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Worksheets for Phonic Pack Three can be printed in either Foundation Print or Victorian Modern Cursive Print.




Cover Page for Phonic Pack 3
Notes for Parents and Tutors - Phonic Pack 3


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Notes for Parents - Phonic Pack 3.


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Notes for Parents and Teachers Phonic Pack 3 page 1
Notes for Parents and Teachers - Phonic Pack 3 - page 1


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Notes for Parents and Teachers - Phonic Pack 3.

Phonic Pack Three for Parents, Tutors and Teachers

This Phonic Pack follows Phonic Packs One and Two.

Phonic Pack One introduces the single sounds, 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 consists of 42 lessons and 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.

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 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.
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 ‘ar’ as in car, ‘a’ (ay), and ‘r’ (are) together say (using the sound) ‘ar’ as in car.
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.
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.



Notes for Parents and Teachers Phonic Pack 3 page 2
Notes for Parents and Teachers - Phonic Pack 3 - page 2



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Notes for Parents and Teachers - Phonic Pack 3.

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 3 page 3
Notes for Parents and Teachers - Phonic Pack 3 - page 3



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Notes for Parents and Teachers - Phonic Pack 3.

About the lessons in Phonic Pack Three:

At the beginning of each lesson your child will write his/her name. By the end of this Phonic Pack your child 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.
All sentences your child writes should have a capital letter and a full stop.
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.
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.
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.
If you are not sure of the sound of a digraph (or other letters), say the word and listen for the sound.
Enjoy the journey.


Notes for Parents and Teachers Phonic Pack 3 page 4
Notes for Parents and Teachers - Phonic Pack 3 - page 4



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Notes for Parents and Teachers - Phonic Pack 3..

Resources needed for Phonic Pack Three:

Note: You may have some of these resources from previous Phonic Packs.

scrap book
coloured pencils
lead pencils
pencil sharpener
glue stick
scissors
eraser
textas
reward stickers







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Contents - Phonic Pack 3

July 6th 2007 14:56
Contents Phonic Pack 3
Contents - Phonic Lessons - Phonic Pack 3


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Contents - Phonic Pack 3.

Lessons for Phonic Pack Three


Note to tutor page 1
Lesson One ‘ar’ as in car pages 2-4
Lesson Two ‘ar’ as in car page 5
Lesson Three Days of the Weekunday and number one pages 6-7
Lesson Four ‘ai’ as in train pages 8-10
Lesson Five ‘ai’ as in train page 11
Lesson Six Days of the Week:Monday and number two pages 12-13
Lesson Seven ‘oa’ as in boat pages 14-15
Lesson Eight ‘oa’ as in boat page 16
Lesson Nine Days of the Week: Tuesday number three pages 17-18
Lesson Ten ‘ea’ as in leaf pages 19-21
Lesson Eleven ‘ea’ as in leaf page 22
Lesson Twelve Revision : ‘e’, ‘y’, ‘ee’, ‘ea’ pages 23-26
Lesson Thirteen Days of the Week:Wednesday number four pages 27-28
Lesson Fourteen Days of the Week:Wednesday number four page 29
Lesson Fifteen ‘ow’ as in cow pages 30-32
Lesson Sixteen ‘ow’ as in cow pages 33-34
Lesson Seventeen ‘i-e’ as in kite pages 35-37
Lesson Eighteen ‘i-e’ as in kite page 38
Lesson Nineteen ‘ur’ as in purple turtle pages 39-40
Lesson Twenty ‘ur’ as in purple turtle page 41
Lesson Twenty One Days of the Week:Thursday number five page 42
Lesson Twenty Two Days of the week:Thursday number five page 43
Lesson Twenty Three ‘a-e’ as in cake pages 44-45
Lesson Twenty Four ‘a-e’ as in cake page 46
Lesson Twenty Five Days of the Week:Friday number six page 47
Lesson Twenty Six Days of the Week:Friday number six page 48
Lesson Twenty Seven ‘o-e’ as in rose pages 49-51
Lesson Twenty Eight ‘o-e’ as in rose page52
Lesson Twenty Nine Days of the Weekaturday seven page 53
Lesson Thirty Days of the Weekaturday seven page 54
Lesson Thirty One ‘u-e’ as in flute pages 55-56
Lesson Thirty Two ‘u-e’ as in flute page 57
Lesson Thirty Three ‘ay’ as in tray pages 58-59
Lesson Thirty Four ‘ay’ as in tray page 60
Lesson Thirty Five Days of the Week number eight page 61
Lesson Thirty Six Revision: ‘ai’, ‘a-e’, ‘ay’ pages 62-63
Lesson Thirty Seven ‘ir’ as in bird pages 64-65
Lesson Thirty Eight ‘ir’ as in bird page 66
Lesson Thirty Nine ‘oo’ as in moon pages 67-69
Lesson Forty ‘oo’ as in moon page 70
Lesson Forty One Words that sound the same but…… page 71
Lesson Forty Two Days of the Week numbers nine and ten page 72
Congratulations page 73



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Introduction - Phonic Pack 3

July 7th 2007 08:12
introduction phonic pack 3
Introduction - Phonic Pack 3



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Introduction - Phonic Pack 3.

Note to tutor:
Phonic Pack Three follows on from Phonic Pack Two but can be used as an entry point to this series if your child has successfully completed at least one year of formal learning and is a confident reader at that level.

Phonic Pack Three will introduce more digraphs to your child. Each digraph will take two lessons. The first lesson will introduce the digraph. The second lesson will emphasize the recognition and spelling of the most commonly used words introduced in the first lesson.

Colour words will be revised using the colours of the picture used to introduce the digraph.

The days of the week and number words will be introduced via a poem which will build up as each day is introduced.

Flashcards are provided to reinforce the words and sounds covered.

The look-say words, introduced in Phonic Pack Two, will be revised and new ones introduced.

Your child should be able to repeat (chant or sing) the alphabet.




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digragh ar as in car
'ar' as in car - Colour Word (red) - Lesson One - page 1 - Phonic Pack Three - Foundation Print


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'ar' as in car - digraph
'ar' as in car - Colour Word (red) - Lesson One - page 1 - Phonic Pack Three - Victorian Modern Cursive Print


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'ar' as in car - Colour Word (red) - Lesson 1 -page 1 - Phonic Pack 3.

My name is .

Lesson One: ‘ar’ as in car



‘ar’ as in car
cut and glue into scrap book ----------------------------- ----------------------------- --cut
Note to tutor:
1. Pointing to the caption under the car say to your child (using letter names) ‘a’ (ay) and ‘r’ (are) together say (using the sound) ‘ar’ as in car.
2. Pointing to the word car, sound it out, c-ar, and then blend it into the word car.
3. Ask your child to point to each word in the caption under the picture of the car as she/he reads, ‘ar as in car’.

1. What is the colour of this car?

Is it red, yellow or purple?

Write the answer on the line.




2. What colour do you like for a car?

Write the answer on the line.
(Use the colour word flashcards to check for correct spelling.)



ar as in car - digraph
'ar' as in car - Colour Word (red) - Lesson One - page 2 - Phonic Pack 3 - Foundation Print



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'ar' as in car - digraph
'ar' as in car - Colour Word (red) - Lesson One - page 2 - Phonic Pack Three - Victorian Modern Cursive Print


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'ar' as in car - Colour Word (red) - Lesson 1 -page 2 - Phonic Pack 3.

3. Find the flash card which has the colour word ‘red’.
Start a pile of colour words with this flashcard.

4. Write ‘ar’ in the spaces and then sound out each word

c f st . p k

st t h d st t

5. Discuss the meaning of each word with your tutor.

6. Trace over the following words.
7. After you trace over each word sound it out, then blend it into a word.
8. After you read each word discuss its meaning with your tutor.

farm card cart yard bar

dark shark bark Mark

9. Why does Mark have a capital letter?
(because it is the name of a boy)


Here is a challenge:
10. Can you sound out and read these longer words?

carpet garden

Well done.

11. Find the flash card for ‘ar as in car’.



'ar' as in car - digraph
'ar' as in car - Colour Word (red) - Lesson One - page 3 - Phonic Pack 3 - Foundation Print


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'ar' as in car - digraph
'ar' as in car - Colour Word (red) - Lesson One - page 3 - Phonic Pack Three - Victorian Modern Cursive Print


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'ar' as in car - Colour Word (red) - Lesson 1 -page 3 - Phonic Pack 3

12. These words all have a small word in them. Can you find the small word? Write it on the line. The first one has been done for you.

farm far
card
start
13. This word is made up with two words. Can you see the two words? Write them on the lines.
carpet

14. Words that are made up with two words are called compound words. Find the two words in these compound words. Write them on the lines.

onto . . . .
into . . . .

15. Go back to number 4 on page 3. Read the ‘ar’ words again. Choose two of the words and write sentences with the two words in them.
Remember: Each sentence begins with a capital letter and ends with a full stop.
Think your sentences through and tell them to your tutor before you write them down.


. .


. .


. .



.





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'ar' as in car - Phonic Pack 3

July 7th 2007 08:55
'ar' as in car - digraph
'ar' as in car - Lesson 2 - Phonic Pack 3 - Foundation Print


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'ar' as in car - digraph - Lesson 2 - Phonic Pack 3.

'ar' as in car - digraph
'ar' as in car - Lesson 2 - Phonic Pack 3 - Victorian Modern Cursive Print


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My name is .
Lesson Two: ‘ar’ as in car

1. Draw a car and colour it with the colour you think is best for a car.

2. Trace over the following ‘ar’ words:
car . .

far . .

start f . .
o
star l . .
d
farm . .

card . .

yard . .

hard . .

3. Read the words then fold the page in half and write the words on the lines as your tutor dictates them to you.
4. Glue the red car and page 5 into your scrap book.

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days of the week sunday
Days of the Week (Sunday) - Number Word (one) - Lesson 3 - page 1 - Phonic Pack 3

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Days of the Week (Sunday) - Number Word (one) - Lesson 3 - page 1 - Phonic Pack 3.

My name is .
Lesson Three: Days of the week – (Sunday)
Revision: Read the ‘ar’ words from page 5.

Note to tutor: Today we will begin to learn about days of the week.
By the end of Phonic Book Three your child:
1. will know that Sunday is the first day of the week.
2. should be able to say the days of the week in the correct order.
3. should be able to answer the question, “What days of the week do you go to school?” How many days is that?
4. should be able to answer the question. “What days of the week make up the weekend?” How many days is that?
5. should know there are 7 days in one week.
6. each day is written with a capital letter because it is the name of the day.
(This knowledge will build up over time, with much patient repetition of the information and appropriate questioning.)

Combined with the days of the week these activities will cover recognising and writing number words from one to ten.

Integration with Mathematics:
An excellent idea is to buy a (cheap) calendar (with big squares) and get your child to cross each day. This is an easy, interesting way for your child to learn:
1. the name of each day and the repetition of the days.
2. that each week has 7 days.
3. which days are school days and which days make up the weekend (mark them with a different colour).
4. what the date is
5. that each month has 28, 30 or31 days in it.
6. the name and order of each month.
7. there are 12 months in one year.
8. how to use a calendar.
9. and many other things if you wish to discuss them with your child eg family birthdays, holidays, the flow of the seasons


1. Point to the words and read the following poem to your child.
2. Ask your child to point to the words and read the poem.
3. Ask your child to listen for the words that rhyme. Read the poem again (and again) until your child can tell you the rhyming words.
4. Ask your child to point to and read the word ‘Sunday’.
5. Why does it have a capital letter? (it is at the beginning of the sentence and it is the name of the day)
6. Ask your child to point to and read the word ‘one’. How many times can your child see this word? Why has one of them got a capital letter?
7. Ask your child to draw a picture of him/her having fun on Sunday.
8. Find the flash card which reads ‘Sunday’.
9. Find the number word flash card which reads ‘one’.



days of the week sunday
Days of the Week (Sunday) - Number Word (one) - Lesson 3 - page 2 - Phonic Pack 3

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Days of the Week (Sunday) - Number Word (one) - Lesson 3 - page 2 - Phonic Pack 3.

Days of the Week

Sunday is day one.

One, one let’s have some fun.

I am having fun on Sunday.

Write sentences telling what you are doing. Give each sentence a capital and a full stop. Think up your sentences first before you write them down.








. .
Glue this page into your scrap book.



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ai as in train digraph
'ai' as in train - Colour Word (black) - Lesson 4 - page 1 - Phonic Pack 3

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'ai' as in train - Colour Word (black) - Lesson Four - page 1 - Phonic Pack 3.

My name is .
Lesson Four: 'ai’ as in train



‘ai’ as in train
cut and glue into scrap book ----------------------------- ----------------------------- --------------------cut

Note to tutor:
1. Pointing to the caption under the train say to your child (using letter names) ‘a' (ay) and ‘i' (eye) together say (using the sound) ‘ai’ as in train.
2. Pointing to the word train, sound it out, tr-ai-n, and then blend it into the word train.
3. Ask your child to point to each word in the caption under the picture of the train as he/she reads, ‘ai as in train’.

1. Write the colours you can see on the train. Check with the colour words for the correct spelling.
.
.
.

2. Find the flash card for the word ‘black’. Put it on the pile with the flash card for the word ‘red’. Read both words.

3. Read the following story. Your tutor will help you if you need it but practise it by yourself before you read it to your tutor. If you can, sound out the words you do not know.



'ai' as in train digraph
'ai' as in train - Lesson 4 - page 2 - Phonic Pack 3 - Victorian Modern Cursive Print


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'ai' as in train digraph
'ai' as in train - Lesson 4 - page 2 - Phonic Pack 3 - Foundation Print


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'ai' as in train - Lesson Four - page 2 - Phonic Pack 3.


The Mail Train

One day a train set off to take the mail to the town.

It sang as it chuffed along the rails,

“I can see a sheep. I can see a tree.

I can see a chick. I am free, free, free !!!”

Then it started to rain.

The train said as it chuffed along,

“This is sad. This is bad.

My paint will get wet. THIS IS BAD, BAD, BAD !!!”

“Wait under the tree,” said a snail to the train. “Then you will

not get wet and your paint will not stain.”

That is what the train did and just as well - it started to hail.

1. What happened next? Make up an ending for this story and tell it to your tutor.
2. Look back at the story. Sound out and read all the underlined words.
3. What sound can you hear in all these words?
4. What letters make up this sound? Underline them in each word.
5. Sound out and read the words in the rectangles.


rain
grain
maid
main

tail
chain
laid
trail

bait
pain
sail
hail

rail
nail
stain
drain



ai as in train digraph
'ai' as in train - Lesson 4 - page 3 - Phonic Pack 3 - Foundation Print


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'ai' as in train digraph
'ai' as in train - Lesson 4 - page 3 - Phonic Pack 3 - Victorian Modern Cursive Print


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'ai' as in train - Lesson Four - page 3 - Phonic Pack 3

6. Discuss the meaning of each word with your tutor.
7. Underline the ‘ai’ sound in each word in the rectangles.
8. Carefully cut out the rectangles.
9. Sort the rectangles into words that rhyme.
10. Glue the words underneath the words below, into columns of words that rhyme.
11. Read the words again.
12. Glue this page into your scrap book.

train mail paid wait







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'ai' as in train - digraph

July 7th 2007 09:46
ai as in train digraph
'ai' as in train - Lesson 5 - Phonic Pack 3 - Foundation Print


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'ai' as in train digraph
'ai' as in train - Lesson 5 - Phonic Pack 3 - Victorian Modern Cursive Print


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'ai' as in train - Lesson Five - Phonic Pack 3.

My name is .
Lesson Five: ‘ai’ as in train.
Note to tutor: Phonic Pack Two covered quotation (or speech) marks.
Go back to page 9 and find the story ‘The Mail Train’. With your child look at what the train and snail said and notice that the speech marks are at the beginning and end of the words that were spoken. Ask your child to read the spoken words and to trace over the speech marks. Your child will need to observe this often before she/he can confidently use speech marks in her/his writing.
----------------------------- ----------------------------- ----------------

1. Revise words on page 10.
2. Sound out the following words :

tr-ai-n train
r-ai-n rain
t-ai-l tail
s-ai-l sail
----------------------------- -----fold on this line------------------------- ----------

3. Fold this page along the above line so you cannot see the words.
4. Write the words on the lines below as your tutor dictates them to you.
5. Check the words and tick the ones you have written correctly.
6. Rub out any mistakes and write the word correctly.

7. Give your tutor a ‘HIGH 5’ !!!!!!!!



. .


. .


. .

8. Find the flash card for ‘ai as in train’.

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days of the week monday
Days of the Week ( Monday) - Number Word (two) - Lesson 6 - page 1 - Phonic Pack 3


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Days of the Week ( Monday) - Number Word (two) - Lesson 6 - page 1 - Phonic Pack 3.

My name is .
Lesson Six: Days of the Week – (Monday)
Quickly read the ‘ar’ words on page 5 and the ‘ai’ words on page 10.

1. Point to the words and read the following poem to your child.
2. Ask your child to point to the words and read the poem.
3. Ask your child to listen for the words that rhyme when you read from ‘Monday—‘. Read the lines again (and again) until your child can tell you the rhyming words.
4. Ask your child to point to and read the word ‘Monday’.
5. Why does it have a capital letter? (it is at the beginning of the sentence and it is the name of the day)
6. Ask your child to point to and read the word ‘two’. How many times can your child see this word? Why has one of them got a capital letter?
7. Ask your child to draw her/his family inside the heart.
8. Find the flash card which reads ‘Monday’.
9. Find the number word flash card which reads ‘two’.


Days of the Week

Sunday is day one.
One, one let’s have some fun.

Monday is day two.

Two, two I love you.

This is my family. I love you.



days of the week monday
Days of the Week (Monday) - Number Word (two) - Lesson 6 - page 2 - Phonic Pack 3 - Foundation Print


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days of the week monday
Days of the Week - Monday - Lesson 6 - page 2 - Phonic Pack 3 - Victorian Modern Cursive Print

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Days of the Week ( Monday) - Number Word (two) - Lesson 6 - page 2 - Phonic Pack 3 .

Read, trace over and then write the following words.

Sunday .

Sunday is a compound word. Write the words on the lines.

. . .


Monday .
Notice the ‘o’ in Monday makes an ‘u’ sound.

one .

Draw one (sh-ar-k) shark.

two .

Draw two (ch-i-cks) chicks.

1. Match your ‘Sunday’ flash card with the word Sunday.
2. Match your ‘Monday’ flash card with the word Monday.
3. Match your ‘one’ flash card with the word one.
4. Match your ‘two’ flash card with the word two.



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oa as in boat digraph
'oa' as in boat - Colour Word (purple) - Lesson 7 - page 1- Phonic Pack 3 - Foundation Print

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'oa' as in boat digraph
'oa' as in boat - Lesson 7 - page 1- Phonic Pack 3 - Victorian Modern Cursive Print

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'oa' as in boat - Colour Word (purple) - Lesson 7 - page 1- Phonic Pack 3.

My name is .
Lesson Seven: ‘oa’ as in boat
Read your flash cards. (Sunday, Monday, one, two, red, black, ‘ar’ as in
car, ‘ai’ as in train.)


‘oa’ as in boat
cut and glue into scrap book ----------------------------- ----------------------------- --------------cut

Note to tutor:
1. Pointing to the caption under the boat say to your child (using letter names) ‘o’ (oh) and ‘a' (ay) together say (using the sound) ‘oa’ as in boat.
2. Pointing to the word boat, sound it out, b-oa-t, and then blend it into the word boat.
3. Ask your child to point to each word in the caption under the picture of the boat as he/she reads, ‘oa as in boat’.


4. Write the two colours you can see on the boat. Check with the colour words for the correct spelling.

.


. .


. .

5. Find the flash card for the word ‘purple’. Put it on the pile with the flash cards for the words ‘red’ and ‘black’. Read the three colour words.



oa as in boat digraph
'oa' as in boat - Lesson 7 - page 2 - Phonic Pack 3 - Foundation Print

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'oa' as in boat digraph
'oa' as in boat - Lesson 7 - page 2 - Phonic Pack 3 - Victorian Modern Cursive Print

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Printing Instructions

'oa' as in boat - Lesson 7 - page 2- Phonic Pack 3



6. Where is this boat?
7. Who is in the boat?
8. Why do you think this boat is s-ai-l-ing (sailing) with no one in
it?
9. Make up a story about this boat. Tell it to your tutor.

Read the following questions and answer yes or no on the line.

Can a (b-oa-t) boat (fl-oa-t) float?

Can a (t-oa-d) toad (cr-oa-k) croak?

Does a (g-oa-t) goat eat (s-oa-p) soap?

Does a (c-oa-t) coat eat (t-oa-st) toast?

Can you (m-oa-n) moan?

Can you (l-oa-d) load sheep onto a truck?

Write the following words underneath the correct picture.

boat goat coat





. .

Challenge:
Can you sound out the following ‘oa’ words ??????

loaf throat roast boast oats coast

cloak foam soak coach (Fantastic!!)


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'oa' as in boat - Phonic Pack 3

July 8th 2007 13:36
oa as in boat digraph
'oa' as in boat - Lesson 8 - Phonic Pack 3


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'oa' as in boat - Lesson 8 - page 1 - Phonic Pack 3.

My name is .
Lesson Eight: ‘oa’ as in boat
Read your flash cards.


This is your task: Write a story about this picture.
Your story must contain the two words 'boat’ and ‘goat’.
You may be able to use the words ‘float’ and ‘coast’ as well.
Each sentence must have a capital letter and a full stop.

Helpful hint: Think your sentences and tell them to your tutor before you write them down.
.
.
.
.
.
1. Read the ‘oa’ words on page 15.
2. Discuss the meaning of the words with your tutor.
3. Find the ‘oa’ as in boat flashcard and put it with the other sounds you have learnt.
4. Cut out and glue the ‘oa’ as in boat picture and page 15 into your scrap book.
5. Colour the picture of the goat in the boat on page 16 and you may like to glue this page in to your scrap book as well.

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days of the week tuesday number word three
Days of the Week (Tuesday) - Number Word (three) - Lesson 9 - page 1 - Phonic Pack 3 - Foundation Print

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days of the week tuesday number word three
Days of the Week (Tuesday) - Number Word (three) - Lesson 9 - page 1 - Phonic Pack 3 - Victorian Modern Cursive Print

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Printing Instructions

Days of the Week (Tuesday) - Number Word (three) - Lesson 9 - page 1 - Phonic Pack 3.

My name is .
Lesson Nine: Days of the Week – Tuesday

1.Point to the words and read the following poem to your child.
2.Ask your child to point to the words and read the poem.
3.Ask your child to listen for the words that rhyme when you read from ‘Tuesday—‘. Read the lines again (and again) until your child can tell you the rhyming words.
4.Ask your child to point to and read the word ‘Tuesday’.
5.Why does it have a capital letter? (it is at the beginning of the sentence and it is the name of the day)
6.Ask your child to point to and read the word ‘three’. How many times can your child see this word? Why has one of them got a capital letter?
7.Ask your child to draw three bees in the tree.
8.Find the flash card which reads ‘Tuesday’.
9.Find the number word flash card which reads ‘three’.

Days of the Week

Sunday is day one.
One, one let’s have some fun.

Monday is day two.
Two, two I love you.

Tuesday is day three.

Three, three, three bees in a tree.


Trace over: three bees in a tree



days of the week tuesday number word three
Days of the Week (Tuesday) - Number Word (three) - Lesson 9 - page 2 - Phonic Pack 3 - Foundation Print

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days of the week tuesday number word three
Days of the Week (Tuesday) - Number Word (three) - Lesson 9 - page 2 - Phonic Pack 3 - Victorian Modern Cursive Print

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Printing Instructions



Days of the Week (Tuesday) - Number Word (three) - Lesson 9 - page 2 - Phonic Pack 3.

1. Trace over, read and then write the following words:

Sunday Monday .
2. Trace over, read and then write:

Tuesday .
Challenge:
Tuesday is hard to spell. Look again at the first four letters of the word Tuesday (T u e s). Stare at the letters and say them over and over until you know them off by heart. Now, from memory, write the word Tuesday three times on a scrap piece of paper. Notice: all the days of the week end with the word ‘day’.

Well done. Now you know how to spell the word Tuesday.   

3. Trace over, read and then write:

one two .
4. Now trace over, read and write twice:

three .

5. Match your ‘Sunday’ flash card with the word Sunday.
6. Match your ‘Monday’ flash card with the word Monday.
7. Match your ‘Tuesday' flash card with the word Tuesday.
8. Match your ‘one’ flash card with the word one.
9. Match your ‘two’ flash card with the word two.
10. Match your 'three’ flash card with the word three.
11. Challenge: Make sure you know how to spell all of the words on these flash cards !!!!!

Handy Hint: The best way to learn how to spell a difficult word is to write it over and over on a scrap piece of paper until you know it SO WELL you will NEVER forget it. 




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ea as in leaf colour word green
'ea' as in leaf - Colour Word (green) - Lesson 10 - page 1 - Phonic Pack 3 - Foundation Print

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'ea' as in leaf
'ea' as in leaf - Colour (green) - Lesson 10 - page 1 - Phonic Pack 3 - Victorian Modern Cursive Print

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Printing Instructions

'ea' as in leaf - Colour Word (green) - Lesson 10 - page 1 - Phonic Pack 3.

My name is .
Lesson Ten: ‘ea’ as in leaf
Revise ‘oa’ words on page 15


‘ea’ as in leaf
cut and glue into your scrap book ----------------------------- ----------------------------- ----------------------------- ----------cut
Note to tutor:
1.Pointing to the caption under the leaf say to your child (using letter names) ‘e’ (ee) and ‘a' (ay) together say (using the sound) ‘ea’ as in leaf.
2.Pointing to the word leaf, sound it out, l-ea-f, and then blend it into the word leaf.
3.Ask your child to point to each word in the caption under the picture of the leaf as he/she reads, ‘ea’ as in leaf.

1. Write the colour of the leaf on the line. Check with the colour words for the correct spelling.
.


2. Find the flash card for the word ‘green’. Put it on the pile with the flash cards for the words ‘red’, ‘black’ and ‘purple’. Read the four colour words.
3. Turn to the next page and find some autumn leaves.
4. Sound out and read the words in the leaves.
5. Discuss the meaning of the words with your tutor.
6. Cut the leaves out and glue them onto page 21. Because they are autumn leaves some may be still on the tree, some may be falling to the ground and some may be on the ground.
7. Glue page 21 in to your scrap book.

Note to tutor: Now is a good time to explain to your child about the seasons and mark them on the calendar. You could briefly discuss seasonal temperatures, clothes we wear, outdoor activities, foods and the behaviour of different animals and plants during some seasons. This lesson focuses on different coloured autumn leaves. Explain why some trees lose their leaves in autumn.



ea as in leaf colour word green
'ea' as in leaf - Colour Word (green) - Lesson 10 - page 2 - Phonic Pack 3 - Foundation Print

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'ea' as in leaf digraph
'ea' as in leaf - Colour (green) - Lesson 10 - page 2 - Phonic Pack 3 - Victorian Modern Cursive Print

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Printing Instructions

'ea' as in leaf - Colour Word (green) - Lesson 10 - page 2 - Phonic Pack 3.

leaf beach eat





seat
read meat



neat
tea each



team

sea pea

reach


peach

heat

clean bean

cream




ea as in leaf colour word green
'ea' as in leaf - Colour Word (green) - Lesson 10 - page 3 - Phonic Pack 3

This page can be used with Foundation Print and Victorian Modern Cursive Print

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'ea' as in leaf - Colour Word (green) - Lesson 10 - page 3 - Phonic Pack 3.

It is Autumn.




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