🔎 Part 1: Hear, Map, and Blend

I can hear the first, middle, and last sounds in a word.

Directions: Say each word slowly. Touch one box for each sound. Then blend the sounds and read the word.

Letter-sound match: Draw a line from each letter to its sound.

📖 Part 2: Blend, Read, and Discover

I can stretch, blend, and read a simple word.

Directions: Point to each letter. Say each sound. Sweep your finger under the word and read it.

mat    sat    sit    sip    map

mop    cat    cap    sun

Which word changes when you change the last sound: cat to cap? ______

Sam has a cat.

The cat can sit.

Sam can pat the cat.

The cat can nap.

The word is: ____________________

✅ Part 3: I Can Check

Success criteria:

I can say the first, middle, and last sounds in a CVC word.

I can match letters to their sounds.

I can blend sounds to read a word.

I can read or listen to the text and share one detail.

Colour or mark one choice for each statement.

Answer Key

1. cat: /c/ /a/ /t/

2. sun: /s/ /u/ /n/

3. pin: /p/ /i/ /n/

4. hop: /h/ /o/ /p/

5. map: /m/ /a/ /p/

Letter-sound match: m–/m/, s–/s/, t–/t/, a–/a/, i–/i/, o–/o/, c–/c/, p–/p/, n–/n/.

6. cap. 8. Sam and the cat. 9. The cat can sit, and Sam can pat the cat. 10. nap.

Differentiation Notes

Kindergarten: Complete the sound boxes orally with counters, gestures, or pointing. Focus on two- or three-sound words and use repeated modelling.

Grade 1: Read the full word list, build word chains, and write dictated words such as sat, map, and cat.

Grade 2 or advanced readers: Explain which sound changes in cat/cap and write a new sentence using a word from the text.

English-language learners: Add a clear picture or gesture for each word. Model mouth movements, allow partner rehearsal, and accept oral, drawn, or pointed responses.

Dyslexia-friendly support: Use a clear large font, generous spacing, limited letter choices, multisensory tapping or counters, repeated practice, and extra processing time. Encourage sounding out rather than guessing from pictures.