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Animals on cards The children can draw animals on pieces of card and write a letter on each animal.

When they hear the letter, they race to hit the animals with a fly swatter mp on to the animal, or throw something at the animal.

Stage 3 Vowel-consonant combinations for example at et it ot ut

again, the children play many games, practicing to pronounce, read and write the sounds, Whenever the children have difficulty, we can restrict the number of consonants in the activities so it is easier for the children to notice the patterns, for example, we might combine the vowels with f & d for a while,and then add more consonants gradually. it can be very helpful to have special cards which are blank on one side and have vowel-consonant combinations (e.g. en/ob/ot) on the other. The children can play all kinds of games with these cards such as Concentration, Tic TacToe, and other activities in the Games bank. Stage 4 Vowel-consonant- Vowel combinations for example hat het hit hot and using all kinds of combinations, some of which have meaning and many of which have no meaning, it is important to bear in mind that the children are not learning the spelling of particular words. They are learning the skill of joining consonants and vowels together, so they can use this skill to guess how to read and write words they have never seen before or have not seen often enough to remember, A useful tool to use is a Phonics builder. This can be purchased, or made by having three notepads side by side with the outer pads having consonants and the inner pad having vowels. With the builder it is very easy for the teachers arid children to make and play with new combinations. Stage 5 longer words (with basic Vowel ) for example lemon melon flag sock rabbit

frog rock carrot

by this stage, the children are generally able to pick up additional skills such as basic Consonant combinations (e.g. fr in frog or ck in sock), arid repeated Consonants (e.g. bb in rabbit), provided !hey have many opportunities to encounter variations of the same pattern, It. is also Important for the children to practice many Words that have no meaning. They should be encouraged to create their own words and challenge other children to read them. One way of doing this is to play the Letter Tiles game, where the vowels are in one colour (e.g, pink) and the Consonants are in another color (e.g. blue), One child makes a four-letter word (blue-pink-bIue-pjnk), and challenges another child to read it. The next child adds two (or four) more letters (blue-pink) and

challenges the first child to read it. These words can get longer and longer and run all the way around the room. The same game can be played in teams or with more than two children taking turns to add tiles.

Stage 6 special combination for example are car park card star

Additional vowel sounds are often formed by joining a vowel and a consonant or two vowels such as aroree. These can be introduced, a few at a time,in the same way as with the basic vowels with a picture on one side of a a card and the sound on the other(e.g. ar-car,ee-bee) and the children can play many of the same kinds of games.some of the most useful sounds are ee eo' oo oo ou ir oy ow ow ay ai oo or or er

tree seal foot

bee sea book

sheep green leaf wood bean mushroom zoo

spoon moon kangaroo cloud girl boy cow house mouse mouth bird shirt toy brown owl bowl may train goat crown crow sunday nail coat skirt

window bow day sail soap fork tray tail boat horse

storm corn actor conductor river

doctor sailor sister

teacher other

some useful additional consonant combination are below. These can also be introduced with cards such as sh-ships or sh-fish. Sh Ch Th Th ship chip this thin fish chop that thick shop chicken they moth shark peach there bath

Some teacher prefer to introduce even the more basic vowel combination such as ck in this way,by using a card such as ck-duck and focusing on the family of words sock,duck,rock,ticket A strong argument can be made for drawing the childrens attention to a lotof patterns, particularly if the children find reading difficult,or if they have trouble with particular patterns.however,we do need to be careful not to treat English as a kind of mathematics and analyzed every rule systematically. We need to focus on enough phonic rule to give the children the confidence to notice the others for themselves.

Stage 7 combining the additional vowels with consonants

In the same way that a was extended to of. and then cot, or can be extended to art and then cart. The children play games such as the Letter Tiles game with the additional vowel sounds like ee or oa joining them to Consonants and making long words running around the room, so they do not hesitate to pronounce, read or write any combinations of these sounds and consonants. Again, it is important to emphasize words with no meaning, and to realize that the children are learning the skills of active reading and writing. They are not memorizing knowledge.

Stage 8- Special rules It is Lest to keep the number of special phonic rules to a minimum, just giving the children enough to keep their confidence going. The more complex rules can be inferred by the children as they get better at reading and writing. However, there are a few more special rules that cart be introduced with special cards, such as: Special e . a ... e.- snake and possibly I ... e . kite U ... e flute . o...e bone

The families of words include: . o...e i... e 0 ... e and possibly . f) . . . e lake kite home snake wave grape tiger slide crocodile stone bone hole

June.

ruler

tune

flute

One very useful special rule it is worth having a card for is ... a panda The family of words include: ...a panda gorilla banana camera Africa Canada Kenya Alaska

Why practice letter combinations with no meaning? Imagine a child who encounters the word antidisesta/ishmentariarnsm:

If she has learned to read through a whole-word approach, she will probably take one look at the word and give up. She has not been taught the word and has not memorized it. In a phonics approach, where children only practice real words such as cat, bat, or mat, and not with other combinations such as .gat or dat. Some of the children will have Internalized the phonic patterns successfully enough to be able to read antidisestabllshment However, many children, especially those who need the most help from us, will fail and give up trying to read. If a child has learned through active phonics she will have manipulated all kinds of letter combinations and see long combinations of phonic sounds as fun puzzles to solve,if she has played with the sounds enough,she should have no trouble reading an an-H-dis-es-tab-lish-ment

Vocabulary and sentences The children can read and write words and sentences from Stage 4 onwards, and they can produce words and sentences orally before this. For example, they can say, Its an ant, when they are at Stage I and read and write the sentence when they are at Stage 4. This means they can play oral games with vocabulary cards and sentences, and also make personalized sentences when they are at Stage I in the phonic sequence. A clear distinction needs to be made between activities where children play around. creatively with phonic sounds, and activities where the children are making complete sentences: Phonics The children put sounds together in all kinds of combinations to give them skill to read and write actively. The words they make, or we introduce, may or may not have meaning.

Sentences Sentences are complete utterances and should have meaning. they should say read and write sentences which have meaning to a child such as,its an ant,.i dont like camels and my brother has a dog.in order to make these kinds of sentences natural and meaningful they may need to use some phonically irregular words The important point is whether the children can accept these irregularities without their mental model how English work becoming cloudly. if they cannot,we should delay the introduction of irregularity and keep the sentences they need to read and write simple WRITING When children can express themselves in writing using new target patterns, they are clearly ready to move forward to the next stage of learning The value of writing : writing is generally regarded as the most difficult of the four, skills, and for most children it probably is. But, . as with reading, writing English can be a lot simpler than often appears, and the children can have a lot of fun while learning. There are many reasons why it is important for elementary school children to learn to write English from an early stage. One reason is simply that by adding another skill, the children can learn target patterns more deeply. One skill supports another, and helps the children look at the same patterns from various angles which is crucial in the process of internalization. Another reason is that writing is very visible. the children, the teacher and parents can all see what the children are learning and can have a better idea of what has been accomplished and what patterns have not really been understood. this visible record can also help the children look back and clearly see their progress. Also, children can get away with appearing to understand a particular language pattern when we are practicing the other skill, but when a child can express herself in writing using a new pattern, we can be fairly confident that she is ready to move forward. The stages of writing In the early stages, reading and writing can be learned at a similar pace, usually slightly ahead of writing. If the childrens writing ability falls too far behind, we may need to spend extra time on writing. However, if we need to do this, it is much better to integrate longer writing sessions into almost all our lessons, rather than have special lessons for writing and then not do writing for a while. The children need to practice writing regularly in order to make good progress. As with reading, much of the childrens early writing will be of phonic patterns soon leading into short meaningful sentences. the phonic stages follow the same sequence as for reading and mostly involve dictation. the children listen to phonic sound and patterns and write them down. many children are quite Happy to concreate on this kind of activity even if it is in the form of an exciting game,but is not difficult to make this kind of practice fun.

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