unQbd · Early reading together
A small step toward reading
For parents and caregivers of beginning readers. Use five to ten minutes together, repeat when useful, and finish while your child is comfortable.
Choose a starting point
- Learning letters and sounds: Meet the Letters. An adult reads the story. Your child explores letter shapes and sounds. Start with A, M, S, T, P, I, N and C, or choose any letter story.
- Joining sounds into words: First Reading with Sam. The adult reads the left page and supports the child's short right-page lines. Help with unfamiliar words.
Sounds, Speech and Print is optional listening, speech and print practice. Enjoy Story Time alongside any stage. These paths support early reading; they are not a complete kindergarten curriculum.
Names and sounds are different
The name of A differs from its short sound in apple. Today use short i as in in, not long I as in ice. Use hard c as in cat; k can make the same sound. Keep t and p short without adding “uh.”
Games speak letter names or whole example words. Adults model the individual sounds for blending. With audio off, read the examples aloud together.
Journey map and participation tracker
Meet the Letters
Child: ____________________ Started: ____________________
| Stop | Book | Practice | Our notes |
|---|---|---|---|
| 1 | The Amber Apple Tree: An “A” Story | A/a: short a | Date: ______ Try again: ______ |
| 2 | The Misty Mountain: An “M” Story | M/m: m | Date: ______ Try again: ______ |
| 3 | The Sleepy Snake: An S Story | S/s: s | Date: ______ Try again: ______ |
| 4 | Tilly and the Train Tracks: A "T" Story | T/t: t | Date: ______ Try again: ______ |
| 5 | Papa Bear’s Picnic: A “P” Story | P/p: p | Date: ______ Try again: ______ |
| 6 | The Isle of Icicles: An “I” Story | I/i: short i | Date: ______ Try again: ______ |
| 7 | The Nut That Wouldn’t Nudge: An “N” Story | N/n: n | Date: ______ Try again: ______ |
| 8 | The Call of the Crescent Moon: A “C” Story | C/c: k | Date: ______ Try again: ______ |
| 9 | Going Beneath Green Waters: A “G” Story | G/g: hard g | Date: ______ Try again: ______ |
| 10 | Rose and Rainbow Are Best Friends: An “R” Story | R/r: r | Date: ______ Try again: ______ |
| 11 | A Home for Hero: An “H” Story | H/h: h | Date: ______ Try again: ______ |
| 12 | Dandelion Days: A “D” Story | D/d: d | Date: ______ Try again: ______ |
A tick or finished book records participation. It does not show that a child has mastered a sound or can read independently. This collection currently has 12 books. Choose a story and return for more practice whenever you like.
Journey map and participation tracker
First Reading with Sam
Child: ____________________ Started: ____________________
| Stop | Book | Practice | Our notes |
|---|---|---|---|
| 1 | Sam and His Cat | First shared words: short a and i | Date: ______ Try again: ______ |
| 2 | Sam and the Map | Add h and r | Date: ______ Try again: ______ |
| 3 | Sam and Pat Play Tag | Add d and g | Date: ______ Try again: ______ |
| 4 | Sam and the Hot Pot | Short o | Date: ______ Try again: ______ |
| 5 | Sam Lags Behind | Add l; short a and o review | Date: ______ Try again: ______ |
| 6 | Sam and the Birds | Add b | Date: ______ Try again: ______ |
| 7 | Sam and the Red Hen | Short e | Date: ______ Try again: ______ |
| 8 | Sam Runs in Mud | Short u | Date: ______ Try again: ______ |
| 9 | Sam Goes Fishing | Add f; introduce sh with help | Date: ______ Try again: ______ |
| 10 | Sam and the Hidden Ink | Add k; introduce ck and nk | Date: ______ Try again: ______ |
A tick or finished book records participation. It does not show that a child has mastered a sound or can read independently. This collection currently has 10 books. Choose a story and return for more practice whenever you like.
A parent observation sheet
What can we try together?
Child: ____________________ Date: ____________________
| Try briefly, without playing the answer | With help / on own / revisit |
|---|---|
| Match uppercase and lowercase partners. | |
| Point to a known letter and ask for its sound. | |
| Join two or three known sounds into a word. | |
| Say a simple word and separate its sounds. | |
| Try a fresh short word with familiar letters. | |
| Reread a short line with adult help, then talk about it. |
Keep these notes for your family. This is an informal observation, not a standardized test. Repeat another day. Do not use one game's score or one adult account's completion record to assess several children.
Word-building practice
As a few sounds become familiar, write their letters on small cards. With a and m, blend am. Add s to make Sam. As more sounds become familiar, try mat → sat → pat, then pat → pit. Use a finger for each sound, then slide the sounds together.
In the journey, choose a book for this child to open any reading lesson for practice without marking earlier books complete. Existing stickers and completion records remain participation records.
Parent lesson · Stop 1
The Amber Apple Tree: An “A” Story
A/a: short a
Use the short a in apple. Air and ancient begin differently. Point to A and a together.
Say, blend, and try
When a and m are familiar, say their sounds slowly and join them: am.
A quick check
Without playing the answer, point to the letter and ask for its sound. Try again another day; a finished book is not a skill test.
Our notes: __________________________________________________
Parent lesson · Stop 2
The Misty Mountain: An “M” Story
M/m: m
Hum mmm with closed lips, then point to M and m. The story is for an adult to read.
Say, blend, and try
Join m and short a: am. Add s when it is familiar: Sam.
A quick check
Without playing the answer, point to the letter and ask for its sound. Try again another day; a finished book is not a skill test.
Our notes: __________________________________________________
Parent lesson · Stop 3
The Sleepy Snake: An S Story
S/s: s
Make a gentle sss. Notice S and s. Snake begins with s followed by n; the child need not read the whole word.
Say, blend, and try
Use known sounds to blend Sam. With t, try sat.
A quick check
Without playing the answer, point to the letter and ask for its sound. Try again another day; a finished book is not a skill test.
Our notes: __________________________________________________
Parent lesson · Stop 4
Tilly and the Train Tracks: A "T" Story
T/t: t
Make a short t without adding uh. Match T to t. Toot is a train sound, not the isolated letter sound.
Say, blend, and try
Use m, a and t to make mat. Change m to s: sat.
A quick check
Without playing the answer, point to the letter and ask for its sound. Try again another day; a finished book is not a skill test.
Our notes: __________________________________________________
Parent lesson · Stop 5
Papa Bear’s Picnic: A “P” Story
P/p: p
Enjoy Papa's puffs in the story. For blending, make a short p without adding uh. Match P to p.
Say, blend, and try
Use known sounds to read pat and map. Join the sounds smoothly.
A quick check
Without playing the answer, point to the letter and ask for its sound. Try again another day; a finished book is not a skill test.
Our notes: __________________________________________________
Parent lesson · Stop 6
The Isle of Icicles: An “I” Story
I/i: short i
This story has two I sounds: ice and in. Today practice the short i in in. Match I to i; revisit long I later.
Say, blend, and try
With p, i and t, blend pit. Compare pat and pit. Teach n before pin.
A quick check
Without playing the answer, point to the letter and ask for its sound. Try again another day; a finished book is not a skill test.
Our notes: __________________________________________________
Parent lesson · Stop 7
The Nut That Wouldn’t Nudge: An “N” Story
N/n: n
Say nnn and match N to n. Nut and nose are listening examples; they are not first-set decoding words.
Say, blend, and try
Use known sounds for pin, tin and nap. Say each sound and blend.
A quick check
Without playing the answer, point to the letter and ask for its sound. Try again another day; a finished book is not a skill test.
Our notes: __________________________________________________
Parent lesson · Stop 8
The Call of the Crescent Moon: A “C” Story
C/c: k
Practice hard c, as in cat, and match C to c. K can make the same sound. The second c in crescent is different.
Say, blend, and try
Blend cat with c, a and t. Your child can try Sam and His Cat when ready.
A quick check
Without playing the answer, point to the letter and ask for its sound. Try again another day; a finished book is not a skill test.
Our notes: __________________________________________________
Parent lesson · Stop 9
Going Beneath Green Waters: A “G” Story
G/g: hard g
Use the quick g sound in go and garden. Frog and log end with this sound. Keep it short, without adding uh. G can also sound different, as in giant; save that for another day. An adult reads the story.
Say, blend, and try
With an adult, join the sounds in gap, tag and pig. Help with any unfamiliar letters; these practice words are separate from the story.
A quick check
Point to G and g and try the quick sound together. Stop when your child has had enough; finishing a book does not show mastery.
Our notes: __________________________________________________
Parent lesson · Stop 10
Rose and Rainbow Are Best Friends: An “R” Story
R/r: r
Gently stretch the r sound in rose and rain, without adding uh. An adult reads the story.
Say, blend, and try
With an adult, join the sounds in rat, ram and rip. Help with any unfamiliar letters; these practice words are separate from the story.
A quick check
Point to R and r and try the first sound in rose together. Stop when your child has had enough; finishing a book does not show mastery.
Our notes: __________________________________________________
Parent lesson · Stop 11
A Home for Hero: An “H” Story
H/h: h
Make a soft breath of air for h, as in Hero and home. Feel it on your hand without adding uh. An adult reads the story.
Say, blend, and try
With an adult, join the sounds in hat, ham and him. Help with any unfamiliar letters; these practice words are separate from the story.
A quick check
Point to H and h and try the first sound in home together. Stop when your child has had enough; finishing a book does not show mastery.
Our notes: __________________________________________________
Parent lesson · Stop 12
Dandelion Days: A “D” Story
D/d: d
Keep d short, as at the start of dawn and day, without adding uh. An adult reads the story.
Say, blend, and try
With an adult, join the sounds in dad, did and dip. Help with any unfamiliar letters; these practice words are separate from the story.
A quick check
Point to D and d and try the first sound in day together. Stop when your child has had enough; finishing a book does not show mastery.
Our notes: __________________________________________________
Parent lesson · Stop 1
Sam and His Cat
First shared words: short a and i
Adult reads the left page; invite your child to read the short right-page lines. Help with I, the and a.
Say, blend, and try
Blend am, then Sam. Try a fresh word such as pin.
Adult help words and patterns: I, the, a
A quick check
Try a fresh word using the sounds practiced here. Continue when your child is comfortable; reread or choose an earlier book whenever helpful.
Our notes: __________________________________________________
Parent lesson · Stop 2
Sam and the Map
Add h and r
Practice h and r first. Help with his/is (s sounds like z), mama and star; ar is not a short-a pattern.
Say, blend, and try
Make hat, then change h to m for mat.
Adult help words and patterns: I, the, a, his, is, mama, star
A quick check
Try a fresh word using the sounds practiced here. Continue when your child is comfortable; reread or choose an earlier book whenever helpful.
Our notes: __________________________________________________
Parent lesson · Stop 3
Sam and Pat Play Tag
Add d and g
Practice d and g. Help with car and Hi. Save run and fast for later sound lessons.
Say, blend, and try
Blend dig and tag. Change d in dim to r for rim.
Adult help words and patterns: the, a, is, his, to, car, hi
A quick check
Try a fresh word using the sounds practiced here. Continue when your child is comfortable; reread or choose an earlier book whenever helpful.
Our notes: __________________________________________________
Parent lesson · Stop 4
Sam and the Hot Pot
Short o
Practice short o in hot. Help with go, no, Oh and do. Model the sounds in stop if your child wants to try it.
Say, blend, and try
Blend hot, then pot. Clap or tap once for each sound.
Adult help words and patterns: the, a, is, his, I, go, no, oh, do
A quick check
Try a fresh word using the sounds practiced here. Continue when your child is comfortable; reread or choose an earlier book whenever helpful.
Our notes: __________________________________________________
Parent lesson · Stop 5
Sam Lags Behind
Add l; short a and o review
Practice l. Help with dirt, he, go and Mama. Knowing i and r separately does not yet teach ir.
Say, blend, and try
Blend log and lag. Say which middle sound changed.
Adult help words and patterns: the, do, to, he, is, on, dirt, go, mama
A quick check
Try a fresh word using the sounds practiced here. Continue when your child is comfortable; reread or choose an earlier book whenever helpful.
Our notes: __________________________________________________
Parent lesson · Stop 6
Sam and the Birds
Add b
Practice b with bin and bag. Adult helps with bird (ir) and models ng in sing; these are additional patterns.
Say, blend, and try
Blend bin, then change n to g for big.
Adult help words and patterns: the, a, bird, birds, sing, sings, no, go, he
A quick check
Try a fresh word using the sounds practiced here. Continue when your child is comfortable; reread or choose an earlier book whenever helpful.
Our notes: __________________________________________________
Parent lesson · Stop 7
Sam and the Red Hen
Short e
Practice short e. Help with her, barn and with. Stretch each consonant in nest/help without adding a vowel.
Say, blend, and try
Build hen, then change h to p for pen.
Adult help words and patterns: the, a, her, is, go, to, with, barn, help, nest, pets, get
A quick check
Try a fresh word using the sounds practiced here. Continue when your child is comfortable; reread or choose an earlier book whenever helpful.
Our notes: __________________________________________________
Parent lesson · Stop 8
Sam Runs in Mud
Short u
Practice short u with mud and run. Adult helps with turtle and bird words. A spoken ending s can be z, as in runs.
Say, blend, and try
Read run and sun. Ask for a fresh short-u word such as bun.
Adult help words and patterns: the, is, on, runs, turtle, birds, sing
A quick check
Try a fresh word using the sounds practiced here. Continue when your child is comfortable; reread or choose an earlier book whenever helpful.
Our notes: __________________________________________________
Parent lesson · Stop 9
Sam Goes Fishing
Add f; introduce sh with help
Teach f here, before fin. Show sh together for the one sound at the end of fish. Help with fur/her and forest.
Say, blend, and try
Blend fin and fun. For fish, point to f, i, then sh as one sound.
Adult help words and patterns: the, a, has, he, no, fur, her, go, forest
A quick check
Try a fresh word using the sounds practiced here. Continue when your child is comfortable; reread or choose an earlier book whenever helpful.
Our notes: __________________________________________________
Parent lesson · Stop 10
Sam and the Hidden Ink
Add k; introduce ck and nk
Practice k; show ck as another spelling of k and nk as the ending in ink. Help with ball, loft, kittens and gives.
Say, blend, and try
Model i-ng-k in ink; then add p for pink. Use kit and kid for single-letter spelling practice.
Adult help words and patterns: it, is, in, to, no, a, ball, loft, kitten, kittens, gives
A quick check
Try a fresh word using the sounds practiced here. Continue when your child is comfortable; reread or choose an earlier book whenever helpful.
Our notes: __________________________________________________
unQbd · Celebrate time together
We practiced reading together!
This celebrates
________________________________
for exploring letters, sounds, words and stories with an adult.
Our favorite moment: ________________________________________
Journey or books: ___________________________________________
Date: ____________________ Adult: ____________________
This celebrates participation, not a reading level or proof of mastery.
Reviewed curriculum: 2026-09-foundations-v1. Keep one tracker per child.