Hello everyone. My name's Simone and welcome to phonics lesson 23.
So we're really rolling through aren't we? Let's have a quick look at yesterday's homework
and have a read of some of these words together. So I asked you to have a look. All of these words
had the long [e] sound in them eat, eve, swede, beet, beat
and I asked you to write them into the correct columns. So over here in the [e] [a] says /ea/ column eat
beat, I've made a mistake haven't I? That's al right. How can I fix it if I've made a mistake?
I can just write it again. That doesn't matter. It's all about practising, eat, /b/-eat, sea.
This is the sea in the ocean. This see is I can see you. If we wanted to we could add that to
this column. So it doesn't matter that's the beauty of doing it at home
you don't have my worksheet to worry about. So double [e] says /ee/ in see, feet, beet, feet again, meet.
Split digraph [e] says /e_e/ in eve, swede, and Pete. So swede is a kind of vegetable. So if we have a look
here beat and beet, we've got another homophone haven't we? This beat is can you hear the beat
daddy-o? That's the beat. This beet is beet like beetroot. It's a vegetable. So if you go to a
concert this is the beat you want to snap along to, not that one, you'd look kind of strange. Okay, good
job. Let's move on to our practice of that long bossy [e] sound today. Before we start we're going to
refresh our memories and look at a split digraph. A split digraph is two vowels split by a consonant
to make a long vowel sound and that's the one we're looking at. We're looking at [e] consonant [e].
Let's have a look at some digraphs to refresh. [o] [i] coin, /oi/
[a] [y] play /ay/, double [o] book /oo/, -[-y] happy /-y/,
end of a two-syllable word, [a] [e] cake /a_ e/, [i] [e] bike /ī/, [o] [e] bone /ō/ and from yesterday and we're going
to practise this some more today [e_e] concrete. Good job. Let's practise some of our irregular words, you,
about,
friend,
little,
have. So remember have isn't bossy. We don't say have that [e] just stops the[ v] from falling over.
Have and you from yesterday, saw I saw a bird in the sky, saw. Good job. Time to stand up
have a bit of a wiggle and get ready for some phonemic awareness. So we're going to start off
and do what we did yesterday. We're going to segment some words. So I'll say the word,
we'll say the word together, and then we'll break the word into bits. Our first word is thread thread, /th/-/r/-/ea/-/d/.
Great job. Chin, chin, /ch/-/ĭ/-/n/. Great job. We're going to revisit those words but we're going to manipulate we're going to delete
the initial sound. Okay, so let's have a listen if we break those words into two parts th/-/read/, th/-/read/
take away /th/- red.
Let's do that together. Get your hands ready, thread, thread without /th/
red. Good job. Next word chin, chin, without /ch/ in,
shred, shred, without /sh/ red. That's a tricky one isn't it because we've got that combined sound
at the beginning. Let's do that again, shred, shred, without /sh/ red, throw, throw, without /th/ row, shy, shy, without /sh/, /ī/. wheel. wheel. without /wh/, eel.
and our last one chore, chore, without /ch/ or. Great work. That was tricky wasn't it cutting those
sounds off. I have to think hard too! Okay let's have a look at some of the sounds that we've been
practising our split digraphs. We've got lots of them now. We've got four split digraphs to practise.
I've done the first one for us so we can read it together /c/-/ŏ/-/m/-/p/-/ē/-/t/, compete, Good job. /r/-/ĭ/-/s/, rise
/c/- /ō/-/p/ cope, compete, rise, cope.
Let's have a look /g/-/ā/-/v/ gave, /l/-/ā/-/k/, lake, /l/-/ī/-/v/ live, /g/-/ā/-/v/, /l/-/ā/-/k/, /l/-/ī/-/v/, gave, lake, live,
gave, lake, live. Good job. /ē/-/v/ eve, Christmas eve, /r/-/ō/-/s/ rose, /s/-/t/-/ō/-/n/, stone, eve,
rose, stone, eve, rose, stone. Good job.
Can you find a word up here ah so if I'm in a running race I'm going to run against all of
the other people in the line and try and come first. It's a competition. It's a bit of a hint.
Can you find the word, the doing word, that tells me if I'm going to run in a race? I'm going to
compete from the word competition. We'll learn that another time that's a bit tricky. The next one is
a beautiful flower and it has a beautiful aroma a beautiful smell. Can you see up here
the name of a beautiful flower? Have a look in this row, rose. Did you find rose? Good job.
Let's have a look at this word if we take away the [e] we get cop like a police officer cop. If we add
the [e] we get cope. I can't cope with the heat. You could say you could use cope in a sentence if you
can't bare something. Okay great reading. Great work. It's time now for us to do some words to spell. So
I need you to go and get your pen and your paper and you can pause me. Are you ready? Pause now.
Good job. I'Il quickly get my paper ready.
Are we all ready? Okay our first word is bite. Can you say bite, bite, bite, /b/-/ī/-/t/
Let me see your phoneme fingers. We ready?/b/-/ī/-/t/.
Good job. Let's have a go writing it. /b/-/ī/-/t/.
Is that right, /b/-/ĭ/-/t/ bit, no. What do we need? You you know don't you? You all know we need
that bossy [e] to turn bit into bite. I love bossy [e] silent [e] split digraph [e]. It's one of my favourites.
Our next word is same. I'd like the same again please. Say same, same /s/-/ā/-/m/. Let's write that word. Go!
Did you remember to add the [e] for that split digraph
same? Good job if you did. Give yourselves a tick. And next word is compete. I'm going to compete
against my sister and see if I can have the fastest shower tonight. You ready? Compete com
/p/-/ē/-/t/.
We need that long [e] sound at the end of compete don't we? If you haven't spelt it
quite like me I'd like you to just quickly fix it up and when you've fixed it give yourselves
a tick. You can press pause if you need to. Our last word is home. Let's go home, home home
/h/-/ō/-/m/, home. Good job. How did you go with those
split digraph spellings? Fantastic! So what we're going to do now is some blending.
We're going to practise some more of our bossy [e] split digraph [e] words. Are we ready?
/c/-/ŏ/-/m/-/p/-/l/-/ē/-/t/ complete, /ă/-/th/-/l/-/ē/-/t/, athlete, /s/-/w/-/ē/-/d/, swede,
complete, athlete, swede, again complete, athlete, swede. Good job.
/th/-/ē/-/m/, theme, /S/-/t/-/ē/-/v/, Steve, /th/-/ē/-/s/, these. Let's read these words again theme, Steve, these,
theme, Steve these. Good job. Our last row. Oh it's our key word, /c/-/ŏ/-/n/-/c/-/r/- /ē/-/t/.
It's a long one concrete. Good job. /e/-/x/-/t/-/r/-/ē/-/m/, extreme
sports quite fun to watch extreme. And last one /P/-/ē/-/t/, Pete,
concrete, extreme, Pete, concrete, extreme, Pete. Good job. I'd like you to point to or find a
word here. This is someone who perhaps runs in a running race, maybe they do some high jump maybe
they do long distance running. If you're that kind of person you'd be super fit. What what do we call
that sort of person? Have a look in the top row. Did you think of athlete? If you did give yourself
a pat on the back. Good job. Can you remember I want you to see if you can find and you can point
on the screen. What's our key word for this split digraph [e]? Can you find our keyword? Our keyword is
concrete. Did you find it in the bottom row just here? If you did give yourselves another pat
on the back. And now it's time for you to get a pen and paper because we're going to do some spelling.
So our first word and we're remembering split diagraph [e]. Our first word is these.
These are my friends. That's a bit sad isn't it? I do have some I promise. Say it with me, these /th/-/ē/-/s/
these. Actually I'm just going to change to a black marker
/th/-/ē/-/s/.
That's right we need that [e] don't we on the end,- the split digraph these. These are my friends.
These are my flowers. These are my textas. Okay good job. Our next word is theme, theme,
/th/-/ē/-/m/, theme. It's got the same initial sound hasn't it that /th/. Let's write it. /th/-/ē/-/m/
theme. The theme for today is split digraph [e]. Good job. And our last word is complete
and then we've nearly completed this lesson. That means finished complete /c/-/ŏm/, com -/p/-/l/-/ē/-/t/
complete. If we took that [e] away we'd have complet. It's not even a word complete. If you've got those
words correct give yourselves lovely big ticks. Fantastic word work. Okay let's take this away.
Let's do some reading.
I'm a bit excited because I saw our tricky word that we looked at yesterday.
Can you see it?
Okay let's have a read together. I saw an
athlete
compete.
Full stops. We can take a breath. I saw an athlete compete, so compete from competition.
I saw an athlete complete compete I can't say it. /Sh/-/ē/ She was
very speedy. She was very speedy. Full stop take a breath. She
ate
sweets and meat each day to make her strong
and fit. Oh that's a longer sentence isn't it? Let's have another look. She ate swedes and meat
each day to make her strong and fit. Let's read that all together. I saw an athlete compete.
She was very speedy. She ate swedes and meat each day to make her strong and fit. Let's read that
one more time. It might be hard for you to read it as quickly as me but I want you to listen and try
and say it with me with a bit of expression. I saw an athlete compete. She was very speedy.
She ate swedes and meat each day to make her strong and fit. If you don't know what a swede
is I'd like you to perhaps borrow someone's phone or have a look on a computer because
it's a strange kind of vegetable that sometimes we have with our roast dinners. So pretty interesting.
So great work. Let's have a look today we've been practising our split digraph [e_e]
concrete /e_e/. Excellent work. Let's have a look at our homework. Our homework is a bit different
again today. Today I'd like you to have a look over here at these words and read them. You ready? /th/-/ē/-/m/,
theme, the word is theme. How many syllables, one syllable
or two syllables? Let's say it together with our mouths closed. You ready?
(M) - one syllable. So what I'd like you to do is write the word theme with our bossy [e]
in this column. If you've got a piece of paper at home you can just fold it in half
and write one, on one half and two on the other half. Let's look at our next word. Our next word is
extreme. We've got the bossy [e] again, extreme. Say it with me, extreme. Just close your mouth and say it. (m-m, m-m)
How many syllables? Two. So we're going to write extreme in this column
and I want you to keep doing that for the rest of these words, Steve, eve, concrete,
these, compete, athlete. So I'Il see you tomorrow. Fantastic learning today. See you later alligator.