📖 Ready for Class 1 · Reading & talking · Ages 6–7 · about 2 weeks Dates: to

Double Letters at the End

Goal: Read words ending in ff, ll, ss and zz, treating each pair as one sound, and hear a rhyming pair.

For parents: Off, bell, miss and buzz have a short vowel followed by doubled final consonant letters. Each doubled pair writes one sound here. Doubling is a common pattern, not something to add to every short word: if and bus have single final letters. Model the sounds without adding an extra vowel.

Do together

  1. Two letters, one sound

    You need: Paper and a pencil

    Write off and bell. Draw one line under ff and one under ll. Blend off as its vowel then /f/; blend bell as /b/, its vowel, then /l/. Do not say either doubled consonant twice. Draw a bell to check meaning.

  2. Meet ss and zz

    You need: Paper and a pencil

    Write miss and buzz. Underline each doubled ending and blend the three sounds in each word. Explain miss with a pretend missed bus, and buzz with a bee's sound. Compare if and bus: their last letters are single, so doubling is not automatic.

  3. Bell and shell

    You need: Paper and a pencil

    Write bell and shell. Read together and listen to the matching endings. Underline ll in each. Help your child see that sh also writes one sound in shell. Count its three sounds together, then draw a shell beside its word.

Talk about it

  • How many sounds does ff write in off?
  • Which letters write the last sound in buzz?
  • Which ending do bell and shell share?

Words to use

  • off
  • bell
  • miss
  • buzz
  • shell
  • if
  • bus

Play (optional)

  • Rhyme Families
    Rhyme families
Play these games free

Every game is free for every family until 20 November 2026.

Your child can…

Ticks are saved on this device only. Move on when most are ticked.

on one A4 page, with space to write

Tick each one when you see it, and write the date. Move on when most are ticked.

We noticed:

wasilearn.com/learn/class-1-ready/double-letters-at-the-end · free home learning, ages 2–7