In this task, students will learn the sound /p/ as in cap.
This is another stop phoneme (like t/, /d/, /g/, /h/, /k/ (written as c), /b/, /k/, /ch/, and /j/). Make sure you do not stop at the arrow under the sound, and take care to make as little of a vowel sound after it as possible. It should be /p/ not /pŭh/.
When you read these two words the slow way, be sure to touch and say the sounds phonetically, like /wwwăăăsss/, not how the words are actually pronounced (which would be /wŭz/). Only read them as was and what when you read them “the fast way.”
Like with is and said, this approach continues to develop the concept of non-phonetic (or “funny”) words without undermining the importance of the whole system of sound-symbol correspondence that you are teaching them. The last thing we want is for students to think that the existence of “irregular” words means that there is no reason to “sound out” words.
