PHONICS AND LINUS SUPPORT WORKSHOP

TABLE OF CONTENTS

1.Fishing for Phonics ( Letters, Phonemes, Puzzle

letters)
2. Fishing for Sentences (Adaptation for older
students)
3.Letter Grab
4.Phonics Monsters
5.Phonics Flowers
6.Phonics Reading Fun
7.Phonics Flippers Relay Race
8.Play dough & Pipe cleaners Phonics
9.Racing Phonemes
10. Straw Bead Slides Phoneme Count
11. Write On and Wipe Off Phonics
12. Phonics Hammer Game
13. Puzzle: Fill-in-the-Blanks
14. Change-A-Letter, Make a word
15. Phonics Dominoes
16. Slide-A-Word
17. Phonics Fans
18. Giant Word Search or Boggle
19. ABC Clothesline class activity
20. Toss and Tell
21. Phonics Assessment: Using Informal and
authentic Assessment

PHONICS & LINUS SUPPORT LESSON FOR INTERACTIVE TEACHING

Title PHONICS FISHING

An activity which reinforces students’ knowledge of sound and letter

Description recognition in an enjoyable way.
 At the end of this lesson students will have practised and be able to:
Learning  Listen for individual phonemes and associate them with their
Objectives: corresponding graphemes
 Recall and say the phonemes being studied
 Listen for CVC words and practice their spelling

Yr. 1 Yr. 2 Yr. 3

Suitable for:
Use for: Class activity group work 3-6 Ps
ActivityTime 30 minutes

 Fishing rods 1 for each  Printed ‘fish’ with the

Materials
group target phoneme
Needed:
 Tape, string, Stapler,
Staples, magnet for each
pole

Close-up
Photo of
Teaching
Aid

Step by 1. Cut thin lengths of bamboo – however many rods you wish to make. Make sure
step you leave a notch at one end of each as you’ll need to tie a piece of string around
directions: them. Or buy pre-made cane pieces.
2. Wrap a piece of tape around each rod to prevent splinters.
3. Tie a 50 cm piece of string around the other end of each rod.
How to
4. Glue a strong magnet to the end of each piece of string.
create this
Teaching 5. Print, laminate and cut out phonic fish. You should have as many sets of fish as
you’re going to have groups in the class.
Aid
6. Put a number of staples through the “mouth” of each fish – enough to ensure
strong enough magnetism.

How to use this Resource in class Phonics Fishing

Introduce the Play with the entire class first to model the activity and learn the rules.
game
Divide Divide the students into teams or groups
students

1. Teacher should select a limited number of phonemes for each lesson – choose
whichever ones you wish to teach, though perhaps starting with SATPIN is a good
 idea because of the opportunities it creates for blending.
How to play
2. The phonemes should be drilled / revised before play.
3. Students are divided into groups or teams. Teams allow the teacher to spread
the differing abilities of the students through the class. If playing with groups, there
should be stronger groups and weaker groups otherwise the strong students will
dominate the game.
4. Students stand in a circle around the “pond” of fish. Teacher calls out a
phoneme (or can show a grapheme for weaker classes). Students must try to be
the first to “catch” the correct fish.
5. As an optional extra, get the class to chant the phoneme as they are fishing.
6. The student in each group who catches the fish should hold the fish up and
show the teacher.

Photo of
students
using this
activity

 Ensure each of your groups are of a similar ability.

Suggestions
to increase  If fishing in teams, ensure each group has a stronger student, a weaker student etc.
success while  If using the CVC version, make sure you practice segmenting and blending
using this beforehand. It could be even be useful to get students to put the rods down and to
activity practice blending together. They can then pick up the rods and fish for the letters
upon teacher’s command “GO!” or “FISH” etc.

How can you  In a variation of this game, “tag-team fishing,” students fish in teams and take
adapt this turns to fish for phonemes, collecting as many as they can for their team. Team
activity for mates can help out by chanting and pointing to the fish.
ability or
extend to  In another variation, the teacher will call out a CVC word. Students must be the
first to catch all 3 letters.
another topic
 Add staples to any word cards so you can ‘fish’ for them.

PHONICS & LINUS SUPPORT LESSON FOR INTERACTIVE TEACHING

Title FISHING FOR SENTENCES
Adapting for older students

An activity which helps students practise sentence structure by fishing

Description
 for words and putting them in order.

At the end of this lesson students will have practised and be able to:
Learning  Unscramble target sentences
Objectives:  create original sentences using substitution
 Focus on reading and sentence structure

Yr. 1 Yr. 2 Yr. 3

Suitable for:
Use for: Class activity group work 3-6 Ps
ActivityTime 30 minutes
Required

 Fishing rods 1 for each  Permanent pen

Materials
group with a magnet and  Nail polish remover
Needed:
string.
 Bowl of water
 5-10 Ping pong balls with a
small metal washer glued to  Plastic egg crate
the ball; hot glue needed

Close-up
Photo of
Teaching
Aid

Step by 1. Buy pre-made cane pieces.

step
3. Tie a piece of string around the other end of each rod.
directions:
4. Glue or tie a strong magnet to the end of each piece of string.
5. Hot glue a small metal washer on the ping pong ball: this will become the
How to bottom because the washer will give weight to the ball.
create this 6. Write each word of your target sentence on the top of one ball: 1 word per
Teaching ball
Aid 7. Float the balls in a container of shallow water to allow students to ‘fish’ for
them
8. Write several target sentences on the board.

How to use this Resource in class Sentence Fishing

Introduction Play with the entire class first to model the activity and learn the rules.
Divide Divide the students into groups of 3-6 students; this works well as a station.
students Students participate in group work – each group has a different activity.
 1. Teacher should select a limited number of sentences, If you have 6 groups
write about 10 sentences on the board using the same structure, but with
substitutions. Some sentences should be easier for lower abilities. (cover the
sentences with a paper)
How to play
2 Students are divided into groups. Groups allow the teacher to spread the
differing abilities of the students through the class. If playing with groups, there
should be stronger groups and weaker groups otherwise the strong students will
dominate the game.
4. Students stand in a circle around the “pond” of fish. They pass the rod around
and each student should ‘catch’ one ball, read the word and put it into the egg
crate. Each student adds their word to the crate, as a group they are trying to
make a sentence in the correct order.
5. When each group thinks they have the correct sentence, the teacher uncovers
the sentences and pupils correct if necessary.
6. Rotate the egg crates to a new group for a new sentence or rotate the students.
The new group should not see the sentence order until they ‘fish’ for it.
7. Use nail polish remover and tissue to remove the marker pen from the ball and
write new sentences for the following unit’s focus and to keep using the balls.

Photo

 Ensure each of your groups are of a similar ability.

Suggestions
to increase  Add or remove words at some stations to change the sentence to adapt it for
success while different levels. (remember to add or change on the board too.)
using this
 To help maintain discipline and focus ask students to put down the rod and
activity
put their hands on their head for a ‘silent signal’ which means they are ready
for the teacher to check the word order….thumbs up means correct, or
thumbs down means ‘keep working’. You can wander through the class
helping them as necessary. The fast group can fish twice for the sentence.
 Points given for correct sentence structure creates focus, but make sure to
adapt for lower levels if you are giving points to allow for success.

How can you

 Vocabulary recognition: Teacher calls out a word and the students must
adapt this
catch it. Ask 1 student to act out a word and students must catch it.
activity for
ability or  Students learn quickly to write their own words on the balls and how to
extend to clean them. They can make a sentence from the text for the next team to
another topic fish for and put in order.

PHONICS-LINUS SUPPPORT LESSON FOR INTERACTIVE TEACHING

Title LETTER GRAB

Quick, easy and fun game for practicing upper and lower case
Description
 letter recognition and spelling CVC words

At the end of this lesson students will have practised and be able to:

Learning  Match upper and lower case letters

Objectives  Name letters
 Spell CVC words and read them
Suitable Yr. 1 Yr. 2 and low Yr. 3
for:
Use for: Class Activity Pair work Group Work (3-6 Ps)
Activity 5 minutes for each round of play
Time
Required
 4-6 pairs of kitchen tongs  Magnetic letters or
Materials
Needed:  Paper Box top Use bottle caps with
letters written on the top

Attachments
 None needed
Included

Close-up
Photo of
Teaching
Aid

Step-by-
Step
1. Purchase magnetic letters with upper and lower case or
Directions collect water bottle tops and write the letters on the top with a
How to permanent marking pen for a free version of the game.
Create this 2. Purchase 4-6 sets of kitchen tongs depending on your class
Teaching
Aid
size or borrow from the canteen for your class. Chopsticks work
too!

How to Use This Resource in Class LETTER GRAB

Introduce Play with the entire class first to model the activity and learn the
the game rules. Class divides into teams 1 member at a time plays.
 Divide Divide the students into teams for the demonstration. Later this
students
is a good game to play in groups or stations.

1. Divide students into groups of 3-6

2. Shake the letters in the paper box lid so they mix and spread
out on the bottom of the box surface
How to Play 3. Students must work in pairs or individually to see which team
can get the most matching pairs of letters.
4. Students grab the letters with the tongs and line up the
matching pairs of upper/lower case letters on their side of the
desk.
5. Turn over the timer and play begins.
6. Read the letters after the play finishes and give a thumbs up
for correct matches. Incorrect matches go back in the box.
7. Count the number of matches for points.

Photo of
Students
Using this
Activity

 Divide students into equal ability groups to avoid a high

Suggestions
to Increase student doing all of the work
Success  Keep the game moving fast with playing going on most of
While Using the time to prevent students from grabbing each other with
This Activity the tongs.

How You Can  Use for ABC order

Adapt This
Activity for
 Focus on naming the letters and pronouncing the
Other Abilities phonemes.
or Extend to
Another Topic  Increase the challenge by asking students to grab 3 letter
words – add extra of the more commonly used letters and
the vowels.

PHONICS & LINUS SUPPORT LESSON FOR INTERACTIVE TEACHING

Title PHONICS MONSTERS
 Consonants, vowel and digraph graphemes segmented using a head-middle-tail technique.
Description
At the end of this lesson students will have practised and be able to:
 Say phonemes and blend target CVC words
Learning
Objectives  Hear, recognize and spell CVC words using previously taught phonemes

Suitable for: Yr. 1 Yr. 2 low year

Use for: Class Activity Pair work Group Work (3-6 Ps) Individual Student work

Activity Time Initial Explanation and Demo 30-40 minutes

Required Review/Expansion Activity 10-30 minutes

Materials  1 large set of phonic monsters (heads/mids/tails)

Needed:
 1 set of small phonic monsters; 1 set per 2-3 pupils

 Year 1 Semester 1 CVC Heads  Year 2 Vowel Digraph Heads

Attachments
 Year 1 Semester 1 CVC Mids  Year 2 Vowel Digraph Mids
Included
 Year 1 Semester 1 CVC Tails  Year 2 Vowel Digraph Tails
 Year 1 Semester 2 CVC Heads  Single Pics
 Year 1 Semester 2 CVC Mids  Rummy- Change It Game
Instructions
 Year 1 Semester 2 CVC Tails

Step-by-Step 1. Demo – Show and elicit phonemes of basic ‘head’ phonemes – s, t, p, n

Directions 2. Demo – Show and elicit phonemes of basic ‘mid’ phonemes – a, i, e…..
3. Demo – Show and elicit phonemes of basic ‘tail’ phonemes – s, t, p, m
How to
Create this 4. Demo – Say a CVC word. Eg – cat. Show Ps how to segment the word and choose
Teaching Aid monster cards according to the three sounds.
5. Demo – Continue to demo. Ask pupils to come join and ask lots of CCQ questions.
6. Groups of 3 – Each pupil gathers either the heads/mids/tails in front of them as they sit
three next to each other.
7. Groups of 3 – Teacher says a CVC word – all Ps repeat and segment, repeat and
segment. Teacher says go and Ps try to spell the word correctly using the phonics
monster cards.
8. Groups of 3 – Check answers and note and correct common errors.
9. Groups of 3 - Using the demo (big) monsters – show correct answer to pupils to check.
10. Groups of 3 – Move the phonics monster cards down and pupils are clear and ready for
Step 7 with a new CVC word.

How to Use This Resource in Class PHONICS MONSTERS

Introduce the Play with the entire class first to model the activity and learn the rules.
game
Divide Divide the students into teams, pairs or groups
students
1. Demo – Show and elicit phonemes of basic ‘head’ phonemes – s, t, p, n
2. Demo – Show and elicit phonemes of basic ‘mid’ phonemes – a, i, e…..
3. Demo – Show and elicit phonemes of basic ‘tail’ phonemes – s, t, p, m
How to Play 4. Demo – Say a CVC word. Eg – cat. Show Ps how to segment the word and
choose monster cards according to the three sounds.
5. Demo – Continue to demo. Ask pupils to come join and ask lots of CCQ questions.
6. Groups of 3 – Each pupil gathers either the heads/mids/tails in front of them as
they sit three next to each other.
7. Groups of 3 – Teacher says a CVC word – all Ps repeat and segment, repeat and
segment. Teacher says go and Ps try to spell the word correctly using the phonics
monster cards.
8. Groups of 3 – Check answers and note and correct common errors.
9. Groups of 3 - Using the demo (big) monsters – show correct answer to pupils to
check.
Groups of 3 – Move the phonics monster cards down and pupils are clear and ready for
Step 7 with a new CVC word.

 Introduce the idea of phonics monsters slowly. Start with phonemic awareness and
Suggestions to
slowly build up to segmenting and blending.
Increase
Success While  Use often and create routine for the handing out/game play/clean up
Using This
Activity  If creating many sets of small cards for groups; try to print on different colours so
the many sets can be easily distinguished. If they get mixed up, or one is
lost/found…it is easier to put back in order.

How You Can

 Rummy Game – see attached rules
Adapt for
Abilities or  Swap It Game – see attached rules
Extend to
Another Topic  The cards could be hole-punched and bound with a ring to become a flip char

PHONICS – LINUS SUPPORT INTERACTIVE ACTIVITIES

 Title PHONICS FLOWERS

A quick an easy activity to focus on using phonemes and word

Description
chunks.

At the end of this lesson students will have practised and be able to:

Learning  Use phonemes / sounds

Objectives  Read common word ending chunks
 Change beginning letter sounds and read new words
Suitable Yr. 1 Yr. 2 Yr. 3 adaptable for yr. 4,5,6
for:
Use for: Class Activity Pair work Group Work (3-6 Ps) Individual Student work
Activity 10-20 minutes
Time
 Paper or cardboard circles  marker
Materials
Needed:

Attachments  word family list for reference

Included

Photo of
Teaching
Aid

Stud

ents making flowers

 Step-by-
Step
1. Write common word endings on one colour of paper. ‘ig’, ‘an’
Directions to create the centre of a flower.
2. Write consonants on other circles of paper on a different
How to colour of paper to make the flower petals.
Create this
Teaching 3. Label two boxes or plastic bags to hold the ‘word endings’
Aid and another bag for ‘word beginnings’ for storage and sorting.

How to Use This Resource in Class PHONICS FLOWERS

Introduce Play with the entire class first to model the activity and learn the
the activity rules.
Divide Divide the students into pairs or groups
students

1. Once students know how to create the Phonics Flowers

let them create their own in groups.
2. Give each group 1 or 2 word endings and many
How to Use consonant letters.
3. Ask students to create flowers and read each new word
they make.
4. You can check the words that are ‘real’ words and ask
them to write them into their exercise books or simply
read them.
5. Don’t be afraid to let students make silly words for the
purpose of applying phonics and reading.

Students
using this
Activity

Suggestions  Use only one or two word endings to keep it simple for
to Increase students to sort and make words.
Success  Switch endings to different groups as students complete
While Using
This Activity them.
 Repeat the activity on different days rather than making it a
long lesson, keeping the time to about 15 minutes. This
 will keep interest and motivation high.
 Use regularly to allow students to use previous knowledge,
apply the skills they have learned and challenge
themselves
How You Can
Adapt This  Add a new word family each week.
Activity  Display the flowers in the class with blue tac as they make
them

PHONICS-LINUS SUPPPORT LESSON FOR INTERACTIVE TEACHING

Title PHONICS READING FUN

Use a classroom poster for reading phonics – photocopy and cut

Description
to make it an interactive activity for class and group work

At the end of this lesson students will have practised and be able to:

Learning  Read sentences using phonemes (a,e,i,o,u)

Objectives  Match the meaning of sentence with a picture
Suitable Yr. 1 Yr. 2 and low Yr. 3
for:
Use for: Class Activity Pair work Group Work (3-6 Ps)
Activity 10 minutes for each set of vowels
Time
Required
 Pictures for meaning  Sentence strips
Materials
Needed:  Poster for answer sheet  Optional Velcro board

Attachments All pictures & sentences

Included
Close-up
Photo of
Teaching
Aid

Step-by-
Step
1. Print the attached pictures and sentences
Directions 2. laminate and cut; separate the picture & sentence

How to
3. Separate cards to create several sets of pictures/sentences
Create this 4. pictures and cards are mounted on different colours of paper
Teaching to easily sort into sets according to the target phoneme/vowel
Aid
5. You can opt to Velcro the cards or use on the table top

How to Use This Resource in Class PHONICS READING FUN

Introduce Play with the entire class first to model the activity and learn the
the game rules.
Divide Divide the students into teams, pairs or groups
students

1. Divide students into groups of 3-6

2. Give each group a set of cards
3. Students match the sentence with the correct picture
How to Play
4. After completing one set, switch cards with another group
5. Students can check their own answers by looking at the
poster

Photo of
Students
Using this
Activity
  Divide students into equal ability groups to avoid a high student doing all of
Suggestions the work
to Increase
 Print a copy of the correct answers to allow for self-correction
Success
While Using  Provide one set of cards at a time to prevent students feeling overwhelmed
This Activity with a big job all at once
 Hook the cards together on a ring for easy & safe storage

How You Can

 For lower level put only 3 pictures/sentences in a set and rotate to a new
Adapt This
group every 5 minutes
Activity for
Other Abilities  Higher ability students can combine more than one set to increase the
or Extend to challenge
Another Topic
 Take individual photos of parts of a poster on any topic or language in your
school with pictures and text. Print photos 4 per page. Cut & laminate
Ho
w to Use This Resource in ClassPHONICS FLIPPERS
Introduce the game Play with the entire class first to model the activity
Divide students Divide the students into teams, pairs or groups
How to Play
1. Make a group of five pupils. Have two pupils at table 1 with the laminated letters turned
upside down. This table is furthest from the board.

2. Have two pupils at table 1 with the laminated letters turned upside-down. This table is
furthest from the board.

3. Have two other pupils at table 2 with the magnetic letters. This table is between table 1 and
the blackboard.

4.Have one student at the blackboard.

1. 5.Have the pupils from table 1 work together using their flippers to turn over letters until
they can make a CVC word together.
2. 6. When the word is made from laminated letters the pupils from table 1 need to go to
table 2 and put the word on the table.
3. 7. Give the flippers to table 2 pupils. Then return to table 1
4. 8. Table 2 pupils must work together to place magnetic letters on the paper letters.
5. 9. When the magnets have been placed on the letters table 2 pupils must say and spell
the word 3 times.
6. 10..Finally the student standing at the board must say, (spell, blend, and even segment)
the letters and write the word 3 times.This will gain your group a point.

Suggestion ● Demonstrate clearly with one group before introducing it to

s to the entire class.
Increase
● Print and use “Flipping Green Eggs” for older children.
Success
While Using ● Ask for help from designated “Cooking Captains” to
This manage classroom control.
Activity
How You
Can Adapt This can be used for Malay practice
It can be utilized by older children for usage and review of
particular topics, e.g. jobs, colours, numbers, matching
 verbs tenses and singular with plural words

PHONICS – LINUS SUPPORT INTERACTIVE ACTIVITIES

Title PLAYDOUGH PHONICS

A variety of activities using play dough or pipe cleaners to

Description
practise phonics, letter formation and beginning reading

At the end of this lesson students will have practised and be able to:

Learning  Learn letter formation while practising fine motor control

Objectives  Practise phonemes
 Form familiar words
Suitable Yr. 1 Yr. 2 Yr. 3
for:
Use for: Class Activity Pair work Group Work (3-6 Ps) Individual Student work
Activity 10-30 minutes depending on the number of activities used
Time
Required
 Play dough or clay  Copy & laminate mats
Materials
Needed:

Attachments  Play dough mats  Tic tac toe boards

Included
 Photos for use  Suggestions for use
 Close-up
Photo of
Teaching
Aid

Directions 1. Buy or make play dough or clay.

How to
Create 2. Print and laminate play dough mats to provide lines for
this ‘writing’
Teaching 3. Use recycled containers or plastic bags to store the clay.
Aid

How to Use This Resource in ClassPLAYDOUGH PHONICS

Introduce Use with the entire class first to model the activity and learn the
the activity expectations for care of dough and mats.
Divide Divide the students into teams, pairs or groups or do as entire
students
class

1. Allow students to simply play with the clay for a few minutes
before you begin the lesson.
2. Teach how to roll a ball, make a snake and break it into
How to Use pieces first to model the letters.
3. Begin with step by step modelling and instructions to form
one letter and then another. Model straight lines and how to
make circles or curved lines.
4. The first time you use the dough do very simple and easy
exercises to allow them to practise formation. It should be a
directed lesson to the entire class.
5. As students become familiar with the materials allow them to
use their imagination and form words.
6. Use the dough for about 10 minutes a day, use it often.
Review the last lesson and change the focus each time you use
it.
Photo of
Students
Using this
Activity

Increase
 Once students know how to use the clay use it as a station
Success
While Using for group work.
This Activity  Ask students to find words in the classroom to copy.
How You
 Use for names, vocabulary, phonics, penmanship
Can Adapt
This Activity  Students can create animals, buildings, classroom objects
for Other or any other nouns they can make with the clay
Abilities or
Extend to  Teach verbs and following directions by using guided
Another activities: roll the dough, cut the dough, make a small red
Topic ball, form a snake etc.

PHONICS-LINUS SUPPPORT LESSON FOR INTERACTIVE TEACHING

Title RACING PHONICS

Students race a ‘phoneme car’ by reading and cheering the

Description
phoneme during the race.

At the end of this lesson students will have practised and be able to:

Learning  Recognize and learn colour words: black, white, red, blue
Objectives  Name the target letters (in this example: SATP)
 Say the target phonemes (in this example: SATP)
Suitable Yr. 1 Can adapt for reading and vocab for Yr. 2 Yr. 3 +
for:
Use for: Class Activity Group Work (3-4 Pupils)
Activity 10-20 minutes
Time
Required
  4 Small toy cars  4 Small blank stickers
Materials
Needed:  Tape for the start and finish  Permanent marker pen
line 

Attachments  None needed 

Included

Close-up
Photo of
Teaching
Aid

Step-by- 1. Place 2 metre-long strips of masking tape on the floor about 1

Step or 2 metres apart (running parallel).
Directions
2. Write the word ‘Start’ on one strip of tape
How to 3. Write the word ‘Finish’ on the other strip of tape.
Create 4. Write 1 target letter/phoneme on each of the 4 stickers
this
5. Place one sticker with one letter on each car
Teaching
Aid

How to Use This Resource in Class RACING PHONICS

Introduce the Play with the entire class first to model the activity and learn the rules. Put the start and
game finish line on the floor. Students sit in a large oval around the lines.
Divide students Divide the students into 4 equal teams once they are seated. The students sitting next to
each other can be on the same team. Give each team a letter name. (SATP) Go around
the circle and tell each student their letter/team name.

1. Demonstrate first how to race the cars. The first time playing let every student have a
practise try thenroll the car a second time before counting points. The first car roll is a
free practise throw only.
How to Play 2.Place the ‘S’ car behind the start line
3. Slowly push the car and let it go by the time your car crosses the Start line. Leave the
car on the ‘road’
4. If it is the S car all of the S team must cheer by calling out the sound of the phoneme
many times /S/S/S/S/. Stop cheering when the car stops moving. Leave car on the ‘road’
5. The next team ‘A’ (letter) pushes their car. The ‘A’ team cheers the phoneme /A/A/A/
until the car stops moving. Leave the car on the ‘road’
6. Continue play with P and N cars by repeating the above. 1 car at a time!
7. Once all 4 cars are raced see who is the closest to the line. Give a team point. Note:
a car thrown after the others may knock the others closer to or away from the finish line.
The winner is the car that touches or is closest to the finish line after all 4 cars are
 played. (this prevents overthrowing the cars) 2 cars = tie and both get a point.
8. Start again with the next member from each team racing the car. Alternate which car
goesfirst.
9. Repeat until all students have had a turn.
10. Change the phoneme/letter simply by adding a new sticker on top of the old one or
remove the old one. If the class seems to know the first 4 phonemes half way through
the game change the phonemes to keep it interesting and to progress in learning.
11. Say the name of the letter and the sound the car makes (phoneme) and refer to the
car’s colour throughout the game to model the vocabulary word and pronunciation.
12. Once the class knows the game and the behavioural expectations then they can use
the cars in stations for review without the teacher’s help.

 Give clear directions and expectations. If someone grabs a moving car then their
Suggestions to
team’s car is removed from that race and cannot score, but it can join the next
Increase
race.
Success While
Using This  Put the start and finish line about 1 metre apart so students push the cars gently.
Activity
 Only count the point if the team is cheering the phoneme.

How You Can

 Write target vocabulary words on cars for ‘drilling’ reading of the words
Adapt This
Activity for  Use phrases such as ‘big blue car’ ‘fast red car’ instead of phonemes
Other Abilities
or Extend to  Use to reinforce for numbers by counting as each car is raced
Another Topic  Use to reinforce or introduce first, second, third, fourth by asking the class to tell
you the position of each car at the end of the race.

PHONICS & READING LESSON FOR INTERACTIVE TEACHING

Title STRAW BEADS SLIDE: SEGMENT & COUNT

This is a simple segmenting tool used to count phonemes within

Description
a word.

At the end of this lesson students will have practised and be able to:
Learning  Segment words into phonemes to spell (2.1.4)
Objectives  Demonstrate understanding of segmenting by physically
showing the number of phonemes in a word.
 Articulate individual phonemes in a word.

Suitable Yr. 1 Yr. 2 Yr. 3 adaptable for yr. 4,5,6

for:
 Use for: Class Activity Pair work Individual Student work
Activity 2-10 minutes depending on the number of words.
Time
Required

 Thick string or shoe laces  Word list

Materials
Needed:  Brightly coloured
macaroni/beads/ or straw

Attachments
Included  Word list of 2-3-4 phonemes

Close-up
Photo of
Teaching
Aid

Step-by- 1. Take a shoe lace or string and cut into several 15 cm pieces.
Step
2. Tie a knot at 1 end of the string or lace.
Directions
How to 3. Thread 6 pieces of macaroni/ straw or beads on to the string.
Create this 4. Tie the other end.
Teaching *** Be sure the holes are small enough that they won’t slide without
Aid assistance.

How to Use This Resource in Class STRAW BEAD SLIDE

Introduce Play with the entire class first to model the activity and learn the rules.
the game
Divide Divide the students into pairs or groups. One person can be the
students “teacher”. This should done as a class several times, first.

1. Give each pupil a bead slide.

2. Teacher- Say a word. Example : /paw/
3. All Pupils- Listen then repeat the word. Example : /paw/
How to Play 4. All Pupils – Segment the word and move a piece of straw as they say
each sound. Example : /p/ /aw/
5. Teacher – Say “word”
6. All pupils - Say /paw/
7. Teacher- Say “How many phonemes/sounds are in the word /paw/?
Then choose a student with a raised hand to answer.
8. Chosen Pupil- Say “2” (that is the number of sounds in /paw/)
 9. Teacher – Give feedback (great job, you are right, excellent)
10. Teacher- Say “Reset” (this command tells pupils to move all straw
pieces to the starting position).
11. Teacher- Repeat steps #2-#10 with several other words.

Photo of
Students
Using this
Activity

 Give clear instructions. Demonstrate activity several times.

Suggestions
to Increase  Write out the instructions you will say, practice it and use consistently.
Success  Demonstrate segmenting using 1 finger /sound, first.
While Using
 Encourage pupils to say each sound as they move each piece of
This Activity
straw.
 Smile often and praise pupils on their progress.

How You Can  Use the segment slide to count syllables in a word.
Adapt This
Activity for  Use the segment slide to count words in a sentence.
Other  Have pupils write the word after segmenting it.
Abilities or
Extend to
Another
Topic

PHONICS – LINUS SUPPORT INTERACTIVE ACTIVITIES

Title WRITE ON AND WIPE OFF

Re-useable easy-to-make and easy-to-use laminated activities to

Description
practise penmanship, phonics and vocabulary at the same time.

At the end of this lesson students will have practised and be able to:

Learning  Practise use of fine motor skills

Objectives  Practise writing phonemes or target vocabulary
 Practise penmanship, focusing on letter formation, top to bottom
writing motions and the order of strokes.
 Practise both upper and lower case letters and numbers
Suitable Yr. 1 Yr. 2 Yr. 3
for:
 Use for: Class Activity Pair work Group Work (3-6 Ps) Individual Student work
Activity 10-20 minutes
Time
 Printed & laminated activities  Washable student markers
Materials
Needed:  Cloth or sponge for erasers  Container for sheets pens

Attachments  Number worksheets  Blank writing strips to cut

Included
 Vocabulary worksheets  Phoneme worksheets

Close-up
Photo of
Teaching
Aid

Step-by- 1. Print the set of cards you would like to use.

Step
Directions 2. Laminate and cut the sheets into individual cards.
3. Stand up washable markers in a tin can.
How to
4. Put fabric scraps or sponges in a container for erasing.
Create this
Teaching 5. Label plastic bags to keep the cards organized or put them on metal rings.
Aid

How to Use This Resource in Class WRITE & WIPE

Introduce the Use with the entire class first to model the activity and learn the
activity. correct way to take care of the markers and clean the cards.
Divide Divide students into groups; each activity can become a station with
students
groups working on different sheets at each station and then rotating.
 1. Give each group a set of cards, markers and cleaners.
2. At their own pace, ask students to carefully trace the letters or fill in
the blanks as necessary.
How to use 3. Once the teacher has come around to see their results they may
clean the card and choose another one.
4. On different days they can work on a different set or you can rotate
materials to a new group in one class.
5. Adapt the cards for abilities by pulling out cards that are too difficult
for lower ability students or inserting more difficult cards for higher
ability students.
6. Blank cards can be used to copy and write words found in the text
or around the room.

Photo of
Students
Using this
Activity

 Blank lined cards are good for introducing each letter or word to
Suggestions
to Increase focus on whole-class guided writing.
Success  Make sure students know the expectation of replacing the lids
While Using tightly, storing the pens in their containers and keeping cards
This Activity flat to avoid damage.
How You Can
 Focus on beginning letters: on blank cards you name a letter to
Adapt This
Activity for begin the word, students try to complete it. Students read
Other words they created. (model on board first)
Abilities or  Medial sounds: write the medial sound on the board, students
Extend to place the phoneme in the middle of their card and write their
Another
own letters on either side of it. Read their words.
Topic
 Final sounds: write a letter at the far right of the card; students
must write the beginning and middle of the word that has that
sound or letter as the end.
 *This is a great activity for in-class assessment for beginning,
medial and final sounds.

Phonics-Linus Support Interactive Activities

Title PHONICS HAMMER

This is a great way to review phonics or any other material that you have
Description on flashcards. *Weaker students automatically get more review because
 they will ‘lose’ more often and need to read and speak more words!

Learning At the end of this lesson students will have practised and be able to:
Objectives
 Recognize and say phonemes (or whatever vocab you choose)
Suitable Yr. 1 Easily adaptable yr.2,3 4,5,6
for:
Use for: Class Activity and then Group Work (4-8 Ps)
Activity 10-20 minutes
Time
Required
 Any flashcards you want to  Plastic hammer, fly swatter
Materials
review Or Yogurt container to use as a AS
Needed: a hammer

Attachments  Phoneme flashcards  Yr. 1 &2 phonics words

Included

Close-up
Photo of
Teaching
Aid

Step-by- 1. Eat yoghurt –wash and save the container!

Step
Directions 2. Choose any set of flashcard pictures or text you wish to review
(enough for all students in the class (-1) for the class game –enough
for the number of students in a group (-1) for a group game.
How to
Create 3. Note: Once they know the game it is best in groups. Each group
has a different set of cards. Switch cards after a round of play to
this continue reviewing all units of vocabulary.
Teaching
Aid

How to Use This Resource in Class PHONICS HAMMER

Introduce Play with the entire class first to model the activity and learn the
the game rules.
Divide Put desks into a large circle, students can sit or stand behind it.
students
 Use one less desk than the number of students.Later they can play in groups.

1. Put the children’s desks in a circle.

2. Give each child a phonics flashcard and have them hold it up so
everyone can see it clearly (we have included cards for phonemes,
How to Play KSSR yr 1,2 phonics words) Go around the circle reading for
review.
3. You stand in the middle of the circle, holding a plastic hammer (you
can also just use a plastic yogurt container).
4. Choose one kid to start - he/she has to read one of the other
children's flashcards.
5. The person who has that flashcard must read another kids'
flashcard, and so on.
6. If you can hit the desk of the pupil whose card has been read
before he/she is able to read another card, then that kid comes to
the circle, and you take his/her place.

Photo of
Students
Using this
Activity

 Use previously taught words or flashcards. Review!

Suggestions
to Increase  Demonstrate first!
Success While
 Keep the game moving as quickly as possible to prevent misbehaviour or
Using This
Activity loss of interest.

How You Can

 Use for phonics words or any vocabulary topic
Adapt This
Activity for  Verbs: Use verb cards. Student in the middle acts out the verb to be read.
Other Abilities
 Grammar: hand out verb cards, student must call out the past tense form
or Extend to
Another Topic of the verb
 Older students; use sentence phrases. Students call out the first part of the
sentence and then someone completes the sentence. (The brown
cat…….is chasing a mouse) Post target sentences on the board.

PHONICS & READING LESSON FOR INTERACTIVE TEACHING

Title PUZZLE: FILL-IN-THE-BLANKS AND MATCH
3-way Phonics middle vowels activity
 Students match the picture with the text. The text is missing the middle
Description vowel which students fill in the blanks with a marker. CVC word review.

At the end of this lesson students will have practised and be able to:
Learning  Learn the vocabulary
Objectives  Write the missing medial vowel to complete the word
 Read the CVC word words

Suitable for: Yr. 1 adaptable to all grades if word difficulty is increased

Use for: Class Activity Pair work Group Work (3-6 Ps) Individual Student work
Activity Class activity: Depending on student’s prior knowledge 15 minutes as a
Time class activity. Groups of 4-6 Ps can complete in 15 minutes.
Required

 Picture cards  Whiteboard markers

Materials
Needed:  Cards with blanks for vowels in  Whiteboard erasers,
CVC words Rags or sponge

Attachments
 Pictures and text cards
Included

Close-up
Photo of
Teaching
Aid

Step-by- 1. Draw blue lines around any on the edges

Step
Directions 2. Draw a line above the words; USE DIFFERENT SHAPES to make it
easy to cut
How to 3. Cut out all cards using different shapes like a puzzle to provide
Create this visual shaped clues for students.
Teaching
4. Cut off the word from the picture, using different line angles.
Aid
5. Write the correct word on the top back of the picture to allow for
student self-correction
6. Laminate, cut
7. Place Velcro on the back of every card; picture &words or use on flat
desks for group work.

How to Use This Resource in ClassPUZZLE: FILL-IN-THE-BLANKS & MATCH

Introduce the Play with the entire class first to model the activity and learn the rules.
activity
 Divide Divide the students into teams, pairs or groups
students

1. Pre-teach each word and correct penmanship. Teach about 5

words at a time. Review those the next day and introduce a few
more.
How to use 2. Review by giving students a picture card or a text card.
3. Call out one word; ask the 2 students with the word to come
forward and read the words. One has the picture, one has the
word. They must put their pieces together to see if the puzzle fits.
If it does not fit then another student must try their piece until the
correct answer is found.
4. Once students know the vocabulary and how to do the activity
divide the pieces into bags. Each group receives one group of
words. Once the fill in the blanks and match they put up their
hands and the teacher checks they are correct.
5. Once the group has the correct matches they can write them into
their exercise books.
6. Switch bags of words with another group and repeat or repeat the
activity a different day, each day the students can complete one
bag of words.
7. Ask students to make their own pictures, words and puzzles for
each unit as you learn new vocabulary add them to the bags.

Finished
activity

Suggestions  Groups should begin with only about 4 words.

to Increase
Success  Make sure they self-correct by checking the back or the teacher can
check it is correct.

How You Can  Provided paper squares to students. Ask them to make their own
Adapt This
picture and word, leaving out a letter. They should cut their picture
Activity for
from the word to make a puzzle-like shape. Each group puts their
Extend to
Put new words in a bag creating a new set for rotation. Bottle caps
Another
with vowels written on the top can be set on top of the student-made
Topic
cards to skip the laminating step.

PHONICS – LINUS SUPPORT INTERACTIVE ACTIVITIES

Title CHANGE-A-LETTER
 A fun activity for the entire class to work cooperatively to form
Description
CVC words or Year 2 Phonics words.

At the end of this lesson students will have practised and be able to:

Learning  Practise segmenting, blending and reading words

Objectives  Create new words by changing only one letter
 Read and or Write new words.
Suitable Yr. 1 Yr. 2 Yr. 3
for:
Use for: Class Activity Pair work Group Work (3-6 Ps) Individual Student work
Activity 10 minutes per session
Time
Required
 Letters or use white board  White board & marker
Materials
Needed:

Attachments  Letters to print

Included

Close-up
Photo of
Teaching
Aid

Step-by- 1. Create or use any set of letters A-Z by purchasing or

Step printing the phonics letters attached.
Directions
to Create 2. Using Velcro and large letters allows this to be a whole-
this class activity. Group work can make use of smaller letters
resource or bottle cap letters.

How to Use This Resource in Class CHANGE-A-LETTER

Introduce Play with the entire class to model the activity and learn the
the game rules.
 Divide Can use in groups, but very effective for the entire class.
students
1. Make a 3 letter word on the Velcro board using individual letters.
Ask students to take down the 3 letters, one student holds one
letter for the class to segment and then blend (read) the word.
2. Write down the word on the board.
How to Play 3. Can you make a new word by changing only one letter?
Ask students to say ‘Bye Bye ….’ By naming one letter,
then say ‘Hello ….’ And name a replacement letter. (S-A-T
Bye, Bye S, Hello R) All students segment R-A-T and then
say Rat. You can extend by saying Bye Bye SAT hello Rat)
4. Write it down on the white board. Students can write in
their exercise book.
5. Change one letter in your new word again to create
another new word.
6. Write it down. Repeating the above procedure.
7. How many new words can you make without using the
word 2 times?
8. When you can’t make more count your total and start
again with a word.
9. Try to make more words than you did the last time.

Photo of
Students
Using this
Activity

 Choose easy, best known letters for low ability students to

Suggestions
to Increase hold and say.
Success  Have fun and challenge the students to make more words
While Using the next day.
This Activity
 Use this as a warm-up, closure or to fill time on a routine
basis.
How You
 Adapt to use digraphs (ai, ee, ou) by clipping two letters
Can Adapt
This Activity together
for Other  Older students can use chunks such as ‘tion’ or ‘ed’ and be
Abilities or able to change 3 letters or chunks at a time. Good for
Extend to plurals or past tense.
Another
Topic

PHONICS – LINUS SUPPORT INTERACTIVE ACTIVITIES

 Title PHONICS DOMINOES

A group matching game for phonemes.

Description

At the end of this lesson students will have practised and be able to:

Learning  Practise vowel sounds

Objectives  Practise spelling of words with focus on vowels

Suitable Yr. 1 Yr. 2 (make a game using phonics from text) Yr. 3,4,5,6
for: for the sheet included here

Use for: Class Activity Pair work Group Work (3-6 Ps) Individual Student work
Activity 30 minutes
Time
 ‘Phonimoes’ cards or
Materials
Rhyming dominoes
Needed:

Attachments  ‘Phonimoes’ dominoes cards

Included
 Rhyming dominoes cards

Close up
photo of
activity

Step-by- 1. Print the ‘Phonimoes’ worksheet. One sheet per group.

Step
Directions 2. Cut the ‘dominoes’ into pieces. Laminate.
3. Pre-teach the vocabulary with the class before playing.
How to 3. Put each set into plastic bags and label them.
Create
4. For Year one and two make a simple template and print on
this
blank laminated dominoes. Use a permanent marker to write
Teaching
the text words. Clean and use for the next set of words.
Aid

How to Use This Resource in Class PHONICS DOMINOES

 Introduce Play with the entire class first to model the activity and learn the
the game rules.
Divide Divide the students into groups
students
1. Pre-teach the vocabulary.
2. Write a list of words with different vowel sounds on the left side of the board
e.g. tree, bread, there, brown, door, choose, about. Write a selection of words
with matching vowel sounds on the left side of the board. After, flour, stairs, red,
How to Play clean,
3. Read each word, emphasize the vowel and its sound.(tree – clean)
4. Continue reading the words on the left, elicit the word from the right with the
same phoneme. *not necessarily the same spelling, but the same sound or
phoneme.
5. For extra support circle the vowels which create the sound.
6. Introduce to the entire class first. Hand out the dominoes, 1 per pair. Turn
over the last domino. Draw a large domino that is the same on the board.
7. Ask the first student if they can place their domino by matching either the left
or the right side of the domino on the board. If they can match, draw it on the
board; each student writes one word to re-create the domino.
8. Move to the next players. If they cannot play they can say ‘Pass’ and play
goes to the next player.
9. Once students know the game, give them each a set. They receive more
than one domino and play the same way. The player to use all their dominoes
first is the winner. The sample can still be on the board for student support,
especially for the first time they play it independently.

Activity in
action

Suggestions Introduce a small number of words the first time and then slowly increase the
to Increase number of dominoes as students learn new vocabulary.
Success While
Using This  Keep different sets of dominoes in labelled plastic bags. Each group gets a
Activity different bag and then trades after a few minutes of activity.

How You Can

 For Year one and two make a simple template and print on blank laminated
Adapt for
dominoes. Use a permanent marker to write the text words. Clean and use
Other Abilities
for the next set of words.
or Extend to
Another Topic  Ask students to cut pictures out of magazines and glue onto a blank
domino.
 Use for beginning letter sounds, final sounds or rhyming words. See
instructions for rhyming words.
 PHONICS – LINUS SUPPORT FOR INTERACTIVE TEACHING
Title SLIDE-A-WORD

5 by 5 grid and two strips of letters; students pull them through

Description
the letters to create and read new words.

At the end of this lesson students will have practised and be able to:

Learning  Create words depending on the middle blend chosen

Objectives  Select initial and final letters
Suitable Yr. 1 Yr. 2 Yr. 3 adaptable for yr. 4,5,6
for:
Use for: Class Activity Pair work Group Work(3-6 Ps)Individual Student work
ActivityTi 10 minutes
me
Required
 Letter slides
Materials
Needed:

Attachments  None needed 

Included
 

Close-up
Photo of
Teaching
Aid

Step-by-Step 1. Write any middle sound you choose

Directions
to Create this 2. Create strips with letters needed to create desired words.(initial and final
Teaching Aid sounds)
3. Make little cuts for the letter strips and slide strips in

How to Use This Resource in Class SLIDE-A-WORD

 Introduce Play with the entire class first to model the activity and learn the
the game rules.
Divide Divide the students into pairs or groups
students

1. Call out a word or show a picture

How to Play 2. Students slide the strips to make the word
3. Show word on board, students correct

Photo of
Students
Using this
Activity

 Gauge level of pupils, if low ability practise beginning

Suggestions
to Increase sound only and do not move the final sound.
Success  As ability increases move both beginning and final sounds.
While Using
This Activity  Students can write words they make into their books.
How You
 Adapted according to phonics you want to teach. Write
Can Adapt
This Activity middle sound with permanent marker and remove with nail
for Other polish remover if not wanted.
Abilities or  Make the same activity using the digraphs for year two as
Extend to the medial sound.
Another
Topic  Add blends to the beginning and ending (sh, th, ch, ck )

PHONICS-LINUSE SUPPORT LESSON FOR INTERACTIVE TEACHING

 Title PHONICS FANS

A set of linked fan like structures with s,a,t,p,i,n,c

Description

At the end of this lesson students will have practised and be able to:

Learning  Blend simple words

Objectives  Identify phonic sounds
Suitable Yr. 1 Yr. 2 Yr. 3 adaptable for yr. 4,5,6(Mathematics)
for:
Use for: Class Activity Pair work Group Work(3-6 Ps)Individual Student work
Activity 10 minutes
Time
Required
 Phonic fans: click and print
Materials
can edit to adapt for all letters
Needed:

Attachments  Template for fans

Included http://www.letters-and-
sounds.com/phase-2-
resources.html

Close-up
Photo of
Teaching
Aid

Step-by- 1. Create using template provided

Step
Directions 2. Adapt by editing the template to any letters you want to be
your focus.
to Create 3. You can print the fans blank and change letters by using a
this permanent marker to write the letter. Clean off the old letter by
Teaching wiping off with nail polish remover.
Aid
How to Use This Resource in Class PHONICS FANS
Introduce Play with the entire class first to model the activity and learn the
the game rules.
Divide Divide the students into teams, pairs or groups
students
1. Usually in pairs works best and increases individual participation
2. Say a word for students
3.They select the correct letters
How to Play 4.Hold against their chest, hiding the letters
5. The teacher or another student counts to three and everyone
turns their letters around to show them.
6. Teach and model how to use the fans as a whole class and then
make them available as group work. Each group can use a different
set of letters as the year progresses and then trade the fans with the
next group.

Photo of
Students
Using this
Activity

 I use in pairs so not stressful if wrong, as two of you wrong or

Suggestions
one can help the other.
to Increase
Success
While Using
This Activity
How You  It is brilliant for Mathematics with 0 – 9. All sorts of activities,
Can Adapt
arranging small to big, even, odd, number 10 more than.
This Activity
for Other  If you write the letters in permanent marker can erase with nail
Abilities or polish remover and write sounds you want to use.
Extend to  Use with year two vowel digraphs (ee, ea, ou, ow, ar)
Another
Topic
PHONICS-LINUS SUPPPORT LESSON FOR INTERACTIVE TEACHING
Title BIG BOGGLE

Read, write, count phonemes, segment and blend the words

Description
students find in the grid of letters

At the end of this lesson students will have practised and be able to:

Learning  Recognize Letters and Words

Objectives  Increase their vocabulary and spelling skills
 Learn teamwork, taking turns and social skills
Suitable Yr. 1 Yr. 2 Yr. 3 and 4,5,6
for:
Use for: Class Activity Pair work Group Work (3-6 Ps)
Activity 3 minutes per game – set up time 5 minutes
Time

 Flat alphabet letters  timer

Materials
Needed:  (#1) foam ABC floor mats
(#2) puzzles or make with
(#3) homemade bottle caps

Attachments
 full Boggle Rules
Included

Close-up
Photo of
Teaching
Aid

1. 2.

3.

Step-by-Step
Directions 1. Make your purchase alphabet letters
How to
Create this 2. Draw a board on A clear piece of plastic with permanent marker for
Teaching Aid a floor mat or make group sized mats by laminating a mat. Place
caps on the squares.
How to Use This Resource in Class BIG BOGGLE
Introduce Play with the entire class first to model the activity and learn the
the game rules.
Divide Divide the students into teams, pairs or groups
students

1. Divide students into pairs or groups of 3-4 or 2 class teams

2. If using a large set the entire class can see. If small letters
play in small groups.
How to Play 3. When you turn the timer play begins
4. students write down any 2+letter word they see
5. letters must touch on the side or diagonally to become a
word *see diagram below
6. Call out ‘Pencils Down’ when the timer ends. Taking turns
ask students to write their word on the board. If you have this
word you must put a line through it.
7. Any students or pairs finding words that no other classmate
has gets a point for the word.

Photo of
how to Use
this Activity

 As each word is ‘checked’ ask the student to write it on the board, read the
Suggestions word with the entire class as they cross it off their list
to Increase
 If you use as a class game with a large mat, ask students to work in pairs;
Success
While Using 1 writes it on the board while the other jumps on each letter while you
segment, blend and read.
This Activity
 Allow all students to contribute to the word list

How You Can

 For lower level use fewer letters, ask for words whose letters are next to
Adapt This
each other, horizontal, vertical or diagonal only
Activity for
Other Abilities  Higher ability students can use all directions of play as above instructions
or Extend to
Another Topic
 Count phonemes as you repeat the word written on the board

PHONICS – LINUS SUPPORT INTERACTIVE ACTIVITIES

ABC CLOTHESLINE

A great game to focus on beginning letter sounds and vocabulary

Description
using a clothesline to hang words and letters.

At the end of this lesson students will have practised and be able to:

Learning  Recognize letters and practise phonemes

Objectives  Practise beginning letter sounds and alphabetical order
 Learn new vocabulary
 Write new words for older students
Suitable Yr. 1 Yr. 2 Yr. 3 adaptable for yr. 4,5,6
for:
Use for: Class Activity
Activity 15 minutes
Time
Required
 Clothesline - string  ABC letters
Materials
Needed:  26 Clothes pegs  Items or pictures
beginning with each letter of
the alphabet.

Attachments  ABC letters to print

Included

Close-up
Photo of
Teaching
Aid

Step-by- 1. Attach ABC letters to clothes pegs; one letter per peg
Step
Directions 2. Find a picture or small real item which begins with each letter of
the alphabet *Ask students to bring in things they might find at
How to home or cut pictures out of magazines as a pre-activity
Create 3. Store the items in a box.
this
Teaching
Aid
How to Use This Resource in ClassABC CLOTHESLINE
Introduce the Play with the entire class first to model the activity and learn the rules.
game
Divide Divide the students into 2 groups or play as an entire class
students

1. Pre-teach the vocabulary for each item.

2. Hand out the ABC letters on pegs.
(For children hand out only 5 at a time to help them succeed) A-E
How to Play
3. Hand out 5 items which begin with the previously handed out letters
A-E. Give each student a peg.
4. Hang up a clothesline in the room. *support it with S hooks in between
some of the letters. Hang it high enough to see; low enough to reach.
4. Students must match up the letter and the item and hang it in
alphabetical order on the clothesline. Point to each letter and name the
item. Make the beginning letter phonemic sound and then pronounce the
word. Ask a student to come and point and name the items as they
become familiar with the activity. This is a good time for assessment.
5. Repeat the above with another 5 letters until all letters are hung on the
line. Repeat naming the first 5 and then add the next 5.
6. Once you have reviewed and named all 26 letters take down the
clothes line and hide it.
7. Challenge the class or make it a competition between the 2 teams to
see who can write down the most items in order from memory only.

Photo Using
this Activity

 As students bring in pictures or items, replace the previous ones to

Suggestions
continue using beginning letters and building vocabulary.
to Increase
Success While  If you want young students to write the words model each one on the white
Using This board as you introduce the word. Write them in a random order not
Activity alphabetically. Students will focus on the beginning letters when they need
to memorize it.
 If you do not have ABCs in your room write them across the white board for
the younger or lower ability students to use for reference.

How You Can

 Older students can build vocabulary by adding new items to the line and not
Adapt This
use alphabetical order. Use the line to display target vocabulary only and
Activity for
then play the memory game. As they learn words, replace them with new
Other Abilities
 or Extend to words. Keep up the more difficult vocabulary for a longer time. It makes a
Another Topic great review game for all units.

PHONICS – LINUS SUPPORT INTERACTIVE ACTIVITIES

Title TOSS AND TELL

An easy game to focus on reading individual words by throwing

Description
a ball at the target and reading the words to collect points.

At the end of this lesson students will have practised and be able to:

Learning  Read any words the teacher chooses for the game.
Objectives  Increase student motivation for English learning.
 Communicate and interact with others for a purpose.
Suitable Yr. 1 Yr. 2 Yr. 3 adaptable for yr. 4,5,6
for:
Use for: Class Activity Pair work Group Work (3-6 Ps) Individual Student work
Activity 10 minutes or more depending on the teacher’s goal.
Time
 Velcro board  Velcro ball
Materials
Needed:  Words or pictures with Velcro

Attachments  Phoneme cards  Yr. 2 phonics cards

Included
 100 Dolch word cards  KSSR 1,2,3 flash cards

Close-up
Photo of
Teaching
Aid

example: Year 2 Phonics

Step-by- 1. Use a Velcro board and create any kind of target with
Step numbers on them.
Directions
2. Make a Velcro ball by covering a paper or plastic ball with the
How to ‘hook’ side of the Velcro. *cover the entire ball and glue the
Create Velcro. Use a very light ball that is soft if possible. Even a ping
this pong ball bounces off easily. Paper balls work best!
Teaching 3. Make any target vocabulary or words to use in the game.
Aid
4. Place the Velcro board a metre away from the students and
tilt it slightly back at the top.

How to Use This Resource in Class TOSS AND TELL

Introduce Play with the entire class first to model the activity and learn the rules.
the game
Divide Divide the students into 2 teams or use for pair & group work
students
1. Place target vocabulary pictures or text words around the outside of the
board. Place the target in the middle.
2. Student one tosses the ball at the target.* A gentle and underhand toss
makes the ball stick better! Allow 2 attempts to throw if it does not stick!
How to Play
3. You can place the board at the front or walk around the room to allow
students to sit and play when you bring the board to them.
4. If a student’s ball sticks to a number they can try to read that number
of words: ‘3’ means read 3 words.
5. The student reads them; the class then reads them to make sure they
are correctly read (this means all are reading)
6. Each word correctly read is counted as a point. The teacher may give
the students the cards as points and put up 3 new words or mark points
on the board if it is a class game.
7. The teacher replaces the words when she feels there has been
adequate repetition and practise of that word.
8. Review any words or vocabulary with the game. Always ask the
student throwing to read it alone for your assessment of reading and then
the class to read words for additional practise.

Photo of
Students
Using this
Activity

EXAMPLE: YEAR 2 PHONICS WORDS

 Make sure some easy words are on the board before you choose a lower
Suggestions ability student to play. Everyone should have success!
to Increase
 Give 2 turns to throw the ball if it does not stick the first time. The goal is to
Success increase reading, not throwing and sometimes the Velcro does not attach.
While Using
This Activity
How You  Use for any vocabulary by using pictures. You can use blue tac to attach
Can Adapt them to the board.
This Activity  Use a present tense verb – students must say the past tense of the verb for
 for Other the point.
Abilities or
 Use the singular form of a noun – students must write and speak the plural
Extend to on the white board for the point.
Another
 Use as above with antonyms, synonyms, phonemes, phonics, any topic’s
Topic
flashcards, make a sentence using the word for older students.

PHONICS-LINUS SUPPORT FOR INTERACTIVE TEACHING

Title ASSESMENTS FOR LEARNING
A mentor-made checklist for Years 1, 2 &3 using the KSSR curriculum
Description learning outcomes for Phonics. This activity will help teachers learn to use
authentic evaluation of students during in-class activities on a daily basis.
At the end of this lesson teachers will practise and be able to:
Learning  Click and print Assessment Records to use immediately in their
Objectives: classes for informal assessments.
 Become familiar with keeping continuous assessments for each
student’s progress.
 Carry out authentic assessment as the target activity is naturally
carried out during an activity by the student, rather than using a
formal standardized test.
 Understand how having knowledge of all pupil’s current abilities
checks comprehension and allows teachers to plan better lessons to
review outcomes not yet mastered.
Yr. 1 Yr. 2 Yr. 3
Suitable for:
Use for: Class activity Pair work group work 3-6 Ps individual student work
Activity A few minutes for 3-5 students per class
Time
Required
 Clipboard and pen
Materials
Needed:  Assessment Records with pupil’s names on the checklist
Attachmen Mentor-made checklists for Year One, Year Two and Year Three.
ts
Included The checklist is for continuous & informal assessment of
language competencies.
Close-up
Photo of
Teaching
Aid

How to Add your pupil’s names to each Assessment Record. Print for class.
create this
How to Take your clipboard with Assessment Records to class every
use day! Choose a few students each day to assess during class
time while they participate in activities or class lessons. Use
authentic language for your assessments. Review learning
 outcomes if many students are not able to complete them.

ASSESMENTS FOR LEARNING page 2