Sentences
This strand provides mainly cumulative, decodable words in sequenced sentences along
with a few writing lines and a drawing space. The resource can be used flexibly to
rehearse the blending of letter/s-sound correspondences which have been introduced to
supplement and extend word level activities. Writing activities can include copy-writing
(thinking about directionality, position of letters on the writing line, size of letters and
spacing of words), converting print to joined writing, writing a couple of sentences based
on the text or to extend the text as ‘What happened next?’. When appropriate, the
provided sentences can be used for dictations - or for the learner to read one sentence at
a time, ‘hold the sentence’ in his or her head, and then re-write the sentence. This
method can be undertaken independently and leads to more competent writing over
time.
Points to consider:
•
Wait until learners can blend well before using this resource.
•
The teacher needs to teach the sound /th/ and the grapheme ‘th’ BEFORE using
the material in this strand. This enables the early use of very helpful words such
as: ‘the’, ‘this’, ‘then’ and ‘that’ - plus many other words which include the
grapheme ‘th’ - long before this letter/s-sound correspondence is introduced via
the SOUNDS BOOK ACTIVITY SHEETS at the end of unit 4.
•
Occasionally, useful common words and graphemes are introduced in the
SENTENCES strand earlier than in the Phonics International ‘order’ in the
interests of providing more meaningful text. The teacher can support the learner,
where necessary, with more challenging words - but many learners will be able to
manage the longer words and trickier parts in the sentences independently.
•
It is helpful to ask learners to ‘say the sounds’ of the graphemes at the top of
each sheet first and then to undertake ‘grapheme searches’ in the words before
reading the sentences. This is where the learner underlines any digraphs and
trigraphs that he or she recognises in the words before decoding the sentences
fluently.
•
Point out the use of punctuation in the sentences and discuss how this makes
text easier to read and understand - and also indicates the manner in which we
‘read’ the sentences particularly when we read aloud.
•
Encourage the learner to read the sentences more than once to build up fluency
and word recognition - and then to think of a couple of similar sentences for
writing down. Discuss any new vocabulary and any ideas introduced in the
sentences.
Copyright 2009 Debbie Hepplewhite and www.PhonicsInternational.com
Name
Sentences
m d g o u l -ll f -ff -ss b
j y
ai
Is that a faint ‘ clickety-click ’ on the
track ?
Is it the train ? Is it just the wind and
the rain ? Is it the train ? Is it ?
The train ticket is in Ben ’s jacket
pocket.
Read the sentences.
Sentences 2b.1
Copy the sentences or write a new sentence.
Illustrate one or more sentences.
Can be used for dictation.
Copyright 2009 Debbie Hepplewhite and www.PhonicsInternational.com
Name
Sentences
m d g o u l -ll f -ff -ss b
j y
ai -ay
all
In May the sun ’s rays stay all day.
I can play on the grass all day.
I can crayon all day on Sunday. It is
the day of rest and play. It is the
best day of all !
Read the sentences.
Sentences 2b.2
Copy the sentences or write a new sentence.
Illustrate one or more sentences.
Can be used for dictation.
Copyright 2009 Debbie Hepplewhite and www.PhonicsInternational.com
Name
Sentences
m d g o u l -ll f -ff -ss b
j y
ai -ay w
-y
Is it a windy and rainy day ?
If it is a sunny day, can we swim ?
William, the dog, wags his tail if he
can swim on a sunny day or in the
wind and rain !
Read the sentences.
Sentences 2b.3
Copy the sentences or write a new sentence.
Illustrate one or more sentences.
Can be used for dictation.
Copyright 2009 Debbie Hepplewhite and www.PhonicsInternational.com
Name
Sentences
m d g o u l -ll f -ff -ss b
j y ai -ay w
oa
Oh no so
Oh no ! The man groans as his boat
floats away. The man is so unhappy.
The toad croaks as the rain soaks his
skin. The toad is so happy in the rain.
The goat roasts as his coat is so hot
in the sun. The goat is not happy in
the rain or in the hot sun !
Read the sentences.
Sentences 2b.4
Copy the sentences or write a new sentence.
Illustrate one or more sentences.
Can be used for dictation.
Copyright 2009 Debbie Hepplewhite and www.PhonicsInternational.com
Name
Sentences
m d g o u l -ll f -ff -ss b
j y ai -ay w
oa ow
they
Adults slow up as they grow up.
Grown-ups may moan and groan as
they slow up.
But not Gran and Granddad - they just
glow as they grow old !
Read the sentences.
Sentences 2b.5
Copy the sentences or write a new sentence.
Illustrate one or more sentences.
Can be used for dictation.
Copyright 2009 Debbie Hepplewhite and www.PhonicsInternational.com
Name
Sentences
m d g o u l -ll f -ff -ss b
j y ai -ay w oa ow
-ie -igh re- de-
Dad ties up his tie tightly. Mum sighs.
Dad tries his best. Dad is the best at
his job. Dad gets high results - the
highest. Mum cries with ‘sad’ delight !
The problem is that Dad has a night
job. This is not the best. Mum sighs,
“Night night….”. Mum puts out the light.
Read the sentences.
Sentences 2b.6
Copy the sentences or write a new sentence.
Illustrate one or more sentences.
Can be used for dictation.
Copyright 2009 Debbie Hepplewhite and www.PhonicsInternational.com
Name
Sentences
m d g o u l -ll f -ff -ss b
j y ai -ay w oa ow -ie -igh
-le table says
Gran says that little Vicky is a ‘ pickle ’.
Vicky sits on the table and sucks a bottle
of milk. Vicky spills it. Vicky rubs the
sticky mess into the table - cloth.
Drops of milk drip off the table. Vicky
jumps in it. Vicky fiddles with the bottle
of pickles and flicks pickles into the kettle.
Gran says, “Yuk ! ” and sighs.
Read the sentences.
Sentences 2b.7
Copy the sentences or write a new sentence.
Illustrate one or more sentences.
Can be used for dictation.
Copyright 2009 Debbie Hepplewhite and www.PhonicsInternational.com
Name
Sentences
m d g o u l -ll f -ff -ss b j
y ai -ay w oa ow -ie -igh -le
/u/ o
-er -me -ne -ve -y
On Monday, Ben and his mother will get
on a fast train to London.
Mrs. Robson’s main plan is to get some
presents for Ben. Ben has not done well
in some subjects. In maths, Ben has come
‘bottom’ in the class tests.
Ben’s mother hugs him. “I love my son bottom of the class or not !”
Read the sentences.
Sentences 2b.8
Copy the sentences or write a new sentence.
Illustrate one or more sentences.
Can be used for dictation.
Copyright 2009 Debbie Hepplewhite and www.PhonicsInternational.com
Name
Sentences
m d g o u l -ll f -ff -ss b j y
ai -ay w oa ow -ie -igh -le /u/ o
a e i o u -y
long vowel sounds
“ I am a kind old man. Come to me for
my help. Do not be afraid of me.
Do not be so shy. Try my ideas. I find
that some ideas just pop into my mind.
I am gladly able to help my ‘fellow man’
with my useful mind and my kindness. ”
Read the sentences.
Sentences 2b.9
Copy the sentences or write a new sentence.
Illustrate one or more sentences.
Can be used for dictation.
Copyright 2009 Debbie Hepplewhite and www.PhonicsInternational.com
Name
Sentences
m d g o u l -ll f -ff -ss b j y
ai -ay w oa ow -ie -igh -le /u/ o
a e i o u -y
long vowel sounds
Patrick went to visit kind Jim. He did find
that the old man had a useful mind !
Patrick tried the old man ’s idea. He
followed Jim’s big plan. Patrick had to fly
across the planet to his mother ’s home.
At last, Patrick and his family re-unite.
They had tried to do this in the past and
had failed. Jim is delighted with Patrick.
Read the sentences.
Sentences 2b.10
Copy the sentences or write a new sentence.
Illustrate one or more sentences.
Can be used for dictation.
Copyright 2009 Debbie Hepplewhite and www.PhonicsInternational.com