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Notes for Parents - Phonics

Phonic Pack 1 Notes for Parents, Teachers and Tutors

May 27th 2007 13:30
It is important to read the Notes for Parents, Teachers and Tutors before beginning the activities and lessons in Phonic Pack 1. The Notes consist of five pages.

Cover Page - Phonic Pack 1
Cover Page - Notes for Parents and Tutors - Phonic Pack One



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Printing Instructions



Phonic Pack 1 Notes for Parents, Teachers and Tutors page 1
Phonic Pack 1 Notes for Parents, Teachers and Tutors- (page 1).


Print above image and use in conjunction with Phonic Pack 1 activities and lessons.

Printing Instructions


Phonic Pack 1 Notes for Parents, Teachers and Tutors - page 1.



Phonic Pack One for Parents, Tutors and Teachers

• I have prepared this Phonic Pack especially for parents to work with their children at home.
• Tutors and teachers will also find the lessons invaluable as they progressively and systematically work through a direct phonic programme. The lessons also cover comprehension skills, the writing of sentences, encourage the correct spelling of words and neat presentation of work.
• I know time is an issue for most families (and school timetables) so I have included interesting activities which, for the most part, are not time consuming, but to the point.
• Working through this Phonic Pack will compliment your child’s school reading programme. This is a complete phonic programme for a teacher to use in the classroom, as an important part of your complete reading programme.
• I have used a variety of activities to make the learning interesting and to develop different skills.
• I have included the writing of the letters with the learning of the sounds because they are so easily integrated, and because I know children need to practise both if they are to become proficient. For teachers, this approach painlessly integrates your phonic and handwriting programmes. NB You can easily adjust your handwriting programme if you are not using Foundation Print letter formations. Your child will be introduced to the basic letter formations, using Foundation Print. Encourage your child to form the letters correctly, as good habits now will lead to acceptable standards of handwriting and presentation of work in the future.
• I have included an Interesting Extra section 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. I encourage you to use these suggestions, plus many of your own ideas, to help foster your child’s natural curiosity. Your child will be carried along with your enthusiasm. Teachers will be able to expand on these extra activity ideas to integrate the various learning areas in their programmes.
• Children learn and understand by building on the knowledge they already have, so developing extra activities around the work the child is doing is invaluable for the child.
• It is important for you to develop a routine for working through the lessons. One huge advantage of this pack is that the child will have one-to-one tutoring. It is important for your child to have your attention and guidance for each lesson.
• It is important for your child to know you are positive, enthusiastic and happy to be committed to this programme.
• There is a pattern repeated with each lesson. Children like routine so this will help build your child’s confidence as you work through the Pack.
• Be liberal with your encouragement and praise for genuine effort. Your child is going to enjoy the learning more if he/she is succeeding.
• Another huge advantage of the Parent Phonic Pack is that your child can move through it at her/his own pace.
• As you move through the Pack, keep the pages which explain how to form the letters. They will be invaluable for future reference.




Phonic Pack 1 Notes for Parents, Teachers and Tutors page 2
Phonic Pack 1 Notes for Parents, Teachers and Tutors (page 2)


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Phonic Pack 1 Notes for Parents, Teachers and Tutors - page 2.


How to use this Phonic Pack. (2)

1. For the purpose of this programme each letter has a name and a sound.

It is the sound of the letter we are going to emphasise while we are covering the single sounds. This is most important.

Take letter ‘a’, for instance.
You say to your child - ‘ay’ is its name, ‘a’ (as in c-a-t) is its sound.
• NOTE: Of course ‘a’ does sound differently in some words such as
in father. Do not worry about this for the moment. If the word crops up just
explain that in this word ‘a’ makes an ‘ar’ sound.
• You do not say the words in brackets. They are there to help you with the sound of the letter. As you will be aware, it is difficult to convey the sound of a letter in writing.

2. For each letter of the alphabet I have chosen a three letter word which starts with that sound. e.g. a-ant, b-box, c-cat. I have done this because, as you progress through the lessons, your child will be able to sound out the word.
It is good for you to model sounding out three letter sounding words from the first lesson – your child will soon get the idea.

3. Each lesson begins with a Chant. Children like the rhythm of language and will enjoy repeating the chant. At the end of the chant the letter for that lesson is repeated three times allowing your child to hear the sound of the letter.

To begin the lesson, say the chant to your child, pointing to the words as you read and getting your child to follow along with you. Ask your child to repeat the chant (about) three times. Encourage your child to point to the words and the letters as they say them.
This activity encourages many positive outcomes:
(a) Left to right eye movement (we read from left to right).
(b) Teaches your child that each set of letters make a word.
(c) Makes your child look at the words and especially at the shape of the letter.
(d) Your child is reading (even if you have modelled it first). This builds confidence in reading.
(e) Ask your child to tell you any words in the chant that begins with that days sound. At first you may have to repeat the chant slowly and deliberately so your child hears the sound.

4. After each chant, the key word for the day is repeated in Foundation Print.. The idea is to sound the word out (a-n-t), then blend the sounds together again (ant), then say the sound three times.




Phonic Pack 1 Notes for Parents, Teachers and Tutors page 3
Phonic Pack 1 Notes for Parents, Teachers and Tutors (page 3)


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Phonic Pack 1 Notes for Parents, Teachers and Tutors - (page 3).

5. An activity, involving the key word, follows the chant. Follow the directions for each activity. Point to the words as you read the directions with your child. Explain to your child that it is a good idea to read the instructions first, before beginning the activity. Let your child do what he/she can of the activity with minimal help. It is an important skill to be able to listen to and follow directions. Cheerfully give help when needed, and praise all best efforts.


6. Thinking of five words that begin with the sound of the day encourages your child to listen for the sound a word begins with. At first your child may need help, but will soon catch on to the idea. Ticking the box is a ‘good feel’ activity, and helps your child see how many words he/she has thought of and how many to go.j

7. Interesting Extra: I have included this because children are always interested in learning and doing more. It is an activity you can work on together and hopefully an enjoyable experience for both of you. Children learn and remember best if the things they are doing are expanding on what they already know.


8. Writing the letter in Foundation Print (or whatever print your child is learning at your school) also has positive outcomes:
(a) This is the script your child will be using at school.
(b) Your child is learning to recognise both typed and Foundation Print letters.
(c) Your child will be learning the correct way to form the letters. This will lead to neater, more fluent writing and well presented work in the future.
(d) Children learn well when observing. As this programme facilitates you to work one-to-one with your child you can model the correct pencil hold and letter formation for him/her, and good habits will be formed.




Phonic Pack 1 Notes for Parents, Teachers and Tutors page 4
Phonic Pack 1 Notes for Parents, Teachers and Tutors (page 4)


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Phonic Pack 1 Notes for Parents, Teachers and Tutors (page 4).

9. Cover the letters/sounds in the following order.
They are grouped into letter formation families:

a c d g q
I t l j
m n r
x z
u y v w b
e o f s
h k p


10. Flashcards for lower case letters:
At the end of each lesson ask your child to find the flashcard of the lower case letter/ sound for that day. At first, present it with only about six other flashcards for your child to choose from. Keep the sounds you have covered in a separate pile and ask your child to tell you the sounds at the beginning of each following lesson.
When you get enough flashcards you can make two and three letter words with them and ask you child to sound out the word.



11. A worthwhile activity is to ask your child to tell you words that rhyme.
You could say, “cat”, and your child could say “bat”.
At first you may need to explain rhyming words but your child will soon understand.



Phonic Pack 1 Notes for Parents, Teachers and Tutors page 5
Phonic Pack 1 Notes for Parents, Teachers and Tutors - (page 5).


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Printing Instructions


Phonic Pack 1 Notes for Parents, Teachers and Tutors - (page 5).

12. If your child writes with her/his left hand he/she will (probably) want to
write the short horizontal strokes in capital letters from right to left, instead
of from left to right as shown in the lessons.

The capital letters which will be formed differently by a child writing with his/her left hand are:

A E F H T



General resources you will need for this pack:
a lead pencil
textas
an eraser
coloured pencils
glue
durex tape
stapler
water colour paints (or whatever is cheapest)
a scrapbook with at least 70 pages in it.
sheet or box of reward stickers

Specific resources needed for this Pack: cotton wool balls or a piece of foam for dabbing the fish to make scales (letter f)
coloured paper for the fish fins (letter f)
feathers for the hen (letter h)
streamers for the kite (letter k)
black stickers for the orang-utan (letter o)
black stickers for the pig (letter p)
cellophane for the queen’s crown (letter q)
yellow cellophane for the sun (letter s)






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Notes for Parents - Phonic Pack 2

June 7th 2007 13:27


Notes for Parents and Teachers Phonic Pack 2 page 1
Notes for Parents and Teachers - Phonic Pack 2 - page 1


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Notes for Teachers and Parents -
Phonic Pack 2.


Phonic Pack Two for Parents, Tutors and Teachers

• This Phonic Pack follows Phonic Pack One, but can be used as an entry point to this series if your child is proficient with the basic sounds of the alphabet letters, and can readily sound out three letter words. Phonic Pack One also covered the correct letter formation for each capital and lower case letter of the alphabet, using Victorian Cursive Writing.
• I have prepared this Phonic Pack especially for parents to work with their children at home.
• Tutors and teachers will also find the lessons in this Pack invaluable. It would be most beneficial to use this Phonic Pack after your student/s have learnt the single sounds of the alphabet and can sound out three letter words.
• I know time is an issue for most families (and school timetables) so I have included interesting activities which, for the most part, are not time consuming, but to the point.
• Working through this Phonic Pack will compliment your child’s school reading programme.
• This is a complete phonic programme for a teacher to use in the classroom.
• I have used a variety of activities to make the learning interesting and to develop different skills.
• It is important for you to read through and be well prepared for each lesson before working through it with your child. Your child will benefit more from the lesson if you know what that particular lesson is aiming to teach your child, and you are confident with presentation.
• In Phonic Pack One your child was introduced to the basic letter formations and hopefully you have kept these pages for reference during these lessons. Encourage your child to continue forming the letters correctly, as good habits now will lead to acceptable standards of handwriting and presentation of work in the future.
• Insist on your child using the correct pencil hold when writing.
• Once a flashcard is introduced, practise it every day until well known. Practise the sounds with the picture clue at first. When your child is confident with this introduce the flashcard without the picture clue.
• Each child in your class could have a personal set of flashcards. You could play games with them to help with the children’s learning. eg Game One:The first child to hold up the flashcard for the digraph you have just called out could be allowed to print the digraph on the board.
Game Two: Each child turns his/her flashcards over so the digraphs cannot be seen. Teacher holds up a flashcard. Without looking, each child chooses one of his/her flashcards and holds it up in the air. The children who have chosen the digraph which matches the teacher’s is given a token. At the end of the game the child with the most tokens wins.
I’m sure you can make up other games.
• It is important for you to develop a routine for working through the lessons. One huge advantage of this pack is that the child will have one-to-one tutoring. It is important for your child to have your attention and guidance for each lesson.
• It is important for your child to know you are positive, enthusiastic and happy to be committed to this programme.




Notes for Parents and Teachers Phonic Pack 2 page 2
Notes for Parents and Teachers - Phonic Pack 2 - page 2


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Printing Instructions


Notes for Parents and Teachers - Phonic Pack 2 - (page 2).


• Be liberal with your encouragement. Praise your child and give reward stickers for genuine effort. Your child is going to enjoy the learning more if he/she is succeeding.
• Another huge advantage of the Parent Phonic Pack is that your child can move through it at her/his own pace. It is important for your child to move at a pace where he/she can understand and remember the work being covered.





























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Reading Sheets Guide

June 7th 2007 14:02
reading sheets
Reading Sheets Introduction - Phonic Pack 2


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Reading Sheets Introduction - Phonic Pack 2


Reading Sheets to be used in conjunction with Phonic Pack Two
Note to tutor:
The purpose of studying phonic sounds and blends is to improve your child’s reading skills and help him/her be a better reader. To become a better reader your child also needs to read.
There are a lot of suitable book/lets you can buy, or borrow from the library, which have a suitable vocabulary for your child to read. These books usually have beautiful pictures accompanied by a sentence or two on each page. Enjoy the pictures and discuss them with your child. What are the pictures telling you about the story? It is good if words, phrases and sentences are repeated and/or have a rhythm to them.

Picture books are good to ‘read’. Some parents make the mistake of thinking picture books are too juvenile once their child begins school. Your child needs to study each picture and put into words what is happening and how each page progresses the story. It is important for your child to be able to do this.

There will be a time when your child will realise he/she can read. He/she will be very excited about this and when it happens this is the time to provide your child with as many of these simple vocabulary books as possible, to keep the interest going. About this time too, reading fluency will improve.

The following activities are provided to help your child achieve the following outcomes:
a) bridge the gap between recognising words and reading phrases and sentences.
b) be introduced to simple commonly used look-say words.
c) improve reading fluency.
d) be able to confidently use strategies (clues) which will help her/him tackle unknown words.

So the experience will give your child optimum benefit, read each lesson through before you present it to your child. Make sure you know what the main aim of the lesson is so you can guide your child with informed questions and suggestions. The lesson will progress more smoothly if you know what is required and what is coming next. You will need to read through the instructions of the lesson with your child. Let her/him read as much as she/ he can but keep it fluent so the sense of the instruction is not lost. When doing the work sheet always give your child plenty of time to read and do as much as possible without your help. This is how he/she will learn best. On the other hand it is not good to let your child struggle when you can see he/she needs help. Sometimes a pointed question or suggestion from
you may be the trigger to help solve the problem.
** Always help calmly and with patience.


LESSONS FOR PHONIC PACK 2 - NOTES FOR PARENTS AND TEACHERS

Parent and Teachers' Notes Lessons for Phonic Pack Two
Notes for Teachers and Parents - Lessons - Phonic Pack 2


• as each lesson is completed let your child tick it off. It is a good feeling.
• take as much time as you need 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. This is one of the huge advantages of working through this pack. You can help your child as soon as he/she needs it and you can revise anything your child needs more time to understand or remember.
• it is important to glue the pages into a scrap book so they can be used for revision and consolidation purposes. Hopefully your child will be proud of this book and show it (and read it) to extended family etc. This is giving your child reading practise with a purpose, which is the best kind of practise he/she can have.
• read each lesson through before you sit down with your child to do it. If you know the aim of the lesson, where it is heading and what your child is required to do, the lesson will be more beneficial for your child. Make sure your child knows the aim of each lesson and what he/she is learning.
• you will need to guide your child through each lesson. You will need to read the instructions with your child following along. (The extra explanations under, “Note for tutor:” are written to help you understand what is required and need not be read by your child.) As the lessons progress your child will be able to read more and more of the instructions to you. Encourage your child to read as much as he/she can and give help when it is obviously needed.
• make sure your child is confident with the task she/he is given for each lesson. Success builds self esteem and interest.
• each lesson asks your child to write her/his name. At first she/he may only write her/his first name. When confident with her/his first name, help her/him write her/his surname as well. By the end of this Phonic Pack she/he should be able to confidently write her/his first and surname.
• when your child is printing insist on correct pencil hold and letter formation (as covered in Phonic Pack One). When your child is printing have the letter formation sheet ready for quick reference.
• hopefully the words that are introduced with each double letter, blend or digraph will be added to your child’s reading vocabulary. The more times your child reads the words the sooner they will be readily recognised in print. Gluing the work into your child’s scrap book keeps it readily available for revision.
• always make sure your child knows the meaning of the words being covered. Not only is this extending his/her vocabulary but he/she is more likely to be able to remember the word next time he/she sees it if he/ she knows its meaning.
• it is a good idea for your child to work in lead pencil. All mistakes can be erased and corrected. All tasks should end up correctly completed. Mistakes will be made. Don’t make your child feel bad about mistakes – they can be corrected.
• encourage your child to read the heading – “Lesson …..” at the beginning of each lesson. This will help your child learn to read number words.
• once a learning point has been covered, keep reminding your child about it every time it crops up e.g. a sentence begins with a capital letter and ends with a full stop; the letter ‘i’ is written as a capital letter when referring to self; where quotation marks occur.
• eye spy is a good game to play with your child.
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Notes for Parents and Teachers - Phonic Pack 3

July 6th 2007 14:44
Notes for Parents and Teachers Phonic Pack 3 page 1
Notes for Parents and Teachers - Phonic Pack 3 - page 1


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Printing Instructions


Notes for Parents and Teachers - Phonic Pack 3.

Phonic Pack Three for Parents, Tutors and Teachers

This Phonic Pack follows Phonic Packs One and Two.

Phonic Pack One introduces the single sounds, sounding out two and three letter
words and listening for beginning, middle and end sounds. Phonic Pack One also
covers writing the correct letter formation for each capital and lower case letter
of the alphabet and writing two and three letter words.

Phonic Pack Two 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.
Common sight words are also introduced in this Pack.

Phonic Pack Three consists of 42 lessons and covers digraphs ar, ai, oa, ea, ow
(cow), ur, ay, ir, and oo (moon). It also covers 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.

I have prepared this Phonic Pack especially for parents to work with their children at home.
Tutors and teachers will also find the lessons invaluable as they progressively and systematically work through a direct phonic programme. These lessons could be your phonic programme. However, each lesson stands alone, so if tutors and teachers do not want to move through the programme lesson by lesson they can choose which lessons are applicable to their situation.
Working through this Phonic Pack will compliment your child’s school reading programme. Working progressively through these Phonic Packs provides a comprehensive Phonic Programme for teachers to use in the classroom.
It is important for you to read through and be well prepared for each lesson before working through it with your child. Your child will benefit more from the lesson if you know what that particular lesson is aiming to teach your child, and you are confident with presentation.
When a new digraph or sound is introduced, the words in the brackets in the caption under the picture are there to help you with pronunciation only. (This is an informal way of helping you know what to say).You do not read the words in the brackets aloud. eg ‘ar’ as in car, ‘a’ (ay), and ‘r’ (are) together say (using the sound) ‘ar’ as in car.
It is assumed your child knows the correct letter formations and correct pencil hold, as covered in Phonic Packs One and Two. Insist your child uses correct letter formation and pencil hold when writing. Keep the ‘Alphabet Sheet’ handy for quick reference.
Once a flashcard is introduced, practise it every day until it is well known. Practise the sounds with the picture at first. When your child is confident with this, introduce the flashcard without the picture clue.
Each child in your class could have a personal set of flashcards. You could play games with them to help with the children’s learning.



Notes for Parents and Teachers Phonic Pack 3 page 2
Notes for Parents and Teachers - Phonic Pack 3 - page 2



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Printing Instructions


Notes for Parents and Teachers - Phonic Pack 3.

eg Game One: The first child to hold up the flashcard for the digraph you have
just called out could be allowed to print that digraph on the board.
Game Two: Each child turns his/her flashcards over so the digraphs cannot be
seen. Teacher holds up a flashcard. Without looking, each child chooses one of
his/her flashcards and holds it up in the air. The children who have chosen the
digraph which matches the teacher’s is given a token. At the end of the game the
child with the most tokens wins.
I’m sure you can make up other games.
It is important for you to develop a routine for working through the lessons. One huge advantage of this pack is that your child will have one-to-one tutoring. It is important for your child to have your attention and guidance for each lesson.
It is important for your child to know you are positive, enthusiastic and happy to be committed to this programme.
Be liberal with your encouragement. Praise your child and give reward stickers for genuine effort. Your child is going to enjoy the learning more if he/she is succeeding.
Another huge advantage of this Parent Phonic Pack is that your child can move through it at his/her own pace. It is important for your child to progress at a pace where she/he can understand and remember the work being covered.


Notes for Parents and Teachers Phonic Pack 3 page 3
Notes for Parents and Teachers - Phonic Pack 3 - page 3



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Printing Instructions


Notes for Parents and Teachers - Phonic Pack 3.

About the lessons in Phonic Pack Three:

At the beginning of each lesson your child will write his/her name. By the end of this Phonic Pack your child should be able to confidently write her/his first and surname.
Let your child read the instructions for each lesson but cheerfully give help if needed. Reading the instructions gives your child important, purposeful reading practise.
If your child is more comfortable pointing to the words he/she is reading let him/her do so. This habit will be dropped as soon as he/she feels confident enough to read without it.
When covering the new words for the lesson make sure your child knows the meaning of each word. Putting the words into a sentence is a good exercise. It is putting the word into context and giving your child practise at ordering his/her thoughts.
All sentences your child writes should have a capital letter and a full stop.
You do not have to cover a whole lesson at each sitting. To be successful work at a comfortable pace for your child. It is important for your child to understand and be able to remember the work being covered.
When working an activity let your child read and then work with only as much help as she/he needs to succeed. Your child will remember better if he/she has worked the activity or exercise by him/herself.
Work with a lead pencil, then mistakes can easily be erased and corrected. Always correct mistakes. Your child will not get everything right all the time and will learn by correcting his/her mistakes.
When you dictate words for your child to write (after she/he has practised the words) let him/her write the word as he/she remembers it. Then get him/her to check it from the correct list - you do not check it, just supervise the process. If the word is spelt correctly let your child give it a tick. If the word is not spelt correctly ask your child to erase it and write it correctly. Take note of and come back to the words your child needs more time to learn another day.
Telling stories is an important exercise for your child. It encourages your child to get his/her thoughts in order and to sort the events of the story into a logical sequence. The stories do not have to be long.
Before your child writes a sentence ask her/him to say the sentence to you first. This helps clarify the sentence in your child’s mind and helps prevent him/her from ‘rambling’.
Listening to and following instructions are two important skills to be practised by your child.
At the beginning of each lesson encourage your child to read the number of the lesson and the page number. This is invaluable practise at reading numbers and number sequence.
We learn to read so we can read. It is important for your child to read his/her own books or books from the school or town library. I cannot emphasise this enough. It is important too, for you to read regularly to your child.
Looking at pages in books or papers and finding words with the digraph or sound being covered on that day is an excellent game to play with your child.
If you are not sure of the sound of a digraph (or other letters), say the word and listen for the sound.
Enjoy the journey.


Notes for Parents and Teachers Phonic Pack 3 page 4
Notes for Parents and Teachers - Phonic Pack 3 - page 4



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Printing Instructions


Notes for Parents and Teachers - Phonic Pack 3..

Resources needed for Phonic Pack Three:

Note: You may have some of these resources from previous Phonic Packs.

scrap book
coloured pencils
lead pencils
pencil sharpener
glue stick
scissors
eraser
textas
reward stickers







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Introduction - Phonic Pack 3

July 7th 2007 08:12
introduction phonic pack 3
Introduction - Phonic Pack 3



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Printing Instructions


Introduction - Phonic Pack 3.

Note to tutor:
Phonic Pack Three follows on from Phonic Pack Two but can be used as an entry point to this series if your child has successfully completed at least one year of formal learning and is a confident reader at that level.

Phonic Pack Three will introduce more digraphs to your child. Each digraph will take two lessons. The first lesson will introduce the digraph. The second lesson will emphasize the recognition and spelling of the most commonly used words introduced in the first lesson.

Colour words will be revised using the colours of the picture used to introduce the digraph.

The days of the week and number words will be introduced via a poem which will build up as each day is introduced.

Flashcards are provided to reinforce the words and sounds covered.

The look-say words, introduced in Phonic Pack Two, will be revised and new ones introduced.

Your child should be able to repeat (chant or sing) the alphabet.




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Notes for Parents and Teachers - Phonic Pack 4

August 1st 2007 03:42
Cover Page - Phonic Pack 4
Notes for Parents and Teachers - Phonic Pack 4 - Cover Page


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Notes for Parents and Teachers - Phonic Pack 4 - Cover Page.

Notes

for

Parents

and Tutors

Phonic

Pack

Four



Notes for Parents and Teachers - Phonic Pack 4 - page 1
Notes for Parents and Teachers - Phonic Pack 4 - page 1


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Printing Instructions


Notes for Parents and Teachers - Phonic Pack 4 - page 1.

Phonic Pack Four for Parents, Tutors and Teachers.

• This Pack follows Phonic Packs One, Two and Three:

Phonic Pack One introduces the single sounds (a-z), sounding out two and three
letter words and listening for beginning, middle and end sounds. Phonic Pack
One also covers writing the correct letter formation for each capital and lower
case letter of the alphabet and writing two and three letter words. Foundation
Print has been used throughout this series but you can replace the letter
formations with the letter forms your child will be/is learning at his/her school.

Phonic Pack Two 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.
Common sight words are also introduced in this Pack.

Phonic Pack Three covers digraphs ar, ai, oa, ea, ow (cow), ur, ay, ir, and
oo (moon). It also covers 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 Four consists of 42 lessons which cover the digraphs er, or, oo (book), oy, ou, ow (bow), aw, ie, oi, oe and ew. It also covers 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, are also looked at in this Pack.
A comprehension activity is included in every lesson because it is important that children comprehend what they read. Writing correct sentences with correct punctuation is also covered.
I have prepared this Phonic Pack especially for parents to work with their children at home.
Tutors and teachers will also find the lessons invaluable as they progressively and systematically work through a direct phonic programme. These lessons could be your phonic programme. However, each lesson stands alone, so if tutors and teachers do not want to move through the programme lesson by lesson they can choose which lessons are applicable to their situation.
Working through this Phonic Pack will compliment your child’s school reading, writing and spelling programme. Working progressively through these Phonic Packs provides a comprehensive Phonic Programme for teachers to use in the classroom.

It is important for you to read through and be well prepared for each lesson before working through it with your child. Your child will benefit more from the lesson if you know what that particular lesson is aiming to teach your child, and you are confident with presentation.
It is assumed your child knows the correct letter formations and correct pencil hold, as covered in Phonic Packs One and Two. Insist your child uses correct letter formation and pencil hold when writing. Keep the ‘Alphabet Sheet’ handy for quick reference.




Notes for Parents and Teachers - Phonic Pack 4 - page 2
Notes for Parents and Teachers - Phonic Pack 4 - page 2


Print above image and read before using Phonic Pack 4.

Printing Instructions


Notes for Parents and Teachers - Phonic Pack 4 - page 2.

Once a flashcard is introduced, practise it every day until it is well known. Practise the sounds with the picture at first. When your child is confident with this, introduce the flashcard without the picture clue.

Each child in your class could have a personal set of flashcards. You could play games with them to help with the children’s learning.
eg Game One: The first child to hold up the flashcard for the digraph you have
just called out could be allowed to print that digraph on the board.
Game Two: Each child turns his/her flashcards over so the digraphs cannot be
seen. Teacher holds up a flashcard. Without looking, each child chooses one of
his/her flashcards and holds it up in the air. The children who have chosen the
digraph which matches the teacher’s is given a token. At the end of the game the
child with the most tokens wins.
I’m sure you can make up other games.
It is important for you to develop a routine for working through the lessons. One huge advantage of this pack is that your child will have one-to-one tutoring. It is important for your child to have your attention and guidance for each lesson.
It is important for your child to know you are positive, enthusiastic and happy to be committed to this programme.
Be liberal with your encouragement. Praise your child and give reward stickers for genuine effort. Your child is going to enjoy the learning more if he/she is succeeding.
Another huge advantage of this Parent Phonic Pack is that your child can move through it at his/her own pace. It is important for your child to progress at a pace where she/he can understand and remember the work being covered.




Notes for Parents and Teachers - Phonic Pack 4 - page 3
Notes for Parents and Teachers - Phonic Pack 4 - page 3


Print above image and read before using Phonic Pack 4.

Printing Instructions


Notes for Parents and Teachers - Phonic Pack 4 - page 3

About the lessons in Phonic Pack Four:

At the beginning of each lesson your child will write his/her name. (If your child worked through Phonic Pack Three he/she should be able to confidently write her/his first and surname.)
Let your child read the instructions for each lesson but cheerfully give help if needed. Reading the instructions gives your child important, purposeful reading practise.
If your child is more comfortable pointing to the words he/she is reading let him/her do so. This habit will be dropped as soon as he/she feels confident enough to read without it.
When covering the new words for the lesson make sure your child knows the meaning of each word. Putting the words into a sentence is a good exercise. It is putting the word into context and giving your child practise at ordering his/her thoughts.
Every time your child writes a sentence make sure it has a capital letter and a full stop. It is not always easy for children to remember the correct punctuation when concentrating on creating a sentence or story. Be patient. If your child needs to correct punctuation (or spelling) let her/him go back and ‘edit’ the work. Explain this is what authors do.
Every time a sentence or story has quotation (speech) marks use the opportunity to discuss them with your child. Don’t interrupt the flow of the lesson - at the end of the lesson is a good time.
You do not have to cover a whole lesson at each sitting. To be successful work at a comfortable pace for your child. It is important for your child to understand and be able to remember the work being covered.
Give your child TIME to read the words and work the exercises. The more he/she works out for him/herself the more he/she will learn and remember.
When working an activity let your child read and then work with only as much help as she/he needs to succeed. Your child will remember better if he/she has worked the activity or exercise by him/herself.
Work with a lead pencil, then mistakes can easily be erased and corrected. Always correct mistakes. Your child will not get everything right all the time and will learn by correcting his/her mistakes.
When you dictate words for your child to write (after she/he has practised the words) let him/her write the word as he/she remembers it. Then get him/her to check it from the correct list - you do not check it, just supervise the process. If the word is spelt correctly let your child give it a tick. If the word is not spelt correctly ask your child to erase it and write it correctly. Take note of and come back to the words your child needs more time to learn another day.
Telling stories is an important exercise for your child. It encourages your child to get his/her thoughts in order and to sort the events of the story into a logical sequence. The stories do not have to be long.
Before your child writes a sentence ask her/him to say the sentence to you first. This helps clarify the sentence in your child’s mind and helps prevent him/her from ‘rambling’.
Listening to and following instructions are two important skills to be practised by your child.



Notes for Parents and Teachers - Phonic Pack 4 - page 4
Notes for Parents and Teachers - Phonic Pack 4 - page 4


Print above image and use before using Phonic Pack 4.

Printing Instructions


Notes for Parents and Teachers - Phonic Pack 4 - page 4.

At the beginning of each lesson encourage your child to read the number of the lesson and the page number. This is invaluable practise at reading numbers and number sequence.
We learn to read so we can read. It is important for your child to read his/her own books or books from the school or town library. I cannot emphasise this enough. It is important too, for you to read regularly to your child.
Looking at pages in books or papers and finding words with the digraph or sound being covered on that day is an excellent game to play with your child.
‘Word Hunt’ is another good game to play. Finding sight (look say) words in favourite books is beneficial for your child. (Remember it is a game – keep it fun)
If you are not sure of the sound of a digraph (or other letters), say the word and listen for the sound.
When a new digraph or sound is introduced, the words in the brackets in the caption under the picture are there to help you with pronunciation only. (This is an informal way of helping you know what to say).You do not read the words in the brackets aloud. eg ‘oi’ as in foil, ‘o’ (oh) and i (eye) together say (using the sound) ‘oi’ as in foil.
By the end of Phonic Pack Four your child should be using the following strategies for reading unknown words:
1. Look at the beginning of the word – what sound does it begin with?
2. Use any picture clues that are available.
3. Sound the word out, if it is not a sight word.
4. Use the sense of the sentence or story.
 Once a word has been covered in a lesson, (eg all the ‘er’ words in Lesson One) encourage your child to always use the correct spelling in his/ her writing. Help your child look the word up in the scrap book if necessary.
Use a page at the back of the scrap book (or use a special book) to print any words your child asks you how to spell, which do not occur in the Lessons, and are not easily sounded out.
You could title the page “My Special Words”. Your child will be building up a bank of personal words and with repeated usage (writing) will learn how to spell the words. You do not need to drill these words. Use the words like a dictionary – let your child look them up when he/she needs them.

Enjoy the challenge



Resources needed for Phonic Pack Four:

Note: You may have some of these resources from previous Phonic Packs.

scrap book scissors reward stickers
coloured pencils eraser textas
lead pencils high lighter
pencil sharpener glue stick





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Introduction - Phonic Pack 4

August 2nd 2007 03:02
introduction phonic pack 4
Introduction - Phonic Pack 4


Print above image and read before commencing the lessons in Phonic Pack 4.

Printing Instructions


Introduction - Phonic Pack 4.

Note to tutor:

Phonic Pack Four follows on from Phonic Pack Three. It would be beneficial for your child to work through Phonic Pack Three before introducing Phonic Pack Four because important digraphs and look-say words are covered in Phonic Pack Three.

Phonic Pack Three covers digraphs and sounds ‘ar’ as in car, ‘ai’ as in train, ‘oa’ as in boat, ‘ea’ as in leaf, ‘ow’ as in cow, ‘i-e’ as in kite, ‘ur’ as in purple turtle, ‘a-e’ as in cake, ‘o-e’ as in rose, ‘u-e’ as in flute, ‘ay’ as in tray, ‘ir’ as in bird and ‘oo’ as in moon. It also contains lessons introducing colour words, number words one to ten and days of the week.

Phonic Pack Four will introduce ‘er’ as in river, ‘or’ as in fork, ‘oo’ as in book, ‘oy’ as in boy, ‘ou’ as in house’, ‘ow’ as in bow, ‘aw’ as in paw, ‘ie’ as in pie, ‘oi’ as in foil, ‘oe’ as in toe, ‘ew’ as in screw and ‘ple’, ‘tle’, ‘gle’, ‘ble’.
Phonic Pack Four will also introduce the look-say words ‘was’, ‘of’, ‘off’, ‘are’, ‘have’, ‘after’, ‘over’, ‘were’, ‘you’, ‘here’, ‘hear’, ‘because’ and ‘people’.

Your child should be able to confidently and neatly print his/her first name and surname at the beginning of each lesson.

Happy reading.

Enjoy the journey.








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Cover Pages and Lesson Schedules for Phonic Packs 1, 2, 3, 4, 5, 6 and 7 - 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


Cover Page - Phonic Pack 7

Lesson Schedule for Phonic Pack 7


Lessons and Tutor Notes for Phonic Pack Seven
(Contents page for Tutor Copy)

Lesson One Alphabetical Order (using the first letter of each word) page 1
Notes for Tutor: Lesson One

Lesson Two Alphabetical Order (using the first letter of each word) page 2
Notes for Tutor: Lesson Two

Lesson Three Alphabetical Order (when words begin with the same letter) page 3
Notes for Tutor: Lesson Three

Lesson Four Alphabetical Order (when the first two letters are the same) page 4
Notes for Tutor: Lesson Four

Lesson Five Alphabetical Order (Telephone Directory) pages 5 6
Notes for Tutor: Lesson Five

Lesson Six Alphabetical Order (Street Directory) pages 7 8
Notes for Tutor: Lesson Six

Lesson Seven ‘u’ as in push and pull - “The Bushfire” pages 9-11
Lesson Eight ‘u’ as in push and pull page 12
Notes for Tutor: Lessons Seven and Eight

Lesson Nine ‘ch’ as in orchids – “Christmas Time” pages 13 14
Lesson Ten ‘ch’ as in orchids page 15
Notes for Tutor: Lessons Nine and Ten
Report Planning Sheet

Lesson Eleven ‘ph’ as in elephant pages 16 17
Lesson Twelve ‘ph’ as in elephant page 18
Notes for Tutor: Lessons Eleven and Twelve

Lesson Thirteen ‘wor’ as in worm page 19
Lesson Fourteen ‘wor’ as in worm pages 20 21
Notes for Tutor: Lessons Thirteen and Fourteen

Lesson Fifteen ‘ear’ as in pearl pages 22 23
Lesson Sixteen ‘ear’ as in pearl page 24
Notes for Tutor: Lessons Fifteen and Sixteen

Lesson Seventeen ‘ir’, ‘ur’, ‘er’, ‘wor’ and ‘ear’ – “The Purple Turtle Pet Shop” pages 25-29
Notes for Tutor: Lesson Seventeen – Answer Sheet for page 27
Lesson Eighteen ‘ir’, ‘ur’, ‘er’, ‘wor’ and ‘ear’ page 30
Notes for Tutor: Lesson Eighteen

Lesson Nineteen silent ‘b’ page 31
Lesson Twenty silent ‘b’ pages 32 33
Notes for Tutor: Lessons Nineteen and Twenty

Lesson Twenty One silent ‘w’ page 34
Lesson Twenty Two silent ‘w’ page 35
Lesson Twenty Three silent ‘w’ page 36

Lesson Twenty Four silent ‘k’ pages 37 40
Lesson Twenty Five silent ‘k’ pages 38 39
Lesson Twenty Six silent ‘k’ pages 41 42
Notes for Tutor: Lessons Twenty Four, Twenty Five and Twenty Six





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, 6 and 7 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 seven 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 (very) 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, 6 and 7 continue into the third year of formal learning. However, it is beneficial for each child to move through the Packs at his/her own pace. In a classroom situation this is not always possible. Grouping the children into ability levels and working through the Packs is a good way to go.

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.



Phonic Pack Seven

Phonic Pack 7 consists of 26 lessons. It has been written for children who are already competent readers, therefore no flash cards have been included. Lists of words covered for each sound have been included at the end of Phonic Book 7 for practise, revision and reference for correct spelling during writing activities. Children benefit from studying a sound in isolation and then in context.
The first six lessons concentrate on Alphabetical Order. Children need to understand and
be confident using Alphabetical Order – it is a necessary ‘everyday life skill’.
The other twenty lessons cover ‘u’ as in push and pull, ‘ch’ as in orchids, ‘ph’ as in
elephant, ‘wor’ as in worm, ‘ear’ as in pearl, silent ‘b’, silent ‘w’ and silent ‘k’. A story
entitled ‘The Purple Turtle Pet Shop’ has been included to cover and compare ‘ir’, ‘ur’, ‘er’,
‘wor’ and ‘ear’ as in pearl.
Comprehension exercises and/or word studies have been included in each lesson.
Extension exercises have been suggested to extend the brighter child and/or to integrate
the learning 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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Posted By: Glenys - Category: Notes for Parents, Lesson Schedule
   




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