Stan and the Man

Illustrations by Alyssa Bramschreiber

This story features the sight words; I, like, and he

I am Stan.

I like to run on land.

 

I like to kick up sand!

I met a man.

He is Dan and he is in a band.

He sings songs with his hands.

Dan likes to swim with his dog.

She is Pam.

Pam likes to dig in the sand.

I like to sit in the sun.

I get a tan!

It is hot in the sun.

I scan the land and lots of ants!  

The ants run on Dan and Pam, “lets go for a swim!”

 

We ran to the pond to go swim.

It was grand!

 

Pam and Sam 

Illustrations by Alyssa Bramschreiber

This story features:

letter sounds, th words, and sight words I, have, the, grey, likes

I am Pam.

I have a cat.

The cat is Sam, and Sam is thin and grey.

Sam likes to stand on a rug to sing a song.

“Stop that, Cat!” The song is long.

Sam the cat has a nap on the mat.

I have a mop.

I think I will mop the mat.

Sam is mad.

Sam runs to the pond to fish.

Thud! Sam kicks the fish on the grass.

This is a mess! “Bad cat!”

I mop up the thick fish on the grass.

Sam sits on the bank of the pond and licks his lip.

This cat is a big, fat brat!

 

Today we will learn: Nothing. It’s all review. We’ll review everything, and then read some sentences, followed by a story. 

Materials you will need: All the letters in the alphabet. It’s not a bad idea to have multiple alphabets.

You can practice building three letter words here

You can practice reading three letter words here

The lesson: We’re going to review everything. The review should go pretty smoothly. It doesn’t mean your reader will be perfect, but they shouldn’t have too much difficulty. If they do you need to locate the difficulty, and go back to the lesson that focuses on that skill. Today we’re also putting everything together in the form of reading sentences and a short story. Your child has never read a sentence before let alone a story, so this could be tiring for them. So my suggestion is to make sure this doesn’t take more than an hour. You may want to break this down into two sessions if you think it’ll take more than 45 minutes. If the review doesn’t go smoothly today (sometimes they have off days), then do the sentences and the story tomorrow. Don’t rush it, just to finish at the arbitrary 15 day deadline.

Soooo, here we go. Review the 26 phonics sounds that we’ve been doing over the last two weeks. Do it anyway you want, but I’d suggest either doing it quickly, or doing it in a way where they are moving around.

Now let’s have them build some words. At this point they can make and read a lot of different words, because we’re going to do sentences today they don’t need to do all of them. If I were to time this out I’d have them spend about 5 minutes reviewing the letter sounds (no more than 10 and that’s only if they are moving around while doing it), then 10 minutes building words, 20 minutes tops. That means you want to pick between 15-30 words, depending on how fast your kid is. Speed does not matter right now. As long as they do 15 words without much of a problem that’s enough. You just want to make sure they can do the skill. You can do only the words we’ve done before, or feel free to make up your own. I recommend doing two rounds. The first round should put all words that end with the same word endings together, and the second round should have all the words mixed up.  We want them to recognize word endings, but we still want them to recognize individual sounds.

After that I recommend spending the next 10 minutes ( no more than 20) reading words. Again you’ll do 15-30 depending on speed (which is meaningless right now, we only care about skill). I recommend doing two rounds again. The first round will have words with the same word ending together. In the second everything should be mixed up, and you can add words to either round.

Now….you should take a break. Take 3-5 minutes to do something that doesn’t require any thought. This could be watching a video or singing a song. Something that your kid will enjoy that has nothing to do with reading.

After that, and assuming that the review has gone reasonably well, let’s read some short sentences.

You will want to write down or build the sentences ahead of time. You can also find them on this website here (they even have nice pictures). Just ask your reader to read the sentences. If they struggle with something help them sound it out, don’t just give them the answer. You can use the same techniques we’ve been using for the past two weeks. What’s this word? what sound does it start with? what sound does this letter make?

Now that you’ve done that gauge where your child is. If that was a struggle, call it a day and do it again tomorrow. If they’re ready for a little more I have a story for them. In fact, it’s the reason we learned those sight words. You can find it here.

After you’ve read the sentences and the story, you’re done! You’ve made it through the 15 days and by now your child is well on their way to reading. I’m currently writing the next series which will take them through word endings. What should you do in the meantime? Practice. You can take this day and just keep practicing making three letter words, and reading three letter words, and reading sentences. We’ll write some more stories for this level too, so they can also practice with that.

I hope you enjoyed this, and I hope your child has learned a lot. Take the next two weeks to practice making three letter words or cvc (consonant vowel consonant) words. It doesn’t have to be as intense, but you don’t want them to forget anything. See you for the next series, which will focus on word endings and cvc words.

Letter Sound Sentences 

Letter Sound Story #1 

Letter Sound Story #2 (this one is a little more complicated. You may want to save it)

 

Today we will learn: The sound qu (and words quip, quin, quib), sight words I, a, and the. We’ll also review everything; letter sounds, word endings, and building and reading words. Today is crazy word day. You can ask your child to spell and read any word you want. 

Materials you will need: All the letters in the alphabet. It’s not a bad idea to have multiple alphabets.

You can practice reading cvc (three letter words) here

You can practice building three letter words (cvc) words here. These are broken down into word endings

The lesson: We’re going to start with reviewing the 26 letter sounds. I said this awhile ago, and I’ll say it again cause it’s important. The only thing that your kid has to learn is these 26 sounds. Everything else is just extra. That said if they’re still struggling with these sounds, then you do still want them to master these other skills. It will just make reading easier. If they are struggling feel free to put what’s happening in the comment section. I’d love to help, and I always adjust things based on my experience and that of others.

We’re adding one extra sound to what your kid knows. The only reason we’re doing it is because it’s hard to come up with words for kids to read with q all by itself. If we add a u it becomes much easier. Use your judgment, if you don’t think it’s time for your child to learn a new sound, then skip this. Just make sure you keep asking them to tell you which sound q makes. q and qu make the same sound, so that makes this kind of easy to teach. Remove all the other letters and put q and u in front of your student. Tell them that q and u often appear together, and they make the sound /qu/ (like quack). You can even have them quack like a duck to make it fun. It’ll also help them remember.

Now let’s make a few words. Do this in the same way that you would build any other word.

Sight Words

As long as your child is comfortable with the letter sounds, and is pretty comfortable with building and reading words (they don’t have to be perfect), it’s fine to start to introduce them to a few sight words. In fact it’s actually a good thing, because they need to start reading sentences. After this 15 day series, your reader should read a sentence or story after every new skill they learn. This reinforces skills and also makes sure they are reading not memorizing. It’s also fun for them. The challenge with reading at this stage is finding stories that correspond with their skills. I’ve already posted some stories on this site, and I’ll continue to post more that correspond with what they know. In fact tomorrow, they’ll read their first story.

Anyway, sight words. Remove everything except for the letter a. Tell them that when they see this letter by itself, it’s pronounced as a, just like the letter’s name.

Now let’s do two things at once. We’re going to read our words with word endings that we did yesterday, and we’re also going to practice the word a. So just build this out for them and ask them to read it. For example a + word….a + cat. Ask them “what does this say?”  only do it for the words that it makes sense to put a in front of.

Review the word ending with them again. Ask, “what’s this sound?”

what’s this word?

Then add them together.

               

               

               

               

               

If they do well with this then you can move on to the next sight word, the.  If your reader struggled with this at all then continue doing the same thing for the next group of words with word endings. Otherwise present the word the (make sure you move everything else aside). This word is a little more complicated. Have them build it, write it, trace it. Sing it. They should spend a good amount of time with it. Then do exactly what was done with a. Use the rest of the word ending words. If you already used them, then you can just use other words.

Ask them to review the sound. Ask, “what’s this word”

“what’s this word?”

Then proceed.

                

                

                

                

                

                

                

                

                

                

Notice that I did 10 words for the. That’s because it needs more practice. Now I’d suggest taking these same words (all the word ending words) and put a and the in front of them. Have them read these words a few times. Feel free to add extra words that have these sames word endings.

Then introduce the final sight word to your child, I. Remove everything else and tell them this is I. When it’s capital we say I, just like the name of the letter. Then go over all three of the sight words. In fact you should go over all three sight words in between all of the exercises. Just ask them what the word is. If they get it wrong correct them, and move on. If it’s taking them longer to remember them, then you can ask them throughout the day. It’s ok if they don’t get them by the end of the 15 day series.

I

a

the

You have a choice. So far we’ve learned qu, three sight words, and we’ve read the words with word endings. We still need to read the rest of the words, and we also need to build words. It’s your choice which you want to do first, it really doesn’t matter. You need to have your child read at least 15 more words. I recommend that you have your child read the words with a or the in front of the ones that are appropriate. That will help them remember the sight words.

Then have your child build the words. Keep all the words that end with the same word ending together. Do this for the first round. If you do a second round, then you should mix them all up. You can also add any words that you want to add to what they know.

      

    

   

 

 

 

 

Day 15

 

Today we will learn: Some words that feature v,k,y,z and a few word endings. Our new words will be vic, kin, yam, zip, vim, kip, yip, zap. Our featured word endings will be at, am, an, and ip.

Materials you will need: All the letters in the alphabet. It’s not a bad idea to have two sets of the vowels, if not the whole alphabet.

The lesson: Let’s start with reviewing all of our letter sounds. You can do this in any way, just make sure you go over each letter twice. If they don’t get each letter sound right two times, then spend more time on the letters they are struggling with.

Let’s start with reviewing all the sounds in the alphabet. By now your kid should be really good at this. This should not be stressful. If it is then separate the letter sounds that they struggle with and review them in groups of three per a day. Yup that means you’ll have to stop and take some time off from the lessons, but this is important. Once they have these letter sounds down, you can pick back up at day 11. If they struggle with day 11, then keep going backwards (day 10, day 9), until they are comfortable, and then go forward from there. Your child will gain absolutely nothing if they do the next three lessons without mastering these sounds.

Now let’s build some words. We’ll start with our new ones. Put out the entire alphabet, and ask them to move the letters (or give you the letters) of a certain word  “Can you give me the sounds in the word vic?” Let them try without giving them the sounds of each letter. If they don’t know what to do say the word again. “Listen to the word, vic. What sound does it start with?  At this point you want them to start being able to give you the letters just by hearing the word. It’s ok if you have to say the word very slowly, and it’s ok if they aren’t perfect at this. We just want to start building this skill, if they haven’t already naturally started to build it themselves. If they need the letters individually, then that’s ok, give them to them. However go through this process for each word that they build. You’re modeling for them how to build the word without your help.

Don’t forget to model blending after they build the word correctly. They build the word and then you say “Excellent, /y/ /ip/…yip” and have them repeat it. Today it’s extra important to do that when they are building words, because we’re going to do it less when we read words. Go through each of these new words twice in a different order.

Let’s do the rest of our words. But, we’re going to do it a little differently. Today we’re going to “learn” word endings. We’ve really already been doing these the whole time. That’s why it was so important for you to model blending and put the last two letters of the words together. You were teaching your kid word endings. We’re just going to be a little more overt this time. By the way, this is all extra. If your student still needs time to practice building and reading these words, you can just do that and stay subtle. You can skip this little section of word endings, and move on to building the rest of the words. However pay attention to the order that those words are put in.

We’re going to start with an and am because they really do sound a little different once they are blended together, and we want to make that clear. Your child may have already picked up on this.

Move all the letters except for a and n away. Put the two letters together. Before you give away the answer, just ask your kid, “what’s this word?” If they say it phonetically it will be a little off, but they might say it right. Either way, let them try, and you should then say, “when we see these letters together we say an”, and have them repeat it. Just like you did when they were learning new sounds, you can have them trace or draw the letters together. We want to drill this sound into their head.

Don’t spend too much time playing with an (unless they need it, or you just can’t pull them away). We haven’t done any words that end in an….cause you technically can’t sound them out. But we’re going to now. I like to do it like this. I take the an and then ask them again,”what sound does this word make?”…”What happens if I put a f in front of it?….that’s right fan…/f/ /an/ …fan. What happens if you put an m in front of it?  that’s right man…/m/ /an/…man”

Now do the same thing with am. Move all the other letters away. You can ask them what word is this? (even if they say it wrong, you’re letting them think for themselves). Tell them “when we see these two letters together we say am”. Have them repeat it, and trace or draw the letters. Then lay them out and ask again. “What sound does this word make?”  We have already made a few words with am. Now we’re going to make more. Just like with an, you want to ask them what word they get when they put a letter in front of am.

      

Those are really the only two new things we’re doing today. Everything else is a repeat. It’s likely that your student will pick up on an and am right away, but now you want to mix up the am and an words and have them build them. am and an look very similar, so you want to make sure they are clear on which is which.

Once you’re done with that, let’s go over our other two word endings. They should know these. By the way if your kid doesn’t fully pick up on this don’t worry. It’s going to be the main focus in our next reading series. This is just a lazy introduction. Plus it’ll make it easier for them to read sentences and stories. That’s what we’re building up to.

Since we haven’t done many words with ip (except for earlier today) do that one first.  You’re going to approach it in the same way as an and am. Ask them, “what sound is this?…What happens when you put a b in front if it?”

You can do these words, or whatever words you want, as long as they end with ip. Nonsense words are fine too.

    

Make sure you do at least 5 words. Now you can add the ip words to the an and am words. Go through all of them with your child, just to reinforce them. Then we’ll add our last word ending. We’ve been doing at for almost two weeks, so this should be easy. Handle it in the same way as you did with the other three.

Depending on how long this took, it may have been a long day. If your child is getting tired Do two more things. Take the at words and add in 5 random words that don’t involve our word endings (you can pick any from the words below), and build those. Then take the words with the words endings, plus 5 other random words from our list and have your child read them.

When your child reads the words, you can just let them read them, without breaking the sounds down into word endings (/s/ /ip/). To be clear, you now have a choice. Either way you should practice modeling when building words. However for the first two words that your child reads, don’t model blending, just see how they do. You ask them “what’s this word?” They should respond with the word, and you tell them how great they are. If you feel like they still need to break the words down then you can continue to model blending like we have been in the past. But at least do the first two.

Soooo you can call it a day right now or you can build and read all of the words we have done so far. If you choose to do that then break them down into groups with the same word ending. You don’t have to say anything about it, just do it. Do everything else in the same way we have been. Then you’re ready for day 14. If you end the day early, you’ll want to go over all the words broken down into word endings later (cause it’s part of our sneaky word ending teaching).

   

Day 14

 

Today we will learn: Some new words; hat, pat, nat, rat, rig, dig, pen, ten, ben, zen, men, rig, hun, pun, run, sud, hum, jen, and leg

Materials you will need: The letters m,s,a,t,b,f,o,x,w,i,g,l,j,c,u,p,z,h,e,n,r,d,v,k,q,y (whichever set of letters you’ve been using in the past is fine). You may need to get a second set of letters because you’re going to start making a lot of words. 

The lesson: Let’s start with reviewing all of our letter sounds. You can do this in any way, just make sure you go over each letter twice. If they don’t get each letter sound correct twice, then spend more time on the letters they are struggling with.

Now let’s build a bunch of words. Because there are so many words you may need to take a break after this exercise. Just gauge if they get tired. Signs of this are when they start to get things wrong that you know they know, or that they were having no trouble with earlier in the lesson. You can build these words in any order you want to. Just go through them twice. Make sure you put the words in a different order the second time around.

Once you’ve been through all of these words, start having your child read them. This means you have to set them up first or you can just have them read all the words that they’ve just built. You can even ask them to bring you a certain word “bring me rat”. Once they’ve correctly identified the word don’t forget to keep practicing blending. “Rat, that’s right /r/ /at/…rat”

Once you’ve done this you are ready for day 13.

Day 13

 

Today we will learn: The letter sounds to v,k,q and y. These are our last letters. After today your child will know the entire alphabet. We’re also going to learn the words get, vet, yet

Materials you will need: The letters m,s,a,t,b,f,o,x,w,i,g,l,j,c,u,p,z,h,e,n,r,d,v,k,q,y (whichever set of letters you’ve been using in the past is fine)

You can practice these letter sounds here

You can practice making our new words here

The lesson: Like we’ve been doing please go through all of the letter sounds that we’ve already learned. However we’re going to use the letters e, t and g latter in our lesson, so do those last.

Sooooo, any way you want to do it, go through all our letters…..ready…go.

Remember to save e, t and g for last.

Now let’s add in our last four sounds. These are our last set of letters, but don’t get lazy on me. Even though I’m sure your student has shown signs of picking up letter sounds and reading quickly, you have to go through these letters as carefully as  you did the other 22. Present the letters to your child, one at a time. Give them the letter, let them trace it or draw it. Make sure they say the sound that the letter makes continuously. Once you’re sure they know the letters you can move on to the next one.

Now it’s time to make some more words, These letters don’t end up in a lot of three letter phonics words, so we’re going to have to borrow e, t and g. Let’s get building. You’ll need 7 letters (v,k,y,q,e,g,t), put all the rest away.

You’ll notice that we don’t use q, so after building these words go over the sound /q/ again, just so they get the reinforcement.

Once you’re done building these words, make them or write them yourself. Then as your child to tell you what the word is. “What word is this?” when they respond correctly don’t forget to model blending /first sound/ /last two sounds combined/. This also reinforces the concept of word endings, which we’re going to dip into in a few days. Once again when your child is done reading the four words, show them q, and ask them what sound it makes. We’re going to utilize “q” a little more in a few days as well.

Now that your genius has learned the entire alphabet, it’s time to review what they already know. Let’s build words. You can and should use all of the words that they’ve learned so far.  Again make sure you’re modeling blending, but let them get the word right first.  Put all of the letters in the entire alphabet out in front of them and ask them for a certain word. “Show me the letters in mom” They should move or point to mom. Say “Excellent, what’s this word?” They should say “mom”. You say “That’s right. …./m/ /om/…mom, and have them repeat it.  Do that for all of these.

Then once you’re done building all of the words, you can have your student read all of them. In order to do this you’ll need to have the words already built (technically your kid just did that for you), or have them written down (in nice big letters). You’ll want to model blending once again….but only after they’ve said the word correctly.

You’re done…with the whole alphabet. Technically at this point your kid has learned everything this series is meant to teach them. However we’re going to keep practicing and sneak in a few more things over the next three days.

Day 12

 

 

Today we will learn: We’re going to learn some new words from the sounds that we’ve already learned. Today’s words are cat, pat, cuz, fog, pig, top, pot, mut, mox, zig, zag, pug, and any other words that you can think of that you can make with m,s,a,t,b,f,o,x,w,i,g,l,j,c,u,p,z.

Materials you will need: The letters m,s,a,t,b,f,o,x,w,i,g,l,j,c,u,p,z,h,e,n,r,d (whichever set of letters you’ve been using in the past is fine)

The lesson: First things first, we have to go over all of our letter sounds, because that’s our real goal of these 15 days. Seriously if they know nothing else they have to know the sounds. Sooo make sure they know them.

You can once again do this however you want to. They’ve been reviewing for awhile, so I’d mix it up a little just to make it a little exciting. If you’ve been doing it the same way the whole time then today may be the day to add some fun. One thing that you can do is 22 letter pick up. Dump the letters on the floor on one side of the room and have your child pick up a letter, say the sound and bring it to you.  Have them do this for all the letter sounds you’ve done so far. Once they’ve brought them all to you, you can do the same thing in reverse. Give them the letter, have them say the sound, then take the letter and put it away.

Now let’s build some words. Do all the ones we’ve been doing, plus add in our new ones. Do them in any order you want. Do the list at least two times.

Once you’ve done that build or write all of the words yourself, and then ask your child to read them. Remember to practice blending with them after they give you a correct answer. “What’s this word?” They should respond with “fox”. You should say something like, “that’s right, you’re awesome, /f/ /ox/…..fox, let’s say it together /f/  /ox/….fox.

Ok, on to day 11…where we’ll do our last four letters of the alphabet.

Day 11

 

 

Today we will learn: The 5th group of letter sounds /h/ /e/ /n/ /r/ /d/ and learn some new words; red, hen, den. Also, we’ll review the sounds and words that we’ve already done. 

Materials you will need: the letters m,s,a,t,b,f,o,x,w,i,g,l,j,c,u,p,z,h,e,n,r,d (whichever set of letters you’ve been using in the past is fine)

You can practice these letters on this site here

You can practice making our new words here

The lesson: Just like we did in day 7, we’re going to go through all three of our exercises just using the letter sounds h,e,n,r,d, then we’ll add in everything else. However we are going to start with reviewing all of our previous letter sounds. You can do this in any way you’d like.

Now let’s add on the new sounds. You’ll want to introduce these new letter sounds in the same way you introduced the other ones. Present the letters to them one at a time, and tell them the sound it makes. Have them trace it, draw it, or anything else that you’ve been doing. Make sure you and your student are both saying the sound the whole time.

Now let’s take those letters and build words with them.  Put all five of the new letter sounds in front of your child. Go through the sounds one more time to make sure that they truly do know them. Then ask them to build words. “What sounds do you hear in hen?”….wait a few seconds to see what they do. If they don’t do anything give them the individual sounds. “What sounds do you hear in hen? /h/  /e//n/.”

Once they’ve successfully built the word, ask them what the word is. “What is this word?” They should say hen. Then you say “That’s right /h/ /en/ hen.” Make sure they repeat that.

Now it’s time to take those same words and read them. Place the already built words in front of your child one at a time. Ask your child to tell you what the word is, “what word is this?” See if they can tell you the word right away. If they need some help you can ask them what the first sound is “what’s this sound?” /d/…then, “what sound do these letters make? /en/. “Good! let’s put it together /d/../en/…/d/../en/.. den.  Do this for all three words, and then we’ll start our review.

Now pull out all of the letters that we’ve learned, including the new ones. Ask your child to tell you the sound that each one makes.

Now let’s build our words. Go through the list a few times and mix up the order each time.

Once that’s been done successfully, it’s time to take these same words (in a different order) and read them. You should build them or write them down beforehand, and then ask you child what it says. “What’s this word?” If they don’t tell you what the word is then start them off by asking them what sound the first letter makes, “what sound does the first letter make?” /f/ “what sounds do these letters make?” /ox/. Then have them put the sounds together. /f/ …/ox/…/f/../ox/..fox.

You’re all done. See you on day 10!

Day 10

 

It’s been one whole week since you’re child first started reading, and they already know so much. They know almost three quarters of the alphabet, they can spell and read over 15 words, they know some word endings, and have started blending sounds. Nice work!

Today is review day. These review days are becoming more and more important. They test how much information your child has retained. They tell you if you need to put the brakes on. They are also an opportunity to practice and learn more words.

Today we will learn: Just a bunch of new words……jam, big, wam, fig, lox, lob, lab, wag, lag and sag

Materials you will need: The letters m,s,a,t,b,f,o,x,w,i,g,l,j,c,u,p,z (whichever set of letters you’ve been using in the past is fine)

The lesson: Let’s start with the letter sounds. You can do this any way you want to, as long as it results in them telling you the sound of the desired letter. One thing that I sometimes like to do is have them draw the letter. So, I’d say draw /m/, and they’d draw m. The only problem with this is that it can take FOREVER if your kid really likes to draw….but that also makes it fun for them. So maybe it just depends on how you want to spend your day. You can also do a contained scavenger hunt. This works well, especially if you have the movable blocks. You can place them throughout the room (one room is probably enough), and say find /g/, and send them on their way. Those are just some ideas, you do you.

Once you’ve finished that. It’s time to build words. There are so many words to build now. Some of them are words that aren’t used very often,and that’s good. Why? Because we want them to memorize the sounds not the words. When you throw in a curve ball it forces them to sound out the word. That’s the skill we want them to learn. You see a word you don’t know, you sound it out (just like you do, as a grown up).

By the way, you may or may not have noticed, that when we’re blending three letter words, we always say the first sound by itself and the last two sounds get combined, and made into a word ending ….just wanted to make sure you were catching that. Once the word is built, you want to model blending /b/  /at/  …bat. Then have them repeat it.

I think I remembered them all. Any words that we’ve done before, or that you can make from m,s,a,t,w,i,g,l,j,b,f,o,x can be built. Once you’ve done that for awhile (there are a lot of words, so I’d suggest you do a few rounds), you can move on to reading the same words. You can write them all down on a piece of paper and have them read them, or you can do them in the same way that we’ve been doing them. It’s really up to you. Just make sure you make the words first, before you ask them to read them.

See you tomorrow for day 9.

Day 9