ESOL Phonics Pack: Section 3 ‘My name is Ali’

My name is AliPhonics focus

One sound to one letter (consonants) e.g. cake, drive, can, six Soft ‘c’ in nice Long vowel sound (one letter) e.g. cake, drive, home Split digraphs and ‘silent e’, e.g. bike, drive, home Suffix ‘ing’ (no ‘e’), e.g. driving, making

Additional materials

Pictures from New to ESOL Topic 3, Unit 2 and Resource 3.2.1: Ali and Mariam, a bike, bike shop, a car, clothes, cake (plus pictures in Topic 3, Unit 2 - My Skills)

Word cards from New to ESOL Topic 3, Unit 2 : bike / shop / drive / like / home / five / arrive / came / fix / make / clothes / bake / cake

Letter cards: cards with alphabet letters and individual graphemes; extra vowel letter cards

Text 7 (Mariam) and Text 8 (Ali) from New to ESOL Topic 3, Unit 2 . Template 12 - phoneme chart (for support) Sticky notes and mini whiteboards

Warmer

Introduce the topic: refer to the ‘New to ESOL’ materials Topic 3, Unit 2 and show the pictures from Text 7 (Mariam) and Text 8 (Ali). Discuss their skills and then talk about the learners’ skills and what they can do. Note the short vowel sound in ‘can’.

Suggested procedure

1. Dictate the vowel letters A, E, I, O, U. Drill the name of the letter and then the short vowel sound for each one. (Make sure learners realise that the alphabet name is different to the sound of the letter – use their names as examples.)

2. Show the picture of Ali, say his name and elicit the sounds, writing them up as the learners say a – l – i. Then do the same with Mariam. Introduce/check key vocabulary such as ‘bike’ ‘shop’ ‘clothes’ and elicit/tell each story orally, using mime and gestures (Ali text p.6, Mariam text p.7). Ask learners to re-tell the story orally. Focus on comprehension. Differentiation: use one or both texts depending on your learners.

3. Show the word cards (p.5), drill and check understanding. Match with pictures if necessary.

4. Put large pictures of Ali and Mariam on the board/wall and ask learners to put one or two of the word cards under the relevant person, e.g. Ali – bike, shop, drive, five, arrive, home. Mariam – clothes, make, bake, cake, like.

ESOL Phonics Pack: Section 3 ‘My name is Ali’

Encourage learners to look at the first sound/letter in each word. Differentiation: some learners may be able to use all the word cards.

5. Show the Ali text (p.6) and read it aloud slowly, pointing to each word as you say it. Focus on split digraphs - drill the words and focus on the pronunciation of the vowel in each word. Clarify that these words are not pronounced with a short vowel sound like ‘can’. The vowel sound changes to the name of the letter when we add an ‘e’ to the end of CVC words and the final ‘e’ is not pronounced. This is the case with ‘clothes’ and ‘home’ too. (Note: there are many high-frequency words which do not follow this pattern such as live, give, move, love, have, come and some – teach as ‘sight words’.) You may need to drill ‘clothes’ as many learners find the long ‘O’ vowel sound and final consonant cluster difficult. Possibly contrast it with ‘cloths’.

6. Slowly read it again with the learners (choral reading). Ask for volunteers to read it aloud, pointing to the words as they say them.

7. Repeat the procedure with Mariam text, p.7. Focus on the soft ‘c’ in nice and contrast it with cake. Elicit other known words with a soft ‘c’, e.g. rice, nice, city.

8. Ask learners to choose one of the texts to practise reading aloud – in pairs or individually. Concept check as appropriate.

9. At any point during reading, focus on phonics: point to a word and sound it out or ask a learner to sound it out, e.g. cake, drive

10.Hand out the word cards and ask learners to say and find the same words in the texts.

Activity 1: learners insert the missing letters to make words and say the words as they do so. Differentiation: a) learners use the letters to make more words, e.g. make/lake/fake. b) learners copy the words to practise spelling and handwriting. c) learners choose a word(s) and say a sentence containing the word(s).

Activity 2: learners read the texts aloud and select/copy the missing vowel letters as they do so.

Activity 3a: show pictures of Ali and Mariam and elicit the four sentences. Concept check and focus on the ‘ing’ form – remove the ‘e’ and add ‘ing’. Read the sentences aloud, saying the sounds with the learners, and then ask for volunteers to read them aloud again.

Activity 3a: ask learners to match the sentences to the pictures, then insert the missing letters as they read the sentences aloud, saying each sound.

Activity 4: ask learners to sort words based on the same spelling/sound pattern, - bike/like, five/drive/arrive, bake/cake/make, came/name. Add more known words to each column.

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ESOL Phonics Pack: Section 3 ‘My name is Ali’

Further phonics practice activities

Choose one-syllable words from the text (suitable for your learners) and model putting each grapheme on a sticky note – say the sounds as you build the word, e.g. b – i – k - e, d – r – i – v - e, l – i – k - e, a – rr – i – v - e, h – o – m - e, c – a – k - e. Note: use a visual method to highlight how adding the final ‘e’ changes the sound of the main vowel such as underlining both vowel letters to show that they make only one ‘long vowel’ sound. Alternatively, put the final consonant and ‘e’ together so that it is clear the ‘e’ is not pronounced – ‘ke’ ‘ve’ etc.

Make puzzles on sticky notes, e.g. b ike, d r ive, c ame, f ine, and ask learners to assemble them into words. Differentiation: add further examples and practise putting different consonants first to make different words, e.g. l ine, f ake, s ame, f ame. Make sure you/the learners say the sounds as they put the words together.

Hand out copies of the text. Choose a specific sound and ask learners to listen and highlight/underline the grapheme as you say it, e.g. ‘a - e’ (bake, cake, came, name) or ‘i - e’ (like, bike, drive)

Learners listen and write the word as you sound it out, e.g. d r i v (e). Alternatively, learners select the correct grapheme cards as you say it’

Use letter/phoneme cards for handwriting practice, saying the sounds as they write the letter(s).

Elicit other known words which are split digraphs and build up a list on the board, contrasting them with CVC words, e.g. plan/plane, can/cane, bit/bite, fin/fine, sit/site, us/use, cut/cute, mat/mate, rat/rate, etc. Use pictures for support.

Differentiation: for learners who are confident with split digraphs, focus on suffixes. Show learners what happens when we add ‘ing’ to words ending in ‘e’: making, baking, driving. Point out that we keep the final ‘e’ when we add ‘d’ or ‘r’, e.g. baked, baker; driver; lived; named; used, user; liked.

For more suggestions, see the ‘Introduction to Phonics’ section.

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ESOL Phonics Pack: Section 3 ‘My name is Ali’

Ali and Mariam

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ESOL Phonics Pack: Section 3 ‘My name is Ali’

Images from New to ESOL materials Topic 3, Unit 2

Free images from https://pixabay.com/photos/farmers-market-berries-fruit-1311017/

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ESOL Phonics Pack: Section 3 ‘My name is Ali’

Word cards

bike clothes

came five

drive like

arrive home

name make

bake cake

nine nice6

ESOL Phonics Pack: Section 3 ‘My name is Ali’

Ali

My name is Ali. I came to England five years ago. Now I work in a bike shop. I can fix bikes. I can drive.I arrive at nine and I go home at six.

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ESOL Phonics Pack: Section 3 ‘My name is Ali’

Mariam

My name is Mariam. I like clothes.I can make clothes. I can bake a nice cake too.

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ESOL Phonics Pack: Section 3 ‘My name is Ali’

Activity 1

Activity 2 Ali

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My n…m… is Ali. I c…m… to England f…v… years ago. Now I work in a b…k… shop. I can fix b…k…s. I can dr…v… .I arr…v… at n…n… and I

… ake … ice… ame… ike

nc

nl

mak … nic …nam …lik …

e

ESOL Phonics Pack: Section 3 ‘My name is Ali’

Activity 2 Mariam

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My n…m… is Ali. I c…m… to England f…v… years ago. Now I work in a b…k… shop. I can fix b…k…s. I can dr…v… .I arr…v… at n…n… and I

i a eo

a e i o

My n…m… is Mariam. I l…k… cl…th…s.I can m…k… cl…th…s. I can b…k… a n…c… c…k… too.

ESOL Phonics Pack: Section 3 ‘My name is Ali’

Activity 3a

Ali is driving his car.

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ESOL Phonics Pack: Section 3 ‘My name is Ali’

Mariam is making a dress.

Photo by Gor Davtyan on Unsplash.com

Ali is having dinner.

Mariam is baking a cake.

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ESOL Phonics Pack: Section 3 ‘My name is Ali’

Activity 3b

Ali is driv……… his car.

Mariam is mak……… a dress.

Ali is hav……… dinner.

Mariam is bak……… a cake.

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ESOL Phonics Pack: Section 3 ‘My name is Ali’

ing ing ing ing

Activity 4

Sort the words based on the same sound/spelling pattern.

bike five bake

came like name drive cake arrive make

….ike ..…ive ……ake …amebike

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