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Pupil Book 4 introduces the letter/s-sound correspondences as shown on the front cover via Multi-skills Activities pages. The learner applies and extends phonics code knowledge, handwriting and new vocabulary, whilst developing language comprehension, via 12 Mini Story pages.
There are many reading, writing, spelling and talking routines to revisit, practise, apply, extend, discuss, illustrate, embed and assess the knowledge and understanding of new alphabetic code, vocabulary, concepts and spelling word banks. (Click on title or picture for a full product description)
Inside front cover pages of Book 4:
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 ‘incidental’ phonics teaching for reading, plus Say the Sounds activity from code introduced in previous books including pronunciation alternatives
‘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’)Click here to Read More
In Book 4, 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 4, further examples of pronunciation alternatives are introduced, (in addition to further examples of spelling alternatives). For example, the letter group ea is code for the /ee/ sound as in ‘eat’ and code for the /e/ sound as in ‘head’.
‘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 4 (at the end of the book) revise and assess the content in the book:
– Spelling Word Banks: for the /ee/ sound (ee, ea, –y)
– Spelling Word Banks: for the /w/ sound (w, wh) [Note: for the letter group wh, you can modify the sounds notation /w/ to /wh/ if you consider your accent requires this]
– Spelling Word Banks: for the /e/ sound (-e, –ea)
– Spelling Word Banks: for the /or/ sound (or, aw) [Note: for the letter group aw, you can modify the sounds notation /or/ if you consider your accent requires this]
– Spelling Word Banks: for the /z/ sound (z, –zz, –s, –se, –ze)
– Spelling and WritingThe Alphabet: letter formation and alphabetical order
– Revise the Letter/s-sound Correspondences
– Challenge: How many picture-words can you see and spell on the front cover of this book?
|Dimensions||38 × 26 × 2 cm|