Focus On Language: Book 1 - Phonetic Phase by Teacher Superstore

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Focus

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For 6s to 8r Year o e Olds t

On © ReadyEdPubl i cat i ons

Language

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Book 1

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•f orr evi ew pur posesonl y•

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Written by Karen Riebe. © Ready-Ed Publications - Revised 2001. Published by Ready-Ed Publications (2001) P.O. Box 276 Greenwood Perth W.A. 6024 Email: info@readyed.com.au Website: www.readyed.com.au COPYRIGHT NOTICE Permission is granted for the purchaser to photocopy sufficient copies for non-commercial educational purposes. However, this permission is not transferable and applies only to the purchasing individual or institution.

ISBN 1 86397 097 5

Learning Outcome/s INTRODUCTION Teachers’ Notes Recent changes in curriculum development have placed increasing emphasis on

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developmental learning and the need for teachers to structure effective programs which cater to the specific needs of their students. Many teachers have had the opportunity to consider the Language acquisition (both oral and written) of children as a series of progressive milestones. In addition, they have been provided with a diagnostic tool which enables them to pin-point a child’s development by observing behaviours exhibited.

The activities and suggestions in this package complement the teaching strategies Materials for children who have been identified as being at the PHONETIC SPELLING

PHASE. Typically children at this phase rely heavily on spelling words based on their sound. The children have developed a system of spelling that can be read by others and have begun to generate their own spelling rules. As the children become more competent with the sound/symbol relationships, teachers need to provide opportunities for children to extend their knowledge of words and how words are used.

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There is also a need at this stage to encourage children to use meaning as a spelling strategy. To this end the activities will help children to identify the critical features and characteristics of words. The children will be presented with opportunities to explore, classify and categorise words according to their visual features. This package contains a series of activities which include an initial teaching page where teacher input is required. In addition there are follow-up activity pages which can be used either for small group or independent work. Each page has suggested TEACHERS’ NOTES which may highlight major teaching points or provide suggestions for further activities.

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Contents Contractions Flip Flaps Juicy Jigsaw

Compound Words Picture Puzzles Picture Pairs

Adding ER Rule-ER Word Wheel

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Adding ING Rules! Rules! Rules! Double Up

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Plurals Playground Plurals More Plurals

Maa-ma Mother Maze (last page) Baby Block

Antonyms Opposite Ollie Onwards With Opposites

10.

Back To Bases Word Map Word Search

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Learning Outcome/s

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Materials

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Teachers’Notes

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Learning Outcome/s Student identifies, matches and writes contractions.

Teachers’Notes

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Use children’s word searches to create class lists of contractions. These lists can be later used as a word sorting activity. n’t ’ll ’ve e.g. can’t I’ll I’ve don’t we’ll we’ve you’ll you’ve

N.B. The charts on the following pages (8, 9) can be completed and used as Materials templates for consolidation of the concept.

Materials © ReadyEdPubl i cat i ons

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Pencils.

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Contractions Y A contraction is a short way of combining two words. For example is not can be shortened to we have can be shortened to

isn’t we’ve

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can not

you’ve

I am

we’re

I will

can’t

we are

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r o e t s Bofo r Y The apostrophee ( ’ ) takes the place the 1, 2 or 3 letters p ok that are left out. u S R Can you match each of these words with its contraction?

I’m

you have

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1. I.....................go to the park by myself. (can not)

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R Use a contraction to fill in the gaps.

2. Today .................... going to visit Grandma. (we are) 3.

o c . cheunder the tree to eatr e ......................sit my lunch. o r st super (I will)

4. On Thursday .................... going to Kate’s birthday party. (I am) 5. My goodness! What big eyes ..................... got! (you have) Ready-Ed Publications

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Contractions Learning Outcome/s R Complete this chart.

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can not Materials

I’ll

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Teachers’Notes

is not

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I’m

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we’re © ReadyEdPubl i cat i ons •f orhave r evi ew pur posesonl y• you

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R Complete the chart by going on a word search to find some more contractions. Page 8

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Contractions

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R Complete this chart.

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R Complete the chart by going on a word search to find some more contractions. Ready-Ed Publications

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Learning Outcome/s Student identifies and reads contractions.

Teachers’Notes

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Materials Scissors.

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This activity allows children to physically manipulate words to discover how contractions are formed. A B Fold so that B sits on top of A NB Photocopying the activity sheet onto card will make the flip flaps more durable.

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Flip Flaps

e p u S

we are

oo k

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is notrstoreB ’t ’re

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you have Ready-Ed Publications

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I am

’ve Page 11

Learning Outcome/s Student identifies and matches contractions using NOT.

Teachers’Notes

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Materials Scissors. Glue.

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Teaching children to identify and recognise patterns aids in understanding and usage. This activity focuses on contractions that use ‘not’. Teachers can ‘recycle’ this activity page by whiting out the words and using the template with other “patterns” (e.g. I’m, I’ll, I’ve, I’d, we’ll, you’ll, she’ll ...).

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Juicy Jigsaw not becomes n’t

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are not

will not

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r o e t s Bo r e p ok u can not S have not is not

do not

don’t

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haven’t

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won’t

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can’t

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Learning Outcome/s Student identifies the two parts which make a compound word.

Teachers’Notes

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Materials

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As children become more confident with identifying compound words, provide other base words and have children make as many true compound words as they can. e.g. ball ballroom netball ballgame baseball ballboy pinball football basketball

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Compound Words Y A compound word is two words combined to make a bigger word. For example,

teaspoon r o e t s Bo grandmother r e p ok u S R Circle the compound words. postman

tomorrow

summer

computer

birthday eggshell

fireplace

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tea and spoon combine to make grand and mother combine to make

yesterday gardener

R If a treehouse is a house in a tree, and a birthday is the day of your birth then what is the meaning of:

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postman? - a man who ..........................................................

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o c . c e her r eggshell? -............................................................................. o t s super football? - a ball game that you play with ..............................

starfish? - ............................................................................... fingernail? -............................................................................ boyfriend? - ........................................................................... Ready-Ed Publications

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Learning Outcome/s 1. Student combines two words to make a compound word. 2. Student separates a compound word into its two components.

Teachers’Notes

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Materials Pencils.

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Illustrating compound words is a fun activity which allows children to experiment with words. The picture clues help the children see and identify the two parts of compound words.

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Picture Puzzles +

= .............

e p u S = .............

oo k= ............. +

= .............

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or eB = ............. + st r

= ............. = .............

R Make your own picture puzzles for these compound © ReadyEdPubl i cat i ons words.

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fingernail

. t cowboye flowerpot bedtime

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Learning Outcome/s Student combines two words to make a compound word.

Teachers’Notes

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Materials Scissors. Glue.

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Children cut word bricks and assemble to form a compound word. Paste the compound word next to the appropriate picture.

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Picture Pairs

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o c . pot fish chtooth windr e er o st super tea

butter

sun

gold

mill

shine

brush

fly

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Learning Outcome/s Student adds ‘s’ to make a plural.

Teachers’Notes

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It is important that children have an understanding of what a ‘plural’ is. Many oral examples may be necessary before children are presented with a written activity.

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Plurals Y Plural means more than one. For example, the plural of cat is cats

r o e t s Bo r e p ok u R Write the Splural.

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the plural of flower is flowers

one apple

three .................................................................................................

one lollipop

four ...................................................................................................

one bird

many ................................................................................................

a herd of...............................................................................

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spiderspiders book

pencil pencils tree

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R Circle the correct word.

books flag

flags bee

trees horse horses cake

hats boat

boats boy

bees

cakes

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Learning Outcome/s Student finds and copies the correct label then adds ‘s’ to make a plural.

Teachers’Notes

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Picture talks are a valuable and informative teaching strategy. Before commencing the written activity, discussion of the picture will enable teachers to direct children to the correct labels. These should be used as a reference when completing part two.

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Playground Plurals

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R What can you see in this playground?

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o c . che3 ...................... r 4 ...................... 1e .................... o r st super 8 ...................... 2 ...................... 1 .................... I can see ...

1 ......................

5 ......................

3 ....................

2 ......................

1 ......................

1 ....................

1 ......................

2 ......................

4 ....................

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Learning Outcome/s Student adds ‘es’ to make a plural.

Teachers’Notes

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The first activity involves children problem solving to identify the rule for adding ‘es’.

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More Plurals Y Not all words can be made into a plural just by adding ‘s’. Y Look carefully at these words. What was added to make a plural?

one box

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five dresses

Y Remember!

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r o e t s Bo two boxes r e p ok ............................. one brush u- several brushes S - many peaches one peach one dress

x and s are never together e comes between to save stormy weather

fox - foxes This same foru sh, ss and ©R eaisdthe yEdP bch, l i c at i ozns

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witch fuss hatch lash tax dish buzz toss six

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•f o rplural r evi ew pofuthese r powords sesas onl y• R Write the for each x and z you sort them into the correct umbrellas.

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Learning Outcome/s Student identifies and matches antonyms.

Teachers’Notes

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Children will require many oral examples of antonyms before proceeding to written activities. Children will enjoy miming the nursery rhymes substituting actions with the opposite pair. Encourage children to rewrite the nursery rhymes using antonyms.

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Antonyms Y An antonym is the exact opposite of a word. For example, girl day

is the antonym of is the antonym of

boy night

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r o e t s Bo r e p ok u R Match the Santonyms. on

dark

wet

out

down...........................................................................................

big

off

laugh ...........................................................................................

light

dry

stop ..............................................................................................

Find an opposite for ...

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1. Jack and Jill went............. the hill. (up)

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2. Humpty Dumpty ............... on the wall. (sat) 3.

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little near © ReadyEdPu b............................................................................................. l i cat i ons •f or r e vi ew p ur po esonl y• R Change the underlined word to itss opposite. in

o c . chhas e Little Bo Peep ............ her sheep. r er o st super (lost)

4. Hickory Dickory Dock, the mouse ran............ the clock. (up) 5. Baa baa ................ sheep, have you any wool? (black) Ready-Ed Publications

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Learning Outcome/s Student identifies the opposite of a given word.

Teachers’Notes

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Children need to work out the opposite for the words underlined, write them in the appropriate places and then draw a picture of the opposite action.

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Opposite Ollie R Finish each story below and then draw two of the things that Ollie did. Y Ollie always did the opposite of what other people said. So when he was ...

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... told to come inside he went....................................................................................

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r o e t s Bo r e ... asked to sit down p ok u he................................................... S ..........................................

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he would............................................................................ it

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... asked to close the door

. te o ... told to go to the end of the line c . che e r o he went to the............................................................. t r s super

R Can you make up your own Opposite Ollie story? .............................................................................................. .............................................................................................. Ready-Ed Publications

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Learning Outcome/s Student matches opposite pairs.

Teachers’Notes

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Materials

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Children match the antonyms using the words in the box. These pairs of words are then used in context to complete the sentences.

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Onwards With Opposites R Print the opposites from the box. day ......................................................... wet ......................................................... sad ......................................................... sweet.................................................... stop ........................................................

small night sour hot slow

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go happy dry up hate

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fast ....................................................... down ................................................... big .......................................................... like.......................................................... cold .......................................................

A rabbit runs ............................ but a snail is ......................... An elephant is........................ but a mouse is .......................

The sun shines during the ....... but the moon shines at ........

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Water is............................... but sand is ................................

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An ice-cream is ...................... but lemons are .......................

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The rain falls ..................... but an umbrella goes .................. I .................................cats but I.................................... dogs.

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Learning Outcome/s Student recognises and selects the correct spelling of a homophone in context.

Teachers’Notes

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Teachers may need to discuss the individual meaning of each homophone before the children are able to select correctly.

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Homophones Y Homophones are words that sound the same but are spelt differently. For example,

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/ The three little kittens lost (there, their, they’re) mittens.

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to, two and too are homophones see and sea are homophones

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/ My (pair, pear) of shoes has a (hole, whole) in them.

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/ When you hold a shell to your ear you can (here, hear) •f or r e vi e wp ur posesonl y• the (see, sea).

o c . ch e / I (knew, new) the answer r e o t r s uper to the (some, sum). s / (Mary, merry) met a man who gave her a (flour, flower).

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Learning Outcome/s Student matches homophones.

Teachers’Notes

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Teachers may extend the activity by having children print a sentence which includes both homophones. e.g. I ate four fish fingers for tea.

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Kite Caper R Match the words with the same sound. Write them on the kites.

r o e t s two week Bo bean r e p four some u too o they’re k S for been weak pail there

sum

one

their

pale

here

hear

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Learning Outcome/s Student matches the correct homophone with its meaning.

Teachers’Notes

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Materials Scissors. Glue.

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Children cut out and match the statement with its correct homophone.

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Phone Home there

their

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tale

tail

Cut and paste so the telephone parts match.

sail

son

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two

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towards something

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belongs to someone

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a boy

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to sell something

a number

as well

part of a boat

a story Page 37

Learning Outcome/s Student uses a dictionary to find the two meanings of each word.

Teachers’Notes

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This activity requires the children to have some skill in using dictionaries to find the meaning of words.

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Homonyms Y Homonyms are words that sound the same, are spelt the same, but have different meanings. For example

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park could mean a large area of grass and trees or to stop and leave a car somewhere. R Use a dictionary to find the different meanings for ... nail

1. .......................................................................... 2. ..........................................................................

© 1.R.......................................................................... eadyEdPubl i cat i ons •f or evi ew pur posesonl y• 2. r ..........................................................................

can

fly

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1. .......................................................................... 2. ..........................................................................

flat

1. ..........................................................................

trip

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lie

1. .......................................................................... 2. ..........................................................................

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Learning Outcome/s Student matches pictures and words. Student recognises that a word can have two meanings.

Teachers’Notes

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This may be used either as a concentration game where children turn up three cards at a time to try and match both sets of pictures and the word card, or it can be used as a simple cut and paste with the children matching all three cards.

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Match Mates

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ring

can

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fly Ready-Ed Publications

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Learning Outcome/s Student identifies homonym pairs in a pictorial context.

Teachers’Notes

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Materials

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Picture talks are a valuable and informative teaching strategy. Before commencing the written activity, discussion of the picture will enable teachers to direct the children to the various homonym pairs. These are: boot - boot boot of car/boy’s boot trip - trip plane taking off on trip/boy tripping box - box animals boxing/box of nails park - park car parked/garden park nail - nail fingernails/nails spilling flat - flat flat tyre/block of flats in background.

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Name-a-nym

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R Look carefully at the picture. List the homonyms you can

.......................................................................................... .......................................................................................... ..........................................................................................

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Learning Outcome/s Student adds ‘ing’ to base words.

Teachers’Notes

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Materials

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This activity involves children just adding ‘ing’ without any changes to the base word. This concept could further be developed by having children word search for words which end in ‘ing’. These lists may be later used for word sorts - where rules for adding ‘ing’ may be discovered.

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Adding ‘ing’ Y If we add ‘ing’ to words we can change them into describing words. For example

r o e t s Bo r e p ok u S R Add ‘ing’ to these words.

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jump becomes jumping Look at the dog jumping over the puddle.

lick ............................................................. wash ........................................................ lift ............................................................. fall.............................................................. eat.............................................................. wish......................................................... limp ........................................................... spend ....................................................... rest ..........................................................

melt © .......................................................... chew......................................................... find........................................................... ReadyEdPubl i cat i ons

•f orr evi ew pur posesonl y•

R What is ice doing when it is left in the sun?

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It is ........................................................................................................................................................................................................................... R What are you doing with your money at the shops?

. teyou doing when you use soap and water? o R What are c . c e I am ......................................................................................................................................................................................................................... her r o t s super

I am .........................................................................................................................................................................................................................

R What is a dog doing when it has a bone?

The dog is ...................................................................................................................................................................................................... R What are you doing to a lollipop when you taste it? I am ......................................................................................................................................................................................................................... Ready-Ed Publications

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Learning Outcome/s Student adds ‘ing’ to words with long vowel sounds.

Teachers’Notes

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Materials

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This activity presupposes that the children have a working knowledge of vowels and vowel sounds.

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Rules! Rules! Rules! ‘e’ goes away when ‘ing’ comes to stay. Y When a word ends in ‘e’ take off the ‘e’ and add ‘ing’.

r o e t s Bohide........................................................... r e bake .......................................................... name........................................................ p ok u shape ....................................................... have........................................................... give ........................................................... S

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e.g. make - making

smile ........................................................ take........................................................... rake......................................................... wave ........................................................ like.............................................................. wipe ......................................................... Draw a clown smiling.

Draw a gardener Draw a child raking up the leaves. wiping the dishes.

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Draw a cook baking a cake.

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Draw a cat hiding in the bushes.

Draw a baby waving.

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Learning Outcome/s Student adds ‘ing’ to words with short vowel sounds.

Teachers’Notes

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This activity presupposes children have some working knowledge of vowels and vowel sounds (i.e. short or long vowel sounds).

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Double Up R Look carefully at these words. What happened before ‘ing’ was added?

r o e t .................................................................................................... s Bo r e p .................................................................................................... ok u S ....................................................................................................

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sit - sitting cut - cutting hop - hopping clap - clapping set - setting

Y If a word has a short vowel sound, double the last letter, then add ‘ing’. R Add ‘ing’ to these words (remember the rule).

fit .................................................................. dig.............................................................. skip........................................................... © ReadyEdPubl i cat i ons

rub ............................................................... bat ............................................................. • f orr evi ew pur posesfano............................................................ nl y•

hit .................................................................. run ............................................................ hug............................................................

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mop ............................................................. swim ....................................................... shop..........................................................

. t e we all go (swim, swimming) atc o 1. In summer the beach. . che e r o 2. I love to go (shop, shopping) with my family. r st s uper

R Circle the correct word.

3. David wanted to have a (run, running) race. 4. My mum gave me a big (hug, hugging). 5. I had to (mop, mopping) up the floor.

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Page 49

Learning Outcome/s Student adds ‘er’ to base words.

Teachers’Notes

r o e t s Bo r e p ok u S

Materials

ew i ev Pr

Teac he r

Teachers will need to help children identify the base word in each box before ‘er’ can be added. Where words already end in ‘e’ (e.g. juggle) children need to know they only add ‘r’ (e.g. juggler).

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Adding ‘er’ Y Sometimes we add ‘er’ to the end of words when describing a person’s job or hobby. For example

r o e t s Bo r e p ok u S R What do we call ... A person who drives a car?

A person who teaches children?

ew i ev Pr

Teac he r

A person who works on a farm is a farmer. A person who bakes is a baker.

A person who paints houses?

w ww

a .............................

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a .............................. a ............................. © Ready EdPubl i ca t i ons A person who works A person who A person who a mine? ar group? hunts animals? •inf o rr evi ewleads pu poseso nl y•

a .............................

a ..............................

a .............................

A person who dances?

A person who can juggle balls?

A person who can skate on ice?

A person who builds houses?

A person who works in a garden?

A person who explores new places?

a ..............................

a .............................

. te

o c . che e r o t r s a ............................. a ............................. as .............................. uper

a ............................. Ready-Ed Publications

Page 51

Learning Outcome/s Student adds ‘er’ to words with short vowel sounds.

Teachers’Notes

r o e t s Bo r e p ok u S

Materials

ew i ev Pr

Teac he r

This activity presupposes that the children have a working knowledge of short and long vowel sounds.

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Page 52

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Rule-‘er’ R Look carefully at these words. What happened before ‘er’ was added?

ew i ev Pr

Teac he r

fit - fitter hot - hotter red - redder fat - fatter drum - drummer

Y If a word has a short vowel sound, double the last letter, then add ‘er’. R Add ‘er’ to these words (remember the rule).

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bet

. e rob t

sad hit Ready-Ed Publications

slim

m . u

o c . che e r o t r s super win

wet

swim Page 53

Learning Outcome/s Student recognises and reads base words to which ‘er’ has been added.

Teachers’Notes

r o e t s Bo r e p ok u S

ew i ev Pr

Teac he r

Children move the centre wheel to form new words which end in ‘er’. The children can write a sentence or illustrate each word as it is spun.

Materials

The wheel will be stronger and more durable if copied onto card. Make two copies per student, one for the outside wheel and one for the inside wheel.

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hard sw e e t . te

longo

c . che e r b o t r slac super

rich

fresh sl o w

Page 54

t s fa

m . u

dar k

play

g n si

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Word Wheel R Cut out the wheels. Join them together and spin!

Teac he r

ew i ev Pr

r o e t s Bo r e p ok u S

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. te

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Page 55

Learning Outcome/s Student identifies and matches animals and their progeny.

Teachers’Notes

r o e t s Bo r e p ok u S

Materials

ew i ev Pr

Teac he r

As the children recognise and identify more animal and progeny pairs, teachers can prepare charts and add the male noun for each animal pair. e.g. Goose, gander, gosling.

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Page 56

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, , , , ,,

Maa-ma

dog

R Mothers and babies

A duckling is a baby .................................

cow

r o e t s Bo horse r e A puppy is a baby .................................... p ok u A lamb is aS baby ...................................... A calf is a baby ........................................

duck

ew i ev Pr

Teac he r

A kitten is a baby .....................................

A foal is a baby ........................................ sheep R Write the correct answer on the line.

cat

Mother© bear her ..................................................... Rgrowls eadfor yEd Publ i cat i ons Mother hen clucks for her ...................................................... •f or r evi ew pur posesonl y•

Mother pig grunts for her .......................................................

m . u

w ww

Mother frog croaks for her...................................................... Mother kangaroo calls for her ................................................

. te

o c . che e r o t r s super

Mother elephant trumpets for her...........................................

cub

chick

tadpole

piglet

joey

calf

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Page 57

Learning Outcome/s Student identifies and unjumbles the names of animal progeny.

r o e t s Bo r e p ok u S

Materials

ew i ev Pr

Teac he r

Teachers’Notes

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Page 58

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Baby Blocks R Unjumble these words iogslng

ybba

oejy

Teac he r

R What am I?

ew i ev Pr

r o e t s Bo r e p o u k alfo aptdloe bcu S

Draw me

w ww

I am soft and fluffy. My mother lays eggs. My father crows.

. te

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I am a ...............................................................................

o c . I am a ............................................................................... che e r o t r s super I have a trunk. My mother is called a cow. You can see me at the zoo. I am an ............................................................................

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Page 59

Learning Outcome/s Student identifies base words and adds inflectional endings.

Teachers’Notes

r o e t s Bo r e p ok u S

Materials

ew i ev Pr

Teac he r

The children may be able to go on word searches to find more endings for each designated base word. It is vital that the changes in meaning are discussed and understood by the children.

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Page 60

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Back To Bases R Complete the pattern. sing

sings

drink

drinks

singer

singing

Teac he r

ew i ev Pr

drinking r o e t s B r e oo boxes p u k dreamS dreamer starts

starting

rake

R Underline the base word.

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shopping

. te

deeper

pests

walking

waves

cooking

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•f o rr evi ew pur posesonl y• rain is the base word in rains and raining. dresses cleaner

o c . che e R Circle the correct word. r o t r s surakes, er 1. On Sunday dad will (rake,p raking) up the leaves. 2. My mum loves (bake, bakes, baking) cakes. 3. Lee has three new (dress, dresses, dressing) to wear. 4. Ben was (kick, kicks, kicking) the football to his dad.

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Page 61

Learning Outcome/s Student searches and applies knowledge of word study elements.

Teachers’Notes

r o e t s Bo r e p ok u S

Teac he r

Materials

ew i ev Pr

1. The Word Map revision page may be used with text that the children are familiar with. Similarly it may be used as a “hunting” sheet as the children use the classroom environment (charts, displays etc,) to find answers for each section. 2. The final page (Page 64) is an extension of the Animal Progeny idea introduced on Page 56.

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. te ............................... ................................. ................................ ..........................

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Contractions .......................... .................................. .................................................. ................................................... ................................................... .................................................... ................................................ .....................................

Opposites 1............................ 2............................ 3............................ 4............................ 5............................

.......................... .......................... .......................... .......................... ..........................

by by: ........................................

.............................. ................................. .................................. ................................... ..............................

r o e t s Bo r e p ok u S

ew i ev Pr

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o c . che e r o t r s super

AW or d Map Wor ord

T e ach Compound words Plurals er ............................... ................................. .............................. .............................. © ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

On my desert island I found …

Words ending in ‘ing’ or ‘er’ .................................. .................................... ...................................... ...................................... ...............................

Word Map

Page 63

Mother Maze G

r o e t s L I EB J O r e o pY J B R P okA Eu S K T A D P O L

Teac he r

S D

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Page 64

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orr vi e wthepanimals ur po sesbelow, onl y • R Find • thef baby ofe each of shown then colour the animal.

o c . che e r o t r s super

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