Your Child's Step-by-Step Title
Path to Reading Success
Blending Buddies
🌈30 Day Blending Progam🌈
A structured, targeted intervention for learners who “know sounds” but still struggle to read.
Days 1–10: Hearing & Understanding Sounds (Foundation Repair)
Day 1 — Getting Started: Let’s Blend Sounds Together!
Video script
Welcome to Day 1! today begins your child’s journey into reading by strengthening their ability to hear individual sounds inside spoken words. Today we’ll focus on:
Helping a child who confuses letter names with sounds, and guesses instead of decoding.Decoding is the ability to translate written letters (graphemes) into their corresponding sounds (phonemes) and blend those sounds together to read a word.Many children can recite letters but cannot read because they learned letter names, not letter sounds. Today builds pure sound awareness — the foundation of decoding. Before blending or reading can happen, children must first tune their ears to the sounds that make up words. This day builds that essential listening foundation.We say /m/ not “em,” /s/ not “ess.”Hearing sounds accurately is the first step to reading. Sounds are the building blocks of words.
Introduction
Today we’ll focus on:
Helping a child who confuses letter names with sounds, and guesses instead of decoding. Decoding is the ability to translate written letters (graphemes) into their corresponding sounds (phonemes) and blend those sounds together to read a word.
Video on how simple and natural phonemic awareness practice can be — no worksheets needed, just listening and talking.
Parent Tip
Children learn blending faster when they feel relaxed. Your warm tone and encouragement make all the difference.
Download
Sound‑Only Starter Sheet
Video
Practice 1
Activity Notes
Day 2 — Understanding Vowels and Consonants
Video Script
Children must understand that vowels behave differently from consonants. This knowledge is essential for blending and decoding.
Today’s lesson is an important one — and it’s often the missing piece for children who know their letter sounds, but still struggle to read.
We’re helping your learner understand that vowels behave differently from consonants. And this matters, because vowels are the heart of every word. They’re the sound that opens the word, gives it meaning, and makes blending possible.
Many children can say their sounds… but they don’t yet understand why a, e, i, o, and u are special. So when they try to blend, the word doesn’t quite come together — and reading feels harder than it needs to be.
In this lesson, we slow everything down. We show your child the difference between open vowel sounds and closed consonant sounds. We help them hear how vowels stretch… and how consonants block. And once they understand this, blending becomes clearer, smoother, and far more successful.
You don’t need any special materials — just a few minutes, a calm voice, and a willingness to explore sounds together.
By the end of this session, your learner will know: • which letters are vowels • why vowels are needed in every word • how vowels help us blend sounds into real, readable words
This is a small lesson with a big impact. It builds the foundation your child needs for confident decoding in the days ahead.
Let’s get started — and let’s help your learner take another strong step forward.”
Key Learning Points
Vowels: a, e, i, o, u
Consonants: all other letters
Video
Parent Tip
If your child guesses wrong, gently repeat the sounds. No pressure, just practice.
Video
Practice 2
Activity Notes
Day 3 —What Do Vowels Do?
Video script
Today we learn why vowels are important.
We’re learning why vowels are so important.
Many children can say their sounds, but reading still feels hard — and often, it’s because they don’t yet understand the special job vowels do inside words.
Vowels are the heart of every word. They’re the sound that opens the word, gives it life, and helps us blend the other sounds together. Without vowels, words simply can’t work.
In this lesson, we help your learner hear how vowels sound different from consonants. We show them how vowels stretch… and how consonants block. And once they understand this difference, blending becomes clearer, smoother, and much more successful.
You don’t need anything fancy — just a few minutes and a calm voice. We’ll guide your child step by step, helping them discover how vowels make reading possible.
By the end of this session, your learner will know: • which letters are vowels • how vowels help us read CVC words • why every word needs a vowel to make sense
This is a gentle, confidence‑building lesson — and it sets your child up for real progress in the days ahead.
Let’s get started, and let’s help your learner take another strong step forward.”
Key Learning Points
Vowels are the sounds that open words and help us blend.
Every word needs a vowel to make sense.
Video
Parent tip
Slow blending helps children hear each sound clearly. Take your time.
Video
Practice 3
Activity Notes
Day 4 — Vowels in Words
Introduction
Today we focus on finding vowels inside words.
Today, we’re learning something simple… but incredibly powerful for early reading.
We’re going to discover where the vowel sits in a CVC word — and why we call it the heart of the word.
Many children can say their sounds, but blending still feels tricky. And often, it’s because they don’t yet understand that the vowel sits right in the middle… holding the whole word together.
In words like cat, sun, and pen, the vowel is the sound that opens the word and helps it make sense. Without the vowel, the word can’t be blended smoothly — it loses its voice.
So in this lesson, we slow down, look closely at CVC words, and help your learner see that the vowel is always in the middle… and it’s the part of the word that brings everything to life.
By the end of this session, your child will understand where the vowel belongs, how to spot it quickly, and why it’s the heart that helps the word beat.
Let’s get started — and let’s help your learner take another confident step forward.”
Learning Points
🌼 In CVC words, the vowel is in the middle
🌼 It is the “heart” of the word
🌼
🌼
Video
Parent Tip
Video / Activity Notes
Parent Tip
Day 5 — CVC with ‘a’ (Sounding Out)
Video script
Now we start reading simple words using sounds.
Today is a really exciting step — because we’re beginning to read simple words using sounds.
Up to now, your learner has been practising hearing sounds, finding vowels, and understanding how words are built. Now we put all of that together.
In this lesson, your child will learn how to sound out a word by breaking it into its parts. This is called segmenting — and it’s one of the most important skills in early reading.
Segmenting helps children slow down, listen carefully, and take a word apart sound by sound. It builds confidence, reduces guessing, and gives them a clear strategy they can use every time they meet a new word.
We’ll start with simple CVC words — like cat, map, and sun — and show your learner how to tap, stretch, and hear each sound clearly.
By the end of this session, your child will understand that every word can be broken into sounds… and that they already have the skills they need to read.
This is a gentle, encouraging lesson — and it’s a big moment in your child’s reading journey.
Let’s get started, and let’s help your learner take this exciting next step.”
Key Learning Points
🌼 Moving from slow to smoother blending
🌼 Building confidence with familiar words
🌼 Repeating words to improve fluency
🌼 Keeping it fun, not rushed
Video
Repeat the same words and gradually blend faster together.
Parent Tip
💛 Speed will come naturally. Focus on accuracy first.
Video
Practice 5
Activity Notes
Day 6 —CVC with ‘a’ (Blending)
Introduction
Today, we’re taking a big step — we’re going to start putting sounds together to read real words. This skill is called blending.
Blending means pushing the sounds together… slowly… smoothly… until they turn into a word. For example: /c/ – /a/ – /t/ … becomes cat.
Many children know their sounds, but reading still feels hard because they haven’t learned how to blend yet. So in this lesson, we slow everything down. We help your learner hear each sound clearly… and then gently push those sounds together.
This is a confidence‑building moment. Your child will discover that they can read simple words — not by guessing, but by using a clear, reliable strategy.
By the end of this session, your learner will understand what blending is, how to do it, and why it helps them read new words with ease.
Let’s get started — and let’s help your child take this exciting step into real reading.”
Key Learning Points
Blending = pushing sounds together
/c/–/a/–/t/ → cat
Video / Activity Notes
Parent Tip
Movement helps children remember sounds more easily.
Video
Practice 6
Activity Notes
Day 7 — CVC with ‘a’ (Segment to Spell)
Introduction
Today is a gentle review day to build confidence and celebrate progress.
Key Learning Points
🌼 Say the word
🌼Break it into sounds
🌼 Write each sound
🌼 “cat → /c/ /a/ /t/ → c a t”
Video
Blend a few words
Parent Tip
💛 Celebrate effort, not perfection. Confidence is key. Offer help if needed.
Video
Practice 7
Activity Notes
Day 8 — CVC with ‘e’ and "i" (Sounding Out)
Introduction
Today’s lesson focuses on another common early reading challenge — mixing up the short /e/ sound and the short /i/ sound. Many children confuse these two sounds because they are both quick vowel sounds that sit in the middle of simple words. If this isn’t corrected early, it can make reading and spelling much harder later on.
In this session, we introduce the short /e/ sound and the short /i/ sound clearly and gently. Short /e/ is a quick, relaxed sound — /e/, as in pen, net, and bed. Short /i/ is also quick, but it is sharper — /i/, as in pin, sit, and lip.
It’s important that children hear each sound on its own before they try to read it inside words. Hearing the difference between /e/ and /i/ is the key to fixing middle‑sound mistakes.
When you model the sounds, keep them short and clean. Say /e/ — not “ehh,” not the letter name “E.” Say /i/ — not “ihh,” not the letter name “I.” The goal is for children to hear the pure sounds that appear in the middle of words.
As tutors and parents, your role is to help children slow down and really listen. Encourage them to notice the middle sound in a word, not just the beginning. You can support this by saying the words clearly and repeating the sounds naturally in your own speech.
Colour coding can also help children tell the two sounds apart. For example, you might use one colour for /e/ words and another colour for /i/ words. This simple visual support helps children hear the difference and remember it.
When guiding your child, use gentle prompts such as: “Listen carefully — is it /e/ or /i/?” This helps them tune their ears to the correct sound without feeling rushed or pressured.
Understanding the difference between /e/ and /i/ is an important step in early reading. Once children can confidently hear and identify both sounds, their reading and spelling become much more accurate. This builds confidence, reduces frustration, and prepares them for more advanced phonics skills.
Key Learning Points
🌼 Linking sounds to letters
🌼 Recognising simple letter shapes
🌼 Beginning to blend with visual support
🌼 Keeping learning simple and clear
Video
Introduce a few letters (s, a, t, p). Build simple words together.
Parent Tip
💛 Focus on a few letters at a time. Less is more.
Video
Practice 8
Activity Notes
Day 9 — CVC Blending — with ‘e’ and "i"
Introduction
Parent Tip
💛
Today’s lesson is all about helping children blend words that have the short /e/ sound and the short /i/ sound in the middle. Now that your child has learned to hear the difference between these two sounds, we are going to help them use the sounds when reading simple words.
Blending means pushing the sounds together to make a word. We do it slowly at first, then a little faster, until the word becomes clear. This helps children read without guessing and builds strong reading habits.
Let’s start with the short /e/ sound. This is the quick, relaxed sound we hear in pen, net, and bed. When blending with /e/, keep the sound short and clean. Say each sound gently, then slide them together: /p/… /e/… /n/ → pen.
Next, we blend with the short /i/ sound. This sound is sharper and lighter, like in pin, sit, and lip. Again, keep the sound short and clear. Say the sounds slowly, then blend: /s/… /i/… /t/ → sit.
The goal today is to help children hear the middle sound while blending, not rush past it. Encourage them to slow down, listen carefully, and push the sounds together smoothly. If they mix up the sounds, gently repeat the word and model the correct middle sound. No pressure — just steady, calm practice.
A helpful reminder you can use is: “Let’s listen to the middle sound before we blend the word.”
As your child practises, keep the pace steady. Accuracy comes first. Once the blending becomes clear and confident, the speed will come naturally.
Blending with /e/ and /i/ is an important step in early reading. It helps children read more accurately, builds confidence, and prepares them for longer and more challenging words. With daily practice, these sounds will become automatic, and reading will feel easier and smoother.
Video
Practice 9
Activity Notes
Day 10 —Segment to Spell — with ‘e’ and "i"
Introduction
Today’s lesson helps children learn how to segment words that have the short /e/ and short /i/ sounds in the middle. Segmenting means breaking a word into its sounds so children can spell it. This is the opposite of blending. Blending pushes sounds together. Segmenting pulls them apart.
We start by reminding children of the two middle sounds we are working with. Short /e/ is the quick, relaxed sound in pen, net, and bed. Short /i/ is the sharper sound in pin, sit, and lip. Children need to hear these sounds clearly so they can spell words correctly.
When segmenting, we help children slow down and listen to each sound in the word. For example, in the word pen, we hear: /p/… /e/… /n/. In the word sit, we hear: /s/… /i/… /t/.
The goal today is to help children notice the middle sound before they write the word. Many spelling mistakes happen because children rush and skip the middle. So we guide them gently and calmly.
A helpful reminder you can use is: “Let’s listen to the middle sound before we write the word.”
Encourage your child to tap the sounds on their fingers or slide their finger as they say each sound. This helps them feel the sounds as well as hear them. Keep the sounds short and clean — no extra voices, no stretching.
If your child mixes up /e/ and /i/, simply repeat the word slowly and clearly. No pressure. Just steady practice and calm listening.
Segmenting with /e/ and /i/ is an important step in early spelling. It helps children write words more accurately and builds strong reading habits at the same time. With daily practice, these sounds become automatic, and spelling becomes much easier.
Key Learning Points
🌼 Identifying final sounds
🌼 Comparing word endings
🌼 Strengthening full-word awareness
🌼 Preparing for stronger blending
Video
Say a word and ask: “What sound do you hear at the end
Parent Tip
💛 Ending sounds can be tricky. Repeat gently and keep it playful.
Video
Activity Notes
Stage 2-Controlling Sounds in Words (Decoding Repair) Fixing blending, vowel control, tracking, and decoding consistency
Day 11-CVC Words with ‘o’ and "u"
🌟 Day 11 – Meet Word Families: The “-at” Family
Introduction
Today your child begins noticing patterns in words. This makes blending faster and easier.
Key Learning Points
🌼 Understanding word families (-at)
🌼 Reading similar patterned words
🌼 Building confidence through repetition
🌼 Hearing how only the first sound changes
Video
Read and build: cat, bat, sat, mat, hat
Repeat the same set 2–3 times
Video
Practice 11
Activity Notes
Day 12 — ‘y’ as a Vowel
🌟 Day 12 – Build & Blend: Practising the “-at” Family
Introduction
Today we strengthen blending by building and reading “-at” words.
Key Learning Points
🌼 Blending CVC words smoothly
🌼 Building words using letter cards
🌼 Reading 5–8 familiar words
🌼 Improving fluency through repetition
Video
Build → read → repeat: cat, bat, sat, pat, tap
Then read a simple sentence: “The cat sat.”
Parent Tip
💛 Let your child re-read the same words. That’s how fluency grows.
Video
Practice 12
Activity Notes
Day 13 —Middle Sounds (Vowel Control)
🌟 Day 13 – New Pattern: The “-in” Family
Introduction
Today we introduce a new word family while keeping the same blending skills.
Key Learning Points
🌼 Recognising the “-in” pattern
🌼 Blending new but familiar-style words
🌼 Comparing patterns (-at vs -in)
🌼 Strengthening sound awareness
Video
Read: pin, tin, win, bin, fin
Mix with a few “-at” words for review
Parent Tip
💛 Mixing old and new words helps children generalise skills.
Video
Practice 13
Activity Notes
Day 14 — Beginning Sounds
🌟 Day 14 –
.
Today we focus on one of the most important early reading skills — hearing the first sound in words.
Before children can blend or read, they need to hear how words begin. This skill is called phonemic awareness, and it helps children notice that every word starts with a sound. When they can hear that first sound clearly, they are ready to match it to a letter and begin building real reading confidence.
In this session, we are developing three key abilities. First, identifying the beginning sound in words — helping children tune their ears to the very first sound they hear. Second, matching that sound to the correct letter — building the bridge between what they hear and what they see. And third, strengthening listening skills — encouraging children to slow down, pay attention, and really notice the sounds inside words.
We use simple, familiar words to support this learning. Words like sun, map, dog, pen, and fish help children focus on the sound without getting distracted by difficult vocabulary.
Understanding beginning sounds is a foundational step in early reading. When children can confidently hear the first sound in a word, they are better prepared for blending, segmenting, and spelling. Every clear sound they hear brings them one step closer to becoming confident, independent readers.
Key Learning Points
🌼 Identifying beginning sounds
🌼 Matching sounds to letters
🌼 Strengthening listening skills
🌼 Using simple word examples
Video
Ask: “What sound do you hear at the start of sun?” Emphasise the first sound.
Key Learning Points
🌼 Recognising patterns quickly
🌼 Blending with less hesitation
🌼 Switching between word families
🌼 Keeping learning playful
Video
Quick-fire reading: cat, pin, sat, win, bat, tin
Turn it into a fun “speed round”
Parent Tip
💛 Keep it light. Stop before your child feels tired.
Add Your Heading Text Here
Practice 14
Activity Notes
Day 15 —Hearing Ending Sounds
🌟 Day 15 – Review & Celebrate: Word Family Check
Introduction
Today is a review day to build confidence and celebrate progress.
Key Learning Points
🌼 Revisiting “-at” and “-in” words
🌼 Encouraging independent blending
🌼 Noticing improvement
🌼 Building reading confidence
Video
Ask your child to read 5–8 mixed words independently
Parent Tip
💛 Even small progress is a big win. Celebrate it.
Video
Practice 15
Activity Notes
Day 16 —Build Words from Pictures
🌟 Day 16 – New Pattern: The “-op” Family
Introduction
Today we introduce another word family to expand blending skills.
Key Learning Points
🌼 Learning the “-op” pattern
🌼 Blending new CVC words
🌼 Applying familiar blending skills
🌼 Building word recognition
Video
Read: top, hop, mop, pop, cop
Repeat several times for fluency
Parent Tip
💛 Keep sessions short but repeat often.
Video
Practice 16
Activity Notes
Day 17 —Segment to Spell (Extended Practice)
🌟 Day 17 – Mix & Blend: -at, -in, -op Practice
Introduction
Today your child practises switching between different word families.
Key Learning Points
🌼 Blending mixed word patterns
🌼 Strengthening flexibility
🌼 Improving reading fluency
🌼 Building confidence with variety
Video
Mix words: cat, pin, top, sat, win, hop
Read 5–8 words, repeat twice
Parent Tip
💛 If your child hesitates, go back to one word family at a time.
Video
Practice 17
Activity Notes
Day 18 — Change the First Sound
🌟 Day 18 – Reading Simple Sentences with Word Families
Introduction
Today your child begins reading full sentences using familiar words.
Key Learning Points
🌼 Blending words in sequence
🌼 Reading simple sentences
🌼 Recognising familiar patterns in context
🌼 Building early reading flow
Video
Read:
“The cat sat.”
“A dog ran.”
👉 For extra sentence practice, you can generate decodable texts using Project Read AI.
Parent Tip
💛 Point to each word as you read to support tracking.
Video
Practice 18
Activity Notes
Day 19 —Change the Middle Sound
🌟 Day 19 – Build Confidence Through Repetition
Introduction
Today focuses on strengthening confidence through repeated reading.
Key Learning Points
🌼 Re-reading familiar words
🌼 Improving fluency and accuracy
🌼 Reducing hesitation
🌼 Building independence
Video
Re-read the same 5–8 words and 1–2 sentences from yesterday
Parent Tip
💛 Repetition is not boring for children. It builds mastery.
Video
Practice 19
Activity Notes
Day 20 — Change the Ending Sound
🌟 Day 20 – Blending in Real Life with Word Families
Introduction
Today we take blending into everyday life using familiar patterns.
Key Learning Points
🌼 Recognising words in daily environments
🌼 Applying blending skills naturally
🌼 Reinforcing word families
🌼 Making learning meaningful
Video
Spot words like “cat,” “top,” or similar patterns in books, toys, or labels
Parent Tip
💛 Learning sticks best when it feels natural and part of daily life.
Video
Practice 20
Item #1
Stage 3-Reading with Meaning & Fluency (Application Repair) Fixing fluency, vocabulary, visual tracking, tricky words, and guessing.
Day 21 —Full Review (Sounds + Vowels)
Day 21
Introduction
Today focuses on
Learning Points
Video
Parent Tip
Video
Practice 21
Activity Notes
Day 22 —Introducing “sh”
Day 21
Introduction
Today we are introducing our very first digraph — sh. A digraph means two letters that work together to make one new sound. When we see s and h side by side, they don’t say /s/ and /h/. They join together and make the quiet sound /sh/.
We hear /sh/ at the beginning of words like ship, shop, and shed. We also hear it at the end of words like fish and dish. It’s a soft, gentle sound — almost like telling someone to be quiet.
The most important thing for children to learn today is this: sh is one sound, not two. Two letters, one sound. They stay together.
When you teach this sound, keep it simple. Slide your finger under the two letters to show they make one sound. Say the sound clearly: /sh/. Not “s‑h,” not “suh‑huh,” just /sh/.
A helpful way to support your child is to use a friendly reminder like: “These two letters are best friends — they stay together and say /sh/.”
As your child gets used to this new sound, give them short, simple words to practise. Aim for accuracy first, not speed. A steady pace helps the sound become automatic.
For daily practice, try reading 8 to 10 sh words in mixed positions — some at the start, some at the end. This helps your child recognise the sound wherever it appears.
If you’d like extra support, you can use the sh Word Starter Pack to build confidence and keep practice fun.
Learning Points
Video
Parent Tip
Video
Practice 22
Activity Notes
Day 23 —Introducing “wh”
Day 21
Introduction
Today we are learning a new sound made by two letters working together — wh. This sound is soft and gentle. It has a tiny puff of air at the start. When we see w and h together, they don’t say /w/ and /h/. They join to make a light, breathy sound — /wh/.
We hear this sound in many question words, like what, when, which, and where. It’s a quiet sound, almost like a whispery version of /w/. Just a small puff of air — /wh/.
The most important thing for children to learn today is this: wh is one sound, not two. Two letters, one gentle sound.
When you teach this sound, keep it soft and simple. Say the sound clearly: /wh/. Avoid adding extra sounds like “huh.” It should feel light and quick.
A helpful reminder for your child is: “Feel the tiny puff of air — that’s the wh sound.”
As your child gets used to this new sound, give them short, simple words to practise, like when, which, whip, wham, and what. Keep the pace steady. Focus on accuracy first, not speed. Slow, clear practice helps the sound become automatic.
For daily reading, try a list of 10 wh words. Mix them up so your child learns to spot the sound wherever it appears.
If you’d like extra support, you can use the wh Beginner Practice Pack to help your child build confidence.
Learning Points
Video
Parent Tip
Video
Practice 23
Activity Notes
Day 24 — Introducing “ch”
Day 21
Introduction
Today we are learning a new sound made by two letters working together — ch. Just like sh, these two letters join to make one sound. When we see c and h side by side, they don’t say /c/ and /h/. They come together and make the bouncy sound /ch/.
We hear /ch/ at the beginning of words like chip, chin, and chat. We also hear it at the end of words like much and such. It’s a clear, quick sound — /ch/ — almost like the sound you hear when a train starts moving.
The most important thing for children to learn today is this: ch is one sound, not two. Two letters, one sound. They stay together.
When you teach this sound, keep it simple and calm. Slide your finger under the two letters to show they make one sound. Say the sound clearly: /ch/. Not “c‑h,” not “cuh‑huh,” just /ch/.
A helpful reminder for your child is: “These two letters team up to say /ch/.”
As your child gets used to this new sound, give them short, simple words to practise. Keep the pace steady and focus on accuracy first. Slow and clear reading helps the sound become automatic.
For daily practice, try reading 8 to 10 ch words in mixed positions — some at the start, some at the end. This helps your child recognise the sound wherever it appears.
If you’d like extra support, you can use the ch Beginner Word List to build confidence and keep practice fun.
Learning Points
Video
Parent Tip
Video
Practice 24
Activity Notes
Day 25 —Introducing “th” (voiceless)
Day 21
Introduction
Today we are learning a new sound made by two letters working together — th. This is the soft /th/ sound, the one we hear in words like thin and thumb. It is a quiet sound, and it needs a special mouth position to make it correctly.
When we make the /th/ sound, the tongue gently peeks out between the teeth. Not too far — just a little. Then we let a small bit of air push out. That soft air is what makes the /th/ sound.
It’s important for children to learn that th is one sound, not two. It does not say /t/. It does not say /f/. It has its own sound — /th/.
Many children mix this sound up and say /f/ or /d/ instead. So today, we help them slow down and feel how the sound is made. Soft tongue, gentle air, quiet /th/.
When you teach this sound, model it clearly. Show your child how your tongue comes forward just a little. Let them see the air moving out. Keep the sound soft and steady.
A helpful reminder for your child is: “Let your tongue peek out a little — that’s the /th/ sound.”
As your child becomes familiar with the sound, you can use simple words like thin, thick, thud, bath, and moth to help them practise. Encourage them to feel the air “pushing out” as they say the sound. Accuracy comes first — slow and clear is best.
For daily practice, try a short list of 10 th words. This helps your child see and hear the sound in different places in a word.
If you’d like extra support, you can use the th Mouth‑Position Guide to help your child learn the correct tongue and air placement.
Learning Points
Video
Parent Tip
Video
Practice 25
Item #1
Day 26 — High Frequency Words
Day 21
Introduction
Today focuses on
Learning Points
Video
Parent Tip
Video
Practice 26
Activity Notes
Day 27 — Reading Simple Phrases
Day 21
Introduction
Today focuses on
Learning Points
Video
Parent Tip
Video
Practice 27
Activity Notes
Day 28 — Picture to Sentence (Sentence Building)
Day 21
Introduction
Today focuses on
Learning Points
Video
Parent Tip
Video
Practice 28
Activity Notes
Day 29 — Assessment
Day 21
Introduction
Today
focuses on
Learning Points
Video
Parent Tip
Video
Practice 29
Activity Notes
Day 30 —Final Review & Reflection 🎉 What Comes Next
Day 30
Introduction
Today focuses on
Learning Points
Video
Parent Tip
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