a pre-school series phonics

1My Blue Book of Phonics for Reading English UKG

D N Mukhiya

KINDERFUNA P R E - S C H O O L S E R I E S

Phonics Rhymes and songs Reading skills Phonemic awareness Letters and sounds

Name : ................................................................

Grade : .......................... Section : .....................

School : ..................................................................

Parent's Contact No : ............................................

PhonicsFOR READING ENGLISH UKG

Give Green a ChanceGive Green a Chance (GGC) is a charitable trust which has been established by GREEN Books and is devoted to one or more charitable purposes. The trust aims to render financial help and other educational facilities to deserving students and teachers all over Nepal. The funds for this trust will be collected from each and every book of GREEN sold in market. Certain amount from the sale of each book will be deposited for the trust, and GGC also welcomes other charitable organizations who want to help us with fund raising and support us to do this divine work. Thus, giving GREEN a chance or using GREEN textbooks is simply giving the needy a chance for education.

Do not tell them how to do it. Show them how to do it and do not say a word. If you tell them, they will watch your lips move. If you show them, they will want to do it themselves.

- Dr Maria Montessori

Publisher: Green Books Pvt Ltd

Copyright: Publisher (2074 BS) All rights reserved. No part of this book maybe reproduced, stored in a retrieval system, or transmitted in any form or by any means without prior information in writing from the publisher or the author.

Edition: 2074 BS 2075 BS (Revised)

Illustrations: Basu Kshitiz

Layout: Focus Computer [email protected]

Printed in Nepal

KINDERFUN pre-school series is an innovative Kindergarten series comprising a set of books (set-books) for three levels - Nursery (Foundation), Lower Kindergarten (LKG) and Upper Kindergarten (UKG), serving children aged from three to six. This series is a complete pre-school kit of more than sixteen books packaged attractively in three separate sets for each level- GREEN, ORANGE and BLUE. The books of each set deal with language skills (reading, writing, listening and speaking), number skills, general environmental awareness, sensory practice activities; and together, these books provide a comprehensive introduction to pre-reading, pre-writing and number skills; language development, and cognitive awareness for each level.

The reading and practice materials of the series have been carefully graded and put in order, showing practical consideration of children’s age, psychology and the findings about how children develop their reading skills. The series offers a variety of activities, stories, songs, games, and hands-on projects designed to engage children fully in the learning process.

The series has been prepared following three important factors:

• the latest developments in education that develop children’s creative skills for ‘21st Century Learning’,

• the principles of the Montessori Method of teaching and reading, and

• the framework of the Early Childhood Development (ECD) Curriculum prescribed by Department of Education of Nepal.

To make the best inclusion of the above three factors, we work with a team of experts like ECD curriculum designers, child psychologists, Montessori trained teachers, pre-primary teachers, singers, music composers, video makers and web-technicians. We gladly acknowledge to all of them for all their help offered to us in the materialization of this series.

We trust that the series will not only serve the need of pre-primary textbooks in schools and other institutions who work for children literacy programmes; but will also be helpful for parents to guide their children at home.

We are thankful to the whole team of GREEN Books Pvt Ltd for making positive contributions to the success of this KINDERFUN series project, and making the books available all over the country.

Authors

PREFACE

Note to the teacher

Here are three frequently raised questions during the series of workshops and seminars that we did with pre-school teachers in the initial stage of this KINDERFUN series with the purpose of piloting and materializing the series:• What should be taught first – letter names or letter sounds? • What should be taught first – capital letters or small letters? • In what order should alphabet letters be taught?

Here are some important ECD research findings:

• Both letter names and letter sounds are important for teaching children to read and write. Children who know letter names learn letter sounds more readily than those without knowing letter names.

• Recently most teachers have started teaching letter sounds first and letter names next as letter sounds help children a lot more for successful decoding than that of letter names.

• Though small letters are more common in reading and writing, both forms of letters - capital and small are needed. Small letters are taught first since these occur more frequently in reading and writing than capital letters.

Our suggestions:

• Letter sounds should be taught first. However, we also agree with the fact that if teaching your children letter names first is working, you can go for it.

• While teaching children for tracing and forming letters, start with capital letters because capital letters are easy to trace and form and are visually distinct. On the other hand, some small letters like b, d, p and q are confusing and look similar.

• You can teach alphabet letters to your children in their order in the alphabet or can choose some better ways to introduce the letters.

Conclusions:

• A good teacher always finds what works best for his/her children. So, find what works best for your children and stick with it.

• As this book primarily deals with the recognition of the letters and their formation, it is advisable to start first with The Green Book of Phonics for Reading English, which deals with phonics approach to reading.

• Go though the section of the TG of this series for detailed information about teaching alphabet letters, sounds and phonics.

How to teach songs and rhymes?• To teach songs and rhymes, try to find the time when the children are joyful and relaxed.

• Each song of this book has a picture. Begin with talking about the picture. Then let them listen to the song on the CD or you sing for them or let them watch the video.

• Don’t ask the children to sing along the lines when the children listen to the song for the first time. Yet, they can if they want to.

• Encourage the children to memorize and ‘play’ with the lines of songs and rhymes.

• Let them listen to the song slowly and clearly. Play it over and over. After repetition, it will become possible for the children to sing along with it. Just keep repeating until they have it.

• Finally, when they are able to sing any rhyme or song individually or in groups, let them sing with some actions and also change some words for fun.

How to teach sounds?• Start with children’s names to give the concept of letter names and letter sounds (phonics).

• Explain to them that each letter has a name and a sound.

• Explain to them that each letter has two forms and both the forms give the same sound.

• Let the children listen to you or the CD and repeat the words several times.

• Sound words included in this book are simply for listening, not for spelling, reading and writing. Do not emphasize on teaching spelling at this stage.

• Involve the children in the activities like Listen and repeat - Listen and point - Point, speak and repeat.

• Demonstrate how to produce the letter sounds showing the movements of speech organs.

• Encourage the children to add vocabulary of their own for each letter sound. Also allow them to add some words from their native language.

• Some letters give two sounds. Do not introduce two sounds at the same time.

• Prepare big-size phonics letter cards with or without pictures; with or without sounds/letters.

a applea.. a.. applea aapple

a Aa apple

a apple

• Children learn better when learning is fun. So, make learning fun and exciting. Go through the TG of this series for more teaching ideas, songs, chants, games and other materials for teaching phonics.

• Fun letter songs, phonics songs and rhymes available in the CDs of this series will help you create variety in your classroom and also help children enjoy phonics and letter learning.

6 My Blue Book of Phonics for Reading English UKG

Listen and sing.

Phonics Song

A for apple a – a – appleA says /a/ a – a – ant

B for ball b – b – ballB says /b/ b – b – bat

E for egg e – e – eggE says /e/ e – e – elephant

TeachingTIPS

Let the children listen to the CD and sing this phonics song in groups.

C for cat c – c – catC says /c/ c – c – cow

D for dog d – d – dogD says /d/ d – d – doll


Listen and sing.

K for kite k – k – kiteK says /k/ k – k – key

TeachingTIPS

First ask the children to sing this phonics song along with the CD and then on their own in groups.

F for fish f – f – fishF says /f/ f – f – fan

G for grapes g – g – grapesG says /g/ g – g – goat

H for hen h – h – henH says /h/ h – h – hat

I for igloo i – i – iglooI says /i/ i – i – inkpot

J for jam j – j – jamJ says /j/ j – j – jug


P for parrot p – p – parrotP says /p/ p – p – pen

L for lion l – l – lionL says /l/ l – l – lamp

M for mango m – m – mangoM says /m/ m – m – monkey

N for net n – n – netN says /n/ n – n – nose

O for orange o – o – orangeO says /o/ o – o – octopus

TeachingTIPS

After the children have been able to sing the song without the help of the CD, change some words and then let them sing.

Listen and sing.


U for umbrella u – u – umbrellaU says /u/ u – u – urn

Q for queen qu – qu – queenQ says /qu/ qu – qu – quill

R for rabbit r – r – rabbitR says /r/ r – r – rose

S for sun s – s – sun S says /s/ s – s – socks

T for tiger t – t – tigerT says /t/ t – t – tap

TeachingTIPS

Have the children sing this song in groups or individually repeatedly until they are able to say the letter names and sounds.

Listen and sing.



Z for zebra z – z – ZebraZ says /z/ z – z – zoo

V for van v – v – vanV says /v/ v – v – vest

W for watch w – w – watchW says /w/ w – w – web

X for X-ray x – x – X-rayX says /x/ x – x – box

Y for yak y – y – yak Y says /y/ y – y – yellow

TeachingTIPS

Have the children sing this song in groups or individually repeatedly until they are able to say the letter names and sounds.

Listen and sing.



i j k l

m n o p

q r s t

u v w x

y z

a

e f g h

b c dListen and say the sound of each letter.

Letter Sounds

TeachingTIPS

Let the children listen to the CD and ask them to repeat the letter sounds. Let them repeat the sounds again and again.


Monkeys are munching

Mice are munching

Mules are munching

m is the sound of M.

m - m - mm - m - m

m - m - m

M m

TeachingTIPS

Let the children listen to this phonics song again and again to get familiarize with the lyrics before they start singing in groups. Go through the TG of this series to know more about teaching phonics songs and rhymes.

Listen and sing.


Listen and repeat. m

TeachingTIPS

Let the children listen to the CD and repeat the words. Encourage them to listen to the sound /m/. Let them see the shape of your mouth when you produce this sound.

meat

mangomoon marble mirror

mouthmouse mitten

medal

monkeymosquito

mountainmask

man map mat milk mommop mud mug my Monday


ActivityColour the pictures that begin with the sound /m/.

Read and draw.

a mouse on the mountain


Listen to your teacher and say the word.

At what position do you hear the sound /m/?

Try to spell each word and write it in the box.

m

Trace and say the sound.

moon

initial

mid

f inal

TeachingTIPS

Read aloud the words (moon, jam, lemon, tomato, mirror, drum) in order and have the children listen to the words carefully. Help them point out at what position they hear the sound /m/ in each word. Help the children with spelling.


Ants on the apple

Ants on the alligator

Ants on my ankle

a is the sound of A.

a - a - aa - a - a

a - a - a

A a

TeachingTIPS

Let the children listen to the CD and sing this song in groups. Encourage them to listen to the sound /A/. Let them see the shape of your mouth when you produce this sound.

Listen and sing.


Listen and repeat. a

TeachingTIPS

Let the children listen to you or the CD and repeat the words several times. This page is basically for listening, not for spelling, reading and writing. The letter ‘a’ stands for the sound /A/ in this page. The letter ‘a’ also gives the sound /ei/ as in ‘aeroplane’ and ‘apron’.

ant apple axearrow angry ankle

add

alligator astronaut acrobat

abacus anchor album

animal athlete


ActivityColour the pictures that begin with the sound /a/.

Read and draw.

an ant on the apple



At what position do you hear the sound /a/?


a


initial

mid

f inal

TeachingTIPS

Read aloud the words (ankle, mat, axe, ant, map, apple) in order and have the children listen to the words carefully. Help them point out at what position they hear the sound /A/ in each word. Help the children with spelling.


Sausages are sizzlingSeals are singingSailors are sitting

s is the sound of S.

s - s - ss - s - s

s - s - s

S s

TeachingTIPS

This is a phonics song. Let the children listen to the CD or to you and sing this song. Have the children trace and write the letter. Ask them to write the letter in the air or on partner’s hand or arm.

Listen and sing.


Listen and repeat. s

TeachingTIPS

Emphasize that each of the above words starts with the sound /s/. Teach them to stretch while articulating this sound – sssssss. Do not teach spelling at this stage. Do the activities like Listen and repeat - Listen and Point - Point, speak and repeat.

six seven sicksad sun sunset

sock

sandwich sealsand

salad seahorse snake

soap

seeds sandals superhero

salt


ActivityColour the pictures that begin with the sound /s/.

Read and draw.

six stinky socks



At what position do you hear the sound /s/?


s


initial

mid

f inal

TeachingTIPS

Read aloud the words (nest, bus, seven, sun, mask, glass) in order and have the children listen to the words carefully. Help them point out at what position they hear the sound /s/ in each word. Help the children with spelling.


Dolls are dancingDucks are dancingDogs are dancingd is the sound of D.

d - d - dd - d - d

d - d - d

D d

TeachingTIPS

Let the children listen to the CD and sing this song in groups. After this song, to make a strong connection between the picture and the letter and its sound – let them trace, write or create the letter.

Listen and sing.


Listen and repeat. d

TeachingTIPS

Ask the children: What sound does the letter make? Have them say each of the above words and its initial sound /d/. Make sure they do not add a vowel sound to say ‘duh’ or ‘dih’. The tongue tip touches behind the top teeth while articulating the sound /d/.

doll duck drum doordress dot dog dip

donut

dolphin

doctor

deer

daffodil

datediamonddice

dove

dinosaurdonkey

desk


ActivityColour the pictures that begin with the sound /d/.

Read and draw.

Dolls are dancing



At what position do you hear the sound /d/?


d


initial

mid

f inal

TeachingTIPS

Read aloud the words (bed, door, medal, dog, sandles, bread) in order and have the children listen to the words carefully. Help them point out at what position they hear the sound /d/ in each word. Help the children with spelling.


Say the letter sound. Say the name of each picture. Write the correct beginning sound for each picture.

a m s d

d s a m

TeachingTIPS

Help the children first name each picture and say its initial sound before they write the initial sound of each word.


a d d sa ma

s m a am ad

Sound reviewm a s d

Say each letter sound the fast way and read the word.

Touch each letter and say the sound.

s a d m a d

d a m

d a d

S a mTeachingTIPS

Decoding is a word identification skill that allows readers to use the relationships between letters and sounds to recognize words in print. Ask the children to say the sound of each letter quickly and make up a word.


Tigers on tiptoesTeapot tippingTen tiny turtlest is the sound of T.

t - t - tt - t - t

t - t - t

T t

TeachingTIPS

When the children are joyful and relaxed, their brain is the most receptive to language learning. So find some good time to present new lessons or songs. Have them sing this song with some actions.

Listen and sing.


Listen and repeat. t

TeachingTIPS

Let the children listen to the CD and repeat the above words. Emphasize that each of the above words starts with the sound /t/. Do not teach spelling at this stage. Do the activities like Listen and repeat - Listen and Point - Point, speak and repeat.

two tie tree tub T-shirttop train tray truck Tuesday

tapetomato teeth

turtle

table

teapot

towel

tenttattoo

telephone

toes

television

tiger


ActivityColour the pictures that begin with the sound /t/.

Read and draw.

ten tiny toes



At what position do you hear the sound /t/?


t


initial

mid

f inal

TeachingTIPS

Read aloud the words (tongue, doctor, carrot, foot, tub, bottle) in order and have the children listen to the words carefully. Help them point out at what position they hear the sound /t/ in each word. Help the children with spelling.


t t t t t

d d s s m

m a a t t

Sound reviewm a s d t



a t s a t

d a t

m a t

t a t

a d s a d

m a d

d a d

t a d

a mS a m

d a m

TeachingTIPS

Show the children how to put the finger on the dots and how to move the finger on the arrow. Say each sound and ask them to put the finger on the dot under it. Say the word and ask them to move the finger quickly on the arrow.


Learn to read.

Listen to your teacher and repeat the words.Sight words This is the

I am sad. Dad is mad.

TeachingTIPS

Children should be able to recognize sight words without having to decode. Repetition is the key for learning sight words. Let them listen to you, say the word and spell out the letters, and then read the word. Play some games or use multisensory activities to introduce sight words.

This is Sam.Sam is on the mat.


Insects are inchingImps are inching Iguanas are inchingi is the sound of I.

i - i - ii - i - i

i - i - i

I i

TeachingTIPS


Listen and sing.


Listen and repeat. i

TeachingTIPS

Say the name of the picture and ask the children to say the name after you. You may let them listen to the CD and repeat the words. Have them say the initial sound in each word. The letter ‘i’ represents the sounds /I/ and /aI/ in this page.

ice ice-cream iron island

instrument

igloo

iguana

infant insect

inkpot


i i s a t i

d m s m a d

m a t s d i

Sound reviewm a s d t i


Touch the dot and say the sound.

i t s i t m i t

i d s i d m i d

i m d i m T i m

TeachingTIPS

The list contains some words that have no meaning and are not actual English words. Such words are called make-believe words. Such words are a part of phonics practice as it is a valuable part of decoding practice.



Learn to read.

s i t

m a t

s i t s

m a t s

Listen to your teacher and repeat the words.Sight words on the

“Sit, Sam, sit!”Sam sits on the mat.

TeachingTIPS

Help the children read. Let them try again and again. Praise them for reading each word correctly. If they have difficulty, move back to the sound and decoding section and give them more practice.


Nuts in a nutshellNuts in noodles Nuts in a necklacen is the sound of N.

n - n - nn - n - n

n - n - n

N n

TeachingTIPS

Let the children listen to the CD and sing this song. Have them sing this song with some actions. Teach them to make the letter shape in the air or in the hand or on the table while singing.

Listen and sing.


Listen and repeat. n

TeachingTIPS

Teach the children to stretch the sound /n/. The tip of the tongue goes behind the top teeth to articulate this sound and the air comes out through the nose.

nose nice name newnine number no now

nut

nail needle

necklace newspapernapkin neck

nestnet

nurse night

noodles


ActivityColour the pictures that begin with the sound /n/.

Read and draw.

a nut near a nest



At what position do you hear the sound /n/?


n


initial

mid

f inal

TeachingTIPS

Read aloud the words (window, nose, moon, honey, green, nurse) in order and have the children listen to the words carefully. Help them point out at what position they hear the sound /n/ in each word. Help the children with spelling.


n n s t i s

d a t d a n

a i m n d i

Sound reviewm a s d t i n



a n m a n t a n

i n m i n t i n

TeachingTIPS

First show the children touching the dot under each sound and saying it. Tell them: I am going to touch the dot under each letter and you say the sound. Then I am going to move my finger along the arrow and you say the word.

m a n t i n


a t

i t

a d

i d

i m

m a t

s i t

s a d

s i d

s i m

s a t

n i t

m a d

m i d

T i m

s i n

t a d

d i m

t i d

m i t

d i d

d i n

d a t

d a d

TeachingTIPS

The list contains some words that have no meaning and are not actual English words. Such words are called make-believe words. Such words are a part of phonics practice as it is a valuable part of decoding practice.


Popcorn is poppingPeeking pandaPumpkin-pie puddingp is the sound of P.

p - p - pp - p - p

p - p - p

P p

TeachingTIPS

Let the children first listen to the song again and again to get familiarize with the lyrics of the song. Have them sing this song with some actions.

Listen and sing.


Listen and repeat. p

TeachingTIPS

Let the children listen to the CD and repeat the words. Say the name of each picture and have them say it after you. Have them bounce the initial sound in each word three times (p-p-pear).

pan paper parrot pig petpen pencil pizza puzzle pot

pearpeacock

potato

pumpkin penguinplate

pandapuppypillow

pineapple

peanut


ActivityColour the pictures that begin with the sound /p/.

Read and draw.

a parrot on a pumpkin



At what position do you hear the sound /n/?


p


initial

mid

f inal

TeachingTIPS

Read aloud the words (soap, pot, apron, apple, map, pen) in order and have the children listen to the words carefully. Help them point out at what position they hear the sound /p/ in each word. Help the children with spelling.


p p n i s

t a in ip ap

Sound reviewm a s d t i n p



TeachingTIPS

Decoding is a word identification skill that allows readers to use the relationship between letters and sounds to recognize words in print. Ask the children to say the sound of each letter quickly and make up a word.

m a p

p a n

t i p

t a p

n a p

s i p

p a t

p i n


Learn to read.

Listen to your teacher and repeat the words.

Sight words this is on athe has with

This is Pat.He sits on the tap.He has a nap.

This is Tim. He has a pan.Tim pats Sam with a pan.

TeachingTIPS



Goats are gigglingGeese are gigglingGorillas are gigglingg is the sound of G.

g - g - gg - g - g

g - g - g

G g

TeachingTIPS

Let the children listen to the CD and sing this song. Have them sing this song first slowly and then fast. Always encourage them to listen to the sound presented in each song.

Listen and sing.


Listen and repeat. g

TeachingTIPS

Say the name of each picture and have them say it after you. Have them bounce the initial sound in each word three times (g-g-garlic). The letter ‘g’ gives the sound /g/ in this page. It also gives the sound /dZ/ as in ‘giraffe’.

girl gift glass gate goodgrapes green game garden go

glue

gorilla

goat

guitar

grasshopper

goggles

goldf ishgoose

grass

garlic

globe

glove


ActivityColour the pictures that begin with the sound /g/.

Read and draw.

green gloves



At what position do you hear the sound /g/?


g


initial

mid

f inal

TeachingTIPS

Read aloud the words (dog, grapes, tiger, finger, egg, gift) in order and have the children listen to the words carefully. Help them point out at what position they hear the sound /g/ in each word. Help the children with spelling.


Sound reviewm a s d t i n p g


a g t a g n a g

g a s

p i g

TeachingTIPS

The list contains some words that have no meaning and are not actual English words. Such words are called make-believe words. Such words are a part of phonics practice as it is a valuable part of decoding practice. Ask the children to say the separate sounds and then blend together to make the word.

p i g d i g

s a g

s i g

g a p

t i g

g g a i t

s d n ag ig



Join each picture to its beginning sound.

m

a

s n

p

gd

t

i


Orange octopusOrange otterOstrich offspringo is the sound of O.

o - o - oo - o - o

o - o - o

O o

TeachingTIPS

Let the children listen to the CD and sing this phonics song in groups. Go through the TG of this series to get more ideas on teaching phonics songs and rhyme songs.

Listen and sing.


Listen and repeat. o

TeachingTIPS

Say the name of the picture and ask the children to repeat after you. Ask them to stretch the initial sound in each word. The letter ‘o’ represents the sounds /ó/, /ú/, /Eu/ and /ØI/ in this page.

ox

octopus orangeostrich

opposite

one oven onion

oval oilokra oyster


Sound reviewm a s d t i n p g o


TeachingTIPS

Use letter-blending cards to give the children a visual example of how sounds blend together to make words.

p o t

d o g d o t m o p

t o p

o o p g d n

a p i t o s

d m t g n o



Learn to read.

a sad man

a dot on the pot

a pin on the tin

a top on the mat

a pig in the pit

TeachingTIPS



Caterpillar coughingCamel crunching cactusCubs are cacklingc is the sound of C.

c - c - cc - c - c

c - c - c

C c

TeachingTIPS

Let the children listen to the CD and sing this song in groups. Encourage them to listen to the sound presented in this song. Let them see the shape of your mouth when you produce this sound.

Listen and sing.


Listen and repeat. c

TeachingTIPS

Encourage the children to listen to the sound /k/. The letter ‘c’ on this page gives the sound /k/. It also gives the sound /s/ as in ‘city’ and ‘circle’.

cookies

caterpillar

cupcake

cucumber

cactus camel

camera

candle

carrot

crab

cotton

crayon

crown

cake cap cat can carcow comb coat corn clock


cActivityColour the pictures that begin with the sound /c/.

Read and draw.

a caterpillar on a cucumber



At what position do you hear the sound /c/?


c


initial

mid

f inal

TeachingTIPS

Read aloud the words (rocket, coat, truck, comb, jacket, magic) in order and have the children listen to the words carefully. Help them point out at what position they hear the sound /c/ in each word. Help the children with spelling.



s t g o

c p n d

TeachingTIPS



Sound reviewm a s d t i n p g o c



TeachingTIPS

Some of the above words are make-believe words. Ask the children to say the separate sounds and then blend together to make the word.

c a n

c o d

c a t

c o t

o n

o t

o g

a n

d o n

d o t

d o g

c a n

c o n

n o t

c o g

p a n


King kicked a kettleKing kicked a keyKing kicked a keyboardk is the sound of K.

k - k - kk - k - k

k - k - k

K k

TeachingTIPS


Listen and sing.


karate

Listen and repeat. k

TeachingTIPS

Say the name of the picture and ask the children to repeat after you. Have them bounce the initial sound in each word. Explain to them that both letters ‘c’ and ‘k’ make the same sound.

kid kiwi kitkin kick kite

kitchen

kangarookettleking

key

kitten

kiss keyboard


Listen and repeat. -ck

TeachingTIPS

Ask the children to say the sound /k/. Two letters ‘-ck’ also make the same sound. Emphasize that each of the above words end with the sound /k/.

sock

duck neck lock

black rock clock

truck

chick

stick


ActivityColour the pictures that begin with the sound /k/.

Read and draw.

a key and a lock



At what position do you hear the sound /k/?


k


initial

mid

f inal

TeachingTIPS

Read aloud the words (jacket, key, book, king, donkey, snake) in order and have the children listen to the words carefully. Help them point out at what position they hear the sound /k/ in each word. Help the children with spelling.


Sound reviewm a s d t i n p g o c k ck


TeachingTIPS


k i d

s i c k

t i c k

k i t

k i c k

k k k ck o g

t s d i a m

a s ck m n k



Up umbrellasUnhappy uncleUgly umbrellasu is the sound of U.

u - u - uu - u - u

u - u - u

U u

TeachingTIPS


Listen and sing.


Listen and repeat. u

TeachingTIPS

Ask the children to say the sound /u/. Tell them: when I say the sound /u/, my mouth is open just a little. The letter ‘u’ also gives the sound /ju/ (o') as in ‘uniform’ and ‘unicorn’.

under

umbrella umpire

underwear urchin

up

urn

uncle

udder

ugly


Activity


At what position do you hear the sound /u/?


u


initial

mid

f inal

TeachingTIPS

Read aloud the words (duck, truck, umbrella, bus, up, drum) in order and have the children listen to the words carefully. Help them point out at what position they hear the sound /u/ in each word. Help the children with spelling.


Sound reviewm a s d t i n p g o c k ck u


TeachingTIPS


c u t n u t

c u p p u p

n u n s u n

g u n m u g

m u d d u c k


Rats are runningRoaring rocketRed, red rosesr is the sound of R.

r - r - rr - r - r

r - r - r

R r

TeachingTIPS

Let the children first listen to the song repeatedly to get familiarize with its lyrics. Have them sing this song with some actions in groups. After they are able to sing alone or in groups, ask them: What sound does the letter ‘r’ make? Do you know any words that start with this sound?

Listen and sing.


Listen and repeat. r

TeachingTIPS

Let the children listen to the CD and repeat the words. Or, you may say the name and have them repeat after you. Teach them to stretch the initial sound /r/ in each word. Also ask them to share the words that begin with the sound /r/.

rhino

rabbit rose

radio

rocket

robot

ring

ricerope ruler

rainbow

rock

rat red read runrod river root rhyme


Activity


At what position do you hear the sound /r/?


r


initial

mid

f inal

TeachingTIPS

Read aloud the words (heart, door, run, rabbit, horse, hair) in order and have the children listen to the words carefully. Help them point out at what position they hear the sound /r/ in each word. Help the children with spelling.


Sound reviewm a s d t i n p g o c k ck u r


TeachingTIPS

Have the children say the sounds first slowly and then fast. Such practice will help them for decoding. Do not let them pause more than four seconds between sounds. Have them repeat the sounds again and again.

r a t r a n r o d r o t

r u t r u b r u n r a g

r a m r a c k r i g r i m

r i p r o c k r a p r i d

c u d c u t g u m t u b

g u t s u m t u g c u p

d u g m u g p u b s u n


Balls are bouncingBaby boy babblingBig big balloonsb is the sound of B.

b - b - bb - b - b

b - b - b

B b

TeachingTIPS

Let the children listen to the CD and sing this song. Have them sing this song first slowly and then fast. Always encourage them to listen to the sound presented in each song. Have them write the letter in the air while singing this song.

Listen and sing.


Listen and repeat. b

TeachingTIPS

Ask the children to say the sound /b/. Tell them: My lips go together and pop open when I say the sound /b/. Have them bounce the initial sound in each word three times (b-b-balloon).

busball bat bed bee bellbib bird blue box boy

balloonbananabutterfly

button bucketbiscuit

boat

bottle

boot breadbroom

bear

book

belt


ActivityColour the pictures that begin with the sound /b/.

Read and draw.

a big blue bottle



At what position do you hear the sound /b/?


b


initial

mid

f inal

TeachingTIPS

Read aloud the words (web, table, bed, box, crab, robot) in order and have the children listen to the words carefully. Help them point out at what position they hear the sound /b/ in each word. Help the children with spelling.


Sound reviewm a s d t i n p g o c k ck u r b


b a g b a t b i b

b i n t u b r u b

s o b b u d b u g

b u n b u s c u b


Learn to read.

Listen to your teacher and repeat the words.Sight words can a

A bug can run.Run – run – run.

A bug can dig. Dig – dig – dig.

A bug can sip.Sip – sip – sip.

TeachingTIPS



Five frogs f ightingFive f lamingoesFive funny f ishf is the sound of F.

f - f - ff - f - f

f - f - f

F f

TeachingTIPS

Let the children listen to the CD and help them sing this phonics song in groups. Go through the TG of this series to get more ideas on teaching phonics songs and rhyme songs. Ask them what sound the letter ‘f’ makes.

Listen and sing.


Listen and repeat. f

TeachingTIPS

Teach the children to pronounce the sound /f/. The upper front teeth touch the bottom lip while articulating this sound. Have them share some more words that begin with the sound /f/.

fan fat father fog feetfive four fun food Friday

fountain

f lower f ingersf ish

frog

fox

f ire

fork

f lag

f lute

farmer

feather


ActivityColour the pictures that begin with the sound /f/.

Read and draw.

f ive funny frogs



At what position do you hear the sound /f/?


f


FridaySun Mon Tue Wed Thu Sat

Friday

initial

mid

f inal

TeachingTIPS

Read aloud the words (buffalo, five, Friday, leaf, roof, afraid) in order and have the children listen to the words carefully. Help them point out at what position they hear the sound /f/ in each word. Help the children with spelling.



f b r n

c o g p

TeachingTIPS



Sound reviewm a s d t i n p g o c k cku r b f


TeachingTIPS


f a n

f i n

f u n

f a t

f i g

f f r b m k

s a t i p ck

g n d u o c



Elegant elephantsElegant emeraldsElegant earringse is the sound of E.

e - e - ee - e - e

e - e - e

E e

TeachingTIPS

Let the children listen to the CD and sing this song in groups. Encourage them to listen to the sound presented in this song. Let them see the shape of your mouth when you produce this sound. Tell them: my mouth is open just a little and my teeth are apart when I say the sound /e/.

Listen and sing.


Listen and repeat. e

TeachingTIPS

Say the name of the picture and ask the children to say the name after you. You may let them listen to the CD and repeat the words. Have them guess the initial sound in each word. The letter ‘e’ represents the sounds /e/, /I/ and /i:/ in this page.

eagle eel

egg

elephantelbow

envelope engine

ear

earring

erasereleven


ActivityColour the pictures that begin with the sound /e/.

Read and draw.

an egg on an envelope



At what position do you hear the sound /e/?


e


initial

mid

f inal

TeachingTIPS

Read aloud the words (engine, elephant, ten, net, lemon, elbow) in order and have the children listen to the words carefully. Help them point out at what position they hear the sound /e/ in each word. Help the children with spelling.


Sound reviewm a s d t i n p g o c k cku r b f e


b e d r e d p e g

b e g n e t p e t

d e n h e n m e n

p e n t e n n e c k


Learn to read.

Listen to your teacher and repeat the words.Sight words a on the in

a pen on the bed

a hen on the den

a pet in the net

TeachingTIPS



Lions licking lollipopsLions listening to lullabyLazy lions laughingl is the sound of L.

l - l - ll - l - l

l - l - l

L l

TeachingTIPS

When the child is joyful and relaxed, their brain is the most receptive to language learning. So find some good time to present new lessons or songs. Have them sing this song with some actions.

Listen and sing.


Listen and repeat. l

TeachingTIPS

Let the children listen to the CD and repeat the words. After that, say the word and have them say it after you. Teach them to stretch the initial sound in each word. Tell them: my tongue moves to the top of my mouth when I make the sound /l/.

lips log lid leg leaflast long love like lazy

lace

lizard lamplemon

ladder

ladybug leopard

lion

lock lobster

lollipop


ActivityColour the pictures that begin with the sound /l/.

Read and draw.

a lizard on a log



At what position do you hear the sound /l/?


l


initial

mid

f inal

TeachingTIPS

Read aloud the words (balloon, school, lollipop, lizard, salad, pool) in order and have the children listen to the words carefully. Help them point out at what position they hear the sound /l/ in each word. Help the children with spelling.


Sound reviewm a s d t i n p g o c k cku r b f e l


l i p l i c k b e l l

s e l l l o c k l o g

l e g b a l l f i l l

l a d l a p l i t


Learn to read.

Listen to your teacher and repeat the words.Sight words a on the

a leg on the log

a rat on the bell

a bug on the bell

a kid on the lap

TeachingTIPS



Helicopter hoveringHens are hoppingHedgehog howlingh is the sound of H.

h - h - hh - h - h

h - h - h

H h

TeachingTIPS


Listen and sing.


Listen and repeat. h

TeachingTIPS

Say the name of the picture and ask the children to say the name after you. You may let them listen to the CD and repeat the words. Have them guess the initial sound in each word. Teach them to bounce the sound /h/ in each word three times.

hair hand hat howhead hen hello happy

hospital

hammer

house

hoop handlehankie

heart hanger honey

hayhorsehippo


ActivityColour the pictures that begin with the sound /h/.

Read and draw.

a hen on a house


Say each letter sound the fast way and read the word. `

Sound reviewm a s d t i n p g o c k cku r b f e l h

TeachingTIPS

The above list contains some make-believe words. Encourage the children to say each sound first slowly and then faster. Always praise them for successful reading. Remember that even if they are not reading words right way, the practice is very useful.

h u m h i l l h a t h a m

h i t h i d h i p h o t

h o p h o g h a d h i m

f a d f i b f i n f i g

f i t f o g f e d k e g

b e t g e t m e t s e t

l a b l a d l a g l a c k


Listen and repeat. sh

TeachingTIPS

Let the children listen to the CD and repeat the words. Continue this Listen-and-Say activity until they are able to pronounce the sound /sh/ correctly. After that, say the word and have them repeat after you. Teach them to stretch the initial sound.

shy shop shoes shedfish bush wash brush

shelf

shark ship

sheep

shrimp

shield

shirt shovelshorts



At what position do you hear the sound /sh/?


sh


initial

mid

f inal

TeachingTIPS

Read aloud the words (shoes, fish, wash, mushroom, brush, sheep) in order and have the children listen to the words carefully. Help them point out at what position they hear the sound /sh/ in each word. Help the children with spelling.


Zig-zag zebraZippy zebraZig zag zipper z is the sound of Z.

z - z - zz - z - z

z - z - z

Z z

TeachingTIPS

Let the children first listen to the song again and again to get familiarize with the lyrics of the song. Have them sing this song with some actions.

Listen and sing.


Listen and repeat. z

TeachingTIPS

Say the name of the picture and ask the children to say the name after you. You may let them listen to the CD and repeat the words. Have them guess the initial sound in each word. Tell them: when I make the sound /z/, it makes a buzzing sound and my tongue touches the front of my mouth.

zit

zebra zoo

zipzero

zig-zag


Activity


At what position do you hear the sound /z/?


z


initial

mid

f inal

TeachingTIPS

Read aloud the words (lizard, lazy, pizza, zebra, zoo, puzzle) in order and have the children listen to the words carefully. Help them point out at what position they hear the sound /z/ in each word. Help the children with spelling.



Sound reviewm a s d t i n p g o c k cku r b f e l h sh z

TeachingTIPS


z i p l e d z i t i l l

l e g l e t l e s s l i t

l i d t e l l l i c k l o t

f i l l z a p l o g l o s s

l u c k b e l l t i l l f e l l

s e l l t u c k h i l l p i l l

m i l l d u l l z i g Z e n


Walrus on watermelonsWorms are walkingWindy weatherw is the sound of W.

w - w - ww - w - w

w - w - w

W w

TeachingTIPS

Let the children listen to the CD and sing this song. Have them sing this song first slowly and then fast. Always encourage them to listen to the sound presented in each song.

Listen and sing.


Listen and repeat. w

TeachingTIPS

Say the name of the picture and ask the children to say the name after you. You may let them listen to the CD and repeat the words. Teach them to bounce the initial sound in each word three times. Let them watch the shape of your lips while articulating the sound /w/.

wolfwindow walrus

watch

watermelon

wand

walletwood

worm walnut

wall web water wigwin will Wednesday


ActivityColour the pictures that begin with the sound /w/.

Read and draw.

a walrus on a watermelon



TeachingTIPS

Show the children how to put the finger on the dots and move the finger on the arrow. Say each sound and ask the children to put the finger on the dots. Say the word and ask the children to move the finger on the arrow.

w e b

w i g

w e t

w e l l

w z s ck e r

k ss t b d l l

g p ck m tt n


Sound reviewm a s d t i n p g o c k cku r b f e l h sh z w


Listen and repeat. ch

TeachingTIPS

Let the children listen to the CD and repeat the words. Continue this Listen-and-Say activity until they are able to pronounce the sound /ch/ correctly. After that, say the word and have them repeat after you. Teach them to bounce the initial sound three times in each word.

chimney

chair

cheese

chess

chick

child chin

chocolate chopstick

cheek


initial

mid

f inal


At what position do you hear the sound /ch/?


ch


TeachingTIPS

Read aloud the words (bench, chocolate, kitchen, teacher, watch, chalk) in order and have the children listen to the words carefully. Help them point out at what position they hear the sound /ch/ in each word. Help the children with spelling.


Jelly beans jumpingJellyfish jumpingJokers are jumpingj is the sound of J.

j - j - jj - j - j

j - j - j

J j

TeachingTIPS

Ask the children: what sound does the letter ‘j’ make? Make sure they do not add a vowel sound say ‘juh’. Let them listen to the CD and sing this song.

Listen and sing.


Listen and repeat. j

TeachingTIPS

Say the name of the picture and ask the children to say the name after you. You may let them listen to the CD and repeat the words. Have them guess the initial sound in each word. Bounce the initial sound in each word three times.

jump joy jog June

juice

jacket

jam

joker

jar

jeans

jeep

jelly

jet

jug


ActivityColour the pictures that begin with the sound /j/.

Read and draw.

jelly beans jumping



TeachingTIPS

The list contains some words that have no meaning and are not actual English words. Such words are called make-believe words. Such words are a part of phonics practice as it is a valuable part of decoding practice. Ask the children to say the separate sounds and then blend together to make the word.

g g a i t

s d n ag ig


Sound reviewm a s d t i n p g o c k cku r b f e l h sh z w ch j

j i g j o g

j a m j e t j e l l j i g

j o t j o b j o g j u t

j u g J a c k j a b j a d


Vulture on a vaseViolent volcanoesViolet velvetv is the sound of V.

v - v - vv - v - v

v - v - v

V v

TeachingTIPS

Let the children first listen to the song repeatedly to get familiarize with its lyrics. Have them sing this song with some actions. Let them make the shape of the letter in the air while singing this song.

Listen and sing.


Listen and repeat. v

TeachingTIPS

Tell them: My upper front teeth touch my bottom lip while I make this sound. Ask them to stretch the initial sound in each word.

vowel

van

vase

vegetable

vest

vet

violin

vulture

volleyball


ActivityColour the pictures that begin with the sound /v/.

Read and draw.

violent volcanoes



At what position do you hear the sound /v/?


v


initial

mid

f inal

TeachingTIPS

Read aloud the words (van, cave, vet, vest, driver, shovel) in order and have the children listen to the words carefully. Help them point out at what position they hear the sound /v/ in each word. Help the children with spelling.


Yak is yawningYum, yum yogurtYellow, yellow yolky is the sound of Y.

y - y - yy - y - y

y - y - y

Y y

TeachingTIPS

Let the children listen to the CD and sing this song in groups. Encourage them to listen to the sound presented in this song. Let them see the shape of your mouth when you produce this sound.

Listen and sing.


Listen and repeat. y

TeachingTIPS

Say the name of the picture and ask the children to say the name after you. You may let them listen to the CD and repeat the words. Ask them to bounce the initial sound in each word three times (y-y-yarn).

yo-yo

yak

yam

yarn

yawn

yellow yogurt

yolk


ActivityColour the pictures that begin with the sound /y/.

Read and draw.

yellow, yellow yolk



Sound reviewm a s d t i n p g o c k ck ur b f e l h sh z w ch j v y

TeachingTIPS


y a p y a m y e t s i p

y e l l s a c k p i n m u t t

y e s t o s s y u c k t a d

d i m s i c k m i d y a k

t a n n i c k m a p p a t

t u c k g i g p u g p i g

n o t c o t g a s b u t


Queen has a quailQuail has quillsQuarrelling queensq is the sound of Q.

q - q - qq - q - q

q - q - q

Q q

TeachingTIPS

When the child is joyful and relaxed, their brain is the most receptive to language learning. So find some good time to present new lessons or songs. Have them sing this song with some actions.

Listen and sing.


Listen and repeat. q

TeachingTIPS

Say the name of the picture and ask the children to say the name after you. You may let them listen to the CD and repeat the words. The letter ‘q’ has the sound /k/ at the beginning, followed by the sound /w/.

quiver

queen

quilt

quillquailquestion

quarrel


Fox in a boxOx in a boxSix wax boxesks is the sound of X.

k s - k s - k sk s - k s - k s

k s - k s - k s

X x

TeachingTIPS

Let the children first listen to the song again and again to get familiarize with its lyrics. Have them sing this song with some actions and make the shape of the cross with their hands while singing. The letter ‘x’ gives the sound /k/ at the beginning and /s/ at the end.

Listen and sing.


Listen to your teacher and say the word.At what position do you hear the sound /x/? Try to spell each word and write it in the box.

x


initialmidf inal

TeachingTIPS

Read aloud the words (box, X-ray, six, fox, boxer, ox) in order and have the children listen to the words carefully. Help them point out at what position they hear the sound /x/ in each word. Help the children with spelling.



x q y v

j w z h

TeachingTIPS




TeachingTIPS

After they have said the sound touching the dot, ask them to say it fast. Ask them to repeat the sounds and words again and again.

m i x

w a x

f i x

b o x

x q y v j w

z h l e f s

r u ck k c og p n i t d


Sound reviewm a s d t i n p g o c k ck u rb f e l h sh z w ch j v y q x


Learn to read.

Listen to your teacher and repeat the words.Sight words a in with the

The fox ran and ran.

The hen ran and ran.


The hen hid in a pen.The fox did not get in.

The man hit the fox with a log.

TeachingTIPS



Consonant BlendsListen and repeat.

blblack blue blow

brbroom bread brick

clclock clown clay

crcrab crown cry

TeachingTIPS

Let the children listen to the CD and repeat the words. Continue this Listen-and-Say activity until they are able to pronounce the words. After that, say the word and have them repeat after you.


Listen and repeat.

drdrum drink draw

frfrog fruit friend

trtree truck tray

flflag flower flute

glglass glue globe

TeachingTIPS



Listen and repeat.

grgrass grapes green

plplate plum plus

snsnake snail snow

spspoon sparrow spider

ststar stick stone

TeachingTIPS



Sight WordsListen and repeat.

TeachingTIPS

Sight words have unusual spelling patterns. More often these words cannot be sounded out using basic phonics knowledge and cannot be represented using pictures. Repetition is the key for learning sight words. Let them listen to you, say the word and spell out the letters, and then read the word. Play some games or use multi-sensory activities to introduce sight words. Go through the TG of this series to know more about sight words.

List 1 List 2 List 3 List 4 List 5

a and have she for

this am his I in

is it of on that

the to was had you

has an at be my

see not he are look

no like want me go

yes now her your come

new will but here good

one so do went long

too green red blue some


Long VowelsListen and repeat.

Learn to read.

A queen meets a sheep under a tree.The sheep greets the queen.The queen gives the sheep some green beans.The sheep eats the green beans.

TeachingTIPS

Let the children listen to the CD and repeat the words. After they are able to pronounce the words, encourage them to name the things in the picture and read the sentences. Also encourage them to use the words in simple sentences.

bee feet green

pea tea seal

see meetjeep seedteeth sheeptree sleep

eat neatbean cleanspeak teachheat meal

i:


Listen and repeat.

Learn to read.

A cook took off his boots.Then he stood on a stool.He took a cookbook.He had a look in the book.He cooked food for all, sitting in the room.

boot moon root

hoop spoon tooth

glue blue flute

cook coot

hoot loot

fool pool

tool stool

food stood

noon soon

room broom

June huge

cube tube

u:


Listen and repeat.

Learn to read.

Today is Friday.It is raining.A snake is in the lake.A snail comes out to play.The snake chases the snail away.

rain nail tail

cake cage clay

hay face crane

age ape

name same

train chain

day play

ray say

make lake

wake take

cave slave

male whale

cage page

eI

TeachingTIPS



Listen and repeat.

Learn to read.

Mike has a nice bike.He rides his bike to a kite store. He buys five kites.He flies the kites high in the sky.

hive bike rice

kite cry sky

nine mike ride

fine line

pine vine

hide wide

ripe pipe

my dry

sty spy

ice nice

right night

high thigh

aI

TeachingTIPS



Listen and repeat.

Learn to read.

A clown found a crown and a gown on the ground.He went to town,wearing the crownand the gown.The crowd shouted, “What a funny clown!”

house mouse mouth

crown clown cow

couch cloud owl

shout round

sound round

count crowd

town gown

now how

about brown

south scout

aU

TeachingTIPS



Listen and repeat.

Learn to read.

A boatman has a nice boat.He loads his boat with goats, coals, ropes and soaps.

He rows his boat slowly.

goat coat boat

toe bow crow

rose rope snow

coal loaf

soap load

road

row sow

grow throw

low slow

home wrote

flow glow

toad show

EU

TeachingTIPS



Listen and repeat.

me puppy key

he she

we be

jelly lady

money honey

i:

air hair bear

eE

oil boy toy

oI

car yarn arm

ar


Listen and repeat.

fur nurse turtle

bird girls third

purse purple

turnip hurt

curd purr

turn burn

dirty thirsty

shirt skirt

birthday

ur/ir

ear hear deer

peer cheer

tear near

year dear

fear spear

fork draw sauce

corn torch

paw crawl

yawn lawn

fawn shore

TeachingTIPS


ear/err

ar/aw/au


Letter Sound Fluency TestHow many letter sounds can you say in one minute?

i r p e h j n g u k

w r g u t s o f n h

d k b r a t z o l g

s z r m w k h o p i

o r u p v g f k a d

g k j z f u p t w c

f u a h g s l n e m

v r s w d m h e y j

TeachingTIPS

This activity is a kind of test in which the children have to say the letter sounds in a given time (usually one minute). Explain to the children: “When I say begin, start telling the letter sounds. You should point to each letter and tell me its sound, not its name.” Have them put the finger on the first letter and go across the page while saying the letter names. Make sure they understand the test well before you begin.


Sound and Word Fluency TestHow many words can you read by saying the sounds and blending them in one minute?

it sun rock vet cap ––– /15

hut fix pot sad den ––– /15

leg bag up quit not ––– /15

tock bed an wig pup ––– /14

had tip gum men on ––– /14

tug bad lot win jet ––– /15

hen cup yam quick fox ––– /15

zip sat jog wed cub ––– /15

rip got hug fed at ––– /14

rod dam fin rub wet ––– /15

Total ––– /147

TeachingTIPS

This activity is a kind of test in which the children have to say the letter sounds and blend them back to make the word in a given time (usually one minute). Explain to the children: “When I say begin, tell me all the sounds in the word. After that, blend the sounds and tell me the word. Give them one example. Make sure they understand the test well before you begin.


Making WordsMake words and read.

p o dw a t

h i pc u d

n u tg e n

b a bj u t

v i tp a n


Revision – BlendingSay the sounds the fast way and read the word.

b-a ba-t ba-df-a fa-n fa-tl-a la-d la-p p-a pa-n pa-t r-a ra-n ra-t

c-a ca-p ca-th-a ha-d ha-tm-a ma-d ma-tt-a ta-p ta-ns-a sa-d sa-t

a

b-e be-d be-gl-e le-g le-tn-e ne-t ne-ck s-e se-t se-ll w-e we-b we-t

h-e he-m he-nm-e me-n me-tp-e pe-g pe-nt-e te-n te-lly-e ye-s ye-t

e

b-i bi-g bi-nf-i fi-g fi-xk-i ki-t ki-d s-i si-t si-x w-i wi-g wi-n

d-i di-d di-gh-i hi-d hi-mp-i pi-g pi-n t-i ti-n ti-pz-i zi-g zi-t

i

TeachingTIPS

Teach the children to say the sounds fast way and blend them to make words. Tell them to sound out the highlighted letters together.


Say the sounds the fast way and read the word.

c-o co-p co-tf-o fo-g fo-xj-o jo-b jo-g m-o mo-m mo-p r-o ro-b ro-d

d-o do-g do-th-o ho-p ho-tl-o lo-g lo-t p-o po-t po-xs-o so-b so-ck

o

b-u bu-g bu-sd-u du-g du-ckh-u hu-g hu-t m-u mu-d mu-gr-u ru-b ru-n

c-u cu-b cu-pg-u gu-m gu-nj-u ju-g ju-t n-u nu-n nu-ts-u su-m su-n

u

TeachingTIPS

Teach the children to say the sounds fast way and blend them to make words. Tell them to sound out the highlighted letters together.

b-aba-t

ba-d

f-a

fa-nfa-t

l-a

la-d la-p

p-apa-n pa-t

r-a

ra-n ra-t

c-aca-p

ca-t

h-aha-d

ha-t

m-ama-d ma-t

t-ata-p

ta-n

s-asa-d sa-t


TeachingTIPS

This is the abridged form of a very long folk tale in which a boy has a very long name. He does a lot of practice to remember his name. When his grandmother says his name is not the longest one, the boy decides to find out who has the longest name in the village. Talk about the things in the picture and teach the children to read the names blending the letter sounds.

Story TimeRead the story.

Turtle Knows Your NameOnce a little boy lived with his granny. The boy had a very long name. His name was MILOCODIBONO DITVINJIDOO. It was easy to pronounce, MILO-CODI-BONO DIT-VIN-JI-DOO.But it was hard to remember.

The boy did not like his name.He had friends - Dandoo, Todi, Soboni, Kibino, Bitomana,…..and he remembered their names.

Granny, I don’t like my name. It’s very long.

Your name is long, but it’s not the longest.


TeachingTIPS

One day the boy meets a turtle who knows the boy’s name and everybody’s name in the village as all the villagers celebrate the naming ceremony on the beach. When the boy knows that his grandmother’s name is the longest, he is amazed. Explain to the theme of the story to the children and have them read the names using the blending technique.

The boy was sad.Nobody could remember his name. One day he met a turtle, who knew the boy’s name.The turtle knew everybody’s name in the village.He was the oldest turtle.

The boy asked, “If my name is not the longest; then whose name is the longest?”

“The longest name in the village is of your granny,” the turtle said, “her name is MIPO-SEEDO-BONO JACK-ZINI-VIN-KOSTO-TACK-RINDEY.”

Yes, your name is long, but it’s not the longest.

I’m so glad you know my name. Isn’t my name very long?

a pre-school series phonics

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