| Children are ready to read at different ages. All | | | | consonant pattern (c-v-c). An example might be |
| children will have to master alphabet letters and | | | | the sound /m-e-t/ makes in the |
| sounds prior to learning how to read. When your | | | | consonant-vowel-consonant pattern words such |
| child is ready make every beginning reading | | | | as (met, let, bet, get). |
| opportunity as successful and motivational as | | | | 2. Ask your child, "What do each 2 letters have in |
| possible. | | | | common?" (m-e for met, l-e for let, and g-e for |
| The beginning reader gaining momentum | | | | get). |
| The beginning reading process will have its share | | | | 3. Allow wait time for your child to figure out that |
| of bumps along the way. As children master sight | | | | the e makes the short /eh/ sound. Have them |
| words and gain confidence in predictable sentence | | | | practice this short /eh/ sound. |
| structures they should be more willing to sound | | | | The fun part! |
| out words. It takes a combination of phonics and | | | | I have found that having a child say the sound of |
| high frequency word recognitions to move out of | | | | the short e /eh/ with a physical action that they |
| what is termed pre-emergent reading levels. | | | | design, such as singing the short vowel sound |
| Why is it important to make learning to sound out | | | | each and every time they start to read a |
| words fun? | | | | consonant/vowel/consonant word pattern, allows |
| Motivational strategies to sound out words, as | | | | them to mentally and physically remember the |
| your child is demonstrating phonetic awareness | | | | necessary short sound the e will make. |
| (understanding that words are comprised of a | | | | How do you teach your child to automatically use |
| sequence of sounds), will help your child move | | | | the c/v/c pattern to decode words? |
| past pre-reading skills. Struggling through the | | | | 1. Model the action/c-v-c or connection with |
| sound/ letters make together to form words | | | | enthusiasm. |
| (phonemes) can be both frustrating and beyond | | | | 2. Have your child practice the letter pattern with |
| puzzling for even the motivated new reader. I | | | | the action. |
| have found that creating memorable connections | | | | 3. Have them apply the pattern and action to new |
| to letter combinations to be a powerful starting | | | | words with that same pattern. |
| point for a child to put together the pieces of | | | | 4. Every time you and your child see that pattern |
| how letters combine to make sounds! | | | | in Stepping Stones Together books and beyond |
| How do I start helping my child sound out words? | | | | model the pattern and/or ask your child to show |
| Most children master beginning consonant/vowel | | | | you the action! |
| patterns first (the first letter and vowel in each | | | | 5. You'll be surprised at how often they will |
| word ie. ca in cat). | | | | remember! It makes this new challenging process |
| 1. Start by demonstrating the appropriate sound | | | | a fun learning experience! |
| to make for each letter in a consonant/vowel/ | | | | |