The Phonic All Star Program has various activity sheets and reading material to use to teach your child, but where do you start? As the program is designed as a scaffolded teaching program for literacy impaired students, it is highly recommended that you follow the recommended program guidelines so the student is not unnecessarily frustrated or you are doing work that is too easy and wasting precious learning time.
YOUR ORDER OF EVENTS SO FAR…
Use your Phonic All Star (P.A.S.) Program material in your Club Yak or Home Pack and don’t forget to use your P.A.S. record form to chart your child’s accomplishments and keep a record of their capability on each task.
. 1a. First you need to learn the Phonic All Star 24 Consonant Phonemes (speech sounds). Use your Level 1 P.A.S. flashcards. Do picture side then letters side
1b. Then you need to learn the Phonic all Star 22 Vowel Phonemes (speech sounds). Do picture side then letter side.
2a. Then you need to be able to recognise the consonant phonemes apart from each other (auditory discrimination). Use your P.A.S. Auditory Discrimination summary cards. Do picture side then letter side.
2b. Once you know the consonants, then move on to the 22 vowels. Again, do picture side then letter side.
3a. Now we teach the consonant phonemes (speech sound) and what grapheme (letter) pattern is used to correspond with this. You can also use your P.A.S. level 1 flash cards.
3b. After you have completed the consonants, move on to the 22 vowels and switching their corresponding letter patterns (/a/-“AR”) but use the level 1 Phonic All Star cards only at this stage.
If you are up to here…
Now we move to stringing the speech sounds together in 2, 3, and 4 sound combinations in a left to right manner which is vital for the underneath processes of the formation of correctly articulated speech but also the ability to read words using the speech processor. So…here we develop and practice:
- holding the sounds in our auditory (listening) memory
- blending the sounds together or sound synthesis
- articulating the sound sequence
- recognition of what the word is when we hear it-if it is a real word
Learning the CHUNK endings
Start with the Chunks Program to teach your child to blend sound units together in one syllable sections. There is a very important reason why this program must go first and click here to find out how this makes such a difference. Once this is achieved for accuracy and speed yo can progress forward to two and three syllables in real and non-real words in these posters.
Once they are acheiving their recommended speeds for achieving the tasks on the “list of chunks program activities”, then you can try these posters.
Start with joining the Consonant (pink cards) and now the chunk endings (orange card) to make a word.
Watch this video to learn about the tasks from the Speech Pathologist as reading is not just reading for children with speech or literacy impairment as we are engineering the structures in the brains neurological pathways to be capable of reading the words. This is very different from children who are developing these neurological structures naturally. In speech therapy, we support the child to build these pathways that then combine to be capable of the function. This tasks function is to reading….”C-VC” structures such as “f-in”. When they are doing well you can move to the CC blend (purple chunks card) and build longer structures for CCvC and CvCC words which are harder for children to process as there is more articulatory and phonological requirement on their sound processor to not only say the sounds correctly but to string them together in the correct order whilst holding this content in their listening memory (auditory memory) using their working memory skills to instigate the complex task….WOW!!!!! Can you see now why they struggle so much as there is so much going on in the brain!
Watch this teaching video from the Club Yicketty Yak Program held at Once Upon A Time Therapy (10 week program for 3 hrs a morning).
Longer Words-Multi-syllabic Real Words
Newly released is the 2-3 syllable real word poster. These are available in A3 and A4 sizes depending on your need and the visual capability for your student.
You may notice how busy they are to look at and that the letters are in different colours and there are lines and small red squares under the various vowels. To learn more about why this is so, click this link to learn about the Phonic All Star program.