Tutor Notes - Phonic Pack 5 - page 3 of 4
May 18th 2008 10:09
Tutor Notes - Phonic Pack 5 - page 3 of 4
Print above image and staple with pages 1, 2 and 4 to complete Tutor Notes for Phonic Pack 5 .
Printing Instructions
Tutor Notes - Phonic Pack 5 - page 3 of 4.
 Work with a lead pencil, then mistakes can easily be erased and corrected. Always correct mistakes. Children will not get everything right all the time and will learn by correcting mistakes.
 When you dictate words for a child to write (after she/he has practised the words) let him/her write the word as he/she remembers it. Then get him/her to check it from the correct list - you do not check it, just supervise the process. If the word is spelt correctly let the child give it a tick. If the word is not spelt correctly ask the child to erase it and write it correctly. Take note of and come back another day to the words which need more time.
 Telling stories is an important exercise. It encourages a child to get his/her thoughts in order and to sort the events of the story into a logical sequence. The stories do not have to be long.
 At this stage of development children should be able to write confidently in sentences, using correct punctuation. However, when writing a story this skill is often lost in the energy needed to create the story. Writing freely first and then editing is a good way to go. Editing is not easy (and children are not usually too interested). You may decide not to edit every story written. A child will need lots of modelling and working together to master this skill. One day the story could be edited for spelling mistakes. Next lesson it could be edited for sentence punctuation – splitting it into a small/one task makes it easier. In a classroom situation it is often beneficial to work in pairs for this task.
 Listening to and following instructions are two important skills to be practised.
 At the beginning of each lesson encourage the child to read the number of the lesson and the page number. This is invaluable practise at reading numbers and number sequence.
 We learn to read so we can read. It is important for a child to read his/her own books or books from the school or town library. I cannot emphasise this enough. It is important too, for you to read regularly to your child/ren.
 Looking at pages in books or papers and finding words with the digraph or sound being covered on that day is an excellent game to play with your child.
 ‘Word Hunt’ is another good game to play. Finding sight (look say) words in favourite books is beneficial for your child. (Remember it is a game – keep it fun)
 If you are not sure of the sound of a digraph (or other letters), say the word and listen for the sound.
 A child should be using the following strategies for reading unknown words:
1. Look at the beginning of the word – what sound does it begin with?
2. Use any picture clues that are available.
3. Sound the word out, if it is not a sight word.
4. Use the sense of the sentence or story. As pictures on a page become less this strategy becomes more important.
 Once a word has been covered in a lesson, (eg all the ‘wa’ words in Lesson Nine) encourage your child to always use the correct spelling in his/ her writing. Help your child look the word up in the scrap book. If it is a frequently used word it could be written in the child’s ‘My Dictionary’.
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