ELTDP Teacher Resource Book Absolute - Fantastic Phonics

1 | E L T D P T E A C H E R R E S O U R C E B O O K

Introduction Welcome to the first ELTDP Resource Book!

Since 2011 teachers working on the English Language Teacher Development Project have been

creating and developing quality resources for teaching and learning. This book is a collection of some

of the teaching ideas, classroom resources and engaging activities that have been successfully used

in classrooms across East Malaysia to teach English. Some of the ideas are original, while others have

been adapted by teachers from other activities. We hope that you will enjoy, share, adapt and be

inspired by the ideas and resources in this book and that your pupils will enjoy using them in class.

Amazing Activities – Versatile and reusable resources that can be adapted and used for a number of

different lessons and in teaching different skills.

Fantastic Phonics – For practising all of the phonics skills, including recognising and articulating individual phonemes; blending phonemes for reading simple words; and segmenting phonemes to improve spelling.

Great Games – Games for pairs, small groups or the whole class to help practice and improve grammar and vocabulary.

Wonderful Worksheets – Ready to use for individual and pair work.

Printable Pages – Word cards and pictures for topics common in Level 1 classes such as colours, numbers and animals.


Useful websites with resources

Throughout the ELTD Project teachers have used a range of internet resources to help improve the

teaching and learning in their classrooms. Here are some we would like to recommend.

British Council sites:

ELTDP Videos on YouTube – https://www.youtube.com/user/ELTDPMalaysia/videos

This channel contains many videos created as part of the ELTD Project including workshops,

speeches and other videos from both the 2013 and 2015 Symposiums, Power of Reading videos,

and other project related videos.

Teaching English – https://www.teachingenglish.org.uk

Learn English Kids – http://learnenglishkids.britishcouncil.org/en/ Engaging Malaysian Schools in English - http://www.emse.com.my/ Schools Online - https://schoolsonline.britishcouncil.org/

Phonics:

Jolly Phonics resources - http://jollylearning.co.uk/gallery/

Letters and Sounds - http://www.letters-and-sounds.com/

Starfall - http://www.starfall.com/

LINUS 101 – http://linus101.weebly.com/#/ - a site created by teachers in Pitas

Printable classroom resources:

Twinkl - http://www.twinkl.co.uk/

Printable activities and lesson ideas:

Demonstration of different flashcard activities - https://www.youtube.com/watch?v=X9KebTgfLJI

DLTK’s Educational Activities for Kids – http://www.dltk-teach.com/

Kiz Club – http://www.kizclub.com/

Enchanted Learning – http://www.enchantedlearning.com/Home.html

ESLprintables – http://www.eslprintables.com/ Songs and videos:

Dream English – http://www.dreamenglish.com/


Contents

Introduction .................................................................................................................................................................. 1

Useful websites with resources .................................................................................................................................... 2

AMAZING ACTIVITIES ........................................................................................... 6

Bookshop activity .......................................................................................................................................................... 7

I love my family ............................................................................................................................................................. 9

Family finger puppets ................................................................................................................................................. 11

Conversation posters .................................................................................................................................................. 12

Animal puppets ........................................................................................................................................................... 13

Running comprehension – Jenny the banker ............................................................................................................. 14

Jungle shadows ........................................................................................................................................................... 17

My school .................................................................................................................................................................... 19

What do you like to eat? ............................................................................................................................................. 20

Spelling bags................................................................................................................................................................ 21

Hot potato ................................................................................................................................................................... 22

Memory race ............................................................................................................................................................... 23

Stop, look, listen .......................................................................................................................................................... 24

Find your match .......................................................................................................................................................... 25

Mini books ................................................................................................................................................................... 28

Puppet theatre ............................................................................................................................................................ 28

Word slider .................................................................................................................................................................. 31

Senses song activity .................................................................................................................................................... 33

Wonderful collage ....................................................................................................................................................... 33

Growing plants ............................................................................................................................................................ 35

Dolly Doe stick puppets .............................................................................................................................................. 35

Memorable vocabulary: parts of the body ................................................................................................................. 38

Puppet Speak .............................................................................................................................................................. 39

The magic English box ................................................................................................................................................. 42

Classroom items .......................................................................................................................................................... 43

Show the colour word ................................................................................................................................................. 47

Dressing up .................................................................................................................................................................. 47

My happy days ............................................................................................................................................................ 48

From Powerpoint to puppetshow ............................................................................................................................... 50

Scrapbook ................................................................................................................................................................... 50

Sounds around us ........................................................................................................................................................ 51

Musical jar ................................................................................................................................................................... 52

Individual mini-whiteboards ....................................................................................................................................... 53


FANTASTIC PHONICS .......................................................................................... 55

Picture dominoes ........................................................................................................................................................ 56

Magnetic letters .......................................................................................................................................................... 58

Word snake ................................................................................................................................................................. 60

Match up, write down ................................................................................................................................................. 61

Phonics dice (s, a, t, p sounds) .................................................................................................................................... 63

Phonics flip book ......................................................................................................................................................... 66

Joy phonics .................................................................................................................................................................. 68

Musical hoop sounds .................................................................................................................................................. 69

Word wheels ............................................................................................................................................................... 70

Initial sounds ............................................................................................................................................................... 73

Egg box spelling ........................................................................................................................................................... 75

Spelling guitar ............................................................................................................................................................. 76

Musical phonics (‘igh’ & ‘oa’) ...................................................................................................................................... 77

Alphabet roulette ........................................................................................................................................................ 78

Word wheels ............................................................................................................................................................... 79

GREAT GAMES ................................................................................................. 80

‘Wh’ questions board game ........................................................................................................................................ 81

Acting out game .......................................................................................................................................................... 83

Mini dinosaur learning cards ...................................................................................................................................... 85

First letter owls ........................................................................................................................................................... 87

Simon says ................................................................................................................................................................... 90

My clothes game ......................................................................................................................................................... 90

Please answer me ....................................................................................................................................................... 91

Top shoes! ................................................................................................................................................................... 95

Smart sneaky snake game ........................................................................................................................................... 97

Greetings and requests ............................................................................................................................................... 97

Giant ‘Move Your Body’ board game ........................................................................................................................ 101

Matching board game ............................................................................................................................................... 103

Step on numbers ....................................................................................................................................................... 104

I see, I say .................................................................................................................................................................. 105

Flashcard finish ......................................................................................................................................................... 107

Action verb cue cards ................................................................................................................................................ 108

Pass the pot ............................................................................................................................................................... 109

Yummy and yuk! ....................................................................................................................................................... 109

WONDERFUL WORKSHEETS ............................................................................... 111

Picture crossword ..................................................................................................................................................... 112


Send a message to a friend ....................................................................................................................................... 114

Animals ...................................................................................................................................................................... 116

Food and drink: categories ....................................................................................................................................... 118

A garden of friendship .............................................................................................................................................. 120

Super-giant vocabulary and spelling ......................................................................................................................... 122

Indoor/outdoor activities .......................................................................................................................................... 126

Kuching or cat? .......................................................................................................................................................... 128

Occupations .............................................................................................................................................................. 130

What is …? ................................................................................................................................................................. 132

Shapes and parts of the body ................................................................................................................................... 132

The senses ................................................................................................................................................................. 135

Where is my home? .................................................................................................................................................. 137

Yummy, yummy! ....................................................................................................................................................... 139

Solve and talk ............................................................................................................................................................ 141

My diary: KSSR Year 1 ............................................................................................................................................... 145

Colourful toys ............................................................................................................................................................ 147

Transport survey ....................................................................................................................................................... 149

PRINTABLE PAGES ........................................................................................... 151

Colour flashcards....................................................................................................................................................... 152

Animal flashcards ...................................................................................................................................................... 153

Clothes flashcards ..................................................................................................................................................... 154

Hobby flashcards ....................................................................................................................................................... 155

Occupations flashcards ............................................................................................................................................. 156

Actions flashcards ..................................................................................................................................................... 157

Family flashcards ....................................................................................................................................................... 158

Transport flashcards ................................................................................................................................................. 159

Classroom instructions .............................................................................................................................................. 160

Clocks ........................................................................................................................................................................ 161

FANTASTIC PHONICS


FANTASTIC PHONICS


Picture dominoes Siti Norafizan Omar, SK TG Batu Keramat, Tawau, Sabah

Objective(s): By the end of the activity pupils will be able to:

identify vocabulary by picture

spell new words

Target Language: Short words to practice individual phoneme sounds

Time Needed: Preparation: 15 minutes In class: 20 minutes

Level: Year 1

Language Focus: Reading Speaking Listening

Activity Use: Practice Production Review

Pupil Task: Group Work Whole Class

Materials: Copy of picture dominoes for each group, manila card to mount/copy

dominoes onto for durability (optional)

Procedure: Before class:

1. Make a copy of the picture dominoes worksheets on paper or manila

card for each small group of 3 - 4 pupils.

2. Cut into 12 dominoes.

In class

1. Arrange the class in small groups.

2. Demonstrate the activity using one group as an example. Shuffle the

dominoes and divide them between the pupils. Turn the last domino

face up and place it in the middle of the table.

3. The first pupil tries to match one of their dominoes to that on the

table e.g. they match a picture to the word or a word to the picture.

The pupil spells aloud the word they are trying to match.

4. If the picture or word did not match, the pupil misses turn and the

game moves on to the next pupil.

5. The first person to play all his/her dominoes is the winner. The others

continue playing while the winner supervises them. When all

dominoes have been played, they should form a closed circuit. If

pupils do not have a closed circuit at the end of the game, they

should look for the mistake.

Follow Up: In pairs pupils can play snap with their domino cards. Construct silly sentences: With guidance, in pairs or individually, the pupils are given a domino card and must make a sentence with the words for example: The pen is in the sack; the dog mops the floor; the cat eats the sock; etc. Matching Pelmanism: Pupils in groups cut up the cards so there are words and pictures. Place all the card face down and pupils take turns to turn two cards over. If they match they keep them, if not, they put them back in the same place and remember its location for the next turn.

Variations: At step 3 pupils sound out the words instead of spelling them.

For stronger pupils, at step 3 they say a word that sounds like the word, for example, pen - hen, bed – head, etc.

FANTASTIC PHONICS


kid

KID

top

TOP

dog

DOG

mop

MOP

pot

POT

tag

TAG

bed

BED

mug

MUG

pen

PEN

sack

SACK

sock

SOCK

cat

CAT

FANTASTIC PHONICS


Magnetic letters Lee Bing Fung, SJK(C) Che Hwa Kelombong, Kota Kinabalu, Sabah


blend selected CVC words

form selected CVC words

Target Language: CVC decodable words

Time Needed: Preparation: 120 minutes to prepare the materials In class: 10 minutes

Level: Years 1 and 2

Language Focus: Reading

Activity Use: Review Assessment Practice

Pupil Task: Whole Class Individual

Materials: A set of magnetic letters.


1. Buy several round magnetic dusters (or use standard rectangular ones and cut them in half to make squares).

2. If starting with ten magnets, make i, o, b, d, c, n, s, a, m, and t. You can make many 3 letter words using these letters.

3. Print the letters of the alphabet found on the sheet attached. 4. Print the shapes of the dusters. You can print vowels and consonants

using different colour paper. 5. Stick the letters on the colour paper. 6. Laminate the letters and stick them onto the dusters. Your set is

ready.

In class:

1. Review selected vocabulary pupils have learnt using pictures. 2. Demonstrate how to sound out letters to make words and choose the

correct magnetic letters to make the words. 3. Select pupils to come to the board and try to pick the correct

magnetic letters to make words according to the pictures.

Follow Up: Show pictures and ask the pupils to write as many words as they can in the table; see the worksheet attached.

Variations: Group Activity: Prepare more sets of dusters or alternatively use small magnetic letters and small whiteboards. Give each group a set of letters and a whiteboard. A) Say a word and ask pupils to make the words using the magnetic letters provided. B) Place all the magnetic letters on the whiteboard and ask pupils to form as many words using the letters as they can.

Teaching Tips:

Make sure that the pupils

know all 10 sounds of the

letters before you conduct

the activity.

FANTASTIC PHONICS


Use the following letters (a, i, o, n, m, t, c, b, s, p) to make as many words as you can.

Name: ___________________________ Class: ______________

1 2 3 4 5

6 7 8 9 10

11 12 13 14 15

16 17 18 19 20


Name: ___________________________ Class: ______________

1 2 3 4 5

6 7 8 9 10

11 12 13 14 15

16 17 18 19 20


Name: ___________________________ Class: ______________

1 2 3 4 5

6 7 8 9 10

11 12 13 14 15

16 17 18 19 20

FANTASTIC PHONICS


Word snake Being Anak Misek, St David Bumbok, Padawan, Sarawak


segment (sound out) words

Target Language: CVC words (phonics)


Level: Year 1

Language Focus: Reading Writing

Activity Use: Practice

Pupil Task: Whole Class Individual Pair Work

Materials: Word Snake (with gap-fill words)

Procedure: Before class: Prepare and photocopy enough Word Snakes for all pupils.

In class:

1. First, review the picture cards and ensure the pupils know the words for each object. Sound out each word.

2. Draw a large blank snake on the board and demonstrate the activity with the whole class so they know how to complete their own Word Snake. In the first section of the snake put up a picture and ask the class to segment the word (e.g. mop = /m/, /ɒ/, /p/). Ask the class to identify the last sound of the word ‘mop’ (/p/) and find a picture that starts with the same sound e.g. pan. Have the class sound out the new word ‘pan’ and put the picture in the second section. Repeat this process until all 6 sections of the snake have pictures in them where the first sound of the next word is the last sound of the last word.

3. Repeat this activity with the whole class but instead of using the pictures to put in each section ask pupils to come up to write in the word form.

4. Now give each pupil a copy of the Word Snake and ask them to complete the missing gaps to sound out the words.

Follow Up: Pupils can draw in pictures for each word in order to create a simple dictionary/reference tool. Pupils can swap their Word Snake with a friend and the class check the answers with the teacher eliciting the words and how to sound them out (segment) from the pupils.

Variations: Topic vocabulary (animals, classroom objects, etc.) can also be used although this is likely to move the focus to spelling and not phonics.

Word snake worksheets can also include picture clues for weaker pupils.

The snake can also be changed to a caterpillar, worm, bus or train.

Teaching Tips:

The main focus is on the

words starting with the last

sound of the last word, this

means the teacher has to

think carefully about the

words they are going to

include on the Word Snake.

Pupils can draw their

own snake outline if

photocopying is not

available.

FANTASTIC PHONICS


Match up, write down Nur Amalinah Sanari, SK Andrassy, Tawau, Sabah


blend the phonemes into recognisable words

Target Language: Objects with /Λ/ (‘u’) sounds - sun, bug, bun, cup, duck, mug, nut, rug


Level: Year 1

Language Focus: Reading Listening Speaking


Pupil Task: Group Work

Materials: One enlarged set of the puzzles, one book of /Λ/ sounds for each group,

scissors


1. Copy and enlarge all the puzzle sets and cut them into pieces. 2. To make the word book: cut out the box from the paper, then fold

the paper into 8 boxes matching the lines on the diagram. Unfold the paper, and cut along the dotted lines. Fold the entire paper in half horizontally with the cut in the middle. Hold the two smaller ends of the paper and push them together so two additional pages form. Finally, fold either side of the paper to complete the four page book. Make one book for each group.

In class:

1. Revise the vocabulary of /Λ/ sounds by using flashcards. 2. Divide pupils into 6-7 groups. 3. Put each set of puzzles on a table. 4. Give instructions:

a. Every group will get an empty book of /Λ/ sounds. b. Every group will go to a respective table. c. When the teacher says go, every group will be given 2

minutes to make the puzzle pieces into a picture of an object.

d. The pupils write the name of the object in their book and separate the pieces again before they move to the next station.

e. After the teacher says change, every group will move to the next puzzle (station) and repeat steps c and d until they have been to all the stations.

5. Pupils sit in their groups. 6. Show the class each picture one by one and the pupils say the

sounds of the words and blend them together. 7. Award points to the group with the correct spelling and correct

pronunciation of the phonemes. A reward can be given to the winning group.

Follow Up: Pupils can write a simple sentence in their books for each word, e.g. This is

a mug.

Variations: The puzzle can be the words, for example - sun, rug- and the pupils have to

find/draw the picture of the word.

Teaching Tips:

This activity can be used

with a variety of sounds.

The pupils really love to

make puzzles and

vocabulary books.

FANTASTIC PHONICS


FANTASTIC PHONICS


Phonics dice (s, a, t, p sounds) Aslinda Binti Ali, Krishnaveni A/P Achebabu A Linah Binti Chong Vui Fah, SK Ladang Lumadan, Beaufort, Sabah


identify the sounds of s, a, t, p and categorise words correctly

Target Language: Words beginning with the sounds: s, a, t, p


Level: Year 1

Language Focus: Listening Reading Writing

Activity Use: Practice Review Assessment

Pupil Task: Individual Group Work Whole Class

Teaching Tips:

In a Language Arts lesson,

you can ask the pupils to

make their own dice by

providing dice templates

and pictures. Ask the

pupils to save the cartons

from fruit juice and use the

bottom part to make their

own dice.

Materials: Phonics song or any song you normally use, 4 dice, sound cards (letters), two

worksheets


1. Make 4 dice, one for each sound (s,a,t,p), on one face write the letter and on the remaining five face write the vocabulary you want the pupils to practise.

2. Make one copy of each of the worksheets per pupil.

In class:

3. The class sings the chosen phonics song together with actions. 4. Put large sound cards for s, a, t, p on the floor and ask a boy and girl

to come to the front. 5. The teacher gives the sounds and the pupils jump to corresponding

sound card on the floor. 6. Show the four dice and elicit the words in the pictures from the

pupils. 7. Give instructions:

a. Pupils work in four groups. b. Each group gets one dice. c. Each member of the group gets a worksheet. d. Pupils copy words from the dice onto their worksheets. Every

member of the group must fill in their own worksheet. e. When all groups are ready they rotate and copy words from

another dice. f. Repeat until all groups have copied the words from all dice.

8. When finished, check with whole class. Ask volunteers to read out their words.

9. Give instructions to the next activity (matching pictures with words – picture worksheet). Pupils do the activity individually. Check with whole class.

Follow Up: In each group, pupils take turns to roll the dice and say the words. Members of the groups decide if it is correct. If yes, the pupil gets a point.

Variations: For step 3 the teacher can first ask the pupils questions like “What letter is this?”, “What is the sound?”, and “What is the action?” (as in the phonics song already taught) before the pupils jump to the corresponding sounds.

Example:

FANTASTIC PHONICS


Write the words according to the same beginning sound

s a t p

s a t p

s a t p

FANTASTIC PHONICS


Name: Class:

Match the pictures with the correct words

top

peg

tank

snake

axe

sock

FANTASTIC PHONICS


Phonics flip book Suzihi Bt Chua Ah Tin, SK Inanam Dua, Kota Kinabalu, Sabah


identify pictures

segment phonemes to spell simple words

blend phonemes to read simple words

Target Language: Varies – depends on chosen words


Level: Years 1, 2 and 3

Language Focus: Listening Reading Language Arts

Activity Use: Presentation Practice

Pupil Task: Whole Class Pair Work

Teaching Tips:

Pupils can take the flip

book home. Parents can

assist their children at

home.

Encourage peer learning

with a weaker and a

stronger pupil working

together.

Materials: For each book:

1 Manila Card (cut to A4 size)

6-8 pieces of A4 paper (white or coloured paper)

Pictures of words the pupils have learned

Wordlist of three letter words the pupils have learned

Coloured pencils, scissors, stapler


1. Collect and prepare all the materials necessary, pupils may have their own scissors, glue and coloured pencils.

In class:

How to make the flip book 1. Fold the manila card and A4 papers in half (crosswise) 2. Put the A4 papers inside the manila card. The manila card acts as the

cover. 3. Staple it. 4. Divide the A4 papers equally in 4 parts;

a. the first part is for the pictures, b. the second and fourth parts are for consonants, c. the third part is for vowels.

5. Colour all the pictures then cut them to size and paste them into the flip book.

6. Write letters on the 2nd, 3rd and 4th flaps to spell the pictures. 7. Paste or draw a picture on the front cover of the book. 8. Paste the wordlist at the back of the book.

How to use the flip book

1. Pupils find a picture and spell the word using the letters. 2. Pupils blend the letters to read the word. 3. Repeat the steps 1 and 2 for different words. 4. Pupils can refer to the wordlist for guidance or to check their

answers.

Follow Up: In pairs/group pupils can play a word game by asking each other to sound out words.

Variations: The pictures/wordlist can be change according to pupils’ levels.

FANTASTIC PHONICS


My Flip Book

Word list for Year One

Sun Bag Bat Six Rat Ant Sit Man Cat

Ten Tip Pet Tin Pen Top Cup Pot Pin

Bin Sat Fan Can Dog Red Bed Big Cot

Hot Box Sock Cap Cut Kid Duck Tick Kick

Bun Hut Bug Hug Fun Hat Fin Leg Jet

Jam Van Wet Fox Yes Zip Sack Ink Nap

Tap Pan Mop Mat Tag Map

FANTASTIC PHONICS


Joy phonics Laurence Jau, SK Pualu Melayu, Miri, Sarawak


produce the sounds of the letters

blend the sounds

Target Language: Phonemes taught in Year 1


Level: Year 1

Language Focus: Reading Speaking Listening

Activity Use: Review Presentation Production Assessment

Pupil Task: Whole Class Group Work

Teaching Tips:

The teacher needs to use

the same actions every

time; consistency is

important.

Materials: Alphabet cards or word cards


1. Prepare/ find a set of alphabet cards and memorise the actions linked to each sound

In class:

1. The teacher introduces a rhythm by snapping fingers and clapping hands. Once the pupils get used to the rhythm, the teacher adds the A-Z sounds using the corresponding sound action.

2. The teacher selects some of the alphabet cards and puts them on the floor, using the sounds that he/she would like to focus on e.g. m, n, p, t. The teacher does the corresponding actions and pupils guess the letter cards. Then pupils sing the song below together with the teacher.

1, 2, 3 and 4 and back to 3 and 4 And m, m, (Clap, clap, clap) 1, 2, 3 and 4 and back to 3 and 4 And n, n (clap, clap, clap)

3. Pupils sit in groups. One pupil sings with actions, the rest of the pupils in the group need to guess the letter and pick the card as quickly as possible. Then the next pupil sings and so on.

Follow Up: The teacher can use actions and encourage the pupils to do blending and segmenting of words (See KSSR Teacher’s Guide for actions). The teacher needs to put word cards on the floor, so that the pupils can pick the corresponding word.

FANTASTIC PHONICS


Musical hoop sounds Ling Siaw Chin, SJK Chung Hua Buntal, Sarawak


recognise and produce the sounds

Target Language: Depends on chosen phonemes



Language Focus: Listening Speaking

Activity Use: Review Practice

Pupil Task: Whole Class

Teaching Tips:

Use uplifting music they

already know the words to

in order to add excitement

and motivation.

Materials: 4 wooden or plastic hoops, letter cards, music


1. Prepare the letter cards and hoops

In class:

1. Make space in the class (move tables and chairs to the side) and put the hoops on the floor.

2. Put one letter card in each hoop. 3. Get the class to make a big circle around the hoops. 4. Choose 5 pupils to make a smaller inner circle around the hoops. 5. Start the music. The smaller circle walks round the hoops while the

pupils in the outer circle sing along and clap to the music. 6. When the music stops, the smaller group stops walking. The teacher

says one of the four sounds and the pupils in the smaller group must step inside the hoop with the correct letter card and say the sound of the letter.

7. The teacher asks the whole class if it is correct. 8. Next the teacher chooses 5 new pupils and repeats the game. 9. Repeat steps 5 – 8 until all of the pupils have had a chance to be in

the inner circle.

Follow Up: The teacher can say the sound and the pupils write the letters for each sound.

Variations: It is possible to add a competitive element and record the winner’s scores by dividing the class into 4 teams.

Instead of saying a letter sound the teacher says a word and the pupils identify the initial sound of the word.

FANTASTIC PHONICS


Word wheels Syed Abdul Rahman, SK Kampung Jawa, Tawau, Siti Khalijah Binti Mohd Azan and

Mohammad Jerry Abdullah, SK Kampung Melayu, Samarahan, Sarawak


segment words into phonemes correctly

blend phonemes into words correctly

Target Language: Words from word lists in text books


Level: Year 1

Language Focus: Listening Speaking Reading


Pupil Task: Pair Work Group Work

Materials: One set of papers per pair/group, scissors, a laminating machine and films, a

stapler and some push pins.

One set of word wheels per group/pair, a word list from the text book.


1. Make the wheels according to the picture: a. Copy one set of activity papers for each pair/group. b. Laminate the papers. c. Use scissors to cut out the wheels and the window bars. d. Make a hole in the centre of each wheel. e. Cut out the window of the window bar with the rectangle. f. Make holes in each window bar. g. Put the wheels together from the smallest on top to the biggest at

the bottom. h. Put the window bar with the window on top. i. Put the window bar without the window on the bottom so both

window bars encase the wheels. j. Secure the wheels and window bars with a push pin through the

holes. k. Finally, staple the square ends of the window bars together to

complete the word wheel. Select a word list from the text book.

In class:

1. Revise the words from the word list with the pupils. 2. Show the pupils the word wheel. 3. Show that the large wheel has the initial sounds, the middle wheel

has the medial sounds, and the small wheel has the final phonemes.

4. Make a diagram of the word wheel on the board and show the pupils how to turn the wheel and demonstrate.

5. Show the pupils the desired word list. 6. Put the pupils into pairs/groups and give them the wheels and

word lists. 7. One pupil looks at the word list and says a word (without showing

it to their partner) while the other pupil(s) turns the wheels of the word wheel to make the word.

8. When finished with half of the word list, pupils change roles and complete the list.

Follow Up: You can also use this activity to blend the words. In this activity, the first pupil only reads the initial, medial, and final phoneme of each word. The other pupil must find the phonemes and blend them together to make the complete word.

Variations: Give the wheels to each pair and have them make lists of as many correct words as they can. For each correct word, they get one point. For each incorrect word, they lose one point. Add up the points at the end for each pair.

Teaching Tips:

This is a fun activity that

lower level pupils will really

enjoy.

You can re-use the wheels

throughout the year with

new words as you cover

them.

FANTASTIC PHONICS


Window

Bars

FANTASTIC PHONICS


Word Wheel:

An example of a completed

word wheel.

FANTASTIC PHONICS


Initial sounds Hilary Nicasius, SK Pekan, Sipitang, Sabah


identify initial sounds

Target Language: Words with letters - s, a, t, p, m, n


Level: Year 1

Language Focus: Listening Writing


Pupil Task: Whole Class Individual

Materials: Picture flashcards and word cards (with first letter removed)


1. Prepare pictures and matching word cards with the first letter of the key words removed.

In class:

1. Review the sounds s, a, t, p, m, n. 2. Review the key words: ant, apple, axe, tin, tap, top, pin, pat, pen,

sun, sat, saw, mat, map, mop, net, nap, and nest. 3. Put the cards with the first letter removed on the whiteboard. 4. As a demonstration the teacher says the word and the pupils find

the picture and fill in the blanks with correct letters. 5. Pupils do the simple worksheet and then they check their

answers with a partner.

Follow Up: Pupils can cut, paste and label pictures in a mini book as their personal picture dictionary.

Variations: The teacher can put the letters on the white board and pupils say the words containing the sounds. Pupils can categorise the words according to the initial sound. The teacher can write the letters on a card and put them on the table. Teacher says the words and pupils tap the card.

Teaching Tips:

Practice the key words first

before proceeding to the

activity.

Make sure pupils write the

letters correctly. If pupils

write the letters

incorrectly, address the

mistakes at Step 4.

FANTASTIC PHONICS


s a t p m n

_un _ap _en

_aw _in _xe

_op _nt _in

_at _at _pple

_ap _ap _at

_et _op _est

1

9 8 7

6 5 4

3 2

11 10

0

12

15 14 13

17 16

0

18

FANTASTIC PHONICS


Egg box spelling Sitinah Malik, SK Rangalau Baru, Tuaran, Sabah


spell short words or create sentences for stronger pupils

Target Language: Any relevant vocabulary

Time Needed: Preparation: up to 30 minutes In class: 20 minutes


Language Focus: Writing Language Arts


Pupil Task: Individual Pair Work Group Work

Teaching Tips:

To reduce preparation

time, pupils can design and

colour the boards and

bottle top letters/words as

part of a Language Arts

lesson. You can even ask

pupils to bring in from

home the egg boxes and

bottle tops. You can also

have a collection point at

school to leave bottle tops.

Materials: Egg boxes, plastic bottle tops and coloured pencils/crayons/paints

Procedure: Before class: This is a simple recycled resource that can be used again and again in class.

1. First, collect some old cardboard egg boxes, the big ones are best. This will become the ‘board’ and you, or your pupils can decorate the board.

2. Then, with all the plastic bottle tops you have, write individual letters on each top just as you would find on scrabble tiles. Now you are ready to go!

In class:

1. Introduce new vocabulary items, or review previously covered words. Inform the class that they will work individually/in pairs/in groups to try and create as many of the words as they can remember but each word must use at least one letter of an existing word on the board.

2. Hand out the boards and bottle top letters, and allow pupils to work to create as many words as possible. Use a point system, 1 point per letter or word. That way a bonus point can be given after the group achieves, say, 10 words. Give a time limit, varying by level, but usually between 5 and 10 minutes.

3. At the end of the time, allow pupils to check each other’s words and allow approximately 5 minutes for peer feedback and correction.

4. Proceed with whole class feedback, showing examples of good and incorrect words and elicit group feedback, positive or otherwise.

Follow Up: Pupils could be asked to draw pictures of the words they have on their boards. Stronger pupils could create sentences or even stories using those words.

Variations: This is a versatile spelling practice resource that can be focused on any area of vocabulary you wish, from simple 3 letter words using the sounds s, a, t, p, i, n or the same beginning, middle or end sound for Year 1, to sentence construction and grammatical forms.

FANTASTIC PHONICS


Spelling guitar Nadzirah Damit, SK Bungalio, Tuaran, Sabah


write words and/or sentences with correct spelling and structure

Target Language: As required



Language Focus: Writing Grammar


Pupil Task: Individual Pair Work

Teaching Tips:

This resource needs a bit

of work to create, and

plenty of things need to be

collected. Ask the school

community to save shoe

boxes, bottle tops and

string in a recycling box to

help you get everything

you need.

Materials: Shoe box lid, string, plastic bottle tops, and coloured paper to decorate


1. Cover the shoebox lid with coloured paper, or paint it, and proceed to thread strings from one side to the other. It can be done the short way for younger pupils (good for spelling short words) or the long way for older pupils (to spell longer words or construct sentences).

2. Bottle tops are used as letter counters or word counters. Bottle tops need to be cut from bottom to top, horizontally, so they can be easily attached and detached from the strings.

In class:

1. Allow individuals or pairs to practise spelling or simple sentence construction by stringing relevant letter or word counters in the required order.

2. Pupils can present words/sentences to other groups or the whole class and feedback can be given by their peers.

Follow Up: Using the words made ask pupils to create pictures and/or word flashcards for reading corners/class displays. Words/sentences can be used within comics or stories and presented to peers.

Variations: This is a great resource, using recycled materials, which can be used in-class or made and used at home to consolidate vocabulary or grammar knowledge. Every family could make this resource at home using recycled materials and use it for fun spelling and word order practice!

FANTASTIC PHONICS


Musical phonics (‘igh’ & ‘oa’) Stella ak Jocelyn Beduru, SK St. Christopher, Debak, Sarawak


sound the phonemes correctly

blend the phonemes ‘igh’ or ‘oa’ with other sounds to form words

match the word cards with the pictures

Target Language: Phonemes ‘igh’ & ‘oa’


Level: Year 2



Pupil Task: Whole Class

Teaching Tips:

Pupils can choose any

phoneme they like whether

‘igh’ or ‘oa’. They write it on

a small piece of paper and

clip it on their uniform for

them to remember. The

next day, each of them will

sound the phoneme.

Materials: Picture flashcards, word cards, ‘igh’ and ‘oa’ cards, music and worksheets


1. Photocopy the worksheets for pupils to do in pairs.

In class:

1. The teacher shows the cards for the sounds ‘igh’ and ‘oa’ and demonstrates the sound for each.

2. The teacher reviews the vocabulary (with picture flashcards) and then shows the sound cards and blends the words, encouraging the pupils to take over the blending when they are confident.

a. th/igh b. t/igh/t c. n/igh/t d. s/igh e. l/igh/t f. g/oa/t g. r/oa/d h. f/oa/m

3. The teacher asks the pupils to make a circle and gives one, or more, word cards to a pupil.

4. The teacher plays the music and asks the pupils to pass the word card around the circle until the music stops.

5. When the music stops, the pupil holding the word card must blend the word aloud.

6. The activity continues until as many pupils as possible have had a turn.

7. The teacher hands out the worksheets and sound cards to pupils and asks pupils to work in pairs. Pupils join the sound cards to make words.

Variations: For step 6: Picture flashcards are put on the floor in the centre of the circle and the pupils have to choose the correct one to match the word.

FANTASTIC PHONICS


Alphabet roulette Anizah binti Latif, Salina Maharan and Azzura binti Kamarudin, SK Matu Baru, Kuching, Sarawak


identify and produce sounds of letters

correctly identify words with a given phoneme

Target Language: Varies – depends on chosen phonemes

Time Needed: Preparation: 5 minutes In class: 20-30 minutes



Activity Use: Review Practice Production Assessment

Pupil Task: Group Work

Materials: Egg carton, letter cards, ping-pong ball


1. Collect enough egg cartons for the number of groups. 2. Prepare alphabet letter cards. There are 30 spaces in the egg carton

so you can also add ‘ck’ ‘sh’, ‘ch’ and ‘ng’ phonemes to fill the box. 3. Put one letter card into the empty egg carton.

In class:

1. Review the sounds for the letters in the egg carton. 2. Demonstrate how to play the game.

a. Throw the ping-pong ball in the egg carton. b. Say a word that contains the letter the ball lands in e.g. ‘p’ – pan,

‘sh’ – fish 3. Put the pupils in small groups and divide the group into two teams. 4. Give each group an egg carton with letters inside and a ping-pong

ball. 5. Pupils play the game, taking turns to throw the ping pong ball and

say a word. Their team gets one point for each correct word.

Follow Up: Teacher says a phoneme and in groups pupils try to think of as many words as they can with that sound.

Variations: When using with stronger classes pupils can form sentences with the letters they land on, for example, if they land on ‘a’, ‘t’ and ‘b’ they can say ‘Ali bought a turtle.’

Picture cards can be used in place of letters and pupils name the picture they land on.

Teaching Tips:

You can also use 5 cent

coins instead of ping pong

balls as they are easier to

throw in the egg box.

FANTASTIC PHONICS


Word wheels Nadzirah Damit, SK Bungalio, Tuaran, Sabah


segment simple words

match words to pictures

Target Language: CVC words and basic vocabulary



Language Focus: Writing

Activity Use: Practice Assessment

Pupil Task: Individual Pair Work

Teaching Tips:

The more colourful the

better! Younger pupils

will really respond to

the picture-word/phonic

word wheels.

Materials: Cardboard tube – 1 per pair (kitchen/bathroom tissue, potato chips, inner

from cling film, etc.), coloured paper, glue, scissors, picture flashcards


1. To create a word wheel, cover any tube with coloured paper, follow up with thinner strips of paper attached around the tube (but still moving fairly freely). These strips of paper can have pictures or letters written/glued to them to use as a spelling or basic phonics tool.

In class:

1. To review phonics give each pupil/pair a word wheel to practice forming the topic words.

2. Show the class a picture. In their pairs the pupils say the word and then sound it out to come up with the correct spelling on their word wheel.

3. Or the teacher can say the word and the pupils sound it out and form the word on their wheel. The pupils then draw simple pictures or identify picture flashcards on the board to demonstrate understanding.

4. Allow class feedback and link into other skills work e.g. all the words come from a story the teacher will now tell the class.

Follow Up: Review spelling or segmenting words at the beginning of each class using the word wheel for a fun introductory exercise. Word wheels can be used as a ‘low pressure’ assessment tool to check your pupils’ grasp of phonics and spelling - notice how word wheels assess the same thing as the first few constructs do in a LINUS screening formal test.

Variations: Allow pupils to play with the word wheels to try and come up with as many words as they can. Higher levels can use the same resource but for grammar/word order/sentence construction activities (just replace letters with words on your rotating wheels). Add more strips of paper to your wheels to allow for spelling of longer words (multi-syllable) or compound/complex sentences. Use your word wheels for pupils to match words with pictures.


We would like to say a big thank you to all of you for your contributions, enthusiasm and hard work in making the ELTDP Resource Book happen. We hope that you will use it, enjoy it and share it with your

colleagues and be inspired by everyone’s creativity.

With thanks from the Resource Book Committee: Ann, Anna, Brenna, Chriss, Fiona, Helen, Kieta, Kyle, Nick, Penny, Stefani and Yik.

Special thanks to Hernita Balanga from SK Tagaroh, Kota Marudu, Sabah, for this wonderful illustration

of us!

ELTDP Teacher Resource Book Absolute - Fantastic Phonics

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Transcript of ELTDP Teacher Resource Book Absolute - Fantastic Phonics