Sound Pack OG MSL Mnemonics
A comprehensive set of English Alphabetic code cards.
These double-sided Phoneme-Grapheme Correspondence (PGC) cards come with a picture, keyword, a list of words for each phoneme, origin, and meaning, plus any additional teacher information. Basic to advanced PGC’s for all year levels.
What is included in the card pack?
-26 Basic alphabetic code, white colour
-6 Vowel cards, blue colour. Includes as a vowel, plus diacritics (breve & macron), to distinguish a long or short vowel sound
-6 ‘Gentle Cindy’ cards, yellow colour (ce, ci, cy, ge, gi, gy)
-130+ PGC cards (includes vowel teams, split digraph (silent ), diphthongs, consonant digraphs, r-controlled vowels, consonant –le patterns, schwa vowel sounds and some common morphemes (suffixes). The cards begin with basic patterns in spelling, progressing to more complex phonemes, and rules (e.g.: FLOSS, LSRASV, and then less common r-cont, and vowel teams)
Note: These cards are not in order for teaching. Please refer to your scope and sequence.
How should I use these?
Students require explicit instruction in systematic phonics to build automaticity in letter-sound combinations. Sound packs can support mastery of phonemes in isolation, building more confident and fluent readers and spellers. Daily review of previously learnt skills is important to help lessen the ‘Forgetting Curve’ (Ebbinghaus), and to store information in long-term memory. The cards can be used to introduce a new skill/sound and/or for intervention students (relating to the Response to Intervention [RTI] model). Make sure to only add a card into your pack once it is taught explicitly to students; do not have cards in the pack that have not been seen before, causing confusion to the student. Take out PGC cards that are solid in understanding to prevent the drill from becoming ‘stale’, e.g.: In general, a grade 3/4 student will not need the A-Z basic code in their pack, so these are taken out earlier to focus on more complex PGC’s. This MSL-based sound pack incorporates Visual, Auditory and Kinaesthetic [VAK] elements.
Go quick! The cards should be completed at a speedy pace.
What is on the double-sided cards?
The illustrated side of the cards will show the grapheme with a corresponding picture and a keyword. Students will say the grapheme and picture, then the sound it makes, e.g.: “ apple /a/, boy /b/, cat /k/”.
This side includes teacher text with relevant sayings/rules, multiple sounds a PGC may make, the origins of a phoneme/morpheme, and other relevant information. The text in “bold quotation marks” means the students should say this saying with the teacher, e.g.: On the card, students should say the sound /qu/ and then, “ and stick like glue”. The phoneme sayings are OG-based.
As your student progresses, becoming firm in their PGC knowledge, you can drop the sayings as required, and just say the sound. The pictures are just a clue to help them remember the sounds.
It is helpful for younger students, or those in intervention, to ‘finger write’ the grapheme in the air (crossing the midline, or on their desk), as they say the sound when first learning, incorporating VAK learning.
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