funny photo phonics blends

Funny Photo Phonics

Funny Photo Phonics

Blends

Set 2 • Teaching GuideSet 2 • Teaching Guide

Kara Munn

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Funny Photo Phonics Set 2 Teaching Guide

ISBN: 978-1-74164-330-5

Written by Kara Munn Copyright © 2007 Blake Publishing

Blake Education Pty LtdABN 50 074 266 023108 Main Rd Clayton South VIC 3168Ph: (03) 9558 4433Fax: (03) 9558 5433email: [email protected] our website: www.blake.com.au

Publisher: Katy PikeSeries editor: Garda TurnerEditor: Amanda SantamariaDesigned by The Modern Art Production GroupPrinted by Thumbprints Utd, Malaysia

This publication is © copyright. No part of this book may be reproduced by any means without written permission from the publisher.

3

ContentsIntroduction 4

Activities 5

Assessment 8

Game Boards 9

r blends

Brad the Crab 21

Fred the Frog 24

Grass is Green 27

nk end blends

Frank the Skunk 30

l blends

Clem the Clam 33

Slippery Slugs 36

The Plum Tree 49

p blends

Spotty Spider 42

t blends

Stars and Storks 45

y as an end sound

The Sticky End 48

tch end blend

Scritch, Scratch 51

ing and ell

The King and the Bells 54

Buzzing and Flying 57

le as an end sound

Jingle Jangle 60

est

The Best Pest 63

Flipping Phonics Book 2

A Spotty Sparrow and 66a Green Tree Frog

Assessment Record Sheet 71

Certificates 72

4

Phonics instruction helps children learn the relationships between the letters of written language and the sounds of spoken language. To be effective, the teaching of phonic elements needs to be combined with “ample opportunities for children to apply what they are learning about letters and sounds to the reading of words, sentences and stories.” [Put Reading First, CIERA, 2003.]

Developing a strong knowledge of the many common two-letter blends will add a large number of words to a child’s reading and writing vocabulary. Once a letter combination is highlighted and taught in an instructional setting, children need to read and write words, sentences and texts that put this knowledge to use. The Funny Photo Blends Set allows children to consolidate their learning by reading a story full of words using the blends and letter combinations they are learning.

Once children have learnt to read 3-letter, short vowel words (Funny Photo Phonics Set 1), adding blends to the mix creates a long list of words that they can read. Word families are an efficient way to increase reading and writing skills. The 37 most common word endings, or rimes as they are also known, appear in more than 500 words. Research into early reading (Goswani and Bryant, 1990) showed that students used analogy to read and spell unknown words: knowing track helps them to be able to read black. The brain is a pattern detector and letter patterns in words are strongly linked to rhyming activities, spelling skills and learning to read lots of words quickly.

The Funny Photo series brings real fun back into early phonics reading books. These books are full of wildly inventive illustrations using manipulated photographs. At the same time these books provide plenty of opportunity to practise specific letter combinations and word groups.

The activities in the Funny Photo Phonics Blends Set 2 Teaching Guide reinforce the most common blends and early letter combinations and focus on student writing as well as word recognition. There are many playful word family activities and games included that help build automaticity and enhance reading fluency.

The components in the Funny Photo Phonics Set 2 Blends are:

A strong knowledge of letter-sound relationships significantly improves children’s word recognition, spelling and reading comprehension.

Introduction

Box of 15 titles

Big Book and Flipping Phonics

5

Grab a gameThe following games can be played throughout the year. Most can be played in pairs. Introduce each game to students and then invite them to play when they have finished an activity early or during indoor play times.

Before you beginEach of these games refers to the game boards that can be found on pages 9 to 21. Make

multiple copies of each one. Have students colour them and then have each game board laminated. This will ensure they can be used time and time again. Some of the boards need to be copied a second time, laminated and then the individual squares cut out to make game pieces. Game board 9 must be joined.

Once students have been shown how to play a game, the game boards and pieces can be stored in a zip lock bag or other suitable place.

You will need:• gameboards4,5,6,7

NB: The squares on game boards 5 and 7 need to be cut into individual cards.

This game can be played individually or in pairs. Each player has a board and a set of picture cards. They place the cards face down. They turn a card over and match the picture to its blend. The picture cards are placed on top of the blends until all blends are covered. If playing with a partner, students take turns to have a go.

This goes

on that

I’m thinking of a word

that starts with…

Activities

You will need:• gameboards5,7

NB: The squares on game boards 5 and 7 need to be cut into individual cards.

This game can be played in pairs or small groups. Students spread the picture cards on the ground in front of them. One student says ‘I’m thinking of a word that starts with/ends with __ .’ They say the blend that the word starts or ends with. The remaining students guess the word.

6

Crazy blendsYou will need:

•gameboard9

•spinner

•2counters

This game can be played in pairs. Each player places a counter on the start. They take turns to spin the spinner and move ahead. When they land, they say a word that uses the blend. If they cannot say a word, they move back three spaces. The winner is the first player to reach the finish.

Activities

This game can be played in pairs.

Each player places a counter on

start. They take turns to spin the

spinner. Wherever they land they

say the initial blend of the picture.

If they cannot say the blend, they

move back to where they have

come from. The winner is the first

player to reach the finish.

You will need:

• gameboard8

• spinner

• 2countersTricky track

3 21

2 31Tricky track

7

Question marks

BingoActivities

NB: This game board contains 4 Bingo boards and 12 calling cards.

This game can be played in groups of 5. One student is the caller and holds the 12 calling cards. Remaining students have a Bingo board and a pile of counters in front of them. The caller takes a card and says the blend. If the other players have the blend on their card, they cover it with a counter. The first student to cover all their blends calls ‘Bingo.’ If they are correct they are the winner.

You will need:

• gameboard3

• pileofcounters

You will need:

• gameboards4and5, OR6and7

MeMoryNB: The squares on all the game boards need to be cut into individual cards.

This game can be played in pairs. Students shuffle the cards. They place them face down on the ground. They take turns to lift two cards. If the cards are a matching pair, they keep the cards. If not, they return them face down. Play continues until all cards have been paired off and the winner is the student with the most cards.

??You will need:

• gameboard2and5

• pileofcounters

?NB: The squares on the game boards need to be cut into individual cards.

This game can be played in pairs. Students place the picture cards face up on the table. They place the question mark cards face down. They take turns to select a picture card. Then they choose a question mark card. If the question mark is at the start, they say the initial blend of the word. If the question mark is in the middle, they say the middle sound and if the question mark is at the end they say the final sound. If they are correct they take a counter and return their cards. The winner is the student with the most counters.

8

There is an assessment record sheet on page 71 which can be used to record a student’s progress. Make enough copies for each student in the class. Find time to assess students individually. Record the responses that students make.

Use this information to identify specific strengths and weaknesses. Future lessons and revision activities can then be planned to cater for their needs. This page can also be used as a stimulus for discussion during parent-teacher interviews.

Parents benefit from being exposed to specific examples and the exact instructions that have been given.

This table can be used as a quick reference to record the names of students who need extra help in certain areas. Write their names and the specific sound or blend they had difficulty with.

repeating blending blending sounds breaking words blends sounds together to make into sounds these words

Revision necessary for these students

And Now for Assessment

© Blake Publishing — Funny Photo Phonics Set 2 Teaching Guide 9

Game board 1

Make a spinnerCut out the spinner.Put a matchstick through the middle. Use your spinner to play the games.

3 2

2 31

1

© Blake Publishing — Funny Photo Phonics Set 2 Teaching Guide10

Game board 2

?__ _?_ __?

__?_?_?__

?__ _?_ __?

_?_?__ __?


Game board 3

pl

fr

cr

st

fl

sp

cl

cr

st

fl

gr

gr

sp

tr

st

tr

gr

fr

cr

st

cl

fl

pl

fr


Game board 3 Calling Cards

st

cl

cr

pl

gr

fr

fl

sp

sl

tr st cr


Game board 4

pl__

cr__

__ell

fr__ __nk

_ing

st__

gr__ st__

cl__

sl__

sp__


Game board 5


Game board 6

cr__ fl__ dr__

gl__st__br__

sp__ __lk __ck

__ell_ing__nk

Name


Mix the colours.What colour do you make?What word do you make?

Work sheet 2 Grass is Green

colour 1 colour 2 new word new colour

grey black

brown blue

brown grey

black green

green white

grack or bley

or

or

or

or

Teaching notes

Things to collect and words to displayblink drank Frank drink mink pink sinkskunk stank stink Tink sight words: a away from it’s like of she the this to too what yes

Rhymes and jingles, songs and booksPamela Allen, Who Sank the Boat?, 1988, PuffinRod Clement, Counting on Frank, 1991, Harper Collins PublishersBabette Cole, The Smelly Book, 2001, Random House Children’s Books

Reading the big bookBegin with a brainstorm

Students listen as the page in the big book is read to them. Which sound can you hear repeated in many of

the words? Discuss the nk sound and explain that it is mostly at the end of the words. On pink card or in pink marker, make a list of all the words that contain nk. Can

you think of any more words that would belong on this

list? Display the list and add to it as students think of more words.

Break it up

Remind students how to break up the sounds in a word. You can say Frank slowly like this: Fr…ank. Students listen as more words are said slowly. They listen and then they say the word. Say these words: sk…unk, m…ilk, p…ink, m…ink, st…ank, bl…ink.

Chop and change

Students revise the five vowels. I’m going to say a word.

I want you to listen to the vowel sound. Then, I’m going

to ask you to change the vowel to a different vowel.

Let’s listen to the sounds in Frank – Fr…a…nk. The vowel is /a/. What would the word sound like if we changed the /a/ to /o/, Fronk! Students experiment with different vowel sounds. Then, they listen to more words and change the vowels.

Handle with care

Mix up some pink flavouring and milk and allow students to have a drink of pink milk. Then try relay races where students carry a plastic cup of pink milk instead of a relay baton. They must not spill a drop. Make sure you are playing outside. Afterwards, remind students that in the same way that they carried the cup of milk carefully, they must remember to treat books carefully too.

Letting them loose with the little booksLooks like

Students use pink plasticine to make the letters n and k. They discuss the curved and straight edges of the letters.

Blending

Show students Work sheet 1. Explain that they need to listen as you read words from the text. Students listen for the middle and final sounds and then they determine which group the word belongs to: ___ ink, ___ ank or ___ unk. They place a counter on the work sheet in the appropriate place. Afterwards, they add up their totals. Read each word again and discuss the sounds and the correct group. Use these words: pink, sink, Frank, drink, stank, skunk, mink, Tink, blink. Reuse the work sheet by encouraging students to write their own lists of words in each group.

Craft

Students make a pink blinker. If possible, copy Work sheet 2 onto pink card. Students cut out the large rectangle and the blank eye shapes in the lower section. They colour the eyes on the top section. Students fold along the dotted line and then they hold the blinker in front of their eyes. Use the blinker in question/answer type games. If the answer to a question is yes, they blink twice, if no, they don’t blink.

Frank the Skunk

30

Name

Listen to the word.What group does it belong to?Put a counter on the page to show the group.

Work sheet 1 Frank the Skunk

___ unk

___ ink

___ ank

31© Blake Publishing — Funny Photo Phonics Set 2 Teaching Guide


Name

Make a pink blinker.1 Cut out the rectangle.2 In the top part, colour the eyes. 3 In the bottom part, cut out the eyes.4 Fold along the dotted line.

Work sheet 2 Frank the Skunk

cut around dotted line cut around dotted line

foldfold

33

Teaching notes

Things to collect and words to displayclack clam Clem click cling glad glum flap flip fly plop slam sight words: a all and can cannot do his I is not on said the this to want with

Rhymes and jingles, songs and booksPamela Allen, Clippity Clop, Penguin Books, 1994‘Click clack front and back’ advertisements

Reading the big bookLooks like

Students listen to the page in the big book as it is read aloud. They discuss the blend cl. They talk about the words that contain the blend cl. Then, they make the letters c and l with their hands. They make their left hand into a c shape by bending their fingers and thumb around. They make their right hand into the l by holding all their fingers together and keeping their hand straight. They place the two hands next to each other to make the blend. They discuss the curved and straight edges of each letter.

Begin with a brainstorm

Students find other l blends in the text for example: gl, fl, pl, sl. They make a list of words that belong in these categories. They find words in the text and they add to their list by finding other words from classroom displays and resources.

Break it up

Students make their hands into Clem the clam. They curve their fingers over to meet their thumb. Then, they open and close their fingers like a clam opening and closing, or flipping and flapping. They draw or paste eyes on their knuckles to make Clem’s face. Reread the page in the big book. Students listen for cl sounds. Their clam stays closed until they hear cl, then they open their clam wide.

Syllable clap

Students make their hands into a clam shape like they did in the previous activity. They listen to a word or sentence from the text. They open and close their ‘clam’ to show how many syllables they hear.

Letting them loose with the little booksMaking noises

Students locate speech marks used in the text. They discuss their purpose. They put their fingers on the speech marks and talk about where the speech begins and where it ends. Then they say the parts that Clem says aloud. On Work sheet 1, students find the relevant illustration in the book. Then they fill in the words that Clem says. Remind students not to write the speech marks or any of the surrounding text.

Craft

Students use Work sheet 2. They cut out the clam shape. Then, they fold along the dotted line to make a clam that opens and closes. Students write or draw one cl word inside the clam. They decorate the outside of the clam. Paint a large rock on paper. Attach all the clams to the rock and use as a display.

Wonderful words

Students discuss the ‘Click clack front and back’ safety reminders for wearing seat belts. They design a poster featuring Clem the clam to remind others of this important rule.

Clem the Clam


Name

Work sheet 1 Clem the Clam

What does Clem say?

Name


Write cl words inside Clem the clam.

Work sheet 2 Clem the Clam

fold

✂

36

Teaching notes

Slippery SlugsThings to collect and words to displayblack blinking blobby blushing flap flashing flea flip flipping flop floppy flower flying slap sled slick slimy slip slippery slop sloppy slugsight words: and did full not of the they went

Rhymes and jingles, songs and booksLynley Dodd, Slinky Malinki, 1992, Penguin BooksSlip Slop Slap Cancer Council posters If you’re happy and you know it, clap your hands. (Replace ‘clap your hands’ with ‘blink your eyes’.)

Reading the big bookSyllable clap

Read each line to students. Have them clap the line back to you, making sure they clearly clap each syllable.

Looks like

Find a good slime recipe. Make the slime, spread it on a covered table and let students make a mess. When they have had a bit of fun, encourage them to practise forming the letters for the blend sl in the slime. Make sure they use the correct starting position for each letter.

Craft

Students use paint and collage to create a class-constructed, garden mural. They paint flower heads, cut them out and paste them onto straws. In the centre of each flower they write a word that starts with fl. Then, they cut slugs from corrugated cardboard and dribble PVA glue over them to make them look slimy. When the glue has dried they use permanent markers to write words containing sl on the slugs. They assemble the flowers and slugs on a wall, adding a row of grass along the bottom.

Letting them loose with the little booksBegin with a brainstorm

Students use Work sheet 1. They work with a partner or on their own. They look through the little books and they find words that begin with bl, fl and sl. They write them in the spaces provided on the work sheet.

Wonderful words

Show students Work sheet 2. They read the base words. They talk about longer words that start with these base words. Then, they read the little books and they find words that fit the spaces on the work sheet. In the box at the bottom of the page, they write more words that use the base words given.

Answers: slugs slimy slippery blinking blushing floppy flipping fleas flapping flying

Time for a rhyme

Remind students that rhyming words sound the same at the end of the word. Ask students to sit with a partner. They turn each page and have a race to find the word that rhymes with the one given. For example on page 2: What word rhymes with mugs? or on page 12: What

word rhymes with foxes?

Handle with care

Students design a poster to remind the school community to Slip, Slop, Slap before going into the playground. They include pictures of slugs and other slippery slimy critters to get their message across. Emphasise that we need to protect and look after our skin in the same way that books need to be protected and looked after.

Name


Add words to each trail.

Work sheet 1 Slippery Slugs

sl

fl

bl


Name

Read the base word.Add an ending to make another word. Example: slop, sloppy slug __ __ __ __ __ p4slime __ __ __ __ __ p4slip __ __ __ __ __ __ __ __ p6blink __ __ __ __ __ __ __ __ p12blush __ __ __ __ __ __ __ __ p12flop __ __ __ __ __ __ p14flip __ __ __ __ __ __ __ __ p16flea __ __ __ __ __ p16flap __ __ __ __ __ __ __ __ p18fly __ __ __ __ __ __ p18

What other words use these base words?________________________________________________________________________________________

Work sheet 2 Slippery Slugs

39

Teaching notes

Things to collect and words to displayflamingo flat flea Flossy flower plant please plop plum plump glass glossy sight words: a and are day her in off they tree up was were

Rhymes and jingles, songs and booksAllan Ahlberg, Each Peach Pear Plum, 1989, Penguin BooksKim Lewis, Floss, 1993, Walker Books

Reading the big bookChop and change

Remind students that they can chop sounds off words and replace them with other sounds to make new words. Show students Work sheet 1. Explain that they need to chop off the first sound that is underlined and chose one of the surrounding sounds to make a new word. Emphasise that the new words must be real words rather than made up words.

Break it up

Read lines of text to students. Say the beginning sounds of some of the words and allow students to say the middle and final sounds. For example: Flossy’s l______ were gr______ and gl______. Students fill in the blanks as you read. They say eaves, een, ossy.

Odd one out

Choose three words from the following lists:

1 flamingo flap flat flea flip flop Flossy flower fly

2 plant play please plop plum plump

3 glad glamorous glass glossy glum

Make sure two words are from one list and the third word is from a different list. Students listen to the three words and choose the odd one out, or the one that has the different beginning blend.


After students have read the little books, draw a large tree on the board. Cut out small plums from coloured paper. Students think of words that contain pl. They write one word on each plum and paste it onto the tree.

Wonderful words

Students complete the sentences on Work sheet 2. They refer to the little books to check their answers.

Making noises

Students work in pairs to act out the story. One student narrates while the other one acts the tree. The tree makes the plop and swish sounds at the appropriate moments.

Handle with care

If plums are in season, allow students to taste them. If not, find some plum jam and spread on bread for students to try. Remind students that food and books don’t mix. Make sure everyone washes their hands thoroughly before they return to reading.

The Plum Tree


Name

Work sheet 1 The Plum Tree

Chop off the first sound that is underlined. Choose another sound and make a new word.

Example: = bossy{sc b

l shFlossy

{mf j

cl stplum{s

z n

f shflower

{ygr l

m clflat

{std f

r nplop

{ths n

f cplump

Name


Work sheet 2 The Plum Tree

Complete the sentences. Then check your answers in the book.

Flossy was a ____________________________ tree.

Her __________________ were white and pretty.

Flossy’s leaves were green and _______________ .

Her plums were ____________________ and sweet.

They fell off- ________________ , ______________ ,

____________________ .

Flossy felt ____________________ .

The sky was ____________________

The next day there were ___________________ in

the sky.

____________________ was happy.

plump clouds flowers plop blue Flossy glossy plop flat plum plop

42

Teaching notes

Spotty SpiderThings to collect and words to displayspace spaghetti sparrow spider spill spin spit splash splish splosh spoon spot sight words: a are gets go is likeson the very

Rhymes and jingles, songs and booksIncy Wincy Spider

Eric Hill, Where’s Spot?, 1989, Penguin Books Peter and Robyn Mapleson, Splish Splash Splosh, ABC Music Publishing


Draw a giant spider on card. Make the spider spotty by adding circles of coloured paper. Students brainstorm sp words and write one on each ‘spot’.

Making noises

Students sit opposite a partner. They each hold a spoon. A marble, or ‘spot’, is placed on one of the spoons. Each time the ‘spot’ is passed back and forth on the spoon, the student who has the marble says a word with a sp blend.

Chop and change

Show students Work sheet 1. They say the word in the first column. Then, they write the word in the second column with the sp part crossed off. Students replace the sp with the letter in the third column and they write the new word in the final column.

Handle with care

On a piece of card that is about 10 cm by 10 cm, draw a spider. Next, place about 10 counters (spots) on the spider. Students sit in circle. One student takes the spotty spider. Very carefully, they pass it around the circle trying not to let the ‘spots’ fall off. As students do this, remind them that just as they are taking care of the spider, they must take care of books and treat them with respect.

Letting them loose with the little booksLooks like

Students discuss the correct way to form the letters s and p. They talk about the starting positions and the direction their pencil should travel. Then, they go outside. They watch and listen as a bucket of water is splashed onto the ground. They use paint brushes and water and practise ‘painting’ the letters s and p onto any outdoor surface.

Syllable clap

Students read each page aloud and clap the syllables on each page. Next, students ‘read’ the entire book by clapping the syllables rather than verbalising the text. Finally, students work in pairs. One student claps the syllables on a page and the other student guesses which page they have clapped.

Wonderful words

Students look at page 12. What is the same about the

words splish, splash, splosh? What is different? Remind students of the five vowels. What would the words

sound like if /e/ and /u/ were substituted? Show students Work sheet 2. They write the vowels. Then they make new words by changing the underlined vowel to another vowel.

Craft

Students make a mess using cooled spaghetti pieces. They use the spaghetti to write sp words or to draw sp pictures. Throw the whole lot out afterwards.

Name


Make some new words.

Work sheet 1 Spotty Spider

startwith

cross off sp

add newword

spin spin b bin

spit f

spot p

spoon m

spill t

spider w

sparrow m

spotty d

space l


Name

Work sheet 2 Spotty Spider

Write the five vowels here.

____ ____ ____ ____ ____

Look at the vowel that is underlined. Change it to another vowel. What words can you make?

Example: spot spat, spit

spin

spill

is

likes

and

on

gets

Teaching notes

Things to collect and words to displaystack Stan stand stapler star start Steffy Steven stick sticker stilts stork story sight words: a about all and find had happy is lots of on the this too want with

Rhymes and jingles, songs and booksTwinkle Twinkle Little Star

Star Light Star Bright First Star I See Tonight

Nette Hilton, Smallest Bilby and the Midnight Star, 2006, Working Title Press


Read the title. Ask students what sound they can hear at the start of the words stars and storks. You can hear s

and t blended together to make st. Try this: s..….t, s…...

t, s…t, st. Students brainstorm a list of words that contain st. Write these on a large star shape. After students read the book, they add more st words to the list.

Chop and change

Choose a word from the text that starts with st, like star. If I chop off the st sound and change it to b what

new word do I make? That’s right it’s bar. Students

experiment by replacing the st sound with f, c, j. What new word would I make if I added t to the end of star? Students discuss other words they can make by changing, or adding to, the start or end of the word star.

Wonderful words

Make a student a star for the day. Choose a student who deserves some positive reinforcement. Brainstorm all the great attributes this student has, write these on a large star and let the student hang this around their neck for the day.

Letting them loose with the little booksMaking noises

Write s on one piece of card and t on another. If you have time, make them star-shaped pieces of card. Ask two students to hold the cards and have them stand on opposite sides of the classroom. Point to the s card and have students say ‘s’, then point to the t card and they say ‘t’. The card holders then take one big step toward each other. Again, point to each card and have students say the sound. As the card holders step closer and closer to each other, the s and t sounds get closer and closer, until students are saying ‘st’.

Blending

Draw three stars on a board. Find a word in the book

that has the same number of sounds as the stars I have

drawn. Students find words such as star: s-t-ar, this: th-i-s, had: h-a-d. They point to the stars as they say the sounds. Then show students Work sheet 1. They count the stars and then they find words in the text that have the same number of sounds. They write the whole word and then they write the word broken into sounds.

Wonderful words

On Work sheet 2, students write another story about stars and storks. They begin by listing all the st words they can think of. They use as many of these in their story as possible. They use the same three beginning lines and then they make up the rest of the story.

Craft

Make stars by cutting two triangles from thin card and placing them on top of each other. Students rotate the top triangle slightly to form a star shape. They paste the triangles together. Students write one st word in each arm of the star. They sprinkle glitter on the stars. They make stick mobiles by placing two sticks at right angles to each other and hanging the stars from the sticks.

Stars and Storks

45


Name

Count the stars.Find words with that many letters.

Example: stork

__________________________________

__________________________________

__________________________________

__________________________________

__________________________________

__________________________________

__________________________________

__________________________________

Circle all yout st words.

Work sheet 1 Stars and Storks

Name


Write another Stars and Storks story. Write some st words in the box. Use as many of these in your story as you can.

Work sheet 2 Stars and Storks

Start writing your story.Use the back of the page as well.Stars and StorksThis is a star. This is a stork.This is a story about stars and storks.

48

Teaching notes

The Sticky EndThings to collect and words to displaybendy bumpy clingy clinky cranky fluffy friendly grunty handy humpy inky jumpy lanky lumpy puffy slinky sticky stingy stinky story very sight words: a all andcat has he is she this

Rhymes and jingles, songs and booksIf you’re happy (replace with: fluffy/slinky/grunty/cranky/stinky) and you know it clap your hands. Eric Carle, The Very Busy Spider, 1989, Penguin Young Readers GroupEric Carle, The Very Hungry Caterpillar, 1994, Penguin Young Readers GroupLynley Dodd, Hairy Maclary from Donaldson’s Dairy, 1987, Penguin BooksMargaret Wild, Henry and Amy, 1998, Scholastic


Students listen as the page in the big book is read to them. Then, they talk about the sound of the y at the end of many of the words in the text. What sound does

y make in these words: yellow, sky, sticky? What words

have a y like the y in sticky? On card, make a list of all the words from the text that end in y. Next, give students small sticky notes and have them write y on each one. Students stick the sticky notes on the end of each of the words — in other words, they give the words sticky ends.

Odd one out

Remind students that the y at the end of a word can make the long e sound. Students talk about other sounds y makes such as the y in my or yellow. Show students Work sheet 1. They read each row of words. They listen for the sound the y makes. Then they circle the odd one out, or the word where y makes a different sound.

Craft

Students cut an A4 page in half lengthways. They fold the piece concertina style so they have about 10 zig zags. On each of the rectangles that are formed by the fold marks, they write a word from the text that ends with a y. Next, they add a giraffe head to the top of the zig zag, four

giraffe legs to the bottom and a tail to the side to make Franky, the lanky, cranky giraffe.

Letting them loose with the little booksBreak it up

Show students Work sheet 2. Point out that many of the final y sounds have been left out. Students read the text and discuss how different it sounds when these ys are removed. Then they cut out the boxes containing ys. They put paste in each of the empty boxes throughout the text. They paste on the ys. Then students read the text again.

Break it up

Students choose a page. They identify the words that have the same ending. Then, they isolate the different beginnings to these words. For example, on page 16, the words are Frumpy, jumpy and bumpy. umpy is the ending and fr, j, and b are the beginnings.

Time for a rhyme

Students make a game of Memory. With a partner, they cut 20 small pieces of card. They choose ten pairs of rhyming words from the text and they write one word on each card. Then they place the cards face down in front of them. They take turns to turn over two cards. If the cards are a rhyming pair, they keep them. Otherwise they return them to the same place. Play continues until all the cards have been turned over. The winner is the student with the most cards at the end.

Looks like

Students write a large y on paper. They remember to begin the letter at the top and they focus on the direction of the curved and straight edges. Then students spread PVA glue over the letter. They peel small rectangles of Contact from its backing paper. They attach the Contact sticky side up. Students display their work and they remember that sometimes y gives words a sticky end.

Name


Read the words. Listen to the sound the y makes. Circle the odd one out.

yellow sticky jumpy

stingy fly stinky

very bumpy you

yes cranky bendy

friendly my Pinky

your Franky slinky

Chumpy humpy yell

Wendy yesterday inky

Work sheet 1 The Sticky End


Name

Work sheet 2 The Sticky End

Give the words a sticky end!Cut out each y.Paste on the ys.

The stick end.

Buff is fluff .

She is a very puff , fluff cat.

Chump is very hump .

She is a very lump , hump camel.

Frank is crank .

He is a very lank , crank giraffe.

Pink is stink .

She is a very ink , stink skunk.

And , Cand and Sand are all very hand .

And this story has a very stick end.

y y y y y yy y y y y yy y y y y yy y y y y yy y y y y y

51

Teaching notes

Things to collect and words to displaycatch ditch fetch hatch itch Mitch scratch scritch Titchy watch sight words: a an and has in is it no out play said says see the to up with

Rhymes and jingles, songs and booksRose Impey, Titchy Witch seriesPat Hutchins, Titch series

Reading the big bookLooks like

Discuss the shape of the letters that make up the sound tch. Talk about the straight and the curved edges of the letters. Make sure students remember that t and h are taller letters than c. Students go into the playground and use a stick to scratch the letters tch into the ground.

Break it up

Choose words from the text and break them into sounds. Say, I’m going to break a word into its sounds

and I want you to work out which word I am saying.

T…i…tch…y, s…c…r…a…tch. Later, students have a turn at breaking the words into sounds.

Making noises

Students work in small groups to act out the text. Each group needs Mitch, Titchy, the chick, a narrator and a sound effects manager.


Write the headings atch, etch, itch, otch, utch on large sheets of paper. Students make lists of words that belong in each category. They search the text of the little book and they use classroom resources such as dictionaries to help them add to the lists.

Syllable clap

Students clap the syllables in selected words. Then, they take Work sheet 1. They read the words and count the syllables. They write them in the correct column. Students find other words in the text to add to each column.

Odd one out

Students read Work sheet 2. They read each row of words. They focus on the middle and final sounds. Then, they circle the odd one out, or the word with the different sound.

Wonderful words

Students read to the end of the little book. They discuss what could happen next. They form small groups and write a jointly constructed extra chapter for the book.

Scritch, Scratch


Name

Work sheet 1 Scritch, Scratch

1 syllable 2 syllables

egg Titchy gobble play rattle hatch chick Mummy

Count the syllables in the words. Write them in the correct column.Then add more words of your own.

Name


Work sheet 2 Scritch, Scratch

Read the words. Listen to the middle and the end sounds. Circle the odd one out.

catch ditch hatch

itch Mitch watch

scratch fetch hatch

catch ditch scritch

scratch itch hatch

ditch Mitch watch

itch catch scratch

itch scratch ditch

54

Teaching notes

Things to collect and words to displaybell bluebell cowbell doorbell yell cling ding duckling king sing bang clang rang sang bong clong dong gong long song sight words: a am and big do I like little not or said she stop that the will you

Rhymes and jingles, songs and booksDing dong dell pussy’s in the well

Pat Hutchins, The Doorbell Rang, 1989, Harper CollinsSue Machin, I Went Walking, 1991, Scholastic

Reading the big bookBreak it up

Talk about the ell sound. Give a student a small bell. As you read the text, they ring the bell every time they hear the ell sound. What are some other words that

contain ell?

Syllable clap

Remind students that syllables are the parts of words that they can hear. Use the example, duckling. Make sure students can hear the two syllables. Next, hand out as many sets of bells as possible. Read a line of text and have students ‘ring’ the syllables back to you.

Odd one out

Choose two words from one list and one word from another list. Slowly say the three words and students work out which word sounds different at the end.

1 cling ding duckling king sing

2 bang clang rang sang

3 bong clong dong gong long song


Students use Work sheet 1. They hunt through the text to find words that have each of the endings. They write them in the correct column. Then, they think of two more words to add to each group.

Wonderful words

Students look at the word bells. What smaller words can

you find hidden inside bells? The letters must be in the

same order. I can see be and bell. Cover the unnecessary letters so students see the smaller words. Students read the words on Work sheet 2. They hunt for smaller words and write them on the work sheet.

Making noises

In groups of three, students act out the text. One student is the narrator, one plays the duckling and one plays the king. Allow lots of time for students to practise their parts. Encourage students to add props to help with the ding donging and the cling clanging.

Craft

Students draw pictures of the king. They add a crown using sparkly paper or foil. Around the king they write as many ing words as they can that describe things the king can do. Examples include: laughing, jumping, singing, eating, driving, hosing.

The King and the Bells

Name

© Blake Publishing — Funny Photo Phonics Set 2 Teaching Guide

Work sheet 1 The King and the Bells

ell ing ong ang

Find words that belong in each group.

Think of two more words for each group.

55


Name

Find smaller words in each of these words. Write the words you find.

Example: bells – bell be

duckling

clanging

banging

king

stop

yelling

rang

doorbells

bluebells

singing

Work sheet 2 The King and the Bells

Teaching notes

Things to collect and words to displaybuzzing creeping flapping flying singing slinking smelling sniffing sploshing stingtrotting wing sight words: and is like the their to

Rhymes and jingles, songs and booksPamela Allen, Alexander’s Outing, 1994, Picture Puffin

Reading the big bookBreak it up

Students listen as the big book page is read to them. Tell

me some words that end with the ing sound. They say each of these words slowly, emphasising the ing sound at the end. What three letters make the ing sound?

Looks like

Students draw a picture of an imaginary ‘ing family’. They make up funny names such as Mr Laugh ing, Ms Eat ing, Master Shout ing, Miss Jump ing. When they draw each character, they include ing as part of their clothing or actions.

Syllable clap

Each student takes a handful of counters. Read aloud a line of text. Students count the syllables and place a counter in front of them for each syllable they hear.

Handle with care

Students form relay teams. For each team, cut three small pieces of paper. On each piece write one of the letters i, n, g. Place these letters, in order, on a tough piece of card. Students hold the card and the ing letters and use this as their baton. The relay begins with students moving as fast as they can without letting the letters blow off the card. If the letters move, they must stop and replace them in the correct order. Talk about carrying the ‘baton’ carefully. Remind students that they must also carry books carefully. Discuss ways of protecting books such as using waterproof bags and keeping books away from food.


Students work in small groups. They cut out the headings on Work sheet 1 and paste each one on a large sheet of paper. Then they find words that belong in each group. They write the base word and the word containing ing. They use a different coloured marker to circle the base word within the longer word. They use the text from the book as well as other print in the classroom to find more words that contain ing. Students use the lists to try to find a pattern to help them when they are spelling.

Wonderful words

Students notice that when ing is added to some words, the final consonant is doubled. They read the base words on Work sheet 2 and then add ing to each word. They check on the page listed for the correct spelling. Students circle the words where the final consonant has been doubled before adding ing. Then, they use this knowledge to help them add ing to the last words on the work sheet.

Making noises

Students have some fun and read the text as a rap. They take turns to read sections to their peers.

Buzzing and Flying

57


Name

Work sheet 1 Buzzing and Flying

Cut out the headings.Paste them on larger sheets of paper.Add words to each group.

add ingjump — jumping

take off the e and add ingmake — making

double the last letter and add ingrun — running

Name


Add ing to these words. Check to make sure your words are spelt correctly.flap p4buzz p4trot p8sing p12creep p16slink p16sniff p20smell p20

Circle the words where the last letter was doubled before adding ing. Now add ing to these words.claprotringthink

Work sheet 2 Buzzing and Flying

60

Teaching notes

Things to collect and words to displaycrumble grumble mumble stumbletumble bubble nibble wibble wobble nettle settle jiggle wiggle angle bangle dangle jangle tangle triangle dingle jingle sight words: a and but can end get into like not on that up will with

Rhymes and jingles, songs and booksI’m a dingle dangly scarecrow with a flippy floppy hat

Pamela Allen, Waddle Giggle Gargle!, 1996, Penguin BooksElizabeth Honey, Not a Nibble, 1998, Allen and Unwin


On the board, write the following headings: ___umble, ___angle, ____le. As you read the text for a second time, students locate words that belong in each of the groups. They write them in the correct places. Then they think of more words that they could write in the groups.

Chop and change

Remind students that they can chop off the sounds at the beginning of words and replace them with other sounds to make new words. If we say mumble without the m,

it’s umble. But if we add on gr or st, the word becomes

grumble or stumble. Let students experiment with chopping and changing the sounds in other words.

Blending

Students work with a partner. They cut out the words on Work sheet 1. They spread the words out face up. One player secretly sticks a star under one of the words. The other player tries to find the star by asking ‘Is it under _____?’

Letting them loose with the little booksTime for a rhyme

How do you know if two words rhyme? What part of

the words sounds the same? Students turn each page and look for rhyming words. Most pages have rhyming words. They say the rhyming words and isolate the part of the word that rhymes.

Making noises

Students twist two coloured pipe cleaners to make a bangle. They hang paper clips and small scrunched up pieces of foil from it to make jingling and jangling noises.

Odd one out

Students use Work sheet 2. They listen as the words are read to them. They work out which word has a different ending, or the word that is the odd one out.

Craft

Take students outside to blow bubbles. They talk about the bubbles wibbling and wobbling and popping when they land on something. Next, have students use straws to blow bubbles in small tubs of dye. When they have made loads of bubbles, they place a piece of paper over the bubbles to make a print. When the print has dried, they add words like wibble, wobble and pop.

Jingle Jangle

Name


Play with a partner.Cut out the words.Spread them out so you can read the words. One player hides a star under one of the words. The other player tries to find the star by asking ‘Is it under _____?’

Work sheet 1 Jingle Jangle

crumble grumble mumble stumble tumble

bubble nibble wibble wobble nettle

settle jiggle wiggle angle bangle

dangle jangle tangle triangle dingle

jingle tingle single fumble mangle


Name

Work sheet 2 Jingle Jangle

Listen to the words.Circle the odd one out.

apple crumble mumble

grumble stumble wobble

wibble nibble wobble

nettle bubble settle

wiggle worm jiggle

bangle dangle dingle

jingle dangle bangle

angle tangle nibble

63

Teaching notes

Things to collect and words to displaybest chest crest pest rest test vestsight words: a but here in is of outthe they this what who your

Rhymes and jingles, songs and booksP.D. Eastman, Best Nest, 1983, HarperCollins Publishers


Students discuss the rhyming words in the title. They talk about the three letters that combine to make the est sound. Students make a list of all the words that contain est from the text. Then, they add other words from the classroom or dictionary. Students try putting each letter of the alphabet before est to make more words.

Looks like

Students discuss the shape of the letters e, s and t. They realise that t is a taller letter than e and s. They talk about other tall letters like l, k, h, b. They talk about letters with ‘tails’ that hang below the other letters such as q, p and y. Then, they take Work sheet 1. They match the shape of each word to the boxes. They write the words in the shapes so one letter takes up each box.

Craft

Make a chest with a crest full of pests. Students decorate a box with a crest that they design. Then they make lots of little pests from bottle tops, match sticks, cut up straws, buttons and other craft materials.

Transfer learning

Create sets of other words that end in st using other vowels, such as: ust — bust, crust, dust, gust, just, trust ist — fist, gist, list, mist, wrist ast — cast, fast, last, mast, past

Letting them loose with the little booksChop and change

Students take Work sheet 2. They read the words that contain est. Then they read the sentences and they fill in the missing letters so the sentences make sense.

Rhyming words

Students reread the text. Remind students that rhyming words sound the same at the end. They locate pairs of rhyming words and they identify the part of the word that rhymes.

Break it up

Tell students that you are going to say a word slowly. They listen to the sounds and then they say the word. Use words that contain est such as p..e..s..t, ch..e..s..t, c..r..e..s..t. Then students have a turn at saying the words slowly and the remainder of the group guesses the word.

Handle with care

Remind students of the importance of treating books with care. Have students take turns to demonstrate how to turn the pages of the book and how to return the book to the storage area.

The Best Pest


Name

Work sheet 1 The Best Pest

Write each word in its shape.

best chest testy crest pest rest test vest

Name


This __ __est has a __ __est.

This __ __est is full of the __est __ests.

Open the lid and let out the __ests.

Out jumps a __ esty rat in a __est.

What a __est!

So who is the __est __est?

They all are. They all pass the __est.

Work sheet 2 The Best Pest

Fill in the gaps.Use these words.Some words are used more than once.

best chest crest pest pests test testy vest

66

Teaching notes

Things to collect and words to displayblack sticky stinky skunk slimy slipperyslug sparrow spider spotty frilly frizzyfrog flash flower fluffy green trash tree truck drink pink king sight words: a and on two

Letting them loose with the flip booksLooks like

Choose a page to show students. Cover the words with sticky notes. Then, ask students to say what they see. When students have discussed what the words could say, let them see the words.

Begin with a brainstorm

As you turn each page, students choose a word. They identify an obvious blend. Then, they think of as many words as they can that contain this blend.

Making noises

Students sit in a circle. They find their favourite page in the flip book and they read this aloud to their peers.

Time for a rhyme

Students sit with a partner. They take turns to select a favourite page in the flip book. Then they say, ‘I’m thinking of a word that rhymes with _______.’ The other student finds the word.

Wonderful words

Students make their own flip book. They colour the pictures on Work sheets 1 to 4. Then they cut across each of the cutting lines — these are the horizontal lines. Next, students place all of the strips containing a star in the top corner, one on top of the other. They place all of the strips without a star in another pile. The strips with the stars are the pages at the top of the flip book. Students staple these together down the left-hand side. Then, they staple the left-hand side of the bottom pages together. Finally, to hold the flip book together, attach a front and back cover. Staple these together down the left-hand side with the flip pages inside.

Handle with care

When students have made their own flip book, remind them of the importance of handling their books carefully.

Chop and change

Remind students that they can chop sounds off words and replace them with other sounds to make new words. Explain that they need to choose a word in the flip book. They chop off a sound and replace it with another. Then, they say the new word aloud. The remaining students find the original word.

Blending

Say I’m thinking of a word with the blend fr/ sp/ __ink. Students flip through the flip book and find possibilities. They keep looking until they find the one that you are thinking of.

A Spotty Sparrow and a Green Tree Frog

Name


Work sheet 1 A Spotty Sparrow and a Green Tree Frog

✂

✂

✂

✂

✂

A black andstinky

skunk.

Eek! 8 sticky legs on a

spider.


Name


✂

✂

✂

✂

✂

A frilly, fluffy, frizzy

flower.

Plop! Two jumpylegs on a

frog. Brrr-ip.

Name



✂

✂

✂

✂

✂

A green bushy

tree and a pink flamingo.

A golden crownon a

King.


Name


✂

✂

✂

✂

✂

A spotty tailed

sparrow.

A drippy sloppy

pink drink.

Name

Assessment Record Sheet

Class Date


Skill repeats blends blends sounds blends sounds breaks words together to into sounds make words

Instruction ‘Say this blend I’m going to say ‘I’m going to say I want you to after me, ___’ two or three a word slowly say these words sounds. I want and I want you slowly so I can you to blend to tell me the hear all the them together. word I’m saying.’ sounds.

br b....r br..i..ck Brad

fr f....r fr..o..m frog

gr g....r gr..ee..n grip

cl c....l cl..a..m clip

sl s....l sl..i..p slug

pl p....l pl..ea..se plum

sp s....p sp..o..t spit

st s....t st..i..ck stork

scr s..c..r scr..i..tch scratch

ing i..n..g k..ing thing

est e..s..t b..est nest

ell e....ll y..ell tell


WOW! What a WOrker!

Teacher: Date:

can hear and say these sounds:

has been a very careful listener today.

Certificates

Teacher: Date:

br fr gr cl sl plsp st sc ing est ell

Great listeninG award!

funny photo phonics blends

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