Sovannaphumi School

Poi Pet 2 Campus

Phonics Training
K2 Phonics
Suggested Activities for Practice

Conducted By: Ms. Sour Seyla

School Coordinator - English Program
I. V-C Combination
1. V-C combination cue cards
2. V-C combination chart

II. C-V-C Combination

3. C-V-C Combination Chart
4. C-V-C Combination Cue Cards
5. What’s Hidden?
III. Onset- Rime Blending , Segmenting and Manipulating (To make 3 letter
words)
6. Word Family Chart-Type A
7. Word Family Chart-Type B
8. The Blending Spinning Board
9. Onset-Rime Family Cards
10. Onset-Rime Rolling Cards
11. Blending with colored cards
IV. Activities for Rhyming words
12. The Rhyming Word Chart/Sheet
13. Rhyming word Matching
14. Rhyming word Family
15. Odd one out
V. Activities for Spelling
16. Word Family Spelling
17. Jumbled letters
18. Missing Beginning Letters
19. Missing Ending Letters
20.Letter Train

Prepared by: Ms. Sour Seyla, SC-English Program

SPS-POP 2
1
Sovannaphumi School
Poi Pet 2 Campus

Phonics Training
K2Phonics
Procedures of Suggested Activities for Practice

Conducted By: Ms. Sour Seyla

School Coordinator - English Program
1. V-C combination cue cards
The V-C combination cue cards are used during Routines and other class procedures to
familiarize students with V-C combination to make target rimes
a. Preparation
- Cue cards of vowels and consonants in EFL Phonics 2 (Unit 1-8)
- Stick the two cue cards on the whiteboard, and then an arrow below
b. Eliciting of pictures and letter sounds
- Elicit each letter sound:
“Can you sound out this letter?”
“Which letter makes the sound/a/?”
“Give me a word which begins with /a/ or Aa”
“Do you hear /a/ at the beginning of the word cat?”
c. Instruction
- Give instruction, “You are going to do V-C combination by combining these two letter
sounds to make new sound or rime.”

d. Modeling

- Teacher may model the V-C combination or get an individual student to do it as an

example.
- T. model how to do V-C combination by sounding out each letter sound and then
combine them to make rime
- Point at each cue card then sound out the letter. Then pull the finger along the arrow to
combine the two sounds
/a/ /m/ /am/ or /a/-/m/------/a/-/m/-----/a/-/m/-------/am

(The blending can be done after every sounding out of each letters for 3 times)
- Get students to repeat the blending or combining chorally, in groups and individually

e. Doing Activity
- Get individual students or whole class to do V-C combination
Note: Get students to practice making V-C combination to make target rimes by
clapping hands and punching the sounds

Prepared by: Ms. Sour Seyla, SC-English Program

SPS-POP 2
2
 2. V-C combination chart
The V-C combination chart is used during the routines and other class procedures to
familiarize students with V-C combination to make target rimes
a. Preparation
- V-C combination chart
- V-C combination song
- To begin, have students sing : “ Ring, ring, ring. I hear the bell ring. So I clap and I say
V. Ring, ring, ring. I hear the bell ring. So I clap and I say C. V I know is for vowel. C I
know is for consonant. V and C, I love them so. V and C I love to know. Clap you hands
once, and say V. Clap your hands twice and say C. When I say V, vowel. When I say C,
consonant.” (similar song Butterfly)
b. Eliciting of letter sounds
Teacher elicits each letter sounds:
- Can you sound out this letter?
- Which letter makes the sound /b/?
- Can you give me a word which begins with the sound /d/ or Dd?
- Do you hear /b/ at the beginning of the word cat?
c. Instruction
Teacher gives instruction
You are going to do V-C combination by combining these two letter sounds to make new
sound or rime
d. Modeling
- T. presents how to do V-C combination by sounding out each letter sound and then
combining them to make rime chorally and individually
Note: Get students to practice making V-C combination to make target rime by clapping
hands and punching the sounds.
3. C-V-C Combination Chart
The C-V-C combination chart is used during the routines and other class procedures to
familiarize students with C-V-C combination to make three –letter words
a. Preparation
- C-V_C combination chart
- C-V-C combination song
- To begin, have student sing: “I am happy when I do the C-V-C. I am happy when I do the
C-V-C. I am happy and I know. And I really want to show. I am happy when I do the C-
V-C. Clap your hands once and say C. Clap your hands twice and say V. Clap your hands
once and say V. When I say C, consonant. When I say V, vowel. When I say C,
consonant”
b. Eliciting of Letter Sounds
Teacher elicits each letter sounds:
- Can you sound out this letter?
- Which letter makes the sound /b/?
- Can you give me a word which begins with the sound /d/ or Dd?
- Do you hear /b/ at the beginning of the word cat?
c. Instruction
You are going to do C-V-C combination by combining these three letter sounds to make
word
d. Modeling

Prepared by: Ms. Sour Seyla, SC-English Program

SPS-POP 2
3
 T. Presents how to do C-V-C combination by sounding out each letter sound and then
combining then to make CVC word (/h/-/a/-/m/------/ham/)
- have students repeat the C-V-C combination chorally, in groups and individually
e. Doing Activity
- get students to do the C-V-C combination by sounding out each letter sound and then
combining them to make CVC word chorally and individually
f. Checking Response
- T. may check student’s response as a whole class or individually
- T. asks:
“How many letter sounds do you hear in the word ham?”
“What are those 3 letter sounds do you hear in the word ham?”
“Which letters make /h/-/a/-/m/?”
“Do you like them?”
(T. check comprehension on vocabulary?
Note: Get students to practice making C-V-C combination to make C-V-C words by
clapping hands and punching the sounds
4. C-V-C Combination Cue Cards
The C-V-C combination cue cards are used during the routines and other class procedures
to familiarize students with C-V-C combination to make three- letter words
a. Preparation
- C-V-C combination cue cards
b. Eliciting of Letter sounds
Teacher elicits each letter sounds:
- Can you sound out this letter?
- Which letter makes the sound /b/?
- Can you give me a word which begins with the sound /d/ or Dd?
- Do you hear /b/ at the beginning of the word cat?
c. Instruction
You are going to do C-V-C combination by combining these three letter sounds to make
word
d. Modeling
T. Presents how to do C-V-C combination by sounding out each letter sound and then
combining then to make CVC word (/h/-/a/-/m/------/ham/)
- have students repeat the C-V-C combination chorally, in groups and individually
e. Doing Activity
- get students to do the C-V-C combination by sounding out each letter sound and then
combining them to make CVC word chorally and individually
f. Checking Response
- T. may check student’s response as a whole class or individually
- T. asks:
“How many letter sounds do you hear in the word ham?”
“What are those 3 letter sounds do you hear in the word ham?”
“Which letters make /h/-/a/-/m/?”
“Do you like them?”
(T. check comprehension on vocabulary?
Note: Get students to practice making C-V-C combination to make C-V-C words by
clapping hands and punching the sounds

Prepared by: Ms. Sour Seyla, SC-English Program

SPS-POP 2
4
 5. What’s Hidden?
a. Preparation
- What’s hidden cardboard
b. Eliciting of Letter sounds
- Letter sounds or not necessary to be elicited in this activity
c. Instruction
You are going to combine the three letter sounds hidden in this cardboard to make word
d. Modeling
- T. models how to combine the three letter sounds to make word (/h/-/a/-/m/---/ham/)
- Have students repeat how to combine the three letter sounds to make word chorally, in
groups and individually
e. Doing Activity
- get students to do the C-V-C combination by sounding out each letter sound and then
combining them to make CVC word chorally and individually
f. Checking Response
T. may check student’s response as a whole class or individually
- T. asks:
“How many letter sounds do you hear in the word ham?”
“What are those 3 letter sounds do you hear in the word ham?”
“Which letters make /h/-/a/-/m/?”
“Do you like them?”
(T. check comprehension on vocabulary?
Note: Get students to practice making C-V-C combination to make C-V-C words by
clapping hands and punching the sounds
-

Prepared by: Ms. Sour Seyla, SC-English Program

SPS-POP 2
5
Sovannaphumi School
Poi Pet 2 Campus

Phonics Training
K1 Phonics
Teaching Model of K1 Phonics

Conducted By: Ms. Sour Seyla

School Coordinator - English Program
I. Type of Lesson

The lesson of K1 Phonics is classified into two types:

A. Introduction Lesson

1. In the Introduction Lesson, students are introduced to

c. Identify letter sound, name and shape
d. Name and sound out the target letter
e. Hear and Identify groups of words which begin with the same letter sound
f. Form uppercase and lowercase letters
2. The Introduction Lesson of each letter will take one session:
g. Introduce students to letter sound and name
h. Get students name and sound out the target letter
i. Get students form the uppercase and lowercase letter correctly by tracing

B. Practice/ Review Lesson

1. In the Practice Lesson, students are exposed to a variety of activities in the textbook
and other supporting activities to:
j. Reinforce students’ awareness and recognition of letter sound, name, and shape
k. Reinforce students’ recognition of words which begin with the same letter sound
l. Train students to do V-C combination
2. The Practice Lesson is taught mainly by using activities in the textbook and other
supporting activities.
II. Key Stages of Lesson

Key stages of the lessons are outlined as below

Type of Lesson Introduction Lesson Practice/ Review Lesson
Key Stages of Teaching 1. Routine 1. Routine
2. Warmer 2. Warmer
3. Set the scene 3. Set the scene
4. Introduction 4. Practice
5. Practice

Prepared by: Ms. Sour Seyla, SC-English Program

SPS-POP 2
6
 Teaching Model of
Introduction Lesson

Lesson Type: Introduction Lesson/Unit 2: Dd, Ee, Ff Level: K1A, Textbook: EFL Phonics1
Target Letter and Sound: /d/ in Dd Duration: 60 minutes (2nd session)
Target Words: dog, desk, duck Date: ……………………………… Room: ……..

Aim(s): - To introduce the new target letter (sound, name, and shape)
-To introduce three new words which begin with /d/ in Dd

Objective(s): By the end of the lesson, students will be able to:

m. Identify letter sound, name, and shape
n. Hear and sound out letter sound and name correctly
o. Identify three new words which begin with /d/ in Dd
Key Stages Goals
of Lesson
Routine p. To familiarize ss with letter
names and sounds
q. To get ss accustomed to class
activities
r. To make ss enjoy class
activities
Warmer t. To reinforce students’
recognition of letter names and
sounds
u. To make ss enjoy class
activities
Get Ready w. To prepare students for the
new lesson
Introduction z. To introduce new target letter
sound, name, and shape
Practice ee. To get ss to practice letter
sounds, names and shapes
under more control from
teacher
ff. To get ss to practice the letter
sounds, names and shapes
independently or least
control from teacher
Teacher’s Activites
s. Get ss to do these routine activities
for 3 to 5 minutes
Alphabet song, Letter sound song, Letter
sound chart,…..
v. Get ss to do some of the warmer
activities ( as suggested in the
handout)
x. Check if ss are ready to begin the new
lesson
y. Describe to ss briefly the situation
they are in and what they are about to
learn in the next moment
aa. Present the new target letter
bb. Model the sounding out and naming
the target letter chorally and
individually
cc. Present how to form the target
letter
dd.Get ss to form the target letter by
tracing on the dotted line
gg. Get ss to practice more activities to
reinforce letter sounds, names and
shapes in the textbook, workbook,
and other sources

Prepared by: Ms. Sour Seyla, SC-English Program

SPS-POP 2
7
 Teaching Model of
Practice Lesson

Lesson Type: Practice Lesson/Unit 2: Dd, Ee, Ff Level: K1A, Textbook: EFL Phonics1
Target Letter and Sound: /d/ in Dd Duration: 60 minutes (2nd session)
Target Words: dog, desk, duck Date: ……………………………… Room: ……..

Aim(s): - To Practive the new target letter (sound, name, and shape)
-To reinforce students’ recognition and identification on the letter and key words

Objective(s): By the end of the lesson, students will be able to:

hh.Identify letter sound, name, and shape
ii. Hear and sound out letter sound and name correctly
jj. Identify three new words which begin with /d/ in Dd
Key Stages Goals Teacher’s Activites
of Lesson
Routine kk. To familiarize ss with letter nn.Get ss to do these routine activities
names and sounds for 3 to 5 minutes
ll. To get ss accustomed to class Alphabet song, Letter sound song, Letter
activities, give them a sense of sound chart,…..
security, and gain self-
confidence
mm. To make ss enjoy class
activities
Warmer oo. To reinforce students’ qq. Get ss to do some of the warmer
recognition of letter names and activities ( as suggested in the
sounds handout)
pp.To make ss enjoy class
activities
Get Ready rr. To prepare students for the ss. Check if ss are ready to begin the new
new lesson lesson
tt. Describe to ss briefly the situation
they are in and what they are about to
learn in the next moment
Practice uu.To get ss to practice letter ww. Get ss to practice more
sounds, names and shapes activities to reinforce letter sounds,
under more control from names and shapes in the textbook,
teacher workbook, and other sources
vv. To get ss to practice the letter
sounds, names and shapes
independently or least
control from teacher

Prepared by: Ms. Sour Seyla, SC-English Program

SPS-POP 2
8
 Prepared by: Ms. Sour Seyla, SC-English Program
SPS-POP 2
9