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Words grouped in their
phonic families To be used with
Moving on with Phonics
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Contents
Instructions ............................................................ 3 ck .......................................................................... 5
oo .......................................................................... 6
ee ......................................................................... 7
sh ......................................................................... 8
ch ......................................................................... 9
th ......................................................................... 10
ing ........................................................................ 11
or ......................................................................... 12
ar ......................................................................... 13
a-e ......................................................................... 14
i-e ......................................................................... 15
o-e ......................................................................... 16
u-e ......................................................................... 17
e-e ......................................................................... 18
ai .......................................................................... 19
ea .......................................................................... 20
oa .......................................................................... 21
igh .......................................................................... 22
ir .......................................................................... 23
ay .......................................................................... 24
ou ......................................................................... 25
aw ......................................................................... 26
oi .......................................................................... 27
ur .......................................................................... 28
al .......................................................................... 29
er .......................................................................... 30
y (ee) .................................................................... 31
ea (e) .................................................................... 32
ow ....................................................................... 33
a (ar) .................................................................... 34
o (u) ...................................................................... 35
Vowels saying their name .................................... 36
y (eye) .................................................................. 37
ow (o-e) .............................................................. 38
ew ....................................................................... 39
oy ....................................................................... 40
‘W’ Rules .............................................................. 41
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Daily Phonic Lesson Moving on With Phonics - Level 2
Every Day: 2. Then practice the phoneme flashcards from previous lessons - we are starting to learn those in this stage so they will gradually increase. You won't have any for the 'ck' lesson. If you learnt actions to go with the alphabet sounds, you may like to continue that practice with the phonemes learnt in this section. Hold each phoneme card up in turn and together say: ‘SEE KAY says ack, eck, ick, ock, uck’ or, ‘EYE, JEE, AITCH says ‘eye’, for example. 3. Briefly practice some words from previously taught families. This is important for revi-sion, but keep it brief as it is not the main part of the lesson. This could be as simple as reading a word list already learnt and asking the child which family the words belong to. It could be used as an opportunity to reinforce a sound that is weak with a quick bit of practice, either writing or reading. Then: On Monday introduce the new sound flashcard (that you have prepared ready) and tell the pupil the sound the letters make when they are together in a word. Start with the words listed on the related page in this book and introduce all of them on Monday. Say: ‘These words all have the sound '.....' in them. Listen as I sound them out.’ Say the first word and then as you sound it out, either write each letter down, on a board or paper, or make them yourself with the alphabet cards, if possible making the new sound stand out in a different colour. E.g. duck might, or if using letter cards, placing them down with a slight gap before the new sound: du ck, m igh t. This will help to train your pupil's eye to see each phoneme as a unit rather than individual letters (see below). Rub them out and then read them one by one to your pupil, giving them time to either write each word down, or make them with alphabet /magnetic letters.
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Let the child read their words back to you. Are they correct? Prompt the child to correct their work as necessary, emphasising the hearing and feeling of the sounds. Finish by asking them to read their list of words back to you. Display the words somewhere for the week, where they will be seen easily - by the kitch-en table, or in the bathroom, or on your child's bedroom door. Refer to them often throughout the week outside of lesson time as opportunities present themselves. On Tuesday, Wednesday and Thursday repeat the above starting with the alphabet rhyme and then spend time reviewing the new sound and the words that belong in that family. You can do this by repeating Monday, or by completing the given worksheet. Only if your student is confident, may you practice reading some of the other words listed for each family (where applicable). This will help them to see that they can apply their knowledge to words other than those in the main list. Keep the spelling just to the main list.
If you have more time one day: 1) Choose some games from the games page, or do a worksheet. 2) Use this time to introduce the 'odd' words given for each lesson. They should be prac-ticed both in writing and reading. They are best learnt in context, so make up sentences using words already learnt or use some of those given, that contain the new odd word.
On Friday After the alphabet rhyme and phoneme flashcards, do a dictation. Ideally you want to dictate the passage/sentences from the previous week's sound family. So for the 'ck' week, you will do the dictation for the cvcc words. Get your student a new exercise book in which to write their dictations. They should work with an HB pencil and have a rubber so that mistakes can be neatly erased. Neat work should be encouraged at all times. First make sure they are familiar with all the words in the passage, including any 'odd' words. Read the passage to the student. Then say you will read it again, a word at a time, giving space for the student to write each word as you say it. Once the dictation is over, ask the student to read their work through to check for errors. This is very important. Then prompt them to correct any they have missed. They can draw a picture to go with the dictation if they wish, to finish.
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ck
Jack black track snack
trick brick quick
lock rock
knock knocke
truck struck
jacket pocket ticket
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oo
mistook shook stood school
goodness
pool soon food hoot cool
hook wood wool took
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ee
keep beef weep week heel
green three street creep bleed queen
wheel geese
between settee coffee
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sh
mash rash crash flash shall shock shook sheet splash brush foolish
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ch
chin munch crunch bunch
lunchbox crunch bench check chick
chicken children
match catch switch kitchen fetch
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th
thick with moth
think thinking
thank thanking thanked
tooth three thump thrush
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ing
shopping running cutting getting letting missing filling
skipping hopping chatting winning
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or
sort short sports porch north
tractor morning forget
story forty
door poor floor
more store before
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ar
hard card part yard mark harm smart sharp start
garden market carpet
darkness
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a-e
made take gave wave cave brave lake bake wake awake became
face race place
taste shake frame
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i-e ripe wipe arrive alive tries glide
wife wives knife knives
white while write
ice nice slice
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o-e
robe clothes
toes goes close
stones slope hose froze chose
open opened broken drove
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u-e
use uses used using
glue gluing
clue tube rule cube
continue
queue
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e-e
even evening Peter theme athlete
compete complete extreme delete
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ai
paid pain chain main pail rail
again afraid explain raise praise waist
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ea heat seat
reach reaching reaches teach teaching teaches
peach beach cream treat
reading speaking please
ear near dear year
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oa
oak road soap
soaking goat toad road coach
roasting croak croaking
loaf
loaves
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igh
sigh fight fighting
tonight bright flight
daylight frightened
delight knight
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ir
stir skirt birth shirt birth dirty thirty thirsty
thirteen
circle circus
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ay
today away pay
holiday crayon
Tuesday
Wednesday hooray
birthday railway
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ou about
shout shouting shouted
loud aloud sound
our hour south
thousand roundabout
fountain mountain
blouse
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aw
law
shawl
crawl crawling crawled
straw yawn dawn awful
seesaw
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oi
foil tinfoil
toilet avoid joints poison hoist
choice voice
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ur
burn burning turn turning turned
turnip
bursting burglar surprise
nurse purse
injure injured
furniture
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al
fall falling fallen call calling called
walls stall
salt
hospital chalk stalk
talk talking talked
walk walking walked
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person kerb swerve
later over paper computer driver together
ever never under river number hammer letter robber hanger finger
er
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y (ee)
sorry
hungry angry baby
lady
shady pony tiny
shiny study
everyone
twenty thirty fifty sixty
seventy ninety
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ea
feather weather heaven instead healthy wealthy
breakfast breath tread
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ow owl
growl vowel towel
power shower tower
frown frowning frowned drown drowning drowned
somehow anyhow however
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a (ar) glass
asking/ed after
rather nasty basket flask
banana father
grandpa grandma
grandfather class can’t
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o(u)
won front done none glove above other worry money
discover discovered discovering
amongst monkey
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Vowels saying their name
child wild mind lion
remind behind Quiet
old gold sold told cold hold post only oh
October April able table
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Y (eye)
my fry frying
trying flying
sky why
reply replying July
bye
goodbye
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ow (o-e) row rowing
mowing flow flowing
blow blowing elbow
window yellow pillow
following growing
tomorrow below know known
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ew
blew crew drew flew stew grew chew screw threw mews jewels view
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oy
boy toy
joy joyful
enjoy enjoying annoy annoying annoyed
destroy destoying
destroyed royal
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W rules
what watching watched
wash washing washed swamp
squabble squash wallet
wander wandering wandered