Cambridge Phonics and Handwriting
Learner’s Book Step 4A
Abbie Chisnall, Susan Iannuzzi & Alice Spencer
Cambridge Phonics and Handwriting
Learner’s Book Step 4A
Abbie Chisnall, Susan Iannuzzi & Alice Spencer
Note to parents/carers and teachers
This Learner’s Book provides activities to support the first 10 units 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/
The letter sound for a phonics activity is referred to as the ‘target sound’. The target sound is shown in a box on the page. For example:
longa
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.
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Activity 1
Say the words. Match the pictures to the correct a sound.
Activity 2
Read the sentences. Circle the words with the long a sound.
The baby is happy. The cat is fat.
The cat is black. The lady has a pen and paper. hat baby
For teachers
Activity 1: Ask the child to say the words for hat and baby. They then say the words for the other pictures and match them to hat (short a) or baby (long a) according to their vowel sounds. Focus only on the sounds, not the spelling of the words.
Activity 2: Ask the child to read the sentences. Support them to identify and circle the words containing the long a sound.
Activity 3
Find the words that have two letters working together to make the long a sound. Draw a curve to join the letters in these words. The first one has been done for you.
make clap came take hat bank late made lamp gave
Activity 4
Write the missing letters and read the words.
SAMPLE
For teachers
Activity 3: Support the child to read and identify the words containing the split digraph a_e, and to draw a curve under these words to join a and e
Activity 4: Support the child to use the picture to identify each word and complete the missing letters.
Activity 5
Write the missing words on the labels.
long a SAMPLE
For teachers
Ask the child to look at the picture and identify the words they need to write. Remind them of the a_e spelling pattern that these words use.
Activity 6
Read the sentences. Write the sentences on the lines, copying the joins.
The fpe has a shfpe.
I gfve her a cake.
The wind makes a wfve.
The gfme has a long nfme.
For teachers
Ask the child to read each sentence and support understanding of the sentence as needed. Then ask them to write each sentence, copying the joins. The child should apply all the joins they know but pay special attention to the focus joins.