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DPChallenge Forums >> General Discussion >> Phonics (project to teach reading) Help Needed.
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AuthorThread
 02/16/2007 03:29:58 AM · #1
I have an idea to teach my son reading skills using the phonics system but to create photographs with all of the different sounds or groups in the alphabet.
Thats a lot of photography for one person and I have to admit I think too big with other ideas of turning the photos into slide show/videos and offering them to other children beginning to read especially for those with autism, developmental delays, or slow starters.
This would kind of be like how jmsetzler and others that participated created the alphabet posters. (Kind of, or model after)
Anyways I was hoping to be able to find others that would like to help, maybe even take charge because I am no good at delegating, planning things, nor carrying them through unless its a short task of a assignment.
Now I believe to do this right, this project is
in need of volunteers to take images,
someone to put them together in a slide show possibly poster or other,
a place to upload slide shows or video (that should be easy)
and someone to keep things organized, voice narrators, titles or labeling ......
(Probably lots more for this I am only trying to figure some of this to see if I even can come up with a start..)
I believe wikipedia is a good start but the idea mapped out is here at [url=//www.phonicsontheweb.com/theory.php ]phonics on the web[/url] and is perfect for a guide.

Letter Sounds
Consonants
Short Vowels
Long Vowels
Vowel Combinations
Digraphs
Blends
Diphthongs
Complex Vowel Sounds
R-Controlled Vowels
Irregular Vowels
Forming Words
Prefixes and Suffixes
Compound Words
Syllable Rules
Accent Rules
Sight Words
Spelling With C and G
Y as a Consonant and a Vowel
Diacritical Mark

To begin with the letter sounds
example would be a group of images for each sounds there could be lots of images for Aa, apple, ant, bat, hat, ect..
Break it down into the groups of short and long vowels hat, cat, bat, or baby, plane, cake, ect..
This would be a long project I do realize that as well as so many are often very busy with other jobs as well as other commitments so that is why I am asking here if anyone is willing to offer any images that would relate already taking, or would take new images for anything related. This would be a great way to share or advertise your work to the public giving children another recourse to learn...(all work would be giving proper credits)
There doesn't have to be any major deadlines though the more participation there is as well as someone who could jump in and help keep this organized the sooner it would be done.
I hope I am not expecting to much as this does seem to be a very big project thats way over my head, I am open for suggestions or other ideas..

I don't want to sound as though I am begging so I will beg anyways, please will someone here like to help or take charge of this project? Perhaps I may just need help to guide me along to make sure I am getting things right in a correct order mapping out the rules of the phonics system breaking it down without leaving anything out, and perhaps to get things finished in a timely manner.
I am very willing to take photographs or add everything I have taking so far to this.. This may take me the rest of the week but
I am going to start on a better outline to break it down into the categories with a list for others to claim spots or post images beside.

With that said I will just leave this here for all to consider...

Here are some not so good images I have attempted in the past.
So really I am by far from perfect, therefore I believe anyone can do this regardless of skills or camera capabilities.





02/16/2007 07:00:35 AM · #2
WOW ... HUGE project ... HUGE! ... but I will keep watch and see where you might be lacking and help when I can ... It seems like a very honourable task.

My sister-in-law is studying to be a kindergarten teacher in University and I will ask if she has any suggestions for this project.

In the meantime ... I MAY look at a breakdown of all phonetics that you might need as I have been an avid student of English but I don't know if you are teaching British/Canadian spellings or American ... but I can do both. I just have to drop a "u" here and there. Please do not judge my knowledge of the English Language by my shortcut abbreviations or my typos when in a hurry that you may see around the forums. I would be super glad to help you but I really cannot commit and promise too much at this time. Even though I have been rather idle for the last month except for DPC, it looks like I am going to have a LOT more pokers in the fire next month. Let me know if I can do anything to help. I could donate a simple website of 10 meg or so if that would help and you could decide the name for it.

I dunno what else ... I will watch here and see if there is anything that I can do easily that others are not able or willing to do.

I will designate this thread as "Watched"

P.S. For now ... I will think about it a lot and when I am bored throw together some studio shots of common items of common phonemes.

Feel free to contact me at Greetmir@yahoo.com with any direct questions.

EDIT: OK ... I see you are in South Carolina. No problem ... I can do American spelling.

P.S. Hukd on Fonix wurkt fer MEI!

Message edited by author 2007-02-16 07:05:51.
 02/16/2007 02:18:24 PM · #3
Wanna partner? I'm at the same stage with my son. If the two of us worked together, we could probably come up with a fairly comprehensive set of pictures fairly quickly.
 02/16/2007 02:21:55 PM · #4
I'm working on letters sounds with both of my kids as well. It seems to me although it would be lots of work, it would be best for one person to do all the letters to keep consistantcy in lighting, exposure, color saturation., etc..I'd be willing to take all of them IF someone else was say printing them out.
 02/25/2007 05:39:06 AM · #5
Greetmir,Karmat, and jaded-youth, thank you so much for replying here with the willing to help. I apologise for taking awhile before getting back to this.
I have started on a list but I do believe this could be broken down some more. I may just have to much for description as well as I am a little overwhelmed. I do believe I am starting to get the hang of it though and I was thinking of breaking it down into a outline like in this example..

Example
Letters one picture for each ( some pictures can be used more than once) in a presentation include the captions for Capital and lower case letters. Also they can be split into the categories of consonants and vowels.

1.
2.
3.
through 26
3 pictures for each.
The sounds
B 1.
2.
3.
D 1.
2.
3.

This is the list I am using with the basic rules I have picked up from here if there are any suggestions to breaking it down I welcome them...
OK here goes, its a long one.
I look forward to accomplishing this as well as being able to share with everyone another recourse on the web for teaching phonics.

1 picture for each one.
The letters of the Alphabet are A, B, C, D, E, F, G, H, I, J, K, L, M, N, O, P, Q, R, S, T, U, V, W, X, Y, and Z
There are also lower case letters a, b, c, d, e, f, g, h, i, j, k, l, m, n, o, p, q, r, s, t, u, v, w, x, y, and z.
Two kinds of letters are consonants and vowels.
Consonants are b, c, d, f, g, h, j, k, l, m, n, p, q, r, s, t, v, w, x, y, and z.
The vowels are a, e, i, o, u, and sometimes y.
The sounds 3 pictures each
* /b/ sound as in bonfire, black, bathtub, and balcony
* /d/ sound as in dry, draw, design, and duet
* /f/ sound as in fossil, fail, frame, and fingerprint
* /g/ sound as in greeting, grill, goose, and grapefruit
* /h/ sound as in hail, hieroglyphics, hostage, and hit
* /j/ sound as in magician, syringe, jeep, and message
* /k/ sound as in key, knock, kangaroo, and kayak
* /l/ sound as in lizard, learn, lamp, and library
* /m/ sound as in mug, money, maze, and mechanical
* /n/ sound as in night, newspaper, nightmare, and noodle
* /p/ sound as in panda, pie, pen, and potato
* /r/ sound as in rose, restaurant, run, and reporter
* /s/ sound as in safe, sunset, sand, and seat
* /t/ sound as in tile, thermometer, tongue, and toy
* /v/ sound as in violin, volcano, vaccination, and vote
* /w/ sound as in waterfall, wagon, windmill, and watch
* /y/ sound as in yoke, yawn, yacht, and yoga
* /z/ sound as in zebra, zoo, and zipper

U rule Quick, quiet, suave, quaint. 3 pictures

Vowels 3 pictures each
* Long a (ā) sound as in ape, snail, ache, explain, and reindeer
* Long e (ē) sound as in eat, agony, needle, pianist, and electricity
* Long i (ī) sound as in eye, cry, tightrope, tile, and violin
* Long o (ō) sound as in oh, domino, ghost, pillow, and stethoscope
* Long u (ū) sound as in you, salute, toothbrush, goose, boot, and costume
* Short a (ă) sound as in at, taxi, anniversary, laboratory, and tackle
* Short e (ĕ) sound as in elm, elevator, jellyfish, pentagon, and dentist
* Short i (ĭ) sound as in it, gift, inflate, spinach, and cereal
* Short o (ŏ) sound as in hop, camouflage, garage, chop, father, paw, and binoculars
* Short u (ŭ) sound as in up, cut and subtract
* Schwa (ə) sound as in about, item, gallop, and circus.

1 picture for each rule, set of examples, consonants and vowels.
Y and W rule
Gym, Why, Paw, New, Grow

Consonants
* b makes the /b/ sound as in bat; also, when b follows m in the same syllable, it is silent as in lamb.
* c makes the /k/ sound as in cat and the /s/ sound as in cease—
Spelling With C

When c is followed by e, i or y, it says /s/ as in cent. Otherwise, it says /k/ as in cat.

* Examples of the /s/ sound: centre, ceiling, circle, and cycle.
* Examples of the /k/ sound: cottage, cave, cream, curious, and clever.

* d makes the /d/ sound as in dog.
* f makes the /f/ sound as in fat.
* g makes the /g/ sound as in get, and the /j/ sound as in gem
Spelling With G

When g is followed by i, e or y, it says /j/ as in gym. Otherwise, it says /g/ as in gold.

* Examples of the /j/ sound: gentle, giant, and gymnastic.
* Examples of the /g/ sound: gallon, gold, guide, glass, and grow.
* Exceptions: get, got, begin, girl, give, gear, geese, gift, girth, geyser, and giddy.

* h makes the /h/ sound as in hat; also, sometimes h is silent, as in honesty.
* j makes the /j/ sound as in jam.
* k makes the /k/ sound as in kite.
* l makes the /l/ sound as in lap, and the /lə/ sound as in glad and cycle.
* m makes the /m/ sound as in mad.
* n makes the /n/ sound as in nap.
* p makes the /p/ sound as in park.
* r makes the /r/ sound as in race. When r follows a vowel, it makes a special sound:
R-Controlled Vowels

When a vowel is followed by an r, it makes a special sound. These are called r-controlled vowels, or r-colored vowels. These phonemes are as follows:

* /ar/ sound as in car, guitar, Arthur
* /âr/ sound as in care, bear, mare, scare, aquarium
* /îr/ sound as in pier
* /ir/ sound as in turnip, spider, certificate, and beaver
* /or/ sound as in manor, observatory, author, brought, and orchard
* /er/ sound as in butter, cutter, and mother

Usually, /ar/ always sounds like the ar in car, and /or/ always sounds like the or in for. The ir, er, and ur, sound the same as in bird, her, and fur. These all make a /ər/ sound.

* s makes the /s/ sound as in sit, and the /z/ sound as in has.
* t makes the /t/ sound as in tap; also, sometimes t is silent, as in whistle.
* v makes the /v/ sound as in van.
* w makes the /w/ sound as in wet. w placed before a single vowel will usually modify its sound, as in wash.
* x makes the /ks/ sound as in box, the /gs/ sound as in exact, and the /z/ sound as in xylophone.
* y makes the /y/ sound as in yet. y can also act as a vowel.
* z makes the /z/ sound as in zip.
Plaque,

Short Vowels
* Short a (ă) sound as in at, taxi, anniversary, laboratory, and tackle
* Short e (ĕ) sound as in elm, elevator, jellyfish, pentagon, and dentist
* Short i (ĭ) sound as in it, gift, inflate, spinach, and cereal
* Short o (ŏ) sound as in hop, camouflage, garage, chop, father, paw, and binoculars
* Short u (ŭ) sound as in up, cut and subtract
Long Vowels
* Long a (ā) sound as in ape, snail, ache, explain, and reindeer
* Long e (ē) sound as in eat, agony, needle, pianist, and electricity
* Long i (ī) sound as in eye, cry, tightrope, tile, and violin
* Long o (ō) sound as in oh, domino, ghost, pillow, and stethoscope
* Long u (ū) sound as in you, salute, toothbrush, goose, boot, and costume

Vowel Combinations

A Vowel Combinations
ai/ay

Together, ai or ay make a /long a/ sound.
Example words: aim, rain, braid, paint, ray, say, stay, tail, twain, praise, stain, and main
Other a vowel combinations

* ay as in day, say, play, spray, and tray
* au as in fault, gaunt, fraud, launch, pause, and sauce
* aw as in saw, paw, claw, dawn, and crawl
* augh as in caught, taught, daughter, naughty, haughty, and slaughter
* wa /wô/ as in want, wash, swamp, squash, squat
* wa /wă/ as in wax, wag, swam, and quack
* all as in ball, tall, hall, and small
* ald as in bald, scald, and alder
* alk as in talk, walk, chalk, and stalk
* alm as in alms, calm, palm, and psalm
* alt as in halt, malt, and salt

E Vowel Combinations
ee and ea

Together, ee or ea make a /long e/ sound. Sometimes, ea together makes a /short e/ sound or a /long a/ sound instead.
Example words (ee): peek, see, queen, sleep, cheese, street, meet, and team
Example words (ea /long e/): eat, sea, each, leaf, peach, mean, team, ease, and please
Example words (ea /short e/): dead, head, spread, health, and meant
Example words (ea /long a/): break, great, steak, and yea
Other e vowel combinations

* eu/ew as in sleuth, deuce, few, new, and shrewd
* ei/ey/eigh /long a/ as in veil, beige, they, whey, eight, and weigh
* ei/ey/eigh /long e/ as in seize, key, money, valley
* ei/ey/eigh /long i/ as in heist, eye, geyser, height

I Vowel Combinations

* ie /long e/ as in brief, field, grieve, and piece
* ie/ye /long i/ as in die, tie, dye, and rye
* igh as in high, thigh, night, flight, and wright
* ign as in sign, align, assign, and benign
* ind as in bind, kind, mind, grind, and behind

O Vowel Combinations

* oo as in boo, food, smooth, and moose
* oo as in book, look, good, and stood
* oa /long o/ as in oat, loam, groan, loathe, and loaves
* oe /long o/ as in doe, and hoe
* oi/oy /y/ as in oil, coin, voice, boy, and ploy
* old/olk/olt /long o/ as in gold, scold, folk, yolk, bolt, and volt
* oll/ost /long o/ as in roll, knoll, scroll, ghost, most, and post
* oll/ost /short o/ as in doll, loll, cost, lost, and frost
* ou/ow as in out, round, bounce, how, down, and browse
* ou/ow /long o/ as in soul, poultry, own, glow, snow, and owe
* ou as in you, soup, group, and rouge

U Vowel Combinations

* ue /long u/ as in cue, due, hue, rue, sue, blue, clue, flue, glue, and true
* ui /long u/ as in suit, fruit, cruise, juice, and sluice

Digraphs

* ch, which makes the /ch/ sound as in watch, chick, chimpanzee, and champion
* ck, which makes the /k/ sound as in chick
* ff, which makes the /f/ sound as in cliff
* gh, which makes the /g/ sound as in ghost and ghastly
* gn, which makes the /n/ sound as in gnome and gnarled
* kn, which makes the /n/ sound as in knife and knight
* ll, which makes the /l/ sound as in wall
* mb, which makes the /m/ sound as in lamb and thumb
* ng, which makes the /ng/ sound as in fang, boomerang, and fingerprint
* nk, which makes the /nk/ sound as in ink, sink and rink
* ph, which makes the /f/ sound as in digraph, phone, and phonics
* qu, which makes the /kw/ sound as in quick
* sh, which makes the /sh/ sound as in shore, shipwreck, shark, and shield
* ss, which makes the /s/ sound as in floss
* th, which makes the /th/ sound as in athlete, toothbrush, bathtub, thin, and thunderstorm
* th, which makes the /th/ sound as in this, there, and that
* wh, which makes the /hw/ sound as in where and which
* wr, which makes the /wr/ sound as in write
* zz, which makes the /z/ sound as in fuzz and buzz

Trigraphs

* chr, which makes the /chr/ sound as in chrome and chromosome
* dge, which makes the /g/ sound as in dodge and partridge
* tch, which makes the /tch/ sound as in catch, match
Complex Vowel Sounds

Besides long vowel sounds, short vowel sounds, and the schwa sound, there are some other special sounds in English that are represented by vowels. They are as follows:

* /aw/ sound as in awful and awe
* /oi/ sound as in boil, poison, toilet, and annoy
* /ou/ sound as in lighthouse, cow, flower, and fountain
* /oo/ (ʊ) sound as in took, pulley, platypus, pull, and football

Note that "oo" makes two different sounds in different words, having the ʊ sound as in hook, or the ū sound as in boot.
Two-Letter Blends

* bl, which blends the /b/ and the /l/ sounds together to make the /bl/ sound as in blend and blight
* br, which blends the /b/ and the /r/ sounds together to make the /br/ sound as in break and brown
* cl, which blends the /c/ and the /l/ sounds together to make the /cl/ sound as in cluster and class
* cr, which blends the /c/ and the /r/ sounds together to make the /cr/ sound as in crash and cross
* dr, which blends the /d/ and the /r/ sounds together to make the /dr/ sound as in drive and drab
* fl, which blends the /f/ and the /l/ sounds together to make the /fl/ sound as in flu and flake
* fr, which blends the /f/ and the /r/ sounds together to make the /fr/ sound as in freedom and frost
* gl, which blends the /g/ and the /l/ sounds together to make the /gl/ sound as in glad and glory
* gr, which blends the /g/ and the /r/ sounds together to make the /gr/ sound as in green and gravy
* nd, which blends the /n/ and the /d/ sounds together to make the /nd/ sound as in blend and send
* pl, which blends the /p/ and the /l/ sounds together to make the /pl/ sound as in play and plow
* pr, which blends the /p/ and the /r/ sounds together to make the /pr/ sound as in prime and prowl
* sl, which blends the /s/ and the /l/ sounds together to make the /sl/ sound as in slogan and sloppy
* sm, which blends the /s/ and the /m/ sounds together to make the /sm/ sound as in small and smart
* sn, which blends the /s/ and the /n/ sounds together to make the /sn/ sound as in snail and snore
* sp, which blends the /s/ and the /p/ sounds together to make the /sp/ sound as in special and spackel
* st, which blends the /s/ and the /t/ sounds together to make the /st/ sound as in stop and start

Three-Letter Blends

* shr, which blends the /sh/ digraph and the /r/ sound together to make the /shr/ sound as in shroud
* spl, which blends the /sp/ blend and the /l/ sound together to make the /spl/ sound as in splash and spendid
* spr, which blends the /sp/ blend and the /r/ sound together to make the /spr/ sound as in spring and spray
* squ, which blends the /s/ sound and the /sq/ digraph together to make the /squ/ sound as in squid and squelch
* str, which blends the /st/ blend and the /r/ sound together to make the /str/ sound as in struggle and strap
* thr, which blends the /th/ digraph and the /r/ sound together to make the /thr/ sound as in throw
Irregular Vowels

Sometimes, the basic rules of phonics do not apply. Each of these instances must be memorized. Common examples include, but are not limited, to:

* IGH as in "high" or "sight"
* -NG as in "sing," "song," "sung"
* OST as in "most" (but not "lost" or "cost") uses the long sound instead of the normal short sound.
* OW has two different sounds as in "low" and "cow." (or, "sow" and "sow.")
* ED has three different sounds as in "lifted," "played," and "walked"
* OI does not follow the two vowels rule, e.g., "moist" or "boil."
* Double O has two different sounds, as in "book" and "loose."
* OUS as in "nervous."
* AU as in "fault" or "haul."
* -SION, -TION, and -CION are all pronounced "shun."
* OUGH has at least seven different sounds, as in "bough," "cough," "hough," "tough," "thorough," "thought," and "through."
Forming Words

A word consists of a series of letters. Every word must have at least one vowel in it. Each syllable is made by blending the sounds of each component, that is, reading the word by adding one sound at a time, as in -e, -ed, bed. The following are some rules for spelling and pronouncing words.

1. c followed by e, i or y usually has the soft sound of s. Examples: cyst, central, and city.
2. "G" followed by "e, i or y" usually has the soft sound of "j". Example: "gem", "gym", and "gist".
3. When two consonants a joined together and form one new sound, they are a consonant digraph. They count as one sound and one letter and are never separated. Examples: "ch,sh,th,ph and wh".
4. When a syllable ends in a consonant and has only one vowel, that vowel is short. Examples: "fat, bed, fish, spot, luck".
5. When a syllable ends in a silent "e", the silent "e" is a signal that the vowel in front of it is long. Examples: "make, gene, kite, rope, and use".
6. When a syllable has two vowels together, the first vowel is usually long and the second is silent. Examples: "pain, eat, boat, res/cue, say, grow". Diphthongs don't follow this rule.
7. When a syllable ends in any vowel and is the only vowel, that vowel is usually long. Examples: "pa/per, me, I, o/pen, u/nit, and my".
8. When a vowel is followed by an "r" in the same syllable, that vowel is "r-controlled". It is not long nor short. "R-controlled "er,ir,and ur" often sound the same (like "er"). Examples: "term, sir, fir, fur, far, for, su/gar, or/der".
Common Prefixes
Prefix Meaning Example
pre- before They will show a sneak preview of the movie.
un- not The cafeteria will be unavailable tomorrow morning.
dis- not Mark disagreed with John's philosophy.
re- again Are you going to renew your subscription?
mis- not He has mismanaged the company.
im- not With hard work and determination, nothing is impossible.
bi- two Henry recently received his first pair of bifocals.
de- not Many ecologists are concerned about the deforestation of our world's rain forests.
Common Suffixes
Suffixes Meaning Example
-er doer I work as a computer programmer.
-able able These glass bottles are recyclable.
-ous full of Driving on the freeway can be dangerous.
-ness state of being At night, the earth is covered in darkness.
-ful full of The witness gave an honest and truthful testimony.
-ly or -y like James whistled happily on his way home from school.
-ment state of Mary sighed with contentment.

Common Prefixes
Prefix Meaning Example
pre- before They will show a sneak preview of the movie.
un- not The cafeteria will be unavailable tomorrow morning.
dis- not Mark disagreed with John's philosophy.
re- again Are you going to renew your subscription?
mis- not He has mismanaged the company.
im- not With hard work and determination, nothing is impossible.
bi- two Henry recently received his first pair of bifocals.
de- not Many ecologists are concerned about the deforestation of our world's rain forests.
Common Suffixes
Suffixes Meaning Example
-er doer I work as a computer programmer.
-able able These glass bottles are recyclable.
-ous full of Driving on the freeway can be dangerous.
-ness state of being At night, the earth is covered in darkness.
-ful full of The witness gave an honest and truthful testimony.
-ly or -y like James whistled happily on his way home from school.
-ment state of Mary sighed with contentment.

Examples of Compound Words 1 picture for each one.

* backpack (back + pack)
* newspaper (news + paper)
* knapsack (knap + sack)
* lipstick (lip + stick)
* mouthwash (mouth + wash)
* sunlight (sun + light)
* raindrop (rain + drop)
* sandpaper (sand + paper)
* groundhog (ground + hog)
* afternoon (after + noon)
* motorcar (motor + car)
* eyebrow (eye + brow)
* butterfly (butter + fly) — This is one example in which the original words do not convey their usual meanings well.

Six Kinds of Syllables

There are six different kinds of syllables in English:

1. Closed Syllables: A closed syllable has one and only one vowel, and it ends in a consonant. Examples include in, ask, truck, sock, stretch, twelfth, and on.
2. Open Syllables: An open syllable has one and only one vowel, and that vowel occurs at the end of the syllable. Examples include no, she, I, a, and spry.
3. Silent-E Syllables: A silent-e syllable ends in an e, has one and only one consonant before that e, and has one and only one vowel before that consonant. Examples include ate, ice, tune, slope, strobe, and these.
4. Vowel Combination Syllables: A vowel combination syllable has a cluster of two or three vowels or a vowel-consonant unit with a sound or sounds particular to that unit. Examples include rain, day, see, veil, pie, piece, noise, toy, cue, and true.
5. Vowel-R Syllables: A vowel-r syllable is one which includes one and only one vowel followed by an r, or one vowel followed by an r which is followed by a silent e, or a vowel combination followed by an r. Examples include car, or, care, ire, air, and deer.
6. Consonant-L-E Syllables: In these syllables, a consonant is followed by le. The vowel sound in these syllables is the schwa sound that occurs before the l. Examples include -ble, -cle, -dle, -fle, and -gle.

Dividing Words Into Syllables

There are four ways to split up a word into its syllables:
1. Divide between two middle consonants.

Split up words that have two middle consonants. For example:

hap/pen, bas/ket, let/ter, sup/per, din/ner, and Den/nis. The only exceptions are the consonant digraphs. Never split up consonant digraphs as they really represent only one sound. The exceptions are "th", "sh", "ph", "th", "ch", and "wh".
2. Usually divide before a single middle consonant.

When there is only one syllable, you usually divide in front of it, as in:

"o/pen", "i/tem", "e/vil", and "re/port". The only exceptions are those times when the first syllable has an obvious short sound, as in "cab/in".
3. Divide before the consonant before an "-le" syllable.

When you have a word that has the old-style spelling in which the "-le" sounds like "-el", divide before the consonant before the "-le". For example: "a/ble", "fum/ble", "rub/ble" "mum/ble" and "thi/stle". The only exception to this are "ckle" words like "tick/le".
4. Divide off any compound words, prefixes, suffixes and roots which have vowel sounds.

Split off the parts of compound words like "sports/car" and "house/boat". Divide off prefixes such at "un/happy", "pre/paid", or "re/write". Also divide off suffixes as in the words "farm/er", "teach/er", "hope/less" and "care/ful". In the word "stop/ping", the suffix is actually "-ping" because this word follows the rule that when you add "-ing" to a word with one syllable, you double the last consonant and add the "-ing".

Accent Rules

When a word has more than one syllable, one of the syllables is always a little louder than the others. The syllable with the louder stress is the accented syllable. The unstressed syllable usually takes the schwa sound.

It may seem that the placement of accents in words is often random or accidental, but these are some rules that usually work.

1. Accents are often on the first syllable. Examples: ba'/sic, pro'/gram.
2. In words that have suffixes or prefixes, the accent is usually on the main root word. Examples: box'/es, un/tie'.
3. If de-, re-, ex-, in-, po-, pro-, or a- is the first syllable in a word, it is usually not accented. Examples: de/lay', ex/plore'.
4. Two vowel letters together in the last syllable of a word often indicates an accented last syllable. Examples: com/plain', con/ceal'.
5. When there are two like consonant letters within a word, the syllable before the double consonants is usually accented. Examples: be/gin'/ner, let'/ter.
6. The accent is usually on the syllable before the suffixes -ion, ity, -ic, -ical, -ian, -ial, or -ious, and on the second syllable before the suffix -ate. Examples: af/fec/ta'/tion, dif/fer/en'/ti/ate.
7. In words of three or more syllables, one of the first two syllables is usually accented. Examples: ac'/ci/dent, de/ter'/mine.
Sight Words

Many words do not follow these rules, and are called sight words. Because they do not follow the normal rules, these must be memorized. Examples include the, are, and you. They are also sometimes called 'irregular words' or 'outlaw words'.

Here are some more examples:

* the, to, do, and who — These should have long vowel sounds because they are open syllables, like me and go.
* what, was, and whom — These should have short vowel sounds because they are closed syllables, like sat and cot.
* again, against, says and said — These should have long a sounds because of the ai vowel combination, like say and pain.
* been — This should have a long e sound, like seen.

In many words, the o says /short u/ instead of /short o/ or /long o/, as in of, from, son, month, front, some, love, other, money, and among.
Examples of Y as a Consonant

* yes
* yam
* yell
* yellow
* yogurt

Examples of Y as a Vowel

* gym
* my
* cycle
* baby
* hairy
* sky
 02/25/2007 06:58:52 AM · #6
This sounds fascinating - however I'm wondering why you are going to go through all the work to create phonics materials, when there are many programs that already exist.I have always used "Letterland" - my son who is 9 years old started out from scratch with it and now my daughter (age 5) is just loving it. It is a UK program, but I don't think that that should be a big problem... we enrich all our studies at home with US curriculum and language programs (just pointing out differences as they arise).

Letterland site
 02/25/2007 07:08:44 AM · #7
very good idea

personally, i believe that phonics is the corner stone to any good education.

i used to teach a lot of phonics. although i didn't write my own resources i do have a lot of stuff that i've collected.

if you're interested, i've bundled it all up, zipped it, loaded it onto my website, and you can download it from here:

//stuff.super-dave.com/phonics.zip

the zip is about 40mb ... so it'll take a little bit to download ... but anyone who wants it is welcome to it! :)

cheers

david
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