Activity Book 2
Letterland Fix-it Phonics makes learning English fun and easy to remember. Fix-it Phonics Starter is the very first stage of learning, concentrating on: promoting speaking and listening skills increasing phonological awareness In this Starter level, children’s natural abilities are harnessed as learning is multi-sensory. Children draw, sing, chant, use stickers and do actions - all techniques to make learning fun and memorable.
Teacher’s Booklet with Audio CDs
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Code: TH80
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Resource Pack
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Activity Books 1 and 2 + stickers
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Fix-it Phonics - Starter - Activity Book 2
Fix-it Phonics - Starter
ing Oral Languag d l i e Bu
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i ng d n e l B Oral
ISBN 978-1-78248-159-1
See our full range at
www.letterland.com
9 781782 481591 Child-friendly phonics
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Contents Lesson Structure Review ..................... 2-3 Hello Song.....................................................2 Circle time review ......................................3 Good bye Song ............................................3
Part 5 - Building Oral language My classroom ......................................... 4-9 Listen, point and say!.....................................4 Sing and point!................................................5 Listen and match!...........................................6 Write-in activities ....................................... 7-9 My family ...............................................10-13 Listen, drum or clap! ................................... 10 Sing and point!............................................. 11 Write-in activities ...................................12-13 My toys ...................................................14-19 Listen, point and say!.................................. 14 Sing and move! ............................................ 15 Listen and match!........................................ 16 Write-in activities ...................................17-19 My house ..............................................20-24 Listen and point!.......................................... 20 Sing and point!............................................. 21 Listen and stick! ........................................... 22 Write-in activities ...................................23-24
Part 6 - Alliteration & Voice Sounds Sounds and Actions .........................25-77 Actions Song ............................................. 25 s Sammy Snake.......................................26-27 a Annie Apple .........................................28-29 t Talking Tess ...........................................30-31 p Peter Puppy ..........................................32-33
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i Impy Ink .................................................34-35 n Noisy Nick............................................36-37 m Munching Mike ..................................38-39 d Dippy Duck ..........................................40-41 g Golden Girl ..........................................42-43 o Oscar Orange .....................................44-45 c Clever Cat ............................................46-47 k Kicking King .........................................48-49 e Eddy Elephant......................................50-51 u Uppy Umbrella....................................52-53 r Red Robot .............................................54-55 h Harry Hat Man ...................................56-57 b Bouncy Ben ..........................................58-59 f Firefighter Fred .....................................60-61 l Lucy Lamp Light ...................................62-63 j Jumping Jim ..........................................64-65 v Vicky Violet...........................................66-67 w Walter Walrus ....................................68-69 x Fix-it Max ..............................................70-71 y Yellow Yo-yo Man ................................72-73 z Zig Zag Zebra ......................................74-75 q Quarrelsome Queen ..........................76-77 Alphabet - Letter shape matching .......78-79 Part 7 - Oral blending Sound slide! .............................................80-83 Alphabet Song with actions ..............84-86
Certificate .................................................. 87 Letterlanders ........................................... 88
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Notes to users
Teachers, supervisors and parents At the bottom of each page you will find teaching notes. These notes provide explanation and information about the activities on each page so you are aware of the objectives. Arrows
Instructions on how to complete an activity.
Lesson Structure 1. Start every Letterland lesson with the ‘Hello’ song. (See Fix-it Phonics Starter Audio CD - Track 1 or Software)
2. Review previous learning with role play and/or circle time, 3. Introduce a new topic/letter sound and action. Complete as much as time allows. 4. End each lesson with the ‘Good bye’ chant and song. (See Fix-it Phonics Starter Audio CD 2 - Track 2 or Software)
Sing
Listen to the song first. Then join in with just the ‘hello’ and ‘hi’. Finally sing the whole song together!
Track 1 CD 2
d m n o a ve! g n i S Hi, hello! Let’s wave! Hello. Hi, hello! Let’s wave! Hello. How are you? I’m fine, thank you! Hello, hello. Ok, let’s go! Let’s go to Letterland!
2
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Learning sic with mu
(x2)
Sing this song at the start of every Letterland session/lesson to reinforce how to say ‘hello’ in a memorable, fun and inclusive way.
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e time! Circl
Use circle time at the start of each lesson to build confidence in reviewing the language taught previously.
Sing
Listen to the song first, then join in with just the ‘Good bye’. As your class becomes more familiar with the song, join in more and more!
Track 2 CD 2
and move! g n i S Good bye, good bye. See you soon. Bye bye, bye bye. See you soon. It’s been fun. We’ll see you soon. Good bye, good bye from Letterland!
Multisensor y
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Sing this song at the end of every Letterland session/lesson to reinforce how to say ‘good bye’!
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Part 5 - Building Oral Language - My classroom
My classroom Listen
Listen to the names of the objects and point to them as you hear them. Then try saying the names of the objects.
Track 3 CD 2
o i p nt and sa , n e t s i y! L
4
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g& Speakin g in n liste
Use this new vocabulary as often as possible as you point to and use things in the classroom. Use your software to play another listening game..
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Listen to the song first, then join in with pointing to the things in the scene. Finally sing the whole song together.
Sing
n a d poin g n i t! S
Track 4 CD 2
This is a table. This is a chair. That is a window, over there. This is a pencil. This is a pen. That is a book. Let’s sing again.
Software includes animated songs!
Multisensor y
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Children develop their communication skills and expand their vocabulary by listening and singing along to songs.
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Listen
How many...? Listen and join the pictures to the correct numbers. Then try working in pairs to ask and answer the questions.
Track 5 CD 2
en and ma h! t s i tc L
3 2 4 6
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e Reinforc w ie & rev
This exercise combines the learning of new ‘Classroom’ words with reviewing knowledge of numbers.
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Colour
Pencil control and observation skills
Do you have these things in your classroom? Colour them to match yours.
pencil
door
book
pen
bag 7
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Circle
Visual discrimination
Circle the odd one out in each row.
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Find
Visual discrimination
Can you find six differences between these two pictures? Colour a star as you find each one.
Changes: cushion colour; pencil in Annie Apple’s hand; time on clock; book in Bouncy Ben’s paw; train on easel; triangle on poster.
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Part 5 - Building Oral Language - My family
My family Listen
Listen to the words. Then listen as each syllable is clapped out in the word. You try clapping or drumming the syllables.
Track 6 CD 2
Listen, drum or clap!
.
dad
..
brother
sister
. .
grandma
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Syllable clapping
.
mum
..
. .
grandpa
Being able to identify syllables allows children to begin to associate spoken language with written words.
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Sing
Listen and join in with the actions and the song. If possible, each child can draw a picture or bring in a photo of their own family.
d point! n a g n i S
Track 7 CD 2
Software includes animated songs!
Say hello to my family. My mum and dad and me! My brother and sister you can see. This is my family and this is me! Say hello to my family That’s grandma and grandpa you can see. I love my family and my family loves me! Say hello to my family. Say hello to my family.
Oral fluency
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Children develop their communication skills by listening and singing along to songs.
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12 Answer: car colour changed; girl has disappeared; bird appeared; front seat colour changed; bag in dad’s hand disappeared.
Can you find five differences between these two pictures?
Find
Visual discrimination