To be used with Moving on with Phonics...3 Daily Phonic Lesson Moving on With Phonics - Level 2...

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Words grouped in their

phonic families To be used with

Moving on with Phonics

Contents

Instructions ............................................................ 3 ck .......................................................................... 5

oo .......................................................................... 6

ee ......................................................................... 7

sh ......................................................................... 8

ch ......................................................................... 9

th ......................................................................... 10

ing ........................................................................ 11

or ......................................................................... 12

ar ......................................................................... 13

a-e ......................................................................... 14

i-e ......................................................................... 15

o-e ......................................................................... 16

u-e ......................................................................... 17

e-e ......................................................................... 18

ai .......................................................................... 19

ea .......................................................................... 20

oa .......................................................................... 21

igh .......................................................................... 22

ir .......................................................................... 23

ay .......................................................................... 24

ou ......................................................................... 25

aw ......................................................................... 26

oi .......................................................................... 27

ur .......................................................................... 28

al .......................................................................... 29

er .......................................................................... 30

y (ee) .................................................................... 31

ea (e) .................................................................... 32

ow ....................................................................... 33

a (ar) .................................................................... 34

o (u) ...................................................................... 35

Vowels saying their name .................................... 36

y (eye) .................................................................. 37

ow (o-e) .............................................................. 38

ew ....................................................................... 39

oy ....................................................................... 40

‘W’ Rules .............................................................. 41

Daily Phonic Lesson Moving on With Phonics - Level 2

Every Day: 2. Then practice the phoneme flashcards from previous lessons - we are starting to learn those in this stage so they will gradually increase. You won't have any for the 'ck' lesson. If you learnt actions to go with the alphabet sounds, you may like to continue that practice with the phonemes learnt in this section. Hold each phoneme card up in turn and together say: ‘SEE KAY says ack, eck, ick, ock, uck’ or, ‘EYE, JEE, AITCH says ‘eye’, for example. 3. Briefly practice some words from previously taught families. This is important for revi-sion, but keep it brief as it is not the main part of the lesson. This could be as simple as reading a word list already learnt and asking the child which family the words belong to. It could be used as an opportunity to reinforce a sound that is weak with a quick bit of practice, either writing or reading. Then: On Monday introduce the new sound flashcard (that you have prepared ready) and tell the pupil the sound the letters make when they are together in a word. Start with the words listed on the related page in this book and introduce all of them on Monday. Say: ‘These words all have the sound '.....' in them. Listen as I sound them out.’ Say the first word and then as you sound it out, either write each letter down, on a board or paper, or make them yourself with the alphabet cards, if possible making the new sound stand out in a different colour. E.g. duck might, or if using letter cards, placing them down with a slight gap before the new sound: du ck, m igh t. This will help to train your pupil's eye to see each phoneme as a unit rather than individual letters (see below). Rub them out and then read them one by one to your pupil, giving them time to either write each word down, or make them with alphabet /magnetic letters.

Let the child read their words back to you. Are they correct? Prompt the child to correct their work as necessary, emphasising the hearing and feeling of the sounds. Finish by asking them to read their list of words back to you. Display the words somewhere for the week, where they will be seen easily - by the kitch-en table, or in the bathroom, or on your child's bedroom door. Refer to them often throughout the week outside of lesson time as opportunities present themselves. On Tuesday, Wednesday and Thursday repeat the above starting with the alphabet rhyme and then spend time reviewing the new sound and the words that belong in that family. You can do this by repeating Monday, or by completing the given worksheet. Only if your student is confident, may you practice reading some of the other words listed for each family (where applicable). This will help them to see that they can apply their knowledge to words other than those in the main list. Keep the spelling just to the main list.

If you have more time one day: 1) Choose some games from the games page, or do a worksheet. 2) Use this time to introduce the 'odd' words given for each lesson. They should be prac-ticed both in writing and reading. They are best learnt in context, so make up sentences using words already learnt or use some of those given, that contain the new odd word.

On Friday After the alphabet rhyme and phoneme flashcards, do a dictation. Ideally you want to dictate the passage/sentences from the previous week's sound family. So for the 'ck' week, you will do the dictation for the cvcc words. Get your student a new exercise book in which to write their dictations. They should work with an HB pencil and have a rubber so that mistakes can be neatly erased. Neat work should be encouraged at all times. First make sure they are familiar with all the words in the passage, including any 'odd' words. Read the passage to the student. Then say you will read it again, a word at a time, giving space for the student to write each word as you say it. Once the dictation is over, ask the student to read their work through to check for errors. This is very important. Then prompt them to correct any they have missed. They can draw a picture to go with the dictation if they wish, to finish.

Jack black track snack

trick brick quick

lock rock

knock knocke

truck struck

jacket pocket ticket

mistook shook stood school

goodness

pool soon food hoot cool

hook wood wool took

keep beef weep week heel

green three street creep bleed queen

wheel geese

between settee coffee

mash rash crash flash shall shock shook sheet splash brush foolish

chin munch crunch bunch

lunchbox crunch bench check chick

chicken children

match catch switch kitchen fetch

thick with moth

think thinking

thank thanking thanked

tooth three thump thrush

shopping running cutting getting letting missing filling

skipping hopping chatting winning

sort short sports porch north

tractor morning forget

story forty

door poor floor

more store before

hard card part yard mark harm smart sharp start

garden market carpet

darkness

made take gave wave cave brave lake bake wake awake became

face race place

taste shake frame

i-e ripe wipe arrive alive tries glide

wife wives knife knives

white while write

ice nice slice

robe clothes

toes goes close

stones slope hose froze chose

open opened broken drove

use uses used using

glue gluing

clue tube rule cube

continue

even evening Peter theme athlete

compete complete extreme delete

paid pain chain main pail rail

again afraid explain raise praise waist

ea heat seat

reach reaching reaches teach teaching teaches

peach beach cream treat

reading speaking please

ear near dear year

oak road soap

soaking goat toad road coach

roasting croak croaking

loaves

sigh fight fighting

tonight bright flight

daylight frightened

delight knight

stir skirt birth shirt birth dirty thirty thirsty

thirteen

circle circus

today away pay

holiday crayon

Tuesday

Wednesday hooray

birthday railway

ou about

shout shouting shouted

loud aloud sound

our hour south

thousand roundabout

fountain mountain

blouse

crawl crawling crawled

straw yawn dawn awful

seesaw

foil tinfoil

toilet avoid joints poison hoist

choice voice

burn burning turn turning turned

turnip

bursting burglar surprise

nurse purse

injure injured

furniture

fall falling fallen call calling called

walls stall

hospital chalk stalk

talk talking talked

walk walking walked

person kerb swerve

later over paper computer driver together

ever never under river number hammer letter robber hanger finger

y (ee)

hungry angry baby

shady pony tiny

shiny study

everyone

twenty thirty fifty sixty

seventy ninety

feather weather heaven instead healthy wealthy

breakfast breath tread

ow owl

growl vowel towel

power shower tower

frown frowning frowned drown drowning drowned

somehow anyhow however

a (ar) glass

asking/ed after

rather nasty basket flask

banana father

grandpa grandma

grandfather class can’t

won front done none glove above other worry money

discover discovered discovering

amongst monkey

Vowels saying their name

child wild mind lion

remind behind Quiet

old gold sold told cold hold post only oh

October April able table

Y (eye)

my fry frying

trying flying

sky why

reply replying July

goodbye

ow (o-e) row rowing

mowing flow flowing

blow blowing elbow

window yellow pillow

following growing

tomorrow below know known

blew crew drew flew stew grew chew screw threw mews jewels view

boy toy

joy joyful

enjoy enjoying annoy annoying annoyed

destroy destoying

destroyed royal

W rules

what watching watched

wash washing washed swamp

squabble squash wallet

wander wandering wandered

To be used with Moving on with Phonics...3 Daily Phonic Lesson Moving on With Phonics - Level 2...

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