Foundational Phonics and Decoding

Decoding CVC Words

Today we will learn how to read CVC words. A CVC word has 3 sounds and 3 letters:

• C = consonant
• V = vowel
• C = consonant

Some CVC words are cat, dog, map, and sun.

When we decode a CVC word, we do 3 things:

1. Look at each letter.
2. Say each sound.
3. Blend the sounds together to read the word.

This helps us read words we may not know right away.

Step 1: Say each sound

Each letter in a CVC word makes a sound. We read from left to right.

• c says /k/
• a says /a/
• t says /t/

Now we can blend the sounds: /k/ /a/ /t/ becomes cat.

Step 2: Blend the sounds

Blending means putting the sounds together smoothly.

You can say the sounds slowly first, then faster:

• /m/ ... /a/ ... /p/
• /mmmaaap/
• map

Some sounds can be stretched, like /m/, /s/, /f/, and /n/. These are helpful because you can hold the sound while you get ready for the next sound.

For example:

• sun: /sss/ /u/ /n/
• Blend it: sun

Some sounds are short and quick, like /t/, /p/, /d/, and /k/. Say them clearly, then move to the next sound.

For example:

• tap: /t/ /a/ /p/
• Blend it: tap

Step 3: Listen for the middle vowel sound

In a CVC word, the middle letter is a vowel. The vowels are a, e, i, o, u.

In this lesson, we use the short vowel sounds:

• a as in cat
• e as in bed
• i as in pig
• o as in hot
• u as in sun

The middle vowel sound helps us know which word we are reading.

Look at these words:

• cap
• cop
• cup

The first and last letters are the same. The middle vowel changes the word.

Worked Example 1

Read the word: sat

1. Look at each letter: s a t
2. Say each sound: /s/ /a/ /t/
3. Blend: sat

The word is sat.

Worked Example 2

Read the word: pen

1. Look at each letter: p e n
2. Say each sound: /p/ /e/ /n/
3. Blend: pen

The word is pen.

Worked Example 3

Read the word: pig

1. Look at each letter: p i g
2. Say each sound: /p/ /i/ /g/
3. Blend: pig

The word is pig.

Worked Example 4

Read the word: mop

1. Look at each letter: m o p
2. Say each sound: /m/ /o/ /p/
3. Blend: mop

The word is mop.

Helpful Tips

• Start at the first letter.
• Do not guess from the picture.
• Say every sound.
• Blend the sounds together.
• If the word does not sound right, try again.

Let’s compare words

Sometimes just one sound changes.

• cat → cap
• pen → pin
• dog → dig

When one letter changes, the word can change too. That is why we must look carefully at all 3 letters.

Try this reading plan

1. Point to the first letter.
2. Say the first sound.
3. Point to the vowel and say the middle sound.
4. Point to the last letter and say the last sound.
5. Blend the whole word.

Example with bug:

• b = /b/
• u = /u/
• g = /g/
• Blend: bug

Summary

CVC words are words with a consonant, a vowel, and a consonant. To decode them, look at each letter, say each sound, and blend the sounds together. Remember to pay close attention to the middle vowel sound, because it helps you read the word correctly.

You can do it! Read slowly, say the sounds, and blend them into a word.

Consonant Digraphs are two letters that stand together to make one sound.

Today we will learn four consonant digraphs:

• sh
• ch
• th
• wh

Even though each digraph has two letters, we say one joined sound. That is what makes a digraph special.

When you read, look for these two-letter teams. Do not say each letter by itself. Say the digraph sound, then blend the whole word.

1. The digraph sh

The digraph sh makes the sound you hear at the start of ship and shop.

• ship
• shop
• fish
• dish

Try the sound: shhh. It is the quiet sound we make when we want silence.

2. The digraph ch

The digraph ch makes the sound you hear at the start of chip and chat.

• chip
• chat
• chin
• much

Try the sound: ch like in choo-choo.

3. The digraph th

The digraph th makes the sound you hear in words like thin and that.

• thin
• thick
• that
• this

Sometimes th can sound a little different in words, but it is still the same letter team: th.

4. The digraph wh

The digraph wh makes the sound you hear at the start of when, whale, and what.

• when
• what
• white
• whip

When you see wh, remember that the two letters work together.

How to read a word with a digraph

1. Look for a digraph: sh, ch, th, or wh.
2. Say the digraph sound once.
3. Say the other sound or sounds in the word.
4. Blend the sounds together.

This helps you read new words.

Worked Example 1

Read the word ship.

First, find the digraph: sh.

Now say the sounds: sh - i - p.

Blend them together: ship.

Worked Example 2

Read the word chat.

First, find the digraph: ch.

Now say the sounds: ch - a - t.

Blend them together: chat.

Worked Example 3

Read the word thin.

First, find the digraph: th.

Now say the sounds: th - i - n.

Blend them together: thin.

Worked Example 4

Read the word when.

First, find the digraph: wh.

Now say the sounds: wh - e - n.

Blend them together: when.

Let’s compare

Sometimes two letters sit next to each other but do not make one digraph sound. But today we are learning special teams that do make one sound.

• sh in shop = one sound
• ch in chin = one sound
• th in thumb = one sound
• wh in what = one sound

Tips for reading digraphs

• Look for the two-letter team first.
• Keep the two letters together.
• Say one sound for the digraph.
• Blend slowly if the word feels tricky.
• Read the whole word again to make sure it sounds right.

Try these words

• shed
• chop
• thud
• when
• fish
• much

As you read, ask yourself: Which two letters are working together?

Quick check

• In shop, which letters make one sound? sh
• In chip, which letters make one sound? ch
• In that, which letters make one sound? th
• In what, which letters make one sound? wh

Summary

A consonant digraph is a pair of consonants that makes one sound.

The digraphs we learned are sh, ch, th, and wh.

When you read a word with a digraph, keep the two letters together, say their one sound, and blend the word.

The -ck Digraph

Today we will learn about -ck. The letters c and k can work together at the end of a word to make one sound: /k/.

This is called a digraph. A digraph is when two letters work together to make one sound.

Listen to the sound at the end of these words: duck, sock, neck. At the end, you hear /k/. That ending is spelled -ck.

When do we use -ck?

We often use -ck at the end of a short word after a short vowel.

• a as in back
• e as in neck
• i as in sick
• o as in sock
• u as in duck

A short vowel is the quick vowel sound you hear in words like cat, bed, pig, hot, and sun.

So if a short word ends with the sound /k/ right after a short vowel, it will often end with -ck.

Look at the pattern:

• ba + ck = back
• ne + ck = neck
• si + ck = sick
• so + ck = sock
• du + ck = duck

In each word, the vowel is short, and the word ends with -ck.

How to read a -ck word

1. Look at the vowel.
2. Say the short vowel sound.
3. Read ck as /k/.
4. Blend the sounds together.

Let’s practice.

Worked Example 1: pack

Look at the word: pack

• p says /p/
• a says /a/
• ck says /k/

Blend it: /p/ /a/ /k/ → pack

Worked Example 2: neck

Look at the word: neck

• n says /n/
• e says /e/
• ck says /k/

Blend it: /n/ /e/ /k/ → neck

Worked Example 3: sick

Look at the word: sick

• s says /s/
• i says /i/
• ck says /k/

Blend it: /s/ /i/ /k/ → sick

Worked Example 4: stick

Now let’s read a longer word: stick

• st says /s/ /t/
• i says /i/
• ck says /k/

Blend it slowly: /s/ /t/ /i/ /k/

Now say it fast: stick

Words to read with -ck

• back
• pack
• rack
• neck
• peck
• sick
• kick
• pick
• sock
• lock
• duck
• luck

How to spell a -ck word

1. Say the word.
2. Listen for the short vowel.
3. Listen for the ending sound /k/.
4. If the word is short and ends with /k/ after a short vowel, use -ck.

Example: duck

• Say the sounds: /d/ /u/ /k/
• Write d
• Write u
• Write ck for the ending /k/

You get duck.

Be careful!

The letters c and k in -ck make one sound, not two sounds.

In the word sock, we do not say /s/ /o/ /c/ /k/. We say /s/ /o/ /k/.

Try thinking about the end of the word.

• back ends with -ck
• pick ends with -ck
• lock ends with -ck

If you see ck at the end, remember: one sound, /k/.

Let’s read some short sentences.

• The duck is in the mud.
• I can pick a red pen.
• Mom has a black sock.
• The cat can pack.

Summary

The spelling -ck comes at the end of many short-vowel words. The letters c and k work together as a digraph and make one sound: /k/.

When you read, look for the short vowel and then read ck as /k/. When you spell, if a short word ends with /k/ right after a short vowel, it will often end with -ck.

Initial Consonant Blends are two consonants at the beginning of a word that we say close together.

In a blend, we can still hear both sounds. The sounds slide together smoothly.

For example, in flag, we hear /f/ and /l/ at the start: /fl/.

Learning blends helps us read bigger words. Today we will practice l-blends, r-blends, and s-blends.

What is a blend?

A blend is not one new sound. It is two sounds said one after the other.

If a word starts with br, we say /b/ and /r/ together: /br/.

If a word starts with st, we say /s/ and /t/ together: /st/.

How to read an initial consonant blend

1. Look at the first two letters.
2. Say each consonant sound.
3. Slide the sounds together.
4. Read the rest of the word.

Here is a simple way to think about it:

blend + rest of word = whole word

Example: br + ush = brush

L-blends

In an l-blend, the second letter is l. We hear the first consonant, and then we hear l.

• bl as in black, blue, block
• cl as in clap, clip, clock
• fl as in flag, flip, flat
• gl as in glad, glue, globe
• pl as in plan, plug, play
• sl as in slide, slip, slam

When you read an l-blend, do not skip the l. Say both sounds: /f/ /l/ in flag, not just /f/.

R-blends

In an r-blend, the second letter is r. We hear the first consonant, and then we hear r.

• br as in brick, brush, brag
• cr as in crab, crop, crib
• dr as in drum, drop, dress
• fr as in frog, from, fresh
• gr as in grass, grin, grab
• pr as in press, prize, prop
• tr as in tree, trip, truck

When you read an r-blend, do not stop after the first sound. Slide into the r: /t/ /r/ makes /tr/.

S-blends

In an s-blend, the word begins with s and another consonant. We hear /s/ and the next consonant sound.

• sc as in scan
• sk as in skip, skin
• sl as in slip, slide
• sm as in smile, small
• sn as in snack, snap
• sp as in spin, spot
• st as in stop, step
• sw as in swim, swing

S-blends can feel quick in your mouth. That is okay. Just make sure you still hear both sounds.

Listen for both sounds

Here are some blends and the sounds we hear:

• bl = /b/ /l/
• cr = /k/ /r/
• st = /s/ /t/
• sm = /s/ /m/

If you can hear both sounds, you are reading the blend the right way.

Worked Example 1

Read the word flag.

First, look at the first two letters: fl.

Say the sounds: /f/ and /l/.

Slide them together: /fl/.

Now read the rest: ag.

Put it together: flag.

Worked Example 2

Read the word tree.

The first two letters are tr.

Say the sounds: /t/ and /r/.

Slide them: /tr/.

Now read the rest: ee.

Put it together: tree.

Worked Example 3

Read the word stop.

The blend is st.

Say the sounds: /s/ and /t/.

Slide them together: /st/.

Now read the rest: op.

Put it together: stop.

Worked Example 4

Read the word smile.

The blend is sm.

Say the sounds: /s/ and /m/.

Slide them together: /sm/.

Now read the rest: ile.

Put it together: smile.

Tips for tricky words

• Do not leave out a sound. In frog, say /f/ and /r/.
• Do not add a sound. Blue starts with bl, not buh-l.
• Slide smoothly. Say the sounds close together.
• Try again slowly. If a word feels hard, say each sound and blend again.

Let’s compare

lip starts with one consonant sound: l.

slip starts with a blend: sl.

rip starts with one consonant sound: r.

trip starts with a blend: tr.

Words with blends have two consonant sounds at the start.

Practice words

• L-blends: black, clap, flip, globe, plug, slide
• R-blends: brush, crab, drum, frog, grin, tree
• S-blends: skip, slip, smile, snack, spot, swim

As you read, ask yourself:

• What are the first two letters?
• What sounds do they make?
• Can I hear both sounds?

Summary

An initial consonant blend has two consonants at the beginning of a word.

We can hear both sounds in the blend.

L-blends use l, r-blends use r, and s-blends begin with s.

To read a blend, look at the first two letters, say both sounds, slide them together, and then read the rest of the word.

Final Consonant Blends

Today we will learn about final consonant blends.

A blend is when two consonant sounds are next to each other, and we can hear both sounds.

A final consonant blend comes at the end of a word.

For example, in the word nest, the ending st is a final consonant blend. We hear /s/ and /t/.

Some final consonant blends we will practice are:

• -st as in best
• -nd as in sand
• -mp as in lamp
• -nt as in tent

When you read a word with a final consonant blend, do this:

1. Say the first sound or sounds in the word.
2. Look at the end blend.
3. Say both sounds in the blend.
4. Blend the whole word together.

Let’s look at the ending blends:

• -st says /s/ /t/
• -nd says /n/ /d/
• -mp says /m/ /p/
• -nt says /n/ /t/

Remember: in a blend, the letters stay close together, but each letter keeps its own sound.

Worked Example 1

Read the word best.

First say the beginning: b says /b/.

Next look at the vowel: e says /e/.

Now read the final blend: st says /s/ /t/.

Blend it together: /b/ /e/ /s/ /t/ = best.

Worked Example 2

Read the word sand.

Say the beginning sounds: s says /s/ and a says /a/.

Now read the final blend: nd says /n/ /d/.

Blend it together: /s/ /a/ /n/ /d/ = sand.

Worked Example 3

Read the word lamp.

Say the beginning: l says /l/.

The vowel a says /a/.

The final blend mp says /m/ /p/.

Blend it together: /l/ /a/ /m/ /p/ = lamp.

Worked Example 4

Read the word went.

Say the beginning sounds: w says /w/ and e says /e/.

Now read the final blend: nt says /n/ /t/.

Blend it together: /w/ /e/ /n/ /t/ = went.

Let’s practice spotting the final blend

• fast → final blend is st
• hand → final blend is nd
• jump → final blend is mp
• pant → final blend is nt

How to help yourself when a word feels hard

• Look at the end of the word.
• Find the last two consonants.
• Say each sound in the blend.
• Go back and blend the whole word.

Example: tent

• Beginning: t says /t/
• Middle vowel: e says /e/
• End blend: nt says /n/ /t/
• Whole word: tent

Final Consonant Blends to Remember

• st in nest, fast, best
• nd in sand, hand, bend
• mp in lamp, jump, damp
• nt in tent, went, pant

Summary

A final consonant blend is two consonants at the end of a word.

In a blend, we hear both sounds.

When you read, look at the end of the word, say both consonant sounds, and blend the whole word together.

Now you can read words with -st, -nd, -mp, and -nt!

The Floss Rule

Today we will learn a spelling rule called the Floss Rule.

The Floss Rule helps us read and spell some short words. It tells us that after a short vowel sound at the end of a one-syllable word, we often double these letters:

• f
• l
• s
• z

These four letters can be remembered with the word FLOSS: F, L, S, S. We also add z to the rule.

A short vowel is the quick vowel sound in words like a in cat, e in bed, i in pig, o in hot, and u in sun.

A one-syllable word is a word we say with just one beat, like hill, miss, and buzz.

Here is the rule:

If a word has:

1. one syllable,
2. a short vowel sound, and
3. ends with f, l, s, or z,

then we often double the last letter.

Look at these words:

• off
• hill
• miss
• buzz

Each word has one syllable. Each word has a short vowel sound. Each word ends in f, l, s, or z. So the last letter is doubled.

Why does this help us?

The doubled letter helps show that the vowel before it is short. When we see ss in miss, we know the i says its short sound.

Let’s look closely at some words.

Worked Example 1: puff

Say the sounds: /p/ /u/ /f/.

The word puff has one syllable. The vowel u has a short sound. The word ends with f. By the Floss Rule, we double the f.

So we spell it p-u-f-f: puff.

Worked Example 2: bell

Say the sounds: /b/ /e/ /l/.

The word bell has one syllable. The vowel e is short. The word ends with l. By the Floss Rule, we double the l.

So we spell it b-e-l-l: bell.

Worked Example 3: class

Let’s check the word class.

• It has one syllable.
• It has the short vowel sound a.
• It ends with s.

So we double the s.

The word is spelled c-l-a-s-s: class.

Worked Example 4: buzz

Let’s check the word buzz.

• It has one syllable.
• It has the short vowel sound u.
• It ends with z.

So we double the z.

The word is spelled b-u-z-z: buzz.

More words that follow the Floss Rule:

• stiff
• cliff
• spell
• shell
• dress
• glass
• fizz
• buzz

Let’s think step by step.

When you read or spell a word, ask yourself:

1. Is it a one-syllable word?
2. Do I hear a short vowel?
3. Does it end in f, l, s, or z?

If the answer is yes, the last letter is often doubled.

Try these quick checks:

• will → one syllable, short i, ends with l → ll
• kiss → one syllable, short i, ends with s → ss
• jazz → one syllable, short a, ends with z → zz
• sniff → one syllable, short i, ends with f → ff

Be careful!

Not every word has a doubled letter. The Floss Rule is for words that fit the pattern.

For example, if a word does not end in f, l, s, or z, then this rule does not help.

cat has one syllable and a short vowel, but it ends in t, so we do not double the last letter.

bed ends in d, so we do not use the Floss Rule.

hop ends in p, so we do not use the Floss Rule.

Let’s compare.

• hill → ends in l → double it
• miss → ends in s → double it
• off → ends in f → double it
• buzz → ends in z → double it
• cat → ends in t → do not double
• mop → ends in p → do not double

Reading tip:

When you see ff, ll, ss, or zz at the end of a short, one-syllable word, read the vowel with its short sound.

For example:

• bell has short e
• stuff has short u
• kiss has short i
• buzz has short u

Spelling tip:

If you want to spell a word like miss, listen for the short vowel and the ending sound. If the word ends with s and fits the rule, write ss.

Let’s remember the rule in a simple way:

Short vowel + one syllable + ends in f, l, s, or z = double the last letter.

Summary

The Floss Rule helps us read and spell words like off, hill, miss, and buzz. In a one-syllable word, after a short vowel, we often double f, l, s, or z. When you see or hear that pattern, check if the last letter should be doubled.

Decoding CCVC and CVCC Words

Today we will learn how to read some 4-sound words. These words may have two consonants together at the beginning or two consonants together at the end.

When we decode, we look at the letters, say the sounds, and blend the sounds together to read the word.

There are two kinds of words we will practice:

• CCVC: 2 consonants, 1 vowel, 1 consonant
• CVCC: 1 consonant, 1 vowel, 2 consonants

Let’s look at what those letter names mean:

• C = consonant
• V = vowel

The vowels are a, e, i, o, u. The other letters are consonants.

Here is the pattern:

CCVC looks like: stop at the first 2 letters, then a vowel, then a consonant. A word like frog has the pattern f-r-o-g.

CVCC looks like: one consonant, then a vowel, then 2 consonants. A word like milk has the pattern m-i-l-k.

Sometimes two consonants are side by side. We call that a blend. In a blend, you can still hear both sounds.

For example:

• In flag, the beginning blend is fl. You hear /f/ and /l/.
• In nest, the ending blend is st. You hear /s/ and /t/.

How to decode a CCVC or CVCC word

1. Look at each letter from left to right.
2. Say each sound.
3. If two consonants are together, say both sounds.
4. Blend the sounds slowly.
5. Say the whole word.

You can stretch the sounds like this:

/f/ /l/ /a/ /g/ → flag

/m/ /i/ /l/ /k/ → milk

Worked Example 1: CCVC word

Read the word plug.

• Letters: p l u g
• Sounds: /p/ /l/ /u/ /g/
• Blend: pllluuug
• Word: plug

This is a CCVC word because it has 2 consonants first: p and l.

Worked Example 2: CVCC word

Read the word hand.

• Letters: h a n d
• Sounds: /h/ /a/ /n/ /d/
• Blend: haaand
• Word: hand

This is a CVCC word because it ends with 2 consonants: n and d.

Worked Example 3: Listen for both consonants

Read the word stop.

• Letters: s t o p
• Sounds: /s/ /t/ /o/ /p/
• Blend: ssstooop
• Word: stop

At the beginning, s and t are both heard. Do not skip one sound.

Worked Example 4: Ending blend

Read the word mask.

• Letters: m a s k
• Sounds: /m/ /a/ /s/ /k/
• Blend: maaask
• Word: mask

At the end, s and k are both heard. That makes this a CVCC word.

Let’s practice spotting the pattern

• frog = CCVC
• trip = CCVC
• bend = CVCC
• fast = CVCC

Tips for reading these words

• Read from left to right.
• Say every sound.
• Do not leave out a consonant in a blend.
• Blend slowly first, then say the word faster.
• If the word does not sound right, try again.

Watch out for these mistakes

• Reading only one sound in a blend. In flag, say /f/ and /l/.
• Skipping the last sound. In milk, do not forget /k/.
• Guessing the word without reading all the letters.

Try it in steps

For crab:

• See the letters: c r a b
• Say the sounds: /k/ /r/ /a/ /b/
• Blend: crab

For nest:

• See the letters: n e s t
• Say the sounds: /n/ /e/ /s/ /t/
• Blend: nest

Summary

CCVC and CVCC words are 4-sound words. A CCVC word has 2 consonants at the beginning, like stop. A CVCC word has 2 consonants at the end, like mask.

To decode these words, say each sound and blend them together. Remember: in a blend, you can hear both consonant sounds.

Closed Syllable Concept

Today we will learn about a closed syllable.

A syllable is a word part with one vowel sound. Some words have one syllable, like cat. Some words have more than one syllable, like napkin.

A closed syllable has a short vowel sound. It is called “closed” because a consonant comes after the vowel and closes it in.

Look at this pattern:

vowel + consonant = usually a short vowel sound

• a + consonant: cat, map, nap
• e + consonant: bed, pen, net
• i + consonant: pig, sit, lip
• o + consonant: hot, mop, log
• u + consonant: sun, bug, cup

The short vowel sounds are:

• a says /a/ like apple
• e says /e/ like egg
• i says /i/ like igloo
• o says /o/ like octopus
• u says /u/ like umbrella

When you see a word with a vowel and then a consonant closing it, try the short vowel sound first.

Here are some closed syllable words:

• bat
• hen
• fin
• pot
• gum

Let’s learn how to spot a closed syllable.

1. Find the vowel.
2. Look right after the vowel.
3. If a consonant comes after it and closes the syllable, the vowel is usually short.
4. Read the word with the short vowel sound.

Worked Example 1

Word: cat

• The vowel is a.
• The letter after it is t, a consonant.
• The syllable is closed.
• So a says its short sound: /a/.
• The word is cat.

Worked Example 2

Word: bed

• The vowel is e.
• The letter after it is d, a consonant.
• The syllable is closed.
• So e says its short sound: /e/.
• The word is bed.

Worked Example 3

Word: sunset

• This word has 2 syllables: sun and set.
• In sun, the vowel is u and n closes it.
• So u has the short sound /u/.
• In set, the vowel is e and t closes it.
• So e has the short sound /e/.
• Both syllables are closed syllables: sun-set.

Worked Example 4

Word: napkin

• This word has 2 syllables: nap and kin.
• In nap, the vowel is a and p closes it.
• So a says /a/.
• In kin, the vowel is i and n closes it.
• So i says /i/.
• Both syllables are closed syllables: nap-kin.

Let’s compare.

These are closed syllables:

• mad
• jet
• pin
• mop
• bus

In each word, the vowel is followed by a consonant, so the vowel is usually short.

You can also find closed syllables in longer words:

• pic-nic
• rab-bit
• bas-ket
• mag-net

Each part ends with a consonant, so each part has a short vowel sound.

Tips for Reading Closed Syllables

• Look for the vowel.
• Check if a consonant comes after it.
• Use the short vowel sound.
• Blend the sounds together.

Example:

• m-a-p
• /m/ /a/ /p/
• map

Another example:

• s-i-t
• /s/ /i/ /t/
• sit

Remember: when a vowel is closed in by a consonant, the vowel is usually short.

Quick Check

• Is pig a closed syllable? Yes. The i is closed by g.
• Is hot a closed syllable? Yes. The o is closed by t.
• Is pen a closed syllable? Yes. The e is closed by n.

Summary

A closed syllable is a syllable that ends with a consonant. The consonant closes in the vowel, so the vowel usually makes a short sound. When you read words like cat, bed, pig, hot, and sun, try the short vowel sound first.

Open Syllable Concept

Today we will learn about an open syllable. An open syllable is a word part that ends with one vowel.

When a syllable is open, the vowel usually says its name. That is called the long vowel sound.

For example, in the word me, the syllable ends with the vowel e. The e says its name: /ē/.

Here are the long vowel names:

• a says /ā/ like in baby
• e says /ē/ like in me
• i says /ī/ like in tiger
• o says /ō/ like in go
• u says /yū/ or /ū/ like in music

Let’s look closely at what open means. A syllable is open when there is no consonant closing it at the end. It ends right on the vowel.

Look at these open syllables:

• he
• go
• hi
• she
• no

Each one ends in a vowel, so the vowel is usually long.

Now compare them to syllables that are not open:

• hat
• bed
• sit
• hop
• sun

These end with consonants, so they are not open syllables.

How to find an open syllable

1. Look at the word or word part.
2. Find the vowel.
3. Ask, “Does this syllable end with the vowel?”
4. If the answer is yes, the syllable is open.
5. Try the vowel’s long sound, or its name.

Sometimes a whole word is one open syllable, like me or go.

Sometimes a longer word has an open syllable in it, like robot or baby.

When we read longer words, we can break them into parts, or syllables. Then we look at each syllable.

Worked Example 1

Word: go

The word go has one syllable. It ends with the vowel o.

That means it is an open syllable. The o says its name, /ō/.

We read it: go.

Worked Example 2

Word: me

The word me has one syllable. It ends with the vowel e.

That makes it an open syllable. The e says /ē/.

We read it: me.

Worked Example 3

Word: baby

We can clap the syllables: ba | by.

The first syllable is ba. It ends with the vowel a, so it is open. The a says /ā/.

The second syllable is by. In this word, we hear the long e sound at the end: bee.

So we read the word: baby.

Worked Example 4

Word: robot

We can break it into syllables: ro | bot.

The first syllable ro ends with the vowel o. It is an open syllable, so the o says /ō/.

The second syllable is bot. It ends with a consonant, so it is not open.

We read the word: robot.

Let’s practice thinking

• In he, the syllable ends with e, so it is open.
• In no, the syllable ends with o, so it is open.
• In hi, the syllable ends with i, so it is open.
• In cat, the syllable ends with t, so it is not open.

Helpful tip: If a syllable ends in one vowel, try the vowel’s name first.

This helps you read many words. Open syllables are common in short words and in parts of longer words.

Summary

An open syllable ends with a vowel. When a syllable is open, the vowel usually says its long sound, or its name.

When you read, look for a syllable that ends with one vowel. Try the long vowel sound. That can help you figure out the word.

Silent E (VCe) Pattern

Today we will learn about the silent e pattern. This pattern helps us read many words.

A silent e is an e at the end of a word that we do not say. The e is quiet, but it does an important job.

When a word has the pattern vowel-consonant-e, the last e can make the first vowel say its name. We call this the VCe pattern.

For example, in the word cap, the a says /a/. In the word cape, the silent e helps the a say its name, /A/.

Listen to how the vowel changes:

• cap → cape
• kit → kite
• hop → hope
• cub → cube

In each pair, the last e is silent. We do not say the e, but it changes the vowel sound before it.

Short vowel sounds are the usual small sounds:

• a as in cap
• i as in kit
• o as in hop
• u as in cub

Long vowel sounds say the vowel's name:

• a says /A/ as in cape
• i says /I/ as in kite
• o says /O/ as in hope
• u says /U/ as in cube

A good way to check for silent e is to look at the end of the word.

1. Find the last letter. Is it e?
2. Look one letter before it. Is there a consonant?
3. Look before that. Is there a vowel?
4. If yes, try the vowel sound that says its name.

The pattern looks like this:

VCe = vowel + consonant + silent e

Examples: cake, bike, home, cute

Worked Example 1

Read the word cake.

• Look at the end: e
• The letter before it is k, a consonant.
• The letter before that is a, a vowel.
• This is a VCe word.
• The a says its name: /A/.

So we read it as cake.

Worked Example 2

Read the word bike.

• The word ends with silent e.
• The pattern is i-k-e.
• The i says its name: /I/.
• Blend the sounds: /b/ /I/ /k/.

The word is bike.

Worked Example 3

Let’s compare hop and hope.

• hop has no silent e, so the o is short: /o/.
• hope has a silent e, so the o says its name: /O/.

One small letter can change the whole word!

Worked Example 4

Read the word cube.

• It ends with e.
• The letter before it is b.
• The vowel before that is u.
• The silent e helps u say its name.

The word is cube.

Here are more silent e words to practice:

• made
• game
• time
• line
• bone
• nose
• mule
• tube

Be careful. Not every word with an e at the end is a silent e word you know right away. But when you see the VCe pattern, it is smart to try the long vowel sound.

You can also see how adding e changes a word:

• mad → made
• fin → fine
• not → note
• tub → tube

When you read, try this strategy:

1. Read the word once.
2. If it has a final e, check for the VCe pattern.
3. Make the first vowel long.
4. Blend the sounds again.

Summary

A silent e is an e at the end of a word that we do not say. In a VCe word, the silent e makes the first vowel say its name. Words like cake, bike, hope, and cube all use the silent e pattern.

Common Vowel Teams

Sometimes two vowels stand side by side in a word. When they work together, they are called a vowel team.

A vowel team usually makes one long vowel sound. A long vowel sound is when a vowel says its letter name.

In this lesson, we will learn these common vowel teams:

• ai
• ay
• ee
• ea
• oa
• ow

Let’s learn what sound each team usually makes and look at words that use it.

1. ai and ay

ai and ay usually make the long a sound, like in day. The long a sound says /A/.

• ai: rain, mail, tail, paint
• ay: day, play, gray, tray

A helpful pattern is this:

• ai is often found in the middle of a word.
• ay is often found at the end of a word.

Look at these words:

• rain
• pail
• play
• say

2. ee and ea

ee and ea often make the long e sound. The long e sound says /E/.

• ee: tree, bee, seed, feet
• ea: eat, sea, leaf, clean

Look at these words:

• tree
• sleep
• eat
• bean

3. oa and ow

oa and ow often make the long o sound. The long o sound says /O/.

• oa: boat, road, toad, coat
• ow: snow, grow, slow, show

A helpful pattern is this:

• oa is often found in the middle of a word.
• ow is often found at the end of a word.

Look at these words:

• boat
• goat
• snow
• grow

How to read a word with a vowel team

1. Look for two vowels together.
2. Say the vowel team sound.
3. Read the other sounds in the word.
4. Blend the sounds together.

Let’s practice this step by step.

Worked Example 1: rain

First, find the vowel team: ai.

ai says long a, /A/.

Now read the word parts:

• r = /r/
• ai = /A/
• n = /n/

Blend them: /r/ /A/ /n/ = rain.

Worked Example 2: tree

Find the vowel team: ee.

ee says long e, /E/.

Now read the word parts:

• tr = /tr/
• ee = /E/

Blend them: /tr/ /E/ = tree.

Worked Example 3: boat

Find the vowel team: oa.

oa says long o, /O/.

Now read the word parts:

• b = /b/
• oa = /O/
• t = /t/

Blend them: /b/ /O/ /t/ = boat.

Worked Example 4: play

Find the vowel team: ay.

ay says long a, /A/.

Now read the word parts:

• pl = /pl/
• ay = /A/

Blend them: /pl/ /A/ = play.

Try noticing the pattern

Words can help us see where vowel teams often go.

• mail, pain, rain
• day, may, play
• coat, goal, road
• snow, grow, show

When you read, ask yourself:

• Do I see two vowels together?
• Do they make one long sound?
• Can I blend the whole word?

Word List for Practice

• ai: rain, sail, wait
• ay: day, stay, play
• ee: see, green, sleep
• ea: eat, beach, seat
• oa: boat, soap, road
• ow: snow, grow, slow

What to remember

• A vowel team is two vowels together.
• A vowel team often makes one sound.
• ai and ay often say long a.
• ee and ea often say long e.
• oa and ow often say long o.
• ai and oa are often in the middle of words.
• ay and ow are often at the end of words.

Quick Summary

Common vowel teams are pairs of vowels that work together to make one long vowel sound. The teams ai and ay usually make long a, ee and ea often make long e, and oa and ow often make long o.

When you read, look for the two vowels, say their sound, and blend the whole word. That will help you read words like rain, tree, boat, and play.

R-Controlled Vowels

Today we will learn about r-controlled vowels. This happens when a vowel is followed by the letter r.

When r comes after a vowel, the vowel sound changes. The r is strong, so it changes the way the vowel sounds.

We will learn five common r-controlled vowel patterns:

• ar
• or
• er
• ir
• ur

These letter teams are in many words we read every day.

1. The sound of ar

The letters ar often sound like the /ar/ in car.

• car
• star
• park
• farm

Say these words slowly: c-ar, st-ar. Do you hear the /ar/ sound?

2. The sound of or

The letters or often sound like the /or/ in corn.

• corn
• fork
• storm
• short

Say them slowly: c-or-n, f-or-k. The vowel does not sound short. The r changes it.

3. The sounds of er, ir, and ur

The patterns er, ir, and ur often sound the same in many words. They can sound like /er/.

• er: her, fern, sister
• ir: bird, shirt, girl
• ur: turn, fur, hurt

Even though the spellings are different, the sound can be the same.

Why are they called r-controlled?

They are called r-controlled vowels because the r changes, or controls, the vowel sound.

For example, in the word cap, the a says /a/. But in car, the a does not say /a/. The r changes it to /ar/.

How to read r-controlled vowel words

1. Look for a vowel and r together.
2. Read them as one sound: ar, or, er, ir, or ur.
3. Blend the whole word.

Worked Example 1

Read the word: car

• Find the r-controlled vowel: ar
• Say the sound: /ar/
• Blend: c + ar = car

The word is car.

Worked Example 2

Read the word: fork

• Find the r-controlled vowel: or
• Say the sound: /or/
• Blend: f + or + k = fork

The word is fork.

Worked Example 3

Read the word: bird

• Find the r-controlled vowel: ir
• Say the sound: /er/
• Blend: b + ir + d = bird

The word is bird.

Worked Example 4

Read the word: turn

• Find the r-controlled vowel: ur
• Say the sound: /er/
• Blend: t + ur + n = turn

The word is turn.

Let’s compare

It can help to compare words.

• cat and cart
• hop and horn
• sit and shirt
• sun and surf

In the second word of each pair, the r changes the vowel sound.

Tips for remembering

• If you see a vowel followed by r, stop and check the sound.
• Try reading the vowel and r together.
• Remember: er, ir, and ur often sound alike.

Words to practice

• ar: car, star, hard, arm
• or: corn, horn, fork, short
• er: her, fern, sister
• ir: bird, girl, shirt
• ur: fur, turn, hurt

Summary

R-controlled vowels happen when a vowel comes right before r.

The r changes the vowel sound. The main patterns are ar, or, er, ir, and ur.

When you read, look for these letter teams and say their special sounds as you blend the word.

Diphthongs are special vowel sounds that glide from one sound to another. Your mouth moves while you say them.

In this lesson, we will learn these diphthongs:

• oi and oy
• ou and ow
• au and aw

These letter teams can help us read new words.

What is a diphthong?

A diphthong is a vowel sound that slides. It is not a short, still sound like in cat or bed. It moves a little as you say it.

When two letters work together to make one gliding vowel sound, we call them a vowel team.

1. The sounds of oi and oy

oi and oy usually make the same sound you hear in coin and toy.

• oi: coin, join, soil
• oy: boy, toy, joy

A helpful pattern is this:

• oi is often in the middle of a word.
• oy is often at the end of a word.

Say it: /oi/

Try these words:

• boil
• point
• soy

2. The sounds of ou and ow

ou and ow can make the same sound you hear in out and cow.

• ou: out, found, cloud
• ow: cow, brown, owl

A helpful pattern is this:

• ou is often in the middle of a word.
• ow is often at the end of a word or before a letter like in owl.

Say it: /ou/

Try these words:

• shout
• house
• how

3. The sounds of au and aw

au and aw usually make the same sound you hear in Paul and saw.

• au: author, launch, August
• aw: saw, paw, yawn

A helpful pattern is this:

• au is often in the middle of a word.
• aw is often at the end of a word.

Say it: /aw/

Try these words:

• draw
• crawl
• haunt

How to read a word with a diphthong

1. Look for the vowel team: oi, oy, ou, ow, au, aw.
2. Say the diphthong sound.
3. Blend the sounds together.
4. Say the whole word.

Let’s practice step by step.

Worked Example 1

Read the word boy.

1. Find the vowel team: oy.
2. oy says /oi/.
3. Blend: b + oy = boy.

The word is boy.

Worked Example 2

Read the word cloud.

1. Find the vowel team: ou.
2. ou says /ou/.
3. Blend: cl + ou + d.
4. Say it smoothly: cloud.

The word is cloud.

Worked Example 3

Read the word point.

1. Find the vowel team: oi.
2. oi says /oi/.
3. Blend: p + oi + nt.
4. Say it smoothly: point.

The word is point.

Worked Example 4

Read the word crawl.

1. Find the vowel team: aw.
2. aw says /aw/.
3. Blend: cr + aw + l.
4. Say it smoothly: crawl.

The word is crawl.

Tips to help you remember

• oi and oy sound the same.
• ou and ow can sound the same in words like out and cow.
• au and aw sound the same.
• Look at where the vowel team is in the word. That can help you choose the right spelling.

Watch out!

Some words with ow do not make the diphthong sound /ou/. For example, snow has a different sound. When you read, try the sound that fits the word.

That is okay. Readers learn word patterns over time.

Let’s review

• oi, oy  /oi/
• ou, ow  /ou/
• au, aw  /aw/

Diphthongs are gliding vowel sounds. When you see these letter teams, say the sound, blend the word, and read it smoothly.

Brief Summary

Diphthongs are vowel teams that make gliding sounds. In this lesson, you learned oi/oy, ou/ow, and au/aw. You also learned to find the vowel team, say its sound, and blend the whole word to read it.

Hard and Soft C and G

Today we will learn about the letters c and g. These letters can make two different sounds. Sometimes they make a hard sound, and sometimes they make a soft sound.

Knowing these sounds helps us read words correctly.

1. Hard and soft c

The letter c can say:

• hard c: /k/ like in cat
• soft c: /s/ like in cent

A good rule is this:

• When c comes before e, i, or y, it often says its soft sound, /s/.
• When c comes before other letters, it often says its hard sound, /k/.

Look at these words:

• soft c: cent, city, cycle
• hard c: cat, cup, corn

2. Hard and soft g

The letter g can say:

• hard g: /g/ like in go
• soft g: /j/ like in gem

A good rule is this:

• When g comes before e, i, or y, it often says its soft sound, /j/.
• When g comes before other letters, it often says its hard sound, /g/.

Look at these words:

• soft g: gem, giant, gym
• hard g: go, gum, gate

3. A helper rule to remember

You can remember this:

• e, i, y often make c and g sound soft.
• Other letters often make c and g sound hard.

Say this to yourself:

c and g are soft before e, i, and y.

4. Let’s look closely at words

When you read a word with c or g, look at the next letter. That next letter can help you know which sound to say.

1. Find the letter c or g.
2. Look at the letter right after it.
3. If the next letter is e, i, or y, try the soft sound.
4. If the next letter is another letter, try the hard sound.

Worked Example 1

Word: cat

We see the letter c. The next letter is a.

a is not e, i, or y, so c is hard.

cat begins with /k/.

Worked Example 2

Word: city

We see the letter c. The next letter is i.

i is one of the special letters: e, i, y. So c is soft.

city begins with /s/.

Worked Example 3

Word: gem

We see the letter g. The next letter is e.

e is one of the special letters: e, i, y. So g is soft.

gem begins with /j/.

Worked Example 4

Word: gum

We see the letter g. The next letter is u.

u is not e, i, or y, so g is hard.

gum begins with /g/.

5. Compare the sounds

Listen to how the first sound changes:

• cap → hard c /k/
• cent → soft c /s/
• go → hard g /g/
• gem → soft g /j/

The letter stays the same, but the sound can change.

6. Word groups to practice

Hard c words

• cat
• can
• cup
• corn
• cut

Soft c words

• cent
• city
• cycle

Hard g words

• go
• gate
• gum
• game

Soft g words

• gem
• giant
• gym

7. Try this thinking

If you see ce, ci, or cy, the c is often soft.

If you see ge, gi, or gy, the g is often soft.

Here are some quick matches:

• ce → /s/ as in cent
• ci → /s/ as in city
• cy → /s/ as in cycle
• ge → /j/ as in gem
• gi → /j/ as in giant
• gy → /j/ as in gym

8. Watch out and check

Sometimes reading takes a try and a check. If a word does not sound right, stop and look again.

Ask yourself:

• Do I see c or g?
• What letter comes after it?
• Should I try the soft sound or the hard sound?

9. Summary

The letters c and g can make two sounds.

• c: hard /k/ or soft /s/
• g: hard /g/ or soft /j/

Remember the rule:

Before e, i, or y, c and g are often soft.

In other places, they are often hard.

When you read, look at the next letter. It helps you choose the right sound.

Y as a Vowel

We usually think of the vowels as a, e, i, o, u. But sometimes the letter y can be a vowel too.

When y is a vowel, it can make different sounds. In this lesson, we will learn two important ones:

• In some short words, y can sound like long i, as in my.
• In longer words, often at the end, y can sound like long e, as in happy.

Let’s learn how to read these words.

1. Y can sound like long i

In some short words, especially one-syllable words, y at the end can say the long i sound.

The long i sound is the sound you hear in eye and ice.

• my → /m/ + /ī/ = my
• by → /b/ + /ī/ = by
• cry → /c/ /r/ + /ī/ = cry
• fly → /f/ /l/ + /ī/ = fly
• try → /t/ /r/ + /ī/ = try

When you see a short word that ends in y, try the long i sound.

2. Y can sound like long e

In longer words, especially words with two parts or beats, y at the end often says long e.

The long e sound is the sound you hear in me and see.

• happy → hap-py
• baby → ba-by
• funny → fun-ny
• pony → po-ny
• sunny → sun-ny

In these words, the ending y sounds like long e: happy sounds like “happee.”

3. A good reading tip

Look at the word first.

• If it is a short word ending in y, the y often says long i.
• If it is a longer word ending in y, the y often says long e.

This is a helpful clue when you are decoding.

Worked Example 1

Word: my

1. Look at the letters: m y
2. Say the first sound: /m/
3. The word is short and ends with y, so try long i: /ī/
4. Blend: /m/ + /ī/ = my

Worked Example 2

Word: fly

1. Look at the letters: f l y
2. Say the first sounds: /f/ /l/
3. The word is short and ends with y, so y says long i: /ī/
4. Blend: /f/ /l/ /ī/ = fly

Worked Example 3

Word: baby

1. Look at the word: ba-by
2. This is a longer word with two beats.
3. The y is at the end, so try long e: /ē/
4. Read it: baby

Worked Example 4

Word: funny

1. Look at the word: fun-ny
2. This is a longer word.
3. The ending y says long e: /ē/
4. Read it: funny

Let’s compare

• my → y = long i
• cry → y = long i
• happy → y = long e
• pony → y = long e

Words to practice reading

• by
• my
• try
• dry
• baby
• happy
• sunny
• pony

How to remember it

• Short word + y at the end → try long i
• Longer word + y at the end → try long e

Summary

The letter y can be a vowel. In short words like my and fly, y often says long i. In longer words like happy and baby, y often says long e. When you see a word ending in y, think about whether it is short or longer, and try the vowel sound that fits.

Inflectional Ending -s and -es

Today we will learn about -s and -es at the end of words.

These endings can help us talk about more than one thing. They can also help us talk about an action someone does now.

We start with a base word. A base word is the word before we add anything to it.

Then we can add -s or -es to the end.

Main Idea 1: Add -s to many words

We often add -s when there is more than one.

• cat → cats
• dog → dogs
• book → books

When we read these words, we read the base word first, then the ending.

• cat + s = cats
• dog + s = dogs

Main Idea 2: Add -es to some words

Some words need -es at the end.

We often use -es with words that end in these sounds or letters:

• s as in bus → buses
• x as in box → boxes
• z as in quiz → quizzes
• ch as in dish → dishes
• sh as in wish → wishes
>

When we add -es, we still read the base word first, then the ending.

• bus + es = buses
• box + es = boxes

Main Idea 3: -s and -es can show an action happening now

Sometimes -s or -es is added to an action word.

This can tell about one person, one animal, or one thing doing the action now.

• run → runs
• jump → jumps
• wish → wishes

Example sentences:

• The dog runs.
• Mom cooks.
• He wishes.

How to Read a Word with -s or -es

1. Look at the whole word.
2. Find the base word.
3. Look at the ending: -s or -es.
4. Read the base word.
5. Read the whole word.

Let’s practice together.

Worked Example 1

Word: cats

First, find the base word: cat.

Next, look at the ending: -s.

Read it: cat, cats.

What it means: more than one cat.

Worked Example 2

Word: boxes

First, find the base word: box.

The word ends with x, so we add -es.

Read it: box, boxes.

What it means: more than one box.

Worked Example 3

Word: wishes

First, find the base word: wish.

The word ends with sh, so we add -es.

Read it: wish, wishes.

What it means: more than one wish, or one person wishes now.

Worked Example 4

Sentence: The frog jumps.

Find the action word: jumps.

The base word is jump.

Add -s: jump + s = jumps.

This tells that one frog does the action now.

Tips to Help You Choose

• Use -s for many words: cats, dogs, cups.
• Use -es for many words ending in s, x, z, ch, or sh: buses, boxes, dishes.
• Read the base word first.
• Then read the ending.

Try These in Your Head

• hat → hats
• bus → buses
• fox → foxes
• dress → dresses
• kick → kicks

Summary

-s and -es are endings we add to base words.

They can show more than one, like cats and boxes.

They can also show an action that one person, animal, or thing does now, like runs and wishes.

Remember: read the base word first, then the ending.

Inflectional Ending -ed

Today we will learn about -ed. When we add -ed to the end of many action words, it tells that the action already happened in the past.

Look at these words:

• jump → jumped
• play → played
• want → wanted

All of these words end with -ed, but we do not always say -ed the same way. The ending -ed can have 3 sounds:

• /t/ as in jumped
• /d/ as in played
• /id/ as in wanted

We can learn to read these words by looking at the last sound in the base word. A base word is the word before -ed is added.

1. Sometimes -ed says /t/

When the base word ends with a quiet sound like p, k, s, sh, ch, or f, the -ed ending often sounds like /t/.

• jump + ed = jumped → /jumpt/
• kick + ed = kicked → /kikt/
• wash + ed = washed → /wosht/

When you read, do not say an extra syllable. We say jumped, not jump-ed.

2. Sometimes -ed says /d/

When the base word ends with a sound that is already buzzy or voiced, the -ed ending often sounds like /d/.

• play + ed = played → /plād/
• rub + ed = rubbed → /rubd/
• call + ed = called → /kâld/

Again, we do not add an extra beat. We say played, not play-ed.

3. Sometimes -ed says /id/

When the base word ends with t or d, the -ed ending says /id/. This time we do hear an extra syllable.

• want + ed = wanted → /want-id/
• paint + ed = painted → /pānt-id/
• land + ed = landed → /land-id/

This is the easiest one to hear because it sounds like a little extra part at the end: /id/.

How to read a word with -ed

1. Read the base word first.
2. Listen for the last sound in the base word.
3. Add the right -ed sound: /t/, /d/, or /id/.
4. Say the whole word smoothly.

Worked Example 1

Word: jumped

First, read the base word: jump.

Jump ends with the sound p. That helps us know -ed says /t/.

So jumped is read /jumpt/. It means someone did jump already.

Worked Example 2

Word: played

First, read the base word: play.

Play ends with a voiced sound, so -ed says /d/.

So played is read /plād/. It means the playing already happened.

Worked Example 3

Word: wanted

First, read the base word: want.

Want ends with t. When a base word ends in t or d, -ed says /id/.

So wanted is read /want-id/. We hear two parts: want and id.

Worked Example 4

Word: landed

First, read the base word: land.

Land ends with d. That means -ed says /id/.

So landed is read /land-id/. The action happened in the past.

Let’s sort some words by sound

• /t/: jumped, kicked, washed
• /d/: played, rubbed, called
• /id/: wanted, painted, landed

Helpful tips

• -ed means the action already happened.
• Do not always say ed like /id/.
• Listen to the end of the base word.
• If the word ends in t or d, -ed says /id/.

Try it in sentences

• The dog jumped.
• We played outside.
• I wanted a red ball.
• The plane landed.

When you read these words in a book, look for the ending -ed. Then think: Is it /t/, /d/, or /id/?

Summary

The ending -ed tells that something happened in the past. It can sound like /t/, /d/, or /id/. Read the base word, listen to its last sound, and then say the whole word smoothly.

Inflectional Ending -ing

Today we will learn about the ending -ing. This is a word ending we can add to a base word.

When we add -ing, the word tells about something that is happening now.

For example, jump becomes jumping. If a girl is jumping, she is doing it right now.

We can read words with -ing by looking at the base word first, then reading the ending.

What is a base word?

A base word is the word before we add an ending.

• run is the base word in running
• sing is the base word in singing
• look is the base word in looking

What does -ing mean?

The ending -ing tells that the action is going on now.

• I am reading.
• The dog is barking.
• We are playing.

How to read a word with -ing

1. Look for the ending -ing.
2. Cover the ending and read the base word.
3. Then read the ending -ing.
4. Blend the whole word together.

Example: resting

• Base word: rest
• Ending: -ing
• Blend: rest + ing = resting

The word resting means resting is happening now.

Worked Example 1

Word: playing

First, find the ending -ing.

The base word is play.

Now blend it: play + ing = playing.

Sentence: The kids are playing.

Worked Example 2

Word: looking

Find the ending -ing.

The base word is look.

Blend it: look + ing = looking.

Sentence: I am looking at the bird.

Worked Example 3

Word: singing

Find the ending -ing.

The base word is sing.

Blend it: sing + ing = singing.

Sentence: Mom is singing.

Worked Example 4

Word: running

This word has the ending -ing.

The base word is run.

When we add -ing, the word is running.

Sentence: The boy is running.

Tips for reading -ing words

• Look at the end of the word for ing.
• Read the base word first.
• Then add -ing.
• Think: “This is happening now.”

Let’s look at more -ing words

• jumping
• helping
• resting
• camping
• painting
• sleeping

You can practice by saying the base word and the ending.

• jump + ing = jumping
• help + ing = helping
• sleep + ing = sleeping

Be a word detective!

When you see a long word, check the end. If you see -ing, you already know an important part of the word.

Then ask:

• What is the base word?
• What action is happening now?

Summary

The ending -ing is added to a base word.

It tells that an action is happening now.

To read an -ing word, find the base word, read -ing, and blend the parts together.

Now you can read words like playing, looking, singing, and running!

Compound words are words made by putting two smaller words together.

When we read a compound word, we can make it easier by breaking it apart into the two small words we already know. Then we read each small word, and then we say the whole word.

This is called compound word decoding. Decoding means reading a word by looking at its parts and sounds.

For example, the word sunset has two small words in it: sun and set.

• sun
• set

When we put them together, we get sunset.

Here is how to read a compound word:

1. Look for a small word you know at the beginning.
2. Look for another small word you know at the end.
3. Read the first word.
4. Read the second word.
5. Say the whole compound word.

Let’s learn with some examples.

Example 1: doghouse

Look at the word: doghouse

We can break it into:

• dog
• house

Now read each part:

• dog
• house

Put them together: doghouse

A doghouse is a little house for a dog.

Example 2: backpack

Look at the word: backpack

Break it into:

• back
• pack

Read the parts:

• back
• pack

Put them together: backpack

A backpack is a pack you carry on your back.

Example 3: raincoat

Look at the word: raincoat

Break it into:

• rain
• coat

Read the parts:

• rain
• coat

Put them together: raincoat

A raincoat is a coat for rainy weather.

Example 4: playground

Look at the word: playground

Break it into:

• play
• ground

Read the parts:

• play
• ground

Put them together: playground

A playground is ground where children play.

Sometimes a long word can feel tricky. Do not worry. Look for the two small words hiding inside.

Here are some compound words you can practice breaking apart:

• bedroom = bed + room
• cupcake = cup + cake
• sunflower = sun + flower
• toothbrush = tooth + brush
• bathtub = bath + tub

Helpful tip: If the big word does not make sense, try breaking it in a different place. Ask yourself, “Do I see two real words I know?”

For example, in sunflower, we see sun and flower. Those are both real words, so sunflower is a compound word.

When you decode compound words, you become a stronger reader. You use words you already know to read a new, bigger word.

Let’s remember:

• A compound word has two smaller words.
• Break the big word into its two parts.
• Read each small word.
• Put the parts together to read the whole word.

You can do it! When you see a big word, look for two little words inside.

Two-Syllable Word Decoding

Sometimes a word is too long to read all at once. That is okay! We can break the word into smaller parts.

A syllable is a word part with one vowel sound. Some words have one syllable, like cat. Some words have two syllables, like sunset.

When we decode, we look at the letters, say the sounds, and blend the sounds into a word. For a two-syllable word, we can read one syllable at a time.

How to decode a two-syllable word

1. Look for the vowels. Vowels are a, e, i, o, u.
2. Find the middle. Many two-syllable words have a split between two consonants.
3. Chunk the word into two parts. A common pattern is VC/CV. That means vowel-consonant / consonant-vowel.
4. Read the first syllable.
5. Read the second syllable.
6. Blend the two syllables together.

What does VC/CV mean?

VC/CV is a way to split some two-syllable words.

• V = vowel
• C = consonant

In many words, we see a vowel, then two consonants, then another vowel. We often split between the two consonants.

For example: sunset

The vowels are u and e. Between them are two consonants: n and s. We split between them:

sun/set

Then we read each part:

• sun
• set

Now blend them: sunset.

Worked Example 1: picnic

Let’s read picnic.

1. Find the vowels: i and i
2. Look at the middle letters: c and n
3. Split between the consonants: pic/nic
4. Read the first syllable: pic
5. Read the second syllable: nic
6. Blend: picnic

Worked Example 2: rabbit

Now let’s try rabbit.

1. Find the vowels: a and i
2. Look at the middle letters: b and b
3. Split between the consonants: rab/bit
4. Read the first syllable: rab
5. Read the second syllable: bit
6. Blend: rabbit

Worked Example 3: napkin

Let’s do one more.

1. Find the vowels: a and i
2. Look between the vowels: p and k
3. Split between the consonants: nap/kin
4. Read the first syllable: nap
5. Read the second syllable: kin
6. Blend: napkin

Worked Example 4: magnet

This one is a little trickier, but we use the same steps.

1. Find the vowels: a and e
2. Look at the middle letters: g and n
3. Split between the consonants: mag/net
4. Read the first syllable: mag
5. Read the second syllable: net
6. Blend: magnet

Helpful tips

• If a word has two vowels and two consonants in the middle, try splitting between the consonants.
• Read the first chunk, then the second chunk.
• If the word does not sound right, try again slowly.
• Touch under each syllable as you read it.

Let’s practice the thinking

Word: pumpkin

• Vowels: u and i
• Middle consonants: m and p
• Split: pump/kin
• Read and blend: pumpkin

Word: basket

• Vowels: a and e
• Middle consonants: s and k
• Split: bas/ket
• Read and blend: basket

What to remember

• A syllable is a part of a word.
• Two-syllable words can be read in two chunks.
• Look for the vowels.
• If there are two consonants in the middle, you can often split between them.
• Read each part, then blend the whole word.

Quick summary

When a word looks long, do not panic. Look for the vowels, split the word into two syllables, read each chunk, and blend them together.

You are becoming a strong decoder! Reading words in parts helps you read bigger words with confidence.

Decodable Text Application means using your phonics skills to read a short story or passage.

In a decodable text, most of the words use sound patterns you already know. This helps you sound out words instead of guessing.

When you read decodable text, you look at the letters, say the sounds, and blend the sounds together to read the word.

Why is this important? It helps you become a strong reader. You learn to trust the letters in the word.

Here is what good readers do:

• Look at all the letters.
• Say the sounds.
• Blend the sounds together.
• Read the whole word.
• Read the sentence again so it sounds smooth.

Step 1: Look carefully at the word

Do not guess from the picture. Do not guess from the first letter only. Look at the whole word.

For example, in the word sat, you see s, a, t.

You say the sounds: /s/ /a/ /t/.

Then you blend: sat.

Step 2: Read words in a sentence

When words are in a sentence, use the same steps. Read one word at a time. Then put the words together.

Example sentence: Sam sat.

You can decode it like this:

• Sam s /a/ /m/  Sam
• sat  /s/ /a/ /t/  sat

Now read the whole sentence: Sam sat.

Step 3: Read smoothly

After you sound out the words, read the sentence again. This is called rereading.

Rereading helps your voice sound smooth and helps you understand what you read.

Step 4: Fix a tricky word

If a word feels hard, stop and try again.

• Look at the first sound.
• Look at the middle sound.
• Look at the last sound.
• Blend the sounds.

If you read sit when the word is sat, check the middle letter. i and a do not make the same sound.

Worked Example 1: One short sentence

Sentence: The cat ran.

Let us read the decodable words:

• cat: /k/ /a/ /t/  cat
• ran: /r/ /a/ /n/  ran

Now read the sentence: The cat ran.

We used the letters in each word to read it.

Worked Example 2: Two short sentences

Passage:

Sam has a cap. Sam can tap.

Let us decode some words:

• has: /h/ /a/ /s/  has
• cap: /k/ /a/ /p/  cap
• can: /k/ /a/ /n/  can
• tap: /t/ /a/ /p/  tap

Now read the whole passage again:

Sam has a cap. Sam can tap.

It sounds smoother the second time.

Worked Example 3: A longer decodable passage

Passage:

Dan had a big red bag. Dan put the bag on the rug.

Try the words one by one:

• Dan: /d/ /a/ /n/  Dan
• had: /h/ /a/ /d/  had
• big: /b/ /i/ /g/  big
• red: /r/ /e/ /d/  red
• bag: /b/ /a/ /g/  bag
• put: /p/ /u/ /t/  put
• rug: /r/ /u/ /g/  rug

Now read it again all together:

Dan had a big red bag. Dan put the bag on the rug.

What if there is a word you do not know right away?

You can ask yourself:

• What sound does the first letter make?
• What sound does the next letter make?
• Can I blend the sounds together?
• Does my word match the letters?

Tips for reading decodable text

• Point to each word as you read.
• Read from left to right.
• Use the letters, not just the picture.
• If you get stuck, go back and sound it out.
• Reread to make it smooth.

Let us practice with a new passage

Nan can sit on the mat. Nan can pat the cat.

Read the words carefully:

• Nan: /n/ /a/ /n/  Nan
• sit: /s/ /i/ /t/  sit
• mat: /m/ /a/ /t/  mat
• pat: /p/ /a/ /t/  pat
• cat: /k/ /a/ /t/  cat

Now read the whole passage:

Nan can sit on the mat. Nan can pat the cat.

Remember: Decodable text is for practice. It helps your brain use phonics again and again.

The more you decode, the stronger your reading becomes.

Brief Summary

When you read decodable text, you use the letters in each word to figure it out. You say the sounds, blend them, read the sentence, and then reread it smoothly. This helps you become a careful, confident reader.