Starter 1 3

ENGLISH RAVEN PHONICS STARTER
A/ Writing Continue the Patterns
English Ravens
1
Phonics Starter
2
6 Skill-Building Activities for Consolidation

of the English Alphabet for Young Learners
Jason D. Renshaw
www.englishraven.com
www.englishraven.com 2002-2006
0
ENGLISH RAVEN PHONICS STARTER Lesson 1-1
A/ Writing Continue the Patterns
1
B/ Writing Continue the Patterns
2
A/ Writing Copy the Patterns into the boxes
3
B/ Writing Copy the Patterns into the boxes
4
A/ Linking Join the shapes to make a letter!
+ + =
1
+ =
2
B/ Listen for the sound and circle the Aa words!
1 2 3
4 5 6
7 8 9
5
C/ Linking Join the shapes to make a letter!
+ + =
1
+ =
2
D/ Listen for the sound and circle the Bb words!
1 2 3
4 5 6
7 8 9
6
E/ Writing and Drawing Letters Aa and Bb
A
a
Aa Aa Aa Aa
B
b
Bb Bb Bb Bb
7
=
1
=
2
B/ Listen for the sound and circle the Cc words!
1 2 3
4 5 6
7 8 9
8
+ =
1
+ =
2
D/ Listen for the sound and circle the Dd words!
1 2 3
4 5 6
7 8 9
9
E/ Writing and Drawing Letters Cc and Dd
C
c
Cc Cc Cc Cc
D
d
Dd Dd Dd Dd
10
+ + +
1
=
+
2
=
B/ Listen for the sound and circle the Ee words!
1 2 3
4 5 6
7 8 9
11
+ + =
1
+ =
2
D/ Listen for the sound and circle the Ff words!
1 2 3
4 5 6
7 8 9
12
E/ Writing and Drawing Letters Ee and Ff
E
e
Ee Ee Ee Ee
F
f
Ff Ff Ff Ff
13
F/ Linking Join the Letters to the words
14
15
A/ Listen for the sound and circle the Gg words!
1 2 3
4 5 6
7 8 9
B/ Listen for the sound and circle the Hh words!
1 2 3
4 5 6
7 8 9
16
C/ Writing and Drawing Letters Gg and Hh
G
g
Gg Gg Gg Gg
H
h
Hh Hh Hh Hh
17
D/ Review and Consolidation Letters A-H
Bb
3
8
9
11
10
14
12
13
18
A/ Listen for the sound and circle the Ii words!
1 2 3
4 5 6
7 8 9
B/ Listen for the sound and circle the Jj words!
1 2 3
4 5 6
7 8 9
19
C/ Writing and Drawing Letters Ii and Jj
I
i
Ii Ii Ii Ii
J
j
Jj Jj Jj Jj
20
D/ Linking Join the Letters to the words
21
A/ Listen for the sound and circle the Kk words!
1 2 3
4 5 6
7 8 9
B/ Listen for the sound and circle the Ll words
1 2 3
4 5 6
7 8 9
22
C/ Writing and Drawing Letters Kk and Ll
K
k
Kk Kk Kk Kk
L
l
Ll Ll Ll Ll
23
D/ Review and Consolidation Letters A-L
Aa
3
8
9
11
10
14
12
13
24
A/ Listen for the sound and circle the Mm words!
1 2 3
4 5 6
7 8 9
B/ Listen for the sound and circle the Nn words
1 2 3
4 5 6
7 8 9
25
C/ Writing and Drawing Letters Mm and Nn
M
m
Mm Mm Mm Mm
N
n
Nn Nn Nn Nn
26
D/ Review and Consolidation Letters A-H
27
A/ Listen for the sound and circle the Oo words!
1 2 3
4 5 6
7 8 9
B/ Listen for the sound and circle the Pp words
1 2 3
4 5 6
7 8 9
28
C/ Writing and Drawing Letters Oo and Pp
O
o
Oo Oo Oo Oo
P
p
Pp Pp Pp Pp
29
D/ Review and Consolidation Letters I-P
30
A/ Listen for the sound and circle the Qq words!
1 2 3
4 5 6
7 8 9
B/ Listen for the sound and circle the Rr words!
1 2 3
4 5 6
7 8 9
31
C/ Writing and Drawing Letters Qq and Rr
Q
q
Qq Qq Qq Qq
R
r
Rr Rr Rr Rr
32
D/ Alpha-Keys: Letters A-L
Aa Bb Cc Dd Ee Ff
Gg Hh Ii Jj Kk Ll
33
A/ Listen for the sound and circle the Ss words!
1 2 3
4 5 6
7 8 9
B/ Listen for the sound and circle the Tt words!
1 2 3
4 5 6
7 8 9
34
C/ Writing and Drawing Letters Ss and Tt
S
s
Ss Ss Ss Ss
T
t
Tt Tt Tt Tt
35
D/ Review and Consolidation Alphabet Apartment
Aa Aa Aa Aa Aa
Aa Aa Aa Aa Aa
Aa Aa Aa Aa Aa
Aa Aa Aa Aa Aa
Aa Aa Aa Aa Aa
Aa
36
A/ Listen for the sound and circle the Uu words!
1 2 3
4 5 6
7 8 9
B/ Listen for the sound and circle the Vv words!
1 2 3
4 5 6
7 8 9
37
C/ Writing and Drawing Letters Uu and Vv
U
u
Uu Uu Uu Uu
V
v
Vv Vv Vv Vv
38
D/ Alpha-Keys: Letters K-V
Kk Ll Mm Nn Oo Pp
Qq Rr Ss Tt Uu Vv
39
ENGLISH RAVEN PHONICS STARTER LES
A/ Listen for the sound and circle the Ww words!
1 2 3
4 5 6
7 8 9
B/ Listen for the sound and circle the Xx words!
1 2 3
4 5 6
7 8 9
40
C/ Writing and Drawing Letters Ww and Xx
W
w
Ww Ww Ww Ww
X
x
Xx Xx Xx Xx
41
D/ Review and Consolidation Alphabet Wheel
MY NAME IS
42
A/ Listen for the sound and circle the
1 2 3
4 5 6
7 8 9
B/ Listen for the sound and circle the Zz words!
1 2 3
4 5 6
7 8 9
43
C/ Writing and Drawing Letters Yy and Zz
Y
y
Yy Yy Yy Yy
Z
z
Zz Zz Zz Zz
44
D/ Alpha-Keys: Letters O-Z
Oo Qq Rr Ss Tt
Uu Vv Ww Xx Yy Zz
45
Phonics Starter 1 Summary and Overview

The first month of Phonics Starter concentrates on checking and building students
basic motor skills, phonemic awareness, initial letter writing and linking/application
to illustrated vocabulary.
The five lessons in this month of study cover letters and sounds A-F, and the motor
skills required to build these sounds as written letters. Illustrated vocabulary
contrasts letters with the vocabulary that will feature in later lessons. The focus
for this month is on first letter and first sound vowels a and e employ
vocabulary to emphasize those letters short sound in initial position.
The teacher at this point should be focusing on ensuring that students can clearly
associate the phonemic value of the letters with the vocabulary that has that initial
sound, and that they begin to write the letters clearly and neatly.
Lesson 1-1
A/ Students simply continue the patterns 1 through 8. Ensure the students take
their time and do not rush it the emphasis here being on accuracy and left-to-
right and top-to-bottom movement. These are some of the most important shapes
and movements the students will need to start building letter writing.
B/ Again, students simply follow the pattern and complete the line. These
patterns differ from the ones in (A) above in that they involve more curves and
start to emphasize lateral positioning it is important that the students learn how
to divide their writing line so that they can do-cross bars and lower case letters.
Lesson 1-2
A/ This pattern writing requires that the students use more accuracy and copy the
lines in the same way and in the same part of each box. They now start to do
more application on their own. Ensure that the students copy each line in exactly
the same way as the examples are presented for them (ie, if there is a vertical line
in the center-right part of the box, then they should draw the line in the center-
right part of the box) as this is an important part of their upper and lower case
letter writing development.
B/ Identical to above, except in this case the lines are curved and take up varying
amounts of the box. Again, ensure that the students produce shapes as close as
possible to the examples given them.
46
Lesson 1-3
A/ Students should imitate the building boxes in sequence to produce the capital
letter A, and the students should know that it is a BIG or CAPITAL A. The same
applies for the lower case letter, which students should know as Small a.
B/ Produce the short A sound (NOT the alphabet letter name, which sounds like
Ay) and have them imitate you. Then identify the pictures and ask which ones
start with that sound: apple, ant, ball, angry, cat, axe, cake, alligator, banana.
Students should circle the words that start with the short a sound.
C&D/ Same as above: banana, angry, cake, ant, ball, book, boy, axe, cat
E/ Students write the letters out following the example, and then illustrate 4 words
starting with that letter sound, either from the previous pages or their own. When
they have come up with four pictures they should be encouraged to state the letter
sound followed by the vocabulary word they have illustrated.
Lesson 1-4
letter C and the students should know that it is a BIG or CAPITAL C The same
applies for the lower case letter, which students should know as Small c.
B/ Produce the C [k] sound (NOT the alphabet letter name, which sounds like
See) and have them imitate you. Then identify the pictures and ask which ones
start with that sound: desk, cat, elephant, cake, dog, angry, banana, car, cup of
coffee.
C&D/ As above: dog, cup/coffee, book, donut, ball, dinosaur, axe, desk, egg.
E/ Students write the letters out following the example, and then illustrate 4 words
starting with that letter sound, either from the previous pages or their own. When
they have come up with four pictures they should be encouraged to state the letter
sound followed by the vocabulary word they have illustrated.
F/ Students draw lines from the letter keys to the picture locks, stating what
the pictures are and what letters and sounds they begin with.
47
Lesson 1-5
and lower case E and e.
B/ Produce the short E sound (NOT the alphabet letter name, which sounds like
Ee) and have them imitate you. Then identify the pictures and ask which ones
start with that sound: elephant, axe, car, fish, egg, alligator, exit, finger, envelope.
Please help the students to differentiate the very close short a and short e
sounds.
C&D/ As above: finger, pan, fish, envelope, fan, van, flower, desk, ball. Note the
minimal pairs pan/fan/van of great difficulty to Korean students.
E/ Students write the letters out and then illustrate 4 words starting with that
letter sound, either from the previous pages or their own.
F/ Students draw lines from the letter keys to the picture locks, stating what
At this point you should review the letter sounds A-F and the vocabulary, as it will
feature on the end of month test.
48

The second stage of the Phonics Starter builds phonemic awareness, vocabulary
recognition and writing practice for letters G through P. This stage also reviews
and recycles the letters/sounds from Month 1, and adds more vocabulary for those
letters as well.
As in Month 1, vowels concentrate on the short initial sound. Letter g focuses on

the hard back-palatal sound and not the sound as in giraffe. Vocabulary
beginning with vowel sounds are often side by side to encourage clear
differentiation of these letters.
Students at this level start to work more independently, applying the rules they
know from previous vocabulary to learn the initial sounds/letters in new words.
Lessons 4 and 5 should see the students beginning to consolidate their knowledge
of letters A through P.
Lesson 2-1
A/ Produce the G [g] sound (NOT the alphabet letter name, which sounds like
Jee) and have them imitate you. Then identify the pictures and ask which ones
start with that sound: gift, house, gum, cake, cap/hat, girl, jam, golf, car.
B/ Produce the H [h] sound (NOT the alphabet letter name, which sounds like
Aytch) and have them imitate you. Then identify the pictures and ask which ones
start with that sound: house, igloo, hot, finger, gum, hat, hair, ink, jet.
C/ Students write the letters out for g and h and then illustrate 4 words starting
with that letter sound, either from the previous pages or their own.
D/ This is a review of letter vocabulary A through H. Students should say the

name of the picture and then write the capital and small letters for the initial sound
in the space to the right of the picture: (1) book, (2) desk, (3) elephant, (4) car,
(5) alligator, (6) fish, (7) envelope, (8) girl, (9) flower, (10) axe, (11) cup, (12)
dog, (13) banana, (14) hot.
49
Lesson 2-2
A/ Produce the I [i] sound (NOT the alphabet letter name, which sounds like
Eye) and have them imitate you. Then identify the pictures and ask which ones
start with that sound: igloo, elephant, jam, alligator, ink, orange, in, jet, insect.
B/ Produce the J [j] sound (NOT the alphabet letter name, which sounds like
Jay) and have them imitate you. Then identify the pictures and ask which ones
start with that sound: kite, jam, pan, jigsaw, gum, jet, hair, jelly, lemon.
C/ Students write the letters out for i and j and then illustrate 4 words starting
D/ Students draw lines from the letter keys to the picture locks, stating what
Lesson 2-3
A/ Produce the K [k] sound (NOT the alphabet letter name, which sounds like
Kay) and have them imitate you. Then identify the pictures and ask which ones
start with that sound: girl, kite, gift, lemon, jam, keys, Korea, moon, king.
B/ Produce the L [l] sound (NOT the alphabet letter name, which sounds like
ell) and have them imitate you. Then identify the pictures and ask which ones
start with that sound: igloo, lock, lemon, moon, king, ink, lips, monkey, look.
C/ Students write the letters out for k and l and then illustrate 4 words starting
D/ This is a review of letter vocabulary A through L. Students should say the

name of the picture and then write the capital and small letters for the initial sound
in the space to the right of the picture: (1) angry, (2) eggs, (3) boy, (4) igloo, (5)
gate, (6) donut, (7) cake, (8) jelly, (9) fan, (10) horse, (11) keys, (12) bed, (13)
arrow, (14) lemon.
50
Lesson 2-4
A/ Produce the M [m] sound (NOT the alphabet letter name, which sounds like
Emm) and have them imitate you. Then identify the pictures and ask which ones
start with that sound: moon, ink, monkey, notebook, mountain, octopus, milk,
lemon, nest.
B/ Produce the N [n] sound (NOT the alphabet letter name, which sounds like
Enn) and have them imitate you. Then identify the pictures and ask which ones
start with that sound: notebook, pan, orange, octopus, nest, nurse, mountain, pig,
nose.
C/ Students write the letters out for m and n and then illustrate 4 words
starting with that letter sound, either from the previous pages or their own.
D/ This is a recognition and writing review of letters A through H. Looking at the

two illustrations for each line, students should work out the initial sound and then
write the correct initial letter (big and small) 5 times on each line.
Lesson 2-5
A/ Produce the O [o] sound (NOT the alphabet letter name, which sounds like
Owe) and have them imitate you. Then identify the pictures and ask which ones
start with that sound: orange, nest, octopus, ink, arrow, ox, pig, open, pineapple.
B/ Produce the P [p] sound (NOT the alphabet letter name, which sounds like
Pea) and have them imitate you. Then identify the pictures and ask which ones
start with that sound: nurse, pineapple, question, rabbit, pig, book, pan, van,
pencil.
C/ Students write the letters out for o and p and then illustrate 4 words starting
D/ This is a recognition and writing review of letters I through P. Looking at the

two illustrations for each line, students should work out the initial sound and then
write the correct initial letter (big and small) 5 times on each line.
51

The third stage of Phonics Starter builds phonemic awareness, vocabulary
recognition and writing practice for letters Q through Z. This stage also reviews
and recycles the letters/sounds from Months 1 and 2, and adds more vocabulary for
those letters as well. One of the main objectives of this stage is to tie together and
consolidate the sounds, letters and vocabulary applicable to the entire English
Alphabet.
Students at this level continue to work more independently, applying the rules they
know from previous vocabulary to learn the initial sounds/letters in new words.
Alpha-Keys is a special puzzle/activity added at this point to encourage more
thoughtful application of the alphabet.
Lesson 3-1
A/ Produce the Qu sound (NOT the alphabet letter name, which sounds like
queue) and have them imitate you. Then identify the pictures and ask which
ones start with that sound: queen, pan, question, car, golf, rabbit, quilt, room,
quick.
B/ Produce the R [r] sound (NOT the alphabet letter name, which sounds like
arr) and have them imitate you. Then identify the pictures and ask which ones
start with that sound: rabbit, lips, look, room, ribbon, sun, tire, teacher, ruler.
C/ Students write the letters out for q and r and then illustrate 4 words starting
D/ Alpha-Keys: This is a consolidation/application puzzle for letters A through L.

Students should write the letter two times and then look for the picture that
corresponds to that letter sound. The letter/sound is the key to the lock hiding
the word.
52
Lesson 3-2
A/ Produce the S [s] sound (NOT the alphabet letter name, which sounds like
ess) and have them imitate you. Then identify the pictures and ask which ones
start with that sound: tire, question, sun, sink, ribbon, snowman, tub, stars, quilt.
B/ Produce the T [t] sound (NOT the alphabet letter name, which sounds like
Tee) and have them imitate you. Then identify the pictures and ask which ones
start with that sound: teacher, room, umbrella, violin, tire, tub, stars, tiger, umpire.
C/ Students write the letters out for s and t and then illustrate 4 words starting
D/ Alphabet Apartment: A review and consolidation exercise as much about correct

sequencing of the alphabet as knowing vocabulary words corresponding to the
letters. First have the students complete the alphabet, running from left to right,
including both big and small letters. Then see if they can come up with quick
drawings for each letter in the alphabet, sketching them into the apartment
windows.
Lesson 3-3
A/ Produce the U sound (NOT the alphabet letter name, which sounds like you)
and have them imitate you. Then identify the pictures and ask which ones start
with that sound: violin, umbrella, umpire, window, ruler, under (the box), teacher,
up, quick.
B/ Produce the V [v] sound (NOT the alphabet letter name, which sounds like
vee) and have them imitate you. Then identify the pictures and ask which ones
start with that sound: van, fan, violin, vine, up, fox, watermelon, vampire, x-ray.
C/ Students write the letters out for u and v and then illustrate 4 words starting
D/ Alpha-Keys: This is a consolidation/application puzzle for letters K through V.

the word.
53
Lesson 3-4
A/ Produce the W [w] sound (NOT the alphabet letter name, which sounds like
double you) and have them imitate you. Then identify the pictures and ask
which ones start with that sound: window, violin, umpire, watermelon, x-ray, wall,
fox, yo-yo, world.
B/ Produce the X [ks] sound (NOT the alphabet letter name, which sounds like
ex) and have them imitate you. Then identify the pictures and ask which ones
start OR end with that sound: x-ray, box, yacht, zoo, tiger, fox, wall, ox, zipper.
C/ Students write the letters out for w and x and then illustrate 4 words
starting (or ending) with that letter sound, either from the previous pages or their
own.
D/ Alpha-Wheel: Students should color big and small varieties of the letters in the
same color, and then illustrate a vocabulary word in the space between the letters.
For example, big an small Aa colored blue, with a picture of an apple in the space
between the letters.
Lesson 3-5
A/ Produce the Y sound (NOT the alphabet letter name, which sounds like why)
and have them imitate you. Then identify the pictures and ask which ones start
with that sound: zipper, watermelon, yo-yo, yacht, zoo, yawn, vampire, yarn, zig-
zag.
B/ Produce the Z [z] sound (NOT the alphabet letter name, which sounds like
zee or zed) and have them imitate you. Then identify the pictures and ask
which ones start with that sound: fox, vine, zig-zag, yawn, zoo, box, zipper, world,
zebra.
C/ Students write the letters out for y and z and then illustrate 4 words starting
D/ Alpha-Keys: This is a consolidation/application puzzle for letters O through Z.

the word.
54

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ENGLISH RAVEN PHONICS STARTER

A/ Writing Continue the Patterns

6 Skill-Building Activities for Consolidation

A/ Writing Continue the Patterns

B/ Writing Continue the Patterns

A/ Writing Copy the Patterns into the boxes

B/ Writing Copy the Patterns into the boxes

A/ Linking Join the shapes to make a letter!

B/ Listen for the sound and circle the Aa words!

C/ Linking Join the shapes to make a letter!

D/ Listen for the sound and circle the Bb words!

E/ Writing and Drawing Letters Aa and Bb

A/ Linking Join the shapes to make a letter!

B/ Listen for the sound and circle the Cc words!

C/ Linking Join the shapes to make a letter!

D/ Listen for the sound and circle the Dd words!

E/ Writing and Drawing Letters Cc and Dd

A/ Linking Join the shapes to make a letter!

B/ Listen for the sound and circle the Ee words!

C/ Linking Join the shapes to make a letter!

D/ Listen for the sound and circle the Ff words!

E/ Writing and Drawing Letters Ee and Ff

F/ Linking Join the Letters to the words

A/ Listen for the sound and circle the Gg words!

B/ Listen for the sound and circle the Hh words!

C/ Writing and Drawing Letters Gg and Hh

D/ Review and Consolidation Letters A-H

A/ Listen for the sound and circle the Ii words!

B/ Listen for the sound and circle the Jj words!

C/ Writing and Drawing Letters Ii and Jj

D/ Linking Join the Letters to the words

A/ Listen for the sound and circle the Kk words!

B/ Listen for the sound and circle the Ll words

C/ Writing and Drawing Letters Kk and Ll

D/ Review and Consolidation Letters A-L

A/ Listen for the sound and circle the Mm words!

B/ Listen for the sound and circle the Nn words

C/ Writing and Drawing Letters Mm and Nn

D/ Review and Consolidation Letters A-H

A/ Listen for the sound and circle the Oo words!

B/ Listen for the sound and circle the Pp words

C/ Writing and Drawing Letters Oo and Pp

D/ Review and Consolidation Letters I-P

A/ Listen for the sound and circle the Qq words!

B/ Listen for the sound and circle the Rr words!

C/ Writing and Drawing Letters Qq and Rr

D/ Alpha-Keys: Letters A-L

A/ Listen for the sound and circle the Ss words!

B/ Listen for the sound and circle the Tt words!

C/ Writing and Drawing Letters Ss and Tt

D/ Review and Consolidation Alphabet Apartment

A/ Listen for the sound and circle the Uu words!

B/ Listen for the sound and circle the Vv words!

C/ Writing and Drawing Letters Uu and Vv

D/ Alpha-Keys: Letters K-V

A/ Listen for the sound and circle the Ww words!

B/ Listen for the sound and circle the Xx words!

C/ Writing and Drawing Letters Ww and Xx

D/ Review and Consolidation Alphabet Wheel

A/ Listen for the sound and circle the

B/ Listen for the sound and circle the Zz words!

C/ Writing and Drawing Letters Yy and Zz

D/ Alpha-Keys: Letters O-Z