No Nonsense Phonics Skills – Pupil Book 3 (Pack of 6 – Same Title)

Inside front cover pages of Book 3:

The Alphabetic Code – Building Up the Sounds and Graphemes chart with adult guidance ‘post-its’ about the alphabetic code introduced, plus full description of ‘The complexities of the English Alphabetic Code’, plus Top Tips for ‘incidental’ phonics teaching for reading, plus Say the Sounds activity

‘Core’ Multi-skills Activities pages for every letter/s-sound correspondence introduced systematically in Books 1 to 8 (these alternate with the Mini Story pages):

Phonemic awareness, letter formation, oral segmenting, encoding and decoding are featured throughout Books 1 to 8. In Book 9, the Multi-skills Activities pages are replaced with featured Spelling Word Banks (for example: ‘Same grapheme, different sounds’; ‘Same sound, different graphemes’)

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In Book 3, the phonics sub-skill for decoding (reading) of seeing the letter/s and ‘saying the sounds’ is practised with both lower case and equivalent capital letters as code for the same sounds.

In Book 3, the concept of pronunciation alternatives is introduced, (in addition to the concept of spelling alternatives which was introduced in Book 1). For example, letter a is code for the /a/ sound, but letter a can also be code for the /ai/ sound in some words.

‘Core’ Mini Story pages:

The sentences of the Mini Stories are always shown on writing lines throughout the series. High-frequency words, tricky words and words with unusual code (letter/s-sound correspondences) and additional (incidental) letter/s-sound correspondences are introduced via the Mini Story pages.

‘Summary pages’ in Book 3 (at the end of the book) revise and assess the content in the book:

–  Spelling Word Banks: for the /ai/ sound (ai, ay, a)

–  Spelling Word Banks: for the /oa/ sound (oa, ow, o)

–  Spelling Word Banks: for the /igh/ sound (-ie, –igh, i, –y)

–  Revise the Letter/s-sound Correspondences

–  Challenge: How many picture-words can you see and spell on the front cover of this book?

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