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Reading Sheets Number Words - Phonics

Days of the week (Sunday) - Number Word (one) - Phonic Pack 3

July 7th 2007 09:18
days of the week sunday
Days of the Week (Sunday) - Number Word (one) - Lesson 3 - page 1 - Phonic Pack 3


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Days of the Week (Sunday) - Number Word (one) - Lesson 3 - page 1 - Phonic Pack 3.

My name is .
Lesson Three: Days of the week – (Sunday)
Revision: Read the ‘ar’ words from page 5.

Note to tutor: Today we will begin to learn about days of the week.
By the end of Phonic Book Three your child:
1. will know that Sunday is the first day of the week.
2. should be able to say the days of the week in the correct order.
3. should be able to answer the question, “What days of the week do you go to school?” How many days is that?
4. should be able to answer the question. “What days of the week make up the weekend?” How many days is that?
5. should know there are 7 days in one week.
6. each day is written with a capital letter because it is the name of the day.
(This knowledge will build up over time, with much patient repetition of the information and appropriate questioning.)

Combined with the days of the week these activities will cover recognising and writing number words from one to ten.


Integration with Mathematics:
An excellent idea is to buy a (cheap) calendar (with big squares) and get your child to cross each day. This is an easy, interesting way for your child to learn:
1. the name of each day and the repetition of the days.
2. that each week has 7 days.
3. which days are school days and which days make up the weekend (mark them with a different colour).
4. what the date is
5. that each month has 28, 30 or31 days in it.
6. the name and order of each month.
7. there are 12 months in one year.
8. how to use a calendar.
9. and many other things if you wish to discuss them with your child eg family birthdays, holidays, the flow of the seasons


1. Point to the words and read the following poem to your child.
2. Ask your child to point to the words and read the poem.
3. Ask your child to listen for the words that rhyme. Read the poem again (and again) until your child can tell you the rhyming words.
4. Ask your child to point to and read the word ‘Sunday’.
5. Why does it have a capital letter? (it is at the beginning of the sentence and it is the name of the day)
6. Ask your child to point to and read the word ‘one’. How many times can your child see this word? Why has one of them got a capital letter?
7. Ask your child to draw a picture of him/her having fun on Sunday.
8. Find the flash card which reads ‘Sunday’.
9. Find the number word flash card which reads ‘one’.




days of the week sunday
Days of the Week (Sunday) - Number Word (one) - Lesson 3 - page 2 - Phonic Pack 3



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Days of the Week (Sunday) - Number Word (one) - Lesson 3 - page 2 - Phonic Pack 3.

Days of the Week

Sunday is day one.

One, one let’s have some fun.

















I am having fun on Sunday.

Write sentences telling what you are doing. Give each sentence a capital and a full stop. Think up your sentences first before you write them down.


. .


. .


. .



.


. .


. .
Glue this page into your scrap book.



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Days of the Week (Monday) - Number Word (two) - Phonic Pack 3

July 8th 2007 12:20
days of the week monday
Days of the Week ( Monday) - Number Word (two) - Lesson 6 - page 1 - Phonic Pack 3


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Days of the Week ( Monday) - Number Word (two) - Lesson 6 - page 1 - Phonic Pack 3.

My name is .
Lesson Six: Days of the Week – (Monday)
Quickly read the ‘ar’ words on page 5 and the ‘ai’ words on page 10.

1. Point to the words and read the following poem to your child.
2. Ask your child to point to the words and read the poem.
3. Ask your child to listen for the words that rhyme when you read from ‘Monday—‘. Read the lines again (and again) until your child can tell you the rhyming words.
4. Ask your child to point to and read the word ‘Monday’.
5. Why does it have a capital letter? (it is at the beginning of the sentence and it is the name of the day)
6. Ask your child to point to and read the word ‘two’. How many times can your child see this word? Why has one of them got a capital letter?
7. Ask your child to draw her/his family inside the heart.
8. Find the flash card which reads ‘Monday’.
9. Find the number word flash card which reads ‘two’.


Days of the Week

Sunday is day one.
One, one let’s have some fun.

Monday is day two.

Two, two I love you.













This is my family. I love you.


days of the week monday
Days of the Week (Monday) - Number Word (two) - Lesson 6 - page 2 - Phonic Pack 3


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Days of the Week ( Monday) - Number Word (two) - Lesson 6 - page 2 - Phonic Pack 3 .

Read, trace over and then write the following words.

Sunday .

Sunday is a compound word. Write the words on the lines.


. . . .


Monday .
Notice the ‘o’ in Monday makes an ‘u’ sound.


one .

Draw one (sh-ar-k) shark.





two .

Draw two (ch-i-cks) chicks.







1. Match your ‘Sunday’ flash card with the word Sunday.
2. Match your ‘Monday’ flash card with the word Monday.
3. Match your ‘one’ flash card with the word one.
4. Match your ‘two’ flash card with the word two.



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Days of the Week (Tuesday) - Number Word (three) - Phonic Pack 3

July 9th 2007 11:27
days of the week tuesday number word three
Days of the Week (Tuesday) - Number Word (three) - Lesson 9 - page 1 - Phonic Pack 3


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Days of the Week (Tuesday) - Number Word (three) - Lesson 9 - page 1 - Phonic Pack 3.

My name is .
Lesson Nine: Days of the Week – Tuesday

1.Point to the words and read the following poem to your child.
2.Ask your child to point to the words and read the poem.
3.Ask your child to listen for the words that rhyme when you read from ‘Tuesday—‘. Read the lines again (and again) until your child can tell you the rhyming words.
4.Ask your child to point to and read the word ‘Tuesday’.
5.Why does it have a capital letter? (it is at the beginning of the sentence and it is the name of the day)
6.Ask your child to point to and read the word ‘three’. How many times can your child see this word? Why has one of them got a capital letter?
7.Ask your child to draw three bees in the tree.
8.Find the flash card which reads ‘Tuesday’.
9.Find the number word flash card which reads ‘three’.

Days of the Week

Sunday is day one.
One, one let’s have some fun.

Monday is day two.
Two, two I love you.

Tuesday is day three.

Three, three, three bees in a tree.


Trace over: three bees in a tree



days of the week tuesday number word three
Days of the Week (Tuesday) - Number Word (three) - Lesson 9 - page 2 - Phonic Pack 3


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Days of the Week (Tuesday) - Number Word (three) - Lesson 9 - page 2 - Phonic Pack 3.

1. Trace over, read and then write the following words:

Sunday Monday .
2. Trace over, read and then write:

Tuesday .
Challenge:
Tuesday is hard to spell. Look again at the first four letters of the word Tuesday (T u e s). Stare at the letters and say them over and over until you know them off by heart. Now, from memory, write the word Tuesday three times on a scrap piece of paper. Notice: all the days of the week end with the word ‘day’.

Well done. Now you know how to spell the word Tuesday.   

3. Trace over, read and then write:

one two .
4. Now trace over, read and write twice:

three .

5. Match your ‘Sunday’ flash card with the word Sunday.
6. Match your ‘Monday’ flash card with the word Monday.
7. Match your ‘Tuesday, flash card with the word Tuesday.
8. Match your ‘one’ flash card with the word one.
9. Match your ‘two’ flash card with the word two.
10. Match your “three’ flash card with the word three.
11. Challenge: Make sure you know how to spell all of the words on these flash cards !!!!!

Handy Hint: The best way to learn how to spell a difficult word is to write it over and over on a scrap piece of paper until you know it SO WELL you will NEVER forget it. 




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Days of the Week (Wednesday) - Number Word (four) - Phonic Pack 3

July 13th 2007 01:57
days of the week wednesday number word four
Days of the Week (Wednesday) - Number Word (four) - Lesson Thirteen - page 1 - Phonic Pack 3


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Days of the Week (Wednesday) - Number Word (four) - Lesson Thirteen - page 1 - Phonic Pack 3.

My name is .
Lesson Thirteen: Days of the Week – Wednesday

1.Point to the words and read the following poem to your child.
2.Ask your child to point to the words and read the poem.
3.Ask your child to listen for the words that rhyme when you read
from ‘Wednesday—‘. Read the lines again (and again) until your
child can tell you the rhyming words.
4.Ask your child to point to and read the word ‘Wednesday’.
5.Why does it have a capital letter? (it is at the beginning of the sentence
and it is the name of the day)
6.Ask your child to point to and read the word ‘four’. How many times
can your child see this word? Why has one of them got a capital
letter?
1. Find the wall and green door you cut off the bottom of page 22.
2. Cut along the red dotted lines and then fold the door back so it
‘opens’.
3. Glue the wall underneath the poem on this page. Leave the door so
it ‘opens’.
4. Go to a quiet place and draw a secret picture underneath the
door.
5. Shut the door so no one can see your drawing.

Days of the Week

Sunday is day one.
One, one let’s have some fun.

Monday is day two.
Two, two I love you.

Tuesday is day three.
Three, three, three bees in a tree.

Wednesday is day four.

Four, four! What’s behind the door?



days of the week wednesday number word four
Days of the Week (Wednesday) - Number Word (four) - Lesson Thirteen - page 2 - Phonic Pack 3


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Days of the Week (Wednesday) - Number Word (four) - Lesson Thirteen - page 2 - Phonic Pack 3.

6. Write a few clues, on the lines below, to read to your tutor
about your picture.

eg If you drew a lion your clues might be:

It is an animal.
It is yellow.
It has a mane.
I have seen one in the zoo.
It can roar.


. .


. .


. .



.


. .


. .


. .



.

.
7. Go to your tutor with your picture (the gate closed to hide the picture) and say the Wednesday poem.

Wednesday is day four.
Four, four! What’s behind the door?

8. Then read your clues one at a time, until your tutor
guesses what you have drawn.
9. Find the flashcard that reads ‘Wednesday’.
10. Find the flashcard that reads ‘four’.











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Days of the Week (Wednesday) - Number Word (four) - Phonic Pack 3

July 13th 2007 02:04
days of the week wednesday number word four
Days of the Week (Wednesday) - Number Word (four) - Lesson Fourteen - Phonic Pack 3


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Days of the Week (Wednesday) - Number Word (four) - Lesson Fourteen - Phonic Pack 3.

My name is .
Lesson Fourteen – Days of the Week - Wednesday

1. Trace over, read and then write the following words:

Sunday Monday .

Tuesday .

2. Trace over and then write

Wednesday .
Challenge:
Wednesday is hard to spell. Look at it broken into syllables.
Wed – nes – day. Stare at the word and say it over and over, then sound it down onto a spare piece of paper. Write it until you know how to spell ‘Wednesday’.
Congratulations. Now you know how to spell the word Wednesday.  

3. Trace over, read and then write:

one two three .
4. Now trace over, read and write twice:

four .

5. Match your ‘Sunday’ flash card with the word Sunday.
6. Match your ‘Monday’ flash card with the word Monday.
7. Match your ‘Tuesday, flash card with the word Tuesday.
8. Match your ‘Wednesday’ flash card with the word
Wednesday.
9. Match your ‘one’ flash card with the word one.
10. Match your ‘two’ flash card with the word two.
11. Match your ‘three’ flash card with the word three.
12. Match your ‘four’ flash card with the word four.
13. Challenge: Make sure you know how to spell all of the
words on these flash cards !!!!!
14. Put the days of the week flash cards in order from Sunday
to Wednesday. Can you say the order off by heart?

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Days of the Week (Thursday) - Number Word (five)

July 16th 2007 09:53
days of the week thursday number word five
Days of the Week (Thursday) - Number Word (five) - Lesson 21 - Phonic Pack 3



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Days of the Week (Thursday) - Number Word (five) - Lesson 21 - Phonic Pack 3.

My name is .
Lesson Twenty One: Days of the Week – Thursday

1.Point to the words and read the following poem to your child.
2.Ask your child to point to the words and read the poem.
3.Ask your child to listen for the words that rhyme when you read
from ‘Thursday—‘. Read the lines again (and again) until your
child can tell you the rhyming words.
4.Ask your child to point to and read the word ‘Thursday’.
5.Why does it have a capital letter? (it is at the beginning of the sentence
and it is the name of the day)
6.Ask your child to point to and read the word ‘five’. How many times
can your child see this word? Why has one of them got a capital
letter?

Days of the Week

Sunday is day one.
One, one let’s have some fun.

Monday is day two.
Two, two I love you.

Tuesday is day three.
Three, three, three bees in a tree.

Wednesday is day four.
Four, four! What’s behind the door?

Thursday is day five.

Five, five, five bees in a hive.

How many bees are flying by this hive? How many more do you need to make five? Draw them.






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Days of the Week (Thursday) - Number Word (five)

July 16th 2007 10:01
days of the week thursday number word five
Days of the Week (Thursday) - Number Word (five) - Lesson 22 - Phonic Pack 3


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Days of the Week (Thursday) - Number Word (five) - Lesson 22 - Phonic Pack 3.

My name is .
Lesson Twenty Two – Days of the Week - Thursday

1. Trace over and then read the following words:

Sunday Monday .

Tuesday Wednesday . .

2. Trace over and then write (notice ‘ur’ as in purple turtle)

Thursday .
Challenge:
Thursday is hard to spell. Look at it broken into syllables.
Thurs – day. Stare at the word and say it over and over, then sound it down onto a spare piece of paper. Write it until you know how to spell ‘Thursday’.
Congratulations. Now you know how to spell the word Thursday.

3. Trace over, read and then write:

one two three .
4. Now trace over, read and then write:

four five .
5. Match your ‘Sunday’ flash card with the word Sunday.
6. Match your ‘Monday’ flash card with the word Monday.
7. Match your ‘Tuesday, flash card with the word Tuesday.
8. Match your ‘Wednesday’ flash card with the word
Wednesday.
9. Find your ‘Thursday’ flash card and match it to Thursday.
10. Match your ‘one’ flash card with the word one.
11. Match your ‘two’ flash card with the word two.
12. Match your ‘three’ flash card with the word three.
13. Match your ‘four’ flash card with the word four.
14. Find your ‘five’ flash card and match it to the word five.
14. Challenge: Make sure you know how to spell all of the
words on these flash cards !!!!!
15. Put the days of the week flash cards in order from Sunday
to Thursday. Can you say the order off by heart?
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Days of the Week (Friday) - Number Word (six)

July 16th 2007 12:36
days of the week friday number word six
Days of the Week (Friday) - Number Word (six) - Lesson 25 - Phonic Pack 3

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Days of the Week (Friday) - Number Word (six) - Lesson 25 - Phonic Pack 3.

My name is .
Lesson Twenty Five: Days of the week – Friday
Read sentences on page 46.

Before reading this poem read the story of ‘The Three Little Pigs’.

1. Point to the words and read the following poem to your child.
2. Ask your child to point to the words and read the poem.
3. Ask your child to listen for the words that rhyme when you read
from ‘Friday—‘. Read the lines again (and again) until your
child can tell you the rhyming words.
4. Ask your child to point to and read the word ‘Friday’.
5.Why does it have a capital letter? (it is at the beginning of the sentence
and it is the name of the day)
6. Ask your child to point to and read the word ‘six’. How many times
can your child see this word? Why has one of them got a capital
letter?

Days of the Week

Sunday is day one.
One, one let’s have some fun.

Monday is day two.
Two, two I love you.

Tuesday is day three.
Three, three, three bees in a tree.

Wednesday is day four.
Four, four! What’s behind the door?

Thursday is day five.
Five, five, five bees in a hive.

Friday is day six.
Six, six who made the house out of sticks?

In the story of ‘The three little Pigs’ who made the house out of sticks? Draw the little pig building his house of sticks.






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Days of the Week (Friday) - Number Word (six)

July 16th 2007 12:57
days of the week friday number word six
Days of the Week (Friday) - Number Word (six) - Lesson 26 - Phonic Pack 3


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Days of the Week (Friday) - Number Word (six) - Lesson 26 - Phonic Pack 3.

My name is .
Lesson Twenty Six – Days of the Week - Friday

1. Trace over and then read the following words:

Sunday Monday .

Tuesday Wednesday . .

2. Trace over and then write

Thursday .
3. Trace over and then write

Friday .
Challenge: Look at Friday broken into syllables. Fri – day
Stare at the word and say it over and over, then sound it down onto a spare piece of paper. Write it until you know how to spell ‘Friday’.
Congratulations. Now you know how to spell the word Friday.

3. Trace over, read and then write:

one two three .
4. Now trace over, read and then write:

four five six .
4. Find your ‘Friday’ flash card and match it to Friday.
5. Match the other days of the week flash cards with the
correct day on this sheet.
6. Find the number word flash card for the word ‘six’ and
match it to the word six.
7. Match the other number word flash cards to the correct
number words on this page.
8. Challenge: Make sure you know how to spell all of the
words on these flash cards
9. Put the days of the week flash cards in order from Sunday
to Friday. Can you say the order off by heart?

Well done! You are working so hard.

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Days of the Week (Saturday) - Number Word (seven)

July 19th 2007 00:45
days of the week saturday number word seven
Days of the Week (Saturday) - Number Word (seven) - Lesson 29 - Phonic Pack 3


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Days of the Week (Saturday) - Number Word (seven) - Lesson 29 - Phonic Pack 3.

My name is .
Lesson Twenty Nine: Days of the week – Saturday
Read sentences on page 52.

1. Point to the words and read the following poem to your child.
2. Ask your child to point to the words and read the poem.
3. Ask your child to listen for the words that rhyme when you read
from ‘Saturday—‘. Read the lines again (and again) until your
child can tell you the rhyming words.
4. Ask your child to point to and read the word ‘Saturday’.
5.Why does it have a capital letter? (it is at the beginning of the sentence
and it is the name of the day)
6. Ask your child to point to and read the word ‘seven’. How many times can your child see this word? Why has one of them got a capital letter?

Days of the Week

Sunday is day one.
One, one let’s have some fun.

Monday is day two.
Two, two I love you.

Tuesday is day three.
Three, three, three bees in a tree.

Wednesday is day four.
Four, four! What’s behind the door?

Thursday is day five.
Five, five, five bees in a hive.

Friday is day six.
Six, six who made the house out of sticks?

Saturday is day seven.

Seven, seven is less than eleven.

Challenge: Seven is how many less than eleven?


Can you see ‘ur as in purple turtle in the word ‘Saturday’?

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Days of the Week (Saturday) - Number Word (seven)

July 19th 2007 01:13
days of the week saturday number word seven
Days of the Week (Saturday) - Number Word (seven) - Lesson 30 - Phonic Pack 3


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Days of the Week (Saturday) - Number Word (seven) - Lesson 30 - Phonic Pack 3.

My name is .
Lesson Thirty – Days of the Week - Saturday

1. Trace over and then read the following words:

Sunday Monday .

Tuesday Wednesday . .

Thursday Friday .
3. Trace over and then write

Saturday . .
Challenge: Saturday is a hard word to spell. Look at it broken into syllables. Sat- ur – day
Stare at the word and say it over and over, then sound it down onto a spare piece of paper. Write it until you know how to spell ‘Saturday’.
Congratulations. Now you know how to spell all the days of the week. 

3. Trace over, read and then write:

one two three .

four five six .

4. Now trace over and write the word:
seven .
4. Find your ‘Saturday’ flash card and match it to Saturday.
5. Match the other days of the week flash cards with the
correct day on this sheet.
6. Find the number word flash card for the word ‘seven’ and
match it to the word seven.
7. Match the other number word flash cards to the correct
number words on this page.
8. Challenge: Make sure you know how to spell all of the
words on these flash cards !!!!!
9. Put the days of the week flash cards in order from Sunday
to Saturday. Can you say the order off by heart?
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Days of the Week (revision) - Number Word (eight)

July 20th 2007 08:59
days of the week revision number word eight
Days of the Week (revision) - Number Word (eight) - Lesson 35 - Phonic Pack 3


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Days of the Week (revision) - Number Word (eight) - Lesson 35 - Phonic Pack 3.

My name is .
Lesson Thirty Five: Days of the Week and Number Eight.
Revision: Read page 60.

1. Trace over and then read the following words:

Sunday Monday .

Tuesday Wednesday . .

Thursday Friday .


Saturday .
2. Put your week day flashcards in order and match them to the days above.
3. Learn the order of the week days off by heart. Make sure you can spell them correctly.

4. Trace over, read and then write:

one two three .

four five six .

seven .
5. The next number for you to look at is eight (8).
Challenge: Number word eight is very difficult to spell. An easy way to learn how to spell it is to put the word into a chant or a tune (using letter names) like this:

e-i-g-h-t e-i-g-h-t e-i-g-h-t
And that is how you spell eight!

6. Trace over the word eight while chanting the letter name:
eight eight eight

7. Challenge: Cover up the rest of this page and see if you can write the word eight off by heart!!!!!


How did you go
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Days of the Week (revision) - Number Words (nine and ten)

July 21st 2007 06:00
days of the week revision number words nine and ten
Days of the Week (revision) - Number Words (nine and ten) - Lesson 42 - Phonic Pack 3


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Days of the Week (revision) - Number Words (nine and ten) - Lesson 42 - Phonic Pack 3.

My name is .
Lesson Forty Two: Days of the Week : Numbers 9 and 10

1. Trace over and then read the following words:

Sunday Monday .

Tuesday Wednesday . .

Thursday Friday .


Saturday .
2. Put your week day flashcards in order and match them to the days above.
3. Can you say the days of the week in order? Make sure you can spell them correctly. Name the days you go to school. Name the days which make up the weekend. How many days are there in one week?

4. Trace over, read and then write:

one two three .

four five six .

seven eight .
5. Number nine is an ‘i-e’ as in kite word. Find the flashcard for the word nine and put it with the other number word flash cards.
6. Trace, read and then write the word nine.

nine . Draw nine marbles.
7. Number ten is a three letter sounding word. Find the flashcard for the word ten and put it with the other number word flash cards. You have covered all the number words from one to ten!! Well done!!
Challenge: Can you spell all of the number words?
8. Trace over, read and then write the word ten.
ten . Draw ten flowers in a vase.




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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 CELE