Teaching Reading Level 3
Once children can recognize and say the names of all the letters, make their primary sounds, and read one- letter words (A, I) and two-letter (be, he, me, we, go, no, so), they are ready to learn some secondary letter sounds and begin putting two- and three-letter short vowel words together.
Keep your consonants short and unaspirated (especially B’s, H’s and P’s where it’s common to spray it rather than say it).
Use the color coded system found in the files here. Using color, rather than symbols, to differentiate between long and short vowels is a much more natural method for young children.
Continue to use the hard C (cat, not circle) and G (goat, not giraffe) sounds only.
The goals at this second level are for your child to be able to:
❖Name the lowercase letters when pointed to and say their sounds
❖Locate a named letter within a group of lowercase letters (Where is w?)
❖Copy their own first and last name when written with initial capital and lowercase letters
❖Recognize and read two-and three-letter short-vowel words in texts
If teaching in a classroom setting, try this schedule:
September: Review letter sounds, introduce short vowels in comparison to long vowels
October: Short A Words
November: Short E Words
December: Short I Words
January: Short O Words
February: Short U Words
March: Hard S Words-as, is, has, his
April: Floss Words
May: CK Words
“You are a reader now!“
Together, hunt for new words in your child’s books and highlight them as they are learned. When you read to your child, point to the words and each time you reach a highlighted word, say, “Look, it’s yellow. That means this is a word you know. You can read this word.” Help your child to sound out the word and give lots of praise. Continue in the same way each time a new word is added.