If you would like to provide your learner with additional reading practice similar to the previous activity, there are a few alternative versions of the same type of exercise you might try for variety.
For example, you could have your learner point to the letters as you say the sounds.
Or you can have your learner point to the letters as he or she reads them himself or herself.
In a moment, you are going to help your child learn to write the symbol(s) for /ă/, after which your learner can write the sound and vocalize it each time he or she does so.
Or perhaps you could recite “sentences” like the ones you were just reading, one group of letters at a time, and have your learner write each group as he or she recites them after you.
And then of course, you might ask your learner to make up his or her own “sentences,” saying each “word” as you write them down on paper.
The two of you might even want to take turns writing your own original “sentences” without saying the sounds, and then hand the paper to the other person so he or she can read aloud what the first individual wrote.
The same type of activities can be used with each and every one of the other sounds as well.
Now that your learner has had some practice reading, let’s have the youngster begin developing his or her ability to recognize the letter in different contexts.
(These supplemental activities can be used in the future with any letter or sound needing additional reinforcement.)
Contrary to what you saw in the previous clip, we do not teach all the short-vowel sounds at once. Rather, we inroduce the sounds in vowel-consonant sets, as follows:
a - t, n, c, m, s
o - p, f, b, d, x
i - b, r, l, g
u - h, w, k,
e - v, y, q, z
Here is another video clip demonstrating the Words in Color approach. We include it to illustrate one type of activity that helps beginning readers connect given sounds to particular "triggers," though we use the actual lowercase letters rather than colored rectangles.