2.6 ee - Simone · PDF fileKSSR Year 1 Phonics Syllabus (BPK, 2011, p.16) Week 1 s æ t p...

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2.6 ee

Task Name & Number: 2.6 ee (Year 2 Week 2)

Lexical Sets /i:/ ee

Words Say Hear Read Write

Materials

PHONICS CARD ‘ee’, ‘b’, ‘s’ and ‘kn’ – Laminated - 1 per class

PICTURE CARD bee, see, knee – Laminated - 1 set per class

A3 YEAR 1 PHONICS SYLLABUS - laminated - 1 per class

A3 YEAR 2 PHONICS SYLLABUS - laminated - 1 per class

KSSR Year 1 & 2 PHONICS SYLLABUS including PHONEMIC CHART and KSSR WORD FAMILY SAMPLES 1 per CP (=32)

Whole class / group / pair Whole class

Task objectives The children are able to hear, say, read and write the long vowel ‘ee’

PROCEDURE TEACHER TALK & MODEL

Note to ELTC Trainers: Write on Board before starting the Phonics Fairy: Year 2 – Week 2 – Day 1 Explain to CPs that in Year 1 you teach a new sound every day (except Friday) – see the KSSR Year 1 Syllabus. In Year 2, because you need to teach and differentiate between many many word families, it is recommended that you teach a sound every week. 1. Hear it

Show the PHONICSS CARD ‘ee’. Do the ‘listen’ gesture (hand to ear). Make the sound ‘ee’. Make sure that all children listen to the sound. Ask the children to keep quiet (gesture ‘shhh!’) and stop them from copying you. It is very important to get them to listen to the sound first. Get the children to look at your mouth when you make the sound. NOTE TO ELTC TRAINER: Stretch your mouth wide with your index fingers when demonstrating the ‘ee’ sound to make sure the CPs make the long vowel sound instead of a short ‘ee’. Teeth should be almost closed. Refer to Task 6.ET 8 Making Sounds. Like this:

2. Say it Make the sound ‘ee’ with the ‘listen’ gesture until all the children are able to make the sound correctly. Use gesture to invite children to make the sound aloud. Get the children to make the sound in their group. Once they are able to make the sound correctly, do the ‘talk to your partner’ gesture while continue making the sound ‘ee’. Get children to blend ‘ee’ with ‘b’, ‘s’ and ‘kn’. Use the blending technique in 2.5A Blending & Revision s a t p. NB: Teach children the silent ‘k’ in ‘kn’ in a separate lesson prior to this task. ‘kn’ is the same sound as ‘n’, as in knee, know and knack.

(Listen gesture) Listen! Shhhh! (Listen gesture) Listen! ‘ee’, ‘ee’, ‘ee’, ‘ee’, ‘ee’ (Listen gesture) Listen! (Show the PHONICS CARD) ‘ee’, ‘ee’, ‘ee’, ‘ee’, ‘ee’

(Listen gesture) Listen! ‘ee’, ‘ee’, ‘ee’, ‘ee’, ‘ee’ (Talk-to-your-partner gesture)

(Show the PHONICS CARD) ‘ee’ (Listen gesture) Listen

‘b’, ‘ee’.‘b’, ‘ee’.‘b’, ‘ee’, bbeeeee! ‘s’, ‘ee’.‘s’, ‘ee’.‘s’, ‘ee’, sseeeee! ‘kn’, ‘ee’. ‘kn’, ‘ee’. Knee! What’s this? Bee See Knee

2.6 ee

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b + ee s + ee kn + ee Blue tac PICTURE CARD bee, see and knee on the board.

Ask the children if they know what the pictures are. Introduce the word and its respective picture. Make the sound of the word bee clearly. Repeat with see and knee.

3. Read it

Show the PHONICSS CARD and make the sound ‘ee’. Then, show the PHONICS CARD to children and invite children to make the sound by doing the ‘listen’ gesture. Get as many of the children to read the PHONICSS CARD while pointing at the card. ow, show the PHONICSS CARD ‘b’ and ask the children to make the sound aloud. Then, blend ‘b’ with ‘ee’ using the blending technique in 2.5A Blending & Revision s a t p. Repeat with PHONICS CARD ‘s’ and ‘kn’.

4. Write it

Paste the PICTURE CARD ‘bee’ on the board again. Conduct 4.2 Hangman to teach children how to write bee, see and knee.

Questions & Rationale Why do we introduce such a small vocabulary set for this task (e.g. bee, see and knee)? It is easier for children to learn Word Families with a small group of words, than a big group. It is also easier for children to learn words that are familiar to them (Metsala, Stavrinos & Walley, 2009). Therefore, when you decide how many words to include, do this:

1. Limit the words to as few as possible.

2. Include the words that are relevant to the children. (So for the ee word family, you will probably not

include tee (unless the children in your class play golf), fee, lee.

How and when do I teach kn and other sounds not in the syllabus? If you look at the Year 1 & 2 KSSR

bee

see

knee 2.6 ee

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Syllabi, you will notice that the sound kn is not included anywhere. However, since kn is important in the familiar words ‘knee’ ‘knife’ ‘knit’ and possibly ‘knight’ and since kn is always pronounced as ‘n’ in English, you need to teach it when it becomes necessary. This task assumes you have already done so, possibly in the previous week, or the day before! You may find other sounds that are not mentioned in the syllabus, and if you feel they are necessary and useful to children and the stories you are creating and reading, then teach these sounds in the same way as you teach all other sounds. What should I do if I have children in my class who did not do Phonics in Year 1 (for any reason)? You must not start the Year 2 Phonics Syllabus until you have finished the Year 1 Phonics Syllabus. Even if there are only 1 or 2 children who did not do Year 1 Phonics, you must still repeat the whole syllabus. The reasons for this are:

1. It won’t be possible to teach the Phonics in Year 2 (which includes diphthongs, and longer word families, if the children have not established a very clear association between individual letters and their sounds.

2. Phonics is geared at children with learning difficulties – at not leaving any child behind. It is pointless teaching a version of Phonics that is essentially aimed at your fastest learners.

3. The goal of Phonics is NOT to cover material or achieve a certain standard. The goal of Phonics is to give children an additional tool to decode (read) the language. Phonics works because it follows a step by step approach that caters for slow and fast leaners. It also works because it involves constant and systematic repetition. If you remove this systematicity, skip steps, or not incorporate this repetition, Phonics has no meaning or benefit (Jolliffe, 2006).

So – start from scratch at one sound per day, 4 sounds per week, as review for some children and as new stuff for others. The children will catch on quickly and when you have fully taught and reviewed all the Year 1 skills, start on the Year 2 syllabus. Jolliffe, W. (2006). Phonics: A complete synthetic programme. Leamington Spa, UK: Scholastica Ltd. Metsala, J. L., Stavrinos, D., Walley, A.C. (2009). Children’s spoken word recognition and contributions to

phonological awareness and nonword repetition. A 1-year follow-up. Applied Psycholinguistics, 30, 101-121.

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2.6 ee

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2.6 ee

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KSSR Year 1 Phonics Syllabus (BPK, 2011, p.16)

Week 1

s æ t p

s a t p

Week 2

ɪ m n d

i m n d

Week 3

g ɒ k k

g o c k

Week 4

k e ʌ r

ck e u r

Week 5

h b f l s

h b f/ff l/ll s/ss

Week 6

dʒ v w ks/z1 s

j v w x s/ss

Week 7

j z kw

y2 z/zz qu

Week 8

ʃ ʃ ð ŋ

ch sh th ng

1 There is only one commonly used word in which ‘x’ is pronounced as ‘z’ – that is xylophone. 2 It is difficult to find fonts that match what you need to teach the children – especially for the letters y & t. The best is Century Gothic

with these exceptions: u = Arial y – Teen We have yet to find a clear q with a tail!

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KSSR Year 23 Phonics Syllabus

4 (BPK, 2011, p.16)

Weeks 1-55

eɪ/ejɪ6 ɪː ɑɪ əʊ/oʊ uː

ai ee igh oa oo

Weeks 6-10

ɑː ɔː ɜː əʊ/oʊ7 ɔɪ/ɒjɪ

ar or ur ow oi

Weeks 11-14

ɪə eə ʊə/ʊwə ɜː

ear air ure er

Weeks 15-18

eɪ ɑʊ ɑɪ ɪː

ay ou ie ea

Weeks19-22

ɔɪ ɜː uː ɔː

oy ir ue aw

Weeks 23-27

w f juː8 əʊ/oʊ ɔː

wh ph ew oe au

Weeks 28-32

eɪ ɪː ɑɪ əʊ/oʊ uː

a-e9 e-e i-e o-e u-e Bahagian Pembangunan Kurikulum, (2011). Dokumen standard kurikulum sekolah rendah (KSSR): Modul teras asas: Bahasa inggeris SK: Tahun &

Dua. Putrajaya: Malaysia: Kementerian Pendidikan Malaysia. Phonemic letters can be found at: http://ipa.typeit.org/

3 If even 1 or 2 of your children have not completed Year 1 Phonics, this MUST be taught thoroughly before Year 2 begins.

4 The KSSR Phonics syllabus is not exhaustive. Teachers may find they need to teach other sounds and word families such as kn or

the ow in cow, now, [eye] brow. 5 Weeks are indicative. They are not prescribed by KSSR. With larger commonly used Word Families, will have to be reviewed,

segmented and blended in more depth. 6 Less than 1% of the British English population use RP (Received Pronunciation). The alternative pronunciation given after the /

symbol, represents an alternative but Standard British English pronunciation. 7 This is the ow in row, sow, flow, not in cow, now.

8 This is the Word Family for new, few, stew, not blew or flew which don’t have a medial / j/ sound

9 The dash (-) between the letters represents another letter. e.g. a-e = ate ale ase etc

http://ipa.typeit.org/

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2.6

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KSSR Year 2 Phonics Syllabus Word Family Samples10

eɪ/ejɪ ɪː ɑɪ əʊ/oʊ uː

ai ee igh oa oo

sail mail snail jail fail

bee knee see tree

three green queen keep

high sigh night fight light tight right flight

boat coat float goat

throat soap road toad

too school

pool school boot soon

spoon

ɑː ɔː ɜː əʊ/oʊ ɔɪ/ɒjɪ

ar or ur ow oi car far jar

scar part

smart start

for torn born corn

storm

fur blur burn turn hurt

row sow bow low flow

know snow

oil boil soil foil

spoil join joint

ɪə eə ʊə/ʊwə ɜː

10 This is NOT a word list that is prescribed by the KSSR. This document is a reference for teachers to help them interpret the phonemic sounds and identity word families.

Teachers need to keep in mind that larger word families are more difficult for children to learn than small ones, and that familiar words are more easily remembered (Metsala, Stavrinos & Walley, 2009). In short, keep your word families small and familiar!

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ear air ure er

ear hear dear clear spear

air fair hair pair lair

pure cure

picture capture nature

mixture

her silver flower never better

September October

eɪ ɑʊ ɑɪ ɪː

ay ou ie ea

day play say way stay hay

loud proud mouth cloud round found

lie pie tie

sea flea pea

meat seat beat

ɔɪ ɜː juː ɔː

oy ir ue aw

toy boy joy

shirt skirt bird third girl twirl

blue glue true

saw jaw paw raw

w f uː əʊ/oʊ ɔː

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wh ph ew oe au what when where who

phone photo

pharmacy

new few stew chew

toe hoe

goes

caught taught

daughter

eɪ ɪː ɑɪ əʊ/oʊ uː

a-e e-e11 i-e o-e u-e

cake bake make came same name

ate plate

cede

impede discrete

write bite file

mile tile

note

wrote

cute mute mule

You can find more Word Families by visiting http://schools.nyc.gov/NR/rdonlyres/BED7C093-0200-4449-ADB6-

D6E2A0179155/47443/WordFamiliesforStudents.pdf or http://www.mrsalphabet.com/wordfamilies.html

Metsala, J. L., Stavrinos, D., Walley, A.C. (2009). Children’s spoken word recognition and contributions to phonological awareness and nonword repetition. A 1-

year follow-up. Applied Psycholinguistics, 30, 101-121. Underhill, A. (2005). Sound foundations: Learning and teaching pronunciation. (2nd Edn.). London: Macmillan Education.

11

The words below are unsuitable for Lower Primary children.

http://schools.nyc.gov/NR/rdonlyres/BED7C093-0200-4449-ADB6-D6E2A0179155/47443/WordFamiliesforStudents.pdf

http://schools.nyc.gov/NR/rdonlyres/BED7C093-0200-4449-ADB6-D6E2A0179155/47443/WordFamiliesforStudents.pdf

http://www.mrsalphabet.com/wordfamilies.html

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2.7 eet

Task Name & Number: 2.7 eet (Year 2 Week 2 Day 2)

Lexical Sets /i:/ + /t/ = eet


Materials PHONICS CARD ‘ee’, ‘t’, ‘s’, ‘w’, ‘m’ , ‘f’ – laminated - 1 per class

PICTURE CARD sweet, meet, feet - laminated - 1 per class


Task objectives The children are able to hear, say, read and write ‘eet’ word family


Note to ELTC Trainers: Write on Board before starting the Phonics Fairy (one sound a week in Year 2): Year 2 – Week 2 – Day 3 5. Review it

Show PICTURE CARDS bee, see and knee again. Ask children, “What’s this?”. Do the blending of b+ee, s+ee and kn+ee again.

6. Hear it Show the PHONICS CARD ‘ee’. Do the ‘listen’ gesture (hand to ear). Make the sound ‘ee’. Make sure that all children listen to the sound. Ask the children to keep quiet (gesture ‘shhh!’) and stop them from copying you. It is very important to get them to listen to the sound first. Get the children to look at your mouth when you make the sound. NB: Stretch your mouth wide with your index fingers when demonstrating the ‘ee’ sound to make sure the children make the long vowel sound instead of a short ‘ee’. Teeth should be almost closed. Refer to Task 6.ET 8 Making Sounds. Like this:

7. Say it Make the sound ‘ee’ with the ‘listen’ gesture until all the children are able to make the sound correctly. Use gesture to invite children to make the sound aloud. Get the children to make the sound in their group. Once they are able to make the sound correctly, do the ‘talk to your partner’ gesture while continue making the sound ‘ee’. Get children to blend ‘ee’ with ‘t’. Use the blending technique in 2.5A Blending & Revision s a t p. ee + t Now get children to blend ‘eet’ with other beginning letters, ‘s’ + ‘w’, ‘f’ and ‘m’. sw + eet f + eet m + eet Paste PICTURE CARD sweet, feet, meet on the board.

(Listen gesture) Listen! Shhhh! (Listen gesture) Listen! ‘ee’, ‘ee’, ‘ee’, ‘ee’, ‘ee’ (Listen gesture) Listen! (Show the PHONICS CARD) ‘ee’, ‘ee’, ‘ee’, ‘ee’, ‘ee’

(Listen gesture) Listen! ‘ee’, ‘ee’, ‘ee’, ‘ee’, ‘ee’ (Talk-to-your-partner gesture)

(Show the PHONICS CARD) ‘ee’ (Listen gesture) Listen

‘sss’, ‘w’, ‘eet’, sweet! ‘f’, ‘eet’. ‘f’, ‘eet’. Feet! ‘m’, ‘eet’. ‘m’, ‘eet’, meet! What’s this? Sweet Feet Meet

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Ask the children if they know what the pictures are. Introduce the word and its respective picture. Make the sound of the word ‘sweet’ clearly. Repeat with ‘feet’ and ‘meet’.

8. Read it Show the PHONICS CARD and make the sound ‘eet’. Then, show the PHONICS CARD to children and invite children to make the sound by doing the ‘listen’ gesture. Get as many of the children to read the PHONICS CARD while pointing at the card. Show PHONICS CARD t and do the ‘listen’ gesture. Blend ‘ee’ and ‘t’ to make ‘eet’. Use the blending technique in 2.5A Blending & Revision s a t p. Then, show PHONICS CARD ‘s’, ‘w’, ‘f’ and ‘m’. Do the ‘listen’ gesture. Get children to blend ‘eet’ with ‘sw’, ‘f’ and ‘m’.

9. Write it

Paste the PICTURE CARD ‘sweet’ on the board again. Conduct 4.2 Hangman to teach children how to write sweet, feet and meet.

sweet

feet

meet

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2.8 eat

Task Name & Number: 2.8 eat (Year 2 Week 18)

Lexical Sets /i:/ + /t/ = eat


Materials PHONICS CARD ‘ea’, ‘t’, ‘b’ and ‘m’ PICTURE CARD eat, beat, meat


Task objectives The children are able to hear, say, read and write ‘eat’ word family


Note to ELTC Trainers: Write on Board before starting the Phonics Fairy (one sound a week in Year 2): Year 2 – Week 18 – Day 1

10. Hear it

Show the PHONICS CARD ‘ea’. Do the ‘listen’ gesture (hand to ear). Make the sound ‘ea’. Make sure that all children listen to the sound. Ask the children to keep quiet (gesture ‘shhh!’) and stop them from copying you. It is very important to get them to listen to the sound first. Get the children to look at your mouth when you make the sound.

11. Say it

Make the sound ‘ea’ with the ‘listen’ gesture until all the children are able to make the sound correctly. Use gesture to invite children to make the sound aloud. Get the children to make the sound in their group. Once they are able to make the sound correctly, do the ‘talk to your partner’ gesture while continue making the sound ‘ea’. Show PHONICS CARD t and do the ‘listen’ gesture. Blend ‘ea’ and ‘t’ to make ‘eat’. Use the blending technique in 2.5A Blending & Revision s a t p. Then, show PHONICS CARD ‘ea’, ‘t’, ‘b’ and ‘m’. Do the ‘listen’ gesture. Get children to blend ‘eat’ with ‘b’ and ‘m’. Use the blending technique in 2.5A Blending & Revision s a t p. Get children to blend ‘ea’ with ‘t’. Use the blending technique in 2.5A Blending & Revision s a t p. ea + t

Now get children to blend ‘eet’ with other beginning letters ‘b’ and ‘m’. ea + t b + eat m+ eat Paste PICTURE CARD eat, beat and meat on the bo ard. Ask the children if they know what the pictures are. Introduce the word and its respective picture. Make the sound of the word ‘eat’ clearly. Repeat with ‘neat’ and ‘meat’.

(Listen gesture) Listen! Shhhh! (Listen gesture) Listen!

‘ea’, ‘ea’, ‘ea’, ‘ea’, ‘ea’

(Listen gesture) Listen! (Show the PHONICS CARD) ‘ea’, ‘ea’, ‘ea’, ‘ea’, ‘ea’

(Listen gesture) Listen!

‘ea’, ‘t’, ‘ea’, ‘t’, ‘ea’, ‘t’, ‘eat’!

(Talk-to-your-partner gesture)

‘b’, ‘eat’. ‘b’, ‘eat’. ‘b’, ‘eat’, bbeeeeeat! ‘m’, ‘eat’. ‘m’, ‘eat’. ‘m’, ‘eat’, mmeeeeeat!

What’s this?

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12. Read it

Show the PHONICS CARD and make the sound ‘eat’. Then, show the PHONICS CARD to children and invite children to make the sound by doing the ‘listen’ gesture. Get as many of the children to read the PHONICS CARD while pointing at the card. Show PHONICS CARD t and do the ‘listen’ gesture. Blend ‘ea’ and ‘t’ to make ‘eat’. Use the blending technique in 2.5A Blending & Revision s a t p. Then, show PHONICS CARD ‘b’ and ‘m’. Do the ‘listen’ gesture. Get children to blend ‘eat’ with ‘b’ and ‘m’.

13. Write it

Paste the PICTURE CARD ‘eat’ on the board again. Conduct 4.2 Hangman to teach children how to write eat, beat and meat.

Questions & Rationale Will the children get confused between the Word Families ‘eet’ and eat’? Probably. Remember you are trying to establish a mental link or association between the written word and its sound. You will have to do some categorizing (grouping, segmenting and blending) work between the 2 word families.

eat

beat

meat

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2.9A Word Family Groups

Task Name & Number: Word Family Groups

Word Families /eel/, /eep/, /eet/, /eat/, /ee/, /ue/, /aw/, /oe/

Words eel, feel, heel, kneel, peel, deep, beep, sleep, sheep, keep, sweep, peep, meet, greet, street, feet, sweet, meat, eat, neat, cheat, treat, heat, seat, beat, bee, see, knee, glue, blue, clue, saw, draw, jaw, raw, paw, Joe, hoe, toe, doe

Materials WORD FAMILY GROUP CARDS 1 per group of 3-4 (= 10 sets)

Whole class / group / pair Groups of 3 (4 maximum)

Task objectives The child holding ALL the cards wins in EACH group wins.


NOTE TO ELTC TRAINERS: This game can be played (write on board) FROM Year 1 Week 5 TO Year 2 Week 33 using any word family groups. You can add WORD FAMILY GROUP CARDS to the class’ sets each time you teach a new word family. Write these words on board:

see meet saw seat bee meat blue street feet jaw

1. Point to see. Underline ee. Then blend s + ee.

2. Which word has ee? (bee)

3. Draw a grid and add see and bee to it:

ee

bee see

4. Repeat these steps for ‘meet’ but this time go through the possibilities one by

one and add them to the grid. The grid should end up looking like this. NB:

Cards are divided by final (rime) word family sounds – not initial sounds.

ee eet aw eat

bee see

meet street feet

saw jaw

seat meat

Come to the front. What’s this? m eat m eat eat eat s aw s aw s aw aw aw Understand Groups of 4. 123 go! Ok?

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5. Tell children: Come to the front.

6. Place the cards face up. Take the first card from pile. Ask children what the

sound is (for the whole word. Eg, meat. Ask them to segment it. m + eat m +

eat. Put the ‘meat’ card to one side (face up), saying eat eat eat eat.

7. Continue this process until you start to have small piles of different word

families, and children are telling you where each new card should go.

8. Divide children into groups of 3 or 4. Give them each a stack of cards. They

must sort them.

9. Monitor very carefully. If children have placed a card in the wrong file, do not

tell them this is wrong. Pick another card in the same pile that is correct then

segment that. Then segment the incorrectly placed card. Same? Ok? Then

let the children tell you where it should be.

Questions & Rationale How do you choose which Word Families? How many Word Families are enough, and how many are too much? It is very difficult for children to differentiate between words from big word families, but they need to be able to do this in order to read. This is why it is so important to do segmenting with each word family you teach, as well as blending. If you start this differentiation work early (Year 1) and continue with it, children will develop this skill and this will improve their reading outcomes. You need to introduce small word families for children who are your weakest readers (Phonics is aimed at not leaving any child behind). Eventually, when this Word Family Groups task is easy for children, you need to work on Word Family Groups at the beginning of the word which are much harder for children, such as bet, bed, beg, bell, be, beck, Ben (Metsala, Stavrinos & Walley, 2009). Metsala, J. L., Stavrinos, D., Walley, A.C. (2009). Children’s spoken word recognition and contributions to

phonological awareness and nonword repetition. A 1-year follow-up. Applied Psycholinguistics, 30, 101-121.

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ee

l ee

l

fee

l fee

l

he

el h

ee

l

kn

ee

l kn

ee

l

pe

el p

ee

l

de

ep

de

ep

be

ep

be

ep

slee

p sl

ee

p

she

ep

she

ep

ke

ep

ke

ep

swe

ep

swe

ep

pe

ep

pe

ep

me

et m

ee

t

gre

et g

ree

t

stree

t stre

et

fe

et fe

et

swe

et sw

ee

t

me

at m

ea

t

ea

t ea

t

ne

at n

ea

t

WORD FAMILY GROUPS - SNAP CARDS: /eel/, /eep/, /eet/, /eat/, /ee/, /ue/, /aw/, /oe/

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ch

ea

t ch

ea

t

trea

t tre

at

he

at h

ea

t

sea

t sea

t

me

at m

ea

t

be

at b

ea

t

be

e b

ee

see

see

kn

ee

kn

ee

glu

e g

lue

blu

e b

lue

clu

e c

lue

saw

saw

jaw

jaw

dra

w d

raw

pa

w p

aw

Jo

e J

oe

ho

e h

oe

toe

toe

do

e d

oe


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2.9B Word Family Snap

Task Name & Number: Word Family Snap

Word Families /eel/, /eep/, /eet/, /eat/, /ee/, /ue/, /aw/, /oe/

Words eel, feel, heel, kneel, peel, deep, beep, sleep, sheep, keep, sweep, peep, meet, greet, street, feet, sweet, meat, eat, neat, cheat, treat, heat, seat, beat, bee, see, knee, glue, blue, clue, saw, draw, jaw, raw, paw, Joe, hoe, toe, doe

Materials WORD FAMILY GROUP CARDS 1 per group of 3-4 (= 10 sets) – used in previous task : 29A Word Family Groups

Whole class / group / pair Groups of 3 (4 maximum)

Task objectives The child holding ALL the cards wins in EACH group wins.


NOTE TO ELTC TRAINERS: This game MUST follow 2.9AWord Family Groups. If children are unable to group words into final sound word families, this game will fail. This game can be played (write on board) FROM Year 1 Week 5 TO Year 2 Week 33 using any word family groups. You can add WORD FAMILY GROUP CARDS to the class’ sets each time you teach a new word family. 10. Ask children: Come to the front.

11. Model Word Family Snap with one group. Check for understanding.

12. Tell children: Groups of 4 (or 3). Model individually for groups that

haven’t understood, moving around the room

13. Monitor very carefully. If children have ‘snap! ed” when they shouldn’t,

ask them to say the previous card as a group, then segment it. Then ask

them to say the top card and segment it again – then compare the two

word families by going from one to the other to demonstrate the

difference to children. Don’t tell them the answer – the learning is in

having them sound out the word. If this is happening to all children too

frequently, you need to abandon the game and play the previous tasks

2.9AWord Family Groups again.

How to play Word Family Snap: 1. Give each group of 3 or 4 a set of cards

2. Deal all cards out equally to all group members, face down. (Children

don’t touch cards or look at them).

3. Children take turns taking 1 card from their pile and putting it in the

middle.

4. As they place the card (without first looking at it), they must say the word,

then segment it to identify the final Word Family (eg meat – m + eat, eat,

eat)

Come to the front. What’s this? m eat m eat eat eat s aw s aw s aw aw aw Understand Groups of 4. 123 go! Ok?

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5. If the card being placed has the same Word Family ending as the

previous card, any group member can slam their hand on the pile of

cards and yell ‘SNAP’

6. This team member then puts all the cards under their hand at the bottom

of their own pile of cards.

7. Continue placing cards in the middle (even if only one child still has cards

to place) until 1 child snaps ALL the cards and wins.

Questions & Rationale: What other games can you play to review Phonics? There are lots of traditional children’s games that can be used to teach Phonics, such as Happy Families. Hopscotch. Chant Games. Races. We have included 2 more fantastic games on your CD or you can find them on the Phonics page of www.RELTresources.com. They are 2.9x Phonics Race and 2.9x Phonics Hopscotch.

http://www.reltresources.com/

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ee

l ee

l

fee

l fee

l

he

el h

ee

l

kn

ee

l kn

ee

l

pe

el p

ee

l

de

ep

de

ep

be

ep

be

ep

slee

p sl

ee

p

she

ep

she

ep

ke

ep

ke

ep

swe

ep

swe

ep

pe

ep

pe

ep

me

et m

ee

t

gre

et g

ree

t

stree

t stre

et

fe

et fe

et

swe

et sw

ee

t

me

at m

ea

t

ea

t ea

t

ne

at n

ea

t


© ELTC 2012 30 of 36

ch

ea

t ch

ea

t

trea

t tre

at

he

at h

ea

t

sea

t sea

t

me

at m

ea

t

be

at b

ea

t

be

e b

ee

see

see

kn

ee

kn

ee

glu

e g

lue

blu

e b

lue

clu

e c

lue

saw

saw

jaw

jaw

dra

w d

raw

pa

w p

aw

Jo

e J

oe

ho

e h

oe

toe

toe

do

e d

oe


© ELTC 2012 31 of 36

2.9 Extra: Phonics Hopscotch

Task Name & Number: 2.9 Extra: Phonics Hopscotch

Lexical Sets

At this point, the children have learnt all the sounds: First week: ‘s’, ‘a’, ‘t’, ‘p’ Second week: ‘i’, ‘n’, ‘m’, ‘d’ Third week: ‘g’, ‘o’, ‘c’, ‘k’ Fourth week: ‘ck’, ‘e’, ‘u’, ‘r’


Materials

Phonics Hopscotch Mats,

Phonics Magic Box (containing 3 letters/1 syllable word strips)


Task objectives The children are able to hear, say, blend and segment monosyllabic words.


NB: This version of Phonics Hopscotch is for Year 1, Week 5. You can modify the game to revise any sounds or word families. Week 5, Year 1: the children have already learnt these sounds

First week: ‘s’, ‘a’, ‘t’, ‘p’

Second week: ‘i’, ‘n’, ‘m’, ‘d’

Third week: ‘g’, ‘o’, ‘c’, ‘k’

Fourth week: ‘ck’, ‘e’, ‘u’, ‘r’

Week 5, Year 1: the children have already learnt these word families:

at in ap ig op am ad et en id og ock up ack ug ick

1. Preparation:

a. Wrap a box (tissue box, etc) nicely. Name the box Phonics

Magic Box.

b. Prepare the Phonics Hopscotch Mat. You can print out each

letter on an A4 size and paste it on the floor of the class. You

can laminate the letters so that they won’t tear when the children

step on them. Use chalk to make the lines. This kind of setting

cannot be recycled.

c. Variation: You can create a Phonics Hopscotch Mat using a

plastic mat. Lay down the Phonics Hopscotch Mat on the floor.

2. Ask the children to find a partner. Then, get them to line up in two rows:

A and B.

Find a partner

Two lines!

Go to box, pick one (show only

one finger), and read!

(Teacher pick up a strip of paper

and read aloud, e.g.: hat!

hhaaatttt!

You (point to a child in Row B),

hop on hh, aa, ttt, and say, hh,

aa, tt, hat!

Change!

© ELTC 2012 32 of 36

3. Hold the Phonics Magic Box and ask a child from Row A to pick a strip

of paper and read the word aloud. E.g: Hat!

4. The partner of that child (from Row A) will hop on the correct letter while

making the sound. E.g: Hh, aa, tt!

5. If they got it correct, they can go at the end of the line.

6. Repeat the steps until all children have had their turn.

7. When all children have had their turn, swap roles. Now Row B will pick

and read the paper strips and Row A will hop.

8. You can change the Phonics Hopscotch Mat according to any sounds

that your children have learned.

What does this task do? By the fourth week, the children would have learnt 4 groups of letters (4 sounds per week). In this task, the CPs will be reviewing the sounds that they have learnt in that duration. There are several word families that can be built using these sounds. E.g: -at, -ap, -ig and -in. While teaching the word families, the teacher would have used a blending technique (joining sounds together to make a word) and a segmenting technique (breaking a whole word into smaller pieces). This task combines both of these techniques and reinforces the sounds learnt before. The fun element integrated in this task will help the beginner readers to feel at ease and therefore associating learning with play and to motivate them to practice more. It is a particularly effective task as it involves kinaesthetic learning.

© ELTC 2012 33 of 36

Phonics Hopscotch Mat 1 Word Family: -ap, -at, , -ag, -an, -up, -un, -ug

n p t

u a g

m s r Word strips

sun map sat mat

gun run gum mug

tap man rug rat

put sap pat sag

nag gas sum rap

Phonics Hopscotch Mat 2 Word Family: -ap, -at, , -ag, -an, -up, -un, -ug 3 feet

3 feet

3 feet

© ELTC 2012 34 of 36

3 feet Word strips

pet met set net

get sip tip nip

dip tin pin sin

pen men ten sit

pit peg pig dig

t m n

i e d

g p s

© ELTC 2012 35 of 36

2.9 Extra: Phonics Race12

Task Name & Number: 2.9 Phonics Race

Lexical Sets

Words Say Hear Read

Materials

5 x Magic Boxes per class (see below)

2-3 words per child in each magic box

(If you have 40 children in your class, there will be 8 children in each group, so you need 16 or 24 words in the box, so the children can play 2 or 3 times.


Task objectives The first group to be able to read and segment the word correctly is the winner.


1. Preparation:

a. Cut paper strips of the word families. Put two word families in a Magic Box. Make sure that the

words in each Magic Box is sufficient for a group of children (The class will be divided into five

groups and each group will be using a Magic Box. Each child needs a piece of paper)

2. Get the children to line up in five rows. Put the Magic Box at the opposite end of the rows:

3. When you say “Start!” a child from each row will hop to their respective Magic Box. The child will pick up a

paper and read it aloud, e.g: Hat! and a child in his/her line will segment the word ‘hat’ into ‘h, a, t’. Then,

the child next to the Magic Box must run to the end of the line. The group that finished first is the winner.

4. You can repeat this game by swapping the Magic Boxes so that they can read words from different word

families.

5. Monitor carefully. If the child is stuck or has difficulty reading or segmenting the word, stand next to them

and blend the letters together by covering one with your finger, and sliding across the Word family then the

whole word. Do NOT tell the children how to say the word.

12

Adapted from Phonics Chopsticks, Nettie Boivin, 2011

Starting Line

Magic Boxes

Children

© ELTC 2012 36 of 36

Phonics Race Handout

-at sat mat cat rat pat

-in tin pin sin kin

-ap map cap tap nap rap

-op cop top mop pop

-ack sack tack pack rack

-ip sip tip nip dip rip

-ig dig pig rig

-un gun sun run

-um sum rum gum mum

-en pen men

-ad mad had sad tad

-et set net pet met get

-an can man ran tan

-un gun sun run pun

2.6 ee - Simone · PDF fileKSSR Year 1 Phonics Syllabus (BPK, 2011, p.16) Week 1 s æ t p...

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