LESSON 1 LOOK AND SAY ACTIVITIES

Look and Say go Go Give students the following pictures and

flashcards Go and go.
Phonics Aa as in ants
GAME
Using the pictures and the flashcards, have
Everyone stands in a circle.
students make the following sentences.
The first person says his/her name and something
he/she likes. Guide students where to put the first Go (i.e. on
As well as saying something they like they have to the left). This is very important. Sit with the
show it in an action. children rather than opposite them.
Say something like this:
For example: “Go is the first word so we need to use the one
“My name is Pam and I like to travel” (pretend to with the capital letter”.
pick up a suitcase and walk). Pick up the Go with the capital letter. Good.
Put that down first ( a little to the left).
Everyone says the name and the action. “Pam Here is the sentence.
travels (and do the actions). We have Go, now add the card with the fish
(make sure it is to the right of Go). Good.
The next person says his/her name and a different
Who can read the sentence? “Go fish”.
thing. For example, “My name is Jo and I like to
swim (make swimming movements).” Have others read the sentence too.
Clear away word and picture.
Then everyone says, Repeat for other pictures.
“Pam travels” (with actions); Go (dog) Go (kite)
“Jo swims” (with actions) Now call out the sentence (fish) go
And on to the next person.
GRAMMAR – Big Thumb Rule
To help with punctuation have students put out
READING their left hands, palms facing them. They put up
LOOK AND SAY their thumbs on the first word to remind them it
needs a capital letter.
go Go

Teach the word GRAMMAR – FULL STOP

1. Write each word on a flashcard. Tell students there is something missing from
2. Show students the word go the sentences we made – a full stop.
3. Ask if students know the word and if not Repeat some of the sentences above having
tell them. students put in the full stop. .
4. Have students repeat the word.
5. Tell students that if the word go comes at Tell students we are going to make bigger
the beginning of a sentence it looks like this sentences now.
– Go. Tell students to make the sentence Go fish but
6. Ask for sentences using the word showing tell them we are not finished yet.
the correct go or Go. Ask them to complete the sentence:
7. Give students a flashcard of each word. Go (fish) go. (full stop at the end)
8. Practise the words. Now call out Go (dog) go. Go (boy) go.
Tell students these are telling sentences. They
tell us something. Explain that a telling
Reading Book PHONICS ACTIVITIES

Read pages 1 – 2 of the Reading Book. • Answer Student Workbook pages 1

READING FORMAT and 2.
• Teacher reads the story – students
follow with fingers.
• Students read in pairs to each other –
alternative sentences.
• Teacher goes around listening and
correcting, if necessary.
• Teacher calls on individuals to read out
to class.
Teaching Tip: Draw students’ attention to the
comma in Go (ball), go. Explain it is for a pause.
PHONICS Aa as in ant
Teach the sound
1. Use the Sound Book to introduce and say the
/a/ sound. Pupils repeat the sound.
2. Draw the letters Aa on the chalk board and
trace around them, showing the correct
starting points, and saying the sound at the
same time.
3. Demonstrate the letter shapes by sky writing.
Pupils can write in their hands or on each
other’s backs again saying the sound at the
same time. • Answer Student Workbook page 2
4. Tell the Sound Story.
5. Show the Sound Action. Pupils to do the
action while saying the sound.
6. Workbook activity.
7. Make a word chain using words that begin
with the /a/ sound.
8. Play the /a/ song on Track 2.
Teaching Tips
• Have a collection of pictures or objects
that begin with the /a/ sound.
• Use the MOY method when practicing
the sounds.
(M= My turn, O=Our turn, Y=Your turn)
SONG a
(Tune: Skip to my lou – Track 2)
/a/ - /a/! Ants on my arm.
/a/ - /a/! Ants on my arm.
/a/ - /a/! Ants on my arm.
Theyre causing me alarm.

Action: Wiggle your fingers.

STORY OPTIONAL ACTIVITIES
Read a book of your choice or tell the
following story.
Phonics Practise
Albert Schweitzer
When Albert Schweitzer was a young man he
• Play ‘Phonics Fun’
spent many hours thinking of the unfortunate
people of the Earth living in faraway places,
suffering and dying needlessly for want of
proper medical attention. In 1914 he let his Players – individuals a
home in France and went to the place he was
Materials – Card with letter a.
needed most – the jungles of French Africa.
Pictures that begin with the sound ‘a’ and
He learnt medicine so that he could treat others cut from the back of this book.
people who are unwell. He spent his life helping
and teaching the people who lived there. He Rules – Put the letter card on the desk.
built hospitals, planted trees and built gardens, Student arranges the pictures that begin with
living his religion in his everyday life. ‘a’ around the letter card and stacks the
pictures that don’t begin with ‘a’.
His love and compassion for his fellow, but less
fortunate, human beings caused him to live
deep in the jungle in a very simple house. He
brought Western medicine and surgery to
people who otherwise would have lived in pain.
There were some tribes who believed that twins
brought bad luck and which turned the mother
and babies out into the jungle to be eaten by
the wild beasts. Any person suffering from
leprosy would be thrown out too.
Albert Schweitzer made his hospital a refuge for
people such as these. Even those who had been
cured of their sickness remained near the
hospital, such was their love for the man who
had freed them from pain and saved their lives.
In 1952 the Nobel Peace Prize was awarded to
Albert Schweitzer for his good deeds to
mankind. He has often been called the ‘greatest
man in the world’.
 LESSON 2 Ask students to make the following sentences.
(Stamp your foot lightly at the end of each
sentence to show a full stop.)
Look and Say can Can
Phonics Mm as in meals GRAMMAR – question mark - ?
Tell students that when Can comes at the
GAME beginning of sentence it is a question.
• Everyone stands in a circle. Write Can ……….? on the board.

• Recite the alphabet together. Tell them we will make some questions now.
Remind them of the Big Thumbs Rule and that
the question mark comes at the end this time.
• When the children hear the letter their
Tell them to get ready with the question mark
name begins with they put up their
and the flashcard Can.
hand, say their name and then sit down.
Can a (tree) go? Can (fish) go?
Can a (boy) go? Practice regularly!
READING
LOOK AND SAY
Reading Book
can Can
Read pages 3 – 4 of the Reading Book.
Teach the word Use the same format as Lesson 1.
1. Write each word on a flashcard.
2. Show students the word can. GAME
3. Ask if students know the word and if
not tell them. Play Double Dice
4. Have students repeat the word. Players – 2 – 6 children
5. Tell students that if the word can
comes at the beginning of a sentence it Materials – two dice (use the patterns below)
looks like this – Can. A game board (like the one below)
6. Ask for sentences using the word
showing the correct can or Can.
7. Give students a flashcard of each word. a can 2 6
8. Practise using the words. go 3
Can 1
Go a 4 5
LOOK AND SAY ACTIVITIES
Tell students to take out their word and picture
cards. Rules – the first player throws both dice.
Tell students we will make some telling If the word on the dice is called correctly, the
sentences first. player moves forward the number on the other
Ask students what goes at the end of a telling dice.
sentence.
If the word is called incorrectly, the player
Ask students to show a full stop.
STORY
Read a story of your own or this one.
Wars are times of great suffering. Often people
show signs of great bravery in these difficult
times. Here is a story of a brave man – Butch
O’Hare. He was a fighter pilot in World War II.
One day Butch and the other pilots took off
from their huge ship to go on a mission.
Once in the sky, Butch realized that he did not
have enough gas for the mission and had to
turn back to the ship. Suddenly, as he flew back,
he saw a squadron of enemy planes coming to
attack the America ships. What was he going to
do? The enemy planes would bomb the ships
and sink them.
There was only one thing for him to do. He
must somehow fight off the enemy panes and
save the ships from attack. Without another
thought, Butch O’Hare flew into the other
planes. His guns rattled and fired. He charged
one plane after another and sent many crashing
into the sea. Finally, all his bullets were finished.
What would he do now?
He decided to fly close to as many planes as
possible and clip their wings with his. Plane
after plane he hit causing them to tumble and
spin into the ocean. The enemy pilots were very
afraid and turned back. Butch’s plane was badly
damaged but he managed, with great skill, to
land it safely on one of the ships.
The camera on the plane’s wing had caught all
the action and the other pilots were amazed at
his courage. He was a real hero. He was given a
medal and today the busiest airport in the
world is named after him – O’Hare Airport in
America.
OPTIONAL ACTIVITIES
Play ‘Phonics Fun’ (from page 3)
This time try using both letter cards ‘a’ and ‘m’.
Student arranges the pictures in a row under
the correct letter card.
Play I went to market …
Adult starts, ‘I went to market and bought a
mango’.
First child repeats, ‘I went to market and bought
a mango …..then adds another item beginning
with the letter m, e.g. and matches.
The game continues in this way.
Play ‘The Question Game’
Players – 4 - 8 can play
Materials -
• A game board with full stops and question
marks as shown below.
• 24 cards made from the sentences on
pages 1 – 4 of the Reading Book with the
ending marks missing. The correct ending
mark is written on the back of each card.
Rules – students take turns to play by picking up
a card, reading the sentence and telling the
correct ending mark.
The back of the card is checked to make sure
the answer is correct.
If correct, the students moves the first full stop
or question mark on the board depending on
the ending mark to his or her question.
The first to the end is the winner.
If the answer is wrong the student returns to
the beginning.
 LESSON 3 LOOK AND SAY ACTIVITIES
Call out the following sentences.
Look and Say to Students make their sentences using the
Phonics Ss as in snake flashcards., picture and punctuation cards.
GAME Remind students of the Big Thumb Rule and
that sentences beginning with can end with
Write the word ‘can’ on the board.
a question mark.
Ask for the word.
Explain that each answer begins with the
A (dog) can go to a (car).
syllable can.
Can a (boy) go to a (tree)?
Divide the group into two teams.
A (car) can go to a (boy).
Put a bell or similar in the middle of the teams.
Tell the students you will call out a clue and the
person who knows the answer runs out and
picks up the bell. The first person to the bell is GRAMMAR REVIEW
allowed to answer and gets 2 points if the Review telling sentences and questions
answer is correct. using the ending mark cards. Then answer
One point is lost for a wrong answer. Student Workbook page 5.
No time is allowed for thinking when they have
the bell. Student Workbook page 5
Ask – What kind of can ……
1. gives light? candle
2. is a country? Canada
3. is a big trench? canal
4. is a serious illness? cancer
5. is a boat? canoe
6. is another name for sweets? candy
7. fires big metal balls? cannon
8. is a heavy material used
for making shoes and tents? canvas
9. means to score something
out? cancel
10. means can’t? cannot
11. is a small truck? canter
12. is a metal box? canister

Tie breaker – if there is a tie at this point this

question could be asked:
13. eats other people? Cannibal

READING
LOOK AND SAY
Teach the word READING BOOK
1. Write the word to on a flashcard. • Read pages 5 – 6 of the Reading
2. Show students the word. Book.
3. Ask students know the word and if not
tell them. Use Lesson 1 format
4. Have students repeat the word.
 Ss as in snake • Student Workbook page 6
PHONICS
Teach the sound
1. Review previous sounds.
2. Use the Sound Book to introduce and say
the /s/ sound. Pupils repeat the sound.
3. Draw the letters on the chalk board and
trace around them, showing the correct
starting points, and saying the sound at the
same time.
4. Demonstrate the letter shapes by sky
writing. Pupils can write on their hands or
on each other’s backs again saying the
sound at the same time.
5. Tell the Sound Story.
6. Show the Sound Action. Pupils to do the
action while saying the sound.
7. Workbook activity.
8. Make a word chain using words that begin
with the /s/ sound.
9. Play the /s/ song – Track 1.

SONG s
(Tune: The Farmer in the Dell – Track 1)
The snake is in the grass. • Student Workbook page 7
The snake is in the grass.
/s s s/! /s s s/!
The snake is in the grass.

Action: Weave your hand in an ‘s’ shape, like a

snake and say sssssss.

PHONICS ACTIVITIES
Cut out the pictures at the back of the book.
Make three cards.
a m s
Have students correctly arrange the pictures
under each letter using the beginning sound.

Have each child make a set of letter cards as the

activity above.

Show a picture that begins with a letter sound.

Students hold up the correct letter. Continue in
this way.

N.B. If a student is not showing the letters

Student Workbook page 8 that giving his son a good name was far more
important that all the riches he could shower on
him. Eddie decided to fix all the things he had
done wrong.
He went to the police and told them the truth
about Al Capone. He told them he would go to
court to testify about all the bad things Al
Capone had done. He knew that this would be a
very dangerous thing to do, but he had to give
his son a good name and a good example to live
by.
Easy Eddie testified against Al Capone. As a
result, Al Capone was sent to jail for a very long
time. However, the cost to Easy Eddie was very
great. Less than a year later Easy Eddie was
killed by Al Capone’s men.
But Easy Eddie had given his son the greatest
gift he had to offer at the greatest price he
would ever have to pay. He had followed the
STORY Easy Eddie spiritual path. His son had a good name and a
Easy Eddie lived in Chicago, America about 80 very good example to follow.
years ago. He was the lawyer of a very bad man The really wonderful part about this story is yet
named Al Capone. Al Capone was a gangster. He to come! Do you remember Butch O’Hare from
sold alcohol even although the government had last weeks’ story? The fighter pilot who saved
banned it, murdered people, took money that the ships and had the airport named after him.
didn’t belong to him and was cruel and Well Butch O’Hare was Easy Eddie’s son!
dangerous.
Easy Eddie was very clever and had many times OPTIONAL ACTIVITIES
kept Al Capone from going to jail by cleverly WORD GAME Divide the students into two
defending him in court. Al Capone love Easy equal teams. The teacher will say a word and
Eddie and gave him lots of money, a huge house the students have to give the opposite.
in Chicago, maids, drivers, in fact everything Word Opposite Word Opposite
that money could buy. Eddie lived very well and up down cut paste
didn’t care about the murder and crimes of Al in out erase draw/write
Capone and his men. here there smile frown
hot cold live die
Eddie had one son that he loved dearly. Eddie
left right wash dry
gave him the best of everything; clothes, a small big/tall add subtract
horse, maids, a good education and any toy he happy sad multiply divide
wanted no matter how much it cost. wrong right heat up cool down
Although Eddie worked for a very bad man and laughing crying shorten lengthen
was wrong to keep him out of jail. Eddie tried to born die break mend
teach his son right from wrong. Eddie wanted good bad quietly loudly
his son to grow to be a good man. Yet for all his slowly quickly/fast early late
wealth, Eddie could not give his son two things. day night rough smooth
By working and defending Al Capone open close obey disobey
lift drop shout whisper
Eddie was very troubled by this and one day
reached a very difficult decision. He realized
 LESSON 4
Student Workbook page 9
Look and Say you You I
Phonics ēē as in Eeyore
Blending a m s

GAME
Pupils introduce themselves by saying their
names and an adjective beginning with the
same sound.
For example:
Nimble Nicholas
Lovely Latoya

READING you You I

Look and Say
help, see
Teach the word
1. Write the words you and You on flashcards.
2. Show students the words.
3. Ask if students know the word and if not tell
them.
4. Have students repeat the word.
5. Ask for sentences using the words. Ask PHONICS REVIEW
them which form of the word would be
Review previous sounds learnt /a/, /m/, /s/.
used in each sentence they give.
Answer Student Workbook page 10.
6. Give students flashcards of the word.
7. Repeat for the word I explaining its meaning
(not to be confused with eye).
8. Practise the words.

LOOK AND SAY ACTIVITIES

Call out the following sentences.
Students make the sentences using flashcards,
pictures and punctuation cards. Remind
students of the Big Thumb Rule.

Can you go to a (tree)? You can go.

A (dog) can go to you. I can go to you.
I go. Can I go?

READING BOOK
Reading pages 7 – 8 of the Reading Book.
PHONICS Ee as in Eeyore PHONICS Blending
Teach the sound 1. Point to each letter as it is sounded and say:
1. Use the Sound Book to introduce and say the “My turn. Listen to me sound out this word
/ē/ sound. Pupils repeat the sound. the slow way.
2. Draw the letters on the chalk board and Sssssssssaaaaaaammmmmmm.”
trace around them, showing the correct 2. Point to each letter as it is sounded and say:
starting point, and saying the sound at the “My turn. Listen to me sound out this word
same time. the fast way. Sam.”
3. Demonstrate the letter shapes by sky 3. Point to each letter as it is sounded and say:
writing. Pupils can write on their hands or “Our turn. Let us sound out this word the
each other’s backs again saying the sound at slow way. Sssssssaaaaaaaammmmmm.”
the same time. 4. Point to each letter as it is sounded and say:
4. Tell the Sound Story. “Our turn. Let us sound out this word the
5. Show the Sound Action. Pupils do the action fast way. Sam.”
while saying the sound. 5. Ask the pupils to sound out the word
6. Play the /ē/ song – Track 23 slowly. “Your turn. Sound out this word the
Teaching tip slow way.” The pupils sound out the word
Tell students that although ee is two letter they slowly. “Sssssssaaaaammmmm.”
make only one sound /ē/. 6. Ask the pupils to sound out the word the
fast way. “Your turn again. Say this word
SONG ee the fast way.” The pupils say the word –
(Tune: Twinkle, Twinkle, Little Star – Track 23) “Sam.”
See the donkey 7. Demonstrate how to blend the sounds
In its stall through the whole word so that the pupils
“Eeyore! can hear the word.
/ee/ - /or/!”
Is its call. Remember – lots of practice and review will
Action: Put your hands on your head, and flap them help the students hear and read the words.
up and down like the ears of a donkey, saying
Eeyore, Eeyore. Model, guide, correct if necessary
Student Workbook page 11
and PRAISE!

PHONICS ACTIVITIES
1. Using the words written on cards with the
sound buttons under each letter sound, say,
“When I press the button the letter a makes
the /a/ sound. When I press the button
ee ee ee under m the letter makes the /m/ sound.”
Practice sounding out each word the slow way.
am Sam see ma

ee ee 2. Have students stand in front of the class

holding cards with a single sound/ sound
button on each. First, the students stand
apart (the slow way).

ee ee
SONG Nn Student Workbook page 14
(Tune: Skip to My Lou – Track 6)
Hear the airplane,
/n n n/!
Hear the airplane,
/n n n/!
Hear the airplane,
/n n n/!...
…making lots of noise.

Action: Pretend to be a plane, with your arms

out like wings, and say nnnnnnnnn.

PHONICS ACTIVITIES
Practise the blending skill using the 7-point
strategy on page 11 to blend the words leaned
previously.
am Sam see ma

Using the same MOY strategy blend the words

below: GRAMMAR
an man seem seen
Using a or an
Write the words a and an on the board.
Explain that sometimes the word an is used
STUDENT WORKBOOK instead of a. this happens when the word
Student workbook page 13 following starts with a vowel.
Ask students for the letters that are vowels and
write on the board – a e i o u.
Write the following articles and nouns on the
board:
an ant an airplane an orange
an egg an ear an old man
an iguana an ice cream an umbrella
Say each phrase and ask students for a
sentence containing it.
Have students write a or an on two small
squares of paper.

a an
Call out the words below having students show
the correct article – a or an. Correct together
checking if each word starts with a vowel or not
and saying a……… or an………
Say: When I visited the zoo, I saw …….
elephant otter jaguar
RALP READERS
Set 1 Book 2 Sam
Review the sounds on page 1 and the words on
page 2 by blending.
Have students read the book in small groups.
STORY
Read this story or one of your own choice.
Johnny Appleseed
About 200 years ago there lived a man named
Johnny Appleseed. That wasn’t his real name of
course, but people called him that because he
loved apples.
Johnny ate lots and lots of apples. People gave
him them as he walked the countryside of
America sharpening their knives. He would
come to a village and take out his grinding
stone and sharpen knives. People knowing of
his love for apples would bring a bag of their
best along with the payment for the knives.
But Johnny didn’t just enjoy the apples himself,
he wanted others to enjoy them too. So, Johnny
kept every single seed out of the apples he ate
and planted them at the side of the roads as he
walked from village to village and farm to farm.
Over the years, tree after tree grew from the
seeds Johnny so lovingly planted and the roads
were lined with trees bearing apples.
Johnny knew it was unlikely he would taste any
of the fruit from the trees he planted as he was
a very old man but he continued to plant
wherever he went.
Long after Johnny had died travelers,
schoolchildren, the rich and the poor enjoyed
the fruits of Johnny’s gift that he had given to
all with a pure heart.
OPTIONAL ACTIVITIES
• Play ‘Cross the River’
Cross the River
Players – individually
Materials – set of flashcards of the words
Rules – Teacher places flashcards on the floor
about 30cm – 45cm apart like stepping stones
across the river.
Students must hop from card to card calling out
each word.
If the student makes a mistake, he/she falls into
the river. Change the order of the cards after
each student.
GROUP ACTIVITY
Word Games
In each answer there are two or three letters
underlined.
Write these underlined words on the board,
then ask the question.
Game can be played in teams with a bell or one
question to each team.
1. Taken to relieve pain (aspirin)
2. Very big (massive)
3. Another word for sleeping (asleep)
4. Vehicle to go to hospital (ambulance)
5. Model of a face (mask)
6. Christmas band (masquerade)
7. Good man in the Bible (Samaritan)
8. Another word for help (assist)
9. Put on eyelashes (mascara)
10. Not bumpy (smooth)
11. Slow moving animal (snail)
12. A kind of clear candy (mint)
13. To stir together (mix)
14. To tear (rip)
15. To end (finish)
16. Only one (single)
17. Metal rod to receive TV signal (antenna)
18. Opposite of lady (man)
19. Person in charge of an office (manager)
20. Paper to wipe your face (napkin)
21. Juicy fruit (mango)
22. Diaper (nappy)
23. House with many rooms (mansion)
24. An insect that prays (mantis)
then they stand close together (fast way).
S a m the top of the sail where no one could reach
Repeat for other words.
s ee
s ee
a m
a m
Allow plenty of time to practice this important
new skill.
RALP READERS
Set 1 Book 1 I See Sam
Review the sound on page 1 and the words on
page 2 by blending.
Follow usual Reading Format outlined in Lesson
1.
STORY The Greedy Farmer
Read this story or one of your own choice.
There was once a farmer who was very greedy.
He wanted very much to become rich very
quickly. He thought the easiest way would be to
add water into the milk he sold. So therefore,
the milk he sold was half water and half milk.
Over the years he became so rich that he
became frightened someone may steal his
wealth. He decided to change all his money to
gold coins and carry it wherever he went.
One day he decided to take a journey by ships.
On board there was a very naughty monkey
who was very curious. The farmer held his bag
of gold closely. Finally, he wanted to rest but
did not know what to do with the bag of gold.
He decided to put the bag under his head, so if
anyone tried to steal it, he would know.
The naughty monkey saw the farmer ……
bag with his little monkey paws and climbed to
him. The farmer got up and was alarmed to see
the monkey with his gold at the top of the sail.
He tried to reach the monkey, tempt him to
come down with some fruit, shout at him, but
nothing worked. The farmer looked on in
sadness and in anger. The monkey started
taking the coins out of the bag, looked at them,
bit them and threw them one by one into the
water. He continued this action until he threw
half the gold coins into the sea. Finally, he got
tired of it and threw the bag and the remaining
gold coins back to the farmer.
The farmer began to cry at losing half of his gold
coins then began to think. The farmer realized
he had been dishonest for all those years;
cheating people by giving them milk that was
half water. Now he realized that whatever he
had gained from the water had been thrown
back into the sea and whatever he earned from
the milk was thrown back at him. Now he felt
free and relieved that he got what he deserved,
the money from the pure milk.
OPTIONAL ACTIVITIES
• Play ‘Memory’ Memory
Players – 4 – 6 players
Materials – two sets of words and sounds
learned to date.
Rules – cards are turned face down on the
table.
The first player turns over a card and says the
word or sound. He then picks up another card
and call the word/sound, trying to find a pair. If
it is a pair the player keeps the cards and has
another turn.
If it is not a pair the cards are turned over again
and play passes to the next player.
Players try to remember the location of the
cards turned over.
The winner is the one with the most cards.
 LESSON 5 Will a (boy) help? You will help.
Can a (car) go to help? Will you help?
Look and Say will help Can you help Will?
Phonics Nn as in noise
Student Workbook page 12

GAME Pass the Bag

Put cards of all previously learnt sounds and
sight words in a bag.
Stand in a circle and pass the bag around.
Each student in turn dips into the bag taking out
a card.
They either read the word or day a word that
begins with the sound.
Cards are replaced after each turn.

READING will Will

LOOK AND SAY Reinforce help
Teach the word
1. Write will on a flashcard.
2. Show students the word.
3. Ask if students know the word and if not tell
them.
4. Have students repeat the word.
5. Ask for sentences using the word. READING BOOK
6. Remind students that the word for the Big Read pages 9 – 11 of the Reading Book using
Thumb Rule is Will. Lesson 1 format.
7. Give students a flashcard of each word.
8. Practise the words. PHONICS Nn as in noise
Teach the sound
Repeat for help. 1. Review all sounds learnt already.
2. Use the Sound Book to introduce and say the
LOOK AND SAY ACTIVITIES /n/ sound. Pupils repeat the sound.
Write the sentences of pieces of paper and 3. Draw the letters on the chalk board and trace
have students work in pairs, one calling out a around them, showing the correct starting
sentence and the other making it. Students points, and saying the sound at the same
then change roles for the next sentence. time.
4. Demonstrate the letter shapes by sky writing.
A (car) will go. Will you go? Pupils can write on their hands or on each
Will a (boy) go to a (tree)? other’s backs again saying the sound at the
same time.
Explain that Will can be a boy’s name. If it is it 5. Tell the Sound Story.
always has a capital letter – like everyone else’s 6. Show the Sound Action. Pupils to do the
name. action while saying the sound.
7. Workbook Activity.
Will can go. Can Will go to a (dog)? 8. Make a word chain using words that begin
with the /n/ sound.
 LESSON 6 • Teacher goes around listening and
correcting, if necessary.
Look and Say not We • Teacher calls on individuals to read out
Phonics Ff as in fish to class.
GAME
Make 2 cards of each sound already learnt
PHONICS
a m s ee n Teach the sound
Give each student a card only they can see and 1. Review all sounds learnt already.
ask them to spread out around the room. 2. Use the Sound Book to introduce and say the
/f/ sound. Pupils repeat the sound.
After the signal, given by the teacher, they find 3. Draw the letters on the chalk board and trace
their matching sound and sit down quietly around them, showing the correct starting
together. points, and saying the sound at the same
time.
4. Demonstrate the letter shapes by sky writing.
READING we We
Pupils can write on their hands or on each
Teach the word not Not
other’s backs again saying the sound at the
1. Write the words we and We on a flashcard. same time.
2. Show students the words. 5. Tell the Sound Story.
3. Ask if students know the word and if not tell 6. Show the Sound Action. Pupils to do the
them. action while saying the sound.
4. Have students repeat the words. 7. Workbook Activity.
5. Ask for sentences using the words 8. Make a word chain using words that begin
identifying which form of ‘we’ they are with the /f/ sound.
using. 9. Play the /f/ song – Track 17.
6. Give students a flashcard of the word.
7. Practise the words.
Repeat for not and Not.
SONG Ff
(Tune: Old MacDonald Track 17)
My friends and I
LOOK AND SAY ACTIVITIES
Went to the beach
Call out the following sentences for the
With my floating fish.
students to make using their flashcards.
It got a hole …
I can not help you.
… the air came out.
We will not go to help you.
/f f f f/!
Call out the following sentences for the
Action: Let your hands come together gently as
students to make the answers.
if an inflatable fish is deflating, and say ffffff.
Can we go to the moon? We can not.
Will you eat a bad egg? I will not.
PHONICS ACTIVITIES
READING BOOK Practise the blending skill using the 7 – point
strategy on page 11 to blend the words learned
Read pages 12 – 14 of the Reading Book – I Will
previously.
Help You to Go.
am Sam see ma
• Teacher reads the story – students
follow with fingers.
• Students read in pairs to each other –
alternate sentences. an man seem seen
STUDENT WORKBOOK RALP READERS
Students answer pages 15 – 16 of the Student Set 1 Book 3 See Sam
Workbook. Review the sounds on page 1 and the words on
page 2 by blending.
Student Workbook page 15 Follow the previous format from Lesson 1.

STORY Clara Barton

Read the following story or one of your choice.
“Oh, please let me do something for him.” Clara
begged with tears in her eyes. “How can I
help?”

“You’re only a child,” her mother said, leading

Clara back to the kitchen. “You can help me by
doing your lessons and staying out of the way.”
Clara’s older brother had been injured in a
serious fall. He was in too much pain to walk
now.
Clara found it hard to keep her mind on spelling
and geography, especially when the doctor
came. Clara strained her ears, trying to hear
what they were saying. But they spoke softly.

“Will David be all right, mother?” Clara asked as

soon as the doctor had gone.
Student Workbook page 16
“We don’t know yet, Clara,” her mother
answered. “The doctor said that David must be
kept very quiet and have lots of care.”

“Can’t I help David get well?” Clara asked.

“There must be something I can do to help.”

Clara’s mother did not answer right away. She

knew with all her chores she would have little
time to give David the special care he needed.
But was Clara old enough to be her brother’s
nurse? She was only eleven years old.

“Very well, Clara.” Her mother said at last. “You

may try to help.”

During the week that followed, Clara spent

every free minute in David’s room. She
arranged his pillows and gently sponged his ….
broth her mother made. She read to him. And
sometimes she just sat quietly next to his bed.
Clara’s father was worried because Clara never
played outdoors anymore. She was getting pale.
“You must not spend so many hours with
David,” he told her one day. “Sometimes you
must have sun and do things you enjoy doing so
much.”
“But taking care of David is what I like to do
best,” Clara answered.
“You can still take care of David but I want you
to go riding on your horse once in a while,” her
father said.
After that she often took short horseback rides.
But she always hurried back to David as soon as
she had finished riding. Clara’s father watched
the colour slowly coming back to her cheeks,
and he was satisfied. At last, the day came
when the doctor said David could get up from
his bed. The patient stood up, and took one
shaky step. Beads onf sweat glistened on his
forehead. David tried to take another step, but
instead sank down to his knees.
“I can’t,” he gasped. Tears stung his eyes. “I
can’t walk!”
“You’ll be able to walk soon,” Clara said. She
pretended not to see her brother’s tears as she
helped him back into bed. “Your legs have just
forgotten how, that’s all.”
We will read the second part of the story of
young Clara Barton in the next lesson. She grew
up to be a famous nurse. During the American
Civil War, she went to the battlefront to deliver
hospital supplies and help nurse the sick and
wounded. Because of her great love for
mankind she worked long hours in difficult
conditions. She saved hundreds of lives and
gave comfort to those in need. She became
famous as the woman who founded the
American Red Cross, an organization of
volunteers who help people in time of disaster.
OPTIONAL ACTIVITIES – I Spy
Use all the sounds that have been learnt up to
now – a m s ee n f.
The adult begins “I spy with my little eye
something beginning with s.”
When one student guesses correctly he/she
begins the new round with either the same
sound or a different one from those learnt.
Play Old Witch
Players – 3 - 6 players
Materials – two cards of each of the words and
sounds learned in Units 1 – 3. Make a pair of
each word (for example a pair of go and a pair
of Go).
Make one card with a witch’s face on it.
Rules- Players share out all the cards.
From the ones in their hands they pick out any
pairs (must be exactly a pair – go + Go is not).
The pairs are put face up on the table.
One child then picks one card from the
remaining cards of his neighbor.
If the picked card make a pair these are put on
the table. If the new card does not make a pair
it is kept with the rest.
The player who had a card picked from him now
turns to his neighbor and picks a card. Play
continues until all pairs are found and the ‘Old
Witch’ is left.
Play Space Travellers
Players – 4 – 6 children
Materials – make a gameboard that shows a
path through the planets in outer space starting
at earth and returning there. Decorate the
board with comets, stars and moons.
Make 4 cards of each letter a, s, m, ee, n. f.
Make a dice.
Each student needs a game piece.
Rules – the first player turns over a card and
calls out a word beginning with that sound. If
correct, the dice is thrown and the correct
spaces are moved forward.
If the word is called incorrectly, student moves
back the number on the dice.
Add black dots to some of the squares to
symbolize black holes where a student misses a
….

LESSON 7
Look and Say this now
Phonics Tt as in tennis
GAME
• Make pairs of cards of the sounds
already learnt – a, m, s, n, f.
• Students stand in a circle.
• Each is given a card.
• Adult calls out a word beginning with
one of the sounds e.g. sun.
• Students with /s/ cards change places.
• Repeat with words for other sounds.

this This
READING BOOK
READING Read pages 15 – 17
now Now
Teach the word This Fan Will Not Go
1. Write the words this and This on a flashcard. Follow the usual Reading format listed below.
2. Show students the words. READING FORMAT
3. Ask if students know the words and if not • Teacher reads the story – students
tell them. follow with fingers.
4. Have students repeat the words. • Students read in pairs to each other –
5. Ask for sentences using the words alternate sentences.
identifying which form of ‘this’ they are • Teacher goes around listening and
using. correcting, if necessary.
6. Give students flashcards of the words. • Teacher calls on individuals to read out
7. Practise the words. to class.

Repeat for now and Now.

PHONICS Tt as in tennis
Teach the sounds
LOOK AND SAY ACTIVITIES
1. Review all sounds learnt already.
STUDENT WORKBOOK Answer page 17
2. Use the Sound Book to introduce and say the
Teaching Tip: Recap using a or an.
/f/ sound. Pupils repeat the sound.
3. Draw the letters on the chalk board and trace
around them, showing the correct starting
points, and saying the sound at the same
time.
4. Demonstrate the letter shapes by sky writing.
Pupils can write on their hands or on each
 other’s backs again saying the sound at the
same time. Student Workbook page 18
5. Tell the Sound Story.
6. Show the Sound Action. Pupils to do the
action while saying the sound.
7. Workbook Activity.
8. Make a word chain using words that begin
with the /t/ sound.
9. Play the /t/ song – Track 3.

SONG Tt
(Tune: The Muffin Man Track 3)

When I watch the

tennis game,
/t/ - /t/ - /t/, s f m
/t/ - /t/ - /t/,
…. When I watch the
tennis game,
My head goes back and forth. Student Workbook page 19

PHONEMIC AWARENESS
Call out the following words and ask students if
they can hear the /t/ sound at the beginning or
end of the word.
tap pet tan mat
pant cat rest train
last test tent

PHONICS ACTIVITIES
Review words learnt previously.

Blend the following new words.

at fat mat sat

tan meet feet mats

Teaching tip: emphasize that at is 2 sounds.

Explain that in the word me the e has the long

sound /e/.
Blend.
me
RALP READERS
Set 1 Book 4 See Me
Review the sounds on page 1 and the words on
page 2 by blending.
Use the Reading Format as before.
STORY Clara Barton Part 2
Read the following story or one of your choice.
Teaching Tip: Recap Part 1
More than ever Clara spent her time at David’s
bedside. She was his nurse and he was her
patient. She was determined that David would
walk again. Weeks went by. Clara never tired of
staying with her brother.
She talked to him. She read to him. She tried to
assure him that he would walk soon. But
months passed and David still wasn’t well….
Much pain to walk. The Barton Family was
desperate. Would David ever walk again?
Then one day Clara heard her father talking to
someone whose voice she did not know. She
peeked into the hall. “A new doctor,” she
guessed, seeing the man’s black case. Mr.
Barton spotted Clara and introduced the
stranger to her.
“My daughter, Clara, Dr. McCullum,” Mr. Barton
said. “Dr. McCullum has come to try and help
David, Clara. Ive been telling him how devoted
you’ve been to your brother.” The doctor
smiled at Clara warmly.
Later that day, the doctor the Barton’s to let
him bring David to his home for special
treatments. He thought that perhaps David had
lost too much blood while sick and had simply
become too weak. During those days it was
common practice to draw blood out of sick
people, using leeches. The doctor also thought
David might need a different diet.
“But David might not have lasted this long
without you, Clara,” he said to her. He said that
she had done a wonderful job of keeping her
brother’s spirits up.
Good news came in time. David’s pain lessened
under Dr. McCullum’s care. He was able to try
walking again. Clara was there one day when
her brother swung his legs over the side of the
bed.
“Just lean on me,” she offered.
David put one hand on Clara’s shoulder, but he
seemed afraid to move. Clara slipped her arm
across her brother’s back and braced herself.
“Now!” she cried. “You can do it! I know you
can!”
“Now!” she cried “You can do it! I know you
can!”
David swayed to his feet, gritted his teeth, and
took a step. He staggered. But Clara’s arm was
firm across his back. Slowly, he took another
step – and then another. Step by step David
walked across the room. Clara smiled up at her
brother. At last he was really well.
OPTIONAL ACTIVITIES
• Play ‘Snap’ or ‘Slap Jack’
‘Snap’ or ‘Slap Jack’
Players – 2 – 4 children.
Materials – 4 cards of each word in the Look
and Say section of Units 1 – 5.
Rules – after sharing out the cards, the first
player plays a card face up and says the word.
The second player does the same. Putting his
card on top of the one before.
Play continues until two cards with the same
word are played consecutively then all players
slam one hand over the pile of cards.
The one whose hand is down first wins and LESSON 8
places the cards at the bottom of his pile.
Look and Say get
Play continues until someone has the whole Phonics I i as in ink
pack or the other players are out.

GAME – Clapping Game

PHONICS ACTIVITY
Using their personal sound tiles – make and list
as many words as they can.
a m
n f
will •
•
•
Students sit in a circle
Adult demonstrates
Clap hands twice, clap thighs twice.
• On the fifth beat, call out a word
beginning with a known sound e.g.
table.
• Keeping clapping rhythm students in
turn call out another word beginning
s with the same sound.
ee
• When it gets back to the adult the
sound is changed – and so it continues
t until all sounds have been practiced.

e.g. feet
meet READING get Get
sat Teach the word
tan Following the procedure used before, introduce
mat each set of words.
fan Give each student a copy of each word on a
taps etc. flashcard.

LOOK AND SAY ACTIVITIES

READING BOOK
Read pages 18 – 20 I Will Get You
Follow the Reading Format as usual

PHONICS I i as in ink
Teach the sound
1. Review all sounds already learnt.
2. Introduce the sound /i/ in the same way
as previously.
9. Play the /i/ song – Track 4.

SONG I i
(Tune: Hickory Dickory Dock Track 4)
Inky the mouse is my pet.
She spilled the ink and got wet.
The ink it spread, all over the desk. Student Workbook page 21
Action: pretend to be a mouse by wiggling your
fingers at the end of your nose, like whiskers,
and squeak, i i i i.

PHONICS ACTIVITIES
Review words learnt previously.

Blend the following new words.

it if in is sit

tin tins fin fits stiff

Teaching Tips:
1. Double consonant (in stiff) makes one sound.
2. In some words s makes the sound /z/. For
example – is tins fans

STUDENT WORKBOOK
Answer pages 20 and 21
Student Workbook page 20
PHONEMIC AWARENESS
Ask individual students the following questions.
Is there a ….
/t/ in teddy? /m/ in arm? /s/ in car?
/n/ in table? /n/ in night? /i/ in ink?
in /m/ in clap? /f/ in stiff? /a/ in sun?
get Make up others of your own using the letters.
a m s ee n f t i
if
is RALP READERS
it Set 1 Book 5 Mat
Review the sounds on page 1 and the words on
page 2 by blending.
Follow the Reading Format as usual.
meet
fin STORY Nelson Mandela
sniff Read the following story or one of your choice.
Nelson Mandela lived in South Africa during a
time when there were great difficulties
an in between the Europeans in power and the
people of South Africa. There were many unfair
laws that made life very difficult for the African
people to get a good education, a job with a …..
But it was dangerous to speak out against these LESSON 9
injustices.
Look and Say fly
Nelson Mandela was not afraid. He tried to Phonics Rr as in rag
show the injustice of these laws. The people in
power were afraid and decided to put him in GAME
prison. He was imprisoned for 27 years for Word Dash
trying to bring justice and fairness to his land. Write each of the Look and Say words in large
letters on a sheet of paper. Put them around
After many years the laws were changed and the room preferably outside. When a word is
the foreigners were no longer in power. When called students run to it. The last person to
Nelson Mandela was released from prison, he reach the word is out.
was elected President of South Africa. Have a student be the one to call out
sometimes.
Although Nelson had suffered greatly in the
prison and was an old man when he was READING fly Fly
released, he did not seek revenge, instead he LOOK AND SAY
told everyone to forgive, to move forward, to
Teach the word
build the country on unity and equality. He even
Following the procedure used before.
found a way where people were encouraged to
Introduce the words.
come and admit or confess the wrong things,
Give each student a copy of each word on a
they had done during those dark years so that
flashcard.
they could be forgiven.
LOOK AND SAY ACTIVITIES
OPTIONAL ACTIVITIES READING BOOK
Read pages 21 – 22
❖ Make ‘Letter Dice’
This is it
Make three dice as shown.
Follow the usual Reading Format.
Write the letter a on all faces of one and the
four letters m, n, s, f, on the faces of the two
other dice. (see diagram) PHONICS Rr as in rag
Push a pencil through the dice. Teach the sounds
Students should spin the dice and say the words 1. Review the sounds already learnt.
they make. 2. Introduce the sound /r/ in the same
way as previously.
❖ Make ‘Window Words’ 3. Play the /r/ song – Track 10.
Cut three pieces of cardboard –
one 18cm x 12cm, two pieces 4cm x 20cm SONG R r
cut 4 slits in the large piece of cardboard and (Tune: The Muffin Man Track 10)
write the letter a as shown See my puppy rip the rag.
m m
n n /r r r/! /r r r/!
___ ___ s s See my puppy rip the rag.
a f When he pulls so hard.
___ ___ f
t t
r Action: pretend to be a puppy pulling a rag.
Thread the pieces through the slots.
Move up and down to make new words.
PHONICS ACTIVITIES
Review words learnt previously. Student Workbook page 23

Blend the following new words.

rat ram rats ran

... ... .... ...
rams rim trim
.... ... ....
STUDENT WORKBOOK
STUDENT WORKBOOK PAGES 22 – 23

Student Workbook Page 22

PHONEMIC AWARENESS
Counting sounds
• Say a word e.g. rat
• Sound it out, holding up a finger for
each sound as you say it
r a t (3 sounds)
f ee t (3 sounds)
t i n s (4 sounds)

GRAMMAR
Commas with nouns of address
Sometimes we call a person’s name before
telling them something –
Sam, can you help?

We pause a little between the name and what

we want to tell them.

When writing this a comma is placed after the

name to show we are calling them and to give
the little pause.

For each sentence, ask students –
To whom are we speaking?
Where should the comma be placed?
Sam can you get this rat?
Mat I rat to see it.
Mit I will meet you now.
Will Can you help me to get this?
RALP READERS
Set 1 Book 6 See Mat
Review the sounds on page 1 and the words on
page two by blending.
Use the usual format for reading the book.
STORY
Read the following story or one of your choice.
GEORGE WASHINGTON CARVER
In 1860 a little black boy was born. In America,
in those days, slaves were often taken away
from children. George’s mother was soon
separated from her children. However, George
was kindly treated by his master, Mr. Carver,
whose name George took as his own. Even
when George was a little boy, he loved plants
and could make anything grow.
Neighbours called him ‘plant doctor’ because he
would look at a plant that seemed to be dying
and could tell how to make it green and strong
again. George longed to know why flowers of so
many colours grew from the same moss. Off in
the bushes, this little goy built a secret garden
where he could plant different seeds and watch
how they grew.
All his life, George wanted to learn about many
things and to use what he learnt to help others.
He had no parents to help him, no money for
schooling, and besides, he was black. In those
days black boys were not accepted in most
schools and colleges. Because he had no one to
help him, he decided to help himself.
First, he learned to do housework. At the age of
ten he could wash, iron, and scrub floors. Any
work that George did, he did it beautifully. He….
When he grew older and had to pay for his
schooling, he would work hard and save money,
then go to school until it was spent. He never
allowed anyone to give him anything, except a
chance to work. The reason George wanted an
education was to learn all about everything so
that he could help people. He seemed to know
that this was a way to show his love for God. By
the time he had finished college, he knew a
great deal about plants. Farmers asked him to
tell them how to have better crops. He used to
take trips into the country to help farmers who
did not know what the matter was with their
gardens. Then he became a teacher in a Black
college called Tuskegee. Sometimes people
were rude to Mr. Carver because he was black.
He told his black students in college that they
should not be angry when people criticized
blacks. He said they should try to correct their
faults.
George Carver studied plants because he
wanted to understand what God had created.
He always prayed while working and said he
could not have learned so much without his
love for God. One day he asked God how he
could learn everything that God had made. He
said God told him to start studying the peanut!
After a while Carver discovered four hundred
uses for the peanut! When studying the
wonders of nature, Carver was always praising
God. If you had been there you could not have
heard him, because he talked silently, or in his
heart. Carver lived to be an old man. All his life
he was working, and learning and helping
people. No wonder he was loved and
respected!
OPTIONAL ACTIVITIES
Th th as in this
❖ Word wheels PHONICS
Materials – two pieces of cardboard from soap 1. Review all the sounds already learnt.
or cereal boxes (one 18cm in diameter and the Teaching Tip: explain that 2 letters can
other 24cm) make one new sound /th/. (consonant
- A brass paper fastener like this diagraph)

Circles are attached 2. Introduce the sound /th/ in the same

In the middle with the way as previously.
Brass fastener so that they can turn. 3. Play the /th/ song – Track 4.

Other words can be written on the wheels
including nonsense words to practice phonemic
awareness.
❖ ‘Letter Dice’
Make three dice as shown.
Write the letters a, I, or ee on the faces of one.
Write some of the letters learnt so far on the
faces of the others – a, m, s, ee, n, f, t, l, r.
Rotate the dice and read the words. Some will
be nonsense words.
SONG Th th
(Tune: Did You Ever See a Lassie Track 4)
Did you ever hear a rude clown make this
sound?
Did you ever hear a rude clown say /th/ - /th/,
/th/ - /th/?
Action: Pretend to be a rude clown and stick
out your tongue, a little for th (as in this), and
further for th (as in thumb).
STUDENT WORKBOOK
Student Workbook page 24

❖ ‘Window Words’
Change the letter in the middle to ‘I’.

LESSON 10
Look and Say Review
Phonics Th th as in this
Uu as in up
GAME
• Make a circle and in turn sign out or act
out a word using actions.
• The other students try to guess the
word.
PHONICS ACTIVITIES GRAMMAR
Review words learnt previously. Commas with nouns of address
Remind students that when we call a person’s
Blend the following new words. Thin name before telling them something, we pause
a little between the name and what we want to
thin three teeth Math tell them. Using the names of the students. Call
.... . . . . . . .... out a few examples.
this than that
Remind students that when writing this a
.... .... .... comma is placed after the name to show we are
calling them and to give the little pause.
LOOK AND SAY ACTIVITIES
READING BOOK Write the following sentences on the board.
Reading pages 23 – 25 Mum, can you help?
It Will Not Fly Mit, I can see you.
Follow the usual Reading Format.
Student Workbook page 26

PHONICS
Teach the sounds
1. Review all the sounds already learnt.
2. Introduce the sound /u/ in the same
way as previously.
3. Play the /u/ song – Track 15.

SONG Uu
(Tune: Skip to My Lou Track 15)

/u/ - /u/ up go umbrellas.

/u/ - /u/ up go umbrellas.
/u/ - /u/ up go umbrellas…
…when it starts to rains!
Action: Keep one hand steady and raise the
other, as if raising an umbrella, and say u, u, u.

PHONICS ACTIVITIES
Blend the following new words.

us fun sun run RALP READERS

.. ... ... ... Set 1 Book 7 Meet Mit
Review the sounds on page 1 and the words ….

mum fuss rust trust

... ... .... .....
STORY still felt bad because it had leaked out half its
Read the following story or one of your choice. load, and so again it apologized to the bearer
The Cracked Pot for its failure.
A water bearer in India had two large pots. They
hung on each end of a pole that he carried The bearer said to the pot, “Did you notice
across his neck. One of the pots had a crack in there were flowers only on your side of your…
it, and while the other pot was perfect and That’s because I have always known about your
always delivered a full portion of water at the flaw, and I took advantage of it. I planted flower
end of the long walk from the streams to the seeds on your side of the path, and every day
master’s house. The cracked pot arrived only while we walk back from the stream you’ve
half full. watered them. So, your flaw turned into a good
quality.
For a full two years this went on daily, with the
bearer delivering only one and a half pots of For two years I have been able to pick these
water to his master’s house. Of course, the beautiful flowers to decorate my master’s table.
perfect pot was proud of its accomplishments, Without you being just the way, you are, he
Perfect for the job for which it was made. But would not have this beauty to grace his house.
the poor cracked pot was ashamed of its own
imperfection, and miserable that it was able to Each of us has our own flaws. We’re all cracked
accomplish only half of what it had been made pots. But if we work at developing good
to do. After two years of what it believed to be qualities, maybe our flaws can be changed into
a bitter failure, it spoke to the water bearer one something good.
day by the stream.
OPTIONAL ACTIVITIES
“I am ashamed of myself, and I want to Word Games
apologize to you.” Divide into two teams.
Two points are given for each correct answer.
“Why?” asked the bearer. “what are you
ashamed of?” Words that begin with ‘th’.
1. skinny thin
“I have been able, for these past two years, to 2. the day before Friday Thursday
deliver only half my load because this crack in 3. other people they/them
my side causes water to leak out all the way 4. noise when a book falls thud/thump
back to your master’s house. Because of my 5. 10 x 100 thousand
flaws, you have to do all of this work, and you 6. main idea theme
don’t get full value from your efforts,” the pot 7. opposite of thin thick
said. 8. 4 + 6 + 3 = thirteen
9. sharp point on a plant thorn
The water bearer felt sorry for the old cracked 10. part of the hand thumb
pot, and in his compassion, he said, “As we 11. measure temperature thermometer
return to the master’s house, I want you to 12. first, second, …. third
notice the beautiful flowers along the path.”
Words that begin with ‘th’.
Indeed, as they went up the hill, the old cracked 1. what is true truth
pot took notice of the sun warming the 2. small road path
beautiful flowers on the side of the path, and 3. a shower bath
this cheered it some. But at end of the trail, it 4. tongue, teeth, lips mouth
 5. opposite of north south 4. Can you fly?
6. our planet Earth 5. Will we go out now?
7. used for biting teeth 6. Is it fun in here?
8. used for drying dishes cloth 7. Is Sam a mum?
9. insect like a butterfly moth 8. Will a ram run to Mum?
10. science of numbers Math 9. Can rats fly to the sun?
10. Can you run fast?

LESSON 11 LOOK AND SAY ACTIVITIES

Read p. 26 – 30 of the Reading Book –
Look and Say here out Can You See a Fly in Here?
Yes no Use the usual Reading Format.
Phonics Review Ask the Comprehension questions that follow.
Students to answer orally in sentences.
GAME
•
Each student is given a card with one of COMPREHENSION
the known sounds on it (try to use as Page 26
many sounds as possible). Who saw the fly first?
• Teacher call out a word and students Why do you think the frog said, “Mmm”?
with the sounds that make the word Why is it not good to have flies around?
stand together to make the correct
spelling. Pages 27 – 28
For example – mast sun rust How does the frog try to get the fly at first?
must feet mist Where does the frog want the fly to go?
rats nut trust How does the frog try to get the fly now?
How would you try to get in the fly?
Here here Page 29
Out out The rabbit has brough flypaper. What does that
READING Yes yes do?
LOOK AND SAY Out no What does the frog say will happen if he does
Teach the word not get the fly?
Follow the procedure used before. Where do you think the fly is at the end?
Introduce the words here and out. Ensure What do you call animals that eat other
Students understand the correct meaning of animals?
here. What do you call animals that eat only grasses
and grains?
What do you call animals that eat both?
Yes or No? Into which group would humans fall?
Write the following questions on the board.
Have students number the page 1 – 10 and
write only the words Yes or No next to each
number. Have students read each sentence and
write their answers – yes or no.
1. Can a man sit?
2. Can you get this sum? 429 + 187
3. Is a fly in here?
PHONICS REVIEW 1 PHONICS ACTIVITIES
Student Workbook page 27 Students Workbook page 28

Answers will
vary.

3 3 3

4 3 4 3

3 4 3 3

4 3 3 4

4 4 3 3

4 3 4 3

PHONICS REVIEW 2
• Teacher spells out words using the
actions.
• Students recognize them and call out RALP READERS
the word. Set 1 Book 8 See It
For example Review the sounds on page 1 and the words on
page 2 by blending.
Have a students read the book in the usual way.

S a m STORY
YES OR NO
In this workbook page students have to answer
questions, in sentences, starting with either Yes
or No.
Tell students that after writing Yes or No a
comma must be placed to allow a short pause
before the rest of the answer is written.
For example. Is Nan in here?
No, Nan is not here.
Read this story or one of your choice.
Horton Hears a Hoo
(This is a story of a wonderful poem by the
same name written by Dr. Suess. If you can find
it in the Library, read the poem instead of this
story.)
Horton, a friendly elephant, was walking in the
jungle one day when his enormous ears heard a
tiny voice calling for help. Horton looked
everywhere but could see no one. He followed
the tiny voice to the bottom of a great tree, to
the top of a rock, to blade of grass, to a drop of
dew and finally to a tiny speck of dust.
“Help,” said a tiny voice.
Horton peered down his long trunk at the
talking speck of dust and asked “Is someone
there?”
“No! No!” said Horton. “This is not just a speck
of dust it’s a world of tiny creatures. You can’t
smash it.”
Horton spoke to the little world. “The only way
to save us both is for everyone to shout ‘Hoo’
altogether and then the other animals will
hear.”

“Yes, we need help.” The creatures gathered their whole world

“How can I help you?” asked Horton.
“We want to go back to the top of the cliff
where we live. Can you take us on there?”
together and shouted ‘Hoo’ but the animals
could hear nothing and gathered closer to
Horton.
“Are you sure you have everyone?”

“My pleasure!” said Horton and picked up the
tiny speck of dust and the blade of grass in his
trunk and set off to go to the top of the cliff.
As he went, Horton asked the creatures who
lived on the speck of dust about their life, their
culture and their world. He talked and chatted
and walked and climbed. However just as he
reached the top of the cliff he was met by a
herd of angry animals.
So a thorough search was made of the dust
world and there they found a little dust
creature in his house, not shouting. They pulled
him out and they all shouted again. Now, with
everyone working in unity the ‘Hoo’ was heard
and the dust world and Horton were saved!

“We are worried about you, Horton,” said the

hyena (who had never like Horton). “You are
walking about and talking to yourself.”

A number of animals looked at each other and

smiled in a knowing way.

“I see,” said the hyena. “May we hear them

too?”

“Oh yes,” said Horton. “Be my guest.”

But although Horton could hear the creatures
loud and clear with his big elephant ears, none
of the other animals could hear a thing.

“He’s gone mad,” said the snake. “Let’s smash

his little dust world and then lock him in a cave.
A mad elephant is a dangerous thing.”
OPTIONAL ACTIVITIES
❖ Play ‘Phonics Bingo’ LESSON 12
Players – any number of players
Materials – a bingo board for each player Look and Say have do
u m n Phonics Sh sh as in rash, fish
s th a GAME
• Distribute all sight word cards amongst
f r t
the students.
• Teacher calls out sentence.
In each of the nine squares write one letter. • Students arrange themselves to make
Use from the letter sounds learned to date the sentence.
(a, m, s, n, f, t, I, r, th, u). For example:
The bingo card should be different so put 2 of I can not get this fly to go out here.
some letters on a card Yes, I will help you.
- A set of pictures two or three beginning We can see you now.
with each sound.
- 9 little markers for each student to
cover the letters. READING have Have
Rules – to play, the teacher shows a picture and LOOK AND SAY
says, “Look at this picture. If you have the do Do
letter that shows the beginning sound, cover Teach the word
over that one letter on your board.” Following the procedure used before, introduce
Continue until the winner shouts BINGO and the words have and do.
has all the letters on his board covered. Give students a copy of each word on a
flashcard.

SPELLING LOOK AND SAY ACTIVITIES

Below are listed a number of words that could Divide the students into groups of two.
be used to practice spelling. Have them call out the words on the flashcards
Call out a number of the words and have for each other.
students either write them or make them with If the word is called correctly it is given to the
their tiles. caller.
meet me see feet fat If it is called incorrectly it is kept by the student
mat sat tan mats tan with the flashcards.
in is if it us
as sit tin(s) fin(s) mist
sift fit(s) stiff fast rat(s)
ram(s) ran trim stuff stiff Sh sh as in hush
staff thin this Maths teeth
PHONICS
that fun sun nun run Teach the sounds
fuss mum rust trust rut 1. Review all the sounds already learnt.
Sam Mit nan Tim Will 2. Introduce the sound /sh/ in the same
way as previously.
3. Play the /sh/ song – Track 4.
 SONG Sh sh Student Workbook page 30
(Tune: Where, Oh Where, has my little dog
gone? Track 32)

Hush! Hush! Hush!

Don’t make a sound.
Be as quiet as you can be
The baby’s asleep
And I’m tired out.
Sh! /sh/ - /sh/ - /sh/ - /sh/!
Action: Place your index finger over your lips
and say shshshsh.

PHONICS ACTIVITIES
Blend the following new words.

shut shun shin rush mash

... ... ... ... ...
rash sash shift sheet
... ... . ... . . . READING BOOK
Read p. 31 – 34 of the Reading Book – It is Fun
to Fish
Student Workbook page 29 Teacher no longer reads the text first.

Ask the Comprehension questions that follow.

Students to answer orally in sentences.

COMPREHENSION
Pages 31 and 32
Where are Nash and Sam going?
Why can Nan not go to fish?
Why do you think Nan is in a wheelchair?
How could you help someone who cannot
walk?
Why do you think Nan’s mum does not want
her to sit in the sun?
Where did Nan sit?
What does Nash want Nan to do with the fly?

Read pages 33 – 34
What bad thing happened to Sam?
…
GRAMMAR
Exclamation Marks
Ask the students what they would do if they
woke up and found their house on fire. (Shout
for help among other things)
Ask if they would shout it or whisper it.
Ask for other examples when they might need
to shout something.
Ask if they know how to show someone is
shouting when we write.
Tell them we use an exclamation mark.
Show an exclamation mark (!)
Ask for some examples that would have an
exclamation mark at the end.
Ask if they know what it means to exclaim
something.
Write the following on the board.
Ask which ones need exclamation marks.
Help help We will go
Get this fly out now It is thin
I can see it This is fun
No, I can not fly I am in a shop
STORY
The two mothers and the baby.
One day two ladies bustled into the court of
Judge Sanders arguing loudly. The judge was
wise and respected man and he immediately
ordered the two women out of his court, telling
them to come back when they were quiet.
Three times the ladies were brought into the
court and three times they began to argue and
were put out. The only thing that finally kept
them quiet was when the judge said he would
not hear their case if they came in arguing once
more.
The two ladies sat glaring at each other fiercely
from one side of the court to the other.
“what could possibly have happened here?”
wondered the judge to himself. “These women
are really angry at each other.”
“I will!” shouted both of the ladies at once.
“Clerk,” said Judge Sanders, “please tell me
what has happened in this case.”
“Your honour,” said the clerk, “there is a lovely
baby here in our court. Each woman claims that
the baby belongs to her. They were arrested by
the constables for fighting outside the market.
“Hmm,” said the judge. “What do you have to
say?” he said looking sternly at the two women.
The judge heard two long and tearful stories
from the women with each claiming that the
child was hers. Each woman told on how she
had suffered, sacrificed and struggled to raise
the child and could not now be parted from it.
The judge was in a great quandary. He didn’t
know how to find out which was the real
mother and which the liar.
“I will keep the baby with me tonight,” said the
wise judge, “and think over this difficult case.
Tomorrow I will pass my judgment.”
As the old judge sat with the lovely baby in his
rocking chair that night he thought long and
hard about how to resolve this difficult case. “if
only you could talk,” he said looking at the
sweet child. “What, oh what am I to do?”
At exactly two minutes to twelve the old judge
began to smile, and then chuckle. “Oh, yes,” he
said, “I have it now.”
All eyes were upon the wise judge the next
morning when he was ready to pass judgment.
“My decision is that the baby shall be cut in half
and one piece given to each woman.”
Well pandemonium broke out, the people in
the court had never heard such a terrible
decision before. They thought maybe the judge used for painting brush
had lost his mind. left after a fire ash
a seasoning (e)shallot
However, above the noise rose one quiet voice. at the top of the arm shoulder
protects eye from dust lash
“No, your honour. I will not permit this child to to move from one place to another shift
be cut in half. Give the baby to that woman.” not long enough short
to get smaller shrink
“Stop right there, clerk. Do not give the baby to to yell shout
that woman. She is a liar! The woman that to squeeze together crush
spoke is the real mother for a true mother to make quiet hush/shush
would never willingly see her children killed for to go quickly rush
any reason. Give the baby to her and put that
liar in prison!”

And so, the old judge using justice and wisdom

solved the difficult case of the two mothers and
one baby.

PHONICS - /sh/
Divide into two teams.
Tell students answers begin or end with ‘sh’.
Students sit in one line and answer in turns
going from one team to the other. Groups can
consult but only that student whose turn it is
can answer.
Correct answers get two points. If the team
cannot answer the other team can try for one
point.

worn on the feet shoes

garbage trash/rubbish
an animal that gives mutton sheep
part of bookcase shelf
used to make hair clean shampoo
small spots on the skin rash
a piece of clothing shirt
dangerous sea animal shark
used for digging shovel
a car accident smash/crash
a big boat ship
a hard covering on some animals shell
a deep plate dish
a place that sells things shop
a sea animal fish
seen only on sunny days shadow
 LESSON 13
Look and Say come Pig PHONICS
Phonics Pp as in puff Teach the sounds
1. Review all the sounds already learnt
GAME a m s ee n f t l r th u sh
2. Introduce the sound /p/ in the same
• Extend yesterday’s game.
way as previously.
• Students have all sight word cards and
3. Play the /p/ song – Track 5.
they arrange themselves to make up
new sentences.

SONG P p
READING come Come
pig Pig (Tune: The Wheels on the Bus – Track 5)
LOOK AND SAY
Puff out the candles
Teach the word On the pink cake,
Following the procedure used before, introduce /p/ - /p/ - /p/,
the words come and Pig. /p/ - /p/ - /p/,
Give students a copy od each word on a Puff out the candles
flashcard. On the pink cake,
Puff! Puff! Puff!
LOOK AND SAY ACTIVITIES
READING BOOK Action: Hold up your finger, as if it is a candle,
Read p. 35 – 38 of the Reading Book – Come, and pretend to puff it out, saying p, p, p, p.
Pig! Come!
Teacher no longer reads the text first.
PHONICS ACTIVITIES
Ask the Comprehension questions that follow. Student Workbook page 31
Students to answer in sentences.

COMPREHENSION
Page 35.
Where do you think the children are going?
How did they try to get the pig?
What might happen if the pig goes out of the
gate?

Pages 36 and 37.

How else do the children try to catch the pig?
What would you do to catch a pig?
Who do the children ask to help?
Mum says, ‘I have it’. What do you think she
means?

Page 38.
…
Student Workbook page 32 Ask students to add the comma to each one.
Have different students read each sentence
pausing correctly.

Write the same sentences again but this time

put the name at the end of each sentence.
1. Is the fly in here Nan?
2. Can you see it now Sam?
3. Get a man to help Will.
4. Can I help you Nash?

Ask if we still have to pause.

Ask what we need to add to show there is a
pause.
Ask where they think the comma goes now.
Add the comma to each sentence.
? Have different students read each sentence
. or !
! pausing correctly.
? .

STORY
SPELLING CLOSING the Story of Windows
Call out some of the following words for the Long ago in India there lived a great and wise
students to write. king. He lived in a splendid palace of one
nap sip pin pit up path hundred rooms. Each room was furnished with
rap pip sin spit pup ship the most beautiful beds and chairs, each carved
map rip spin pants by hand and covered with silks and satins. The
sap nip Pam walls of the palace were studded with gems and
tap tip pram glittered in the sunlight and even in the
snap trip sheep moonlight. But the most splendid thing of all
snip was that each window of the huge building was
made from a different color of glass. This made
each room, corridor and section of the palace
GRAMMAR shine with a different coloured light and people
Commas with nouns of address. when visited stated it was like living in a
Write the following sentences on the board. rainbow.
Have children read each sentence.
Ask to whom we are speaking in number one. Now the king had a great many children when
Remind students of the need to pause a little lived together with him in his castle and
after the name. brought him great joy. Indeed, from the palace
Ask when we are writing the sentence, what… came the sound of laughter and harmony and
1. Nan is the fly in here? the unity of the family was a joy to behold.
2. Sam can you see it now? However one day a great disagreement broke
3. Will get a man to help you. out in the palace which all started when the
4. Nash can I help you? king’s (favourite) grand daughter, Tilly,
announced that as it was cloudy yesterday the
Tell students the comma is missing. great purple sun had not been seen all day…..
 Forty-seven voices piped up at exactly the same
“Purple,” said Tilly’s mother sweetly to her time with forty-seven different colours. The
sister. king put his hands over his ears.
“Green,” said Jessica again. “Green? Blue? Purple? Brown? How can you say
“Blue,” corrected the Queen. “The sun is blue.” these things? How can you think the sun is
Well before anyone could say ‘royal rainbows’ a anything but yellow?”
terrible argument had broken out with each of “Yellow?” said all the ladies. “Yellow?”
forty-seven ladies claiming the sun was a “Have you never come out of your rooms and
different colour. Each wanted the others to always looked at the sun through your coloured
come and see the sun from her bedroom glass windows?”
windows. Each was sure the others were wrong.
The ladies hung their heads in shame and
Louder and louder the shouting grew until at nodded.
last it reached the eras of the King. “What “Oh dear” said the wise king. “We have learned
terrible thing has happened to my peaceful a great truth today. The world is full of coloured
home? What can have caused such a glass to make us think things that are not so.
disagreement to occur? Why are all the ladies But we must always look behind the coloured
arguing?” he rushed into the great hall and glass to see the situation clearly and with our
wash shocked at the sight he saw. His once own eyes. Come dear daughters let us walk in
friendly and peaceful family were fighting and the gardens of our palace in the beauty of the
screaming. They were tugging each other’s hair, sun. But let us also not forget this day and the
some were pushing and pulling and even on the problems that can be caused when do not look
floor fighting, dresses were torn and hair clearly.
disheveled, shoes lay scattered around and
even the children were arguing loudly.
OPTIONAL ACTIVITIES
“Ladies!” the King boomed. Everyone stood
Consonant blends
as still as a statue, not a sound was heard for a sp… pr… sm… sn… fr…
full five seconds and then as if a sign had been
given, they all began to cry. What a wailing and Give students 6 small pieces of paper and have
a crying and sobbing and a sniffing. It took all them write one of the following letters on each
the royal handkerchiefs to mop up the tears and piece. Alternatively, students could use their
sniffles. tiles.
s m p n f r
“Whatever can have happened here?” the King
asked puzzled. Call out the following words.
“We were arguing about the colour of the sun,” Ask students to show the correct two letters
they sniffed sadly. that make up the initial sounds.
“The colour of the sun?” said the King in spicy smart free
surprise. “How could such an argument occur pretty special small
over the colour of the sun?” sneeze sponge friendly
“What colour did you think it was?” spend precious snore
Well that was the wrong question for the king prawn frill prison
to have asked.
Teaching Tip: There are 2 sounds in these
blends.
 LESSON 14 SONG O o
(Tune: Old MacDonald – Track 14)
Look and Say the for Now it’s dark
Phonics Oo as in on. The lights go on.
GAME /o/ /o/ /o/ /o/ /o/.
Time for bed,
• Teacher calls out a word beginning with
The lights go off!
/sh/ /p/ or /f/.
/o/ /o/ /o/ /o/ /o/.
• Students run to the right if the word
Action: Pretend to turn a light switch on and off,
begins with /sh/, to the left if it begins
and say o, o, o, o.
with /p/ and sit down if it begins with
/t/.

STUDENT WORKBOOK
Student Workbook page 33
READING The the
LOOK AND SAY For for
Teach the word
Following the procedure used before, introduce
the words the and for.
Give students a copy of each word on a
flashcard.

LOOK AND SAY ACTIVITIES

READING BOOK
Read page 39 of the Reading Book – Go Fast.
Have Fun.
Follow the usual format. Then ask the students
to say each sentence over and over quickly.

PHONICS Oo as in on
Teach the sounds
1. Review all the sounds already learnt
A m s ee n f t l r th u sh p
2. Introduce the sound /o/ in the same
way as previously. PHONICS ACTIVITIES
3. Play the /o/ song – Track 14. Teacher calls out some of the following words.
Students make them with their tiles.
mop not on
top rot moth
pop pot
shop shot
spot
Student Workbook page 34 STORY
CLOSING The Bundle of Sticks
For many years Ali Pasha had made the most
beautiful Persian rugs. Kings and queens,
princes and rich merchants beautified their
palaces and homes with Ali’s rugs. The colours
and patterns he wove were of such detail and
i o design that many of his rugs were hung on the
o
walls of the homes rather than laid on the
floors.

o a o Ali Pasha had grown old now and he could no

o o
o a
longer see the tiny coloured threads from which
his rugs were woven. Although he was
saddened by this, he gladly gave over the
a business of rug-making to his children.
Indeed, they had been helping him for many
years – Jamal raised the sheep that gave the
wool, Henna dyed the wool into rich colours
u and Mahmud and Zena wove the patterns
thread by thread and Badi, the youngest, sold
the rugs in the bazaar.

One day however Ali Pasha was woken from his

RALP READERS
Set 1 Books 9 and 10
Sit on it and Sis
Review the sounds on page 1 and the words on
page 2 by blending.
This time the teacher does not read the
sentences first.
After reading bring the students back together
and ask orally the following questions.
Book 9
• Who is riding in the wagon? Pg. 7
• What happened to the wagon? Pg. 12
• What does Sam use the board for? Pg. 18
Book 10
• Why do you think Mit is hiding? Pg. 10
• What has happened to Sis? Pg. 13
• How could Mit help Sis? Pg. 14
• How do Mit and Sis feel now? Pg. 17
nap by loud shouting.
Jamal had told the others that he felt his job
was the most important and that the others did
not value him enough. He was thinking
therefore of leaving the family and selling his
wool to another rug maker.
Suddenly each child realized that they felt their
job was the most important and a loud
argument ensued.
“Your wool is nothing without my wonderful
dyes!” shouted Henna.
“Coloured wool cannot weave itself into special
designs and patterns,” shouted Mahmud. “My
job is much more important than yours, Jamal!”
“And what good are wools and dyes and
weaving if nobody can sell the rugs?” Badi
added.
Ali Pasha looked at his children sadly. Indeed,
when they saw their dearly loved father
standing at the door, they were immediately
ashamed of the things they had said.
Ali looked at each child quietly and gave each…
“Father, what is this?” asked Mahmud. “Here
we are arguing about whose job is the most
important and you give us each a stick to break?
Here is my broken stick.”
“And mine,” said Henna.
The old man took the five broken sticks and
bound the together into a tight bundle.
“Break the sticks now,” he told he quarreling
children.
Mahmud took the bundle and tried to break it
over his leg.
OPTIONAL ACTIVITIES
Change the sounds
Students will need their tiles for this exercise.
Tell me the word we get when we ….
Change the /m/ in mat to /r/.
Change the /p/ in tip to /n/.
Change the /s/ in sit to /p/.
Change the /i/ in sin to /u/.
Change the /f/ in fan to /m/.
Change the /m/ in meet to /f/.
Change the /s/ in sip to /r/.
Change the /t/ in tin to /sh/.

“Ouch!” he cried.
WORD GAME
The other laughed. But try as they might not
Divide the group into two teams.
one of the children could break the ten pieces
Tell groups that one of the words in the /o/
of sticks tied together. Quietly they handed
sound in the middle is the word box.
back the bundle to their father.
Tell students each answer has the word box in
it.
“Do you understand?” asked the father. “The
Ask groups questions one by one.
single stick shows what can happen if you leave
Two points for a right answer and one point for
the family and go away on your own. You can
a bonus (if the other team can’t guess it.)
be easily overcome and defeated.
1. Box of loud music (boom box)
2. Box for a stallion (horse box)
However, when we work together, united, as
3. Box for tablets (pill box)
one, we cannot easily be broken or divided.
4. Box for a fancy cap (hat box)
Which do you want to be – alone and weak, or
5. Box for little wooden
united and strong?
lighting sticks (match box)
6. Box for footwear (shoe box)
The children were ashamed of their quarreling.
7. Box for votes (ballot box)
The oldest sister moved forward to hug her
8. Box for rings,
younger brothers and sister and the children,
bracelets and necklaces (jewellery box)
united again in their work as a family, quietly
9. Box made of thick
returned to their tasks.
brown paper (cardboard box)
10. Box for letters (post box)
11. Box with a toy inside
that jumps up when opened (jack-in-the-box)