V-tech Fishing For Phonics Assembly Instructions

Dear Parent,Dear Parent,

Dear Parent,

You know how important reading is to your child's future. If your child can

read, your child can do anything. That's because reading is the foundation

upon which all fundamental learning is built. A good beginning is absolutely

essential.

That is why VTech designed the Fundamentals of Reading product line to help

your child develop language skills, the skills crucial to learning how to read.

Our age-appropriate activities will help your child feel successful every step

of the way. In fact, we provide three levels of reading progression to help

your child move from a Beginning Reader, to a Growing Reader, and finally to

an Advancing Reader. Our curriculum begins with letters, letter sounds, and

letter formation all the way through vowels, consonants, word recognition –

even full sentences. With the Fundamentals of Reading product line, children

think they're playing, but they're actually learning. Their confidence grows,

their self-esteem grows and their appetite for learning grows, too.

How Can You Help?How Can You Help?

How Can You Help?

You've already started by showing you're interested in your child's reading

development. By being a good role model, your child should see you read

books, magazines and newspapers. Of course, there are other sources including

billboards, grocery lists, recipes and street signs. What's most important is

that reading is a fun, interactive experience that should be shared with your

child daily.

We encourage you to play the activities in the Fundamentals of Reading product

line together. You'll see first hand what progress your child is making. Children

love positive reinforcement so praise your child's achievements. As your child

embarks on the road to learning, he or she will encounter challenges. This is a

natural part of the learning process. Please be patient and if your child needs

help, be sure to provide it. Have fun. Remember, learning to read isn't a race.

It doesn't matter who gets there first. It's simply “getting there” that really

counts.

We wish you the best as you help your child get off to a great start in becoming

a lifelong learner. As your child grows, count on VTech® to be there with fun,

innovative learning toys to help your child do his or her best every step of the

way.

We thank you for entrusting us with the responsibility of building your child's

future. When your child can read, your child can do anything.

Sincerely,

Your Friends at VTech®

39500I/M/4.27 4/8/99, 5:28 PM1

TO BEGIN PLAY

1. To begin play, press the ON/OFF BUTTONON/OFF BUTTON

ON/OFF BUTTONON/OFF BUTTON

ON/OFF BUTTON to turn the

unit on. You will hear “Let's go fishing.” followed by a

short tune. The welcome animation and bubble

animation will be displayed on the screen.

2. Slide the ACTIVITY SELECTORACTIVITY SELECTOR

ACTIVITY SELECTORACTIVITY SELECTOR

ACTIVITY SELECTOR left or right to select one

of the ten built-in activities. A friendly voice will guide

you through the following activities.

1. Letters and Blends

2. Find the Letters and Blends

3. Before and After

4. Missing Vowels

5. The Blender

6. Spelling

7. Word Guess

8. Object Match

9. Memory Challenge

10. Music

FISHING FOR PHONICS™

FISHERMANFISHERMAN

FISHERMAN

JOYSTICKJOYSTICK

JOYSTICK

ON/OFF BUTTONON/OFF BUTTON

ON/OFF BUTTON

HELP BUTTONHELP BUTTON

HELP BUTTON

DEMODEMO

DEMO

BUTTONBUTTON

BUTTON

HANDLEHANDLE

HANDLE

LCD SCREENLCD SCREEN

LCD SCREEN

LETTERLETTER

LETTER

BUTTONBUTTON

BUTTON

BLENDBLEND

BLEND

BUTTONBUTTON

BUTTON

ACTIVITYACTIVITY

ACTIVITY

SELECTORSELECTOR

SELECTOR

VOLUME CONTROLVOLUME CONTROL

VOLUME CONTROL

SWITCH (UNDERNEATH)SWITCH (UNDERNEATH)

SWITCH (UNDERNEATH)

REPEATREPEAT

REPEAT

BUTTONBUTTON

BUTTON

TO BEGIN

PLAY

39500I/M/4.27 4/8/99, 5:28 PM2

3. To adjust the volume, slide the VOLUME CONTROL SWITCHVOLUME CONTROL SWITCH

VOLUME CONTROL SWITCHVOLUME CONTROL SWITCH

VOLUME CONTROL SWITCH

(located on underside of the cabinet) up for higher

volume or down for lower volume.

4. Press the REPEAT BUTTONREPEAT BUTTON

REPEAT BUTTONREPEAT BUTTON

REPEAT BUTTON to repeat the previous

response or question.

5. Press the HELP BUTTONHELP BUTTON

HELP BUTTONHELP BUTTON

HELP BUTTON to learn the correct answer.

6. Press the DEMO BUTTONDEMO BUTTON

DEMO BUTTONDEMO BUTTON

DEMO BUTTON to see and hear a sample of

the activity you have selected.

7. The TIMER FUNCTIONTIMER FUNCTION

TIMER FUNCTIONTIMER FUNCTION

TIMER FUNCTION in activities 2 through 9 allows

one minute for the child to answer each question. The

“Tick Tock” sound effect starts after each question is

asked and speeds up when 30 seconds have elapsed.

At the end of one minute, a “Time's Up!” screen

appears and the answer is revealed.

8. In the timed activities (Activities 2-7 and Activity 9),

pressing the FISHERMAN CHARACTERFISHERMAN CHARACTER

FISHERMAN CHARACTERFISHERMAN CHARACTER

FISHERMAN CHARACTER will stop the timer.

In Object Match, it provides the means for selecting

from among the scrolling objects.

9. To turn the learning toy off, press the ON/OFF BUTTONON/OFF BUTTON

ON/OFF BUTTONON/OFF BUTTON

ON/OFF BUTTON.

You will see a closing animation on the LCD screen.

TO BEGIN

PLAY

39500I/M/4.27 4/8/99, 5:28 PM3

FISHING FOR PHONICS™ ACTIVITIES

ACTIVITY 1 - LETTERS AND BLENDS

This activity introduces the 26 letters and 23 frequently used blends. This

activity reinforces that letters make sounds and some letters make more than

one sound! Every time your child presses a letter or blend button, the voice

will tell your child the sound(s) of the letter or blend and show a related

animation. This is a free exploration activity. Your child may randomly select

which buttons to press.

Learning Benefits for Your Child -Learning Benefits for Your Child -

Learning Benefits for Your Child - The Letters and Blends activity is designed

to introduce and reinforce letter and blend recognition. Your child may explore

at his or her own pace by choosing which letter or blend button to press. Your

child will recognize that all of the letters make a certain sound. He or she will

learn that some letters even make two different sounds such as the vowels.

By pressing the blend buttons, your child will begin to understand that both

letters can still be heard in a blend.

ACTIVITY INSTRUCTIONS:

1. Slide the activity selector to the first activity. You

will hear “Let's go fishing!”followed by a short tune,

the activity name and the instructions “Press a

button.”

2. When a letter button is pressed, you will hear the

letter identified along with its accompanying phonetic

sound or sounds. A word beginning with the chosen

letter will also be announced. Animations will

simultaneously provide visual reinforcement of the

letter and the sample word or words.

3. When a blend button is pressed, you will hear the

blend sound as animations reinforce the written blend

as well as a sample word containing the blend.

LETTERS AND

BLENDS

39500I/M/4.27 4/8/99, 5:28 PM4

FISHING FOR PHONICS™ ACTIVITIES

ACTIVITY 1 - LETTERS AND BLENDS

How Can You Help?

• Allow your child plenty of free time to explore this activity. Ask your child to

find the letters and the blends on this game. He or she should say the name

of the letters and blends once he or she has found them. Then he or she

should press down the button to see if he or she guessed the correct answer

and also to hear the sound the letter or blend makes.

• When your child presses a key, a sample word will be given to demonstrate

how the letter or blend sounds in a word. Ask your child to think of addi-

tional words that begin with that letter or contain that blend.

• In everyday life, be sure to ask your child what sound he or she hears at the

beginning of certain words. For example: family names, store names, friends'

names, articles of clothing,etc.

ACTIVITY 2 - FIND THE LETTERS AND BLENDS

This activity reinforces knowledge of letters and blends. Your child will be asked

to find a certain letter or blend on the keyboard after hearing its phonetic

sound. He or she should then press that button to answer.

Learning Benefits for Your Child -Learning Benefits for Your Child -

Learning Benefits for Your Child - Find the Letters and Blends is designed to

apply the skills that were taught in the first activity. Your child will be asked to

find letters and blends based on the phonetic sounds he or she hears. Your

child will be exposed to both beginning and ending blends including CL, GL, SL,

FL, PL, BR, DR, CR, GR, FR, PR, SM, SP, ST, SN, SC, SW, SK, ND, NG, TR, BL and LP. This

activity will help children develop auditory discrimination.

ACTIVITY INSTRUCTIONS:

1. Slide the activity selector to the second activity. You

will hear “Let's go fishing.” followed by a short tune,

the activity name and instructions such as “What letter

says 'buh'?” or “What blend says 'bl'?” The timer will

then begin as a “Tick Tock” sound effect is heard.

2. Your child must press a letter or blend button to

answer the question. The fisherman should then be

pressed to stop the timer. If your child forgets to stop

the timer, he or she will be prompted to do so soon

after a button has been pressed.

(continued)

FIND THE LETTERS

AND BLENDS

39500I/M/4.27 4/8/99, 5:28 PM5

FISHING FOR PHONICS™ ACTIVITIES

ACTIVITY 2 - FIND THE LETTERS AND BLENDS

3. The correct answer will elicit a positive response as

well as a reiteration of the correct answer for added

reinforcement.

4. An incorrect answer will elicit an encouraging

response. Your child will then be given another

chance as the learning toy repeats the question. After

the third incorrect attempt, the unit will reveal the

correct answer, and a new question will be asked.

How Can You Help?

• Let your child create an ABC book by using a notebook or paper folded

together to make a book. Have him or her write each letter of the alphabet

in bold letters at the top of each page. Next, ask him or her to look through

old magazines, catalogs, newapapers, etc. and find pictures that begin with

the letter sounds. Your child could then glue the pictures on the appropriate

pages. This could be an ongoing activity. Encourage your child to find pic-

tures for all of the letter sounds.

• Play a blend memory game using all of the blends taught in Fishing for

Phonics™. First, using an index card or some other type of small paper, write

the name of each blend down two times and then cut them apart to make

two cards. Mix up all of the cards and lay them face down. Next, your child

should pick up two cards and say the sounds of the blends. If they are the

same blend, he or she has made a match, may keep the pair, and take an-

other turn. If the two blends are different, he or her should lay the cards

down in their original spots, and you may take a turn following the same

procedure as outlined above. The game is over when all of the cards have

been matched. The winner is the person who has the most blend pairs!

• When reading books aloud with your child, try to point out blends in the

stories and ask him or her to tell you what sound is heard when the blend is

said. Do the same with beginning letters in words. You may also ask your

child to look for a blend on a particular page in a book and then tell you

what sound the blend makes.

• This skill takes lots and lots of practice. Remember to remain positive and

praise your child when he or she can tell you the sound of a given letter or

blend.

(continued)

FIND THE LETTERS

AND BLENDS

39500I/M/4.27 4/8/99, 5:28 PM6

FISHING FOR PHONICS™ ACTIVITIES

ACTIVITY 3 - BEFORE AND AFTER

This activity strengthens alphabetical order skills. Your child will recognize that

the letters of the alphabet are arranged in a certain order. He or she will have

opportunities to tell which letter comes before or after certain letters. Your

child will be asked specific questions such as, “What letter is before B?” He or

she will then need to look for the fish button with the correct letter on it. The

correct button should then be pressed, and the fisherman pressed to stop the

timer.

Learning Benefits for Your Child -Learning Benefits for Your Child -

Learning Benefits for Your Child - Before and After has been designed to

familiarize your child with the sequence of the alphabet. Your child will

demonstrate his or her knowledge of the words “before” and “after”.

ACTIVITY INSTRUCTIONS:

1. Slide the activity selector to the third activity. You

will hear “Let's go fishing!”followed by a short tune,

the activity name and a question such as “What letter

is before B?” or “What letter is after A?” The timer

will then begin as a “Tick Tock” sound effect is heard.

2. Your child may answer the question by pressing a

letter button. The press of a blend button will result

in an “invalid key” response. After inputting an answer,

press the fisherman to stop the timer.

3. A correct answer will elicit a positive response as well

as a reiteration of the correct answer for added

reinforcement.

ACTIVITY 3 - BEFORE AND AFTER

4. An incorrect answer will elicit an encouraging

response. Your child will then be given another chance

as the learning toy repeats the question. After a third

incorrect attempt, the unit will reveal the correct

answer, and a new question will be asked.

BEFORE AND

AFTER

39500I/M/4.27 4/8/99, 5:28 PM7

FISHING FOR PHONICS™ ACTIVITIES

ACTIVITY 3 - BEFORE AND AFTER

How Can You Help?

• In order to be successful while playing this activity, your child must know

what the words “before” and “after” really mean. Practice this skill with

your child. You may wish to use objects that your child is familiar with (i.e.

colored blocks, small toys, etc.) Next, lay three or four objects out in a line

and talk about “before” and “after” in regards to those particular objects.

This should help your child grasp the concept of “before” and “after”.

• Try the above activity using magnetic letters to make the transfer of this

concept to the alphabet. Ask your child, “What letter comes before the letter

C?” Repeat alternating your questions with the words “before” and “after”.

• Remind your child that “before” and “after”are words that also apply to

other activities besides alphabetical order. Together brainstorm with your

child times when “before” and “after” are very important (i.e. daily routine,

following a recipe, driving a car, etc.) and then discuss them. You may even

ask your child to divide a paper into three sections. Label the first section

“Before.” Leave the middle section blank and label the final section “After.”

Next, ask your child to draw a picture of something he or she likes doing in

the blank section. Then on the side labeled “Before”draw something that he

or she may do just before that particular activity. Then in the section la-

beled “After,” ask him or her to draw a picture showing what he or she

would do after the activity was over.

ACTIVITY 4 - MISSING VOWELS

This activity strengthens spelling skills by challenging your child to find the

missing vowel(s) in a word. Your child will be shown a word with one or more

blank spaces somewhere within the word. Your child must look at the yellow

vowel buttons and decide which vowel(s) is missing. Once he or she has found

the answer, press the vowel button followed by the fisherman character to

enter and receive a response.

Learning Benefits for Your Child -Learning Benefits for Your Child -

Learning Benefits for Your Child - The Missing Vowels activity provides a good

review of letter and sound recognition. Your child must rely on his or her

knowledge of both long and short vowel sounds to find the missing vowel(s) in

the words. This activity also reinforces the distinction between vowels and

consonants.

ACTIVITY INSTRUCTIONS:

1. Slide the activity selector to the fourth activity. You

will hear “Let's go fishing!” followed by a short tune

and the instruction “Find the missing vowel(s)”. A word

containing one or more blanks representing the

missing vowel(s) will appear on the screen. The timer

will then begin as a “Tick Tock” sound effect is heard.

(continued)

MISSING

VOWELS

39500I/M/4.27 4/8/99, 5:28 PM8

FISHING FOR PHONICS™ ACTIVITIES

ACTIVITY 4 - MISSING VOWELS

2. Your child must press letter buttons to fill in the

missing letters in the word. The letters must be

entered in order from left to right. His or her choices

are limited to the vowel buttons, which are

differentiated as yellow fish buttons in contrast to the

pink consonant buttons. Pressing a consonant or blend

button will elicit an invalid key sound effect.

3. Each correct letter will replace a blank in the word.

When all the vowels are correctly filled in, the

fisherman should be pressed to stop the timer.

4. A correct answer will elicit a positive response as well

as a reiteration of the correct answer for added

reinforcement.

5. An incorrect answer will elicit an encouraging

response. Your child will be given another chance as

the learning toy repeats the question. After a third

incorrect attempt, the unit will reveal the correct

answer, and a new question will be asked.

How Can You Help?

• Remind your child that the vowels in the game Fishing for Phonics™ are all

printed on yellow fish. Review the names of the vowels: A,E,I,O, and U. Prac-

tice saying the long and short vowel sounds with your child. Remind your

child that long vowels say their own names.

• While reading books, magazines, signs, etc. to your child, draw attention to

the vowels in the words. Have your child tell you what the vowel is in differ-

ent words. Ask if the vowel says its long or short sound.

• Make a vowel booklet using two pages for each vowel: one for the long

sound and one for the short. When your child is introduced to new words

with vowel sounds, he or she can write the word on the appropriate page.

He or she may even wish to draw a picture to go with each word entry.

••

•PLEASE NOTE:PLEASE NOTE:

PLEASE NOTE:PLEASE NOTE:

PLEASE NOTE: Y is also considered a vowel in some cases. However, in intro-

ducing the topic of vowels to a Growing Reader, we have simplified the les-

son to A, E, I, O, and U, the letters which are always recognized as vowels.

(continued)

MISSING

VOWELS

39500I/M/4.27 4/8/99, 5:28 PM9

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