Lesson 19: VC & CVC practice
Overview
Focus: All five short vowels; heart word see
Graphemes and Heart Words
New grapheme: none (practice lesson)
New heart words: see
Heart words so far: the, I, and, a, is, as, said, to, do, of
Word List
Words: dot, sap, mat, cab, cop, men, dab, bus, did, tin, fan, cot, not, tad, at, get, cub, mad, fib, bed, bad, bag, big, bit, bet, net, nut, cut, cup, pet, pat, pit, pin, pen, ten, cat, dig, mop, fed, sip, sun
Made-up words (✱): nug, feg, bod, nup, mim, nud
Sentences
- I see a cat.
- Ben can see a bug.
- I see a big bus.
- I see a big dog.
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 19
SAY
Today we’ll practice reading words with all five short vowels, and learn a new heart word, see. 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 /m/ /ĕ/ /n/. Now /b/ /ŭ/ /s/.
LISTEN FOR
at; mat; men; bus.
PARENT TIP
Parent-supplied prompts for the ear picture. These words come from this lesson’s word list. Stretch each sound, then say the word fast.
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 cup. Tell me its sounds. Now do dig. Now do dot.
LISTEN FOR
cup: /k/ /ŭ/ /p/; dig: /d/ /ĭ/ /g/; dot: /d/ /ŏ/ /t/.
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 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 8 — Visual drill u
SAY
What sound does this letter spell?
LISTEN FOR
/ŭ/
PARENT TIP
Ask for the sound rather than the letter name. Model once if needed.
Slide 9 — Visual drill g
SAY
What sound does this letter spell?
LISTEN FOR
/g/
PARENT TIP
Ask for the sound rather than the letter name. Model once if needed.
Slide 10 — Visual drill b
SAY
What sound does this letter spell?
LISTEN FOR
/b/
PARENT TIP
Ask for the sound rather than the letter name. Model once if needed.
Slide 11 — Visual drill e
SAY
What sound does this letter spell?
LISTEN FOR
/ĕ/
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 tin, cot, bus.
LISTEN FOR
tin: /t/ /ĭ/ /n/; cot: /k/ /ŏ/ /t/; bus: /b/ /ŭ/ /s/.
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 all five short vowels in words made with letters we know. Say and build tin, cot, and bus. Listen carefully to the middle vowel. Next we will learn the heart word see and read sentences.
LISTEN FOR
Uses the correct short vowel in each word and blends from left to right.
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 — Heart word: see
SAY
This is a heart word. Most of it follows the sounds we know. Some of it we learn by heart.
LISTEN FOR
Your child reads the word "see".
PARENT TIP
Ask: "Which part can we sound out? Which part do we remember?"
Slide 20 — Reading
SAY
Now you will read some sentences.
LISTEN FOR
Let your child settle into the next activity.
Slide 21 — Sentence 1
SAY
Touch under each word and read the sentence.
LISTEN FOR
I see a cat.
PARENT TIP
Let your child sound out any word they need to, then read the whole sentence smoothly.
Slide 22 — Sentence 2
SAY
Touch under each word and read the sentence.
LISTEN FOR
Ben can see a bug.
PARENT TIP
Let your child sound out any word they need to, then read the whole sentence smoothly.
Slide 23 — Sentence dictation — listen and write
SAY
Listen to this sentence: I see a big bus. Say the whole sentence back to me. Now write it.
LISTEN FOR
I see a big bus.
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 24 — Sentence reveal and check
SAY
Now let’s check the sentence you wrote. Read your writing, then compare it with this sentence.
LISTEN FOR
I see a big bus.
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 25 — Good Bye
SAY
Great work today. See you next time.
LISTEN FOR
Your child saying goodbye.
Slide 26 — Copyright
Adult information only. No child-facing script is needed; you may skip this slide during teaching.
Workbook Pages
Letter sort
Do: Find every B and b, even when the letter looks different. Circle each one. Count the circles and write the number in the box.
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?"
New heart word
Do: Read the heart word. The ♡ marks the part to remember. Trace it, fill in the missing letters, color it (the ♡ part in red, the rest any color), write it, then circle it every time you find it.
Say: "This is a heart word. Most of it follows the sounds we know. The heart shows the part we learn by heart."
If stuck: "Which part can we sound out? Which part has the heart, the part we remember?"
Roll and read
Do: Roll a die. Find the column with the same dots and read the next word in it. Keep rolling until every word is read. The ✱ row has made-up words.
If stuck: Point to the letter they missed: "Check this sound." Then "Say the sounds, now blend them fast."
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: pet → pat → pit → pin → pen → ten.
If stuck: "What changed? Which sound is different from the word before?"
Sentence scramble
Do: Read the words in each row. Put them in order to make a sentence. Write the sentence on the line. Check for a capital letter, spaces, and an end mark.
Show what you know
Do: Read the letter sounds, then the words. Write the words and the sentence your grown-up says (Teacher's Guide).
Say: Dictate: bag, pet, sun. Sentence: "I see a big dog."
If stuck: Note any sound or word that needs more practice and revisit it in the next lesson.
Watch For
- Guessing from the first letter.
- Mixing e and i, or o and u, under time pressure.
Game: Word and Picture Hunt
Materials
- Word cards: pig, bed, cup, cat, pen, sun, pot, dog, net, tub
- A matching picture for each word (use your picture cards or draw simple ones)
- Tape
How to play
- Tape the word cards around the room at the learner's eye level.
- Lay the picture cards out on a table.
- The learner finds a word, reads it, and brings back the matching picture. They check by pointing to each letter and saying each sound.
- Set the word and picture side by side. Keep going until every word has its picture.
- When you are done, read all the pairs in a row.
Word list
pig, bed, cup, cat, pen, sun, pot, dog, net, tub