Glenys

AUSTRALIA


Joined December 27th 2006

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NB: Overarching Tutor Notes and colour word flash cards to accompany the ‘Little Books’ can be found in the first posting in the category “Reading Books for Emerging Readers”.
Click on the heading “Reading Books for Emerging Readers” which can be found in phonics.net.au’s top post or to the left of the top post.

learning how to read books colour words
My Purple Book - page 1 of 2

Print the above image and use with 'My Purple Book', page 2, and the Tutor Notes which accompany 'My Purple Book'.

Printing Instructions

learning to read lessons
My Purple Book - page 2 of 2

Print the above image and use with 'My Purple Book', page 1, and the Tutor Notes which accompany 'My Purple Book'.

Printing Instructions



teaching reading lessons
Tutor Notes for 'My Purple Book' - page 1 of 3

Print the above image and use with 'My Purple Book', pages 1 and 2, and the Tutor Notes which accompany 'My Purple Book'.

Printing Instructions

1. Print the two pages for ‘My Purple Book’.

2. Ask the child to choose a purple pencil and trace over the title words ‘My Purple Book’.

3. Ask the child to write her/his name on the appropriate line.

4. Look at the 6 pictures and briefly discuss each one with the child.
During this discussion point to the word that tells about the picture. (i.e. peg=peg, helicopter=helicopter etc).

Later, the child may/will be able to ‘read’ the whole sentence, using the picture clue and remembering the word(s) from the discussion.

If you have been covering the ‘Little Books’ in the order I have presented them you may have noticed an improvement in your child’s skill at this activity.

5. Read the first sentence – (I can see a purple helicopter.) - with the child pointing to each word as it is read.
Notice: the vocabulary has changed.
This book introduces the phrase ‘I can see ____’.
6. Read the sentences on the other pages.

With the repeated pattern of the phrase ‘I can see ___’ and the picture clue, the child should be able to read the sentences with minimal/no help.

Respond to comments about the pram and ask the child to colour it purple.


7. When the child reaches the last sentence observe to see if he/she reads “I can see a purple ____”.

This page is for the child to complete.
She/he decides what to draw and writes a matching word or phrase to finish the sentence.
Encourage the child to do this with minimal help.

If the child is still in the pre-writing stage of development ask him/her to tell you what to write.
Getting one’s thoughts in order is a pre-requisite for writing development.
Encourage the child to watch you writing – this is called modelling and is beneficial to the child’s development.

Notice: If you have been covering the ‘Little Books’ in the order I have presented them you may find your child was not confident about finishing the sentence in previous books (and has asked you to complete the sentence for him/her) but is now ready to ‘have a go’. This is major progress and is to be encouraged. Let him/her do this even if the spelling is not correct. This is called inventive spelling and, at this early stage of development, is most acceptable.
Some children, however, like their work to be perfect and will ask you to help them with the correct spelling. This, too, is acceptable. Give the help the child asks for – if she/he is holding the pencil and writing this is good.

Either way, encourage correct pencil hold.


teaching notes reading lessons
Tutor Notes for 'My Purple Book' - page 2 of 3

Print the above image and use with 'My Purple Book', pages 1 and 2, and the Tutor Notes which accompany 'My Purple Book'.

Printing Instructions

8. Ask the child to cut on the straight lines to create the eight pages which will make up the booklet.
NB: Encourage the child to cut out carefully. With practise and concentration he/she should be able to cut on the line.
This will create a booklet your child can be proud of, and cutting out is one exercise which helps improve fine motor skills.

9. Let the child decide the order the pages will be in the booklet.
Discuss with the child if it matters which order she/he decides upon –
of course the title page has to be first. (Why?)

10. Staple the pages to make a booklet.
11. Ask the child to number the pages.
This is best done in the top right hand corner of each page with a small, neat number.
This is teaching the child that the pages of a book are (usually) numbered sequentially.

12. Ask your child to point to the words and read all the sentences, in order, from the front of the book to the back.
This:
a. reinforces the left to right eye movement.
b. reinforces the fact that sentences and phrases are made up of words.
c. encourages the child to look at each word, so enhancing word recognition. (Otherwise the child is inclined to ‘parrot’ the sentences and is not learning to recognise the words.)
d. reinforces the fact that books are (usually) read from the front to the back.

13. A beneficial exercise for your child is to look for the word ‘purple’ in
other story books or colour word books.
This is a fun exercise which reinforces recognition of the word and emphasises that the ‘shape’ and spelling of a word remains constant, wherever it is found.
Your child could look through a magazine and when he/she finds a picture with ‘purple’ in it he/she could write ‘purple’ on the colour.

14. Present your child with the pile of colour word flashcards and ask
her/him to find the word ‘purple’.

If you have been covering the books in the order that they are in ‘Little Books for Emerging Readers’ category then the child will be building up a pile of colour word flashcards that he/she will recognise.
Regular practise will improve recognition.




teaching reading lessons
Tutor Notes for 'My Purple Book' - page 3 of 3

Print the above image and use with 'My Purple Book', pages 1 and 2, and the Tutor Notes which accompany 'My Purple Book'.

Printing Instructions

Extra Interesting Activities for You to Consider:
15. Another beneficial exercise for your child is to:
a. Print off a spare booklet.
b. Cut the sentences from the bottom of each page and put them in random order.
c. Encourage your child to match each sentence to the sentence which is the same in the booklet he/she has made.
d. Read the sentence.

When your child is competent with this exercise:
a. Take the sentences, one at a time.
b. Cut them into words.
c. Put the words in jumbled order.
d. Encourage your child to rearrange the words into a sentence.
e. Read the sentence.
NB: If your child needs help, let her/him refer to the little booklet. It’s good when your child can do this without referring to the booklet. It’s a sign that she/he is actually reading the words.

16. Integrate into other Learning Areas – Science, Oral Expression, Writing, Art and Craft

• discuss the health benefits of eating fruit
• look at different fruits – taste them – ask children to describe the different tastes
• what is the difference between a fruit and a vegetable

• each child make a peg doll or puppet character
• children make up a short skit using the puppet characters – children could work in pairs or small groups and present their skit to the class
• write the skit script onto paper

• how do helicopters work?
• a child or adult you know may have a small remote helicopter which could be brought into the classroom for a demonstration

• have a top in the classroom and let the children spin it.


These are just a few ideas.
I’m sure you can think of others.

The idea is to get the child thinking and talking and learning and enjoying.

Enjoy the journey.


16
Vote
   


NB: Overarching Tutor Notes and colour word flash cards to accompany the ‘Little Books’ can be found in the first posting in the category “Reading Books for Emerging Readers”.
Click on the heading “Reading Books for Emerging Readers” which can be found in phonics.net.au’s top post or to the left of the top post.

learning how to read books colour words
My Black Book - page 1 of 2

Print the above image and use with 'My Black Book', page 2, and the Tutor Notes which accompany 'My Black Book'.

Printing Instructions


learning how to read books colour words
My Black Book - page 2 of 2


Print the above image and use with 'My Black Book', page 1, and the Tutor Notes which accompany 'My Black Book'.

Printing Instructions



teaching notes reading lessons
Tutor Notes for 'My Black Book' - page 1 of 3

Print the above image and use with 'My Black Book', pages 1 and 2, and the Tutor Notes which accompany 'My Black Book'.

Printing Instructions

1. Print the two pages for ‘My Black Book’.

2. Ask the child to choose a black pencil and trace over the title words ‘My Black Book’.

3. Ask the child to write her/his name on the appropriate line.

4. Look at the 6 pictures and briefly discuss each one with the child.
During this discussion point to the word that tells about the picture. (i.e. dog=dog, horse-horse etc).

Later, the child may/will be able to ‘read’ the whole sentence, using the picture clue and remembering the word(s) from the discussion.

If you have been covering the ‘Little Books’ in the order I have presented them you may have noticed an improvement in your child’s skill at this activity.

5. Read the first sentence – (This is a black dog.) - with the child pointing to each word as it is read.
Notice: Your child should/may recognise the repeated phrase ‘This is a ___’ from ‘My White Book’.
This is a sign that she/he is recognising and reading the words.
6. Go on to read ‘This is a black horse’ and ‘This is a black snake’.

Respond to comments about the snake and ask the child to colour it black.


7. Read the sentences on the other pages.

With the repeated pattern of the phrase ‘This is a___’ and the picture clue, the child should be able to read the sentences with minimal/no help.

8. When the child reaches the last sentence observe to see if he/she reads “This is a black ____”.

This page is for the child to complete.
She/he decides what to draw and writes a matching word or phrase to finish the sentence.
Encourage the child to do this with minimal help.

If the child is still in the pre-writing stage of development ask him/her to tell you what to write.
Getting one’s thoughts in order is a pre-requisite for writing development.
Encourage the child to watch you writing – this is called modelling and is beneficial to the child’s development.

Notice: If you have been covering the ‘Little Books’ in the order I have presented them you may find your child was not confident about finishing the sentence in previous books (and has asked you to complete the sentence for him/her) but is now ready to ‘have a go’. This is major progress and is to be encouraged. Let him/her do this even if the spelling is not correct. This is called inventive spelling and, at this early stage of development, is most acceptable.
Some children, however, like their work to be perfect and will ask you to help them with the correct spelling. This, too, is acceptable. Give the help the child asks for – if she/he is holding the pencil and writing this is good.

Either way, encourage correct pencil hold.


teaching reading lessons
Tutor Notes for 'My Black Book' - page 2 of 3

Print the above image and use with 'My Black Book', pages 1 and 2, and the Tutor Notes which accompany 'My Black Book'.

Printing Instructions

9. Ask the child to cut on the straight lines to create the eight pages which will make up the booklet.
NB: Encourage the child to cut out carefully. With practise and concentration he/she should be able to cut on the line.
This will create a booklet your child can be proud of, and cutting out is one exercise which helps improve fine motor skills.

10. Let the child decide the order the pages will be in the booklet.
Discuss with the child if it matters which order she/he decides upon –
of course the title page has to be first. (Why?)

11. Staple the pages to make a booklet.
12. Ask the child to number the pages.
This is best done in the top right hand corner of each page with a small, neat number.
This is teaching the child that the pages of a book are (usually) numbered sequentially.

13. Ask your child to point to the words and read all the sentences, in order, from the front of the book to the back.
This:
a. reinforces the left to right eye movement.
b. reinforces the fact that sentences and phrases are made up of words.
c. encourages the child to look at each word, so enhancing word recognition. (Otherwise the child is inclined to ‘parrot’ the sentences and is not learning to recognise the words.)
d. reinforces the fact that books are (usually) read from the front to the back.

14. A beneficial exercise for your child is to look for the word ‘black’ in
other story books or colour word books.
This is a fun exercise which reinforces recognition of the word and emphasises that the ‘shape’ and spelling of a word remains constant, wherever it is found.
Your child could look through a magazine and when he/she finds a picture with ‘black’ in it he/she could write ‘black’ on the colour.
15. Present your child with the pile of colour word flashcards and ask
her/him to find the word ‘black’.

If you have been covering the books in the order that they are in ‘Little Books for Emerging Readers’ category then the child will be building up a pile of colour word flashcards that he/she will recognise.
Regular practise will improve recognition.

teaching notes reading lessons
Tutor Notes for 'My Black Book' - page 3 of 3

Print the above image and use with 'My Black Book', pages 1 and 2, and the Tutor Notes which accompany 'My Black Book'.

Printing Instructions

Extra Interesting Activities for You to Consider:
16. Another beneficial exercise for your child is to:
a. Print off a spare booklet.
b. Cut the sentences from the bottom of each page and put them in random order.
c. Encourage your child to match each sentence to the sentence which is the same in the booklet he/she has made.
d. Read the sentence.

When your child is competent with this exercise:
a. Take the sentences, one at a time.
b. Cut them into words.
c. Put the words in jumbled order.
d. Encourage your child to rearrange the words into a sentence.
e. Read the sentence.
NB: If your child needs help, let her/him refer to the little booklet. It’s good when your child can do this without referring to the booklet. It’s a sign that she/he is actually reading the words.

17. Integrate into other Learning Areas – (Science –
study snakes, study black swans)

Where in the world are black swans found?
Where in the world are white swans found?
What are baby dogs called?
What are baby cats called?
What are baby horses called?
What are baby swans called?

Look at pictures of various Australian Snakes.

These are just a few ideas.
It is often surprising where the discussions will take you.

The idea is to get the child thinking and talking and learning and enjoying.

Enjoy the journey.


25
Vote
   


NB: Overarching Tutor Notes and colour word flash cards to accompany the ‘Little Books’ can be found in the first posting in the category “Reading Books for Emerging Readers”.
Click on the heading “Reading Books for Emerging Readers” which can be found in phonics.net.au’s top post or to the left of the top post.

learning how to read books colour words
My White Book - page 1 of 2

Print the above image and use with 'My White Book', page 2, and the Tutor Notes which accompany 'My White Book'.

Printing Instructions

teaching notes reading lessons
My White Book - page 2 of 2

Print the above image and use with 'My White Book', page 1, and the Tutor Notes which accompany 'My White Book'.

Printing Instructions



teaching notes reading lessons
Tutor Notes for 'My White Book' - page 1 of 3

Print the above image and use with 'My White Book', pages 1 and 2, and the Tutor Notes which accompany 'My White Book'.

Printing Instructions

1. Print the two pages for ‘My White Book’.

2. Ask the child to choose a white pencil and trace over the title words
‘My White Book’.
This will probably prompt a comment about ‘white’ as a colour. Use the opportunity to discuss colours with your child – dark colours, light colours, favourite colours, hot colours, cool colours …..

3. Ask the child to write her/his name on the appropriate line.

4. Look at the 6 pictures and briefly discuss each one with the child.
During this discussion point to the word that tells about the picture. (i.e. dog=dog,seagull=seagull etc).

Later, the child may/will be able to ‘read’ the whole sentence, using the picture clue and remembering the word(s) from the discussion.

If you have been covering the ‘Little Books’ in the order I have presented them you may have noticed an improvement in your child’s skill at this activity.

5. Read the first sentence – (This is a white dog.) - with the child pointing to each word as it is read.
Notice: the vocabulary has changed.
This book introduces the phrase ‘This is a ____’.
6. Go on to read ‘This is a white and brown seagull’.

If the child reads the sentence correctly or falters at the word ‘brown’ this is a sign that he/she is actually reading the words.
Ask the child to look at the word ‘brown’ and find the flashcard to match it - now the child should be able to read the sentence without faltering at the word ‘brown’.

If the child reads ‘Look at the white seagull’ it is a sign that she/he is not reading the words but repeating the pattern from the previous page.
Go back over the sentence asking the child to point to each word, giving help where needed.
Remember: enjoyment and building confidence is crucial.
Always remain patient and cheerful.

If the child reads the whole sentence without any help, he/she has learnt to recognise the word ‘brown’. (Wonderful!)

Praise the child for all progress and effort.

7. Read the sentences on the other pages.

With the repeated pattern of the phrase ‘This is a___’ and the picture clue, the child should be able to read the sentences with minimal/no help.



teaching notes reading lessons
Tutor Notes for 'My White Book' - page 2 of 3

Print the above image and use with 'My White Book', pages 1 and 2, and the Tutor Notes which accompany 'My White Book'.

Printing Instructions

8. When the child reaches the last sentence observe to see if he/she reads “This is a white ____”.

This page is for the child to complete.
She/he decides what to draw and writes a matching word or phrase to finish the sentence.
Encourage the child to do this with minimal help.

If the child is still in the pre-writing stage of development ask him/her to tell you what to write.
Getting one’s thoughts in order is a pre-requisite for writing development.
Encourage the child to watch you writing – this is called modelling and is beneficial to the child’s development.

Notice: If you have been covering the ‘Little Books’ in the order I have presented them you may find your child was not confident about finishing the sentence in previous books (and has asked you to complete the sentence for him/her) but is now ready to ‘have a go’. This is major progress and is to be encouraged. Let him/her do this even if the spelling is not correct. This is called inventive spelling and, at this early stage of development, is most acceptable.
Some children, however, like their work to be perfect and will ask you to help them with the correct spelling. This, too, is acceptable. Give the help the child asks for – if she/he is holding the pencil and writing this is good.

Either way, encourage correct pencil hold.
9. Ask the child to cut on the straight lines to create the eight pages which will make up the booklet.
NB: Encourage the child to cut out carefully. With practise and concentration he/she should be able to cut on the line.
This will create a booklet your child can be proud of, and cutting out is one exercise which helps improve fine motor skills.

10. Let the child decide the order the pages will be in the booklet.
Discuss with the child if it matters which order she/he decides upon –
of course the title page has to be first. (Why?)

11. Staple the pages to make a booklet.
12. Ask the child to number the pages.
This is best done in the top right hand corner of each page with a small, neat number.
This is teaching the child that the pages of a book are (usually) numbered sequentially.

13. Ask your child to point to the words and read all the sentences, in order, from the front of the book to the back.
This:
a. reinforces the left to right eye movement.
b. reinforces the fact that sentences and phrases are made up of words.
c. encourages the child to look at each word, so enhancing word recognition. (Otherwise the child is inclined to ‘parrot’ the sentences and is not learning to recognise the words.)
d. reinforces the fact that books are (usually) read from the front to the back.




teaching notes reading lessons
Tutor Notes for 'My White Book' - page 3 of 3

Print the above image and use with 'My White Book', pages 1 and 2, and the Tutor Notes which accompany 'My White Book'.

Printing Instructions

14. A beneficial exercise for your child is to look for the word ‘white’ in
other story books or colour word books.
This is a fun exercise which reinforces recognition of the word and emphasises that the ‘shape’ and spelling of a word remains constant, wherever it is found.
Your child could look through a magazine and when he/she finds a picture with ‘white’ in it he/she could write ‘white’ on the colour.

15. Present your child with the pile of colour word flashcards and ask
her/him to find the word ‘white’.

If you have been covering the books in the order that they are in ‘Little Books for Emerging Readers’ category then the child will be building up a pile of colour word flashcards that he/she will recognise.
Regular practise will improve recognition.


Extra Interesting Activities for You to Consider:

16. Another beneficial exercise for your child is to:
a. Print off a spare booklet.
b. Cut the sentences from the bottom of each page and put them in random order.
c. Encourage your child to match each sentence to the sentence which is the same in the booklet he/she has made.
d. Read the sentence.

When your child is competent with this exercise:
a. Take the sentences, one at a time.
b. Cut them into words.
c. Put the words in jumbled order.
d. Encourage your child to rearrange the words into a sentence.
e. Read the sentence.
NB: If your child needs help, let her/him refer to the little booklet. It’s good when your child can do this without referring to the booklet. It’s a sign that she/he is actually reading the words.

17. Integrate into other Learning Areas – Science –

Care of pets, Water Birds – feathers, webbed feet, Farm Animals


The above topics are self-explanatory and need no expansion from me.

The idea is to get the child thinking and talking and learning and enjoying.

Enjoy the journey.



25
Vote
   


NB: Overarching Tutor Notes and colour word flash cards to accompany the ‘Little Books’ can be found in the first posting in the category “Reading Books for Emerging Readers”.
Click on the heading “Reading Books for Emerging Readers” which can be found in phonics.net.au’s top post or to the left of the top post.

[ Click here to read more ]
16
Vote
   


NB: Overarching Tutor Notes and colour word flash cards to accompany the ‘Little Books’ can be found in the first posting in the category “Reading Books for Emerging Readers”.
Click on the heading “Reading Books for Emerging Readers” which can be found in phonics.net.au’s top post or to the left of the top post.

[ Click here to read more ]
25
Vote
   


NB: Overarching Tutor Notes and colour word flash cards to accompany the ‘Little Books’ can be found in the first posting in the category “Reading Books for Emerging Readers”.
Click on the heading “Reading Books for Emerging Readers” which can be found in phonics.net.au’s top post or to the left of the top post.

[ Click here to read more ]
16
Vote
   


NB: Overarching Tutor Notes and colour word flash cards to accompany the ‘Little Books’ can be found in the first posting in the category “Reading Books for Emerging Readers”.
Click on the heading “Reading Books for Emerging Readers” which can be found in phonics.net.au's top post or to the left of the top post.

[ Click here to read more ]
16
Vote
   


Ostrich Egg

March 17th 2012 04:47
... and some eggs are big enough to feed a family ...

While visiting the Fremantle Markets last Christmas-time our visitors bought an Ostrich egg. I'd never seen an Ostrich egg before and certainly didn't know they could be bought. Its arrival certainly caused much interest and speculation.
ostrich egg
Compare the ostrich egg to the size of a hen's egg

[ Click here to read more ]
17
Vote
   


Easter Booklet - for Emerging Readers

February 27th 2012 06:05
For more Easter activities click on heading 'Easter' in the category list under 'Phonic Packs' to the top left of the top blog.

General Tutor Notes to accompany all ‘Little Books for Emerging Readers’ (repeated with each book as information for new readers)
[ Click here to read more ]
26
Vote
   


Canal Rocks - Leeuwin-Naturaliste Park

February 19th 2012 09:44
... and some places display natures beauty and power ...

The Canal Rocks are part of the spectacular coastline that can be found in the Leeuwin-Naturaliste Park in the SW of Western Australia


[ Click here to read more ]
17
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Recent Comments

Comment by Glenys
on Hot Air Ballooning

June 30th 2011 04:35
I'm not that good with heights either but the balloon ride didn't worry me at all - if you get the chance be brave.

Delete ] [ Ignore ]

Comment by Glenys
on Hot Air Ballooning

June 30th 2011 02:43
We did enjoy the ride - not as awesome as over the Rio Grand Gorge though I suspect.

Delete ] [ Ignore ]

Comment by Glenys
on Pre Reading Worksheets

June 26th 2011 06:01
Thank you - I am pleased you are finding the site useful.
GD

Delete ] [ Ignore ]

Comment by Glenys
on Three Letter Blends - Appendix for Phonic Pack One

June 26th 2011 05:57
Thanks - It is good for me to know the lessons are helpful.
Hope you can go on to Phonic Pack 2 now, and find it just as useful.
GD

Delete ] [ Ignore ]

Comment by Glenys
on How to print page images

May 12th 2011 13:14
You need to order the Phonic Packs individually. That is no problem.
If you order multiple Packs I can put up to 500g into a $10.30 (Australian) postage envelope.
As you order each Pack postage is automatically charged so I will refund excess postage.
I can easily do this through Pay Pal.
Usually two Packs will fit into one envelope, saving the postage on one Pack.

Glenys.

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Comment by Glenys
on Questions

April 18th 2011 04:11
At the moment you have to order the Phonic Packs to have them in Victorian Modern Cursive.

I will take this request on board though and will (attempt) to organise putting the Packs onto my blog in Modern Victorian Cursive. That will take time though.

The next series of lessons I am preparing are an appendix to Phonic Pack One, consolidating three letter sounding words.
After that I will make it my goal to put Phonic Pack One up in Modern Cursive.

Thanks for your query,
Glenys.

Delete ] [ Ignore ]

Comment by Glenys
on st blend

April 1st 2010 02:53
Well done Anonymous. You have been busy.

(Check the spelling you have used for the words "stuburn' and 'plad'.)

(Can you see where a 'f' is missing in your fr list?)

Delete ] [ Ignore ]

Comment by Glenys
on Tree Frog Card

January 14th 2009 12:24
Have enjoyed surfing your blog - lots of colourful, inspiring ideas.

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Comment by Glenys
on How to print page images

December 11th 2008 05:40
I have just printed a page from Phonic Pack Two and it is perfect.

When I reach Number 4 - 'How to Print Images'- my computer goes to 'Photo Printing Wizard' and I print the image (page) from there.





Delete ] [ Ignore ]

Comment by Glenys
on How to print page images

December 10th 2008 06:42
Hi,

Have you clicked on 'Fit to page'? (Number 4 on 'How to Print Images'.)

All pages should print to A4 size.

Which page are you trying to print or are all pages giving the same problem?

It's hard to offer a solution without sitting in front of the computer which is causing the problem.

Glenys.

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