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20 October 2014

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The Sound Monster - Words that make sounds


Curriculum relevance

Key Skills
National Curriculum: Key Stage 1
En2 Reading
1c) link sound and letter patterns, exploring rhyme, alliteration and other sound patterns
1j) decipher new words and confirm or check meaning

En3 Writing
7a) how word choice and order are crucial to meaning

Coverage National Curriculum: Key Stage 1
Reading: Phonemic awareness level 1, Writing: Language structure level 1

Scotland: English Language 5-14:
Reading for enjoyment level A; Functional writing level A

Northern Ireland:
Reading Expected Outcomes c,e;
Writing Expected outcomes b,c

Wales:
Reading Range 3 ICT; Skills 2 Grammatical knowledge
Writing Skills 6

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How to use the online activity

Whole class with computers
  • Introduce the activity by making some sounds with your hands and asking the children to think of a word to describe the sound, e.g. clap, tap, etc. Talk about the way the word sounds like the sound.
  • Select The Sound Monster Activity from the menu. Explain that the missing word for each sentence is inside Sound Mountain. There are four sounds and they have to decide which one is correct.
  • Predict the word that will make sense in the gap.
  • Show the children how to select a funnel to hear the sound and see the word.
  • Select a wrong word deliberately to see what happens.
  • As the children work, notice whether they are working out which word is best or simply trying all the words to see which one stays there.
  • Ask the children to read the sentence to you and to explain how they knew which word to choose.

Whole class using an interactive whiteboard
  • Introduce the activity as above. Read the first sentence together. Ask a child to tell you a word that will fit in the gap. Show them how to use the mouse to click on the funnels and hear the alternatives. Show them how to place a word in the sentence.
  • Work through the screens, asking different children to predict the missing word before finding it.

Group using computers
  • Introduce the activity as above. Work through the sentences together, always making a prediction before finding the word.
  • For simpler words, e.g. 'hiss', 'moo', ask the child to spell the word before you check by finding it.
  • Always read the new sentences aloud to check that they sound right.
  • Consider other words from the picture and decide why they are not right.
  • Assess children's ability to predict words that make sense.

Extension
Think of a sound not used in the game, e.g. a doorbell, a lion, rain, a motorbike and make up a sentence using a word for its sound. Write the word and draw the picture.

Use to plan offline lessons
You can print each screen. (File - Print or printer icon or press control P). So that the four alternative words show on the print out click on each funnel in turn before you print. There are twelve different sentences to make, so you could print a variety of screens. Instead of moving a word, the children choose a word from the picture and write it in the gap. You can keep this as evidence of children's ability to use the context of a sentence to supply appropriate words. Ask the children to make up a sentence using each of the other words and write it on the back of the sheet.

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Online lesson plan

Objectives NLS Year 1 Term 2
S3 to predict words from preceding words in sentences and investigate the sorts of words that 'fit', suggesting appropriate alternatives, i.e. that make sense.
T5 to identify and record some key features of story language from a range of stories, and to practise reading and using them, e.g. in oral retellings
T13 to substitute and extend patterns from reading through language play, e.g. by using some lines and introducing new words, extending rhyming or alliterative patterns, adding further words, lines

Resources required
Online activity for The Sound Monster. Paper and pencils for extension activity.

Teaching activities
Introduction: Make a variety of sounds with your hands, e.g. thump the table, clap, tap with one finger etc. Ask the children to think of a word that describes each action. Talk about the way the word sounds like the action. Talk about other words you all know that describe sounds, such as 'crash', 'twang' etc.
Class-work with an interactive white board:
  • Select 'The Sound Monster' Activity from the menu. Read the sentence and guess what the missing word might be. Discuss the alternative suggestions.
  • Show the children how to click on the funnels to hear the sounds and find the words. Decide which word is the most appropriate. Show them how to use the mouse to place the word in the sentence. Read the new sentence.
  • Repeat with the next screen, but ask the children to select an incorrect answer. Put the wrong word in the sentence to find out how the island people respond to a mistake.
  • Continue with other screens, asking individuals to read the sentence to the class and suggest the missing word. Let children take turns to use the mouse to click on the funnels and to complete the sentences.
  • Read the completed sentence together each time.

Group work using a computer for each child or each pair of children.
  • Read through the first sentence together and suggest possible words to fill the gap.
  • Ask the children to click on the funnels to find out what the four sound words are. Decide together which one is right.
  • Where the words are new to the children use the sound from the funnel and phonic patterns to decode them.
  • As the children work, notice whether they are finding the right word easily or trying them all out to see which one is accepted. Ask individuals to predict the right word before they hear the alternative sounds from the funnels.
  • Allow children to work through as many of the twelve sentences as time allows.

Individual/paired work
When children know what to do, let them work at their own speed. Assess children's ability to predict a suitable word for the gap.
Extension: ask the children to write their own sentence with a sound word missing. They could use the sounds of vehicles or the sounds of wild animals. Ask them to read their sentences for everyone to guess the missing words.

Plenary
Make a list of sound words that the children can remember from the activity. Add some more. If you have time rewrite them in a list in alphabetical order to use as a word bank.

Suggested Homework:
Ask the children to listen to sounds as they go home and write three words that describe them, e.g. traffic could be hooting, rumbling, rattling, humming.

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How to use the printable worksheet

When to use this worksheet:
The worksheet is aimed at Year 1 children. They need to recognise some high frequency words and be able to use phonics to work out simple words. The activity is intended to help children think about the way some words sound like their meaning.


With a class or group:
  • Ask children to tell you the names of some animals. Make a list of their suggestions on the board. Ask the children to think of a word for the sound each animal makes. Write these words next to the animal. Talk about the way the word sounds like it's meaning, e.g. 'roar'.
  • Use a copy of the worksheet enlarged to A3. Read the instructions and the first sound word. What picture goes with this sound word?.
  • Read the remaining words with the children and ask for suggestions on which pictures match each word.
  • Ask the children to think of their sound word and ask them to draw an accompanying picture.
  • If you feel that the group/class needs more support, make suggestions on what sound words they could illustrate.

For individual use
  • Read the words out. What do the children notice about these words? They are all words that make sounds.
  • Explain each word has a matching picture. Ask them to identify the matching picture for each word.
  • Ask the children to think of a sound word and draw an accompanying .
  • If anyone gets stuck and can't think of a sound word to illustrate, stop the class and discuss possible words together.
  • Assess whether children understand the meaning of the word and the way it sounds like its meaning. Are children working independently or relying on ideas from others?

Extension:
Ask children who finish quickly to write two sentences using sound words from the sheet. Write the sentences on the back of the sheet.

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Off-line lesson plan

Objectives NLS Year 1 Term 2
S3 to predict words from preceding words in sentences and investigate the sorts of words that 'fit', suggesting appropriate alternatives, i.e. that make sense.
T5 to identify and record some key features of story language from a range of stories, and to practise reading and using them, e.g. in oral retellings
T13 to substitute and extend patterns from reading through language play, e.g. by using some lines and introducing new words, extending rhyming or alliterative patterns, adding further words, lines

Resources required
Print out a screen with all the sound words showing (i.e. click on all the funnels before pressing Ctrl P.) Enlarge to A3.
A copy of The Sound Monster worksheet enlarged to A3 and cut into squares and an A4 copy for each child.
Paper and pencils for extension activity.

Teaching activities
Introduction: Brainstorm a list of five or six farmyard animals. Decide what sound each one makes. Work out how to spell each word phonically, e.g. baa, moo etc. talk about the way the word sounds like the sound.

Teaching activities
Whole class:
  • Use an A3 copy of one screen. Read the four sound words and the sentence. Decide which word finishes the sentence.
  • Choose one of the remaining three sound words. Ask the children to make up a sentence using that word. Write the new sentence on the sheet or on a board.
  • Make up a sentence for each of the other two words. Read all four sentences.
  • Use the list of animals made earlier. Ask the children to think of a sentence for each animal. Write the sentences, asking the children to help you with spellings.
  • Use an enlarged copy of the print off worksheet. Read the first sound word together. Think of a sentence that could include the word. What would you draw in the picture?
  • Repeat with each sound word in turn, making up a sentence each time.
Group work with a teacher
  • Use copies of the worksheet. Read the instructions together. Ask a child to read the first word and choose the matching picture. Think of a sentence that would go with the picture.
  • Read each sound word and ask a different child each time to choose the matching picture. Then, ask the children to think of a sentence that would go with the picture.

Individual work:
Read the instructions and the words together. Ask the children to choose the picture that matches each word. Ask them to write a sentence to go with the picture.
Extension: Write a short story using some of the sound words from the worksheet.

Plenary
Look at some of the pictures from the work sheets. Ask children to tell you what is happening in the pictures. Read the sentences children have written. Praise children for using the words appropriately.

Suggested Homework:
Draw a picture that illustrates a sound word. Bring the pictures to school so that everyone can guess the words.

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