Artifact CommonsBuild and read words
Arcomm · First edition, 2026-09-08 · References
Try it
- Point. Say the sounds. Blend the word.
- Read: sat, mat, map, sit, pin.
- Build a word your adult says. Read it back.
Read words made from letters you have learned.
After s a t m i p n: sat mat map sit pin tap nap man.
After c o d g e + earlier letters: cat cot dog dig ten net pet can.
After r h b f l u + earlier letters: red hen bat fan lip log sun run.
After j v w y z k q x + earlier letters: jam van wet yes zip kit quit box.
Your materials
Open the pupil workbook PDF. Use pages 5, 33, 34, 35, 36, 37, 38, 39, 40.
Letter cards, word cards, and sound boxes.
Teacher lesson plan
Learning goal
Blend taught sound-spellings and encode simple CVC words.
Before teaching
Knows the sound values used in the selected words; can blend orally with support.
Model
Build sat. Point to s, a, t and voice the sounds, then blend smoothly into sat. Explain the word in a sentence. Change s to m, read mat, and identify what changed. Say map, segment it, select m-a-p, then read it back.
Guide, then apply
Use cumulative banks in the pupil book only after their spellings have been taught. Alternate reading a built word and building a spoken word. Include words in mixed order rather than a predictable ladder alone.
Interpret the response
Correct reading includes the whole word, not only isolated sounds. For a guessed word, cover unrelated pictures, point to each grapheme, blend, and check meaning. For encoding, locate the missing sound and rebuild; do not demand memorized whole-word shapes.
Support
Use continuous consonants where helpful, reduce the card selection, and model continuous blending. Separate articulation differences from decoding knowledge.
Extend when ready
Change an initial, final, or vowel sound and explain the resulting word. Move to the next spelling pattern only after teaching it explicitly.
Fresh check
After all its letters are taught, ask the child to read rim and build dug from speech. Do not rehearse these probe words immediately beforehand.
Teacher plans PDF: page 5. Record exact support and revisit the idea later.
Keep learning
Next in this path: Read and understand · Choose a learning path
References and source dates
Sources and dates
- CDE: Language and Literacy Development: current PTKLF edition. Retrieved (UTC).
- IES What Works Clearinghouse: Foundational Reading Skills: 2016; revised 2019; kindergarten through grade 3. Retrieved (UTC).