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Introduction 3
Fun with Phonics resources 4
Best-practice teaching o synthetic phonics 6
Glossary o terms 8
Using the sections in the Whiteboard Active 9
Assessment and intervention 13
Lesson outlines
Teaching the alternative spellings or ai 14
Teaching the alternative spellings or ie 15
Teaching the alternative spellings or 16
Teaching the alternative spellings or r 17
Teaching the alternative spellings or ch 18
Resources section
Spelling activity sheets 19
Simple spelling superstars sheets 23Alternative spelling cards 27
Individual 44-phoneme grid 43
Sound sort grid 44
Assessment o phonic knowledge 45
Assessment test or reading and spelling the 44 phonemes 46
Assessment test or alternative spellings o vowel digraphs and vowelswith r 47
Word lists or main alternative spelling patterns 48
Contents
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3
Introduction
Words and Pictures Fun with Phonics Whiteboard
Actives and E Big Books are interactive resources
or use in the classroom or whole-class teaching,
group work, and paired or individual computer
work.
Fun with Phonics Letters and Sounds
Phase 5 Whiteboard Active
In Fun with Phonics Letters and Sounds
Phase 5Whiteboard Active, the 44 phonemes
o the English language are taught with the
corresponding graphemes (letters) and alternative
spelling patterns, along with the key skills children
need or literacy:
letter/sound matching
blending phonemes together to read an
unamiliar word
segmenting a word into its individual
phonemes and writing it down.
These skills are taught at a ast pace, usually
during the rst term o the Reception Year.
The children are taught how to recognise the
phonemes written down as letters (graphemes),
how to blend and segment and how to writethe letters.
The 44 phonemes and graphemes are reviewed
using clips rom the BBC schools programmes
Words and Pictures: Fun with Phonics. A table
containing the phonemes covered in this and
the previous three Fun with Phonics Whiteboard
Active CD-ROMs is shown on page 4.
In Fun with Phonics 1 Alphabet Sounds and
Letters, the children move rom phoneme
level to word level.
In Fun with Phonics 2 Alphabet Sounds, Letters
and Consonant Digraphs, the children move
rom phoneme level to word level introducing
consonant digraphs.
In these two Whiteboard Actives, the children
review individual phonemes, blend and segment
three-phoneme words, then our-phoneme
words with end consonant clusters, ollowed by
words with initial consonant clusters and nally,
ve-phoneme words. They also learn consonantdigraph phonemes.
In Fun with Phonics 3 Vowel Digraphs, this
same pattern continues and develops, with
vowel digraph phonemes and vowel phonemes
with r.
In Fun with Phonics Letters and Sounds Phase 5,the children are introduced to the concept o
alternative spellings or reading and writing
(phonemes can be written down in other main
ways) and alternative pronunciations (a letter
or letters can make more than one sound).
As the childrens skills develop through the our
Whiteboard Actives, they are introduced to
sentence-level work or both reading and spelling.
Phonically irregular words, called tricky words
are also taught, to enable progression rom wordlevel to sentence level.
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Whiteboard Active title Phonemes covered Word type
Fun with Phonics 1 Alphabet
Sounds and Letters
s a t p i n
m d g o c/ck e
3-phoneme words
4-phoneme words with end and
initial consonant clusters
Fun with Phonics 2 AlphabetSounds Letters and Consonant
Digraphs
u r h b l
v w x y z qu
ch sh th ng
3-phoneme words4-phoneme words with end and
initial consonant clusters5-phoneme words
3- and 4-phoneme words withconsonant digraphs
Fun with Phonics 3 VowelDigraphs
ai ie ee oi ue oa ou oo OO er orar air ear ure
3-, 4- and 5-phoneme wordsSentence-level work
Whiteboard Active title Phonemes covered and their
alternative graphemes or spelling
Word type
Fun with Phonics Letters
and Sounds Phase 5
c: k ck ch (qu x)
j: g dgem: mb
n: kn gnr: wr
s: sev: ve
e: eao: (w)a
ch: tchng: n(k)
oo: u oulear: ere eer
air: are ear ere
3-, 4- and 5-phoneme words
Sentence-level work
Phonemes covered and their
alternative graphemes or spellingand reading
: phw: wh
ai: ay a-e eyee: ea e-e ie ey y
ie: i-e igh yoa: ow o-e oeOO: ew ue u-e
ou: ower: ir ur
or: aw au aloi: oy
Alternative pronunciations covered
i a e o u c g y ou ow ie ea er ch ey
4
Fun with Phonics resources
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The Letters and Sounds Phase 5Whiteboard
Active in the Words and Pictures: Fun with Phonics
series comprises:
animationsequencesfromWords
and Pictures: Fun with Phonics BBCtelevision programmes or reviewing
the ocus phoneme and teaching its alternative
spelling patterns
activitiestoteachthealternativespelling
patterns o each phoneme
activitiestodevelopblendingskillsusingthe
alternative spelling pattern
word-andsentence-levelworktoapply
blending skills activitiestodevelopsegmentingskills
word-andsentence-levelworktoapply
segmenting skills
audiosequencesforteachingandlearning
alternative pronunciations o phonemes.
A multi-sensory approach
Through a multi-sensory approach that develops
concentration, attention and good listening, thechildren continue to practise key literacy skills.
In this CD-ROM, the children continue to move
rom phoneme level to word level to sentence
level as they are introduced to the concepts
o alternative pronunciations and alternative
spellings o phonemes. The children review the
phonemes that have been taught initially in
Reception and learn that these phonemes can be
written down in other main ways the phoneme
ai can also be written down as ay as in play anda-e as in name.
They also learn that consonants and vowels
can have more than one pronunciation the
letter a can be pronounced a as in hat, ai as in
acorn, ar as in ast and o as in was. The letter c
can be pronounced c as in cat and s as in cell.
This represents a new level o complexity in the
childrens learning.
Additional tricky words, phonically irregular
words, are included in the activities in both theWhiteboard Active and the E Big Book to enable
progression rom word level to sentence level.
In the Whiteboard Active, the children are taught
the alternative spelling patterns o each phoneme
and then practise reading and segmenting
words with these patterns. Next, they move
on to sentence work. The E Big Book provides
opportunities to practise using these skills
when reading phonically regular text, as well
as an opportunity to begin to develop ocused
comprehension work.
The Teachers book
This Teachers bookprovides notes and materials
to support classroom teaching o synthetic
phonics at the alternative-spelling level (see
DES Letters and Sounds: Principles and Practiceof High Quality Phonics). Lesson outlines are
provided to support the teaching o alternative
spelling o phonemes, incorporating alternative
pronunciations as well as work on alternative
spellings or reading and writing. There are also
activity sheets to provide practice with blending
and segmenting at word- and sentence-level work
with sentence-completion activities.
Additional resources include:
photocopiablealternativespellingcards wordlistsforalternativespellingpatterns
assessmentsheetsandaphonicknowledge
check list
44-phonemegrid
soundsortgrid.
DfES guidance on the teaching
of phonics
Letters and Sounds Phase 5is based on the DES
guidance on the teaching o phonics, as detailed
in Letters and Sounds: Principles and Practice of
High Quality Phonics.
Fun with Phonics Letters and Sounds
Phase 5 E Big Book
The teaching in this Letters and Sounds Phase 5
Whiteboard Active can be supplemented with
the Letters and Sounds Phase 5E Big Book. Thisprovides the children with phonically regular text
using some o the alternative spellings ound on
this CD-ROM, so that the children can move rom
sentence-level to text-level work.
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Best-practice teaching of synthetic phonicsBest-practice teaching of synthetic phonics
The 44 phonemes
Synthetic phonics is all about sounds. In synthetic
phonics, children are taught 44 speech sounds o
the English language, how to match sound to letter
and then how to use the key skills o blending (or
reading) and segmenting (or spelling).
Letter/sound match
Ater learning to identiy individual phonemes,
children are shown these phonemes (the smallest
units o sound), written down as a letter. It is
explained that these graphemes (letters) are
the picture o the sound written down. In this
way, the relationship between letter and soundis established or the phonemes, both the single
alphabet graphemes (one sound represented by
one letter) and digraphs (one sound represented
by two letters). An action to go with the phoneme
(sound) can also be taught so that the children
learn in a multi-sensory way. This incorporates a
variety o learning styles and helps the children to
learnquicklyandeasily.
Blending
The children are introduced to 44 phonemes,
including single alphabet letters (graphemes) and
consonant and vowel pairs (digraphs) over a short
period o time, usually no more than eight weeks.
They are then taught how to blend (synthesize)
these sounds together to read unamiliar words.
They sound out the letters and say the word.
Segmenting
For spelling and writing, the children say a wordand break it down (segment it) into its individual
phonemes and then write it down.
In synthetic phonics there are three essential tools
or literacy: letter/sound matching, blending and
segmenting. It is important or rst-time teaching
that these phonemes and related skills are taught
at a ast pace, so that the skills become automatic
and can be applied fuently.
In this multi-sensory method o phonics teaching,
theprogressionofskillacquisitiongoesfromsimple to complex so that children work with
three phonemes, then our phonemes, then ve,
when blending and segmenting at word level.
Progression
Asthechildrensskillsdevelop,theyare
encouraged to progress rom sound, to word,
to sentence or both reading and spelling.
Atwordlevel,childrenworkwithCVC
words, CVCC, CCVC and CCVCC words, using
44 phonemes.
Inalesson,theprogressionis:sound,toword,
to sentence, with the key skills o letter/sound
match, blending and segmenting included.
Anadditionalskill,phonememanipulation
(swapping the sounds o an existing word
to make a new word), is also used. This has
been shown to be very eective in helpingallchildrenacquireliteracyskills,particularly
slow-to-start children and children with Special
Educational Needs.
In this CD-ROM, the children move on to learning
about alternative spellings o phonemes. The
children are taught that the phonemes with which
they are amiliar can be written down in other main
ways. They learn to read and write these alternative
spelling patterns o the phonemes.
Teaching
When planning synthetic-phonics teaching or the
classroom, reinorcement and repetition o earlier
learning needs to be included; or example, the
children practise the phonemes previously taught,
not just the new ones taught that day or that
week. This strengthens the childrens learning and
provides a secure basis or new learning.
Attention and concentrationAt the start o the lesson, children listen actively
by looking at the teacher, sitting appropriately,
ready to interact. The children are also expected
to remember previous learning and to recall it.
In this way, concentration and attention skills are
developed. Teaching is delivered at a lively pace in
a multi-sensory and interactive way. This approach
supports ocused behaviour as well as learning.
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A multi-sensory approach
During the lesson, children see, hear and do.
Little and oten is the best practice, so that by
frequentandregularpractiseofthekeyskillsof
letter/sound matching, blending and segmenting,
the childrens skills become fuent and automatic.
The lesson
Within each lesson, both reading and spelling,
opposite sides o the language processing system,
are used. The progression within the lesson is
sound, word, sentence or reading and spelling.
The key skills o letter/sound matching, blending
and segmenting are always included. Phonememanipulation (changing the sounds within a word)
provides vital experience in working at phoneme
level. As the children work on reading and spelling
in the same lesson, they learn that the alphabetic
code is reversible, so they can write down what
they say and read back what they write. Letters
and sounds or reading, sounds and letters or
spelling: literacy skills or all are enhanced.
Development
Forchildrentoacquirethekeytoolsforliteracy,
they need the skills o:
letter/sound (phoneme) match
blending phonemes together to read an
unamiliar word
segmenting a word into its individual phonemes
and writing it down.
The 44 phonemes and the matching graphemes
o the English language are taught to the childrenat a ast pace. Usually this occurs during the rst
term o the Reception year. The children are taught
how to recognise the phonemes written down as
letters, how to blend, segment and to write letters
(graphemes). As soon as the children have been
taught our consonants and two vowels they are
able to begin developing these skills.
In this Letters and Sounds: Phase 5Whiteboard
Active, the alternative spellings o phonemes,
both consonants and vowels, are taught. Clips
rom the BBC programme Words and Pictures:
Fun with Phonics are used to review the rst-time
teaching o the phoneme and then through a
series o activities, the alternative spelling patterns
or the phonemes are taught. In Phase 5, the
children move rom phoneme level to word level
to sentence level. The children review individual
phonemes, learn alternative spelling patterns andthen blend and segment three-phoneme words
and our-phoneme words using the alternative
spelling patterns o the ocus phoneme. This
represents a new level o complexity. As the
childrens skills develop they are introduced to
sentence level work or both reading and writing.
Phonically irregular words called tricky words are
also taught in this CD-ROM to enable progression
rom word level to sentence level.
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Glossary of terms
Thisglossarydenesthetermsusedfrequently
in synthetic phonics teaching, and throughout
this book.Blending
Visual blending: this is the skill o recognising
letters (graphemes) in print, saying the sounds
and sliding them together to say an unamiliar
word.
Oral blending: the skill o blending can be
practised orally beore introducing print, as in
the Robot Game, where the robot says the sounds,
then the child says the sounds and blends them
together to get the word. This is particularlyhelpul or children who are nding literacy
skills dicult.
CCVC word: a word with the pattern consonant-
consonant-vowel-consonant. The vowel sound is
short, as in crab, spot, twig.
CCVCC word: a word with the pattern consonant-
consonant-vowel-consonant-consonant. The vowel
sound is short as in s-t-a-m-p and g-r-a-n-d.
Consonants: these are the alphabet phonemesthat are not vowels. They are made by the tongue
or lips contacting the mouth and changing the air
fow (e.g: b, d, t, m).
CVC word: a word with the pattern consonant-
vowel-consonant (e.g. pig). In these words the
vowel is short, as in peg, an, lip, dog, gun.
CVCC word: a word with the pattern consonant-
vowel-consonant-consonant. The vowel sound is
short, as in lamp, mist, sand.
CVVC word: a word with the pattern consonant-
vowel-vowel-consonant. The vowel sound is long
as in r-ai-n, and b-oa-t.
Digraph: one phoneme written down by two
letters (e.g: ng, sh, ie, oi, er).
Grapheme: this is the phoneme (sound) written
down using a letter or letters.
Manipulation: this is the skill o reading a word,
identiying the individual phonemes in the word
and then changing a sound to make a new word
(e.g. rat becomes ran, then man, then men).
Oral comprehension:askingquestionsusingwho, what, where and when to help children
understand the text. Whyquestionscanalsobe
used,butrequireinferenceanddeductionto
nd the answer, rather than simple retrieval o
inormation rom the text.
Phoneme: this is the smallest unit o sound. It is
only one sound, but it can be represented by one
or more letters (e.g: ng, ai, th, ar).
Segmenting
Segmentation: this is the skill o breaking
down a word into the individual phonemes
(e.g. cat = c-a-t). The phonemes are written
down as letters to make a word.
Oral segmentation: is when the spoken word
is broken down into single phonemes. Using a
multi-sensory method is helpul or segmentation.
The child says the word cat then says the
individual phonemes that make up the word and
ficks up a nger or each one. This stage can
precede the written stage.
Tricky words: phonically irregular words that
need to be remembered by sight.
Vowels: these are phonemes made by changing
the shape o the mouth cavity (e.g: a, e, i, o, u, ai,
ee, ie, oa, ue).
Glossary of terms
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Reviewing the phonemes
Oncethechildrenhavelearnedthe44
phonemes and can blend and segment them
in words and sentences, they move on to
learn that each phoneme has other main ways
o being written down.
Checkthatthechildrenareactivelylistening
with a good sitting posture, are looking at
the speaker, have their attention engaged
and are ready to listen or the phonemes.
Toensurethatthechildrensknowledge
o the phonemes is secure, review the ocus
phoneme by going to the Introduce and
teach activity pages. GototheIntroduce and teach video pages to
show the children the sound and its grapheme.
Say the sound, or example, ai and play the
video to show the sound written down.
Askthechildrentosaythephonemeand
to write the letter (or letters) accurately with
a nger in the air and then write it down
on a small, lined whiteboard.
TheWord SortGame is described in the
notepad to help the children practise reading
and sorting words containing the ocus
phoneme. These words can also be dictated
so that reading and spelling skills develop
together.
Teaching the alternative spelling
patterns
Explaintothechildrenthatlongagowhen
our language was rst written down, therewere several ways o writing down a
phoneme, or example, ai.
GototheIntroduce and teach video pages.
Click on the markers and ask the children to
read the alternative spelling patterns as they
appear and then to blend and read the words
containing that pattern. For ai, the spelling
patterns a, ay, a-e and ey will be shown. Further
activities to develop this learning can be ound in
the notepad. Click on the page numbers to nd
the activities.
Reviewthealternativespellingsandwordson
the page to give extra practice and to ensure
that the childrens learning is secure.
InUnit 2: Alternate graphemes or spelling
and reading, you can use the Look, say andread activities to help the children identiy the
dierent spelling patterns o the ocus phoneme.
Ask the children to say the word represented by
the picture, then click on the picture to show the
word. Ask the children to blend the sounds and
underline the alternative spelling pattern in the
word using the draw tool.
Class/group activities
For additional practice recognising the alternativespelling patterns o the ocus phoneme:
PlaytheGrab game: Using the alternative
spelling cards, place twelve cards on the
table-top. The children sit in a U-shape around
the table with hands in laps, looking at the
cards, ready to start. Say a word with an
alternative spelling or the ocus phoneme
and the children grab the card with the correct
spelling pattern. This is repeated until all the
cards have been won. The children read backthe cards they have won, saying a word that
contains the spelling pattern and the winner
is declared.
Writing the alternative spelling patterns or the
ocus phoneme: Give the children individual,
small, lined whiteboards and pens. Say a
word with the alternative spelling pattern or
the ocus phoneme and ask the children to
write the pattern down. Repeat using words
with the other spelling patterns until all thealternatives or the ocus phoneme have been
written down. Ask the children to read back the
spelling patterns they have written and to say
a word with each pattern in it. Monitor correct
ormation, orientation and position o letters
on the line. For examples o words containing
the ocus phoneme see the resources section o
the Teachers book.
Matching the alternatives: A sheet matching
a picture to the correct alternative can be oundin the resources section o the Teachers book.
Using the sections in the Whiteboard Active
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Blending
Visual blending
When the children come across a word they do
not know, ask them to sound it out, matchingletter to sound, or example, t-r-ai-n and then
ask them to say the word. All phonically regular
words can be sounded out in this way.
For the split digraph (one sound represented
by two letters but split by a consonant as in
gate) the children are taught that the pattern
a-consonant-e, a-e, still says ai.
Reading the alternative spelling
patternsTo practise blending the alternative spelling
pattern o phonemes, go to the Look, blend and
read activity pages:
Therearesixpicturesoneachpage.Askthe
children to name them. These pictures will
represent the alternative spelling pattern o the
phoneme you have chosen. Clickoneachpicturesothatthewordsare
revealed. Ask the children to blend and read
the words.
Next,askthechildrentounderlinethe
dierent spellings o the ocus phoneme
using the draw tool and to comment on the
position o the alternative spelling pattern in
the word. The words or blending can be ound
in the notepad.
For additional practice and blending accuracy go
to the Sort it! activity pages:
Clickontheaudiobuttonstoheardifferent
sounds or the ocus phoneme. Ask the children
to blend the sounds o a word at the bottom
o the page, say the word and then drag the
word with the alternative spelling o the ocus
phoneme into the correct box. Repeat until all
the words with the alternative spelling pattern
o the ocus phoneme have been dragged
into the box. Not all o the words have an
alternative spelling o the ocus phoneme and
should not be dragged into the box.
To develop the childrens reading skills from word
level to sentence level, go to Reading and sentencewriting: word detectives and spelling superstars.
Askthechildrentoreadthewordsinthe
box at the bottom o the page beore reading
the sentences with the missing words.
Next,askthechildrentocompletethe
sentences by dragging the missing word into
the correct sentence and reading it again.
Repeat until all the sentences are completed.
Theanswersandadditionalactivitiesarelisted
in the notepad.
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For children who are nding visual blending
dicult, play the Robot game:
Say that there is a robot that can say the sounds
but cannot get the word. Say a CVC (consonant-
vowel-consonant word) in a staccato voice,phoneme by phoneme, moving your arms like a
robot and saying:
The children copy the movements, saying the
phonemes and then saying the word. Repeat until
thechildrenareabletogetthewordquicklyand
easily.
When this oral skill is secure,move on to visual
blending with single written words.
Oral blending activities can also be ound in Fun
with Phonics 3 Vowel Digraphs in the Whats the
word? activity pages.
Segmenting
Top tipPhoneme fnger game
Oral segmenting: to help the children to listen
careully to the individual sounds in words,
ask children to old their ngers, say the word
ater the teacher and then fick up a nger
as they say each phoneme. This multi-sensory
approach helps the children remember the
teaching and supports spelling skills.
To develop segmenting skills, go to the Practisesegmenting: make a word activity pages:
Say a word rom those listed on the rst page
o the notepad. The children repeat the word
and segment it, using phoneme ngers.
Fingers are olded, the word is repeated, then
as each phoneme is said, the children fick up anger as in t-r-ai-n.
Drag the letters on the page into the boxes
to make the word and ask the children to say
the word again.
Withasequenceoflettersandsixwords,
practice is given in segmenting and spelling
words.
Cover the page using the mask tool and dictate
the words rom the notepad to the children,
who segment the words using phoneme
ngers and then write them on small, lined
whiteboards. Finally, the children read back the
words they have written.
Use Show me to monitor the accuracy o the
spelling and letter ormation.
Once the childrens spelling skills are secure at
word level, move on to sentence level work. Go
to the Sentence writing: spelling superstars
activity pages:
Ask the children to read the words in the box
at the bottom o the page beore reading the
sentences with the missing words.
Next, ask the children to complete the
sentences by dragging the missing word into
the correct sentence and reading it again.
Repeat until all the sentences are completed.
Cover the page using the mask tool anddictate the words rom the notepad to the
children, monitoring accurate spelling and
letter ormation.
r-ai-n
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Once the childrens spelling skills are secure
at word level, move on to dictation sentences.
Class/group activities
For children who are experiencing dicultywith visual segmenting, playing the Phoneme
Finger Game in a small group with the teacher
is helpul as extra practice segmenting words:
The teacher says a word. The children fick up
their olded ngers or each sound in the word
to practise accurate segmentation.
Next, the children hide their hands under the
table and the teacher says a word (two-, three-
or our-phoneme words can be used, depending
on the childrens skill level). The children countthe phonemes on their ngers. The teacher calls
phoneme ngers and the children show the
number o phonemes with their ngers.
Teaching alternative pronunciations
In certain words, some graphemes are pronounced
using a dierent sound. In the Sort it! pages you
will nd a word sort activity to introduce the
children to these alternative pronunciations o
vowels, consonants and digraphs.
With these pages, ask the children to sound out
the words below the boxes. When the blending
produces a nonsense word, tell them to try the
alternative sound o that letter e.g. sound out nd,
-i (as in pig) -n-d. Tell the children that i i does
not work, then they should try ie. You will nd the
alternative pronunciations listed in the notepad.
When the children have blended and read the
words accurately, they drag each word into the
correct box or that grapheme pronunciation.
For children who need extra practice in
identiying the choices, you will nd more
activities in the notepad.
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Lesson outline for teaching the
alternative spelling patterns of f
for reading and writing
Learning objectives:
to read two alternative spellings o in words:
and ph
to write two spelling patterns o accurately in
words
to read regular sentences containing two
spelling patterns o .
Reviewing f and the alternatives
Phoneme level: Go to the Introduce and teach() video page. Ask the children to say the sound
and write it in the air with a nger.
Click on the markers one at a time to show the
children the alternative spelling patterns. Ask
the children to say the alternative spelling and
to sound and blend the words at each marker.
Cover the page using the mask tool and ask the
children to write down the alternative spellings
o ( and ph) on small, lined whiteboards.
Go to the Look, blend and read () activity
page. Ask the children to name the pictures
and then click on them to reveal the words. Ask
the children to blend and read the words. Next,
ask a child who has read a word underline the
spelling pattern o on the whiteboard using
the draw tool.
Word level: This activity page can be
interchanged with the Practise blending: word
sort () activity page. Once the children are
amiliar with the spelling patterns o the ocusphoneme. Ask the children to blend the sounds,
say the word and then circle them i they
contain the sound.
Cover the page using the mask tool and dictate
words with the alternative spelling pattern
o that you are working on. Use Show me
to monitor accuracy o spelling and letter
ormation. The children read back the words
they have written.
Sentence level: Once the childrens skills are
secure at word level, move on to the Reading
and sentence writing: word detectives and
spelling superstars () activity page. Ask the
children to read the sentences and the wordsin the box below and then drag the words into
the spaces to complete the sentences.
Cover the page using the mask tool and
dictate simple regular sentences containing
the alternative spelling patterns o to the
children who write them on their small,
lined whiteboards and then read back their
sentences.
Supplementary acivities
Once the children are amiliar with the
alternative spelling patterns o phonemes
, g, c and w. Consolidate their skills by
readingA Proper Princess in the Fun with
Phonics Letters and Sounds Phase 5E Big Book,
identiying the alternatives in the text and
completing the activities.
Asksimplecomprehensionquestionsabout
the text.
Teaching the alternative spellings for f
7/29/2019 Sample Wba Notes
14/1519BBC Active Words and Pictures Fun with Phonics Phase 5
Say the word, say the sounds, choose the correct spelling o ai and fllin the gaps.
ai ay a-e ey
Activity Sheet 1 Spelling activity sheet ai
Answers:rain,tray,gate,snake,tail,clay
r _ _ _ t _ _ _
g _ _ _ s _ _ _ _
t _ _ _ c _ _ _
7/29/2019 Sample Wba Notes
15/15
Say the word, say the sounds, choose the correct spelling o ee and fll inthe gaps.
ee ea e-e ie ey
Activity Sheet 2 Spelling activity sheet ee
t _ _ _ _ ch _ _ _
P _ _ _ s _ _
d _ _ _ _ _ _ _ _ _
Answers:teeth,chie,Pete,sea,donkey,feld
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