Phonics Patterns - Sound City Reading

Phonics Patterns For Beginning Readers Part 1

ou

ouch

all

ball

ē

me

ar

barn

ay

play

Entire contents © 2008 By Kathryn J. Davis 7223 Cedar Lane Drive Germantown, TN 38138 (901) 737-4466 All rights reserved.

Permission is hereby granted to reproduce student materials in this book for individual or classroom use. Permission is granted for school-wide reproduction of materials. Commercial production of these materials is prohibited.

Table of Contents How To Use This Book ...................................................................................................... vi Alphabet Chart ................................................................................................................. viii “Beyond the Alphabet” Sounds .......................................................................................... ix Vowel Code ......................................................................................................................... x Pronunciation Guide ............................................................................................................ 1 House Chart 1 - ou/ouch, all/ball, e/me, ar/barn, sm/smell ........................................... 2 Sight Word Review ............................................................................................................. 3 ou/out ....................................................................................................................... 4 all/ball ...................................................................................................................... 6 e/me ......................................................................................................................... 8 ar/barn .................................................................................................................... 10 sm/smell................................................................................................................. 12 Read pages 2-9 in Hop on Pop (1963, Random House Beginner Books) by Dr. Seuss. House Chart 2 - ay/day, pl/plum, th/thumb, th/this, igh/night, er/her ....................... 14 Sight Word Review ........................................................................................................... 15 ay/day .................................................................................................................... 16 pl/plum................................................................................................................... 18 th/thumb................................................................................................................. 20 th/this ..................................................................................................................... 22 igh/night................................................................................................................. 24 er/her ...................................................................................................................... 26 Read pages 10-17 in Hop on Pop (1963, Random House Beginner Books) by Dr. Seuss. House Chart 3 - ee/feet, thr/three, ow/cow, sh/ship, tr/trot ......................................... 28 Sight Word Review ........................................................................................................... 29 ee/feet .................................................................................................................... 30 thr/three ................................................................................................................. 32 ow/cow .................................................................................................................. 34 sh/ship.................................................................................................................... 36 tr/trot ...................................................................................................................... 38 Read pages 18-21 in Hop on Pop (1963, Random House Beginner Books) by Dr. Seuss.

House Chart 4 - ey/they, _nd/hand, o/go, _ve/live, y/funny, wh/wheel ...................... 40 Sight Word Review ........................................................................................................... 41 ey/they ................................................................................................................... 42 _nd/hand ................................................................................................................ 44 o/go ........................................................................................................................ 46 _ve/live .................................................................................................................. 48 y/funny................................................................................................................... 50 wh/wheel ............................................................................................................... 52 Read pages 22-23 in Hop on Pop (1963, Random House Beginner Books) by Dr. Seuss. House Chart 5 - ng/ring, ing/calling, oo/book, y/my, ou/soup, oo/moon .................... 54 Sight Word Review ........................................................................................................... 55 ng/ring ................................................................................................................... 56 _ing/calling ............................................................................................................ 58 oo/book .................................................................................................................. 60 y/my ....................................................................................................................... 62 ou/soup .................................................................................................................. 64 oo/moon ................................................................................................................. 66 Read pages 34-37 in Hop on Pop (1963, Random House Beginner Books) by Dr. Seuss.

How To Use This Book 1. Be sure you know the sounds for the letters of the alphabet before beginning this book. You should also be able to read short vowel words, such as cat, web, fill, top, and sun. And you need to know these sight words: a, A, is, his, as, has, was. You can use Short Vowels For Beginning Readers along with the Short Vowel Workbook and Handwriting Workbook to learn the necessary skills. 2. Listen to A Sound Story About Audrey and Brad on the CD. Look at each picture as you listen. You will learn a sound for each picture. The sound pictures are ideas taken from real life. Each picture represents a sound that something or someone makes. When we read and write, we use letters to represent these sounds. Part 1 of the sound story introduces the alphabet sounds. You’ll see a capital and lower case letter by each picture to show you which letter represents that sound. Part 2 of the story shows the “beyond the alphabet” sounds. These sounds are represented by pairs of letters working together to represent a completely new sound (sh/ship, ng/ring), or by a single letter with an alternate sound (ā/paper, ä/ball). After you’ve listened to the sound story, look at each picture and say the sound by yourself. After you know these picture sounds, you’ll be ready to start reading the words in this book. 3. Some of the patterns taught in this book are called consonant blends. In a consonant blend, each consonant sound is pronounced in the usual way, but the sounds come close together. You’ll practice reading words with consonant blends at the beginning of words and at the end of words. Look at the truck charts on pages xi and xii. Practice saying each consonant blend. Use the listening CD to help you practice. Keep working until you can say each blend by yourself. (You don’t have to learn all the consonant blends at once. You can learn one pattern at a time, then use the truck charts for review.) 4. Look at the house chart on page 2. This shows the first five patterns you will study. Each pattern has a sound picture to show you how to pronounce it. There is also a key word and picture, to show how the pattern is used in a word. Practice saying the sound and key word for each pattern on the chart. Notice that each pattern is printed in color, to help you notice it in a word. 5. On page 3, practice reading the sight words. Sight words cannot be sounded out in the usual way. Some of the letters don’t follow the rules - they are rule breakers. The “eye” picture is there to remind you that you just have to remember how these words look.

vi

Phonics Patterns © 2008 by Kathryn J. Davis

6. Look at page 4. Look at the letter pattern at the top of the page. Notice that there are two letters working together to represent just one sound. Look at the sound picture. The picture shows the correct sound for the new letter pattern. Say the sound. Don’t try to say each letter sound separately! These two letters work together to show a completely new sound. Look at the key word and picture at the top of the page. This shows an example of how the pattern is used in a word. 7. Look at each word and picture on the page. Read each word by looking at the letters and saying the sounds, going from left to right. Slide the sounds together to form the word. Remember that for this pattern and many other patterns, two letters work together to represent one sound. 8. Look at the next page. Look at the new letter pattern at the top of the page. Say the sound. Read the key word. Read the words at the top of the page. Then read the sentences on the page. Read each word going from left to right. If you remember the words, that’s great. If you don’t remember a word, just say the letter sounds from left to right, connecting the sounds smoothly. Think about what the word means. If you need help, use the listening CD. Then read the page all by yourself. 9. Continue in the same way for the rest of the pages. Study the patterns in order, following the sequence in the book. 10. Look at the list of patterns in the table of contents. The list will tell you when you will be able to read pages from the book Hop on Pop (Random House Beginner Books, 1963) by Dr. Seuss. Be sure to get this book from a book store or library and follow along in the book as you learn each set of patterns. 11. Some pages have words with the suffix _ed or _ing added to the end of the word. Read the word the regular way and add the suffix to the end. 12. Use the Phonics Patterns Workbook to practice spelling the words that you’ve learned to read. 13. If the words seem hard to read, remember that you will need to read very slowly at first while you are learning. If it takes you a long time to read a page, practice going over the same page several times before going on to the next one. You’ll be surprised at how well you can do it after you’ve practiced. Don’t forget to use the listening CD to help you.

vii


A Sound Story About Audrey and Brad 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.”

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.

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.”

viii


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.

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 it’s way into the house around the front door, “wwwwww.”

“Well,” said Mom. “The weather is so bad, this is the perfect time to go over your math facts.” It was Brad’s 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.

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.

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.

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.

ix


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.

“Poor, Chewie!” said Brad. “She’ll 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.

After dinner, the whole family watched a movie together. It was pretty good. One character was a man who couldn’t hear very well. He kept saying “Ehh?” whenever someone spoke to him. He couldn’t understand a word they were saying. “That man should get hearing aides,” said Mom. “He could hear much better with them.”

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. 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.

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 “oooooo” while the nurse examined her throat. Then the nurse took her temperature. “You don’t have a fever,” said the nurse. “It will be all right for you to go back to class.”

x


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.

At 2 o’clock, 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 wasn’t Audrey’s turn to work on the computers, today, so she smiled at her dad and then continued working on her assignment.

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. “AAAaaa!” screamed Audrey and Brad. All the children were upset. “It’s OK,” said the teacher. “We’ll call your parents to come pick you up.” 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.”

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. When Mom arrived at school she took them straight to the doctor’s office to get Audrey’s throat checked. She wanted to be sure it wasn’t strep throat. As they waited in the waiting room, they watched the fish swim back and forth in a large aquarium. They could hear the the “p, p, p, p” sound of the air pump pushing air into the water.

xi


Audrey looked up when she heard the “k, k, k” sound of the receptionist’s heels stepping across the tile floor. “I need to ask you a question about your insurance,” said Mrs. Kendrick to Audrey’s mother. “Certainly,” said her mother, as she stepped to the office counter. When Audrey’s exam was finished, the doctor said that she didn’t 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.

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.”

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. “Let’s go home,” they all yelled in unison. And that is exactly what they did.

xii


Sound Story - Part 2 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.

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.

At first, they didn’t see the mouse. Then it ran right by Mom’s foot. “Oh!” she exclaimed, jumping up on the nearest seat. “It’s a mouse!” Audrey and Brad giggled a little. They were not afraid of a mouse.

The next morning Audrey and Brad didn’t 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.

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.

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!” xiii


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.

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.

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.

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 Brad’s snowballs hit. “Nnngg,” it sang out again as Audrey’s snowballs hit, too.

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 couldn’t go any farther. “Uuuuhh,” he said as he pushed hard against the giant snowball. “That’s as far as I can go.” xiv


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. 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.” “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.

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. Audrey’s 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.

xv


Notes About the Alphabet The alphabet has twenty-six letters, but the sound story has forty-two pictures. One of the things that makes it difficult to learn to read is that there are more sounds in our language than letters of the alphabet. To compensate for this, some letters are used to represent more than one sound. Other sounds are represented by pairs of letters that give up their original sound to form a totally new sound. It sounds complicated, but here is a short summary of the alphabet sounds. It’s really not too hard. Think about how you form the sounds with your mouth as you pronounce each sound. The alphabet has twenty-one consonants: b, c, d, f, g, h, j, k, l, m, n, p, qu, r, s, t, v, w, x, y, z. Each consonant represents a sound. When you pronounce a consonant sound, you do something with your tongue, throat, or lips to create the sound. For example, when you say the n sound, you press your tongue against the roof of your mouth. When you say the m sound, you press your lips together. Two consonant letters, c and k, represent the very same sound. In this program, each one has its own sound picture, but the sounds are the same. There are five extra consonant sounds that are designated by pairs of letters, as follows: ch/ chicken, sh/ship, th/thumb, th/this, ng/ring. One more consonant sound does not have a typical letter pattern to represent it. It is the sound you hear in garage, measure, and vision. The dictionary shows this sound as zh. The other alphabet sounds are called vowel sounds. You pronounce a vowel sound by “opening your throat.” You don’t put your lips together or touch the inside of your mouth with your tongue to pronounce a vowel sound. You just change the shape of your mouth. For some vowel sounds your mouth is stretched wide, for others, you drop your jaw and open your mouth more. For some vowel sounds (ou/ouch and oi/oil) you change the position of your mouth as you pronounce the sound. The alphabet has five vowels: a, e, i, o, u. Each vowel can represent two sounds. The first sound for each vowel shown on the alphabet chart is known as the “short” sound, for no particular reason. The second sound for each vowel is known as the “long” sound. To show a long vowel sound to beginning readers, educators often put a straight line over the vowel like this ā. (Sometimes people use a curved line that looks like a smile, ă, over vowels to show the short sound. I don’t do this because it seems to create more confusion for the student.) In addition to the five short vowel sounds and five long vowel sounds, there are five more vowel sounds that I call the “special” vowel sounds. These sounds are: ä/all, ö/to, ü/push, ou/ouch, and oi/oil. On the alphabet chart, two dots are used over the a, o, and u, to indicate the “special” sound. This gives the student a visual reference point to remember that this is not the usual sound.

xvi


Altogether, we have talked about these sounds: 20 consonant sounds shown with 21 alphabet letters, 5 consonant sounds shown with pairs of consonants, 1 consonant sound without a distinct letter pattern, 5 short vowel sounds, 5 long vowel sounds, and 5 special vowel sounds. This gives us 41 different sounds, 26 consonant sounds and 15 vowel sounds. Note: Everyone does not agree on the exact number of sounds in our language. When you look at different programs, you’ll find that each is a little different. How to Study the Story and Alphabet Chart Read some of the story aloud to the student each day. For individual students, you can use the story in this book. For groups, the same sound story is available in a larger format. As you finish each section of the story, point to the sound picture, model the sound, and have the student repeat. If necessary, explain how to place the tongue, lips, and position of the mouth so that the student can pronounce the sound correctly. Important: If you model and explain a sound to the student but the student still doesn’t pronounce the sound correctly, DON’T continue to correct the child. Just nod approval and continue with the lesson. Some sounds are difficult for young children to pronounce. Allow them to use their best approximation. Often, students will automatically correct these sounds over a period of time as they mature. If the problem continues, then a speech teacher should be consulted.

xvii


These are the alphabet sounds with the short vowel sounds. Say each sound.

aA

bB

cC

dD

eE

f F

gG

hH iI iĪ

jJ

kK

lL

mM

nN

oO

pP

qu Qu

rR

sS

tT

U vv w Wx X x y X Y yzYZ uuU VVw W

xviii


These are the “beyond the alphabet” sounds, including the long vowel sounds, special vowel sounds, and consonant digraphs. Look at each letter or letter pair and say the sound. Then say the sounds for all of the vowels on the next page.

Long Vowels

ā

ē

i

ō

ū

ou

oi

Special Vowels

ä

ö

ü

Consonant Digraphs

th

th

sh

ch

ng

This last consonant sound is found in various words, but it does not have a set pattern.

garage vision measure azure xix


Vowel Code - This chart shows the sounds for each of the five vowels. Practice saying the sounds going across the rows and down the columns.

Short Vowels

Long Vowels

Special Vowels

a

ā

ä

e

ē

i

i

o

ō

ö

u

ū

ü

xx


A consonant blend is simply a pair of consonants (sometimes three) that come before or after a vowel. For instance, st is a consonant blend found at the beginnning of the word stop and at the end of the word fast. Both consonant sounds in a blend are pronounced, with the sounds coming close together. Practice saying these consonant blends.

pr tr st

tw dw

br

sp

cr

sm

dr

cl fl gl

sn

fr

sc

gr

pl

sk

scr

sl

sw

spr

bl

squ

str

spl

Beginning Consonant Blends

xxi


These are the ending consonant blends that are taught in this book. Some of the ending blends are hard to pronounce by themselves, so they are shown here following the short vowel sounds. Practice saying each vowel-consonant blend combination.

amp

ast

and

emp

est

end

elp

ent

alp

esk

ant

ask

ind ist imp int isk

ond

ost

omp

ont Ending Consonant Blends

und

ust

ump

unt

ulp

usk


xxii

This chart is for the teacher, to show the correct sound for each letter or letter pair.

Pronunciation Guide Vowel Sounds

Consonant Digraph Sounds

a

ant

th

thumb

e

egg

th

this

i

in

sh

ship

o

ox

ch

chicken

u

up

ng

ring

ā

baby

ē

me

i

tiger

ō

go

ö, ū

No set pattern

measure, garage, vision, azure

to, tulip, music

ä

ball

ü

push

ou

out

oi

oil 1


#1

ou

out

äll

ball

ē

me

ar

barn

sm

smell 2


Sight Word Review

a

A I is z

his z

as z

z

has was z

3


ou

out

out

loud

our

pout

mouse

noun

house

sour

cat

hour

4


ou

out

out

loud

our

pout

mouse

noun

house

foul

1. A mouse is in our house. 2. I am sad. I will pout. 3. Our cat ran out. 4. A jet is loud. 5. A rabbit is not loud. Read pages 2-7 in Hop on Pop by Dr. Seuss.

5


äll

bäll

all

wall

ball

fall

call

hall

tall

mall

6


äll

bäll all

wall

ball

fall

call

hall

tall

mall

1. A ball can fall. 2. Tom will call Pam. 3. T. Rex was tall. 4. All of us had fun at a mall. 5. Bill will get up on a wall. 7


ē

wē

he

we

me

8


ē

wē he

we

me

be

1. We can not be loud. 2. He is mad. He will pout. 3. He will be at our house at six. 4. He is a tall man. 5. We will not fall. 6. A dog bit me ! 7. Ted will call me. 9


ar

barn

car

dark

far

hard

farm

part

yard

arm

bark

yarn

card

jar 10


ar

barn car

dark

far

hard

farm

part

yard

are

1. A dog is in our yard. 2. We will get in our car. 3. It will be dark. 4. We are at a farm. 5. Six pigs are in a barn. 11


sm

smell

smell

small

smog

smart

12


sm

smell

smell

small

smog

smart

1. A wet dog smells bad. 2. A mouse is small. 3. We are smart. 4. Smog is bad.

Read pages 8-9 in Hop on Pop by Dr. Seuss.

13


#2

ay

play

pl

plum

th

thumb

th

this

igh

night

er

her 14


Sight Word Review

a

A I

hour are

is z

his z

as z

z

has was z

15


ay

day

day

hay

say

pay

May

Kay

way

lay

jay

may

ray 16


ay

day

day

hay

way

pay

may

Kay

say

says z

1. Kay will run all day. 2. Lay it on his bed. 3. May we get a pet ? 4. A hen can lay an egg. 5. Dad says he will pay. 17


pl

plum

plum

plus

play

plug

18


pl

plum plum

plus

plop

plug

plan

play

plot

plod

1. Ben will get a plum. 2. We will play in his yard. 3. Jan has a plan. 4. Plug it in.


19


th

thumb

thin

moth

thud

with

math

mouth

bath

south

Beth

Seth

bōth

path 20


th

thumb

thin

moth

thud

with

math

mouth

bath

south

1. His dog will get a bath. 2. He will play with me. 3. His box fell with a thud. 4. T. Rex had a big mouth. 5. A thin cat is in our yard. 21


th

this

this

them

that

then

22


th

this

this

than

that

thus

them

the

then 1. That dog is small. 2. This dog is thin. 3. We will play with the cat. 4. Then we will nap. 5. I will call them at ten. Read pages 12-14 in Hop on Pop by Dr. Seuss.

23


igh

night

night

right

fight

tight

right

sight

light

high

24


igh

night

night

might

fight

tight

right

sight

light

high

1. It is dark at night. 2. A cat will fight with a dog. 3. He might be at our house. 4. In the day, it is light. 5. This wall is high. Read page 15 in Hop on Pop by Dr. Seuss.

25


er

her

her

zipper

after

winter

sister

summer

under

better

ladder

soccer

river

otter 26


er

her her

were

after

never

sister

summer

under

better

1. It is hot in the summer. 2. I will play with her. 3. A mouse is under the hay. 4. We will nap after we play. 5. The kids were in the yard. Read pages 16-17 in Hop on Pop by Dr. Seuss.

27


#3

ee

feet

thr

three

ow

cow

sh

ship

tr

trot 28


Sight Word Review

a

A I

hour are z

is

says

z

his z

the

as z

z

has was z

29


ee

feet

see

deep

bee

queen

keep

eel

feet

deer

reef

tee

seed

week 30


ee

feet see

deep

bee

need

keep

feel

feet

been

1. Bees are in the barn. 2. Tom is six feet tall. 3. He will keep his car. 4. We need a small house. 5. I can see a deer. 31


thr

three

throb

three

thrill

32


thr

three

throb

three

thrill

1. Sam fell. He hit his arm on a wall. His arm throbs. 2. I see three bees. 3. This night is a thrill.

33


ow

cow

cow

town

sow

down

vow

bow

gown

howl

fowl

tower

owl 34


ow

cow

cow

town

now

down

how

bow

gown

power

1. How did the dog get out? 2. We will see cows at the farm. 3. His sister fell down. 4. Mom has a red night gown. 5. Now we will play ball. Read pages 18-19 in Hop on Pop by Dr. Seuss.

35


sh

ship

ship

fish

shut

wish

shot

dish

sheep

shē

sham

shell

shed

mash 36


sh

ship

ship

fish

shut

wish

shot

dish

sheep

shē

1. She will shut the box. 2. Six sheep are on the hill. 3. I wish I had a pet. 4. We will get on a big ship. 5. Butter is on the dish. 37


tr

trot

trot

trip

trash

tree

tray

trout

38


tr

trot trap

trip

trim

tree

trot

tray

trash

trout

1. That trash smells bad. 2. Dad will trim the tree. 3. A trout is a fish. 4. The hotdogs are on the tray.


39


#4

ey

they

and

hand

ō

go

_ve

live

_y

funny

wh

wheel 40


Sight Word Review

a

A

hour

I

are

is

says

z

z

his

the

as

been

z

z

z

has was z

41


ey

they

they

ōbey conveyer belt

hey


42


ey

they

they

ōbey

hey

conveyer

1. They are on the bus. 2. Did they see a cow at the farm? 3. Hey, a pig is in the way ! 4. Ed ōbeys his mom. 5. They were in the house. 6. Hey! I see a deer in the trees. Read pages 22-23 in Hop on Pop by Dr. Seuss.

43


_and

hand

and

bend

hand

lend

sand

mend

land

send

band

end

pond

wind 44


_and

hand

and

end

hand

wind

sand

pond

1. Six shells are in the sand. 2. I will send him a letter. 3. He has a cat and a dog. 4. A jet can land in the wind. 5. Jill plays in a band. 6. Fish are in the pond. Read pages 24-29 in Hop on Pop by Dr. Seuss.

45


ō

gō

go

yo – yo

no

ho ho ho

so hot

46


ō

gō go

yo - yo

no

ho ho ho

so

don't won't

1. How far will th ey go? 2. Th ey will go over the hill. 3. The kids are so hot! 4. Don't fall off the wall! 5. The cat won’t go in the house. Read pages 30-31 in Hop on Pop by Dr. Seuss.

47


_ve

live

give

olive

live

solve

have

serve

48


_ve

live

give

olive

live

carve

have

nerve

solve

serve

1. Jan will give her mom a card. 2. Tom lives on a farm. 3. I have three fish. 4. Mom will serve hotdogs. 5. Jeff will carve a deer. Read pages Chapters 1 and 2 - Sam Smith and the Rocket Ship. Read Chapters 1 and 2 - Helen Hall Plays Ball. Phonics Patterns © 2008 by Kathryn J. Davis 49

y

funny

funny

foggy

sunny

holly

penny

candy

happy

jelly

bunny

daddy

puppy

party 50


y

funny

funny

very

sunny

copy

any

body

many

party

1. Sally is very happy. 2. It is a sunny day. 3. Th ey were at a party. 4. Tommy will copy this part. 5. That is a funny mouse. 51


wh

wheel

when

what

whiz

whinny

wheel

whisper

52


wh

wheel

when

what

whiz

whinny

wheel

whisper

1. When will it get dark? 2. A jet can whiz ōver us. 3. A car has wheels. 4. What is in that box? 5. When can we play? 6. We will not be loud. We will whisper. Read pages 32-33 in Hop on Pop by Dr. Seuss.

53


#5

ng

ring

_ing

calling

oo

book

_y

my

ou

soup

oo

moon 54


Sight Word Review

a

A

hour

I

are

is

says

z

z

his

the

as

been

z

z

z

has

any

was

many

what

very

z

55


ng

ring

sing

thing

ring

tongs

song

wing

long

hung

gong

king

fang

rang 56


ng

ring

sing

thing

ring

bang

song

wing

long

nothing

1. Th ey will sing a song. 2. That wall is very long. 3. What is that big thing? 4. The box fell with a bang. 5. Nothing was in the box. Read pages 34-35 in Hop on Pop by Dr. Seuss.

57


_ing telling

calling

fixing

fighting

tossing

barking

mixing

shouting

wishing

seeing

fussing

playing 58


_ing 1. Th ey are singing a song. 2. Mom is calling Jill. 3. Sam and Tom are playing in the yard. 4. The dog is barking at me. 5. I am fixing this box. 6. The kids are tossing a ball. 7. We will be seeing a farm this week. 8. The cats are fighting. Read pages 34-35 in Hop on Pop by Dr. Seuss.

59


oo

book

book

good

look

wood

hook

foot

took

shook

cook

football

hood

hoof 60


oo

book

book

good

look

wood

hook

foot

took

shook

1. He took the fish off the hook. 2. This is a very good book. 3. Look at that funny fish! 4. A big book fell on her foot. 5. She shook the jar. 61


y

my

my

try

by

shy

why

good-by

62


y

my

my

try

by

shy

why

good-by

1. This is my ring. 2. Jeff will sit by Tom. 3. Why is a pig in the house? 4. She will try on the hat. 5. Jill and Pam are very shy. 6. I will go now. Good-by! 63


ou

soup

you

soup

your

through

youth

coupon

route

toucan

64


ou

soup

you

soup

your

you're

youth

through

1. Do you have any coupons? 2. Your book is on the bed. 3. Did you go through the woods? 4. Your soup is hot. 5. You're very funny. 6. Now I will tell you good-by. 65


oo

moon

moon

zoo

zoom

moo

roof

food

broom

tool

boo

goose

boot

loon 66


oo

moon

moon

zoo

room

too

cool

food

broom

spooky

1. You can see the moon at night. 2. We will see many bats at the zoo. 3. Sam will go with us, too. 4. This food is very good. 5. Jan's books are in her room. Read pages 36-37 in Hop on Pop by Dr. Seuss.

67
