My word building book

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This list shows how sounds are written on the page.
We need to know  how many sounds are made.
This ‘first book’ teaches the most simple ones, and gives the child confidence to learn more.)


How to use this list:

 

Learn only one letter a day. The next day go over the letter you learned the day before, and any other letters you have learned.


If your child is comfortable with them all, go on to the next letter.


If may take a week or longer to learn each letter. Don’t hurry! Go at whatever speed your child is comfortable with. 


Remember: Praise them! Don’t say’ you should know that by now’.

The list

1. Start by sounding out the first sound a letter can make. Point to the letter in red to show them what they are. Now take your finger away from the letter, then ask the child to make the same sound.

2. Ask the child to think of other words with the same sounds. You can suggest some too.

3. Write the words  on a new sheet of paper. Ask the child to colour in that special sound. If the word is ‘apple’ they’ll colour in the ‘a’. Do this with at least ten words using that sounds.

4. Write a sentence containing the word. Ask the child to pick out the ‘special word’ and then to pick out the special sound

5. Repeat the steps above with the other sounds that letter can make. 

6.  If possible, ask the child to write  each word on a computer several times. Don’t expect them to write them long hand at this stage. It’s hard enough to learn letters and sounds. It’s even harder if they have to learn to write them too.

7. Write the words containing the sounds again and ask your child to trace the ‘special sounds’ in red, blue and any other colours they like

8. Go outside and write the letter on a wall with a water pistol. Quickly, before it dries, ask the child to ‘write’ over the letter

9. Go outside and write the word in BIG letters in sand or dirt. Ask the child to trace over the ‘special sounds’ with their toe, then with their hands.

10. Make the word with biscuit dough, or cooked spaghetti in a little sauce, or cut the letters out of fruit. As the child to pick out the special letters. Then they eat the word! 

11. When you think the child is reasonably confident with the sounds that letter can make, ask the child to illustrate each of the words  or sentences in their ‘word building book’.
12. Revising. Write each word below on a card. 
Tell the child what the word is. 
Now ask the child to point out the ‘special  sounds’ in the word on the card.
Once they can do this confidently, after a few weeks of practice with each word, ask them if they know what the word is.
If possible, ask them to write the word on a computer. 

You don’t have to use the words below. Use ones that your child will be familiar with. Ask your child to add others too as they become more confident.

Aa
ant

Bb
bed

Cc
cat

Dd
dad

Ee
egg

Ff
fish

Gg
go
giggle  (tickle them for this one)

Hh
hat

Ii
in

Jj
jump

Kk
kid

Ll
lid

Mm
me

Nn
no

Oo
on

Pp
pig

Qq
quick

Rr
run

Ss
snake

Tt
tree

Uu
up

Vv
very (you were very good!)

Ww
we 

Xx
excellent

Yy
yes

Zz
zoo

 

My Second Word Building Book


This list teaches both basic sounds as well as basic letters. It doesn’t have all the sounds we use when we speak, but it has the main ones, as well as the most common words your child will need to know.
Some words are repeated below, s they are common ones with useful sounds in them. 

How to use this list:

 

  • Learn only one letter a day. The next day go over the letter you learned the day before, and any other letters you have learned.

  • If your child is comfortable with them all, go on to the next letter.

  • If may take a week or longer to learn each letter. Don’t hurry! Go at whatever speed your child is comfortable with. 

  • Remember: Praise them! Don’t say’ you should know that by now.'

1. Start by sounding out the first sound a letter can make. Point to the letter in red to show them what they are. Now take your finger away from the letter. Ask the child to make the same sound.

2. Ask the child to think of other words with the same sounds. You can suggest some too.

3. Write the words  on a new sheet of paper. Ask the child to colour in that special sound. If the word is ‘apple’ they’ll colour in the ‘a’. Do this with at least ten words using that sounds.

4. Write a sentence containing the word. Ask the child to pick out the ‘special word’ and then to pick out the special sound

5. Repeat the steps above with the other sounds that letter can make. 

6. If possible, ask the child to write  each word on a computer several times. Don’t expect them to write them long hand at this stage. It’s hard enough to learn letters and sounds. It’s even harder if they have to learn to write them too.

7. Write the words containing the sounds again and ask your child to trace the ‘special sounds’ in red, blue and any other colours they like

8. Go outside and write the letter on a wall with a water pistol. Quickly, before it dries, ask the child to ‘write’ over the letter

9. Go outside and write the word in BIG letters in sand or dirt. Ask the child to trace over the ‘special sounds’ with their toe, then with their hands.

10. Make the word with biscuit dough, or cooked spaghetti in a little sauce, or cut the letters out of fruit. As the child to pick out the special letters. Then they eat the word! 

11. When you think the child is reasonably confident with the sounds that letter can make, ask the child to illustrate each of the words  or sentences in their ‘word building book’.
12. Revising. Write each word below on a card. 
Tell the child what the word is. 
Now ask the child to point out the ‘special  sounds’ in the word on the card.
Once they can do this confidently, after a few weeks of practice with each word, ask them if they know what the word is.
If possible, ask them to write the word on a computer.

 

Aa
a ball (a ball and an ant)
an apple
are
bath
bag
as  (as big as an ant)
am
at  (we are at home)
okay


Bb
big 
bag
bath

Cc
cat
child


Dd
dad
duck
do
did

 

Ee
egg
nest
me
the  (the door is open)
we  (we sit here)

 

Ff
fat  (the cat is fat)
find
fun

 

Gg
giggle
grin
go
grandpa

 

Hh
hat
hot
he
his
him

 

Ii
I  (I am me)
is
it
sit
in
if

 

Jj
jam
jump
jelly

 

Kk
kid (I am a kid)

 

Ll
lamb
low
lick


Mm
mmmm (mmmm, I like cheese)
mum
me
my

 

Nn
no
not (I am not a ninny)


Oo
on  (the apple in on the table)
hot
open
over
good
food
gooey  (oh no! Gooey food!)

 

Pp
pig
pie
put

 

Qq
queen

 

Rr
rip
rain

 

Ss
so
sand
shoe
stink
shall
sing


Tt
table
ten
then
the  (ten toys on top of the table)
treasure

 

Uu
up
yuk
butter

 

Vv
very


Ww
we
will
was  (we saw he was wet)

Yy
you
yes
yap yap yap!
my

 

© Jackie French