Cambridge Phonics and Handwriting Step 3 Executive Preview
Cambridge Phonics and Handwriting
Step 3 Multi-component
Dear Practitioner,
Welcome to Cambridge Phonics and Handwriting! The scheme is based on our Phonics and Handwriting Framework for English language. It provides resources, assessment, teaching guidance and training. It supports teaching and learning of the wider Cambridge Early Years and Cambridge Primary Programmes. It can also be used as a standalone phonics and handwriting programme.
This executive preview will help you understand how our teaching resources, learner’s books and flashcards work together to support you with your phonics and handwriting teaching and learning.
In creating the Cambridge Phonics and Handwriting Framework and resources we have used research and unique Cambridge learner data from the Cambridge English Corpus to identify the words most commonly used by young children internationally. This data informs the order in which we introduce the letters and sounds, ensuring children first learn those they are most likely to hear and use.
The teaching resources are the core resources that support the Cambridge Phonics and Handwriting Scheme and contain activity ideas and additional digital resources for front-of-class teaching. This includes digital flashcards with audio, projectable stories, songs and rhymes and slideshows.
The learner’s books provide activities that support the phonics and handwriting learning and work best when used in conjunction with the teaching resources. They can be used at school or at home, and additional guidance for adults is given at the bottom of each activity page in the ‘For practitioners’ boxes.
The phonics flashcard pack can be used from Step 2 onwards to support phonics teaching and learning, and can be used at school or at home.
Please take five minutes to find out how our resources support you and your learners. To view the full series, you can visit our website or speak to your local team.
c
You can also find out more about becoming a Cambridge Early Years centre on our website:
Best wishes,
B r i d g e t Mc H u g h
Senior Commissioning Editor for Cambridge Early Years
How to use the resources
Teaching Resource structure
This Teaching Resource contains general guidance and detailed teaching notes that help you to successfully deliver the Cambridge Phonics and Handwriting Framework and implement effective teaching and learning approaches.
There are 30 units in Step 3. Each unit contains five activities in the Teaching Resource with accompanying activities in the Learner’s Book.
When new learning is introduced, the activities in a unit take a familiar structure: Introducing capital letters
• Children sing along to an alphabet song and look at the alphabet poster (available on the parent support site) to introduce the letter in context.
• Children listen to the pronunciation of the letter.
• The letter formation animation can be played for each letter, to support the correct formation of each letter. Children sky write (use their finger to trace in the air), following along with the letter formation phrase.
• Downloadable handwriting sheets accessed via the digital Teaching Resource can be used to practise letter formation.
Introducing new sounds represented by more than one letter (e.g. adjacent consonants or digraphs/trigraphs)
• Flashcards or the alphabet poster is used to identify the new learning.
• Children listen to the sound that the letters make together, and repeat.
• If appropriate, a pronunciation phrase could be used to support pronunciation.
• A projectable story introduces the new learning in context. Children listen, point out the letters, and join in.
• Learner’s Book activities consolidate learning.
Recognising tricky words
• The tricky word is shown in context, and it’s meaning is explained.
• It is written or said in a sentence for children. The ‘tricky’ parts of the word are highlighted for children to identify.
• Children might play a game using the tricky words or complete activity sheets.
• The tricky words are referenced on the ‘Tricky words mat’ for children to refer to on the wall or on their desks.
Applying blending and segmenting skills
• Children complete paired or group activities to apply blending and segmenting skills.
• Sometimes ‘Elkonin boxes’ are used to support segmenting, which look like this:
• Learner’s Book activities support the application of blending and segmenting, and activities can be completed at home.
Introducing joins
• Children have a copy of the downloadable handwriting sheet for joins.
• The teacher models writing the unjoined letters in the air (e.g. ‘a’ and ‘r’). Children join in.
• The join animation can be played for each join, e.g. joining ‘a’ and ‘r’. The teacher can repeat the join formation phrase and encourage children to join in.
• Children can practice the join on whiteboards and complete the handwriting sheet.
Sound buttons in decoding
The word flashcards in this resource include sound buttons. These are marks placed under letters or groups of letters to show the number of sounds (phonemes) in a word.
In Step 3, you’ll see: a dot under a letter that makes a single sound; a dash – under two or three letters that work together to make one sound (digraph or trigraph).
How to use them with children
Ask children to say each sound as they point to the buttons from left to right. Then help them blend the sounds together to read the full word. Sound buttons are a tool to support decoding and show children how to split up and read new words. Note that sound buttons are not shown under tricky words because tricky words can’t always be decoded using sounds alone.
1Finger trace. Say the sound.
2Pencil trace.
The Activity focuses show the main learning that is developed through the activities in the unit.
Key words include regular words and tricky words from the framework.
Printable activity sheets and handwriting sheets accompany some of the activities, accessed via Cambridge GO. The purpose of the activity sheets varies and is indicated in the top right-hand of the sheet, for example ‘Print and make’. Additional guidance is often provided at the end of the sheet, for example ‘Print and cut out to display around the setting. Ideally print in colour and laminate for durability.’
Children are not always expected to be able to read all of the words on the activity sheets. You may wish to remind parents/carers of this when sending any activity or handwriting sheets home with children.
SAMPLE
Related activities in the Learner’s Book to extend or consolidate learning.
Unit 13
Letters and sounds: ee /i:/; g and r
The Resources box lists the resources you need to gather or prepare before each activity. You can find the digital resources on Cambridge GO.
This icon indicates a song. You can find the songs on Cambridge GO.
tongue high at the front of your mouth. Use your voice to make a long sound.
• Show the story: Lee the Bee and the picture of Lee the bee. Some children may recognise Lee from Step 1.
• The story has lots of new ee words: bee, tree, sweet, need, tree, green, feet, as well as some new decodable words: Lee, buzz, whee, plum, buds. Before playing the story, ensure children understand each word, using gestures, props and pictures if needed. Remind children that Lee is the name of the bee and we know this
Some units include a short story. You can find these on Cambridge GO and play them to your class on the interactive whiteboard, tablet or other device. The short story includes audio and pictures. You can also choose to display the story text, but note that the text is not fully decodable for children. The text is included in the teaching notes for your information.
The Pronunciation phrase provides support for forming the letter–sounds correctly.
The International Phonetic Alphabet (IPA) symbols represent the pronunciation of the sounds (phonemes). Please refer to the Phonemic chart on page 162 for further support with these symbols.
The Activity guidance provides step-by-step instruction for playful activities, focused on developing learning towards the activity focus. A range of whole class and small group activities is provided. With small group activities, the practitioner should make time to interact with children to ensure that they have been learning independently. In whole class activities, it’s important to ensure that all children can be involved.
Joins: ee
Other features include:
The join formation phrases guide children to form each join: The phrases can be heard in the join formation animations, which demonstrate how to form each join.
The Listen and observe section helps you know what to look out for during the activity and how to support or challenge children accordingly.
The ‘challenge’ activities might not be suitable for all learners.
Activity 3: Recognising tricky words
Resources
Tricky words mats from Steps 2 and 3; paper; Learner’s Book 3B page 13. Prepare: Write the words where and were on separate pieces of paper.
Activity guidance
• As children settle for the activity, show the tricky words mats from Step 2 to revise some previously taught tricky words, as well as those from Step 3 so far, but not yet showing the new word, were. Challenge some children to say a sentence using some of the words.
• Write the sentence from the downloadable story The Bee in the Car from Activity 2: It is the end of the week and we are happy.
• Ask the children to read the sentence. Underline the words, is and are Check that children understand end of the week.
• Then underneath the sentence write: It was the end of the week and we were happy. Underline the words was and were and model how to read it. Explain that we use is and are when talking about things we are doing now and was and were when talking about things in we did in the past.
• Explain that in this word we say: /w/ /ɜː/ were where the letters ere represent the sound /ɜː/
• Contrast this with the previously taught words where /w/ /eə/ and the word there /ð/ /eə/ in which the same letters ere represent a different sound /eə/
• Stick the two words were and where on two different walls so that when you say the words, the
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write ee on the board. If necessary, repeat the letter formation phrase for these letters from Step 2: Start with a loop and then make a curve.
• Tell them that you are now going to learn how to join the letters ee Ask them to look and listen as you start the letter
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Links to Cambridge Early Years and Penpals: Ideas on how activities or themes might link to the wider Cambridge Early Years and Penpals programmes.
Home link ideas: Suggestions for ways that children can continue learning at home. We have provided a downloadable slideshow for you to share with parents/carers to communicate what is being learnt. There are two information sheets that you can also share with parents/carers: ‘Guide to letters and sounds for parents and carers’ and ‘Guide to letter families for parents and carers’.
SAMPLE
At the back of the book there is a Glossary containing key terms and their definitions. There is also a Phonemic chart. This contains the International Phonetic Alphabet (IPA) symbols that you will see in the Teaching Resource notes, e.g. /ɪ/, /ə/, with additional guidance to support pronunciation using these symbols.
There are some key additional resources in your digital teaching resource for front-of-class teaching, accessed via Cambridge GO.
• Stories: Images accompanied by the audio of a short story. The story text can be displayed or hidden. (Note that the story text is not fully decodable by children at this point in their learning.)
• Digital letter–sound flashcards: Flashcards display the capital and lower-case letters and include audio of the phonemes.
• Pronunciation videos: Videos showing how to make each sound.
• Song artworks and songs: Fun songs are accompanied by an engaging artwork.
• Blending and segmenting activities: Short activities for the class to practise blending and segmenting key words.
• Join formation animations: Short animations to help with joining letters to develop writing skills. Additional digital resources accessed via Cambridge GO to support teaching and learning:
• A pronunciation video containing all the sounds (phonemes) that are introduced in Steps 2 and 3 is available for teachers and parents/carers to listen to. These support British English pronunciation of the 44 sounds.
• Activity sheets (these include printable flashcards).
• Handwriting sheets for children to develop and practise letter formation.
• A letters and sounds mat, handwriting mats and tricky words mats that can be printed, laminated and put out for children to refer to.
• Guides for parents and carers that can be printed and given out at the start of the course.
Learner’s Books
Your school may choose to purchase the Learner’s Books to support the learning in the Teaching Resource. Learner’s Books activities can be used at school or at home. There are ‘Learner’s Book link’ suggestions in the activity notes of the Teaching Resource, providing guidance on which activities the Learner’s Book could support based on the activity focus.
Children will need support from an adult when completing the Learner’s Book activities. Additional guidance about activities can be found in the ‘For practitioners’ box within the Learner’s Book. We suggest that practitioners work with small groups of children when completing Learner’s Book activities, in order to monitor and support children’s learning towards the learning statements.
Flashcards
Your school may choose to purchase the flashcard pack to supplement the digital flashcards that are included with this Teaching Resource.
The flashcard pack includes flashcards for all letter–sounds introduced in Step 2, as well as flashcards for all digraphs from Steps 3 and 4. The flashcards are colour-coded so you can easily identify the flashcards for each step.
Cambridge Phonics and Handwriting
Learner’s Book Step 3B
Activity 1 Read and match.
This is a good book.
Here is my foot.
I smash it.
This has a hood.
I can smell.
For
practitioners
Ask the child to read the sentences and join them to the correct picture. They then circle any words that feature the digraph oo (book, foot, hood) in one colour and adjacent consonants s and m in another (smash, smell).
For practitioners
Ask the child to read the two tricky words. Remind them that another is like other with an at the beginning and is pronounced /ə/ /n/ /ʌ/ /th/ /ɚ/. They trace and write each tricky word in a sentence. They choose other or another to fill each gap (another, other, another, other). Note that you use other for something different, and another for one more of the same thing.
Activity 3 Roll, read and cross.
For practitioners
You need a die for this activity. Ask the child to roll the die, find a tricky word in the row that matches the number on the die, read it, and cross it out or cover it with a counter, if correct. They may play in pairs or individually. When all the words are crossed out, the activity is complete.
Activity 4
Read and write using the joined letters.
For practitioners
The child reads each sentence and completes it by writing the correct word from the top of the page, joining the oo using the correct join formation (foot is used twice). Remind the child of the join formation phrase: At the end of writing the first letter, go straight across and then back to begin the second letter.
Activity 1: Recognising letter–sound correspondences: oo /ʊ/; s and m
Resources
The Alphabet Song; alphabet poster; letter–sound flashcard: oo; pronunciation video for /ʊ/; Smaran Took a Book story; lower-case letter tiles s, m, a, r, n, t, oo, k, plus any others for revision (created from Activity sheet 2.1.3: Lower-case letter tiles and Activity sheet 3.7.1: Digraph letter tiles); Learner’s Book 3B page 38.
Activity guidance
Settle children ready for phonics by singing The Alphabet Song and using the alphabet poster. Use the letter tiles to review children’s letter-correspondence skills previously taught.
• Teaching the vowel digraph: oo /ʊ/ Tell children that today is about reading words that have letters o and o and that when we see them next to each other, they work together to make a new sound /ʊ/
• Show the letter–sound flashcard pointing to the letters and saying the sound /ʊ/ as in book /b/ /ʊ/ /k/. Based on the pronunciation video, say it for and with the children. Check the meaning, if necessary, using the artwork on the flashcard or a book. Invite them to repeat the letter sounds in the word and then to blend them to read it.
• If appropriate, you could use the pronunciation phrase alongside the digital flashcard to support pronunciation.
Pronunciation phrase
/ʊ/: Make your lips round. Your tongue will come up a little at the back – but don’t curl it. Use your voice to make this short sound.
• Note: Children may be aware of words containing oo such as in moon, so if raised, flag the contribution while maintaining the lesson’s focus. e.g. That is a brilliant observation! You are right, the letters oo can also make a long /u:/ sound, like in moon. We will have a whole lesson about that sound later. Today, we are learning the short oo sound, /ʊ/ like in book.
• Tell children that today’s story is about a boy called Smaran and is called Smaran Took a Book, as you show the first artwork.
Unit 19 SAMPLE
• Ask children to listen as you play the story and then repeat it asking children to join in. There are new words in the story: took, book, good, smell, and foot, so ensure that children understand the meaning of these by using gestures, props or pictures where necessary.
Story: Smaran Took a Book
Smaran took a book. Look at the book, Smaran. Is it a good book, Smaran? Smaran sat back.
He had a red sock on one foot and a green sock on the other foot.
Up went his hood.
‘This book has a good smell!’ Smaran said. ‘I will read this book.’ And he did not stop. The book was very good.
• As you play it again, invite children to listen for words featuring the letter sound /ʊ/ and to show a finger for each phoneme as they see and hear the words: took, book, look, foot, hood, good. Model saying the letter sounds and blending them to read the words: /t/ /ʊ/ /k/ took; /l/ /ʊ/ /k/ look; /f/ /ʊ/ /t/ foot (reminding children that they have previously learned the word for two feet; one foot, two feet); /h/ /ʊ/ /d/ hood; /g/ /ʊ/ /d/ good
• Invite children to read with you or for you and to pretend to read a book each time they spot a word with the vowel digraph oo /ʊ/.
• Check for meanings of any vocabulary that is not clear and use actions and gestures to clarify any.
• Applying decoding: s and m consonant blend. Choose a child to point to letters Ss and Mm on the poster. Say the letter name and sound s /s/ and m /m/
• Ask Can you remember the name of the boy in the story? Yes, Smaran, it is a story about Smaran and a book. Write or put the two letters next to each other using letter tiles and use letters a, r, a and n too. Say the sounds and blend them to read the name: /s/ /m/ /ɑː/ /ə/ /n/ Smaran. Remind them that we need a capital letter for someone’s name.
• Return to the story and tell the children that you will play it again but this time you want them to be looking out for words that have s and m next to each other, as in Smaran. They will find Smaran and smell. Ask them to show phoneme fingers when they spot words with the letters next to each other.
Learner’s Book link
• Follow up with Learner’s Book 3B page 38 to consolidate learning, reading and matching sentences using oo and s and m words to pictures. This activity has a new word smash. Ensure children understand the meaning using gestures before they complete this activity. Children may do this at home, guided by a parent or caregiver.
SAMPLE
• You may want to ask the children to read the text with you or for you one last time focusing on saying all the sounds and blending them to read.
Activity 2: Applying decoding skills: s and m
Resources
Letter–sound flashcard: oo; lower-case letter tiles: sh, oo, k, s, m, a plus any from Activity 1 you wish to revisit (created from Activity sheet 2.1.3: Lower-case letter tiles and Activity sheet 3.7.1: Digraph letter tiles); Activity sheet 3.19.1: Find your partner (several copies).
Activity guidance
• Remind children that the focus is on words that feature oo pronounced /ʊ/
• Tell them that there are some more new words to share for the focus of this week. Write the word, shook on the board or use letter tiles. Together, say the sounds and blend them /sh/ /ʊ/ /k/ shook. Shake your head and tell them: I shook my head.
• Rub out or remove the letter tile sh and replace with letters b and then l to quickly revisit book and look. Have some fun pointing to each of the words as children read and say them and respond with actions: pretend to look, holding a book using open hands and shaking the head.
• Check the meaning of any words from the activity sheet that children may not know before moving on.
• Using Activity sheet 3.19.1: Find your partner, tell them you have some words to read. Practise a few and then set up an activity: Show them two cards that match e.g. book/book. Together, read the words, saying the sounds and blending them, as necessary. Show how these two words are a pair. Tell children that you will give them some cards and they must stand up and walk around to find someone with the same word. When all children are paired, ask them to read their matching word together.
• Play a few times, reallocating the words. Then use the second set of cards, where children must find their partner with the same sentence.
• Store the cards for future use as this activity can be revisited to further develop decoding and fluency.
Activity 3: Recognising tricky words Resources
Tricky words mats from Steps 2 and 3 to include: other and new word, another; What is in the Box? downloadable story (one copy per child); a sensory box with a hole in it; a book; a block of wood, a hook, a hood, a toy’s foot or a foot-shaped eraser; Learner’s Book 3B pages 39–40.
Prepare: Prepare the sensory box with items for children to be able to feel and smell.
Activity guidance
• As children settle for the activity, show the tricky words mats to revise some previously taught words, but not yet drawing attention to the new word, another. Challenge some children to say a sentence using some of the words together.
• Remind children that the tricky word from last week, other is pronounced /ʌ/ /ð/ /ə/ Tell them that this week’s new words is the same, but has an at the beginning and means ‘one more’. Note that another is used with singular nouns, and other is used with uncountable and plural nouns.
• Write on the board Have another go. Model how to read it or challenge the children to read it with you or for you. Say Have another go! a few times and repeat the reading to check meaning. Ask the children to read it again /ə/ /n/ /ʌ/ /ð/ /ə/. Tell children that this is why another is a tricky word as the letter o makes it tricky.
• You may challenge children to switch reading between the tricky words: other and another, using the mats.
• Hand out copies of the downloadable story What is in the Box? Ask one half of the room to read the instructions on the left and the other half to read the responses on the right. Tell them that you could have a go at this ‘What is in the box? ’ game. There is a new word in the story: cannot. Ensure children understand what this means using props, gestures or pictures.
Learner’s Book link
• Follow up with Learner’s Book 3B pages 39–40 to consolidate learning of this unit’s tricky word, as well as tricky words from previous units and Step 2. Ensure children understand that books is the plural of book. Children may do this at home, guided by a parent or caregiver.
Activity 4: Applying segmenting skills to spell
Resources
Small whiteboards with cleaning cloths and pens or similar, chalk, small cloth or handwriting practice books (optional); digital activities: Unit 19 Read the words; Unit 19 Make the words 1; Unit 19 Make the words 2.
Activity guidance
• Ask children to sit with a small whiteboard and pen, or similar. A good alternative if your setting allows, is to provide chalk and have children practise writing directly on their table. They will need a small cloth or similar to wipe it clean. Or you may now wish children to write in writing book with paper and pens.
• As they settle, ask them to show each other how to hold the pen correctly and to ask their neighbour whether they are right or left-handed.
• Tell them you will today give them:
• a spoken word, and you want them to say the sounds and show you phoneme fingers before writing the letters.
• a few words together (a phrase) and you want them to write each word.
• a sentence to write. Remind them that a sentence needs a capital letter and a full stop.
• Use these three words to get started.
book3 phoneme fingers a good book This is a good book.
SAMPLE
• Show them the sensory box you have made and have them close their eyes whilst you put an object inside it. Take the box around or ask children to feel inside the box before returning to their small whiteboards to write that they think it is. Alternatively, invite children to write words to describe what they have felt in the box e.g. It is big, It is soft, It smells good etc. Play a few times and leave out the box for children to explore at other times.
smell 4 phoneme fingers a sweet smellIt is a strong smell.
foot 3 phoneme fingers a long footWe say one foot, but two feet.
• Give time for them to work out the spelling in each case. Keep a check on letter formation as children work on their spellings.
• After each, invite feedback to establish the correct responses. Try swapping boards or books for partners to read the responses.
• For additional practice, use the digital blending and segmenting activities to reinforce the learning of decoding for words: hood, foot, smash and smell
Activity 5: Horizontal join to anticlockwise letter: oo
Resources
Handwriting sheet 3.19.1: Horizontal join to anticlockwise letter: oo (one copy per child); letter formation animations: o and oo; small whiteboards, pens and erasers or similar; handwriting practice books; Learner’s Book 3B page 41.
Activity guidance
• Ask children to stand and shake their hands, scrunch their fingers into the palm of their hands and then touch each finger to the thumb on each hand. Settle them and ask them to show you how they sit for handwriting.
• Tell them there is a new join for today. Write letters oo on the board.
• Give each child a copy of Handwriting sheet 3.19.1: Horizontal join to anticlockwise letter: oo
• Model how to write the letters oo separately in the air with the children (turning with your back slightly to them to model correctly) and invite one or two children to repeat for the class before they all join in. If necessary, repeat the letter formation phrase for letter o from Step 2: Make a curve, go all the way round.
• Tell children that to join these letters we need a horizontal join, but that we have to go across and back again to begin the second curve. Demonstrate on the board what you mean by ‘across and back’ as this is the first time they have met this horizontal join to an anticlockwise letter. You could repeat the join formation phrase as children join in:
Join formation phrase: Horizontal join to anticlockwise letter oo
At the end of writing the first letter, go straight across and then back to begin the second letter.
SAMPLE
• Ask them to look and listen as you start the join formation animation.
• Show them the unjoined letters, as you have just practised, and then the joined. Finger trace the letters as you show them how to curve all the way round. Take the opportunity to check that the two circles are very similar in shape, size and orientation.
• Replay the animation and ask children to join in with it and repeat the join formation phrase.
• Repeat several times and move to having children to create it in the palm of their hand before writing on the small whiteboards or similar.
• Model how to write a phrase: Look at this good book, and then have children write it using small whiteboards or directly in their handwriting practice book.
• Encourage children to complete Handwriting sheet 3.19.1: Horizontal join to anticlockwise letter: oo
Learner’s Book link
• Follow up with Learner’s Book 3B page 41 to consolidate learning where children write full words to complete sentences using the oo join. Children can do this at home, guided by a parent or caregiver.
Listen and observe
Support:
• Blending: Revisit the pairs game using Activity sheet 3.19.1: Find your partner
• Tricky words: Create a flashcard for the new tricky word and use it several times through the day so that reminders are constant.
• GPC, blending and segmenting: Constantly reinforce phonics e.g. noticing or pointing out key words and letters in daily activities, and also in reading for pleasure or reading aloud activities.
• Joining: Some children may need further practice in joining oo. Continue to use sensory resources to encourage pattern practice of joined oooooo. Provide long wallpaper sheets of paper for children to attempt to run along long lines of joined oos to embed the motor skill of ‘over and back’. You could even use this pattern on long strips of paper to create decorations for the classroom walls, allowing children to colour them in when they have finished making the oooooo pattern.
Challenge:
• Blending: Challenge children to play the pairs game using Activity sheet 3.19.1: Find your partner and use the second set of words for added practice, if you have not already done so. Create new cards to add in.
• Segmenting: Place small world toys and objects to include relevant key words from this unit and earlier units into the box from Activity 3. Children dip in to pick an object which they must name and write its word, before putting it back in and picking another.
• Joining: Challenge children to practise writing all the key words with joined oo, and then to look for oo words in their other writing across the curriculum. Ask them to review how similar the two letters are once joined.
Further ideas
Links to Cambridge Early Years and Penpals for Handwriting
• Refer to Penpals for Handwriting Year 2, Term 2, Unit 14 that first introduces horizontal join, to anticlockwise letter.
Home link ideas
• Ensure parents/carers know the week’s focus: words featuring adjacent consonants sm as in smash and smell; and words with vowel digraph oo representing the short vowel sound /ʊ/ as in good and book
• You may send home the downloadable story What is in the Box? for home reading practice.
• You may send home Handwriting sheet 3.19.1: Horizontal join to anticlockwise letter: oo for home practice.
Set 2
This is a good book. This is a good book. Smaran is funny. Smaran is funny. Is this a big foot?Is this a big foot? My hood is red.My hood is red. Grass smells good.Grass smells good. Can you smash a rock with your foot? Can you smash a rock with your foot? I shook the stick.I shook the stick. Look at me!Look at me! I took the book away. I took the book away.
1 Trace and write. 2 Trace and write the words. t oo k h oo d f oo t b oo k
The Best Market Trip
We go to the market in the car. The market is far so we start the trip in the dark. I see a star!
SAMPLE
She reads two more:
‘The Sad Carrot’ is not happy. It is a sad story.
‘The Chick that Ran’ is not short. It is long.
SAMPLE
We get to the market. When we stop, we jump from the car with the bags. I get my sport bag. It is the start of the market and we can spend what we have on fun things for a party.
SAMPLE
We get a lot and fill the bags. The bags go in the car. We chat in the car when we go back. It was the best market trip.
Our teaching resources come with access to our new front-of-class digital platform that keeps learning focused and fun.
SAMPLE
Access your digital resources through Cambridge GO
Interactive songs, stories and activities
Fun songs with images and actions, audio stories with flexible text display, plus matching, blending and segmenting activities.
Digital flashcards
Letter–sound flashcards showing capital and lower-case letters with audio phonemes.
Letter formation animations
Short animations to support early writing development.
Ready-made slideshows
Time-saving slideshows for teaching key concepts in front-of-class lessons.
