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Student Book F Sample Pages 1 www.fireflyeducation.com.au

s y s t e m a t i c w o r d s t u d y f o r y o u r w h o l e s c h o o l

Student BookBarbara Murray and Terri Watson

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Take a look at pages from the new and improved

Sound Waves Spelling Student Book F!

E V E R Y T H I N G Y O U N E E D . . .

Sound Waves Spelling Online provides everything teachers need to deliver systematic, explicit and engaging lessons. With access to all year levels (F–6), the comprehensive resource suite includes: interactive slideshows, videos, lesson guides, yearly plans and assessment.

Sound Waves Spelling Student Book activities provide students with opportunities to practise and apply the knowledge and skills taught in lessons. Student activities are available as workbooks or online printable pages.

Additional resources, such as charts and cards, enhance the teaching and learning experience.S T A N D A R D

S T U D E N T

C H A R T

NAmE:

SSYYSSTTEEMMAATT IICC W WOORRDD S STTUUDDY Y FFOORR Y YOOUURR W WHHOOLLE SE SCCHHOOOOLL

Sound Waves Spelling is a whole-school program developed by Australian teachers

for use in Australian classrooms.

Informed by research on the best practices for teaching spelling, the program

incorporates four key areas of teaching:

phonemic awareness

the ability to work with phonemes

synthetic phonics

phonics instruction that involves teaching

phoneme–grapheme relationships

morphology

knowledge of the meaningful parts of words:

prefixes, suffixes, and Greek and Latin roots

etymology understanding of word origins and history

AABBOOUUT T TTHHII S S CCHHAARRTT

cliffphone

fishf ff ph

Sound Icon

graphemes

word examples

with pictures

Sound Box

This chart is designed to help students make

correct grapheme choices in spelling lessons and

in their everyday writing.

In Sound Waves Spelling each of the 43 phonemes

is represented by a Sound Box.

When you see a Sound Box, say the phoneme it

represents, not the name of the Sound Icon or the

letter name. For example, say the phoneme /f/, not

fish or the letter name f.

www.fireflyeducation.com.au/soundwavesspelling

Word pronunciations have been sourced from

Macquarie Dictionary Online.

Photocopying of copyrighted material is restricted under

the Copyright Act 1968 of Australia. For details of how

copyright laws affect your use of this resource,

visit www.fireflyeducation.com.au/copyright.

Copyright © Barbara Murray and Terri Watson, 2021. 03/21

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s Y s T E m a T I c w O R D s T U D Y f O R Y O U R w H O l E s c H O O l


s Y s T E m a T I c w O R D s T U D Y f O R Y O U R w H O l E s c H O O l

Sound Waves Spelling is a whole-school program developed by Australian teachers for use in Australian classrooms.

Informed by research on the best practices for teaching spelling, the program incorporates four key areas of teaching:

phonemic awarenessthe ability to work with phonemes

synthetic phonicsphonics instruction that involves teaching phoneme–grapheme relationships

morphologyknowledge of the meaningful parts of words: prefixes, suffixes, and Greek and Latin roots

etymologyunderstanding of word origins and history

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www.fireflyeducation.com.au/soundwavesspelling

9 Rewrite the words from the brackets using ed or ing.

Suffixes ed, ing

A clown was

.

[ dance ]

The acrobats

around the ring. [ race ]

A clown was

in the safety nets. [ sleep ]

The juggler

rings around his neck. [ place ]

A clown was

a cake upside down. [ ice ]

Trapeze artists were

from the ropes. [ swing ]

7 Write 1st, 2nd, 3rd or 4th to show where you hear in the words.

The first one is done for you.

Graphemes c, ce

cent fence

city nice

centre chance

ice race

dice twice

circle place

1st

Grapheme ss6 Write ss or s to finish the words. Label the pictures with some of the words.

macro

pre

lit

mede

k

kine

tdre

8 Write c or ce to finish the words. Label the pictures with some of the words.

ie

nie

itydan

on

irclefae

plae

Hint 3

Hint 4

Hint 13

ISBN 978 1 74135 362 4

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UNIT

22seal kiss mouse juice fox pencil

s ss se ce x * c

* We can use x for the two sounds

as in fox.

Focus Wordsmessmissdresspress

crosssleepskynext

horsemouseicenice

placecentoncedance

dancingsistercitycircle

1 Underline the letter or letters for in the Focus Words.

4 Segment the picture names.

3 Write the number of sounds you hear in the word.

nice

star

ice

city

first

crust

six

next

sling

smell

sister

mouse

2 Help the seal reach the rocks. Colour the words with .

5 Finish the word sums. Label the pictures with some of the words.

horn – n + se =

spy – p + k =

nest – s + x =

spell – p + m =

mass – a + i =

sleep – l + w =

fizz

cent

brush

mouse

fish

dance

shop

buzz

mice

pass

also

does

was

once

crash

finish

less

circle

sweep

48 Sound Waves Spelling Student Book 2 ISBN 978 1 74135 362 4

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2 Sound Waves Spelling Student Book F ISBN 978 1 74135 370 9

Sound Icons and Sound Boxes

In Phase 1, each of the 43 sounds is represented by a Sound Icon.

In Phase 2, each sound is represented by a Sound Box which contains the Sound Icon and the most common grapheme/s used to represent that sound.

Additional graphemes are added to some Sound Boxes as the year progresses.

f f ffWhen you see a Sound Icon or Sound Box, say the sound it represents, not the name of the Sound Icon or the letter name. For example, say the sound /f/, not fish or the letter name f.

Welcome to Sound Waves Spelling

phonemethe smallest unit of sound in a word, for example, the word chat has three phonemes: /ch/, /a/ and /t/

graphemea letter or letter combination used to represent a phoneme in writing, for example, the graphemes ch or tch can be used to represent the phoneme /ch/, as in chat or catch

phonemic awareness the ability to work with phonemes, for example, segmenting a word into phonemes or blending phonemes to form a word

synthetic phonics an approach to phonics instruction that involves explicitly and systematically teaching the relationship between phonemes and graphemes

morphologyknowledge of the meaningful parts of words: prefixes, suffixes, and Greek and Latin roots

etymologyunderstanding of word origins and history

About Sound Waves Spelling Sound Waves Spelling is a whole-school program developed by Australian teachers for use in Australian classrooms.

Informed by research on the best practices for teaching spelling, the program incorporates four key areas of teaching:

phonemic awareness morphology

synthetic phonics etymology

With the teaching resources available at Sound Waves Spelling Online, teachers can deliver systematic, explicit and engaging lessons to support students to develop a deep understanding of how words work.

The activities in this book align with, and consolidate, the knowledge and skills taught in these lessons.

Note: Teaching in Foundation focuses on phonemic awareness and synthetic phonics. Students receive some instruction in basic morphology (e.g. suffix s for plurals) but they do not participate in etymology lessons.

Foundation OverviewThe Foundation program has a two-phase structure which sets it apart from all other year levels of Sound Waves Spelling. This structure reflects the specialised nature of instruction required when formally introducing young students to written language.

Phase 1: Exploring Sounds

Exploring Sounds is focused on equipping students with the sound-based skills required to begin reading and spelling in the next phase of the program. The aims of this stage are for students to: • become familiar with the 43 sounds (phonemes) of Australian English • identify the Sound Waves Spelling Sound Icons that represent the sounds• learn the Chant and Action for each sound• develop phonemic awareness skills (e.g. segmenting and blending).

Phase 2: Discovering Graphemes

In Discovering Graphemes, students are systematically and explicitly taught phoneme–grapheme relationships so that they can begin reading and spelling. The aims of this stage are for students to: • consolidate knowledge of the 43 sounds of Australian English and their

Sound Waves Spelling Sound Icons • consolidate and extend phonemic awareness skills • learn the most common graphemes that represent the sounds• practise letter formation • read and spell VC and CVC words (Focus Words) containing regular

phoneme–grapheme relationships • read and spell high-frequency words (Special Words) containing unusual

or advanced phoneme–grapheme relationships • create and punctuate sentences.

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ISBN 978 1 74135 370 9 Sound Waves Spelling Student Book F 3

Phase 1: Exploring Sounds (pages 6–48)

Phase 2: Discovering Graphemes (pages 50–100)

Sound Boxshows the Sound Icon for the focus sound and the grapheme/s used to represent the sound at this stage

Focus Wordscontain the focus grapheme/s and previously learned graphemes

phonemic awareness activityinvolves identifying the focus sound in words or segmenting words into sounds

phonics activitiesinvolve letter identification, reading words and writing words

Sound Iconrepresents the focus sound

phonemic awareness activityinvolves identifying the focus sound in words

pre-writing activityinvolves tracing and colouring, and consolidates Sound Icon identification

2. Point to the Sound Icon. Model saying the sound, then have students say the sound.

1. Teach the focus sound using the lesson guide and slideshow available at Sound Waves Spelling Online.

3. Read the instructions to students and discuss the images used in the activities. Model what has to be done before students complete the activities independently.

Teacher notes

2. Discuss the Sound Icon and grapheme/s in the Sound Box.

3. Read the Focus Words. Read the instruction for activity 1 and have students complete the activity.

1. Teach the grapheme/s using the lesson guide and slideshow available at Sound Waves Spelling Online.

4. Read the instructions for the remaining activities and discuss any images. Model what has to be done before students complete the activities independently.

Teacher notes


3 Colour the balloons with b or B on them to show the way to the party.

2 Circle the picture if you hear b in the picture name.

4 Write b in the spaces. Draw pictures to match the words.

ag ed ug at

bB

b B

st

rb

h

mg

e

u

a

B

in

bat bed bigFocus Words

1 Colour the letter for b in each Focus Word.

b


2 Trace the dotted lines. Colour the balloons.

1 Colour the balloon if you hear b at the start of the picture name.

How to Use This Book

The activities in this book consolidate the explicit teaching of sounds and graphemes. Each page should only be completed after the associated lesson has been taught using the teaching resources at Sound Waves Spelling Online.

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Consonant Sounds

/b/ sound as in balloon . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

/k/ sound as in kite . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

/d/ sound as in duck . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

/f/ sound as in fish . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

/g/ sound as in girl . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

/h/ sound as in house . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

/j/ sound as in jellyfish . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

/l/ sound as in lizard . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

/m/ sound as in moon . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

/n/ sound as in net . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

/ng/ sound as in ring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

/p/ sound as in pig . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

/r/ sound as in robot . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

/s/ sound as in seal. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

/t/ sound as in tiger . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

/v/ sound as in vase . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

/w/ sound as in web . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

/y/ sound as in yoyo . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

/z/ sound as in zebra . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

/s/ sound as in treasure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

/ch/ sound as in chicken . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

/sh/ sound as in shell . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27

/th/ sound as in thong . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28

/th/ sound as in feather . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29

Vowel Sounds

/a/ sound as in apple . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30

/e/ sound as in egg . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31

/i/ sound as in igloo . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32

/o/ sound as in orange . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33

/u/ sound as in umbrella . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34

/ai/ sound as in snail . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35

/ee/ sound as in bee . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36

/i_e/ sound as in ice-cream . . . . . . . . . . . . . . . . . . . . . . . . 37

/oa/ sound as in boat . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38

/ar/ sound as in star . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39

/ir/ sound as in bird . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40

/or/ sound as in horse . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41

/oo/ sound as in book . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42

/oo/ sound as in boot . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43

/ou/ sound as in cloud . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44

/oy/ sound as in boy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45

/eer/ sound as in deer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46

/air/ sound as in chair . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47

/er/ sound as in ladder . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48

Tip! When you see letters in forward slashes, say a sound, not a letter name.

For example, when you see /m/, say ‘mmm’, not the letter name m.

Contents

Phase 1: Exploring SoundsIn this phase, consonant sounds are introduced first followed by vowel sounds. This order of introduction aligns with the Sound Waves Spelling Chants and Actions, which is an integral learning tool for students. This phase is sound-based. The use of graphemes to represent sounds is not introduced until Phase 2.

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m . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50

a . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51

t . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52

s . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53

i . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54

d . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55

f . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56

n . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57

p . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58

o . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59

r . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60

g . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61

e . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62

h . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63

k . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64

k c . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65

u . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66

b . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67

l . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68

j . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69

y . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70

v . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71

w . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72

z . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73

k c ck . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74

ng . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75

s ss . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76

f ff . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77

l ll . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78

z zz s . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79

k c ck x s ss x . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80

k c q ck x w u . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81

ch . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82

sh . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83

th . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84

th . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85

s . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86

ai ay a_e . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87

ee e ea . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88

i_e y . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89

oa o_e o . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90

ar a . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91

ir ur . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92

or a . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93

oo u . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94

oo . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95

ou ow . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96

oy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97

eer ear . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98

air . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99

er . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100

Phase 2: Discovering GraphemesIn this phase, single graphemes are introduced first (m, a, t, s, i, d down to z). This is followed by the introduction of common but more complex consonant and vowel graphemes, and finally er for the schwa sound. This order of introduction enables students to read and spell multiple words within the first few weeks of the teaching process. This is very satisfying for students and encourages them to become good encoders and decoders very quickly.




2 Trace the dotted lines. Colour the pigs.

1 Colour the shape pink if you hear p at the start of the picture name. Colour the shape blue if you hear p at the end of the picture name. What is hidden in the shapes?


Phase 1 Exploring Sounds: /p/ sound as pigActivities should only be completed after the associated lesson has been taught using the teaching resources at Sound Waves Spelling Online.



2 Trace the dotted lines. Colour the ice-creams.

1 Colour the scoop of ice-cream pink if you hear i_e in the picture name.


Phase 1 Exploring Sounds: /i_e/ sound as in ice-creamActivities should only be completed after the associated lesson has been taught using the teaching resources at Sound Waves Spelling Online.



2 Trace the dotted lines. Colour the stars.

1 Colour the star yellow if you hear ar in the picture name.


Phase 1 Exploring Sounds: /ar/ sound as in starActivities should only be completed after the associated lesson has been taught using the teaching resources at Sound Waves Spelling Online.



4 Write a Focus Word to match each picture.

2 Circle the picture if you hear p in the picture name.

3 Colour the bricks with p or P on them to show the path to the park.

P

Tm

dn

d

f

PP

Pp

ts

a

p p

pat tapFocus Words

1 Colour the letter for p in each Focus Word.

p


Phase 2 Discovering GraphemesActivities should only be completed after the associated lesson has been taught using the teaching resources at Sound Waves Spelling Online.



4 Finish the sentence with the words from the ice-cream.

I to ride bike.mylike

3 Write i_e in the spaces to finish the words. Draw a line from the word to the picture.

2 Draw a stroke on the ice-cream scoop for each sound you hear in the picture name.

b k

k t

l n

f v

n n r d

like five nine by my whyFocus Words

1 Colour the letter or letters for i_e y in each Focus Word.

i_e y





4 Finish the sentences with the words from the star.

Look at that car!

I will to go to the park.

Is it to the farm?

2 Colour a box for each sound you hear in the picture name.

tar

3 Write the letter for the first sound in each word. Colour the letter or letters for ar a in each word.

arm ath

art

ar

askfastfar

ard

car card far farm ask fastFocus Words

1 Colour the letter or letters for ar a in each Focus Word.

ar a

SWAV_F - 03 Phase 2.indd 91SWAV_F - 03 Phase 2.indd 91 11/3/21 9:06 pm11/3/21 9:06 pm



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