rogue vogue catalogue intrigue intrigued ague fatigue fatigued plague plagued vaguely vagueness vague colleagues synagogue league monologue dialogue prologue epilogue travelogue The grapheme ‘gue’ is a less common spelling variation of the /g/ phoneme. It has French origins. Sound out and blend all the words above. Discuss the meanings of the words and say them in simple sentences. Note the unusual grapheme ‘ngue’ which represents the /ng/ phoneme. Write under these words: tongue tongue - tied meringue harangue haranguer harangued Fold this page up to the bottom of the first ‘gue’ box to hide the words but to reveal the ‘gue’. Use the back of the folded-up part to practise spelling and writing. Say the words slowly and put a dash for each sound in the words. Break the words down into syllables first where necessary. Put the grapheme ‘gue’ or ‘ngue’, as appropriate, on one dash. Edit each word whilst finger-tracking under the graphemes. Copyright 2007 Debbie Hepplewhite Unit 12 - Sheet 1 of 17
Transcript
rogue vogue catalogueintrigue intrigued aguefatigue fatigued plagueplagued vaguely vaguenessvague colleagues synagogueleague monologue dialogueprologue epilogue travelogue The grapheme ‘gue’ is a less common spelling variation of the /g/ phoneme. It has French origins. Sound out and blend all the words above. Discuss the meanings of the words and say them in simple sentences. Note the unusual grapheme ‘ngue’ which represents the /ng/ phoneme. Write under these words:
tongue tongue - tied meringue
harangue haranguer harangued
Fold this page up to the bottom of the first ‘gue’ box to hide the words but to reveal the ‘gue’. Use the back of the folded-up part to practise spelling and writing. Say the words slowly and put a dash for each sound in the words. Break the words down into syllables first where necessary. Put the grapheme ‘gue’ or ‘ngue’, as appropriate, on one dash. Edit each word whilst finger-tracking under the graphemes.
Copyright 2007 Debbie Hepplewhite Unit 12 - Sheet 1 of 17
What other sounds can letter ‘g’ represent either on its own or combined with other letters? 1) Blend these words. 2) Say simple sentences with these words used correctly according to their meaning. 3) Write a few simple sentences (preferably on lines) using a selection of these words. 4) Check (edit) the words by blending them.
Copyright 2007 Debbie Hepplewhite Unit 12 - Sheet 2 of 17
/g/ g -gg gu -gue
Write down further words in the correct columns as you think of them or find them in your wider reading.
Copyright 2007 Debbie Hepplewhite Unit 12 - Sheet 3 of 17
/g/ g -gg gu -gue
Write a few simple sentences using a selection of words with the spelling variations above for /g/. Check (edit) the words by blending them.
Copyright 2007 Debbie Hepplewhite Unit 12 - Sheet 4 of 17
shine twine alpine caninefeline define defined salinerefine refinery turbine minecombine combined declined The letter pattern ‘ine’ in the words above can be decoded asa straightforward split digraph ‘i-e’ with letter ‘n’ therefore pronounced /igh/+/n/. This letter pattern ‘ine’, however, should alert the reader to the possibility of alternative pronunciations such as “een” in ‘ravine’ and “in” in ‘jasmine’. The reader needs to be flexible and aware of the possible pronunciations when reading unfamiliar words with the ‘ine’ letter pattern. Sound out and blend all the words above. Discuss the meanings of the words and say them in simple sentences.
Draw a picture representing some ‘ine’ words from above and label:
Fold this page up to the bottom of the first ‘ine’ box to hide the words but to reveal the ‘ine’. Use the back of the folded-up part to practise spelling and writing. Say the words slowly and put a dash for each sound in the words. Break the words down into syllables first where necessary. Put the letter pattern ‘ine’ on two dashes ( sh i ne ). Edit each word whilst finger-tracking under the graphemes.
Copyright 2007 Debbie Hepplewhite Unit 12 - Sheet 5 of 17
engine famine masculinegenuine genuinely femininemedicine determine jasmineexamine crinoline intestineThe letter pattern ‘ine’ is pronounced in the words above as “in” which is two phonemes: /i/+/n/. The grapheme ‘ne’ is simply representing the /n/ phoneme. Sound out and blend all the words above. Discuss the meanings of the words and say them in simple sentences.
Draw a picture representing some ‘ine’ words from above and label:
Fold this page up to the bottom of the first ‘ine’ box to hide the words but to reveal the ‘ine’. Use the back of the folded-up part to practise spelling and writing. Say the words slowly and put a dash for each sound in the words. Break the words down into syllables first where necessary. Put the letter pattern ‘ine’ on two dashes as it is two separate sounds ( j a s m i ne ). Edit each word whilst finger-tracking under the graphemes.
Copyright 2007 Debbie Hepplewhite Unit 12 - Sheet 6 of 17
magazine gasoline routinesardines submarine ravinemachine machinery marinelimousine vaccine cuisinetrampoline pristine latrinenectarine tambourine iodineThe letter pattern ‘ine’ has French origins and it is pronounced in the words above as “een” which is two phonemes: /ee/+/n/. Sound out and blend all the words above. Discuss the meanings of the words and say them in simple sentences.
Draw a picture representing some ‘ine’ words from above and label:
Fold this page up to the bottom of the first ‘ine’ box to hide the words but to reveal the ‘ine’. Use the back of the folded-up part to practise spelling and writing. Say the words slowly and put a dash for each sound in the words. Break the words down into syllables first where necessary. Put the letter pattern ‘ine’ on two dashes as it is two separate sounds ( r a v i ne ). Edit each word whilst finger-tracking under the graphemes.
Copyright 2007 Debbie Hepplewhite Unit 12 - Sheet 7 of 17
There are slight pronunciation differences for the ‘ine’ letter pattern. 1) Blend these words. 2) Say simple sentences with these words used correctly according to their meaning. 3) Hold the pencil correctly and write a few simple sentences (preferably on lines) using a selection of these words. 4) Check (edit) the words by blending them.
Copyright 2007 Debbie Hepplewhite Unit 12 - Sheet 8 of 17
Write down further words in the correct columns as you think of them or find them in your wider reading.
Copyright 2007 Debbie Hepplewhite Unit 12 - Sheet 9 of 17
autumn autumnal column columnist solemn solemnly condemn condemnationhymn hymns mnemonicThe grapheme ‘mn’ is a very rare spelling variation of the /m/ phoneme but words with this spelling variation are used commonly. In ‘autumnal’ and ‘condemnation’, the letter ‘n’ is pronounced as /n/. In ‘columnist’, people choose whether to pronounce the letter ‘n’. In contrast, the grapheme ‘mn’ represents the /n/ phoneme in the word ‘mnemonic’. Sound out and blend all the words above. Discuss the meanings of the words and say them in simple sentences.
Draw a picture representing some ‘mn’ words from above and label:
Fold this page up to the bottom of the first ‘mn’ box to hide the words but to reveal the ‘mn’. Use the back of the folded-up part to practise spelling and writing. Say the words slowly and put a dash for each sound in the words. Break the words down into syllables first where necessary. Put the grapheme ‘mn’ on one dash. The ‘n’ in ‘autumnal’ and ‘condemnation’ is code for a distinct sound and requires its own dash. Edit each word whilst finger-tracking under the graphemes.
Copyright 2007 Debbie Hepplewhite Unit 12 - Sheet 10 of 17
psalm psyche pseudonympsychiatry psychiatrist psychology psychologist psoriasis psychic psychedelicThe grapheme ‘ps’ is a very rare spelling variation of the /s/ phoneme. It has Greek origins. This level of vocabulary and code information may be considered to be more suitable for older learners. Sound out and blend all the words above. Discuss the meanings of the words and say them in simple sentences. Revise that in these words, the ‘al’ grapheme is code for the /ar/ phoneme:
psalm calm balm palm almond
Draw a picture representing some ‘ps’ words from above and label:
Fold this page up to the bottom of the first ‘ps’ box to hide the words but to reveal the ‘ps’. Use the back of the folded-up part to practise spelling and writing. Say the words slowly and put a dash for each sound in the words. Break the words down into syllables first where necessary. Put the grapheme ‘ps’ on one dash. Edit each word whilst finger-tracking under the graphemes.
Copyright 2007 Debbie Hepplewhite Unit 12 - Sheet 11 of 17
alv calves halves The grapheme ‘al’ is a very rare spelling variation of the /ar/ phoneme. Some words with this spelling variation, however, are used commonly. The letter ‘m’ or ‘f’ (or ‘v’ for the plural version) following the grapheme ‘al’ alerts the reader to say /ar/. The reader simply needs to become familiar with the very few words where the ‘al’ is pronounced /ar/. Sound out and blend all the words above. Discuss the meanings of the words and say them in simple sentences.
Draw a picture representing some ‘al’ words from above and label:
Fold this page up to the bottom of the first ‘alm’ box to hide the words but to reveal the ‘alm’. Use the back of the folded-up part to practise spelling and writing. Say the words slowly and put a dash for each sound in the words. Break the words down into syllables first where necessary. Put the grapheme ‘al’ on one dash. Edit each word whilst finger-tracking under the graphemes.
Copyright 2007 Debbie Hepplewhite Unit 12 - Sheet 12 of 17
halt malt salt salty saltiness exalt exaltation halter waltz falter falteringly halting paltry alter alternating unalterable basalt cobalt saltpeter altar altruism altruistic Malta Maltese The letter pattern ‘alt’ alerts the reader that the letter ‘a’ might be pronounced as an /o/. Sound out and blend all the words above. Discuss the meanings of the words and say them in simple sentences.
Draw a picture representing some ‘alt’ words from above and label: Fold this page up to the bottom of the first ‘alt’ box to hide the words but to reveal the ‘alt’. Use the back of the folded-up part to practise spelling and writing. Say the words slowly and put a dash for each sound in the words. Break the words down into syllables first where necessary. Put the grapheme ‘a’ on one dash. Edit each word whilst finger-tracking under the graphemes.
Copyright 2007 Debbie Hepplewhite Unit 12 - Sheet 13 of 17
picture capture future naturepastures fixtures gesture culture venture temperaturestature fracture furniture literature structure featuresvulture mixture creatures sculpture dentures nurtureposture puncture departure adventure signature lectureThe letter pattern ‘ture’ in the words above can be pronounced close to a /ch/ phoneme followed by a schwa: “chu”. Sound out and blend all the words above. Discuss the meanings of the words and say them in simple sentences. Note that ‘mature’ and ‘immature’ are pronounced differently from the words above and closer to simple code:
mature immature Pract
ise writing the letter pattern:
t u r e t u r e t u r e t u r e t u r e
Fold this page up to the bottom of the first ‘-ture’ box to hide the words but to reveal the ‘-ture’. Use the back of the folded-up part to practise spelling and writing. Say the words slowly and put a dash for each sound in the words. Break the words down into syllables first where necessary. Put the letter pattern ‘ture’ on one dash as a word chunk close to /ch/. Edit each word whilst finger-tracking under the graphemes.
Copyright 2007 Debbie Hepplewhite Unit 12 - Sheet 14 of 17
beau bureau chateau plateau tableau trousseau bureaucrat (schwa) portmanteau
The grapheme ‘eau’ can represent two main sounds: /yoo/ as in ‘beauty’ and /oa/ as in ‘beau’. The grapheme ‘eau’ is pronounced /o/ in the word ‘bureaucracy’. Sound out and blend all the words above. Discuss the meanings of the words and say them in simple sentences. Practise writing the ‘eau’ grapheme: e a u e a u e a u e a u e a u
Fold this page up to the bottom of the first ‘eau’ box to hide the words but to reveal the ‘eau’. Use the back of the folded-up part to practise spelling and writing. Say the words slowly and put a dash for each sound in the words. Break the words down into syllables first where necessary. Put the grapheme ‘eau’ on one dash. Edit each word whilst finger-tracking under the graphemes.
Copyright 2007 Debbie Hepplewhite Unit 12 - Sheet 15 of 17
centre metre litre fibreogre theatre mediocre acregoitre timbre sceptre ochrelucre sabre meagre calibreThere may be some variation of spelling of the words above. In these words, the ‘re’ is pronounced as a schwa /u/. Some of these words may be spelt with ‘er’ in place of the ‘re’ according, for example, to the accepted regional spelling variations. The teacher needs to point out this variance and decide which spelling is usually accepted in the region for the learner to adopt. Draw up a chart to make the differences clear. Sound out and blend all the words above. Discuss the meanings of the words and say them in simple sentences.
Note the words ‘cadre’ and genre’ where the ‘re’ is pronounced as /r/+/u/.
cadre genre Draw pictures and/or write simple sentences of the least well known words above and label to help learn the meaning. Alternatively, write down here those words from above which are generally spelt with ‘er’ in your region:
Fold this page up to the bottom of the first ‘-re’ box to hide the words but to reveal the ‘-re’. Use the back of the folded-up part to practise spelling and writing. Say the words slowly and put a dash for each sound in the words. Break the words down into syllables first where necessary. Put the grapheme ‘re’ (or ‘er’ if there are regional variations) on one dash. Edit each word whilst finger-tracking under the graphemes.
Copyright 2007 Debbie Hepplewhite Unit 12 - Sheet 16 of 17
Copyright 2007 Debbie Hepplewhite Unit 12 - Sheet 17 of 17
