Download Phonics Starter 1-3 - English Raven

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EENNGGLLIISSHH RRAAVVEENN PPHHOONNIICCSS SSTTAARRTTEERR

A/ Writing – Continue the Patterns

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PPhhoonniiccss SSttaarrtteerr

Skill-Building Activities for Consolidation of the English Alphabet for Young Learners

Jason D. Renshaw

English Raven’s

www.englishraven.com



A/ Writing – Continue the Patterns

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LLeessssoonn 11--11



B/ Writing – Continue the Patterns

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A/ Writing – Copy the Patterns into the boxes

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LLeessssoonn 11--22



B/ Writing – Copy the Patterns into the boxes

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A/ Linking – Join the shapes to make a letter!

1 + + =

2 + =

B/ Listen for the sound and circle the “Aa” words!

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5 6

8 9

LLeessssoonn 11--33



C/ Linking – Join the shapes to make a letter!

1 + + =

2 + =

D/ Listen for the sound and circle the “Bb” words!

1 2 3

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7

5 6

8 9



E/ Writing and Drawing – Letters Aa and Bb

A

a Aa Aa Aa Aa

B

b Bb Bb Bb Bb




1 =

2 =

B/ Listen for the sound and circle the “Cc” words!

1 2 3

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8 9

LLeessssoonn 11--44




1 + =

2 + =

D/ Listen for the sound and circle the “Dd” words!

1 2 3

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5 6

8 9



E/ Writing and Drawing – Letters Cc and Dd

C

c Cc Cc Cc Cc

D

d Dd Dd Dd Dd




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=

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=

B/ Listen for the sound and circle the “Ee” words!

1 2 3

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+ + +

+

LLeessssoonn 11--55




1 + =

2 + =

D/ Listen for the sound and circle the “Ff” words!

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8 9

+



E/ Writing and Drawing – Letters Ee and Ff

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e Ee Ee Ee Ee

F

f Ff Ff Ff Ff



F/ Linking – Join the Letters to the words

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B

C

D

E

F



a

b

c

d

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f



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8 9

A/ Listen for the sound and circle the “Gg” words!

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8 9

B/ Listen for the sound and circle the “Hh” words!

LLeessssoonn 22--11



C/ Writing and Drawing – Letters Gg and Hh

G

g Gg Gg Gg Gg

H

h Hh Hh Hh Hh



D/ Review and Consolidation – Letters A-H

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8 9

10 11

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3 Bb



1 2 3

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8 9

A/ Listen for the sound and circle the “Ii” words!

1 2 3

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8 9

B/ Listen for the sound and circle the “Jj” words!

LLeessssoonn 22--22



C/ Writing and Drawing – Letters Ii and Jj

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i Ii Ii Ii Ii

J

j Jj Jj Jj Jj



D/ Linking – Join the Letters to the words

G

H

I

J

j

g

h

i



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8 9

A/ Listen for the sound and circle the “Kk” words!

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8 9

B/ Listen for the sound and circle the “Ll” words

LLeessssoonn 22--33



C/ Writing and Drawing – Letters Kk and Ll

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k Kk Kk Kk Kk

L

l Ll Ll Ll Ll



D/ Review and Consolidation – Letters A-L

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3 Aa



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8 9

A/ Listen for the sound and circle the “Mm” words!

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B/ Listen for the sound and circle the “Nn” words

LLeessssoonn 22--44



C/ Writing and Drawing – Letters Mm and Nn

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m

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n Nn Nn Nn Nn

Mm Mm Mm Mm



D/ Review and Consolidation – Letters A-H

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8



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8 9

A/ Listen for the sound and circle the “Oo” words!

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B/ Listen for the sound and circle the “Pp” words

LLeessssoonn 22--55



C/ Writing and Drawing – Letters Oo and Pp

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o

P

p Pp Pp Pp Pp

Oo Oo Oo Oo



D/ Review and Consolidation – Letters I-P

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8



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8 9

A/ Listen for the sound and circle the “Qq” words!

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8 9

B/ Listen for the sound and circle the “Rr” words!

LLeessssoonn 33--11



C/ Writing and Drawing – Letters Qq and Rr

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q

R

r Rr Rr Rr Rr

Qq Qq Qq Qq



D/ Alpha-Keys: Letters A-L

Aa

Gg

Bb

Hh

Cc

Ii

Dd

Jj

Ee

Kk

Ff

Ll



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5 6

8 9

A/ Listen for the sound and circle the “Ss” words!

1 2 3

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8 9

B/ Listen for the sound and circle the “Tt” words!

LLeessssoonn 33--22



C/ Writing and Drawing – Letters Ss and Tt

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t Tt Tt Tt Tt

Ss Ss Ss Ss



D/ Review and Consolidation – Alphabet Apartment

Aa Aa Aa

AaAa AaAa

Aa

AaAaAaAa Aa

AaAa

Aa Aa Aa Aa

AaAaAaAaAa

Aa

Aa



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A/ Listen for the sound and circle the “Uu” words!

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B/ Listen for the sound and circle the “Vv” words!

LLeessssoonn 33--33



C/ Writing and Drawing – Letters Uu and Vv

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u

V

v Vv Vv Vv Vv

Uu Uu Uu Uu



D/ Alpha-Keys: Letters K-V

Kk

Qq

Ll

Rr

Mm

Ss

Nn

Tt

Oo

Uu

Pp

Vv



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A/ Listen for the sound and circle the “Ww” words!

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B/ Listen for the sound and circle the “Xx” words!

LES



C/ Writing and Drawing – Letters Ww and Xx

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w

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x Xx Xx Xx Xx

Ww Ww Ww Ww



D/ Review and Consolidation – Alphabet Wheel

MMYY NNAAMMEE IISS



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A/ Listen for the sound and circle the

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B/ Listen for the sound and circle the “Zz” words!

LLeessssoonn 33--55



C/ Writing and Drawing – Letters Yy and Zz

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Z

z Zz Zz Zz Zz

Yy Yy Yy Yy



D/ Alpha-Keys: Letters O-Z

Oo

Uu Vv

Qq

Ww

Rr

Xx

Ss

Yy

Tt

Zz



Phonics Starter 1 Summary and Overview

The first month of Phonics Starter concentrates on checking and building students’ basic motor skills, phonemic awareness, initial letter writing and linking/application to illustrated vocabulary. The five lessons in this month of study cover letters and sounds A-F, and the motor skills required to build these sounds as written letters. Illustrated vocabulary contrasts letters with the vocabulary that will feature in later lessons. The focus for this month is on “first letter” and “first sound” – vowels “a” and “e” employ vocabulary to emphasize those letters’ short sound in initial position. The teacher at this point should be focusing on ensuring that students can clearly associate the phonemic value of the letters with the vocabulary that has that initial sound, and that they begin to write the letters clearly and neatly.

Lesson 1-1

A/ Students simply continue the patterns 1 through 8. Ensure the students take their time and do not rush it – the emphasis here being on accuracy and left-to-right and top-to-bottom movement. These are some of the most important shapes and movements the students will need to start building letter writing. B/ Again, students simply follow the pattern and complete the line. These patterns differ from the ones in (A) above in that they involve more curves and start to emphasize lateral positioning – it is important that the students learn how to “divide” their writing line so that they can do-cross bars and lower case letters.

Lesson 1-2

A/ This pattern writing requires that the students use more accuracy and copy the lines in the same way and in the same part of each box. They now start to do more application on their own. Ensure that the students copy each line in exactly the same way as the examples are presented for them (ie, if there is a vertical line in the center-right part of the box, then they should draw the line in the center-right part of the box) – as this is an important part of their upper and lower case letter writing development. B/ Identical to above, except in this case the lines are curved and take up varying amounts of the box. Again, ensure that the students produce shapes as close as possible to the examples given them.



Lesson 1-3

A/ Students should imitate the building boxes in sequence to produce the capital letter A, and the students should know that it is a “BIG” or “CAPITAL” A. The same applies for the lower case letter, which students should know as “Small” a. B/ Produce the short “A” sound (NOT the alphabet letter name, which sounds like “Ay”) and have them imitate you. Then identify the pictures and ask which ones start with that sound: apple, ant, ball, angry, cat, axe, cake, alligator, banana. Students should circle the words that start with the short “a” sound. C&D/ Same as above: banana, angry, cake, ant, ball, book, boy, axe, cat E/ Students write the letters out following the example, and then illustrate 4 words starting with that letter sound, either from the previous pages or their own. When they have come up with four pictures they should be encouraged to state the letter sound followed by the vocabulary word they have illustrated.

Lesson 1-4

A/ Students should imitate the building boxes in sequence to produce the capital letter C and the students should know that it is a “BIG” or “CAPITAL” C The same applies for the lower case letter, which students should know as “Small” c. B/ Produce the “C” [k] sound (NOT the alphabet letter name, which sounds like “See”) and have them imitate you. Then identify the pictures and ask which ones start with that sound: desk, cat, elephant, cake, dog, angry, banana, car, cup of coffee. C&D/ As above: dog, cup/coffee, book, donut, ball, dinosaur, axe, desk, egg. E/ Students write the letters out following the example, and then illustrate 4 words starting with that letter sound, either from the previous pages or their own. When they have come up with four pictures they should be encouraged to state the letter sound followed by the vocabulary word they have illustrated. F/ Students draw lines from the letter “keys” to the picture “locks”, stating what the pictures are and what letters and sounds they begin with.



Lesson 1-5

A/ Students should imitate the building boxes in sequence to produce the capital and lower case “E” and “e”. B/ Produce the short “E” sound (NOT the alphabet letter name, which sounds like “Ee”) and have them imitate you. Then identify the pictures and ask which ones start with that sound: elephant, axe, car, fish, egg, alligator, exit, finger, envelope. Please help the students to differentiate the very close short “a” and short “e” sounds. C&D/ As above: finger, pan, fish, envelope, fan, van, flower, desk, ball. Note the minimal pairs pan/fan/van – of great difficulty to Korean students. E/ Students write the letters out and then illustrate 4 words starting with that letter sound, either from the previous pages or their own. F/ Students draw lines from the letter “keys” to the picture “locks”, stating what the pictures are and what letters and sounds they begin with. At this point you should review the letter sounds A-F and the vocabulary, as it will feature on the end of month test.




The second stage of the Phonics Starter builds phonemic awareness, vocabulary recognition and writing practice for letters G through P. This stage also reviews and recycles the letters/sounds from Month 1, and adds more vocabulary for those letters as well. As in Month 1, vowels concentrate on the short initial sound. Letter “g” focuses on the hard back-palatal sound and not the sound as in “giraffe”. Vocabulary beginning with vowel sounds are often side by side to encourage clear differentiation of these letters. Students at this level start to work more independently, applying the rules they know from previous vocabulary to learn the initial sounds/letters in new words. Lessons 4 and 5 should see the students beginning to consolidate their knowledge of letters A through P.

Lesson 2-1

A/ Produce the “G” [g] sound (NOT the alphabet letter name, which sounds like “Jee”) and have them imitate you. Then identify the pictures and ask which ones start with that sound: gift, house, gum, cake, cap/hat, girl, jam, golf, car. B/ Produce the “H” [h] sound (NOT the alphabet letter name, which sounds like “Aytch”) and have them imitate you. Then identify the pictures and ask which ones start with that sound: house, igloo, hot, finger, gum, hat, hair, ink, jet. C/ Students write the letters out for “g” and “h” and then illustrate 4 words starting with that letter sound, either from the previous pages or their own. D/ This is a review of letter vocabulary A through H. Students should say the name of the picture and then write the capital and small letters for the initial sound in the space to the right of the picture: (1) book, (2) desk, (3) elephant, (4) car, (5) alligator, (6) fish, (7) envelope, (8) girl, (9) flower, (10) axe, (11) cup, (12) dog, (13) banana, (14) hot.



Lesson 2-2

A/ Produce the “I” [i] sound (NOT the alphabet letter name, which sounds like “Eye”) and have them imitate you. Then identify the pictures and ask which ones start with that sound: igloo, elephant, jam, alligator, ink, orange, in, jet, insect. B/ Produce the “J” [j] sound (NOT the alphabet letter name, which sounds like “Jay”) and have them imitate you. Then identify the pictures and ask which ones start with that sound: kite, jam, pan, jigsaw, gum, jet, hair, jelly, lemon. C/ Students write the letters out for “i” and “j” and then illustrate 4 words starting with that letter sound, either from the previous pages or their own. D/ Students draw lines from the letter “keys” to the picture “locks”, stating what the pictures are and what letters and sounds they begin with.

Lesson 2-3

A/ Produce the “K” [k] sound (NOT the alphabet letter name, which sounds like “Kay”) and have them imitate you. Then identify the pictures and ask which ones start with that sound: girl, kite, gift, lemon, jam, keys, Korea, moon, king. B/ Produce the “L” [l] sound (NOT the alphabet letter name, which sounds like “ell”) and have them imitate you. Then identify the pictures and ask which ones start with that sound: igloo, lock, lemon, moon, king, ink, lips, monkey, look. C/ Students write the letters out for “k” and “l” and then illustrate 4 words starting with that letter sound, either from the previous pages or their own. D/ This is a review of letter vocabulary A through L. Students should say the name of the picture and then write the capital and small letters for the initial sound in the space to the right of the picture: (1) angry, (2) eggs, (3) boy, (4) igloo, (5) gate, (6) donut, (7) cake, (8) jelly, (9) fan, (10) horse, (11) keys, (12) bed, (13) arrow, (14) lemon.



Lesson 2-4

A/ Produce the “M” [m] sound (NOT the alphabet letter name, which sounds like “Emm”) and have them imitate you. Then identify the pictures and ask which ones start with that sound: moon, ink, monkey, notebook, mountain, octopus, milk, lemon, nest. B/ Produce the “N” [n] sound (NOT the alphabet letter name, which sounds like “Enn”) and have them imitate you. Then identify the pictures and ask which ones start with that sound: notebook, pan, orange, octopus, nest, nurse, mountain, pig, nose. C/ Students write the letters out for “m” and “n” and then illustrate 4 words starting with that letter sound, either from the previous pages or their own. D/ This is a recognition and writing review of letters A through H. Looking at the two illustrations for each line, students should work out the initial sound and then write the correct initial letter (big and small) 5 times on each line.

Lesson 2-5

A/ Produce the “O” [o] sound (NOT the alphabet letter name, which sounds like “Owe”) and have them imitate you. Then identify the pictures and ask which ones start with that sound: orange, nest, octopus, ink, arrow, ox, pig, open, pineapple. B/ Produce the “P” [p] sound (NOT the alphabet letter name, which sounds like “Pea”) and have them imitate you. Then identify the pictures and ask which ones start with that sound: nurse, pineapple, question, rabbit, pig, book, pan, van, pencil. C/ Students write the letters out for “o” and “p” and then illustrate 4 words starting with that letter sound, either from the previous pages or their own. D/ This is a recognition and writing review of letters I through P. Looking at the two illustrations for each line, students should work out the initial sound and then write the correct initial letter (big and small) 5 times on each line.




The third stage of Phonics Starter builds phonemic awareness, vocabulary recognition and writing practice for letters Q through Z. This stage also reviews and recycles the letters/sounds from Months 1 and 2, and adds more vocabulary for those letters as well. One of the main objectives of this stage is to tie together and consolidate the sounds, letters and vocabulary applicable to the entire English Alphabet. Students at this level continue to work more independently, applying the rules they know from previous vocabulary to learn the initial sounds/letters in new words. “Alpha-Keys” is a special puzzle/activity added at this point to encourage more thoughtful application of the alphabet.

Lesson 3-1

A/ Produce the “Qu” sound (NOT the alphabet letter name, which sounds like “queue”) and have them imitate you. Then identify the pictures and ask which ones start with that sound: queen, pan, question, car, golf, rabbit, quilt, room, quick. B/ Produce the “R” [r] sound (NOT the alphabet letter name, which sounds like “arr”) and have them imitate you. Then identify the pictures and ask which ones start with that sound: rabbit, lips, look, room, ribbon, sun, tire, teacher, ruler. C/ Students write the letters out for “q” and “r” and then illustrate 4 words starting with that letter sound, either from the previous pages or their own. D/ Alpha-Keys: This is a consolidation/application puzzle for letters A through L. Students should write the letter two times and then look for the picture that corresponds to that letter sound. The letter/sound is the “key” to the “lock” hiding the word.



Lesson 3-2

A/ Produce the “S” [s] sound (NOT the alphabet letter name, which sounds like “ess”) and have them imitate you. Then identify the pictures and ask which ones start with that sound: tire, question, sun, sink, ribbon, snowman, tub, stars, quilt. B/ Produce the “T” [t] sound (NOT the alphabet letter name, which sounds like “Tee”) and have them imitate you. Then identify the pictures and ask which ones start with that sound: teacher, room, umbrella, violin, tire, tub, stars, tiger, umpire. C/ Students write the letters out for “s” and “t” and then illustrate 4 words starting with that letter sound, either from the previous pages or their own. D/ Alphabet Apartment: A review and consolidation exercise as much about correct sequencing of the alphabet as knowing vocabulary words corresponding to the letters. First have the students complete the alphabet, running from left to right, including both big and small letters. Then see if they can come up with quick drawings for each letter in the alphabet, sketching them into the apartment windows.

Lesson 3-3

A/ Produce the “U” sound (NOT the alphabet letter name, which sounds like “you”) and have them imitate you. Then identify the pictures and ask which ones start with that sound: violin, umbrella, umpire, window, ruler, under (the box), teacher, up, quick. B/ Produce the “V” [v] sound (NOT the alphabet letter name, which sounds like “vee”) and have them imitate you. Then identify the pictures and ask which ones start with that sound: van, fan, violin, vine, up, fox, watermelon, vampire, x-ray. C/ Students write the letters out for “u” and “v” and then illustrate 4 words starting with that letter sound, either from the previous pages or their own. D/ Alpha-Keys: This is a consolidation/application puzzle for letters K through V. Students should write the letter two times and then look for the picture that corresponds to that letter sound. The letter/sound is the “key” to the “lock” hiding the word.



Lesson 3-4

A/ Produce the “W” [w] sound (NOT the alphabet letter name, which sounds like “double you”) and have them imitate you. Then identify the pictures and ask which ones start with that sound: window, violin, umpire, watermelon, x-ray, wall, fox, yo-yo, world. B/ Produce the “X” [ks] sound (NOT the alphabet letter name, which sounds like “ex”) and have them imitate you. Then identify the pictures and ask which ones start OR end with that sound: x-ray, box, yacht, zoo, tiger, fox, wall, ox, zipper. C/ Students write the letters out for “w” and “x” and then illustrate 4 words starting (or ending) with that letter sound, either from the previous pages or their own. D/ Alpha-Wheel: Students should color big and small varieties of the letters in the same color, and then illustrate a vocabulary word in the space between the letters. For example, big an small “Aa” colored blue, with a picture of an apple in the space between the letters.

Lesson 3-5

A/ Produce the “Y” sound (NOT the alphabet letter name, which sounds like “why”) and have them imitate you. Then identify the pictures and ask which ones start with that sound: zipper, watermelon, yo-yo, yacht, zoo, yawn, vampire, yarn, zig-zag. B/ Produce the “Z” [z] sound (NOT the alphabet letter name, which sounds like “zee” or “zed”) and have them imitate you. Then identify the pictures and ask which ones start with that sound: fox, vine, zig-zag, yawn, zoo, box, zipper, world, zebra. C/ Students write the letters out for “y” and “z” and then illustrate 4 words starting with that letter sound, either from the previous pages or their own. D/ Alpha-Keys: This is a consolidation/application puzzle for letters O through Z. Students should write the letter two times and then look for the picture that corresponds to that letter sound. The letter/sound is the “key” to the “lock” hiding the word.

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Download Phonics Starter 1-3 - English Raven