You will learn
- Review letter names and sounds.
- Review CVC, digraph, blend and silent e words.
- Read and spell words from the unit.
- Tell which phonics skills need more practice.
Version 0.2 · expanded edition · built from cited public sources Content is based on the official frameworks and sources listed under Sources and standards. No official endorsement is claimed. Written in the style of common primary school assessments. No exam result is promised.
Student lesson
- We learned letter names and sounds.
- We learned CVC words, digraphs and blends.
- We learned silent e and vowel teams.
- Review shows what we know and what to practise.
Words to know
look at again
something you can do well
do again to get better
a way to check what you know
1. Discover: Look how far we have come
Kofi looks at his word book. In it he has CVC words, digraph words, blend words and silent e words. “I can read all of these!” he says. His teacher says, “Let us check what you know.”
Think: What words can you read now that you could not read before?
2. Understand: Review
Idea 1: What we learned
We learned uppercase and lowercase letters, letter names and sounds, consonants and vowels, CVC words, digraphs, blends, long vowels and decodable reading.
Idea 2: Why review
Reviewing helps us remember. We find what is easy and what needs more practice.
Idea 3: Use what you know
When you read or write, use all your phonics: say the sounds, blend, check.
3. Worked examples
Example 1 (I show you): Read
Read ship.
- sh is a digraph.
- Blend the sounds.
Answer: ship
Example 2 (We do it together): Spell
Spell frog.
- Say the sounds /f/ /r/ /o/ /g/.
- Write the letters.
Answer: f-r-o-g
Example 3 (You try): Sort
Is cake a CVC word or a silent e word?
Show the steps and answer
- Look at the end.
- It has a silent e.
Answer: a silent e word
Did you know?
Reviewing a little every day is better than a lot all at once.
Why this matters
Reviewing keeps your phonics skills strong, so you can read new books with ease.
4. Explore: Phonics check
Check what you know.
- Choose five words from the unit.
- Read each one.
- Spell two of them.
- Mark the ones you know and the ones to practise.
Think about it: what did you notice?
You can see how much you know.
5. Practise
Say it in a sentence
Use these starters when you talk about the lesson. Say them out loud.
- I can read ___.
- I can spell ___.
- I need to practise ___.
- My best skill is ___.
Guided practice
Question 1. Read ship.
ship
Question 2. Spell frog.
f-r-o-g
Question 3. Is cake a CVC or silent e word?
a silent e word
Independent practice
Level 1: Start
- Sound of m?
- Read: sun
- Read: chip
- Read: stop
- Read: cake
Level 2: Grow
- Spell: bed
- Spell: fish
- Spell: kite
Level 3: Stretch
- Which phonics skill is your best? Why?
- Which do you want to practise? How?
- Write two sentences using unit words.
Answers are in the answer key below. Try first, then check.
6. Apply: English in everyday life
Read a short story or page and tell what words you read by sounds.
Show a sample answer
I read stop, ship, big.
Another one. Pick a skill from the unit and teach it to a family member.
Show a sample answer
I show how silent e makes cap into cape.
7. Common mistakes
Fix: Reviewing helps memory.
Fix: Use the sounds you know.
8. Lesson summary and revision card
- I can say letter names and sounds.
- I can read and spell words from the unit.
- I can use blends, digraphs and silent e.
- I can say what to practise.
9. Check and master
Answer all 14 questions. You will see feedback after each one.
Your result appears here after you answer every question.
10. Key takeaways
- Review helps us remember.
- We use sounds to read and spell.
- Digraphs, blends and silent e are part of reading.
- Practise the skills you need most.
11. Next lesson
Next lesson: Print direction. Keep going with the next idea in this course.
Exam practice
These questions are written in the style of common school and international primary assessments. Try them on your own, without looking back. Then check your answers in the marking guide. The marks are shown in brackets.
- Read the word chip. [1 mark]
- Spell the word fish. [1 mark]
- Name a digraph and a blend. [2 marks]
- What does silent e do to a word? [2 marks]
- Explain why reviewing is useful. [3 marks]
Total: 9 marks.
Marking guide and model answers
- chip [1]
- f-i-sh [1]
- a digraph such as sh [1]; a blend such as st [1]
- it is not said [1]; it makes the vowel long [1]
- it helps us remember [1]; it shows what we know [1]; it shows what to practise [1]
Score guide: 8 to 9 = secure. 6 to 7 = nearly there, revise the parts you missed. Under 6 = work through the lesson again with a grown-up.
Printable worksheet
- Read: ship
- Read: stop
- Read: chip
- Read: cake
- Spell: bed
- Spell: fish
- Spell: kite
- Digraph or blend: sh
- Digraph or blend: st
- True or false: reviewing helps us remember.
Homework
Read a short book to a family member and spell five words from the unit.
Answer key and marking scheme
| Question | Expected response | Marks |
|---|---|---|
| 1. Read: ship | ship | 1 |
| 2. Read: stop | stop | 1 |
| 3. Read: chip | chip | 1 |
| 4. Read: cake | cake | 1 |
| 5. Spell: bed | b-e-d | 1 |
| 6. Spell: fish | f-i-sh | 1 |
| 7. Spell: kite | k-i-t-e | 1 |
| 8. Digraph or blend: sh | digraph | 1 |
| 9. Digraph or blend: st | blend | 1 |
| 10. True or false: reviewing helps us remember. | true | 1 |
| Total | 10 |
Independent practice answers. Level 1: 1 /m/; 2 sun; 3 chip; 4 stop; 5 cake. Level 2: 1 b-e-d; 2 f-i-sh; 3 k-i-t-e. Level 3: 1 a personal answer with a reason; 2 a personal answer with a plan; 3 two valid sentences.
Quiz answers: 1 B, 2 C, 3 A, 4 B, 5 C, 6 A, 7 B, 8 C, 9 A, 10 B, 11 C, 12 A, Challenge 1 B, Challenge 2 C.
Mastery and remediation
| Objective | Bronze (Developing) | Silver (Proficient) | Gold (Advanced) |
|---|---|---|---|
| O1 Review letter names and sounds | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O2 Review CVC, digraph, blend and silent e words | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O3 Read and spell words from the unit | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O4 Tell which phonics skills need more practice | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
Courseversity badge thresholds (overall quiz score): Gold = 90–100%; Silver = 80–89.9%; Bronze = 70–79.9%. A badge is never a full record of progress.
If a learner struggles
- Find the misconception: Skipping the review. Reviewing helps memory.
- Explain another way: use real objects, pictures or actions first, then words.
- Show a simpler example: Review three skills at a time with picture cards.
- Guided practice: work through one example together and let the learner try the next one.
- Reassess: use the quiz again or the worksheet.
- Move on when the learner shows Silver-level evidence independently.
For parents and guardians
In this lesson your child reviews all the phonics skills of the unit. You do not need to be an expert to help.
- Read together every day.
- Praise progress.
- Practise one skill that needs work.
- Ask “how do you know?” after each answer, and listen.
- Praise effort, not only right answers. Mistakes are how we learn.
- Ten to fifteen minutes a day is better than one long session.
Teacher package
1–5. Objectives, prerequisites, materials, preparation, duration
Lesson objectives. Learners will: review letter names and sounds; review CVC, digraph, blend and silent e words; read and spell words from the unit; tell which phonics skills need more practice.
Prerequisite knowledge. Decodable word reading.
Materials. Chart paper or board, pencils, picture or word cards, a reading book if available. Low-resource options: use chalk or charcoal on a board or wall, drawings in the sand, and objects from the classroom instead of printed materials.
Preparation. Write the key words and examples on the board or on cards before the lesson.
Suggested duration. 45–60 minutes. It can be split into two shorter sessions.
6–9. Teaching procedure, explanation notes, guided and independent activities
Introduction (5 min). Ask learners what they remember from the unit.
Explanation (10 min). Review letters, sounds, CVC, digraphs, blends and silent e.
Guided activity (10 min). Run a phonics check.
Independent activity (10 min). Learners complete the practice and set a goal.
Assessment and reflection (5 min). Ask each learner to say one thing they learned and how they know it.
Key questions. What can you read now? What do you need to practise?
Teacher explanation notes. Move from the spoken word to pictures and then to print. Read aloud often, point to the words, and let learners hear and say before they read and write.
10–12. Differentiation, formative assessment, common misconceptions
Support. Review one skill at a time. Extension. Write a short story with unit words.
Formative assessment. Listen to learners read and explain, ask “how do you know?”, and check the independent work.
Misconceptions. Skipping the review. Reviewing helps memory.
13–15. Assessment questions, answer keys, marking scheme
Use the quiz, the 9-mark exam practice and the worksheet on this page. All answers and marking guides are in the answer sections above. Re-check every answer before use.
16–19. Remediation, enrichment, homework, teacher reflection
Remediation. Review three skills at a time with picture cards. Enrichment. Write a short story using words from the unit. Homework. See above.
Teacher reflection. After teaching, record: which ideas learners understood; which misconceptions occurred; which activities worked; which learners need more practice; and what to improve next time.
Sources and standards
This lesson is based on the sources below, and no official endorsement is claimed. Reference starting points: Common Core State Standards for English Language Arts, Cambridge Primary and the IB Primary Years Programme. Where a standard code is named, it points to the official framework.
Official standards for this topic area. Common Core State Standards for English Language Arts (official site): Grade 1 » Reading: Foundational Skills. These pages list the standards that cover this topic area; read them alongside the lesson.
Research used to shape this lesson. Common Core RF.1.3 (phonics and word recognition), RF.K.1.d and L.1.2.d; IES What Works Clearinghouse practice guide Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade; Cambridge Primary English Stage 1 (phonics review). These sources informed the lesson.