Phonics Lessons - A Complete 61 Lessons Course for Teaching Beginning Readers to Read and Spell

Pho ics Less ns

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Introduction Welcome to my website! It is my desire to “lend a helping hand” to those involved in the art of teaching basic reading skills. I hope you’ll find these “hands-on” phonics lessons useful in the process of helping your students develop and strengthen basic reading skills. The lessons are presented in a progressive progressiv e order. Originally, I created these lessons as a homework follow-up to classroom instruction. After retirement, retirement, I copied the complete complete set of of lessons and used them for tutoring. They proved to be very effective in helping my students strengthen and further develop their basic reading and spelling skills. The common spelling patterns are listed on the long vowel chart. The lessons should not be used as an independent activity. Assisted guidance and interaction with the student is essential in following through each portion of the lessons. It is important to lend support and inspire the student as he/she pursues the task in each lesson and gains strength in the development of reading and spelling. Knowledge of sound-symbol association is a first step in learning how to read. Throughout my teaching career, I used the Phonovisual Consonant and Phonovisual Vowel wall charts to teach and firmly establish letter-sound association by means of daily drill. Our language is 85% phonetic and definitely worth learning the phonetic rules and exceptions. Students need to have the opportunity to apply their knowledge of basic phonics skills to reading texts that are phonetically based and experience success in the early stages of reading. I used the five levels of Primary Phonics, Educators Publishing Service, Inc. They are decodable and progressive. This series was an excellent supplement to our district adopted reading program and books in our classroom. Introduce new books and stories to your students in a manner that sparks interest and curiosity. Check comprehension by asking “who”, “what”, “when”, “why”, and “where” questions. (Note NEA article)

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Lots of reading practice strengthens fluency. Re-reading is important; it helps in the development of word recognition and fluency. I retired after 40 years of teaching, 35 years in my my last district in southern California. I loved teaching teaching 1st 1st grade students. Please contact me if you have any questions or comments. My e-mail address is [email protected] Retired teacher, Darlene Dittus p.s. Check out the dominoes! The domino patterns are an excellent visual tool and extremely helpful in the process of learning and memorizing basic number combinations. Also, another good site for beginning readers is starfall. I would like to share this article published in NEA Today by Catherine Snow, Professor at Harvard University’s Graduate School of Education "Three basic elements that build good readers: 1. Children need to understand the alphabetic writing system — that words have letters and that letters relate to sounds. 2. They need opportunities to use reading to obtain meaning from print. 3. They need frequent chances to practice their skills to achieve fluency. Children should be encouraged to sound out unfamiliar words. They should use context and pictures as tools for monitoring word recognition. To promote comprehension, curriculums should include instruction in summarizing the main idea, idea, predicting predicting events, events, and drawing drawing inferen inferences. ces. Children Children need need time to write every every day. Invented and traditional spelling can co-exist–with the former helping children understand the sounds created by different letter combinations."

I received this cartoon from a friend in Denver, CO. (clipping from a local Denver newspaper). In conclusion, "Reading = Education"

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Using these Lessons

I recommend teaching these lessons in the same order as listed in the index. On occasion, you may need to modify it and break it into mini-bites if the lessons become overwhelming for a hesitant, beginning reader. You need to keep the motivation and interest intact and adjust the pace. I suggest the following steps: Mini-reading lesson steps for the student

1. Master the sounds on the Consonant and Digraph Picture Charts 2. Understand the process of blending two consonant sounds as you pursue the Consonant Blend Chart. Ex: (bl). The sound of "b" slides into the sound of "l". (Another way is to put the sound of "b" in one hand, the sound of “l” in the other hand, and bring your two hands together, blending the sound of "bl"). 3. Short Vowels (picture chart) Learn the sound of short “a”, and then go to Lesson #1 Short (a). Continue with the blending process. Ex: cat. The sound of "c" slides into the sound of short "a", resulting in the sound of "ca"... cat. In pursuing the easy list of rhyming words, the left column is slightly easier than the right side. Work on reading a few of the easy columns. Once the student understands the process of decoding, you're bound to see an excited student who has just discovered the key to learning how to read and is ready to expand that process. 4. Go back to the Short Vowels picture chart and learn the remaining short vowel sounds and pursue the remaining lessons as you need to. I assume the student's level of maturity, temperament, and attitude may influence the pace of learning. Sight Words and Text

Simple Sight Words are listed in the reference portion of the index. Sight words are not phonetic and appear with high frequency in basic reading texts. Learning the sight words tends to be an automatic process that depends largely on the number of times the reader is exposed to the words. The text in these lessons is green if it is a sight word. After the student has been exposed to a particular sight word for about twenty times, the words are no longer printed in green. In addition to the green sight words, the text may also be green if the word has not yet been introduced in the lesson sequence.

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About the site

The lessons can be used online, but really they are designed to be printed out on standard letter-size paper from the menu bar. The only way I could control the font, format, page breaks and such was to create a separate file of pdf documents for the different lessons. On the screen the pdf's look strange but they print out OK. The site looks OK on Safari, Chrome, Firefox, Opera, and IE8. If you're using an older version of Internet Explorer, get another browser. This site is a work in progress and I welcome any corrections or suggestions to improve the content.

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Free Phonics Lessons Interactive Picture Charts

Consonants (breath sounds) Digraphs (breath & voice sounds) Consonants (voice sounds) (2 pp) Short Vowels Long Vowels

Variant Vowels

Vowel Chant Consonant Blends (2 pp) Additional Blends Final Blends

References

DictationSpelling Practice

Simple Sight Words Lessons

#1 Short (a) #2 Short (i) #3 Short (u) #4 Short (o) #5 Short (e) #6 (ea) Combination #7 Digraph (th) #8 Digraph (wh) #9 Digraph (sh) #10 Digraph (ch) #11 Bossy "r" (ar ) #12 Vowel Pattern (a-e, ay) #13 Vowel Pattern (ai, eigh) #14 Review (a-e, ai, ay, eigh) #15 Singular, Plural (ant, ants) #16 Singular, Plural (branch, branches) #17 Suffixes (ed, ing) #18 Ending (le) as in apple #19 Vowel Pattern (ee, -e) #20 Vowel Pattern (ea) #21 Vowel Pattern (-y) #22 Vowel Pattern (ey, ie) #23 Review (ee, ea, -e, -y, ey, ie)

#32 Vowel Pattern (old, ost) #33 Variant Vowel Pattern (or ) #34 Review (o-e, oe, oa, -o, ow, old, ost) #35 Vowel Pattern (u-e, ue) #36 Vowel Pattern (ew, ui) #37 Review (u-e, ue, ui, ew) #38 Review Long Vowel Patterns #39 Suffix (bye-bye "e") #40 Contractions #41 Spelling Pattern (are) #42 Variant Vowel Bossy "r" (ur ) #43 Variant Vowel Bossy "r" (er ) #44 Variant Vowel Bossy "r" (ir ) #45 Variant Vowel Bossy "r" (or ) #46 Variant Vowel Pattern (long oo) #47 Variant Vowel Pattern (short oo) #48 Variant Vowel Pattern (ow, ou) #49 Variant Vowel Pattern (aw, au, al, all) #50 (wa) as in water #51 Variant Vowel Pattern (oy, oi) #52 Soft c (ce, ci, cy) #53 Soft g (ge, gi, gy) #54 Soft g (dge)

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#24 Vowel Pattern (i-e, ie) #25 Vowel Pattern (igh, -y) #26 Vowel Pattern (ind, ild) #27 Review (i-e, ie, igh, -y, ind, ild) #28 Spelling Rule (plural) #29 Vowel Pattern (o-e, oe) #30 Vowel Pattern (oa, -o) #31 Vowel Pattern (ow)

#55 (ch) as in chimney, chef... #56 Initial Blends #57 Final Blends #58 Silent Letters (ph, gh) #59 Digraph (ng) #60 Ending (tion, sion) #61 Silent Letters (wr , kn, mn, mb) Spelling & Dolch Words

These lessons are designed to teach new learners to read by building a phonetic foundation. The beginning reader can use the consonant charts and the vowel charts to learn the basic sounds and spelling of letter combinations. The lessons are arranged in a format that can be easily used by parents and teachers as instructional materials for the purpose of developing basic reading and spelling skills. Phonics skills are key elements to the successful development of basic reading and spelling skills. Learning basic math facts using dominoes is included as well as timed addition and subtraction drills. The lessons are also available at theschoolhouse.us .

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Learn these beginning consonant sounds. Say the picture word and listen to the sound you hear at the beginning. Repeat this sound until you've learned it well. You need to know these sounds in order to decode (sound out) words. Breath Sounds Click on the letter, name, and picture

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Learn these digraph sounds. Say the picture word and listen to the sound you hear. Repeat this sound until you've learned it well. You need to know these sounds in order to decode (sound out) words. Breath Sounds

Click on the letter, name, and picture

Breath Sound

Voice Sound

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Learn these beginning consonant sounds. Say the picture word and listen to the sound you hear at the beginning. Repeat this sound until you've learned it well. You need to know these sounds in order to decode (sound out) words. Voice Sounds

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Yy is a special letter; sometimes it is a consonant and sometimes it is a vowel. The "y" in the word yak is a consonant. (It is a voice consonant; its sound is audible.) The vowels are a-e-i-o-u and sometimes y.

y functions as a vowel when it: a) concludes a word which has no other vowel (my) b) concludes words of more than one syllable (happy) c) immediately follows another vowel (may). In the combination ay, y serves as a vowel. When two vowels are together - the first has its long sound, the second is silent. Hence, our vowel rule: When two vowels go walking, the first one does the talking, (it says its name). The second one does the walking, (it is silent).

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Pictures begin with the short vowel sound

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Long vowel reading/spelling patterns

Long vowels say their name (as in the alphabet)

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Reading and Spelling Patterns

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Learn these beginning consonant sounds. Say the picture word and listen to the sound you hear at the beginning. Repeat this sound until you've learned it well. You need to know these sounds in order to decode (sound out) words.

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Say the name of the picture and listen to the two/three sounds you hear at the beginning of each picture. Repeat this sound until you've learned it well. Knowing these sounds will enable you to read words fluently since you can eliminate the process of "sounding out" the letters each time you come across them. Consonants and Digraphs (shr, thr)

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Directions Dictation is an excellent means of providing spelling practice and a great follow up activity after the student can phonetically decode and read the words listed in each lesson. Each lesson focuses on a specific spelling pattern.

1. Dictation requires a teaching assistant to help the student. This person selects a word listed in the lesson and dictates the word clearly, ex: (cat); then repeats the word, but this time says the word slowly while “sounding out” each letter. (Slide the sounds to some extent.)

2. Simultaneously, the student listens, discriminates, then writes the letters representing these specific sounds - (cat). Basically, the student writes the word to the best of his/her ability.

3. The teaching assistant checks the spelling immediately. If the student has spelled the word correctly, extend a word of praise. If there is an error, point out the word listed in the lesson, have him/her read it and “sound it out” then rewrite the word correctly. It may be necessary to let the student look at the word to enable him/her to write it correctly.

If the process of dictation is too difficult for the student, go back and review all the consonant and vowel sounds presented at the beginning (picture charts). Concentrate especially on developing a solid understanding of the consonants and short vowel sounds before moving onto the long and variant vowel sounds.

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Lots of drill may be necessary in order to learn letter names and sounds. Work on blending letter sounds of simple words, ex: (cat), to help the student understand the process of decoding. It may be helpful to read the easy rhyming words (left column) in lessons 1 - 5 before attempting those listed in the right hand column. Rereading strengthens and develops reading fluency. Readiness (maturity) is a factor that affects the pace or rate of learning

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Frequently used sight words. Sight Words are numerous and one cannot “sound them out” according to their phonetic spelling pattern. From the standpoint of spoken language, all words are phonetic. However, the spelling (visual patterns) in sight words, are such that the common phonic generalizations cannot be applied in decoding. These words appear frequently and must be memorized.

a above again any are away been before both buy children color come could do does don't done door father four friend

from give gives goes gone have here I into knew know laugh live love many mother Mr. Mrs. none of off often

oh once one only or other over own pretty push put ready really said says school shall should some someone something sometime 15

sure the their there they to today too two upon very want was wash were what where who work would you your

Frequently used sight words - Part 2

across air against aisle already answer anxious around bear beautiful beauty because believe calf carry coming cough couple course cousin cruel curve dead deaf debt desire double doubt

dove dozen dye early earn enough every eye eyes field folks garage ghost gloves great grew guard guess guide head heart heaven heavy hour idea Indian instead isle

language laughed leather library lion lived machine measure million minute mischief move neither ocean office onion open ought patient piece please quiet ranger rough science scissors sew sign 16

soldier son soul special spread square steak taught though thought through together ton tongue toward usual vein view warm weather whom whose wolf woman won write wrong young

Read these short (a) words in each of the columns. If you need to decode (sound out) these words, remember to “slide” the beginning (consonant, consonant blend, digraph) sound into the vowel sound, then “hook on” the ending (consonant, consonant blend, or digraph) sound

at bat cat fat hat mat pat rat sat tat vat

brat chat flat scat slat spat that

bad cad dad fad had lad mad pad sad

brad clad glad shad

bag gag hag jag lag nag rag sag tag wag

brag crag drag flag snag stag swag

am cam dam ham jam Pam ram Sam tam yam

clam cram dram gram pram scam scram sham slam swam tram

an ban can Dan fan man pan ran tan van

bran clan flan plan scan span Stan than

cap gap lap map nap rap sap tap yap zap

chap clap flap scrap slap snap strap trap

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cab gab jab lab tab

crab grab slab stab

ax lax sax tax wax

flax

and band hand land sand

bland brand grand stand strand

bass lass mass pass sass

brass class crass glass grass

cast fast last mast past vast

blast

back hack Jack lack pack rack sack tack

black clack crack flack quack shack slack smack snack stack track whack

champ cramp scamp stamp tramp

ash bash cash dash gash hash lash mash rash sash

brash clash crash flash slash smash splash stash trash thrash

bank dank hank lank rank sank tank yank

blank clank drank flank frank plank prank shrank spank stank swank thank

Al gal Hal pal Val camp damp lamp ramp tamp vamp

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ask bask cask mask task

flask

daft haft raft

craft draft graft shaft

asp gasp hasp rasp

clasp grasp

bath lath math path rath

bang gang hang rang sang

clang slang sprang twang

can't pant rant

chant grant plant scant slant

ranch blanch branch stanch

dance chance lance France glance prance stance trance

catch hatch latch match patch

klatch scratch snatch thatch

advance backhand backlash backpack backtrack bandstand Batman blackjack blackstrap cabstand

cancan capstan catnap claptrap crabgrass crankshaft fastback fatback flapjack gangplank

grandstand handcraft handstand hangman hatband hatrack madcap madman ragtag

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ransack rattrap sandbank sandblast sandman scratchpad snapback taxman transplant

Read these short (i) words in each of the columns. If you need to decode (sound out) these words, remember to “slide” the beginning sound into the vowel sound, then “hook on” the ending sound.

dip hip lip nip rip sip tip zip

blip clip drip flip grip quip ship skip slip snip strip trip whip

bit fit hit it kit lit nit pit sit wit zit

chit flit grit quit skit slit spit split

grid quid skid slid squid

big dig fig gig jig pig rig wig

brig prig sprig swig trig twig Whig

bid did hid kid lid mid rid Sid

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dim him Kim rim Tim

brim grim prim shim skim slim swim trim whim

bib fib jib rib

crib glib squib

din fin in kin pin sin tin win

chin grin shin skin spin thin twin

his is

quiz whiz

sis

this

Dick hick kick lick nick pick rick sick tick wick

brick chick click crick flick quick slick stick thick trick

imp limp wimp

blimp chimp crimp primp shrimp skimp

gift lift rift sift

drift grift shift shrift swift thrift

hiss kiss miss

fix mix six

ding king ping ring sing wing

bring cling fling sling spring sting string swing thing

fink ink link mink pink rink sink wink

blink brink chink clink drink shrink slink stink think

gilt hilt kilt lilt silt tilt wilt

quilt spilt stilt

dint hint lint mint

flint glint print splint sprint squint stint

disk risk

brisk frisk whisk

fist list mist

grist twist

dish fish wish

squish swish

bilk milk silk

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ditch hitch Mitch pitch witch

glitch snitch stitch switch twitch

admit ambit avid axis backlit backspin bandit Baptist bigwig blacklist cabin candid catfish catnip chitlin digit diminish dimwit dipstick

midge ridge

bridge fridge smidge

pith with

smith

dismiss famish finish flagship frigid gambit gaslit gravid habit hamstring handspring hatpin impish imprint insist kidskin kingpin kingship kinship

lavish limit limpid lipid lipstick liquid livid matchstick matin maxim misfit misprint napkin nitpick nitwit picnic pigskin pinprick pippin

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finch inch pinch winch

clinch flinch grinch

rabbit rabid radish rapid rigid sandpit satin shindig skinflint slapstick timid transit valid vapid victim visit vivid wingtip within

Read these short (u) words in each of the columns. If you need to decode (sound out) these words, remember to “slide” the beginning sound into the vowel sound, then “hook on” the ending sound.

bug dug hug jug lug mug pug tug

chug drug plug shrug slug smug snug thug

but cut gut hut jut nut rut

glut shut smut strut

bum gum hum mum rum sum

chum drum glum plum scum slum strum swum thrum

bun dun fun gun nun pun run sun

shun spun stun

cub hub nub pub rub sub tub

chub club flub stub scrub shrub

bud cud dud mud

crud spud stud thud

bus Gus pus us

plus thus

cup pup up

cuff guff huff muff puff

bluff fluff gruff scuff stuff

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bump dump hump jump lump pump rump sump

chump clump grump plump slump stump thump trump

bunk dunk funk gunk hunk junk lunk punk sunk

chunk clunk drunk flunk plunk shrunk skunk slunk spunk stunk trunk

cull dull hull gull lull mull null

skull

gush hush lush mush rush

dung hung lung rung sung

blush brush crush flush plush slush thrush

flung slung sprung strung stung swung

buck duck luck muck suck tuck yuck

much such dusk husk musk tusk dumb numb

bunt hunt punt runt

blunt brunt grunt shunt stunt

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chuck cluck pluck shuck stuck struck truck

bust dust gust just lust must rust

crumb plumb thumb crust thrust trust

bunch hunch lunch munch punch

brunch crunch scrunch

album animus backup buckskin bumpkin bunkum buskin cactus campus catgut chipmunk cult cusp dandruff dictum

Dutch hutch

clutch crutch

discus disgust distrust dumbstruck dumdum dumpling flashgun fungus gamut grampus gunsmith halibut handcuff handgun hiccup

hubbub humbug humdrum hummus litmus magnum manhunt maximum midgut minimum mugwump nimbus numbskull pablum

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budge fudge judge nudge

drudge grudge sludge smudge trudge

pickup pumpkin rabbitbrush ruckus sacrum sanctum shantung status stinkbug stratus sunlamp sunup tantrum unjust

Read these short (o) words in each of the columns. If you need to decode (sound out) these words, remember to “slide” the beginning sound into the vowel sound, then “hook on” the ending sound.

bob cob gob hob job lob mob nob rob sob dock hock jock lock mock pock rock sock tock loft soft

blob glob slob snob stob throb

bot cot dot got hot jot lot not pot rot

blot clot plot Scot shot slot spot stot trot

block chock clock crock flock frock shock smock stock

dog fog hog log

blog frog smog

cod hod nod pod rod sod Tod

clod plod scrod shod trod

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cop fop hop lop mop pop sop top

chop clop crop drop flop plop prop shop slop stop strop

bog cog jog

clog flog grog slog

box cox fox lox pox

boss loss moss toss

cross dross floss gloss

bong dong gong long song

prong strong thong throng

abscond ascot backstop birdsong bobbin bobcat bonbon Boston bottom cannot concoct construct crackpot

crampon crisscross flattop foxtrot goblin gridlock gumdrop hobbit hobgoblin hobnob hockshop hodgepodge

hotbox hotshot jackpot lapdog lockbox nimrod nonstop obstruct pompom pompon potshot robin

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bond fond pond

blond frond

romp

chomp clomp stomp

sandbox shamrock sitcom slingshot stockpot stopcock sunblock sunspot tomcod unlock upshot wonton

Read these short (e) words in each of the columns. If you need to decode (sound out) these words, remember to “slide” the beginning sound into the vowel sound, then “hook on” the ending sound.

bet get jet let met net pet set wet

Bret Chet fret whet

beg keg leg peg

Greg

bell dell fell jell sell tell well yell

dwell quell shell smell spell swell

bed fed led Ned red Ted wed

bled bred fled Fred pled shed shred sled sped

den fen hen men pen ten

Glen then when

pep rep

prep step

hem

stem them

bent cent dent Kent lent rent sent tent vent went

Brent scent spent Trent

bend blend end spend fend trend lend mend rend send tend wend kept wept

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crept slept swept

best jest nest pest rest test vest west zest

blest chest crest quest

edge hedge ledge sedge wedge

dredge fledge pledge sledge

fence hence pence

thence whence

deck neck peck

check fleck speck

belt felt gelt melt pelt welt

smelt spelt

left deft heft

cleft theft

shelf

Bess less mess

bless chess dress press stress

elf pelf self mesh

flesh fresh

help kelp

whelp

bench clench wench drench French quench stench trench dead head lead

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bread dread spread stead thread tread

length strength fetch ketch retch vetch

fletch sketch stretch

death breath sweat threat health wealth

absent address advent ascendent asset banquet basinet basket basset beckon bellhop Benjamin billet bonnet bracket brisket bucket buffet cabinet casket castanet checklist chestnut

compel competent confess conquest content contest convent dentist dispel distinct docket dragnet eggshell enchantment enrich entrap evident exit expect expend extend filament flatten

fragment freshmen hamlet happen helmet henchmen henpeck impel impress inject inkwell insect intellect intent kitchen lapel ligament liniment magnet neckband nutmeg nutshell object

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patent pellet quicken reckless redneck rotten selfish shipment spectrum splendid subject sudden sunbelt sundeck suspect suspend talent tenement thicket unclench unrented uptrend velvet

Spelling Pattern (ea) short vowel sound Most often the spelling pattern (ea) has the long vowel sound as in teacher. However, there are quite a few words that have the short “e” sound (as in jet) but have the (ea) spelling pattern instead. Usually you will find these words listed among the sight words. Read these short vowel words. (short “e” as in jet).

bedspr ead br ead br eakfast br east br eath dead deadlock deadpan deaf death

dr ead head health heaven instead lead leapt leaven meant r ead

r ealm spread steadfast stealth sweat thread threat tread wealth weapon

Dictation/Spelling Practice for (ea) combination

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Read these sentences.

How is your health? Do br ead, head, and red rhyme? Which br ead is best for your health? If you are rich, do you have wealth? Does your dog have bad br eath? I put a Santa hat on my cat's head. Do you sweat when you are hot? I put my sweater on the bedstead. A bunch of dead ants were on my bedspr ead. Did you put the bedspr ead on the bed? What did you have for br eakfast? I want the drumstick, Dad wants the br east. The deaf kid had a wealth of lead pencils. Please write a sentence that includes at least one (ea) word (short sentence.

sound)

in your

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____________________________________________________________________ Please illustrate your sentence in the space below.

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Skill: digraph th (breath & voice sound) A digraph has two letters, but one completely new sound. Put your fingers in front of your mouth and say “thank”. Can you feel the air as it is expelled from your mouth? Can you guess why it is called a “breath” sound? Read these words. ............................................................................................................................ (th breath sound)

thank thick thicket thickness thin

thing think thrift thrill throb

thrust thud thug thump thwack

............................................................................................................................ (th voice sound) (audible)

than that

them then

this thus

Can you think of two more words that have either the breath or voice (th) sound?

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Dictation/Spelling Practice for (th) words

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Read the sentences listed below.

I must thank Ben and Sam. This box has less stuff than that box. I think I will fill the bathtub. Beth’s dog had a bath. I think I can toss this big thing. This cloth is soft and thick. I think I will run on this path. Is the cat thin or fat? I think I will have some broth. The thrush sang in the thicket. Thad can thwack the big thug. The rabbit in the path can thump his foot. Beth is ill, and thus absent. Write one or two sentences and include one or more (th) words in each sentence.

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Skill: digraph wh (breath sound) A digraph has two letters, but one completely new sound. Read these words beginning with (wh).

whack whelp when whet

which whim whir whirl

whip whippet whit whiz

Can you think of two more words that have this digraph?

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Dictation/Spelling Practice for (wh) words ______________________________

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Read the sentences listed below.

I must get a whiff of fresh air . Sam can whirl the top and it will spin. Can I whack that rock with this stick? When will we have lunch? Which whip do you want? What shall I do when I finish this? A whippet can run fast. 35

Write two sentences. You must include at least one or more words that begin with the digraph (wh) in each sentence. Your writing should reflect good penmanship, proper spacing, and correct usage of upper and lowercase letters. Remember all sentences begin with a capital letter and end with a period (.), question mark (?), or exclamation point (!).

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____________________________________________________________________ Please illustrate one of the (wh) sentences.

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Skill: digraph sh (breath sound) A digraph has two letters, but only one sound. Read these words.

shed shelf

shell shift

shin ship

brush dish finish

fish fresh rush

splash trash wish

Dictation/Spelling Practice for (sh) words

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Read these sentences

I wish I did not have to wash the dishes. Why did Trish put this dish in the trash? I wish I had a shirt with a fish on it. Is dad selfish with his cash? Mom put the shell on the top shelf. Did the cat finish the dish of fish? I will run to the shed and get my dog's brush. I wish the ship would not splash so much water . 37

Write one or two sentences. Include one or more (sh) words in each sentence.

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____________________________________________________________________ Please illustrate one of your sentences.

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Skill: digraph ch (breath sound) A digraph has two letters, but only one sound. Read these words.

chaff champ chant chap chaps

chat check chess chest chick

chicken chili chill chin chink

chip chipmunk chock chop chuck

attach bench bunch catch cinch clench clutch crutch

fetch finch French glitch hitch hunch inch itch

latch lunch match much patch pitch ranch rich

scratch sketch stitch stretch such twitch which witch

Dictation/Spelling Practice for (ch) words

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Can you chitchat with a chick? Can you catch a black witch? Which witch has the black cat? The pitch-black witch fell in the ditch. Can he scratch the itch on his back? Chad has the chicken pox. I can catch if you will pitch. Can the ranch hand attach his chaps? Chuck's job is to fix the computer glitch. She is sketching a chipmunk on the bench. Chadwick has a bunch of cash and is rich. Please make a simple illustration of one the sentences above. If you wish to make a more elaborate illustration, use the back of your paper.

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Skill: spelling/reading pattern (ar ) This letter pattern is known as “bossy r ” “Bossy r ” is bossy but polite. It lets the vowel go first, (ar ) but it doesn’t let it say its sound. Read the words listed below.

ar ch ar k ar m ar t ar tist bar bar bell

bar k bar n car car d Car l car pet car t

char t dar k dar t disar m f ar far m gar den

har d mar ch Mar k par k shar k shar p smar t

spar k star star t tar tar get tar t yar d

Can you think of some more words that have the “Bossy” (ar ) sound? Write them.

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Dictation/Spelling Practice for (ar ) words

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41


Mar k is smar t and does not jab the shar k. My car is dar k blue. Mom has a jar of jam. There ar e lots of star s in the dar k sky. Does the shar k have a scar ? The f ar m has a big yar d. How f ar did you mar ch? I hit my ar m on a har d rock. Clar k is an ar tist. Mar k’s dad is smar t. Did Car l's dar t hit the tar get? We have a gar den on our f ar myar d. Is it har d to pick up a bar bell? Is it smar t to disar m a cop? Car l sat on the car pet and read the car d. The dog in the bar n bar ks and bar ks in the dar k. Car l put the tar t in the pushcar t. The ar tist hung the star on the ar k. Write two sentences. You must include at least one or more “bossy r ” words in each sentence. Remember “bossy r” words in this lesson have the spelling pattern (ar ).

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Please illustrate and label a word that has the bossy (ar ) pattern.

These words have the (ar) spelling pattern, but do not have the usual (ar) sound.

afterward backward beggar blizzard

caterpillar collar dollar forward

43

hazard lizard upward wizard

Skill: long (a) spelling pattern: (a-e) and (-ay) Read the words listed below. The “e” at the end of the word cake is silent. It is a signal that sits at the end of a word. It tells the first vowel to say its name. This rule is known as the magic "e" rule.

ape cake came chase

game gr ade late made

place r ace same skate

snake take tr ade whale

The vowels are a e i o u and sometimes y. In the combination ay, y serves as a vowel. When two vowels are adjacent, the first usually has its long sound while the second is silent. There's an easy rule for the combination of two vowels next to each other: When two vowels go walking, the first one does the talking, the second does the walking. The first vowel says its name, the second vowel is silent.

day clay gr ay

hay lay may

pay play pr ay

say spr ay stay

str ay tr ay way

What are the two long (a) vowel patterns in the words listed above?

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44

Can you think of some more words that use the (a-e) or (-ay) pattern? Write them.

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Dictation/Spelling Practice for (a-e, -ay) words

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I came to the game late. Did you see the ape chase the snake? May the str ay dog stay and play? Is Jake in the same gr ade as Kate? May I play on the bale of hay? Did Kate make a cake? I will tr ade this f ake snake for a spade. Ray, Kate, and Jake like to sway. Kate put the clay on the gr ay tr ay. Dale will have an x-r ay today. Is it okay to play in a skatepark? 45

Write two sentences. Use words that have the spelling patterns (a-e), (-ay) in each sentence

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46

Skill: long (a) spelling pattern: ( ai) and (eigh) Remember this long vowel rule: When two vowels go walking, the first one does the talking, the second does the walking. Ex: In the word tr ain, “ai” are adjacent (walking side by side). The first vowel “a” is talking (says it’s name – as in the alphabet), the "i" is walking (is silent). Read the words listed below.

aim br ain chain dr ain f ail gain jail

mail paid pail pain paint plain quail

r aid r ail r ain sail snail sprain stain

tail tr ail tr ain tr ait vain wail wait

(eigh) says a

eight

sleigh

neighbor

weight

(Height and sleight are exceptions to the rule.)

What are the two long (a) patterns used in the words listed above? Write them.

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Can you think of some other words that use the (ai) or (eigh) pattern? Write them.

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Dictation/Spelling Practice for (ai, eigh) words

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I mailed eighteen boxes. The snail made an eight-inch tr ail. I had to wait in the r ain for the tr ain. Jake ate eight plain pancakes in jail Did the maid paint the r ail? I am afr aid I gained too much weight. Does the word tail rhyme with jail? My neighbor’s horse says, “neigh.” It was r aining when I spr ained my hand on a r ail. I see a snail in the r ain under the sleigh. He f ailed to paint the plain wood chair . The tr ain whistle sings and sings in my br ain. I laid my dog's chain on my neighbor's steps. I saw eight quail on a tr ail at Torrey Pines. I had to wait until the waitress brought the main dish. The tr ain has lots of fr eight cars. I got my neighbor’s mail today. The mail tr ain sails along the r ails. She waits in vain to see the sails. The r ain in Spain falls on the plain. A tr ail of theft will land you in jail.

48

Create your own sentence, include one or more words that have the long a spelling pattern (ai) or (eigh). Your writing should reflect good penmanship, proper spacing, and correct usage of upper and lowercase letters. Do not mix upper and lowercase letters. Remember all sentences begin with a capital letter and end with a period (.), question mark (?), or exclamation point (!).

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____________________________________________________________________ Please illustrate your sentence.

49

The letter a in the English language can have several distinct pronunciations. Lesson 11 dealt with the ar pattern as in arm. Long a as in bake is treated in the previous and current lesson, and Lesson 41 covers a as in care. The remaining a sounds are basically of the short a variety such as ask, bad, can (as in Lesson 1) or sofa, about. For the most part when a is the first or last letter of a word, it is pronounced as a short u. Such words in these lessons are treated as sight words. Sight words do not follow general phonetic rules and must be learned by repeated exposure to different examples in reading text.

Student exposure and awareness is sufficient at this time.

about above alarm

Amanda ballerina banana cafeteria Chihuahua

alike Amanda apiece

cola koala magenta mama Maria

apology around assume

mozzarella panda papaya piñata pita

attention awake away

pizza salsa tapioca tarantula yoga

I have listed a few of the common words that begin or end with “a”, sounding like short “u”. Have the student listen for the sound of short “u” at the beginning or end of the listed words as you read them to the student.

50

Review long (a) spelling/reading patterns: a-e, ai, ay, eigh Can you write eight words using the above long (a) patterns? Try to write two words using each of the patterns.

1.(a-e)

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2._______________

3.(ai)

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4._______________

5.(ay)

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6._______________

7.(eigh)

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8._______________

Read these sentences consisting of words that include the four long (a) patterns, namely a-e, ai, ay, eigh.

The maid came to my neighbor’s house on Sunday. The quail ate nuts and snails in my neighbor’s pathway. We played by the gate and found eight nails. I paid Santa today to take a ride in his sleigh.

51

Can you write a sentence that includes all the long (a) patterns (a-e, ai, ay, eigh)? Give it your best try.

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Check your sentence. Did you begin your sentence with a capital letter? Did you end your sentence with a (.), (?), or (!)? Is your penmanship neat? Did you allow a little space between each word? Were you able to include all the long (a) patterns (a-e, ai, ay, eigh) in your sentence?

52

Skill: Spelling rule regarding singular (one) and plural nouns (more than one) A noun is a word that names a person, place or thing. When a word stands for two or more things, it usually has a plural ending, which most often is “s”. Read the words and sentences listed.

ant bug cab cat dog drum gift kid ship van

ants bugs cabs cats dogs drums gifts kids ships vans

I see lots of ants on the anthill. My dog can run with his pals. Jack and his friends are having fun with the drums. I have a gift for the girls. I see ten crabs on the rocks. I see six bugs on the kitchen rugs. I lost two big red buttons. I have six cats and ten rabbits. I will set the nuts next to the napkins. 53

Dictation/Spelling Practice for (s) Plurals

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Make up two sentences and include one or more of the words listed in this lesson. Your writing should reflect good penmanship, proper spacing, and correct usage of upper and lower case letters. Remember all sentences begin with a capital letter and end with a period (.), question mark (?), or exclamation point (!).

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Illustrate one of your sentences on the back of your paper.

54

Skill: Spelling rule - plural endings When the base word ends with ch, sh, s, ss, x, z, add (es) to make it plural. Plural means more than one

Read this list of words

box branch brush bus buzz dish dress fetch fox gas glass kiss lunch mar ch rush sandwich stitch tax wish

boxes branches brushes buses buzzes dishes dresses fetches foxes gases glasses kisses lunches marches rushes sandwiches stitches taxes wishes

55


I had six stitches on my lip. Two foxes are on a rabbit hunt. I put my dresses in the box. That bee buzzes a lot. I got six candy kisses. How many kisses did you get? How many boxes do you want? The buses are here! My mom pushes me when I swing. I have two witches on my lunch bag. Put the brushes in the sink. My dog fetches the things I toss. My dog rushes to the bus. I lost my glasses! I have two addresses. I will add the taxes to the bill.

Dictation/Spelling Practice for (es) Plurals Review rule: When a base words ends with (ch, sh, s, ss, x, z), add “es” to make it plural (more than one).

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56

Write one or two original sentences. Use some of the singular and plural words listed in this lesson. Your writing should reflect good penmanship, proper spacing, and correct usage of upper and lowercase letters. Remember all sentences begin with a capital letter and end with a period (.), question mark (?), or exclamation point (!).

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Please illustrate your sentence in the space below.

57

Suffixes: word endings (ed, ing) Prefixes and suffixes are structural changes added to root words. Common endings that begin with a vowel (-er, -est, -ing, -ed, able) are usually sounded as syllables. A syllable is a vowel or a group of letters containing a vowel sound which together form a pronounceable unit. All words include at least one vowel.

Spelling Rule: (Applies to words that have one syllable). When a short vowel is followed by one consonant at the end of the root word, double the last consonant and add (ed) or (ing). To state this rule simply; “short vowel, one consonant, double” (It needs a friend)

Example: The letter “u” is a short vowel in the word r un. It is followed by one consonant (n), therefore the last letter (n) is doubled - r unning. If the short vowel is followed by two consonants (mp), as in the word jump, the last consonant is not doubled - jumping. Read these words (verbs) “Verbs" are action words or words that show movement

beg box clip dim dr ag dr op f ax f ix flap gr ab gr in

begged boxed* clipped dimmed dr agged dr opped f axed* f ixed* flapped gr abbed gr inned

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begging boxing* clipping dimming dragging dropping faxing* fixing* flapping grabbing grinning

gr ip hop hug jog mix pat plan plug shop stop tag r un sit

gr ipped hopped hugged jogged mixed* patted planned plugged shopped stopped tagged

gripping hopping hugging jogging mixing* patting planning plugging shopping stopping tagging r unning sitting

*Words (verbs) ending with the letter “x” are not doubled because the letter “x” is a blend of two consonants “ks” If the short vowel is followed by two or more consonants (mp), as in the word jump, the last consonant is not doubled - jumping.

back bang end hand help itch jump kick kill r est sing wish

backed banged ended handed helped itched jumped kicked killed r ested

backing banging ending handing helping itching jumping kicking killing r esting singing wishing

wished 59

Dictation/Spelling Practice for Suffixes Do you recall the spelling rule regarding the root word + ending? “short vowel, one consonant, double” (the last consonant) “short vowel, two or more consonants, do not double" (the last consonant) ______________________________

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His dog begged for my snack. Did the glass crack when you dr opped it? The rabbit hopped into the bushes. I hugged my mom and dad when they left the park. I like to go shopping with my mom. We stopped and petted the dogs. I was r unning very fast when I got tagged. I helped my dad do a trick. We kicked a tin can and then r ested on the grass. The man milked a big black yak. My back itched so much I had to scratch it. I asked my mom to come and help me. 60

Create a sentence that includes at least one base word + (ed), (ing). Your writing should reflect good penmanship, proper spacing, and correct usage of upper and lowercase letters. Remember all sentences begin with a capital letter and end with a period (.), question mark (?), or exclamation point (!).

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____________________________________________________________________ This portion of the lesson is meant for exposure. The student should revisit this page after he/she has completed lesson (#22, long “e”). Mastery in regard to reading should easily be achieved after the student has completed all the lessons. The suffixes (–ly) added to a base/root word changes its meaning. Sometimes it changes the way the word is used. Words ending in “–ly” normally tell how or how often something is done. Words ending with the suffix –ly (sounds like long e)

amply badly barely bluntly briefly calmly clearly closely costly critically deadly dearly deeply

dimly distinctly doubtfully entirely exactly faintly firmly flatly finally fondly frankly freely gently

gladly grimly hardly hotly justly kindly lately loudly lowly mainly mostly nearly oddly 61

openly partly plainly possibly practically probably promptly purely quickly quietly rarely really sadly

shortly simply slowly softly swiftly tenderly terribly thinly totally truly unlikely usually warmly

Skill: (le) at the end of a word At the end of a word, "le" sounds like (l); the e does not affect the vowel sound. It is not “magic e”

apple bubble dribble freckle

gobble handle jungle little

middle nibble pickle puddle

scribble sniff le tickle uncle

Can you think of some other words that end with “le”? Please write them.

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The apple fell in the middle of the puddle. Be gentle when you handle the little bottle. Do tinkle, sprinkle, and twinkle rhyme? Will you wiggle and giggle if I tickle you? I have a little dimple in the middle of my chin. I see a little beetle scuttle up my uncle's neck. I jiggle and wiggle when I scribble. The big truck has two axles. I like to cuddle my stuffed rabbit. Ron’s uncle has lots of freckles. His uncle handles jungle frogs. My little cat nibbles pickles. 62

Dictation/Spelling Practice for (le) words

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Make up a sentence that includes one or two words ending with (le). Check your sentence. Does it begin with a capital letter and end with a period (.), question mark (?), or exclamation point (!)

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___________________________________________________________________ _ Illustrate your favorite sentence.

63

Skill: long (e) spelling patterns (ee) and (-e) Long vowel rule: When two vowels go walking the first one does the talking, (it says its name) the second vowel does the walking, (it is silent). Read the words listed below.

bee beef beep beet beetle bleed cheek cr eek cr eep deed deep f eed f ee

f eel f eet fleet fr ee glee gr een heed heel jeep keep meet need peek

peel peep peewee queen r eed r eef r eel see seed seek seem seen seep

sheep sheet sleep steel street sweep sweet teen teeth thee three week wheel

When a one syllable short word ends with a vowel, it has a long vowel sound. (me)

be

he

me

she

we

Write the two long spelling patterns used in the words above.

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64

Can you think of some more words that use the (ee) or (-e) spelling patterns. Write them.

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Dictation/Spelling Practice for (ee, -e) words

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He fell into a deep sleep. Will the queen f eed her thr ee sheep? The queen seeks sweet beeswax. I will meet you next to the tr ee. She lost thr ee teeth in the cr eek. Maybe we will see you at the r eef. We may need to sweep the str eet. I f eel sick and want to go to sleep. I like to keep my f eet under the sheet. The heels of my f eet itch a lot. The bee is chasing me up the tr ee. The jeep crossed the cr eek on steel wheels. The queen peeled back her gr een sheets to go to sleep. 65

Write two sentences. You must include words that have the long (e) spelling pattern,(ee) or (-e). Your writing should reflect good penmanship, proper spacing, and correct usage of upper and lowercase letters. Remember all sentences begin with a capital letter and end with a period (.), question mark (?), or exclamation point (!).

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____________________________________________________________________ Please illustrate your favorite sentence.

66

Skill: Long (e) spelling pattern (ea) Long vowel rule: When two vowels go walking the first (vowel) does the talking,the second (vowel) does the walking. In the word "teach" –– “e” (says its name), “a” (is silent). Read these words.

beach beagle cheat clean cr eam dr eam each eat

f east flea heal jeans leaf lean least mean

meat neat peach peanut r each r ead r eap scream

sea seal seat speak teach teapot tr eat weak

What is the long (e) spelling pattern in the words listed above? _________________

Can you think of any more words that have this (ea) spelling pattern? List them.

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67

Dictation/Spelling Practice for (ea) words

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My neighbor teaches at the beach. I like to be clean and neat. Peanuts are a good tr eat. The seal screeched a mean scr eam. I feel weak and must sneak a peach. Will the beetle eat the leaf? My teacher is on sick leave. I will eat meat at the f east. I can see a seal swimming in the sea. Can you heal the eagle and set him free? The cat had to flee from the mean flea. Jean cleaned and bleached her jeans. The least bit of cr eam on the seat must be cleaned. The teacher r eached each student by speaking to them. When will the teacher wear the beads I gave her ? Does a beaver eat a heap of beans. Our speaker at the assembly was Least Heat Moon. I have read all the stories the teacher is r eading to us. 68

Create two sentences. Please include words that have the long (e) spelling pattern (ea). Remember all sentences begin with a capital letter and end with a period (.), question mark (?), or exclamation point (!). Be attentive to penmanship. Do not mix upper and lowercase letters.

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____________________________________________________________________ Make a simple illustration of your favorite sentence.

69

Skill: -y (long e spelling pattern) The vowels are: a-e-i-o-u- and sometimes y. When y functions as a vowel it: a) concludes a word which has no other vowel (my) b) concludes words of more than one syllable (happy) c) immediately follows another vowel (may, monkey).

Read the words listed below. Note spelling pattern (-y) at the end of each word. When (-y) appears at the end of a word that has at least two syllables, it usually has the long (e) sound. Read the words listed below.

baby belly bunny candy Carly creepy daddy easy

envy filly foggy funny golly happy hungr y jelly

jolly Kelly lady lilly lucky mommy party penny

puppy rusty silly skinny study tally ugly windy

Can you think of some additional two syllable words that end with the letter “-y” that have the long “e” sound.

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Dictation/Spelling Practice for (-y) words with a long (e) sound

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The lady washed the sticky baby. My dog, Lucky, is funny and lazy. My silly puppy wants a meaty treat. My baggy jeans are really messy. Mommy and daddy went to a party. My crazy kitty eats smelly tuna. Did you get a lucky penny at the party? Is that puny, skinny cat hungr y? The fussy baby wants my sticky candy. I have a rusty, dusty, musty penny. I have a silly bunny named Polly. A filly, Happy-Go-Lucky, will race in the Kentucky Derby. Sally can count to 15 using tally marks. Sally and I met a jolly crowd at the rally. Don’t sully my friend’s name by calling him an ugly bully. Kelly has a pretty lilly in her hand. Bobby and his puppy went to the party at the pet shop. The jockey and the filly had to run on a muddy track. My study of creepy, crawly insects was fun and easy. The lady was lucky to get to the party on such a foggy day. 71

Create some sentences of your own. Write two sentences; please include words that have the (-y) long (e) spelling pattern. Remember all sentences begin with a capital letter and end with a period (.), question mark (?), or exclamation point (!). Do not mix upper and lowercase letters.

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72

Skill: long (e) spelling patterns (-ey) & (ie) The vowels are: a-e-i-o-u- and sometimes y . When y functions as a vowel it: a) concludes a word which has no other vowel (my) b) concludes words of more than one syllable (happy) c) immediately follows another vowel (turkey) Vowel rule: When two vowels go walking, the first one does the talking. In the word monkey—“e” says its name, as in the alphabet. The second one does the walking; the “y” is silent. Read these words.

alley chimney chutney donkey

galley hockey honey jockey

key kidney Mickey money

monkey parsley valley volley

The pattern (ie) is an irregular long (e) spelling pattern. It is often used in names, ex. Katie. This pattern does not follow the long vowel rule, (When two vowels go walking, the first one does the talking.) We sometimes refer to these (ie) pattern words as “jail” words because they don’t follow the rule! It may be best to remember the old spelling rule: i before e, except after c . Read these words.

Angie baggie beanie belief

believe Bonnie br ie br ief

chief cookie f ield f iend

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fr ieze genie grief niece

piece shield siege thief

Dictation/Spelling Practice for (-ey, ie) words

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Please read these sentences. Remember the spelling patterns (-ey) and (ie) have a long (e) sound.

Did the thief take the key? Do you want a piece of bread and honey? Did you see the jockey on the donkey? The chief sees the thief in the valley. I need some money to go on the trolley. The monkey ran across the hockey f ield. Did Natalie eat lunch with Katie? The alley cat left prints on my windshield. Charlie and Leslie are playing volleyball. I have a black alley cat named Sadie. I believe the siege of the valley will end soon. I bought a cookie and a piece of br ie in the galley. Eating parsley on chutney gave my stomach gr ief. Mickey took off his beanie and put it in the baggie. The f iend siezed the f iefdom from the king. The thief got three years in the pokey for stealing money. A piece of the fr ieze fell off and hit my niece. 74

Write a sentence. Please use one or more words that have the (-ey) & (ie) spelling patterns. Do not mix upper and lowercase letters. Remember all sentences begin with a capital letter and end with a period (.), (?), or (!). Please be attentive to good penmanship.

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____________________________________________________________________ Please illustrate your sentence or one of the sentences in this lesson.

75

Review long (e) spelling/reading patterns: ee, ea, -e, -y, -ey, ie Can you write twelve words using the above long (e) patterns? Write two words using each of these patterns.

1.(ee)

___________________ 2.___________________

3.(ea)

___________________ 4.___________________

5.(-e)

___________________ 6.___________________

7.(-y)

___________________ 8.___________________

9.(-ey) ___________________ 10.__________________ 11.(ie)

___________________ 12.__________________

Read these three sentences consisting of words that include the six l ong (e) patterns.

He saw thr ee silly thieves stealing money. She saw her sweet baby eat a piece of parsley. We saw a chief chase a busy honey bee to the beach.

76

Can you write a sentence that includes all the long "e" patterns (ea, ee, -e, ie,-y)? Give it your best try.

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77

Skill: long (i) spelling patterns (i-e) and (ie) The “e” at the end of hike is silent; it is a signal that sits at the end of a word. It tells the first vowel to say its name. It is known as the magic "e" rule. Read these words.

bike bite br ibe cr ime dike dive dr ive f ile f ine f ive

glide gr ipe hide hive jibe jive kite lif e like lime

line mile mine pike pile pipe pr ide pr ize quite r ide

r if e r ipe size slime smile spike spine str if e str ike str ipe

thr ive time tr ibe vine while whine white wide wif e wipe

Recall long vowel rule: When two vowels go walking, the first one does the talking (it says its name), the second one does the walking (it is a silent listener).

die

died

lie

pie

tie

tied

Write the two long (i) patterns used in the words above.

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78

Dictation/Spelling Practice for (i-e, ie) words.

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I can hike f ive miles uphill to the pine trees. Did you tie the kite to your bike? Do you want a bite of this f ine pie? I got the pr ize consisting of nine dimes. The deer did not die in the forest f ir e. I have f ive white tir es stacked in a pile. Can you hide a pile of limes in a hive? I can bide my time until the fish bite. My cats like to lie in the sunshine. Mike can not r ide his bike for a while. The br ibe cost him a f ine for his cr ime. My wif e dr ives nine miles to dine on tr ipe. Mom said, “Rise and shine, waste no time.” She was quite white from fright when she saw the cr ime. Can you dive in the Nile at its widest part? They dined on r ipe limes and white wine from the vine. If you str ike the swine, they might bite. Mike could not wipe the gr ime off his str iped tie. We could hear the chimes from the shr ine's spir e. 79

Create your own sentences. You must include words that have the long (i) spelling patterns (i-e) & (ie). Remember all sentences begin with a capital letter and end with a period (.), question mark (?), or exclamation point (!). Please be attentive to good penmanship.

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____________________________________________________________________ Illustrate your favorite sentences.

80

Skill: long (i) spelling patterns (igh), (-y) Both of these patterns have the sound of long (i). The vowel (i) followed by (gh), usually has a long (i) sound. Read these words.

blight br ight candlelight copyr ight daylight delight enlighten

f ight flight flighty fr ighten high high jack highness

insight light lightning midnight might night plight

r ight sigh sight slight thigh tight tonight

As you recall (-y) at the end of 2 syllable words, has a long (e) sound as in (any); (-y) at the end of 1 syllable words, has a long (i) sound as in (try).

by cr y dr y

fly fr y guy

my shy sky

sly tr y why

Write the two long (i) vowel spelling patterns used in this lesson.

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Can you think of any more words that have the long (i) spelling pattern (igh) & (-y). Write them.

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81______________________________

Dictation/Spelling Practice for (igh, -y) words with the long (i) sound

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The flight was a bit fr ightening. It is not r ight to f ight, I saw a br ight light in the sky last night. Why did you cr y last night? Why did the sly spy tr y to hide? Why is this lid so tight? Did the fish fly into the fr ying pan? Will my kite fly high at night? Why is Skylar so shy? He stopped by my shop to buy gum. I might see the f ight tonight. I keep a flashlight inside my car. The guy was delighted to win the f ight. My mouth went dr y at sight of the bullf ight. He read the copyr ight in the candlelight. The headlights on the road fr ightened the deer. He fell off the tightrope and broke his thighbone. The tightwad will count his money tonight. 82

Write one or two sentences, include words that have the (igh) or (-y) spelling pattern. Remember all sentences begin with a capital letter and end with a period (.), question mark (?), or exclamation point (!). Do not mix upper and lowercase letters. Please be attentive to good penmanship.

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____________________________________________________________________ Illustrate your favorite sentence.

83

Skill:long (i) patterns (-ind) and (-ild) These patterns (-ind) & (-ild) are irregular long vowel patterns. Usually words with just one vowel have a short vowel sound. However, these two spelling patterns are exceptions. Both (-ind, -ild) have a long (i) vowel sound. Read these words.

behind bind blind f ind gr ind child grandchild mild

hind hindsight humankind kind mankind semiwild stepchild wild

master mind mind mindset remind r ind

spellbind unbind unkind wind windup

wildcat wildfire wildlife

Dictation/Spelling Practice for (-ind) and (-ild) words.

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84


The child will hide behind the tree. Keep in mind to be kind to the blind. Do you mind if I get mild salsa? I must f ind the wild winding path. Did the blind child gr ind the nuts? What did you f ind behind the door ? Find the book with the bad binding. A wild blind cat scraped her hind leg. Do you mind if I gr ind the coffee? My child likes lemon r ind in his tea. Be kind when you play Blind Man’s Bluff. Can the blind man set the time and wind the clock? How can I f ind the red sock when I'm color blind? Who was the master mind behind this plot? The schoolchild had to rebind his book. Let me remind you to rewind the clock. The teacher was so spellbinding I won't for get her words. We can relax and unwind after we are finished. Will the wild animals survive the unkind oil spill? Write a sentence. Please include one or more words that have the (ind) & (ild) spelling patterns. You may want to add a suffix to the base word. Ex: I am the kindest child. Please be mindful of correct punctuation and penmanship skills. Please illustrate your sentence on the back of your paper.

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Review long (i) spelling/reading patterns: i-e, ie, igh, –y, ind, ild Write two words using each of the long (i) patterns.

1. (i-e) __________________ 2. ____________________

3. (ie) ___________________ 4. ____________________

5. (igh) __________________ 6. ____________________

7. (-y) ___________________ 8._____________________

9. (ind)__________________ 10.____________________

11. (ild) __________________ 12.____________________

Read these sentences consisting of words that include the six long ( i) patterns

Mike can not f ind the fr ightened wild fly that sat on his pie. I like to bake a pie, fly a kite, and f ind wild mushrooms in the moonlight. My kind child hides ties and sighs.

86

Can you write a sentence that includes all the long " i" patterns (i-e, ie, igh, -y, ind, ild)? Give it your best try.

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87

Skill: Spelling rule regarding plural endings When you change the form of a word to make it plural (more than one) follow this rule: Words ending with a consonant + y, change y to i and add es. Ex: Look at the word “puppy”, it ends with consonant “p” + y, apply the spelling rule (change y to i and add es) = puppies

Read the words listed below.

ar my baby body bunny candy daddy family f ly kitty lady lilly mommy par ty puppy sky spy supply

armies babies bodies bunnies candies daddies families flies kitties ladies lillies mommies parties puppies skies spies supplies 88

Plural endings: If the word ends in a vowel + y, add s to the word. Example: key keys

bay day key kidney tr ay way

bays days keys kidneys trays ways

Dictation/Spelling Practice for Plurals (-y). Review the spelling rule regarding “y”. ______________________________

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The ladies gave us jerseys for our game. We have two puppies and three cats. Did the babies play with the keys? Did you see the bunnies in the valley? The puppies chased the kittens. I lost my keys in the card shop. I gave a tray of kidneys to my cat. Do alley cats live in alleys? I wish there were no armies. The lady prays at dinner time. Wesley studies every night. Make a simple illustration of one of these sentences. If you have time for more elaborate art, use the back of this paper. 89

Skill: long (o) spelling patterns (o-e) and (oe) The “e” at the end of home is silent; it is a signal that sits at the end of the word. It tells the first vowel to say its name. It is known as the magic "e" rule. Read these words.

bone choke close cone globe gr ove

hole home hope nose note pole

r obe r ode r ope r ose slope smoke

stone stove those tone vote zone

Recall the long vowel rule: When two vowels go walking, the first one does the talking (it says its name), the second one does the walking (it is silent).

doe f oe

Joe hoe

r oe tiptoe

toe woe

Write the two long (o) spelling patterns in the words above.

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Can you think of some additional words with the spelling patterns (o-e, oe)?

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90

Dictation/Spelling Practice for (o-e, oe) words

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Did you hoe those r oses? Did Moe poke a hole in the note? I do not like to be at home alone. Will the doe go home if we leave it alone? I r ode my bike and fell in a hole. I fell and poked my nose on a stone. My dad dr ove home from his work. Mom tiptoed to the stove to check the smoked ham. The stovepipe helped the smoke go up the chimney. I have an aloe plant at my home. Can you play those notes on an oboe? Joe br oke a bone in his big toe. I will taste the r oe and drink pekoe tea. I played tic-tac-toe with Joe. Woe is me. The smoke chokes me. I stepped in a hole and br oke a bone. He tied his r obe with a r ose r ope. I hope my home will not slide down the slope. Oh woe! Poor Moe hacked his toe with a hoe. 91

Create two or more sentences. Include some words that have the spelling pattern (o-e, oe). Illustrate one of your sentences on the back of the paper.

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____________________________________________________________________ Check your sentences. Did you begin each sentence with a capital letter? Did you add a period (.), question mark (?), or exclamation point (!) at the end of each sentence? Is your penmanship neat?

A number of frequently used words do not follow the general vowel rules, particularly o–e (o consonant e words). I’m listing a few of these. These words are known as Sight Words.

come done dove glove gone love none some One cannot “sound out” sight words according to their visual pattern. The word “come” appears to be a “magic e” word, therefore the “o” would have a long vowel sound. If pronounced according to the rule, it would sound like “comb” The common phonic generalizations (rules) learned in beginning reading cannot be applied to the pronunciation of sight words. 92

Skill: long (o) spelling pattern (oa) and (-o) Review long vowel rule: When two vowels go walking, the first one does the talking (it says its name), the second one does the walking (it is silent).


boat cloak coach coal coast coat

float f oam goal goat load loaf

loam loan oak oat oath r oad

r oast soak soap throat toad toast

If a one syllable word ends with a vowel, the vowel is usually long. Ex: no

go

no

so

Cover the three words listed above. Can you spell them? Write them on the lines below.

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93

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Dictation/Spelling Practice for (oa) words

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Is Joe taking a nap in his boat? Did you go home after lunch? Did the goat eat the soap? I had a sore thr oat so I stayed home. Did you see the toad on the r oad? Will this boat float to the kelp beds? No, I did not reach the goal. I will slice this loaf and make toast. I left my coat on the boat. Can you hear the toad cr oak? The coach likes oatmeal and toast. An armload of charcoal fell on my toe. The coach gave us pot r oast on toast. I hope to see an oak tree when I go up the coast. Did the oil soaked dolphins float to the coast? The freeloading cockr oach ate all of the oatmeal. They were unloading the load of coal on the railr oad. The toad on the r oad puffed its thr oat at the goat. The pot r oast on toast made my stomach bloat. 94

Create two or more sentences. Please include words with the spelling pattern (oa, -o). Remember all sentences begin with a capital letter and end with a period (.), question mark (?), or exclamation point (!). Do not mix upper and lower case letters. Please be attentive to good penmanship.

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95

Spelling Pattern (ow) The combination ( ow ) has two sounds. This lesson concentrates on (ow) as in r ow. (The variant vowel pattern (ow) as in cow will be introduced in lesson #48.)

Read these long (o) words.

bellow billow blow borr ow bow bowl

bowler bungalow cr ow elbow fellow flow

glow gr ow low meadow mellow mow

owe own pillow r ow shadow show

slow snow sow thr ow tow yellow

Can you think of any more long (o) words that have the (ow) spelling pattern? Please write them or you may choose to add a suffix (ending) ing, ed to a base word that shows action, as in “growing.”

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Dictation/Spelling Practice for (ow) long (o)words.

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Do you bend your elbow when you thr ow things? You owe me a dime if you want to see the show. Why did you thr ow the pillow? I will put the snow in a bowl. How low can a cr ow fly? Can you follow the shadow of the cr ow? I see a yellow bow on the snowman. I sat in the shadow of a willow tree. The tow truck towed my car home. Can a blowfish blow bubbles? It is freezing in the blowing snow. Do you see the glow in the window? The stowaway on the ship was a mellow fellow. I laid my pillow in the shadow of the yellow bungalow. I will sow these seeds in a r ow and hope they gr ow. That bowler was a show-off until he hurt his elbow. A cr ow walked slowly in the shadow of my snowman. 97

Create two or more sentences; include words that have the l ong (o) spelling pattern (ow) as in “r ow”. Be attentive to neat penmanship and proper spacing. Remember all sentences begin with a capital letter and end with a period (.), (?), or (!).

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98

Skill: long (o) spelling patterns (-old) and (-ost) Read the words listed below. (old): This pattern has a single vowel, though a long (o) sound.

bold billf old cold

f old gold hold

mold old sold

scold told

(ost): The letter combination (ost) may have either a long (o) or short (o) sound. long "o" (ost) words

ghost* host hostess

most post postcard

poster postman postmark

*The “h” is silent in the word ghost. (ost): short "o" (ost) words

cost

frost

lost

nostril

What are the two spelling patterns in the words listed above?

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99

Dictation/Spelling Practice for (-old, -ost) long (o) words

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I will f old this gold poster. I see mold on this old apple. The bold hostess scolded the child. I told the host I was cold. I will tie the old goat to the post. Please hold my cold hand. I sold the frame on my old gold poster. Most of the ghosts are invisible. Most of the cheese has mold on it. Dad sold the old gold candle. Did the postman f old the postcard? I sold the gold for more than it cost. I lost most of my toast when the hostess dropped the plate. 100

Create one or two sentences. Please include words that have the long (o) spelling pattern (-old, -ost) in each sentence. Remember all sentences begin with a capital letter, end with a period (.), question mark (?) or exclamation point (!). Your penmanship should be neat and you should leave a little space between the words you write. ____________________________________________________________________

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101

Skill: Spelling Pattern (or ) A vowel or (vowels) followed by the letter “r ” results in a blended sound which is neither the short nor long sound of the vowel. Read these (or ) words listed below.

absor b abnor mal accor d bighor n bor n conf or m contor t cor d cor k cor n

cor ncob cor pse cor set defor m discor d distor t dor m dor mant dor sal endor se

escor t extor t firestor m f or f or k f or m f or mal hor n hor se mor tal

nor mal nor th or order scor ch shor t stor k stor m thor n tor ch

What spelling pattern do you see in each of the words listed above?_____________ Dictation/Spelling Practice for (or ) words as in stork

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102


The leghor n wants cor n, not a cor ncob. You did not or der a mor sel of food! The resor t is nor th of the bor der. The nor mal mor tal conf or ms to the rules. I saw stor m clouds f or ming in the sky. The stor ks flew nor th to escape the stor m. The hor n and or gan played a forlor n song. I experienced some discor d with my landlor d. Can you or der a cor d of wood f or the stove? My pig snor ts in the mor ning when he wants an acor n. The bighor n sheep went around the thor ns. The hor nets or bited their scor ched nest. The or phans were escor ted into the dor m. The foghor n and the tor ches in the stor m saved the ship. She made an or nate cor k bor der f or the artist's frame. The por cupine made a nest for her newbor n. His retor t about my shor t shor ts was in bad f or m. Create one or more sentences, include at least one word in each sentence that has the spelling pattern (or ) as in stor k.

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____________________________________________________________________ Please illustrate one of your sentences on the back of the paper. 103

Review long (o) spelling/reading patterns: o-e, oe, oa, ow, –o, old, ost Write two words using each of the long (o) patterns.

1. (o-e)__________________ 2. ____________________

3. (oe)___________________ 4. ____________________

5. (oa)___________________ 6. ____________________

7. (ow) __________________ 8. ____________________

9. (-o)___________________ 10. ___________________

11. (old) _________________ 12. ___________________

13. (ost)__________________13. ___________________

104

Read the three sample sentence using all the long (o) patterns.

The old ghost br oke his toe and floats so slow. Joe told the host there was no soap in the stone bowl. The doe was so lame and old she almost stepped on a toad on her way home below the hill. Can you write a sentence that includes all the long (o) patterns (o-e, oe, oa, ow, –o, old, ost)? Give it your best try. If you can’t include all the long (o) patterns in a single sentence, write two related (same topic) sentences.

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105

Skill: long (u) spelling patterns (u-e,ue) Recall the magic "e" rule. The e” at the end of the word mule is a signal that means the previous vowel (usually the first vowel) is long . The (u) in the word mule, has a long sound because it ends with the magic “e” signal .

Long (u) has two sounds; long (u) as in mule and (oo) as r ude Read the words listed below.

br ute chute cube cur e

cute duke flute mule

mute perf ume pr une r ude

r ule tube tune use

Recall the long vowel rule: When two vowels go walking, the first one does the talking (it says its name). The second one does the walking (it’s silent).

argue blue clue

cue due glue

rescue statue Sue

tissue tr ue Tuesday

What are the two long (u) spelling patterns in the words listed above?

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106

Dictation/Spelling Practice for (u-e, ue) words.

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Is your blue book due on Tuesday? Give me a clue regarding the r ules. Will Sue hide inside a hollow tube? Follow the r ules and do not be r ude. We rescued the mule on the cliff. Do not argue about the r ules. May Duke use your glue stick? Do you like to use perf ume? Please nuke the barbecue and serve it hot. Duke is upset. Will a happy tune cur e him? Luke plays a cute tune on a steel tube. Do you pursue your work with a good attitude? If you are mute, are you speechless? Can June mute her flute? June is cute and follows the r ules. It is r ude to pass cr ude notes. The mule was a big br ute but needed to be rescued.

107

Create two or more sentences. Please include words that have the long (u) spelling patterns (u-e, ue).

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Make a simple illustration your favorite sentence. Feel free to use the back of your paper.

108

Skill: long (u) spelling pattern: (ew) and (ui) Remember: Long (u) has two sounds (u) and (oo) Long (u) has four spelling patterns: u-e, ue, ew, ui. Long (u) has two sounds, u as in mule and long double sound oo as in moon.


blew br ew chew cr ew

dew dr ew f ew flew

gr ew knew new pew

scr ew stew thr ew view

The vowel pattern (ui) is used infrequently as long (u), in this case it is mostly limited to the oo sound as in fruit.

br uise cr uise

fluid fruit

juice r uin

suit suitcase

What are the two long (u) spelling patterns in the words listed above?

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109

Dictation/Spelling Practice for (-ew, ui) words.

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The cr ew made stew. The stew is hard to chew. The skunk sat on the new pew in church. Duke said "Phew, I smell a skunk!" Just a f ew of our seeds gr ew. Dad laid his new suit in the suitcase. The wind blew our cr uise ship. I thr ew some fr uit to the sea gull. I have a good view of the cr uiser. I dr ew a picture of a f ew cr ewmen. The fr uit is covered with dewdrops. I need a suitable suit for the cr uise. Lewis wants a f ew pieces of fr uit. I gr ew two inches on the cr uise. I will br ew a f ew cups of coffee and bring some fresh fr uit for the cr ew. I want a f ew pieces of fr uit and some stew in my new bowl. 110

Create two original sentences. Please be attentive to good handwriting. Include words that have the long (u) spelling patterns (ew, ui) in each sentence.

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Please check your sentences. Do they begin with a capital letter? Do they end with a period (.), question mark (?), or exclamation point (!). Is your handwriting legible and neat? Did you leave a little space between each word? Please illustrate one of your sentences in the space below or on the back of the paper.

111

Review long (u) spelling/reading patterns: u-e, ue, ui, ew Can you write eight words using the above long (u) patterns? Try to write two words using each of the patterns.

1.(u-e) _________________ 2._________________ 3.(ue) _________________ 4._________________ 5.(ui)

_________________ 6._________________

7.(ew) _________________ 8._________________ Read these two sentences, each consisting of words that include the four long (u) patterns.

The cute fr uit fly flew into the glue. The new blue mule likes to drink juice. The cr uel guard ate a f ew pr unes and a grapefr uit. Can you create a sentence that includes all the long (u) spelling patterns (u-e, ue, ui,ew)? Give it your best try.

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112

Check your sentence. Did you begin your sentence with a capital letter? Did you end your sentence with a (.), (?), or (!)? Is your penmanship neat? Did you allow a little space between each word? Were you able to include all the long (u) patterns (u-e, ue, ui, ew) in your sentence? Please illustrate your sentence.

113

Review Long Vowel Patterns Read each sentence and note the long vowel patterns. Create a sentence for long a, e, i, o, and u. Try to use all the vowel patterns as in the sample sentences. Long (a) spelling patterns: a-e, ai, ay, eigh

We played by the gate and found eight nails.

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Long (e) spelling patterns: ee, ea, -e, -y, -ey, ie

We saw thr ee silly thieves stealing money. She saw a monkey named Katie in a leaf y tr ee. The chief likes turkey and gravy, but he likes gr een beans best.

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114

Long (i) spelling patterns: i-e, ie, igh, -y, ind, ild

Mike was kind of fr ightened by the wild fly on his pie. My kind child hides ties and sighs.

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Long (o) spelling patterns: o-e, oe, oa, ow, -o, old, ost

The old ghost br oke his toe and floats so slow. Joe told the host there was no soap in the stone bowl.

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115

Long (u) spelling patterns: u-e, ue, ui, ew

I saw a funny mule wearing a new blue suit. The cute fr uit fly flew into the glue.

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____________________________________________________________________ Remember all sentences begin with a capital letter and end with a period (.), question mark (?), or an exclamation point.

Please illustrate one of your sentences.

116

"Bye-bye - e”: Suffix (-ed) and (-ing) "Bye-bye - e” Rule: Drop the “e” (at the end of a base word) before adding a suffix that begins with a vowel. Suffixes are endings (-ing, -ed) added to base/root words that show action. Ex: "race" ends with the vowel "e"; therefore drop it when adding -ed—because the suffix -ed begins with a vowel. race - raced Ex: The base word “rid e” ends with “e”; this (e) is dropped ("bye-bye") when adding a suffix (ending) that begins with a vowel – (-ing) begins with the vowel “i”. ride - riding A double vowel would be incorrec t (rideing ). These base words show action; sometimes we call an action word a “doing” word or verb. Read the words listed below.

bake chase dine hike hope judge live love race trade use wave

baked chased dined hiked hoped judged lived loved raced traded used waved

baking chasing dining hiking hoping judging living loving racing trading using waving

117

Dictation/Spelling Practice for (bye-bye “e”) words. Review—"Bye-bye - e” spelling rule: Drop final “e” before adding a suffix that begins with a vowel, (-ing) (-ed) example: tak e – taking. Remember to drop the e (at the end of the base word) when adding a suffix that begins with a vowel .

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I baked a cake and hoped for the best. I chased my friend and raced away. Jack hoped to go hiking today. I hope I get a prize after the judging. I traded my skates for a used bike. I asked Deb if I could use her eraser. I waved to the dragon that lived in a cave. Mom smiled and gave me a loving hug. I placed the gift and smiled at the child. As Dad was leaving he closed the door behind him. I closed the box and moved it away. I waved at Jon when we passed him. I used to live in Del Mar and loved living by the beach. My cat died. She used to hunt mice.

118

Create two original sentences. Include one or more base words + (-ed) or (-ing) in each sentence. Remember these base words show “action”. Your writing should reflect correct spelling, good penmanship, proper spacing, and correct usage of upper and lower case letters. Remember all sentences begin with a capital letter and end with a period (.), question mark (?), or exclamation point (!).

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119

Skill: Contractions A contraction is a short way of writing two words as a single word. It is formed by combining two words but omitting one or more letters. Always write an apostrophe (’) to show where one or more letters are left out. Read these contractions.

are not can not do not does not did not have not has not is not could not should not would not ought not must not was not were not

aren't can't don't doesn't didn't haven't hasn't isn't couldn't shouldn't wouldn't oughtn't mustn't wasn't weren't

We aren't going today. We can't go today. We don't eat candy. John doesn't eat candy. The dog didn't eat candy. I haven't seen the show. Sue hasn't seen the show. Jack isn't going to the game. We couldn't go to the game. We shouldn't go to the game. We wouldn't go to the game. We oughtn't go to the game. We mustn't go to the game. Tom wasn't at home. We weren't at home.

how did who did why did

how'd who'd why'd

How'd it happen? Who'd believe it? Why'd it happen?. 120

I will you will he will she will we will they will who will it will that will

I'll you'll he'll she'll we'll they'll who'll it'll that'll

I'll come home. You'll come home. He'll come home. She'll come home. We'll come home. They'll come home. Who'll come home. It'll be lots of fun. That'll be lots of fun.

I would you would he would she would they would

I'd you'd he'd she'd they'd

I'd like a peach tart. You'd like a peach tart. He'd like a peach tart. She'd like a peach tart. They'd like a peach tart.

here is how is it is that is there is what is when is where is why is who is

here's how's it's that's there's what's when's where's why's who's

Here's the morning meal. How's the morning meal? It's the morning meal. That's the morning meal. There's the morning meal. What's the morning meal? When's the morning meal? Where's the morning meal? Why's the President here? Who's the President? 121

I have you have we have they have could have should have would have might have must have

I've you've we've they've could've should've would've might've must've

I've seen the play. You've seen the play. We've seen the play. They've seen the play. He could've seen the play. He should've seen the play. She would've seen the play. Jack might've seen the play. Jill must've seen the play.

I am you are he is she is we are they are

I'm you're he's she's we're they're

I'm a responsible student. You're a responsible student. He's a responsible student. She's a responsible student. We're responsible students. They're responsible students.

let us madam of the clock will not

let's ma'am o'clock won't

Let's have a party. Is this your dog, ma'am? I can be there at one o'clock. We won't fail today.

122

Dictation/Spelling Practice for Contractions Remember contractions are single words formed by combining two words but omitting a letter or letters. An apostrophe (’) is always inserted where a letter or letters have been omitted.

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It’s It’s been been a a long day and I'm I'm tired. tired. I’m sorry sorry;; I didn’t didn’t mean mean to keep it. It’s It’s okay okay,, let’s let’s be be friends friends.. I’m ’m going going to be there there at at 3 o’ o’clock. clock. I didn’t didn’t take take your stuff stuff and that's that's a a fact. She’s She’s sad sad that she can’t can’t go home. Let's Let's take take a walk walk and and we'll we'll talk talk.. You’ll ou’ll have have to to tell her her they they'll 'll be here soon soon.. We’ll We’ll do do that in a little while when you're you 're finished. finished. I’d ’d like like to go to the beach, but I don't don't have have time. time. I have haven’t n’t had had breakfast breakfast yet yet and I don't don't want Froot Loops. Loops. We’re We ’re going going to SeaWorld where there's there's a a whale show. We’ve We’ve had had a good good time time today and we are aren't n't a a bit tired. We’re We’re going going on a field trip and here here's 's the the plan. You should shouldn't n't stare stare at at the sun because you'll you'll go go blind. We won't won't know who who's 's coming coming to dinner until 5 o' o'clock. clock. I was wasn't n't happy happy about about it, it, but I could couldn't n't tell tell him. They must They mustn't n't believe believe they they've 've upset upset us. Wouldn't Would n't it be nice if you'd you'd take take us to Hawaii to Hawaii.. 123

Create two or three original sentences; include at least l east one contraction in contraction in each sentence. Your Your writing should reflect good penmanship, proper spacing, correct usage of upper and lower case letters, and correct ending punctuation. Remember all sentences begin with a capital letter and and end with a period (.), question mark (?), or exclamation point (!).

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____________________________________________________________________ __________________________________ __________________________________ Please illustrate your favorite sentence in the space below or on the back of the page.

124

Skill: Letter pattern (are ( are)) as in care care A vowel or vowels followed by the letter “r” results results in a blended sound, which has neither the short nor long sound of the vowel. Read these (are (are)) words.

aware aware bare care care arefful compare compare

dare f are are flatware flatware glare hare

mare nightmare nightmare pare aren nt prepare prepare r are are

scare scare snare snare spare stare stare welf are are

Can you read these sentences?

A baby hamster’s skin is bare bare.. Will your pare parents nts pay my bus f are? are? What did What did you prepare prepare for for lunch? Please do not stare st are at at me. Let’s compare compare our our notes. Please be care careful ful and spare spare the the pain. Let’s compare compare this r are jewel. are jewel. I jump when people people sc scare are me? me? I care care when when the bus f are is are is costly. I can bare barely ly ride the mare mare b bare areback. back. I dare dare you you to snare snare the the hare hare.. I glare glared d at the bright flare flare of of light. I got the flatware flatw are at at the hardware hardw are store. store. We had a bare barefoot foot f arewell arewell party for the ware warehouse house crew. 125

Create two original sentences. Please include one or more words that have the spelling pattern (are) in each sentence. Remember sentences always begin with a capital letter and end with a period (.), question mark (?), or exclamation point (!)

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____________________________________________________________________ Make a simple illustration of your favorite sentence. Feel free to use the space on the back of your paper.

Here are a few words that have the same (are) sound, but are spelled differently. Can you read them?

air bear carrot chair

fair flair hair heir

millionaire pair pear repair 126

stair tear there wear

Skill: Spelling/reading pattern (ur ) The combination of a vowel + r is called Bossy “r” Bossy “r ” is bossy but polite, it lets the vowel go first, but it doesn't let it say its sound. Ex: f ur The vowel “u” precedes the “r ”; the vowel “u” is silent (no vowel sound). You only hear the consonant sound of “r ”. Read these words.

bur n chur ch cur l

cur ve f ur hur ray

hur ry hur t nur se

pur ple pur se tur n

Can you think of two more additional words that have the (ur ) spelling pattern? Write them.

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Dictation/Spelling Practice for (ur ) words.

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I hur t my finger last Thur sday. Do not bur n the hambur gers. The hamster has soft f ur . I left my pur ple pur se at chur ch. Tur n left after the next cur ve. We built a stur dy brick chur ch. I must hur ry and retur n before cur few. I fell on the cur b and now my eyesight is blur ry. I was cur ling the waves on my sur fboard. I am hur t and must scur ry to the nur se. I drew an absur d f ur ry tur key. The tur tle fell off the cur b but was unhur t. Create one or two original sentences. Include at least one word in each sentence that has the spelling pattern (ur ). Remember all sentences begin with a capital letter and end with a period (.), question mark (?), or exclamation point (!)

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____________________________________________________________________ Please illustrate one of your sentences on the back of this paper.

128

Skill: Bossy "r" spelling/reading pattern (er ) Bossy “r” is bossy but polite, it lets the vowel go first, but it doesn’t let it say its sound. Ex: her You do not hear the vowel sound “e”, only the consonant sound of “r ”. Read the words listed below.

after brother cler k dinner

faster father ger m hamster

her jer k mother per son

ser ve sister under wer e

Can you think of some additional words that have the (er ) spelling pattern? Write them.

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Dictation/Spelling Practice for (er ) words.

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129


I will see you after dinner . I will ser ve the next per son. My father ran faster than my brother . My sister ’s hamster ran under her bed. My mother and brother wer e at home. A per son must be aler t in the deser t. Ger ms are per ky and jer ky under a microscope. Will the univer se be studied forever ? A clever aler t cler k deser ves respect. The barber was after the butter fly. Do you pref er jer ky or cracker jack? Does a rhinocer os live in a her d?

Write one or two sentences. Use at least one or more words that have the bossy (er ) spelling pattern. How many (er ) words can you include in one sentence?

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___________________________________________________________________ _ Please illustrate your favorite sentence on the back of this page.

130

Skill: Bossy "r" spelling/reading pattern ( ir ) Bossy “r” is bossy but polite, it lets the vowel go first, but it doesn’t let it say its sound. The consonant “r” sound is the dominant distinct sound. The spelling “ir ” is usually pronounced “ur” (bird = burd), except when followed by final “e” (fire). Read these words.

admir al bir ch bir d bir th bir thday chir p dirt f ir f ir m

f ir st flir t gir dle gir l ir k quir k shir k shir t sir

skir t smir ch smir k squir squir rel squir t stir stir rup swir l

thir d thir sty thir ty twir l T-shir t vir tue whir whir l zir con

Dictation/Spelling Practice for (ir ) words

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Read the sentences below.

Kir k heard the bir d chir p. Do not squir t the thir sty squir rel. The gir l exercises to f ir m her muscles. The gir l has thir ty skir ts and ten shir ts. I like the f ir st and thir d verse of the song. Can you make thir ty pinwheels whir ? My bir thday is on the f ir st day of the thir d month. The bir d ate a squir my worm. May I be f ir st to quench my thir st? Kir k made a flir ty smir k at Shir ley. Does Kir k's smir k ir k Shir ley? Is the gir l's skir t dir ty? The bir d chir ped at the squir my squir rel. How long will the pinwheel whir l and swir l? We named our hamster Squir my because she'd wiggle, twist, and squir m. Write one or more sentences. Include two words in your sentence that have the spelling pattern (ir ), as in bird.

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____________________________________________________________________ Illustrate your sentence on the back of your paper.

132

Skill: Bossy "r" spelling/reading pattern (or ) This combination (or ) has a dominant “r” sound Bossy “r” is bossy but polite, it lets the vowel go first , but it doesn’t let it say its sound. This pattern (or ) has the same the same sound heard in fur, her, girl, and work , but not the sound heard in fork . Read these words.

alligator color cursor

doctor favor tailor

wor d wor k wor ld

wor m wor se wor th

Dictation/Spelling Practice for (or ) words that sound like wor k

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Please illustrate and label an (or ) word of your choice that has the same (or ) sound presented in this lesson.

133


I will color the alligator dark green. Ask the operator to call my doctor . Would the governor do a favor for me? Can you spell the wor d alligator ? I like to wor k and help the wor ld. Move the cursor on the monitor . Does a tailor use scissors for his wor k? Do earthwor ms help the soil? My wor k gave me the wor st headache! The author wrote about food and calor ies. Would you rather do artwor k or homewor k? Wor kers have a day off on Labor Day. Is being late to school wor th the wor ry? Does the doctor wor k on Labor Day? Would you do me a favor and add extra flavor to this drink. Write a sentence and include at least two words in your sentence that have the spelling pattern (or ), as in work.

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Skill: Spelling/reading pattern long double (oo) sound as heard in "moon" This spelling/reading pattern (oo) has two sounds long, and short. The short sound of (oo) will be introduced in lesson # 47. Read the words in these columns.

balloon br oom choose cool f ood f ool

loose moon noon pool r oof r oom

r ooster r oot school scoop scooter shoot

smooth spooky spoon too tooth zoo

Sight words that have the same vowel sound.

coupon do gr oup

route shoe soup

through to toucan

true tr uth two

who wound you

Dictation/Spelling Practice for long double (oo) words

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Did you see the cool balloon at the zoo? The tile on the r oof is loose. Bring a spoon to my classr oom at noon. Did you lose your tooth at school? Can the r oot hold the plant in loose soil? Which balloon did you choose? Oh gloom, I must clean my r oom by noon. The water in the pool is cool. My tooth is too loose; I will lose it soon. I gave my pooch a cool smooch. Do gooseneck barnacles live in tidepools? I shampooed my poodle in the afternoon. Does the goofy spook have cooties? The school kids went to the tidepool. Write one or two original sentences, include at least one word in each sentence that has the long double (oo) spelling pattern. Remember all sentences begin with a capital letter and end with a period (.), question mark (?), or exclamation point (!)

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____________________________________________________________________ Please illustrate your favorite sentence on the back of the paper. 136

Skill: Spelling/reading pattern short double (oo) sound as heard in "f oot" This spelling/reading pattern (oo) has two sounds long, and short. Long double (oo) was introduced in the previous lesson (# 40). Short double (oo)/(u) has two spelling patterns. "u" as in put or pull; "oo" as in f oot or book - not the same sound as short "u" in duck. Read these words.

book br ook cook cookie cookout cr ook fishhook f oot f ootball good

goodbye hood hoodie hoof hook look nook plywood rook r ookie

shook soot sooty stood took unhook wood woodpecker woof wool

bull bulletin bullion bully

bush butcher full pit bull

pull pulley push put

Sight words that have the same vowel sound.

could pussyfoot

should

sugar 137

wolf

woman

would

Dictation/Spelling Practice for short (oo) words Spelling pattern short double (oo) and (u) as in put.

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The cook looked at the book. I understood the story in the book. The bush is f ull of thorns. I gave the swing a good push. Did I put the book in the bookcase? The cr ook wore a black hood. My lunch was good and I’m too f ull. The pit bull took a look at the cr ook. I stood on one f oot and hopped over the wood. The bully pushed me then pulled my wool sweater off . They found many fishhooks as they stood by the br ook. The r ookie f ootball player looked pretty good. The bully took all of our sugar cookies. We're on the lookout for the cr ook who took the bullion. She shook soot from her hood after a walk in the woods. I said goodbye to the cook as we left the cookout. Should we put the woofer above the nook?

138

Write two or more original sentences. Include at least one word in each sentence that has the spelling pattern (oo)/(u) as in foot and put. Remember all sentences begin with a capital letter and end with a period (.), question mark (?), or exclamation point (!). Please illustrate one of your sentences on the back of your paper.

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There are a few (oo) words which are neither long (oo) nor short (oo). Can you read these sight words: blood, door, flood, floor

139

Skill: Spelling/reading letter patterns (ow) and (ou) same sound as heard in cow This is not the long (o) sound heard in snow, although it is spelled exactly the same. This sound has two spelling patterns, (ow) (ou). These vowel combinations (ow, ou) are diphthongs when they have the variant vowel sound as heard in cow and house.

Read the words listed in the columns below.

br own clown cow cr owd cr own

down flower fr own how now

owl shower towel town vowel

about cloud couch count flour

f ound hour house loud mouth

ouch our out r ound shout

Dictation/Spelling Practice for (ow, ou) words

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140


I f ound a flower by my house. I must go to town to buy some flour. Can you count the br own cows for me. The owl flew ar ound my house. Do you want to go outside now? How loud can you shout the vowel sounds? A stout clown had a sour apple in his mouth. The owl f ound a mouse by my house. How far can you count aloud in an hour? I see a cow by the tr out pond south of here. I saw a clown upside down make a fr own. Write two original sentences. Please include one or more (ow, ou) words in each of your sentences. Your writing should reflect good penmanship and proper spacing. Remember all sentences begin with a capital letter and end with a period (.), question mark (?), or an exclamation point (!).

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___________________________________________________________________ _ Please illustrate one of your sentences on the back of your paper.

141

Skill: Spelling/ reading pattern (aw, au, al, all) The letters (aw, au) have the same sound as short (o). The sound of (al) varies. It has either the short (o) sound as in talk, or may include the sound of “l” as in salt. (all) has a short (o) sound plus “l” as in ball. Read the words in the columns (aw, au, al, all)

awful claw cr awl dr aw jaw law lawn paw r aw yawn

applause August Austin author because f ault haul Paul sauce sausage

almost alright also always chalk malt salt stalk talk walk

all ball call fall hall mall small stall tall wall

Can you think of some other words that have these (aw, au, al, all) spelling patterns? Write them.

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142

Dictation/Spelling Practice for (aw, au, al, all) words

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Did the ball hit your jaw? Are you as tall as Austin? I like to walk and talk to Austin. Please walk down the hallway. Did you haul the old stall away? The tall, bald man paused to pet a f awn. Paul took a walk and saw a f alling rock. It was your f ault that I added too much salt. Claude used the chalk to dr aw on the wall. Last August I saw the author of this neat book, “How to Dr aw”. All of us liked it. There is no need to put sauce on the sausage. We almost always applaud a good show. We could also go to the mall for a malt. I was surprised to see a stalk of corn growing on the lawn. His jaw was so r aw he could hardly talk. The law was awful because of all the pain it caused. 143

Write two or more original sentences. Please include one or more words with the spelling/reading pattern (aw, au, al, all) in each of your sentences. Your writing should reflect good penmanship, proper spacing and correct usage of upper and lower case letters. Remember all sentences begin with a capital letter and end with a period (.), question mark (?), or an exclamation point (!).

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144

Skill: Letter pattern (wa) as in water The letter (a) in the (wa) pattern usually has the sound of short (o), with a few exceptions such as wag and wagon, unless the (wa) is part of the long (a) vowel pattern, a-e in wade (“magic e”).

Read the words below.

flyswatter swab swamp swan swap swarm swastika

swat swath swatter 'twas wad waddle waffle

waft walk wampum wand wander want wanton

was wash wasp watch water watt wattle


Do you want a glass of water? Do not wander into the swamp. Can you swat the fly with this swatter? Did you see the walrus wash himself? Do you like walnuts on your waffles? I want to watch the swan fly to the water. Can a magic wand make a watermelon? A swarm of wasps cut a swath through the crowd. We washed the wound with a wad of swabs. 145

Make up your own sentence. Please include one or two words that have the spelling pattern (wa). Your writing should reflect good penmanship, correct usage of upper and lower case letters, and proper spacing. Remember all sentences begin with a capital letter and end with a period (.), question mark (?), or an exclamation point (!).

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146

Skill: Reading/spelling pattern ( oy oy,, oi oi)) (oy oy)) as in boy boy,, (oi (oi)) as in oi oill The diphthongs (oy (oy,, oi oi)) have two adjacent vowels in a single syllable, each of which contribute to the sound heard. heard. (boy (boy = = boi boi;; boil = boil) Read the words below.

annoy annoy boy cordur oy oy decoy decoy destr oy

employ employ enjoy enjoy joy joy joy joyfful oyster

r oyal oyal r oyalty oyalty soy oybean bean toy voy oyage age

Read these sentences, they’re a bit difficult.

The boy boy is is wearing wearing cordur cordur oy jeans. oy jeans. Roy oy enj enjoy oyed ed dining on oy oysters. sters. I have buttons made of oy oyster ster shells. Please do not destr oy oy Floy Floyd’s d’s toy toy!! Hunters use decoy decoys s to attract ducks. I hope your voy voyage age will be joy joyful. ful. Are you Are you employ employed ed at the toy toyshop? shop? The cowboy cowboy ate ate a boy oysenberry senberry.. Lloy Lloyd d is annoy annoying ing Boy Boyd’s d’s friend. The cowboy cowboy has has a loy loyal al sheepdog. What destr What destr oyed oyed our field of soy soybeans? beans? Mom says says that that I’m a tomboy tomb oy.. Tr oy enj oy enjoy oys s his work as a busboy busboy.. My body is bu buoy oyant ant when when I float. 147

The diphthongs oi oi and and oy oy have have the same sound (boy= boi; boil=boil) Read these words. You may need help.

appoi appoin ntment avoi avoid d boi oill br oil oil coi oill coi oin n disappoi disappoint nt doi oily ly f oil oil hoi ois st

joi oin n joi oint nt moi ois st moi ois sture noi ois se noi oisy sy oill oi oin oi nk oin oi ntment pinpoi oint nt

poi oint nt poi oison son rejoi oice ce soi oill spoi oill toi oilet let trapezoi oid d turquoi oise se voi oice ce voi oiceless celess

Read these sentences. You may need help.

I enjoy enjoyed ed the br oiled oiled oy oysters. sters. The employ employees ees are noi noisy sy.. My turquoi turquoise se pencil pencil has has a sharp poi point. nt. Do you avoi avoid d making bad choi ch oices? ces? Please joi join n our coi coin-collecting n-collecting club. Does the Does the soi soill feel moi moist? st? Did you wrap you wrap the the moi moist st cake in f oil? oil? Where’s the Where’s the poi poison son ivy oi ointment? ntment? Does a Does a trapezoi trapezoid d have four poi points? nts? I rejoi rejoice ce when I recognize mom’s voi v oice. ce. The new toi toilets lets have a noi noisy sy flush. Can you think of some additional words that have the (oy (oy,, oi oi)) spelling pattern? Write them.

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148

Dictation/Spelling Practice for (oy (oy,, oi oi)) words

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Write one sentence. You You must include at least one word that has the spelling pattern (oy oy)) and one word that has the spelling pattern (oi (oi)) in your sentence. Your writing should reflect good penmanship, correct usage of upper and lower case letters, and use proper spacing. Remember all sentences sentences begin with a capital letter and end with a period (.), question mark (?), or an exclamation point (!).

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____________________________________________________________________ Use this space at the bottom to make a simple illustration of your sentence, or use the back of the paper for a more elaborate illustration.

149

Skill: soft c When “c” is followed by: e, i, y it is sounded as “s.”

The letter “c “c” has two sounds, hard hard “ “c c” and soft soft " "c c". The hard sound of "c "c" occurs most often (cat = kat). When "c" is followed by (a, o, u) it is sounded as "k" (hard c). When "c" is followed by (e, i, y) it is sounded as "s" (soft c). Read these soft soft “ “c c” words.

celebrate cel cellery ce cem ce ment cen ce nt dance dance face face fence fence

ice mice nice office place place price price prince prince

prince princess ss race race sentence sentence slice slice spice spice twice twice voice voice

cider cider cirrcle ci cirrcus ci

city cit deci cid de exci citted

medici cine ne penci cill reci cipe pe

bicy bicyc cle bouncy bouncy

fancy lacy lacy

mer cy cy spicy spicy

150

Dictation/Spelling Practice for soft soft " "c c" words (ce (ce,, ci ci,, cy cy))

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I have a nice nice cat cat named Spice Spi ce.. Do you have a spicy spi cy re reci cipe pe for rice rice? ? I ran at a fast pace pa ce and and won the race race.. How far is the ci city ty of San Franci Francisco? sco? Mer cy cy me, I ate too too much much spicy spicy ri rice ce.. I will ride my bicy bicycle cle to Ci Circus rcus Ci City ty.. I have some some fan fancy cy socks socks with lace lace.. Do you want some some i ice ce in in your your ci cider? der? May I have ce cereal real and and a juicy juicy peach? peach? Cindy Ci ndy,, do you want want to to ride my new bicy bi cycle? cle? I ce celebrated lebrated my birthday in Dece De cember. mber. Use the penci pencill and draw inside the stenci sten cil. l. Will a piece piece of of ice ice keep keep the ce celery lery fresh? Once On ce I I made a choice choi ce to to wear a a prince princess ss outfit. I deci decided ded to throw the medici medi cine ne over the the fence fence.. Are the Are the mice mice eating eating a slice slice of of spicy spicy cheese? cheese? I deci decided ded to buy buy a a penci pencill that cost ten ce cents. nts. I fell on my face face and and got emergen emergency cy care. care. I like to dance dance on on the balance balan ce beam beam at rece recess. ss. 151

Create your own sentence. How many soft “c” words can you use in your sentence? Can you include all the soft soft “ “c c” spelling patterns (ce (ce,, ci ci,, cy cy)) in your sentence? Give it your best effort.

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152

Skill: soft g When “g” is followed by: e, i, y it sounds like “ j”. (There are some exceptions to this rule.) The letter ”g” has two sounds, hard “g” and soft “g”. The hard sound of “g” occurs more frequently. Its sound is heard in gas, got, gum, etc. Soft "g" sounds like “ j”. It is heard in gem, giant, gym, etc.

Read these words.

age bandage cage damage danger emer gency garbage Angie aller gic apologize digit engine apology cler gy gym

general gentle germ hinge language luggage manage giant gigantic gingersnap giraffe imagine gymnasium gymnastics gyp

orange package page stage strange stranger teenager margin magic rigid sluggish tragic gypsy pudgy stingy 153

Can you think of any more soft “g” words? Write them. Use any of the soft “g” spelling patterns, (ge, gi, gy). Skill: soft “g” (ge, gi, gy) = j sound (not always)

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I put two angel pins in a package. The hamster's cage door has a strong hinge. The teenager was afraid of strangers. Did Geor ge take out the garbage? The gymnastic class was held in a lar ge room. Put the gentle hamster in the cage. I got a huge gigantic package! Can giant windmills generate ener gy. The gym has storage space. Can you guess my two-digit number? Angie had a tragic sur gery. Can you manage the luggage? Can you imagine being a giant? The sloth is sluggish and pudgy. The stingy gypsy gypped me. I apologized to the cler gyman. My glasses are smudgy and germy. Is a giraffe a gigantic, tall mammal? I had a tragic fall and got emer gency care. 154

Dictation/Spelling Practice for soft "g" words (ge, gi, gy)

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Create your own sentences. Please include some words in your sentences that have the spelling pattern (ge, gi, gy) as in gentle, giant, & gym. Remember all sentences begin with a capital letter and end with a period (.), question mark (?), or exclamation point (!) Please be attentive to good penmanship skills.

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____________________________________________________________________ Please illustrate your favorite sentence on the back.

155

Skill: soft “g” (dge) When words contain the letters dge, “g” sounds like ” j”. The final “e” (dge) does not affect the previous vowel sound. (The magic “e” rule does not apply). Read these words.

acknowledge badge badger bridge budge budget cartridge dodge dudgeon edge fidget fudge gadget

grudge hedge judge knowledge ledge lodge midget nudge pledge ridge sledge smudge trudge

Dictation/Spelling Practice for (dge) words

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156


I looked over the edge of the bridge. Do you like to play dodge ball? A pledge is a promise. Do not walk on the edge of a ridge. Don’t fidget when I pin on this badge. Did you put the fudge in the fridge? I ate a wedge of pizza on the bridge. The badger is hiding in the hedge. The midget trudged through the snow. School is a place to acquire knowledge. Will the judge acknowledge me? I trimmed the hedge with this gadget. I made a pledge not to litter anymore! The partridge dodged into the hedge. Write one or two sentences. Include at least one word in each sentence that has the spelling pattern (dge). Remember all sentences begin with a capital letter and end with a period (.), question mark (?), or exclamation point (!) Please be attentive to penmanship.

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____________________________________________________________________ Please illustrate your favorite sentence on the back of this page.

157

Skill: digraph (ch) as in chimney, chef, ache The consonant digraph (ch) has three different sounds, the most common of which is the "ch" heard in chimney and much. "ch" is also presented as ch=sh and ch=k. Consonant digraphs are two-letter combination which result in one speech sound (not a blend). Read these words

chain chair chase check

cheek cheese chest chicken

chimney chin chirp choose

beach bench branch bunch catch crunch ditch

each lunch match much patch pitch por ch

reach rich sandwich scratch such switch watch

Dictation/Spelling Practice for (ch) words listed above

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The bird on the big branch is chirping. Let’s play catch at the beach. I need to scratch the itch on my cheek. I crunched a bunch of chips for lunch. Choose the chore you want to do. I like cherries, chili, and chocolate. My cat chewed a mouse and choked. Santa smudged his chin in the chimney. I used a match to light each candle. Do you want to switch sandwiches? Ask the butcher for some pork chops. I hope the teacher chooses me! Can you choke eating an artichoke? Can he achieve his goal on crutches? My uncle, Charles, is a bachelor. Write two or more original sentences. Please include one or more “ch” words in each of your sentences. Remember all sentences begin with a capital letter and end with a period (.), question mark (?), or exclamation point (!) Please be attentive to penmanship.

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The (ch) pattern does not always have its usual sound as you hear in cherry. Sometimes (ch) has the sound of (sh) as in chef . Sometimes the pattern (ch) sounds like (k). Read the words below, they may be a bit difficult, do your best. (ch) sounds like (sh)

chef Chicago machine

machinery Michigan parachute

(ch) sounds like (k)

ache anchor character chemistry chord

chorus Christmas chrome chrysalis echo

headache mechanic Nicholas school stomach


Nicholas got a stomachache at school. Was the echo from the chef’s machine? Can a mechanic sink a chrome anchor? I drove my Chevy to the Chevron station. The main character was the chaperone. The mechanic has a big moustache. Did he land his parachute in Chicago?

160

Please write one sentence including two or more of the words that include ch (sounds like sh) and ch (sounds like k).

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____________________________________________________________________ Illustrate your favorite sentence.

161

Skill: Initial Consonant Blends bl –, cl –, fl –, gl –, pl –, sl-, br –, cr –, dr –, fr –, gr –,pr –, tr –, sc –, sk –, sm –, sn –, sp –, st –, sw –, tw – Consonant blends may consist of two or three letters whose sounds are blended together. Each letter within the blend is pronounced individually, but quickly, so they blend together.

blblack blame blanket blast blaze blind block blood

clclaim class clay clean climb clock close clothes

flflag flame flat float flood floor flower fly

glglad glasses glider glitter glitzy globe gloves glue

plplace plan plant play plaza please plenty plus

slslam slap sleep sleeve slice slip slither slow

162

brbr ain br anch br ave br idge br ing br other br own br ush

crcr ab cr acker cr azy cr icket cr ipple cr isp cr utch cr y

drdr astic dr aw dr eam dr ess dr ibble dr ink dr op dr y

frfr antic fr eezer fr equent fr esh fr iend fr ighten fr om fr ozen

grgr ade gr aduate gr andpa gr ass gr eat gr ocery gr ound gr ow

prpr actice pr event pr ide pr ivate pr omise pr otect pr ove pr une

trtr ade tr affic tr avel tr eat tr ee tr ue tr ust tr y

scscab scale school score scrap scratch scream scribble

skskate skeleton ski skill skin skinny skip sky

Student: Circle the words you can read without assistance. Illustrate and label one or more of the words you circled. Use the space on the back of your paper for your illustration. 163

smsmall smart smash smear smell smile smog smooth

snsnack snail snake snap sneak snore snow snug

spspace spank speak special spend spirit sport spot

ststage stand star step stone stop strong study

swswallow swan sweat sweet swim swing switch swollen

twtwelve twenty twice twilight twin twinkle twist twitch

Student: Circle the words you can read without the help of an assistant.

The black cr icket scraped his legs together in the twilight. The sturdy cr utch lay fr ozen in the snow. The fr ightened snake slithered across the flat floor. Stella was not pleased when a dr ink spilled on her dr ess. A small blossom fell fr om the tr ee and floated down. The swan climbed ashore to pr otect her gr ounds. Dark glasses pr otected the skier fr om the sun's glare. We dr ess in clean clothes fr equently to speak on stage. The flame blazed br ightly on the stone plaza.

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Create two sentences and include one or more words that begin with any of these blends: bl–, cl–, fl–, gl–, pl–, sl–, br–, cr–, dr–, fr–, gr–, pr–, tr–, sc–, sk–, sm–, sn–, sp–, st–, sw–, tw–. Remember all sentences begin with begin with a capital letter capital letter and end with end with a period (. (.), question mark (? (?), or exclamation point (!). (!). Do not mix upper and lowercase letters.

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____________________________________________________________________ Please illustrate your favorite sentence in the space below or on back of your paper. paper.

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Skill: final consonant blends: –st –st,,

–sk –sk,, –sp –sp,, –nd –nd,, –nt –nt,, –nk –nk,, –mp –mp,, –rd –rd,, –ld –ld,, –lp –lp,, –rk –rk,, –lt –lt,, –lf –lf , –pt –pt,, –ft –ft,, –ct –ct Initial consonant blends (beginning) and final (ending) consonant blends appear throughout these lessons. Blends are consonants whose “sounds blends together”. In other words, each letter within the blend is pronounced individually, individually, but quickly, so they “blend” together. Read these words:

-st best best fast fast just just last last lost lost must must rest rest trust trust

-sk ask desk desk disk disk dusk dusk husk husk mask mask risk risk task task

-nk -mp bank bank camp camp drink drink damp damp junk junk dump dump pink pink jump jump sink sink lamp lamp shrink shrink pump pump thank thank stamp stamp think think swamp swamp

-sp clasp clasp crisp crisp cusp cusp gasp gasp grasp grasp lisp lisp wasp wasp wisp wisp -rd afford afford bird bird card card discard discard hard hard record record word word yard yard

-nd and band band blend blend end find find kind kind land land stand stand

-nt different different important important parent parent plant plant president president student student want want went went

-ld child child cold cold fold fold gold gold held held hold hold old wild wild

-lp gulp gulp help help kelp kelp palp palp pulp pulp scalp scalp whelp whelp yelp yelp

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-rk ark clerk clerk irk jerk jerk lurk lurk park park smirk smirk work work

-lt adult adult belt belt difficult difficult fault fault melt melt result result salt salt tilt tilt

-lf -pt calf accept accept half adopt adopt elf attempt attempt golf golf crept crept gulf gulf except except self self kept kept shelf shelf slept slept wolf wo lf unkempt unkempt

-ft craft craft drift drift gift gift left left lift lift raft raft soft soft waft waft

-ct act direct direct expect expect fact fact object object project project respect respect tract tract

* The "l" in calf and half is silent. 1. Work with your assistant and create a few oral sentences. Include as many words as possible from the list above in each sentence. 2. Circle all the words you used in your oral sentences. 3. Did your sentences tell about something or ask about something? Read these sentences.

Is it best best to to ask ask for for help help if if the task task is is too too ha hard rd? ? Grasp Grasp the the stand stand behi behind nd you you and lift lift it it onto the desk desk.. I think think I’ll I’ll discard discard this this lamp lamp and and dump dump it it at the junkyard junkyard.. I will accept accept all all the stamp stamps s except except the the one one cut cut in half . Does the Does the student student know know all all the consonant consonant ble blend nds? s? Please stand stand and and show respect respect for for our president president.. The kind kind chi child ld le left ft her her soft soft pillow pillow on the aircraft aircraft.. The accident accident wasn't wasn't my fault fault but but the result result was tragic. Is it difficult difficult for for a speech therapist therapist to to correct correct a a lisp lisp? ? Is that a wo wolf lf chasing chasing the calf on on the golf golf course course? ? If the jerk jerk smi smirk rks s at the clerk clerk,, it will irk irk him. him. 167

Create two sentences. Include one or more words that end with –st, –sk, –sp, –nd, –nt, –nk, –mp, –rd, –ld, –lp, –rk, –lt, –lf , –pt, –ft, –ct in each sentence. Remember all sentences begin with a capital letter and end with a period (.), question mark (?), or exclamation point (!). Do not mix upper and lowercase letters.

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____________________________________________________________________ Please illustrate your sentence in the space below or on the back of your paper.

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Digraphs ( ph, gh) as in alphabet, laugh Digraphs consist of two consonants that are blended to make one sound. The digraph (ph) has the sound of (f ). ph = f Read these words and sentences. They may be a little difficult but try to do your best. Have your assistant lend his /her help.

(ph) sounds like f

alphabet autograph cellophane digraph dolphin elephant graph microphone

nephew or phan phantom pharmacist pharmacy pheasant phone phonics

Dictation/Spelling Practice for (ph) sounds like f

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Did your nephew hear the phone ring? My pharmacist has a new telephone number. Can you write the alphabet and photograph it? Phil has the author’s biography and autograph. Joseph covered his saxophone with cellophane. Did you see the dolphin show in Phoenix? I was riding an elephant and they took my photo. Our principal uses the microphone every Friday. What do you know about phonics and digraphs? Create your own sentences. Please include some words in your sentences that have the spelling pattern (ph) as in phone. Remember all sentences begin with a capital letter and end with a period (.), question mark (?), or exclamation point (!) Please be attentive to good penmanship skills.

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____________________________________________________________________ Please illustrate your favorite sentence. Feel free to use the back of your paper.

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A digraph is a combination of two letters representing one sound. (gh) is a digraph when this letter combination sounds like (f ) as in laugh. The combination "gh" is not consistently a digraph. It may be silent as in (though), have a silent letter (ghost), or a vowel pattern (night). The vowel combination (au, ou) do not always follow phonetic rules. The (au, ou) words below are sight words. Read these words, sometimes “gh” sounds like “f “

laugh laughter

rough tough

Read these words and sentences.

Sometimes I laugh at right-on funny jokes. Do you like the sound of laughter? I need some rough sandpaper Some jobs are really tough and hard to do. This gravel is too rough for my bare feet. Have you ever had a rough and tough day? Have you had enough to eat? Please cover your mouth when you cough. I love to see the pigs drink the milk in their trough. Create a sentence. You must include one or more words that have the digraph "gh" that sounds like f (gh=f ).

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Skill: digraph -ng (breath sound) A digraph has two letters representing one sound. Words may end with or contain the digraph (-ng). Most often (-ng) is part of the suffix (-ing). (See Lesson 17) Read these words that end with the digraph (-ng).

bang belong clang cling clung ding dong fang

fling flung gang gong hang headlong hung king

long lung oblong pang rang ring rung sang

sing slang slung song sprang spring string strong

strung stung swung thing thong unsung weeklong wing

Can you think of two more words that end with the digraph (-ng)?

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Dictation/Spelling Practice for (-ng) words

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I struck the gong with a strong mallet. Does the king have a ring on his finger? She sang a long song about spring. Chang is going to fling his fishing rod. He has strong lungs and sings a long song. Does bring, swing, thing, and fling rhyme? I like to swing and think of things. The long ding dong of the bell upset the king. Do bats have strong wings and long fangs. Belonging to a gang makes me cringe. He was stung by a pang in his ring finger. The unsung youngster sprang to Chang's rescue. Ringo gets a lot of bling for banging a drum. The strong ding-dong of the bells woke us. The young dingos had a den near the billabong. We hung the oblong thing in the west wing. If you do the wrong thing, the king may hang you. She sang her lungs out at the grungy lounge. Who among us is strong enough to do no wrong. Write a sentence that includes one or more words that have the digraph -ng. Illustrate your sentence on the back of your paper.

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Skill: [Suffix] Words ending with “tion” as in nation Words ending with "sion" as in vision Prefixes and suffixes are structural changes that are added to root words. A suffix is a phonetic unit that is placed after a root word. The root is the part of the word that contains the basic meaning. A root word is also known as a base word. Words ending with “tion” as in nation sounds like (shun) Read these words

action addition attention caution celebration commotion condition contraction decoration definition description devastation devotion direction education

explanation fiction frustration hibernation invitation lotion motion nation option position promotion question station subtraction vacation

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Words ending with “sion” as in vision sounds like (shun)

admission collision comprehension compassion confusion decision exclusion explosion expression impression

lesion mansion mision occasion permission possession suspension television tension vision

Can you think of some additional words that end with (tion) or (sion)?

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Dictation/Spelling Practice for (sion, tion) words

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Addition means to add. (+) Subtraction means to take away. (-) Do you have a question? Please pay attention to the story. Did you follow the directions? Did you get my invitation? I like the birthday decorations. I like school vacations. “Cool" is an expression I hear a lot. The school nurse will test your vision. I paid the admission at the entrance. I made a decision to share my snack. My birthday is a special occasion. Do you like to watch television? You do not have my permission to take my possessions. Write two sentences. Please include a word in each sentence that has the spelling pattern (tion) or (sion). Please be attentive to neatness and try to spell each word in your sentence correctly. Remember all sentences begin with a capital letter and end with a period (.), question mark (?), or exclamation point (!). Illustrate your favorite sentence on the back of your paper. ____________________________________________________________________

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Silent Letters (wr, kn, mn, mb) The first letter (wr) is silent. Read the words that begin with (wr ).

wr ap wr apper wr eath wr eck wr eckage

wr en wr ench wr ing wr inkle wr ist

wr istband wr ite wr iter wr ong wr ote

Dictation/Spelling Practice for (wr ) words.

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Did you wr ite a note and wr ap the gift? I bought the wr ong wr ench yesterday! Twist your wr ists and wr ing the cloth. Did you see the mangled wr eck? Does your wr ist hurt when you wr ite? I wr apped the wr eath in the wr ong paper. There’s a wr inkle in my wr istband. The wr en pecked at the wr iggly worm. The wr estler had a very wr inkled face. The wr angler wr ecked the horse trailer. 177

Write a sentence. Include at least one word that has the spelling pattern (wr ). Remember all sentences begin with a capital letter and end with a period (.), question mark (?), or exclamation point (!) Please be attentive to penmanship.

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___________________________________________________________________ _ The first letter (kn) is silent. Read the words that begin with (kn).

knack knapsack knave knead knee kneecap kneel kneeling knew knickers knife

knight knit knob knock knock-off knockout knockwurst knot know knowledge knuckle

Spelling/Dictation Practice (kn) words ______________________________

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I know I need to knead the dough. I kneeled and picked up the knickknacks. Don’t jiggle the door knob; just knock. The knight knocked a knot on the knave. Do your knuckles hurt when you knit? Is knowledge the same as knowing? Please tie my knapsack with a tight knot? Did the knight knit all night long? I have a knack for kneading bread dough. What do you know about knights?

Write two or more sentences. Include at least one or more words that have the spelling pattern (kn) in each sentence. Remember all sentences begin with a capital letter and end with a period (.), question mark (?), or exclamation point (!) Please be attentive to penmanship.

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___________________________________________________________________ _ Illustrate one of your sentences on the back of your paper.

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Words that end with (mn, mb). The last letter in this combination is silent (mn, mb). In the combination mn, "n" is silent. In the combination mb, "b" is silent.

(mn) autumn column condemn hymn solemn

(mb) bomb climb comb crumb dumb

(mb) lamb limb numb plumber thumb


What autumn holiday do you like best? Do not condemn the wrong person. I made a solemn vow not to climb on the crumbling bluffs. The bomb blew off his right thumb. The plumber hummed my favorite hymn. Does a lamb like cookie crumbs? Write two or more sentences. Please include one or more words that have silent letters (mn,mb) in each sentence.

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___________________________________________________________________ _ Please illustrate your favorite sentence on the back of your paper.

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Spelling Practice Directions Typically, a student is responsible for studying a list of spelling words for home study prior to classroom testing. The Spelling Worksheet is an effective tool for organizing spelling words. This chart lists vowel headings above each box. The student’s task is to identify a vowel sound in a word (either orally or from a list) and write it in the appropriate matching box. Words with two syllables may have two different vowels and would be listed twice. Note the included Sample Page on which I’ve listed some Dolch words. Ex: “funny” would be listed in the “short u” and “long e” box. The word “away” would be listed at the bottom of the page as a “sight word” and in the “long a” box. Sight words are words that cannot be decoded phonetically. You may want to use colored pencils to identify the words that match the vowel pattern. I’ve also included the list of Dolch Words I found on the net at (SpellQuizzer.com). Dolch Words are considered the basic reading and spelling words.

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a all and as away before black brown call clean cut done drink fall first found funny go got has her hold I is just laugh little made

about always any ask be best blue but came cold did don't eat far five four gave goes green have here hot if it keep let live make

after am are at because better both buy can come do down eight fast fly from get going grow he him how in its kind light long many 182

again an around ate been big bring by carry could does draw every find for full give good had help his hurt into jump know like look may

me myself not old only out play put ride said seven sing small start ten their these those together under use warm well when who with yellow

much never now on open over please ran right saw shall sit so stop thank them they three too up very was went where why work yes

must new of once or own pretty read round say she six some take that then think to try upon walk wash were which will would you

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my no off one our pick pull red run see show sleep soon tell the there this today two us want we what white wish write your

Dolch Noun Words

apple bear birthday bread cat Christmas day duck farmer fish garden ground home leg milk name party rain school sister stick thing tree wind

baby bed boat brother chair coat dog egg father floor girl hand horse letter money nest picture ring seed snow street time watch window

back bell box cake chicken corn doll eye feet flower good-bye head house man morning night pig robin sheep song sun top water wood

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ball bird boy car children cow door farm fire game grass hill kitty men mother paper rabbit Santa shoe squirrel table toy way

short a and black laugh

short e best

short i little

short o got

short u f unny

a-e, ai, -ay, eigh away made always may sleigh wait baby

ee, ea, -e, -y -ey, ie before funny gr een eat baby key thief me (star) ar

i-e, ie, igh, -y, -ind, -ild like light buy tr y lie kind child

o-e, oe, oa, -o, ow, -old, ost go hold home know toast most toe

u-e, ue, ui, ew blue cute fr uit new

(stork) or

(moon) oo

ar e har d

(turn) ur , er , ir , (work) or her bir d color hur t

bef or e bor n door

school soon

(cow) ow, ou

(toy) oy, oi

f ound how

boy boil

(saw) aw, au, al, (ball) all ball always f ault yawn walk

(cook) oo (put) u good pull

Sight words away laugh before little

four are

give buy

know door 185

color school

again color

Phonics Lessons - A Complete 61 Lessons Course for Teaching Beginning Readers to Read and Spell

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