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    SPELD SA Set 9.2 Book7 the Kite Flying Contest

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    Linh Ha
    SPELD SA Phonic Books JP

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    SPELD SA Set 9.2 Book7 the Kite Flying Contest

    Uploaded by

    Linh Ha
    2 views16 pages
    SPELD SA Phonic Books JP

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    © © All Rights Reserved

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    SPELD SA Phonic Books JP

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    2 views16 pages

    SPELD SA Set 9.2 Book7 the Kite Flying Contest

    Uploaded by

    Linh Ha
    SPELD SA Phonic Books JP

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 16

    SET 9

    The kite flying


    contest
    Written by Jan Polkinghorne. Illustrated by Trent Lambert.

    SPELD SA
    Phonic Book Series
    Learning to read
    SPELD SA Phonic Books support the teaching of reading by using a structured synthetic
    phonics approach. They are designed to build on the pre-reading skills of oral language
    and phonological awareness needed for reading success. The books support the learning of
    letter-sounds and blending in a sequential phonic order, helping students to develop their
    independent decoding skills. The books also contain limited high frequency words that need
    to be taught before reading the book. The questions and activities focus on increasing a
    student’s vocabulary and fluency and encourage the student to make deeper connections
    with the author’s message.

    The kite flying contest (140 words)


    Before reading the book, use the practice page to:
    1. Revise the alternative spellings for sounds
    2. Teach the blending of letter-sounds in regular words
    The student points to each letter or combination of letters, saying the sound they
    represent. Swipe left to right under the letters, saying the sounds quickly and smoothly
    together to read the word. e.g. th-ey is ‘they’; T-r-oy is ‘Troy’; h-igh-e-s-t is ‘highest’;
    t-ea-ch-er is ‘teacher’.
    During single word practice, check that the student understands the meaning of the word.
    If the student is having difficulty hearing the word when blending:
    • repeat the sounds more than once in succession to help the student ‘hear’ the word
    • model stretching the sounds together without pauses, e.g. nnnniiiiiip, is ‘nip’
    • use letter tiles and push them together while saying the sounds.
    3. Teach the high frequency words
    Tell the student the words and determine any ‘tricky’ parts by breaking up the word into
    its sounds. Many high frequency words will be able to be sounded out later as the student
    learns more sounds and how they are written.
    Reading tips
    A combination of letters can represent a sound, such as in boat (b-oa-t), song (s-o-ng),
    fern (f-er-n), shout (sh-ou-t), or night (n-igh-t).
    A sound can be written as different letters or letter combinations, such as the sound /ai/ in ‘rain’,
    ‘play’, ‘make’, the sound /ee/ in ‘sleep’, ‘heat’, ‘happy’ and the sound /ou/ in ‘shout’ and ‘brown’.
    A letter or letter combination can also represent different sounds, such as <ow> in ‘how’ and
    ‘grow’ or <y> in ‘yellow’,’try’ and ‘mystery’.
    Words can contain split vowel digraphs, such as in ‘make’, ‘eve’, ‘bite’, ‘note’ and ‘tune’.
    The suffix ‹ed› can represent the sound /d/ as in ‘rubbed’, /t/ as in ‘packed’ and /id/ as in ‘landed’.
    Words can contain schwa vowel sounds. The schwa is pronounced as an /uh/ sound, such
    as in, ‘Nana’, ‘butter’, ‘across’, ‘the’. Explore with the student which part of the word has the
    schwa sound by breaking the word into its sounds. Take note of how the schwa sound is spelt.
    Practice page
    Set 9 includes words with alternate spellings for the sounds /ai/, /oi/, /i/, /ee/and /ie/.

    Practise blending sounds in words

    ay /ai/ played day


    ey /ai/ they
    oy /oi/ Troy
    ea /ee/ teacher
    ie /ee/ Jessie
    y /ie/ try flying sky
    igh /ie/ high might highest
    Revision prize student windy
    Practise high frequency words

    have of the after


    are down there two
    one other who you
    today
    Vocabulary
    The words on this page can be used to help the student’s comprehension before, during or
    after reading the book. Link the meanings of words with what the student already knows,
    show examples or have students act out the words.

    contest – a competition

    project – work about a special topic

    festival – a celebration

    clip – a short video or film

    sparkly – bright and glittery

    grinning smile – wide smile, usually showing teeth


    flame red – the colour of fire

    Help with syllables

    wind/y
    spark/ly
    fest/i/val
    high/est
    con/test
    pro/ject
    Jessie and Troy have made kites for
    an art project.

    1
    After the teacher played a kite
    festival clip, each student made
    a kite.

    2
    Today they are going down to the
    oval to fly the kites. They hope it
    will be a windy day so the kites will
    fly high in the sky.

    3
    There are two prizes in the contest.
    One for the kite that flies the longest
    time without crashing down.

    4
    The other for the kite that flies the
    highest. It will be hard to find the
    winner for that.

    5
    Jessie has a bright, lime green kite
    with a long, silver, sparkly tail.

    6
    Troy has a dark blue kite with
    a grinning smile painted on it and
    a flame red tail.

    7
    Who will win? They might each win
    a prize. Have you ever had a try at
    flying a kite?

    8
    From blending to fluency
    To develop fluency, the student needs to re-read the same book multiple times. Students
    might initially sound out every word and re-read every sentence but, with practice, blending
    will become more automatic. The fluency chart can be used to develop automaticity of
    blending by providing single word blending practice.
    While reading the book, the student:
    • blends the sounds of each unknown word in the sentence
    • identifies and reads high frequency words
    • re-reads the sentence from the beginning
    • discusses the meaning of the sentence

    When finished, the student needs to re-read the whole book and practise reading the same
    book until they can read at a steady pace with minimal sounding out.

    Making connections - questions and discussion


    After the student has read the book, or the relevant page, ask them one or more of the
    following questions and discuss:

    1. Why did the kids make kites? What were they learning about?

    2. What design did Troy have on his kite? What colours did Jessie use?

    3. Have you ever made or flown a kite? If so, did it fly well?
    Was it a windy day when you flew it?

    4. Why will it be hard to find the winner for the highest-flying kite?
    How do you think the teacher could judge it?

    5. What do you think the kids got as a prize?

    6. Why do you think the kids flew their kites at the oval?
    Have you ever got your kite stuck in a tree or on top of a building?
    Fluency chart

    art fly tail each

    long play blue high

    hard grin made clip

    lime might windy smile

    flies prize flame silver

    sparkly longest painted contest


    Cover artwork by Elizabeth Close
    Elizabeth Close is an Anangu woman from the Pitjantjatjara and Yankunytjatjara language groups in the
    APY Lands in outback South Australia. She was born in Adelaide and spent much of her upbringing in remote
    communities, learning her language and receiving cultural education.

    ‘This artwork represents the literacy and numeracy learning journey, and the path towards independent learning.
    The circles represent the collaborative learning and supports around children with specific learning difficulties,
    including children, schools, families, SPELD SA and others.’ Elizabeth Close, Artist.

    About this series


    The SPELD SA Phonic Book Series complements the teaching of reading and writing using a structured synthetic
    phonics approach. SPELD SA aims to help Aboriginal students engage with phonic books by having characters,
    content and settings that reflect Aboriginal communities. In developing this series, SPELD SA has consulted
    with people who live and work in the Anangu, Pitjantjatjara Yankunytjatjara (APY) Lands. We understand that
    the content, settings and characters may not reflect all Aboriginal people and their experiences but hope
    that Aboriginal students learning to read can find some familiarity in and connection with these books in their
    literacy journey.

    Each set of books introduces a group of sounds for students to blend to read words. The books with a single star
    icon on the front cover contain a lower word count and less high frequency words. The books with two stars contain
    a higher word count, a greater number of high frequency words and/or more complex word structure. Please
    consider your student’s ability when choosing a book for them to read. For a comprehensive explanation of the
    structure of the series, please refer to the SPELD SA website.

    Acknowledgments
    Produced by SPELD SA, 2021 and supported by the Government of South Australia.

    Thanks to Jan Polkinghorne for her contributions in the development of the series and to Angela Weeks for
    permission to use and revise some of her stories. Thanks to the Anangu Lands and Rueben Burton for support of
    this project. Thanks also to Sandra Ken for cultural advice on Anangu communities and language.

    SPELD SA is grateful for the contributions of volunteers for: consultation and project development; writing
    texts, comprehension questions, charts and games; illustrating, photography and graphic design; character
    development and cultural advice; speech and language advice. This is a wide community project, with talents,
    expertise and knowledge being shared for a common purpose – to improve literacy. Thank you all.

    Book design by Tricia Smith Design, compilation and additional design by Janet Stone.
    SPELD SA Phonic Books follow the sequence of letter-sounds used in the Jolly Phonics
    synthetic phonics program. The books can be used with other phonics programs.

    Set 1 s, a, t, p, i, n
    Set 2 c, k, ck, e, h, r, m, d
    Set 3 g, o, u, l, f, b
    Set 4 ai, j, oa, ie, ee, or
    Set 5 z, w, ng, v, oo (book), oo (room)
    Set 6 y, x, sh, ch, th (think), th (that)
    Set 7 qu, ou, oi, ue, er, ar
    Set 8 y (sunny), a (apron), a-e (cake), e (female), e-e (eve), i (silent), i-e (kite),
    o (open), o-e (home), u (student), u-e (tune)
    Set 9 ay (play), ey (they), oy (toy), y (mystery), ea (dream), ie (chief), y (dry),
    igh (night)
    Set 10 oe (toe), ow (rainbow), ow (now), ir (bird), ur (turn), ew (few),
    au (launch), aw (paw), al (talk)

    Reproduction of this material, as a whole, with appropriate acknowledgment, for non-


    commercial or private purposes is permitted. Text and images remain the intellectual
    property of SPELD SA.
    SPELD SA acknowledges the traditional custodians of the lands on which we deliver our
    services. We pay our respects to elders past, present and emerging, and recognise their
    cultural heritage, beliefs and relationship with the land.
    Copyright SPELD SA, 2021

    SPELD SA
    Phonic Book Series

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