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Phonics · Grades K–2

Phonics at home: from letter sounds to a word

By Milkshake Moon ·

Phonics connects written letters and letter groups to the sounds in spoken words. Decoding means using those connections to read a word. At home, the most useful starting point is a pattern your child has already been taught, rather than a long list of unfamiliar words.

Ask the teacher which sounds and spellings to practice. The examples below suit a child who has learned these particular patterns. Choose a simpler example or model the whole word if the pattern is new.

Choose a word and show its letters

Write sun in large lowercase letters on paper. Say the word normally, then point to s, u, and n as you say their sounds: /s/, the short /u/ sound heard in sun, and /n/. Use the sounds for this activity, rather than reciting the letter names.

Slide your finger beneath the letters as you bring the sounds together into sun. Keep the sounds connected as much as you can. Model it once, then invite your child to try with you.

Change one letter, then read again

If your child knows the sound for f, a useful next pair is sun and fun: replace s with f, keep un, and blend the new word. Say what fun means in a sentence your family would use.

You can prepare the two words on separate cards so the change is easy to see. Ask, “Which part stayed the same?” Then read each word. The goal is to connect the print to its sounds, not to memorize the position of a card or guess from a picture.

Some sounds use more than one letter

When sh is a familiar taught pattern, write ship. The letters sh work together to represent one sound. Point to sh, i, and p as three sound units, then blend the word. Four letters do not always mean four sounds.

Make the sound /p/ briefly; avoid adding an extra “uh” after it. If this is tricky, say the complete word and try again together. You can return to the easier sun and fun pair at any time.

Bring the word into a sentence

Write a short sentence using spellings your child knows, such as “The sun is up.” An adult can supply any word or spelling the child has not learned. Read the sentence together and ask what it means. Your child might draw a morning sky or describe something they do when the sun comes up.

Leave time to work through a word. When help is needed, point to the relevant spelling and model the sound or word. A quiet pause does not need a score. Stop after a useful attempt and choose what to revisit next time.

Keep practice connected to school

A story read by a grown-up and a phonics practice text serve different purposes. Enjoy interesting stories together, and use practice words that follow your child’s taught sequence. If the same pattern remains difficult, share a concrete example with the teacher and ask which small step to practice next.

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These resources explain the reading principles behind this activity. The family examples and Milkshake Moon story activities are our own.