phoneme activities

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Letters and Sounds

Additional Activities for Phases 5 & 6

April 2009


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Additional Activities/L&S Phases 5&6/April 2009

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Acknowledgements:

This booklet has been compiled from the ideas of Cheshire teachers 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


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INDEX

Activities:

Page

Alternative spellings for phonemes 4

Practise reading sentences 5New grapheme for reading ‘aw’ 6

New graphemes for reading ‘ea’, ‘ay’, ‘ou’, ‘ie’ 7

Split digraphs – ‘a-e’, ‘e-e’, ‘i-e’, ‘o-e’ 8

Introducing phonemes – ‘ay’, ‘ou’, ‘ie’, ‘ea’ 9

Chosen phonemes 10

Review – phoneme activity 11

Words with same phoneme, different grapheme 12

Alternative spellings of phonemes – ‘ou’, ‘ow’, ‘ough’ 13

Alternative pronunciations – ‘ow’ as in down, ‘ow’ as in low 14Alternative phonemes – ‘ee’, ‘ea’ (from L&S) 15

Alternative spellings – ‘ay’, ‘ai’, ‘a-e’ 16

Review of phonemes 17

Alternative pronunciation – graphemes, i.e. ‘teacher’, ‘adventure’ 18

Alternative spellings for phonemes 19

Past and Present tense 20

Past and Present tense 21

Past, Present and Future tense 22

Reviewing Past tense 23Revising rules for past tense verbs and forming future tense verbs 24

Shortened words (apostrophes) 25

Shortened words (apostrophes) 26

Comparative and Superlative 27

Adding suffix ‘ing’ 28

Reading and writing ‘ed’ ending 29

Plurals of nouns ending in ‘y’ 30

Plurals of words ending in ‘y’ 31

Adding suffixes to words ‘s’, ‘es’ 32

Reinforcing and applying ‘s’ and ‘es’ 33


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4

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 aword 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.


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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.


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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 withpictures 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.


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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 thegraphemes. 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.


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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.


Differentiation

Higher ability – write the words in a sentence.


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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.


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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


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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.


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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.


Differentiation

In pairs children write a sentence including their two words.


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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.


Differentiation

Children make a sentence using a word from the board.


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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.


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PHASE 5

PHONEME JUMP

Review

As appropriate.

Teach

Teach two alternative phonemes from L&S p151/152.

For example and .


15

Read the phoneme.

ee ea

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.


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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.


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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.


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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.


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PHASE 5

BLOCKBUSTER (generic activity for teaching phonemes.)

Review

Teach previously taught phonemes.

HF words/tricky words.

Teach

Alternative spellings for each phoneme:-

ey ie e-e yeaee

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.


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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 childhas 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.


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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 tablewith their past tense word and return to the carpet.

Resources

Present tense cards.

Post-it notes.

Differentiation

Teacher to support lower ability children.


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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.


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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.


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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


involvement.


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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’.


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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 thealphabet 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.


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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.


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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’.


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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 sentencewriting 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.


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PHASE 6

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.


Two boxes.

Differentiation


involvement.


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PHASE 6

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.


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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.


Differentiation

Whole class to participate and less able supported by TA or higher achievers.


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PHASE 6

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 notchange 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.

phoneme activities

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