e
This is the fifth lesson of five word family lists at Level 0 which will introduce children to the lesson format used for the rest of the programme.
Each list will revise CVC and CVCC words with a common vowel and practice the words which will be most often used in Level 1 dictations.
The short dictations will help pupils to develop their writing skills.
The CVC words should not be difficult for your child, although they may still need a little help with the words containing consonant blends.
How to teach these lists:
Each list will revise CVC and CVCC words with a common vowel and practice the words which will be most often used in Level 1 dictations.
The short dictations will help pupils to develop their writing skills.
The CVC words should not be difficult for your child, although they may still need a little help with the words containing consonant blends.
How to teach these lists:
- Practice reading and spelling these words until your child can do so confidently. Draw the child's attention to the common vowel in each list. 'These words all belong in the same family' . The word lists in the above booklet can be used to help, or you can make your own. Colour the vowel in red. The length of time needed for this will vary according to each child. It may just be a day on each list, it could be a week, but no longer should be spent as this would indicate that the pupil was not yet ready for this step.
- Do each dictation only after the following lesson has been taught, not the same day/week as this sound has been taught. The child should write the dictations in a new book with lines. Use a wide-ruled book for a young child, like these.
After each dictation the child should draw a picture. This helps to put the family of words together in the child's mind. - A sentence is a complete thought. Teach your child to hear each complete thought. Support your child to use a capital letter to begin, and for names, and to end each complete thought with a full stop to tell the reader to stop.
/e/ Words red bed ten hen leg get vet help nest red |
More words for reading best rest next left spend went tell fell smell tent upset egg |
Odd Words for reading and spelling: None
Friday Dictation: Revise the /u/ sound
The dog will run in the sun. The dog jumps in the mud.
The dog will run in the sun. The dog jumps in the mud.
Monday
1. Show your child the /e/ flashcard. The sound /i/ should be familiar to your child. Now we are going to read and spell words in the family of /i/. They all have the sound /i/ in them.
2. Write each word out one at a time, sounding each one out as you write as before. Points to note: Emphasise the /l/ in help - hold on to it as you stretch the word. Model sounding out this word several times as it is most likely to cause a problem as the child may miss out a letter from not hearing it. This skill must be developed.
3. When you have come to the end of the list, ask the child to sound out to read the words on the list. you should hear the child saying each sound, and then the word as a w hole: b-i-g: big.
4. Remove the list of words from sight. Dictate the words as before.
5. Ask the child to read his/her list of words, sounding them out in turn to check they are spelled correctly.
Tuesday to Thursday Teaching Notes:
· Practise reading and/or spelling the words on the red box every day.
· If your child is able, let him/her use the new sound to read as many of the words in the green box as s/he can.
· Teach the odd words listed below.
· Continue to revise and help with sentence construction.
1. Show your child the /e/ flashcard. The sound /i/ should be familiar to your child. Now we are going to read and spell words in the family of /i/. They all have the sound /i/ in them.
2. Write each word out one at a time, sounding each one out as you write as before. Points to note: Emphasise the /l/ in help - hold on to it as you stretch the word. Model sounding out this word several times as it is most likely to cause a problem as the child may miss out a letter from not hearing it. This skill must be developed.
3. When you have come to the end of the list, ask the child to sound out to read the words on the list. you should hear the child saying each sound, and then the word as a w hole: b-i-g: big.
4. Remove the list of words from sight. Dictate the words as before.
5. Ask the child to read his/her list of words, sounding them out in turn to check they are spelled correctly.
Tuesday to Thursday Teaching Notes:
· Practise reading and/or spelling the words on the red box every day.
· If your child is able, let him/her use the new sound to read as many of the words in the green box as s/he can.
· Teach the odd words listed below.
· Continue to revise and help with sentence construction.
Special Needs
If you have a child with special needs, you may find it best to split the lesson into 2 halves taking 5 words each week as follows:
1. leg, vet, yes, bed, help
2. ten, hen, get, red, went
The following FREE to download activity pack has been written to suit the needs of such children.
This pack contains 2 graded reading books which should be read after the preceding books in this series have been read (i.e. those in the packs for the 'a', 'o', 'i' and 'u' lessons).
If you have a child with special needs, you may find it best to split the lesson into 2 halves taking 5 words each week as follows:
1. leg, vet, yes, bed, help
2. ten, hen, get, red, went
The following FREE to download activity pack has been written to suit the needs of such children.
This pack contains 2 graded reading books which should be read after the preceding books in this series have been read (i.e. those in the packs for the 'a', 'o', 'i' and 'u' lessons).
Sentences to read and write:
Once your child is happy sounding out the words on this list, we can start to build reading fluency by putting them into little phrase and sentences. We will combine these words with words from the previous lists.
You can add in other words with the medial vowel /e/, but keep this word list as the core as we are aiming to build reading fluency.
Now we can start to make little stories. They are not much fun yet, but your child is able to really read them and that is all that matters.
Get the vet. The cat has a bad leg.
The cat must rest his leg.
The cat must not run. The cat must not jump.
Can the man help the bad cat?
The man will let the cat rest on the bed.
The man has a fat hen.
The man has a fat red hen.
The man has six fat red hens.
Can the bad fox get the fat hens?
Stop the fox! The fox must not get the fat hens!
The hen has a nest.
The hen has six eggs in the nest.
Will the bad fox get the eggs?
Stop the bad fox!
The bad fox must not get the eggs.
The man will help the hen.
The man will get the eggs.
The man is in bed.
The man has a bad leg.
The man must rest his leg.
The cat jumps on the man.
The dog jumps on the man.
The man jumps up!
The man will go on the bus.
Stop the bus. The man will get on.
The man will sit on the bus and rest.
Stop the bus. The man will get off.
The man will get off the bus and run up the hill.
A cat in the mud.
A dog in the mud.
A pig in the mud.
Six hens in the mud.
The man in the mud.
YUK!
Once your child is happy sounding out the words on this list, we can start to build reading fluency by putting them into little phrase and sentences. We will combine these words with words from the previous lists.
You can add in other words with the medial vowel /e/, but keep this word list as the core as we are aiming to build reading fluency.
Now we can start to make little stories. They are not much fun yet, but your child is able to really read them and that is all that matters.
Get the vet. The cat has a bad leg.
The cat must rest his leg.
The cat must not run. The cat must not jump.
Can the man help the bad cat?
The man will let the cat rest on the bed.
The man has a fat hen.
The man has a fat red hen.
The man has six fat red hens.
Can the bad fox get the fat hens?
Stop the fox! The fox must not get the fat hens!
The hen has a nest.
The hen has six eggs in the nest.
Will the bad fox get the eggs?
Stop the bad fox!
The bad fox must not get the eggs.
The man will help the hen.
The man will get the eggs.
The man is in bed.
The man has a bad leg.
The man must rest his leg.
The cat jumps on the man.
The dog jumps on the man.
The man jumps up!
The man will go on the bus.
Stop the bus. The man will get on.
The man will sit on the bus and rest.
Stop the bus. The man will get off.
The man will get off the bus and run up the hill.
A cat in the mud.
A dog in the mud.
A pig in the mud.
Six hens in the mud.
The man in the mud.
YUK!