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Initial blend 'tr'

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

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initial blend 'tr' phonics teaching learning worksheet
Initial blend 'tr' - Lesson 5 page 2 - Phonic Pack 2 - Victorian Modern Cursive Print

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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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'old' as in gold

June 6th 2007 06:05
old as in gold
'old' as in gold - Lesson 20 page 1 - Foundation Print - Phonic Pack 2


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phonic story teaching worksheets activities
'old' as in gold - Lesson 20 page 1 - Victorian Modern Cursive Print - Phonic Pack 2


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'old' as in gold - Lesson 20 page 1 - Phonic Pack 2.


My name is .
Read the ‘y’ words from Lesson Nineteen.

Lesson Twenty (old as in gold.)

Note to tutor:
1. Pointing to each word, and with your child following along, read the following story to your child.
2. Ask your child to point to the words and read the story to you. Let your child sound out any words which can be sounded out. Prompt your child with the look-say words.
3. Tell your child you are going to read the story again and you are going to emphasise some words. Ask your child to listen carefully and tell you the sound which is in all of the words you emphasised.
4. (Read the story emphasising the words that end with the ‘old’ blend.) Repeat, until your child can hear and tell you – ‘old’.
5. Read the story again and ask your child to finish what the old man’s wife said to him. Is there any more to the story? Ask your child to finish the story.

The Gold Bell

One cold day an old man went for a walk.

He met a bold elf.

The bold elf had a gold bell in a gold bag.

The bold elf said, “I will sell you this gold bell. When you feel sad, hold it tight and it will make you feel glad.”

When he got home the old man’s old wife said, “Who gave you the gold bell?”

“A bold elf sold it to me and told me to hold it tight when I feel sad and then I will feel glad.”

“Oh,” said the old man’s old wife. “---------------------------- --------.”

Name these characters from the story.



old as in gold
'old' as in gold - Lesson 20 page 2 - Foundation Print - Phonic Pack 2


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'old' phonics worksheet
'old' as in gold - Lesson 20 page 2 - Victorian Modern Cursive Print - Phonic Pack 2


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'old' as in gold - Lesson 20 page 2 - Phonic Pack 2.


1. Write old next to each word.
2. Read each word.
3. Discuss the meaning of each word with your tutor.



old


c .


g .


h .

f .

s .

b .

t .

4. Draw pictures, which tell about the words, in the rectangles next to the words ,
old, cold, gold and hold.
5. Think of a sentence for each of these words:
fold, sold, bold, told.
Say each sentence to your tutor.
6. Glue this page into your scrapbook.
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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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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 - Foundation Print

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phonic revision
'e', 'y', 'ee', 'ea' - Lesson 12 - page 2 - Phonic Pack 3 - Victorian Modern Cursive Print

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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 - Foundation Print

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phonic activity
Revision: 'e', 'y', 'ee', 'ea' - Lesson 12 - page 3 - Phonic Pack 3 - Victorian Modern Cursive Print

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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
'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 - Foundation Print

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digraph phonic worksheet
'ai', 'a-e' and 'ay' - digraphs - Lesson 36 - page 2 - Phonic Pack 3 - Victorian Modern Cursive Print

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

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ir as in bird digraph colour word blue
'ir' as in bird - Colour Word (blue) - Lesson 37 - page 1 - Phonic Pack 3 - Victorian Modern Cursive Print

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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 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 - Foundation Print

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

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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
'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.
.

.
.
.
.
.
.
.
.
. 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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oy as in boy digraph
'oy' as in boy - digraph - Lesson 11 - page 1 - Phonic Pack 4


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'oy' as in boy - digraph - Lesson 11 - page 1 - Phonic Pack 4.

My name .

Lesson Eleven: ‘oy’ as in boy
Revision: Read the story and your sentences on page 20 to your tutor.


‘oy’ as in boy


Note to tutor:
1. Pointing to the caption under the boy say to your child (using letter names) ‘o’ (oh) and ‘y’ (wy) together say (using the sound) ‘oy’ as in boy.
2. Pointing to the word boy, sound it out, b-oy, and then blend it into the word boy.
3. Ask your child to point to each word in the caption under the picture of the boy as he/she reads, ‘oy’ as in boy.


Find the ‘oy’ as in boy flash card and put it with the other flash cards you are practising every day.


Glue this page into your scrap book.




'oy' as in boy digraph
'oy' as in boy - digraph - Lesson 11 - page 2 - Phonic Pack 4


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'oy' as in boy - digraph - Lesson 11 - page 2 - Phonic Pack 4.

1. Write oy in each space to finish the ‘oy’ as in boy words
in this story about a boy called Roy.
2. Sound out the word and read it to your tutor.
3. Discuss the meaning of each word with your tutor.
4. Read the story to your tutor.

A Boy Called Roy

It was Sunday afternoon and R was bored. His Mother had just told him to go to his room so he could not ann , J , his baby sister.

He was looking around his room when he spotted his cowb suit. R smiled as he put the suit on. He did enj playing cowb s. He wished his friend Tr was there to play too.

R sat on his t rocking horse and shouted,
“Yah-hoooo! Yah-hooooo!!” as he pretended to round up a mob of cattle.

When he was tired of that game he spotted his pirate suit. R smiled as he put the suit on. He did enj playing pirates. He wished his friend Tr was there to play too.

R took his t telescope and stood on his
t rocking horse. He pretended he was a big, brave pirate on his big, r al ship rocking in the waves on the dangerous sea.

R looked through his t telescope and shouted,
“Ah ! Ah !! Land Ah !!!”

“Time to surrender!” shouted Mum as she jumped through the door, pretending to be another pirate. “It is time for tea.”

Glue this page into your scrap book.













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'ow' as in bow digraph
'ow' as in bow - digraph - Lesson 17 - page 1 - Phonic Pack 4


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'ow' as in bow - digraph - Lesson 17 - page 1 - Phonic Pack 4.

My name .

Lesson Seventeen: ‘ow’ as in bow
Revision: Read the sentences on page 30.


‘ow’ as in bow

Decorate the bow: You may like to colour the bow all one colour, or you may like to decorate it with dots, stripes or stars. You may have another idea of your own.

Note to tutor:
1. Pointing to the caption under the bow say to your child (using letter names) ‘o’ (oh) and ‘w’ (double you) together say (using the sound) ‘ow’ as in bow.
2. Pointing to the word bow, sound it out, b-ow, and then blend it into the word bow.
3. Ask your child to point to each word in the caption under the picture of the bow as he/she reads, ‘ow’ as in bow.

1. Read the story “The Big Gum Tree” on page 32.
2. Pick up a red pencil and underline every word in the story which has ‘ow’ as in bow in it.
3. Point to and read each ‘ow’ as in bow word to your tutor.
4. Read the story to your tutor.
5. Tell your tutor what you think happened at the end of the story?
6. Write an exciting end to the story.
7. Think up each sentence and tell it to your tutor before you write it. This will help you write your sentences correctly (with correct punctuation) and the events in your story will be in correct sequence. It is hard to remember all these things when you are writing a story.
8. If your story is too long to fit on page 32, glue page 32 into your scrap book and use the next page(s) in your scrap book to finish your story.




'ow' as in bow digraph
'ow' as in bow - digraph - Lesson 17 - page 2 - Phonic Pack 4


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'ow' as in bow - digraph - Lesson 17 - page 2 - Phonic Pack 4.

The Big, Green Gum Tree

A brown rabbit dug a burrow below the ground, in the shadow of a big, green gum tree.

A colourful yellow and green parrot, who lived in a hollow branch at the top of the big, green gum tree, watched as the rabbit dug his new home.

A black crow, who lived under the leaves on a narrow branch in the middle of the big, green gum tree, watched as the rabbit dug his new home.

A grey lizard, who lived under the bark on a low branch of the big, green gum tree, watched as the rabbit dug his new home.

When the brown rabbit had finished digging he came to the door of his burrow and looked around.

“Hello,” said

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'ow' as in bow digraph
'ow' as in bow - digraph - Lesson 18 - Phonic Pack 4


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'ow' as in bow - digraph - Lesson 18 - Phonic Pack 4.

My name .

Lesson Eighteen: ‘ow’ as in bow
Revision: Read “The Big Gum Tree” story.

1. Pick up a yellow pencil and circle the sound ‘ow’ (as in bow)
in each word below.
2. Read the ‘ow’ as in bow words to your tutor.
3. Discuss the meaning of the words with your tutor.
4. Carefully cut along the lines so that each word is in its own
rectangle.
5. Sort the words into the groups under the correct headings
in the table below. Sort them first and ask your tutor to
check they are correct before you glue them in place.

bow grow yellow tow below
show shadow sow narrow row
hollow low burrow know own

‘ow’ words with three letters ‘ow’ words with four letters ‘ow’ words with double letters other ‘ow’ words





6. Find the ‘ow’ as in bow flashcard and put it with the other flash cards you are practising every day.
7. Glue the table into your scrap book.
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'ow' as in bow and 'ow' as in cow digraphs
'ow' as in bow and 'ow' as in cow - digraphs - Lesson 19 - Phonic Pack 4


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'ow' as in bow and 'ow' as in cow - digraphs - Lesson 19 - Phonic Pack 4.

My name .

Lesson Nineteen: ‘ow’ as in bow, ‘ow’ as in cow.
Revision: Read the table of sorted ‘ow’as in bow words from page 33.

1. The letters ‘ow’ can say ‘ow’ as in cow or ‘ow’ as in bow.
2. The best way to know which one is being used in a word is to use the sense of the sentence or story to help you.
3. The story “The Yellow and Brown Owl” has lots of
‘ow’ as in cow and ‘ow’ as in bow words in it.
4. Read the story with your tutor helping you only if you
need it.
5. Pick up a purple pencil and circle all the words that have
‘ow’ as in bow in them.
6. Pick up a black pencil and circle all the words with
‘ow’ as in cow in them.
7. As you work say to your tutor what you are thinking so
she/he can help you if you need it. Make sure you know
the meaning of each word.
----------------------------- ----------------------------- -----------------

The Yellow and Brown Owl

The yellow and brown owl liked to sit on the high tower.

From the high tower she could see a mob of brown cows in the paddock below.

The owl could see the beautiful yellow sun-flowers. She had watched them grow after the farmer had planted them in rows.

Then she looked down and saw a crowd in the main street of the town.
“I know they are looking at a street show,” she said to herself.

The yellow and brown owl liked sitting on the high tower.
She could see everything.
----------------------------- ----------------------------- ----------------------------- ---
Draw a picture of the yellow
and brown owl on top of
her tower.(Turn the page
sideways)
Glue this page into your scrap
book.
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'or' as in fork 'aw' as in paw digraphs
'or' as in fork and 'aw' as in paw - digraphs - Lesson 23 - page 1 - Phonic Pack 4


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'or' as in fork and 'aw' as in paw - digraphs - Lesson 23 - page 1 - Phonic Pack 4.

My name .

Lesson Twenty Three: ‘or’ as in fork and ‘aw’ as in paw
Revision: Read pages 11 and 38.

Note to tutor:
The story about “The Horse and the Dog” is a long story.
1. Let your child read it through first with minimal help from you (see 3 below).
2. Closely supervise your child when she/he underlines the words. Check that she/he is only underlining words where the ‘or’ does say ‘or’ as in fork.
For example you would not underline the words ‘world’ or ‘worked’ because the ‘or’ in these words does not say ‘or’ as in fork.

Working with this story does more than revise the ‘or’ and ‘aw’ sounds.
1. There is a lot of repetition in the story. Children like the rhythm and confidence of repetition, and it also gives the child the chance to add the repeated words to his/her reading vocabulary. Words such as world, asked, where, why, they, whispered and friends are words which should be easily recognised by your child by the end of this story.
2. To keep the repetition interesting and to make sure your child is reading and not just repeating, three of the words are changed in each repetition.
3. It gives your child practise at sounding out words using some of the other digraphs and phonics she/he has been learning. This practise is invaluable because your child is learning the sounds in isolation so she/he can easily recognise them and read words which are made up with the sounds. (This is why it is SO important for your child to read extra books.) If your child does not easily recognise a digraph (or other sound) in a word eg farm, cover the ‘f’ and ‘m’ with your fingers and say, “What does ‘a-r’ together say?” Find it on the flash card if you have to. Then get your child to sound the word out, f-ar-m, farm. This may take time but it is time well spent. It is more beneficial for your child than telling him/her the word without any effort from him/her. If a word cannot be sounded out (a sight word), encourage your child to ‘guess’ what the word may be by looking at the sound it begins with and using the sense of the sentence and story.
4. Another exercise is to look at the speech marks. This has been suggested often during the course of these lessons and your child may be becoming proficient at where the speech marks should go.
5. After you and your child have been through the story encourage your child to read it as fluently as possible. The idea is to read fluently enough to be able to understand the story. This is why we read - to be informed and entertained.
6. Now would be a good time to look at the title of the story and point out that all the words have capital letters, except some small





'or' as in fork 'aw' as in paw digraphs
'or' as in fork and 'aw' as in paw - digraphs - Lesson 23 - page 2 - Phonic Pack 4


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'or' as in fork and 'aw' as in paw - digraphs - Lesson 23 - page 2 - Phonic Pack 4.

words like ‘and’ and ‘the’. Go back to the stories on page 22, “A Boy Called Roy”, page 32,”The Big Green Gum Tree” and page 34 “The Yellow and Brown Owl” and look at the titles of these stories. Look at the titles on some story books and see how they are written.

You may find it beneficial to take more than one lesson to complete all of the activities with this story. It is important to cover all the points and to work at a comfortable pace for your child. You may take two, three or four days, as long as your child understands what he/she is doing as you go. Stay patient, helpful and positive. Give lots of encouragement and praise.  


1. You have learnt that ‘or’ says ‘or’ as in fork and
‘aw’ says ‘aw’ as in paw
2. Read the story “The Horse and the Dog”.
3. It is a long story so take your time. If you do not know a word look at the sound it begins with, try and sound it out and use the sense of the story to help you.
If you need to, ask your tutor for help.
4. Read the story fluently to your tutor.
----------------------------- ---------------
5. Take an orange pencil and underline all the words in the story that have ‘or’ as in fork in them.
6. Read each word to your tutor as your underline it.
----------------------------- ----------------
7. Take a green pencil and underline all the words in the story that have ‘aw’ as in paw in them.
8. Read each word to your tutor as you underline it.

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


9. Glue the story into your scrap book.





'or' as in fork 'aw' as in paw digraphs
'or' as in fork and 'aw' as in paw - digraphs - Lesson 23 - page 3 - Phonic Pack 4


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'or' as in fork and 'aw' as in paw - digraphs - Lesson 23 - page 3 - Phonic Pack 4.

The Horse and the Dog

Mr Shaw was a farmer.

He worked hard all day and one night he was very tired.
“I am so tired I am going to bed now,” he yawned.
He crawled into bed … and forgot to shut the gate.

“Mr Shaw has not shut the gate,” whispered the horse to the dog. “Let’s go for a walk in the morning.”

At dawn, the horse and the dog crept over the lawn, passed the porch and out of the farm gate.

“Which way will we go, left or right?” asked the dog.

“Let’s go right,” said the horse.

So off they went to see the world.

A hawk, who was sitting in the forked branch of a tree, saw them.
“Where are you going?” he asked.
“To see the world,” said the horse.
“Can I come with you?” asked the hawk.
“Why not,” said the two friends.
So off they went to see the world.

A cow, with one horn missing, saw them.
“Where are you going?” she asked.
“To see the world,” said the dog.
“Can I come with you?” asked the cow.
“Why not,” said the three friends.
So off they went to see the world.




'or' as in fork 'aw' as in paw digraphs
'or' as in fork and 'aw' as in paw - digraphs - Lesson 23 - page 4 - Phonic Pack 4


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'or' as in fork and 'aw' as in paw - digraphs - Lesson 23 - page 4 - Phonic Pack 4.

A white rabbit, who had been sleeping under a thorn bush, saw them.
“Where are you going?” he asked.
“To see the world,” said the hawk.
“Can I come with you?” asked the rabbit.
“Why not,” said the four friends.
So off they went to see the world.

A little fawn, who was munching on straw, saw them.
“Where are you going?” she asked.
“To see the world,” said the rabbit.
“Can I come with you?” asked the fawn.
“Why not,” said the five friends.
So off they went to see the world.


The friends talked and walked all day.
They looked at the green grass on the hills.
They looked at the wild flowers in the bush.
They had a drink at the river.
They saw lots of other animals and birds.

“The world is a beautiful place, but I am tired now,” said the horse.
They all agreed it was time to go home.

No-one knew the way.

They were lost and it was nearly time for the sun to set.

The farmer, who had been looking for his horse and dog all day, saw them.
“Where are you going?” he asked.
“We have been to see the world,” said the horse.
“It is beautiful, but please take us home,” said the dog.




'or' as in fork 'aw' as in paw digraphs
'or' as in fork and 'aw' as in paw - digraphs - Lesson 23 - page 5 - Phonic Pack 4


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'or' as in fork and 'aw' as in paw - digraphs - Lesson 23 - page 5 - Phonic Pack 4.

The farmer smiled and led the way, back passed the river, the wildflowers and the grass.

The little fawn curled up next to her Mother and went to sleep. (zz zz zz)

The rabbit crawled underneath his thorn bush and went to sleep.(zz zz zz)

The cow was pleased to be home again. “Thanks for taking me to see the world,” she said sleepily, as she settled down for a good night’s sleep. (zz zz zz)

The hawk flew to the forked branch in his tree, put his head under his wing and went to sleep.(zz zz zz)

The horse and the dog were very tired by the time they got home. The kind farmer gave them some tea but before they could eat it all they were fast asleep.
(zzzz zzzz zzzz)

The farmer smiled. He was pleased he had found his missing animals …………. and …

he never forgot to shut the gate again.





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phonic sounds - I, 'ie', 'y', 'i-e'
Phonic sounds - I, 'ie', 'y' and 'i-e' - Lesson 27 - page 1 - Phonic Pack 4


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Phonic sounds - I, 'ie', 'y' and 'i-e' - Lesson 27 - page 1 - Phonic Pack 4.

My name .

Lesson Twenty Seven: I, ie, y, i-e
Revision: Read page 49.

1. You have learnt: ‘ie’ as in pie
‘y’ as in sky
‘i-e’ as in kite
I (meaning yourself)

2. Read the following story and help me finish it.

Note to tutor: Read through the story with your child, letting her/him read as much as she/he can without help. You may need to prompt new look-say words but don’t be in too big a hurry to help because you will be surprised what your child can read by looking at the sound the word begins with, using the sense of the story and the picture clues. Give your child time to sound out words. She/he may need to be prompted and helped with some of the digraphs and sounds already covered. Show your child the digraph or sound in the word. If your child cannot tell you the sound ask her/him to find the appropriate flash card, say the sound and then go back to the problem word. It is good for your child to work in this way. She/he will learn quicker and remember better if she/he has to think the problem through. Be patient and cheerful . Take as much time as your child needs. You may need to take two or three lessons to work through the story. Moving slowly and thoroughly will reap huge rewards in the end.
----------------------------- ----------------------------- ---------------------------

Shy Platypus’ Farewell Party



One fine day all the animals that lived by the bend in the deep, wide river had a meeting by the big, white rocks.

In five weeks time Shy the Platypus was going away from the bend in the deep, wide river to build a house of his own. His friends had gathered to plan a farewell party to say goodbye and wish him well.

Big, Brown Kangaroo was in charge of the meeting.




phonic sounds - I, 'ie', 'y', 'i-e'
Phonic sounds - I, 'ie', 'y' and 'i-e' - Lesson 27 - page 2 - Phonic Pack 4


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Phonic sounds - I, 'ie', 'y' and 'i-e' - Lesson 27 - page 2 - Phonic Pack 4.



“Who will bring some food for the party?”

she asked.





“I will bring a leaf pie,”

said Koala.








“I will fry egg and seed pancakes,”

said Kookaburra.






“I will bring a pile of bush biscuits,”

shouted mouse.

(He had to shout or no-one heard his tiny voice.)




“I will dry some ripe black berries
and make a dried black berry cake,”
said Parrot, with the fine, colourful feathers.





phonic sounds - I, 'ie', 'y', 'i-e'
Phonic sounds - I, 'ie', 'y' and 'i-e' - Lesson 27 - page 3 - Phonic Pack 4


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Phonic sounds - I, 'ie', 'y' and 'i-e' - Lesson 27 - page 3 - Phonic Pack 4.









“We will bring some honey drops,” buzzed nine bees from a nearby bee hive.

Now you can help with the story. What do you think Striped Snake will bring to eat at the party?
Write on the lines. Remember the speech marks.













What do you think Green Spotted Frog will bring to eat at the party? Write on the lines. Remember the speech marks.


phonic sounds - I, 'ie', 'y' and 'i-e' -Lesson 27 - page 4 - Phonic Pack 4
Phonic sounds - I, 'ie', 'y' and 'i-e' - Lesson 27 - page 4 - Phonic Pack 4


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Phonic sounds - I, 'ie', 'y' and 'i-e' - Lesson 27 - page 4 - Phonic Pack 4.

“I will fly to the pond

and find a beautiful lily flower

with a long stem to tie on to the gift,”

said Pink and White Cockatoo.


Everyone agreed that was a good idea.

The animals talked until the sun was setting in the sky.
----------------------------- ----------------------------- -------

Party day came at last.

What a party they had.

Tell your tutor what the animals and birds may have done at the party to make it so much fun.

At the end of the party the animals and birds stood in a circle with Shy Platypus in the middle.

Big, Brown Kangaroo gave a speech. Shy Platypus was so moved he started to cry (just a bit) and had to wipe tears from his eyes.

When Shy Platypus opened the farewell present and saw the

, he smiled.

Write on the line what you think his friends gave him for a farewell present?

Shy Platypus gave his thank you speech. He was excited about building his new home and invited everyone to come and visit him – often.



phonic sounds - I, 'ie', 'y', 'i-e'
Phonic sounds - I, 'ie', 'y' and 'i-e' - Lesson 27 - page 5 - Phonic Pack 4


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Phonic sounds - I, 'ie', 'y' and 'i-e' - Lesson 27 - page 5 - Phonic Pack 4.

You are such a good artist draw the animals and birds at the farewell party for Shy Platypus.






















Glue pages 51, 52, 53 and 54 into your scrap book.


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phonic sounds - I, 'ie', 'y', 'i-e'
Phonic sounds - I, 'ie', 'y' and 'i-e' - Lesson 28 - page 1 - Phonic Pack 4


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Phonic sounds - I, 'ie', 'y' and 'i-e' - Lesson 28 - page 1 - Phonic Pack 4.

My name .

Lesson Twenty Eight: I, ie, y, i-e
Revision: Read the story “ Shy Platypus’ Farewell Party”.

1. You are going on a word search. Go to the story “Shy Platypus’ Farewell Party” and find all the words that have ‘y’ as in sky, ‘i-e’ as in kite, ‘ie’ as in pie and ‘I’ and write them in the correct column in the following table. Write each word only once even if it is in the story more than once.

Tutor Note: Let your child do this exercise by him/herself first and then go through the story with him/her and pick up any missed words. Treat the exercise like a treasure hunt!

‘y’ as in sky ‘i-e’ as in kite ‘ie’ as in pie
I



























































Glue this page into your scrap book.



phonic sounds - I, 'ie', 'y', 'i-e'
Phonic sounds - I, 'ie', 'y' and 'i-e' - Lesson 28 - page 2 - Phonic Pack 4


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Phonic sounds - I, 'ie', 'y' and 'i-e' - Lesson 28 - page 2 - Phonic Pack 4.

Read the following three words from your story.

find idea tiny

2. What sound does the ‘i’ make in all of these words?

3. It is a new sound ‘i’ as in blind.

These words could go in the same column as ‘I’ because the ‘i’ sounds like (eye) in all of them.

4. Here are some more words with this sound.
Sound them out and read then to your tutor. Discuss the meaning of each word with your tutor.

blind child wild bind find grind wind mind kind

mild rind hind behind

5. Write a short story using the following words:

child find kind behind

Think your story up and say it to your tutor before you write it. Remember every sentence has a capital letter and a full stop. If someone in your story speaks remember to use speech marks at the beginning and end of what is said. If you are not sure where to put them your tutor will help you.

Glue this page into your scrap book and use the page next to it to write your story.

You may like to give your story a title. Remember each word in the title has a capital letter, except little words like ‘and’ and ‘the’.

Being an author is fun. Enjoy writing your story.




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phonic sounds - I, 'ie', 'y', 'i-e' and compound words
Phonic sounds - I, 'ie', 'y' and 'i-e' and compound words - Lesson 29 - page 1 - Phonic Pack 4


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Phonic sounds - I, 'ie', 'y' and 'i-e' and compound words - Lesson 29 - page 1 - Phonic Pack 4.

My name .

Lesson Twenty Nine: I, ie, y, i-e
Revision: Read the story “ Shy Platypus’ Farewell Party”.

1. You have learnt that a compound word is a big word made up of two little words.

For example: nearby is made up of near and by.

2. Join a word from the left hand column to a word from the right hand column to make a compound word. All of these compound words are in the story “Shy Platypus’ Farewell Party”. Join the words with a straight line. Use a different colour for each match.

fare way

a one

good well

every one

near cakes

no bye

pan by


3. Read the compound words to your tutor. Find the compound words in the story.




phonic sounds - I, 'ie', 'y', 'i-e' and compound words
Phonic sounds - I, 'ie', 'y' and 'i-e' and compound words - Lesson 29 - page 2 - Phonic Pack 4


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Phonic sounds - I, 'ie', 'y' and 'i-e' and compound words - Lesson 29 - page 2 - Phonic Pack 4.

4. The word blind has two different meanings depending on the sense of the sentence.

Read the following sentences to your tutor and then discuss the different meanings and how you know which ‘blind’ it is by the sense of the sentence.

The blind man had a special dog to help him go shopping.

The lady pulled the blind down so the sun would not shine in the window.

5. The word wind is even trickier.
It is spelt the same but pronounced differently
depending on the sense of the sentence.

Read the following sentences and work out which is which!!

The wind will blow the leaves away.

Dad will wind the rope around the post.

6. Glue pages 57 and 58 into your scrap book.








You have worked well.

You are a star!!!!

Write your name in the star.

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'oe', 'ow', 'o-e', 'oa' digraphs phonic sounds
'oe', 'ow', 'o-e' and 'oa' - digraphs - Lesson 36 - page 1 - Phonic Pack 4


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'oe', 'ow', 'o-e' and 'oa' - digraphs - Lesson 36 - page 1 - Phonic Pack 4.

My name .

Lesson Thirty Six: ‘oe’, ‘ow’, ‘o-e’ and ‘o’
Revision: Read page 67.

You have learnt: ‘oe’ as in toe
‘ow’ as in bow
‘o-e’ as in rose
‘oa’ as in boat

Today we will also look at ‘o’, making the same sound.






Queen of the Yellow Roses

A long time ago Queen Flo, Queen of Yellow Roses, was sitting on a stone in the shadows of a beautiful yellow rose garden playing her oboe. She wore a long, silk, shiny cloak and a row of yellow roses in her hair.


The music was so beautiful and the notes floated up to the evening sky, like smoke from a fire.










A crow flew onto a nearby branch
and began to sing softly
in time with the music.












A toad jumped from a nearby lily pond
and began to croak softly,
in time with the music.






'oe', 'ow', 'o-e', 'oa' digraphs phonic sounds
'oe', 'ow', 'o-e' and 'oa' - digraphs - Lesson 36 - page 2 - Phonic Pack 4


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'oe', 'ow', 'o-e' and 'oa' - digraphs - Lesson 36 - page 2 - Phonic Pack 4.


A doe and her fawn
stopped eating the grass
and nodded their heads
in time with the music.







A family of elves, whose home was in the hollow where some blue bells were growing, came to listen to the music and began to dance on their toes.






Insects floating on the pond in a leaf boat chirped in time to the music.


The moon rose in the night sky and stars began to twinkle.

Mother Elf spoke, “It is time to go home .”

“No…..no-o…,” moaned the little elf. “I don’t want to go home.”

Suddenly, the Queen of the Yellow Roses, stopped playing her oboe and everyone knew it was time to go home and snuggle down to sleep.




'oe', 'ow', 'o-e', 'oa' digraphs phonic sounds
'oe', 'ow', 'o-e' and 'oa' - digraphs - Lesson 36 - page 3 - Phonic Pack 4


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'oe', 'ow', 'o-e' and 'oa' - digraphs - Lesson 36 - page 3 - Phonic Pack 4.

1. Turn to the story “Queen of the Yellow Roses” on pages 68 and 69.

2. Look at all the underlined words, one by one. Using a highlighter, highlight the letters in each word which make an ‘oh’ sound. The letters could be ‘oe’, ‘ow’, ‘o-e’, ‘oa’ or ‘o’.
If you do not have a highlighter, circle each sound with a coloured pencil.

3. After you have highlighted the letters making the ‘oh’ sound, read the word to your tutor.

4. After you have read all the underlined words, read the whole story to your tutor.
----------------------------- ----------------------------- -------
Word Alert: sew sow

1. The word sew is a word alert word because it has ‘ew’ making the ‘oh’ sound. The word sew means to sew with a needle and thread. The sewing can be done by hand or with a sewing machine. Discuss this with your tutor so you understand what the word sew means.
2. The word sow ( with an ‘ow’ as in bow) means to plant seeds in the ground. Discuss this word with your tutor so you understand what the word sow means.

3. rose rose
The word rose can have lots of meanings.
It can mean the rose plant, and it can mean ‘to rise’.

e.g. The sun rose in the sky.

Ask your tutor to look up a dictionary and discuss
other meanings for the word ‘rose’.

4. nose knows
These two words sound the same but have different meanings. Discuss the words with your tutor so you understand what the words mean. Put each word into a sentence and say it to your tutor.

Glue pages 68, 69 and 70 into your scrap book.


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'ew', 'oo', 'ue' and 'u-e'
'ew', 'oo', 'ue' and 'u-e' - digraphs and phonic sound - Lesson 40 - page 1 - Phonic Pack 4


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ew', 'oo', 'ue' and 'u-e' - digraphs and phonic sound - Lesson 40 - page 1 - Phonic Pack 4.

My name .

Lesson Forty: ‘ew’, ‘oo’, ‘u-e’ and ‘ue’.
Revision: Read the sentences on page 75.

You have learnt: ‘ew’ as in screw
‘oo’ as in moon
‘u-e’ as in flute

Today we will also look at: ‘ue’ as in Sue, Prue and blue

And here is a challenge:

What letter makes the ‘oo’ sound in the words ‘to’ and ‘do”? . .
What letters make the ‘oo’ sound in the word ‘two’? .

What letters make the ‘oo’ sound in the word ‘you’? .

1. Read the story “The Twins Pool Party” on page 77.

Word Search: How good a detective are you?

2. Take a red pencil and underline all the words in the story which have ‘ew as in screw in them. Read each word to your tutor as you underline it.

3. Take an orange pencil and underline all the words in the story which have ‘oo’ as in moon in them. Read each word to your tutor as you underline it.

4. Take a green pencil and underline all the words in the story which have ‘u-e’ as in flute in them. Read each word to your tutor as you underline it.

5. Take a pink pencil and underline the ‘ue’ in the words Sue, Prue and blue each time you find them.

6. How many times can you find the word to in the story? .

7. How many times can you find the word two in the story? .

8. How many times can you find the word you in the story? .

9. Read the story to your tutor. Use lots of expression to make it interesting.

10. Glue page 77 into your scrap book.



'ew', 'oo', 'ue' and 'u-e' digraph phonis sound
'ew', 'oo', 'ue' and 'u-e' - digraphs and phonic sound - Lesson 40 - page 2 - Phonic Pack 4


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'ew', 'oo', 'ue' and 'u-e' - digraphs and phonic sound - Lesson 40 - page 2 - Phonic Pack 4.

The Twins Pool Party

It was Sunday and it was Luke and June’s birthday. They were so pleased they didn’t have to go to school because at two o’clock their friends were coming for their Pool Party.

Luke hung up a few blue and yellow balloons.
He had to stand on a stool to reach the top of the post.
June hung up a few green and purple balloons.
The balloons looked pretty as they blew in the breeze.

Drew was the first one to arrive at two o’clock. He gave Luke a new toy flute and June a cute fairy doll.

“Thank you so much,” they both said.

Sue was the next to arrive. She gave June a jewellery box which played a beautiful tune. For Luke she had chosen a wind-up kangaroo which could hop very fast.

“Thank you so much,” they both said.

Prue and Lewis arrived next. Prue gave the twins a hoop each. Lewis gave the twins a family ticket to the zoo.

“Thank you so much,” they both said.

“Now it is time for a swim in the pool,” Mum said. “Remember all the safety rules.”

What a smashing, splashing time they had!

At five o’clock it was time to eat some party food. Dad came out with a huge birthday cake. Luke and June lit the candles and everyone sang ‘Happy Birthday’. THEN ….. a gust of wind blew the candles out.

At half past six it was time to go home.

“Thank you for the party,” all the friends said as they left.

What a great party it had been.
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Word Study - Compound Words

November 24th 2007 06:40
Compound Words
Compound Words - page 1



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Compound Words - page 1.


Notes for teachers – Compound Words.
Parents/Carers/Tutors adjust the activity to suit your circumstances.

This activity introduces/consolidates compound words.

Children love studying words. A compound word is made up of two smaller words.
Reading the story “The Twin’s Birthday” gives the children an interesting activity to search for compound words.

• Make sure the children understand what a compound word is before they attempt the activity.
• Decide whether the children will work individually or in pairs. Perhaps they could work in pairs to read the story and help each other find the compound words and then each child write the compound words on her/his own sheet of paper.


Extra Activities:

The story “The Twins’ Birthday” could be revisited to observe/consolidate where speech marks are used when writing a story. It is beneficial to bring this to the children’s attention as often as possible.

The story could lead into a discussion about birthdays. The children could draw/paint and write about a present they would like to receive or the best present they have ever received.
Discussion could be generated about acceptable behaviour at birthday parties and good manners when receiving and giving presents. (Health Learning Area)

Jill called her frog Rob. What would the children call a frog if they had it for a pet?
What would they call a goldfish if they had it for a pet? This activity consolidates the rule that a name begins with a capital letter. Whether it is the name of a person (eg Jill, Tom), a pet, a town, a country, a month or a day (etc) it has a capital letter.


Compound Words
Compound Words - page 2


Print above image and complete the lesson with pages 1 and 3.

Printing Instructions


Compound Words - page 2.


Compound Words

Read the story called “The Twins’ Birthday”. As you read underline any compound words you find.
When you are sure you have underlined all the compound words write them neatly on the lines below. Write each compound word once, even if it is used more than once in the story.



Compound Words
Compound Words - page 3


Print above image and complete the lesson with pages 1 and 2.

Printing Instructions


Compound Words - page 3.


The Twins’ Birthday

Today is Tom and Jill’s birthday. Mum and Dad said they would take the children to the pet shop to buy a present each.

Tom said he would like a goldfish for his birthday.
Jill said she would like a frog for her birthday.

They all got into the car.
Jill did her seatbelt up all by herself.
Tom did his seatbelt up all by himself.

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

When they arrived at the pet shop they went inside.

Tom looked for the goldfish.
“There is one behind the seaweed,” he said.
“Can I please have that one?”
“We cannot go home without some fish food,”
Dad said.


Jill looked for the frogs.
She saw them in a glass box.
“Can I please have the one that is
asleep on the rocks?” she asked.
“You cannot go home without some crickets for him to eat,” the shopkeeper told them.



Mum paid for the presents.
“Thank you,” said Jill. “I will call my frog Rob.”
“Thank you,” said Tom. “This is the best present ever.”

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Word Study - Compound Words

November 24th 2007 07:03
Compound Words
Compound Words - page 4



Print above image and complete the lesson with pages 5 and 6.

Printing Instructions


Compound Words - page 4.


Notes for teachers– Compound Words (for more advanced readers)
Parents/Carers/Tutors adjust the activity to suit your circumstances.

This activity introduces/consolidates compound words.

Children love studying words. A compound word is made up of two smaller words.
Reading the story “Twelve Brave Seamen” will give the children an interesting activity to search for compound words. This activity has a more difficult reading vocabulary than “The Twins’ Birthday”.

• Make sure the children understand what a compound word is before they attempt the activity.
• Decide whether the children will work individually or in pairs. Perhaps they could work in pairs to read the story and help each other find the compound words and then each child write the compound words on her/his own sheet of paper.


Extra Activities:

The story “Twelve Brave Seamen” could be revisited to observe/consolidate where speech marks are used when writing a story. It is beneficial to bring this to children’s attention as often as possible.

What happens next? It would be a fun exercise to complete the story.




Compound Words
Compound Words - page 5



Print above image and complete the lesson with pages 4 and 6.

Printing Instructions


Compound Words - page 5.


Compound Words

Read the story called “Twelve Brave Seamen”. As you read underline any compound words you find.
When you are sure you have underlined all the compound words write them neatly on the lines below. Write each compound word once, even if it is used more than once in the story.



Compound Words
Compound Words - page 6



Print above image and complete the lesson with pages 4 and 5.

Printing Instructions


Compound Words - page 6.


Twelve Brave Seamen

One stormy afternoon, under a perfect rainbow, twelve brave seamen set out to sail the seven seas.



Everything went well until twenty miles into the third sea, when a bad storm blew up. The clouds became thick and black and it was very dark. The four crewmen in the engine room looked out of the portholes. The waves were so high it looked as if the ship was underwater.

Another crewman climbed up to the lookout to see if he could see an island. He turned the searchlight on but he didn’t see the nearby rocks.

The ship hit the rocks and something went CRUNCH!!!

“Everyone to the lifeboat!” shouted the Captain. “Nothing we can do will save this ship.”
Someone (the crewman who could count quickly) said, “There are only eleven of us.”

Just then the crewman from the lookout rushed into the lifeboat. He was so BIG he nearly overturned the little boat.

The lifeboat tossed around like a matchbox in the stormy seas and some of the crew were seasick.

In the morning the sailors found themselves washed up onto a beach, next to an old shipwreck.


to be continued…….



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Mr Zilot's Private Zoo


phonic story
Revision - Words with 'i' as in blind - page 12 - Phonic Pack 5


Print above image and use with page 13.

Printing Instructions


Revision - Words with 'i' as in blind (page 1 of 2).

My name Date: .

Lesson Eight: Revise ‘i’ as in blind
1. Read the words in the blind on page 11.
2. The following story has words missing. Find the correct
‘i as in blind’ words on page 11 to fill in the spaces.

Note to tutor: The correct missing word may not be obvious to the child. Encourage her/him to go through the ‘i’ words on page 11 until she/he finds one that fits. This exercise should be done with minimal help – for maximum benefit the child needs to put in the effort. Give as much time as is needed.

Mr Zilot’s Private Zoo

Mr Zilot owned a ______________________ zoo.

He was a ___________ man and one day he had a good ________.

Every _____________ he would open his zoo to the public.

He was surprised when so many people came to his zoo on opening

day.

The visitors found there were so many things to see.


The big, _____________ entrance gates

had ____________growing over them.






Children enjoyed watching the two small, yellow, playful _________

cubs. The pair seemed to enjoy people

watching them frolic with each other.



phonic story
Revision - Words with 'i' as in blind - page 13 - Phonic Pack 5


Print above image and use with page 12.

Printing Instructions


Revision - Words with 'i' as in blind (page 2 of 2).

A week before the opening day the huge, male elephant hurt one of

his _______________ legs and a keeper had to ______________

it with a wide bandage.





He didn’t seem to ______________. In fact he enjoyed the extra

attention.


In a special building, in the centre of the zoo, Mr Zilot had an

interesting collection of insects and __________________.


A pond which was home to lots of _______________ birds was

______________ the aquarium. (Colour the pond. Draw birds on it.)

The Pond
No swimming













Every _____________ who came enjoyed the visit. Many wrote

letters to Mr Zilot thanking him for letting them come to his zoo.

Note to Tutor: Scroll down to the next two posts to find the answer sheet and some suggested extension activities for "Mr Zilot's Private Zoo" .






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