W hen Greek pupils start learning English many difficulties may emerge, mainly due to the different phonological structures of both languages, since in English it is very common for

letters to have more than one sounds. Therefore, Greek pupils, especially those facing Learn-ing Difficulties, find the English language difficult to master and reading seems confusing and puzzling.

Safe n’ Sound presents a reliable methodology and it provides a “safe” reading environ-ment in order to facilitate reading for all pupils. It helps those pupils who fail to overcome difficulties in a non-conventional way. The development of material has been made after care-ful consideration of the priorities set by some of the most respected methods used in the UK for helping children with reading difficulties. In Safe n’ Sound, phonological patterns are pre-sented in a fun yet memorable way.

The editing team consists of professional educators with prolonged experience in the field of teaching. Using pedagogical and scientific perspectives drawn from the cultural context of both languages, the team has developed Safe n’ Sound to help pupils master reading in an easy, simple and pleasant way.

The editing team hopes that Safe n’ Sound will change the way Greek pupils learn to read!

Safe n’ sound

© Ανώνυμος

Anthi Kokkoni · Marina Mavroforou · Katerina Perikleous Apostolos Pigiakis · Despina Filippidou

Safe n’ sound Getting to the heart of reading

• TEACHER’S NOTES •

ΜΥΘΙΣΤΟΡΗΜΑ www.lefkiselida.grΕΚΠΑΙΔΕΥΣΗ

Αγγλική Γλώσσα

Σταδίου 10, 105 64, ΑθήναΤηλ. & Fax.: 2103232870www.lefkiselida.gre-mail: info@lefkiselida.gr

EKSOF_SOUND_N_SAFE-teacher.indd 1 4/3/2015 12:23:36 πμ

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Unit 1 - Alphabet

INTRODUCTION TO THE ALPHABETAim: The aim of this Section is to teach children the alphabet via agame approach which provides pleasurable learning. This section istaught before starting using this book. All you need is a set of capital ‘plastic letters’.If difficult, Ts can make their own set of cardboard letters. It is also recommendedthat Ts break the alphabet into three or four sections so that children learn the namesof the letters easier. Ts can make up their own games too.

Attention! The following activities are not included in the book!

Exercise 1. Put the letters in orderAim: This ex aims at teaching the alphabet through recognition andrecall of the visual image. Children are asked to scatter ‘plastic’/cardboardletters on the table and arrange them in order. If there is a mistake, the T covers theletter and asks Ps to recite the alphabet.

Exercise 2. Change a letterAim: the same as in ex.1. The T changes ‘plastic’ letters and Ps try to find themistakes.

Exercise 3. Find the hidden letterAim: The aim of this exercise is to enhance kinaesthetic feedbackwhen the visual and/or auditory channel(s) are taken out. Children iden-tify plastic letters with eyes closed or from verbal description of the letter.

Exercise 4. Move quicklyAim: This ex aims at strengthening the learning of the alphabet usingthe visual sense. Split children into two groups and give them the letters in nofixed order. But, make sure that one team has the A letter and the other the Z letter.The team who is given the M letter places it on the top of the table. The next teamplaces one letter either immediately before or immediately after M. If a team hasthe letter must play, if not misses a turn. The winning team is the one who gets rid ofall the letters first. This game makes considerable demands on children’s memory,therefore, the T may write the alphabet on the b/d.

SECTION A: Unit 1: The alphabetAim: This section is constructed to strengthen the learning of thealphabet. Again the game approach is essential to increase motivation and feel-ings of success.

Exercise 1. Hop-hop with a ropeAim: This activity is created to help children recognise and recall theletters. Children are asked to colour vowels with red and consonants with blue. Suchan exercise also helps children to differentiate between consonants and vowels.Semivowels are already coloured in order to give children a clue of their specialfunction.

Exercise 2. Boat and cabins

Aim: the same as in ex 2. This exercise is a tracking activity. Ps are simply asked to cross-

out the vowels and put each one on a cabin window.

SECTION B: Learning the sound-letter associations

Aim: This section aims at teaching letter/sound correspondences. The basic point

to bear in mind is that once children have mastered a few letter/sound associations, they have

the tools to begin tackling unfamiliar words. The use of flashcards (look at the

last pages of the book) is an extremely helpful technique in achieving the above aim. The

key-word is printed on the front side of the card (the initial letter is differently coloured) and the

key-picture on the back side. The words are deliberately chosen to help children make associ-

ations between the two languages. The T should note which letter presents difficulties and thus

prepare more activities to overcome them or repeat the exercise.

NB The letter a is deliberately presented similar to the Greek a instead of the «a»

usually found in printed form, in order to encourage at this very initial stage, the smooth transition

to the English alphabet. For the same reason the pilot word “acropolis” is written with the lower

case latter a instead of the initial capital A.

Exercises with flashcards

Exercise 1. The parrot game.

Aim: The same as in Section C. The T presents the key-picture and says the word written

on the reverse side. Children repeat the key-word as well as the sound of the letter.

N.B: For the letter ‘c’ the given sound is /k/ and for the letter ‘g’ the given sound is /g/.

Exercise 2. Speak quickly

Aim: This game is created to help children to develop good phonological skills

through the multisensory approach. The first player takes a card from the pack which is

placed in front of the children, then looks at the picture and tries to say the key-word and/or

the sound that the picture begins with. If the card is read successfully, the player gets the card.

If the player is unable to say it, the next one says it.

Variation: The T holds up f/cards and asks one child to say the word. If correct, the player takes

the card. The winner is the child with the most cards.

Exercise 3. Memory game

Aim: This activity aims at exercising children’s word recognition and

memory skills. Three flashcards are placed on the table. Ps cover their eyes and the T

removes one card, then asks them to name the missing card. If this activity is successfully done,

the T increases the number of the flashcards placed on the table.

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Exercise 4. Run and win

Aim: This activity is created to increase children’s speed of word/letter

recognition skills. Children are divided into two teams. Both teams have not only the same

number of letters but also the same letters. Each child is given a specific letter. The T shows a

flashcard and calls out the word. If the word begins with one of these letters, the child who

holds the right letter, runs to get the card back. For example if the teacher shows the ‘cake’

flashcard, the two children labelled ‘c’ have to run to get the flashcard. The emphasis should

be on vowels.

Exercise in the book

Exercise. Make pairs

Aim: This ex aims at practising children’s awareness of letter/sound and picture

associations along with their fine motor control. Children are asked to join each picture

with the initial letter of the word. The T may facilitate children by pointing at and saying the

word. That is to stimulate both their visual and auditory channels.

SECTION C: Learning the shapes

Aim: This section aims at teaching children capital and lower-case letter shapes

as well as helping them with their handwriting. That is to develop their fine motor

control, their eye-hand co-ordination and to get used to the movement of each letter. The T

should always remember the following rules:

● that there is a correct movement for the formation of each letter,

● that the height of each letter should be uniform,

● that capital and small letters (except from ‘d’ and ‘e’) should be started at the top and finally,

● that the body of the letter should sit on the base line.

Exercise 1. Pictographs

Aim: This activity is constructed to help children pinpoint differences between

letters and simultaneously to develop memory tags for all letters through the

drawing activity. Phonic discrimination is also acquired. Each letter is illustrated by an object

which has the letter’s initial sound and contains the letter shape. In this exercise Ps are

challenged to decode pictures. It is considered to be a useful exercise especially for children

who have auditory-visual weaknesses.

Exercise 2. Trace and copy

Aim: The aim of this ex is to help children develop legibility, spatial sense and

good motor control. Children are asked to follow traces and arrow cues and form capital

and small letters. Practice could be made on board with children’s eyes shut so as not always

to depend on their visual sense. It is helpful to place a blue dot at the starting position of the

letter and a red one at the end.

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Exercise 3. Find the missing lettersAim: The aim of this ex is to help Ps remember the sequence of the alphabetletters. Children are simply asked to recite the alphabet and fill in the missing capital letters.

Exercise 4. Who are you?Aim: This activity is created to allow children to master a free, legible, correcthandwriting, a reasonable speed and an individual style through form filling.Children should complete the form by putting a capital letter in each box.

Exercise 5. Join lower case letters with capitalsAim: same as in ex. 3. Children are asked to join capital with lower-case letters.

Exercise 6. What is it?Aim: the same as in ex. 3. Ps are asked to join the lower-case letters in the correct order tofind the hidden picture. Again a game approach is followed to motivate children through fun.

Exercise 7. The zoo gameAim: This ex aims at extending children’s language awareness. Children are askedto read and colour the animal words only. The T first asks children to identify the target wordsin class and then gives this exercise as a homework.

Exercise 8. CrosswordAim: This ex aims both at revising the alphabet and enhancing children’slanguage awareness. Children are asked to fill in the crossword. Both the words and thepicture clues are given to help children to build their self-confidence.

Fun pages

Note: Safe & Sound has been designed in order to help young Greek learners of English tocomprehend and obtain specific phonological structures of the English language. However it hasbeen proven necessary to include some additional chapters, the Fun Pages, in order to introducePs to basic grammatical structures (e.g. Personal Pronouns, Verb – to be), vocabulary (Colours,Numbers 1-10) and also help them discriminate letters that usually confuse Ps (especially thosefacing Specific Learning Difficulties) and cause "Visual mistakes" (letters b/d, m/w, u/n etc).

Fun page I - Basic verbs

Aim: This fun page aims at introducing Ps the basic verbs that are commonlyused in most of the exercises.The T reads aloud each verb and asks Ps to repeat them. At this stage it is not recommendedto focus on Ps’ learning to write the new words however at the end of the unit Ps shouldunderstand most of them, when directions are given either orally or written.

Ex: Read and circleAim: To help Ps learn the basic verbsPs are asked to read all three words in each row and circle the basic verb,represented in eachpicture.

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Unit 2 - Short Vowels

Aim: The aims of the Short Vowel Unit are very simple as well as precise and

important. The basic idea of the whole chapter is to introduce the child the

vowels and their sound. The exercises are constructed in such as way, so as to

accomplish four-basic goals:

● familiarize the child with the sound of the short vowels

● teach the child the symbol / graphemic representation of the letter

● teach the child the use of each vowel in reading and writing.

● exercise, improve the child’s recognition, memory and critical skills.

Sections A- F introduce Ps to the Short Vowels and their sounds by stressing words which contain

a, e, i, o, u respectively. This unit also clarifies to the students that the letter u has two sounds

|u| and |a|.

Section A - Short Vowel a

The presentation is very simple using small words, all containing the a vowel, in order to introduce

the letter’s sound and symbol. The pictures, which accompany the words, are to promote the initial

learning by providing simple and pleasant associations of sounds and pictures.

The T uses the page showing each word/picture, saying the word aloud, and asking the child

to repeat.

After several drills the T may just show the picture and the child must say the word. Several

drills should be made individually (asking students in turn) or in group.

NB The short vowel a is deliberately presented with the sound /a/ instead of /ae/.

This was considered necessary so as not to confuse Greek Ps as well as helping them

distinguish more easily the long and short sound of the vowel.

Ex. 1. Where is the a word?

Aim: The exercise aims at making the child recognize the sound of the vowel

within words, and to familiarize it with the written representation of the letter.

The T says the words (twice) and asks the child to put the letter a under the pictures whose

word contains a.

Ex. 2. Listen, read and circle the a word

Aim: This exercise is constructed to improve the child’s recognition and memory

skills and to introduce some initial attempts at reading.

The T reads each pair of words aloud, then asks the child to repeat them (for the first

time, the instructor aids the child in reading, if necessary). Finally the T asks the child

to circle which word has the letter a.

apple bed

ink hat

fox mask

parrot film

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Ex. 3: Listen, say, write

Aim: The goal of this exercise is to engage the child in articulating and

pronouncing letter sounds and words improving word recognition and motor

skills.

The T first clarifies to the children that the words contain the letter a (sound |a|). First the T says

each word clearly, then the child must repeat it. Finally the child fills the letter a (preferably with

a colour-pencil) in the blanks.

(Words: bag, ant, cat, hat, jam, camera, parrot, map)

Section B- Short Vowel e

The presentation is the same as in Section A

Ex. 1. Find and say the e word

Aim: This exercise aims at exercising the phonological abilities of the student. It also improves

the recognition, memory and critical skills.

The T says the pairs of words one by one (containing the e vowel) and then asks the child to

choose and say which word has the sound e.

egg cat pen box

hat bed bell puma

pig leg

Ex. 2. Cross the odd one out

Aim: This exercise aims at improving the phonological abilities of the child, as

well as exercising the recognition and memory skills.

The T reads the words of each pair as they appear on each wing of the butterflies (the child

may repeat the words) Then asks the child to choose/say which word does

not contain the sound e.

box, egg bed, hat

cat, hen pen , dog

film, leg bell, map

Ex. 3. Listen, say and write

Aim: Same as Ex. 3 section A

(Words: egg, leg, bed, hen, lemon, ten, net)

Section C - Short vowel i

The presentation is the same as in Section A

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Ex. 1. Listen, read and circleAim: To improve phonological skills and visual discrimination First the T readseach pair of words aloud. Then the child has to repeat them on his/her own andcircle the word with the letter i

bag , bin

egg , tin

pig , fox

box , ski

kiss , pet

Ex. 2. Listen, say, write

Aim: Same as ex. 3 Section A

(Words: bin, tin, pig, kiss, fish, mixer, tulip, ski)

Ex. 3. Where is the i word?

Aim: Same as ex. 1 Section A

Section D - Short Vowel o

The presentation is the same as in Section A

Ex. 1 Listen, say, write

Aim: Same as in ex. 3 section A

(Words: Dog, box, frog, robot, fox, doll, stop, lorry)

Ex. 2. Listen, read and circle

Aim: This exercise is constructed to engage the child in some simple reading

processes, as well as to exercise its memory and recognition skills. It also

attempts to familiarize the child with the written forms of words.

The T first asks the P to read the pairs of words (the instructor aids the child in reading if

necessary) then asks the child to circle which word does not contain the vowel sound o (choose

the odd one out).

box, leg puma, robot

frog, tin ten, fox

hen, clock

Ex. 3. Write o and read

Aim: This exercise also improves the child’s writing, reading and recognition

skills as the P must complete the words, using the vowel a, and then try to read

them aloud.

The T asks the P to fill the vowel o in the blanks (at the same time the instructor reads the words

of the sentence) and when it is completed, asks the P to try and read the whole sentence.

Tom the frog, is on the box

The frog, the fox, and the dog hop on the box

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Section E - Short vowel u ( sound /u/)

The presentation is the same as in Section A

Ex. 1: Listen, read and circle

Aim: Same as in ex 2, Section A

(Words: Bull, puma, tulip, sugar, bullet)

Ex. 2. Where is the u word?

Aim: Same as in ex 1, Section A

(Words: tulip, ruby, bull)

Ex. 3. Listen, say and write

Aim: Same as in Ex.3, Section B

(Words: Tulip, bull, puma, bulllet, bush, sugar, ruby)

Section F - Short Vowel u as (sound /a/)

The presentation is the same as in Section A

Ex. 1 Listen, read and circle the u words

Aim: Same as in ex 2, Section A

(Words: Sun, duck, rubber, jug, bus)

Ex. 2. Listen, say write

Aim: Same as in ex 3, Section A

(Words: Sun, bus, duck, jug, umbrella, rubber)

Ex. 3. Listen and write

Aim: To improve reading and writing and memory skills

The T asks Ps to find the word for each picture then fill the words in the blanks below.

(Words: Umbrella, bus, sun, cup, duck)

Section G - Revision

Ex. 1. Choose the correct sound

Aim: This exercise is constructed to exercise the recognition memory skills as well

as the student’s learning of short vowels and of some basic key words.

The T says the following words and the child must choose which of the short vowels is in the

word and circle it in every box.

(Words: Hat, doll, pig, stop, sugar)

Ex. 2. Read, write, circle

Aim: The goal of this task is the same in ex. 1 with some initial attempts at

writing.

The T asks the P to read the word aloud (offers help only if necessary) and then the P copies

the word in the empty spaces. After that the P has to circle the corresponding picture.

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Ex. 3. Read, say, write

Aim: The aim of the exercise is to review learning of short vowels and words

which contain the vowels. The pictures with the corresponding vowels are used

to give visual clues to the child, and to make the task more fun.

The T reads the words out of the pool one by one, the Ps repeat and write the word under the

corresponding picture.

(Words: pig, tulip, box, egg, umbrella, apple)

Fun page II - A. Personal Pronouns

This unit is divided in two sections. Section A presents Personal Pronouns and Section B the

verb –to be.

In section A the T presents the personal pronouns with the help of the picture showing the two

trains. Train 1 is the Singular train carrying " I, you, he , she and it". Train 2 is the Plural train

carrying "we, you and they". The T reads the pronouns aloud and encourages Ps to learn them

in a rhyme.

Ex. Puzzle.

Aim: To encourage Ps to learn the Personal Pronouns, improving visual discrimi-

nation and fine motor skills.

The T asks Ps to fill in the boxes of the puzzle with the piece that matches it. The use of boxes

with different shapes help Ps perform the task more easily. At the end of the task Ps will have

completed a new table where Personal pronouns appear in a row.

B. Verb – to be

In Section B the present tense of the verb –to be is presented once again using pictures in

order to help Ps match them with each pattern. The T may use the same strategy for her presen-

tation as in Section A.

Ex. Puzzle

Aim: As in ex.1, section A, the aim is to encourage Ps to learn the verb –to be,

improving visual discrimination and fine motor skills.

The ex. is carried out as the previous one in Section A. Ps may use their rulers in order to join

each pair of the puzzle.

Unit 3 - The story of c and g

Aim: The aim of this unit is to introduce the two different sounds represented by

c and g letters. Up to this point Ps were taught the /k/ sound of c and the /g/

sound of g which are the hard sounds of the letters . At this stage the structure

is further extended. Ps are now introduced to the soft sounds of the letters which

are /s/ and /dz/ for c and g respectively.

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Ps make the differentiation easily as this phonological part is characterized bya clear- cut regularity.i.e. c + a, o, u, /k/ g+a, o, u, /g/c +e, i, y /s/ g+ e, i, y /dz/

The presentation has been made through a Greek catchy giggle. However some pilot wordshave also been given. The selection has been made taking into consideration wordsapppearing in both languages.N.B. 1) The T may bear in mind that when an initial /k/ sound is necessary it is more oftenrepresented by c letter.2) A very common /s/ sound ending is -ce.As for the g letter the gu as in guard has not been included. Furthermore we didn’t mentionsome exceptions of the g rule (e.g. get, girl etc) asPs should not deal with the above patterns at this stage.

Ex. 1. Put the words in the correct list.Aim: to help Ps apply the c rule by themselves through the visual and auditoryroute as well as improve their motor skills.Ps are asked to put words starting with or containing c under the list representing the c soundin each case.Ex. 2. Circle the "galaxy" sound with redAim: Ps use the visual channel to apply the new rule of the letter g.This is a tracking activity. Ps circle the syllables producing a hard g sound.

Ex. 3. Circle the "Egypt" sound with blue.Aim: Ps use the visual route to apply the new rule through a meaningemphasisapproach.This ex. is actually a second stage of ex. 2. Now Ps are asked to recognize the /dz/ sound ofg in whole words. The T should direct Ps first to identify the syllables and then read the words.

Ex. 4. Join pictures with words.The aim of this task is to install pilot c words and enhance word-recognition skills.In this ex. Ps try to join pictures with the relevant word containing the letter c.

Ex. 5. Listen and tickAim to help Ps use the auditory channel to consolidate the new material.In this ex. Ps listen to g and c words respectively and tick the corresponding sound .

Fun page III - The leters b and d

This is the first of the fun pages referring to letters whose shapes are similar, usually causingconfusion to Ps. The b/d discrimination is made through the pictograph of the word bed.Furthermore Ps are advised to remember the correct shape of each letter with a simple tip,mentioned in Greek.

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Ex. Choose and write

Aim: The aim of this ex. is to improve Ps’ visual perception of b and d letters and

practice writing.

The T asks Ps to trace the words and then copy the b and d words in the appropriate boxes.

Unit 4 - The magic -e

AIM: the aim of this unit to help pupils (Ps) understand and recognize the pattern

of magic [-e]. The general rule is that when we add an [e] after a final consonant, this makes

the vowel long (i.e. it is pronounced as in the Alphabet). As we have 5 vowels,

there are 5 vowel patterns:

1. i-e bit vs. bite

2. a-e hat vs. hate

3. o-e not vs. note

4. u-e tub vs. tube

5. e-e the vs. these

[It should be noted however that pattern no 5 is quite rare and it is deliberately omitted at this

stage. What is more, the words where this long vowel pattern is found are quite advanced for

the Ps’ level, e.g. extreme, complete, eve, delete.]

At all times, the teacher (T) should bring to Ps’ attention two (2) things:

● this magic -e is not pronounced at all, and

● the vowel before this final -e is pronounced as it is in the alphabet.

SILLY SENTENCES

At the end of every vowel pattern there is one sentence together with a picture. These

sentences are silly ones and focus on the taught pattern.

The aim of these sentences is to introduce Ps to the "real world" of texts by

applying reading strategies.

The T asks Ps To describe what is happening in the picture in their mother tongue. Then the T

points at each character in the picture and pronounces the word, Ps repeat. For example, in

[a-e] vowel pattern there is a sentence saying, "The snake ate the cake from the plate." The T

has to point at the "snake" and say [snake], Ps repeat. The same with "cake", "plate". The T should

use mimic/gestures to help Ps understand the meaning of the word "ate". Then T writes the word

on the b/d and reads it. Ps repeat in chorus and individually.

The sentence can also be copied and learnt by heart.

If Ps find it too difficult to respond, then the T can ask Ps only to repeat the words and not the

whole sentence.

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Section A: Long vowel pattern a-e

Teach the key word: The aim is to introduce the vowel pattern in a catchy way. The key word

has been carefully selected as the most representative one of the vowel pattern and most

appropriate for the Ps’ level. Drawings, mimic and gestures are also used for an effective

presentation. Moreover, these techniques stimulate Ps’ visual and auditory channels. So, the

key word is presented in such a way to ensure greater installation in Ps both short and long-

term memory.

Practice the pattern: The aim is to help Ps master and practice the pattern through visual and

auditory channels. T asks Ps to cover the words on the relevant page of their book. T points to

each one of the pictures in the word list saying the word.

Then T asks Ps to repeat (both in chorus and individually). Now the T can tell the Ps to uncover

the words; The T points to picture and the word, pronouncing the word again. Ps look at both

the picture and the word and repeat. Finally, the T asks them to tell him/her the final sound of

each word. The T asks Ps if they hear the /e/ at the end of the word. Ps should answer «no».

Repeat the rule that magic /e/ is magic because it can be seen but not heard !!!

Should Ps give a wrong answer the whole exercise must be repeated.

Extra ideas: From the previous lesson the T can ask Ps to bring photos of their birthdays showing

the cakes. These photos can be used as a warm-up activity in the new lesson. These photos

can be hung on the wall.

Ex. 1: Read and Colour

The aim is to familiarize Ps with the taught vowel pattern. Since it is the Ps’ first

contact with the vowel pattern only a limited number of words is used. Colouring

the vowel pattern will help Ps assimilate it and learn to use it correctly, even

though this magic /–e/ is always written but never heard.

The T writes the words on the b/d. Then T crosses out the final /-e/ and tells pupils that this

magic /-e/ can be seen but not heard!! Teach these 3 words one by one while Ps are looking

at their books. The T asks Ps to repeat in chorus and then asks each P individually to do the

same. Finally, the T asks the Ps to colour the vowel pattern orange.

Ex. 2: Circle and cross out

The aim is to help Ps realise how magic /e/ changes the pronunciation of the

vowels. So, Ps are given a certain number of words with both the long and the

short /a/ vowel patterns.

Ps should use different colour pencils to link the pairs of the words. That is, the Ps circle the [a-

e] word and try to find its pair which is exactly the same word without the final /-e/ e.g. tape-

tap. The T reads the two words encouraging the Ps to do the same.

Then the T tells Ps to cross out the final/magic /-e/ and reads the words again. Ps should be

helped to understand that although not heard, this magic /-e/ can make a difference to how

a vowel is pronounced.

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Ex. 3: Listen, Repeat and Copy

The aim is to offer a combination of listening, reading and writing skills.

Ps should be able to discriminate the difference between the short and long vowel pattern

(e.g. fat vs. fate) when the word is heard, written and read. So, the T reads out one word of

every pair and asks Ps to circle the word they heard. Ps can be also asked to read the words

they have circled without help; if they can’t, the T can help them and they should repeat after

him/her. Finally, the T asks them to trace/copy the word (this activity can be given as homework).

(Words: fate, hate, snake, plane)

Ex. 4: Fill in what is Missing

The aim is to offer further practice on the vowel pattern.

The T reads the words and the Ps fill in the missing consonants, which are provided in the box.

Be careful, as the words are not written in the same order as they are heard. At the end the Ps

should be expected to read the words.

(Words: lake, plane, gate, snake, cape)

SILLY SENTENCE

The snake ate the cake from the plate

Section B The long vowel pattern i-e

Teach the key word: The aim of this exercise is the same as in section A. However the key word

changes. The T should always bear in mind to point at the letter /i/ in the word [smile] and say

its long sound.

The T uses the drawing provided and/or gestures/mimics to teach the key word of this vowel

pattern; e.g. The T can smile or ask the child to do it and point at the smiling face either his/hers

or the child’s. The T asks Ps to repeat in chorus then walks around the class pointing at the

drawing, smiling and asking Ps to repeat the word.

The T should bring to Ps attention that the vowel /i/ is pronounced as in the alphabet.

Extra ideas: If time permits, the T could provide Ps with pictures of funny human faces and ask them

to draw a big smile. Alternatively the T can take a photo of them and ask them to "smile" before

the T takes the photo. When developed, the photo can be hung on the wall of the classroom.

Practice the pattern: The same as A2

Ex. 1: Read and Colour

The same as in section A

Ex. 2: Circle and cross out

The same as in section A

Ex. 3: Listen, Repeat and Copy

The same as in section A

(Words: ripe, spine, hide, kite)

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Ex. 4: Fill in What is Missing

The same as in section A

(Words: kite, bike, smile, pipe)

SILLY SENTENCE:

I ride the bike with a smile.

Section C The long vowel pattern o-e

Teach the key word: The aim is the same as in section A.

Extra ideas: The T can give out sheets of a large rose and ask Ps to colour it. This can be given

as homework and Ps’ drawing can be hung on the wall together with the photos of the

Ps’ birthdays and smiling faces.

Practice the pattern: The same as in section A

Ex. 1: Read and Colour

The same as in section A

Ex. 2: Circling and crossing out

The same as in section A

Ex. 3: Spot the final sound

The aim is to help Ps understand that magic /-e/ although written is not heard

when we read the word.

The T reads the word and Ps circle or underline the final SOUND, that is the last

sound they hear in the word. If any difficulty comes up the T should go through each

word repeating the fact that magic /-e/ cannot be heard. After this, the T asks Ps to

write down the final sound of each word in the box provided. One word is given as

an example. [Should Ps find this ex too difficult to cope, it is better not to insist]

Ex. 4: Fill in What is Missing

The same as in section A

(Words: nose, bone, stone, smoke, note)

SILLY SENTENCE

Smell the rose with the nose.

Section D The long vowel pattern u-e

Teach the key word: The aim is the same as in section A.

The T points at the cube and pronounces the word; Ps repeat. Then the T tells Ps that this is like

a dice and it will be used shortly afterwards to play a game.

Practice the pattern: The same as in section A.

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Ex.1: Read and Colour

The same as in section A

Ex. 2: Circle and cross out

The same as in section A

Ex. 3: Listen, Repeat and Copy

The same as in section A

(Words: cute, huge, tube)

Ex. 4: Cross the odd one out

The aim is to help Ps discriminate the different pronunciation of long and short

/u/ through visual and auditory channels.

The T reads the words slowly and Ps must cross out the odd one, that is the word which has a

different sound from the /u-e/ pattern. One example is provided for the Ps.

SILLY SENTENCE:

The huge cube stuck in the tube.

Funpage IV - The letters m and w

Aim: This unit is another step at helping Ps to discriminate between letters of

similar appearance (in this case m and w) where orientation is crucial through

a multi-sensory approach.

Ex1. Tracking. Find w in the following list

Aim: Ps use the visual route to consolidate the w letter shape

The T encourages Ps to detect w in the lines and then circle it. The may also

encourage Ps to overwrite w so as to involve the use of motor skills in the ex.

Ex. 2a Colour the man and the woman

Aim: to offer pictographs so as to consolidate the m and w discrimination.

The T asks Ps to overwrite m and w in the pictures provided. Ps may colour the

pictures.

Ex . 2b Put the m words under the man and the w words under the woman

Aim: Ps use the visual route and their motor skills so as to distinguish m and w.

Ps should now spot the m words and write them under the picture of the man and the

w words under the woman.

Ex. 3. Tracking . How many letters m can you find?

Aim: To install m shape by improving visual discrimination skills and offering

pilot words.

Ps circle letter m and try to discover the hidden words.

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Unit 5 - The digraphs ch, ph, sh, th

Aim: In this unit the aim is to make Ps understand the sounds represented by the

blends ch, ph,sh, th.The unit is subdivided in two sections, section A for digraphs

ch, ph and section B for sh, th. There is also a section C which is a revision of all

digraphs.

Section A : The digraphs ch, ph

The presentation is made through a story where English words appearing also in the Greek

language are included. In this way Greek Ps can make references from their native language

to understand the new pattern.

NB For ph the T may mention that the blend is usually present in words deriving from

the Greek language.

Ex. 1. Let's play with ch. Find ch and circle

Aim: The aim of this Ex. is to familiarise Ps with the digraph ch improving visual

and recognition skills.

In this exercise The P has to circle ch in the words where it is present.

Ex. 2. Fill in ph and join words and pictures

The aim of the activity is to introduce Ps with the digraph ph through the use of

motor skills as well as the visual and auditory route and install pilot ph words.

Ps fill in ph in the blanks then T encourages Ps to read the word aloud and finally he/she helps

Ps understand their meaning through the references of their mother tongue and the clues

provided.

Section B The digraphs sh th

In this part the digraphs sh, th are presented by giving a sequel of the previous story. As before,

Greek or English words appear which introduce the Ps to the new sounds.

NB Th represents two sounds /θ/ in some cases and /δ/ in others. Children may avoid

confusion by telling them that the / δ/ sound is present mainly in short, very common words,

e.g. the, this.

Ex. 1. Fill in the sh and join words with pictures

Aim: The same as ex.2, section A

This is an ex. involving sh digraph

Ex. 2a. Listening. Different or same?

Aim: To improve children's auditory skills so as to differentiate between the

sounds /s/ and /sh/ developing good phonological skills.

This exercise is designed for Greek Ps so as to make them get acquainted with the difference

of two sounds that do not exist in their mother tongue. The T reads each pair of words aloud

and Ps should tick whether the word pairs they hear are the same or different respectively.

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Word pairs

shame same

sea she

she she

sell shell

shell shell

Ex. 2b. Listening. sh for shampoo or ch for China?

Aim:Same as in part 2a but for digraphs sh and ch respectively.

The T reads the words aloud and Ps tick the appropriate box for each case.

Words

Sheriff

Check

Chips

Shop

Shorts

Ex. 3. Tracking. Where is the same word?

Aim: This ex. aims at improving chidren’s word recognition skills and increases

sight vocabulary through the whole word approach.

Ps scan the words given so as to identify the same word as the one provided

Section C - Revision

Aim: These exercises are planned to give an overall view of all the h digraphs.

Thus Ps can generalise their use and perceive their special role in the English

language.

The T should not forget that the main aim of these sections is to make Ps aware of the h digraphs

and improve their visual , auditory and motor skills with reference to them rather than "overload"

them with new words.

Ex. 1. Write the words under the correct list

Aim: To practice the children's word recognition skills through visual recall and

the use of fine motor skills.

The Ps have hereby to write each word in the appropriate "shelf". The ex. can be made easier

if the T asks Ps first to look for the blends and circle them . The T may proceed further by asking

Ps to pronounce the words in turns or guess their meanings.

Ex. 2. Name these objects

Aim: To extend children's language awareness and simultaneously improve their

phonological skills.

This ex. helps Ps get the meaning of some pilot words. The T points at a picture and Ps should

name the object. The words can be written below each picture when the first picture is

complete. (Words: ship, cheese, phone)

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Silly sentensesAim: to introduce Ps to the "real world" of texts by applying various readingstrategies.At this stage Ps should be able to read the blends without difficulty otherwise further practiceis recommended.

Fun page V - The letters p and q

The presentation in this fun page is made through some very simple pieces of advice given by"Patty the queen", based on the experience that Greek Ps have from their native language.Thus p is compared to the Greek letter «ρ».

Ex.1. Draw ps and qsAim: This ex. aims at improving Ps' motor skills, familiarising them with the newletters and reinforcing visual recall of the letters with a drawing activity.This worksheet motivates Ps to get acquainted with the shapes of the letters they may confuse.T motivates them to draw ps and qs in order to spot them more easily.

Ex. 2a .Who is the winner? The p team or the q team?Aim: To help Ps learn the new letters using their visual channels and install pilotwords.The T asks Ps to track p and qs and then copy each word in the appropriate column. Emphasisshould be given on the difference between the two shapes, NOT the meaning of the words.

Ex 2b. Colour p with red and q with yellow.Aim: To help Ps learn the new letters using their visual channels and improve finemotor skills.In this colour ps and qs with the relevant colour

Ex 3. Listen and tick. Is it p or q?Aim: This ex. aims at consolidating the p and q patterns using their auditory andvisual channels.Children are asked to tick the words beginning with p or q, while T reads the words out to helpPs find them more easily.(Words: queen, question, piano, parrot, pig, pencil)

Unit 6 - The semi -vowels y and w

Section A: The semi- vowel y

This unit aims at familiarising Ps with the sounds represented by the letter y. Thegeneral rule is that y is pronounced /j/ as an initial sound (yellow) and /ai / (cry, type) or /i /(toy, royal) as a middle or final sound.As in other units, the presentation at this stage is made with a short story in Greek where wordsincluding these specific sounds prepare Ps to learn them easier.N.B. The word happy is an exception of the rule.

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Ex.1. Draw the yo-yo

Aim: This ex. aims at improving children's motor skills, familiarising them with

the new letter and reinforcing visual recall of the letter with a pictographic clue.

The T motivates Ps to draw the shapes.

Ex. 2. Put the words in the correct box

Aim: This ex. aims at consolidating the phonology of the new sounds including

a multisensory approach.

The T reads the words out and asks Ps to form two columns according to what they

hear. It is recommended that Ps are gradually introduced to the ex.

Suggested steps:

a) Ps are asked to underline the letter y in red when it appears at the beginning of the word

(sound /j/).

b) Ps are asked to underline the letter y in blue when it appears at the end of the words (sounds

/i/ or /ai/).

c) Ps are now ready to put the words in the correct box.

Ex. 3. Fill in y and then read

Aim: To help Ps understand the new sound using fine motor skills as well as their

visual and auditory channels.

Children are asked to fill in y and try to read the words applying to the rule they have learnt.

Silly sentenses

Aim: To introduce the y pattern in a realistic context.

The T should either read the sentences simultaneously with Ps (pair reading) or simply

read them first in case of difficulty.

Section B: The semi- vowel w

This story presents the "w'' rules. "W" is a very powerful letter.It makes other letters silent

(e.g. when) or changes the sounds of some letters that come after it (e.g. wallet). In this section

we refer to three different uses of w ; wh (as in whale), wa (as in wall) pronounced /w l/ and

tw (as in two) pronounced /tu/.

Other uses of W have deliberately been omitted because they are not common at this level.

(NB aw is presented in the au/aw unit as a vowel digraph. Some odd words such as wage,

wave and way should be left out till later. W as a silent letter is presented in Fun page X.

Ex.1.How many question words can you find?

Aim: Ps use the visual route and develop their word recognition skills with

reference to question words.

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The question words are hidden in this table .T should ask Ps to circle the words scanning from

left to right and up and down. They should not back track. The question words are provided

underneath in order to help Ps find them more easily. The T can proceed further helping Ps

understand the meanings of question words.

(Words: who, when, whose, which, what, where)

Variation of ex. 1

Listen and say

Aim: This exercise uses the auditory input and visual recall to consolidate wh

words.

In this worksheet Ps should first listen the words by the T and then read the words. This exercise

may be done as a group or as a pair activity.

Ex. 2. Can you read the word?

Aim: to install a pilot word for the digraph wh

The T encourages Ps to read the word then asks them to circle the letter h, mentioning that it

usually appears after w mostly in question words.

Ex. 3. Fill in wh, wa, tw.

Aim: To help Ps use the auditory channel to differentiate wh, wa ,tw and then

produce their written forms improving their motor skills.

In this exercise the T should read the words in order to help Ps consolidate them. Ps should

listen to the words , look at the picture and try to distinguish whether there is a /wh/, a /wa/

or a /tw/ sound. Then they should write the corresponding W blendings in the space provided.

Ex. 4.Circle the correct one

Aim: The same as in Ex. 3, though in this case the task does not demand motor skills.

This exercise is an alternative of ex 3. Ps should listen carefully to the words and look at the

pictures since there is no visual help of the word. Then Ps circle the blending representing the

initial sound. (Words: whale, twelve, watch, wallet, twenty, water)

Silly sentences

Aim: To consolidate wh, wa and tw words in context.

The T may practice ''pair reading'' with the sentences and use them as a revision of the words

already mentioned .

Fun Page VI - The letters n-u

Aim: This unit aims at helping Ps to discriminate between letters of similar

appearance where orientation is crucial through a multi-sensory approach.

Ex. 1. Find the hidden letters

Aim: The aim of this activity is to improve children’s visual perception.

Children are asked to find the hidden n and u letters.

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Ex. 2. Red and yellow rings Circle n with red and u with yellowAim: This exercise aims at helping children to discriminate between ‘n’/’u’through the visual route. Children are asked to ring ‘n’ with red and ‘u’ with yellow. Anextremely useful exercise for those experiencing visual processing difficulties.

Ex. 3. Fill in the cloudsAim: The aim of this activity is to reinforce children’s language usage afterhaving mastered the basic mechanics of reading. Children are asked to think of thetwo pilot words, (net, cup) or other and write them in each cloud respectively.

Ex. 4. Fill in the missing letters and join words with picturesAim: the same as in Ex. 3 Children are asked to complete the missing words by choosingbetween ‘n’ or ‘u’ and link the matching words with the appropriate picture.

Unit 7 - The –r combinations

This unit is divided into two sections. In the first one we present the vowel consonant digraphsar, or, er, while in the second there is a brief presentation of the digraphs ir and ur saying /er/.

Section A: The –ar, -or, -er combinations

It should be noted that in most cases r affects the vowel pronunciation , making its sound lastlonger. Emphasis should be given on the fact that the sound of the letter r is not so strong. TheT should make clear that the "legthening" of the vowels differs fromtheir long sounds.eg. fat (short a) /f at/

fate (long a) /feit/far (r case) /fa(r)/

NB It should also be mentioned that in the "r case" we included the most common sounds whilesome less common and difficult ones were deliberately left out. More specifically the followingwere not included:ear as in beardare as in hareer as in hereir as in wireair as in hairur as in sure

Ex. 1.Circle what you listenAim: This ex. aims at introducing the r-combinations through a multisensoryapproach.In this worksheet Ps familiarise themselves with the sounds represented by the [ar] , [or] and[er] . They should listen the T who says each word aloud, and then repeat each word, trying toreproduce the same sound. Finally they circle the appropriate combination for each case.

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Ex. 2. Fill in the missing –ar, -or, -er and read the words.

Aim: This ex. aims at improving children's motor skills using ar/or/er words.

Now that some elementary ar, or, er words have been taught Ps may improve their writing with

reference to the phonological pattern they have learnt. With the help of the pictures, Ps fill in

the gaps and read the words.

(Words: garden, summer, horse, star, spider, shorts)

Ex. 3. Can you find the words?

Aim: Ps should use their visual channel in order to track the correct word.

T reads the words, Ps track them and then circle the appropriate r combination.

(Words: summer, mirror, sugar, river)

Ex. 4. Listen, repeat, read and write

Aim: Same as in ex. 1

The T reads each word and the Ps repeat. Then they copy each word in the space

provided.

Ex. 5. Underline the –ar –or -er

Aim: The aim of this ex. is to consolidate the ar/ or/er combinations exercising

visual and fine motor skills.

Ps should underline ar, or, er words and then try to write them in the space provided in the

balloons. Ps may use three different colour pencils to underline the rcombinations.

At this point the T should make sure that Ps have mastered the ar, or, er pattern through a short

revision. In the next section the ir/ur sounds will be presented.

Section B: The –ir, -ur combinations

This section presents the –ir –ur combination. In this case the T mentions that the sound of the

vowels is influenced by the r letter and turns into a slight /e/ sound.

N.B. It should be mentioned that the sound of the –ir/ -ur combinations is quite different from

the /e/ sound that the Greek Ps are familiar with from their native language. It is up to the T to

decide whether the Ps are able to understand the differences between the sounds /e/ and

/3/ respectively in order to stress it or not when s/he presents this structure.

Ex.1.Listen, Repeat, Read and Write. Then join words with pictures.

Aim: The same as in ex 4, section A. In addition pilot words are installed.

Ps get acquainted with the new sound /er/ that is represented by ir and ur.

Fun Page VII - The letters h and n

Young pupils often get confused when they are called upon to write the letters [h] and [n],

especially in their first attempts. Therefore, emphasis is given on the longer vertical line of letter

[h], which is presented as a giraffe (the same presentation as in unit 5).

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Ex.1: Trace [h] and [n]. Can you read the words?

The aim is to help Ps practice their motor skills while tracing these two letters.

In addition, the words are put within a frame which facilitates visual distinction between [h]

and [n]. First the T asks Ps to trace the letters; then the T reads the words and Ps repeat in chorus.

Ex. 2: Fill in [h] and [n] Match the columns.

The aim is to help children discriminate between [h] and [n].

The T asks Ps to look at the column on the left and points at the first word; s/he reads it and

then asks Ps to look at the right column and try to find the word which looks like the word s/he

has just read. Once Ps find the word, T asks them to fill in the gaps with the missing letters and

to join the same words of the two columns.

Ex. 3: Is it an [h] or an [n]?

The aim is for the Ps to develop their fine motor skills while writing these two

letters and discriminate them via the auditory channel.

Ps are given 6 pictures with the word written underneath each picture. The T should bring to

Ps’ attention that there is something missing from these words. The letters [h] and [n] are not

finished, so Ps have to finish them by drawing a long vertical line if the missing letter is an [h] or

a shorter one if the missing letter is an [n]. It would be better if the T reads each word aloud so

that Ps can have an auditory stimulus and respond better to the exercise.

Unit 8 - The ai / ay combinations

The aim of this unit is to teach Ps that ai and ay are pronounced as /ei/ similarly

to a before magic e which has already been taught. T may also mention that ay

appears always at the end of the words.

It should be noted that the long a sound is also found in other words too (e.g. April, angel, baby)

which have been deliberately omitted so as to avoid confusion at this early stage. For the same

reason we do not mention the long a sound represented by ea in the word break and ei in the

word eight respectively.

Ex. 1. Say the following words aloud

Aim: To familiarise children with the new sound improving phonological

awareness .

The T asks the Ps to read the words aloud in turns(ai and ay can also been underlined). Ps may

be encouraged to guess the meanings of some words.

Ex. 2. Fill in ai or ay

Aim: This ex. is constructed to improve children’s motor skills relating to the new

pattern and make them aware of the fact that ay always appears at the end of

words.

Ps are asked to fill in ai or ay.

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Ex. 3. Join words with pictures

Aim: This ex. extends language awareness using visual prompts and mother

tongue references.

The T asks Ps to join pictures with words. It should be noted that most words also appear in the

Greek language.

Ex. 4 Tracking. Circle the words with ai, ay. Then try to read them.

Aim: The purpose of this ex. is to visually consolidate ai and ay and help Ps enlist

them in the other variations of the a sounds.

Ps circle the ai ay words. However the T must encourage the Ps to read the words

aloud, as the group also includes short a words, long a words and words with magic e.

Unit 9 - The ee/ea combinations

This unit presents long /e/ spelt /ee/ as in bee and long /e/ spelt ea as in tea. Both vowel

combinations usually give the sound /i:/ for this reason they are presented together.

Bear in mind that less common vowel combinations which represent the long /e/ sound are

not included and need to be left out till later. Consequently, the T should avoid mentioning the

following:

long /e/ spelt [ea] as in bread and odd words (break etc)

long /er/ spelt [ear] as in learn

long /e/ spelt [ie]as in babies

[ei] and [ey] as in ceiling and key

Exercises with ee/ea

Exercises 1, 2, 3 present double /ee/ separately from /ea/ which is presented in 4, 5.

Exercise 6 is a short revision of both vowel blendings.

Ex. 1.Tracking. Find the word with ee

Aim: This exercise aims at practicing the sound /i:/ spelt ee through the visual

channel also introducing some elementary ee vocabulary items.

The T should ask the Ps to cross out each word with double ee . The Ps must always track from

left to right and must not backtrack. When possible , they might enjoy timing themselves with a

stopwatch for this exercise.

Ex. 2. Fill in ee and read

Aim: To help Ps get acquainted with the ee sound using the visual recall. They

may also exercise their motor skills by writing down the relevant spelling.

Ps should fill in the gaps with double /ee/ and try to read the words loud . Emphasis, here,

should be placed on the sound ee = /i:/ , and NOT on the meaning of the words

themselves.

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Ex. 3. Cross out the same wordAim: This exercise utilises the visual discrimination approach in order to makePs consolidate the ee sound.This visual exercise offers alternative spellings of the same word. Ps should cross out the correctone when they find it so as to familiarise themselves with double ee.

Ex. 4. Free the ea wordsAim: This ex. intoduces some elementary ea words and aims at consolidatingthem through visual paths.In this exercise Ps should find all the ea words, read them and cross them out in order to freethem from the bad witch...

Ex. 5. Underline all the ea in these sentencesAim: To consolidate the ea sound developing motor and word recognition skills.The T asks Ps to scan the sentences and colour the words with ea. When they have found allthe words, they should place them in the spaces provided in order to form a tower. This is thefinal /ea/ exercise , so the T makes sure that Ps have acquired all the /ea/ and /ee/ patterns.If needed, a short revision may be made since a mixed activity will follow.

Ex. 6. Fill in the correct wordsAim: To revise the ee and ea sounds through the elementary vocabulary that hasbeen taught up to this point , improving Ps' motor skills.With the help of the pictures Ps should find the words and fill in the blanks. Words are alreadygiven underneath.

Fun page VIII - Colours

The aim of this funpage is to help Ps get acquainted with some basic colours inorder to improve their vocabulary.

Ex. Paint with the correct colour.Aim: To help Ps recall colours by joining them with characteristic objects for eachcolour respectively.Ps are asked to read the word beside each picture and then colour the picture using theappropriate colour.

Unit 10 - The io combination

Aim: The aim of this section is for children to be aware of ‘io’ words with longvowel sound).So far we have been using only the i-e pattern and we have seen that when adding an ‘e’after the final consonant this makes the ‘i’ vowel long (/ai/). The same rule follows the ‘io’pattern. Due to the fact that long ‘i’ is not as straightforward as for example long ‘a’, only threewords are introduced (lion, violin, violet). No specific emphasis is needed for this pattern.

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Ex.1 Guess the word. Fill in the gaps

Aim: This exercise is constructed to reinforce children’s fine motor control, eye

hand co-ordination, visual recall, and phonological skills. The T asks children to fill

in the missing vowels, read the words and join words with pictures.

Ex. 2 Look at the picture and mark the correct word

This exercise aims at cultivating children’s visual discrimination skills through the

self-correction technique. Three words (a real word and two nonwords) are presented.

Children are given a red pen and are asked to look carefully at the picture and circle the

correct word, then copy them to fill in the gaps.

Ex. 3 Join the io words and find your way home

Aim: the same as in Ex.1.

The T asks Ps to join the ‘io’ words to find their way home. As they move forward they

should be encouraged to say both the sound of the ‘io’ combination and the word.

Unit 11 The oo / oa combinations

AIM: the aim of this chapter is to familiarize Ps with the long [o] vowel patterns,

that is to say the [oo] pattern as in [book] and the [oa] one as in [boat].

It goes without saying that the o – e pattern as in [bone] is different from the vowel patterns

presented in this chapter. Not only it is written differently but also pronounced in a different

way.

Section A The oo combination

[N.B. No distinction is made between long and short [oo] e.g. book /buk/ vs. boot /bu:t/

because of the confusion it will cause to Ps. What is more, there is no standard rule to tell when

the [oo] pattern is short or long.]

Teach the key word: The aim is to introduce the vowel pattern in a catchy way. The key-word

has been carefully selected as the most representative one of the vowel pattern and most

appropriate for the Ps’ level. Drawings, mimic and gestures are also used for an effective

presentation. Moreover, these techniques stimulate Ps’ visual and auditory channels. So, the

key word is presented in such a way to ensure greater installation in Ps both short and long-

term memory. T uses the drawing provided and/or gestures/mimics to teach the key word of

this vowel pattern. T asks Ps to repeat in chorus then walks around the class pointing at the

drawing, smiling and asking Ps to repeat the word.

Extra ideas!! If time permits, the T can give out sheets of paper with the key word printed on

them. The T asks Ps to think of the [oo] pattern as two eyes and let them draw a face. This has

been proven to be a useful technique applied widely when the [oo] pattern is taught and helps

Ps memorize this vowel pattern.

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Practice (oo)

The aim is to help Ps master and practice the pattern through visual and auditory

channels.

The T asks Ps to cover the words on the relevant page of their book. The T points to each one

of the pictures in the word list saying the word. Then the T asks Ps to repeat (both in chorus and

individually). Now the T can tell the Ps to uncover the words;

The points to the picture and the word pronouncing the word again. Ps look at both the picture

and the word and repeat. For further practice the Ps cover the words and the T points at some

of the pictures at random and asks Ps to recognize the picture and say the word.

Ex.1. Read and ColourThe aim is to familiarize Ps with the taught vowel pattern.Since it is the Ps’ first contact with the vowel pattern only a limited number of words are used.Colouring the vowel pattern will help Ps assimilate it and learn to use it correctly. The T writesthe words on the b/d and teaches these words one by one by pointing at them andpronouncing them. Then the T asks the Ps to repeat in chorus and then individually. Finally the T asks the Ps to colourthe vowel pattern orange

Ex. 2. Cross the odd one outThe aim is to help Ps discriminate the different pronunciation of long and short/u/ through visual and auditory channels.The T the words slowly and the Ps must cross out the odd one, that is the word which has adifferent sound from the /oo/ pattern. One example is provided for the Ps.

Ex. 3. Match, Write and SayThe aim of this ex. is to provide Ps with further practice with words containingthe vowel pattern taught in the section.Five words with the [oo] pattern are given to Ps and they have to choose the right one andwrite it under the corresponding picture. -Ps are familiar with 4 of these words; the new oneintroduced is the word spoon. The T points at the new words and explains their meaning to the Ps.- Ps are given visual promptnot only with the pictures but also with the dashes underneath each picture. The T should bringto Ps’ attention that the dashes stand for the letters of each word. After writing the words the Psare expected to read them. In case of difficulty the T reads the words out and Ps repeat.

Extra activity Clap clap: [this exercise appears only in Teacher’s book]The aim of this ex. is to check on Ps’ auditory discrimination between the long[o] sound and the sound of short [o].The T reads the words in pairs slowly, asking the Ps to clap when they hear the sound of long[o]. It should be noted that Ps should focus on sounds and not on the meaning of the wordsheard.(Words: Took, man, moon, hot hood, shoot shot, but, boot)

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Section B- The oa combination

Teach the key word

The aim is the same as in Section A.

Practice (oa)

The same as in Section A.

Ex.1. Read and Colour

The same as in Section A.

Ex. 2. Match, write and say

The same as in Section A [In this ex. there are no new words!]

Extra activity: Clap clap [this exercise appears only in Teacher’s book]

The same as in Section A.

The words are the following:

cot, coat,

goat, got,

rod, road.

Fun page IX - Numbers 1-10

As in Fun page VIII for the colours, this fun page presents numbers 1- 10 in order to offer Ps

very basic vocabulary. At this stage it is recommended the T not to insist on the Ps’ learning to

write the words but try to make them learn numbers 1-10 in a rime.

Ex.1. Write and read

The aim of the ex. is to improve motor skills and help Ps learn the numbers using

their visual and auditory channel.

Ps are aked to trace the words and then copy thm in the space provided. Finally the T asks

them to read each number aloud.

Unit 12 - The vowel digraphs au/aw and ou/ow

Although both patterns are included in most phonological batteries for the English language,

they are not characterized by a clear-cut regularity. For this reason emphasis is set on what

happens in the majority of each case. The unit is divided in two sections, Section A for au/aw

and Section B for ou/ow respectively.

Section A: The vowel digraphs au/aw.

The main aim of this section is to make the Ps understand that both au and aw

represent the sound /o/ when met in the word. Furthermore au is never met at

the end of the word while aw is usually at the end.

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The presentation is made by asking the Ps to draw the astronaut by joining the dots. The T

mentions that the word “draw” is one of the basic verbs the Ps already know which has "aw"

at the end. Furthermore it is recommended to mention that "au" appears usually in Greek-

derived words (e.g. astronaut, nautical) that contain the Greek vowel digraph au

Ex.1. Tracking. Find au and circle.

Aim: The aim of this ex. is to help Ps identify au within words using their visual

channel in order to understand that au is never met at the end of words.

The T asks the Ps to track the words then circle the au pattern. At the end of the ex. the T mentions

that although aw sometimes appears in the middle syllable of a word, au is always in the

middle and never at the end of a word.

Ex. 2. Join words with pictures.

Aim: The aim of the ex. is to install pilot words for both au/aw vowel digraphs.

The T asks the Ps first to join the words with the pictures and then try to remember some of them

as pilot ones.

Ex. 3. Read these words.

Aim: The aim of the ex. is to improve the Ps’ pronunciation of words with au/aw.

The T asks the Ps first to track and circle au or aw in each word. Then the Ps try to read each

word. The T asks the Ps to guess the meanings of the words and mentions that the au words

derive from Greek words with the ·˘ vowel digraph.

Ex. 4. Copy. Write aw at the end of the words.

Aim: Ps use their visual channel and improve their motor skills in order to install

pilot words with an aw ending.

The T asks the Ps to track the words and copy them in the space provided. Furthermore the

T may ask the Ps to read each word aloud.

Section B: The vowel digraphs ou/ ow.

In this section the aim is to make Ps understand that:

a) ou always sounds /aou/ and is never met at the end of a word.

b) ow usually sounds /aou/ when met in the middle of a word but

c) ow usually sounds /oou/ when met at the end of a word.

N.B. The pattern has many exceptions that among others include very common words

(e.g. now, how etc. or bowl) so it is recommended that the T stresses that what is presented, is

what usually happens.

The presentation is made through a catchy giggle in Greek.

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Ex.1. Put the words in the correct list.

Aim: The aim of this ex is to help the Ps use their visual and auditory channel as

well as their motor skills in order to comprehend the ow vowel digraph and its

different pronunciations in the middle or at the end of words.

The T asks the Ps to track each word and circle ow in every case. If the digraph appears at

the end it must have an /oou/ sound otherwise the sound must be /aou/.

No exceptions have been included in this ex. to avoid confusing the Ps.

Ex. 2. Tracking. Find ou and circle.

The aim is to help the Ps comprehend that the ou pattern never appears at the

end of a word.

The Ps are asked to track the words and circle the ou digraph wherever it appears. At the end

of the ex. the T stresses that ou is always in a middle syllable and sounds /aou/.

Ex. 3. Join words with pictures.

Aim: Same as in ex. 2 , Section A for ou/ ow digraphs this time.

Ex. 4. Copy. Write ow at the end of the words.

Aim: Same as in ex. 4, Section A for the ow digraph this time.

At the end of the ex the the T may ask the Ps to read these words aloud stressing that the sound

for ow is usually /oou/ when it is met as an ending.

Ex. 5. Puzzle. Join the groups with the correct sound.

Aim: To help the Ps use their visual and auditory channel in order to differentiate

the sounds for ow digraphs in the middle or at the end of a word and ou in every

case respectively.

At this stage the Ps may find this task and the puzzle very easy. However the T should extend

the ex. by asking the Ps to read the words aloud and justify the sound especially for the ow

digraph.

Funny Sentences

At the end of both sections these sentences test the the Ps’ ability to apply the rule in text. If the

Ps still meet considerable difficulties further practice is recommended.

Fun page X - Silent letters

Aim: The aim of this unit is to familiarise children with some letters which, if

placed before or after certain letters, do not have a sound. Both the visual and

the auditory channels are applied.

Words are carefully chosen representing the most common categories of the English

language.

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Ts should stress that

● k is silent if followed by n (e.g knife, knight, know),

● h is often silent before a vowel (e.g.honest, hour),

● w is silent if followed by r (e.g. wring, write).

● l is silent before k and d (e.g. walk, could, talk),

● t is silent after an s (e.g. castle) and finally,

● h is silent after a g (e.g. ghost)

Emphasis should be given on the first,third and forth category.

Ex. Now read the following words

In Ex.1 children after being familiarised with the present phenomenon, are asked to read some

words containing silent letters. Pleasurable presentations are essential for children to get

familiarised with the phenomenon.

Unit 13 - Suffixes [-ight] and [-tion]

AIM: the aim of this unit is to help pupils (Ps) understand and recognize the

written form and pronunciation of the suffixes –ight and –tion.

The pronunciation of these two suffixes appears to follow a regular pattern, making it easier

to teach. This is the reason why these two suffixes have been chosen, while other suffixes which

the pupils may have already come across e.g. the suffix –ough as in [cough] and [though]

have been deliberately omitted, mainly because of their ‘irregular’ pronunciation.

The T starts reading the story and stops where it says «...Πως όμως θα διάλεγαν το νικητή;»

Then the T points at the drawings saying the words ‘solution’ and ‘all right’, Ps¨repeat. After

that the T points at the picture and asks Ps to describe in their mother tongue what is happening

and who they think will be the winner. Finally the T reads the rest of the story.

Ex. Look, Match and Say:

The aim of this ex. is to provide Ss with further practice with words containing

the pattern taught in this unit.

Eight words ending in [-ight] and [-tion] are given to Ps and they have to match the beginning

with the end of these words. The words are presented in the form of a puzzle, which is a strong

visual cue for the Ps to recognize and match the ‘wordpieces’.

The T should bring this to the Ps’ attention and ask them to complete the ’puzzle’. Should any

difficulty occur the T can read the words one by one and ask Ps to match while s/he is reading.

After that, it is the Ps’ turn to read the words either in chorus or individually.

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SILLY SENTENCES

The aim of these sentences is to introduce Ps to the "real world" of texts by

applying reading strategies.

At the end of the chapter there is one sentence together with a picture. This sentence is a silly

one and focuses on the taught pattern.

The T asks Ps to describe what is happening in the picture in their mother tongue. Then the T

points at each character in the picture and pronounces the word, Ps repeat. The T should use

mimic/gestures to help Ps understand the meaning of the word "fight". Then T writes the word

on the b/d and reads it. Ps repeat in chorus and individually. The sentence can also be copied

and learnt by heart.

If Ps find it too difficult to respond, then the T can ask Ps only to repeat the words and not the

whole sentence.

SILLY SENTENCE

The Knight must fight at eight tonight

Stars and ladders

Safe and Sound finishes with the Star and ladders game. This aims at helping Ps selfevaluate

the progress made after having been taught all the units of the book. The game can be played

in pairs or in a small group. Each player throws the dice and then moves to the corresponding

square. At this point he/she has to say the written word aloud otherwise he/she goes back to

his/her previous position. The “ladder” squares help players move upwards whereas the “star”

squares bring them back to the number indicated in each one. A delicious ice-cream waits for

the winner!

REFERENCES

● Alpha to Omega, Stages 1-2, Heinemann Educational, UK

● Alpha to Omega, The A-Z of Teaching, Writing and Spelling, Heinemann Educational, UK

● Aston Portfolio, Materials for Children with Learning Difficulties, LDA, UK

● Cooke Ann Tackling Dyslexia the Bangor Way, Whurr Publishers, UK

● Explore the Code, Educators Publishing Servive, Inc, Cambridge, UK

● Miles Elaine, The Bangor Dyslexia Teaching System, Whurr Publishers, UK

● Moseley David, Ace Spelling Dictionary, LDA, UK

● Moseley and Singleton , ACE Spelling Activities, LDA, UK

● Pichard Philomena, Hand Writing. A second chance, LDA, UK

● Stone Celia et al, Beat Dyslexia, Books 1-4, Taskmaster, Leicester, UK

● Thomson and Watkings, Dyslexia, A Teaching Handbook, Whurr Publisheras, UK

●Walton Margaret, Teaching Reading and Spelling to Dyslexic Children, David Fulton

Publisheras, UK.

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W hen Greek pupils start learning English many difficulties may emerge, mainly due to the different phonological structures of both languages, since in English it is very common for

letters to have more than one sounds. Therefore, Greek pupils, especially those facing Learn-ing Difficulties, find the English language difficult to master and reading seems confusing and puzzling.

“Safe n’ Sound” presents a reliable methodology and it provides a “safe” reading environ-ment in order to facilitate reading for all pupils. It helps those pupils who fail to overcome difficulties in a non-conventional way. The development of material has been made after care-ful consideration of the priorities set by some of the most respected methods used in the UK for helping children with reading difficulties. In “Safe n’ Sound”, phonological patterns are presented in a fun yet memorable way.

The editing team consists of professional educators with prolonged experience in the field of teaching. Using pedagogical and scientific perspectives drawn from the cultural context of both languages, the team has developed “Safe n’ Sound” to help pupils master reading in an easy, simple and pleasant way.

The editing team hopes that “Safe n’ Sound” will change the way Greek pupils learn to read!

Safe n’ sound

© Ανώνυμος

Anthi Kokkoni · Marina Mavroforou · Katerina Perikleous Apostolos Pigiakis · Despina Filippidou

Safe n’ sound Getting to the heart of reading

• TEACHER’S NOTES •

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