ng
Follow the weekly teaching programme as outlined here.
These could just be sounded out each time - no new sound, but for fluency they are worth studying as they appear so frequently. Make a flashcard for 'ng'. We could just put 'ing' on the card, but I find that we can cover more ground by training the eye to see the 'ng', and then we can get 'ang' 'eng' 'ing' 'ong' 'ung' and as they say this flashcard I always get the children to say all five so they are constantly repeating the forms in which they might find it. For special needs, write 'ang' 'eng' 'ing' 'ong' 'ung' on a piece of paper for the child to 'read' as they are said. Even though we do not use them all in our Level 1 word list, a child can soon read many more words than are listed here once they know the sounds.
Follow the weekly teaching programme as outlined here.
Follow the weekly teaching programme as outlined here.
These could just be sounded out each time - no new sound, but for fluency they are worth studying as they appear so frequently. Make a flashcard for 'ng'. We could just put 'ing' on the card, but I find that we can cover more ground by training the eye to see the 'ng', and then we can get 'ang' 'eng' 'ing' 'ong' 'ung' and as they say this flashcard I always get the children to say all five so they are constantly repeating the forms in which they might find it. For special needs, write 'ang' 'eng' 'ing' 'ong' 'ung' on a piece of paper for the child to 'read' as they are said. Even though we do not use them all in our Level 1 word list, a child can soon read many more words than are listed here once they know the sounds.
Follow the weekly teaching programme as outlined here.
Level 1 ring sing long song bring swing thing |
More words to read bang king sting sling along swung sprang spring string strong |
Odd Word for reading: here
Dictation: Revise the /nk/ sounds
Tom will munch thick chips. The thin cat has fish in a dish. Then Tom has a sleep.
Teaching notes:
Monday: Teach as before. Note:
These words could just be sounded out each time - no new sound, but for fluency they are worth studying as they appear so frequently.
Make a flashcard for 'ng'.
We could just put 'ing' on the card, but I find that we can cover more ground by training the eye to see the 'ng', and then we can get 'ang' 'eng' 'ing' 'ong' 'ung'. As you show the ’n’g flashcard, have the child say all five forms, so they are constantly repeating the forms in which they might find it.
For special needs, write 'ang' 'eng' 'ing' 'ong' 'ung' on a piece of paper for the child to 'read' as they are said. Even though we do not use them all in our Level 1 word list, a child can soon read many more words than are listed here once they know the sounds.
If this is still too hard, let the child become familiar with ‘ing’, for now.
Tuesday to Thursday Teaching Notes:
· Continue to support your pupil in the writing of sentences. Encourage him/her to hear where to put a full stop for him/herself. Encourage any signs that s/he is beginning to do so.
Ensure the child leaves finger spaces too, as they can get forgotten as the child is concentrating so much on the act of writing.
Tom will munch thick chips. The thin cat has fish in a dish. Then Tom has a sleep.
Teaching notes:
Monday: Teach as before. Note:
These words could just be sounded out each time - no new sound, but for fluency they are worth studying as they appear so frequently.
Make a flashcard for 'ng'.
We could just put 'ing' on the card, but I find that we can cover more ground by training the eye to see the 'ng', and then we can get 'ang' 'eng' 'ing' 'ong' 'ung'. As you show the ’n’g flashcard, have the child say all five forms, so they are constantly repeating the forms in which they might find it.
For special needs, write 'ang' 'eng' 'ing' 'ong' 'ung' on a piece of paper for the child to 'read' as they are said. Even though we do not use them all in our Level 1 word list, a child can soon read many more words than are listed here once they know the sounds.
If this is still too hard, let the child become familiar with ‘ing’, for now.
Tuesday to Thursday Teaching Notes:
· Continue to support your pupil in the writing of sentences. Encourage him/her to hear where to put a full stop for him/herself. Encourage any signs that s/he is beginning to do so.
Ensure the child leaves finger spaces too, as they can get forgotten as the child is concentrating so much on the act of writing.
ng Lesson for review
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Sentences to practice reading and spelling
Mum sings a song.
Dad sings a song to me.
Jiff can bring a stick back to me.
That is the best song I can sing.
Sam hung his cap on the peg.
I will ring the bell.
The king can sing a song.
Here:
Here is a fish shop.
Here is Sam and here is Pam.
Mum sings a song.
Dad sings a song to me.
Jiff can bring a stick back to me.
That is the best song I can sing.
Sam hung his cap on the peg.
I will ring the bell.
The king can sing a song.
Here:
Here is a fish shop.
Here is Sam and here is Pam.
Read the Bible
king
kingdom: king-dom
king
kingdom: king-dom