Sample file - CurrClickwatermark.currclick.com/pdf_previews/65489-sample.pdf · The scheme is also effective in the teaching of EAL learners. The BURT READING SCHEME comprises 8 MODULES

1 2011 Copyright Burt Books: All rights reserved worldwide. This

worksheet may be reproduced by the purchaser in quantities sufficient for pupils . A copy of this book may NOT be sold. www.burtbooks.com

Name _____________________________

Date started _______________

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The Burt Reading Scheme

Copyright © Burt Books Ltd. 2011

Church Cottage

Albemarle Crescent

Scarborough

North Yorkshire

YO11 1XX

www.burtbooks.com

email enquiries: [email protected]

First published in the United Kingdom in 2011 by Burt Books Ltd.

All rights reserved worldwide:

No part of this publication may be reproduced or transmitted in any form or by

any means, electronic, mechanical, photocopying, recording or otherwise, or

stored in any retrieval system of any nature without the written consent of the

copyright holder and the publisher, application for which should be made to Burt

Books ltd.

The right of Coreen Burt to be identified as the author of the Burt Reading

Scheme has been asserted by her in accordance with the Copyright, Designs and

Patents Act 1988.

THE PURCHASE OF THE BURT READING SCHEME ALLOWS THE

PURCHASER TO PRINT COPIES FOR INDIVIDUAL PUPILS ONLY AND

NOT FOR DISTRIBUTION OR SALE TO OTHERS

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THE BURT READING SCHEME

The BURT READING SCHEME has been in the making for the past 30 years. It is a finely graded, multi-sensory

reading scheme that has been developed from very simple beginnings as hand written flashcards and wall charts in

1978. The scheme has been refined and re-developed taking on board the latest developments and techniques in the

teaching of dyslexic children and children who are slow to read The scheme has been tested and retested at each stage

of its development and adjustments made so that the scheme is effective in the teaching of slow readers and dyslexic

children. The scheme is also effective in the teaching of EAL learners.

The BURT READING SCHEME comprises 8 MODULES covering all the phonic sounds from the sounds of the

letters of the alphabet to more complex combinations such as PH or GH.

Each module is accompanied by a variety of activities which ensure consolidation of the particular sound being

learned.

TEACHER/TUTOR INSTRUCTIONS

There is no teacher/tutor instruction booklet because the instructions and explanations have been included on each

page of the scheme in a lilac box. A very small typeface has been used so as not to confuse the pupil with extra words

on the page.

PHONIC SPELLING SCHEME

The BURT READING SCHEME incorporates spelling tuition throughout. We believe that the teaching of phonics

incorporates both reading and spelling and that the learning of reading and spelling occurs systematically and

automatically throughout the BURT READING SCHEME

The BURT READING SCHEME is presented in A4 format. Printed in its A4 size it is suitable for very young readers,

partially sighted readers and those dyslexic children who would benefit from a large, clear typeface.

If 2 sheets per page are printed, the typeface is still large and clear and is suitable for children and adult learners who

are comfortable with a slightly smaller font.

The BURT READING SCHEME incorporates a variety of techniques to engage the pupil in the learning process and

to promote rapid progress in their reading and spelling abilities. Hand writing exercises are also included with

suggestions on how to do this.

The initial sounds are presented in 2 formats:

1. As A5 “cards” which can be printed and laminated.

2. As worksheets that the pupil can refer to for revision and consolidation.

STARTING THE BURT READING SCHEME

1. Buy a folder in which to store the worksheets. It is a good idea to buy a folder that has place for a front

cover in the form of a plastic pocket incorporated on the outside. Print off the pupil’s cover page and

slide it into this pocket. If your folder does not have this facility then glue the cover page onto the

outside of the folder. (Best then not to buy a plastic folder as this will prevent gluing of the front cover)

2. Buy a set of good quality, thin felt tip pens for the pupil to use for colour coding words. A set of

highlighters will also be useful.

3. Use a new folder for each module.

4. Assess progress with the pre-tests and post-tests.

5. The scheme is best administered on a daily basis ideally from Monday to Friday in 10 – 20 minute

sessions. A little and often is far better than longer sessions once or twice weekly.

6. You may print the whole module or more advisably perhaps just one sound and its accompanying

worksheets at a time. This will be less intimidating for the pupil.

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Instructions for parents and tutors who do not have experience in

teaching children to read.

You have tested the pupil using the Burt Word Recognition test and from the results you have made the

decision to start the pupil on Module 3. This means that the pupil has a reasonable understanding of the

basic phonic sounds and is able to blend them to make a word but is still a very weak reader.

Module 3 teaches the pupil to blend phonemes to produce words. The words at this stage are becoming a

little more difficult.

Work systematically through the worksheets. If the pupil becomes distracted, try gently to refocus their

attention by doing one of the rhymes, or a clapping exercise. LESS IS MORE! 10 – 20 minutes per day

is preferable to an hour per week and constant drip feeding and revision of the sounds will soon produce a

much improved reader.

Reward the pupil’s efforts with stickers or good work stamps which can be purchased from most

stationers. Let the pupil choose the reward and stick it on the page.

Always point to the words being read and make sure that you point at the FIRST letter of

the word and then move your pencil along the word

READ THE SECTION ON THE BURT BOOKS WEBPAGE ENTITLED “HOW DO

WE LEARN TO READ” This gives vital background information that will help you

tutor your child correctly.

IMPORTANT

In the AY section of this module, I have used the names of the days of the week as well as

the words TODAY YESTERDAY and HOLIDAY. Much too difficult you say. Yes they are for

struggling readers BUT these are words that they need to know. I have successfully taught

them to a very dyslexic child of 7. This is the method that I used:

1. I asked the child to identify the word DAY in each of the words and trace over it in red.

2. We then said the names of the days of the week together identifying the first 3 sounds

of the day eg Sunday SUN. etc.

3. We then looked at each day of the week and identified what day it was by sounding out

the first 3 letters. We then identified TODAY YESTERDAY AND HOLIDAY in the same

way. Although I did not expect her to be able to spell these words I found that she

wanted to and after a bit of effort on her part was spelling them correctly.

What was really interesting was that she then recognised the days of the week quicker

than the shorter AY words in the lists.

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cat

bill

pig

in

chat

bed

less

bap

nest

rig

dill

mat

rest

din

cap

fed

wig

fill

bat

Tess

sill

gap

at

hill

pest

cob

fat

bin

led

jap

lunch

Jill

mess

hob

hat

hunch

fin

lap

best

kill

pat

Ned

pin

map

To the tutor: The following 3 pages are

revision from module 2. By now the pupil

should be able to read the words in the list

with some degree of fluency.

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rat

mill

Sam

sip

him

ban

leg

sand

fish

such

sat

rip

mush

nap

fist

Kim

can

egg

will

win

ram

sin

fan

pill

rap

beg

tell

dam

tin

mist

tag

well

rim

ham

pip

sap

wed

rand

well

lunch

jam

much

list

tap

To the tutor: This is revision from

module 2. By now the pupil should

be able to read the words in the list

with some degree of fluency.

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To the tutor: This is revision

from module 2. By now the pupil

should be able to read the words

in the list with some degree of

fluency.

bag

nil

big

win

wag

red

bin

nip

Tim

hag

drop

till

bell

big

hunch

hip

lag

peg

wish

bid

fell

and

mag

tip

crunch

band

punch

rib

hell

lip

nag

dish

rush

hand

Ted

wish

rag

crop

nib

sell

land

dip

bib

sag

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NOTE TO TUTOR:

There are now 3 pages of AW words to drill. The first page lists the words in groups

of onset and rime and with colour to help the pupil recognise the AW sound. The

second page repeats the words with colour helps but the onset and rime are muddled

up. The 3rd

page gives no help with colour and the onset and rime remain muddled.

Explain to the pupil that all 3 pages are important and must be completed before

moving on.

hee-haw

jaw

law

raw

paw

saw

thaw

claw

draw

flaw

straw

hawk

drawl

shawl

trawl

trawler

bawl

awe

awful

lawn

dawn

fawn

sawn

prawn

brawn

yawn

scrawny

awning

hee-haw

see-saw

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awful

prawn

scrawny

paw

yawn

thaw

awning

draw

flaw

fawn

see-saw

straw

hawk

shawl

awe

trawl

lawn

jaw

drawl

law

trawler

raw

bawl

dawn

hee-haw

sawn

claw

brawn

saw

see-saw

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yawn

awful

trawl

scrawny

hee-haw

yawn

trawler

awning

flaw

see-saw

hawk

draw

brawn

thaw

awe

lawn

jaw

drawl

law

fawn

raw

bawl

dawn

straw

sawn

claw

shawl

saw

prawn

paw

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j_______

fl_______

dr_______

cl_______

th_______

s_______

p______

r_______

l_______

scr_______ny

_______ning

y________n

br_________n

pr________n

s_________n

f________n

d________n

str______

h_____k l________n

dr______l

sh_____l

tr_______l

tr______ler

b_______l

______e

_______ful

TUTOR: Ask the pupil to fill in the AW sound in red and say the word. The pupil could also find other sounds that have already been learnt and make these green eg SH TH TR PR BR

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1. jaw law lawn raw

2. paw dawn saw thaw

3. claw draw flaw scrawny

4. straw hawk thaw claw

5. dawn lawn shawl fawn

6. brawn raw sawn prawn

7. yawn lawn awe dawn

8. awning yawning dawn bawling

9. shawl drawl brawn trawl

Explain to the pupil that you are going to read a list of words in which all the words rhyme except one.

Explain that he/she must listen carefully and tell you which word is the odd one out. Read the list of

words slowly and then repeat. Ask the pupil to identify the word. Read the list again if necessary. Then

ask the pupil to circle the word that he/she has identified as the odd one out. Proceed to the next list etc.

The pupil must not see the words when you read them out.

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Fill in the missing word. Help the pupil to read the sentence as there may be words that they cannot read easily. The

object of the exercise is comprehension of the words that they fill in.

1. My rabbit sleeps on ________________________.

2. I like to play on the __________________________________.

3. A _________________________ is a big bird.

see-saw straw hawk

1. The lady wears a ________________________

2. A hippo has big _____________________________.

3. Our _________________________ is very green.

1. That meat is _________________________.

2. The birds sing at __________________________.

3. We must obey the ____________________________ of our

country.

shawl lawn jaws

laws raw dawn

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1. A ____________________________ is a fishing boat.

2. I ________________________ the bird fly away.

3. A donkey says __________________________________.

1. He cut down the tree with a ____________________.

2. A hawk has sharp __________________________.

3. A ______________________________ studies law.

1. The cat is _____________________________________.

2. He has _________________________ down the trees.

3. He puts ____________________________ on his bread.

trawler saw hee-haw

lawyer claws saw

brawn yawning sawn

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1. My dad likes to eat ________________________.

2. That food tasted ______________________________.

3. A dog has four __________________________.

1. There is an _____________________________ over the window.

2. In the spring the snow will __________________.

3. If I am tired I ________________________.

1. A ______________________ is a baby deer.

2. I like to _________________________ a picture.

3. A diamond with a ___________________________ is worth

very little.

awful prawns paws

yawn thaw awning

draw flaw fawn

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TUTOR: The pupil should try to read these sentences using words that they have just drilled .Use this as an exercise to recognise

the AW words by asking the pupil to highlight the AW sound in the words. Underline the AW words. Then find the underlined

words in the word search. Do not do the wordsearch during tutor time. Let the pupil do this at home for homework.

1. The hawk has big claws and jaws.

2. The lawyer keeps the law.

3. I yawn at dawn.

4. The brawn is raw and awful.

5. I saw the prawns on the trawler.

6. I will draw a scrawny fawn on the straw.

7. The frost will thaw on the lawn

A J S D A B S R S T R A W H A

L A W Y E R D A G A D S F A D

D W K A K A S W M F C L A W S

G S A W S W D A H S K A W K H

A F D N L N H J S K J W N F T

D A W N A J A W F U L K L M H

R G S H F S L H D G A M A L A

A F J P R A W N S L H J W S W

W H A G S J A S C R A W N Y J

T R A W L E R F A S D G A K D

Underline all the AW words above and then find them in the word search below.

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Highlight all the AW sounds. Then read the sentences.

1. The hawk can claw the fawn.

2. The scrawny prawn ate the raw brawn

3. She put on a shawl at dawn.

4. Draw back the awning for the lawyer.

5. We saw a flaw in the awful see-saw.

6. Put your paw on the lawn if it thaws.

7. Sit on the straw and hee-haw! Underline all the AW words above and then find them in the word search below. Do not do the word search during tutor time.

The pupil should do this for homework in his/her own time.

L E H R T S Y E R S T R Y E D R A W T

A F A W N E V E B C U A V E B R E U L

W Y W R U E R T P R A W N T E Y N T A

N I K E T S B E C A R M E N T D R V W

T U Y T C A B R A W N T Y S H A W L Y

C L A W B W Y T M N V R U A A W R U E

T E V R T E R U E Y F L A W W N N T R

R A W N I N G T R Y V B R T A V P A W

H E E H A W Y A W F U L E R S T R A W

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hawk

flaw

straw

awful

thaw

lawn

prawn

draw

lawyer

shawl

SPELLING ASSESSMENT

Use the look-cover-write-check method to spell these

words. If a word is spelt incorrectly repeat the process and

try again in the second column.

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DICTATION

Read the sentence to the pupil. Let the pupil read

the sentence and look at it carefully. Cover the

sentence and write on the lines provided. Then

look back and let the pupil self-assess his/her

effort

1. The hawk can claw the fawn.

2. The scrawny prawn ate the raw brawn

3. She put on a shawl at dawn.

4. Draw back the awning for the lawyer.

5. Put the straw on the lawn and yawn.

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_

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Another check to assess the pupil’s progress with

the AW words before moving on to reading

sentences using these words. If the words are all

read correctly the first time the pupil need only

read them once. If some of the words have dots

next to them then these must be repeated until the

pupil scores 3 ticks.

shawl

trawl

scrawny

raw

yawn

awe

dawn

trawler

awning

flaw

jaw

draw

brawn

thaw

awful

lawn

sawn

drawl

law

fawn

bawl

hawk

straw

see-saw

claw

hee-haw

saw

prawn

paw

Fawn

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The Scrawny Fawn

The fawn is scrawny. See

the fawn on the lawn. Dad

will give the fawn raw brawn.

No dad. A fawn does not have brawn. The

fawn will eat straw. Raw brawn is awful. Put

the shawl on the fawn. Where is the fawn?

Can a fawn eat prawns? No! The fawn is over

there.. I see the fawn at dawn on the lawn.

The fawn is _______________________________. The fawn is on

the _____________________________. Give the fawn ___________________

brawn. The _________________________ will eat _______________________.

Raw ___________________________ is _____________________________, Put the

____________________________ on the fawn. Where is the

____________________________? Can a fawn eat __________________________.

I see the fawn at ______________________ on the __________________.

Note to tutor: The pupil should be able to read the story as all the words have been covered in the section. When filling in the sentences ask the

pupil to read the sentences. They can say the word something where there is a line and then find the missing word from the text. They should

attempt the write the word without looking back at the text.

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The big hawk.

The hawk is big. The hawk made a flaw in the

awning where it sat one day. The lawyer will

look at the flaw. There are two flaws. It all

makes me yawn. The hawk went to sit on the

lawn. Go hawk, go. Now the hawk is on the

straw. Go hawk, go. The straw is for the fawn.

The ___________________________ is big.

The hawk made a _____________________ in

the _________________________ where it sat.

The ____________________________ will look at the____________________.

There are two ________________________. It all makes me

____________________________. The hawk went to sit on the

__________________________. Go ____________________________, go. Now the

hawk is on the _____________________________. The straw is for

the ___________________________.

Note to tutor: The pupil should be able to read the story as all the words have been covered in the section. When filling in the sentences ask the pupil

to read the sentences. They can say the word something where there is a line and then find the missing word from the text. They should attempt the

write the word without looking back at the text. if the pupil struggles to read the text, go back to the lists and read the AW lists again.

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awe

draw

yawn

jaw

lawn

raw

hawk

law

scrawny

brawn

see-saw

trawl

fawn

drawl

claw

shawl

dawn

bawl

sawn

hee-haw

trawler

thaw

saw

prawn

paw

awning

straw

flaw

One last check to assess if the AW words have been consolidated and are now

part of the pupil’s reading vocabulary. If the pupil reads the words correctly

the first time, he/she need not repeat 3 times. However. if some words are

still causing a problem read 3 – 4 times until all words are marked correct.

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As in previous modules, the pupil must read the words in the list. Tick those that the pupil reads correctly and

put a dot in the box if the word is incorrectly read. The words must be correctly read at least 3 times . By this

time the column should only have ticks in it. The new sound is printed in RED. Sounds learnt previously are

in green. Remind the pupil about these sounds. If necessary go back and find the sound and revise it. Do not

progress onto the worksheets following until these lists of words are said correctly and recognised easily.

bail

mail

fail

hail

jail

tail

nail

pail

frail

sail

snail

aid

paid

maid

raid

braid

aim

claim

main

brain

grain

plain

train

stain

chain

gain

again

drain

bait

ai

.

++

i

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The list of words in now repeated but the words have been

mixed up so that the onset and rime pattern cannot help the

pupil with the words in the list. Explain this to the pupil. As

before, the pupil should get all words correctly 3x before

moving on.

bail

aid

brain

pail

claim

paid

chain

mail

grain

main

frail

gain

maid

fail

plain

sail

hail

aim

raid

train

jail

again

snail

drain

tail

stain

braid

bait

nail

ai

.

++

i

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The list of words in now repeated but the words have been mixed up so that the onset and rime pattern

cannot help the pupil with the words in the list. Explain this to the pupilAs before, the pupil should get

all words correctly 3x before moving on.

hail

raid

braid

snail

claim

paid

chain

jail

grain

main

frail

train

stain

fail

nail

sail

bail

aim

aid

gain

mail

again

pail

drain

tail

maid

brain

bait

plain

ai

.

++

i

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Fill in ai and then read the word.

b_____l

p______d

p______l

n______l

m_____d

j______l

h_____l

f______l

b_____t

st______n

ch______n

tr_______n

pl______n

gr______n

sn______l

fr______l

dr______n

cl_____m r______d

s_____l

t______l

w______t

g______n

ag______n

_____d

______m

m______l

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v

1. bail tail wait wail

2. main snail plain stain

3. jail nail frail chain

4. train aid paid staid

5. aim aid claim maim

6. maid laid paid train

7. stain sail snail nail

8. brain main tail drain

Explain to the pupil that you are going to read a list of words in which all

the words rhyme except one. Explain that they must listen carefully and tell

you which word is the odd one out. Read the list of words slowly and then

repeat. As the pupil to identify the word. Read the list again if necessary.

Then ask the pupil to circle the word that they have identified as the odd

one out. Proceed to the next list etc. The pupil must not see the words when

you read them out.

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Fill in the missing word. Help the pupil to read the sentence as there may be words that they cannot read easily.

The object of the exercise is comprehension of the words that they fill in.

1. A _____________________________ has a shell.

2. I have a ___________________________ in my head.

3. Hit the ______________________ with a hammer.

1. I have a gold _______________________.

2. Catch fish with ______________________.

3. I went by _______________________ on holiday

1. A dog can wag its ____________________.

2. I can ________________________ in the boat.

3. Robbers must go to ___________________________.

nail snail brain

sail jail tail

bait chain train

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1.The old man was very _______________________.

2. Water runs down the ________________________.

3. Do that work ________________________.

drain frail again

1. I will ___________________ a letter..

2. We had a _______________________ storm.

3. I have a ______________________ on my shirt

hail stain mail

1. The _____________________ is full of water

2. I ________________________ for the sweets,

3. I _________________ to do my best.

aim pail paid

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Highlight all the ai sounds. Then read the sentences.

1. The maid paid for the train.

2. Wait for the snail with the tail.

3. The nail is in the main drain.

4. The hail is on the plain.

5. The snail is on the bait.

6. His brain is frail!

7. We will sail again.

p e w a i t r e t o s n a i l y s e

a o r t b a i t y d y r t p b u a o

i p t a r i y o a r s p o f r a i l

d i r y i l p r h a i l s i a y l r

e t a o i e a n s i s a e a i s t e

m a i d s y m a i n y i t p n u r i

t e n i u e t i o r a n i s e s t p

r y t s n a i l s r u y a g a i n u

Underline all the ai words above and then find them in the wordsearch below. Sam

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sail

snail

pain

plain

bait

brain

paid

stain

train

grain

SPELLING ASSESSMENT

Use the look-cover-write-check method to

spell these words. If a word is spelt incorrectly

repeat the process and try again in the second

column.

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DICTATION





effort

1. The bait is at the end of the rod.

2. Go in the train to Spain.

3. Put up the main sail.

4. The mail is in the pail.

5. His brain is frail.

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

ai

.

++

i

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A final check to see if all the AI words can be read. This time the words

have been mixed up and there are no colours to help with the sounds. Do

not move on to the next sound until these are read without too much

hesitation. Rather reprint the page and revise a little more if the pupil is

not ready to move on.

maid

mail

again

hail

stain

tail

plain

bait

frail

paid

snail

raid

sail

claim

gain

jail

fail

main

pail

grain

aid

train

bail

chain

aim

braid

drain

nail

brain

ai

.

++

i

Sam

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The maid and the snail.

The maid put the snail in

the pail. The pail has a red

chain on it. It is a plain pail.

The snail has a stain on its

tail. The snail is frail. The

maid will aim to help the snail out of the

drain. Frail snail in the drain. Put the snail

in the pail.

The maid put the ___________________________ in the

______________________________. The _____________________________ has a red

_________________________________. It is a ________________________ pail. The

snail has a __________________________ on its ____________________________.

The snail is ________________________. The ___________________________

will aim to help the ____________________________ out of the

___________________________. _____________________ snail in the

___________________________________.

Note to tutor: The pupil should be able to read the story as all the words have been covered in the section. Ask the pupil what

the missing word is and then challenge the pupil to write the word without looking back at the story.

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The train in the hail

The hail fell on the plain.

The train was on the plain.

The hail fell on the train.

It was the main train. The man on the train was

frail. Will he go on the train again? He will aim to

get the train again. The maid was on the train with

a bag of grain. She will get the train again today.

The _______________________ fell on the _________________________. The

train was on the ________________________________.

The _______________________ fell on the train. It was the

_________________________ train. The_____________________ on the train

was ___________________________. Will he ______________ on the train

_________________________________. He will _____________________ to get the

train ____________________________. The ____________________

was on the ____________________________ with a bag of _____________________.

She will get the train ____________________ today.

Note to tutor: The pupil should be able to read the story as all the words have

been covered in the section. Ask the pupil what the missing word is and then

challenge the pupil to write the word without looking back at the story.

Sam

ple

file



bay

day

hay

lay

may

pay

ray

say

way

play

clay

stay

May

spray

tray

bray

Monday

Tuesday

Wednesday

Thursday

Friday

Saturday

Sunday

holiday

yesterday

pray

As in previous modules, the pupil must read the words in the list. Tick those

that the pupil reads correctly and put a dot in the box if the word is incorrectly

read. The words must be correctly read at least 3 times . By this time the

column should only have ticks in it. The new sound is printed in RED. Sounds

learnt previously are in green. Remind the pupil about these sounds. If

necessary go back and find the sound and revise it.

Sam

ple

file



The list of words are now repeated in

a different order. The words are also

printed in black so that there are no

colour helps for the AY sound.. As

before, the pupil should get all words

correctly 3x before moving on.

bay

Wednesday

pay

holiday

stay

Tuesday

may

Friday

hay

spray

pray

way

Saturday

clay

Thursday

lay

holiday

play

Monday

tray

ray

Sunday

Wednesday

say

yesterday

bray

day

ay

.

++

i

Sam

ple

file



bay

Wednesday

pay

holiday

stay

Tuesday

may

Friday

hay

spray

pray

way

Saturday

clay

Thursday

lay

holiday

play

Monday

tray

ray

Sunday

Wednesday

say

yesterday

bray

day

ay

.

++

i

a bale of

hay

Sam

ple

file



b______

Tuesd__________

Mond_______

__

br_________

tr_________

spr________

_

M__________

st_________

cl________

_

p_____

pl_________

l_________

h__________

d_______

Sund_______

holid______

yester_____

__ pr___________ Thursd____

_____

Wednesd______

Saturd______

Frid_________ Sa

mpl

e fil

e



Days of the week

1. On _____________________________ Ray had roast dinner.

2. On ________________________________ Ray went to watch football.

3. On ____________________________________ Ray went to the dentist.

4. On _______________________________ Ray visited his nan.

5. On __________________________________ Ray had a science test.

6. On _________________________________ Ray played rugby.

7. On _________________________________ Ray spent the day with his friend.

Fill in the days of the week in this diary. Look at the spellings of the days in the box

and then cover and try and write without looking back. Sound the word carefully before

you try and write it. Read the sentence to the pupil and ask them which day they want

to fill in. They need not go in the order of the days of the week.

Sam

ple

file



On Saturday he watched his dad play cricket.

On Monday he went with his mum to the shop.

On Wednesday

he ate 3 ice-

creams.

On Tuesday he

took the dog

for a walk.

On Sunday

Ray went

swimming.

On Thursday

he was ill in

bed!

On Friday he

went rock

climbing.

Discuss the days of the week with the pupil. Ask them

to tell you what their activities are on various days of

the week. Read the weekly activities of Ray to the pupil

and then read the questions. The pupil must fill in the

correct day for activity. Ask the pupil to carefully look

at the word and sound it out and try to write it without

looking at it.

1. When did Ray go swimming?____________________________________________

2. When was Ray ill in bed? __________________________________________________

3. When did he take the dog out? ______________________________________

4. When did he go to the shops? __________________________________________

5. When was he very greedy? _________________________________________________

6. When did he do something scary? _________________________________

7. When did he watch cricket? _____________________________________________

Sam

ple

file



Unjumble each word to find a day of the week. Then write the days of

the week in order starting with Monday. Use this opportunity to make

sure that the pupil starts each day with a capital letter and holds the

pen/pencil correctly.

uyTased

taruySad

ydoMna

yauhsrTd

nudSay

aensdWdey

iyrdFa

________________

__

__________________ __________________

_________________

_ ___________________

_

_______________

___

_______________

___

1. ____________________ 2_______________________

3_____________________ 4_______________________

5. ____________________ 6_______________________

7.____________________

Sam

ple

file



The pupil should fill in the missing words into each sentence using the words in the box. Read the sentences to

the pupil as most will not be able to read some of the words used at this stage. The answers for the days of the

week are from Ray’s diary which has already been filled in by the pupil. They should look at the pictures on the

worksheet and the days of the week for each picture.

1. What did the man ________________.

2. I __________________ on my bed.

3. Please __________________ I have a sweet.

may lay say

1. The boat was in the __________________.

2. Show me the ______________________ to go home.

3. A ____________________ of sun shone down

way bay ray

1. You must ________________________ for the sweets.

2. Today is a sunny _________________________.

3. The horse ate the ___________________

pay hay day

Sam

ple

file



http://www.substance.org.au/#

1. I like to model with _____________________.

2. You can ____________________ at my house.

3. I like to _____________________ with my dog.

stay clay play

1. His birthday is in _____________________.

2. The tea cups are on the _____________________.

3. I ______________________ the plants with water.

tray spray May

1. I went away for my _____________________________.

2. A donkey can ___________________.

3. I can _____________________ to God.

holiday pray bray

Sam

ple

file



1. _______________________________ Tom went to school.

2. On _____________________________________ Ray ate 3 ice-creams.

3. I am going to do my best ___________________________________.

Wednesday today yesterday

1. On ________________________________ Ray was ill.

2. On ______________________________________ he walked the dog.

3. On ____________________________________ he had a swim.

Tuesday Sunday Thursday

1. On ____________________________________ dad played cricket.

2. On ___________________________________ he went to the shop.

3. On __________________________________ he climbed a cliff.

Monday Saturday Friday

Sam

ple

file



Highlight all the ay sounds. Then read the sentences.

1. May I spray the hay on Friday?

2. Did he pay for the holiday?

3. In May he will lay the tray.

4. On Tuesday he will stay to pray.

5. I will play with the

clay on Monday.

M S I C M O N D A Y G F D K H F L M

A F D L G S L C K S A T U R D A Y A

Y S F A H J L F C P C T U E S D A Y

P L A Y K F R I D A Y G S K T L D J

D T H U R S D A Y Y C L P R A Y C G

S K S H H O L I D A Y H F G Y J L D

G J D F A W E D N E S D A Y H S A J

S P R A Y S S U N D A Y S T R A Y D

Underline all the ay words above and then find them in the wordsearch below. Also find the other days

of the week that are hidden. Sam

ple

file



Sunday Monday Tuesday Wednesday Thursday Friday Saturday Sunday holiday yesterday

SPELLING ASSESSMENT




column.

Sam

ple

file



DICTATION





effort

1. Ray will play with clay on Friday.

2. I will pay for the holiday in May.

3. Lay the tray on Monday.

4. I may lay in the sun in the bay.

5. I sat on the hay on Thursday.

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

Sam

ple

file



A final check to see if all the AY words can be read. This time

the words have been mixed up and there are no colours to help

with the sounds. Do not move on to the next sound until these

are read without too much hesitation. Rather reprint the page

and revise a little more if the pupil is not ready to move on.

Monday

day

Tuesday

lay

yesterday

pay

Friday

say

way

Sunday

clay

stay

May

holiday

bay

Thursday

bray

Wednesday

tray

hay

pray

may

ray

spray

Saturday

play

Sam

ple

file



maid

Tuesday

again

lay

jail

pay

claim

say

raid

Sunday

paid

stay

tail

holiday

bait

Thursday

Monday

mail

yesterday

stain

way

plain

day

frail

bay

snail

clay

sail

May

gain

Friday

hail

Note to the tutor: Before we leave the AY/AI sound, a series of exercises mixing the 2 sounds together to

aid in checking if the sounds have been consolidated thoroughly and to check the speed at which the pupil

recognises the words and reads them.

Sam

ple

file



Thursday

fail

holiday

pail

Monday

aid

ray

bail

Wednesday

aim

yesterday

drain

day

brain

holiday

main

lay

grain

play

train

tray

chain

Sunday

braid

say

nail

bray

Wednesday

again

Note to the tutor: Before we leave the AY/AI

sound, a series of exercises mixing the 2 sounds

together to aid in checking if the sounds have been

consolidated thoroughly and to check the speed at

which the pupil recognises the words and reads

them.

Play with the train

Sam

ple

file



Ray and his holiday.

Ray went on holiday on Thursday.

He will stay at the camp until

Monday. It is May. It is hot. Ray

went on a train to the camp.

Will it rain?

Ray got some bait to go fishing with his rod. Ray

will put a snail on the end of the rod for bait. Ray

will play in the hay and have fun.

Ray went on ______________________________ on _______________________.

He will stay at the __________________ until ________________.

It is __________________________. It is ____________________________.

Ray went on a ________________________________ to the

________________________________. Will it _______________________________?

Ray got some _____________________________ to go fishing

with his ______________________.

Sam

ple

file



are

bar

car

far

par

tar

star

start

barb

hard

lard

shard

bark

dark

hark

lark

park

stark

spark

shark

carp

harp

sharp

harsh

marsh

march

March

The pupil must read the words in the list. Tick

those that the pupil reads correctly and put a

dot in the box if the word is incorrectly read.

The words must be correctly read at least 3

times . By this time the column should only

have ticks in it. The new sound is printed in

RED. Sounds learnt previously are in green.

Remind the pupil about these sounds. If

necessary go back and find the sound and

revise it.

Sam

ple

file



are

shark

start

carp

barb

park

hard

harp

bar

stark

lard

arm

shard

car

far

bark

March

dark

farm

hark

par

marsh

lark

charm

tar

spark

star

harm

harsh

sharp

The lists are repeated again with the addition of a few

more words. The onset and rime pattern has also been

interrupted so that the pupil cannot rely on this for word

recognition. Do not move on to the worksheets which

follow until all the words are read fairly fluently.

Sam

ple

file



are

shark

start

carp

barb

park

hard

harp

bar

stark

lard

arm

shard

car

far

bark

March

dark

farm

hark

par

marsh

lark

charm

tar

spark

star

harm

harsh

sharp






Sam

ple

file



b________b

st_________

t_________

p________

f_________

c_________

b___________

m_______sh

m________ch

h______sh

sh________p

h_________p

c________p

b________k d_______k

h________k

l_________k

p_________k

st_________k

sp_________k

sh________k

sh______d

h________d

_______e

Fill in ar and then read the word.

Sam

ple

file



1. tar hard car bar

2. hard shard tar barb

3. bark lark hark carp

4. spark shard shark ark

5. march marsh harsh

6. harp carp sharp shark

7. shark carp spark lark

8. are bar dark car

The pupil should read the list of words and then say which one

does not rhyme with the others in the list. If the pupil struggles

to read the words, the tutor should assist. The odd word out

should be circled or crossed out.

Sam

ple

file



The pupil should fill in the missing words into each sentence using the words in the box.

Read the sentences to the pupil as most will not be able to read some of the words used at

this stage

1. This stone is very _______________________.

2. The ________________________ is very bright.

3. __________________________ is like fat.

star hard lard

1. A dog can _______________________.

2. At night it is very ______________________.

3. The _________________________ of glass cut me.

shard bark dark

1. There is _____________________ on the road.

2. Is it ___________________ to your house?

3. My dad has a red _____________________.

car far tar

Sam

ple

file



1. A ________________________ is a little bird.

2. A _________________________ can start a fire.

3. I like to play in the _______________________.

lark park spark

1. A ________________________ can bite you.

2. Ann can play the ______________________.

3. A _________________________ is a river fish.

shark carp harp

1. A soldier can ________________________.

2. That man has a ________________________ voice.

3. A __________________________ is a muddy place.

4.

harsh marsh march

Sam

ple

file



Highlight all the ar sounds. Then read the sentences.

1. Can a shark bark and march?

2. Is it hard to start a car?

3. There is a carp in the marsh.

4. That lard is hard.

5. The sharp shard can cut you.

6. The star is a spark in the dark.

B E U R M A R S H T I U S H A R K I

A G T D Y S T F A O R D T A O R G C

R R E C A E S U R S F Y G R H D S A

K A Y A P T P O D H L A R D J S H R

S T A R T A A U F E J T P G R H I F

R Y O P U R R S H A R P S A F A G P

D E S Y P E K O Y D I Y S T A R E I

M A R C H T R D A R K P E T A D H Y

Underline all the ar words above and then find them in the word search below. Also find the other days

of the week that are hidden. Sam

ple

file



car

star

start

hard

spark

shark

harp

march

dark

marsh

SPELLING ASSESSMENT




column.

Sam

ple

file



DICTATION





effort

1. Is the shark in the marsh?

2. He can march in the park.

3. Start the car in the dark.

4. The sharp shard is on the tar.

5. The star can play the harp.

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

Sam

ple

file



Bart Bart lives on a farm. There is

a marsh on the farm. Bart plays

in the marsh. The mud in the

marsh is dark. Bart and his dog sit on a log

in the marsh. They like to play in the mud.

Is there a shark in the marsh? The dog will

bark if there is a shark in the marsh. The

shark can harm Bart and the dog.

Bart lives on a ________________________________ There is

a ______________________________ on the farm. Bart plays

in the _____________________________. The mud in the

marsh is _____________________________. Bart and his

dog sit on a ___________________ in the _____________________.

They like to _________________________ in the mud. Is

there a _______________________ in the marsh? The

dog will ______________________ at the __________________________.

The Shark can _______________________ Bart and his

dog.

Sam

ple

file



arm

bar

lark

far

March

harm

star

stark

marsh

hard

dark

start

bark

car

hark

shard

park

barb

spark

tar

carp

farm

sharp

harsh

par

march

shark

A final check to see if all the AY words

can be read. This time the words have

been mixed up and there are no colours

to help with the sounds. Do not move on

to the next sound until these are read

without too much hesitation. Rather

reprint the page and revise a little more if

the pupil is not ready to move on.

Sam

ple

file



fur

purr

curb

curd

surf

turf

smurf

lurk

murk

curl

furl

hurl

purl

burp

urn

burn

turn

churn

hurt

burst

church

blur

blurb

curve

curse

nurse

The pupil must read the words in the list. Tick

those that the pupil reads correctly and put a

dot in the box if the word is incorrectly read.

The words must be correctly read at least 3

times . By this time the column should only

have ticks in it. The new sound is printed in

RED. Sounds learnt previously are in green.



revise it.

Sam

ple

file



fur

curl

curve

purr

burn

curse

surf

churn

blurb

furl

smurf

curb

burp

hurt

curd

turf

murk

hurl

blurt

turn

purl

church

burgle

nurse

burst

blur

urn

lurk

The lists are repeated again with the addition of a

few more words. The onset and rime pattern has

also been interrupted so that the pupil cannot rely

on this for word recognition. Do not move on to the

worksheets which follow until all the words are

read fairly fluently.

Sam

ple

file



fur

curl

curve

purr

burn

curse

surf

churn

blurb

burred

furl

smurf

curb

burp

hurt

curd

turf

murk

hurl

blurt

turn

purl

church

burgle

nurse

burst

blur

urn

lurk

hurt arm

Sam

ple

file



Fill in ur and then read the word.

f_______

l________k

sm_________f

t_________f

s________f

c_______d

c_________b

p_________r

c_______ve

c________se

bl______b

bl________

ch________ch

b________st

sc______l

f________l

h_______l

b________p

u________

b_________n

t_________n

ch_________n

h________t

n________se

Sam

ple

file



O F F R O M T O F O F T H E Y C H S R F F W H O S O E A O F O F C X A M Y I M T F R O M I E O D O H R O M O D S A I D E O F E O F F T H E Y M S A I D W H O O L W H O S A I D W H O

1. surf turf curd smurf

2. lurk curl furl hurl

3. urn burn burp turn

4. curse nurse curve

5. purl curl murk hurl

6. church lurch burst

The pupil should read the list of words and then say which one

does not rhyme with the others in the list. If the pupil struggles

to read the words, the tutor should assist. The odd word out

should be circled or crossed out.

they

said

from

come

off

who

Find these words! Count how many of each word

you can find. Put the number in the blue box.

Sam

ple

file



1. We make _____________________ from lemons.

2. A cat can _______________________.

3. A bear has a lot of ________________.

fur purr curd

1. We swam in the _______________________.

2. The baby has a ___________________ on her head.

3. The man will ___________________ in the dark.

4.

surf lurk curl

1. I can knit ______________________ stitch.

2. The baby will ___________________________.

3. He will __________________________ the stone.

hurl purl burp

Sam

ple

file



1. The fire can ________________________ you.

2. Boil water in the big ________________________.

3. It is now your ________________________ to dance.

urn burn turn

1. I fell and ___________________my arm.

2. There is a cross on the ____________________________.

3. _________________________ the cream to make butter

church churn hurt

1. A __________________________ is in the hospital.

2. The witch put a ___________________________ on him.

3. I stood on the ________________________ of the road.

curb nurse curse

Sam

ple

file



Highlight all the ur sounds. Then read the sentences.

1. That church cat can purr and curl

on the mat.

2. The nurse can surf.

3. The smurf can burp and curse.

4. An urn can burn and hurt you.

5. He will lurk and burgle.

h s c u r d c u r l h c u r s e k c

n u r s e j h h k i u a b h m j a h

l r j l t v u c p u r l g m u i h u

c f f p u r r j n i l a b u r p a r

c a u i f m c h l v b n l b f n i n

u j r c f a h u r t l b u r g l e g

r c u r b l u r t v u k r a h m a h

b u r p b u r n k h r n k l t u r n

Underline all the ar words above and then find them in the word search below. Also find the other days of the

week that are hidden. See how many other UR words you can find. Here’s a handy hint for finding the other word

– look for the UR sound and then look on either side of it to locate the word.

Sam

ple

file



hurl

curve

nurse

hurt

church

burst

burn

surf

curb

turn

SPELLING ASSESSMENT




column.

Sam

ple

file



DICTATION





effort

1. He can surf the curl.

2. The cat will purr in the church

3. He can lurk on the curb.

4. The urn can burn and hurt.

5. The nurse can burst it.

_____________________________________________

_____________________________________________

_____________________________________________

_____________________________________________

_____________________________________________

_____________________________________________

_____________________________________________

_____________________________________________

__________________

Sam

ple

file



The Smurf The smurf sat on the curb

by the church. He had hurt

his arm. He has a burn on

his arm. The nurse will help

the smurf. The smurf has a cat. The cat can

purr. It has soft fur. Give the smurf a bit of

curd. The smurf will get well again.

The _______________________ sat on the ___________________

by the _________________________. He had ___________________

his arm. He has a __________________ on his arm. The

_______________________ will help the ______________________. The

smurf has a ___________________. The cat can

__________________. It has soft ____________________. Give the

smurf a bit of _____________________. He will well

______________________________.

Sam

ple

file



fur

turn

curb

urn

surf

purr

smurf

lurk

curse

blurb

furl

turf

purl

burp

murk

burn

nurse

churn

hurt

curl

church

blur

curd

hurl

curve

burst

A final check to see if all the AY words

can be read. This time the words have been

mixed up and there are no colours to help

with the sounds. Do not move on to the

next sound until these are read without too

much hesitation. Rather reprint the page

and revise a little more if the pupil is not

ready to move on.

Sam

ple

file



The following 3 pages are revision and consolidation of the sounds in this module done so far. Do not progress beyond this point if the pupil is still

struggling to sound and read these words. Rather repeat some of the lists of words until fluency is reached. It is best to reprint pages needed rather

than ask the pupil to repeat word on pages that have already been ticked or dotted.

harsh

purl

Monday

harm

train

purr

jail

barb

again

par

burp

clay

carp

Wednesday

way

fur

dark

farm

curd

hark

snail

curb

Tuesday

hard

drain

far

curl

sharp

tail

smurf

stain

bar

urn

star

Sam

ple

file



are

turn

Friday

charm

today

hurl

day

surf

tray

bail

churn

pail

arm

aid

claim

hurt

paid

blur

bark

spray

furl

chain

lard

hay

mail

church

Sunday

grain

stark

main

tar

frail

burst

gain

Sam

ple

file



shark

blurb

Thursday

shard

holiday

turf

lay

lark

curve

stay

brain

harp

bay

maid

murk

fail

bray

start

pay

burn

march

plain

lurk

Saturday

car

sail

March

curse

hail

park

aim

spark

raid

nurse

Sam

ple

file



fir

sir

stir

bird

third

firm

dirt

chirp

birth

mirth

skirt

shirt

girl

twirl

first

thirty

thirteen

birthday

thirsty

The pupil must read the words in the list.

Tick those that the pupil reads correctly and

put a dot in the box if the word is incorrectly

read. The words must be correctly read at

least 3 times . By this time the column

should only have ticks in it. The new sound

is printed in RED. Sounds learnt previously

are in green. Remind the pupil about these

sounds. If necessary go back and find the

sound and revise it.

The pupil should look at the pictures on the

right and match a word from the list to the

picture. Write the word under the picture.

Sam

ple

file



fir

sir

stir

bird

third

firm

dirt

chirp

birth

mirth

skirt

shirt

girl

twirl

first

thirty

thirteen

birthday

thirsty






1. It is her third birthday.

2. She can twirl the skirt.

3. The girl is thirteen.

4. There is dirt on his shirt.

5. A bird can chirp.

Sam

ple

file



fir

sir

stir

bird

third

firm

dirt

chirp

birth

mirth

skirt

shirt

girl

twirl

first

thirty

thirteen

birthday

thirsty

Revise these sight words that have already been taught. Stress how important it is that the pupil knows these and can read

them quickly on sight.

so

about

do

come

off

have

they

are

one

we

well

into

new

Sam

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Fill in IR and then read the word.

f_______

f_________m

th________d

b_________d

st_________

s___________

th_______teen

b________thday

th______ty

f________st

tw______l ch________p

b_______th

m________th

sk_________t

sh_________t

d______t g________l

Y T H I R S T Y T I T H S Y T H I R S T Y T T H I R S T Y R H Y H S R T H I R S T Y T H

S I H T S I T H I T S T Y S I T R I H I S I

R R I R H T H I R S T Y Y R Y R Y S T H R R

I S Y T T H I R S T Y T H I R S T Y R Y I S

H T H I R S T Y T I H S T H I R S T Y H H T

T Y T H I R S T Y S R I H T S T H I R S T Y

How many times can you find the word thirsty in this word search.( ____________ times! ) Instead of colouring the blocks, trace

over the words as you find them. Will you ever forget the word thirsty!!!!!

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1. He can _____________________ the pot.

2. The ________________ tree is big.

3. _____________ John is the head teacher.

1. A ___________________ can fly.

2. An athlete has ________________ muscles.

3. He came ___________________ in the race.

4.

1. He rode his bike in the _________________.

2. A bird can _______________________.

3. He saw the _____________________ of the baby.

fir sir stir

dirt chirp birth

bird third firm

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1. He has a blue _________________________.

2. Her _________________________ is pink.

3. The __________________________ has long hair.

He came ______________________ in the race.

1. I can ____________________________ this stick.

2. She is _______________________ years old.

1. I am very ___________________________.

2. That dog is ______________________________ years old.

3. It is my ___________________________________ today.

skirt shirt girl

thirteen birthday thirsty

twirl first thirty Sa

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1. The third fir is firm in the dirt.

2. The thirsty bird can chirp.

3. The girl can twirl her skirt.

4. She got a shirt and a skirt for her

birthday.

5. Is sir thirteen or thirty?

Highlight all the ir sounds. Then read the sentences.

M R T H I R S T Y R K F B H R B

I F H B I R T H J H C H I R P I

R F I R J L H I G J S G R H S R

T H R G F K I R I K K F D R T T

H L D I R T R D R F I R M H I H

R S T I R H T G L G R J K R R D

F I R M N F Y R K J T W I R L A

F R J G T H I R T E E N R G K Y

Underline all the ir words above and then find them in the word search below. Also find the other days of the

week that are hidden. See how many other UR words you can find. Here’s a handy hint for finding the other

wordS – look for the IR sound and then look on either side of it to locate the word.

THIRSTY!

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sir

shirt

skirt

third

birth

thirty

thirteen

thirsty

dirt

birthday

SPELLING ASSESSMENT




column.

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DICTATION

Read the sentence to the pupil. Let the pupil read the

sentence and look at it carefully. Cover the sentence

and write on the lines provided. Then look back and let

the pupil self-assess his/her effort

1. The bird sits in the fir and chirps

2. The girl is thirteen.

3. He got a shirt for his birthday.

4. She can twirl in her skirt.

5. The firm is firm in the dirt..

_____________________________________________

_____________________________________________

_____________________________________________

_____________________________________________

_____________________________________________

_____________________________________________

_____________________________________________

_____________________________________________

__________________

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Find an IR word to match these pictures. Write the word under the picture. Try to sound the word out and not

look back. Check when you are done to see if you spelled the word correctly. There are more pictures on the

next worksheet.

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fir

sir

stir

bird

third

firm

dirt

chirp

birth

mirth

skirt

shirt

girl

twirl

first

thirty

thirteen

birthday

thirsty

A final check to see if all the AY words can

be read. This time the words have been

mixed up and there are no colours to help

with the sounds. Do not move on to the next

sound until these are read without too much

hesitation. Rather reprint the page and revise

a little more if the pupil is not ready to move

on.

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p

her

hers

herb

herbs

verb

herd

nerd

perk

perm

term

berg

Bert

advert

alert

nerve

serve

verse

verses

reverse

person

perch

sherbet

mermaid

mermaids

The pupil must read the words in the list.

Tick those that the pupil reads correctly

and put a dot in the box if the word is

incorrectly read. The words must be

correctly read at least 3 times . By this

time the column should only have ticks in

it. The new sound is printed in RED.

Sounds learnt previously are in green.



revise it.

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her

verse

herb

perm

person

herd

alert

perk

sherbet

term

berg

adverts

serve

Bert

herbs

nerve

advert

verses

reverse

perch

mermaid

mermaids

hers

verb

nerd

herd of cattle

The lists are repeated again with the

addition of a few more words. The

onset and rime pattern has also been

interrupted so that the pupil cannot

rely on this for word recognition. Do

not move on to the worksheets which

follow until all the words are read

fairly fluently.

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her

verse

herb

perm

person

herd

alert

perk

sherbet

term

berg

adverts

serve

Bert

herbs

nerve

advert

verses

reverse

perch

mermaid

mermaids

hers

verb

nerd

a basket of herbs.

Both onset and rime and the colour helps have

now been taken away. If the pupil struggles

reading the lists, ask him/her to use a felt tip

pen to mark in the red ER sounds and other

known sounds in green.

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Fill in er and then read the word.

h_______

t_______m

p________m

p_________k

n_________d

h________d

v________b

h_________bs

h__________s

p_______son

sh________bet

p______ch

rev________se

b______g

B________t

adv_______t

adv________ts

k al_________t

n_________ve

s_________ve

v_________se

v________ses

m__________maid

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1. The ______________________ grow in pots.

2. She hurt _____________________ leg.

3. That bike is ________________________.

1. A ______________________ is a doing word.

2. A _________________________ gives you curly hair.

3. The _____________________ of cows is on the hill.

1. Today is the first day of the _______________.

2. His name is ____________________.

3. I read the ___________________.

her hers herbs

term Bert advert

verb herd perm

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1. She hurt a ____________________ in her leg.

2. Read a ______________________ of the poem.

3. Please _______________________ the food.

1. He will ____________________________ the car.

2. A bird sits on a ________________________.

3. A __________________________ is a mountain.

1. A __________________________ has a tail.

2. The _________________________ fizzes.

3. The queen is an important _____________________.

nerve serve verse

sherbet person mermaid

berg reverse perch

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Now this word search is a bit different again. Don’t colour the blocks that the words are in. Write over the dotted

letters. It might be fun to do this in various colours. Sound and then say the word as you write over the letters.

her herbs verb herd nerd perk perm

term Bert advert alert nerve serve verse

berg perch reverse person sherbet mermaid

h e h e r u e t p n i e a i p e r t e p r o e h e r o d g e r o e i v e r b e r s f v e r d f s o d r s t u d h p e g c g i e u e g p e i h r e r h h h e r b s d e s t e r m t i p o r t e o u r t f e t p g e r p e r m d g k o a l e r t h e i s s h e r b e t i e s p f v n o r u b e r t f v u p e g e e r i e t o e r p e o e r i r r s s e r v e r u r s r s s s v d r o f t s e i s e t o f e e p u b e r g p o e u r n i p i e r d e t f m e r m a i d t

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Look at the sentences below and highlight all the words that have ER in them with a yellow highlighter pen. . Trace

over the ER sound with a red felt tip. Find other blends that you have already learnt eg AY AI CH SH and so

son. Trace over them with a green felt tip pen. Now read the sentences.

Bert and his bird.

Bert has a bird. The bird sits on a

perch. Bert went with the bird to the

berg. It was his holiday. He went in a

car. He will reverse the car. There is a

mermaid at the berg. She hurt a

nerve in her back. Bert will help her.

There is a herd on the hill.

Bert will play his harp to

them. Bert is a person

who plays a harp.

He will play on the

first day of term.

Bert can serve sherbet to the

mermaid. I think Bert is a star!

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Read the following sentences and then fill in the missing words in the comprehension assessment.

Bert and his bird.

Bert has a bird. The bird sits on a perch.

Bert went with the bird to the berg. It was

his holiday. He went on Saturday. He went

in a car.

1. What does Bert have? Burt has a ______________.

2. Where does the bird sit? It sits on a _______________.

3. Where did Bert take his bird? He took it ______________________________.

4. When did Bert go to the berg? He went _______________________________

5. How did Bert get to the berg? He went _______________________________ .

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verse

herb

perk

her

reverse

perch

serve

person

advert

nerve

SPELLING ASSESSMENT




column.

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DICTATION Read the sentence to the pupil. Let the pupil read the sentence and look at it carefully. Cover the sentence and write on the

lines provided. Then look back and let the pupil self-assess his/her effort

1. The herd sat in the herbs.

2. The mermaid had a perm.

3. The nerd is alert to the advert.

4. Bert will go to the berg with his bird.

5. She will serve sherbet to the person.

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

____________________________________________________

_____________________________________________

_____________________________________________

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tiyd

her

verse

herb

perm

person

herd

alert

perk

sherbet

term

berg

adverts

serve

Bert

herbs

nerve

advert

verses

reverse

perch

mermaid

mermaids

hers

verb

nerd

Last chance to make sure

that these lists can be read

fluently and without much

hesitation.

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000000000000000000000000000000000000000000000000000000000000000000000000000

Can the pupil remember when to use IR UR or ER? Look at the pictures and fill in the correct

UR/IR/ ER sound. Ask the pupil to make a sentence about that word and say it to you. They may use

the plural form of the word if this helps.

m_____maid th_______ty b________n

p________ch s_________f b_________d

adv_______t th_________sty n__________se

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b________p

f______st p________m ch_______ch

sk_______t v_________se

b______thday p_______l h________bs Sa

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car

curl

fir

perch

harp

curt

mermaid

first

mirth

furl

are

birthday

dirt

burst

burn

girl

star

first

far

chirp

shirt

shark

farm

purl

her

curse

birth

jar

verse

skirt

surf

term

thirteen

party

curve

lard

turn

twirl

Note to the tutor: Before we leave the AR/IR/ER/UR sounds, a series of exercises mixing the 4 sounds

together to aid in checking if the sounds have been consolidated thoroughly and to check the speed at which

the pupil recognises the words and reads them.

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tart

perm

dark

bird

serve

cart

card

burp

third

harm

Bart

murk

thirsty

lard

charm

advert

churn

Bert

bark

shard

art

urn

fern

nurse

start

arm

hard

turn

church

star

March

start

firm

burgle

herbs

stark

thirty

charm

barn

smurf

Note to the tutor: Before we leave the AR/ IR/ER/UR sounds, a series of exercises mixing the 4 sounds

together to aid in checking if the sounds have been consolidated thoroughly and to check the speed at which

the pupil recognises the words and reads them.

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Tutor: Ask the pupil to read this little story which attempts to use as many previously learned words as possible. If the pupil struggles it might

be an idea to ask him/her to identify words with the IR sound first and then suggest other words to find eg ER words or UR words etc.

Highlight these and then ask the pupil to try and read the story again. Try and fill in the words without looking back.

The mermaid has a birthday

The mermaid is thirteen. It is

her birthday. The people are

at her party. It is a birthday

party. She got a bird for her

birthday. It sits on a perch and chirps. A man will

play the harp and people can sing to the mermaid.

The party is fun. The people play and sing. There

are thirty people at the birthday party.

The mermaid is ______________________________________________. It is her

___________________________________________________. The people are at her

___________________________________________. She got a _________________________________ for

her birthday. It sits on a _____________________________________ and it

____________________________________. A man will play the ________________________

The _________________________________ can sing to the _______________________________

The ______________________________ is fun. The people play and

__________________________________. There are ________________________________ people at

the party.

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for bore lore more pore sore wore score snore spore store swore chore shore

orb born corn morn worn cord ford lord cork pork corm dorm form norm horse fort port sort

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ford bore dorm more born sore form score horse spore worn port store pork for

shore corn morn swore cord snore lord cork pore corm chore sort norm wore fort lore orb

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worn bore pork more form sore fort score norm spore sort swore chore shore orb for ford

born corn morn cord pore lord cork wore corm snore horse store port dorm

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Fill in OR and then sound and read the word.

w________n

n_______m

sc________e

f_______t

s_______e

f_______m

m_________e

p______k

b_______e

h________se

w________e

sn_________e

st________e

p_______t sh_________e

______b

f_______

f_______d

b______n

ch________e

sw________e

s_________t

sp__________e

c__________n

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1. I have a ____________ head.

2. The baby was _____________ yesterday.

3. Please may I have some __________ pudding.

5. .

1. That ______________ can run fast.

2. He filled in the ___________.

3. Can you ___________ a goal for your team?

1. Have you ____________ those shoes?

2. The ship sailed into ______________.

3. The seed of a fern is called a ____________.

spore worn port

more born sore

form score horse

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http://bridinel.com/ink/two-shoes



1. He ate roast _____________.

2. I will __________ this in a folder.

3. We went on holiday _________ a week.

store pork for

1. He __________ he had never done it.

2. The ___________ in the field is ripe.

3. We played on the sea______________.

shore corn swore

1. Do I _____________ when I sleep?

2. Tie the ____________ around the box.

3. He was the ___________ in the play.

cord snore lord

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1. I can see the __________ on my skin.

2. Put the ___________ into the bottle.

3. Some plants have a __________.

cork pores corm

1. We must all do our ____________

2. Please ___________ out this mess.

3. She ___________ a new dress.

chores sort wore

1. The soldiers are in the _____________.

2. I am feeling so ______________ today.

3. An ____________ is a round shape.

fort orb bored

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1. He will store the pork and the corn

in the fort.

2. If you are bored do some chores

and sort the mess.

3. The horse can run on the shore.

4. He has pork and corn in the store.

5. Do your chores and sort the fort.

6. The lord can snore in the dorm.

7. He swore that the score was more

than six.

8. He was bored so

he did his chores.

The sentences below are based on words that the pupil has learnt through the modules. If the pupil is still struggling

with word recognition, spend time highlighting all the OR words in orange or red. first. Then ask th pupil to show

you other sounds in words that they have learnt eg AI or AY etc. They could colour these in green. Once individual

words have been looked at, the pupil should read the sentences and then find the OR words in the word search.

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shore

store

pork

fort

sort

pores

cork

cord

lord

snore

SPELLING ASSESSMENT




column.

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DICTATION Read the sentence to the pupil. Let the pupil read the sentence and look at it carefully. Cover the sentence and write on the

lines provided. Then look back and let the pupil self-assess his/her effort

1. The horse can run on the shore.

2. He has pork and corn in the store.

3. Do your chores and sort the fort.

4. The lord can snore in the dorm.

5. He swore that the score was more than six.

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

____________________________________________________

______________________________________________

_______________________________________

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morn bore corm more dorm sore fort score norm spore sort swore chore port orb horse ford wore

wore born cord pore lord cork pork for snore store corn shore form

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Lord Ford and his horse

Lord Ford has a big horse. Lord

Ford lives in a fort with his horse.

Lord Ford fed his horse corn and

pork. A horse must not eat pork.

Lord Ford did his chores and put

the corn in the store. He slept in the dorm.

Lord Ford snores. The horse snores . What can

we do with a Lord and a horse who snore?

Lord _________________ has a big ___________________. Lord

Ford lives in a ______________________ with his

______________________ . Lord Ford fed his horse

____________________ and _____________________. A _____________________

must not eat ___________________. Lord Ford did his

________________________ and put the _____________________ in the

____________________. He slept in the _____________________.

Lord Ford ____________________ and so does his

____________________.What can we do with a

___________________ and a horse who ___________________________.

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are bore shark more start sore carp score barb spore park swore hard shore harp for worn stark

pork lard form arm fort shard norm car sort far chore bark corn

These are the final pages of this module and

all the sounds learnt in this module are now

mixed together to assess the pupil’s

knowledge. It is an idea to discreetly time the

pupil’s effort in reading each page. By now,

there should be little hesitation and you

should be able to observe if the pupil is using

their new found decoding skills to sound out

the words either aloud or under his/her

breath. The next few pages will guide you as

to whether the pupil is ready to move on to

module 4

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March cord shark lord farm wore hark snore par store marsh dorm lark orb charm ford born tar

morn spark pore star cork harm corm harsh horse sharp port farmer snore

Salvatore Vuono /

FreeDigitalPhotos.net

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bay chain harsh failed dorm Thursday jail sharp bored pay start May worn

hail Monday shorn are raid horses stay braid Tuesday store scorn snail sharpen claim Wednesday shark paid port

Simon Howden / FreeDigitalPhotos.net

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hard market fail Sunday harp fort day holiday aid today arm yesterday again

grain Friday carp main bore hay frail Saturday barb pork spray train more stain pray form park way

Salvatore Vuono / FreeDigitalPhotos.net

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The pupil has now completed Module 3 of the Burt Reading Scheme.

Is the pupil ready to progress to Module 4 of the Burt Reading Scheme?

Answer these questions:

a) Was the pupil able to read through the lists on the last 4 pages :

b) When the pupil read the stories in module 3:

c) The spelling and dictation assessments were completed:

If you scored 1’s for all the questions, the pupil is ready to progress to module 4

which you can now order online if you have not already done so.

If the pupil scored 2’s for 2 or 3 of the questions, you may wish to spend a little more

time revising certain sections that you have observed as being problem areas before

moving on. You may wish to reprint some of the pages that the pupil found difficult

and redo these.

If the pupil scored 3’s you may need to reprint the whole of Module 3 and redo the

sections to consolidate the work. This needs to be handled sensitively so as not to

make the pupil feel a failure. Explain that you need to make sure that some things

are definitely understood before moving on but that this will happen as quickly as

possible.

1. Fluently and without hesitation and on questioning knew the meanings of words.

2. Had to stop and think and sound out some words

3. Read slowly and faltered over many words and is still sounding most of them out.

1. They were read fluently and with understanding and little help was given to fill in missing

words in the exercises.

2. Had to sound out several words and needed support with the questions.

3. Read the stories very slowly and had to sound out many of the words. A lot of support was

needed with the exercises.

1. Fluently with very few mistakes. The pupil wrote down the words and sentences confidently

2. The pupil faltered several times and needed support to sound out some of the words.

3. The pupil needed a great deal of support and was unable to spell many of the words.

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Documents

Sample file - CurrClickwatermark.currclick.com/pdf_previews/65489-sample.pdf · The scheme is also effective in the teaching of EAL learners. The BURT READING SCHEME comprises 8 MODULES