Phonics Worksheets on Digraph Ow

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Phonics Worksheets on Digraph Ow Powered By Docstoc
					Foxfield School

                                                Progression in Phonics – FOXFIELD SCHOOL
Word Level: Phonological Awareness, Phonics and Spelling
Level             Learning Objectives/Aims                           Suggested Ideas/Activities                          Resources
P1                To encounter activities based around sounds        Record respons es to a variety of sounds and        Music, sounds in the environment,
                                                                     stimuli                                             voices

                  To experienc e sounds and stimuli connected to a   Have experience of different texts and              Book boxes, variety of everyday
                  given „book box‟ or text                           objects/sounds related to it.                       sounds and items
P2                To be aware of adults and imitate actions          Clapping, stamping feet, playing an instrument      Musical instruments, songs etc.
                                                                     to familiar songs or rhymes wit h prompts

                  To show an awareness and preference to familiar    Using faces (happy/sad) express a preference        Pupil photographs – depicting happy,
                  or new sounds                                      for sounds generated                                sad, angry etc
                                                                                                                         Paper plate faces – happy and sad

                  To focus attention when prompted on sens ory       Using a multi-sensory approac h prompt to           Velcro, splash water, zips, scrunch
                  aspects of stories and rhymes                      participat e in key areas of a familiar story or    paper etc. Book boxes – school
                                                                     rhyme                                               made resources. Music/sound tapes
                                                                                                                         Musical instruments

                                                                     Visits into the community/educ ational outings,     Blank big books, digital camera.
                                                                     create own books relating to experiences.
P3                To communicat e intentionally                      Gesture, sign, eye point or action to a familiar    Musical instruments, air fresheners,
                                                                     sound, voice or smell                               individual scent smells ( for vis ually
                                                                                                                         impaired pupils)

                  To anticipate or show memory of familiar           Use a „big mac‟ for a repeat ed refrain or          Musical instruments, „big mac‟,
                  sounds/songs                                       appropriate place in a familiar story
P4                To become aware of sounds in the environment       Match picture to rec orded sounds                   Pictures and recorded sounds, digital
                                                                     Visits into the community                           camera.

                  To relate objects to their function                Sort objects according to their function (e. g.     Selection of items with „an odd one
                                                                     “What would you eat?” etc. from a given             out‟ e.g. fruit bowl with fruit and non-
                                                                     selection                                           edible objects.

                  To identify familiar sounds                        Match sounds of instruments (2 sets required)       Musical instruments, tapes of
                                                                                                                         everyday sounds
P5 Step 1         To become more aware of sounds in speech           Identify a variety of animal sounds                 Animal sounds and pictures, familiar
                                                                     Identify familiar voices                            voices

                                                                                                                   Donna Stretton and Karen Atherton 01/04
Foxfield School

P5 Step 1
(continued)       To distinguish between sounds                         Behind a screen identify the pupil who is          Pupils and screen
                                                                        making a sound/talking

                  To hear patterns of sounds in words                   Clap out or use a drum to make short and long      Drum, tambourine etc.
                                                                        beats or identify syllables
P6 Step           To continue to hear or match a string of rhyming      Think of a rhyme e. g. “Who put jelly into their   Poetry big books, musical
                  words, e.g. jelly, belly, smelly                      …….. (belly)?                                      instruments, clapping to reinforce the
1/2                                                                                                                        rhyme.

                  To hear and begin to say the initial phoneme in a     Give pupils a basket to collect items beginning    Initial letter tubs and items to put in
                  word                                                  with the initial phoneme given                     them, magnetic letters, velcro letters
                                                                                                                           and pictures, big books.

                  To know these phonemes and the letters that           Using the letters make collections of animals      See above
                  most commonly represent them:                         that begin with the same letter or use an object
                      /s/ - s /m/ - m /k/ - k
                                                                        Ask pupils to find others in the class with an     Item with the same initial sounds e.g.
                                                                        object or picture card with the same initial       sock and sand etc.
P7 Step 2         To continue to hear a string of rhyming words, e.g.   Create rhymes using pictures, signs or             Various items such as jelly, fish, dish
                  jelly, belly, smelly                                  symbols e.g. “Who put the fish in the dish?”       etc. to explore, pictures of the pupils.

                  To hear and say the initial phoneme in a word         Play “show me” games using initial phonemes        Initial letter tubs, variety of objects
                                                                        and objects that begin with them                   around the room or shared among
                                                                                                                           the class

                  To know these phonemes and the letters that           Using letter cards ask pupils to hold up or        As above, use relat ed worksheets as
                  most commonly represent them:                         gesture towards an object that begins with the     appropriate
                      /s/ - s /m/ - m /k/ - k /t/ -t                    given letter                                       Sorting activities into boxes or hoops
                      /g/ - g /h/ - h                                                                                      with the same initial sound
P8 Step 3         To hear and say phonem es in the final position       Show a letter card and ask pupils to hold          Use related worksheets as
                                                                        up/gesture towards a picture or object that        appropriate
                                                                        ends with the same phoneme                         Sorting activities into boxes or hoops
                                                                                                                           with the same final sound

                  To know these phonemes and the letters that           Repeat idea for Steps 1 and 2 using different      As steps outlined in 1 and 2
                  most commonly represent them:                         phonemes
                      /l/ - l /n/- n /d/ -d /k/ - k
                      /sh/ -sh /ch/ - ch

                                                                                                                    Donna Stretton and Karen Atherton 01/04
Foxfield School

P8 Step 3         To write/trace or print the individual phonemes        Say or show objects that contain familiar          Paint, pencils, sand, etc dependent
(continued)       they have learnt so far                                phonemes and ask pupils to write down or           on the pupils‟ ability and preference.
                                                                         point to the phonemes for initial sounds

1c Step 4         To hear and say vowel phonemes in the medial           “Show me” pupils to hold up or gesture             Sliding vowel sounds in CV C words
                  position                                               towards a letter card that represents the medial   Medial vowel letter cards
                                                                         vowel in simple CVC words                          3 dice 2 x consonant 1 x vowel

                  To know and write the vowel letters, plus, f, qu, b,   Using vowel and consonant cards/dice as            create sound boxes and objects to
                  r, j, p, th, and ng                                    pupils to create as many words as possible         satisfy phonemes
                                                                         Sliding in game using phoneme frames and           Sliding in game

                  To segment CVC words                                   Using letter blocks or cards split up familiar     Letter blocks and cards, dice ad
                                                                         CVC words into each phoneme                        picture clues

                  To blend CV C words                                    Using a moving vowel strip create CVC words        Sliding vowel sounds in CV C words
                                                                         and say or gesture to an object or picture of      e.g. cap cep cip cop cup – record
                                                                         the word created                                   words that make sense
1b Step 5         To hear the phonemes in a consonant cluster, e.g.      Read aloud from appropriate texts encouraging      Various texts and big books
Pupils are        st, cl, gr.                                            sounding out words
beginning to
read from this    To know and write v, w, x, y, z                        Practice finding words that contain the letters    Whiteboards and pens, ICT
step onwards!                                                            and attempt to write on whit eboards or            resources etc
                                                                         recreate using ICT or ot her means

                  To segment CCV C and CV CC words                       Using cards numbered 1-5 read a word out           Resources appropriate to individual
                                                                         and ask pupils to decide how many phonemes         ability
                                                                         there are and split them up – hold up cards

                  To blend CCVC and CVCC words                           Give out letters and ask a pupil to start with a   Sliding in game – using letters and
                                                                         sound, ask around the class if anyone can add      phonemes familiar to pupils
                                                                         the letter they have to start to creat e a word.
                                                                         Read the word when one is made
1a Step 6         To learn the main vowel digraphs: ai, ee, oa, oo,      Create a sound wall of items and pictures with     Big books
                  ar, ir, oi, ou                                         the same vowel digraph e.g. moon, spoon etc        Referenc e books from the school

                  To segment and blend words containing these            Read aloud from a variety of texts                 Big books various high interest low
                  vowel digraphs                                         Create sound cards and ask pupils to split up      reading age materials
                                                                         the individual sounds

                                                                                                                     Donna Stretton and Karen Atherton 01/04
Foxfield School

2c Step 7         To learn split digraphs                            Make a wall freeze of split digraphs and say      Picture clues e.g. tap to tape, cap to
                                                                     and write the names of eac h objects picking      cape etc. investigat e long and short
                                                                     out the split digraph                             vowel sounds.

                  To learn other common vowel digraphs; ay, ea, y,   Create „sound books‟ for each of the common       Big books, blank big books
                  oe, ew, ue, oy, ow, er, ur, aw, air, ear           vowel digraphs

                  To start learning about trigraphs,                 As above for trigraphs                            As above
                  e.g. –dge, -tch, -igh
                                                                         NB: Steps refer to Early phonics for secondary pupils Handbook (DfES 0326/2002)

Level 2 Handwriting Foundation Unit                    website                   Level 3 Literacy Progress Unit: Spelling                    publication
Level 2 Phonics Foundation Unit                        website                   Year 7 spelling bank                                        publication
Level 3 Literacy Progress Unit: Phonics                publication or CD Rom     Spelling Starters                                           website

                                                                                                               Donna Stretton and Karen Atherton 01/04

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