Parent guide · Kindergarten Phonics & Reading: First Sounds, First Words · Unit 4
Lesson 4.3 w, v and x
Written for the parent. Read the Say this lines aloud as they are, or in your own words. Answers for you are marked Listen for.
At a glance
- Time
- 5 sessions of 15–20 minutes
- Goal
- I can say /w/ when I see w (as in web ), and write it. I can say /v/ when I see v (as in van ), and write it. I can say /ks/ when I see x (as in box ), and write it. I can tap and blend words such as wet , web , wig . I can read the heart words what , where , there , here and say which part is learned by heart. I can read “The Fox and the Hen” and tell it back.
- You need
- Sound cards (printables pack)
- Heart-word cards (printables pack)
- Primary-ruled paper and a pencil
- A King James Bible
- the lesson page (it also has a short video (3:52) and an explainer to read aloud (about 12 minutes))
Steps
Do this: Robot talk: /w/ /e/ /t/, /v/ /a/ /n/, /b/ /o/ /x/. (x says two sounds, /k/ /s/.)
Do this: New sound: w. Show the card and say: “This says /w/, as in web.” Your child says it three times, then writes it in the air, on the table with a finger, and on paper. Then play a quick ears game: you say words and your child gives a thumbs up whenever /w/ is in the word.
Do this: New sound: v. Show the card and say: “This says /v/, as in van.” Your child says it three times, then writes it in the air, on the table with a finger, and on paper. Then play a quick ears game: you say words and your child gives a thumbs up whenever /v/ is in the word.
Do this: New sound: x. Show the card and say: “This says /ks/, as in box.” Your child says it three times, then writes it in the air, on the table with a finger, and on paper. Then play a quick ears game: you say words and your child gives a thumbs up whenever /ks/ is in the word.
Do this: Tap and blend. For each word your child touches each letter (or letter team) and says its sound, then sweeps a finger under the whole word and says it smoothly. Never guess from the first letter or a picture. If a word is misread, point to the part that was missed and blend again from the start.
Do this: Spell it. Say a word. Your child says it back, taps the sounds on his or her fingers, then writes one letter (or letter team) for each sound. Check together, sound by sound.
Do this: Heart words. A heart word is mostly regular. We tap it like any other word, and draw a heart over the one part that does not follow the rules we know yet. Practise the heart words on cards every day this week (see the table below).
Do this: The week at a glance. Day 1: warm-up, new sound, handwriting. Day 2: card review, word lists, spelling. Day 3: second new sound or more words, heart words. Day 4: read the story, talk about it. Day 5: reread the story for fluency, play the game, quick check (10 words, 1 sentence, 5 spelling words). Read the read-aloud at another time of day.
New cards:
- w says /w/, as in web. Make a sound card: write w on the front and draw a web on the back.
- v says /v/, as in van. Make a sound card: write v on the front and draw a van on the back.
- x says /ks/, as in box. Make a sound card: write x on the front and draw a box on the back.
Show: Blend wet.
Say this: “Touch and say: /w/ /e/ /t/.”
Say this: “Sweep your finger under the word and say the sounds again, faster, without stopping between them.”
Say this: “Say the word: wet . Use it in a sentence.”
Answer: wet
Show: Blend web.
Say this: “Touch and say: /w/ /e/ /b/.”
Say this: “Sweep your finger under the word and say the sounds again, faster, without stopping between them.”
Say this: “Say the word: web . Use it in a sentence.”
Answer: web
Do this: Your child does these with you. Let them try first; help only after a real try.
Ask: Read: wet · web · wig · win
Listen for: wet = w | e | t; web = w | e | b; wig = w | i | g; win = w | i | n
Ask: Read: van · vet · vat · box
Listen for: van = v | a | n; vet = v | e | t; vat = v | a | t; box = b | o | x
Ask: Read: fox · six · wax · mix
Listen for: fox = f | o | x; six = s | i | x; wax = w | a | x; mix = m | i | x
5 more practice items on the lesson page.
- Guessing from the first letter or the picture. Cover the picture and ask the child to tap every sound.
- w: Start at the middle line. Slant down, slant up, slant down, slant up.
- v: Start at the middle line. Slant down to the base line, then slant up.
- x: Slant down from left to right. Lift. Slant down from right to left, crossing in the middle.
- Trace three, then write three on your own on the printable handwriting page. Circle your best one.
Copywork: Write each word once, saying the sounds as you write: wet, web, wig, win, van, vet.
Word Sounds Heart part what /w/ /ŭ/ /t/ ♥ a says /ŭ/ where /w/ /air/ ♥ ere says /air/ there /th/ /air/ ♥ ere says /air/ here /h/ /ear/ ♥ ere says /ear/ The Fox and the Hen
A fox met a red hen. "Hen, hen! Get in the box," said the fox.
"What is in the box?" said the hen.
"Six figs and a bun," said the fox. The hen did not get in.
The hen ran to the hen pen. A hen in a fox box? No! The hen is not a dim hen.
Original fable in the style of Aesop.
Every word in this story uses only the sounds and heart words taught so far (checked by the School Launch decodability checker). Read a page a day on Days 3 and 4, and the whole story on Day 5.
- What did the fox want the hen to do?
Answer
Get in his box.
- What did the fox say was in the box?
Answer
Six figs and a bun.
- Why was the hen wise?
Answer
She knew the fox was not a friend.
Then ask your child to tell the whole story back in his or her own words (narration).
- What did the fox want the hen to do?
Aesop: The Cock and the Fox. Read it. Ask: How did the rooster outsmart the fox?
The read-aloud is for listening, not decoding. Read it to your child at another time of day.
Hide word cards around the room with an X on the back. Read each one you find.
Say this: “Tell me the new sounds you learned this week, and read me one word.”
Listen for: I can say /w/ when I see w (as in web ), and write it.; I can say /v/ when I see v (as in van ), and write it.; I can say /ks/ when I see x (as in box ), and write it.; I can tap and blend words such as wet , web , wig .; I can read the heart words what , where , there , here and say which part is learned by heart.; I can read “The Fox and the Hen” and tell it back.
Casting all your care upon him; for he careth for you.
This week: Eyes up. Look at your listeners, not the floor. Pick three faces (left, middle, right) and give each one a line.
- Day 1: The teacher says it twice; the child echoes it one line at a time.
- Days 2–4: Say it together each morning; drop one line of help each day.
- Day 5: Say the reference, then the verse, then the reference again. Stand up and say it alone for the family.
Behold, I send you forth as sheep in the midst of wolves: be ye therefore wise as serpents, and harmless as doves.
Jesus wants us to be wise and also kind.
Spread over the week
5 sessions of 15–20 minutes. Stop while it is still going well.
- Session 1. Warm-up, then teach the new idea (steps 1 and 2).
- Session 2. Warm-up again, then show how with the examples.
- Session 3. Practice together, then play the game.
- Session 4. More practice, handwriting and reading, and the daily habit.
- Session 5. Quick check: narration and a few practice items. Move on when it is mostly right.
For you
For families. Keep each session short and cheerful: 15 to 20 minutes, then stop. If your child is tired or frustrated, stop and finish tomorrow. A lesson can take more than a week; move on when the quick check on Day 5 is mostly “Got it.”