Notes for Tutors - Phonic Pack 6 - Cover page
January 16th 2009 05:49
Notes for Tutors - Phonic Pack 6 - Cover Page
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Notes
for
Tutors
Phonic
Pack
Six
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Printing Instructions
Notes
for
Tutors
Phonic
Pack
Six
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Notes for Tutors-Phonic Pack 6
January 17th 2009 06:21
Notes for Tutors - Phonic Pack 6 - page 1 of 6
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Notes for Tutors - Phonic Pack 6
This Pack follows Phonic Packs One, Two, Three, Four and Five:
 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 consists of 53 lessons. It 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.
Several common sight words and phrases 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.
 Phonic Pack 6 consists of two books, Part One and Part Two.
Part One contains fourteen spelling lessons. 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 twenty four lessons. 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). Lesson 16 uses the story, ‘Grandad Gare’
to cover and compare ‘air’ (chair), ‘are’ (square) and ‘ear’ (bear).
Comprehension exercises and/or word studies are included in each lesson.
Extension exercises are suggested if the tutor would like to integrate the lessons
into other learning areas.
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Posted By: Glenys - Category: Phonic Pack Six
Notes for Tutors-Phonic Pack 6
January 18th 2009 06:26
Notes for Tutors - Phonic Pack 6 - page 2 of 6
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Notes for Tutors - Phonic Pack 6 - page 2.
 These Phonic Packs can be used by the classroom teacher as her/his 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.
 Insist all children use correct letter formation and pencil hold when writing. Keep the ‘Alphabet Sheet’ handy for quick reference.
 Flashcards are included in this Pack for use with children who benefit from repeated exposure to the sounds. These children may not remember from the first lesson but will remember with repeated exposure. Once a flashcard is introduced, practise it every day until it is well known. Practise the sounds with the picture at first. When the child is confident with this, introduce the flashcard without the picture clue.
For the children who do not need repeated flashcard exposure it is more
beneficial to revisit the lessons and read the words/sentences covered in that
lesson.
A beneficial exercise for all children is to provide a list of words for each sound
covered.
eg
tch
match
hatch
hutch
pitch
snatch
batch
fetch
latch
hitch
catch
patch
ditch
Writing the list on a chart means it can be used more than once and can be used
by the children as a reference during reading/writing activities.
New words can be added as they are discovered.
Games can be played with the lists:
a) Who can read the list quickly?
b) Who can read the list from the bottom to the top? or……
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Posted By: Glenys - Category: Phonic Pack Six
Notes for Tutors-Phonic Pack 6
January 19th 2009 06:39
Notes for Tutors - Phonic Pack 6 - page 3 of 6
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Notes for Tutor - page 3 - Phonic Pack 6.
c) Children love playing this game:
A child secretly chooses one of the words on the list and whispers it to the teacher (or writes it on a piece of paper).
A child from the group/class is nominated to guess which word has been chosen.
Note: The child guessing which word has been chosen says,
‘Was it latch?’
The reply will be, ‘Yes, it was latch’ or ‘No, it was not latch’.
If the child does not guess correctly another child is nominated to guess.
When a child guesses correctly he/she becomes the leader.
NB: It is a good idea for the teacher to choose the child who is to guess the secret word. This ensures all children will have a turn.
 It is important for you to develop a routine for working through the lessons. If you are a parent/caregiver using this Pack one huge advantage is that the child will have one-to-one tutoring. It is important for the child to have your attention and guidance for each lesson.
It is important for the child to know you are positive, enthusiastic and happy to
be committed to this programme.
Another huge advantage if this Pack is used as a 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.
 Be liberal with your encouragement. Praise the child and give reward stickers for genuine effort. The child is going to enjoy the learning more if he/she is succeeding.
About the lessons in Phonic Pack Six:
 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.
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Posted By: Glenys - Category: Phonic Pack Six
Notes for Tutors-Phonic Pack 6
January 20th 2009 06:46
Notes for Tutors - Phonic Pack 6 - page 4 of 6
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Notes for Tutor - Phonic Pack 6 - page 4.
 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.
 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.
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Posted By: Glenys - Category: Phonic Pack Six
Notes for Tutors-Phonic Pack 6
January 21st 2009 06:52
Notes for Tutors - Phonic Pack 6 - page 5 of 6
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Notes for Tutors - Phonic Pack 6 - page 5.
 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 ‘dge’ 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 it is a frequently used word it could be written in the child’s ‘My Dictionary’.
 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.
However, the tutor notes accompanying Lesson 8 in Phonic Pack 6, Part 2, suggest some children may now be mature enough to use a (commercial) Junior Dictionary instead of ‘My Dictionary’ as suggested above. If a child has been introduced to alphabetical order and is familiar with using ‘My Dictionary’ he/she will find the transition to a commercial dictionary, where all the words are in alphabetical order, much easier than a child who has not had this practise.
Either way, the children will need practise at looking words up in a dictionary where they have to use alphabetical order. For the children who find this process difficult postpone it until further development has taken place and, for now, let them continue to use ‘My Dictionary’.
Resources needed for Phonic Pack Six:
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.
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Posted By: Glenys - Category: Phonic Pack Six
Notes for Tutors-Phonic Pack 6
January 22nd 2009 07:02
Notes for Tutors - Phonic Pack 6 - page 6 of 6
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Note for Tutor - Phonic Pack 6 - page 6
Time to Celebrate
When Phonic Pack Six 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 6.
As an incentive the reward could be declared at the beginning of Phonic Pack 6
.
.
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Posted By: Glenys - Category: Phonic Pack Six
Cover Page - Phonic Pack Six - Part One
January 27th 2009 01:22
Cover Page - Phonic Pack 6 - Part One
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Cover Page Phonic Pack 6 - Part One.
Phonic
Book
Six
Part One
Name : .
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Notes for Tutors-Phonic Pack 6
February 1st 2009 00:42
Notes for Tutors - Phonic Pack 6 - page 1 of 3
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Notes for Tutors - Phonic Pack 6 - page 1 of 3
Note to Tutor: (for Parts 1 and 2 of Phonic Pack 6)
When the word tutor is used in this book it could be substituted for teacher, parent or caregiver.
Phonic Pack 6 follows on from Phonic Packs 1, 2, 3, 4 and 5.
1. Along with their reading vocabulary it is important for children to build up a bank of words they can confidently spell correctly when they are writing.
2. While working through Phonic Packs 1-5 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 covered some of the more common words a child should be able to spell at this level of development. Lessons 1-8 in Phonic Pack 6 revise most of these words. If your child worked through the Lessons in Phonic Pack 5 he/she will probably be able to work very quickly through the first 8 lessons of Phonic Pack 6.
Lessons 9-14 introduce more words that children should be able to spell correctly and
confidently when writing.
4. These 14 lessons are presented in a separate booklet to the rest of Phonic Pack 6. You may decide to include them in your programme as an introduction to Phonic Pack 6 or cover them parallel to the rest of the lessons in Phonic Pack 6.
5. 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.
Teachers who have a class of children to consider may find it difficult to have each child (or
group of children) working through the lessons at their own pace. Parents are usually more
than willing to help their child at home. Doing some of the testing or helping the child learn
the words in his/her special container are beneficial ‘homework’ activities, especially with
children who need to work through the lessons at a slower pace than other class members.
Children learn better in an atmosphere full of encouragement and praise for effort.
6. At this stage of development, when writing, a child should be encouraged to use a personal, simple dictionary to help her/him spell the more difficult words. Explain adults use a dictionary 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 using a dictionary and finding
words in alphabetical order, using the first letter only. A dictionary such as this could be used
by a child who has progressed to the stage where he/she can write a sentence, with a gap
between each word. This is usually sometime during the first year of formal learning.
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’.
If the child is already using ‘My Dictionary’ continue to do so.
However, the tutor notes accompanying Lesson 8 in Phonic Pack 6, Part 2, suggest some
children may now be mature enough to use a (commercial) Junior Dictionary instead of ‘My
Dictionary’ as suggested above. If a child has been introduced to alphabetical order and is
familiar with using ‘My Dictionary’ he/she will find the transition to a commercial dictionary,
where all the words are in alphabetical order, much easier than a child who has not had this
practise.
Either way, the children will need practise at looking words up in a dictionary where they have
to use alphabetical order. For the children who find this process difficult postpone it until
further development has taken place and, for now, let them continue to use ‘My Dictionary’.
Notes for Tutors - Phonic Pack 6 - page 2 of 3
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Notes for Tutors - Phonic Pack 6 - page 2 of 3.
8. During Phonic Pack 6 ask the child to read the headings and 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. We learn to spell words correctly so we spell them correctly when we write. It is
important for children to make this connection so writing sentences with the newly learnt
spelling words in them is an important exercise.
12. A space is provided at the top of each lesson to write the date.
eg.(**-**-‘**)
13. At all times encourage neat work, with letters properly formed.
14. Note: The lessons in Phonic Pack 6 with an emphasise on spelling are not a complete spelling
programme. They highlight commonly used words that cannot be/are not easily sounded out.
It is important for a child to know how to spell them correctly in their written work.
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Notes for Tutors-Phonic Pack 6
February 3rd 2009 01:10
Notes for Tutors - Phonic Pack 6 - page 3 of 3
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Notes for Tutors - Phonic Pack 6 - page 3 of 3.
Spelling Lessons – Phonic Pack 6:
1. It is not a good idea to let the ‘difficult’ words bank up in the special container. When a child has more than 5 words in her/his container, concentrate on learning them before moving on to the next lesson.
2. Some children may find Lessons 7 and 8 difficult. If it is obvious to you that a child cannot remember the difference between the words, move on. With maturity he/she will remember at a later time.
Answers to questions:
Lesson One: No 2:
a) all have 3 letters
b) all are ‘look-say’ words. They cannot be sounded down onto the paper.
Lesson Two:
No 3: they then that there
No 5: gave cave made take game came name (they are all a-e as in cake words)
Lesson 4:
No 8: feed bolt slip rang
Lessons 7, 8 and 9:
When testing the words to/ too/ two and won/ one you will need to say a sentence
containing the appropriate word. The children will listen to the sentence and decide which
word is being used.
Lesson 9:
What is a pre-test?
Test the words in the list before working the activity. Some children will know how to
spell some/all of the words already. Pre-testing is a good way of helping each child work at
his/her own level of development. A child will then be able to target the words she/he does not
know how to spell.
Hint: A child with no errors can partner up with a child who has words in his/her special
container and call out the words to test her/his partner.
or
he/she can do some quiet reading (get a special bulk loan from your school library)
or
work on a writing activity.
or
play an educational game with a partner or small group.
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Contents Page - Phonic Pack 6 - Part One - Spelling Special
February 7th 2009 00:48
Contents Page - Phonic Pack 6 - Part One - Spelling Special
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Contents Page - Phonic Pack 6 - Part One - Spelling Special.
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
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Lesson One - Phonic Pack 6 - Part One - Spelling Special
February 12th 2009 00:06
Lesson One - Phonic Pack 6 - Part One - Spelling Special - page 1
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Lesson One - Phonic Pack 6 - Part One - Spelling Special - page 1.
My name Date: .
Lesson One: Challenge number one:
Can you spell this list of words?
You are a good reader.
Now it is important for you to spell words correctly in your writing.
As you work through the first 6 lessons in Phonic Pack 6 you are going to revise words you may be able to spell already. If you cannot spell them, now is the time to learn. If you can spell them move quickly through the lessons.
Lesson 1 concentrates on three letter words that you can’t sound out (look-say words).
----------------------------- ----------------------------- ----------------------
1. Look at this list of words. Point to each word as you read it aloud.
the was one saw for out you
2. What is the same about all the words in this list?
a)___________________________ ____________________
b)___________________________ ____________________
3. Look at the words again.
Because you cannot sound these words out, spell them using
letter names, and then say the word.
eg. one – ‘oh’, ‘en’, ‘ee’ - one
Write the letters onto paper as you say them.
Do this about 5 times for each word, or until you know how to spell the
word.
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Lesson Two - Phonic Pack 6 - Part One - Spelling Special
February 18th 2009 00:39
Lesson Two - Phonic Pack 6 - Part One - Spelling Special - page 2
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Lesson Two - Phonic Pack 6 - Part One - Spelling Special - page 2.
My name Date: .
Lesson Two: Challenge number two:
Can you remember how to spell the words from List One?
1. Ask your tutor to call out the words you learnt in Lesson One. Check your progress. Tick the words you have spelt correctly and put a cross next to the words you still need to learn.
2. 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.
----------------------------- ----------------------------- ---------
3. Look at the following list of words. They are four letter look-say words which you need to be able to spell correctly when you are writing.
Clue: You will need to unjumble each word and write the correct word on
the line.
hety neht htta teehr
__________ __________ __________ __________
4. Now that you have the correct words look at them again.
Because you cannot sound these words out, spell them using
letter names, and then say the word.
eg. they –‘tee’, ‘aitch’, ‘ee’, ‘wy’ - they
Write the letters onto paper as you say them.
Do this about 5 times for each word, or until you know how to spell
the word.
Lesson Two - Phonic Pack 6 - Part One - Spelling Special - page 3
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Lesson Two - Phonic Pack 6 - Part One - Spelling Special - page 3.
Lesson Two continued:
5. The following words are all ‘a-e as in cake’ words. To make the words you
have to put the letters from the cake into the correct spaces.
g n c
t g m
c
_ave _ave _ade _ake _ame _ame _ame
6. Look at the words you have made.
Because you cannot sound these words out, you will need to spell
them using letter names.
Write the letters onto paper as you say them.
Do this about 5 times for each word, or until you know how to spell
the word.
Your tutor will test all the words from Lesson 2, and the difficult words
in your special container, at the beginning of Lesson 3.
----------------------------- ----------------------------- -----------------
7. Interesting Extra:
Look through your reading or library books and find other ‘a-e as in cake
words. (Have a competition – see who can find the most in two minutes.)
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Lesson Three - Phonic Pack 6 - Part One - Spelling Special
February 23rd 2009 00:50
Lesson Three - Phonic Pack 6 - Part One - Spelling Special - page 4
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Lesson Three - Phonic Pack 6 - Part One - Spelling Special - page 4.
My name Date: .
Lesson Three: Challenge number three:
Can you remember how to spell the words from Lesson Two?
1. Ask your tutor to call out the words you revised in Lesson 2,
plus the difficult words you have in your special container.
2. Check your progress. Tick the words you have spelt correctly
and put a cross next to the words 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. They are four letter look-say
words which you need to be able to spell correctly when you are writing.
when were with have back very
Spell the words by using the letter names.
Write the letters onto paper as you say them. Do this about 5 times for each word, or until you know how to spell the word.
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