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.
NB: The following posts are the latest lessons/activities I have added to phonics.net.au. To access whole Phonic Packs or blocks of lessons, click on the appropriate category/ies to the left of this site.
NB: Overarching Tutor Notes and colour word flash cards to accompany the ‘Little Books’ can be found in the first posting in the category “Reading Books for Emerging Readers”.
Click on the heading “Reading Books for Emerging Readers” which can be found in phonics.net.au’s top post or to the left of the top post.
My Black Book - page 1 of 2
Print the above image and use with 'My Black Book', page 2, and the Tutor Notes which accompany 'My Black Book'.
Printing Instructions
My Black Book - page 2 of 2
Print the above image and use with 'My Black Book', page 1, and the Tutor Notes which accompany 'My Black Book'.
Printing Instructions
Tutor Notes for 'My Black Book' - page 1 of 3
Print the above image and use with 'My Black Book', pages 1 and 2, and the Tutor Notes which accompany 'My Black Book'.
Printing Instructions
1. Print the two pages for ‘My Black Book’.
2. Ask the child to choose a black pencil and trace over the title words ‘My Black Book’.
3. Ask the child to write her/his name on the appropriate line.
4. Look at the 6 pictures and briefly discuss each one with the child.
During this discussion point to the word that tells about the picture. (i.e. dog=dog, horse-horse etc).
Later, the child may/will be able to ‘read’ the whole sentence, using the picture clue and remembering the word(s) from the discussion.
If you have been covering the ‘Little Books’ in the order I have presented them you may have noticed an improvement in your child’s skill at this activity.
5. Read the first sentence – (This is a black dog.) - with the child pointing to each word as it is read.
Notice: Your child should/may recognise the repeated phrase ‘This is a ___’ from ‘My White Book’.
This is a sign that she/he is recognising and reading the words.
6. Go on to read ‘This is a black horse’ and ‘This is a black snake’.
Respond to comments about the snake and ask the child to colour it black.
7. Read the sentences on the other pages.
With the repeated pattern of the phrase ‘This is a___’ and the picture clue, the child should be able to read the sentences with minimal/no help.
8. When the child reaches the last sentence observe to see if he/she reads “This is a black ____”.
This page is for the child to complete.
She/he decides what to draw and writes a matching word or phrase to finish the sentence.
Encourage the child to do this with minimal help.
If the child is still in the pre-writing stage of development ask him/her to tell you what to write.
Getting one’s thoughts in order is a pre-requisite for writing development.
Encourage the child to watch you writing – this is called modelling and is beneficial to the child’s development.
Notice: If you have been covering the ‘Little Books’ in the order I have presented them you may find your child was not confident about finishing the sentence in previous books (and has asked you to complete the sentence for him/her) but is now ready to ‘have a go’. This is major progress and is to be encouraged. Let him/her do this even if the spelling is not correct. This is called inventive spelling and, at this early stage of development, is most acceptable.
Some children, however, like their work to be perfect and will ask you to help them with the correct spelling. This, too, is acceptable. Give the help the child asks for – if she/he is holding the pencil and writing this is good.
Either way, encourage correct pencil hold.
Tutor Notes for 'My Black Book' - page 2 of 3
Print the above image and use with 'My Black Book', pages 1 and 2, and the Tutor Notes which accompany 'My Black Book'.
Printing Instructions
9. Ask the child to cut on the straight lines to create the eight pages which will make up the booklet.
NB: Encourage the child to cut out carefully. With practise and concentration he/she should be able to cut on the line.
This will create a booklet your child can be proud of, and cutting out is one exercise which helps improve fine motor skills.
10. Let the child decide the order the pages will be in the booklet.
Discuss with the child if it matters which order she/he decides upon –
of course the title page has to be first. (Why?)
11. Staple the pages to make a booklet.
12. Ask the child to number the pages.
This is best done in the top right hand corner of each page with a small, neat number.
This is teaching the child that the pages of a book are (usually) numbered sequentially.
13. Ask your child to point to the words and read all the sentences, in order, from the front of the book to the back.
This:
a. reinforces the left to right eye movement.
b. reinforces the fact that sentences and phrases are made up of words.
c. encourages the child to look at each word, so enhancing word recognition. (Otherwise the child is inclined to ‘parrot’ the sentences and is not learning to recognise the words.)
d. reinforces the fact that books are (usually) read from the front to the back.
14. A beneficial exercise for your child is to look for the word ‘black’ in
other story books or colour word books.
This is a fun exercise which reinforces recognition of the word and emphasises that the ‘shape’ and spelling of a word remains constant, wherever it is found.
Your child could look through a magazine and when he/she finds a picture with ‘black’ in it he/she could write ‘black’ on the colour.
15. Present your child with the pile of colour word flashcards and ask
her/him to find the word ‘black’.
If you have been covering the books in the order that they are in ‘Little Books for Emerging Readers’ category then the child will be building up a pile of colour word flashcards that he/she will recognise.
Regular practise will improve recognition.
Tutor Notes for 'My Black Book' - page 3 of 3
Print the above image and use with 'My Black Book', pages 1 and 2, and the Tutor Notes which accompany 'My Black Book'.
Printing Instructions
Extra Interesting Activities for You to Consider:
16. Another beneficial exercise for your child is to:
a. Print off a spare booklet.
b. Cut the sentences from the bottom of each page and put them in random order.
c. Encourage your child to match each sentence to the sentence which is the same in the booklet he/she has made.
d. Read the sentence.
When your child is competent with this exercise:
a. Take the sentences, one at a time.
b. Cut them into words.
c. Put the words in jumbled order.
d. Encourage your child to rearrange the words into a sentence.
e. Read the sentence.
NB: If your child needs help, let her/him refer to the little booklet. It’s good when your child can do this without referring to the booklet. It’s a sign that she/he is actually reading the words.
17. Integrate into other Learning Areas – (Science –
study snakes, study black swans)
Where in the world are black swans found?
Where in the world are white swans found?
What are baby dogs called?
What are baby cats called?
What are baby horses called?
What are baby swans called?
Look at pictures of various Australian Snakes.
These are just a few ideas.
It is often surprising where the discussions will take you.
The idea is to get the child thinking and talking and learning and enjoying.
Enjoy the journey.
NB: Overarching Tutor Notes and colour word flash cards to accompany the ‘Little Books’ can be found in the first posting in the category “Reading Books for Emerging Readers”.
Click on the heading “Reading Books for Emerging Readers” which can be found in phonics.net.au’s top post or to the left of the top post.
My White Book - page 1 of 2
Print the above image and use with 'My White Book', page 2, and the Tutor Notes which accompany 'My White Book'.
Printing Instructions
My White Book - page 2 of 2
Print the above image and use with 'My White Book', page 1, and the Tutor Notes which accompany 'My White Book'.
Printing Instructions
Tutor Notes for 'My White Book' - page 1 of 3
Print the above image and use with 'My White Book', pages 1 and 2, and the Tutor Notes which accompany 'My White Book'.
Printing Instructions
1. Print the two pages for ‘My White Book’.
2. Ask the child to choose a white pencil and trace over the title words
‘My White Book’.
This will probably prompt a comment about ‘white’ as a colour. Use the opportunity to discuss colours with your child – dark colours, light colours, favourite colours, hot colours, cool colours …..
3. Ask the child to write her/his name on the appropriate line.
4. Look at the 6 pictures and briefly discuss each one with the child.
During this discussion point to the word that tells about the picture. (i.e. dog=dog,seagull=seagull etc).
Later, the child may/will be able to ‘read’ the whole sentence, using the picture clue and remembering the word(s) from the discussion.
If you have been covering the ‘Little Books’ in the order I have presented them you may have noticed an improvement in your child’s skill at this activity.
5. Read the first sentence – (This is a white dog.) - with the child pointing to each word as it is read.
Notice: the vocabulary has changed.
This book introduces the phrase ‘This is a ____’.
6. Go on to read ‘This is a white and brown seagull’.
If the child reads the sentence correctly or falters at the word ‘brown’ this is a sign that he/she is actually reading the words.
Ask the child to look at the word ‘brown’ and find the flashcard to match it - now the child should be able to read the sentence without faltering at the word ‘brown’.
If the child reads ‘Look at the white seagull’ it is a sign that she/he is not reading the words but repeating the pattern from the previous page.
Go back over the sentence asking the child to point to each word, giving help where needed.
Remember: enjoyment and building confidence is crucial.
Always remain patient and cheerful.
If the child reads the whole sentence without any help, he/she has learnt to recognise the word ‘brown’. (Wonderful!)
Praise the child for all progress and effort.
7. Read the sentences on the other pages.
With the repeated pattern of the phrase ‘This is a___’ and the picture clue, the child should be able to read the sentences with minimal/no help.
Tutor Notes for 'My White Book' - page 2 of 3
Print the above image and use with 'My White Book', pages 1 and 2, and the Tutor Notes which accompany 'My White Book'.
Printing Instructions
8. When the child reaches the last sentence observe to see if he/she reads “This is a white ____”.
This page is for the child to complete.
She/he decides what to draw and writes a matching word or phrase to finish the sentence.
Encourage the child to do this with minimal help.
If the child is still in the pre-writing stage of development ask him/her to tell you what to write.
Getting one’s thoughts in order is a pre-requisite for writing development.
Encourage the child to watch you writing – this is called modelling and is beneficial to the child’s development.
Notice: If you have been covering the ‘Little Books’ in the order I have presented them you may find your child was not confident about finishing the sentence in previous books (and has asked you to complete the sentence for him/her) but is now ready to ‘have a go’. This is major progress and is to be encouraged. Let him/her do this even if the spelling is not correct. This is called inventive spelling and, at this early stage of development, is most acceptable.
Some children, however, like their work to be perfect and will ask you to help them with the correct spelling. This, too, is acceptable. Give the help the child asks for – if she/he is holding the pencil and writing this is good.
Either way, encourage correct pencil hold.
9. Ask the child to cut on the straight lines to create the eight pages which will make up the booklet.
NB: Encourage the child to cut out carefully. With practise and concentration he/she should be able to cut on the line.
This will create a booklet your child can be proud of, and cutting out is one exercise which helps improve fine motor skills.
10. Let the child decide the order the pages will be in the booklet.
Discuss with the child if it matters which order she/he decides upon –
of course the title page has to be first. (Why?)
11. Staple the pages to make a booklet.
12. Ask the child to number the pages.
This is best done in the top right hand corner of each page with a small, neat number.
This is teaching the child that the pages of a book are (usually) numbered sequentially.
13. Ask your child to point to the words and read all the sentences, in order, from the front of the book to the back.
This:
a. reinforces the left to right eye movement.
b. reinforces the fact that sentences and phrases are made up of words.
c. encourages the child to look at each word, so enhancing word recognition. (Otherwise the child is inclined to ‘parrot’ the sentences and is not learning to recognise the words.)
d. reinforces the fact that books are (usually) read from the front to the back.
Tutor Notes for 'My White Book' - page 3 of 3
Print the above image and use with 'My White Book', pages 1 and 2, and the Tutor Notes which accompany 'My White Book'.
Printing Instructions
14. A beneficial exercise for your child is to look for the word ‘white’ in
other story books or colour word books.
This is a fun exercise which reinforces recognition of the word and emphasises that the ‘shape’ and spelling of a word remains constant, wherever it is found.
Your child could look through a magazine and when he/she finds a picture with ‘white’ in it he/she could write ‘white’ on the colour.
15. Present your child with the pile of colour word flashcards and ask
her/him to find the word ‘white’.
If you have been covering the books in the order that they are in ‘Little Books for Emerging Readers’ category then the child will be building up a pile of colour word flashcards that he/she will recognise.
Regular practise will improve recognition.
Extra Interesting Activities for You to Consider:
16. Another beneficial exercise for your child is to:
a. Print off a spare booklet.
b. Cut the sentences from the bottom of each page and put them in random order.
c. Encourage your child to match each sentence to the sentence which is the same in the booklet he/she has made.
d. Read the sentence.
When your child is competent with this exercise:
a. Take the sentences, one at a time.
b. Cut them into words.
c. Put the words in jumbled order.
d. Encourage your child to rearrange the words into a sentence.
e. Read the sentence.
NB: If your child needs help, let her/him refer to the little booklet. It’s good when your child can do this without referring to the booklet. It’s a sign that she/he is actually reading the words.
17. Integrate into other Learning Areas – Science –
Care of pets, Water Birds – feathers, webbed feet, Farm Animals
The above topics are self-explanatory and need no expansion from me.
The idea is to get the child thinking and talking and learning and enjoying.
Enjoy the journey.
NB: Overarching Tutor Notes and colour word flash cards to accompany the ‘Little Books’ can be found in the first posting in the category “Reading Books for Emerging Readers”.
Click on the heading “Reading Books for Emerging Readers” which can be found in phonics.net.au’s top post or to the left of the top post.
My Pink Book - page 1 of 3
Print the above image and use with 'My Pink Book' pages 2 and 3, and the accompanying Tutor Notes.
Printing Instructions
My Pink Book - page 2 of 3
Print the above image and use with 'My Pink Book' pages 1 and 3, and the accompanying Tutor Notes.
Printing Instructions
My Pink Book - page 3 of 3
Print the above image and use with 'My Pink Book' pages 1 and 2, and the accompanying Tutor Notes.
Printing Instructions
Tutor Notes for 'My Pink Book' - page 1 of 3
Print the above image and use with 'My Pink Book' pages 1 - 3, and the accompanying Tutor Notes pages 2 and 3.
Printing Instructions
1. Print the three pages for ‘My Pink Book’.
2. Ask the child to choose a pink pencil and trace over the title words
‘My Pink Book’.
3. Ask the child to write her/his name on the appropriate line.
4. Look at the 6 pictures and briefly discuss each one with the child.
During this discussion point to the word that tells about the picture. (i.e. rattle=rattle,
flower = flower etc).
Later, the child may/will be able to ‘read’ the whole sentence, using the picture clue and remembering the word(s) from the discussion.
5. Read the first sentence – (Look at the pink rattle.) - with the child pointing to each word as it is read.
Notice: the vocabulary has changed.
This book introduces the phrase ‘Look at the ____’.
6. Look at the next page which has no picture but has the sentence ‘Look at the pink pig’.
Ask the child to look at the page which has the pictures of the teddy with the pink bow and the pink pig and find the sentence which matches the sentence ‘Look at the pink pig’.
Ask the child to read this sentence, pointing to each word as she/he reads.
Ask the child to carefully cut out the picture of the pink pig and glue it on to the ‘Look at the pink pig’ page.
7. Go back and look at the picture of the teddy with the pink bow and read the sentence next to it.
Ask the child find the sentence which reads ‘Look at the teddy with the pink bow’.
Cut out the picture of the teddy with the pink bow and glue it on to this page.
8. Go on to read ‘Look at the pink cake’ and ‘Look at the pink flower’.
With the repeated pattern of the phrase ‘Look at the___’ and the picture clue, the child should be able to read the sentences with minimal/no help.
9. When the child reaches the sentence ‘Look at the pink and blue teddy’:
If the child reads the sentence correctly or falters at the word ‘blue’ this is a sign that he/she is actually reading the words.
If the child reads ‘Look at the pink teddy’ it is a sign that she/he is not reading the words but repeating the pattern from the previous pages.
Go back over the sentence asking the child to point to each word, giving help where needed.
Remember: enjoyment and building confidence is crucial.
Always remain patient and cheerful.
If the child reads the whole sentence without any help, he/she has learnt to recognise the word ‘blue’. (Fantastic!)
Praise the child for all progress and effort.
Tutor Notes for 'My Pink Book' - page 2 of 3
Print the above image and use with 'My Pink Book' pages 1 - 3, and the accompanying Tutor Notes pages 1 and 3.
Printing Instructions
10. Read the sentence, ‘Look at the teddy with the pink bow.’
Did the child remember the sentence from previous work?
When the child reaches the last sentence observe to see if he/she reads “Look at the pink ____”.
This page is for the child to complete.
She/he decides what to draw and writes a matching word or phrase to finish the sentence.
Encourage the child to do this with minimal help.
If the child is still in the pre-writing stage of development ask him/her to tell you what to write.
Getting one’s thoughts in order is a pre-requisite for writing development.
Encourage the child to watch you writing – this is called modelling and is beneficial to the
child’s development.
Notice: If you have been covering the ‘Little Books’ in the order I have presented them you may find your child was not confident about finishing the sentence in previous books (and has asked you to complete the sentence for him/her) but is now ready to ‘have a go’. This is major progress and is to be encouraged. Let him/her do this even if the spelling is not correct. This is called inventive spelling and, at this early stage of development, is most acceptable.
Some children, however, like their work to be perfect and will ask you to help them with the correct spelling. This, too, is acceptable. Give the help the child asks for – if she/he is holding the pencil and writing this is good.
Either way, encourage correct pencil hold.
11. Ask the child to cut on the straight lines to create the eight pages which will make up the booklet.
NB: Encourage the child to cut out carefully. With practise and concentration he/she should be able to cut on the line.
This will create a booklet your child can be proud of, and cutting out is one exercise which helps to improve fine motor skills.
12. Let the child decide the order the pages will be in the booklet.
Discuss with the child if it matters which order she/he decides upon – of course the title page has to be first. (Why?)
13. Staple the pages to make a booklet.
14. Ask the child to number the pages.
This is best done in the top right hand corner of each page with a small, neat number.
This is teaching the child that the pages of a book are (usually) numbered sequentially.
15. Ask your child to point to the words and read all the sentences, in order, from the front of the book to the back.
This:
a. reinforces the left to right eye movement.
b. reinforces the fact that sentences and phrases are made up of words.
c. encourages the child to look at each word, so enhancing word recognition. (Otherwise the child is inclined to ‘parrot’ the sentences and is not learning to recognise the words.)
d. reinforces the fact that books are (usually) read from the front to the back.
Tutor Notes for 'My Pink Book' - page 3 of 3
Print the above image and use with 'My Pink Book' pages 1 - 3, and the accompanying Tutor Notes pages 1 and 2.
Printing Instructions
16. A beneficial exercise for your child is to look for the word ‘pink’ in
other story books or colour word books.
This is a fun exercise which reinforces recognition of the word and emphasises that the ‘shape’ and spelling of a word remains constant, wherever it is found.
Your child could look through a magazine and when he/she finds a picture with ‘pink’ in it he/she could write ‘pink’ on the colour.
17. Present your child with the pile of colour word flashcards and ask her/him to find the word ‘pink’.
If you have been covering the books in the order that they are in ‘Little Books for Emerging Readers’ category then the child will be building up a pile of colour word flashcards that he/she will recognise.
Regular practise will improve recognition.
Extra Interesting Activities for You to Consider:
18. Another beneficial exercise for your child is to:
a. Print off a spare booklet.
b. Cut the sentences from the bottom of each page and put them in random order.
c. Encourage your child to match each sentence to the sentence which is the same in the booklet he/she has made.
d. Read the sentence.
When your child is competent with this exercise:
a. Take the sentences, one at a time.
b. Cut them into words.
c. Put the words in jumbled order.
d. Encourage your child to rearrange the words into a sentence.
e. Read the sentence.
NB: If your child needs help, let her/him refer to the little booklet. It’s good when your
child can do this without referring to the booklet. It’s a sign that she/he is actually
reading the words.
19. Integrate into other Learning Areas – (Speaking, Writing, Art, Music, Literature.)
Each child could bring a teddy (or other toy) to school and tell the class why it is so special.
Each child could draw a picture of his/her teddy (or toy) and then write a sentence about it.
If the child is in the pre-writing stage of development ask him/her to tell you what to write.
Getting one’s thoughts in order is a pre-requisite for writing development.
Encourage the child to watch you writing – this is called modelling and is beneficial to the
child’s development.
Go on a ‘Teddy Bears Picnic’ (to a suitable spot in the playground), eat tiny teddy biscuits (watch allergies).
Learn some songs about teddy bears ( eg The Teddy Bears Picnic), learn some action poems about teddy bears (eg Teddy Bear, Teddy Bear turn around …..), read stories about Teddy Bears.
These are just a few ideas. I’m sure you can think of others. The idea is to get the child thinking and talking and learning and enjoying.
Enjoy the journey.
NB: Overarching Tutor Notes and colour word flash cards to accompany the ‘Little Books’ can be found in the first posting in the category “Reading Books for Emerging Readers”.
Click on the heading “Reading Books for Emerging Readers” which can be found in phonics.net.au’s top post or to the left of the top post.
My Orange Book - page 1 of 2
Print the above image and use with 'My Orange Book' page 2, and the accompanying Tutor Notes.
Printing Instructions
My Orange Book - page 2 of 2
Print the above image and use with 'My Orange Book' page 1, and the accompanying Tutor Notes.
Printing Instructions
Tutor Notes for 'My Orange Book' - page 1 of 3
Print the above image and use with 'My Orange Book' pages 1 and 2, and the Tutor Notes pages 2 and 3.
Printing Instructions
1. Print the two pages for ‘My Orange Book’.
2. Ask the child to choose an orange pencil and colour in the title words
‘My Orange Book’.
3. Ask the child to write her/his name on the appropriate line.
4. Look at the pictures and briefly discuss each one with the child.
During this discussion point to the word that tells about the picture. (i.e. boat=boat,
flower pot = flower pot etc).
Later, in step No 6, the child may/will be able to ‘read’ the whole sentence, using the picture clue and remembering the word(s) from the discussion.
5. Read the first sentence – (Here is an orange orange.) - with the child pointing to each word as it is read.
Notice: the vocabulary has changed.
The Little Brown Book introduces the phrase – ‘Here is a _____.’
This book reads – ‘Here is an _____.”
Did the child notice the subtle difference?
Discuss and compare the change with the child.
Discuss with the child how the word ‘orange’ has two different meanings in this sentence.
Did the child notice the orange is not orange?
Ask the child to colour the orange using an orange pencil.
Note: Learning to colour in carefully (i.e. controlling the pencil) helps develop fine motor skills.
6. Ask the child to read the sentences which are underneath the rest of the pictures.
If the child is actually pointing to the words and ‘reading’ the sentences he/she will notice that the sentence under the kite is different.
Let the child know how impressed you are that he/she noticed.
If the child recognised the word ‘yellow’ from ‘My Yellow Book’ that shows he/she has learnt
to read the word yellow. (How exciting is that?)
If the child is still just repeating your modelling from the first sentence he/she will probably ‘read’ – “Here is an orange kite. ”
Ask the child to go back and point to each word as he/she ‘reads’.
(Be patient)
If the child is actually pointing to the words and ‘reading’ the sentences he/she will notice that the sentence under the flag is different.
If the child recognised the word ‘blue’ from ‘My Blue Book’ that shows he/she has learnt
to read the word ‘blue’. (Fantastic!)
Tutor Notes for 'My Orange Book' - page 2 of 3
Print the above image and use with 'My Orange Book' pages 1 and 2, and the Tutor Notes pages 1 and 3.
Printing Instructions
Did the child notice the word ‘blue’ or comment that it was different to ‘orange’ or ‘yellow’?
This is progress!
If the child is still just repeating your modelling he/she may ‘read’ –
“Here is an orange flag ” or ‘Here is an orange and yellow flag”.
Ask the child to go back and point to each word as he/she ‘reads’.
(Be patient)
7. When the child reaches the last sentence observe to see if he/she reads “Here is an orange ____”.
This page is for the child to complete.
She/he decides what to draw and writes a matching word or phrase to finish the sentence.
Encourage the child to do this with minimal help.
If the child is still in the pre-writing stage of development ask him/her to tell you what to write.
Getting one’s thoughts in order is a pre-requisite for writing development.
Encourage the child to watch you writing – this is called modelling and is beneficial to the
child’s development.
Notice: If you have been covering the ‘Little Books’ in the order I have presented them you may find your child was not confident about finishing the sentence in previous books (and has asked you to complete the sentence for him/her) but is now ready to ‘have a go’. This is major progress and is to be encouraged. Let him/her do this even if the spelling is not correct. This is called inventive spelling and, at this early stage of development, is most acceptable.
Some children, however, like their work to be perfect and will ask you to help them with the correct spelling. This, too, is acceptable. Give the help the child asks for – if she/he is holding the pencil and writing this is good.
Either way, encourage correct pencil hold.
8. Ask the child to cut on the straight lines to create the eight pages which will make up the booklet.
NB: Encourage the child to cut out carefully. With practise and concentration he/she should be able to cut on the line.
This will create a booklet your child can be proud of, and cutting out is one exercise which helps to improve fine motor skills.
9. Let the child decide the order the pages will be in the booklet.
Discuss with the child if it matters which order she/he decides upon – of course the title page has to be first. (Why?)
10. Staple the pages to make a booklet.
11. Ask the child to number the pages.
This is best done in the top right hand corner of the page with a small, neat number.
This is teaching the child that the pages of a book are usually numbered sequentially.
Tutor Notes for 'My Orange Book' - page 3 of 3
Print the above image and use with 'My Orange Book' pages 1 and 2, and the Tutor Notes pages 1 and 2.
Printing Instructions
12. Ask your child to point to the words and read the sentences.
This:
a. reinforces the left to right eye movement.
b. reinforces the fact that sentences and phrases are made up of words.
c. encourages the child to look at each word, so enhancing word recognition. (Otherwise the child is inclined to ‘parrot’ the sentences and is not learning to recognise the words.)
d. reinforces that we (usually) read from the front of a book to the back.
13. A beneficial exercise for your child is
to look for the word ‘orange’ in other story books or colour word books.
This is a fun exercise which reinforces recognition of the word and emphasises that the ‘shape’ and spelling of a word remains constant, wherever it is found.
Your child could look through a magazine and when he/she finds a picture with ‘orange’ in it he/she could write ‘orange’ on the colour.
14. Present your child with the pile of colour word flashcards and ask her/him to find the word ‘orange’.
If you have been covering the books in the order that they are in ‘Little Books for Emerging Readers’ category then the child will be building up a pile of colour word flashcards that he/she will recognise.
Regular practise will improve recognition.
Extra Interesting Activities for You to Consider:
15. Another beneficial exercise for your child is to:
a. Print off a spare booklet.
b. Cut the sentences from the bottom of each page and put them in random order.
c. Encourage your child to match each sentence to the sentence which is the same in the booklet he/she has made.
d. Read the sentence.
When your child is competent with this exercise:
a. Take the sentences, one at a time.
b. Cut them into words.
c. Put the words in jumbled order.
d. Encourage your child to rearrange the words into a sentence.
e. Read the sentence.
NB: If your child needs help, let her/him refer to the little booklet. It’s good when your child can do this without referring to the booklet. It’s a sign that she/he is actually reading the words.
16. Integrate into other Learning Areas – (Art/Craft, Science, Maths, Social Studies.)
Use the pictures as motivation for discussion and research.
Make a simple kite and fly it.
Use a polystyrene cup for a plant pot – decorate, and plant a seed or small plant in it.
Observe and measure the plant as it grows.
Look at the flags from different countries, especially the flag from the child’s country.
These are just a few ideas. I’m sure you can think of others. The idea is to get the child thinking and talking and learning and being interested in the world around her/him.
I have found most young children are very interested in the world/environment around them and have an appetite for knowledge.
The discussions don’t have to be long or go into more detail than the child can absorb – but you will be surprised at what he/she knows already and how interested he/she is in learning more.
Enjoy the journey.
NB: Overarching Tutor Notes and colour word flash cards to accompany the ‘Little Books’ can be found in the first posting in the category “Reading Books for Emerging Readers”.
Click on the heading “Reading Books for Emerging Readers” which can be found in phonics.net.au’s top post or to the left of the top post.
My Brown Book - page 1 of 2
Print the above image and use with page 2 and the Tutor Notes for 'My Brown Book'.
Printing Instructions
My Brown Book - page 2 of 2
Print the above image and use with page 1 and the Tutor Notes for 'My Brown Book'.
Printing Instructions
Tutor Notes for 'My Brown Book' - page 1 of 3
Print the above image and use with pages to make 'My Brown Book' and the Tutor Notes pages 2 and 3.
Printing Instructions
1. Print the two pages for ‘My Brown Book’.
2. Ask the child to choose a brown pencil and trace over the title words
‘My Brown Book’.
3. Ask the child to write her/his name on the appropriate line.
4. Look at the pictures and briefly discuss each one with the child.
During this discussion point to the word that tells about the picture. (i.e. kangaroo=kangaroo,
violin=violin etc).
Later, in step No 6, the child may/will be able to ‘read’ the whole sentence, using the picture clue and remembering the word from the discussion.
5. Read the first sentence – (Here is a brown kangaroo.) - with the child pointing to each word as it is read.
Notice: the vocabulary has changed.
The first three little books read – ‘The _____ is_____’.
This Little Book introduces the phrase – ‘Here is a _____.’
 Did the child notice this? If he/she did, it’s a good sign that he/she is actually reading words and not just repeating what you have modelled.
Discuss and compare the change with the child.
 Did the child notice the kangaroo is not brown?
Ask the child to colour the kangaroo brown (use pencil, not felt pen).
Note: Learning to colour in carefully (i.e. controlling the pencil) helps develop fine motor skills.
6. Ask the child to read the sentences which are underneath the rest of the pictures.
 If the child is actually pointing to the words and ‘reading’ the sentence he/she will notice that the sentence under the duck is different.
Let the child know how impressed you are that he/she noticed.
If the child recognised the word ‘yellow’ from ‘My Yellow Book’ that shows he/she has learnt
to read the word yellow. (How exciting is that?)
 If the child is still just repeating your modelling from the first sentence he/she will probably ‘read’ – “Here is a brown duck. ”
Ask the child to go back and point to each word as he/she ‘reads’.
(Be patient)
7. When the child reaches the last sentence observe to see if he/she reads “Here is a brown____”.
This page is for the child to complete.
She/he decides what to draw and writes a matching word or phrase to finish the sentence.
Encourage the child to do this with minimal help.
If the child is still in the pre-writing stage of development ask the child to tell you what to write.
Tutor Notes for 'My Brown Book' - page 2 of 3
Print the above image and use with the pages to make 'My Brown Book' and Tutor Notes pages 1 and 3.
Printing Instructions
Notice: If you have been covering the ‘Little Books’ in the order I have presented them you may find your child was not confident about finishing the sentence in previous books (and has asked you to complete the sentence for him/her) but is now ready to ‘have a go’. This is major progress and is to be encouraged. Let him/her do this even if the spelling is not correct. This is called inventive spelling and, at this early stage of development, is most acceptable.
 Some children, however, like their work to be perfect and will ask you to help them with the correct spelling. This, too, is acceptable. Give the help the child asks for – if she/he is holding the pencil and writing this is good.
Either way, encourage correct pencil hold.
8. Ask the child to cut on the straight lines to create the eight pages which will make up the booklet.
NB: Encourage the child to cut out carefully. With practise and concentration he/she should be able to cut on the line.
This will create a booklet your child can be proud of, and cutting out is one exercise which helps to improve fine motor skills.
9. Let the child decide the order the pages will be in the booklet.
Discuss with the child if it matters which order she/he decides upon – of course the title page has to be first. (Why?)
10. Staple the pages to make a booklet.
11. Ask the child to number the pages.
This is best done in the top right hand corner of each page with a small, neat number.
This is teaching the child that the pages of a book are (usually) numbered sequentially.
12. Ask your child to point to the words and read the sentences.
This:
a. reinforces the left to right eye movement.
b. reinforces the fact that sentences and phrases are made up of words.
c. encourages the child to look at each word, so enhancing word recognition. (Otherwise the child is inclined to ‘parrot’ the sentences and is not learning to recognise the words.)
d. reinforces that we (usually) read from the front to the back of a book.
15. A beneficial exercise for your child is
to look for the word ‘brown’ in other story books or colour word books.
This is a fun exercise which reinforces recognition of the word and emphasises that the ‘shape’ and spelling of a word remains constant, wherever it is found.
Your child could look through a magazine and when he/she finds a picture with ‘brown’ in it he/she could write ‘brown’ on the colour.
16. Present your child with the pile of colour word flashcards and ask
her/him to find the word ‘brown’.
Tutor Notes for 'My Brown Book' - page 3 of 3
Print the above image and use with the pages to make 'My Brown Book' and Tutor Notes pages 1 and 2.
Printing Instructions
Extra Interesting Activities for You to Consider:
17. Another beneficial exercise for your child is to:
a. Print off a spare booklet.
b. Cut the sentences from the bottom of each page and put them in random order.
c. Encourage your child to match each sentence to the sentence which is the same in the booklet he/she has made.
d. Read the sentence.
When your child is competent with this exercise:
a. Take the sentences, one at a time.
b. Cut them into words.
c. Put the words in jumbled order.
d. Encourage your child to rearrange the words into a sentence.
e. Read the sentence.
NB: If your child needs help, let her/him refer to the little booklet. It’s good when your child can do this without referring to the booklet. It’s a sign that she/he is actually reading the words.
18. Integrate into other Learning Areas – (Science and Music)
Use the pictures as motivation for discussion and research.
 “My Brown Book’ leads easily into a discussion about Australian animals.
If the child shows interest you could extend this discussion to Australian birds and flowers.
 A discussion about musical instruments could develop from the page about the violin.
You may be able to organise for musicians to come to the classroom and play a violin or flute or clarinet ….. or maybe a CD is the way to go.
You could form a class percussion band and play along to a favourite CD or class song.
WARNING: to make this a pleasant experience for everyone, make sure all the children
understand the ‘rules’ for percussion instrument lessons.
This could be developed into a class assembly item.
These are just a few ideas. I’m sure you can think of others. The idea is to get the child thinking and talking and learning and being interested in the world around her/him.
I have found most young children are very interested in the world/environment around them and have an appetite for knowledge.
The discussions don’t have to be long or go into more detail than the child can absorb – but you will be surprised at what he/she knows already and how interested he/she is in learning more.
Enjoy the journey.
NB: Overarching Tutor Notes and colour word flash cards to accompany the ‘Little Books’ can be found in the first posting in the category “Reading Books for Emerging Readers”.
Click on the heading “Reading Books for Emerging Readers” which can be found in phonics.net.au's top post or to the left of the top post.
My Yellow Book - page 1
Print the above image and use with pages 2 and 3 and the Tutor Notes for 'My Yellow Book'.
Printing Instructions
My Yellow Book - page 2
Print the above image and use with pages 1 and 3 and the Tutor Notes for 'My Yellow Book'.
Printing Instructions
My Yellow Book - page 3
Print the above image and use with pages 1 and 2 and the Tutor Notes for 'My Yellow Book'.
Printing Instructions
Tutor Notes for 'My Yellow Book' - page 1 of 3
Print the above image and use with the pages that make up 'My Yellow Book' and the Tutor Notes for 'My Yellow Book' pages 2 and 3.
Printing Instructions
1. Print the three pages for ‘My Yellow Book’.
2. Ask the child to choose a yellow pencil and colour in the title words
‘My Yellow Book’.
3. Ask the child to write her/his name on the appropriate line.
4. Look at the pictures and discuss each one with the child.
5. Read the first sentence - (The chicken is yellow.) - with the child, pointing to each word as it is read.
6. Ask the child to read the sentence which is underneath the sun.
 If the child is actually pointing to the words and ‘reading’ the sentence he/she will notice a word is missing.
Let the child know how impressed you are that he/she noticed.
 If the child is still just repeating your modelling from the first sentence he/she will probably ‘read’ – “The sun is yellow”.
Ask the child to go back and point to each word as he/she ‘reads’.
(Be patient)
7. Repeat with the rest of the sentences.
8. Look at the page which has the missing words and picture clues printed on it.
9. Using the picture clues ask the child to point to each word and read it.
Look at the first letter of each word and discuss with the child the sound the letter begins with.
‘What sound does ‘sun’ begins with?”
‘What sound does ‘rose’ begin with?’ etc
If the child cannot tell you what sound the word begins with, ask her/him to look at your mouth and say the word clearly, emphasising the first sound if you need to, so the child can hear it.
Repeat until she/he can tell you the correct sound.
NB: It is important your child can hear the first sound of the word.
If she/he finds this difficult ‘play the game’ often and in short bursts
during the day until she/he can confidently tell you the sound a word
begins with.
Tutor Notes for 'My Yellow Book' - page 2 of 3
Print the above image and use with the pages that make up 'My Yellow Book' and the Tutor Notes for 'My Yellow Book' pages 1 and 3.
Printing Instructions
10. Ask the child to carefully cut out each word and glue it in the correct place to complete each sentence.
 It may be a good idea to cut the words out one at a time and match it to the sentence with the same picture as the picture clue.
Let the child work with minimal help – but quietly check that the
work is correct.
 If you feel your child is capable of cutting out all the words first
and then matching each one to its correct sentence let her/him do so.
A challenge is good – but not if it’s too hard.
It is crucial to build the child’s confidence.
11. Ask the child to cut on the straight lines to create the eight pages which will make up the booklet.
NB: Encourage the child to cut out carefully. With practise and concentration he/she should be able to cut on the line.
This will create a booklet your child can be proud of, and cutting out is one exercise which helps to improve fine motor skills.
12. Let the child decide the order the pages will be in the booklet.
Discuss with the child if it matters which order she/he decides upon – of course the title page has to be first. (Why?)
13. Staple the pages to make a booklet.
14. Ask the child to number the pages.
This is best done in the top right hand corner of each page with a small, neat number.
This is teaching the child that the pages of a book are (usually) numbered sequentially.
15. Ask your child to point to the words and read the sentences.
This:
a. reinforces the left to right eye movement.
b. reinforces the fact that sentences and phrases are made up of words.
c. encourages the child to look at each word, so enhancing word recognition. (Otherwise the child is inclined to ‘parrot’ the sentences and is not learning to recognise the words.)
16. A beneficial exercise for your child is to look for the word ‘yellow’ in
other story books or colour word books.
This is a fun exercise which reinforces recognition of the word and emphasises that the ‘shape’ and spelling of a word remains constant, wherever it is found.
Your child could look through a magazine and when he/she finds a picture with ‘yellow’ in it he/she could write ‘yellow’ on the colour.
17. Present your child with the pile of colour word flashcards and ask
her/him to find the word ‘yellow’.
Tutor Notes for 'My Yellow Book' - page 3 of 3
Print the above image and use with the pages that make up 'My Yellow Book' and the Tutor Notes for 'My Yellow Book' pages 1 and 2.
Printing Instructions
Extra Interesting Activities for You to Consider:
18. Another beneficial exercise for your child is to:
a. Print off a spare booklet.
Cut out and glue the missing words to complete the sentences.
b. Cut the sentences from the bottom of each page and put them in random order.
c. Encourage your child to match each sentence to the sentence which is the same in the booklet he/she has made.
d. Read the sentence.
When your child is competent with this exercise:
a. Take the sentences, one at a time.
b. Cut them into words.
c. Put the words in jumbled order.
d. Encourage your child to rearrange the words into a sentence.
e. Read the sentence.
NB: If your child needs help, let her/him refer to the little booklet. It is good when your child can do this without referring to the booklet. It is a sign that she/he is actually reading the words.
19. Integrate into other Learning Areas -
Use the pictures as motivation for discussion and research.
 Start a discussion about the sun and the benefits of it to the earth. The earth rotates around the sun, which causes the seasons……
 Talk about the moon – how it circles the earth, we see it because it reflects light from the sun, is the moon always round?, is there a man in the moon?, have humans ever been to the moon? how?.....
 Talk about fruit (bananas,lemons), animals (cat,chicken), flowers (rose).
These are just a few ideas. I’m sure you can think of others. The idea is to get the child thinking and talking and learning and being interested in the world around her/him.
I have found most young children are very interested in the world/environment around them and have an appetite for knowledge.
The discussions don’t have to be long or go into more detail than the child can absorb – but you will be surprised at what he/she knows already and how interested he/she is in learning more.
Enjoy the journey.
For more Easter activities click on heading 'Easter' in the category list under 'Phonic Packs' to the top left of the top blog.
General Tutor Notes to accompany all ‘Little Books for Emerging Readers’ (repeated with each book as information for new readers)
To access all the Little Reading Books click on the category 'Little Reading Books for Emerging Readers'.
1. Each booklet repeats a common word or phrase to give the child practise at recognising that word or phrase.
2. The child makes the booklet and writes her/his name on the cover. This gives the child a sense of ownership.
NB: Cutting out (carefully on the line) and colouring in (carefully and with the correct pencil hold) helps improve fine motor skills.
3. As well as introducing a common word or phrase, the first few booklets
consolidate colours and colour words.
4. The booklets can be used individually or with the corresponding lessons in Phonic Pack 2.
5. Making booklets helps the child realise that the title page is the first page or cover.
6. Discuss with your child the question, “Does the order of the pages matter in this book?”
Let your child experiment to find out.
(In these books the order of the pages does not matter because the pages don’t
have to be in order for a story to progress. In a lot of books your child will be familiar
with, the pages do have to be in a particular order to tell the story)
7. Making a booklet reinforces the knowledge that we read from the front of a book to the back.
Easter Pictures for 'My Easter Book'-Page 1 of 2
Print the above image and use with other pages to make 'My Easter Book'.
Printing Instructions
Easter Pictures for 'My Easter Book' Page 2 of 2
Print the above image and use with other pages to make 'My Easter Book'.
Printing Instructions
'My Easter Book' - page 1 of 2
Print the above image and use with other pages to make 'My Easter Book'.
Printing Instructions
'My Easter Book' - page 2 of 2
Print the above image and use with other pages to make 'My Easter Book'.
Printing Instructions
Easter Booklet - Tutor Notes - Page 1 of 3
Print the above image and use with other pages to make 'My Easter Book'.
Printing Instructions
1. Print the four pages needed to make ‘My Easter Book’.
2. Give the child the two sheets of pictures.
Ask the child to write her/his name on both sheets.
3. Look at and discuss the pictures.
4. Ask the child to colour the pictures.
Hint: Use pencils not felt pens for colouring in.
A smart effect is achieved if felt pens are used to outline the
picture(s), and then colour the picture(s) in with coloured pencils.
Colouring in the pictures is going to be time consuming so give the child enough time to colour them in properly.
If you are a teacher with a class of children you may give a sheet to each child and allow the children to colour the pictures in their spare time.
Make sure the children know the pictures are going to be used to make an individual booklet. This may encourage them to take pride in their work.
If you are a tutor/caregiver with one child you may wish to give him/her time as above, or colour in the pictures together.
Two of the Easter eggs are blank. An art lesson could be used to discuss the various patterns which can be found on Easter egg wrapping paper before the children create their own patterns for these eggs.
5. After the pictures are coloured in give the child the two sheets which are to make the pages of the book.
Ask the child to write her/his name on the appropriate line.
Read the sentences, giving help where necessary.
After the first couple of sentences the child should recognise that the words ‘Look at the …’ are being repeated until you come to the last page.
Read what it says but leave it blank for now.
6. Ask the child to cut out the pictures ready for the booklet.
The pictures in rectangles will fit onto the appropriate pages.
The eggs and the buns will need to be cut out individually and arranged on the appropriate pages. Encourage overlapping – a concept which may be new the child.
Easter Booklet - Tutor Notes - Page 2 of 3
Print the above image and use with other pages to make 'My Easter Book'.
Printing Instructions
7. Ask the child to match the pictures to the sentences.
(Do not glue them in place yet.)
Give the child time to do this with minimal help.
The challenge of matching each picture to the correct sentence will help improve the strategies she/he can use to read the sentences.
8. Check that the correct picture is on each page.
Glue, and leave to dry.
9. The next step could easily be integrated into Writing and Art Lessons.
Give each child the page that has the sentence that begins, ‘During the Easter holidays I like to …’.
Read the unfinished sentence with the child.
Discuss how the child could finish the sentence.
Ask the child to complete the sentence. If he/she can do this without your help, or with minimal help, let him/her do so.
If your child is at the pre-writing stage ask him/her to dictate what he/she would like you to write.
Ask the child to draw a picture to illustrate the sentence.
Remember: the child will need to be given time so she/he can produce work of a high standard.
10. Ask the child to cut on the straight lines to create the eight pages which will make up the booklet.
NB: Encourage the child to cut out carefully. With practise and concentration he/she should be able to cut on the line.
This will create a booklet your child can be proud of.
11. Let the child decide the order the pages will be in the booklet.
Discuss with the child if it matters which order she/he decides upon – of course the title page has to be first. (Why?)
12. Staple the pages of the booklet together.
Easter Booklet - Tutor Notes - Page 3 of 3
Print the above image and use with other pages to make 'My Easter Book'.
Printing Instructions
13. Ask your child to number the pages of the booklet.
This should be done with small, neat numbers in the top, right hand corner of each page.
14. Read the booklet.
Ask your child to point to the words as he/she reads the sentences.
This:
a. reinforces the left to right eye movement.
b. reinforces the fact that sentences and phrases are made up of words.
c. encourages the child to look at each word, so enhancing word recognition. (Otherwise the child is inclined to ‘parrot’ the sentences and is not learning to recognise the words.)
Extra Interesting Activities for You to Consider:
14. Another beneficial exercise for your child is to:
a. Print off the two pages which have the sentences printed on them.
b. Cut the sentences from the bottom of each page and put them in random order.
c. Encourage your child to match each sentence to the sentence which is the same in the booklet he/she has made.
d. Read the sentence.
When your child is competent with this exercise:
a. Take the sentences, one at a time.
b. Cut them into words.
c. Put the words in jumbled order.
d. Encourage your child to rearrange the words into a sentence.
e. Read the sentence.
NB: If your child needs help, let her/him refer to the little booklet. It is good when your child can do this without referring to the booklet. It is a sign that she/he is actually reading the words.
15. Integrate into other Learning Areas –
This booklet will easily integrate into your classroom programme including
the Easter Season, Art and Craft and Writing.
Colouring in and cutting out carefully improves fine motor skills.
Happy Easter
General Tutor Notes to accompany all ‘Little Books for Emerging Readers’ (repeated with each book as information for new readers)
1. Each booklet repeats a common word or phrase to give the child practise at recognising that word or phrase.
2. The child makes the booklet and writes her/his name on the cover. This gives the child a sense of ownership.
NB: Cutting out (carefully on the line) and colouring in (carefully and with the correct pencil hold) helps improve fine motor skills.
3. As well as introducing a common word or phrase, the first few booklets
consolidate colours and colour words.
4. The booklets can be used individually or with the corresponding lessons in Phonic Pack 2.
5. Making booklets helps the child realise that the title page is the first page or cover.
6. Discuss with your child the question, “Does the order of the pages matter in this book?”
Let your child experiment to find out.
(In these books the order of the pages does not matter because the pages don’t
have to be in order for a story to progress. In a lot of books your child will be familiar
with, the pages do have to be in a particular order to tell the story)
7. Making a booklet reinforces the knowledge that we read from the front of a book to the back.
My Red Book - page 1
Print the above image and use with My Red Book, page 2, and the Tutor Notes for My Red Book.
Printing Instructions
My Red Book - page 2
Print the above image and use with My Red Book, page 1, and the Tutor Notes for My Red Book.
Printing Instructions
Tutor Notes for 'My Red Book' - page 1 of 3
Print the above image and use with 'My Red Book' and the Tutor Notes for 'My Red Book'.
Printing Instructions
Tutor Notes for 'My Red Book'
1. Print the two pages for ‘My Red Book’.
2. Ask the child to choose a red pencil and colour in the title words
‘My Red Book’.
3. Ask the child to write her/his name on the appropriate line.
4. Look at the pictures. Which pictures are not coloured red? Using a red pencil, ask the child to colour in the robot and the train.
Discuss – ‘Are you going to colour the train wheels red?’
Hint: Use pencils not felt pens for colouring in. Felt pens are good for
outlining pictures but not good for colouring in.
5. What is odd about the caterpillar? Ask the child to colour in the rest of the caterpillar.
6. Discuss with the child what colour he/she thinks would be a good colour for the parrot’s eye.
7. Ask the child to cut on the straight lines to create the eight pages which will make up the booklet.
NB: Encourage the child to cut out carefully. With practise and concentration he/she should be able to cut on the line.
This will create a booklet your child can be proud of.
8. Let the child decide the order the pages will be in the booklet.
Discuss with the child if it matters which order she/he decides upon – of course the title page has to be first. (Why?)
9. Staple the pages into a booklet.
Tutor Notes for 'My Red Book' - page 2 of 3
Print the above image and use with 'My Red Book' and the Tutor Notes for 'My Red Book'.
Printing Instructions
10. Ask your child to point to the words as he/she reads the sentences.
This:
a. reinforces the left to right eye movement.
b. reinforces the fact that sentences and phrases are made up of words.
c. encourages the child to look at each word, so enhancing word recognition. (Otherwise the child is inclined to ‘parrot’ the sentences and is not learning to recognise the words.)
11. When the child comes to the last sentence, wait and see if she/he notices
the word ‘red’ is missing.
If she/he does notice it is a good indication that she/he is looking at the
words being read and not just saying them off by heart.
Ask the child to write the word ‘red’ on the lines provided.
12. A beneficial exercise for your child is to look for the word ‘red’ in other story books or colour word books.
This is a fun exercise which reinforces recognition of the word and emphasises that the ‘shape’ and spelling of a word remains constant, wherever it is found.
Your child could look through a magazine and when he/she finds a picture with ‘red’ in it he/she could write ‘red’ on the colour.
13. Present your child with the pile of colour word flashcards and ask her/him to find the word ‘red’.
Extra Interesting Activities for You to Consider:
14. Another beneficial exercise for your child is to:
a. Print off a spare booklet.
b. Cut the sentences from the bottom of each page and put them in random order.
c. Encourage your child to match each sentence to the sentence which is the same in the booklet he/she has made.
d. Read the sentence.
Tutor Notes for 'My Red Book' - page 3 of 3
Print the above image and use with 'My Red Book' and the Tutor Notes for 'My Red Book'.
Printing Instructions
When your child is competent with this exercise:
a. Take the sentences, one at a time.
b. Cut them into words.
c. Put the words in jumbled order.
d. Encourage your child to rearrange the words into a sentence.
e. Read the sentence.
NB: If your child needs help, let her/him refer to the little booklet. It is good when your child can do this without referring to the booklet. It is a sign that she/he is actually reading the words.
15. Counting can easily be consolidated using this book:
a. Count how many parts make up the caterpillar’s body.
b. Count how many parts to the robot’s body.
c. How many buttons are there on the coat?
16. Integrate into other Learning Areas -
using the pictures as motivation for discussion and research.
a. Flower: discuss the flowers in your garden, how do plants grow,
why do plants have flowers?
b. Robots: when do we use robots, how do robots work, are they
all the same?
c. Caterpillar: Discuss the life cycle of a butterfly or other insect.
d. Coat: Discuss clothing, why do we wear clothes, when would
we wear a coat like this one (summer, winter?)
e. Parrot: Discuss/ find pictures of birds, where they live, would it
be good to have one for a pet?
f. Train: Go for a ride on a train, play with a toy train set, discuss
train engines.
g. Strawberry: Discuss fruits, how are they good for us, why do
plants have fruit?
These are just a few ideas. I’m sure you can think of others. The idea is to get the child thinking and talking and learning and being interested in the world around her/him.
I have found most young children are very interested in the world/environment around them and have an appetite for knowledge.
The discussions don’t have to be long or go into more detail than the child can absorb – but you will be surprised at what he/she knows already and how interested he/she is in learning more.
Enjoy the journey.
Tutor Notes for 'My Blue Book' - page 1
Print the above image and use with the Tutor Notes for 'My Blue Book' (page 2) and the pages which make up 'My Blue Book'.
Printing Instructions
Tutor Notes for ‘My Blue Book’
1. Print the two pages for ‘My Blue Book’.
2. Ask the child to choose a blue pencil and colour in the title words
‘My Blue Book’.
3. Using a blue pencil, ask the child to colour in the pictures.
He/she may like to change between a light blue and a dark blue.
Challenge:
Discuss – How will he/she colour in the water and sky pictures?
Hint: Use pencils not felt pens for colouring in. Felt pens are good for
outlining pictures but not good for colouring in.
4. Ask the child to write her/his name on the appropriate line.
5. Ask the child to cut on the straight lines to create the eight pages which will make up the booklet.
NB: Encourage the child to cut out carefully. With practise and concentration he/she should be able to cut on the line.
This will create a booklet your child can be proud of.
6. Let the child decide the order the pages will be in the booklet.
Discuss with the child if it matters which order she/he decides upon – of course the title page has to be first.
7. Staple the pages into a booklet.
8. Ask your child to point to the words as he/she reads the sentences.
This:
a. reinforces the left to right eye movement.
b. reinforces the fact that sentences and phrases are made up of words.
c. encourages the child to look at each word, so enhancing word recognition. (Otherwise the child is inclined to ‘parrot’ the sentences and is not learning to recognise the words.)
Tutor Notes for 'My Blue Book' - page 2
Print the above image and use with the Tutor Notes for 'My Blue Book' (page 1) and the pages which make up 'My Blue Book'.
Printing Instructions
9. A beneficial exercise for your child is to look for the word ‘blue’ in other story books or colour word books.
This is a fun exercise which reinforces recognition of the word and emphasises that the ‘shape’ and spelling of a word remains constant, wherever it is found.
Your child could look through a magazine and when he/she finds a picture with ‘blue’ in it he/she could write ‘blue’ on the colour.
10. Present your child with the pile of colour word flashcards and ask her/him to find the word ‘blue’.
11. Another beneficial exercise for your child is to:
a. Print off a spare booklet.
b. Cut the sentences from the bottom of each page and put them in random order.
c. Encourage your child to match each sentence to the sentence which is the same in the booklet he/she has made.
d. Read the sentence.
When your child is competent with this exercise:
a. Take the sentences, one at a time.
b. Cut them into words.
c. Put the words in jumbled order.
d. Encourage your child to rearrange the words into a sentence.
e. Read the sentence.
NB: If your child needs help, let her/him refer to the little booklet. It is good when your child can do this without referring to the booklet. It is a sign that she/he is actually reading the words.
'My Blue Book' - page 1
Print the above image and use with the Tutor Notes for 'My Blue Book' (pages 1 and 2) and the other page which makes up 'My Blue Book'.
Printing Instructions
'My Blue Book' - page 2
Print the above image and use with the Tutor Notes for 'My Blue Book' (page 1 and 2) and the other page which makes up 'My Blue Book'.
Printing Instructions
Colour Word Flashcards - Modern Victorian Cursive Print
Print the above image and use with the Little Reading Books.
Printing Instructions
Colour Word Flashcards - Foundation Print
Print the above image and use with the Little Reading Books.
Printing Instructions
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535 Posts dating from December 2006
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