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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


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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


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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



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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



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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



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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


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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


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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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answer sheet phonic story
Answer Sheet for Mr Zilot's Private Zoo


Tutor Note: This page is not numbered because it will not be included in the child's Phonic Book 5.

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Answer sheet for pages 12 and 13 in Phonic Book 5.



Answer sheet (for tutor):
Mr Zilot’s Private Zoo

Mr Zilot owned a private zoo.

He was a kind man and one day he had a good idea.

Every Friday 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, iron entrance gates

had ivy growing over them.

Children enjoyed watching the two small, yellow, playful lion

cubs. The pair seemed to enjoy people watching them frolic with

each other.

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

his hind legs and a keeper had to bind

it with a wide bandage.

He didn’t seem to mind. 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 spiders.

A pond which was home to lots of wild birds was

behind the aquarium. (Draw birds on the pond)

Every child who came enjoyed the visit. Many wrote

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



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Tutor Note: These pages are not numbered because they will not be included in the child's Phonic Book 5.

phonic story extension activities
Extension Activities - Mr Zilot's Private Zoo - Phonic Pack 5


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Extension Activities for 'Mr Zilot's Private Zoo' - (page 1 of 5)

Note to tutor for Lesson 8 – ‘Mr Zilot’s Private Zoo’: Extension Activities:
a) Visit your local zoo.
b) Divide the class into small groups to discuss what exhibits Mr Zilot may have at his zoo. What environment would each exhibit need? What sort of enclosures would Mr Zilot need to provide for each one? Discuss the exhibits mentioned in ‘Mr Zilot’s Private Zoo’. What enclosures do you think he has provided for them?
c) Draw a map of Mr Zilot’s Zoo. Use the clues mentioned in ‘Mr Zilot’s Private Zoo’ and include other exhibits you think he would have in his zoo. (Could develop into a Technology and Enterprise project.)
d) How many people do you think would need to work at Mr Zilot’s zoo. What would each one’s special job be?
e) Write a letter to Mr Zilot thanking him for letting you visit his zoo.


f) Another excellent extension activity which integrates activities into Writing and Science Learning Areas is to ask the children to write a report about an animal, bird or insect (or eventually all three). You may limit the choice to animals and birds found in zoos; or endangered species; or your state, territories or countries flora and fauna emblems; or farm animals – the list is endless so you can choose the topic which fits in with your wider programme.

If you choose this option your programme may look like this:

During this lesson students will study … (enter your chosen topic here). Students will select, research and write a Report about … (chosen topic) and present the Report to the class.

During this lesson students will:
• learn about … (chosen topic).
• gather information from selected sources
• utilise teacher-directed planning procedures to research and plan the presentation of a Report.
• learn to use parts of a book (title, table of contents, index headings) to locate information
• extract simple information from books, pamphlets, websites.
• learn that copying sections of someone else’s work is unacceptable unless the original work is acknowledged
• learn how to acknowledge all information sources
• sort and arrange facts and ideas in sequence
• recognise that purpose determines the form of the text and that language used can be adjusted for different audiences and situations eg formal language used when writing the Report.
• become critical writers as they reflect and evaluate their reports by asking the question, ‘Have I included all the important facts?’




extention activities phonic story
Extension Activities - Mr Zilot's Private Zoo - Phonic Pack 5


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Extension Activities for 'Mr Zilot's Private Zoo' - (page 2 of 5)

Time Allowance:
It would be beneficial to split this lesson into four sessions.
• The first session includes the completion of the Report Planning Sheet (Steps 1 and 2)
• The second session involves writing the Report (Step 3)
• The third session involves designing and making the cover page for the Report (Step 4)
• Presenting the Reports to fellow students (Step 5) is a worthwhile activity. If the presentations are delivered individually to the whole class they are best done in short time slots convenient for your timetable. OR The Reports can be presented to peers in small groups.

Materials needed:
• books/pamphlets/posters from the library with pictures/photos and information about … ( the chosen topic)
• access to website for research on computer
• NB: It is a beneficial and interesting activity for each student to make her/his own Report Cover. Each student is supplied with an A4 sheet, a copy of an appropriate photo/or a picture the student has found and suitable art materials. Each student designs, then creates her/his own cover.

Lesson Outlines:

Step One (Introduction):
• Have on display pictures of …(chosen topics)
• Discuss the pictures with class.
Step Two: (Report Planning Stage)
• Each student nominates (within chosen topic) what she/he would like to study and write a report about.
• Check to see there is an even spread of choice.
• Give each student a Report Planning Sheet.
Students research to find information and fill in the boxes on the
Report Planning Sheet. This gathered information will be used to
write a final report.
• Students may work in pairs/or small groups to fill in the Report Planning Sheet. Students can use the books, pamphlets, pictures,



extention activities phonic story
Extension Activities - Mr Zilot's Private Zoo - Phonic Pack 5


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Extension Activities for 'Mr Zilot's Private Zoo' - (page 3 of 5)

photos collected from the school library for this research. The internet is also a fantastic source for information.
• The Report Planning Sheet is divided into two columns.
The column on the left contains the headings, with ideas/examples
of what is required.
The column on the right is filled in by the student (with key words
or short phrases) with information gathered from her/his research.
• When the Report Planning Sheet has been completed students reflect on the information gathered and ask, “Have we included all the important facts?”
Step Three: Writing the Report
• Using the information gathered on the Report Planning Sheet, students write final Report.
NB: Some students find it difficult to put the key words and
phrases into sentences to write into the report and may still
need lots of modelling and oral practise.
• Students who are proficient writers can edit their work.
• NB: With the art work (Step 6 ) as a background display, presenting the Reports at the school assembly is a worthwhile activity.
Step Four:
Each student designs a cover for his/her Report. It is a beneficial and interesting activity for each student to make her/his own Report Cover. Each student is supplied with an A4 sheet, a copy of an appropriate photo/or a picture the student has found and suitable art materials.
Step Five: Presenting Report to the class
• Each student presents his/her report to the class or small group.

Step Six: Art Work
An excellent extension activity to follow the writing of the Reports is for each student to create a work of art that depicts the topic she/he has studied. The student may produce a drawing, a collage or a painting. The work of art should show the habitat and perhaps show other details about the topic, learnt during research. Each student should design the picture before working on the final copy.
NB: This activity could easily be developed into a T&E project. (scroll down and find ‘The Mask’ T&E sheet which could easily could be adapted.)


extention activities phonic story
Extension Activities - Mr Zilot's Private Zoo - Phonic Pack 5


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Extension Activities for 'Mr Zilot's Private Zoo' - (page 4 of 5)

Outcomes achieved from this activity are:
• each student realises that art is created for different purposes (a picture to inform)
• this work is a visual expression of the students unique ideas
• students use different media together to create effect
• students learn that space is the area in which art is composed (how big will my subject be? where will I place it? how much space will I need to portray the habitat)
• students learn that space can be used expressively (the largest object in the art work becomes the focal point.)
• students learn to select the most effective tools to express their art ideas using the chosen media
• students are reminded about safety issues in the classroom when doing art.

To gain maximum benefit, these outcomes should be discussed with the students before they begin this activity. The discussion acts as a guide for their work and behaviour.


report planning sheet
Extension Activities - Mr Zilot's Private Zoo - Report Planning Sheet - Phonic Pack 5


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Extension Activities for 'Mr Zilot's Private Zoo' - (page 5 of 5)
Report Planning Sheet


My name is Date: .

Report Planning Sheet

Title : .
HEADINGS KEY WORDS – SHORT NOTES
CLASSIFICATION
What is it?
Is it an animal, insect, plant, object, person)
DESCRIPTION
What does it look like? (size,shape, features)
Eg. small, medium, large, centimetres, colour, furry, smooth, rough, scaly, soft, slimy, feathers, has legs, wings, arms

LOCATION (Place/Time)
Where is it found?
Where does it live?

DYNAMICS
What does it do?
It can…, It moves by…, It protects itself by,
The special thing about …, It eats…
ENDING a comment to sum up


Record the title and author of the books you used for your research.









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'o', 'ow', 'o-e' phonic story worksheets
'o', 'o', 'o', 'o', 'ow' and 'o-e' - page 1 of 4 - Phonic Pack 5


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'o', 'o', 'o', 'o', 'ow' and 'o-e' - page 1 of 4 - Phonic Pack 5.

My name Date: .


Lesson Twenty One: ‘o’, ‘o’, ‘o’, ‘o’, ‘ow’ and ‘o-e’.

Put your thinking cap on !!!!
Today we are going to look at some of the different sounds ‘o’ can make. The sounds ‘ow’ as in bow (Phonic Pack 4) and ‘o-e’ as in rose (Phonic Pack 3) are also included.
----------------------------- ----------------------------
1. Read through the story “Mo, The Lost Monkey”. It starts on the next page.
----------------------------- ----------------------------- ----
2. Look through the story again. Point to and read each word that is underlined. What do you notice about all of these words?
(They all contain the letter or sound ‘o’.)

3. Does the letter ‘o’ always make the same sound?
Check out the following words.
• Read the word.
• Sound it out slowly, listening for the sound the ‘o’ is making.
• Isolate the ‘o’ sound and say it to your tutor.

lost over to monkey
4. Pick up a blue pencil. Look at words underlined in the story
‘Mo, The Lost Monkey’ and circle the words where the ‘o’ sounds
like the ‘o’ in lost and forest.

5. Pick up a red pencil. Look at words underlined in the story
‘Mo, The Lost Monkey’ and circle the words where the ‘o’ sounds
like the ‘o’ in monkey and some.

6. Pick up a green pencil. Look at words underlined in the story
‘Mo, The Lost Monkey’ and circle the words where the ‘o’ sounds
like the ‘o’ in cargo and over.

7. Pick up a black pencil. Look at words underlined in the story
‘Mo, The Lost Monkey’ and circle the words where the ‘o’ sounds
like the ‘o’ in to and move.

8. Pick up a purple pencil. Look at words underlined in the story
‘Mo, The Lost Monkey’ and circle the words where the ‘o’ sounds
like the ‘o’ in woke and stones.

9. Pick up an orange pencil. Look at words underlined in the story
‘Mo, The Lost Monkey’ and circle the words where the ‘o’ sounds
like the‘o’ in below and yellow.



Mo the Lost Monkey
phonic story extension activities worksheet
"Mo the Lost Monkey"


Print above image and use with pages 1, 3 and 4.

Printing Instructions

'o', 'o', 'o', 'o', 'ow' and 'o-e' - page 2 of 4 - Phonic Pack 5.


Mo, The Lost Monkey


A monkey, called Flo, lived in a forest with her old Mother, Ro, and her young son, Mo.


One cold morning Flo woke to find Mo was not by her side, on the wide branch, in the tall tree they called home.


She hurried up to a higher branch to visit her old Mother.
“Have you seen Mo?” she asked.
“No,” her old Mother replied.

She looked on the ground below the tall tree they called home.
Mo was not there.

Flo hurried over to her brother, Bro, who lived in his own tall tree in the forest.
“Have you seen Mo?” she asked him.
“No, I haven’t,” he said.

“I think he’s lost,” she told him, almost in tears.

“I wonder where he is?” Bro said. “Let’s look by the river. He loves playing in the water.”



phonic story extension activities worksheet
"Mo the Lost Monkey"



Print above image and use with pages 1, 2 and 4.

Printing Instructions

'o', 'o', 'o', 'o', 'ow' and 'o-e' - page 3 of 4 - Phonic Pack 5.

Using vines like ropes they swung from tree to tree until they reached the river. The water was shallow near the edge where it was flowing over some stones. This was where Mo liked to play, but he was not there.



A yellow and red snake crawled along in front of them.
“Have you seen Mo?” Bro asked.
“No. He hasssn’t been here thissss morning,” hissed the snake as it slid over a log and onto a rock.


“Oh dear. Where can he be?” Flo wailed.

“Let’s look in the cave. He often goes there to visit Leo the Lion,”
Bro suggested.

To get to the cave they had to creep along a narrow ledge, above the river. When the cave came in sight they could only see the shadow of the cave inside its opening.


Nothing moved.
Leo was still asleep inside.

phonic story extension activities worksheet
"Mo the Lost Monkey"


Print above image and use with pages 1, 2 and 3.

Printing Instructions

'o', 'o', 'o', 'o', 'ow' and 'o-e' - page 4 of 4 - Phonic Pack 5.

Flo started to sob.
“Let’s go home and decide what to do,” Bro said. He was getting worried too.

They crept back along the narrow ledge and swung themselves through the trees until they reached the tall tree Flo called home.

Ro was waiting for them. Her face dropped when she realised they had not found Mo.

They all sat on the wide branch in the tall tree wondering what to do next, when the hollow branch just below them started to move.

They stared as the branch seemed to come alive.
They couldn’t believe their eyes.
Something was coming out of the hole in the middle of the branch.




“It’s Mo!” Flo shouted as she rushed down and grabbed him. “What were you doing in the hollow branch?”

Mo was sleepy.
He didn’t know what all the fuss was about.

“It was so cold last night I crawled into the hollow log to keep warm,” he said. “I often sleep in there, but usually I come out before you wake up.”

Flo held him tight. She couldn’t think of anything to say.
Bro shrugged his shoulders and went back to his own tall tree.
Old Mother Monkey smiled and nodded her head.








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This lesson follows on from Lesson Twenty One and the story "Mo the Lost Monkey".
phonic story extension activities worksheet
"Mo the Lost Monkey"


Print above image complete lesson with page 38.

Printing Instructions



"Mo the Lost Monkey" - Phonic Story - follow-up activity - page 1 of 2 - Phonic Pack 5.

My name Date: .


Lesson Twenty Two: ‘o’, ‘o’, ‘o’, ‘o’, ‘ow’ and ‘o-e’.

1. Read the story ‘Mo, The Lost Monkey.’

2. Turn to page 38 and write the words you have circled in the story in the correct column.
Use small printing and write each word only once, even if it
appears more often in the story.

3. Ask your tutor to correct your work.

4. Read the words to your tutor.
----------------------------- ----------------------------- --------
5. Congratulations. You have worked well. This was not an easy activity and you have finished it. Take a break.

6. Glue the story ‘Mo, The Lost Monkey’ into your scrap book.

7. Glue page 38 into your scrap book.




phonic story extension activities worksheet
"Mo the Lost Monkey"



Print above image complete lesson with page 37.

Printing Instructions



"Mo the Lost Monkey" - Phonic Story - follow-up activity - page 2 of 2 - Phonic Pack 5.

Read the story ‘Mo, The Lost Monkey’ and write the ‘o’ words in the correct columns.

‘o’ as in
lost
forest
‘o’ as in
monkey
some ‘o’ as in
cargo
over ‘o’ as in
to
move ‘o-e’ as in
woke
stones ‘ow’ as in
below
yellow
























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Answer Sheet - Lesson 22 -

August 28th 2008 05:58
answer sheet phonic story
Answer Sheet for "Mo the Lost Monkey"


Print above image and use as answer sheet for Lesson 22.

Printing Instructions

Tutor Note: Scroll down to peruse some suggested extension activities to use with the story "Mo the Lost Monkey".

This page is not numbered because it will not be included in the child's Phonic Pack 5.



Answer Sheet for "Mo the Lost Monkey" - Lesson 22 - Phonic Pack 5.

Tutor guide:
Read the story ‘Mo, The Lost Monkey’ and write the ‘o’ words in the correct columns.

‘o’ as in
lost
forest
‘o’ as in
monkey
some ‘o’ as in
cargo
over ‘o’ as in
to
move ‘o-e’ as in
woke
stones ‘ow’ as in
below
yellow

old
cold
told
hole
forest
not
on
lost
from
log
onto
rock
often
along
of
sob
dropped
nod
monkey
Mother
son
one
brother
wonder
loves
some
front
above
nothing
wondering
come
something
coming
worried
Flo
Ro
Mo
no
over
Bro
almost
Oh
goes
Leo
only
opening
go
so to
who
moved
do
move
into woke
home
ropes
stones Below
own
shallow
flowing
yellow
narrow
shadow
hollow
know


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extention activities phonic story
Extension Activities - Mo the Lost Monkey - Phonic Pack 5


Print above image and use as extension activities for the phonic story, "Mo the Lost Monkey"..

Printing Instructions



Extension Activities - Mo the Lost Monkey - Phonic Pack 5.

Notes for tutor: Extension activities to follow ‘Mo, The Lost Monkey’.

1. Find (perhaps write) any names to be found in the story.
Why does each one have a capital letter?

2. Observe where quotation marks are used. Discuss.
(Quotation marks are used at the beginning and end of what is
actually spoken.)

Children could practise this skill by writing a conversation
between Mo and his Mother, Mo and his grandmother, Mo
and Leo the Lion or Mo and the red and yellow snake.

3. Find and write out the contractions in the story. (eg. haven’t)

4. Each child to draw and label a ‘Story Map’ of the story. (An A3 sheet would be appropriate size.)
ie: children determine where the story takes place and the
different scenes as the story moves along.
• This story begins in the tall tree Flo calls home. The child draws the tall tree with Flo, perhaps looking worried, in it. Using her/his own words write a sentence or two about what is happening in this scene. Small, neat printing will have to be used.
• The story moves on to Bro’s tree. The child draws an and illustrates, and writes a sentence or two about, the scene where Flo is asking Bro if he has seen Mo.
• The next scene has Flo and Bro by the river with the red and yellow snake. The child draws an and illustrates and writes about this scene.
• Then to the cave (some children may wish to include creeping along the narrow ledge – depends on the ability of the student as to how much detail you would expect).
• back to the tall tree Flo calls home. Once again it depends on the ability of the child, but some children may wish to illustrate Ro being sad when she noticed Flo and Bro had returned without Mo. Some children may illustrate the three sitting on a branch wondering what to do. Some children will go straight to the scene where Mo appears from the hollow branch or will just illustrate the reunion.
• You can use this activity to observe (perhaps for your records) a lot of things (from comprehension skills to work habits) about each child.

Note: If this is the first story map the children have done they will probably need detailed explanation and guidance. It is quite a difficult, but extremely worthwhile, comprehension exercise to tackle.
Of course you will need to allow adequate time – even two or three sessions.


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Christmas in the Classroom

November 14th 2008 03:56
Christmas reading activities
Christmas in the Classroom - page 1


Print above image and read with pages 2 and 3.

Printing Instructions


Christmas in the Classroom - page 1.

CHRISTMAS in the CLASSROOM

Notes for Parents/Teachers/Tutors:
Christmas is such an exciting time in the classroom. Come November and the whole classroom programme can be integrated into the Christmas Theme. The children are highly motivated to embrace the interesting activities (covert learning).

The lessons in this series are centred around the story entitled ‘The Christmas Tree’. The story is divided into six chapters. Each chapter and its corresponding activity are designed to be covered in one lesson. However, you may find that one lesson takes more than one day to complete. Allow plenty of time.

A cover page has been included so that the story can be made into a booklet.

Chapter Six has gaps for the children to fill in.

Initiate the Christmas Theme by brainstorming the class and develop a Christmas Word Bank. This can be added to over time.
If children have their own personal dictionary (see “My Dictionary” category on the home page of phonics.net.au) a word bank with the most common Christmas words is useful and then add other words to each dictionary as required for each child.

It is useful to organise a bulk loan of Christmas books from your library. Not only will you find them useful but the children who complete their work early can sit quietly reading in the Christmas Corner.

The children who complete an activity early could:
- colour in the words on the title page
- draw pictures/decorate the title page
- draw pictures for each chapter.

The activities included in this series of lessons integrate into many Learning Areas:
Reading, comprehension, reading and following instructions, working co-operatively, Art/Craft,
use of materials, safety when using materials, practising fine motor skills, Health and Safety,
Writing, Mathematics.
You can use the story ‘The Christmas Tree’ to reinforce grammar and punctuation.
Ask the children to look for:
- words that are contracted (eg it’s, don’t)
- compound words (eg wheelbarrow, pancakes)
- when and why question marks are used
- when quotation marks are used.

Ask the children to:
- read, with expression, the words that are in quotation marks.
- think of words which could have been used instead of the word ‘said’.


Many other activities could flow from these activities:
- Writing Children could write a letter to Father Christmas, a Christmas story of their own,
a piece entitled “My Best Christmas” or “I Went for a Ride on Santa’s Sleigh”, a poem
about why they like Christmas (the list is endless)
- Music Christmas carols and Christmas songs (children love adding simple percussion)
-Drama Divide into groups and make up a sketch about Father Christmas in his workshop with
his helpers or use some other Christmas theme – let each group choose their own story
line.
-Art/Craft Make props for the sketches.
-Listening and Speaking Present the sketches to the rest of the class, to parents, at a school
assembly.



Christmas reading activities
Christmas in the Classroom - page 2


Print above image and read with pages 1 and 3.

Printing Instructions


Christmas in the Classroom - page 2.


Hint for teachers/tutors: (suggestion only)
Because of the multicultural background of the children in my classroom I always send a note to parents at the beginning of fourth term. I find parents appreciate the communication and talking with the parents eliminates any anxieties they may have. The note varies from year to year but the following is an example. You can vary it to fit in with your programme. I have my programme organised before I send the note home so that I can show the activities to any parents who come in for an interview. If they are concerned about the Nativity Story I explain it is covered as other Christmas stories, with no religious bias. I do have parents coming for interviews but have never had any child withdrawn from any part of the programme.

Your Principal may wish to view the note before you send it home.

Christmas reading activities
Christmas in the Classroom - page 3


Print above image and read with pages 1and 2.

Printing Instructions


Christmas in the Classroom - page 3.

Dear Parents,

I hope you had an enjoyable holiday and are rested up for the rush of this term.

This term we will be covering the Christmas Theme in our classroom. It will be part of our many activities eg Reading, Music, Art and Literature. The many aspects of Christmas will be touched on eg Father Christmas, Christmas trees, reindeer, bells, stars, other decorations, Christmas stories, the Nativity Story (which is the story of Baby Jesus).

I am aware that some parents may not wish their child to take part in some of these activities. Would you please complete Section A or Section B of the form below and return it to me as soon as possible.

Please come and discuss with me any concerns that you have. After school is a better time for interviews than before school, because from 8.30am on I need to be with the children as they arrive in the classroom.

Welcome back to Term 4,
(your signature)




_____________________________ _____________________________ ____________

Section A

I am happy for my child ______________________ to be involved in all Christmas activities.


SIGNATURE _____________________________ ______






Section B

I do not want my child ___________________________ to be involved in some/any of the Christmas activities.

If “some” please elaborate: _____________________________ _____________________________ _____________________________ _____________________________ _____________________________ _____________________________ _____________________________ _______________
_____________________________ _____________________________ ______________________
_____________________________ _____________________________ __________
_____________________________ _____________________________ ______________________
_____________________________ _____________________________ __________


SIGNATURE____________________ _____________________________ __________________









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The Christmas Tree - a reading booklet

November 14th 2008 04:09
The Christmas Tree Cover page
The Christmas Tree - Cover Page


Print above image and make into a reading booklet with pages 1-6.

Printing Instructions


The Christmas Tree - Cover Page.



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