What “SATPIN” means (and why it’s a smart first set)
SATPIN is six simple sounds: s, a, t, p, i, n. These letters combine to make dozens of simple three-letter (CVC) words like sat, pin, tap, and tin.
We choose SATPIN first because the letters are distinct, their sounds are easy to say, and they form many early words. For busy parents and short attention spans, this set gives quick wins.
Letter names vs letter sounds (the common confusion)
Many children know the ABC song and can say “bee” or “see.” But reading needs the speech sounds those letters make: /b/ /s/ /t/ etc. Saying the letter name (“bee”) is not the same as saying the sound /b/ used in decoding.
So the first job is to teach the sound, not the name. Use lowercase letters from storybooks — that’s what children see in real reading.
The Week 1 plan (7 days, 10 minutes/day)
Each day: warm-up (1 min), teach/practice (6–7 min), celebrate & stop (1–2 min). Keep sessions playful and routine-based so your child knows what to expect.
Day 1 — s, a
Introduce /s/ and /a/. Show the letters, say the sound, let your child repeat, then trace each letter once with a finger.
Example words to say: sat, pat. Success: child says /s/ and /a/ when you show the letters.
Day 2 — t, p
Introduce /t/ and /p/. Play a quick I-Spy: “I spy something that starts with /t/.” Trace and tap as you say each sound.
Example words: tap, pat. Success: child identifies the initial sound in a spoken word.
Day 3 — i, n
Introduce /i/ and /n/. Use a motion (e.g., point to tummy for /i/ like “it”) and a nose touch for /n/ so learning is multisensory.
Example words: pin, tin. Success: child repeats sounds and traces letters.
Day 4 — Review + blend a few words
Quickly review all six sounds, then demonstrate blending for one word: /s/ /a/ /t/ → “sat.” Let your child try with support.
Example words: sat, pat. Success: child blends one word with prompting.
Day 5 — More blending practice
Blend two or three CVC words together. Use letter cards or toys as markers for each sound.
Example words: sat, pat, pin. Success: child blends independently or with minimal help.
Day 6 — Little reading practice
Read a very short decodable sentence using learned words: “Pat sat.” Point to each word and blend as you go.
Success: child recognizes at least one word when you point and sound it out.
Day 7 — Game day + celebrate
Play quick sound games (see below), then review any words your child found tricky. Give a small reward — a sticker or a thumbs-up — and end on a positive note.
Games that work (no worksheets needed)
Short, playful games are best for LKG/UKG and early primary. Here are quick options you can use in 1–3 minutes each.
- I Spy Sounds — spot initial sounds around the room.
- Sound Clap — say a CVC word and clap for each sound.
- Toy Match — place three toys and ask which one starts with /p/.
- Letter Trace Race — trace a letter in the air with a finger, add silly sound effects.
- Sound Hop — place cards on the floor and let your child hop to the card after you say a sound.
- Blend Basket — put letter cards in a basket and pull three to blend aloud.
Blending: when to start (and how to do it without pressure)
Start blending once your child can hear and say 4–6 sounds reliably. Blending should be short and supported: you say the sounds, then say them faster to make the word.
Use gestures: stretch sounds slowly (/s—a—t/) then snap to “sat.” Praise effort and try again another day if it’s not clicking.
Mistakes to avoid (and what to do instead)
Avoid long worksheets, timed drills, or pushing too many letters at once. These create frustration and turn sessions into homework.
Do instead: short play-based practice, one new sound at a time, clear praise, and immediate positive feedback. If you notice confusion, slow down and revisit sounds with games.
Troubleshooting
If my child mixes sounds (b/d or p/q)
Use multi-sensory cues — say the sound, trace, and add a small action. For b/d confusion, try a “bat” vs “dog” gesture so shapes and sounds link to movement.
If my child can’t blend yet
Return to phonemic awareness games. Clap sounds, segment words, and slow the pace. Blending often follows with a little more practice.
If my child gets bored
Switch to a 1‑minute game, sing the sounds, or try a toy-based activity. Always end on a win.
Signs Week 1 is “done” (simple checklist)
- Can say 4–6 SATPIN sounds when prompted.
- Can blend at least one CVC word with support.
- Enjoys short, 5–10 minute sessions and asks to play again.
What to do in Week 2 (teaser + next step)
Week 2 builds on blending: we add two more sounds, increase blending practice, and introduce short decodable books. The aim is fluent decoding of many CVC words by the end of the fortnight.
If you want guided lessons and a clear progression, Tiny Steps has a structured Phonics program with week-by-week lessons.
Try this next: pick 3 CVC words your child liked this week and practise blending them twice a day for three days.