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Medial Sounds - Phonics

Initial, Final and Medial Sounds

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


Print above image and complete the lesson.

Printing Instructions



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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Medial Sound - a

May 24th 2007 09:55
Medial sound - a - page 1
Medial Sound - a - (page 1)



Print above image and complete the lesson.

Printing Instructions


Medial Sound - a - page 1.


Medial sound ‘a’:
1. Look at these words. Read them.
(Tutor Note: your child may be able to read the words without sounding them out. This is good. If she/he cannot read a word without sounding it out, ask her/him to sound it out and then blend it into a word.)

cat rat mat fat bat hat

2. Circle the ‘a’ sound in each word. Notice it is the middle sound.

3. Sound out each word, listening for the ‘a’ sound.

4. Read this sentence.
Tutor Note: This is the process to follow when your child is reading sentences during the next few sessions.
• Your child reads as much of the sentence as he/she can, sounding out any unknown words which can be sounded out.
• Help your child with the look-say words. (e.g. The, the)
• If your child needed help or had to sound out words, ask him/her to read the sentence again, as fluently as possible, pointing to the words as she/he reads. This makes her/him look at the words, so he/she is reading them rather than saying them off by heart.
• Now that your child can read words it is important to string them together into sentences. This is how we read. Reading sentences and understanding what we read is also helping to develop reading comprehension skills. Drawing a picture about the sentence is a simple comprehension exercise.

Read and draw: The cat and the rat sat on the mat.


medial sound a page 1
Medial Sound - a - (page 2)


Print above image and complete the lesson.

Printing Instructions


Medial Sound - a - page 2.


1. Look at these words. Read them.

(Tutor Note: instructions page 76)

ran man can van fan Dan pan

2. Circle the ‘a’ in each word.

3. Sound out each word, listening for the ‘a’ sound.

4. Read this sentence.

(Tutor Note: instructions page 76)


Read and draw: The man ran to the van.


Trace over each word and then write it neatly on the line.

Remember to hold your pencil correctly.

cat bat .


man tan .


jam ram .









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Medial Sound - e

May 24th 2007 11:36
Medial Sound - e
Medial Sound - e



Print above image and complete the lesson.

Printing Instructions


Medial Sound - e.


Medial sound ‘e’:

1. Look at these words. Read them.
(Tutor Note: instructions page 76 )

Ted led red bed fed wed

2. Circle the ‘e’ sound in each word. Is it the middle sound?

3. Sound out each word, listening for the ‘e’ sound.

4. Read this sentence, and then circle ‘Yes’ or ‘No’.

Tutor Note: follow the process for reading a sentence as explained in 4. page 65. Answering ‘Yes’ or ‘No’ to the sentence is encouraging the child to think about what he/she is reading and therefore developing important comprehension skills.

The bed is red. ‘Yes’ or ‘No’
----------------------------- ----------------------------- ---------------------

1. Look at these words. Read them.
Note: ‘ll’ = ‘l’

well bell tell yell sell fell

2. Circle the ‘e’ sound in each word.

3. Sound out each word, listening for the ‘e’ sound.

4. Read this sentence, and then circle ‘Yes’ or ‘No’

The bell fell in the well.
‘Yes or ‘No’

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Medial Sound - i

May 24th 2007 11:41
Medial Sound - i
Medial Sound - i



Print above image and complete the lesson.

Printing Instructions


Medial Sound - i.


Medial sound ‘i’:

1. Look at these words. Read them.

pig jig big dig fig wig

2. Circle the ‘i’ sound in each word.

3. Sound out each word, listening for the ‘i’ sound.

4. Read this sentence.

The pig in the wig did a jig.

5. Read and then answer this question by tracing over
yes or no .

Have you ever seen a pig in a wig doing a jig?

Tutor Note: Show your child the question mark at the end of the question. Explain to your child why it is there. Ask him/her to write a question mark.
----------------------------- ----------------------------- ----------------------------- --
1. Look at these words. Read them.

lid kit quit bib fill him bin

2. Circle the ‘i’ sound in each word.

3. Sound out each word, listening for the ‘i’ sound.

4. Read this sentence.

The lid is on the bin.

5. Read and then answer this question by tracing over yes or no.

Have you ever seen a lid on a bin?

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Medial Sound - o

May 24th 2007 13:24
Medial Sound - o
Medial Sound - o



Print above image and complete the lesson.

Printing Instructions


Medial Sound - o.


Medial sound ‘o’:

1. Look these words. Read them.

box fox Tom boss dot log

2. Circle the ‘o’ sound in each word.

3. Sound out each word, listening for the ‘o’ sound.

4. Read this sentence, and then trace over the words missing from the next sentence.

Tom saw a fox on a log.

The fox is on a log.



1. Look at these words. Read them.

Ron dog Todd job doll jog

2. Circle the ‘o’ sound in each word.

3. Sound out each word, listening for the ‘o’ sound.

4. Read this sentence, and then write in the words missing from the next sentence.

Todd and Ron took the dog for a jog.


Todd and ________________ took the ___________

for a jog.




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Medial Sound - U

May 24th 2007 13:28
Medial Sound - U
Medial Sound - U



Print above image and complete the lesson.

Printing Instructions


Medial Sound - U.


Medial sound ‘u’:

1. Look at these words. Read them.

Mum gull yum fuss buzz pup bud bun

2. Circle the ‘u’ sound in each word.

3. Sound out each word, listening for the ‘u’ sound.

4. Read this sentence.

Mum and the pup had a run in the sun.


1. Look at these words. Read them.

dull sun hum hut cup bun gum bus

2. Circle the ‘u’ sound in each word.

3. Sound out each word, listening for the ‘u’ sound.

4. Read this sentence.

The bun is in the cup.


Draw a line from the sentence to the matching picture.

The sun is on the bus.
The tub is on the rug.

The jug is in the hut.


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Cover Pages and Lesson Schedules for Phonic Packs 1, 2, 3, 4, 5 and 6 - 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



Cover Page - Phonic Pack 5
Cover Page - Phonic Pack 5

Lesson Schedule for Phonic Pack 5
Lesson Schedule for Phonic Pack 5

Lessons for Phonic Pack Five

Note to tutor page 1
Lesson One Spelling – 1 and 2 letter words page 2
Lesson Two Spelling - 3 and 4 letter sounding words page 3
Lesson Three Spelling – 3 letter look-say words page 4
Lesson Four Difficult- commonly used - spelling words pages 5 6
Lesson Five More difficult spelling words page 7
Lesson Six Revision of difficult spelling words page 8
Lesson Seven Words with ‘i’ as in blind pages 9-11
Lesson Eight Revision – ‘i’ as in blind
Story – ‘Mr Zilot’s Private Zoo’ pages 12 13

Notes for tutor Answer Sheet for tutor – Mr Zilot’s Private Zoo 1 page
Extension Activities – Mr Zilot’s Private Zoo 4 pages
Report Writing Sheet I page

Lesson Nine Words with ‘wa’ as in swan pages 14-16
Lesson Ten Revision – ‘wa’ as in swan page 17
Lesson Eleven Words with ‘a’ as in father pages 18 19
Lesson Twelve Revision – ‘a’ as in father pages 20 21

Notes for tutor Extension Activities – ‘a’ as in father 1 page
Bar Graph Sheet 1 page
Technology and Enterprise Sheet – ‘My Mask’ 1 page

Lesson Thirteen Words with ‘o’ as in glove pages 22 23
Lesson Fourteen Revision – ‘o’ as in glove page 24
Lesson Fifteen Revision – ‘o’ as in glove page 25
Lesson Sixteen sun/son, won/one, some/sum, sponge/sponge page 26
Lesson Seventeen Words with ‘ce’ as in face page 27 28
Lesson Eighteen Revision - ‘ce’ as in face page 29
Lesson Nineteen Words with ‘o’ as in pony pages 30 31

Notes for tutor Answer Sheet – Lesson 19 1 page

Lesson Twenty Revision – ‘o’ as in pony page 32
Lesson Twenty One ‘o’, ‘o’, ‘o’, ‘o’, ‘ow’ and ‘o-e’ page 33
Story – ‘Mo, The Lost Monkey’. pages 34-36
Lesson Twenty Two ‘o’, ‘o’, ‘o’, ‘o’, ‘ow’ and ‘o-e’ pages 37 38

Notes for tutor Answer Sheet for Lesson 22 1 page
Extension Exercises – Mo, The Lost Monkey 1 page

Lesson Twenty Three Words with ‘g’ as in cage page 39
Lesson Twenty Four Words with ‘alk’ as in chalk page 40
Congratulations page 41



Cover Page - Phonic Pack 6 - Part 1
Cover Page - Phonic Pack 6 - Part 1

Lesson Schedule for Phonic Pack 6 - Part 1
Lesson Schedule for Phonic Pack 6 - Part 1

Lessons for Phonic Book 6

Part One – Spelling Special





Note to tutor

Lesson One (the was one saw for out you) page 1

Lesson Two (they then that there) page 2

(gave cave made cake tame game name) page 3

Lesson Three (when were with have back very) page 4

Lesson Four (look good been said after about) pages 5 6

Lesson Five (he we be me she) pages 7 8

Lesson Six (cry shy my by) pages 9 10

Lesson Seven (to too two) page 11

Lesson Eight (one won) page 12

Lesson Nine (like into them this going do little see took time) page 13

Lesson Ten (will what which over boat soon play still tree only) page 14

Lesson Eleven (your long more morning things again years how) page 15

Lesson Twelve (plane friend last) page 16

Lesson Thirteen (because) pages 17 18

Lesson Fourteen (because – revision) page 19

List of words covered in Phonic Pack 6 – Part One – Spelling Special page 20



Cover Page - Phonic Pack 6 - Part 2
Cover Page - Phonic Pack 6 - Part 2

Lesson Schedule for Phonic Pack 6 - Part 2
Lesson Schedule for Phonic Pack 6 - Part 2

Lessons for Phonic Book 6

Part 2


Lesson One Words with ‘dge’ as in bridge pages 1 2
Story - ‘Kids’ Camp Out’ pages 3-7

Notes for Tutor Extension Activities for ‘Kids’ Camp Out’ 2 pages
Programme for Report writing 3 pages
Report Planning Sheet 1 page

Lesson One Activity Sheet page 8
Lesson Two Words with ‘tch’ as in match page 9
Lesson Three More words with ‘tch’ as in match page 10
Lesson Four Words with ‘ear’ as in ear page 11
Lesson Five More words with ‘ear’ as in ear page 12
Lesson Six Words with ‘ea’ as in bread pages 13-15
Lesson Seven Words with ‘ea’ as in bread page 16

Notes for Tutor Lesson Seven 1 page
Narrative Framework 1 page

Lesson Eight Words with ‘i’ as in taxi page 17

Notes for Tutor Lessons 8 and 9 1 page

Recipe Zucchini Pie page 18
Lesson Nine More words with ‘i’ as in taxi page 19
Lesson Ten Words with ‘air’ as in chair page 20
Lesson Eleven More words with ‘air’ as in chair pages 21 22
Lesson Twelve Words with ‘are’ as in square page 23
Lesson Thirteen Revision of words with ‘are’ as in square page 24
Lesson Fourteen Revision of words with ‘are’ as in square page 25
Lesson Fifteen Words with ‘ear’ as in bear page 26 27
Lesson Sixteen ‘air’ (chair), ‘are’ (square) and ‘ear’ (bear). page 28
Story – ‘Grandad Gare’ pages 29 30
Lesson Seventeen ‘air’ (chair), ‘are’ (square) and ‘ear’ (bear). pages 28 31

Notes for Tutor Lessons 16 and 17 1 page

Lesson Eighteen Words with ‘igh’ as in light page 32

Notes for Tutor Lessons 18, 19 and 22 1 page

Lesson Nineteen More words with ‘igh’ as in light page 33
Lesson Twenty More words with ‘igh’ as in light page 34
Lesson Twenty One Compound words with ‘igh’ as in light page 35
Lesson Twenty Two More words with ‘igh’ as in light page 36
Lesson Twenty Three Words with ‘au’ as in haunted saucer page 37
The (Very) Haunted Castle page 38
Lesson Twenty Four More words with ‘au’ as in haunted saucer page 39

Congratulations page 40



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 their Kindy or 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 continuing to work 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, 4, 5 and 6 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 six 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. Phonic Packs 5 and 6 continue into the third year of formal learning.

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



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What is in Each Pack?

January 16th 2008 01:18
New phonic programme – for parents and teachers - and it's FREE


You have a choice - print the Phonic Packs, for free, from the images (instructions supplied with each image) or you can now order a hard copy.


If your child is learning how to read then these Phonic Books are for you. The phonic lessons, with worksheets and activities, have been written especially to equip parents to give phonic instruction to their child. Teaching phonics has been made easy, with step-by-step instructions being provided in the Phonic Packs.

Teachers will also find these Phonic Packs invaluable. The lessons are sequential so can easily be used for your phonic programme, already written for you. Each lesson also stands alone, so if you do not wish to follow the programme lesson by lesson you can choose the activities which suit your requirements.


Learning to read with phonics


These Phonic Packs make learning phonics interesting and exciting. They come with flashcards and an Honour Certificate to present to your child at the end of each Pack.
Each Pack contains explanatory notes for parents (or teachers). It would be beneficial to read these notes before presenting the lessons.

Each Phonic Pack contains:
1. one or two student lessons/activities books.
2. detailed notes for parents/tutors which explain the programme and how to work the activities.
3. a set of flash cards needed for that Phonic Pack.
4. an alphabet sheet to be used as a quick reference for the child to check correct letter formation, alphabetical order etc.
5. an Honour Certificate to present to the child on the completion of the lessons/activities.
6. ideas for integrating the lessons into other learning areas.



Phonic Pack One Title

Phonic Book One contains 33 lessons. It introduces the single sounds (a-z), sounding out two and three letter words and listening for beginning, middle and end sounds. It also covers writing two and three letter words. An interesting extra section has been included with each sound because children have an insatiable appetite for knowledge and so many things can be learnt and discussed by expanding on the activities in this Pack. These activities integrate into other learning areas such as English, Mathematics, Science, Society and Environment, Health and the Arts.



Phonic Pack 2

Phonic Pack Two consists of 53 lessons which introduce common sight words and simple phrases (see the, I can see a, I can see the, Can you, We can see, Can you see my, I am, look, I like, likes to, likes, Here is, little, This is, what, said, my, come, where). This Pack covers double letters, initial and final blends and 6 digraphs (ck, th, wh, ch, sh and ee). It also covers 'e' as in me, 'y' as in sky, 'ing' as in ring, 'old' as in gold, 'all' as in ball and 'y' as in teddy. Colour words are introduced in this Pack.
There are two student booklets in this Pack:
Book A = 'Reading Sheets for Phonic Pack 2' consists of 25 lessons (54 pages) and introduces the common sight words.
Book B = 'Lessons for My Phonic Pack 2' consists of 28 lessons (59 pages) and introduces the blends and other phonic sounds mentioned above.



Phonic Pack 3

Phonic Pack Three consists of 42 lessons (73 pages) and covers digraphs ar, ai, oa, ea, ow (cow), ur, ay, ir and 'oo' (moon). It also cover i-e, a-e, o-e, and u-e. Days of the week, colour words and number words (one to ten) are also introduced in this Pack. A comprehension activity follows the introduction of every sound because it is important that children comprehend what they read. Writing sentences, with a capital letter and a full stop, is also emphasised in this Phonic Pack.



Phonic Pack 4

Phonic Pack Four consists of 42 lessons (82 pages) which cover:
* the digraphs er, or, oo (book), oy, ou, ow (bow), aw, ie, oi, oe and ew.
* the endings ple, tle, gle and ble.
* the sight (look-say) words was, off, of, are, have, after, over, were, you, here, hear, because and people.
* Lesson Three compares and revises ‘er’, ‘ur’ and ‘ir’.
* Lesson 19 uses the story ‘The Yellow and Brown Owl’ to compare and revise the sounds ‘ow’ (cow) and ‘ow’ (bow).
* Lesson 23 uses the story ‘The Horse and the Dog’ to compare and revise the sounds ‘aw’ (paw) and ‘or’ (fork).
* Lesson 26 uses the story ‘Shy Platypus’ Farewell Party’ to compare and revise the sounds ‘ie’ (pie), ‘y’ (sky), ‘i-e’ (kite) and ‘I’.
* Lesson 36 uses the story ‘Queen Flo and Her Oboe’ to compare and revise the sounds ‘oe’ (hoe), ‘ow’ (bow), ‘o-e’ (rose) and ‘oa’ (boat).
* Lesson 40 uses the story ‘The Twins Pool Party’ to compare and revise the sounds ‘ew’ (screw), ‘oo’ (moon) and ‘u-e’ (flute).
* A comprehension activity is included in every lesson to enhance the child’s comprehension skills.
* Writing correct sentences with correct punctuation is also
covered.



Phonic Pack 5

Phonic Pack 5 consists of 24 lessons (40 pages).
1. The first six lessons cover some commonly used words which children should be able to confidently spell at this stage of development.
2. It also covers i (blind), wa (swan), a (father), o (glove), ce (face), o (pony), g (cage), alk (chalk).
3. Lesson 16 compares son/sun, won/one, some/sum and sponge/sponge.
4. Lessons 21 and 22 use the story, ‘Mo, The Lost Monkey’, to revise and compare the sounds ‘o,o,o,o,ow and o-e’.
5. Comprehension exercises are included with the introduction of each sound.
6. Extension exercises are suggested if the tutor would like to integrate the lessons into other learning areas.



Phonic Pack 6

Phonic Pack 6 consists of two books, Part One and Part Two.
Part One contains 14 spelling lessons (20 pages). These lessons revise the commonly used words introduced in Phonic Pack 5 and introduce more commonly used words which the children should be able to spell at this level of development.
Part Two consists of 24 lessons (40 pages).
1. These lessons cover, dge (bridge), tch (match), ear (ear), ea (bread), i (taxi), air (chair), are (square), ear (bear), igh (light) and au (haunted saucer).
2. Lesson 16 uses the story, ‘Grandad Gare’ to revise and compare ‘air’ (chair), ‘are’ (square) and ‘ear’ (bear).
3, Comprehension exercises and/or word studies are included in each lesson.
4. Extension exercises are suggested if the tutor would like to integrate the lessons into other learning areas.



Working through this phonic programme will enhance your child’s school reading, handwriting and spelling programme.

To access the Phonic Packs click on the appropriate title at the top of the menu on the left.
























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