First Class Phonics - Book 6

S Quick P

Description

First Class Phonics is a series of books designed to help children quickly become proficient readers and writers.These books use Synthetic Phonics, a high-quality teaching method recognised all over the world. In Synthetic Phonics, children focus on the skills that enable them to read and spell words accurately. They recognise the importance of every sound they hear in the spoken word and learn to blend these sounds so that they can read words from the very beginning of the program.It is essential that children develop the ability to hear, identify and manipulate individual sounds in order to read fluently. This book provides a range of fun activities to ensure this happens.Book 6 introduces more diagraphs (two-letter sounds) and trigraphs (three-letter sounds). It covers the sounds ed (yelled), ed(jumped), le (puzzle), el (funnel), al (medal), il (fossil), o (glove), ou (touch), tch (match), ey (money), y (pansy), ie (shield), wa (watch), qua (quad), kn (knight) and gn (gnome).In this book some earlier words taught cease to be 'tricky words' as children learn new sounds and understand their spelling pattern. The last chapter contains a story that uses only words built from the sounds taught in this and previous books.

Informations

• Publié par: Andrews UK
• Date de parution: 04 juin 2013
• Nombre de lectures: 0
• EAN13: 9781783330256
• Langue: English

Extrait

Title Page
FIRST CLASS PHONICS
BOOK 6
P S Quick



Publisher Information
Published in 2013 by
Andrews UK Limited
www.andrewsuk.com
The right of P S Quick to be identified as the Author of this Work has been asserted in accordance with the Copyright, Designs and Patents Act 1998
Copyright © 2013 P S Quick
All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means without the prior written permission of the publisher, nor be otherwise circulated in any form of binding or cover other than that in which it is published and without a similar condition being imposed on the subsequent purchaser. Any person who does so may be liable to criminal prosecution and civil claims for damages.



Introduction
First Class Phonics is a series of books designed to help children quickly become proficient readers and writers.
These books use ‘Synthetic Phonics’, which is a high quality teaching method recognised all over the world. In synthetic phonics children focus on the skills that enable them to read and spell words accurately. They recognise the importance of every sound they hear in the spoken word and learn to blend these sounds so that they can read words from the very beginning of the program.
It is essential that children develop the ability to hear, identify and manipulate individual sounds in order to read fluently. This book provides a range of fun activities to ensure this happens.
Book 6 introduces more digraphs (two-letter sounds) and trigraphs (three-letter sounds). It covers the sounds ed (yelled), ed (jumped), le (puzzle), el (funnel), al (medal), il (fossil), o (glove), ou (touch), tch (match), ey (money), y (pansy), ie (shield), wa (watch), qua (quad), kn (knight) and gn (gnome)
In this book some earlier words taught cease to be ‘tricky words’ as children learn new sounds and understand their spelling pattern. Other words remain as ‘tricky words’ and are still written in italics so children know they cannot ‘sound them out’.
The last chapter contains a story that uses only words built from the sounds taught in this and previous books. In this chapter words are not written in italics.
*Instructions to be read by adults are starred with an asterisk and written in italics.



Notes for Parents and Teachers
How do I use this book?
When a new sound is introduced you will see the following format:

le

ul puzz le Each time a new letter is taught ask your child to say what the picture represents, e.g. pie. With your finger, trace the letter shape in the air, over a plastic letter, on a blackboard, table or on the floor. Ask your child to copy tracing the letter shape using the correct formation. It is also fun to do this on hands or backs. Read the sound under the picture that the letters makes (not the name of the letters). e.g. ul and point to the grapheme (letters) in the word that make this sound. Ask your child to do this too. After each sound is the word for the picture. Children will by now be able to read most of these unaided. If there are sounds within the word that a child has not yet met the word will be written in italics for the adult to read. After meeting the new sound there are a number of activities to reinforce recognition of the sound and begin blending words for reading. Each instruction for these activities is written in italics for the adult to read . There is also a picture clue for the child.
*Say these sounds:
th oo oo oy e ue In this activity you should read the caption to the child then encourage them to read each sound they see. This activity only occurs as revision in the first chapter. Where a grapheme occurs again in bold ask your child to give a different sound to the first said. e.g. ow – child says ow for snow, ow – child should say ow for cow.
*Now blend the sounds to read the words.
f-u-nn-el
funnel In this activity your child should read f-u-nn-el as separate sounds f-u-nn-el and then blend the sounds to read the word funnel . Repeat this activity until the words are fluent.


*Read these words and sentences
Drew fished in the river. In this activity read the instructions in italics to your child. Point out that the owl is a picture clue for them to do this. Again practice the sentences until your child can read them fluently before moving on.


*Now use your letters or a pencil to make your own sentences to read. Can you use a phoneme frame to spell some words? Again read the instructions in italics to your child. Point out the picture clue. Using magnetic letters ask your child to make words with the letters that have been taught so far and also a short sentence. Model the activity and get your child to copy. Spelling the words like this speeds up the reading process by reinforcing what the child has learnt. If your child is able to control a pencil you could also encourage them to write some of the words or put them together to make a short sentence. Children could also spell the word using a phoneme frame or put sound buttons under a word if it is written. See Sound Buttons and Phoneme Frame in following section for details.


* Can you put these words in the right order to read the sentence correctly?
went into The train a dark tunnel. Read the instructions in italics to your child. Write each word on a separate card and give them to your child to order correctly. Get them to look out for clues such as capital letters to begin a sentence or full stops or question marks to end.
Tricky Words Some high frequency words seem irregular when children are first taught them so they are introduced as ‘tricky’ or ‘camera’ words. Read the instruction in italics then encourage your child to take a mental picture of the word to keep in their mind. See ‘Notes for parents and teachers’ for more help with this activity. Tricky words are always written in italics. However, once the phoneme for the tricky word has been taught it will be no longer be written in italics. A number of words cease to be ‘tricky’ in this book and no new tricky words are taught in Book 6.


*You have learnt the sound ‘l’ in words like leg and bell.
The phonem