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Lessons for Phonic Pack One

Glenys Deutscher © www.phonics.site

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as each lesson is completed let your child tick it off. It is a good feeling.

the letters are being covered in ‘families’, according to how they are formed

when writing them.

take as much time as your child needs to complete each lesson. It is better to

complete each section thoroughly than to rush through it. Your child needs to

do each section at a comfortable pace for his/ her understanding. You will

probably find you can move more quickly as the lessons progress.

after each lesson find the flashcard for the letter covered in that lesson and add

it to the pile of letters covered so far. At the beginning of each lesson show

these flashcards, one at a time, and ask your child to say the letter-sound three

times. It is important that your child looks at the letter while saying the sound.

after Lesson Nine divide the flashcards into two piles. The first pile will be the

flashcards your child readily recognises. The second pile will be the letter-

sounds still not readily recognised by your child. At the beginning of each

lesson concentrate on the second pile. Your child will be motivated to have as

many flashcards as possible in the first pile. Count the first pile occasionally so

your child has positive feedback as he/she learns the sounds and the pile grows.

It is very important to give positive, liberal praise for effort and progress. If you

are excited with the progress, your child will be excited too.

after writing your child’s name in the space provided, glue the Phonic Pack One

cover page onto the first page in the scrapbook

number the pages in the scrapbook from 1 to 84. (May need two scrapbooks)

As the lessons are covered, glue the pages into the scrapbook, corresponding the

numbers of the lesson pages to the numbers on the pages in the scrapbook. i.e.

the letter- sound ‘a’ lesson is on pages 1 and 2, so glue them onto pages 1 and 2

of the scrapbook. Lesson Two letter-sound ‘c’, is on pages 7 and 8 so glue these

pages onto 7 and 8 in the scrapbook. This will eventually put all the letter-

sounds into alphabetical order in the scrapbook and will be an excellent revision

reference. Some pages will have pictures (etc) cut out of them. Just trim the

relevant remaining pieces and glue them into the scrapbook on the

corresponding page.

Some pages may be left blank. These could be filled in with writing words

(sounding them onto the page), or practise writing the child’s name, or ----

(you may have some other useful ideas).

Lesson One: Aa…… pages1 and 2

Lesson Two: Cc…… pages 7and 8

Lesson Three: Dd… pages 9 - 11

Lesson Four: Gg…… pages 19 and 20

Lesson Five: Qq……pages 50 - 52

Lesson Six: Ii…… pages 24 - 26

Lesson Seven: Tt… pages 57 - 60



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Lesson Eight: Ll……pages 35 - 37

Lesson Nine: Jj…… pages 27 - 30

After each lesson you have been finding the flashcard for the letter you have covered for

that day. At the beginning of each following lesson you have been showing the

flashcards (one at a time) to your child and asking her/him to say the sound three times.

You have also been sounding out the three letter word from the chant, at the beginning

of each lesson.

Before Lesson Ten you can use some of the flashcards to make two letter sounding

words. To cover this activity you may need to make it the lesson for the day.

The two words you can make are – ‘it’ and ‘at’.

Note to tutor: Encourage your child to listen carefully to the sounds. Can they ‘hear’ the

word the sounds are making? This is an important skill. Some children find it easier

than others, but most children achieve it with a little practise. At this stage just ask your

child to sound the word a couple of times and blend the letters together into a word.

Give as much help as needed, (model it for your child), and then move on, without

labouring the point too much at this stage.

Put the ‘i’ and ‘t’ flashcards together, sound the word with your child, blend the

letters together to make the word ‘it’.

Put the ‘a’ and ‘t’ flashcards together, sound the word with your child, blend the

words together to make the word ‘at’.

Ask your child to write the words ‘it’ and ‘at’ using correct pencil hold and letter

formation:

This is giving him/her practise at writing the letters.

It is giving her/him the chance to see that letters and sounds go

together to make words.

Lesson Ten: Mm…… pages 38 - 40

Lesson Eleven: Nn……pages 41 - 43

Lesson Twelve: Rr… pages 53 - 54

Lesson Thirteen: Xx… pages 69 - 71

Lesson Fourteen: Zz… pages 75 - 77



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Note to Tutor: Before Lesson Fifteen, practise sounding out more words.

Put the flashcards together, sound out the word, and then blend the sounds into the

word.

Ask your child to write the words.

Words you can blend with the sounds covered so far are:

an am at in

ran man can tan

(It is good to have words that end in the same sound and all you have to do is change

the first letter to make a new word. Comment to your child that these words rhyme.)

cat mat rat

jam ram dam

Note to Tutor: Do not labour this activity too much. If you feel your child needs to

practise this skill, make it the lesson for the day. If your child needs more time to

practise this skill take five minutes here and there to do it. Short, on the task sessions are

preferable to long, arduous sessions. Keep the atmosphere cheerful. Praise every effort.

Lesson Fifteen: Uu…… pages 61 - 64

Lesson Sixteen: Yy…… pages 72 - 74

Lesson Seventeen: Vv……pages 65 and 66

Lesson Eighteen: Ww……pages 67 and 68

Lesson Nineteen: Bb…… pages 3-5, plus template for the blue box.

Lesson Twenty:

It is important for your child to be able to sound out three letter words and to be able to

write (sound) them down. This lesson will practise this skill.

Use the child’s flashcards to make the words.

After each set of words ask your child to write the words. It is good if he/she can write

each word by sounding it down onto the paper, rather than copying it from the

flashcards.

Note: It is important to cover this exercise, but remember, don’t make it too arduous for

your child. Be sensitive of your child’s development. If she/he can do most of this work

with minimal help that is great, but give the help your child needs to complete it. It is

important to be conscience of the length of your child’s concentration span. You may

need two short lessons to cover the work. This is the huge plus of being tutored one-to-

one. The child can be kept on task.



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cub tub rub

bud mud

jug dug mug rug tug

bad lad mad

bid lid rid

lit bit quit (revise the qu sound)

Lesson Twenty One: Ee…… pages 12 - 14

Lesson Twenty Two: Oo……pages 44 - 46, plus 2 sheets for orang-utan’s face, ears

and mouth.

Lesson Twenty Three: Ff… pages 15 - 18

Lesson Twenty Four: Ss…… pages 55 and 56, plus two sheets for sun mobile.

Lesson Twenty Five: Time for more sounding and writing of three letter words.

Note to Tutor: Now is a good time to mention vowels and consonants. Do not expect

your child to remember these words, but they will remember more than you think.

Notice how the letters a e i o and u occur in a lot of words. These five letters are called

(short) vowels. The rest of the letters in the alphabet are called consonants.

As the vowels ‘e’ and ‘o’ were introduced in Lessons 21 and 22, words using these

vowels will be used in this lesson.

Make each set of words with the flashcards first, just changing the first letter of each

word. As each word is made sound it out, and then say the word by blending the sounds

together.

At this stage, when the words are in sets, it is good to combine the sound of the last two

letters.

e.g. instead of sounding get as g-e-t, sound it as g-et.

Writing the word:

Tutor, say the word, sound out the word, say the word again, and then ask your child to

write it. If your child can write the word without looking at the flashcards this is good.

If she/he still cannot do this, ask them to look at the word, sound out the word (while

looking at it), now write the word, sounding it down onto the paper.

get let met net bet yet jet vet wet set

Ted led red bed

leg Meg beg



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ten den Len men Ben

nod rod Todd

Notice: double letters have the same sound as a single letter eg ‘dd’=’d’

Why have some words (Ted, Meg, Len, Ben, Todd) got capital letters?

log dog cog jog bog fog

cot dot lot jot not rot box fox

well bell tell yell sell fell (Reminder: ‘ll’=’l’)

Note to Tutor:

Take as many sessions as you need to cover Lesson Twenty Five.

Pace your child according to her/his concentration span and development,

and take as many days as he/she needs to comfortably complete the task.

If your child is competent at sounding three letter words they will have fun making up

words of their own with the flashcards.

At this stage too, it is a good time to buy (or borrow from a library) books which have a

lot of three letter sounding words in them, as your child will be able to read a lot of the

book. Read the book with the child and help them with the words he/she cannot sound

out. The ‘Dr Seuss’ books are an excellent series to use. They come in various levels of

difficulty, so choose the easy books first. You don’t have to read the entire book in one

sitting. Use a bookmark and read on next time. (This is what adults do.)

Lesson Twenty Six: Hh……pages 21 - 23

Lesson Twenty Seven: Kk……pages 31 - 34

Lesson Twenty Eight: Pp…pages 47 - 49, plus 2 sheets for pig’s face, ears and snout.

The next step: page 78

Medial sound ‘a’: pages 79 and 80

Medial sound ‘e’ page 81

Medial sound ‘i’: page 82

Medial sound ‘o’: page 83

Medial sound ‘u’: page 84



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*****!!TIME TO CELEBRATE!!*****

CONGRATULATIONS YOU’VE FINISHED

PHONIC BOOK ONE

BUY AN ICECREAM? GO TO THE BEACH?

MAKE A CAKE? VISIT THE ZOO?

********WHATEVER--------BUT DO CELEBRATE********

Lesson Outlines for Phonic Book One

© Glenys Deutscher www.phonics.site

1

Chant: ants are active a a a a-n-t, ant a a a

1. There are three legs on this side of the ant’s body and

three legs on the other side of the ant’s body. 2. Trace over the three legs on this side of the ant’s body. 3. Trace over the three legs on the other side of the ant’s

body.

Think of five words that begin with the sound ‘a’.

Tick a box as you say each word.

Interesting Extra:

How many legs does an ant have?

How many legs does a spider have?

All insects have 6 legs.

Is an ant an insect?

Is a spider an insect?

Research other interesting facts about insects.



2

Begin a pile of flashcards for the sounds that you know.

Find the flashcard for ‘a’.

How to write capital A. Write it in the air as you say ….

1. Start at the top, pull down and stop. A

2. Start at the top, pull down and stop. A

3. Cross it in the middle. A

Trace over capital A, and then write some of your own.

A A A A A A .

How to write lower case a.. Write it in the air as you say …

1. Start at the arrow. a

2. Flat along the top, around, up and touch where you started and down to the line.

a a a Trace over lower case a, and then write some of your own.

a a a a a a .

Lesson Outlines for Phonic Pack One 3


Chant: bus on a blue box b b b b-o-x, box b b b

1. Point to and read the word in each box. (Use the picture

clue to help you.) 2. Point to and read the word under each box. (Look back

at the words in the boxes to help you.) 3. Match the word in the box with a word under each

picture, by drawing a line between the words that are the same.

4. What sound does each word begin with? 5. Point to the ‘b’ at the beginning of each word. 6. What colour are all these things? 7. What sound does the word blue begin with? 8. Find the template for a blue box (page 85).



Before you cut out the template:

1. Point to and read the word ‘fold’. 2. How many times can you see the word ‘fold’ on this

template? 3. Is the word ‘fold’ always made with the same letters? 4. What sound does the word ‘fold’ begin with? 5. Point to the letter ‘f’ at the beginning of each word

‘fold’. 6. Sound out the word ‘fold’ (f – o – l – d), then blend the

sounds into the word (fold). 7. Point to and read the word ‘cut’. 8. Repeat instructions 2 – 6 as above for the word ‘cut’.

Now:

1. Cut right around the outside line of the template for the blue box.

2. Fold on the dotted lines. 3. Glue the flaps to make a box. 4. Cut out the blue pictures on the previous page and

glue them onto the blue box.

Think of five words that begin with the sound ‘b’. Tick a box as you say the word.

Think of a word that rhymes with box. Find the flashcard for ‘b’. Add it to your flashcard pile.

Interesting Extra

A box shape like this is called a cube. It is a 3D (three dimensional) shape. If you have a set of blocks look at the 3D shapes they make.



How to write capital B. Write it in the air as you say ….

1. Start at the top, pull down and stop. B 2. Start at the top, around and in at the middle, around

and in at the line.

B Trace over capital B, and then write some of your own.

B B B B B .

.

How to write lower case b. Write it in the air as you say ….

1. Start at the top, straight down, up and around like

a ball (or ‘first the bat and then the ball’).

b

2.Trace over lower case b, and then write some of

your own.

b b b b b b b

.



Chant: cats are cuddly c c c c-a-t, cat c c c

1. Draw two kittens for the cuddly cat. 2. How many cats and kittens are there now? 3. Draw a bowl of milk each for the cuddly cat and her

kittens. (Tutor – give this instruction without further help. What the child draws will tell you a lot about his/her counting and matching one-to-one ability.)

Think of five words that begin with the sound ‘c’.


Think of a word that rhymes with cat.



Interesting Extra:

1. Drawing a bowl for each cat is developing one-to-one correspondence.

2. Discuss what we need to do to look after pets.

Find the flashcard for ‘c’.

Now you know two sounds already!



How to write capital C. Write it in the air as you say …

1. Start at the top, around to the line, and up. C C

Trace over capital C, and then write some of your own.

C C C C C C .

How to write lower case c. Write it in the air as you say …

1. Start at the top, around to the line and up. c

Notice: Capital C and lower case c are nearly the same, except

for their size. Lower case c has a flat top.

Trace over lower case c, and then write some of your own.

c c c c c c c c c .



9

Chant: dogs like digging d d d d-o-g, dog d d d

1. If you would like to, paint the dog. 2. Cut along the dog’s top lip. (You will have to start from

the edge of the page.) 3. Cut out the bone and glue it into the dog’s mouth.

Think of five words that begin with the sound ‘d’.


Think of a word that rhymes with dog.



10

Interesting Extra:

Discuss how dogs help us. (e.g. pets, sheep dogs, cattle dogs, blind people, security)

Find the flashcard for ‘d’. Don’t forget to practise your sounds every day. It is important to remember them as you go.



11

How to write capital D. Write it in the air as you say….

1. Start at the top, pull down and stop. D

2. Go back to the top, out and around and down to the line.

Trace over capital D, and then write some of your own.

D D D D D D .

.

How to write lower case d. Write it in the air as you say …

1. Start at the arrow. d

2. Flat along the top, around and down to the line,

around, and right up to the top. d

3. Down to the line.(or ‘first the drum and then the

drumstick’) d

Trace over lower case d, and then write some of your own.

d d d d d d .



12

Chant: eggs are everywhere e e e e-gg, egg e e e

1. Decorate the egg with your textas to make it look like an Easter Egg.

2. Here is the challenge. Think about how you are going to decorate your egg before you start. Try and think of a pattern. Lines and dots can make a pattern, and so can the colours you use.

3. Here are some ideas. You may copy one of these ideas or think up one of your own.

Think up five words that begin with the sound ‘e’.




13

Think of a word that rhymes with egg.

Interesting Extra:

1. Research to find out which animals hatch, as young, from eggs.

2. Do all birds hatch from eggs? 3. Look at the word ‘egg’. Notice that the double ‘gg’

makes the same sound as a single ‘g’.

Find the flashcard for ‘e’.



14

How to write capital E. Write it in the air as you say ….

1. Start at the top, pull down and stop. E

2. Go back to the top, straight out. E

3. Go to the middle, straight out. E

4. Go to the bottom, straight out. E

Trace over capital E, and then write some of your own.

E E E E E E .

How to write lower case e. Write it in the air as you say ….

1. Start in the middle (at the arrow) . e

2. Up and around, down to the line, around and away. e

Trace over lower case e, and then write some of your own.

e e e e e e e .



15

Chant: see my friendly fish f f f f-i-sh, fish f f f

1. You have two fish on pages 16 and 17. Give them scales by dobbing them with a piece of cotton wool dipped into your paints. Wait for them to dry.

2. Colour the eye. 3. Carefully cut out both fish. 4. Staple the fish together, except for the tail. 5. Stuff your fish with small, scrunched up pieces of

newspaper. 6. Staple the tail. 7. Cut two fish fins out of coloured paper and stick them

onto your fish, one on each side. Here is the challenge: Think about what shape your fins

will be and, don’t forget, you will have to make them the proper size for your fish.

8. Attach a piece of string or wool to your fish and hang it as a mobile.

Think of five words that begin with the sound ‘f’.

Tick a box as you say the word.

Think of a word that rhymes with fish. Find the flashcard for ‘f’.

Interesting Extra:

1. When the letters sh are together they make the sound ‘sh’.

2. How do fish breathe underwater? 3. Can we breathe underwater? Well done! You’re cruising.



16



17



18

How to write capital F. Write it in the air , as you say.

1. Start at the top, pull down and stop. F 2. Go back to the top, straight out. F

3. Go to the middle, straight out. F

Trace over capital F, and then write some of your own.

F F F F F .

How to write lower case f. Write it in the air as you say ….

1. Start at the top, pull down and stop. f

2. Cross it in the middle. (Note: when crossing the letter

f start on the left and move to the right.)

3. Left handed children, however, may feel more

comfortable crossing it from right to left.

Trace over lower case f, and then write some of your own.

f f f f f .



19

Chant: the girl has a grin g g g g-r-i-n, grin g g g

Finish the girl’s face.

1. Give the girl two eyes. 2. Give the girl a nose. 3. Draw a grin on her face.

Here is the challenge: Look in the mirror to see where your eyes, nose and mouth are on your face. It is not easy to draw them in the right place. It is a good idea to draw lightly with a lead pencil first. Then you can rub out until you are satisfied with your drawing.

Think of five words that begin with the sound ‘g’.


Think of a word that rhymes with girl.

Interesting Extra:

1. Why do you think the girl is happy? 2. What makes you feel happy?

Find the flashcard for ‘g’.



20

How to write capital G. Write it in the air as you say …

1. Start at the top. G

2. Flat along the top, around to the line, up to half way, and straight down. G

Trace over capital G, and then write some of your own.

G G G G G G

.

How to write lower case g. Write it in the air as you say ….

1. Start at the arrow. g

2. Flat along the top, around to the line, and up to where

you started. g

3. Down, below the line and swing away. g

Trace over lower case g, and then write some of your own.

g g g g g g g g .



21

Chant: the hen’s in a hurry h h h h-e-n, hen h h h

Glue feathers onto the hen.

Think of five words that begin with the sound ‘h’.


Think of a word that rhymes with hen.



22

Interesting Extra:

Make up a story about the speckled hen. Why is the speckled hen in a hurry?

Think up your story first, and then tell it to your tutor.

Your story could begin …….

Once upon a time there was a speckled hen. One day …….

(Tutor note: making up stories is a fun activity which helps children use their imagination and also requires them to sequence the events into the proper order, so the story makes sense. The story does not have to be very long and does not have to be written down.)



23

How to write a capital H. Write it in the air as you say ….

1. Start at the top, pull down and stop. H

2. Start at the top, pull down and stop. H

3. Cross it in the middle. H

Trace over capital H, and then write some of your own.

H H H H H . How to write lower case h. Write it in the air as you say ….

1. Start at the top, pull down to the line. h

2. Follow the line back a little way, then out to half way,

turn, down to the line. h

Trace over lower case h, and then write some of your own.

h h h h h h h .



24

Chant: Imzy imp and Indy imp i i i i-m-p, imp i i i

1. Discuss the expression on the face of each imp.

2. What does it tell you about how the imp is feeling?

3. Cut out the finger puppets.

4. Make up a story with the two imps as the characters.

Think about your story first, and then tell it to your tutor, using your finger puppets.



25

(Tutor note: making up stories is a fun activity which helps children use their imagination and also requires them to practise the skill of sequencing the events into the proper order, so the story makes sense. The story does not have to be very long and does not have to be written down.)

Think of five words that begin with the sound ‘i’.


Interesting Extra:

What is the difference between fiction and non-fiction writing?

Is your imp story fiction or non-fiction?

Find the flashcard for ‘i’. You are passed half way! How good is that?



26

How to write capital I. Write it in the air as you say ….

1. Start at the top, pull down and stop. How easy is that!!!

Trace over capital I, and then write some of your own.

I I I I I I I .. How to write lower case i. Write it in the air as you say ….

1. Start at the top, pull down to the line and stop. i

2. Put the dot on the top. i

Trace over lower case i, and then write some of your own.

i i i i i i i .



27

Chant: jets over the jungle j j j j-e-t, jet j j j

Instructions for making your jet:

1. Colour the dots. 2. Then, using the whole sheet, and folding to the edge

of the sheet…. 3. FOLD ONE, so that the lines are still on the outside. 4. FOLD TWO, so that ‘FOLD TWO’ is on the inside and

‘FOLD THREE’ and FOLD FOUR’ are on top. 5. FOLD THREE, so that ‘FOLD THREE’ is on the inside. 6. FOLD FOUR, so that ‘FOLD FOUR’ is on the inside. (the circles should now be on top – the circles are on the

wings)

7. Turn over. 8. FOLD FIVE, so that ‘FOLD FIVE’ is on the inside and

the circles are on the outside. 9. Lift wings up until they are both flat across the top. 10. You have a jet.

NOTE: SAFETY FIRST.

Fly your jet under adult supervision to ensure it does not fly into anyone else, especially anyone else’s eyes.

NOTE FOR TUTORS:

Please supervise your child when she/he is playing with this jet.

Think of a word that rhymes with jet.

Think of five words that begin with the sound ‘j’.




28

Interesting Extra:

1. Safety First Walk around the house discussing safety

first issues as you go. E.g. scissors, sharp knives, electric cords and plugs,

hot

saucepans, untidy toys people could trip over, cleaning fluids –

I’m sure you can think of many more.

2. Adding ‘s’ to a noun makes more than one (plural) E.g. jet – jets dog – dogs cat – cats

hen - hens

Find the flashcard for ‘j’.



29



30

How to write capital J. Write it in the air as you say ….

1. Start at the top, pull down and around to sit it on the

line.

Trace over capital J, and then write some of your own.

J J J J J .

How to write lower case j. Write it in the air as you say ….

1. Start at the top, pull down past the line, and turn. 2. Put the dot on the top.

Trace over lower case j, and then write some of your own.

j j j j j j j .



31

Chant: kite blowing kisses k k k k-i-ss, kiss k k k

Instructions for making your kite:

1. Colour the circles following this key:

b = blue r = red y = yellow

2. Cut the kite out. 3. Fold the kite in half – with the circles on the outside. 4. Cut along the dotted line in the mouth. Be careful not

to cut outside the mouth. 5. Open kite out again. 6. The next folding is difficult, so you may need an adult

to help you. The aim is to fold just the lines of the diamond which make up the mouth.

Hold the kite facing you. Fold each line individually.

Use your thumbnail to push each line of the diamond.

This folds the mouth the opposite way to the centre fold.

7. Hold the mouth, at the corners, with thumb and fore-finger of each hand.

8. Push the top and bottom points of the diamond backwards. This should bring the lips forward.

9. Move the mouth in and out. The lips should move open and shut, making the kite ‘blow kisses’ to you.

10. GOOD LUCK. 11.Add streamers to your kite and hang it as a mobile.

Think of five words that begin with the sound ‘k’.




32

Interesting Extra:

1. Research to find out about the different kinds of kites and/or fly a kite of your own.

2. Look at the word ‘kiss’. Notice the double ‘ss’ make

the same sound as the single letter ‘s’. Find the flashcard for ‘k’. Only one more to go!



33



34

How to write capital K. Write it in the air as you say ….

1. Start at the top, pull down to the line and stop. K

2. Start at the top, slope in to the middle, slope out to the line.

K

Trace over capital K, and then write some of your own.

K K K K K K .

How to write lower case k. Write it in the air as you say ….

1. Start at the top, pull down to the line and stop. k 2 Follow back for a little way, then out and over at half

way. k 3. Slope in, then out and down to the line. k

(Note: This is one of the hardest letter formations to master, so may need a lot of practise.)

Trace over lower case k, and then write some of your own.

k k k k k k k k .



35

Chant: little lion on a log l l l l-o-g, log l l l

Colour the lion cub. Paint the log. Draw and colour in a background.

Think of five words that begin with the sound ‘l’.




36

Interesting Extra: Baby lions are called cubs and baby sheep are called

lambs. What are baby dogs called? What are baby cats called? What are baby hens and roosters called? What are baby cows called? What are baby swans called? What are baby ducks called? What are baby pigs called? What are baby geese called? What are baby deer called? What are baby rabbits called? What are baby bears called? Find out what other baby animals are called.

Think of a word that rhymes with log. Find the flashcard for l. Are you remembering to practise the flash cards every day? Give yourself a HIGH 5 !!!



37

How to write a capital L. Write it in the air as you say ….

1. Start at the top, pull down to the line, then straight

across.

Trace over capital L, and then write some of your own.

L L L L L .

How to write lower case l. Write it in the air as you say ….

1. Start at the top, pull down to the line and stop.

Trace over lower case l, and then write some of your own.

l l l l l l l .



38

Chant: the man has a treasure map m m m

m-a-n, man m m m Study this map. Where would you bury your treasure? Mark the spot with an X. Explain why you think this would be a good spot to bury your treasure.



39

Find the flashcard for ‘m’.

Think of five words that begin with the sound ‘m’.


Interesting Extras:

1. Look at a street directory or local map. Find your property in/on it.

2. Draw a ‘map’ of your bedroom or house. Note to tutor: let this activity be done with minimal supervision.

Accept the effort with praise.



40

How to write capital M. Write it in the air as you say ….

1. Start at the top, pull down to the line and stop. M

2. Start at the top again, slope down to the line, up to the top, and down to the line again.

M M Trace over capital M, and then write some of your own.

M M M M M .

How to write lower case m. Write it in the air as you say ….

1. Put your pencil on the beginning of the letter. m

2. Straight down to the line. m 3. Up, and over, and down to the line. m 4. Up, and over, and down to the line. m

Trace over lower case m, and then write some of your own

m m m m m m .



41

The Perth Zoo, in Western Australia, is breeding numbats for release into protected habitat by the Department of Conservation and Land Management (CALM).

Pretend you work at the zoo and it is your task to catch this numbat for release.

Chant: catch the numbat in the net n n n,n-e-t, net n n n



42

1. Colour the numbat. Leave the stripes white and colour the shaded areas light brown. The stripes on the numbat are darker brown on its back. Look up ‘numbat’ on the internet and you will see the correct colouring.

2. Cut out around the net and the numbat. 3. Cut the dotted line across the net opening. 4. ‘Catch’ the numbat in the net.

Think of five words that begin with the sound ‘n’.


Interesting Extras:

Western Australia has two faunal emblems. The numbat is the animal emblem and the black swan is the bird emblem.

What is Western Australia’s floral emblem?

(The red and green kangaroo paw).

Numbats are endangered because of the introduction of the fox and loss of its habitat.

1. To find out about the numbat look up the internet.

2. Find out about the emblems in your state or territory.

Think of a word that rhymes with net. Find the flashcard for ‘n’. Now you are motoring along. Well done.



43

How to write capital N. Write it in the air as you say ….

1. Start at the top, pull down to the line and stop. N

2. Go back to the top, slope down to the line. N

3. Back to the top and slope down to the line. N

Trace over capital N, and then write some of your own.

N N N N N .

How to write lower case n. Write it in the air as you say ….

1. Put your pencil on the beginning of the letter. n

2. Down to the line. n

3. Up, and over, and down to the line. n

Trace over lower case n, and then write some of your own.

n n n n n n .

Sound, trace and then print:

man .



44

Chant: old orange orang-utan o o o o-l-d, old o o o

Make up the orang-utan’s face:

1. Cut out the circle for the orang-utan’s face. (page 86)

You will need to do this carefully because it is not easy

to cut on the line when you are cutting a circle.

2. Cut out the orang-utan’s ears and mouth. (page 87)

3. Attach the orang-utan’s ears. Try the ears in various positions before you attach them. Too high or too low will not look like an orang-utan.

4. Attach the orang-utan’s mouth. Make sure you have it in the correct position before you attach it.

5. Use two black stickers for eyes. Try the eyes in various positions before you stick them on. It makes all the difference to your orang-utan if you position them correctly.

6. Use a black sticker for the orang-utan’s nose.

Congratulations! You have completed your orang-utan.



45

Think of five words that begin with the sound ‘o’.


Interesting Extra:

1. Research, and find out more about orang-utans.

2. Discuss the apostrophe – as in the word orang-utans. orang-utan’s eyes = the eyes of one orang-utan orang-utans’ eyes = the eyes of more than one orang-utan

Note to the tutor: don’t worry if your child doesn’t seem to understand about the apostrophe. He/ she will absorb as much as she/ he can, and it’s a start for the next time this is explained to him/her.

Think of a word that rhymes with old. Find the flashcard for ‘o’.



46

How to write capital O. Write it in the air as you say ….

1. Start at the 1 o’clock position. O

2. Up and over, around to the line. O

3. And up to where I started. O

Trace over capital O, and then write some of your own.

O O O O O O .

How to write lower case o. Write it in the air as you say ….

1. Start at the 1 o’clock position. o 2. Up and over, around to the line. o

3. And up to where I started. o

Trace over lower case o, and then write some of your own.

o o o o o o o o o .



47

Chant: pretty pink pig p p p p-i-g, pig p p p

Make up the pink pig’s face:

1. Cut out pink pig’s face. (page 88)

You will need to do this carefully because it is not easy to cut

on the line when you are cutting in a circle.

2. Cut out pink pig’s ears and snout. (page 89) 3. Attach pink pig’s ears. Before you attach them, try the ears

in various positions, until you are sure you have the best place for pig’s ears.

4. Attach pink pig’s snout. Make sure you have it in the correct position before you attach it.

5. Use two black stickers for eyes. Try the eyes in various positions before you stick them on. It makes all the difference to your pink pig if you position them correctly.

6. Stick two black stickers onto pink pig’s snout. Look carefully to see where they go.

Congratulations! You have completed your pink pig.

Think of five words that begin with the sound ‘p’.




48

Interesting Extra:

Discuss the apostrophe – as in the word pigs.

pig’s ears = the ears of one pig

pigs’ ears = the ears of more than one pig

Note to the tutor: do not worry if your child does not seem to understand about the apostrophe. He/ she will absorb as much as she/ he can, and it is a start for the next time this is explained to him/her.

Think of a word that rhymes with pig. Find the flashcard for ‘p’.

*****CONGRATULATIONS***** *****You have learnt all the single sounds****



49

How to write capital P. Write it in the air as you say ….

1. Start at the top, pull down and stop. P

2. Go back to the top, out and around and in at half way.

P

Trace over capital P, and then write some of your own.

P P P P P P .

How to write lower case p. Write it in the air as you say ….

1. Start at the top and pull straight down passed the line.

p

2. Trace back, nearly to the top, branch out and over and

around. p

Trace over lower case p, and then write some of your own.

p p p p p p .



50

Chant: the quick queen is doing a quiz qu qu qu qu-ee-n, queen qu qu qu

Colour this exquisite queen.

Make yourself a crown:

1. Page 90 has the pattern to help you make your crown. You will need two or three copies of this pattern.

2. Cut out the crown. 3. Tape two pieces together. When you tape, match the

shape carefully so the zig-zag is even. 4. Measure around your head. If two pieces are not enough

to make your crown, tape on the third piece, then measure again and cut the length you need.

5. Decorate your crown. It is easier to do this while it is lying flat, before you tape it into a circle. Try and think of a pattern for your decorations (remember your easter egg patterns).

6. Tape into a crown after it is dry.



51

Ideas for decorating your crown:

1. Use textas, coloured pencils and/or paints. 2. Use small pieces of tightly screwed up cellophane or

coloured paper to make jewels. 3. Cut out cellophane or coloured paper shapes and glue

onto your crown (in a pattern?) 4. You may have some suitable stickers you could use. 5. I’m sure you can think of other ideas to make your

crown look beautiful and precious.

Think of five words that begin with the sound ‘qu’.


Interesting Extra:

1. Most of the time when you see the letter ‘q’ it is followed by the letter ‘u’ (qu).

2. Put a circle around the qu in these words: queen quick quiet quack quill quilt quench

(Your tutor will help you read the words.)

Find the flashcard for ‘q’.



52

How to write capital Q. Write it in the air as you say ….

1. Start at the 1 o’clock position. Q

2. Up and over, around to the line. Q

3. And up to where I started. Q

4. Cross the Q .

Trace over capital Q, and then write some of your own.

Q Q Q Q Q Q .

How to write lower case q. Write it in the air as you say ….

1. Start at the arrow. q

2. Flat along the top, around to the line, and up to where

you started. q

3. Down, below the line and turn up. q

Trace over lower case q, and then write some of your own.

q q q q q q q .



53

Chant: wrap the rat up in the rug r r r, r-a-t, rat r r r

What design or picture do you think rat would like on his rug?

Decorate his rug for him.

Think of five words that begin with the sound ‘r’.


Interesting Extra:

Some words begin with ‘wr’. When this happens the ‘w’ is usually silent.

Read these words (you will need your tutor to read them with you.) Point to each word as you read it.

Underline the wr in each word.

wrap wrong wreck wriggle wrinkle wrench

Think of a word that rhymes with rat. Find the flashcard for ‘r’. (You are nearly halfway!)



54

How to write capital R. Write it in the air as you say ….

1. Start at the top, pull down and stop. R

2. Go back to the top, out and around and in at half way.

R

3. Straight out to the line. R

Trace over capital R, and then write some of your own.

R R R R R R . .

How to write lower case r. Write it in the air as you say ….

1. Put your pencil on the beginning of the letter. r

2. Down to the line. r

3. Follow up, out, and stop. r

Trace over lower case r, and then write some of your own.

r r r r r r r .



55

Chant: see the sun shining s s s s-u-n, sun s s s

Make up the shining sun:

1. Carefully cut out the two suns on pages 91 and 92. 2. Cut out the centres. 3. Stick cellophane on the back of one sun to cover the

centre hole. If there is any cellophane sticking out, trim it off.

4. Glue the suns back to back.

Note: Each sun has one ray with a dot on it. When you glue the suns back to back, match the rays with the dots.

5. Hang as a mobile. Think of five words that begin with the sound ‘s’.


Interesting Extra:

1. Next time you visit the school (or community) library, take out a book which tells you about the sun and the planets.

2. Look at the word shining. Notice it begins with sh.

sh together make a ‘sh’ sound, like in ship, shop and

shut.

Think of a word that rhymes with sun. Find the flashcard for ‘s’. Are you practising your sounds everyday?



56

How to write capital S. Write it in the air as you say ….

1. Start at the top. S

2. Snake around and down, and turn on the line. S

Trace over capital S, and then write some of your own.

S S S S S S

.

How to write lower case s Write it in the air as you say ….

1. Start at the top. s 2. Snake around and down, and turn on the line.

Note: Capital and lower case Ss are the same except for

the height.

Trace over lower case s, and then write some of your own.

s s s s s s s .



57

Chant: ten tiny teddies in a tub t t t, t-e-n, ten t t t

1. Are there ten tiny teddies? 2. Paint the tiny teddies tub. It is on page 59. 3. Do you think the ten tiny teddies will fit into the tub? 4. While the tub dries, carefully cut out the ten tiny

teddies. 5. Arrange them in the tub. 6. Glue them into the tub.

Think of five words that begin with the sound ‘t’.


Think of a word that rhymes with ten. Find the flashcard for ‘t’.



58

Interesting Extra:

Why would ten tiny teddies be in a tub?

Make up an adventure story about these ten tiny teddies and tell it to your tutor.

Note to tutor: Being able to sequence events to create a story is an important skill. Give your child time to think about the story. It does not have to be written down and it does not have to be a long story. Accept and praise the effort.

If your child needs to develop this skill, perhaps you could give them more practise later, with another topic.



59



60

How to write capital T. Write it in the air as you say ….

1. Start at the top, pull down and stop. T

2. Cross straight across the top. T

Trace over capital T, and then write some of your own.

T T T T T .

How to write lower case t Write it in the air as you say ….

1. Start at the top, pull down to the line and stop. t

2. Cross straight across. t

Trace over lower case t, and then write some of your

own.

t t t t t t t t .



61

Chant: What is under the umbrella? u u u

u-n-d-er, under u u u



62

How to make your umbrella:

1. Colour the umbrella on this page using bright colours. You could use four different colours or two colours in a pattern.

2. Cut this umbrella out and glue it exactly over the other umbrella, so now you have one umbrella.

Note: Only glue at the top of the umbrella, above the dotted line,

so you can turn the top umbrella up and see what is underneath.

3. Secretly draw something on the blank umbrella, underneath the colourful one you glued on top.

4. When you have finished give your tutor some clues and see if he/she can guess what you have drawn.

Note: If you drew a mouse the clues might be:

It is little.

It is brown.

It has a thin tail.

It says squeak, squeak.

Give the clues one at a time. See how many clues you have to give before she/he can guess correctly!



63

Think of five words that begin with the sound ‘u’.


Interesting Extra

1. Look at the ? (question mark) at the end of the chant - “What is under the umbrella?” When do we use a question mark?

2. Draw more secret pictures and give clues to see if your family can guess what you have drawn.

3. Get your tutor to draw a secret picture and see if you can guess what he/she has drawn when she/he gives you the clues.

Find the flashcard for ‘u’



64

How to write capital U. Write it in the air as you say ….

1. Start at the top. U

2. Pull down, and around on the line, and right up to the

top again. U

3. Pull straight down to the line. U

Trace over capital U, and then write some of your own.

U U U U U U . How to write lower case u Write it in the air as you say ….

1. Start at the top. u

2. Pull down, and around at the line, and right up to the

top again. u

3. Pull straight down to the line and stop. u

Trace over lower case u, and then write some of your own.

u u u u u u .



65

Chant: a vet is in the van v v v v-a-n, van v v v

This van belongs to a vet. Draw the vet standing next to his van. Think of five words that begin with the sound ‘v’.


Think of a word that rhymes with van.

Interesting Extra:

1. What does a vet do? 2. What may this vet have in her/his van?

Find the flashcard for ‘v’. Five to go. How good is that?



66

How to write capital V. Write it in the air as you say ….

1. Start at the top, slope straight down to the line. V

2. Slope straight up to the top. V

Trace over capital V, and then write some of your own.

V V V V V .

How to write lower case v Write it in the air as you say ….

1. Start at the top. v

2. Down, around on the line, and up to the top. v

Trace over lower case v, and then write some of your own.

v v v v v v .



67

Chant: spider in its wet web w w w w-e-t, wet w w w

1. Start at the dot in the middle and, following the arrow, trace over the _ _ _ _ _ _ to the outside of the web.

2. There are 12 raindrops in the web. Find them and colour them blue.

3. Draw a spider in this web. Remember: spiders have 8 legs. 4. Draw a few more drops of rain on the wet web.

Think of five words that begin with the sound ‘w’.


Interesting Extra:

1. Research to find out the difference between an insect and a spider. For instance insects have 3 body parts and 6 legs. Spiders have 2 body parts and 8 legs.

2. Borrow books from a library and learn about insects. Think of a word that rhymes with wet.

Find the flashcard for ‘w’.



68

How to write capital W. Write it in the air as you say ….

1. Start at the top, slope straight down to the line.

W

2. Slope straight up to the top. W

3. Back down to the line and up to the top again. W

Trace over capital W, and then write some of your own.

W W W W W ..

How to write lower case w Write it in the air as you say …

1. Start at the top. w

2. Straight down, turn on the line, and up to the top. w

3. Trace down, turn on the line, up to the top. w

Trace over lower case w, and then write some of your own.

w w w w w .



69

Chant: there’s a fox in the box x x x b-o-x, box x x x

We will look at the letter x at the end and middle of three letter words, because the sound x (c-s) does not occur at the beginning of any familiar three letter words.

Let’s make the letter X with ‘bread dough’.

Ingredients

one slice of white bread glue water

Method

1. Remove the crusts from the bread. 2. Put - one teaspoon of glue and ¼ teaspoon of water

onto the slice of bread.

3. You may wish to add a few drops of food colouring. 4. Knead the bread until it does not stick to your fingers. (5-10 minutes)

5. Model the letter ‘x’ onto a baking tray.

6. Bake in the oven for (about) 4 minutes at 225 degrees. 7. When cool you may wish to preserve your x by

painting it with clear varnish.



70

Interesting Extra

1. Sound out these words and then circle the ‘x’ in each

one.

Do you know the meaning of each word?

Does the ‘x’ come in the middle or at the end of the

word?

fox box ox axe fax lax Max tax wax Rex vex

six fix mix dux

2. Why do the words Rex and Max have capital letters?

3. Look at recipes. Each one has a list of the ingredients and the method for preparing.

Look at a pancake recipe and get your tutor to help you

make pancakes for your morning tea one day.

Note for tutor: reading and cooking recipes is a good activity to do with your child/ren. (The mess only lasts for a few years!)

Find the flashcard for x.



71

How to write capital X. Write it in the air as you say ….

1. Start at the top and slope to the line. X

2. Start at the top and slope to the line. X

Note: Some children have difficulty crossing in the middle and keeping the letter ‘square’.

Trace over capital X, and then write some of your own.

X X X X X .

How to write lower case x Write it in the air as you say ….

1. Start at the top and slope to the line. x 2. Start at the top and slope to the line. x

Trace over lower case x, and then write some of your own.

x x x x x x .



72

Chant: the yaks are yachting y y y, y-a-k, yak y y y

How to make your expanding yak:

1. Paint the (big) yak on page 73 with brown paint. 2. While it is drying, colour in the yaks that are yachting. 3. Carefully cut out the painted yak. 4. Fold on the fold line, so the line is on the outside. 5. Carefully cut the straight lines from the fold to the end of the

line. Be careful not to cut any further than the line or the yak will fall apart.

6. Turn the yak around so its horns are facing you. Carefully cut the lines from the yaks back to the fold line.

To do this you will need to cut straight from the edge of the paper to the yaks back, and along the line. This will cut through the yaks body on the other side. This is OK as long as you stop cutting at the end of the line.

7. Carefully unfold the yak and press it flat. 8. Grasp each end of the fold line, and gently pull.

Think of five words that begin with the sound ‘y’.


Find the flashcard for ‘y’. Interesting Extra:

1. Notice the spelling of the word yacht. It cannot be sounded out. This is called a ‘look and say’ word.

You will learn lots of look and say words as you read.

2. Use the internet or library to find out more about yaks.



73

Expanding Yak

Lesson Outlines for Phonic Book One 74


How to write capital Y. Write it in the air as you say ….

1. Start at the top. Y

2. Slope down to half way. Y

3. Start at the top and slope down to the line. Y

Trace over capital Y, and then write some of your own.

Y Y Y Y Y Y .

How to write lower case y Write it in the air as you say ….

1. Start at the top. y

2. Down and around on the line, up to the top. y

3. Right down passed the line turn away. y

Trace over lower case y, and then write some of your own.

y y y y y y y .



Chant: see the zebra at the zoo z z z, z-oo, zoo z z z Let’s visit the zoo.

Follow the path and discuss what you see.

1. The animals have escaped from this zoo. 2. You need to catch them and put them back into the correct

enclosures. 3. Colour in the six animals on the next page and then cut them

out. 4. Discuss where each animal belongs. Why? 5. Glue them into the correct enclosures.



Think of five words that begin with the sound ‘z’. Tick a box as you say each word.

Interesting Extra:

1. If possible visit a zoo. 2. Talk about drawing to scale. Is this picture of the zoo and

animals drawn to scale? 3. Listen to the double ‘oo’ in zoo. It makes an ‘oo’ sound.

Find the flashcard for z. cut-------------------------------------------------------------------------------------cut



How to write capital Z. Write it in the air as you say ….

1. Start at the top. Z

2. Straight across, slope down to the line, and cross. Z

Trace over capital Z, and then write some of your own.

Z Z Z Z Z .

How to write lower case z Write it in the air as you say ….

1. Start at the top. z

2. Straight across, slope down to the line, and across.

z

Trace over lower case z, and then write some of your own.

z z z z z z z z z z .



The next step: Work through these stages at your child’s pace. Some children pick it up easily, others need more time. Stage One: The first sound a child hears when sounding out a word is the beginning sound. During these lessons so far we have concentrated on the beginning (initial) sounds in words. Check that your child can give you the sound a word begins with. It can be any word, not necessarily a three letter word. Ask your child: “What sound does the word ‘boat’ begin with?” “What sound does (say child’s name) begin with?’ “What sound does the word ‘queen’ begin with? Stage Two: When your child is confident with hearing and giving the initial sound in a word move on to the next step, which is identifying the final sound in a word. Say to your child, ‘You are used to telling me the sound a word begins with, NOW I want you to listen for the LAST sound in the word.” At first use three letter words your child is familiar with. e.g. bat, sun, lid, fox. Ask the child to watch your mouth as you say the word clearly. Emphasise the final sound until your child is confident with identifying it. Practise with your child until he/she has mastered this skill. Frequent short sessions are better than long sessions. If there are any letter-sounds your child cannot quickly say from the alphabet flashcards practise them every day. Stage Three: Now that your child can identify the initial and final sounds in a word she/he can move on to listening for the middle sound in a word. To help this skill develop the five vowels –a,e,i,o,u- will be covered. Work at your child’s pace. Take one, two or more days to cover each section. Each section will include reading sentences and simple comprehension exercises.



Medial sound ‘a’:

1. Look at these words. Read them.

(Tutor Note: your child may be able to read the words without sounding them out. This is good. If she/he cannot read a word without sounding it out, ask her/him to sound it out and then blend it into a word.)

cat rat mat fat bat hat

2. Circle the ‘a’ sound in each word. Notice it is the middle sound.

3. Sound out each word, listening for the ‘a’ sound.

4. Read the sentence in the box. -----------------------------------------------------------------------

Tutor Note: This is the process to follow when your child is reading sentences during the next few sessions.

Your child reads as much of the sentence as he/she can, sounding out any unknown words which can be sounded out.

Help your child with the look-say words. (e.g. The, the)

If your child needed help or had to sound out words, ask him/her to read the sentence again, as fluently as possible, pointing to the words as she/he reads. This makes her/him look at the words, so he/she is reading them rather than saying them off by heart.

Now that your child can read words it is important to string them together into sentences. This is how we read. Reading sentences and understanding what we read is also helping to develop reading comprehension skills. Drawing a picture about the sentence is a simple comprehension exercise.

----------------------------------------------------------------------------------

Read and draw: The cat and the rat sat on the mat.




(Tutor Note: instructions page 79)

ran man can van fan Dan pan

2. Circle the ‘a’ in each word.

3. Sound out each word, listening for the ‘a’ sound.

4.Read this sentence.

(Tutor Note: instructions page 79)

Read and draw: The man ran to the van.

Trace over each word and then write it neatly on the line. Remember to hold your pencil correctly.

cat bat .

man tan .

jam ram .



Medial sound ‘e’:

1. Look at these words. Read them. (Tutor Note: instructions page 79 )

Ted led red bed fed wed

2. Circle the ‘e’ sound in each word. Is it the middle sound?

3. Sound out each word, listening for the ‘e’ sound.

4. Read this sentence, and then circle ‘Yes’ or ‘No’.

Tutor Note: follow the process for reading a sentence as explained on page 79. Answering ‘Yes’ or ‘No’ to the sentence is encouraging the child to think about what he/she is reading and therefore developing important comprehension skills.

The bed is red. ‘Yes’ or ‘No’

1. Look at these words. Read them. Note: ‘ll’ = ‘l’

well bell tell yell sell fell

2. Circle the ‘e’ sound in each word.

3. Sound out each word, listening for the ‘e’ sound.

4. Read this sentence, and then circle ‘Yes’ or ‘No’

The bell fell in the well. ‘Yes’ or ‘No’



Medial sound ‘i’: 1. Look at these words. Read them.

pig jig big dig fig wig

2. Circle the ‘i’ sound in each word.

3. Sound out each word, listening for the ‘i’ sound.

4. Read this sentence.

The pig in the wig did a jig.

5. Read and then answer this question by tracing over

yes or no .

Have you ever seen a pig in a wig doing a jig? ------------------------------------------------------------------------------------------------------

Tutor Note: Show your child the question mark at the end of the question. Explain to your child why it is there. Ask him/her to write a question mark. ------------------------------------------------------------------------------------------------------


lid kit quit bib fill him bin

2. Circle the ‘i’ sound in each word.

3. Sound out each word, listening for the ‘i’ sound.


The lid is on the bin.

5. Read and then answer this question by tracing over

yes or no.

Have you ever seen a lid on a bin?



Medial sound ‘o’:

1. Look these words. Read them.

box fox Tom boss dot log

2. Circle the ‘o’ sound in each word. 3. Sound out each word, listening for the ‘o’ sound.

4. Read this sentence, and then trace over the words

missing from the next sentence.

Tom saw a fox on a log.

The fox is on a log.


Ron dog Todd job doll jog

2. Circle the ‘o’ sound in each word.

3. Sound out each word, listening for the ‘o’ sound.

4. Read this sentence, and then write in the words missing from the next sentence.

Todd and Ron took the dog for a jog.

Todd and ________________ took the ___________ for a jog.



Medial sound ‘u’:


Mum gull yum fuss buzz pup bud bun

2. Circle the ‘u’ sound in each word.

3. Sound out each word, listening for the ‘u’ sound.


Mum and the pup had a run in the sun.


dull sun hum hut cup bun gum bus

2. Circle the ‘u’ sound in each word.

3. Sound out each word, listening for the ‘u’ sound.


The bun is in the cup.

Draw a line from the sentence to the matching picture.

The sun is on the bus.

The tub is on the rug.

The jug is in the hut.



Copy onto blue paper (or colour blue)

To accompany Lesson for Bb



Copy onto orange paper (or colour face orange)

To accompany Lesson for Oo



To accompany Lesson for Oo

Copy onto grey paper (or colour grey)



Copy on to pink paper (or colour pink)

To accompany Lesson for Pp



Copy onto red paper (or colour red)

To accompany Lesson for Pp



Copy onto yellow paper (x3)

(or colour yellow) To accompany Lesson Qq



Sheet One:

Copy onto yellow paper (or colour yellow) To accompany Lesson Ss



Sheet Two: Copy onto yellow paper (or colour yellow)

To accompany Lesson Ss

cover cocccc


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Phonic Pack One for Parents, Tutors and Teachers

I have prepared this Phonic Pack especially for parents to work with their children at

home.

Tutors and teachers will also find the lessons invaluable as they progressively and

systematically work through a direct phonic programme. The lessons also cover

comprehension skills, the writing of sentences, encourage the correct spelling of

words and neat presentation of work.

I know time is an issue for most families (and school timetables) so I have included

interesting activities which, for the most part, are not time consuming, but to the

point.

Working through this Phonic Pack will compliment your child’s school reading

programme. This is a complete phonic programme for a teacher to use in the

classroom, as an important part of your complete reading programme.

I have used a variety of activities to make the learning interesting and to develop

different skills.

I have included the writing of the letters with the learning of the sounds because

they are so easily integrated, and because I know children need to practise both if

they are to become proficient. For teachers, this approach painlessly integrates your

phonic and handwriting programmes. NB You can easily adjust your handwriting

programme if you are not using Foundation Print letter formations. Your child will

be introduced to the basic letter formations, using Foundation Print. Encourage

your child to form the letters correctly, as good habits now will lead to acceptable

standards of handwriting and presentation of work in the future.

I have included an Interesting Extra section with each sound because children have

an insatiable appetite for knowledge and so many things can be learnt and discussed

by expanding on the activities in this Pack. These activities integrate into other

learning areas such as English, Mathematics, Science, Society and Environment,

Health and The Arts. I encourage you to use these suggestions, plus many of your

own ideas, to help foster your child’s natural curiosity. Your child will be carried

along with your enthusiasm. Teachers will be able to expand on these extra activity

ideas to integrate the various learning areas in their programmes.

Children learn and understand by building on the knowledge they already have, so

developing extra activities around the work the child is doing is invaluable for the

child.

It is important for you to develop a routine for working through the lessons. One

huge advantage of this pack is that the child will have one-to-one tutoring. It is

important for your child to have your attention and guidance for each lesson.

It is important for your child to know you are positive, enthusiastic and happy to be

committed to this programme.

There is a pattern repeated with each lesson. Children like routine so this will help

build your child’s confidence as you work through the Pack.

Be liberal with your encouragement and praise for genuine effort. Your child is

going to enjoy the learning more if he/she is succeeding.

Another huge advantage of the Parent Phonic Pack is that your child can move

through it at her/his own pace.

As you move through the Pack, keep the pages which explain how to form the

letters. They will be invaluable for future reference.

http://www.phonic/


How to use this Phonic Pack. (2)

1. For the purpose of this programme each letter has a name and a sound.

It is the sound of the letter we are going to emphasise while we are

covering the single sounds. This is most important.

Take letter ‘a’, for instance.

You say to your child - ‘ay’ is its name, ‘a’ (as in c-a-t) is its sound.

NOTE: Of course ‘a’ does sound differently in some words such as

in father. Do not worry about this for the moment. If the word crops up just

explain that in this word ‘a’ makes an ‘ar’ sound.

You do not say the words in brackets. They are there to help you with

the sound of the letter. As you will be aware, it is difficult to convey

the sound of a letter in writing.

2. For each letter of the alphabet I have chosen a three letter word which starts

with that sound. e.g. a-ant, b-box, c-cat. I have done this because, as you

progress through the lessons, your child will be able to sound out the word.

It is good for you to model sounding out three letter sounding words from

the first lesson – your child will soon get the idea.

3. Each lesson begins with a Chant. Children like the rhythm of language and

will enjoy repeating the chant. At the end of the chant the letter for that

lesson is repeated three times allowing your child to hear the sound of the

letter.

To begin the lesson, say the chant to your child, pointing to the words as you

read and getting your child to follow along with you. Ask your child to

repeat the chant (about) three times. Encourage your child to point to the

words and the letters as they say them.

This activity encourages many positive outcomes:

(a) Left to right eye movement (we read from left to right).

(b) Teaches your child that each set of letters make a word.

(c) Makes your child look at the words and especially at the shape of the

letter.

(d) Your child is reading (even if you have modelled it first). This builds

confidence in reading.

(e) Ask your child to tell you any words in the chant that begins with

that days sound. At first you may have to repeat the chant slowly and

deliberately so your child hears the sound.

4. After each chant, the key word for the day is repeated in Foundation Print.. The idea is to sound the word out (a-n-t), then blend the sounds

together again (ant), then say the sound three times.

http://www.phonic/


(3)

5. An activity, involving the key word, follows the chant. Follow the directions

for each activity. Point to the words as you read the directions with your

child. Explain to your child that it is a good idea to read the instructions first,

before beginning the activity. Let your child do what he/she can of the

activity with minimal help. It is an important skill to be able to listen to and

follow directions. Cheerfully give help when needed, and praise all best

efforts.

6. Thinking of five words that begin with the sound of the day encourages your

child to listen for the sound a word begins with. At first your child may need

help, but will soon catch on to the idea. Ticking the box is a ‘good feel’

activity, and helps your child see how many words he/she has thought of and

how many to go.

7. Interesting Extra: I have included this because children are always interested

in learning and doing more. It is an activity you can work on together and

hopefully an enjoyable experience for both of you. Children learn and

remember best if the things they are doing are expanding on what they

already know.

8. Writing the letter in Foundation Print (or whatever print your child is

learning at your school) also has positive outcomes: (a) This is the script your child will be using at school.

(b) Your child is learning to recognise both typed and Foundation Print

letters.

(c) Your child will be learning the correct way to form the letters. This

will lead to neater, more fluent writing and well presented work in

the future.

(d) Children learn well when observing. As this programme facilitates

you to work one-to-one with your child you can model the correct

pencil hold and letter formation for him/her, and good habits will be

formed.

http://www.phonic/


(4)

9. Cover the letters/sounds in the following order.

They are grouped into letter formation families:

a c d g q I t l j m n r x z u y v w b e o f s h k p

10. Flashcards for lower case letters:

At the end of each lesson ask your child to find the flashcard of the lower

case letter/ sound for that day. At first, present it with only about six other

flashcards for your child to choose from. Keep the sounds you have covered

in a separate pile and ask your child to tell you the sounds at the beginning

of each following lesson.

When you get enough flashcards you can make two and three letter words

with them and ask you child to sound out the word.

11. A worthwhile activity is to ask your child to tell you words that rhyme.

You could say, “cat”, and your child could say “bat”.

At first you may need to explain rhyming words but your child will soon

understand.

http://www.phonic/


(5)

12. If your child writes with her/his left hand he/she will (probably) want to

write the short horizontal strokes in capital letters from right to left, instead of from left to right as shown in the lessons.

The capital letters which will be formed differently by a child writing with his/her left

hand are:

A E F H T

General resources you will need for this pack:

a lead pencil

textas

an eraser

coloured pencils

glue

durex tape

stapler

water colour paints (or whatever is cheapest)

a scrapbook with at least 70 pages in it.

sheet or box of reward stickers

Specific resources needed for this Pack:

cotton wool balls or a piece of foam for dabbing the fish to make scales (letter f)

coloured paper for the fish fins (letter f)

feathers for the hen (letter h)

streamers for the kite (letter k)

black stickers for the orang-utan (letter o)

black stickers for the pig (letter p)

cellophane for the queen’s crown (letter q)

yellow cellophane for the sun (letter s)

http://www.phonic/

a

b c

d e

f g

h i j

k

l m n o p

q r s

t u v w x

a

b c

d e

f g

h i j

k

l m n o

Cut into flashcards.

p q

r s

t u v w x y z

y

z

ll ss Cut into flashcards.

Pencil Grip

It is important for children to practise using the pencil grip, as illustrated. This is the grip suggested for maximum flexibility and control. It also allows the child to write fluently and neatly as his/her writing style develops and she/he needs to write more quickly. The writing implement is held between the thumb and middle finger, with the index finger resting on top. The thumb should be slightly bent, and the writing implement held firmly but not tight. The index finger should not press too heavily on the pencil. When writing (or drawing) the writing implement should not be pressed too heavily onto the paper. If the writing shows on the next page (like tracing) your child is pressing too heavily on the paper.

Right-handed pencil grip:

Left-handed pencil grip:

Alphabet Sheet: (1) when your child has finished learning the alphabet letters use this sheet to point to the letters as he/she sings the alphabet song. (2) use it as an easy reference for the shape of the letters. (3) use as a guide when/if your child is learning about alphabetical order.

a b c d e f g h i j k l m n o p q r s t u v w x y z

A B C D E F G H I J K L M N O P Q R S T U V W X Y Z Foundation Print

Take a bow because now it’s done !

has finished Phonic Pack One.

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