Advanced Copymasters

Page 1

48 worksheets

Towards full literacy


Contents How to use this book . . . . . . . . . . . . . . . . . .

v

Pupil Record Sheet. . . . . . . . . . . . . . . . . . . . .

vi, vii

Copymasters

Page

1.

. . . . . .a. -. .Parachuted . . . . . . . . . .and . . . .Yawning . . . . . . . Apples . . . . . . . . . . . . . . . . . . .1

2.

. . . . . .all . . .- .Lazy . . . . Giant . . . . . .All . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2

3.

. . . . . .al. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3

4.

. . . . . .are . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4 . . . . .ce, . . .ci, . . cy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5, 6

5 a/b. 6.

. . . . . .ch . . .and . . . ph . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7

7.

. . . . . .e. -. .Burnt . . . . .Out . . . .Magic .....e . . . . . . . . . . . . . . . . . . . . . . . . . .8

8.

. . . . . . .e. -. .Mr . . .Mean-e . . . . . . .out . . . walking . . . . . . . . . . . . . . . . . . . . . . . . . . .9

9.

. . . . .ea . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10

10.

. . . . . .ear . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11

11.

. . . . . .ei. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12

12a/b. 13. 14a/b.

. . . .ed . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13, 14 . . . . .ing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15 . . . .ed/ing . . . . . . -. Blocking . . . . . . . .the . . . Magic . . . . . . . . . . . . . . . . . . . . .16, 17

15a.

. . . . .en/est . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18

15b.

. . . .en/est . . . . . .-. Blocking . . . . . . . .the . . . Magic . . . . . . . . . . . . . . . . . . . . . . . .19

16.

. . . . . .er/ere . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20

17.

. . . . .ey . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21

18.

. . . . . .full . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22

19a/b/c. . . . .dge, . . . . ge, . . . .gi, . . gy . . . . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. . . . . . . .23-25 20.

. . . . .gh . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .26

21.

. . . . .ie. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .27

iii


22.

k . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28

23.

. . . . . .kn . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .29

24.

. . . . . .le. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .30

25.

. . . . . .able/ible . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .31

26.

less/ness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .32

27.

. . . . . .ly. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .33

28.

. . . . . .mb/mn . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .34

29.

o - Oscar’s Brother . . . . . . . . . . . . . . . . . . . . . . . . .35

30.

. . . . . .o/o . . . (one/who) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .36

31.

. . . . . .ous . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .37

32.

. . . . . .que/ture . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .38

33a/b/c.

. . .tion/ation . . . . . . . . . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. . . . . . .39-41

34.

. . . . . .wh/wh . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .42

35.

. . . . . .wr . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .43

36.

y (e) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .44

37a/b/c.

y (In i-clothes) . . . . . . . . . . . . . . . . . . . . . . . . . . .45-47

38.

y (Sometimes Magic) . . . . . . . . . . . . . . . . . . . . . . . .48

iv



How to use this book The Advanced Copymasters are designed to consolidate and extend the teaching content of the Letterland Advanced Teacher’s Guide. They support class or group work on common beginnings and endings of words, shared sounds and vowel digraphs. The copymasters provide activities for various levels of attainment. They can also be used as a stepping-stone towards more open-ended tasks. For example, once children have completed the activities on a sheet, you may like to ask them to make up their own sentences using some of the words they have just learned about. Or see how many words of the same structure they can find in a book, magazine or newspaper. In addition, the copymasters can be used as a valuable diagnostic tool. The range of skills covered includes: phonemic awareness decoding/recoding skills illustrating sounds (picture coding) finding rhyming words word building reading for meaning sentence completion using words in context when writing open-ended sentence writing

• • • • • • • • •

The Advanced Copymasters These copymasters provide an excellent resource for class or group work. They are also useful as an activity for children working with parents or helpers. The Advanced Teacher’s Guide is the recommended starting point for introducing the spelling patterns featured here. You could plan your teaching as follows:

• • • • •

Decide on which letter combination you are going to teach and work through the suggested activities in the Advanced Teacher’s Guide. Listen to the appropriate song on the Advanced Songs CD when studying a new sound. It helps to display and point to the key words as they are sung. Give out copies of the relevant copymaster to the whole class or to a group. Go over the instructions on the copymaster, exaggerating the sound being studied when it appears in some of the example words. Encourage the children to reread the instructions carefully and aim to master all the instruction vocabulary as soon as possible so they can work through the sheets independently. During the plenary session go over the main teaching points to assess understanding.

Pupil Record Sheets are provided on page vi and vii if you want to keep a record of individual progress, or you could use the copymasters as evidence in children’s folders or Records of Achievement.

v


Pupil Record Sheet Name: Advanced Teacher’s Letterland Characters Guide Lesson

Shape

Sound

Page

1

Parachuted Apples

a

as in America

1

2

Yawning Apples

a

as in father

1

3

Lazy Giant All

all /al

as in call /almost

2

4

Parachuted Apple and Lucy

al /el

as in musical /tunnel

3

5

Arthur Ar overpowers vowels

are/-are as in are, as in scare

4

6a & 6b

Clever Cat as a hissing snake

ce, ci

5

6a, b & c

Clever Cat as a hissing snake

ce, ci, cy as in fancy (+ revision)

6

7 39

Clever Cat & Harry Hat Man Peter Puppy & Harry Hat Man

ch ph

as in school as in photo

7

8

Burnt Out Magic E

e

as in live

8

9 & 13

Mr Mean E Out Walking

ey, ei

as in they, as in eight

9

10

Eddy’s turn to do the talking

ea

as in head

10

11

Ernest Er capturing Vowel Men

ear

as in bear

11

12

Mr E and Mr I take turns

ei

as in receive and height

12

14

Magic Ending - three sounds

ed

as in voted, lined, baked

13-14

15

Magic Ending

ing

as in sliding

15

17

Magic Ending - Friends to the Rescue ed/ing

as in hopped and hopping 16-17

18

Magic Ending

en/est

as in taken and nicest

18-19

20 & 21

Ernest Er

er, ere

as in safer, as in there

20

22

Mr E & Yo-yo Man’s journey

ey

as in donkey

21

23

Giant Full

-ful

as in restful

22

24a & c

Gentle Ginger

ge, gi

as in gentle and ginger

23

24b

Gentle Ginger

dge, age as in bridge and village

24

24a, c & d Gentle Ginger

ge, gi, gy as in gymnast

25

25 & 26

gh, gh

Golden Girl & Harry Hat Man

as in ice, as in circle

Can read some (s)/ most (m) words with this phoneme

as in bought, as in laugh 26

vi

Advanced Copymasters © Letterland Int. 2005


Pupil Record Sheet Name: Advanced Teacher’s Guide Lesson

Letterland Characters

Shape

Sound

Page

27

Mr E’s turn to do the talking

ie

as in field

27

28

Three ways to spell final ‘k’ sound

k, ck, ke as in week, back, like 28

29

Silent Kicking King & Noisy Nick

kn

as in knee

29

30

Candle Magic

le

as in table

30

31

Candle Magic (suffix)

able

as in suitable

31

31

Candle Magic (suffix)

ible

as in incredible

31

32

Sammy & Sally Snake (suffix)

less

as in restless

32

32

Sammy & Sally Snake (suffix)

ness

as in darkness

32

33

Lucy Lamp Light & Yo-yo Man

ly

as in lovely

33

34

Munching Mike & Bouncy Ben

mb

as in thumb

34

34

Munching Mike & Noisy Nick

mn

as in autumn

34

35

Oscar’s bothersome little brother

o

as in love

35

36

Walter Walrus stuck in o

o

as in one

36

37

Boot & Foot Twins (one hiding)

o

as in who

36

38

Mr O

ous

as in famous

37

39

Peter Puppy & Harry Hat Man

ph

as in photograph

7

40

Quarrelsome Queen, Mr U & Mr E que

as in antique

38

42

Talking Tess & Urgent Ur

ture

as in nature

38

41

Mr Tion & the Vowel Men

tion

as in action/station

39-41

43

Walter Walrus & Harry Hat Man

wh

as in when

42

43

Walter Walrus & Harry Hat Man

wh

as in who

42

44

Walter captured by Red Robot

wr

as in write

43

45

Yo-yo Man’s deal with Mr E

y

as in very

44

46

Yo-yo Man changes clothes

y

as in cries

45-47

47

Yo-yo Man shooting magic sparks

y

as in baby

48

vii

Can read some (s)/ most (m) words with this phoneme

Advanced Copymasters © Letterland Int. 2005


Name: 1

Date:

Parachuted and Yawning Apples

1 Parachuted Apples. Find and picture code seven Parachuted Apples in the words below. Then write and picture code three more.

merica umbrella India banana camera

2 Write the correct caption under each picture.

gorillas

sleep

parachutes above

3 Yawning Apples. Join each pair of rhyming words in a different colour.

(In some regional accents these a’s are regular.)

father plaster

dance rather

faster chance

calf pass

grass half

4 Make up a sentence using two or more of the words above. 1

Advanced Copymasters Š Letterland Int. 2005


Name:

Date:

2

Lazy Giant All 1 Fill in the spaces using the Giant All words from the wall.

You hit this with a bat: _ _ _ _ This is made of bricks: _ _ _ _ Another word for little: _ _ _ _ _ Giant All is this: _ _ _ _ A big room: _ _ _ _ To shout: _ _ _ _ 2 Make new words with a

_ _ ways _ _ most _ _ so

and then write them out again.

_ _ though _ _ ready _ _ together

3 Complete these sentences using the six words from

2

above.

Giant All _ _ _ _ _ _ _ _ _ _ _ _ eats other people’s apples, _ _ _ _ _ _ _ _ it is wrong. Today he has _ _ _ _ _ _ _ eaten twenty _ _ _ _ _ _ _ _ _ _. He _ _ _ _ has another ten to eat later. 2

Advanced Copymasters Š Letterland Int. 2005


Name:

e

Date:

3

The final ‘ul’ sound 1 Write the correct label under each picture.

comical

musical

magical

hospital

2 Fill in the spaces with al and picture code them.

The medic _ _ student is very music _ _ and loves listening to classic _ _ music. 3 Add el (sounding like ‘ul’) on all the labels below.

tunn _ _ ang _ _

squirr _ _

kenn _ _

quarr _ _

mod _ _

parc _ _

trav _ _

4 Make up a sentence using as many el words as possible.

3

Advanced Copymasters © Letterland Int. 2005


Name:

Date:

4

Captured Vowels 1 Underline ar e and circle are in the sentence below.

Clare, are you sure you are prepared to share these rare coins? 2 Fill in the spaces with are. Then read the sentences to check they make sense.

Bew_ _ _ ! Take c _ _ _ when you _ _ _ b _ _ _ foot. 3 Compare and label each of these shapes: circle, triangle, square.

4

Advanced Copymasters Š Letterland Int. 2005


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