PF2

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Flower Phonics Sound and Spell

10 Time to Teach Activities

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Additional resources to accompany these activities can be found at www.propeller.education/pfcards

2 10 Time to Teach Activities for ‘Flower Phonics – Sound and Spell’ PF2

It should be straight forward to install your flowers in the playground with the holes already drilled in each flower and the fittings included.

All we ask is that you ensure the whole black of the flower sits flat on a solid surface. This will help to stop small fingers getting trapped behind any poking out bits and will avoid any flowers snapping in half if someone leans against them.

Fitting the Flowers

Taking Care of your FlowersWith an anti-graffiti finish, your flowers will be able to withstand all kinds of writing, drawings, and scribbles. However, to make the most of the drywipe finish on the flowers, we advise that you ensure the boards are dry before you use them. The pens supplied will not work and may be damaged by using on a wet surface.

ACTIVITY 1: Bingo

310 Time to Teach Activities for ‘Flower Phonics – Sound and Spell’ PF2

Objectives: To blend known sounds to read words

Resources Required: drywipe pens, flashcards with words from the chosen set (see www.propeller.education/pfcards)

This activity can be played in a small group.

Get each child in the group to stand next to a flower, and select one of the flashcards randomly to read aloud. If a child has that word on their flower, they cross it out with a drywipe pen. The first child to cross out all their words shouts ‘BINGO!’

ACTIVITY 2: Unmuddle

ACTIVITY 1:

Objectives: To rearrange letters to make a word

Resources Required: drywipe pens and whiteboards

This activity can be played in groups or as a whole class. A flower is displayed to the group, for example the “e” flower, and the children read the words around the edge of the flower.

When the children are confident reading all the words, the teacher shows them a word with the letters in the wrong order. For example, e n p.

The children are then challenged to put the letters back into the correct order to make the word. Once they have done this, the word can be crossed off the flower.

This is repeated until all the words around the edge have been covered.

Additional resources to accompany these activities can be found at www.propeller.education/pfcards

4 10 Time to Teach Activities for ‘Flower Phonics – Sound and Spell’ PF2

ACTIVITY 3: Change the Initial Letter

Objectives: To read real and pseudo words

Resources Required: drywipe pens

This can be played in groups or as a whole class. A flower is displayed to the group, for example, the “h” flower. The children then read the words around the edge of the flower, for example, his, had, hot, hack, him.

Write the word on the board and take away the initial letter. A new letter is selected, e.g. “b”, and is put on the front of the words. The words now become bis, bad, bot, back, bim.

The children read the new words and must decide if they are real words or not.

ACTIVITY 4: Treasure Hunt

Objectives: To read and match words

Resources Required: drywipe pens, word cards (see www.propeller.education/pfcards)

This activity gives children the opportunity to embed their blending skills. Have a set of word cards ready that relate to the chosen set of flowers being used in this game.

Give each child/group of children a selected flower, for example, from Set 5.

Hide the relevant words from around the edge of the flowers in the outside area/classroom. Children hunt for the words that match their flower. They read their words, once found, to their teacher to prove they have the correct words.

Who will be the first to find all of their words?

Additional resources to accompany these activities can be found at www.propeller.education/pfcards

ACTIVITY 5: I Can Spell

510 Time to Teach Activities for ‘Flower Phonics – Sound and Spell’ PF2

Objectives: To segment words to spell

No additional resources required

This activity encourages children to segment words for spelling.

Point to a flower, for example the “I” flower, and initially try to encourage the children to read the words around the edge.

Choose a word for the children to spell, such as ‘tip’, then ‘sound speak’ the word, t-i-p.

The children look at the flower card and write the word that matches the sound.

ACTIVITY 6:

Objectives: To identify common sounds in words

Resources Required: drywipe pens

Choose a flower, for example the “f” flower, and read to the children all the words from the card, i.e. fit, fun, if, fog.

Children discuss which letter they think the words have in common. For example, could it be “i”? Why not? Is it because it’s in two words but not all of them?

Show the children the words in their written form. Were they right? What other words contain the ‘f’ sound?

What’s my Letter?Y 5:

Additional resources to accompany these activities can be found at www.propeller.education/pfcards

6 10 Time to Teach Activities for ‘Flower Phonics – Sound and Spell’ PF2

ACTIVITY 7: Does it Rhyme?

Objectives: To hear rhymes in words

Resources Required: Phase 2 rhyme cards (see propeller.eudcation/pfcards)

This activity encourages children to determine whether words rhyme by looking at word endings.

Children can work in small groups for this activity., and each child should choose a flower. Ensure that each child can read the words on their flower, and that they have a set of word cards that will rhyme with the words on the flower cards.

Select one of these cards to read aloud. The children check to see if it rhymes with any of their words.

The first child to identify the rhyme can keep the card and blu-tac it onto their flower. Play continues until all the rhyming words have been found.

The children could be challenged to make a caption or sentence with their rhyming words.

ACTIVITY 8:

Objectives: To read simple sentences and check they make sense

No additional resources required

This activity is for children who are confident with blending words. Display a flower for the children to see, and ask them to read the words in their heads, but not to shout them out.

If you have chosen the ‘b’ flower, the words will be rabbit, bucket, back, big, but.

Display a simple sentence with a word missing:

He went ___________ to bed.

I saw a ____________ hopping in a field.

The children must work out which of the words from the flower would make these sentences make sense.

Repeat with the other words.

Making Sense

Additional resources to accompany these activities can be found at www.propeller.education/pfcards

710 Time to Teach Activities for ‘Flower Phonics – Sound and Spell’ PF2

ACTIVITY 9: We Are Writers

Objectives: To write sentences using known graphemes and high frequency words

No additional resources required

Show the children a flower and get them to read the words around the edge. Choose one of these words and ask the children to look at it closely and then attempt to spell it. Ensure children can hear all the sounds in the word.

Children check with the flower that their spelling is correct.

Repeat until all of the words have been attempted.

When the children have a full list of words, dictate a sentence for the children to write, ensuring that any tricky words have been taught previously.

For example, with the ‘m’ flower, the children can write ‘I run in the mud.’

ACTIVITY 10:

Objectives: To read words with increasing fluency and accuracy

No additional resources required

How many words can the children read in one minute?

As the children progress through the different coloured flowers, cross off each correct word they can read. You may like them to read the flowers in a certain colour order or totally randomly.

This can be played as a class, or individual children can be timed and can work on increasing their score.

Speed Read

Additional resources to accompany these activities can be found at www.propeller.education/pfcards

Booklet code: BKPF2

© Propeller, NR32 2EX, UKMT0132

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