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Phonic Stories Colour Words - Phonics

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

July 7th 2007 09:38
'ai' as in train digraph
'ai' as in train - Colour Word (black) - Lesson 4 - page 1 - Phonic Pack 3


Print above image and complete the lesson with pages 2 and 3.

Printing Instructions



'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


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

Printing Instructions


'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


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

Printing Instructions


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

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


Print above image and complete the lesson with page 2..

Printing Instructions


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

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


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

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

. .

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

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

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

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

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





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


Print above image and complete the lesson with page 1.

Printing Instructions


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

Chirp’s Birthday Party

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

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

It was Chirp’s birthday.

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

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

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



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

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


Print above image and complete the lesson.

Printing Instructions


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

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

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


. .


. .


. .



.


. .


. .


. .



. .



.

4. What is the difference between these two words?

bird Bird

5. What is the difference between these two words?

birds bird’s

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

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Cover Pages and Lesson Schedules for Phonic Packs 1, 2, 3 and 4 - for your perusal

September 25th 2007 05:37
Cover Page - Phonic Pack 1
Cover Page - Phonic Pack 1


Lesson Schedule for Phonic Pack 1 - page 1
Lesson Schedule for Phonic Pack 1 - page 1

• as each lesson is completed let your child tick it off. It is a good feeling.
• the letters are being covered in ‘families’, according to how they are formed when writing them.
• take as much time as your child needs 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. You will probably find you can move more quickly as the lessons progress.
• after each lesson find the flashcard for the letter covered in that lesson and add it to the pile of letters covered so far. At the beginning of each lesson show these flashcards, one at a time, and ask your child to say the letter-sound three times. It is important that your child looks at the letter while saying the sound.
• after Lesson Nine divide the flashcards into two piles. The first pile will be the flashcards your child readily recognises. The second pile will be the letter-sounds still not readily recognised by your child. At the beginning of each lesson concentrate on the second pile. Your child will be motivated to have as many flashcards as possible in the first pile. Count the first pile occasionally so your child has positive feedback as he/she learns the sounds and the pile grows. It is very important to give positive, liberal praise for effort and progress. If you are excited with the progress, your child will be excited too.
• after writing your child’s name in the space provided, glue the Phonic Pack One cover page onto the first page in the scrapbook
• number the pages in the scrapbook from 1 to ---. As the lessons are covered, glue the pages into the scrapbook, corresponding the numbers of the lesson pages to the numbers on the pages in the scrapbook. i.e. the letter- sound ‘a’ lesson is on pages 1 and 2, so glue them onto pages 1 and 2 of the scrapbook. Lesson Two letter-sound ‘c’, is on pages 6 and 7 so glue these pages onto 6 and 7 in the scrapbook. This will eventually put all the letter-sounds into alphabetical order in the scrapbook and will be an excellent revision reference. Some pages will have pictures (etc) cut out of them. Just trim the relevant remaining pieces and glue them into the scrapbook on the corresponding page.



Lesson One: Aa…… pages1 and 2

Lesson Two: Cc…… pages 6 and 7

Lesson Three: Dd……pages 8 and 9

Lesson Four: Gg……16 and 17

Lesson Five: Qq……pages 39-41

Lesson Six: Ii……pages 20 and 21

Lesson Seven: Tt……pages 46-48

Lesson Eight: Ll……pages 28 and 29

Lesson Nine: Jj……pages 22-24


Lesson Schedule for Phonic Pack 1 - page 2
Lesson Schedule for Phonic Pack 1 - page 2

After each lesson you have been finding the flashcard for the letter you have covered for that day. At the beginning of each letter you have been showing the flashcards (one at a time) to your child and asking her/him to say the sound three times. You have also been sounding out the three letter word from the chant, at the beginning of each lesson.
Before Lesson Ten you can use some of the flashcards to make two letter sounding words. To cover this activity you may need to make it the lesson for the day.

The two words you can make are – ‘it’ and ‘at’.

Note to tutor: Encourage your child to listen carefully to the sounds. Can they ‘hear’ the word the sounds are making? This is an important skill. Some children find it easier than others, but most children achieve it with a little practise. At this stage just ask your child to sound the word a couple of times and blend the letters together into a word. Give as much help as needed, (model it for your child), and then move on, without labouring the point too much at this stage.

Put the ‘i’ and ‘t’ flashcards together, sound the word with your child, blend the letters together to make the word ‘it’.

Put the ‘a’ and ‘t’ flashcards together, sound the word with your child, blend the words together to make the word ‘at’.


Ask your child to write the words ‘it’ and ‘at’ using correct pencil hold and letter formation:
• This is giving him/her practise at writing the letters.
• It is giving her/him the chance to see that letters and sounds go together to make words.

Lesson Ten: Mm…… pages 30 and 31

Lesson Eleven: Nn……pages 32-34

Lesson Twelve: Rr…… pages 42 and 43

Lesson Thirteen: Xx……pages 56 and 57

Lesson Fourteen: Zz……pages 61-63

Note to Tutor: Before Lesson Fifteen, practise sounding out more words.
Put the flashcards together, sound out the word, and then blend the sounds into the word.
Ask your child to write the words.

Words you can blend with the sounds covered so far are:
an am at in

ran man can tan



Lesson Schedule for Phonic Pack 1 - page 3
Lesson Schedule Phonic Pack 1 - page 3

(It is good to have words that end in the same sound and all you have to do is change the first letter to make a new word. Comment to your child that these words rhyme.)

cat mat rat

jam ram dam

Note to Tutor: Do not labour this activity too much. If you feel your child needs to practise this skill, make it the lesson for the day. If your child needs more time to practise this skill take five minutes here and there to do it. Short, on the task sessions are preferable to long, arduous sessions. Keep the atmosphere cheerful. Praise every effort.

Lesson Fifteen: Uu…… pages 49-51

Lesson Sixteen: Yy……pages 58-60

Lesson Seventeen: Vv……pages 52 and 53

Lesson Eighteen: Ww……pages 54 and 55

Lesson Nineteen: Bb……pages 3-5, plus template for the blue box.



Lesson Twenty:
It is important for your child to be able to sound out three letter words and to be able to write (sound) them down. This lesson will practise this skill.
After each set of words ask your child to write the words. It is good if he/she can write each word by sounding it down onto the paper, rather than copying it from the flashcards.
Note: It is important to cover this exercise, but remember, don’t make it too arduous for your child. Be sensitive of your child’s development. If she/he can do most of this work with minimal help that is great, but give the help your child needs to complete it. It is important to be conscience of the length of your child’s concentration span. You may need two short lessons to cover the work. This is the huge plus of being tutored one-to-one, your child can be kept on task.

cub tub rub

bud mud

jug dug mug rug tug

bad lad mad

bid lid rid

lit bit quit (revise the qu sound)




Lesson Schedule for Phonic Pack 1 - page 4
Lesson Schedule for Phonic Pack 1 - page 4

Lesson Twenty One: Ee……pages 10 and11

Lesson Twenty Two: Oo……pages 35 and 36, plus 2 sheets for orang-utan’s face, ears
and mouth.
Lesson Twenty Three: Ff……pages 12-15

Lesson Twenty Four: Ss……pages 44 and 45, plus two sheets for sun mobile.

Lesson Twenty Five: Time for more sounding and writing of three letter words.

Note to Tutor: Now is a good time to mention vowels and consonants. Do not expect your child to remember these words, but they will remember more than you think.
Notice how the letters a e i o and u occur in a lot of words. These five letters are called (short) vowels. The rest of the letters in the alphabet are called consonants.

As the vowels ‘e’ and ‘o’ were introduced in Lessons 21 and 22, words using these vowels will be used in this lesson.

Make each set of words with the flashcards first, just changing the first letter of each word. As each word is made sound it out, and then say the word by blending the sounds together.
At this stage, when the words are in sets, it is good to combine the sound of the last two letters.
e.g. instead of sounding get as g-e-t, sound it as g-et.
Write the word:
Tutor, say the word, sound out the word, say the word again, and then ask your child to write it. If your child can write the word without looking at the flashcards this is good. If she/he still cannot do this, ask them to look at the word, sound out the word (while looking at it), now write the word, sounding it down onto the paper.

get let met net bet yet jet vet wet set

Ted led red bed

leg Meg beg

ten den Len men Ben

nod rod Todd
• Notice: double letters have the same sound as a single letter eg ‘dd’=’d’
• Why have some words (Ted, Meg, Len, Ben, Todd) got capital letters?

log dog cog jog bog fog

cot dot lot jot not rot box fox

well bell tell yell sell fell (Reminder: ‘ll’=’l’)


Lesson Schedule for Phonic Pack 1 - page 5
Lesson Schedule for Phonic Pack 1 - page 5

Note to Tutor:
Take as many sessions as you need to cover Lesson Twenty Five.
Pace your child according to her/his concentration span and development,
and take as many days as he/she needs to comfortably complete the task.

If your child is competent at sounding three letter words they will have fun making up words of their own with the flashcards.

At this stage too, it is a good time to buy (or borrow from a library) books which have a lot of three letter sounding words in them, as your child will be able to read a lot of the book. Read the book with the child and help them with the words he/she cannot sound out. The ‘Dr Seuss’ books are an excellent series to use. They come in various levels of difficulty, so choose the easy books first. You don’t have to read the entire book in one sitting. Use a bookmark and read on next time. (This is what adults do.)

Lesson Twenty Six: Hh……pages 18 and 19

Lesson Twenty Seven: Kk……pages 25-27

Lesson Twenty Eight: Pp…pages 37 and 38, plus 2 sheets for pig’s face, ears and snout.

The next step: page 64

Medial sound ‘a’: pages 65 and 66

Medial sound ‘e’ page 67

Medial sound ‘i’: page 68

Medial sound ‘o’: page 69

Medial sound ‘u’: page 70


*****!!TIME TO CELEBRATE!!*****


BUY AN ICECREAM? GO TO THE BEACH?

MAKE A CAKE? VISIT THE ZOO?

********WHATEVER--------BUT DO CELEBRATE********




Cover Page - Phonic Pack 2
Cover Page - Phonic Pack 2


Phonic and Reading Sheet Lesson Schedule for Phonic Pack 2 - page 1
Phonic and Reading Sheet Lesson Schedule for Phonic Pack 2 - page 1

Work through the Lessons and Reading Sheets for Phonic Pack Two

in this order.

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

Reading Sheet 1: See the … pages 2 – 4

Reading Sheet 2: I can see a … pages 5 - 7

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

Reading Sheet 3: …an… pages 8 and 9

Reading Sheet 4 I can see a ….. page 9

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

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

Reading Sheet 5: Can you… page 10

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

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

Reading Sheet 6: We can see… pages 11 and 12

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

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

Reading Sheet 7: Can you see my… pages 13 and 14

Lesson Fourteen: blend, sk pages 27 and 28

Lesson Fifteen: blend, st pages 29 and 30

Reading Sheet 8: I am… page 15

Lesson Sixteen: final blends, lt, lk page 31

Reading Sheet 9: My look Book pages 16 - 19



Phonic and Reading Sheet Lesson Schedule for Phonic Pack 2 - page 2
Phonic and Reading Sheet Lesson Schedule for Phonic Pack 2 - page 2

Lesson Seventeen: final blend, nt pages 32 and 33

Reading Sheet 10: I like… pages 20 and 21

Lesson Eighteen: final blend, mp pages 34 and 35

Reading Sheet 11: …likes to… pages 22 and 23

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

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

Reading Sheet 12: …likes… page 24

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

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

Reading Sheet 13: Here is… pages 25 and 26

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

Reading Sheet 14: ….little… pages 27 and 28

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

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

Reading Sheet 15: Revision Pages pages 29 and 30

Reading Sheet 16: Challenge Pages pages 31 and 32

Reading Sheet 17: This is… pages 33 and 34

Reading Sheet 18: What has legs? pages 35 and 36

Reading Sheet 19: What has wheels? pages 37 and 38

Reading Sheet 20: …said…quotation marks pages 39 – 42

Reading Sheet 21: My…my… pages 43 and 44

Reading Sheet 22: Come… pages 45 and 46

Reading Sheet 23: Where… pages 47 and 48

Reading Sheet 24: What… page 49

Reading Sheet 25: What is this? pages 50 - 54




Cover Page - Phonic Pack 3
Cover Page - Phonic Pack 3


Lesson Schedule for Phonic Pack 3
Lesson Schedule for Phonic Pack 3

Lessons for Phonic Pack Three


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







Cover Page - Phonic Pack 4
Cover Page - Phonic Pack 4


Lesson Schedule for Phonic Pack 4
Lesson Schedule for Phonic Pack 4

Lessons for Phonic Pack Four

Note to tutor page 1
Lesson One ‘er’ as in river pages 2-3
Lesson Two ‘er’ as in river page 4
Lesson Three Revision – ‘er’, ‘ur’, ‘ir’ pages 5-7
Lesson Four was pages 8-10
Lesson Five ‘or’ as in fork pages 11-12
Lesson Six ‘or’ as in fork and Partners page 13
Lesson Seven off and of pages 14-15
Lesson Eight ‘oo’ as in book pages 16-17
Lesson Nine ‘oo’ as in book page 18
Lesson Ten are pages 19-20
Lesson Eleven ‘oy’ as in boy pages 21-22
Lesson Twelve ‘oy’ as in boy pages 23-24
Lesson Thirteen have pages 25-26
Lesson Fourteen ‘ou’ as in house page 27
Lesson Fifteen ‘ou’ as in house page 28
Lesson Sixteen after page 29-30
Lesson Seventeen ‘ow’ as in bow pages 31-32
Lesson Eighteen ‘ow’ as in bow pages 33
Lesson Nineteen ‘ow’as in bow and ‘ow’ as in cow page 34
Lesson Twenty over pages 35-36
Lesson Twenty One ‘aw’ as in paw pages 37-38
Lesson Twenty Two ‘aw’ as in paw page 39
Lesson Twenty Three ‘or’ as in fork and ‘aw’ as in paw pages 40-44
Lesson Twenty Four were and you pages 45-46
Lesson Twenty Five ‘ie’ as in pie pages 47-48
Lesson Twenty Six ‘ie’as in pie page 49
Lesson Twenty Seven ‘I’, ‘ie’, ‘y’, ‘i-e’ pages 50-54
Lesson Twenty Eight ‘I’, ‘ie’, ‘y’, ‘i-e’ pages 55-56
Lesson Twenty Nine ‘I’, ‘ie’, ‘y’, ‘i-e’ pages 57-58
Lesson Thirty here and hear pages 59-60
Lesson Thirty One ‘oi’ as in foil pages61-62
Lesson Thirty Two ‘oi’ as in foil page 63
Lesson Thirty Three ‘oi’ as in foil and ‘oy’ as in boy pages 64-65
Lesson Thirty Four ‘oe’ as in toe page 66
Lesson Thirty Five ‘oe’ as in toe page 67
Lesson Thirty Six ‘oe’, ‘ow’, ‘o-e’, ‘o’ pages 68-70 Lesson Thirty Seven ‘ew’ as in screw pages 71-72
Lesson Thirty Eight ‘ew’ as in screw page 73
Lesson Thirty Nine because pages 74-75
Lesson Forty ‘ew’, ‘oo’, ‘u-e’, ‘ue’ pages 76-77
Lesson Forty One people pages 78-79
Lesson Forty Two ‘ple’, ‘tle’, ‘gle’, ‘ble’ pages 80-81
Congratulations page 82

To access the Phonic Packs click on the appropriate title at the top of the menu on the left.
For your convenience printing instructions follow each image (page)


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Why teach Phonics?

September 26th 2007 12:32
In my experience as an Early Childhood Educator, a systematic phonic programme gives a significant boost to children's word recognition, reading comprehension and spelling skills.

Once children learn the sound for each letter of the alphabet, and can sound out three letter words, a whole new world of reading is opened up for them. The confidence they have in their own reading ability lifts as they realise they can actually read. They soon learn to sound out longer words, and as they make sense of the sentences they are reading they can anticipate what the words will be. Reading fluently improves reading comprehension.

Once children have mastered the skill of sounding out a word, and blending the sounds into a word, they easily apply this skill to longer words. As they are introduced to digraphs, where two letters combine to make the sound, (e.g. 'ea', 'oa'), children easily transfer this blending skill.

It is good for children to learn single sound phonics when they begin to recognise the letters and read words they see around them every day. This may be during or at the end of their Pre-Primary school year. From my experience most children will benefit from learning the single sounds at the beginning of their first formal year of schooling. Parents working through these Phonic Packs will compliment their children's school reading programme. It will be of great benefit if your child's reading programme does not include the systematic teaching of phonics.

In my experience children in their second and third year of formal learning also benefit from working through a systematic phonic programme.

I have found children who are having difficulties learning how to read often benefit with this approach, especially if they are allowed to progress at their own pace.

Reading is important for all learning areas and it is important for children to learn how to read fluently and with comprehension, in the first years of his/ her schooling. Working through these Phonic Packs will improve a child's opportunity to reach her/his full potential during his/ her early childhood education and beyond.

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

Whether you are a parent or early childhood educator Phonic Packs 1, 2, 3 and 4 have been written to provide you with a detailed, sequential phonic programme, and it's free. Printing instructions are provided with each image (page).

For your convenience the programme has been organised into four Packs. As the lessons and activities for each Pack are sequential they could be stapled together into a booklet. In a classroom situation each child could have a booklet and "hey presto" your phonic programme is organised. However, each lesson stands alone, so you may wish to peruse the Packs and use only the activities which suit your requirements.

As a rough guide - Phonic Packs 1 and 2 are suitable for children in their first year of formal learning. Phonic Packs 3 and 4 are suitable for children in their second year of formal learning.

To access these Phonic Packs click on the appropriate title in the menu on the left.



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