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.
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.
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 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.
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 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.
Print above image and use in conjunction with Phonic Pack 1.
Printing Instructions
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.
Print above image and use in conjunction with Pack 1 activities and lessons.
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)
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.
• 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)
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 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)
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 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)
Print above image and use in conjunction with Phonic Pack 1.
Printing Instructions
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).
Print above image and use in conjunction with Pack 1 activities and lessons.
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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