Introduction for teachers/parents:
Adding s (Teacher support, not a lesson. (See below for first lesson - ck)
Reading:
When reading, most children quickly learn that cats is more than one cat - cat with an 's' on the end.
You may have to be more specific in your teaching, for example, have a lesson where you concentrate on reading words with an added 's': cats, dogs, pigs, hats, lots, gets, for those with special needs.
Be guided by your pupil's response when they meet such a word and give support until the child is confident reading them.
Spelling:
We will introduce words that just add an 's' gradually into the programme. Check each dictation as each sound family is taught to see which words the child will need to be able to add /s/ to and study those words carefully. In time your pupil will learn to transfer this knowledge to other words.
Teach the child that we start by writing the word for onw object e.g. cat. Then we add 's' to turn it into 'cats' to mean more than one cat.
This is true also of doing words, such as jump, cook, skip, run:
As these words are met in the dictations support your child. Say: "run - runs. What do we do to make run into runs? Yes! we add 's'."
Again, Special needs pupils will need a lot more support writing these words and for longer than other children.
Adding s (Teacher support, not a lesson. (See below for first lesson - ck)
Reading:
When reading, most children quickly learn that cats is more than one cat - cat with an 's' on the end.
You may have to be more specific in your teaching, for example, have a lesson where you concentrate on reading words with an added 's': cats, dogs, pigs, hats, lots, gets, for those with special needs.
Be guided by your pupil's response when they meet such a word and give support until the child is confident reading them.
Spelling:
We will introduce words that just add an 's' gradually into the programme. Check each dictation as each sound family is taught to see which words the child will need to be able to add /s/ to and study those words carefully. In time your pupil will learn to transfer this knowledge to other words.
Teach the child that we start by writing the word for onw object e.g. cat. Then we add 's' to turn it into 'cats' to mean more than one cat.
This is true also of doing words, such as jump, cook, skip, run:
As these words are met in the dictations support your child. Say: "run - runs. What do we do to make run into runs? Yes! we add 's'."
Again, Special needs pupils will need a lot more support writing these words and for longer than other children.
ack eck ick ock uck
Follow the weekly teaching programme as outlined here.
We start with ‘ck’ as actually it’s like having ff, or ss, as both letters make the same sound.
Make a flashcard,. If you make your own write: ack, eck, ick ,ock, uck nice and big, and practice it each day.
To begin with show the 'ck' flashcard and say that 'c' and 'k' together make one big ‘k’.
Teach your child the rule:
We only use 'ck' when we hear the sounds ack, eck, ick, ock, uck in words.
At all other times we use /k/'.
Tell your child that from now on, when you show the ‘ck’ flashcard, s/he will say 'ack, eck, ick, ock, uck'.
Teacher note: this rule is for one syllable words only, but we will only be studying words of one syllable in spelling for Level 1 so the child will be helped by this rule and can safely apply it.
Reading /ck/ words is easy. Spelling them is not. Many children are confused from now on whenever they hear a /k/ sound at the end of a word. Do I use /ck/ or not?
Always have the child LISTEN for the /ack/, /eck/, /ick/, /ock/ and /uck/ sounds.
Your child may need much support to apply this rule for many lessons yet. Always ask the child:
Can you HEAR ack, eck, ick, ock, uck?.
Now follow the rest of the lesson plan.
Follow the weekly teaching programme as outlined here.
We start with ‘ck’ as actually it’s like having ff, or ss, as both letters make the same sound.
Make a flashcard,. If you make your own write: ack, eck, ick ,ock, uck nice and big, and practice it each day.
To begin with show the 'ck' flashcard and say that 'c' and 'k' together make one big ‘k’.
Teach your child the rule:
We only use 'ck' when we hear the sounds ack, eck, ick, ock, uck in words.
At all other times we use /k/'.
Tell your child that from now on, when you show the ‘ck’ flashcard, s/he will say 'ack, eck, ick, ock, uck'.
Teacher note: this rule is for one syllable words only, but we will only be studying words of one syllable in spelling for Level 1 so the child will be helped by this rule and can safely apply it.
Reading /ck/ words is easy. Spelling them is not. Many children are confused from now on whenever they hear a /k/ sound at the end of a word. Do I use /ck/ or not?
Always have the child LISTEN for the /ack/, /eck/, /ick/, /ock/ and /uck/ sounds.
Your child may need much support to apply this rule for many lessons yet. Always ask the child:
Can you HEAR ack, eck, ick, ock, uck?.
Now follow the rest of the lesson plan.
Level 1 words back sack lick kick duck pack rock truck stuck black |
More words for reading Jack lock dock track snack brick quick clock struck |
Odd words for reading and spelling
he He me we be
These words are in a family of there own where 'e' says its name 'ee'. We will meet 'she' soon.
As they are very frequently used words, most children learn them quickly as sight words, not worrying about sounding them out. If a child tries to sound them out, remind the child that s/he has learnt this word on a flashcard. Show the flashcard if need be.
he He me we be
These words are in a family of there own where 'e' says its name 'ee'. We will meet 'she' soon.
As they are very frequently used words, most children learn them quickly as sight words, not worrying about sounding them out. If a child tries to sound them out, remind the child that s/he has learnt this word on a flashcard. Show the flashcard if need be.
Odd Words for both reading and spelling:
he me we be
he me we be
Dictation: Revise the /e/ sound
The man has a red hen. The fox must not get the hen. Stop the fox.
ck Teaching notes:
‘ck’ is actually like having ff, or ss, as both letters make the same sound.
Make a flashcard. If you make your own write: ack, eck, ick ,ock, uck nice and big, and practice it each day.
To begin with show the 'ck' flashcard and say that 'c' and 'k' together make one big ‘k’.
Teach your child the rule:
We only use 'ck' when we hear the sounds ack, eck, ick, ock, uck in words.
At all other times we use /k/' unless told otherwise.
Tell your child that from now on, when you show the ‘ck’ flashcard, s/he will say 'ack, eck, ick, ock, uck'.
Teacher note: this rule is for one syllable words only, but we will only be studying words of one syllable with /ck/ in spelling for Level 1 so the child will be helped by this rule and can safely apply it.
Reading /ck/ words is easy. Spelling them is not. Many children are confused from now on whenever they hear a /k/ sound at the end of a word. Do I use /ck/ or not?
Always have the child LISTEN for the /ack/, /eck/, /ick/, /ock/ and /uck/ sounds.
Your child may need much support to apply this rule for many lessons yet. Always ask the child:
Can you HEAR ack, eck, ick, ock, uck?.
Understand that 'ck' is easy to learn to read, but harder to learn to spell once other words that end in 'k' are introduced. Expect to have to remind your child of the 'ck' rule in the future, aiming that one day s/he will be able to use it unaided. The dictations will help with this as the child will meet many 'ck' words as we progress through Levels 1 and 2. Always let your child write the dictation unaided as in this way you can check whether s/he has grasped the rule yet. Afterwards, let the child check his/her spelling. If a 'ck' word is incorrectly spelt, indicate such to the child and ask if she/he can see what is wrong with it. Remind your pupil of the rule: we only use 'ck' when we hear ack, eck, ick, ock and uck!
You do not need to stay at this point until your child knows this perfectly. Keep progressing forward at one lesson per week. Practice and revision are built into the programme.
The man has a red hen. The fox must not get the hen. Stop the fox.
ck Teaching notes:
‘ck’ is actually like having ff, or ss, as both letters make the same sound.
Make a flashcard. If you make your own write: ack, eck, ick ,ock, uck nice and big, and practice it each day.
To begin with show the 'ck' flashcard and say that 'c' and 'k' together make one big ‘k’.
Teach your child the rule:
We only use 'ck' when we hear the sounds ack, eck, ick, ock, uck in words.
At all other times we use /k/' unless told otherwise.
Tell your child that from now on, when you show the ‘ck’ flashcard, s/he will say 'ack, eck, ick, ock, uck'.
Teacher note: this rule is for one syllable words only, but we will only be studying words of one syllable with /ck/ in spelling for Level 1 so the child will be helped by this rule and can safely apply it.
Reading /ck/ words is easy. Spelling them is not. Many children are confused from now on whenever they hear a /k/ sound at the end of a word. Do I use /ck/ or not?
Always have the child LISTEN for the /ack/, /eck/, /ick/, /ock/ and /uck/ sounds.
Your child may need much support to apply this rule for many lessons yet. Always ask the child:
Can you HEAR ack, eck, ick, ock, uck?.
Understand that 'ck' is easy to learn to read, but harder to learn to spell once other words that end in 'k' are introduced. Expect to have to remind your child of the 'ck' rule in the future, aiming that one day s/he will be able to use it unaided. The dictations will help with this as the child will meet many 'ck' words as we progress through Levels 1 and 2. Always let your child write the dictation unaided as in this way you can check whether s/he has grasped the rule yet. Afterwards, let the child check his/her spelling. If a 'ck' word is incorrectly spelt, indicate such to the child and ask if she/he can see what is wrong with it. Remind your pupil of the rule: we only use 'ck' when we hear ack, eck, ick, ock and uck!
You do not need to stay at this point until your child knows this perfectly. Keep progressing forward at one lesson per week. Practice and revision are built into the programme.
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This work sample was written by an 8yr old boy who although able to sound out well, had great difficulty learning to blend sounds to read, and then to sort like words.
We found that for this child, writing was a way to help his reading. He used the words from the first 5 vowels lessons and the 'c' list, and his mother helped him to spell the word 'put' - which he could only read in context. |
Dictation
Tom is on a rock. Tom has a pack on his back.
Teaching notes:
Tom is on a rock. Tom has a pack on his back.
Teaching notes:
- The dictation needs to be done correctly for best results. Do read the instructions carefully (see them here).
- Revise writing sentences from Level 0. Explain that a sentence is a complete thought. When we talk we do not use full stops, but our voice goes down to tell the person listening to us that we have finished our thought. When we write, we use a full stop to tell the reader that we have finished our thought. Give examples of short sentences and emphasise the full stop by letting your voice drop with a clear pause. Continue this through Level 1.
- Explain that all sentences start with a capital letter and end with a full stop. Help your child to do these correctly after s/he has edited his/her work for him/herself. Model the capital letters for the child to copy if need be on a separate piece of paper/whiteboard. Be patient, these things will come one day, if not at first! Continue this through Level 1
- Expect your pupil to need quite a bit of support to punctuate - for as long as s/he needs support and, only if severe special needs, with odd words/consonant blends in these early stages in order to finish with a correct piece of writing. This is fine.
- Explain that names always begin with a capital letter.
- Understand that 'ck' is easy to learn to read, but harder to learn to spell once other words that end in 'k' are introduced. Expect to have to remind your child of the 'ck' rule in the future, aiming that one day s/he will be able to use it unaided. The dictations will help with this as the child will meet many 'ck' words as we progress through Levels 1 and 2. Always let your child write the dictation unaided as in this way you can check whether s/he has grasped the rule yet. Afterwards, let the child check his/her spelling. If a 'ck' word is incorrectly spelt, indicate such to the child and ask if she/he can see what is wrong with it. Remind your pupil of the rule: we only use 'ck' when we hear ack, eck, ick ,ock and uck!
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Sentences to practice reading and spelling
Jan will pack the bag.
Tom will get a stick.
The duck is on the pond.
Sam is stuck in the mud.
Pam is stuck on a rock.
The dog picks up a stick.
Tom can help Ben. He is stuck.
Tom has a black van.
Sam will pick up the dog.
Jan will pack the bag.
Tom will get a stick.
The duck is on the pond.
Sam is stuck in the mud.
Pam is stuck on a rock.
The dog picks up a stick.
Tom can help Ben. He is stuck.
Tom has a black van.
Sam will pick up the dog.