Cambridge Phonics and Handwriting
Learner’s Book Step 4C
Kate Gregson
Cambridge Phonics and Handwriting
Learner’s Book Step 4C
Kate Gregson
Note to parents/carers and teachers
This Learner’s Book provides activities to support units 21–30 of Cambridge Phonics and Handwriting Step 4. The Teaching Resource provides full coverage of the Cambridge Phonics and Handwriting Framework and guidance on how the Learner’s Book activities develop the framework statements.
Activities can be used at school or at home. Children may need some support from an adult to understand the activity instructions. Additional guidance about activities can be found in the For teachers boxes. You can find videos and tips to help you say the sounds at our parent support site: https://www.cambridgeinternational.org/programmes-andqualifications/cambridge-early-years/parent-support/
When there is a letter–sound for a phonics activity, it is referred to as the ‘target sound’. The target sound is shown in a box on the page. For example:
pull, good
The target sound is the sound made by the underlined letter or letters in the word.
In handwriting, children are continuing to learn how to join letters. It is good practice for children to apply all the joins they have learned in their answers to the questions in this Learner’s Book.
Scan to visit Cambridge Early Years parent support site
Another sound for c Joins from p, r, f Unit
Activity 1
Circle the letters that make the target sound. Then match the words and pictures.
face
sell
pencil
ice
race
choice
nice, city, since
For teachers
Ask the child to read each word and circle the letters that make the target sound. Encourage them to draw a line from each word to the corresponding picture.
Activity 2
Say the words for the pictures. Then write each word in the correct box to show whether the target sound is spelt using c or s.
Another sound for c nice, city, since
SAMPLE
For teachers
Ask the child to identify the words for each picture. (All words have the target sound.) Ask them to write each word in the correct box for its spelling pattern. Support the child with the words space and spice as these words contain both spelling patterns, so they should write these words in both boxes.
Activity 3
Read each sentence and circle the correct word.
Cindy and Candy went to the city in their (spice / space)ship.
Cindy jumped (voice / once), then she jumped (twice / race).
Candy had not had any food (since / price) the morning.
They got (ice / nice) creams.
The ice creams were a (choice / circle) shape.
Activity 4
nice, city, since
SAMPLE
Write the word for each picture. Then circle the letters that make the target sound.
For teachers
Activity 3: Encourage the child to read the sentences about the story. They choose the correct word from the two options and circle it. Then ask them to read each sentence again.
Activity 4: Support the child to write the correct word under each picture. Then ask them to circle the letters that make the target sound.
Activity 5
Look at the pictures and write the words in the crossword.
Activity 6
nice, city, since
Write a sentence using some of the words from Activity 5.
SAMPLE
For
teachers
Activity 5: Ask the child to look at each picture and say the word. They then write the word in the correct place to complete the crossword.
Activity 6: Ask the child to choose some of the words that they wrote in Activity 5 and use them in a sentence. Support them as they write their sentence on the lines.