Phonics Lessons

Phonics Lessons
Phonics Lessons is a complete 61 lesson

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

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

(clipping from a local Denver newspaper).
In conclusion, "Reading = Education"
II
Using these Lessons

I recommend teaching these lessons in the same order as listed in the index. On
occasion, you may need to modify it and break it into mini-bites if the lessons become
overwhelming for a hesitant, beginning reader. You need to keep the motivation and
interest intact and adjust the pace. I suggest the following steps:
Mini-reading lesson steps for the student
1. Master the sounds on the Consonant and Digraph Picture Charts
2. Understand the process of blending two consonant sounds as you pursue the
Consonant Blend Chart.
Ex: (bl). The sound of "b" slides into the sound of "l". (Another way is to put the
sound of "b" in one hand, the sound of l in the other hand, and bring your two
hands together, blending the sound of "bl").
3. Short Vowels (picture chart)
Learn the sound of short a, and then go to Lesson #1 Short (a). Continue with the
blending process. Ex: cat. The sound of "c" slides into the sound of short "a",
resulting in the sound of "ca"... cat. In pursuing the easy list of rhyming words, the
left column is slightly easier than the right side. Work on reading a few of the easy
columns. Once the student understands the process of decoding, you're bound to
see an excited student who has just discovered the key to learning how to read
and is ready to expand that process.
4. Go back to the Short Vowels picture chart and learn the remaining short vowel
sounds and pursue the remaining lessons as you need to. I assume the student's
level of maturity, temperament, and attitude may influence the pace of learning.
Sight Words and Text
Simple Sight Words are listed in the reference portion of the index. Sight words are
not phonetic and appear with high frequency in basic reading texts. Learning the sight
words tends to be an automatic process that depends largely on the number of times
the reader is exposed to the words.
The text in these lessons is green if it is a sight word. After the student has been
exposed to a particular sight word for about twenty times, the words are no longer
printed in green.
In addition to the green sight words, the text may also be green if the word has not yet
been introduced in the lesson sequence.
III
About the site

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

Interactive Picture Charts
Consonants (breath sounds)

Digraphs (breath & voice sounds)
Consonants (voice sounds) (2 pp)
Short Vowels
Long Vowels
Variant Vowels
Vowel Chant
Consonant Blends (2 pp)
Additional Blends
Final Blends
References
DictationSpelling Practice
Simple Sight Words

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

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

#25 Vowel Pattern (igh, -y)
#26 Vowel Pattern (ind, ild)
#27 Review (i-e, ie, igh, -y, ind, ild)
#28 Spelling Rule (plural)
#29 Vowel Pattern (o-e, oe)
#30 Vowel Pattern (oa, -o)
#31 Vowel Pattern (ow)
#55 (ch) as in chimney, chef...

#56 Initial Blends
#57 Final Blends
#58 Silent Letters (ph, gh)
#59 Digraph (ng)
#60 Ending (tion, sion)
#61 Silent Letters (wr, kn, mn, mb)
Spelling & Dolch Words
These lessons are designed to teach new learners to read by building a phonetic
foundation. The beginning reader can use the consonant charts and the vowel charts
to learn the basic sounds and spelling of letter combinations. The lessons are
arranged in a format that can be easily used by parents and teachers as instructional
materials for the purpose of developing basic reading and spelling skills. Phonics
skills are key elements to the successful development of basic reading and spelling
skills. Learning basic math facts using dominoes is included as well as timed addition
and subtraction drills. The lessons are also available at theschoolhouse.us.
VI
Learn these beginning consonant sounds. Say the picture word and listen to the
sound you hear at the beginning. Repeat this sound until you've learned it well. You
need to know these sounds in order to decode (sound out) words.
Breath Sounds
Click on the letter, name, and picture
Learn these digraph sounds. Say the picture word and listen to the sound you hear.
Repeat this sound until you've learned it well. You need to know these sounds in
order to decode (sound out) words.
Breath Sounds Click on the letter, name, and picture
Breath Sound
Voice Sound
Voice Sounds
Yy is a special letter; sometimes it is a consonant and sometimes it is a vowel.

The "y" in the word yak is a consonant. (It is a voice consonant; its sound is audible.)
The vowels are a-e-i-o-u and sometimes y.
y functions as a vowel when it:
a) concludes a word which has no other vowel (my)
b) concludes words of more than one syllable (happy)
c) immediately follows another vowel (may).
In the combination ay, y serves as a vowel. When two vowels are together - the first
has its long sound, the second is silent. Hence, our vowel rule:
When two vowels go walking, the first one does the talking, (it says its name).
The second one does the walking, (it is silent).
Pictures begin with the short vowel sound
Long vowel reading/spelling patterns
Long vowels say their name (as in the alphabet)
Reading and Spelling Patterns
10
Say the name of the picture and listen to the two/three sounds you hear at the
beginning of each picture. Repeat this sound until you've learned it well. Knowing
these sounds will enable you to read words fluently since you can eliminate the
process of "sounding out" the letters each time you come across them.
Consonants and Digraphs (shr, thr)
11
12
Directions
Dictation is an excellent means of providing spelling practice and a
great follow up activity after the student can phonetically decode
and read the words listed in each lesson. Each lesson focuses on
a specific spelling pattern.
1. Dictation requires a teaching assistant to help the student.

This person selects a word listed in the lesson and dictates
the word clearly, ex: (cat); then repeats the word, but this
time says the word slowly while sounding out each letter.
(Slide the sounds to some extent.)
2. Simultaneously, the student listens, discriminates, then

writes the letters representing these specific sounds - (cat). Basically, the student
writes the word to the best of his/her ability.
3. The teaching assistant checks the spelling immediately. If the student has
spelled the word correctly, extend a word of praise. If there is an error, point out the
word listed in the lesson, have him/her read it and sound it out then rewrite the word
correctly. It may be necessary to let the student look at the word to enable him/her to
write it correctly.
If the process of dictation is too difficult for the student, go back and review all the
consonant and vowel sounds presented at the beginning (picture charts). Concentrate
especially on developing a solid understanding of the consonants and short vowel
sounds before moving onto the long and variant vowel sounds.
13
Lots of drill may be necessary in order to learn letter names and

sounds. Work on blending letter sounds of simple words, ex: (cat), to
help the student understand the process of decoding. It may be helpful
to read the easy rhyming words (left column) in lessons 1 - 5 before
attempting those listed in the right hand column. Rereading strengthens
and develops reading fluency. Readiness (maturity) is a factor that
affects the pace or rate of learning
14
Frequently used sight words.

Sight Words are numerous and one cannot sound them out according to their
phonetic spelling pattern. From the standpoint of spoken language, all words are
phonetic. However, the spelling (visual patterns) in sight words, are such that the
common phonic generalizations cannot be applied in decoding. These words appear
frequently and must be memorized.
a
above
again
any
are
away
been
before
both
buy
children
color
come
could
do
does
don't
done
door
father
four
friend
from
give
gives
goes
gone
have
here
I
into
knew
know
laugh
live
love
many
mother
Mr.
Mrs.
none
of
off
often
oh
once
one
only
or
other
over
own
pretty
push
put
ready
really
said
says
school
shall
should
some
someone
something
sometime
15
sure
the
their
there
they
to
today
too
two
upon
very
want
was
wash
were
what
where
who
work
would
you
your
Frequently used sight words - Part 2
across
air
against
aisle
already
answer
anxious
around
bear
beautiful
beauty
because
believe
calf
carry
coming
cough
couple
course
cousin
cruel
curve
dead
deaf
debt
desire
double
doubt
dove
dozen
dye
early
earn
enough
every
eye
eyes
field
folks
garage
ghost
gloves
great
grew
guard
guess
guide
head
heart
heaven
heavy
hour
idea
Indian
instead
isle
language
laughed
leather
library
lion
lived
machine
measure
million
minute
mischief
move
neither
ocean
office
onion
open
ought
patient
piece
please
quiet
ranger
rough
science
scissors
sew
sign
16
soldier
son
soul
special
spread
square
steak
taught
though
thought
through
together
ton
tongue
toward
usual
vein
view
warm
weather
whom
whose
wolf
woman
won
write
wrong
young
Read these short (a) words in each of the columns. If you need to decode (sound
out) these words, remember to slide the beginning (consonant, consonant blend,
digraph) sound into the vowel sound, then hook on the ending (consonant,
consonant blend, or digraph) sound
at
bat
cat
fat
hat
mat
pat
rat
sat
tat
vat
brat
chat
flat
scat
slat
spat
that
bad
cad
dad
fad
had
lad
mad
pad
sad
brad
clad
glad
shad
bag
gag
hag
jag
lag
nag
rag
sag
tag
wag
brag
crag
drag
flag
snag
stag
swag
am
cam
dam
ham
jam
Pam
ram
Sam
tam
yam
clam
cram
dram
gram
pram
scam
scram
sham
slam
swam
tram
an
ban
can
Dan
fan
man
pan
ran
tan
van
bran
clan
flan
plan
scan
span
Stan
than
cap
gap
lap
map
nap
rap
sap
tap
yap
zap
chap
clap
flap
scrap
slap
snap
strap
trap
17
cab
gab
jab
lab
tab
crab
grab
slab
stab
ax
lax
sax
tax
wax
flax
and
band
hand
land
sand
bland
brand
grand
stand
strand
bass
lass
mass
pass
sass
brass
class
crass
glass
grass
cast
fast
last
mast
past
vast
blast
back
hack
Jack
lack
pack
rack
sack
tack
black
clack
crack
flack
quack
shack
slack
smack
snack
stack
track
whack
champ
cramp
scamp
stamp
tramp
ash
bash
cash
dash
gash
hash
lash
mash
rash
sash
brash
clash
crash
flash
slash
smash
splash
stash
trash
thrash
bank
dank
hank
lank
rank
sank
tank
yank
blank
clank
drank
flank
frank
plank
prank
shrank
spank
stank
swank
thank
Al
gal
Hal
pal
Val
camp
damp
lamp
ramp
tamp
vamp
18
ask
bask
cask
mask
task
flask
daft
haft
raft
craft
draft
graft
shaft
asp
gasp
hasp
rasp
clasp
grasp
bath
lath
math
path
rath
bang
gang
hang
rang
sang
clang
slang
sprang
twang
can't
pant
rant
chant
grant
plant
scant
slant
ranch blanch
branch
stanch
dance chance
lance France
glance
prance
stance
trance
catch
hatch
latch
match
patch
klatch
scratch
snatch
thatch
advance
backhand
backlash
backpack
backtrack
bandstand
Batman
blackjack
blackstrap
cabstand
cancan
capstan
catnap
claptrap
crabgrass
crankshaft
fastback
fatback
flapjack
gangplank
grandstand
handcraft
handstand
hangman
hatband
hatrack
madcap
madman
ragtag
19
ransack
rattrap
sandbank
sandblast
sandman
scratchpad
snapback
taxman
transplant
Read these short (i) words in each of the columns. If you need to decode (sound
out) these words, remember to slide the beginning sound into the vowel sound,
then hook on the ending sound.
dip
hip
lip
nip
rip
sip
tip
zip
bid
did
hid
kid
lid
mid
rid
Sid
blip
clip
drip
flip
grip
quip
ship
skip
slip
snip
strip
trip
whip
bit
fit
hit
it
kit
lit
nit
pit
sit
wit
zit
chit
flit
grit
quit
skit
slit
spit
split
grid
quid
skid
slid
squid
big
dig
fig
gig
jig
pig
rig
wig
brig
prig
sprig
swig
trig
twig
Whig
20
dim
him
Kim
rim
Tim
brim
grim
prim
shim
skim
slim
swim
trim
whim
bib
fib
jib
rib
crib
glib
squib
din
fin
in
kin
pin
sin
tin
win
chin
grin
shin
skin
spin
thin
twin
his
is
quiz
whiz
sis
this
Dick
hick
kick
lick
nick
pick
rick
sick
tick
wick
brick
chick
click
crick
flick
quick
slick
stick
thick
trick
imp
limp
wimp
blimp
chimp
crimp
primp
shrimp
skimp
gift
lift
rift
sift
drift
grift
shift
shrift
swift
thrift
hiss
kiss
miss
fix
mix
six
ding
king
ping
ring
sing
wing
bring
cling
fling
sling
spring
sting
string
swing
thing
fink
ink
link
mink
pink
rink
sink
wink
blink
brink
chink
clink
drink
shrink
slink
stink
think
gilt
hilt
kilt
lilt
silt
tilt
wilt
quilt
spilt
stilt
dint
hint
lint
mint
flint
glint
print
splint
sprint
squint
stint
disk
risk
brisk
frisk
whisk
fist
list
mist
grist
twist
dish
fish
wish
squish
swish
bilk
milk
silk
21
ditch
hitch
Mitch
pitch
witch
glitch
snitch
stitch
switch
twitch
admit
ambit
avid
axis
backlit
backspin
bandit
Baptist
bigwig
blacklist
cabin
candid
catfish
catnip
chitlin
digit
diminish
dimwit
dipstick
midge
ridge
bridge
fridge
smidge
pith
with
smith
dismiss
famish
finish
flagship
frigid
gambit
gaslit
gravid
habit
hamstring
handspring
hatpin
impish
imprint
insist
kidskin
kingpin
kingship
kinship
lavish
limit
limpid
lipid
lipstick
liquid
livid
matchstick
matin
maxim
misfit
misprint
napkin
nitpick
nitwit
picnic
pigskin
pinprick
pippin
22
finch
inch
pinch
winch
clinch
flinch
grinch
rabbit
rabid
radish
rapid
rigid
sandpit
satin
shindig
skinflint
slapstick
timid
transit
valid
vapid
victim
visit
vivid
wingtip
within
Read these short (u) words in each of the columns. If you need to decode (sound
bug
dug
hug
jug
lug
mug
pug
tug
chug
drug
plug
shrug
slug
smug
snug
thug
but
cut
gut
hut
jut
nut
rut
glut
shut
smut
strut
bum
gum
hum
mum
rum
sum
chum
drum
glum
plum
scum
slum
strum
swum
thrum
bun
dun
fun
gun
nun
pun
run
sun
shun
spun
stun
cub
hub
nub
pub
rub
sub
tub
chub
club
flub
stub
scrub
shrub
bud
cud
dud
mud
crud
spud
stud
thud
bus
Gus
pus
us
plus
thus
cup
pup
up
cuff
guff
huff
muff
puff
bluff
fluff
gruff
scuff
stuff
23
bump
dump
hump
jump
lump
pump
rump
sump
chump
clump
grump
plump
slump
stump
thump
trump
bunk
dunk
funk
gunk
hunk
junk
lunk
punk
sunk
chunk
clunk
drunk
flunk
plunk
shrunk
skunk
slunk
spunk
stunk
trunk
cull
dull
hull
gull
lull
mull
null
skull
gush
hush
lush
mush
rush
dung
hung
lung
rung
sung
blush
brush
crush
flush
plush
slush
thrush
flung
slung
sprung
strung
stung
swung
buck
duck
luck
muck
suck
tuck
yuck
much
such
dusk
husk
musk
tusk
dumb
numb
bunt
hunt
punt
runt
blunt
brunt
grunt
shunt
stunt
24
chuck
cluck
pluck
shuck
stuck
struck
truck
bust
dust
gust
just
lust
must
rust
crumb
plumb
thumb
crust
thrust
trust
bunch
hunch
lunch
munch
punch
brunch
crunch
scrunch
album
animus
backup
buckskin
bumpkin
bunkum
buskin
cactus
campus
catgut
chipmunk
cult
cusp
dandruff
dictum
Dutch clutch
hutch crutch
discus
disgust
distrust
dumbstruck
dumdum
dumpling
flashgun
fungus
gamut
grampus
gunsmith
halibut
handcuff
handgun
hiccup
hubbub
humbug
humdrum
hummus
litmus
magnum
manhunt
maximum
midgut
minimum
mugwump
nimbus
numbskull
pablum
25
budge
fudge
judge
nudge
drudge
grudge
sludge
smudge
trudge
pickup
pumpkin
rabbitbrush
ruckus
sacrum
sanctum
shantung
status
stinkbug
stratus
sunlamp
sunup
tantrum
unjust
Read these short (o) words in each of the columns. If you need to decode (sound
bob
cob
gob
hob
job
lob
mob
nob
rob
sob
blob
glob
slob
snob
stob
throb
bot
cot
dot
got
hot
jot
lot
not
pot
rot
blot
clot
plot
Scot
shot
slot
spot
stot
trot
dock
hock
jock
lock
mock
pock
rock
sock
tock
block
chock
clock
crock
flock
frock
shock
smock
stock
dog
fog
hog
log
blog
frog
smog
cod
hod
nod
pod
rod
sod
Tod
clod
plod
scrod
shod
trod
loft
soft
26
cop
fop
hop
lop
mop
pop
sop
top
chop
clop
crop
drop
flop
plop
prop
shop
slop
stop
strop
bog
cog
jog
clog
flog
grog
slog
box
cox
fox
lox
pox
boss
loss
moss
toss
cross
dross
floss
gloss
abscond
ascot
backstop
birdsong
bobbin
bobcat
bonbon
Boston
bottom
cannot
concoct
construct
crackpot
bong
dong
gong
long
song
crampon
crisscross
flattop
foxtrot
goblin
gridlock
gumdrop
hobbit
hobgoblin
hobnob
hockshop
hodgepodge
prong
strong
thong
throng
hotbox
hotshot
jackpot
lapdog
lockbox
nimrod
nonstop
obstruct
pompom
pompon
potshot
robin
27
bond
fond
pond
blond
frond
romp
chomp
clomp
stomp
sandbox
shamrock
sitcom
slingshot
stockpot
stopcock
sunblock
sunspot
tomcod
unlock
upshot
wonton
Read these short (e) words in each of the columns. If you need to decode (sound
bet
get
jet
let
met
net
pet
set
wet
Bret
Chet
fret
whet
beg
keg
leg
peg
Greg
bell
dell
fell
jell
sell
tell
well
yell
dwell
quell
shell
smell
spell
swell
bed
fed
led
Ned
red
Ted
wed
bled
bred
fled
Fred
pled
shed
shred
sled
sped
den
fen
hen
men
pen
ten
Glen
then
when
pep
rep
prep
step
hem
stem
them
bent
cent
dent
Kent
lent
rent
sent
tent
vent
went
Brent
scent
spent
Trent
bend blend
end
spend
fend trend
lend
mend
rend
send
tend
wend
kept
wept
28
crept
slept
swept
best
jest
nest
pest
rest
test
vest
west
zest
edge
hedge
ledge
sedge
wedge
blest
chest
crest
quest
dredge
fledge
pledge
sledge
fence thence
hence whence
pence
deck
neck
peck
check
fleck
speck
left
deft
heft
cleft
theft
elf
pelf
self
shelf
Bess bless
less
chess
mess dress
press
stress
mesh
flesh
fresh
help
kelp
bench clench
wench drench
French
quench
stench
trench
dead
head
lead
29
bread
dread
spread
stead
thread
tread
belt
felt
gelt
melt
pelt
welt
smelt
spelt
whelp
length strength
fetch fletch
ketch sketch
retch stretch
vetch
death breath
sweat
threat
health
wealth
absent
address
advent
ascendent
asset
banquet
basinet
basket
basset
beckon
bellhop
Benjamin
billet
bonnet
bracket
brisket
bucket
buffet
cabinet
casket
castanet
checklist
chestnut
compel
competent
confess
conquest
content
contest
convent
dentist
dispel
distinct
docket
dragnet
eggshell
enchantment
enrich
entrap
evident
exit
expect
expend
extend
filament
flatten
fragment
freshmen
hamlet
happen
helmet
henchmen
henpeck
impel
impress
inject
inkwell
insect
intellect
intent
kitchen
lapel
ligament
liniment
magnet
neckband
nutmeg
nutshell
object
30
patent
pellet
quicken
reckless
redneck
rotten
selfish
shipment
spectrum
splendid
subject
sudden
sunbelt
sundeck
suspect
suspend
talent
tenement
thicket
unclench
unrented
uptrend
velvet
Spelling Pattern (ea) short vowel sound

Most often the spelling pattern (ea) has the long vowel sound as in teacher.
However, there are quite a few words that have the short e sound (as in jet) but
have the (ea) spelling pattern instead. Usually you will find these words listed among
the sight words.
Read these short vowel words. (short e as in jet).
bedspread
bread
breakfast
breast
breath
dead
deadlock
deadpan
deaf
death
dread
head
health
heaven
instead
lead
leapt
leaven
meant
read
realm
spread
steadfast
stealth
sweat
thread
threat
tread
wealth
weapon
Dictation/Spelling Practice for (ea) combination
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
31
Read these sentences.
How is your health?

Do bread, head, and red rhyme?
Which bread is best for your health?
If you are rich, do you have wealth?
Does your dog have bad breath?
I put a Santa hat on my cat's head.
Do you sweat when you are hot?
I put my sweater on the bedstead.
A bunch of dead ants were on my bedspread.
Did you put the bedspread on the bed?
What did you have for breakfast?
I want the drumstick, Dad wants the breast.
The deaf kid had a wealth of lead pencils.
Please write a sentence that includes at least one (ea) word (short sound) in your
sentence.
____________________________________________________________________
____________________________________________________________________
Please illustrate your sentence in the space below.
32
Skill: digraph th (breath & voice sound)

A digraph has two letters, but one completely new sound.
Put your fingers in front of your mouth and say thank. Can you feel the air as it is
expelled from your mouth? Can you guess why it is called a breath sound?
Read these words.
............................................................................................................................
(th breath sound)
thank
thick
thicket
thickness
thin
thing
think
thrift
thrill
throb
thrust
thud
thug
thump
thwack
............................................................................................................................
(th voice sound) (audible)
than
that
them
then
this
thus
Can you think of two more words that have either the breath or voice (th) sound?
______________________________
______________________________
Dictation/Spelling Practice for (th) words
______________________________
______________________________
______________________________
______________________________
33
Read the sentences listed below.
I must thank Ben and Sam.

This box has less stuff than that box.
I think I will fill the bathtub.
Beths dog had a bath.
I think I can toss this big thing.
This cloth is soft and thick.
I think I will run on this path.
Is the cat thin or fat?
I think I will have some broth.
The thrush sang in the thicket.
Thad can thwack the big thug.
The rabbit in the path can thump his foot.
Beth is ill, and thus absent.
Write one or two sentences and include one or more (th) words in
each sentence.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
34
Skill: digraph wh (breath sound)

A digraph has two letters, but one completely new sound.
Read these words beginning with (wh).
whack
whelp
when
whet
which
whim
whir
whirl
whip
whippet
whit
whiz
Can you think of two more words that have this digraph?
______________________________
______________________________
Dictation/Spelling Practice for (wh) words

______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
Read the sentences listed below.
I must get a whiff of fresh air.

Sam can whirl the top and it will spin.
Can I whack that rock with this stick?
When will we have lunch?
Which whip do you want?
What shall I do when I finish this?
A whippet can run fast.
35
Write two sentences. You must include at least one or more words that begin with the
digraph (wh) in each sentence. Your writing should reflect good penmanship, proper
spacing, and correct usage of upper and lowercase letters. Remember all sentences
begin with a capital letter and end with a period (.), question mark (?), or
exclamation point (!).
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
Please illustrate one of the (wh) sentences.
36
Skill: digraph sh (breath sound)

A digraph has two letters, but only one sound.
Read these words.
shed
shelf
shell
shift
shin
ship
brush
dish
finish
fish
fresh
rush
splash
trash
wish
Dictation/Spelling Practice for (sh) words
____________________
____________________
____________________
____________________
____________________
____________________
Read these sentences
I wish I did not have to wash the dishes.

Why did Trish put this dish in the trash?
I wish I had a shirt with a fish on it.
Is dad selfish with his cash?
Mom put the shell on the top shelf.
Did the cat finish the dish of fish?
I will run to the shed and get my dog's brush.
I wish the ship would not splash so much water.
37
Write one or two sentences. Include one or more (sh) words in each sentence.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
Please illustrate one of your sentences.
38
Skill: digraph ch (breath sound)

A digraph has two letters, but only one sound.
Read these words.
chaff
champ
chant
chap
chaps
chat
check
chess
chest
chick
chicken
chili
chill
chin
chink
chip
chipmunk
chock
chop
chuck
attach
bench
bunch
catch
cinch
clench
clutch
crutch
fetch
finch
French
glitch
hitch
hunch
inch
itch
latch
lunch
match
much
patch
pitch
ranch
rich
scratch
sketch
stitch
stretch
such
twitch
which
witch
Dictation/Spelling Practice for (ch) words
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
39
Can you chitchat with a chick?

Can you catch a black witch?
Which witch has the black cat?
The pitch-black witch fell in the ditch.
Can he scratch the itch on his back?
Chad has the chicken pox.
I can catch if you will pitch.
Can the ranch hand attach his chaps?
Chuck's job is to fix the computer glitch.
She is sketching a chipmunk on the bench.
Chadwick has a bunch of cash and is rich.
Please make a simple illustration of one the sentences above. If
you wish to make a more elaborate illustration, use the back of
your paper.
40
Skill: spelling/reading pattern (ar)

This letter pattern is known as bossy r
Bossy r is bossy but polite. It lets the vowel go first,
(ar) but it doesnt let it say its sound.
Read the words listed below.
arch
ark
arm
art
artist
bar
barbell
bark
barn
car
card
Carl
carpet
cart
chart
dark
dart
disarm
far
farm
garden
hard
march
Mark
park
shark
sharp
smart
spark
star
start
tar
target
tart
yard
Can you think of some more words that have the Bossy (ar) sound? Write them.
______________________________
______________________________
______________________________
______________________________
Dictation/Spelling Practice for (ar) words
____________________
____________________
____________________
____________________
____________________
____________________
41
Mark is smart and does not jab the shark.

My car is dark blue.
Mom has a jar of jam.
There are lots of stars in the dark sky.
Does the shark have a scar?
The farm has a big yard.
How far did you march?
I hit my arm on a hard rock.
Clark is an artist.
Marks dad is smart.
Did Carl's dart hit the target?
We have a garden on our farmyard.
Is it hard to pick up a barbell?
Is it smart to disarm a cop?
Carl sat on the carpet and read the card.
The dog in the barn barks and barks in the dark.
Carl put the tart in the pushcart.
The artist hung the star on the ark.
Write two sentences. You must include at least one or more bossy r words in each
sentence. Remember bossy r words in this lesson have the spelling pattern (ar).
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
42
Please illustrate and label a word that has the bossy (ar) pattern.
These words have the (ar) spelling pattern, but do not have the usual (ar) sound.
afterward
backward
beggar
blizzard
caterpillar
collar
dollar
forward
43
hazard
lizard
upward
wizard
Skill: long (a) spelling pattern: (a-e) and (-ay)

The e at the end of the word cake is silent. It is a signal that sits at the end of a
word. It tells the first vowel to say its name. This rule is known as the magic "e"
rule.
ape
cake
came
chase
game
grade
late
made
place
race
same
skate
snake
take
trade
whale
The vowels are a e i o u and sometimes y.

In the combination ay, y serves as a vowel.
When two vowels are adjacent, the first usually has its long sound while the second is
silent. There's an easy rule for the combination of two vowels next to each other:
When two vowels go walking, the first one does the talking, the second does
the walking. The first vowel says its name, the second vowel is silent.
day
clay
gray
hay
lay
may
pay
play
pray
say
spray
stay
stray
tray
way
What are the two long (a) vowel patterns in the words listed
above?
______________________________
______________________________
44
Can you think of some more words that use the (a-e) or (-ay) pattern? Write them.
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
Dictation/Spelling Practice for (a-e, -ay) words
____________________
____________________
____________________
____________________
____________________
____________________
I came to the game late.

Did you see the ape chase the snake?
May the stray dog stay and play?
Is Jake in the same grade as Kate?
May I play on the bale of hay?
Did Kate make a cake?
I will trade this fake snake for a spade.
Ray, Kate, and Jake like to sway.
Kate put the clay on the gray tray.
Dale will have an x-ray today.
Is it okay to play in a skatepark?
45
Write two sentences. Use words that have the spelling patterns (a-e), (-ay) in each
sentence
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
46
Skill: long (a) spelling pattern: (ai) and (eigh)

Remember this long vowel rule: When two vowels go walking, the first one does
the talking, the second does the walking.
Ex: In the word train, ai are adjacent (walking side by side). The first vowel a is
talking (says its name as in the alphabet), the "i" is walking (is silent).
aim
brain
chain
drain
fail
gain
jail
mail
paid
pail
pain
paint
plain
quail
raid
rail
rain
sail
snail
sprain
stain
tail
trail
train
trait
vain
wail
wait
(eigh) says a
eight
sleigh
neighbor
weight
(Height and sleight are exceptions to the rule.)
What are the two long (a) patterns used in the words listed above? Write them.
______________________________
______________________________
Can you think of some other words that use the (ai) or (eigh) pattern? Write them.
______________________________
______________________________
47
Dictation/Spelling Practice for (ai, eigh) words
______________________________
______________________________
______________________________
______________________________
I mailed eighteen boxes.

The snail made an eight-inch trail.
I had to wait in the rain for the train.
Jake ate eight plain pancakes in jail
Did the maid paint the rail?
I am afraid I gained too much weight.
Does the word tail rhyme with jail?
My neighbors horse says, neigh.
It was raining when I sprained my hand on a rail.
I see a snail in the rain under the sleigh.
He failed to paint the plain wood chair.
The train whistle sings and sings in my brain.
I laid my dog's chain on my neighbor's steps.
I saw eight quail on a trail at Torrey Pines.
I had to wait until the waitress brought the main dish.
The train has lots of freight cars.
I got my neighbors mail today.
The mail train sails along the rails.
She waits in vain to see the sails.
The rain in Spain falls on the plain.
A trail of theft will land you in jail.
48
Create your own sentence, include one or more words that

have the long a spelling pattern (ai) or (eigh). Your writing should reflect good
penmanship, proper spacing, and correct usage of upper and lowercase letters. Do
not mix upper and lowercase letters. Remember all sentences begin with a capital
letter and end with a period (.), question mark (?), or exclamation point (!).
____________________________________________________________________
____________________________________________________________________
Please illustrate your sentence.
49
The letter a in the English language can have several distinct pronunciations.
Lesson 11 dealt with the ar pattern as in arm. Long a as in bake is treated in the
previous and current lesson, and Lesson 41 covers a as in care. The remaining a
sounds are basically of the short a variety such as ask, bad, can (as in Lesson 1) or
sofa, about. For the most part when a is the first or last letter of a word, it is
pronounced as a short u. Such words in these lessons are treated as sight words.
Sight words do not follow general phonetic rules and must be learned by repeated
exposure to different examples in reading text.
Student exposure and awareness is sufficient at this time.
about
above
alarm
Amanda
ballerina
banana
cafeteria
Chihuahua
alike
Amanda
apiece
cola
koala
magenta
mama
Maria
apology
around
assume
mozzarella
panda
papaya
piata
pita
attention
awake
away
pizza
salsa
tapioca
tarantula
yoga
I have listed a few of the common words that begin or end with a, sounding like
short u. Have the student listen for the sound of short u at the beginning or end
of the listed words as you read them to the student.
50
Review long (a) spelling/reading patterns:

a-e, ai, ay, eigh
Can you write eight words using the above long (a) patterns? Try to write two words
using each of the patterns.
1.(a-e)
_______________
2._______________
3.(ai)
_______________
4._______________
5.(ay)
_______________
6._______________
7.(eigh)
_______________
8._______________
Read these sentences consisting of words that include the four long (a) patterns,
namely a-e, ai, ay, eigh.
The maid came to my neighbors house on Sunday.

The quail ate nuts and snails in my neighbors pathway.
We played by the gate and found eight nails.
I paid Santa today to take a ride in his sleigh.
51
Can you write a sentence that includes all the long (a) patterns (a-e, ai, ay, eigh)?
Give it your best try.
____________________________________________________________________
____________________________________________________________________
Check your sentence. Did you begin your sentence with a capital letter? Did you end
your sentence with a (.), (?), or (!)? Is your penmanship neat? Did you allow a little
space between each word? Were you able to include all the long (a) patterns (a-e, ai,
ay, eigh) in your sentence?
52
Skill: Spelling rule regarding singular (one)

and plural nouns (more than one)
A noun is a word that names a person, place or thing. When a word stands for two
or more things, it usually has a plural ending, which most often is s.
Read the words and sentences listed.
ant
bug
cab
cat
dog
drum
gift
kid
ship
van
ants
bugs
cabs
cats
dogs
drums
gifts
kids
ships
vans
I see lots of ants on the anthill.

My dog can run with his pals.
Jack and his friends are having fun with the drums.
I have a gift for the girls.
I see ten crabs on the rocks.
I see six bugs on the kitchen rugs.
I lost two big red buttons.
I have six cats and ten rabbits.
I will set the nuts next to the napkins.
53
Dictation/Spelling Practice for (s) Plurals
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
Make up two sentences and include one or more of the words listed in this lesson.
Your writing should reflect good penmanship, proper spacing, and correct usage of
upper and lower case letters. Remember all sentences begin with a capital letter and
end with a period (.), question mark (?), or exclamation point (!).
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
Illustrate one of your sentences on the back of your paper.
54
Skill: Spelling rule - plural endings

When the base word ends with ch, sh, s, ss, x, z, add (es) to make it plural.
Plural means more than one
Read this list of words
box
branch
brush
bus
buzz
dish
dress
fetch
fox
gas
glass
kiss
lunch
march
rush
sandwich
stitch
tax
wish
boxes
branches
brushes
buses
buzzes
dishes
dresses
fetches
foxes
gases
glasses
kisses
lunches
marches
rushes
sandwiches
stitches
taxes
wishes
55
I had six stitches on my lip.

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

Review rule: When a base words ends with (ch, sh, s, ss, x, z), add es to make it
plural (more than one).
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
56
Write one or two original sentences. Use some of the singular and plural words listed
in this lesson. Your writing should reflect good penmanship, proper spacing, and
correct usage of upper and lowercase letters. Remember all sentences begin with a
capital letter and end with a period (.), question mark (?), or exclamation point (!).
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
Please illustrate your sentence in the space below.
57
Suffixes: word endings (ed, ing)

Prefixes and suffixes are structural changes added to root words.
Common endings that begin with a vowel (-er, -est, -ing, -ed, able) are usually
sounded as syllables. A syllable is a vowel or a group of letters containing a vowel
sound which together form a pronounceable unit. All words include at least one vowel.
Spelling Rule: (Applies to words that have one syllable). When a short vowel is
followed by one consonant at the end of the root word, double the last consonant
and add (ed) or (ing).
To state this rule simply; short vowel, one consonant, double (It needs a friend)
Example: The letter u is a short vowel in the word run. It is followed by one
consonant (n), therefore the last letter (n) is doubled - running.
If the short vowel is followed by two consonants (mp), as in the word jump, the last
consonant is not doubled - jumping.
Read these words (verbs)
Verbs" are action words or words that show movement
beg
box
clip
dim
drag
drop
fax
fix
flap
grab
grin
begged
boxed*
clipped
dimmed
dragged
dropped
faxed*
fixed*
flapped
grabbed
grinned
58
begging
boxing*
clipping
dimming
dragging
dropping
faxing*
fixing*
flapping
grabbing
grinning
grip
hop
hug
jog
mix
pat
plan
plug
shop
stop
tag
run
sit
gripped
hopped
hugged
jogged
mixed*
patted
planned
plugged
shopped
stopped
tagged
gripping
hopping
hugging
jogging
mixing*
patting
planning
plugging
shopping
stopping
tagging
running
sitting
*Words (verbs) ending with the letter x are not doubled because the letter x is a
blend of two consonants ks
If the short vowel is followed by two or more consonants (mp), as in the word jump,
the last consonant is not doubled - jumping.
back
bang
end
hand
help
itch
jump
kick
kill
rest
sing
wish
backed
banged
ended
handed
helped
itched
jumped
kicked
killed
rested
backing
banging
ending
handing
helping
itching
jumping
kicking
killing
resting
singing
wishing
wished
59
Dictation/Spelling Practice for Suffixes

Do you recall the spelling rule regarding the root word + ending?
short vowel, one consonant, double (the last consonant)
short vowel, two or more consonants, do not double" (the last consonant)
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
His dog begged for my snack.

Did the glass crack when you dropped it?
The rabbit hopped into the bushes.
I hugged my mom and dad when they left the park.
I like to go shopping with my mom.
We stopped and petted the dogs.
I was running very fast when I got tagged.
I helped my dad do a trick.
We kicked a tin can and then rested on the grass.
The man milked a big black yak.
My back itched so much I had to scratch it.
I asked my mom to come and help me.
60
Create a sentence that includes at least one base word + (ed), (ing). Your writing
should reflect good penmanship, proper spacing, and correct usage of upper and
lowercase letters. Remember all sentences begin with a capital letter and end with a
period (.), question mark (?), or exclamation point (!).
____________________________________________________________________
____________________________________________________________________
This portion of the lesson is meant for exposure.
The student should revisit this page after he/she has completed
lesson (#22, long e). Mastery in regard to reading should easily
be achieved after the student has completed all the lessons.
The suffixes (ly) added to a base/root word changes its meaning. Sometimes it
changes the way the word is used. Words ending in ly normally tell how or
how often something is done.
Words ending with the suffix ly (sounds like long e)
amply
badly
barely
bluntly
briefly
calmly
clearly
closely
costly
critically
deadly
dearly
deeply
dimly
distinctly
doubtfully
entirely
exactly
faintly
firmly
flatly
finally
fondly
frankly
freely
gently
gladly
grimly
hardly
hotly
justly
kindly
lately
loudly
lowly
mainly
mostly
nearly
oddly
61
openly
partly
plainly
possibly
practically
probably
promptly
purely
quickly
quietly
rarely
really
sadly
shortly
simply
slowly
softly
swiftly
tenderly
terribly
thinly
totally
truly
unlikely
usually
warmly
Skill: (le) at the end of a word

At the end of a word, "le" sounds like (l); the e does not affect the vowel sound.
It is not magic e
apple
bubble
dribble
freckle
gobble
handle
jungle
little
middle
nibble
pickle
puddle
scribble
sniffle
tickle
uncle
Can you think of some other words that end with le?
Please write them.
______________________________
______________________________
The apple fell in the middle of the puddle.

Be gentle when you handle the little bottle.
Do tinkle, sprinkle, and twinkle rhyme?
Will you wiggle and giggle if I tickle you?
I have a little dimple in the middle of my chin.
I see a little beetle scuttle up my uncle's neck.
I jiggle and wiggle when I scribble.
The big truck has two axles.
I like to cuddle my stuffed rabbit.
Rons uncle has lots of freckles.
His uncle handles jungle frogs.
My little cat nibbles pickles.
62
Dictation/Spelling Practice for (le) words
____________________
____________________
____________________
____________________
____________________
____________________
Make up a sentence that includes one or two words ending with (le). Check your
sentence. Does it begin with a capital letter and end with a period (.),
question mark (?), or exclamation point (!)
____________________________________________________________________
____________________________________________________________________
Illustrate your favorite sentence.
63
Skill: long (e) spelling patterns (ee) and (-e)

Long vowel rule: When two vowels go walking the first one does the talking, (it says
its name) the second vowel does the walking, (it is silent).
bee
beef
beep
beet
beetle
bleed
cheek
creek
creep
deed
deep
feed
fee
feel
feet
fleet
free
glee
green
heed
heel
jeep
keep
meet
need
peek
peel
peep
peewee
queen
reed
reef
reel
see
seed
seek
seem
seen
seep
sheep
sheet
sleep
steel
street
sweep
sweet
teen
teeth
thee
three
week
wheel
When a one syllable short word ends with a vowel, it has a long vowel sound. (me)
be
he
me
she
we
Write the two long spelling patterns used in the words above.
______________________________
______________________________
64
Can you think of some more words that use the (ee) or (-e) spelling patterns.
Write them.
______________________________
______________________________
Dictation/Spelling Practice for (ee, -e) words
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
He fell into a deep sleep.

Will the queen feed her three sheep?
The queen seeks sweet beeswax.
I will meet you next to the tree.
She lost three teeth in the creek.
Maybe we will see you at the reef.
We may need to sweep the street.
I feel sick and want to go to sleep.
I like to keep my feet under the sheet.
The heels of my feet itch a lot.
The bee is chasing me up the tree.
The jeep crossed the creek on steel wheels.
The queen peeled back her green sheets to go to sleep.
65
Write two sentences. You must include words that have the long (e) spelling
pattern,(ee) or (-e). Your writing should reflect good penmanship, proper spacing, and
correct usage of upper and lowercase letters. Remember all sentences begin with a
capital letter and end with a period (.), question mark (?), or exclamation point (!).
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
Please illustrate your favorite sentence.
66
Skill: Long (e) spelling pattern (ea)

Long vowel rule: When two vowels go walking the first (vowel) does the talking,the
second (vowel) does the walking.
In the word "teach" e (says its name), a (is silent).
Read these words.
beach
beagle
cheat
clean
cream
dream
each
eat
feast
flea
heal
jeans
leaf
lean
least
mean
meat
neat
peach
peanut
reach
read
reap
scream
sea
seal
seat
speak
teach
teapot
treat
weak
What is the long (e) spelling pattern in the words listed above? _________________
Can you think of any more words that have this (ea) spelling pattern? List them.
______________________________
______________________________
______________________________
______________________________
67
Dictation/Spelling Practice for (ea) words
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
My neighbor teaches at the beach.

I like to be clean and neat.
Peanuts are a good treat.
The seal screeched a mean scream.
I feel weak and must sneak a peach.
Will the beetle eat the leaf?
My teacher is on sick leave.
I will eat meat at the feast.
I can see a seal swimming in the sea.
Can you heal the eagle and set him free?
The cat had to flee from the mean flea.
Jean cleaned and bleached her jeans.
The least bit of cream on the seat must be cleaned.
The teacher reached each student by speaking to them.
When will the teacher wear the beads I gave her?
Does a beaver eat a heap of beans.
Our speaker at the assembly was Least Heat Moon.
I have read all the stories the teacher is reading to us.
68
Create two sentences. Please include words that have the long (e) spelling pattern
(ea). Remember all sentences begin with a capital letter and end with a period (.),
question mark (?), or exclamation point (!). Be attentive to penmanship. Do not mix
upper and lowercase letters.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
Make a simple illustration of your favorite sentence.
69
Skill: -y (long e spelling pattern)

The vowels are: a-e-i-o-u- and sometimes y.
When y functions as a vowel it:
c) immediately follows another vowel (may, monkey).
Read the words listed below. Note spelling pattern (-y) at the end of each word. When
(-y) appears at the end of a word that has at least two syllables, it usually has the
long (e) sound.
baby
belly
bunny
candy
Carly
creepy
daddy
easy
envy
filly
foggy
funny
golly
happy
hungry
jelly
jolly
Kelly
lady
lilly
lucky
mommy
party
penny
puppy
rusty
silly
skinny
study
tally
ugly
windy
Can you think of some additional two syllable words that end with the letter -y that
have the long e sound.
______________________________
______________________________
______________________________
______________________________
70
Dictation/Spelling Practice for (-y) words with a long (e) sound
______________________________
______________________________
______________________________
______________________________
The lady washed the sticky baby.

My dog, Lucky, is funny and lazy.
My silly puppy wants a meaty treat.
My baggy jeans are really messy.
Mommy and daddy went to a party.
My crazy kitty eats smelly tuna.
Did you get a lucky penny at the party?
Is that puny, skinny cat hungry?
The fussy baby wants my sticky candy.
I have a rusty, dusty, musty penny.
I have a silly bunny named Polly.
A filly, Happy-Go-Lucky, will race in the Kentucky Derby.
Sally can count to 15 using tally marks.
Sally and I met a jolly crowd at the rally.
Dont sully my friends name by calling him an ugly bully.
Kelly has a pretty lilly in her hand.
Bobby and his puppy went to the party at the pet shop.
The jockey and the filly had to run on a muddy track.
My study of creepy, crawly insects was fun and easy.
The lady was lucky to get to the party on such a foggy
day.
71
Create some sentences of your own. Write two sentences; please include words that
have the (-y) long (e) spelling pattern. Remember all sentences begin with a capital
letter and end with a period (.), question mark (?), or exclamation point (!). Do not
mix upper and lowercase letters.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
72
Skill: long (e) spelling patterns (-ey) & (ie)

The vowels are: a-e-i-o-u- and sometimes y.
When y functions as a vowel it:
c) immediately follows another vowel (turkey)
Vowel rule: When two vowels go walking, the first one does the
talking. In the word monkeye says its name, as in the alphabet. The second one
does the walking; the y is silent.
Read these words.
alley
chimney
chutney
donkey
galley
hockey
honey
jockey
key
kidney
Mickey
money
monkey
parsley
valley
volley
The pattern (ie) is an irregular long (e) spelling pattern. It is often used in names, ex.
Katie. This pattern does not follow the long vowel rule, (When two vowels go walking,
the first one does the talking.) We sometimes refer to these (ie) pattern words as
jail words because they dont follow the rule! It may be best to remember the old
spelling rule: i before e, except after c.
Read these words.
Angie
baggie
beanie
belief
believe
Bonnie
brie
brief
chief
cookie
field
fiend
73
frieze
genie
grief
niece
piece
shield
siege
thief
Dictation/Spelling Practice for (-ey, ie) words
______________________________
______________________________
______________________________
______________________________
Please read these sentences.

Remember the spelling patterns (-ey) and (ie) have a long (e) sound.
Did the thief take the key?

Do you want a piece of bread and honey?
Did you see the jockey on the donkey?
The chief sees the thief in the valley.
I need some money to go on the trolley.
The monkey ran across the hockey field.
Did Natalie eat lunch with Katie?
The alley cat left prints on my windshield.
Charlie and Leslie are playing volleyball.
I have a black alley cat named Sadie.
I believe the siege of the valley will end soon.
I bought a cookie and a piece of brie in the galley.
Eating parsley on chutney gave my stomach grief.
Mickey took off his beanie and put it in the baggie.
The fiend siezed the fiefdom from the king.
The thief got three years in the pokey for stealing money.
A piece of the frieze fell off and hit my niece.
74
Write a sentence. Please use one or more words that have the (-ey) & (ie) spelling
patterns. Do not mix upper and lowercase letters. Remember all sentences begin
with a capital letter and end with a period (.), (?), or (!). Please be attentive to good
penmanship.
____________________________________________________________________
____________________________________________________________________
Please illustrate your sentence or one of the sentences in this lesson.
75
Review long (e) spelling/reading patterns:

ee, ea, -e, -y, -ey, ie
Can you write twelve words using the above long (e) patterns? Write two words using
each of these patterns.
1.(ee)
___________________ 2.___________________
3.(ea)
___________________ 4.___________________
5.(-e)
___________________ 6.___________________
7.(-y)
___________________ 8.___________________
9.(-ey) ___________________ 10.__________________

11.(ie) ___________________ 12.__________________
Read these three sentences consisting of words that include the six long (e) patterns.
He saw three silly thieves stealing money.

She saw her sweet baby eat a piece of parsley.
We saw a chief chase a busy honey bee to the beach.
76
Can you write a sentence that includes all the long "e" patterns (ea, ee, -e, ie,-y)?
Give it your best try.
____________________________________________________________________
____________________________________________________________________
77
Skill: long (i) spelling patterns (i-e) and (ie)

The e at the end of hike is silent; it is a signal that sits at the end of a word. It tells
the first vowel to say its name.
It is known as the magic "e" rule.
Read these words.
bike
bite
bribe
crime
dike
dive
drive
file
fine
five
glide
gripe
hide
hive
jibe
jive
kite
life
like
lime
line
mile
mine
pike
pile
pipe
pride
prize
quite
ride
rife
ripe
size
slime
smile
spike
spine
strife
strike
stripe
thrive
time
tribe
vine
while
whine
white
wide
wife
wipe
Recall long vowel rule: When two vowels go walking, the first one does the talking
(it says its name), the second one does the walking (it is a silent listener).
die
died
lie
pie
tie
tied
Write the two long (i) patterns used in the words above.
______________________________
______________________________
78
Dictation/Spelling Practice for (i-e, ie) words.
____________________
____________________
____________________
____________________
____________________
____________________
____________________
____________________
____________________
I can hike five miles uphill to the pine trees.

Did you tie the kite to your bike?
Do you want a bite of this fine pie?
I got the prize consisting of nine dimes.
The deer did not die in the forest fire.
I have five white tires stacked in a pile.
Can you hide a pile of limes in a hive?
I can bide my time until the fish bite.
My cats like to lie in the sunshine.
Mike can not ride his bike for a while.
The bribe cost him a fine for his crime.
My wife drives nine miles to dine on tripe.
Mom said, Rise and shine, waste no time.
She was quite white from fright when she saw the crime.
Can you dive in the Nile at its widest part?
They dined on ripe limes and white wine from the vine.
If you strike the swine, they might bite.
Mike could not wipe the grime off his striped tie.
We could hear the chimes from the shrine's spire.
79
Create your own sentences. You must include words that have the long (i) spelling
patterns (i-e) & (ie). Remember all sentences begin with a capital letter and end
with a period (.), question mark (?), or exclamation point (!). Please be attentive to
good penmanship.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
Illustrate your favorite sentences.
80
Skill: long (i) spelling patterns (igh), (-y)

Both of these patterns have the sound of long (i).
The vowel (i) followed by (gh), usually has a long (i) sound.
Read these words.
blight
bright
candlelight
copyright
daylight
delight
enlighten
fight
flight
flighty
frighten
high
highjack
highness
insight
light
lightning
midnight
might
night
plight
right
sigh
sight
slight
thigh
tight
tonight
As you recall (-y) at the end of 2 syllable words, has a long (e) sound as in (any);
(-y) at the end of 1 syllable words, has a long (i) sound as in (try).
by
cry
dry
fly
fry
guy
my
shy
sky
sly
try
why
Write the two long (i) vowel spelling patterns used in this lesson.
______________________________
______________________________
Can you think of any more words that have the long (i) spelling pattern (igh) & (-y).
Write them.
______________________________
81______________________________
Dictation/Spelling Practice for (igh, -y) words with the long (i) sound
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
The flight was a bit frightening.

It is not right to fight,
I saw a bright light in the sky last night.
Why did you cry last night?
Why did the sly spy try to hide?
Why is this lid so tight?
Did the fish fly into the frying pan?
Will my kite fly high at night?
Why is Skylar so shy?
He stopped by my shop to buy gum.
I might see the fight tonight.
I keep a flashlight inside my car.
The guy was delighted to win the fight.
My mouth went dry at sight of the bullfight.
He read the copyright in the candlelight.
The headlights on the road frightened the deer.
He fell off the tightrope and broke his thighbone.
The tightwad will count his money tonight.
82
Write one or two sentences, include words that have the (igh) or (-y) spelling pattern.
Remember all sentences begin with a capital letter and end with a period (.),
question mark (?), or exclamation point (!). Do not mix upper and lowercase
letters. Please be attentive to good penmanship.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
83
Skill:long (i) patterns (-ind) and (-ild)

These patterns (-ind) & (-ild) are irregular long vowel patterns.
Usually words with just one vowel have a short vowel sound.
However, these two spelling patterns are exceptions.
Both (-ind, -ild) have a long (i) vowel sound.
Read these words.
behind
bind
blind
find
grind
child
grandchild
mild
hind
hindsight
humankind
kind
mankind
semiwild
stepchild
wild
mastermind
mind
mindset
remind
rind
spellbind
unbind
unkind
wind
windup
wildcat
wildfire
wildlife
Dictation/Spelling Practice for (-ind) and (-ild) words.
____________________
____________________
____________________
____________________
____________________
____________________
____________________
____________________
____________________
84
The child will hide behind the tree.

Keep in mind to be kind to the blind.
Do you mind if I get mild salsa?
I must find the wild winding path.
Did the blind child grind the nuts?
What did you find behind the door?
Find the book with the bad binding.
A wild blind cat scraped her hind leg.
Do you mind if I grind the coffee?
My child likes lemon rind in his tea.
Be kind when you play Blind Mans Bluff.
Can the blind man set the time and wind the clock?
How can I find the red sock when I'm colorblind?
Who was the mastermind behind this plot?
The schoolchild had to rebind his book.
Let me remind you to rewind the clock.
The teacher was so spellbinding I won't forget her words.
We can relax and unwind after we are finished.
Will the wild animals survive the unkind oil spill?
Write a sentence. Please include one or more words that have the (ind) & (ild)
spelling patterns. You may want to add a suffix to the base word. Ex: I am the kindest
child. Please be mindful of correct punctuation and penmanship skills. Please
illustrate your sentence on the back of your paper.
____________________________________________________________________
____________________________________________________________________
85
Review long (i) spelling/reading patterns:

i-e, ie, igh, y, ind, ild
Write two words using each of the long (i) patterns.
1. (i-e) __________________ 2. ____________________
3. (ie) ___________________ 4. ____________________
5. (igh) __________________ 6. ____________________
7. (-y) ___________________ 8._____________________
9. (ind)__________________ 10.____________________
11. (ild) __________________ 12.____________________
Read these sentences consisting of words that include the six long (i)
patterns
Mike can not find the frightened wild fly that sat on his pie.
I like to bake a pie, fly a kite, and find wild mushrooms in
the moonlight.
My kind child hides ties and sighs.
86
Can you write a sentence that includes all the long "i" patterns (i-e, ie,
igh, -y, ind, ild)? Give it your best try.
____________________________________________________________________
____________________________________________________________________
87
Skill: Spelling rule regarding plural endings

When you change the form of a word to make it plural (more than one) follow this rule:
Words ending with a consonant + y, change y to i and add es.
Ex: Look at the word puppy, it ends with consonant p + y, apply the spelling rule
(change y to i and add es) = puppies
army
baby
body
bunny
candy
daddy
family
fly
kitty
lady
lilly
mommy
party
puppy
sky
spy
supply
armies
babies
bodies
bunnies
candies
daddies
families
flies
kitties
ladies
lillies
mommies
parties
puppies
skies
spies
supplies
88
Plural endings:
If the word ends in a vowel + y, add s to the word.
Example: key
keys
bay
day
key
kidney
tray
way
bays
days
keys
kidneys
trays
ways
Dictation/Spelling Practice for Plurals (-y).

Review the spelling rule regarding y.
______________________________
______________________________
______________________________
______________________________
The ladies gave us jerseys for our game.

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

The e at the end of home is silent; it is a signal that sits at the end of the word. It
tells the first vowel to say its name.
It is known as the magic "e" rule.
Read these words.
bone
choke
close
cone
globe
grove
hole
home
hope
nose
note
pole
robe
rode
rope
rose
slope
smoke
stone
stove
those
tone
vote
zone
Recall the long vowel rule: When two vowels go walking, the first one does the talking
(it says its name), the second one does the walking (it is silent).
doe
foe
Joe
hoe
roe
tiptoe
toe
woe
Write the two long (o) spelling patterns in the words above.
______________________________
______________________________
Can you think of some additional words with the spelling patterns (o-e, oe)?
______________________________
______________________________
90
Dictation/Spelling Practice for (o-e, oe) words
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
Did you hoe those roses?

Did Moe poke a hole in the note?
I do not like to be at home alone.
Will the doe go home if we leave it alone?
I rode my bike and fell in a hole.
I fell and poked my nose on a stone.
My dad drove home from his work.
Mom tiptoed to the stove to check the smoked ham.
The stovepipe helped the smoke go up the chimney.
I have an aloe plant at my home.
Can you play those notes on an oboe?
Joe broke a bone in his big toe.
I will taste the roe and drink pekoe tea.
I played tic-tac-toe with Joe.
Woe is me. The smoke chokes me.
I stepped in a hole and broke a bone.
He tied his robe with a rose rope.
I hope my home will not slide down the slope.
Oh woe! Poor Moe hacked his toe with a hoe.
91
Create two or more sentences. Include some words that have the spelling pattern
(o-e, oe). Illustrate one of your sentences on the back of the paper.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
Check your sentences. Did you begin each sentence with a capital letter? Did you
add a period (.), question mark (?), or exclamation point (!) at the end of each
sentence? Is your penmanship neat?
A number of frequently used words do not follow the general vowel rules, particularly
oe (o consonant e words). Im listing a few of these. These words are known as
Sight Words.
come done dove glove gone love none some

One cannot sound out sight words according to their visual pattern. The word
come appears to be a magic e word, therefore the o would have a long vowel
sound. If pronounced according to the rule, it would sound like comb The common
phonic generalizations (rules) learned in beginning reading cannot be applied to the
pronunciation of sight words.
92
Skill: long (o) spelling pattern (oa) and (-o)

Review long vowel rule: When two vowels go walking, the first one does the talking (it
says its name), the second one does the walking (it is silent).
boat
cloak
coach
coal
coast
coat
float
foam
goal
goat
load
loaf
loam
loan
oak
oat
oath
road
roast
soak
soap
throat
toad
toast
If a one syllable word ends with a vowel, the vowel is usually long. Ex: no
go
no
so
Cover the three words listed above. Can you spell them? Write them on the lines
below.
____________________
____________________
93
____________________
Dictation/Spelling Practice for (oa) words
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
Is Joe taking a nap in his boat?

Did you go home after lunch?
Did the goat eat the soap?
I had a sore throat so I stayed home.
Did you see the toad on the road?
Will this boat float to the kelp beds?
No, I did not reach the goal.
I will slice this loaf and make toast.
I left my coat on the boat.
Can you hear the toad croak?
The coach likes oatmeal and toast.
An armload of charcoal fell on my toe.
The coach gave us pot roast on toast.
I hope to see an oak tree when I go up the coast.
Did the oil soaked dolphins float to the coast?
The freeloading cockroach ate all of the oatmeal.
They were unloading the load of coal on the railroad.
The toad on the road puffed its throat at the goat.
The pot roast on toast made my stomach bloat.
94
Create two or more sentences. Please include words with the spelling pattern (oa, -o).
question mark (?), or exclamation point (!). Do not mix upper and lower case
letters. Please be attentive to good penmanship.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
95
Spelling Pattern (ow)

The combination (ow) has two sounds.
This lesson concentrates on (ow) as in row.
(The variant vowel pattern (ow) as in cow will be introduced in lesson #48.)
Read these long (o) words.
bellow
billow
blow
borrow
bow
bowl
bowler
bungalow
crow
elbow
fellow
flow
glow
grow
low
meadow
mellow
mow
owe
own
pillow
row
shadow
show
slow
snow
sow
throw
tow
yellow
Can you think of any more long (o) words that have the (ow) spelling pattern? Please
write them or you may choose to add a suffix (ending) ing, ed to a base word that
shows action, as in growing.
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
96
Dictation/Spelling Practice for (ow) long (o)words.
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
Do you bend your elbow when you throw things?

You owe me a dime if you want to see the show.
Why did you throw the pillow?
I will put the snow in a bowl.
How low can a crow fly?
Can you follow the shadow of the crow?
I see a yellow bow on the snowman.
I sat in the shadow of a willow tree.
The tow truck towed my car home.
Can a blowfish blow bubbles?
It is freezing in the blowing snow.
Do you see the glow in the window?
The stowaway on the ship was a mellow fellow.
I laid my pillow in the shadow of the yellow bungalow.
I will sow these seeds in a row and hope they grow.
That bowler was a show-off until he hurt his elbow.
A crow walked slowly in the shadow of my snowman.
97
Create two or more sentences; include words that have the long (o) spelling pattern
(ow) as in row. Be attentive to neat penmanship and proper spacing. Remember all
sentences begin with a capital letter and end with a period (.), (?), or (!).
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
98
Skill: long (o) spelling patterns (-old) and (-ost)

(old): This pattern has a single vowel, though a long (o) sound.
bold
billfold
cold
fold
gold
hold
mold
old
sold
scold
told
(ost): The letter combination (ost) may have either a

long (o) or short (o) sound.
long "o" (ost) words
ghost*
host
hostess
most
post
postcard
poster
postman
postmark
*The h is silent in the word ghost.

(ost): short "o" (ost) words
cost
frost
lost
nostril
What are the two spelling patterns in the words listed above?
______________________________
______________________________
99
Dictation/Spelling Practice for (-old, -ost) long (o) words
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
I will fold this gold poster.

I see mold on this old apple.
The bold hostess scolded the child.
I told the host I was cold.
I will tie the old goat to the post.
Please hold my cold hand.
I sold the frame on my old gold poster.
Most of the ghosts are invisible.
Most of the cheese has mold on it.
Dad sold the old gold candle.
Did the postman fold the postcard?
I sold the gold for more than it cost.
I lost most of my toast when the hostess dropped the
plate.
100
Create one or two sentences. Please include words that have the long (o) spelling
pattern (-old, -ost) in each sentence. Remember all sentences begin with a capital
letter, end with a period (.), question mark (?) or exclamation point (!). Your
penmanship should be neat and you should leave a little space between the words
you write.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
101
Skill: Spelling Pattern (or)

A vowel or (vowels) followed by the letter r results in a blended sound which is
neither the short nor long sound of the vowel.
Read these (or) words listed below.
absorb
abnormal
accord
bighorn
born
conform
contort
cord
cork
corn
corncob
corpse
corset
deform
discord
distort
dorm
dormant
dorsal
endorse
escort
extort
firestorm
for
fork
form
formal
horn
horse
mortal
normal
north
or
order
scorch
short
stork
storm
thorn
torch
What spelling pattern do you see in each of the words listed above?_____________
Dictation/Spelling Practice for (or) words as in stork
______________________________
______________________________
______________________________
______________________________
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102
The leghorn wants corn, not a corncob.

You did not order a morsel of food!
The resort is north of the border.
The normal mortal conforms to the rules.
I saw storm clouds forming in the sky.
The storks flew north to escape the storm.
The horn and organ played a forlorn song.
I experienced some discord with my landlord.
Can you order a cord of wood for the stove?
My pig snorts in the morning when he wants an acorn.
The bighorn sheep went around the thorns.
The hornets orbited their scorched nest.
The orphans were escorted into the dorm.
The foghorn and the torches in the storm saved the ship.
She made an ornate cork border for the artist's frame.
The porcupine made a nest for her newborn.
His retort about my short shorts was in bad form.
Create one or more sentences, include at least one word in each sentence that has
the spelling pattern (or) as in stork.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
Please illustrate one of your sentences on the back of the paper.
103
Review long (o) spelling/reading patterns:

o-e, oe, oa, ow, o, old, ost
Write two words using each of the long (o) patterns.
1. (o-e)__________________ 2. ____________________
3. (oe)___________________ 4. ____________________
5. (oa)___________________ 6. ____________________
7. (ow) __________________ 8. ____________________
9. (-o)___________________ 10. ___________________
11. (old) _________________ 12. ___________________
13. (ost)__________________13. ___________________
104
Read the three sample sentence using all the long (o) patterns.
The old ghost broke his toe and floats so slow.

Joe told the host there was no soap in the stone bowl.
The doe was so lame and old she almost stepped
on a toad on her way home below the hill.
Can you write a sentence that includes all the long (o)
patterns (o-e, oe, oa, ow, o, old, ost)? Give it your best try. If you cant include all the
long (o) patterns in a single sentence, write two related (same topic) sentences.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
105
Skill: long (u) spelling patterns (u-e,ue)

Recall the magic "e" rule.
The e at the end of the word mule is a signal that means the previous vowel (usually
the first vowel) is long. The (u) in the word mule, has a long sound because it ends
with the magic e signal.
Long (u) has two sounds;

long (u) as in mule
and (oo) as rude
brute
chute
cube
cure
cute
duke
flute
mule
mute
perfume
prune
rude
rule
tube
tune
use
Recall the long vowel rule: When two vowels go walking, the first one does the talking
(it says its name). The second one does the walking (its silent).
argue
blue
clue
cue
due
glue
rescue
statue
Sue
tissue
true
Tuesday
What are the two long (u) spelling patterns in the words listed above?
______________________________
______________________________
106
Dictation/Spelling Practice for (u-e, ue) words.
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
Is your blue book due on Tuesday?

Give me a clue regarding the rules.
Will Sue hide inside a hollow tube?
Follow the rules and do not be rude.
We rescued the mule on the cliff.
Do not argue about the rules.
May Duke use your glue stick?
Do you like to use perfume?
Please nuke the barbecue and serve it hot.
Duke is upset. Will a happy tune cure him?
Luke plays a cute tune on a steel tube.
Do you pursue your work with a good attitude?
If you are mute, are you speechless?
Can June mute her flute?
June is cute and follows the rules.
It is rude to pass crude notes.
The mule was a big brute but needed to be rescued.
107
Create two or more sentences. Please include words that have the long (u) spelling
patterns (u-e, ue).
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
Make a simple illustration your favorite sentence. Feel free to use the back of your
paper.
108
Skill: long (u) spelling pattern: (ew) and (ui)

Remember: Long (u) has two sounds (u) and (oo)
Long (u) has four spelling patterns: u-e, ue, ew, ui.
Long (u) has two sounds, u as in mule
and long double sound oo as in moon.
blew
brew
chew
crew
dew
drew
few
flew
grew
knew
new
pew
screw
stew
threw
view
The vowel pattern (ui) is used infrequently

as long (u), in this case it is mostly limited to
the oo sound as in fruit.
bruise
cruise
fluid
fruit
juice
ruin
suit
suitcase
What are the two long (u) spelling patterns in the words listed above?
______________________________
______________________________
109
Dictation/Spelling Practice for (-ew, ui) words.
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
The crew made stew.

The stew is hard to chew.
The skunk sat on the new pew in church.
Duke said "Phew, I smell a skunk!"
Just a few of our seeds grew.
Dad laid his new suit in the suitcase.
The wind blew our cruise ship.
I threw some fruit to the sea gull.
I have a good view of the cruiser.
I drew a picture of a few crewmen.
The fruit is covered with dewdrops.
I need a suitable suit for the cruise.
Lewis wants a few pieces of fruit.
I grew two inches on the cruise.
I will brew a few cups of coffee and bring some fresh fruit
for the crew.
I want a few pieces of fruit and some stew in my new
bowl.
110
Create two original sentences. Please be attentive to good handwriting. Include words
that have the long (u) spelling patterns (ew, ui) in each sentence.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
Please check your sentences. Do they begin with a capital letter? Do they end with a
period (.), question mark (?), or exclamation point (!). Is your handwriting legible and
neat? Did you leave a little space between each word?
Please illustrate one of your sentences in the space below or on the back of the
paper.
111
Review long (u) spelling/reading patterns:

u-e, ue, ui, ew
Can you write eight words using the above long (u) patterns? Try to write two words
using each of the patterns.
1.(u-e) _________________ 2._________________

3.(ue) _________________ 4._________________
5.(ui)
_________________ 6._________________
7.(ew) _________________ 8._________________

Read these two sentences, each consisting of words that include the four long (u)
patterns.
The cute fruit fly flew into the glue.

The new blue mule likes to drink juice.
The cruel guard ate a few prunes and a grapefruit.
Can you create a sentence that includes all the long (u) spelling patterns (u-e, ue,
ui,ew)? Give it your best try.
____________________________________________________________________
____________________________________________________________________
112
Check your sentence. Did you begin your sentence with a capital letter? Did you end
your sentence with a (.), (?), or (!)? Is your penmanship neat? Did you allow a little
space between each word? Were you able to include all the long (u) patterns (u-e, ue,
ui, ew) in your sentence?
113
Review Long Vowel Patterns

Read each sentence and note the long vowel patterns. Create a sentence for
long a, e, i, o, and u. Try to use all the vowel patterns as in the sample sentences.
Long (a) spelling patterns:
a-e, ai, ay, eigh
We played by the gate and found eight nails.
____________________________________________________________________
____________________________________________________________________
Long (e) spelling patterns:

ee, ea, -e, -y, -ey, ie
We saw three silly thieves stealing money.

She saw a monkey named Katie in a leafy tree.
The chief likes turkey and gravy, but he likes green beans
best.
____________________________________________________________________
____________________________________________________________________
114
Long (i) spelling patterns:

i-e, ie, igh, -y, ind, ild
Mike was kind of frightened by the wild fly on his pie.

My kind child hides ties and sighs.
____________________________________________________________________
____________________________________________________________________
Long (o) spelling patterns:

o-e, oe, oa, ow, -o, old, ost
The old ghost broke his toe and floats so slow.

Joe told the host there was no soap in the stone bowl.
____________________________________________________________________
____________________________________________________________________
115
Long (u) spelling patterns:

u-e, ue, ui, ew
I saw a funny mule wearing a new blue suit.

The cute fruit fly flew into the glue.
____________________________________________________________________
____________________________________________________________________
Remember all sentences begin with a capital letter and end with a period (.), question
mark (?), or an exclamation point.
116
"Bye-bye - e: Suffix (-ed) and (-ing)

"Bye-bye - e Rule: Drop the e (at the end of a base word) before adding a suffix
that begins with a vowel.
Suffixes are endings (-ing, -ed) added to base/root words that show action.
Ex: "race" ends with the vowel "e"; therefore drop it when adding -edbecause the
suffix -ed begins with a vowel. race - raced
Ex: The base word ride ends with e; this (e) is dropped ("bye-bye") when adding a
suffix (ending) that begins with a vowel (-ing) begins with the vowel i. ride - riding
A double vowel would be incorrect (rideing).
These base words show action; sometimes we call an action word a doing word or
verb.
bake
chase
dine
hike
hope
judge
live
love
race
trade
use
wave
baked
chased
dined
hiked
hoped
judged
lived
loved
raced
traded
used
waved
baking
chasing
dining
hiking
hoping
judging
living
loving
racing
trading
using
waving
117
Dictation/Spelling Practice for (bye-bye e) words.

Review"Bye-bye - e spelling rule: Drop final e before adding a suffix that begins
with a vowel, (-ing) (-ed)
example: take taking.
Remember to drop the e (at the end of the base word) when adding a suffix that
begins with a vowel.
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
I baked a cake and hoped for the best.

I chased my friend and raced away.
Jack hoped to go hiking today.
I hope I get a prize after the judging.
I traded my skates for a used bike.
I asked Deb if I could use her eraser.
I waved to the dragon that lived in a cave.
Mom smiled and gave me a loving hug.
I placed the gift and smiled at the child.
As Dad was leaving he closed the door behind him.
I closed the box and moved it away.
I waved at Jon when we passed him.
I used to live in Del Mar and loved living by the beach.
My cat died. She used to hunt mice.
118
Create two original sentences. Include one or more base words + (-ed) or (-ing) in
each sentence. Remember these base words show action. Your writing should
reflect correct spelling, good penmanship, proper spacing, and correct usage of upper
and lower case letters. Remember all sentences begin with a capital letter and end
with a period (.), question mark (?), or exclamation point (!).
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
119
Skill: Contractions
A contraction is a short way of writing two words as a single word. It is formed by
combining two words but omitting one or more letters. Always write an apostrophe ()
to show where one or more letters are left out.
Read these contractions.
are not
can not
do not
does not
did not
have not
has not
is not
could not
should not
would not
ought not
must not
was not
were not
aren't
can't
don't
doesn't
didn't
haven't
hasn't
isn't
couldn't
shouldn't
wouldn't
oughtn't
mustn't
wasn't
weren't
We aren't going today.

We can't go today.
We don't eat candy.
John doesn't eat candy.
The dog didn't eat candy.
I haven't seen the show.
Sue hasn't seen the show.
Jack isn't going to the game.
We couldn't go to the game.
We shouldn't go to the game.
We wouldn't go to the game.
We oughtn't go to the game.
We mustn't go to the game.
Tom wasn't at home.
We weren't at home.
how did
who did
why did
how'd
who'd
why'd
How'd it happen?
Who'd believe it?
Why'd it happen?.
120
I will
you will
he will
she will
we will
they will
who will
it will
that will
I'll
you'll
he'll
she'll
we'll
they'll
who'll
it'll
that'll
I'll come home.

You'll come home.
He'll come home.
She'll come home.
We'll come home.
They'll come home.
Who'll come home.
It'll be lots of fun.
That'll be lots of fun.
I would
you would
he would
she would
they would
I'd
you'd
he'd
she'd
they'd
I'd like a peach tart.

You'd like a peach tart.
He'd like a peach tart.
She'd like a peach tart.
They'd like a peach tart.
here is
how is
it is
that is
there is
what is
when is
where is
why is
who is
here's
how's
it's
that's
there's
what's
when's
where's
why's
who's
Here's the morning meal.

How's the morning meal?
It's the morning meal.
That's the morning meal.
There's the morning meal.
What's the morning meal?
When's the morning meal?
Where's the morning meal?
Why's the President here?
Who's the President?
121
I have
you have
we have
they have
could have
should have
would have
might have
must have
I've
you've
we've
they've
could've
should've
would've
might've
must've
I've seen the play.

You've seen the play.
We've seen the play.
They've seen the play.
He could've seen the play.
He should've seen the play.
She would've seen the play.
Jack might've seen the play.
Jill must've seen the play.
I am
you are
he is
she is
we are
they are
I'm
you're
he's
she's
we're
they're
I'm a responsible student.

You're a responsible student.
He's a responsible student.
She's a responsible student.
We're responsible students.
They're responsible students.
let us
madam
of the clock
will not
let's
ma'am
o'clock
won't
Let's have a party.

Is this your dog, ma'am?
I can be there at one o'clock.
We won't fail today.
122
Dictation/Spelling Practice for Contractions

Remember contractions are single words formed by combining two words but
omitting a letter or letters. An apostrophe () is always inserted where a letter or
letters have been omitted.
______________________________
______________________________
______________________________
______________________________
Its been a long day and I'm tired.

Im sorry; I didnt mean to keep it.
Its okay, lets be friends.
Im going to be there at 3 oclock.
I didnt take your stuff and that's a fact.
Shes sad that she cant go home.
Let's take a walk and we'll talk.
Youll have to tell her they'll be here soon.
Well do that in a little while when you're finished.
Id like to go to the beach, but I don't have time.
I havent had breakfast yet and I don't want Froot Loops.
Were going to SeaWorld where there's a whale show.
Weve had a good time today and we aren't a bit tired.
Were going on a field trip and here's the plan.
You shouldn't stare at the sun because you'll go blind.
We won't know who's coming to dinner until 5 o'clock.
I wasn't happy about it, but I couldn't tell him.
They mustn't believe they've upset us.
Wouldn't it be nice if you'd take us to Hawaii.
123
Create two or three original sentences; include at least one contraction in each
sentence. Your writing should reflect good penmanship, proper spacing, correct
usage of upper and lower case letters, and correct ending punctuation.
question mark (?), or exclamation point (!).
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
Please illustrate your favorite sentence in the space below or on the back of the page.
124
Skill: Letter pattern (are) as in care

A vowel or vowels followed by the letter r results in a blended sound, which has
neither the short nor long sound of the vowel.
Read these (are) words.
aware
bare
care
careful
compare
dare
fare
flatware
glare
hare
mare
nightmare
parent
prepare
rare
scare
snare
spare
stare
welfare
Can you read these sentences?
A baby hamsters skin is bare.

Will your parents pay my bus fare?
What did you prepare for lunch?
Please do not stare at me.
Lets compare our notes.
Please be careful and spare the pain.
Lets compare this rare jewel.
I jump when people scare me?
I care when the bus fare is costly.
I can barely ride the mare bareback.
I dare you to snare the hare.
I glared at the bright flare of light.
I got the flatware at the hardware store.
We had a barefoot farewell party for the warehouse crew.
125
Create two original sentences. Please include one or more words that have the
spelling pattern (are) in each sentence. Remember sentences always begin with a
capital letter and end with a period (.), question mark (?), or exclamation point (!)
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
Make a simple illustration of your favorite sentence. Feel free to use the space on the
back of your paper.
Here are a few words that have the same (are) sound, but are spelled differently.
Can you read them?
air
bear
carrot
chair
fair
flair
hair
heir
millionaire
pair
pear
repair
126
stair
tear
there
wear
Skill: Spelling/reading pattern (ur)

The combination of a vowel + r is called Bossy r
Bossy r is bossy but polite, it lets the vowel go first, but it doesn't let it say its
sound.
Ex: fur The vowel u precedes the r; the vowel u is silent (no vowel sound).
You only hear the consonant sound of r.
Read these words.
burn
church
curl
curve
fur
hurray
hurry
hurt
nurse
purple
purse
turn
Can you think of two more additional words that have the (ur) spelling pattern?
Write them.
______________________________
______________________________
Dictation/Spelling Practice for (ur) words.
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
127
I hurt my finger last Thursday.

Do not burn the hamburgers.
The hamster has soft fur.
I left my purple purse at church.
Turn left after the next curve.
We built a sturdy brick church.
I must hurry and return before curfew.
I fell on the curb and now my eyesight is blurry.
I was curling the waves on my surfboard.
I am hurt and must scurry to the nurse.
I drew an absurd furry turkey.
The turtle fell off the curb but was unhurt.
Create one or two original sentences. Include at least one word in each sentence that
has the spelling pattern (ur). Remember all sentences begin with a capital letter and
end with a period (.), question mark (?), or exclamation point (!)
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
Please illustrate one of your sentences on the back of this paper.
128
Skill: Bossy "r" spelling/reading pattern (er)

Bossy r is bossy but polite, it lets the vowel go first, but it doesnt let it say its
sound.
Ex: her You do not hear the vowel sound e, only the consonant sound of r.
after
brother
clerk
dinner
faster
father
germ
hamster
her
jerk
mother
person
serve
sister
under
were
Can you think of some additional words that have the (er)
spelling pattern? Write them.
______________________________
______________________________
______________________________
______________________________
Dictation/Spelling Practice for (er) words.
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
129
I will see you after dinner.

I will serve the next person.
My father ran faster than my brother.
My sisters hamster ran under her bed.
My mother and brother were at home.
A person must be alert in the desert.
Germs are perky and jerky under a microscope.
Will the universe be studied forever?
A clever alert clerk deserves respect.
The barber was after the butterfly.
Do you prefer jerky or crackerjack?
Does a rhinoceros live in a herd?
Write one or two sentences. Use at least one or more

words that have the bossy (er) spelling pattern. How many (er) words can you
include in one sentence?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
Please illustrate your favorite sentence on the back of this page.
130
Skill: Bossy "r" spelling/reading pattern (ir)

sound. The consonant r sound is the dominant distinct sound.
The spelling ir is usually pronounced ur (bird = burd), except when followed by final
e (fire).
Read these words.
admiral
birch
bird
birth
birthday
chirp
dirt
fir
firm
first
flirt
girdle
girl
irk
quirk
shirk
shirt
sir
skirt
smirch
smirk
squir
squirrel
squirt
stir
stirrup
swirl
third
thirsty
thirty
twirl
T-shirt
virtue
whir
whirl
zircon
Dictation/Spelling Practice for (ir) words
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
131
Read the sentences below.
Kirk heard the bird chirp.

Do not squirt the thirsty squirrel.
The girl exercises to firm her muscles.
The girl has thirty skirts and ten shirts.
I like the first and third verse of the song.
Can you make thirty pinwheels whir?
My birthday is on the first day of the third month.
The bird ate a squirmy worm.
May I be first to quench my thirst?
Kirk made a flirty smirk at Shirley.
Does Kirk's smirk irk Shirley?
Is the girl's skirt dirty?
The bird chirped at the squirmy squirrel.
How long will the pinwheel whirl and swirl?
We named our hamster Squirmy because she'd wiggle,
twist, and squirm.
Write one or more sentences. Include two words in your sentence that have the
spelling pattern (ir), as in bird.
____________________________________________________________________
____________________________________________________________________
Illustrate your sentence on the back of your paper.
132
Skill: Bossy "r" spelling/reading pattern (or)

This combination (or) has a dominant r sound
sound. This pattern (or) has the same the same sound heard in fur, her, girl,
and work, but not the sound heard in fork.
Read these words.
alligator
color
cursor
doctor
favor
tailor
word
work
world
worm
worse
worth
Dictation/Spelling Practice for (or) words that sound like work
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
Please illustrate and label an (or) word of your choice that has the same (or) sound
presented in this lesson.
133
I will color the alligator dark green.

Ask the operator to call my doctor.
Would the governor do a favor for me?
Can you spell the word alligator?
I like to work and help the world.
Move the cursor on the monitor.
Does a tailor use scissors for his work?
Do earthworms help the soil?
My work gave me the worst headache!
The author wrote about food and calories.
Would you rather do artwork or homework?
Workers have a day off on Labor Day.
Is being late to school worth the worry?
Does the doctor work on Labor Day?
Would you do me a favor and add extra flavor to this
drink.
Write a sentence and include at least two words in your sentence that have the
spelling pattern (or), as in work.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
134
Skill: Spelling/reading pattern long double (oo)

sound as heard in "moon"
This spelling/reading pattern (oo) has two sounds long, and short.
The short sound of (oo) will be introduced in lesson # 47.
Read the words in these columns.
balloon
broom
choose
cool
food
fool
loose
moon
noon
pool
roof
room
rooster
root
school
scoop
scooter
shoot
smooth
spooky
spoon
too
tooth
zoo
Sight words that have the same vowel sound.
coupon
do
group
route
shoe
soup
through
to
toucan
true
truth
two
who
wound
you
Dictation/Spelling Practice for long double (oo) words
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135
Did you see the cool balloon at the zoo?

The tile on the roof is loose.
Bring a spoon to my classroom at noon.
Did you lose your tooth at school?
Can the root hold the plant in loose soil?
Which balloon did you choose?
Oh gloom, I must clean my room by noon.
The water in the pool is cool.
My tooth is too loose; I will lose it soon.
I gave my pooch a cool smooch.
Do gooseneck barnacles live in tidepools?
I shampooed my poodle in the afternoon.
Does the goofy spook have cooties?
The school kids went to the tidepool.
Write one or two original sentences, include at least one word in each sentence that
has the long double (oo) spelling pattern. Remember all sentences begin with a
capital letter and end with a period (.), question mark (?), or exclamation point (!)
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
Please illustrate your favorite sentence on the back of the paper.
136
Skill: Spelling/reading pattern short double (oo)

sound as heard in "foot"
This spelling/reading pattern (oo) has two sounds long, and short.
Long double (oo) was introduced in the previous lesson (# 40).
Short double (oo)/(u) has two spelling patterns.
"u" as in put or pull; "oo" as in foot or book
- not the same sound as short "u" in duck.
Read these words.
book
brook
cook
cookie
cookout
crook
fishhook
foot
football
good
goodbye
hood
hoodie
hoof
hook
look
nook
plywood
rook
rookie
shook
soot
sooty
stood
took
unhook
wood
woodpecker
woof
wool
bull
bulletin
bullion
bully
bush
butcher
full
pit bull
pull
pulley
push
put
Sight words that have the same vowel sound.
could pussyfoot
should
sugar
137
wolf
woman would
Dictation/Spelling Practice for short (oo) words

Spelling pattern short double (oo) and (u) as in put.
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The cook looked at the book.

I understood the story in the book.
The bush is full of thorns.
I gave the swing a good push.
Did I put the book in the bookcase?
The crook wore a black hood.
My lunch was good and Im too full.
The pit bull took a look at the crook.
I stood on one foot and hopped over the wood.
The bully pushed me then pulled my wool sweater off.
They found many fishhooks as they stood by the brook.
The rookie football player looked pretty good.
The bully took all of our sugar cookies.
We're on the lookout for the crook who took the bullion.
She shook soot from her hood after a walk in the woods.
I said goodbye to the cook as we left the cookout.
Should we put the woofer above the nook?
138
Write two or more original sentences. Include at least one word in each sentence that
has the spelling pattern (oo)/(u) as in foot and put. Remember all sentences begin
with a capital letter and end with a period (.), question mark (?), or exclamation point
(!). Please illustrate one of your sentences on the back of your paper.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
There are a few (oo) words which are neither long (oo) nor short (oo).
Can you read these sight words: blood, door, flood, floor
139
Skill: Spelling/reading letter patterns (ow) and (ou)

same sound as heard in cow
This is not the long (o) sound heard in snow, although it is spelled exactly the same.
This sound has two spelling patterns, (ow) (ou). These vowel combinations (ow, ou)
are diphthongs when they have the variant vowel sound as heard in cow and house.
Read the words listed in the columns below.
brown
clown
cow
crowd
crown
down
flower
frown
how
now
owl
shower
towel
town
vowel
about
cloud
couch
count
flour
found
hour
house
loud
mouth
ouch
our
out
round
shout
Dictation/Spelling Practice for (ow, ou) words
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140
I found a flower by my house.

I must go to town to buy some flour.
Can you count the brown cows for me.
The owl flew around my house.
Do you want to go outside now?
How loud can you shout the vowel sounds?
A stout clown had a sour apple in his mouth.
The owl found a mouse by my house.
How far can you count aloud in an hour?
I see a cow by the trout pond south of here.
I saw a clown upside down make a frown.
Write two original sentences. Please include one or more (ow, ou) words in each of
your sentences. Your writing should reflect good penmanship and proper spacing.
Remember all sentences begin with a capital letter and end with a period (.), question
mark (?), or an exclamation point (!).
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
Please illustrate one of your sentences on the back of your paper.
141
Skill: Spelling/ reading pattern (aw, au, al, all)

The letters (aw, au) have the same sound as short (o).
The sound of (al) varies. It has either the short (o) sound as in talk,
or may include the sound of l as in salt.
(all) has a short (o) sound plus l as in ball.
Read the words in the columns (aw, au, al, all)
awful
claw
crawl
draw
jaw
law
lawn
paw
raw
yawn
applause
August
Austin
author
because
fault
haul
Paul
sauce
sausage
almost
alright
also
always
chalk
malt
salt
stalk
talk
walk
all
ball
call
fall
hall
mall
small
stall
tall
wall
Can you think of some other words that have these

(aw, au, al, all) spelling patterns? Write them.
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142
Dictation/Spelling Practice for (aw, au, al, all) words
______________________________
______________________________
______________________________
______________________________
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______________________________
Did the ball hit your jaw?

Are you as tall as Austin?
I like to walk and talk to Austin.
Please walk down the hallway.
Did you haul the old stall away?
The tall, bald man paused to pet a fawn.
Paul took a walk and saw a falling rock.
It was your fault that I added too much salt.
Claude used the chalk to draw on the wall.
Last August I saw the author of this neat book, How to
Draw. All of us liked it.
There is no need to put sauce on the sausage.
We almost always applaud a good show.
We could also go to the mall for a malt.
I was surprised to see a stalk of corn growing on the lawn.
His jaw was so raw he could hardly talk.
The law was awful because of all the pain it caused.
143
Write two or more original sentences. Please include one or more words with the
spelling/reading pattern (aw, au, al, all) in each of your sentences. Your writing should
reflect good penmanship, proper spacing and correct usage of upper and lower case
letters. Remember all sentences begin with a capital letter and end with a period (.),
question mark (?), or an exclamation point (!).
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
144
Skill: Letter pattern (wa) as in water

The letter (a) in the (wa) pattern usually has the sound of short (o),
with a few exceptions such as wag and wagon, unless the (wa)
is part of the long (a) vowel pattern, a-e in wade (magic e).
Read the words below.
flyswatter
swab
swamp
swan
swap
swarm
swastika
swat
swath
swatter
'twas
wad
waddle
waffle
waft
walk
wampum
wand
wander
want
wanton
was
wash
wasp
watch
water
watt
wattle
Do you want a glass of water?

Do not wander into the swamp.
Can you swat the fly with this swatter?
Did you see the walrus wash himself?
Do you like walnuts on your waffles?
I want to watch the swan fly to the water.
Can a magic wand make a watermelon?
A swarm of wasps cut a swath through the crowd.
We washed the wound with a wad of swabs.
145
Make up your own sentence. Please include one or two words that have the spelling
pattern (wa). Your writing should reflect good penmanship, correct usage of upper
and lower case letters, and proper spacing. Remember all sentences begin with a
capital letter and end with a period (.), question mark (?), or an exclamation point (!).
____________________________________________________________________
____________________________________________________________________
146
Skill: Reading/spelling pattern (oy, oi)

(oy) as in boy, (oi) as in oil
The diphthongs (oy, oi) have two adjacent vowels in a single syllable, each of which
contribute to the sound heard. (boy = boi; boil = boil)
Read the words below.
annoy
boy
corduroy
decoy
destroy
employ
enjoy
joy
joyful
oyster
royal
royalty
soybean
toy
voyage
Read these sentences, theyre a bit difficult.
The boy is wearing corduroy jeans.

Roy enjoyed dining on oysters.
I have buttons made of oyster shells.
Please do not destroy Floyds toy!
Hunters use decoys to attract ducks.
I hope your voyage will be joyful.
Are you employed at the toyshop?
The cowboy ate a boysenberry.
Lloyd is annoying Boyds friend.
The cowboy has a loyal sheepdog.
What destroyed our field of soybeans?
Mom says that Im a tomboy.
Troy enjoys his work as a busboy.
My body is buoyant when I float.
147
The diphthongs oi and oy have the same sound (boy= boi; boil=boil)
Read these words. You may need help.
appointment
avoid
boil
broil
coil
coin
disappoint
doily
foil
hoist
join
joint
moist
moisture
noise
noisy
oil
oink
ointment
pinpoint
point
poison
rejoice
soil
spoil
toilet
trapezoid
turquoise
voice
voiceless
Read these sentences. You may need help.
I enjoyed the broiled oysters.

The employees are noisy.
My turquoise pencil has a sharp point.
Do you avoid making bad choices?
Please join our coin-collecting club.
Does the soil feel moist?
Did you wrap the moist cake in foil?
Wheres the poison ivy ointment?
Does a trapezoid have four points?
I rejoice when I recognize moms voice.
The new toilets have a noisy flush.
Can you think of some additional words that have the (oy, oi) spelling pattern?
Write them.
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148
Dictation/Spelling Practice for (oy, oi) words
______________________________
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______________________________
______________________________
______________________________
______________________________
Write one sentence. You must include at least one word that has the spelling pattern
(oy) and one word that has the spelling pattern (oi) in your sentence. Your writing
should reflect good penmanship, correct usage of upper and lower case letters, and
use proper spacing. Remember all sentences begin with a capital letter and end with
a period (.), question mark (?), or an exclamation point (!).
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
Use this space at the bottom to make a simple illustration of your sentence, or use the
back of the paper for a more elaborate illustration.
149
Skill: soft c When c is followed by:

e, i, y it is sounded as s.
The letter c has two sounds, hard c and soft "c". The hard
sound of "c" occurs most often (cat = kat).
When "c" is followed by (a, o, u) it is sounded as "k" (hard c).
When "c" is followed by (e, i, y) it is sounded as "s" (soft c).
Read these soft c words.
celebrate
celery
cement
cent
dance
face
fence
ice
mice
nice
office
place
price
prince
princess
race
sentence
slice
spice
twice
voice
cider
circle
circus
city
decide
excited
medicine
pencil
recipe
bicycle
bouncy
fancy
lacy
mercy
spicy
150
Dictation/Spelling Practice for soft "c" words (ce, ci, cy)
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______________________________
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______________________________
I have a nice cat named Spice.

Do you have a spicy recipe for rice?
I ran at a fast pace and won the race.
How far is the city of San Francisco?
Mercy me, I ate too much spicy rice.
I will ride my bicycle to Circus City.
I have some fancy socks with lace.
Do you want some ice in your cider?
May I have cereal and a juicy peach?
Cindy, do you want to ride my new bicycle?
I celebrated my birthday in December.
Use the pencil and draw inside the stencil.
Will a piece of ice keep the celery fresh?
Once I made a choice to wear a princess outfit.
I decided to throw the medicine over the fence.
Are the mice eating a slice of spicy cheese?
I decided to buy a pencil that cost ten cents.
I fell on my face and got emergency care.
I like to dance on the balance beam at recess.
151
Create your own sentence. How many soft c words can you use in your sentence?
Can you include all the soft c spelling patterns (ce, ci, cy) in your sentence? Give it
your best effort.
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152
Skill: soft g When g is followed by:

e, i, y it sounds like j.
(There are some exceptions to this rule.)
The letter g has two sounds, hard g and soft g.
The hard sound of g occurs more frequently. Its sound is
heard in gas, got, gum, etc. Soft "g" sounds like j. It is heard in gem, giant, gym, etc.
Read these words.
age
bandage
cage
damage
danger
emergency
garbage
Angie
allergic
apologize
digit
engine
apology
clergy
gym
general
gentle
germ
hinge
language
luggage
manage
giant
gigantic
gingersnap
giraffe
imagine
gymnasium
gymnastics
gyp
orange
package
page
stage
strange
stranger
teenager
margin
magic
rigid
sluggish
tragic
gypsy
pudgy
stingy
153
Can you think of any more soft g words? Write them.

Use any of the soft g spelling patterns, (ge, gi, gy).
Skill: soft g (ge, gi, gy) = j sound (not always)
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______________________________
______________________________
I put two angel pins in a package.

The hamster's cage door has a strong hinge.
The teenager was afraid of strangers.
Did George take out the garbage?
The gymnastic class was held in a large room.
Put the gentle hamster in the cage.
I got a huge gigantic package!
Can giant windmills generate energy.
The gym has storage space.
Can you guess my two-digit number?
Angie had a tragic surgery.
Can you manage the luggage?
Can you imagine being a giant?
The sloth is sluggish and pudgy.
The stingy gypsy gypped me.
I apologized to the clergyman.
My glasses are smudgy and germy.
Is a giraffe a gigantic, tall mammal?
I had a tragic fall and got emergency care.
154
Dictation/Spelling Practice for soft "g" words (ge, gi, gy)
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
Create your own sentences. Please include some words in your sentences that have
the spelling pattern (ge, gi, gy) as in gentle, giant, & gym. Remember all sentences
begin with a capital letter and end with a period (.), question mark (?), or exclamation
point (!) Please be attentive to good penmanship skills.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
Please illustrate your favorite sentence on the back.
155
Skill: soft g (dge)

When words contain the letters dge, g sounds like j. The final e (dge) does not
affect the previous vowel sound.
(The magic e rule does not apply).
Read these words.
acknowledge
badge
badger
bridge
budge
budget
cartridge
dodge
dudgeon
edge
fidget
fudge
gadget
grudge
hedge
judge
knowledge
ledge
lodge
midget
nudge
pledge
ridge
sledge
smudge
trudge
Dictation/Spelling Practice for (dge) words
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156
I looked over the edge of the bridge.

Do you like to play dodge ball?
A pledge is a promise.
Do not walk on the edge of a ridge.
Dont fidget when I pin on this badge.
Did you put the fudge in the fridge?
I ate a wedge of pizza on the bridge.
The badger is hiding in the hedge.
The midget trudged through the snow.
School is a place to acquire knowledge.
Will the judge acknowledge me?
I trimmed the hedge with this gadget.
I made a pledge not to litter anymore!
The partridge dodged into the hedge.
Write one or two sentences. Include at least one word in each sentence that has the
spelling pattern (dge). Remember all sentences begin with a capital letter and end
with a period (.), question mark (?), or exclamation point (!) Please be attentive to
penmanship.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
Please illustrate your favorite sentence on the back of this page.
157
Skill: digraph (ch) as in chimney, chef, ache

The consonant digraph (ch) has three different sounds, the most common of which
is the "ch" heard in chimney and much. "ch" is also presented as ch=sh and ch=k.
Consonant digraphs are two-letter combination which result in one speech sound
(not a blend).
Read these words
chain
chair
chase
check
cheek
cheese
chest
chicken
chimney
chin
chirp
choose
beach
bench
branch
bunch
catch
crunch
ditch
each
lunch
match
much
patch
pitch
porch
reach
rich
sandwich
scratch
such
switch
watch
Dictation/Spelling Practice for (ch) words listed above
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______________________________
158
The bird on the big branch is chirping.

Lets play catch at the beach.
I need to scratch the itch on my cheek.
I crunched a bunch of chips for lunch.
Choose the chore you want to do.
I like cherries, chili, and chocolate.
My cat chewed a mouse and choked.
Santa smudged his chin in the chimney.
I used a match to light each candle.
Do you want to switch sandwiches?
Ask the butcher for some pork chops.
I hope the teacher chooses me!
Can you choke eating an artichoke?
Can he achieve his goal on crutches?
My uncle, Charles, is a bachelor.
Write two or more original sentences. Please include one or more ch words in each
of your sentences. Remember all sentences begin with a capital letter and end with a
period (.), question mark (?), or exclamation point (!) Please be attentive to
penmanship.
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____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
159
The (ch) pattern does not always have its usual sound as you hear in cherry.
Sometimes (ch) has the sound of (sh) as in chef. Sometimes the pattern (ch) sounds
like (k).
Read the words below, they may be a bit difficult, do your best.
(ch) sounds like (sh)
chef
Chicago
machine
machinery
Michigan
parachute
(ch) sounds like (k)
ache
anchor
character
chemistry
chord
chorus
Christmas
chrome
chrysalis
echo
headache
mechanic
Nicholas
school
stomach
Nicholas got a stomachache at school.

Was the echo from the chefs machine?
Can a mechanic sink a chrome anchor?
I drove my Chevy to the Chevron station.
The main character was the chaperone.
The mechanic has a big moustache.
Did he land his parachute in Chicago?
160
Please write one sentence including two or more of the words that include ch (sounds
like sh) and ch (sounds like k).
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____________________________________________________________________
____________________________________________________________________
161
Skill: Initial Consonant Blends bl, cl, fl, gl, pl,

sl-, br, cr, dr, fr, gr,pr, tr, sc, sk, sm, sn,
sp, st, sw, tw
Consonant blends may consist of two or three letters whose sounds are blended
together. Each letter within the blend is pronounced individually, but quickly, so they
blend together.
blblack
blame
blanket
blast
blaze
blind
block
blood
clclaim
class
clay
clean
climb
clock
close
clothes
flflag
flame
flat
float
flood
floor
flower
fly
glglad
glasses
glider
glitter
glitzy
globe
gloves
glue
plplace
plan
plant
play
plaza
please
plenty
plus
slslam
slap
sleep
sleeve
slice
slip
slither
slow
162
brbrain
branch
brave
bridge
bring
brother
brown
brush
crcrab
cracker
crazy
cricket
cripple
crisp
crutch
cry
drdrastic
draw
dream
dress
dribble
drink
drop
dry
frfrantic
freezer
frequent
fresh
friend
frighten
from
frozen
grgrade
graduate
grandpa
grass
great
grocery
ground
grow
prpractice
prevent
pride
private
promise
protect
prove
prune
trtrade
traffic
travel
treat
tree
true
trust
try
scscab
scale
school
score
scrap
scratch
scream
scribble
skskate
skeleton
ski
skill
skin
skinny
skip
sky
Student: Circle the words you can read without assistance.

Illustrate and label one or more of the words you circled. Use the space on the back
of your paper for your illustration.
163
smsmall
smart
smash
smear
smell
smile
smog
smooth
snsnack
snail
snake
snap
sneak
snore
snow
snug
spspace
spank
speak
special
spend
spirit
sport
spot
ststage
stand
star
step
stone
stop
strong
study
swswallow
swan
sweat
sweet
swim
swing
switch
swollen
twtwelve
twenty
twice
twilight
twin
twinkle
twist
twitch
Student: Circle the words you can read without the help of an assistant.
The black cricket scraped his legs together in the twilight.

The sturdy crutch lay frozen in the snow.
The frightened snake slithered across the flat floor.
Stella was not pleased when a drink spilled on her dress.
A small blossom fell from the tree and floated down.
The swan climbed ashore to protect her grounds.
Dark glasses protected the skier from the sun's glare.
We dress in clean clothes frequently to speak on stage.
The flame blazed brightly on the stone plaza.
164
Create two sentences and include one or more words that begin with any of these
blends: bl, cl, fl, gl, pl, sl, br, cr, dr, fr, gr, pr, tr, sc, sk, sm, sn,
sp, st, sw, tw. Remember all sentences begin with a capital letter and end with
a period (.), question mark (?), or exclamation point (!). Do not mix upper and
lowercase letters.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
Please illustrate your favorite sentence in the space below or on back of your paper.
165
Skill: final consonant blends: st, sk, sp, nd, nt,

nk, mp, rd, ld, lp, rk, lt, lf, pt, ft, ct
Initial consonant blends (beginning) and final (ending) consonant blends appear
throughout these lessons. Blends are consonants whose sounds blends together. In
other words, each letter within the blend is pronounced individually, but quickly, so
they blend together.
Read these words:
-st
best
fast
just
last
lost
must
rest
trust
-sk
ask
desk
disk
dusk
husk
mask
risk
task
-sp
clasp
crisp
cusp
gasp
grasp
lisp
wasp
wisp
-nd
and
band
blend
end
find
kind
land
stand
-nt
different
important
parent
plant
president
student
want
went
-nk
bank
drink
junk
pink
sink
shrink
thank
think
-mp
camp
damp
dump
jump
lamp
pump
stamp
swamp
-rd
afford
bird
card
discard
hard
record
word
yard
-ld
child
cold
fold
gold
held
hold
old
wild
-lp
gulp
help
kelp
palp
pulp
scalp
whelp
yelp
166
-rk
ark
clerk
irk
jerk
lurk
park
smirk
work
-lt
adult
belt
difficult
fault
melt
result
salt
tilt
-lf
calf
half
elf
golf
gulf
self
shelf
wolf
-pt
accept
adopt
attempt
crept
except
kept
slept
unkempt
-ft
craft
drift
gift
left
lift
raft
soft
waft
-ct
act
direct
expect
fact
object
project
respect
tract
* The "l" in calf and half is silent.

1. Work with your assistant and create a few oral sentences. Include as many words
as possible from the list above in each sentence.
2. Circle all the words you used in your oral sentences.
3. Did your sentences tell about something or ask about something?
Is it best to ask for help if the task is too hard?

Grasp the stand behind you and lift it onto the desk.
I think Ill discard this lamp and dump it at the junkyard.
I will accept all the stamps except the one cut in half.
Does the student know all the consonant blends?
Please stand and show respect for our president.
The kind child left her soft pillow on the aircraft.
The accident wasn't my fault but the result was tragic.
Is it difficult for a speech therapist to correct a lisp?
Is that a wolf chasing the calf on the golf course?
If the jerk smirks at the clerk, it will irk him.
167
Create two sentences. Include one or more words that end with st, sk, sp, nd,
nt, nk, mp, rd, ld, lp, rk, lt, lf, pt, ft, ct in each sentence. Remember all
sentences begin with a capital letter and end with a period (.), question mark (?), or
exclamation point (!). Do not mix upper and lowercase letters.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
Please illustrate your sentence in the space below or on the back of your paper.
168
Digraphs ( ph, gh) as in alphabet, laugh

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

alphabet
autograph
cellophane
digraph
dolphin
elephant
graph
microphone
nephew
orphan
phantom
pharmacist
pharmacy
pheasant
phone
phonics
Dictation/Spelling Practice for (ph) sounds like f
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
169
Did your nephew hear the phone ring?

My pharmacist has a new telephone number.
Can you write the alphabet and photograph it?
Phil has the authors biography and autograph.
Joseph covered his saxophone with cellophane.
Did you see the dolphin show in Phoenix?
I was riding an elephant and they took my photo.
Our principal uses the microphone every Friday.
What do you know about phonics and digraphs?
Create your own sentences. Please include some words in your sentences that have
the spelling pattern (ph) as in phone. Remember all sentences begin with a capital
letter and end with a period (.), question mark (?), or exclamation point (!) Please be
attentive to good penmanship skills.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
Please illustrate your favorite sentence. Feel free to use the back of your paper.
170
A digraph is a combination of two letters representing one sound. (gh) is a digraph

when this letter combination sounds like (f) as in laugh. The combination "gh" is not
consistently a digraph. It may be silent as in (though), have a silent letter (ghost), or a
vowel pattern (night). The vowel combination (au, ou) do not always follow phonetic
rules. The (au, ou) words below are sight words.
Read these words, sometimes gh sounds like f
laugh
laughter
rough
tough
Read these words and sentences.
Sometimes I laugh at right-on funny jokes.

Do you like the sound of laughter?
I need some rough sandpaper
Some jobs are really tough and hard to do.
This gravel is too rough for my bare feet.
Have you ever had a rough and tough day?
Have you had enough to eat?
Please cover your mouth when you cough.
I love to see the pigs drink the milk in their trough.
Create a sentence. You must include one or more words that have the digraph "gh"
that sounds like f (gh=f).
____________________________________________________________________
____________________________________________________________________
171
Skill: digraph -ng (breath sound)

A digraph has two letters representing one sound.
Words may end with or contain the digraph (-ng).
Most often (-ng) is part of the suffix (-ing). (See Lesson 17)
Read these words that end with the digraph (-ng).
bang
belong
clang
cling
clung
ding
dong
fang
fling
flung
gang
gong
hang
headlong
hung
king
long
lung
oblong
pang
rang
ring
rung
sang
sing
slang
slung
song
sprang
spring
string
strong
strung
stung
swung
thing
thong
unsung
weeklong
wing
Can you think of two more words that end with the digraph (-ng)?
______________________________
______________________________
Dictation/Spelling Practice for (-ng) words
____________________
____________________
____________________
____________________
____________________
____________________
172
I struck the gong with a strong mallet.

Does the king have a ring on his finger?
She sang a long song about spring.
Chang is going to fling his fishing rod.
He has strong lungs and sings a long song.
Does bring, swing, thing, and fling rhyme?
I like to swing and think of things.
The long ding dong of the bell upset the king.
Do bats have strong wings and long fangs.
Belonging to a gang makes me cringe.
He was stung by a pang in his ring finger.
The unsung youngster sprang to Chang's rescue.
Ringo gets a lot of bling for banging a drum.
The strong ding-dong of the bells woke us.
The young dingos had a den near the billabong.
We hung the oblong thing in the west wing.
If you do the wrong thing, the king may hang you.
She sang her lungs out at the grungy lounge.
Who among us is strong enough to do no wrong.
Write a sentence that includes one or more words that have the digraph -ng.
Illustrate your sentence on the back of your paper.
____________________________________________________________________
____________________________________________________________________
173
Skill: [Suffix] Words ending with tion as in nation

Words ending with "sion" as in vision
Prefixes and suffixes are structural changes that are added to root words. A suffix is a
phonetic unit that is placed after a root word. The root is the part of the word that
contains the basic meaning. A root word is also known as a base word.
Words ending with tion as in nation sounds like (shun)
Read these words
action
addition
attention
caution
celebration
commotion
condition
contraction
decoration
definition
description
devastation
devotion
direction
education
explanation
fiction
frustration
hibernation
invitation
lotion
motion
nation
option
position
promotion
question
station
subtraction
vacation
174
Words ending with sion as in vision sounds like (shun)
admission
collision
comprehension
compassion
confusion
decision
exclusion
explosion
expression
impression
lesion
mansion
mision
occasion
permission
possession
suspension
television
tension
vision
Can you think of some additional words that end with (tion) or (sion)?
______________________________
______________________________
______________________________
______________________________
Dictation/Spelling Practice for (sion, tion) words
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
175
Addition means to add. (+)

Subtraction means to take away. (-)
Do you have a question?
Please pay attention to the story.
Did you follow the directions?
Did you get my invitation?
I like the birthday decorations.
I like school vacations.
Cool" is an expression I hear a lot.
The school nurse will test your vision.
I paid the admission at the entrance.
I made a decision to share my snack.
My birthday is a special occasion.
Do you like to watch television?
You do not have my permission to take my possessions.
Write two sentences. Please include a word in each sentence that has the spelling
pattern (tion) or (sion). Please be attentive to neatness and try to spell each word in
your sentence correctly. Remember all sentences begin with a capital letter and end
with a period (.), question mark (?), or exclamation point (!). Illustrate your favorite
sentence on the back of your paper.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
176
Silent Letters (wr, kn, mn, mb)

The first letter (wr) is silent.
Read the words that begin with (wr).
wrap
wrapper
wreath
wreck
wreckage
wren
wrench
wring
wrinkle
wrist
wristband
write
writer
wrong
wrote
Dictation/Spelling Practice for (wr) words.
______________________________
______________________________
______________________________
______________________________
Did you write a note and wrap the gift?

I bought the wrong wrench yesterday!
Twist your wrists and wring the cloth.
Did you see the mangled wreck?
Does your wrist hurt when you write?
I wrapped the wreath in the wrong paper.
Theres a wrinkle in my wristband.
The wren pecked at the wriggly worm.
The wrestler had a very wrinkled face.
The wrangler wrecked the horse trailer.
177
Write a sentence. Include at least one word that has the spelling pattern (wr).
question mark (?), or exclamation point (!) Please be attentive to penmanship.
____________________________________________________________________
____________________________________________________________________
The first letter (kn) is silent.
Read the words that begin with (kn).
knack
knapsack
knave
knead
knee
kneecap
kneel
kneeling
knew
knickers
knife
knight
knit
knob
knock
knock-off
knockout
knockwurst
knot
know
knowledge
knuckle
Spelling/Dictation Practice (kn) words

______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
178
I know I need to knead the dough.

I kneeled and picked up the knickknacks.
Dont jiggle the doorknob; just knock.
The knight knocked a knot on the knave.
Do your knuckles hurt when you knit?
Is knowledge the same as knowing?
Please tie my knapsack with a tight knot?
Did the knight knit all night long?
I have a knack for kneading bread dough.
What do you know about knights?
Write two or more sentences. Include at least one or more words that have the
spelling pattern (kn) in each sentence. Remember all sentences begin with a capital
letter and end with a period (.), question mark (?), or exclamation point (!) Please
be attentive to penmanship.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
Illustrate one of your sentences on the back of your paper.
179
Words that end with (mn, mb). The last letter in this combination is silent (mn, mb).
In the combination mn, "n" is silent.
In the combination mb, "b" is silent.
(mn)
autumn
column
condemn
hymn
solemn
(mb)
bomb
climb
comb
crumb
dumb
(mb)
lamb
limb
numb
plumber
thumb
What autumn holiday do you like best?

Do not condemn the wrong person.
I made a solemn vow not to climb on the crumbling bluffs.
The bomb blew off his right thumb.
The plumber hummed my favorite hymn.
Does a lamb like cookie crumbs?
Write two or more sentences. Please include one or more words that have silent
letters (mn,mb) in each sentence.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
Please illustrate your favorite sentence on the back of your paper.
180
Spelling Practice Directions

Typically, a student is responsible for studying a list of spelling words for home study
prior to classroom testing. The Spelling Worksheet is an effective tool for organizing
spelling words. This chart lists vowel headings above each box. The students task is
to identify a vowel sound in a word (either orally or from a list) and write it in the
appropriate matching box. Words with two syllables may have two different vowels
and would be listed twice.
Note the included Sample Page on which Ive listed some Dolch words. Ex: funny
would be listed in the short u and long e box. The word away would be listed at
the bottom of the page as a sight word and in the long a box. Sight words are
words that cannot be decoded phonetically.
You may want to use colored pencils to identify the words that match the vowel
pattern. Ive also included the list of Dolch Words I found on the net at
(SpellQuizzer.com). Dolch Words are considered the basic reading and spelling
words.
181
a
all
and
as
away
before
black
brown
call
clean
cut
done
drink
fall
first
found
funny
go
got
has
her
hold
I
is
just
laugh
little
made
about
always
any
ask
be
best
blue
but
came
cold
did
don't
eat
far
five
four
gave
goes
green
have
here
hot
if
it
keep
let
live
make
after
am
are
at
because
better
both
buy
can
come
do
down
eight
fast
fly
from
get
going
grow
he
him
how
in
its
kind
light
long
many
182
again
an
around
ate
been
big
bring
by
carry
could
does
draw
every
find
for
full
give
good
had
help
his
hurt
into
jump
know
like
look
may
me
myself
not
old
only
out
play
put
ride
said
seven
sing
small
start
ten
their
these
those
together
under
use
warm
well
when
who
with
yellow
much
never
now
on
open
over
please
ran
right
saw
shall
sit
so
stop
thank
them
they
three
too
up
very
was
went
where
why
work
yes
must
new
of
once
or
own
pretty
read
round
say
she
six
some
take
that
then
think
to
try
upon
walk
wash
were
which
will
would
you
183
my
no
off
one
our
pick
pull
red
run
see
show
sleep
soon
tell
the
there
this
today
two
us
want
we
what
white
wish
write
your
Dolch Noun Words

apple
bear
birthday
bread
cat
Christmas
day
duck
farmer
fish
garden
ground
home
leg
milk
name
party
rain
school
sister
stick
thing
tree
wind
baby
bed
boat
brother
chair
coat
dog
egg
father
floor
girl
hand
horse
letter
money
nest
picture
ring
seed
snow
street
time
watch
window
back
bell
box
cake
chicken
corn
doll
eye
feet
flower
good-bye
head
house
man
morning
night
pig
robin
sheep
song
sun
top
water
wood
184
ball
bird
boy
car
children
cow
door
farm
fire
game
grass
hill
kitty
men
mother
paper
rabbit
Santa
shoe
squirrel
table
toy
way
short a
and
black
laugh
short e
best
short i
little
short o
got
short u
funny
ee, ea, -e, -y

-ey, ie
before
funny
green
eat
baby
key
thief
me
(saw) aw, au, (star) ar
al, (ball) all
ball
are
always
hard
fault
yawn
walk
i-e, ie, igh, -y,

-ind, -ild
like
light
buy
try
lie
kind
child
o-e, oe, oa, -o,

ow, -old, ost
go
hold
home
know
toast
most
toe
u-e, ue, ui,

ew
blue
cute
fruit
new
(turn) ur, er,

ir, (work) or
her
bird
color
hurt
(stork) or
(moon) oo
before
born
door
school
soon
(cook) oo
(put) u
good
pull
(cow) ow, ou
(toy) oy, oi
found
how
boy
boil
a-e, ai, -ay,

eigh
away
made
always
may
sleigh
wait
baby
Sight words
away
laugh
before
little
four
are
give
buy
know
door
185
color
school
again
color
short a
short e
short i
a-e, ai, -ay,

eigh
ee, ea, -e, -y

-ey, ie
i-e, ie, igh, -y, o-e, oe, oa, -o, u-e, ue, ui,
-ind, -ild
ow, -old, ost
ew
(saw) aw, au, (star) ar

al, (ball) all
(turn) ur, er,

ir, (work) or
(cook) oo
(put) u
(toy) oy, oi
(cow) ow, ou
Sight words
186
short o
(stork) or
short u
(moon) oo

Phonics Lessons - A Complete 61 Lessons Course For Teaching Beginning Readers To Read and Spell

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Phonics Lessons - A Complete 61 Lessons Course For Teaching Beginning Readers To Read and Spell

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Phonics Lessons is a complete 61 lesson

Lots of reading practice strengthens fluency. Re-reading is important; it helps in the

I received this cartoon from a friend in Denver, CO.

Using these Lessons

About the site

Free Phonics Lessons

Consonants (breath sounds)

Simple Sight Words

#32 Vowel Pattern (old, ost)

#24 Vowel Pattern (i-e, ie)

#55 (ch) as in chimney, chef...

Yy is a special letter; sometimes it is a consonant and sometimes it is a vowel.

Pictures begin with the short vowel sound

Long vowel reading/spelling patterns

Long vowels say their name (as in the alphabet)

Reading and Spelling Patterns

1. Dictation requires a teaching assistant to help the student.

2. Simultaneously, the student listens, discriminates, then

Lots of drill may be necessary in order to learn letter names and

Frequently used sight words.

Frequently used sight words - Part 2

Spelling Pattern (ea) short vowel sound

Dictation/Spelling Practice for (ea) combination

Read these sentences.

How is your health?

Skill: digraph th (breath & voice sound)

Dictation/Spelling Practice for (th) words

Read the sentences listed below.

I must thank Ben and Sam.

Skill: digraph wh (breath sound)

Dictation/Spelling Practice for (wh) words

Read the sentences listed below.

I must get a whiff of fresh air.

Skill: digraph sh (breath sound)

Dictation/Spelling Practice for (sh) words

Read these sentences

I wish I did not have to wash the dishes.

Skill: digraph ch (breath sound)

Dictation/Spelling Practice for (ch) words

Read these sentences.

Can you chitchat with a chick?

Skill: spelling/reading pattern (ar)

Dictation/Spelling Practice for (ar) words

Read these sentences.

Mark is smart and does not jab the shark.

Skill: long (a) spelling pattern: (a-e) and (-ay)

The vowels are a e i o u and sometimes y.

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

Read these sentences.

I came to the game late.

Skill: long (a) spelling pattern: (ai) and (eigh)

(Height and sleight are exceptions to the rule.)

Dictation/Spelling Practice for (ai, eigh) words

Read these sentences.

I mailed eighteen boxes.

Create your own sentence, include one or more words that

Student exposure and awareness is sufficient at this time.

Review long (a) spelling/reading patterns:

The maid came to my neighbors house on Sunday.

Skill: Spelling rule regarding singular (one)

I see lots of ants on the anthill.

Dictation/Spelling Practice for (s) Plurals

9.(-ey) _ 10.

1. (i-e) 2. __

3. (ie) _ 4. __

5. (igh) 6. __

7. (-y) _ 8.___

11. (ild) 12.__