Lesson 6: p /p/

Use only previously taught letters and sounds during review before New Concept. Have paper, a marker, and letter tiles ready. Say sounds where slashes appear. For sentence dictation, keep the goose slide showing, read the sentence aloud, and reveal the next slide only after writing.

Slide 1 — Welcome to Lesson 6

SAY
Today we’ll practice the sounds we know and learn p. Then we’ll read some new words.

LISTEN FOR
Gets ready.

PARENT TIP
Have a, m, s, t, p tiles or letter cards ready. Keep p out of the review activity until it is introduced.

Slide 2 — Blending Practice

SAY
Listen to the separate sounds I say. Put them together to make a word.

LISTEN FOR
Let your child settle into the next activity.

Slide 3 — Listen and blend

SAY
What word is /a/ /t/? Now try /s/ /a/ /t/. Now /m/ /a/ /t/.

LISTEN FOR
at; sat; mat.

PARENT TIP
Parent-supplied prompts for the ear slide. Keep letters hidden. If needed, say the sounds closer together, then model the whole word.

Slide 4 — Segmenting Practice

SAY
Now I’ll say a whole word. You tell me its sounds, one at a time.

LISTEN FOR
Let your child settle into the next activity.

Slide 5 — Listen and segment

SAY
Say mat. Tell me each sound in mat. Now do sat. Now do at.

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

PARENT TIP
Parent-supplied prompts for the ear slide. Tap one finger for each sound; no writing is needed yet.

Slide 6 — Visual Drill

SAY
Look at the letter and say its sound.

LISTEN FOR
Let your child settle into the next activity.

Slide 7 — 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 8 — 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 9 — 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 10 — 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 11 — Auditory Drill

SAY
Listen to my sound, say it back, and write the letter that spells it.

LISTEN FOR
Let your child settle into the next activity.

Slide 12 — 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 13 — 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 14 — Word Building

SAY
Let’s build and read with the letters we know.

LISTEN FOR
Let your child settle into the next activity.

Slide 15 — 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 16 — Read the displayed tile rows

SAY
Let’s say the sounds in the top row: /t/ /a/ /t/. Slide them together: tat. Now try the next row: /m/ /a/ /t/, mat. Finally, read /a/ /t/, at.

LISTEN FOR
Blends tat, mat, and at in the order shown.

PARENT TIP
The actual top row says “tat.” Treat it as sound-blending practice without requiring a meaning. If you want familiar words only, use mat and at. This guide preserves the displayed letters; the Canva slide has not been changed.

Slide 17 — New Concept

SAY
Our new letter is p. Listen to this quick sound: /p/.

LISTEN FOR
Let your child settle into the next activity.

Slide 18 — Meet p

SAY
This is uppercase P and lowercase p. The letter p spells /p/. Say the sound with me.

LISTEN FOR
/p/

PARENT TIP
Point to both letter forms in the supplied paired-letter image. The animated formation practice comes later in this lesson.

Slide 19 — Find different forms of p

SAY
These letters look a little different, but they are all p. Can you find a capital one? Can you find a lowercase one? They can all spell /p/.

LISTEN FOR
Points to uppercase and lowercase forms; says /p/.

PARENT TIP
Use this as letter recognition practice. There is no need to name every font or trace every example.

Slide 20 — P is a consonant

SAY
P is a consonant. Close your lips, then open them for a little puff of air: /p/. Try it. Your voice is off.

LISTEN FOR
Makes a brief, unvoiced /p/.

PARENT TIP
Avoid “puh.” Hold a hand near the mouth if the child wants to notice the puff. Keep the sound quick.

Slide 21 — Penguin and paper

SAY
Say penguin. What sound comes first? Now say paper. Do you hear /p/ at the beginning too?

LISTEN FOR
/p/ in both words.

PARENT TIP
The visual order is penguin, then paper. Adult reads the whole words; the child identifies the initial sound.

Slide 22 — P at the end of cap

SAY
This is a cap. Say cap. Listen: /k/ /a/ /p/. What sound do you hear at the end?

LISTEN FOR
/p/.

PARENT TIP
Supply cap and point to final p. The letter c has not been introduced, so independent decoding is not required.

Slide 23 — Write lowercase p

SAY
Watch how we write lowercase p. Start where the dot shows us and follow the movement. Now draw it in the air with me. Try it on your board.

LISTEN FOR
Forms p and says its sound.

PARENT TIP
Play or replay the letter animation. Model once, trace together, then let your child try. Aim for recognizable formation rather than perfect handwriting.

Slide 24 — Write uppercase P

SAY
Watch how we write uppercase P. Start where the dot shows us and follow the movement. Now draw it in the air with me. Try it on your board.

LISTEN FOR
Forms P and says its sound.

PARENT TIP
Play or replay the letter animation. Model once, trace together, then let your child try. Aim for recognizable formation rather than perfect handwriting.

Slide 25 — Reading

SAY
Let’s use our new /p/ sound to read. Point to the letters, say their sounds, and blend.

LISTEN FOR
Let your child settle into the next activity.

Slide 26 — Pat sat

SAY
Read this name: /p/ /a/ /t/, Pat. The capital P tells us it’s the start of a name here. Now read /s/ /a/ /t/, sat. Read it all: Pat sat.

LISTEN FOR
Reads “Pat sat.”

PARENT TIP
Ask “Who sat?” Answer: Pat. The capital P spells the same /p/ sound as lowercase p.

Slide 27 — The sap

SAY
Read The. Now sound out sap: /s/ /a/ /p/. Blend it. Read the phrase: The sap.

LISTEN FOR
Reads “The sap.”

PARENT TIP
Briefly explain that sap is liquid inside a plant or tree. This phrase is for reading practice; no guessing from context is needed.

Slide 28 — I tap and pat

SAY
Read I. Sound out tap: /t/ /a/ /p/. This next word is and; we’ve practiced it. Sound out pat: /p/ /a/ /t/. Now read the sentence smoothly: I tap and pat.

LISTEN FOR
Reads “I tap and pat.”

PARENT TIP
Let the child gently tap, then pat, their own hand. If and is forgotten, supply it and review it on slide 30. Tap and pat use the same letters in different orders.

Slide 29 — Heart Words

SAY
Let’s practice our connecting word again.

LISTEN FOR
Let your child settle into the next activity.

Slide 30 — Review and

SAY
What is this word? And. Say it slowly: /a/ /n/ /d/. Point to a, n, and d as I say their sounds. Now read it as one word: and.

LISTEN FOR
Reads “and.”

PARENT TIP
Support the untaught n and d spellings. Use “tap and pat” as an example. A fully pronounced and follows regular sound-spelling patterns.

Slide 31 — Sentence dictation — listen and write

SAY
Listen to this sentence: Pat sat at the mat. Say the whole sentence back to me. Now write it.

LISTEN FOR
Pat sat at the mat.

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 32 — Sentence reveal and check

SAY
Now let’s check the sentence you wrote. Read your writing, then compare it with this sentence.

LISTEN FOR
Pat sat at the mat.

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 33 — Good Bye

SAY
You worked on p 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
/p/

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 34 — Copyright and course information

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