Name _____________________________
Date started _______________
1
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worksheet may be reproduced by the purchaser in quantities sufficient
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The Burt Reading Scheme
Copyright © Burt Books Ltd. 2011
Church Cottage
Albemarle Crescent
Scarborough
North Yorkshire
YO11 1XX
www.burtbooks.com
[email protected]
First published in the United Kingdom in 2011 By Burt Books Ltd.
All rights reserved worldwide:
No part of this publication may be reproduced or transmitted in any form or by
any means, electronic, mechanical, photocopying, recording or otherwise, or
stored in any retrieval system of any nature without the written consent of the
copyright holder and the publisher, application for which should be made to Burt
Books ltd.
The right of Coreen Burt to be identified as the author of the Burt Reading
Scheme has been asserted by her in accordance with the Copyright, Designs and
Patents Act 1988.
THE PURCHASE OF THE BURT READING SCHEME ALLOWS THE
PURCHASER TO PRINT COPIES FOR INDIVIDUAL PUPILS ONLY AND
NOT FOR DISTRIBUTION OR SALE TO OTHERS
2
2011 Copyright Burt Books: All rights reserved worldwide. This
worksheet may be reproduced by the purchaser in quantities sufficient
for pupils . A copy of this book may NOT be sold. www.burtbooks.com
THE BURT READING SCHEME
The BURT READING SCHEME has been in the making for the past 30 years. It is a finely graded, multi-sensory
reading scheme that has been developed from very simple beginnings as hand written flashcards and wall charts in
1978. The scheme has been refined and re-developed taking on board the latest developments and techniques in the
teaching of dyslexic children and children who are slow to read The scheme has been tested and retested at each stage
of its development and adjustments made so that the scheme is effective in the teaching of slow readers and dyslexic
children. The scheme is also effective in the teaching of EAL learners.
The BURT READING SCHEME comprises 8 MODULES covering all the phonic sounds from the sounds of the
letters of the alphabet to more complex combinations such as PH or GH.
Each module is accompanied by a variety of activities which ensure consolidation of the particular sound being
learned.
TEACHER/TUTOR INSTRUCTIONS
There is no teacher/tutor instruction booklet because the instructions and explanations have been included on each
page of the scheme in a lilac box. A very small typeface has been used so as not to confuse the pupil with extra words
on the page.
PHONIC SPELLING SCHEME
The BURT READING SCHEME incorporates spelling tuition throughout. We believe that the teaching of phonics
incorporates both reading and spelling and that the learning of reading and spelling occurs systematically and
automatically throughout the BURT READING SCHEME
The BURT READING SCHEME is presented in A4 format. Printed in its A4 size it is suitable for very young readers,
partially sighted readers and those dyslexic children who would benefit from a large, clear typeface.
If 2 sheets per page are printed, the typeface is still large and clear and is suitable for children and adult learners who
are comfortable with a slightly smaller font.
The BURT READING SCHEME incorporates a variety of techniques to engage the pupil in the learning process and
to promote rapid progress in their reading and spelling abilities. Hand writing exercises are also included with
suggestions on how to do this.
The initial sounds are presented in 2 formats:
1. As A5 “cards” which can be printed and laminated.
2. As worksheets that the pupil can refer to for revision and consolidation.
STARTING THE BURT READING SCHEME
1. Buy a folder in which to store the worksheets. It is a good idea to buy a folder that has place for a front
cover in the form of a plastic pocket incorporated on the outside. Print off the pupil’s cover page and
slide it into this pocket. If your folder does not have this facility then glue the cover page onto the
outside of the folder. (Best then not to buy a plastic folder as this will prevent gluing of the front cover)
2. Buy a set of good quality, thin felt tip pens for the pupil to use for colour coding words. A set of
highlighters will also be useful.
3. Use a new folder for each module.
4. Assess progress with the pre-tests and post-tests.
5. The scheme is best administered on a daily basis ideally from Monday to Friday in 10 – 20 minute
sessions. A little and often is far better than longer sessions once or twice weekly.
6. You may print the whole module or more advisably perhaps just one sound and its accompanying
worksheets at a time. This
be less intimidating
the
pupil.reserved worldwide. This
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Burt Books:forAll
rights
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worksheet may be reproduced by the purchaser in quantities sufficient
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Instructions for parents and tutors who do not have experience in
teaching children to read.
You have tested the pupil using the Burt Word Recognition test and from the results you have made the
decision to start the pupil on Module 3. This means that the pupil has a reasonable understanding of the
basic phonic sounds and is able to blend them to make a word but is still a very weak reader.
Module 3 teaches the pupil to blend phonemes to produce words. The words at this stage are becoming a
little more difficult.
Work systematically through the worksheets. If the pupil becomes distracted, try gently to refocus their
attention by doing one of the rhymes, or a clapping exercise. LESS IS MORE! 10 – 20 minutes per day
is preferable to an hour per week and constant drip feeding and revision of the sounds will soon produce a
much improved reader.
Reward the pupil’s efforts with stickers or good work stamps which can be purchased from most
stationers. Let the pupil choose the reward and stick it on the page.
Always point to the words being read and make sure that you point at the FIRST letter of
the word and then move your pencil along the word
READ THE SECTION ON THE BURT BOOKS WEBPAGE ENTITLED “HOW DO
WE LEARN TO READ” This gives vital background information that will help you
tutor your child correctly.
IMPORTANT
In the AY section of this module, I have used the names of the days of the week as well as
the words TODAY YESTERDAY and HOLIDAY. Much too difficult you say. Yes they are for
struggling readers BUT these are words that they need to know. I have successfully taught
them to a very dyslexic child of 7. This is the method that I used:
1. I asked the child to identify the word DAY in each of the words and trace over it in red.
2. We then said the names of the days of the week together identifying the first 3 sounds
of the day eg Sunday SUN. etc.
3. We then looked at each day of the week and identified what day it was by sounding out
the first 3 letters. We then identified TODAY YESTERDAY AND HOLIDAY in the same
way. Although I did not expect her to be able to spell these words I found that she
wanted to and after a bit of effort on her part was spelling them correctly.
What was really interesting was that she then recognised the days of the week quicker
than the shorter AY words in the lists.
4
2011 Copyright Burt Books: All rights reserved worldwide. This
worksheet may be reproduced by the purchaser in quantities sufficient
for pupils . A copy of this book may NOT be sold. www.burtbooks.com
NOTE TO TUTOR:
There are now 3 pages of AW words to drill. The first page lists the words in groups
of onset and rime and with colour to help the pupil recognise the AW sound. The
second page repeats the words with colour helps but the onset and rime are muddled
up. The 3rd page gives no help with colour and the onset and rime remain muddled.
Explain to the pupil that all 3 pages are important and must be completed before
moving on.
jaw
hee-haw
law
raw
paw
awe
saw
awful
thaw
lawn
claw
dawn
draw
fawn
flaw
sawn
straw
prawn
hawk
brawn
drawl
yawn
shawl
scrawny
trawl
awning
trawler
hee-haw
bawl
see-saw
5
2011 Copyright Burt Books: All rights reserved worldwide. This
worksheet may be reproduced by the purchaser in quantities sufficient
for pupils . A copy of this book may NOT be sold. www.burtbooks.com
TUTOR: Ask the pupil to fill in the AW sound in
red and say the word. The pupil could also find
other sounds that have already been learnt and
make these green eg SH TH TR PR BR
j_______
str______
_______ning
l_______
h_____k
l________n
r_______
dr______l
d________n
p______
sh_____l
f________n
s_______
tr_______l
s_________n
th_______
tr______ler
cl_______
b_______l
dr_______
______e
fl_______
_______ful
6
pr________n
br_________n
y________n
scr_______ny
2011 Copyright Burt Books: All rights reserved worldwide. This
worksheet may be reproduced by the purchaser in quantities sufficient
for pupils . A copy of this book may NOT be sold. www.burtbooks.com
Explain to the pupil that you are going to read a list of words in which all the words rhyme except one.
Explain that he/she must listen carefully and tell you which word is the odd one out. Read the list of
words slowly and then repeat. Ask the pupil to identify the word. Read the list again if necessary. Then
ask the pupil to circle the word that he/she has identified as the odd one out. Proceed to the next list etc.
The pupil must not see the words when you read them out.
1. jaw
law lawn
2. paw
dawn
3. claw
draw
raw
saw
flaw
thaw
scrawny
4. straw
hawk
thaw
5. dawn
lawn
shawl
6. brawn
raw
sawn
7. yawn
lawn
awe
claw
fawn
prawn
dawn
8. awning yawning dawn bawling
9. shawl
7
drawl
brawn
trawl
2011 Copyright Burt Books: All rights reserved worldwide. This
worksheet may be reproduced by the purchaser in quantities sufficient
for pupils . A copy of this book may NOT be sold. www.burtbooks.com
Fill in the missing word. Help the pupil to read the sentence as there may be words that they cannot read easily. The
object of the exercise is comprehension of the words that they fill in.
see-saw
straw
hawk
1. My rabbit sleeps on ________________________.
2. I like to play on the __________________________________.
3. A _________________________ is a big bird.
shawl
lawn
jaws
1. The lady wears a ________________________
2. A hippo has big _____________________________.
3. Our _________________________ is very green.
laws
raw
dawn
1. That meat is _________________________.
2. The birds sing at __________________________.
3. We must obey the ____________________________ of our
country.
8
2011 Copyright Burt Books: All rights reserved worldwide. This
worksheet may be reproduced by the purchaser in quantities sufficient
for pupils . A copy of this book may NOT be sold. www.burtbooks.com
Highlight all the AW sounds. Then read the sentences.
1. The hawk can claw the fawn.
2. The scrawny prawn ate the raw brawn
3. She put on a shawl at dawn.
4. Draw back the awning for the lawyer.
5. We saw a flaw in the awful see-saw.
6. Put your paw on the lawn if it thaws.
7. Sit on the straw and hee-haw!
Underline all the AW words above and then find them in the word search below. Do not do the word search during tutor time.
The pupil should do this for homework in his/her own time.
L
E H
R
A
F
W N E
A
T S Y
E R S
T R
Y
E
D R
A
W T
V
E B C
U A
V E
B R
E
U
L
W Y
W R
U E
R
T P R
A W N T
E Y
N
T
A
N
I
K
E
T S B
E C A
R
N
T D
R
V
W
T
U Y
T
C A B
R A W N T
Y
S
H A
W L
C
L
W B W Y
T M N
V R
U A
T
E V
R
R
U E Y
F
A W W N
R
A W N
I
N G
T R Y
V B
R
T
H
E E
A W Y
A W F
U L
E
R
A
9
H
T E
M E
L
A W R
Y
U
E
N
T
R
A V
P
A
W
S T
R
A
W
2011 Copyright Burt Books: All rights reserved worldwide. This
worksheet may be reproduced by the purchaser in quantities sufficient
for pupils . A copy of this book may NOT be sold. www.burtbooks.com
SPELLING ASSESSMENT
Use the look-cover-write-check method to spell these
words. If a word is spelt incorrectly repeat the process and
try again in the second column.
hawk
flaw
straw
awful
thaw
lawn
prawn
draw
lawyer
shawl
10
2011 Copyright Burt Books: All rights reserved worldwide. This
worksheet may be reproduced by the purchaser in quantities sufficient
for pupils . A copy of this book may NOT be sold. www.burtbooks.com
Note to tutor: The pupil should be able to read the story as all the words have been covered in the section. When filling in the sentences ask the
pupil to read the sentences. They can say the word something where there is a line and then find the missing word from the text. They should
attempt the write the word without looking back at the text.
The Scrawny Fawn
The fawn is scrawny. See
the fawn on the lawn. Dad
will give the fawn raw brawn.
No dad. A fawn does not have brawn. The
fawn will eat straw. Raw brawn is awful. Put
the shawl on the fawn. Where is the fawn?
Can a fawn eat prawns? No! The fawn is over
there.. I see the fawn at dawn on the lawn.
The fawn is _______________________________. The fawn is on
the _____________________________. Give the fawn ___________________
brawn. The _________________________ will eat _______________________.
Raw ___________________________ is _____________________________, Put the
____________________________ on the fawn. Where is the
____________________________? Can a fawn eat __________________________.
I see the fawn at ______________________ on the __________________.
11
2011 Copyright Burt Books: All rights reserved worldwide. This
worksheet may be reproduced by the purchaser in quantities sufficient
for pupils . A copy of this book may NOT be sold. www.burtbooks.com
Note to tutor: The pupil should be able to read the story as all the words have been covered in the section. When filling in the sentences ask the pupil
to read the sentences. They can say the word something where there is a line and then find the missing word from the text. They should attempt the
write the word without looking back at the text. if the pupil struggles to read the text, go back to the lists and read the AW lists again.
The big hawk.
The hawk is big. The hawk made a flaw in the
awning where it sat one day. The lawyer will
look at the flaw. There are two flaws. It all
makes me yawn. The hawk went to sit on the
lawn. Go hawk, go. Now the hawk is on the
straw. Go hawk, go. The straw is for the fawn.
The ___________________________ is big.
The hawk made a _____________________ in
the _________________________ where it sat.
The ____________________________ will look at the____________________.
There are two ________________________. It all makes me
____________________________. The hawk went to sit on the
__________________________. Go ____________________________, go. Now the
hawk is on the _____________________________.
The straw is for
the ___________________________.
12
2011 Copyright Burt Books: All rights reserved worldwide. This
worksheet may be reproduced by the purchaser in quantities sufficient
for pupils . A copy of this book may NOT be sold. www.burtbooks.com
As in previous modules, the pupil must read the words in the list. Tick those that the pupil reads correctly and
put a dot in the box if the word is incorrectly read. The words must be correctly read at least 3 times . By this
time the column should only have ticks in it. The new sound is printed in RED. Sounds learnt previously are
in green. Remind the pupil about these sounds. If necessary go back and find the sound and revise it. Do not
progress onto the worksheets following until these lists of words are said correctly and recognised easily.
bail
mail
fail
hail
jail
tail
nail
pail
frail
sail
snail
aid
paid
maid
raid
braid
13
ai
.
aim
claim
main
++
brain
grain
plain
train
i
stain
chain
gain
again
drain
bait
2011 Copyright Burt Books: All rights reserved worldwide. This
worksheet may be reproduced by the purchaser in quantities sufficient
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Fill in
ai
and then read the word.
b_____l
r______d
cl_____m
b_____t
s_____l
dr______n
f______l
t______l
fr______l
h_____l
w______t
sn______l
j______l
g______n
gr______n
m_____d
ag______n
pl______n
n______l
_____d
tr_______n
p______l
______m
st______n
p______d
m______l
ch______n
14
2011 Copyright Burt Books: All rights reserved worldwide. This
worksheet may be reproduced by the purchaser in quantities sufficient
for pupils . A copy of this book may NOT be sold. www.burtbooks.com
Explain to the pupil that you are going to read a list of words in which all
the words rhyme except one. Explain that they must listen carefully and tell
you which word is the odd one out. Read the list of words slowly and then
repeat.v As the pupil to identify the word. Read the list again if necessary.
Then ask the pupil to circle the word that they have identified as the odd
one out. Proceed to the next list etc. The pupil must not see the words when
you read them out.
1. bail
tail
wait
2. main snail
3. jail
nail
4. train
plain stain
frail
aid
5. aim aid
wail
paid
claim
6. maid
laid
7. stain
sail
8. brain
main tail
15
chain
staid
maim
paid
snail
train
nail
drain
2011 Copyright Burt Books: All rights reserved worldwide. This
worksheet may be reproduced by the purchaser in quantities sufficient
for pupils . A copy of this book may NOT be sold. www.burtbooks.com
Fill in the missing word. Help the pupil to read the sentence as there may be words that they cannot read easily.
The object of the exercise is comprehension of the words that they fill in.
drain
frail
again
1.The old man was very _______________________.
2. Water runs down the ________________________.
3. Do that work ________________________.
hail
1.
stain
mail
I will ___________________ a letter..
2. We had a _______________________ storm.
3. I have a ______________________ on my shirt
aim
1.
pail
paid
The _____________________ is full of water
2. I ________________________ for the sweets,
3. I _________________ to do my best.
16
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worksheet may be reproduced by the purchaser in quantities sufficient
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Highlight all the ai sounds. Then read the sentences.
1. The maid paid for the train.
2. Wait for the snail with the tail.
3. The nail is in the main drain.
4. The hail is on the plain.
5. The snail is on the bait.
6. His brain is frail!
7. We will sail again.
Underline all the ai words above and then find them in the wordsearch below.
p
e w a i t r
e t o s n a i l y s e
a o r t b a i
t y d y r t p b u a o
i
p t a r i y o a r s p o f r a i l
d i r y i l p
r h a i l s i a y l r
e t a o i e a n s i s a e a i s t e
m a i d s y m a i n y i t p n u r i
t
e n i u e t
i o r a n i s e s t p
r
y t s n a i
l s r u y a g a i n u
17
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DICTATION
Read the sentence to the pupil. Let the pupil read
the sentence and look at it carefully. Cover the
sentence and write on the lines provided. Then
look back and let the pupil self-assess his/her
effort
ai
.
1.
The bait is at the end of the rod.
2.
Go in the train to Spain.
3.
Put up the main sail.
4.
The mail is in the pail.
5.
His brain is frail.
++
_______________________________________________________________
i
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
18
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worksheet may be reproduced by the purchaser in quantities sufficient
for pupils . A copy of this book may NOT be sold. www.burtbooks.com