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