Seasons Greetings
December 10th 2011 06:25
Seasons Greetings to you all - I look forward to working with you again in 2012.
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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 which are designed to be completed in order, however, each lesson is self contained and it's possible to pick and choose.
Each section (Phonic Pack) 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 (Phonic Pack) click on the headings below.
Pre Reading Worksheets
Phonic Pack 1
Phonic Pack 2
Phonic Pack 3
Phonic Pack 4
Phonic Pack 5
Phonic Pack 6
Phonic Pack 7
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 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.
Print above image and use with Remembrance Day Activity Sheet and Tutor Notes.
Printing Instructions
Remembrance Day
On the 11th of November every year Remembrance Day is commemorated in Australia and other Commonwealth countries.
It is called Remembrance Day because on this day we remember the brave men and woman who fought and died in World War1, World War 2 and the many other wars in which Australia has been involved.
The First World War began in 1914 and continued for four years. Eventually peace was declared at 11 o’clock on the 11th November, 1918.
This is why, at the 11th hour, on the 11th day, of the 11th month every year across Australia, one minute’s silence is observed. By pausing to honour the memory of our Service men and women, we are reminded how futile and terrible war is and how much better it would be if nations talked to each other to resolve their differences.
At 11am on Remembrance Day special services are held at War Memorials and wreaths are laid in memory of all Australians who have served in war.
One of the best known and largest War Memorials in Australia is the Shrine of Remembrance in Melbourne. It is designed so that the sun shines through a hole in the roof at 11am on the 11th November every year, and lights up the words on the Stone of Remembrance.
Many people wear an artificial red poppy on Remembrance Day. During World War 1 some of Australia’s soldiers fought many fierce battles in northern France. Every year the countryside where the battles were fought was covered with brilliant red poppies. This is why the red poppy flower has become a symbol of Remembrance Day.
Print above image and use with Remembrance Day Reading Sheet and Tutor Notes.
Printing Instructions
Remembrance Day
Remembrance Day is commemorated at the 11th hour, on the 11th day, of the 11th month every year.
Draw hands on this clock Write the name of the
11th month on the
to show the 11th hour. line.
Put a cross on the 11th
day of this month.
Questions?? Is Remembrance Day on the same date every year?
Is Remembrance Day on the same day every year?
Look again at the words which are written on the Stone of Remembrance.
Write the words on the lines:
The red poppy is an emblem of Remembrance Day.
Print above image and use with Remembrance Day Reading Sheet and Remembrance Day Activity Sheet.
Printing Instructions
Tutor Notes for Remembrance Day:
This activity integrates Reading with Society and Environment and Mathematics.
It can easily be integrated into your Writing programme.
Materials needed:
Remembrance Day reading sheet (one for each child)
Remembrance Day activity sheet (one for each child)
picture/s of red poppy/ies (so children can accurately colour the poppies on the activity sheet)
pictures suitable to spark class discussion about Remembrance Day
coloured pencils
textas
an Atlas for each child
A beneficial exercise is for each child to have an atlas so she/he can find a map of Australia.
Find Melbourne on the map of Australia, the city with the Shrine of Remembrance.
As an interesting extra: look at the different States and Territories of Australia and find the capital city for each State and Territory.
Hint: The poppies look specky if a red texta is used to outline the petals and trace over the lines in
the petals of each poppy - then colour the petals with red pencil.
Outline the buds and stems (on the black lines) with green texta and then colour in with green
pencil.
Use a black texta to (carefully) trace over the lines and dots in the centre of the two poppies
that have their centres showing.
This exercise helps to teach children that effort = improved results.
NB: After much discussion this topic can be used to motivate children to write:
Non-Fiction about Remembrance Day – why we commemorate it – what it means to them.
Fiction – write a story about a soldier at war
write a soldier’s diary
create a poem using Remembrance Day as the theme
write a soldier’s letter home to parents/spouse/children
These pieces of writing could be read at a School Assembly.
Excursion: Visiting the War Memorial in your town/city/suburb/district is a beneficial excursion for the child/ren in your care.
.
Print the above image and use as the cover for the Pre Reading Worksheet Booklet.
Printing Instructions
[
Print the above image and use as the cover for the Tutor Notes which accompany the Pre Reading Worksheets.
Printing Instructions
Print the above image and use the Honour Certificate as a reward for Completing the Pre Reading Worksheet Booklet.
Printing Instructions
Congratulate yourself for better preparing your child (or class) for the exciting journey of learning how to read.
I'm sure your discipline, organisation and caring have made the lessons an enjoyable time of discovery and communication for all involved.
Enjoy ... as you work through Phonic Book One.
Print the above image and use with Pre Reading Tutor Notes (page 22) and other Pre Reading Worksheets.
Printing Instructions
Print the above image and use with Pre Reading Tutor Notes (page 22) and other Pre Reading Worksheets.
Printing Instructions
Print the above image and use with Pre Reading Tutor Notes and Pre Reading Worksheets 27 and 28.
Printing Instructions
Pre Reading Worksheets - Tutor Notes - page 22
Page 27:
It doesn’t matter if your child cannot read the words.
1) If your child can write his/her name ask him/her to do so, on the line, after ‘Name:’
If your child cannot yet write her/his name, write the child’s first name (lightly) on the worksheet and
ask your child to trace over it.
a) Use a capital letter for the first letter of the name and lower case letters for the rest of the name.
b) Make sure your child uses the correct pencil hold. (refer to sheet)
c) Make sure you use the correct letter formation, as different letter formations are used in
different school districts/States. (Sheets showing Victorian Modern Cursive Writing, Foundation
Print and Queensland Print can be found at the end of these Tutor Notes.)
2) Read the instructions with your child. Point to each word as you read
This will teach your child that:
a) words have meaning.
b) we read from left to right, (and will give the child’s eyes practise at moving from left to right.)
c) it is important to read the instructions before working the worksheet.
d) it is important to follow the instructions given.
3) Go to the first line on the worksheet.
Ask your child to look carefully at each word in the line and choose the one that is the odd one out.
(If your child asks you what the word says, tell him/her.)
4) When your child points to the word that is different to the other
words in the line ask her/him to draw a red line under it.
5) Ask your child to explain why she/he chose that word.
Listen to the vocabulary your child is using.
By using timely comments you may be able to introduce new words into your child’s vocabulary.
The explanation does not need to be long and complicated, just clear and correct.
6) Repeat steps3-5 for the other lines of letters on this worksheet.
Page 28:
work as for page 25.
Notice four letter words are used for this worksheet.
Print the above image and use with Pre Reading Tutor Notes (page 21) and other Pre Reading Worksheets.
Printing Instructions
Print the above image and use with Pre Reading Tutor Notes (page 21) and other Pre Reading Worksheets.
Printing Instructions
Print the above image and use with Pre Reading Tutor Notes and Pre Reading Worksheets 25 and 26.
Printing Instructions
Pre Reading Worksheets - Tutor Notes - page 21
Page 25:
This worksheet introduces three letter words.
The child has to look carefully to see if there is/are one, two or three words that are the same as the one in the box.
It doesn’t matter if your child cannot read the words.
1) If your child can write his/her name ask him/her to do so, on the line, after ‘Name:’
If your child cannot yet write her/his name, write the child’s first name (lightly) on the worksheet and
ask your child to trace over it.
a) Use a capital letter for the first letter of the name and lower case letters for the rest of the name.
b) Make sure your child uses the correct pencil hold. (refer to sheet)
c) Make sure you use the correct letter formation, as different letter formations are used in
different school districts/States. (Sheets showing Victorian Modern Cursive Writing, Foundation
Print and Queensland Print can be found at the end of these Tutor Notes.)
2) Read the instructions with your child. Point to each word as you read
This will teach your child that:
a) words have meaning.
b) we read from left to right, (and will give the child’s eyes practise at moving from left to right.)
c) it is important to read the instructions before working the worksheet.
d) it is important to follow the instructions given.
Make sure your child realises he/she will have to look carefully, as the number of words which are the same as the word in the box may be different for each line.
3) Go to the first line on the worksheet.
Ask your child to point to the word in ‘the box’ (i.e. the word at the beginning of the line)
4) Ask your child to read the word. If you know your child can’t read the word say, “These three letters make a word. The word is ‘tin’. You read it for me.”
5) Briefly discuss the shape of the letters with your child. This discussion will help your child with the vocabulary she/he will need to use in No 8.
6) Ask your child to look at the other words along the line and choose the words that are the same as the
word in the box.
If your child has difficulty doing this, talk him/her through the process.
Take all the time your child needs to ‘get it right’. Time spent now will reap rewards later on.
7) When your child understands what is required and points to the word that is the same as the
word in the box ask her/him to tick it.
If your child has not noticed there are two words the same as the word in the box, refer
him/her back to the instructions and encourage him/her to look again.
8) Ask your child to explain how the word shapes are different.
Listen to the vocabulary your child is using. By using timely
comments you may be able to introduce new words into your child’s vocabulary.
The explanation does not need to be long and complicated, just clear and correct.
9) Repeat steps3-8 for the other lines of words on this worksheet.
Page 26:
work as for page 25.
This website offers a free, comprehensive and sequential phonic program for teaching children how to read. It is split into eight sections which are designed to be completed in order, however, each lesson is self contained and it's possible to pick and choose.
Each section (Phonic Pack) 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 (Phonic Pack) click on the headings below.
Pre Reading Worksheets
Phonic Pack 1
Phonic Pack 2
Phonic Pack 3
Phonic Pack 4
Phonic Pack 5
Phonic Pack 6
Phonic Pack 7
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 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.
Comments (1)
Add Comments Christmas in the Classroom - A Letter from Santa
November 14th 2011 00:03
With the school year racing to a close Christmas Activities are a priority in the classroom. The children are excited about Christmas and the bright Christmas art/craft activities transform the classroom.
This year I have created a reading and writing activity which integrates into the Society and Environment Learning Area.
For more exciting Christmas activities click on the 'Christmas' category to the left of this blog.
ENJOY
Print above image and use with the Tutor Notes and the Letter Framework.
Printing Instructions
North Pole,
November.
Dear
I wish you and your family a Merry Christmas.
My helpers and I have been busy this year preparing for my visit to you on Christmas Eve.
We have all the Christmas presents ready to be wrapped.
The helpers who look after my reindeer have been busy brushing them down every day to make their coats smooth and shiny for our journey. The reindeer look so smart. Their horns have been polished too.
The reindeer look forward to November arriving because we give them special treats with their meals so they will be in good condition for the long flight on Christmas Eve.
To help me on Christmas Eve I would like you to draw a plan of your house.
On the plan put a red cross where you would like me to leave my gift for you.
To make it easy for me to find my way around your house make sure you label every room.
I would like it if you also wrote helpful instructions for me to follow.
I look forward to receiving your plan and instructions.
Christmas cheers,
Father Christmas.
PS: Mother Christmas sends her greetings too.
Print above image and use with the Student Sheet (Letter From Father Christmas) and the Letter Framework.
Printing Instructions
Notes for teachers/tutors/parents
This activity:
(a) invites the child to read a letter from Father Christmas.
(b) invites the child to draw a plan of his/her house and mark the plan to show Father
Christmas where to leave his gift on Christmas Eve.
(c) invites the child to write instructions to accompany the house plan to make it easier
for Father Christmas to find the chosen spot.
(d) integrates reading, following instructions, mapping skills, writing, special seasons of
the year.
(e) is suitable for all age groups as each child will work according to her/his level of
development.
Younger children may need assistance to read Father Christmas’s letter.
Older children will be able to work at various levels of independence, depending on
maturity.
Each child will need a letter from Father Christmas.
Write the child’s name at the beginning of the letter (ie Dear _____________ , )
A special touch is to put each letter in an envelope and write the recipient’s name on the envelope –
a Christmas Sticker could be stuck on the envelope in place of a stamp.
You will need to decide whether the child/ren will:
1. read the letter and draw the house plan from memory
or
2. read the letter and draw the plan later, after they have been home to observe/discuss the plan of
their house.
If you have already covered mapping skills with the children I would choose this option.
or
3. read the letter and draw the house plan at home, with parental discussion and guidance.
If the children have not previously covered activities which have developed their mapping skills
I would choose this option. Children can learn a lot when they work with an interested adult.
They will be happy with the final plan (without too much frustration.)
Note: You may like to introduce (or consolidate) the use of symbols and a key for their plan.
This will need to be covered in a lesson prior to this activity.
Print above image and use with the Student Sheet (Letter From Father Christmas) and the Letter Framework.
Printing Instructions
Writing instructions for Father Christmas to follow gives the child practise at:
1. thinking and then writing in a correct sequence.
2. writing succinctly, without rambling.
3. thinking and writing in sentences.
4. using correct punctuation.
This activity offers an opportunity to practise letter writing:
Use the letter writing framework to remind/teach/help the children write a letter using the correct format for letter writing.
NB: I have filled in the first two sections of the ‘News Part’ of the letter.
The children could put the letter in an envelope and learn/consolidate how to address an envelope correctly.
At first children find it difficult to write a letter remembering the correct letter format so I have included a letter format plan which you may like to use to help the children with this problem.
Print above image and use it to help children plan a letter to Father Christmas.
Printing Instructions
Print above image and use as a guide for the children so they are reminded how to correctly set out a letter.
Printing Instructions
This year I have created a reading and writing activity which integrates into the Society and Environment Learning Area.
For more exciting Christmas activities click on the 'Christmas' category to the left of this blog.
ENJOY
A Letter From Father Christmas
Print above image and use with the Tutor Notes and the Letter Framework.
Printing Instructions
North Pole,
November.
Dear
I wish you and your family a Merry Christmas.
My helpers and I have been busy this year preparing for my visit to you on Christmas Eve.
We have all the Christmas presents ready to be wrapped.
The helpers who look after my reindeer have been busy brushing them down every day to make their coats smooth and shiny for our journey. The reindeer look so smart. Their horns have been polished too.
The reindeer look forward to November arriving because we give them special treats with their meals so they will be in good condition for the long flight on Christmas Eve.
To help me on Christmas Eve I would like you to draw a plan of your house.
On the plan put a red cross where you would like me to leave my gift for you.
To make it easy for me to find my way around your house make sure you label every room.
I would like it if you also wrote helpful instructions for me to follow.
I look forward to receiving your plan and instructions.
Christmas cheers,
Father Christmas.
PS: Mother Christmas sends her greetings too.
Tutor Notes - Letter from Father Christmas - page 1 of 2
Print above image and use with the Student Sheet (Letter From Father Christmas) and the Letter Framework.
Printing Instructions
Notes for teachers/tutors/parents
This activity:
(a) invites the child to read a letter from Father Christmas.
(b) invites the child to draw a plan of his/her house and mark the plan to show Father
Christmas where to leave his gift on Christmas Eve.
(c) invites the child to write instructions to accompany the house plan to make it easier
for Father Christmas to find the chosen spot.
(d) integrates reading, following instructions, mapping skills, writing, special seasons of
the year.
(e) is suitable for all age groups as each child will work according to her/his level of
development.
Younger children may need assistance to read Father Christmas’s letter.
Older children will be able to work at various levels of independence, depending on
maturity.
Each child will need a letter from Father Christmas.
Write the child’s name at the beginning of the letter (ie Dear _____________ , )
A special touch is to put each letter in an envelope and write the recipient’s name on the envelope –
a Christmas Sticker could be stuck on the envelope in place of a stamp.
You will need to decide whether the child/ren will:
1. read the letter and draw the house plan from memory
or
2. read the letter and draw the plan later, after they have been home to observe/discuss the plan of
their house.
If you have already covered mapping skills with the children I would choose this option.
or
3. read the letter and draw the house plan at home, with parental discussion and guidance.
If the children have not previously covered activities which have developed their mapping skills
I would choose this option. Children can learn a lot when they work with an interested adult.
They will be happy with the final plan (without too much frustration.)
Note: You may like to introduce (or consolidate) the use of symbols and a key for their plan.
This will need to be covered in a lesson prior to this activity.
Tutor Notes - Letter From Father Christmas - page 2 of 2
Print above image and use with the Student Sheet (Letter From Father Christmas) and the Letter Framework.
Printing Instructions
Writing instructions for Father Christmas to follow gives the child practise at:
1. thinking and then writing in a correct sequence.
2. writing succinctly, without rambling.
3. thinking and writing in sentences.
4. using correct punctuation.
This activity offers an opportunity to practise letter writing:
Use the letter writing framework to remind/teach/help the children write a letter using the correct format for letter writing.
NB: I have filled in the first two sections of the ‘News Part’ of the letter.
The children could put the letter in an envelope and learn/consolidate how to address an envelope correctly.
At first children find it difficult to write a letter remembering the correct letter format so I have included a letter format plan which you may like to use to help the children with this problem.
A Framework for Writing a Letter to Father Christmas
Print above image and use it to help children plan a letter to Father Christmas.
Printing Instructions
Letter Format
Print above image and use as a guide for the children so they are reminded how to correctly set out a letter.
Printing Instructions
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Remembrance Day
November 8th 2011 09:03
Remembrance Day - Reading Sheet
Print above image and use with Remembrance Day Activity Sheet and Tutor Notes.
Printing Instructions
Remembrance Day
On the 11th of November every year Remembrance Day is commemorated in Australia and other Commonwealth countries.
It is called Remembrance Day because on this day we remember the brave men and woman who fought and died in World War1, World War 2 and the many other wars in which Australia has been involved.
The First World War began in 1914 and continued for four years. Eventually peace was declared at 11 o’clock on the 11th November, 1918.
This is why, at the 11th hour, on the 11th day, of the 11th month every year across Australia, one minute’s silence is observed. By pausing to honour the memory of our Service men and women, we are reminded how futile and terrible war is and how much better it would be if nations talked to each other to resolve their differences.
At 11am on Remembrance Day special services are held at War Memorials and wreaths are laid in memory of all Australians who have served in war.
One of the best known and largest War Memorials in Australia is the Shrine of Remembrance in Melbourne. It is designed so that the sun shines through a hole in the roof at 11am on the 11th November every year, and lights up the words on the Stone of Remembrance.
Many people wear an artificial red poppy on Remembrance Day. During World War 1 some of Australia’s soldiers fought many fierce battles in northern France. Every year the countryside where the battles were fought was covered with brilliant red poppies. This is why the red poppy flower has become a symbol of Remembrance Day.
Remembrance Day - Activity Sheet
Print above image and use with Remembrance Day Reading Sheet and Tutor Notes.
Printing Instructions
Remembrance Day
Remembrance Day is commemorated at the 11th hour, on the 11th day, of the 11th month every year.
Draw hands on this clock Write the name of the
11th month on the
to show the 11th hour. line.
Put a cross on the 11th
day of this month.
Questions?? Is Remembrance Day on the same date every year?
Is Remembrance Day on the same day every year?
Look again at the words which are written on the Stone of Remembrance.
Write the words on the lines:
The red poppy is an emblem of Remembrance Day.
Remembrance Day - Tutor Notes
Print above image and use with Remembrance Day Reading Sheet and Remembrance Day Activity Sheet.
Printing Instructions
Tutor Notes for Remembrance Day:
This activity integrates Reading with Society and Environment and Mathematics.
It can easily be integrated into your Writing programme.
Materials needed:
Remembrance Day reading sheet (one for each child)
Remembrance Day activity sheet (one for each child)
picture/s of red poppy/ies (so children can accurately colour the poppies on the activity sheet)
pictures suitable to spark class discussion about Remembrance Day
coloured pencils
textas
an Atlas for each child
A beneficial exercise is for each child to have an atlas so she/he can find a map of Australia.
Find Melbourne on the map of Australia, the city with the Shrine of Remembrance.
As an interesting extra: look at the different States and Territories of Australia and find the capital city for each State and Territory.
Hint: The poppies look specky if a red texta is used to outline the petals and trace over the lines in
the petals of each poppy - then colour the petals with red pencil.
Outline the buds and stems (on the black lines) with green texta and then colour in with green
pencil.
Use a black texta to (carefully) trace over the lines and dots in the centre of the two poppies
that have their centres showing.
This exercise helps to teach children that effort = improved results.
NB: After much discussion this topic can be used to motivate children to write:
Non-Fiction about Remembrance Day – why we commemorate it – what it means to them.
Fiction – write a story about a soldier at war
write a soldier’s diary
create a poem using Remembrance Day as the theme
write a soldier’s letter home to parents/spouse/children
These pieces of writing could be read at a School Assembly.
Excursion: Visiting the War Memorial in your town/city/suburb/district is a beneficial excursion for the child/ren in your care.
.
| 29 |
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Posted By: Glenys - Category: Remembrance Day - Reading Activities
The Birds - Comprehension, Reading, Writing Activity Worksheet
October 15th 2011 01:53
This activity can be used with children from the pre-writing development stage through to mature writers.
Each child will produce work at his/her level of development.
(Personal Best Challenge):
With the help of discussion, the use of the Narrative Framework and modelling from the tutor each child will be encouraged to produce work of a high individual standard and will be proud of what she/he can achieve.
This activity:
(a) asks the child to put six pictures in sequence and then write a story about what is happening by writing a sentence (or more) about each picture.
(b) integrates reading, comprehension, oral and writing activities.
(c) uses a Narrative Framework to assist the child in creating his/her story.
(d) can be integrated into the Art/Craft and Science Learning Areas.
(e) allows children to work at his/her individual level of development.
(f) helps each child develop her/his writing skills.
(g) will provide valuable information about each child’s progress for your
records.
Print the above image and use with the Tutor Notes - pages 1-4
Printing Instructions
Print the above image and use with the picture sequencing sheet and Tutor Notes pages 2-4
Printing Instructions
Notes for teachers/parents/tutors
This activity can be used with children from the pre-writing development stage through to mature writers.
Each child will produce work at his/her level of development.
(Personal Best Challenge):
With the help of discussion, the use of the Narrative Framework and modelling from the tutor each child will be encouraged to produce work of a high individual standard and will be proud of what she/he can achieve.
This activity:
(a) asks the child to put six pictures in sequence and then write a story about
what is happening by writing a sentence (or more) about each picture.
(b) integrates reading, comprehension, oral and writing activities.
(c) uses a Narrative Framework to assist the child in creating his/her story.
(d) can be integrated into the Art/Craft Learning Area.
(e) allows children to work at his/her individual level of development.
(f) helps each child develop her/his writing skills.
(g) will provide valuable information about each child’s progress for your
records.
NB: This activity:
(a) can be used with children who are in the pre-writing development stage.
(b) invites group (or individual) discussion with the Tutor about what is
happening in each picture.
(c) invites each child to cut the pictures out and then put them into the correct
order.
(d) gives the pre-writing child invaluable oral practise at telling a story.
Confidence with telling a story orally is a desirable pre-requisite to
successful story writing.
The story does not have to be long and complicated. A simple, flowing
story with the events of the story in correct sequence is better than a
rambling story.
Each child will be given practise at developing a story by putting the events into proper sequence.
Sequencing activities help develop a child’s literal comprehension skills.
Each child will make a story book and will be the author of her/his own story.
Print the above image and use with the picture sequencing sheet and Tutor Notes pages 1,3 and 4
Printing Instructions
Each child will write (or tell the story) according to his/her level of development.
1. Children in the pre-writing development stage can cut out the pictures, glue them onto paper in the correct sequence and tell the story by using each picture as a reference. After the child has told the story as per the pictures, ask her/him to complete the story by telling you what happens next. This is a most worthwhile activity for pre-writers. It is teaching them how to tell a story with the events in correct sequence. Being confident at doing this is a beneficial skill which leads on to successful story writing.
An Idea: If each child glues each picture onto a separate piece of paper, the pieces of paper can be stapled together to make an individual picture book. Encourage the child to put the pieces of paper in the correct order ready for stapling. A blank piece of paper can be stapled on to the front of the book. Ask the child to suggest a title for her/his story. The Tutor can write the title on the front page. This provides a good opportunity to talk about giving each word in the title (except the small words) a capital letter.
Suggestion: After talking about each picture the child may be ready to dictate a sentence to the Tutor for the Tutor to write under the appropriate picture. This is a time consuming activity so perhaps you could use your Teacher Assistant or a helpful parent, or Grandparent to do this activity for you.
2. Early writers may write one sentence about each picture. Each child may put only one short phrase in each box in the Narrative Framework. Each phrase can then be developed into a sentence to write beneath each picture. It is good to work like this until the children are confident about this process.
3. Children with more developed thinking and writing skills will write more than one sentence about each picture and could end up with quite a mature story.
Encourage the child to begin each sentence with a capital letter and end the sentence with the correct punctuation (eg full stop, question mark, exclamation mark).
Encourage each child to think the sentence before writing it. This improves punctuation and the flow of the story.
Each child will give his/her story a title.
Interesting Extra: Look at the titles of books in the classroom. Discuss how they try to catch the attention of the reader. Are they interesting? Are they in big print? How many/which words have capital letters?
Each child will number the pages in her/his booklet. Discuss why this is necessary. Is it helpful to have the pages of a book numbered? Look at books in the classroom.
Discuss the fact that names of things (people, places, countries etc) have a capital letter. Are any proper nouns going to be used in this story? Discuss this question with the child/ren.
Note: Each child will require a copy of the pictures to be sequenced and 8 (A4, or whatever size you choose) sheets of paper to make his/her own story book.
Print the above image and use with the picture sequencing sheet and Tutor Notes pages 1,2 and 4
Printing Instructions
Children need time to produce their best work. This activity should ideally be covered in Five Lessons.
Lesson One:
1. Give each child a copy of the pictures to be sequenced.
2. Tell the children they are each going to make their own story book. They are going to be the author of the story.
3. Explain to the children that the pictures are telling a story, but are not in the correct order.
4. In groups (or with parent/tutor) discuss (at length) what is happening in each picture.
This is an important step – don’t progress to No5 until the child can confidently express
orally what is happening in each picture.
5. Number the pictures 1, 2, 3, 4, 5, 6 according to the correct sequence. This is best done by
asking each child to put a small number in the top right hand corner of each picture.
It is important to let the child/children decide the correct order. If necessary take
the child/children back to step No 4.
6. Check that the pictures are numbered in the correct order.
7. Give each child 7 extra (A4 – or whatever size you decide) pages and staple them to
make a booklet. (This can be done before the lesson.)
8. The 8th page is for the cover. Put this aside ready for Lesson 4.
Number the other pages 1, 2, 3, 4, 5, 6, 7.
9. Each child cuts the pictures out and glues picture number 1 onto the top of page 1,
picture number 2 on top of page 2, picture number 3 on top of page 3 and picture
number 4 on top of page 4, picture number 5 on top of page 5, picture number 6 on top
of page 6, leave page 7 blank for now.
Lesson Two:
Give each child the Narrative Framework Sheet. Each child fills in the framework for this story.
Tutor Note: explain to the children that all successful stories have a beginning (introduces
characters and where the story is taking place), a middle (develop your story) and an end (how
does your story end).
Tutor Note: If this is the first time the child has used a framework some detailed teacher
modelling will be required. Children need to be taught how to use a writing framework correctly.
Complete sentences are not used in the Framework – just words and phrases.
( NB: For other Frameworks check: Phonic Pack 5, 6 or 7 for a Report Writing Framework
Phonic Pack 6 for a Narrative Framework)
Using a framework:
(1) encourages the child to think the story through before beginning to write.
(2) assures that each child will write a story with a beginning, a middle and an end.
(3) helps the child assemble his/her ideas in the correct order/sequence and so prevents
‘rambling’.
(4) encourages correct spelling in the story, as difficult to spell words can be corrected when the story is still in the framework stage.
(5) allows the child time to think about and use correct punctuation.
(6) helps children develop their writing skills, use of punctuation and spelling.
(7) helps each child produce work of which he/she can be proud.
Print the above image and use with the picture sequencing sheet and Tutor Notes pages 1,2 and 3.
Printing Instructions
Lesson Three:
Each child, using the framework as a guide, writes his/her story by writing one or more sentences under each picture so she/he is telling the story.
Page 7 is ‘the end’ of, or conclusion to, the story. What happens after picture 6? Each child will have a different ending.
If time allows it would be good for each child to draw a picture to illustrate this part of the story.
Tutor Note:
It is beneficial to take time to train the children how to use the Frameworks correctly.
At first children may have difficulty transferring the story from the framework and may require some teacher modelling before they attempt to write the story.
The words and phrases in the framework have to be converted into sentences and the sentences have to ‘flow’ so the story is not disjointed.
Encourage the children to continually re-read what they have written so the story unfolds in sequence.
The final results will reflect the maturity and development of the child.
After the children have written a couple of stories using the Narrative Framework they will be able to write their stories with minimal help.
Lesson Four:
Ask each child to think up a title for his/her story.
Draw/write the title on the front cover. Note above comments about titles (in Interesting Extra) and encourage interesting presentation.
Remind the children to include the author’s name on the cover.
An Art Lesson could be used to create the cover.
The children will need time to create special and exciting covers for their stories.
When the cover is complete staple it onto the front of the booklet.
Lesson Five:
Divide the class into groups. Each child reads his/her story to the children in the group.
Each child could take the booklet home and read it to various family members.
Print the above image and use with the picture sequencing sheet and Tutor Notes pages 1-4.
Printing Instructions
Each child will produce work at his/her level of development.
(Personal Best Challenge):
With the help of discussion, the use of the Narrative Framework and modelling from the tutor each child will be encouraged to produce work of a high individual standard and will be proud of what she/he can achieve.
This activity:
(a) asks the child to put six pictures in sequence and then write a story about what is happening by writing a sentence (or more) about each picture.
(b) integrates reading, comprehension, oral and writing activities.
(c) uses a Narrative Framework to assist the child in creating his/her story.
(d) can be integrated into the Art/Craft and Science Learning Areas.
(e) allows children to work at his/her individual level of development.
(f) helps each child develop her/his writing skills.
(g) will provide valuable information about each child’s progress for your
records.
Sequence the pictures to make a story
Print the above image and use with the Tutor Notes - pages 1-4
Printing Instructions
Tutor Notes for 'The Birds' story - page 1 of 4
Print the above image and use with the picture sequencing sheet and Tutor Notes pages 2-4
Printing Instructions
Notes for teachers/parents/tutors
This activity can be used with children from the pre-writing development stage through to mature writers.
Each child will produce work at his/her level of development.
(Personal Best Challenge):
With the help of discussion, the use of the Narrative Framework and modelling from the tutor each child will be encouraged to produce work of a high individual standard and will be proud of what she/he can achieve.
This activity:
(a) asks the child to put six pictures in sequence and then write a story about
what is happening by writing a sentence (or more) about each picture.
(b) integrates reading, comprehension, oral and writing activities.
(c) uses a Narrative Framework to assist the child in creating his/her story.
(d) can be integrated into the Art/Craft Learning Area.
(e) allows children to work at his/her individual level of development.
(f) helps each child develop her/his writing skills.
(g) will provide valuable information about each child’s progress for your
records.
NB: This activity:
(a) can be used with children who are in the pre-writing development stage.
(b) invites group (or individual) discussion with the Tutor about what is
happening in each picture.
(c) invites each child to cut the pictures out and then put them into the correct
order.
(d) gives the pre-writing child invaluable oral practise at telling a story.
Confidence with telling a story orally is a desirable pre-requisite to
successful story writing.
The story does not have to be long and complicated. A simple, flowing
story with the events of the story in correct sequence is better than a
rambling story.
Each child will be given practise at developing a story by putting the events into proper sequence.
Sequencing activities help develop a child’s literal comprehension skills.
Each child will make a story book and will be the author of her/his own story.
Tutor Notes for 'The Birds' story - page 2 of 4
Print the above image and use with the picture sequencing sheet and Tutor Notes pages 1,3 and 4
Printing Instructions
Each child will write (or tell the story) according to his/her level of development.
1. Children in the pre-writing development stage can cut out the pictures, glue them onto paper in the correct sequence and tell the story by using each picture as a reference. After the child has told the story as per the pictures, ask her/him to complete the story by telling you what happens next. This is a most worthwhile activity for pre-writers. It is teaching them how to tell a story with the events in correct sequence. Being confident at doing this is a beneficial skill which leads on to successful story writing.
An Idea: If each child glues each picture onto a separate piece of paper, the pieces of paper can be stapled together to make an individual picture book. Encourage the child to put the pieces of paper in the correct order ready for stapling. A blank piece of paper can be stapled on to the front of the book. Ask the child to suggest a title for her/his story. The Tutor can write the title on the front page. This provides a good opportunity to talk about giving each word in the title (except the small words) a capital letter.
Suggestion: After talking about each picture the child may be ready to dictate a sentence to the Tutor for the Tutor to write under the appropriate picture. This is a time consuming activity so perhaps you could use your Teacher Assistant or a helpful parent, or Grandparent to do this activity for you.
2. Early writers may write one sentence about each picture. Each child may put only one short phrase in each box in the Narrative Framework. Each phrase can then be developed into a sentence to write beneath each picture. It is good to work like this until the children are confident about this process.
3. Children with more developed thinking and writing skills will write more than one sentence about each picture and could end up with quite a mature story.
Encourage the child to begin each sentence with a capital letter and end the sentence with the correct punctuation (eg full stop, question mark, exclamation mark).
Encourage each child to think the sentence before writing it. This improves punctuation and the flow of the story.
Each child will give his/her story a title.
Interesting Extra: Look at the titles of books in the classroom. Discuss how they try to catch the attention of the reader. Are they interesting? Are they in big print? How many/which words have capital letters?
Each child will number the pages in her/his booklet. Discuss why this is necessary. Is it helpful to have the pages of a book numbered? Look at books in the classroom.
Discuss the fact that names of things (people, places, countries etc) have a capital letter. Are any proper nouns going to be used in this story? Discuss this question with the child/ren.
Note: Each child will require a copy of the pictures to be sequenced and 8 (A4, or whatever size you choose) sheets of paper to make his/her own story book.
Tutor Notes for 'The Birds' story - page 3 of 4
Print the above image and use with the picture sequencing sheet and Tutor Notes pages 1,2 and 4
Printing Instructions
Children need time to produce their best work. This activity should ideally be covered in Five Lessons.
Lesson One:
1. Give each child a copy of the pictures to be sequenced.
2. Tell the children they are each going to make their own story book. They are going to be the author of the story.
3. Explain to the children that the pictures are telling a story, but are not in the correct order.
4. In groups (or with parent/tutor) discuss (at length) what is happening in each picture.
This is an important step – don’t progress to No5 until the child can confidently express
orally what is happening in each picture.
5. Number the pictures 1, 2, 3, 4, 5, 6 according to the correct sequence. This is best done by
asking each child to put a small number in the top right hand corner of each picture.
It is important to let the child/children decide the correct order. If necessary take
the child/children back to step No 4.
6. Check that the pictures are numbered in the correct order.
7. Give each child 7 extra (A4 – or whatever size you decide) pages and staple them to
make a booklet. (This can be done before the lesson.)
8. The 8th page is for the cover. Put this aside ready for Lesson 4.
Number the other pages 1, 2, 3, 4, 5, 6, 7.
9. Each child cuts the pictures out and glues picture number 1 onto the top of page 1,
picture number 2 on top of page 2, picture number 3 on top of page 3 and picture
number 4 on top of page 4, picture number 5 on top of page 5, picture number 6 on top
of page 6, leave page 7 blank for now.
Lesson Two:
Give each child the Narrative Framework Sheet. Each child fills in the framework for this story.
Tutor Note: explain to the children that all successful stories have a beginning (introduces
characters and where the story is taking place), a middle (develop your story) and an end (how
does your story end).
Tutor Note: If this is the first time the child has used a framework some detailed teacher
modelling will be required. Children need to be taught how to use a writing framework correctly.
Complete sentences are not used in the Framework – just words and phrases.
( NB: For other Frameworks check: Phonic Pack 5, 6 or 7 for a Report Writing Framework
Phonic Pack 6 for a Narrative Framework)
Using a framework:
(1) encourages the child to think the story through before beginning to write.
(2) assures that each child will write a story with a beginning, a middle and an end.
(3) helps the child assemble his/her ideas in the correct order/sequence and so prevents
‘rambling’.
(4) encourages correct spelling in the story, as difficult to spell words can be corrected when the story is still in the framework stage.
(5) allows the child time to think about and use correct punctuation.
(6) helps children develop their writing skills, use of punctuation and spelling.
(7) helps each child produce work of which he/she can be proud.
Tutor Notes for 'The Birds' story - page 4 of 4
Print the above image and use with the picture sequencing sheet and Tutor Notes pages 1,2 and 3.
Printing Instructions
Lesson Three:
Each child, using the framework as a guide, writes his/her story by writing one or more sentences under each picture so she/he is telling the story.
Page 7 is ‘the end’ of, or conclusion to, the story. What happens after picture 6? Each child will have a different ending.
If time allows it would be good for each child to draw a picture to illustrate this part of the story.
Tutor Note:
It is beneficial to take time to train the children how to use the Frameworks correctly.
At first children may have difficulty transferring the story from the framework and may require some teacher modelling before they attempt to write the story.
The words and phrases in the framework have to be converted into sentences and the sentences have to ‘flow’ so the story is not disjointed.
Encourage the children to continually re-read what they have written so the story unfolds in sequence.
The final results will reflect the maturity and development of the child.
After the children have written a couple of stories using the Narrative Framework they will be able to write their stories with minimal help.
Lesson Four:
Ask each child to think up a title for his/her story.
Draw/write the title on the front cover. Note above comments about titles (in Interesting Extra) and encourage interesting presentation.
Remind the children to include the author’s name on the cover.
An Art Lesson could be used to create the cover.
The children will need time to create special and exciting covers for their stories.
When the cover is complete staple it onto the front of the booklet.
Lesson Five:
Divide the class into groups. Each child reads his/her story to the children in the group.
Each child could take the booklet home and read it to various family members.
Narrative Framework - for 7 page sequential story
Print the above image and use with the picture sequencing sheet and Tutor Notes pages 1-4.
Printing Instructions
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Cover Pages for Pre Reading Worksheet Booklet and Tutor Notes
October 3rd 2011 00:15
Cover Page - Pre Reading Worksheet Booklet
Print the above image and use as the cover for the Pre Reading Worksheet Booklet.
Printing Instructions
[
Cover Page for the Pre Reading Tutor Notes which accompany the Pre Reading Worksheets
Print the above image and use as the cover for the Tutor Notes which accompany the Pre Reading Worksheets.
Printing Instructions
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Posted By: Glenys - Category: Pre Reading Worksheet
Honour Certificate - Pre Reading Worksheet Booklet
October 1st 2011 00:23
Honour Certificate - Pre Reading Worksheet Booklet
Print the above image and use the Honour Certificate as a reward for Completing the Pre Reading Worksheet Booklet.
Printing Instructions
Congratulate yourself for better preparing your child (or class) for the exciting journey of learning how to read.
I'm sure your discipline, organisation and caring have made the lessons an enjoyable time of discovery and communication for all involved.
Enjoy ... as you work through Phonic Book One.
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Posted By: Glenys - Category: Pre Reading Worksheet
Pre Reading Worksheets - Which One is the Same...
September 30th 2011 00:03
Pre Reading Worksheet 28 - Which One is the Same ...
Print the above image and use with Pre Reading Tutor Notes (page 22) and other Pre Reading Worksheets.
Printing Instructions
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Posted By: Glenys - Category: Pre Reading Worksheet
Pre Reading Worksheets - Find the Odd One Out
September 28th 2011 00:40
Pre Reading Worksheet 27 - Spot the Word That is the Odd One Out
Print the above image and use with Pre Reading Tutor Notes (page 22) and other Pre Reading Worksheets.
Printing Instructions
Pre Reading Worksheets - Tutor Notes - page 22
Print the above image and use with Pre Reading Tutor Notes and Pre Reading Worksheets 27 and 28.
Printing Instructions
Pre Reading Worksheets - Tutor Notes - page 22
Page 27:
It doesn’t matter if your child cannot read the words.
1) If your child can write his/her name ask him/her to do so, on the line, after ‘Name:’
If your child cannot yet write her/his name, write the child’s first name (lightly) on the worksheet and
ask your child to trace over it.
a) Use a capital letter for the first letter of the name and lower case letters for the rest of the name.
b) Make sure your child uses the correct pencil hold. (refer to sheet)
c) Make sure you use the correct letter formation, as different letter formations are used in
different school districts/States. (Sheets showing Victorian Modern Cursive Writing, Foundation
Print and Queensland Print can be found at the end of these Tutor Notes.)
2) Read the instructions with your child. Point to each word as you read
This will teach your child that:
a) words have meaning.
b) we read from left to right, (and will give the child’s eyes practise at moving from left to right.)
c) it is important to read the instructions before working the worksheet.
d) it is important to follow the instructions given.
3) Go to the first line on the worksheet.
Ask your child to look carefully at each word in the line and choose the one that is the odd one out.
(If your child asks you what the word says, tell him/her.)
4) When your child points to the word that is different to the other
words in the line ask her/him to draw a red line under it.
5) Ask your child to explain why she/he chose that word.
Listen to the vocabulary your child is using.
By using timely comments you may be able to introduce new words into your child’s vocabulary.
The explanation does not need to be long and complicated, just clear and correct.
6) Repeat steps3-5 for the other lines of letters on this worksheet.
Page 28:
work as for page 25.
Notice four letter words are used for this worksheet.
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Posted By: Glenys - Category: Pre Reading Worksheet
Pre Reading Worksheets - Which One is the Same...
September 24th 2011 00:34
Pre Reading Worksheet 26 - Which One is the Same ...
Print the above image and use with Pre Reading Tutor Notes (page 21) and other Pre Reading Worksheets.
Printing Instructions
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Posted By: Glenys - Category: Pre Reading Worksheet
Pre Reading Worksheets - Which One is the Same...
September 22nd 2011 15:18
Pre Reading Worksheet 25 - Which One is the Same ...
Print the above image and use with Pre Reading Tutor Notes (page 21) and other Pre Reading Worksheets.
Printing Instructions
Pre Reading Worksheets - Tutor Notes - page 21
Print the above image and use with Pre Reading Tutor Notes and Pre Reading Worksheets 25 and 26.
Printing Instructions
Pre Reading Worksheets - Tutor Notes - page 21
Page 25:
This worksheet introduces three letter words.
The child has to look carefully to see if there is/are one, two or three words that are the same as the one in the box.
It doesn’t matter if your child cannot read the words.
1) If your child can write his/her name ask him/her to do so, on the line, after ‘Name:’
If your child cannot yet write her/his name, write the child’s first name (lightly) on the worksheet and
ask your child to trace over it.
a) Use a capital letter for the first letter of the name and lower case letters for the rest of the name.
b) Make sure your child uses the correct pencil hold. (refer to sheet)
c) Make sure you use the correct letter formation, as different letter formations are used in
different school districts/States. (Sheets showing Victorian Modern Cursive Writing, Foundation
Print and Queensland Print can be found at the end of these Tutor Notes.)
2) Read the instructions with your child. Point to each word as you read
This will teach your child that:
a) words have meaning.
b) we read from left to right, (and will give the child’s eyes practise at moving from left to right.)
c) it is important to read the instructions before working the worksheet.
d) it is important to follow the instructions given.
Make sure your child realises he/she will have to look carefully, as the number of words which are the same as the word in the box may be different for each line.
3) Go to the first line on the worksheet.
Ask your child to point to the word in ‘the box’ (i.e. the word at the beginning of the line)
4) Ask your child to read the word. If you know your child can’t read the word say, “These three letters make a word. The word is ‘tin’. You read it for me.”
5) Briefly discuss the shape of the letters with your child. This discussion will help your child with the vocabulary she/he will need to use in No 8.
6) Ask your child to look at the other words along the line and choose the words that are the same as the
word in the box.
If your child has difficulty doing this, talk him/her through the process.
Take all the time your child needs to ‘get it right’. Time spent now will reap rewards later on.
7) When your child understands what is required and points to the word that is the same as the
word in the box ask her/him to tick it.
If your child has not noticed there are two words the same as the word in the box, refer
him/her back to the instructions and encourage him/her to look again.
8) Ask your child to explain how the word shapes are different.
Listen to the vocabulary your child is using. By using timely
comments you may be able to introduce new words into your child’s vocabulary.
The explanation does not need to be long and complicated, just clear and correct.
9) Repeat steps3-8 for the other lines of words on this worksheet.
Page 26:
work as for page 25.
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Posted By: Glenys - Category: Pre Reading Worksheet
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