Sample Wba Notes

7/29/2019 Sample Wba Notes

1/151


2/152

Introduction 3

Fun with Phonics resources 4

Best-practice teaching o synthetic phonics 6

Glossary o terms 8

Using the sections in the Whiteboard Active 9

Assessment and intervention 13

Lesson outlines

Teaching the alternative spellings or ai 14

Teaching the alternative spellings or ie 15

Teaching the alternative spellings or 16

Teaching the alternative spellings or r 17

Teaching the alternative spellings or ch 18

Resources section

Spelling activity sheets 19

Simple spelling superstars sheets 23Alternative spelling cards 27

Individual 44-phoneme grid 43

Sound sort grid 44

Assessment o phonic knowledge 45

Assessment test or reading and spelling the 44 phonemes 46

Assessment test or alternative spellings o vowel digraphs and vowelswith r 47

Word lists or main alternative spelling patterns 48

Contents


3/15

3

Introduction

Words and Pictures Fun with Phonics Whiteboard

Actives and E Big Books are interactive resources

or use in the classroom or whole-class teaching,

group work, and paired or individual computer

work.

Fun with Phonics Letters and Sounds

Phase 5 Whiteboard Active

In Fun with Phonics Letters and Sounds

Phase 5Whiteboard Active, the 44 phonemes

o the English language are taught with the

corresponding graphemes (letters) and alternative

spelling patterns, along with the key skills children

need or literacy:

letter/sound matching

blending phonemes together to read an

unamiliar word

segmenting a word into its individual

phonemes and writing it down.

These skills are taught at a ast pace, usually

during the rst term o the Reception Year.

The children are taught how to recognise the

phonemes written down as letters (graphemes),

how to blend and segment and how to writethe letters.

The 44 phonemes and graphemes are reviewed

using clips rom the BBC schools programmes

Words and Pictures: Fun with Phonics. A table

containing the phonemes covered in this and

the previous three Fun with Phonics Whiteboard

Active CD-ROMs is shown on page 4.

In Fun with Phonics 1 Alphabet Sounds and

Letters, the children move rom phoneme

level to word level.

In Fun with Phonics 2 Alphabet Sounds, Letters

and Consonant Digraphs, the children move

rom phoneme level to word level introducing

consonant digraphs.

In these two Whiteboard Actives, the children

review individual phonemes, blend and segment

three-phoneme words, then our-phoneme

words with end consonant clusters, ollowed by

words with initial consonant clusters and nally,

ve-phoneme words. They also learn consonantdigraph phonemes.

In Fun with Phonics 3 Vowel Digraphs, this

same pattern continues and develops, with

vowel digraph phonemes and vowel phonemes

with r.

In Fun with Phonics Letters and Sounds Phase 5,the children are introduced to the concept o

alternative spellings or reading and writing

(phonemes can be written down in other main

ways) and alternative pronunciations (a letter

or letters can make more than one sound).

As the childrens skills develop through the our

Whiteboard Actives, they are introduced to

sentence-level work or both reading and spelling.

Phonically irregular words, called tricky words

are also taught, to enable progression rom wordlevel to sentence level.


4/154

Whiteboard Active title Phonemes covered Word type

Fun with Phonics 1 Alphabet

Sounds and Letters

s a t p i n

m d g o c/ck e

3-phoneme words

4-phoneme words with end and

initial consonant clusters

Fun with Phonics 2 AlphabetSounds Letters and Consonant

Digraphs

u r h b l

v w x y z qu

ch sh th ng

3-phoneme words4-phoneme words with end and

initial consonant clusters5-phoneme words

3- and 4-phoneme words withconsonant digraphs

Fun with Phonics 3 VowelDigraphs

ai ie ee oi ue oa ou oo OO er orar air ear ure

3-, 4- and 5-phoneme wordsSentence-level work

Whiteboard Active title Phonemes covered and their

alternative graphemes or spelling

Word type

Fun with Phonics Letters

and Sounds Phase 5

c: k ck ch (qu x)

j: g dgem: mb

n: kn gnr: wr

s: sev: ve

e: eao: (w)a

ch: tchng: n(k)

oo: u oulear: ere eer

air: are ear ere

3-, 4- and 5-phoneme words

Sentence-level work

Phonemes covered and their

alternative graphemes or spellingand reading

: phw: wh

ai: ay a-e eyee: ea e-e ie ey y

ie: i-e igh yoa: ow o-e oeOO: ew ue u-e

ou: ower: ir ur

or: aw au aloi: oy

Alternative pronunciations covered

i a e o u c g y ou ow ie ea er ch ey

4

Fun with Phonics resources


5/1555

The Letters and Sounds Phase 5Whiteboard

Active in the Words and Pictures: Fun with Phonics

series comprises:

animationsequencesfromWords

and Pictures: Fun with Phonics BBCtelevision programmes or reviewing

the ocus phoneme and teaching its alternative

spelling patterns

activitiestoteachthealternativespelling

patterns o each phoneme

activitiestodevelopblendingskillsusingthe

alternative spelling pattern

word-andsentence-levelworktoapply

blending skills activitiestodevelopsegmentingskills

word-andsentence-levelworktoapply

segmenting skills

audiosequencesforteachingandlearning

alternative pronunciations o phonemes.

A multi-sensory approach

Through a multi-sensory approach that develops

concentration, attention and good listening, thechildren continue to practise key literacy skills.

In this CD-ROM, the children continue to move

rom phoneme level to word level to sentence

level as they are introduced to the concepts

o alternative pronunciations and alternative

spellings o phonemes. The children review the

phonemes that have been taught initially in

Reception and learn that these phonemes can be

written down in other main ways the phoneme

ai can also be written down as ay as in play anda-e as in name.

They also learn that consonants and vowels

can have more than one pronunciation the

letter a can be pronounced a as in hat, ai as in

acorn, ar as in ast and o as in was. The letter c

can be pronounced c as in cat and s as in cell.

This represents a new level o complexity in the

childrens learning.

Additional tricky words, phonically irregular

words, are included in the activities in both theWhiteboard Active and the E Big Book to enable

progression rom word level to sentence level.

In the Whiteboard Active, the children are taught

the alternative spelling patterns o each phoneme

and then practise reading and segmenting

words with these patterns. Next, they move

on to sentence work. The E Big Book provides

opportunities to practise using these skills

when reading phonically regular text, as well

as an opportunity to begin to develop ocused

comprehension work.

The Teachers book

This Teachers bookprovides notes and materials

to support classroom teaching o synthetic

phonics at the alternative-spelling level (see

DES Letters and Sounds: Principles and Practiceof High Quality Phonics). Lesson outlines are

provided to support the teaching o alternative

spelling o phonemes, incorporating alternative

pronunciations as well as work on alternative

spellings or reading and writing. There are also

activity sheets to provide practice with blending

and segmenting at word- and sentence-level work

with sentence-completion activities.

Additional resources include:

photocopiablealternativespellingcards wordlistsforalternativespellingpatterns

assessmentsheetsandaphonicknowledge

check list

44-phonemegrid

soundsortgrid.

DfES guidance on the teaching

of phonics

Letters and Sounds Phase 5is based on the DES

guidance on the teaching o phonics, as detailed

in Letters and Sounds: Principles and Practice of

High Quality Phonics.

Fun with Phonics Letters and Sounds

Phase 5 E Big Book

The teaching in this Letters and Sounds Phase 5

Whiteboard Active can be supplemented with

the Letters and Sounds Phase 5E Big Book. Thisprovides the children with phonically regular text

using some o the alternative spellings ound on

this CD-ROM, so that the children can move rom

sentence-level to text-level work.


6/156

Best-practice teaching of synthetic phonicsBest-practice teaching of synthetic phonics

The 44 phonemes

Synthetic phonics is all about sounds. In synthetic

phonics, children are taught 44 speech sounds o

the English language, how to match sound to letter

and then how to use the key skills o blending (or

reading) and segmenting (or spelling).

Letter/sound match

Ater learning to identiy individual phonemes,

children are shown these phonemes (the smallest

units o sound), written down as a letter. It is

explained that these graphemes (letters) are

the picture o the sound written down. In this

way, the relationship between letter and soundis established or the phonemes, both the single

alphabet graphemes (one sound represented by

one letter) and digraphs (one sound represented

by two letters). An action to go with the phoneme

(sound) can also be taught so that the children

learn in a multi-sensory way. This incorporates a

variety o learning styles and helps the children to

learnquicklyandeasily.

Blending

The children are introduced to 44 phonemes,

including single alphabet letters (graphemes) and

consonant and vowel pairs (digraphs) over a short

period o time, usually no more than eight weeks.

They are then taught how to blend (synthesize)

these sounds together to read unamiliar words.

They sound out the letters and say the word.

Segmenting

For spelling and writing, the children say a wordand break it down (segment it) into its individual

phonemes and then write it down.

In synthetic phonics there are three essential tools

or literacy: letter/sound matching, blending and

segmenting. It is important or rst-time teaching

that these phonemes and related skills are taught

at a ast pace, so that the skills become automatic

and can be applied fuently.

In this multi-sensory method o phonics teaching,

theprogressionofskillacquisitiongoesfromsimple to complex so that children work with

three phonemes, then our phonemes, then ve,

when blending and segmenting at word level.

Progression

Asthechildrensskillsdevelop,theyare

encouraged to progress rom sound, to word,

to sentence or both reading and spelling.

Atwordlevel,childrenworkwithCVC

words, CVCC, CCVC and CCVCC words, using

44 phonemes.

Inalesson,theprogressionis:sound,toword,

to sentence, with the key skills o letter/sound

match, blending and segmenting included.

Anadditionalskill,phonememanipulation

(swapping the sounds o an existing word

to make a new word), is also used. This has

been shown to be very eective in helpingallchildrenacquireliteracyskills,particularly

slow-to-start children and children with Special

Educational Needs.

In this CD-ROM, the children move on to learning

about alternative spellings o phonemes. The

children are taught that the phonemes with which

they are amiliar can be written down in other main

ways. They learn to read and write these alternative

spelling patterns o the phonemes.

Teaching

When planning synthetic-phonics teaching or the

classroom, reinorcement and repetition o earlier

learning needs to be included; or example, the

children practise the phonemes previously taught,

not just the new ones taught that day or that

week. This strengthens the childrens learning and

provides a secure basis or new learning.

Attention and concentrationAt the start o the lesson, children listen actively

by looking at the teacher, sitting appropriately,

ready to interact. The children are also expected

to remember previous learning and to recall it.

In this way, concentration and attention skills are

developed. Teaching is delivered at a lively pace in

a multi-sensory and interactive way. This approach

supports ocused behaviour as well as learning.


7/157

A multi-sensory approach

During the lesson, children see, hear and do.

Little and oten is the best practice, so that by

frequentandregularpractiseofthekeyskillsof

letter/sound matching, blending and segmenting,

the childrens skills become fuent and automatic.

The lesson

Within each lesson, both reading and spelling,

opposite sides o the language processing system,

are used. The progression within the lesson is

sound, word, sentence or reading and spelling.

The key skills o letter/sound matching, blending

and segmenting are always included. Phonememanipulation (changing the sounds within a word)

provides vital experience in working at phoneme

level. As the children work on reading and spelling

in the same lesson, they learn that the alphabetic

code is reversible, so they can write down what

they say and read back what they write. Letters

and sounds or reading, sounds and letters or

spelling: literacy skills or all are enhanced.

Development

Forchildrentoacquirethekeytoolsforliteracy,

they need the skills o:

letter/sound (phoneme) match

blending phonemes together to read an

unamiliar word

segmenting a word into its individual phonemes

and writing it down.

The 44 phonemes and the matching graphemes

o the English language are taught to the childrenat a ast pace. Usually this occurs during the rst

term o the Reception year. The children are taught

how to recognise the phonemes written down as

letters, how to blend, segment and to write letters

(graphemes). As soon as the children have been

taught our consonants and two vowels they are

able to begin developing these skills.

In this Letters and Sounds: Phase 5Whiteboard

Active, the alternative spellings o phonemes,

both consonants and vowels, are taught. Clips

rom the BBC programme Words and Pictures:

Fun with Phonics are used to review the rst-time

teaching o the phoneme and then through a

series o activities, the alternative spelling patterns

or the phonemes are taught. In Phase 5, the

children move rom phoneme level to word level

to sentence level. The children review individual

phonemes, learn alternative spelling patterns andthen blend and segment three-phoneme words

and our-phoneme words using the alternative

spelling patterns o the ocus phoneme. This

represents a new level o complexity. As the

childrens skills develop they are introduced to

sentence level work or both reading and writing.

Phonically irregular words called tricky words are

also taught in this CD-ROM to enable progression

rom word level to sentence level.


8/158

Glossary of terms

Thisglossarydenesthetermsusedfrequently

in synthetic phonics teaching, and throughout

this book.Blending

Visual blending: this is the skill o recognising

letters (graphemes) in print, saying the sounds

and sliding them together to say an unamiliar

word.

Oral blending: the skill o blending can be

practised orally beore introducing print, as in

the Robot Game, where the robot says the sounds,

then the child says the sounds and blends them

together to get the word. This is particularlyhelpul or children who are nding literacy

skills dicult.

CCVC word: a word with the pattern consonant-

consonant-vowel-consonant. The vowel sound is

short, as in crab, spot, twig.

CCVCC word: a word with the pattern consonant-

consonant-vowel-consonant-consonant. The vowel

sound is short as in s-t-a-m-p and g-r-a-n-d.

Consonants: these are the alphabet phonemesthat are not vowels. They are made by the tongue

or lips contacting the mouth and changing the air

fow (e.g: b, d, t, m).

CVC word: a word with the pattern consonant-

vowel-consonant (e.g. pig). In these words the

vowel is short, as in peg, an, lip, dog, gun.

CVCC word: a word with the pattern consonant-

vowel-consonant-consonant. The vowel sound is

short, as in lamp, mist, sand.

CVVC word: a word with the pattern consonant-

vowel-vowel-consonant. The vowel sound is long

as in r-ai-n, and b-oa-t.

Digraph: one phoneme written down by two

letters (e.g: ng, sh, ie, oi, er).

Grapheme: this is the phoneme (sound) written

down using a letter or letters.

Manipulation: this is the skill o reading a word,

identiying the individual phonemes in the word

and then changing a sound to make a new word

(e.g. rat becomes ran, then man, then men).

Oral comprehension:askingquestionsusingwho, what, where and when to help children

understand the text. Whyquestionscanalsobe

used,butrequireinferenceanddeductionto

nd the answer, rather than simple retrieval o

inormation rom the text.

Phoneme: this is the smallest unit o sound. It is

only one sound, but it can be represented by one

or more letters (e.g: ng, ai, th, ar).

Segmenting

Segmentation: this is the skill o breaking

down a word into the individual phonemes

(e.g. cat = c-a-t). The phonemes are written

down as letters to make a word.

Oral segmentation: is when the spoken word

is broken down into single phonemes. Using a

multi-sensory method is helpul or segmentation.

The child says the word cat then says the

individual phonemes that make up the word and

ficks up a nger or each one. This stage can

precede the written stage.

Tricky words: phonically irregular words that

need to be remembered by sight.

Vowels: these are phonemes made by changing

the shape o the mouth cavity (e.g: a, e, i, o, u, ai,

ee, ie, oa, ue).

Glossary of terms


9/159

Reviewing the phonemes

Oncethechildrenhavelearnedthe44

phonemes and can blend and segment them

in words and sentences, they move on to

learn that each phoneme has other main ways

o being written down.

Checkthatthechildrenareactivelylistening

with a good sitting posture, are looking at

the speaker, have their attention engaged

and are ready to listen or the phonemes.

Toensurethatthechildrensknowledge

o the phonemes is secure, review the ocus

phoneme by going to the Introduce and

teach activity pages. GototheIntroduce and teach video pages to

show the children the sound and its grapheme.

Say the sound, or example, ai and play the

video to show the sound written down.

Askthechildrentosaythephonemeand

to write the letter (or letters) accurately with

a nger in the air and then write it down

on a small, lined whiteboard.

TheWord SortGame is described in the

notepad to help the children practise reading

and sorting words containing the ocus

phoneme. These words can also be dictated

so that reading and spelling skills develop

together.

Teaching the alternative spelling

patterns

Explaintothechildrenthatlongagowhen

our language was rst written down, therewere several ways o writing down a

phoneme, or example, ai.

GototheIntroduce and teach video pages.

Click on the markers and ask the children to

read the alternative spelling patterns as they

appear and then to blend and read the words

containing that pattern. For ai, the spelling

patterns a, ay, a-e and ey will be shown. Further

activities to develop this learning can be ound in

the notepad. Click on the page numbers to nd

the activities.

Reviewthealternativespellingsandwordson

the page to give extra practice and to ensure

that the childrens learning is secure.

InUnit 2: Alternate graphemes or spelling

and reading, you can use the Look, say andread activities to help the children identiy the

dierent spelling patterns o the ocus phoneme.

Ask the children to say the word represented by

the picture, then click on the picture to show the

word. Ask the children to blend the sounds and

underline the alternative spelling pattern in the

word using the draw tool.

Class/group activities

For additional practice recognising the alternativespelling patterns o the ocus phoneme:

PlaytheGrab game: Using the alternative

spelling cards, place twelve cards on the

table-top. The children sit in a U-shape around

the table with hands in laps, looking at the

cards, ready to start. Say a word with an

alternative spelling or the ocus phoneme

and the children grab the card with the correct

spelling pattern. This is repeated until all the

cards have been won. The children read backthe cards they have won, saying a word that

contains the spelling pattern and the winner

is declared.

Writing the alternative spelling patterns or the

ocus phoneme: Give the children individual,

small, lined whiteboards and pens. Say a

word with the alternative spelling pattern or

the ocus phoneme and ask the children to

write the pattern down. Repeat using words

with the other spelling patterns until all thealternatives or the ocus phoneme have been

written down. Ask the children to read back the

spelling patterns they have written and to say

a word with each pattern in it. Monitor correct

ormation, orientation and position o letters

on the line. For examples o words containing

the ocus phoneme see the resources section o

the Teachers book.

Matching the alternatives: A sheet matching

a picture to the correct alternative can be oundin the resources section o the Teachers book.

Using the sections in the Whiteboard Active


10/1510

Blending

Visual blending

When the children come across a word they do

not know, ask them to sound it out, matchingletter to sound, or example, t-r-ai-n and then

ask them to say the word. All phonically regular

words can be sounded out in this way.

For the split digraph (one sound represented

by two letters but split by a consonant as in

gate) the children are taught that the pattern

a-consonant-e, a-e, still says ai.

Reading the alternative spelling

patternsTo practise blending the alternative spelling

pattern o phonemes, go to the Look, blend and

read activity pages:

Therearesixpicturesoneachpage.Askthe

children to name them. These pictures will

represent the alternative spelling pattern o the

phoneme you have chosen. Clickoneachpicturesothatthewordsare

revealed. Ask the children to blend and read

the words.

Next,askthechildrentounderlinethe

dierent spellings o the ocus phoneme

using the draw tool and to comment on the

position o the alternative spelling pattern in

the word. The words or blending can be ound

in the notepad.

For additional practice and blending accuracy go

to the Sort it! activity pages:

Clickontheaudiobuttonstoheardifferent

sounds or the ocus phoneme. Ask the children

to blend the sounds o a word at the bottom

o the page, say the word and then drag the

word with the alternative spelling o the ocus

phoneme into the correct box. Repeat until all

the words with the alternative spelling pattern

o the ocus phoneme have been dragged

into the box. Not all o the words have an

alternative spelling o the ocus phoneme and

should not be dragged into the box.

To develop the childrens reading skills from word

level to sentence level, go to Reading and sentencewriting: word detectives and spelling superstars.

Askthechildrentoreadthewordsinthe

box at the bottom o the page beore reading

the sentences with the missing words.

Next,askthechildrentocompletethe

sentences by dragging the missing word into

the correct sentence and reading it again.

Repeat until all the sentences are completed.

Theanswersandadditionalactivitiesarelisted

in the notepad.


11/1511

For children who are nding visual blending

dicult, play the Robot game:

Say that there is a robot that can say the sounds

but cannot get the word. Say a CVC (consonant-

vowel-consonant word) in a staccato voice,phoneme by phoneme, moving your arms like a

robot and saying:

The children copy the movements, saying the

phonemes and then saying the word. Repeat until

thechildrenareabletogetthewordquicklyand

easily.

When this oral skill is secure,move on to visual

blending with single written words.

Oral blending activities can also be ound in Fun

with Phonics 3 Vowel Digraphs in the Whats the

word? activity pages.

Segmenting

Top tipPhoneme fnger game

Oral segmenting: to help the children to listen

careully to the individual sounds in words,

ask children to old their ngers, say the word

ater the teacher and then fick up a nger

as they say each phoneme. This multi-sensory

approach helps the children remember the

teaching and supports spelling skills.

To develop segmenting skills, go to the Practisesegmenting: make a word activity pages:

Say a word rom those listed on the rst page

o the notepad. The children repeat the word

and segment it, using phoneme ngers.

Fingers are olded, the word is repeated, then

as each phoneme is said, the children fick up anger as in t-r-ai-n.

Drag the letters on the page into the boxes

to make the word and ask the children to say

the word again.

Withasequenceoflettersandsixwords,

practice is given in segmenting and spelling

words.

Cover the page using the mask tool and dictate

the words rom the notepad to the children,

who segment the words using phoneme

ngers and then write them on small, lined

whiteboards. Finally, the children read back the

words they have written.

Use Show me to monitor the accuracy o the

spelling and letter ormation.

Once the childrens spelling skills are secure at

word level, move on to sentence level work. Go

to the Sentence writing: spelling superstars

activity pages:

Ask the children to read the words in the box

at the bottom o the page beore reading the

sentences with the missing words.

Next, ask the children to complete the

sentences by dragging the missing word into

the correct sentence and reading it again.

Repeat until all the sentences are completed.

Cover the page using the mask tool anddictate the words rom the notepad to the

children, monitoring accurate spelling and

letter ormation.

r-ai-n


12/1512

Once the childrens spelling skills are secure

at word level, move on to dictation sentences.

Class/group activities

For children who are experiencing dicultywith visual segmenting, playing the Phoneme

Finger Game in a small group with the teacher

is helpul as extra practice segmenting words:

The teacher says a word. The children fick up

their olded ngers or each sound in the word

to practise accurate segmentation.

Next, the children hide their hands under the

table and the teacher says a word (two-, three-

or our-phoneme words can be used, depending

on the childrens skill level). The children countthe phonemes on their ngers. The teacher calls

phoneme ngers and the children show the

number o phonemes with their ngers.

Teaching alternative pronunciations

In certain words, some graphemes are pronounced

using a dierent sound. In the Sort it! pages you

will nd a word sort activity to introduce the

children to these alternative pronunciations o

vowels, consonants and digraphs.

With these pages, ask the children to sound out

the words below the boxes. When the blending

produces a nonsense word, tell them to try the

alternative sound o that letter e.g. sound out nd,

-i (as in pig) -n-d. Tell the children that i i does

not work, then they should try ie. You will nd the

alternative pronunciations listed in the notepad.

When the children have blended and read the

words accurately, they drag each word into the

correct box or that grapheme pronunciation.

For children who need extra practice in

identiying the choices, you will nd more

activities in the notepad.


13/1516

Lesson outline for teaching the

alternative spelling patterns of f

for reading and writing

Learning objectives:

to read two alternative spellings o in words:

and ph

to write two spelling patterns o accurately in

words

to read regular sentences containing two

spelling patterns o .

Reviewing f and the alternatives

Phoneme level: Go to the Introduce and teach() video page. Ask the children to say the sound

and write it in the air with a nger.

Click on the markers one at a time to show the

children the alternative spelling patterns. Ask

the children to say the alternative spelling and

to sound and blend the words at each marker.

Cover the page using the mask tool and ask the

children to write down the alternative spellings

o ( and ph) on small, lined whiteboards.

Go to the Look, blend and read () activity

page. Ask the children to name the pictures

and then click on them to reveal the words. Ask

the children to blend and read the words. Next,

ask a child who has read a word underline the

spelling pattern o on the whiteboard using

the draw tool.

Word level: This activity page can be

interchanged with the Practise blending: word

sort () activity page. Once the children are

amiliar with the spelling patterns o the ocusphoneme. Ask the children to blend the sounds,

say the word and then circle them i they

contain the sound.

Cover the page using the mask tool and dictate

words with the alternative spelling pattern

o that you are working on. Use Show me

to monitor accuracy o spelling and letter

ormation. The children read back the words

they have written.

Sentence level: Once the childrens skills are

secure at word level, move on to the Reading

and sentence writing: word detectives and

spelling superstars () activity page. Ask the

children to read the sentences and the wordsin the box below and then drag the words into

the spaces to complete the sentences.

Cover the page using the mask tool and

dictate simple regular sentences containing

the alternative spelling patterns o to the

children who write them on their small,

lined whiteboards and then read back their

sentences.

Supplementary acivities

Once the children are amiliar with the

alternative spelling patterns o phonemes

, g, c and w. Consolidate their skills by

readingA Proper Princess in the Fun with

Phonics Letters and Sounds Phase 5E Big Book,

identiying the alternatives in the text and

completing the activities.

Asksimplecomprehensionquestionsabout

the text.

Teaching the alternative spellings for f


14/1519BBC Active Words and Pictures Fun with Phonics Phase 5

Say the word, say the sounds, choose the correct spelling o ai and fllin the gaps.

ai ay a-e ey

Activity Sheet 1 Spelling activity sheet ai

Answers:rain,tray,gate,snake,tail,clay

r _ _ _ t _ _ _

g _ _ _ s _ _ _ _

t _ _ _ c _ _ _


15/15

Say the word, say the sounds, choose the correct spelling o ee and fll inthe gaps.

ee ea e-e ie ey

Activity Sheet 2 Spelling activity sheet ee

t _ _ _ _ ch _ _ _

P _ _ _ s _ _

d _ _ _ _ _ _ _ _ _

Answers:teeth,chie,Pete,sea,donkey,feld

Documents

Sample Wba Notes