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Phonic Pack Three Phonic Stories - Phonics

'ai' as in train - Colour Word (black) - Phonic Pack 3

July 7th 2007 09:38
'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


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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


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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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'e', 'y', 'ee', 'ea' - Phonic Pack 3

July 10th 2007 07:49
e y ee ea
Revision: 'e', 'y', 'ee', 'ea' - Lesson 12 - page 1 - Phonic Pack 3


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Revision: 'e', 'y', 'ee', 'ea' - Lesson 12 - page 1 - Phonic Pack 3

My name is .
Lesson Twelve: ‘e’, ‘y’, ‘ee’, ‘ea’
Revision: Read ‘ea’ words on pages 21 and 22.

1. This is a revision lesson for all of the ‘ee’ sounds you have learnt so far.
2. You have learnt ‘e’ as in the word me
‘y’ as in the word teddy
‘ee’ as in the word tree
‘ea’ as in the word leaf
3. Read the following story to yourself first, and then to your tutor. Look out for all of the ‘e’, ‘y’, ‘ee’ and ‘ea’ sounds!



One sunny day Teddy and Bee went to see Dolly. She was

getting tea for the three of them. She had jam and cream for

them to eat. She also had a peach, a cherry and a lolly each.

Teddy looked at the feast,

“We will be full when we have eaten all of this meal,” he said.

What a feed the three friends had!!

4. Pick up a red pencil and underline all the words that have an ‘e’ making the same sound as the ‘e’ in the word me.
5. Pick up a brown pencil and under line all the words that have a ‘y’ making the same sound as the ‘y’ in the word teddy.



e y ee ea
Revision: 'e', 'y', 'ee', 'ea' - Lesson 12 - page 2 - Phonic Pack 3


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Revision: 'e', 'y', 'ee', 'ea' - Lesson 12 - page 2 - Phonic Pack 3.

6. Pick up a green pencil and underline all the words that have an ‘ee’ making the same sound as the ‘ee’ in the word tree.
7. Pick up a purple pencil and under line all the words that have a ‘ea, making the same sound as the ‘ea’ in the word leaf.
8. Write all of the underlined words in the correct columns below.

Rules:
1. Write each word only once, even if it is in the
story more than once.
2. The word ‘the’ is in the list with words like ‘me’.

e
(5 words)











y
(5 words)










ee
(4 words)
ea
(8 words)

Glue pages 23 and 24 into your scrap book.



e y ee ea
Revision: 'e', 'y', 'ee', 'ea' - Lesson 12 - page 3 - Phonic Pack 3


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Revision: 'e', 'y', 'ee', 'ea' - Lesson 12 - page 3 - Phonic Pack 3.


Bee Dolly
Teddy



cream scones
cherries
jam


peaches
lollies


1. Draw a line from the word Teddy to the picture of the Teddy.
2. Draw a line from the word Bee to the picture of the Bee.
3. Draw a line from the word Dolly to the picture of the Dolly.
4. Draw a line from the word cream to the picture of the cream.
5. Draw a line from the word jam to the picture of the jam.
6. Draw a line from the word scones to the picture of the scones. Jam and cream tastes delicious on scones.
7. Draw a line from the word peaches to the picture of the peaches.
8. Draw a line from the word cherries to the picture of the cherries.
9. Draw a line from the word lollies to the picture of the lollies.



e y ee ea
Revision: 'e', 'y', 'ee', 'ea' - Lesson 12 - page 4 - Phonic Pack 3


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Revision: 'e', 'y', 'ee', 'ea' - Lesson 12 - page 4 - Phonic Pack 3.

Note: You have learnt that to change a word from singular (one) to plural (more than one) you can add an ‘s’. Like ‘scone’ changes to ‘scones’.
Today we learn two more rules for changing a word from singular to plural.
1. To change some words from singular to plural ‘es’ is added to the word. Like ‘peach’ changes to peaches.
2. Words that end with a ‘y’ have a rule of their own.
The rule is: Take away the ‘y’ and add ‘ies’.

Note to tutor: You say “take away the ‘y’ (why) and add ‘i’ (eye), ‘e’ (ee),
‘s’ (es)”


3. We see this rule today in the words:
cherry changes to cherries
lolly changes to lollies

Note to tutor: Explain the new ‘plural rules’ to your child but do not expect your him/her to remember them. Your child will remember as much as he/she understands and you can build on this knowledge by revising the rules every time they appear in a text. Like quotation (speech) marks they will need to be revised several times before your child will be confident with them. For now it is good that your child realises there are more ways of changing words from singular to plural than adding an ‘s’.


4. Go back to the story on page 23 and read the words Teddy said. Read them aloud to your tutor. Trace over the speech marks at the beginning and end of what he said.

Remember: When you are writing a story and someone or something speaks, what they say goes in speech marks.


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'ai', 'a-e' and ay - digraphs - Phonic Pack 3

July 20th 2007 09:15
ai, a-e and ay digraphs
'ai', 'a-e' and 'ay' - digraphs - Lesson 36 - page 1 - Phonic Pack 3


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'ai', 'a-e' and 'ay' - digraphs - Lesson 36 - page 1 - Phonic Pack 3.

My name is .
Lesson Thirty Six: ‘ai’, ‘a-e’ and ‘ay’.

You now know ‘ai’ as in train
‘a-e’ as in cake
‘ay’ as in tray
Find the flash cards for these three sounds.

1. Read this story:

The Snails in a Cave

One hot day two snails crept along a trail to reach a cave.

“We will be safe and cool in this cave,” said Snail One.

“We can play all day in the shade,” said Snail Two.

They played a game called “Chase my Tail”.

It was so much fun they forgot what the time was and they had

to hurry all the way home (as fast as a snail can hurry).

“Sorry we are late,” they said to Mum as they came into the

flower pot where they lived.
“I have made a Leaf Cake for tea,” said Mum. “Come and eat

it.”

That is just what they did.



ai, a-e and ay digraphs
'ai', 'a-e' and 'ay' - digraphs - Lesson 36 - page 2 - Phonic Pack 3


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'ai', 'a-e' and 'ay' - digraphs - Lesson 36 - page 2 - Phonic Pack 3.

2. Underline all the words in the story that have ‘ai’ as in train,
‘a-e’ as in cake and ‘ay’ as in tray. Read each word as you underline it. Listen for the ‘ay’ sound in the word.

Word Alert: Listen to the word ‘they’. It is a special word because it has ‘ey’ saying ‘ay’. So underline this special word too.

3. After you have underlined all the words write them in the correct column below.
‘ai’ as in train ‘a-e’ as in cake ‘ay’ as in tray ‘ey’ as in they

























4. Read the words to your tutor.
5. Glue this page into your scrap book.
Note to tutor: Go back to the story “The Snails in a Cave”. Here is another chance to talk with your child about the quotation (speech) marks. The quotation marks occur at the beginning and end of what is actually said.
The more times you get your child to observe this the sooner she/he will be able to use quotation marks correctly in her/his writing.











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'ir' as in bird - digraph - Colour Word (blue)

July 21st 2007 05:11
ir as in bird digraph colour word blue
'ir' as in bird - Colour Word (blue) - Lesson 37 - page 1 - Phonic Pack 3


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'ir' as in bird - Colour Word (blue) - Lesson 37 - page 1 - Phonic Pack 3.

My name is .
Lesson Thirty Seven: ‘ir’ as in bird.
Revision: Write the number word eight.


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

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

. .

2. Find the flash card for the word blue. Put it on the pile with the flash cards for the words ‘pink’, ‘orange’, ‘white’, ‘brown’, ‘red’, ‘black’, ‘purple’ and ‘green’.

You can now read the nine colour words. Well done.

3. Cut along the line and glue the bird into your scrap book.

4. Read the story, “Chirp’s Birthday”, on page 65.

Note to tutor: 1. When your child writes the names of the birds make sure she/he writes it with a capital letter. It is important for your child to know that a name is written with a capital letter. His/her name is has a capital letter, the name of the day has a capital letter, the name of a town or city has a capital letter (etc)
2. After your child has read the story and completed the activites at the end of the story discuss the speech marks at either end of what Whirl said about making the birthday cake. The speech marks come at the beginning and end of what Whirl actually said.





ir as in bird digraph colour word blue
'ir' as in bird - Colour Word (blue) - Lesson 37 - page 2 - Phonic Pack 3


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'ir' as in bird - Colour Word (blue) - Lesson 37 - page 2 - Phonic Pack 3.

Chirp’s Birthday Party

Once upon a time three birds lived in the tall tree at the bottom of the garden.

The first bird’s name was Whirl. She was a girl.
The second bird’s name was Chirp. He was a boy.
The third bird’s name was Bird. Do you think the third bird was a boy or a girl?

It was Chirp’s birthday.

Whirl said, “I will make a birthday cake.”
She put the eggs, sugar, butter and flour in a dish and began to stir. When they were all mixed together she baked the cake in her oven. When it was cooked she decorated it with seeds and worms and wrote Happy Birthday on it.

Chirp wore a purple shirt to his birthday party.
Whirl wore an orange skirt to Chirp’s birthday party.
What do you think Bird wore to Chirp’s birthday party?

The three birds played Flying Tag and Hide-and-Seek in the trees. Whirl and Bird sang Happy Birthday to Chirp, and then they all ate lots of birthday cake. What fun they had.



1. Write Chirp’s name on the line underneath him.
2. Write Whirl’s name on the line underneath her.
3. Write Bird’s name on the line underneath . (him/her)
4. Draw the clothes you think Bird wore to Chirp’s birthday party.
5. What other games do you think they may have played?
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'ir' as in bird - digraph - Colour Word (blue)

July 21st 2007 05:17
ir as in bird digraph colour word blue
'ir' as in bird - Colour Word (blue) - Lesson 38 - Phonic Pack 3


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'ir' as in bird - Colour Word (blue) - Lesson 38 - Phonic Pack 3.

My name is .
Lesson Thirty Eight: ‘ir’ as in bird.
Revision: Read the story “Chirp’s Birthday Party” on page 65 to your tutor. Read it as fluently as you can and see if you can add some expression as well.

1. Find the flash card for ‘ir’ as in bird. Put it with the other digraph flash cards that you know.
2. Look at the story “Chirp’s Birthday Party” and underline every word that has “ir’ as in bird in it. Say the word as you underline it. You will underline at least 35 words.
3. Write these words on the lines below. Only write each word once.


. .


. .


. .



.


. .


. .


. .



. .



.

4. What is the difference between these two words?

bird Bird

5. What is the difference between these two words?

birds bird’s

6. Glue pages 65 and 66 into your scrap book.

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