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.
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:
Week 1: Review Level 1 & 2 Words
Week 2-5: Short A Words/Sight Word AND
Week 6-9: Short E Words/Sight Word THE
Week 10-13: Short I Words/Sight Word YOU
Week 14-17: Short O Words/Sight Word TO
Week 18-21: Short U Words/Sight Word HAVE
Week 22-23: FLOSS Words/Sight Word OF
Week 24: Hard S/Sight Word WAS
Week 25: Adding -S/Sight Word WAS
Week 26: Adding -ES/Sight Word WAS
Week 27-28: Ending CK/Sight Word SAID
Week 29-30: CH/Sight Word SAYS
Week 31-32: SH/Sight Word DO
Week 33-34: TH/Sight Word DOES
Week 35-36: Hard TH/Sight Word WHAT
“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.