Welcome to Phonics.net.au
This website offers a free, comprehensive and sequential phonic program for teaching children how to read. It is split into six sections which are designed to be completed in order, however, each lesson is self contained and it's possible to pick and choose.
Phonic Pack 1
Phonic Pack 2
Phonic Pack 3
Phonic Pack 4
Phonic Pack 5
Phonic Pack 6
My Dictionary
You may also find the following posts useful in making the most of this Phonic program.
Why Teach Phonics?
What is in each Phonic Pack?
Lesson Schedules
You can also access types of lessons such as Single Sounds or Digraphs by scrolling down the menu on the left.
Continue reading to find out more about this program.
My name is Glenys Deutscher.
I am a school teacher with 37 years experience and over the years it has been my privilege to teach all Primary School Year Levels, from Kindergarten to Year 7.
I have been inspired to write these Phonic Books because I believe that systematic phonic instruction is the most successful way to teach children how to read and spell. Once children learn the sound for each letter of the alphabet, and can sound out three letter words, a whole new world of reading is opened up for them. Their confidence grows as they realise they can read and they soon learn to sound out longer words. The ability to read words fluently and with confidence improves reading comprehension. I have taught Year One children for many years and am convinced that a systematic phonic based programme enhances children’s reading progress. Each year I taught Year One, I had children who were non readers at the beginning of the year, progress to a reading age of over 8 years. Similar progress can also be tracked with Year 2 and Year 3 children whom I have taught with the phonic based programme. I have also used this programme to help older children who have been struggling with reading, with beneficial results.
I have written these Phonic Packs for parents (or other care givers) to work with a child because I am convinced there are many advantages for both child and parent to work through the programme together. Each year I have worked with many supportive parents whose positive input has improved their children’s learning.
Teachers and tutors will also find the lessons invaluable as they progressively and systematically work through a direct phonic programme. These lessons are sequential, so moving progressively through the phonic books could be your phonic programme (already written for you). However, each lesson stands alone, so if you do not want to move through the programme lesson by lesson you can choose which lessons are applicable to your classroom/teaching situation. Feel free to cut and paste.
Children not only need to learn how to read, they also need to be able to comprehend what they are reading. I have included a simple comprehension exercise at the end of each lesson to encourage the development of comprehension skills.
To be a fluent reader children also need to be able to confidently recognise common sight (look-say) words, so lessons introducing appropriate sight words are included in the Phonic Packs.
To help develop children's writing skills I have integrated simple punctuation exercises in to the Phonic Packs, and lessons encouraging the correct spelling of common words are included in Phonic Packs 5 and 6.
To access the complete Phonic Packs click on the links in the menu to the left.
If you are searching for a specific type of activity (eg digraphs, reading sheets, initial sounds) scroll down to the categories which can also be found to the left.
It is so important for children to be confident readers. It is my desire that this programme will help parents/teachers/tutors to empower children to achieve this goal.
If you have any questions please leave a comment on the
questions page.
Happy reading,
Glenys Deutscher.
A number of people have enquired about ordering a hard copy of the phonic packs to save on printing costs and time.
To place an order:
1. Select your Phonic Pack
2. Click on the button below.
'Let's go to Planet Kreaton' - Reading and Comprehension Activity - page 1
Print above image and use with pages 2, 3, 4 and 5.
Printing Instructions
Notes for teachers – Let’s go to planet Kreaton
(Kreaton is an imaginery planet)
This activity presents the children with a challenging read and draw activity. Each child is given the instructions and draws what she/he reads.
It is important for a child to be able to comprehend what he/she is reading.
Read and draw activities help develop a child’s comprehension skills.
“Let’s go to Kreaton” offers a complex comprehension activity and could be given to the more mature readers in your class as an extension activity. They will need a reasonable amount of time to satisfactorily and successfully complete this task. They will need to work on a sheet no smaller than A3.
This activity appeals to the child’s imagination.
Give each child an activity sheet. Read through the instructions with the children. Let them work the exercise with as little help as possible.
Observing how each child tackles and completes this activity can provide you with valuable information for your records.
Two worksheets (one more difficult than the other) have been included for this activity. Choose the one which is appropriate for your purposes.
'Let's go to Planet Kreaton' - Reading and Comprehension Activity - page 2
Print above image and use with pages 1, 3, 4 and 5.
Printing Instructions
Let’s go to planet Kreaton
By reading and following these instructions you are going to draw a scene from the imaginary planet, Kreaton.
Read ALL of the instructions carefully before you start drawing the picture. This will help you draw everything in its correct place.
Tick the box when you have drawn the item.
----------------------------- ----------------------------- ----------------------------- -------------------
Draw three tall, blue and orange trees in the lower left hand
corner of your page. The trees are growing in red soil.
In the top right hand corner draw four Kreaton houses. A
Kreaton house is shaped like a triangle and is always painted
red. Each house has a green triangle chimney and a purple
triangle door.
To the right of the trees draw a big lake. Lake water on
Kreaton is always yellow. Draw the brown Kreaton Monster
which lives by the lake.
Draw a Kreaton spaceship near the centre of your Kreaton-
scape.
What do you think a Kreaton Creature would look like? Draw
four of them in the places where you think they best fit into
your picture.
Draw a purple road meandering from the houses to the trees.
What colour is the rest of the soil? Draw some Kreaton plants
and animals in appropriate places in your Kreaton- scape.
What else do you think would be on Kreaton?
Draw it/them into your picture.
Well done.
Would you like to travel to Kreaton?
'Let's go to Planet Kreaton' - Reading and Comprehension Activity - page 3
Print above image and use with pages 1, 2, 4 and 5.
Printing Instructions
Let’s go to planet Kreaton
By reading and following these instructions you are going to draw a scene from the imaginary planet, Kreaton.
Read ALL of the instructions carefully before you start drawing the picture. This will help you draw everything in its correct place.
Tick the box when you have drawn the item.
----------------------------- ----------------------------- ----------------------------- -------------------
Draw three tall, blue and orange trees in the lower left hand
corner of your page. The trees are growing in red soil.
In the top right hand corner draw four Kreaton houses. A
Kreaton house is shaped like a triangle and is always painted
red. Each house has a green triangle chimney and a purple
triangle door.
To the right of the trees draw a lake. Lake water on Kreaton is
always yellow. Draw the brown Kreaton Monster which lives
by the lake.
Draw a Kreaton spaceship near the centre of your Kreaton-
scape.
What do you think a Kreaton Creature would look like? Draw
four of them in the places where you think they best fit into
your picture.
What else do you think would be on Kreaton?
Draw it/them into your picture.
Well done.
Would you like to go to Kreaton?
'Let's go to Planet Kreaton' - Reading and Comprehension Activity - page 4
Print above image and use with pages 1, 2, 3 and 5.
Printing Instructions
Extra Activity:
After the children have completed the ‘read and draw’ activity they could write a story about a visit to this imaginary planet.
Good stories have a beginning, a middle and an end. Some children are inclined to ramble and often their stories go nowhere. To help them write a story, with the ideas flowing and in sequence, it is a good idea for each child to work from a framework.
The framework should be filled in with words and phrases and helps the child create the ideas and backbone of the story before he/she begins to write.
A (Simple) Narrative Framework has been included for this extra activity. It can be used for this story or any other story a child is going to write.
This is how you use the Narrative Framework:
1. Discuss with the children the story they are going to write.
2. Words which will be common to all writers may be written on the board or a chart for future reference.
3. Model to the children how to use the Narrative Framework by telling them what you are thinking as
you fill in the three boxes.
4. Explain the ‘Story Title’ box may be filled before or after all the other boxes have been filled.
Show the children how to write the title of a story. Every word has a capital letter except the small
words.
Look at books from around the room to see how the titles are written.
5. Give the children time to fill in the boxes.
Next Lesson:
6. Using the Narrative Framework you used as a model in the previous lesson show the children how you
turn the words and phrases (ideas) into sentences.
Think aloud as you model how to write one sentence at a time. Explain how the sentences develop into
the story.
If this is the first time the children have used a Narrative Framework keep your story (very) short.
Children easily lose the thread of a story if it is too long.
7. Give the children time to write their stories.
If a child finishes quickly she/he could illustrate her/his story and/or create a cover page which
includes the title and her/his name as the author and illustrator (if they have drawn a picture).
8. Staple the pages into a booklet. Children are proud of their work if it is made into a booklet.
Hint: It is difficult for every child in the class to finish his/her story in the given time. The children
who do not complete their story/illustration in the given time may be happy to finish it at home.
'Let's go to Planet Kreaton' - Reading and Comprehension Activity - page 5
Print above image and use with pages 1, 2, 3 and 4.
Printing Instructions
My name Date: .
Narrative Framework
Story Title
.
Beginning:
introduce characters
where is your story
taking place
Middle:
develop your story
what happens in your story
The End:
how does your story end
Father Christmas - Notes for Tutors
Print above image and use with Father Christmas Worksheets (pages 1 and 2).
Printing Instructions
Father Christmas Reading and Art
Notes for Tutors:
This is an easy, one lesson, reading and craft activity.
Reading, understanding and following written instructions is an important comprehension skill for children to master. This activity develops comprehension, problem solving and fine motor skills and it is integrated into the Arts Learning Area. Putting in the effort to produce a carefully cut out and completed Father Christmas develops pride in one’s work. Children realise that good results are often the product of effort.
Early readers will need assistance with this activity. Accomplished readers will be able to read and work the worksheet with no/little assistance. Whatever the level of reading development of the children in your class, give only as much assistance as each child needs to succeed.
Each child will need:
1 Father Christmas Sheet
1 Father Christmas Worksheet
5 cotton balls
one red crayon
coloured pencils
scissors
craft glue
This activity can easily be integrated with:
o Literature: Before working the activity read a story with Father Christmas as the main character.
o Music: Work this activity before or after learning a song which mentions Father Christmas.
o Oral Expression: Work this activity before or after learning a poem which mentions Father Christmas.
o Writing:
1. Work this activity and then encourage children to write a narrative about Father Christmas.
2. Write a letter to Father Christmas.
o Drama: Work this activity – divide the class into small groups - each group develops a short play or skit with Father Christmas as the central character. (best results follow a class discussion which gives children ideas to develop)
o Research: the origin of Father Christmas. What other names is he known by?
o Punctuation: Discuss the use of the apostrophe for Father Christmas’s face (etc)
Note:
Discuss eye colour with the children before they work No 4 on the worksheet.
Curling Father Christmas’s beard is a challenge for younger children. It provides practise using/developing fine motor skills.
 Children cut along the lines in Father Christmas’s beard.
 Place Father Christmas on the desk/table facing upwards.
 Place a pencil across the bottom of one of the strips.
 Roll the strip onto the pencil. Keep rolling to curl the strip.
 Take the pencil out of the curl.
 Repeat on each strip.
(It looks good not to roll all the strips to the same length.)
Father Christmas Worksheet (page 1)
Print above image and use with Father Christmas Worksheet - page 2.
Printing Instructions
Father Christmas Worksheet My name is _____________________________ __
1. Collect the following materials:
1 Father Christmas Sheet coloured pencils
5 cotton balls scissors
1 red crayon craft glue
2. Colour Father Christmas’s hat using the red crayon. Press firmly with the crayon as you colour in so you end up with a bright red hat with no white patches showing.
Tick the box when you have coloured in Father Christmas’s hat.
3. Choose a red pencil and colour Father Christmas’s nose and lip.
Press firmly so Father Christmas has a bright red nose and lip.
Tick the box when you have coloured in Father Christmas’s nose and lip.
4. Choose the colour you are going to use to colour Father Christmas’s eyes. Colour his eyes with the pencil you have chosen.
Colour his eye lids with a suitable colour.
Tick the box when you have coloured in Father Christmas’s eyes.
5. Choose the colour you are going to use to colour the rest of Father Christmas’s face. Colour Father Christmas’s face lightly. This will give him good skin colour. Make sure you don’t leave any white patches.
Tick the box when you have coloured in Father Christmas’s face.
6. Carefully cut around the edge of Father Christmas’s head.
Tick the box when you have finished cutting out.
7. Pull one cotton ball apart until it fits into the pom pom on Father
Christmas’s hat. Glue it in to place.
Pull another cotton ball apart and fit it into Father Christmas’s
moustache. (You may not need a whole cotton ball) Glue it in to place.
Pull out and spread the rest of the cotton balls onto the front of Father
Christmas’s hat. (You may not need them all) Glue in to place.
When you have glued the cotton balls into place, tick the box.
8. Carefully cut the lines on Father Christmas’s beard.
Give Father Christmas a curly beard.
Your teacher will show you how to do this.
Tick the box when you have given Father Christmas a curly beard.
Well done -- Father Christmas is complete.
Father Christmas Worksheet (page 2)
Print above image and use with Father Christmas Worksheet - page 1.
Printing Instructions
Notes for Teacher - Christmas Art - page 1
Print above image and read with Notes for Teacher - page 2.
Printing Instructions
Christmas Art
Notes for teacher: page 1
This activity encourages children to use their imagination to create an individual and unique Christmas poster.
This activity combines reading for a purpose and following instructions with an Art/Craft activity.
Materials required:
a piece of paper for each child (no smaller than A3 size)
paints, crayons, pencils
other materials you can make available for the children to use to decorate their work (cotton wool balls, glitter, pom poms, Christmas ribbon etc. (not essential)
black crayons – for outline
Christmas cards/pictures
Before you distribute the worksheet have a class discussion:
 Explain that each child will choose to draw a Christmas candle, bell, lantern, angel, bauble (etc)
 Display several Christmas cards/pictures which have drawings of Christmas candles, bells, lanterns, angels, baubles (etc) on them and use them for a class discussion about shape, decoration, patterns, colours (etc)
 Suggest to the children that they only need to draw one or two candle(s), or lantern(s) or (whatever they choose to draw) but it (they) will need to be connected to something. For instance a bell, or lantern or bauble could be hanging from a Christmas tree branch. Discuss how this can be done artistically – encourage the children to use their imaginations – there is no right or wrong way to do this.
Some children may wish to draw Father Christmas or a Christmas scene eg Father Christmas in
his sleigh, travelling with his reindeer – this is OK – the results are usually quite delightful.
 Show the children the size of the piece of paper they will be given to draw on and discuss how big their candle or lantern (or whatever) will need to be to cover the sheet.
 Discuss what the background will be – left blank or perhaps partly covered with dry brush strokes which follow the outline of the drawing – once again encourage imaginative use of crayons, brush strokes, pencils etc.
The Christmas drawing needs to stand out – the background should not detract from it.
Look at the Christmas cards/pictures – do they show any good ideas for a background?
After all this discussion (and the children are bursting with enthusiasm and inspiration) give each child a “Christmas Picture Worksheet” and progress as best suits your situation.
If your class has proficient readers each child will be able to read and follow the instructions with minimal help.
If your class has beginning readers you may wish to proceed with the whole class, reading and then working one step at a time.
Hint: If you have young children in your class, parent helpers are invaluable during a high activity lesson
such as this.
Notes for Teacher - Christmas Art - page 2
Print above image and read with Notes for Teacher - page 1.
Scroll down for Student Worksheets.
Printing Instructions
Christmas Art
Notes for teacher (accompanies ‘Chritmas Art’ Worksheet: page 2
1. Planning Time:
The discussions before the ‘Planning Time’ are very important so the children confidently enter
‘Planning Time’.
During the planning time each child will decide what she/he going draw (eg candle, bell etc) and write it on the line.
2. Each child will observe the piece of paper he/she is going to draw on and consider (perhaps ‘drawing’ on the paper with a finger) how big the object will be. Until they have had practise drawing on bigger pieces of paper they may be inclined to make the drawing too small. Getting it the right size is a challenge for some children - spatial awareness.
3. Drawing with a lead pencil:
Drawing with a lead pencil is good because it can easily be rubbed out and the picture altered.
STRESS to the children to press lightly when drawing with the pencil so it can easily be rubbed out and will not show when their work is completed.
4. Tracing with a black crayon:
Tracing around the main object/character in the drawing gives a smart finish to the work of art.
However, it would be inappropriate to outline parts/all of the background (eg pine needles on the Christmas tree branch).
Some things in the picture may be too small to have a thick, black crayon line around them. It is good to use a black pencil to outline around these objects.
Discuss the above with your class before they begin to trace around the outline of their drawing – knowing what is appropriate is a learning process and it needs to be given serious consideration. After they have used this process for a few pieces of art children become more proficient users of the technique.
5. Colour the drawing:
Children love painting and using paints makes the work colourful.
Children love mixing colours – especially adding white to make pink or paler green/blue etc.
Using brush strokes with a near dry brush makes a good background (practising on another piece of paper first is a good idea.). There are other techniques you could teach the children as well – modelling is an excellent way to show children different techniques.
Have different paint brush sizes available for the children to use.
Using paints may be inappropriate for smaller objects/decorations. Using coloured pencils or textas (after the paint is dry) is a good way to go.
Adding glitter (on a candle flame, star or bauble) or small pom poms (on a Christmas Tree branch)
adds interest to the art work. I’m sure you have other good ideas too.
6. When a child completes the Christmas drawing suggest he/she signs it – this is what artists do.
7. Rating their work encourages children to think about their work and hopefully encourages them to be more responsible for the success of their learning. It also encouraged them to put more effort into their work so they can be proud of their achievements. (They don’t work just to please the teacher but for self fulfilment).
Christmas Picture Worksheet - page 1
Print above image and use with Christmas Picture Worksheet - page 2.
Printing Instructions
My name ; .
Christmas Picture Worksheet
Christmas is coming and you are going to create a beautiful Christmas drawing.
1. Planning Time:
Your teacher has explained to you how you are going to create this drawing.
On the line write what you are going to draw. _____________________________
2. Look at the piece of paper you are going to use and in your mind imagine how
you are going to fit your idea onto a piece of paper this size.
You don’t want it too small or too big. You want it to be just right.
What are you going to do for a background? Remember, the drawing is the
most important part of your piece of art.
Tick the box when you have considered all of the above and you are ready to start drawing your picture.
3. Pick up a lead pencil and LIGHTLY draw your Christmas drawing.
It is important to draw lightly so you can easily rub out and improve your
drawing as you go. If you rub too heavily on the paper you may break the
surface of the paper.
Look at your work. Improve it until you are happy with it.
Discuss your work with a friend/ your teacher/ or classroom helper.
Has he/she got any ideas for you to think about?
When you have finished lightly drawing your picture tick the box.
4. Pick up a black crayon and trace over the outline of your drawing.
Look at your drawing and decide what you are going to outline with the black
crayon.
You only need to outline the main object(s) in your drawing.
Perhaps parts of the background don’t need to be outlined.
There may be some parts of your drawing which would look better without a
black outline.
If you have small things in your drawing you may need to use a black pencil for
their outline because the crayon may be too thick.
Note: If you are going to paint don’t use textas to outline your drawing because
the colour will smudge.
When you have decided what you are going to trace around press firmly with
the black crayon so you get a firm black outline. Giving your work a firm black
outline makes it look smart.
When you have finished tracing with the black crayon/pencil tick the box.
5. Colour your drawing:
Using the materials of your choice colour/decorate your drawing.
Tick the box when your drawing is completed.
Christmas Picture Worksheet - page 2
Print above image and use with Christmas Picture Worksheet - page 1.
Printing Instructions
6. Sign your work: This is what artists do and you are an artist.
7. Rate Your Work:
Write two things you like about your work.
1.
2.
Write one thing you think you could do next time to improve your work.
How did you work?
Tick the box which rates how much effort you put into your work.
I did not put much effort into my work.
I put some effort into my work.
I put a lot of effort into my work.
This is my very best work.
Reading and Writing Poetry - page 1 of 6
Print above image and use with pages 2 to 6.
Printing Instructions
Reading and Writing Poetry - Notes for Teachers.
Writing Poetry
Notes for Teachers
This activity integrates reading with writing poetry.
The children become poets.
This activity can also easily be integrated with Art, Listening and Speaking, Writing, Science, Health, Society and Environment.
Children love the rhythm of language, especially poetry, and they enjoy writing their own poems. As with everything else, the more practise they have the more proficient they become and the more they appreciate poetry that is read to them.
This activity can be used at any Year Level. Each child will work at his/her own level of development and vocabulary.
Each child has reading practise as he/she reads the poems and instructions on the worksheet(s).
Comprehension and following instructions skills are improved as they carry out the written instructions given on the worksheet and oral instructions given by the teacher. These are important skills for each child to develop.
The children are also encouraged to be responsible for their own learning and presentation of their work when they are asked to ‘Admire/Rate’ their own work at the end of the activity.
An interesting and easy way to introduce/extend poetry writing is:
• Each child chooses a topic (or the whole class could write on the same topic, chosen by the teacher, which integrates the activity with another Learning Area. eg Science (plants, flowers, animals, water … ), Health (happy, sad, exercise, food …)
• Write the topic on the first line.
• The lines following the topic are words or phrases about the topic. Each word or phrase goes on a different line.
• Conclude with a ‘rounding off’ word or phrase.
This activity can easily be integrated with the Art Learning Area with each child illustrating their poem.
The illustrations and poems make a colourful display.
The illustrations can be created on the same piece of paper as the poem or a larger illustration on another piece of paper.
You may wish to present some (all) of the poems at a School Assembly.
Another idea is to create a class mural (colourful Art activity) using a topic being studied in one of the Learning Areas.
eg. Plants, Insects, Planets, Dinosaurs, Frogs, Flowers, Seasons etc.
Each child writes a poem about the topic and attaches it to/around the edge of the Mural.
This activity can be used to write poems using ‘Christmas’ as the topic. A colourful Christmas
display can be created when integrated with the Art activity.
The poems do not have to be displayed on the rectangular piece of paper. After the poem has been written the paper can be trimmed into any ‘cloud’ shape.
Hint: Drawing around the edge of each shape with a broad tipped colour marker enhances the display.
Two worksheets follow:
• one for writing the poem
• the second one for creating an illustration to accompany the poem
Teacher Notes accompany each worksheet.
You can choose to cover one or both worksheets, depending on your programme and time constraints.
Reading and Writing Poetry - page 2 of 6
Print above image and use with pages 1, 3, 4, 5 and 6.
Printing Instructions
Reading and Writing Poetry - Poems to read.
My cat,
fluffy,
ginger,
playful,
little,
purrs,
He’s the best.
Flowers,
roses
and pansies
and daisies,
grow in the garden,
are colourful,
red and pink and yellow and white,
I love flowers.
Happiness is,
singing,
dancing,
birthday parties,
going to the beach,
playing with my friends,
Lots of things make me happy.
I am happy when I make other people happy too.
Reading and Writing Poetry - page 3 of 6
Print above image and use with pages 1, 2, 4, 5 and 6.
Printing Instructions
Let's Write a Poem.
Name: .
Let’s Write a Poem - Worksheet
Today you are going to write a poem.
1. Read the poems on the page your teacher has given you.
2. Listen to your teacher’s instructions for discussing the poem in pairs, small
groups or as a class group.
===========================
3. Now that you have studied the poems and understand the structure required,
your teacher will give you a special piece of paper on which you will write the
draft of your own poem.
When you have written your poem tick the box.
4. Edit your poem.
When you have finished editing your poem tick the box.
5. Take your work to your teacher who will enjoy listening to you reading your
poem and discussing it with you.
Your teacher will give you a special piece of paper on which you will write the
final copy of your poem.
6. Carefully copy your poem onto the paper. Make this your very best work as this
copy is going to be displayed (published). It should be neat, with no spelling or
punctuation mistakes. This is why you edited your work.
Remember, you are the poet so write your name on a line of its own at the
end of your poem.
When you have finished the final copy of your poem tick the box.
Have you checked your work to make sure it is ready to be published?
When you have tick the box.
7. Rate your work:
My poem is:
GOOD VERY GOOD MY VERY BEST WORK
Reading and Writing Poetry - page 4 of 6
Print above image and use with pages 1, 2, 3, 5 and 6.
Printing Instructions
Let's Write a Poem - Notes for the Teacher.
Let’s Write a Poem
Notes for the Teacher
Suggestion: Divide this task into two or three lessons, as best suits your situation.
Remember – children need time to produce their best work.
============================= ====
Give each child a copy of the poems.
1. Children read the poems.
2. Children discuss the poems – in pairs, small groups or class group – to discover the structure of the
poems.
Discuss findings in a class group and black/white board the suggestions.
With skilful questioning from you the class will come up with the following:
• Write the topic on the first line.
• The lines following the topic are words or phrases about the topic. Each word or phrase goes on a different line.
• Conclude with a ‘rounding off’ word or phrase.
Discuss length of lines (no restrictions), shape of poems, punctuation etc
Note: The quality of these discussions will benefit the quality of the poetry created by the children.
The children need to have a clear idea of what is being asked of them.
3. Give each child a piece of paper on which he/she will write the draft of his/her poem.
Ticking the box encourages the child to complete the task and be responsible for her/his own learning.
4. Each child edits his/her own poem.
If the children are not used to editing their work now is a good time to start.
Children need training in what is required in the process of editing their work for eg spelling,
punctuation, any other improvements they wish to add.
Ticking the box encourages the child to complete the task and be responsible for his/her own learning.
5. Discuss the child’s poem – tactfully suggest corrections missed during the editing process (this is
teaching at an individual level – time consuming but reaps huge rewards)
- give praise for effort.
6. Each child will copy his/her poem – from the edited draft - on to another sheet of paper.
This may be lined or blank paper – white or coloured – depending on where it is to be
displayed (published).
As the child has written the poem (is the poet) remind her/him to write her/his name at the end of the
poem.
Children (especially older children) like to use ‘fancy’ printing/writing.
Depending on time constraints – each child may create a border for their work.
Because this version of the poem is to be displayed (published) it should be neatly written and
presented, with no spelling mistakes and all punctuation correct. This encourages the child to take a
pride in her/his work.
Ask each child to read his/her poem to someone – a partner, the whole class, a small group, your
buddy class, a parent helper …
Reading and Writing Poetry - page 5 of 6
Print above image and use with pages 1, 2, 3, 4 and 6.
Printing Instructions
I am an Artist.
Name: .
I am an Artist
Today you are going to illustrate your poem.
1. Thinking Time:
Think about your poem and how you can best create a colourful illustration to accompany it.
Look at the piece of paper you are going to use. How will your idea fit on a piece of paper this size? You don’t want it too small or too big. You want it just right.
What background will your illustration have?
What materials are available for you to use?
What materials will be the best for you to use for your illustration?
When you have answered the above questions in your mind tick the box.
2. Pick up a lead pencil and LIGHTLY draw your illustration.
It is important to draw lightly so you can easily rub out and improve your drawing as you go. If you rub too heavily on your paper you may break the surface of the paper.
Look at your work. Improve it until you are happy with it.
When you have finished lightly drawing your illustration tick the box.
3. Pick up a black crayon and trace over the outline of your illustration.
Press firmly as you draw with the black crayon so you get a firm black outline,
just like a colouring in book. Giving your work a firm black outline makes it look
smart.
When you have finished tracing over the outline of your illustration with the black crayon tick the box.
4. Colour your illustration.
Using the materials of your choice colour/decorate your illustration.
When you have completed your illustration tick the box.
5. Admire your work.
Tick one of the boxes below:
My illustration is:
GOOD VERY GOOD FANTASTIC
Reading and Writing Poetry - page 6 of 6
Print above image and use with pages 1 to 5.
Printing Instructions
I am an Artist - Notes for the Teacher.
I am an Artist
Notes for the Teacher:
After the children have ‘published’ their poems explain to them they are now going to illustrate them.
Borrow an illustrated anthology of poetry from the Library and read selected poems to the children.
Look at the illustrations and discuss with the children how the artist has chosen to illustrate the poem.
How has the main character/object/feeling been represented? What colours have been used? Discuss the background.
Give the children the paper on which they are going to create their illustration - maybe A4 or A3 – do they have a choice of colour?
Discuss with the children the materials they will be allowed to use – (paint, crayons, textas, pencils, … ?)
Are they allowed to use glitter, feathers, ribbon, …?
Can they use sponge or cork prints for the background? Are they going to use the ‘wash’ technique for the background?
What you make available for the children to use depends on their experience and maturity – you know what your class can handle or what special effects you wish to create.
Encourage each child to use his/her imagination and be creative. This activity provides an opportunity for the child to express him/herself. Accept the final result and praise effort.
Remind the children of classroom and safety first rules which apply to this activity.
Hint: If you have a teacher assistant schedule this art activity to coincide with the time she/he is with you.
Parent helpers are invaluable to have in the room to help with art/craft activities.
The Activity:
Give each child the worksheet entitled ‘I am an Artist’.
a) Read through the sheet with the children, discuss each point as necessary, and then let the children work through it at their own pace.
OR
b) Read point number one with the children, discuss, and then ask the whole class to work number 1.
Read through and discuss point 2, then the whole class works number 2
… and etc – the whole class working together through each point.
Suggestion: Work this activity sheet over two lesson times. Children need time to think and create and
work thoroughly.
Lesson One: Work numbers 1, 2 and 3.
Lesson Two: Work numbers 4 and 5.
September 28th 2009 00:21
September 25th 2009 00:10
Victoria Modern Cursive Writing Sheet
Print above image and use with Phonic Pack 6.
Printing Instructions
September 22nd 2009 00:55
September 19th 2009 00:48
Honour Certificate - Phonic Pack 6
Print above image and present, as a reward, to each child who completes Phonic Pack 6.
Printing Instructions
September 16th 2009 00:39
Flashcards - Phonic Pack 6 - page 1 of 3
Flashcards – Phonic Pack Six
dge as in bridge
tch as in match
ear as in ear
ea as in bread
i as in taxi
air as in chair
are as in square
ear as in bear
Flashcards - Phonic Pack 6 - page 2 of 3
Flashcards – Phonic Pack Six
igh as in light
au as in saucer
dge
tch
ear
(as in ear)
ea
(as in bread)
i
(as in taxi)
air
(as in chair)
Flashcards - Phonic Pack 6 - page 3 of 3
Flashcards – Phonic Pack Six
are
(as in square)
ear
(bear)
igh
au
(as in saucer)
Print above images and use the flashcards with Phonic Pack 6.
Printing Instructions
September 12th 2009 00:31
Congratulations - you have finished Phonic Book 6 - Part 2
Print above image and use as page 40 in Phonic Book 6 - Part 2.
Printing Instructions
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