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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 eight sections (including Phonic Packs) which are designed to be completed in order, however, each lesson is self contained and it's possible to pick and choose.

Each section is written so the lessons/activities can be stapled together to make a student booklet. Each section comes with detailed Tutor Notes.
To access each section click below.

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 encourage children to spell words correctly when they are writing, and to help children develop good dictionary skills, I have included a simple personal dictionary, which should be used when a child's writing skills develop to the stage where he/she is writing simple sentences.

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 the categories which can also be found (near the top) to the left. Some of the lessons in these categories are extension lessons which integrate reading with other learning areas and do not appear in the Phonic Packs eg Christmas, Easter, Writing Activities.

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.


Select Your Phonic Pack:



NB: The following posts are the latest lessons/activities I have added to phonics.net.au. To access whole Phonic Packs click on the appropriate 'cover page' picture at the beginning of this site. For specific categories, click on the appropriate category/ies to the (top) left of this site.


learning phonics
Phonic Book Eight - Lesson 10 - 'eer' as in deer and cheer and steer

Print the above image and use with the Tutor Notes for Lesson 10, Phonic Book 8.

Printing Instructions

Lesson Ten: ‘eer’ as in deer and cheer and steer
1. Look at the word mountaineer.
2. Your teacher will give you a time limit to find as many words as you can in the word mountaineer.
3. Write the words in the
mountain.





extension lesson treasure hunt
Phonic Book Eight - Extension Activity - 'A Treasure Hunt' - Lessons 9 and 10

Print the above image and use with the crossword on page 21, Lesson 9, and the Tutor Notes for the Extension Activity, Phonic Book 8.

Printing Instructions

A Treasure Hunt!
Extension Activity:
Fill your Treasure Chest with treasure!
How many pearls can you find?
The crossword on page 21 has lots of hidden words.
See how many hidden words you can find
and write them in the pearls in your Treasure Chest.
Write one word on each pearl.
If you find all the pearls write extra words on the Treasure Chest.




extension lesson treasure hunt
Extension Activity - 'A Treasure Hunt'

Print the above image and use with the crossword on page 21, Lesson 9, Phonic Book 8.

Printing Instructions

Tutor Notes for Lessons 9, 10 and the extension activity.


Lesson 9: ‘eer’ as in deer and cheer and steer: is self-explanatory.


Lesson 10: ‘eer’ as in deer and cheer and steer:

At the beginning of the lesson discuss the meaning of the word ‘mountaineer’.

Determining her/his score integrates Maths with this reading activity.

You may decide to turn this activity into a competition ie Who obtains the highest score?
If so, discuss the rules and ‘how to score’ before the competition begins.


Extension Activity: Children love a challenge – you may like to give a time limit
There are over twenty smaller words hidden in the crossword.
Explain to the children that you don’t want them to use any of the ‘eer’ words that they have already found in the crossword.

At the end of this activity you could ask each child to find out how much his/her chest of treasure is worth. (integration with Mathematics)

Set up a scoring sheet (depending on the mathematical ability of the children in your class)
ie: each pearl with a two letter word is worth ?
each pearl with a three letter word is worth ?
each pearl with a four letter word is worth ?
(there is at least one 5 letter word and at least one 6 letter word)

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phonic lessons teaching reading
Phonic Book Eight - Lesson 9 - page 1 of 2 - 'eer' as in deer and cheer and steer

Print the above image and use with page 2 of Lesson 9 and the Tutor Notes for Lesson 9, Phonic Book 8.

Printing Instructions

Lesson Nine: ‘eer’ as in deer and cheer and steer

1. Read the following words.

deer steer peer cheer sheer
queer pioneer engineer volunteer

2. What sound can you hear in all these words?
3. In each word circle the letters that make this sound.
4. Discuss the meaning of each word with your teacher.
5. Turn to page 21.

crossword phonics
Phonic Book Eight - Lesson 9 - page 2 of 2 - 'eer' as in deer and cheer and steer

Print the above image and use with page 1 of Lesson 9 and the Tutor Notes for Lesson 9, Phonic Book 8.

Printing Instructions



phonic programme
Tutor Notes to Accompany Lessons 9 and 10 in Phonic Book Eight

Print the above image and use Lessons 9 and 10 in Phonic Book 8.

Printing Instructions

Lesson 9: ‘eer’ as in deer and cheer and steer: is self-explanatory.


Lesson 10: ‘eer’ as in deer and cheer and steer:

At the beginning of the lesson discuss the meaning of the word ‘mountaineer’.

Determining her/his score integrates Maths with this reading activity.

You may decide to turn this activity into a competition ie Who obtains the highest score?
If so, discuss the rules and ‘how to score’ before the competition begins.


Extension Activity: Children love a challenge – you may like to give a time limit
There are over twenty smaller words hidden in the crossword.
Explain to the children that you don’t want them to use any of the ‘eer’ words that they have
already found in the crossword.

At the end of this activity you could ask each child to find out how much his/her chest of
treasure is worth. (integration with Mathematics)

Set up a scoring sheet (depending on the mathematical ability of the children in your class)
ie: each pearl with a two letter word is worth ?
each pearl with a three letter word is worth ?
each pearl with a four letter word is worth ?
(there is at least one 5 letter word and at least one 6 letter word)
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phonic lessons teaching reading
Phonic Book Eight - Lesson 9 - page 1 of 2 - 'eer' as in deer and cheer and steer

Print the above image and use with page 2 of Lesson 9 and the Tutor Notes for Lesson 9, Phonic Book 8.

Printing Instructions

Lesson Nine: ‘eer’ as in deer and cheer and steer

1. Read the following words.

deer steer peer cheer sheer
queer pioneer engineer volunteer

2. What sound can you hear in all these words?
3. In each word circle the letters that make this sound.
4. Discuss the meaning of each word with your teacher.
5. Turn to page 21.

crossword phonics
Phonic Book Eight - Lesson 9 - page 2 of 2 - 'eer' as in deer and cheer and steer

Print the above image and use with page 1 of Lesson 9 and the Tutor Notes for Lesson 9, Phonic Book 8.

Printing Instructions



phonic programme
Tutor Notes to Accompany Lessons 9 and 10 in Phonic Book Eight

Print the above image and use Lessons 9 and 10 in Phonic Book 8.

Printing Instructions

Lesson 9: ‘eer’ as in deer and cheer and steer: is self-explanatory.


Lesson 10: ‘eer’ as in deer and cheer and steer:

At the beginning of the lesson discuss the meaning of the word ‘mountaineer’.

Determining her/his score integrates Maths with this reading activity.

You may decide to turn this activity into a competition ie Who obtains the highest score?
If so, discuss the rules and ‘how to score’ before the competition begins.


Extension Activity: Children love a challenge – you may like to give a time limit
There are over twenty smaller words hidden in the crossword.
Explain to the children that you don’t want them to use any of the ‘eer’ words that they have
already found in the crossword.

At the end of this activity you could ask each child to find out how much his/her chest of
treasure is worth. (integration with Mathematics)

Set up a scoring sheet (depending on the mathematical ability of the children in your class)
ie: each pearl with a two letter word is worth ?
each pearl with a three letter word is worth ?
each pearl with a four letter word is worth ?
(there is at least one 5 letter word and at least one 6 letter word)
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phonic worksheet programme
Phonic Book Eight - Lesson 8 - 'ain' as in fountain

Print the above image and use with the Tutor Notes for Lesson 8, Phonic Book 8.

Printing Instructions

Lesson Eight: ‘ain’ as in fountain
1. Turn to page 17.
2. Read the five ‘ain’ words you have written on the lines.
3. Circle the ‘ain’ at the end of each word.
4. Read the words aloud and notice how the ‘ain’ at the end of each word is
pronounced.
5. Discuss this with your teacher.
----------------------------- ----------------------------- ----------------------------- -----------------------
6. Look at the ‘ain’ words so you can write each one without looking back.
7. Your teacher will call the words so you can write them on the lines below.



teaching phonics
Phonic Book Eight - Tutor Notes for Lessons Seven and Eight

Print the above image and use with Lesson 8, Phonic Book 8.

Printing Instructions

Lesson 7: ‘ain’ as in fountain

When the children have unjumbled the words discuss the meaning of each word.
This is a very important step. Make sure it is thoroughly covered.

The five jumbled words are: fountain, captain, curtain, bargain, mountain.


Lesson 8: ‘ain’ as in fountain

Page 19 No 5. When we pronounce these words the ‘ain’ at the end of them is shortened to an “n” sound.

Page 19 No 6. Let the children know you are going to test the words.
Give them a few minutes to learn how spell the words.
Perhaps they could work in pairs – orally testing one another.

Page 19 No 7. Discuss results and, if necessary, follow up with the children.









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'ain' as in fountain phonic lesson
Phonic Book Eight - Lesson 7 - page 1 of 2 - 'ain' as in fountain

Print the above image and use with page 2 of Lesson 7, Phonic Book 8.

Printing Instructions

Lesson Seven: ‘ain’ as in fountain

1. Turn to page 18 and look at the fountain.
2. Your challenge is to use the letters flowing out of the fountain and order them in to five words.
3. Write the words on the following lines.

Here are some clues to help you:
1. There are five main sprays coming out of the fountain.
2. Each spray has a jumbled word in it.
3. Unjumble the words one spray at a time.


phonic lessons teaching reading
Phonic Book Eight - Lesson 7 - page 2 of 2 - 'ain' as in fountain

Print the above image and use with page 1 of Lesson 7, Phonic Book 8.

Printing Instructions




Tutor Notes for Lessons 7 and 8 - Phonic Book 8.
Phonic Book 8 - Tutor Notes for Lessons 7 and 8.

Print the above image and use Lessons 7 and 8, Phonic Book 8.

Printing Instructions



Lesson 7: ‘ain’ as in fountain

When the children have unjumbled the words discuss the meaning of each word.
This is a very important step. Make sure it is thoroughly covered.

The five jumbled words are: fountain, captain, curtain, bargain, mountain.


Lesson 8: ‘ain’ as in fountain

Page 19 No 5. When we pronounce these words the ‘ain’ at the end of them is shortened to an “n” sound.

Page 19 No 6. Let the children know you are going to test the words.
Give them a few minutes to learn how spell the words.
Perhaps they could work in pairs – orally testing one another.

Page 19 No 7. Discuss results and, if necessary, follow up with the children.

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phonic lessons teaching reading
Phonic Book Eight - Lesson Six - Page 1 of 2 - 'the' as in breathe

Print the above image and use with page 2 and the Tutor Notes for Lesson 6.

Printing Instructions

Lesson Six: ‘the’ as in breathe and bathe

1. Read the ‘the’ words on page 14.
2. Each of these words is in the crossword.
Circle each word when you find it in the crossword.
Use a different colour to circle each word.

phonic lessons teaching reading
Phonic Book Eight - Lesson Six - page 2 of 2 - 'the' as in breathe and bathe

Print the above image and use with page 1 and the Tutor Notes for Lesson 6.

Printing Instructions

4. Here is a challenge for you.
There are at least 20 words hidden in the crossword on page 15.
Each word has two or more letters in it.
Can you find them all? Write them on the lines.

1. 11.
2. 12.
3. 13.
4. 14.
5. 15.
6. 16.
7. 17.
8. 18.
9. 19.
10. 20.



NB: Tutor Notes for Lesson 6 are with Tutor Notes for Lesson 5.

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'the' as in breathe and bathe
Phonic Book Eight - Lesson 5 - 'the' as in breathe and bathe

Print the above image and use with the Tutor Notes for Lesson 5.

Printing Instructions

Lesson Five: ‘the’ as in breathe and bathe

1. Write ‘the’ in the spaces to complete the words.
brea __ __ __ shea __ __ __
ba __ __ __ la __ __ __
clo __ __ __ wri __ __ __
loa __ __ __ soo __ __ __

2. Read the words and discuss the meaning of each word with your tutor.
3. Put the words in alphabetical order.

4. Look each word up in a dictionary and read its meaning.
5. Put each word into a sentence.



'the' as in breathe and bathe
Phonic Book Eight - Lesson 5 - 'the' as in breathe and bathe

Print the above image and use with Lesson 5.

Printing Instructions

Lesson 5: ‘the’ as in breathe and bathe

Page 14 No 2: It is important for the children to know the meaning of each word.

Page 14 No3: If the children do not confidently understand how to put words into alphabetical order it may be beneficial for them to work the activities on putting words into alphabetical order which can be found on phonics.net.au, Phonic Book 7, pages 1-8.

Putting/finding words in alphabetical order is an important skill for children to master as we use it so much in everyday life. eg dictionaries, telephone directories, street directories, all kinds of lists …

Page 14 No5: If a child REALLY understands the meaning of a word she/he will be able to put it into a sentence. The sentence does not have to be written down, working orally is good.


Lesson 6: ‘the’ as in breathe and bathe

A second lesson consolidates facts introduced and learnt in the first.
The crossword and smaller word challenge are self-explanatory.


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silent 'h' as in ghost rhyme hour
Phonic Book Eight - Lesson 4 - Page 1 of 2 - Silent 'h' as in ghost and rhyme and hour

Print the above image and use with page 2 - Lesson 4.

Printing Instructions

Lesson Four: Silent ‘h’ as in ghost and rhyme and hour

1. Read all the silent ‘h’ words you wrote on page 11.
2. Here are some more silent ‘h’ words.
Read them and discuss the meaning of each one with your tutor.

honesty scheme ghetto honours honourable

3. Look at the table below.
Read the words and discuss with your teacher how the words have been
categorised.

4. Using the same categorisation, add the above words to the table.

5. Write the word ‘Rhodes’ in the correct column in the table.

silent h as in rhyme

rhyme
rhubarb
rhinoceros
rhythm


6. Pick up a red pencil and trace over the silent ‘h’ in each word.

7. Read all of your silent ‘h’ words.


phonic lessons teaching reading
Phonic Book Eight - Lesson 4 - Page 2 of 2 - Silent 'h' as in ghost and rhyme and hour

Print the above image and use with page 1 - Lesson 4.

Printing Instructions



NB: The Tutor Notes for Lesson Four are to be found with the Tutor Notes for Lesson Three.

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silent 'h' as in ghost rhyme hour
Phonic Book Eight - Lesson 3 - Page 1 of 3 - Silent 'h' as in ghost and rhyme and hour

Print the above image and use with pages 2 and 3 in Lesson 3.

Printing Instructions

Lesson Three: Silent ‘h’ as in ghost and rhyme and hour
1. Do you know what a ghost gum looks like?
2. Do you know what a ghost moth looks like?
3. Do you know what a ghost town is?
----------------------------- ----------------------------- -----------
A Group of Ghastly Ghosts
Once upon a time, a long way from anywhere, the Rhodes family lived on a farm called Rhodes Ranch. The Rhodes family worked hard and in a few years they bought the farm next door and moved into the big house on the new farm. The house and buildings on Rhodes Ranch were abandoned.

In time the abandoned buildings were inhabited by a group of ghastly ghosts.
At first there were three ghastly ghosts,
then five,
then nine
and then ten.
What a happy group of ghastly ghosts they were, occupying the abandoned buildings a long way from anywhere.
----------------------------- ----------------------------- -----------------

4. Turn to page 10 and find the ten ghastly ghosts that occupy the abandoned
buildings on Rhodes Ranch.
5. Read the word on each ghastly ghost and discuss its meaning with your tutor.

silent 'h' as in ghost rhyme hour
Phonic Book Eight - Lesson 3 - Page 2 of 3 - Silent 'h' as in ghost and rhyme and hour

Print the above image and use with pages 1 and 3 in Lesson 3.

Printing Instructions

silent 'h' as in ghost rhyme hour
Phonic Book Eight - Lesson 3 - Page 3 of 3 - Silent 'h' as in ghost and rhyme and hour

Print the above image and use with pages 1 and 2 in Lesson 3.

Printing Instructions

6. Three ghastly ghosts occupy the abandoned house.
Write their words on the following lines.

What do you notice is the same in these three words?
----------------------------- -----

7. Two ghastly ghosts occupy the abandoned shed.
Write their words on the following lines.

What do you notice is the same in these two words?
----------------------------- ----------------
8. Four ghastly ghosts occupy the trees by the abandoned buildings.
Write their words on the following lines.

What do you notice is the same in these four words?
----------------------------- ----------------------------- -----------------------
9. One ghastly ghost occupies the abandoned hut.
Write its word on the line.

10. Pick up a red pencil and trace over the silent ‘h’ in each ghost word.



phonic lessons teaching reading
Phonic Book Eight - Tutor Notes for Lessons Three and Four

Print the above image and use as Tutor Notes for Lesson 3.

Printing Instructions



Tutor Notes for Lesson Three - Phonic Book Eight

Lesson Three: silent ‘h’ as in ghost, rhyme and hour

Lesson Three aims to introduce silent ‘h’ words in an interesting way.

Before the lesson begins I suggest you research and find information about, and pictures of, ‘ghost gums’, ‘ghost moths’ and ‘ghost towns’.
This information is readily available on the internet.
The pictures and information will expand the children’s knowledge of these topics and will also create an opportunity for discussion.

Note: Class/group discussions are a very important part of a child’s development :
• they give the child the opportunity to practise the important skill of being able to express oneself orally.
• being able to order ones thoughts and express oneself orally and confidently is a pre-requisite to being able to write well.
• they give the child the opportunity to speak in front of other people and hopefully develop confidence with this skill.
• they give the child practise at listening to other people and their opinions.

These discussions will lead to the reading of the short story ‘A Group of Ghastly Ghosts’.

Reading this story could led into a short discussion about living in remote areas.

Page 9 No 5: It is always very important for children to correctly pronounce and know the meaning of each word being studied. They are more likely to remember it next time they read it and more likely to use it in their everyday vocabulary and writing.

Page 10: If time allows, the children would enjoy colouring in the grass and bushes and perhaps the sky in this picture. It would give them a sense of ownership and would give you time to help any individual children who may need extra help.
HINT: for best results instruct the children to use coloured pencils
(not felt pens).

Page 11: Is mainly about the silent h words but also, for fun, has two ghost riddles on it. (read the ghosts’ speech bubbles)
Children love riddles and you may wish to extend this activity into your writing programme by asking them to make up and write down some ghost riddles.
Each child could read out his/her riddle to the class to see if her/his peers can guess the answer.

WARNING: be prepared for some ‘corny’ riddles. Not all children at this stage of development understand what a riddle is all about – but I have found they find it a fun activity never-the-less.

There are a lot of ghost riddles on the internet for you to peruse.


Lesson Four: silent ‘h’ as in ghost, rhyme and hour

A second lesson consolidates facts introduced and learnt in the first.

Using categorisation and a bar graph integrates phonics learning with mathematics.





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Lesson Two - Phonic Pack 8 - 'ey' as in chimney and donkey and monkey

'ey' as in chimney, monkey, donkey
Phonic Book Eight - Lesson 2 - page 1 of 2 - 'ey' as in chimney and donkey and monkey

Print the above image- Page 1 of 2 - Lesson 2 - Phonic Book 8.

Printing Instructions

Lesson Two: ‘ey’ as in chimney, donkey and monkey

1. Read the ‘ey’ as in chimney words you wrote on page 6.
2. Read the story ‘The Valley of Dreams’ and answer the following questions.
(a) During the journey, who missed out on a feed?

What do you think she ate on the journey?

(b) Why did the donkey groan, “Oh no,” when she saw the jersey cow?


3. Possessive Apostrophe:
Look at this phrase:
the jockey’s donkey
The apostrophe in jockey’s is called a possessive apostrophe.

Follow this pattern:
the donkey belongs to the jockey the jockey’s donkey
the tail belongs to the monkey
the glasses belong to the Grandma
the back belongs to the donkey


comprehension exercise
Phonic Book Eight - Lesson 2 - page 2 of 2 - 'ey' as in chimney and donkey and monkey

Print the above image- Page 2 of 2 - Lesson 2 - Phonic Book 8.

Printing Instructions

4. Answer these riddles:
Riddle number one:
I have four wheels.
People like to shop with me.
Sometimes people have to pay to use me.
Sometimes children ride on me (even if they shouldn’t).
Sometimes small children ride in me (even if they shouldn’t).
People find me useful when they go shopping.
Shoppers put things in me.

I am a __ __ __ __ __ __ __ __ __ __ __ __ __ __ __

Riddle number two:
My first is in knee but not in no
My second is in their but not in there
My third is in hide and also in found
My fourth is in no and nil and nothing _
My fifth is in dear and also in deer
My last is in you but not in ewe

I am a __ __ __ __ __ __

Explain to your partner what you already know about the answer to this riddle.
Discuss with your teacher.



Tutor Notes to Accompany Lesson 2 - Phonic Book 8
comprehension possessive apostrophe
Tutor Notes to Accompany Lesson Two in Phonic Book 8

Print the above image - Tutor Notes to Accompany Lesson 2 - Phonic Book 8.

Printing Instructions

Lesson Two: ‘ey’ as in chimney, donkey and monkey:

Page 7: No 2. is a comprehension activity.
Give the child time to reread the story and discover the answers for her/himself.
Let the child express the answers in his/her own words.
How she/he does this will tell you plenty about the child’s development and comprehension skills.
You may like to use this information in your records.

Page 7: No 3: Possessive Apostrophe:
This activity can be used to consolidate the child’s knowledge/understanding of possessive apostophes.
If the child doesn’t know/understand about possessive apostrophes I suggest you work the possessive apostrophe lessons which can be found in www.phonics.net.au . Scroll down the categories to the left of the top blog to the ‘Punctuation’ or ‘Naplan Test’ Categories. Explore these until you find the lessons on the possessive apostrophe.

Page 8: No 4: Children like the challenge of solving riddles.
NB: the answers to the riddles are both ‘ey’ words. (shopping trolley and kidney)
Do the children pick this up?

Extra Activities:
• Study the dialogue in the story and discuss the correct punctuation to use for dialogue.
The children could practise writing dialogue, concentrating on using the correct punctuation.

• Art Activity: ask the children to draw/paint the valley of dreams.

• Speaking and/or Writing Activity: ask the children to describe (orally and/or in writing) the valley of dreams.

• Make a plot profile.

This is a difficult (comprehension) activity when first encountered so if this is the first time the children have attempted it they will need lots of explanation and guidance to succeed.
Filling in the Plot Profile as a whole class activity is useful (modelling).

Making a profile of the plot of a story is making a sequential list of the main series of events or an outline of the action of the story.

To help the children do this I have prepared two Plot Profile sheets on the following pages.
I have made them general so you can use it for other stories.

• The Plot Profile using the Narrative Framework is suitable for short stories with no more than eight main interest events (including the beginning and ending events).

Using this Profile helps the children understand how a story has a beginning, a middle and an end. They can also see that the middle part of the story has several main interest events and this is where the story develops.

• Once the children understand how to construct a Plot Profile they may be comfortable with the second sheet. If there are more than 10 important events in a story another sheet of paper will be required.

• Transferring the information from a Plot Profile on to a graph shows the children how the author builds the excitement and/suspense as the story progresses.
Sometimes the excitement goes down a little but (hopefully) the line on the graph is always on an upward trend.

NB: Fill in the graph by putting a dot in each appropriate box and joining the dots with a line.




Plot Profiles and Graph
plot profile
Plot Profile

Print the above image to use as a Plot Profile.

Printing Instructions


comprehension plot profile
Plot Profile

Print the above image to use as a Plot Profile.

Printing Instructions

plot profile comprehension
Plot Profile Graph

Print the above image to use as a Plot Profile Graph.

Printing Instructions

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