nd/nt endings - Reading only
If you know that your pupil was able to sound out and read and spell these words easily in Level 0 (Consonant Blends) then you can miss out this lesson and move on to nk, or even th.
Emphasise feeling the 'n' in these words. 'N' is a nasal sound and you can feel the vibrations in your nose as you say the sound 'n'. The best way to do this is to get the pupil to hold onto the 'n' sounds: ha nnnn d; me nnnn d.
Others might find it easier to think of the word as, for example, han - d, or win-d.
Keep to the normal lesson time.
Follow the weekly teaching programme as outlined here.
If you know that your pupil was able to sound out and read and spell these words easily in Level 0 (Consonant Blends) then you can miss out this lesson and move on to nk, or even th.
Emphasise feeling the 'n' in these words. 'N' is a nasal sound and you can feel the vibrations in your nose as you say the sound 'n'. The best way to do this is to get the pupil to hold onto the 'n' sounds: ha nnnn d; me nnnn d.
Others might find it easier to think of the word as, for example, han - d, or win-d.
Keep to the normal lesson time.
Follow the weekly teaching programme as outlined here.
Level 1 nd and sand land hand wind pond mend nt went tent sent |
More words to read band stand spend bent spent |
Odd Words:
None
None
Dictation: Revise the /ch/ sound
It has been such a bad week. Tom chats to Ted. Ted cooks him lots of hot chips.
Teaching notes:
Monday: Teach as before. Note:
· This lesson we have a set of words which all have consonant blends with the sound /n/ at the end of words. Some children will have been confidently sounding out these words to read and spell in Level 0, so these children may miss out this lesson if you feel this is right for your child. If in doubt, do it, as it will not harm your child to do so.
· If a child leaves out the/n/, and writes, for example, pod instead of pond, have the child sound out and read back what s/he has written. Ask: “Does it sound right? Listen: pod, pond.” Have the child feel the /n/ as the word is said - coming through the ‘nose’. If the child cannot hear what is missing, sound out ‘pond’ holding on to the /n/: p-o-nnnn-d. Have the child do the same. If this is difficult for your pupil, spend the week practising, but move on, being ready to support the child whenever the /nd/ and /nt/ sounds are met in future words. We will be practising such words again in Level 2, so do not let it hold the child back.
Tuesday to Thursday Teaching Notes:
· For some dialects, words with a short vowel /a/ can be said saying /a/, e.g. plant. For those of us in the south, we teach words in which the /a/ is saying /ar/ (e.g. plant) in a later lesson. We have only included words that are safe for everyone to use, to avoid confusion for the child.
It has been such a bad week. Tom chats to Ted. Ted cooks him lots of hot chips.
Teaching notes:
Monday: Teach as before. Note:
· This lesson we have a set of words which all have consonant blends with the sound /n/ at the end of words. Some children will have been confidently sounding out these words to read and spell in Level 0, so these children may miss out this lesson if you feel this is right for your child. If in doubt, do it, as it will not harm your child to do so.
· If a child leaves out the/n/, and writes, for example, pod instead of pond, have the child sound out and read back what s/he has written. Ask: “Does it sound right? Listen: pod, pond.” Have the child feel the /n/ as the word is said - coming through the ‘nose’. If the child cannot hear what is missing, sound out ‘pond’ holding on to the /n/: p-o-nnnn-d. Have the child do the same. If this is difficult for your pupil, spend the week practising, but move on, being ready to support the child whenever the /nd/ and /nt/ sounds are met in future words. We will be practising such words again in Level 2, so do not let it hold the child back.
Tuesday to Thursday Teaching Notes:
· For some dialects, words with a short vowel /a/ can be said saying /a/, e.g. plant. For those of us in the south, we teach words in which the /a/ is saying /ar/ (e.g. plant) in a later lesson. We have only included words that are safe for everyone to use, to avoid confusion for the child.
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Sentences to practice reading and spelling
Bill will help Tom to mend the barn.
Sam and Pam went to see the ducks on the pond.
Sam likes to dig in the sand.
Can we fish in the pond?
I will send a book to Ted.
Sam has a green tent on the sand.
Bill will help Tom to mend the barn.
Sam and Pam went to see the ducks on the pond.
Sam likes to dig in the sand.
Can we fish in the pond?
I will send a book to Ted.
Sam has a green tent on the sand.