Phonics Time Posters

Phonics Time Posters make teaching reading
to your WHOLE class EASY & FUN!

Phonics Time can become an essential part of your reading program when used in conjunction with the giant posters. These 23″ x 35 ” black & white posters contain the exact words to all songs in thick print, making them ideal for whole-class (or small group) shared reading lessons.

Simply laminate the posters, punch holes to fit your flip chart, and flip through the songs in order. Once you’ve finished the first half of the songs, turn your chart around and continue flipping.

***Keep reading to find out how the combination of the Phonics Time CD with posters can help create a fun, manageable, and productive atmosphere in your classroom.

Posters can also be a FUN MOTIVATIONAL TOOL in your classroom!

Children LOVE to point to the posters as the class sings. Use pointing as a reward in order to motivate your class to focus on learning.

Use posters when school starts, after recess/lunch, or while transitioning to a floor activity. Tell students, “If you’re sitting on the floor quietly, and you’re ready to learn, you may get to point.” Most children will come right away. Help the few remaining children as the rest of the class learns with the music.

Before each song, remind children, “If you sing every word of songs and are learning something new, you may get to point during the next song.” You’ll be surprised at how easy classroom management becomes!

How will posters help me to teach every student in my class?

Phonics Time songs were designed to help ALL students at ALL levels in your classroom to learn to read together. Let’s use the example of the song “Build a Word” to show you how:

Notice that this song teaches the pre-reading strategy of blending. It contains emergent reading short vowel words, and goes on to use advanced long vowel spellings. Every child in your class can learn something new every time the class sings.

Here is how you can utilize the poster with this song:

  • First, choose one child to point to the words as you play the song. Tell children to put up one finger for each sound. Each child is now reading, singing, listening, and “becoming” a word with their fingers.
  • Next, ask children to think for 5 seconds as they study the print.
  • Last, ask children to tell you something they learned.

At this point, you will see that each child gains something different from the song, depending on his or her reading level.

What pre-readers and struggling will gain:

Because “musical intelligence” develops first in young minds, pre-readers can internalize the beat of the song. They will instinctively know to move on to a new line with each 4 or 8-count. For these students, music becomes a NATURAL & FUN way to teach 1:1 correspondence, the left-to-right format of the English language, and the return sweep.

As pre-readers and struggling readers move with the sounds of the words, they are learning the concept of “blending.” After you play the song, these children may comment on blending letters together. They may also point out letters that they recognize.

What emergent readers will gain:

Emergent readers will point out short vowel words in the beginning of the song. Their comments may focus on changing letters to make new words. For example, a child may say, “If you change the beginning sound of ‘bat’ to /h/, you get ‘hat.’” Another child may add, “If you change the middle sound of ‘hat’ to /o/, you get ‘hot.’”

What more advanced readers will gain:

More advanced readers will discuss spelling aspects of long vowel words at the end of the song. They may notice the “magic e” in words like “mine” and “shine.” They may notice that “sh” says /sh/ in “shine.” They may also point out the “ui” combinations in the words “fruit” and “suit.”

All students will benefit from hearing a range of comments
about the print in songs, regardless of reading level.