o
This is the second lesson of five word family lists at Level 0 which will introduce children to the lesson format used for the rest of the programme.
We are:
Building familiarity with a small number of words at a time, with the intention that the child will recognise them without needing to sound them out FOR READING by the time you move on to the next lesson, however the child should not never be corrected for sounding out to read if s/he needs to as this is the child's safety net as it were. This will give us a bank of known words with which to build reading fluency. The child should still be encouraged to say the sounds for spelling.
NOTE; we are NOT teaching LOOK and SAY, as we will have already taught the child to sound out the words to read, therefore, if the child cannot remember a word, then s/he can sound it out to check. This is fine, but aim towards the child having seen each word on the list so often that the child thinks, "Oh, I know this word - I have already sounded it out and I know it!"
Remember:
As your child works through these word families, s/he will be doing much mental processing. There is much to learn at this early stage.
Expect your pupil to have varying degrees of difficulty:
Study your pupil and when things go wrong ask:
The short dictations will help pupils to develop their writing skills.
When writing, the CVC words should not be difficult for your child, although they may still need a little help with the words containing consonant blends.
Follow the Level 1 Lesson Plan to teach this lesson.
We are:
Building familiarity with a small number of words at a time, with the intention that the child will recognise them without needing to sound them out FOR READING by the time you move on to the next lesson, however the child should not never be corrected for sounding out to read if s/he needs to as this is the child's safety net as it were. This will give us a bank of known words with which to build reading fluency. The child should still be encouraged to say the sounds for spelling.
NOTE; we are NOT teaching LOOK and SAY, as we will have already taught the child to sound out the words to read, therefore, if the child cannot remember a word, then s/he can sound it out to check. This is fine, but aim towards the child having seen each word on the list so often that the child thinks, "Oh, I know this word - I have already sounded it out and I know it!"
Remember:
As your child works through these word families, s/he will be doing much mental processing. There is much to learn at this early stage.
Expect your pupil to have varying degrees of difficulty:
- Telling similar letters apart b/d/p; c/g; f/v
- Getting letters in the right order
- Distinguishing between similar words: has/his/; fat/van; big/pig etc…
- Hearing both sounds in a consonant blend: swim/help
Study your pupil and when things go wrong ask:
- What is happening here?
- What is the child struggling with?
- How can I help him/her to overcome this difficulty?
- Always be patient, correct gently by modelling (showing the child) the correct response.
- Always make sure the child is HEARING the sounds and not guessing
The short dictations will help pupils to develop their writing skills.
When writing, the CVC words should not be difficult for your child, although they may still need a little help with the words containing consonant blends.
Follow the Level 1 Lesson Plan to teach this lesson.
/o/ Words on dog fox box got hot top not stop frog lost |
More words for reading stop spot lost cost frost pond from cross |
Odd Words for reading and spelling: of off
Friday Dictation: Revise the /a/ sound
The man has a fat cat. The man is glad.
The man has a fat cat. The man is glad.
Monday
1. Show your child the /o/ flashcard. The sound /o/ should be familiar to your child. Now we are going to read and spell words in the family of /o/. They all have the sound /o/ 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 /st/ in stop, the /r/ in frog and th e/s/ in lost. Model sounding out these words several times as they are most likely to cause problems as the child may miss out a letter from not hearing it. .
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: d-o-g: dog.
4. Remove the list of words from sight. Dictate the words, one by one to your child who should write them in a notebook.
5. Ask the child to read his/her list of words, sounding them out in turn to check they are spelled correctly. Make sure the child is not GUESSING!
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. . The word lists in the above booklet can be used to help, or you can make your own. Colour the vowel in red.
1. Show your child the /o/ flashcard. The sound /o/ should be familiar to your child. Now we are going to read and spell words in the family of /o/. They all have the sound /o/ 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 /st/ in stop, the /r/ in frog and th e/s/ in lost. Model sounding out these words several times as they are most likely to cause problems as the child may miss out a letter from not hearing it. .
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: d-o-g: dog.
4. Remove the list of words from sight. Dictate the words, one by one to your child who should write them in a notebook.
5. Ask the child to read his/her list of words, sounding them out in turn to check they are spelled correctly. Make sure the child is not GUESSING!
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. . The word lists in the above booklet can be used to help, or you can make your own. Colour the vowel in red.
- 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.
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. on dog box top frog
2. fox hot not stop lost
The following FREE to download activity pack has been written to suit the needs of such children.
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. on dog box top frog
2. fox hot not stop lost
The following FREE to download activity pack has been written to suit the needs of such children.
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 /a/ list.
You can add in other words with the medial vowel /o/, but keep this word list as the core as we are aiming to build reading fluency.
a bad can on a box
a dog on a box
The dog is on the box.
The dog sat on the box.
The cat is on the box.
The cat sat on the box.
The bad dog is lost.
The fat cat is lost.
The bad cat is lost.
The man got lost.
a fox on a box
Stop the bad fox.
A fox on a log.
a fox on top of a box a dog on top of a box
a cat on top of a box
The fox ran at the dog. Stop the fox.
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 /a/ list.
You can add in other words with the medial vowel /o/, but keep this word list as the core as we are aiming to build reading fluency.
a bad can on a box
a dog on a box
The dog is on the box.
The dog sat on the box.
The cat is on the box.
The cat sat on the box.
The bad dog is lost.
The fat cat is lost.
The bad cat is lost.
The man got lost.
a fox on a box
Stop the bad fox.
A fox on a log.
a fox on top of a box a dog on top of a box
a cat on top of a box
The fox ran at the dog. Stop the fox.