Lesson 10: CVC practice
Overview
Focus: Reading and spelling CVC words with a and i
Graphemes and Heart Words
New grapheme: none (practice lesson)
New heart words: none
Heart words so far: the, I, and, a, is
Word List
Words: at, mat, map, tap, tip, sip, sit, fit, fin, pin, in, pit, pat, sat
Sentences
- The pin is in the tin.
- Nat and I sit.
- A map is in a pit.
- Tim and I tap the map.
- A fin is in the tin.
- Tim and Nat sit.
- It is a pin.
Parent guide: what to say for each slide
Use only previously taught letters and sounds during review. Have paper, a marker, and letter tiles ready. Slashes mean say the sound. Today’s Practice develops fluency with known letters; New Concept introduces a new sound pattern. During sentence dictation, show the goose and read the sentence aloud. Reveal the sentence only after writing.
Slide 1 — Welcome to Lesson 10
SAY
Today we’ll practice our sounds and read and spell words with a and i. There is no new letter today.
LISTEN FOR
Gets ready.
PARENT TIP
Have your letter tiles ready for the word building section.
Slide 2 — Blending Practice
SAY
Listen to my sounds. Put them together to tell me the whole word.
LISTEN FOR
Let your child settle into the next activity.
Slide 3 — Listen and blend
SAY
What word is /ă/ /t/? Now /m/ /ă/ /t/. Now /t/ /ĭ/ /p/. Now /s/ /ĭ/ /t/.
LISTEN FOR
at; mat; tip; sit.
PARENT TIP
Parent-supplied prompts for the ear picture. These words come from this lesson’s word list.
Slide 4 — Segmenting Practice
SAY
Now listen to a whole word and tell me each sound you hear.
LISTEN FOR
Let your child settle into the next activity.
Slide 5 — Listen and segment
SAY
Say pit. Tell me its sounds. Now do fin. Now do tap.
LISTEN FOR
pit: /p/ /ĭ/ /t/; fin: /f/ /ĭ/ /n/; tap: /t/ /ă/ /p/.
PARENT TIP
Parent-supplied prompts for the ear picture. Tap one finger per sound. These three words each have three sounds.
Slide 6 — Visual Drill
SAY
Tell me the sound of each letter as it appears.
LISTEN FOR
Let your child settle into the next activity.
Slide 7 — Visual drill t
SAY
What sound does this letter spell?
LISTEN FOR
/t/
PARENT TIP
Ask for the sound rather than the letter name. Model once if needed.
Slide 8 — Visual drill p
SAY
What sound does this letter spell?
LISTEN FOR
/p/
PARENT TIP
Ask for the sound rather than the letter name. Model once if needed.
Slide 9 — Visual drill f
SAY
What sound does this letter spell?
LISTEN FOR
/f/
PARENT TIP
Ask for the sound rather than the letter name. Model once if needed.
Slide 10 — Visual drill i
SAY
What sound does this letter spell?
LISTEN FOR
/ĭ/
PARENT TIP
Ask for the sound rather than the letter name. Model once if needed.
Slide 11 — Visual drill n
SAY
What sound does this letter spell?
LISTEN FOR
/n/
PARENT TIP
Ask for the sound rather than the letter name. Model once if needed.
Slide 12 — Auditory Drill
SAY
Listen, say the sound back, and write the letter that spells it.
LISTEN FOR
Let your child settle into the next activity.
Slide 13 — Listen and write three letters
SAY
Listen to my sound. Say it back, then write the letter that spells it.
LISTEN FOR
/t/ → t; /s/ → s; /p/ → p
PARENT TIP
Give only three sounds, one at a time, in this order: /t/, /s/, /p/. Keep the answer slide hidden until your child has written the letters.
Slide 14 — Check your three letters
SAY
Let’s check your writing. Point to each letter and tell me its sound. Watch how the letter is made, then try it once more.
LISTEN FOR
t, s, p
PARENT TIP
These are the three letters shown. Pause or replay the formation animations as needed.
Slide 15 — Word Building
SAY
Let’s use our known letters to build and read.
LISTEN FOR
Let your child settle into the next activity.
Slide 16 — Get the letter tiles ready
SAY
Put your letter tiles where you can reach them. I’ll say a word. You’ll say the sounds, choose the letters, and read the word you built.
LISTEN FOR
Gets the known letters ready.
PARENT TIP
The board picture is a cue to use your own tiles or letter cards. Use the letters your child has learned; the decorative letters in the picture are not the word list.
Slide 17 — Build words with tiles
SAY
I’ll say a word. Say each sound, choose the letters, and read the word you built. Our review words are tap, pit, nap.
LISTEN FOR
tap: /t/ /ă/ /p/; pit: /p/ /ĭ/ /t/; nap: /n/ /ă/ /p/.
PARENT TIP
Use only letters and sounds from earlier lessons. There is no new letter today. The Today’s Practice section follows this review and develops the lesson’s focus.
Slide 18 — Today’s Practice
SAY
Today we will practise reading and spelling CVC words with short a and short i. Listen to tap and tip: the middle sound changes. Use real review words such as mat, map, tap, tip, sip, and sit. Then read the following sentences.
LISTEN FOR
Hears the middle vowel and blends each word without adding an extra sound.
PARENT TIP
This lesson practises known letters. Review comes first. Use this section for the lesson’s focus, then continue with the heart words, reading, and unseen sentence dictation. Keep the goose visible while your child writes.
Slide 19 — Sentence 1
SAY
Touch under each word and read the sentence.
LISTEN FOR
It is a pin.
PARENT TIP
Let your child sound out any word they need to, then read the whole sentence smoothly.
Slide 20 — Sentence 2
SAY
Touch under each word and read the sentence.
LISTEN FOR
Tim and Nat sit.
PARENT TIP
Let your child sound out any word they need to, then read the whole sentence smoothly.
Slide 21 — Sentence dictation — listen and write
SAY
Listen to this sentence: A fin is in the tin. Say the whole sentence back to me. Now write it.
LISTEN FOR
A fin is in the tin.
PARENT TIP
Do not show the sentence before dictating it. Keep the goose-writing cue on screen. Say the sentence twice at a natural pace. Let your child repeat it, write it, and reread their own writing. Check the new concept, capitals, spaces, and punctuation. Then go to the NEXT slide to reveal the sentence and check together.
Slide 22 — Sentence reveal and check
SAY
Now let’s check the sentence you wrote. Read your writing, then compare it with this sentence.
LISTEN FOR
A fin is in the tin.
PARENT TIP
This is the first time your child sees the complete dictation sentence. Check the new concept, capitals, spaces, and punctuation. Help with previously taught heart words as needed.
Slide 23 — Good Bye
SAY
Great work today. See you next time.
LISTEN FOR
Your child saying goodbye.
Slide 24 — Copyright
Adult information only. No child-facing script is needed; you may skip this slide during teaching.
Workbook Pages
Letter sort
Do: Find every P and p, even when the letter looks different. Circle each one. Count the circles and write the number in the box.
Letter fluency
Do: Top: point to each letter and say its sound. Middle: say each letter name. Bottom: circle every big (uppercase) letter and underline every small (lowercase) letter.
Missing sound
Do: Name the picture. Say the word slowly and listen for the last sound. Circle the letter that makes it, write it in the empty box, then read the word.
If stuck: "Say the picture name slowly. What sound is at the end?"
Heart word review
Do: Read each sentence. Circle every heart word. At the bottom, count how many times you found each heart word and write the number in its box.
If stuck: "Is this a heart word, or can we sound it out?" Say it, spell it aloud, read it again.
Tic-tac-toe
Do: Play with a partner. Take turns. Read a word out loud. If you read it right, mark it with your X or O. Get three in a row to win. Play the second board next.
If stuck: "Read the word first, then mark it." If a word is read wrong, the other player can try it.
Read and draw
Do: Read each sentence. Tick the box, then draw a picture that matches it.
If stuck: "Point to each word as you read." Ask what the picture needs to show before they draw.
Word ladder
Do: Read the ladder from the bottom up. Only one sound changes each step. Then write the words your grown-up says (Teacher's Guide).
Say: Dictate in order: in → pin → pit → pat → sat → sit.
If stuck: "What changed? Which sound is different from the word before?"
Dictation
Do: Read each sentence from the Teacher's Guide two times. The child says it back, counts the words on their fingers, then writes it on the lines. Check for a capital letter, spaces between words, and an end mark.
Say: Dictate: 1. "It is a pin."
Watch For
- Stopping after the first two sounds: reading sit as si.
- Writing letters out of order in the sound boxes.
Game: Word Train
Materials
- Index cards cut or folded into train cars
- Three stacks of cards: first sounds (m, s, t, p, f, n), middle sounds (a, i), and end sounds (t, p, n, m, s)
- A strip of paper for the track
How to play
- Lay out the track. The learner picks one card from each stack and lines them up as an engine, a middle car, and a caboose.
- Sound it out together, touching each car: /n/ /ă/ /p/, nap.
- Decide if it is a real word or a silly word. Real words get to ride the train. Silly words get a giggle and go back to the station.
- Keep building until you have a long train of real words.
Real words you can build
nap, tan, pin, fin, sin, tin, pan, fan, man, pit, sit, nip, sip