Funny Photo
Phonics
Blends
Set 2 • Teaching Guide
Kara Munn
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Funny Photo Phonics Set 2 Teaching Guide
ISBN: 978-1-74164-330-5
Written by Kara Munn
Copyright © 2007 Blake Publishing
Blake Education Pty Ltd
ABN 50 074 266 023
108 Main Rd
Clayton South VIC 3168
Ph: (03) 9558 4433
Fax: (03) 9558 5433
email: [email protected]
Visit our website: www.blake.com.au
Publisher: Katy Pike
Series editor: Garda Turner
Editor: Amanda Santamaria
Designed by The Modern Art Production Group
Printed by Thumbprints Utd, Malaysia
This publication is © copyright. No part of this book may be reproduced by any
means without written permission from the publisher.
Contents
Introduction
4
y as an end sound
Activities
5
The Sticky End
Assessment
8
tch end blend
Game Boards
9
Scritch, Scratch
48
51
ing and ell
r blends
The King and the Bells 54
57
Brad the Crab
21
Buzzing and Flying
Fred the Frog
24
le as an end sound
Grass is Green
27
Jingle Jangle
nk end blends
Frank the Skunk
est
30
l blends
The Best Pest
63
Flipping Phonics Book 2
Clem the Clam
33
Slippery Slugs
36
The Plum Tree
49
A Spotty Sparrow and
a Green Tree Frog
66
Assessment Record Sheet 71
Certificates
p blends
Spotty Spider
60
72
42
t blends
Stars and Storks
45
3
Introduction
A strong knowledge of letter-sound relationships
significantly improves children’s word recognition, spelling
and reading comprehension.
Phonics instruction helps children learn the
relationships between the letters of written
language and the sounds of spoken language.
To be effective, the teaching of phonic elements
needs to be combined with “ample opportunities
for children to apply what they are learning
about letters and sounds to the reading of
words, sentences and stories.” [Put Reading First,
CIERA, 2003.]
Developing a strong knowledge of the many
common two-letter blends will add a large
number of words to a child’s reading and
writing vocabulary. Once a letter combination
is highlighted and taught in an instructional
setting, children need to read and write words,
sentences and texts that put this knowledge
to use. The Funny Photo Blends Set allows
children to consolidate their learning by reading
a story full of words using the blends and letter
combinations they are learning.
Once children have learnt to read 3-letter, short
vowel words (Funny Photo Phonics Set 1), adding
blends to the mix creates a long list of words
that they can read. Word families are an efficient
way to increase reading and writing skills. The
37 most common word endings, or rimes as they
are also known, appear in more than 500 words.
Research into early reading (Goswani and Bryant,
1990) showed that students used analogy to
read and spell unknown words: knowing track
helps them to be able to read black. The brain is
a pattern detector and letter patterns in words
are strongly linked to rhyming activities, spelling
skills and learning to read lots of words quickly.
4
The Funny Photo series brings real fun back into
early phonics reading books. These books are full
of wildly inventive illustrations using manipulated
photographs. At the same time these books
provide plenty of opportunity to practise specific
letter combinations and word groups.
The activities in the Funny Photo Phonics Blends
Set 2 Teaching Guide reinforce the most common
blends and early letter combinations and focus
on student writing as well as word recognition.
There are many playful word family activities and
games included that help build automaticity and
enhance reading fluency.
The components in the Funny Photo Phonics Set
2 Blends are:
Box of 15 titles
Big Book and
Flipping Phonics
Activities
Grab a game
The following games can be played throughout
the year. Most can be played in pairs. Introduce
each game to students and then invite them to
play when they have finished an activity early or
during indoor play times.
Before you begin
Each of these games refers to the game boards
that can be found on pages 9 to 21. Make
multiple copies of each one. Have students colour
them and then have each game board laminated.
This will ensure they can be used time and time
again. Some of the boards need to be copied a
second time, laminated and then the individual
squares cut out to make game pieces. Game
board 9 must be joined.
Once students have been shown how to play a
game, the game boards and pieces can be stored
in a zip lock bag or other suitable place.
This I’m thinking
goes of a word
on
that starts
that
with…
You will need:
• game boards 4, 5, 6, 7
You will need:
• game boards 5, 7
NB: The squares on game boards 5 and 7
need to be cut into individual cards.
NB: The squares on game boards 5 and 7
need to be cut into individual cards.
This game can be played individually or in
pairs. Each player has a board and a set
of picture cards. They place the cards face
down. They turn a card over and match the
picture to its blend. The picture cards are
placed on top of the blends until all blends
are covered. If playing with a partner,
students take turns to have a go.
This game can be played in pairs or small
groups. Students spread the picture cards
on the ground in front of them. One
student says ‘I’m thinking of a word that
starts with/ends with __ .’ They say the
blend that the word starts or ends with.
The remaining students guess the word.
5
Activities
Tricky
track
You will need:
• game board 8
• spinner
• 2 counters
3
2
1
1
2
3
This game can be played in pairs.
Each player places a counter on
start. They take turns to spin the
spinner. Wherever they land they
say the initial blend of the picture.
If they cannot say the blend, they
move back to where they have
come from. The winner is the first
player to reach the finish.
Crazy blends
You will need:
• game board 9
• spinner
• 2 counters
This game can be played in pairs. Each player places a counter on the
start. They take turns to spin the spinner and move ahead. When they
land, they say a word that uses the blend. If they cannot say a word,
they move back three spaces. The winner is the first player to reach
the finish.
6
Activities
Bingo
You will need:
• game board 3
• pile of counters
NB: This game board contains 4 Bingo boards and 12 calling cards.
This game can be played in groups of 5. One student is the caller and holds the 12 calling cards.
Remaining students have a Bingo board and a pile of counters in front of them. The caller takes
a card and says the blend. If the other players have the blend on their card, they cover it with
a counter. The first student to cover all their blends calls ‘Bingo.’ If they are correct they are
the winner.
Question marks
You will need:
?
??
• game boards 4 and 5,
OR 6 and 7
NB: The squares on the game boards need to be cut into individual cards.
This game can be played in pairs. Students place the picture cards face up on the table. They
place the question mark cards face down. They take turns to select a picture card. Then they
choose a question mark card. If the question mark is at the start, they say the initial blend of the
word. If the question mark is in the middle, they say the middle sound and if the question mark
is at the end they say the final sound. If they are correct they take a counter and return their
cards. The winner is the student with the most counters.
Memory
You will need:
• game board 2 and 5
• pile of counters
NB: The squares on all the game boards need to be cut into individual cards.
This game can be played in pairs. Students shuffle the cards. They place them face
down on the ground. They take turns to lift two cards. If the cards are a matching
pair, they keep the cards. If not, they return them face down. Play continues until
all cards have been paired off and the winner is the student with the most cards.
7
And Now for Assessment
There is an assessment record sheet on page 71
which can be used to record a student’s progress.
Make enough copies for each student in the
class. Find time to assess students individually.
Record the responses that students make.
Use this information to identify specific strengths
and weaknesses. Future lessons and revision
activities can then be planned to cater for their
needs. This page can also be used as a stimulus
for discussion during parent-teacher interviews.
Parents benefit from being exposed to specific
examples and the exact instructions that have
been given.
This table can be used as a quick reference to
record the names of students who need extra
help in certain areas. Write their names and the
specific sound or blend they had difficulty with.
repeating blending blends
sounds
Revision
necessary for
these students
8
blending sounds breaking words
together to make into sounds
these words
Game board 1
Make a spinner
Cut out the spinner.
Put a matchstick through the middle.
Use your spinner to play the games.
3
2
1
1
2
3
© Blake Publishing — Funny Photo Phonics Set 2 Teaching Guide
9
Game board 2
?__ _?_ __?
?__ _?_ __?
?__ _?_ __?
?__ _?_ __?
10
© Blake Publishing — Funny Photo Phonics Set 2 Teaching Guide
Game board 3
pl fl st sp gr cl
fr sp fl tr fr fl
cr cl gr st cr pl
st cr gr tr st fr
© Blake Publishing — Funny Photo Phonics Set 2 Teaching Guide
11
Game board 3 Calling Cards
st cr gr fl
sl
cl pl fr
sp tr st cr
12
© Blake Publishing — Funny Photo Phonics Set 2 Teaching Guide
Game board 4
pl__ gr__ st__
cr__ st__ cl__
__ell _ing sl__
fr__ __nk sp__
© Blake Publishing — Funny Photo Phonics Set 2 Teaching Guide
13
Game board 5
14
© Blake Publishing — Funny Photo Phonics Set 2 Teaching Guide
Game board 6
cr__ fl__ dr__
br__ st__ gl__
sp__ __lk __ck
__nk _ing __ell
© Blake Publishing — Funny Photo Phonics Set 2 Teaching Guide
15
Game board 7
16
© Blake Publishing — Funny Photo Phonics Set 2 Teaching Guide
Game board 8
Start
Finish
© Blake Publishing — Funny Photo Phonics Set 2 Teaching Guide
17
Game board 9
Start __le __
cl__ fr__ __ck __
sl__ pl__ __lk _
scr__ tr__ sp__ s
_ing __ell st__ sc
Joins to page 19
18
© Blake Publishing — Funny Photo Phonics Set 2 Teaching Guide
Game board 9
Joins to page 20
e __est br__ __ell
k __nk cr__
fl__
k _ing sl__ gr__ _
_ st__ pl__ tr__ s
_ scr__ Finish
Joins to page 18
© Blake Publishing — Funny Photo Phonics Set 2 Teaching Guide
19
Game board 9
ll __le __est fr__
_ gr__ br__ __lk
_ __nk cl__ cr__
_ sp__ dr__ br__
Joins to page 19
20
© Blake Publishing — Funny Photo Phonics Set 2 Teaching Guide
Teaching notes
Brad the Crab
Things to collect and words to display
Brad Bree crab crash crept croak cry
track tree trick trip truck try
Grant great gritty Fran friend
sight words: a and are can go had
happy he his I in into is it left my
of off on see the they to up was
went will why
Rhymes and jingles, songs and books
Eric Carle, A House for Hermit Crab, Aladdin, 2005
Tony Mitton, Tough Trucks, Kingfisher Books, 2003
Tony Mitton, Tremendous Tractors, Kingfisher
Books, 2005
Suzanne Tate, Harry Horseshoe Crab: A Tale of Crawly
Creatures, Nags Head Art, 1991
Reading the big book
Wonderful words
Write the following words on a white board: prune,
prince, prune, pretty, dragon, dream, drill, broom, bring,
Brad, crab, crash, crack. Students discuss the words. They
say what makes the words the same and different. They
use coloured markers to circle groups of words that
contain the same initial blend. Then they listen for these
blends when they read the big book.
Break it up
Students use Work sheet 1. They read each row of words
to themselves. Then they listen as one of these words is
broken into sounds and read slowly aloud by the teacher.
I’m going to say a word slowly like this, tr…u…ck. I want
you to put a circle around the word I say. Say these
words: crab, track, why, trip, is, bit, his. From each row of
words, students circle the word they hear.
Craft
Each student uses a small box and a variety of other craft
materials to make a truck. The box is the trailer section
of the truck. When the truck is finished, students write
words containing tr on small pieces of card. They store
these in the trailer section of their truck.
Letting them loose with the little books
Begin with a brainstorm
Students read the small book. They discuss words that
start with cr. They write a list of these on the crab on
Work sheet 2. Then they look for words that begin with
tr. They write these on the truck on the work sheet.
Students think of extra words to add to their lists.
Time for a rhyme
Students discuss the definition of rhyming words. They
understand that rhyming words sound the same at the
end. Do the words Brad and crab rhyme? Why not? They
find rhyming words on the following pages: 10, 12, 14.
Making noises
Students work in pairs. One student is the narrator, the
other is Brad. While the narrator reads the small book,
the other student acts as Brad. When the truck crashes
into the tree, they crash saucepans together to make as
much noise as possible.
Break it up
Choose a section of text such as page 10. Students
substitute cr for tr, and tr for cr. Then they try to read the
text aloud. Page 10 would become: The cruck left the
crack. It fell into a track and banged into a cree. Trash!
Looks like
Students practise moving like a crab by squatting and
then scuttling sideways. When they can do this, use chalk
to write the blend cr in large letters on the ground.
Discuss the correct starting point for writing these letters
and the correct way to form each one. Then students crab
walk along the letters as if they are writing them.
21
Work sheet 1 Brad the Crab
Name
Listen to the words.
Circle the one that you hear.
trip
truck
track
crash
crab
crept
track
stuck
muck
my
why
cry
tree
try
trip
it
22
is
trip
bit
had
happy
in
gritty
© Blake Publishing — Funny Photo Phonics Set 2 Teaching Guide
his
Work sheet 2 Brad the Crab
Name
Write words that start with cr.
Write words that start with tr.
© Blake Publishing — Funny Photo Phonics Set 2 Teaching Guide
23
Teaching notes
Fred the Frog
Things to collect and words to display
crack crash creep crunch grabs green
grin grotty grub free Fred frog trap
tree trick trunk
sight words: a is got had happy has he
like of on see the to with
Rhymes and jingles, songs and books
Ten Green Tree Frogs (to the tune of Ten Green Bottles)
Five Little Speckled Frogs
Max Velthuijs, Frog Finds a Friend, Andersen Press
Reading the big book
Chop and change
Students take three small pieces of card. On each card
they draw one picture: a frog, a grub and a tree. Then,
they listen as one of the following lists are read aloud:
grab Fred trunk
free green trap
grin trick frog
tree grotty Fred
Students listen for the gr, tr and fr blends. They place
their three pictures in order of the initial blends they
hear. For the words grotty, truck, free they would place
the pictures in the order grub, tree, frog. Say the words
slowly and allow students to place the pictures down
as the words are spoken.
Begin with a brainstorm
Craft
Students listen as the page in the big book is read aloud.
They discuss blends that they can hear. Students work in
small groups. Each group writes one of these blends at
the top of their page: fr, tr, gr, cr. They list all the words
from the text that contain the blend. Then they think
of more words that fit these categories.
Students make concertina froggy friends. They cut
out the shape on Work sheet 2. Then, they fold along
the given lines and cut out the frog shape. Make sure
students know not to cut along the fold lines. Students
unfold the page and decorate their froggy friends. They
display them in the classroom with words that start
with fr.
Break it up
Use sticky notes to cover each of the blends cr, fr, gr and
tr on the page in the big book. Students work out which
blend belongs under each sticky note. They lift the sticky
note to check their answer.
Blending
Students take Work sheet 1. They cut out each card. They
choose a partner and they use their cards to play a game
of Snap or Memory. If they combine two sets of cards
then a pair is two identical words. If they play the game
with one set of cards, a pair is any two words that begin
with the same blend.
Letting them loose with the little books
Wonderful words
Students write a list from the point of view of a grub.
They call it Traps and Tricks to Play on Tree Frogs.
24
Handle with care
Students make frozen fruit icy poles by combining juice
and fruit in a cup, adding a pop stick and placing them
in the freezer. When it's time to eat the treats, remind
students not to eat or drink near books because it can
damage them.
Work sheet 1 Fred the Frog
Name
Cut out the cards. Find a partner.
Use the cards to play a game of Snap or Memory.
crack
crash
creep
crunch
green
grin
grotty
grub
free
Fred
frog
frogs
trap
tree
trick
trunk
© Blake Publishing — Funny Photo Phonics Set 2 Teaching Guide
25
Work sheet 2 Fred the Frog
Name
Cut along the dotted lines. Cut out the frogs.
Unfold your
froggy friends
and colour
them in.
26
© Blake Publishing — Funny Photo Phonics Set 2 Teaching Guide
Teaching notes
Grass is Green
Things to collect and words to display
grass green colours
sight words: and are can is not or see
the what you
Rhymes and jingles, songs and books
And the Green Grass Grew All Around, ABC Music
Publishing
Mem Fox and Judy Horacek, Where Is the Green Sheep?,
2004, Penguin Books
Alison Lester, I’m Green and I’m Grumpy, 1993,
Penguin Books
Reading the big book
Begin with a brainstorm
Students discuss the gr sound they hear at the beginning
of the words grass and green. They practise saying g…r,
g…r, g…r, gr. Then they think of words that contain gr
and write them on chart paper. They write the gr part of
each word in green.
Break it up
Students complete Work sheet 1. They fill in the missing
letters for each of the colours. Then they colour the small
shape to match the word. Encourage students to break
up the sounds in each word to work out the correct
letters to write. They fill in the missing letters in the
sentences.
Blending
Letting them loose with the little books
Chop and change
Students choose two colours from the following list:
blue, brown, black, green, grey, white. Ask them to chop
the first sound off one colour and replace it with the
first sound from the other colour. If you chop the gr off
green and add the bl from blue, what new colour word
do you get? That’s right bleen! Students experiment
with different combinations of the words. Then they
take Work sheet 2. They read the two colours. Then they
make two new words by chopping and changing the first
sounds. They write the two word combinations and they
use coloured pencils to make the new colour.
Time for a rhyme
Tell students that you are going to make up some funny
words that rhyme with colours. You are going to do this
by chopping off the first sound and replacing it with
another. For example smellow rhymes with yellow. Ask
students what sound has been taken away and what
sound has been added. (/y/ has been taken away and sm
has been added). Students take turns making up funny
words that rhyme with colours. Remaining students work
out the part that has been added and the part that has
been taken away.
Making noises
Students stomp around growling like the bears pictured
at the beginning of the book. Next, they listen as you say
each of the words from the brainstormed list of gr words.
Students repeat each word by ‘growling’ it loudly.
On the board draw a strip of green grass.
Between the blades of grass ‘hide’ g and r. What sounds
can you see in the green grass? What sound do they
make when you join them together? What words could
be hidden in the green grass that contain this blend?
Repeat the activity using different letters that combine
to form common blends.
Craft
Students take a coat hanger. They attach a strip of green
grass to the flat edge. Then they write or draw gr words
on squares of green card and hang these from the flat
edge to make a mobile.
27
Work sheet 1 Grass is Green
Name
Fill in the missing letters and colour the shape.
Fill in the missing letters.
Bears are not __ __ ue.
Bears are __ __ own.
Bears are __ __ ack.
The sky is not __ __ own.
The sky is not __ __ een.
The sky is __ __ ey.
__ __ owers are orange, purple, __ __ een or white.
__ __ in is not __ __ ue.
Skin is not __ __ een.
Skin is pink or __ __ ack.
28
© Blake Publishing — Funny Photo Phonics Set 2 Teaching Guide
Work sheet 2 Grass is Green
Name
Mix the colours.
What colour do you make?
What word do you make?
colour 1 colour 2 new word
new
colour
grack or
bley
grey
black
brown
blue
or
brown
grey
or
black
green
or
green
white
or
© Blake Publishing — Funny Photo Phonics Set 2 Teaching Guide
29
Teaching notes
Frank the Skunk
Things to collect and words to display
blink drank Frank drink mink pink sink
skunk stank stink Tink
sight words: a away from it’s like of
she the this to too what yes
Rhymes and jingles, songs and books
Pamela Allen, Who Sank the Boat?, 1988, Puffin
Rod Clement, Counting on Frank, 1991, Harper Collins
Publishers
Babette Cole, The Smelly Book, 2001, Random House
Children’s Books
Reading the big book
Begin with a brainstorm
Students listen as the page in the big book is read to
them. Which sound can you hear repeated in many of
the words? Discuss the nk sound and explain that it is
mostly at the end of the words. On pink card or in pink
marker, make a list of all the words that contain nk. Can
you think of any more words that would belong on this
list? Display the list and add to it as students think of
more words.
Break it up
Remind students how to break up the sounds in a word.
You can say Frank slowly like this: Fr…ank. Students
listen as more words are said slowly. They listen and then
they say the word. Say these words: sk…unk, m…ilk,
p…ink, m…ink, st…ank, bl…ink.
Chop and change
Students revise the five vowels. I’m going to say a word.
I want you to listen to the vowel sound. Then, I’m going
to ask you to change the vowel to a different vowel.
Let’s listen to the sounds in Frank – Fr…a…nk. The vowel
is /a/. What would the word sound like if we changed
the /a/ to /o/, Fronk! Students experiment with different
vowel sounds. Then, they listen to more words and
change the vowels.
Handle with care
Mix up some pink flavouring and milk and allow students
to have a drink of pink milk. Then try relay races where
students carry a plastic cup of pink milk instead of a relay
baton. They must not spill a drop. Make sure you are
playing outside. Afterwards, remind students that in the
same way that they carried the cup of milk carefully, they
must remember to treat books carefully too.
Letting them loose with the little books
Looks like
Students use pink plasticine to make the letters n and k.
They discuss the curved and straight edges of the letters.
Blending
Show students Work sheet 1. Explain that they need to
listen as you read words from the text. Students listen
for the middle and final sounds and then they determine
which group the word belongs to: ___ ink, ___ ank or
___ unk. They place a counter on the work sheet in the
appropriate place. Afterwards, they add up their totals.
Read each word again and discuss the sounds and the
correct group. Use these words: pink, sink, Frank, drink,
stank, skunk, mink, Tink, blink. Reuse the work sheet by
encouraging students to write their own lists of words in
each group.
Craft
Students make a pink blinker. If possible, copy Work
sheet 2 onto pink card. Students cut out the large
rectangle and the blank eye shapes in the lower section.
They colour the eyes on the top section. Students fold
along the dotted line and then they hold the blinker in
front of their eyes. Use the blinker in question/answer
type games. If the answer to a question is yes, they blink
twice, if no, they don’t blink.
30
Work sheet 1 Frank the Skunk
Name
Listen to the word.
What group does it belong to?
Put a counter on the page to show the group.
___ unk
___ ank
___ ink
© Blake Publishing — Funny Photo Phonics Set 2 Teaching Guide
31
Work sheet 2 Frank the Skunk
Name
Make a pink blinker.
1 Cut out the rectangle.
2 In the top part, colour the eyes.
3 In the bottom part, cut out the eyes.
4 Fold along the dotted line.
fold
fold
cut around dotted line
32
cut around dotted line
© Blake Publishing — Funny Photo Phonics Set 2 Teaching Guide
Teaching notes
Clem the Clam
Things to collect and words to display
clack clam Clem click cling glad glum
Letting them loose with the little books
Making noises
Rhymes and jingles, songs and books
Students locate speech marks used in the text. They
discuss their purpose. They put their fingers on the
speech marks and talk about where the speech begins
and where it ends. Then they say the parts that Clem
says aloud. On Work sheet 1, students find the relevant
illustration in the book. Then they fill in the words that
Clem says. Remind students not to write the speech marks
or any of the surrounding text.
Pamela Allen, Clippity Clop, Penguin Books, 1994
‘Click clack front and back’ advertisements
Craft
flap flip fly plop slam
sight words: a all and can cannot do
his I is not on said the this to
want with
Reading the big book
Looks like
Students listen to the page in the big book as it is read
aloud. They discuss the blend cl. They talk about the
words that contain the blend cl. Then, they make the
letters c and l with their hands. They make their left
hand into a c shape by bending their fingers and thumb
around. They make their right hand into the l by holding
all their fingers together and keeping their hand straight.
They place the two hands next to each other to make
the blend. They discuss the curved and straight edges of
each letter.
Students use Work sheet 2. They cut out the clam shape.
Then, they fold along the dotted line to make a clam that
opens and closes. Students write or draw one cl word
inside the clam. They decorate the outside of the clam.
Paint a large rock on paper. Attach all the clams to the
rock and use as a display.
Wonderful words
Students discuss the ‘Click clack front and back’ safety
reminders for wearing seat belts. They design a poster
featuring Clem the clam to remind others of this
important rule.
Begin with a brainstorm
Students find other l blends in the text for example: gl,
fl, pl, sl. They make a list of words that belong in these
categories. They find words in the text and they add to
their list by finding other words from classroom displays
and resources.
Break it up
Students make their hands into Clem the clam. They curve
their fingers over to meet their thumb. Then, they open
and close their fingers like a clam opening and closing,
or flipping and flapping. They draw or paste eyes on their
knuckles to make Clem’s face. Reread the page in the
big book. Students listen for cl sounds. Their clam stays
closed until they hear cl, then they open their clam wide.
Syllable clap
Students make their hands into a clam shape like they did
in the previous activity. They listen to a word or sentence
from the text. They open and close their ‘clam’ to show
how many syllables they hear.
33
Work sheet 1 Clem the Clam
Name
What does Clem say?
34
© Blake Publishing — Funny Photo Phonics Set 2 Teaching Guide
Work sheet 2 Clem the Clam
Name
✂
Write cl words inside Clem the clam.
fold
© Blake Publishing — Funny Photo Phonics Set 2 Teaching Guide
35
Teaching notes
Slippery Slugs
Things to collect and words to display
black blinking blobby blushing flap
flashing flea flip flipping flop floppy
flower flying slap sled slick slimy slip
slippery slop sloppy slug
Letting them loose with the little books
Begin with a brainstorm
Students use Work sheet 1. They work with a partner
or on their own. They look through the little books and
they find words that begin with bl, fl and sl. They write
them in the spaces provided on the work sheet.
sight words: and did full not of the
Wonderful words
they went
Show students Work sheet 2. They read the base words.
They talk about longer words that start with these base
words. Then, they read the little books and they find
words that fit the spaces on the work sheet. In the box
at the bottom of the page, they write more words that
use the base words given.
Rhymes and jingles, songs and books
Lynley Dodd, Slinky Malinki, 1992, Penguin Books
Slip Slop Slap Cancer Council posters
If you’re happy and you know it, clap your hands.
(Replace ‘clap your hands’ with ‘blink your eyes’.)
Answers: slugs slimy slippery blinking blushing floppy
flipping fleas flapping flying
Reading the big book
Time for a rhyme
Syllable clap
Remind students that rhyming words sound the same
at the end of the word. Ask students to sit with a partner.
They turn each page and have a race to find the word
that rhymes with the one given. For example on page
2: What word rhymes with mugs? or on page 12: What
word rhymes with foxes?
Read each line to students. Have them clap the line back
to you, making sure they clearly clap each syllable.
Looks like
Find a good slime recipe. Make the slime, spread it on
a covered table and let students make a mess. When
they have had a bit of fun, encourage them to practise
forming the letters for the blend sl in the slime. Make
sure they use the correct starting position for each letter.
Craft
Students use paint and collage to create a classconstructed, garden mural. They paint flower heads, cut
them out and paste them onto straws. In the centre of
each flower they write a word that starts with fl. Then,
they cut slugs from corrugated cardboard and dribble
PVA glue over them to make them look slimy. When
the glue has dried they use permanent markers to write
words containing sl on the slugs. They assemble the
flowers and slugs on a wall, adding a row of grass along
the bottom.
36
Handle with care
Students design a poster to remind the school community
to Slip, Slop, Slap before going into the playground. They
include pictures of slugs and other slippery slimy critters
to get their message across. Emphasise that we need
to protect and look after our skin in the same way that
books need to be protected and looked after.
Work sheet 1 Slippery Slugs
Name
Add words to each trail.
sl
bl
fl
© Blake Publishing — Funny Photo Phonics Set 2 Teaching Guide
37
Work sheet 2 Slippery Slugs
Name
Read the base word.
Add an ending to make another word.
Example: slop, sloppy
slug __ __ __ __ __
p4
slime __ __ __ __ __
p4
slip __ __ __ __ __ __ __ __p6
blink __ __ __ __ __ __ __ __p12
blush __ __ __ __ __ __ __ __p12
flop __ __ __ __ __ __
p14
flip
__ __ __ __ __ __ __ __p16
flea __ __ __ __ __
p16
flap __ __ __ __ __ __ __ __p18
fly
__ __ __ __ __ __
p18
What other words use these base words?
____________________________________________
____________________________________________
38
© Blake Publishing — Funny Photo Phonics Set 2 Teaching Guide
Teaching notes
The Plum Tree
Things to collect and words to display
flamingo flat flea Flossy flower plant
please plop plum plump glass glossy
sight words: a and are day her in off
they tree up was were
Rhymes and jingles, songs and books
Allan Ahlberg, Each Peach Pear Plum, 1989, Penguin
Books
Kim Lewis, Floss, 1993, Walker Books
Reading the big book
Chop and change
Remind students that they can chop sounds off words
and replace them with other sounds to make new words.
Show students Work sheet 1. Explain that they need to
chop off the first sound that is underlined and chose
one of the surrounding sounds to make a new word.
Emphasise that the new words must be real words rather
than made up words.
Letting them loose with the little books
Begin with a brainstorm
After students have read the little books, draw a large
tree on the board. Cut out small plums from coloured
paper. Students think of words that contain pl. They write
one word on each plum and paste it onto the tree.
Wonderful words
Students complete the sentences on Work sheet 2. They
refer to the little books to check their answers.
Making noises
Students work in pairs to act out the story. One student
narrates while the other one acts the tree. The tree
makes the plop and swish sounds at the appropriate
moments.
Handle with care
If plums are in season, allow students to taste them.
If not, find some plum jam and spread on bread for
students to try. Remind students that food and books
don’t mix. Make sure everyone washes their hands
thoroughly before they return to reading.
Break it up
Read lines of text to students. Say the beginning sounds
of some of the words and allow students to say the
middle and final sounds. For example: Flossy’s l______
were gr______ and gl______. Students fill in the blanks
as you read. They say eaves, een, ossy.
Odd one out
Choose three words from the following lists:
1 flamingo flap flat flea flip flop Flossy flower fly
2 plant play please plop plum plump
3 glad glamorous glass glossy glum
Make sure two words are from one list and the third
word is from a different list. Students listen to the three
words and choose the odd one out, or the one that has
the different beginning blend.
39
Work sheet 1 The Plum Tree
Name
Chop off the first sound that is underlined.
Choose another sound and make a new word.
{
{{
{
{{
c
Example:
z
s
s
n
m
40
flat
cl
j
plum
st
cl
st
f
plop
r
l
m
f
d
y
= bossy
Flossy
sh
l
flower
sh
f
gr
b
n
s
th
plump
c
f
© Blake Publishing — Funny Photo Phonics Set 2 Teaching Guide
n
Work sheet 2 The Plum Tree
Name
Complete the sentences.
Then check your answers in the book.
plump clouds flowers plop blue
Flossy glossy plop flat plum plop
Flossy was a ____________________________ tree.
Her __________________ were white and pretty.
Flossy’s leaves were green and _______________ .
Her plums were ____________________ and sweet.
They fell off- ________________ , ______________ ,
____________________ .
Flossy felt ____________________ .
The sky was ____________________
The next day there were ___________________ in
the sky.
____________________ was happy.
© Blake Publishing — Funny Photo Phonics Set 2 Teaching Guide
41
Teaching notes
Spotty Spider
Things to collect and words to display
space spaghetti sparrow spider spill
spin spit splash splish splosh spoon
spot
sight words: a are gets go is likes
on the very
Rhymes and jingles, songs and books
Incy Wincy Spider
Eric Hill, Where’s Spot?, 1989, Penguin Books
Peter and Robyn Mapleson, Splish Splash Splosh,
ABC Music Publishing
Reading the big book
Begin with a brainstorm
Draw a giant spider on card. Make the spider spotty by
adding circles of coloured paper. Students brainstorm sp
words and write one on each ‘spot’.
Making noises
Students sit opposite a partner. They each hold a spoon.
A marble, or ‘spot’, is placed on one of the spoons. Each
time the ‘spot’ is passed back and forth on the spoon, the
student who has the marble says a word with a sp blend.
Chop and change
Show students Work sheet 1. They say the word in the
first column. Then, they write the word in the second
column with the sp part crossed off. Students replace the
sp with the letter in the third column and they write the
new word in the final column.
Handle with care
On a piece of card that is about 10 cm by 10 cm, draw
a spider. Next, place about 10 counters (spots) on the
spider. Students sit in circle. One student takes the spotty
spider. Very carefully, they pass it around the circle trying
not to let the ‘spots’ fall off. As students do this, remind
them that just as they are taking care of the spider, they
must take care of books and treat them with respect.
42
Letting them loose with the little books
Looks like
Students discuss the correct way to form the letters s
and p. They talk about the starting positions and the
direction their pencil should travel. Then, they go outside.
They watch and listen as a bucket of water is splashed
onto the ground. They use paint brushes and water and
practise ‘painting’ the letters s and p onto any outdoor
surface.
Syllable clap
Students read each page aloud and clap the syllables
on each page. Next, students ‘read’ the entire book by
clapping the syllables rather than verbalising the text.
Finally, students work in pairs. One student claps the
syllables on a page and the other student guesses which
page they have clapped.
Wonderful words
Students look at page 12. What is the same about the
words splish, splash, splosh? What is different? Remind
students of the five vowels. What would the words
sound like if /e/ and /u/ were substituted? Show students
Work sheet 2. They write the vowels. Then they make
new words by changing the underlined vowel to another
vowel.
Craft
Students make a mess using cooled spaghetti pieces.
They use the spaghetti to write sp words or to draw sp
pictures. Throw the whole lot out afterwards.
Work sheet 1 Spotty Spider
Name
Make some new words.
start
with
cross off
sp
add
new
word
spin
spin
b
bin
spit
f
spot
p
spoon
m
spill
t
spider
w
sparrow
m
spotty
d
space
l
© Blake Publishing — Funny Photo Phonics Set 2 Teaching Guide
43
Work sheet 2 Spotty Spider
Name
Write the five vowels here.
____
____
____
____
____
Look at the vowel that is underlined.
Change it to another vowel.
What words can you make?
Example: spot spat, spit
spin
spill
is
likes
and
on
gets
44
© Blake Publishing — Funny Photo Phonics Set 2 Teaching Guide
Teaching notes
Stars and Storks
Things to collect and words to display
stack Stan stand stapler star start
Steffy Steven stick sticker stilts
stork story
sight words: a about all and find had
happy is lots of on the this too
want with
Rhymes and jingles, songs and books
Twinkle Twinkle Little Star
Letting them loose with the little books
Making noises
Write s on one piece of card and t on another. If you
have time, make them star-shaped pieces of card. Ask
two students to hold the cards and have them stand
on opposite sides of the classroom. Point to the s card
and have students say ‘s’, then point to the t card and
they say ‘t’. The card holders then take one big step
toward each other. Again, point to each card and have
students say the sound. As the card holders step closer
and closer to each other, the s and t sounds get closer
and closer, until students are saying ‘st’.
Star Light Star Bright First Star I See Tonight
Blending
Nette Hilton, Smallest Bilby and the Midnight Star, 2006,
Working Title Press
Draw three stars on a board. Find a word in the book
that has the same number of sounds as the stars I have
drawn. Students find words such as star: s-t-ar, this: th-i-s,
had: h-a-d. They point to the stars as they say the sounds.
Then show students Work sheet 1. They count the stars
and then they find words in the text that have the same
number of sounds. They write the whole word and then
they write the word broken into sounds.
Reading the big book
Begin with a brainstorm
Read the title. Ask students what sound they can hear
at the start of the words stars and storks. You can hear s
and t blended together to make st. Try this: s..….t, s…...
t, s…t, st. Students brainstorm a list of words that contain
st. Write these on a large star shape. After students read
the book, they add more st words to the list.
Chop and change
Choose a word from the text that starts with st, like
star. If I chop off the st sound and change it to b what
new word do I make? That’s right it’s bar. Students
experiment by replacing the st sound with f, c, j. What
new word would I make if I added t to the end of star?
Students discuss other words they can make by changing,
or adding to, the start or end of the word star.
Wonderful words
Make a student a star for the day. Choose a student who
deserves some positive reinforcement. Brainstorm all the
great attributes this student has, write these on a large
star and let the student hang this around their neck
for the day.
Wonderful words
On Work sheet 2, students write another story about
stars and storks. They begin by listing all the st words
they can think of. They use as many of these in their story
as possible. They use the same three beginning lines and
then they make up the rest of the story.
Craft
Make stars by cutting two triangles from thin card and
placing them on top of each other. Students rotate the
top triangle slightly to form a star shape. They paste the
triangles together. Students write one st word in each
arm of the star. They sprinkle glitter on the stars. They
make stick mobiles by placing two sticks at right angles
to each other and hanging the stars from the sticks.
45
Work sheet 1 Stars and Storks
Name
Count the stars.
Find words with that many letters.
Example:
stork
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
Circle all yout st words.
46
© Blake Publishing — Funny Photo Phonics Set 2 Teaching Guide
Work sheet 2 Stars and Storks
Name
Write another Stars and Storks story.
Write some st words in the box.
Use as many of these in your story as you can.
Start writing your story.
Use the back of the page as well.
Stars and Storks
This is a star.
This is a stork.
This is a story about stars and storks.
© Blake Publishing — Funny Photo Phonics Set 2 Teaching Guide
47
Teaching notes
The Sticky End
Things to collect and words to display
giraffe legs to the bottom and a tail to the side to make
Franky, the lanky, cranky giraffe.
friendly grunty handy humpy inky jumpy
Letting them loose with the little books
lanky lumpy puffy slinky sticky stingy
Break it up
bendy bumpy clingy clinky cranky fluffy
stinky story very sight words: a all and
cat has he is she this
Rhymes and jingles, songs and books
If you’re happy (replace with: fluffy/slinky/grunty/cranky/
stinky) and you know it clap your hands.
Eric Carle, The Very Busy Spider, 1989, Penguin Young
Readers Group
Eric Carle, The Very Hungry Caterpillar, 1994, Penguin
Young Readers Group
Lynley Dodd, Hairy Maclary from Donaldson’s Dairy,
1987, Penguin Books
Margaret Wild, Henry and Amy, 1998, Scholastic
Reading the big book
Begin with a brainstorm
Students listen as the page in the big book is read to
them. Then, they talk about the sound of the y at the
end of many of the words in the text. What sound does
y make in these words: yellow, sky, sticky? What words
have a y like the y in sticky? On card, make a list of all
the words from the text that end in y. Next, give students
small sticky notes and have them write y on each one.
Students stick the sticky notes on the end of each of the
words — in other words, they give the words sticky ends.
Odd one out
Remind students that the y at the end of a word can
make the long e sound. Students talk about other sounds
y makes such as the y in my or yellow. Show students
Work sheet 1. They read each row of words. They listen
for the sound the y makes. Then they circle the odd one
out, or the word where y makes a different sound.
Craft
Students cut an A4 page in half lengthways. They fold the
piece concertina style so they have about 10 zig zags. On
each of the rectangles that are formed by the fold marks,
they write a word from the text that ends with a y. Next,
they add a giraffe head to the top of the zig zag, four
48
Show students Work sheet 2. Point out that many of
the final y sounds have been left out. Students read the
text and discuss how different it sounds when these ys
are removed. Then they cut out the boxes containing ys.
They put paste in each of the empty boxes throughout
the text. They paste on the ys. Then students read the
text again.
Break it up
Students choose a page. They identify the words that
have the same ending. Then, they isolate the different
beginnings to these words. For example, on page 16, the
words are Frumpy, jumpy and bumpy. umpy is the ending
and fr, j, and b are the beginnings.
Time for a rhyme
Students make a game of Memory. With a partner, they
cut 20 small pieces of card. They choose ten pairs of
rhyming words from the text and they write one word on
each card. Then they place the cards face down in front
of them. They take turns to turn over two cards. If the
cards are a rhyming pair, they keep them. Otherwise they
return them to the same place. Play continues until all the
cards have been turned over. The winner is the student
with the most cards at the end.
Looks like
Students write a large y on paper. They remember
to begin the letter at the top and they focus on the
direction of the curved and straight edges. Then
students spread PVA glue over the letter. They peel
small rectangles of Contact from its backing paper. They
attach the Contact sticky side up. Students display their
work and they remember that sometimes y gives words
a sticky end.
Work sheet 1 The Sticky End
Name
Read the words. Listen to the sound
the y makes. Circle the odd one out.
yellow
sticky
stingy
fly
very
yes
stinky
bumpy
you
cranky
bendy
my
Pinky
Franky
slinky
friendly
your
Chumpy
Wendy
jumpy
humpy
yesterday
© Blake Publishing — Funny Photo Phonics Set 2 Teaching Guide
yell
inky
49
Work sheet 2 The Sticky End
Name
y
y
y
y
y
Give the words a sticky end!
Cut out each y.
Paste on the ys.
The stick
end.
is fluff
Buff
, fluff
is very hump
is crank
is stink
, Cand
.
camel.
, crank
giraffe.
, stink
and Sand
skunk.
are all very hand
And this story has a very stick
50
y
y
y
y
y
.
She is a very ink
And
y
y
y
y
y
.
He is a very lank
Pink
y
y
y
y
y
cat.
, hump
She is a very lump
Frank
y
y
y
y
y
.
She is a very puff
Chump
y
y
y
y
y
© Blake Publishing — Funny Photo Phonics Set 2 Teaching Guide
end.
.
Teaching notes
Scritch, Scratch
Things to collect and words to display
catch ditch fetch hatch itch Mitch
scratch scritch Titchy watch
sight words: a an and has in is it no
out play said says see the to up with
Rhymes and jingles, songs and books
Rose Impey, Titchy Witch series
Pat Hutchins, Titch series
Reading the big book
Looks like
Discuss the shape of the letters that make up the sound
tch. Talk about the straight and the curved edges of the
letters. Make sure students remember that t and h are
taller letters than c. Students go into the playground and
use a stick to scratch the letters tch into the ground.
Syllable clap
Students clap the syllables in selected words. Then, they
take Work sheet 1. They read the words and count the
syllables. They write them in the correct column. Students
find other words in the text to add to each column.
Odd one out
Students read Work sheet 2. They read each row of
words. They focus on the middle and final sounds.
Then, they circle the odd one out, or the word with the
different sound.
Wonderful words
Students read to the end of the little book. They discuss
what could happen next. They form small groups and
write a jointly constructed extra chapter for the book.
Break it up
Choose words from the text and break them into
sounds. Say, I’m going to break a word into its sounds
and I want you to work out which word I am saying.
T…i…tch…y, s…c…r…a…tch. Later, students have a turn
at breaking the words into sounds.
Making noises
Students work in small groups to act out the text. Each
group needs Mitch, Titchy, the chick, a narrator and
a sound effects manager.
Letting them loose with the little books
Begin with a brainstorm
Write the headings atch, etch, itch, otch, utch on large
sheets of paper. Students make lists of words that belong
in each category. They search the text of the little book
and they use classroom resources such as dictionaries
to help them add to the lists.
51
Work sheet 1 Scritch, Scratch
Name
Count the syllables in the words.
Write them in the correct column.
Then add more words of your own.
egg Titchy gobble play rattle hatch chick Mummy
1 syllable
52
2 syllables
© Blake Publishing — Funny Photo Phonics Set 2 Teaching Guide
Work sheet 2 Scritch, Scratch
Name
Read the words. Listen to the middle and
the end sounds. Circle the odd one out.
catch
itch
scratch
hatch
Mitch
watch
fetch
catch
scratch
ditch
ditch
hatch
ditch
scritch
itch
hatch
Mitch
watch
itch
catch
itch
scratch
scratch
ditch
© Blake Publishing — Funny Photo Phonics Set 2 Teaching Guide
53
Teaching notes
The King and the Bells
Things to collect and words to display
bell bluebell cowbell doorbell yell cling
ding duckling king sing bang clang rang
sang bong clong dong gong long song
sight words: a am and big do I like
Letting them loose with the little books
Begin with a brainstorm
Students use Work sheet 1. They hunt through the text
to find words that have each of the endings. They write
them in the correct column. Then, they think of two more
words to add to each group.
little not or said she stop that the
Wonderful words
will you
Students look at the word bells. What smaller words can
you find hidden inside bells? The letters must be in the
same order. I can see be and bell. Cover the unnecessary
letters so students see the smaller words. Students read
the words on Work sheet 2. They hunt for smaller words
and write them on the work sheet.
Rhymes and jingles, songs and books
Ding dong dell pussy’s in the well
Pat Hutchins, The Doorbell Rang, 1989, Harper Collins
Sue Machin, I Went Walking, 1991, Scholastic
Reading the big book
Break it up
Talk about the ell sound. Give a student a small bell.
As you read the text, they ring the bell every time they
hear the ell sound. What are some other words that
contain ell?
Syllable clap
Remind students that syllables are the parts of words
that they can hear. Use the example, duckling. Make
sure students can hear the two syllables. Next, hand out
as many sets of bells as possible. Read a line of text and
have students ‘ring’ the syllables back to you.
Odd one out
Choose two words from one list and one word from
another list. Slowly say the three words and students
work out which word sounds different at the end.
1 cling ding duckling king sing
2 bang clang rang sang
3 bong clong dong gong long song
54
Making noises
In groups of three, students act out the text. One student
is the narrator, one plays the duckling and one plays the
king. Allow lots of time for students to practise their
parts. Encourage students to add props to help with the
ding donging and the cling clanging.
Craft
Students draw pictures of the king. They add a crown
using sparkly paper or foil. Around the king they write
as many ing words as they can that describe things
the king can do. Examples include: laughing, jumping,
singing, eating, driving, hosing.
Work sheet 1 The King and the Bells
Name
Find words that belong in each group.
ell
ing
ong
ang
Think of two more words for
each group.
© Blake Publishing — Funny Photo Phonics Set 2 Teaching Guide
55
Work sheet 2 The King and the Bells
Name
Find smaller words in each of these words.
Write the words you find.
Example: bells – bell be
duckling
clanging
banging
king
stop
yelling
rang
doorbells
bluebells
singing
56
© Blake Publishing — Funny Photo Phonics Set 2 Teaching Guide
Teaching notes
Buzzing and Flying
Things to collect and words to display
buzzing creeping flapping flying singing
slinking smelling sniffing sploshing sting
trotting wing
sight words: and is like the their to
Rhymes and jingles, songs and books
Pamela Allen, Alexander’s Outing, 1994, Picture Puffin
Reading the big book
Break it up
Students listen as the big book page is read to them. Tell
me some words that end with the ing sound. They say
each of these words slowly, emphasising the ing sound at
the end. What three letters make the ing sound?
Looks like
Students draw a picture of an imaginary ‘ing family’.
They make up funny names such as Mr Laugh ing, Ms Eat
ing, Master Shout ing, Miss Jump ing. When they draw
each character, they include ing as part of their clothing
or actions.
Letting them loose with the little books
Begin with a brainstorm
Students work in small groups. They cut out the headings
on Work sheet 1 and paste each one on a large sheet of
paper. Then they find words that belong in each group.
They write the base word and the word containing ing.
They use a different coloured marker to circle the base
word within the longer word. They use the text from the
book as well as other print in the classroom to find more
words that contain ing. Students use the lists to try to
find a pattern to help them when they are spelling.
Wonderful words
Students notice that when ing is added to some words,
the final consonant is doubled. They read the base
words on Work sheet 2 and then add ing to each word.
They check on the page listed for the correct spelling.
Students circle the words where the final consonant
has been doubled before adding ing. Then, they use
this knowledge to help them add ing to the last words
on the work sheet.
Making noises
Students have some fun and read the text as a rap. They
take turns to read sections to their peers.
Syllable clap
Each student takes a handful of counters. Read aloud
a line of text. Students count the syllables and place
a counter in front of them for each syllable they hear.
Handle with care
Students form relay teams. For each team, cut three small
pieces of paper. On each piece write one of the letters
i, n, g. Place these letters, in order, on a tough piece
of card. Students hold the card and the ing letters and
use this as their baton. The relay begins with students
moving as fast as they can without letting the letters
blow off the card. If the letters move, they must stop and
replace them in the correct order. Talk about carrying the
‘baton’ carefully. Remind students that they must also
carry books carefully. Discuss ways of protecting books
such as using waterproof bags and keeping books away
from food.
57
Work sheet 1 Buzzing and Flying
Name
Cut out the headings.
Paste them on larger sheets of paper.
Add words to each group.
add ing
jump — jumping
take off the e and add ing
make — making
double the last letter and add ing
run — running
58
© Blake Publishing — Funny Photo Phonics Set 2 Teaching Guide
Work sheet 2 Buzzing and Flying
Name
Add ing to these words. Check
your words are spelt correctly.
flap
buzz
trot
sing
creep
slink
sniff
smell
to make sure
p4
p4
p8
p12
p16
p16
p20
p20
Circle the words where the last letter was
doubled before adding ing. Now add ing to
these words.
clap
rot
ring
think
© Blake Publishing — Funny Photo Phonics Set 2 Teaching Guide
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Teaching notes
Jingle Jangle
Things to collect and words to display
crumble grumble mumble stumble
tumble bubble nibble wibble wobble
nettle settle jiggle wiggle angle bangle
dangle jangle tangle triangle dingle
jingle
sight words: a and but can end get
into like not on that up will with
Rhymes and jingles, songs and books
I’m a dingle dangly scarecrow with a flippy floppy hat
Pamela Allen, Waddle Giggle Gargle!, 1996,
Penguin Books
Elizabeth Honey, Not a Nibble, 1998, Allen and Unwin
Reading the big book
Begin with a brainstorm
On the board, write the following headings: ___umble,
___angle, ____le. As you read the text for a second time,
students locate words that belong in each of the groups.
They write them in the correct places. Then they think
of more words that they could write in the groups.
Chop and change
Remind students that they can chop off the sounds at the
beginning of words and replace them with other sounds
to make new words. If we say mumble without the m,
it’s umble. But if we add on gr or st, the word becomes
grumble or stumble. Let students experiment with
chopping and changing the sounds in other words.
Blending
Students work with a partner. They cut out the words
on Work sheet 1. They spread the words out face up.
One player secretly sticks a star under one of the words.
The other player tries to find the star by asking ‘Is it
under _____?’
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Letting them loose with the little books
Time for a rhyme
How do you know if two words rhyme? What part of
the words sounds the same? Students turn each page
and look for rhyming words. Most pages have rhyming
words. They say the rhyming words and isolate the part
of the word that rhymes.
Making noises
Students twist two coloured pipe cleaners to make a
bangle. They hang paper clips and small scrunched up
pieces of foil from it to make jingling and jangling noises.
Odd one out
Students use Work sheet 2. They listen as the words are
read to them. They work out which word has a different
ending, or the word that is the odd one out.
Craft
Take students outside to blow bubbles. They talk about
the bubbles wibbling and wobbling and popping when
they land on something. Next, have students use straws
to blow bubbles in small tubs of dye. When they have
made loads of bubbles, they place a piece of paper over
the bubbles to make a print. When the print has dried,
they add words like wibble, wobble and pop.
Work sheet 1 Jingle Jangle
Name
Play with a partner.
Cut out the words.
Spread them out so you can read the
words. One player hides a star under one
of the words. The other player tries to find
the star by asking ‘Is it under _____?’
crumble grumble mumble stumble
tumble
bubble
nibble
wibble
wobble
nettle
settle
jiggle
wiggle
angle
bangle
dangle
jangle
tangle
triangle
dingle
jingle
tingle
single
fumble
mangle
© Blake Publishing — Funny Photo Phonics Set 2 Teaching Guide
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Work sheet 2 Jingle Jangle
Name
Listen to the words.
Circle the odd one out.
apple
crumble
grumble
wobble
wibble
nibble
wobble
nettle
bubble
settle
wiggle
worm
jiggle
dangle
dingle
bangle
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stumble
mumble
jingle
dangle
bangle
angle
tangle
nibble
© Blake Publishing — Funny Photo Phonics Set 2 Teaching Guide
Teaching notes
The Best Pest
Things to collect and words to display
best chest crest pest rest test vest
sight words: a but here in is of out
the they this what who your
Rhymes and jingles, songs and books
P.D. Eastman, Best Nest, 1983, HarperCollins Publishers
Reading the big book
Letting them loose with the little books
Chop and change
Students take Work sheet 2. They read the words that
contain est. Then they read the sentences and they fill
in the missing letters so the sentences make sense.
Rhyming words
Students reread the text. Remind students that rhyming
words sound the same at the end. They locate pairs of
rhyming words and they identify the part of the word
that rhymes.
Begin with a brainstorm
Students discuss the rhyming words in the title. They talk
about the three letters that combine to make the est
sound. Students make a list of all the words that contain
est from the text. Then, they add other words from the
classroom or dictionary. Students try putting each letter
of the alphabet before est to make more words.
Break it up
Looks like
Handle with care
Students discuss the shape of the letters e, s and t. They
realise that t is a taller letter than e and s. They talk
about other tall letters like l, k, h, b. They talk about
letters with ‘tails’ that hang below the other letters such
as q, p and y. Then, they take Work sheet 1. They match
the shape of each word to the boxes. They write the
words in the shapes so one letter takes up each box.
Remind students of the importance of treating books
with care. Have students take turns to demonstrate how
to turn the pages of the book and how to return the
book to the storage area.
Tell students that you are going to say a word slowly.
They listen to the sounds and then they say the word. Use
words that contain est such as p..e..s..t, ch..e..s..t, c..r..e..s..
t. Then students have a turn at saying the words slowly
and the remainder of the group guesses the word.
Craft
Make a chest with a crest full of pests. Students decorate
a box with a crest that they design. Then they make
lots of little pests from bottle tops, match sticks, cut up
straws, buttons and other craft materials.
Transfer learning
Create sets of other words that end in st using other
vowels, such as:
ust — bust, crust, dust, gust, just, trust
ist — fist, gist, list, mist, wrist
ast — cast, fast, last, mast, past
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Work sheet 1 The Best Pest
Name
Write each word in its shape.
best chest testy crest pest rest test vest
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© Blake Publishing — Funny Photo Phonics Set 2 Teaching Guide
Work sheet 2 The Best Pest
Name
Fill in the gaps.
Use these words.
Some words are used more than once.
best chest crest pest pests test testy vest
This __ __est has a __ __est.
This __ __est is full of the __est __ests.
Open the lid and let out the __ests.
Out jumps a __ esty rat in a __est.
What a __est!
So who is the __est __est?
They all are. They all pass the __est.
© Blake Publishing — Funny Photo Phonics Set 2 Teaching Guide
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Teaching notes
A Spotty Sparrow and a Green Tree Frog
Things to collect and words to display
black sticky stinky skunk slimy slippery
slug sparrow spider spotty frilly frizzy
frog flash flower fluffy green trash
tree truck drink pink king
sight words: a and on two
Letting them loose with the flip books
Looks like
Choose a page to show students. Cover the words with
sticky notes. Then, ask students to say what they see.
When students have discussed what the words could say,
let them see the words.
Begin with a brainstorm
As you turn each page, students choose a word. They
identify an obvious blend. Then, they think of as many
words as they can that contain this blend.
Making noises
Students sit in a circle. They find their favourite page in
the flip book and they read this aloud to their peers.
Time for a rhyme
Students sit with a partner. They take turns to select
a favourite page in the flip book. Then they say, ‘I’m
thinking of a word that rhymes with _______.’ The other
student finds the word.
Wonderful words
Students make their own flip book. They colour the
pictures on Work sheets 1 to 4. Then they cut across each
of the cutting lines — these are the horizontal lines. Next,
students place all of the strips containing a star in the
top corner, one on top of the other. They place all of the
strips without a star in another pile. The strips with the
stars are the pages at the top of the flip book. Students
staple these together down the left-hand side. Then, they
staple the left-hand side of the bottom pages together.
Finally, to hold the flip book together, attach a front and
back cover. Staple these together down the left-hand side
with the flip pages inside.
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Handle with care
When students have made their own flip book, remind
them of the importance of handling their books carefully.
Chop and change
Remind students that they can chop sounds off words
and replace them with other sounds to make new words.
Explain that they need to choose a word in the flip book.
They chop off a sound and replace it with another. Then,
they say the new word aloud. The remaining students
find the original word.
Blending
Say I’m thinking of a word with the blend fr/ sp/ __ink.
Students flip through the flip book and find possibilities.
They keep looking until they find the one that you are
thinking of.
Work sheet 1 A Spotty Sparrow and a Green Tree Frog
Name
✂
A black and
stinky
✂
skunk.
✂
Eek! 8 sticky
legs on a
✂
spider.
✂
© Blake Publishing — Funny Photo Phonics Set 2 Teaching Guide
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Work sheet 2 A Spotty Sparrow and a Green Tree Frog
Name
✂
A frilly, fluffy,
frizzy
✂
flower.
✂
Plop! Two jumpy
legs on a
✂
frog. Brrr-ip.
✂
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© Blake Publishing — Funny Photo Phonics Set 2 Teaching Guide
Work sheet 3 A Spotty Sparrow and a Green Tree Frog
Name
✂
A green bushy
✂
tree and a pink
flamingo.
✂
A golden crown
on a
✂
King.
✂
© Blake Publishing — Funny Photo Phonics Set 2 Teaching Guide
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Work sheet 4 A Spotty Sparrow and a Green Tree Frog
Name
✂
A spotty tailed
✂
sparrow.
✂
A drippy sloppy
✂
pink drink.
✂
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© Blake Publishing — Funny Photo Phonics Set 2 Teaching Guide
Assessment Record Sheet
Class
Date
Name
Skill
repeats blends
blends sounds
blends sounds together to
make words
breaks words
into sounds
Instruction
‘Say this blend
after me, ___’
I’m going to say
two or three
sounds. I want
you to blend
them together.
‘I’m going to say
a word slowly
and I want you
to tell me the
word I’m saying.’
I want you to
say these words
slowly so I can
hear all the
sounds.
br
b....r
br..i..ck
Brad
fr
f....r
fr..o..m
frog
gr
g....r
gr..ee..n
grip
cl
c....l
cl..a..m
clip
sl
s....l
sl..i..p
slug
pl
p....l
pl..ea..se
plum
sp
s....p
sp..o..t
spit
st
s....t
st..i..ck
stork
scr
s..c..r
scr..i..tch
scratch
ing
i..n..g
k..ing
thing
est
e..s..t
b..est
nest
ell
e....ll
y..ell
tell
© Blake Publishing — Funny Photo Phonics Set 2 Teaching Guide
71
Certificates
Great listening
Award!
has been a very careful
listener today.
Teacher:
Date:
WOW! What a worker!
can hear and say these sounds:
br
sp
Teacher:
72
fr
st
gr cl sl pl
sc ing est ell
Date:
© Blake Publishing — Funny Photo Phonics Set 2 Teaching Guide