Beruflich Dokumente
Kultur Dokumente
goulfb sh th th qu
ai j oa ie ee oi ue er ar
Fast Phonics, Infant 1 Teachers`Guide was produced to support the teaching of Language Arts in the Lower Division. Fast Phonics is part of the curriculum reform to strengthen students reading abilities within the teaching of Language Arts in the classroom.
This publication is to be used in collaboration with following new publications: 1. Language Arts Curriculum 2. Student Workbook(s) 3. Reproducible Worksheets 4. Fast Phonics Readers The information contained in this document is based on information available at the time and is subject to change. Although every reasonable effort has been made to include accurate information and the elimination of errors, it is possible that some remain. Your suggestions in this regard would be greatly welcomed for future revision and printing. Quality Assurance and Development Services P.O.Box 369 West Landivar, Belize City, Belize Phone: 223-1389 Fax:223-4532 Email: qads.moe.belize@gmail.com
Acknowledgements
The Ministry of Education through the Quality Assurance and Development Services would like to acknowledge and thank the following persons for their dedication and expertise in developing and testing this comprehensive support package Fast Phonics for primary schools:
Production
John Newport Laverne Gillett Darlene Lozano Darlene Belgrave Jacqueline Sutherland Desiree Flowers Shannon Gillett Solis Ines Paquiul Nelson Longsworth
Piloting
Maria Martinez Jesusita Carcamo Dolores Locario Doreen Guzman Veronica Peters Deborah Borland Rocio Trujillo Yesenia Tun Mirta Young Yvonne Casamiro Gladys Jackson Moses Palmar Phillipa Williams Orvin Cunil Elma Garcia Sheryl Distan Maria Pook Lloydia Johnson Verna Jenkins Kate Salata Bendicto Menjivar Berrisford Awardo Gilgardo Arcurio Lavern Gillett Geogette Bartley Odelia Caliz
Printing
Shalwah Berry Corina Augustine Brittany Reynolds Karen Froyce
Special Acknowledgement to the District Education Managers and Curriculum Officers of the Ministry of Education for their dedication and continuous support. A special thank you to the management of the Pilot Schools for their unwavering support.
Contents
Introduction ................................................................. 1 Teaching Fast Phonics .................................................... 2 Group One Letters and Sounds ........................................ 8 Group Two Letters and Sounds...................................... 14 Group Three Letters and Sounds ................................... 19 Group Four Letters and Sounds ..................................... 23 Group Five Letters and Sounds...................................... 28 Group Six Letters and Sounds ....................................... 32 Group Seven Letters and Sounds ................................... 36 Appendix One ............................................................. 39
Infant One Learning Outcomes .............................................................................. 39 Related to Phonics and Word Decoding ................................................................... 39
Introduction
Fast Phonics is a phonics programme that covers the first three years of primary school. The complete package contains student workbooks and readers (Infant 1 only), and teachers guides containing teaching tips and photocopy resources, letter sets and word flashcards. Fast Phonics concentrates on four basic skills that are taught at the same time: 1. Identifying the sounds that letters represent 2. Forming the letters in writing 3. Blending letters and sounds for reading 4. Reading tricky, that is, irregularly spelt, words In this book, the term 'lettersound' is used to mean the relationship between a letter or pair of letters (grapheme) and an individual speech sound (phoneme). By the end of Infant I, students should be able to: Recognize and name all the letters of the English alphabet in upper and lower case Write all the letters of the English alphabet in upper and lower case with correct spacing and size, using guidelines if necessary Recognize the main 42 letter-sound relationships (see next page) Blend vowels and consonants together to read two and three letter words Read words beginning with common consonant clusters such as br-, tr-, bl-, gl-, st-, sn-, and dr Read words beginning with common end clusters such as nd, -lp, -st, -sp, and nt. Read commonly occurring irregularly spelt tricky words. In addition, many Infant I students may be able to: Spell short consonant-vowel-consonant words correctly Read short sentences made up of regularly spelt words and common tricky words. Write short sentences in response to a picture.
In Infant, 2 Fast Phonics introduces students to variant ways of spelling long and other vowel sounds and using c and g for the /s/ and /j/ sounds. In Standard I, students are taught the more unusual spelling patterns, such as ur, -ear, -ph, wh, igh and ough.
1
When the symbols / / are used it indicates a sound. For example, /s/ indicates an ess sound.
It is important to realize that, at this stage, students are taught one sound for each letter or letter combination. Thus, in Infant I, g (group 3) always represents the hard g sound, as in goat. The soft g sound, as in gel is introduced in Infant 2.
The Fast Phonics Programme should begin on the first day of the first term of Infant 1 or shortly thereafter. The start of the programme should not be delayed just because some students have not been to pre-school or used a pencil. Schools where the majority of the students do not understand English can still start the programme, but much their first language may have to be used. Initial progress may be slower in these schools.
When making the actions the students should say and repeat the sound. They should not say the letters name. When students say consonant sounds, encourage them to make the sound as short as possible, that is to say /b/ and not 'buh'.
Reading Words
In Fast Phonics, students are taught to read words by blending the letter-sounds together. For example by blending the sounds s+ i+ t to form sit. Some students find it easy to start reading words by blending, other have more difficulty. Some students entering Infant 2 may be able to recognize all the letters but may still struggle to blend. These students will need remedial sessions with the teacher. In Fast Phonics, the blending of two and three letter words is introduced in the first group. At that early stage, rapid progress through the letters should continue even if all the students can not blend.
Penmanship
Students begin forming letters from the very beginning of the programme. By the end of Infant I they should be able to form, free-hand, the twenty-six letters of the English alphabet with good size, shape and spacing. In Fast Phonics, students learn to write the tail on many letters, for example a i n . This makes it much easier for students to progress to writing cursive scripts.
4
Some students may arrive at school for the first time with little or no experience of writing. For these students, progress in forming letters is likely to be slower. They may first have to learn to trace lines, colour pictures and draw lines, slants, crosses and circles. It is very important to check that students hold their pencils correctly. A pencil should be held between the index and middle fingers, supported by the thumb. The grip should be light; a strong grip can damage a young childs muscular development. Natural left-handers should never be forced to write using their right hand.
Letter Books
Each student should have an exercise book which is their letter book. When a letter has been taught, the teacher should write, or paste, the letter into their letter books. For homework, the students can copy the letter or they can draw or paste pictures that begin with it. The letter book is a good way of involving parents in Fast Phonics.
Tricky Words
Irregularly spelt words are often known as tricky words. Some important tricky words include: I, the, he, she, was, do, you, said, two, why and their. There is a list of tricky words on page 49. Methods for teaching tricky words include: Look, copy, cover, write, say and Word Walls.
Assessment
Teachers should constantly monitor their students progress. At the end of each group, teachers should assess if students can: 1. Say the correct sound when shown a letter prompt, for example on a flash card. 2. Form letters correctly while tracing dots. 3. Match a letter to a picture of a word containing the appropriate sound.
If all students can say the correct letter when shown a prompt, then the class is ready to move to the next group, even if not all the students can form the letters correctly or match a letter to an appropriate picture.
As students progress through the Fast Phonics programme, teachers should also assess whether they can blend letters to make words, whether they can form letters freehand, and how they spell words in original writing. There is an assessment chart on page 43.
Day Two 1. Review the jingle and repeat it several times, with appropriate actions. 2. Elicit from students the target sound. Elicit other words that begin with (or contain) the target sound. 3. Ask students to identify the target letter on the alphabet chart and in other text displayed in the classroom. 4. Play a game focussing on words with the target sound and/or letter. A popular game is "I spy with my little I something beginning with * (insert a sound (not a letter name) 5. Show a flashcard of the target letter. Demonstrate how it is written. Ask students to imitate you using their fingers. 6. Ask the students to complete the activity on the second page of the relevant section. This activity is usually one that requires students to link pictures to the target sound. For example, students may have to colour the pictures that begin with the sound.
6
7. 8. 9. 10. 11. Ask students to complete the third page of the workbook relating to the letter-sound. This usually involves writing the letter to complete a word. Review all the letter-sounds covered so far in the programme. Give homework, usually completing the next page in their letter books. Ask students to complete the page of the workbook that has hand-writing practice. For extension or remediation activities, use the appropriate worksheets in the reproducible package.
Once students can blend, they can be asked to read words and sentences containing the target lettersound. They should also be given opportunities to use the letter in their own, original, writing.
Teaching Points: This is the first letter. It can be done on the first day or shortly afterwards. Follow the procedures outlined in the introduction to this guide, (page 5). Some teachers may find they need three days to complete the activities, especially if their students have little previous experience in writing or holding a pencil. Note that it is not necessary for all the students to be able to trace the letter before continuing to the /a/ sound. Character: Sam the Snake Action: Weave hands in an sshape, like a snake and say s s s s s
When making the actions the students should say and repeat the sound. They should not say the letters name. The sound can be drawn out like a
snake that is hissing. Story Starter: Sam the snake slides slowly, sliding in the grass. He spies a sparrow. Ever so slowly, he weaves toward the sparrow and hisses.
The story starters are designed as prompts for the teachers. They can use them to make up stories to introduce the sounds and letters. The stories should feature the character and the action.
Jingle: Sam the snake Sat in the sun With soap on his scales Having such fun
Teaching Points: This is the short /a/ sound, as in cat. Words containing the long a sound should be used at this point. There are relatively few 3 and 4 letter words that begin with the short /a/ sound, so words with the short /a/ as a medial sound should also be introduced. Follow, or modify, the procedures outlined in the introduction to this guide, (page 5). These procedures can be used for most sessions in first term. Note that it is likely that teachers will have to modify the writing related activities to meet the needs of their particular students. Words beginning with short /a/: act, add, agony, agree, amber, anchor, and, anger, ant, axe, axle. Three letter words with medial /a/: bad, bag, ban, bat, cab, can, cap, cat, fan, fat, gap, gas, ham, jam, lad, nap, pad, pan, pat, rag, ram, ran, rat, rap, sad, sag, sat, tan, tap, van, vat, yak, yam, zag. Character: Ann and Andy the Ants Action: Wiggle fingers an your arm as if covered in ants and say a a a a Story Starter: Ann and Andy are army ants. They like to march and chant. They March onto Agathas arm and begin to bite. A a a says Agatha as she tries to brush the ants off with her hand. A a a Jingle: Andy and Ann the angry ants Sat on Dans hat and began to chant When Dan the Man put on his pants They jumped on his arm and began to dance Teaching Points: Some students may not hear or pronounce the difference between the /t/ and /d/ sounds. The /t/ sound is made with a puff of air. This makes it different from the /d/ sound. Students can hold their hand in front of their mouth when they make the two sounds to feel the difference. Note that the stick of the letter t is written with a curve, not straight up and down like a cross. Blending letters together to read words is introduced in the t section. Some students will pick up the concept immediately and some will not. At this stage, this is expected and should not be a cause for concern. Words for blending: at, an, sat. Note that as should not be used as a word for blending because the letter s represents the /z/ sound, (it is az, not ass). Character: Tori the Turtle Action: Push head in and out like a turtle and say t t t
When students say sound, encourage them to make it as short as possible, that is to say /t/ and not tuh.
Story Starter: Tori the Turtle touched ten on the telephone. She wanted to talk to her friend, Myrtle.
10
Jingle: Tory is a tiny turtle Who talks on the telephone With her friend Myrtle. Tory likes to talk and tease Myrtle likes to eat tough cheese.
Teaching Points: The /p/ sound is made with a puff of air. This makes it different from the /b/ sound. Students can hold their hand in front of their mouth when they make the two sounds to feel the difference. Words for blending: pat, tap. Character: Prince the Parrot Action: Pat your hand as if patting a pet and say p p p Story Starter: Prince the Parrot wanted some popcorn. He popped into Peters house to see if he could pick any up. Luckily, Peter had some popcorn in a pot. Up jumped Prince the Parrot. He pecked the popcorn. Just then, Peter came in. He caught the Parrot by the tail. What a pretty parrot he said. I will keep him as a pet. Peter began to pat Prince. Pat, pat, pat. Prince liked being patted. P p p he said, to show that he was happy.
Jingle: Proud Peter went pat, pat, pat On Prince the Parrots hat, hat, hat. Prince the Parrot went p, p, p On Proud Peters piece of paper
Note that the p p p sound in the jingle is the sound /p/, not the letter p (pee).
Teaching Points: This is the short /i/ sound, as in ink. Words with the long /i/ sound, for example ice, should not be introduced at this stage. Words for blending: it, sit, pit, sip, tip Character: Inky Iguana Action: Pretend to be an iguana, wriggle your fingers on your nose and say i i i
Teaching Points: Students should continue to have the opportunity to read words by blending. Words for blending: nip, pin, nap, pan. Character: Nurse Nelly Action: Move finger from side to side and say n n n n no. Story Outline: Naughty Nina was not very nice. She was always doing nasty things to her neighbours. One day, Nina trod on nine nails. She rushed to see Nurse Nelly. I will have to give you an injection, said Nurse Nelly. I hate injections, said Nina. I will run away. Nurse Nelly wagged her finger at Nina. No, no, no, she said. You must not run away. Jingle: Nelly is a new nurse She has a very big purse Full of nylons and pills For night time chills And nine needles to make you feel better.
12
13The workbook contains activities to be completed at the end of each group. These are very important. Students need to review what they have learnt and they must begin to work with more than one letter at a time. During the end-of-group review activities, teachers should assess the progress made by the students. When all the students can link the groups letters to the correct sounds, the next group can be started. There is no set time allocated for review. The end-of-group stories allow time for the development of other language arts skills. Group 1 Story The Snail and the Snake Gail the Slow Snail, and Sam the Snake, were very close friends. They were both students of Saint Stephens School on South Street. This school was on the Southside of Belize City. Gail and Sam and some other friends were hurrying to school. It was a bright sunny Saturday afternoon in September. They were going to celebrate the birthday of their Principal Mr. Parrot. Their class had planned a special party to celebrate this event. The children made sure they walked on the side of the street. When they crossed the street, a sad thing happened. A silly spider was speeding by on his scooter. He did not slow down. He did not obey the STOP sign. He hit Gail the Slow Snail, and scratched her shell. Two ants, Ann and Andy were marching by in their army. They saw the accident. Andy ran inside and told Mr Parrot, the Principal. Inky the Iguana had heard a terrible noise when the spider had hit Gail the Slow Snail with his scooter. He ran to see what the sound was. When he saw Gail with her broken shell, he quickly used Tory the Turtles telephone to call Gails parents and give them the bad news. He also called Nurse Nelly to come and help them. Soon the sound of blaring sirens could be heard rushing to the scene. Nurse Nelly carefully put Gail the Slow Snail into the ambulance and took her to the animal hospital nearby. Gail was in a lot of pain, and was feeling very sad. She started to cry. Nurse Nelly said, No, no, Gail, no need to cry. Just then Mr. Pig the policeman came into the room with Gails parents Stuart and Susan Snail. Gail stopped crying and gave her parents a shy smile. The doctor gave her seven stitches and told her she would get better very soon.
Learning Activities for The Snail and the Snake. Listening Comprehension Activities. 1. 2. Read the story through once without interruptions. Read the story again. After the end of each paragraph ask some literal comprehension questions. If students cannot answer the questions, re-read the paragraph. - What is the name of the snail? - What day is it? - Why are Gail the Slow Snail and Sam the Snake going to school on a Saturday? - What happens to Gail? - Who told Mr Parrot the Principal what had happened? - What did Inky Iguana do when he heard a terrible noise? - What did Nurse Nelly say to Gail? - Who visited Gail? - What did the doctor say? Ask students what they think about the story. How did it make them feel? Ask students to share similar experiences. Ask students to draw a picture of the story. Ask them to write about the picture. Expect most students to write only a few letters or letterlike shapes. These will probably not make an identifiable word.
3. 4. 5. 6.
14
c/k
h e
Teaching Points: This is the /h/ sound at the beginning of words like hot. H rarely represents this sound in the middle of words unless preceded by a suffix. It never represents this sound at the end of a word. Words for blending: hat, hit, hot. Character: Henry the Horse Action: Hold your hand in front of your mouth, pant as if you are hot and say h . . . h . . . h . . Story Outline: Henry the Happy horse won a race and got very hot. He panted h h h Jingle: Henry the Happy Horse come here! The sun is all bright and clear Henry the horse come at a trot Tongue hanging out because youre hot. Teaching Points: This is the short /e/ sound, as in egg. It should not be confused with the long /e/ sound. Few words begin with the short e sound, so most words used in teaching will have /e/ as the middle sound. Words beginning with the short /e/ sound include: echo, edge, egg, elephant, elf, elk, end, ever, every, exam. At this stage, students are unlikely to read any of these words. Students may be able to read words like pen and ten. Character: Esther the Hen Action: Pretend to tap Esthers egg on the side of a frying pan and say e e e Story Outline: Esther the hen lost her egg. She was sad because she had promised Mrs Elton an egg for her cake. All the animals tried to help find the egg. After a long search they found it under an elephant. As fast as she could, Esther took the egg to Mrs Elton who tapped it on the side of a pan e e e to crack it. After the cake was finished, all the animals had a piece. Jingle: Esther the hen broke her egg At the edge of the river bend Elly the elephant saw the egg And sat down to make it mend.
16
Teaching Points: First language Spanish speaking students may pronounce r slightly differently than Kriol speaking students. This difference in pronunciation is unimportant and does not need to be corrected. Character: Rick and his rag Action: Pretend to be Rick, a puppy holding a rag in his mouth. Shake your head from side to side and say r r r r r Story Outline: Renita had a new puppy called Rick. Rick always liked to play with a rag in the yard. When he picked up the rag he would say r r r. Jingle: The rabbit goes run, run, run Eating raisins in a bun The robin goes tweet, tweet, tweet Rushing round with a sweet Rick the puppy has a rag That he waves like a flag.
Teaching Points: Play Mick goes to market to buy a mango. Each student in a circle has to remember the items Mick has already bought. Play the game again but say Mick can only buy things that begin with the /m/ sound. Character: Mick Action: Rub your tummy like Mick seeing a mango and say m m mm Story Outline: Rick goes to market and buys mangoes, melons, mackerel and mustard. He gets hungry, rubs his tummy and says mmm Jingle: One day I went to market And met Merry Mick Monster Mark Merry Mick had some maize And a piece of mango tart. m m m said Merry Mick This tart is very yummy Im sure that in a tick It will be in my tummy.
d
Group 2 Story
Character: Dicky the Duck Action: Beat hands up and down as if playing Dickies drum and say d d d d Story Outline: Dicky has a drum. He takes the drum with him wherever he goes and never stops playing it. Dicky plays the drum when he eats. He plays the drum when he goes to school. The only time he stops playing the drum is when he goes to sleep. Jingle: Dicky the Duck plays the drum By the kitchen door D, d, d, d, d Donalds drumming annoys his Mum Who cant take it any more.
On the Farm Mr. Mike was a farmer. He lived in the calm village of Cotton Tree in the Cayo District. At five oclock one hot Monday morning, Clicker the Clock, sounded his alarm to wake up the animals. It was market day. Mr. Mike had to travel to town in his Tacoma Truck. He needed to take the fruits and vegetables to sell. The animals all ran to help load the truck with eggs, craboo, mangoes, cashews, hot peppers, cassava and rice. Mr. Mike drove off happily. All his animals had helped him. Candy the Cow, Esther the Hen, Donald the Duck and Randy the Rooster ran ahead of the rest. Ms. Mary, the farmers wife was feeding the other animals. She threw the corn and called their names. Henry the Horse kicked up his hoofs. He was very hot and hungry after all that work. Suddenly Rocky the Rabbit came hopping into the farm yard. Esther has lost her egg! he shouted. Oh no! said Ms. Mary. What will farmer Mike say? Immediately the animals started to search for the missing egg. Inky the Iguana and Randy the Rooster ran down to the riverside. They looked and looked, but they did not see the egg. Donald the Duck and Candy the Cow called Henry the Horse to come and help them. Chuck the Chicken took them to check her chicken coop. There was no sign of the egg. Esther felt so helpless. Where can my egg be? she squawked and shouted at the animals. She blamed all the animals. She thought they had stolen her egg. Just then, Doris the Dove flew in from the roadside. She had seen a brokem egg shell near the forest. The animals all raced to see. There in the hot morning sun, a small baby chick was seen calling for its Mom. Peep, peep, peep, peep it said. Peep, peep, peep, peep. Esthers egg had hatched into a tiny chicken. Esther was so happy, but she was also sorry that she had behaved so rudely and shouted at her animal friends.
18
Learning Activities for On the Farm. Listening Comprehension Activities. 1. Before reading the story, ask students what they know about hens. Elicit that hens lay eggs that hatch into chickens. Ask if any students keep chickens and get them to share what they know with the class. Read the story through once without interruptions. Read the story again. After the end of each paragraph ask some comprehension questions. If students cannot answer the questions, re-read the paragraph. - What time did Clicker the Clock sound the alarm? - Why did Mr Mike go to town? - What did Esther lose? - What did the animals do when they heard that Esther had lost her egg? - What did Esther do? - Who found the egg? - What had happened to the egg? - Why was Esther sorry? Ask students what they think about the story. How did it make them feel? Ask them their opinions about Esther. Ask what words could be used to describe Esther. Ask students to share an experience about when they lost something special.
2. 3.
4. 5.
g o
Character: Gabriel the Goat Action: Pretend to be a baby in a buggy and say g g g Story Starter: Gabriel the goat finds a baby in a buggy. The baby says g g g. Gabriel tries to find the babys mummy. He looks in the garden. He looks by the gate. He looks in the garage and in the garbage. All the time, Gabriel is pushing the baby in the buggy as the baby says g g g Jingle: The girl is at the garden gate For good food she must wait The goat and goose are waiting too For the golden grapes that are only a few
Teaching Points: This is the short /o/ sound as in hot. Very few words begin with the short /o/ sound. These include off, on, onto, okra (ochre), opera, offer, often, olive, otter.. ostrich, octopus and October. However, students should know many words with /o/ as the middle sound. Many will be able to read words like cot, hop, and hot. Character: Otto the Octopus Action: Pretend to be Otto the Octopus. Pull up your hands as if you have touched something hot and say o o o. Story Starter: Otto the Octopus likes okra. He likes to chop in and drop it in a pot. When the okra is very hot, he picks up out of the pot and says o o o.
20
But Olga the Otter definitely does not When Otto picks his okra from the boiling pot He lifts it with his fingers saying o o o o o
u l
Character: Uncle Ulrick and his Umbrella Action: Keep one hand still. Raise the other and say u u u Story Starter: One day Uncle Ulrick went out. It began to rain. He tried to open his umbrella but it was stuck. Up, up, up, he said, but he couldnt get the umbrella open. I must find something to hide under, he said Jingle: My Uncle Ulrick had an umbrella, He loved it very much But one day he was out of luck It rained but his umbrella got stuck.
Teaching Points: The /l/ sound is made by pressing the tongue on the roof of the mouth behind the front teeth. Character: Lizzy Lizard Action:: Pretend to eat licorice, lick lips and say l l l Story Starter: Lizzy was a lazy lizard, but she loved to eat licorice. Jingle: Lazy Lizzy wanted the licorice She saw lying in Larrys lap Lucky Larry wanted it more So he licked it and left through the door.
Teaching Points: The shape of the letter f used in Fast Phonics has been chosen to make the transition to cursive writing easier. Character: Freddy the Firefighter Action: Pretend to be fishing by casting a rod and say f f f Story Starter: Freddy the firefighter helped to put out a fire. The hard work made him very hungry so he decided to go fishing. He went to the sea front and cast his rod. f f f f f went the fishing line as it flopped into the water. Jingle: Fanny the funny fish Got fried for Freddys dish Fanny was big and fresh and fat And Freddy was hungry so that was that
Teaching Points: The sounds and letters b and p are easily confused by young students. The /p/ sound is made with a puff of air which can be felt by holding a hand in front of the mouth. When /b/ is made, no air can be felt. Character: Barry and his bright blue ball Action: Pretend to bop a balloon and say b b b Story Starter: Barry was a big boy. He liked to play baseball. He could always be seen carrying his bat and his special blue ball. Jingle: Barry the boy on the bus Batted a balloon and made a big fuss He bumped and batted, bounced and bopped All until the balloon got popped
22
Group 3 Story Beyond the Reef Mr Lloyd was a fisherman who lived on the beautiful island of San Pedro in the country of Belize. Mr. Lloyd was famous for catching a gigantic fish. One day a very strange thing happened to him. It was early in the morning. Mr Lloyd and his friends boarded his fishing boat, the Glenda B. They sailed out to the Barrier Reef. It was a perfect day for fishing. The sun was shining brightly, and there was a cool breeze blowing. As the group neared the reef, Mr. Lloyd slowed the motor and lowered the anchor to the bottom of the sea bed. The anchor hit the sea bed with a loud thud. The fish who saw the anchor drop became very frightened. They knew they had to swim very carefully. The older, wiser fish all hid under the big rocks. Larry the lobster, Fanny the fish, and Brenda the barracuda, were very busy planning a party. Suddenly Brenda the Barracuda felt a great weight on her fins. She was caught in the fishermens net. Brenda the Barracuda banged her tail against the net. She tried to bite through its ropes. She tried to squeeze through its holes. But Brenda the Barracuda was trapped! Mr Lloyd felt the net was heavy. We have a good catch, he said. Lets go home. Mr Lloyd started his boat. Keep the net in the water, said his friend. That way, the fish will stay fresh. Meanwhile, Tori the Turtle saw Brenda the Barracuda being towed away in the net. Desperately, Tori swan alongside the net and began to take little bites at the ropes. Soon the other fish saw what Tori was doing and they all joined in. Snip, snip, snip they went as they swam along, biting the net. Snip, snip, snip. The fish noticed that the water was getting shallow. We have to hurry, said Tori. The boat will soon reach San Pedro. Snip, snip, snip went the fish. Finally, the ropes on the net came loose. With a flick of her tail, Brenda the Barracuda swam free! Meanwhile, Mr Lloyd and his friend reached the sandy shore of San Pedro. Mr Lloyd began boasting about his big catch. They called the other fishermen to come to help them lift the net. What a disappointment Mr Lloyd had. When he pulled the net out of the water, all the fishermen saw it was empty. The big fish had escaped. Out in the sea, at the barrier reef, all the fish had a big party. Meanwhile, Mr Lloyd went home to his wife feeling very hungry. Listening Comprehension Activities. 1. 2. 3. 4. 3. Before reading the story, ask students what they know about San Pedro and the barrier reef. Read the story through once without interruptions. Orally, teach some vocabulary words that appear in the story, for example famous, gigantic,
barracuda, boarded.
Ask the students what they remember about the story. Read the story again. After the end of each paragraph ask some comprehension questions. If students cannot answer the questions, re-read the paragraph.
Where did Mr Lloyd live? Why was Mr Lloyd famous? Who got caught in the net? How did Tori the Turtle try to rescue Brenda the Barracuda?
4. 5.
- Why did the animals have a party? - Why was Mr Lloyd hungry. Ask students what they think about the story. How did it make them feel? Ask the students to draw a picture about the story. Ask them to write about their picture. Some students may be able to write one or two short words. These will probably be written as they sound.
ai
Teaching Points: This is the long /a/ sound, as in bait. Students should not be introduced to the a_e or ay spellings of the long /a/ sound at this time. Ai words include: again, bail, bait, braid, brain, chain, claim, email, fail, jail, sail, laid, maid, mail, main, paid, pail, plain, raid, rail, rain, sail, snail, stain, tail, train, vain, wail, wait. Introduce the digraph using a flashcard. Explain to students that sometimes two letters are used for one sound.. Character: Gail the Snail Action: Cup hand over ear and say ai ai ai Story Starter: Gail the snail was a little bit deaf. Whenever she could not hear the other animal talking to her she would put her hand to her ear and say ai ai ai Jingle: Gail the Snail went out in the rain. Got all wet and went home again. When she got home she began to wail The rain had stained her lovely tail.
24
Character: Junior the Jaguar Action: Pretend to be a jaguar jumping and say j j j
j oa
Story Starter: Junior the Jaguar went hunting in the jungle. He saw a juicy jackdaw and jumped. Jingle: Jolly Jack in a jeep With a jumping Jaguar and a herd of sheep. Jimmy is juggling jelly beans Dressed up in a shirt and jeans
Teaching Points: This is the long /o/ sound, as in coat. Students should not be introduced to the o_e spelling of the long /o/ sound at this time. Character: Toad and his toast Action: Hold your hand to your mouth in surprise and say oa oa oa Story Starter: Mister Toad had a red coat. He loved his coat and never went anyway without it. One day he was followed by a goat. The goat began to eat Mr Toads coat. When Mr Toad saw the goat he was very surprised. He put his hand to his mouth and said oa oa oa. Jingle: Mister Toad eats his oats Floating on a piece of toast Catch a boat from the coast To see this toad in his coat..
ie
Teaching Points: This is the long /i/ sound, as in pie. However, students will probably have already encountered long /i/ words ending in y, for example by and my. Some teachers may wish to also introduce i_e spellings at this time. Character: Ryan and his pie. Action: Stand to attention, salute and say ie ie. Story Starter: Ryan was a soldier in the BDF. Soldiers have to be very neat and tidy. One day just before the big parade, Ryan was eating a lemon pie. He dropped some pie on his tie. He tried and tried to get the tie clean but he could not. Then the General came. Ryan leapt up and saluted, shouting aye aye sir. The General saw the pie on Ryans tie. Jingle: Ryan liked lemon pie Until he spilled some on his tie He tried to get out the spot He tried and tried but he could not. Teaching Points: This is the long /e/ sound, as in tree. There are many other common ways of spelling the long /e/ sound, for example ea (eat). Furthermore, students should already be familiar with the words be, he, me, and she. Under no circumstances should these words be incorrectly written as hee, shee, etc. It is useful for students to understand that the same sound can be written in different ways, and teachers may want to elicit from students other long /e/ words. However, the focus at this time must be the /ee/ spelling. Character: Screechy Jeep Action: Pretend to be driving. Screech to a halt and say ee ee ee Story Starter: Screechy was a very old jeep. Whenever he used his brakes he would squeal ee ee ee. Jeeves was Screechys driver. One day he was driving when a bee flew into the jeep and bit Jeeves. He slammed his foot on the brakes. Ee ee ee went the brakes. Jingle: Jeeves the driver of the jeep Had an accident, he fell asleep When he woke, three friends did see Screechy Jeep in a tree.
ee
26
Teaching Points: This is the first r-controlled vowel introduced to the students. The other r-controlled vowel they encounter in Infant I is ar. The letter r modifies the preceding vowel and is not, usually, pronounced. Character: Corkie the Stork Action: Flap hands like the wings of a stork and say or or or Story Starter: Corkie the Stork lived in the North. His favourite food was corn. Whenever he saw corn getting ripe he would flap his wings in excitement and say or or or. Jingle: Way up in the Belizean North Lived Corkie the Jabiru Stork He ate leaves with his beak But corn with a spoon and a fork.
or
Group 4 Story Deep In the Rainforest Deep in the rainforest of Belize, the animals were very busy. Inky the Iguana, Prince the Parrot, Corkie the Jabiru Stork, Dorian the Deer and Keiri the Keskidee were holding a meeting. They had a problem. A serious problem. The hunters are back, said Corkie the Jabiru Stork. I have seen them myself. They have nets and guns! They have been putting down traps. They want to catch Junior the Jaguar, Prince the Parrot said. They want his beautiful fur coat. Soon there will be no jaguars left, said Dorian the Deer. Soon there will be no animals left at all, said Keiri the Keskidee. We need a plan, said Inky the Iguana. All the birds of the forest agreed to act as look-outs. We can fly high in the sky, said Prince the Parrot. When we see the hunters we will scream out a warning. One hot afternoon, while the toads were resting in the cool pools of the rainforest, Edith the Egret saw the hunters. Ie, ie, ie, she squawked, as loud as she could.
When the animals heard Edith screeching, they rushed off to hide. Korkie the Jabiru Stork and Prince the Parrot flew up into a big tree. Dorian the Deer hid in a cave. Inky the Iguana found a hole in the ground. Junior the Jaguar also heard Ediths cries. He began to run as fast as he could. Suddenly, Junior fell into a deep hole that had been covered with leaves and branches. It was the hunters trap. Junior the Jaguar let out a big roar. He roared and roared. He roared so loudly that all the leaves in the trees began to shake. We have caught a jaguar, shouted the hunters happily. They began to run to where Junior was caught in their trap.
Listening Comprehension Activities. 1. 2. 3. 3. Before reading the story, ask students what they know about the rainforest. Ask them to list animals that live there. Read the story through once without interruptions. Ask the students what they remember about the story. Read the story again. Ask some comprehension questions. If students cannot answer the questions, re-read the paragraph. - Why did the animals hold a meeting? - Who had seen the hunters? - What did the birds agree to do? - Why did Edith the Egret squawk ie ie ie? - What did the animals do when they heard Ediths cries? - Which animal was caught in the trap.
4. 5.
Ask students what they think about the story. Ask them what they think happened next. Elicit various ideas. Ask the students to draw a picture about the story. Ask them to write about their picture. Some students may be able to write one or two short words. These will probably be written as they sound.
28
Most classes should complete Group Five no later than the end of second term. By this time, most students should be blending to read words and short sentences. When writing words for themselves, they are likely to spell words as they sound.
Character: Zelda the Zoo Keeper Action: Flap hands very fast like a bee and say z z z Story Starter: Zelda the Zoo Keeper has lost her bees. Jingle: Zelda the Zesty Zoo Keeper Gathered a zillion bees around her To some she gave zinnias To others zirconias Just to make them feel better.
Character: Willy and the Water Melon Action: Pretend to hold a piece of watermelon and blow flies from it. Story Starter: Willy had a watermelon. He wanted to eat it but his Mummy whispered that he had to wait. Willy put the watermelon in his hand and watched it. He saw a fly pitch on the watermelon. Willy wished the fly would go away but it did not, so he picked up the watermelon and blew hard. w w w Jingle: Wilda the wicked witch Went wildly into a ditch Willy walked over to help her And fell into the water beside her.
ng
Teaching Points: In words like sing and bang, the sound at the end of the word is not n+g but the single, nasal sound /ng/. This can be understood by paying attention to what the mouth and tongue do when saying sing compared to saying sin+g with the n and g as separate sounds. Character: Ching with the broken wing. Action: Pretend to be lifting something heavy above the head and say ng ng ng. Story Starter: Ching was a small bird, but he thought he was very strong. He went to the eagle and said, I know I am stronger than you. To prove his strength Ching tried to lift a big rock over his head. As he tried to lift it he said ng ng ng. But the rock was too heavy and Ching broke his wing. Jingle: Cheerful Ching broke his wing Banging into a clanging thing The wing got put in a sling So Ching felt strong enough to sing.
Teaching Points: Some children may confuse /v/ and /f// When saying /v/, the air vibrates as it passes the teeth and lips. Ask students to put their fingers on their throats and say /v/ and /f/ alternately. They should feel vibrations with /v/. Students who speak Spanish may also confuse /v/ and /b/. In English, the lips touch when saying /b/ but not when saying /v/. Tell the students that b is a lip-smacker sound but v is not. Students can also learn that when the /v/ sound is at the end of a word, it is spelt -ve. Character: Violet the Vulture. Action: Pretend to be driving a van and say v v v Story Starter: Violet the Vulture was very vain. She liked to look at her reflection in glass windows. One day she was so pround of her appearance that she flew straight into the glass. She dropped to the ground just behind a van driven by Velda the Vet. . . Jingle: Velda the very good vet Saw Violet the Vulture in bed. She put Violet in her Van And drove her to the vaccination man.
30
Teaching Points: The digraph oo has two common pronunciations, short as in book and long as in moon. The short sound is introduced first. Words: book, cook, good, hood, hook, look, took, wood, woof Character: Brooke the Cook Action: Help Brooke turn the pages of a recipe book and say look, look, look. Story Starter: Brooke was a cook in a restaurant. But her cooking was not any good. Every day she took a book to work and looked up things to cook. Jingle: Brooke did not know how to cook She always had to use a book Oh how long things always took But her meals tasted nicer than they looked.
oo
oo
Teaching Points: This is the long oo sound, as in moon and spoon. Words: boom. boo, boot, food, hoof, hoop, hoot, moo, moon, roof, root, spoon, too, zoom, zoo. Character: Mr Maroon Action: Lift your arm high into the air as if holding a balloon. Story Starter: Mr Maroon put on his boots. He was going to the zoo. At the zoo he saw a baboon eating with a spoon. The spoon put Mr Maroon in the mood for food. On the way to the food stall he bought a big balloon. The balloon was full of gas. It lifted Mr Maroon off his feet so fast he thought he would zoom to the moon. Jingle: One day big Mister Maroon Blew up his balloon too soon Like a baboon he acted The string was retracted But the balloon still flew to the moon.
Group 5 Story A Visit to the Zoo Principal Parrot and the teachers of St. Stephens School told the pupils that they were going on a trip to the Belize Zoo. Ms Vilma, the cook, made lunch for everyone. She prepared buffalo wings and fries with vegetable salad. She also made fudge, cutobrute and tableta from half green coconuts. The bus left at seven oclock and they arrived at the zoo at eight oclock. The pupils from St. Stephens School entered the zoo. They saw a flag on top of a big pole. It is very pretty, said a pupil. That is our national flag, said a teacher. Next they saw a toucan. What a big beak it has, said one pupil. That is our national bird, said a teacher. All the pupils walked around the zoo. They saw April, the tapir. She is big and strong, said a pupil. That is our national animal, said a teacher. A few minutes later they saw a huge tree. It was very tall and very wide. That is the biggest tree I have ever seen, said a pupil. It is called a mahogany tree, said a teacher. It is our national tree. As the visiting children walked around to view the animals, the teacher told them about the importance of the national symbols. They make us feel proud of Belize, she said. At the end of the visit, the pupils were very happy. They had seen lots of birds and animals. They had also learnt about their national symbols. It was a great day. As they got on the bus to go back home, they could barely wait to tell their parents about everything they had seen.
Listening Comprehension Activities. 1. 2. 3. 4. Before reading the story, ask students what they know about the zoo. Ask them to list animals that live there. Read the story through once without interruptions. Ask the students what they remember about the story. Read the story again. Ask: - What is the national bird of Belize? - What is the national animal of Belize? - What is the national tree of Belize? Ask students if they know about the other national symbols. Give the students an outline of the national flag to colour.
5. 6.
32
A yeti is a giant man-creature, like the North American Big Foot. They live in the Himalaya Mountains in South Asia.
Teaching Points: This is the /ks/ sound, as in taxi. X is never used in English to make the /ks/ sound at the beginning of a word. It should not be confused with ecks as in X-Ray or z as in Xylophone. Character: Twiz the Ox Action: Take a picture with a camera and say x x x
ch
Teaching Points: The /ch/ sound, as in chop, should not be confused with /k/ as in Christmas, or /sh/ as in Charlotte. Play the game Charley likes chocolate but not candy. Students get a point if Charley likes a something beginning with /ch/ but not something beginning with another sound. Character: Charley the Chick chops the cheese. Action: Pretend to chop cheese and say ch ch ch. Story Starter: Charley the Chick was a very fussy bird. He would only eat certain foods. He would eat chocolate but he would not eat candy. He would eat chips, but he wouldnt eat dips. He would not eat yogurt but he loved cheese. Jingle: Chubby Charlie Chewed some cheese He choked on it And began to wheeze. Teaching Points: The difference between /ch/ and /sh/ is that in making /ch/ the flow of air is temporarily blocked by the tongue touching the roof of the mouth whereas when the /sh/ sound is made, the air flow is continuous and uninterrupted. /sh/ usually has the same spelling at the beginning, middle and end of a word. Character: Shedae on the Sea Shore Action: Move hand like a sea wave and say shhh. Story Starter: Shedae loved the sea shore. She loved to walk on the beach and pick up shells. One day she saw a big shell. She went to the edge of the beach to polish it and shine it on her shirt. Just then a huge wave rushed to the shore. Sh sh sh. It pushed Shedae off her feet. Jingle: Sh. . . sh. . . sh and be quiet Shelly and Shedae are on a sea food diet Sh sh.. sh.. they are eating shell fish Shrimp and lobster on a shiny dish.
sh
34
Teaching Points: There are two /th/ sounds. One, as in thumb, is unvoiced. meaning that there is no vocal chord vibration. The other, as in this, is voiced. When making the /th/ sound correctly, a person can feel the tip of the tongue vibrating on the teeth. Many students will say /d/ for /th/. Both the unvoiced and voiced /th/ sounds are made with the tip of the tongue on the teeth. There is also an unbroken flow of air as the sound is made. The /d/ sound involved stopping the flow of air temporarily. Unvoiced /th/ words: thirty, three, thousand, theatre, thimble, thumb, thump, third, thick, thin, think. thanks, throw, healthy, wealthy, Character: Mr Thumb Action: Put your thumbs up and say th th th Story Starter: Mr Thumb went to the theatre at three oclock. As he entered the theatre he trod on a thick thorn.. Jingle: Mr Thumb is very thin Almost like cotton thread, He had three thorns on his chin. And thirty thimbles on his head.
th
th
Teaching Points (see above,) Voiced /th/ words: the, this, that, those, other, another, mother, brother, father, they, them, than, though Character: Brother Clown Action Point left and right and say this and that. Story Starter: Brother Clown, his mother and father were trying to choose some pants. I want this one and that one said Brother Clown. I want this one and not any other. Jingle: I have to do this I must do that I need money to buy a hat I need it for my lovely mother She has a hat but wants another.
Group 6 Story Tour of the City and Museum Teacher Thelma had a group of children in her class that always liked to talk about things that took place in the past. She decided to take them out on a tour of the city to visit the museum of Belize. It was a beautiful, sunny day. The yellow bus drove up to the school. The children chatting about what they hoped to see and learn. They were all excited and happy. First, they started with the tour of the city. Michael said, Look, teacher, that is Holy Redeemer Church! Yes, Michael, said Teacher Thelma as the bus headed down Albert Street, and that is St. Johns Cathedral, the oldest church in the country. Next, they went to the Belize Museum and saw many interesting objects from the Maya period. They passed Baron Bliss lighthouse. The teacher talked about his donation of money to our country and about his yacht the Sea King, After the tour finished, it was off to eat in a restaurant. They had grilled chicken and vegetables, and ice-cream for dessert. On their way home, everyone was wide awake. All the children were talking excitedly about their trip. They were eager to get home and tell their parents about their wonderful day.
36
qu
Character: Queeny the Quacking Duck Action: Move fingers on hands as if to show a duck quacking. Say qu qu qu (kw, kw, kw) Story Starter: Queeny the Quacking Duck needed help to answer a question in her quick quiz. She asked all the animals on the farm. The question asked, Qunatisha the Quail had a quaint quilt. She cut it into four parts. What size was each part. Quincie the Drake knew the answer. He began to quake with excitement. The answer is a qu . . . . . , he quacked. What do you think Quincie said? Jingle: Queenie said quack to her friend the quail She quickly sang and wagged her tail She questioned the quail about his quilt And the quiet house he had just built.
ou
Teaching Points: This is the sound in out and cow. The /ow/ spelling is not introduced until Infant 2 because it is easily confused with the sound in low. Character: Proud Pou Action: Pretend your finger is a needle and prick your thumb, say ou ou ou Story Starter: Proud Pou was in his house. He had a lovely clean couch. He sat in the couch and felt a prick. He had put his hand on a needle. Ou (ow) ou ou he said. Jingle: Shout, shout, shout it out Holler out loud! Open your mouth! Way up north and way down south Proud Pou sat on a needle Lying down on his couch Shout, shout and shout it out. Ou ou ou ou ouch.
oi
Teaching Points: This is the sound in oil, oink and boy. With a few rare exceptions, the sound is always spelt oy at the end of a word. It is almost always spelt /oi/ in the middle of a word unless there is a suffix like ed or ing after it. Words: boil, choice, coil, coin, foil, noise, oil, oink, soil, toil, voice. Character: Toycie with the loud voice. Action: Put hand next to mouth and shout oi oi oi stop that noise. Story Starter: Toycie had a very loud voice. Wherever she went, she made lots of noise. Jingle: After a long, hard days toil Toycie put some water on to boil She fried some fish in cooking oil And put a tamale in kitchen foil.
ue er
Teaching Points: This is the long /u/ sound. Variations such as ew (flew) should not be used at this time. However, students may be aware of words like uniform and unit. Character: Clueless Sue Action: Point to people around you and say ue ue ue (or you you
you)
Story Starter: One day someone stole Sues pot of glue. Sue said to her friends, Who has my glue, is it you or you or you? Jingle: There was a maid named Sue Who lost her bottle of glue. She said I wanted you To stick on this blue And now I dont know what to do.
Teaching Points: This is the sound that is usually written /er/ at the end of words like father and mixer. It is the sound technically known of as a schwa. Character: Maria and her corn grinder. Action: Roll a hand over and over as using a corn grinder and say er er er
38
Story Starter: Maria had to grind some corn. First she tried a hammer but that didnt work. Then she tried a cake mixer but that didnt work either. Finally she tried a corn grinder. It ground the corn perfectly. As she turned the grinders handle it went er er er. Jingle I wish the weather was cooler And I could work slower I wish I was much wiser And that people were much nicer
ar
Teaching Points: This is the second r-controlled vowel in the Fast Phonics programme. The r is not usually pronounced. Character: Carter the Farmer Action: Twist your arm and say ar ar ar Story Starter: Carter the Farmer drives fast in his car. One day he was driving along and tried to get some peanuts out of a jar. He got is arm stuck in the jar.. Carter the Farmer stopped the car and tried to free his arm but it was stuck. He tried to twist the jar round and round. It hurt him a lot. Ar ar ar he said. Jingle: Instead of eating a chocolate bar Or driving too fast in a car And trying to get nuts from a jar, It would be better to sing Like a Belizean star.
Appendix One
Infant One Learning Outcomes Related to Phonics and Word Decoding
Content Standard 1: Identify and Distinguish Between Sounds
1.1 1.2 1.5 1.6 1.7 1.8 Identify a series of words that begin with the same sound. Listen to rhymes and songs to begin developing a sense of rhyme. Identify and distinguish between the main 42 phonemes used in the English Language. Identify, orally, all the individual phonemes in consonant-vowel-consonant and vowel-consonant-vowel words. Blend three phonemes together to make a word. Understand the terms vowel & consonant as they relate to sounds.
ck, ch, sh, th, ai, ee, ie (pie), oa, ue, ou (ouch), ar, er, or, oi, oo (moon and look).
Identify the initial sound and the corresponding letter of a spoken word, object or picture. Blend a vowel and a consonant together to read a two letter word, for example, at, it, ma, pa, in, am. Blend letters by sound to read regularly spelt Consonant-Vowel-Consonant and Vowel-Consonant-Consonant words. Read words with initial consonant clusters, br-, tr-, bl-, gl-, st-, sn-, and dr-. Sound out most phonetically spelt one and two syllable words that contain short vowel sounds and long vowel sounds spelt using ai, ee, ie, oa, oo, a_e, i_e. Read words ending with the consonant clusters, -nd, -lp, -st, -nk, -sp, and -nt. Understand the terms vowel and consonant as they relate to letters and sounds.
40
Appendix Two
The Alphabet Code
Spoken words are made up of individual sounds, called phonemes. The Alphabet Code is the relationship between these sounds and the letters that represent them in writing. In English, there approximately 40-45 individual phonemes , or sounds of speech. These are represented by 26 letters.
2
Fast Phonics concentrates on the 42 main sounds, of which 24 are consonant sounds and 18 are vowel sounds, (see Table 1, below).
8 other variant and r-controlled vowel sounds ar as in car ir as in bird or as in ford air as in chair oo as in look oo as in moon er as in father ow as in owl
Letter-Sound Relationships Often a sound is represented by a single letter. Thus, the words cat, dog, pig and hen all have 3 sounds represented by 3 letters. Similarly, in all the following words, each sound is represented by one letter: front, me, jump, and blink. However, single sounds are also often represented by a pair of letters, called a digraph. The main consonant digraphs are ch, sh, ng and th. Long vowels are usually represented by digraphs, as in boat, beat, cake (a_e), and pie. Variant vowel sounds are also usually represented by digraphs. Two features of the English alphabet code make it complicated: 1. Most consonant sounds and all the vowel sounds can be written in more than one way. For example, all the following words contain the long a sound written in a different way.: cake, bait, eight, play, atheist, grey.
The exact number of sounds in spoken English depends on the dialect of the speaker.
42
2. Most of the letters can be used to represent different sounds. For example, all these words begin with a /s/ sound: sell, cell, psychic, tsunami.
Fast Phonics and the Alphabet Code Fast Phonics divides the alphabet code into three segments. 1. The basic code, in which the 42 main sounds of English are written in one way. This is taught in Infant I. 2. The main variations, that is the most common different ways of writing the main sounds. This is taught in Infant 2. 3. The complete code, which includes all the ways of writing the 42 main sounds of English. This is taught from Standard I onwards.
Appendix Three
Assessment Grid
Class: Term
Year
Group 1
Group 2
Group 3
Group 4
Group 5
Group 6
Says the correct sound to flashcard prompt Forms the letter correctly while tracing dots. Matches letter to picture containing the sound.
Says the correct sound to flashcard prompt Forms the letter correctly while tracing dots. Matches letter to picture containing the sound.
Says the correct sound to flashcard prompt Forms the letter correctly while tracing dots. Matches letter to picture containing the sound.
Says the correct sound to flashcard prompt Forms the letter correctly while tracing dots. Matches letter to picture containing the sound.
Says the correct sound to flashcard prompt Forms the letter correctly while tracing dots. Matches letter to picture containing the sound.
Says the correct sound to flashcard prompt Forms the letter correctly while tracing dots. Matches letter to picture containing the sound.
Group 7
44
There are three tests in this assessment 1. 2. 3. Vocabulary Test Letter Recognition Test Word Recognition Test
If necessary, use the childs first language to explain the instructions for each test.
1.
Vocabulary Test
Show the student six common objects or pictures. Ask the child to name each one. Record whether the child responds in English or in another language. Do not prompt the child or provide the correct answer. Substitute names for the pictures, for example wrench instead of spanner are acceptable.
2.
Equipment:
Place the page of upper case letters on the table in front of the child. Ask the child to name the letters. If the child is reluctant, ask the child to point to a named letter, for example, say show me the letter A. Repeat this process for the lower case letters.
3.
Show the child the page of words. Point to each word and ask the child to read it. Record as correct any reading of the word, however hesitant. The tests are designed to be conducted by the teacher or another adult one on one with each student.
Yrs
Mths
46
Fast Phonics Letter Recognition Test
A P C
F J X
m s b
h e r
48
Appendix Four
Tricky Words List
A tricky word is one that does not follow the spelling rules of the basic alphabet code introduced by Fast Phonics in Infant 1. Tricky words are introduced a few at a time in the students workbook. It is recommended that teachers introduce the words in the same order, since they are also used in the reader. However, they may choose to vary the rate of introduction of these words. In the following table, the words are arranged in columns from left to right. The words in the first column should be introduced before the words in the second column, and so on. Teachers may add other tricky words from other reading materials and from other subject areas.
like have live give only old little down what when why where who
which any many more before other were because want saw put could should
Additional tricky words for Infant 1 include the numbers one to twenty, names of familiar people and the days of
the week.
50
Group 1
s t
p
a i n
c e h r m d
52
Group 3
o u l f b
g
Group 4
ai j oa ie ee or
54
z w ng v oo k
Group 6
x ch sh th
y
56
Group 7
qu
ou oi ue er ar
58
I she be
the me was
he we to
do
are
all
60
go my like
62
were saw
because
want
put could
should
right two
64
four goes
would
Name ________________________________
66
Name ________________________________
Name ________________________________
68
it tin pat nip sat as ant tip pan sit map rat his rip set hand sand men ram end
tap pin is pit snap in nap tan snip Pat cat hen can hat neck camp kick met pen sack
man red dip pest hip pet mat ran dip ham deck imp den nut fluff lost hog tug got stuck
slug slab fill egg first bin fed elf hill lock pub gun flip land fun band bun loft run gift
kiss mist pram hiss test get pig log fat bat rain jog coat jail loaf lie rail snail tree feed
drip miss rock back duck pot gas fit stamp bad or cork see seed sheet storm born float oak snail
70
Cards
Instructions A stack of word cards is needed and a dice with the numbers restricted to1, 2, and 3. (Cover 4,5,and 6) Counters are needed for each player. Each player takes turn to throw the dice and move along. If you land on pick card you try to read the word. If correct you move forward one space if not you move back one space. The first person to reach finish is the winner.
c/k
ai
qu
ou
ao
ng
ch
oi
ie
sh
ue
ee
oo
th
er
or
oo
th
ar