Phonics and Handwriting
Gill Budgell
my name is Mia.
Hi, my name is Kiho.
Note to parents/carers and practitioners
This Learner’s Book provides activities to support the first 10 units of Cambridge Phonics and Handwriting Step 3. 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 as school or at home. Children will need support from an adult. Additional guidance about activities can be found in the For practitioners boxes.
When children learn to read using phonics, they start by learning the sounds that letters make. For example, the letter t makes a sound like the start of the word ‘tap’. We say /t/ (a short sound), not ‘tee’ (the letter name).
Using the letter sounds helps children read by putting sounds together to make words. It also helps them spell by breaking words into sounds. When you help your child at home, try to use the sounds, not the letter names. You can find videos and tips to help you say the sounds at our parent support site: www.cambridgeinternational.org/early-years/parent-support/
Hi, my name is Gemi.
Scan to visit Cambridge Early Years parent support site
Hi, my name is Rafi.
Activity 1 Write and match.
E h F f G g H e
For practitioners
Ask the child to say the letter names and then trace and write the capital letters, practising the correct letter formations for each. They then match the capital letter to the lower-case letter.
Activity 2 Blend and say.
From Here To There!
Fran Frog can hop from pad to pad in the pond.
Can you hop from here to there, Fit Fin?
Fit Fin can hop.
But he cannot do it. He is wet!
Fran Frog can hop from pad to pad in the pond.
Can you hop from here to there, Han Hen?
Han Hen can hop.
But she cannot do it. She is wet!
Read the tricky words. she you he to here there
For practitioners
Look at the words in bold words with the child. Ask them to say the sounds and blend them to read each word. Then look at the tricky words, helping the child to notice the parts of the word they know and to remember the tricky bit. Read the text together. If they get stuck on a word while reading, help them to sound it out or remind them if it is a tricky word.
Activity 3
Read and match.
Fran Frog can sit in the fresh pond.
Fran Frog can hop from pad to pad.
She can hop from the pad to Fit Fin.
She can hop from the pad to Han Hen.
Fran Frog, Fit Fin and Han Hen get wet in the fresh pond.
For practitioners
Ask the child to read the sentences. Identify the word in each that begins with the letters f and r (Fran, frog, fresh, from) and then to join it to the correct picture.
Fran can sit on a pad.
Fran Frog can hop to a pad.
Fran Frog can hop pad to pad.
Frog can hop from here to there.
For practitioners
Ask the child to read the words at the top by sounding out and blending. Read the sentences with the child and ask them choose a word from the top to write and complete the sentence (Fran Frog can sit on a pad; Fran frog can hop to a fresh pad; Fran frog can hop from pad to pad; Fran Frog can hop from here to there)