Phonics for the CSET

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c – cat – cot – cup

C sounds like “s” before e, i, y, and sounds like “k” elsewhere.

g – gem/agile/gym
g – game/gone/guild

G sounds like “j” before e, i, y, and sounds like “g” elsewhere.

Word Recognition

Once students understand the sounds that letters represent, they can use this knowledge to decode (read) and encode (spell) words. The stages progress from decoding and encoding single letter-sounds in initial, final, and medial positions, to working with initial and final blends, digraphs, and vowel team spellings.

Young children often have difficulty hearing short vowel sounds in words or discriminating between similar short vowel sounds. Show the letter a and ask for the sound that represents it, a student may respond with /a/, apple. The child has made the connection between the letter name and one of its sound associations. However, that same student may not include vowels when writing independently.

For example, a student may write the sentence:

Mi ct s blk nd cn jmp
(My cat is black and can jump.)

This is a normal expectation for young children. In spoken language the short vowel sound blends into any accompanying consonant sound. The consonant sound is usually given more stress and the younger child hears only the consonant sound, not the short vowel sound. Phonemic awareness activities that help children orally segment sounds in words would be an appropriate instructional focus for students at this stage of writing.

Double Consonants

Diagraphs: A pair of letters that represents a single speech sound.

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