Rhyming word families
When you read together, talk about rhyming words (for example, the ‐at family – at, cat, mat, etc.) Focus on the similarities and differences between the sounds and spelling. This discussion will help your students learn about initial consonants and vowels. Once your students understand the relationship between regular rhyming sounds and spelling (book, cook, took), talk about words that rhyme but are not spelled similarly (me, free, tea, etc.)
Sounding it out
When your students read, help them to strengthen their ability to sound out unfamiliar words. For one‐syllable words, look first at the initial letter, then the last letter and finally the middle letters. Afterwards, help your students blend the sounds together. Break longer words into syllables or smaller words. Then help your students sound out the smaller pieces.
Explain common phonetic rules to your students. For example,
Since many words in English come from other languages, there are almost as many exceptions as rules. Discuss these exceptions with your students to decide how they can remember them. The best way for your students to practise is by using words in a meaningful context.
Help your students learn how to break large words down into manageable pieces. Here are some strategies:
Also help your students break words into syllables (or “chunks”). Help them practise this by clapping or tapping on the table (e.g., phar‐ma‐cy). Remind them that each syllable contains at least one vowel. A quick (though not perfect) way to break a written word into syllables: