Contents

Introduction
Using Nelson Phonics 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v
Scope and Sequence of Nelson Phonics 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . vii

Unit 1
Syllables . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Rhyme Time . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Sound Jumble . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Unit 2
sp: spot; sm: smell; st: step . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
sk: skip; sl: slug; sn: snake . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
sw: swing; sc: scarf . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
-sk: desk; -sp: wasp; -st: nest . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

Unit 3
pr: prize; cr: crab; dr: drum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
gr: grass; fr: frog; br: brush . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
tr: tree; tw: twig . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
thr: three; shr: shrink . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40
Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44

Unit 4
bl: block; cl: clock . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48
fl: flag; gl: glass; pl: plane . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52
Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56

iii
 Contents

Unit 5
a_e: grape, snake, frame . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60
o_e: nose, home, cone . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62
i_e: smile, mice, kite . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64
u_e: cube, tube, mule . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66
Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68
Unit 6
ar: car; a: glass . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72
long oo: moon; short oo: look . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76
ai: rain; ay: play . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80
oa: boat; ow: row; oe: toe . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84
ee: tree; ea: sea; ey: key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88
Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92
Unit 7
wh: what; wr: write . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96
kn: knob; ph: phone . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98
c: city; g: giraffe . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100
Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
02

Unit 8
-ck: back, neck, clock, duck . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 104
-ng: ring; -mb: comb . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106
-ll: shell; ff: sniff; -ss: dress . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108
Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
10

Unit 9
Sight Word Sentences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 12

Word Search . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 113

Alphabet Puzzle . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 14

Alphabet Quiz . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 118

iv
 Introduction

Introduction
Nelson Phonics 2 extends on the four essential skills introduced in Workbook 1:
• phonological awareness
• visual (graphological) processing
• letter–sound (phonics) relationships
• spelling.
In this book, beginner readers are building on their skills in these essential areas of literacy
attainment. They are proficient ‘listeners’ in early phonological awareness tasks such as
syllable segmentation, rhyme identification and production; can detect the first, middle
and last sounds in a simple spoken word; and can recognize and name the letters of the
alphabet and use these letters to write simple words. At this level, children are beginning
to write familiar words that they have committed to memory and can sound out unfamiliar
words in the reading and writing process.
Beginner readers are also ready to learn more complex phonological awareness skills, such
as detecting consonant blends in words (e.g. ‘tr’ in ‘trip’ and ‘sk’ in ‘skip’). Furthermore, they
are also ready to learn more about the complex vowel system of written English (e.g. the
‘ee’ in ‘cheese’ sounds like ‘ea’ in ‘beat’, ‘e’ in ‘me’ and ‘y’ in ‘dolly’).
Finally, children are also ready to learn about special letter combinations that have silent
letters like ‘lamb’, ‘know’ and ‘phone’, as well as words that have double consonants at the
end, like ‘class’ and ‘ball’. Children’s developing visual processing skills help them remember
the written letter sequence of sound combinations and whole words.
Nelson Phonics 2 should be used as part of the classroom literacy program for children at an
emergent stage of literacy development. Parents also can support their children’s literacy
development by using this Workbook at home. Regularly reading to children, listening to
them read, asking questions and discussing experiences are all important activities that will
compliment the learning objects of the Nelson Phonics Workbooks.

Using Nelson Phonics 2

Nelson Phonics 2 begins with the phonological awareness skills of syllabification and
rhyme. The beginner reader is then introduced to individual sounds.

v
 Introduction

The activities require children to:

• listen for the target sound in spoken words
• visually recognize the letter that represents that sound
• write the letter that represents the target sound.
To encourage children to continue focussing on their listening skills, some activities have
pictures that are not labelled. Children will benefit from naming the pictures with an adult
before completing the activities, to ensure that they understand the pictured vocabulary.
This Workbook adopts a multi-sensory approach to teaching children about sounds and
letters. This approach includes seeing, listening, feeling and writing sounds, letters and words.
Multi-sensory learning has been shown to cater for the learning styles of a greater range of
children.
Icons are used in the activity instructions to help children understand what is required in
each task. The key for these icons is as follows:

Say the sound or name the picture.

Read the word.

Color the picture.

Circle the picture.

Draw a line.

Cross out the picture.

Trace the letter with your pencil.

vi
 Introduction

Write the letter or word.

Change the words.

Unjumble the letters.

Scope and Sequence of Nelson Phonics 2

Nelson Phonics 2 begins by reviewing the skills focused on in Nelson Phonics 1; segmenting
syllables, sound and letter recognition, first sound identification and rhyme, and simple
word manipulation. It then progresses to teaching consonant blends in words, silent letters,
special letter combinations and long vowel sounds. Children learn to hear and see these
letter and sound combinations.
Each unit concludes with a Unit Review, in which children apply their knowledge of
sounds, letters and rules to complete more complex activities addressed in current and
previous units. A child’s ability to complete the review activities will provide feedback on
the progress of individual children and inform future teaching stategies. Children who
have difficulty with the review tasks in Unit 1 will benefit from further learning with Nelson
Phonics 1, as well as the beginner-level activities found on the Nelson Phonics CD-ROM.
The Nelson Phonics CD-ROM contains a Teacher’s Guide with key teaching points and
activity ideas, as well as a range of interactive activities for use across the three year levels.
The interactive activities on the CD-ROM are presented in three sections:
• Teaching Objects (for whole-class learning)
• Learning Objects (for independent or group learning)
• Task Review (for teacher–student evaluation).
These activities have been specially designed to consolidate and extend on the topics
covered in the Workbooks.

vii
 it
U n
3 pr, cr, dr
pr, cr, dr
18
Say the words. Trace the letters.

ize ab um
Name the 19 Color a drink for each of the
pictures. sounds you hear in the word.

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 Un
pr, cr, dr 3
it

pr, cr, dr
Draw a line to join the Write the letters at the
pictures that start with start of each word.
the same sounds.

_ _
p r _ _

_ _ p r
_ _

_ _ _ _

Write the missing letters. Trace the sentence.

The _ _ab played

the _ _um.
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 n it
U
3 pr, cr, dr
pr, cr, dr
Write the letters in the empty boxes.

i n k i ck e t   a m  ow n  

Name the 20 Circle the sound or sounds you

pictures. hear at the start of each word.

dr da pr dr cr c

cr ck p pr di dr
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 Un
pr, cr, dr 3
it

pr, cr, dr
Name the 21 Write the sounds you hear
pictures. at the start of each word.

  _ _ane _ _aw

_ _agon _ _esent

_ _ayon _ _own

Write the missing letters. Trace the sentence.

The _ _ince won a _ _ize

for fighting the _ _agon.
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 it
U n
3 gr, fr, br
gr, fr, br
22
Say the words. Trace the letters.

ass og ush
Name the 23 Color a circle for each of the
pictures. sounds you hear in the word.

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 Un
gr, fr, br 3
it

gr, fr, br
Draw a line to join the Write the letters at the
pictures that start with start of each word.
the same sounds.

b r
_ _ _ _

_ _ b r
_ _

_ _ _ _

_ _ _ _
Write the missing letters. Trace the sentence.

My _ _ _ _ _father _ _ows
_ _eat big _ _uit trees.

grows fruit grand great

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 n it
U
3 gr, fr, br
gr, fr, br
Write the letters in the empty boxes.

ub ea d a ss

og i ck
Name the 24 Circle the sound or sounds you
pictures. hear at the start of each word.

f fr br b g gr

b br r fr g gr
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 Un
gr, fr, br 3
it

gr, fr, br
Name the 25
Write the sounds you hear at
pictures. the start of each word.

_ _apes _ _y

_ _uit _ _icks

_ _idge _ _ass
Write the missing letters. Trace the sentence.

The _ _ogs like to hide

in the _ _ass under the
_ _idge.
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 it
U n
3 tr, tw
tr, tw
26
Say the words. Trace the letters.

ee ig
Name the 27
Color a triangle for each of the
pictures. sounds you hear in the word.

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 Un
tr, tw 3
it

tr, tw
Draw a line to join the Write the letters at the
pictures that start with start of each word.
the same sounds.

_ _ _ _

_ _ _ _

_ _ _ _

_ _ _ _

_ _ _ _

Write the missing letters. Trace the sentence.

There are _ _elve _ _iangles

on the _ _uck.

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 n it
U
3 tr, tw
tr, tw
Write the letters in the empty boxes.

i ck ai n i ne un k
Name the 28
Circle the sound or sounds
pictures. you hear at the start of
each word.

pr tr tw tr tr tw

tw tr tw tr tw t
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 Un
tr, tw 3
it

tr, tw
Name the 29 Write the sounds you hear
pictures. at the start of each word.

_ _iangle _ _uck

_ _ins _ _ampoline

_ _eezers _ _umpet
Write the missing letters. Trace the sentence.

The _ _ins saw the _ _easure

on the _ _ain.

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 it
U n
3 thr, shr
thr, shr
Say the words. 30
Trace the letters.

ee ink
Draw a line to join the Write the letters at the
pictures that start with start of each word.
the same sounds.

__ _
th r __ _

__ _ th r
__ _

__ _ __ _

__ _ __ _
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 Un
thr, shr 3
it

thr, shr
31 Write the sounds you hear
Name the pictures.
at the start of each word.

__ _one __ _ead

__ _imp __ _ub

Write the missing letters. Trace the sentence.

I __ _ew __ _ee __ _imps

into the __ _ub.

threw shrimps three shrub

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 n it
U
3 thr, shr
thr, shr
Change a sound in the first word
to make the second word. Write the word.

to
three  _ _ ___

to
 _ _ _ _ _
shrink

to
 _ ___
throw
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 Un
thr, shr 3
it

thr, shr
Find 6 words that start with ‘thr’. Write the words.

threethronethreadthroatthrowthrew
                                       
                                           
Find 4 words that start with ‘shr’. Write the words.

shredshrinkshrineshrub
                        
                             
Write the missing letters.

ub ee ow ed
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 n it Review - pr, cr, dr, gr, fr, br,
U
3 tr, tw, thr, shr
Review
pr  cr  dr  gr  fr  br
tr tw  thr  shr
Draw a line to join the pictures that start with the same
sounds.

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 Un
Review - pr, cr, dr, gr, fr, br, it
tr, tw, thr, shr 3
Review
Write the beginning letters under each picture.

___ ___ ___ ___ ___

___ ___ ___ ___ ___

Change a sound in the first word
Write the word.
to make the second word.

to to to

pram _ _ _  three _ _ __  fog _ _ _ _

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 n it Review - pr, cr, dr, gr, fr, br,
U
3 tr, tw, thr, shr

Review
Unjumble the letters Draw a line to the
and write the word. matching picture.

u m d r drum
______

c a b r ______

ck i r b ______

t e e r ______

r ee th ______

g ss r a ______

m r p a ______
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 Un
Review - pr, cr, dr, gr, fr, br, it
tr, tw, thr, shr 3
Review
Trace the correct word to complete each sentence.

The prince/pince
broke/roke his
cown/crown when
it fell off the
throne/thone.

The tins/twins
cawl/crawl under
the trampoline/
tampoline.

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