u
This is the fourth 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.
/u/ Words up run fun sun bus mud jump plum just must |
More words for reading bump just jump plug lump gull |
Odd Words for reading and spelling: None
Friday Dictation: Revise the /i/ sound
The big pig sits on the box. The dog ran at the pig. Stop the dog.
The big pig sits on the box. The dog ran at the pig. Stop the dog.
Monday
1. Introduce the new sound on a flashcard as before.
2. Write each word out one at a time, sounding each one out as you write as before. Points to note: Emphasise the /m/ in jump, the /l/ in plum and th e/s/ in just and must. Model sounding out these words several time as they are most likely to cause problems as the child may miss out a letter from not hearing it. This skill must be developed.
3. Ask the child to read the list sounding out each word as before. Listen carefully to see how the child responds to the words with four sounds. Help as needed to get it right.
4. Remove the list of words from sight and dictate the words to your child as before.
5. Ask the child to sounding each word on his/her list to check they are spelled correctly. Help the child to get any misspelled words correct. Focus on HEARING the sounds.
Tuesday to Thursday Teaching Notes:
· Practise reading and/or spelling the words in 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.
· Talk about jumps before doing the dictation.
· Continue to revise and help with sentence construction.
1. Introduce the new sound on a flashcard as before.
2. Write each word out one at a time, sounding each one out as you write as before. Points to note: Emphasise the /m/ in jump, the /l/ in plum and th e/s/ in just and must. Model sounding out these words several time as they are most likely to cause problems as the child may miss out a letter from not hearing it. This skill must be developed.
3. Ask the child to read the list sounding out each word as before. Listen carefully to see how the child responds to the words with four sounds. Help as needed to get it right.
4. Remove the list of words from sight and dictate the words to your child as before.
5. Ask the child to sounding each word on his/her list to check they are spelled correctly. Help the child to get any misspelled words correct. Focus on HEARING the sounds.
Tuesday to Thursday Teaching Notes:
· Practise reading and/or spelling the words in 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.
· Talk about jumps before doing the dictation.
· 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. up, run, fun, sun, jump
2. us, bus, mud, just, must
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. up, run, fun, sun, jump
2. us, bus, mud, just, must
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 previous lists.
You can add in other words with the medial vowel /u/, but keep this word list as the core as we are aiming to build reading fluency.
Can the dog jump up?
Can the dog jump on to the box?
Can the dog jump up on to the box?
Can the cat run up the hill?
I can go on the bus.
Will I go on the bus.
I must sit on the box.
The cat is in the mud.
The man is in the mud.
The van is in the mud.
I must not jump in the mud.
The cat must not sit in the mud.
Will the dog sit in the mud?
The man will sit in the sun.
The dog has fun in the sun.
It is hot. The cat will not sit in the sun.
The man ran to the bus.
Stop the dog. The dog must not sit in the mud.
Stop the dog. The dog must not run at the dog.
Can a cat go on a bus?
Can a dog go on a bus?
The man has fun in the sun.
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 /u/, but keep this word list as the core as we are aiming to build reading fluency.
Can the dog jump up?
Can the dog jump on to the box?
Can the dog jump up on to the box?
Can the cat run up the hill?
I can go on the bus.
Will I go on the bus.
I must sit on the box.
The cat is in the mud.
The man is in the mud.
The van is in the mud.
I must not jump in the mud.
The cat must not sit in the mud.
Will the dog sit in the mud?
The man will sit in the sun.
The dog has fun in the sun.
It is hot. The cat will not sit in the sun.
The man ran to the bus.
Stop the dog. The dog must not sit in the mud.
Stop the dog. The dog must not run at the dog.
Can a cat go on a bus?
Can a dog go on a bus?
The man has fun in the sun.