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Information, programs, games, activities and resources selected by SPELD SA teachers to support the teaching of phonics.
These tests were created for the SPELD SA Study to provide teachers with a tool for monitoring their students’ achievement on a term by term basis. The content of the tests relates directly to the progression of skills in the Scope and Sequence Chart.
Synthetic Phonics Scope and Sequence Chart modelled on the Jolly Phonics Program and Supporting Tests for Monitoring Achievement and Spread-sheets for Record-keeping.
These tests were created for the SPELD SA Study to provide teachers with a tool for monitoring their students’ achievement on a term by term basis.
Helpful Hints for Blending - Sue Lloyd, author of Jolly Phonics
If the short vowel does not sound right, try the long one. This works with regular and irregular words eg he, be, me, blind, mind, apron, able, emu, item, o’clock.
If the letter c is followed by the vowels ‘e, i or y’, the sound is usually softened to ‘s’ as in face, dance and Nancy.
If the letter g is followed by the vowels ‘e, i or y’, the sound is usually softened to ‘j’ as in gym, giant and podgy.
When blending a ‘y’ which is not the first letter in the word, first try the short ‘i’ and if that doesn’t work, try the long ‘i’.
Advice on ‘tweaking’ the sounds in a word: When we blend sounds to make a word, we often have to ‘tweak’ the sounds in order to pronounce the word properly. However, the pronunciations are so close that children are usually able to read the words, especially if they are in their vocabulary. Here are some common examples:
Components for 90-Minute Wave 1 Literacy Blocks throughout Primary Years by Deslea Konza [top]
I am looking at when to use c, k and ck. I have found the rules on when to use ck and k at the end of words but are there any guidelines on when to use c or k at the beginning of words? - Jan Polkinghorne accredited Jolly Phonics Trainer The way I do it is to pull out a dictionary, get students to compare the number of pages of words starting with c to those starting with k. the c pages far exceed the k pages so the general rule of thumb is if you don’t know for sure use c not k because it is far more common.
You can further refine this later if you want but I wouldn’t to begin with. The letter k is substituted for c if /k/ is followed by an e, i, or y. – kin, sketch, kind, keep but there are exceptions like kangaroo. This approach later leads into the use of hard c soft c where c followed by e/i/y makes a ‘s’ sound not a “k” sound. But for the receptions I would keep it simple. One good activity is to let them search for “k” sound words and keep a list of those beginning with c and those beginning with k.
Bottle Top Letters
Bottle Top Letters are designed for those who are using bottle tops with letters on to build words.
Bottle Top Letters (Instructions) Bottle Top Letters - Print (Letters you can print for your bottle tops) Bottle Top Letters - Sassoon (Letters you can print for your bottle tops) - Jan Polkinghorne accredited Jolly Phonics Trainer
(Reception and above)
a, e and u in CVC words
k & ck
real or rubbish
ee or ea
ou as in mouth
soft c or hard c
ai, a-e and ay
plurals s & es
soft g or hard g
suffix ed sounds like t, d or id
A word sort activity involves sorting words into categories. The student is given a master sheet with category headings and a sheet of words that have several types of contrasting sounds, spelling patterns or meanings. The student cuts out the words and sorts them into the given categories. They then examine the words in each category and create a ‘rule’ or generalisation. For every rule, there are exceptions. Word sort activities call these words “odd bods”. Students should be encouraged to find out why a word does not fit the pattern or generalisation.
Word Bank – provides suitable words for blending practice - Created by Sue Lloyd
Question Sentences (Group 1) - Created by Sue Lloyd
Question Sentences (Group 2) - Created by Sue Lloyd
It is important to give the children with reading problems material that they can decode for themselves. Often they feel that books are too hard for them. The above Question Sentences can help to fill the gap. They are sometimes amusing and provide another source of reading practice.
Dictation Sentences 1 - Created by Sue Lloyd [top]
Dictation Sentences 2 - Created by Sue Lloyd
Dictation is one of the most effective ways to teach children to write. Sentences for dictation with tricky words are provided in the links above.
Literature that supports introduction of new sounds - Compiled by Victoria Carlton ICE [top]
The pdf printable chart below uses the letter-sound sequence of the Jolly Phonics program as its basic structure. Decodable reading books from a number of series have been inserted at the point where they will provide practice for previously learned letter-sound associations. PDF Classification of phonic readers by year level Key Ring Letters [top] Some schools find it useful to cut these letter sound cards out, punch a hole in the corner and attach them with a split ring ( available at Office Works or similar). This is one way to help stop them being left home. Print with a duplex printer or make double sided on your photo copier.
Key rings PDF Precursive Sassoon set 1 and 2 - Print set 1 and 2
Key rings PDF Precursive Sassoon Set 3 and 4 - Print set 3 and 4
Key rings PDF Precursive Sassoon set 5 and 6 - Print set 5 and 6
Key rings PDF Precursive Sassoon set 7 - Print set 7
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