PR-6216UK Reading For Success - Book 1

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Reading for success (Book 1) 

Published by Prim-Ed Publishing 2014 under licence from 

Teacher Created Resources, Inc. 

Copyright © 2004 Teacher Created Resouces, Inc. 

This version copyright © Prim-Ed Publishing 2014 

ISBN 978-1-84654-748-5 

PR–6216 

Titles available in this series: 





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Introduction..........................................................v 

Curriculum links............................................ v–vii 

Phonemic awareness................................... 2–34 

Phonemic awareness................................... 2–4 

Phonemic awareness assessment.............. 5–7 

Phoneme isolation......................................8–11 

Phoneme identity......................................12–15 

Begins the same............................................ 16 

Ends the same............................................... 17 

Beginning or ending sound............................ 18 

Phoneme categorisation................................ 19 

Doesn't belong......................................... 20–21 

Phoneme blending......................................... 22 

Table of contents 

Phoneme segmentation........................... 23–24 Developing vocabulary.......................... 117–132 

Puppy puppet pattern............................... 25–26 Selecting vocabulary words..................133–135 

Phoneme deletion.......................................... 27 Teaching vocabulary.............................136–148 

Phoneme addition.................................... 28–29 Comprehension.......................................149–169 

Phoneme substitution.............................. 30–34 Comprehension............................................ 149 

Phonics........................................................ 35–73 Thinking aloud............................................. 150 

Phonics.......................................................... 35 Graphic organisers....................................... 150 

Letter-sound assessment......................... 36–39 Story map.................................................... 151 

Letter-sound activities.............................. 40–43 Sequencing map.......................................... 152 

Multi-sensory activities............................. 44–46 Venn diagram............................................... 153 

Alphabet cards......................................... 47–53 Text web....................................................... 154 

Clothes peg games.................................. 54–59 Graphic organiser examples........................ 155 

Egg carton games.................................... 60–62 Stop and predict....................................156–157 

Activity sheets................................................ 63 Summarising................................................ 158 

Make a word.................................................. 64 

Missing letters................................................ 65 The important language pattern.................. 160 

Short Aa......................................................... 66 Short Aa sentences..................................... 161 

Short Ee......................................................... 67 

Short Ii........................................................... 68 

Short Uu........................................................ 69 

Vowel sort...................................................... 70 

Short vowel match......................................... 71 

Missing vowel................................................. 72 

Same vowel sound......................................... 73 

Fluency....................................................... 74–115 

Fluency...........................................................74 

Monthly reading diary.................................... 81 

Monthly reading awards........................... 82–87 

Reciting nursery rhymes.........................88–102 

Pupil-adult reading........................................103 

Echo reading.................................................103 

Choral reading..............................................104 

Songs............................................................104 

Group divisions.............................................104 

Audio-assisted reading.................................105 

Partner reading.............................................105 

Readers theatre.................................... 106–115 

Vocabulary...............................................116–148 

Vocabulary....................................................116 

Story frame.................................................. 159 


Short Ee sentences..................................... 162 

Short Ii sentences........................................ 163 

Short Oo sentences..................................... 164 

Short Uu sentences..................................... 165 

Colour the robot........................................... 166 

What colour is it?......................................... 167 

How many?.................................................. 168 

Animal names.............................................. 169 

Answers....................................................170–171 

Reading aloud.......................................... 75–79 

Reading at home........................................... 80 

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Introduction 

Reading and the teaching of reading have always been at the forefront of discussions in education. Recent 

discussions bear no difference. Some, such as the media, criticise schools for not knowing how to 

effectively teach reading, and yet we know more today about effective reading instruction than ever before. 

One compilation of research reflecting effective reading instruction methodologies identified five key 

elements of reading instruction which are: 

• Phonemic awareness 

Foreword 

Reading for success is a series of four books designed to support teacher-directed lessons and 

independent pupil activities in the five key elements of reading instruction: phonemic awareness, phonics, 

fluency, vocabulary and comprehension. 

Titles in this series are: 





• Vocabulary 

• Phonics 

• Comprehension 

• Fluency 

This book has been designed to assist the classroom teacher with activities and teaching strategies 

appropriate for teaching the five identified elements of reading. 

Book format 

The book is divided into five sections appropriately named after each of the elements of reading 

instruction. Within each section, you will find a definition of the element of reading, as well as a variety of 

ways to implement this element in your classroom. Some of the activities are teacher-directed activities, 

while others are games which pupils can use for practice. A variety of pupil activity sheets are provided 

as well. Where appropriate, these activity sheets can be copied and distributed for the pupil to complete. 

The activities included in this book are not meant to be a complete reading programme. They are to be 

used in conjunction with your school’s adopted reading programme. These activities are meant to provide 

ideas for ways to make teaching the elements of reading more fun. 


Reading for success iv Prim-Ed Publishing – www.prim-ed.com

ENGLAND 

Level 

Early years foundation 

stage 

National curriculum 

Year 1 

Curriculum links 

Area of learning and 

development 

Literacy 

English - Reading 

Early learning goal/objective 

Reading 

• read and understand simple sentences 

• use phonic knowledge to decode 

• read some common irregular words 

• demonstrate understanding when talking with others 

about what they have read 

Writing 

• use phonetic knowledge to write words in ways which 

match spoken sounds 

• write some irregular words 

Word reading 

• apply phonic knowledge and skills as the route to 

decode words 

• respond speedily with the correct sound to 

graphemes 

• read accurately by blending sounds in unfamiliar 

words containing GPCs that have been taught 

• reread books to build up their fluency and confidence 

in word reading 

Comprehension 

• develop pleasure in reading, motivation to read, 

vocabulary and understanding by: 

- recognising and joining in with predictable 

phrases 

- learning to appreciate rhymes and 

poems, and to recite some by heart 

- discussing word meanings, linking new 

meanings to those already known 

• understand by: 

- drawing on what they already know or on 

background information and vocabulary 

provided by the teacher 

- checking that the text makes sense to 

them as they read and correcting 

inaccurate reading 

- making inferences on the basis of what 

is being said and done 

• participate in discussion about what is read to them, 

taking turns and listening to what others say 

• explain clearly their understanding of what is read to 

them 


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NORTHERN IRELAND 


Level Area of learning Objective 

Foundation stage Language and literacy Talking and listening 

REPUBLIC OF IRELAND – Primary curriculum - Infant classes 

Subject 

English reading 

Objective 

Receptiveness to language 

• listen to, enjoy and respond to stories, nursery rhymes, poems and songs 

• play with language to develop an awareness of sounds 

• develop a sense of rhythm and rhyme 

• learn to recognise and name the letters of the alphabet 

• develop an awareness of some letter-sound relationships 

Competence and confidence in using language 

• build up a sight vocabulary of common words from personal experience, from 

experience of environmental print, and from books read 

• learn to isolate the beginning sounds of a word 

• learn to isolate beginning and final sounds in written words 

• learn to isolate part of a word or a syllable which allows it to rhyme with another 

word or syllable 

• use knowledge of word order, illustration, context and initial letters to identify 

unknown words 

Developing cognitive abilities through language 

• reread, retell and act out familiar stories, poems or parts of stories 

• recall and talk about significant events and details in stories 

• analyse and interpret characters, situations, events and sequences presented 

pictorially 

• differentiate between text and pictures 

• phonological awareness through: 

- identifying words in phrases and sentences 

- identifying and generating rhymes 

- identifying and manipulating phonemes 


• use word structure to develop reading 

• develop auditory discrimination and memory 

• develop visual discrimination and memory 

• develop concepts of print 


Reading for success vi Prim-Ed Publishing – www.prim-ed.com

SCOTLAND – Curriculum for excellence 


Level Curriculum area Objective 

Early Literacy Reading 

• explore and play with the patterns and 

sounds of language 

• explore sounds, letters and words, and discover 

how they work together and use to help with 

reading and writing 

• ask questions to understand stories and other texts 

• explore events and characters in stories and other 

texts, sharing thoughts in different ways 

First Literacy Reading 

• learn to select and use strategies and resources 

before reading, and while reading, to help make the 

meaning of texts clear 

• learn to make notes under given headings and use 

them to understand information, explore ideas and 

problems and create new texts 

• show understanding across different areas of 

learning and identify and consider the purpose and 

main ideas of a text 

WALES – Foundation stage 

Areas of learning 

Language, literacy and 

communication skills 

Objective 

Oracy 

• experience a range of stimuli including: simple rhymes, nursery rhymes, songs, 

stories and poetry 

• participate in role play and drama activities, imaginative play, improvisation and 

performances of varying types 

• extend their vocabulary through activities that encourage their interest in words 


• follow stories read to them and respond as appropriate 

• understand that written symbols have sound and meaning and develop 

phonological, graphic and grammatical knowledge, word recognition and contextual 

understanding 

• read with increasing fluency, accuracy, understanding and independence, building 

on what they already know 

Writing 

• understand the connections and differences between: 

- writing and communication 

- speech and language 

- print and pictures 

• recognise the alphabetic nature of writing and discriminate between letters 

• communicate by using symbols, pictures and words 

• play with language, as a means of developing their interest in language 

• use a dictionary 

• develop their ability to spell common and familiar words in a recognisable way 


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Phonemic awareness 

Phonemic awareness – 1 

Phonemic awareness is pupils’ awareness of the sounds in language and how those sounds work together 

to form words. The word phonemic comes from the word phoneme, which relates to individual sounds. 

The /s/ in sun is a phoneme, as are the /u/ and /n/. Phonemes are not necessarily isolated to individual 

letters because phonemes have to do with sounds rather than written letters. In the word ship, /sh/ is a 

phoneme too. In a narrow sense, phonemic awareness means ‘sound awareness’. In a broader sense, it is 

a pupil’s ability to recognise, differentiate and manipulate sounds. The importance of phonemic awareness 

cannot be understated. There is ample research and evidence showing that phonemic awareness is a 

strong predictor of a pupil’s reading success. 

Phonemic awareness is developed in several ways. Prior to coming to school, many pupils gain phonemic 

awareness through their environments, either at home, in pre-primary, or both. In any of these cases, 

phonemic awareness was probably not directly taught but rather absorbed through a language-rich 

environment. Most likely, pupils sang songs, recited nursery rhymes, read books, made up riddles and 

began playing with language on their own. Because of the pupils’ extensive and varied experiences with 

language, phonemic awareness was developed. Pupils become phonemically aware in many different ways. 

It is important to keep in mind that, although this section of the book focuses on many ways to directly 

and explicitly develop phonemic awareness, creating a language-rich classroom environment is crucial. 

There are many pupils for whom phonemic awareness must be directly and explicitly taught. These pupils 

either did not have the experiences mentioned above or did not ‘absorb’ them in such a way as to develop 

phonemic awareness. The good news is there is evidence that phonemic awareness can be taught. Listed 

below are eight types of phonemic awareness instructions, practices and assessments which are included 

in this book. 

Phoneme isolation (recognising sounds in words) 

• Example: The first sound in dog is /d/. 

Phoneme identity (recognising words that have similar sounds) 

• Example: The words cat, car and cave all begin with /c/. 

Phoneme categorisation (recognising words that sound the same and words that sound different) 

• Example: The words bun, run and fun have similar sounds. The word bat does not sound the 

same. 

Phoneme blending (combining spoken phonemes into words) 

• Example: The sounds /t/ /u/ /g/ make the word tug. 

Phoneme segmentation (breaking words into their separate phonemes) 

• Example: There are four sounds in the word truck: /t/ /r/ /u/ /k/. 

Phoneme deletion (identifying a new word when a phoneme is removed from another word) 

• Example: If you take away the /s/ in start, you have the word tart. 

Phoneme addition (identifying a new word when a phoneme is added to another word) 

• Example: If you add /s/ to the beginning of port, you have the word sport. 

Phoneme substitution (changing a phoneme in a word to make a new word) 

• Example: If you change the /n/ in can to /t/, you have the word cat. 


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Phonemic awareness – 2 

Provided in this section are examples of each type of phonemic awareness activity. The first page of each 

activity provides a description and example of the activity. The following pages (if applicable) provide a 

variety of ways in which the task can be applied, practised or adapted. 

Phonemic awareness activities are well suited for whole-class lessons, as language warm-ups in smallgroup 

lessons, or for that five minutes that remain before the break bell rings. Be sure that when you 

present a new activity, you provide sufficient time to both model and practise the activity. 

Oral vs. written 

The activities within this section provide teacher-directed examples. For pupils who are ready, any of the 

activities can be extended. By writing down the letters that pupils are manipulating, pupils begin to see the 

letter–sound relationships in the activities. Depending on pupils’ abilities you may wish to write the letters 

on the board or have the pupils write the letters using paper and pencil or small wipe-off boards. 

Developing pupils’ awareness of how the letters and sounds work together will help them in both reading 

and spelling. 

Assessing phonemic awareness 

A phonemic awareness assessment is provided on pages 5–7. This assessment tool can be used to 

determine areas in which pupils need additional instruction and practice. Photocopy one assessment per 

child. 

The assessment is given one-to-one. Directions for each task are provided in each section of the 

assessment. Write down pupil responses on the lines provided and record the scores for each section in 

the summary box on the front page. There are five points possible for each type of activity. A score of four 

or five indicates a pupil is competent in performing that particular phonemic awareness activity. A score of 

less than four indicates that the pupil needs additional instruction and practice. 


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Modelling phonemic awareness 

Many pupils develop phonemic awareness before any formal phonemic awareness activities are introduced 

in school. Pupils with rich language backgrounds may already be skilled in many phonemic awareness 

activities. However, there are many pupils for whom direct, explicit phonemic awareness instruction is 

necessary. For these pupils, modelling is crucial. 

Model phonemic awareness activities by talking through and demonstrating how to complete a task, step 

by step. Next, have pupils complete the activity by repeating what you have said, then complete the activity 

together. Finally, have the pupils complete the activity alone. Once pupils have demonstrated their ability 

with the word being analysed, provide another word on which they can try the same activity. The example 

below is a phoneme segmentation activity; however, the format can be used to model any of the phonemic 

awareness activities. 

Teacher: 

Pupils: 

Teacher: 

Pupils: 

Teacher: 

Pupils: 

Teacher: 

I am going to say a word. I want you to listen 

as I say all the sounds I hear in the word. The 

word is red: /r/ . . . /e/ . . . /d/. Now, this time, 

I want you to repeat the sounds after I say 

them. /r/. . . /e/ . . . /d/ 

/r/ . . . /e/ . . . /d/ 

Now, let’s say the sounds in the word ‘red’ 

together. 

/r/ . . . /e/ . . . /d/ 

Now you say the sounds in the word ‘red’ by 

yourselves. 

/r/ . . . /e/ . . . /d/ 

Excellent, now let’s do the same thing with the 

word ‘bug’. 


Some pupils will need you to model a few times until they become familiar with the task. Other pupils will 

require you to do extensive modelling as they learn how sounds work together to make words. You may 

want to model the task again if you change it slightly, such as by adding words with more sounds, or if 

pupils need assistance because they are having a difficult time with a word. 



Phonemic awareness assessment – 1 

This assessment is adapted with permission from Pre-phonics tests: Phonemic awareness 

and more by Dr Fry. 

Pupil’s name 

www.prim-ed.com – Prim-Ed Publishing 5 Reading for success 

Date 

Phonemic awareness score summary 

Phoneme isolation /5 Phoneme segmentation /5 

Phoneme identity /5 Phoneme deletion /5 

Phoneme categorisation /5 Phoneme addition /5 

Phoneme blending /5 Phoneme substitution /5 

Total score /40 

Phoneme isolation 

Tell the pupil, ‘I am going to say a word. Tell me what sound you hear at the beginning of the word. If I 

said, dog, you would say /d/’. If the pupil has a difficult time, repeat the word, separating the first sound, 

/d/, from the rest of the word, /og/. Continue to practise with the following examples before administering 

the assessment: can = /c/; fin = /f/ 

Word Response Pupil response Correct Incorrect 

1. big /b/ 

2. ham /h/ 

3. dot /d/ 

4. mad /m/ 

5. get /g/ 

Phoneme isolation score /5 

Phoneme identity 

Tell the pupil, ‘I am going to say three words. Tell me what sound is the same in all three words. If I said 

cup, cap and can, you would say /c/ is the beginning sound in all three words’. Continue to practise with 

the following examples before administering the assessment: hen, hand, hope = /h/; 

sun, soup, sad = /s/ 


Sounds Response Pupil response Correct Incorrect 

1. tan, top, two /t/ 

2. pig, pan, pot /p/ 

3. fan, far, fill /f/ 

4. man, mitt, mug /m/ 

5. net, no, new /n/ 

Phoneme identity score / 5



Phoneme categorisation 

Tell the pupil, ‘I am going to say three words. Tell me which word does not begin with the same sound as 

the other two. If I said, top, man and tip, you would say man does not begin with /t/ like top and tip’. 

Continue to practise with the following examples before administering the assessment: 

bed, boy, pan = pan kit, jar, jug = kit 


1. do, sun, dot sun 

2. game, go, duck duck 

3. van, dig, vet dig _________ 

4. map, make, fat fat 

5. cake, dad, car dad 

Phoneme categorisation score /5 

Phoneme blending 

Tell the pupil, ‘I am going to say some sounds. Tell me what word the sounds make when they are 

blended. If I said, /b/ … /i/ … /g/, you would say the word is big’. Continue to practise with the following 

examples before administering the assessment: 

/b/ … /a/ … /t/ = bat /m/ … /e/ … /n/ = men 

Sounds Response Pupil response Correct Incorrect 

1. /t/ /e/ /n/ ten 

2. /b/ /a/ /d/ bad 

3. /p/ /o/ /t/ pot 

4. /j/ /e/ /t/ jet 

5. /f/ /i/ /l/ fill 

Phoneme blending score /5 

Phoneme segmentation 

Tell the pupil, ‘I am going to say a word. Tell me what sounds you hear in the word by saying the sounds, 

one at a time. If I said rat, you would say, /r/ … /a/ … /t/’. Continue to practise with the following 

examples before administering the assessment: 

pit = /p/ … /i/ … /t/ bug = /b/ … /u/ … /g/ 



1. win /w/ /i/ /n/ 

2. red /r/ /e/ /d/ 

3. log /l/ /o/ /g/ 

4. ran /r/ /a/ /n/ 

5. cat /c/ /a/ /t/ 

Phoneme segmentation score /5 




Phoneme deletion 

Tell the pupil, ‘I am going to say a word. Tell me what word is left when you take away the first sound. If I 

said bat, you would take away the /b/ and say the word at’. Continue to practise with the following 

examples before administering the assessment: fan = an sink = ink 


1. heat eat 

2. rice ice 

3. sit it 

4. for or 

5. gate ate 

Phoneme deletion score /5 

Phoneme addition 

Tell the pupil, ‘I am going to say a sound and a word. Tell me what new word is made when you put the 

sound at the beginning of the word. If I said to add /s/ to the beginning of the word /at/, you would say 

the word sat’. Continue to practise with the following examples before administering the assessment: all 

with /b/ = ball 

oil with /s/ = soil 

Word Sound Response Pupil response Correct Incorrect 

1. old /f/ fold 

2. am /j/ jam 

3. as /h/ has 

4. ill /p/ pill 

5. rag /d/ drag 

Phoneme addition score /5 

Phoneme substitution 

Tell the pupil, ‘I am going to say a word and give some directions about what sounds to change. Change 

the sounds to make a new word. If I said change the /c/ in car to /f/, you would say the word far’. 

Continue to practise with the following examples before administering the assessment: 

bun change /b/ for /r/ = run jet change /j/ for /l/ = let 


Word Sounds Response Pupil response Correct Incorrect 

1. fog change /f/ for /h/ hog 

2. ten change /t/ for /m/ men 

3. van change /v/ for /c/ can 

4. hip change /h/ for /s/ sip 

5. hot change /h/ for g/ got 

Phoneme substitution score /5 



Phoneme isolation – 1 

Phoneme isolation activities require pupils to isolate sounds in a word. Begin phoneme isolation activities 

by having pupils isolate initial sounds. For example, ask pupils, ‘What sound do you hear at the beginning 

of the word fan?’ Pupils should indicate /f/. Continue having pupils practise phoneme isolation using 

words from the list below. 

Word Response Word Response 

cab /c/ had /h/ 

wag /w/ fan /f/ 

bat /b/ den /d/ 

jet /j/ pig /p/ 

fill /f/ kit /k/ 

Select additional words based on your current class work. For example, if you are studying a letter of the 

alphabet, use words beginning with that letter. If you are doing a thematic study on a topic, use 

vocabulary related to the topic. 

Although this is a very basic phonemic awareness activity, there are many pupils whose experiences 

playing with language may be very limited. For these pupils, even a task such as isolating the beginning 

sound in a word may be difficult. If pupils have a difficult time with this activity, model for them how to 

determine the beginning sound by isolating the beginning sound from the rest of the sounds in the word. 

For example, ‘Listen to the first sound you hear in this word, /f/ pause /an/’. Again, depending on pupils’ 

ability levels, you may need to emphasise the beginning sound by pausing longer after pronouncing it 

and before saying the remaining sounds in the word or by saying it slightly louder than the remaining 

sounds. For example, ‘/f/ pause, pause /an/’ or ‘/f/ (in a loud voice) pause /an/ (in a softer voice)’. 

As pupils become more familiar with the activity and capable of isolating beginning sounds, make the 

task more difficult. Below are some suggestions for extending the activity. 

Words with more sounds 

—What sound do you hear at the beginning of the word alligator? /a/ 

Identify the sound at the end of the word 

—What sound do you hear at the end of the word hat? /t/ 

Identify the medial sound in a word 

—What sound do you hear in the middle of the word pin? /i/ 

The game on pages 10 and 11 can be used as a fun way to provide pupils with practice in each of these 

types of phoneme isolation. 





Once pupils have become proficient in isolating the beginning phoneme, challenge pupils to identify the 

position of a given phoneme. The activity ‘First or last’ provides pupils with a hands-on way to consider a 

phoneme’s position in a word. 

First or last 

Fold 8 cm x 13 cm index cards in half in order to create two 4 cm x 6.5 cm rectangles. Draw a line on the 

fold to better differentiate the rectangles. Provide each pupil with an index card and a manipulative such 

as a counter, a button or an eraser. Practise naming the sections of the cards with the pupils. For 

example, ask each pupil to place his or her manipulative in the first rectangle. Tell pupils this is the 

beginning rectangle because it is first. Ask pupils to place their manipulative in the second rectangle. Tell 

pupils that this is the ending rectangle because it is last. Be sure pupils understand the name and 

purpose of the two rectangles before proceeding to the activity. 

Determine the sound for which you want pupils to listen. Create a list of words, several of which have the 

target sound at the beginning of the word, and several of which have the sound at the end of the word. 

For example, if the sound you want pupils to listen for is /n/, use a list similar to the following: 

Begins with /n/ 

Ends with /n/ 

nut nice fan ten 

note need pin sun 

Say a word from the list. If pupils hear /n/ at the beginning of the word, they should slide their 

manipulative onto the first or beginning rectangle on the index card. If pupils hear /n/ at the end of the 

word, they should slide their manipulatives onto the second or last rectangle on the index card. For 

example, if the word is net, pupils should slide their manipulatives onto the first or beginning rectangle 

because /n/ is at the beginning of the word. If the word is run, pupils should slide their manipulatives onto 

the ending or last rectangle because /n/ is at the end of the word. Demonstrate and practise several 

examples with pupils until they understand what is expected. 

Make first or last a movement activity by placing two pieces of paper on the floor in front of each pupil. 

Play the game the same way. Say a word such as nap. If the pupil hears the /n/ sound at the beginning of 

the word, the pupil jumps or steps on the piece of paper that is on the left. If the word is man, the pupil 

would jump or step on the piece of paper on the right because the /n/ sound is last in the word. An 

alternative is to have pupils walk to the front of the classroom if the target sound is at the beginning of the 

word and to the back of the classroom if the target sound is at the end of the word. 




Name that sound game 

Materials: markers (one per person), one dice 


Directions: Place markers on the start. Roll the dice to see who will play first. The first player rolls the 

dice and moves his or her marker the same number of spaces. The player must say the name of the 

picture on the space on which he or she landed and then isolate the beginning sound. If the response is 

correct, the player rolls again. If the response is incorrect, the player must try again on his or her next 

turn. This game board can also be used for identifying the ending or medial sound of a word. 

START 




Game board 


F 

I 


N 

I 

S 

H 



Phoneme identity – 1 

Phoneme identity activities require pupils to identify similar sounds in different words. For example, 

pupils should recognise that /s/ is the beginning sound in both sun and safe. 

Alphabet books 

Excellent resources for practising phoneme identity are alphabet books. Books such as Graeme Base’s 

Animalia, or Jane E Bayer’s A, My name is Alice provide pupils with many opportunities on each page to 

see pictures and hear words beginning with the same sound. Have pupils name all of the pictures they 

can on each page that begin with the targeted sounds. A list of excellent alphabet books is suggested 

below. 

• Bancroft, Bronwyn. W is for wombat. Little Hare Books, 2009. 

• Bancroft, Bronwyn. Possum and wattle: My big book of Australian words. Little Hare Books, 2009. 

• Russell, Elaine. A is for aunty. ABC Books, 2000. 

• Scillian, Devin. D is for Down Under. Sleeping Bear Press, 2010. 

An extension of the activity above for pupils who are ready and capable is to challenge them to identify 

the ending sound of each word. 

Row, row, row your boat 

Sing the following song to the tune of Row, row, row your boat. Substitute the lines below so pupils can 

practise identifying a variety of initial sounds. 

Substitute the lines below for the italicised line above: 

Ant and axe and apple, too. 

Bat and ball and body, too. 

Cut and car and curly, too. 

Did and dot and dog, too. 

Egg and elf and elbow, too. 

Far and fat and feather, too. 

Good and goose and garden, too. 

Hen and harp and happy, too. 

In and itch and igloo, too. 

Jam and jug and jungle, too. 

Kid and kite and kitty, too. 

Log and lamb and laundry, too. 

Man and mice and money, too. 

What sound is the same, in all of these words? 

Fun and fan and father, too. 

What’s the sound you heard? 

Net and not and nursery, too. 

On and off and oxen, too. 

Pup and pen and pencil, too. 

Quit and queen and quiet, too. 

Run and rat and rose, too. 


Sun and sand and sorry, too. 

Top and tap and tummy, too. 

Up and under and uncle, too. 

Van and vet and vacuum, too. 

Wet and wag and welcome, too. 

Box and axe and jacks, too. (Ending sounds are listed here) 

Yak and yarn and yoyo, too. 

Zip and zoo and zebra, too. 



I went to the shop 


Seat pupils on the floor in a circle. Begin by selecting a sound you want to target. For example, you may 

select the sound /b/. Choose a word beginning with /b/ and say, ‘I went to the shop and I bought a bat’. 

The next pupil must repeat what you have said, plus add his or her own item beginning with /b/. For 

example, ‘I went to the shop and I bought a bat and a ball’. Continue around the circle with each child 

adding to the list. Try to get all the way around the circle. If a pupil cannot think of a word beginning with 

the targeted beginning sound, stop, play with that sound and help the pupil select a new word. If it is a 

pupil’s turn and he or she cannot remember what a pupil has said, have the pupil who stated the word help 

by providing their word again when the time is right. 

Sound sorts 

Use pictures in a pocket chart to provide pupils with practice in both isolating and identifying sounds in a 

word. Photocopy pages 14 and 15. Cut the picture cards apart and laminate for durability if desired. Place 

the cards in a pocket chart. Use the directions from below based on the skill on which you are currently 

working. Begin all of the activities below by naming all of the pictures with the pupils. 

* Beginning sounds 

Who can find the picture of a word that begins with the same sound as the word put? Continue until 

all words beginning with /p/ have been identified. Then sort by words beginning with /t/, /m/, /d/, /c/, 

/v/, /b/, and /l/. 

* Ending sounds 

Who can find the picture of a word that ends with the same sound as the word man? Continue until 

all words ending with /n/ have been identified. Then sort by words ending with /p/, /d/, /g/ and /t/. 

* Medial sounds 

Who can find the picture of a word that has the same middle sound as the word pen? Continue until 

all words with a medial sound of /e/ have been identified. Then, sort by words with a medial sound 

of /a/, /i/, /o/ and /u/. 

* Rhyming words 


Who can find a word that rhymes with the word fog? Continue by sorting words that rhyme with tan 

and fat. 




(See page 13 for instructions on how to use these picture cards.) 





(See page 13 for instructions on how to use these picture cards.) 




Begins the same 

Directions: Cut out the picture cards at the bottom of the page. Glue each picture card next to the picture 

that begins with the same sound. (Alternatively, the cards at the top may be laminated and used as a 

base, and the bottom cards placed next to their matching card.) 




Ends the same 

Directions: Cut out the picture cards at the bottom of the page. Glue each picture card next to the picture 

that ends with the same sound. (Alternatively, the cards at the top may be laminated and used as a base, 

and the bottom cards placed next to their matching card.) 




Beginning or ending sound 

Directions: Cut out the picture cards at the bottom of the page. Say each word. If the word begins with 

the same sound as nail, glue the picture card under the nail. If the word ends with the same sound as 

can, glue the picture card under the can. 




Phoneme categorisation 

Phoneme categorisation activities require pupils to identify sounds in words. For example, pupils should be 

able to identify that the words fun and fast both begin with /f/, but the word man does not. It begins with a 

different sound, /m/. 

Three words 

A simple phoneme categorisation activity is to list three words for pupils. Two of the words should begin 

with the same sound and the third word should begin with a different sound. For example, say the words 

sun, sand and can. Ask pupils which two words begin with the same sound. Begin by placing the two 

words that begin with the same sound next to each other in order to emphasise the same beginning 

sound. Then, as pupils become familiar with the activity, separate those words by placing the one that 

begins differently in the middle of the two that begin with the same sound. Use pages 20 and 21 to 

reinforce the activity. 

The task can be made more difficult by using four words instead of three. Alter this task by including three 

words that begin the same and one that begins differently. For example, say the words tub, teeth, net and 

tank. Pupils should indicate that the words tub, teeth and tank begin with the same sound. 

Another alternative is to use four words but include two words that begin with the same sound and two 

words that begin differently. For example, you may say the words man, boat, can and map. Pupils should 

indicate that the words man and map begin with the same sound. 

Challenge pupils with the difficult task of identifying words that end with the same sound. 

Target sound 

First determine a target sound on which you want pupils to focus. Create a list of words, about half of 

which begin with the targeted sound and half of which begin with other sounds. Say the words out loud, 

one at a time. If the word begins with the targeted sound, pupils perform a pre-specified activity or 

gesture. If the word does not begin with the sound, pupils do another gesture or nothing. For example, if 

the targeted sound is /b/, pupils can buzz around the room when you say the word baby. If the word is 

run, pupils do nothing. Some simple gestures pupils can perform include smiling or frowning and showing 

thumbs up or thumbs down. Also, consider having the gesture or action relate to the sound on which you 

are focusing. For example, if the sound is /p/, pupils can pat their heads or waddle like a penguin. 

For pupils who are ready, select words in which the target sound is at the end of the word. Have pupils 

perform an activity if they hear the target sound at the end of the word. 




Doesn’t belong – 1 

Directions: Look at the pictures in each row. Say the name of each picture. Cross out the picture that 

does not begin with the same sound as the other two pictures. 




Doesn’t belong – 2 

Directions: Look at the pictures. Say the name of each picture. Cross out the picture that does not end 

with the same sound as the other two pictures. 




Phoneme blending 

Pupils gain a better understanding of the role sounds play in making a word by doing phoneme blending 

activities. By segmenting the sounds for the pupils and allowing them to blend them together, pupils will 

begin to see that a series of sounds makes up a word. 

Mystery word 

Say a mystery word by saying one sound at a time. When all the sounds have been made, pupils are to 

blend the sounds together to tell the mystery word. Begin by providing an example so pupils know what is 

expected. For example, if the mystery word is bad, say /b/ … /a/ … /d/. Pupils should identify that the 

mystery word is bad. If pupils have a difficult time, model saying the three sounds of the word again 

several times, each time with shorter pauses until the word sounds like normal speech. 

As pupils demonstrate their understanding of the activity and their capability to blend, use mystery words 

with more sounds. For example, expand from words like bad to words such as bend and bring. 

This activity is ideally suited for nonsense words, too. Nonsense words are words that we do not use in 

the English language. An example of a nonsense word is len. By using nonsense words, you can informally 

assess how well pupils understand the concept of blending. If you mix real words and nonsense words, 

ask pupils to identify whether the word is real or nonsense. 

Pupil names 

An excellent way to practise blending is with pupil names. Dismiss pupils from the carpet or to lunch by 

segmenting names. The pupils have to blend the sounds to determine who is dismissed. For example, you 

may dismiss /j/ … /o/ … /n/. Once pupils are familiar with the blending activity, they will all guess that 

John is the person being dismissed. Pupils always anxiously anticipate their names being segmented. 




Phoneme segmentation – 1 

Phoneme segmentation activities require pupils to take a word and break it down into its sound parts. 

Phoneme segmentation and phoneme blending activities are ideally suited to practise together. 

Break it down 

Tell pupils you are going to say a word. They are to break the word apart, or segment the word, by saying 

each sound they hear, one sound at a time. For example, if you say the word red, pupils should say /r/ … 

/e/ … /d/. Begin by providing several examples for pupils so they know what is expected. The list below 

provides several examples of phoneme segmentation. 

Word 

hot 

cap 

ship 

quick 

lamp 

Response 

/h/ … /o/ … /t/ 

/c/ … /a/ … /p/ 

/sh/ … /i/ … /p/ 

/kw/ … /i/ … /k/ 

/l/ … /a/ … /m/ … /p/ 

Begin by having pupils segment CV or VC words such as my, at, on and in. Proceed to CVC words. Allow 

pupils to demonstrate a good understanding of phoneme segmentation before moving on to words with 

more sounds. 

Combine phoneme segmentation and phoneme blending into one activity in which one pupil thinks of a 

mystery word and segments the word. Another pupil or group of pupils must blend the sounds together in 

order to discover the mystery word. By having pupils take turns being the person providing the mystery 

word, pupils get to practise both segmenting and blending words. If pupils have a difficult time thinking of 

their own words to segment, provide a stack of picture cards. The pupil providing the mystery word must 

secretly look at the picture on the card, say the word to himself or herself, and then segment it for his 

friends. Once the friends have blended the sounds to guess the word, the pupil will show the picture so 

they can see if they were correct. The picture cards on pages 14 and 15 may be used for this activity. 

An alternative to having pupils segment the words is to have them tell you how many sounds there are in 

the word. For example, you may ask pupils, ‘How many sounds are there in the word bat?’ Pupils can 

indicate there are three sounds by holding up three fingers. 

As pupils become familiar with the activity, provide nonsense words for pupils to segment. This is an 

excellent way to assess pupils’ abilities to segment words. 




Phoneme segmentation – 2 

Phoneme segmentation activities should be done orally; however, there are several ways to make the 

activity hands-on. 

Manipulatives 

Provide each pupil with manipulatives to use in demonstrating how the sounds of a word are broken down. 

Manipulatives can be anything from buttons to maths manipulatives, such as counters or counting cubes. 

Begin by providing the same number of manipulatives as there are sounds in the word. For example, if 

pupils are working on segmenting CVC (consonant, vowel, consonant) words with three sounds, provide 

pupils with three manipulatives. 

Have pupils line up their manipulatives in a straight line on the table or floor in front of them. Say a word 

for pupils to segment. As the pupils say each sound, they slide a manipulative forward. For example, if the 

word was jam, pupils would say /j/ as they slide the first manipulative forward, /a/ as they slide the second 

manipulative forward, and /m/ as they slide the last manipulative forward. Initially, use CVC words. As 

pupils become familiar with the task and are able to successfully segment CVC words, use other words as 

well. 

If pupils have a difficult time segmenting words, demonstrate segmenting the word several times while 

sliding the manipulatives forward. Then have the pupils segment the word with you. Pupils will soon see 

the relationship between the manipulatives and the sounds in the word. 

Initially, it is a good idea to give pupils the same number of manipulatives as there are sounds in the word. 

As pupils become more capable of segmenting, you may wish to switch among words with a variety of 

numbers of sounds. In this case, have pupils line up five or six manipulatives and tell them to use as many 

as they need and to leave the rest in the line. 

Puppets 

Allow pupils to use puppets to show how a word is segmented. Pupils can 

open and close the mouth of the puppet for each sound they say. 

Photocopy pages 25 and 26 for each pupil. Have pupils colour and cut out 

the paper bag puppet patterns. Glue the head of the puppet on the flap 

(bottom) of a brown lunch bag. Glue the collar and the dog’s mouth 

beneath the crease. Glue the body under the head, being careful not to glue 

the flap shut (so the mouth can move freely). Demonstrate for the pupils 

how to open and shut the mouth of the puppet to indicate the sounds of a 

word. 




Puppy puppet pattern – 1 




Puppy puppet pattern – 2 




Phoneme deletion 

In phoneme deletion activities, pupils are required to delete a phoneme from a word and yet produce the 

remaining sounds in the word. For example, say to the pupils, ‘If I take away the first sound from the word 

hop, what will I have left?’ Pupils should respond /op/. In order to ensure success with phoneme deletion, 

introduce this activity after pupils become skilled at isolating initial phonemes. 

Phoneme deletion can be used on any word; however, beginning phoneme deletion activities are easiest for 

pupils to complete when the word that remains after the initial phoneme has been deleted is a real word. 

For example, if pupils delete the /b/ from ball, the remaining word is all. See the list on page 29 for 

examples of words that do just that. 

The task of phoneme deletion is a sophisticated phonemic awareness activity. Many pupils, even pupils 

who are ready for this task, may have difficulty at first. Follow the steps below to help guide pupils in 

deleting the initial sound and determining the remaining sounds in a word. 

1. Ask pupils, ‘What is the beginning sound in the word fat?’ Pupils should indicate /f/. 

2. Hold out your right hand and say /f/. Hold out your left hand and say /at/. Have pupils do the same. 

3. Repeat the sounds with the hand motions, this time whispering the beginning sound (in this 

example, /f/). Say the remaining sounds in the word in a normal voice (/at/). 

4. Ask pupils what word is left if you take away the beginning sound in the word fat. Do the hand 

motions again, this time pretending to take away the /f/ with your hand while you whisper it. Once 

again, say the remaining part of the word, /at/, with a normal voice. Pupils should indicate the 

remaining word is at. 

Extend phoneme deletion activities by having pupils delete ending phonemes. For example, ask pupils, ‘If I 

took away the /p/ from the word map, what would be left?’ Pupils should indicate /ma/. A real challenge is 

for pupils to delete the medial sound in a word. In the example using the word map, pupils would respond 

that taking out the /a/ leaves /mp/. Usually, the remaining sounds require pupils to produce an uncommon 

blend which is very difficult to pronounce. 




Phoneme addition – 1 

Phoneme addition is the exact opposite of phoneme deletion. Pupils are required to add a phoneme, 

usually to the beginning of a word, in order to make a new word. For example, ask, ‘What word would 

you get if you added /r/ to the word ice?’ Pupils should indicate the word rice. As with phoneme deletion, 

any word may be used in this activity; however, pupils are most successful when beginning this type of 

activity if the words are real words. A list of such words is provided on page 29. 

Once pupils understand the activity and are skilled at adding phonemes, do not hesitate to ask pupils to 

create nonsense words by adding phonemes to the beginning of any word. For example, ‘What word 

would I get if I added /k/ to the beginning of the word ring?’ Pupils should indicate kring. 

Phoneme addition activities 

Phoneme addition activities are excellent to use when studying a particular letter of the alphabet. Use the 

sound of the letter being studied as the onset. The onset includes the beginning sound or sounds of a 

word up to the vowel. Provide pupils with the rime. The rime begins with the vowel and includes the 

remaining sounds in the word. Pupils can practise making words by adding the onset to the rime. For 

example, if the letter being studied is B, pupils can practise adding /b/ to several rimes. Ask the pupils, 

‘What word will you get if you add /b/ to /at/?’ Pupils should indicate bat. Continue adding /b/ to rimes in 

order to get new words. See the list below for additional examples that can be used with B. 

B 

/ack 

Use other rimes that will create nonsense words, too. These nonsense words provide excellent practice 

for pupils adding phonemes. For example, have pupils add /b/ to the rime /ip/. Pupils should indicate the 

new word is bip. 

For pupils who are ready, use words that will require the pupils to practise blends, too. 

Bl 

/ back /ar / bar /ill / bill 

/ad / bad /at / bat /it / bit 

/ag / bag /ay / bay /old / bold 

/all / ball /ed / bed /ug / bug 

/ake / bake /est / best /un / bun 

/and / band /ig / big /y / by 


/ack / black /ue / blue /end / blend 



Tag team 

Phoneme addition – 2 

Assign one pupil a sound, such as /b/. This pupil will be responsible for being the ‘onset’ and saying that 

sound in the game. Assign other pupils various rimes, one rime per pupil (see the list on page 28 for 

rimes that go with /b/). When you point to a child, he or she should say his or her sound(s). Be sure each 

pupil knows the sound(s) that he or she will be saying. Practise several times before trying to add them 

together. 

Place the pupil responsible for saying the onset next to a pupil responsible for saying a rime. Point to the 

onset child and have him or her say the sound. Then, point to the rime child and have her or him say the 

sound. The rest of the children must blend the onset and the rime together in order to determine the new 

word. Then leave the onset child where he or she is standing and replace the rime with a new child. Again, 

point to each pupil and have the remaining pupils determine the new word. Repeat until all pupils with a 

rime have had a chance to add the onset to make a new word. 

Word suggestions for addition/deletion activities 

all 

am 

an 

and 

ark 

ash 

at 

ate 

ear 

ball, call, fall, hall, wall, tall 

dam, ham, jam, ram 

can, fan, man, pan, ran, 

tan, van 

band, hand, land, sand 

bark, dark, mark, park 

bash, cash, dash, gash, lash, 

mash, rash 

bat, cat, fat, hat, mat, pat, 

rat, sat 

date, fate, gate, hate, late, 

mate, rate 

dear, fear, hear, near, tear 

eat 

end 

ice 

it 

ill 

in 

ink 

lay 

beat, feat, heat, meat, seat 

bend, lend, send, tend 

dice, lice, mice, rice 

bit, hit, kit, lit, pit, wit 

bill, Jill, till, fill, hill, kill, mill, 

pill, will 

bin, fin, pin, tin, win 

link, mink, pink, rink, sink 


ore 

ox 

up 

clay, play, slay 

bore, core, sore, more, 

tore, wore 

box, fox, pox 

cup, pup 



Phoneme substitution – 1 

By substituting one phoneme for another phoneme, pupils are able to practise making new words. For 

example, ask pupils, ‘What is the new word if you change the /m/ to /p/ in the word man?’ Pupils should 

indicate pan. 

When pupils substitute initial phonemes, they are creating rhyming words. The sooner pupils realise this, 

the more successful they will be at doing phoneme substitution activities. Have pupils practise rhyming 

words before introducing phoneme substitution. For example, ask, ‘What words rhyme with can?’ Pupils 

should respond with as many words as they can think of that rhyme. For example, pupils could say: fan, 

man, pan, ran, tan and van. 

In the beginning, pupils are most successful at phoneme substitution activities if the rime is kept the 

same and only the onset changes. Provide many examples with the same rime before changing it. For 

example, ask pupils, ‘What is the new word if you change the /b/ to /h/ in the word bat?’ Pupils should 

indicate hat. Then ask, ‘What is the new word if you change the /h/ to /r/ in the word hat?’ Pupils should 

indicate rat. Continue by telling pupils what initial sounds to substitute until pupils have made all of the 

following words: cat, fat, mat, pat and sat. 

Making new words 

Photocopy pages 32–34. Cut apart, colour and laminate for durability if desired. There are three words 

provided for each rime. Give pupils directions, as in the example above, for changing the initial sound of 

each word in order to form a new word. For example, ask pupils, ‘If you change the first sound in the 

word bat to /h/, what word would you get?’ Show the picture card of the hat when pupils determine the 

new word. If pupils have a difficult time substituting the phoneme, show them the picture card as a clue. 

Then ask pupils, ‘If I change the first sound in the word hat to /r/, what word would I get?’ Show pupils 

the picture card of the rat. Once pupils have determined all three words, display them in a chart. Practise 

saying all three words. Ask pupils if they can think of any other words that could be made if they change 

the first sound of the word. 

bat pig fan 

hat wig man 

rat dig pan 

cap dog hen 

map log men 

tap hog pen 

hop hug jet 

mop rug net 

top jug wet 

Page 32 


Page 33 

Page 34 



Have pupils identify which words are real and which words are nonsense. 

Ending phonemes 


Name change 

A fun way to practise phoneme substitution is with pupils’ names. Substitute the initial sound in a pupil’s 

name with the sound currently being studied. For example, if the class is learning about the 

letter B, have pupils practise substituting /b/ for the initial sound in their names. John would become Bon. 

When D is being studied, John would become Don. Pupils really have a great time with this activity and 

will often want to be called their new names for the entire day or longer. Hint: Carefully review names 

before the activity to make sure that no unfortunate letter combinations will occur. 

Through the alphabet 

Create real and nonsense words by substituting the sounds of the alphabet combined with a rime. For 

example, if the rime is /et/, have pupils substitute all the consonant sounds for the initial sound to create 

new words. For example: 

bet fet jet met quet tet xet 

cet get ket net ret vet yet 

det het let pet set wet zet 

Beginning phoneme substitution activities should require pupils to change initial phonemes only. As pupils 

become more skilled at phoneme substitution, have them change medial and ending phonemes, too. For 

example, ask pupils, ‘If you change the /n/ to /p/ in the word man, what is the new word?’ Pupils should 

indicate map. Or ask, ‘If you change the /a/ to /e/ in the word man, what is the new word?’ Pupils should 

indicate men. 

Provide the following word examples and have pupils substitute the ending sound in order to create a new 

word. The picture cards on pages 32–34 correspond to newly created words in these examples. Use the 

picture cards for pupils to verify that the correct word has been produced, or as a clue. 


bad bat cat cap hot hop 

ham hat man map mob mop 

ran rat tab tap toss top 

pit pig dot dog hut hug 

win wig lot log run rug 

did dig hot hog jut jug 

fat fan head hen gem jet 

map man met men Ned net 

pad pan peg pen web wet 




See pages 30 and 31 for directions on how to use these picture cards. 













Phonics 

Phonics 

Through phonics instruction, pupils learn the relationship between letters and sounds. Pupils must have a 

working knowledge of the sound–symbol relationship in order to read. Although our language does have 

many irregularly spelled words in which a straight letter–sound relationship (one sound for one letter) 

does not work, it is still a system that can be used to help decode words. Pupils can learn to read irregular 

words through a variety of other means, such as spelling patterns and memory. 

Your reading or phonics programme probably prescribes a sequence for teaching the letters and their 

corresponding sounds. Use this section of the book as a supplement to your programme. The purpose of 

this section is not to provide a systematic approach to teaching phonics, but rather to provide ideas for 

helping pupils to develop their understanding of the sound–symbol relationship. Use or adapt the ideas in 

this section to the letters and sounds on which you are currently working. 

Children come to school in many different places in their understanding of the relationship between letters 

and sounds. Some children come knowing only the alphabet song, while others come knowing all the 

letters and their corresponding sounds. Of course, many children come with an understanding somewhere 

between those two. The challenge for the classroom teacher is to help pupils develop their letter–sound 

understanding in a way that will make all pupils successful readers. Pupils need a variety of activities and 

lots of time to practise letter–sound relationships in order to develop a deep understanding of how letters 

and sounds work together to form words. The ideas in this section are geared toward younger pupils; 

however, most of the activities provide a description of how to extend the activity for those pupils who are 

ready. 

Letter–sound activities 

Although the entire Phonics section is devoted to letter–sound activities, this subsection in particular 

provides a variety of teaching suggestions for helping pupils practise the letter–sound relationship. 

Although the ideas can be used for medial vowel sounds as well, this section lends itself to practise 

with initial and ending sounds of both consonants and vowels. 

Multi-sensory activities 

Ideas provided are for multi-sensory activities in which pupils can participate in order to develop 

sound–symbol correspondence. 

Alphabet cards 


Alphabet cards are provided. Suggestions for how to use the cards are provided at the top of page 47, 

as well as in activities throughout the phonics section. 

Games 

Ideas and patterns for phonics-related clothes peg and egg carton games are provided. 

Activity sheets 

Phonics activity sheets are an excellent way for pupils to demonstrate their understanding of 

sound–symbol relationships because they have to write a symbol (a letter) for the sound they hear. 

Provided in this subsection (pages 63–73) is a variety of ways pupils can practise vowels. 


Phonics 

Letter–sound assessment 

Assessing a pupil’s existing knowledge of letters and sounds will help you determine the areas in which 

the pupil needs instruction. One way to get a good picture of a pupil’s knowledge of letters and sounds is 

to give him or her a Letter–sound assessment. This assessment is given one-on-one. In the assessment, 

pupils are asked to name each upper-case and lower-case letter of the alphabet and produce the 

corresponding sound. By recording the results on a data sheet, you are able to easily see how a pupil 

scores, which will help you in determining areas on which to focus. 

Photocopy one copy of pages 38 and 39. Photocopy one per pupil of page 37. Begin with the upper-case 

letters. Show the pupil the photocopy of page 38, the upper-case letters, one row at a time. Note that 

some letters are repeated in different fonts. First, ask the pupil to name each letter. Mark an X in the 

corresponding box on the pupil data sheet to indicate the letters the pupil has correctly identified. Then, 

ask the pupil to produce the corresponding sound. Again, mark an X in the corresponding box on the 

pupil data sheet. 

Continue the assessment by showing the pupil the photocopy of page 39, the lower-case letters. Once 

again, mark an X in the corresponding box on the pupil data sheet to indicate the letters and sounds the 

pupil has correctly identified. Use the pupil data sheet (page 37) to determine which lessons you will use. 



Phonics 

Pupil data sheet 

Pupil’s name 

Upper-case 

letters 

Identifies 

letter 

Produces 

sound 

T 

Q 

V 

J 

U 

M 

Z 

B 

I 

F 

Y 

O 

K 

P 

D 

E 

G 

L 

H 

A 

R 

W 

S 

C 

J 

N 

X 

Totals /27 /27 

Letter–sound assessment 

Date 

Lower-case 

letters 

Identifies 

letter 

Produces 

sound 

t 

q 

v 

u 

x 

m 

z 

b 

i 

f 

y 

o 

g 

p 

d 

e 

g 

l 

h 

a 

r 

w 

s 

c 

j 

n 

a 

k 

Totals /28 /28 



Phonics 

Letter–sound assessment: upper-case letters 

T Q V J U 

M Z B I F 

Y O K P D 

E G L H A 


R W S C J 

N 

X 


Phonics 

Letter–sound assessment: lower-case letters 



Phonics 

Focus attention 

Letter–sound activities – 1 

Purchase pipe-cleaners or fluorescent, see-through book covers which can be used to highlight a letter 

within text. The pipe cleaners can be bent into the shape of a circle. The book covers can be cut into thin 

strips and the backing peeled when ready to use. With care, the book-cover strips can be used repeatedly. 

Use these two devices to focus pupils’ attention by placing the pipe cleaners around the featured letters 

or placing the book cover pieces on the letters you are referencing. This technique is highly recommended 

when doing a shared reading with pupils. The teacher can highlight what he/she is referencing, can have 

pupils hunt for examples of what he/she is referencing and highlight the text in order to illustrate. 

Highlight letters 

Reproduce simple poems that have words beginning with the letter on which you are focusing. Make up 

hand motions or actions that go with each poem. Chant the poem several times until the pupils can say it 

independently. Have pupils recite the poem as they point to the words. They can use a yellow crayon to 

colour or highlight words beginning with the letter on which you are currently working. 

Letter sort 

Gather a variety of objects such as a pencil, eraser, pen, scissors etc. and place them in a box. Have a 

child reach into the box and pull out an object. The pupil must name the object, tell what sound he/she 

hears at the beginning of the word and what letter makes the sound. Once all of the objects have been 

removed from the box, sort them into piles so that the objects beginning with the same sound are 

together. (This portion of the activity works best if there is a limited number of initial sounds used. For 

example, you may only wish to place objects in the box that begin with ‘P’, ‘D’ and ‘T’.) Label each pile 

with the corresponding letter of the alphabet. Have pupils look around the room to find other objects that 

can be placed in each pile. Extend this activity for pupils who are ready by having them identify the 

ending sound or medial sound. 

Letter hunt 

Have pupils search through magazines and newspapers for examples of a target letter; for example, ‘Aa’. 

Pupils can find letters in various fonts, sizes and colours. Encourage them to find several examples of 

both upper-case and lower-case letters. Then, have each pupil glue the examples on a piece of paper or a 

poster. 



Phonics 

Picture hunt 


Identify a target letter you want pupils to practise; for example, Bb. Have pupils look through magazines to 

find pictures beginning with the letter Bb. Glue all of the pictures pupils cut out onto a piece of paper in 

order to create a poster. Point to each object and have pupils name the word. Pupils can even practise 

isolating the initial sound. For example, if you point to a picture of a ball, pupils can say, ‘/b/ ball’. 

Partner find 

Enlarge the picture and letter circle patterns on pages 61 and 62. Cut out each of the circles and laminate 

for durability. Divide pupils into two groups and provide one group with picture circles and the other group 

with the corresponding letters. Pupils work with each other to find their partners. Once everyone has found 

his or her partner, have the pupils show and announce what the picture is and the corresponding letter. 

Heads or tails 

Determine a letter that you want pupils to practise; for example, Gg. Then, have a pupil flip a coin. If the 

coin lands on the heads side, the pupil must think of a word that begins with Gg. If the coin lands on the 

tails side, the pupil must think of a word that ends with Gg. 

Pencil poke holes 

Cut out pictures from a magazine. The pictures should clearly show one object; for example, a desk. Glue 

the pictures on index cards. At the bottom of the card, punch three holes as shown in the pictures below. 

Above each hole, provide pupils an option for the initial letter of the object in the picture. Be sure to include 

the correct letter. On the back, draw a blue circle around the hole indicating the correct letter so pupils can 

self-check. Tell the pupil to say the name of the picture. The child then pokes a pencil tip in the hole that 

corresponds to the beginning sound of the picture. The child looks at the back of the card to check his/her 

answer. 


H D K L C R 

• • • • • • 


Phonics 


The activities on this page provide a variety of ways for pupils to practise identifying letters, sounds and 

words beginning with those sounds. Any of these activities can be extended by having pupils who are 

ready do the activity as described; however, instead of thinking of words beginning with a particular letter, 

pupils can think of a word that ends with that letter. 

Can stack 

Cover six soft drink cans with construction paper. Write a 

letter of the alphabet on each soft drink can. Create a stack 

or line of the cans on the floor. The cans may be stacked in 

a variety of different ways. Make a chalk or tape line 

approximately 150 cm away. The first pupil stands on the 

line and tosses a beanbag in order to knock over as many 

cans as possible. As he or she picks up the cans, the pupil 

must name the letter on the can, the sound it makes and a 

word that begins with that letter. The next child takes his or 

her turn once the cans have been re-stacked. Pupils must 

think of new words. Words that have already been offered 

may not be repeated. 

Beanbag toss 

Locate a piece of chart paper. Using a black marker, write, in large print, six to eight letters on the chart 

paper. Place the paper on the floor. Make a chalk or tape line approximately 150 cm away. The first pupil 

stands on the line and tosses a beanbag onto the chart paper. The pupil must say the letter on which the 

beanbag landed (or the letter that is closest to the beanbag), the sound it makes and a word that begins 

with that letter. Then allow the next pupil to toss the beanbag. 

Letter scoop 

Hide magnetic letters in a tub of sand or rice. Pupils must use a slotted spoon to scoop out a letter. Once 

the pupil has the letter in her or his hand, she or he must name the letter, the sound it makes and a word 

that begins with that letter. Pupils can take turns searching for letters until all have been found. 

Sound ball 

Label a beach ball with letters. Have pupils stand in a circle. 

Explain that a pupil will throw the ball to another pupil who 

will catch the ball. The pupil who catches the ball will say 

the letter that is closest to his or her right thumb. He or she 

then must provide a word that begins with that letter. Then, 

he/she throws the ball to another child. 



Phonics 

Spin a letter 


Directions: Follow the instructions below for using the spinner. Label each section of the spinner with a 

letter. Use the letters pupils have already learnt in order to provide reinforcement. Any number of children 

can play the game. The first child spins. He/she must think of a word that begins with the letter on which 

the spinner lands. One point is awarded for each word that begins with the letter. The second child spins 

next. Continue until a player reaches a predetermined number of points. Extend the game by having pupils 

think of words that end with the letter on which the spinner lands. 

Make a spinner: Use a pencil and paperclip to act as the spinner. Hold the pencil 

(at the eraser) with one hand and spin the paperclip using the other hand. 

. 



Phonics 

Multi-sensory activities – 1 

Provide a variety of materials for pupils to glue on top of a letter outline. See pages 47–53 for alphabet 

card patterns. Enlarge the cards to suit the materials you will be using and the skill level of the pupils. You 

may use accessible objects such as beans, macaroni or rice, or you may want to use objects that 

correspond to the featured alphabet letter. Choose from the following objects: 

A – apple stickers 

B – beans, bird seed, buttons, bow-tie pasta 

C – confectionary, cotton balls, corn kernels, crayons (broken), cereal, candles, confetti, caps, corks, 

cotton buds 

D – dots, dough 

E – erasers, egg shells 

F – flour, feathers, felt, fabric, flower petals 

G – glitter, googly eyes, glue (coloured), gauze 

H – hole punches, heart punches 

I – ink, icing 

J – jelly beans, junk, jewellery 

K – kidney beans 

L – leaves, liquorice, lace, lip gloss 

M – magazine pages, macaroni 

N – newspaper, nuts, noodles, netting 

O – oats, o-shaped cereal 

P – packing beads, peanuts, paper curls, pipe cleaners, pasta, popcorn, peas (dried), paperclips 

Q – quinoa (dry) 

R – rice, raisins, ribbon, red rectangles, rope 

S – sand, seeds, sequins, pieces of sponge, salt, sticks, sugar (coloured), spaghetti, pieces of 

skipping rope 

T – toothpicks, tube noodles, twigs 

U – umbrellas (miniature) 

V – velvet, Velcro ® 

W – white tissue, wood chips 

X – cardboard box pieces, floor tile separators (hardware shop) 

Y – yellow wool 


Z – zigzags (rick-rack fabric trim), zippers 


Phonics 


Reinforce sounds by having pupils participate in movement activities that correspond to each letter of the 

alphabet. One approach is to have pupils participate in a variety of movement activities for each letter of 

the alphabet. Another approach is to select only one movement activity for each letter of the alphabet. 

Once practised, pupils will associate the movement with the sound and letter of the alphabet. Then, turn 

the movement activity into a game by displaying a letter of the alphabet. See pages 47–53 for alphabet 

card patterns. The cards can be enlarged as needed. Pupils must perform the movement activity that 

corresponds to the displayed letter. Continue displaying other alphabet cards. Pupils must change their 

movement to match the letter being displayed. 

Pretend to. . . 

A – fly like an aeroplane, walk like an alligator 

B – fly like a butterfly, blow bubbles, bounce a ball 

C – crawl like a crocodile, crab walk 

D – dance, dig, beat a drum 

E – walk like an elephant, roll like an egg 

F – go fishing, fly, leap like a frog, freeze 

G – gallop, grow like a plant 

H – hop like a rabbit, play hopscotch 

I – move like an inchworm, scratch an itch 

J – jump, juggle 

K – kick, hop like a kangaroo, fly a kite 

L – leap, climb a ladder 

M – march, act like a monkey 

N – hammer nails, read the newspaper, nap 

O – wiggle arms like an octopus 

P – punch, pop like popcorn, put together a puzzle 

Q – quack like a duck, quiver, be completely quiet 

R – roll, read, rub your hands together 

S – spread, sneak around, slither like a snake, cut with scissors, skip a rope 

T – trot, brush teeth, hit a tennis ball 

U – put up an umbrella 

V – play volleyball 

W – wave, wiggle, wheelbarrow walk, act like windshield wipers, wash the car 

X – cross arms like an X, use fingers to make Xs in the air 

Y – play with a yo-yo, eat yoghurt 

Z – zip a zipper, act like an animal from the zoo 



Phonics 


Set up a ‘Hands-on the alphabet’ centre and then change the activity each week. Pupils can simply 

practise individual letters or pupils who are ready can practise writing words. Display an alphabet chart or 

a list of words pupils can practise reading and writing. Have pupils practise words with the sound and 

letter on which you have been working. Begin with simple CVC words that you can draw or for which you 

have a picture. For example, if you have been teaching the letter H, include words such as hat, hut and 

hug. Rotate some of the following activities through the centre: 

Bag of paint: Fill several resealable lunch bags with two to three 

tablespoons (about 40 mL) of washable paint. Seal the bag tightly. 

Pupils lay the bag on a flat surface and use their hands to smooth 

out the paint in the bag. Children can use their fingers to practise 

writing letters and words on the bag. 

Magnetic alphabet: Provide magnetic letters and a magnetic 

surface, such as a baking tray for pupils. Pupils can experiment 

with the letters by putting them in alphabetical order or even 

creating words with the letters. 

Shaving cream: Shake a can of shaving cream and then spray 

enough shaving cream to cover the palm of the child’s hand. 

Pupils can use their hands to spread the shaving cream around a 

pizza tray. Have the children use their fingers to practise writing 

letters and words. 

Toothpick letters: Provide a box of flat, rounded-end toothpicks for 

pupils to use to create the shapes of letters and words. 

Dot letters: Provide unsharpened pencils with erasers on the end, 

paper and an ink pad at the centre. Pupils dip the eraser end of the 

pencil into the ink pad and use the eraser as a circle stamp in order 

to create the shape of letters and words. 

Pipe-cleaner letters: Have pupils practise forming letters with 

pipe-cleaners. Provide a variety of colours and lengths of pipecleaners 

at the centre. Pupils can bend the pipe-cleaners and, if 

needed, twist them together to form letters. Have them combine 

the letters to make words. 



Phonics 

Alphabet cards –1 

Photocopy letter patterns for pupils to practise identifying and writing letters. Patterns are provided on 

pages 47–53. Enlarge the patterns if desired. Choose one of the following activities for pupils to complete 

using the letter pattern. 

Outline trace: Have each pupil trace the outline of the letter with one or more of the following: finger paint, 

pencil, marker, coloured pencil, glue, coloured glue, glitter glue or crayon. For additional practice, have 

him/her trace the letter more than once with a different medium. For example, the first time the pupil traces 

the letter using a pencil. The second time, have him/her use a crayon. Finally, the pupil traces the letter 

with paint and a paintbrush. 

Raised letters: Have each pupil squeeze glue on top of a letter, following the line. When the glue dries, it 

will be a raised surface for the pupil to run his/her fingers on. Add a few drops of food colouring or glitter 

to the glue for a special treat. Glitter glue is an excellent resource for this activity. 

Rainbow outline: Have each pupil trace around the shape of the letter. The pupil chooses one colour of 

crayon and traces around the letter or number. Then he/she chooses another colour and traces around the 

crayon line that was previously drawn. The child continues to select colours, tracing around the crayon line 

that was previously drawn. Continue this outlining pattern until reaching the edge of the paper. 

A 

B 

a 

b 



Phonics 

Alphabet cards – 2 

C c 

D d 

E e 

F f 



Phonics 


G g 

H h 

I i 

J j 



Phonics 


K k 

L l 

M m 

N n 



Phonics 


O o 

P p 

Q q 

R r 



Phonics 


S s 

T t 

U u 

V v 



Phonics 


W w 

X x 

Y y 

Z z 



Phonics 

Beginning sounds 

Clothes peg games 

Reproduce the Clothes peg games onto card (pages 55 and 56). Colour the cards and write the answers 

on the back for self-checking. Laminate the cards for durability. Referring to the directions at the bottom 

of each game, write the letter that corresponds to the beginning sound of each picture on the clothes 

pegs. You will want to write the corresponding letter on both sides of each clothes peg. 

Each pupil takes one card and the labelled clothes pegs that 

go with it. Have him/her look at each picture and say the 

word. The pupil must then clip the clothes peg with the 

corresponding letter on the card near the picture. The pupil 

self-checks his/her answers by flipping the card over. You 

may wish to store the game card and the clothes pegs 

together in a large, resealable plastic bag. 

Medial and ending sounds 

Once pupils have mastered matching initial sounds and 

letters, create new clothes pegs with the ending or medial sounds of the words. Use the same cards; 

however, be sure to mark the back of each card with the correct answer for the new directions. This way 

pupils can still self-check. 

Complete the word 

Extend pupils’ understanding of how letters work together 

to form words. Reproduce pages 57–59 on card, cut out 

and colour the cards. Write the answers on the back for 

self-checking and laminate the cards for durability. Label 

clothes pegs with the vowel and consonant letters, one 

letter per clothes peg. Pupils must look at the picture on the 

card and identify the beginning sound. They then clip the 

corresponding clothes peg onto the card to be the first 

letter in the word. Have pupils practise reading the word 

once all of the letters of the word are in place. 



Phonics 

Clothes peg game – 1 


Teacher note: Label each clothes peg with the letter corresponding to the beginning sound of each 

picture. 


Phonics 



Teacher note: Label each clothes peg with the letter corresponding to each picture. 

The clothes peg for the letter ‘q’ will need to state ‘qu’. 


Phonics 

Word cards 

__ib __up __uck 


__and 

__irl 


__ox 

__eg 

__ey 

__am 


Phonics 

Word cards 

__an __est 


__ig 

__ub 

__un 


__ing 

__eb 

__est 

__ueen 


Phonics 


Word cards 

bo__ __nt __xe 

__p 

__ool __gg 


__n 

__ip 


Phonics 

Egg carton games – 1 

Create egg carton games that can be used as whole class, small group or partner phonics activities. Use 

the letter and picture circles on pages 61 and 62 to design a game using the letters and sounds on which 

you are currently working, or use a variety of letters and sounds for a review. Use the directions below or 

alter them in order to best meet the needs of your pupils. Ways to extend each activity are provided, which 

can be used to challenge pupils who are ready. Consider placing the egg carton games in a learning centre 

once you have taught pupils how to play them. 

Think of a word 

Cut out the letter circles on page 61. Determine which twelve letters you want pupils to practise. Glue 

those letters to the inside bottom of an egg carton, one letter per compartment. Provide a button to go 

with the game. Pupils are to place the button inside the egg carton, close the lid and shake the carton. 

Then they open the lid and look in which compartment the button landed. Pupils must think of a word that 

begins with the letter that is in the same compartment as the button. Close the lid and repeat. One to three 

pupils may play this game at a time. The children who are waiting their turn must act as checkers for the 

pupil currently playing. This game may be extended by having pupils think of words that end with the 

letter. 

Match the letter 

Cut out the picture circles on page 62. Determine the twelve pictures you want to use. Glue those twelve 

pictures to the inside bottom of an egg carton, one picture per compartment. Provide a button to go with 

the game. Pupils are to place the button inside the egg carton, close the lid and shake the carton. Then 

they open the lid and look in which compartment the button landed. Pupils must look at the picture and 

say the word. They must then identify the letter that begins the word. Close the lid and repeat. One to three 

pupils may play this game at a time. The children who are waiting their turn must act as checkers for the 

pupil currently playing. This game may be extended by having pupils identify the ending or medial letter as 

well. Another extension is to have pupils match letter circles to each picture compartment. Cut out and 

laminate the letter circles (page 61) that correspond to each picture. Pupils must place the correct letter 

circle in each compartment to match the initial sound of the picture. 


Tt 

Ll 

Bb 

Rr 

Dd 

Vv Cc Ss Jj 

Ww 

Qq 


Phonics 


Aa Bb Cc Dd Ee 

Ff Gg Hh Ii Jj 

Kk Ll Mm Nn Oo 

Pp Qq Rr Ss Tt 

Uu Vv Ww Xx Yy 

Zz 



Phonics 




Phonics 

Make a word 

Activity sheets 

Photocopy page 64. Have pupils cut out the letters at the bottom of the page. Practise identifying the 

letters and the corresponding sounds. Then follow the directions below to have pupils make words with 

the letters. You may want to practise making the words with the letter cutouts the first time. Then repeat 

the directions again while pupils both make the words with the letters and write the words on the 

worksheet. 

Directions: Use the letters to make the word at. (If pupils have difficulty making the words, segment the 

sounds of the words; for example, /a/ … /t/.) 

Change the word at to an. 

Now, add a letter to change an to ant. 

Change one letter to change ant to and. 

Change and switch the letters around to change and to Dad. 

Change one letter to change Dad to pad. 

Change one letter to change pad to pat. 

Change one letter to change pat to pan. 

Switch the letters around to change pan to tan. 

Change one letter to change tan to tap. 

See if you can use the letters to make your own word. (Possible words include: tad and nap.) 

Draw a letter 

Write each letter of the alphabet on the tip of a craft stick, one letter per stick. On the letters that are 

vowels, colour the tip of the craft stick red. You may want to colour on the opposite side of the craft stick 

from where you wrote the letter. Place the craft stick with the writing side down in a cup. This game can be 

played with any number of players; however, fewer than four works best. The first pupil reaches into the 

cup and draws one red-tipped craft stick (vowel) and two non-coloured craft stick (consonants) from the 

cup. He/she uses the three craft sticks to try to make a 

word. For example, if the pupil draws the letters a, h 

and t the pupil could make the words at and hat. One point 

is awarded for each word the pupil is able to make. The next 

pupil then takes a turn. Continue until a pupil reaches a 

predetermined number of points. 



Phonics 

Make a word 

1. 6. 

2. 7. 

3. 8. 

4. 9. 

5. 10. 


Bonus word 

p a n t d D 


Phonics 

Missing letters 

Directions: Look at the pictures. Say the words. Write the missing letters in order to spell the words. 

1. 6. 

a 

2. 7. 

a 

3. 8. 

e 

4. 9. 

e 


i 

o 

o 

u 

5. 10. 

i 

u 


Phonics 

Short Aa 

Directions: Read each word. Draw a picture to go with the word. Write each word on the line. 

sack 

van 

cap 

rat 

hand 

crab 


mad 

jam 


Phonics 

Short Ee 

Directions: Cut out the picture cards at the bottom of the page. Say each word. Glue the picture cards in 

the correct column. Write the short Ee words on the lines. 

Has short Ee Does not have short Ee 


bed pig bun bell 

cap hen jet dog 


Phonics 

Short Ii 

Directions: Help the pig find his way home. Look at the pictures. Say each word. If the word has short Ii, 

like in pig, colour the box orange. Follow the path by saying each word. 



Phonics 

Short Uu 

Directions: Look at the pictures below. Complete each word by writing u as the middle letter. Read the 

word. 

s n s b 

t b 

h g 

r g 

b n 

n t 

b g 


r n 

c b 


Phonics 

Vowel sort 

Directions: Cut out the pictures below. Place each picture in the column with the same vowel sound. 

Short Aa Short Ii Short Oo 

sad log rip 


sit jam man 

hop box pig 


Phonics 

Short vowel match 

Directions: Cut out the picture cards at the bottom of the page. Glue each card under the picture with the 

same vowel sound. 



Phonics 

Missing vowel 

Directions: Look at each picture. Say each word. Write the missing vowel on the line. 

c t f n 

c t f n 

h g b g 

1. 7. 

2. 8. 

3. 9. 

4. 

p g 

10. 

b g 

t p p n 

5. 11. 


t p 

6. 12. 

p n 


Phonics 

1. 

2. 

3. 

4. 

5. 

hat 

pen 

sun 

pin 

bug 

Same vowel sound 

Directions: Cut out the picture cards at the bottom of the page. Say each word. Match the picture cards to 

the words with the same vowel sound. Write the new word. 

cat 

hen 

run 

chin 


rug 


Fluency 

Fluency 

Pupils who are fluent are able to recognise and read words quickly and accurately. Additionally, fluent 

readers have the ability to group the words of a text into meaningful sections. Fluent reading sounds 

much like natural speech. However, it is important to note that fluency is not merely the speed and 

accuracy with which a passage is read. Fluent readers read with expression and place pauses in the 

appropriate places in the text. 

Fluency instruction cannot be understated. Fluency plays an important role in pupils’ abilities to decode 

the words of a text and their ability to understand the text. If pupils can read fluently, they can focus on 

comprehension rather than simply reading (decoding) the words. Even in the early years when many 

pupils are not yet reading, there are many ways to promote fluency. 

Modelling fluent reading serves as an important 

component in early reading instruction. When 

pupils observe the teacher or a parent reading to 

them, they are observing many aspects of a 

good reader. As a teacher or a parent reads with 

expression, groups words into appropriate 

phrases and reads naturally rather than in 

choppy bits and pieces, pupils are immersed in 

what good reading sounds like. Additionally, 

pupils tend to emulate what is modelled for 

them. It is not unusual to see a young child 

holding a book as if she or he was the teacher, 

reading a patterned or predictable book in a 

natural manner. 

Another way to develop fluency with young pupils is to have them learn and memorise poetry and 

nursery rhymes. By reciting poetry, pupils begin to develop an understanding of the natural rhythm and 

flow of language. By using other fluency instruction techniques such as choral reading, echo reading, 

audio-assisted reading and partner reading at a level appropriate for younger pupils, they begin making 

connections to concepts of print, as well as developing fluency for predictable and patterned text they are 

able to read. Fluency instruction in the early years sets the stage for reading instruction that will come 

later in their schooling. 



Fluency 

Reading aloud – 1 

Most teachers are already familiar with the benefits of reading to their classes; however, the benefits are so 

far reaching that they bear repeating. When teachers read aloud, they are exposing their pupils to reading 

materials usually not yet available to the child, since the texts are too difficult for a pupil to read 

independently. A more difficult text also introduces pupils to vocabulary to which they might otherwise not 

be exposed. The teacher also models what an effective reader does and sounds like when reading. Reading 

aloud models fluent reading with appropriate phrasing, intonation, accuracy and speed. Reading aloud also 

models a variety of important reading concepts. While reading, the teacher is modelling the natural flow 

and sound of written language. By reading with expression, emphasising certain words and pausing in the 

correct places, pupils are shown that reading is more that just reading the words. Understanding of the 

text is built around how the words are read as well. Additionally, children gain an understanding of how a 

book is held, the directionality of print, the location and function of the title, author and illustrator, and even 

the purpose of the print itself. 

Because we encounter such a wide variety of texts in our daily lives, it is important to model a variety of 

texts to our pupils as well. Consider some of the types of text below and how you can incorporate them 

into your classroom routine. 

• Cartoon strips 

• Fiction books 

• Letters 

• Lyrics to songs 

• Magazine articles 

• Newspaper articles 

• Nonfiction books 

• Notices and notes 

• Poetry 

• School bulletins 

Although modelling reading a variety of texts is important, the reality is that books and poetry will provide 

the bulk of what we read to our pupils. Teachers can engage pupils by selecting quality books. See page 79 

for a list of classroom favourites for young pupils. 

The rule of five 

Some teachers use the rule of five when doing read-alouds in their classroom. The rule of five reminds 

teachers that they should read aloud to pupils five times each day. Although this may sound like a lot of 

time spent reading, especially if your school is on a half-day schedule, remember the benefits of reading 

aloud to young children. The five read-alouds do not have to be all books. Incorporating poetry or other 

types of text into your day can reinforce topics on which your class is working, as well as provide a 

different genre with which pupils may not be familiar. In addition, they take little time to incorporate. 



Fluency 

Guest reader 


Having a guest reader is an excellent way to involve the school community or local community in 

classroom events. Some schools have a special day set aside in which they invite local community 

members to come into the classroom to read. You may want to organise this for your school, or simply 

invite a community member to your room on a particular day. Authors’ birthdays are excellent occasions to 

host a guest reader. Consider having your guest reader come to school on an author’s birthday and read a 

book written by that author. 

Another idea for guest readers is to invite various staff members to be special guest readers. On a regular 

basis, invite the principal, secretary, lunch supervisors etc. into the classroom to read. Staff members who 

do not spend much time in the classroom love to come and be the guest readers, and pupils love to see 

the staff members in the classroom as well. See page 77 for a sample of a letter that can be sent out as an 

invitation. 

Parent guest readers 

Recruit parents to be guest readers as well. Many parents long to know what they can do to help at school. 

Recruit volunteers to come in to read to the class. The volunteers can come in on a regular basis—for 

example, monthly—or they can sign up to come in as a one-off. This is an excellent way to get male family 

members involved in volunteering in the classroom. The time they need to take off work is limited and it is 

important to have male role models reading to children, especially if you are a female teacher. The letter on 

page 78 can be used to recruit parent readers. 

Child guest reader 

You have probably had pupils or children of your own who request the same book over and over again. 

Subsequently, the child knows the book so well that he or she eventually memorises the book. Often these 

same children can repeat the book from their memories with excellent expression. Invite pupils from your 

classroom to be guest readers. Of course, you will want pupils to volunteer rather than being assigned this 

activity. See page 77 for a sample of a letter that can be sent out to encourage parent support in helping 

his or her child get ready for his or her day as the guest reader. Then, on the big day, allow the child to 

‘read’ the book to the class. 



Fluency 

Sample: guest reader letter 

Dear 

Reading plays an important role in our classroom. We read on a daily basis; however, 

we do like to have special guests come into our classroom to read. You are invited to be 

our special guest reader on at . As the 

guest reader, you will share a book with the children. Prior to reading the book, please 

be prepared to share with the children how you use reading in your professional or daily 

life. 

If you have a favourite book that is appropriate for young pupils that you would like to 

read, please feel free to bring it; otherwise, I will provide a book for you. If you would 

like the book in advance in order to read through it ahead of time, please let me know 

and I will get it to you. 

Thank you in advance for taking the time to be a special guest reader in our classroom. 

Sincerely 

Teacher and pupils of 

Date: 

Dear Parents 

Sample: child guest reader letter 

As you know, hearing stories plays a critical part in the lives of developing readers. Your 

child has indicated that he has a story which he/she can read to the class. It is alright if 

the story has been memorised. Your child has volunteered to read to the class on 

. Please help your child prepare for this event by practising with 

him/her and making sure that he/she brings the book to school that day. 

Thank you in advance for your support of our reading programme. 


Sincerely 

Teacher 


Fluency 

Parent readers volunteer letter 

Date: 

Dear Parents 

Hearing stories read aloud plays a crucial part in the lives of developing 

readers. Reading plays a large part in our classroom routine as well. As a 

class, we read on a daily basis. We do, however, like to invite special 

guests into our classroom to read to or with us. We are cordially inviting 

you to participate in our reading routine. Please review the options below 

and let me know if you can participate as a guest reader. I will provide a 

book for you to read and, if you desire, will get it to you in advance so you 

can look through it prior to coming to our classroom. 

Thank you in advance for supporting reading in our classroom. 

Sincerely 

Teacher 

Please cut off and return this bottom portion to school. 


I can come read to the class on a regular basis (once a month). 

I can come one time to read to the class. Please contact me to 

schedule a date and time. 

Name 

Child’s name 

Phone number 

Best time to contact me 


Fluency 


There are many books that encourage pupils to participate in the reading of the text because of the 

predictability, repeated patterns or the rhythmic nature of the text. Provided below is a list of some 

classroom favourites. Pupils will often pick up on the patterned text and begin chiming in to help read the 

repeating portions of the book on the first reading. Subsequent rereadings encourage pupils to participate. 

Even though pupils will have memorised the patterned portion of the text, pupils continue to hear the 

teacher modelling what a good reader sounds like. In addition, by participating in the rereadings, pupils are 

practising good phrasing and expression. Many of these books are available in a big book format. 

Adams, Pam. (Illustrator). There was an old lady who swallowed a fly. Child's play International, 2007. 

Adams, Pam. This is the house that Jack built. Child's play International, 2000. 

Ahlberg, Allan & Janet Ahlberg. Each peach pear plum. Penguin, 1999. 

Berkes, Marianne. Over in Australia: Amazing animals Down Under. Dawn Publications, 2011. 

Brown, Margaret Wise. Good night moon. HarperFestival, 1991. 

Campbell, Rod. Dear zoo. Little Simon, 2007. 

Carle, Eric. The very busy spider. Philomel Books, 1995. 

Carle, Eric. The very hungry caterpillar. Putnam Publishing Group, 1983. 

Fox, Mem. Where is the green sheep? Viking Children's books, 2004. 

Fox, Mem. Hattie and the fox. Simon Schuster Children’s Books, 1998. 

Gelman, Rita Goldman. More spaghetti, I say! Cartwheel Books, 1993. 

Hoberman, Mary Ann. A house is a house for me. Puffin, 1982. 

Kubler, Annie. Ten little monkeys jumping on the bed. Child's play, 2001. 

Martin, Bill. Brown bear, brown bear, what do you see? Holt, Henry & Co., 1996. 

Martin, Bill. Kitty cat, Kitty cat, are you waking up? Two lions, 2011. 

Raffi. Five little ducks. Crown Books for Young Readers, 1999. 

Raffi. The wheels on the bus. Crown Books for Young Readers, 1998. 

Rosen, Michael. We’re going on a bear hunt. Aladdin, 2003. 

Sendak, Maurice. Alligators all around. HarperTrophy, 1991. 

Shaw, Charles. It looked like spilt milk. HarperCollins, 1993. 

Ward, Cindy and Tomie dePaola. Cookie’s week. Puffin, 1997. 

Westcott, Nadine Bernard. The lady with the alligator purse. Little Brown & Company, 1998. 

Williams, Sue. I went walking. Red Wagon Books, 1996. 

Wood, Audrey and Don Wood. Napping house. Red Wagon Books, 2000. 

Wood, Audrey. Silly Sally. Red Wagon Books, 1999. 



Fluency 

Reading at home 

Demonstrate to parents and pupils the importance of reading by including it as part of their homework. At 

this age, the homework is more for parents; however, the benefits to pupils are critical for developing 

readers. The benefits of having parents read to their children are similar to those of a classroom readaloud. 

Children need books read aloud to them in order to develop concepts of print, a sense of story and 

the rhythm and flow of written language. 

You may wish to assign nightly reading and trust that parents 

will participate; however, many parents have commented that by 

having to fill out a reading diary, they end up reading to their 

child more consistently. By providing a reading diary, parents 

and pupils are held accountable for the daily reading they do. 

Encourage parents to fill out the reading diary with their child. 

Most classes have some sort of reading diary pupils must 

complete. Having parents and children fill out the reading diary 

together encourages pupil participation and demonstrates the 

purpose and how-to of a reading diary. A sample of a reading 

diary is provided on page 81. 

Samantha ‘s reading log 

Date Title of book Time spent Comment Parent signature 

1/3 

1/2 

1/1 

I Went Walking 

Hattie and the Fox 

Good Night Moon 

20 min 

1 /2 hour 

15 min 

You may want to determine a monthly reading goal for pupils. 

See pages 82–87 for samples. Reading goals can be set by the 

number of books read, the number of minutes the pupil reads for 

or the number of days the pupil reads. You may want to consider a goal option which will encourage 

reading regularly. For example, you may set the goal for reading at least one book each night. 

Provide a monthly award for pupils who have met their reading goal. If you have a guest reader come to 

your classroom on a monthly basis, schedule him or her just after pupils have turned in their reading 

diary. Have the guest reader distribute reading awards to the pupils who have met their reading goals. 

This touch makes having the guest reader even more special to both the reader and the children. 



Fluency 

Monthly reading diary 

Research has proven the importance of reading to children. Read with your child. Record the time spent 

reading on the chart below and a comment about the book. The goal for each child is to read at least one 

book each night. 

‘s reading log 

Date Title of book Time spent Comment Parent signature 



Monthly reading awards – 5 


















Fluency 

Reciting nursery rhymes – 1 

Although most children beginning school are not yet reading, children this age have extraordinary 

memories. Make use of their interest and ability to memorise by using nursery rhymes to model language 

and fluency. 

By teaching pupils nursery rhymes or other simple poems, children are exposed to the rhythms and 

patterns of language. Nursery rhymes and poems also encourage correct phrasing and timing when 

recited. Initially, adults can model the nursery rhymes and poems for pupils. Most pupils easily pick up 

nursery rhymes. An additional benefit of using nursery rhymes and poetry is the ability to locate materials 

and books easily. 

Nursery rhymes are especially important for young children to learn. First, many children growing up today 

are not familiar with traditional nursery rhymes. These rhymes are often referred to in other types of 

literature. Familiarity with the traditional rhymes will encourage comprehension when the rhymes or 

reference to rhymes are encountered in other contexts. Second, most nursery rhymes are short and easy 

to remember, even if they are new to pupils. It does not take very many repetitions before pupils begin 

chiming in to recite the rhymes as well. Third, nursery rhymes rhyme. This sounds obvious; however, the 

rhymes assist with memorisation, as well as provide additional reinforcement to concepts such as rhyming 

words and other concepts of print. Finally, due to the sing-song nature of nursery rhymes, pupils are 

taught phrasing skills. To prove this point, take a nursery rhyme with which the pupils are familiar and try 

to recite it with inappropriate phrasing. For example: 

Little Miss Muffet 

Little Miss Muffet sat/ 

On a tuffet, eating her/ 

Curds and whey along/ 

Came a spider who sat down beside/ 

Her and frightened Miss Muffet away. 


Pupils who are familiar with the nursery rhyme will instantly know that the poem has not been recited with 

the proper phrasing. Use this to teach pupils about proper phrasing when reading or reciting text. Other 

simple poems that pupils can learn easily can be used for the same purpose of fluency instruction. There 

are a wide variety of poetry books available with some excellent poems. 

Traditional nursery rhymes can be used for fluency instruction. Some are provided on pages 91–102. Make 

copies of a poem for each member of your class. See page 90 for additional ideas on how to use these 

nursery rhymes for literacy and fluency instruction. 


Fluency 

Reciting nursery rhymes – 2 

Although pupils may have already memorised the nursery rhymes, use these pages for both literacy and 

fluency instruction. Some of the activities listed below can be completed by the pupils. Other activities 

require the assistance of a parent, teacher or tutor in order to complete. Consider sending home the 

nursery rhymes as homework and assigning one of the activities below to be completed with a parent. 

Encourage one-to-one correspondence by having pupils follow along with each word as they recite the 

nursery rhyme. 

Have pupils use a crayon or pencil to demonstrate understanding of an area that you are emphasising in 

your instruction. Pupils can demonstrate understanding by circling, underlining, illustrating or highlighting 

(use a yellow or orange crayon for highlighting). For example, pupils can circle all the capital letters in the 

nursery rhyme. A filled-in sample worksheet can be found on page 90. See below for a list of concepts 

pupils can address. Use the appropriate concepts for the pupils you are teaching. 

Capital letters – Circle all the capital letters. 

Lower-case letters – Circle particular letters (for example, circle all of the ‘k’s). 

Spaces – Colour the spaces between the words. 

Vowels – Locate and circle the vowel(s) in each word. 

Punctuation – Circle full stops and commas. 

Rhyming words – Circle pairs of rhyming words in similar colours. 

Substitution – Circle the rhyming words in the poem. Think of new words that rhyme with those found 

in the poem and write them at the bottom of the page. 

Additional activities to demonstrate understanding might include the following: 

Number of words – Count the number of words in a line. Write the number of words at the end of each 

line. Total up the number of words in the whole nursery rhyme. 

Find the letter – Indicate a letter on which your class is currently working. Locate words beginning with 

that letter in the nursery rhyme. At the bottom of the page, think of other words that also begin with the 

same letter. 

Illustrate the poem – Another option is to have pupils draw a picture to correspond with the nursery 

rhyme on the bottom half of the page. Pupils can demonstrate their understanding of the nursery rhyme 

using their picture. 



Fluency 

Example use of pages 91–102. 

Humpty Dumpty 

Humpty Dumpty sat on a wall, 

Humpty Dumpty had a great fall. 

All the king’s horses and all the 

king’s men, 

Couldn’t put Humpty together again. 

Circle all of the ‘h’ words. 

Think of two more ‘h’ words and write them on the lines. 

hat house 

Draw a picture of an ‘h’ word. 



Fluency 

Humpty Dumpty 

Humpty Dumpty sat on a wall. 

Humpty Dumpty had a great fall. 

All the king’s horses and all the king’s men, 

Couldn’t put Humpty together again. 



Fluency 



Sat on a tuffet, 

Eating her curds and whey. 

Along came a spider 

Who sat down beside her 

And frightened Miss Muffet away. 



Fluency 

Mary, Mary, quite contrary 

Mary, Mary, quite contrary, 

How does your garden grow? 

With silver bells and cockle shells 

And pretty maids all in a row. 



Fluency 

Little Bo Peep 

Little Bo Peep has lost her sheep 

And doesn’t know where to find them. 

Leave them alone and they’ll come home, 

Wagging their tails behind them. 



Fluency 

Jack and Jill 

Jack and Jill went up a hill 

To fetch a pail of water. 

Jack fell down and broke his crown 

And Jill came tumbling after. 



Fluency 

Peter, Peter, pumpkin eater 

Peter, Peter, pumpkin eater 

Had a wife and couldn’t keep her. 

He put her in a pumpkin shell 

And there he kept her very well. 



Fluency 

Little Jack Horner 

Little Jack Horner sat in the corner 

Eating a Christmas pie. 

He put in his thumb, and pulled out a plum 

And said, ‘What a good boy am I!’ 



Fluency 

Little boy blue 

Little boy blue, come blow your horn, 

The sheep’s in the meadow, 

the cow’s in the corn. 

But where is the boy 

who looks after the sheep? 

He’s under the haystack fast asleep! 



Fluency 

Hey diddle, diddle 

Hey diddle, diddle 

The cat and the fiddle, 

The cow jumped over the moon. 

The little dog laughed to see such fun 

And the dish ran away with the spoon. 



Fluency 

Baa, baa, black sheep 

Baa, baa, black sheep, 

Have you any wool? 

Yes, sir, yes, sir, three bags full. 

One for my master, one for my dame 

And one for the little boy 

Who lives down the lane. 



Fluency 

Hickory, dickory, dock 

Hickory, dickory, dock! 

The mouse ran up the clock. 

The clock struck one. 

The mouse ran down. 

Hickory, dickory dock! 



Fluency 

Twinkle, twinkle, little star 

Twinkle, twinkle, little star, 

How I wonder what you are. 

Up above the world so high, 

Like a diamond in the sky. 

Twinkle, twinkle, little star, 

How I wonder what you are. 



Fluency 

Pupil-adult reading 

Utilise the benefits of an adult modelling what a fluent reader sounds like by doing pupil-adult reading with 

children. Select a reading passage with which you would like a child to practise fluency. The adult (a 

teacher, parent, tutor or even a more fluent peer) reads the passage and a child rereads the passage. The 

adult has modelled both how to fluently read the passage, as well as any words that may have otherwise 

been difficult for the pupil. Repeated rereadings may be necessary for pupils to fluently read the passage. 

This technique is especially useful for modelling how a reader would read a sentence with punctuation 

including commas, and ending punctuation such as exclamation points or question marks. The adult first 

models the intonation of the passage and pupils reread the passage, trying to emulate the same intonation. 

By hearing how a fluent reader raises and lowers his or her voice or speeds up or slows down when 

reading, pupils begin to understand the effect punctuation has on reading a text. 

Echo reading 

For young pupils who are not yet reading, you may wish to do echo reading. Echo reading is when a 

teacher (or other adult) reads a line of text and then has pupils repeat or echo the same line. Usually in 

echo reading, the amount of text the pupils repeat is limited to a sentence or two. Also, because pupils are 

not yet reading but repeating the text, this opportunity can be used to draw pupils’ attention to the text. If 

using a big book, teachers can point to the words. Have pupils reading individual copies of the book point 

to the words themselves. 

As you are reading, you are modelling one-to-one correspondence with the words, as well as the left to 

right and return-sweep. By having pupils point to the words too, they are practising these important 

concepts of print, as well as attending to the words on the page. Draw pupils’ attention to punctuation, 

emphasised words (bolded words or words in different fonts) and how those elements in the text affect 

your reading of it. 



Fluency 

Choral reading 

Choral reading refers to a whole class or a group of pupils reading together. Choral readings begin with a 

fluent reader reading the book or passage of text in order to model a fluent reading. Then encourage pupils 

to participate in subsequent rereadings of the text. Depending on the text, some pupils may chime in on 

the second reading. Others may still need time to absorb the story line or patterning in the text before they 

feel comfortable joining in. For this reason, and to encourage fluent readings of the text, reread the text on 

several occasions, perhaps over several days. Patterned and predictable books are excellent for choral 

readings. See page 79 for a list of well-known patterned and predictable books. Poetry also works well for 

choral readings due to the rhythmic nature of poetry, as well as the short length of text. Due to the nature 

of short poems and patterned and predictable books, pupils will probably memorise the text. Be sure to 

continue to display the text and continue to draw attention to it during readings. This emphasises that the 

meaning of what is being ‘read’ is coming from the print in the book. 

Songs 

Build on children’s love for singing in order to build fluency. Use songs 

for choral readings. Piggyback songs (a new song written to a familiar 

tune), in particular, are excellent practice for choral reading because the 

words are new to the children while the tune of the song is familiar. 

Remember, the children need access to the print. Consider photocopying 

and distributing the words to each child, writing the words on a piece of 

chart paper or displaying the words on the interactive whiteboard. 

Group divisions 

Once pupils are familiar with the text, divide them into groups to reread a text. This technique works 

especially well when there is a repeating line or if one group can echo another group. For example, in the 

song ‘Down by the bay’, one group can sing the words, ‘Down by the bay’, while the other group can 

repeat, ‘Down by the bay’. Continue this echoing for the remainder of the song and then switch which 

group sings first. Groups can be made using a variety of divisions, such as boys and girls, children with 

blue/brown eyes and children with brown/blonde hair. 


 

 

 


Fluency 

Audio-assisted reading 

Pupils can practise fluency by participating in audio-assisted reading. Provide the pupil with a CD and the 

book that is at the appropriate independent reading level. Have the pupil listen to the CD while following 

along in the book. The pupil should playback their recording, this time while reading out loud along with 

the story. It is important to note that audio-assisted reading is not simply listening to an audio story. The 

purpose of audio-assisted reading is as another means of modelling fluent reading to children, and then 

allowing them to practise reading fluently while rereading the same material. The book being read should 

be at the pupil’s independent reading level. The ultimate goal is for each pupil to be able to read his or her 

book independently, with good fluency. 

CD and book sets are commercially available; however, consider making your own. The benefits of making 

your own audio CDs include the ability to use books you already own, using a slower than normal reading 

rate which pupils can follow easily and, of course, saving money, too. Use books from your classroom, 

especially patterned or predictable books for young children. 

Partner reading 

Pair pupils to read to each other. The purpose again is for fluent reading to be modelled prior to a less 

fluent reader attempting to read the same passage. There are two ways in which this can be done. First, 

pair a more fluent reader with a less fluent reader. The fluent reader can model fluently reading a passage 

and then the less fluent reader can reread the same passage. Some schools have implemented a senior 

class buddy system in which a whole senior class comes to read with a younger class. This type of 

situation is ideal for having the senior pupils model fluent reading and then having the younger pupils 

practise. Be sure the books selected for partner reading are appropriate for younger pupils to practise 

reading independently. Again, patterned and predictable books are ideal for this situation. 

A second way to do partner reading is to pair pupils with similar reading abilities after receiving the same 

instruction, during a guided or shared reading of a passage. The idea here is that the passage is not new, it 

has been modelled by a fluent reader, like a teacher or another adult. Pupils then have the opportunity to 

practise reading the passage fluently. 



Fluency 

Readers theatre – 1 

Readers theatre is the reading of a text in a play-like fashion. Although props and costumes can be 

involved in an elaborate readers theatre, most involve the children simply reading the text with good 

fluency. By performing a readers theatre, pupils are given an excellent reason to read and reread a text; 

they are practising for a performance. Encourage pupil participation while practising a readers theatre 

script by motivating pupils with the promise of a performance. Invite another class, older book buddies or 

even parents for the performance. 

The readers theatre scripts provided on pages 107–115 are geared toward pre-readers. The teacher or 

other adult reads the portion of the script that moves the story and pupils respond with a refrain or simple 

lines that are repetitive and easy to learn. As pupils become more skilled at reading, there are readers 

theatre scripts commercially available. 

Create a readers theatre 

It is fun and easy to create your own readers theatre. Readers theatre scripts are easy to write, especially 

with repetitive and patterned books. See page 79 for a list of repetitive and patterned books that can easily 

be adapted to a readers theatre format. For younger pupils who are not yet reading, the teacher or a 

capable reader should read the narrator parts which will carry the bulk of the plot. Pupils can be assigned 

repetitive or patterned lines. 

Follow the steps below to create your own readers theatre. 

1. Select a book that you want to adapt to a readers theatre format. 

2. Some people find it easiest to type the entire text and then delete the portions of the text not 

needed. Other people edit as they type. 

3. Delete lines that repeat who said them. For example: ‘Run, run as fast as you can, you can’t catch 

me, I’m the Gingerbread Man,’ said the Gingerbread Man.’ Delete the part that says, ‘said the 

Gingerbread Man’. 

4. Delete lines that are not necessary to the plot. 

5. Assign repetitive lines to pupils. 

6. Assign lines to explain the plot or setting to the narrator. 

7. Practise, practise, practise! 


Fables 

Fairytales 


Fluency 

Readers: Teacher 

Pupils 

Teacher: 

Pupils: 

Teacher: 

Pupils: 

Teacher: 

Pupils: 

Teacher: 

Pupils: 

Teacher: 

Pupils: 

Teacher: 


The three billy goats gruff 

The three goats are hungry for something to eat. 

Trip, trap, trip, trap. 

But under the bridge, watch out for the troll! 


Over the bridge, the little goat crosses. 


Over the bridge, the second goat crosses. 


Over the bridge, the biggest goat crosses. 



Off the bridge goes the troll, and the goats have 

their lunch. 

Pupils: Trip, trap, trip, trap. 

Teacher: 

All: 

The three goats’ story has come to an end. 

Snip, snap, snout. This tale’s told out. 


Fluency 


Readers: 

Pupils: 

Teacher: 

Pupils: 

Teacher: 

Pupils: 

Teacher: 

Pupils: 

Teacher: 

Pupils: 

Teacher: 

Pupils: 

Teacher: 

Teacher 

Pupils 

The Gingerbread Man 

Run, run, as fast as you can. You can’t catch me, 

I’m the Gingerbread Man! 

Here come the old woman and the old man. 

Run, run, as fast as you can. 

Here comes a pig, Mr Gingerbread Man. 


Here comes a dog, Mr Gingerbread Man. 


Here comes a horse, Mr Gingerbread Man. 


Here comes a cow, Mr Gingerbread Man. 



But the fox caught you, Mr Gingerbread Man! 


Fluency 


Pupils 

Teacher: 

Pupils: 

Teacher: 

Pupils: 

Teacher: 

Pupils: 

Teacher: 

Pupils: 

Teacher: 

Pupils: 

Teacher: 

Pupils: 


The hare and the tortoise 

Hare and tortoise had a race. 

Go! Go! Slow and steady wins the race. 

Hare was fast. Tortoise was slow. 


Hare was running. Tortoise was walking. 


Hare was winning. Tortoise kept walking. 


Hare was sleeping. Tortoise kept walking. 



Hare woke up. Tortoise kept walking. 


Teacher: 

Pupils: 

Tortoise kept walking and won the race. 

Hooray! Hooray! Slow and steady won the race! 


Fluency 


Readers: 

Teacher: 

Pupils: 

Teacher: 

Pupils: 

Teacher: 

Pupils: 

Teacher: 

Pupils: 

Teacher: 

Pupils: 

Teacher: 

Pupils: 

Teacher: 

Pupils: 

Teacher 

Pupils 

The three little pigs 

One pig built his house of straw. 

Oh, no! Oh, no! 

One pig built his house of sticks. 


One pig built his house of bricks. 

Smart pig! Smart pig! 

Then the wolf came to blow them down. 

Huff, puff! Huff, puff! 

Down went the houses of straw and sticks. 



But he couldn’t blow down that house of bricks. 


Who’s afraid of the big bad wolf? 

Not us! Not us! 


Fluency 

Readers: 

All: 

Teacher: 

Pupils: 

Teacher: 

Pupils: 

Teacher: 

Pupils: 


Teacher (The Hen) 

Pupils 

The Little Red Hen 

Little Red Hen has found some wheat. 

Who will help me plant the wheat, so we may 

have bread to eat? 

‘Quack, not I’, said the duck. ‘Meow, not I’, said the 

cat. ‘Woof, not I’, said the dog. 

Then I shall do it myself. 

Who will help me water the wheat, so we may 


‘Quack, not I’, said the duck. ‘Meow, not I’, said 

the cat. ‘Woof, not I’, said the dog. 


Who will help me sow the wheat, so we may 





continued … 


Fluency 

The Little Red Hen (continued) 

Teacher: 

Pupils: 

Teacher: 

Pupils: 

Teacher: 

Pupils: 

Teacher: 


Who will help me cut the wheat, so we may have 

bread to eat? 




Who will help me grind the wheat, so we may 





Who will help me make the bread? 





* When the bread was done, all her friends wanted 

to eat. But the Little Red Hen ate the whole treat. 


Fluency 


Pupils 

All: 

Teacher: 

Pupils: 

Teacher: 

Pupils: 

Teacher: 

Pupils: 

Teacher: 

Pupils: 

Teacher: 

Pupils: 


Goldilocks and the three bears 

The three little bears went for a walk, and 

in came Goldilocks. 

Goldilocks tasted Papa Bear’s porridge. 

This porridge is too hot. 

Goldilocks tasted Mama Bear’s porridge. 

This porridge is too cold. 

Goldilocks tasted Baby Bear’s porridge. 

This porridge is just right! 

And she ate it all up. Then, Goldilocks sat in 

Papa Bear’s chair. 

This chair is too hard. 


Goldilocks sat in Mama Bear’s chair. 

This chair is too soft. 

Teacher: 

Pupils: 

Goldilocks sat in Baby Bear’s chair. 

This chair is just right. 


Fluency 

Teacher: 

Pupils: 

Teacher: 

Pupils: 

Teacher: 

Pupils: 

Goldilocks and the three bears (continued) 

But she broke the chair, so she went upstairs to 

the bedroom. Goldilocks laid in Papa Bear’s bed. 

This bed is too hard. 

Goldilocks laid in Mama Bear’s bed. 

This bed is too soft. 

Goldilocks laid in Baby Bear’s bed. 

This bed is just right. 

Teachers: Goldilocks fell asleep in the bed. 

The Bears came home from their walk. 

Teacher: 

Pupils: 

Teacher: 

Pupils: 

Teacher: 

Papa Bear said, ‘Somebody has been eating my 

porridge’. 

Who could it be? 

Mama Bear said, ‘Somebody has been eating my 

porridge'. 



Baby Bear said, ‘Somebody has been eating my 

porridge and it is all gone’. 

Pupils: 

Teacher: 


The Bears went into the living room. Papa Bear 

said, ‘Somebody has been sitting in my chair’. 


Fluency 

Pupils: 

Teacher: 

Pupils: 

Teacher: 

Pupils: 

Teacher: 

Pupils: 

Teacher: 

Pupils: 

Teacher: 

Pupils: 

Teacher: 

Goldilocks and the three bears (continued) 


Mama Bear said, ‘Somebody has been sitting in 

my chair’. 


Baby Bear said, ‘Somebody has been sitting in 

my chair and it is broken’. 


The Bears went upstairs to the bedroom. Papa 

Bear said, ‘Somebody has been sleeping in my 

bed’. 


Mama Bear said, ‘Somebody has been sleeping 

in my bed’. 


Baby Bear said, ‘Somebody has been sleeping in 

my bed and there she is’. 



Goldilocks heard all the noise and jumped out 

of bed. She saw the bears and ran away. 


Vocabulary 

Vocabulary 

We use words in order to communicate, both in writing and orally. The words we know and use are our 

vocabulary. A rich vocabulary allows pupils to be effective communicators and readers. Our goal as 

teachers is to increase pupils’ vocabularies in order to help them communicate more effectively, as well as 

for them to more fully understand others. Pupils can display their rich vocabularies in both speaking and 

writing. Pupils also apply their vocabulary when reading. A rich vocabulary background leads to better 

reading comprehension. 

Children learn new vocabulary words in two ways, directly and indirectly. Most of the vocabulary pupils 

acquire is learned indirectly. Through a variety of literacy events, such as conversing with others and 

listening to stories, pupils learn new vocabulary words and how to use them. Direct vocabulary instruction 

includes explicitly teaching a specific word, defining the word, and showing how it is used. Through direct 

vocabulary instruction, pupils are able to hear the target word used in a variety of contexts and are 

provided with opportunities to practise using the word. 

Although pupils do not learn most of their new vocabulary words through direct instruction, direct 

vocabulary instruction is particularly important for several reasons. First, the teacher is able to introduce 

specialised vocabulary. If the class will be studying a unit on ‘matter,’ pupils need to know specialised 

science vocabulary words such as solid, liquid and gas that they may not have been exposed to previously. 

By providing direct instruction on the words solid, liquid and gas, pupils will have a better understanding 

of these terms, as well as the related science concepts as they are used throughout the science unit. 

Second, direct vocabulary instruction includes modelling and practice for how words are used in 

sentences. Pupils gradually incorporate vocabulary words into their speaking vocabulary, reading 

vocabulary and writing vocabularies. This happens as pupils’ understanding of the word is deepened. 

Finally, pupils gain a better understanding of the variety of contexts in which a particular word can be used. 

It is important to note that pupils are constantly learning the meanings (depth) of a word as it is used in a 

variety of contexts. 

The vocabulary portion of this book contains 

three sections—Developing vocabulary, Selecting 

vocabulary words, and Teaching vocabulary. 

The Developing vocabulary section provides 

ideas for creating a rich language environment, 

one in which vocabulary is developed indirectly. 

The Selecting vocabulary words and Teaching 

vocabulary sections provide ideas for ways to 

teach specific vocabulary words and concepts. 

The selecting vocabulary words section contains 

a variety of ideas for ways to select vocabulary 

words on which you wish to focus. The teaching 

vocabulary words section provides strategies for 

introducing, teaching, and reviewing both 

specific vocabulary words and vocabulary 

concepts. 



Vocabulary 

Use a rich vocabulary 

Developing vocabulary – 1 

This may be stating the obvious; however, teachers can do a lot to improve pupil vocabulary by being 

conscious of using a rich vocabulary throughout the day and throughout the year. At the beginning of each 

month, select several words you would like to incorporate into your everyday language. See Selecting 

vocabulary words on pages 133–135 for ideas for choosing vocabulary. For example, you may want pupils 

to be aware of the term print. Substitute the word print for words on every opportunity you have to do so. 

Read-alouds 

Most teachers are already aware of the far-reaching benefits of read-alouds as an important way to develop 

vocabulary. By hearing books read aloud, pupils are provided with examples of rich vocabulary used in a 

variety of sentences and contexts. An especially useful strategy is to select books related to topics 

currently being studied or to select vocabulary from the books being read (see Selecting vocabulary words 

on pages 133–135). Pupils gain a better understanding of words as they hear them repeatedly and in a 

variety of contexts. 

Objects 

Bring objects from home into the classroom. By seeing and touching an object, pupils are more likely to 

remember the vocabulary word, as well as other information about the object. 

Literature-based – Bring an object related to a piece of literature that is being read in class. For 

example, bring a stone to school when reading the book Stone soup. Either prior to, or after reading the 

story, discuss the word stone. How is a stone different and the same as a rock? Relating objects to a 

story helps to develop vocabulary, as well as helping pupils remember the story better. 

Curriculum-based – Consider areas in the curriculum from which you can bring objects. For example, if 

you are studying plants, bring a variety of types of plants for pupils to 

observe. Many children have never seen a cactus or a Venus fly trap. 

Observing and learning about these plants helps pupils understand 

more about characteristics of plants and provides first-hand 

knowledge of these terms. 

Usual and unusual objects – There are many objects with which 

pupils may have had limited experiences. Many of the objects can be 

found right in your own home. Others are easily obtained from a 

supermarket. Page 118 provides a list of items for you to consider. 

Keep adding to the list. 



Vocabulary 

List of objects. 

School items 

hole punch 

shelf 

files 

poster 

rubbish bin 

bag hook 

easel 

bulletin board 

drawing pin 

globe 

Clothes 

wellington boots 

raincoat 

cap 

gloves 

bathrobe 

shirt 

trousers 

sandals 

horseshoe 

dustpan 

binoculars 

magnifying glass 

calculator 

pliers 

drill 


Foods 

coconut 

artichoke 

asparagus 

mango 

papaya 

kiwi 

spring onion 

lime 

pineapple 

pumpkin 

cherries 

Kitchen items 

sugar bowl 

kettle 

jug 

spatula 

whisk 

egg timer 

tongs 

rolling pin 

platter 

saucer 

Other objects 

pin cushion 

bucket 

hammock 

mattress 

lantern 

screwdriver 

anchor 

Nature 

pine cone 

twig 

dandelion 

seeds (especially unusual) 

snake skin 

pussy willow 

clover 

weed 

shells 

Toys 

puppet 

marbles 

checkers 

jack-in-the-box 

top 

robot 

pogo stick 

dice 


funnel 

spade 

fly swatter 

needle 

compass 

tape measure 

chest 


Vocabulary 

Participation activities 


Early years classrooms have activities going on all the time. Use these activities to promote discussions 

and immediate and practical experiences with new vocabulary terms. Although some activities may take 

planning, the benefits far outweigh the time it takes to prepare such activities. 

Once you have determined an activity in which you want your pupils to participate, create a list of 

vocabulary words you want to introduce and use throughout the activity. Participating in such activities 

provides excellent context for pupils to practise using the new vocabulary words. Encourage pupils to use 

the correct vocabulary during the activity. Ideas for activities are listed below. Add to the list with ideas of 

your own. 

Cooking activities – Select cooking activities related to an area of study. For example, if you are reading 

‘The Gingerbread Man’, consider baking gingerbread. Pupils will benefit from the literary connection, as 

well as be provided with a context for cooking-related vocabulary. 

Science experiments – Your science curriculum probably already 

has a number of science experiments in which your pupils can 

participate. Prior to participating in the science experiment, select 

vocabulary words to emphasise. 

Special days – Set aside a day on which pupils can bring an item 

to school. It is good to relate the item to a topic being studied. For 

example, if your class is studying animals and it is appropriate, 

have pupils bring their pets to school. Be sure to talk to pupils 

about safety considerations. Plan activities related to the pets to 

encourage pupil understanding of body covering words such as 

feathers, fur, scales and skin and body part words such as claw, 

fin and paw etc. Pupils can observe the animals, draw pictures, 

write about their favourite animal, sort the animals by body 

coverings etc. 

Other suggested participation activities 

Invite parents to join in and help with some of the suggested activities listed below. 

• create a time capsule 

• dye eggs 

• experiment with items (such as magnets) 

• excursions 

• leaf rubbings 


• learn a dance 

• make and fly paper aeroplanes 

• plant seeds 

• play instruments 


Vocabulary 


Enlisting the help of parents in developing their child’s vocabulary is an excellent way to broaden children’s 

vocabularies. There are some vocabulary words that are best learned through experiences and interactions. 

Send home the letters below and on pages 120–124. Include all of the letters in your back-to-school pack 

or send one home periodically throughout the school year. 

Date: 

Dear Parents 

One of the best ways to develop your child’s vocabulary is to provide him/her 

with first-hand experiences. Through these experiences, children learn words, 

contexts for the words and appropriate ways to use the words in sentences. 

Having extensive background experiences and a rich vocabulary helps 

children develop their reading comprehension skills. 

Consider whether your child has had experiences with the following 

occupations. If your child has not been exposed to the people, jobs they 

perform and the locations at which they perform the jobs, consider providing 

them with the opportunity for them to visit these people. It may not be 

possible for you to provide your child the experiences with each occupation 

listed below; however, make an effort to expose your child to as many of these 

people as possible. 

Has your child met a/an … 

• artist 

• chef 

• clown 

• construction worker 

• doctor 

• electrician 

• farmer 

• firefighter 

• judge 

• lifeguard 

• magician 

• mechanic 

• nurse 

• photographer 

• pilot 

• plumber 

• police officer 

• reporter 

• secretary 

• singer 

• soldier 

Your child’s education will truly benefit from any experiences with these 

people. 

Sincerely 


Teacher 


Vocabulary 


Date: 

Dear Parents 






Consider whether your child has been to the locations listed below. If your 

child has not visited the places listed, consider providing them with the 

opportunity to visit them. It may not be possible for you to provide your child 

with experiences with each location listed below; however, make an effort to 

expose your child to as many as possible. 

Has your child been to … 

• an airport 

• an amusement park 

• an aquarium 

• a bakery 

• a bank 

• a beach 

• a bookshop 

• a bus station 

• a campsite 

• a chemist 

• a circus 

• a college or university 

• a dry cleaners 

• an electronics shop 

• a fabric shop 

• a fair 

• a farm 

• a fire station 

• a forest 

• a hardware shop 

• a hospital 

• a lake 

• a library 

• a hotel 

• the mountains 

• a cinema 

• a museum 

• a music shop 

• an office 

• a photography 

studio 

• a place of 

worship 

• a post office 

• a river 

• a sports event 

• a theatre 

• a zoo 


Your child’s education will truly benefit from any experiences with these 

locations. 

Sincerely 

Teacher 


Vocabulary 


Date: 

Dear Parents 






Consider whether your child has seen the objects listed below. If your child 

has not been exposed to the following items, consider providing them with an 

opportunity to do so. It may not be possible for you to provide your child with 

experiences with each item listed below; however, make an effort to expose 

your child to as many as possible. 

Has your child seen ... 

• an apron 

• an attic 

• an awning 

• a boat 

• a brick 

• bunk beds 

• a candlestick 

• a chandelier 

• a CD 

• a CD player 

• chopsticks 

• an education certificate 

• an escalator 

• a feather duster 

• a fire hydrant 

• a hot-water bottle 

• an ironing board 

• a lift 

• a matchbox 

• a rake 

• a rope 

• a saw 

• a screwdriver 

• a toolbox 

• tweezers 

• a workbench 

Your child’s education will truly benefit from any experiences with these items. 

TeacherViewing sample 

Sincerely 


Vocabulary 


Date: 

Dear Parents 






Consider whether your child has tasted the foods listed below. If your child 

has not experienced the following foods, consider providing them with the 

opportunity to taste them. It may not be possible for you to provide your child 

the option to taste each food listed below; however, make an effort to expose 

your child to as many as possible. 

Has your child tasted ... 

• artichoke 

• asparagus 

• aubergine 

• avocado 

• coconut 

• cottage cheese 

• courgette 

• cucumber 

• garlic 

• green beans 

• honey 

• lime 

• mango 

• melon 

• olives 

• papaya 

• pear 

• pineapple 

• raspberries 

• relish 

• spinach 

• sweet potato 

• Swiss cheese 

• tortilla 

• walnuts 

• yoghurt 


Your child’s education will truly benefit from any experiences with these foods. 

Sincerely 

Teacher 

Safety note: If you are inviting other children to taste these foods, be sure to 

take into account pupil allergies before providing any food experiences. 


Vocabulary 


Date: 

Dear Parents 

One of the best ways to develop your child’s vocabulary is to provide him/her with firsthand 

experiences. Through experiences, children learn words, contexts for the words 

and appropriate ways to use the words in sentences. Having extensive background 

experiences and a rich vocabulary helps children develop their reading comprehension 

skills. 

Consider whether your child has seen or had experiences with the animals listed below. 

If your child has not been exposed to animals, consider providing them with the 

opportunity to visit an environment where they would see these animals. It may not be 

possible for you to provide your child experiences with each animal listed below; 

however, make an effort to expose your child to as many as possible. 

Has your child seen … 

• a badger 

• a bear 

• a camel 

• a caterpillar 

• a centipede 

• a chicken 

• a cow 

• a crocodile 

• a deer 

• a dolphin 

• a donkey 

• an elephant 

• a flamingo 

• a fox 

• a frog 

• a giraffe 

• a goat 

• a goose 

• a hippopotamus 

• a kangaroo 

• a koala 

• a leopard 

• a lamb 

• a lion 

• a lizard 

• a monkey 

• a mosquito 

• a parrot 

• a pig 

• an owl 

• a panda 

• a peacock 

• a pelican 

• a penguin 

• a pig 

• a pigeon 

• a polar bear 

• a rhinoceros 

• a rooster 

• a seal 

• a squirrel 

• a snake 

• a starfish 

• a swan 

• a tiger 

• a turtle 

• a whale 

• a zebra 

Your child’s education will truly benefit from any and all experiences with these animals. 

Sincerely 

sample 

Teacher 

Viewing 


Vocabulary 


Providing language experience opportunities for pupils is an excellent way to develop pupils’ vocabularies. 

Although a language experience can be used with the whole class, an ideal setting for a language 

experience is with a small group. When used with a small group, the opportunities for each child to 

contribute to the discussion and develop other literacy skills are greater. 

Language experience 

Gather a small group of pupils around you with an object. See page 118 for ideas of objects that may be 

used. The questions listed below can be used as a guide for leading the discussion; however, they do not 

necessarily have to be followed in order. Allow pupils to help determine the direction of the discussion. The 

idea is to have a discussion in which pupils have an opportunity to learn more about a particular word, as 

well as to contribute their knowledge of the word. 

1. Show pupils the object you brought. Allow the children to touch the object. 

2. Ask them if they know what it is. If pupils do not know, identify the object for them. 

Ask them to repeat the name of the object several times with you. 

3. Ask pupils to describe the object (colour, shape, texture etc.). 

4. Ask if pupils know how the object is used. 

5. Ask where you would expect to find the object. What other things might be found with 

the object? 

As pupils are discussing the questions above, encourage them to use complete sentences 

that include the vocabulary word. For example, when describing the object pupils could say, 

‘The marionette has strings attached to its hands and feet’, or ‘I saw a man make a marionette move in a 

puppet show’. By including the vocabulary word as part of the sentence, the rest of the pupils in the group 

are hearing the word used in a variety of contexts which helps create a fuller understanding of the word. 

Object ideas for language experiences 

balloon 

baskets 

glitter 

pine cone 

stamps 

bracelet 

globe 

potato masher 

stuffed animal 

button 

gloves 

rocks 

tortilla 

calendar 

handkerchief 

rubber gloves 

tweezers 

candle 

instrument 

scarf 

wand 

cushion 

iron 

sequins 

whisk 

dustpan 

nest 

shells 

wig 

eye dropper 

newspaper 

small toys 

flower 



Vocabulary 

Extending language experiences 


Language experiences are designed to be discussion generators; however, by extending the activity, 

teachers can use the experience to develop literacy skills as well. There are many ways to do this; a 

description of one is shown below. Consider the literacy skills on which you are currently working and 

determine ways to incorporate the language experience to practise those skills. By including the vocabulary 

word as part of the lesson extension, pupils are gaining additional practice with the word. 

After the discussion ... 

1. Have each child think of a sentence using the vocabulary word. 

2. Write each pupil’s sentence on a sentence strip. 

3. Read the sentence back to the child while pointing to each word. 

4. Read the sentence with the child while pointing to each word. If necessary, hold the child’s index 

finger in your hand while you point to the words. 

5. Have the child reread the sentence while pointing to each word. 

Have the pupils complete a follow-up activity using their sentence strips. Assign all pupils the same activity 

or vary the activity based on pupil needs. Some activities include: 

1. Circle a target letter. If your class has been working on the letter ‘b’, have the child circle all the b’s 

in the sentence. 

2. Colour the spaces between the words. 

3. Circle the first letter (or last letter) in each word. 

4. Underline the vocabulary word. 

5. Circle words from the word wall that are in the sentence. 

6. Trace over the teacher’s writing with a highlighter or crayon. 

7. Cut the sentence strip apart at the spaces, mix up the words and rearrange the words to form the 

sentence. Store the cut up sentence strip in an envelope. Pupils can practise ordering the sentence 

during free time. 


8. Turn the sentence strip over and have the pupil write the sentence by him/herself. 

9. Turn the sentence strip over and have the pupil write a new sentence using the vocabulary word. 

10. Circle the vowels in each word. 

The compass told us which way to go. 


Vocabulary 


Young pupils love to share. This is an excellent opportunity for pupils to develop speaking skills. So, why 

not capitalise on pupils’ interests in sharing and use this as an opportunity to develop vocabulary? Many 

early years classrooms already have a system for sharing. Some teachers set aside time each day and a 

certain number of pupils to share during that time. Other teachers assign each child a specific day of the 

week on which to share. However you decide to organise your sharing, it is an excellent vocabulary 

development opportunity. Pupils who have rich vocabulary backgrounds will be modelling words and word 

usage. All pupils will be hearing words necessary for developing rich vocabularies. 

Listed below are ways that traditional sharing time activities can be used as a tool for developing 

vocabulary. 

Mystery share 

Have pupils bring an item they want to share in a paper bag. The pupil sharing must provide three clues in 

order to try to get the other children in the class to guess what is in the bag. This type of sharing activity 

works well to develop vocabulary because pupils must prepare in advance what they are going to say. The 

clues provide additional vocabulary related to the object in the bag. See page 128 for a sample letter that 

can be sent home. 

Theme share 

Determine a theme around which pupils must relate their sharing. The theme can be of any topic; however, 

if you can relate the theme to a topic of recent study, especially one in which vocabulary words were 

taught, it provides yet another context for pupils to apply their understanding of words. For example, if you 

are studying animals, tell pupils they must share something about an animal they have at home (such as a 

pet) or an animal they have seen somewhere (at a neighbour’s house or at a zoo). By relating the sharing 

topics, pupils are able to apply vocabulary words that have been recently studied and hear how words 

relate to each other, as well as hear words used in a variety of sentences. 

Current events 

One of the things pupils like to talk about the most is current events in their lives. Make the most of this by 

having pupils share about an event that has recently happened. This is an especially useful technique when 

the pupils have all shared a similar experience, for example a three-day weekend or an assembly. 

Teach and tell 

Have your pupils be the ‘teacher’ of the class. We all know the vocabulary and the specialised terms of the 

things we know best. Capitalise on this by having the pupils teach the class something they know about or 

how to do very well. See page 129 for a sample letter that can be sent home. 



Vocabulary 


Date: 

Dear Parents 

Children love to share. Sharing Time is a specific time of the school day set 

aside for pupils to share. This time provides an opportunity for pupils to 

develop speaking skills. 

We will be using Sharing Time to help develop vocabulary as well. Your child 

is scheduled for Sharing Time on . 

Please help your child select an item he/she wants to share with the class, as 

well as prepare what he/she will be saying. The item should be placed in a 

paper bag. Your child must provide three clues regarding the contents of the 

bag. The clues should help the other pupils in the class correctly guess the 

contents of the bag. Once the contents of the bag have been guessed, your 

child will show the object, share any other information desired and answer 

questions about the object from the class. Below is a sample of how your 

child might go about sharing. 

‘Good morning everybody. I have an object in my bag. Please try to 

guess what it is. It is smaller than my hand. It has a ring on it. You 

can put keys on the ring. Does anyone know what it is? (a key fob) 

I got this key fob when I went to Seaworld in Florida. My mum and 

dad let me pick out one souvenir from the gift shop. When I look at 

this key fob and see the picture of a dolphin it makes me think of 

my holiday. I keep my key chain on the pin-up board in my 

bedroom. Thank you. Do you have any questions?’ 

Please practise with your child what he/she will say. By running through the 

activity several times at home, your child will feel more comfortable when he/ 

she gets to school. Thank you for your support in making this portion of our 

school day a success. 

Sincerely 


Teacher 


Vocabulary 


Date: 

Dear Parents 

We have been participating in sharing time since the beginning of the year. 

The pupils are now ready for what we call Teach and Tell. This differs from 

simple sharing in that the child is responsible for teaching his/her classmates 

a simple activity or skill. Ideas include, but are not limited to, the following: 

• an anagram (scrambled word) 

• a ‘how to’ 

• a craft such as origami 

• explanation of how something works 

• a logic puzzle 

• a maths fact 

• a mind game 

• a science experiment 

• the rules of a sport or game 

• a science fact 

• words in a foreign language 

The best place to begin when choosing a topic for Teach and Tell is with your 

child’s particular interests and hobbies. Once the decision has been made, 

please help your child to prepare by watching him/her rehearse, offering 

praise and suggesting improvements. 

Thank you for taking the time to help your child prepare for Teach and Tell. 

The more rehearsal he/she has, the better the presentation is likely to be. 

Sincerely 

Teacher 



Vocabulary 


We know that pupils learn most of their vocabulary indirectly, so the teacher does not have to be the one 

from whom all vocabulary is learned. By carefully setting up common classroom activities, you can take 

advantage of pupils with rich vocabulary backgrounds and use them as models for other pupils. 

Dramatic play centres 

Dramatic play centres are common in many early learning classrooms. By providing a variety of props and 

a brief period of instruction, pupils will be immersed in a language-rich environment, one in which 

vocabulary naturally develops. Following instruction, pupils have immediate and meaningful opportunities 

to practise using new vocabulary. Additionally, pupils with rich language backgrounds and prior knowledge 

of the props or situations will act as models for other pupils. 

Involve pupils in setting up the play centre; it can become part of the instruction. Bring a variety of props 

in a box. Bring one object out of the box at a time. Ask pupils to identify and explain what it is and how it 

is used. Repeat the vocabulary word several times and use it in sentences in a variety of ways, especially if 

the item is something with which pupils may not be familiar. Elicit from pupils places they have seen each 

object and how they have seen the object used. Tapping into a pupil’s prior knowledge will provide for a 

rich language discussion. 

Ask a pupil to place the prop in the play centre in 

an appropriate place. The placement of the item 

often provides context for pupils who may not be 

familiar with the object, thus adding to pupils’ 

understanding of the word. For example, pupils 

may not be familiar with a roll of bandages or 

adhesive tape (suggested for use in a veterinarian 

office). By discussing the purpose of these 

objects and then placing them in the 

veterinarian’s bag, pupils begin to make the 

association that they are objects the veterinarian 

would use to help a sick animal. 

Model how to play in the play centre. Any time you spend in the play centre will directly benefit pupils, as 

well as model vocabulary in action. Do not feel like you have to spend a half an hour in the play centre, 

since even a few minutes will help pupils know how they can use the items. If pupils visit the play centre 

during a learning centre rotation, consider spending the first few minutes of each rotation in the centre, 

especially when new props are introduced. 



Vocabulary 

Dramatic play centres (continued) 


Many classrooms’ dramatic play centres consist of a play kitchen and possibly some dress-up clothes. It is 

important to change the dramatic play area when the children appear to have lost interest in the materials. 

Children will not play appropriately in the area when they are no longer stimulated. By adding new props to 

the area, interest is renewed. 

Consider some of these suggestions to bring pupils countless hours of fun, imagination and vocabulary 

development. 

Office workers: pads of paper, old typewriter, pencils holders, pens and pencils, stamps, stapler, tape, 

envelopes, hole punchers, telephones, old keyboards and computers with cords removed, and pictures of 

office workers 

Flower shop: flower and garden magazines, small garden tools, garden hats, gloves, aprons, plastic 

flowers, silk flowers, tissue-paper flowers, vases, telephone, Styrofoam squares, baskets, cash register, 

play money and pictures of flowers 

Beach party: beach towels, sunglasses, hats, empty sunscreen bottles, small CD player, plastic fish, fish 

net, fishing pole, umbrellas, beach balls, picnic basket, picnic blanket, plastic food and pictures of the 

beach and ocean 

Veterinary office: small stuffed animals, small rolls of cloth bandages, adhesive tape, cotton wool balls, 

veterinarian bag, stethoscope, disposable masks, magnifying glass, pet comb and brush, thermometer, 

telephone, pet travel boxes, old cages and pictures of animals 

Beauty shop: smocks, snap-in curlers, hand-held hairdryers (with cords removed), towels, straightening 

irons (with cords removed), hair pins, hair clips, empty spray bottles, empty shampoo bottles, mirrors, 

ribbons, bows, a telephone and pictures of hairstyles 

Safety note: Do not include combs or hair brushes. 

Camping: plastic bugs, wood for fire, water bottles, pillows, fly swatter, small tent, frying pan, spatula, 

sunglasses, small cooler, torch, frying pan, paper plates, utensils, sleeping bags, binoculars, fishing poles, 

coffee pot, plastic food and pictures of outdoor scenes 

Sporting goods shop: backpacks, heavy socks, helmets, cricket caps, gloves, cricket bat, football shoes, 

various types of balls, headbands, tennis racquets, telephone, goggles, flippers, snorkels, hand-held 

weights and pictures of athletes 



Vocabulary 

Dramatic play centres (continued) 


Consider putting together outdoor boxes such as these: 

Pipes: PVC pipes and elbows to be used in sand and water areas 

Hoops: plastic hoops to jump in, roll around, crawl through and so on 

Painting: painting items like buckets, aprons, several brushes in various sizes, water, paint, chalk, dish 

soap and paper 

Squirting: various squirt bottles 

Digging: buckets, scoops, shovels, pots and pans 

Transportation: cars, trains and trucks 

Gardening: outdoor gardening supplies including: watering cans, small hoses, plastic pots, small rakes, 

child-size gardening tools, gloves, kneepads, seeds and hats 

Habitats: large and small blocks, toy cars and trucks, and plastic animals, trees and people 

* Other ideas include a bakery, petrol station, repair shop, hardware shop, supermarket, fast-food 

shop, doctor/nurse office, police station, fire station, post office, dental surgery, restaurant and an 

ice-cream shop. 

Post Office 



Vocabulary 

Selecting vocabulary words – 1 

Because children learn the depth of a word based on various encounters with the word, it is important to 

select words with which pupils will have a number of exposures in a short period of time. (See suggestions 

below for a variety of ways to select words.) It is recommended that no more than ten vocabulary words a 

week be formally introduced, nor more than five at one time. Because the number is limited, be selective 

when considering words to use. Also, select the number of words based on the amount of time you have 

to devote to teaching the words. 

Once the words have been selected, locate other materials such as books, posters, songs, charts or 

diagrams that contain the vocabulary. Seeing the vocabulary again in another context is not only exciting 

for pupils, but reinforces the word which helps them build their understanding of the word. For all of the 

suggestions for selecting vocabulary, it is important to keep in mind that the vocabulary must be 

meaningful to the pupil. Select words the pupil can immediately incorporate into his or her vocabulary. 

Repeated practice and hearing the word in a variety of contexts will help pupils become more comfortable 

with their knowledge of the word, and thus they will begin to use it in their everyday conversations. 

Topical 

Words can be selected based on a unit of study. Teach vocabulary words from a thematic unit of study or 

from curricular areas such as science, social studies, maths, health or physical education. For example, if 

you will be teaching a unit on weather, it is an excellent time to introduce words such as sprinkle, storm 

and shower. Preview the materials you will be using to teach in order to select appropriate words. 

Literature selection 

Consider selecting words from a piece of literature that you will be studying or even just reading aloud. 

Pupils’ comprehension of the text will increase as they will understand more words from the literature. 

Grouping words 

Pupils can develop a better understanding of vocabulary words when similar words are grouped together. 

For example, when reading the story Make way for ducklings by Robert McCloskey, it is helpful for pupils 

to have an understanding of some of the geographical terms used, such as pond, river and island. 

Although there are many other vocabulary words that could be selected from this book, by selecting 

geography-related terms, pupils will be able to learn the terms in relationship to the other words, as well 

as how they are individually used in the book. 



Vocabulary 

Opposites 


Pupils who have a good understanding of antonyms can benefit from vocabulary words that are opposites. 

For example, if you wanted to use the vocabulary word ill, you may also select the word well. By using 

both words as vocabulary words, they can be compared and contrasted allowing the pupils to get a fuller 

sense of the meaning of each word. This is an especially useful strategy when pupils are already familiar 

with one of the words. 

Multiple meanings 

Enrich pupils’ vocabularies by selecting words with multiple meanings. To begin with, it is suggested that 

you select words for which pupils already know one meaning. For example, pupils already know the 

meaning of the word foot. It is the body part at the end of a leg. But, what about the foot of a ladder, the 

foot of a bed, the foot on a piece of furniture? These are all ways in which the word foot can be used. 

Synonyms 

Synonyms are excellent words to use for vocabulary instruction. We often use a variety of words to say the 

same thing. Think about the words we can use to say sad—unhappy, gloomy etc. Teach pupils a variety of 

ways to say words that they use in their everyday speaking. 

Distinction words 

There is often a variety of ways to say a word, and yet the word choice we make adds distinction. For 

example, pupils understand the sentence, ‘It is raining outside’. Introduce pupils to the distinctions we can 

make about how hard it is raining. For example, we can use these words to explain rain: sprinkling, 

pouring and drizzling. Introduce pupils to words that add distinction in order to make the ways in which 

the word is used more specific. 

Words encountered in worksheets 

There are many words we take for granted that pupils understand. Take a look at words from your phonics 

programme and consider some of those words for vocabulary words. There are many CVC (consonant, 

vowel, consonant) words pupils are expected to read, and yet we never spend more than a second or two 

explaining them. For example, nip, gap, jug and den are not unusual for younger pupils to encounter. 

However, many pupils do not have a good understanding of the definitions of these words. 



Vocabulary 

Location words 


In, on, around—although these words may seem simple and pupils have undoubtedly heard these words 

used before, location words are difficult words for many early childhood pupils to fully grasp and use 

appropriately. Consider identifying location words that you have noticed pupils have had a difficult time 

struggling to use appropriately. Use these words as vocabulary words in order to deepen pupil 

understanding of how these terms can be used. 

School events 

There are many events at school in which pupils participate that generate opportunities to develop 

vocabulary. For example, have your pupils ever carefully considered the word assembly? Think about the 

regular and specially scheduled events in which your pupils participate. You may even want to consider 

events that pupils may have heard about through older siblings but are not yet old enough to participate in. 

For example, a young pupil may not be on the athletics team; however, he or she may be curious about 

what an athletics competition is. 

Idioms 

Pupils don’t usually encounter a formal study of idioms until later in their schooling years; however, 

consider including idioms as vocabulary terms as they relate to topics of study. For example, if you are 

studying a unit on weather, in addition to the words sprinkle, downpour and storm, consider adding the 

sentence, ‘It’s raining cats and dogs’. 

Familiar words 

Not all vocabulary words have to be new. Study familiar words, too. Pupils enjoy being able to recognise 

words and participate in sharing their meanings. By including words familiar to pupils, you may be able to 

expand pupils’ understanding of how the word can be used. 

Similar sounds 

Do you have pupils in your class who think that in the alphabet song, the letters L, M, N, O and P are all 

one word, LMNOP? Without direct instruction, there are many words that sound similar to pupils until 

distinctions are made. As these words come up in your classroom, add them to your vocabulary list. For 

example, many pupils think the words locks and lots are the same word. By providing instruction in how 

these words sound different and look different when we spell and read them, pupils gain an understanding 

of both of the words. 

Holiday-related words 

There are many holiday-related words with which pupils may not be familiar, especially for terms that are 

used only once a year. Consider the upcoming holidays and select vocabulary words based on themes of 

the holiday. For example, for St. Patrick’s Day, you may select vocabulary terms such as leprechaun, 

Blarney Stone or shamrock. 



Vocabulary 

Picture-word dictionary 

Teaching vocabulary – 1 

This method of vocabulary instruction is particularly 

useful when introducing vocabulary that pupils will 

encounter in a book. Select several (usually no more 

than five) vocabulary words which you want pupils to 

learn. The words do not necessarily have to relate to 

each other; however, it is helpful to pupils if they do. 

If many of the vocabulary words will be new to 

pupils, it is nice to include at least one word with 

which pupils are already familiar. Photocopy and 

distribute page 137 to each pupil. You may wish to 

do the activity with pupils on an overhead 

transparency or interactive whiteboard. Write a 

vocabulary word at the bottom of each square and 

then as you explain the word to the pupils, draw a 

simple illustration to correspond. Pupils should also 

write the word and draw a picture. The vocabulary 

dictionary can be cut and assembled into a small 

book if desired. 

‘Quarter’ a word 

Choose a word to ‘quarter’ together as a class or small group. Fold a piece of paper into four sections or 

draw a rectangle on the whiteboard and divide it into four sections. In the first section, write the vocabulary 

word. In the second section, write a definition of the word. The definition can either be looked up in the 

dictionary or the word can be defined by the pupils. The third section contains a picture of the word. The 

picture can either be drawn or cut out from an old magazine. The final section includes a sentence that 

demonstrates how the word is used. 

Vocabulary word 

magnet 

Definition 


Picture 

A piece of iron or steel that 

attracts certain metals. 

Sentence 

I picked up the 

paperclips with a magnet. 


Vocabulary 

Picture-word dictionary 

Vocabulary 

by 



Vocabulary 

Ask questions 


Often by combining pupils’ understanding of a word, the class comes up with a thorough and deeper 

understanding of the word. Ask questions that help provide context of the vocabulary word. For example, 

for the word pup you might ask the following questions: What is a pup? What is another word for a pup? 

Where would you see a pup? Ask as many of the 5Ws + H questions (who, what, where, why, when, how) 

as are applicable to the word being studied. Chart pupil responses on a web in order to document the 

conversation. 

Pantomime 

This activity is excellent for reviewing vocabulary that pupils have been recently taught. Whisper a 

vocabulary word in a pupil’s ear. The pupil must use pantomime in order to try to get his or her friends to 

guess the word. Have the pupil who guessed the word use it in a sentence. Divide the class into teams and 

turn the activity into a game. Keep score to determine a winning team. 

Riddles 

Provide clues in order to introduce a vocabulary word. This activity works best if pupils are already familiar 

with the word and you are going to use the vocabulary word to deepen pupils’ understanding of the word. 

Here is an example: 

It has veins. 

It is green. 

It turns yellow and red in autumn. 

It grows on a tree. 

What is it? (a leaf ) 


Have pupils create riddles in order to practise and review vocabulary words already introduced. Pupils can 

work in partner pairs in order to come up with their own riddles. 


Vocabulary 

Cloze activities 


Cloze activities are an excellent way to practise applying vocabulary words. In cloze activities, key words of 

a sentence are left blank, covered up or blocked out. Pupils must use the context of the sentence in order 

to appropriately fill in the missing word. 

Cloze activities can be used to introduce vocabulary words; however, they work best when pupils are 

familiar with the words, and more review and application is needed. It is suggested that other strategies be 

used for introducing the vocabulary words, and then use the cloze activities to review and apply the target 

words. Following are several cloze activities that can be used for developing vocabulary. 

Introducing words 

Cloze procedures for introducing vocabulary work best if the vocabulary words do not relate to each other, 

especially if pupils are not at all familiar with the words. Pupils can then practise using the context of the 

sentence in order to determine the word that best completes the sentence. For example, if the vocabulary 

words you are introducing are herd, bow and stork from the story Bringing the rain to Kapiti Plain, the 

following cloze sentences could be used. 

The 

The 

I used my 

stood on one foot. 

of elephants protected the baby elephant. 

and arrow to shoot the target. 

Review in context 

Review vocabulary words in the context of several related sentences or a small paragraph. This strategy 

works especially well when several vocabulary words have been selected that relate to each other. For 

example, if vocabulary words related to a science topic (insects) have been selected, provide a cloze 

activity in which all of the words are connected, as in a paragraph. 

Vocabulary words 

abdomen body legs 

arthropods head thorax 

Insects are . All insects have six . 

Insects have three 

parts. The body parts are called the 

, and the . 


Consider using a simple paragraph from a related book or story that includes the vocabulary. Copy the 

sentences onto sentence strips or chart paper, deleting the key vocabulary words to create cloze sentences. 

By introducing related vocabulary and then having pupils practise the vocabulary in a cloze procedure such 

as the one described above, pupils are able to practise both reading the words in context, as well as 

developing a better sense of how the words relate to each other. 


Vocabulary 

Multiple answers 


You may wish to design cloze sentences to work with a variety of related vocabulary words on which you 

are working. For example, if pupils are learning about community helpers, a sentence such as, ‘A 

is a community worker’, may be used to demonstrate how a number of vocabulary words 

will work within the same context. Pupils can try inserting the names of a variety of community helpers in 

the sentence in order to see that all make sense. 

• A firefighter is a community worker. 

• A police officer is a community worker. 

• A rubbish collector is a community worker. • A mayor is a community worker. 

Reveal a letter 

Occasionally, pupils will have a difficult time determining the missing word in a cloze sentence, or, as in 

the activity above, multiple answers may apply to a particular sentence. A way to help pupils determine the 

missing word is to reveal the first letter. This will often provide pupils with enough support to help them 

determine the word. Depending on the word, you may need to reveal several letters. For example, if the 

word begins with a blend, you may wish to reveal the first two or three letters for an added clue. 

Strategies for using cloze activities 

Whiteboard/Chart paper – The easiest way to use this technique is to simply write the cloze sentence on a 

whiteboard or chart with a blank where the missing word belongs. This requires no preparation and can be 

done spontaneously as appropriate within your class schedule. 

Sentence strips – Write the cloze sentences on sentence strips. Leave a blank where the missing word 

belongs. Place the sentence strips in a pocket chart. Vocabulary words can be written on index cards and 

used in the blanks. This strategy is particularly useful for trying a variety of vocabulary words within each 

sentence. Doing so helps pupils understand how context relates to vocabulary. Additionally, the process of 

elimination can be demonstrated for determining the correct word. 

Cover-ups – Use sticky notes to cover up key words. Use sentences from any text used in teaching such 

as songs, poems, big books, posters and sentence strips. When the correct missing word is determined, 

reveal the completed sentence by removing the sticky note. 


There was an old woman who lived in a shoe 


Vocabulary 

Sentence variation 


Use target vocabulary words in a variety of sentences. By hearing the words used in a variety of sentences 

and, if appropriate, a variety of contexts, pupils deepen their understanding of the word and how it is used 

in our language. Consider the word builds and how pupils’ understanding of it can be deepened through its 

use in a variety of sentences. 

A construction worker builds the house. 

A bird builds a nest with grass. 

The boy builds with the blocks. 

The excitement builds as the wedding approaches. 

He builds a shelf to hold the microwave. 

Multiple meaning words 

Use words with multiple meanings in order to develop pupils’ understanding of the variety of meanings a 

word can have and how its context helps determine the meaning of the word. Be sure to differentiate 

between the various ways in which a word can be used. This is especially important when words that 

pupils are very familiar with and use on a regular basis are used in ways new to the pupils. The examples 

below show a variety of meanings the word foot can have. 

The quilt was at the foot of the bed. 

Put the shoe on your foot. 

I kicked the foot of the chair. 

We travelled by foot. 

Put the foot of the sewing machine down to start sewing. 

The year the poem was published was in the footnote. 

The dancer did fancy footwork. 



Vocabulary 

True/False 


True/False is an excellent game to play with pupils in order to review vocabulary. Think of several 

statements about a vocabulary word you want to review. Some of the statements should be true and some 

should be false. Read the statements to the children, one at a time. Pupils must determine if the statement 

is true or false. For example, the following statements could be made for the vocabulary word wellies. 

I wore my wellies to school when it rained. 

Mum made wellies for dinner. 

Her wellies kept her feet dry. 

Tim keeps his wellies near his raincoat. 

We grew wellies in the garden. 

(True) 

(False) 

(True) 

(True) 

(False) 

Determine a movement pupils can perform if a statement is true and another movement if the statement is 

false. For example, if the statement is true, pupils can show ‘thumbs up’. If the statement is false, pupils 

can show ‘thumbs down’. True/False can also be turned into a game by dividing pupils into teams and 

having them compete against each other. Keep score to determine a winning team. 

Five senses 

Help pupils develop a fuller understanding of a word by using their five senses. Bring an object to school 

which is related to a vocabulary word. Obviously, this activity will need to be modified if an object cannot 

be tasted. Create a chart on which to record pupil observations. A column for each sense that will be used 

should be included. Label each column with one of the five senses. Allow pupils to observe the object. 

Record their findings on the chart. 

Coconut 

See Touch Hear Smell Taste 

round hard liquid sweet sweet 

brown 


hairy 

fuzzy 


Vocabulary 

Classifying and categorising 


Classifying and categorising are important vocabulary building activities. Pupils build on their 

understanding of how words are used, as well as the relationship of one word to another. Below are 

several categorising and classifying activities that can be done with pupils. 

Fits the category 

In this activity, the teacher names a category and pupils must provide examples of words that fit in the 

category. For example, the teacher may say, ‘Colours’. Pupils must list colour words such as blue, red, 

yellow and green. See page 144 for a list of suggested categories. This activity is excellent for those five 

minutes before the lunch bell rings. 

Picture sort 

Photocopy the picture cards on pages 145–148 onto card. 

Colour and laminate if desired. Provide a group of pictures for 

pupils to sort. Begin by providing pictures from only two groups. 

For example, place the pictures of the pen, car, pencil, bus, truck 

and crayon in a pocket chart. Have pupils sort the pictures into 

two groups. Pupils should identify the car, bus and truck as one 

group and the crayon, pen and pencil as the other group. Have 

pupils name other items that would fit in each category. For 

example, pupils could name van to go in the same category as 

car, bus and truck. As pupils become skilled at sorting the 

pictures with similar characteristics, increase the number of 

groups. 

Challenge pupils to name the characteristic that is similar to all items. Many times pupils will be able to 

sort the pictures; however, they will not be able to name the characteristic similar to all items. When 

introducing the activity, simply name the category for pupils. As pupils become more skilled with sorting 

and classifying, they will be able to name the category more easily. 

Name the category 

Once pupils are skilled at naming items in a category, reverse the teacher/pupil roles. In this activity, the 

teacher names the items and the pupils must name the category. For example, teacher says, ‘coin, pound, 

penny, euro, cent’. Pupils should respond that the category is money. Sometimes, there will be more than 

one title that can be given for the words listed. Discuss the options and decide if one title is more 

appropriate or specific than the other. 



Vocabulary 


Use these categories with the activity Fits the category on page 143. 

Animals 

Animals that lay eggs 

Animals that live in the water 

Animals that live on land 

Careers 

Cartoons 

Clothes 

Colours 

Dinosaurs 

Fairytales 

Farm animals 

Flowers 

Foods 

Fruits 

Furniture 

Instruments 

Jewellery 

Jungle animals 

Kinds of meat 

Parts of an animal’s body 

Parts of the body 

Plants 

Sources of light 

Sports 

Tools 

Toys 

Vegetables 

Vehicles 

Things for a baby 

Things in a bathroom 

Things in a child’s room 

Things in a classroom 

Things in a kitchen 

Things people collect 

Things that are blue (or any other 

colour) 

Things that are cold 

Things that are hot 

Things that go 

Things that hold other things 

Things that need electricity 

Things that tickle 

Things to do at lunchtime 

Things used on a rainy day 

Things used on a sunny day 

Things you can read 

Things you eat for breakfast 

Things you eat for dinner 

Things you eat for lunch 

Things you find at the beach 

Things you find at the supermarket 

Things you find in a tree 

Things you find in the ocean 

Things you find outside 

Things you need to go camping 

Things you turn on 



Vocabulary 

Teaching vocabulary –9 

Writing tools Vehicles Fruits 



Vocabulary 


Parts of the body Things you take camping Farm animals 



Vocabulary 


Clothes Things you can sit on Types of weather 



Vocabulary 


Things you can open Utensils Things that grow 



Comprehension 

Comprehension 

We read in order to gain meaning from a text. Thus, comprehension instruction is crucial to teaching 

reading. Good readers read in order to derive meaning from a text for a purpose. Some reading is done to 

gain some type of assistance, perhaps from a recipe or for directions. Other reading is undertaken to 

increase knowledge. Still other reading is done strictly for pleasure. Good readers also actively participate 

while they are reading. They are engaged in gaining meaning from the text and have strategies for 

maintaining their understanding when problems arise. Good reading instruction provides pupils with both 

a purpose to read and strategies for monitoring their comprehension. 

Because comprehension, gaining meaning from a text, is such a critical element of reading, it is important 

to teach pupils how to monitor themselves when they are reading. Pupils need to know when their 

understanding of the text has broken down, and ways they can resolve the comprehension problem. Good 

instruction in comprehension teaches pupils strategies they can use for monitoring comprehension, as well 

as practice in using those strategies on a variety of texts. 

At the early level, pupils will most likely not read texts independently until later in the school year. (See the 

Fluency section on how young pupils can read with patterned and predictable books.) Much of the reading 

in the classroom will be done by an adult. Although most pupils will not be able to read texts 

independently, comprehension activities can still be used with pupils. In fact, it is critical that pupils be 

given comprehension instruction so that they can begin to understand the purpose of reading, as well as 

begin to practise comprehension strategies. 

Provided in this section are activities that can be used for comprehension instruction. 

• The first part of the section is devoted to activities that can be done when an adult, such as a teacher, 

reads the text to the pupils. The activities are mainly whole-class activities to be guided by the teacher. 

Refer to pages 150–160. 

• The last several pages provide practice with simple sentences that can be used to have pupils practise 

reading and demonstrate comprehension. Refer to pages 161–169. 



Comprehension 

Thinking aloud 

Thinking aloud is an excellent way for teachers to model good reading comprehension strategies for 

pupils. When reading a text, occasionally stop and say aloud what you are thinking as you read the text. 

You may wish to model making a prediction about what may come. You may wish to comment on an 

aspect of the corresponding picture. Whatever comprehension strategies you model, it is important 

because pupils emulate what they see. Showing pupils how to predict, clarify, ask questions and 

summarise while actually reading a text is powerful. Pupils can see how these tools for comprehending a 

text can be used while reading. 

Graphic organisers 

Graphic organisers are excellent for teaching pupils about relationships in a text and help break down the 

whole text into manageable pieces. The graphic organiser also shows the relationship of those pieces to 

each other. There are many graphic organisers available for use with a variety of types of texts and at the 

early level, most would be filled out together as a class. The teacher can either reproduce the graphic 

organiser on an interactive whiteboard or chart them on butcher paper. In either case, pupils should be 

able to see the graphic organiser and participate in completing it. By participating in the process pupils are 

deepening their understanding of the text, as well as receiving guided practice both in how to complete 

graphic organisers and how to use them to increase comprehension. Pupils gain important insight into 

what types of information they should be looking for when reading a text. Provided on pages 151–154 are 

graphic organisers that can be used with a variety of types of texts. 

The Story map on page 151 can be used to show important elements of a story. 

The Sequencing map on page 152 can be used to show the sequence and timing of a plot. 

The Venn diagram on page 153 can be used to compare two books or two elements from the 

same book; for example, two characters or two settings. 

The Text web on page 154 is especially useful for identifying important related aspects of a 

nonfiction text. 

See page 155 for an example of how each of these graphic organisers can be used. 



Comprehension 

Story map 

Complete the graphic organiser using information from your book. 

Title Characters 

Setting 


Author 

Problem Solution 


Comprehension 

Illustrate the beginning, middle and end of the story. 

Sequencing map 

Beginning 

Middle 

End 



Comprehension 

Venn diagram 



Comprehension 

Text web 



Comprehension 

Graphic organiser examples 

The three 

little pigs 

huff and puff 

mean wolf 

Title 

The Paper Bag 

Princess 

Problem 

The dragon 

captured Prince 

Ronald. 

Story map 

Characters 

Princess 

Elizabeth 

Prince Ronald 

Dragon 

3 pigs 

wolf 

straw house 

stick house 

brick house 

houses blown 

down 

Setting 

Castle 

Dragon’s cave 

Solution 

The princess 

tires the dragon 

out so he has to 

take a nap. The 

princess rescues 

Prince Ronald. 

Venn diagram 

The true story 

of The three 

little pigs 

sneezes 

baking a cake 

for Granny 

nice wolf 

each has a 

unique pattern 

live in herds 

Beginning 

A caterpillar hatches from an egg. 

Middle 

The caterpillar eats and eats and eats. He makes a 

cocoon. 

End 

The caterpillar emerges from the cocoon as a 

beautiful butterfly. 

Text web 

Zebras 

eat grass 


have soft lips 

run fast 

black and white 


Comprehension 

Stop and predict – 1 

Good readers are continually making 

predictions and revising their 

predictions based on what they have 

read. Encourage pupils to make and 

revise predictions by stopping when 

reading a story and asking them to 

make predictions about what will 

happen next. This activity can be done 

orally or by using page 157. Photocopy 

one copy of page 157 for each pupil. 

When reading a story, stop and have 

pupils draw a picture about what they 

think will happen next in the story. 

Allow several pupils to share their 

predictions with the class or have all 

pupils share their predictions with a 

partner. Be sure to encourage pupils to 

include why they made the prediction they did. Then, continue to read the story. If appropriate, stop again 

and have pupils revise their predictions. A great way to check for comprehension when you are finished 

reading the story is to have pupils draw a picture about how the story ended. 

Write an ending 

Another interesting way to complete this activity is to have pupils write the end of the book. Warn pupils 

ahead of time that you will not be reading the end of the book. Then read the book, stopping halfway, or at 

a critical point in the book, and have pupils write an ending. In essence, this is a prediction for how the 

book will end. Pupils will need to demonstrate their understanding of the book by including feasible 

endings that incorporate events, characters and settings from the beginning of the book. Often, the pupils 

will come up with better endings than are in the book. (Note: If possible, arrange for additional adult help 

with this activity.) 



Comprehension 

Stop and predict – 2 

My prediction 

Here’s how it ended 



Comprehension 

Story frame 

Summarising 

Summarising a book provides an excellent comprehension check. Summarising a text is a difficult thing for 

many pupils to do. They often want to include details that are unimportant to the main idea of the text. An 

excellent way to have pupils practise summarising is to have them complete a story frame. The story 

frame on page 159 can be used to help direct pupils to the most important ideas to be included in the 

summary. There is little room for pupils to get off track. The story frame on page 159 is especially 

designed to be used with fiction materials. The important book language pattern described below can also 

be adapted for use with a fictional text. 

‘The important book’ language pattern 

The text pattern on page 160 is based on the language pattern from Margaret Wise Brown’s book The 

important book. This story is an excellent read-aloud that pupils enjoy; however, the benefits of using the 

book and sentence patterns from the book are far-reaching. Once pupils become familiar with the patterns 

of the text, it can be used as a summary tool with other texts being read. See the example below for a 

summary of a science unit on matter. The critical thing that a language pattern does is to confine pupils to 

include only the most important pieces of information in the summary. Although this language pattern will 

work for fiction texts, it is especially useful with nonfiction texts. 

is everywhere 

takes up space 

has mass 

The important language pattern 

can take three forms 

can be a solid 

can be a liquid 

can be a gas 

matter 


is everywhere 

matter 


Comprehension 

Story frame 

Title: 

Author: 

A problem begins when 

Next, 

Then, 

The problem is solved when 


The story ends 

. 

. 

. 

. 

. 


Comprehension 

The important language pattern 

The important thing about is that it 

It . 

It . 

It . 

It . 

It . 

It . 

But the important thing about is that it is 

. 


. 


Comprehension 

Short Aa sentences 

Cut out the sentences at the bottom of the page. Read each sentence. Glue the 

sentence in the grey box below the picture that matches the sentence. 


A man has a hat. A dad has a van. 

A cat has a map. A rat has a can. 


Comprehension 

Short Ee sentences 

Cut out the sentences at the bottom of the page. Read each sentence. Glue the 

sentence in the grey box below the picture that shows the sentence. 


The hen has a bell. 

Ned is wet. 

The nest has eggs. 

The men have a net. 


Comprehension 

The tin is in the bin. 

Short Ii sentences 

Read the sentence beneath each box. Draw a picture to illustrate each sentence. 

The pig has a ring. 


The king can sit. 

The pin will fix the rip. 


Comprehension 

Short Oo sentences 


The dog can jog. 

The dog is on a log. 


The dog is on top. 

The dog can mop. 


Comprehension 

The bug is in the sun. 

Short Uu sentences 


The tub is on the rug. 


The mug is by the bun. 

The cub can run. 


Comprehension 

Colour the 

Colour the 

Colour the 

Colour the robot 

s red. 

s blue. 

s yellow. 



Comprehension 

Read the sentences. Colour the pictures. 

The sun is yellow. 

The cat is black. 

What colour is it? 

The grass is green. 

The bear is brown. 


The heart is red. 

The pumpkin is orange. 

The bird is blue. 

The hat is black. 


Comprehension 

How many? 

Read the sentences. Draw a picture to match the sentence. 

Here are two s. Here are four s. 

Here is one . Here are six s. 


Here are seven s. Here are three s. 

Here are five s. Here are ten s. 


Comprehension 

Animal names 

Read the animal names. Draw a line from the animal name to the picture of the 

animal. 

dog 

hen 

cat 

pig 


bug 


Page 16 

The pot should be matched with the pin. 

The bat should be matched with the bus. 

The wig should be matched with the web. 

The ten should be matched with the tap. 

The ring should be matched with the rat. 

The can should be matched with the cat. 

The (person) digging should be matched with the 

dog. 

The fish should be matched with the fan. 

Page 17 

The bug should be matched with the log. 

The map should be matched with the top. 

The fan should be matched with the sun. 

The bed should be matched with the sad (face.) 

The net should be matched with the hat. 

The hill should be matched with the ball. 

The six should be matched with the fox. 

The fork should be matched with the cake. 

Page 18 

Nail: nut, nest, nose 

Can: fan, sun, pen 

Page 20 

The following pictures should be crossed off: 

hen 

cat 

log 

fan 

cup 

van 

Page 21 

The following pictures should be crossed off: 

rat pin duck 

sun can tub 

Answers – 1 

Page 64 

1. at 6. pad other: tad 

2. an 7. pat nap 

3. ant 8. pan 

4. and 9. tan 

5. dad 10. tap 

Page 65 

1. cat 6. pin 

2. tap 7. log 

3. bed 8. mop 

4. pen 9. tub 

5. wig 10. run 

Page 67 

Has short Ee: bed, bell, hen, jet 

Does not have short Ee: pig, bun, cap, dog 

Page 68 

Pupils should colour the following boxes: 

wig, king, bib, pin, hill, chin, dig, ring, fin 

Page 69 

Pupils should write u as the medial letter in all of 

the words. 

Page 70 

Short A: sad, jam, man 

Short I: sit, rip, pig 

Short O: log, hop, box 

Page 71 

The cat should be matched with the fan. 

The net should be matched with the bed. 

The bib should be matched with the pig. 

The pot should be matched with the dog. 

The bug should be matched with the bun. 



Answers – 2 

Page 72 

1. cat 7. fan 

2. cot 8. fin 

3. hug 9. bag 

4. pig 10. bug 

5. tap 11. pin 

6. top 12. pan 

Page 73 

1. cap 

2. ten 

3. bun/jug 

4. fin 

5. jug/bun 

Page 161 

A man has a hat. 

A rat has a can. 

Page 162 

Ned is wet. 

A dad has a van. 

A cat has a map. 

The nest has eggs. 

Page 163 

Accept any picture that illustrates the sentence. 

Page 164 


Page 165 


Page 166 

All circles should be coloured yellow. 

All rectangles should be coloured blue. 

All squares should be coloured red. 

Page 167 

Teacher check 

Page 168 

Pupils should draw: 

2 hearts 4 flowers 

1 cloud 6 crayons 

7 smiley faces 3 stars 

5 balls 10 dots 

Page 169 

dog 

hen 

cat 


pig 

bug 

The men have a net. The hen has a bell.

PR-6216UK Reading For Success - Book 1

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