The Phonic Al Star Level 2 Flash Cards

Speech therapy and literacy therapy made fun with the Phonic All Star Program developed by Katrine Elliott-Speech Pathologist from Once Upon a Time Therapy on The Gold Coast Australia
Now you have the spelling variations to help you with the speech sounds spelling choices to make spelling more predicatable.

So how are the Phonic All Star Level 1 flashcards different from the level 2 flash cards. The differences are important to the design of the speech and literacy correction program and classroom program and it is important that students and their supporting therapists or teachers understand the difference between the to.

The level 1 cards have a star on the back with one version of a grapheme choice. ie. The “or” sound is written “or”. When students are beginning to learn phonetic correspondences of letter patterns with sounds, they need to have just one choice to enable them to “lock in” a visual grapheme for that card of the 46 set. This is a lot for kids to learn at once, so that why the characters picture, the card colour and the hand signal help to differentiate between the letters and sounds. Level 1 cards are your flipping cards. They are designed to enable you to “map the grid” for accuracy or learn all the characters-the speech sounds-and the corresponding graphemes (eg. or/ar/ear/ou). The importance of this is for the base skills for phonological processing and especially what I call “phoneme retrieval speed” or processing speed. In stage one we are building the processing platform of the mind that enables stringing sounds from left to right and blending these together…so flipping cards is essential and I recommend it MUST be done 3 times a day! Speeds to reach are under 30 seconds for the consonant deck and then the same for the vowel deck. Try it! See what happens when you do!

You wouldn’t believe the current record! 9 seconds-consonant deck…and he was in PREP!

Level 2 cards are to be introduced only when students are capable of reading CCVCC words such as “clamp” or non-words like – “stend” consistently and accurately. What this mean is that the processing platform is being built well in the child mind. At this point I do two things, I lengthen the processing chain to two syllables and further depending on the students capability and then I start teaching spelling rules. Once this is achieved…BRING ON THE SPELLING VARIATIONS using the level 2 cards.

To learn more about how to use them click to the next page as a Phonic All Star Club Member.

One thought on “The Phonic Al Star Level 2 Flash Cards”

  1. Well, actually, my original idea was inspired partly by Pokemon…but they don’t take full credit as the Muppets (Jim Henson-My hero!) and other creditable teaching programs I have had involvement with as a 20 year Speech Pathologist has shaped what I know and how I teach today. The greatest contribution is neurolinguistic science trained to me at the University of Queensland by my lecturer Libby Cardell (who currently heads our Gold Coast University). I used to watch children bringing in their Pokemon cards into therapy and whilst having learning problems with basic words, these children could remember all their names and the stories about the Pokemon charaters. It was also a hit at home and I was the Mother being begged for the next cards to be purchased. So at that time I thought…COOL… if that’s how you learn…that’s how I will teach you…if the medicine needs sugar coating-I AM NOT THE DENTIST-but the Speech Pathologist! With their Pokemon cards, Kids were learning new words with phonetic structure and how to shift syllables around in the words from words they could spell to be able to read these cards that were actually non-words. So non-words are a huge aspect of the underneath design of the correction program for speech and literacy. If you visit our “how to fix…series” which includes “how to fix speech”, “how to fix listening”, “how to fix spelling”, and “how to fix reading” this and more will be explained in detail as to how to use the program and also how to find many ways to integrate this learning into everyday activities with other resources…whereby pokemon could be one! So you can then not have to resist the nagging …”CAN I PLAY POKEMON”…but go with it fully and say…”yes LET ME PLAY TOO!” Then you enter the play space with your child with therapeutic knowledge and knowing you are getting speech or literacy therapy thrown in for the same time (same bang for the buck) with your child. Times to short to not mix play-and -work!

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