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Phonic Pack Two - Phonics

Lesson Schedule - Phonic Pack 2

June 2nd 2007 10:23
Lesson Schedule for Phonic Pack 2 page 1
Lesson Schedule for Phonic Pack 2 - (page 1)


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Printing Instructions



Lesson Schedule for Phonic Pack 2 - (page 1).

• as each lesson is completed let your child tick it off. It is a good feeling.
• take as much time as you need to complete each lesson. It is better to complete each section thoroughly than to rush through it. Your child needs to do each section at a comfortable pace for his/ her understanding. This is one of the huge advantages of working through this pack. You can help your child as soon as he/she needs it and you can revise anything your child needs more time to understand or remember.
• it is important to glue the pages into a scrap book so they can be used for revision and consolidation purposes. Hopefully your child will be proud of this book and show it (and read it) to extended family etc. This is giving your child reading practise with a purpose, which is the best kind of practise he/she can have.
• read each lesson through before you sit down with your child to do it. If you know the aim of the lesson, where it is heading and what your child is required to do, the lesson will be more beneficial for your child. Make sure your child knows the aim of each lesson and what he/she is learning.

• you will need to guide your child through each lesson. You will need to read the instructions with your child following along. (The extra explanations under, “Note for tutor:” are written to help you understand what is required and need not be read by your child.) As the lessons progress your child will be able to read more and more of the instructions to you. Encourage your child to read as much as he/she can and give help when it is obviously needed.
• make sure your child is confident with the task she/he is given for each lesson. Success builds self esteem and interest.
• each lesson asks your child to write her/his name. At first she/he may only write her/his first name. When confident with her/his first name, help her/him write her/his surname as well. By the end of this Phonic Pack she/he should be able to confidently write her/his first and surname.
• when your child is printing insist on correct pencil hold and letter formation (as covered in Phonic Pack One). When your child is printing have the letter formation sheet ready for quick reference.
• hopefully the words that are introduced with each double letter, blend or digraph will be added to your child’s reading vocabulary. The more times your child reads the words the sooner they will be readily recognised in print. Gluing the work into your child’s scrap book keeps it readily available for revision.
• always make sure your child knows the meaning of the words being covered. Not only is this extending his/her vocabulary but he/she is more likely to be able to remember the word next time he/she sees it if he/ she knows its meaning.
• it is a good idea for your child to work in lead pencil. All mistakes can be erased and corrected. All tasks should end up correctly completed. Mistakes will be made. Don’t make your child feel bad about mistakes – they can be corrected.
• encourage your child to read the heading – “Lesson …..” at the beginning of each lesson. This will help your child learn to read number words.
• once a learning point has been covered, keep reminding your child about it every time it crops up e.g. a sentence begins with a capital letter and ends with a full stop; the letter ‘i’ is written as a capital letter when referring to self; where quotation marks occur.
• eye spy is a good game to play with your child.



Lesson Schedule for Phonic Pack 2 page 2
Lesson Schedule for Phonic Pack 2 - (page 2)


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Printing Instructions


Lesson Schedule for Phonic Pack 2 - (page 2).

• singing the alphabet song or saying the alphabet through, until your child is confident, is a must. He/she will understand alphabetical order more readily and will be able to use a dictionary more confidently if he/she knows the alphabet off by heart.
• These lessons should be covered in conjunction with the reading sheets which have been prepared to accompany them – see the separate schedule which suggests the order in which they should be combined.

Lesson One: double ll pages 1 and 2

Lesson Two: double ss pages 3 and 4

Lesson Three: double ff and double zz pages 5

Lesson Four: digraph, ‘ck’ as in duck pages 6 – 8

Lesson Five: initial blend, tr pages 9 and 10

Lesson Six: initial blends, pr, fr, br pages 11 and 12

Lesson Seven: initial blends, cr, dr, gr pages 13 and 14

Lesson Eight: initial blends, gl, sl, pl pages 15 – 17

Lesson Nine: initial blends, bl, fl, cl pages 18 and 19

Lesson Ten: ‘e’ as in me pages 20 and 21

Lesson Eleven: ‘ing’ as in ring pages 22 and 23

Lesson Twelve: initial blends, sn, sp, sm page 24

Lesson Thirteen: initial blends, sw, sc, tw pages 25 and 26

Lesson Fourteen: blend, sk pages 27 and 28

Lesson Fifteen: blend, st pages 29 and 30

Lesson Sixteen: final blends, lt, lk page 31

Lesson Seventeen: final blend, nt pages 32 and 33

Lesson Eighteen: final blend, mp pages 34 and 35

Lesson Nineteen: ‘y’ as in sky pages 36 and 37

Lesson Twenty: ‘old’ as in gold pages 38 and 39

Lesson Twenty One: ‘th’ as in moth pages 40 – 42




Lesson Schedule for Phonic Pack 2 page 3
Lesson Schedule for Phonic Pack 2 - (page 3)


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Printing Instructions


Lesson Schedule for Phonic Pack 2 - (page 3).


Lesson Twenty Two: ‘wh’ as in whip pages 43 and 44

Lesson Twenty Three: ‘ch’ as in chick pages 45 – 47

Lesson Twenty Four: ‘ee’ as in tree pages 48 – 50

Lesson Twenty Five: ‘sh’ as in sheep pages 51 – 53

Lesson Twenty Six: ‘all’ as in ball pages 54 and 55

Lesson Twenty Seven: ‘y’ as in teddy pages 56 and 57

Lesson Twenty Eight: adding an ‘s’ pages 58 and 59




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Posted By: Glenys - Category: Phonic Pack Two, Phonic Lessons
   


double sound ll

June 2nd 2007 12:10
double sound ll
double sound ll - Lesson 1 page 1- Phonic Pack 2


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Double sound ll -.Lesson 1 page 1 - Phonic Pack 2

My name is .

Lesson One: (double ‘ll’ = ‘l’)

In Phonic Book One you learnt that double letters make the same sound as the same single letter.eg ll = l, ss = s
Today we will look at lots of words that have ll in them.

1. Read the words. If you can’t read them, sound them out, and then blend the sounds together into a word.
2. Discuss the meaning of the words with your tutor?
3. Circle the double letter in each word.


f i ll

d o ll
b e ll

w e ll

p i ll
h i ll

s e ll

m i ll
y e ll

g u ll

f e ll
s i ll


4. Choose three words from this table of words and write them, in your very best writing, on the line. One word is done for you. Use Victorian Cursive Writing.
(Remember: correct letter formation and correct pencil hold)


fill .

5. Carefully cut along the lines so each word is in its own rectangle, and then sort them into word families, according to the end sound of the word. Glue the word families into your scrapbook.


double sound ll
double sound ll - Lesson 1 page 2 - Phonic Pack 2


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Printing Instructions


Double sound ll - Lesson 1 page 2 - Phonic Pack 2.


Note for tutor: This is how the words will be glued into word families. All the words ending in ‘ell’ should be glued into one column. (Notice that they rhyme)
All the words ending in ‘ill’ should be glued into another column. (Notice that they rhyme)
The word ‘doll’ will be in a column of its own because it is the only word ending in ‘oll’. The word ‘gull’ will be in a column of its own because it is the only word ending in ‘ull’.
After cutting the words out, ask your child to sort the words into families.
Talk with your child about how to sort the words so that he/she understands what is required and can do it with minimal help.
Then explain to your child how to glue the families into the scrapbook.
Doing the work properly now, at the beginning of the book, will encourage good work habits and lead to better understanding and presentation as your child progresses.

Always praise best effort and give a reward sticker when deserved.


Note for tutor (apply to each lesson which has a cartoon)
A ‘cartoon’ of the sound for the day will follow most lessons:
1. At the conclusion of the lesson ask your child to point to the cartoon and read the sound. This will be a fun way to revise the sound.
2. Ask your child to colour in the sound. This activity will help your child remember the ‘shape’ of the sound. When colouring in the letters always begin at the left hand side.
For instance if the blend for the day is ‘sp’, it is good for your child, while colouring the letters to slowly say, (using letter names) ‘s’ (es) and ‘p’ (pea) together say (using sounds) ‘sp’.
3. If your child wishes, let him/her colour in the rest of the cartoon.
4. Ask your child to read the speech bubble. This will give your child reading practise with a purpose. Mostly she/he will be able to do so with minimal help, and will improve as she/he moves through the lessons. Cheerfully give help when needed.
5. Cut the cartoon out (using a circle, rectangle or some suitable shape which includes the whole cartoon and speech bubble) and glue it into the scrapbook with the other activities for that lesson.


The cartoon for today introduces the colour word ‘yellow’.




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double sound ss

June 3rd 2007 08:44
double ss
double sound ss - Lesson 2 page 1- Phonic Pack 2



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Printing Instructions


double ss - Lesson 2 page 1 - Phonic Pack 2.


My name is .

Lesson 2: (double ‘ss’ = ‘s’)

1. Find the word families you made in Lesson 1.
2. Read each word, pointing to it as you do so. (sound out if you need to)
Note to tutor: pointing to each word encourages your child to read rather than say the list from memory.
3. Today you are going to look at words that have ‘ss’ in them.
4. Read (or sound out) the words with ‘ss’
5. Discuss the meaning of the words with your tutor.
6. Circle the double ‘ss’ in each word.



hiss miss kiss toss less mess

7. Your tutor will read a sentence with one of these words in it. Each sentence will be a question. Notice the ‘?’ at the end of each question.

8. If your answer to the question is ‘yes’, tick the box next to the word.
If your answer to the question is ‘no’, then put a cross in the box next to the word.

Note to tutor: point to each word as you read the question so your child follows along with you. By reading along with you, hopefully, he/she will begin to recognise the repeated words e.g. Can you. If your child recognises a word in the sentence let him/her read it. Make it a cooperative effort, without any pressure.
Give heaps of praise for effort.


Before you read each question, ask your child to read the underlined word. Hopefully she/he will recognise it from the list of ‘ss’ words.


ss phonics
double sound ss - Lesson 2 page 2- Phonic Pack 2




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double sound ss - Lesson 2 page 2 - Phonic Pack 2


Questions:

Can you hiss like a snake?

Can you miss a ball when you try to hit it with a bat?

Can you give someone a good night kiss?

Can you toss a ball in the air?

Are two cups of water less than one cup of water?

Is your bedroom in a mess?

9. Cut out the strip of words and glue them into your scrapbook, so they will be ready for you to read at the beginning of the next lesson.

























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double sounds zz and ff

June 3rd 2007 08:51
double soundszz and ff
double sounds zz and ff - Lesson 3 - Phonic Pack 2



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double sounds zz and ff - Lesson 3 - Phonic Pack 2.


My name is .
Lesson Three: (double ‘zz’ = ‘z’ and double ‘ff’ = ‘f’)
1. Quickly read Lesson One word families.
2. Read through ‘ss’ words from Lesson Two.
Which words would you put together if you were to divide them into families?
3. Today you are going to look at words that have ‘zz’ and ‘ff’ in them.
4. Sound out these words.


buzz

fuzz
puff
cuff

5. Discuss the meaning of the words with your tutor.
6. Circle the ‘zz’ or ‘ff’ in each word.
7. Carefully cut out the words so each is in its own rectangle.
8. Match the rhyming words.
9. Glue the rhyming words together into your scrapbook.
10. The letters z and f are difficult to write in Victorian
Cursive writing so let’s practise them.

Trace over and then write these letters and words:

z z z f f f

buzz fuzz .

puff cuff .

Note to tutor: Praise every effort. Give sticker reward.

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Digraph 'ck'

June 3rd 2007 09:14
digraph ck
digraph 'ck' - Lesson 4 page 1- Phonic Pack 2



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digraph 'ck' - Lesson 4 page 1- Phonic Pack 2.


My name is .
Read the ‘ff’ and ‘zz’ words from Lesson Three.
Lesson Four (‘ck’ as in duck)

ck as in duck

Note to tutor: This lesson introduces ‘ck’ as in duck.

Pointing to the caption under the duck -
say to your child (using letter names),
“c (‘see’) and k (‘kay’) together say (using the letter sound) ‘c’ as in duck.”
Then (pointing to the word duck) sound out the word d-u-ck, and then blend into the word duck.

1. Ask your child to point to the caption under the picture of the duck and read, “ck as in duck”.
2. Sound out and read the following words.

pack lick back quick neck

3. Underline the ‘ck’ in each word, and then sound out and read the word.

sick luck Jack kick rock


digraph ck
digraph 'ck' - Lesson 4 page 2 - Phonic Pack 2



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digraph 'ck' - Lesson 4 page 2 - Phonic Pack 2.



4. Trace over each word. Sound out and read the word. Write the word.

lock peck sack .

pick sock tuck .

5. Read this question and then circle the correct answer.

What goes tick, tock, tick, tock?

A duck or a clock.

6. Read this question and then circle the correct answer.

What goes quack, quack?

A duck or a clock.





Note for tutor: the following page has lots of four letter words which end with ‘ck’. If your child is easily sounding out or reading these words, read a column one day and the second column the next day. If your child still needs a lot of time to sound out the words, just do two or three a day. It is better for your child to do two or three words slowly and properly than to rush through the list with maximum help from you. The idea is to progress, but not to make the task too laborious. Tick each word as your child reads it and he/ she will be able to see the progress being made.
Glue the page into the scrapbook for future reference. If your child is writing sentences, stories, a letter to a friend or relative (or whatever) and she/he wants to use a word covered in one of the lessons, encourage her/him to look it up and use the correct spelling.


digraph ck
digraph 'ck' - Lesson 4 page 3 - Phonic Pack 2



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digraph 'ck' - Lesson4 page 3 - Phonic Pack 2.


ck as in duck

duck tick

pack tock

sick lock

lick rock

luck sock

clock deck

back neck

Jack peck

quack tuck

rack suck

pick tick

kick quick
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Initial blend 'tr'

June 3rd 2007 09:26
initial sound tr
Initial sound 'tr' - Lesson 5 page 1- Phonic Pack 2


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Initial sound 'tr' - Lesson 5 page 1 - Phonic Pack 2.

My name is .
Read ‘ck’ words from Lesson Four
Lesson Five (initial blend – tr)

Note to tutor: Lessons Five, Six and Seven will be introducing initial blends. When sounding a word out the first two letters are blended together. This makes it easier to ‘hear’ the word.
For instance, take the word ‘trip’. It will not be sounded out t-r-i-p, but tr –i-p. The ‘tr’ are blended together when first sounding out the word.
The lessons now are also giving your child practise at writing the words as well as reading them. Reading, writing and spelling can be successfully integrated in this way.

Before you read the story look at the picture and ask your child
where he/she thinks the truck is going. Accept and discuss all
ideas. Then say,
“Now we will read and find out where the truck is going.”

1. Ask your child to follow along as you read this story.
This gives the sense of the story and encourages fluency and expression. Point to each word as you read. This means your child can follow along with you, it is encouraging the left to right eye movement and you will be modelling fluent reading. It is good if your child recognises some of the words.
cut-------------------------- ----------------------------- ----------------------------- ----------------------------- ---------------------------



One day a truck carrying a horse went on a trip to a circus. On the way it had to stop by a tram track to let a tram go by. At the circus the horse will trot around the circus ring while a clown does a trick on its back.
cut-------------------------- ----------------------------- ----------------------------- ----------------------------- ----------------------------

“Where is the truck going?”


initial sound tr page 2
Initial sound 'tr' - Lesson 5 page 2 - Phonic Pack 2


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Initial sound 'tr' - Lesson 5 page 2 - Phonic Pack 2.

2. Put a circle around the words that are underlined.
3. Look at these words. What is the same about all these words?
4. The ‘t-r’ at the beginning of each word blend together to make the ‘tr’ sound.
5. Sound out the ‘tr’ words in this story.
6. Read the story again. (This time let the child point to each word as you both read.)
7. Trace over the words in the rectangle below, and then write them on the line. Give lots of praise and a reward sticker.


truck trip .

track trot .

tram trick .

8. Read the words you have written.
9. If you would like to, colour in the horse which is on
the back of the truck and draw a circus tent in front of
the truck.
10. Cut out your words and glue the rectangle into your
scrapbook.
11. Cut out the story and the picture and glue them into
your scrapbook.


Well done. You’re getting good at sounding out words. 




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Initial blends 'pr', 'fr', 'br'

June 3rd 2007 09:43
initial blends pr fr br
Initial blends 'pr', 'fr', 'br' - Lesson 6 page 1 - Phonic Pack 2


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Initial blends 'pr', 'fr', 'br' - Lesson 6 page 1 - Phonic Pack 2


My name is .
Read the ‘tr’ words from your scrap book.

Lesson Six (pr, fr, br)



1. Sound out the words in the bricks. As you sound them out, blend the first two letters together e.g. br-i-ck – brick, pr-a-m - pram, fr-i-ll - frill, fr-o-g - frog, pr-i-ck – prick, pr-i-n-t - print, pr-e-ss - press, fr-o-ck – frock.

2. Point to each word and read it without sounding it out (if you can).

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

4. Put each word into a sentence and say the sentence to your tutor.

Note to tutor: Putting words into a sentence:
• helps the child put their thoughts into order
• reveals if he/she knows the meaning of the word
• helps him/her think and express him/herself in sentences ready for when he/she writes in sentences

5. Look at the house below. The words in the bricks need to be completed. Use the words from the first house to complete the words in this house.


initial blends pr fr br
Initial blends 'pr', 'fr', 'br' - Lesson 6 page 2 - Phonic Pack 2


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Initial blends 'pr', 'fr', 'br' - Lesson 6 page 2 - Phonic Pack 2


Note to the tutor: Make sure your child understands what is required and then let him/her proceed with minimal help. It is a good idea to let your child write in lead pencil, and then mistakes can be erased and corrected. It does not matter if your child chooses to write the words in the same order, or a different order, as the words in the first house.
Encourage correct pencil hold and letter formation. Give liberal praise and a reward sticker for effort.
cut-------------------------- ----------------------------- ----------------------------- -------------------

cut-------------------------- ----------------------------- ----------------------------- ----

6. Paint (or colour) the roof of your house.

7. Draw a garden for your house.

8. When the paint is dry, cut along the dotted lines.

9. Glue your house into your scrapbook.

10. Read the words again.







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Initial blends cr, dr, gr

June 4th 2007 06:23
initial blends cr, dr, gr
Initial blends - cr, dr, gr - Lesson 7 page 1 - Phonic Pack 2


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Initial blends cr, dr, gr - Lesson 7 page 1 - Phonic Pack 2.



My name is .

Lesson Seven (cr, dr, gr)
Read words from Lesson Six.

grub



crab drum






crack

grab

drop

drill



dress
grill


drip
cross


grin




initial blends cr, dr, gr
Initial blends - cr, dr, gr - Lesson 7 page 2 - Phonic Pack 2




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Initial blends cr, dr, gr - Lesson 7 page 2 - Phonic Pack 2.


1. Sound out the words in the stars.
2. Discuss the meaning of each word with your tutor.
3. Tutor: point to each word and say the word, and then ask your child to tell you the initial blend he/she can hear at the beginning of that word. e.g. You say ‘drill’. Your child’s answer will be ‘dr’. If your child finds this difficult at first, say the word several times, emphasising the initial blend until he/she does hear it.
4. Choose four of the words, one at a time, and give your tutor a sentence with that word in it.
5. Trace over the three initial sounds found in the stars.
As you trace over the letters, say the sound.



cr cr dr dr gr gr

6. Glue some glitter onto the points of the stars.
7. When the glue is dry, glue the sheet into your scrapbook.
8. Read the words again.




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initial blends gl, sl, pl

June 4th 2007 06:38
initial blends gl sl pl
Initial blends gl, sl, pl - Lesson 8 page 1 - Phonic Pack 2

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Initial blends gl, sl, pl - Lesson 8 page 1 - Phonic Pack 2.


My name is .

Lesson Eight (gl, sl, pl,)

Read the words in the stars from Lesson Seven.

1. Print gl in front of the following words.

___ad ___um

2. Sound out the words.
3. Discuss the meaning of the words with your tutor.


4. Print sl in front of the following words.


___am ___ab ___ack ___ug

___ip ___op ___ap ___im

5. Sound out the words.
6. Discuss the meaning of the words with your tutor.

7. Print pl in front of the following words.


____an ___us __ug

___um ___op
8. Sound out the words.
9. Discuss the meaning of the words with your tutor.


initial gl sl pl
Initial blends gl, sl, pl - Lesson 8 page 2 - Phonic Pack 2



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Initial blends gl, sl, pl - Lesson 8 page 2 - Phonic Pack 2.



slam

plan
slab
glad
slack

plus

slug
slip
plug
slop

plum

glum
slap
plop
slim

10. Cut out the words in the squares above and sort
them into pl, sl and gl families.
11. Glue them into the correct columns on page 17.

Note to tutor: Give your child minimal help when sorting into families. Check to see the groups are correct before gluing.

12. Read the words in the columns.
13. How many words are in the gl column?
14. How many words are in the sl column?
15. How many words are in the pl column?
16. Which column has the most words in it?
17. Which column has the least words in it?
18. Glue pages 15 and 17 into your scrapbook.



initial blends gl sl pl
Initial blends gl, sl, pl - Lesson 8 page 3 - Phonic Pack 2



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Initial blends gl, sl, pl - Lesson 8 page 3 - Phonic Pack 2.


Glue this page into your scrapbook

gl pl sl




















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initial blends bl, fl, cl

June 4th 2007 06:49
Initial blends bl fl cl
Initial blends bl, fl, cl - Lesson 9 page 1 - Phonic Pack 2


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Initial blends bl, fl, cl - Lesson 9 page 1 - Phonic Pack 2.

My name is .

Lesson Nine: (bl, fl, cl)

Read the words from Lesson Eight.

1. The following words have been put into three families.
2. What three families are they?
3. Fill in the missing letters. The first word in each family
has been done for you.
cut-------------------------- ----------------------------- ----------------------------- ----

bl fl cl
blob flat clam

___ock ___op ___ap

___ack ___ag ___iff

___uff ___ap ___og

___ed ___ip

___op

cut-------------------------- ----------------------------- ----------------------------- ----------------------------- ----------------------------- ------------

4. Read (sound out) the words.
5. Discuss the meaning of each word with your tutor.
6. Cut along the dotted lines and glue the words into your
scrapbook.



initial blends bl, fl, cl
Initial blends bl, fl, cl - Lesson 9 page 2 - Phonic Pack 2


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Initial blends bl, fl, cl - Lesson 9 page 2 - Phonic Pack 2.


7. Read and draw.
Draw a flag on a plum.








Draw a black block on a red blob.

Note to tutor: Ask your child to point to each word in the box and read the instructions. Except for the word ‘Draw’ your child should be able to read (sound out) each word. Read and draw activities are comprehension exercises. Your child needs to understand what he/she is reading before she/he can do what is being asked. After reading the instructions, give only as much help as your child needs to successfully work the exercise. As with all exercises you will probably need to give more help when it is the first time your child is attempting it.
Give heaps of praise and a reward sticker for effort.


8. Cut your pictures out and glue them into your scrapbook.









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'e' as in me

June 4th 2007 07:00
e as in me
'e' as in me - Lesson 10 page 1 - Phonic Pack 2


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'e' as in me - Lesson 10 page 1 - Phonic Pack 2.


My name is .
Read the words from Lesson Nine.

Lesson Ten (‘e’ as in me)

1. Today you are going to look at words where the ‘e’ keeps its name ‘ee’, instead of its sound (like ‘e’ as in egg).
Note to tutor: Point to the words in the box and invite your child to read along with you. Give your child time to draw the picture, and then ask him/her to complete the sentence at the bottom of the box. Let your child write the sentence, sounding down the words. This will lead to ‘inventive spelling’ which is most acceptable at this stage. If, however, your child is writing a word which has been covered in previous lessons the correct spelling should be used. Some children are willing to ‘have a go’ at spelling words and this is good. Praise all efforts. Some children, however, like things to be ‘perfect’ so if your child asks you how to spell a difficult word, write it (using Victorian Cursive) on a piece of paper and let him/ her copy it into the sentence.

Now is a good time to talk about writing a sentence correctly. Explain that a sentence always begins with a capital letter and ends with a full stop.

Draw a picture of yourself doing something you like.













I am .

.


‘e’ as in me


e as in me
'e' as in me - Lesson 10 page 2 - Phonic Pack 2


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'e' as in me - Lesson 10 page 2 - Phonic Pack 2.


2. Tutor point to the phrase under the box and read, ‘e’ (ee) as in me.
3. Ask your child to point to the words and read the phrase as well.
4. Now look at other words that have ‘e’ as in me in them.
5. Read, trace and then write the words.
cut-------------------------- ----------------------------- ----------------------------- ----------------------------- ----------------------------- ----------
me me _____

he he _____

we we _____

be be _____

she she _____ (‘s-h’ together say
‘sh’ as in sheep)
Special word alert*****
the the _____ (sometimes we
read ‘thee’, but most often we
shorten the end sound of this
word, depending on the sense
of the sentence.)
cut-------------------------- ----------------------------- ----------------------------- ----------------------------- ----------------------------- ------------

6. Cut along the dotted lines and glue your work into your scrapbook.


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'ing' blend

June 4th 2007 07:14
ing blend
Final blend 'ing' - Lesson 11 page 1- Phonic Pack 2


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Final blend 'ing' - Lesson 11 page 1 - Phonic Pack 2.


My name is: .
Read ‘e’ words from Lesson Ten.

Lesson Eleven (three letter blend - ‘ing’ as in ring)

1. ‘i-n-g’ blended together make ‘ing’.

2. Sound out the following words.

br-ing = bring

s-ing = sing

k-ing = king

w-ing = wing

r-ing = ring

3. Discuss the meaning of the words with your tutor.

4. Colour and then cut out the following pictures.



final blend ing
Final blend 'ing' - Lesson 11 page 2- Phonic Pack 2


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Printing Instructions


Final blend 'ing' - Lesson 11 page 2 - Phonic Pack 2.

5. Turn to the next clean page in your scrapbook.
6. Spread the five pictures out and glue them onto the page.
7. Read the words in the boxes below.



sing

ring
king
wing
bring

8. Print each word under its correct picture.
9. Read each word.





----------------------------- ----------------------------- -----------------------------

The cartoons for Lesson 12:










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Initial blends sn, sp, sm

June 4th 2007 07:21
initial blends sn sp sm
Initial blends sn, sp, sm - Lesson 12 - Phonic Pack 2


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Printing Instructions


Initial blends sn, sp, sm - Lesson 12 - Phonic Pack 2.


My name is .
Read the words from Lesson Eleven

Lesson Twelve (initial sounds sn, sp, sm)

1. Read (sound out) the words below.

sniff

spin


spot

smog


spill

smell



snap

span




spell

snip

2. Discuss the meaning of the words with your tutor.
3. Look at the words again.
4. Underline the sp, sn or sm sound at the beginning of each word.
5. Look at the pictures.
6. Draw at line from each picture to the word that matches the picture.
7. Glue this page into your scrapbook.
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Initial blends sw, sc, tw

June 4th 2007 08:53
initial blends sw sc tw
Initial blends sw, sc, tw - Lesson 13 page 1 - Phonic Pack 2


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Printing Instructions


Initial blends sw, sc, tw - Lesson 13 page 1 - Phonic Pack 2.

My name is .

Lesson Thirteen (initial sounds sw, sc, tw)

Read the words from Lesson Twelve.

1. Look at the word families.
cut-------------------------- ----------------------------- ----------------------------- ----------------------------- ----------------------------- ---------
sw tw sc

swim twig scan

swing twist scuff

swam twin Scott

scrub
cut-------------------------- ----------------------------- ----------------------------- ----------------------------- ----------------------------- ------------

2. Read (sound out) the words in the ‘sw’ family.
3. Circle the ‘sw’ sound in each word.
4. Discuss the meaning of the words with your tutor.

5. Read (sound out) the words in the ‘tw’ family.
6. Circle the ‘tw’ sound in each word.
7. Discuss the meaning of each word with your tutor.

8. Read (sound out) the words in the ‘sc’ family.
9. Circle the ‘sc’ sound in each word.
10.Why does the word “Scott” have a capital letter?
11.Discuss the meaning of the words with your tutor.

12.Choose a word from the lists. Think of a sentence. Say it
to your tutor. Do this three times, so you have thought
up three different sentences with three different words.


initial blends sw sc tw
Initial blends sw, sc, tw - Lesson 13 page 2 - Phonic Pack 2


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Printing Instructions


Initial blends sw, sc, tw - Lesson 13 page 2 - Phonic Pack 2.


13. Write one of the sentences on the lines below.
Remember, sentences begin with a capital letter and
end with a full stop.









14. Cut out the word families and glue them into your
scrapbook.









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