jolly phonics word list
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Slider WordsCan you say the sounds
and discover the word?
in Print Letters
sniprabbit
snackee
beepfaint
shadow
past
sit
jacket
Laurie Fyke
Elements
276 wordsthat can be sounded out
using the most common spelling for each sound.
The 42 letter sounds
Letters for the basic alphabet (short vowel sounds)
Digraphs for long vowel sounds ( ai, ee, ie,, oa,, ue)
Digraphs (ch, th, sh, ck, qu, oo, or, oi, ar, ou, er, ng, ck)
Blends (e.g. sc-, dr-, scr-, -nd, -nt sp)
Double letters (ss, zz, gg, ll, ff, bb)
Magic e (e.g. drive, vote, these)
Includes alternate sounding of /oo/ and /th/
s a t i p nc k e h r md g o u l fb ai j oa ie eeor z w ng v ooy x ch sh th qu
ou oi ue er ar
L. Fyke @ Primarily Learning and its licensors. All rights reserved.
DirectionsDirections for the activity: Print cards on 8 x 11 cover-stock. Take a piece of cover-stock 8 x 11 Use the template OR Hold the paper so that it sits tall in front of you. Fold the bottom almost one third up and the top one third down. (leaving room for sliders) Glue the top and bottom flaps together. Cut a half circle shape from each end. Cut the slider cards along the dotted line. Place about 10 Slider Cards into the holder right side up as it faces you. READING Place a green indicator on the left side facing you. The cards will be pulled
from this side for reading each sound and then blending to discover the word! Turn the holder towards the children and start to pull the word from the slider at the green indicator.
Use the colors to help determine how many letters you need to pull e.g. if the letter is red or blue just slide one letter; if the letter is purple or green there will be another letter needed to make the sound.
After the word is decoded, push it into the sleeve and start another word,SPELLING: Using the red mark on the right side facing you. Turn the holder towards the children pull the whole
word out of this side for spelling! Say the word then push the sounds in one at a time. Optional: Can you remember the sounds to record the word? Talk about double letters!
NOTE: All word cards indicate the grouping and sound that is being studiedin the right hand corner as a teacher reference.
Use the sound cards to practice new sounds and to review previously taught sounds.
Use 10 cards without the holder for READING THE WORD and SPELLING.Group Activity:
Reading 10 words: Show the card point to each letter and then sweep under the word.Say: Listen. (Teacher says each sound and then pushes the sounds together to say the word.) Say, Together (Teacher and students say each sound and then blend the sounds to discover the wordas previously modeled by the teacher.) Say, By Yourself. (Students do the activity by themselves.)
Spelling 10 words: Show a card Sweep under the word as you say it and then indicate each sound.Say: Listen. (Teacher says the word and then points to the letter(s) that make each sound and voices it.) Say, Together (Teacher and students say the word and then say each sound, as the teacher points to the letter(s) (segmenting the word) as previously modeled by the teacher.) Say, By Yourself. (Students do the activity by themselves.)
Blue letters- consonants - 1 soundper letter includes blends!
Purple letters double letters
Red letters- vowel sounds 1 sound per letter
Green letters digraphs if two digraphs are together the first is also underlined. this includes split digraphs. chime
L. Fyke @ Primarily Learning and its licensors. All rights reserved.
Reading Expectations
Kindergarten (Phonological Awareness & Phonics and Word Recognition) Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in
three-phoneme (consonant-vowel-consonant, or CVC) words.1 (This does notinclude CVCs ending with /l/, /r/, or /x/.)
Know and apply grade-level phonics and word analysis skills in decoding words. Demonstrate basic knowledge of one-to-one letter-sound correspondences by
producing the primary sound or many of the most frequent sounds for eachconsonant.
Associate the long and short sounds with the common spellings (graphemes) forthe five major vowels
Grade One (Phonological Awareness & Phonics and Word Recognition) Demonstrate understanding of spoken words and sounds (phonemes). Distinguish long from short vowel sounds in spoken single-syllable words. Orally produce single-syllable words by blending sounds (phonemes), including
consonant blends. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in
spoken single-syllable words. Segment spoken single-syllable words into their complete sequence of individual
sounds (phonemes). Know and apply grade-level phonics and word analysis skills in decoding words. Know the spelling-sound correspondences for common consonant digraphs. Decode regularly spelled one-syllable words. Know final -e and common vowel team conventions for representing long vowel
sounds.
Grade Two (Phonics and Word Recognition) Know and apply grade-level phonics and word analysis skills in decoding words. Distinguish long and short vowels when reading regularly spelled one-syllable
words.
Grade Three (Phonics and Word Recognition Know and apply grade-level phonics and word analysis skills in decoding words.
L. Fyke @ Primarily Learning and its licensors. All rights reserved.
Reading Ecpectaions are from the Common Core Document.
Reading:Push the sounds together to discover the hidden word!
W riting:Can you say the sounds that are in each word?
L. Fyke @ Primarily Learning and its licensors. All rights reserved.
Glue
sit
pats
pastx
x
x
Group 1
Group 1
Group 1
pins
spins
snipn
n
n
Group 1
Group 1
Group 1
snap
pants
skipn
n
k
Group 1
Group 1
Group 2
cats
snack
stickc/k
c
c/k
Group 2
Group 2
Group 2
skin
task
cank
k
c
Group 2
Group 2
Group 2
test
ten
beste
e
e
Group 2
Group 2
Group 2
met
nest
insecte
e
e
Group 2
Group 2
Group 2
hiss
hat
hith
h
h
Group 2
Group 2
Group 2
hip
ran
riskr
h
r
Group 2
Group 2
Group 2
crack
crept
trickr
r
r
Group 2
Group 2
Group 2
trap
rest
trackr
r
r
Group 2
Group 2
Group 2
print
maps
stampm
r
m
Group 2
Group 2
Group 2
man
met
stemm
m
m
Group 2
Group 2
Group 2
scram
miss
dadm
m
d
Group 2
Group 2
Group 2
sad
end
dentd
d
d
Group 2
Group 2
Group 2
drinks
hid
redd
d
d
Group 2
Group 2
Group 2
sand
hand
sendd
d
d
Group 2
Group 2
Group 2
and
drip
eggd
d
g
Group 2
Group 2
Group 3
get
gasp
grimg
g
g
Group 3
Group 3
Group 3
grand
tag
pegsg
g
g
Group 3
Group 3
Group 3
dig
drops
noto
g
o
Group 3
Group 3
Group 3
dogs
mops
socko
o
o
Group 3
Group 3
Group 3
rock
honk
momo
o
o
Group 3
Group 3
Group 3
stop
lock
ducko
o
u
Group 3
Group 3
Group 3
truck
stuck
cupu
u
u
Group 3
Group 3
Group 3
pup
skunk
nutsu
u
u
Group 3
Group 3
Group 3
sun
gum
drumu
u
u
Group 3
Group 3
Group 3
mud
hug
pumpu
u
u
Group 3
Group 3
Group 3
let
luck
lampl
l
l
Group 3
Group 3
Group 3
milk
plums
plugl
l
l
Group 3
Group 3
Group 3
clink
tell
drilll
l
l
Group 3
Group 3
Group 3
slug
split
clockl
l
l
Group 3
Group 3
Group 3
still
helmet
helpl
l
l
Group 3
Group 3
Group 3
fuss
fan
frogf
f
f
Group 3
Group 3
Group 3
self
frost
flatf
f
f
Group 3
Group 3
Group 3
from
huff
grufff
f
f
Group 3
Group 3
Group 3
films
fins
giftf
f
f
Group 3
Group 3
Group 3
best
bump
blackb
b
b
Group 3
Group 3
Group 3
robin
crib
bandb
b
b
Group 3
Group 3
Group 3
rabbit