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Phonic Pack Five - Phonics

Notes for Tutors - Phonic Pack 5 - Cover Page

May 12th 2008 07:15


Cover Page for Tutor Notes - Phonic Pack 5
Cover Page for Tutor Notes - Phonic Pack 5


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Cover page for Tutor Notes - Phonic Pack 5.
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Tutor Notes - Phonic Pack 5 - page 1 of 4

May 14th 2008 09:35
Tutor Notes - Phonic Pack 5 - page 1 of 4
Tutor Notes - Phonic Pack 5 - page 1 of 4


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Printing Instructions


Tutor Notes - Phonic Pack 5 - page 1 of 4.

Phonic Pack Five for Tutors/Parents

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

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.

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.

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

 This Phonic Pack can be used by classroom teachers as your phonic programme. You will be the best person to decide each child’s development and at what point he/she should enter this phonic programme. As the programme is divided into Packs, which together make up a progressive programme, you could have more than one group in your class working according to levels of development.

 If you are a parent/caregiver working through this Phonic Pack it will compliment your child’s school reading, writing and spelling programme.
 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.

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Tutor Notes - Phonic Pack 5 - page 2 of 4

May 16th 2008 09:58
Tutor Notes - Phonic Pack 5 - page 2 of 4
Tutor Notes - Phonic Pack 5 - page 2 of 4


Print above image and staple with pages 1,3 and 4 to complete Tutor Notes for Phonic Pack 5 .

Printing Instructions


Tutor Notes - Phonic Pack 5 - page 2 of 4.

 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.
 When revising the sounds with the flash cards it is beneficial to choose one of the sounds and return to the lesson(s) in the scrap book which introduced that sound. Ask the child to read the words/sentences on that page. The child will soon become familiar with these words and they will become part of his/her reading vocabulary.
 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.


About the lessons in Phonic Pack Five:

 At the beginning of each lesson the child will write his/her name. . A space is also provided at the top of each lesson to write the date. eg.(**-**-‘**)
 Let the child read the instructions for each lesson but cheerfully give help if needed. Reading the instructions gives your child important, purposeful reading practise.
 When covering the new words for the lesson make sure the 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 a child writes a sentence make sure it has a capital letter and a full stop. But remember: it is not always easy for children to remember the correct punctuation when concentrating on creating a sentence or story. Be patient. If a 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. 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 the child (or group). It is important for children to understand and be able to remember the work being covered.
 Give the 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 a child read and then work with only as much help as she/he needs to succeed. A child will remember better if he/she has worked the activity or exercise by him/herself.
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Tutor Notes - Phonic Pack 5 - page 3 of 4

May 18th 2008 10:09
Tutor Notes - Phonic Pack 5 - page 3 of 4
Tutor Notes - Phonic Pack 5 - page 3 of 4


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Printing Instructions


Tutor Notes - Phonic Pack 5 - page 3 of 4.

 Work with a lead pencil, then mistakes can easily be erased and corrected. Always correct mistakes. Children will not get everything right all the time and will learn by correcting mistakes.
 When you dictate words for a 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 the child give it a tick. If the word is not spelt correctly ask the child to erase it and write it correctly. Take note of and come back another day to the words which need more time.
 Telling stories is an important exercise. It encourages a 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.
 At this stage of development children should be able to write confidently in sentences, using correct punctuation. However, when writing a story this skill is often lost in the energy needed to create the story. Writing freely first and then editing is a good way to go. Editing is not easy (and children are not usually too interested). You may decide not to edit every story written. A child will need lots of modelling and working together to master this skill. One day the story could be edited for spelling mistakes. Next lesson it could be edited for sentence punctuation – splitting it into a small/one task makes it easier. In a classroom situation it is often beneficial to work in pairs for this task.
 Every piece of work edited does not have to be written out into a perfect copy, but children should be encouraged to re-write a piece of work if it is to be ‘published’ (ie displayed). This encourages acceptable presentation and a pride in one’s work.
 Listening to and following instructions are two important skills to be practised.
 At the beginning of each lesson encourage the 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 a 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/ren.
 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.
 A 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. As pictures on a page become less this strategy becomes more important.
 Once a word has been covered in a lesson, (eg all the ‘wa’ words in Lesson Nine) 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 it is a frequently used word it could be written in the child’s ‘My Dictionary’.

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Tutor Notes - Phonic Pack 5 - page 4 of 4

May 20th 2008 06:18
Tutor Notes - Phonic Pack 5 - page 4 of 4
Tutor Notes - Phonic Pack 5 - page 4 of 4


Print above image and staple with pages 1, 2 and 3 to complete Tutor Notes for Phonic Pack 5 .

Printing Instructions


Tutor Notes - Phonic Pack 5 - page 4 of 4.


 At this stage of development, when writing, a child should be encouraged to use a junior dictionary to help her/him spell the more difficult words. Explain this is what adults do when they are not sure how to spell a word. Let your child see you using a dictionary.
 A home made dictionary is a good way to get a child used to finding words in alphabetical order, using the first letter only.

 To help you make a personal dictionary for each child you will find the pages for ‘My Dictionary’ on my Phonic blog (www.phonics.net.au). Look on the left
of the blog underneath the titles for the Phonic Packs and Extra Activities. Click on ‘My Dictionary’ and you will find the pages to print and staple together to make a personal dictionary.


Resources needed for Phonic Pack Five:

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

Extra sheets of paper to write words on. Note: When required the next clean page in
the scrap book could be used for this purpose.

A small container to hold ‘difficult to spell’ words. Difficult spelling words will be
written on small pieces of paper and kept in this container.



When Phonic Pack Five is completed make sure there is a celebration.
(It does not have to be elaborate or costly)

Each child will enjoy receiving the Honour Certificate.

A classroom teacher could organise:
(eg) a small cake for each child, make pancakes, extra time in the playground, is there a favourite game the children like playing, watch an educational DVD, visit the library for a special story …

Parents could:
(eg) buy an ice cream, go to the beach, visit the zoo, buy a book, buy a new toy, picnic in the park/playground …

Make sure each child knows the reward is because he/she worked so hard to complete Phonic Pack 5.

As an incentive the reward could be declared at the beginning of Phonic Pack 5.
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Cover Page - Phonic Pack Five

May 22nd 2008 13:27
Cover Page - Phonic Pack 5
Cover Page - Phonic Pack 5


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Printing Instructions


Cover page for Phonic Pack 5.
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Contents Page - Phonic Pack 5

May 25th 2008 07:35
Contents Phonic Pack 5
Contents Page - Phonic Pack 5


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Printing Instructions


Contents Page - 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



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Note to Tutor - Phonic Pack 5 - page 1

May 28th 2008 07:48
Phonic Pack 5 Notes for Parents', Teachers' and Tutors, page 1
Note to Tutor - Phonic Pack 5 - page 1


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Printing Instructions


Note to Tutor - page 1 - Phonic Pack 5.

Note to tutor:
(When the word tutor is used in this book it could be substituted with teacher, parent or caregiver.)

Phonic Pack 5 follows on from Phonic Packs 1, 2, 3 and 4.

1. Along with their reading vocabulary it is important for children to build up a bank of words they can confidently spell correctly.
2. While working through Phonic Packs 1-4 the children have built up a reading vocabulary. Many of these words will also be in the bank of words they can now spell correctly.
3. The first 6 lessons in Phonic Pack 5 revise some of the more common words a child should be able to spell at this level of development. If your child knows how to spell the words already you will be able to work quickly through these lessons.
4. Some children find spelling easy, others have to work at learning how to spell words. If your child finds spelling difficult,
explain that’s how it is for some people and he/she needs
to work at it. Be patient and work slowly and thoroughly through
the lessons. Have short, relaxed practise sessions with the
words he/she finds difficult. Confidence grows with success.
5. At this stage of development, when writing, a child should be encouraged to use a junior dictionary to help her/him spell the more difficult words. Explain this is what adults do when they are not sure how to spell a word. Let your child see you using a dictionary.
6. A home made dictionary is a good way to get a child used to
finding words in alphabetical order, using the first letter only.

7. You will find ‘My Dictionary’ on my Phonic blog –
www.phonics.net.au
Look on the left of the blog underneath the titles for the Phonic
Packs and Extra Activities. Click on ‘My Dictionary’.

8. During Phonic Pack 5 ask the child to read the instructions to
you. This gives the child practise at reading for a purpose and
the child is learning to read, understand and follow
instructions. Give help only when needed.
9. Make sure the child understands what is required to complete
the activities and then let him/her do the work by him/herself.
10. Knowing the meaning of each word is important. Putting it
orally into a sentence is a valuable exercise.
11. A space is provided at the top of each lesson to write the date.
eg.(**-**-‘**)
12. At all times encourage neat work, with letters properly formed.

Enjoy the ride.

Note: The extension activities do not have page numbers. This is so the Phonic Pack Five Booklet for the children will have correct numbering on the pages.

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Spelling 1 and 2 letter words - Lesson One - Phonic Pack 5

May 31st 2008 06:29
Spelling 1 and 2 letter words
Spelling 1 and 2 letter words - page 2 - Phonic Pack 5


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Printing Instructions


Spelling 1 and 2 letter words - page 2 - Phonic Pack 5.

My name Date: .
.

Lesson Two: Test one and two letter words from Lesson One.
Revise three and four letter sounding words.

1. Ask your tutor to call out the words you revised in Lesson One.
2. Check your progress. Tick the words you have spelt correctly and put a cross next to the words that you still need to learn.
3. Write the words you still need to learn on separate pieces of paper and put them in a special container. We will call these your ‘difficult words’. When you have a few moments look at these words and learn how to spell them. Your tutor will test them again later.
----------------------------- ----------------------------- ---------
4. Look at the following list of words. They are three letter sounding words which you need to be able to spell correctly when you are writing.

and him did but Mum big yes men

bed dog cat end man ran not got lot

old had Dad

Look at them. As you sound each one, write it onto a piece of paper.
----------------------------- ----------------------------- -----------------
5. Now look at this list. It is made up of four letter sounding words.

went from just left help told next

Note: When sounding the words it is helpful to blend two letters together.
eg when you sound out the word ‘went’ it would sound like this - w-e-nt (then say the word) went. The word ‘from’ would sound like this – fr-o-m, from.
If you find it easier to sound the word out using the four sounds that is OK too. eg w-e-n-t, went and f-r-o-m, from is acceptable.

Write the words onto paper as you sound them out. Do this about 5 times for each word, or until you think you know how to spell the word.


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Spelling 3 and 4 letter sounding words - Lesson Two - Phonic Pack 5

June 3rd 2008 07:09
spelling 3 and 4 letter sounding words
Spelling 3 and 4 letter sounding words - page 3 - Phonic Pack 5


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Printing Instructions


Spelling 3 and 4 letter sounding words.

My name Date: .
.

Lesson Two: Test one and two letter words from Lesson One.
Revise three and four letter sounding words.

1. Ask your tutor to call out the words you revised in Lesson One.
2. Check your progress. Tick the words you have spelt correctly and put a cross next to the words that you still need to learn.
3. Write the words you still need to learn on separate pieces of paper and put them in a special container. We will call these your ‘difficult words’. When you have a few moments look at these words and learn how to spell them. Your tutor will test them again later.
----------------------------- ----------------------------- ---------
4. Look at the following list of words. They are three letter sounding words which you need to be able to spell correctly when you are writing.

and him did but Mum big yes men

bed dog cat end man ran not got lot

old had Dad

Look at them. As you sound each one, write it onto a piece of paper.
----------------------------- ----------------------------- -----------------
5. Now look at this list. It is made up of four letter sounding words.

went from just left help told next

Note: When sounding the words it is helpful to blend two letters together.
eg when you sound out the word ‘went’ it would sound like this - w-e-nt (then say the word) went. The word ‘from’ would sound like this – fr-o-m, from.
If you find it easier to sound the word out using the four sounds that is OK too. eg w-e-n-t, went and f-r-o-m, from is acceptable.

Write the words onto paper as you sound them out. Do this about 5 times for each word, or until you think you know how to spell the word.


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Spelling 3 letter look-say words - Lesson Three - Phonic Pack 5

June 6th 2008 07:24
spelling 3 letter look-say words
Spelling 3 letter look-say words - page 4 - Phonic Pack 5


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Printing Instructions


Spelling 3 letter look-say words.

My name Date: .
.

Lesson Three: Test 3 and 4 letter words from Lesson Two.
Revise three letter look-say words.
1. Ask your tutor to call out the words you revised in Lesson 2,
plus the difficult words you have in the special container.
2. Check your progress. Tick the words you have spelt correctly
and put a cross next to the words that you still need to learn.
3. Write the words you still need to learn on separate pieces of
paper and put them in the special container. When you have a
few moments look at these words and learn how to spell them.
Your tutor will test them again later.
4. Take out of the special container any words which were tested
and you got correct. (Give yourself a pat on the back for every
word you were able to take out. Well done.)
----------------------------- ----------------------------- ---------
5. Look at the following list of words. It is made up of 3 letter
look- say words.

the was one his car boy are has her saw for fell well day way away

Note ; ‘away’ is included because it rhymes with ‘day’ and ‘way’.

Spell the words by using the letter names.
eg. ‘tee’ – ‘aitch’ – ‘ee’ - ‘the’

Write the letters onto paper as you say them. Do this about 5 times for each word, or until you think you know how to spell the word.








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Difficult - commonly used spelling words - Lesson Four - Phonic Pack 5

June 9th 2008 07:34
difficult commonly used spelling words
Difficult - commonly used spelling words - page 5 - Phonic Pack 5


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Printing Instructions


Difficult - commonly used spelling words - page 5.

My name Date: .
.

Lesson Four: Test 3 letter look-say words from Lesson Three.
Revise more difficult words you need to be able to spell .
1. Ask your tutor to call out the words you revised in Lesson 3,
plus the difficult words you have in the special container.
2. Check your progress. Tick the words you have spelt correctly
and put a cross next to the words that you still need to learn.
3. Write the words you still need to learn on separate pieces of
paper and put them in the special container. When you have a
few moments look at these words and learn how to spell them.
Your tutor will test them again later.
4. Take out of the special container any words which were tested
and you got correct. (Give yourself a clap for every word you were
able to take out. Fantastic work!!)
----------------------------- ----------------------------- ---------

Note: If you have more than 5 difficult words in your special
container learn how to spell them before you go on to
Lesson 4.







5. Look at the following list of words. It introduces more difficult words you need to be able to spell correctly when you are writing.
The words have been grouped into four different lines.
6. Ask your tutor to pre-test the words.

Note to Tutor: Pre-testing means you test the words before the child starts to learn the list. This means the child can then concentrate on the words he/she needs to learn.
a) Call each word one at a time and ask the child to write it down.
b) Check after each line of words has been tested.
c) Write the words the child needs to learn on separate pieces of paper and put them in the special container for difficult words.
d) At the end of each line check how many words are in the special container.
e) If there are more than 5 words stop testing and give the child time to learn the words before going on to the next line. One lesson does not have to be completed in one day.
f) Remember : each child has to feel the task is achievable. Work slowly, thoroughly, patiently and keep the atmosphere positive.
g) Give encouragement where needed and praise for effort.




difficult commonly used spelling words
Difficult - commonly used spelling words - page 6 - Phonic Pack 5


Print above image and complete lesson with page 5.

Printing Instructions


Difficult - commonly used spelling words - page 6.


they then that there

gave cave made take game came name

when were with have back very look good been

said out you after about


7. When you can confidently spell all the words in Lesson 4 go onto Lesson 5. This means you have no difficult words left in your special container.     


















Congratulations!!!!!






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More difficult spelling words - Lesson Five - Phonic Pack 5

June 12th 2008 08:00
more difficult spelling words
More difficult spelling words - page seven - Phonic Pack 5


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Printing Instructions


More difficult spelling words.

My name Date: .
.
Lesson Five: Test the lists of difficult words from Lesson 4. (Just to make sure you know them. ) 
Revise more difficult words you need to be able to spell .

1. Ask your tutor to call out the words you revised in Lesson 4.
2. Check your progress. Tick the words you have spelt correctly
and put a cross next to the words that you still need to learn.
3. Write the words you still need to learn on separate pieces of
paper and put them in the special container. When you have a
few moments look at these words and learn how to spell them.
Your tutor will test them again later.
----------------------------- ----------------------------- ----------
4. Look at the following list of words.

we he she be me

5.Tell your tutor what you notice is the same in all the words?

6. Spell the words using the letter names. Write the letters onto paper as you say them. Do this about 5 times for each word, or until you think you know how to spell the word.
----------------------------- ----------------------------- ----------

7. Look at the following list of words.

my by cry shy

8.Tell your tutor what you notice is the same in all the words?

9. Spell the words using the letter names. Write the letters onto paper as you say them. Do this about 5 times for each word, or until you think you know how to spell the word.

10. Can you think of other words which are spelt with
‘y’ as in sky? (Look up Phonic Pack 2)
Write them here:



_____________________________ _________________________
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Revision of Difficult Spelling Words - Lesson Six - Phonic Pack 5

June 15th 2008 06:06
difficult commonly used spelling words
Revision of Difficult Spelling Words - page 8 - Phonic Pack 5


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Printing Instructions


Revision of Difficult Spelling Words.

My name Date: .
.
Lesson Six: Test the lists of words from Lesson Five.
Revise the difficult words you need to be able to spell.
1. Ask your tutor to call out the words you revised in Lesson 5,
plus the difficult words you have in the special container.
2. Check your progress. Tick the words you have spelt correctly
and put a cross next to the words that you still need to learn.
3. Write the words you still need to learn on separate pieces of
paper and put them in the special container. When you have a
few moments look at these words and learn how to spell them.
Your tutor will test them again later.
4. Take out of the special container any words which were tested
and you got correct.

----------------------------- ----------------------------- ---------
5. Look at the following list of words.

to two too

6.Tell your tutor what you notice is the same in all the words?

7. Discuss with your tutor when you would use the word to.
Think up some sentences using the word to.
8. Discuss with your tutor when you would use the word two.
Think up some sentences using the word two.
9. Discuss with your tutor when you would use the word too.
Think up some sentences using the word too.
10. Spell the words using the letter names. Write the letters onto
paper as you say them. Do this about 5 times for each word, or
until you think you know how to spell the word.
----------------------------- ----------------------------- ----------------

11. Look at the following list of words.

one won

12.Tell your tutor what you notice is the same in both words?
13. Discuss with your tutor when you would use the word one.
Think up some sentences using the word one.
14. Discuss with your tutor when you would use the word won.
Think up some sentences using the word won.
15. Spell the words using the letter names. Write the letters onto
paper as you say them. Do this about 5 times for each word, or
until you think you know how to spell the word.
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Posted By: Glenys - Category: Phonic Pack Five, Spelling
   


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