Blends

Transcript

Funny Photo Phonics Blends Set 2 • Teaching Guide Kara Munn COPYING OF THIS BOOK BY EDUCATIONAL INSTITUTIONS A purchasing educational institution may photocopy pages within this book in accordance with The Australian Copyright Act 1968. COPYING BY INDIVIDUALS OR NON-EDUCATIONAL INSTITUTIONS Except as permitted under the Act (for example for fair dealing for the purposes of study, research, criticism or review) no part of this book may be reproduced, stored in a retrieval system, or transmitted in any form by any means, without the prior written approval of the publisher. All enquiries should be made to the publisher. Funny Photo Phonics Set 2 Teaching Guide ISBN: 978-1-74164-330-5 Written by Kara Munn Copyright © 2007 Blake Publishing Blake Education Pty Ltd ABN 50 074 266 023 108 Main Rd Clayton South VIC 3168 Ph: (03) 9558 4433 Fax: (03) 9558 5433 email: [email protected] Visit our website: www.blake.com.au Publisher: Katy Pike Series editor: Garda Turner Editor: Amanda Santamaria Designed by The Modern Art Production Group Printed by Thumbprints Utd, Malaysia This publication is © copyright. No part of this book may be reproduced by any means without written permission from the publisher. Contents Introduction 4 y as an end sound Activities 5 The Sticky End Assessment 8 tch end blend Game Boards 9 Scritch, Scratch 48 51 ing and ell r blends The King and the Bells 54 57 Brad the Crab 21 Buzzing and Flying Fred the Frog 24 le as an end sound Grass is Green 27 Jingle Jangle nk end blends Frank the Skunk est 30 l blends The Best Pest 63 Flipping Phonics Book 2 Clem the Clam 33 Slippery Slugs 36 The Plum Tree 49 A Spotty Sparrow and a Green Tree Frog 66 Assessment Record Sheet 71 Certificates p blends Spotty Spider 60 72 42 t blends Stars and Storks 45 3 Introduction A strong knowledge of letter-sound relationships significantly improves children’s word recognition, spelling and reading comprehension. Phonics instruction helps children learn the relationships between the letters of written language and the sounds of spoken language. To be effective, the teaching of phonic elements needs to be combined with “ample opportunities for children to apply what they are learning about letters and sounds to the reading of words, sentences and stories.” [Put Reading First, CIERA, 2003.] Developing a strong knowledge of the many common two-letter blends will add a large number of words to a child’s reading and writing vocabulary. Once a letter combination is highlighted and taught in an instructional setting, children need to read and write words, sentences and texts that put this knowledge to use. The Funny Photo Blends Set allows children to consolidate their learning by reading a story full of words using the blends and letter combinations they are learning. Once children have learnt to read 3-letter, short vowel words (Funny Photo Phonics Set 1), adding blends to the mix creates a long list of words that they can read. Word families are an efficient way to increase reading and writing skills. The 37 most common word endings, or rimes as they are also known, appear in more than 500 words. Research into early reading (Goswani and Bryant, 1990) showed that students used analogy to read and spell unknown words: knowing track helps them to be able to read black. The brain is a pattern detector and letter patterns in words are strongly linked to rhyming activities, spelling skills and learning to read lots of words quickly. 4 The Funny Photo series brings real fun back into early phonics reading books. These books are full of wildly inventive illustrations using manipulated photographs. At the same time these books provide plenty of opportunity to practise specific letter combinations and word groups. The activities in the Funny Photo Phonics Blends Set 2 Teaching Guide reinforce the most common blends and early letter combinations and focus on student writing as well as word recognition. There are many playful word family activities and games included that help build automaticity and enhance reading fluency. The components in the Funny Photo Phonics Set 2 Blends are: Box of 15 titles Big Book and Flipping Phonics Activities Grab a game The following games can be played throughout the year. Most can be played in pairs. Introduce each game to students and then invite them to play when they have finished an activity early or during indoor play times. Before you begin Each of these games refers to the game boards that can be found on pages 9 to 21. Make multiple copies of each one. Have students colour them and then have each game board laminated. This will ensure they can be used time and time again. Some of the boards need to be copied a second time, laminated and then the individual squares cut out to make game pieces. Game board 9 must be joined. Once students have been shown how to play a game, the game boards and pieces can be stored in a zip lock bag or other suitable place. This I’m thinking goes of a word on that starts that with… You will need: • game boards 4, 5, 6, 7 You will need: • game boards 5, 7 NB: The squares on game boards 5 and 7 need to be cut into individual cards. NB: The squares on game boards 5 and 7 need to be cut into individual cards. This game can be played individually or in pairs. Each player has a board and a set of picture cards. They place the cards face down. They turn a card over and match the picture to its blend. The picture cards are placed on top of the blends until all blends are covered. If playing with a partner, students take turns to have a go. This game can be played in pairs or small groups. Students spread the picture cards on the ground in front of them. One student says ‘I’m thinking of a word that starts with/ends with __ .’ They say the blend that the word starts or ends with. The remaining students guess the word. 5 Activities Tricky track You will need: • game board 8 • spinner • 2 counters 3 2 1 1 2 3 This game can be played in pairs. Each player places a counter on start. They take turns to spin the spinner. Wherever they land they say the initial blend of the picture. If they cannot say the blend, they move back to where they have come from. The winner is the first player to reach the finish. Crazy blends You will need: • game board 9 • spinner • 2 counters This game can be played in pairs. Each player places a counter on the start. They take turns to spin the spinner and move ahead. When they land, they say a word that uses the blend. If they cannot say a word, they move back three spaces. The winner is the first player to reach the finish. 6 Activities Bingo You will need: • game board 3 • pile of counters NB: This game board contains 4 Bingo boards and 12 calling cards. This game can be played in groups of 5. One student is the caller and holds the 12 calling cards. Remaining students have a Bingo board and a pile of counters in front of them. The caller takes a card and says the blend. If the other players have the blend on their card, they cover it with a counter. The first student to cover all their blends calls ‘Bingo.’ If they are correct they are the winner. Question marks You will need: ? ?? • game boards 4 and 5, OR 6 and 7 NB: The squares on the game boards need to be cut into individual cards. This game can be played in pairs. Students place the picture cards face up on the table. They place the question mark cards face down. They take turns to select a picture card. Then they choose a question mark card. If the question mark is at the start, they say the initial blend of the word. If the question mark is in the middle, they say the middle sound and if the question mark is at the end they say the final sound. If they are correct they take a counter and return their cards. The winner is the student with the most counters. Memory You will need: • game board 2 and 5 • pile of counters NB: The squares on all the game boards need to be cut into individual cards. This game can be played in pairs. Students shuffle the cards. They place them face down on the ground. They take turns to lift two cards. If the cards are a matching pair, they keep the cards. If not, they return them face down. Play continues until all cards have been paired off and the winner is the student with the most cards. 7 And Now for Assessment There is an assessment record sheet on page 71 which can be used to record a student’s progress. Make enough copies for each student in the class. Find time to assess students individually. Record the responses that students make. Use this information to identify specific strengths and weaknesses. Future lessons and revision activities can then be planned to cater for their needs. This page can also be used as a stimulus for discussion during parent-teacher interviews. Parents benefit from being exposed to specific examples and the exact instructions that have been given. This table can be used as a quick reference to record the names of students who need extra help in certain areas. Write their names and the specific sound or blend they had difficulty with. repeating blending blends sounds Revision necessary for these students 8 blending sounds breaking words together to make into sounds these words Game board 1 Make a spinner Cut out the spinner. Put a matchstick through the middle. Use your spinner to play the games. 3 2 1 1 2 3 © Blake Publishing — Funny Photo Phonics Set 2 Teaching Guide 9 Game board 2 ?__ _?_ __? ?__ _?_ __? ?__ _?_ __? ?__ _?_ __? 10 © Blake Publishing — Funny Photo Phonics Set 2 Teaching Guide Game board 3 pl fl st sp gr cl fr sp fl tr fr fl cr cl gr st cr pl st cr gr tr st fr © Blake Publishing — Funny Photo Phonics Set 2 Teaching Guide 11 Game board 3 Calling Cards st cr gr fl sl cl pl fr sp tr st cr 12 © Blake Publishing — Funny Photo Phonics Set 2 Teaching Guide Game board 4 pl__ gr__ st__ cr__ st__ cl__ __ell _ing sl__ fr__ __nk sp__ © Blake Publishing — Funny Photo Phonics Set 2 Teaching Guide 13 Game board 5 14 © Blake Publishing — Funny Photo Phonics Set 2 Teaching Guide Game board 6 cr__ fl__ dr__ br__ st__ gl__ sp__ __lk __ck __nk _ing __ell © Blake Publishing — Funny Photo Phonics Set 2 Teaching Guide 15 Game board 7 16 © Blake Publishing — Funny Photo Phonics Set 2 Teaching Guide Game board 8 Start Finish © Blake Publishing — Funny Photo Phonics Set 2 Teaching Guide 17 Game board 9 Start __le __ cl__ fr__ __ck __ sl__ pl__ __lk _ scr__ tr__ sp__ s _ing __ell st__ sc Joins to page 19 18 © Blake Publishing — Funny Photo Phonics Set 2 Teaching Guide Game board 9 Joins to page 20 e __est br__ __ell k __nk cr__ fl__ k _ing sl__ gr__ _ _ st__ pl__ tr__ s _ scr__ Finish Joins to page 18 © Blake Publishing — Funny Photo Phonics Set 2 Teaching Guide 19 Game board 9 ll __le __est fr__ _ gr__ br__ __lk _ __nk cl__ cr__ _ sp__ dr__ br__ Joins to page 19 20 © Blake Publishing — Funny Photo Phonics Set 2 Teaching Guide Teaching notes Brad the Crab Things to collect and words to display Brad Bree crab crash crept croak cry track tree trick trip truck try Grant great gritty Fran friend sight words: a and are can go had happy he his I in into is it left my of off on see the they to up was went will why Rhymes and jingles, songs and books Eric Carle, A House for Hermit Crab, Aladdin, 2005 Tony Mitton, Tough Trucks, Kingfisher Books, 2003 Tony Mitton, Tremendous Tractors, Kingfisher Books, 2005 Suzanne Tate, Harry Horseshoe Crab: A Tale of Crawly Creatures, Nags Head Art, 1991 Reading the big book Wonderful words Write the following words on a white board: prune, prince, prune, pretty, dragon, dream, drill, broom, bring, Brad, crab, crash, crack. Students discuss the words. They say what makes the words the same and different. They use coloured markers to circle groups of words that contain the same initial blend. Then they listen for these blends when they read the big book. Break it up Students use Work sheet 1. They read each row of words to themselves. Then they listen as one of these words is broken into sounds and read slowly aloud by the teacher. I’m going to say a word slowly like this, tr…u…ck. I want you to put a circle around the word I say. Say these words: crab, track, why, trip, is, bit, his. From each row of words, students circle the word they hear. Craft Each student uses a small box and a variety of other craft materials to make a truck. The box is the trailer section of the truck. When the truck is finished, students write words containing tr on small pieces of card. They store these in the trailer section of their truck. Letting them loose with the little books Begin with a brainstorm Students read the small book. They discuss words that start with cr. They write a list of these on the crab on Work sheet 2. Then they look for words that begin with tr. They write these on the truck on the work sheet. Students think of extra words to add to their lists. Time for a rhyme Students discuss the definition of rhyming words. They understand that rhyming words sound the same at the end. Do the words Brad and crab rhyme? Why not? They find rhyming words on the following pages: 10, 12, 14. Making noises Students work in pairs. One student is the narrator, the other is Brad. While the narrator reads the small book, the other student acts as Brad. When the truck crashes into the tree, they crash saucepans together to make as much noise as possible. Break it up Choose a section of text such as page 10. Students substitute cr for tr, and tr for cr. Then they try to read the text aloud. Page 10 would become: The cruck left the crack. It fell into a track and banged into a cree. Trash! Looks like Students practise moving like a crab by squatting and then scuttling sideways. When they can do this, use chalk to write the blend cr in large letters on the ground. Discuss the correct starting point for writing these letters and the correct way to form each one. Then students crab walk along the letters as if they are writing them. 21 Work sheet 1 Brad the Crab Name Listen to the words. Circle the one that you hear. trip truck track crash crab crept track stuck muck my why cry tree try trip it 22 is trip bit had happy in gritty © Blake Publishing — Funny Photo Phonics Set 2 Teaching Guide his Work sheet 2 Brad the Crab Name Write words that start with cr. Write words that start with tr. © Blake Publishing — Funny Photo Phonics Set 2 Teaching Guide 23 Teaching notes Fred the Frog Things to collect and words to display crack crash creep crunch grabs green grin grotty grub free Fred frog trap tree trick trunk sight words: a is got had happy has he like of on see the to with Rhymes and jingles, songs and books Ten Green Tree Frogs (to the tune of Ten Green Bottles) Five Little Speckled Frogs Max Velthuijs, Frog Finds a Friend, Andersen Press Reading the big book Chop and change Students take three small pieces of card. On each card they draw one picture: a frog, a grub and a tree. Then, they listen as one of the following lists are read aloud: grab Fred trunk free green trap grin trick frog tree grotty Fred Students listen for the gr, tr and fr blends. They place their three pictures in order of the initial blends they hear. For the words grotty, truck, free they would place the pictures in the order grub, tree, frog. Say the words slowly and allow students to place the pictures down as the words are spoken. Begin with a brainstorm Craft Students listen as the page in the big book is read aloud. They discuss blends that they can hear. Students work in small groups. Each group writes one of these blends at the top of their page: fr, tr, gr, cr. They list all the words from the text that contain the blend. Then they think of more words that fit these categories. Students make concertina froggy friends. They cut out the shape on Work sheet 2. Then, they fold along the given lines and cut out the frog shape. Make sure students know not to cut along the fold lines. Students unfold the page and decorate their froggy friends. They display them in the classroom with words that start with fr. Break it up Use sticky notes to cover each of the blends cr, fr, gr and tr on the page in the big book. Students work out which blend belongs under each sticky note. They lift the sticky note to check their answer. Blending Students take Work sheet 1. They cut out each card. They choose a partner and they use their cards to play a game of Snap or Memory. If they combine two sets of cards then a pair is two identical words. If they play the game with one set of cards, a pair is any two words that begin with the same blend. Letting them loose with the little books Wonderful words Students write a list from the point of view of a grub. They call it Traps and Tricks to Play on Tree Frogs. 24 Handle with care Students make frozen fruit icy poles by combining juice and fruit in a cup, adding a pop stick and placing them in the freezer. When it's time to eat the treats, remind students not to eat or drink near books because it can damage them. Work sheet 1 Fred the Frog Name Cut out the cards. Find a partner. Use the cards to play a game of Snap or Memory. crack crash creep crunch green grin grotty grub free Fred frog frogs trap tree trick trunk © Blake Publishing — Funny Photo Phonics Set 2 Teaching Guide 25 Work sheet 2 Fred the Frog Name Cut along the dotted lines. Cut out the frogs. Unfold your froggy friends and colour them in. 26 © Blake Publishing — Funny Photo Phonics Set 2 Teaching Guide Teaching notes Grass is Green Things to collect and words to display grass green colours sight words: and are can is not or see the what you Rhymes and jingles, songs and books And the Green Grass Grew All Around, ABC Music Publishing Mem Fox and Judy Horacek, Where Is the Green Sheep?, 2004, Penguin Books Alison Lester, I’m Green and I’m Grumpy, 1993, Penguin Books Reading the big book Begin with a brainstorm Students discuss the gr sound they hear at the beginning of the words grass and green. They practise saying g…r, g…r, g…r, gr. Then they think of words that contain gr and write them on chart paper. They write the gr part of each word in green. Break it up Students complete Work sheet 1. They fill in the missing letters for each of the colours. Then they colour the small shape to match the word. Encourage students to break up the sounds in each word to work out the correct letters to write. They fill in the missing letters in the sentences. Blending Letting them loose with the little books Chop and change Students choose two colours from the following list: blue, brown, black, green, grey, white. Ask them to chop the first sound off one colour and replace it with the first sound from the other colour. If you chop the gr off green and add the bl from blue, what new colour word do you get? That’s right bleen! Students experiment with different combinations of the words. Then they take Work sheet 2. They read the two colours. Then they make two new words by chopping and changing the first sounds. They write the two word combinations and they use coloured pencils to make the new colour. Time for a rhyme Tell students that you are going to make up some funny words that rhyme with colours. You are going to do this by chopping off the first sound and replacing it with another. For example smellow rhymes with yellow. Ask students what sound has been taken away and what sound has been added. (/y/ has been taken away and sm has been added). Students take turns making up funny words that rhyme with colours. Remaining students work out the part that has been added and the part that has been taken away. Making noises Students stomp around growling like the bears pictured at the beginning of the book. Next, they listen as you say each of the words from the brainstormed list of gr words. Students repeat each word by ‘growling’ it loudly. On the board draw a strip of green grass. Between the blades of grass ‘hide’ g and r. What sounds can you see in the green grass? What sound do they make when you join them together? What words could be hidden in the green grass that contain this blend? Repeat the activity using different letters that combine to form common blends. Craft Students take a coat hanger. They attach a strip of green grass to the flat edge. Then they write or draw gr words on squares of green card and hang these from the flat edge to make a mobile. 27 Work sheet 1 Grass is Green Name Fill in the missing letters and colour the shape. Fill in the missing letters. Bears are not __ __ ue. Bears are __ __ own. Bears are __ __ ack. The sky is not __ __ own. The sky is not __ __ een. The sky is __ __ ey. __ __ owers are orange, purple, __ __ een or white. __ __ in is not __ __ ue. Skin is not __ __ een. Skin is pink or __ __ ack. 28 © Blake Publishing — Funny Photo Phonics Set 2 Teaching Guide Work sheet 2 Grass is Green Name Mix the colours. What colour do you make? What word do you make? colour 1 colour 2 new word new colour grack or bley grey black brown blue or brown grey or black green or green white or © Blake Publishing — Funny Photo Phonics Set 2 Teaching Guide 29 Teaching notes Frank the Skunk Things to collect and words to display blink drank Frank drink mink pink sink skunk stank stink Tink sight words: a away from it’s like of she the this to too what yes Rhymes and jingles, songs and books Pamela Allen, Who Sank the Boat?, 1988, Puffin Rod Clement, Counting on Frank, 1991, Harper Collins Publishers Babette Cole, The Smelly Book, 2001, Random House Children’s Books Reading the big book Begin with a brainstorm Students listen as the page in the big book is read to them. Which sound can you hear repeated in many of the words? Discuss the nk sound and explain that it is mostly at the end of the words. On pink card or in pink marker, make a list of all the words that contain nk. Can you think of any more words that would belong on this list? Display the list and add to it as students think of more words. Break it up Remind students how to break up the sounds in a word. You can say Frank slowly like this: Fr…ank. Students listen as more words are said slowly. They listen and then they say the word. Say these words: sk…unk, m…ilk, p…ink, m…ink, st…ank, bl…ink. Chop and change Students revise the five vowels. I’m going to say a word. I want you to listen to the vowel sound. Then, I’m going to ask you to change the vowel to a different vowel. Let’s listen to the sounds in Frank – Fr…a…nk. The vowel is /a/. What would the word sound like if we changed the /a/ to /o/, Fronk! Students experiment with different vowel sounds. Then, they listen to more words and change the vowels. Handle with care Mix up some pink flavouring and milk and allow students to have a drink of pink milk. Then try relay races where students carry a plastic cup of pink milk instead of a relay baton. They must not spill a drop. Make sure you are playing outside. Afterwards, remind students that in the same way that they carried the cup of milk carefully, they must remember to treat books carefully too. Letting them loose with the little books Looks like Students use pink plasticine to make the letters n and k. They discuss the curved and straight edges of the letters. Blending Show students Work sheet 1. Explain that they need to listen as you read words from the text. Students listen for the middle and final sounds and then they determine which group the word belongs to: ___ ink, ___ ank or ___ unk. They place a counter on the work sheet in the appropriate place. Afterwards, they add up their totals. Read each word again and discuss the sounds and the correct group. Use these words: pink, sink, Frank, drink, stank, skunk, mink, Tink, blink. Reuse the work sheet by encouraging students to write their own lists of words in each group. Craft Students make a pink blinker. If possible, copy Work sheet 2 onto pink card. Students cut out the large rectangle and the blank eye shapes in the lower section. They colour the eyes on the top section. Students fold along the dotted line and then they hold the blinker in front of their eyes. Use the blinker in question/answer type games. If the answer to a question is yes, they blink twice, if no, they don’t blink. 30 Work sheet 1 Frank the Skunk Name Listen to the word. What group does it belong to? Put a counter on the page to show the group. ___ unk ___ ank ___ ink © Blake Publishing — Funny Photo Phonics Set 2 Teaching Guide 31 Work sheet 2 Frank the Skunk Name Make a pink blinker. 1 Cut out the rectangle. 2 In the top part, colour the eyes. 3 In the bottom part, cut out the eyes. 4 Fold along the dotted line. fold fold cut around dotted line 32 cut around dotted line © Blake Publishing — Funny Photo Phonics Set 2 Teaching Guide Teaching notes Clem the Clam Things to collect and words to display clack clam Clem click cling glad glum Letting them loose with the little books Making noises Rhymes and jingles, songs and books Students locate speech marks used in the text. They discuss their purpose. They put their fingers on the speech marks and talk about where the speech begins and where it ends. Then they say the parts that Clem says aloud. On Work sheet 1, students find the relevant illustration in the book. Then they fill in the words that Clem says. Remind students not to write the speech marks or any of the surrounding text. Pamela Allen, Clippity Clop, Penguin Books, 1994 ‘Click clack front and back’ advertisements Craft flap flip fly plop slam sight words: a all and can cannot do his I is not on said the this to want with Reading the big book Looks like Students listen to the page in the big book as it is read aloud. They discuss the blend cl. They talk about the words that contain the blend cl. Then, they make the letters c and l with their hands. They make their left hand into a c shape by bending their fingers and thumb around. They make their right hand into the l by holding all their fingers together and keeping their hand straight. They place the two hands next to each other to make the blend. They discuss the curved and straight edges of each letter. Students use Work sheet 2. They cut out the clam shape. Then, they fold along the dotted line to make a clam that opens and closes. Students write or draw one cl word inside the clam. They decorate the outside of the clam. Paint a large rock on paper. Attach all the clams to the rock and use as a display. Wonderful words Students discuss the ‘Click clack front and back’ safety reminders for wearing seat belts. They design a poster featuring Clem the clam to remind others of this important rule. Begin with a brainstorm Students find other l blends in the text for example: gl, fl, pl, sl. They make a list of words that belong in these categories. They find words in the text and they add to their list by finding other words from classroom displays and resources. Break it up Students make their hands into Clem the clam. They curve their fingers over to meet their thumb. Then, they open and close their fingers like a clam opening and closing, or flipping and flapping. They draw or paste eyes on their knuckles to make Clem’s face. Reread the page in the big book. Students listen for cl sounds. Their clam stays closed until they hear cl, then they open their clam wide. Syllable clap Students make their hands into a clam shape like they did in the previous activity. They listen to a word or sentence from the text. They open and close their ‘clam’ to show how many syllables they hear. 33 Work sheet 1 Clem the Clam Name What does Clem say? 34 © Blake Publishing — Funny Photo Phonics Set 2 Teaching Guide Work sheet 2 Clem the Clam Name ✂ Write cl words inside Clem the clam. fold © Blake Publishing — Funny Photo Phonics Set 2 Teaching Guide 35 Teaching notes Slippery Slugs Things to collect and words to display black blinking blobby blushing flap flashing flea flip flipping flop floppy flower flying slap sled slick slimy slip slippery slop sloppy slug Letting them loose with the little books Begin with a brainstorm Students use Work sheet 1. They work with a partner or on their own. They look through the little books and they find words that begin with bl, fl and sl. They write them in the spaces provided on the work sheet. sight words: and did full not of the Wonderful words they went Show students Work sheet 2. They read the base words. They talk about longer words that start with these base words. Then, they read the little books and they find words that fit the spaces on the work sheet. In the box at the bottom of the page, they write more words that use the base words given. Rhymes and jingles, songs and books Lynley Dodd, Slinky Malinki, 1992, Penguin Books Slip Slop Slap Cancer Council posters If you’re happy and you know it, clap your hands. (Replace ‘clap your hands’ with ‘blink your eyes’.) Answers: slugs slimy slippery blinking blushing floppy flipping fleas flapping flying Reading the big book Time for a rhyme Syllable clap Remind students that rhyming words sound the same at the end of the word. Ask students to sit with a partner. They turn each page and have a race to find the word that rhymes with the one given. For example on page 2: What word rhymes with mugs? or on page 12: What word rhymes with foxes? Read each line to students. Have them clap the line back to you, making sure they clearly clap each syllable. Looks like Find a good slime recipe. Make the slime, spread it on a covered table and let students make a mess. When they have had a bit of fun, encourage them to practise forming the letters for the blend sl in the slime. Make sure they use the correct starting position for each letter. Craft Students use paint and collage to create a classconstructed, garden mural. They paint flower heads, cut them out and paste them onto straws. In the centre of each flower they write a word that starts with fl. Then, they cut slugs from corrugated cardboard and dribble PVA glue over them to make them look slimy. When the glue has dried they use permanent markers to write words containing sl on the slugs. They assemble the flowers and slugs on a wall, adding a row of grass along the bottom. 36 Handle with care Students design a poster to remind the school community to Slip, Slop, Slap before going into the playground. They include pictures of slugs and other slippery slimy critters to get their message across. Emphasise that we need to protect and look after our skin in the same way that books need to be protected and looked after. Work sheet 1 Slippery Slugs Name Add words to each trail. sl bl fl © Blake Publishing — Funny Photo Phonics Set 2 Teaching Guide 37 Work sheet 2 Slippery Slugs Name Read the base word. Add an ending to make another word. Example: slop, sloppy slug __ __ __ __ __ p4 slime __ __ __ __ __ p4 slip __ __ __ __ __ __ __ __ p6 blink __ __ __ __ __ __ __ __ p12 blush __ __ __ __ __ __ __ __ p12 flop __ __ __ __ __ __ p14 flip __ __ __ __ __ __ __ __ p16 flea __ __ __ __ __ p16 flap __ __ __ __ __ __ __ __ p18 fly __ __ __ __ __ __ p18 What other words use these base words? ____________________________________________ ____________________________________________ 38 © Blake Publishing — Funny Photo Phonics Set 2 Teaching Guide Teaching notes The Plum Tree Things to collect and words to display flamingo flat flea Flossy flower plant please plop plum plump glass glossy sight words: a and are day her in off they tree up was were Rhymes and jingles, songs and books Allan Ahlberg, Each Peach Pear Plum, 1989, Penguin Books Kim Lewis, Floss, 1993, Walker Books Reading the big book Chop and change Remind students that they can chop sounds off words and replace them with other sounds to make new words. Show students Work sheet 1. Explain that they need to chop off the first sound that is underlined and chose one of the surrounding sounds to make a new word. Emphasise that the new words must be real words rather than made up words. Letting them loose with the little books Begin with a brainstorm After students have read the little books, draw a large tree on the board. Cut out small plums from coloured paper. Students think of words that contain pl. They write one word on each plum and paste it onto the tree. Wonderful words Students complete the sentences on Work sheet 2. They refer to the little books to check their answers. Making noises Students work in pairs to act out the story. One student narrates while the other one acts the tree. The tree makes the plop and swish sounds at the appropriate moments. Handle with care If plums are in season, allow students to taste them. If not, find some plum jam and spread on bread for students to try. Remind students that food and books don’t mix. Make sure everyone washes their hands thoroughly before they return to reading. Break it up Read lines of text to students. Say the beginning sounds of some of the words and allow students to say the middle and final sounds. For example: Flossy’s l______ were gr______ and gl______. Students fill in the blanks as you read. They say eaves, een, ossy. Odd one out Choose three words from the following lists: 1 flamingo flap flat flea flip flop Flossy flower fly 2 plant play please plop plum plump 3 glad glamorous glass glossy glum Make sure two words are from one list and the third word is from a different list. Students listen to the three words and choose the odd one out, or the one that has the different beginning blend. 39 Work sheet 1 The Plum Tree Name Chop off the first sound that is underlined. Choose another sound and make a new word. { {{ { {{ c Example: z s s n m 40 flat cl j plum st cl st f plop r l m f d y = bossy Flossy sh l flower sh f gr b n s th plump c f © Blake Publishing — Funny Photo Phonics Set 2 Teaching Guide n Work sheet 2 The Plum Tree Name Complete the sentences. Then check your answers in the book. plump clouds flowers plop blue Flossy glossy plop flat plum plop Flossy was a ____________________________ tree. Her __________________ were white and pretty. Flossy’s leaves were green and _______________ . Her plums were ____________________ and sweet. They fell off- ________________ , ______________ , ____________________ . Flossy felt ____________________ . The sky was ____________________ The next day there were ___________________ in the sky. ____________________ was happy. © Blake Publishing — Funny Photo Phonics Set 2 Teaching Guide 41 Teaching notes Spotty Spider Things to collect and words to display space spaghetti sparrow spider spill spin spit splash splish splosh spoon spot sight words: a are gets go is likes on the very Rhymes and jingles, songs and books Incy Wincy Spider Eric Hill, Where’s Spot?, 1989, Penguin Books Peter and Robyn Mapleson, Splish Splash Splosh, ABC Music Publishing Reading the big book Begin with a brainstorm Draw a giant spider on card. Make the spider spotty by adding circles of coloured paper. Students brainstorm sp words and write one on each ‘spot’. Making noises Students sit opposite a partner. They each hold a spoon. A marble, or ‘spot’, is placed on one of the spoons. Each time the ‘spot’ is passed back and forth on the spoon, the student who has the marble says a word with a sp blend. Chop and change Show students Work sheet 1. They say the word in the first column. Then, they write the word in the second column with the sp part crossed off. Students replace the sp with the letter in the third column and they write the new word in the final column. Handle with care On a piece of card that is about 10 cm by 10 cm, draw a spider. Next, place about 10 counters (spots) on the spider. Students sit in circle. One student takes the spotty spider. Very carefully, they pass it around the circle trying not to let the ‘spots’ fall off. As students do this, remind them that just as they are taking care of the spider, they must take care of books and treat them with respect. 42 Letting them loose with the little books Looks like Students discuss the correct way to form the letters s and p. They talk about the starting positions and the direction their pencil should travel. Then, they go outside. They watch and listen as a bucket of water is splashed onto the ground. They use paint brushes and water and practise ‘painting’ the letters s and p onto any outdoor surface. Syllable clap Students read each page aloud and clap the syllables on each page. Next, students ‘read’ the entire book by clapping the syllables rather than verbalising the text. Finally, students work in pairs. One student claps the syllables on a page and the other student guesses which page they have clapped. Wonderful words Students look at page 12. What is the same about the words splish, splash, splosh? What is different? Remind students of the five vowels. What would the words sound like if /e/ and /u/ were substituted? Show students Work sheet 2. They write the vowels. Then they make new words by changing the underlined vowel to another vowel. Craft Students make a mess using cooled spaghetti pieces. They use the spaghetti to write sp words or to draw sp pictures. Throw the whole lot out afterwards. Work sheet 1 Spotty Spider Name Make some new words. start with cross off sp add new word spin spin b bin spit f spot p spoon m spill t spider w sparrow m spotty d space l © Blake Publishing — Funny Photo Phonics Set 2 Teaching Guide 43 Work sheet 2 Spotty Spider Name Write the five vowels here. ____ ____ ____ ____ ____ Look at the vowel that is underlined. Change it to another vowel. What words can you make? Example: spot spat, spit spin spill is likes and on gets 44 © Blake Publishing — Funny Photo Phonics Set 2 Teaching Guide Teaching notes Stars and Storks Things to collect and words to display stack Stan stand stapler star start Steffy Steven stick sticker stilts stork story sight words: a about all and find had happy is lots of on the this too want with Rhymes and jingles, songs and books Twinkle Twinkle Little Star Letting them loose with the little books Making noises Write s on one piece of card and t on another. If you have time, make them star-shaped pieces of card. Ask two students to hold the cards and have them stand on opposite sides of the classroom. Point to the s card and have students say ‘s’, then point to the t card and they say ‘t’. The card holders then take one big step toward each other. Again, point to each card and have students say the sound. As the card holders step closer and closer to each other, the s and t sounds get closer and closer, until students are saying ‘st’. Star Light Star Bright First Star I See Tonight Blending Nette Hilton, Smallest Bilby and the Midnight Star, 2006, Working Title Press Draw three stars on a board. Find a word in the book that has the same number of sounds as the stars I have drawn. Students find words such as star: s-t-ar, this: th-i-s, had: h-a-d. They point to the stars as they say the sounds. Then show students Work sheet 1. They count the stars and then they find words in the text that have the same number of sounds. They write the whole word and then they write the word broken into sounds. Reading the big book Begin with a brainstorm Read the title. Ask students what sound they can hear at the start of the words stars and storks. You can hear s and t blended together to make st. Try this: s..….t, s…... t, s…t, st. Students brainstorm a list of words that contain st. Write these on a large star shape. After students read the book, they add more st words to the list. Chop and change Choose a word from the text that starts with st, like star. If I chop off the st sound and change it to b what new word do I make? That’s right it’s bar. Students experiment by replacing the st sound with f, c, j. What new word would I make if I added t to the end of star? Students discuss other words they can make by changing, or adding to, the start or end of the word star. Wonderful words Make a student a star for the day. Choose a student who deserves some positive reinforcement. Brainstorm all the great attributes this student has, write these on a large star and let the student hang this around their neck for the day. Wonderful words On Work sheet 2, students write another story about stars and storks. They begin by listing all the st words they can think of. They use as many of these in their story as possible. They use the same three beginning lines and then they make up the rest of the story. Craft Make stars by cutting two triangles from thin card and placing them on top of each other. Students rotate the top triangle slightly to form a star shape. They paste the triangles together. Students write one st word in each arm of the star. They sprinkle glitter on the stars. They make stick mobiles by placing two sticks at right angles to each other and hanging the stars from the sticks. 45 Work sheet 1 Stars and Storks Name Count the stars. Find words with that many letters. Example: stork __________________________________ __________________________________ __________________________________ __________________________________ __________________________________ __________________________________ __________________________________ __________________________________ Circle all yout st words. 46 © Blake Publishing — Funny Photo Phonics Set 2 Teaching Guide Work sheet 2 Stars and Storks Name Write another Stars and Storks story. Write some st words in the box. Use as many of these in your story as you can. Start writing your story. Use the back of the page as well. Stars and Storks This is a star. This is a stork. This is a story about stars and storks. © Blake Publishing — Funny Photo Phonics Set 2 Teaching Guide 47 Teaching notes The Sticky End Things to collect and words to display giraffe legs to the bottom and a tail to the side to make Franky, the lanky, cranky giraffe. friendly grunty handy humpy inky jumpy Letting them loose with the little books lanky lumpy puffy slinky sticky stingy Break it up bendy bumpy clingy clinky cranky fluffy stinky story very sight words: a all and cat has he is she this Rhymes and jingles, songs and books If you’re happy (replace with: fluffy/slinky/grunty/cranky/ stinky) and you know it clap your hands. Eric Carle, The Very Busy Spider, 1989, Penguin Young Readers Group Eric Carle, The Very Hungry Caterpillar, 1994, Penguin Young Readers Group Lynley Dodd, Hairy Maclary from Donaldson’s Dairy, 1987, Penguin Books Margaret Wild, Henry and Amy, 1998, Scholastic Reading the big book Begin with a brainstorm Students listen as the page in the big book is read to them. Then, they talk about the sound of the y at the end of many of the words in the text. What sound does y make in these words: yellow, sky, sticky? What words have a y like the y in sticky? On card, make a list of all the words from the text that end in y. Next, give students small sticky notes and have them write y on each one. Students stick the sticky notes on the end of each of the words — in other words, they give the words sticky ends. Odd one out Remind students that the y at the end of a word can make the long e sound. Students talk about other sounds y makes such as the y in my or yellow. Show students Work sheet 1. They read each row of words. They listen for the sound the y makes. Then they circle the odd one out, or the word where y makes a different sound. Craft Students cut an A4 page in half lengthways. They fold the piece concertina style so they have about 10 zig zags. On each of the rectangles that are formed by the fold marks, they write a word from the text that ends with a y. Next, they add a giraffe head to the top of the zig zag, four 48 Show students Work sheet 2. Point out that many of the final y sounds have been left out. Students read the text and discuss how different it sounds when these ys are removed. Then they cut out the boxes containing ys. They put paste in each of the empty boxes throughout the text. They paste on the ys. Then students read the text again. Break it up Students choose a page. They identify the words that have the same ending. Then, they isolate the different beginnings to these words. For example, on page 16, the words are Frumpy, jumpy and bumpy. umpy is the ending and fr, j, and b are the beginnings. Time for a rhyme Students make a game of Memory. With a partner, they cut 20 small pieces of card. They choose ten pairs of rhyming words from the text and they write one word on each card. Then they place the cards face down in front of them. They take turns to turn over two cards. If the cards are a rhyming pair, they keep them. Otherwise they return them to the same place. Play continues until all the cards have been turned over. The winner is the student with the most cards at the end. Looks like Students write a large y on paper. They remember to begin the letter at the top and they focus on the direction of the curved and straight edges. Then students spread PVA glue over the letter. They peel small rectangles of Contact from its backing paper. They attach the Contact sticky side up. Students display their work and they remember that sometimes y gives words a sticky end. Work sheet 1 The Sticky End Name Read the words. Listen to the sound the y makes. Circle the odd one out. yellow sticky stingy fly very yes stinky bumpy you cranky bendy my Pinky Franky slinky friendly your Chumpy Wendy jumpy humpy yesterday © Blake Publishing — Funny Photo Phonics Set 2 Teaching Guide yell inky 49 Work sheet 2 The Sticky End Name y y y y y Give the words a sticky end! Cut out each y. Paste on the ys. The stick end. is fluff Buff , fluff is very hump is crank is stink , Cand . camel. , crank giraffe. , stink and Sand skunk. are all very hand And this story has a very stick 50 y y y y y . She is a very ink And y y y y y . He is a very lank Pink y y y y y cat. , hump She is a very lump Frank y y y y y . She is a very puff Chump y y y y y © Blake Publishing — Funny Photo Phonics Set 2 Teaching Guide end. . Teaching notes Scritch, Scratch Things to collect and words to display catch ditch fetch hatch itch Mitch scratch scritch Titchy watch sight words: a an and has in is it no out play said says see the to up with Rhymes and jingles, songs and books Rose Impey, Titchy Witch series Pat Hutchins, Titch series Reading the big book Looks like Discuss the shape of the letters that make up the sound tch. Talk about the straight and the curved edges of the letters. Make sure students remember that t and h are taller letters than c. Students go into the playground and use a stick to scratch the letters tch into the ground. Syllable clap Students clap the syllables in selected words. Then, they take Work sheet 1. They read the words and count the syllables. They write them in the correct column. Students find other words in the text to add to each column. Odd one out Students read Work sheet 2. They read each row of words. They focus on the middle and final sounds. Then, they circle the odd one out, or the word with the different sound. Wonderful words Students read to the end of the little book. They discuss what could happen next. They form small groups and write a jointly constructed extra chapter for the book. Break it up Choose words from the text and break them into sounds. Say, I’m going to break a word into its sounds and I want you to work out which word I am saying. T…i…tch…y, s…c…r…a…tch. Later, students have a turn at breaking the words into sounds. Making noises Students work in small groups to act out the text. Each group needs Mitch, Titchy, the chick, a narrator and a sound effects manager. Letting them loose with the little books Begin with a brainstorm Write the headings atch, etch, itch, otch, utch on large sheets of paper. Students make lists of words that belong in each category. They search the text of the little book and they use classroom resources such as dictionaries to help them add to the lists. 51 Work sheet 1 Scritch, Scratch Name Count the syllables in the words. Write them in the correct column. Then add more words of your own. egg Titchy gobble play rattle hatch chick Mummy 1 syllable 52 2 syllables © Blake Publishing — Funny Photo Phonics Set 2 Teaching Guide Work sheet 2 Scritch, Scratch Name Read the words. Listen to the middle and the end sounds. Circle the odd one out. catch itch scratch hatch Mitch watch fetch catch scratch ditch ditch hatch ditch scritch itch hatch Mitch watch itch catch itch scratch scratch ditch © Blake Publishing — Funny Photo Phonics Set 2 Teaching Guide 53 Teaching notes The King and the Bells Things to collect and words to display bell bluebell cowbell doorbell yell cling ding duckling king sing bang clang rang sang bong clong dong gong long song sight words: a am and big do I like Letting them loose with the little books Begin with a brainstorm Students use Work sheet 1. They hunt through the text to find words that have each of the endings. They write them in the correct column. Then, they think of two more words to add to each group. little not or said she stop that the Wonderful words will you Students look at the word bells. What smaller words can you find hidden inside bells? The letters must be in the same order. I can see be and bell. Cover the unnecessary letters so students see the smaller words. Students read the words on Work sheet 2. They hunt for smaller words and write them on the work sheet. Rhymes and jingles, songs and books Ding dong dell pussy’s in the well Pat Hutchins, The Doorbell Rang, 1989, Harper Collins Sue Machin, I Went Walking, 1991, Scholastic Reading the big book Break it up Talk about the ell sound. Give a student a small bell. As you read the text, they ring the bell every time they hear the ell sound. What are some other words that contain ell? Syllable clap Remind students that syllables are the parts of words that they can hear. Use the example, duckling. Make sure students can hear the two syllables. Next, hand out as many sets of bells as possible. Read a line of text and have students ‘ring’ the syllables back to you. Odd one out Choose two words from one list and one word from another list. Slowly say the three words and students work out which word sounds different at the end. 1 cling ding duckling king sing 2 bang clang rang sang 3 bong clong dong gong long song 54 Making noises In groups of three, students act out the text. One student is the narrator, one plays the duckling and one plays the king. Allow lots of time for students to practise their parts. Encourage students to add props to help with the ding donging and the cling clanging. Craft Students draw pictures of the king. They add a crown using sparkly paper or foil. Around the king they write as many ing words as they can that describe things the king can do. Examples include: laughing, jumping, singing, eating, driving, hosing. Work sheet 1 The King and the Bells Name Find words that belong in each group. ell ing ong ang Think of two more words for each group. © Blake Publishing — Funny Photo Phonics Set 2 Teaching Guide 55 Work sheet 2 The King and the Bells Name Find smaller words in each of these words. Write the words you find. Example: bells – bell be duckling clanging banging king stop yelling rang doorbells bluebells singing 56 © Blake Publishing — Funny Photo Phonics Set 2 Teaching Guide Teaching notes Buzzing and Flying Things to collect and words to display buzzing creeping flapping flying singing slinking smelling sniffing sploshing sting trotting wing sight words: and is like the their to Rhymes and jingles, songs and books Pamela Allen, Alexander’s Outing, 1994, Picture Puffin Reading the big book Break it up Students listen as the big book page is read to them. Tell me some words that end with the ing sound. They say each of these words slowly, emphasising the ing sound at the end. What three letters make the ing sound? Looks like Students draw a picture of an imaginary ‘ing family’. They make up funny names such as Mr Laugh ing, Ms Eat ing, Master Shout ing, Miss Jump ing. When they draw each character, they include ing as part of their clothing or actions. Letting them loose with the little books Begin with a brainstorm Students work in small groups. They cut out the headings on Work sheet 1 and paste each one on a large sheet of paper. Then they find words that belong in each group. They write the base word and the word containing ing. They use a different coloured marker to circle the base word within the longer word. They use the text from the book as well as other print in the classroom to find more words that contain ing. Students use the lists to try to find a pattern to help them when they are spelling. Wonderful words Students notice that when ing is added to some words, the final consonant is doubled. They read the base words on Work sheet 2 and then add ing to each word. They check on the page listed for the correct spelling. Students circle the words where the final consonant has been doubled before adding ing. Then, they use this knowledge to help them add ing to the last words on the work sheet. Making noises Students have some fun and read the text as a rap. They take turns to read sections to their peers. Syllable clap Each student takes a handful of counters. Read aloud a line of text. Students count the syllables and place a counter in front of them for each syllable they hear. Handle with care Students form relay teams. For each team, cut three small pieces of paper. On each piece write one of the letters i, n, g. Place these letters, in order, on a tough piece of card. Students hold the card and the ing letters and use this as their baton. The relay begins with students moving as fast as they can without letting the letters blow off the card. If the letters move, they must stop and replace them in the correct order. Talk about carrying the ‘baton’ carefully. Remind students that they must also carry books carefully. Discuss ways of protecting books such as using waterproof bags and keeping books away from food. 57 Work sheet 1 Buzzing and Flying Name Cut out the headings. Paste them on larger sheets of paper. Add words to each group. add ing jump — jumping take off the e and add ing make — making double the last letter and add ing run — running 58 © Blake Publishing — Funny Photo Phonics Set 2 Teaching Guide Work sheet 2 Buzzing and Flying Name Add ing to these words. Check your words are spelt correctly. flap buzz trot sing creep slink sniff smell to make sure p4 p4 p8 p12 p16 p16 p20 p20 Circle the words where the last letter was doubled before adding ing. Now add ing to these words. clap rot ring think © Blake Publishing — Funny Photo Phonics Set 2 Teaching Guide 59 Teaching notes Jingle Jangle Things to collect and words to display crumble grumble mumble stumble tumble bubble nibble wibble wobble nettle settle jiggle wiggle angle bangle dangle jangle tangle triangle dingle jingle sight words: a and but can end get into like not on that up will with Rhymes and jingles, songs and books I’m a dingle dangly scarecrow with a flippy floppy hat Pamela Allen, Waddle Giggle Gargle!, 1996, Penguin Books Elizabeth Honey, Not a Nibble, 1998, Allen and Unwin Reading the big book Begin with a brainstorm On the board, write the following headings: ___umble, ___angle, ____le. As you read the text for a second time, students locate words that belong in each of the groups. They write them in the correct places. Then they think of more words that they could write in the groups. Chop and change Remind students that they can chop off the sounds at the beginning of words and replace them with other sounds to make new words. If we say mumble without the m, it’s umble. But if we add on gr or st, the word becomes grumble or stumble. Let students experiment with chopping and changing the sounds in other words. Blending Students work with a partner. They cut out the words on Work sheet 1. They spread the words out face up. One player secretly sticks a star under one of the words. The other player tries to find the star by asking ‘Is it under _____?’ 60 Letting them loose with the little books Time for a rhyme How do you know if two words rhyme? What part of the words sounds the same? Students turn each page and look for rhyming words. Most pages have rhyming words. They say the rhyming words and isolate the part of the word that rhymes. Making noises Students twist two coloured pipe cleaners to make a bangle. They hang paper clips and small scrunched up pieces of foil from it to make jingling and jangling noises. Odd one out Students use Work sheet 2. They listen as the words are read to them. They work out which word has a different ending, or the word that is the odd one out. Craft Take students outside to blow bubbles. They talk about the bubbles wibbling and wobbling and popping when they land on something. Next, have students use straws to blow bubbles in small tubs of dye. When they have made loads of bubbles, they place a piece of paper over the bubbles to make a print. When the print has dried, they add words like wibble, wobble and pop. Work sheet 1 Jingle Jangle Name Play with a partner. Cut out the words. Spread them out so you can read the words. One player hides a star under one of the words. The other player tries to find the star by asking ‘Is it under _____?’ crumble grumble mumble stumble tumble bubble nibble wibble wobble nettle settle jiggle wiggle angle bangle dangle jangle tangle triangle dingle jingle tingle single fumble mangle © Blake Publishing — Funny Photo Phonics Set 2 Teaching Guide 61 Work sheet 2 Jingle Jangle Name Listen to the words. Circle the odd one out. apple crumble grumble wobble wibble nibble wobble nettle bubble settle wiggle worm jiggle dangle dingle bangle 62 stumble mumble jingle dangle bangle angle tangle nibble © Blake Publishing — Funny Photo Phonics Set 2 Teaching Guide Teaching notes The Best Pest Things to collect and words to display best chest crest pest rest test vest sight words: a but here in is of out the they this what who your Rhymes and jingles, songs and books P.D. Eastman, Best Nest, 1983, HarperCollins Publishers Reading the big book Letting them loose with the little books Chop and change Students take Work sheet 2. They read the words that contain est. Then they read the sentences and they fill in the missing letters so the sentences make sense. Rhyming words Students reread the text. Remind students that rhyming words sound the same at the end. They locate pairs of rhyming words and they identify the part of the word that rhymes. Begin with a brainstorm Students discuss the rhyming words in the title. They talk about the three letters that combine to make the est sound. Students make a list of all the words that contain est from the text. Then, they add other words from the classroom or dictionary. Students try putting each letter of the alphabet before est to make more words. Break it up Looks like Handle with care Students discuss the shape of the letters e, s and t. They realise that t is a taller letter than e and s. They talk about other tall letters like l, k, h, b. They talk about letters with ‘tails’ that hang below the other letters such as q, p and y. Then, they take Work sheet 1. They match the shape of each word to the boxes. They write the words in the shapes so one letter takes up each box. Remind students of the importance of treating books with care. Have students take turns to demonstrate how to turn the pages of the book and how to return the book to the storage area. Tell students that you are going to say a word slowly. They listen to the sounds and then they say the word. Use words that contain est such as p..e..s..t, ch..e..s..t, c..r..e..s.. t. Then students have a turn at saying the words slowly and the remainder of the group guesses the word. Craft Make a chest with a crest full of pests. Students decorate a box with a crest that they design. Then they make lots of little pests from bottle tops, match sticks, cut up straws, buttons and other craft materials. Transfer learning Create sets of other words that end in st using other vowels, such as: ust — bust, crust, dust, gust, just, trust ist — fist, gist, list, mist, wrist ast — cast, fast, last, mast, past 63 Work sheet 1 The Best Pest Name Write each word in its shape. best chest testy crest pest rest test vest 64 © Blake Publishing — Funny Photo Phonics Set 2 Teaching Guide Work sheet 2 The Best Pest Name Fill in the gaps. Use these words. Some words are used more than once. best chest crest pest pests test testy vest This __ __est has a __ __est. This __ __est is full of the __est __ests. Open the lid and let out the __ests. Out jumps a __ esty rat in a __est. What a __est! So who is the __est __est? They all are. They all pass the __est. © Blake Publishing — Funny Photo Phonics Set 2 Teaching Guide 65 Teaching notes A Spotty Sparrow and a Green Tree Frog Things to collect and words to display black sticky stinky skunk slimy slippery slug sparrow spider spotty frilly frizzy frog flash flower fluffy green trash tree truck drink pink king sight words: a and on two Letting them loose with the flip books Looks like Choose a page to show students. Cover the words with sticky notes. Then, ask students to say what they see. When students have discussed what the words could say, let them see the words. Begin with a brainstorm As you turn each page, students choose a word. They identify an obvious blend. Then, they think of as many words as they can that contain this blend. Making noises Students sit in a circle. They find their favourite page in the flip book and they read this aloud to their peers. Time for a rhyme Students sit with a partner. They take turns to select a favourite page in the flip book. Then they say, ‘I’m thinking of a word that rhymes with _______.’ The other student finds the word. Wonderful words Students make their own flip book. They colour the pictures on Work sheets 1 to 4. Then they cut across each of the cutting lines — these are the horizontal lines. Next, students place all of the strips containing a star in the top corner, one on top of the other. They place all of the strips without a star in another pile. The strips with the stars are the pages at the top of the flip book. Students staple these together down the left-hand side. Then, they staple the left-hand side of the bottom pages together. Finally, to hold the flip book together, attach a front and back cover. Staple these together down the left-hand side with the flip pages inside. 66 Handle with care When students have made their own flip book, remind them of the importance of handling their books carefully. Chop and change Remind students that they can chop sounds off words and replace them with other sounds to make new words. Explain that they need to choose a word in the flip book. They chop off a sound and replace it with another. Then, they say the new word aloud. The remaining students find the original word. Blending Say I’m thinking of a word with the blend fr/ sp/ __ink. Students flip through the flip book and find possibilities. They keep looking until they find the one that you are thinking of. Work sheet 1 A Spotty Sparrow and a Green Tree Frog Name ✂ A black and stinky ✂ skunk. ✂ Eek! 8 sticky legs on a ✂ spider. ✂ © Blake Publishing — Funny Photo Phonics Set 2 Teaching Guide 67 Work sheet 2 A Spotty Sparrow and a Green Tree Frog Name ✂ A frilly, fluffy, frizzy ✂ flower. ✂ Plop! Two jumpy legs on a ✂ frog. Brrr-ip. ✂ 68 © Blake Publishing — Funny Photo Phonics Set 2 Teaching Guide Work sheet 3 A Spotty Sparrow and a Green Tree Frog Name ✂ A green bushy ✂ tree and a pink flamingo. ✂ A golden crown on a ✂ King. ✂ © Blake Publishing — Funny Photo Phonics Set 2 Teaching Guide 69 Work sheet 4 A Spotty Sparrow and a Green Tree Frog Name ✂ A spotty tailed ✂ sparrow. ✂ A drippy sloppy ✂ pink drink. ✂ 70 © Blake Publishing — Funny Photo Phonics Set 2 Teaching Guide Assessment Record Sheet Class Date Name Skill repeats blends blends sounds blends sounds together to make words breaks words into sounds Instruction ‘Say this blend after me, ___’ I’m going to say two or three sounds. I want you to blend them together. ‘I’m going to say a word slowly and I want you to tell me the word I’m saying.’ I want you to say these words slowly so I can hear all the sounds. br b....r br..i..ck Brad fr f....r fr..o..m frog gr g....r gr..ee..n grip cl c....l cl..a..m clip sl s....l sl..i..p slug pl p....l pl..ea..se plum sp s....p sp..o..t spit st s....t st..i..ck stork scr s..c..r scr..i..tch scratch ing i..n..g k..ing thing est e..s..t b..est nest ell e....ll y..ell tell © Blake Publishing — Funny Photo Phonics Set 2 Teaching Guide 71 Certificates Great listening Award! has been a very careful listener today. Teacher: Date: WOW! What a worker! can hear and say these sounds: br sp Teacher: 72 fr st gr cl sl pl sc ing est ell Date: © Blake Publishing — Funny Photo Phonics Set 2 Teaching Guide