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Three Letter Blends - Phonics

Initial, Final and Medial Sounds

May 24th 2007 09:41
Initial, Final and Medial Sounds
Initial, Final and Medial Sounds


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Printing Instructions



Initial, Final and Medial Sounds.


The next step:
Work through these stages at your child’s pace. Some children pick it up easily, others need more time.
Stage One: The first sound a child hears when sounding out a word is the beginning sound. During these lessons so far we have concentrated on the beginning (initial) sounds in words.

Check that your child can give you the sound a word begins with. It can be any word, not necessarily a three letter word.

Ask your child:
“What sound does the word ‘boat’ begin with?”
“What sound does (say child’s name) begin with?’
“What sound does the word ‘queen’ begin with?

Stage Two: When your child is confident with hearing and giving the initial sound in a word move on to the next step, which is identifying the final sound in a word.

Say to your child, ‘You are used to telling me the sound a word begins with, NOW I want you to listen for the LAST sound in the word.”

At first use three letter words your child is familiar with. e.g. bat, sun, lid, fox. Ask the child to watch your mouth as you say the word clearly. Emphasise the final sound until your child is confident with identifying it.


Practise with your child until he/she has mastered this skill. Frequent short sessions are better than long sessions.

If there are any letter-sounds your child cannot quickly say from the alphabet flashcards practise them every day.

Stage Three: Now that your child can identify the initial and final sounds in a word she/he can move on to listening for the middle sound in a word. To help this skill develop the five vowels –a,e,i,o,u- will be covered. Work at your child’s pace. Take one, two or more days to cover each section. Each section will include reading sentences and simple comprehension exercises.

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Medial Sound - a

May 24th 2007 09:55
Medial sound - a - page 1
Medial Sound - a - (page 1)



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Printing Instructions


Medial Sound - a - page 1.


Medial sound ‘a’:
1. Look at these words. Read them.
(Tutor Note: your child may be able to read the words without sounding them out. This is good. If she/he cannot read a word without sounding it out, ask her/him to sound it out and then blend it into a word.)

cat rat mat fat bat hat

2. Circle the ‘a’ sound in each word. Notice it is the middle sound.

3. Sound out each word, listening for the ‘a’ sound.

4. Read this sentence.
Tutor Note: This is the process to follow when your child is reading sentences during the next few sessions.
• Your child reads as much of the sentence as he/she can, sounding out any unknown words which can be sounded out.
• Help your child with the look-say words. (e.g. The, the)
• If your child needed help or had to sound out words, ask him/her to read the sentence again, as fluently as possible, pointing to the words as she/he reads. This makes her/him look at the words, so he/she is reading them rather than saying them off by heart.
• Now that your child can read words it is important to string them together into sentences. This is how we read. Reading sentences and understanding what we read is also helping to develop reading comprehension skills. Drawing a picture about the sentence is a simple comprehension exercise.

Read and draw: The cat and the rat sat on the mat.


medial sound a page 1
Medial Sound - a - (page 2)


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Printing Instructions


Medial Sound - a - page 2.


1. Look at these words. Read them.

(Tutor Note: instructions page 76)

ran man can van fan Dan pan

2. Circle the ‘a’ in each word.

3. Sound out each word, listening for the ‘a’ sound.

4. Read this sentence.

(Tutor Note: instructions page 76)


Read and draw: The man ran to the van.


Trace over each word and then write it neatly on the line.

Remember to hold your pencil correctly.

cat bat .


man tan .


jam ram .









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Medial Sound - e

May 24th 2007 11:36
Medial Sound - e
Medial Sound - e



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Printing Instructions


Medial Sound - e.


Medial sound ‘e’:

1. Look at these words. Read them.
(Tutor Note: instructions page 76 )

Ted led red bed fed wed

2. Circle the ‘e’ sound in each word. Is it the middle sound?

3. Sound out each word, listening for the ‘e’ sound.

4. Read this sentence, and then circle ‘Yes’ or ‘No’.

Tutor Note: follow the process for reading a sentence as explained in 4. page 65. Answering ‘Yes’ or ‘No’ to the sentence is encouraging the child to think about what he/she is reading and therefore developing important comprehension skills.

The bed is red. ‘Yes’ or ‘No’
----------------------------- ----------------------------- ---------------------

1. Look at these words. Read them.
Note: ‘ll’ = ‘l’

well bell tell yell sell fell

2. Circle the ‘e’ sound in each word.

3. Sound out each word, listening for the ‘e’ sound.

4. Read this sentence, and then circle ‘Yes’ or ‘No’

The bell fell in the well.
‘Yes or ‘No’

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Medial Sound - i

May 24th 2007 11:41
Medial Sound - i
Medial Sound - i



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Printing Instructions


Medial Sound - i.


Medial sound ‘i’:

1. Look at these words. Read them.

pig jig big dig fig wig

2. Circle the ‘i’ sound in each word.

3. Sound out each word, listening for the ‘i’ sound.

4. Read this sentence.

The pig in the wig did a jig.

5. Read and then answer this question by tracing over
yes or no .

Have you ever seen a pig in a wig doing a jig?

Tutor Note: Show your child the question mark at the end of the question. Explain to your child why it is there. Ask him/her to write a question mark.
----------------------------- ----------------------------- ----------------------------- --
1. Look at these words. Read them.

lid kit quit bib fill him bin

2. Circle the ‘i’ sound in each word.

3. Sound out each word, listening for the ‘i’ sound.

4. Read this sentence.

The lid is on the bin.

5. Read and then answer this question by tracing over yes or no.

Have you ever seen a lid on a bin?

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Medial Sound - o

May 24th 2007 13:24
Medial Sound - o
Medial Sound - o



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Printing Instructions


Medial Sound - o.


Medial sound ‘o’:

1. Look these words. Read them.

box fox Tom boss dot log

2. Circle the ‘o’ sound in each word.

3. Sound out each word, listening for the ‘o’ sound.

4. Read this sentence, and then trace over the words missing from the next sentence.

Tom saw a fox on a log.

The fox is on a log.



1. Look at these words. Read them.

Ron dog Todd job doll jog

2. Circle the ‘o’ sound in each word.

3. Sound out each word, listening for the ‘o’ sound.

4. Read this sentence, and then write in the words missing from the next sentence.

Todd and Ron took the dog for a jog.


Todd and ________________ took the ___________

for a jog.




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Medial Sound - U

May 24th 2007 13:28
Medial Sound - U
Medial Sound - U



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Printing Instructions


Medial Sound - U.


Medial sound ‘u’:

1. Look at these words. Read them.

Mum gull yum fuss buzz pup bud bun

2. Circle the ‘u’ sound in each word.

3. Sound out each word, listening for the ‘u’ sound.

4. Read this sentence.

Mum and the pup had a run in the sun.


1. Look at these words. Read them.

dull sun hum hut cup bun gum bus

2. Circle the ‘u’ sound in each word.

3. Sound out each word, listening for the ‘u’ sound.

4. Read this sentence.

The bun is in the cup.


Draw a line from the sentence to the matching picture.

The sun is on the bus.
The tub is on the rug.

The jug is in the hut.


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'old' as in gold

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



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Printing Instructions


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


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

Lesson Twenty (old as in gold.)

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

The Gold Bell

One cold day an old man went for a walk.

He met a bold elf.

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

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

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

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

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

Name these characters from the story.



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



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Printing Instructions


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


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



old


c .


g .


h .

f .

s .

b .

t .

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

June 6th 2007 11:01
phonics all as in ball
'all' - Lesson 26 page 1 - Phonic Pack 2



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Printing Instructions


'all' - Lesson 26 page 1 - Phonic Book 2


My name is .

Read the ‘sh’ words from Lesson Twenty Five.

Lesson Twenty Six (‘all’ as in ball.)


all as in ball

Note to tutor:
1. Pointing to the caption under the ball –
say to your child (using letter names)
“a (ay) and ll (double ell) together say (as in the word all)
‘all’ as in ball.
2. Pointing to the word ball, sound it out, b-all, and then blend it into the word ball.
3. Ask your child to point to the caption under the picture of the ball and read, “all as in ball.”

1. Cut out the rectangles on page 55. You will end up with one big rectangle and ten smaller rectangles.
2. You are going to make a booklet with the rectangles.
3. Put the big rectangle, with ‘all’ written on it, on the bottom.
4. Put the small rectangles on top of the big rectangle, all lined up at the left hand side.
5. Staple them altogether with a staple on the left end.
6. By turning the pages, one at a time, you will be able to read the ‘all’ words.

The booklet will look like this.
7. Discuss the meaning of the words with your tutor.
8. Print the ‘all’ words on the lines on page 55 and then glue them into your scrapbook.
9. Find the flashcard for ‘all' as in ball.


final all
'all' - Lesson 26 page 2 - Phonic Pack 2



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Printing Instructions


'all' - Lesson 26 page 2 - Phonic Pack 2.




all



b sm
t h
w c
f st
m squ



. .




. .




. .


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