Goal: To help students understand that sounds make up words. Some words are real words, some are non-sense words.
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The Process: This weekly practice helps students to isolate the beginning, middle, and end sounds in CVC words. Students will place each sound into the appropriate beginning, middle or end box. By isolating each sound into its own box, the student is visually able to see that the CVC word has 3 sounds and each sound is just as important as the others in creating the word. The last section asks students to read the words to two friends. If the student is proficient in reading CVC words, the student might use their reading finger to read the words vertically down the gray column of words. If a student is working on blending CVC words together, the student might use their reading finger to read the words horizontally across the 3 boxes, i.e.: /c/-/a/-/t/→ cat. When the student reads the words to classmates, the student reaps the rewards of practicing with a peer, working with a peer, and listening to their peer (when they are not the one reading).