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Initial, Final and Medial Sounds

May 24th 2007 09:41
Initial, Final and Medial Sounds
Initial, Final and Medial Sounds


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Initial, Final and Medial Sounds.


The next step:
Work through these stages at your child’s pace. Some children pick it up easily, others need more time.
Stage One: The first sound a child hears when sounding out a word is the beginning sound. During these lessons so far we have concentrated on the beginning (initial) sounds in words.

Check that your child can give you the sound a word begins with. It can be any word, not necessarily a three letter word.

Ask your child:
“What sound does the word ‘boat’ begin with?”
“What sound does (say child’s name) begin with?’
“What sound does the word ‘queen’ begin with?

Stage Two: When your child is confident with hearing and giving the initial sound in a word move on to the next step, which is identifying the final sound in a word.

Say to your child, ‘You are used to telling me the sound a word begins with, NOW I want you to listen for the LAST sound in the word.”

At first use three letter words your child is familiar with. e.g. bat, sun, lid, fox. Ask the child to watch your mouth as you say the word clearly. Emphasise the final sound until your child is confident with identifying it.


Practise with your child until he/she has mastered this skill. Frequent short sessions are better than long sessions.

If there are any letter-sounds your child cannot quickly say from the alphabet flashcards practise them every day.

Stage Three: Now that your child can identify the initial and final sounds in a word she/he can move on to listening for the middle sound in a word. To help this skill develop the five vowels –a,e,i,o,u- will be covered. Work at your child’s pace. Take one, two or more days to cover each section. Each section will include reading sentences and simple comprehension exercises.

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It is important to read this lesson schedule before beginning the activities in Phonic Pack 1. It contains five pages.

Activities and Lessons Schedule for Phonic Pack 1 - (page 1)
Activities and Lessons Schedule for Phonic Pack 1 ( page 1)


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Activites and Lessons 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 81. 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 - 8

Lesson Three: Dd……pages 9 - 11

Lesson Four: Gg……pages 19 and 20

Lesson Five: Qq……pages 48, 49, 87 and 50

Lesson Six: Ii……pages 24 - 26

Lesson Seven: Tt……pages 55 - 57

Lesson Eight: Ll……pages 33 - 35

Lesson Nine: Jj……pages 27 - 29



Activities and Lessons Schedule for Phonic Pack 1 - (page 2)
Activities and Lessons Schedule for Phonic Pack 1 - (page 2)


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Activities and Lessons 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 letters 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 36 - 38

Lesson Eleven: Nn……pages 39 – 42

Lesson Twelve: Rr…… pages 51 and 52

Lesson Thirteen: Xx……pages 66 - 68

Lesson Fourteen: Zz……pages 72 - 74

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




Activities and Lessons Schedule for Phonic Pack 1 - (page 3)
Activities and Lessons Schedule for Phonic Pack 1 - (page 3)


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Activities and Lessons Schedule for 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 58 - 61

Lesson Sixteen: Yy……pages 69 - 71

Lesson Seventeen: Vv……pages 62 and63

Lesson Eighteen: Ww……pages 64 and 65

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 and work at her/his own pace.

cub tub rub

bud mud

jug dug mug rug tug

bad lad mad

bid lid rid

lit bit quit (revise the qu sound)



Activities and Lessons Schedule Phonic Pack 1 page 4
Activities and Lessons Schedule for Phonic Pack 1 - (page 4)


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Activities and Lessons Schedule for Phonic Pack 1 - (page 4).

Lesson Twenty One: Ee……pages 12 - 14

Lesson Twenty Two: Oo……pages 42 - 44, plus 2 sheets for orang-utan’s face, ears
and mouth (pages 83 and 84)
Lesson Twenty Three: Ff……pages 15 - 18

Lesson Twenty Four: Ss……pages 53 and 54, plus two sheets for sun mobile
(pages 88 and 89).

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’)





Activities and lessons Schedule Phonic Pack 1 page 5
Activities and Lessons Schedule for Phonic Pack 1 - (page 5)


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Activities and Lessons 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 21 - 23

Lesson Twenty Seven: Kk……pages 30 - 32

Lesson Twenty Eight: Pp…pages 45 - 47, plus 2 sheets for pig’s face, ears and snout
(pages 85 and 86)

The next step: page 75

Medial sound ‘a’: pages 76 and 77

Medial sound ‘e’ page 78

Medial sound ‘i’: page 79

Medial sound ‘o’: page 80

Medial sound ‘u’: page 81


CONGRATULATIONS

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


BUY AN ICECREAM? GO TO THE BEACH?

MAKE A CAKE? VISIT THE ZOO?

GO TO THE PARK? HIRE A SPECIAL DVD?

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




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'ing' blend

June 4th 2007 07:14
ing blend
Final blend 'ing' - Lesson 11 page 1- Phonic Pack 2 - Foundation Print

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final blend ing phonics
Final blend 'ing' - Lesson 11 page 1- Phonic Pack 2 - Victorian Modern Cursive Print

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Final blend 'ing' - Lesson 11 page 1 - Phonic Pack 2.


My name is: .
Read ‘e’ words from Lesson Ten.

Lesson Eleven (three letter blend - ‘ing’ as in ring)

1. ‘i-n-g’ blended together make ‘ing’.

2. Sound out the following words.

br-ing = bring

s-ing = sing

k-ing = king

w-ing = wing

r-ing = ring

3. Discuss the meaning of the words with your tutor.

4. Colour and then cut out the following pictures.



final blend ing
Final blend 'ing' - Lesson 11 page 2 - Phonic Pack 2 - Foundation Print

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final blend ing
Final blend 'ing' - Lesson 11 page 2 - Phonic Pack 2 - Victorian Modern Cursive Print




Final blend 'ing' - Lesson 11 page 2 - Phonic Pack 2.

5. Turn to the next clean page in your scrapbook.
6. Spread the five pictures out and glue them onto the page.
7. Read the words in the boxes below.



sing

ring
king
wing
bring

8. Print each word under its correct picture.
9. Read each word.





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

The cartoons for Lesson 12:










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sk blend

June 4th 2007 09:03
'sk' blend lesson
'sk' blend - Lesson 14 page 1 - Foundation print - Phonic Book 2

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phonics victorian modern cursive print
'sk' blend - Lesson 14 page 1 - Victorian Modern Cursive Print - Phonic Book 2

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'sk' blend - Lesson 14 page 1- Phonic Pack 2.


My name is .

Lesson Fourteen (sk blend)

Read the words from Lesson Thirteen.

Note to tutor: the ‘sk’ blend occurs at the beginning and at the end of words.

1. Sound out the words below. Remember to blend the ‘sk’ together. e.g. sk-i-n = skin, t-u-sk = tusk. Sometimes the ‘sk’ sound is at the beginning of the word and sometimes it is at the end. If you listen carefully so you can hear the difference.


skin

tusk
skid
skip
risk

desk

husk
skull
dusk
skill

rusk

disk
skit
skim
skip

2. Underline the ‘sk’ sound in all the words.
3. Discuss the meaning of the words with your tutor.
4. Carefully cut the words out so that each one is in its own rectangle.
5. Put the words into two groups. One group will start with ‘sk’. The other group will have ‘sk’ on the end of each word.
6. Ask your tutor to check your work before you glue the words onto page 28.


sk blend
'sk' blend - Lesson 14 page 2 - Phonic Book 2

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'sk' blend - Lesson 14 page 2 - Phonic Pack 2.



words that start with ‘sk’



words that end with ‘sk’

7. Glue this sheet into your scrapbook.
8. Read the words again.







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st blend

June 4th 2007 09:15
'st' blend phonic activities
'st' blend - Lesson 15 page 1 - Foundation Print - Phonic Book 2


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st blend phonics victorian modern cursive print
'st' blend - Lesson 15 page 1 - Victorian Modern Cursive Print - Phonic Book 2

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'st' blend - Lesson 15 page 1 - Phonic Book 2.


My name is .
Read the words from Lesson Fourteen.
Lesson Fifteen (st blend)

Note to tutor: the ‘st’ blend occurs at the beginning and end of words.

1. Sound out the words below. Sometimes the ‘st’ sound is at the beginning of the word and sometimes it is at the end. If you listen carefully so you can hear the difference.

lost
must
rest
nest

still fist

stop stiff

best stuck

stem
just

rust stock

stick stuff

west mist

test dust

pest

stack gust

step


vest


st blend
'st' blend - Lesson 15 page 2 - Phonic Book 2

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'st', blend - Lesson 15 page 2 - Phonic Pack 2 .


2. Discuss the meaning of the words with your tutor.
3. Use your red pencil to circle the words that begin with ‘st’.
4. Use your blue pencil to circle the words that end with ‘st’.
5. Draw a line from each picture to its word.
6. Glue page 29 into your scrapbook.






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


Cartoons for Lesson Sixteen:








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lt and lk - final blends

June 5th 2007 06:40
lt lk final blend
Final blends 'lt' and 'lk' - Lesson 16 - Foundation Print - Phonic Book 2

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final blend phonics victorian modern cursive writing
Final blend 'lt' and 'lk' - Lesson 16 - Victorian Modern Cursive Print - Phonic Book 2

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Final blends 'lt' and 'lk' - Lesson 16 - Phonic Book 2.


My name is .
Read the words from Lesson Fifteen.
Lesson Sixteen ( final blends ‘lt’ and ‘lk’)
1. Sound out the words below. Remember to blend the ‘lk’ and ‘lt’ together when you first sound out the word.
e.g.m-i-lk = milk, f-e-lt=felt
cut-------------------------- ----------------------------- ----------------------------- ----------------------------- ------------------------
milk silk sulk bulk elk hulk

felt belt jolt bolt melt tilt wilt silt
cut-------------------------- ----------------------------- ----------------------------- ----------------------------- -----------------------
2. Discuss the meaning of the words with your tutor.
3. Underline the ‘lk’ sounds with a green pencil.
4. Underline the ‘lt’ sounds with an orange pencil.
5. Complete the sentences below with an ‘lk’ or ‘lt’
word from the above list. Notice every sentence has a capital letter and a fullstop.
Note to tutor: Putting in the missing word is a comprehension exercise. Your child needs to understand what the sentence is saying and know the meaning of the words before he/she can successfully complete the task. Explain what needs to be done and then give only as much help as your child needs to complete the task correctly. If your child has difficulty finding the correct word, suggest saying the sentence putting a different word in the gap each time until the sentence makes sense.
cut-------------------------- ----------------------------- ----------------------------- ----------------------------- ----------------------------

1. I like to drink a glass of .

2. The ice-cream will in the sun.

3. I excited when we were going to the beach.

6. Cut out and glue the words and sentences into your
scrapbook.
7. Read your completed sentences.
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nt - final blend

June 5th 2007 06:48
nt final blend
Final blend 'nt' - Lesson 17 page 1 - Foundation Print - Phonic Pack 2

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final blend 'nt' phonics victorian modern cursive writing
Final blend 'nt' - Lesson 17 page 1 - Victorian Modern Cursive Print - Phonic Pack 2

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Final blend 'nt' - Lesson 17 page 1 - Phonic Pack 2 .


My name is .

Read the words from Lesson Sixteen.

Lesson Seventeen ( final blend ‘nt’)

1. Print nt at the end of each word.

pla .

a .

be .

le .

de .

te .

se .

hu .

pri .

2. Read (sound out) the words to your tutor.
3. Discuss the meaning of the words with your tutor.



nt final blend
Final blend 'nt' - Lesson 17 page 2 - Phonic Pack 2


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Final blend 'nt' - Lesson 17 page 2 - Phonic Pack 2.


4. Draw a picture next to these words, to illustrate the word.


plant ant tent bent



5. Think of a sentence for each of the following words. Say it to your tutor.

lent dent print hunt

6. Think of a sentence using the word sent.
7. Print your sentence on the lines. Remember, a sentence has a capital and a full stop.








8. Work out with your tutor which words in the ‘nt’ list rhyme.

9. Cut out the list of words and glue them into your scrapbook.
You’re flying high!! Well done!! 

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mp - final blend

June 6th 2007 02:30
mp final blend
Final blend 'mp' - Lesson 18 page 1 - Foundation Print - Phonic Book 2


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final blend 'mp' phonics victorian modern cursive writing
Final blend 'mp' - Lesson 18 page 1 - Victorian Modern Cursive Print - Phonic Book 2


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Final blend mp - Lesson 18 page 1 - Phonic Pack 2.


My name is .

Read words from Lesson Seventeen.

Lesson Eighteen (final blend ‘mp’)

1. Read (sound out) the words below.


lamp

jump
stamp
hump
stump

limp

pump
camp
dump
stomp


2. Discuss the meaning of the words with your tutor.

3. Circle the ‘mp’ at the end of each word.

4. Cut the words out so each one is in its own box.

5. Sort the words into families that rhyme.

6. Glue them into the correct columns, on page 35.

7. Glue page 35 into your scrapbook.

8. Read the ‘mp’ words again.



mp final blend
Final blend 'mp' - Lesson 18 page 2 - Foundation Print - Phonic Book 2


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final blend 'mp' phonics victorian modern cursive writing
Final blend 'mp' - Lesson 18 page 2 - Victorian Modern Cursive Print - Phonic Book 2


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Final blend mp - Lesson 18 page 2 - Phonic Pack 2.


imp omp amp ump
















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'old' as in gold

June 6th 2007 06:05
old as in gold
'old' as in gold - Lesson 20 page 1 - Foundation Print - Phonic Pack 2


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phonic story teaching worksheets activities
'old' as in gold - Lesson 20 page 1 - Victorian Modern Cursive Print - Phonic Pack 2


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'old' as in gold - Lesson 20 page 1 - Phonic Pack 2.


My name is .
Read the ‘y’ words from Lesson Nineteen.

Lesson Twenty (old as in gold.)

Note to tutor:
1. Pointing to each word, and with your child following along, read the following story to your child.
2. Ask your child to point to the words and read the story to you. Let your child sound out any words which can be sounded out. Prompt your child with the look-say words.
3. Tell your child you are going to read the story again and you are going to emphasise some words. Ask your child to listen carefully and tell you the sound which is in all of the words you emphasised.
4. (Read the story emphasising the words that end with the ‘old’ blend.) Repeat, until your child can hear and tell you – ‘old’.
5. Read the story again and ask your child to finish what the old man’s wife said to him. Is there any more to the story? Ask your child to finish the story.

The Gold Bell

One cold day an old man went for a walk.

He met a bold elf.

The bold elf had a gold bell in a gold bag.

The bold elf said, “I will sell you this gold bell. When you feel sad, hold it tight and it will make you feel glad.”

When he got home the old man’s old wife said, “Who gave you the gold bell?”

“A bold elf sold it to me and told me to hold it tight when I feel sad and then I will feel glad.”

“Oh,” said the old man’s old wife. “---------------------------- --------.”

Name these characters from the story.



old as in gold
'old' as in gold - Lesson 20 page 2 - Foundation Print - Phonic Pack 2


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'old' phonics worksheet
'old' as in gold - Lesson 20 page 2 - Victorian Modern Cursive Print - Phonic Pack 2


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'old' as in gold - Lesson 20 page 2 - Phonic Pack 2.


1. Write old next to each word.
2. Read each word.
3. Discuss the meaning of each word with your tutor.



old


c .


g .


h .

f .

s .

b .

t .

4. Draw pictures, which tell about the words, in the rectangles next to the words ,
old, cold, gold and hold.
5. Think of a sentence for each of these words:
fold, sold, bold, told.
Say each sentence to your tutor.
6. Glue this page into your scrapbook.
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Final 'all'

June 6th 2007 11:01
phonics all as in ball
'all' - Lesson 26 page 1 - Foundation Print - Phonic Pack 2


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'all' phonic lesson
'all' - Lesson 26 page 1 - Victorian Modern Cursive Print - Phonic Pack 2


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'all' - Lesson 26 page 1 - Phonic Book 2

My name is .

Read the ‘sh’ words from Lesson Twenty Five.

Lesson Twenty Six (‘all’ as in ball.)


all as in ball

Note to tutor:
1. Pointing to the caption under the ball –
say to your child (using letter names)
“a (ay) and ll (double ell) together say (as in the word all)
‘all’ as in ball.
2. Pointing to the word ball, sound it out, b-all, and then blend it into the word ball.
3. Ask your child to point to the caption under the picture of the ball and read, “all as in ball.”

1. Cut out the rectangles on page 55. You will end up with one big rectangle and ten smaller rectangles.
2. You are going to make a booklet with the rectangles.
3. Put the big rectangle, with ‘all’ written on it, on the bottom.
4. Put the small rectangles on top of the big rectangle, all lined up at the left hand side.
5. Staple them altogether with a staple on the left end.
6. By turning the pages, one at a time, you will be able to read the ‘all’ words.

The booklet will look like this.
7. Discuss the meaning of the words with your tutor.
8. Print the ‘all’ words on the lines on page 55 and then glue them into your scrapbook.
9. Find the flashcard for ‘all' as in ball.



final all
'all' - Lesson 26 page 2 - Foundation Print - Phonic Pack 2


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'all' phonic lesson
'all' - Lesson 26 page 2 - Victorian Modern Cursive Print - Phonic Pack 2


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'all' - Lesson 26 page 2 - Phonic Pack 2.


all


b sm
t h
w c
f st
m squ



. .




. .




. .


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words that end with ple tle gle ble
Words that end with 'ple', 'tle', 'gle' and 'ble' - Lesson 42 - page 1 - Phonic Pack 4


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Words that end with 'ple', 'tle', 'gle' and 'ble' - Lesson 42 - page 1 - Phonic Pack 4.

My name .

Lesson Forty Two: ple, tle, gle, ble
Revision: Read the sentences on page 79.

ple, tle, gle, ble



‘ple’ as in apple ‘tle’ as in rattle








‘gle’ as in bangle ‘ble’ as in table

1. A lot of words we read end with ‘le’.
2. ‘le’ together at the end of a word make an ‘l’ as in log sound. The ‘e’ is silent.
3. Read the caption under the picture of the apple.
4. Read the caption under the picture of the rattle.
5. Read the caption under the picture of the bangle.
6. Read the caption under the picture of the table.

Remember: double letters make a single sound.
bb=b pp=p tt=t

7. Turn to page 81 and read the words on the wall.
8. Discuss the meaning of each word with your tutor.
9. When you have finished page 81 glue it into your scrap book.




words that end with ple tle gle ble
Words that end with 'ple', 'tle', 'gle' and 'ble' - Lesson 42 - page 2 - Phonic Pack 4


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Words that end with 'ple', 'tle', 'gle' and 'ble' - Lesson 42 - page 2 - Phonic Pack 4.


bangle
rattle
apple
table

bubble
simple
jingle
kettle

dimple
jungle
bottle
treble

little
stable
pimple
puddle

able
battle
tangle
triple

1. Carefully cut out each rectangle.
2. Sort the words into groups according to their ending (gle, ple, tle or ble).
3. Glue each word into the correct column.

ble ple gle tle
















4. Read the words to your tutor.
5. What is the sound at the end of the following words?
twinkle tickle trickle cuddle
You are SO clever. Well done.
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