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Leighton Primary School

Phase 3 - ng ai ee

week beginning 20.4.20

This week we are going to practice some digraphs (2 letters that make 1 sound) that we have learnt before which are ng, ai and ee. As we have learnt them before, we are going to practice reading them in words, writing them in words, reading them in sentences and writing them in sentences. Some resources will be found on Tapestry to support the learning.

Lesson 1 -Reading ng ai ee

*Review the alphabet sounds and names to a great song. https://www.youtube.com/watch?v=Xy_PSjqHOr8

*Get your child to practice phase 3 sounds making sure they say them as they are said on the video clip. We haven’t covered all of the sounds yet but this is the phoneme mat we use in school. https://www.youtube.com/watch?v=vU2vWZKS7rY

*Practice reading ng words with sound buttons. https://www.youtube.com/watch?v=Nrjb0rIer5M

*Practice reading ai words https://www.youtube.com/watch?v=JDzpV3jFefs

*Practice reading ee words https://www.youtube.com/watch?v=Yha4l6rE6v8

*Please write out these words on small pieces of paper for your child.

song  long  bang  ring  wait  laid  paid  aim  deep  seed  feet  keep

Encourage your child to add sound buttons. Dots go under single letter sounds and lines are drawn under digraphs (2 letters making 1 sound). Next ask your child to say the sounds to blend them together to read each word.

*You could extend this by writing some of the words out twice and your child can turn 2 words over at a time to see if they match.

*Pick a word and take it in turns to say sentences with the word in them. For example ‘The worm is long.’ I am wearing a sparkly ring.’

*Say a sentence with a word missing to see if your child can choose the right word to complete each sentence for example ‘I heard a big…’(bang), ‘The river is very…’ (deep)

Lesson 2 - Writing ng ai ee

*Listen to the Jolly Phonics songs for ng, ai, ee (from 8:35) https://www.youtube.com/watch?v=2lVPmGyUAC0

*Practice writing each digraph sitting them on a line (see Tapestry observation for examples)

ng – down Nobby and over his net (n), around the girl's face, down her hair and give her a curl (g)

ai – around the apple and down the leaf (a), down the insect’s body, dot for the head (i)

ee – lift off the top and scoop out the egg (e), lift off the top and scoop out the egg (e)

*Say the words below out loud for your child to write down. Before writing a word we need to spell, we always say the word out loud, then break the word down (segment) using our fingers e.g. peek → p ee k  

Children are encouraged to use their sound  mats. (see documents attached)

song  long  bang  ring  wait  laid  paid  aim  deep  seed  feet  keep

*Ask your child to sort the words into their 3 digraph groups – ng, ai ee

*Can you think of any more words to add to the different groups? Encourage your child to say each new word, segment the words (break it down using fingers) then write down the words.

*Pick one of the groups of words. See if you can make up a sentence using as many of the words as you can e.g. I had to keep my feet in the deep tree where I planted a seed. It can be a silly sentence to make it more fun. Write the best sentence that was made up remembering to use a capital letter to start, finger spaces between words and a full stop at the end. It would be great to see it on Tapestry.

Lesson 3 -  Sentences using ng ai ee

Phonics Play username: March20 Password: home

*Begin by playing Flashcards Speed trial (Phases 2 and 3) https://www.phonicsplay.co.uk/member-only/Flashcards.html Although please remember that we haven’t covered all of the sounds for phase 3 yet)

*Stay on Phonics play and go to Phase 3 Sentences clicking on ng ai and ee sentences. https://www.phonicsplay.co.uk/member-only/Sentences3.html Did you see any questions? There were two of them.

*Support your child to read through 3 different stories spotting the words with one of the three digraphs of the week. ‘The King and the ring’ (ng) ‘The snail in the rain’ (ai) and ‘The Bee Tree’ (ee)

*Look for words with ng, ai and ee in story books. You could even put the subtitles on while your child is watching TV to see if they can spot any words with the digraphs in!

*Encourage your child to use their sound mat to write these sentences.

The song was very long.             The aim is to wait.               My feet keep sinking.

Repeat each sentence a few times allowing your child time to have a good try at sounding out and writing each word. Remind your child to use a capital letter to start their sentences, finger spaces and full stops to end each sentence.

 

Tricky words lesson – Focus words– she, he, we, be, me

*Begin by singing the Phase 3 Tricky words song. https://www.youtube.com/watch?v=R087lYrRpgY

We usually have the tricky word troll dancing to the song. I’m sure your child has a cuddly toy that could dance as they sing the songs.

*Go on the Phonics play website - Sentences Phase 3

https://www.phonicsplay.co.uk/member-only/Sentences3.html where you will see some tricky word sentences. Read he, she and then we, me, be sentences.

*Also on Phonics play is a word game, Tricky word trucks Choose Phase 3.

https://www.phonicsplay.co.uk/member-only/TrickyWordTrucks.html

*Get a piece of A4 paper and show how to write he and she at the top. Fold the paper over and ask your child to write them then fold it over again. Allow them time to look at the words before trying to recall them from memory. After a few tries, repeat with the words we, me and be.

*Ask your child to have a go at writing the sentence He wanted to see me. The words to, he and me are all tricky words. Can they remember how to spell them from memory?

*Now ask your child to plan and write their own sentence about something they have done this week starting with the word – We (e.g. We went for a walk, We had lunch outside). Remember to use a capital letter, finger spaces and a full stop.

*Practice Phase 2 tricky words by singing the Phase 2 Tricky words song. https://www.youtube.com/watch?v=TvMyssfAUx0 Pause the song at random times to check the words are known confidently.