English Learning For Husain Book

Teaches The Skills In:
Phonetic Words And Stories, Books 3, 4, 5

Reading
Entire contents © 2018 By Kathryn J. Davis

7223 Cedar Lane Drive
Germantown, TN 38138
(833) 444-READ
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Permission is hereby granted to teachers, parents, and tutors

to print and use the material in this book for individual or
classroom use. Permission is granted for school-wide
reproduction of materials.
All other use is prohibited.
Printed in the United States of America
Free materials for teaching reading are available

as pdf files at www.soundcityreading.net.
The handwriting fonts used in this book are available from

Educational Fontware, Inc, 1-800-806-2155
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 Table of Contents 
Information For The Teacher .................................................................................. 157
Syllable Awareness Pages ........................................................................................... 5

Sound Story Part 1, The Alphabet ............................................................................ 11
Sound Story Part 2, “Beyond The Alphabet” ............................................................ 15
Notes About The Alphabet......................................................................................... 18
Sight Words .............................................................................................................. 20
Sound Charts .............................................................................................................. 22
Book 3
More Long Vowel Patterns, Umbrella Patterns
oa/boat ....................................................................................................................... 65
oe/toe ....................................................................................................................... 66
o_e/home ..................................................................................................................... 67
o_e/love 70
Suffix _’s...................................................................................................................... 69
Practice Story: Joe’s Truck ........................................................................................ 70
old/gold, olt/bolt, oll/troll, olk/yolk ............................................................................. 72

a/across ....................................................................................................................... 73
a/panda ....................................................................................................................... 74
Practice Story: The Troll And The Gold ................................................................... 75
ui/fruit ......................................................................................................................... 79
ue/glue, ue/cue ............................................................................................................ 80
u_e/flute, u_e/cube ...................................................................................................... 81
ew/flew, ew/few ........................................................................................................... 82
Practice Story: Pink Or Blue? .................................................................................... 83
a/tap, a_e/tape ............................................................................................................ 85

i/pin, i_e/pine .............................................................................................................. 86
o/hop, o_e/hope............................................................................................................ 87
u/cub, u_e/cube ........................................................................................................... 88
dge/fudge ..................................................................................................................... 89
Practice Story: The Mule............................................................................................ 90
Book 4
Odd O Patterns, Dotted Ü, Dotted Ä
oi/coin .......................................................................................................................... 91
oy/boy .......................................................................................................................... 92
Suffix _ed .................................................................................................................... 93
Practice Story: A Boy Gets A Toy............................................................................... 94
ou/ouch ........................................................................................................................ 95
ou/four ......................................................................................................................... 96
ou/soup ........................................................................................................................ 97
Suffix _ing ................................................................................................................... 98
Practice Story: A Mouse In The House ...................................................................... 99
© 2018 by Kathryn J. Davis 3 Know The Phonetic Code Volume 2

ow/cow ....................................................................................................................... 101
ow/snow ..................................................................................................................... 102
Practice Story: The Cow Got Out............................................................................. 103
u/push ....................................................................................................................... 107

oo/moon ..................................................................................................................... 108
oo/book ...................................................................................................................... 109
ould/should, and contractions shouldn’t, wouldn’t, couldn’t .................................. 110
Practice Story: In The Woods................................................................................... 111
au/Paul ...................................................................................................................... 114

aw/saw ...................................................................................................................... 115
Practice Story: Home................................................................................................ 116
all/ball ....................................................................................................................... 117

al/salt, alk/talk ......................................................................................................... 118
wa/wasp, swa/swan .................................................................................................. 119
Practice Story: Small Mouse.................................................................................... 120
ou/country ................................................................................................................. 125

Practice Story: The Dragon And The Ring ............................................................. 126
Book 5
Soft C And G Sounds, R-Controlled Patterns
ce/cent, ci/city, cy/cycle ............................................................................................. 132

ir/bird ........................................................................................................................ 133
Practice Story: A Bird .............................................................................................. 134
ge/gem, gi/giant, gy/gym .......................................................................................... 136
_ce/fence, _ge/hinge .................................................................................................. 137
Practice Story: Jake’s Magic Show.......................................................................... 138
ar/car ........................................................................................................................ 139

Practice Story: Mark’s Car....................................................................................... 140
er/her, er/ladder ........................................................................................................ 142

Suffix Review: _ed ................................................................................................... 145
Practice Story: Oil .................................................................................................... 146
ur/nurse .................................................................................................................... 148

Suffix Review: _ing .................................................................................................. 149
Practice Story: The Life Of A Turtle ........................................................................ 150
_se/mouse, _se/cheese, _ze/freeze ............................................................................ 152

Contractions with is, am, us .................................................................................... 153
Practice Story: A Trip To The Farm........................................................................ 154
Notes For The Teacher............................................................................................. 157

Daily Routine ............................................................................................................ 162
Handwriting Models - Manuscript, Cursive ........................................................... 170
Sequence Charts For Books 3, 4, And 5 .................................................................. 172
Lesson Plan .............................................................................................................. 178

Syllable Awareness 3-1 Say each word. Clap and count the syllables.
1. 2.
3. 4.
5. 6.
7. 8.
sail-boat, te-pee, cube, as-tro-naut, cur-tains, zoo, en-ve-lope, rhi-noc-er-os

1. 2.
3. 4.
5. 6.
7. 8.
e-mu, ex-cla-ma-tion, fire, un-der-ground, ze-ro, ro-bot, sax-o-phone, car

1. 2.
3. 4.
5. 6.
7. 8.
su-per-he-ro, ta-ble, neck-lace, flew, med-i-cine, ap-ple, book, an-chor

1. 2.
3. 4.
5. 6.
7. 8.
slice, gi-ant, wheel, um-brel-la, tow-er, gym-nas-tics, bird, shield

1. 2.
3. 4.
5. 6.
7. 8.
au-tumn, pig, op-po-site, an-kle, jack-et, un-u-su-al, tree, ceil-ing

1. 2.
3. 4.
5. 6.
7. 8.
rain, cow-boy, tooth-paste, dime, al-li-ga-tor, e-nor-mous, tea, ea-gle

A Sound Story
About Audrey and Brad
Part 1
One Saturday morning, Audrey and Brad sat in the
Tt
den, watching the pendulum swing back and forth on
the clock on the wall, “t, t, t, t.” They were bored.
Hey, Mom,” said Brad. “Can we walk down to the

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

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

violin lessons. Mrs. Russ was pleased to see them.
“Did you practice every day?” she said. “I did,” said
Audrey quickly. Brad replied that he had practiced,
too. (i/island) Īi
Soon they were playing music. Each violin made a
beautiful sound as they pulled their bows across the
Ll
strings. The sound was “l, l, l, l, l.”

Just as they arrived home from their music lesson,
they heard the “n, n, n” sound of the engine on a big
delivery truck. It pulled into their driveway and the
delivery man handed Mom a package. Audrey and
Brad were pleased to see that new books had arrived
from their book club.
Nn
As they went into the house, they could see dark clouds
gathering overhead. Soon, lightning was flashing and
rain was pouring down. The wind blew hard enough to
Ww
make the branches on the trees sway back and forth.
Audrey and Brad could hear the sound of the wind
forcing it’s way into the house around the front door,
“wwwwww.”
“Well,” said Mom. “The weather is so bad, this is the

perfect time to go over your math facts.” It was Brad’s
turn to go first. “Uuuuhhh,” was all he could say as he
looked at the flashcards. He had not been practicing
his math facts. When Audrey had her turn, she got
every one right. (u/up)
Uu
They ate lunch and then Audrey and Brad and Dad got
into the car to go to basketball practice. The wind had
stopped blowing, but it was still drizzling. At the gym, all
the kids on the team warmed up by dribbling a basketball.
“B, b, b, b,” was the sound of the balls bouncing on the
hardwood floor. Then they practiced passing and shooting.
Bb
After basketball practice they went home. Soon, Mom
called Audrey and Brad to dinner. “Mmmmmm,” they
said when they saw their plates. They were having
scrambled eggs, ham, and muffins. It looked delicious. Mm
Just as they sat down to eat, they heard a loud
“Rrrrrr” coming from the back yard. They ran to look
out the back door. Chewie had cornered a
neighborhood cat in the yard. She was growling at the
cat.
Rr
The cat had no intention of putting up with Chewie. She
reached out and scratched Chewie right on the nose,
“fffff.” Chewie cried out in pain as the cat quickly jumped
over the fence and ran away. Ff
“Poor, Chewie!” said Brad. “She’ll know to leave cats
alone, next time.” He reached into the refrigerator
and pulled out a soft drink. “Kssss,” was the sound of
the air rushing out as he pulled the tab off the can. Xx
After dinner, the whole family watched a movie
together. It was pretty good. One character was a
man who couldn’t hear very well. He kept saying
“Ehh?” whenever someone spoke to him. He couldn’t
understand a word they were saying. “That man
should get hearing aids,” said Mom. “He could hear
Ee
much better with them.” (e/egg)
The following Monday morning, Audrey and Brad

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

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

hurting. It had been sore all day, but now it was
worse. Her teacher sent her to the office to see the
Oo
school nurse. Audrey opened her mouth wide and
said "Ahhh" while the nurse examined her throat.
Then the nurse took her temperature. "You don't
have a fever," said the nurse. "It will be all right for
you to go back to class."
(o/ox)

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

d.” It was her father, Dr. Davis, coming to help
Dd
students work on the computers in the back of the
room. It wasn’t Audrey’s turn to work on the
computers, today, so she smiled at her dad and then
continued working on her assignment.
At the end of the day, Audrey and Brad met their bus
group in the hall. Their bus teacher waited for their
group to be called. As they stepped outside, they
could barely see their bus in the distance, already on
its way. “AAAaaah!” screamed Audrey and Brad. All
the children were upset. “It’s OK,” said the teacher.
Aa
“We’ll call your parents to come pick you up.”
(a/ant)
The children waited in the office for their parents.

They could hear the sound of the vacuum cleaner as
Mrs. Taylor vacuumed the rug, “vvvvv.”
Vv
Brad was thirsty, so he asked for permission to go to
the hall to get a drink of water. He went straight to
the water fountain. He turned the handle and leaned
over to swallow the gushing water. “G, g, g, g,” went
the water as it streamed out of the faucet. “G, g, g, Gg
g,” went his throat as he guzzled the water.
When Mom arrived at school she took them straight

to the doctor’s office to get Audrey’s throat checked.
She wanted to be sure it wasn’t strep throat. As they
waited in the waiting room, they watched the fish
swim back and forth in the large aquarium. They
could hear the “P, p, p, p” sound of the air pump
Pp
pushing air into the water.

Audrey looked up when she heard the “k, k, k”
sound of the receptionist’s heels stepping across
the tile floor. “I need to ask you a question about
your insurance,” said Mrs. Kendrick to Audrey's
mother. “Certainly,” said her mother, as she
stepped to the office counter.
Kk
(k/kick)
When Audrey’s exam was finished, the doctor said

that she didn't have strep throat after all. Mom
was relieved. As Audrey, Brad and Mom returned
to their car, Brad accidentally stepped on a piece of
yucky bubble gum. “Yyyy,” he said. He tried to Yy
scrape it off on the edge of the sidewalk.
(y/yo-yo)
Mom took the kids to the park on the way home.

They sat at a picnic table and had a snack that she
had packed. It was a pretty day. They could hear a
mourning dove cooing in the distance, “coo, coo,
coo.”
Qu qu
Suddenly they heard a loud buzzing sound,
“zzzzzzz.” They turned to see an enormous swarm
Zz
of bees moving through the air. It landed in a pine
tree near their picnic table. Other bees flew around
in the air nearby. “Let’s go home,” they all yelled in
unison. And that is exactly what they did.
Part 2 - Beyond The Alphabet Sounds
A few weeks later, Audrey and Brad and mom and

dad heard about a great new movie about a boy and
his dog. So, they decided to go to the theater. At
the theater, someone in front of them started
sh
talking on a cell phone. “Shhh,” Mom said, leaning
forward in her seat. (sh/ship)
The movie was action packed and very exciting.

Before they knew it, the movie was over. They
were the last people to leave the theater. As they
walked along the rows, they heard a squeaking
sound, “eee, eee, eee.” It was a tiny mouse
scurrying along the floor under the seats. He was
ē
collecting dropped pieces of popcorn. (e/emu)

At first, they didn’t see the mouse. Then it ran
right by Mom’s foot. “Oh!” she exclaimed, jumping
ō
up on the nearest seat. “It’s a mouse!” Audrey and
Brad giggled a little. They were not afraid of a
mouse. (o/ocean)
The next morning Audrey and Brad didn’t go to

school, because it was Saturday. It was cold in the
house. Mom got up while it was still dark to boil
water for some hot tea. A soft “ttthhhh” sound
could be heard as the steam escaped from the tea th
kettle. (th/thumb)
Dad was up early, too. After his shower, he shaved

with an electric razor. “Tttthhh,” was the sound
th
that it made as he trimmed off his whiskers.
(th/this)
Before long, it was light enough to see outside. The

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

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

got dressed and went outside. Everything was
quiet. As they walked down the driveway, their
feet crunched in the deep snow. Ch, ch, ch, ch. A
few snowflakes were still falling. The whole
neighborhood was beautiful. (ch/chicken)
ch

Audrey and Brad decided to have a snowball
throwing contest. They took turns throwing the
snowballs at the basketball backboard that stood
beside the driveway. “Nnnggg,” went the
backboard as Brad’s first snowball hit. “Nnngg,” it ng
sang out again as Audrey’s snowball hit it, too.
(ng/ring)
Dad and Mom came outside to shovel the snow off

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

stick,” said Brad. He ran into the garage and
brought it out. He started to jump up and down
with it on the driveway. “Oi, oi, oi,” went the coiled
oi
spring on the pogo stick as he bounced up and
down. (oi/coin, oy/boy) oy
Audrey noticed some icicles hanging down from the
front porch. As she reached up to get an icicle, she
slipped on the icy concrete and fell. “Ou,” she said
in a loud voice as her elbow hit the icy pavement. ou
ow
Brad went to help Audrey up. She stood up
carefully and rubbed her arm. She decided to leave
the icicles where they were. (ou/ouch, ow/cow)
Then Audrey and Brad decided to build a snowman.

They rolled up balls of snow for the head and
middle part of the snowman. Brad rolled up a huge
ball of snow for the bottom of the snowman. He
rolled until he couldn’t go any farther. “Uuuhh,” he ü
said as he pushed hard against the giant snowball.
“That’s as far as I can go.” (u/bush)
As they finished the snowman, they looked up and

saw a large crow sitting in the tree beside their
driveway. He flapped his wings and let out a loud
“aw, aw, aw, aw” before he flew away.
(a/all) ä
Finally both of the children were worn out. They were
tired, cold, and wet from being out in the snow all
morning. They went inside and changed into some warm
dry clothes. Audrey’s mom used the hair dryer to dry her
damp hair. “Zzzzhhhh,” was the sound of the hair dryer as
it blew. (The sound in measure, vision, garage, azure)
After eating peanut butter and jelly sandwiches and

apples for lunch, everybody picked out a good book and
curled up in front of the wood burning stove in the den to
read for a while. They spent a cozy afternoon reading
together.
The End
Notes About the Alphabet
The alphabet has twenty-six letters, but the sound story has forty-two pictures. One of the
things that makes it difficult to learn to read is that there are more sounds in our language
than letters of the alphabet. To compensate for this, some letters are used to represent
more than one sound. Other sounds are represented by pairs of letters that give up their
original sound to form a totally new sound. It sounds complicated, but here is a short
summary of the alphabet sounds. It’s really not too hard. Think about how you form the
sounds with your mouth as you pronounce each sound.
The alphabet has twenty-one consonants: b, c, d, f, g, h, j, k, l, m, n, p, qu, r, s, t, v, w, x, y,

z. Each consonant represents a sound. When you pronounce a consonant sound, you do
something with your tongue, throat, or lips to create the sound. For example, when you say
the n sound, you press your tongue against the roof of your mouth. When you say the m
sound, you press your lips together.
Two consonant letters, c and k, represent the very same sound. In this program, each one
has its own sound picture, but the sounds are the same.
There are five extra consonant sounds that are designated by pairs of letters, as follows: ch/
chicken, sh/ship, th/thumb, th/this, ng/ring.
One more consonant sound does not have a typical letter pattern to represent it. It is the
sound you hear in garage, measure, and vision. The dictionary shows this sound as zh.
The other alphabet sounds are called vowel sounds. You pronounce a vowel sound by
“opening your throat.” You don’t put your lips together or touch the inside of your mouth
with your tongue to pronounce a vowel sound. You just change the shape of your mouth.
For some vowel sounds your mouth is stretched wide, for others, you drop your jaw and

open your mouth wider. For some vowel sounds, you change the position of your mouth as
you pronounce the sound.
The alphabet has five vowels: a, e, i, o, u. Each vowel can represent three sounds. The first
sound for each vowel shown on the alphabet chart is known as the “short” sound, for no
particular reason. The second sound for each vowel is known as the “long” sound. To show
a long vowel sound to beginning readers, educators often put a straight line over the vowel
like this ā. (Sometimes people use a curved line that looks like a smile, ă, over vowels to
show the short sound. I don’t do this because it seems to create more confusion for the
student.) The third sound for each vowel is a "special" sound. The special vowels are
marked with two dots (an umlaut) above the vowel, to indicate the sound is not the regular
sound. Two of the special vowel sounds (ë/ballet and ï/pizza) have sounds that match the
long a and long e sounds. Two more special vowel sounds are formed by pairs of vowels: ou/
ouch, and oi/oil.
Altogether, we have talked about these sounds: 20 consonant sounds shown with 21
alphabet letters, 5 consonant sounds shown with pairs of consonants, 1 consonant sound
without a distinct letter pattern, 5 short vowel sounds, 5 long vowel sounds, and 5 special
vowel sounds (of which two repeat long vowel sounds) and two special sounds formed with
pairs of vowels. This gives us 41 different sounds, including 26 consonant sounds and 15
vowel sounds.
Note: Everyone does not agree on the exact number of sounds in our language. When you
look at different programs, you’ll find that each is a little different.
How to Study the Story and Sound Overview Charts
Read some of the story aloud to the students each day, until you have read the whole story.
For more advanced students who have already been exposed to the sound story, read
through the sound story to review the sound for each picture. Being familiar with the
sound pictures will help the student learn new phonogram patterns and their sounds..
Go over the sound charts at the beginning of each lesson. Look at each letter of the
alphabet, each vowel sound, and each consonant pattern. Small pictures from the sound
story are shown above each entry to indicate the matching sound. In some cases, there will
be more than one letter pattern to represent that sound. In other cases, their will be more
than one sound for a single letter pattern. The student should say the sounds from the
charts as the teacher points to each letter or letter pattern. This helps the student create a
secure mental map of the letters and sounds.

Sight Words
Review
is his as has A
Book 1
a I was of both
the most post wolf two
rich much such which what

Book 2
who whom whose truth people
been where there were said
says friend children won't don't

Book 3
any many busy only broad
does shoe move prove lose
gone one again against sure

Book 4
sew though through know school
poor door floor half calf

Book 5
although once are answer very
bury

Alphabet Sounds
Aa Bb Cc Dd Ee
Ff Gg Hh Ii Jj
Kk Ll Mm Nn Oo
P p Qu qu R r Ss Tt
uU
U u VvvVW w
wWX xx Y
X y yZYz
Say the sound for each letter.

“Beyond The Alphabet” Sounds
i sh ē ō
th th ö ā
ch ng ū oi oy
measure, vision,
ou ow ü ä azure, garage
Say the sound for each letter or pattern.

Say the sound or sounds for each letter.
Alphabet Some letters can represent more than one sound.
a b c d
ā c
i j k l
qu r s t u
s ū
ü
Alphabet Some letters can represent more than one sound.
e f g h
ē g
m n o p
v w x y z
y
Short Vowels CVC Long Vowels CV Dotted Vowels
a ā ä
e ē
i i
o ō ö
u ū ü
Short Vowels VC Long Vowels CV Dotted Vowels
a ā ä
ax ra ven all
e ē
egg be gin
i i
in li lac
o ō ö
ox ro bot to
ū
u tu lip ü
up mu sic bush
Books 3 And 4
Consonant Patterns
sh th ch
th
wh
wh

Books 3 And 4
Ending Consonant Patterns
ck tch nch
ack atch anch
eck etch ench
ick itch inch
ock otch onch
uck utch unch
ng nk dge
ang ank adge
edge
ing ink idge
ong onk odge
ung unk udge
Book 5
Consonant Patterns
sh th ch
th
wh ce ge
wh ci gi
cy gy
Book 5
Ending Consonant Patterns
ck tch nch
ack atch anch
eck etch ench
ick itch inch
ock otch onch
uck utch unch
ng nk dge
ang ank adge
edge
ing ink idge
ong onk odge
ung unk udge
Book 3
oi oy
In the middle At the end Odd O
ow Patterns
ou
Look at each pattern.

Say the sound.
The Odd O Patterns don’t say the

sounds you would expect. You
just have to memorize them.

Book 3
oi oy
coin boy Odd O
ow Patterns
cow
ou
ouch

Say the sound and key word.


Books 4 And 5
oi oy
In the middle At the end Odd O
ow ow Patterns
ou ou ou
oo oo

Say the sound.
ould

Books 4 And 5
oi oy
coin boy Odd O
ow ow Patterns
cow snow
ou ou ou
ouch four soup
oo oo
moon book

Say the sound and key word. ould
just have to memorize them. should
Book 3
Bossy R Pattern
ōr
The letter R is very bossy. When it
follows a vowel, it tells the vowel
what to say. Watch out! It may
not be the sound you expect.
Say the sound for each pattern.
Umbrella Vowels
a a_ _a
o o_e
Shady Short Vowels
ea Shady short vowels will try to

trick you. They don’t have the
sound you might expect.

Book 3
Bossy R Pattern
ōr
horse Say the sound and
Umbrella Vowels
a a_ _a
what across panda
o o_e
son love
Shady Short Vowels

head
Say the sound and
keyword for each pattern.

Book 4
Bossy R Pattern
ōr
Umbrella Vowels
a a_ _a
o o_e ou
Shady Short Vowels


Book 4
Bossy R Pattern
ōr
horse Say the sound and
Umbrella Vowels
a a_ _a
what across panda
o o_e ou
son love country
Shady Short Vowels

head
Say the sound and
keyword for each pattern.

Book 5
R-Controlled Vowels
ar
car
er
her
ir
bird
or
horse
ur
turtle
Book 5
Umbrella Vowels
a a_ _a
what across panda
o o_e ou
son love country

Shady Short Vowels
ea
head

Book 3
Vowel Pair Introduction

Explain to the students: When two vowels go walking, the first one does the talking. The first vowel gets
to say its name. The second vowel has to be quiet. Point to each pair and have students figure out the
sound.
Split-Vowel Pair Introduction

Explain to the students: Two vowels go walking, but a consonant squeezes between the vowels. It wants
to play, too. Still, when two vowels go walking, the first one does the talking. The first vowel says its
name, and the second vowel has to be quiet. Point to each pair and have students figure out the sound.
Follow The Leader Introduction

Explain: These letters are playing “follow the leader.” The vowel is the leader, and gets to say its name.
The two consonants that follow say their regular sound. But watch out! Letters with an x above them
are silent. Have students give the sound for each pattern.

Book 3
Long Vowel Patterns
ō ū
oa boat ui fruit
oe toe ue glue ue cue
ou four
ow snow
o_e home u_e flute u_e cube
old gold
olt bolt ew flew ew few
oll troll
olk yolk This pattern is a rule breaker because

it starts with the letter e instead of u.

Books 3, 4, And 5
Long Vowel Patterns
ā ē i
ai rain ee feet ie pie
ay play ei weird
ey key
ea eat
a_e safe e_e these i_e pine
igh night
Explain that the top section of
this chart shows vowel pairs
(two vowels go walking), the
middle part shows split-vowel ind find
pairs with a place for a
consonant to squeeze in Students say the sound of the
ild
between the vowels (the
child
single vowel at the top of the
consonant wants to go for a first column, then say the
walk, too), and the bottom sound and key word for each
part shows “follow the leader” phonogram pattern going
patterns (one vowel gets to be down the column. Continue in
the leader and the consonants the same way with all of the
have to follow behind). columns.

Books 3, 4, And 5
Long Vowel Patterns
ō ū
oa boat ui fruit
oe toe ue glue ue cue
ou four
ow snow
o_e home u_e flute u_e cube
old gold
olt bolt ew flew ew few
oll troll
olk yolk This pattern is a rule breaker because

it starts with the letter e instead of u.

y y y
Sounds For Y
ēi
Long E
In the middle Patterns With
More Than
ēy One Sound
At the end
ēa ea
ie Long I Pattern
With More Than
One Sound

y y y
Sounds For Y
yo-yo happy my
ēi
Long E
weird Patterns With
More Than
ēy One Sound
key
ēa ea
eat head
ie Long I Pattern
With More Than
One Sound
pie

Books 4 And 5
Dotted Vowel Patterns
ä
aw saw
au Paul
all ball
al salt
alk talk
wa wasp
swa swan
Students say the sound of the

single vowel at the top of the
first column, then say the sound
and key word for each
phonogram pattern going down
the column. Continue in the
same way with the other The dotted ë pattern is taught The dotted ï pattern is taught in
columns. in Book 6. Book 6.

Books 4 And 5
Dotted Vowel Patterns
ö ü Odd O Patterns
ö to ü bush oi coin
oo moon oo book oy boy
ou soup ould should ow cow
ow snow
ou ouch
ou four
ou soup
oo book
öo moon

Say the sound or sounds for each letter. Books 3 And 4
Alphabet Some sounds can be shown in more than one way.
a b c d
ck Jack
i j k l
dge fudge ck Jack
qu r s t u
a what
a_ across
_a panda
o son
o_e love
ou country
Books 3 And 4
e f g h
ea head wh who
m n o p
v w x y z
_ve give wh when s his

Say the sound or sounds for each letter. Book 5
a b c d
ck Jack
i j k l
dge fudge ck Jack
g gem
giant
gym
_ge hinge
qu r s t u
c cent a what
city a_ across
cycle _a panda
_ce fence o son
_se mouse o_e love
ou country
Book 5
e f g h
ea head wh who
m n o p
v w x y z
_ve give wh when s his
_se cheese
_ze freeze

Ending Consonant Patterns With Silent Letters
_ve give
_ce fence
_ge hinge
_se mouse
• The letter v is not used at the end of English

words. Use the _ve pattern instead.
_se cheese • The letter s is rarely used by itself at the end of a

word. A double _ss is used after a single short
vowel. Examples: pass, mess, hiss. The _se pat-
tern is used after a vowel-vowel pattern, vowel-r
pattern, or vowel-l pattern. Examples: geese,
horse, false.
• The _se and _ze patterns may be used at the end

of a word to show the /z/ sound .
_ze freeze • The e is added after the s and the z to make it

clear that there is no suffix _s at the end of the
word.

Syllable Patterns
A syllable in which a vowel is followed by a consonant is called a closed syllable. In
closed syllables, the vowel usually represents its short vowel sound.
A syllable with a vowel at the end is called an open syllable. When a vowel is at the
end of a syllable, it usually represents its long vowel sound.
In two syllable words, some syllables are stressed, or emphasized, more than others.
In a stressed syllable, the vowel usually has its expected sound. In an unstressed sylla-
ble, the vowel is often not pronounced in the usual way. It may hardly be heard at all.
This is called the schwa sound. An arrow going under a vowel shows that it has the
schwa sound. Go from one consonant to the next, skipping the vowel sound.
CLOSED CLOSED OPEN CLOSED
rab bit rā ven
bas ket sē cret
cab in bī son
ped al rō bot
but ton mū sic
Syllable Patterns

Every syllable must contain at least one vowel, even if you can’t
Silent E hear it. Many words end with silent e syllables. These are ending
syllables that have e as the last letter in the syllable. When you see
a silent e syllable, pronounce the two consonants just as you would
Syllables pronounce a consonant blend. Do not pronounce the e. Practice
saying these silent e syllables.
ble
cle gle sle

dle kle tle
fle ple zle

Silent E Syllables

pr
Students say the sounds,
going down each column.
Initially, the teacher

models and students tw
repeat.
tr
dw
st
br
sp cl
cr
sm fl
dr
sn gl
fr
sc gr pl
sk scr sl
sw spr bl
squ str spl

Beginning Consonant Blends
57

models and students
repeat.
amp and
ask
ant
act
ast
aft alc
asm
asp apt alp
a Advanced Ending Blends


models and students
repeat.
end
eld
ent
elf
emp
ect elk
empt ext elm
eft elp
esk
ept elt
est
e Advanced Ending Blends


models and students
repeat.
imp
ind
isc
int
isk ild
ict ilk
ist
ism ift ilm
isp ipt ilt
i Advanced Ending Blends


models and students
repeat.
ond
omp ont
ompt oft
ost opt olf
o Advanced Ending Blends


models and students
repeat.
ulb
und
ulf
ump unt
ulk
uct ulp
usk
uft ulpt
ust
upt ult
usp
u Advanced Ending Blends

Prefix
Prefixes And Suffix
Students read the words on this chart as a review. Ask students to explain why each prefix or suffix is
used. New prefixes and suffixes will be added to this chart as they are taught in the remaining Sound
City Reading books.
bus
buses
box Ed’s sled
boxes
point
fizz pointed
fizzes
rain
wish rained
wishes
fix
cat lunch fixed
cats lunches
run catch jump
runs catches jumping

he is Contractions
he’s
she is is not
she’s isn’t
it is did not
it’s didn’t Students read the words and
contractions on this chart as a
that is has not review. Ask students to

explain how they know where
that’s hasn’t the apostrophe should be
placed .
what is had not

what’s hadn’t
could not
who is have not couldn’t
who’s haven’t
would not
when is was not wouldn’t
when’s wasn’t
should not
where is can not shouldn’t
where’s can’t
let us
there is will not let’s
there’s won’t
how is do not I am
how’s don’t I’m

Begin The Skills In Phonetic Words And Stories, Book 3
Sight Word: broad
oa
In many vowel pairs, the first vowel
represents its long vowel sound and the
second vowel is not pronounced. We say,
“The first vowel does the talking and the
second vowel does the walking.”
in the middle
boat road way roadway

soap road side roadside
toad boat load boatload
coach soap suds soapsuds
toast coat tail coattail
board coach men coachmen
throat oat meal oatmeal
roar peg board pegboard
coal top coat topcoat
goat tug boat tugboat
hoax un load unload
pay load payload

o
broad
cupboard

Book 3 Sight Words: does, shoe
oe
at the end
toe tip toe tiptoe

Joe al oe aloe
doe ō boe oboe
woe back hoe backhoe
hoe toe nail toenail
roe
floe
sloe
goes
throes
does
shöe
In many vowel pairs, the first vowel represents its long vowel
sound and the second vowel is not pronounced. We say, “The first
canöe vowel does the talking and the second vowel does the walking.”

Book 3 Sight Words: move, prove, lose, gone
o_e
home bath robe bathrobe
nose man hole manhole
more flag pole flagpole
rope tad pole tadpole
zone ex plore explore
vote ex plode explode
stove ig nore ignore
whole sup pose suppose
those bē fore before
shore grind stone grindstone
smoke In this vowel pair, the vowels

are separated by a consonant.
We call this a “Split Vowel”
score möve gone pattern. However, the first
vowel still represents its long
vowel sound and the second
woke pröve vowel is not pronounced.

“The first vowel does the
talking and the second vowel
does the walking.”
froze löse

Book 3 Sight Word: one
o_e
love in come income
dove hand some handsome
glove some one someone
some some where somewhere
come some thing something
none some time sometime
done bē come become
out come outcome

w
one
In this program, vowels (other than u) which represent the short u sound are called
“Umbrella Vowels.” Words with umbrella vowels are rule breakers and are taught
as sight words.

Add an _’s after a noun to show ownership.
Suffix _’s
Pat has a dog. Pat’s dog
Sam has a cat. Sam’s cat
Ed has a truck. Ed’s truck
Pam has a flag. Pam’s flag
Bob has a frog. Bob’s frog
Jan has a dress. Jan’s dress
Mom has a van Mom’s van
Ben has a rock. Ben’s rock
This mark ’ is called an apostrophe.

Use an ’s at the end of a word to show that something belongs to someone.

Joe’s Truck
This is Joe.
Joe has a big black truck.
Joe likes to drive his truck.
Joe sees some logs
at the side of the road.
Will Joe get the logs?
Joe stops to ask.
Can he have the logs?
Yes, he can have the logs.

Joe loads the logs
onto his truck. He
takes the logs home.
Joe splits the logs
and piles them up.
Some day he will
make a fire with
the logs.
The logs will make
a fine, hot fire.

Book 3
old olt oll olk
gold bolt roll yolk

bold colt boll folk
cold jolt poll folks
fold molt toll
hold volt troll
sold dolt scroll
told stroll
scold doll
gold fish goldfish

bed roll bedroll
rē volt revolt
These patterns are
called “Follow The
kin folk kinfolk Leader” patterns. The
vowel represents its
long vowel sound. The
consonants in the first
roll back rollback three patterns are
pronounced in the
regular way. In the olk
toll gate tollgate pattern, the letter l is

not pronounced.

Book 3 Sight Words: again, against
a_
In an unaccented first syllable,
the letter a usually represents
the short u sound.
“first syllable uh”
a cross across
a long along
as sist assist
ad dress address
a sleep asleep
a lone lone
a way away
a fraid afraid
a live alive
a mong among
a gō ago
a gain again
a gainst against

Book 3
_a
In an unaccented ending
syllable, the letter a usually
represents the short u sound.
“last syllable uh”
pan da panda
ex tra extra
com ma comma
tun dra tundra
vil la villa
yuc ca yucca
Chī na China
zē bra zebra
tū na tuna
tū ba tuba
sō fa sofa
tō ga toga
ī dē a idea
ār ē a area

The Troll And The Gold
This is a troll.
He is a bad troll.
He likes gold.
Will he get some gold?
The troll hides behind
a big stone at the side
of the road. He sees a
colt on the road. The
colt has some gold.
The gold is in a bag
on the colt's back.
The troll sees the bag of gold.
Will the troll get the gold?

The bad troll jumps at the colt.
The troll grabs the bag of gold.
The colt does not like
the troll. He steps on
his toe. He bites the
troll with his teeth. He
kicks the troll with his feet.
The troll rolls in the grass.
He is mad.
He cannot get the gold.
The colt runs away fast.
He does not come back.
He goes home.

The bad troll does
not go home.
He waits at the
side of the road.
He hides behind a big tree.
The troll sees a goat on the road.
The goat has some gold.
The gold is in a bag
on the goat's back.
Will the troll get the gold?
The bad troll jumps at the goat.
The troll grabs the bag of gold.
The goat does not like the troll.

He steps on his toe.
He bites the troll

with his teeth.
He kicks the troll

with his feet.
Then he butts the troll with his horns.
The troll rolls in the grass.
He is mad. He cannot get
the gold. The troll is afraid
of the goat. He runs away
fast. The troll does not come back.
The goat stops to rest
and have a bite of grass.
Then the goat goes home.
The End

Book 3
ui
suit swim suit swimsuit
fruit suit case suitcase
s
cruise nui sance nuisance
bruise rē cruit recruit
s
juice
s
sluice rū in ruin
In many vowel pairs, the first vowel represents its long vowel sound and the second
vowel is not pronounced. We say, “The first vowel does the talking and the second
vowel does the walking.”
The long u sound can be pronounced in two ways. It can be pronounced like the u
in tulip (which sounds like the dotted ö sound) and it can be pronounced like the u
in uniform (which is the long u sound from the vowel code chart). For most long u
words, you should try both sounds if needed to see which one sounds right.
Unlike the other long u patterns, the ui pattern is always pronounced like the u in
tulip.

Book 3
ue
glue Tues day Tuesday
blue blue jay blue jay
due val ue value
true res cue rescue
sue fon due fondue
ch
Sue stat ue statue
sh
rue tis sue tissue
sh
clue is sue issue
hue av en ue avenue
cue rev en ue revenue
con tin ue continue
In many vowel pairs, the first vowel represents its long vowel sound and the second
in tulip (which sounds like the dotted ö sound) and it can be pronounced like the u
in uniform (which is the long u sound from the vowel code chart). For most long u

Book 3 Sight Word: sure
u_e
cube vol ume volume
cute Nep tune Neptune
pure cos tume costume
cure cap sule capsule
mule in clude include
use in sure insure
fuse en dure endure
sh
huge en sure ensure
rule se cure secure
flute re buke rebuke
dune mī nute minute
plume min ute minute
y
fig ure figure
sh
sure in jure injure
This split vowel pattern can represent the u tulip or the u uniform sound.
Book 3 Sight Word: sew
ew
few cash ew cashew
hew mil dew mildew
mew jew el jewel
pew Lew is Lewis
skew An drew Andrew
new
dew
flew
drew
grew
blew
threw In many vowel pairs, the first vowel represents its long vowel sound and the second
ō in tulip (which sounds like the dotted ö sound) and it can be pronounced like the u
sew in uniform (which is the long u sound from the vowel code chart). For most long u

Pink Or Blue?
Sue has a chair.
She paints it pink.
Andrew has a chair.
He does not like pink.
He paints his chair blue.
Andrew has some new shoes.
He has blue shoes.
He can run fast in his new shoes.
Sue has some new shoes.
She did not get blue shoes.
Sue likes pink. She got
some cute pink shoes.

Sue has a new dress.
The new dress is pink.
Andrew has a new suit.
Andrew likes blue.
His new suit is blue.
Sue likes pink and Andrew likes blue.
But Sue still likes Andrew.
And Andrew still likes Sue.
Andrew and Sue can still have a lot of fun.
The End

Book 3
a a_e
tap tape at ate
can cane tam tame
mad made Dan Dane
gap gape cam came
Sam same cap cape
man mane rat rate
hat hate A What’s

your
name?
van vane
nap nape The Story Of The Vowels And The Letter E

The vowels A, E, I, O, and U were good
friends. They enjoyed spending time together.
pan pane They knew that they were important because
there must be at least one vowel in every word.
Usually they did very well finding their right
fat fate place in the word and saying the correct sound.
But they had one problem. The letter E was very
forgetful and could not remember the other vow-
els’ names.
fad fade The letter E’s place was often at the end of a
word. As he looked at the rest of the word, he
often saw a consonant right beside him, and on the other side of the consonant he saw another vowel.
He got so excited to see one of his vowel friends he wanted to say hello to them right away. But he was
so forgetful he could never remember the vowel’s name. So he always said to the vowel, “What’s your
name?” And the vowel always said its name so the letter E could remember it. And that is why, to this
very day, if you see a word with a vowel followed by a consonant, with an e at the end, the first vowel
says its name.

Book 3
i i_e
pin pine hid hide
bit bite rim rime
Tim time pip pipe
rid ride rip ripe
kit kite grip gripe
din dine spit spite
bid bide quit quite
tin tine spin spine
dim dime twin twine
win wine strip stripe
I What’s
your
name?

Book 3
o o_e
hop hope mop mope
not note cod code
rob robe pop Pope
mod mode rot rote
dot dote Ross rose
cop cope lop lope
rod rode cod code
lob lobe
O What’s
your
name?

Book 3
u u_e
cub cube tub tube
cut cute dud dude
mutt mute dun dune
fuss fuse plum plume

j
hug huge jut jute
U What’s
your
name?
e e_e
pet Pete them theme
E What’s
your
name?

Book 3
dge
badge gad get gadget
ridge bud get budget
bridge wid get widget
lodge cud gel cudgel
dodge fid get fidget
fudge mid get midget
nudge smid gen smidgen
grudge bē grudge begrudge
smudge
judge
wedge
ledge
pledge
hedge This pattern is used after a short vowel.

The Mule
This old mule went
across the bridge,
beside the hedge,
and along the ridge.
Along the ledge
it had to trudge.
When the mule got home
it did not budge.

Odd O Patterns - In some words, the vowel
oi pattern does not represent the expected sound.

These are called “Odd O” patterns. The sounds
for these patterns must be memorized.
oil tab loid tabloid

foil oint ment ointment
s
soil in voice invoice
spoil a void avoid
coin ap point appoint
s
join rē joice rejoice
joint oil can oilcan
point
This odd o vowel pair is called a diphthong because you change the position
poise of your mouth while you’re pronouncing it.
noise
s
voice choir
void tor toise tortoise
hoist por poise porpoise
moist

Book 4
oy pattern does not represent the expected sound.

boy en joy enjoy

joy em ploy employ
soy an noy annoy
toy de stroy destroy
coy roy al royal
cloy loy al loyal
j
Lloyd voy age voyage
oy ster oyster
Sometimes the vowel in a second syllable is hardly heard at all. An

arrow under the vowel tells you to skip that vowel sound. Pronounce
the consonant before the vowel and slide directly to the consonant after
the vowel.
This special vowel pair is called a diphthong because you change the
position of your mouth while you pronounce it.

Add _ed to a verb to show that the action is in the past.
The _ed suffix can be pronounced in three different ways, ed, d, or t.
Suffix _ed ed t
d
ed d t
melt fill help

melted filled helped
lift spell honk

lifted spelled honked
land chill match

landed chilled matched
dust boil peck

dusted boiled pecked
point join wish

pointed joined wished

A Boy Gets A Toy
This boy and his Mom went
to get a toy. The boy pointed to
a toy ship. Mom got the toy ship
for the boy. The boy was filled
with joy. He went to the pond. He
had a lot of fun with his toy.

Book 4
ou pattern does not represent the expected sound.

out dog house doghouse

our out house outhouse
round ground hog groundhog
found mouse trap mousetrap
ground camp ground campground
mouse with out without
mouth doll house dollhouse
south a round around
count a bout about
couch a loud aloud
cloud a mount amount
loud house boat houseboat
sour
shout

Book 4 Sight Word: though
“The first vowel does the talking” and represents
ōu
the long o sound. The letter u is not pronounced.
This pattern can also represent the “odd o” sound

ou/ouch.
four four teen fourteen

pour court ship courtship
court con course concourse
gourd äl though although
fourth down pour downpour
mourn
course
soul
though
dough
In many words, the gh pattern is silent.

Book 4 Sight Word: through
öu In some words the ou

pattern represents
the dotted ö sound as
in ou/soup.
you tour ist tourist

your crou ton crouton
yours cou pon coupon
soup tou can toucan
group your self yourself
croup con tour contour
troupe un couth uncouth
wound de tour detour
youth thank you thank-you
through
In many words, the gh pattern is silent.

Add _ing to the end of a verb to show that the action is or was continuing to occur over a period of time.
Suffix _ing
send sing think

sending singing thinking
ask point romp

asking pointing romping
help count do
helping counting doing
shout catch go
shouting catching going
mash kick plant

mashing kicking planting

A Mouse In The House
Mom was in the kitchen.
She was fixing lunch.
Beth was stacking up
blocks in the den.
“Mom,” Beth yelled.
"A mouse is in our house!"
Mom ran to the den.
She ran fast.
The mouse ran past

the couch.

The mouse ran
into the kitchen.
Then the mouse ran

out of the house.
"Well," said Beth.
"The mouse is out
of the house!”
“Let's have our lunch!"

Book 4
ow pattern does not represent the expected sound.

cow tow el towel

now vow el vowel
how trow el trowel
bow mē ow meow
down down town downtown
town cow boy cowboy
clown
brown
frown
growl
crowd
chow
yowl
browse

Book 4 Sight Word: know
The letter w acts as a vowel in this pattern. “The
ōw
first vowel does the talking” and represents the
long o sound. The letter w is not pronounced.
This pattern can also represent the “odd o” sound

ow/cow.
row win dow window

low fol low follow
snow yel low yellow
blow shad ow shadow
grow el bow elbow
slow hol low hollow
throw min now minnow
bowl fel low fellow
growth bē low below
grown wäl low wallow
flown swäl low swallow
thrown mead ow meadow
row boat rowboat
know snow man snowman

The Cow Got Out
This is Jeff.
Jeff has a big house.
He has a lot of land.
And he has a lot of
cows. Jeff milks the cows.
This is Bess.
Bess is Jeff ’s best cow.
She is a brown cow.
She gives a lot of milk.
Last month, Bess was
at the pond. She was
munching on grass. A
bee stung Bess on the back.

Ouch! She ran fast.
She jumped out.
Bess ran past Jeff.

“Bess is out!” he
shouted. “Now how
did that cow get
out?”
Bess ran and ran.
She ran south.
She ran up and
down a hill.
She did not stop.

Jeff got his truck.
He followed Bess.
He went south.
He went up a hill
and down a hill.
Jeff went fast.
Bess went into a
town. Now she did
not go fast. She was

lost. She was sad.

Jeff found Bess in town.
He was glad.
Jeff and Bess went home.
Now Bess the cow is back
at the pond munching grass.
And she is not a bit sad.
The End

Book 4
This is the dotted sound
ü for the letter u. The

sound is ü/push.
put am bush ambush

push in put input
bush out put output
pull bul let bullet
full pud ding pudding
bull help ful helpful
bull frog bullfrog
cush ion cushion

Book 4 Sight Word: school
oo
Odd O Patterns - In this pattern the
letters oo represent the ö sound.
moon bath room bathroom

food bed room bedroom
tool bam boo bamboo
roof sham poo shampoo
zoo ig loo igloo
pool tooth brush toothbrush
spoon school house schoolhouse
broom poo dle poodle
goose noo dle noodle
boost
smooth
tooth
c
choose school
shoot

Book 4 Sight Words: floor, poor, door
Odd O Patterns - In this pattern the

oo letters oo represent the ü sound.
book book shelf bookshelf

cook check book checkbook
foot out look outlook
hood match book matchbook
good dog wood dogwood
hoof good ness goodness
look
shook
stood
wood
wool floor blood

soot door flood
brook poor
woof

Book 4
ould This is an Odd O pattern.
could would should
In contractions, two words are put

together to form one word. The first
Contractions
word does not change. The second
word loses one or more letters. An
apostrophe ’ is placed in the second
word to show where the letter or
letters have been removed.
could not would not should not
couldn’t wouldn’t shouldn’t
Let us
Let’s

In The Woods
Get your boots. Get your backpacks.
Get the tent. Put them in the van.
Let’s go camping!
We go into the woods. We follow a path.
We look at the rocks and the trees.
We stop at a brook. Fish swim in the cool
brook. We jump from stone
to stone to cross the brook.

We hike up a hill. We go up to the top.
We look at the clouds.
Then we put up the tent.
We get a lot of wood to make a fire.
We cook our food. It tastes good.
It is cool now. We sit on a log
and sing songs. We look at the moon.
The moon is full. Then we go to sleep
in our tent.

When we wake up, we pack up the tent
and hike back to our van. We put the
tent and our backpacks
into the van.
We had a good time on our camping trip.
Now we will go back home.
The End

Book 4
äu
in the middle
Paul fau cet faucet

haul aut umn autumn
fault Au gust August
vault sau cer saucer

gz
haunt ex haust exhaust
launch bē cause because
fraud daugh ter daughter
cause
sauce The au pattern has the dotted ä sound. The two dots mean “not the regular
sound.” This sound is neither long nor short.
f l aunt
jaunt
aunt
caught
ō
taught mauve
The gh pattern is often silent.
Book 4
äw
at the end
saw ma caw macaw

law jig saw jigsaw
straw guf faw guffaw
draw out law outlaw
fawn
dawn
hawk
squawk
crawl
shawl
sprawl
thaw
pawn
The aw pattern has the dotted ä sound. The two dots mean “not
yawn the regular sound.” This pattern is neither long nor short.

Home
A hawk has a home on a cliff.
A fish has a home in a pond.
A fawn has a home in the trees.
An ant has a home on the lawn.
A snail has a home on a stone.
A robin has a home in a nest.
A rabbit has a home in a hole.
But Paul’s home is the best.

Book 4
äll
at the end
ball in stall install

call rē call recall
wall bē fall befall
all ap pall appall
fall foot ball football
tall hall way hallway
hall hall mark hallmark
gall
pall
stall
small
squall
The all pattern has the dotted ä sound. The two dots mean “not
shall the regular sound.” This pattern is neither long nor short.
The gh pattern is often silent.

Book 4 Sight Words: half, calf, although
äl älk
in the middle
salt calm talk

halt palm walk
malt bald balk
scald calk
half false chalk
calf stalk
al mond almond
al sō also
al mōst almost
salt box saltbox
cat walk catwalk
chalk board chalkboard

al though although

Book 4
wä_
wasp wal rus walrus
want wal nut walnut
wand wal let wallet
watt wad dle waddle
wash wat tle wattle
watch
Walt
waltz
swä_
wan swan swamp
waft swat swatch
swap swam
wag swab swag
wagon swad dle swaddle

swal low swallow

Small Mouse
Small Mouse went for a walk in the woods.
He was looking for food.
Small Mouse saw a path.
So he walked on the path.
Small Mouse saw a wall.
So he walked on the wall.

Small Mouse saw a house.
The door was open just a crack.
So he walked into the house.
Small Mouse saw a lot of toys. But he
did not want the toys.

Small Mouse saw a lot of books.
But he did not want the books.
Small Mouse walked into the kitchen.
Small Mouse saw a lot of corn. It was
in a basket. He DID want the corn.

Small Mouse crawled
into the basket to get
the corn. He wanted
ALL of the corn. He
stuffed corn into his mouth as fast as he
could.
All of a sudden, Small Mouse saw . . .
a CAT ! The cat crept up and sprang
at Small Mouse.

Small Mouse jumped
down and ran as
fast as he could. He
ran down the hall.
He ran out of the
house.
Small Mouse ran down the path, back into
the woods. The cat jumped up onto the
wall and watched
Small Mouse go.
Then the cat
licked his paws.
The End

Book 4
ou
young cous in cousin
touch coun try country
cou ple couple
dou ble double
trou ble trouble
sou thern southern
young ster youngster
Sometimes ou represents the short u sound.

This is an umbrella pattern.

The Dragon And The Ring
This is the queen.
And this is the king.
The king has a crown.
The queen has a ring.
The king is fair.
He sits on a throne.
The queen’s gold ring
has a red stone.

The king and the
queen go to sleep.
A dragon takes the ring.
The queen begins to weep.
The king jumps up
onto his steed.
He follows the dragon.
He goes at top speed.

The king must find the dragon.
He must catch him on the double,
to make the country safe
from all kinds of trouble.
The dragon has scales,
a long tail, and wings.
The dragon has fangs,
and he does bad things.

He soars above the town.
He goes past the mill.
He blows smoke and blows fire,
as he sails up the hill.
The dragon is back
at his hilltop lair.
He sits and he waits
at the top of the stairs.

The dragon is strong.
The dragon is tall.
Next to the dragon,
the king is so small.
The king throws his sword at the
dragon’s chest. The dragon falls.
Now the king
can rest.

The king brings the ring
back to the queen. The
queen is glad and so is
the king.
Now you know how this fair tale ends.
That’s all there is.
No more.
The End.

ce ci cy
cell pen cil pencil
cent prin cess princess
i
cyst suc cess success
place ex cept except
face rē cess recess
race rē ceive receive
trace dē ceive deceive
price rē duce reduce
nice dē cide decide
twice fan cy fancy
mice cy cle cycle
rice cy press cypress
truce ceil ing ceiling
spruce cen ti pede centipede

The letter c represents the /s/ sound when it is followed by e, i, or y.

Book 5
ir When the letter r follows a

vowel, it affects its sound.
bird stir rup stirrup

girl thir teen thirteen
sir squir rel squirrel
stir birth day birthday
dirt cir cus circus
birth cir cle circle
first thir sty thirsty
third dir ty dirty
shirt dir ect direct
birch sir loin sirloin
squirm
skirt
chirp spir it spirit
whirl mir a cle miracle

A Bird
This girl has a bird.
It is a white bird.
The bird is not wild.
It is tame.
The bird is a pet.
The girl likes the bird.
The bird likes the girl.
The bird can pick up a pencil.
And it can dance.

The bird likes to sit
on the girl’s shirt sleeve.
The bird chirps at the girl.
The girl gives it seeds.
The girl is glad to have a bird.
The bird and the girl
have a lot of fun.
The End

Book 5
ge gi gy
gel or ange orange
gem gi ant giant
gym gen tle gentle
gist leg end legend
genes mag ic magic
age en gine engine
cage gib let giblet
rage frig id frigid
stage trag ic tragic
page in gest ingest
wage stin gy stingy
huge del uge deluge
change ref uge refuge
strange gir affe giraffe

The letter g often represents the j sound when it is followed by e, i, or y.

Book 5 Sight Word: once
_ce _ge
fence ounce hinge gouge
whence bounce fringe lounge
dance pounce lunge scrounge
chance voice plunge forge
lance choice flange gorge
France Greece tinge
prance fleece binge
glance juice singe
mince force cringe
prince twinge
since bilge
wince bulge
once sponge George

These patterns are used at the end of a word.

Jake’s Magic Show
This is Jake. He can do
magic tricks on a stage.
He can pull a rabbit
out of a hat.
He can get a bird out of
a cage while the cage is
still shut.
And he can change an
orange into an apple.
Jake likes to do his magic tricks!

Book 5 Sight Word: are
ar
car gar den garden
barn tar get target
farm car go cargo
park car pet carpet
arm mar ket market
art gar lic garlic
start car ton carton
scarf car go cargo
sharp hard ware hardware
snarl star light starlight
large arm chair armchair
march court yard courtyard
wharf pars ley parsley
dwarf ball park ballpark
When the letter r follows a vowel, it affects its sound.

Mark’s Car
Mark has a car.
It is a large red car.
The car can go fast.
Mark likes to drive his car.
Mark says, “It is hard to
drive a car, but I am smart.
I am safe when I drive.”

First, he starts the car.
Next, he drives to his job.
Then, he parks the car.
At the end of the day, it is dark.
It is night time. So Mark drives
home with the lights on.
The End

Book 5 Sight Word: answer
er When the letter r follows a

her lad der ladder

herd bet ter better
verb of fer offer
fern din ner dinner
germ sum mer summer
jerk num ber number
serve af ter after
serf ev er ever
clerk nev er never
verse riv er river
swerve gen der gender
merge sil ver silver
cen ter center
were both er bother

Book 5

eith er either
neith er neither
lead er leader
feath er feather
weath er weather
leath er leather
sweat er sweater
al tö geth er altogether
cov er cover
won der wonder
oth er other
broth er brother
moth er mother
an oth er another

Book 5

wa ter water
wan der wander
Wal ter Walter
hal ter halter
swat ter swatter
law yer lawyer
per mit permit
per haps perhaps
per ceive perceive
sou thern southern
young ster youngster

Add _ed to a verb to show that the action is in the past. The _ed suffix can be pronounced in three different
Review
Suffix _ed ed t
d
ed d t
need roar wash

needed roared washed
want sigh toss

wanted sighed tossed
start roll perch

started rolled perched
paint hammer touch

painted hammered touched
shout twirl launch

shouted twirled launched

Oil
Oil comes from
plants and animals
that were covered with mud long ago.
Today, people dig deep holes in the soil
to pump up the oil. These are called
oil wells.

Gas can be made from the oil to run
cars and trucks.
Plastic can also be made from oil.
Toys, bottles,
and other things that we enjoy are
made from plastic.
The End

Book 5 Sight Word: bury
ur When the letter r follows a

turn tur nip turnip

fur tur tle turtle
surf pur ple purple
curb bur den burden
curl bur lap burlap
curve hur ray hurray
hurt sur prise surprise
nurse sur pass surpass
purse dis turb disturb
church Sat urn Saturn
burst tur key turkey
purr Thurs day Thursday
slurp Sat ur day Saturday
burn ham bur ger hamburger

Add _ing to the end of a verb to show that the action is or was continuing to occur over a period of time.
Review
Suffix _ing
feed call start

feeding calling starting
push play snow

pushing playing snowing
eat walk perch

eating walking perching
look fight hold

looking fighting holding
rain float roll

raining floating rolling

The Life Of A Turtle
This is a turtle. She has a hard shell.
The shell keeps her safe.
Some times she sits on
a rock in the warm sun.
The turtle lives at a lake.
She can not go fast on the land.
But she can swim well.
In the summer, the
turtle catches bugs
and fish in the lake.

In the winter, when it is cold, the turtle
goes to the bottom of the lake. She digs
down into the mud. She does not move.
She just sleeps. She stays there
until spring time. Then
she wakes up and
starts to swim in the lake again.
When it gets warm, the turtle goes up on the
land. She digs a hole. She lays her eggs in
the hole. Then she covers
them up. Some day, little
turtles will hatch from the eggs.
The End
Book 5
_se _se _ze

mouse cheese freeze
house raise wheeze
blouse praise breeze
geese cause sneeze
moose pause squeeze
purse noise ooze
nurse poise snooze
verse cruise gauze
horse bruise maize
tense browse bronze
rinse choose Examples

Suffix No Suffix
false purrs purse
else These words end with _se or _ze

to show that the /s/ or /z/ sound
tens tense
at the end does not indicate the
pulse moos moose

suffix _s. The letter e in this
pattern is silent.

Book 5
In contractions, two words are put

together to form one word. The first
Contractions
word does not change. The second
word loses one or more letters. An
apostrophe ’ is placed in the second
word to show where the letter or
letters have been removed.
he is he's
she is she's
it is it's
that is that's
who is who's
there is there's
here is here's
what is what's
I am I’m
Let us Let’s

A Trip To The Farm
It was hot.
“Walter,” called Mom,
“do you want to go
to a farm?”
Walter ’s Mom packed lunch in a basket.
Then Walter and his mom got in the car
and drove to a farm.

At the farm, Walter saw
pigs, chickens, and sheep.
He saw a donkey
in a big, red barn.
He saw pumpkins and tall
stalks of corn growing in
a garden.
Walter ’s Mom fed
a large, white horse.

Walter got to ride
on the horse. The
horse walked and
walked. The horse did not want to stop.
Walter did not want to stop. But then his
mom called, “Let’s wash our hands for lunch.”
Walter and his mom sat
under a tree and had a
picnic lunch.
Then it was time to go
home. Walter and his
mom had a lot of fun
at the farm.

Notes For The Teacher
This is not just a set of word lists.
It is the way that you teach this program that will make a difference.
OVERVIEW
The Know The Phonetic Code books cover the same phonics patterns taught in
the Short Vowel Words And Sentences books and Phonetic Words And Stories, Books 1-
8, but at a higher level. The patterns are also taught in the Basic Phonics Patterns
books. The phonogram sequence and story sequence are the same in each set of books.
See the chart below to see how the sets are related.
The Know The Phonetic Code books are different from the other books in the fol-
lowing ways.
1. The print is smaller and not color-coded.

2. The words are not illustrated, with up to twenty-four words per pattern.
3. The stories are illustrated, but they are in a smaller format.
4. From the beginning, students read both one and two-syllable words for each pattern.
The format for the two-syllable words shows the first syllable, the second syllable,
and the whole word.
5. The consonant blend pages and truck charts include additional ending blends.
THREE DIFFERENT FORMATS TO TEACH THE SAME MATERIAL

Phonetic Words And Stories Basic Phonics Patterns Know The Phonetic Code
Easiest To Learn More Challenging Most Challenging
Ten Words Per Pattern Large All Black Print Smaller Black Print
Very Large Color-Coded Print More Words Per Pattern Both One And Two-Syllable
Students Decode Words And Illustrated Words And Words For Each Pattern
Find The Matching Pictures Sentences Words Are Not Illustrated
Illustrated Practice Stories Are Illustrated Practice Stories Illustrated Practice Stories
Printed In Two Different Fonts
Rhyming Short Vowel Words And Basic Short Vowels Know The Phonetic Code,
Sentences or Mixed Short Vowel Words Volume 1
And Sentences
Phonetic Words And Stories, Bk 1 Basic Phonics Patterns, Book 1
Phonetic Words And Stories, Bk 2 Basic Phonics Patterns, Book 2
Phonetic Words And Stories, Bk 3 Basic Phonics Patterns, Book 3 Know The Phonetic Code,
Phonetic Words And Stories, Bk 4 Basic Phonics Patterns, Book 4 Volume 2
Phonetic Words And Stories, Bk 5 Basic Phonics Patterns,
Books 5 and 6 (Teach Book 5)
Phonetic Words And Stories, Bk 6 Basic Phonics Patterns, Know The Phonetic Code,
Phonetic Words And Stories, Bk 7 Books 5 And 6 (Teach Book 6) Volume 3
Phonetic Words And Stories, Bk 8 Basic Phonics Patterns,
Books 7 And 8
157
The Know The Phonetic Code books can be used in several ways.
1. Beginning readers can read the phonogram pattern pages as a challenge

level supplement to Phonetic Words And Stories, Books 1-8 or Basic Phonics
Patterns, Books 1-8. Older readers can study the pages as a structured re-
view, or an introduction, if needed.
2. Students who are studying Color-Coded Short Vowel Lists and Color-Coded
Phonetic Lists can read the pages in this book to help them generalize to
regular print and expand their decoding skills to two-syllable words They
will also be introduced to the practice stories.
3. Students working in Advanced Phonics Patterns From Children’s Books can
use this book to review the basic patterns.
4. The pages may be copied and sent home for reading practice with parents.
5. Students who are learning to read may use the practice stories to develop
reading fluency and comprehension. The practice stories may be used as
written dictation exercises for students who are already reading.
It is expected that his book will be used in conjunction with a good liter-
ature program. Students who are reading should read and respond to high
quality stories and expository material each day. Non-readers should hear sto-
ries read aloud by the teacher.
What Are Phonograms And Why Are They Important?
A phonogram is a written symbol for a speech sound. The alphabet let-

ters are phonograms, and there are many multi-letter phonogram patterns (sh,
ai, tch, eigh) as well.
Because the English language has absorbed words from many other lan-
guages, English words contain many different phonogram patterns. Each lan-
guage has donated words to English with its own specific phonogram patterns.
While this makes it necessary to learn many patterns, it also makes the Eng-
lish language a broad and rich language with many descriptive words.
After students have learned the phonogram patterns, they will recognize
them in words when they are reading. This will make it easier to identify the
words quickly and confidently. It will also make it easier to learn new words
and even to read words which they have never seen before.
In addition, knowing the phonogram patterns gives students a powerful
tool when spelling. When spelling a word, students learn to say each sound
and write the phonograms that represent those sounds. This provides a logical
and effective method for spelling most words.
There are many phonogram patterns to learn and this is a time consum-
ing endeavor. However, there are far fewer phonogram patterns than there
are words. This makes the learning process very efficient in the long run. If
students are able to recognize and apply the phonogram patterns when read-
ing, they will be able to read thousands of words.

Why Are Syllable Patterns Important?
The English language does not have enough different letters to show eve-
ry sound with a unique symbol. For example, the a/ant sound is shown with
the letter a, but the a/apron sound is shown with the same letter. This same
discrepancy occurs for all five of the vowels, which can represent “short” sounds
(a/ant, e/egg, i/in, o/ox, u/up) and “long” sounds (a/apron, e/emu, i/island, o/
ocean, u/uniform).
It would be quite a challenge to have to guess whether to use the short or
long sounds for various vowels when reading. However, if students learn to rec-
ognize the basic syllables within words by studying a few simple patterns, they
will rarely have to guess. The position of a single vowel within a word and the
position of any consonants around it usually indicates whether the vowel repre-
sents the short or long sound. Understanding these relationships allows stu-
dents to identify many new words.
Note: The terms “short vowels” and “long vowels” do not indicate the size
of the written letter nor do they indicate the duration of the spoken sound.
They simply provide commonly agreed upon names for categorizing the sounds.
Objectives
1. Students will look at each letter and phonogram pattern and give the relat-
ed sound or sounds from memory.
2. Students will listen to the letter and phonogram sounds and write the relat-
ed pattern from memory.
3. Students will spell phonetic words by segmenting the word (saying each
sound separately, in order) and writing the related letters and phonogram
patterns.
4. Students will read (decode) phonetic words by saying the sound for each let-
ter and phonogram, going from left to right, putting the sounds together
smoothly, allowing them to recognize the meaning of the word.
5. Students will learn to read and spell non-phonetic words as sight words, af-
ter they have studied phonetic words with the same pattern.
6. Students will learn to recognize the common syllable patterns, allowing
them to pronounce each vowel correctly. When students see unknown words
with ambiguous vowel sounds, they will be aware of the possible sounds to
use and consider the meaning of the word to help them select the correct
sound.
7. The Ultimate Goal: Students will apply all of these skills automatically
when reading and writing.
The Next Step
After finishing the three volumes of Know The Phonetic Code, students
will be ready to begin Advanced Phonics Patterns From Children’s Books. Less
common consonant patterns such as ch/chorus, gu/guess, and x/xylophone are

taught along with common ending syllables that must be read as a unit, such
as age/luggage, tion/addition, and ture/nature. A few of the patterns from the
previous books, including ph/phone and y/gymnastics, are reviewed. Students
study twelve words for each pattern and read sentences with some of the same
words. Additional word lists are included in separate sections so that students
can practice reading words with various syllable patterns, less common conso-
nant patterns, and beginning and ending consonant blends.
As students work through the patterns they will be able to read eighty-
one popular illustrated children’s books (obtained separately), from first to
fourth grade reading levels, specially selected so that students will know the
phonetic patterns in every word in each book.
GETTING STARTED
Using The Sound Story
A “sound story” is included in this book. The pictures in the story serve
as a teaching tool when students are learning a new phonetic pattern. Read
part of the story aloud to students each day, until all of the sections have been
introduced. Point out each sound picture and the related letters. Model the
sound and have students repeat. You can use the pictures in this book, sound
picture flash cards, or the larger version of the sound story from the web site at
www.soundcityreading.net.
This step is important, because the sound pictures will serve as a refer-
ence for the sounds of all of the basic and advanced phonics patterns. For ex-
ample, the “long a” picture, showing the letter A on a graded paper, is used to
show the sound for the ai/rain, ay/play, and a_e/safe patterns. This makes it
obvious that all of these patterns represent the same sound.
On the other hand, the ow pattern can represent two different sounds.
One sound picture shows the ow/cow sound, while a different sound picture
shows the ow/snow sound. This makes it intuitively clear that one letter pat-
tern can represent two different sounds.
The sound pictures appear on the sound charts at the beginning of this
book. The charts show all of the vowel and consonant patterns that have been
taught, providing a visual reference that students can use to remind them-
selves of the correct sound for any pattern. Have students say the sounds from
one or more of the sound charts daily, so that they will develop a solid associa-
tion between the letter patterns, sound pictures, and sounds.
After the sound chart review, have students say sounds for the same let-
ter patterns from flashcards (without the sound pictures). This two step pro-
cess, sound charts followed by phonogram cards, helps students learn and re-
member the patterns with confidence. This may sound complicated at first,
but it works very well in practice to make our phonetic system clear to the stu-
dents. Having a visual reference (sound pictures) to represent the sounds pro-
vides a sense of security for the students as they learn.

The schedule below works well for introducing the sound pictures from the
sound story. Read the story aloud, introducing between five and eight new pic-
tures per day. You will finish the story in a reasonable amount of time but won’t
introduce so many pictures per day that the students get confused.
Day 1 t i h l n w Day 5 sh ē ō th th
Day 2 u b m r f x Day 6 ö ā ch ng ū
Day 3 e s j o c d Day 7 oi/oy ou/ow ü ä measure
Day 4 a v g p k y qu z
Developing Spelling And Decoding Skills
In order to benefit from this program, students must be aware that words
are constructed of separate sounds arranged in a specific order.
First, students must be able to hear a word (without seeing it) and then
pronounce it slowly, separating the word into its individual sounds. This is
called segmenting.
The next step beyond segmenting is spelling. To spell students must
know the letters and letter patterns, which are visual symbols for speech sounds.
They must be able to write the letters and patterns quickly and accurately. To
spell a word, students hear (or think of) a word, then say each sound separately
as they write it.
Second, students must be able to hear the separate sounds in a word and
put them together mentally to form a word. This is called oral blending. Stu-
dents use oral blending when reading words.
The next step beyond oral blending is decoding. Students must be able to
recognize individual letters and letter patterns and associate each one with a
specific sound. When decoding a word, students must scan the word from left to
right and say the sounds for each letter or letter pattern, putting the sounds to-
gether smoothly. This approximates the pronunciation of the word, allowing the
student to recognize it. The decoding process helps students learn new words
more easily and helps them quickly remember words they have seen before.
With sufficient practice, the skill eventually becomes automatic.
Students vary in the speed with which they can learn and apply these
skills. Some students need lots of practice over a long period of time. Others
catch on more quickly.
If students are already able to demonstrate these skills comfortably, you
will not need to teach them. If students are already reading but have not devel-
oped these skills, use the Phonemic Awareness book to teach them as you begin
this book. For younger students, use the following books, which have these
skills built into the lessons: Learning The Alphabet, Books 1 And 2, Exploring
Sounds In Words, Books 1 And 2, Rhyming Short Vowel Words And Sentences or
Mixed Short Vowel Words And Sentences, and Phonetic Words And Stories,
Books 1-8.

DAILY ROUTINE
1. SOUND CHARTS
During each lesson, start with the sound charts. The phonics patterns are
arranged in logical groups to help students recognize and remember them. Each
letter or letter pattern is paired with a sound picture which represents the cor-
rect sound. Begin with just the alphabet chart. Then add the vowel charts and
consonant charts gradually, over a period of time, so that students don’t become
overwhelmed at the beginning. You will introduce a new pattern on the charts
when you get to the page in the book that teaches that pattern.
As a daily review point to the patterns on the charts that have been
taught, while students give the sounds. You may want to print the matching
large wall charts from the web site www.soundcityreading.net to use in a class-
room. Use a pointer to go through the letters and patterns on the charts as the
class pronounces each sound in unison. Single students who are being tutored
can use the charts in this book.
Continue to add more charts to the daily routine as the students learn
new patterns. At some point, there will be too many charts to cover in a reason-
able amount of time in one day. Rotate as needed so that all of the charts are
covered as frequently as possible.
2. SOUND CARDS
After reviewing the sound charts, show the letters and phonogram pat-
terns on flashcards and have the students say the sounds in unison. Use only
the patterns that have been taught. Add new cards as you teach new patterns.
If a pattern represents more than one sound, students should say the first
sound, followed by a slight pause, then the second sound. Some patterns have
three sounds; do these in the same way. This should go quickly, as fast as you
can change the cards. The goal is for students to say the sound or sounds for
each pattern instantly, without stopping to think.
There are many patterns to learn. When students have learned a large
number of patterns, you will need to select a reasonable number of cards to re-
view each day.
Files can be downloaded from the web site to print the flashcards on card-
stock, or you can write the patterns on unlined index cards, copying from the se-
quence chart in this book. At first, keep the cards in the order in which they
were introduced. After students are very confident in giving the sounds, you can
present the cards in random order.
3. HANDWRITING
Practice writing the alphabet letters, paying special attention to any man-
uscript (or cursive) letters that are being formed incorrectly. Demonstrate cor-

rect letter formation (and for cursive, letter connections, paying special attention to
the letters b, o, v, and w that “swing out”) and have students copy. Watch the stu-
dents and assist as needed. If a student has difficulty writing a letter correctly,
write the letter on the student’s paper to be traced repeatedly. The student then
writes the letter again.
Students should always say the sound or sounds of each letter or pattern as
they write it. Manuscript and cursive handwriting models can be found at the end
of this book.
If you prefer, download one of the handwriting books from the Sound City
Reading web site, www.soundcityreading.net and use it for handwriting practice.
Some of the handwriting books have large patterns to trace and then copy, making
it easier for students to master letter formation.
As soon as students are able to form the letters correctly, dictate selected let-
ter sounds daily and have students write them on lined paper, repeating each
sound as they write. Practice some of the letters that will be needed when spelling
and any other letters that need extra practice.
4. PHONOGRAM DICTATION
Dictate any of the phonogram patterns that have been taught. At first, you
will dictate all of them. When there are too many to cover in one day, choose the
patterns that have been most recently taught and any other patterns that continue
to cause difficulty. Rotate in a few review patterns as well. Say the sound or
sounds for each pattern as you dictate. Students repeat the sounds as they write
the patterns.
5. SPELLING DICTATION
Planning
Before each lesson, plan the words you want to spell. Plan to dictate several
words from each new phonogram or syllable study list that you study. Then decide
which letters and phonogram patterns you need to dictate earlier in the lesson to
prepare students to spell the words. Decide on a sentence that uses one or more of
these words. Add any extra words to your dictation list that are needed for the
sentence. Include two-syllable words, contractions, words with suffixes, and sight
words as needed.
Dictating The Lesson
Start the lesson by dictating several letter sounds. Students say the sound
as they write each letter. Then dictate several phonogram sounds. Students say
the sound (or sounds) as they write each pattern. Dictate new phonograms, recent
phonograms, and any phonograms that will be included in the words you will spell.
If students forget a phonogram pattern, point it out on its sound chart.

Dictate new phonetic words one at a time. Say each word slowly and careful-
ly, so that students can hear each sound in the word. Guide and explain as needed.
As students write the word, they should say each sound separately (segmenting the
word) and write the related letter or phonogram to match each sound. Then write
the word on a chalkboard, white board, or overhead projector, while students seg-
ment the word again in unison. Ask students to tell you how to mark each word or
call on individual students to mark the words on the board. Marking will be ex-
plained in the next section of these instructions. This provides reinforcement and a
means for students to analyze, check, and correct words as needed.
A few words are especially tricky. If there is any doubt about how to spell a
word, show students how to spell it on the board before they attempt to write it,
and have them copy it, while saying the sounds. This process is called “mapping.”
After completing the desired number of words, dictate a sentence using some
of the words practiced during this lesson. Students write the sentence, then the
teacher writes it on the board so that students can check their work. If you prefer,
you can ask students to come up with various sentences using the words on their
papers. You can use one of the sentences for the whole class to write, or allow each
student to create and write their own sentence. If this is the case, help students
edit and correct their sentences as needed.
How To Mark The Words During The Dictation Period
After students segment and write a word and you have written it on the board,
call on students to tell you what needs to be marked. Model, or have a student model,
how to mark the words on the board while students mark the word on their papers.
1. Mark single long vowels with a straight line (gō, wē, rāven).
2. Mark dotted vowels (tö, püsh, skï, ballët) with two dots. The dots are a German
umlaut, which means “not the regular sound.”
3. Do not mark short vowels.
4. Underline vowel-vowel patterns and vowel-consonant combinations that have more
than one letter (keep, find, porch, call, soil, bought).
5. For vowel-consonant-e patterns, draw a bracket from the first vowel to the silent e,
going under the consonant (made, time).
6. Put a small x above any silent consonant letters (wren, knob, lamb, listen) and
above silent e’s that are part of a silent e syllable (little, bubble ).
7. Draw a small umbrella above any vowel or vowel pattern (other than u) that repre-
sents the short u sound (was, of, some, wonder, young).
8. Draw a curved arrow from left to right under vowels in unaccented closed or open
syllables that are hardly heard. This type of vowel has the “schwa” sound. The ar-
row reminds students to slide from one consonant to the next, hardly pronouncing
the vowel sound. lesson petal confess compliment
9. For multi-syllable words, divide between the syllables, like this. fantastic
10. (Advanced) Draw an asterisk * above a vowel in an open, accented syllable if it rep-
resents the short vowel sound (special, vision, casual). This sometimes occurs in
words with certain ending syllables.

Sorting Words While Writing
If you are studying several phonogram patterns on the same day, you may
want the students to sort the words into columns or rows on their papers as you
dictate the words.
For example, you may be teaching words with the ea/eat, ea/head, and ea/
steak sounds. Show students how to set up these column headings on their papers:
ēa, ea, ëa. Set up an extra column for new and review sight words or other words.
Write the same column headings on the chalkboard or a white board. As you dic-
tate the words, ask for a volunteer to tell you where to place each word. If they
are not sure, tell them. After students say the sounds and write the word in the
correct column, have them say the sounds again, in unison, while you write it in
the correct column on the board.
Another configuration that works is to have students write each phonogram
at the beginning of a new line. They will then spell words with that phonogram
going across that row.
Writing Words With Prefixes and Suffixes
Plan to include a few words with suffixes during the dictation period. Ex-
plain the purpose of the suffix and demonstrate any spelling rules regarding the
suffix.
Teaching New Sight Words
When you study a new phonogram pattern, you will find that some words
that have the pattern are not pronounced in the expected way. Examples include
been, says, and said. In this program, these words are taught as sight words. The
words will be introduced during the dictation period. Don’t introduce more than
one or two words per day. Review previously taught words on a rotating basis.
Write new words in large print on blank index cards and use the cards to in-
troduce the words. Show the word, say it, and have students repeat the word.
Point out the part of the word that does not sound as expected. Have students
write the word on their dictation paper as they say the letter names to spell the
word. Explain that these words cannot be spelled or read in the normal way. They
must be memorized. Ask several students to use the new word in an oral sentence.
6. DECODING PHONETIC WORDS
The phonetic word lists are presented such that patterns of the same type
are taught close together. Focusing on a series of patterns that are similar, one af-
ter another, helps students see the connections among phonogram patterns and
allows them to master the material more easily. The patterns are introduced in
the same sequence in all of the Sound City Reading books, so that you can teach

the same skills to several different levels in the same classroom or even with the
same student. Teach the patterns in the order that they appear in this book.
These are the types of words that are taught.
1. Short vowel words, including words with beginning and ending consonant
blends. When a single vowel appears in a closed syllable (the vowel is fol-
lowed by one or more consonants) it usually represents its short vowel
sound.
2. Words with consonant digraphs, including sh, th, wh, ch, ng, and nk.
3. Words with vowel pairs that represent long vowel sounds (ai, ee, oa, ue, ie,
o_e, e_e).
4. A few vowel-consonant-consonant patterns that represent the long vowel
sound (find, right, troll, yolk).
5. Words with “odd o” patterns: oi, oy, ou, ow, oo, ould, and ought. These pat-
terns must be memorized.
6. Words with open syllables. A syllable with a single vowel at the end is
called an open syllable. Vowels at the end of open syllables usually repre-
sent their long vowel sounds: he, go, I, o-pen, ra-ven, ze-ro.
7. Other two-syllable words, including words with unaccented syllables with
the schwa sound and silent e syllables.
8. Words with soft c and g sounds, as in cent, city, cycle, gem, giant, and gym.
9. Words with “bossy r” patterns ar, er, ir, or, ur, wor, ear, and our.
10. Words with single dotted vowels or vowel patterns that include dotted vowel
sounds (säw, bäll, tö, püsh, skï, fillët). The two dots mean “not the regular
sound.”
11. Words with vowel patterns that represent more than one sound (eat/head/
steak, home/love).
12. Consonant patterns with silent letters (knob, wren, straight, lamb).
13. “Umbrella” vowels that can commonly represent the short u sound (ou/
country, o/son, a/across, a/panda).
It is helpful to use a copy of the Sound City Reading Sequence Charts

when planning lessons. It contains an overview of the entire program, explain-
ing the books and workbooks used at each level. The charts in the book show
each letter or phonetic pattern taught, in the order in which they are introduced,
for all teaching levels. Each chart also lists sample phonetic words, sight words,
and any pertinent synonyms, antonyms, and homonyms.
You will need to decide how many new syllable or phonogram patterns to
teach per day. Younger students and older students who are not yet reading will
need to study only one new pattern per day. Older students and students who
are already reading may be able to cover two or three new patterns per day.
As you begin a new page, first discuss the phonogram pattern or syllable
pattern. Then have students takes turns reading the words. For most patterns,
students will read both one-syllable and two-syllable words.
For two-syllable words, preview the list and discuss the types of syllables

seen in the words. Students will need to remember that a vowel at the end of
an open syllable usually represents its long sound, while a vowel in a closed
syllable usually represents its short sound. Vowels in unaccented open or
closed syllables can also represent the schwa sound, which is not pronounced
as expected. It is hardly heard at all.
Discuss the meanings of any unfamiliar words. Teach students how to
use a dictionary. Have a dictionary handy to look up any unknown words.
Some groups of students may have difficulty with decoding in general.
Sometimes, even with a strong group, a particular set of words may be more
difficult to read, especially words with complex syllable structures or words
with less common patterns. In these cases looking closely at the word struc-
ture while also thinking about the meanings of the words is helpful. Use any
of the following ideas to enhance student learning.
1. Students use a colored pencil to highlight the vowel or consonant pattern

in each word, saying the sound each time they mark. Go through all the
words with the new pattern. Students do not read the words in this step;
they just find the pattern, highlight it, and say the sound. When everyone
is finished go back and take turns reading the words.
2. The teacher reads each word first and students repeat it in unison, going
through the whole list. Then students take turns reading the words. Dis-
cuss the meanings of any unfamiliar words.
3. When reading two-syllable words have students say the word while clap-
ping the syllables. Call on a student to explain the syllable patterns and
where to divide between the syllables. Students draw a line between the
syllables and mark any part of the word as needed.
4. After students take turns reading the words, have the group reread the
words in unison.
5. After reading a set of words, play a guessing game. Students look at the
list of words. The teacher gives a clue about the meaning of a particular
word. A student has to find the correct word, point to it, and read it aloud.
For example, for the wr word list, the teacher might ask students to find a
word that names a part of your body (wrist), a tool (wrench), a small bird
(wren), or extreme anger (wrath) and so on.
Studying Syllable Patterns
When you study syllable patterns, emphasize which letters are vowels
and which are consonants. It’s important for students to learn to automatical-
ly notice the placement of the vowels and consonants. On the board, use a
sample word to show students how to label consonants by writing a C above
them and vowels by writing a V above them. This does not have to be done
with every word, but as an introduction it will make the syllable pattern more
clear to the students. Study the explanations on each syllable page and model
various words until the students understand the types of syllables and can ex-

plain them back to you. This will be an ongoing process as you continue through
the book and read multi-syllable words for the various phonogram patterns.
It will be helpful to do the syllable awareness exercises at the beginning of
this book. After students have learned to segment words by saying their individual
sounds, they may have difficulty understanding that syllables are rhythmic speech
units, usually clusters of sounds, instead of individual sounds. The syllable exer-
cises help them to understand the difference.
Other Patterns To Be Aware Of
1. The letter v is not used at the end of English words. The _ve pattern is used in-
stead.
2. When a word with a two-letter vowel pattern ends with the /s/ or /z/ sound, the
letters _se or _ze may be used to represent that sound. Sample words include
lease, house, pause, moose, noise, horse, verse, and freeze. These patterns
make it clear that the word is not in the plural form.
3. The same thing occurs with short vowel words that have both a consonant and
an /s/ sound after the vowel: rinse, sense, pulse, lapse.
4. The wh pattern often represents the /h/ sound when it is followed by the letter
o, as in who, whom, and whole.
7. SIGHT WORD REVIEW
When you study each new phonics pattern, you will find that some words
that have the pattern are not pronounced in the expected way. These are sight
words. A picture of glasses is used to indicate sight words in this book. Examples
include been, says, and said. They are first introduced in the dictation period, as
described above.
After reading new phonetic words, review any new sight words and some or
all of the sight words that have been taught previously. Go through a set of sight
word cards or use the sight word chart in the students’ books. Have students read
the words aloud, taking turns and in unison. You may want to post the words on a
“word wall” so that students can refer to them as needed when doing creative writ-
ing assignments. If you do, you can review the words directly from the wall.
8. READING THE PHONETIC STORIES
After teaching several sets of words you will come to a phonetic story. The
words in these stories contain only the phonetic patterns and sight words that have
been taught. The first stories are very short and they become longer as new pat-
terns are learned. When students read the stories they are applying the new pho-
netic patterns in a meaningful context.
After students read short vowel words and words which introduce beginning
and ending consonant blends, they will read a few illustrated sentences instead of
a story.

Beginning readers and students who need to build word recognition skills
and fluency should read all of the practice stories. Repeated reading is helpful.
More advanced students should read alternate material at their current
reading level. You may want to use the practice stories with advanced students
as dictation exercises.
9. READING LITERATURE
After the phonics lesson is completed, students who are reading should
spend a significant amount of time reading, discussing, and responding to high
quality literature under the guidance of the teacher. Students who are not yet
reading should listen to and discuss higher level stories read aloud by the teach-
er.
10. INDEPENDENT WORK
The teacher may want to have the students do some type of independent
activity with each set of phonetic words. Some ideas are listed below.
1. Reread the words with a partner.

2. Write selected words in alphabetical order.
3. Classify or sort a set of words in some way (rhyming, parts of speech, number
of syllables, or other types of groups, such as things that provide transporta-
tion, things we use to play sports, places, people, animals, etc.).
4. Copy and illustrate one or more of the words.
5. Draw one large scene that contains pictures of several of the words. Label
the items. (Example: An ocean scene with fish, a ship, shells, and a shark.)
6. Write sentences with one or more of the words.
7. Write definitions for some of the words.
8. Write an essay, story, poem, advertisement, news article, or song using as
many of the words as possible.
9. Choose one word from a word list as a topic or theme, and write an essay or
story related to that topic.
10. Give students a journal. Each day they will label the top of a page with the new
letter patterns or syllable patterns. During a silent reading or paired reading
period, any time students find a word with the new pattern in their book, they
should copy it into their journal. They can also continue to fill in extra words for
patterns on the previous pages.

AaBbCcDdEe
FfGgHhIiJj
KkLlMmNnOo
PpQqRrSsTtUu
VvWwXxYyZz
AaBbCcDd 1
2
1
2
1
2
EeFfGgHh 1
2
IiJjKkLl
MmNnOo 1
2
PpQqRrSs 1
2
TtUuVvWw
XxYyZz
Phonetic Words And Stories - Book 3 - More Long Vowels
Phonogram Syllable Study Suffix Study, Stories to Read
Patterns Contractions,
Punctuation
1 oa/boat
2 oe/toe
3 o_e/home Home
4 o_e/love Possessive __’s Joe’s Truck

#1
5 old/gold, olt/bolt
oll/roll, olk/yolk
6 a_/across
7 _a/panda The Troll and the Gold
8 ui/fruit
9 ue/glue
10 u_e/cube
11 ew/few Pink Or Blue?
12 tap/tape
cap/cape
13 pin/pine
pill/pile
14 hop, hope
15 cub, cube
16 dge/fudge The Mule

Phonetic Words And Stories - Book 3 - More Long Vowels
New Sight Words New Phonetic Words Compound Words

Antonyms, Synonyms, Homonyms
1 broad boat, coat, goat, float, road, toad, soap, float-sink, road/rode, horse/hoarse,
goal, roar, toast soar/sore, oar/orm oatmeal
2 does, shoe toe, doe, hoe, roe, oboe, Joe, goes, floe, woe tiptoe, woe/whoa
3 move, prove, lose, home, nose, those, cone, stone, more, bathrobe, flagpole, manhole, grind-
gone score, globe, smoke, whole stone, more-less, hole/whole
4 one love, come, dove, none, some, done, glove, something, someone, sometime,
above, one, once somewhere, income, handsome,
become, anyone, somebody, come-
go, love-hate, one/won
5 roll, troll, colt, bolt, gold, cold, sold, fold, goldfish, hot-cold, yolk/yoke, roll/
hold, yolk role
6 again, against across, alas, asleep, alike, alive, alone, dead-alive

afraid, away, above, ago
7 panda, villa, comma, yucca, Santa, Anna,

extra, banana, vanilla, delta
8 suit, fruit, juice, cruise, bruise, swimsuit, swimsuit, suitcase, fruitcake

suitcase
9 glue, clue, true, Sue, blue, rescue, statue, blue jay

tissue, avenue, Tuesday
10 sure tube, rule, cure, use, cube, June, sure,

flute, Neptune
11 sew flew, blew, stew, drew, few, pew, threw, flew/flue, blew/blue, so/sew, threw/
screw, cashew, jewel through
12 tap, tape, can, cane, back, bake, pan,

pane, mad, made /
cap, cape, man, mane, van, vane, rack,
rake, snack, snake
13 pin, pine, rid, ride, kit, kite, tin, tine, rip,
ripe /
pill, pile, dim, dime, twin, twine, Tim,
time, lick, like
14 smock, smoke, hop, hope, not, note, rod,
rode, con, cone
15 cut, cute, hug, huge, fuss, fuse, tub, tube,

cub, cube
16 fudge, badge, hedge, bridge, edge, wedge,

grudge, smudge, judge, porridge

Phonetic Words And Stories - Book 4 - Odd O Patterns, Dotted Ü And Ä Patterns
Patterns Contractions, Punctuation
1 oi/coin
2 oy/boy _ed #1 A Boy Gets A Toy
3 ou/ouch
4 ou/four
5 ou/soup _ing #1 A Mouse In The House
6 ow/cow
7 ow/snow The Cow Got Out
8 ü/push
9 oo/moon
10 oo/book
11 ould/should Contractions with not #2 In The Woods

Contraction with us
12 au/Paul
13 aw/saw Possessive ’s #2 Home
14 all/ball
15 al/salt
alk/talk
16 wa/wasp Small Mouse
swa/swan
17 ou/country The Dragon And The Ring

Phonetic Words And Stories - Book 4 - Odd O Patterns, Dotted Ü And Ä Patterns
New Sight New Phonetic Words Compound Words
Words Antonyms, Synonyms, Homonyms
1 soil, boil, coin, point, noise oilcan
2 boy, joy, toy, soy, annoy
3 out, found, ground, mouse, mouth, outhouse, doghouse, groundhog,

count, cloud, house, shout, couch campground, mousetrap, dollhouse, with-
out, in-out
4 though four, pour, court, gourd, fourth, mourn for/four, pour/pore, fourth/forth
5 through you, your, soup, group, through, wound yourself, throughout
6 cow, now, down, town, clown, brown, downtown, cowboy, up-down

frown, crowd, howl, owl
7 know row, low, know, snow, blow, grow, snowman, windowsill, below, rowboat,
slow, window, yellow, follow fast-slow, high-low, above-below, no/
know, low/lo, so/sow, roe/row
8 put, pull, full, bull, bush, push, pudding bullfrog, input, fullback, push-pull
9 school moon, food, tool, roof, zoo, pool, spoon, toothbrush, bedroom, bathroom, school-
broom, goose, school house, to/two/too
10 poor, door, floor book, cook, foot, hood, good, hoof, look, bookshelf, checkbook, matchbook, dog-
shook, stood, wood wood, outdoor, rich-poor, good-bad, would/
wood
11 should, would, could, wouldn’t,
couldn’t, shouldn’t / Let’s
12 Paul, haul, gauze, haunt, launch, faucet,

auto, August, autumn, exhaust
13 saw, paw, claw, draw, straw, lawn, dawn-dusk
dawn, yawn, hawk, crawl / The kid’s
pool, Andrew’s shoes, The mouse’s hole,
The boy’s ship, Paul’s home
14 all, ball, call, tall, wall, fall, hall, mall, football, hall/haul, pall/Paul
small, stall
15 half, calf, salt, bald, malt, false, palm, talk, walk, saltbox, calm-upset
although balk, stalk, chalk
16 wasp, want, wash, watch, wand, water, watchdog, watchman, watchmen

swan, swamp, swallow, swat
17 young, touch, couple, trouble, double,

cousins, country

Phonetic Words And Stories - Book 5 - Soft C And G Sounds, Bossy R Patterns
Patterns Contractions,
Punctuation
1 ce/cent
ci/city
cy/cycle
2 _ace/face
_ice/mice
_uce/spruce
3 _ce/fence
4 ir/bird A Bird
5 ge/gem Jake’s Magic Show

gi/giant
gy/gym
6 _ge/hinge
7 ar/car Mark’s Car
8 er/her
(one-syllable words)
9 er/her The Foot Book by Dr. Seuss

(two-syllable words) (Random House, 1968)
10 er/her _ed #2 Oil

(more two-syllable
words)
11 ur/turtle _ing #2 The Life Of A Turtle
12 _se/mouse
13 _se/cheese
_ze/freeze
14 Contractions A Trip To The Farm

with is # 2
Contraction
with am

Phonetic Words And Stories - Book 5 - Soft C And G Sounds, Bossy R Patterns
New Sight Words New Phonetic Words Compound Words
Antonyms, Synonyms,
Homonyms
1 cent, city, cycle, pencil, princess, spaceship, anyplace, cent/sent/

fancy, spruce, ceiling, mice, race scent, nice-mean, give-receive
2 face, race, ace, space, rice, mice,
dice, slice, price, spruce
3 once fence, prince, dance, lance, fencepost
prance, force, bounce, voice,
choice, juice
4 girl, bird, dirt, fir, stir, shirt, bluebird, birdhouse, girl-boy,
third, first, skirt, squirrel nightshirt, sweatshirt, first-last
5 gem, gel, giraffe, gymnastics, birdcage, backstage
magic, squeegee, page, stage,
cage, huge
6 hinge, fringe, flange, plunge,
sponge, strange, change, gorge,
orange, revenge
7 are arm, art, car, star, farm, barn, junkyard, hardware, armchair,
large, shark, chart, garden barnyard, starlight, courtyard,
warm-cold, start-stop, near-far
8 her, herd, verb, verse, serve,
perch, fern, clerk, desert, dessert
9 answer zipper, ladder, soccer, letter, but- sunflower, however, afternoon,
ter, hammer, winter, number, grandmother, whoever, whomev-
under, river er, whenever, whatever, grass-
hopper, understand, everybody,
everywhere, everything, everyone
10 feather, weather, sweater, weather/whether
celery, water, oyster, tower, flow-
er, either, neither
11 bury hurt, curve, surf, burn, church, turncoat
churn, turnip, turtle, purple, tur-
key
12 house, mouse, goose, geese, houseboat, horseback, true-false
horse, purse, nurse, false, rinse,
tense
13 cheese, raise, pause, choose, cheesecake, raise-lower, freeze-
cruise, noise, freeze, maize, thaw
gauze, snooze
14 he’s, she’s, it’s, that’s, what’s,
who’s, where’s, when’s, how’s
I’m

Lesson Plan
Overview
A. New letter patterns are introduced with the sound charts and sound cards.
B. Students write any new letter patterns and selected words with those patterns during
the dictation period.
C. Students read the word lists with the new letter patterns in this book.
D. Phonetic stories are included to be used with early readers.
1. Sound Charts - Students say new and review phonogram sounds in unison
2. Sound Cards - Students say new and review phonogram sounds in unison
3. Handwriting (Use this section to teach or review manuscript or cursive handwrit-

ing.)
a. Introduce new letters
b. Practice previous letters
c. When teaching cursive handwriting, teach students how to make
letter connections.
4. Dictation
a. Letter dictation (Say the sounds)
b. Phonogram dictation (Say the sounds)
c. Dictate new phonetic words (Students segment the sounds as they write)
d. Model and dictate words with suffixes, contractions, etc., as needed
e. Model and spell new and review sight words, as needed
f. Dictate one or more sentences using phonetic words and sight words
from this lesson.
7. Decoding
a. Read word lists from this book.
b. Mark and read mixed word lists from a white board or chalk board.
8. Sight Word Review - Read new and review words from flashcards, the sight word
chart in this book, or a word wall.
9. Reading And Responding To Stories

a. Less advanced students read the phonetic stories whenever you reach
them in this book.
b. Students who are able should read and respond to high quality literature
under the guidance of the teacher.
c. All students should hear the teacher read higher level selections aloud.

Overview of Sound City Reading Materials
Flashcards, charts, and games to reinforce letters and phonogram patterns are available at all
levels. Separate workbooks are available for the Short Vowel and Phonics Patterns levels. Sound
charts are included at the beginning of each book for daily review. Matching wall charts are
available for the classroom. Free PDF downloads are available at www.soundcityreading.net.
Learning The Alphabet (Books 1 and 2)
Students learn to recognize and give the sounds for the letters of the alphabet, while practicing
handwriting readiness and phonemic awareness skills.
Exploring Sounds In Words (Books 1 and 2)
Students learn to write the letters of the alphabet, while reviewing their sounds. They develop
skills in segmenting and oral blending, learn to identify beginning and ending consonant sounds,
and begin to spell simple short vowel words with plastic letters.
Rhyming Short Vowel Words And Sentences - K
Mixed Short Vowel Words And Sentences - 1st
Students spell and read color-coded short vowel words. Phonemic awareness exercises prepare
students to read each set of words. Students say the sounds for each word and find the matching
picture. Then they decode the word smoothly. Students learn seven sight words and begin to read
simple short vowel sentences.
Basic Short Vowels
Students read illustrated short vowel words and sentences. This book has all black print.
Phonetic Words And Stories (Books 1 - 8)
Students learn common vowel, consonant, syllable, and suffix patterns, taught in a logical
sequence. Phonemic awareness activities are built in to the lessons. Students spell and read
words with new patterns, then read easy stories containing the same patterns. Vowel patterns are
color-coded. As students progress through the books, they will be able to read eight popular
children’s books, obtained separately.
Basic Phonics Patterns (Books 1 - 8)
These books and the Phonics Patterns And Stories books teach the same skills in the same
sequence, but the Basic Phonics Patterns books are not color-coded, teach more words for each
pattern, and include sentences with each set of words. They include the same set of practice
stories, with smaller print and smaller pictures.
Know The Phonetic Code (Volumes 1, 2, 3)
Students study all of the phonics patterns, syllable patterns, and suffix patterns taught in the
short vowel books and in Books 1-8 listed above. Students study one new pattern per page,
including one-syllable and two-syllable words, where applicable. The same practice stories
described above are included.
Advanced Phonics Patterns From Children’s Books
Students read words and sentences with advanced phonogram, syllable, and suffix patterns. The
lessons are taught in a specific sequence which will prepare students to read eighty children's
picture books, reading levels 1.1 through 4.7, obtained separately.
Color-Coded Short Vowel Lists and Color-Coded Phonetic Lists
In these books students read color-coded rhyming lists followed by lists that begin with the same
two letters (body-coda lists). The words are not illustrated. Practicing the word lists helps
students build fluency when decoding words.

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Teaches The Skills In:

Phonetic Words And Stories, Books 3, 4, 5

Entire contents © 2018 By Kathryn J. Davis

Permission is hereby granted to teachers, parents, and tutors

Printed in the United States of America

Free materials for teaching reading are available

The handwriting fonts used in this book are available from

Syllable Awareness Pages ........................................................................................... 5

old/gold, olt/bolt, oll/troll, olk/yolk ............................................................................. 72

a/tap, a_e/tape ............................................................................................................ 85

© 2018 by Kathryn J. Davis 3 Know The Phonetic Code Volume 2

u/push ....................................................................................................................... 107

au/Paul ...................................................................................................................... 114

all/ball ....................................................................................................................... 117

ou/country ................................................................................................................. 125

ce/cent, ci/city, cy/cycle ............................................................................................. 132

ar/car ........................................................................................................................ 139

er/her, er/ladder ........................................................................................................ 142

ur/nurse .................................................................................................................... 148

_se/mouse, _se/cheese, _ze/freeze ............................................................................ 152

Notes For The Teacher............................................................................................. 157

© 2018 by Kathryn J. Davis 4 Know The Phonetic Code Volume 2

sail-boat, te-pee, cube, as-tro-naut, cur-tains, zoo, en-ve-lope, rhi-noc-er-os

© 2018 by Kathryn J. Davis 5 Know The Phonetic Code Volume 2

e-mu, ex-cla-ma-tion, fire, un-der-ground, ze-ro, ro-bot, sax-o-phone, car

© 2018 by Kathryn J. Davis 6 Know The Phonetic Code Volume 2

su-per-he-ro, ta-ble, neck-lace, flew, med-i-cine, ap-ple, book, an-chor

© 2018 by Kathryn J. Davis 7 Know The Phonetic Code Volume 2

slice, gi-ant, wheel, um-brel-la, tow-er, gym-nas-tics, bird, shield

© 2018 by Kathryn J. Davis 8 Know The Phonetic Code Volume 2

au-tumn, pig, op-po-site, an-kle, jack-et, un-u-su-al, tree, ceil-ing

© 2018 by Kathryn J. Davis 9 Know The Phonetic Code Volume 2

rain, cow-boy, tooth-paste, dime, al-li-ga-tor, e-nor-mous, tea, ea-gle

© 2018 by Kathryn J. Davis 10 Know The Phonetic Code Volume 2

Hey, Mom,” said Brad. “Can we walk down to the

Then they jumped down and ran around the park

They all walked home and Mom drove them to their

© 2018 by Kathryn J. Davis 11 Know The Phonetic Code Volume 2

“Well,” said Mom. “The weather is so bad, this is the

The following Monday morning, Audrey and Brad

Audrey worked hard all morning. After lunch, her

After recess Audrey realized that her throat was

© 2018 by Kathryn J. Davis 13 Know The Phonetic Code Volume 2

At 2 o’clock, Audrey heard a knock at the door, “d, d,

The children waited in the office for their parents.

When Mom arrived at school she took them straight

© 2018 by Kathryn J. Davis 14 Know The Phonetic Code Volume 2

When Audrey’s exam was finished, the doctor said

Mom took the kids to the park on the way home.

Part 2 - Beyond The Alphabet Sounds

A few weeks later, Audrey and Brad and mom and

The movie was action packed and very exciting.

© 2018 by Kathryn J. Davis 15 Know The Phonetic Code Volume 2

The next morning Audrey and Brad didn’t go to

Dad was up early, too. After his shower, he shaved

Before long, it was light enough to see outside. The

By this time Mom was calling everyone to come to

When they were finished eating, Brad and Audrey

© 2018 by Kathryn J. Davis 16 Know The Phonetic Code Volume 2