Essential Phonics - Initial Sounds by Teacher Superstore

Rosemary Allen

Not to be sold separately.

This book is part of the Essential phonics: the complete resource – Initial sounds package.

Blackline masters or copy masters are published and sold with a limited copyright. This copyright allows publishers to provide teachers and schools with a wide range of learning activities without copyright being breached. This limited copyright allows the purchaser to make sufficient copies for use within their own education institution. The copyright is not transferable, nor can it be onsold. Following these instructions is not essential but will ensure that you, as the purchaser, have evidence of legal ownership to the copyright if inspection occurs.

r o eBo t s r e p ok u S

For your added protection in the case of copyright inspection, please complete the form below. Retain this form, the complete original document and the invoice or receipt as proof of purchase. Name of Purchaser:

Date of Purchase:

ew i ev Pr

Teac he r

This master may only be reproduced by the original purchaser for use with their class(es). The publisher prohibits the loaning or onselling of this master for the purposes of reproduction.

w ww

. te

Signature of Purchaser:

m . u

School Order# (if applicable):

o c . che e r o t r s super

Internet websites

In some cases, websites or specific URLs may be recommended. While these are checked and rechecked at the time of publication, the publisher has no control over any subsequent changes which may be made to webpages. It is strongly recommended that the class teacher checks all URLs before allowing students to access them.

View all pages online PO Box 332 Greenwood Western Australia 6924

Website: www.ricpublications.com.au Email: mail@ricgroup.com.au

Foreword

r o eBo t s r e p ok u S

Teac he r

word identification skills progress developmentally, with early learners depending more heavily on phonics for success in learning to read than older students do.

ew i ev Pr

For young students to become competent, independent and confident readers, they need to master three major cue systems that can help them to identify unknown words. The semantic cue system allows readers to identify a word, even if they have never seen it written before, because it makes sense within the context. The syntactic cue system assists readers who are familiar with common patterns of English to identify an unfamiliar word because it sounds right within the context. The graphophonic cue system aids readers to guess an unfamiliar word because it looks right and can be sounded out. This is sometimes referred to as using sound–symbol relationships to decode words.

Despite its importance, the teaching of phonics has not had a history of success, mostly because past practices involved decoding words at the expense of meaning, thus reducing phonics to an academic activity divorced from reading. Today, it is seen as imperative that phonics not be taught in isolation; rather, the focus of phonics instruction should always be on identifying sounds in a meaningful context. That is, teachers need to provide opportunities for young students to discover letter–sound relationships through language that is used for real purposes. Thus, to simplify the process, phonic learning should progress from: introducing a sound in a context; identifying, extracting and analysing the sound; then synthesizing it by placing it back in a context.

. te

For this reason, the phoneme–grapheme relationships in Essential phonics are first encountered in one of the following contexts: big books, plays, poetry, prose and/ or sentences. Students are required to use auditory skills to discover the target sound before identifying its grapheme on a sound card that has words containing the target sound on the back of the card. Interactive activities, songs and blackline master activities then reinforce the phoneme–grapheme relationship. Teachers have a choice of using the interactive materials with the class or allowing students to work independently on a computer.

m . u

w ww

Undoubtedly, the most difficult of these cue systems to teach is phonics. In English there is no direct one-to-one correspondence between sounds and the 26 letters of the alphabet. In fact, the 26 letters can represent 44 different sounds. The fact that some of these sounds can be represented by more than one letter combination makes the task of learning to read even more complicated. However, the study of phonics can assist children to make more sense of the regularities that do exist. The difference between letter names and letter sounds also needs be made clear to young students. Each letter of the alphabet has a name. This remains constant and provides a referent to discuss the possible sound combinations made when joining letters together. For example, the letter A is always the letter A because that is its name. However, it does not have or make a consistent sound. The sound it represents depends upon the letters around it; for example apple, apricot, train, boat, said, laugh and sauce. Teachers can help to make this clear by saying things like, ‘This is the letter “w” – what sound does it have/make in this/these word(s)?’ It is essential that a child understands that letters do not necessarily represent the same sound as their names.

o c . che e r o t r s super

It is now universally accepted that an understanding of phonics can aid young students to identify words very rapidly and that this ability leads to automatic word recognition. It follows that the more rapidly readers can identify words, the more meaning they can generate as they read a text. Several studies have also shown that R.I.C. Interactive ~ www.ricpublications.com.au

As a bonus for teachers of reading, the big books are not only designed to identify letter sounds in context, but also the recognition of common sight words in simple sentence structures. In addition to the target sound, keywords, phrases and clauses are repeated in each story. The books also provide teachers with an excellent opportunity to discuss concepts of print. I trust you and your students will enjoy using these materials to make the development of phonics and reading skills a simpler, more satisfying and valuable learning experience. Essential phonics – Initial sounds

iii

Contents Foreword........................................................................ iii Contents.........................................................................iv Components of Initial sounds......................................v About the author............................................................v Navigation.....................................................................vi Suggested processes and procedures.............. vii – ix

Teachers notes............................2–3 Student pages............................4–5

Teachers notes........................54–55 Student pages........................56–57

Teachers notes............................6–7 Student pages............................8–9

Teachers notes........................58–59 Student pages........................60–61

Teachers notes........................10–11 Student pages........................12–13

Teachers notes........................62–63 Student pages........................64–65

Teachers notes........................14–15 Student pages........................16–17

Teachers notes........................66–67 Student pages........................68–69

Teachers notes........................18–19 Student pages........................20–21

Teachers notes........................70–71 Student pages........................72–73

Teachers notes........................22–23 Student pages........................24–25

Teachers notes........................74–75 Student pages........................76–77

Teachers notes........................26–27 Student pages........................28–29

Teachers notes........................78–79 Student pages........................80–81

Teachers notes........................30–31 Student pages........................32–33

Teachers notes........................81–83 Student pages........................84–85

Teachers notes........................34–35 Student pages........................36–37

Teachers notes........................86–87 Student pages........................88–89

Teachers notes........................38–39 Student pages........................40–41

Teachers notes........................90–91 Student pages........................92–93

Teachers notes........................42–43 Student pages........................44–45

Teachers notes........................94–95 Student pages........................96–97

Teachers notes........................46–47 Student pages........................48–49

Teachers notes........................98–99 Student pages....................100–101

Teachers notes........................50–51 Student pages........................52–53

Teachers notes....................102–103 Student pages....................104–105

w ww

. te

m . u

Teac he r

ew i ev Pr

r o eBo t s r e p ok u S

o c . che e r o t r s super

Essential phonics – Initial sounds

R.I.C. Interactive ~ www.ricpublications.com.au

Components of Initial sounds Essential phonics is an integrated set of materials that comprehensively covers a wide range of phoneme– grapheme relationships. The complete set provides a valuable resource to assist teachers to teach phonics in a meaningful context. Each package offers enjoyable learning experiences to support the reading skill development of beginning readers. This package, Essential phonics: the complete resource – Initial sounds, is the first of a series of phonics packages. There is no recommended time frame given for the introduction of sounds. Teachers are advised to create their own time frame according to the ability and experience of their students

r o eBo t s r e p ok u S

The Essential phonics: the complete resource – Initial sounds, is made up of: • an interactive CD

Teac he r

The resources on the interactive CD are divided into seven components for each sound: – a big book – a sound card that has an interactive component – a song – a jigsaw of the letter – an interactive activity (with the exception of x) – blackline master activities (with the exception of x) – teachers notes.

• a teachers guide

The comprehensive teachers guides features:

– a how-to-use guide with instructions on using the interactive CD

– extensive teachers notes for each initial sound

– 2 blackline masters for each initial sound (with the exception of x).

ew i ev Pr

• 26 sound cards • 1 A2 initial sounds poster

w ww

. te

m . u

• 26 A3 soundcard posters

o c . che e r o t r s super About the author

Rosemary Allen has vast experience in teaching, lecturing, international speaking, writing curriculum materials and educational consultancy. She has been a principal and held posts in various educational associations in Australia, Indonesia and Singapore. She has also taught at Nanyang University, Singapore and the University of Western Australia. Now a fulltime writer, she has published widely throughout Asia, the United Kingdom and the United States of America.

R.I.C. Interactive ~ www.ricpublications.com.au

Essential phonics – Initial sounds

Navigation

Using the main menu and letter submenu The target letter is selected from the main menu by clicking on it.

r o eBo t s r e p ok u S

ew i ev Pr

Teac he r

This brings up a letter submenu which has symbols to identify each component. For easy use in the classroom, the structure of each package is identical, with each component following the same general process and procedure.

Comprehensive teacher notes can be accessed via the mortarboard (teacher’s hat) icon.

Using the drop down menu

w ww

The drop down menu is found anywhere you see a small orange button with a plus symbol inside a blue circle.

. te

Click on the button to reveal a drop down menu that enables you to navigate to all of the other components.

m . u

o c . che e r o t r s super When open, the button at the top turns to a minus sign. Click on this to hide the drop down menu again. Click on any of the icons to navigate to that section. This icon enables you to turn the sound on and off during an activity.

You can also navigate to the main menu and letter submenu screens.

Note: For ease of use, the orange button and the drop down menu can be moved to any point on the screen. To move click and drag the blue circle around the button or the blue bar at the top of the menu. vi

Essential phonics – Initial sounds

R.I.C. Interactive ~ www.ricpublications.com.au

Suggested processes and procedures 1. Big book • Leading questions are provided in the teachers notes to assist teachers to conduct a discussion of the cover to establish who the characters are and to predict what the story will be about. The cover also provides a context for teachers to introduce vocabulary items from the story to clarify the meanings of words that may be unfamiliar to the students. • Prediction questions are provided in the teachers notes to help teachers encourage students to guess what will happen in the story. • Teachers are advised to read the story, pausing briefly at keywords to see if students can ‘read’ them.

r o eBo t s r e p ok u S

Go back by clicking the green arrow at the top of each page.

ew i ev Pr

Teac he r

• At the end of the story, teachers can either play it again by pressing the replay icon or return to the letter submenu by pressing the exit icon

Sound can be turned on or off by accessing the drop down menu. Go forward by clicking the page curl at the bottom right-hand corner of the page. Each page is numbered.

• Further words, with picture cues, are introduced on the back of the card.

w ww

. te

m . u

• The back of the card becomes an interactive activity by clicking on the ‘interactive’ button.

Click on the letter at the top of the card to hear the sound it represents. To hear the sound in context, click on the simple sentence below the picture.

o c . che e r o t r s super

click on the ‘flip soundcard’ button to view the other side of the card

Click to turn the back into an interactive activity.

As each item is matched with the correct word, the word is spoken.

R.I.C. Interactive ~ www.ricpublications.com.au

Essential phonics – Initial sounds

vii

Suggested processes and procedures 3. Song • To assist teachers, the same tune is used for each song. • After the target letter has been introduced, students are encouraged to create their own verses using words that begin with the target sound. Suggestions are provided in the teachers notes to help guide students.

r o eBo t s r e p ok u S

Click‘Play music only’,to hear a karaoke version to which students sing their own verses.

ew i ev Pr

Teac he r

Click ‘Play music and lyrics’ to hear the song for that letter sound.

4. Jigsaw

• Teachers demonstrate how to clickdrag-drop the pieces to create a lower case and upper case form of the letter. Selected students then create the letter.

• When the jigsaw is completed, students will hear the letter name and the letter sound.

5. Interactive activities

• Students are given instant feedback in order to correct errors.

. te

m . u

w ww

• Each interactive activity provides students with picture cues from which to identify the target sound. • There are five different kinds of interactive activity. Detailed notes on how to best use each are contained in the teachers notes.

o c . che e r o t r s super

• The activities can be repeated several times, because the order of the stimulus words changes. In this way, students can’t learn the sequence; they must identify the words. • Certain activities have extra features to assist students. The ‘balloon’ style of activity has a pause button to allow students extra time to identify the target sound. The ‘Find the pictures that start with …’ style of activity has a hint button and a word counter to aid students in identifying words with the target sound that are hidden in the picture.

viii

Essential phonics – Initial sounds

R.I.C. Interactive ~ www.ricpublications.com.au

Suggested processes and procedures 6. Blackline masters

• Blackline masters are provided to extend capable students who are able to print. These activities can be used as a verbal activity with less able students, followed by a teachermodelled response. ‘Back’ will return you to the letter menu. ‘Revert’ will reset the page to its starting configuration. ‘Zoom out’ will make the page smaller on screen.

r o eBo t s r e p ok u S

‘Zoom in’ will make the page bigger on screen.

ew i ev Pr

Teac he r

The page can also be moved around the screen by clicking and dragging.

Sliders can be turned on and off. They can be dragged to hide sections of the page, leaving visible only the parts you wish to focus on.

Teacher notes

w ww

. te

• Teacher notes specific to each individual sound can be accessed from the letter submenu. They detail how to use each component for the sound.

m . u

• General teacher notes about the product can be accessed from the main menu.

o c . che e r o t r s super

R.I.C. Interactive ~ www.ricpublications.com.au

Essential phonics – Initial sounds

Teacher notes

1. Using the big book, discuss the cover. Establish who the characters are, predict what the story will be about and introduce the target vocabulary. • Ask: What can you see in the picture? Who do you think they are?

What do you think they are doing?

Teac he r

• Point to the title and say: The title of this story is Adam Ant the actor. (Have students ‘read’ the title with you, as you sweep your hand from left to right pausing slightly at keywords.) • Establish the meaning of actor:

What is Adam (or Ann) acting as here?

Does he/she look happy?

Have you ever been angry/sad? What makes you angry/sad?

Would you be angry with your friend?

ew i ev Pr

• Read the complete text through to establish meaning and to have the students realise that there is a lot of patterned repetition. As each new character appears in the story, establish who the character is. Discuss what he or she does and how he/she is feeling. Ask questions such as:

r o eBo t s r e p ok u S

2. Read the big book text.

What does an actor do? Can you act? Who can you be? There are two actors in this picture – which one do you think is Adam? (Have a student choose and point.)

• Pause at page 15 and ask: What do you think? Can an ant be friends with an antelope? Let’s read on and find out what Ann’s answer is. Continue until the end of the text.

• Read the text through a second time, pausing briefly at keywords to see if the students can predict them.

• Introduce the second character by saying: There is another actor in the picture – her name is Ann. What kind of animal do you think she is? (an antelope) • Turn to the first page: Let’s read the story.

3. Establish the target sound and introduce the sound card for ‘Aa’.

• Say: Listen carefully. I’m going to say some words from the story. They all start with the same sound. What sound can you hear at the start of these words?

• Read through a third time and encourage students to read along with you.

w ww

. te

m . u

o c . che e r o t r s super

• Say the following words, exaggerating the beginning sound: Adam ant Ann actor actress Have students guess the sound.

axe

angry

alligator

• Introduce the card: This is the letter ‘Aa’ (letter name). Sometimes it can make the sound ‘a’ (letter sound). It is important at this stage that students are not led to believe that this is the only sound ‘a’ can represent.

• Tell students to click the letter at the top of the card to hear the sound it represents. They can hear the sound in context if they click on the simple sentence below the picture.

• Flip the card and name the pictures. Ask questions about the items. For example: Do you like apples? What kind of apples do you like? What can you do with an axe? Who uses an axe? Do you know a fairy story that has an axe-man (woodsman) in it? (Red Riding Hood) Before you can shoot an arrow, you must have something else – what is it? (a bow) Which picture shows an actor?

• Click on the ‘Interactive’ icon and explain that students are to match each picture to its word using a click-drag-drop action.

Essential phonics – Initial sounds

R.I.C. Interactive ~ www.ricpublications.com.au

Teacher notes

4. Introduce the song

• Sing the song until students are familiar with the words and the tune.

• Point to the pictures on the word card. Use these and words from the big book as substitutes for the word ‘arrow’. For example: ants on the apple (actor, antelope, astronaut, acrobat, alligator, anteater).

r o eBo t s r e p ok u S

• Demonstrate how to click-drag-drop the pieces to create a lower case and upper case form of the letter.

• Choose students to create the letter.

• When the jigsaw is completed, students will hear the letter name and the letter sound.

Teac he r

5. Jigsaw

ew i ev Pr

6. Interactive rebus activity

• Display the picture and say: Here is a picture. It has seven things in it that start with the letter ‘a’ (letter name). What sound can the letter ‘a’ make? Emphasise the sound, then have students identify the items in the picture.

• Explain that if they click on a picture that starts with ‘a’ (sound), the picture will become coloured.

• The ‘Hint’ button is included to assist students who experience difficulty.

7. Complete the blackline master activities

Activity 1

• Work through the first row by saying: Look at this row of things. What are they? (identify the items) Does this one start with ‘a’ (sound)? Demonstrate how to cross out the items that do not start with ‘a’ (sound).

• Identify the items in all the rows then let children work independently to cross out the non-target pictures. Remember to revise this sound as new letters are introduced.

Activity 2

• Introduce the pattern and have students read the sentences together using the picture clues only.

• Allow selected students to match the words to the picture.

• Have students read the sentence using the words instead of the pictures.

• Demonstrate how to join the first picture to its word label. If students are able, allow them to work independently to complete the activity; if not, provide assistance using the whiteboard.

8. Reintroduce the big book

• Turn off the sound and encourage students to read along with you.

w ww

. te

m . u

o c . che e r o t r s super

R.I.C. Interactive ~ www.ricpublications.com.au

Essential phonics – Initial sounds

r o eBo t s r e p ok u S

ew i ev Pr

Teac he r

Cross out the ones that do not start with ‘Aa’.

w ww

. te

m . u

o c . che e r o t r s super

Essential phonics – Initial sounds

R.I.C. Interactive ~ www.ricpublications.com.au

Match the picture with the word to finish the sentences.

1. This is an

arrow.

Teac he r

3. This is an

ew i ev Pr

r o eBo t s r e p ok u S 2. This is an antelope. apple.

w ww

5. This . is an

alligator.

m . u

4. This is an

astronaut.

o c . che e r o t r s super

6. This is an

actor.

7. This is an

axe.

R.I.C. Interactive ~ www.ricpublications.com.au

Essential phonics – Initial sounds

Teacher notes

1. Using the big book, discuss the cover. Establish who the characters are, predict what the story will be about and introduce the target vocabulary. • Point to the picture on the cover and say: This is Ben. Today is a special day for Ben. What day could it be? (his birthday) What do you think Ben wants for his birthday? The present he wants starts with the same sound as his name. (a bicycle) What colour is his bicycle? (blue) Do you think he will be able to balance on his new bicycle?

• Turn to the first page and say: Let’s read the story and find out if Ben, Brian and Bob will go to the park.

2. Read the big book text.

ew i ev Pr

Teac he r

• Point to the bandstand and say: I can see a band in this bandstand. What musical instruments can you see? Allow students to name them if they can and then say. Do any of these instruments start with the sound ‘b’ (use the letter sound not the letter name)?

r o eBo t s r e p ok u S

Point to Brian. Who could this be? (Ben’s big brother) Isn’t Ben lucky! He has a very nice big brother named Brian. Point to Bob. He also has a friend whose name is Bob. Ben calls Bob his very best buddy. Ben and Bob’s names start with the same letter. Does anyone in our class have a name that starts the same as Ben, Bob and Brian? • Point to the title and say: The title of this story is Ben’s birthday. (Have students read the title with you, as you sweep your hand from left to right pausing briefly on each word.)

Can you name any/other things that might be at the park: things with names that start with ‘b’? (butterfly, beetle, birds, bat)

• Pause at appropriate pages and have students identify the following items: bandstand, birdbath and band; the instruments in the band; and the animals they see while they are lying on the blanket. • Pause at the last line and ask: What do you think? Will the boys go back to the park? Why?

• Read the text through a second time, pausing briefly at keywords to see if the students can predict them.

• Ask: Where can Ben go to ride his new bike? (the park) Do you think Ben will let Bob ride on his new bike in the park? What kinds of things do you think the boys will see at the park? Allow students to suggest a number of items and then say. Do any of these things start with the sound ‘b’ (use the letter sound not the letter name)?

3. Establish the target sound and introduce the sound card for ‘Bb’.

• Say: Listen carefully to some words from the story. They all start with the same sound. What sound can you hear at the start of these words?

. te

• Read through a third time and encourage students to read along with you.

m . u

w ww

o c . che e r o t r s super

• Say the following words, exaggerating the beginning sound: Ben birthday bicycle brother butterfly Have students guess the sound.

beetle

bat

band

• Introduce the card: This is the letter ‘Bb’ (letter name). Sometimes it can make the sound ‘b’ (letter sound). It is important at this stage that students are not led to believe that this is the only sound ‘b’ can represent.

• Tell students to click the letter at the top of the card to hear the sound it represents. They can hear the sound in context if they click on the simple sentence below the picture.

• Flip the card and name the pictures. Ask questions about the items. For example: I’m thinking of a word that starts with ‘b’. It’s an animal (bear, bat, butterfly, bird). Give students progressive clues until the word is guessed; for example, This animal is brown/black, This animal is big/small, This animal can fly. What is round and coloured and found at birthday parties (balloons)? Can you think of two different meanings for the word ‘bat’ (bat and ball, the animal bat)? What colours start with the sound ‘b’?

• Click on the ‘Interactive’ icon and explain that students are to match each picture to its word using a click-drag-drop action.

Essential phonics – Initial sounds

R.I.C. Interactive ~ www.ricpublications.com.au

Teacher notes

4. Introduce the song

• Sing the song through until students are familiar with the words and the tune.

• Point to the pictures on the word card. Use these as substitutes for the word ‘bear’. For example: black bat; butterfly, blue bird, Ben’s bike.

r o eBo t s r e p ok u S

• Demonstrate how to click-drag-drop the pieces to create a lower case and upper case form of the letter.

• Choose students to create the letter.

• When the jigsaw is completed, students will hear the letter name and the letter sound.

6. Interactive activity

• Open the interactive activity by clicking on the submenu icon.

• Say: You will see two balloons. Each balloon has a picture in it. Point and click on the balloon that has a picture which starts with the sound ‘b’. If you make a mistake, the balloon will burst.

• Explain that students may freeze the balloons by pressing the ‘Pause’ button.

7. Complete the blackline master activities

Activity 1

• Ask students to name the pictures in the boxes on the left. Ask: What letter do they all start with?

• Point to the words on the right and explain: These are the words that match the pictures, but they are all mixed up. Can you match the words to the pictures? Draw a line from the picture to the word. Demonstrate by completing the first example.

• Let students work independently to complete the activity.

Activity 2

• Read the phrase to the students: The boy has a … Then point to each picture and say: What does the boy have? Sweep your hand along each clause pausing slightly at key words as students read the sentence using the picture clues to help them.

• Point to the words on the right and explain: These words match the pictures, but they are all mixed up. Can you match the words to the pictures? Draw a line from the picture to the word. Demonstrate by completing the first example.

• Then let students work independently to complete the activity introduced.

8. Reintroduce the big book

• Turn off the sound and encourage students to read along with you.

Teac he r

5. Jigsaw

ew i ev Pr

w ww

. te

m . u

o c . che e r o t r s super

R.I.C. Interactive ~ www.ricpublications.com.au

Essential phonics – Initial sounds

Join the picture to its word.

r o eB o boy t s r e p ok u S

ew i ev Pr

Teac he r

bat

w ww

. te

m . u

o ball c .

che e r o r st super

box

Essential phonics – Initial sounds

R.I.C. Interactive ~ www.ricpublications.com.au

Match the picture with the word to finish the sentences.

1. The boy has a

ball.

bed.

Teac he r

3. The boy has a

ew i ev Pr

r o eBo t s r e p ok u Shas a The boy

bat.

4. The boy has a

m . u

w ww

. te

5. The boy has a

book.

o c . che e r o t r s super

box.

6. The boy has a

bird.

7. The boy has a

boat.

R.I.C. Interactive ~ www.ricpublications.com.au

Essential phonics – Initial sounds

Teacher notes

Teac he r

Whose party do you think it is?

Why do you think so?

What kind of food do you think they will have at this party?

• Continue asking these two questions for the introduction of each character. • Pause at page 28 and ask: Do you think Carol will let the cockerel come to her party? Why/Why not? • Ask: Do you think Carol was mean to the cockerel? Why/Why not?

ew i ev Pr

r o eBo t s r e p ok u S

You may need to elicit from students that ‘calf’ is a special name for a baby cow. Some students may mistake the camel for a horse. If so, provide a clue by saying; It looks like a horse, but this animal has humps on its back. What is it? • Ask: Where are they? (at a party)

2. Read the big book text. • Pause at page 3 and ask: Who do you think Carol will ask first? Let students guess before turning the page and showing the character. What food do you think Carol will make for the clown? (cup cakes)

• Read the text through a second time, pausing briefly at keywords to see if the students can predict them. • Read through a third time and encourage students to read along with you.

• Point to the title and say: The title of this story is Carol Cat’s party. (Have students read the title with you, as you sweep your hand from left to right, pausing slightly at keywords.)

• Turn to the first page and say: Let’s read the story.

3. Establish the target sound and introduce the sound card for ‘Cc’.

• Say: Listen carefully to some words from the story. They all start with the same sound. What sound can you hear at the start of these words?

w ww

. te

m . u

o c . che e r o t r s super

• Say the following words, exaggerating the beginning sound: cat clown camel cow calf crow Have students guess the sound.

cricket

crab

caterpillar

• Introduce the card: This is the letter ‘Cc’ (letter name). Sometimes it can make the sound ‘c’ (letter sound). It is important at this stage that students are not led to believe that this is the only sound ‘c’ can represent.

• Tell students to click the letter at the top of the card to hear the sound it represents. They can hear the sound in context if they click on the simple sentence below the picture.

• Flip the card and name the pictures. Ask questions about the items. For example: Which of these things were in our story about Carol the Cat’s party? (cat, cake, carrot, camel) What is this? (point to the cap) What is this? (point to the castle) Who lives in a castle?

• Click on the ‘Interactive’ icon and explain that students are to match each picture to its word using a click-drag-drop action.

Essential phonics – Initial sounds

R.I.C. Interactive ~ www.ricpublications.com.au

Teacher notes

4. Introduce the song

• Sing it through until students are familiar with the words and the tune.

• Use other words from the big book as substitutes for the word ‘cow’. For example: camels (calfs, crows, cats, crabs, crickets, caterpillars and cockerels in the corn crop).

r o eBo t s r e p ok u S

5. Jigsaw

• Demonstrate how to click-drag-drop the pieces to create a lower case and upper case form of the letter.

Teac he r

• Choose students to create the letter.

• When the jigsaw is completed, students will hear the letter name and the letter sound.

ew i ev Pr

6. Interactive rebus activity

• Open the interactive activity by clicking on the submenu icon.

• Say: Here are some pictures. Some of the pictures start with the sound ‘c’. Some of them do not. Draw a line from the letter ‘Cc’ to each picture that starts with the ‘c’ sound. If you are correct, you will hear the word and see it in writing.

7. Complete the blackline master activities

Activity 1

• Say: Look at these pictures. What did the artist draw? Point to the pictures one-by-one until all the pictures have been described.

• Say: The artist forgot to finish the pictures. We’re going to try to help finish them. What did the artist draw here? (a coat) This is what he should have drawn (sweep your hand along the phrase as you read it, pausing at keywords and to emphasise the word ‘near’). What did the artist leave out of the picture? (a cap near the coat) Tell students: You are to draw in a cap near the coat to finish the picture for the artist.

w ww

. te

m . u

o c . che e r o t r s super

• Treat the other pictures in the same way. Then have the students read the phrases one after the other.

Activity 2

• Say: Here are some questions. We know they are questions because they have this mark after them (point to the question mark). Let’s see if we can answer the questions with ‘Yes’ or ‘No’. (Point to the words ‘Yes’ and ‘No’ after each question).

• Encourage students to read the questions with you. Sweep your hand along each question, pausing slightly at keywords as you read it. Have various students try to read the questions independently.

• Demonstrate that students are to colour in the answer they think is correct.

• Have students attempt to read the question with the words instead of pictures.

8. Reintroduce the big book

• Turn off the sound and encourage students to read along with you.

R.I.C. Interactive ~ www.ricpublications.com.au

Essential phonics – Initial sounds

r o eBo t s r e p ok u S

a cap near the coat

ew i ev Pr

Teac he r

Draw to finish each picture.

a cake near the cook

w ww

a camel near the crocodile.

a carrot near the cow

a cat near the car

clown near the a castle

m . u

o c . che e r o t r s super

Essential phonics – Initial sounds

R.I.C. Interactive ~ www.ricpublications.com.au

Colour ‘Yes’ or ‘No’.

1. Can a camel eat corn?

Teac he r

3. Can a cow eat a carrot?

Yes No

ew i ev Pr

r o eBo t s r e p ok u 2. Can aS cat eat a codfish?

Yes No

m . u

w ww

5. Can a calf eat a cake?

. te o 6. Can a cook eat a cup? Yes c . che e r o r st super

7. Can a crab eat a coat?

Yes No

8. Can a crow eat corn?

Yes No

R.I.C. Interactive ~ www.ricpublications.com.au

Essential phonics – Initial sounds

Teacher notes

1. Using the big book, discuss the cover. Establish who the characters are, predict what the story will be about and introduce the target vocabulary.

• Ask: What is happening to the boy in the picture? (he’s in deep water; he’s drowning) Where is he? (in a dam) If students don’t use the word ‘dam’, introduce it by saying: Does anyone know the special name for a farm waterhole like this? Why do you think he went to the dam? (to feed the ducks and dig in the mud) Point to the father and ask: Who do you think this is? (his father/ dad) Do you think the boy’s father knew he was going to the dam? (discuss students’ answers) How did the boy’s father know that he was in the dam? (the dog raced to get him) What will the boy’s father do now? (swim out to save him) Do you think he will be saved? How will he feel if he is rescued? (sorry/wet/dirty)

r o eBo t s r e p ok u S

• Point to the title and say: The title of this story is Disobedient Dan. (Have students ‘read’ the title with you, as you sweep your hand from left to right.)

• Turn to the first page and say: Let’s read the story.

2. Read the big book text.

• Read pages 1 and 2 and ask: Do you think Dan will stay in the dairy? Pause for answers and then say: Let’s find out.

• Continue reading to page 4 and ask: What do you think Dot and Dan will do at the dam? Pause for answers and then say: Let’s read on and find out. • Continue reading to page 6 and ask: What will happen next? If Dan falls in, how will his dad find out? Pause for answers and then say: Let’s read on and find out.

Ask: What does ‘disobedient’ mean? (discuss the students’ answers) I guess everyone has been disobedient sometimes. Have you ever been disobedient? (allow some students to share experiences)

w ww

. te

• Continue until the end of the text.

• Read the text through a second time, pausing briefly at keywords to see if the students can predict them. • Read through a third time and encourage students to read along with you.

m . u

• Establish the meaning of ‘dairy’: Dan was being disobedient. His father told him to stay in a special place to look after the cows. Does anyone know the name of the special place where cows are milked? (dairy) That’s where Dan was supposed to be. Why do you think his dad didn’t want Dan to go to the dam? (it was deep/it was dangerous)

ew i ev Pr

Teac he r

o c . che e r o t r s super

3. Establish the target sound and introduce the sound card for ‘Dd’.

• Say: Listen carefully. I’m going to say some words from the story. They all start with the same sound. What sound can you hear at the start of these words?

• Say the following words, exaggerating the beginning sound: Dan Dot Dad Daisy dairy day dam duck Have students guess the sound.

dirty

deep

dark

disobedient.

• Introduce the card: This is the letter ‘Dd’ (letter name). Mostly it makes the sound ‘d’ (letter sound). It is important at this stage that students are not led to believe that this is the only sound ‘d’ can represent.

• Tell students to click the letter at the top of the card to hear the sound it represents. They can hear the sound in context if they click on the simple sentence below the picture.

• Flip the card and name the pictures. Ask questions about the items. For example: Do you like to dig? Does anyone have a desk at home? What do you keep on your desk? Have you seen ducks before? Where did you see them? Did you feed them? Who is this? (dancer) Who likes to dance? Put your hand up if you have a dog? What kind of dog do you have?

• Click on the ‘Interactive’ icon and explain that students are to match each picture to its word using a click-drag-drop action.

Essential phonics – Initial sounds

R.I.C. Interactive ~ www.ricpublications.com.au

Teacher notes

4. Introduce the song

• Sing it through until students are familiar with the words and the tune.

• Use other words from the big book as substitutes for the word cow. For example, dirty ducks digging; Daisy cow digging; dirty Dan digging; Dot the dog digging and dainty dancer digging. Or change the adjective; for example, damp dog digging, dry dog, dusty dog, dangerous dog and disobedient dog.

r o eBo t s r e p ok u S

5. Jigsaw

• Demonstrate how to click-drag-drop the pieces to create a lower case and upper case form of the letter.

Teac he r

• Choose students to create the letter.

• When the jigsaw is completed, students will hear the letter name and the letter sound.

6. Interactive activity

• Explain that each duck has a picture — some pictures start with ‘d’ and some do not.

• Students click on each duck that has a picture starting with ‘d’.

ew i ev Pr

Activity 1

• Read the sentence stems and have students read them after you. Point out that the word they choose to complete the sentence must match the picture.

• Work through the first example by reading the sentence stem. Point to the words and ask: Is this a dog or is it a frog? Pause to allow students to call out the answer.

. te

m . u

7. Complete the blackline master activities

w ww

• Ask: What can a dog do? Read the sentence stem: It can—dip or dig? Pause for students to call out the answer.

• Allow students to work through the rest of the work sheet independently as you circulate to assist those who experience difficulty.

Activity 2

• Treat the pictures at the bottom of the page first by asking: What/Who can you see in this picture? What is he/it doing?

o c . che e r o t r s super

• Read the verbs at the top of the page and ask: Who can do this?

• Read the sentence beginnings and endings. Explain that students are to print the missing verb in the blank.

• Finally, they must print the number of the sentence in the small box to show which sentence illustrates which picture.

8. Reintroduce the big book

• Turn off the sound and encourage students to read along with you.

R.I.C. Interactive ~ www.ricpublications.com.au

Essential phonics – Initial sounds

Dd 1. This is a

3. This is

frog .

r o eBo t s r e p dig . ok u dip S Dad

ew i ev Pr

Teac he r

2. It can

dog

Colour the word that matches.

Dan .

desk .

m . u

w ww

5. This is a

. t etoo. dive . o 6. It can dance c . che e r o t r s super 7. This is Daisy the cow. Dot .

8. She is in the 16

dam

Essential phonics – Initial sounds

dairy . R.I.C. Interactive ~ www.ricpublications.com.au

Dd dig

drink

What can they do? Finish the sentence.

dance

dive

ew i ev Pr

Teac he r

r o eBo t s r e p 1. A ducku can ino the dam. k S 2. A dog can

from the dam.

3. Dan can

in the dirt. © R. I . C.Publ i ca t i ons •f orr evi ew pur posesonl y• .

w ww

m . u

4. A doll can

Match the picture. Print the number of the sentence in the box.

. te

o c . che e r o t r s super

R.I.C. Interactive ~ www.ricpublications.com.au

Essential phonics – Initial sounds

r o eBo t s r e p ok u S

• Point to the title and say: The title of this story is The Emperor’s electric exercise machine. Have students read the title with you, as you sweep your hand from left to right, pausing slightly at keywords.) Ask: What does ‘electric’ mean? What do we have in our classroom that needs electricity? Discuss the students’ answers.

• Turn to the first page and say: Let’s read the story.

2. Read the big book text.

• Continue reading to page 9 and ask: Do you think it will be very expensive to have an electric exercise machine? Pause for answers and then say: Let’s read on and find out. • Continue reading to page 10 and establish the meaning of ‘envy’ by saying: Do you think the emperor would like to be as slim as the empress? Does he envy her? Sometimes we envy people who have something that we’d like. Is there anyone you envy? Why? Allow students to share their thoughts.

ew i ev Pr

• Say: The man in the picture is an emperor. Do you know what an emperor is? If students don’t know the word ‘emperor’, tell them it is another name for a king. Do you know what the wife of an emperor is called? (an empress) What kind of machine could this be? (an exercise machine) Who do you think it is for? Why? (the emperor is fat) Do you think it will be a good machine? Why/ Why not?

emphasise the word ‘extraordinary’ and ask: Do you think eating extra eggs will help the emperor get slim? Why? Pause for answers and then say: Let’s read on and find out.

• Continue reading to page 14 and ask: What will happen next? Will the machine help the emperor to lose weight? How do you think the story will end? Pause for answers and then say: Let’s read on and find out. • Continue until the end of the text and ask: How did the emperor feel at the end? Have you ever been embarrassed? When? Pause for answers.

• Read pages 1 and 2. Pause at page 3 and establish the meaning of ‘energy’ by saying: What does ‘energy’ mean? • Pause at page 4 and ask: What do you think the exercise expert will tell the emperor? How will the expert help him? Continue reading to page 7,

w ww

. te

• Read the text through a second time, pausing briefly at keywords to see if the students can predict them. • Read through a third time and encourage students to read along with you.

m . u

1. Using the big book, discuss the cover. Establish who the characters are, predict what the story will be about and introduce the target vocabulary.

Teac he r

Teacher notes

o c . che e r o t r s super

3. Establish the target sound and introduce the sound card for ‘Ee’.

• Say: Listen carefully to some words from the story. They all start with the same sound. What sound can you hear at the start of these words?

• Say the following words, exaggerating the beginning sound: emperor egg exercise emerald Have students guess the sound.

Emma

extraordinary

• Introduce the card: This is the letter ‘Ee’ (letter name). Sometimes it can make the sound ‘e’ (letter sound). It is important at this stage that students are not led to believe that this is the only sound ‘e’ can represent.

• Tell students to click the letter at the top of the card to hear the sound it represents. They will hear the sound in context if they click on the simple sentence below the picture.

• Flip the card and name the pictures. Ask questions about the items. For example: Which of these things were in our story about Emperor Ed? (egg, emperor, emerald) What is this? (point to the eggplant and the elf) Have you eaten eggplant before?

• Click on the ‘Interactive’ icon and explain that students are to match each picture to its word using a click-drag-drop action.

Essential phonics – Initial sounds

R.I.C. Interactive ~ www.ricpublications.com.au

Teacher notes

4. Introduce the song

• Sing the song through until students are familiar with the words and the tune.

• Point to the pictures on the word card. Use these and words from the big book as substitutes; for example, elephant in the eggcup; Emperor in the eggcup; Empress in the eggcup; exercise in the eggcup.

r o eBo t s r e p ok u S

• Demonstrate how to click-drag-drop the pieces to create a lower case and upper case form of the letter.

• Choose students to create the letter.

• When the jigsaw is completed, students will hear the letter name and the letter sound.

6. Interactive activity

• Open the interactive activity by clicking on the submenu icon.

• Say: Here is a box. Things that start with the sound ‘e’ go in the box. There are some things on the shelf that start with the sound ‘e’. Can you drag and drop them into the box?

• Allow selected students to take part. The activity can be played more than once because the items change position on the shelf each time the activity is accessed.

7. Complete the blackline master activities

Activity 1

• Ask the first question then read the names of the characters under the pictures. Have students read them after you. Point out that they must tick the name of the character shown in each picture.

• Ask the second question then read out the words under the pictures. Have students read them after you. Point out that they are to put a tick on the matching phrase which completes the sentence.

Teac he r

5. Jigsaw

ew i ev Pr

w ww

. te

m . u

o c . che e r o t r s super

Activity 2

• Treat the pictures at the right side of the page first by asking: What/Who is exercising? Have selected students point to the word that matches each picture.

• Read the complete clause and pause at the gap to allow students to check the picture and answer.

• Instruct students to complete each clause by printing in the matching word.

8. Reintroduce the big book

• Turn off the sound and encourage students to read along with you.

R.I.C. Interactive ~ www.ricpublications.com.au

Essential phonics – Initial sounds

This is …

r o eBo t s r e p ok u S

ew i ev Pr

Teac he r

This is …

Who is it? Tick the answer.

Empress Emma.

Emperor Ed.

Which is right? Tick the answer.

. te

The emperor is …

m . u

w ww

The emperor is …

o c . che e r o t r s super

getting fit.

getting fat.

getting fed.

Essential phonics – Initial sounds

R.I.C. Interactive ~ www.ricpublications.com.au

Ee empress

egg

Who is exercising?

emperor

elephant

elf

Teac he r

2. The is exercising.

ew i ev Pr

r o eBo t s r e 1. The p ok u is exercising. S

w ww

3. The is exercising.

. te

m . u

o c . 4. The che e r o is exercising. r t s super 5. The is exercising. R.I.C. Interactive ~ www.ricpublications.com.au

Essential phonics – Initial sounds

Teacher notes

1. Using the big book, discuss the cover. Establish who the characters are, predict what the story will be about and introduce the target vocabulary.

• Ask: What can you see in the picture? (tadpole, fish, frog, fern, fly, fence). Have you ever seen a tadpole before? What do you know about tadpoles?

2. Read the big book text.

• Read pages 1–4 and ask: Who thinks this is the reason Fiona has a funny feeling? Do you feel fatter after you have had your lunch? Let’s find out.

• Read pages 5–8 and ask: Have you ever had a flippety-floppity feeling in your feet? Encourage action by telling the students: Move your hands and feet up and down in a flippety-floppity way. That’s how Fiona’s tail feels!

• Read pages 13–16. Ask: What do you think Freddy will tell Fiona to do? Allow some students to answer. • Read pages 17–21. Ask: How do you think Fiona will feel now? Let’s see if you’re correct. • Read the text through a second time, pausing briefly at keywords to see if the students can predict them.

ew i ev Pr

r o eBo t s r e p ok u S

• Point to the title and say: The title of this story is A funny feeling. Have students read the title with you, as you sweep your hand from left to right, pausing slightly at keywords.) • Turn to the first page and say: Let’s read the story.

Teac he r

• Read pages 9–12. Have students place their hands on the sides of their faces and rub their faces gently. Say: This is how Fiona’s face feels. She has a fidgety-fidgety feeling in her face. Ask: What do you think Fiona will do? Who can help her find out why she has a flippety–floppity and a fidgety-fidgety feeling? Let’s find out!

• Read through a third time and encourage students to read with you.

m . u

3. Establish the target sound and introduce the sound card for ‘Ff’.

• Say: Listen carefully to some words from the story. They all start with the same sound. What sound can you hear at the start of these words?

w ww

. te

• Say the following words, exaggerating the beginning sound: Fiona fin fish frog fern frond Have students guess the sound.

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

feet

feeling

fat

• Introduce the card: This is the letter ‘Ff’ (letter name). Sometimes it can make the sound ‘f’ (letter sound). It is important at this stage that students are not led to believe that this is the only sound ‘f’ can represent.

• Tell students to click the letter at the top of the card to hear its sound. They will hear this sound in context if they click on the simple sentence below the picture.

• Flip the card and name the pictures. Ask questions about the items. For example: Which of these things were in our story about Fiona’s funny feeling? (frog, fish, fly, foot) Point to the fan and the fairy and ask: What is this? Ask: Which of these things eats flies?

4. Introduce the song

• Sing it through until students are familiar with the words and the tune.

• Use other words from the big book as substitutes; for example, flip-flop Freddy frog, flip-flop Fin the fish, flipflop fairy fan, flip-flop fern frond.

Essential phonics – Initial sounds

R.I.C. Interactive ~ www.ricpublications.com.au

Teacher notes

5. Jigsaw

• Demonstrate how to click-drag-drop the pieces to create upper case and lower case letters.

• Select students to take part in the activity.

• When the jigsaw is completed, students will hear the letter name and the letter sound.

r o eBo t s r e p ok u S

• Display the picture and say: Here is a picture. It has eight things in it that start with the letter ‘f’ (letter name). What sound can the letter ‘f’ make? Emphasise the sound, then have students identify the items in the picture.

• Explain that if they click on a picture that starts with ‘f’ (sound) the picture will become coloured.

• The ‘Hint’ button is included to assist students who experience difficulty.

7. Complete the blackline master activities

Activity 1

• Revise the numbers four and five. Say: Here are some pictures of groups of things. Some groups have four things and some have five. How many did the artist draw here? Point to the first box on the left. See how the number 4 is written in this box! What are they? (frogs) Does the word frog start with a ‘f’ sound? Explain that if the group starts with a ‘f’ sound, they are to colour in the pictures.

• Point to the group of fairies and say: How many in this picture? Let’s count them. What should I write in this box? (five) Demonstrate by writing the numeral 5 in the box. What are they? (fairies) Does ‘fairy’ start with the sound ‘f’? What should I do now? (colour the pictures) Demonstrate.

• If necessary, identify the pictures and the numbers for each box, before allowing students to complete the activity.

• When students have completed the activity, mark it using the same process used when explaining the activity to students.

Activity 2

• Say: Here are some sentences. Read the first sentence in each group of sentences; ’It lives in a pond.‘. Say: Here are two answers. Refer to the two sentences following. Say: Only one of these sentences is correct. We have to decide which one is the correct answer. Let’s see if we can find the answers together, before you answer them on your own.

• Encourage students to read the sentences along with you. Sweep your hand along each one as you read, pausing slightly at keywords. Have various students try to read the sentences independently.

• Demonstrate that students are to colour in the answer they think is correct.

• Allow them to work independently

• For the second part of the activity, students are to identify and colour the things that start with ‘f’. You may need to assist less able students to identify the items.

8. Reintroduce the big book

• Turn off the sound and encourage students to read along with you.

Teac he r

6. Interactive rebus activity

ew i ev Pr

w ww

. te

m . u

o c . che e r o t r s super

R.I.C. Interactive ~ www.ricpublications.com.au

Essential phonics – Initial sounds

Count how many – 4 or 5?

r o eBo How t s r How e p ok many? many? u S

ew i ev Pr

Teac he r

How How © Rmany? . I . C.Publ i cat i onsmany?

w ww

. te

How many?

o c . che e r o t r s super How many?

m . u

•f orr evi ew pur posesonl y•

Essential phonics – Initial sounds

How many?

R.I.C. Interactive ~ www.ricpublications.com.au

Where? Colour the answer.

1. It lives in a pond. It is a cat. r o st eBo r e 2. It lives in ap pond. ok u It S is a dog. It is a frog. It is a fish.

3. It lives by a pond.

It is a fly.

4. It lives by a pond.

ew i ev Pr

Teac he r

It is an elephant.

R. I . C.Publ i caItt i ns It is a© tadpole. iso a bear.

•f orr evi ew pur posesonl y•

w ww

. te

m . u

Colour the things that start the same as ‘fan’.

o c . che e r o t r s super

R.I.C. Interactive ~ www.ricpublications.com.au

Essential phonics – Initial sounds

1. Using the big book, discuss the cover. Establish who the characters are, predict what the story will be about and introduce the target vocabulary.

• Begin with a joke by asking: Who likes playing guessing games? Then point to the goat and say: What kind of animal is this? Why do goats have bells around their necks? (because their horns don’t work) Or: What is red and goes up and down? (a tomato in an elevator!) Allow students to share with the class any other guessing jokes that they know. • Point to the picture on the cover and say: Let’s look at the cover of the book. Tell me what you can see.

• Begin the story by pointing to the title and saying: The title of this story is Guessing games. Have students read the title with you, as you sweep your hand from left to right, pausing slightly at keywords.

r o eBo t s r e p ok u S

• Ask questions if items are not identified, or to introduce words in the book. For example: What is the girl carrying? Is it a happy gorilla? Use the word ‘grumpy’. Expand on the concept by asking: Do you ever feel grumpy? What makes you feel grumpy? • Introduce the words ‘gosling’ and ‘gaggle’ by pointing to the goose and asking: What kind of animal is this? (goose) It has a baby. What is the special name for a baby goose? (gosling) Do you know what a groups of ducks and hens are called? (a flock) Now, there’s a very special name for a group of geese; we don’t call them a flock, we call them a gaggle.

2. Read the Big book text.

• After page 7 ask: What do you think it will be? Let’s find out. • After page 12 ask: What do you think the girls could be gossiping about?

ew i ev Pr

Teac he r

• Other words such as: ‘gobbling’, ‘grain’, ‘garlic’, ‘giggling’, ‘gossiping’ and ‘grazing’ will be introduced in context during the story reading.

• After page 13 ask: What do you think it will be? Let’s find out. • After page 19 ask: What do you think it will be? Let’s find out. •

After page 24 ask: Do you like food with garlic in it? What kind of food?

• Read the text through a second time, pausing briefly at keywords to see if the students can predict them.

w ww

. te

• Read through a third time and encourage students to read with you.

m . u

Teacher notes

3. Establish the target sound and introduce the sound card for ‘Gg’.

• Say: Listen carefully to some words from the story. They all start with the same sound. What sound can you hear at the start of these words?

o c . che e r o t r s super

• Say the following words, exaggerating the beginning sound: gaggle geese gate grapes girls garden Have students guess the sound.

goat

goldfish

gorilla

• Introduce the card: This is the letter ‘Gg’ (letter name). Sometimes it can make the sound ‘g’ (letter sound). It is important at this stage that students are not led to believe that this is the only sound ‘g’ can represent.

• Tell students to click the letter at the top of the card to hear its sound. They will hear this sound in context if they click on the simple sentence below the picture.

• Flip the card and name the pictures. Ask questions about the items and other words that start with a ‘g’ sound. I’m thinking of a word that starts with ‘g’. It’s an animal. (goat, gorilla, goose, goldfish) Give students progressive clues until the word is guessed. For example: This animal can be black/brown, this animal is big/small, this animal can fly/swim. What is small, has two legs, two wings and stays in a gaggle? (a gosling) What colours start with the sound ‘g’? (green, grey) Tell me two green things from our story that start with ‘g’. (grass, grapes) Tell me an animal that starts with ‘g’, has two feet and wings and can be grey or white. (a goose)

• Click on the ‘Interactive’ icon and explain that students are to match each picture to its word using a click-drag-drop action.

Essential phonics – Initial sounds

R.I.C. Interactive ~ www.ricpublications.com.au

Teacher notes

4. Introduce the song

• Sing the song through until students are familiar with the words and the tune.

• Point to the pictures on the word card. Use these as substitutes to create new verses. For example: goose on the green grass, goblin wearing goggles, girls in galoshes, gardener growing garlic, goat in the garden etc.

5. Jigsaw

• Demonstrate how to click-drag-drop the pieces to create upper case and lower case letters.

• Select students to take part in the activity.

• When the jigsaw is completed, students will hear the letter name and the letter sound.

6. Interactive activity

• Say: When I click on the icon, you will see two balloons. Each balloon has a picture on it.

• Open the interactive activity by clicking on the submenu icon.

• Show students how to freeze the balloons by pressing the ‘Pause’ button if they need more time to decide.

• Say: Point and click on the balloon that has a picture which starts with the sound ‘g’. If you make a mistake the balloon will burst. If you are correct you will see the picture again, hear the word and see it written.

• Say: At the end of the activity you will see all the words.

7. Complete the blackline master activities

Activity 1

• Discuss the pictures on the right. Students may need help in identifying the words ‘goblin’ and ‘galoshes’. Ask: What can you see in this picture? For example, in Picture 1, the students may answer ‘a goblin’. Extend the concept by saying: What is the goblin doing—is he giggling or is he gossiping? (giggling) Point to the two sentences and say: Can you see a word that tells you this? Which sentence tells us that the goblin is giggling?

• Demonstrate how to join the correct sentence to the picture. Continue discussing the pictures.

• Read the sentence beginnings and pause so that students can refer to the pictures and select the correct word. Do this with all of the sentence beginnings, then work through one more example with the students.

• Instruct students to work independently while you assist those who need help to complete the activity. Finally, demonstrate the correct answers by having students read aloud all of the sentences and choose together which is the correct sentence for each picture.

Activity 2

• Explain to students that they are to complete the picture by adding the things that are listed below it.

• Have students read the phrases with you.

• Then instruct students to work independently to complete the activity. Those who finish early can colour the picture.

8. Reintroduce the big book

• Turn off the sound and encourage students to read along with you.

r o eBo t s r e p ok u S

ew i ev Pr

Teac he r

w ww

. te

m . u

o c . che e r o t r s super

R.I.C. Interactive ~ www.ricpublications.com.au

Essential phonics – Initial sounds

Which one? Join the correct sentence to the picture.

1. This goblin is giggling.

r o eBo t s r e This goblin is gossiping. p ok u S 2. This girl has galoshes. This girl has goggles.

ew i ev Pr

Teac he r

Ha, ha, ha!

The girl is eating garlic.

w ww

4. Here is . a tgoat.

m . u

o c . c e her r Here is a gorilla. o t s super 5. Here is a gate. Here is a gardener. 28

Essential phonics – Initial sounds

R.I.C. Interactive ~ www.ricpublications.com.au

r o eBo t s r e p ok u S

ew i ev Pr

Teac he r

Follow the instructions to complete the picture.

w ww

Draw:

. te

m . u

o c . c 2. goggles on the goblin. e her r o t uper 3. a s gosling ins the garden. 1. a goose by the gate.

4. grapes by the goat.

5. grass by the gorilla.

6. galoshes on the girl.

Colour the picture. R.I.C. Interactive ~ www.ricpublications.com.au

Essential phonics – Initial sounds

• Read the text, pausing each time the horse asks the question: Do you live here in this hut? Ask: Do you think this animal lives in the hut? Where do you think this animal lives?

r o eBo t s r e p ok u S

• Point to the hut and say: This looks like a house, but it is much smaller. It’s a hut. Would a horse (hare, hen, hippo etc) live in a hut? Don’t mention hog at this stage. Why? Why not? Where does a horse (hen, hippo, etc) live? • Explain the meaning of ‘haystack’, ‘hedge’, ‘hunter’ and ‘humans’. Then say: In this story, some of the animals run and hide from humans. Why do you think they run and hide?

• Point to the title and say: The title of this story is Home sweet home. Have students ‘read’ the title with you, as you sweep your hand from left to right, pausing slightly at keywords.

• Turn to the first page: Let’s read the story.

• Pause before page 13 and say: There is only one animal left for Harry to meet. What kind of animal do you think it will be? (the hog) • Read page 13 and say: Do you think this hut will belong to the hog? Let’s read and find out. Continue until the end of the text. Ask: How do you think Hans Hog feels now? How do you know?

ew i ev Pr

• Ask: What can you see in the picture? What kind of animals are they? If students answer incorrectly (for example,‘rabbit’ instead of ‘hare’) say: All of the animals in this story begin with ‘h’ as in horse, so can you think of another animal that looks like a rabbit, but has a name that begins like horse?

2. Read the big book text.

• Read the text through a second time, pausing briefly at keywords to see if the students can predict them. • Read through a third time and encourage students to read along with you.

w ww

. te

m . u

1. Using the big book, discuss the cover. Establish who the characters are, predict what the story will be about and introduce the target vocabulary.

Teac he r

Teacher notes

o c . che e r o t r s super

3. Establish the target sound and introduce the sound card for ‘Hh’.

• Say: Listen carefully to some words from the story. They all start with the same sound. What sound can you hear at the start of these words?

• Say the following words, exaggerating the beginning sound: horse hut hippo happy Have students guess the sound.

haystack

hot

• Introduce the card: This is the letter ‘Hh (letter name). Sometimes it can make the sound ‘h’ (letter sound). It is just like a puff of air. It is important at this stage that students are not led to believe that this is the only sound ‘h’ can represent.

• Tell students to click the letter at the top of the card to hear its sound. They will hear this sound in context if they click on the simple sentence below the picture.

• Flip the card and name the pictures. Ask questions about the items. For example: Do you like horses? Have you ever ridden one? Where do horses live? What is another name for a hen? Where does a hen live? What noise does it make? Who has seen a hippo? Where did you see it? Where do hippos live? Do you know a fairy story that has in it a hut made of sweet things? (Hansel and Gretel) What is special about a hedgehog? (Its body is covered in quills)

• Click on the ‘Interactive’ icon and explain that students are to match each picture to its word using a click-drag-drop action.

Essential phonics – Initial sounds

R.I.C. Interactive ~ www.ricpublications.com.au

Teacher notes

4. Introduce the song

• Sing it through until students are familiar with the words and the tune.

• Point to the pictures on the word card. Use these and words from the big book as substitutes; for example: horse on the high hill, hare in a hidey-hole, hippo on holidays, hedgehog in the hedge-hole, hog is homeless.

5. Jigsaw

• Demonstrate how to click-drag-drop the pieces to create upper case and lower case letters.

• Select students to take part in the activity.

• When the jigsaw is completed, students will hear the letter name and the letter sound.

6. Interactive rebus activity

• Open the interactive activity by clicking on the submenu icon.

• Say: Here are some pictures. Some of the pictures start with the sound ‘h’. Some of them do not. Draw a line from the letter ‘Hh’ to each picture that starts with the ‘h’ sound.

• If you are correct, you will hear the word and see it in writing.

7. Complete the blackline master activity

Activity 1

• Explain the second exercise by having students identify the animals in the pictures. Explain that they must draw a cross on the animals that don’t start with ‘h’. Complete the first two examples with the students by saying: What animal is this? Does it start with ‘h’? Do we need to put a cross on it? Demonstrate how to cross off the picture of the bear.

• Students work independently to cross off the non-target pictures.

• Assist students to read the first word label and ask: Can you see the animal that this label belongs to? Have a student point to the horse. Explain that they are to put the number of the word label in the small box in the picture to show which word matches the picture. Say: What number can you see in front of the word ‘horse’? You must put that number in the small box in the picture that shows the horse. Demonstrate.

• Now test to see if students can read all the word labels at the bottom of the pictures. Draw attention to the numbers in front of each word label.

• Set students to work independently.

Activity 2

• Have students add an ‘h’ to each word stem.

• Sound out the words they’ve made and discuss the meanings of the words. Have students make up sentences, orally, using the words.

• Finally, have students read the directions and draw the picture in the box.

8. Reintroduce the big book

• Turn off the sound and encourage students to read along with you.

r o eBo t s r e p ok u S

ew i ev Pr

Teac he r

w ww

. te

m . u

o c . che e r o t r s super

R.I.C. Interactive ~ www.ricpublications.com.au

Essential phonics – Initial sounds

r o eBo t s r e p ok u S

ew i ev Pr

Teac he r

Draw a cross on the pictures of animals that don’t start with ‘h’.

w ww

m . u

. te

o c . che e r o t r Put the number that shows the animal’s s name in the super small box. 1. hedgehog

2. hippo

3. hen

4. horse

5. hare

6. hog

Essential phonics – Initial sounds

R.I.C. Interactive ~ www.ricpublications.com.au

Hh e

r o eBo t s r e p ok u o g i St t

. te

m . u

w ww

Draw:

ew i ev Pr

Teac he r

Add an ‘h’ to make a word.

o c . che e r o t r s super

Harry Horse met Hetty Hen R.I.C. Interactive ~ www.ricpublications.com.au

Essential phonics – Initial sounds

Teacher notes

1. Using the big book, discuss the cover. Establish who the characters are, predict what the story will be about and introduce the target vocabulary.

• Point to the first picture on the cover and ask: Where do you think this boy is? (India) Is he in … (mention your own country). Why/Why not?

• Point to the title and say: The title of this story is Imran’s itch. Have students ‘read’ the title with you, as you sweep your hand from left to right, pausing slightly at keywords.

• Read to page 6 and ask: What do you think Imran will do to try to make the itch go away? Pause for answers and then say: Let’s read on and find out.

• Turn to the first page.

• Read to page 11and ask: If Imran can’t fix the itch, who will he call to help him? Pause for answers and then say: Let’s read on and find out. • Continue until the end of the text and ask: Do you think Imran will live in an igloo forever? Why/ Why not?

ew i ev Pr

• Read pages1–2 and ask: Why do you think Imran went to live in an igloo? Pause for answers and then say: Let’s find out.

r o eBo t s r e p ok u S

Ask: What does ‘itch’ mean? Discuss the students’ answers. Show me what you do when you are itchy! Now we know that the person in this story is named Imran and we know he has an itch. • Ask: Have you ever had an itch? What was it like? How did it make you feel? Discuss answers. Say: Itches can be very irritating, can’t they? They can really annoy you and make you feel a bit angry.

Teac he r

2. Read the big book text.

• Read the text through a second time, pausing briefly at keywords to see if the students can predict them. • Read through a third time and encourage students to read along with you.

3. Establish the target sound and introduce the sound card for ‘Ii’.

• Say: Listen carefully to some words from the story. They all start with the same sound. What sound can you hear at the start of these words? invitation

ill

inside

invitation

m . u

w ww

• Say the following words, exaggerating the beginning sound: Imran igloo insect itch inspector in ink Have students guess the sound.

• Introduce the card: This is the letter ‘Ii’ (letter name). Sometimes it can make the sound ‘i’ (letter sound). It is important at this stage that students are not led to believe that this is the only sound ‘i’ can represent.

• Tell students to click the letter at the top of the card to hear its sound. They will hear this sound in context if they click on the simple sentence below the picture.

• Flip the card and name the pictures. Ask questions about the items. For example: Tell me some insect names that you know. Put your hand up if you have ever been bitten by an insect. What kind? What did you do? Does anyone know the special name for this kind of house? (igloo) What is it made from? (ice) Who would live in a house like this? (Eskimos) In the very old days, people didn’t have pencils or pens to write with. Can you tell me what they used instead? (ink and the quills of feathers) When someone wants you to come to their party, they send you something special. What is it? (an invitation) Discuss the contents of an invitation by asking: What do people write inside invitations?

• Click on the ‘Interactive’ icon and explain that students are to match each picture to its word using a click-drag-drop action.

. te

o c . che e r o t r s super

4. Introduce the song

• Sing the song through until students are familiar with the words and tune.

• Point to the pictures on the word card. Use these and words from the big book as substitutes. For example, Imran is itchy; ink in the igloo; inside the igloo; itchy inspector; and igloo in India.

Essential phonics – Initial sounds

R.I.C. Interactive ~ www.ricpublications.com.au

Teacher notes

5. Jigsaw

• Demonstrate how to click-drag-drop the pieces to create upper case and lower case letters.

• Select students to take part in the activity.

• When the jigsaw is completed, students will hear the letter name and the letter sound.

r o eBo t s r e p ok u S

• Open the interactive activity by clicking on the submenu icon.

• Say: See this row of ducks swimming across the page. The ducks have pictures on them. Point and click on each duck that has a picture starting with an ‘i’ sound. If you are wrong, the duck will sink. If you are correct, the picture and the word will appear at the bottom of the page.

7. Complete the blackline master activities

Activity 1

• Have students identify the sight words in the box. Then use the words meaningfully by asking questions such as: What would you do if …? Name some things in the classroom. What is the best thing to do if …? I’m thinking of something in the classroom that … , what can it be?

• Explain that one of these words is missing from each of the following sentences. Read each sentence stem, pausing at the missing word and then continuing on to read the rest of the sentence. Have students read them after you in the same manner. Point out that the word they choose to complete the sentence must come from the box and that some words are used more than once.

• Work through the first example by pausing at the first gap and substituting each of the words. Then ask: Which one fits here? Pause to allow selected students to give the answer.

• Allow students to work through the rest of the work sheet independently as you assist those who experience difficulty.

• Treat the pictures at the bottom of the page by asking: What/Who can you see in this picture? What word starting with ‘i’ (sound) could we use here? Point to a word in the centre and say: Who can read this word? As each word is identified correctly, demonstrate how students are to join the word and the picture. Read the words in the list and have students repeat them after you. Then let them work independently as you desk-supervise to assist students experiencing difficulty.

Teac he r

6. Interactive activity

ew i ev Pr

w ww

. te

m . u

o c . che e r o t r s super

Activity 2

• Explain that the sentences are about the story of Imran’s itch. Some of the sentences are true and some are not true. Students are to tick the response box YES if the sentence is true and cross the NO box if the sentence is not true. Read the first sentence aloud and ask: Is this true? Demonstrate that the sentence is not true, so they must place a cross on the NO box.

• Read the sentences with students and have some selected students read a sentence aloud independently.

• Set students to work and desk-supervise.

8. Reintroduce the big book

• Turn off the sound and encourage students to read along with you.

R.I.C. Interactive ~ www.ricpublications.com.au

Essential phonics – Initial sounds

Write the missing words.

the igloo. r o eBo t s r e p ok u S on the desk.

1. The insect is

3. Your leg will itch 4. Imran lives

ew i ev Pr

Teac he r

2. The ink

the insect bites you. India.

w ww

7. Inside the igloo

. te

m . u

I get ill. was very cold.

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

Join the word to its picture.

ink insect inspector 36

Essential phonics – Initial sounds

R.I.C. Interactive ~ www.ricpublications.com.au

Yes or no?

1. A cat bit Imran.

Yes No

ew i ev Pr

Teac he r

r o eBo t s r e p ok u 2. ImranS lives in an igloo.

Yes No

3. An insect can bite.

Yes No

m . u

w ww

5. There are insects in India

. te o 6. Do you like invitations? Yes c . che e r o r st super

7. The inspector lives in an igloo.

Yes No

8. Pens need ink.

Yes No

R.I.C. Interactive ~ www.ricpublications.com.au

Essential phonics – Initial sounds

• Read page 2 and ask: Would you like to ride like a jockey on a jackass? What other animal could you ride like a jockey? Pause for answers and then ask: What do you think Jingles will do next? Pause for answers and then say: Let’s read on and find out.

r o eBo t s r e p ok u S

• Read page 3 and ask: Can you juggle jars and jugs? • Read page 4 and ask: Can you jiggle and wiggle and jive to a jukebox? (Note: During the second reading have students carry out the action by saying: Show me how you do it.) Ask: What do you think Jingles will do next? Pause for answers and then say: Let’s find out.

ew i ev Pr

• Establish who the main character is by asking: Why is the man in the picture wearing a funny hat? (if students don’t know the word ‘jester’ tell them it is another name for a clown) Do you know what a jester does? (He makes people laugh by doing funny things—he likes to joke.) Can you guess where a jester lives? (in a castle) Say: Jesters are always very happy because they make other people laugh. What do you do when you are very happy? (the target words here are ‘jump for joy’) Allow some students to answer then provide the target words, if they have not been used. • Point to the title and say: The title of this story is Jingles the jolly jester. Have students ‘read’ the title with you, as you sweep your hand from left to right, pausing slightly at keywords. Ask: What does ‘jolly’ mean? (happy) What makes you jolly? Discuss the students’ answers. • Turn to the first page and say: Let’s read the story and see what Jingles does to make people laugh.

What do you think Jingles will do next? Pause for answers and then say: Let’s find out.

• Read page 5 and ask: Can you jig and jog and jump into a big jelly? (Note: During the second reading have students carry out the action by saying: Show me how you do it.) Ask: What do you think Jingles will do next? Pause for answers and then say: Let’s find out.

2. Read the big book text.

• Read the first page and ask: Can you jump for joy like a jack-in-the-box? (Note: During the second reading have students carry out the action by saying: Show me how you do it.) Ask:

w ww

. te

• Continue until the end of the text and ask: What do you think it would feel like to drive an old jalopy? Would you like to drive an old jalopy? Why/Why not? Pause for answers.

• Read the text through a second time, pausing briefly at keywords to see if the students can predict them. • Read through a third time and encourage students to read with you.

m . u

1. Using the big book, discuss the cover. Establish who the characters are, predict what the story will be about and introduce the target vocabulary.

Teac he r

Teacher notes

o c . che e r o t r s super

3. Establish the target sound and introduce the sound card for ‘Jj’.

• Say: Listen carefully to some words from the story. They all start with the same sound. What sound can you hear at the start of these words?

• Say the following words, exaggerating the beginning sound: Jingles jolly jester jack-in-the-box jump jockey jackass Have students guess the sound.

jive

jukebox

jig

joke

jars

jugs

• Introduce the card: This is the letter ‘Jj’ (letter name). Sometimes it can make the sound ‘j’ (letter sound). It is important at this stage that students are not led to believe that this is the only sound ‘j’ can represent.

• Tell students to click the letter at the top of the card to hear its sound. They will hear this sound in context if they click on the simple sentence below the picture.

• Flip the card and name the pictures. Ask questions about the items. For example: What can you put into a jug? Have you seen a jester before? What did he do? What jelly flavour do you like the best? What is another name for a jar? Which foods can you buy in jars?

• Or use riddles; for example: I’m thinking of something that flies in the sky. It has wings and a tail, but it doesn’t have legs. This thing starts with ‘J’. What is it? (a jet)

• Click on the ‘Interactive’ icon and explain that students are to match each picture to its word using a click-drag-drop action.

Essential phonics – Initial sounds

R.I.C. Interactive ~ www.ricpublications.com.au

Teacher notes

4. Introduce the song

• Sing the song through until students are familiar with the words and the tune.

• Point to the pictures on the word card. Use these and action words from the big book as substitutes; for example, Jester/Jingles is jolly or Jester/Jingles is jiving/jumping/joking/jogging/jigging.

r o eBo t s r e p ok u S

• Demonstrate how to click-drag-drop the pieces to create upper case and lower case letters.

• Select students to take part in the activity.

• When the jigsaw is completed, students will hear the letter name and the letter sound.

Teac he r

5. Jigsaw

ew i ev Pr

6. Interactive activity

• Open the interactive activity by clicking on the submenu icon.

• Say: Here is a box. Things that start with the sound ‘j’ go in the box. There are some things on the shelf that start with the sound ‘j’. Can you drag and drop them into the box?

• Allow selected students to take part. The activity can be played more than once because the items change position on the shelf each time the activity is accessed.

7. Complete the blackline master activities

Activity 1

• Explain that the sentences are about the story of Jingles the jolly jester. Some of the sentences are true and some are not true. Students are to colour the response box YES if the sentence is true and colour the NO box if the sentence is not true. Read the first sentence aloud to the students and ask: Is this true? Demonstrate that the sentence is true, so they must colour the YES box. Read the second sentence aloud to the students and ask: Is this true? Demonstrate that the sentence is not true, so they must colour the NO box.

w ww

. te

m . u

o c . che e r o t r s super

• Read the sentences with students and have selected students read a sentence aloud independently.

• Set students to work and assist those needing help.

Activity 2

• Discuss the pictures at the top of the page first by asking: What can you see in this picture? How many are there?

• Have students identify the words in the box and ask: How many of this thing can you find in the picture?

• Read the sentence beginnings and explain that students must look for a word in the box that will make the sentence true. They then print the word on the line to complete the sentence.

8. Reintroduce the big book

• Turn off the sound and encourage students to read along with you.

R.I.C. Interactive ~ www.ricpublications.com.au

Essential phonics – Initial sounds

What does Jingles do in the story? Colour Yes or No.

1. Jingles drives a jalopy.

Yes No

Teac he r

Jingles jumps like a jack-in-the-box. 3. Jingles rides on a jackass.

No No

ew i ev Pr

Yes r o e t s B r e oo p u k S 2. Jingles jumps like a frog. Yes Jingles drives a jet.

Yes No Yes No

w ww

m . u

Yes No

Jingles juggles jugs.

Yes No

. te

o c . cto 5. Jingles jiggles the jukebox. e Yes No her r o t s super Jingles jives to the jukebox.

Yes No

6. Jingles jumps into a big jelly.

Yes No

Jingles jumps into a big jug.

Yes No

Essential phonics – Initial sounds

R.I.C. Interactive ~ www.ricpublications.com.au

r o eBo t s r e p ok u S

ew i ev Pr

Teac he r

What can you see in the picture? Write words to finish the sentences.

w ww

1. I can . see one

jellyfish

jars

jugs

m . u

jukebox

o c . c e I can see h two r er o t s super

. .

3. I can see three

4. I can see four

5. I can see five

R.I.C. Interactive ~ www.ricpublications.com.au

Essential phonics – Initial sounds

Teacher notes

1. Using the big book, discuss the cover. Establish who the characters are, predict what the story will be about and introduce the target vocabulary.

Discuss correct and incorrect names—especially if a name stars with ‘C’. Explain that sometimes ‘c’ and ‘k’ sound the same in words such as ‘cat’ and ‘kitten’. • Read page 5 and ask: Why do you think the king liked to eat in the kitchen? Pause for answers. Then say: I wonder what kind of food King Ken likes to eat. Let’s read on and find out.

• Point to the title and say: The title of this story is King Ken. Have students ‘read’ the title with you, as you sweep your hand from left to right, pausing slightly at keywords. Ask: Who else will be in the story? (Queen Kay, Prince Kim and Princess Kate)

• Turn to the first page and say: Let’s read the story. We can find out what the royal family likes.

• Read pages 10–17 and ask: Do you think it is good to like only things that begin with one letter? Why? Let’s find out how our story ends. Continue until the end of the text. Ask: What kind of animals do you think they might add to the zoo? What kind of games do you think the Prince and Princess will get?

2. Read the big book text.

• Read the text through a second time, pausing briefly at keywords to see if the students can predict them.

• Read to page 3 and ask: Do you know anyone whose name starts like Ken, Kay, Kate and Kim?

• Read through a third time and encourage students to read along with you.

3. Establish the target sound and introduce the sound card for ‘Kk’.

• Say: Listen carefully to some words from the story. They all start with the same sound. What sound can you hear at the start of these words?

r o eBo t s r e p ok u S

• Read pages 6–9 and ask: What does the word ‘keen’ mean? What animals are you keen on? Pause for answers and ask: What other animals do you think King Ken would like? Let’s read on and find out.

ew i ev Pr

Teac he r

• Point to the king and ask: Who is this in the picture? Say: Yes it is a king and his name is Ken. Point to the other characters and say: Who do you think this is? Tell the students: The queen’s name is Kay and the children are Kate and Kim. What sound can you hear at the start of all their names? Say the names Ken, Kay, Kate and Kim again, exaggerating the ‘K’. Ask: What kind of things do you think a royal family would like?

w ww

• Say the following words, exaggerating the beginning sound: king kitten kite koala kangaroo key Have students guess the sound.

. te

kind

kick

m . u

kettle

kitchen

o c . che e r o t r s super

• Introduce the card: This is the letter ‘k’ (letter name). Sometimes it can make the sound ‘k’ (letter sound). It is important at this stage that students are not led to believe that this is the only sound ‘k’ can represent.

• Tell students to click the letter at the top of the card to hear its sound. They will hear this sound in context if they click on the simple sentence below the picture.

• Flip the card and name the pictures. Ask questions about the items. For example: Which of these animals do you like best? What would be a good name for a koala/kangaroo/kitten? Does that name start with ‘K’? Have you ever made a kite? Put your hand up if you have a kite.

• Click on the ‘Interactive’ icon and explain that students are to match each picture to its word using a click-drag-drop action.

4. Introduce the song

• Sing it through until students are familiar with the words and the tune.

• Point to the pictures on the word card. Use these and words from the big book as substitutes; for example, King Ken eating kippers; kitten in the kitchen; ketchup on the kippers; kiwi fruit and kippers.

Essential phonics – Initial sounds

R.I.C. Interactive ~ www.ricpublications.com.au

Teacher notes

5. Jigsaw

• Demonstrate how to click-drag-drop the pieces to create upper case and lower case letters.

• Select students to take part in the activity.

• When the jigsaw is completed, students will hear the letter name and the letter sound.

r o eBo t s r e p ok u S

• Display the picture and say: Here is a picture. It has seven things in it that start with the letter ‘k (letter name). What sound can the letter ‘k’ make? Emphasise the sound, then have students identify the items in the picture.

• Explain that if they click on a picture that starts with ‘k’ (sound) the picture will become coloured.

• The ‘Hint’ button is included to assist students who experience difficulty.

7. Complete the blackline master activities

Activity 1

• Identify the pictures. Point out that some of the names of the objects and animals start the same as kangaroo and some don’t. They are to decide which ones do (illustrate by drawing a tick on the board) and which ones don’t (illustrate by drawing a cross on the board).

• Complete the first example by identifying ‘king’ and placing a tick in the box because ‘king’ starts with ‘k’.

• Allow able students to complete the work sheet independently as you circulate to assist those who experience difficulty.

• For less able students, point to each picture and ask: What is this? What sound can you hear at the beginning of the word? Is it a ‘k’ sound? Then you need to put a cross/tick in this box (point to the box).

Teac he r

6. Interactive activity

ew i ev Pr

w ww

. te

m . u

Activity 2

• Identify the letters at the top and bottom of the picture by asking: What is the name of this letter? What sound can it make?

• Identify the animals in the picture by asking: What kind of animal can you see in the picture? What sound does the name of this animal start with? Can you see the letter here (point to the top of the picture) or here (point to the bottom of the picture)?

• Explain that there are two animals for every letter. Students are to match the names of the animals to their beginning sounds by drawing a line from the animal to the letter.

• Demonstrate by identifying the two animals that start with ‘a’.

• Have students work independently or with a partner while you circulate and assist.

8. Reintroduce the big book

• Turn off the sound and encourage students to read along with you.

o c . che e r o t r s super

R.I.C. Interactive ~ www.ricpublications.com.au

Essential phonics – Initial sounds

r o eBo t s r e p ok u S

ew i ev Pr

Teac he r

Tick the box if the picture begins with the letter ‘k’. Put a cross if it doesn’t.

w ww

. te

m . u

o c . che e r o t r s super

Essential phonics – Initial sounds

R.I.C. Interactive ~ www.ricpublications.com.au

Kk A

r o eBo t s r e p ok u S

ew i ev Pr

Teac he r

Look at the letters. Say each sound. Look at the picture. Find two animals that start with that sound. Draw a line from the animals to the letter.

w ww

. te

m . u

o c . che e r o t r s super

R.I.C. Interactive ~ www.ricpublications.com.au

F Essential phonics – Initial sounds

L 45

• Ask: If you could be anything in the world, what would you choose? Discuss students’ answers. What if you were an animal, what would you like to be then? Why? Discuss students’ answers. Which animal is the largest/longest/loudest/ littlest animal that you can think of?

2. Read the big book text. • Read pages 1–2 and ask students: What is the name of the littlest llama? Which would you prefer to be, a llama or a lamb? Allow some students to respond and justify their answers. Say: Let’s read on and find out about the other animals in the book.

r o eBo t s r e p ok u S

• Introduce the cover and establish the names of the animals. Ask: What kind of animals can you see on the cover? Introduce the vocabulary by asking: Do you think this lion is a lazy animal or a lively one? What makes you think so? Which of the animals would you say is lively/lovely/happy? • Point to the title and say: The title of this book is Who would you like to be? (Have students ‘read’ the title with you, as you sweep your hand from left to right, pausing slightly at keywords.) Say: The title of the book is a question. How do we know it is a question? Point out the question mark. Who do you think the author would like to be? Allow some students to answer. Turn to the first page and say: Let’s read the book and find out.

• Read pages 3–4. Ask: Which one would you like as a pet—the longest lizard or the loudest ram? Allow some students to respond and justify their answers. Say: Let’s read on and find out about the other animals in the book. • Read pages 6–7. Ask: Which of these would you like as a friend? Why?

ew i ev Pr

1. Using the big book, discuss the cover. Establish who the characters are, predict what the story will be about and introduce the target vocabulary.

Teac he r

Teacher notes

• Read pages 7–8. Ask: Why was Lulu lucky?

• Read to the end of the text and ask: Who would you want to be? Why?

• Read through a second time, pausing briefly at keywords to see if the students can predict them. • Read through a third time and encourage students to read along with you.

3. Establish the target sound and introduce the sound card for ‘Ll’.

• Say: Listen carefully to some words from the story. They all start with the same sound. What sound can you hear at the start of these words? Say the following words, exaggerating the beginning sound: lobster llama lazy lively lion leopard Have students guess the sound.

w ww

•

. te

lizard

lamb

m . u

longest

largest

• Introduce the card: This is the letter ‘Ll’ (letter name). Sometimes it can make the sound ‘l’ (letter sound). It is important at this stage that students are not led to believe that this is the only sound ‘l’ can represent.

• Tell students to click the letter at the top of the card to hear its sound. They will hear this sound in context if they click on the simple sentence below the picture.

• Flip the card and name the pictures. Ask questions about the items. For example: Have you seen a llama before? What other animal does it look like? What do lions, leopard and lynxes have in common? (they all belong to the cat family) Which of these animals would you find on a farm? Where would you find lions, leopards and lynxes? Could you keep any of these animals for a pet? Why/Why not? If you could have any one of them for your pet, which one would you choose and why?

• Click on the ‘Interactive’ icon and explain that students are to match each picture to its word using a click-drag-drop action.

4. Introduce the song

• Sing it through until students are familiar with the words and the tune.

• Point to the pictures on the word card. Use these and words from the big book as substitutes. Change the character; for example, Lenny llama sleeping; Lena lamb sleeping. Or change the adjective and action; for example, lively lion leaping; lovely leopard leaping; lucky lobster leaping.

o c . che e r o t r s super

Essential phonics – Initial sounds

R.I.C. Interactive ~ www.ricpublications.com.au

Teacher notes

5. Jigsaw

• Demonstrate how to click-drag-drop the pieces to create upper case and lower case letters.

• Select students to take part in the activity.

• When the jigsaw is completed, students will hear the letter name and the letter sound.

6. Interactive activity

Teac he r

r o eBo t s r e p ok u S

• Say: When I click on the icon, you will see two balloons. Each balloon has a picture on it.

• Open the interactive activity by clicking on the submenu icon.

• Show students how to freeze the balloons by pressing the ‘Pause’ button if they need more time to decide.

• Say: Point and click on the balloon that has a picture which starts with the sound ‘l’. If you make a mistake the balloon will burst. If you are correct you will see the picture again, hear the word and see it written.

• Say: At the end of the activity you will see all the words

ew i ev Pr

Activity 1

• Teach the poem to the students.

• Identify the animals in the pictures and work through the verse by reading the sentence beginning and pausing as you point to the picture. Allow students to give the answer and then print it in the gap. Read aloud the verse they have made.

• Refer to the second verse and ask: What animal did we say this was? Explain that students are to complete each verse by printing in the name of the animal shown in the picture.

• Allow students to complete the rest of the work sheet independently as you circulate to assist those who experience difficulty.

Activity 2

• Revise the concept of superlatives by asking students: Who is the tallest in our class? Who is the littlest? Who is the loudest? Who is the luckiest? It is important to be aware of sensitivities; that is, questions such as: Who is the fattest? can cause embarrassment.

• Read the sentences in each box to the students. Have students read them after you.

• Refer back to the big book and revise the characters and their characteristics.

• Explain that students are to draw a line to the correct animal.

• For the second part, explain that they may choose any animal at all. If they can’t print the name of the animal, they may draw it.

8. Reintroduce the big book

• Turn off the sound and encourage students to read along with you.

. te

m . u

7. Complete the blackline master activities

w ww

o c . che e r o t r s super

R.I.C. Interactive ~ www.ricpublications.com.au

Essential phonics – Initial sounds

Say the poem.

I like my lamb to dance.

r o eBo t s r e p ok u I like my lamb Sto do almost lamb Teac he r

I like my lamb to sing.

ew i ev Pr

anything.

Who else can dance and sing?

I like my

to sing.

w ww

I like my almost anything.

. te

I like my

to do

m . u

I like my

lion

o c . che e r o t r s su er pdance. to

I like my

to sing.

I like my almost anything.

to do

Essential phonics – Initial sounds

lizard

R.I.C. Interactive ~ www.ricpublications.com.au

Read the story again. Join the picture to the sentence.

r o eBo t s r e I am large. p ok u S I am long. I am little.

ew i ev Pr

Teac he r

I am loud.

w ww

. te

I am lovely.

m . u

o c . che e r o t r s super I am lucky. I am lively.

If you were an animal, what would you like to be?

R.I.C. Interactive ~ www.ricpublications.com.au

Essential phonics – Initial sounds

Teacher notes

1. Using the big book, discuss the cover. Establish who the characters are, predict what the story will be about and introduce the target vocabulary.

• Ask: Have you ever made your own lunch? What did you make? Discuss students’ answers. How did you make it? Allow two or three responses. Introduce the cover by saying: Here are two children. Their names are Mary and Mike. Mary and Mike have made their own lunch. Do you think their mother will be happy with them? Why/ Why not? Refer to the mess the children have made.

• Read pages 1–3 and ask: Do you think Mary and Mike will keep their promise? How do you know? • Pause after reading each page about food and ask: Have you ever tried … (name of the food)? What did it taste like? Select one or two students to respond.

r o eBo t s r e p ok u S

• Read to page10 and say: We can see the children have made a mess. What part of the kitchen is messy? Pause for answers and then say: I wonder if they will clean the mess up properly before Mum gets home. Let’s read on and find out. • Continue until the end of the text.

ew i ev Pr

Introduce the vocabulary by referring to the items on the kitchen bench and asking: What do you think they had for lunch? • Point to the title and say: The title of this story is Munch, munch, munch. Have students ‘read’ the title with you as you sweep your hand from left to right, pausing slightly at each word.) What does ‘munch’ mean? Turn to the first page and say: Let’s read the story and find out what Mary and Mike are munching.

Teac he r

2. Read the big book text.

• Read the text through a second time, pausing briefly at keywords to see if the students can predict them. • Read through a third time and encourage students to read along with you.

w ww

. te

m . u

3. Establish the target sound and introduce the sound card for ‘Mm’.

• Say: Listen carefully to some words from the story. They all start with the same sound. What sound can you hear at the start of these words?

o c . che e r o t r s super

• Say the following words, exaggerating the beginning sound: Mary Mike Monday mother mess melon muffin mango Have students guess the sound.

mushroom

moon

milk

munch

• Introduce the card: This is the letter ‘Mm’ (letter name). Sometimes it can make the sound ‘m’ (letter sound). It is important at this stage that students are not led to believe that this is the only sound ‘m’ can represent.

• Tell students to click the letter at the top of the card to hear its sound. They will hear this sound in context if they click on the simple sentence below the picture.

• Flip the card and name the pictures. Ask questions about the items. For example: Do you have a mat in your bedroom/house? What colour is it? Have you ever seen mushrooms growing? Where do they grow? Which of these things can you use to clean your floor? What kind of melon is this? Do you know the names of any other kinds of melon (rock melon, honeydew melon, pie melon)? Which of them is best to eat?

• Click on the ‘Interactive’ icon and explain that students are to match each picture to its word using a click-drag-drop action.

Essential phonics – Initial sounds

R.I.C. Interactive ~ www.ricpublications.com.au

Teacher notes

4. Introduce the song

• Sing it through until students are familiar with the words and the tune.

• Point to the pictures on the word card. Use these and words from the big book as substitutes. Change the food; for example, Munching on melon jam; munching on mooncakes, munching on mushrooms. Or change the words and actions; for example, Making a big mess; mopping up the big mess; mopping up for mother.

r o eBo t s r e p ok u S

• Demonstrate how to click-drag-drop the pieces to create upper case and lower case letters.

• Select students to take part in the activity.

• When the jigsaw is completed, students will hear the letter name and the letter sound.

6. Interactive activity

• Open the interactive activity by clicking on the submenu icon.

• Say: Here are some pictures. Some of the pictures start with the sound ‘m’. Some of them do not. Draw a line from the letter ‘Mm’ to each picture that starts with the ‘m’ sound.

• If you are correct, you will hear the word and see it in writing.

Teac he r

5. Jigsaw

ew i ev Pr

Activity 1

• Read the sentence beginning aloud for the students and pause to see if they can read the target words. If not, supply the word for them and point out the important parts of each target word. For example: ‘mushroom’ is a long word – it has the word ‘room’ at the end; mango is made up of the words ‘man’ and ‘go’; the word ‘moon’ has two big circles in the middle. They look like two round moons.

• Have the students read the sentences with you. Ask: What needs to be drawn? Demonstrate by completing the first one.

• Allow students to complete the worksheet independently as you circulate to assist those who experience difficulty.

Activity 2

• Point to the pictures in the box and ask: What can you see here?

• Explain to students that there is one letter missing from each word that begins with ‘m’. They are to write the missing letter.

• Say the words again, emphasizing the final sound. Complete the first example for the students.

• Allow students to complete the work sheet independently as you circulate to assist those who experience difficulty.

. te

m . u

7. Complete the blackline master activities

w ww

o c . che e r o t r s super

8. Reintroduce the big book

• Turn off the sound and encourage students to read along with you.

R.I.C. Interactive ~ www.ricpublications.com.au

Essential phonics – Initial sounds

r o eBo t s r e p ok u S

Mike can see a big melon.

ew i ev Pr

Teac he r

Read and draw.

Mike can see a big moon.

w ww

Mike can see a big mop. .

Mike can see a big mushroom.

Mike can see a big mango.

ike can see a big M man.

m . u

o c . che e r o t r s super

Essential phonics – Initial sounds

R.I.C. Interactive ~ www.ricpublications.com.au

r o eBo t s r e p ok u S

ew i ev Pr

Teac he r

Add a letter to make a word for each picture.

w ww m

. te

m . u

o c . che e r o t r s super

R.I.C. Interactive ~ www.ricpublications.com.au

Essential phonics – Initial sounds

1. Using the big book, discuss the cover. Establish who the characters are, predict what the story will be about and introduce the target vocabulary. • Ask: Who can you see in the picture? If students answer ‘Nana’ or ‘Grandma’ explain that these words mean the same. Ask: How old do you think this nana might be? If students don’t use the word ‘ninety’ introduce it by saying: She could even be as old as ninety. That’s very old. What is Nana doing? She’s having a nap. If students don’t use the word ‘nap’, introduce it by saying: Does anyone know another word that means a very short sleep? Why do you think she is having a nap? Accept any logical answer. Point to the nest outside and ask: How many birds can you see in this nest? Count them aloud. What are they doing? They’re squawking for their food. Discuss students’ answers and encourage the use of the word ‘noisy’. What else can you see in the house? Encourage the use of the words ‘nuts’ and ‘newspaper’.

How can we tell it is a question? It has a question mark at the end. • Turn to the first page and say: Let’s read the poem.

2. Read the big book text.

r o eBo t s r e p ok u S

• Read page 1 and ask: What can noisy Nancy see in the nest? Pause for answers and then read page 2. • Continue reading verse-by-verse, pausing at each picture and asking: What can noisy Nigel/ Nina/Norman/Nita see? Pause for answers and make sure that students use the target ‘n’ words and not synonyms for them. Discuss items of vocabulary that students are unfamiliar with.

ew i ev Pr

Teac he r

Teacher notes

• At the end of the text ask: Which verse did you like the best? Why? Pause for answers.

• Read the text through a second time, pausing briefly at keywords to see if the students can predict them. • Read through a third time and encourage students to read along with you.

• Point to the title and say: We are going to read a poem. What is special about poems? (they often rhyme) The title of this poem is What can you see? Have students ‘read’ the title with you, as you sweep your hand from left to right, pausing slightly at keywords. Draw attention to the question mark by saying: The title is a question.

3. Establish the target sound and introduce the sound card for ‘Nn’.

• Say: Listen carefully to some words from the story. They all start with the same sound. What sound can you hear at the start of these words?

w ww

•

. te

m . u

o c . che e r o t r s super

Say the following words, exaggerating the beginning sound: nine noisy nest Nana nurse newspaper Have students guess the sound.

nun

nuts

noodles

nice

• Introduce the card: This is the letter ‘Nn’ (letter name). Sometimes it can make the sound ‘n’ (letter sound). It is important at this stage that students are not led to believe that this is the only sound ‘n’ can represent.

• Tell students to click the letter at the top of the card to hear its sound. They will hear this sound in context if they click on the simple sentence below the picture.

• Flip the card and name the pictures. Ask questions about the items. For example: Which do you prefer to eat—noodles or nuts? What kind of nuts do you like? In the poem, it mentions ‘nice things for tea’. What do you think would be nice things to have for tea? Who has been to hospital before? Did you see a nurse? What kind of work does a nurse do? Did you have a needle? Can you see a different kind of needle on the card? What can you do with this needle? You can sew with it.

• Click on the ‘Interactive’ icon and explain that students are to match each picture to its word using a click-drag-drop action.

Essential phonics – Initial sounds

R.I.C. Interactive ~ www.ricpublications.com.au

Teacher notes

4. Introduce the song

• Sing it through until students are familiar with the words and the tune.

• Point to the pictures on the word card. Use these and words from the big book as substitutes. Change the character; for example, Nana eating noodles; Nancy/Nigel/Nina/Norman/Nita (or any name starting with ‘N’) eating noodles. Or change the object; for example, Nana eating nice nuts, (or any food starting with ‘N’). Or add an adverb; for example, Nana eating noisily.

r o eBo t s r e p ok u S

• Demonstrate how to click-drag-drop the pieces to create upper case and lower case letters.

• Select students to take part in the activity.

• When the jigsaw is completed, students will hear the letter name and the letter sound.

6. Interactive activity

• Open the interactive activity by clicking on the submenu icon.

• Say: See this row of ducks swimming across the page? The ducks have pictures on them. Point and click on each duck that has a picture starting with an ‘n’ sound. If you are wrong, the duck will sink. If you are correct, the picture and the word will appear at the bottom of the page.

7. Complete the blackline master activities

Activity 1

• Discuss the pictures on the right by asking: What can you see in this picture? For example, in Picture 1, the students may answer Nana. Extend the concept by saying: What is Nana doing – is she eating nuts or is she eating noodles? Point to the two sentences and say: Can you see a word that tells you this? Which sentence tells us that the Nana is eating nuts? Demonstrate how to join the correct sentence to the picture. Continue discussing the pictures.

• Read the sentence beginnings and pause so that students can refer to the pictures and supply the missing word. Do this with all of the sentence beginnings, then work through one more example with the students.

• Instruct students to work independently while you assist students that need help to complete the activity. Finally, demonstrate the correct answers by having students read aloud all of the sentences and choosing together which is the correct one for each pair of sentences.

Activity 2

• Explain to students that they are to read each caption and draw what it says in the box.

• Have students read the phrases with you.

• Then let the students work independently to complete the activity.

8. Reintroduce the big book

• Turn off the sound and encourage students to read along with you.

Teac he r

5. Jigsaw

ew i ev Pr

w ww

. te

m . u

o c . che e r o t r s super

R.I.C. Interactive ~ www.ricpublications.com.au

Essential phonics – Initial sounds

Join the correct sentence to the picture.

1. Nana is eating noodles.

Teac he r

2. The nurse has a nut. The nurse has a needle.

ew i ev Pr

r o eBo t s r Nana is eating nuts. e p ok u S

The nun has a newspaper.

w ww

. 4. Noisy Nigel t is taking a nap. e

m . u

o c . c e her r Noisy Nigel is eating nuts. o t s super 5. Nana is noisy. Nana is nice.

Essential phonics – Initial sounds

R.I.C. Interactive ~ www.ricpublications.com.au

r o eBo t s r e p ok u S

nine birds in a nest

ew i ev Pr

Teac he r

Read and draw.

Nina has a nap.

w ww

m . u

a nun with a newspaper

Nancy eating nuts

a nice nurse with a needle

nice things for tea

. te

o c . che e r o t r s super

R.I.C. Interactive ~ www.ricpublications.com.au

Essential phonics – Initial sounds

Teacher notes

1. Using the big book, discuss the cover. Establish who the characters are, predict what the story will be about and introduce the target vocabulary.

• Ask: What can you see in the picture – what kind of animals are they? Where are they? (in a zoo) Who is this? Point to the zoo keeper. If students answer, ‘The zoo keeper’, tell them he has a special title. His name is Officer Ogg. Point to the old otter and say: This Otter’s name is Otto. Ask: Do you think Otto is an old otter or a young one? How can you tell? How do you think Otto is feeling? (sad/unhappy) What makes you think so? Why do you think he is sad? Allow two or three

r o eBo t s r e p ok u S

responses and accept any logical answers. Have you ever felt like Otto? Did you sob? What made you unhappy? Allow two or three responses.

• Establish the meaning of ‘offend’ by asking: Do you think it is Officer Ogg who has upset Otto? Did Officer Ogg offend him in some way and make him sob? What could he have done to offend Otto and make him sob? (Allow two or three students to offer suggestions.) Could any of the other animals have offended Otto and made him sob? Why would they do that?

• Point to the title and say: The title of this story is Otto the otter finds some new friends. Have students ‘read’ the title with you, as you sweep your hand from left to right pausing slightly at keywords. Say: I know that you all have lots of friends at school—who do you think might be Otto’s friends?

• Turn to the first page and say: Let’s read the story and find out what offended Otto and made him sob.

2. Read the big book text.

• Read the text through to establish meaning and to have the students realise that there is a lot of patterned repetition, but pause at page 20 and ask: What do you think? Will Otto be happy now? Why do you think so?

ew i ev Pr

Teac he r

• Read the text through a second time, pausing briefly at keywords to see if the students can predict them. • Read through a third time and encourage students to read with you.

3. Establish the target sound and introduce the sound card for ‘Oo’.

• Say: Listen carefully to some words from the story. They all start with the same sound. What sound can you hear at the start of these words?

w ww

• Say the following words, exaggerating the beginning sound: otter officer old octopus orang-outang Have students guess the sound.

. te

ostrich

m . u

offend

odd

• Introduce the card: This is the letter ‘Oo’ (letter name). Sometimes it can make the sound ‘o’ (letter sound). It is important at this stage that students are not led to believe that this is the only sound ‘o’ can represent.

• Tell students to click the letter at the top of the card to hear its sound. They will hear this sound in context if they click on the simple sentence below the picture.

• Flip the card and play a guessing game. For example: I’m thinking of a word that starts with ‘o’. It’s the name of a big animal which has four legs. This animal looks a bit like a bull and it lives in the zoo. What is it? (an ox) I’m thinking of a word that starts with ‘o’. It’s the name of an animal which you find in the sea. It has eight legs. What is it? (an octopus) I’m thinking of a word that starts with ‘o’. It’s the name of a big animal which has four legs. This animal looks a bit like a chimpanzee. It has orange fur and it can live in the zoo. What is it? (an orang-outang)

• Click on the ‘Interactive’ icon and explain that students are to match each picture to its word using a click-drag-drop action.

4. Introduce the song.

• Sing the song through until students are familiar with the words and the tune.

• Point to the pictures on the word card. Make up nonsense verses by substituting the words ostrich and octopus for other animals or other nouns that start with ‘o’. For example: Otter met an old ox.

o c . che e r o t r s super

Essential phonics – Initial sounds

R.I.C. Interactive ~ www.ricpublications.com.au

Teacher notes

5. Jigsaw

• Demonstrate how to click-drag-drop the pieces to create upper case and lower case letters.

• Select students to take part in the activity.

• When the jigsaw is completed, students will hear the letter name and the letter sound.

6. Interactive activity

Teac he r

r o eBo t s r e p ok u S

• Open the interactive activity by clicking on the submenu icon.

• Say: Here is a box. Things that start with the sound ‘o’ go in the box. There are some things on the shelf that start with the sound ‘o’. Can you drag and drop them into the box?

• Allow selected students to take part. The activity can be played more than once because the items change position on the shelf each time the activity is accessed.

7. Complete the blackline master activities

Activity 1

• Ask the first question then read the names of the characters under the pictures and have students read them after you. Point out that they must put a tick in the circle next to the name of the character shown in the picture above each list of names.

• If students need assistance, use this method to identify the words before letting them work independently. Ask the second question then read out the speech bubbles and the names under them. If necessary, have students read them after you. Point out that they must put a tick in the circle next to the name that shows who is speaking. Instruct students to complete the activity independently.

• Remember to revise this sound as new letters are introduced.

Activity 2

• Introduce/Revise the prepositions into, onto, on and off by referring to items in the classroom. For example: Where is the alphabet chart? (on the wall) Where is my pen? (in the cup on your table) Where am I putting my pen now? (into the glass) Where did the pen fall? (onto the floor). Be sure that students understand that in, off and on represent a place, but into and onto indicate movement from one level to another. Tell students that one word has to be used twice.

ew i ev Pr

w ww

. te

m . u

o c . che e r o t r s super

• Discuss the pictures by asking students what they can see in each picture. Encourage them to use the target words.

• Work through the first example by saying: The otter is sitting where? (on the rock) Read it and say: Which word tells us that the otter is on the rock? Point out the word ‘on’. Then demonstrate on the board to show students how they are required to print the missing word on the line provided. Work through the other examples verbally in the same way. Allow students to work independently while assisting those who need help.

8. Reintroduce the big book

• Turn off the sound and encourage students to read along with you.

R.I.C. Interactive ~ www.ricpublications.com.au

Essential phonics – Initial sounds

This is …

r o eBo t s r e p ok u S

Officer Ogg.

ew i ev Pr

Teac he r

This is …

Who is it? Tick the answer.

Officer Ogg.

w ww

Who said it? Tick the answer.

. te That’s odd!

m . u

Otto is too old to be che my friend!

I’m too ohop old. to c e rocks. r oonto

Otto Otter

Oliver Otter

Officer Ogg

r st super

Essential phonics – Initial sounds

R.I.C. Interactive ~ www.ricpublications.com.au

Oo onto

into

Which one? Put the missing word in the space.

off

Teac he r

2. The orange fell the table.

ew i ev Pr

r o eBo t s r e 1. Otto Otters sits p ok u a rock.S

w ww

3. The frog hops the log.

teOtter jumps 4. Oliver

m . u

o c . che e r o t r s uper the s water.

5. Old Mr Ox is the mat. R.I.C. Interactive ~ www.ricpublications.com.au

Essential phonics – Initial sounds

Teacher notes

1. Using the big book, discuss the cover. Establish who the characters are, predict what the story will be about and introduce the target vocabulary.

• Ask: What can you see in the picture? Who do you think they are? Why do you think they are dressed like this? Discuss answers. If the answer is incorrect tell students: The boy is a prince and the man is a pirate. Ask: What kind of bird is this? (a parrot)

• Point to the title and say: The title of this story is Prince Peter meets Pirate Pete. Have students ‘read’ the title with you, as you sweep your hand from left to right, pausing slightly at keywords.

• Establish the meaning of ‘pizza’, ‘popcorn’, ‘peanuts’, ‘peaches’, ‘pineapples’, ‘prefer’ and ‘polite’. Use the letter sound, not the letter name, when you ask the following questions: I’m thinking of something you eat at the movies. It starts with a ‘p’, what is it? I’m thinking of a fruit that starts with ‘p’. What is it? Can you think of any other food that starts with ‘p’? Which of these foods do you prefer? I’m sure you ask politely if you want some of these. Which of these foods do you think Peter would prefer? Which of these foods do you think Pirate Pete would prefer?

r o eBo t s r e p ok u S

• Establish the meaning of ‘pirate’: What does a pirate do? Does Pirate Pete look like a good pirate or a mean pirate? What makes you think so? Who do you think owns the parrot? Do you think it is pretty? Why? If you had a bird like this what would you call it? The name of this parrot is Polly.

• Say: The prince’s name (Peter) is nearly the same as the pirate’s name (Pete). What do you call the mother of a prince? (queen) What do you call the father of a prince? (king) What do you call the sister of a prince? (princess) If you met a pirate with a parrot, what questions would you ask him? Would you like to have a parrot? If you did, what could you do with your parrot? What must you do to look after a parrot? What does a parrot eat?

• Turn to the first page and say: Let’s read the story.

2. Read the big book text.

ew i ev Pr

Teac he r

• Read the text to page 9 and ask: What do you think Polly prefers to eat? Allow some students to answer and then say: Let’s read on and find out. Continue to page 18 and ask: What do you think Pirate Pete will say? Read to the end of the text. • Read the text through a second time, pausing briefly at keywords to see if the students can predict them.

m . u

w ww

. te

• Read through a third time and encourage students to read along with you.

o c . che e r o t r s super

3. Establish the target sound and introduce the sound card for ‘Pp’.

• Say: Listen carefully to some words from the story. They all start with the same sound. What sound can you hear at the start of these words?

•

Say the following words, exaggerating the beginning sound: pirate Pete prince Peter Polly pretty pizza popcorn Have students guess the sound.

peanuts

pineapple

peaches

• Introduce the card: This is the letter ‘Pp’ (letter name). Sometimes it can make the sound ‘p’ (letter sound). It is important at this stage that students are not led to believe that this is the only sound ‘p’ can represent.

• Tell students to click the letter at the top of the card to hear its sound. They will hear this sound in context if they click on the simple sentence below the picture.

• Flip the card and name the pictures. Ask questions about the items. For example: What kind of bird is this? (parrot) Point to each food picture and ask: Do you like to eat this? What is it? Who can tell me the name of another fruit that starts with ‘p’? (plum, pomegranate, pawpaw or papaya). What other food in our story starts with a ‘p’ sound? (popcorn, peanuts, pie)

• Click on the ‘Interactive’ icon and explain that students are to match each picture to its word using a click-drag-drop action.

Essential phonics – Initial sounds

R.I.C. Interactive ~ www.ricpublications.com.au

Teacher notes

4. Introduce the song

• Sing it through until students are familiar with the words and the tune.

• Use the names of fruits starting with ‘p’ and other words from the big book as substitutes for the word ‘popcorn’. For example: Pirate eating peanuts/peaches/pineapples/apple pie. Change the lyrics to popcorn popping in the pot; Substitute ‘Peter’ for ‘Pirate’.

r o eBo t s r e p ok u S

• Demonstrate how to click-drag-drop the pieces to create upper case and lower case letters.

• Select students to take part in the activity.

• When the jigsaw is completed, students will hear the letter name and the letter sound.

Teac he r

5. Jigsaw

ew i ev Pr

6. Interactive activity

• Display the picture and say: Here is a picture. It has ten things in it that start with the letter ’p’ (use the letter name). What sound can the letter ‘p’ make? Emphasise the sound, then have students identify the items in the picture.

• Explain that if they click on a picture that starts with a ‘p’ sound the picture will become coloured.

• The ‘Hint’ button is included to assist students who experience difficulty.

7. Complete the blackline master activities

Activity 1

• Introduce the pattern. Have students read the sentences together using the picture clues only.

• Allow selected students to match the words to the pictures. Have students attempt to read the pattern with the words instead of pictures.

• Have students work independently to join the target words to the pictures.

Activity 2

• Explain that these sentences need one word to finish them. Read the first sentence beginning and pause to allow a student to answer ’pirate’. Point to the two words and say: Which of these words says ‘pirate’? Show students that they are to colour in the word that says ‘pirate’.

• Treat Sentence 2 the same way.

• For Sentences 3 and 4, read the two words first and then the sentence beginning. Ask: Which word tells about Peter? Which word tells about Polly?

• For Sentence 5, ask: Is it time for Polly’s supper (point to the word ‘supper’) or is it time for Polly’s tea (point to the word ‘tea’)? Point out that ‘tea’ is a short word; it has only three letters. Point out that ‘supper’ is a long word. Read the sentence beginning and have the students point to the correct answer.

• For Sentences 6–8, have students attempt to identify the words before telling them what the words are. Read the sentence beginning and have the students select the correct food item to complete the sentences.

• Allow students to complete the activity independently as you circulate to assist those who experience difficulty.

8. Reintroduce the big book

• Turn off the sound and encourage students to read along with you.

w ww

. te

m . u

o c . che e r o t r s super

R.I.C. Interactive ~ www.ricpublications.com.au

Essential phonics – Initial sounds

Match the picture with the word to finish the sentences.

1. Look at the

Teac he r

r o eBo t s r e p ok u S Look at the panda.

3. Look at the

ew i ev Pr

pencil.

parrot.

pear.

princess.

7. Look at the

pizza.

. te

5. Look at the

m . u

4. Look at the

w ww

o c . che e r o t r s super Look at the pen.

Essential phonics – Initial sounds

R.I.C. Interactive ~ www.ricpublications.com.au

Colour the answer.

prince

1. Pete is a

pirate

Teac he r

polite

ew i ev Pr

r o eBo t s r e p o u pirate k prince 2. Peter is a S

pretty

I . C.Publ i c at i ons polite pretty 4. Polly is © R.

3. Peter is

•f orr evi ew pur posesonl y• supper

w ww

t 6. Polly. prefers e

pizza

7. Polly prefers

peanuts

tea

m . u

5. It is time for Polly’s

pears o c . che e r o r st super

8. Polly prefers

R.I.C. Interactive ~ www.ricpublications.com.au

peaches .

pineapple popcorn .

Essential phonics – Initial sounds

• Read to page 4 and ask: Do you think Queenie lives on a farm with her brothers and sisters? Why/ Why not? Pause for answers and then say: Let’s find out.

r o eBo t s r e p ok u S

• Point to the title and say: The title of this story is Queenie the quirky quail. Have students ‘read’ the title with you as you sweep your hand from left to right, pausing slightly at keywords. Ask: What does ‘quirky’ mean? Discuss the students’ answers. Do you know anyone who is a little bit quirky—someone who does things a bit differently from the way other people do the same thing? Allow some students to discuss their experiences. Where do you think Queenie lives? Allow two or three students to guess. • Turn to the first page and say: Let’s read the story and find out the answers to our three questions: Why does Queenie wear a crown? Is she any good at answering quiz show questions? Where does Queenie live?

• Read page 5 and tell students what a quarry is. Say: Let’s read on and find out more about why Queenie is quirky. • Continue reading to page 10 and remind students of the second question: Is she good at answering quiz questions? Select a student to answer. Pause for answers and then say: Let’s read on and find out.

ew i ev Pr

• Ask: What can you see in the picture? What kind of bird is this? (a quail) Say: Quails are a kind of bird. They have quills. Who can tell me what quills are? (feathers) What is the quail wearing on her head? (a crown) Why do you think she is wearing a crown? (She thinks she’s a queen.) Praise any logical answer). Where is she? (at a quiz show) Say: I wonder if she is any good at answering quiz questions.

2. Read the big book text. • Read to page 2 and remind students of the first question: Why does Queenie wear a crown? Select a student to answer.

• Read page 11 and ask: Where do you think Queenie sleeps? Pause for answers and then say: Let’s read on and find out. • Continue to page 15 and ask: Do you think Queenie will queue up with the other quails? Let’s find out.

w ww

. te

• Continue until the end of the story and ask: Would you like Queenie for a friend? Why/Why not? Pause for answers.

• Read the text through a second time, pausing briefly at keywords to see if the students can predict them. • Read through a third time and encourage students to read along with you.

m . u

1. Using the big book, discuss the cover. Establish who the characters are, predict what the story will be about and introduce the target vocabulary.

Teac he r

Teacher notes

o c . che e r o t r s super

3. Establish the target sound and introduce the sound card for ‘Qu’.

• Say: Listen carefully to some words from the story. They all start with the same sound. What sound can you hear at the start of these words?

• Say the following words, exaggerating the beginning sound: quirky quail queen queer quiet quill quilt Have students guess the sound.

quiz

question

quack

quarrel

• Introduce the card: This is the letter ‘Qq’ (letter name). In words, it is always seen with the letter ’u’. Sometimes it can make the sound ‘qu’ (letter sound). It is important at this stage that students are not led to believe that this is the only sound ‘q’ can represent. Note: ‘Qu’ strictly is a blend.

• Tell students to click the letter at the top of the card to hear its sound. They will hear this sound in context if they click on the simple sentence below the picture.

• Flip the card and name the pictures. Ask questions about the items. For example: Have you ever seen a quail? What kind of animal is it? Would you like one for a pet? Why/Why not? How do you know it is a bird? (it has quills) Have you ever been to a quarry? What did you see there? Queenie has a quilt on her bed to keep her warm. What do you have on your bed? Have you seen a picture of the queen? What does she wear on her head?

• Click on the ‘Interactive’ icon and explain that students are to match each picture to its word using a click-drag-drop action.

Essential phonics – Initial sounds

R.I.C. Interactive ~ www.ricpublications.com.au

Teacher notes

4. Introduce the song

• Sing the song through until students are familiar with the words and the tune.

• Point to the pictures on the word card. Use these and words from the big book as substitutes. Change the character; for example, Queenie Quail quacking; Quiz master quacking. Or change any other content words; for example, Queenie is a quiet quail; Queenie has a warm quilt; Queenie doesn’t quarrel; the queen asked a question.

5. Jigsaw

• Demonstrate how to click-drag-drop the pieces to create upper case and lower case letters.

• Select students to take part in the activity.

Teac he r

r o eBo t s r e p ok u S

• When the jigsaw is completed, students will hear the letter name and the letter sound.

6. Interactive activity

• Say: When I click on the icon, you will see two balloons. Each balloon has a picture on it.

• Open the interactive activity by clicking on the submenu icon.

• if students need more time to decide, show them how to freeze the balloons by pressing the ‘pause’ button.

• Say: Point and click on the balloon that has a picture which starts with the sound ‘qu’. If you make a mistake, the balloon will burst. If you are correct, you’ll see the picture again, hear the word and see it written.

• Say: At the end of the activity you will see all the words.

7. Complete the blackline master activities

Activity 1

• Draw attention to the titles of the books in the library by asking students: Where are the children? What are they doing? What is the title of the book the girl has in her hand? Read the title with the students. What is the title of the book the boy has in his hand? Read the title with the students. Did you notice that each of these titles has a ‘qu’ word in them? Can you find any other books with ‘qu’ words in their titles? Tell students that they are to colour the books that have ‘qu’ words in their titles.

• Point to the words at the bottom of the page and explain that they are to colour the words that they find in the book titles. Work through the first example with them.

• Allow students to work through the rest of the work sheet independently as you circulate to assist those who experience difficulty.

Activity 2

• Explain to students that each word on the right belongs to a picture on the left. Read the words to the students and ask what each word means.

• Point to each picture in turn and ask: What is this? Which of the words from the list would go with this picture?

• Complete the first example with the students by demonstrating how to join the word ‘queen’ to the picture of a crown.

• Allow students to work through the rest of the worksheet independently as you circulate to assist those who experience difficulty.

ew i ev Pr

w ww

. te

m . u

o c . che e r o t r s super

8. Reintroduce the big book

• Turn off the sound and encourage students to read along with you.

R.I.C. Interactive ~ www.ricpublications.com.au

Essential phonics – Initial sounds

Colour things that start with ‘qu’.

QUIET PLEASE

Quack the duck has a quarrel

Make your own quilt

How to look after your quail

PETS

FRO

ew i ev Pr

Teac he r

CATS

FAIRYTALES

r o eBo t s r e p ok u S

Questions ? ? ? ?

w ww

? ?

ueen The Q

a quarry

. te

Make aP pen ffrroom maaQ qu uil ill. l

m . u

PIRATES

o c . che e r o t r s sup Colour the words you found in e the picture. r

quail

quarry

quiz

quarrel

quick

quilt

question

quill

quack

Essential phonics – Initial sounds

R.I.C. Interactive ~ www.ricpublications.com.au

r o eBo quack t s r e p ok u S

ew i ev Pr

Teac he r

Join the words and pictures that go together.

queen

w ww

. te

m . u

o quiz c . che e r o r st super

quiver

R.I.C. Interactive ~ www.ricpublications.com.au

Essential phonics – Initial sounds

Teacher notes

1. Using the big book, discuss the cover. Establish who the characters are, predict what the story will be about and introduce the target vocabulary.

• Point to the picture on the cover and say: Who can name the animals on the cover? Allow different students to name one animal each and establish that ‘ram’ is the name for a male sheep. What are they doing? Why do some of the animals have medals around their necks? Have you been in a race before? Did you have to run a long way? How would you feel if you had just finished running in a very long race? Did you feel like resting?

• Say: I wonder who will run and where they will run to? Do you think they’ll run down the road? Where else might they run? Accept any logical answer even if a word doesn’t match the target sound. Do any of these places start with the sound ‘r’? Can you name any other places that start with ‘r?’ (river, rock, racetrack, rodeo, ranch)

r o eBo t s r e p ok u S

• Introduce the word ‘robot’ by asking: Who started the race you were in? Who do you think will start this race? (the robot) What will it do to start the race?

• Introduce the comparative and superlative forms of fast by asking: Do you think a rabbit can run fast? Which animal do you think is faster, a ram or a rabbit? Which animal do you think is the fastest of all these animals?

• Turn to the first page and say: Let’s read the story and find out who won the race and where the animals ran to.

2. Read the big book text.

• Read to page 15 and ask: Who do you think will win now? Allow two or three students to give answers and ask them to justify their choices.

ew i ev Pr

Teac he r

• Pause after page 19 and ask: What do you think? Will the ram win or will the rhino win? Why?

• Read the text through a second time, pausing briefly at keywords to see if the students can predict them. • Read through a third time and encourage students to read along with you.

3. Establish the target sound and introduce the sound card for ‘Rr’.

• Say: Listen carefully to some words from the story. They all start with the same sound. What sound can you hear at the start of these words?

. te

m . u

• Point to the title and say: The title of this story is Run, run, run. Have students read the title with you as you sweep your hand from left to right, pausing slightly at keywords.

w ww

o c . che e r o t r s super

• Say the following words, exaggerating the beginning sound: ram rabbit robot rhinoceros Have students guess the sound.

rock

red

river

• Introduce the card by saying: This is the letter ‘Rr’ (letter name). Sometimes it can make the sound ‘r’ (letter sound). It is important at this stage that students are not led to believe that this is the only sound ‘r’ can represent.

• Tell students to click the letter at the top of the card to hear its sound. They will hear this sound in context if they click on the simple sentence below the picture.

• Flip the card and name the pictures. Ask questions about the items, giving progressive clues until the word is guessed. For example: I’m thinking of a word that starts with ‘r’ – It’s an animal., This animal can be white, brown or black. This animal is not very big but it’s not very small either. This animal can hop. What is it? (a rabbit) What is big and grey and it has a horn. You can see it at the zoo. (a rhinoceros) Let them point to the picture and word. I’m thinking of a toy. It is made of metal. It can move its arms and legs. It looks like a person. What is it? (a robot)

• Click on the ‘Interactive’ icon and explain that students are to match each picture to its word using a click-drag-drop action.

Essential phonics – Initial sounds

R.I.C. Interactive ~ www.ricpublications.com.au

Teacher notes

4. Introduce the song

• Sing the song through until students are familiar with the words and the tune.

• Point to the pictures on the word card. Use these as substitutes for the words ‘rat’ and ‘ram’. For example: Rhino is running, rabbit/rooster is running, red robot running.

r o eBo t s r e p ok u S

• Demonstrate how to click-drag-drop the pieces to create upper case and lower case letters.

• Select students to take part in the activity.

• When the jigsaw is completed, students will hear the letter name and the letter sound.

6. Interactive activity

• Open the interactive activity by clicking on the submenu icon.

• Say: Here are some pictures. Some of the pictures start with the sound ‘r’. Some of them do not. Draw a line from the letter ‘Rr’ to each picture that starts with the ‘r’ sound.

• If you are correct, you will hear the word and see it in writing.

7. Complete the blackline master activities

Activity 1

• Exercise 1: Have students identify the words on the left of each pair. Discuss the pictures. Demonstrate by showing students how they can make a new word by taking away the ‘r’ in run and adding ‘b’ to make the new word bun. Explain that the pictures will help. As you desk supervise, ask students to point to the pictures that show the new words they’ve made.

• For Exercise 2, explain that they are to take away ‘r’ and use a different letter to make the word label for each picture.

Activity 2

• Read the questions to the students and explain that they are to put a tick on the answer that is correct. Demonstrate on the whiteboard how to do the activity by completing the first example.

• Let the students work independently to complete the activity.

8. Reintroduce the big book

• Turn off the sound and encourage students to read along with you.

Teac he r

5. Jigsaw

ew i ev Pr

w ww

. te

m . u

o c . che e r o t r s super

R.I.C. Interactive ~ www.ricpublications.com.au

Essential phonics – Initial sounds

Rr un

ew i ev Pr

r o e t s B r e u n r u go p ok u S

w ww

Teac he r

. te

m . u

Take away ‘r’ and add ‘b’ to match the picture.

o c . Take away ‘r’ andc add another letter to make a word e her r that matches the picture. o t s super

Essential phonics – Initial sounds

R.I.C. Interactive ~ www.ricpublications.com.au

Tick ‘Yes’ or ‘No’.

1. Where did the animals run first? around the red rock

Yes No

down the road

Yes No

Teac he r

to the finish rope

around the red rock

Yes No

ew i ev Pr

r o eBo t s r e p ok u 2. WhereS did the animals run next?

Yes No

3. Where did the animals run after that?

down the road

w ww

to the finish rope

. to the trobot e

m . u

4. Where did the animals run to last?

Yes No Yes No

o c . e 5. Who wonc the race? her r o t s super Yes the rabbit

the rhinoceros

Yes No

the rat

Yes No

the ram

Yes No

R.I.C. Interactive ~ www.ricpublications.com.au

Essential phonics – Initial sounds

• Ask: What can you see in the picture? What animal is this? (a snake) Is it a boy snake or a girl snake? How do you know? (Sam is usually a boy’s name). Who do you think this is? Point to Sam’s mother. What is Sam’s mother doing? (She’s going to get Sam something to eat.) What makes you think so? (Sam has a napkin around his neck. His mother has an apron on.)

2. Read the big book text. • Read page 3 and ask: Do you think Sam will like salad for his supper? Then complete reading the text through to establish meaning and to have the students realize that there is a lot of patterned repetition. Pause at page19 and ask: What do you think Mrs Snake will do now? Let’s read on and find out. Continue until the end of the text. Ask: Do you think Sam is a good little snake or a naughty little snake? Why?

r o eBo t s r e p ok u S

• Point to the title and say: The title of this story is Sam’s supper. Have students ‘read’ the title with you as you sweep your hand from left to right, pausing slightly at keywords.

• Establish the meaning of ‘supper’: When would you eat supper; at night or in the morning? Explain that it’s the meal you have at night. Find out what students call the meal. (tea or dinner)

• Ask: What do you like for your supper? Allow a few students to answer. Say: Raise your hand if you like soup/salad/sausages? Turn to the first page and say: Let’s read the story and find out what Sam likes for his supper.

• Read the text through a second time, pausing briefly at keywords to see if the students can predict them.

ew i ev Pr

1. Using the big book, discuss the cover. Establish who the characters are, predict what the story will be about and introduce the target vocabulary.

Teac he r

Teacher notes

• Read through a third time and encourage students to read along with you.

w ww

. te

m . u

o c . che e r o t r s super

3. Establish the target sound and introduce the sound card for ‘Ss’.

• Say: Listen carefully to some words from the story. They all start with the same sound. What sound can you hear at the start of these words?

• Say the following words, exaggerating the beginning sound: Sam supper salad sandwiches six sizzling Have students guess the sound.

sausages

sauce

soup

• Introduce the card by saying: This is the letter ‘Ss’ (letter name). Sometimes it can make the sound ‘s’ (letter sound). It is important at this stage that students are not led to believe that this is the only sound ‘s’ can represent.

• Tell students to click the letter at the top of the card to hear its sound. They will hear this sound in context if they click on the simple sentence below the picture.

• Flip the card and name the pictures. Ask questions about the items. For example: What is yellow and hot and lives in the sky? Which of these can you eat? Which of these do you like?

• Click on the ‘Interactive’ icon and explain that students are to match each picture to its word using a click-drag-drop action.

Essential phonics – Initial sounds

R.I.C. Interactive ~ www.ricpublications.com.au

Teacher notes

4. Introduce the song

• Sing the song through until students are familiar with the words and the tune.

• Point to the pictures on the word card. Use these and other action words as substitutes for the word sneezing. For example: Sam the snake is sneezing can become skipping, standing, swimming, sobbing, sliding, sitting and sucking.

r o eBo t s r e p ok u S

• Demonstrate how to click-drag-drop the pieces to create upper case and lower case letters.

• Select students to take part in the activity.

• When the jigsaw is completed, students will hear the letter name and the letter sound.

6. Interactive activity

• Open the interactive activity by clicking on the submenu icon.

• Say: See this row of ducks swimming across the page? The ducks have pictures on them. Point and click on each duck that has a picture starting with an ‘s’ sound. If you are wrong, the duck will sink. If you are correct, the picture and the word will appear at the bottom of the page.

7. Complete the blackline master activities

Activity 1

• Work through the first box by saying: Look at this picture of the sky. What can you see? Identify the items. Does this one start with a ‘s’ sound? Explain that they are to colour the item that starts with the ‘s’ sound yellow.

• Use this method to identify the items in the other three pictures. Then let the students work independently to colour the target pictures. Remember to revise this sound as new letters are introduced.

Activity 2

• Introduce the sentence pattern by saying: I can hop on one foot. What can you do? Allow three of four students to respond. Sweep your hand along the question as you ask it.

• Introduce the pattern and have students suggest an ending for each sentence using the picture clues only.

• Read the phrases to the students and ask: Can you see a picture that matches this? Demonstrate how to draw a line from the phrase to the matching picture.

• Allow students to work independently as you circulate to assist students who experience difficulty.

• Have students attempt to read the pattern with the words instead of pictures.

8. Reintroduce the big book

• Turn off the sound and encourage students to read along with you.

Teac he r

5. Jigsaw

ew i ev Pr

w ww

. te

m . u

o c . che e r o t r s super

R.I.C. Interactive ~ www.ricpublications.com.au

Essential phonics – Initial sounds

r o eBo t s r e p ok u S

ew i ev Pr

Teac he r

Circle the things that start with ‘Ss’. Colour them yellow. Colour the rest of the picture.

w ww

. te

m . u

o c . che e r o t r s super

Essential phonics – Initial sounds

R.I.C. Interactive ~ www.ricpublications.com.au

Ss 1. I can

sit in the sand.

r o eBo t s r e p ok u I can S stand in the sun.

ew i ev Pr

Teac he r

Match the picture with the words to finish the sentence.

3. I can

skip in the sun.

swim in the sea.

see the sun.

. te

5. I can

6. I can

m . u

4. I can

w ww

o c . che e r o t r s super see the soap.

7. I can R.I.C. Interactive ~ www.ricpublications.com.au

see six sausages. Essential phonics – Initial sounds

Teacher notes

1. Using the big book, discuss the cover. Establish who the characters are, predict what the story will be about and introduce the target vocabulary.

• Point to the teacher and ask: Who do you think this is? What can you see on the teacher’s table? (tadpoles, telephone, cup of tea, tub or tank) How many tadpoles can you see. Let’s count them. (ten tadpoles) Why do you think he keeps these things on his table? (Accept any logical answer.)

• Establish the meaning of ‘tidy’ by asking: Do you think Mr Tom’s table is tidy, or is it messy? Is your bedroom tidy or messy? Is our classroom tidy or messy?

2. Read the big book text.

• After page 10 ask: Why do the turtles hide? What does ‘timid’ mean? • After page 12 ask: Why do you think Teacher Tom has a telephone on his table? Let’s read on and find out.

ew i ev Pr

r o eBo t s r e p ok u S

• Tell students: The teacher’s name is Mr Tom. He has two friends. Their names are Tina and Ted. These names start with the same letter. Does anyone in our class have a name that starts the same as Tina, Tom and Ted? • Point to the title and say: The title of this story is Tom the teacher. Have students read the title with you as you sweep your hand from left to right, pausing slightly at keywords.

Teac he r

• Establish the meaning of ‘tank’, ‘tub’ and ‘timid’. Point to the tank and say: What else could you keep in a tank? Allow a few students to respond. Point to the tub and say: What could you keep in a tub? At this stage, do not refer to the turtles unless the students offer this as an answer. Say: There are three animals that start with a ‘t’ sound in the story. Turn to the first page and say: Let’s read the story and find out what the animals are.

• After page 16 ask: What do you think? Would Mr Tom like to keep a tiger on his table? Why? Why not?

• Read the text through a second time, pausing briefly at keywords to see if the students can predict them.

• Read through a third time and encourage students to read along with you.

3. Establish the target sound and introduce the sound card for ‘Tt’.

• Say: Listen carefully to some words from the story. They all start with the same sound. What sound can you hear at the start of these words?

w ww

• Say the following words, exaggerating the beginning sound: teacher table tidy tank tub tadpoles Have students guess the sound.

. te

turtles

m . u

tiger

telephone

• Introduce the card by saying: This is the letter ‘Tt’ (letter name). Sometimes it can make the sound ‘t’ (letter sound). It is important at this stage that students are not led to believe that this is the only sound ‘t’ can represent.

• Tell students to click the letter at the top of the card to hear its sound. They will hear this sound in context if they click on the simple sentence below the picture.

• Flip the card and name the pictures. Ask questions about the items and other words that start with a ‘t’ sound. For example: I’m thinking of a word that starts with a ‘t’ sound. What is round and red and found in a salad? (tomato) What do you call the white things that help you to eat? (teeth). Where do you sit to eat your tomato? (at the table) Have you ever been inside a tent? Can you think of two different meanings for the word ‘tap’? (tap with your fingers and a water tap) This thing helps you to find your way in the dark. (torch)

• Click on the ‘Interactive’ icon and explain that students are to match each picture to its word using a click-drag-drop action.

4. Introduce the song.

• Sing the song through until students are familiar with the words and the tune.

• Point to the pictures on the word card. Make up nonsense verses by substituting, for the word ‘teacher’, other nouns that start with ‘t’. For example: turtle (on the telephone); tadpole, tiger. Use any other ‘t’ words to make up verses; for example, teacher on a tiny train; teacher in a tiny tent.

o c . che e r o t r s super

Essential phonics – Initial sounds

R.I.C. Interactive ~ www.ricpublications.com.au

Teacher notes

5. Jigsaw

• Demonstrate how to click-drag-drop the pieces to create upper case and lower case letters.

• Select students to take part in the activity.

• When the jigsaw is completed, students will hear the letter name and the letter sound.

r o eBo t s r e p ok u S

• Open the interactive activity by clicking on the submenu icon.

• Say: Here is a box. Things that start with the sound ‘t’ go in the box. There are some things on the shelf that start with the sound ‘t’. Can you drag and drop them into the box?

• Allow selected students to take part. The activity can be played more than once because the items change position on the shelf each time the activity is accessed.

Teac he r

6. Interactive activity

ew i ev Pr

7. Complete the blackline master activities

Activity one

• Introduce the words ‘tiny’ and ‘tall’ by comparing animals. Ask: Is an elephant tiny or tall? Is a mouse tiny or tall? Can you tell me the name of another tiny/tall animal?

• Say: These pictures show some tiny things and some tall things. Point to the first picture and ask: What can you see in this picture? Are they tiny or tall? How many are there? (two tiny teeth) Continue asking the same questions for all of the pictures.

• Work through the first example by saying: What did we say was in this picture? (two tiny teeth) Refer to the phrase stem, read it and say: What word is missing here? (teeth) Can you see the word teeth at the top of the page? Point out where to find the word, then demonstrate on the board how students are to print the missing word on the lines provided to complete the phrase.

• If students need assistance, use this method to identify the words before letting them work independently. Remember to revise this sound as new letters are introduced.

Activity two

• Introduce/revise the sentence beginning: The (teacher) is … and the prepositions ‘in’ and ‘on’ by referring to items in the classroom. For example: Where is the alphabet chart? (on the wall) Where is my pen? (in the cup on your table)

• Discuss the pictures by asking students what they can see in each picture. Encourage them to use the target prepositions ‘in’ and ‘on’.

• Work through the first example by saying: Where did we say the teacher is? (in the tent) Refer to the sentence beginning. Read it and say: Can you see the words that tell us the teacher is in the tent? Point out where to find the phrase. Then demonstrate how students are required to colour the missing phrase.

• Allow students to work independently while assisting those who need help.

8. Reintroduce the big book

• Turn off the sound and encourage students to read along with you.

w ww

. te

m . u

o c . che e r o t r s super

R.I.C. Interactive ~ www.ricpublications.com.au

Essential phonics – Initial sounds

Tt trees

teeth

tigers

tins

r o eBo t s r e p o u k Two tiny S

ew i ev Pr

Teac he r

tadpoles

Write words for the tiny and tall things in the pictures.

2. Ten tall

w ww

3. Two tiny

. te

4. Ten tall

m . u

o c . che e r o t r s super

5. Two tiny 80

Essential phonics – Initial sounds

R.I.C. Interactive ~ www.ricpublications.com.au

Colour the one that shows where they are.

1. The teacher is in the .r o t s r eBo e p ok u S

tent

tank

2. The tadpole is in the

tent

tank

ew i ev Pr

Teac he r

tank

w ww

m . u

4. The. tiger is in the

o c . c e r tent h tank . e o t r s super

5. The telephone is on the

tent

table

R.I.C. Interactive ~ www.ricpublications.com.au

. Essential phonics – Initial sounds

• Establish the setting by saying: This boy is with his uncle. His uncle has just finished doing something. What do you think his uncle has been doing? (umpiring a football game) What do you notice about his uncle’s clothes? (they’re wet and muddy)? What does the boy have in his hand? (the cover of his uncle’s umbrella) Do you think Uncle and the boy like the rain? Why/ Why not? (Accept any logical answer.) What else can you see in the picture? (the ducks) Do you think they like the rain? What makes you think so? (all ducks like water and they look happy) What do you have to do to make an umbrella go up? If students need extra help demonstrate using a real umbrella that fits the description of the one in the story. Use the target vocabulary such as: ‘upside down’, ‘shut’, ‘untie’, ‘tag’, ‘undo’, ‘button’, ‘unzip’ and ‘press the button’.

• Say: Let’s read the story and find out about Uncle.

2. Read the big book text. • After page 3 ask: What do you think Uncle will do now? Pause for answers and then say: Let’s find out.

r o eBo t s r e p ok u S

• Point to the title and say: The title of this story is Uncle’s umbrella. Have students read the title with you as you sweep your hand from left to right, pausing slightly at keywords.

• After page 6 ask: Why do you think the umbrella won’t go up? Pause for answers and use the same strategy to allow students to predict each step in opening the umbrella. Pause for answers each time and then say: Let’s read on and find out. • After page 22 ask: How do you think Uncle feels now? Pause for answers and then say: Let’s read on and find out.

ew i ev Pr

1. Using the big book, discuss the cover. Establish who the characters are, predict what the story will be about and introduce the target vocabulary.

Teac he r

Teacher notes

• Continue reading to the end of the story and ask: Why do you think Uncle laughed? Accept any logical answers.

• Read the text through a second time, pausing briefly at keywords to see if the students can predict them.

• Read through a third time and encourage students to read along with you.

• Say: Listen carefully to some words from the story. They all start with the same sound. What sound can you hear at the start of these words?

• Say the following words, exaggerating the beginning sound: Uncle umbrella undo up under unbutton Have students guess the sound.

. te

unzip

m . u

3. Establish the target sound and introduce the sound card for ‘Uu’.

w ww

untidy

ugly

undress

o c . che e r o t r s super

• Introduce the card by saying: This is the letter ‘Uu’ (letter name). Sometimes it can make the sound ‘u’ (letter sound). It is important at this stage that students are not led to believe that this is the only sound ‘u’ can represent.

• Tell students to click the letter at the top of the card to hear its sound. They will hear this sound in context if they click on the simple sentence below the picture.

• Flip the card and name the pictures. Ask questions about the items and other words that start with a ‘u’ sound. For example: Why do we need to have an umpire when we play games? Do you have an umbrella at home? How do you make it go up? What else can you untie/unbutton/unzip/undo? What else goes up? What does Mum say when you look untidy/when your room is untidy?

• Click on the ‘Interactive’ icon and explain that students are to match each picture to its word using a click-drag-drop action.

4. Introduce the song.

• Sing the song through until students are familiar with the words and the tune.

• Point to the pictures on the word card. Use these and words from the big book as substitutes. For example: The umpire has an umbrella; Under my umbrella; Put up my umbrella; Untie/unzip/undo my umbrella.

Essential phonics – Initial sounds

R.I.C. Interactive ~ www.ricpublications.com.au

Teacher notes

5. Jigsaw

• Demonstrate how to click-drag-drop the pieces to create upper case and lower case letters.

• Select students to take part in the activity.

• When the jigsaw is completed, students will hear the letter name and the letter sound.

r o eBo t s r e p ok u S

• Display the picture and say: Here is a picture. It has eight things in it that start with the letter ’u’ (use the letter name). What sound can the letter ‘u’ make? Emphasise the sound, then have students identify the items in the picture.

• Explain that if they click on a picture that starts with a ‘u’ sound, the picture will become coloured.

• The ‘Hint’ button is included to assist students who experience difficulty.

Teac he r

6. Interactive activity

ew i ev Pr

7. Complete the blackline master activities

Activity 1

• Explain: The sentences on the left tell about things that boys and girls can do. They all start with ‘I can’. The pictures on the right show pictures of what girls and boys can do. But, the pictures are all mixed up, so you have to show which picture matches which sentence.

• Discuss the pictures on the right by asking: What can you see in this picture? For example, in picture 2, the students may answer a boy at the beach. Extend the concept by saying: Where is he sitting? Point to the sentences and say: Can you see a sentence that tells you this? Which sentence tells: I can sit under my umbrella? Allow students to answer then demonstrate how to join the correct sentence to the picture. Continue discussing the pictures.

• Read the sentence beginning, ‘I can’ and pause so that students can refer to the pictures and answer the missing words. Do this with all of the sentences, then work through one more example with the students.

• Instruct students to work independently while you assist those who need help. Finally, demonstrate the correct answers by having students read aloud all of the sentences and choose together the correct one for each picture.

Activity 2

• Explain: The sentences ask you to choose one of the pictures.

• Read the beginning of Sentence 1 and pause to see if students can read the target word ‘up’. Point to each of the four pictures and ask: Is this man up? Explain that they are to place a tick on the picture that answers the question.

• Work through each sentence to ensure that students can read the target words, but do not refer to the pictures unless they need extra assistance.

• Instruct students to work independently as you desk supervise to assist those who need extra help.

8. Reintroduce the Big book

• Turn off the sound and encourage students to read along with you.

w ww

. te

m . u

o c . che e r o t r s super

R.I.C. Interactive ~ www.ricpublications.com.au

Essential phonics – Initial sounds

What can you do? Read and join the picture to the correct sentence.

r o eBo t s r e p ok u S

2. I can untie my tag.

ew i ev Pr

Teac he r

1. I can sit under my umbrella.

w ww

. te

m . u

3. I can put up my umbrella.

o c . 4. I can unzip my chzipper. e r er o t s super 5. I can undo my buttons.

Essential phonics – Initial sounds

R.I.C. Interactive ~ www.ricpublications.com.au

Tick a picture in each line to match the sentence.

r o eBo t s r e p ok u S

2. The cup is upside-down.

ew i ev Pr

Teac he r

1. The man is up.

w ww

. te

m . u

3. The cat is under.

o c . che e r o t r s super

4. The child is untidy.

R.I.C. Interactive ~ www.ricpublications.com.au

Essential phonics – Initial sounds

Teacher notes

1. Using the big book, discuss the cover. Establish who the characters are, predict what the story will be about and introduce the target vocabulary.

• Introduce the cover by saying: This story is about a girl called Vivian. Vivian lives in a special kind of house called a villa. Vivian is very good at something. What do you think it is? (playing the violin) What do we call a person who plays the violin? (a violinist). Does Vivian look friendly? Discuss student answers.

• Ask: How did the vicar and the vet travel to Vivian’s villa? (in the vet’s van)? Why do you think the villagers and the vicar and the vet come to visit Vivian? (to hear her play the violin) Allow students to respond and then say: Lets read on and find out if you are right.

r o eBo t s r e p ok u S

• Point to the title and say: The title of this story is Vain Vivian. Have students read the title with you as you sweep your hand from left to right, pausing slightly at keywords. Ask: What does ‘vain’ mean? (too proud) Does Vivian look proud? What do you think makes Vivian vain? (She can play the violin very well.) Let’s read the story and find out why Vivian is vain.

2. Read the big book text.

• Read page 18 and ask: What does ‘vexed’ mean? (upset) Does your Mum sometimes get vexed at what you do? What vexed Aunt Victoria? (Vivian became vain) Do you think Aunt Victoria is right? What makes you think so? Choose one or two students to respond. • After page 19 ask: How do you think Vivian feels now? Why? Pause for answers and then ask: What do you think will happen now? Pause for answers and then say: Let’s read on and find out.

ew i ev Pr

Teac he r

• Continue until the end of the text and say: This story teaches us a lesson. What does it teach us? Allow two or three students to answer.

• Read the text through a second time, pausing briefly at keywords to see if the students can predict them.

• Read page 5 and ask: What is a volcano? Discuss students’ answers.

• Read page 13 and ask: What is a vet? Discuss and explain. Ask: Which man is the vet? Allow one response. Point to the vicar and ask: Who is this? Discuss and explain.

3. Establish the target sound and introduce the sound card for ‘Vv’.

• Say: Listen carefully to some words from the story. They all start with the same sound. What sound can you hear at the start of these words?

. te

m . u

w ww

•

• Read through a third time and encourage students to read along with you.

o c . che e r o t r s super

Say the following words, exaggerating the beginning sound: Vivian Victoria volcano villa violets vegetables violin Have students guess the sound.

vet

vicar

van

vexed

vines

video

• Introduce the card by saying: This is the letter ‘Vv’ (letter name). Sometimes it can make the sound ‘v’ (letter sound). It is important at this stage that students are not led to believe that this is the only sound ‘v’ can represent.

• Tell students to click the letter at the top of the card to hear its sound. They will hear this sound in context if they click on the simple sentence below the picture.

• Flip the card and name the pictures. Ask questions about the items and other words that start with a ‘v’ sound. For example: Do you know anyone who plays the violin? What do you use to play the violin? (a bow) A violin has strings. What other instruments have strings? (viola, bass, guitar, banjo etc.) Say: The vet in our story drives a van. What other occupations might need to have a van? Discuss.

• Provide progressive clues for a guessing game. For example: I’m thinking of a fruit which can be green or purple when it is ripe. You can make a drink with this fruit. It grows on a vine. What fruit is it? (grapes)

• Click on the ‘Interactive’ icon and explain that students are to match each picture to its word using a click-drag-drop action.

Essential phonics – Initial sounds

R.I.C. Interactive ~ www.ricpublications.com.au

Teacher notes

4. Introduce the song

• Sing the song through until students are familiar with the words and the tune.

• Point to the pictures on the word card. Use these and words from the big book as substitutes. For example, Vegetables in the vet’s van, Violets in the vicar’s van, Vivian/Victoria on the veranda.

5. Jigsaw

• Demonstrate how to click-drag-drop the pieces to create a lower case and upper case form of the letter.

• Choose students to create the letter.

• When the jigsaw is completed, students will hear the letter name and the letter sound.

6. Interactive rebus activity

• Say: When I click on the icon, you will see two balloons. Each balloon has a picture on it.

• Open the interactive activity by clicking on the submenu icon.

• Show students how to freeze the balloons by pressing the ‘Pause’ button if they need more time.

• Say: Point and click on the balloon that has a picture which starts with the sound ‘v’. If you make a mistake the balloon will burst. If you are correct you will see the picture again, hear the word and see it written.

• Say: At the end of the activity you will see all the words.

7. Complete the blackline master activities.

Activity 1

• Point to the pictures in the first row and explain that only one of these pictures starts with ‘v’ (letter sound). Have them identify what kind of things are in the row; that is, musical instruments. Ask: What kind of musical instruments can you see? Have students call out the names of the instruments then ask: Which one of these begins with ‘v’ (letter sound)? Have the students colour the picture.

• Treat the rest of the pictures in a similar manner, but do not demonstrate further unless required.

• Allow students to work through the worksheet independently as you assist those in difficulty.

Activity 2

• Discuss the pictures on the right by asking: What can you see in this picture? For example, in Picture 1, the students may answer a vicar. Ask: Where is the vicar? Is he on the veranda or is he in the van? (He’s in the van.) Point to the two sentences and say: Can you see a word that tells you this? Which sentence tells us that the vicar is in the van? Demonstrate how to join the correct sentence to the picture. Continue discussing the pictures.

• Read the sentence beginnings. Pause so students can supply answer the missing word. Do this with all of the sentence beginnings, then work through one more example with the students.

• Students work independently while you assist those who need help. Finally, demonstrate the correct answers by having students read all sentences aloud and choosing together the correct one for each pair.

8. Reintroduce the big book

• Turn off the sound and encourage students to read along with you.

r o eBo t s r e p ok u S

ew i ev Pr

Teac he r

w ww

. te

m . u

o c . che e r o t r s super

R.I.C. Interactive ~ www.ricpublications.com.au

Essential phonics – Initial sounds

Colour the picture that starts with ‘v’ in each line.

r o eBo t s r e p ok u S

ew i ev Pr

Teac he r

w ww 5.

. te

m . u

o c . che e r o t r s super

Essential phonics – Initial sounds

R.I.C. Interactive ~ www.ricpublications.com.au

Which one? Join the correct sentence to the picture.

1. The vicar is in the van.

r o eBo t s r e p ok u S

2. The violin is on a mat.

The violin is on the bed.

ew i ev Pr

Teac he r

The vet is in the van.

w ww

4. This is Vivian.

m . u

The violet is in the glass.

. te o c This is Aunt . cVictoria. e her r o t s super 5. Here is a vine. Here is a villa.

R.I.C. Interactive ~ www.ricpublications.com.au

Essential phonics – Initial sounds

• Ask: Who can you see in the picture? (two worms, a witch, a wand, a wolf, a walrus and a wasp) If students answer ‘dog’ or ‘fly’ explain that this is a kind of dog/insect, but it has a special name ‘wolf/wasp’. Ask: Have you ever seen a walrus? Where did you see it? What does the witch have in her hand? What can a witch do with her wand? Does this witch look mean? What makes you think so? Say: All the animals have a tail. What can they do with their tails? If students don’t use the word ‘wiggle’ or ‘waggle’ introduce it by saying: Show me how you can wiggle your fingers up and down. Can you waggle them from side to side like a wolf’s tail? Have students stand and show you how they can wobble like a jelly on a plate.

2. Read the big book text. • After page 10 ask: Do you think Wally is very upset? What makes you think so? Pause for answers and then, if students haven’t used the target words ‘wept’ and ‘wail’, explain that ‘wept’ means ‘cried’ and ‘wail’ means ‘to cry loudly’. Have students predict the next part by asking: Do you think Win will be able to help Wally? What will she say/do?

r o eBo t s r e p ok u S

• Point to the title and say: We are going to read a story about a little worm that couldn’t do something he wanted to do. Ask: Have you ever been sad because you tried to do something and you couldn’t do it? Allow some students to respond and discuss their answers. Who did you go to for help when you couldn’t do it? The title of this story is: Wally the worm’s tail. Have students read the title with you as you sweep your hand from left to right, pausing slightly at keywords.

• After page 13 ask: What do you think Wendy will do to help Wally? Pause for answers and make sure that students use the target word ‘wand’. • After page 20, pause and ask: Which one do you think Wally will choose? What makes you think so? Say: Let’s read on and find out.

ew i ev Pr

1. Using the big book, discuss the cover. Establish who the characters are, predict what the story will be about and introduce the target vocabulary.

Teac he r

Teacher notes

• Read to the end of the text and ask: Were you correct? Which one did Wally choose? Was this the best solution to Wally’s problem? What lesson do you think this story teaches us? (We don’t all have to be the same. We should be happy with ourselves the way we are.) Ask: Did you like the story? Which part did you like the best? Why?

• Read the text through a second time, pausing briefly at keywords to see if the students can predict them. • Read through a third time and encourage students to read along with you.

3. Establish the target sound and introduce the sound card for ‘Ww’.

• Say: Listen carefully to some words from the story. They all start with the same sound. What sound can you hear at the start of these words?

•

. te

m . u

• Turn to the first page and say: Let’s read the story.

w ww

o c . che e r o t r s super

Say the following words, exaggerating the beginning sound: witch worm walrus wolf wasp weep Have students guess the sound.

wail

Wally

Win

wag

• Introduce the card by saying: This is the letter ‘Ww’ (letter name). Sometimes it can make the sound ‘w’ (letter sound). It is important at this stage that students are not led to believe that this is the only sound ‘w’ can represent.

• Tell students to click the letter at the top of the card to hear its sound. They will hear this sound in context if they click on the simple sentence below the picture.

• Flip the card and name the pictures. Ask questions about the items and other words that start with a ‘w’ sound. For example: Which animal that starts with ‘w’ do you like the best? Why? Can you tell me the names of some stories that have a witch in them? What sorts of things can make you weep and wail? What do walruses have on their faces? These things start with the letter ‘w’. (whiskers) Can you think of any other words that start with ‘w’? List any suggestions on the board.

• Click on the ‘Interactive’ icon and explain that students are to match each picture to its word using a click-drag-drop action.

Essential phonics – Initial sounds

R.I.C. Interactive ~ www.ricpublications.com.au

Teacher notes

4. Introduce the song

• Sing the song through until students are familiar with the words and the tune.

• Point to the pictures on the word card. Use these and words from the big book as substitutes. Change the character; for example, Wally worm is waddling, Wanda, Witch is waddling, Wolf is waddling, Wasp is waddling. Or change the verb; for example, Wally worm (or the other characters or Wanda’s wand) wobbling/wiggling/waggling.

r o eBo t s r e p ok u S

5. Jigsaw

• Demonstrate how to click-drag-drop the pieces to create a lower case and upper case form of the letter.

Teac he r

• Choose students to create the letter.

• When the jigsaw is completed, students will hear the letter name and the letter sound.

6. Interactive rebus activity

• Open the interactive activity by clicking on the submenu icon.

• Say: Here are some pictures. Some of the pictures start with the sound ‘w’. Some of them do not. Draw a line from the letter ‘Ww’ to each picture that starts with the ‘w’ sound.

• If you are correct, you will hear the word and see it in writing.

7. Complete the blackline master activities

Activity 1

• Work through the first box by saying: Here are some animals that live in a very cold country. What animals can you see? Identify the animals then say: Only one of them has a name that starts with ‘w’. Which one is it? (walrus) Explain that they are to circle the one that starts with the ‘w’ sound.

• Use this method to identify the items in the other three pictures. Then let the students work independently to colour the target items. Remember to revise this sound as new letters are introduced.

Activity 2

• Introduce the activity by saying: Here are some sentences, but one word is missing. There is a picture instead of the word.

• Have students suggest a word for each of the picture clues.

• Read the sentences aloud, pausing to allow students to fill in the missing word using the picture clue.

• Point to the box at the top of the page and ask: Can you see a word that matches each picture?

• Allow selected students to attempt to match the word to its picture. Work through the first example to show students they are to write the word for the picture on the line provided.

• Reread the sentences, encouraging students to read with you. Then let the students work independently to write the words on the line provided.

ew i ev Pr

w ww

. te

m . u

o c . che e r o t r s super

8. Reintroduce the big book

• Turn off the sound and encourage students to read along with you.

R.I.C. Interactive ~ www.ricpublications.com.au

Essential phonics – Initial sounds

r o eBo t s r e p ok u S

ew i ev Pr

Teac he r

Circle the thing that starts with ‘w’.

w ww

. te

m . u

o c . che e r o t r s super

Essential phonics – Initial sounds

R.I.C. Interactive ~ www.ricpublications.com.au

Ww worm

walrus

wolf

wand

r o ecan t s Bo wiggle its tail. r e p ok u S

2. A

can wave her wand.

w ww

4. A

5. A

. te

m . u

witch

ew i ev Pr

Teac he r

1. A

wasp

Write a word to finish each sentence.

can waggle its tail.

o c . che e r o t r s wiggle its tail. super can

6. A

R.I.C. Interactive ~ www.ricpublications.com.au

can wave and wag.

Essential phonics – Initial sounds

• Point to the sad boy and say: This boy’s name is Max. Ask: How do you think Max is feeling? (sad/ unhappy) Then say: This is Max’s friend. Her name is Lex. Can you notice anything about the same about the two children’s names? (they both end in the same sound –‘x’) Why do you think Max is so sad? Allow some students to guess an answer and then say: Poor Max is trying to make an alphabet book but he can’t find any words that start like ‘x’ (Use the letter sound NOT the letter name.)

2. Read the big book text. • After page 7, pause and ask: Who can tell me some more words that end in ‘x’ (letter sound NOT letter name). Allow students to guess some more words and then say: Let’s see if Lex and Max think of the same words that you have suggested.

r o eBo t s r e p ok u S

• Point to the xylophone and the X-ray and say: Lex thought that these two things would help. Ask: Do they start with an “x” sound? Explain: No, X-ray starts with the letter NAME, not the letter SOUND. ‘Xylophone’ starts like zoo, so those two words won’t help Max. I wonder what he will do! Let’s read the story and find out. • Point to the title and say: The title of this story is Max and Lex. Have students read the title with you as you sweep your hand from left to right, pausing slightly at keywords.

• Make mention of each word that corresponds with the students’ suggestions and praise them for thinking of it. • After page 14 ask: Can you think of some more? • Then after page 23 ask: Do you think Lex was a good friend? Why/Why not? Allow one or two students to answer and then ask: Did they find any words that start with ‘x’ (letter sound NOT letter name)? I think Max will have to make a different kind of alphabet book, don’t you? He can’t find any words that start with ‘x’ (letter sound NOT letter name).

ew i ev Pr

1. Using the big book, discuss the cover. Establish who the characters are, predict what the story will be about and introduce the target vocabulary.

Teac he r

Teacher notes

• Read the text through a second time, pausing briefly at keywords to see if the students can predict them.

• Read through a third time and encourage students to read along with you.

3. Establish the target sound and introduce the sound card for ‘Xx’.

• Say: Listen carefully to some words from the story. They all end with the same sound. What sound can you hear at the end of these words?

•

. te

m . u

• Turn to the first page.

w ww

o c . che e r o t r s super

Say the following words, exaggerating the end sound: fox box ox Lex Max Have students guess the sound.

six

fax

chickenpox

• Introduce the card by saying: This is the letter ‘Xx’ (letter name). Sometimes it can make the sound ‘x’ (letter sound). It is important at this stage that students are not led to believe that this is the only sound ‘x’ can represent.

• Tell students to click the letter at the top of the card to hear its sound. They will hear this sound in context if they click on the simple sentence below the picture.

• Flip the card and name the pictures. Ask questions about the items and other words that start with a ‘x’ sound. For example: What is special about the letter ‘x’ (sound)? (There are no words that start with this sound.) Have you ever had a ride in a taxi? Where did you go? Which animal do you like the best—an ox or a fox? Why? Can you tell me the names of some things that come in boxes? What number comes before six? What number comes after six?

• Click on the ‘Interactive’ icon and explain that students are to match each picture to its word using a click-drag-drop action.

Essential phonics – Initial sounds

R.I.C. Interactive ~ www.ricpublications.com.au

Teacher notes

4. Introduce the song

• Sing the song through until students are familiar with the words and tune

• Point to the pictures on the word card. Use these and other words from the big book as substitutes. For example: ox in a big box; six little foxes; ox/fox/Lex/Tex/Max in a taxi; Lex/Max has chickenpox; Tex is a boxer.

r o eBo t s r e p ok u S

• Demonstrate how to click-drag-drop the pieces to create a lower case and upper case form of the letter.

• Choose students to create the letter.

• When the jigsaw is completed, students will hear the letter name and the letter sound.

Teac he r

5. Jigsaw

ew i ev Pr

6. Reintroduce the big book

• Turn off the sound and encourage students to read along with you.

w ww

. te

m . u

o c . che e r o t r s super

R.I.C. Interactive ~ www.ricpublications.com.au

Essential phonics – Initial sounds

• Point to the cover and ask: What can you see in the picture? What kind of animals are these? What are they doing? Discuss students’ answers. If students don’t refer to the colour ask: What colour is the yacht? Who has been on a yacht before? What was it like? Allow two or three responses. Say: This Yak’s name is Yani. Who do you think the other two yaks are? (Yani’s older sister and younger brother) Point to the yardman and ask: Who is this and what is he doing? Why is he doing that? • Point to the title and say: The title of this story is Yani’s yellow yacht. Have students read the title with you as you sweep your hand from left to right, pausing slightly at keywords. Ask: Who do you think goes out on the yacht with Yani? Allow two or three responses. How often do you think he would sail his yacht? Do you think he sails his yacht every day? Allow two or three responses. Turn to the first page and say: Let’s read the story and find out.

2. Read the big book text. • After page 14 ask: Do you think Yani will take the yardman out on his yellow yacht? What makes you think so? Allow two or three responses. Then say: Let’s read on and find out.

r o eBo t s r e p ok u S

• Pause after page 16, ask: Was your guess correct about how often Yani sails in his yacht? • After page 18 ask: Was your guess correct? Is Yani going to take the yardman out in his yellow yacht? Will the yardman be pleased? • After page 20 ask: Were you correct? How did the yardman show he was pleased? How will he stop himself from yawning? Let’s read on and find out.

ew i ev Pr

1. Using the big book, discuss the cover. Establish who the characters are, predict what the story will be about and introduce the target vocabulary.

Teac he r

Teacher notes

• Continue until the end of the text. Ask: Who has eaten yoghurt/yams before? What do they taste like? (Students may be more familiar with the name ‘sweet potato’, rather than ‘yam’.) • Read the text through a second time, pausing briefly at key words to see if the students can predict them.

• Say: Listen carefully to some words from the story. They all start with the same sound. What sound can you hear at the start of these words?

•

Say the following words, exaggerating the beginning sound: yellow yacht yardman younger Yani yesterday Have students guess the sound.

. te

yolk

year

m . u

3. Establish the target sound and introduce the sound card for ‘Yy’.

w ww

yawn

yoghurt

yams

• Introduce the card by saying: This is the letter ‘Yy’ (letter name). Sometimes it can make the sound ‘y’ (letter sound). It is important at this stage that students are not led to believe that this is the only sound ‘y’ can represent.

• Tell students to click the letter at the top of the card to hear its sound. They will hear this sound in context if they click on the simple sentence below the picture.

• Flip the card and name the pictures. Ask questions about the items and other words that start with a ‘y’ sound. For example: Have you ever seen a yak? Where did you see it? What part of an egg is yellow? I yell when I see a spider. What makes you yell? If you had a toy yacht, what would you do with it?

• Click on the ‘Interactive’ icon and explain that students are to match each picture to its word using a click-drag-drop action.

o c . che e r o t r s super

4. Introduce the song

• Sing it through until students are familiar with the words and the tune.

• Point to the pictures on the word card. Use these and words from the big book as substitutes. Change the action; for example, Yelling on the yellow yacht, Yani on the yellow yacht. Or change the verb to a noun; for example, Yardman on the yellow yacht, My yoyos/yoghurt’s on the yellow yacht.

Essential phonics – Initial sounds

R.I.C. Interactive ~ www.ricpublications.com.au

Teacher notes

5. Jigsaw

• Demonstrate how to click-drag-drop the pieces to create a lower case and upper case form of the letter.

• Choose students to create the letter.

• When the jigsaw is completed, students will hear the letter name and the letter sound.

6. Interactive rebus activity

• Open the interactive activity by clicking on the submenu icon.

• Say: See this row of ducks swimming across the page? The ducks have pictures on them. Point and click on each duck that has a picture starting with a ‘y’ sound. If you are wrong, the duck will sink. If you are correct, the picture and the word will appear at the bottom of the page.

7. Complete the blackline master activities

Activity 1

• Have students identify the items in the pictures. Say: Some of these things begin with the sound ‘y’ (letter sound). Point to the first picture and say: Does yoyo start with ‘y’ (letter sound)? Colour it yellow.

• Explain that they are to colour yellow all the things that start with ‘y’.

• Allow students to colour the worksheet independently as you circulate to assist those in difficulty.

• When students have completed the colouring activity, mark it by pointing to each picture and saying: What is this? Did you colour it yellow? On the board, print the words for the things pictured that start with ‘y’.

• Tell students that they are to choose three of the words to copy to complete the sentences.

• Have selected students read their sentences aloud.

Activity 2

• Re-read the big book aloud to the students if necessary.

• Point to the sentences and tell them: Here are some sentences about the story. Some of the sentences are true and some are not.

• Explain that if a sentence is true, they are to tick the ‘Yes’ box. If the sentence is not true, they are to tick the ‘No’ box.

• If students are able, work through the first sentence with them and then allow them to work independently. If they require extra assistance, read the sentences with them before they begin working.

• Allow students to work independently as you circulate to assist those in difficulty.

8. Reintroduce the big book

• Turn off the sound and encourage students to read along with you.

r o eBo t s r e p ok u S

ew i ev Pr

Teac he r

w ww

. te

m . u

o c . che e r o t r s super

R.I.C. Interactive ~ www.ricpublications.com.au

Essential phonics – Initial sounds

r o eBo t s r e p ok u S

ew i ev Pr

Teac he r

Colour the things that start with ‘Yy’ yellow

w ww

. te

m . u

o c . che e r o t r s super 1. My is yellow.

2. My

is yellow.

3. My

is yellow.

Write a ‘y’ word to make a sentence.

Essential phonics – Initial sounds

R.I.C. Interactive ~ www.ricpublications.com.au

Tick ‘Yes’ or ‘No’.

Yes No

r o eBo t s r e 2. An egg yolk is yellow. p ok u S

Yes No

ew i ev Pr

Teac he r

1. Yani has a red yacht.

3. The yardman looks after Yani’s yacht. Yes No Yes No

4. Yani has a yoyo.

m . u

Yes No

w ww

6. Yani likes to eat yams.

. te o Yes 7. Yani’s sister likes to eat yoghurt. . c che e r o r st super

8. Yani and the yardman will go in the yacht.

Yes No

9. The yardman likes yoga.

Yes No

R.I.C. Interactive ~ www.ricpublications.com.au

Essential phonics – Initial sounds

• Ask: What kind of animals can you see on the cover? (two zebras) Have you seen zebras before? Where did you see them? Allow time for student responses and ask: What were the zebras doing when you saw them? Where do you think the zebras in our story are? (in pen at the zoo) If students don’t use the words ‘zebra pen’ say: Yes, these zebras do live at the zoo. They live in a zebra pen at the zoo. Their names are Zena and Zack. Zena is a girl zebra. Which zebra do you think is Zena? Why? (She’s wearing lipstick.) What is Zack wearing on his face? (a mask) If students don’t notice the marks on the ground, say: He’s been zigging and zagging around his pen. • Point to the title and say: The title of this story is Zena and Zack Zebra. Have students read the title with you as you sweep your hand from left to right, pausing slightly at keywords.

2. Read the big book text. • After page 11 ask: Who do you think Zonto is? What do you think Zonto does? Do you think Zack will try to be like Zonto—what will he do? Pause for answers and then say: Let’s find out.

r o eBo t s r e p ok u S

• After page 15 ask: A zillion times is lots and lots and lots. Ask: Do you think Zack can do it a zillion times? Why/Why not? Pause for answers and then say: Let’s read on and find out. • After page 19 ask: What advice do you think Zena will give poor, tired Zack? What will she say to him? Pause for answers and then say: Let’s read on and find out.

ew i ev Pr

1. Using the big book, discuss the cover. Establish who the characters are, predict what the story will be about and introduce the target vocabulary.

Teac he r

Teacher notes

• After page 20 ask: Do you think this is good advice? What would you do? Allow two or three students to answer.

• Read the text through a second time, pausing briefly at keywords to see if the students can predict them. • Read through a third time and encourage students to read along with you.

3. Establish the target sound and introduce the sound card for ‘Zz’.

• Say: Listen carefully to some words from the story. They all start with the same sound. What sound can you hear at the start of these words?

•

. te

m . u

• Turn to the first page and say: Let’s read the story.

w ww

o c . che e r o t r s super

Say the following words, exaggerating the beginning sound: zebra Zack Zena zoo zip zing zoom Have students guess the sound.

zest

zero

zucchini

Zonto

• Introduce the card by saying: This is the letter ‘Zz’ (letter name). Sometimes it can make the sound ‘z’ (letter sound). It is important at this stage that students are not led to believe that this is the only sound ‘z’ can represent.

• Tell students to click the letter at the top of the card to hear its sound. They will hear this sound in context if they click on the simple sentence below the picture.

• Flip the card and name the pictures. Ask questions about the items and other words that start with a ‘z’ sound. For example: Do you like to eat zucchinis? Show students a zucchini if it is an unfamiliar vegetable. What does it taste like? What other vegetable does it look like? (cucumber, marrow) What other animal does a zebra look like? (a horse, a donkey, a jackass, an ass) In our story, ‘zip’ has a different meaning. Is anyone wearing something that has a zip? What did Zack mean when he said, ‘I have zero zip’? Who can show me what it means to zig and zag? Allow one or two students to demonstrate. What other animals would you see at the zoo? Draw a zero on the board and say: Put your hand up if you know what this means? Allow a student to answer.

• Click on the ‘Interactive’ icon and explain that students are to match each picture to its word using a click-drag-drop action.

100

Essential phonics – Initial sounds

R.I.C. Interactive ~ www.ricpublications.com.au

Teacher notes

4. Introduce the song

• Sing it through until students are familiar with the words and the tune.

• Point to the pictures on the word card. Use these and words from the big book as substitutes. Change the character; for example, Lazy lazy Zena/Zack/Zorro; Or add the verb or adjective; for example, Zena/ Zack/Zorro zebra zigging/zagging/zipping; A zesty zebra zigging.

r o eBo t s r e p ok u S

5. Jigsaw

• Demonstrate how to click-drag-drop the pieces to create a lower case and upper case form of the letter.

Teac he r

• Choose students to create the letter.

• When the jigsaw is completed, students will hear the letter name and the letter sound.

6. Interactive rebus activity

• Open the interactive activity by clicking on the submenu icon.

• Say: Here is a box. Things that start with the sound ‘z’ go in the box. There are some things on the shelf that start with the sound ‘z’. Can you drag and drop them into the box?

• Allow selected students to take part. The activity can be played more than once because the items change position on the shelf each time the activity is accessed.

7. Complete the blackline master activities

Activity 1

• Read the first sentence beginning and have students read it after you. Point out that the word they choose to complete the sentence must match the picture. Work through the first example by reading the sentence beginning, then point to the words and ask: Is this a zip or a zebra? Pause to allow students to give the answer.

• Work through the next example by asking: Does he look zippy or lazy? Read the sentence beginning: He is very … Pause for students to give the answer.

• Allow students to work through the rest of the worksheet independently as you circulate to assist those in difficulty.

Activity 2

• Read the sentence beginning and have students read it after you. Point out that the word they choose to complete the sentence must match the picture. Then work through the first example, showing them that the word they need to finish the sentence is at the top of the page. Read the sentence beginning, then point to the picture and ask: What is this? Pause to allow students to call out the answer. Point to the words at the top of the page and ask: Which word says ‘zip’? Assist by re-reading or sounding out words. Demonstrate that they are to complete the sentence by printing the word ‘zip’ in the gap provided. Students are to cross off each word as it is used.

• Allow students to work through the rest of the worksheet independently as you circulate to assist those in difficulty.

8. Reintroduce the big book

• Turn off the sound and encourage students to read along with you.

ew i ev Pr

w ww

. te

m . u

o c . che e r o t r s super

R.I.C. Interactive ~ www.ricpublications.com.au

Essential phonics – Initial sounds

101

Colour the word to finish each sentence.

zip

1. Look at the

zebra .

Teac he r

3. He lives in the

zoo

hut .

ew i ev Pr

r o eBo t s r e p lazy . ok 2. He is very u zippy S

4. His name is

w ww

zucchini

. te

m . u

5. Look at the carrots .

o c . che e r o t r 6. Look at the pin zip . s super

7. This is a 102

zero

ten

Essential phonics – Initial sounds

. R.I.C. Interactive ~ www.ricpublications.com.au

Zz zucchini

zebra

Write a word to finish each sentence.

zip

zero

zoo

zigzag

Teac he r

2. I can see a

ew i ev Pr

r o eBo t s r e p ok u 1. I can see . Sa

w ww

. 4. I can tsee a

5. I can see a

6. I can see a

m . u

3. I can see a

o c . che e r o t r s super

R.I.C. Interactive ~ www.ricpublications.com.au

Essential phonics – Initial sounds

103