Teacher Guide Phonics Sequence

Sound City Reading
Sequence Charts
And
Sound Charts
d
e
January 2014
un
d
So
ty
Ci
Reading
Entire contents 2014 By Kathryn J. Davis

7223 Cedar Lane Drive, Germantown, TN 38138
All rights reserved.
Printed in the United States of America.
Permission is hereby granted to teachers, parents, and tutors to
reproduce student materials in this book for individual or classroom use.
Permission is granted for school-wide reproduction of materials.
All other use is prohibited.
Table of Contents
Overview Of This Book .................................................................................. 7
Overview Of Sound City Reading Books .................................................... 11
Sound Story .................................................................................................... 8
Notes About The Alphabet .......................................................................... 15
Color-Coding Chart ...................................................................................... 16
Sequence Charts
Learning The Alphabet, Book 1 and Book 2 ............................................... 15
Advanced Learning The Alphabet, Book 1 and Book 2 .............................. 16
Advanced Learning The Alphabet - Dictation Chart ................................. 20
Beginning Short Vowel Words .................................................................... 22
Short Vowel Words ...................................................................................... 28
Basic Short Vowel Words ............................................................................ 32
Expanded Short Vowel Words ..................................................................... 34
Phonics Patterns And Stories, Book 1 ........................................................ 36
Note: When using Decoding Practice, Books 1 - 8, use the sequence charts for
Phonics Patterns And Stories Books 1 - 8. Both sets of books teach the same skills.
Advanced Phonics Patterns From Childrens Books .................................. 52

List of childrens books to read with this program ..................................... 57
Note: The Advanced Decoding Practice book is not set up in a sequential
order; so there is no sequence chart.
Sound Story, Parts 1 and 2 ..................................................................... 62

Notes About The Alphabet .......................................................................... 69
Color-Coding Chart ...................................................................................... 70
2014 by Kathryn J. Davis
Sound Charts And Sequence Charts
Sound Charts
Alphabet Chart To Use With Learning The Alphabet, Advanced Learning The Alphabet, Short Vowels, and Phonics Patterns And Stories
Alphabet Chart ............................................................................................ 71

Additional Charts To Use With Any Of The Short Vowel Books
(These charts show the sound pictures from part two of the sound story.)
Vowel Patterns ............................................................................................. 72

Consonant Patterns ..................................................................................... 74
Additional Charts To Use With Phonics Patterns And Stories, Books 1 - 8
Vowel Patterns ............................................................................................. 76

Ending Consonant Blends ........................................................................... 80
Beginning Consonant Blends ...................................................................... 81
Odd O Patterns ............................................................................................ 82
Long Vowel Patterns With More Than One Sound .................................... 83
Bossy R Patterns .......................................................................................... 84
Umbrella Vowels and Shady Short Vowels ................................................ 85
Long Vowel Patterns.................................................................................... 86
Special Vowel Patterns ................................................................................ 88
Silent E Syllables ......................................................................................... 90
Open Syllables ............................................................................................. 91
Charts To Use With Advanced Phonics Patterns From Childrens Books
Alphabet ....................................................................................................... 93
Vowel Patterns ............................................................................................. 94
Odd O Patterns ............................................................................................ 98
Long Vowel Patterns With More Than One Sound .................................... 99
Bossy R Patterns ........................................................................................ 100
Umbrella Vowels and Shady Short Vowels .............................................. 101
Long Vowel Patterns.................................................................................. 102
Special Vowel Patterns .............................................................................. 104
Silent Letters ............................................................................................. 106
Single Consonants With More Than One Sound ...................................... 107
Silent E Syllables ....................................................................................... 108
Open Syllables ........................................................................................... 109
Ending Syllables With Pictures And Key Words...................................... 110
Ending Syllable Truck Chart .................................................................... 112
Beginning Consonant Blends .................................................................... 114
Advanced Ending Consonant Blends With Short A ................................. 115
Advanced Ending Consonant Blends With Short E ................................. 116

Advanced Ending Consonant Blends With Short I .................................. 117
Advanced Ending Consonant Blends With Short O ................................. 118
Advanced Ending Consonant Blends With Short U................................. 119
Prefixes And Suffixes................................................................................. 120
Charts To Use With Advanced Decoding Practice
(Some of these charts are identical to the Phonics Patterns From Childrens Books charts.
Some charts are different, using key words and pictures instead of sound story pictures.)
Alphabet ..................................................................................................... 121

Vowel Patterns ........................................................................................... 122
Consonant Patterns ................................................................................... 124
Odd O Patterns .......................................................................................... 126
Long Vowel Patterns With More Than One Sound .................................. 127
Bossy R Patterns........................................................................................ 128
Umbrella Vowels And Shady Short Vowels .............................................. 129
Long Vowel Patterns ................................................................................. 130
Special Vowel Patterns .............................................................................. 133
Silent Letters ............................................................................................. 136
Single Consonants With More Than One Sound ...................................... 137
Silent E Syllables ....................................................................................... 138
Open Syllables ........................................................................................... 139
Ending Syllables With Key Words And Pictures ..................................... 140
Ending Syllables Truck Charts ................................................................. 142
Beginning Consonant Blends .................................................................... 144
Advanced Ending Consonant Blends With Short A ................................. 145
Advanced Ending Consonant Blends With Short E ................................. 146
Advanced Ending Consonant Blends With Short I .................................. 147
Advanced Ending Consonant Blends With Short O ................................. 148
Advanced Ending Consonant Blends With Short U................................. 149
Prefix And Suffix Chart ............................................................................. 150
Summary Sound Chart ......................................................................... 151
Sight Word Review: Color-Coded .............................................................. 160
Sight Word Review: Black print ................................................................ 162
Sample Picture/Word Lesson Pages
(How To Play The Robot Game)
Short a ........................................................................................................ 164

sh/ship ....................................................................................................... 166
Ending consonant blends with short a...................................................... 168
ee/feet ......................................................................................................... 170
Two-syllable words: rab-bit ....................................................................... 172
Manuscript Handwriting Model .................................................................. 82

Cursive Handwriting Model ........................................................................ 84
Addendum
How To Make Sense Of The Many Parts Of This Program ..................... 178
(Each part of the program was added separately over a period of many years.)
Back Cover: Overview Of Sound City Reading Materials ......................... 86
Overview Of This Book

Letters And Letter Patterns
To be able to read, students must become familiar with the many consonant and vowel patterns in our language. The Sound City Reading program
teaches these patterns in a logical, systematic way. Students learn one pattern
at a time, and immediately apply it by reading words, sentences, and practice
stories.
The sound charts in this program show these patterns in a logical framework, with similar patterns grouped together, so that students can remember
them more easily. Students review previously taught patterns daily, using the
sound charts and phonogram flashcards. This helps students remember the
patterns so that they can apply them when they see new words.
Developing Phonemic Awareness
Beginning students learn the letters of the alphabet and their related
sounds. They also learn to take words apart by listening for each separate
sound in the word (segmenting/spelling), and they learn to put words together,
sliding the letter sounds together smoothly going from left to right (oral blending/decoding). After developing these skills with short vowel words, students
will be ready to steady the many phonogram patterns.
Sequence Charts And Sound Charts
This book contains all of the sequence charts and sound charts in the
Sound City Reading program, from the learning the alphabet level through the
advanced levels. Some of the letters and patterns represent only one sound,
while others represent two or more sounds. Use the listening CD included with
this book as you study the charts, so that you can hear how each pattern is pronounced. This will prepare you to teach the patterns to students.
The Sound Story
The pictures on the sound charts are from A Sound Story About Audrey
And Brad. A small version of this story is included in this book. A larger version is available to use when reading to a class. Each picture shows a sound
heard in the environment, for example, squeaking chains on swing sets, growling dogs, a clock ticking, and so on. Each picture is paired with the letter of the
alphabet that represents that sound. For example, the growling dog sound is
represented by the letter r. Read the story read aloud to your students, so they
will become familiar with the sound pictures and related letters.
Part One of the story introduces the consonant sounds, the short vowel
sounds a/ant, e/egg, i/in, o/ox, and u/up, and the long i sound, i/island.
Part Two introduces the long vowel sounds /apron, /emu, /ocean, and
/uniform. The long vowels are marked with a straight line. Part Two also introduces the special vowel sounds /all, /to, and /push, along with the special vowel
pairs ou/ouch, ow/cow, oi/oil, and oy/boy. The special vowels are marked with two
dots (the German umlaut), which indicate that the vowel is not the usual sound.
Consonant patterns not represented by a single letter are also introduced in Part
Two: sh/ship, th/thumb, th/this, ch/chicken, and ng/ring. I think of these consonant and vowel patterns as beyond the alphabet sounds. To become good readers, students must become familiar with these sounds in addition to the alphabet
sounds.
Color-Coded Vowels
The vowels in the short vowel books and in Phonics Patterns And Stories
are color-coded. The letters are red for short a, light green for short e, light violet
for short i, light orange for short o, and light blue for short u. The colors for the
long vowel sounds are a darker shade of the same colors. The color-coding helps
students to see that the some letters or letter patterns can represent two or more
sounds; they are different colors. Students can also see that sometimes two different patterns represent the same sound; they are the same color. See the colorcoding reference chart in this book.
Charts For Phonics Patterns And Stories
Books 1 through 8 of the Phonics Patterns and Stories books contain charts
that are similar, except that some of the phonetic patterns dont appear in the earlier books, since they have not been taught yet. The overall design of the charts is
the same for each book, with new patterns filled in as they are introduced. At
each higher level, new patterns are filled into the empty spaces on the previous
charts. Once all the patterns on a chart have been taught, the chart will be exactly
the same from one book to the next. In this book, the charts for Phonics Patterns
And Stories, Book 8 are shown.
Chart Descriptions
The charts that students need to practice will
appear in their books.
At the learning the alphabet and beginning
short vowel levels, students only need to practice the
alphabet chart. At the regular short vowel level, students should also begin practicing the basic vowel and
consonant digraph charts. They will not read words
with these patterns yet, but learning the patterns will
prepare them for the next level.
The Phonics Patterns and Stories charts are in
color. The Advanced Phonics Patterns From Children's Books and Advanced Decoding Practice charts
ee
ow
c
sh
b
are black and white.

The Advanced Phonics Patterns charts use the sound story pictures for
some patterns and key word pictures for other patterns. The Advanced Decoding Practice book does not use sound story pictures; it uses only key word pictures. Otherwise, these two sets of charts follow the same format.
After the last set of charts, there is a Sound Summary Chart which shows
the letters and key words for all of the patterns in the program. This chart is
arranged in alphabetical order, and it uses sound story pictures to indicate the
sound for each letter or letter pattern
Using The Charts
The charts are used to introduce and review all of the letter patterns that
are taught. Teach new letter patterns by pointing them out on the chart and
modeling the sound or sounds. One new pattern is taught each day. This allows
students to progress through all of the common patterns quickly, while still focusing on only one pattern at a time, to avoid confusion. Learning many patterns in a short period is important, so that students can begin reading real childrens books.
Because so many patterns must be taught, the charts are an important
tool for reinforcing the patterns and their sounds. Students should say all the
sounds daily, as the teacher points to each pattern. Unless a key word appears
on the chart, students should say only the sounds, not the name of the letters
and letter patterns. If key words appear on a chart, they should say the sound,
pause briefly, and then say the key word. Point to the patterns and go quickly
from one to the next.
As you progress through the program with your students, you will add
more charts, as new patterns are introduced. Eventually, you will need to alternate the charts, doing some charts on one day and other charts on a different
day, so that you can do them in the allotted time.
When teaching the sounds to individual students or a small group, you
can use the sound charts in the student books. When teaching a whole class the
best approach is to use larger wall charts, which are available from Sound City
Reading. The teacher points to each pattern on the charts while the class gives
the sounds in unison.
This regular oral practice helps students to internalize the patterns so
that they can be recognized easily when they are seen in new words. Even
though the charts take a daily time commitment, the positive results will make
the time spent well worth while.
Using Flashcards
After doing the sound charts at the beginning of each day's lesson, have
students say the same sounds from regular flashcards. This gives students
practice remembering the sounds without the benefit of the sound pictures.
Flashcards are available at www.soundcityreading.com, or you can make your
own. Both the charts and the flashcards are an important part of the program.
If time is an issue, you can alternate saying the chart sounds and flashcard
sounds on alternate days, after students have become familiar with the letters
and patterns.
Sequence Charts
The sequence charts on the following pages are designed to give the
teacher an overview of the letters and phonics patterns taught at each level.
These charts will be useful for lesson planning.
At the short vowel and phonics patterns levels, the words taught in each
lesson are listed on the chart. This will give you an overview of the new words.
You can use the lists as a reference for the spelling dictation period.
The charts also list the practice stories and trade books to read, as soon
as students are ready to read them.
Some of the charts are printed across a two-page spread, to give room to
provide extra information.
The charts are presented in the order in which the books are taught,
starting with the easiest level.
Sample Lessons - Playing The Robot Game To Learn New Phonetic
Words
This book also contains a few sample lessons showing how to teach the
picture/word pages in Short Vowel Words And Sentences and Phonics Patterns
And Stories. Listen to the CD to hear how to play the robot game when introducing new phonetic words. Using this routine builds a high level of success for students.
Don't Give Up
Learning and teaching this many patterns may seem overwhelming at
the beginning. Remember that you will only teach one new pattern per day.
As you repeat the patterns from the charts and cards each day, you and the
students will begin to remember the sounds automatically, without having to
stop and think. This brings huge benefits for students, as they progress in
their reading materials. For many words, they will recognize the phonics and
syllable patterns and be able to read the word with confidence. If a student
has trouble with a word, the teacher only needs to point out the pattern and
ask for the sound, and the student will be able to figure out the word. This allows students to focus on the meaning of the text, rather than stumbling over
individual words.
10
Overview of Sound City Reading Books

Sound City Reading is a systematic, sequential phonics program. Flashcards,
charts, and games to reinforce letters and phonogram patterns are available at
all levels.
All Levels
Sound Story
Students are introduced to the alphabet through a sound story that teaches
the letter sounds with a series of pictures. The pictures represent
environmental sounds, for example a growling dog, bubbling aquarium, or
buzzing bees. Each picture is paired with a letter of the alphabet. In part one of
the story, students learn the consonant sounds, short vowel sounds, and the long
i sound. Part two of the story introduces the Beyond The Alphabet sounds,
which includes two-letter consonant patterns and more vowel sounds. The
pictures in this story are used at all learning levels. As each new letter or
phonics patterns is introduced, it is paired with the sound story picture that
represents that sound. A small version of the story is included in many of the
student books for reference. A full size version of the story with larger pictures
should be used for reading aloud to a class.
Readiness
Pre-K, K
Learning The Alphabet (Workbooks 1 and 2)
Students learn to recognize and give the sounds for the letters of the alphabet,
while practicing handwriting readiness and beginning phonemic awareness
skills, including two-syllable oral blending, beginning sound awareness, and
rhyming. Students will trace alphabet letters, but do not need to be able to
write them independently.
Games to use at this level include: Alphabet Lotto, Apple Alphabet Game,
Apple Concentration, and Plastic Letter Lotto
Advanced Readiness
Kindergarten
Early 1st Grade
Advanced Learning The Alphabet

(Workbooks 1 and 2)
Beginning Short Vowel Words
Beginning Short Vowel Workbook
Students learn to write the letters of the alphabet while saying their sounds.
They develop skills in two and three-sound segmenting and oral blending, and
begin to spell and short vowel words with plastic letters. Students practice
sound blending, putting two sounds together smoothly, to prepare them to read
three-letter short vowel words. If desired, students can practice reading short
vowel words and sentences using the Beginning Short Vowel Words book and
workbook. The lessons for Advanced Learning The Alphabet and Beginning
Short Vowel Words are integrated. As students learn each group of new letters,
11
they will be able to read new short vowel words. Or, if preferred, students can complete
the Advanced Learning The Alphabet book separately, and then go on to one of the short
vowel books below. This book can be used in kindergarten or as a readiness level at the
beginning of first grade.
Games to use at this level include: Alphabet Lotto, Apple Alphabet, Apple Concentration,
Letter Lotto, Plastic Letter Lotto, Raspberry Game, Blueberry Game
Short Vowels
You can choose from several different versions of short vowel books, described below.
The short vowels in these books are color-coded. They include two-letter sound blending
exercises to prepare student to read short vowel words. (Also see Beginning Short Vowel
Words at the Advanced Learning The Alphabet level.)
1st Grade
Short Vowel Words For The Beginning Weeks Of 1st Grade

Short Vowel Workbook
First Grade Handwriting
This is a sequential introduction or review of short vowel words. It works well at the
beginning of first grade. The short vowel book and handwriting book are used together.
Students practice writing three new letters per day, using the handwriting book. Then
they practice spelling and reading new short vowel words, using the letters that have
been taught. They also read simple sentences using short vowel words and a few sight
words.
K or 1st Grade
K or 1st Grade
Basic Short Vowels

Expanded Short Vowels
Basic Short Vowel Workbook

Expanded Short Vowel Workbook
Students are expected to know all the alphabet letters and sounds before beginning either
of these books. Students spell and read short vowel words. They learn seven sight words
and begin to read simple sentences. There are two versions.
Basic Short Vowels teaches two sets of ten words for each short vowel, followed by short
vowel sentences. The first set of ten words begins with continuous consonants (the
sounds can be held). The second set begins with stopped consonants (the sounds
disappear as soon as they are pronounced).
Expanded Short Vowels teaches all of the short vowel words that begin with continuous
consonants first, along with sentences. Then all of the short vowel words that begin with
stopped consonants are taught, again with sentences. Sound pictures are used to
reinforce two-letter sound blending as a warm-up before studying each new group of
words. Separate workbooks are available for each version.
Games to use at the short vowel level include: Apple Alphabet, Apple Concentration,
12
Raspberry Game, Blueberry Game, Train Game, Picture/Word File Folder Games
K, 1st, 2nd
Manuscript Handwriting
This book teaches beginning manuscript handwriting. The easiest letters to write
are taught first. The letter introduction follows the letter sequence in the sound
story. Students trace and write large and small letters, while saying their
sounds. Students may also practice writing words from dictation.
Phonics Patterns
1st Grade
2nd Grade (Review)
Phonics Patterns And Stories For Beginning

Readers (Books 1 - 8)
Phonics Patterns Workbooks
Students learn common vowel, consonant, syllable, and suffix patterns. They
spell and read words with those patterns, then read easy stories containing the
same patterns. All material is sequential. Students learn new phonics patterns
before being expected to read words with those patterns. As students progress
through the books, they will be able to read ten popular childrens books, obtained
separately.
Games to use at this level include: Train Game, Caterpillar Games, Truck Chart
Beginning Blends Game, Truck Chart Ending Blends Games, Long Vowel City,
Advanced Long Vowel City.
Decoding Practice
Decoding Practice (Books 1 - 8)
1st Grade (Extra Practice)
2nd Grade (Practice and Review)
3rd Grade (Review)
The Decoding Practice books teach the same phonogram and syllable patterns as
the Phonics Patterns And Stories books, with a few differences. They are designed
for students who have developed sufficient phonemic awareness and decoding
skills to read words without first playing the robot game. The sound charts use
key word pictures instead of sound story pictures. The words lists are expanded;
they are not limited to just ten words for each pattern. Each word is shown with
a picture to illustrate its meaning. Every new pattern includes a set of easy
sentences in a addition to the word lists. All of the print is in black and white;
there is no color coding. The print is a little smaller with closer line spacing, so
there are fewer pages per book, even though all the material is covered. This
makes the books less expensive to print. The practice stories are the same, but
they have smaller print and smaller pictures. Students may use the Phonics
Patterns Workbooks with these books, if desired, since they cover the same
patterns in the same sequence.
The games used for these books are the same games used with the phonics
patterns books, listed above.
13
Advanced Patterns
Advanced Phonics Patterns
Late 1st Grade
Advanced Decoding Practice
2nd Grade
3rd, 4th Grade (Review)
In the Advanced Phonics Patterns book, students learn to read words and sentences
with advanced phonogram, syllable, and suffix patterns. The charts use sound
story pictures to indicate the correct sounds for the letter patterns. The lessons are
sequential. They prepare students to read eighty-one children's picture books,
reading levels 1.1 through 4.7. These must be borrowed from the library or
purchased separately.
The Advanced Decoding Practice book is not sequential. Its purpose is to serve as
an overview. Students practice reading word lists for all of the consonant blend,
phonogram, syllable, and suffix patterns taught in this program. The charts use key
words pictures to indicate the correct sounds. The word lists are arranged in logical
groupings. This book can be used along with the Advanced Phonics Patterns book,
to serve as a reference and review book. It can also be used to provide extra practice
and review with the Decoding Practice books.
The games to use at this level include: Treasure Chest Games, Advanced Ending
Blends Truck Chart Game.
14
Each lesson includes these pages: compound word or two-syllable oral blending, handwriting readiness, sound
story, finger trace a large model of the letter, trace small letters, visual letter discrimination, words and pictures
that begin with the new letter, rhyming page.
Sequence Chart - Learning The Alphabet - Book 1

Part
New Letter
Handwriting Readiness
Tt
Raindrops, Target Practice
Ii
Apple Drop
Hh
Jumping Jacks, Rainbow 1
Ll
Leaf Drop, Down The Steps
Nn
Frog Hop 1
Ww
Mountain Tops
Review: Match capital and lower case letters to sound pictures. Circle letters to match sound pictures.
Uu
Waves, Dinosaur
Bb
Jogger
Mm
Frog Hop 2
10
Rr
Bus Stop
11
Ff
Figure Eight Race Track 1, Rainbow 2
12
Xx
Two Mazes
13
Ee
Boy Going Home, Bee And Flower
Sequence Chart - Learning The Alphabet - Book 2

14
Ss
Figure Eight Race Track 2
15
Jj
Ant Hill
16
Oo
Bubble Blow
17
Cc
Willy Worm 1
18
Dd
Round Race Track, Jumping Jacks 2
19
Aa
Mouse And Cheese
20
Vv
Bat Cave
21
Gg
Mouse Walk
22
Pp
Dog Run
23
Kk
Waterslide
24
Yy
Two Mazes Reversed
25
Qu qu
26
Zz
Bird Nest
Double Pyramid
Bonus
, , , ,
Words and pictures that begin with each of the long vowel sounds
15
Advanced Learning The Alphabet - Sequence Chart

This chart shows the pages to be done for each new letter. Follow the chart across both pages.
Beginning
Sound
Discrimination
Beginning
Sound
Review
Handwriting
Intro
Oral
Blending
Beginning
Sound
Tt
2 sounds
Ii
2 sounds
i, t
t, i
Hh
2 sounds
h, i
t, i h
Ll
2 sounds
l, h
t, i, h, l
l, t
Nn
2 sounds
n, l
t, i, h, l, n
n, l
Ww
2/3 sounds
w, n
t, i, h, l, n, w
Uu
2/3 sounds
u, w
t, i, h, l, n,
w, u
Bb
3 sounds
b, u
t, i, h, l, n,
w, u, b
b, n
Mm
3 sounds
m, b *
t, i, h, l, n,
w, u, b, m
m, b
10
Rr
3 sounds
r, m
t, i, h, l, n,
w, u, b, m, r
r, m
11
Ff
3 sounds
f, r
i, h, l, n, w,
u, b, m, r, f
f, r
12
Xx
3 sounds
x, f
13
Ee
3 sounds
Ending
Sound
Ending Sound
Discrimination
e, f
h, l, n, w, u,
b, m, r, f, e
16

Sound At
Beginning Or
End?
Ending Sound
Review
Sound
Blending
Silly Sounds
i
t, l, n
Beg., Middle,
Ending Sounds
yes
yes
yes
yes
i, u
i, u
10
i, u
11
i, u
12
Medial Vowel
Sound
Beginning And
Ending Sounds
t, l, n, b, m, r, f, x
13
i, u
17

Beginning
Sound
Discrimination
Beginning
Sound
Review
Ending
Sound
Ending Sound
Discrimination
s, e
l, n, w, u, b,
m, r, f, e, s
s, e
s, x
2/3 sounds
j, s
n, w, u, b,
m, r, f, e, s, j
j, s
Oo
2/3 sounds
o, j
w, u, b, m,
r, f, e, s, j, o
o, j
17
Cc
2/3 sounds
c, o
u, b, m, r, f,
e, s, j, o, c
c, o
18
Dd
3 sounds
d, c
b, m, r, f, e,
s, j, o, c, d
d, c
d, s
19
Aa
3 sounds
a, d
m, r, f, e, s,
j, o, c, d, a
a, d
20
Vv
3 sounds
v, a
r, f, e, s, j, o,
c, d, a, v
v, a
v, d
21
Gg
3 sounds
g, v
f, e, s, j, o, c,
d, a, v, g
g, v
g, v
22
Pp
2/3 sounds
p, g
e, s, j, o, c,
d, a, v, g, p
p, g
p, g
23
Kk
3 sounds
k, p
s, j, o, c, d,
a, v, g, p, k
k, p
k, p
24
Yy
3 sounds
y, k
j, o, c, d, a,
v, g, p, k, y
y, k
25
Qu qu
3 sounds
qu, y
o, c, d, a, v,
g, p, k, y, qu
qu, y
26
Zz
3 sounds
z, qu
c, d, a, v, g,
p, k, y, qu, z
z, qu
z, k
Handwriting
Intro
Oral
Blending
Beginning
Sound
14
Ss
2/3 sounds
15
Jj
16
18

Sound At
Beginning Or
End?
14
Ending Sound
Review
Sound
Blending
Silly Sounds
e, i
16
17
o, i
d
t, l, n, b, m, r, f,
x, s, d
19
o, u
Beg., Middle,
Ending Sounds
Yes
Yes
o
e
Yes
Yes
Yes
Yes
Yes
Yes
20
21
a, i
22
a, u
23
a, o
24
m, r, f, x, s, d, v,
g, p, k
25
26
Medial Vowel
Sound
e, u
15
18
Beginning And
Ending Sounds
a, e
a, i
r, f, x, s, d, v, g,
p, k, z
a, e, i, o, u
19
Advanced Learning The Alphabet - Dictation Chart

Have students use plastic letters to make letter combinations and words chosen from the lists below. It is not necessary to make every combination or word. Choose the number of words that will fit the allotted time and attention span of the students. Tell students when to use double letters at the end.
New
Letters To Use
Letters Say the sound of each
Letter Combinations To Make

With Plastic Letters
Words To Spell With Plastic Letters
letter; students find When students become confident spelling the words you
the letter and place it can skip this step.
on a work mat.
Tt
Ii
t, i
Hh
t, i ,h
Ll
t, i, h, l, l
Nn
t, i, n
Ww
If students cant spell the words, do the letter

combinations until they are ready for words.
it, ti
it
hi, ti, it
hit
il, it, li, ti, hi
lit, ill, hill, till
in, it, ni, ti
in, tin
t, i, l, l, n, w
wi, li, ti, ni, it, il, in
will, win, wit
Uu
t, h, l, l, n, u
tu, hu, lu, nu, ut, ul, un
nut, hut, hull
Bb
t, i, l, l, n, u, b,
b
bu, tu, lu, nu, ut, ul, un, ub, bi, ti,
li, ni, ib, in, il, it
bun, but, tub, bit, bill bib,

bin
Mm
t, t, i, h, l, l, u,
m, m
mu, tu, hu, lu, ut, ul, um, mi, ti, hi,
li, im, it, il
mill, mitt, him, mutt, hum,

mum
10
Rr
i, u, r, n, b, m,
t
ri, ni, bi, mi, ti, in, ib, im, it, ru, nu,
bu, mu, tu, un, ub, um, ut
run, rub, rut, rim, rib
11
Ff
i, u, f, f, n, t, l,
l, b, m, h
fu, hu, mu, uf, un, fi, if, it, il, ib
if, fin, fit, fill, fib, muff, fun,

huff
12
Xx
t, u, x, i, f, m
tu, fu, mu, ut, ux, uf, um, ti, fi, mi,
it, ix, if, im
tux, mix, fix
13
Ee
e, b, t, n, w, l,
l, m, f, h
be, te, ne, we, le, me, fe, he, eb, et,
en, el, em, ef
bet, net, wet, let, met, wet,

web, well, bell, tell, fell,
men, hen, ten, hem
14
Ss
e, u, i, s, s, t, l,
l, m, n, b, f, x,
h
se, me, le, et, el, es, su, bu, fu, un,
ub, um, us, si, mi, hi, it, ix, il
set, sell, mess, less, sun,

sub, sum, bus, us, fuss, sit,
six, sill, miss, hiss
15
Jj
j, t, b, e, i, u
je, te, be, et, eb, ji, ti, bi, it, ib, ju,
tu, bu, ut, ub
jet, jib, jut
20
Advanced Learning The Alphabet - Dictation Chart

Have students use plastic letters to make letter combinations and words chosen from the lists below. It is not necessary to make every combination or word. Choose the number of words that will fit the allotted time and attention span of the students. Tell students when to use double letters at the end.
New
Letters To Use
Letters Say the sound of each

With Plastic Letters
Words To Spell With Plastic Letters
letter; students find When students become confident spelling the

the letter and place it words you can skip this step.
on a work mat.
If students cant spell the words, do the letter

combinations until they are ready for words.
16
Oo
o, n, f, f, x, h, no, fo, ho, to, bo, mo, ro, so, jo, lo,
t, b, m, r, s, s, of, ox, ot, ob, om, os, ol
j, l
on, off, ox, hot, box, moss, job,

sob, mob, rob, fox, lot, jot
17
Cc
u, o, c, b, t, f, f cu, bu, tu, fu, uc, ub, ut, uf, co,

bo, to, fo, oc, ob, ot, of
cub, cut, cuff, cot, cob
18
Dd
i, u, e, o, f, d,
d, b, r, w, t, l,
l, n, h, m
fe, be, le, re, we, de, ed, et, el, en,
hi, li, di, ri, id, im, il, mu, bu, du,
ud, ul, ro, no, do, od, ot, ol
fed, bed, led, red, wed, bet, bell,

den, hid, lid, did, dim, dill, rid,
mud, bud, dull, rod, nod, dot,
doll
19
Aa
a, t, n, b, x, h, ta, ha, ba, ma, ra, fa, sa, ca, la,

m, r, f, s, s, c, ja, wa, da, an, ab, ax, at, am, ad,
h, d, d, f, l, j, as
w,
tan, tab, tax, hat, bat, mat, rat,

fat, sat, cat, ham, had, an, fan,
can, bass, bad, lab, cab, man,
mad, jam, ax, wax, sax, dad
20
Vv
a, e, i, v, n, t,
x, m
va, an, at, ve, et, ex, vi, im
van, vat, vet, vex, vim
21
Gg
a, i, u, e, o, t,
w, g, g, b, r, s,
f, w, d, m, j, l,
l, k, h, n,
ta, wa, ba, ra, sa, ga, ag, as, fi,

wi, di, bi, ri, il, bu, ru, du, mu, ju,
gu, ug, um, un, ul, bo, do, fo,
ho,jo, lo, go, og, ot, le, be, ke, ge,
eg, et
tag, wag, bag, rag, sag, fig, wig,

dig, big, rig, bug, rug, dug, mug,
jug, leg, beg, keg, egg, bog, dog,
fog, hog, jog, log, gas, gum, gun,
gull, gill, get, got
22
Pp
a, e, u, o, i, p,
p, n, t, d, c, l,
l, m, n, t, g, f,
f, h, x, r, s,
pa, ca, la, ma, na, ta, an, at, ad,

ap, pe, en, et, eg, ep, cu, pu, up,
uf, ho, mo, po, to, op, ot, ox, od,
pi, di, hi, li, ri, si, ti, in, il, ig, it,
ip
pan, pat, pad, cap, lap, map,

nap, tap, pen, pet, peg, pep, cup,
pup, puff, hop, mop, pop, top,
pot, pox, pod, pin, pill, pig, pit,
dip, hip, lip, rip, sip, tip
23
Kk
i, e, o, k, t, d,
s, s, p, n, g, w
ki, it, id, is, ip, in, ke, eg, wo, ok
kit, kid, kiss, kip, kin, keg, wok
24
Yy
a, e, i, u, y, p,
t, l, l, s, m, k
ya, ap, am, ak, yi, ip, ye, et, el,

es, yu, um
yap, yip, yet, yell, yes, yum,

yam, yak
25 Qu qu q, u, i, t, l, l, a, qui, qua, que, it, il, ilt

e
quit, quill, quilt
26
zip, zap, fizz, fuzz, buzz, fez,

jazz, quiz
Zz
a, e, i, u, z, z,
p, f, b, f, j, q
zi, fi, qui, ip, iz, za, ja, ap, az, fu,
bu, uz, fe, ez
21
Beginning Short Vowel Words - Sequence Chart

Introduce new letters from the Advanced Learning The Alphabet book. Do the related pages in
the book for each letter. After teaching six new letters, dictate the two-letter combinations and
words shown below, using plastic letters on work mats, lined dry-erase boards, or pencil and paper. Then read the new words and sentences in the Beginning Short Vowel Words book.
Day
Letter
Intro
Tt
Ii
Hh
Ll
Nn
Ww
t, i, h, l, l, n, w
Uu
Bb
10
Mm
11
Rr
12
Ff
13
Xx
14
15
Letters
Needed
ti, hi, li, ni, wi, it, il, in
t, t, i, h, l, l, n, w, b, bi, mi, ri, fi, ti, hi, li, ni, wi,

b, m, r, f, x
ib, im, if, ix, it, il, in
t, t, h, l, l, n, w, u,
b, m, m, r, f, f, x
Words To Spell
it, in, ill, hit, hill, lit, tin, till,

will, win, wit
mitt, mix, mill, bib, bill, bit,

bin, rim, rib, fin, fill, fix, fit,
fib, if, him
tu, hu, lu, nu, wu, bu, mu, ru, nut, hut, hull, hum, huff, hub,
fu, ut, ul, un, ub, um, uf, ux
bun, but, tub, tux, mutt, muff,
mum, run, rub, fun
22

the book for each letter. Then spell the words on the left hand page. Finally, read new words
and sentences from the related picture/word pages in Beginning Short Vowel Words. Introduce
the words on the pages by playing the Robot Game.
Day
New Letters
Tt
Ii
Hh
Ll
Nn
Ww
New Sight
Words
Words To Read
win, will, hit, hill, lit, tin, till, in, it, ill
Short i sentences
Uu
Bb
10
Mm
11
Rr
12
Ff
13
Xx
14
mitt, mix, bib, bill, rim, rib, fin, fill, fix, him
Short i sentences
15
nut, hum, huff, mutt, mum, tub, tux, fun , bun, run
Short u sentences
23

the book for each letter. After teaching six new letters (or two for a and v), dictate the two-letter
combinations and words shown below, using plastic letters on work mats, lined dry-erase
boards, or pencil and paper. Then read the new words and sentences in the Beginning Short
Vowel Words book.
Day
Letter
Intro
16
Ee
17
Ss
18
Jj
19
Oo
20
Cc
21
Dd
22
Letters
Needed
Words To Spell
t, i, h, l, l, n, b, m,
r, x, s, s, j, d, d
ti, hi, li, ni, bi, mi, ri, si, ji,

di, it, il, in, ib, im, ix, is, ij, id
sit, sill, six, sin, hiss, miss,

dill, dim, did, hid, bid, lid, rid,
jib
23
t, l, l, n, u, b, m, f, f, tu, lu, nu, bu, mu, fu, su, ju,

s, s, j, c, d
cu, du,ut, ul, un,ub, um, uf,
us, uj, uc, ud
cut, cub, cuff, sun, sub, sum,

bus, bud, fuss, jut, mud, dull
24
d, d, o, t, l, l, j, b, c,
n, s, f, f, x
do, to, lo, jo, bo, co, no, so, fo,

od, ot, ol, ob, oc, on, os, of, ox
dot, doll, job, jot, cot, cob, cod,

con, sod, sob, on, off, ox, odd
25
f, o, x, b, h, t, t, m,
m, s, s, n, d, l, r
fo, bo, ho, to, mo, so, no, do,

lo, ro, of, ox, ob, ot, om, os,
on, od, ol
fox, fob, hot, mom, moss, not,

nod, box, boss, lot, lox, loss,
toss, tot, rod, rot
26
Aa
27
Vv
28
t, a, n, b, x, m, d, d, ta, na, ba, ma, da, ca, ja, va,

c, j, v
at, an, ab, ax, am, ad, ac, av
tan, tab, tax, tam, dad, dab,

dam, cab, cat, can, cam, jab,
jam, van, vat
29
s, a, t, d, d, x, n, b,
w, h, m, f
sa, ta, da, na, ba, wa, ha,

ma, fa, as, at, ad, ax, an, ab,
am, af
sat, sad, sax, nab, wax, hat,

ham, had, fax, fan, fat, fad,
an, at, ax, ad, add
30
r, a, t, n, m, d, s, s,
b, l, f
ra, ta, na, ma, da, sa, ba, la,

fa, at, an, am, ad, as, ab, al,
af
rat, ran, ram, man, mad, mat,

mass, bad, bat, bass, lab, lad,
lass, fan
24

Day
New Letters
16
Ee
17
Ss
18
Jj
19
Oo
20
Cc
21
Dd
New Sight
Words
Words To Read
22
sill, sit, six, hid, did, dim, dill, lid, rid

Short i sentences
23
cub, cut, cuff, sun, sub, sum, bus, bud, mud, jut
Short u sentences
24
dot, doll, job, cot, cob, sod, sob, on, off, ox

Short o sentences
25
fox, hot, mom, moss, not, nod, box, lot, toss, rod
Short o sentences
26
Aa
27
Vv
is, his
28
tan, tab, dad, dab, cat, can, jab, jam, van, vat
Short a sentences
29
sat, sad, Sam, sax, nab, wax, hat, ham, had, fax
Short a sentences
30
rat, ran, ram, man, mad, mat, bad, bat, lab, fan
Short a sentences
25
A, a
as, has

the book for each letter. After teaching six new letters, dictate the two-letter combinations and
words shown below, using plastic letters on work mats, lined dry-erase boards, or pencil and paper. Then read the new words and sentences in the Beginning Short Vowel Words book.
Day
Letter
Intro
31
Gg
32
Pp
33
Kk
34
Yy
35
Qu qu
36
Zz
Letters
Needed
ta, la, na, wa, ba, ma, ra, sa,

ja, ca, da, ga, pa, ya, za, at,
al, an, ab, am, aj, ad, ad, ag,
ap, ak, az
Words To Spell
37
t, l, n, w, b, m, r, s,
s, j, c, d, g, p, k, y,
z, z, a
38
t, l, l, n, m, r, s, s, j, ti, li, ni, mi, ri, si, ji, di, vi, gi,
d, v, g, p, k, y, qu, pi, ki, yi, qui, zi, it, il, in, im,
z, z, i
is, ij, id, iv, ig, ip, ik, iz
kit, kiss, kin, kid, kip, yip,

quit, quill, quiz, zip, fizz, vim,
gill, pig, pin, pit, pill, jig
39
t, h, l, l, u, b, m, r, tu, hu, lu, bu, mu, ru, fu, su,

f, f, s, j, c, d, g, p, y, ju, cu, du, gu, pu, yu, zu, ut,
z, z
ul, ub, um, uf, us, uj, uc, ud,
ug, up, uz
gum, gull, rug, bug, hug, jug,

tug, dug, up, cup, pup, puff,
pus, yum, buzz, fuzz
40
t, h, l, w, b, m, o, f,
x, s, j, d, g, p, k
to, ho, lo, wo, bo, mo, fo, so,

got, log, dog, hog, jog, bog, fog,
jo, do, go, po, ot, ol, ob, om, of, pot, pop, pox, pod, mop, hop,
ox, os, oj, od, og, op, ok
lop, top, sop, wok
41
t, h, l, l, n, w, b, m,
s, s, e, d, g, qu
te, he, le, ne, we, be, me, se,

de, ge, que, et, el, en, eb, em,
es, ed, eg
42
t, l, l, n, b, r, e, s, d, te, le, ne, be, re, se, de, ze, et,

z
el, en, eb, es, ed, ez
beg, bell, bet, bed, net, den,

sell, set, fell, fed, fez,
43
t, l, l, n, s, s, x, e, j,
d, v, g, p, k, y
led, leg, less, let, pen, pep,

pet, peg, keg, yes, yell, yet,
egg, jet, vet, vex, red,
te, le, ne, se, je, de, ve, ge, pe,

ke, ye, et, el, en, es, ex, ej, ed,
ev, eg, ep, ek
gal, gab, gas, tag, lag, nag,

wag, bag, rag, sag, pat, pal,
pan, pass, pad, tap, lap, nap,
map, sap, zap, cap, gap, yak,
yap, yam, jazz
ten, tell, hem, hen, wet, web,

well, wed, men, met, mess,
get, quell
44
45
46
26

Day
New Letters
31
Gg
32
Pp
33
Kk
34
Yy
35
Qu qu
36
Zz
New Sight
Words
Words To Read
37
zap, bag, pan, jazz, gap, gas, yam, yap, yak, wag
Short a sentences
38
zip, vim, gill, yip, pig, pin, kit, kiss, quiz, zip
Short i sentences
39
bug, buzz, cup, puff, pup, gum, gull, rug, yum, up

Short u sentences
40
got, hop, pot, pod, pox, log, wok, jog, top, dog
Short o sentences
41
hen, hem, men, met, mess, tell, ten, well, web, wet
Short e sentences
42
beg, bell, bed, net, den, sell, set, fell, fed, fez
Short e sentences
43
leg, egg, pen, pet, red, keg, jet, yell, yes, vet
Short e sentences
44
Suffix Study: _s with verbs
45
Suffix Study: _s with nouns
46
Suffix Study: _s, using apostrophe s
27
was
Short Vowel Words For The Beginning Weeks Of First Grade - Sequence Chart
Introduce New Letters And Spell Words From This Dictation Chart
(Use plastic letters on mats, or lined dry-erase boards, or pencil and paper.)
Day
Handwriting
Intro
Letters
Needed
T t, I i, Hh
Ll, Nn, Ww t, i, h, l, l, n,
w
ti, hi, li, ni, wi, it, il, in
Uu. Bb, Mm t, t, h, l, l, n,
n, u, b, m, m
tu, hu, lu, nu, wu, bu, mu, ut, bun, nun, nut, hut, hull, hub,
ul, un, ub, um
hum, mum, mutt, tub
Words To Spell
it, in, ill, hit, hill, lit, tin, till,

will, win, wit
Rr, Ff, Xx
t, i, h, l, l, n,
u, b, m, r, f, f,
x
Ee, Ss, Jj
t, i, h, l, l, n,
ti, hi, li, ni, bi, mi, fi, si, ji, it,
u, b, m, f, x, s, il, in, ib, im, if, ix, is, tu, hu,
s, j
lu, nu, bu, mu, fu, su, ju, ut,
ul, un, ub, um, uf, ux, us
sit, six, sill, jib, hiss, miss,

sun, sub, sum, bus, fuss, us,
jut
Oo, Cc, Dd
t, h, l, l, n, b,
to, ho, lo, no, bo, mo, ro, fo,
m, m, r, f, f, x, so, jo, co, do, ot, ol, on, ob,
s, s, j, o, c, d,
om, of, ox, os, oc, od
d
job, jot, sob, on, off, ox, rot,

fox, fob, hot, mom, moss, lot,
loss, tot, toss, boss, box, not
dot, doll, cot, cob, con, cod,
nod, rod, sod, odd
Review
t, i, h, l, l, u,
b, m, r, f, f, s,
s, c, d, d
ti, hi, li, bi, mi, ri, fi, si, di, it,
il, ib, im, if, is, ic, id, tu, hu,
lu, bu, mu, ru, fu, su, cu, du,
ut, ul, ub, um, uf, us, uc, ud
dim, did, dill, hid, lid, rid, cut,

cub, cuff, cud, bud, mud, suds,
dull
Aa, Vv, Gg t, h, l, n, w, b,
m, r, x, s, s, c,
d, d, a, v, g
ta, ha, la, na, wa, ba, ma, ra,

sa, ca, da, va, ga, at, al, an,
ab, am, ax, ac, ad, av, ag
hat, ham, had, cat, can, cam,

cab, lab, wax, van, rat, ran,
ram, rag, dad, dab, dam, nab
sat, sad, sax, sag, man, mad,
mat, mass, add
t, l, n, w, b, m, ta, la, na, wa, ba, ma, fa, sa,

f, x, s, s, j, c,
ja, ca, da, va, ga, at, al, an,
d, a, v, g
ab, am, af, ax, ac, ad, av, ag
fan, fad, fat, fax, jab, jam,

wag, vat, nag, bad, bat, bat,
bass, ban, bag, lad, lass, lag,
gas, gab, tan, tab, tam, tag,
tax
Review
ti, hi, li, ni, wi, bi, mi, ri, fi, it, rim, fill, fin, fix, mix, rib, fit,
il, in, ib, im, if, ix, tu, hu, lu,
fib, if, run, rub, fun, muff,
nu, wu, bu, mu, ut, ul, un,
huff, tux, rut
ub, um, uf, ux
28
Read New Words From The Picture/Word Pages
Introduce the words by playing the Robot Game.
New Sight
Words
Day
New Letters
Words To Read
T t, I i, Hh
Ll, Nn, Ww
Uu. Bb, Mm bun, nun, nut, hut, hull, hub, hum, mum, mutt, tub
bib, bill, bill, bit, bin, mitt, mill, nib, him, Tim
Sentences
win, will, hit, hill, lit, tin, till, in, it, ill
Sentences
Rr, Ff, Xx
rim, fill, fin, fix, mix, run, rub, fun, muff, tux
Sentences
Ee, Ss, Jj
sit, six, hiss, miss, jib, sun, bus, fuss, jut, us

Sentences
Oo, Cc, Dd
Review
Aa, Vv, Gg
Review
is, his
job, jot, Jon, sob, on, off, ox, rot, fox, fob
hot, mom, moss, lot, loss, tot, toss, boss, box, not
dot, doll, Don, cot, cob, con, cod, nod, rod, sod
Sentences
dim, did, hid, lid, rid, cut, cub, cuff, mud, dull
Sentences
hat, ham, had, cat, can, cam, cab, lab, wax, van
rat, ran, ram, rag, dad, dab, dam, Dan, Nan, nab
sat, sad, Sam, sax, sag, man, mad, mat, mass, Max
Sentences
fan, fad, fat, fax, jab, jam, Jan, wag, vat, nag
bad, bat, bat, bass, ban, bag, lad, lass, lamb, lag
gas, gab, tan, tab, tam, tag, tax
Sentences
A, a
as, has
Note: Many words are taught so that students can practice every combination of beginning sounds and ending sounds with each short vowel. Students have the task of associating visual symbols (letters) with the related pronunciation of the letters, a physical task requiring precise speech
patterns. This is a skill that takes time to develop; students need to keep practicing until it becomes automatic. Once students have mastered this
skill, the rest of the program will be relatively easy.
29
Spelling - Dictation Chart
(Use plastic letters on mats, or lined dry-erase boards, or pencil and paper.)
Day
Handwriting
Intro
10
Review
11
Letters
Needed
Words To Spell
t, i, h, l, l, w, ti, hi, li, wi, bi, mi, ri, fi, si, ji,
u, b, m, r, f, di, vi, gi, it, il, ib, im, if, is, id,
s, j, o, d, v, g iv, ig, to, ho, lo, bo, mo, ro, fo,
so, jo, do, vo, go, ot, ol, ob, om,
of, os, od, ov, og, tu, hu, lu, bu,
mu, ru, fu, su, ju, du, vu, gu
gill, big, dig, fig, rig, jig, wig,

vim, hog, bog, dog, log, jog, fog,
got, bug, tug, rug, hug, mug,
dug, jug, gum, gull
Pp, Kk, Yy t, i, h, l, l, n, ta, ha, la, na, ma, ra, sa, ca,
m, r, s, s, c,
da, ga, pa, ka, ya, at, al, an,
d, a, g, p, k, y am, ac, ad, ag, ap, ak, ti, hi, li,
ni, mi, ri, si, di, gi, pi, ki, yi, it,
il, in, im, is, ic, id, ig, ip
map, gap, cap, lap, tap, sap,

nap, pass, pal, pan, pad, pat,
yam, yak, yap
hip, lip, tip, dip, rip, sip, pig,
pin, pit, pill, kit, kiss, kip, kin,
yip
12
Review
t, t, h, l, w, u, to, ho, lo, wo, mo, fo, so, co, do,

m, f, f, x, s, o, po, yo, ot, ol, om, of, ox, os, oc,
c, d, p, p, k, y od, op, ok, tu, hu, lu, mu, fu,
su, cu, du, pu, yu, ut, ul, um,
uf, ux, us, uc, ud, up, uk
pot, pop, pod, pox, mop, hop,

top, lop, sop, wok
putt, puff, pup, pus, cup, up,
yum
13
Review
t, h, l, l, n, w,
b, m, r, f, e,
s, s, j, d, v, g,
g, p, k, y
te, he, le, ne, we, be, me, re, fe,

se, je, de, ve, ge, pe, ke, ye, et,
el, en, eb, em, ef, es, ed, ev, eg,
ep, ek
hen, hem, men, met, mess,

tell, ten, well, web, wet. egg,
beg, bell, bed, net, den, sell,
set, fell, fed, leg, less, pen, pet,
red, keg, jet, yell, yes, vet
14
Qq, Zz
t, i, l, l, n, w,
u, b, r, f, e, s,
j, c, a, g, p, q,
z, z
zi, qui, ji, bi, gi, pi, iz, ib, ig, ip,
za, qua, pa, ga, da, ca, ja, az,
ap, ag, ad, ac, ze, que, pe, ge,
je, ez, ep, eg, ec, zo, quo, po, go,
co, jo, oz, op, og, oc, zu, pu, gu,
cu, ju, uz, up, ug, uc
zap, jazz, zip, fizz, quiz, quit,

quill, quip, buzz, fuzz, fez,
run, runs, sit, sits, tell, tells,
wag, wags, cut, cuts
15
Review
t, i, u, b, e, s, ca, pa, ga, da, ap, ag, ad, do,

cat, cats, dog, dogs, bed, beds,
o, c, d, a, g, p go, po. co, oc, od, og, op, be, pe, cup, cups, pig, pigs
ge, de, eb, ep, eg, ed, ec, cu, pu,
gu, du, up, ug, ud, uc, pi, gi, di,
ip, ig, id
30
Reading - List Of New Words
Use picture/word pages, play the Robot Game.
New Sight
Words
Day
New Letters
Words To Read
10
Review
gill, big, dig, wig, vim, dog, log, jog, fog, got
bug, tug, rug, hug, mug, dug, jug, gum, gull, Gus
Sentences
11
Pp, Kk, Yy
map, gap, cap, lap, nap, pass, pal, pan, yam, yak
Sentences
hip, lip, tip, dip, rip, pig, pin, kit, kiss, yip
Sentences
12
Review
pot, pop, pod, pox, mop, hop, top, lop, sop, wok
putt, puff, pup, pus, cup, up, yum
Sentences
13
Review
hen, hem, men, met, mess, tell, ten, well, web, wet
egg, beg, bell, bed, net, den, sell, set, fell, fed
leg, less, pen, pet, red, keg, jet, yell, yes, vet
Sentences
14
Qq, Zz
zap, jazz, zip, fizz, quiz, quit, quill, buzz, fuzz, fez
Sentences
Suffix _s with verbs, words and sentences
15
Review
Suffix _s with nouns, words and sentences

Apostrophe s with nouns, words and sentences
31
was
Basic Short Vowels - Sequence Chart

Day
Skills
Words To Spell And Read
Short A Words
fan, hat, lap, man, nap, ran, sad, van, wag, yak
Short A Words
bag, cat, dad, gas, jam, pan, tag, zap, ax, add
Short I Words
fill, him, lid, mix, rib, rim,six, sit, quit, quiz
Short I Words
big, zip, dig, gill, jig, kiss, win, tip, pill, in
Short O Words
fox, hot, hop, log, mop, mom, not, rod, sob, wok
Short O Words
pot, box, jog, cot, dog, doll, got, top, on, off
Short U Words
run, rug, sum, sun, hug, hut, mud, mug, fun, nut
Short U Words
bug, bus, cup, dug, gum, jug, pup, tub, up, us
Short E Words
fell, hen, leg, men, net, red, set, web, yell, vet
10
Short E Words
bed, bell, den, get, jet, keg, pen, pet, ten, egg
11
Short A
Sentences
A rat sat. A ram ran. A man had a hat.

Sam ran a lap. Max had a nap. A cat sat.
A man can wax a van.
12
Short A
Sentences
Nan has a fan. A man has a hat.

Pam has a pan. Dad has a cat.
A man has an ax. Sam has a sax. Pat has a bat.
A man has a van. Max has a bass. Dan has a gap.
13
Short A
Sentences
Max was mad. Dan was sad. Nan was at a lab.

A cat was fat. A cat was bad. A rat was fat.
Pam was at a dam.
Sight
Words
A, a
as, has
was
Short A Test
14
Short I
Sentences
I win. I miss him. I hid. I will sip it. I lit it.

I will hit it. I can mix it. I can zip it.
I am a kid. I am a pig.
15
Short I
Sentences
Jan is ill. Dan is six. Pam is as a dam.

A man is in a cab. Jill is at a lab. It is his bib.
Jim has his cat. It is his mitt. It is his kit.
Sam will wax his van.
16
Short I
Sentences
Bill will fix it. Kim will kiss him.

A big pig has a wig. It bit him. Jill did a kip.
Did Pat dig it? Pam will miss it. It can hiss.
It is big. Did Sam win?
is, his
Short I Test
32
Basic Short Vowels - Sequence Chart

Day
Skills
Words To Spell And Read
17
Short O
Sentences
Mom will mop. Moss is on a log. It can hop. Pam is hot.

Rob is not hot. A bat is on a mat. A hat is on a cat.
A tag is on a bag. Mom is mad. A hog is fat.
18
Short O
Sentences
A dot is on a pot. A dog is on a log.

Bob has a box. Bill is on a hill top.
A fox got on a box. Rob did his job.
A dog is hot. A lid is on a pot.
A cat is on a box. Tom can jog.
Sight
Words
Short O Test
19
Short U
Sentences
I can run. Mom will fuss. Pam can hum.

Jan has a muff. Jill has fun on a box.
It has fuzz on it. Mud is on a pig. A mug is hot.
Gus is on a bus. Mom cut it.
20
Short U
Sentences
A pup is up. A bug is on a rug. Jan ran up a hill.

Bill has a tux. A man dug up a jug. It can buzz.
It can run. A man is in a hut. Jim will tug on it.
Nan can cut it.
Short U Test
21
Short E
Sentences
A web is on a bell. Ken is in bed. Ted fed Ned.

Bess will get a pet. Ben will not get wet. Jeff is on a jet.
Ned met Bess. Ed fed his dog. Meg will sell a fan.
Tom fell. Tom will yell.
22
Short E
Sentences
A dog got wet. A man has a fez.

Yes, Tom did win. A bag fell. It is a big mess.
Don has less. A dog bit his leg. Jan is a vet.
It is red. I will get it.
Short E Test
23
Suffix _s
With Verbs
runs, sits, taps, jogs, cuts, fills

A pet gets wet. Gus runs a lap.
A cat sits on a van. It pops. A dog runs. A cat digs.
24
Suffix _s
With Nouns
cat, cats, dog, dogs, hill, hills, cup, cups,

egg, eggs, kid, kids
Six kids hid. Gus fed his cats.
Ed will pet his dogs. Ten cups fell.
Tom ran six laps. Six pigs got wet.
25
Apostrophe 's
Jeff will get dad's map. Ben's cap is red.

Ed's dog will win, I will wax dad's van.
Sam's cat is on his bed. Mom's box is big.
33
Expanded Short Vowels - Sequence Chart - Part 1 - Continuous Beginning Consonants

Part
Skills
Words And Sentences
Sound Blending
fa, ha, la, ma, na, qua, ra, sa, va, wa, ya, za
Short A Words #1
fan, fat, fad, fax, sad, sag, sat, sax, sap, Sam
Short A Words #2
man, mad, map, mass, mat, Max, rag, ram, ran, rat
Short A Words #3
nap, nag, nab, Nan, lap, lab, lag, lad, lass, zap
Short A Words #4
had, hat, van, vat, wag, wax, yam, yak, ax, Ann
Short A Sentences
a hat, a van, a lab, a sad man, a fat rat A rat sat. A ram ran.
A man had a hat. Sam ran a lap. Max had a nap.
Short A Sentences
Nan has a fan. A man has a hat. A man has an ax. Sam has a sax.
A man has a van. Ann has a nap. A man has a map.
Sound Blending
fi, hi, li, mi, ni, qui, ri, si, vi, wi, yi, zi
Short I Words #1
fib, fig, fill, fin, fit, fix, fizz, yip, zip, zigzag
10
Short I Words #2
rib, rig, rid, rim, rip, sill, sip, sit, six, vim
11
Short I Words #3
hid, hill, him, hip, hiss, hit, will, wig, win, wit
12
Short I Words #4
lid, lip, lit, Liz, miss, mitt, mix, mill, nib, nip
13
Short I Sentences
I will fix it. I will fill it. I will mix it. It will fit. I lit it. I will win.
It will hiss. I hit it. I am sad. I am six.
14
Short I Sentences
Max is sad. Nan is ill. It is his mitt. I will zip it. Sam hid. It is a ram.
Ann will miss it. A rat is fat. A man is mad. A man is in his van.
15
Sound Blending
16
Short O Words #1
log, lop, lot, lox, loss, hog, hop, hot, nod, not
17
Short O Words #2
rod, rot, Ross, Ron, mop, mom, moss, fox, fox, on
18
Short O Sentences
Mom will mop. Moss is on a log. It will hop. Nan is hot.

Rob is not hot. A hog is fat. Mom is mad. A rat is on it.
Ron is on a hill. I am not sad.
19
Sound Blending
20
Short U Words #1
hug, hut, hum, hull, huff, mutt, mud, mug, mum, muff
21
Short U Words #2
sun, sub, sum, fun, fuss, fuzz, run, rug, nut, yum
22
Short U Sentences
Ross will run. I will hum. Ann has fun. Nan has a muff.
It has fuzz on it. Mud is on a hog. A mug is hot. Mom will fuss at us.
I run up a hill. A man is in a hut.
23
Sound Blending
24
Short E Words #1
fed, fell, fez, hem, hen, led, let, less, leg, red
25
Short E Words #2
web, wet, wed, well, yes, yell, met, men, mess, Meg
26
Short E Words #3
vet, sell, set, Ned, net, Ed, egg
27
Short E Sentences
A man has a fez. It is a mess. Ed fed him. Nan is a vet. Rob is not
wet. Ross has less. Ned met Ann. It is red. Meg will sell a fan.
Sam fell. Sam will yell.
Sight Words
A, a
as, has
I
is, his
fo, ho, lo, mo, no, quo, ro, so, vo, wo, yo, zo
fu, hu, lu, mu, nu, ru, su, vu, wu, yu, zu
fe, he, le, me, ne, que, re, se, ve, we, ye, ze
34
Expanded Short Vowels - Sequence Chart - Part 2 - Stopped Beginning Consonants

Part
Skills
Words And Sentences
28
29
Sound Blending
Short A Words #5
ba, ca, da, ga, ja, ka, pa, ta, (va, wa, ya, za)
tab, tag, tam, tan, tap, tax, bad, bag, bat, bass
30
31
Short A Words #6
Short A Words #7
cab, cam, can, cap, cat, pad, pan, pat, pass, Pam
dad, dab, dam, Dan, jab, jam, jazz, Jan, gas, gap
32
Short A Sentences
Pat has a bat. Pam has a pan. A cat has a mat. Dad has a cat.
A bag has a tag. Sam has a bass. Max can wag. Dan has a cap.
Dan has a gap. Ron will dab it.
33
Short A Sentences
Max was mad. Dan was sad. Nan was at a lab. A cat was fat.
A cat was bad. A rat was fat. Pam was at a dam. Pat was at bat.
Dad was in his van. Sam was on a hill.
34
Sound Blending
bi, di, gi, ji, ki, pi, ti, (si, vi, wi, yi, zi)
35
Short I Words #5
did, dig, dill, dim, dip, gill, jib, jig, Jill, Jim
36
37
38
Short I Words #6
Short I Words #7
Short I Sentences
kid, kin, kip, kiss, kit, Kim, pig, pill, pin, pit
bib, big, bit, bin, bill, Bill, Tim, tin, tip, till
Jim has his cat. Did Pat dig it? It is dim. Kim will kiss him.
It is his bib. Jim did it. It bit him. His pig is big. It has a wig.
It is his kit. It is big.
39
40
Sound Blending
Short O Words #3
bo, co, do, go, jo, ko, po, to, (vo, wo, yo, zo)
dog, doll, dot, Don, got, job, jog, Jon, jot
41
42
43
Short O Words #4
Short O Words #5
Short O Sentences
bog, box, boss, Bob, cot, cod, con, cob, ox, odd
pod, pop, pot, pox, top, tot, toss, Tom, on, off
A bat is on a mat. A hat is on a cat. A tag is on a bag. A dog is on a
log. A fox got on a box. Ed did his job. Bob has a box. A dog was hot.
A lid was on a pot. A cat was on a box.
44
Sound Blending
45
46
47
Short U Words #3
Short U Words #4
Short U Sentences
gum, gull, tub, tug, tux, dug, dull, puff, us, up

bun, bug, bud, bun, buzz, cub, cut, cup, cuff, jug
Bill has a tux. A man dug up a jug. It can buzz. Jim will tug on it.
Mud is on a pig. A pup is up. A bug was on a rug. Gus was on a bus.
I can run.
48
49
Sound Blending
Short E Words #4
be, de, ge, je, ke, pe, te, (se, ve, we, ye, ze)
pen, pet, keg, get, den, tell, ten, bed, bell, jet
50
Short E Sentences
A web is on a bell. Ken is in bed. A dog will get wet. A bag fell.
Bess will get a pet. Jeff was on a jet. Yes, Tom did win.
Ted fed his dog. I will get it. A dog can beg.
51
52
Verbs With _s
Sentences
runs, sits, taps, jogs, gets, fills

A pet gets wet. Gus runs a lap. A cat sits on a van. It pops.
A dog runs. A cat digs.
53
Nouns With _s
cats, dogs, hills, cups, eggs, kids
54
Sentences
Six kids hid. Gus fed his cats. Ed will pet his dogs. Ten cups fell.
Tom ran six laps. Six pigs got wet.
55
Words With _s
Sams cat, Pams pan, Bens cap, Jills doll, Toms van, Megs dog
56
Sentences
Sight Words
was
bu, cu, du, gu, ju, ku, pu, tu, (vu, wu, yu, zu)
Jeff will get dads map. Bens cap is red. Eds dog will win.
I will wax dads van. Sams cat is on his bed. Moms box is big.
35
Phonics Patterns - Book 1 - Basic Vowel Patterns, Consonant Digraphs, Consonant Blends
Extra Reading: Simple Short Vowel Stories in Phonics Fundamentals Vol. 2 (Evan-Moor Corp., 1987)
(Out of print; available at http://www.amazon.com/gp/product/1557993076.)
Day New Phonogram
Patterns
New Consonant Blends,

New Syllable Patterns
Suffix Study, Sentences,

Contractions, Punctuation
Stories to Read
sh/ship
o/son
_s with nouns
e/me
Questions and Statements
A Fish
th/thumb
th/this
Phrases with "the"
I Wish
Sentences
E-M Sam
ast, amp, ask, and, aft
6
7
ilk, ift, ist, isk, ind
8
9
Go Fish
o/go
Sentences
_s with verbs and nouns
or/horse
10
ond, oft, omp, olf, ost, st
Sentences
ump, unt, ulb, ust, usk
Sentences
This Is For...
11 ck/Jack
12
A Duck
13 /to
_ve/give
14
est, ent, end, elp, elt, elf, esk,

ext, ept
Sentences
Sentences
st, sc, sk, sp, sm, sn, squ, sw,

tw, dw
Sentences
Jump
E-M Bob
E-M Bob and Sam
E-M The Van
15 ch/chicken
16
17 tch/match
On A Bench
18 nch/bench
fl, cl, sl, bl, pl, gl, spl
19
Sentences
E-M Bob Helps
Sentences with "what"
Who Is This?
Sentences
A Man
A Chicken
20 wh/when
21 wh/who
22
pr, br, dr, spr, str, fr, tr, gr,

cr, scr
23 ng/ring
In The Spring
24 nk/wink
Get A Drink
36
Phonics Patterns - Book 1 - Basic Vowel Patterns, Consonant Digraphs, Consonant Blends
Day
New Sight Words
New Phonetic Words
Compound Words
Antonyms, Synonyms,
Homonyms
(Review: A, a, was, is, ship, shop, shot, shell, shut, fish, dish, cash, mash, rush
his, as, has, I)
sunfish
son, won, ton, from,

front, of
sun/son
son, won, ton, of, from, front, oven

he, she, we, me, be
month, both
thin, thud, thumb, Beth, Seth, bath, math, path, moth, with bathtub
the
this, that, them, then
fast, last, raft, hand, sand, land, lamp, camp, mask, ask
go, no, so, yo-yo
fist, list, mist, milk, silk, gift, lift, risk, disk, wind
or, for, corn, horse
yes-no, stop-go
forget, forgot, popcorn
10
most, post, ghost, wolf pond, fond, soft, romp, golf, cost, lost, most, post, ghost
11
rock, sock, back, sack, duck, luck, neck, peck, kick, sick
12
jump, dump, pump, punt, bulb, must, dust, gust, dusk, tusk
13
two, give, live, have
14
15
backpack, horseback,
front-back
into, onto, to-from
to, do, two, into, onto

give, live, have
nest, held, tent, send, help, melt, self, desk, next, wept
rich, much, such
chick, chin, chill, chimp, chips, chess, check, chest, chop, rich
16
spill, snap, skip, smell, stop, squid, scab, swim, dwell,

twig
chopsticks
17
match, hatch, patch, catch, batch, pitch, ditch, Dutch,

fetch, notch
matchbox
18
lunch, bunch, munch, punch, bench, wrench, ranch, inch, lunchbox

finch, pinch
19
flag, flip, plug, clock, cliff, block, sled, glass, split, splash
20
which, what
when, whip, which, whisk, whiz, whiff, whippet
21
who, whom, whose
who, whom, whose
22
press, frog, brush, crab, grill, truck, drop, sprig, strap,

scrub
23
sang, rang, wing, king, bring, spring, strong, long, stung,

hung
24
bank, thank, wink, think, drink, honk, junk, skunk,

trunk, chunk
37
grandson
Phonics Patterns - Book 2 - Long Vowels

Day New Phonogram
New Syllable Patterns
Patterns
ee/feet
2
3
Stories to Read
E-M Camp
E-M At The Pond
E-M The Bath
E-M Pams Pet
E-M Sams Trick
E-M Sam and Gus
rab-bit
e_e/these
gal-lon
ai/rain
ay/play
a_e/safe
i_e pine
igh/night
10
ind/find
ild/child
11
Suffix Study, Sentences,

Contractions, Punctuation
Eve Gets A Pet
Kay
Mike
cab-in, wag-on
_es after s, z, x, sh, ch,

tch
isn't, wont, dont
38
The Pet Shop
Phonics Patterns - Book 2 - Long Vowels

New Phonetic Words
Day New Sight Words
been
2
3
Compound Words
Antonyms, Synonyms, Homonyms
see, seed, feet, deer, tree, three, sheep, green,

sleep, street
we/wee
mitten, kitten, muffin, puppet, rabbit, basset, bonnet, bobbin, hidden, tennis
were, there,
where, else, eye
here, Pete, these, Eve, grebe
nowhere, herethere
button, cotton, gallon, cannon, ribbon
said, plaid
sail, tail, nail, snail, hair, chair, wait, rain, train,

paint
mailbox
says
pay, hay, day, say, lay, way, play, gray, tray,

spray
runway, stairway,
today, maybe
lake, bake, save, cave, game, tape, vase, gate,

skate, plane
pancake, became,
daycare, milkshake, playmate,
wake-sleep, givetake, plane/plain,
pale/pail
nine, line, five, fire, dime, time, bike, ride, slide,

smile
sideways, daytime, fireman,

sunshine, inside,
beside
night, fight, light, right, tight, bright, flight,

frighten, high, knight
sunlight, nightlight, tonight,

nighttime, nightday, left-right,
night/knight
hindsight, behind,
grandchild
10
wind
find, blind, grind, hind, kind, behind, remind,

child, wild, mild
11
woman, women,
wont, dont
cabin, seven, robin, exit, closet, present, wagon,

lemon, petal, salad
39
Phonics Patterns - Book 3 - More Long Vowels

Day
New Phonogram
Patterns
oa/boat
oe/toe
o_e/home
o_e/love
old/gold
olt/bolt
oll/roll
olk/yolk
a_/across
ue/glue
ui/fruit
u_e/cube
10
ew/few
New Syllable
Patterns
Suffix Study,
Contractions,
Punctuation
Stories to Read
Joes Truck
The Troll and the Gold
Pink Or Blue?
40
Phonics Patterns - Book 3 - More Long Vowels

Day
New Phonetic Words
New Sight Words
Compound Words
Antonyms, Synonyms,
Homonyms
broad, cupboard
boat, coat, goat, float, road, toad, soap,

goal, roar, toast
float-sink, road/rode,
horse/hoarse
does, shoe, canoe
toe, doe, hoe, roe, oboe, Joe, goes, floe, woe
tiptoe, woe/whoa
home, nose, those, cone, stone, more, score, bathrobe, flagpole,

globe, smoke, whole
manhole, grindstone,
more-less, hole/whole
one, gone
move, prove, lose
love, come, dove, none, some, done, glove,

above, one, once
something, someone,
sometime, somewhere,
income, handsome, become, come-go, lovehate, one/won
roll, troll, colt, bolt, gold, cold, sold, fold,

hold, yolk, folks
goldfish, hot-cold, yolk/

yoke, roll/role
again, against,
among, above
across, alas, asleep, alike, alive, alone,

afraid, away, above, ago
tongue
glue, clue, true, Sue, cue, rescue, statue,

tissue, avenue, Tuesday
bluejay
suit, fruit, juice, cruise, bruise, swimsuit,

suitcase
swimsuit, suitcase,
fruitcake
8
9
sure, minute
tube, rule, cure, use, cube, June, sure,

flute, Neptune
10
sew
flew, blew, stew, drew, few, pew, threw,

screw, cashew, jewel
41
flew/flue, blew/blue, so/

sew
Phonics Patterns - Book 4 - Odd O Patterns

Other Stories To Read - See page numbers below.
Hop on Pop by Dr. Seuss (Random House, 1963) AR Level 1.5
Green Eggs and Ham by Dr. Seuss (Random House, 1960) AR Level 1.5
Day
New Phonogram
Patterns
New Syllable
Patterns
Suffix Study,
Contractions,
Punctuation
Stories to Read
oi/oil
oy/boy
_ed
A Boy Gets A Toy
ou/ouch
_ing
Hop On Pop Pages 2-7
ou/four
ou/soup
ow/cow
ow/snow
/push
ould/should
10
oo/book
11
oo/moon
A Mouse In The House

Green Eggs And Ham
Pages 3-13
The Cow Got Out
_es after x, z, s, sh, ch,

tch
In The Woods
42
Phonics Patterns - Book 4 - Odd O Patterns

Day
New Phonetic Words
New Sight Words
soil, boil, coin, point, noise
boy, joy, toy, soy, annoy
Compound Words
Antonyms, Synonyms,
Homonyms
oilcan
young
out, our, round, found, ground, mouse, mouth, firehouse, outhouse,

south, count, cloud
doghouse, outcome,
groundhog, campground, mousetrap,
dollhouse, without,
outside, in-out
though
four, pour, court, gourd, fourth
fourteen, courtship,
for/four/fore
through
you, your, soup, group, through
yourself, thank-you,
you-me, through/
threw
cow, now, down, town, clown, brown, frown,

growl, crowd, towel
downpour, downtown,
cowboy, smile-frown,
up-down
row, low, know, snow, blow, grow, slow, window, yellow, follow
snowman, windowsill,
below, rowboat, fastslow, high-low, abovebelow, no/know, low/
lo, so/sew/sow, roe/
row
put, push, bush, pull, full
fullback, bullfrog,
push-pull
know
8
9
could, would,
should
should, would, could, wouldnt, couldnt
10
door, poor, floor
book, cook, foot, hood, good, hoof, look, shook,

stood, wood
bookshelf, checkbook,
matchbook, dogwood,
outdoor, doorway,
floorboard, rich-poor,
good-bad, would/wood
11
school
moon, food, tool, roof, zoo, pool, spoon, broom,

goose, school
toothbrush,
moonlight, bedroom,
bathroom, schoolhouse, to/two/too
43
Phonics Patterns - Book 5 - Soft C And G Sounds, Bossy R Patterns, Dotted A Patterns

Simple Short Vowel Stories in Phonics Fundamentals Vol. 2 (Evan-Moor Corp., 1987)
Put Me In The Zoo by Robert Lopshire (Random House, 1960) AR Level 1.4
Day
New Phonogram
Patterns
New Syllable
Patterns
Suffix Study,
Contractions,
Punctuation
Stories to Read
ce/cent
ci/city
cy/cycle
ir/bird
ge/gem
gi/giant
gy/gym
Jakes Magic Show
ar/star
Marks Car
er/her
s possessive
A Bird
(two-syllable words)
er/her
(one-syllable words)
tle/little
ur/turtle
The Life Of A Turtle
aw/saw
E-M A Bone For Sam
10
au/Paul
Home
11
all/ball
The Dragon And The Ring

12
al/salt
alk/talk
_ed
13
wa/wasp
_ing
Put Me In The Zoo

Pages 3-9
hes, Im, lets
A Trip To The Farm
14
bas-ket
44
Phonics Patterns - Book 5 - Soft C And G Sounds, Bossy R Patterns, Dotted A Patterns

Simple Short Vowel Stories in Phonics Fundamentals Vol. 2 (Evan-Moor Corp., 1987)
New Phonetic Words
Day New Sight Words
once
Compound Words
Antonyms, Synonyms,
Homonyms
mice, slice, face, race, spruce, fence, dance, spaceship, cent/sent

prince, cent, pencil
girl, bird, dirt, fir, stir, shirt, third, first,
skirt, squirrel
bluebird, birdhouse, girl-boy,

nightshirt, first-last
sponge
page, stage, huge, gem, fringe, giraffe,

magic, squeegee, giant, orange
birdcage
are
arm, art, car, star, farm, barn, large,

shark, chart, garden
junkyard, hardware, armchair,

barnyard, starlight, courtyard,
warm-cold, start-stop
cover, wonder,
answer, other,
mother, brother
zipper, ladder, soccer, letter, butter, hammer, winter, number, under, river
sunflower, however, afternoon,

grandmother, whoever, whomever, whenever, whatever,
grasshopper, understand
her, herd, verb, verse, serve, perch, fern,

clerk, desert, dessert
little, whittle, shuttle, kettle, cattle, mantle, rattle, beetle, bottle, title
little-big
hurt, curve, turtle, surf, burn, church,

churn, turnip, purse, nurse
turncoat
saw, paw, claw, draw, straw, lawn, dawn,

yawn, hawk, crawl
dawn-dusk
10
Paul, haul, gauze, haunt, launch, faucet,

auto, August, autumn, exhaust
11
all, ball, call, tall, wall, fall, hall, mall,

small, stall
12
almost, although, salt, bald, malt, false, palm, talk, walk,

half, calf
balk, stalk, chalk
football, hallway, baseball, basketball, ballpark, large-small,

hall/haul
walkway, saltbox, sidewalk,
boardwalk
watchdog, waterfall
13
wasp, want, wash, wad, wand, watt,

watch, water, waffle, waddle
14
basket, picnic, cactus, hotdog, zigzag, nap- calm-upset

kin, helmet, upset, fabric, album
45
Phonics Patterns - Book 6 - Long Vowel Patterns With More Than One Sound
Other Stories To Read
Go, Dog. Go! by P. D. Eastman (Random House, 1961) AR Level 1.2
The Cat In The Hat by Dr. Seuss (Random House, 1957)
Ten Apples Up On Top! by Theo. LeSieg (Random House, 1961)
Are You My Mother? by P. D. Eastman (Random House, 1960) AR Level 1.6
Brown Bear, Brown Bear, What Do You See? by Bill Martin Jr. (Henry Holt and Company, 1967)
Day
New Phonogram
Patterns
New Syllable
Patterns
Suffix Study,
Contractions,
Punctuation
silent e syllables
Oil
Ten Apples Up On Top Pages 3-19
Green Eggs And Ham Pages 14-21
2 y/funny
3 y/my
Go, Dog. Go! Pages 3-21

The Cat In The Hat Pages 1-11
4 , ,
a/bacon, e/secret, i/bison
5 ,
o/robot, u/tulip
Go, Dog. Go! Pages 22-33
hopped,
hopping
6 ey/key
7
Stories to Read
ey/they
Baby Sally
Hop on Pop Pages 22-49
Put Me In The Zoo Pages 10-61
cup-cake, bon-fire;
trap-eze, cos-tume,
flag-pole
9
10 ea/eat
shov-el
The Flagpole
11 ea/head

Green Eggs And Ham Pages 22-62
Are You My Mother? Pages 3-64
12 ea/steak
I Like To Eat
Brown Bear Brown Bear What Do You See?
13 ei/ceiling
14 ei/veil
15 eigh/sleigh
A Birthday Treat
16 eu/Europe
17 ie/pie
ie/shield
Two Sleuths
46
Phonics Patterns - Book 6 - Long Vowel Patterns With More Than One Sound
Ten Apples Up On Top! by Theo. LeSieg (Random House, 1961)
Brown Bear, Brown Bear, What Do You See? by Bill Martin Jr. (Henry Holt and Company, 1967)
Day
New Sight Words
1 people
2 any, many, very,
New Phonetic Words
Compound Words
Antonyms, Synonyms,
Homonyms
little, pickle, bubble, puzzle, apple, candle,

waffle, beagle, people, circle
bunny, puppy, happy, daddy, penny, jelly,
holly, silly, candy, windy
crabapple
anyplace, anyone, anytime, anywhere,

anybody, somebody, everybody, everywhere, everything, everyone, happysad
reply, supply, July my, by, fry, cry, fly, sky, spy, dry, why, reply myself, good-by
busy, bury, only
3
4 island, iron
5
6
7
8
9
10
lady, baby, label, paper, Venus, refund, fever, minus, tiny, tiger
open, robot, donut, pony, over, music, tulip,
student, ruler, ruby
honey, money,
key, valley, trolley, hockey, donkey, chimmonkey
ney, volleyball, honey, money, monkey
Mr., Mrs., Dr.
they, hey, prey, obey, conveyer belt, greyhound
cupcake, inflate, mistake, pancake, bonfire,
umpire, inside, sunshine, reptile, inquire;
stampede, trapeze, athlete, concrete, costume, volume, Neptune, explore, tadpole,
flagpole
oven, shovel, dozen, mother, nothing, oven, shovel, dozen, woncompete, complete, der, covers, compare, compete, complete
compare, nothing
eat, meat, ear, year, read, beak, beach, leaf,
least, team
11
12 breakfast
13
14
15 height
16
17 movie, friend
head, lead, dead, bread, spread, thread,

sweat, sweater, weather, feather
steak, break, great, bear, tear, wear, pear
ladybug, tiny-huge, baby-adult, plusminus, hi/high

overcoat, turnover, pushover, openshut, over-under
keyhole, valley-hill
obey-defy, hay/hey
teacup, oatmeal, nice-mean, mostleast, near-far, see/sea, meet/meat,

reed/read, teem/team, seem/seam
sweatshirt, headlight, dead-alive,
lead/led, read/red
swimwear, fix-break, bear/bare, break/

brake, steak/stake, pear/pare/pair
weird, sheik, seize, caffeine, protein, either, give-receive, our-their
neither, receive, deceive, ceiling

their, heir, veil, reins, skein, reign, reindeer, rain/rein/reign, air/heir, vale/veil
inveigle
sleigh, neigh, weigh, eight, freight, neighbor, sleigh/slay, eight/ate, weigh/way,
neigh/nay
eighteen, eighty
feud, sleuth, neutron, streusel, Eugene, Europe
tie, pie, lie, die, cries, field, chief, fierce,

shield, movie
47
windshield, pie/pi
Phonics Patterns - Book 7 - Advanced Bossy R Patterns

Day
New Phonogram
Patterns
New Syllable
Patterns
Suffix Study, Contractions,

Punctuation
wor/worm
er/heron
or/horse
Contractions with not
or/doctor
or/sorry
Contractions with are,

will
A Night Visit
ar/dollar
ar/carrot
lets
I'm
Contractions with are
Lukes Lizard
ear/early
our/journal
Suffix_ly,
smiled, smiling
Stories to
Read
A Good Book
Go, Dog. Go!
Pages 34-64
At the River
Rude June
48
Phonics Patterns - Book 7 - Advanced Bossy R Patterns

Day
New Sight Words
New Phonetic Words
Compound Words
Antonyms, Synonyms, Homonyms
work, worm, word, worth, world, worse,

worst, worry, workbook, worship
bookworm, workbook, password, work

-rest, better-worse,
best-worst
ferret, merit, peril, derrick, Erin, very,

heron, Ferris wheel, cherub, stereo
strawberry, blueberry, blackberry
corn, cord, fork, horn, horse, torn, storm,

orbit, thorn, forest
short-tall
lend-borrow
color
mirror
doctor, actor, mirror, record, tractor, color

sorry, borrow, horror, tomorrow
sugar
dollar, lizard, cougar, pillar, polar, wizard,

collar, solar, cellar, blizzard
carry, carrot, carol, parent, parrot, marry,

barrel, sparrow, carriage, barricade
heart
hearth
learn, pearl, heard, search, earth, earn,

early, rehearse
earthquake, earlylate, heard/herd
journal, journey, courage, courtesy, flourish, tournament, nourish, nourishing
courage-fear
49
Phonics Patterns And Stories - Book 8 - Silent Letters, More Vowels


What Is That? Said the Cat by Grace Maccarone, illustrated by Jeffrey Scherer (Scholastic
Inc., 1995)
In The Small, Small Pond by Denise Fleming (Scholastic Inc., 1993) AR Level 1.4
Day
New Phonogram
Patterns
_a/panda
a/father
New Syllable
Patterns
hel-lo, ze-ro
men-u, tu-tu
Suffix Study,
Contractions,
Punctuation
Stories to Read
My Family
kn/knife
What Is THAT? Said The Cat

(All)
wr/wren
In The Small, Small Pond (All)
gh/ghost
gh/straight
On The Lawn
ought/bought
A Day at the Park
Which One?
50
Phonics Patterns And Stories - Book 8 - Silent Letters, More Vowels


What Is That? Said the Cat by Grace Maccarone, illustrated by Jeffrey Scherer (Scholastic
Inc., 1995)
In The Small, Small Pond by Denise Fleming (Scholastic Inc., 1993) AR Level 1.4
New Phonetic Words
Day New Sight Words
1
2
Compound Words
Antonyms, Synonyms,
Homonyms
panda, villa, comma, yucca, Africa, sofa, cola,

cobra, tuba, zebra
ah
blah
hurrah
father, lava, llama, mama, drama, taco, nachos, pecan, pajamas, hurrah
grandpa, grandma,
grandfather, fatherson
hippo, banjo, hello, bingo, condo, yo-yo, zero,

hero, silo, rhino
flu, menu, kudzu, emu, zebu, tutu
knot, knob, knit, knock, knee, kneel, knife,

knight, know, knickers
knockout, knickknack,
know-forget, kneelstand, knot/not, knit/
nit, knee/nee, know/
no, knight/night
wren, wrench, wreck, wrist, wrong, wrap,

wrath, write, wreath, wrinkle
wristwatch, wrongright, write/right
ghost, aghast, ghetto, spaghetti, Allegheny,

straight, through, caught, daughter, taught
throughout, straightaway, straightcrooked, through/

threw
fought, thought, ought, bought, brought,

sought
bought-sold
drought
51
Advanced Phonics Patterns From Children's Books

Day New Phonogram
Or
Syllable Pattern
1
Suffix Study,
Contractions,
Punctuation
Multi-Syllable
Words
mb/lamb
Book to Read
One Fish Two Fish

Red Fish Blue Fish
sun, sunny
giant
comb
The Spooky Old Tree
ugh/laugh
No, David!
gu/guess
More, More, More

Said The Baby
goes, does
Hamster Chase
dry, dries, dried
The Boy Who Cried

Wolf
baby, babies
hurries, hurried
Sight Words
The Cat In The Hat

Comes Back
ph/phone
10 i/pizza
Otto, began,
radio, cellar,
policeman
A Fish Out Of Water
11 ze/freeze
12 ye/rye
13 ch/chorus
14
smaller, smallest
15
tie, tied, tying
tennis, hundred, I Wish That I Had

only, nobody, be- Duck Feet
hind
16 ch/chef
Knuffle Bunny
17 tion/addition
Pig Pig Grows Up
18
farm, farmer
19
rose, roses
20
wood, wooden
21
hid, hidden
22
froze, frozen
friend, movie,
eyes, else
machine
wagon, Chicago, Robert The Rose

doctor, movie,
Horse
police
woman, people, friends,

once, ah
beautiful, table
during, sew
52
Charlie Needs A
Cloak

Day New Phonogram
Or
Syllable Pattern
Suffix Study,
Punctuation,
Contractions
23 tain/curtain
Multi-Syllable
Words
bargain
Book to Read
Sight Words
The Runaway Bunny
24 bu/building
Hildilids Night
25 ought/bought
26
the birds'
nest
27 ou/country
grocery, post ofThe Best Nest

fice, already, barrel
move, else, busy
upset, until, finally, ordinary,

disturb, money,
monkey
Caps For Sale
sure
wagon, dragon,
wonderful
Wings On Things
shoes, many
28 ous/enormous
help, helpful
29
30 t/castle
Frog And Toad Are

Friends
Goggles
good, goodness princess, helmet,
31
tunnel, beautiful,
China, surprise,
carrots
meow, hello, because, barrel
Little Bear
eyes
The Fire Cat
answered, nothing, friend,

against
32 ace/necklace
zip, unzip
33
palace, idea, lions, The Kind, The Mice,

elephants
And The Cheese
34 dge/fudge
answer, only,
sure, gone, question
Theres A Monster
Under My Bed
35
hungrier,
hungriest
terrible, carry,
idea, tomorrow
Days With Frog And

Toad
cover, second,
blah, cupboard,
sure, island
36
jingled,
jingling
cheerio, Albany
The Little Red Lighthouse And The Great

Gray Bridge
canoe, iron, hurrah
Happy Birthday
Moon
53

Day New Phonogram Suffix Study, Multi-Syllable Words
Contractions,
Or
Syllable Pattern Punctuation
Books to Read
Sight Words
The Story About Ping

37 i/onion
38 ture/nature
Little Bears Visit
39 ive/detective
40
enjoy,
enjoyable
diamonds, RosaNate The Great

mond, secret, Harry
bury, color
A Chair For My
Mother
41 sc/scissors
Only The Stars
42 cial/special
Lola At The Library

Unlovable
43 sure/pressure
sure/measure
44 sual/unusual
ribbon, open
Amelia Bedelia
minute,
lemonmeringue,
enough, oven
cabin, quiet,
Tennessee, moccasins,
different, beautiful
Daniel's Duck
answer, else,
sewed
Something From
Nothing
45 qua/quarrel
Millions of Cats
46 squa/squash
47 cian/magician
meter, human, terrific, beauty
48 swa/swan
All Of Our Noses Are

Here
mirror, gone,
halfway,
whole
Mouse Soup
49 y_e/type
50 y/gymnastics
51 rh/rhino
Curious George Rides

A Bike
whiskers, certain,
kangaroo, Rhonda,
mama, llama
54
Is Your Mama A
Llama?

Day New Phonogram
Or
Syllable Pattern
Suffix Study,
Contractions,
Punctuation
Multi-Syllable Words
Book to Read
Sight
Words
The Grouchy Ladybug

Bens Trumpet
52 gn/gnat
gn/sign
Danny And The

Dinosaur
The Hungry Thing Returns
53 mn/autumn
Madeline
A Color of His Own
54 ate/pirate
private
Where The Wild Things

Are
55 ice/notice
refrigerator, mustache
If You Give A Mouse A

Cookie
Bread And Jam For
Frances
56 tu/spatula
All In One Piece
57 x/exhaust
office
Alexander And The Ter- tongue

rible, Horrible, No Good
Very Bad Day
58 qu/antique
insect, collect, protect Arthur's Camp-Out

mosquitoes, bicycle,
rolling, secret, ruler
59 h/herb
60
There Is A Carrot in My
Ear
My Best Friend
help, helpless
lesson, zebra, empty, Anansi And The Mossgiraffe, bananas, coco- Covered Rock
nuts, rhinoceros, Anansi, wicked
All The Colors Of The
Earth
61 tial/initials
62 tient/quotient
Katy And The Big Snow
63 ine/medicine
64 ine/gasoline
Mike Mulligan And His

Steam Shovel
55

Day
New
Phonogram Or
Syllable Pattern
Suffix Study,
Contractions,
Punctuation
Multi-Syllable Words
Book to Read
65 sion/mansion
Ming Lo Moves The

Mountain
66 sion/television
Leo The Late Bloomer
67
way, subway
68
appear,
disappear
69
misbehave
controls, ordinary,
quiet, collect
Alistair Underwater
Sight
Words
Alistair,
algae,
above
Miss Nelson Is Missing

Thank you, Mr. Falker
70 ious/furious
Sylvester And The

Magic Pebble
Peppe The Lamplighter anxious
71 cious/delicious
Harold And The

Purple Crayon
72 tious/
nutritious
Big Chickens
73
enjoy,
enjoyment
delicious, necklace,
A New Coat For Anna
carol, garnet, reflection,
lingonberries,
Christmas
porcelain
Watch Out For The

Chicken Feet In Your
Soup
74 e/ballet
Angelina On Stage
A Pocket For Corduroy
75 ite/opposite
76 age/luggage
The Hickory Chair

Flossie And The Fox
Tikki Tikki Tembo
The Bicycle Man
77 age/garage
78 th/thyme
The Little House

(owl, owlet)
mosquito, creature,
Why Mosquitoes Buzz
owlet, mischief, iguana, In People's Ears
conscience, usually,
guilty, honest, satisfied
79 x/xylophone
80 z/azure
answer
Mufaro's Beautiful
Daughters
stifle
The Fool Of The World

And The Flying Ship
56
Childrens Books
The phonics instruction in Sound City Reading is designed to prepare students to read the books on this list. Books are listed in the order
in which they can be read. Parents or teachers should read the stories
aloud to the student first. Becoming familiar with the vocabulary and
sentence structure ahead of time makes it easier for students to use their
word analysis skills to read the story.
Accelerated Reader Levels are given for some of the books. The
levels range from about 1.2 to 4.7, in other words, from the second month
of first grade through the seventh month of fourth grade. The Accelerated Reader Program, often purchased by schools, provides short comprehension tests for many childrens books online.
Youll notice that the order in which the books are read is related to
the phonics patterns that are in each book, not necessarily the Accelerated Reading level. If students have studied all of the phonics patterns in
a book, it is added to the list regardless of reading level. The general progression of the books, however, is from easiest to read to more advanced,
since less common phonics patterns are introduced later in the program.
Books To Read With Phonics Patterns For Beginning Readers,
Books 1-8
The following Simple Short Vowel Stories are in Phonics Fundamentals Volume 2 by Joy Evans (Evan-Moor Corporations, 1994). The
book is out of print, but is available in limited quantities at http://
www.amazon.com/gp/product/1557993076. Permission is granted by the
publisher to reproduce the stories for non-commercial individual or classroom use. These simple short vowel stories about Bob and his dog Sam
are perfect for students who are just starting to read. The have a small
amount of text and an illustration on each page.
Sam (4 pages)
The Van (4 pages)
At the Pond (4 pages)
Sams Trick (8 pages)
Bob (4 pages)
Bob Helps (4 pages)
The Bath (8 pages)
Sam and Gus (8 pages)
Bob and Sam (4 pages)

Camp (4 pages)
Pams Pet (8 pages)
A Bone for Sam (8 pages)
The following easy books for beginners are available in book stores
and libraries. These books use the most common words in our language,
put together to form high interest stories. Many of the books are rhythmic and rhyming, with a repetitive sentence structure and big print, perfect for beginning readers. The AR information designates the Accelerated Reader grade level. Online tests are available for these books at
some schools.
57

Brown Bear, Brown Bear, What Do You See? by Bill Martin, Jr., illustrated
by Eric Carle (Henry Holt and Company, 1967) AR Level 2.1
Ten Apples Up On Top! by Theo. LeSieg, illustrated by Roy Mckie (Random
House, 1961)
What Is That? Said the Cat by Grace Maccarone, illustrated by Jeffrey
Scherer (Scholastic Inc., 1995)
In The Small, Small Pond by Denise Fleming (Scholastic Inc., 1993)
Books To Read With Advanced Phonics Patterns From Childrens
Books
One Fish Two Fish Red Fish Blue Fish by Dr. Seuss (Random House, 1960)
The Spooky Old Tree by Stan and Jan Berenstain (Random House, 1978)
AR Level 1.1
No, David! by David Shannon (Scholastic Inc., 1998)
More More More, Said The Baby by Vera B. Williams (Scholastic Inc.,
1990)
Hamster Chase by Anastasia Suen, illustrated by Allan Eitzen (Scholastic
Inc., 2002)
The Boy Who Cried Wolf retold by Freya Littledale, illustrated by James
Marshall (Scholastic Inc., 1975)
The Cat In The Hat Comes Back by Dr. Seuss (Random House, 1958) AR
Level 2.1
A Fish Out Of Water by Helen Palmer, illustrated by P. D. Eastman
(Random House, 1961) AR Level 1.7
I Wish That I Had Duck Feet by Theo. LeSieg, illustrated by B. Tobey
Knuffle Bunny by Mo Willems (Hyperion Books For Children, 2004)
Pig Pig Grows Up by Davis McPhail (E. P. Dutton, 1980)
Robert The Rose Horse by Joan Heilbroner, illustrated by P. D. Eastman
Charlie Needs A Cloak by Tomie dePaola (Scholastic Inc., 1973) AR Level
2.3
The Runaway Bunny by Margaret Wise Brown, illustrated by Clement
Hurd (Harper & Row, 1942) AR Level 2.7
Hildilids Night by Cheli Durn Ryan, illustrated by Arnold Lobel
(Macmillan Publishing Company, 1971)
58
The Best Nest by P. D. Eastman (Random House, 1968) AR Level 2.1

Caps For Sale by Esphyr Slobodkina (HarperCollins, 1940) AR Level 3.1
Wings On Things by Marc Brown (Random House, 1982)
Frog And Toad Are Friends by Arnold Lobel (HarperCollins Publishers,
1970)
Goggles by Ezra Jack Keats (Aladdin Books, 1969)
Little Bear by Else Holmelund Minarik, illustrated by Maurice Sendak
(Harper Trophy, 1957) AR Level 2.4
The Fire Cat by Esther Averill (Harper Trophy, 1960) AR Level 2.9
The King, The Mice, and The Cheese by Nancy and Eric Gurney (Random
House, 1965)
Theres A Monster Under My Bed by James Howe, illustrated by Davis
Rose (Aladdin Books, 1986)
Days With Frog And Toad by Arnold Lobel (Harper Trophy, 1979) AR Level
2.5
The Little Red Lighthouse And The Great Gray Bridge by Hildegarde H.
Swift and Lynd Ward (Harcourt Brace Jovanovich, 1942) AR Level 2.9
Happy Birthday, Moon by Frank Asch (Scholastic Inc., 1982)
The Story About Ping by Marjorie Flack and Kurt Wiese (Puffin Books,
1977) AR Level 4.3
Little Bears Visit by Else Holmelund Minarik, illustrated by Maurice
Sendak (HarperCollins Publishers, 1961)
Nate The Great by Marjorie Wienman Sharmat, illustrated by Marc Simont
(G. P. Putnams Sons, 1972) AR Level 2.0
A Chair For My Mother by Vera B. Williams (Scholastic Inc., 1982)
Only The Stars by Dee Boyd, illustrated by Anna Rich (Scholastic Inc.,
2004)
Lola At The Library by Anna McQuinn, illustrated by Rosalind Beardshaw
(Charlesbridge, 2006)
Unlovable by Dan Yaccarino (Scholastic Inc., 2001)
Amelia Bedelia by Peggy Parish, illustrated by Fritz Siebel (Harper
Trophy, 1963) AR Level 2.5
Daniels Duck, by Clyde Robert Bulla, illustrated by Joan Sandin (Harper
Trophy, 1979) AR Level 2.0
Something From Nothing by Phoebe Gilman (Scholastic, 1992) AR Level
3.3
Millions Of Cats by Wanda Gag (Scholastic Inc., 1928)
All Of Our Noses Are Here by Alvin Schwartz, illustrated by Karen Ann
Weinhaus (Harper Trophy, 1985) AR Level 2.4
Mouse Soup by Arnold Lobel (Scholastic Inc., 1977)
Curious George Rides A Bike by H. A. Rey (Scholastic Inc., 1952)
Is Your Mama A Llama? by Deborah Guarino, illustrated by Steven
Kellogg (Scholastic, 1989) AR Level 1.6
The Grouchy Ladybug by Eric Carle (Scholastic Inc., 1977)
59
Bens Trumpet by Rachel Isadora (Scholastic Inc., 1979)

Danny And The Dinosaur by Syd Hoff (Harper & Row, 1958)
The Hungry Thing Returns by Jan Slepian and Ann Seidler, illustrated by
Richard E. Martin (Scholastic Inc., 1990)
Madeline by Ludwig Bemelmans (Scholastic, 1939) AR Level 3.1
A Color Of His Own by Leo Lionni (Scholastic Inc., 2003)
Where The Wild Things Are by Maurice Sendak (Scholastic, 1963) AR Level
3.4
If You Give A Mouse A Cookie by Laura Numeroff, illustrated by Felicia
Bond (Scholastic, 1985) AR Level 2.7
Bread And Jam For Frances by Russell Hoban, illustrated by Lillian Hoban
(Scholastic Inc., 1964)
All in One Piece by Jill Murphy (Scholastic Inc., 1987)
Alexander and the Terrible, Horrible, No Good, Very Bad Day by Judith
Viorst, illustrated by Ray Cruz (Scholastic, 1972) AR Level 3.7
Arthurs Camp-Out by Lillian Hoban (Harper Trophy, 1993) AR Level 2.9
There Is A Carrot In My Ear And Other Noodle Tales retold by Alvin
Schwartz, illustrated by Karen Ann Weinhaus (Harper Trophy, 1982)
AR Level 2.5
My Best Friend by Mary Ann Rodman, illustrated by E. B. Lewis (Puffin
Books, 2005)
Anansi and the Moss-Covered Rock, by Eric A. Kimmel, illustrated by Janet
Stevens (Scholastic, 1988) AR Level 2.4
All The Colors Of The Earth, by Sheila Hamanaka (Morrow Junior Books,
1994)
Katy and The Big Snow, by Virginia Lee Burton (Scholastic, 1943) AR
Level 2.9
Mike Mulligan And His Steam Shovel, by Virginia Lee Burton (Scholastic
Inc., 1939) AR Level 4.4
Ming Lo Moves The Mountain, by Arnold Lobel (Scholastic Inc., 1982)
Leo The Late Bloomer by Robert Kraus, illustrated by Jose Aruego
Alistair Underwater by Marilyn Sadler, illustrated by Roger Bollen (Simon
& Schuster, 1988)
Miss Nelson Is Missing by Harry Allard and James Marshall (Houghton
Mifflin, 1977)
Thank you, Mr. Falker by Patricia Polacco (Philomel Books, 1998) AR
Level 4.1
Sylvester and the Magic Pebble by William Steig (Simon and Schuster,
1969) AR Level 4.0
Peppe The Lamplighter by Elisa Bartone, illustrated by Ted Lewin
Harold and the Purple Crayon by Crockett Johnson (Scholastic Inc., 1959)
Big Chickens by Leslie Helakoski, illustrated by Henry Cole (Scholastic
Inc., 2006)
60
A New Coat For Anna by Harriet Ziefert, illustrated by Anita Lobel

(Scholastic, 1986) AR Level 3.5
Watch Out For The Chicken Feet In Your Soup by Tomie dePaola (Simon &
Schuster, 1974) AR Level 1.3
Angelina On Stage by Katharine Holabird, illustrated by Helen Craig
(Scholastic, 1991) AR Level 4.6
A Pocket For Corduroy by Don Freeman (Scholastic Inc., 1978)
The Hickory Chair by Lisa Rowe Fraustino, illustrated by Benny Andrews
Flossie And The Fox by Patricia C. McKissack, illustrated by Rachel
Isodora (Scholastic Inc., 1986)
Tikki Tikki Tembo retold by Arlene Mosel, illustrated by Blair Lent
The Bicycle Man by Allen Say (Scholastic Inc., 1982)
The Little House by Virginia Lee Burton (Scholastic, 1942) AR Level 4.2
Why Mosquitoes Buzz In Peoples Ears by Verna Aardema, illustrated by
Leo and Diane Dillon (E. P. Dutton, 1975) AR Level 4.0
Mufaros Beautiful Daughters by John Steptoe (Scholastic, 1987) AR
Level 4.3
The Fool Of The World And The Flying Ship by Arthur Ransome,
illustrated by Uri Shulevitz (Sunburst/Farrar, Straus and Giroux,
1968) AR Level 4.7
61
A Sound Story
About Audrey and Brad
Part 1
One Saturday morning, Audrey and Brad sat in the
den, watching the pendulum swing back and forth on
the clock on the wall, t, t, t, t. They were bored.
Hey, Mom, said Brad. Can we walk down to the

park? Yes, said Mom. Be sure you are back in
time for your violin lessons. Soon Audrey and Brad
were swinging as high as they could at the park. They
could hear the loud sound of the chains screeching as
they went back and forth, i, i, i, i.
(i/in)
Then they jumped down and ran around the park

playing chase. Before long, they were out of breath.
Brad could hear himself breathing hard, h, h, h, h.
They ran home and their Mom drove them to their

violin lessons. Mrs. Russ was pleased to see them.
Did you practice every day? she said. I did, said
Audrey quickly. Brad replied that he had practiced,
too.
(i/island)
Soon they were playing music. Each violin made a

beautiful sound as they pulled their bows across the
strings. The sound was l, l, l, l, l.
62
Tt
Ii
Hh
i
Ll
Just as they arrived home from their music lesson,

they heard the n, n, n sound of the engine on a big
delivery truck. It pulled into their driveway and the
delivery man handed Mom a package. Audrey and Brad
were pleased to see that new books had arrived from
their book club.
Nn
As they went into the house, they could see dark

clouds gathering overhead. Soon, lightning was
flashing and rain was pouring down. The wind blew
hard enough to make the branches on the trees sway
back and forth. Audrey and Brad could hear the sound
of the wind forcing its way into the house around the
front door, wwwwww.
Ww
Well, said Mom. The weather is so bad, this is the

perfect time to go over your math facts. It was
Brads turn to go first. Uuuuhhh, was all he could
say as he looked at the flashcards. He had not been
practicing his math facts. When Audrey had her turn,
she got every one right.
(u/up)
Uu
They ate lunch and then Audrey and Brad and Dad got into
the car to go to basketball practice. The wind had stopped
blowing, but it was still drizzling. At the gym, all the kids
on the team warmed up by dribbling a basketball. B, b, b,
b, was the sound of the balls bouncing on the hardwood
floor. Then they practiced passing and shooting.
Bb
After basketball practice they went home. Soon, Mom

called Audrey and Brad to dinner. Mmmmmm, they
said when they saw their plates. They were having
scrambled eggs, ham, and muffins. It looked delicious.
Mm
Just as they sat down to eat, they heard a loud

Rrrrrr coming from the back yard. They ran to look
out the back door. Chewie had cornered a
neighborhood cat in the yard. She was growling at the
cat.
Rr
63
The cat had no intention of putting up with Chewie. She

reached out and scratched Chewie right on the nose,
fffff. Chewie cried out in pain as the cat quickly
jumped over the fence and ran away.
Ff
Poor, Chewie! said Brad. Shell know to leave cats

alone, next time. He reached into the refrigerator
and pulled out a soft drink. Kssss, was the sound of
the air rushing out as he pulled the tab off the can.
Xx
After dinner, the whole family watched a movie

together. It was pretty good. One character was a
man who couldnt hear very well. He kept saying
Ehh? whenever someone spoke to him. He couldnt
understand a word they were saying. That man
should get hearing aides, said Mom. He could hear
much better with them.
(e/egg)
Ee
The following Monday morning, Audrey and Brad took

the bus to school. As Audrey slipped into her desk,
she saw that a classmate had brought a snake to
school in a cage. They talked about the snake during
science class. It slithered around in its cage, flicking
its tongue in and out with a soft sssss sound.
Ss
Audrey worked hard all morning. After lunch, her

class went outside for recess. She enjoyed jumping
rope with her friends. The rope made a j, j, j
sound as it slapped the concrete.
Jj
After recess Audrey realized that her throat was

hurting. It had been sore all day, but now it was
worse. Her teacher sent her to the office to see
the school nurse. Audrey opened her mouth wide and
said Ahhhh while the nurse examined her throat.
Then the nurse took her temperature. You dont
have a fever, said the nurse. It will be all right for
you to go back to class.
(o/ox)
64
Oo
Back in the classroom, Audrey picked up her pencil

to begin her afternoon assignment. Ccc, the lead
broke on her pencil as soon it touched the paper.
She reached into her desk to get out another
sharpened pencil. It was a good thing she had an
extra one.
Cc
At 2 oclock, Audrey heard a knock at the door, d, d,

d. It was her father, Dr. Davis, coming to help
students work on the computers in the back of the
room. It wasnt Audreys turn to work on the
computers, today, so she smiled at her dad and then
continued working on her assignment.
Dd
At the end of the day, Audrey and Brad met their

bus group in the hall. Their bus teacher waited for
their group to be called. As they stepped outside,
they could barely see their bus in the distance,
already on its way. AAAaaah! screamed Audrey
and Brad. All the children were upset. Its OK,
said the teacher. Well call your parents to come
pick you up.
(a/ant)
Aa
The children waited in the office for their parents.

They could hear the sound of the vacuum cleaner as
Mrs. Taylor vacuumed the rug, vvvvv.
Vv
Brad was thirsty, so he asked for permission to go to

the hall to get a drink of water. He went straight to
the water fountain. He turned the handle and leaned
over to swallow the gushing water. G, g, g, g, went
the water as it streamed out of the faucet. G, g, g,
g, went his throat as he guzzled the water.
Gg
When Mom arrived at school she took them straight

to the doctors office to get Audreys throat
checked. She wanted to be sure it wasnt strep
throat. As they waited in the waiting room, they
watched the fish swim back and forth in the large
aquarium. They could hear the P, p, p, p sound of
the air pump pushing air into the water.
Pp
65
Audrey looked up when she heard the K, k, k

sound of the receptionists heels stepping across
the tile floor. I need to ask you a question about
your insurance, said Mrs. Kendrick to Audreys
mother. Certainly, said her mother, as she
stepped to the office counter.
Kk
When Audreys exam was finished, the doctor said

that she didnt have strep throat after all. Mom
was relieved. As Audrey, Brad and Mom returned
to their car, Brad accidentally stepped on a piece
of yucky bubble gum. Yyyy, he said. He tried to
scrape it off on the edge of the sidewalk.
Yy
Mom took the kids to the park on the way home.

They sat at a picnic table and had a snack that she
had packed. It was a pretty day. They could hear
a mourning dove cooing in the distance, coo, coo,
coo.
Qu qu
Suddenly they heard a loud buzzing sound,

zzzzzzz. They turned to see an enormous swarm
of bees moving through the air. It landed in a pine
tree near their picnic table. Other bees flew
around in the air nearby. Lets go home, they all
yelled in unison. And that is exactly what they
did.
Zz
Part 2 Beyond The Alphabet Sounds

A few weeks later, Audrey and Brad and mom and
dad heard about a great new movie about a boy
and his dog. So, they decided to go to the
theatre. At the theatre, someone in front of them
started talking on a cell phone. Shhh, Mom said,
leaning forward in her seat.
sh
The movie was action packed and very exciting.

Before they knew it, the movie was over. They
were the last people to leave the theatre. As they
walked along the rows, they heard a squeaking
sound, eee, eee, eee. It was a tiny mouse
scurrying along the floor under the seats. He was
collecting dropped pieces of popcorn.
(e/emu)
66
At first, they didnt see the mouse. Then it ran

right by Moms foot. Oh! she exclaimed, jumping
up on the nearest seat. Its a mouse! Audrey and
Brad giggled a little. They were not afraid of a
mouse.
(o/ocean)
A Snowy Day
The next morning Audrey and Brad didnt go to
school, because it was Saturday. It was cold in the
house. Mom got up while it was still dark to boil
water for some hot tea. A soft ttthhhh sound
could be heard as the steam escaped from the tea
kettle.
(Note: Not a whistling tea kettle.)
th
Dad was up early, too. After his shower, he shaved

with an electric razor. Tttthhh, was the sound
that it made as he trimmed off his whiskers.
th
Before long, it was light enough to see outside.

The sky was overcast, so the sun was covered by
the clouds. Audrey sat up in bed and looked out
the window. Ooooo, she exclaimed. It snowed
last night!
(o/to)
By this time Mom was calling everyone to come to

breakfast. Brad pulled a paper out of his backpack
and carried it downstairs. It was his spelling test
for the week. He proudly hung it on the
refrigerator. At the top of the paper was a large
red A.
(a/apron)
When they were finished eating, Brad and Audrey

got dressed and went outside. A white blanket of
snow covered the ground. Everything was quiet.
They looked up and saw a large crow sitting in the
tree beside their driveway. He flapped his wings
and let out a loud aw, aw, aw, aw before he flew
away.
(a/all)
67
As Audrey and Brad walked down the driveway, their

feet crunched in the deep snow. Ch, ch, ch, ch. A
few snowflakes were still falling. The whole
neighborhood was beautiful.
ch
Audrey and Brad decided to have a snowball throwing

contest. They took turns throwing the snowballs at
the basketball backboard that stood beside the
driveway. Nnnggg, went the backboard as Brads
first snowball hit. Nnngg, it sang out again as Audreys snowball hit it, too.
ng
Audrey noticed some icicles hanging down from the

front porch. As she reached up to get an icicle, she
slipped on the icy concrete and fell. Ou, she said in
a loud voice as her elbow hit the icy pavement. Brad
went to help Audrey up. She stood up carefully and
rubbed her arm. She decided to leave the icicles
where they were.
(ou/ouch, ow/cow)
ou
ow
Then Audrey and Brad decided to build a snowman.

They rolled up balls of snow for the head and middle
part of the snowman. Then Brad rolled up a huge ball
of snow for the bottom of the snowman. He rolled
until he couldnt go any farther. Uuuhh, he said as
he pushed hard against the giant snowball. Thats as
far as I can go.
(u/push)
After Audrey and Brad finished the snowman, Dad and

Mom came outside to shovel the snow off of the front
driveway. They all took turns shoveling the snow.
Audrey and Brad worked hard, too. After a long time,
the driveway was clear. You two did a great job, said
Mom. Thanks for your help.
(u/uniform)
Hey, now we have room to use our new pogo stick,

said Brad. He ran into the garage and brought it out.
He started to jump up and down with it on the driveway. Oi, oi, oi, went the coiled spring on the pogo
stick as he bounced up and down. When he got tired,
Audrey took a turn jumping, too.
(oi/oil, oy/boy)
oi
oy
68
Finally both of the children were worn out. They were tired, cold, and wet
from being out in the snow all morning. They went inside and changed into
some warm dry clothes. Audreys mom used the hair dryer to dry her
damp hair. Zzzzhhhh, was the sound of the hair dryer as it blew.
(The sound in measure, vision, garage, azure)
After eating peanut butter and jelly sandwiches and apples for lunch,
everybody picked out a good book and curled up in front of the wood
burning stove in the den to read for a while. They spent a cozy afternoon
reading together.
Notes About the Alphabet
We have forty-two sounds in our language, but the alphabet has only twenty-six letters. This means
that students cannot just study the alphabet when learning to read. It is also necessary for students
to learn the Beyond the Alphabet sounds, which include long vowel sounds, special vowel sounds, and
consonant digraph sounds.
Students must learn the following information about the sounds in our language in order to be able
to process words when reading.
a) Each vowel can represent three different sounds.
a/ant, /apron, /ball
e/egg, /emu, /ballet
i/in, /island, /pizza
o/ox, /ocean, /to
u/up, /uniform, /push
b) There are two vowel sounds represented by vowel pairs.
Sound #1 ou/ouch, ow/cow
Sound #1 oi/oil, oy/boy
c) There are five extra consonant sounds represented by consonant pairs, with one more that is not
represented by a specific letter pattern.
sh/ship
th/thumb
th/this
ch/chicken
ng/ring
the sound in vision, measure, azure, garage
d) There can be more than one letter pattern to represent a particular sound.
Vowels: a/apron, ai/rain, ay/play, a_e/safe
Consonants: f/fan, ph/phone, ugh/laugh
e) Sometimes single consonants represent more than one sound.
c/cat, c/cent
g/gum, g/giant
x/box, x/xylophone
f) Sometimes pairs of letters represent more than one sound.
Vowels: ou/ouch, ou/four, ou/soup
Consonants: ch/chicken, ch/chorus, ch/chef
g) The letter r after a vowel affects its sound.
ar/car, ar/dollar, ar/carrot
er/her, er/heron
ir/bird
or/horse, or/tractor, or/sorry
ur/turtle
wor/worm, ear/early, our/journal
h) The placement of a vowel within a syllable affects its sound.
rab-bit, ra-ven
sev-en, se-cret
sil-ly, si-lent
rob-in, ro-bot
muf-fin, mu-sic
i) These vowel patterns sometimes have the short u sound. They are umbrella sounds.
a/what
a/away
a/panda
o/son
o_e/love
ou/country
j) Some words cannot be sounded out. Letters in these words do not represent the expected
sounds. These words must be memorized.
said
been
any
bury
friend
k) Some ending syllables must be learned as whole units; they cannot be sounded out.
sion/mansion
sion/vision
ture/future
cle/circle
ate/pirate
l) Words can be combined with prefixes, suffixes, or other words.
Prefix: unhappy
Suffix: sleeping
Compound Word: mailbox
Contraction: doesnt
69
ant
safe, rain, play, eight
ball, salt, talk, Paul, saw, wasp
bright red
dark red
pink
egg, head
he, feet, these, funny, eat, ceiling
ballet
light green
dark green
dark red
in
pine, night, find, wild, my, pie
pizza
light violet
dark violet
dark green
ox
light orange
go, home, boat, toe, gold, bolt, roll, yolk dark orange
to, soup, moon
dark blue (same as u/cube)
up, a, was, what, the, of, son, love

cube, glue, fruit, few, Europe
push, book, should
light blue
dark blue
olive green
ou
ow
ouch
cow
brown
brown
oi
oy
oil
boy
gold
gold
ar
or
er
ir
ur
ear
our
car
horse
her
bird
purse
early
journal
light orange (same as o/ox)

dark orange (same as o/go)
gray
gray
gray
gray
gray
70
ColorCoding
Chart
Use this chart with Learning The Alphabet, Advanced Learning The Alphabet,
Short Vowel Words (all versions), and Phonics Patterns And Stories 1 - 8.
Aa
Bb
Cc
Dd
Ee
Ff
Gg
Hh
Ii
Jj
Kk
Ll
Mm
Nn
Oo
P p Qu qu R r
Ss
Tt
uU
X y yZYz
U
u V vv VW w
wW
X xx Y
71
Use this chart with Basic Short Vowels and Expanded Short Vowels
Teacher reads the heading for each

row, students say the sound for each
letter or letter pattern going across.
Long
Vowels
Special
Vowels
Short
Vowels
Special
Vowel
Pairs
ou
ow
72
oi
oy
in the middle
at the end
Umbrella Vowels
73
a
o
Use this chart with Basic Short Vowels and Expanded Short Vowels
Beginning
Consonant
Digraphs
sh
th
th
Ending
Consonant
Digraphs
74
ch
wh
Teacher reads the heading

for each row, students say
the sound for each letter or
letter pattern going across.
wh
ng
ang
ing
ong
ung
75
Use the charts on pages 74 - 89 with Phonics Patterns And Stories, Books 1 - 8.
Long
Vowels
Special
Vowels
ou
ow
ar
er
Teacher reads the heading for each

row, students say the sound for each
Short
Vowels
Special
Vowel
Pairs
Students say the sound and key word

for each Bossy R pattern going across.
Bossy R
Vowels
car
76
her
oi
oy
in the middle
at the end
ir
Umbrella Vowels
r
bird
a
o
o_e
ur
horse
77
turtle
Beginning
Consonant
Digraphs
sh
th
th
ck
tch
Ending
Consonant
Digraphs
More
Consonant
Patterns
ack
atch
eck
etch
ick
itch
ock
otch
uck
utch
ce ci cy ge gi gy
78
ch
wh
Teacher reads the heading

for each row, students say
the sound for each letter or
letter pattern going across.
wh
nch
ng
anch
nk
ang
ank
inch
ing
ink
onch
ong
onk
unch
ung
unk
ench
kn
gh
gh
wr
79
Teacher models the

sounds, students
repeat.
When ready,
students say the
sounds without help.
ast
ond
est
ask
omp
esk
oft
and
olf
amp
ost
aft
st
ist
ump
isk
unt
ift
ulb
elt
elf
elp
eld
end
ent
ind
ust
ext
ilk
usk
ept
Ending Consonant Blends
80
Students say the

sounds, going down
each column.
pr
cl
If needed, teacher
models and students
repeat.
tr
st
fl
sp
gl
sm
pl
sn
sl
sc
bl
sk
spl
scr
sw
tw
spr
squ
dw
str
br
cr
dr
fr
gr
Beginning Consonant Blends
81
oi
oy
in the middle
at the end
ow
old
oo
ou
Odd O
Patterns
ought
Students say the sound
for each letter or letter
pattern .
Day 8
82
Sounds For Y
y
Long E
Patterns
With More
Than One
Sound
In the middle
y
At the end
a
ie
ea
Long I Pattern
ie
With More Than

One Sound
83
Bossy R Patterns
ar
ar
car
ar
dollar
er
carrot
er
her
heron
ir
bird
or
or
horse
or
tractor
ur
Students say the sound and

keyword for each pattern
going across.
turtle
sorry
84
(without the keyword) for

each pattern going across.
More Bossy R Patterns
wor
ear
our
worm
early
journal
Umbrella Vowels
a_
what
_a
across
panda
o_e
son
love
Shady Short Vowels
ea
a
head
Students say the sound and

keyword for each pattern
going across.
father
85
(without the keyword) for

each pattern going across.
Long Vowel Patterns
ai
rain
ee
feet
ay
play
ei
ceiling
ey
key
ea
eat
e_e
these
a_e
safe
Point to each long vowel on

the top row, while students
say the sounds.
Point to each vowel pattern

and key word, while
students say the sounds.
ie
pie
i_e
pine
igh
night
ind
find
ild
child
Point out the ew and eu

patterns. Model the sounds
and key words. Explain
that these are rule-breaker
patterns.
86
Long Vowel Patterns
oa
boat
ue
glue
oe
toe
ui
fruit
ou
four
ow
snow
o_e
home
u_e
old
gold
olt
bolt
oll
troll
ew
olk
yolk
eu neutron
ue
cue
flute
u_e
cube
flew
ew
few
87
eu Europe
Special Vowel Patterns
aw
saw
ei
veil
ie
au
Paul
ey
they
all
ball
ea
steak
al
salt
eigh
sleigh
alk
talk
wa
wasp
shield
Students look at the

letters and pictures in the
top row and say each
special vowel sound.
Students read each

special sound pattern and
key word.
Students say each sound
ought bought
and key word in the special

vowel pairs column.
Model and have students

repeat until they can say
the sounds and key words
independently.
88
to
ou
soup
oo
moon
Odd O
Special Vowel Pairs
push
oi
oil
ould should
oy
boy
oo
ou
ouch
ou
four
ou
soup
ow
cow
ow
snow
oo
book
oo
moon
book
89
Silent E
Syllables
Some words end with silent e syllables. These are

ending syllables that have e as the last letter in
the syllable. When you see a silent e syllable, pronounce the two consonants just as you would pronounce a consonant blend. Do not pronounce the e.
Practice pronouncing these silent e syllables.
ble
cle
gle
sle
dle
kle
tle
fle
ple
zle
Silent E Syllables
90
Open Syllables
When a vowel is at the end of a syllable, it usually represents its long vowel sound. A syllable with a vowel at the end is called an open syllable.
In two syllable words, sometimes the vowel in an unstressed syllable is not pronounced in
the usual way. It is hardly heard at all. In this program, an arrow going under a vowel
shows you to go from one consonant to the next, skipping the vowel sound.
b con
s cret
b son
r bot
m sic
z r
hel l
m
men
Open Syllables
91
92
Use the charts on pages 91- 118 with Advanced Phonics Patterns From Childrens Books.
Aa
Bb
Cc
Dd
Ee
Ff
Gg
Hh
Ii
Jj
Kk
Ll
Mm Nn
P p Qu qu R r
Ss
Oo
Tt
uU
X y yZYz
U
u VvvVW w
wW
X xx Y
93
Short
Vowels
ou
ow
ar
er
CVC
Long
Vowels
CV
Special
Vowels
Special
Vowel
Pairs
Bossy R
Vowels
car
94
her
oi
oy
ir
r
bird
Umbrella Vowels
a
o
o_e ou
ur
horse
95
turtle
sh
th
th
Consonant
Patterns
th
ck
ce
tch
nch
ack
atch
anch
eck
etch
ench
ick
itch
inch
ock
otch
onch
uck
utch
unch
ci
cy ge
96
gi
gy
ch
wh
ch
wh
ph
ch
ugh
ng
nk
ang
dge
ank
adge
edge
ing
ink
idge
ong
onk
odge
ung
unk
udge
kn
wr
gh
gh
97
oi
In the middle
oy
Odd O
Patterns
At the end
ou
ow
old
oo
ought
98
Sounds For Y
y
ye
y_e
Long E
Patterns
With More
Than One
Sound
In the middle
y
At the end
a
e
ea
a
Long I Pattern
With Two
Sounds
e
99
Advanced Bossy R Patterns
ar
ar
ar
dollar
car
er
carrot
er
her
heron
ir
bird
or
or
horse
or
tractor
sorry
ur
turtle
100
wor
ear
worm
our
early
journal
Umbrella Vowels
a_
what
_a
across
o_e
son
panda
ou
love
country
Shady Short Vowels
ea
a
head
y
father
101
gymnastics
Long Vowel Patterns
ai
rain
ee
feet
ay
play
ei
ceiling
ey
key
ea
eat
e_e
these
a_e
safe
102
ie
pie
i_e
pine
igh
night
ind
find
ild
child
Long Vowel Patterns
oa
boat
ue
glue
oe
toe
ui
fruit
ou
four
ow
snow
o_e
home
u_e
old
gold
olt
bolt
oll
troll
olk
yolk
ue
cue
flute
u_e
cube
ew
flew
ew
few
eu
neutron
eu
Europe
103
aw
saw
ei
veil
ie
shield
au
Paul
ey
they
pizza
all
ball
ea
steak
al
salt
eigh
sleigh
alk
talk
ballet
wa
wasp
swa
swan
qua
quarrel
squa
squash
ought bought
104
Special Vowel
Pairs
to
push
oi
oil
ou
soup
ould
should
oy
boy
oo
moon
oo
book
ou
ouch
four
soup
ow
cow
snow
oo
book
moon
105
mb
lamb
gu
guess
se
mouse
se
cheese
ze
Silent
Letters
kn
knife
freeze
wr
wren
bu
building
gn
gnat
sc
scissors
gh
ghost
rh
rhino
gh
straight
mn
autumn
castle
th
thyme
herb
106
Single Consonants With More Than One Sound
cat
gum
cent
gem
city
giant
cycle
gym
sun
garage
visit
qu
quilt
zip
qu
antique
azure
box
hat
exhaust
herb
xylophone
107
Silent E
Syllables

ending syllables that have e as the last letter in the
syllable. When you see a silent e syllable, pronounce the two consonants just as you would pronounce a consonant blend. Do not pronounce the e.
ble
cle
gle
sle
dle
kle
tle
f le
ple
zle
Silent E Syllables
108
Open Syllables
b con
s cret
b son
r bot
m sic
z r
hel l
m
men
Open Syllables
109
Ending Syllables
sion
mansion
tion
addition
sion
television
tial
initials
sia
freesia
tient
quotient
sure
pressure
tious
nutritious
ture
nature
tu
spatula
sure
measure
sual
unusual
ate
pirate
cious
delicious
ace
necklace
cial
special
age
baggage
cian
magician
age
garage
110
Ending Syllables
ive
detective
cle
circle
ite
opposite
dle
ladle
ice
notice
fle
waffle
ine
medicine
gle
bugle
ne
gasoline
kle
pickle
tain
curtain
ple
apple
ous
enormous
sle
tassle
ous
furious
tle
little
ble
bubble
zle
puzzle
111
Notice that these

patterns represent the sounds
shown when
they are at the
beginning of an
ending syllable.
si = sh
su = sh
si = zh
su = zh
Say the ending syllables and

key words on the previous
pages until you can pronounce
each ending syllable by itself.
Then practice saying the ending syllables on these truck
charts.
ci = sh
ti = sh
tu = ch
cial
cian
cious
sion
sion
tion
sia
sia
tial
sure
sure
tient
ture
sal
tious
tu
Ending Syllables
112
In some ending
syllables with a
VCE pattern, instead of showing
the long vowel
sound, the vowel
has almost no
sound at all.
This is called the
schwa sound.
You could say
the silent e at
the end is not
doing its job to
remind the first
vowel to say its
name. So we call
these lazy e
syllable patterns.
The ai pattern in
_tain also shows
the schwa sound.
It is hardly pronounced at all.
In a silent e syllable, the letter e
is always silent.
ble
ive
cle
ite
dle
ice
fle
ine
gle
ne
kle
ate
ple
ace
tain
sle
age
ous
tle
ous
zle
age
Ending Syllables
113
pr
Beginning
Consonant
Blends
Two or three consonants together
are called consonant blends. In a
consonant blend,
pronounce each
consonant sound in
the usual way.
Slide the two
sounds together,
without a pause
between them.
These consonant
blends appear at
the beginning of
words.
tw
tr
st
dw
br
sp
cl
cr
sm
fl
dr
gl
sn
fr
sc
gr
pl
sk
scr
sl
sw
spr
bl
squ
str
spl
114
Ending
Consonant Blends
Two or three consonants together are called consonant blends. In a consonant blend, pronounce each consonant sound in the usual way. Slide the two sounds together, without a
pause between them. These consonant blends are found at the end of short a words.
Pronounce the vowel sound followed by each consonant sound. Slide the sounds together
smoothly, without a pause between them.
amp
ask
act
ast
asm
asp
a
and
ant
aft
alc
apt
alp
115
Ending
Consonant Blends
pause between them. These consonant blends are found at the end of short e words.
end
ent
emp
empt
esk
est
e
eld
elf
ect
elk
ext
elm
eft
elp
ept
elt
116
Ending
Consonant Blends
pause between them. These consonant blends are found at the end of short i words.
imp
ind
isc
int
isk
ict
ilk
ism
ift
ilm
isp
ipt
ilt
ist
i
ild
117
Ending
Consonant Blends
pause between them. These consonant blends are found at the end of short o words.
ond
o
omp
ont
ompt
oft
ost
opt
olf
118
Ending
Consonant Blends
pause between them. These consonant blends are found at the end of short u words.
ulb
und
unt
ump
usk
ust
usp
u
ulf
ulk
uct
ulp
uft
ulpt
upt
ult
119
Prefixes And
Suffixes
Prefix
cat
cats
run
runs
bus
buses
box
boxes
Eds sled
small
smaller
smallest
hop
hopped
hopping
safe
safely
wish
wishes
smile
smiled
smiling
lunch
lunches
hurry
hurries
hurried
jump
jumping
fizz
fizzes
catch
catches
point
pointed
farm
farmer
rose
roses
wood
wooden
go
goes
rain
rained
fix
fixed
baby
babies
tie
tied
tying
sun
sunny
try
tries
tried
Suffix
birds
birds nest
help
helpful
good
goodness
120
zip
unzip
hungry
hungrier
hungriest
twinkle
twinkled
twinkling
enjoy
enjoyable
help
helpless
way
subway
like
dislike
behave
misbehave
treat
treatment
pig
piglet
Use the charts on pages 119- 148 with Advanced Decoding Practice. Several of the charts are exactly the same as those used with Advanced Phonics Patterns From Childrens Books. They are
repeated here as a matter of convenience.
Aa
Bb
Cc
Dd
Ee
Ff
Gg
Hh
Ii
Jj
Kk
Ll
Mm Nn
P p Qu qu R r
Ss
Oo
Tt
uU vV wW xX yY
Uu Vv Ww Xx Yy Zz
121
Short
Vowels
CVC
Long
Vowels
ant
CV
Special
Vowels
egg
apron
emu
all
Special
Vowel
Pairs
Bossy R
Vowels
ou
ow
ouch
ar
cow
er
car
ballet
122
her
in
ox
island
ocean
to
oy
oil
ir
boy
r
bird
uniform
pizza
oi
up
push
Umbrella Vowels
what
son
ur
horse
123
turtle
sh
th
ship
thumb
th
Consonant
Patterns
this
th
thyme
ck
tch
Jack
nch
match
bench
ce
ci
cy ge
gi
gy
cent
city
cycle
giant
gym
gem
124
ch
wh
chicken
ch
f
when
wh
fan
ph
chorus
who
ch
phone
ugh
chef
ng
laugh
nk
dge
ring
kn
wink
wr
fudge
gh
ghost
knife
wren
125
gh
straight
oi
oy
Odd O
Patterns
boy
oil
ou
u
four
ouch
ow
soup
w
snow
cow
old
should
oo
o
book
moon
ought
bought
126
Sounds For Y
y
yo-yo
funny
y
ye
y_e
my
rye
type
i
veil
ceiling
y
key
they
ea
eat
ie
head
ie
pie
Long E
Patterns
With More
Than One
Sound
steak
Long I Pattern
With Two
shield
127
Sounds
Bossy R Patterns
ar
ar
ar
dollar
car
er
carrot
er
her
heron
ir
bird
or
or
horse
or
tractor
sorry
ur
turtle
128
wor
ear
worm
our
early
journal
Umbrella Vowels
a_
what
_a
across
panda
o_e
ou
son
love
country
Shady Short Vowels
ea
a
head
y
father
129
gymnastics
Long Vowel Patterns
apron
emu
ai
rain
ee
feet
ay
play
ei
ceiling
ey
key
ea
eat
e_e
these
a_e
safe
130
Long Vowel Patterns
island
ocean
ie
pie
oa
boat
oe
toe
ou
four
ow
snow
i_e
pine
o_e
home
igh
night
old
gold
ind
find
olt
bolt
ild
child
oll
troll
olk
yolk
131
Long Vowel Patterns
tulip
uniform
ue
glue
ue
cue
ui
fruit
u_e
flute
u_e
cube
ew
flew
ew
few
eu
neutron
eu
Europe
132
all
ballet
aw
saw
ei
veil
au
Paul
ey
they
all
ball
ea
steak
al
salt
eigh
sleigh
alk
talk
ballet
wa
wasp
swa
swan
qua
quarrel
squa
squash
ought
bought
133
pizza
to
ie
shield
to
pizza
ou
soup
oo
moon
134
push
push
oi
oil
ould
should
oy
boy
oo
book
ou
ouch
ou
four
ou
soup
ow
cow
ow
snow
oo
book
oo
moon
Special Vowel Pairs
135
mb
lamb
gu
guess
se
mouse
se
cheese
ze
Silent
Letters
kn
knife
freeze
wr
wren
bu
building
gn
gnat
sc
scissors
gh
ghost
rh
rhino
gh
straight
mn
autumn
castle
th
thyme
herb
136
Single Consonants With More Than One Sound
cat
gum
cent
gem
city
giant
cycle
gym
sun
garage
visit
qu
quilt
zip
qu
antique
azure
box
hat
exhaust
herb
xylophone
137
Silent E
Syllables

ending syllables that have e as the last letter in the
syllable. When you see a silent e syllable, pronounce the two consonants just as you would pronounce a consonant blend. Do not pronounce the e.
ble
cle
gle
sle
dle
kle
tle
f le
ple
zle
Silent E Syllables
138
Open Syllables
b con
s cret
b son
r bot
m sic
z r
hel l
m
men
Open Syllables
139
Ending Syllables
sion
mansion
tion
addition
sion
television
tial
initials
sia
freesia
tient
quotient
sure
pressure
tious
nutritious
ture
nature
tu
spatula
sure
measure
sual
unusual
ate
pirate
cious
delicious
ace
necklace
cial
special
age
baggage
cian
magician
age
garage
140
Ending Syllables
ive
detective
cle
circle
ite
opposite
dle
ladle
ice
notice
fle
waffle
ine
medicine
gle
bugle
ne
gasoline
kle
pickle
tain
curtain
ple
apple
ous
enormous
sle
tassle
ous
furious
tle
little
ble
bubble
zle
puzzle
141
Notice that these

patterns represent the sounds
shown when
they are at the
beginning of an
ending syllable.
si = sh
su = sh
si = zh
su = zh
Say the ending syllables and

key words on the previous
pages until you can pronounce
each ending syllable by itself.
Then practice saying the ending syllables on these truck
charts.
ci = sh
ti = sh
tu = ch
cial
cian
cious
sion
sion
tion
sia
sia
tial
sure
sure
tient
ture
sal
tious
tu
Ending Syllables
142
In some ending
syllables with a
VCE pattern, instead of showing
the long vowel
sound, the vowel
has almost no
sound at all.
This is called the
schwa sound.
You could say
the silent e at
the end is not
doing its job to
remind the first
vowel to say its
name. So we call
these lazy e
syllable patterns.
The ai pattern in
_tain also shows
the schwa sound.
It is hardly pronounced at all.
In a silent e syllable, the letter e
is always silent.
ble
ive
cle
ite
dle
ice
fle
ine
gle
ne
kle
ate
ple
ace
tain
sle
age
ous
tle
ous
zle
age
Ending Syllables
143
pr
Beginning
Consonant
Blends
Two or three consonants together
are called consonant blends. In a
consonant blend,
pronounce each
consonant sound in
the usual way.
Slide the two
sounds together,
without a pause
between them.
These consonant
blends appear at
the beginning of
words.
tw
tr
st
dw
br
sp
cl
cr
sm
fl
dr
gl
sn
fr
sc
gr
pl
sk
scr
sl
sw
spr
bl
squ
str
spl
144
Ending
Consonant Blends
pause between them. These consonant blends are found at the end of short a words.
amp
ask
act
ast
asm
asp
a
and
ant
aft
alc
apt
alp
145
Ending
Consonant Blends
pause between them. These consonant blends are found at the end of short e words.
end
ent
emp
empt
esk
est
e
eld
elf
ect
elk
ext
elm
eft
elp
ept
elt
146
Ending
Consonant Blends
pause between them. These consonant blends are found at the end of short i words.
imp
ind
isc
int
isk
ict
ilk
ism
ift
ilm
isp
ipt
ilt
ist
i
ild
147
Ending
Consonant Blends
pause between them. These consonant blends are found at the end of short o words.
ond
o
omp
ont
ompt
oft
ost
opt
olf
148
Ending
Consonant Blends
pause between them. These consonant blends are found at the end of short u words.
ulb
und
unt
ump
usk
ust
usp
u
ulf
ulk
uct
ulp
uft
ulpt
upt
ult
149
Prefixes And
Suffixes
Prefix
cat
cats
run
runs
bus
buses
box
boxes
Eds sled
small
smaller
smallest
hop
hopped
hopping
safe
safely
wish
wishes
smile
smiled
smiling
lunch
lunches
hurry
hurries
hurried
jump
jumping
fizz
fizzes
catch
catches
point
pointed
farm
farmer
rose
roses
wood
wooden
go
goes
rain
rained
fix
fixed
baby
babies
tie
tied
tying
sun
sunny
try
tries
tried
Suffix
birds
birds nest
help
helpful
good
goodness
150
zip
unzip
hungry
hungrier
hungriest
twinkle
twinkled
twinkling
enjoy
enjoyable
help
helpless
way
subway
like
dislike
behave
misbehave
treat
treatment
pig
piglet
Summary Sound Chart

This chart shows all of the patterns taught in this
book. Most of the patterns are shown in alphabetical order. Each group of letters or letter patterns is shown
with a sound picture showing the sound they represent.
This helps students see that in some cases several different letter patterns can represent the same sound.
Use this chart as a reference, as an aid to help students see how all of the letter patterns are related to
each other and to the alphabet.
The pictures above the letters of the alphabet represent the sounds of the letters. Each picture represents a
specific sound. The pictures are introduced in A Sound
Story About Audrey And Brad, available from Sound
City Reading.
151
Summary Sound Chart
ant
ai
rain
all
ball
bus
ay
play
wa
wasp
bu
building
a_e
safe
alk
talk
raven
au
Paul
aw
saw
al
salt
qua
quarrel
squa
squash
swa
swan
ought bought
ei
veil
fan
gum
ey
they
ugh
laugh
gh ghost
ea
steak
ph
phone
gu guess
eigh
sleigh
ballet
gh straight
152
hat
wh who
herb
Summary Sound Chart
cat
ck
Jack
ch
qu
egg
ee
feet
ea
head
e_e
these
chorus
ei
ceiling
antique
ey
key
ea
eat
secret
dog
in
i_e
pine
ie
shield
jet
gymnastics
igh
night
pizza
ge
gem
ind
find
gi
giant
ild
child
gy
gym
bison
dge
fudge
ie
pie
onion
153
Summary Sound Chart
kick
qu
qu
qu
quilt
leg
mop
nut
mb
lamb
kn
knife
mn
autumn
gn
sign
run
sun
tag
wr
wren
se
mouse
th
thyme
rh
rhino
ce
cent
ci
city
cy
cycle
sc
scissors
visit
castle
antique
154
Summary Sound Chart
ox
father
oa
oe
o_e
old
olt
oll
olk
ou
ow
o
boat
toe
home
gold
bolt
troll
yolk
four
snow
robot
to
ou
soup
oo
moon
pig
up
ue glue / cue
push
van
son
ui
oo
book
ve
give
o_e
love
u_e flute / cube
a_
around
ew flew / few
_a
panda
ou
country
eu neutron /
fruit
ould should
tulip / music
Europe
155
Summary Sound Chart
wig
wh
when
exhaust
xylophone
sh
sh
ship
ch
box
yo-yo
onion
th
th
thimble
th
th
candy
ch
this
ch
chair
chef
tch
match
tion
addition
ture
nature
tial
initials
tu
spatula
tient
quotient
tious nutritious
cial
special
cian
magician
cious delicious
sion
mansion
sia
Russia
sure
pressure
156
Summary Sound Chart
ou, ow
oi, oy
my
zip
ou
ouch
oi
oil
ye
rye
visit
ow
cow
oy
boy
y_e
type
se
cheese
ze
freeze
xylophone
azure
ng
ng
ring
nk
nk
wink
(zh)
sure
sual
sion
g
sia
z
157
More Ending
Syllables
ate
ace
age
ive
ite
measure ice
unusual ine
ne
television
tain
garage
ous
ious
freesia
ble
azure
cle
dle
fle
gle
kle
ple
sle
tle
zle
pirate
necklace
luggage
detective
opposite
notice
medicine
gasoline
curtain
enormous
furious
bubble
circle
ladle
waffle
bugle
pickle
apple
tassel
little
puzzle
Summary Chart - Bossy R Patterns
ar
car
er
her
ar
dollar
er
heron
ar
carrot
wor
worm
ir
ear
bird
or
horse
or
tractor
or
sorry
ur
turtle
early
our
journal
158
159
Sight Word Review
as
has
is
his
was
son
won
ton
from
front
of
month
both
the
most
post
ghost
wolf
two
give
live
have
rich
much
such
which
what
who
whom
whose
been
were
there
where
else
eye
said
plaid
says
wind
woman
women
won't
don't
broad
cupboard
does
shoe
canoe
one
gone
move
prove
lose
again
against
among
above
tongue
sure
minute
sew
160
Sight Word Review
young
though
through
know
could
would
should
door
poor
floor
school
once
sponge
are
cover
wonder
answer
mother
brother
other
almost
although
half
calf
people
any
many
very
busy
bury
only
reply
supply
July
island
iron
honey
money
monkey
Mr.
Mrs.
Dr.
oven
shovel
dozen
compete
complete
compare
nothing
breakfast
height
movie
friend
color
mirror
sugar
heart
hearth
ah
blah
hurrah
drought
161
Sight Word Review

Short Vowels
as
has
is
Book 1
his
was
son
won
ton
from
front
of
month
both
the
most
post
ghost
wolf
two
give
live
have
rich
much
such
which
what
Book 2
who
whom
whose
been
were
there
where
else
eye
said
plaid
says
wind
woman
women
Book 3
won't
don't
broad
cupboard
does
shoe
canoe
one
gone
move
prove
lose
again
against
among
above
tongue
sure
minute
sew
162
Sight Word Review

Book 4
young
though
through
know
could
would
should
door
poor
floor
Book 5
school
once
sponge
are
cover
wonder
answer
mother
brother
other
Book 6
almost
although
half
calf
people
any
many
very
busy
bury
only
reply
supply
July
island
iron
honey
money
monkey
Mr.
Mrs.
Dr.
oven
shovel
dozen
compete
complete
compare
nothing
breakfast
height
movie
sugar
heart
hurrah
drought
friend
hearth
163
Book 7
color
Book 8
ah
mirror
blah
Sample Lesson - Short Vowels
#1
A.
B.
C.
D.
E.
F.
G.
H.
I.
J.
164
a
1.
fan
2.
fat
3.
fad
4.
fax
5.
sad
6.
sag
7.
sat
8.
sax
9.
sap
10.
Sam
165
Sample Lesson - Consonant Digraphs
A.
Day 1
sh
Review sight words: A, a, was, as, has, is, his, I
B.
C.
D.
E.
F.
G.
H.
I.
J.
166
sh
Day 1
1.
sh
ship
2.
sh
shop
3.
sh
shot
4.
sh
ll
shell
5.
sh
shut
6.
sh
fish
7.
sh
dish
8.
sh
cash
9.
sh
mash
10.
sh
rush
a
u
167
Sample Lesson - Consonant Blends

Day 6
ast aft amp

ask and
A.
B.
C.
D.
E.
F.
G.
H.
I.
J.
168
Day 6
1.
fast
2.
last
3.
raft
4.
hand
5.
sand
6.
land
7.
lamp
8.
9.
10.
camp
mask
ask
169
Sample Lesson - Long Vowels
A.
Day 1
ee
Introduce sight word: been
B.
C.
D.
E.
F.
G.
H.
I.
J.
170
ee
1.
ee
2.
ee
seed
3.
ee
feet
4.
ee
deer
5.
tr
ee
6.
th
7.
sh
ee
8.
gr
ee
9.
sl
10.
str
ee
see
tree
ee
three
sheep
green
sleep
ee
street
171
Sample Lesson - Syllable Study

Day 2
When one vowel in a syllable is followed by a consonant,

the vowel usually has the short vowel sound.
Syllable Study
Short Vowel
Short Vowel
CVC
CVC
A.
B.
C.
D.
E.
F.
G.
H.
I.
J.
172
CVC
1.
mit
2.
kit
3.
muf
4.
CVC
ten
mitten
ten
kitten
fin
muffin
pup
pet
puppet
5.
rab
bit
rabbit
6.
bas
set
basset
7.
bon
net
bonnet
8.
bob
bin
bobbin
9.
hid
den
hidden
10.
ten
nis
tennis
173
Aa Bb Cc
Gg Hh Ii
Mm Nn Oo
Rr Ss Tt
Xx Yy Zz
174
Dd Ee Ff
Jj Kk Ll
Pp Qu qu
Uu Vv Ww
175
Aa Bb Cc
Gg Hh Ii
MmNnOo
Rr Ss Tt
XxYyZz
176
DdEeFf
Jj Kk Ll
Pp Qu qu
UuVvWw
177
How To Make Sense Of The Many Parts Of This Program

Each Part Of The Program Was Added Separately Over A Period Of Years
1. In 1987 I began working as a teaching assistant in a resource room in Oak
Ridge, Tennessee. I was assigned two second graders and a few older students
who needed help with reading. I studied a book about the Montessori method,
and discovered that it uses vowels printed in color when teaching beginning
readers. I took it a step further and assigned a specific color for each vowel
sound, using the vowel sound in the name of the color whenever possible. For
example, the ow pattern has the sound heard in the brown, the ee pattern has
the sound heard in green, violet letters are used to show the long i sound, orange show the o sound, blue shows the long u sound, and so on. I assigned the
long and short sound colors for each vowel as lighter and darker shades of the
same color. I bought some colored markers and fine point felt tip pens and
made vocabulary flashcards and phonetic word lists using the color coded letters. The students thrived and I was hooked on teaching reading.
2. In 1989 I began teaching a split kindergarten/1st grade class in Johnson City,
Tennessee. I make a set of small booklets containing rhyming short vowel
words and sentences and pictures. The children loved them and learned.
3. The summer of 1999 my school sent me to a month long training session on the
Slingerland Method. I learned to use alphabet and phonogram flashcards along
with key word picture charts as part of my daily routine. I learned how to look
at my basal reading program and create structured decoding and spelling dictation sessions as part of my daily teaching routine. Student achievement in my
class the following school year soared.
4. After moving to first grade, I tutored a student who was not able to read short
vowel words. I decided to have him spell a short vowel word with plastic letters,
then show him a color-coded flash card with the same word. He could read it.
We went through all the short vowel words that way. It made a big difference
for him to spell each word with plastic letters before attempting to read it. I incorporated this activity into my small group instruction in my classroom, and
found that it worked well for all my students.
5. Later, while I was teaching a first grade class, I saw a flyer for Total Reading.
Intrigued, I ordered the teachers manual and some of the materials. The program was similar to Slingerland, but they used only the letter and phonogram
sounds with their flashcards and charts, instead of the name-keyword-sound
routine used by Slingerland. I tried this with my class, and suddenly a few students who were still having trouble started doing a lot better. I realized many
children can learn either way, but some need to focus on the sound only to avoid
confusion.
178
6. I made word lists for phonics patterns that beginning readers need to learn. I
arranged the patterns in the order needed to read the Short Vowel Stories
about Bob and Sam published by Evan-Moor. I continued making more phonetic lists and arranged those patterns in the order needed to read Hop on Pop
by Dr. Seuss. I typed a set of sentences to go with each list of words, and made
up worksheets with pictures and words. Then I made sound charts that looked
like houses in a city and sets of caterpillar games to reinforce the phonics patterns.
7. I moved to Memphis in 1999. I began tutoring two students, a brother and
younger sister, using the charts, word lists, sentences, and caterpillar games.
Slowly and steadily, they began reading. However, there are many different
phonics patterns in Hop on Pop, and often there were no new pages to read
since the rest of the patterns still needed to be introduced. So I began writing
little practice stories to provide more extended reading. The students did well
with the materials, and they learned to read.
8. I offered to volunteer in my cousins school with some of her first grade students. My short vowel booklets were much to difficult for them. So I created a
set of beginning and ending sound worksheets with pictures and found that
they responded well to those. They knew the alphabet sounds, but they couldnt put the letter sounds together to read a short vowel word. On a hunch, I
check to see if they could put just two letter sounds together. They could not! I
decided to teach them to put two sounds together first, and then go on to short
vowel words. I consulted with two speech teachers, and they approved of my
plan. It took weeks of practice, but it worked! We went on to short vowel
words, then the phonetic word lists and practice stories. Success!
9. Later, I tutored my young niece. She was having trouble learning the alphabet.
My alphabet charts were set up to use key words: a/apple, b/ball, c/cat, and so
on. These did not work with her, because she could not identify the beginning
sound in the words. I remembered a program I had used in Johnson City called
Dekodiphukan. It used a sound story with pictures to introduce the letter
sounds. I wrote a new sound story for my niece, using the same concept. The
pictures represented real sounds heard in the environment, for example truck
engines, hissing snakes, and squeaking swing sets. This worked! She could
remember the alphabet letters and their sounds.
10. Now that my niece knew her letters and sounds, I attempted to have her
spelling short vowel words with plastic letters. She couldnt do it. Not at all.
She couldnt hear the separate sounds in the words. She didnt grasp the concept that the letter sounds were arranged sequentially to form the word, to
match the way the word was pronounced. One day as we were attempting to
do this, I tried giving her a two-sound chunk to spell. Instead of Show me
cat I said Show me ca. She could do it! Show me ac. She could do it. It
179
only took a few sessions, and she was able to move on to short a words. We
repeated the process with each short vowel. She went on to learn to read like
a pro, using my materials, with never a hint that she had trouble getting
started.
11. I went back to teaching first grade in Cordova, Tennessee. I used all the
teaching techniques I had learned, but I had one student who still could not
read short vowel words. One day, as I was tutoring him, we stumbled upon a
method that helped him crack the code. We were working with a set of
flashcards that included short a words and separate cards with the matching
pictures. They were words from the very first story in the basal reader,
which he was still unable to read. I placed the pictures on the table and we
played a game. I said the sounds for each picture like a robot, with a pause
between each letter sound. He had to put the sounds together mentally and
find the correct picture. He could do it! Then I put the word cards on the table. Again, I said the separate sounds for each word. He could find the correct word card, and then say the word! I handed him the reading book, and
let him try the story. He could read it!
12. I was so amazed with that success I took the time over the summer break to
make sets of pictures and color-coded word cards for every phonics pattern
taught in the whole first grade program. The following year I did the same
activity every day, placing the cards in a pocket chart so I could work with
the whole class. This worked amazingly well. Combined with the use of
sound cards, sound charts (which now incorporated my sound story pictures),
and daily spelling dictation to teach new phonics patterns, the whole group
made excellent progress in reading.
13. One summer I received a call from Chris Bogardus in North Carolina. He
had created a web site using color coding to help older students with their
reading. He had seen my materials on my web site, and wanted me to test
his materials with my students. My first graders were too young to read
most of the poems on his site, so I decided to incorporate some of his ideas
into what I was doing. I had been using color-coded vowels on my flash
cards, wall charts, and a few word lists, but not in the sentences and stories.
I rewrote the student books I had made, color-coding all of the words, sentences, and stories, using my original color-coding scheme and the same font
Chris used on his web site. Somehow, as I put these books together on the
computer, I realized I could arrange the pictures and words to recreate the
robot game without using cards in a pocket chart. We could play the game
directly in the book. I projected the pages on a screen in the classroom, and
the whole class played the game from the screen. Then the students read the
practice stories from individual books in small groups. We used this routine
in class throughout the year to compliment the basal reading program.
Those kids really took off with their reading! This was the best progress
overall I had ever seen in a class. Every student finished the year reading at
180
grade level or above.

14. After retiring, I began working with my young grandchildren and discovered
that even my easiest materials were too hard for them. The werent able to
remember the alphabet letters and their sounds, even using the sound story.
So I developed an alternate approach and incorporated it into the Learning
The Alphabet books. We used the Sound Story and played an alphabet lotto
game to study the letters and sounds over a period of time without requiring
mastery of the material. Slowly but surely they learned their letters and
sounds, and we began reading short vowel words. For a long time my grandson pronounced the sounds in each word one at a time to decode the word. I
started covering the last letter in each word to let him slide the first two letter
sounds together, then I uncovered the last letter to let him complete the word.
This worked for him, and he slowly overcame the habit of saying the sounds
separately. To counteract this tendency, I realized it would be better to arrange the short vowel word lists so that words that begin with the same two
letters are on the same list, instead of using rhyming lists. A check of reading
research on line confirmed my observation, and I rewrote the short vowel materials to group words by beginning sounds instead of rhyming patterns.
15. With daily lessons, my grandchildren were able to go on to complete the rest
of the program with no problems, including the advanced materials and all of
the books on the book list, before starting first grade.
In the long run, my teaching has always improved the most when I worked
with students who did not respond to my current teaching technique. Many of the
approaches I use were developed by trial and error, working directly with an individual students. As those students taught me what would work, I kept adding to
my bag of tricks to help children learn. I hope that sharing them with you will
be of benefit to you and your students.
181
Overview of Sound City Reading Materials

Flashcards, charts, and games to reinforce letters and phonogram patterns are
available at all levels. Separate workbooks are available for the Short Vowel and
Phonics Patterns levels. Sound charts are included at the beginning of each book for
daily review. Matching wall charts are available for the classroom.
Learning The Alphabet (Book 1 and Book 2)
Students learn to recognize and give the sounds for the letters of the alphabet, while
practicing handwriting readiness and phonemic awareness skills.
Advanced Learning The Alphabet (Book 1 and Book 2)
Students learn to write the letters of the alphabet, while reviewing their sounds. They
develop skills in segmenting and oral blending, and begin to spell simple short vowel
words.
Short Vowel Words And Sentences
Students spell and read short vowel words. They learn seven sight words and begin to
read simple sentences with short vowel words.
Phonics Patterns And Stories For Beginning Readers (Books 1 - 8)
Students learn common vowel, consonant, syllable, and suffix patterns, taught in
logical sequence. They spell and read words with those patterns, then read easy stories
containing the same patterns. Vowel patterns are color-coded. As students progress
through the books, they will be able to read eight popular childrens books, obtained
separately.
Decoding Practice (Books 1 - 8)
These books and the Phonics Patterns books teach the same skills in the same
sequence, but the Decoding Practice books are not color-coded, teach more words for
each pattern, and include sentences with each set of words. They include the same set
of practice stories, with smaller print and smaller pictures.
Advanced Phonics Patterns
Students read words and sentences with advanced phonogram, syllable, and suffix
patterns. The lessons are taught in a specific sequence which will prepare students to
read eighty children's picture books, reading levels 1.1 through 4.7, obtained separately.
Advanced Decoding Practice
Students review all of the phonics, syllable, and suffix patterns taught in this program
by reading short word lists. Unlike the other levels, this level is not taught in a specific
sequence. The patterns are arranged in logical groupings, to be studied as needed.

Teacher Guide Phonics Sequence

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Sound City Reading

Entire contents 2014 By Kathryn J. Davis

Advanced Phonics Patterns From Childrens Books .................................. 52

Sound Story, Parts 1 and 2 ..................................................................... 62

2014 by Kathryn J. Davis

Sound Charts And Sequence Charts

Alphabet Chart ............................................................................................ 71

Vowel Patterns ............................................................................................. 72

Vowel Patterns ............................................................................................. 76

2014 by Kathryn J. Davis

Sound Charts And Sequence Charts

Advanced Ending Consonant Blends With Short E ................................. 116

Alphabet ..................................................................................................... 121

Short a ........................................................................................................ 164

2014 by Kathryn J. Davis

Sound Charts And Sequence Charts

Manuscript Handwriting Model .................................................................. 82

2014 by Kathryn J. Davis

Sound Charts And Sequence Charts

Overview Of This Book

2014 by Kathryn J. Davis

Sound Charts And Sequence Charts

Sound Charts And Sequence Charts

are black and white.

2014 by Kathryn J. Davis

Sound Charts And Sequence Charts

2014 by Kathryn J. Davis

Sound Charts And Sequence Charts

Overview of Sound City Reading Books

Learning The Alphabet (Workbooks 1 and 2)

Advanced Learning The Alphabet

2014 by Kathryn J. Davis

Sound Charts And Sequence Charts

Short Vowel Words For The Beginning Weeks Of 1st Grade

Basic Short Vowels

Basic Short Vowel Workbook

2014 by Kathryn J. Davis

Sound Charts And Sequence Charts

Phonics Patterns And Stories For Beginning

2014 by Kathryn J. Davis

Sound Charts And Sequence Charts

2014 by Kathryn J. Davis

Sound Charts And Sequence Charts

Sequence Chart - Learning The Alphabet - Book 1

Raindrops, Target Practice

Jumping Jacks, Rainbow 1

Leaf Drop, Down The Steps

Figure Eight Race Track 1, Rainbow 2

Boy Going Home, Bee And Flower

Sequence Chart - Learning The Alphabet - Book 2

Figure Eight Race Track 2

Round Race Track, Jumping Jacks 2

Mouse And Cheese

Two Mazes Reversed

2014 by Kathryn J. Davis

Sound Charts And Sequence Charts

Advanced Learning The Alphabet - Sequence Chart

2014 by Kathryn J. Davis

Sound Charts And Sequence Charts

Advanced Learning The Alphabet - Sequence Chart

2014 by Kathryn J. Davis

Sound Charts And Sequence Charts

Advanced Learning The Alphabet - Sequence Chart

2014 by Kathryn J. Davis