Book Ten

Eeeee!
Intermediate
Long Vowels

eeeeee ee
Written and illustrated by

Miz Katz N. Ratz

A Progressive Phonics book T.M.

Copyright (c) 2004. 2005 by Miz Katz N. Ratz, patent pending

 V o w e ls a r e li k e a n i m al s . . .

AE I O U
Did you k now that the five vowels are
l i k e a n i ma l s? W e l l, th ey a r e ! E v e r y
a n i m a l h as a n a me . . . an d e v e r y an im a l
makes a sound :

meow woof oink tweet

( P ar e nt /t ea cher not e: T he l et te r “Y” is al so

somet i me s a vowel , bu t th e l et t er “Y” doe sn’ t
f ol l ow t he r u le we a r e a bout t o l ea r n.)
J u s t l i k e an im a l s, e a c h v o w e l h as
a n a m e , a n d e a ch v o w e l h as a so u n d . . .

cat
T h e n am e o f t h e l e tt e r “ a ” is “ a , ”
A a n d th e s o u n d o f th e l e t te r “ a ” i s a h ,
l i k e in cat.
I w a n t yo u t o s ay t h e n a m e o f e ac h
v o we l , t h e n s ay t h e so u n d th at i t m a k e s.

S a y t h e n am e Say the soun d

o f t h e le t te r . . . t h a t th e le t te r m a k e s. . .

A c-
c-a-t
a-t
E p-
p-e-t
e-t
I p-
p-i-g
i-g
O d-
d-o-g
o-g
U b-u-g
b-u-g
I f y o u a d d a l it t le “ e ” to th e e n d o f
a w o r d . . . . w e ll ! T h e l i tt l e “ e ” is v e r y
n au g h t y – t h e li t tl e “ e” r e a c h e s a r o u n d
a n d p i n c h e s t h e o t h e r v o we l , m a k i n g
t h e v o w e l ca l l o u t i t’ s n a me .

c-a-p

cap
cap e
cap
cap
A
cap
 ssh

cap
T h e l i tt l e “ e ” is si l e n t , b e c au se i t
d o e sn ’ t w a n t to g et i n t r o u b l e.

L e t’ s p r a c t ic e h o w t h e “ si le n t e ”
c h a n g es v o w e ls . . . .
 li e
a+e
nt
s
A
cap
Jan and J a ne l i k e t o si n g ,
Bu t t h e y d o n ’ t k n o w an y w o r d s.
J a n i s a n o r an g e c a t,
A n d J a ne i s a y el l o w b i r d .

J a n s in g s , “M e o w, m eo w, m eo w ”
A n d J a ne s in g s , “T w ee t , t w ee t , tw ee t . ”
J a n e a ls o f la p s h er l it t l e w in g s ,
A n d J a n t a p s h i s f u r r y f e et .
Sa m i s my b e s t f r ie n d ;
H e ’ s t h e sa me a g e a s m e.
Sa m a l so g o e s
T o t h e s a me s c h o o l a s me .

Bu t m y na me is Pa m ,
Wh i c h s ta r t s wi t h a “ P , ”
S o Sa m sh o u l d n o t we a r
T h e s a me t - s h i r t a s m e.
My hat i s p in k a n d p u r p l e ,
A n d th e s i d e s a r e m u c h t o o l o n g ,
Bu t I c a n n o t sa y I ha t e my ha t –
The word “ ha te ” i s m u c h t o o st r o n g .
I w i sh I c o u ld sa y , “ I ha te my ha t , ”
I w i sh I c o u ld r i p a n d t e a r it .
Bu t w h e n I s a y, “I ha t e my ha t , ”
M y mo th er ma k e s me w e ar it .
I gave my b rother, Dave,
A g i a n t p i ec e o f c a ke ;
I a l so g a v e D a v e
A b a n a n a a n d a g r a pe .

D a v e a t e t h e b a n a n a;
H e a te t h e c a ke an d g r a pe –
Bo y , wa s I su r p r i se d
Wh e n Dave a ls o ate the pl a te .
I l i k e to t a ke m y te d d y b e ar
T o s c h o o l w i th me .
A n d I li k e t o ta ke m y r u b b e r d u ck
T o t h e s wi m mi n g p o o l w i th me .

Bu t I c a n ’ t ta k e my new brother
A n y w h e r e a t a l l.
I can t a ke h i m w h e n h e’ s b i g g e r –
Ri g h t n o w h e ’ s m u c h t o o s m al l .
I a sk e d m y m o m t o ma ke me
A c a t c o s t u m e a n d a c a pe ;
I a sk e d m y m o m t o ma ke me
A l o v e l y l e mo n c a ke .

I i n v i t ed my b es t f r i en d s;
They c a me an d a te s o m e c a ke .
J a n e c a me a s a m o n k e y;
J a k e c a me a s a s na ke .
“ Mad e ” a nd “ mak e ” me an the sa me thing.
We s ay “ mad e ” whe n we talk a bout some thing
we mad e in the pas t; we say “ mak e ” whe n
we ta lk a bout making some thing now or in the
future . L et’s pra ctice ...

I l i k e to p l ay w i th Pl a y- Do h ( P l as ti c i n e ) ;
I can ma ke so ma n y t h i n g s .
Y e st e r d a y I ma d e a t r u c k ;
T o m o r r o w I w il l ma k e a d u ck .

But when my dog plays with Play-Doh (Plasticin e),

He wants to make a mess.
That’s why I n ever let him
Play with Play-Doh (Plasticine) in a dress.
Wh a t I d i d y e st e r d a y :

I ma de a p i ct u r e o f a c at
A n d p u t i t o n t h e wa l l .
Then I ma de t h e c at a h a t ,
Bu t I ma de t h e h a t to o sm a l l.
It ma de me ma d
T h a t I ma de th e h at t o o s m al l ,
So I go t s ome mor e p aper,
And I ma de the cat a ball
Tomor row, dear Mother,
Ca n I p le a se make a cake ?
I w o n ’t make a me s s –
I w i ll e v e n w as h t h e plate .

I w o n ’t make a fus s –
I w i ll sh a r e it w it h m y b r o th er –
S o c a n I p l e a se make a cake ,
Tomor row, dear Mother?
I am not brave e n o u g h
T o g o i n si d e t h a t cave ;
I think I s aw a bear
Hiding in the cave .
Wh o wi l l save me
F r o m t h a t b ea r i n s i d e th e cave ?
O h – it ’ s n o t a b e ar ,
I t i s j u s t m y b r o th e r , Dave .
 have ” l ooks l i ke
Al t hough t he word “

“ Dave ” a nd “ brave ,” i t sound s

d iffe rent . Let ’s p ract i ce. ..

I ha v e a b r o th er ,Da v e ,
Wh o is v e r y , v e r y br a v e ;
H e is n ’ t sc a r e d o f sp i d e r s ,
O r b at s i n a cave.
I a l so ha v e a s is te r
Wh o is v e r y , v e r y n i c e,
Bu t s h e i s n o t a s brave as Da v e –
S h e i s r e a l ly s ca r e d o f m ic e .
I ha v e t wo d o g s ,
A n d I ha v e a c a t.
T h e d o g s ha v e a b a l l,
Bu t t h e c a t w a n t s a r a t .

M y ca t t h i n k s it ’ s s i ll y
To c ha s e a b a ll ;
S h e w o u l d r at h e r c ha s e a rat
Or n othing at all.
T h e words “had ” an d “ have ” mea n t he same
t hi ng. We say “ had ” wh en we t al k ab out t he past ;

we say “ have ” whe n we t al k abou t now or t he fut ure .

Y e st e r d a y I had
A c h e e se sa n d wi c h f o r m y l u n ch ;
Tod ay I have
A c h e e se sa n d wi c h f o r m y l u n ch ;
T o m o r r o w I w il l have
A c h e e se sa n d wi c h f o r m y l u n ch –
D o e s an yb o d y w a n t
A c h e e se sa n d wi c h f o r t h e ir lu n c h ?
Wh e n I w a s t h r ee ,
I had a l it t le t r i k e , ( t r i c yl e )
A n d n o w I a m s ix ,
I have a sh in y b ik e.

Wh e n I g r o w u p ,
I w i ll have a ca r ;
I w a n t to have a c a r ,
S o I c a n d r iv e i t v er y f ar .
T h e wor ds “ hav e t o ” mean you
a r e su ppose d t o.

Wh y d o I have to
E a t ca r r o t s a n d p e as ?
I have a bun ny rabbit
Wh o wa n ts to ea t t h e m, p l ea s e?

M y mo th er al s o sa y s
I have to wa s h m y plate –
D o I have to u se s o a p ,
O r c a n m y b u n n y li c k t h e plate ?
Wh e n Iha d a c o l d ,
I ha d t o st a y i n b ed ;
I ha d t o b l o w my n o se ,
A n d my n o se g o t r e a ll y r e d .

N o w t o d a y I h a v e a h e ad ac h e ,
A n d my t o n g u e is r e al l y b l u e ;
I think I ha v e a f e v e r ,
So do I ha v e to g o to sc h o o l?
Good to know...

T h e l e tt e r “ c ” h a s n o so u n d
o f i ts o w n . . .

M o s t o f t h e ti m e, th e l e t te r “ c”
soun ds like a “ k” –

Cut the cake.

B u t s o m e ti m e s, t h e l et t e r
“ c ” so u n d s l ik e a n “ s ” –

T h e l e tt e r “ c ” AL W AY S so u n d s
l i k e a n “ s ” w h e n t h e “ c ” i s f o l l o w ed
b y a l e tt e r “ e , ” “ i ” o r “ y ” –

I o n l y h ad o n e cent.
 C i n d y l ik es to e at
candy.

So me p e o p le s p e ll t h e i r n a m e
“ Cy n d i ” i n s t ea d o f “ Ci n d y ”

A n d th e l e t te r “c ” AL W A YS so u n d s l ik e an
“ s ” wh en f o l l o w ed b y a s i le n t “ e ” –

My cat has a fu nny face.

W h e n my b r o t h e r i s sa d ,
I ma ke t h i s s il l y face
Be c a u s e m y b r o th er al w a ys la u g h s
When I ma ke t h i s s il l y face.
If yo u have g r e e n sk in ,
A n d if yo u have a n e x t r a ey e ;
I f y o u have a w e i r d face
A n d a space sh ip in th e s k y ,
T h e n yo u m u st b e a n a l ie n ,
H e r e f r o m o u t er space –
Bu t w h a t i s a n a l ie n
Doing in this place ?
I ha v e t e n l it t le f i n g e r s ;
I ha v e t e n l it t le t o e s;
I ha v e t wo h u n d r e d a n d si x b o n e s,
Bu t I o n l y ha v e o ne nos e.

Wh a t m ak es a n o s e so s p e c ia l ?
A n d wh y ha v e it on my face?
Wh e r e w o u ld I p u t my n o se ,
I f I c o u ld ha v e it a n y pla c e ?
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sm i l
T im k e e p s a c l o c k o n e v e r y wa l l,
S o h e a l wa y s k n o w s th e t ime –
T im kn ows when the ti me is e ig h t;
T im kn ows when the ti me is nin e .
T im h a s a s i st er , Su sa n ,
Bu t s h e c a n ’ t t e l l t h e t ime ;
S o S u s an is a lw a y s l at e ,
Bu t T im gets there on t ime .
I f a f r o g a n d h is w if e
L ik e t o s wi m i n t h e wa t e r ,
A n d i f t h e f r o g a n d h is w if e
H a v e tw o s o n s a n d a d a u g h te r ,
Then five l i t tl e f r o g s
Wo u ld b e i n t h e wa t e r .
Bu t if t h e f r o g a n d h is w if e
H a v e f o u r so n s a n d f i v e d a u g h t e r s,
Then ni ne l it t le f r o g s
Wo u ld b e i n t h e wa t e r .
R e m e mb er – t h e “ k ” i n “ k n ”
i s s i le n t .

I e a t m y p e a s w i th h o n ey –
I ’ v e d o n e it a l l m y l i fe ;
I t m ak es t h e p e a s t as t e f u n n y,
Bu t i t k e e p s t h e m o n th e kni f e .
(anonymous)
I l ike i c e cr ea m ;
I c e c r e am i s s o nic e .
I l ike l o t s o f ic e c r e a m,
A n d so d o m y mi c e .

My mi c e li ke c h o c o l a te ice cream;
E v e r y d a y t h e y e a t ittw ic e –
So I need a lot of i c e cream
F o r m y se l f a n d f o r m y mi c e .
Wh e n th e ki d sl i d d o w n t h e sl i de ,
H e sl id d o w n t h e sl id e t o o f a st .
H i s m o t h e r s ai d , “ Si d ,
“ Y o u ’ r e a v e r y l it t le ki d ,
“ S o h o ld o n t i g h t
“To the si de o f th e s li de ,
A n d yo u w il l sl id e m o r e s l o w ly . ”
Bu t w h e n Si d h e l d t ig h t
T o t h e s ide o f th e s l ide ,
Si d d i d n o t s l ide a t al l .
If a fr og had
A very big mouth,
s mil e
Wo u ld h i s
Be a s w i de
A s a mi le ?
D id y o u e v er r i de
On an elephant?
And d id you k now
E xa c t ly w h e r e y o u w e n t ?

T he r e w a s o n ly o n e ti m e
T ha t I e v er we n t
For a r ide o n a n e le p h a n t .
I s at up th e r e , wa y t o o h ig h ,
I t o o k a br e a th an d c l o se d m y e ye s .
S o I n e ve r di d kno w
E xa c t ly w h e r e I w en t,
T he d ay I t o o k a r i de
On an elephant.
Good t o kno w: I
T he le tt er “ ” a ll b y i tse lf

I
sa ys it ’s n ame. T hat ’s why we say “ ” wh en

I
we read t he l et t er “ . ”

I c an n o t t el l a lie:
I a m t h e o n e w h o at e t h e p ie .
I sw a ll o w e d t h epie
I n ju st o n e bi t e –
The pi e wa s g o o d ,
The pi e wa s y u mm y ,
And now the p ie
I s in my t u m m y.
Remembe r, t he le tt er “ y ” at t he end
of li t tl e wo rds, l i ke “ my ” a nd “ t ry ,”

a lso sound s l ike “ I ” and “ pi e .”

M y b r o t h e r c a n n o t t i e h is ti e ,
S o I t r y t o t ie i t f o r h im .
I tr y an d tr y a n d tr y a n d tr y ,
Bu t h is ti e wo n ’ t t i e b e n e at h h is c h i n .

Sho uld I s ay t h e d o g at e th e tie?

Wo u ld th a t b e a g o o d e x c u s e?
Wh y s h o u ld k i d s t ie a ti e
Wh e n th ey c a n ’ t ev e n t i e a s hoe?
 dri ve ” an d
E ven t hough i t loo ks l ike “

“ f i ve ,” t he word “ gi ve ” bre aks t he rul e

a nd sound s di fferen t.

I w a n t to g iv e my b rother
A c a r wh e n h e t u r n s fi v e ;
I w a n t tog iv e m y b r o t h e r
A c a r so h e ca n dr i v e .

T h e n p e r h a p s h e ’ ll dr i v e me
T o t h e p ar k a n d t o t h e z o o .
I can’t d r iv e , I ’ m m u c h t o o y o u n g –
H e ll o , I ’m o n ly t w o .
T h e wor d “l iv e ” somet imes sound s l ike
“ g i v e ” a nd some ti mes so unds li ke “ f i v e .”

I live in a house
five fish –
With twenty-
To stay alive ,
They must live in a dish.

I wish that my fish

Could live in the air,
Then my fish could live
On the mat over there.
 li e
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O s

jok
I ho pe y o u ca n ho p
Be t t er th an me ;
I ho pe y o u ca n ho p
A s f ar as t h a t t r e e .

Y o u r sh o e r a n a wa y
Wi t h o n e o f y o u r f ee t ;
I ho pe y o u ca n c a t ch th em –
Q u i c k ! Be f o r e th e y l e a v e.
Never, ever po ke
A sl e e p i n g b u mb le b e e ;
I f t h e b ee w o ke up ,
H e c o u l d s ti n g y o u o n t h e k n e e.

A n d it ’ s n o jo ke
Wh e n th e b ee t h a t yo u w o ke
Wi t h a si ll y o l d po ke
S t in g s y o u o n t h e k n ee –
Y o u wo n ’ t b e sa y in g ,
“ H e e, h e e, h e e! ”
I d ug a h o le s o very deep
I c o u ld n o t se e m y l i tt l e f e et .
I p ut a po l e in si d e t h e h o le ,
A n d th e ho l e st o l e th e po l e . . .
Y e s, t h e po l e d i sa p p e a r e d –
H o w w ei r d !
 toys

See t ho s e to ys o v e r t h e r e ?
T ho s e t o y s ar e mi ne .
A n d se e t ho s e b o o k s o v e r t h e r e ?
T ho s e b o o k s a r e mine .
Everything in this ro om
Is mi ne , a l l mi ne –
S o w h y d o es m y b r o t h e r
Co me i n h er e a l l t h e t ime ?
Wh en yo u see t he le tt ers “ wr ” t oget he r,
re me mb er t ha t th e “ w ” i s si le nt .
L et ’s pra ct ic e...

M y te a c h e r w r o t e a no t e
A n d se n t i t ho me w it h m e .
M y te a c h e r w r o t e a no t e
A n d tr u st e d i t t o m e .

no t e is no t i n m y h a n d ;
Bu t t h e
It’s no t e v en in my p o c k e t.
The no t e is no t a n y w h e r e –
O h d ea r , I t h i n k I lo st i t!
Y e st e r d a y , I w r o te a no t e
T o r em i n d m y se l f o f so m e t h i n g ,
Bu t I w r o t e th e no te w it h i n v i s ib le i n k ,
A n d n o w t h e n o te s ay s n o t h i n g .
T h e words “ writ e ” an d “ wrot e ” mea n t he
sa me t hi ng. We sa y “ wrot e ” when we t al k

a bout somet hi ng we wrot e i n t he pa st; we

sa y “ wri t e ” when we t al k a bout wri t in g

somet hi ng now or in t he fu tu re.

Be f o r e I ca n le a r n t ow r i te m y n a me ,
I m u s t l e a r n t o w r i te m y ABC .
Y e st e r d a y I w r o te t h e A ,
T o d a y I w i ll w r it e t h e B;
T o m o r r o w I w il l w r i t e th e l e tt e r C –
O h , c l e v e r , c le v e r m e !
I t o l d m y b r o th er
Not to w r it e o n th e w a ll ,
Bu t h e w r o t e h i s n am e
I n le t te r s b i g a n d t a ll .

H e sa i d I n e v e r t o l d h i m
Not to w r it e o n th e w a ll .
T h e n h e sa i d h e c o u l d n ’ t h ea r m e –
H i s e a r s a r e m u c h t o o sm al l .
 s
S ome ti mes a n “ ” can soun d l i ke a “ z” –
l et ’ s p r act i ce.. .

T h i s me d i c i n e is g r o s s,
I t ’ s h ar d t o t ak e a do s e .
S o I p i n c h my no s e
And close my e y es
T o t a k e a d a i ly do s e .
When I was two I had a cold,
A n d my no s e wa s a s r e d a s a rose.
T h e c o l d w a s s o b a d i t wa s mo r e th an a co ld –
I t h i n k wh at I h a d w a s a fr o ze .
T h e wor d “ cl o s e ” c an sound l ike a “ z ”
s
or an “ ” de pen di ng on how you use i t.. .

I s to o d w i th my no s e
So c l o se to the do or
That I could n ot close the d oor.

Bu t t h e n my b r o t h e r
S l am m e d t h e d o o r ,
A n d my no s e f e ll o n to th e f lo o r .
 T h e wor d “ go e s ” sound s l ike “ no s e ”
b ut i s spe ll ed di f f er en tl y.

bee
p bee
p
be e p

E v e r y o n e’ s no se g o e s b e e p b e e p b e e p ;
T h e no s e o f a c o w , t h e n o se o f a s h e e p .
I ’ l l b e t y o u r no s e g o e s b e e p , b ee p , b e ep –
S q u ee z e it a n d s a y, “b ee p , b e ep , b e e p . ”
T h e word “ goes ” me ans t he same as “ g o ” –
somet i me s we sa y “ go ,” a nd some ti mes we

sa y “ goes .”

I go t o sl e e p i n p y j a ma s ;
M y ca t goes t o s le e p w e ar in g f u r .
I go t o sc h o o l to le a r n h o w t o r e a d ;
M y ca t g o e s t o s ch o o l t o p u r r .
Wh e n I g o o u ts i d e , m y c a t co me s to o –
She g o e s everywhere I do.
 o”
A li t tl e wor d t hat e nds wi t h a n “

sou nds th e sa me as “ Jo e ” and “ t o e .”

N o , J o e , I w il l n o t l o o k
A t yo u r s il l y o l d to e
O r y o u r si l ly o l d f o o t .

And n o , J o e , I don ’t care

A b o u t th e s p o o n o n yo u r no s e
O r t h e ho l e i n y o u r h a i r .
R emembe r , t he wo r d “ do ” look s l ike
“ g o ” and “ no ” b ut soun ds d if f e r ent .

Do I li k e s me l ly c h e e se ?
Yes I do – I ’ m a r a t, if yo u p l e as e .
A n d I wo u l d g o al m o st a n y w h e r e
F o r c h e e se so s me l l y
It would cur l you r hair.
T h e word “ does ” look s l ike “ goes ”
b ut soun ds d iffe rent .

T h e word “ does ” me ans th e same th in g

a s “ do ” – somet imes we say “ do , ” a nd

somet i me s we sa y “ does . ”

Where do e s th e r iv e r g o ?
T h e r i v e r g o e s to th e s e a.
I w o u ld li k e t o g o th er e t o o ,
D o yo u w a n t to g o w i th me ?
Do I li k e t a k i n g a b a th ?
Y e s, I do – b at h s m ak e m e l au g h .
Bu t m y d o g does no t like
T a k i n g a b a t h . H e r u n s a wa y –
He do e s n o t la u g h .

He goes u n d e r t h e h o u se ,
Wh e r e I c a n ’ t go.
He do e s n o t co me o u t;
H e sh ak es h i s h ea d , “ n o .”
 An d remembe r, “ t o ” and “ you ”
a lso sound l ike “ do .”

boo

Wh a t do y o u do
Wh e n a g h o st g o e s , “ bo o ” ?
D o y o u r u n to y o u r r o o m;
D o y o u g o , “ bo o , ho o ”?
Or do y o u “ bo o ” r ig h t b ac k
A t a s i ll y o l d g h o st ?
Wh o is sc a r e d t h e m o st –
You o r t h e g h o st ?
T h e wor d “ sho e ” look s l ike “ t o e ”
b ut soun ds d if f e r ent .

This s ho e i s m u c h t o o sm a ll f o r me ;
I t b e l o n g s t o Ba b y Joe.
I d o n ’ t th in k I c a n w ea r a s ho e
T h a t o n ly f i t s m y toe.
M y ic e c r e am c o ne t as te s f u n n y ;
M y ic e c r e am c o ne t as te s we i r d –
T h e y p u t m a sh ed p o t a to
By m i st a k e in h e r e .
I gave my d og a bo ne ,
Wh i c h h e b u r i e d i n t h e g r o u n d .
Wh e n h e we n t t o d i g i t u p ,
The bo ne c o u ld n o t b e f o u n d .

My doggy du g another ho l e ,
L o o k i n g f o r th at bo ne .
The bo ne i s o u t th er e s o m e wh er e,
S a d a n d a l l a l o ne .
 p ” and “ h ” toge th er sou nd
T h e l et t er s “

l i ke “ f ” – li ke in “ pho ne ” a nd “ phot o.”

My dog was very angry

Wh e n h e co u l d n ’ t f i n d t h e bo ne ,
S o h e c a l le d t h e bo ne p o li c e
On a sp ec i a l bo ne ph o ne .
Bu t n o b o d y a n sw e r e d
The bo ne p o li c e ’ s pho ne –
A l l t h e bo ne p o li c e
We r e f a st a sl e e p a t ho me .
T h e words “ done ,” “ one ” an d “ none ”
l ook li ke “ bone ” an d “ phone ” but sou nd

d iffe rent .

O h d ea r , wh at h a v e I do ne ?
I a t e a h u n d r ed d o n u t s
Wh e n I s h o u l d h a v e e at e n o ne .
M a ma c a ll e d t h e d o c t o r o n t h e pho ne ,
A n d h e to ld h e r t o
Ro ll m e h o me .
M a ma m a d e co o k i e s
A n d wh en th ey w e r e d o ne ,
I ate two
A n d sh e a t e o ne .
Wh e n we w o ke t h i s m o r n in g ,
T h e r e w e r e n o ne –
I k now it was the do g;
H e wa s li c k i n g t h e c r u m b s .
T h e words “co me ” an d “ so me ” lo ok l ike
t he word “ ho me ” but sou nd di fferen t.

I w a n t my c a t t o c o me ho me
A n d sp e n d so me t im e w it h m e .
I w a n t my c a t t o c o me ho me ,
Bu t h e wo n ’ t c o me d o wn th e t r e e .

M y ca t i s n o t do ne s le e p i n g
U p t h e r e i n t h e t r e e;
H e sa y s h e w i ll c o me down
A t a q u a r t e r a f te r t h r ee .
I h av e s o me m o n ey ,
Bu t n o t a lo t.
Eno ugh to b uy so me ice cream
And s o me p i z za n i c e an d h o t.

I w o u ld li k e t o t ak e th e p iz z a
Ho me w it h m e ,
Bu t m y d o g wi l l e a t th e p iz z a ,
A n d h e wo n ’ t le a v e s o me f o r me .
My brother h as so me candy,
Bu t I h av e no ne .
I a t e a l l mi n e ;
H e a te o n ly o ne .
I w i sh h e w o u ld sh ar e
H i s c a n d y w it h m e –
N o ne for him
A n d al l f o r me .
I w o ke l a st n i g h t ;
M y te d d y b e ar wa s g o ne .
He had g o ne d o wn st a ir s
A n d th e l i g h t w as on.
I s aw t h a t my d o ll
Had g o ne d o wn to o –
T h e y w er e e a t in g p o p co r n
A n d wa t c h i n g a ca r t o o n .
Mix it up!

Here are five practice poems,

to help a child practice
reading the different kinds
of words learned so far
in Progressive Phonics.

(Part II of Book 10 will

release in 3 - 4 weeks;
please go to
releases@progressivephonics.com
to register to be informed when
the material is available.
Your email address will be
kept completely private; we
do not release email addresses
to any third party vendors.)
I ha v e s o me g u m –
C o me a nd se e .
So me f o r y o u ,
A nd s o me f o r me .
I a m g o o d a t s haring;
S h a r i n g i s s o ni c e . . .
Hey!
Gi v e me ba c k t he g um ,
So I c a n sh ar e i t t w i c e .
(”Share” is an “R-controlled” word that is taught
in the NEXT Progressive Phonics book.)
I di d n o t c l o s e t he do o r ,
A nd t he c a t g o t fr e e .
Sh e r a n u p a t r e e
A nd s he wo n ’ t c o me ba c k t o me .
I d o n ’ t kno w w h a t t o do ;
I d o n ’ t kno w w h a t t o sa y –
T ha t s i ll y o ld c a t
Ha s be e n up t he t r e e a l l da y .
I t i s ti me fo r me
T o g o to be d ,
B ut I w o ul d li ke
T o st a y a w a k e i n s te a d .
T he mo o n a nd st a r s s hi ne
D o w n o n me ,
A nd my si l ly o l d c a t
I s s t il l i n t he tr e e .
I t i s no t v e r y w i se
T o ta k e a s ho w e r
W it h a sh o e o n y o ur fo o t
A nd no t o w e l – j us t a f lo w e r .
I t i s al so no t w i s e
T o br us h y o ur t e e th w i t h p epper;
I th ink a p i c k l e
I s s o muc h b e t te r .
I w e nt t o a pa r t y;
E ve r yon e w as gone .
I di d n ot w ant t o l e a ve ,
So I put the m us ic on .
I pl a ye d a game
Of hid e an d s e e k ;
I fo und mys el f –
I di d n ot have t o pe e k .
I gave mys el f a pr es e nt ;
I at e a l ot of c ake .
P a r t ie s ar e s o nic e ,
E ve n w he n I ’ m lat e .
 To be continued
in Part II
Miz Katz N. Ratz is hard at work
on Part II of this book.

Her family needed her for a

couple of months. but she’s back now, grooming
her whiskers and making life
miserable for all the
computer mice in the office.

Register to be notified
when Part II released
Releases@ProgressivePhonics.com

Or visit us at
www.ProgressivePhonics.com

Copyright (c) 2006 by Miz Katz N. Ratz, patent pending