Download Phonics Builder A 1-2 - English Raven

1 www.englishraven.com 2002-2006

EENNGGLLIISSHH RRAAVVEENN PPHHOONNIICCSS BBUUIILLDDEERR AA

www.englishraven.com

Skill-Building Activities for Consolidation

of English Consonants and Short Vowel Sounds

Jason D. Renshaw

PPhhoonniiccss BBuuiillddeerr

PPaarrtt AA:: BBuuiillddeerrss 11 && 22

English Raven’s



1 2 3

4

7

5 6

8 9

A/ Phonemic Awareness – Vocabulary Building

10 11 12

S s

B/ Writing Practice – “S” and “s”

LLeessssoonn 11--11



C/ Identify and Apply – First letter “Ss”

1

Ss 2

3

4

5

6

7

8

9

10

11

12



D/ Look, Think and Apply – Can you find the words?

b e t d e s i n k a t r e e

b r e a d i s k e n z i t y

a i y o x b a g t t u s u n

r t o p t u p b o o k i a i

b i b a s c h o o l h a t x

s e t e t a l l b a s a a t

d e d t a i l a t e r e p i

r s t a r y c x m a p m e b

e i r i u s o k u s t u b d

c l a n g i r a e r r o u w

c b i r d t u b a t r e s s

o l n a r r o w i n k o k a

s s a i l s e e b h e n c h

t a b l e n u j o m p l o e

m a t h e a t o x h a y s a

t u s a d k a n e r b i k e

h o s m e e k a o a p p l e

k i n g i n k m t h o u s e

star | sink | school | sail | sad | sun

soccer | snake | seed | socks | sit



1 2 3

4

7

5 6

8 9


10 11 12

T t

B/ Writing Practice – “T” and “t”

LLeessssoonn 11--22



C/ Identify and Apply – First letter “Tt”

1

Tt 2

3

4

5

6

7

8

9

10

11

12






















tail | tall | tree | table | top | tub

tire | train | ticket | toe | tap



1 2 3

4

7

5 6

8 9


10 11 12

B b

B/ Writing Practice – “B” and “b”

LLeessssoonn 11--33



C/ Identify and Apply – First letter “Bb”

1

Bb 2

3

4

5

6

7

8

9

10

11

12






















bread | bird | book | bike | bag | bat

boy | box | bed | boot | bus



1 2 3

4

7

5 6

8 9


10 11 12

A a

B/ Writing Practice – “A” and “a”

LLeessssoonn 11--44



C/ Identify and Apply – middle letter “a”

1

a 2

3

4

5

6

7

8

9

10

11

12






















map | bag | hat | tap | arrow | apple

man | ham | bat | sad | ant



A/ Write the missing FIRST letter!

1

sun 2

-ub

3

-at 4

-us

5

-op 6

-it

7

-ox 8

-ed

9

-ail 10

-oe

11

-ird12

-all

LLeessssoonn 11--55



B/ Write ALL THREE missing letters!

1

sad 2

3

4

5

6

7

8

9

10

11

12



C/ Find your own words – draw and write them!



















_______ | _______ | _______ | _______ | _______ | _______

_________ | _________ | _________ | _________ | _________



1 2 3

4

7

5 6

8 9


10 11 12

H h

B/ Writing Practice – “H” and “h”

LLeessssoonn 22--11



C/ Identify and Apply – First letter “Hh”

1

Hh 2

3

4

5

6

7

8

9

10

11

12




m a t d e s h e a r t r e e

b r e a d i s k e n z h t y

a i y o x e s u o m u s u a

r t o p h e n b o o k i a h

h i b a s c h o o l h a t a

a e t e t a l l b a s a a l

t e d m a i l a t e r e p i

m a t c h p p a h a p m e a

o i r i u s o k u s t h a m

n t a n g i r a e r r o u n

k t i r d t u b a t r e s s

e i n a r r o w i n k o k a

y m a p e s e e b h e n c h

h a b l l n u h o s e l o a

m e t m o o n o x h a y s n

t u a o h k a n e r b i k d

m a d p e e k a o a p p l e


happy | house | heart | hose | ham | hen

hole | hand | head | hay | hat



1 2 3

4

7

5 6

8 9


10 11 12

M m

B/ Writing Practice – “M” and “m”

LLeessssoonn 22--22



C/ Identify and Apply – First letter “Mm”

1

Mm 2

3

4

5

6

7

8

9

10

11

12




m a t d e s h e a r t r e e

b r e a d i s k e n z h t y




a e t e t a l l b a s a a l

t e d m a i l a t e r e p i

m a t c h p p a h a p m e a

o i r i u s o k u s t h a m

n t a n g i r a e r r o u n

k t i r d t u b a t r e s s

e i n a r r o w i n k o k a

y m a p e s e e b h e n c h

h a b l l n u h o s e l o e

m e t m o o n o x h a y s a

t u a o h k a n e r b i k e

m a d p e e k a o a p p l e


mouse | match | map | moon | mad | mat

mitt | monkey | man | mail | mop



1 2 3

4

7

5 6

8 9


10 11 12

K k

B/ Writing Practice – “K” and “k”

LLeessssoonn 22--33



C/ Identify and Apply – First letter “Kk”

1

Kk 2

3

4

5

6

7

8

9

10

11

12




m a t d e s h e a r t l i k

b r e a d i s k i t t e n y




a e k e t c h k p a s a a l

t e d m a i l c t e r e p k

m a t c h p p i h a p m e a

o k r i u s o k u s t h a n

n i a n g i r a e r r o u g

k t i r d t u b a y r e s a

e c n a r r o w i n k o k r

y h a p e s e e b h e n c o

h e b l l n u k i s s l o o

m n t m o o n o x h a y s a

t u a o h k a n e r b i k e

m a d p e e k a k e t t l e


kilt | kitten | kettle | kiss | ketchup | king

kick | kitchen | key | kite | kangaroo



1 2 3

4

7

5 6

8 9


10 11 12

I i

B/ Writing Practice – “I” and “i”

LLeessssoonn 22--44



C/ Identify and Apply – middle letter “i”

1

i 2

3

4

5

6

7

8

9

10

11

12




f e t d e s i n k a t r e e

b h e a t i s k e n z i t y

a i i o x b a g t t u l u n

r t o t t u p b o o k i a i

b p b a s c h o o l h d t x

s i t e t i g l o o s a a t

d h d t a i l a t e r e p i


e i r i n s e c t s t u b d


c b i r d t u b a t r p i n

o l g a r r o w i n k o k a

s s i i l s e g n h e n c h

t a b l e n u j k m p l o e

m a p h e a t d x h a y s a

t f i n d k a n e r b i k e

h o s m e e k a o h i l l e

k i h g i n k m t h o u s e

sit | pin | fin | hill | insect | igloo

ship | lid | hit | dig | ink



A/ Write the missing FIRST letter!

1

hen 2

-op

3

-an 4

-at

5

-ad 6

-ed

7

-ey 8

-am

9

-ite10

-oon

11

-ap 12

-ail

LLeessssoonn 22--55



B/ Write ALL THREE missing letters!

1

hit 2

3

4

5

6

7

8

9

10

11

12



C/ Find your own words – draw and write them!



















_______ | _______ | _______ | _______ | _______ | _______

_________ | _________ | _________ | _________ | _________



EENNGGLLIISSHH RRAAVVEENN PPHHOONNIICCSS BBUUIILLDDEERR 11 –– TTEEAACCHHEERR’’SS//HHOOMMEESSTTUUDDYY GGUUIIDDEE

Summary

This Builder kit covers the consonants s, t, b in initial position, and the short vowel "a" in initial and medial positions. Each lesson progresses through Phonemic Awareness, Writing Practice, Letter/Sound Identification and Application, and finishes with a Picture-Wordfind application activity designed to consolidate the sounds studied in that lesson and review/re-apply the letters studied in previous lessons. Note that each lesson introduces new vocabulary that contrasts and differs from the words forming the focus of the lesson. These words then appear in following lessons, creating a flow on effect where "new" vocabulary is likely to at least appear familiar to the students.

Lessons 1 through 3 deal with consonant sounds s, t and b in initial position. Lesson 4 introduces the short vowel "a" as an initial sound, then combines with previously studied consonant sounds to focus on short "a" as a medial sound in simple monosyllabic words. Lesson 5 is designed to review and consolidate the entire Builder 1 Kit, and includes an "open word-find" as a checking tool to see how much material the students have retained.

LLEESSSSOONN 11..11

A/ Phonemic Awareness

Ensure the students have an understanding of "first letter" or "first sound" before proceeding with this lesson. Pronounce the consonant "s" as an isolated sound and have the students practice making the sound. Then work through each vocabulary item and instruct the students to identify the word and circle it if it begins with "s". If a word does not begin with "s", it should be crossed out.

WORDLIST:

1) sun 2) bus 3) snake

4) top 5) tub 6) sad

7) sit 8) bat 9) sail 10) toe 11) seed 12) tap

Once finished, ask the students to read all the words aloud chorally until you are satisfied they are pronouncing them all with accuracy.

B/ Writing Practice

Capital and small "Ss". Students should write the letters 7-10 times, and keep them between the relevant writing lines.



C/ Identify and Apply First Letter "Ss"

Help the students to identify and pronounce each word. If the word begins with "s", they should write a capital and a small "s" in the space to the right of the picture. If the word does not begin with "s" they should put a cross in the space.

WORDLIST: 1) sun 2) tap

3) bat 4) sit 5) snake 6) top

7) tub 8) school 9) train 10) seed

11) socks 12) toe


D/ Look, Think and Apply Can you find the words?

This activity is to encourage the students to begin associating illustrations with written English words, and to identify correct spelling. There is a wordlist at the bottom of the page to assist the students locate the word with correct spelling, but linking the written form with the picture will be up to the students. Each illustration also features an arrow in the top left hand corner this arrow indicates the direction the word takes within the word-find grid.

This word-find features all the words to appear in Phonics Builder 1 Lessons 1 through 5. Once students have located the words illustrated here, they can be encouraged to find additional words and illustrate them themselves.

LLEESSSSOONN 11..22


Ensure the students have an understanding of "first letter" or "first sound" before proceeding with this lesson. Pronounce the consonant "t" as an isolated sound and have the students practice making the sound. Then work through each vocabulary item and instruct the students to identify the word and circle it if it begins with "t". If a word does not begin with "t", it should be crossed out.

WORDLIST:

1) tub 2) bag 3) train

4) hen 5) top 6) toe

7) tap 8) boot 9) table



10) ham 11) ticket 12) bike


B/ Writing Practice

Capital and small "Tt". Students should write the letters 7-10 times, and keep them between the relevant writing lines.

C/ Identify and Apply First Letter "Tt"

Help the students to identify and pronounce each word. If the word begins with "t", they should write a capital and a small "t" in the space to the right of the picture. If the word does not begin with "t" they should put a cross in the space.

WORDLIST: 1) table 2) bike

3) ticket 4) tap

5) hen 6) book

7) socks 8) tree

9) train 10) ham

11) bat 12) tall







LLEESSSSOONN 11..33


Ensure the students have an understanding of "first letter" or "first sound" before proceeding with this lesson. Pronounce the consonant "b" as an isolated sound and have the students practice making the sound. Then work through each vocabulary item and instruct the students to identify the word and circle it if it begins with "b". If a word does not begin with "b", it should be crossed out.

WORDLIST:

1) bat 2) house 3) bus 4) ham 5) mail 6) bag

7) bike 8) match 9) box

10) book 11) boot 12) hen


B/ Writing Practice

Capital and small "Bb". Students should write the letters 7-10 times, and keep them between the relevant writing lines.

C/ Identify and Apply First Letter "Bb"

Help the students to identify and pronounce each word. If the word begins with "b", they should write a capital and a small "b" in the space to the right of the picture. If the word does not begin with "b" they should put a cross in the space.

WORDLIST: 1) bag 2) match

3) bed 4) ham

5) mail 6) moon

7) box 8) bread

9) king 10) bird

11) boy 12) mop







LLEESSSSOONN 11..44


Ensure the students have an understanding of both "first letter/sound" and "middle letter/sound" before proceeding with this lesson. Pronounce the short vowel "a" as an isolated sound and have the students practice making the sound. Then work through each vocabulary item and instruct the students to identify the word and circle it if it begins with "a". If a word does not begin with "a", it should be crossed out.

WORDLIST:

1) apple 2) igloo 3) axe

4) orange 5) arrow 6) ink

7) umbrella 8) alligator 9) elephant 10) octopus 11) egg 12) ant


B/ Writing Practice

Capital and small "Aa". Students should write the letters 7-10 times, and keep them between the relevant writing lines.

C/ Identify and Apply Middle Letter "a"

Help the students to identify and pronounce each word. If the word features the short vowel "a" as its middle letter, they should write a small "a" in the space to the right of the picture. If the word does not feature short "a" as a middle letter, they should put a cross in the space.



WORDLIST: 1) bat 2) box

3) bus 4) tap

5) hat 6) top

7) sad 8) bed

9) hen 10) ham

11) hill 12) bag





LLEESSSSOONN 11..55

A/ Write the Missing FIRST Letter

In this section, students locate and write the missing first letters. They should also trace over the remaining letters, so that they write the entire word out. It is up to the teacher whether the students do this on their own or listen to the teacher pronounce each word before attempting to write the initial letter. They should use lower case letters throughout this section.

WORDLIST:

1) sun 2) tub

3) bat 4) bus 5) top 6) sit 7) box 8) bed

9) sail 10) toe

11) bird 12) tall




B/ Write all THREE missing letters

Similar to A above, except here the students are required to attempt to write out the entire word for each picture. As a hint you can inform them that each word only has three letters. Again, it is up to the teacher whether the students do this on their own or listen to the teacher pronounce each word before attempting to write out the letters. They should use lower case letters throughout this section.

WORDLIST:

1) sad 2) tap

3) ham 4) bag

5) hat 6) bat 7) man 8) map

9) sit 10) ant 11) bus 12) top


C/ Find your own words - draw and write them

In this activity, students locate words on their own from the grid, illustrate them and then write them in the spaces at the bottom of the page. They are only asked to find 11 words on this page, but as an extension activity you can ask them to find as many words as possible and illustrate them on a separate piece of paper. This word-find features all the words to appear in Phonics Builder 1 Lessons 1 through 5, so it is a good checking tool to see how many of the vocabulary items the students remember both conceptually and in terms of spelling.



EENNGGLLIISSHH RRAAVVEENN PPHHOONNIICCSS BBUUIILLDDEERR 22–– TTEEAACCHHEERR’’SS//HHOOMMEESSTTUUDDYY GGUUIIDDEE

Summary

This Builder kit covers the consonants h, m, k in initial position, and the short vowel "i" in initial and medial positions. Each lesson progresses through Phonemic Awareness, Writing Practice, Letter/Sound Identification and Application, and finishes with a Picture-Wordfind application activity designed to consolidate the sounds studied in that lesson and review/re-apply the letters studied in previous lessons. Note that each lesson introduces new vocabulary that contrasts and differs from the words forming the focus of the lesson. These words then appear in following lessons, creating a flow on effect where "new" vocabulary is likely to at least appear familiar to the students.

Lessons 1 through 3 deal with consonant sounds h, m and k in initial position. Lesson 4 introduces the short vowel "i" as an initial sound, then combines with previously studied consonant sounds to focus on short "i" as a medial sound in simple monosyllabic words. Lesson 5 is designed to review and consolidate the entire Builder 2 Kit, and includes an "open word-find" as a checking tool to see how much material the students have retained.

LLEESSSSOONN 22..11


Ensure the students have an understanding of "first letter" or "first sound" before proceeding with this lesson. Pronounce the consonant "h" as an isolated sound and have the students practice making the sound. Then work through each vocabulary item and instruct the students to identify the word and circle it if it begins with "h". If a word does not begin with "h", it should be crossed out.

WORDLIST:

1) hen 2) hat 3) mat 4) ham 5) ketchup 6) hay

7) mail 8) king 9) hose

10) mad 11) head 12) kettle


B/ Writing Practice

Capital and small "Hh". Students should write the letters 7-10 times, and keep them between the relevant writing lines.



C/ Identify and Apply First Letter "Hh"

Help the students to identify and pronounce each word. If the word begins with "h", they should write a capital and a small "h" in the space to the right of the picture. If the word does not begin with "h" they should put a cross in the space.

WORDLIST: 1) heart 2) kettle

3) mad 4) hand

5) moon 6) hole

7) hose 8) kite

9) map 10) house

11) happy 12) kiss





LLEESSSSOONN 22..22


Ensure the students have an understanding of "first letter" or "first sound" before proceeding with this lesson. Pronounce the consonant "m" as an isolated sound and have the students practice making the sound. Then work through each vocabulary item and instruct the students to identify the word and circle it if it begins with "m". If a word does not begin with "m", it should be crossed out.

WORDLIST:

1) mat 2) mop 3) ketchup

4) hay 5) mail 6) king

7) man 8) needle 9) monkey

10) key 11) box 12) match



Once finished, ask the students to read all the words aloud chorally until you are satisfied they are pronouncing them all with accuracy. B/ Writing Practice

Capital and small "Mm". Students should write the letters 7-10 times, and keep them between the relevant writing lines.

C/ Identify and Apply - First Letter "Mm"

Help the students to identify and pronounce each word. If the word begins with "m", they should write a capital and a small "m" in the space to the right of the picture. If the word does not begin with "m" they should put a cross in the space.

WORDLIST: 1) mad 2) key

3) lid 4) map

5) kitchen 6) mouse

7) moon 8) house

9) kilt 10) mitt 11) kitten 12) match







LLEESSSSOONN 22..33


Ensure the students have an understanding of "first letter" or "first sound" before proceeding with this lesson. Pronounce the consonant "k" as an isolated sound and have the students practice making the sound. Then work through each vocabulary item and instruct the students to identify the word and circle it if it begins with "k". If a word does not begin with "k", it should be crossed out.

WORDLIST:

1) king 2) kangaroo 3) igloo

4) dig 5) insect 6) kitchen

7) hill 8) key 9) fin

10) kite 11) lid 12) kiss


B/ Writing Practice

Capital and small "Kk". Students should write the letters 7-10 times, and keep them between the relevant writing lines.

C/ Identify and Apply - First Letter "Kk"

Help the students to identify and pronounce each word. If the word begins with "k", they should write a capital and a small "k" in the space to the right of the picture. If the word does not begin with "k" they should put a cross in the space.

WORDLIST: 1) ketchup 2) pin

3) kilt 4) hit 5) ink 6) kitten

7) kick 8) sit 9) rip 10) kettle

11) ship 12) kangaroo







LLEESSSSOONN 22..44


Ensure the students have an understanding of both "first letter/sound" and "middle letter/sound" before proceeding with this lesson. Pronounce the short vowel "i" as an isolated sound and have the students practice making the sound. Then work through each vocabulary item and instruct the students to identify the word and circle it if it begins with "i". If a word does not begin with "i", it should be crossed out.

WORDLIST:

1) ink 2) elephant 3) ant 4) orange 5) egg 6) igloo

7) umbrella 8) iguana 9) octopus 10) earth 11) insect 12) apple


B/ Writing Practice

Capital and small "Ii". Students should write the letters 7-10 times, and keep them between the relevant writing lines.

C/ Identify and Apply - Middle Letter "i"

Help the students to identify and pronounce each word. If the word features the short vowel "i" as its middle letter, they should write a small "i" in the space to the right of the picture. If the word does not feature short "i" as a middle letter, they should put a cross in the space.



WORDLIST: 1) pin 2) tap

3) box 4) hit 5) hat 6) dig

7) lid 8) bed

9) sit 10) ship

11) hill 12) fin





LLEESSSSOONN 22..55

A/ Write the Missing FIRST Letter

In this section, students locate and write the missing first letters. They should also trace over the remaining letters, so that they write the entire word out. It is up to the teacher whether the students do this on their own or listen to the teacher pronounce each word before attempting to write the initial letter. They should use lower case letters throughout this section.

WORDLIST:

1) hen 2) mop

3) man 4) hat 5) mad 6) bed

7) key 8) ham

9) kite 10) moon

11) map 12) mail




B/ Write all THREE missing letters

Similar to A above, except here the students are required to attempt to write out the entire word for each picture. As a hint you can inform them that each word only has three letters. Again, it is up to the teacher whether the students do this on their own or listen to the teacher pronounce each word before attempting to write out the letters. They should use lower case letters throughout this section.

WORDLIST:

1) hit 2) fin

3) dig 4) lid

5) pin 6) sit 7) mad 8) top

9) tap 10) tub

11) hat 12) bed


C/ Find your own words - draw and write them

In this activity, students locate words on their own from the grid, illustrate them and then write them in the spaces at the bottom of the page. They are only asked to find 11 words on this page, but as an extension activity you can ask them to find as many words as possible and illustrate them on a separate piece of paper. This word-find features all the words to appear in Phonics Builder 2 Lessons 1 through 5, so it is a good checking tool to see how many of the vocabulary items the students remember both conceptually and in terms of spelling.

Documents

Download Phonics Builder A 1-2 - English Raven