Course Details

Phonics, Numbers & Language Development

Bestseller ★ 4.85/5 315+ enrolled

Why Choose Online Phonics, Numbers & Language Development Classes?

Board-aligned tutors - we match the tutor to your child's curriculum (US Common Core, Ontario, Australian, CBSE, ICSE, IGCSE, Cambridge or Singapore MOE).

Live, interactive 1:1 or small-group classes - the tutor sees your child's work in real time.

Customised practice worksheets - graded, reviewed and explained class by class.

Weekly homework support - assignments and concept revision before the next class.

Periodic class tests aligned to the board's exam pattern.

Detailed progress reports for parents every month.

Flexible scheduling - pick time slots that fit school and after-school activities.

Free demo class so you can meet the tutor before you commit.

Globally available - USA, UK, Canada, Australia, Singapore, UAE, GCC and India.

Recorded sessions provided for missed classes (group format) - no concept is left behind.

Overview

Phonics, Numbers & Language Development is the early-years foundation - building reading, writing, listening, speaking and early math for ages 4-7. We follow the US Common Core ELA / Math K-1 standards combined with UK Synthetic Phonics (the Letters and Sounds programme used in England). Suitable for pre-K, K, Grade 1.

What You'll Learn

Live interactive sessions
1st one-on-one session
Comprehensive curriculum
No long-term commitment
Personalized learning plan

Pre-K (Age 4-5)

Age 4+ 40 hrs

Phonemic Awareness

Identifying sounds in words - hearing initial, medial, final phonemes (e.g., "cat" = /c/ /a/ /t/).
Rhyming (cat-bat, dog-log) and alliteration (Peter Piper picked a peck) - tuning the ear to sound patterns.
Blending (separate sounds /c/ /a/ /t/ -> "cat") and segmenting (whole word "cat" -> /c/ /a/ /t/) phonemes.

Synthetic Phonics (UK method)

Phase 1 - 7 aspects of listening (environmental sounds, instrumental, body percussion, rhythm, alliteration, voice sounds, oral blending).
Phase 2-3 - 44 phonemes of English (e.g., /s/, /a/, /t/, /i/, /n/, /sh/, /ai/, /ee/); tricky words (the, said, was) that don't follow phonics rules.
Phase 4-5 - blending CVC (cat, dog), CVCC (lamp, jump), CCVC (flag, drop), CCVCC (stamp); alternative spellings (/ai/ as ai, ay, a-e).

Letter-Sound Correspondence

Single letter sounds a-z - introducing each letter with its most common sound (a as in apple, b as in ball).
Digraphs (2 letters = 1 sound) - ai (rain), ee (bee), oa (boat), sh (ship), ch (chat), th (thin / this).
Trigraphs (3 letters = 1 sound) - igh (high), ear (hear), air (hair), oor (door); also -tion (action).

Decoding & Encoding

Reading CVC words (cat, dog, sun) by sounding out each phoneme then blending into a word.
Spelling simple words - hearing the sounds and matching to letters (cat -> c-a-t); using sound boxes.
Reading short sentences - 4-6 words with mostly decodable words + 1-2 sight words ("The cat sat on the mat").

Sight Words (High-Frequency)

Tricky words (cannot be sounded out) - the, said, was, you, were, was, said, are; learn by sight + repetition.
Dolch list 1-3 - 220 high-frequency English sight words by grade (Pre-K to Grade 3); covers ~70% of texts kids read.
Reading sight words in context - flashcards, songs, sentences; aim for instant recognition (0.5 sec).

Numbers & Counting

Number recognition 1-20 - seeing the digit and saying the name (4 = "four"); writing the digit.
Counting forward (1, 2, 3, ..., 20) and backward (10, 9, 8, ..., 1); counting in 2s, 5s, 10s.
One-to-one correspondence - matching one number-word to one object (counting 5 apples by pointing to each one).

Early Math Concepts

Big / small, long / short, heavy / light - comparing concrete objects to build size + weight vocabulary.
Patterns (red-blue-red-blue; AB, ABB, ABC) and sorting (by colour, size, shape, function).
Simple addition with objects (2 + 3 = 5) using blocks, coins, fingers; build number sense before written math.

Language Development

Vocabulary - 50 new words per term linked to themes (home, school, food, animals); spoken use before written.
Following instructions - 1-step ("clap your hands"), 2-step ("touch your nose then sit"), 3-step ("stand up, turn around, sit down").
Storytelling with picture prompts - looking at a picture; describing what you see; making up beginning + middle + end.

Phonemic Awareness

Identifying sounds in words - hearing initial, medial, final phonemes (e.g., "cat" = /c/ /a/ /t/).
Rhyming (cat-bat, dog-log) and alliteration (Peter Piper picked a peck) - tuning the ear to sound patterns.
Blending (separate sounds /c/ /a/ /t/ -> "cat") and segmenting (whole word "cat" -> /c/ /a/ /t/) phonemes.

Synthetic Phonics (UK method)

Phase 1 - 7 aspects of listening (environmental sounds, instrumental, body percussion, rhythm, alliteration, voice sounds, oral blending).
Phase 2-3 - 44 phonemes of English (e.g., /s/, /a/, /t/, /i/, /n/, /sh/, /ai/, /ee/); tricky words (the, said, was) that don't follow phonics rules.
Phase 4-5 - blending CVC (cat, dog), CVCC (lamp, jump), CCVC (flag, drop), CCVCC (stamp); alternative spellings (/ai/ as ai, ay, a-e).

Letter-Sound Correspondence

Single letter sounds a-z - introducing each letter with its most common sound (a as in apple, b as in ball).
Digraphs (2 letters = 1 sound) - ai (rain), ee (bee), oa (boat), sh (ship), ch (chat), th (thin / this).
Trigraphs (3 letters = 1 sound) - igh (high), ear (hear), air (hair), oor (door); also -tion (action).

Decoding & Encoding

Reading CVC words (cat, dog, sun) by sounding out each phoneme then blending into a word.
Spelling simple words - hearing the sounds and matching to letters (cat -> c-a-t); using sound boxes.
Reading short sentences - 4-6 words with mostly decodable words + 1-2 sight words ("The cat sat on the mat").

Sight Words (High-Frequency)

Tricky words (cannot be sounded out) - the, said, was, you, were, was, said, are; learn by sight + repetition.
Dolch list 1-3 - 220 high-frequency English sight words by grade (Pre-K to Grade 3); covers ~70% of texts kids read.
Reading sight words in context - flashcards, songs, sentences; aim for instant recognition (0.5 sec).

Numbers & Counting

Number recognition 1-20 - seeing the digit and saying the name (4 = "four"); writing the digit.
Counting forward (1, 2, 3, ..., 20) and backward (10, 9, 8, ..., 1); counting in 2s, 5s, 10s.
One-to-one correspondence - matching one number-word to one object (counting 5 apples by pointing to each one).

Early Math Concepts

Big / small, long / short, heavy / light - comparing concrete objects to build size + weight vocabulary.
Patterns (red-blue-red-blue; AB, ABB, ABC) and sorting (by colour, size, shape, function).
Simple addition with objects (2 + 3 = 5) using blocks, coins, fingers; build number sense before written math.

Language Development

Vocabulary - 50 new words per term linked to themes (home, school, food, animals); spoken use before written.
Following instructions - 1-step ("clap your hands"), 2-step ("touch your nose then sit"), 3-step ("stand up, turn around, sit down").
Storytelling with picture prompts - looking at a picture; describing what you see; making up beginning + middle + end.

Kindergarten (Age 5-6)

Age 5+ 40 hrs

Phonemic Awareness

Identifying sounds in words - hearing initial, medial, final phonemes (e.g., "cat" = /c/ /a/ /t/).
Rhyming (cat-bat, dog-log) and alliteration (Peter Piper picked a peck) - tuning the ear to sound patterns.
Blending (separate sounds /c/ /a/ /t/ -> "cat") and segmenting (whole word "cat" -> /c/ /a/ /t/) phonemes.

Synthetic Phonics (UK method)

Phase 1 - 7 aspects of listening (environmental sounds, instrumental, body percussion, rhythm, alliteration, voice sounds, oral blending).
Phase 2-3 - 44 phonemes of English (e.g., /s/, /a/, /t/, /i/, /n/, /sh/, /ai/, /ee/); tricky words (the, said, was) that don't follow phonics rules.
Phase 4-5 - blending CVC (cat, dog), CVCC (lamp, jump), CCVC (flag, drop), CCVCC (stamp); alternative spellings (/ai/ as ai, ay, a-e).

Letter-Sound Correspondence

Single letter sounds a-z - introducing each letter with its most common sound (a as in apple, b as in ball).
Digraphs (2 letters = 1 sound) - ai (rain), ee (bee), oa (boat), sh (ship), ch (chat), th (thin / this).
Trigraphs (3 letters = 1 sound) - igh (high), ear (hear), air (hair), oor (door); also -tion (action).

Decoding & Encoding

Reading CVC words (cat, dog, sun) by sounding out each phoneme then blending into a word.
Spelling simple words - hearing the sounds and matching to letters (cat -> c-a-t); using sound boxes.
Reading short sentences - 4-6 words with mostly decodable words + 1-2 sight words ("The cat sat on the mat").

Sight Words (High-Frequency)

Tricky words (cannot be sounded out) - the, said, was, you, were, was, said, are; learn by sight + repetition.
Dolch list 1-3 - 220 high-frequency English sight words by grade (Pre-K to Grade 3); covers ~70% of texts kids read.
Reading sight words in context - flashcards, songs, sentences; aim for instant recognition (0.5 sec).

Numbers & Counting

Number recognition 1-20 - seeing the digit and saying the name (4 = "four"); writing the digit.
Counting forward (1, 2, 3, ..., 20) and backward (10, 9, 8, ..., 1); counting in 2s, 5s, 10s.
One-to-one correspondence - matching one number-word to one object (counting 5 apples by pointing to each one).

Early Math Concepts

Big / small, long / short, heavy / light - comparing concrete objects to build size + weight vocabulary.
Patterns (red-blue-red-blue; AB, ABB, ABC) and sorting (by colour, size, shape, function).
Simple addition with objects (2 + 3 = 5) using blocks, coins, fingers; build number sense before written math.

Language Development

Vocabulary - 50 new words per term linked to themes (home, school, food, animals); spoken use before written.
Following instructions - 1-step ("clap your hands"), 2-step ("touch your nose then sit"), 3-step ("stand up, turn around, sit down").
Storytelling with picture prompts - looking at a picture; describing what you see; making up beginning + middle + end.

Phonemic Awareness

Identifying sounds in words - hearing initial, medial, final phonemes (e.g., "cat" = /c/ /a/ /t/).
Rhyming (cat-bat, dog-log) and alliteration (Peter Piper picked a peck) - tuning the ear to sound patterns.
Blending (separate sounds /c/ /a/ /t/ -> "cat") and segmenting (whole word "cat" -> /c/ /a/ /t/) phonemes.

Synthetic Phonics (UK method)

Phase 1 - 7 aspects of listening (environmental sounds, instrumental, body percussion, rhythm, alliteration, voice sounds, oral blending).
Phase 2-3 - 44 phonemes of English (e.g., /s/, /a/, /t/, /i/, /n/, /sh/, /ai/, /ee/); tricky words (the, said, was) that don't follow phonics rules.
Phase 4-5 - blending CVC (cat, dog), CVCC (lamp, jump), CCVC (flag, drop), CCVCC (stamp); alternative spellings (/ai/ as ai, ay, a-e).

Letter-Sound Correspondence

Single letter sounds a-z - introducing each letter with its most common sound (a as in apple, b as in ball).
Digraphs (2 letters = 1 sound) - ai (rain), ee (bee), oa (boat), sh (ship), ch (chat), th (thin / this).
Trigraphs (3 letters = 1 sound) - igh (high), ear (hear), air (hair), oor (door); also -tion (action).

Decoding & Encoding

Reading CVC words (cat, dog, sun) by sounding out each phoneme then blending into a word.
Spelling simple words - hearing the sounds and matching to letters (cat -> c-a-t); using sound boxes.
Reading short sentences - 4-6 words with mostly decodable words + 1-2 sight words ("The cat sat on the mat").

Sight Words (High-Frequency)

Tricky words (cannot be sounded out) - the, said, was, you, were, was, said, are; learn by sight + repetition.
Dolch list 1-3 - 220 high-frequency English sight words by grade (Pre-K to Grade 3); covers ~70% of texts kids read.
Reading sight words in context - flashcards, songs, sentences; aim for instant recognition (0.5 sec).

Numbers & Counting

Number recognition 1-20 - seeing the digit and saying the name (4 = "four"); writing the digit.
Counting forward (1, 2, 3, ..., 20) and backward (10, 9, 8, ..., 1); counting in 2s, 5s, 10s.
One-to-one correspondence - matching one number-word to one object (counting 5 apples by pointing to each one).

Early Math Concepts

Big / small, long / short, heavy / light - comparing concrete objects to build size + weight vocabulary.
Patterns (red-blue-red-blue; AB, ABB, ABC) and sorting (by colour, size, shape, function).
Simple addition with objects (2 + 3 = 5) using blocks, coins, fingers; build number sense before written math.

Language Development

Vocabulary - 50 new words per term linked to themes (home, school, food, animals); spoken use before written.
Following instructions - 1-step ("clap your hands"), 2-step ("touch your nose then sit"), 3-step ("stand up, turn around, sit down").
Storytelling with picture prompts - looking at a picture; describing what you see; making up beginning + middle + end.

Grade 1 (Age 6-7)

Age 6+ 40 hrs

Phonemic Awareness

Identifying sounds in words - hearing initial, medial, final phonemes (e.g., "cat" = /c/ /a/ /t/).
Rhyming (cat-bat, dog-log) and alliteration (Peter Piper picked a peck) - tuning the ear to sound patterns.
Blending (separate sounds /c/ /a/ /t/ -> "cat") and segmenting (whole word "cat" -> /c/ /a/ /t/) phonemes.

Synthetic Phonics (UK method)

Phase 1 - 7 aspects of listening (environmental sounds, instrumental, body percussion, rhythm, alliteration, voice sounds, oral blending).
Phase 2-3 - 44 phonemes of English (e.g., /s/, /a/, /t/, /i/, /n/, /sh/, /ai/, /ee/); tricky words (the, said, was) that don't follow phonics rules.
Phase 4-5 - blending CVC (cat, dog), CVCC (lamp, jump), CCVC (flag, drop), CCVCC (stamp); alternative spellings (/ai/ as ai, ay, a-e).

Letter-Sound Correspondence

Single letter sounds a-z - introducing each letter with its most common sound (a as in apple, b as in ball).
Digraphs (2 letters = 1 sound) - ai (rain), ee (bee), oa (boat), sh (ship), ch (chat), th (thin / this).
Trigraphs (3 letters = 1 sound) - igh (high), ear (hear), air (hair), oor (door); also -tion (action).

Decoding & Encoding

Reading CVC words (cat, dog, sun) by sounding out each phoneme then blending into a word.
Spelling simple words - hearing the sounds and matching to letters (cat -> c-a-t); using sound boxes.
Reading short sentences - 4-6 words with mostly decodable words + 1-2 sight words ("The cat sat on the mat").

Sight Words (High-Frequency)

Tricky words (cannot be sounded out) - the, said, was, you, were, was, said, are; learn by sight + repetition.
Dolch list 1-3 - 220 high-frequency English sight words by grade (Pre-K to Grade 3); covers ~70% of texts kids read.
Reading sight words in context - flashcards, songs, sentences; aim for instant recognition (0.5 sec).

Numbers & Counting

Number recognition 1-20 - seeing the digit and saying the name (4 = "four"); writing the digit.
Counting forward (1, 2, 3, ..., 20) and backward (10, 9, 8, ..., 1); counting in 2s, 5s, 10s.
One-to-one correspondence - matching one number-word to one object (counting 5 apples by pointing to each one).

Early Math Concepts

Big / small, long / short, heavy / light - comparing concrete objects to build size + weight vocabulary.
Patterns (red-blue-red-blue; AB, ABB, ABC) and sorting (by colour, size, shape, function).
Simple addition with objects (2 + 3 = 5) using blocks, coins, fingers; build number sense before written math.

Language Development

Vocabulary - 50 new words per term linked to themes (home, school, food, animals); spoken use before written.
Following instructions - 1-step ("clap your hands"), 2-step ("touch your nose then sit"), 3-step ("stand up, turn around, sit down").
Storytelling with picture prompts - looking at a picture; describing what you see; making up beginning + middle + end.

Phonemic Awareness

Identifying sounds in words - hearing initial, medial, final phonemes (e.g., "cat" = /c/ /a/ /t/).
Rhyming (cat-bat, dog-log) and alliteration (Peter Piper picked a peck) - tuning the ear to sound patterns.
Blending (separate sounds /c/ /a/ /t/ -> "cat") and segmenting (whole word "cat" -> /c/ /a/ /t/) phonemes.

Synthetic Phonics (UK method)

Phase 1 - 7 aspects of listening (environmental sounds, instrumental, body percussion, rhythm, alliteration, voice sounds, oral blending).
Phase 2-3 - 44 phonemes of English (e.g., /s/, /a/, /t/, /i/, /n/, /sh/, /ai/, /ee/); tricky words (the, said, was) that don't follow phonics rules.
Phase 4-5 - blending CVC (cat, dog), CVCC (lamp, jump), CCVC (flag, drop), CCVCC (stamp); alternative spellings (/ai/ as ai, ay, a-e).

Letter-Sound Correspondence

Single letter sounds a-z - introducing each letter with its most common sound (a as in apple, b as in ball).
Digraphs (2 letters = 1 sound) - ai (rain), ee (bee), oa (boat), sh (ship), ch (chat), th (thin / this).
Trigraphs (3 letters = 1 sound) - igh (high), ear (hear), air (hair), oor (door); also -tion (action).

Decoding & Encoding

Reading CVC words (cat, dog, sun) by sounding out each phoneme then blending into a word.
Spelling simple words - hearing the sounds and matching to letters (cat -> c-a-t); using sound boxes.
Reading short sentences - 4-6 words with mostly decodable words + 1-2 sight words ("The cat sat on the mat").

Sight Words (High-Frequency)

Tricky words (cannot be sounded out) - the, said, was, you, were, was, said, are; learn by sight + repetition.
Dolch list 1-3 - 220 high-frequency English sight words by grade (Pre-K to Grade 3); covers ~70% of texts kids read.
Reading sight words in context - flashcards, songs, sentences; aim for instant recognition (0.5 sec).

Numbers & Counting

Number recognition 1-20 - seeing the digit and saying the name (4 = "four"); writing the digit.
Counting forward (1, 2, 3, ..., 20) and backward (10, 9, 8, ..., 1); counting in 2s, 5s, 10s.
One-to-one correspondence - matching one number-word to one object (counting 5 apples by pointing to each one).

Early Math Concepts

Big / small, long / short, heavy / light - comparing concrete objects to build size + weight vocabulary.
Patterns (red-blue-red-blue; AB, ABB, ABC) and sorting (by colour, size, shape, function).
Simple addition with objects (2 + 3 = 5) using blocks, coins, fingers; build number sense before written math.

Language Development

Vocabulary - 50 new words per term linked to themes (home, school, food, animals); spoken use before written.
Following instructions - 1-step ("clap your hands"), 2-step ("touch your nose then sit"), 3-step ("stand up, turn around, sit down").
Storytelling with picture prompts - looking at a picture; describing what you see; making up beginning + middle + end.

Requirements

A laptop, desktop or tablet with stable internet
Notebook, pencil, crayons and a simple letters / numbers chart
Headphones with a clear microphone (small kids' headset)
Parent / adult presence for the first 2-3 classes

Reviews

4.85 / 5 ★ · 315+ students enrolled

Parents consistently rate our mentors for personalised attention, clear concepts and steady progress. Book a free demo to experience a class first-hand.

Frequently Asked Questions

How do I get started?

Click the Book a Demo button on this page and fill in your child's grade and school board (CBSE / ICSE / IGCSE / Cambridge / US Common Core / Singapore MOE etc.). We will schedule a free trial session with a matching tutor. For details, contact our coordinator on WhatsApp at +91 93308 11581 or email contact@winquestonline.com.

Will the tutor follow my child's school board?

Yes. Every WinQuest tutor is mapped to specific curricula. Before the first class we ask which board your child follows; the tutor uses that board's scope and sequence, supports the school textbook chapter by chapter, and adds worksheets in the board's exam style. We currently support US Common Core, Ontario, Australian v9.0, CBSE (NCERT), ICSE (CISCE), IGCSE 0580 / 0500 / 0610 / 0620 / 0625, Cambridge Primary / Lower Secondary, and Singapore MOE.

How does payment work?

We require monthly advance payments for the number of classes scheduled in that calendar month. We accept Zelle, PayPal, UPI (for India), Stripe and major credit / debit cards. You can select your preferred payment method during the initial enrolment.

What if my child misses a class?

For 1:1 sessions we reschedule a make-up at a mutually convenient time at no extra cost (with at least 24 hours notice). For group classes we share a timed recording of the session on parent request, so your child can catch up before the next class.

How long is each class?

Each class session is 60 minutes long for academic subjects. Frequency is typically twice a week for K-7 grades and 2-3 times a week for high school, based on the board exam timeline and parent preference.

How is progress measured?

Tutors give written feedback on every homework assignment, run a short formative quiz every 4-6 classes, and a longer chapter test at the end of each topic. Parents receive a monthly progress report covering concept mastery, homework completion and test scores.

What is the class size?

For 1:1 sessions the class is just your child and the tutor. For group classes we cap each batch at 6-8 students so every learner gets individual attention and can ask questions in real time.

Are the tutors qualified?

All our tutors are highly qualified subject-matter experts with proven track records - many hold Master's degrees in their subject and several years of school-curriculum teaching experience. Each tutor is interviewed by our academic head before joining and is mapped to specific boards and grades.

What if my child needs to pause for a school break or exam?

Just let us know in advance. There are no contracts - you can pause for a school holiday or final-exam stretch and resume when the student is ready, with no penalty.

What are the requirements?

A laptop or desktop with a stable internet connection is required. Pencil, eraser, ruler and a notebook for working out solved problems. For higher grades a basic calculator. The tutor will list any board-specific requirements (textbook, geometry box, etc.) before the first class.