Unit 4 Unit 3 Unit 2 Unit 1 Introduction Contents

Contents

Introduction

Using Nelson Phonics 2

v

Scope and Sequence of Nelson Phonics 2

vii

Unit 1 Syllables

2

Rhyme Time

4

Sound Jumble

6

Unit 2 sp: spot; sm: smell; st: step

8

sk: skip; sl: slug; sn: snake

12

sw: swing; sc: scarf

16

-sk: desk; -sp: wasp; -st: nest

20

Review

24

Unit 3 pr: prize; cr: crab; dr: drum

28

gr: grass; fr: frog; br: brush

32

tr: tree; tw: twig

36

thr: three; shr: shrink

40

Review

44

Unit 4 bl: block; cl: clock

48

fl: flag; gl: glass; pl: plane

52

Review

56

Contents

Unit 5

a_e: grape, snake, frame

60

o_e: nose, home, cone

62

i_e: smile, mice, kite

64

u_e: cube, tube, mule

66

Review

68

Unit 6 ar: car; a: glass

72

long oo: moon; short oo: look

76

ai: rain; ay: play

80

oa: boat; ow: row; oe: toe

84

ee: tree; ea: sea; ey: key

88

Review

92

Unit 7 wh: what; wr: write

96

kn: knob; ph: phone

98

c: city; g: giraffe

100

Review

102

Unit 8 -ck: back, neck, clock, duck

104

-ng: ring; -mb: comb

106

-ll: shell; ff: sniff; -ss: dress

108

Review

110

Unit 9 Sight Word Sentences

112

Word Search

113

Alphabet Puzzle

114

Introduction

Introduction

Nelson Phonics 2 extends on the four essential skills introduced in Workbook 1:

• phonological awareness

• visual (graphological) processing

• letter–sound (phonics) relationships

• spelling.

In this book, beginner readers are building on their skills in these essential areas of literacy attainment. They are proficient ‘listeners’ in early phonological awareness tasks such as syllable segmentation, rhyme identification and production; can detect the first, middle and last sounds in a simple spoken word; and can recognize and name the letters of the alphabet and use these letters to write simple words. At this level, children are beginning to write familiar words that they have committed to memory and can sound out unfamiliar words in the reading and writing process.

Beginner readers are also ready to learn more complex phonological awareness skills, such as detecting consonant blends in words (e.g. ‘tr’ in ‘trip’ and ‘sk’ in ‘skip’). Furthermore, they are also ready to learn more about the complex vowel system of written English (e.g. the

‘ee’ in ‘cheese’ sounds like ‘ea’ in ‘beat’, ‘e’ in ‘me’ and ‘y’ in ‘dolly’).

Finally, children are also ready to learn about special letter combinations that have silent letters like ‘lamb’, ‘know’ and ‘phone’, as well as words that have double consonants at the end, like ‘class’ and ‘ball’. Children’s developing visual processing skills help them remember the written letter sequence of sound combinations and whole words.

Nelson Phonics 2 should be used as part of the classroom literacy program for children at an emergent stage of literacy development. Parents also can support their children’s literacy development by using this Workbook at home. Regularly reading to children, listening to them read, asking questions and discussing experiences are all important activities that will compliment the learning objects of the Nelson Phonics Workbooks.

Using Nelson Phonics 2

Introduction

The activities require children to:

• listen for the target sound in spoken words

• visually recognize the letter that represents that sound

• write the letter that represents the target sound.

To encourage children to continue focussing on their listening skills, some activities have pictures that are not labelled. Children will benefit from naming the pictures with an adult before completing the activities, to ensure that they understand the pictured vocabulary.

This Workbook adopts a multi-sensory approach to teaching children about sounds and letters. This approach includes seeing, listening, feeling and writing sounds, letters and words.

Multi-sensory learning has been shown to cater for the learning styles of a greater range of children.

Icons are used in the activity instructions to help children understand what is required in each task. The key for these icons is as follows:

Say the sound or name the picture.

Read the word.

Color the picture.

Circle the picture.

Draw a line.

Cross out the picture.

Introduction

Write the letter or word.

Change the words.

Unjumble the letters.

Scope and Sequence of Nelson Phonics 2

Nelson Phonics 2 begins by reviewing the skills focused on in Nelson Phonics 1; segmenting syllables, sound and letter recognition, first sound identification and rhyme, and simple word manipulation. It then progresses to teaching consonant blends in words, silent letters, special letter combinations and long vowel sounds. Children learn to hear and see these letter and sound combinations.

Each unit concludes with a Unit Review, in which children apply their knowledge of sounds, letters and rules to complete more complex activities addressed in current and previous units. A child’s ability to complete the review activities will provide feedback on the progress of individual children and inform future teaching stategies. Children who have difficulty with the review tasks in Unit 1 will benefit from further learning with Nelson Phonics 1, as well as the beginner-level activities found on the Nelson Phonics CD-ROM.

The Nelson Phonics CD-ROM contains a Teacher’s Guide with key teaching points and activity ideas, as well as a range of interactive activities for use across the three year levels.

The interactive activities on the CD-ROM are presented in three sections:

• Teaching Objects (for whole-class learning)

• Learning Objects (for independent or group learning)

• Task Review (for teacher–student evaluation).

These activities have been specially designed to consolidate and extend on the topics

covered in the Workbooks.

3

Unit pr, cr, dr pr, cr, dr

pr, cr, dr

ize ab um

Say the words. Trace the letters.

Name the

pictures. Color a drink for each of the sounds you hear in the word.

18

19

3 ^Unit

pr, cr, dr

pr, cr, dr

Draw a line to join the pictures that start with the same sounds.

Write the letters at the start of each word.

p r _ _

_ _

_ _ _ _

_ _

_ _ p r

Write the missing letters. Trace the sentence.

The _ _ ^{ab played}

the _ _ ^um.

3

Unit

dr da pr dr cr c

cr ck p pr di dr

pr, cr, dr

pr, cr, dr

Write the letters in the empty boxes.

n k ck e t a m ow n

i i

Circle the sound or sounds you hear at the start of each word.

Name the

pictures. ²⁰

3 ^Unit

pr, cr, dr pr, cr, dr

Name the

pictures. Write the sounds you hear at the start of each word.

Write the missing letters. Trace the sentence.

The _ _ ince won a _ _ ^ize

for fighting the _ _ ^agon.

_ _ane _ _aw

_ _agon _ _esent

_ _ayon _ _own

21

3

Unit gr, fr, br gr, fr, br

gr, fr, br

Say the words. Trace the letters.

ass og ush

Name the

pictures. Color a circle for each of the sounds you hear in the word.

22

23

3 ^Unit

_ _ _ _ _ _ _ _

_ _ _ _ _ _ _ _ gr, fr, br

gr, fr, br

Draw a line to join the pictures that start with the same sounds.

Write the letters at the start of each word.

b r

b r

Write the missing letters. Trace the sentence.

My _ _ _ _ _ ^father _ _ ^ows _ _ ^{eat big} _ _ ^{uit trees.}

grows fruit grand great

3

Unit

f fr br b g gr

b br r fr g gr

gr, fr, br

gr, fr, br

Write the letters in the empty boxes.

u b ea d a ss

o g i ck

Circle the sound or sounds you hear at the start of each word.

Name the

pictures. ²⁴

3 ^Unit

gr, fr, br

gr, fr, br

Name the pictures.

Write the sounds you hear at the start of each word.

Write the missing letters. Trace the sentence.

The _ _ ogs like to hide in the _ _ ass under the

_ _ ^idge.

_ _apes

_ _uit

_ _idge

_ _y

_ _icks

_ _ass

25

3

Unit tr, tw tr, tw

tr, tw

ee ig

Say the words. Trace the letters.

Name the

pictures. Color a triangle for each of the sounds you hear in the word.

26

27

3 ^Unit

tr, tw

tr, tw

Draw a line to join the pictures that start with the same sounds.

Write the letters at the start of each word.

_ _ _ _ _ _ _ _ _ _

_ _ _ _ _ _ _ _ _ _

Write the missing letters. Trace the sentence.

There are _ _ ^elve _ _ ^iangles

on the _ _ ^uck.

3

Unit

pr tr tw tr tr tw

tw tr tw tr tw t

tr, tw

tr, tw

Write the letters in the empty boxes.

k

ck ai n ne u n

i i

Circle the sound or sounds you hear at the start of each word.

Name the

pictures. ²⁸

3 ^Unit

tr, tw

tr, tw

Name the pictures.

Write the sounds you hear at the start of each word.

Write the missing letters. Trace the sentence.

The _ _ ins saw the _ _ ^easure

on the _ _ ^ain.

_ _iangle

_ _ins

_ _eezers

_ _uck

_ _ampoline

_ _umpet

29

3

Unit

__ _ __ _ __ _ __ _

__ _ __ _ __ _ __ _

thr, shr thr, shr

thr, shr

Say the words. Trace the letters.

ee ink

Draw a line to join the pictures that start with the same sounds.

Write the letters at the start of each word.

th

th r

r

30

3 ^Unit

thr, shr

thr, shr

Name the pictures. Write the sounds you hear at the start of each word.

__ _one

__ _imp

__ _ead

__ _ub

Write the missing letters. Trace the sentence.

I __ _ ^ew __ _ ^ee __ _ ^imps

into the __ _ ^ub.

threw shrimps three shrub

31

3

Unit thr, shr

thr, shr

Change a sound in the first word

to make the second word. Write the word.

to

to

to

three

shrink

throw

_ _ ___

_ _ _ _ _

_ ___

3 ^Unit

thr, shr

thr, shr

Write the word. Find 6 words that start with ‘thr’. Write the words.

Find 4 words that start with ‘shr’. Write the words.

threethronethreadthroatthrowthrew

shredshrinkshrineshrub

Write the missing letters.

u b ee ow e d

3

Unit Review - pr, cr, dr, gr, fr, br, tr, tw, thr, shr

Review - pr, cr, dr, gr, fr, br, tr, tw, thr, shr

Review

pr cr dr gr fr br tr tw thr shr

Draw a line to join the pictures that start with the same

sounds.

3 ^Unit

___ ___ ___ ___ ___

___ ___ ___ ___ ___

Review - pr, cr, dr, gr, fr, br, tr, tw, thr, shr

Review

Write the beginning letters under each picture.

Change a sound in the first word

to make the second word. Write the word.

pram _ _ _ three _ _ __ fog _ _ _ _

to to to

3

Unit Review - pr, cr, dr, gr, fr, br, tr, tw, thr, shr

Review

Unjumble the letters

and write the word. Draw a line to the matching picture.

______ drum ______

______

______

______

______

______

u m d r

c a b r

ck i r b

t e e r

r ee th

g ss r a

m r p a

3 ^Unit

Review - pr, cr, dr, gr, fr, br, tr, tw, thr, shr

Review

Trace the correct word to complete each sentence.

The prince/pince broke/roke his

cown/crown when it fell off the

throne/thone .

The tins/twins

cawl/crawl under the trampoline/

tampoline .