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Sounds In Action Junior Infants Homework

Junior Infant Booklist 2015/2016

English

Just Writer A – Sunny Street

Sounds in Action (Folens)

Talk and Colour (Fallons) Starways

Readers (Starways) (some available in school to borrow)

Rhyme Away

I see, I see

Hello

Len likes to hide

Jen plays tricks

Workbooks

Pre- Reading Activity book – Reading Zone Folens

Skills Book A                          Starways, CJ Fallon

Write a-story-book A               Starways, CJ Fallon

Maths

Figure it out (Fallons)

Planet Maths, Junior Infants (Folens)

SPHE – SESE

Small World C.J Fallon

Miscellaneous

  • 2 plain day copies, 2 project copies (40 pages 15 A) 2 chubby pencils
  • 1 homework folder
  • 20 page display folder
  • Pritt Stick & small box of crayons
  • €8.00 for personal and accident insurance
  • €4.00 for school crest

Other relevant information

  • Please cover all books and puts names on the cover.
  • Please put name on school jumper, coats, hats, etc.
  • Junior infants finish at 12.00 for the first two weeks.
  • Junior Infants finish at 2.00 p.m. and children are to be collected at that time.
  • School re-opens  Monday 31st of August 2015
  • Please wear tracksuit bottoms and runners with their uniform on Tuesdays and Thursdays for PE
  • We are a health promoting school so please follow our healthy eating policy for lunches.

Senior Infant Booklist 2015-2016

English

Just write B- Sunny Street

Sounds in Action (Folens)

Skills Book B (Fallons) Starways

Skills Book C (Fallons) Starways

My write-a-story book C Starways

Readers (Starways) (some available in school to borrow)

Look at this

Visiting

Stories for you

A new baby

Maths

Planet Maths  (Folens)

Figure it out (Fallons)

SPHE –SESE

Small World  (Junior Infants Edition)  C.J Fallon

Miscellaneous

·1 Junior Sum Copy (2cm square)

·1 Learn to write Copy 40 pages B2

·4 project copies (40 pages 15 A)

·2 chubby pencils

·1 homework folder

·20 page display folder

·Pritt Stick & small box of crayons

·€8.00 personal accident insurance

·€4.00 for school crest

     Other Relevant information

·Please cover all books and put names on the cover

·Please put name on school uniform jumper, coats hats etc

·School re-opens  Monday 31st of August 2015

·Please wear tracksuit bottoms and runners with uniform jumper on Tuesday and Thursday for P.E.

·We are a health promoting school so please follow healthy eating policy

Scoil Ghobnatan Whole School Approach Phonics

Revised October 2012

The two main phonics programmes used from Junior Infants to Second Class are Sound Linkage by Peter Hatcher and Jolly Phonics. Copies of each programme are attached for reference.

Junior Infants

1. Syllabic Awareness

· Blending syllables

· Segmenting syllables

· Counting/clapping/tapping etc syllables

2. Rhyming

· Reciting nursery rhymes and poems

· Identifying rhyming words in poems

· Rhyme judgement

· Rhyme production

3. Phonemic awareness

· Identifying sounds that are the same and different

· Identifying sounds that are at the beginning of words

· Identifying sounds that are at the end of words

· Identifying sounds that are in the middle of words

· Counting the phonemes in words – fingers are used to count phonemes

(clapping for syllables)

4. Learning the letter sounds – In Junior Infants emphasis is on the sounds of the letters only. The 42 sounds are introduced in the following order. The order of introduction of the Jolly Phonics programme is followed, but it is a slower pace.

· s, a, t, i, p, n.

· n, c/k, e, h, r.

· m, d, g, o, u.

· l, f, b, ai, j

· oa, ie, ee, or, z, w.

· ng, v, y, x, oo, oo

· ch, sh, th, th, qu, ou.

· oi, ue, er, ar.

Each letter is introduced using Interactive Whiteboard CD Step 1.

Each lesson consists of

· revision of previously learned sounds,

· a story that introduces the new letter,

· a song/rhyme that reinforces the sound,

· identifying the new sound in words (initial sound mainly in Junior Infants),

· blending practice using the new and previously learned sounds.

Two new letters are introduced per week.

Junior Infants also use a Letters Booklet for added practice. “Sounds in Action” for Junior Infants is also used.

5. Blending

· Initially the teacher says the sounds in words and the children identify the words

· Children try blending words themselves

Children practice blending Word Boxes 1 to 10 (with children who are able) which consist of

· CVC words

· Initial consonant words

· Words with double letters

Senior Infants

All of the work covered in Junior Infants is revisited in Senior Infants.

1. Syllabic Awareness

· Blending syllables

· Segmenting syllables

· Counting/clapping/tapping etc syllables

2. Rhyming

· Reciting nursery rhymes and poems

· Identifying rhyming words in poems

· Rhyme judgement

· Rhyme production

3. Phonemic awareness

· Identifying sounds that are the same and different

· Identifying sounds that are at the beginning of words

· Identifying sounds that are at the end of words

· Identifying sounds that are in the middle of words

· Counting the phonemes in words – (fingers on the left hand, starting with the thumb, are used to count phonemes . Clapping is used for syllables)

4. Revising the letter sounds – In Senior Infants the emphasis is on the names of the letters as well as the sounds of the letters. The order is the same as Junior Infants.

· s, a, t, i, p, n.

· n, c/k, e, h, r.

· m, d, g, o, u.

· l, f, b, ai, j

· oa, ie, ee, or, z, w.

· ng, v, y, x, oo, oo

· ch, sh, th, th, qu, ou.

· oi, ue, er, ar

Each letter is introduced using Interactive Whiteboard CD Step 1. Workbook 1 and part of Workbook 2 are used in Senior Infants. Parts of CD Step 2 are used when Step 1 is completed.

Each lesson consists of

· revision of previously learned sounds,

· a story that introduces the new letter,

· a song/rhyme that reinforces the sound,

· identifying the new sound in words (initial sound mainly in Junior Infants),

· blending practice using the new and previously learned sounds.

Two new letters are worked on per week.

5. Blending

· Initially the teacher says the sounds in words and the children identify the words

· Children try blending words themselves

Children practice blending Word Boxes 1 to 18 and 1a to18a which consist of

· CVC words

· Initial consonant words

· Words with double letters

Wordbox/blending lists are introduced at a faster rate than in Junior Infants depending on the ability of the children.

First Class

Work will continue on Workbook 2 and then move on to Workbook 3. Interactive CD Step 2 will be used for revision and then CD Step 3 will be used.

1. Syllabic Awareness

· Blending syllables

· Segmenting syllables

· Counting/clapping/tapping etc syllables

2. Rhyming

· Reciting nursery rhymes and poems

· Identifying rhyming words in poems

· Rhyme judgement

· Rhyme production

3. Phonemic awareness

· Identifying sounds that are the same and different

· Identifying sounds that are at the beginning of words

· Identifying sounds that are at the end of words

· Identifying sounds that are in the middle of words

· Counting the phonemes in words – fingers are used to count phonemes

(clapping is used for syllables)

4. Revision of the 42 letter sounds plus the alternatives that have already been taught.

5. New sounds – recognition and blending

· “y” for the “ee” sound

· magic e

· “ay” for the “ai” sound

· “ea” for the “ee” sound

· “y” for the “ie” sound

· “ow” for the “oa” sound

· “ir” and “ur” for the “er” sound

· “ew” for the “ue” and “oo” sounds.

· “ck” words

· “g” for “j” sound

· “c” followed by e, i or y making “s” sound

· “ph” making “f” sound

· double letter words

· short vowels

· “air” for the “ear” and “are”

One sound will be worked on per week.

Second Class

In Second Class Jolly Phonics Spelling and Grammar Workbook is used in the first term. The Green Genie workbook is used in the second term.

1. Revision of the 42 sounds plus the alternatives that have been taught

2. New sounds – recognition and blending

· “ph” for the “f” sound.

· soft “g” – ge, gi, gy.

· “wh” for “w” sound

· “igh” for “ie” sound.

· “ow” for the “ou” sound

· “air” as “air”, “ear”, “are”

· soft c for the s sound

· soft g for the j sound

· “wa” for the “wo” sound

· “ou” for the “u” sound

· “ch” for the k sound

· “ai” sounds

· “ee””/”ea”

· “ie”/”igh”

· “y”/”ie”

· “oa”/”ow”/”o-e”

· “ue”/”ew”/”u-e”

· “er”, “ir”, “ur”

· “oi”/”oy”

· “ou”, “ow”

3. Phonemic awareness – continued practice of skills learned

· Identifying sounds in words- initial, medial, final.

· Using fingers to count out each sound. This can be done during dictation and writing exercises.

· Identifying long and short vowels

· Anagrams – listening for the sounds.

· Phoneme deletion

· Phoneme substitution

· Phoneme substitution

Third class

Jolly Grammar

1. Diagraphs eg. Mimic, laptop

2. ai, ay, a_e

3. ee,ea, e_e

4. ie, y, igh, i_e

5. oa, ow, o_e

6. ue, ew, u_e

7. e_e

8. n for “ng” eg. anger, skunk, junk

9. soft c eg race, since

10. soft g eg. page, angel

11. “tch” eg itch, catch

12. “dge” eg edge, judge

13. “le” eg table, simple

14. “qu” eg quiver, equal

15. s for z eg easy, busy

16. se,ze for z eg ooze, sneeze, cheese, noise

17. ___less eg helpless, useless

18. ____able eg avoidable, profitable

19. a for ai eg crazy, taste, baby

20. e for ee eg evil, email, secret

21. i for ie eg icy, diet

22. a for oa eg open, only, poem

23. o, os, oes eg pianos, tomatoes

24. ie for ee eg field, chief

25. y for i eg abyss, myth, lyrics

26. y for i eg abyss, myth, lyrics

27. a for o eg swap, wand, wallet

28. al, au, aw eg halt, haul, hawk

29. homophones eg reed/ read, sum/some

30. ear, eer, ere- hear, deer, here

31. ure eg. capture, fixture, vulture

32. gn for n- gnat, gnome

33. gh, ph, far, f- aphid, rough, hyphen

34. air, are, ear, ere- fair, spare, bearable, there

35. ex-exit, expect

Treasury C

· 2 and 3 letter initial and final blends

· magic e words

· oo

· wh and th

· Hard c sound

· Hard g sound

· Silent k and w

· Syllables

Resources used:

· Treasury C

· Reading zone The Talking Horse

· Jolly Grammmar Spelling and Grammar Workbook 3

· Jolly Dictionary

Fourth Class

Books used: Spellbound 4 and Treasury D

1. Revision of 3rd class work.

2. 3 & 4 syllable words.

3. Words ending in ild, ind.

4. Ar/er words.

5. Or/ur/ir words.

6. G or J sounds.

7. Silent letters- g, t, b, l, h, k, n, w, d.

8. Initial and final 2-letter blends

9. 3-letter blends- squ, shr, thr.

10. Double letters.

11. Words ending in y or ey.

12. Words ending in le.

13. Words ending in tion, sion.

14. Ph says f.

15. Words ending in aught.

16. Words ending in itch.

17. Magic e words.

18. Words ending with dge.

19. Words ending in ough.

20. Words ending in alk.

Fifth Class:

Word Beginnings:

Temp – Wor –Val – Ser – Thr – Rep – De – Ty – Cus – Sc – Jour – Off – Par – Ex – Id – Ill – Qua – Quo – Sq – Qui – Ra – En – Sur – Au – Gue – Gua

Prefix:

Tele – For – Port – Eye – With – Dis – Un – Fore – Im – Re – Pre – Hand – Pro – Mis – Inter – In

Suffix:

Suffix rules:

· When a word has one vowel and one consonant at the end, we must double that consonant before adding the suffix.

· When a word ends in magic or silent e, the e is dropped before adding a suffix beginning with a vowel.

· When the suffix begins with a consonant, like –ly, -less, -ful,- ment, -some, keep the e and just add the suffix.

· Words ending in ge or ce keep the e when the suffixes -able and –ous are added.

· When a word ends in y it usuallt changes to I before adding the suffix.

-meter: -ight: -ing: – tra: – oes: – ic: – ense: -tion: – ward: – stle: – atch: – prove: – less: – ue: -sion: -ford

– al: -ve: -inge: – ache: – port: – ice: – ise: – age: – le: -ough: – amme: – air: -other: -tic: – ence: -our

Diagraph:

ea: io: ou: ai: ee

sh: ph: wh: th: ch

· Magic e

· Blends

· Double Consonants

· Middle ient

· Silent letters

· Homophone

· Synonym

· Antonyms

· Syllables

Spelling Rules:

· Add s

· Add es to words ending in sh, ch, ss, x

· Words ending in o add es

· Words ending in two vowels add s

· Words ending in f or fe change the f or fe to v and add es

· Words ending in ff or ffe add s

· Word ending in y with vowel before the y, add s

· Word ending in y with consonant before y change y to I and add es.

· Single vowel/ single consonant – double last letter

· all in front of word just one l eg. Always

· full at the end of a word, drop one l eg. Joyful

· Word ending in a vowel, drop vowel and add ing.

· Word ending in a consonant add ing.

· I befor e except after c.

· Irregular plurals eg. Mouse- mice

· Words that remain the same in plural and singular form.

 

Sixth Class:

Prefix

app: hu: inter: ar: ass: ast: att: ch: ex: en: or: op: eq: li: pro: pur: sy: sym: py: out: ob: comm: comp: con: re: ty: mi: mar: re: rap: per: por: pre: pr: ma: un: de: dis: cat: col: gi: mag: app: for: sci: car: pe: imm: in: res: re: cr

Suffix

al: ment: at: er: en: tion: sion: sive: tion: ary: er: ly: y: le: ate: or: al: ery: ve: ion: age: ous: ly: ate: ce: ure: y: ess: al: tch: il: ious: ris

Diagraphs

ch

Silent Letters

t: w: b: g: h: n: k: l

Root words

ci: i: tr: ight: ate: ai: or: ur: ick: ui: ou: ic: for: au: ea: ess: ei

Double letters

pp: ff: rr: bb: nn: mm: gg: ll: ss: dd

Homophones

Synonyms

Syllables

Antonyms

Word endings

Silent letters

Double letters

Silent e

Spelling rules:

Doubling a letter: If a word ends with a single vowel followed by a single consonant, you will need to double that last consonant when you add endings such as ed, er, ing, y, le and est.

pat – patted run – runny wet – wetter

Consonant + y, drop the y and add –ies

All in front of a word, drop an l (al)

Full at the end of a word, drop the l