Unit 4 Unit 3 Unit 2 Unit 1 Introduction Contents

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iii

Introduction

Using Nelson Phonics 3

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v

Scope and Sequence of Nelson Phonics 3

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vii

Unit 1 str: stream, straight, straw

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2 squ: squeak, squash, squirrel

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6 scr: scrub, screw, scratch

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10 spl: split; spr: spray

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14 Review

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18 Unit 2 oi: join, soil; oy: joy, toy

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20 ow: cow, how; ou: count, couch

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24 Review

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28 Unit 3 ir: bird; ur: fur; er: fern

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30 au: launch, sauce; aw: saw, dawn

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34 or: fork, born; oor: door, poor

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38 Review

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42 Unit 4 ue: blue, true; ui: suit, juice

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44 ew: chew, new; oo: boot, food

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48 ie: pie; y: sky; igh: thigh

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52 Review

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56

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iv

Unit 5

ear: dear, fear; eer: cheer, deer

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58 ear: wear; air: fair; are: glare

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62 Review

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66 Unit 6 ace: race, place; ice: nice, spice

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68 ight: tight, flight; igh: high, sigh

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72 Review

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76 Unit 7 -xt: next; -nt: tent; -pt: slept

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78 -ft: lift, left; -ct: fact, object

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82 Review

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96 Unit 8 -lt: felt; -ld: told; -lp: help

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88 -lf: elf; -lk: milk; -lth: health

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92 Review

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96 Unit 9 -nd: band; nk: think

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98 -mp: pump, ramp, bump

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102 Review

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106 Unit 10 -nch: pinch, finch, French

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108 -tch: catch, stitch, hatch

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112 -ge: -page; dge: edge

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116 Review

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120

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v

Introduction

Nelson Phonics 3 takes the four essential skills introduced in Workbooks 1 and 2 and continues to extend them to the next developmental level, targeting skills in:

• complex phonological awareness

• visual processing (recognizing patterns in words)

• complex letter–sound (phonics) relationships

• spelling.

Developing readers are beginning to master these four essential areas of literacy attainment. They are proficient in phonological awareness tasks such as sound deletion, segmentation and simple manipulation; they can detect consonant blends in words, for example ‘tr’ in ‘trip’; and can identify a range of vowels and the variety of ways in which they are written. At this level, children’s sight word vocabulary is steadily building and they are able to read and write increasingly complex texts.

Nelson Phonics 3 should be used as part of the classroom literacy program for children at a developing stage of literacy attainment. Parents also can support their children’s 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 3

Nelson Phonics 3 begins with blends of three consonants and moves to more complex vowel combinations. The activities require students to:

• listen for the target sound in spoken words

• learn to visually recognize the letter or letters that represents that sound

• write the letter or letters 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. Children learn by seeing, listening and writing the sounds, letters and words. Multi-

sensory learning has been shown to cater for the learning styles of a greater range of

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vi

Introduction

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 word or name the picture.

Read the word.

Color the picture.

Circle the picture.

Draw a line.

Trace the letter with your pencil.

Write the or word.

Change the words.

Unjumble the letters.

Scope and Sequence of Nelson Phonics 3

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Introduction

vii

Nelson Phonics 3 introduces developing readers to blends with three consonants (e.g.

‘string’, ‘splash’), complex vowels (e.g. ‘pair’, ‘dear’), and sound combinations at the ends of words (e.g. ‘bright’, ‘lodge’).

Each unit concludes with a Unit Review, in which children apply their knowledge of the sounds, letters and rules to complete more complex activities. A child’s ability to complete the review activities will provide feedback on the progress of individual children and inform future teaching strategies.

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.

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4

Unit

44

ue, ui ue, ui

ue, ui

blue true suit juice

Say the words. Trace the letters.

Name the pictures. Circle the pictures that have the ‘ue’/‘ui’ sound.

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29

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4 ^Unit

45 glue glui suet suit fruet fruit

tissue tissui clue clui juece juice

ue, ui

Name the pictures. Circle the word with the correct spelling.

Write the missing letters.

gl tiss jce stcase

30

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4 Unit

46 ue, ui

ue, ui

Unjumble these letters to make a word.

Write the

word. Draw a line to the matching picture.

t ue ss i _______

l ue g _______

l c ue _______

ui f r t _______

ce ui j _______

s t ui _______

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4 ^Unit

47 ue, ui ue, ui

I like to eat ______ ^.

Do you want to drink ______ ^?

My ______

is blue.

It is ______ ^that

the sky is ______ ^.

I need a ______

for my nose.

I used ______ to stick the paper down.

Write the missing words. Use the words in the box.

blue fruit juice true tissue suit glue

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4

Unit

48

ew, oo ew, oo

ew, oo

chew new boot food

Say the words. Trace the letters.

Name the pictures. Circle the pictures that have the ‘ew’/‘oo’ sound.

31

32

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4 ^Unit

49 ew, oo

ew, oo

Read the words

in each row. Draw a line under the letters that are the same.

moon tool

hoop food

zoo too

dew blew

jewel new

drew flew

Write the missing letters.

scr jels mn pl

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4 Unit

50 ew, oo

ew, oo

Unjumble these letters to make a word.

Write the

word. Draw a line to the matching picture.

n oo m ______

l p oo ______

ew j l e ______

ew c h ______

s r ew c ______

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4 ^Unit

51 ew, oo

ew, oo

Write the missing words. Use the words in the box.

The ______ ^{is in}

the night sky.

The ______ ^{of the}

house is wet.

I have a ______

grapes left.

There are meat and

potatoes in the . I a picture.

The toys are in my ______ ^.

room drew moon stew roof few

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4

Unit

52

ie, y, igh ie, y, igh

ie, y, igh

pie sky thigh

Say the words. Trace the letters.

Name the things you see in the picture.

Color the pictures that have the ‘ie’/‘y’/‘igh’ sound.

33

34

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4 ^Unit

53 ie, y, igh ie, y, igh

Write the missing letters.

tie

p_ _ cr_ fl_ th_ _ _

igh

ie

y

pie thigh

sky high July die

fly

lie try

Read the words. Write each word on the cloud with the same letters.

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4 Unit

54 ie, y, igh ie, y, igh

sk th p fr t fl cr

Write the correct ending

for each word. Draw a line to the

matching picture.

ie y igh y

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4 ^Unit

55 ie, y, igh

ie, y, igh

Write the missing words. Use the words in the box.

There is a bird in the . My dad wears a ^.

Planes can fly ______ ^.

When I’m sad, I ______ ^.

I have a meat

______ for lunch.

I ______ ^{my kite}

in the sky.

high tie fly cry pie sky

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4

Unit

56 Review - ue, ui, ew, oo, ie, y, igh

Review - ue, ui, ew, oo, ie, y, igh

Review

Read the words. Draw a line to join all the words that rhyme.

Hint: Some words rhyme even if they don’t look the same.

high pie

dew glue

sigh sky

cute moo

stew juice

moose suit

lie blew

new my

ue ui ew oo ie y igh

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4 ^Unit

57 Review - ue, ui, ew, oo, ie, y, igh

Review

Circle the words with the correct spelling.

The cat got sauce/

sawce on his paus/paws and

started to cry/crie .

The spigh/spy

found a clew/clue in the froot/fruit bowl.