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PHONICS PUPIL BOOK 2: PAGE 2
Alternatives: ‹y› Making an /ee/ Sound Flash cards •Revise some of the basic 42 sounds. Alternatives: ‹y› as /ee/ •Explain that the letter ‹y› only says the sound /y/ when it comes at the beginning of a word (as in the words yummy, yellow, yoghurt), or sometimes in the middle (as in the word beyond). When a ‹y› comes at the end of the word it makes an /ee/ sound. •Remind the children that, when two letters making the same sound are next to each other, the sound is only said once. •Read the words at the top of the page: jolly, daisy, muddy, teddy, sunny, funny, daddy, spotty. •Point out the letter that is making the /ee/ sound at the end of the words (the letter ‹y›). •The sound made by the ‹y› may vary slightly according to accent. Note 1: double letters •The blending words with short vowel sounds have double consonant letters after the vowel. When two letters that make the same sound are next to each other, the sound is only said once. •Consonant letters are often doubled after a short vowel sound so that the ‘magic’ from any subsequent vowels cannot ‘hop back’ over the consonants and change the short vowel into a long vowel. •For example, when one consonant is removed from the word holly (which has a short vowel sound, /o/, followed by two consonants), it leaves holy (which has a long vowel sound /oa/ and one consonant). •As the ‹y› is replacing a vowel sound in the reading words, it has borrowed the ‘magic’ of a vowel. So, if the consonants after the short vowel were not doubled, the ‹y› at the end of the word would change the short vowel sound into a long vowel. •There are, however, some exceptions to this rule; in the words body, lily and copy, the consonant is not doubled. 86
Word and picture matching •The children read the words in the logs. They join each word to the frog containing the corresponding picture. The children can then colour the pictures. •The pictures, from top to bottom, are: (left) (right) holly, sandy, teddy, puppy, body, sunny. Reading sentences •Write the following sentences on the board, pointing out the tricky words and blending any unknown words with the children. 1. Do sheep sleep in beds? 2. The farmyard is a mess. 3. The shark swam in the reef. 4. Did she do her job well?