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