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Digraphs Phonic Stories Phonic Activities - Phonics

'e', 'y', 'ee', 'ea' - Phonic Pack 3

July 10th 2007 07:49
e y ee ea
Revision: 'e', 'y', 'ee', 'ea' - Lesson 12 - page 1 - Phonic Pack 3


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Revision: 'e', 'y', 'ee', 'ea' - Lesson 12 - page 1 - Phonic Pack 3

My name is .
Lesson Twelve: ‘e’, ‘y’, ‘ee’, ‘ea’
Revision: Read ‘ea’ words on pages 21 and 22.

1. This is a revision lesson for all of the ‘ee’ sounds you have learnt so far.
2. You have learnt ‘e’ as in the word me
‘y’ as in the word teddy
‘ee’ as in the word tree
‘ea’ as in the word leaf
3. Read the following story to yourself first, and then to your tutor. Look out for all of the ‘e’, ‘y’, ‘ee’ and ‘ea’ sounds!



One sunny day Teddy and Bee went to see Dolly. She was

getting tea for the three of them. She had jam and cream for

them to eat. She also had a peach, a cherry and a lolly each.

Teddy looked at the feast,

“We will be full when we have eaten all of this meal,” he said.

What a feed the three friends had!!

4. Pick up a red pencil and underline all the words that have an ‘e’ making the same sound as the ‘e’ in the word me.

5. Pick up a brown pencil and under line all the words that have a ‘y’ making the same sound as the ‘y’ in the word teddy.



e y ee ea
Revision: 'e', 'y', 'ee', 'ea' - Lesson 12 - page 2 - Phonic Pack 3


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Revision: 'e', 'y', 'ee', 'ea' - Lesson 12 - page 2 - Phonic Pack 3.

6. Pick up a green pencil and underline all the words that have an ‘ee’ making the same sound as the ‘ee’ in the word tree.
7. Pick up a purple pencil and under line all the words that have a ‘ea, making the same sound as the ‘ea’ in the word leaf.
8. Write all of the underlined words in the correct columns below.

Rules:
1. Write each word only once, even if it is in the
story more than once.
2. The word ‘the’ is in the list with words like ‘me’.

e
(5 words)











y
(5 words)










ee
(4 words)
ea
(8 words)

Glue pages 23 and 24 into your scrap book.



e y ee ea
Revision: 'e', 'y', 'ee', 'ea' - Lesson 12 - page 3 - Phonic Pack 3


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Revision: 'e', 'y', 'ee', 'ea' - Lesson 12 - page 3 - Phonic Pack 3.


Bee Dolly
Teddy



cream scones
cherries
jam


peaches
lollies


1. Draw a line from the word Teddy to the picture of the Teddy.
2. Draw a line from the word Bee to the picture of the Bee.
3. Draw a line from the word Dolly to the picture of the Dolly.
4. Draw a line from the word cream to the picture of the cream.
5. Draw a line from the word jam to the picture of the jam.
6. Draw a line from the word scones to the picture of the scones. Jam and cream tastes delicious on scones.
7. Draw a line from the word peaches to the picture of the peaches.
8. Draw a line from the word cherries to the picture of the cherries.
9. Draw a line from the word lollies to the picture of the lollies.



e y ee ea
Revision: 'e', 'y', 'ee', 'ea' - Lesson 12 - page 4 - Phonic Pack 3


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Revision: 'e', 'y', 'ee', 'ea' - Lesson 12 - page 4 - Phonic Pack 3.

Note: You have learnt that to change a word from singular (one) to plural (more than one) you can add an ‘s’. Like ‘scone’ changes to ‘scones’.
Today we learn two more rules for changing a word from singular to plural.
1. To change some words from singular to plural ‘es’ is added to the word. Like ‘peach’ changes to peaches.
2. Words that end with a ‘y’ have a rule of their own.
The rule is: Take away the ‘y’ and add ‘ies’.

Note to tutor: You say “take away the ‘y’ (why) and add ‘i’ (eye), ‘e’ (ee),
‘s’ (es)”


3. We see this rule today in the words:
cherry changes to cherries
lolly changes to lollies

Note to tutor: Explain the new ‘plural rules’ to your child but do not expect your him/her to remember them. Your child will remember as much as he/she understands and you can build on this knowledge by revising the rules every time they appear in a text. Like quotation (speech) marks they will need to be revised several times before your child will be confident with them. For now it is good that your child realises there are more ways of changing words from singular to plural than adding an ‘s’.


4. Go back to the story on page 23 and read the words Teddy said. Read them aloud to your tutor. Trace over the speech marks at the beginning and end of what he said.

Remember: When you are writing a story and someone or something speaks, what they say goes in speech marks.


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'or' as in fork and 'aw' as in paw - digraphs - Lesson 23 - Phonic Pack 4

August 9th 2007 03:24
'or' as in fork 'aw' as in paw digraphs
'or' as in fork and 'aw' as in paw - digraphs - Lesson 23 - page 1 - Phonic Pack 4


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'or' as in fork and 'aw' as in paw - digraphs - Lesson 23 - page 1 - Phonic Pack 4.

My name .

Lesson Twenty Three: ‘or’ as in fork and ‘aw’ as in paw
Revision: Read pages 11 and 38.

Note to tutor:
The story about “The Horse and the Dog” is a long story.
1. Let your child read it through first with minimal help from you (see 3 below).
2. Closely supervise your child when she/he underlines the words. Check that she/he is only underlining words where the ‘or’ does say ‘or’ as in fork.
For example you would not underline the words ‘world’ or ‘worked’ because the ‘or’ in these words does not say ‘or’ as in fork.

Working with this story does more than revise the ‘or’ and ‘aw’ sounds.
1. There is a lot of repetition in the story. Children like the rhythm and confidence of repetition, and it also gives the child the chance to add the repeated words to his/her reading vocabulary. Words such as world, asked, where, why, they, whispered and friends are words which should be easily recognised by your child by the end of this story.
2. To keep the repetition interesting and to make sure your child is reading and not just repeating, three of the words are changed in each repetition.
3. It gives your child practise at sounding out words using some of the other digraphs and phonics she/he has been learning. This practise is invaluable because your child is learning the sounds in isolation so she/he can easily recognise them and read words which are made up with the sounds. (This is why it is SO important for your child to read extra books.) If your child does not easily recognise a digraph (or other sound) in a word eg farm, cover the ‘f’ and ‘m’ with your fingers and say, “What does ‘a-r’ together say?” Find it on the flash card if you have to. Then get your child to sound the word out, f-ar-m, farm. This may take time but it is time well spent. It is more beneficial for your child than telling him/her the word without any effort from him/her. If a word cannot be sounded out (a sight word), encourage your child to ‘guess’ what the word may be by looking at the sound it begins with and using the sense of the sentence and story.
4. Another exercise is to look at the speech marks. This has been suggested often during the course of these lessons and your child may be becoming proficient at where the speech marks should go.
5. After you and your child have been through the story encourage your child to read it as fluently as possible. The idea is to read fluently enough to be able to understand the story. This is why we read - to be informed and entertained.
6. Now would be a good time to look at the title of the story and point out that all the words have capital letters, except some small





'or' as in fork 'aw' as in paw digraphs
'or' as in fork and 'aw' as in paw - digraphs - Lesson 23 - page 2 - Phonic Pack 4


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'or' as in fork and 'aw' as in paw - digraphs - Lesson 23 - page 2 - Phonic Pack 4.

words like ‘and’ and ‘the’. Go back to the stories on page 22, “A Boy Called Roy”, page 32,”The Big Green Gum Tree” and page 34 “The Yellow and Brown Owl” and look at the titles of these stories. Look at the titles on some story books and see how they are written.

You may find it beneficial to take more than one lesson to complete all of the activities with this story. It is important to cover all the points and to work at a comfortable pace for your child. You may take two, three or four days, as long as your child understands what he/she is doing as you go. Stay patient, helpful and positive. Give lots of encouragement and praise.  


1. You have learnt that ‘or’ says ‘or’ as in fork and
‘aw’ says ‘aw’ as in paw
2. Read the story “The Horse and the Dog”.
3. It is a long story so take your time. If you do not know a word look at the sound it begins with, try and sound it out and use the sense of the story to help you.
If you need to, ask your tutor for help.
4. Read the story fluently to your tutor.
----------------------------- ---------------
5. Take an orange pencil and underline all the words in the story that have ‘or’ as in fork in them.
6. Read each word to your tutor as your underline it.
----------------------------- ----------------
7. Take a green pencil and underline all the words in the story that have ‘aw’ as in paw in them.
8. Read each word to your tutor as you underline it.

----------------------------- -------------------


9. Glue the story into your scrap book.





'or' as in fork 'aw' as in paw digraphs
'or' as in fork and 'aw' as in paw - digraphs - Lesson 23 - page 3 - Phonic Pack 4


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'or' as in fork and 'aw' as in paw - digraphs - Lesson 23 - page 3 - Phonic Pack 4.

The Horse and the Dog

Mr Shaw was a farmer.

He worked hard all day and one night he was very tired.
“I am so tired I am going to bed now,” he yawned.
He crawled into bed … and forgot to shut the gate.

“Mr Shaw has not shut the gate,” whispered the horse to the dog. “Let’s go for a walk in the morning.”

At dawn, the horse and the dog crept over the lawn, passed the porch and out of the farm gate.

“Which way will we go, left or right?” asked the dog.

“Let’s go right,” said the horse.

So off they went to see the world.

A hawk, who was sitting in the forked branch of a tree, saw them.
“Where are you going?” he asked.
“To see the world,” said the horse.
“Can I come with you?” asked the hawk.
“Why not,” said the two friends.
So off they went to see the world.

A cow, with one horn missing, saw them.
“Where are you going?” she asked.
“To see the world,” said the dog.
“Can I come with you?” asked the cow.
“Why not,” said the three friends.
So off they went to see the world.




'or' as in fork 'aw' as in paw digraphs
'or' as in fork and 'aw' as in paw - digraphs - Lesson 23 - page 4 - Phonic Pack 4


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'or' as in fork and 'aw' as in paw - digraphs - Lesson 23 - page 4 - Phonic Pack 4.

A white rabbit, who had been sleeping under a thorn bush, saw them.
“Where are you going?” he asked.
“To see the world,” said the hawk.
“Can I come with you?” asked the rabbit.
“Why not,” said the four friends.
So off they went to see the world.

A little fawn, who was munching on straw, saw them.
“Where are you going?” she asked.
“To see the world,” said the rabbit.
“Can I come with you?” asked the fawn.
“Why not,” said the five friends.
So off they went to see the world.


The friends talked and walked all day.
They looked at the green grass on the hills.
They looked at the wild flowers in the bush.
They had a drink at the river.
They saw lots of other animals and birds.

“The world is a beautiful place, but I am tired now,” said the horse.
They all agreed it was time to go home.

No-one knew the way.

They were lost and it was nearly time for the sun to set.

The farmer, who had been looking for his horse and dog all day, saw them.
“Where are you going?” he asked.
“We have been to see the world,” said the horse.
“It is beautiful, but please take us home,” said the dog.




'or' as in fork 'aw' as in paw digraphs
'or' as in fork and 'aw' as in paw - digraphs - Lesson 23 - page 5 - Phonic Pack 4


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'or' as in fork and 'aw' as in paw - digraphs - Lesson 23 - page 5 - Phonic Pack 4.

The farmer smiled and led the way, back passed the river, the wildflowers and the grass.

The little fawn curled up next to her Mother and went to sleep. (zz zz zz)

The rabbit crawled underneath his thorn bush and went to sleep.(zz zz zz)

The cow was pleased to home again. “Thanks for taking me to see the world,” she said sleepily, as she settled down for a good night’s sleep. (zz zz zz)

The hawk flew to the forked branch in his tree, put his head under his wing and went to sleep.(zz zz zz)

The horse and the dog were very tired by the time they got home. The kind farmer gave them some tea but before they could eat it all they were fast asleep.
(zzzz zzzz zzzz)

The farmer smiled. He was pleased he had found his missing animals …………. and …

he never forgot to shut the gate again.





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Phonic sounds - I, 'ie', 'y' and 'i-e' - Lesson 27 - Phonic Pack 4

August 10th 2007 04:12
phonic sounds - I, 'ie', 'y', 'i-e'
Phonic sounds - I, 'ie', 'y' and 'i-e' - Lesson 27 - page 1 - Phonic Pack 4


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Phonic sounds - I, 'ie', 'y' and 'i-e' - Lesson 27 - page 1 - Phonic Pack 4.

My name .

Lesson Twenty Seven: I, ie, y, i-e
Revision: Read page 49.

1. You have learnt: ‘ie’ as in pie
‘y’ as in sky
‘i-e’ as in kite
I (meaning yourself)

2. Read the following story and help me finish it.

Note to tutor: Read through the story with your child, letting her/him read as much as she/he can without help. You may need to prompt new look-say words but don’t be in too big a hurry to help because you will be surprised what your child can read by looking at the sound the word begins with, using the sense of the story and the picture clues. Give your child time to sound out words. She/he may need to be prompted and helped with some of the digraphs and sounds already covered. Show your child the digraph or sound in the word. If your child cannot tell you the sound ask her/him to find the appropriate flash card, say the sound and then go back to the problem word. It is good for your child to work in this way. She/he will learn quicker and remember better if she/he has to think the problem through. Be patient and cheerful . Take as much time as your child needs. You may need to take two or three lessons to work through the story. Moving slowly and thoroughly will reap huge rewards in the end.
----------------------------- ----------------------------- ---------------------------

Shy Platypus’ Farewell Party



One fine day all the animals that lived by the bend in the deep, wide river had a meeting by the big, white rocks.

In five weeks time Shy the Platypus was going away from the bend in the deep, wide river to build a house of his own. His friends had gathered to plan a farewell party to say goodbye and wish him well.

Big, Brown Kangaroo was in charge of the meeting.




phonic sounds - I, 'ie', 'y', 'i-e'
Phonic sounds - I, 'ie', 'y' and 'i-e' - Lesson 27 - page 2 - Phonic Pack 4


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Phonic sounds - I, 'ie', 'y' and 'i-e' - Lesson 27 - page 2 - Phonic Pack 4.



“Who will bring some food for the party?”

she asked.





“I will bring a leaf pie,”

said Koala.








“I will fry egg and seed pancakes,”

said Kookaburra.






“I will bring a pile of bush biscuits,”

shouted mouse.

(He had to shout or no-one heard his tiny voice.)




“I will dry some ripe black berries
and make a dried black berry cake,”
said Parrot, with the fine, colourful feathers.





phonic sounds - I, 'ie', 'y', 'i-e'
Phonic sounds - I, 'ie', 'y' and 'i-e' - Lesson 27 - page 3 - Phonic Pack 4


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Phonic sounds - I, 'ie', 'y' and 'i-e' - Lesson 27 - page 3 - Phonic Pack 4.









“We will bring some honey drops,” buzzed nine bees from a nearby bee hive.

Now you can help with the story. What do you think Striped Snake will bring to eat at the party?
Write on the lines. Remember the speech marks.













What do you think Green Spotted Frog will bring to eat at the party? Write on the lines. Remember the speech marks.


phonic sounds - I, 'ie', 'y' and 'i-e' -Lesson 27 - page 4 - Phonic Pack 4
Phonic sounds - I, 'ie', 'y' and 'i-e' - Lesson 27 - page 4 - Phonic Pack 4


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Phonic sounds - I, 'ie', 'y' and 'i-e' - Lesson 27 - page 4 - Phonic Pack 4.

“I will fly to the pond

and find a beautiful lily flower

with a long stem to tie on to the gift,”

said Pink and White Cockatoo.


Everyone agreed that was a good idea.

The animals talked until the sun was setting in the sky.
----------------------------- ----------------------------- -------

Party day came at last.

What a party they had.

Tell your tutor what the animals and birds may have done at the party to make it so much fun.

At the end of the party the animals and birds stood in a circle with Shy Platypus in the middle.

Big, Brown Kangaroo gave a speech. Shy Platypus was so moved he started to cry (just a bit) and had to wipe tears from his eyes.

When Shy Platypus opened the farewell present and saw the

, he smiled.

Write on the line what you think his friends gave him for a farewell present?

Shy Platypus gave his thank you speech. He was excited about building his new home and invited everyone to come and visit him – often.



phonic sounds - I, 'ie', 'y', 'i-e'
Phonic sounds - I, 'ie', 'y' and 'i-e' - Lesson 27 - page 5 - Phonic Pack 4


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Phonic sounds - I, 'ie', 'y' and 'i-e' - Lesson 27 - page 5 - Phonic Pack 4.

You are such a good artist draw the animals and birds at the farewell party for Shy Platypus.






















Glue pages 51, 52, 53 and 54 into your scrap book.


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Phonic sounds - I, 'ie', 'y' and 'i-e' - Lesson 28 - Phonic Pack 4

August 10th 2007 05:16
phonic sounds - I, 'ie', 'y', 'i-e'
Phonic sounds - I, 'ie', 'y' and 'i-e' - Lesson 28 - page 1 - Phonic Pack 4


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Phonic sounds - I, 'ie', 'y' and 'i-e' - Lesson 28 - page 1 - Phonic Pack 4.

My name .

Lesson Twenty Eight: I, ie, y, i-e
Revision: Read the story “ Shy Platypus’ Farewell Party”.

1. You are going on a word search. Go to the story “Shy Platypus’ Farewell Party” and find all the words that have ‘y’ as in sky, ‘i-e’ as in kite, ‘ie’ as in pie and ‘I’ and write them in the correct column in the following table. Write each word only once even if it is in the story more than once.

Tutor Note: Let your child do this exercise by him/herself first and then go through the story with him/her and pick up any missed words. Treat the exercise like a treasure hunt!

‘y’ as in sky ‘i-e’ as in kite ‘ie’ as in pie
I



























































Glue this page into your scrap book.



phonic sounds - I, 'ie', 'y', 'i-e'
Phonic sounds - I, 'ie', 'y' and 'i-e' - Lesson 28 - page 2 - Phonic Pack 4


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Phonic sounds - I, 'ie', 'y' and 'i-e' - Lesson 28 - page 2 - Phonic Pack 4.

Read the following three words from your story.

find idea tiny

2. What sound does the ‘i’ make in all of these words?

3. It is a new sound ‘i’ as in blind.

These words could go in the same column as ‘I’ because the ‘i’ sounds like (eye) in all of them.

4. Here are some more words with this sound.
Sound them out and read then to your tutor. Discuss the meaning of each word with your tutor.

blind child wild bind find grind wind mind kind

mild rind hind behind

5. Write a short story using the following words:

child find kind behind

Think your story up and say it to your tutor before you write it. Remember every sentence has a capital letter and a full stop. If someone in your story speaks remember to use speech marks at the beginning and end of what is said. If you are not sure where to put them your tutor will help you.

Glue this page into your scrap book and use the page next to it to write your story.

You may like to give your story a title. Remember each word in the title has a capital letter, except little words like ‘and’ and ‘the’.

Being an author is fun. Enjoy writing your story.




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Phonic sounds - I, 'ie', 'y' and 'i-e' and compound words - Lesson 29 - Phonic Pack 4

August 10th 2007 05:33
phonic sounds - I, 'ie', 'y', 'i-e' and compound words
Phonic sounds - I, 'ie', 'y' and 'i-e' and compound words - Lesson 29 - page 1 - Phonic Pack 4


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Phonic sounds - I, 'ie', 'y' and 'i-e' and compound words - Lesson 29 - page 1 - Phonic Pack 4.

My name .

Lesson Twenty Nine: I, ie, y, i-e
Revision: Read the story “ Shy Platypus’ Farewell Party”.

1. You have learnt that a compound word is a big word made up of two little words.

For example: nearby is made up of near and by.

2. Join a word from the left hand column to a word from the right hand column to make a compound word. All of these compound words are in the story “Shy Platypus’ Farewell Party”. Join the words with a straight line. Use a different colour for each match.

fare way

a one

good well

every one

near cakes

no bye

pan by


3. Read the compound words to your tutor. Find the compound words in the story.




phonic sounds - I, 'ie', 'y', 'i-e' and compound words
Phonic sounds - I, 'ie', 'y' and 'i-e' and compound words - Lesson 29 - page 2 - Phonic Pack 4


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Phonic sounds - I, 'ie', 'y' and 'i-e' and compound words - Lesson 29 - page 2 - Phonic Pack 4.

4. The word blind has two different meanings depending on the sense of the sentence.

Read the following sentences to your tutor and then discuss the different meanings and how you know which ‘blind’ it is by the sense of the sentence.

The blind man had a special dog to help him go shopping.

The lady pulled the blind down so the sun would not shine in the window.

5. The word wind is even trickier.
It is spelt the same but pronounced differently
depending on the sense of the sentence.

Read the following sentences and work out which is which!!

The wind will blow the leaves away.

Dad will wind the rope around the post.

6. Glue pages 57 and 58 into your scrap book.








You have worked well.

You are a star!!!!

Write your name in the star.

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Cover Pages and Lesson Schedules for Phonic Packs 1, 2, 3 and 4 - for your perusal

September 25th 2007 05:37
Cover Page - Phonic Pack 1
Cover Page - Phonic Pack 1


Lesson Schedule for Phonic Pack 1 - page 1
Lesson Schedule for Phonic Pack 1 - page 1

• as each lesson is completed let your child tick it off. It is a good feeling.
• the letters are being covered in ‘families’, according to how they are formed when writing them.
• take as much time as your child needs to complete each lesson. It is better to complete each section thoroughly than to rush through it. Your child needs to do each section at a comfortable pace for his/ her understanding. You will probably find you can move more quickly as the lessons progress.
• after each lesson find the flashcard for the letter covered in that lesson and add it to the pile of letters covered so far. At the beginning of each lesson show these flashcards, one at a time, and ask your child to say the letter-sound three times. It is important that your child looks at the letter while saying the sound.
• after Lesson Nine divide the flashcards into two piles. The first pile will be the flashcards your child readily recognises. The second pile will be the letter-sounds still not readily recognised by your child. At the beginning of each lesson concentrate on the second pile. Your child will be motivated to have as many flashcards as possible in the first pile. Count the first pile occasionally so your child has positive feedback as he/she learns the sounds and the pile grows. It is very important to give positive, liberal praise for effort and progress. If you are excited with the progress, your child will be excited too.
• after writing your child’s name in the space provided, glue the Phonic Pack One cover page onto the first page in the scrapbook
• number the pages in the scrapbook from 1 to ---. As the lessons are covered, glue the pages into the scrapbook, corresponding the numbers of the lesson pages to the numbers on the pages in the scrapbook. i.e. the letter- sound ‘a’ lesson is on pages 1 and 2, so glue them onto pages 1 and 2 of the scrapbook. Lesson Two letter-sound ‘c’, is on pages 6 and 7 so glue these pages onto 6 and 7 in the scrapbook. This will eventually put all the letter-sounds into alphabetical order in the scrapbook and will be an excellent revision reference. Some pages will have pictures (etc) cut out of them. Just trim the relevant remaining pieces and glue them into the scrapbook on the corresponding page.



Lesson One: Aa…… pages1 and 2

Lesson Two: Cc…… pages 6 and 7

Lesson Three: Dd……pages 8 and 9

Lesson Four: Gg……16 and 17

Lesson Five: Qq……pages 39-41

Lesson Six: Ii……pages 20 and 21

Lesson Seven: Tt……pages 46-48

Lesson Eight: Ll……pages 28 and 29

Lesson Nine: Jj……pages 22-24


Lesson Schedule for Phonic Pack 1 - page 2
Lesson Schedule for Phonic Pack 1 - page 2

After each lesson you have been finding the flashcard for the letter you have covered for that day. At the beginning of each letter you have been showing the flashcards (one at a time) to your child and asking her/him to say the sound three times. You have also been sounding out the three letter word from the chant, at the beginning of each lesson.
Before Lesson Ten you can use some of the flashcards to make two letter sounding words. To cover this activity you may need to make it the lesson for the day.

The two words you can make are – ‘it’ and ‘at’.

Note to tutor: Encourage your child to listen carefully to the sounds. Can they ‘hear’ the word the sounds are making? This is an important skill. Some children find it easier than others, but most children achieve it with a little practise. At this stage just ask your child to sound the word a couple of times and blend the letters together into a word. Give as much help as needed, (model it for your child), and then move on, without labouring the point too much at this stage.

Put the ‘i’ and ‘t’ flashcards together, sound the word with your child, blend the letters together to make the word ‘it’.

Put the ‘a’ and ‘t’ flashcards together, sound the word with your child, blend the words together to make the word ‘at’.


Ask your child to write the words ‘it’ and ‘at’ using correct pencil hold and letter formation:
• This is giving him/her practise at writing the letters.
• It is giving her/him the chance to see that letters and sounds go together to make words.

Lesson Ten: Mm…… pages 30 and 31

Lesson Eleven: Nn……pages 32-34

Lesson Twelve: Rr…… pages 42 and 43

Lesson Thirteen: Xx……pages 56 and 57

Lesson Fourteen: Zz……pages 61-63

Note to Tutor: Before Lesson Fifteen, practise sounding out more words.
Put the flashcards together, sound out the word, and then blend the sounds into the word.
Ask your child to write the words.

Words you can blend with the sounds covered so far are:
an am at in

ran man can tan



Lesson Schedule for Phonic Pack 1 - page 3
Lesson Schedule Phonic Pack 1 - page 3

(It is good to have words that end in the same sound and all you have to do is change the first letter to make a new word. Comment to your child that these words rhyme.)

cat mat rat

jam ram dam

Note to Tutor: Do not labour this activity too much. If you feel your child needs to practise this skill, make it the lesson for the day. If your child needs more time to practise this skill take five minutes here and there to do it. Short, on the task sessions are preferable to long, arduous sessions. Keep the atmosphere cheerful. Praise every effort.

Lesson Fifteen: Uu…… pages 49-51

Lesson Sixteen: Yy……pages 58-60

Lesson Seventeen: Vv……pages 52 and 53

Lesson Eighteen: Ww……pages 54 and 55

Lesson Nineteen: Bb……pages 3-5, plus template for the blue box.



Lesson Twenty:
It is important for your child to be able to sound out three letter words and to be able to write (sound) them down. This lesson will practise this skill.
After each set of words ask your child to write the words. It is good if he/she can write each word by sounding it down onto the paper, rather than copying it from the flashcards.
Note: It is important to cover this exercise, but remember, don’t make it too arduous for your child. Be sensitive of your child’s development. If she/he can do most of this work with minimal help that is great, but give the help your child needs to complete it. It is important to be conscience of the length of your child’s concentration span. You may need two short lessons to cover the work. This is the huge plus of being tutored one-to-one, your child can be kept on task.

cub tub rub

bud mud

jug dug mug rug tug

bad lad mad

bid lid rid

lit bit quit (revise the qu sound)




Lesson Schedule for Phonic Pack 1 - page 4
Lesson Schedule for Phonic Pack 1 - page 4

Lesson Twenty One: Ee……pages 10 and11

Lesson Twenty Two: Oo……pages 35 and 36, plus 2 sheets for orang-utan’s face, ears
and mouth.
Lesson Twenty Three: Ff……pages 12-15

Lesson Twenty Four: Ss……pages 44 and 45, plus two sheets for sun mobile.

Lesson Twenty Five: Time for more sounding and writing of three letter words.

Note to Tutor: Now is a good time to mention vowels and consonants. Do not expect your child to remember these words, but they will remember more than you think.
Notice how the letters a e i o and u occur in a lot of words. These five letters are called (short) vowels. The rest of the letters in the alphabet are called consonants.

As the vowels ‘e’ and ‘o’ were introduced in Lessons 21 and 22, words using these vowels will be used in this lesson.

Make each set of words with the flashcards first, just changing the first letter of each word. As each word is made sound it out, and then say the word by blending the sounds together.
At this stage, when the words are in sets, it is good to combine the sound of the last two letters.
e.g. instead of sounding get as g-e-t, sound it as g-et.
Write the word:
Tutor, say the word, sound out the word, say the word again, and then ask your child to write it. If your child can write the word without looking at the flashcards this is good. If she/he still cannot do this, ask them to look at the word, sound out the word (while looking at it), now write the word, sounding it down onto the paper.

get let met net bet yet jet vet wet set

Ted led red bed

leg Meg beg

ten den Len men Ben

nod rod Todd
• Notice: double letters have the same sound as a single letter eg ‘dd’=’d’
• Why have some words (Ted, Meg, Len, Ben, Todd) got capital letters?

log dog cog jog bog fog

cot dot lot jot not rot box fox

well bell tell yell sell fell (Reminder: ‘ll’=’l’)


Lesson Schedule for Phonic Pack 1 - page 5
Lesson Schedule for Phonic Pack 1 - page 5

Note to Tutor:
Take as many sessions as you need to cover Lesson Twenty Five.
Pace your child according to her/his concentration span and development,
and take as many days as he/she needs to comfortably complete the task.

If your child is competent at sounding three letter words they will have fun making up words of their own with the flashcards.

At this stage too, it is a good time to buy (or borrow from a library) books which have a lot of three letter sounding words in them, as your child will be able to read a lot of the book. Read the book with the child and help them with the words he/she cannot sound out. The ‘Dr Seuss’ books are an excellent series to use. They come in various levels of difficulty, so choose the easy books first. You don’t have to read the entire book in one sitting. Use a bookmark and read on next time. (This is what adults do.)

Lesson Twenty Six: Hh……pages 18 and 19

Lesson Twenty Seven: Kk……pages 25-27

Lesson Twenty Eight: Pp…pages 37 and 38, plus 2 sheets for pig’s face, ears and snout.

The next step: page 64

Medial sound ‘a’: pages 65 and 66

Medial sound ‘e’ page 67

Medial sound ‘i’: page 68

Medial sound ‘o’: page 69

Medial sound ‘u’: page 70


*****!!TIME TO CELEBRATE!!*****


BUY AN ICECREAM? GO TO THE BEACH?

MAKE A CAKE? VISIT THE ZOO?

********WHATEVER--------BUT DO CELEBRATE********




Cover Page - Phonic Pack 2
Cover Page - Phonic Pack 2


Phonic and Reading Sheet Lesson Schedule for Phonic Pack 2 - page 1
Phonic and Reading Sheet Lesson Schedule for Phonic Pack 2 - page 1

Work through the Lessons and Reading Sheets for Phonic Pack Two

in this order.

Lesson One: double ll pages 1 and 2

Lesson Two: double ss pages 3 and 4

Lesson Three: double ff and double zz pages 5

Reading Sheet 1: See the … pages 2 – 4

Reading Sheet 2: I can see a … pages 5 - 7

Lesson Four: digraph, ‘ck’ as in duck pages 6 – 8

Lesson Five: initial blend, tr pages 9 and 10

Lesson Six: initial blends, pr, fr, br pages 11 and 12

Lesson Seven: initial blends, cr, dr, gr pages 13 and 14

Reading Sheet 3: …an… pages 8 and 9

Reading Sheet 4 I can see a ….. page 9

Lesson Eight: initial blends, gl, sl, pl pages 15 – 17

Lesson Nine: initial blends, bl, fl, cl pages 18 and 19

Reading Sheet 5: Can you… page 10

Lesson Ten: ‘e’ as in me pages 20 and 21

Lesson Eleven: ‘ing’ as in ring pages 22 and 23

Reading Sheet 6: We can see… pages 11 and 12

Lesson Twelve: initial blends, sn, sp, sm page 24

Lesson Thirteen: initial blends, sw, sc, tw pages 25 and 26

Reading Sheet 7: Can you see my… pages 13 and 14

Lesson Fourteen: blend, sk pages 27 and 28

Lesson Fifteen: blend, st pages 29 and 30

Reading Sheet 8: I am… page 15

Lesson Sixteen: final blends, lt, lk page 31

Reading Sheet 9: My look Book pages 16 - 19



Phonic and Reading Sheet Lesson Schedule for Phonic Pack 2 - page 2
Phonic and Reading Sheet Lesson Schedule for Phonic Pack 2 - page 2

Lesson Seventeen: final blend, nt pages 32 and 33

Reading Sheet 10: I like… pages 20 and 21

Lesson Eighteen: final blend, mp pages 34 and 35

Reading Sheet 11: …likes to… pages 22 and 23

Lesson Nineteen: ‘y’ as in sky pages 36 and 37

Lesson Twenty: ‘old’ as in gold pages 38 and 39

Reading Sheet 12: …likes… page 24

Lesson Twenty One: ‘th’ as in moth pages 40 – 42

Lesson Twenty Two: ‘wh’ as in whip pages 43 and 44

Lesson Twenty Three: ‘ch’ as in chick pages 45 – 47

Lesson Twenty Four: ‘ee’ as in tree pages 48 – 50

Lesson Twenty Five: ‘sh’ as in sheep pages 51 – 53

Reading Sheet 13: Here is… pages 25 and 26

Lesson Twenty Six: ‘all’ as in ball pages 54 and 55

Reading Sheet 14: ….little… pages 27 and 28

Lesson Twenty Seven: ‘y’ as in teddy pages 56 and 57

Lesson Twenty Eight: adding an ‘s’ pages 58 and 59

Reading Sheet 15: Revision Pages pages 29 and 30

Reading Sheet 16: Challenge Pages pages 31 and 32

Reading Sheet 17: This is… pages 33 and 34

Reading Sheet 18: What has legs? pages 35 and 36

Reading Sheet 19: What has wheels? pages 37 and 38

Reading Sheet 20: …said…quotation marks pages 39 – 42

Reading Sheet 21: My…my… pages 43 and 44

Reading Sheet 22: Come… pages 45 and 46

Reading Sheet 23: Where… pages 47 and 48

Reading Sheet 24: What… page 49

Reading Sheet 25: What is this? pages 50 - 54




Cover Page - Phonic Pack 3
Cover Page - Phonic Pack 3


Lesson Schedule for Phonic Pack 3
Lesson Schedule for Phonic Pack 3

Lessons for Phonic Pack Three


Note to tutor page 1
Lesson One ‘ar’ as in car pages 2-4
Lesson Two ‘ar’ as in car page 5
Lesson Three Days of the Weekunday and number one pages 6-7
Lesson Four ‘ai’ as in train pages 8-10
Lesson Five ‘ai’ as in train page 11
Lesson Six Days of the Week:Monday and number two pages 12-13
Lesson Seven ‘oa’ as in boat pages 14-15
Lesson Eight ‘oa’ as in boat page 16
Lesson Nine Days of the Week: Tuesday number three pages 17-18
Lesson Ten ‘ea’ as in leaf pages 19-21
Lesson Eleven ‘ea’ as in leaf page 22
Lesson Twelve Revision : ‘e’, ‘y’, ‘ee’, ‘ea’ pages 23-26
Lesson Thirteen Days of the Week:Wednesday number four pages 27-28
Lesson Fourteen Days of the Week:Wednesday number four page 29
Lesson Fifteen ‘ow’ as in cow pages 30-32
Lesson Sixteen ‘ow’ as in cow pages 33-34
Lesson Seventeen ‘i-e’ as in kite pages 35-37
Lesson Eighteen ‘i-e’ as in kite page 38
Lesson Nineteen ‘ur’ as in purple turtle pages 39-40
Lesson Twenty ‘ur’ as in purple turtle page 41
Lesson Twenty One Days of the Week:Thursday number five page 42
Lesson Twenty Two Days of the week:Thursday number five page 43
Lesson Twenty Three ‘a-e’ as in cake pages 44-45
Lesson Twenty Four ‘a-e’ as in cake page 46
Lesson Twenty Five Days of the Week:Friday number six page 47
Lesson Twenty Six Days of the Week:Friday number six page 48
Lesson Twenty Seven ‘o-e’ as in rose pages 49-51
Lesson Twenty Eight ‘o-e’ as in rose page52
Lesson Twenty Nine Days of the Weekaturday seven page 53
Lesson Thirty Days of the Weekaturday seven page 54
Lesson Thirty One ‘u-e’ as in flute pages 55-56
Lesson Thirty Two ‘u-e’ as in flute page 57
Lesson Thirty Three ‘ay’ as in tray pages 58-59
Lesson Thirty Four ‘ay’ as in tray page 60
Lesson Thirty Five Days of the Week number eight page 61
Lesson Thirty Six Revision: ‘ai’, ‘a-e’, ‘ay’ pages 62-63
Lesson Thirty Seven ‘ir’ as in bird pages 64-65
Lesson Thirty Eight ‘ir’ as in bird page 66
Lesson Thirty Nine ‘oo’ as in moon pages 67-69
Lesson Forty ‘oo’ as in moon page 70
Lesson Forty One Words that sound the same but…… page 71
Lesson Forty Two Days of the Week numbers nine and ten page 72
Congratulations page 73







Cover Page - Phonic Pack 4
Cover Page - Phonic Pack 4


Lesson Schedule for Phonic Pack 4
Lesson Schedule for Phonic Pack 4

Lessons for Phonic Pack Four

Note to tutor page 1
Lesson One ‘er’ as in river pages 2-3
Lesson Two ‘er’ as in river page 4
Lesson Three Revision – ‘er’, ‘ur’, ‘ir’ pages 5-7
Lesson Four was pages 8-10
Lesson Five ‘or’ as in fork pages 11-12
Lesson Six ‘or’ as in fork and Partners page 13
Lesson Seven off and of pages 14-15
Lesson Eight ‘oo’ as in book pages 16-17
Lesson Nine ‘oo’ as in book page 18
Lesson Ten are pages 19-20
Lesson Eleven ‘oy’ as in boy pages 21-22
Lesson Twelve ‘oy’ as in boy pages 23-24
Lesson Thirteen have pages 25-26
Lesson Fourteen ‘ou’ as in house page 27
Lesson Fifteen ‘ou’ as in house page 28
Lesson Sixteen after page 29-30
Lesson Seventeen ‘ow’ as in bow pages 31-32
Lesson Eighteen ‘ow’ as in bow pages 33
Lesson Nineteen ‘ow’as in bow and ‘ow’ as in cow page 34
Lesson Twenty over pages 35-36
Lesson Twenty One ‘aw’ as in paw pages 37-38
Lesson Twenty Two ‘aw’ as in paw page 39
Lesson Twenty Three ‘or’ as in fork and ‘aw’ as in paw pages 40-44
Lesson Twenty Four were and you pages 45-46
Lesson Twenty Five ‘ie’ as in pie pages 47-48
Lesson Twenty Six ‘ie’as in pie page 49
Lesson Twenty Seven ‘I’, ‘ie’, ‘y’, ‘i-e’ pages 50-54
Lesson Twenty Eight ‘I’, ‘ie’, ‘y’, ‘i-e’ pages 55-56
Lesson Twenty Nine ‘I’, ‘ie’, ‘y’, ‘i-e’ pages 57-58
Lesson Thirty here and hear pages 59-60
Lesson Thirty One ‘oi’ as in foil pages61-62
Lesson Thirty Two ‘oi’ as in foil page 63
Lesson Thirty Three ‘oi’ as in foil and ‘oy’ as in boy pages 64-65
Lesson Thirty Four ‘oe’ as in toe page 66
Lesson Thirty Five ‘oe’ as in toe page 67
Lesson Thirty Six ‘oe’, ‘ow’, ‘o-e’, ‘o’ pages 68-70 Lesson Thirty Seven ‘ew’ as in screw pages 71-72
Lesson Thirty Eight ‘ew’ as in screw page 73
Lesson Thirty Nine because pages 74-75
Lesson Forty ‘ew’, ‘oo’, ‘u-e’, ‘ue’ pages 76-77
Lesson Forty One people pages 78-79
Lesson Forty Two ‘ple’, ‘tle’, ‘gle’, ‘ble’ pages 80-81
Congratulations page 82

To access the Phonic Packs click on the appropriate title at the top of the menu on the left.
For your convenience printing instructions follow each image (page)


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Why teach Phonics?

September 26th 2007 12:32
In my experience as an Early Childhood Educator, a systematic phonic programme gives a significant boost to children's word recognition, reading comprehension and spelling skills.

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. The confidence they have in their own reading ability lifts as they realise they can actually read. They soon learn to sound out longer words, and as they make sense of the sentences they are reading they can anticipate what the words will be. Reading fluently improves reading comprehension.

Once children have mastered the skill of sounding out a word, and blending the sounds into a word, they easily apply this skill to longer words. As they are introduced to digraphs, where two letters combine to make the sound, (e.g. 'ea', 'oa'), children easily transfer this blending skill.

It is good for children to learn single sound phonics when they begin to recognise the letters and read words they see around them every day. This may be during or at the end of their Pre-Primary school year. From my experience most children will benefit from learning the single sounds at the beginning of their first formal year of schooling. Parents working through these Phonic Packs will compliment their children's school reading programme. It will be of great benefit if your child's reading programme does not include the systematic teaching of phonics.

In my experience children in their second and third year of formal learning also benefit from working through a systematic phonic programme.

I have found children who are having difficulties learning how to read often benefit with this approach, especially if they are allowed to progress at their own pace.

Reading is important for all learning areas and it is important for children to learn how to read fluently and with comprehension, in the first years of his/ her schooling. Working through these Phonic Packs will improve a child's opportunity to reach her/his full potential during his/ her early childhood education and beyond.

----------------------------- ----------------

Whether you are a parent or early childhood educator Phonic Packs 1, 2, 3 and 4 have been written to provide you with a detailed, sequential phonic programme, and it's free. Printing instructions are provided with each image (page).

For your convenience the programme has been organised into four Packs. As the lessons and activities for each Pack are sequential they could be stapled together into a booklet. In a classroom situation each child could have a booklet and "hey presto" your phonic programme is organised. However, each lesson stands alone, so you may wish to peruse the Packs and use only the activities which suit your requirements.

As a rough guide - Phonic Packs 1 and 2 are suitable for children in their first year of formal learning. Phonic Packs 3 and 4 are suitable for children in their second year of formal learning.

To access these Phonic Packs click on the appropriate title in the menu on the left.



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