Children learn letter sounds, sound recognition and sound blending, then use them to read and spell simple words. Lessons build up to early reading through vocabulary, pronunciation and plenty of practice out loud.
The moment reading begins
Brolly Juniors runs phonics classes in Hyderabad for ages 4 to 9, teaching the 44 English sounds and their spellings across six levels. Children learn to blend sounds into words, segment words for spelling, read tricky words on sight and finish the pathway reading levelled stories aloud with expression.
Phonics helps children understand the relationship between letters and the sounds they make.
Children first learn that each letter stands for a sound. Then they learn to join those sounds together. That second step is what turns a row of letters into a word a child can actually read.
Take the word CAT. It has three letters and three sounds: /k/ + /æ/ + /t/. A child who knows those three sounds does not need to be told what the word says — they can work it out. The first time that happens is usually the moment reading stops feeling like magic and starts feeling possible.
Sounds are introduced a few at a time, in a deliberate order, so children can start building real words very early rather than waiting until they know all 26 letters.
Simple explanationReading is a code. Letters stand for sounds, and sounds join together to make words. Phonics teaches a child to crack that code, so they can work out a word they have never seen instead of guessing from the picture.
Easy exampleC says /k/. A says /æ/. T says /t/. Say them one after another and speed up: /k/ … /æ/ … /t/ … CAT. That is blending, and it is the whole idea in one word.
At Brolly JuniorsSounds are introduced a few at a time, in a deliberate order, so children start building real words early rather than waiting until they know all 26 letters.
Tap a letter to see the sound it makes, a word that starts with it, and the mistake to avoid. This is exactly how each sound is introduced in class.
Twelve of the first sounds children meet, in the order they are usually taught — enough to build real words early.
The sound: A says /æ/
Say the sound, not the letter name. B is named “bee”, but in a word it says /b/ — and it is the sound that lets a child read.
/æ/
as in apple
Say it short and quick, not “ay”.
The alternative to phonics is guessing. A child without a decoding method looks at an unfamiliar word and guesses from the first letter or the picture beside it.
Knowing instantly what sound a letter makes, which is the foundation everything else rests on.
Breaking an unfamiliar word into its sounds and working it out, rather than waiting to be told.
Regular practice turns slow sound-by-sound decoding into smooth reading over a few months.
Spelling is blending in reverse. A child who can hear the sounds in a word can attempt to write it.
Because every sound is said out loud, children get used to saying them clearly and correctly.
New words come with pictures and meanings, so children learn what the word means as well as how to read it.
A child who has read a word by themselves will try the next one. That willingness matters more than speed.
Being able to open a simple book alone changes how a child feels about reading altogether.
Classroom reading assumes some decoding ability. Practice here supports what school is already asking for.
A note on expectations: how quickly a child progresses depends on how often they practise and where they start. We do not promise reading fluency, particular school results or a fixed timeline — what we commit to is structured teaching and regular guided practice.
Eight things children work on across the programme.
Knowing what sound each letter makes, quickly and without hesitating.
Pushing separate sounds together into a whole word — the step that unlocks reading.
Moving from single words to short sentences and simple stories read alone.
Hearing a word, breaking it into sounds, and writing a letter for each one.
Making new words by swapping one sound, so CAT becomes MAT becomes MAP.
Saying each sound clearly, including the ones children commonly muddle.
Learning what a new word means, not only how to sound it out.
Attempting an unfamiliar word instead of stopping and waiting for help.
Every level runs on the same rhythm—hear it, say it, build it, read it, write it—so children always know what a session will feel like.
Children tune their ears before they touch a letter, then meet the first sound group.
The moment reading clicks—three separate sounds become one whole word.
Reading in reverse: children pull a spoken word apart and write the sounds they hear.
Two letters, one sound—plus the consonant clusters that unlock longer words.
The same sound can be written more than one way—children learn to choose.
Accuracy becomes reading that sounds like talking—and children show they understood it.
A learning structure rather than a school-board syllabus. Ask us for the current programme detail for your child’s level.
Alphabet recognition, letter names, basic letter sounds, vowel awareness and sound matching. The starting point for every child, including those who do not yet know the alphabet.
Beginning sounds, ending sounds, sound identification and simple word sounds. Most of this happens by ear before anything is written down.
Sound blending, CVC words, simple word reading and word building. This is where the separate sounds finally become words a child can read alone.
Sight words, simple sentences, short stories, comprehension and spelling practice. Decoding becomes automatic and attention shifts to what the words mean.
Blending is joining separate sounds into one word. It is the step where phonics turns into reading, and it takes most children a little while to click.
Say each sound separately, then say them again a little faster, then faster still until they run together. /k/ … /æ/ … /t/ … cat.
The common sticking point is adding an extra sound — saying “kuh-a-tuh” instead of /k/ /æ/ /t/. That extra “uh” makes blending much harder, so children are taught to keep each sound clean from the start.
Once a child can blend, they can build. Swapping a single sound makes a whole new word, which is a satisfying discovery for a five-year-old — and it shows them that words are built from parts rather than memorised whole.
/k/ + /æ/ + /t/ = CATThree sounds, three letters, one word.
/m/ + /æ/ + /t/ = MATChange only the first sound and CAT becomes MAT.
/s/ + /ʌ/ + /n/ = SUNA different vowel sound, same three-sound pattern.
Phonics is one part of learning to read — an important part, but not the whole of it. A child also needs vocabulary, comprehension and plenty of practice with real books.
What phonics provides is the decoding tool. Without it, a child meeting an unfamiliar word has nothing to fall back on. With it, they have a method they can use every time.
So decoding is taught properly and early, and then reading practice, vocabulary and comprehension are built on top of it rather than instead of it.
Naming any letter on sight.
Knowing instantly what sound that letter makes.
Breaking a word into sounds and blending them back.
Reading familiar words smoothly, without sounding out.
Several words together, read as one idea.
A few pages read alone, then talked about.
Spelling is blending backwards. A child hears a word, breaks it into sounds, and writes a letter for each sound.
Each has exactly three sounds and spells the way it sounds, which is why they come first.
The method is always the same. Say the word slowly. Hold up a finger for each sound you hear. Then write one letter for each finger.
Children who learn this have a way to attempt any word, even one they have never written. The attempt might not be right, but an attempt built from sounds is far more useful than a blank page or a guess.
Words that do not follow the sounds — said, was, the — are taught separately as sight words, so children are not confused by exceptions while they are still learning the rules. We do not promise perfect spelling; what improves is a child’s willingness to try.
Suggested groupings. Activities adapt to the child’s age and current reading level.
Ages 4–5
Ages 5–7
Ages 7–9
Ages 9+
An example of how a session flows. Ask us for the current class structure and batch detail.
A quick run through sounds already known, so the session starts with success.
A new sound introduced with its letter and an example word, said aloud together.
A listening game that uses the new sound without any reading yet.
Pushing the sounds together into words, with support while it is still new.
Reading the words built in the previous step, this time from a card.
A short passage or a few sentences at a level the child can manage.
A short review of the sounds covered and what to practise at home.
The activity types used to keep practice varied and enjoyable.
If your child does not know the alphabet yet, that is completely fine. Most children who join are at exactly that point, and nothing in the early sessions assumes otherwise.
Beginners start with letters and a small handful of sounds — not all 26 at once. As soon as a child knows a few, they start building real words, because reading something for yourself is far more motivating than finishing the alphabet first.
Children are never pushed to keep pace with the group. A child who needs longer on a sound gets longer on it, because moving ahead of a shaky foundation just produces guessing later.
Phonics sits alongside our language classes, tuitions and skill programmes for children in Hyderabad.
Sessions are pitched at how young children actually learn — short, varied and hands-on.
Everything is explained in words a child can repeat back in their own way.
Sound games, cards and word building rather than worksheets alone.
A four-year-old and a nine-year-old need very different phonics sessions.
Children say sounds, blend words and read aloud in every session.
We tell you which sounds your child is working on and what would help at home.
Sounds are introduced in a deliberate order so children can build words early.
A child who guesses a word has not read it. Decoding comes first.
We share these directly so what you get is current and specific to your child.
Ask us
Changes through the year
Nothing before the trial
Let your child try a session and see how they take to it. We check which sounds they already know and suggest a starting point.
Metro Pillar No. A689, Dr Atmaram Estates, 3rd Floor, Nizampet X Roads, Nizampet, Hyderabad, Telangana, 500072
Eight simple things that make a real difference between sessions. None of them takes long.
Five or ten minutes on most days is plenty. Short and regular beats long and occasional.
Take turns. Your child hears fluent reading and practises their own.
A question you can ask anywhere — in the car, at the shop — and it trains the ear.
Swap one letter and read the new word. CAT, MAT, MAP.
Say /t/, not “tuh”. That extra “uh” is the single most common reason blending stalls.
Wait before supplying the word. The attempt is where the learning is.
Rereading builds fluency, and a child who knows the story reads it more confidently.
Stop before frustration arrives. A child who enjoys it will come back to it.
Most families arrive here for one of two reasons: a child in early school years who is guessing at words rather than reading them, or a younger child about to start school whose parents want the foundation in place first.
Both start the same way — with a check of which sounds the child already knows. A child placed too far ahead of that will guess rather than decode, which is the problem the class is meant to solve.
Metro Pillar No. A689, Dr Atmaram Estates, 3rd Floor, Nizampet X Roads, Nizampet, Hyderabad, Telangana, 500072
Beside Sri Bhramaramba Theatre, near JNTU Metro Station.
Tell us your child’s age and which letters or sounds they already know, and we will suggest where they should start.
Where children usually go next, once decoding is secure.
Reading, writing, grammar and speaking together, once decoding is secure.
💬Fluency built from real conversation, not memorised paragraphs.
🎤From show-and-tell to a prepared presentation, one stage at a time.
🪔The aksharamala, reading, writing and conversation.
🧮Mental calculation and concentration through level-based practice.
🧠Reasoning, memory and puzzles away from the screen.
Clear explanation
Guided activities
Visible outcomes
Short, direct answers to the questions parents search for most.
Blending is joining separate sounds into one word. It is the step where phonics turns into reading, and it takes most children a little while to click.
Because an extra “uh” has crept onto each sound, which makes blending much harder. Children are taught to keep each sound clean from the start — /k/, not “kuh”.
Tell us your child’s class and what they enjoy. We will suggest the closest program fit—no pressure and no upfront payment.