Phonics – CVC Words!

Phonics – CVC Words!

Teaching Phonics with Pocket CVC Words (Consonant ,Vowel, Consonant)

This is one of our most popular products that I do not think I have mentioned before. Phonics of course are back in fashion, and most of us know that they never went away, but the government spent millions researching and finding what all experienced teachers have always known.

Phonics work! They are necessary for the teaching of reading BUT the ‘whole word approach’ and ‘real books’ are also needed for a balanced way to teach reading. Of course, some children and adults learn using different approaches, for example ‘auditory’ versus ‘visual’.

Phonics - CVC Words

Phonics - CVC Words

 

Our Pocket CVC Words use both approaches. There are 32 hand painted images with corresponding words displayed below each image. The background of each image is colour coded to the medial vowel sounds, so ‘i’ is pink, ‘o’ is yellow etc. The medial vowel of each word is also displayed in this colour.

 

The cards are scored so that they can be folded back with ease. Each letter of the word can also be displayed separately, as the cards are slit so that each letter will fold back independently. Thus questions can be posed such as, ‘What does the word ‘pig’ end in?’ Which sound will we find in the middle of ‘sun’ etc.

Being able to de-code ‘CVC’ words at speed is essential, and once children have this skill, they are able to move on to further, more complicated decoding exercises.

Phonics - CVC Words with Bonds & Ballons

Phonics - CVC Words with Balloons, plus Number Bonds to 10 and 20 on the reverse.

 

Our Bonds & Balloons show a clown holding colour coded balloons with CVC words on each. ‘Speed Read’ these  CVC words and see how fast your child can decode.

 

 

Vowels

Vowels are incredibly difficult for some children to get to grips with, especially with children whose first language is not English. The ‘i’ and ‘u’ are often confused and renamed ‘y’. Similarly the ‘i’ and ‘e’ leads to difficulty in differentiation.

A Kinaeshethic Approach

One simple and very effective way is to focus on MOUTH POSITION and a kinaeshethic approach where children ‘do’ something and have direction for helping to identify and remember the sound.

  • Thus ‘a’ is picking up an apple, polishing it on their clothes ready to eat, and say, a, a, a, and pretend to bite the apple.
  • For ‘e’ you draw a large ‘e’ and draw teeth on the inside of the ‘e’ and talk about showing your teeth to the dentist and everybody goes e, e, e, e.
  • For ‘i’ all the children stand up as if having their photograph taken and everybody goes i, i, i with a big smile on their face – so that the mouth is in the correct position.  Drawing the ‘i’ with a smile on the dot reinforces this.
  • Making an ‘o,’ sound they are able to go o, o, o,  and pop their cheek with their finger JUST ONCE. (Of course they will do it lots more.)
  • Lastly, ‘u’, ‘u’, ‘u’ and look miserable as they have an ‘u’ feeling, upset tummy, etc. and may need a bucket – the ‘u shape is drawn like a bucket, in case they are going to be sick.

Repeat these sounds and mouth positions a few time, and roll them into a chant:

  • a, e i, o u, and keep repeating this as you children follow you in ‘conga’ line out to play.
  • They love it and will remember vowels and have the correct mouth position after one lesson.

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