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Phonic Pack Four Digraphs Phonic Activities Phonic Lessons - Phonics

Revision 'er', 'ur' and 'ir' - digraphs - Lesson 3 - Phonic Pack 4

August 2nd 2007 06:52
revision er ur ir digraphs
Revision 'er', 'ur', 'ir' - digraphs - Lesson 3 - page 1 - Phonic Pack 4


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Revision 'er', 'ur', 'ir' - digraphs - Lesson 3 - page 1 - Phonic Pack 4.

My name .

Lesson Three: Revision ‘er’, ‘ur’, ‘ir’
Revision: Read ‘er’ as in river words on page 3 and 4.

1. You have learnt ‘er’ as in river
‘ur’ as in purple turtle
‘ir’ as in bird

2. Challenge 1: Write one sentence with these three words in it. (Think up your sentence and tell it to your tutor before you print it.)

bird chirp perch














3. Challenge 2: Write a sentence with these three words in it. (Think up your sentence and tell it to your tutor before you print it.)


herd river thirsty






revision er ur ir digraphs
Revision 'er', 'ur', 'ir' - digraphs - Lesson 3 - page 2 - Phonic Pack 4


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Revision 'er', 'ur', 'ir' - digraphs - Lesson 3 - page 2 - Phonic Pack 4.

4. The greatest challenge of all: Write a sentence with these four words in it.
girl her curl birthday













Well done. Did you remember the capital letter and full stop?

5. Read the following words. What is the same in all of the words? (silent ‘e’)

nurse curve verse nerve

6. Read the following words. They sound the same but they are spelt differently and have different meanings. Discuss their meanings with your tutor.

fur fir

Put each word into a sentence and say it to your tutor.

7. Print first on the line under the teddy that is coming first in the race. Print third on the line under the teddy that is coming third in the race.




revision er ur ir digraphs
Revision 'er', 'ur', 'ir' - digraphs - Lesson 3 - page 3 - Phonic Pack 4


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Revision 'er', 'ur', 'ir' - digraphs - Lesson 3 - page 3 - Phonic Pack 4.

8. Look at the wall of words on this page.
9. Pick up a red pencil and underline the ‘er’ in
‘er’ as in river words.
10. Pick up a purple pencil and underline the ‘ur’ in
‘ur as in purple turtle words.
11. Pick up an blue pencil and underline the ‘ir’ in
‘ir’ as in bird words.
12. Read the words in this wall. Sound the words out if you need to.

turn fern Thursday thirty
whirl burn herb church
germ shirt skirt hurt
stir surf burnt sir
Saturday dirt term burst

13. Cut the words out so each word is in its own rectangle.
14. Glue the words into the correct column below.

‘er’ as in river ‘ur’ as in turtle ‘ir’as in bird














15. Read the words to your tutor.
16. Glue pages 5,6 and 7 into your scrap book.















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'or' as in fork and 'aw' as in paw - digraphs - Lesson 23 - Phonic Pack 4

August 9th 2007 03:24
'or' as in fork 'aw' as in paw digraphs
'or' as in fork and 'aw' as in paw - digraphs - Lesson 23 - page 1 - Phonic Pack 4


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'or' as in fork and 'aw' as in paw - digraphs - Lesson 23 - page 1 - Phonic Pack 4.

My name .

Lesson Twenty Three: ‘or’ as in fork and ‘aw’ as in paw
Revision: Read pages 11 and 38.

Note to tutor:
The story about “The Horse and the Dog” is a long story.
1. Let your child read it through first with minimal help from you (see 3 below).
2. Closely supervise your child when she/he underlines the words. Check that she/he is only underlining words where the ‘or’ does say ‘or’ as in fork.
For example you would not underline the words ‘world’ or ‘worked’ because the ‘or’ in these words does not say ‘or’ as in fork.

Working with this story does more than revise the ‘or’ and ‘aw’ sounds.
1. There is a lot of repetition in the story. Children like the rhythm and confidence of repetition, and it also gives the child the chance to add the repeated words to his/her reading vocabulary. Words such as world, asked, where, why, they, whispered and friends are words which should be easily recognised by your child by the end of this story.
2. To keep the repetition interesting and to make sure your child is reading and not just repeating, three of the words are changed in each repetition.
3. It gives your child practise at sounding out words using some of the other digraphs and phonics she/he has been learning. This practise is invaluable because your child is learning the sounds in isolation so she/he can easily recognise them and read words which are made up with the sounds. (This is why it is SO important for your child to read extra books.) If your child does not easily recognise a digraph (or other sound) in a word eg farm, cover the ‘f’ and ‘m’ with your fingers and say, “What does ‘a-r’ together say?” Find it on the flash card if you have to. Then get your child to sound the word out, f-ar-m, farm. This may take time but it is time well spent. It is more beneficial for your child than telling him/her the word without any effort from him/her. If a word cannot be sounded out (a sight word), encourage your child to ‘guess’ what the word may be by looking at the sound it begins with and using the sense of the sentence and story.
4. Another exercise is to look at the speech marks. This has been suggested often during the course of these lessons and your child may be becoming proficient at where the speech marks should go.
5. After you and your child have been through the story encourage your child to read it as fluently as possible. The idea is to read fluently enough to be able to understand the story. This is why we read - to be informed and entertained.
6. Now would be a good time to look at the title of the story and point out that all the words have capital letters, except some small





'or' as in fork 'aw' as in paw digraphs
'or' as in fork and 'aw' as in paw - digraphs - Lesson 23 - page 2 - Phonic Pack 4


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'or' as in fork and 'aw' as in paw - digraphs - Lesson 23 - page 2 - Phonic Pack 4.

words like ‘and’ and ‘the’. Go back to the stories on page 22, “A Boy Called Roy”, page 32,”The Big Green Gum Tree” and page 34 “The Yellow and Brown Owl” and look at the titles of these stories. Look at the titles on some story books and see how they are written.

You may find it beneficial to take more than one lesson to complete all of the activities with this story. It is important to cover all the points and to work at a comfortable pace for your child. You may take two, three or four days, as long as your child understands what he/she is doing as you go. Stay patient, helpful and positive. Give lots of encouragement and praise.  


1. You have learnt that ‘or’ says ‘or’ as in fork and
‘aw’ says ‘aw’ as in paw
2. Read the story “The Horse and the Dog”.
3. It is a long story so take your time. If you do not know a word look at the sound it begins with, try and sound it out and use the sense of the story to help you.
If you need to, ask your tutor for help.
4. Read the story fluently to your tutor.
----------------------------- ---------------
5. Take an orange pencil and underline all the words in the story that have ‘or’ as in fork in them.
6. Read each word to your tutor as your underline it.
----------------------------- ----------------
7. Take a green pencil and underline all the words in the story that have ‘aw’ as in paw in them.
8. Read each word to your tutor as you underline it.

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


9. Glue the story into your scrap book.





'or' as in fork 'aw' as in paw digraphs
'or' as in fork and 'aw' as in paw - digraphs - Lesson 23 - page 3 - Phonic Pack 4


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'or' as in fork and 'aw' as in paw - digraphs - Lesson 23 - page 3 - Phonic Pack 4.

The Horse and the Dog

Mr Shaw was a farmer.

He worked hard all day and one night he was very tired.
“I am so tired I am going to bed now,” he yawned.
He crawled into bed … and forgot to shut the gate.

“Mr Shaw has not shut the gate,” whispered the horse to the dog. “Let’s go for a walk in the morning.”

At dawn, the horse and the dog crept over the lawn, passed the porch and out of the farm gate.

“Which way will we go, left or right?” asked the dog.

“Let’s go right,” said the horse.

So off they went to see the world.

A hawk, who was sitting in the forked branch of a tree, saw them.
“Where are you going?” he asked.
“To see the world,” said the horse.
“Can I come with you?” asked the hawk.
“Why not,” said the two friends.
So off they went to see the world.

A cow, with one horn missing, saw them.
“Where are you going?” she asked.
“To see the world,” said the dog.
“Can I come with you?” asked the cow.
“Why not,” said the three friends.
So off they went to see the world.




'or' as in fork 'aw' as in paw digraphs
'or' as in fork and 'aw' as in paw - digraphs - Lesson 23 - page 4 - Phonic Pack 4


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'or' as in fork and 'aw' as in paw - digraphs - Lesson 23 - page 4 - Phonic Pack 4.

A white rabbit, who had been sleeping under a thorn bush, saw them.
“Where are you going?” he asked.
“To see the world,” said the hawk.
“Can I come with you?” asked the rabbit.
“Why not,” said the four friends.
So off they went to see the world.

A little fawn, who was munching on straw, saw them.
“Where are you going?” she asked.
“To see the world,” said the rabbit.
“Can I come with you?” asked the fawn.
“Why not,” said the five friends.
So off they went to see the world.


The friends talked and walked all day.
They looked at the green grass on the hills.
They looked at the wild flowers in the bush.
They had a drink at the river.
They saw lots of other animals and birds.

“The world is a beautiful place, but I am tired now,” said the horse.
They all agreed it was time to go home.

No-one knew the way.

They were lost and it was nearly time for the sun to set.

The farmer, who had been looking for his horse and dog all day, saw them.
“Where are you going?” he asked.
“We have been to see the world,” said the horse.
“It is beautiful, but please take us home,” said the dog.




'or' as in fork 'aw' as in paw digraphs
'or' as in fork and 'aw' as in paw - digraphs - Lesson 23 - page 5 - Phonic Pack 4


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'or' as in fork and 'aw' as in paw - digraphs - Lesson 23 - page 5 - Phonic Pack 4.

The farmer smiled and led the way, back passed the river, the wildflowers and the grass.

The little fawn curled up next to her Mother and went to sleep. (zz zz zz)

The rabbit crawled underneath his thorn bush and went to sleep.(zz zz zz)

The cow was pleased to be home again. “Thanks for taking me to see the world,” she said sleepily, as she settled down for a good night’s sleep. (zz zz zz)

The hawk flew to the forked branch in his tree, put his head under his wing and went to sleep.(zz zz zz)

The horse and the dog were very tired by the time they got home. The kind farmer gave them some tea but before they could eat it all they were fast asleep.
(zzzz zzzz zzzz)

The farmer smiled. He was pleased he had found his missing animals …………. and …

he never forgot to shut the gate again.





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Phonic sounds - I, 'ie', 'y' and 'i-e' - Lesson 27 - Phonic Pack 4

August 10th 2007 04:12
phonic sounds - I, 'ie', 'y', 'i-e'
Phonic sounds - I, 'ie', 'y' and 'i-e' - Lesson 27 - page 1 - Phonic Pack 4


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Phonic sounds - I, 'ie', 'y' and 'i-e' - Lesson 27 - page 1 - Phonic Pack 4.

My name .

Lesson Twenty Seven: I, ie, y, i-e
Revision: Read page 49.

1. You have learnt: ‘ie’ as in pie
‘y’ as in sky
‘i-e’ as in kite
I (meaning yourself)

2. Read the following story and help me finish it.

Note to tutor: Read through the story with your child, letting her/him read as much as she/he can without help. You may need to prompt new look-say words but don’t be in too big a hurry to help because you will be surprised what your child can read by looking at the sound the word begins with, using the sense of the story and the picture clues. Give your child time to sound out words. She/he may need to be prompted and helped with some of the digraphs and sounds already covered. Show your child the digraph or sound in the word. If your child cannot tell you the sound ask her/him to find the appropriate flash card, say the sound and then go back to the problem word. It is good for your child to work in this way. She/he will learn quicker and remember better if she/he has to think the problem through. Be patient and cheerful . Take as much time as your child needs. You may need to take two or three lessons to work through the story. Moving slowly and thoroughly will reap huge rewards in the end.
----------------------------- ----------------------------- ---------------------------

Shy Platypus’ Farewell Party



One fine day all the animals that lived by the bend in the deep, wide river had a meeting by the big, white rocks.

In five weeks time Shy the Platypus was going away from the bend in the deep, wide river to build a house of his own. His friends had gathered to plan a farewell party to say goodbye and wish him well.

Big, Brown Kangaroo was in charge of the meeting.




phonic sounds - I, 'ie', 'y', 'i-e'
Phonic sounds - I, 'ie', 'y' and 'i-e' - Lesson 27 - page 2 - Phonic Pack 4


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Phonic sounds - I, 'ie', 'y' and 'i-e' - Lesson 27 - page 2 - Phonic Pack 4.



“Who will bring some food for the party?”

she asked.





“I will bring a leaf pie,”

said Koala.








“I will fry egg and seed pancakes,”

said Kookaburra.






“I will bring a pile of bush biscuits,”

shouted mouse.

(He had to shout or no-one heard his tiny voice.)




“I will dry some ripe black berries
and make a dried black berry cake,”
said Parrot, with the fine, colourful feathers.





phonic sounds - I, 'ie', 'y', 'i-e'
Phonic sounds - I, 'ie', 'y' and 'i-e' - Lesson 27 - page 3 - Phonic Pack 4


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Phonic sounds - I, 'ie', 'y' and 'i-e' - Lesson 27 - page 3 - Phonic Pack 4.









“We will bring some honey drops,” buzzed nine bees from a nearby bee hive.

Now you can help with the story. What do you think Striped Snake will bring to eat at the party?
Write on the lines. Remember the speech marks.













What do you think Green Spotted Frog will bring to eat at the party? Write on the lines. Remember the speech marks.


phonic sounds - I, 'ie', 'y' and 'i-e' -Lesson 27 - page 4 - Phonic Pack 4
Phonic sounds - I, 'ie', 'y' and 'i-e' - Lesson 27 - page 4 - Phonic Pack 4


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Phonic sounds - I, 'ie', 'y' and 'i-e' - Lesson 27 - page 4 - Phonic Pack 4.

“I will fly to the pond

and find a beautiful lily flower

with a long stem to tie on to the gift,”

said Pink and White Cockatoo.


Everyone agreed that was a good idea.

The animals talked until the sun was setting in the sky.
----------------------------- ----------------------------- -------

Party day came at last.

What a party they had.

Tell your tutor what the animals and birds may have done at the party to make it so much fun.

At the end of the party the animals and birds stood in a circle with Shy Platypus in the middle.

Big, Brown Kangaroo gave a speech. Shy Platypus was so moved he started to cry (just a bit) and had to wipe tears from his eyes.

When Shy Platypus opened the farewell present and saw the

, he smiled.

Write on the line what you think his friends gave him for a farewell present?

Shy Platypus gave his thank you speech. He was excited about building his new home and invited everyone to come and visit him – often.



phonic sounds - I, 'ie', 'y', 'i-e'
Phonic sounds - I, 'ie', 'y' and 'i-e' - Lesson 27 - page 5 - Phonic Pack 4


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Phonic sounds - I, 'ie', 'y' and 'i-e' - Lesson 27 - page 5 - Phonic Pack 4.

You are such a good artist draw the animals and birds at the farewell party for Shy Platypus.






















Glue pages 51, 52, 53 and 54 into your scrap book.


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Phonic sounds - I, 'ie', 'y' and 'i-e' - Lesson 28 - Phonic Pack 4

August 10th 2007 05:16
phonic sounds - I, 'ie', 'y', 'i-e'
Phonic sounds - I, 'ie', 'y' and 'i-e' - Lesson 28 - page 1 - Phonic Pack 4


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Phonic sounds - I, 'ie', 'y' and 'i-e' - Lesson 28 - page 1 - Phonic Pack 4.

My name .

Lesson Twenty Eight: I, ie, y, i-e
Revision: Read the story “ Shy Platypus’ Farewell Party”.

1. You are going on a word search. Go to the story “Shy Platypus’ Farewell Party” and find all the words that have ‘y’ as in sky, ‘i-e’ as in kite, ‘ie’ as in pie and ‘I’ and write them in the correct column in the following table. Write each word only once even if it is in the story more than once.

Tutor Note: Let your child do this exercise by him/herself first and then go through the story with him/her and pick up any missed words. Treat the exercise like a treasure hunt!

‘y’ as in sky ‘i-e’ as in kite ‘ie’ as in pie
I



























































Glue this page into your scrap book.



phonic sounds - I, 'ie', 'y', 'i-e'
Phonic sounds - I, 'ie', 'y' and 'i-e' - Lesson 28 - page 2 - Phonic Pack 4


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Phonic sounds - I, 'ie', 'y' and 'i-e' - Lesson 28 - page 2 - Phonic Pack 4.

Read the following three words from your story.

find idea tiny

2. What sound does the ‘i’ make in all of these words?

3. It is a new sound ‘i’ as in blind.

These words could go in the same column as ‘I’ because the ‘i’ sounds like (eye) in all of them.

4. Here are some more words with this sound.
Sound them out and read then to your tutor. Discuss the meaning of each word with your tutor.

blind child wild bind find grind wind mind kind

mild rind hind behind

5. Write a short story using the following words:

child find kind behind

Think your story up and say it to your tutor before you write it. Remember every sentence has a capital letter and a full stop. If someone in your story speaks remember to use speech marks at the beginning and end of what is said. If you are not sure where to put them your tutor will help you.

Glue this page into your scrap book and use the page next to it to write your story.

You may like to give your story a title. Remember each word in the title has a capital letter, except little words like ‘and’ and ‘the’.

Being an author is fun. Enjoy writing your story.




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Phonic sounds - I, 'ie', 'y' and 'i-e' and compound words - Lesson 29 - Phonic Pack 4

August 10th 2007 05:33
phonic sounds - I, 'ie', 'y', 'i-e' and compound words
Phonic sounds - I, 'ie', 'y' and 'i-e' and compound words - Lesson 29 - page 1 - Phonic Pack 4


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Phonic sounds - I, 'ie', 'y' and 'i-e' and compound words - Lesson 29 - page 1 - Phonic Pack 4.

My name .

Lesson Twenty Nine: I, ie, y, i-e
Revision: Read the story “ Shy Platypus’ Farewell Party”.

1. You have learnt that a compound word is a big word made up of two little words.

For example: nearby is made up of near and by.

2. Join a word from the left hand column to a word from the right hand column to make a compound word. All of these compound words are in the story “Shy Platypus’ Farewell Party”. Join the words with a straight line. Use a different colour for each match.

fare way

a one

good well

every one

near cakes

no bye

pan by


3. Read the compound words to your tutor. Find the compound words in the story.




phonic sounds - I, 'ie', 'y', 'i-e' and compound words
Phonic sounds - I, 'ie', 'y' and 'i-e' and compound words - Lesson 29 - page 2 - Phonic Pack 4


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Phonic sounds - I, 'ie', 'y' and 'i-e' and compound words - Lesson 29 - page 2 - Phonic Pack 4.

4. The word blind has two different meanings depending on the sense of the sentence.

Read the following sentences to your tutor and then discuss the different meanings and how you know which ‘blind’ it is by the sense of the sentence.

The blind man had a special dog to help him go shopping.

The lady pulled the blind down so the sun would not shine in the window.

5. The word wind is even trickier.
It is spelt the same but pronounced differently
depending on the sense of the sentence.

Read the following sentences and work out which is which!!

The wind will blow the leaves away.

Dad will wind the rope around the post.

6. Glue pages 57 and 58 into your scrap book.








You have worked well.

You are a star!!!!

Write your name in the star.

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