16 different books, 4 at each stage, introducing sounds of the alphabet.
Unit 4: d, e, f, v,
Unit 5: k, l, r, u,
Unit 6: j, w, z,
Unit 7: x, y, ff, ll, ss, zz
I teach EAL children These books are really fun stories, very structured and because there are 4 books in each level there is a lot of practice. They got my students reading!
These books are absolutely fantastic!! For dyslexic children or those children who are still trying to consolidate letters and sounds they are ideal to build confidence and fluency when reading. These books give the opportunity for children to practice blending words and reinforce consolidation of the high frequency words. The illustrations are really good and the text boxes are coloured. The repetition of text helps those children with working memory issues. A really brilliant scheme of books!!!! Taught my son to read!! 100% recommended.
These books are really good and get the children really engaged in their reading. Lovely colourful illustrations which get the children talking about what they see. I have noticed that in set six you have split digraphs ‘have’ and final blend ‘with’ when they are sounds that we would not of learnt by then in the order we do phonics.
We are delighted to hear that the children are engaged in reading. Thank you for your comments. We appreciate that different phonic programs teach the spellings in different orders. We don’t include the word ‘have’ as a split digraph as in the word ‘gave’ because the letter <a> spells the sound /a/ not /ae/. We would segment the word h-a-ve as in the words ‘give’ and ‘live’. The ve is an end spelling for the sound /v/ as in many other words – love, dove – etc (these too are not split digraphs as in the word ‘cove’). ‘With’ is a high-frequency word that we introduce formally in Stage 13 when the consonant digraph <th> is taught. It may be needed for a story earlier in the series and then is will be listed as a high-frequency word. I hope this is helpful. Kind regards, Tami
We use Dandelion launchers, as part of our phonic program and to support “struggling” readers, with smaller TA support. When I introduced the scheme, to my school, the TA response was so positive, as the children really engaged with the beautiful illustrations and structured approach to learning. We are still using them, 10 years on and the children and staff, continue to be fully engaged. I can’t recommend these books and teacher workbook highly enough.
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Phonic Books Ltd
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