Oimax) by ctassklap, School: ossBEBE EEF @ | Preface This Phonics Book (LKG Book — A) is part of the IMAX series of books for kindergarten (Nursery, LKG and UKG). The books are student-friendly, contextual and prepare learners for all the skills which are essential to make them ready for school. All the books are based on the internationally recommended pedagogy of MULTIPLE LEARNING PATHWAYS. Phonics is a method for teaching the reading and writing of the English language by developing the learners’ phonemic awareness — the ability to hear, identify and manipulate letter sounds — in order to teach the correspondence between these sounds and the spelling patterns that represent them. Learning phonics helps learners understand the relationship between letters and their sounds. Research shows that learners who are taught by the phonics method display marked improvement with respect to measure of phonemic awareness, spelling and reading as compared to learners who are taught by the traditional methods. This book (LKG Book — A) introduces learners to vowels, consonants, sight words and blends. The unique feature of this book is the introduction of teaching strategies for all concepts as well as the introduction of strategies for improving phonemic awareness and decoding. The book is designed to give learners ample opportunities to practise the letter sounds, phonemic awareness and decoding with the teachers as well as on their own. This is the second of the three books on phonics. The progression across the books is from the easier activities, which are based on listening to the more rigorous activities, which involve the application of knowledge of phonics as well as practice of writing.Strategies The chart given below lists a few important strategies which the teachers can use to provide ample practice to learners and to make instructions regarding phonics more effective. The chart also provides information on the meaning of the strategies, their uses and some examples. When the teachers use any teaching strategy, they should do the following. (1) Help learners to understand why a strategy is useful (2) Describe in detail how the strategy can be used Teacher demonstration and follow-up conducted through independent practice is paramount in case of learner outcomes. Targeted Skill Strategy Example Sound Ask learners to isolate | Sammy snake says Isolation the individual sounds in | ‘ ”. (sl) a word, Sound Ask learners to practise | Which is the same sound Identification identifying the same in ‘fix’, fall’ and ‘fun’? sound. Sound Ask learners to practise | Which sound is Categorisation | grouping words that common to this set — have the same sound like] weed, bead, seed? the others in that set. Sound Blending | Ask learners to combine | How do we read sounds to form words, | /b/ /i/ /g/? that is, by using Ib] Til Ig/ is ‘big’. dictation where the Let us write the sounds teacher says a word in ‘big’ - /b/ is ‘b’, fil is and learners write the | ‘i’ and /g/ is ‘g’. sounds either on their Thus, we read the own or as a group. word ‘big’. dsSound Segmentation Ask learners to break a word into parts and say each sound which they hear. Sound Deletion Ask learners to practise recognising a word when a sound is removed. Say ‘stop’ without the /s/. Which sounds do we hear in the word ‘rug’? Say /r/-/uj-/g/. Which sound do we hear in ‘meat’ that is in ‘eat’? Which word would be left if we remove the /n/ from ‘moon’? Sound Addition Ask learners to add a sound to an existing word. Which word do we get if we add a /s/ to ‘park’? Sound Substitution Ask learners to practise substituting one sound for another to make new words. The word is ‘bug’. Change the /g/ to a /n/. Which new word do we get? Targeted Skill Strategy Sound the Word Out Start with the first letter and say each individual letter-sound aloud as if you are stretching the word. Blend all the sounds together and try to say the word, Does that word make sense in the sentence? Look for Chunks in the Word Look for familiar letter chunks. They may be sounds, symbols, prefixes, suffixes, endings, whole words or base words. Read each chunk by itself. For example, The three chunks in the word rain are /r/-/ai/-In/. Use Picture Look at the picture. Are there people, objects or actions Clues in the picture that might make sense in the sentence? Re-read the Read the sentence more than once. Think about Sentence which word might make sense in the sentence. Keep Reading Try that word and see if the sentence makes sense. 4 Read past the unfamiliar word and look for clues. If that word is repeated in another sentence, compare the second sentence to the first one. Which word might make sense in both the sentences?Contents L) Revision of Letter Sounds: Ad £0 Zz .escsssesesne 6 2) Vowel and Consonant Sounds ..... 3) Beginning, Middle and End Sounds . + A and E CVC Words * land O CVC Words * =U CVC Words UY Sight Words Pre-Priner List: L nnnemnnen 27 S) Long and Short Vowel Sounds wesc 23 6) Sight Words Pre-Primer List: 2. ou... SZ s 7D) 'bl!, 'ol!, "et, ‘pl! and 'gl' sounds .... 8) Sight Words Pre-Primer List: 3 4) 'br', 'or!, and "Fr! sounds ..... 10) Sight Words Pre-Prinmer List: 4 . 11) 'tr', 'gr', and 'pr! sounds tl 12) Sight Words Pre-Primer List: 5 nnenemmnn uq 13) 'sl!, 'smw!, 'sk!, and "st! sounds esscsssssssssessesne1) Revision of Letter Sounds: Aa to Zz = Sounds the Letters Make + Look at the pictures. Listen to your teacher and repeat. apple ant I have an apple /aJ-Ja/ apple Bounce, bounce, bounce the ball /b/-/b/ ball I have an apple /aJ-/a/ apple Bounce, bounce, bounce the ball /b/-/b/ ball Hil dog doll Cut, cut, cut the Dig real deep cake /c/-/c/ cake /d/-/d/ deep Cut, cut, cut the Dig real deep cake /c/-/c/ cake /d/-/d/ deep a: 5 Tt Kk PP FG, Yf & KK svt 7. 5, aa AUG pe aTTA and repeat. egg elephant I have an elbow /e/-/e/ elbow T have an elbow /e/-/e/ elbow Girl in a gown Ig/-Ig! gown Girl in a gown !gI-Igl gown Sounds the Letters Make Look at the pictures. Listen to your teacher Fan in my hand /fl-Ifl fan Fan in my hand /fl-Ifl fan = ——— FF = ‘ . si y «* = hen hat Hop with a hoop /hJ-[h/ hoop Hop with a hoop /h/-Ih/ hoop= Sounds the Letters Make ~ Look at the pictures. Listen to your teacher and repeat. There is an igloo liJ-lil igloo There is an igloo liJ-li igloo Kick, kick, kick the ball /k/-/k/ kick Kick, kick, kick the ball /k/-/k/ kick a jam — jelly Jelly on my plate Jjl-ij1 jelly Jelly on my plate Ijl-Ijl jelly _ e& leaf lion Lick the lollipop /U-/U lollipop Lick the lollipop 1-11 lollipop= Sounds the Letters Make < Look at the pictures. Listen to your teacher and repeat. milk moon Munch the lunch /mJ-/m/ munch Nod your head InJ-In] nod Nod your head In/-In] nod Munch the lunch /m/-/m/ munch pan Pp Ox has horns /o/-/o/ ox Play in the park Ox has horns /o/-/o/ ox Ipl-tpl park Play in the park /p/-Ip! park é/ encil ye eee oe Oo lado innesisn= Sounds the Letters Make ~ Look at the pictures. Listen to your teacher and repeat. Quack like a duck /q/-Iq/ quack Quack like a duck /q/-Iq/ quack Sun in the sky /s/-/s/ sky Sun in the sky Is/-Is/ sky - = é say 2 = = = = = = queen quilt By a Roar like a lion Ir[-Ir] roar Roar like a lion Ir/-Ir/ roar Water from the tap It Water from the tap Itl- BERN > rat rain oa tent tap /t/ tap /t/ tap Pp + Gg LM= Sounds the Letters Make ~ Look at the pictures. Listen to your teacher and repeat. <> Tt umbrella up The van is violet Iv/-Iv/ van Open your umbrella /uJ-/u/ umbrella The van is violet IvI-Iv/ van Open your umbrella /u/-/u/ umbrella RO wall watch x-ray x-mas tree Fix the box /x/-/x/ box Fix the box /x/-/x/ box Wiggle your fingers /wi-Iw! wiggle Wiggle your fingers /wi-Iw/ wiggle= Sounds the Letters Make + Look at the pictures. Listen to your teacher and repeat. Zebra in the zoo /zI-/z/ zoo Zebra in the zoo /zI-/z| zoo Jelly is yummy /yl-ly/ yummy Jelly is yummy /y/-ly/ yummy PO yy Nn - /n/ Pp - /p/ Qq - /q/ = 4 is Queen we X-ray is Yacht we 7 Zz - [z/ a Zip Teaching Strategies: Sound isolation, sound identity and sound categorisation= Colour the Consonant Sounds > Read the letters aloud. Colour all the consonant sounds.3) Beginning, Middle and End Sounds = Recognise the beginning, middle and ending sounds ‘= in a word with the help of your teacher. Vowel - M Beginning o* Ending Sound Sound The last sound or The first sound or Middle Sound sounds in a word The sound or sounds in a word sounds in the middle of a word Teaching Strategies: Sound blending and segmenting. Breaking a word into beginning, middle, ending sounds helps learners in decoding faster= ‘A’ and ‘E’ CVC Words > Say the beginning, middle and ending sounds of the given words with the help of your teacher. Read the words aloud. [B/-/AI-IT] - BAT ea /B/-/E/-/D/ - BED IC/-[AI-IT] - CAT @ /RI-/E/-/D] - RED IHI-[A/-IT] - HAT J ILI-IE/-IG/ - LEG AN SP imviarter-mar | Saas. lar-terrnl - se a IRI-IAI-IT] - RAT 4 /PI-IEI-INI - PEN Teaching Strategies: Sound isolation, sound identity and sound categorisation. CVC stands for consonant-vowel-consonant Oy B.5, TH Kk Pp * Gg Pati OGR ON RTM &S\a: ‘TY and ‘O’ CVC Words > Say the beginning, middle and ending sounds of the given words with the help of your teacher. Read the words aloud. (1) cy QD ee--ter- ur /C/-/0]-IT] - COT /DJ-/0/-/G/ - DOG wget [Z/-IU-1P ~ ZIP /B/-/I/-/N/ - BIN /MI-/U/-IG/ - MUG Cp /c/-/u/-/P/ - CUP ee Teaching Strategies: Sound isolation, sound identity and sound categorisation= Beginning Sounds = Look at the pictures. Recognise and write the beginning sounds in the given spaces. Read the words aloud. BCLP BOD 0G @. = IN UP ED= Middle Sounds ‘= Look at the pictures. Recognise and write the middle sounds in the given spaces. Read the words aloud. UOAEATI= Ending Sounds ‘= Look at the pictures. Recognise and write the ending sounds in the given spaces. Read the words aloud. NTNGPT » ps = co MU — TO; — = BI|- —_ RA PE;Word Making Recognise the pictures and join the correct letters to make the words. Write the words in the given spaces. One has been done for you. a ae = Oo O_o ww O00 te te he , te te te we °,°,° TTARRR rere Ta Hit = Point at the given words. Repeat them aloud with i help of your teacher. Teaching Strategies: Sight words, are commonly used words that young learners are encouraged to memorise as a whole by sight, so that they can automatically recognise these words in print without having to use any strategies to decode ° & N bene, Coy'y, f5) Long and Short Vowel Sounds When a vowel sounds like its name, this is called a ‘= long sound. For example as in the word ‘acorn’. A vowel letter can also Rave a short sound depending on its position in a word. For example as in ‘pan’. Short Vowel Sounds | Long Vowel Sounds ocean soap umbrella Sun unicorn glue Teaching Strategies: Sound isolation, sound identity and sound categorisation= Match the Vowel Sounds = Match the vowel sounds to the words by drawing lines. Short A Igloo Long A Elephant Short E Umbrella Long E Ocean Short I Apple Long I Ice cream Short O Eagle Long O Octopus Short U Acorn Long U Unicorn un! in BY % Oo, Pag NGi: Short Vowel Sounds = Read the words in each row. Which words have short vowel sounds? Colour the bubbles given below the correct answers. 1) act snail snake whale 2) cute bed puma blue Oo O O O 3) comb goat dig geese O O O O 4) cop deer eel sheep O O OLong and Short Vowel Sounds Read each word and write them in the long or short vowel sounds columns given below. a Long Vowel Sounds Short Vowel SoundsTeaching Strategies: Sight words, are commonly used words that young learners are encouraged to memorise as a whole by sight, so that they can automatically recognise these words in print without having to use any ella strategies to decode x 3, "AS yy A.2,, Te KK yf Rr“Un 7) ‘bl’, ‘cl *, fl, ‘pV and ‘gl’ sounds Words with /bl/ Sound When you read the sounds of /b/ and /l/ together, you get the sound /bl/. With the help of your teacher, repeat the sound which /b/ and /I/ make together. /b/ + /U = /bU Read the words which have the /bl/ sound aloud with the help of your teacher.= Words with /cl/ Sound When you read the sounds of /c/ and /l/ together, you get the sound /cl/. With the help of your teacher, repeat the sound which /c/ and /l/ make together. Ic] + 1U = Icl/ Read the words which have the /cl/ sound aloud with the help of your teacher. ane hie ae mie ie ans fa= Words with /fl/ Sound = When you read the sounds of /f/ and /l/ together, you get the sound /fl/. With the help of your teacher, repeat the sound which /f/ and /l/ make together. [fl + 1U = /fU Read the words which have the /fl/ sound aloud with the help of your teacher.= Words with /pl/ Sound = When you read the sounds of /p/ and /l/ together, you get the sound /pl/. With the help of your teacher, repeat the sound which /p/ and /l/ make together. Ip] + /U = /pU Read the words which have the /pl/ sound aloud with the help of your teacher. Ds ABS Ae KK PPS Gg : Ae Waa K= Words with /gl/ Sound = When you read the sounds of /g/ and /l/ together, you get the sound /gl/. With the help of your teacher, repeat the sound which /g/ and /l/ make together. Ig/ + 1U =/gl Read the words which have the /gl/ sound aloud with the help of your teacher. wig 2 Cel food innssien= Recognise and Circle = Look at the pictures and say the names aloud. Circle the correct beginning blends. st cl pl sk pr gl gl sm gr ee pr ey KK Ir” 8 MAERUA= Point at the given words. Repeat them aloud with ad: the help of your teacher. Teaching Strategies: Sight words, are commonly used words that young learners are encouraged to memorise as a whole by sight, so that they can automatically recognise these words in print without having to use any strategies to decode allTry 7 9) ‘br’, ‘cr’, and ‘fr’ sounds Words with /br/ Sound When you read the sounds of /b/ and /r/ together, you get the sound /br/. With the help of your teacher, repeat the sound which /b/ and /r/ make together. Ib] + /r] = [br] Read the words which have the /br/ sound aloud with the help of your teacher.+4: Words with /cr/ Sound = When you read the sounds of /c/ and /r/ together, you get the sound /cr/. With the help of your teacher, repeat the sound which /c/ and /r/ make together. Ie] + Ir] = Jer] Read the words which have the /cr/ sound aloud with the help of your teacher. nN 2 ah & Co, > " (alana neste sie eM RON= Words with /fr/ Sound = When you read the sounds of /f/ and /r/ together, you get the sound /fr/. With the help of your teacher, repeat the sound which /f/ and /r/ make together. [fl + rl = [fel Read the words which have the /fr/ sound aloud with the help of your teacher. ya,= Recognise and Circle > Look at the pictures and say the names aloud. Circle the correct beginning blends. sk br fr10) Sight Words Pre-Primer List: 4 Point at the given words. Repeat them aloud with the help of your teacher. Teaching Strategies: Sight words, are commonly used words that young learners are encouraged to memorise as a whole by sight, so that they can automatically recognise these words in print without having to use any strategies to decode a: ST Kk PPS Gg O Ges K\11) ‘tr’, ‘gr’, and ‘pr’ sounds = Words with /tr/ Sound = When you read the sounds of /t/ and /r/ together, you get the sound /tr/. With the help of your teacher, repeat the sound which /t/ and /r/ make together. [t] + Ir] = [tr] Read the words which have the /tr/ sound aloud with the help of your teacher.= Words with /gr/ Sound = When you read the sounds of /g/ and /r/ together, you get the sound /gr/. With the help of your teacher, repeat the sound which /g/ and /r/ make together. Igl + Ir] = Igrl Read the words which have the /gr/ sound aloud with the help of your teacher. p AS * if & Tt Kk viet no Eg TAUREN<= Words with /pr/ Sound = When you read the sounds of /p/ and /r/ together, you get the sound /pr/. With the help of your teacher, repeat the sound which /p/ and /r/ make together. Ip! + Ir] = pr Read the words which have the /pr/ sound aloud with the help of your teacher. NN Oe faiiebinsshins”= Recognise and Circle Look at the pictures and say the names aloud. Circle the correct beginning blends.Point at the given words. Repeat them aloud with 7: the help of your teacher. Teaching Strategies: Sight words, are commonly used words that young learners are encouraged to memorise as a whole by sight, so that they can automatically recognise these words in print without having t to use any strategies to decode13) ‘sl’, ‘sm’, ‘sk’, and ‘st’ sounds Words with /sl/ Sound When you read the sounds of /s/ and /I/ together, you get the sound /sl/. With the help of your teacher, repeat the sound which /s/ and /l/ make together. Is/ + 1 = /sU Read the words which have the /sl/ sound aloud with the help of your teacher.Words with /sm/ Sound When you read the sounds of /s/ and /m/ together, you get the sound /sm/. With the help of your teacher, repeat the sound which /s/ and /m/ make together. TTS Is] + [m] = /sm/ Read the words which have the /sm/ sound aloud with the help of your teacher. NY = Ym of Oo}Words with /sk/ Sound When you read the sounds of /s/ and /k/ together, you get the sound /sk/. With the help of your teacher, repeat the sound which /s/ and /k/ make together. Is/ + Ik] = Isk/ Read the words which have the /sk/ sound aloud with the help of your teacher. att KK é MORMON= Words with /st/ Sound = When you read the sounds of /s/ and /t/ together, you get the sound /st/. With the help of your teacher, repeat the sound which /s/ and /t/ make together. Read the words which have the /st/ sound aloud with the help of your teacher. Is] + /t/ = Ist]= Recognise and Circle = Look at the pictures and say the names aloud. Circle the correct beginning blends. cl sm sk bl gl pr tr gr LAR Pt " st sk= Write the Correct Blends = Look at the pictures and recognise the missing blends. Write the blends in the spaces given. -—— ask ue cl fl cr gl st br ‘ —ush a i ain \0 sm br bl tr cl a -——] oke oo -—————] ums sm fl pl gl br pl er tit (fi /——_] ayons & | ains fr tr ocr * “gr fl. pr ¢ ——— udy Ge J ip sl st cr sm sk br= Write the Correct Blends = Look at the pictures and recognise the missing blends. Write the blends in the spaces given. PS oo eat a a ANTONY