Shut Shall Sheep Chef Chiffon Chalet Chute Push Wish Sharp

shut shall sheep chef chiffon chalet chute push wish sharp

fresh shoot rush parachute chandelier crash shirt harsh chassis charades chivalry shape dashing short bushes shy chaperone machinery

There are several graphemes which represent the /sh/ phoneme. Revise the ‘sh’ grapheme in the left column which is the most common code for the /sh/ sound. Explain that in some words the grapheme ‘ch’ can represent the /sh/ sound as in the examples in the right column. Remind the learner that the grapheme ‘ch’ most commonly represents the /ch/ sound as in ‘chat’ and it can also represent the /k/ sound as in ‘chemist’. Pronounce the ‘et’ in ‘chalet’ as /ai/, the ‘is’ in ‘chassis’ as /i/ and the ‘i’ in ‘machinery’ as /ee/.

Hold your pencil correctly and draw a picture representing some ‘ch’ words from above and label:

Fold this page up to the bottom of the first ‘ch’ box to hide the words but to reveal the ‘ch’. Use the back of the folded-up part to practise spelling and writing. Say the words slowly and put a dash for each sound in the words. Put the grapheme ‘ch’ on one dash. Edit (check) each word whilst finger-tracking under the graphemes.

nation motion station patient patience partial initials essential torrential There are several digraphs which represent the /sh/ sound: ‘sh’, ‘ch’, ‘ti’, ‘ci’ and ‘ssi’. Sound out and blend the words above.

Draw a picture representing some ‘ti’ words from above and label:

Fold this page up to the bottom of the first ‘-ti’ box to hide the words but to reveal the ‘-ti’. Use the back of the folded-up part to practise spelling and writing. Say the words slowly and put a dash for each sound in the words. Put the grapheme ‘ti’ on one dash. Edit (check) each word whilst finger-tracking under the graphemes.

official delicious precious special musician ancient artificial politician suspicious

There are several digraphs which represent the /sh/ sound: ‘sh’, ‘ch’, ‘ti’, ‘ci’ and ‘ssi’. The grapheme ‘ou’ as in ‘delicious’, ‘precious’ and ‘suspicious’ is pronounced /u/. Sound out and blend the words above.

Draw a picture representing some ‘ci’ words from above and label:

Fold this page up to the bottom of the first ‘-ci’ box to hide the words but to reveal the ‘-ci’. Use the back of the folded-up part to practise spelling and writing. Say the words slowly and put a dash for each sound in the words. Put the grapheme ‘ci’ on one dash. Edit (check) each word whilst finger-tracking under the graphemes.

mission admission permission passion expression discussion compassion possession

There are several digraphs which represent the /sh/ sound: ‘sh’, ‘ch’, ‘ti’, ‘ci’ and ‘ssi’. Note that the end of every word is spelt ‘-ssion’ and this word-chunk is pronounced “shun”. Sound out and blend the words above.

Draw a picture representing some ‘-ssi’ words from above and label:

Fold this page up to the bottom of the first ‘-ssi’ box to hide the words but to reveal the ‘-ssi’. Use the back of the folded-up part to practise spelling and writing. Say the words slowly and put a dash for each sound in the words. Put the grapheme ‘ssi’ on one dash. Edit (check) each word whilst finger-tracking under the graphemes.

vision division television confusion invasion illusion persuasion leisure measure treasure pleasure azure beige visual casual usual collage barrage courgette delusion genre montage photomontage deluge These words have an unusual pronunciation which is denoted as /zh/. You could almost describe this sound as a ‘soft j’! Teachers usually teach the word ending of words like ‘vision’ and ‘division’ as a chunk - that is ‘sion’ = “zhun”. You could also teach the word endings of ‘leisure’, ‘measure’, ‘treasure’ and ‘pleasure’ as a chunk - that is ‘sure’ = “zhu” (a schwa effect). The ending of ‘azure’ is more pronounced: “a - zh - ure”. The ‘ei’ in ‘leisure’ is pronounced /e/. The ‘ea’ in the words above are also pronounced /e/. The ‘ei’ in ‘beige’ is pronounced /ai/. The ‘a’ in ‘collage’, ‘barrage’, ‘montage’ and ‘photomontage’ is pronounced /ar/. The first ‘e’ in ‘genre’ is pronounced close to /o/ and the final ‘e’ is pronounced as a shwa /u/.

List all the different graphemes for the /zh/ phoneme and become familiar with the words above.

Fold this page up to the bottom of the first /zh/ box to hide the words but to reveal the /zh/. Use the back of the folded-up part to practise spelling and writing. Teach that the chunk ‘sion’ and the chunk ‘sure’ is the most helpful way to spell these particular words. Edit (check) each word whilst finger-tracking under the graphemes.

Copyright 2007 Debbie Hepplewhite Unit 8 - Sheet 5 of 20 /sh/ sh ch -ti -ci -ssi shall chef nation official mission wish chiffon motion delicious admission sharp chalet patient precious permission fresh chute station special passion shirt parachute patience musician expression splash chassis partial ancient discussion shape charades initials artificial compassion rushing chaperone essential politician possession short machine torrential suspicious procession shy machinery confidential optician aggression

There are several graphemes which represent the /sh/ phoneme. Where these words are beyond the reading ability of the learner, the teacher can model how to sound them out whilst tracking under the graphemes from left to right with the index finger. 1) Blend these words. 2) Say simple sentences with these words used correctly according to their meaning. 3) Hold the pencil correctly and write a few simple sentences (preferably on lines) using a selection of these words. 4) Check (edit) the words by blending them.

Write down further words in the correct columns as you think of them or find them in your wider reading.

couple cousin moustache nourish flourish limousine double troubles mucous tough rough enough touch roughage serious flourished famous touching enormous The grapheme ‘ou’ is another way of representing the /u/ phoneme. This grapheme is most commonly used as part of the suffix ‘ous’ which forms adjectives such as the words ‘famous’, ‘serious’ and ‘enormous’. See ‘ous’ sounds book sheet for further examples. Sound out and blend all the words. Discuss the meanings of the words and say them in simple sentences.

Draw a picture representing some ‘ou’ words from above and label:

Fold this page up to the bottom of the first ‘-ou’ box to hide the words but to reveal the ‘-ou’. Use the back of the folded-up part to practise spelling and writing. Say the words slowly and put a dash for each sound in the words. Break the words down into syllables first where necessary. Put the grapheme ‘ou’ on one dash. Edit each word whilst finger-tracking under the graphemes.

anonymous porous vicious precious previous rigorous conscious hideous hilarious numerous devious gracious dangerous studious curious courteous tedious atrocious hazardous envious ambitious The suffix ‘ous’ commonly forms adjectives as in the words above. The suffix ‘ous’ is made from two grapheme-phoneme correspondences: ‘ou’ + ‘s’ = /u/ + /s/. All the graphemes underlined represent the /sh/ phoneme. Sound out and blend all the words. Discuss the meanings of the words and say them in simple sentences. Find further examples.

Draw a picture representing some ‘-ous’ words from above and label:

Fold this page up to the bottom of the first ‘-ous’ box to hide the words but to reveal the ‘-ous’. Use the back of the folded-up part to practise spelling and writing. Say the words slowly and put a dash for each sound in the words. Break the words down into syllables first where necessary. Put the grapheme ‘ou’ on one dash and grapheme ‘s’ on a dash - or you can choose to put the word ending ‘ous’ on one longer dash if you prefer. Edit each word by sounding out and blending whilst finger-tracking under the graphemes.

graph telegraph orphan photo photograph phase phone telephone elephant sphere hemisphere phrase triumph phobia phantom The grapheme ‘ph’ is another way of representing the /f/ phoneme. Point out that the words ‘photo’ and ‘phone’ are just shortened versions of the words ‘photograph’ and ‘telephone’ but that this is not the case with ‘graph’ and ‘telegraph’ and ‘sphere’ and ‘hemisphere’. Sound out and blend all the words. Discuss the meanings of the words and say them in simple sentences.

Draw a picture representing some ‘ph’ words from above and label:

Fold this page up to the bottom of the first ‘ph’ box to hide the words but to reveal the ‘ph’. Use the back of the folded-up part to practise spelling and writing. Say the words slowly and put a dash for each sound in the words. Break the words down into syllables first where necessary. Put the grapheme ‘ph’ on one dash. Edit each word whilst finger-tracking under the graphemes.

rough tough enough roughage cough coughing trough laugh laughter draughts

The grapheme ‘gh’ is another way of representing the /f/ phoneme. The grapheme ‘ou’ in the words in the top row is pronounced /u/. The grapheme ‘ou’ in the words in the middle row is pronounced /o/. The grapheme ‘au’ in the words in the bottom row is more dependent on regional accent and could be pronounced as /a/ or /ar/. Sound out and blend all the words. Discuss the meanings of the words and say them in simple sentences.

Draw a picture representing some ‘gh’ words from above and label:

Fold this page up to the bottom of the first ‘gh’ box to hide the words but to reveal the ‘gh’. Use the back of the folded-up part to practise spelling and writing. Say the words slowly and put a dash for each sound in the words. Break the words down into syllables first where necessary. Put the grapheme ‘gh’ on one dash. Edit each word whilst finger-tracking under the graphemes.

Copyright 2007 Debbie Hepplewhite Unit 8 - Sheet 11 of 20 /f/ f -ff ph -gh fit off photo rough foot huff graph cough roof puffin phobia laugh flat puffing orphan tougher first gruff triumph enough after raffle sphere trough lift suffer hemisphere laughter draft toffee elephant draughts fresh stuff phone roughage crafts shuffle telephone coughing There are several graphemes which represent the /f/ sound.

1) Blend these words. 2) Say simple sentences with these words used correctly according to their meaning. 3) Hold the pencil correctly and write a few simple sentences (preferably on lines) using a selection of these words. 4) Check (edit) the words by blending them.

Write down further words in the correct columns as you think of them or find them in your wider reading.

gap give got egg eggs ghost ghettos peg log grab reggae digger ghastly ghoul grapes grand straggly foggy ghost town legs go goes maggot baggy ghostwriter gone great jogging jagged gherkin ghetto The sound /g/ is represented by the three graphemes ‘g’, ‘gg’ and ‘gh’. The grapheme ‘gg’ does not appear at the beginning or the end of words except for the word ‘egg’. The grapheme ‘gh’ is a rare grapheme although people are aware of it because of its use in the words in the right column above. Remind the learner that the grapheme ‘gh’ can also represent the /f/ sound as in ‘rough’. Sound out and blend all the words. Discuss the meanings of the words and say them in simple sentences.

Draw a picture representing some ‘gh’ words from above and label:

Fold this page up to the bottom of the first ‘g-gg-gh’ box to hide the words but to reveal the ‘g-gg-gh’. Use the back of the folded-up part to practise spelling and writing. Say the words slowly and put a dash for each sound in the words. Break the words down into syllables first where necessary. Put the graphemes ‘gg’ or ‘gh’ on one dash as appropriate. Edit each word whilst finger-tracking under the graphemes.

chip such chat school chemist chef chalet much chess chorus chasm parachute chart rich Christmas chassis chiffon chilly chain chrome chronic chivalry chute chase choose chrysalis chaos machinery The grapheme ‘ch’ represents the three sounds /ch/, /k/ and /sh/ as in the three columns above. Sound out and blend all the words. Discuss the meanings of the words and say them in simple sentences.

Draw a picture representing some ‘ch’ words from above and label:

Fold this page up to the bottom of the first ‘ch,ch,ch’ box to hide the words but to reveal the ‘ch,ch,ch’. Use the back of the folded-up part to practise spelling and writing. Say the words slowly and put a dash for each sound in the words. Break the words down into syllables first where necessary. Put the grapheme ‘ch’ on one dash as appropriate. Edit each word whilst finger-tracking under the graphemes.

was want wasp wand wash waft watch waffle wander swan swap swamp swallow swat swashbuckling swatch Where the letter ‘w’ precedes the letter ‘a’, the reader is alerted to the possibility that the ‘a’ might be pronounced as the /o/ phoneme. The easiest way to approach this letter combination is to see ‘wa’ and consider whether to sound out “wo”. The letter ‘s’ in ‘was’ is pronounced /z/. Sound out and blend all the words. Discuss the meanings of the words and say them in simple sentences.

Draw a picture representing some of the words from above and label:

Fold this page up to the bottom of the first ‘wa’ box to hide the words but to reveal the ‘wa’. Use the back of the folded-up part to practise spelling and writing. Say the words slowly and put a dash for each sound in the words. Break the words down into syllables first where necessary. Edit each word by sounding out and blending whilst finger-tracking under the graphemes.

quarry quarrel quality squat squash squabble squatter squalor squander squad squadron quadrangle qualify qualification quadrilateral quarantine Where the grapheme ‘qu’ precedes the letter ‘a’, the reader is alerted to the possibility that the ‘a’ might be pronounced as the /o/ phoneme. The easiest way to approach this letter combination is to see ‘qua’ and consider whether to sound out “quo”. The learner needs to become familiar with these words. Sound out and blend all the words. Discuss the meanings of the words and say them in simple sentences.

Draw a picture representing some of the words from above and label:

Fold this page up to the bottom of the first ‘qua’ box to hide the words but to reveal the ‘qua’. Use the back of the folded-up part to practise spelling and writing. Say the words slowly and put a dash for each sound in the words. Break the words down into syllables first where necessary. Edit each word by sounding out and blending whilst finger-tracking under the graphemes.

war warm warmth warn wart ward warden warp towards warning wartime wardrobe Where the letter ‘w’ precedes the grapheme ‘ar’, the reader is alerted to the possibility that the ‘ar’ might be pronounced as the /or/ phoneme. The easiest way to approach this letter combination is to see ‘war’ and sound out “wor”. Sound out and blend all the words. Discuss the meanings of the words and say them in simple sentences.

Draw a picture representing some of the words from above and label:

Fold this page up to the bottom of the first ‘war’ box to hide the words but to reveal the ‘war’. Use the back of the folded-up part to practise spelling and writing. Say the words slowly and put a dash for each sound in the words. ‘W’ and ‘ar’ are two separate graphemes. Break the words down into syllables first where necessary. Edit each word by sounding out and blending whilst finger-tracking under the graphemes.

gnat gnaw gnash gnarled gnome sign align aligned reign feign foreign malign foreigner design campaign designer consignment resign The grapheme ‘gn’ is another way of representing the /n/ phoneme. The grapheme ‘ei’ in ‘reign’ and ‘feign’ is pronounced /ai/. The grapheme ‘ei’ in ‘foreign’ and ‘foreigner’ is close to /u/ (schwa effect). Sound out and blend all the words. Discuss the meanings of the words and say them in simple sentences.

Draw a picture representing some ‘gn’ words from above and label:

Fold this page up to the bottom of the first ‘gn’ box to hide the words but to reveal the ‘gn’. Use the back of the folded-up part to practise spelling and writing. Say the words slowly and put a dash for each sound in the words. Break the words down into syllables first where necessary. Put the grapheme ‘gn’ on one dash. Edit each word whilst finger-tracking under the graphemes.

hustle and bustle whistling rustle jostle trestle wrestle castle thistle gristle gristly mistletoe nestle nestling listen fasten hasten glisten christen christening fastener The grapheme ‘st’ is another way of representing the /s/ phoneme. The phoneme /s/ in the words above is usually followed by /u/ - the schwa effect. Sound out and blend all the words. Discuss the meanings of the words and say them in simple sentences.

Draw a picture representing some ‘st’ words from above and label:

Fold this page up to the bottom of the first ‘-st-’ box to hide the words but to reveal the ‘-st-’. Use the back of the folded-up part to practise spelling and writing. Say the words slowly and put a dash for each sound in the words. Break the words down into syllables first where necessary. Put the grapheme ‘st’ on one dash. Edit each word whilst finger-tracking under the graphemes.