalding is rigorous phonics, but it is not systematic phonics. WRTR teaches 54 phonograms all at once.
This is definitely rigorous, but it is not orderly. Order implies a hierarchy, categories, a selection, a plan. Drinking from a fire hose is not a plan. Learning 54 phonograms in isolation is overwhelming and lacking in structure, but Mrs.
Spalding then compounds her error by teaching students to apply the phonograms in a completely random order, the order found in the most common and irregular words in the English language. Traditional phonics teaches phonograms in a logical order, beginning with one sound for each letter and proceeding from the most common and most regular patterns to those that are less common and less regular, each pattern applied immediately in word families.
This order has been worked out over time by teachers and linguists, and though it may vary in some details, it is a thing of beauty. This order is completely obscured in WRTR. I cannot see how either the teacher or student could develop any understanding of the underlying order of the English language or how to teach it—from WRTR.
Spalding has no relation to traditional or classical phonics. Spalding is rigorous phonics, but it is not systematic phonics; it is not incremental phonics, and it is not common-sense phonics. The task of remembering the 70 phonograms, many with multiple and overlapping sounds, taught in isolation with no aid to memory provided by actual words, pictures, or word families, and concurrently remembering 29 awkwardly worded and abstract spelling rules as a basis for reading is a remarkably obtuse and unnatural method—it is easy to mistake this confusion with complexity.
There have been many who have worked hard to rewrite WRTR, to make it more user-friendly and provide the details and materials needed to implement it; they are to be commended. From what I have seen, most of them have improved WRTR and corrected some of its most egregious faults. But it is time to recognize that WRTR is fundamentally flawed and reject it as unsound, putting our efforts instead into developing sound phonics and reading programs based on traditional methods that work.
I would also submit that its use by the classical education movement is unfortunate and undermines the credibility of our movement. I think there are two reasons. With its 70 phonograms, 29 spelling rules, and marking system, WRTR appears to be comprehensive and rigorous.
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