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double sound ll

June 2nd 2007 12:10
 double sound ll
double sound ll - Lesson 1 page 1- Phonic Pack 2 - Foundation Print

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Printing Instructions

double sounds phonic learning teaching activity
double ll - Lesson 1 page 1 - Phonic Pack Two - Victorian Modern Cursive Print

Print above image and complete the lesson.

Printing Instructions




Double sound ll -.Lesson 1 page 1 - Phonic Pack 2

My name is .

Lesson One: (double ‘ll’ = ‘l’)

In Phonic Book One you learnt that double letters make the same sound as the same single letter.eg ll = l, ss = s
Today we will look at lots of words that have ll in them.

1. Read the words. If you can’t read them, sound them out, and then blend the sounds together into a word.
2. Discuss the meaning of the words with your tutor?
3. Circle the double letter in each word.


f i ll

d o ll
b e ll

w e ll

p i ll
h i ll

s e ll

m i ll
y e ll

g u ll

f e ll
s i ll


4. Choose three words from this table of words and write them, in your very best writing, on the line. One word is done for you. Use Victorian Cursive Writing.
(Remember: correct letter formation and correct pencil hold)


fill .

5. Carefully cut along the lines so each word is in its own rectangle, and then sort them into word families, according to the end sound of the word. Glue the word families into your scrapbook.




 double sound ll
double sound ll - Lesson 1 page 2 - Phonic Pack 2


Print above image and complete the lesson.

Printing Instructions


Double sound ll - Lesson 1 page 2 - Phonic Pack 2.


Note for tutor: This is how the words will be glued into word families. All the words ending in ‘ell’ should be glued into one column. (Notice that they rhyme)
All the words ending in ‘ill’ should be glued into another column. (Notice that they rhyme)
The word ‘doll’ will be in a column of its own because it is the only word ending in ‘oll’. The word ‘gull’ will be in a column of its own because it is the only word ending in ‘ull’.
After cutting the words out, ask your child to sort the words into families.
Talk with your child about how to sort the words so that he/she understands what is required and can do it with minimal help.
Then explain to your child how to glue the families into the scrapbook.
Doing the work properly now, at the beginning of the book, will encourage good work habits and lead to better understanding and presentation as your child progresses.

Always praise best effort and give a reward sticker when deserved.


Note for tutor (apply to each lesson which has a cartoon)
A ‘cartoon’ of the sound for the day will follow most lessons:
1. At the conclusion of the lesson ask your child to point to the cartoon and read the sound. This will be a fun way to revise the sound.
2. Ask your child to colour in the sound. This activity will help your child remember the ‘shape’ of the sound. When colouring in the letters always begin at the left hand side.
For instance if the blend for the day is ‘sp’, it is good for your child, while colouring the letters to slowly say, (using letter names) ‘s’ (es) and ‘p’ (pea) together say (using sounds) ‘sp’.
3. If your child wishes, let him/her colour in the rest of the cartoon.
4. Ask your child to read the speech bubble. This will give your child reading practise with a purpose. Mostly she/he will be able to do so with minimal help, and will improve as she/he moves through the lessons. Cheerfully give help when needed.
5. Cut the cartoon out (using a circle, rectangle or some suitable shape which includes the whole cartoon and speech bubble) and glue it into the scrapbook with the other activities for that lesson.


The cartoon for today introduces the colour word ‘yellow’.




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