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Children Studying Alphabet

Comprehensive Reading Foundation Group 2

Building on Sounds!

Overview

Program Details

1. Building on Group 1 sounds.

2. Introducing new sounds and word families.

3. Developing blending skills

4. Enhancing vocabulary and comprehension.

Focus: Phonics, Vocabulary, and Fluency.

Age Group: Building on beginners.

Sounds Covered: Building on Group 1 sounds, introducing new sounds.

Program Structure: Phased approach with action songs, activities, games, and multi-sensory materials.

Program Structure

Phased approach with action songs, activities, games, and multi-sensory materials to support learning.

Child Playing

1

What to Expect

Phonics Skills: Blend sounds to form more complex words.

Vocabulary Building: Recognize and write more complex words.

Fluency: Develop smooth and confident reading.

2

Benefits

Stronger Foundation: Reinforce phonics skills and build on vocabulary.

Increased Confidence: Develop fluency and confidence in reading.

Supportive Environment: Our program provides a supportive environment for children to learn and grow.

3

Key Principles

1. Review and Build.

2. Blending Sounds.

3. Make it fun.

4. Vocabulary Expansion.

Blonde Boy Reading

Expected Outcomes

By the end of Group 2, children will:

Blend more complex words using learned sounds.

Recognize and write more complex words.

Read with increased fluency and confidence.

Teaching Tips

Make blending a top priority.

Provide individual help when needed.

Use practical activities and games to make learning fun.

Introduce sounds and words gradually.

Sounds Covered

- Building on Group 1 sounds.

 

- New sounds: c, k, ck, e, h, r, m, d, g, o, u, l, f, b, j, z, w, v, y, x

 

- Vowel combinations: ai, oa, ie, ee, or, oo, qu, ou, oi, ue, ar

 

- Digraphs: Ng, Ch, sh, th

Children Reading the Holy Bible

Ready to Take the Next Step?

Enroll now in Brain Master’s Group 2 Reading Program and help your child become a joyful, confident, and capable reader!
Contact us today to register or learn more.

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