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2 The Burt Reading Scheme Copyright Burt Books Ltd Church Cottage Albemarle Crescent Scarborough North Yorkshire YO11 1XX enquiries: First published in the United Kingdom in 2011 by Burt Books Ltd. All rights reserved worldwide: No part of this publication may be reproduced or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, or stored in any retrieval system of any nature without the written consent of the copyright holder and the publisher, application for which should be made to Burt Books ltd. The right of Coreen Burt to be identified as the author of the Burt Reading Scheme has been asserted by her in accordance with the Copyright, Designs and Patents Act THE PURCHASE OF THE BURT READING SCHEME ALLOWS THE PURCHASER TO PRINT COPIES FOR INDIVIDUAL PUPILS ONLY AND NOT FOR DISTRIBUTION OR SALE TO OTHERS 2

3 THE BURT READING SCHEME The BURT READING SCHEME has been in the making for the past 30 years. It is a finely graded, multi-sensory reading scheme that has been developed from very simple beginnings as hand written flashcards and wall charts in The scheme has been refined and re-developed taking on board the latest developments and techniques in the teaching of dyslexic children and children who are slow to read The scheme has been tested and retested at each stage of its development and adjustments made so that the scheme is effective in the teaching of slow readers and dyslexic children. The scheme is also effective in the teaching of EAL learners. The BURT READING SCHEME comprises 8 MODULES covering all the phonic sounds from the sounds of the letters of the alphabet to more complex combinations such as PH or GH. Each module is accompanied by a variety of activities which ensure consolidation of the particular sound being learned. TEACHER/TUTOR INSTRUCTIONS There is no teacher/tutor instruction booklet because the instructions and explanations have been included on each page of the scheme in a lilac box. A very small typeface has been used so as not to confuse the pupil with extra words on the page. PHONIC SPELLING SCHEME The BURT READING SCHEME incorporates spelling tuition throughout. We believe that the teaching of phonics incorporates both reading and spelling and that the learning of reading and spelling occurs systematically and automatically throughout the BURT READING SCHEME The BURT READING SCHEME is presented in A4 format. Printed in its A4 size it is suitable for very young readers, partially sighted readers and those dyslexic children who would benefit from a large, clear typeface. If 2 sheets per page are printed, the typeface is still large and clear and is suitable for children and adult learners who are comfortable with a slightly smaller font. The BURT READING SCHEME incorporates a variety of techniques to engage the pupil in the learning process and to promote rapid progress in their reading and spelling abilities. Hand writing exercises are also included with suggestions on how to do this. The initial sounds are presented in 2 formats: 1. As A5 cards which can be printed and laminated. 2. As worksheets that the pupil can refer to for revision and consolidation. STARTING THE BURT READING SCHEME 1. Buy a folder in which to store the worksheets. It is a good idea to buy a folder that has place for a front cover in the form of a plastic pocket incorporated on the outside. Print off the pupil s cover page and slide it into this pocket. If your folder does not have this facility then glue the cover page onto the outside of the folder. (Best then not to buy a plastic folder as this will prevent gluing of the front cover) 2. Buy a set of good quality, thin felt tip pens for the pupil to use for colour coding words. A set of highlighters will also be useful. 3. Use a new folder for each module. 4. Assess progress with the pre-tests and post-tests. 5. The scheme is best administered on a daily basis ideally from Monday to Friday in minute sessions. A little and often is far better than longer sessions once or twice weekly. 6. You may print the whole module or more advisably perhaps just one sound and its accompanying worksheets 3 at a time. This 2011 will Copyright be less intimidating Burt Books: for All the rights pupil. reserved worldwide. This

4 Instructions for parents and tutors who do not have experience in teaching children to read. You have tested the pupil using the Burt Word Recognition test and from the results you have made the decision to start the pupil on Module 3. This means that the pupil has a reasonable understanding of the basic phonic sounds and is able to blend them to make a word but is still a very weak reader. Module 3 teaches the pupil to blend phonemes to produce words. The words at this stage are becoming a little more difficult. Work systematically through the worksheets. If the pupil becomes distracted, try gently to refocus their attention by doing one of the rhymes, or a clapping exercise. LESS IS MORE! minutes per day is preferable to an hour per week and constant drip feeding and revision of the sounds will soon produce a much improved reader. Reward the pupil s efforts with stickers or good work stamps which can be purchased from most stationers. Let the pupil choose the reward and stick it on the page. Always point to the words being read and make sure that you point at the FIRST letter of the word and then move your pencil along the word READ THE SECTION ON THE BURT BOOKS WEBPAGE ENTITLED HOW DO WE LEARN TO READ This gives vital background information that will help you tutor your child correctly. IMPORTANT In the AY section of this module, I have used the names of the days of the week as well as the words TODAY YESTERDAY and HOLIDAY. Much too difficult you say. Yes they are for struggling readers BUT these are words that they need to know. I have successfully taught them to a very dyslexic child of 7. This is the method that I used: 1. I asked the child to identify the word DAY in each of the words and trace over it in red. 2. We then said the names of the days of the week together identifying the first 3 sounds of the day eg Sunday SUN. etc. 3. We then looked at each day of the week and identified what day it was by sounding out the first 3 letters. We then identified TODAY YESTERDAY AND HOLIDAY in the same way. Although I did not expect her to be able to spell these words I found that she wanted to and after a bit of effort on her part was spelling them correctly. What was really interesting was that she then recognised the days of the week quicker than the shorter AY words in the lists. 4

5 To the tutor: The following 3 pages are revision from module 2. By now the pupil should be able to read the words in the list with some degree of fluency. cat bill pig in chat bed less bap nest rig dill mat rest din cap fed wig fill bat Tess sill gap 5 at hill pest cob fat bin led jap lunch Jill mess hob hat hunch fin lap best kill pat Ned pin map

6 To the tutor: This is revision from module 2. By now the pupil should be able to read the words in the list with some degree of fluency. rat mill Sam sip him ban leg sand fish such sat rip mush nap fist Kim can egg will win ram sin fan pill rap beg tell dam tin mist tag well rim ham pip sap wed rand well lunch jam much list tap 6

7 To the tutor: This is revision from module 2. By now the pupil should be able to read the words in the list with some degree of fluency. bag nil big win wag red bin nip Tim hag drop till bell big hunch hip lag peg wish bid fell and 7 mag tip crunch band punch rib hell lip nag dish rush hand Ted wish rag crop nib sell land dip bib sag

8 NOTE TO TUTOR: There are now 3 pages of AW words to drill. The first page lists the words in groups of onset and rime and with colour to help the pupil recognise the AW sound. The second page repeats the words with colour helps but the onset and rime are muddled up. The 3 rd page gives no help with colour and the onset and rime remain muddled. Explain to the pupil that all 3 pages are important and must be completed before moving on. jaw law raw paw saw thaw claw draw flaw straw hawk drawl shawl trawl trawler bawl 8 hee-haw awe awful lawn dawn fawn sawn prawn brawn yawn scrawny awning hee-haw see-saw

9 see-saw awful prawn scrawny paw yawn thaw awning draw flaw fawn see-saw straw hawk shawl awe trawl lawn jaw drawl law trawler raw bawl dawn hee-haw sawn claw brawn saw 9

10 awful trawl scrawny hee-haw yawn trawler awning flaw see-saw hawk draw brawn thaw yawn awe lawn jaw drawl law fawn raw bawl dawn straw sawn claw shawl saw prawn paw 10

11 TUTOR: Ask the pupil to fill in the AW sound in red and say the word. The pupil could also find other sounds that have already been learnt and make these green eg SH TH TR PR BR j str ning l h k l n r dr l d n p s th sh l tr l tr ler f n s n pr n cl b l br n dr e y n fl ful scr ny 11

12 Explain to the pupil that you are going to read a list of words in which all the words rhyme except one. Explain that he/she must listen carefully and tell you which word is the odd one out. Read the list of words slowly and then repeat. Ask the pupil to identify the word. Read the list again if necessary. Then ask the pupil to circle the word that he/she has identified as the odd one out. Proceed to the next list etc. The pupil must not see the words when you read them out. 1. jaw law lawn raw 2. paw dawn saw thaw 3. claw draw flaw scrawny 4. straw hawk thaw claw 5. dawn lawn shawl fawn 6. brawn raw sawn prawn 7. yawn lawn awe dawn 8. awning yawning dawn bawling 9. shawl drawl brawn trawl 12

13 Fill in the missing word. Help the pupil to read the sentence as there may be words that they cannot read easily. The object of the exercise is comprehension of the words that they fill in. see-saw straw hawk 1. My rabbit sleeps on. 2. I like to play on the. 3. A is a big bird. shawl lawn jaws 1. The lady wears a 2. A hippo has big. 3. Our is very green. laws raw dawn 1. That meat is. 2. The birds sing at. 3. We must obey the of our country. 13

14 trawler saw hee-haw 1. A is a fishing boat. 2. I the bird fly away. 3. A donkey says. lawyer claws saw 1. He cut down the tree with a. 2. A hawk has sharp. 3. A studies law. brawn yawning sawn 1. The cat is. 2. He has down the trees. 3. He puts on his bread. 14

15 awful prawns paws 1. My dad likes to eat. 2. That food tasted. 3. A dog has four. yawn thaw awning 1. There is an over the window. 2. In the spring the snow will. 3. If I am tired I. draw flaw fawn 1. A is a baby deer. 2. I like to a picture. 3. A diamond with a is worth very little. 15

16 TUTOR: The pupil should try to read these sentences using words that they have just drilled.use this as an exercise to recognise the AW words by asking the pupil to highlight the AW sound in the words. Underline the AW words. Then find the underlined words in the word search. Do not do the wordsearch during tutor time. Let the pupil do this at home for homework. 1. The hawk has big claws and jaws. 2. The lawyer keeps the law. 3. I yawn at dawn. 4. The brawn is raw and awful. 5. I saw the prawns on the trawler. 6. I will draw a scrawny fawn on the straw. 7. The frost will thaw on the lawn Underline all the AW words above and then find them in the word search below. A J S D A B S R S T R A W H A L A W Y E R D A G A D S F A D D W K A K A S W M F C L 16 A W S G S A W S W D A H S K A W K H A F D N L N H J S K J W N F T D A W N A J A W F U L K L M H R G S H F S L H D G A M A L A A F J P R A W N S L H J W S W W H A G S J A S C R A W N Y T R A W L E R F A S D G A K D J

17 Highlight all the AW sounds. Then read the sentences. 1. The hawk can claw the fawn. 2. The scrawny prawn ate the raw brawn 3. She put on a shawl at dawn. 4. Draw back the awning for the lawyer. 5. We saw a flaw in the awful see-saw. 6. Put your paw on the lawn if it thaws. 7. Sit on the straw and hee-haw! Underline all the AW words above and then find them in the word search below. Do not do the word search during tutor time. The pupil should do this for homework in his/her own time. L E H R T S Y E R S T R Y E D R A W T A F A W N E V E B C U A V E B R E U L W Y W R U E R T P R A W N T E Y N T A N I K E T S B E C A R M E N T D R V W T U Y T C A B R A W N T Y S H A W L Y C L A W B W Y T M N V R U A A W R U E T E V R T E R U E Y F L A W W N N T R R A W N I N G T R Y V B R T A V P A W H E E H A W Y A W F U L E R S T R A W 17

18 SPELLING ASSESSMENT Use the look-cover-write-check method to spell these words. If a word is spelt incorrectly repeat the process and try again in the second column. hawk flaw straw awful thaw lawn prawn draw lawyer shawl 18

19 DICTATION Read the sentence to the pupil. Let the pupil read the sentence and look at it carefully. Cover the sentence and write on the lines provided. Then look back and let the pupil self-assess his/her effort 1. The hawk can claw the fawn. 2. The scrawny prawn ate the raw brawn 3. She put on a shawl at dawn. 4. Draw back the awning for the lawyer. 5. Put the straw on the lawn and yawn. 19

20 Another check to assess the pupil s progress with the AW words before moving on to reading sentences using these words. If the words are all read correctly the first time the pupil need only read them once. If some of the words have dots next to them then these must be repeated until the pupil scores 3 ticks. Fawn shawl trawl scrawny raw yawn awe dawn trawler awning flaw jaw draw brawn thaw awful lawn sawn drawl law fawn bawl hawk straw see-saw claw hee-haw saw prawn paw 20

21 Note to tutor: The pupil should be able to read the story as all the words have been covered in the section. When filling in the sentences ask the pupil to read the sentences. They can say the word something where there is a line and then find the missing word from the text. They should attempt the write the word without looking back at the text. The Scrawny Fawn The fawn is scrawny. See the fawn on the lawn. Dad will give the fawn raw brawn. No dad. A fawn does not have brawn. The fawn will eat straw. Raw brawn is awful. Put the shawl on the fawn. Where is the fawn? Can a fawn eat prawns? No! The fawn is over there.. I see the fawn at dawn on the lawn. The fawn is. The fawn is on the. Give the fawn brawn. The will eat. Raw is, Put the on the fawn. Where is the? Can a fawn eat. I see the fawn at on the. 21

22 Note to tutor: The pupil should be able to read the story as all the words have been covered in the section. When filling in the sentences ask the pupil to read the sentences. They can say the word something where there is a line and then find the missing word from the text. They should attempt the write the word without looking back at the text. if the pupil struggles to read the text, go back to the lists and read the AW lists again. The big hawk. The hawk is big. The hawk made a flaw in the awning where it sat one day. The lawyer will look at the flaw. There are two flaws. It all makes me yawn. The hawk went to sit on the lawn. Go hawk, go. Now the hawk is on the straw. Go hawk, go. The straw is for the fawn. The is big. The hawk made a in the where it sat. The will look at the. There are two. It all makes me. The hawk went to sit on the. Go, go. Now the hawk is on the. The straw is for the. 22

23 One last check to assess if the AW words have been consolidated and are now part of the pupil s reading vocabulary. If the pupil reads the words correctly the first time, he/she need not repeat 3 times. However. if some words are still causing a problem read 3 4 times until all words are marked correct. awe draw yawn jaw lawn raw hawk law scrawny brawn see-saw trawl fawn drawl claw shawl dawn bawl sawn hee-haw trawler thaw saw prawn paw awning straw flaw 23

24 As in previous modules, the pupil must read the words in the list. Tick those that the pupil reads correctly and put a dot in the box if the word is incorrectly read. The words must be correctly read at least 3 times. By this time the column should only have ticks in it. The new sound is printed in RED. Sounds learnt previously are in green. Remind the pupil about these sounds. If necessary go back and find the sound and revise it. Do not progress onto the worksheets following until these lists of words are said correctly and recognised easily. bail mail fail hail jail tail nail pail frail sail snail aid paid maid raid braid 24 ai. aim claim main brain plain train ++ grain stain i chain gain again drain bait

25 The list of words in now repeated but the words have been mixed up so that the onset and rime pattern cannot help the pupil with the words in the list. Explain this to the pupil. As before, the pupil should get all words correctly 3x before moving on. bail aid brain pail claim paid chain mail grain main frail gain maid fail plain sail 25 ai. hail aim raid train ++ jail again snail drain i tail stain braid bait nail

26 The list of words in now repeated but the words have been mixed up so that the onset and rime pattern cannot help the pupil with the words in the list. Explain this to the pupilas before, the pupil should get all words correctly 3x before moving on. hail raid braid snail claim paid chain jail grain main frail train stain fail nail sail 26 ai bail aim aid gain mail again pail drain tail maid brain bait plain

27 Fill in ai and then read the word. b l r d cl m b t s l dr n f l t l fr l h l j l m d w t g n ag n sn l gr n pl n n l d tr n p l m st n p d m l ch n 27

28 Explain to the pupil that you are going to read a list of words in which all the words rhyme except one. Explain that they must listen carefully and tell you which word is the odd one out. Read the list of words slowly and then repeat. v As the pupil to identify the word. Read the list again if necessary. Then ask the pupil to circle the word that they have identified as the odd one out. Proceed to the next list etc. The pupil must not see the words when you read them out. 1. bail tail wait wail 2. main snail plain stain 3. jail nail frail chain 4. train aid paid staid 5. aim aid claim maim 6. maid laid paid train 7. stain sail snail nail 8. brain main tail drain 28

29 Fill in the missing word. Help the pupil to read the sentence as there may be words that they cannot read easily. The object of the exercise is comprehension of the words that they fill in. nail snail brain 1. A has a shell. 2. I have a in my head. 3. Hit the with a hammer. bait chain train 1. I have a gold. 2. Catch fish with. 3. I went by on holiday sail jail tail 1. A dog can wag its. 2. I can in the boat. 3. Robbers must go to. 29

30 Fill in the missing word. Help the pupil to read the sentence as there may be words that they cannot read easily. The object of the exercise is comprehension of the words that they fill in. drain frail again 1.The old man was very. 2. Water runs down the. 3. Do that work. hail stain mail 1. I will a letter.. 2. We had a storm. 3. I have a on my shirt aim pail paid 1. The is full of water 2. I for the sweets, 3. I to do my best. 30

31 Highlight all the ai sounds. Then read the sentences. 1. The maid paid for the train. 2. Wait for the snail with the tail. 3. The nail is in the main drain. 4. The hail is on the plain. 5. The snail is on the bait. 6. His brain is frail! 7. We will sail again. Underline all the ai words above and then find them in the wordsearch below. p e w a i t r e t o s n a i l y s e a o r t b a i t y d y r t p b u a o i p t a r i y o a r s p o f r a i l d i r y i l p r h a i l s i a y l r e t a o i e a n s i s a e a i s t e m a i d s y m a i n y i t p n u r i t e n i u e t i o r a n i s e s t p r y t s n a i l s r u y a g a i n u 31

32 SPELLING ASSESSMENT Use the look-cover-write-check method to spell these words. If a word is spelt incorrectly repeat the process and try again in the second column. sail snail pain plain bait brain paid stain train grain 32

33 DICTATION Read the sentence to the pupil. Let the pupil read the sentence and look at it carefully. Cover the sentence and write on the lines provided. Then look back and let the pupil self-assess his/her effort ai 1. The bait is at the end of the rod. 2. Go in the train to Spain. 3. Put up the main sail. 4. The mail is in the pail. 5. His brain is frail. 33

34 A final check to see if all the AI words can be read. This time the words have been mixed up and there are no colours to help with the sounds. Do not move on to the next sound until these are read without too much hesitation. Rather reprint the page and revise a little more if the pupil is not ready to move on. maid mail again hail stain tail plain bait frail paid snail raid sail claim gain jail 34 ai fail main pail grain aid train bail chain aim braid drain nail brain

35 Note to tutor: The pupil should be able to read the story as all the words have been covered in the section. Ask the pupil what the missing word is and then challenge the pupil to write the word without looking back at the story. The maid and the snail. The maid put the snail in the pail. The pail has a red chain on it. It is a plain pail. The snail has a stain on its tail. The snail is frail. The maid will aim to help the snail out of the drain. Frail snail in the drain. Put the snail in the pail. The maid put the in the. The has a red. It is a pail. The snail has a on its. The snail is. The will aim to help the out of the. snail in the. 35

36 Note to tutor: The pupil should be able to read the story as all the words have been covered in the section. Ask the pupil what the missing word is and then challenge the pupil to write the word without looking back at the story. The train in the hail The hail fell on the plain. The train was on the plain. The hail fell on the train. It was the main train. The man on the train was frail. Will he go on the train again? He will aim to get the train again. The maid was on the train with a bag of grain. She will get the train again today. The fell on the. The train was on the. The fell on the train. It was the train. The on the train was. Will he on the train. He will to get the train. The was on the with a bag of. She will get the train today. 36

37 As in previous modules, the pupil must read the words in the list. Tick those that the pupil reads correctly and put a dot in the box if the word is incorrectly read. The words must be correctly read at least 3 times. By this time the column should only have ticks in it. The new sound is printed in RED. Sounds learnt previously are in green. Remind the pupil about these sounds. If necessary go back and find the sound and revise it. bay day hay lay may pay ray say way play clay stay May spray tray bray Monday Tuesday Wednesday Thursday Friday Saturday Sunday holiday yesterday pray 37

38 The list of words are now repeated in a different order. The words are also printed in black so that there are no colour helps for the AY sound.. As before, the pupil should get all words correctly 3x before moving on. ay bay Wednesday pay holiday stay Tuesday may Friday hay spray pray way Saturday clay Thursday lay holiday play Monday tray ray Sunday Wednesday say yesterday bray day 38

39 a bale of hay ay bay Wednesday pay holiday stay Tuesday may Friday hay spray pray way Saturday clay Thursday lay holiday play Monday tray ray Sunday Wednesday say yesterday bray day 39

40 b M d h spr tr Frid l pl p br Mond Tuesd Saturd Sund holid cl Wednesd yester st Thursd pr 40

41 Days of the week Fill in the days of the week in this diary. Look at the spellings of the days in the box and then cover and try and write without looking back. Sound the word carefully before you try and write it. Read the sentence to the pupil and ask them which day they want to fill in. They need not go in the order of the days of the week. 1. On Ray had roast dinner. 2. On Ray went to watch football. 3. On Ray went to the dentist. 4. On Ray visited his nan. 5. On Ray had a science test. 6. On Ray played rugby. 7. On Ray spent the day with his friend. 41

42 Discuss the days of the week with the pupil. Ask them to tell you what their activities are on various days of the week. Read the weekly activities of Ray to the pupil and then read the questions. The pupil must fill in the correct day for activity. Ask the pupil to carefully look at the word and sound it out and try to write it without looking at it. On Sunday Ray went swimming. On Monday he went with his mum to the shop. On Tuesday he took the dog for a walk. On Wednesday he ate 3 icecreams. On Thursday he was ill in bed! On Friday he went rock climbing. On Saturday he watched his dad play cricket. 1. When did Ray go swimming? 2. When was Ray ill in bed? 3. When did he take the dog out? 4. When did he go to the shops? 5. When was he very greedy? 6. When did he do something scary? 7. When did he watch cricket? 42

43 Unjumble each word to find a day of the week. Then write the days of the week in order starting with Monday. Use this opportunity to make sure that the pupil starts each day with a capital letter and holds the pen/pencil correctly. uytased iyrdfa nudsay aensdwdey yauhsrtd ydomna taruysad

44 The pupil should fill in the missing words into each sentence using the words in the box. Read the sentences to the pupil as most will not be able to read some of the words used at this stage. The answers for the days of the week are from Ray s diary which has already been filled in by the pupil. They should look at the pictures on the worksheet and the days of the week for each picture. pay hay day 1. You must for the sweets. 2. Today is a sunny. 3. The horse ate the may lay say 1. What did the man. 2. I on my bed. 3. Please I have a sweet. way bay ray 1. The boat was in the. 2. Show me the to go home. 3. A of sun shone down 44

45 stay clay play 1. I like to model with. 2. You can at my house. 3. I like to with my dog. tray spray May 1. His birthday is in. 2. The tea cups are on the. 3. I the plants with water. holiday pray bray 1. I went away for my. 2. A donkey can. 3. I can to God. 45

46 Wednesday today yesterday 1. Tom went to school. 2. On Ray ate 3 ice-creams. 3. I am going to do my best. Tuesday Sunday Thursday 1. On Ray was ill. 2. On he walked the dog. 3. On he had a swim. Monday Saturday Friday 1. On dad played cricket. 2. On he went to the shop. 3. On he climbed a cliff. 46

47 Highlight all the ay sounds. Then read the sentences. 1. May I spray the hay on Friday? 2. Did he pay for the holiday? 3. In May he will lay the tray. 4. On Tuesday he will stay to pray. 5. I will play with the clay on Monday. Underline all the ay words above and then find them in the wordsearch below. Also find the other days of the week that are hidden. M S I C M O N D A Y G F D K H F L M A F D L G S L C K S A T U R D A Y A Y S F A H J L F C P C T U E S D A Y P L A Y K F R I D A Y G S K T L D J D T H U R S D A Y Y C L P R A Y C G S K S H H O L I D A Y H F G Y J L D G J D F A W E D N E S D A Y H S A J S P R A Y S S U N D A Y S T R A Y D 47

48 SPELLING ASSESSMENT Use the look-cover-write-check method to spell these words. If a word is spelt incorrectly repeat the process and try again in the second column. Sunday Monday Tuesday Wednesday Thursday Friday Saturday Sunday holiday yesterday 48

49 DICTATION Read the sentence to the pupil. Let the pupil read the sentence and look at it carefully. Cover the sentence and write on the lines provided. Then look back and let the pupil self-assess his/her effort 1. Ray will play with clay on Friday. 2. I will pay for the holiday in May. 3. Lay the tray on Monday. 4. I may lay in the sun in the bay. 5. I sat on the hay on Thursday. 49

50 A final check to see if all the AY words can be read. This time the words have been mixed up and there are no colours to help with the sounds. Do not move on to the next sound until these are read without too much hesitation. Rather reprint the page and revise a little more if the pupil is not ready to move on. Monday day Tuesday lay yesterday pay Friday say way Sunday clay stay May holiday bay Thursday 50 bray Wednesday tray hay pray may ray spray Saturday play

51 Note to the tutor: Before we leave the AY/AI sound, a series of exercises mixing the 2 sounds together to aid in checking if the sounds have been consolidated thoroughly and to check the speed at which the pupil recognises the words and reads them. maid Tuesday again lay jail pay claim say raid Sunday paid stay tail holiday bait Thursday Monday mail yesterday stain way plain day frail bay snail clay sail May gain Friday hail 51

52 Play with the train Note to the tutor: Before we leave the AY/AI sound, a series of exercises mixing the 2 sounds together to aid in checking if the sounds have been consolidated thoroughly and to check the speed at which the pupil recognises the words and reads them. Thursday fail holiday pail Monday aid ray bail Wednesday aim yesterday drain day brain holiday 52 main lay grain play train tray chain Sunday braid say nail bray Wednesday again

53 Ray and his holiday. Ray went on holiday on Thursday. He will stay at the camp until Monday. It is May. It is hot. Ray went on a train to the camp. Will it rain? Ray got some bait to go fishing with his rod. Ray will put a snail on the end of the rod for bait. Ray will play in the hay and have fun. Ray went on on. He will stay at the until. It is. It is. Ray went on a to the. Will it? Ray got some to go fishing with his. 53

54 The pupil must read the words in the list. Tick those that the pupil reads correctly and put a dot in the box if the word is incorrectly read. The words must be correctly read at least 3 times. By this time the column should only have ticks in it. The new sound is printed in RED. Sounds learnt previously are in green. Remind the pupil about these sounds. If necessary go back and find the sound and revise it. are bar car far par tar star start barb hard lard shard bark dark 54 hark lark park stark spark shark carp harp sharp harsh marsh march March

55 The lists are repeated again with the addition of a few more words. The onset and rime pattern has also been interrupted so that the pupil cannot rely on this for word recognition. Do not move on to the worksheets which follow until all the words are read fairly fluently. are shark start carp barb park hard harp bar stark lard arm shard car 55 far bark March dark farm hark par marsh lark charm tar spark star harm harsh sharp

56 The lists are repeated again with the addition of a few more words. The onset and rime pattern has also been interrupted so that the pupil cannot rely on this for word recognition. Do not move on to the worksheets which follow until all the words are read fairly fluently. are shark start carp barb park hard harp bar stark lard arm shard car 56 far bark March dark farm hark par marsh lark charm tar spark star harm harsh sharp

57 Fill in ar and then read the word. h d b k c p h p sh p e d k h k l k p k sh d b b st t p h sh st k f m sh sp k c m ch sh k b 57

58 The pupil should read the list of words and then say which one does not rhyme with the others in the list. If the pupil struggles to read the words, the tutor should assist. The odd word out should be circled or crossed out. 1. tar hard car bar 2. hard shard tar barb 3. bark lark hark carp 4. spark shard shark ark 5. march marsh harsh 6. harp carp sharp shark 7. shark carp spark lark 8. are bar dark car 58

59 The pupil should fill in the missing words into each sentence using the words in the box. Read the sentences to the pupil as most will not be able to read some of the words used at this stage car far tar 1. There is on the road. 2. Is it to your house? 3. My dad has a red. star hard lard 1. This stone is very. 2. The is very bright. 3. is like fat. shard bark dark 1. A dog can. 2. At night it is very. 3. The of glass cut me. 59

60 lark park spark 1. A is a little bird. 2. A can start a fire. 3. I like to play in the. shark carp harp 1. A can bite you. 2. Ann can play the. 3. A is a river fish. harsh marsh march 1. A soldier can. 2. That man has a voice. 3. A is a muddy place

61 Highlight all the ar sounds. Then read the sentences. 1. Can a shark bark and march? 2. Is it hard to start a car? 3. There is a carp in the marsh. 4. That lard is hard. 5. The sharp shard can cut you. 6. The star is a spark in the dark. Underline all the ar words above and then find them in the word search below. Also find the other days of the week that are hidden. B E U R M A R S H T I U S H A R K I A G T D Y S T F A O R D T A O R G C R R E C A E S U R S F Y G R H D S A K A Y A P T P O D H L A R D J S H R S T A R T A A U F E J T P G R H I F R Y O P U R R S H A R P S A F A G P D E S Y P E K O Y D I Y S T A R E I M A R C H T R D A R K P E T A D H Y 61

62 SPELLING ASSESSMENT Use the look-cover-write-check method to spell these words. If a word is spelt incorrectly repeat the process and try again in the second column. car star start hard spark shark harp march dark marsh 62

63 DICTATION Read the sentence to the pupil. Let the pupil read the sentence and look at it carefully. Cover the sentence and write on the lines provided. Then look back and let the pupil self-assess his/her effort 1. Is the shark in the marsh? 2. He can march in the park. 3. Start the car in the dark. 4. The sharp shard is on the tar. 5. The star can play the harp. 63

64 Bart Bart lives on a farm. There is a marsh on the farm. Bart plays in the marsh. The mud in the marsh is dark. Bart and his dog sit on a log in the marsh. They like to play in the mud. Is there a shark in the marsh? The dog will bark if there is a shark in the marsh. The shark can harm Bart and the dog. Bart lives on a There is a on the farm. Bart plays in the. The mud in the marsh is. Bart and his dog sit on a in the. They like to in the mud. Is there a in the marsh? The dog will at the. The Shark can Bart and his dog. 64

65 A final check to see if all the AY words can be read. This time the words have been mixed up and there are no colours to help with the sounds. Do not move on to the next sound until these are read without too much hesitation. Rather reprint the page and revise a little more if the pupil is not ready to move on. arm bar lark far March harm star stark marsh hard dark start bark car hark shard park barb spark tar carp farm sharp harsh par march shark 65

66 The pupil must read the words in the list. Tick those that the pupil reads correctly and put a dot in the box if the word is incorrectly read. The words must be correctly read at least 3 times. By this time the column should only have ticks in it. The new sound is printed in RED. Sounds learnt previously are in green. Remind the pupil about these sounds. If necessary go back and find the sound and revise it. fur purr curb curd surf turf smurf lurk murk curl furl hurl purl burp urn burn turn churn hurt burst church blur blurb curve curse nurse 66

67 The lists are repeated again with the addition of a few more words. The onset and rime pattern has also been interrupted so that the pupil cannot rely on this for word recognition. Do not move on to the worksheets which follow until all the words are read fairly fluently. fur curl curve purr burn curse surf churn blurb furl smurf curb burp hurt curd turf murk hurl blurt turn purl church burgle nurse burst blur urn lurk 67

68 fur curl curve purr burn curse surf churn blurb burred furl smurf curb burp hurt curd turf murk hurl blurt turn purl church burgle nurse burst blur urn lurk hurt arm 68

69 Fill in ur and then read the word. h t f sc l p r f l b st c b c d s f t f h l b p u b n n se ch ch bl bl b sm f t n c ve l k ch n c se 69

70 The pupil should read the list of words and then say which one does not rhyme with the others in the list. If the pupil struggles to read the words, the tutor should assist. The odd word out should be circled or crossed out. 1. surf turf curd smurf 2. lurk curl furl hurl 3. urn burn burp turn 4. curse nurse curve 5. purl curl murk hurl 6. church lurch burst Find these words! Count how many of each word you can find. Put the number in the blue box. they said from come off who 70 O F F R O M T O F O F T H E Y C H S R F F W H O S O E A O F O F C X A M Y I M T F R O M I E O D O H R O M O D S A I D E O F E O F F T H E Y M S A I D W H O O L W H O S A I D W H O

71 fur purr curd 1. We make from lemons. 2. A cat can. 3. A bear has a lot of. surf lurk curl 1. We swam in the. 2. The baby has a on her head. 3. The man will in the dark. hurl purl burp 1. I can knit stitch. 2. The baby will. 3. He will the stone. 71

72 urn burn turn 1. The fire can you. 2. Boil water in the big. 3. It is now your to dance. church churn hurt 1. I fell and my arm. 2. There is a cross on the. 3. the cream to make butter curb nurse curse 1. A is in the hospital. 2. The witch put a on him. 3. I stood on the of the road. 72

73 Highlight all the ur sounds. Then read the sentences. 1. That church cat can purr and curl on the mat. 2. The nurse can surf. 3. The smurf can burp and curse. 4. An urn can burn and hurt you. 5. He will lurk and burgle. Underline all the ar words above and then find them in the word search below. Also find the other days of the week that are hidden. See how many other UR words you can find. Here s a handy hint for finding the other word look for the UR sound and then look on either side of it to locate the word. h s c u r d c u r l h c u r s e k c n u r s e j h h k i u a b h m j a h l r j l t v u c p u r l g m u i h u c f f p u r r j n i l a b u r p a r c a u i f m c h l v b n l b f n i n u j r c f a h u r t l b u r g l r c u r b l e g u r t v u k r a h m a h b u r p b u r n k h r n k l t u r n 73

74 SPELLING ASSESSMENT Use the look-cover-write-check method to spell these words. If a word is spelt incorrectly repeat the process and try again in the second column. hurl curve nurse hurt church burst burn surf curb turn 74

75 DICTATION Read the sentence to the pupil. Let the pupil read the sentence and look at it carefully. Cover the sentence and write on the lines provided. Then look back and let the pupil self-assess his/her effort 1. He can surf the curl. 2. The cat will purr in the church 3. He can lurk on the curb. 4. The urn can burn and hurt. 5. The nurse can burst it. 75

76 The Smurf The smurf sat on the curb by the church. He had hurt his arm. He has a burn on his arm. The nurse will help the smurf. The smurf has a cat. The cat can purr. It has soft fur. Give the smurf a bit of curd. The smurf will get well again. The sat on the by the. He had his arm. He has a on his arm. The will help the. The smurf has a. The cat can. It has soft. Give the smurf a bit of. He will well. 76

77 A final check to see if all the AY words can be read. This time the words have been mixed up and there are no colours to help with the sounds. Do not move on to the next sound until these are read without too much hesitation. Rather reprint the page and revise a little more if the pupil is not ready to move on. fur turn curb urn surf purr smurf lurk curse blurb furl turf purl burp murk burn nurse churn hurt curl church blur curd hurl curve burst 77

78 The following 3 pages are revision and consolidation of the sounds in this module done so far. Do not progress beyond this point if the pupil is still struggling to sound and read these words. Rather repeat some of the lists of words until fluency is reached. It is best to reprint pages needed rather than ask the pupil to repeat word on pages that have already been ticked or dotted. harsh purl Monday harm train purr jail barb again par burp clay carp Wednesday way fur dark farm curd hark snail curb Tuesday hard drain far curl sharp tail smurf stain bar urn star 78

79 are turn Friday charm today hurl day surf tray bail churn pail arm aid claim hurt paid blur bark spray furl chain lard hay mail church Sunday grain stark main tar frail burst gain 79

80 shark blurb Thursday shard holiday turf lay lark curve stay brain harp bay maid murk fail bray start pay burn march plain lurk Saturday car sail March curse hail park aim spark raid nurse 80

81 The pupil must read the words in the list. Tick those that the pupil reads correctly and put a dot in the box if the word is incorrectly read. The words must be correctly read at least 3 times. By this time the column should only have ticks in it. The new sound is printed in RED. Sounds learnt previously are in green. Remind the pupil about these sounds. If necessary go back and find the sound and revise it. The pupil should look at the pictures on the right and match a word from the list to the picture. Write the word under the picture. fir sir stir bird third firm dirt chirp birth mirth 81 skirt shirt girl twirl first thirty thirteen birthday thirsty

82 The lists are repeated again with the addition of a few more words. The onset and rime pattern has also been interrupted so that the pupil cannot rely on this for word recognition. Do not move on to the worksheets which follow until all the words are read fairly fluently. fir sir stir bird third firm dirt chirp birth mirth skirt shirt girl twirl first thirty thirteen birthday thirsty 1. It is her third birthday. 2. She can twirl the skirt. 3. The girl is thirteen. 4. There is dirt on his shirt. 5. A bird can chirp. 82

83 fir sir stir bird third firm dirt chirp birth mirth skirt shirt girl twirl first thirty thirteen birthday thirsty Revise these sight words that have already been taught. Stress how important it is that the pupil knows these and can read them quickly on sight. so about do come off have they 83 are one we well into new

84 Fill in IR and then read the word. f d t g l s ch p tw l st b d th d f m b th m th sk t sh t f st th ty th teen b thday How many times can you find the word thirsty in this word search.( times! ) Instead of colouring the blocks, trace over the words as you find them. Will you ever forget the word thirsty!!!!! Y T H I R S T Y T I T H S Y T H I R S T Y T T H I R S T Y R H Y H S R T H I R S T Y T H S I H T S I T H I T S T Y S I T R I H I S I R R I R H T H I R S T Y Y R Y R Y S T H R R I S Y T T H I R S T Y T H I R S T Y R Y I S H T H I R S T Y T I H S T H I R S T Y H H T 84 T Y T H I R S T Y S R I H T S T H I R S T Y

85 Fill in the missing word. Help the pupil to read the sentence as there may be words that they cannot read easily. The object of the exercise is comprehension of the words that they fill in. fir sir stir 1. He can the pot. 2. The tree is big. 3. John is the head teacher. bird third firm 1. A can fly. 2. An athlete has muscles. 3. He came in the race. dirt chirp birth 1. He rode his bike in the. 2. A bird can. 3. He saw the of the baby. 85

86 skirt shirt girl 1. He has a blue. 2. Her is pink. 3. The has long hair. twirl first thirty He came in the race. 1. I can this stick. 2. She is years old. thirteen birthday thirsty 1. I am very. 2. That dog is years old. 3. It is my today. 86

87 Highlight all the ir sounds. Then read the sentences. 1. The third fir is firm in the dirt. 2. The thirsty bird can chirp. 3. The girl can twirl her skirt. 4. She got a shirt and a skirt for her birthday. 5. Is sir thirteen or thirty? Underline all the ir words above and then find them in the word search below. Also find the other days of the week that are hidden. See how many other UR words you can find. Here s a handy hint for finding the other words look for the IR sound and then look on either side of it to locate the word. M R T H I R S T Y R K F B H R B I F H B I R T H J H C H I R P I R F I R J L H I G J S G R H S R T H R G F K I R I K K F D R T T H L D I R T R D R F I R M H I H R S T I R H T G L G R J K R R D F I R M N F Y R K J T W I R L A F R J G T H I R T E E N R G K Y THIRSTY! 87

88 SPELLING ASSESSMENT Use the look-cover-write-check method to spell these words. If a word is spelt incorrectly repeat the process and try again in the second column. sir shirt skirt third birth thirty thirteen thirsty dirt birthday 88

89 DICTATION Read the sentence to the pupil. Let the pupil read the sentence and look at it carefully. Cover the sentence and write on the lines provided. Then look back and let the pupil self-assess his/her effort 1. The bird sits in the fir and chirps 2. The girl is thirteen. 3. He got a shirt for his birthday. 4. She can twirl in her skirt. 5. The firm is firm in the dirt.. 89

90 Find an IR word to match these pictures. Write the word under the picture. Try to sound the word out and not look back. Check when you are done to see if you spelled the word correctly. There are more pictures on the next worksheet. 90

91 A final check to see if all the AY words can be read. This time the words have been mixed up and there are no colours to help with the sounds. Do not move on to the next sound until these are read without too much hesitation. Rather reprint the page and revise a little more if the pupil is not ready to move on. fir sir stir bird third firm dirt chirp birth mirth skirt shirt girl twirl first thirty thirteen birthday thirsty 91

92 The pupil must read the words in the list. Tick those that the pupil reads correctly and put a dot in the box if the word is incorrectly read. The words must be correctly read at least 3 times. By this p time the column should only have ticks in it. The new sound is printed in RED. Sounds learnt previously are in green. Remind the pupil about these sounds. If necessary go back and find the sound and revise it. her hers herb herbs verb herd nerd perk perm term berg Bert advert alert nerve serve verse verses reverse person perch sherbet mermaid mermaids 92

93 The lists are repeated again with the addition of a few more words. The onset and rime pattern has also been interrupted so that the pupil cannot rely on this for word recognition. Do not move on to the worksheets which follow until all the words are read fairly fluently. her verse herb perm person herd alert perk sherbet term berg adverts serve Bert herbs nerve herd of cattle advert verses reverse perch mermaid mermaids hers verb nerd 93

94 Both onset and rime and the colour helps have now been taken away. If the pupil struggles reading the lists, ask him/her to use a felt tip pen to mark in the red ER sounds and other known sounds in green. her verse herb perm person herd alert perk sherbet term berg adverts serve Bert herbs 94 nerve advert verses reverse perch mermaid mermaids hers verb nerd a basket of herbs.

95 Fill in er and then read the word. h m maid h s B t h bs v b h d n d adv t adv ts al t n ve b g rev se p k s ve p ch p m v se p son t m v ses sh bet 95

96 Fill in the missing word. Help the pupil to read the sentence as there may be words that they cannot read easily. The object of the exercise is comprehension of the words that they fill in. her hers herbs 1. The grow in pots. 2. She hurt leg. 3. That bike is. verb herd perm 1. A is a doing word. 2. A gives you curly hair. 3. The of cows is on the hill. term Bert advert 1. Today is the first day of the. 2. His name is. 3. I read the. 96

97 Fill in the missing word. Help the pupil to read the sentence as there may be words that they cannot read easily. The object of the exercise is comprehension of the words that they fill in. nerve serve verse 1. She hurt a in her leg. 2. Read a of the poem. 3. Please the food. berg reverse perch 1. He will the car. 2. A bird sits on a. 3. A is a mountain. sherbet person mermaid 1. A has a tail. 2. The fizzes. 3. The queen is an important. 97

98 Now this word search is a bit different again. Don t colour the blocks that the words are in. Write over the dotted letters. It might be fun to do this in various colours. Sound and then say the word as you write over the letters. her herbs verb herd nerd perk perm term Bert advert alert nerve serve verse berg perch reverse person sherbet mermaid h e h e r u e t p n i e a i p e r t e p r o e h e r o d g e r o e i v e r b e r s f v e r d f s o d r s t u d h p e g c g i e u e g p e i h r e r h h h e r b s d e s t e r m t i p o r t e o u r t f e t p g e r p e r m d g k o a l e r t h e i s s h e r b e t i e s p f v n o r u b e r t f v u p e g e e r i e t o e r p e o e r i r r s s e r v e r u r s r s s s v d r o f t s e i s e t o f e e p u b e r g p o e u r n i p i e r d e t f m e r m a i d t 98

99 Look at the sentences below and highlight all the words that have ER in them with a yellow highlighter pen.. Trace over the ER sound with a red felt tip. Find other blends that you have already learnt eg AY AI CH SH and so son. Trace over them with a green felt tip pen. Now read the sentences. Bert and his bird. Bert has a bird. The bird sits on a perch. Bert went with the bird to the berg. It was his holiday. He went in a car. He will reverse the car. There is a mermaid at the berg. She hurt a nerve in her back. Bert will help her. There is a herd on the hill. Bert will play his harp to them. Bert is a person who plays a harp. He will play on the first day of term. Bert can serve sherbet to the mermaid. I think Bert is a star! 99

100 Read the following sentences and then fill in the missing words in the comprehension assessment. Bert and his bird. Bert has a bird. The bird sits on a perch. Bert went with the bird to the berg. It was his holiday. He went on Saturday. He went in a car. 1. What does Bert have? Burt has a. 2. Where does the bird sit? It sits on a. 3. Where did Bert take his bird? He took it. 4. When did Bert go to the berg? He went 5. How did Bert get to the berg? He went. 100

101 SPELLING ASSESSMENT Use the look-cover-write-check method to spell these words. If a word is spelt incorrectly repeat the process and try again in the second column. verse herb perk her reverse perch serve person advert nerve 101

102 DICTATION Read the sentence to the pupil. Let the pupil read the sentence and look at it carefully. Cover the sentence and write on the lines provided. Then look back and let the pupil self-assess his/her effort 1. The herd sat in the herbs. 2. The mermaid had a perm. 3. The nerd is alert to the advert. 4. Bert will go to the berg with his bird. 5. She will serve sherbet to the person. 102

103 Last chance to make sure that tiyd these lists can be read fluently and without much hesitation. her verse herb perm person herd alert perk sherbet term berg adverts serve Bert herbs nerve advert verses reverse perch mermaid mermaids hers verb nerd 103

104 Can the pupil remember when to use IR UR or ER? Look at the pictures and fill in the correct UR/IR/ ER sound. Ask the pupil to make a sentence about that word and say it to you. They may use the plural form of the word if this helps. m maid p ch th ty s f b n b d th sty 104 adv t n se

105 h bs p l b thday b p sk t v se f st p m ch ch 105

106 Note to the tutor: Before we leave the AR/IR/ER/UR sounds, a series of exercises mixing the 4 sounds together to aid in checking if the sounds have been consolidated thoroughly and to check the speed at which the pupil recognises the words and reads them. car curl fir perch harp curt mermaid first mirth furl are birthday dirt burst burn girl star first far chirp shirt shark farm purl her curse birth jar verse skirt surf term thirteen party curve lard turn twirl 106

107 Note to the tutor: Before we leave the AR/ IR/ER/UR sounds, a series of exercises mixing the 4 sounds together to aid in checking if the sounds have been consolidated thoroughly and to check the speed at which the pupil recognises the words and reads them. tart perm dark bird serve cart card burp third harm Bart murk thirsty lard charm advert churn Bert bark shard art urn fern nurse start arm hard turn church star March start firm burgle herbs stark thirty charm barn smurf 107

108 Tutor: Ask the pupil to read this little story which attempts to use as many previously learned words as possible. If the pupil struggles it might be an idea to ask him/her to identify words with the IR sound first and then suggest other words to find eg ER words or UR words etc. Highlight these and then ask the pupil to try and read the story again. Try and fill in the words without looking back. The mermaid has a birthday The mermaid is thirteen. It is her birthday. The people are at her party. It is a birthday party. She got a bird for her birthday. It sits on a perch and chirps. A man will play the harp and people can sing to the mermaid. The party is fun. The people play and sing. There are thirty people at the birthday party. The mermaid is. It is her. The people are at her. She got a for her birthday. It sits on a and it. A man will play the The can sing to the The is fun. The people play and. There are people at the party. 108

109 for bore lore more pore sore wore score snore spore store swore chore shore 109 orb born corn morn worn cord ford lord cork pork corm dorm form norm horse fort port sort

110 ford bore dorm more born sore form score horse spore worn port store pork for 110 shore corn morn swore cord snore lord cork pore corm chore sort norm wore fort lore orb

111 worn bore pork more form sore fort score norm spore sort swore chore shore orb for ford born corn morn cord pore lord cork wore corm snore horse store port dorm 111

112 Fill in OR and then sound and read the word. w n sp e b e s t p k m e f m s e sw e ch e sh e b c n p t st e f t f sn e sc e f d h se n m b n w e 112

113 more born sore 1. I have a head. 2. The baby was yesterday. 3. Please may I have some pudding. 5.. form score horse 1. That can run fast. 2. He filled in the. 3. Can you a goal for your team? spore worn port 1. Have you those shoes? 2. The ship sailed into. 3. The seed of a fern is called a. 113

114 store pork for 1. He ate roast. 2. I will this in a folder. 3. We went on holiday a week. shore corn swore 1. He he had never done it. 2. The in the field is ripe. 3. We played on the sea. cord snore lord 1. Do I when I sleep? 2. Tie the around the box. 3. He was the in the play. 114

115 cork pores corm 1. I can see the on my skin. 2. Put the into the bottle. 3. Some plants have a. chores sort wore 1. We must all do our 2. Please out this mess. 3. She a new dress. fort orb bored 1. The soldiers are in the. 2. I am feeling so today. 3. An is a round shape. 115

116 The sentences below are based on words that the pupil has learnt through the modules. If the pupil is still struggling with word recognition, spend time highlighting all the OR words in orange or red. first. Then ask th pupil to show you other sounds in words that they have learnt eg AI or AY etc. They could colour these in green. Once individual words have been looked at, the pupil should read the sentences and then find the OR words in the word search. 1. He will store the pork and the corn in the fort. 2. If you are bored do some chores and sort the mess. 3. The horse can run on the shore. 4. He has pork and corn in the store. 5. Do your chores and sort the fort. 6. The lord can snore in the dorm. 7. He swore that the score was more than six. 8. He was bored so he did his chores. 116

117 SPELLING ASSESSMENT Use the look-cover-write-check method to spell these words. If a word is spelt incorrectly repeat the process and try again in the second column. shore store pork fort sort pores cork cord lord snore 117

118 DICTATION Read the sentence to the pupil. Let the pupil read the sentence and look at it carefully. Cover the sentence and write on the lines provided. Then look back and let the pupil self-assess his/her effort 1. The horse can run on the shore. 2. He has pork and corn in the store. 3. Do your chores and sort the fort. 4. The lord can snore in the dorm. 5. He swore that the score was more than six. 118

119 morn bore corm more dorm sore fort score norm spore sort swore chore port orb horse ford wore wore born cord pore lord cork pork for snore store corn shore form 119

120 Lord Ford and his horse Lord Ford has a big horse. Lord Ford lives in a fort with his horse. Lord Ford fed his horse corn and pork. A horse must not eat pork. Lord Ford did his chores and put the corn in the store. He slept in the dorm. Lord Ford snores. The horse snores. What can we do with a Lord and a horse who snore? Lord has a big. Lord Ford lives in a with his. Lord Ford fed his horse and. A must not eat. Lord Ford did his and put the in the. He slept in the. Lord Ford and so does his.what can we do with a and a horse who. 120

121 are bore shark more start sore carp score barb spore park swore hard shore harp for worn stark pork lard form arm fort shard These are the final pages of this module and all the sounds learnt in this module are now mixed together to assess the pupil s knowledge. It is an idea to discreetly time the pupil s effort in reading each page. By now, there should be little hesitation and you should be able to observe if the pupil is using their new found decoding skills to sound out the words either aloud or under his/her breath. The next few pages will guide you as to whether the pupil is ready to move on to module 4 norm car sort far chore bark corn 121

122 March cord shark lord farm wore hark snore par store marsh dorm lark orb charm ford born tar Salvatore Vuono / FreeDigitalPhotos.net morn spark pore star cork harm corm harsh horse sharp port farmer snore 122

123 hail Monday shorn are raid horses stay braid Tuesday store scorn snail sharpen claim Wednesday shark paid port Simon Howden / FreeDigitalPhotos.net bay chain harsh failed dorm Thursday jail sharp bored pay start May worn 123

124 Salvatore Vuono / FreeDigitalPhotos.net grain Friday carp main bore hay frail Saturday barb pork spray train more stain pray form park way hard market fail Sunday harp fort day holiday aid today arm yesterday again 124