Read with an adult. Take your time. You can say, point, draw or write your answer.
1 Let's look together
Read bear with your adult. Ear writes a different vowel sound here from ear in hear.
Now say pear. In this model, bear and pear have matching vowel sounds. Learn these words together.
bear — pearwear — tear in paperhear has a different sound
Look, point and talk with your adult.
2 Watch how I do it
I read pear after my adult. A pear is a fruit. I point to ear and say, 'I ate a pear.'
3 Your turn
Which matches the vowel sound in bear in this model: pear or hear?
Have a go before opening the answer.
Let's check together
Pear. The ear spelling has a different sound in hear.
4 Try it away from the page
Read bear, pear and wear. Put hear in a different sound group. Your adult models all four words before you sort.
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Adult notes · prerequisites, safety and coverage
Tear means rip here, not liquid from an eye. Clearly model the intended meaning and pronunciation. Respect rhotic and other accent differences. Added endings in wearing/tearing need adult support. Follow the child's taught phonics sequence. An adult reads the instructions, models the sounds and explains unfamiliar vocabulary. Revisit a few words over several days; do not guess words from pictures.
Read instructions aloud. Word-reading practice must match the child's taught sounds. The phonics pages support, but do not replace, the school's systematic synthetic phonics programme. Shared stories are adult-read unless the child can decode them. Re-read and practise daily.
Connect taught sounds and spellings for decoding.
Blend and reread words matched to taught sound-spelling knowledge.
Practise Year 1 spelling patterns, prefixes and endings.