December 7, 2024 • 30 mins
Falling for Learning Podcast episode 76 focuses on Letter Sound Blending, a key technique in helping children learn how to read fluently.
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Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
Unknown (00:00):
So Welcome to the Falling for
(00:03):
Learning Podcast, episode 76we're getting back to basics. So
we started with at the beginningof this podcast, talking about
how to get kids to fall in lovewith reading, how to get into
writing. And then I reallystarted to focus, I think, more,
on holistic ways to get kids ontrack for learning and to stay
on track for success, whichincluded other things than
(00:25):
reading, writing, math and allof that. But today I'm getting
back to the basics, and we'regoing to talk about some basic
blending techniques to help yourkids learn how to read better.
If we're having that challengeand we know that we have a trend
around the country where thereare kids who have historically
low reading scores. So let's getback to basics. How can we help
(00:51):
our kids get to reading? Pull upa pencil paper, hit subscribe.
Like we're gonna get into it.
You.
Hi. Thank you so much forjoining the Falling for Learning
Podcast. We have this podcast tohelp parents and caregivers with
having the resources, strategiesand tools needed to make sure
(01:14):
that their children are on trackfor learning and to stay on
track for success. Youokay, I did the old switcheroo.
Anyway, I have some blendingtechniques that we're going to
talk about today. So just basicblending techniques, sound by
(01:36):
sound, blending different thingsthat we could do with our kids
to make sure and we check inwith them. Now it's holiday
season, and we have some extratime with our kids. Sometimes
our parents, our family members,embarrass us because they're
asking our kids, do they knowthis? Do they know that? I know
homeschool parents talk aboutthis a lot with their people
like quizzing your kid to seehow smart they are. It's okay,
(02:00):
let that go.
It is out of care and out oflove. If they're worried about
whether or not they know how toread. Well, okay, no further
ado. We're going to get into it,alright, so blending. So when
I'm talking about blending, thisis letter sound blending, but
I'm actually using letters andsound. So I will do another
(02:21):
video. I'm going to do a seriesof videos on how to do basic
reading, and you know how tocheck in with your kids.
And there are some kids that mayknow their sounds, they may know
their letters, but they don'tknow how to blend words. Now,
even as they're learning theirsounds and what and letters,
they can still learn how toblend. So the basic that we do,
(02:44):
the most basic, is vowelconsonant words. So vowel
consonant, so vowels, if you'renot clear on that which you may
not be, vowels arethe A, T, i, o, and U, okay,
these. All right, all lettershave these. All words have a
(03:07):
vowel, right? And they alsostretch. Now, there are some
exceptions to this, or someextra words, some extra letters
that actually act as vowels, butwe're talking about basics right
now. We could get into thoseextra things later. All right,
so vowel consonant words have avowel in the front and a
consonant at the end, a wordlike Act, a word like it in
(03:37):
these are simple vowel consonantwords. Okay? So what you can do
is help a kid withat so sounding get out.
Now, obviously, when they getgood at this, they are going to
know how to sound out the wordsthemselves, right? I mean,
they're just recognize the word.
They don't need to sound it outany longer. But as you are
(03:59):
building on their skills tosound out any word that they
encounter, you want to help themwith sounding out sound by
sound.
That's the vowel, that's aconsonant, that's about that's a
consonant, that's the vowel,that's the consonant. These are
vowel constant words. Two letterwords are the simplest words to
(04:21):
be able to blend. And if yourkid can't do it, which they may
not be able to, it's veryhelpful to help them with this.
And one key way to help themwith this is helping them
stretch the vow.
Right? Don't let it go insteadof act or it
(04:42):
or in, right? We're gonna we'regoing to blend it together.
We're blending it by keepingthose sounds stretched out. And
the vowel sound is the one thatyou can stretch out most of the
time.
It.
In.
So then it's very is easier tohear at it in. So after you have
(05:08):
them stretch it out slowly, youcan have them say it fast at
it in, in, right? And then theycan get to the point where
they're like, at it in soreading it very simple, right
now we know that there are notthat many two letter words. So
(05:31):
the next one that we build onwith kids are three letter words
with short vowel sounds. So theshort vowel sounds words, they
have what's called a C, the Cpattern, so,
consonant, vowel, consonant, sowords such as
(05:59):
act at cat, So the C is aconsonant, the A is about, the T
is a consonant. And the rule forthis, right? Because when you're
talking about helping kids tosound out words, the rule is
helping them to be able to knowthe rules for sounding out
words. So if it's a vowelconsonant, vowels have both a
(06:22):
long sound and they have a shortsound. But helping kids to
understand that when you have avowel and a consonant most of
the time, right, you're going tohave a short vowel sound. It's
not going to say the long sound,which is a long vowels, just say
its own name, which, again, wecould go over more in other
(06:43):
videos, but today we're justtalking about the short vowel
sound, Ah,right? So always I don't have to
say eight, because I know ifit's two vowels mean a vowel and
consonant meant two letters isgoing to say the short ah in the
front. So knowing the rule forit short, I it okay. So the same
thing with the CBC words, therule is that vowel is going to
(07:07):
be short, right? And so helpingkids to understand that. And
again,notice that this eight, this act
cat, has that same vow consonantin it, and helping kids further
by helping them build on whatthey already know, right? So you
know how to sound outat now we have at cat, right? So
(07:31):
there we have it, and then otherwords with the same kind of
patternact. So I have the word cat Act.
Now I'm going to change the tothe ACT bat. Okay, so we're
(07:52):
helping the kids build on whatthey already know. Okay, so
we're moving on so and again.
You could just go down thealphabet. It is important to
have them read real words, andthen you could even have them do
nonsense or make believe wordssuch as
(08:17):
act just so they can know therules right? Because, as they're
learning to read at a young age,or maybe they're not that young,
I don't know. It just depends.
They need to know that this ruleapplies to any word that they
haven't seen before, and theycan use that same rule on it. So
at the at the at or get to thepoint where we know this is at,
(08:43):
this is at, this is at. So I canjust say the at the at, so
helping them to again, build onwhat they already know. Okay,
now obviously you don't want toput another vowel with it, like
if I did, E, A, T, becausethat's a whole nother rule
that's not consonant vowconsonant. So we have cat, bat,
(09:05):
dat, and then, of course, wordsthat they may know already.
I'm changing it toat fact, okay, so helping them
build on what they already know,helping them to know they don't
have to sound out these last twoletters every time, and
(09:28):
recognizing those different wordparts is really important with
their blending routines. So thevowel, consonant, consonant, vow
consonant is an important one.
Now, if you want to take thingsa step further with kids, which
of course you do, you want tokeep them on their continuing
(09:50):
their journey for learningdifferent types of words that
they can recognize the rule andapply it and sound out those
words so they could be.
Reading.
So instead of the we've so far,we've covered the vowel
consonant, the consonant, vowelconsonant. So let me just number
the different types, one, two,and then a third type of word
(10:17):
that they could be blending.
That is even another level ofcomplexity is
consonant, consonant, vowel,consonant, so we have a four
letter word, okay, soif we're using
(10:39):
the same type of rule that wehad, like we're still want to
build on what they know, the atwords, and I'm going to put down
some at word, the at,do another at, so we know this
says at, and we're going to putin front of it what you would
call a blend. So I'm sayingblend and blend in this case is
(11:04):
when there's twoconsonants that come together at
and they kind of form. Theydon't form one sound, they they
just blend together nicely. Forexample, let me go ahead and
show you.
(11:25):
So we haveflat. I hope we can see that
goodat so instead of saying, look,
they can just say, look at flat.
Okay, so there we go.
Sometimes you can have the br, so we're brat,
(11:48):
all right, so b r instead ofsaying you can just say B,
brat, okay.
What other things could wechoose?
Again? You could make up wordssuch as cracked
(12:12):
again, helping them to embracethat sometimes they don't know
the word, but they could stillsound it out, and they will be
building their vocabulary inother ways, and we again, will
have videos to show you abouthow to help build up the kid,
the students or kids vocabulary.
So if you don't know where yourkids are, if you don't know if
they know how to read, well youhaven't been paying attention,
(12:35):
don't feelshame. But let's get into
action. Okay, let's get active.
Let's make sure that we areworking with our kids to see if
they know how to read, and weare using strategies to help
them to read better. Okay, andso now I'm going to tell you
about my book. My book issitting over here, but I'm going
(12:57):
to do a little ad for you so youcan see, okay, my book is real.
Go ahead and buy it likesubscribe all that good stuff.
So here's my ad. Inthe United States, 75% of
children don't know how to writewell. Add that to the fact that
so many people out there aretrying to silence the voices of
(13:18):
those who have been oppressedand trying to prevent them from
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(13:40):
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your set.
All right, we're back at it,everybody. Okay, so we're into
(14:02):
our filing for learning. I'vemoved it up because I'm kind of
shortand so you can see here, like
this is the blending techniques.
But I definitely want you now tobe thinking about how we're
going to be doing ournext level of complexity, which
is number 4c,V, C, C, so there's C V, C, C,
(14:27):
words, so there's consonant,vowel, consonant, consonant,
okay, so this is what we'regoing to go away From the at,
and we're going to think aboutblends that could be at the end
of a word instead. Okay,all right, so,
(14:53):
so if we have a word likemask, right? Mm.
Mmm, askat the end, all right, M, A, S,
K, so again, the wool, again, isshort, short vowel. When I see
the A, I know it's a shortvowel. And then we are blending
again. It is very important tothink about blending through the
(15:16):
vowel, so they have the M andthe A mmm, ah, and then you can
put it together. Mm, ah, mask,right? So hold on to that sound.
Stretch out the vowel so that weare able to help our kids to
hear the sound and put the wordtogether. So, ah,
(15:41):
you could do it this way, ask.
Mask. They may not hear itdepending on what their level
is, but helping them to blendthrough the vowel, stretching
out the vowel will help them tohear it better and to get better
at independently sounding outwords. So mmm, ah, mask.
Mask, okay,all right, so we're going to do
(16:04):
a couple more wordsagain. We could build on what
they know, if you help them withmask, right? You could have
something liketask, right? Ask. You could just
say, I'm changing that mmm toand you could have ask, right?
(16:26):
We already know this is Ask,ask, and then we could have ask,
right? Okay,now I'm going to change it up a
little bit.
We could have asked rightas cast, okay, so we have cast,
(16:57):
and so it is very important,again, blending through the
vowel,then blend it together, calf,
hold it out, cast, cast. Andagain, when we're teaching them
that blend,and it's a blend, they both keep
(17:19):
their same sound. Later, we'lltalk about two letters put
together that don't keep thesame sound. Each one keeps their
individualstill says it, but it's easier
to recognize the SK and justright. So again, helping them to
blink. Asked cast, okay,the last thing that we really
(17:46):
want to talk about right is notjust keeping it at
individual words right. So afteryou've done this, you could go
through the words cat,that fat, flat brat cracked. And
if they're beginning readerslike you know, with their have
(18:06):
simple words like this, you maystill need to go back and sound
out those same words that youalready sounded out with them,
sounded out with them earlier,and that's okay, so we're going
to do it again. Okay, you forgotthis one that's okay, mask,
right? Mask atagain, I recommend blending
(18:29):
through the vowel,and it is part of a scaffold. So
a scaffold is something that youdo to help them. Of course, if
it's you know, it shows a littlethey have more skill, if they
could just say, task, task, theyhave a little bit more skill.
They're a little bit moreautomatic with it, but helping
them to bridge that gap,blending through the vow. Ah,
(18:51):
task, task, ah, cast,cast, cast again. I recommend
doing it on a whiteboard or aposter board or something. You
also, of course, could do thison slides, like a high tech way
to do it, but it's veryimportant to go back and read
(19:13):
over those words, because it'sanother way of building in some
fluency practice. So I alreadyknow these words. We already
sounded them out. Let's go backand read them more fluently and
fluently. When I say fluently,some people don't know, and some
people like think, Okay, I'mgonna speed read. But no,
fluency is reading like you'retalking right, reading like
(19:34):
you're speaking like a lot ofpeople on TV or whatever, are
reading scripts, but we may notknow that, because they're not
reading like this,right? Or, you know, of course,
I don't have any sentences uphere right now, but that's what
we're going to make. The changewe're now going to move into
making some sentences, okay? Orphrases, phrases and sentences
(19:57):
to.
Help our kids. I'm just going tomove this down a little bit,
and something that we haven'ttalked about. Again, there's so
many things in reading that wehave to talk about, but we're
just going to say sentences willoften include sight words, or
high frequency words, words thatyou see all the time, like the
(20:21):
the fat cat. Fat so very simplesentences, silly sentences,
even, but again, based on whatthey already know, they should
be able to read this sentence,right? The fat cat sat. And
maybe they don't know this highfrequency word, but you could
teach it to them. The is one ofthe first high frequency words
(20:44):
that they should know. Okay, sothe fat cat sat there's a
sentence, right? And again, theymay start off with, okay. TD,
okay. That's the says the Okay.
And then, or at fat fat atCat, cat, right and then
(21:10):
sad SAT. So they may have toblend out each word again.
You'll be surprised. It needs alot of repetition. Stay patient
with kids. Don't say, you knowthat word. You should know it by
now. We like but you could pointout to them, oh, notice that
this has act that is act that isact. So you could point out
(21:32):
those things to them because,because it is new to them, they
don't necessarily see thosepatterns. They're not going to
pick them up automatically,point it out to them and help
them with it, and then they'llstart recognizing it because
you're showing them and you'rehelping them, that's your
teaching, right? But beingpatient. Okay, so now we sounded
out all the words, let's read itmore fluently. The and they
(21:55):
still may have to say fatcat. They may do it a little
faster, but they may have tostop for a moment and blend it
and it's okay, be patient andgood, or if they just what you
may find. This happens a lot thekids, once they start reading
something, they may feelimpatient, and then they may
wake up a wordthe cap, they'll just they may
(22:19):
say cap they or they may saysomething completely different.
You'll be surprised again. Don'tbe impatient. Say to them, oh,
you know the sounds we soundedthis out. So let's go back to
the first letter. What sounddoes that make? What sound does
that mean? So be patient.
Remember, if they're makingmistakes, that is evidence that
(22:40):
they're trying. Obviously, ifyou're sitting there and not
doing anything and not reading,you're not going to make
mistakes, because guess what,you're not trying. So make sure
you encourage them. Look howmany words we read today, right?
Encourage them. Don't tell them,oh, you should know this. You
(23:00):
are this old. You like, ifyou're feeling that way, take a
breath. Walk away, because youare as a parent,
as an educator, you are shapinghow they feel about learning. So
if you are making it apunishment, it's time for you to
like berate them because they'renot that smart, because you went
(23:24):
over this five times, thenthey're not going to want to do
it right. And again, falling forlearning is all about teaching
kids how to fall in love withlearning. So that is your job,
right, to help them to feel goodabout it. Now, like I said, if
you're feeling a different way,walk away. There's plenty of
(23:45):
opportunities to read againlater on, right? You live with
these kids, right? So you'llhave more opportunities, but you
don't want to yell at them, makethem feel bad, or, if you're in
a bad mood, ruin the readingexperience for them. So it
should be a lot ofencouragement. Good. You got the
first sound? Okay, let me helpyou with the second sound,
(24:06):
right? Let's go through this andlook at all the reading that you
did today. And good job.
And again, if they're feelingfrustrated, start, just stay
with the two letters. You don'thave to move to three letters or
four letters. I'm just showingyou as parents and educators
that you This is how you canmove toward it. But if I might
(24:26):
be, if you're a beginningreader, you might just start
just at very simple, two letterwords and one lesson. I am not
telling you to get to foursounds. These are you could
spend weeks on just CBC words,right?
And or you can spend, I wouldn'tsay spend weeks and weeks on two
letter words, but at least aweek. Maybe if the TD, TD is a
(24:49):
new learner, I mean, a newreader, and needs some
encouragement, and it's had alot of failure and setbacks, but
lots of encouragement is goingto help them. Yeah.
So just reviewing, we weretalking about some blending
techniques, right? So blending,in this case, there's our all
types of different blending whenwe talk about reading. So this
(25:11):
is letter sound blendings. We'retaking our letters. We're taking
ourselves. We're blending themtogether. We've talked about
three, four different types ofwords. These types of words
we're defining as vowels, howmany vowels and consonants they
have, and they also give us anindicator in all four of these
(25:35):
types of words to use a shortvowel sound, short vowel sounds,
A is ah and aand again, we are not getting
into the extras, where somepeople like, sometimes why and
sometimes we're not doing allthat. We're talking about
basics. Of course, we will talkabout it other times. So we're
(25:55):
talking about, we talked aboutfour different so there's the VC
words, there are the CVC words,there are the CC, VC words, and
the the V equals vows and Cequals consonants. Consonants
are all the other letters in thealphabet. Um, so that's what
(26:15):
we're talking about. And thenthe C, V, C, C, words. And, of
course, we gave examples of allof those, and we're sounding
them out. So if we were thinkingabout, okay, now I saw this, how
do I use it?
Take at least a week. One, justtwo letter words, right? If your
(26:40):
child is at the beginning, notsounding out words, not able to
sound out words again. Show themhow to stretch out the vowel.
Say it fast. Now it it. Say itfast. It in right
(27:00):
the CVC word several weeks,right? Because you're going to
have a week with thea week with the a short a week
with the short e a week with ashort I, uh, right.
And you could even do moreweeks, right, but at least a
(27:24):
week with each one, if you'redealing with new readers now, if
they kind of know it, you couldbe, you know, doing a mix of all
types of different consonant,vowel, consonant words, kind of
like a review to help solidifythem. So you kind of have to
see, of course, there'sdifferent curriculums out there
to help them.
But, you know, so this is justthe basics. Again, the ccvc, you
(27:48):
want to then take in afterward,after they're really solid with
a CVC, of course, maybe here andthere. You maybe you want to,
you know, build on what they'velike, put in a little
challenge, right? So, okay, I'mgoing to challenge you. So we
did fat, and then that couldtake you right to the I
(28:10):
shouldn't be up here, right?
Flat, right?
Let me give you brat one day. Soagain, connecting what you've
already done, you could again,be focused more on some word
patterns, which is like atwords, where it words like sit,
bit kit, all that. And thenthere's the constant vowel
(28:33):
consonant, teaching them how toput those two letters together
in a quick way. And again, Iwould still recommend blending
through the vowel right?
Andagain, I threw in some nonsense
or not.
(28:57):
What do you call it? Nonsensewords or imaginary words.
They're not real, but we'reusing them and to let them know
that this is the rule, even ifyou've never heard of the word,
here's the rule. Okay, so good.
So thank you so much for joiningus on the following for learning
podcast. Hopefully you havefound some
(29:20):
value and you're gonna likesubscribe, watch as we have more
coming up about how to help yourkids with reading and writing
and all that good stuff. Allright, enjoy the rest of your
weekend.
Thanks again for supporting theFalling for Learning Podcast,
new episodes go live everySaturday at 5pm
(29:42):
you can watch us on youtube.com,at falling for learning, or
listen on all major podcastplatforms such as Apple, Google,
Audible, Spotify and much morefor more resources. Visit
falling.
Fallinginlovewithlearning.com wereally appreciate you. Have a
(30:04):
wonderful week.
So Welcome to the Falling for
(00:03):
Learning Podcast, episode 76we're getting back to basics. So
we started with at the beginningof this podcast, talking about
how to get kids to fall in lovewith reading, how to get into
writing. And then I reallystarted to focus, I think, more,
on holistic ways to get kids ontrack for learning and to stay
on track for success, whichincluded other things than
(00:25):
reading, writing, math and allof that. But today I'm getting
back to the basics, and we'regoing to talk about some basic
blending techniques to help yourkids learn how to read better.
If we're having that challengeand we know that we have a trend
around the country where thereare kids who have historically
low reading scores. So let's getback to basics. How can we help
(00:51):
our kids get to reading? Pull upa pencil paper, hit subscribe.
Like we're gonna get into it.
You.
Hi. Thank you so much forjoining the Falling for Learning
Podcast. We have this podcast tohelp parents and caregivers with
having the resources, strategiesand tools needed to make sure
(01:14):
that their children are on trackfor learning and to stay on
track for success. Youokay, I did the old switcheroo.
Anyway, I have some blendingtechniques that we're going to
talk about today. So just basicblending techniques, sound by
(01:36):
sound, blending different thingsthat we could do with our kids
to make sure and we check inwith them. Now it's holiday
season, and we have some extratime with our kids. Sometimes
our parents, our family members,embarrass us because they're
asking our kids, do they knowthis? Do they know that? I know
homeschool parents talk aboutthis a lot with their people
like quizzing your kid to seehow smart they are. It's okay,
(02:00):
let that go.
It is out of care and out oflove. If they're worried about
whether or not they know how toread. Well, okay, no further
ado. We're going to get into it,alright, so blending. So when
I'm talking about blending, thisis letter sound blending, but
I'm actually using letters andsound. So I will do another
(02:21):
video. I'm going to do a seriesof videos on how to do basic
reading, and you know how tocheck in with your kids.
And there are some kids that mayknow their sounds, they may know
their letters, but they don'tknow how to blend words. Now,
even as they're learning theirsounds and what and letters,
they can still learn how toblend. So the basic that we do,
(02:44):
the most basic, is vowelconsonant words. So vowel
consonant, so vowels, if you'renot clear on that which you may
not be, vowels arethe A, T, i, o, and U, okay,
these. All right, all lettershave these. All words have a
(03:07):
vowel, right? And they alsostretch. Now, there are some
exceptions to this, or someextra words, some extra letters
that actually act as vowels, butwe're talking about basics right
now. We could get into thoseextra things later. All right,
so vowel consonant words have avowel in the front and a
consonant at the end, a wordlike Act, a word like it in
(03:37):
these are simple vowel consonantwords. Okay? So what you can do
is help a kid withat so sounding get out.
Now, obviously, when they getgood at this, they are going to
know how to sound out the wordsthemselves, right? I mean,
they're just recognize the word.
They don't need to sound it outany longer. But as you are
(03:59):
building on their skills tosound out any word that they
encounter, you want to help themwith sounding out sound by
sound.
That's the vowel, that's aconsonant, that's about that's a
consonant, that's the vowel,that's the consonant. These are
vowel constant words. Two letterwords are the simplest words to
(04:21):
be able to blend. And if yourkid can't do it, which they may
not be able to, it's veryhelpful to help them with this.
And one key way to help themwith this is helping them
stretch the vow.
Right? Don't let it go insteadof act or it
(04:42):
or in, right? We're gonna we'regoing to blend it together.
We're blending it by keepingthose sounds stretched out. And
the vowel sound is the one thatyou can stretch out most of the
time.
It.
In.
So then it's very is easier tohear at it in. So after you have
(05:08):
them stretch it out slowly, youcan have them say it fast at
it in, in, right? And then theycan get to the point where
they're like, at it in soreading it very simple, right
now we know that there are notthat many two letter words. So
(05:31):
the next one that we build onwith kids are three letter words
with short vowel sounds. So theshort vowel sounds words, they
have what's called a C, the Cpattern, so,
consonant, vowel, consonant, sowords such as
(05:59):
act at cat, So the C is aconsonant, the A is about, the T
is a consonant. And the rule forthis, right? Because when you're
talking about helping kids tosound out words, the rule is
helping them to be able to knowthe rules for sounding out
words. So if it's a vowelconsonant, vowels have both a
(06:22):
long sound and they have a shortsound. But helping kids to
understand that when you have avowel and a consonant most of
the time, right, you're going tohave a short vowel sound. It's
not going to say the long sound,which is a long vowels, just say
its own name, which, again, wecould go over more in other
(06:43):
videos, but today we're justtalking about the short vowel
sound, Ah,right? So always I don't have to
say eight, because I know ifit's two vowels mean a vowel and
consonant meant two letters isgoing to say the short ah in the
front. So knowing the rule forit short, I it okay. So the same
thing with the CBC words, therule is that vowel is going to
(07:07):
be short, right? And so helpingkids to understand that. And
again,notice that this eight, this act
cat, has that same vow consonantin it, and helping kids further
by helping them build on whatthey already know, right? So you
know how to sound outat now we have at cat, right? So
(07:31):
there we have it, and then otherwords with the same kind of
patternact. So I have the word cat Act.
Now I'm going to change the tothe ACT bat. Okay, so we're
(07:52):
helping the kids build on whatthey already know. Okay, so
we're moving on so and again.
You could just go down thealphabet. It is important to
have them read real words, andthen you could even have them do
nonsense or make believe wordssuch as
(08:17):
act just so they can know therules right? Because, as they're
learning to read at a young age,or maybe they're not that young,
I don't know. It just depends.
They need to know that this ruleapplies to any word that they
haven't seen before, and theycan use that same rule on it. So
at the at the at or get to thepoint where we know this is at,
(08:43):
this is at, this is at. So I canjust say the at the at, so
helping them to again, build onwhat they already know. Okay,
now obviously you don't want toput another vowel with it, like
if I did, E, A, T, becausethat's a whole nother rule
that's not consonant vowconsonant. So we have cat, bat,
(09:05):
dat, and then, of course, wordsthat they may know already.
I'm changing it toat fact, okay, so helping them
build on what they already know,helping them to know they don't
have to sound out these last twoletters every time, and
(09:28):
recognizing those different wordparts is really important with
their blending routines. So thevowel, consonant, consonant, vow
consonant is an important one.
Now, if you want to take thingsa step further with kids, which
of course you do, you want tokeep them on their continuing
(09:50):
their journey for learningdifferent types of words that
they can recognize the rule andapply it and sound out those
words so they could be.
Reading.
So instead of the we've so far,we've covered the vowel
consonant, the consonant, vowelconsonant. So let me just number
the different types, one, two,and then a third type of word
(10:17):
that they could be blending.
That is even another level ofcomplexity is
consonant, consonant, vowel,consonant, so we have a four
letter word, okay, soif we're using
(10:39):
the same type of rule that wehad, like we're still want to
build on what they know, the atwords, and I'm going to put down
some at word, the at,do another at, so we know this
says at, and we're going to putin front of it what you would
call a blend. So I'm sayingblend and blend in this case is
(11:04):
when there's twoconsonants that come together at
and they kind of form. Theydon't form one sound, they they
just blend together nicely. Forexample, let me go ahead and
show you.
(11:25):
So we haveflat. I hope we can see that
goodat so instead of saying, look,
they can just say, look at flat.
Okay, so there we go.
Sometimes you can have the br, so we're brat,
(11:48):
all right, so b r instead ofsaying you can just say B,
brat, okay.
What other things could wechoose?
Again? You could make up wordssuch as cracked
(12:12):
again, helping them to embracethat sometimes they don't know
the word, but they could stillsound it out, and they will be
building their vocabulary inother ways, and we again, will
have videos to show you abouthow to help build up the kid,
the students or kids vocabulary.
So if you don't know where yourkids are, if you don't know if
they know how to read, well youhaven't been paying attention,
(12:35):
don't feelshame. But let's get into
action. Okay, let's get active.
Let's make sure that we areworking with our kids to see if
they know how to read, and weare using strategies to help
them to read better. Okay, andso now I'm going to tell you
about my book. My book issitting over here, but I'm going
(12:57):
to do a little ad for you so youcan see, okay, my book is real.
Go ahead and buy it likesubscribe all that good stuff.
So here's my ad. Inthe United States, 75% of
children don't know how to writewell. Add that to the fact that
so many people out there aretrying to silence the voices of
(13:18):
those who have been oppressedand trying to prevent them from
telling their story. Who's goingto tell your story if your child
doesn't know how to write? Well,I have two books to address this
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All right, we're back at it,everybody. Okay, so we're into
(14:02):
our filing for learning. I'vemoved it up because I'm kind of
shortand so you can see here, like
this is the blending techniques.
But I definitely want you now tobe thinking about how we're
going to be doing ournext level of complexity, which
is number 4c,V, C, C, so there's C V, C, C,
(14:27):
words, so there's consonant,vowel, consonant, consonant,
okay, so this is what we'regoing to go away From the at,
and we're going to think aboutblends that could be at the end
of a word instead. Okay,all right, so,
(14:53):
so if we have a word likemask, right? Mm.
Mmm, askat the end, all right, M, A, S,
K, so again, the wool, again, isshort, short vowel. When I see
the A, I know it's a shortvowel. And then we are blending
again. It is very important tothink about blending through the
(15:16):
vowel, so they have the M andthe A mmm, ah, and then you can
put it together. Mm, ah, mask,right? So hold on to that sound.
Stretch out the vowel so that weare able to help our kids to
hear the sound and put the wordtogether. So, ah,
(15:41):
you could do it this way, ask.
Mask. They may not hear itdepending on what their level
is, but helping them to blendthrough the vowel, stretching
out the vowel will help them tohear it better and to get better
at independently sounding outwords. So mmm, ah, mask.
Mask, okay,all right, so we're going to do
(16:04):
a couple more wordsagain. We could build on what
they know, if you help them withmask, right? You could have
something liketask, right? Ask. You could just
say, I'm changing that mmm toand you could have ask, right?
(16:26):
We already know this is Ask,ask, and then we could have ask,
right? Okay,now I'm going to change it up a
little bit.
We could have asked rightas cast, okay, so we have cast,
(16:57):
and so it is very important,again, blending through the
vowel,then blend it together, calf,
hold it out, cast, cast. Andagain, when we're teaching them
that blend,and it's a blend, they both keep
(17:19):
their same sound. Later, we'lltalk about two letters put
together that don't keep thesame sound. Each one keeps their
individualstill says it, but it's easier
to recognize the SK and justright. So again, helping them to
blink. Asked cast, okay,the last thing that we really
(17:46):
want to talk about right is notjust keeping it at
individual words right. So afteryou've done this, you could go
through the words cat,that fat, flat brat cracked. And
if they're beginning readerslike you know, with their have
(18:06):
simple words like this, you maystill need to go back and sound
out those same words that youalready sounded out with them,
sounded out with them earlier,and that's okay, so we're going
to do it again. Okay, you forgotthis one that's okay, mask,
right? Mask atagain, I recommend blending
(18:29):
through the vowel,and it is part of a scaffold. So
a scaffold is something that youdo to help them. Of course, if
it's you know, it shows a littlethey have more skill, if they
could just say, task, task, theyhave a little bit more skill.
They're a little bit moreautomatic with it, but helping
them to bridge that gap,blending through the vow. Ah,
(18:51):
task, task, ah, cast,cast, cast again. I recommend
doing it on a whiteboard or aposter board or something. You
also, of course, could do thison slides, like a high tech way
to do it, but it's veryimportant to go back and read
(19:13):
over those words, because it'sanother way of building in some
fluency practice. So I alreadyknow these words. We already
sounded them out. Let's go backand read them more fluently and
fluently. When I say fluently,some people don't know, and some
people like think, Okay, I'mgonna speed read. But no,
fluency is reading like you'retalking right, reading like
(19:34):
you're speaking like a lot ofpeople on TV or whatever, are
reading scripts, but we may notknow that, because they're not
reading like this,right? Or, you know, of course,
I don't have any sentences uphere right now, but that's what
we're going to make. The changewe're now going to move into
making some sentences, okay? Orphrases, phrases and sentences
(19:57):
to.
Help our kids. I'm just going tomove this down a little bit,
and something that we haven'ttalked about. Again, there's so
many things in reading that wehave to talk about, but we're
just going to say sentences willoften include sight words, or
high frequency words, words thatyou see all the time, like the
(20:21):
the fat cat. Fat so very simplesentences, silly sentences,
even, but again, based on whatthey already know, they should
be able to read this sentence,right? The fat cat sat. And
maybe they don't know this highfrequency word, but you could
teach it to them. The is one ofthe first high frequency words
(20:44):
that they should know. Okay, sothe fat cat sat there's a
sentence, right? And again, theymay start off with, okay. TD,
okay. That's the says the Okay.
And then, or at fat fat atCat, cat, right and then
(21:10):
sad SAT. So they may have toblend out each word again.
You'll be surprised. It needs alot of repetition. Stay patient
with kids. Don't say, you knowthat word. You should know it by
now. We like but you could pointout to them, oh, notice that
this has act that is act that isact. So you could point out
(21:32):
those things to them because,because it is new to them, they
don't necessarily see thosepatterns. They're not going to
pick them up automatically,point it out to them and help
them with it, and then they'llstart recognizing it because
you're showing them and you'rehelping them, that's your
teaching, right? But beingpatient. Okay, so now we sounded
out all the words, let's read itmore fluently. The and they
(21:55):
still may have to say fatcat. They may do it a little
faster, but they may have tostop for a moment and blend it
and it's okay, be patient andgood, or if they just what you
may find. This happens a lot thekids, once they start reading
something, they may feelimpatient, and then they may
wake up a wordthe cap, they'll just they may
(22:19):
say cap they or they may saysomething completely different.
You'll be surprised again. Don'tbe impatient. Say to them, oh,
you know the sounds we soundedthis out. So let's go back to
the first letter. What sounddoes that make? What sound does
that mean? So be patient.
Remember, if they're makingmistakes, that is evidence that
(22:40):
they're trying. Obviously, ifyou're sitting there and not
doing anything and not reading,you're not going to make
mistakes, because guess what,you're not trying. So make sure
you encourage them. Look howmany words we read today, right?
Encourage them. Don't tell them,oh, you should know this. You
(23:00):
are this old. You like, ifyou're feeling that way, take a
breath. Walk away, because youare as a parent,
as an educator, you are shapinghow they feel about learning. So
if you are making it apunishment, it's time for you to
like berate them because they'renot that smart, because you went
(23:24):
over this five times, thenthey're not going to want to do
it right. And again, falling forlearning is all about teaching
kids how to fall in love withlearning. So that is your job,
right, to help them to feel goodabout it. Now, like I said, if
you're feeling a different way,walk away. There's plenty of
(23:45):
opportunities to read againlater on, right? You live with
these kids, right? So you'llhave more opportunities, but you
don't want to yell at them, makethem feel bad, or, if you're in
a bad mood, ruin the readingexperience for them. So it
should be a lot ofencouragement. Good. You got the
first sound? Okay, let me helpyou with the second sound,
(24:06):
right? Let's go through this andlook at all the reading that you
did today. And good job.
And again, if they're feelingfrustrated, start, just stay
with the two letters. You don'thave to move to three letters or
four letters. I'm just showingyou as parents and educators
that you This is how you canmove toward it. But if I might
(24:26):
be, if you're a beginningreader, you might just start
just at very simple, two letterwords and one lesson. I am not
telling you to get to foursounds. These are you could
spend weeks on just CBC words,right?
And or you can spend, I wouldn'tsay spend weeks and weeks on two
letter words, but at least aweek. Maybe if the TD, TD is a
(24:49):
new learner, I mean, a newreader, and needs some
encouragement, and it's had alot of failure and setbacks, but
lots of encouragement is goingto help them. Yeah.
So just reviewing, we weretalking about some blending
techniques, right? So blending,in this case, there's our all
types of different blending whenwe talk about reading. So this
(25:11):
is letter sound blendings. We'retaking our letters. We're taking
ourselves. We're blending themtogether. We've talked about
three, four different types ofwords. These types of words
we're defining as vowels, howmany vowels and consonants they
have, and they also give us anindicator in all four of these
(25:35):
types of words to use a shortvowel sound, short vowel sounds,
A is ah and aand again, we are not getting
into the extras, where somepeople like, sometimes why and
sometimes we're not doing allthat. We're talking about
basics. Of course, we will talkabout it other times. So we're
(25:55):
talking about, we talked aboutfour different so there's the VC
words, there are the CVC words,there are the CC, VC words, and
the the V equals vows and Cequals consonants. Consonants
are all the other letters in thealphabet. Um, so that's what
(26:15):
we're talking about. And thenthe C, V, C, C, words. And, of
course, we gave examples of allof those, and we're sounding
them out. So if we were thinkingabout, okay, now I saw this, how
do I use it?
Take at least a week. One, justtwo letter words, right? If your
(26:40):
child is at the beginning, notsounding out words, not able to
sound out words again. Show themhow to stretch out the vowel.
Say it fast. Now it it. Say itfast. It in right
(27:00):
the CVC word several weeks,right? Because you're going to
have a week with thea week with the a short a week
with the short e a week with ashort I, uh, right.
And you could even do moreweeks, right, but at least a
(27:24):
week with each one, if you'redealing with new readers now, if
they kind of know it, you couldbe, you know, doing a mix of all
types of different consonant,vowel, consonant words, kind of
like a review to help solidifythem. So you kind of have to
see, of course, there'sdifferent curriculums out there
to help them.
But, you know, so this is justthe basics. Again, the ccvc, you
(27:48):
want to then take in afterward,after they're really solid with
a CVC, of course, maybe here andthere. You maybe you want to,
you know, build on what they'velike, put in a little
challenge, right? So, okay, I'mgoing to challenge you. So we
did fat, and then that couldtake you right to the I
(28:10):
shouldn't be up here, right?
Flat, right?
Let me give you brat one day. Soagain, connecting what you've
already done, you could again,be focused more on some word
patterns, which is like atwords, where it words like sit,
bit kit, all that. And thenthere's the constant vowel
(28:33):
consonant, teaching them how toput those two letters together
in a quick way. And again, Iwould still recommend blending
through the vowel right?
Andagain, I threw in some nonsense
or not.
(28:57):
What do you call it? Nonsensewords or imaginary words.
They're not real, but we'reusing them and to let them know
that this is the rule, even ifyou've never heard of the word,
here's the rule. Okay, so good.
So thank you so much for joiningus on the following for learning
podcast. Hopefully you havefound some
(29:20):
value and you're gonna likesubscribe, watch as we have more
coming up about how to help yourkids with reading and writing
and all that good stuff. Allright, enjoy the rest of your
weekend.
Thanks again for supporting theFalling for Learning Podcast,
new episodes go live everySaturday at 5pm
(29:42):
you can watch us on youtube.com,at falling for learning, or
listen on all major podcastplatforms such as Apple, Google,
Audible, Spotify and much morefor more resources. Visit
falling.
Fallinginlovewithlearning.com wereally appreciate you. Have a
(30:04):
wonderful week.
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