Lesson 5: VC & CVC words

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 5

SAY
Today we’ll practice a, m, s, and t. We’ll build words, read little phrases, and learn the word and.

LISTEN FOR
Gets ready for practice.

PARENT TIP
The title repeats t; this deck is practice rather than another new-letter introduction.

Slide 2 — Blending Practice

SAY
Let’s join word parts, and then we’ll try joining individual sounds.

LISTEN FOR
Let your child settle into the next activity.

Slide 3 — Mail plus box

SAY
Listen to these two word parts: mail … box. Put them together. What word do they make?

LISTEN FOR
mailbox

PARENT TIP
Pause before saying the answer. If needed, say “mail … box, mailbox,” and have your child repeat. Bring two hands together as you join the parts.

Slide 4 — Mailbox

SAY
Yes, mailbox! Say it with me: mailbox. We joined mail and box to make mailbox.

LISTEN FOR
Says “mailbox.”

PARENT TIP
This is the answer picture. If your child did not get the previous item, use it to model the answer, then try the two parts again.

Slide 5 — Listen and blend sounds

SAY
Now listen to individual sounds: /a/ /t/. What word? Now /m/ /a/ /t/. What word? Now /s/ /a/ /t/. What word?

LISTEN FOR
at; mat; sat.

PARENT TIP
These are parent-supplied prompts for the ear picture. Say sounds with a short pause; let the child answer before modeling. Keep the activity oral, with no letters shown.

Slide 6 — Segmenting Practice

SAY
Now we’ll pull a word apart. First we’ll hear word parts, then we’ll listen for individual sounds.

LISTEN FOR
Let your child settle into the next activity.

Slide 7 — Sandbox

SAY
Say sandbox. Now pull that word apart into two smaller word parts. What two parts do you hear?

LISTEN FOR
sand … box

PARENT TIP
Move your hands apart. If needed, model “sand … box.” These are word parts, not individual speech sounds.

Slide 8 — Sand and box

SAY
That’s right: sand … box. Those are the two parts in sandbox. Say the parts, then say the whole word.

LISTEN FOR
sand … box; sandbox.

PARENT TIP
Point to each picture as you name the two parts.

Slide 9 — Listen and segment sounds

SAY
Say at. Stretch it and tell me each sound. Now say mat. Tell me each sound. Now say sat. Tell me each sound.

LISTEN FOR
at: /a/ /t/; mat: /m/ /a/ /t/; sat: /s/ /a/ /t/.

PARENT TIP
Parent-supplied prompts for the ear picture. Tap one finger for each speech sound. These are individual sounds, unlike the two word parts in sandbox.

Slide 10 — Visual Drill

SAY
Tell me the sound as each letter appears.

LISTEN FOR
Let your child settle into the next activity.

Slide 11 — Visual drill s

SAY
What sound does this letter spell?

LISTEN FOR
/s/

PARENT TIP
Ask for the sound rather than the letter name. If needed, say “This is s. It spells /s/. Your turn.”

Slide 12 — Visual drill t

SAY
What sound does this letter spell?

LISTEN FOR
/t/

PARENT TIP
Ask for the sound rather than the letter name. If needed, say “This is t. It spells /t/. Your turn.”

Slide 13 — Visual drill a

SAY
What sound does this letter spell?

LISTEN FOR
/a/

PARENT TIP
Ask for the sound rather than the letter name. If needed, say “This is a. It spells /a/. Your turn.”

Slide 14 — Visual drill m

SAY
What sound does this letter spell?

LISTEN FOR
/m/

PARENT TIP
Ask for the sound rather than the letter name. If needed, say “This is m. It spells /m/. Your turn.”

Slide 15 — Auditory Drill

SAY
Listen, repeat my sound, and write its letter.

LISTEN FOR
Let your child settle into the next activity.

Slide 16 — Listen and write three letters

SAY
Listen to my sound. Say it back, then write the letter that spells it.

LISTEN FOR
/m/ → m; /ă/ → a; /s/ → s

PARENT TIP
Give only three sounds, one at a time, in this order: /m/, /ă/, /s/. Keep the answer slide hidden until your child has written the letters.

Slide 17 — 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
m, a, s

PARENT TIP
These are the three letters shown. Pause or replay the formation animations as needed.

Slide 18 — Word Building

SAY
Let’s use letters to build the words we can hear.

LISTEN FOR
Let your child settle into the next activity.

Slide 19 — 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 20 — Build at sat and mat

SAY
Build at. Say the sounds and choose the letters. Read it. Now add /s/ at the beginning to make sat. Read sat. Change the first sound to /m/. What word do you have now?

LISTEN FOR
Builds and reads at → sat → mat.

PARENT TIP
Use your own tiles and cover the slide’s answers while the child builds. Reveal one row at a time to check. Only the first letter changes from sat to mat.

Slide 21 — Today’s Practice

SAY
Today we will blend and read words with a, m, s, and t. Say each sound, then blend the whole word. We will also practise our heart words and learn and in the Heart Words section.

LISTEN FOR
Blends at, mat, and sat; reads the following phrases with help as needed.

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 22 — I sat

SAY
Read the first word: I. Now point under each letter in sat: /s/ /a/ /t/. Blend it: sat. Read the whole phrase: I sat.

LISTEN FOR
Reads “I sat.”

PARENT TIP
Ask the child to act out sat. After decoding, reread the phrase once naturally.

Slide 23 — The mat

SAY
Read our word The. Now sound out mat: /m/ /a/ /t/. Read the whole phrase: The mat.

LISTEN FOR
Reads “The mat.”

PARENT TIP
This is a phrase, so it does not need a verb. If The is forgotten, supply it and have the child repeat it before continuing.

Slide 24 — Heart Words

SAY
Our next word helps us join two things together.

LISTEN FOR
Let your child settle into the next activity.

Slide 25 — The word and

SAY
This word is and. Say and. Listen to its sounds: /a/ /n/ /d/. The a is a sound we know. We haven’t learned n and d yet, so I’ll help you with those. Read the whole word: and.

LISTEN FOR
Reads “and” with help.

PARENT TIP
Although it appears in the Heart Words section, and is regularly spelled when pronounced fully. Treat n and d as not-yet-taught spellings; do not say that the whole word breaks the rules. Give an oral example: “You and me.”

Slide 26 — Sentence dictation — listen and write

SAY
Listen to this sentence: I sat and sat. Say the whole sentence back to me. Now write it.

LISTEN FOR
I sat and sat.

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 27 — 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 sat and sat.

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 28 — Good Bye

SAY
You worked on t today. What sound does it spell? Show me one thing you learned. I noticed how you kept trying. We’re finished for today!

LISTEN FOR
/t/

PARENT TIP
Choose one specific success to mention, such as hearing a sound, blending a word, or forming a letter. Stop here for the child.

Slide 29 — Copyright and course information

PARENT TIP
Adult information only. No child-facing script is needed; you may skip this slide during teaching.