Letters and Sounds Additional Activities for Phases 5 & 6 Acknowledgements: This booklet has been compiled from the ideas of Cheshire Eastteachers who attended phonics and spelling Cluster training. With special thanks to: Lizzie Slater (Marton & District CE Primary) Helen Upton (The Marlborough Primary) Kathryn Wilson (Lostock Hall Primary) Alison Worthington (Wallerscote Community School) Contact information: Ruth Robson CLLD Consultant Cheshire Shared Services Woodford Lodge Professional Centre Tel: 01606 274300 Additional Activities/L&S Phases 5&6/April 2009 2 PHASE 5 WHERE IS MY PARTNER? Review Teach Teach alternative spellings for each phoneme. Recap/show children alternative spellings of phonemes. Practice Children to stand in two teams, one team has a picture, the other team has a word or sentence. The children have to find their matching partner. Apply Teacher reads sentence and reiterates the word containing the phoneme. Children in pairs write the word. E.g. I went the wrong way. The deer was in the park. The boy can hear the dog bark. Resources Pictures Sentences or words Differentiation Either use sentences or words dependent on the ability of the children. Additional Activities/L&S Phases 5&6/April 2009 3 PHASE 5 WORD TRAIN Review Teach Practising reading sentences. Give out questions from L&S p159 to ten children. Give out the words to the remaining children. Practice Ask the children to find a space, set a timer. Send the children off around the room to ask each other what their words/questions are. If they find a question that their word belongs to, then they join that word train. Apply At the end, each train reads out their sentences and words. Resources Questions on cards Words on cards Timer Differentiation Less able targeted with easier words. Additional Activities/L&S Phases 5&6/April 2009 4 PHASE 5 BUCKET GAME Review Teach Teach new grapheme for reading - ‘aw’ (See L&S p151). Show the children the ‘aw’ grapheme. Practice Split the children into four teams. The children will need a bucket with pictures of ‘aw’ words. E.g. paw, claw and a flip chart with post-it notes. The children will run and get an ‘aw’ picture from the bucket and return to the team to decide on the word. Apply Once the children have decided on the ‘aw’ word they make the word up with the post-it notes. P AW And place on flipchart. Whole class read words. Resources Post-it notes Pens Pictures of ‘aw’ words Bucket Differentiation Words and pictures could be made easier/harder depending on ability. Additional Activities/L&S Phases 5&6/April 2009 5 PHASE 5 CORNERS Review Teach Teach split digraphs a-e, e-e, i-e, o-e. (L&S p152) Show the children the split digraphs in a word and sound them out. Practice In a large space explain to the children that there are four split digraphs, one in each corner. The teacher reads out a word using one of the split digraphs, children run to the split digraph they think is in the word. Apply Teacher reads out words and children write on whiteboards. Resources Split digraphs on cards for each corner. Whiteboards and pens. Differentiation Higher ability – write the words in a sentence. Additional Activities/L&S Phases 5&6/April 2009 6 PHASE 5 CIRCLE SWAP Review Teach Teach new graphemes for reading – ea, ay, ou, ie. Show the children each grapheme – sounding out. Practice Children to stand in a circle each holding a word card for one of the graphemes. The teacher shows and reads a sentence containing a specific grapheme. E.g. I like apple pie – with the grapheme highlighted/underlined if necessary. When the children have heard or read the grapheme on their card which matches the teacher’s specific grapheme, they run to the middle, say their word and rejoin the circle. Apply In two’s children write a sentence including their word. Resources Word cards for each grapheme. Sentences with graphemes in. Whiteboards and pens. Differentiation The teacher could just read the sentence and the children listen for their grapheme. Lower achievers could look at the sentence and highlighted word to recognise their grapheme. Additional Activities/L&S Phases 5&6/April 2009 7 PHASE 5/6 PHONICS TENNIS Put with another activity. Review Children to work in pairs, give them the phoneme from last lesson. Children to sit opposite each other playing tennis with words. E.g. Phoneme ‘oa’, children say words such as boat, goat, float and coach. Resources Word cards Differentiation Extend tops by adding suffixes, e.g. float + ing. Additional Activities/L&S Phases 5&6/April 2009 8 PHASE 5 STAND UP BINGO Review As appropriate. Teach Introduce three/four phonemes e.g. ‘ay’, ‘ou’, ‘ie’, ‘ea’. Practice Give each child one word containing these phonemes. (Keep a list yourself). Read out a word and the child with that word stands up. The child holds the card to their chest (with word hidden) and asks the rest of the class to spell it out loud or write on whiteboards. Child then shows word. Apply Teacher to write each word on the board as they appear and the children to choose two of the words and write sentences. Resources Word cards Teacher list Whiteboard and pens Differentiation More able children to choose two words to include in each sentence. Additional Activities/L&S Phases 5&6/April 2009 9 PHASE 5 HOORAY SHAME GAME Review Teach Phonemes chosen. Practice Sit the children in a semi-circle with initial sounds. Choose one child at a time to hold up a vowel digraph. Invite two children (from the semi-circle) to come up and try to make a word (either side of the vowel digraph). Rest of the class is to read the word made, if it is a real word shout ‘hooray’, if not shout ‘shame’. Apply Write words in a sentence on individual boards. Resources Different graphemes for example, ‘ch’, ‘sh’, ‘th’ and initial sounds, and digraphs, ‘ai’, ‘ay’, ‘a-e’ (on card). Whiteboard and pens. Differentiation Add suffixes Additional Activities/L&S Phases 5&6/April 2009 10 PHASE 5 DEAL OR NO DEAL Review As appropriate. Teach Teach words with same phoneme, different grapheme. Practice Give each child a word, child reads out loud and posts in correct box. Apply Teacher takes out each word and discusses. Children write their word in a sentence. Resources Three empty boxes same phoneme different grapheme e.g. ‘ur’, ‘er’ and ‘ir’. Selection of words to post. Whiteboards and pens. Differentiation In pairs children write a sentence including their two words. Additional Activities/L&S Phases 5&6/April 2009 11 PHASE 5 GET THE MOUSE TO THE HOUSE Review As appropriate. Teach Share alternative spellings of phonemes e.g. ‘ou’, ‘ow’ and ‘ough’. Practice Teacher call out word e.g. ‘hour’. The children (the mice) go to the correct spelling (displayed) on three house shapes around the room. Apply Children come and write word on the board. Resources Three houses with three alternative spellings. Whiteboards and pens. Differentiation Children make a sentence using a word from the board. Additional Activities/L&S Phases 5&6/April 2009 12 PHASE 5 SNOWBALL SPELLINGS Review As appropriate. Teach Read ‘ow’ as in ‘down’, and ‘ow’ as in ‘low’. Generic game teaching alternative pronunciations from L&S p152 – p157. Choose two alternatives e.g. down low Stick on two buckets. Practice Give children a couple of scrunched up snowballs to read and throw into the correct bucket. Apply Write a sentence using one or both of the words. Resources Words on scrap paper. Two buckets with ‘down’ and ‘low’ stuck on. Differentiation Children make a list of words containing the same grapheme but alternative pronunciation. Additional Activities/L&S Phases 5&6/April 2009 13 PHASE 5 PHONEME JUMP Review As appropriate. Teach Teach two alternative phonemes from L&S p151/152. For example and . ee ea Read the phoneme. Practice Line the children up in the middle of the hall/playground. Read a sentence containing a word like ‘beach’. Hold up the word ‘beech’ on one side and ‘beach’ on the other. Ask children to jump to the correct side for the spelling of that word (indicated by the large phoneme cards). Apply Children to think of a sentence, talking in pairs that use both the spellings, for example beach and beech or sea and see. Resources Hall/outdoor space Whiteboards Phonemes on large card Differentiation Children make lists of alternative phonemes. Additional Activities/L&S Phases 5&6/April 2009 14 PHASE 5 ALTERNATIVE WORD RELAY (generic application) Review Previously taught phoneme. Teach The alternative spellings ‘ay’, ‘ai’ and ‘a-e’. Practice Put children in three groups. Give one red/green/blue pen per group, line groups up – relay. Write ‘ay’, ‘ai’ and ‘a-e’ on sheet in columns. Children take turns to write a word in the correct column with correct spelling – to achieve one point. Teacher to set up time limit. Apply Plenary – like discussion of misconceptions/wrongly placed spellings. Resources One sheet with ‘ay’, ‘ai’ and ‘a-e’ in columns (blue tack). One red/green/blue pen. Timer Differentiation Children write sentences containing three of the words using the alternative spellings. Additional Activities/L&S Phases 5&6/April 2009 15 PHASE 5 COWBOY PHONICS Review Teach previously taught phonemes. Teach Teacher shows children any phoneme, e.g. ‘ue’ as in ‘clue’. Practice Sit children in pairs, back to back. Teacher shows phoneme. Children write word on the whiteboard. Stand up, turn around and say ‘yahoo’ then read each other’s word. Apply Ask the children to orally use their own word in a sentence. Resources Whiteboards/pens Any phoneme L&S p151/152. Differentiation Children to write their own word in a sentence. Additional Activities/L&S Phases 5&6/April 2009 16 PHASE 5 HOOP – LA! (generic activity) Review Previously taught phonemes. Teach Any grapheme alternative pronunciation. Practice Line up class (either indoor or outdoor) and put pre-made labelled hoops on the ground. Teacher says word and child goes to correct spelling pattern hoop. Apply Children write up their own word on class whiteboard. Class read words together. Resources Words from L&S p152-156. Hoops – two alternative pronunciations phoneme i.e. ‘teacher’ and ‘adventure’. Whiteboard/pens. Differentiation Use words in sentences, on individual whiteboards. Additional Activities/L&S Phases 5&6/April 2009 17 PHASE 5 BLOCKBUSTER (generic activity for teaching phonemes.) Review Teach previously taught phonemes. HF words/tricky words. Teach Alternative spellings for each phoneme:ee ea ey ie e-e y Practice Groups of four – give each group ‘ee’, ‘ea’, ‘ey’, ‘ie’, ‘ee’, ‘g’, and consonants ‘b,d,f,s,m,n,r,h’. Find words from the letters and place on laminated Blockbuster grid. Could be a timed activity. Apply Write words on board, read them. Resources L&S p151/152. Laminated Blockbuster hexagon sheets. Timer Differentiation Make silly/sensible sentences with them. Additional Activities/L&S Phases 5&6/April 2009 18 PHASE 6 BINGO Review Teach alternative ways of writing phonemes e.g. ‘ie’, ‘igh’, ‘i-e’, ‘I’ and ‘y’. Teach an action to correspond to each phoneme. Teacher says a word and the children perform the action that they think is correct e.g. ‘ie’ – turn around, ‘igh’ – clap hands. Give words – pie – children to do the matching action. Teach Introduction and teaching of the past and present tense. On a flip chart give the children some present words (about ten) and ask the children to say the word in the past. Practice Children to record on their whiteboards six verbs. The teacher will say a word either in the past or present tense and the child has to mark off the other. E.g. teacher says ‘shout’ child marks off shouted. BINGO! When the children’s words are all marked off. Apply Children choose one of their words and write a sentence containing it. Resources Flip chart Whiteboard/pens Differentiation Less able children could work in pairs with more able children to support. Additional Activities/L&S Phases 5&6/April 2009 19 PHASE 6 ALIEN APOSTROPHES Review As appropriate. Teach Give examples of shortened words: - don’t, wouldn’t etc. When shortening, some letters disappear and what takes their place? Discuss, giving examples. Practice Talking in partners, find as many shortened words as they can. Give out letter cards (five children) D O N O T. Give another child alien apostrophe. Enact alien arriving and ‘zapping’/capturing letter not needed and standing in its place. Apply On whiteboards repeat with other examples. Shortening in the same way ‘cannot’ – ‘can’t’, ‘would not’ – ‘wouldn’t’. Resources Letters making up words. Alien apostrophe cards. Differentiation Children write two sentences using the two alternatives, i.e. ‘do not’, ‘don’t’. Additional Activities/L&S Phases 5&6/April 2009 20 PHASE 6 RUNNING GAME Review As appropriate or, put these on the board : do not don’t ca’nt can not do’nt can’t Match into correct pairs. Teach How words are changed in the comparative and superlative ‘quick’, ‘quicker’ and ‘quickest’. Practice Give out (x3) superlatives and comparatives for ‘quick’, ‘slow’, ‘happy’, ‘fast’. Children arrange themselves in order. Apply Put on the board in order. Children choose one set of words and write three sentences. Resources Words on card. Whiteboards/pens. Differentiation For less able children the Apply section could be oral. Additional Activities/L&S Phases 5&6/April 2009 21 PHASE 6 VERB PING PONG Review Teach How to add suffix ‘ing’ to root word. Rules – word ends in ‘e’ take off and add ‘ing’. ---> See rule L&S p174. Practice Children work in pairs, facing each other. One child reads out root word the other says the root word and suffix e.g. dance – dancing. Apply Children both write down root word and add suffix, remembering to drop the ‘e’. Resources Root words ending in ‘e’. E.g. ‘dance’, ‘skate’, ‘place’ etc. Differentiation Change this and adapt for other suffixes and past tense ‘ed’. Additional Activities/L&S Phases 5&6/April 2009 22 PHASE 6 THINKING THREE’S Review Teach Introduce past, present and future tense. Thinking Three’s Give the children in 3’s a past hat (top hat), present hat (cap) and a future hat (space helmet). Practice In the thinking threes, the present child will pick a word from a box. The past and future children to write words on whiteboards in their correct tense. Repeat – swap roles. Apply The children then write their word in a sentence and share with the class. Resources Helmet, cap, top Box Bank of words Whiteboards & Pens Differentiation Children to work in mixed ability groups, working as a team to support each other. Additional Activities/L&S Phases 5&6/April 2009 23 PHASE 6 YESTERDAY, TODAY, TOMORROW Review As appropriate. Teach Revising rules for past tense verbs and how to form future tense, of regular verbs. Practice Write up verbs in present tense e.g. play, sing, jump, read. In two’s children discuss past and future tense of the words. Teacher writes on board children’s responses (children orally spell word) and discusses any misconceptions. Apply Tell the children to write three sentences starting with yesterday, then present and future tenses, e.g. ‘yesterday I played, today I am playing, tomorrow I will play.’ Resources Whiteboard/pens. Differentiation Mixed ability groups to support one another and ensure whole class involvement. Additional Activities/L&S Phases 5&6/April 2009 24 PHASE 6 ‘ED’ ENDING Review Teach To read and write the ‘ed’ ending in words. Show children how to change words into the past tense e.g. play/played. Practice Show the children a card in the present tense and ask the children to say it in the past tense. E.g. jump/jumped Apply Give each child a word card in the present tense. The children take their word to laminated sentences on the tables. The children must change their word to the past tense and fit it in a sentence writing it in with a whiteboard pen. E.g. I ………………on the swing. (played) Resources Word cards. Missing sentence cards. Differentiation The complexity of the sentence. Additional Activities/L&S Phases 5&6/April 2009 25 PHASE 6 TENSE EXPERIMENT Review Review what past tense is. Teach To model past tense – verbally. Practice Children work in pairs. Give each child a charade to act out. Partner verbalises what is being done e.g. ‘He is eating a sandwich.’ Other partner explains what they were actually doing. Apply Write down two versions of the verb they have used. Share with class. Resources Charades (pictures) – on cards. Whiteboards/pens. Differentiation Mixed ability groups to support one another and ensure whole class involvement. Additional Activities/L&S Phases 5&6/April 2009 26 PHASE 6 QUIZ, QUIZ, TRADE Review Teach Introducing and teaching the past and present tense. Explain to the children what the past and present tense is. Show the children a word e.g. running and change to the past tense – ran. Practice Children to walk around the room, when they meet another child they read each others words, and then say them in the past tense, swap cards, then find another partner. Apply With the card the children have left they find a post-it note off the table with their past tense word and return to the carpet. Resources Present tense cards. Post-it notes. Differentiation Teacher to support lower ability children. PHASE 6 Additional Activities/L&S Phases 5&6/April 2009 27 PLURALS OF NOUNS ENDING IN ‘Y’ Review Rules for plural spelling of nouns. Teach When a noun ends in a vowel then ‘y’ add ‘s’. When a noun ends in a consonant ‘y’ then change ‘y’ to ‘i’ and add ‘es’, e.g. baby – babies, monkey – monkeys. Give each child a ‘ys’ and ‘ies’ card to use as a ‘show me’ activity when teacher gives them a singular form word. Practice Give out words (in singular form) to each child. Get them to place in ‘ys’ or ‘ies’ box. Apply Teacher and class discussing accuracy when words are removed from boxes. Write two sentences with one example of each – e.g. monkeys and babies. Resources Bank of word cards in singular form. Word cards with ‘ys’ and ‘ies’ endings. Whiteboards and pens. Two boxes. Differentiation Mixed ability groups to support one another and ensure whole class involvement. PHASE 6 Additional Activities/L&S Phases 5&6/April 2009 28 JUMP IN THE HOOP Review Teach Reinforce and apply ‘s’ and ‘es’. Recap on spelling rule. Words ending in ‘y’ – add ‘s’ if the final letter is preceded by a vowel. If not change the ‘y’ to ‘i’ and add ‘es’. Practice Change a few words to the plural. E.g. day – days boy – boys army – armies jelly - jellies Apply Place two hoops in the middle of a class circle. One hoop to have an ies card and the other to have an s card. Give each child a word and jump in the right circle ~ the rest of the class to give thumbs up or down. Resources Word cards for each class member. Two hoops ies & s cards. Differentiation Words used. PHASE 6 Additional Activities/L&S Phases 5&6/April 2009 29 TAP THE BOARD/PRESS THE BUZZER Review Teach Adding suffixes to words. Making plurals of words ending in ‘y’. Discuss the rule: Words ending in ‘y’ add ‘s’, if the final letter is preceded by a vowel, if not, change the ‘y’ to ‘i’ and add ‘es’. Practice Class split into two teams. Select two children to come to the board. Teacher calls out a word e.g. monkey. The winner is the first child to tap the correct plural ending on the flip chart. (Or press the buzzer!). Repeat with different words until all children have had a turn. Apply For a bonus, a child will put the word in a sentence (orally). Resources ITW or flip chart. Words on cards. Differentiation Less able children targeted with easier words and matched to children of the same ability. Additional Activities/L&S Phases 5&6/April 2009 30 PHASE 6 WITCHES BREW Review Teach Adding suffixes to words – ‘es/s’. Teach the spelling rule for adding ‘es/s’. Practice Sit children in a circle with a large pot of words in the middle. One child is a witch stirring the words. The witch will pick out a word; all the children write on their boards the word adding the suffix. Teacher writes word on board and adds suffix. Apply In two’s children choose two words from the board and orally rehearse two sentences before writing on whiteboards. Resources Witches hat. Large pot for the cauldron with words (L&S p191). Wooden spoon. Whiteboards and pens. Differentiation Whole class to participate and less able supported by TA or higher achievers. Additional Activities/L&S Phases 5&6/April 2009 31 PHASE 6 TAKE MY PLACE Review Teach To use the apostrophe to spell shortened forms of words. Introduce words, e.g. do not/don’t, can not/can’t, you are/you’re, have not/haven’t. Practice Split the class into teams and give each team cards with the letters of the alphabet on. One child to take an apostrophe on a card and stand outside the door. Children to create a given word such as do not. Apostrophe’s come back and says ‘shoo’ to the children with which they are going to replace. The team which finishes first gets a point. Swap apostrophe to another member of the team and repeat activity using different examples of words that can be contracted until each team member has had a turn. Apply Teacher gives class a contraction, e.g. can’t, and children orally put it into a sentence. Resources Large alphabet cards. Large apostrophe cards. Differentiation Larger/smaller teams to support each other. Additional Activities/L&S Phases 5&6/April 2009 32