Level 0
Putting two non-vowel letters together |
We will teach this stage in 2 steps.
1: Learn to spell and blend two initial consonants (non-vowel letters)
and then use the knowledge of the initial blends to spell and then read four letter words with a short vowel sound
2: Learn to spell and then blend two final consonants (non-vowel letters) and then use the knowledge of the final blends to read four letter words with a short vowel sound
Step 1
Learning to blend two initial consonants (non-vowel letters) and read words containing them
First we need to help the child to hear and feel two consonants together. We start with initial consonant blends such as sw, sk, sp, fl, gl, cl, dr, etc.... and once secure with these we briefly touch on final consonant blends, such as mp, nt, nd, etc...
We will also continue to revise the blends as they are met in the Level 1 word lists.
This stage can be a quite hard for some children, especially when they come to spell these words. This is made worse if the child has a speech delay and struggles to say these blends. It is a good time to work on the child's speech alongside reading and spelling. This website here has some good ideas for speech as does this one.
Be guided by your child's response. Others will not have any difficulties.
1: Learn to spell and blend two initial consonants (non-vowel letters)
and then use the knowledge of the initial blends to spell and then read four letter words with a short vowel sound
2: Learn to spell and then blend two final consonants (non-vowel letters) and then use the knowledge of the final blends to read four letter words with a short vowel sound
Step 1
Learning to blend two initial consonants (non-vowel letters) and read words containing them
First we need to help the child to hear and feel two consonants together. We start with initial consonant blends such as sw, sk, sp, fl, gl, cl, dr, etc.... and once secure with these we briefly touch on final consonant blends, such as mp, nt, nd, etc...
We will also continue to revise the blends as they are met in the Level 1 word lists.
This stage can be a quite hard for some children, especially when they come to spell these words. This is made worse if the child has a speech delay and struggles to say these blends. It is a good time to work on the child's speech alongside reading and spelling. This website here has some good ideas for speech as does this one.
Be guided by your child's response. Others will not have any difficulties.
2. First Lesson
We are going to start by saying two consonant letters blended together. We start with /sw/ as the child can hold the /s/ on and most children can make the /w/ sound easily.
Listen
Ask the child: 'Supposing I say 'sw'. What sounds can you hear?
Hopefully the child will say /s/ first, but s/he may say /w/ in which case see below.
If the child says 's'. then say:
'Yes, we can hear and feel ourselves making the sound 's'. Let us put 's' here.' Put the letter 's' on the table.
s
It is not just 's'. Can you hear another sound? Listen: sw'.
Say it as slowly as needed and if the child can still not hear the 'w' say: Can you hear a /w/ sound? ssss w?'
s w
Let us put the sound 'w' next to the 's'.
Show the child how to start at /s/ and read 's -w' Model how we put them together to say /sw/.
Then think of words that start with 'sw': swing, sweet, switch, sweep etc... Listen for the /sw/ sound in each word. Feel it as the lips, teeth and tongue work together to say it. It is good to have the child look in a mirror as that focuses his/her attention on the lips and tongue.
Make a flash card of this blend and start to make a blends pile that is practised daily.
If the child says 'w' first then say:
'Well done, you are right! I did make a /w/ sound. Was it the first sound you could hear? Listen:
'ssss /w/? What was the first sound I said?
Hold on to the 'sss' as long as needed to help the child to hear it.
Let us put 's' here. Then we can put /w/' after it. 's' comes first and then /w/:
s w
Point as you say the sounds, running your finger from 'sss' to 'w', then ask the child to say the sounds with you and point as you did. Hold the child's finger if need be.
Finish by putting them together: 'sw'.
Clear the letters away.
Teaching tip:
Leave sounds that your child has trouble saying until last, but take this time to work on speech exercises to help the child say them orally in the meantime. Many have trouble saying 'l', so sl, fl, bl, etc.... or 'n': 'sn', may be harder for those pupils. Again, see this website here for more help with speech.
Write
Now say: 'I am going to say the sound 'sw' and I want you to write it for me.'
Ensure the child has a pencil and suitable paper.
Say: 'Write 'sssw'.'
This may take some children a few lessons to grasp, but be patient. Try and present the same idea in different ways - use a white board/chalk board/magnetic letters.
Read
Now ask the child: 'Can you read what you have written?'
If a child tries to start with the last sound, gently remind to start with the 's'.
Listen
Now think of things that begin with that blend. Only use these words for aural work. Do not ask your child to spell or read them yet.
sw: swim, sweep, switch, sw
sk: sky, skip, skull, skeleton, skate,
st: stop, step, steam, steal, stiff, stem, stay, (say the 't' gently or it will sound like a 'd')
sp: spoon, spin, speed, spot (say the 'p' gently or it will sound like a 'b')
gr: green, grass, grape, grip, grate, grab, gran, grin
dr: drill, dress, drum, drop, drive,
br: brown, bridge, brush, broom, brother etc....
tr: train, trip, trust, trap, trail, tree, trap, tram (say the 't' properly or it will sound like a 'chr')
fl: flower, flash, flip, flag, flop, flap
sl: slip, slope, slide, slug,
bl: blue, black, blow,
cl: clock, clip,
gl: glass, globe, glide, glove, glow
Activities to help:
Subsequent lessons
Practice blending
Spell CVCC words
Once you have introduced a few blends and you feel that the pupil is starting to understand what is needed, introduce spelling short vowel sound words with those blends (choose from words in the white box below). Making them with magnetic letters first takes away the effort of forming letters so that the child can fully concentrate on hearing and feeling the sounds needed. At first you will be modelling to the child what is needed. Then gently challenge the child to try for him/herself.
say the word, and emphasise the blend.
Can you hear the letters that are at the beginning of the word ....('swim')? (For example)
Start to say the word and stop: /sw/. The child could find the flashcard for /sw/ to begin with, and then the child can use the magnetic letters to make 'sw'.
Now we need a vowel. Listen. which vowel can you hear? sw i
Emphasise the /i/ until the child can hear it. Have the vowel strip nearby for reference if need be.
The child places the letter /i/ next to the /sw/.
Now we need the sound on the end. Listen: sw iiii m?
Again, hold onto the /m/ sound until the child has heard it.
You will need to repeat this lesson with different words each time, until your pupil shows that s/he is beginning to understand.
Alternate between reading and spelling but keep the focus on sounding out. It is important that this skill is learnt. We want to avoid the child merely memorising the words without hearing the sounds. Asking him/her to spell the words will help to avoid this.
We are going to start by saying two consonant letters blended together. We start with /sw/ as the child can hold the /s/ on and most children can make the /w/ sound easily.
Listen
Ask the child: 'Supposing I say 'sw'. What sounds can you hear?
Hopefully the child will say /s/ first, but s/he may say /w/ in which case see below.
If the child says 's'. then say:
'Yes, we can hear and feel ourselves making the sound 's'. Let us put 's' here.' Put the letter 's' on the table.
s
It is not just 's'. Can you hear another sound? Listen: sw'.
Say it as slowly as needed and if the child can still not hear the 'w' say: Can you hear a /w/ sound? ssss w?'
s w
Let us put the sound 'w' next to the 's'.
Show the child how to start at /s/ and read 's -w' Model how we put them together to say /sw/.
Then think of words that start with 'sw': swing, sweet, switch, sweep etc... Listen for the /sw/ sound in each word. Feel it as the lips, teeth and tongue work together to say it. It is good to have the child look in a mirror as that focuses his/her attention on the lips and tongue.
Make a flash card of this blend and start to make a blends pile that is practised daily.
If the child says 'w' first then say:
'Well done, you are right! I did make a /w/ sound. Was it the first sound you could hear? Listen:
'ssss /w/? What was the first sound I said?
Hold on to the 'sss' as long as needed to help the child to hear it.
Let us put 's' here. Then we can put /w/' after it. 's' comes first and then /w/:
s w
Point as you say the sounds, running your finger from 'sss' to 'w', then ask the child to say the sounds with you and point as you did. Hold the child's finger if need be.
Finish by putting them together: 'sw'.
Clear the letters away.
Teaching tip:
Leave sounds that your child has trouble saying until last, but take this time to work on speech exercises to help the child say them orally in the meantime. Many have trouble saying 'l', so sl, fl, bl, etc.... or 'n': 'sn', may be harder for those pupils. Again, see this website here for more help with speech.
Write
Now say: 'I am going to say the sound 'sw' and I want you to write it for me.'
Ensure the child has a pencil and suitable paper.
Say: 'Write 'sssw'.'
This may take some children a few lessons to grasp, but be patient. Try and present the same idea in different ways - use a white board/chalk board/magnetic letters.
Read
Now ask the child: 'Can you read what you have written?'
If a child tries to start with the last sound, gently remind to start with the 's'.
Listen
Now think of things that begin with that blend. Only use these words for aural work. Do not ask your child to spell or read them yet.
sw: swim, sweep, switch, sw
sk: sky, skip, skull, skeleton, skate,
st: stop, step, steam, steal, stiff, stem, stay, (say the 't' gently or it will sound like a 'd')
sp: spoon, spin, speed, spot (say the 'p' gently or it will sound like a 'b')
gr: green, grass, grape, grip, grate, grab, gran, grin
dr: drill, dress, drum, drop, drive,
br: brown, bridge, brush, broom, brother etc....
tr: train, trip, trust, trap, trail, tree, trap, tram (say the 't' properly or it will sound like a 'chr')
fl: flower, flash, flip, flag, flop, flap
sl: slip, slope, slide, slug,
bl: blue, black, blow,
cl: clock, clip,
gl: glass, globe, glide, glove, glow
Activities to help:
- Draw/find as many things beginning with each blend as you can.
- Ask the child to write the letters that together say, for example: sw, st, br, etc...
- Look for these blends in books as you read to your child so that the child begins to recognise them in words, even though s/he cannot sound out the whole word yet.
Subsequent lessons
Practice blending
- For the next few lessons take another blend each day (you can take them in the order given above) and repeat the above lesson as for /sw/. Usually, once the child has the idea you can practice for example all of the 'l' blends, or the 'r' blends together and you can encourage the child to blend the two letters together as quickly as s/he can.
- As each blend is covered, make a flashcard and add it to the daily review pile. OR you can write all of the 'l' blends on a sheet, the 'r' blends on another and so on and practice them in groups. Seeing the blends often will help the child to see the two letters as one sound unit. They are not a new sound, as they are still two sounds, but put together quickly they become a sound unit.
Spell CVCC words
Once you have introduced a few blends and you feel that the pupil is starting to understand what is needed, introduce spelling short vowel sound words with those blends (choose from words in the white box below). Making them with magnetic letters first takes away the effort of forming letters so that the child can fully concentrate on hearing and feeling the sounds needed. At first you will be modelling to the child what is needed. Then gently challenge the child to try for him/herself.
say the word, and emphasise the blend.
Can you hear the letters that are at the beginning of the word ....('swim')? (For example)
Start to say the word and stop: /sw/. The child could find the flashcard for /sw/ to begin with, and then the child can use the magnetic letters to make 'sw'.
Now we need a vowel. Listen. which vowel can you hear? sw i
Emphasise the /i/ until the child can hear it. Have the vowel strip nearby for reference if need be.
The child places the letter /i/ next to the /sw/.
Now we need the sound on the end. Listen: sw iiii m?
Again, hold onto the /m/ sound until the child has heard it.
You will need to repeat this lesson with different words each time, until your pupil shows that s/he is beginning to understand.
Alternate between reading and spelling but keep the focus on sounding out. It is important that this skill is learnt. We want to avoid the child merely memorising the words without hearing the sounds. Asking him/her to spell the words will help to avoid this.
CVCC words to use at this stage for reading and spelling
Words with initial consonant blends
Words with initial consonant blends
- a: tram trap flap drag flag flan flat
e: step
i: drip slip slim clip flip trip slip twin twig
grin grip swim
o: drop slop flop trod frog plot crop spot
u: drum plum plug glum
DO NOT add in ‘ck’/ ‘sh’ words – or any other sounds – they come next. Keep it simple for now.
Read words that begin with a consonant blend
Reading is very much linked to spelling, as we have seen. Children first need help to see the blend.
Here are two methods you can try.
1) Presenting the words as shown below helps the children to sound them out.
Reading is very much linked to spelling, as we have seen. Children first need help to see the blend.
Here are two methods you can try.
1) Presenting the words as shown below helps the children to sound them out.
2) Lay out 4 letters to make the word (for example swim).
s w i m
s w i m
- Then move the 'w' next to the 's' to make 'sw', as below, and ask the child to blend the 'sw', which they should now be familiar with.
- Now model to the child how to sound out the word: sw i m: swim
Teaching tips:
We can hear the 's' at the start of the word, but what comes next?
Say it again: 'sssssw'.
Keep saying it until the child hears the 'w' and then praise him/her for hearing it.
Let the child find the /sw/ flashcard if need be.
It is just a matter of patience and training the ear and soon s/he will be able to do it for him/herself
Be patient, as just like hearing the initial sounds took time, and hearing 3 sounds took time, this will too. Some children get it quicker than others, but don’t panic, it will come! Praise genuinely and encourage as much as possible.
You can watch our video, below, to see how we teach this stage. Only use it with your pupil if you really must, or after you have taught the lesson yourself, as reading is best taught with objects children can handle.
Once your pupil has the general idea, you may like to use our cvcc worksheets or our cvcc games to help practice the skill - they can be used at this point in the lesson to add variety and take the pressure away from just learning with letter cards.
If you try these and find your child struggling then wait until your child has a basic grasp of blends, and then work through our 10-week special needs course to prepare for Level 1 and you will find this helps.
- Be aware that some children will attempt to just sound out: s w i m and be quite happy hearing the four sounds said separately and blending them straight off and if they can do so, then there is no need to push them to blend the consonants first. However, should a child do this and then struggle to hear the word, then persist with teaching to sound the blends first as this in effect chunks the words into 3 parts, and the child has already learnt to blend 3 sounds.
- Very often, the pupil will no doubt most often say all four sounds, but then read/spell it with three. For example, s/he might sound s w i m and then say/spell 'sim'. This is not uncommon at this stage but indicates that, obviously, more work must be done on hearing and sounding out the blends. So say the word again yourself slowly, and stop after the blend: sw...
We can hear the 's' at the start of the word, but what comes next?
Say it again: 'sssssw'.
Keep saying it until the child hears the 'w' and then praise him/her for hearing it.
Let the child find the /sw/ flashcard if need be.
It is just a matter of patience and training the ear and soon s/he will be able to do it for him/herself
Be patient, as just like hearing the initial sounds took time, and hearing 3 sounds took time, this will too. Some children get it quicker than others, but don’t panic, it will come! Praise genuinely and encourage as much as possible.
You can watch our video, below, to see how we teach this stage. Only use it with your pupil if you really must, or after you have taught the lesson yourself, as reading is best taught with objects children can handle.
Once your pupil has the general idea, you may like to use our cvcc worksheets or our cvcc games to help practice the skill - they can be used at this point in the lesson to add variety and take the pressure away from just learning with letter cards.
If you try these and find your child struggling then wait until your child has a basic grasp of blends, and then work through our 10-week special needs course to prepare for Level 1 and you will find this helps.
Teaching tips:
- If the child has difficulty, then do a lot of modelling and give much support to the child so that s/he feels a measure of success to keep up interest and motivation. Some children need a lot of work on the blends and revision can be continued as we move on into Level 1.
Once the child gains confidence, you can work through our reading books and matching workbooks. See below (scroll to the bottom), or see here.
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3. Learn the new Odd Words
Words for reading and spelling
go no
These two words rhyme and make an easy pair to remember. Use the initial sound as a cue.
to
This word is a bit trickier as it looks like go and no, but is nothing like them. such the vagaries of the English Language! Explain its usage by putting it in a sentence:
Say: We use this word a lot. Listen: I went to the park. I will go to bed. I will go to........ Can your child finish the sentence?
Just for reading
and
This word does sound out and some children might be happy doing that until it is known, but it might be easier for special needs children to learn it as an odd word as it is used so frequently.
Words for reading and spelling
go no
These two words rhyme and make an easy pair to remember. Use the initial sound as a cue.
to
This word is a bit trickier as it looks like go and no, but is nothing like them. such the vagaries of the English Language! Explain its usage by putting it in a sentence:
Say: We use this word a lot. Listen: I went to the park. I will go to bed. I will go to........ Can your child finish the sentence?
Just for reading
and
This word does sound out and some children might be happy doing that until it is known, but it might be easier for special needs children to learn it as an odd word as it is used so frequently.
How to teach the odd words for reading
Can you sound it out?
Now let us see if you can remember it. What does it say? That's right, 'and'.
Show the word. If the student looks blank supply the word. Hide it behind your back. Bring it out again. Can you read it this time? Well done! (or supply it again).
What about this word? Show an odd word from the CVC words (the, of or is). Explain again how to sound out of/is, ('We need to say 'ov' as it only has one 'f'/we sound out 'iss', but we say 'is'). Remind the pupil that we can not sound out 'the'. Then choose two odd words to put behind your back and muddle them up. Ask the pupil to choose a hand. Show the card in that hand and see if s/he can read it!
'Well done, you knew that word. Let's try again!' OR
'It says '.....' (supply word).
How to teach the odd word for reading
Practice reading/writing these words daily.
- Take one word at a time.
Can you sound it out?
Now let us see if you can remember it. What does it say? That's right, 'and'.
Show the word. If the student looks blank supply the word. Hide it behind your back. Bring it out again. Can you read it this time? Well done! (or supply it again).
What about this word? Show an odd word from the CVC words (the, of or is). Explain again how to sound out of/is, ('We need to say 'ov' as it only has one 'f'/we sound out 'iss', but we say 'is'). Remind the pupil that we can not sound out 'the'. Then choose two odd words to put behind your back and muddle them up. Ask the pupil to choose a hand. Show the card in that hand and see if s/he can read it!
'Well done, you knew that word. Let's try again!' OR
'It says '.....' (supply word).
- Keep going until your pupil is 100% accurate on all the odd words taught so far for today (unless it's a bad day, in which case, lay them aside and go on with the lesson).
- If the pupil can't get a word then maybe keep that word pinned up in the kitchen and refer the pupil to it regularly throughout the day.
How to teach the odd word for reading
- Show the word.
- Point out parts that can sound out, e.g. and does sound out and the 'n' of 'no' sounds out.
- Have the child say the letter names if s/he can. 'EN OH, says no!'
- If not say the letter sounds 'a', 'n', 'd'.
- Hide the word and let the child write it on a white board/chalkboard or with magnetic letters.
- Show the word and let the child make any corrections.
- Hide it again. Can the child read it correctly now?
- Try again the next day by following the same procedure until the child can read it correctly, quickly.
Practice reading/writing these words daily.
4. Finish with a consonant blends worksheet/game
Find consonant blend games here.
This can progress to reading books from this stage and writing sentences (given below) - dictated as for CVC words in Part 2.
Again, be patient, some children learn faster than others, but don’t panic, it will come! (See above for how long to spend at this stage and what to do if your child gets stuck). Praise and encourage genuinely as much as possible.
Step 2
Final consonant blends
Children generally find final blends easier.
For reading: teach them to blend the first three sounds together first, and then add the final sound:
went = wen + t
must = mus + t
To spell, have the child write down the first three sounds and then listen for the final sound:
hel .......hel p
jum .....jum p
Your child may need support to do this.
Teaching tips:
For reading: teach them to blend the first three sounds together first, and then add the final sound:
went = wen + t
must = mus + t
To spell, have the child write down the first three sounds and then listen for the final sound:
hel .......hel p
jum .....jum p
Your child may need support to do this.
Teaching tips:
- If your child misses the first letter of a final blend, have him/her sound out what has been written.
- Does it sound right? Help by exaggerating the missing sound.
- When looking at words ending in /m/, say each word slowly and feel the lips coming together to make the 'm' sound. Try it: c .....a......m.....p.
- Some children will be happy to sound out words with both and initial and final blends (5 sounds), but leave these out if your child has difficulty with one blend (four sounds).
Words with final consonant blends
st: fist mist
cost lost
rest best test
just must rust
mp: camp damp lamp ramp
imp limp
bump dump hump lump pump
ft: left
lift
soft loft
lk: milk silk
lp: help
cost lost
rest best test
just must rust
mp: camp damp lamp ramp
imp limp
bump dump hump lump pump
ft: left
lift
soft loft
lk: milk silk
lp: help
Reading and dictation practice
More sentences for reading and spelling practice during this stage.
I can jump.
I can swim.
The frog can jump.
I can sit in a tent.
Pam went to bed.
Tom went to the pond.
The frog will hop in to the pond.
A flag flaps in the wind.
The tap drips.
I camp in a tent.
Sam lands on the damp sand.
Sam is in the pond.
Sam will jump in the pond.
Pam will camp in a tent.
Tom trips up the step.
Pam has a pink dress.
Talk about all sentences beginning with a capital letter and ending with a full stop. Do not, however expect you pupil to use them correctly without support. At this point we are introducing the idea.
Talk about question marks and when to use them (at the end of a question). These are on-going teaching points that in most cases will come over time with practice, but you need to be teaching them to your student over and over again and helping him/her to apply them correctly.
More sentences for reading and spelling practice during this stage.
I can jump.
I can swim.
The frog can jump.
I can sit in a tent.
Pam went to bed.
Tom went to the pond.
The frog will hop in to the pond.
A flag flaps in the wind.
The tap drips.
I camp in a tent.
Sam lands on the damp sand.
Sam is in the pond.
Sam will jump in the pond.
Pam will camp in a tent.
Tom trips up the step.
Pam has a pink dress.
Talk about all sentences beginning with a capital letter and ending with a full stop. Do not, however expect you pupil to use them correctly without support. At this point we are introducing the idea.
Talk about question marks and when to use them (at the end of a question). These are on-going teaching points that in most cases will come over time with practice, but you need to be teaching them to your student over and over again and helping him/her to apply them correctly.
Where next?
What to expect your child to be able to do now:
Your child should confidently be able to easily read and spell CVC words and have an understanding of consonant blends, but may still need support to use them. Plenty of practice will be provided in Level 1.
Do not leave this section of the programme unless you are absolutely sure that your child can blend sounds together to make CVC words, or separate them into their individual sounds to spell. This is the one thing I find more than anything else leads to failure later on.
If your child is having difficulties blending then please see here.
Your child should confidently be able to easily read and spell CVC words and have an understanding of consonant blends, but may still need support to use them. Plenty of practice will be provided in Level 1.
- It is suggested that most children move on to the the first 5 introductory lessons, taking the five vowel word lists one week at at time, before starting Level 1.
- However if your child has found learning very easy so far, then move straight on to Level 1.
- If your child can blend to read but not recall words easily, or still needs help to spell words with a blend, then see below.
Do not leave this section of the programme unless you are absolutely sure that your child can blend sounds together to make CVC words, or separate them into their individual sounds to spell. This is the one thing I find more than anything else leads to failure later on.
If your child is having difficulties blending then please see here.
Lessons for Level 0
These five lesson prepare children for Level 1.
Each lesson studies words in the same vowel family.
They do not need to take a week each - study each for as long as you need, up to a week.
Each lesson studies words in the same vowel family.
They do not need to take a week each - study each for as long as you need, up to a week.
If your child has struggled with word recall/the spelling of consonant blends words then there is HELP!
Short vowel introductory lessons
The short vowel introductory lessons teach the key words needed for Level 1 reading and spelling.
These packs are written to supplement the lessons (which should be taught as described on the lesson page for each sound). Each pack contains supporting worksheets to give the necessary revision of words, plus 2 reading books which are very systematic, only using words on the lists for each lesson and always revising previously taught words, while adding in new ones.
They help to build a bank of known common words on which reading and writing fluency can be built.
These packs are not stand alone and should only be used in conjunction with the lesson indicated below each pack or they cannot be expected to help your child.
These packs are written to supplement the lessons (which should be taught as described on the lesson page for each sound). Each pack contains supporting worksheets to give the necessary revision of words, plus 2 reading books which are very systematic, only using words on the lists for each lesson and always revising previously taught words, while adding in new ones.
They help to build a bank of known common words on which reading and writing fluency can be built.
These packs are not stand alone and should only be used in conjunction with the lesson indicated below each pack or they cannot be expected to help your child.
CVCC Games
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