Read pages 2-9 in Hop on Pop (1963, Random House Beginner Books) by Dr.
Seuss. House Chart 2 - ay/day, pl/plum, th/thumb, th/this, igh/night, er/her .
Phonics Patterns For Beginning Readers Part 1
ou
ouch
all
ball
ē
me
ar
barn
ay
play
Entire contents © 2008 By Kathryn J. Davis 7223 Cedar Lane Drive Germantown, TN 38138 (901) 737-4466 All rights reserved.
Permission is hereby granted to reproduce student materials in this book for individual or classroom use. Permission is granted for school-wide reproduction of materials. Commercial production of these materials is prohibited.
Table of Contents How To Use This Book ...................................................................................................... vi Alphabet Chart ................................................................................................................. viii “Beyond the Alphabet” Sounds .......................................................................................... ix Vowel Code ......................................................................................................................... x Pronunciation Guide ............................................................................................................ 1 House Chart 1 - ou/ouch, all/ball, e/me, ar/barn, sm/smell ........................................... 2 Sight Word Review ............................................................................................................. 3 ou/out ....................................................................................................................... 4 all/ball ...................................................................................................................... 6 e/me ......................................................................................................................... 8 ar/barn .................................................................................................................... 10 sm/smell................................................................................................................. 12 Read pages 2-9 in Hop on Pop (1963, Random House Beginner Books) by Dr. Seuss. House Chart 2 - ay/day, pl/plum, th/thumb, th/this, igh/night, er/her ....................... 14 Sight Word Review ........................................................................................................... 15 ay/day .................................................................................................................... 16 pl/plum................................................................................................................... 18 th/thumb................................................................................................................. 20 th/this ..................................................................................................................... 22 igh/night................................................................................................................. 24 er/her ...................................................................................................................... 26 Read pages 10-17 in Hop on Pop (1963, Random House Beginner Books) by Dr. Seuss. House Chart 3 - ee/feet, thr/three, ow/cow, sh/ship, tr/trot ......................................... 28 Sight Word Review ........................................................................................................... 29 ee/feet .................................................................................................................... 30 thr/three ................................................................................................................. 32 ow/cow .................................................................................................................. 34 sh/ship.................................................................................................................... 36 tr/trot ...................................................................................................................... 38 Read pages 18-21 in Hop on Pop (1963, Random House Beginner Books) by Dr. Seuss.
House Chart 4 - ey/they, _nd/hand, o/go, _ve/live, y/funny, wh/wheel ...................... 40 Sight Word Review ........................................................................................................... 41 ey/they ................................................................................................................... 42 _nd/hand ................................................................................................................ 44 o/go ........................................................................................................................ 46 _ve/live .................................................................................................................. 48 y/funny................................................................................................................... 50 wh/wheel ............................................................................................................... 52 Read pages 22-23 in Hop on Pop (1963, Random House Beginner Books) by Dr. Seuss. House Chart 5 - ng/ring, ing/calling, oo/book, y/my, ou/soup, oo/moon .................... 54 Sight Word Review ........................................................................................................... 55 ng/ring ................................................................................................................... 56 _ing/calling ............................................................................................................ 58 oo/book .................................................................................................................. 60 y/my ....................................................................................................................... 62 ou/soup .................................................................................................................. 64 oo/moon ................................................................................................................. 66 Read pages 34-37 in Hop on Pop (1963, Random House Beginner Books) by Dr. Seuss.
How To Use This Book 1. Be sure you know the sounds for the letters of the alphabet before beginning this book. You should also be able to read short vowel words, such as cat, web, fill, top, and sun. And you need to know these sight words: a, A, is, his, as, has, was. You can use Short Vowels For Beginning Readers along with the Short Vowel Workbook and Handwriting Workbook to learn the necessary skills. 2. Listen to A Sound Story About Audrey and Brad on the CD. Look at each picture as you listen. You will learn a sound for each picture. The sound pictures are ideas taken from real life. Each picture represents a sound that something or someone makes. When we read and write, we use letters to represent these sounds. Part 1 of the sound story introduces the alphabet sounds. You’ll see a capital and lower case letter by each picture to show you which letter represents that sound. Part 2 of the story shows the “beyond the alphabet” sounds. These sounds are represented by pairs of letters working together to represent a completely new sound (sh/ship, ng/ring), or by a single letter with an alternate sound (ā/paper, ä/ball). After you’ve listened to the sound story, look at each picture and say the sound by yourself. After you know these picture sounds, you’ll be ready to start reading the words in this book. 3. Some of the patterns taught in this book are called consonant blends. In a consonant blend, each consonant sound is pronounced in the usual way, but the sounds come close together. You’ll practice reading words with consonant blends at the beginning of words and at the end of words. Look at the truck charts on pages xi and xii. Practice saying each consonant blend. Use the listening CD to help you practice. Keep working until you can say each blend by yourself. (You don’t have to learn all the consonant blends at once. You can learn one pattern at a time, then use the truck charts for review.) 4. Look at the house chart on page 2. This shows the first five patterns you will study. Each pattern has a sound picture to show you how to pronounce it. There is also a key word and picture, to show how the pattern is used in a word. Practice saying the sound and key word for each pattern on the chart. Notice that each pattern is printed in color, to help you notice it in a word. 5. On page 3, practice reading the sight words. Sight words cannot be sounded out in the usual way. Some of the letters don’t follow the rules - they are rule breakers. The “eye” picture is there to remind you that you just have to remember how these words look.
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Phonics Patterns © 2008 by Kathryn J. Davis
6. Look at page 4. Look at the letter pattern at the top of the page. Notice that there are two letters working together to represent just one sound. Look at the sound picture. The picture shows the correct sound for the new letter pattern. Say the sound. Don’t try to say each letter sound separately! These two letters work together to show a completely new sound. Look at the key word and picture at the top of the page. This shows an example of how the pattern is used in a word. 7. Look at each word and picture on the page. Read each word by looking at the letters and saying the sounds, going from left to right. Slide the sounds together to form the word. Remember that for this pattern and many other patterns, two letters work together to represent one sound. 8. Look at the next page. Look at the new letter pattern at the top of the page. Say the sound. Read the key word. Read the words at the top of the page. Then read the sentences on the page. Read each word going from left to right. If you remember the words, that’s great. If you don’t remember a word, just say the letter sounds from left to right, connecting the sounds smoothly. Think about what the word means. If you need help, use the listening CD. Then read the page all by yourself. 9. Continue in the same way for the rest of the pages. Study the patterns in order, following the sequence in the book. 10. Look at the list of patterns in the table of contents. The list will tell you when you will be able to read pages from the book Hop on Pop (Random House Beginner Books, 1963) by Dr. Seuss. Be sure to get this book from a book store or library and follow along in the book as you learn each set of patterns. 11. Some pages have words with the suffix _ed or _ing added to the end of the word. Read the word the regular way and add the suffix to the end. 12. Use the Phonics Patterns Workbook to practice spelling the words that you’ve learned to read. 13. If the words seem hard to read, remember that you will need to read very slowly at first while you are learning. If it takes you a long time to read a page, practice going over the same page several times before going on to the next one. You’ll be surprised at how well you can do it after you’ve practiced. Don’t forget to use the listening CD to help you.
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Phonics Patterns © 2008 by Kathryn J. Davis
A Sound Story About Audrey and Brad One Saturday morning, Audrey and Brad sat in the den, watching the pendulum swing back and forth on the clock on the wall, “t, t, t, t.” They were bored.
“Hey, Mom,” said Brad. “Can we walk down to the park?” “Yes,” said Mom. “Be sure you are back in time for your violin lessons.” Soon Audrey and Brad were swinging as high as they could at the park. They could hear the loud sound of the chains screeching as they went back and forth, “i, i, i, i.”
Then they jumped down and ran around the park playing chase. Before long, they were out of breath. Brad could hear himself breathing hard, “h, h, h, h.”
They ran home and their Mom drove them to their violin lessons. Mrs. Russ was pleased to see them. “Did you practice every day?” she said. “I did,” said Audrey quickly. Brad replied that he had practiced, too.
Soon they were playing music. Each violin made a beautiful sound as they pulled their bows across the strings. The sound was “l, l, l, l, l.”
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Just as they arrived home from their music lesson, they heard the “n, n, n” sound of the engine on a big delivery truck. It pulled into their driveway and the delivery man handed Mom a package. Audrey and Brad were pleased to see that new books had arrived from their book club.
As they went into the house, they could see dark clouds gathering overhead. Soon, lightning was flashing and rain was pouring down. The wind blew hard enough to make the branches on the trees sway back and forth. Audrey and Brad could hear the sound of the wind forcing it’s way into the house around the front door, “wwwwww.”
“Well,” said Mom. “The weather is so bad, this is the perfect time to go over your math facts.” It was Brad’s turn to go first. “Uuuuhhh,” was all he could say as he looked at the flashcards. He had not been practicing his math facts. When Audrey had her turn, she got every one right.
They ate lunch and then Audrey and Brad and Dad got into the car to go to basketball practice. The wind had stopped blowing, but it was still drizzling. At the gym, all the kids on the team warmed up by dribbling a basketball. “B, b, b, b,” was the sound of the balls bouncing on the hardwood floor. Then they practiced passing and shooting.
After basketball practice they went home. Soon, Mom called Audrey and Brad to dinner. “Mmmmmm,” they said when they saw their plates. They were having scrambled eggs, ham, and muffins. It looked delicious.
Just as they sat down to eat, they heard a loud “Rrrrrr” coming from the back yard. They ran to look out the back door. Chewie had cornered a neighborhood cat in the yard. She was growling at the cat.
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Phonics Patterns © 2008 by Kathryn J. Davis
The cat had no intention of putting up with Chewie. She reached out and scratched Chewie right on the nose, “fffff.” Chewie cried out in pain as the cat quickly jumped over the fence and ran away.
“Poor, Chewie!” said Brad. “She’ll know to leave cats alone, next time.” He reached into the refrigerator and pulled out a soft drink. “Kssss,” was the sound of the air rushing out as he pulled the tab off the can.
After dinner, the whole family watched a movie together. It was pretty good. One character was a man who couldn’t hear very well. He kept saying “Ehh?” whenever someone spoke to him. He couldn’t understand a word they were saying. “That man should get hearing aides,” said Mom. “He could hear much better with them.”
The following Monday morning, Audrey and Brad took the bus to school. As Audrey slipped into her desk, she saw that a classmate had brought a snake to school in a cage. They talked about the snake during science class. It slithered around in its cage, flicking its tongue in and out with a soft “sssss” sound. Audrey worked hard all morning. After lunch, her class went outside for recess. She enjoyed jumping rope with her friends. The rope made a “j, j, j” sound as it slapped the concrete.
After recess Audrey realized that her throat was hurting. It had been sore all day, but now it was worse. Her teacher sent her to the office to see the school nurse. Audrey opened her mouth wide and said “oooooo” while the nurse examined her throat. Then the nurse took her temperature. “You don’t have a fever,” said the nurse. “It will be all right for you to go back to class.”
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Phonics Patterns © 2008 by Kathryn J. Davis
Back in the classroom, Audrey picked up her pencil to begin her afternoon assignment. “Ccc,” the lead broke on her pencil as soon it touched the paper. She reached into her desk to get out another sharpened pencil. It was a good thing she had an extra one.
At 2 o’clock, Audrey heard a knock at the door, “d, d, d.” It was her father, Dr. Davis, coming to help students work on the computers in the back of the room. It wasn’t Audrey’s turn to work on the computers, today, so she smiled at her dad and then continued working on her assignment.
At the end of the day, Audrey and Brad met their bus group in the hall. Their bus teacher waited for their group to be called. As they stepped outside, they could barely see their bus in the distance, already on its way. “AAAaaa!” screamed Audrey and Brad. All the children were upset. “It’s OK,” said the teacher. “We’ll call your parents to come pick you up.” The children waited in the office for their parents. They could hear the sound of the vacuum cleaner as Mrs. Taylor vacuumed the rug, “vvvvv.”
Brad was thirsty, so he asked for permission to go to the hall to get a drink of water. He went straight to the water fountain. He turned the handle and leaned over to swallow the gushing water. “G, g, g, g,” went the water as it streamed out of the faucet. “G, g, g, g,” went his throat as he guzzled the water. When Mom arrived at school she took them straight to the doctor’s office to get Audrey’s throat checked. She wanted to be sure it wasn’t strep throat. As they waited in the waiting room, they watched the fish swim back and forth in a large aquarium. They could hear the the “p, p, p, p” sound of the air pump pushing air into the water.
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Phonics Patterns © 2008 by Kathryn J. Davis
Audrey looked up when she heard the “k, k, k” sound of the receptionist’s heels stepping across the tile floor. “I need to ask you a question about your insurance,” said Mrs. Kendrick to Audrey’s mother. “Certainly,” said her mother, as she stepped to the office counter. When Audrey’s exam was finished, the doctor said that she didn’t have strep throat after all. Mom was relieved. As Audrey, Brad and Mom returned to their car, Brad accidentally stepped on a piece of yucky bubble gum. “Yyyy,” he said. He tried to scrape it off on the edge of the sidewalk.
Mom took the kids to the park on the way home. They sat at a picnic table and had a snack that she had packed. It was a pretty day. They could hear a mourning dove cooing in the distance, “coo, coo, coo.”
Suddenly they heard a loud buzzing sound, “zzzzzzz.” They turned to see an enormous swarm of bees moving through the air. It landed in a pine tree near their picnic table. Other bees flew around in the air nearby. “Let’s go home,” they all yelled in unison. And that is exactly what they did.
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Phonics Patterns © 2008 by Kathryn J. Davis
Sound Story - Part 2 A few weeks later, Audrey and Brad and mom and dad heard about a great new movie about a boy and his dog. So, they decided to go to the theatre. At the theatre, someone in front of them started talking on a cell phone. “Shhh,” Mom said, leaning forward in her seat.
The movie was action packed and very exciting. Before they knew it, the movie was over. They were the last people to leave the theatre. As they walked along the rows, they heard a squeaking sound, “eee, eee, eee.” It was a tiny mouse scurrying along the floor under the seats. He was collecting dropped pieces of popcorn.
At first, they didn’t see the mouse. Then it ran right by Mom’s foot. “Oh!” she exclaimed, jumping up on the nearest seat. “It’s a mouse!” Audrey and Brad giggled a little. They were not afraid of a mouse.
The next morning Audrey and Brad didn’t go to school, because it was Saturday. It was cold in the house. Mom got up while it was still dark to boil water for some hot tea. A soft “ttthhhh” sound could be heard as the steam escaped from the tea kettle.
Dad was up early, too. After his shower, he shaved with an electric razor. “Tttthhh,” was the sound that it made as he trimmed off his whiskers.
Before long, it was light enough to see outside. The sky was overcast, so the sun was covered by the clouds. Audrey sat up in bed and looked out the window. “Ooooo,” she exclaimed. “It snowed last night!” xiii
Phonics Patterns © 2008 by Kathryn J. Davis
By this time Mom was calling everyone to come to breakfast. Brad pulled a paper out of his backpack and carried it downstairs. It was his spelling test for the week. He proudly hung it on the refrigerator. At the top of the paper was a large red A.
When they were finished eating, Brad and Audrey got dressed and went outside. A white blanket of snow covered the ground. Everything was quiet. They looked up and saw a large crow sitting in the tree beside their driveway. He flapped his wings and let out a loud “aw, aw, aw, aw” before he flew away.
As Audrey and Brad walked down the driveway, their feet crunched in the deep snow. Ch, ch, ch, ch. A few snowflakes were still falling. The whole neighborhood was beautiful.
Audrey and Brad decided to have a snowball throwing contest. They took turns throwing the snowballs at the basketball backboard that stood beside the driveway. “Nnnggg,” went the backboard as Brad’s snowballs hit. “Nnngg,” it sang out again as Audrey’s snowballs hit, too.
Then Audrey and Brad decided to build a snowman. They rolled up balls of snow for the head and middle part of the snowman. Then Brad rolled up a huge ball of snow for the bottom of the snowman. He rolled until he couldn’t go any farther. “Uuuuhh,” he said as he pushed hard against the giant snowball. “That’s as far as I can go.” xiv
Phonics Patterns © 2008 by Kathryn J. Davis
Audrey noticed some icicles hanging down from the front porch. As she reached up to get an icicle, she slipped on the icy concrete and fell. “Ou,” she said in a loud voice as her elbow hit the icy pavement. Brad went to help Audrey up. She stood up carefully and rubbed her arm. She decided to leave the icicles where they were. After Audrey and Brad finished the snowman, Dad and Mom came outside to shovel the snow off of the front driveway. They all took turns shoveling the snow. Audrey and Brad worked hard, too. After a long time, the driveway was clear. “You two did a great job,” said Mom. “Thanks for your help.” “Hey, now we have room to use our new pogo stick,” said Brad. He ran into the garage and brought it out. He started to jump up and down with it on the driveway. “Oi, oi, oi,” went the coiled spring on the pogo stick as he bounced up and down. When he got tired, Audrey took a turn jumping, too.
Finally both of the children were worn out. They were tired, cold, and wet from being out in the snow all morning. They went inside and changed into some warm dry clothes. Audrey’s mom used the hair dryer to dry her damp hair. “Zzzzhhhh,” was the sound of the hair dryer as it blew. (The sound in measure, vision, garage, azure)
After eating peanut butter and jelly sandwiches and apples for lunch, everybody picked out a good book and curled up in front of the wood burning stove in the den to read for a while. They spent a cozy afternoon reading together.
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Phonics Patterns © 2008 by Kathryn J. Davis
Notes About the Alphabet The alphabet has twenty-six letters, but the sound story has forty-two pictures. One of the things that makes it difficult to learn to read is that there are more sounds in our language than letters of the alphabet. To compensate for this, some letters are used to represent more than one sound. Other sounds are represented by pairs of letters that give up their original sound to form a totally new sound. It sounds complicated, but here is a short summary of the alphabet sounds. It’s really not too hard. Think about how you form the sounds with your mouth as you pronounce each sound. The alphabet has twenty-one consonants: b, c, d, f, g, h, j, k, l, m, n, p, qu, r, s, t, v, w, x, y, z. Each consonant represents a sound. When you pronounce a consonant sound, you do something with your tongue, throat, or lips to create the sound. For example, when you say the n sound, you press your tongue against the roof of your mouth. When you say the m sound, you press your lips together. Two consonant letters, c and k, represent the very same sound. In this program, each one has its own sound picture, but the sounds are the same. There are five extra consonant sounds that are designated by pairs of letters, as follows: ch/ chicken, sh/ship, th/thumb, th/this, ng/ring. One more consonant sound does not have a typical letter pattern to represent it. It is the sound you hear in garage, measure, and vision. The dictionary shows this sound as zh. The other alphabet sounds are called vowel sounds. You pronounce a vowel sound by “opening your throat.” You don’t put your lips together or touch the inside of your mouth with your tongue to pronounce a vowel sound. You just change the shape of your mouth. For some vowel sounds your mouth is stretched wide, for others, you drop your jaw and open your mouth more. For some vowel sounds (ou/ouch and oi/oil) you change the position of your mouth as you pronounce the sound. The alphabet has five vowels: a, e, i, o, u. Each vowel can represent two sounds. The first sound for each vowel shown on the alphabet chart is known as the “short” sound, for no particular reason. The second sound for each vowel is known as the “long” sound. To show a long vowel sound to beginning readers, educators often put a straight line over the vowel like this ā. (Sometimes people use a curved line that looks like a smile, ă, over vowels to show the short sound. I don’t do this because it seems to create more confusion for the student.) In addition to the five short vowel sounds and five long vowel sounds, there are five more vowel sounds that I call the “special” vowel sounds. These sounds are: ä/all, ö/to, ü/push, ou/ouch, and oi/oil. On the alphabet chart, two dots are used over the a, o, and u, to indicate the “special” sound. This gives the student a visual reference point to remember that this is not the usual sound.
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Phonics Patterns © 2008 by Kathryn J. Davis
Altogether, we have talked about these sounds: 20 consonant sounds shown with 21 alphabet letters, 5 consonant sounds shown with pairs of consonants, 1 consonant sound without a distinct letter pattern, 5 short vowel sounds, 5 long vowel sounds, and 5 special vowel sounds. This gives us 41 different sounds, 26 consonant sounds and 15 vowel sounds. Note: Everyone does not agree on the exact number of sounds in our language. When you look at different programs, you’ll find that each is a little different. How to Study the Story and Alphabet Chart Read some of the story aloud to the student each day. For individual students, you can use the story in this book. For groups, the same sound story is available in a larger format. As you finish each section of the story, point to the sound picture, model the sound, and have the student repeat. If necessary, explain how to place the tongue, lips, and position of the mouth so that the student can pronounce the sound correctly. Important: If you model and explain a sound to the student but the student still doesn’t pronounce the sound correctly, DON’T continue to correct the child. Just nod approval and continue with the lesson. Some sounds are difficult for young children to pronounce. Allow them to use their best approximation. Often, students will automatically correct these sounds over a period of time as they mature. If the problem continues, then a speech teacher should be consulted.
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These are the alphabet sounds with the short vowel sounds. Say each sound.
aA
bB
cC
dD
eE
f F
gG
hH iI iĪ
jJ
kK
lL
mM
nN
oO
pP
qu Qu
rR
sS
tT
U vv w Wx X x y X Y yzYZ uuU VVw W
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Phonics Patterns © 2008 by Kathryn J. Davis
These are the “beyond the alphabet” sounds, including the long vowel sounds, special vowel sounds, and consonant digraphs. Look at each letter or letter pair and say the sound. Then say the sounds for all of the vowels on the next page.
Long Vowels
ā
ē
i
ō
ū
ou
oi
Special Vowels
ä
ö
ü
Consonant Digraphs
th
th
sh
ch
ng
This last consonant sound is found in various words, but it does not have a set pattern.
garage vision measure azure xix
Phonics Patterns © 2008 by Kathryn J. Davis
Vowel Code - This chart shows the sounds for each of the five vowels. Practice saying the sounds going across the rows and down the columns.
Short Vowels
Long Vowels
Special Vowels
a
ā
ä
e
ē
i
i
o
ō
ö
u
ū
ü
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Phonics Patterns © 2008 by Kathryn J. Davis
A consonant blend is simply a pair of consonants (sometimes three) that come before or after a vowel. For instance, st is a consonant blend found at the beginnning of the word stop and at the end of the word fast. Both consonant sounds in a blend are pronounced, with the sounds coming close together. Practice saying these consonant blends.
pr tr st
tw dw
br
sp
cr
sm
dr
cl fl gl
sn
fr
sc
gr
pl
sk
scr
sl
sw
spr
bl
squ
str
spl
Beginning Consonant Blends
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Phonics Patterns © 2008 by Kathryn J. Davis
These are the ending consonant blends that are taught in this book. Some of the ending blends are hard to pronounce by themselves, so they are shown here following the short vowel sounds. Practice saying each vowel-consonant blend combination.
amp
ast
and
emp
est
end
elp
ent
alp
esk
ant
ask
ind ist imp int isk
ond
ost
omp
ont Ending Consonant Blends
und
ust
ump
unt
ulp
usk
Phonics Patterns © 2008 by Kathryn J. Davis
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This chart is for the teacher, to show the correct sound for each letter or letter pair.
Pronunciation Guide Vowel Sounds
Consonant Digraph Sounds
a
ant
th
thumb
e
egg
th
this
i
in
sh
ship
o
ox
ch
chicken
u
up
ng
ring
ā
baby
ē
me
i
tiger
ō
go
ö, ū
No set pattern
measure, garage, vision, azure
to, tulip, music
ä
ball
ü
push
ou
out
oi
oil 1
Phonics Patterns © 2008 by Kathryn J. Davis
#1
ou
out
äll
ball
ē
me
ar
barn
sm
smell 2
Phonics Patterns © 2008 by Kathryn J. Davis
Sight Word Review
a
A I is z
his z
as z
z
has was z
3
Phonics Patterns © 2008 by Kathryn J. Davis
ou
out
out
loud
our
pout
mouse
noun
house
sour
cat
hour
4
Phonics Patterns © 2008 by Kathryn J. Davis
ou
out
out
loud
our
pout
mouse
noun
house
foul
1. A mouse is in our house. 2. I am sad. I will pout. 3. Our cat ran out. 4. A jet is loud. 5. A rabbit is not loud. Read pages 2-7 in Hop on Pop by Dr. Seuss.
5
Phonics Patterns © 2008 by Kathryn J. Davis
äll
bäll
all
wall
ball
fall
call
hall
tall
mall
6
Phonics Patterns © 2008 by Kathryn J. Davis
äll
bäll all
wall
ball
fall
call
hall
tall
mall
1. A ball can fall. 2. Tom will call Pam. 3. T. Rex was tall. 4. All of us had fun at a mall. 5. Bill will get up on a wall. 7
Phonics Patterns © 2008 by Kathryn J. Davis
ē
wē
he
we
me
8
Phonics Patterns © 2008 by Kathryn J. Davis
ē
wē he
we
me
be
1. We can not be loud. 2. He is mad. He will pout. 3. He will be at our house at six. 4. He is a tall man. 5. We will not fall. 6. A dog bit me ! 7. Ted will call me. 9
Phonics Patterns © 2008 by Kathryn J. Davis
ar
barn
car
dark
far
hard
farm
part
yard
arm
bark
yarn
card
jar 10
Phonics Patterns © 2008 by Kathryn J. Davis
ar
barn car
dark
far
hard
farm
part
yard
are
1. A dog is in our yard. 2. We will get in our car. 3. It will be dark. 4. We are at a farm. 5. Six pigs are in a barn. 11
Phonics Patterns © 2008 by Kathryn J. Davis
sm
smell
smell
small
smog
smart
12
Phonics Patterns © 2008 by Kathryn J. Davis
sm
smell
smell
small
smog
smart
1. A wet dog smells bad. 2. A mouse is small. 3. We are smart. 4. Smog is bad.
Read pages 8-9 in Hop on Pop by Dr. Seuss.
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Phonics Patterns © 2008 by Kathryn J. Davis
#2
ay
play
pl
plum
th
thumb
th
this
igh
night
er
her 14
Phonics Patterns © 2008 by Kathryn J. Davis
Sight Word Review
a
A I
hour are
is z
his z
as z
z
has was z
15
Phonics Patterns © 2008 by Kathryn J. Davis
ay
day
day
hay
say
pay
May
Kay
way
lay
jay
may
ray 16
Phonics Patterns © 2008 by Kathryn J. Davis
ay
day
day
hay
way
pay
may
Kay
say
says z
1. Kay will run all day. 2. Lay it on his bed. 3. May we get a pet ? 4. A hen can lay an egg. 5. Dad says he will pay. 17
Phonics Patterns © 2008 by Kathryn J. Davis
pl
plum
plum
plus
play
plug
18
Phonics Patterns © 2008 by Kathryn J. Davis
pl
plum plum
plus
plop
plug
plan
play
plot
plod
1. Ben will get a plum. 2. We will play in his yard. 3. Jan has a plan. 4. Plug it in.
Read pages 10-11 in Hop on Pop by Dr. Seuss.
19
Phonics Patterns © 2008 by Kathryn J. Davis
th
thumb
thin
moth
thud
with
math
mouth
bath
south
Beth
Seth
bōth
path 20
Phonics Patterns © 2008 by Kathryn J. Davis
th
thumb
thin
moth
thud
with
math
mouth
bath
south
1. His dog will get a bath. 2. He will play with me. 3. His box fell with a thud. 4. T. Rex had a big mouth. 5. A thin cat is in our yard. 21
Phonics Patterns © 2008 by Kathryn J. Davis
th
this
this
them
that
then
22
Phonics Patterns © 2008 by Kathryn J. Davis
th
this
this
than
that
thus
them
the
then 1. That dog is small. 2. This dog is thin. 3. We will play with the cat. 4. Then we will nap. 5. I will call them at ten. Read pages 12-14 in Hop on Pop by Dr. Seuss.
23
Phonics Patterns © 2008 by Kathryn J. Davis
igh
night
night
right
fight
tight
right
sight
light
high
24
Phonics Patterns © 2008 by Kathryn J. Davis
igh
night
night
might
fight
tight
right
sight
light
high
1. It is dark at night. 2. A cat will fight with a dog. 3. He might be at our house. 4. In the day, it is light. 5. This wall is high. Read page 15 in Hop on Pop by Dr. Seuss.
25
Phonics Patterns © 2008 by Kathryn J. Davis
er
her
her
zipper
after
winter
sister
summer
under
better
ladder
soccer
river
otter 26
Phonics Patterns © 2008 by Kathryn J. Davis
er
her her
were
after
never
sister
summer
under
better
1. It is hot in the summer. 2. I will play with her. 3. A mouse is under the hay. 4. We will nap after we play. 5. The kids were in the yard. Read pages 16-17 in Hop on Pop by Dr. Seuss.
27
Phonics Patterns © 2008 by Kathryn J. Davis
#3
ee
feet
thr
three
ow
cow
sh
ship
tr
trot 28
Phonics Patterns © 2008 by Kathryn J. Davis
Sight Word Review
a
A I
hour are z
is
says
z
his z
the
as z
z
has was z
29
Phonics Patterns © 2008 by Kathryn J. Davis
ee
feet
see
deep
bee
queen
keep
eel
feet
deer
reef
tee
seed
week 30
Phonics Patterns © 2008 by Kathryn J. Davis
ee
feet see
deep
bee
need
keep
feel
feet
been
1. Bees are in the barn. 2. Tom is six feet tall. 3. He will keep his car. 4. We need a small house. 5. I can see a deer. 31
Phonics Patterns © 2008 by Kathryn J. Davis
thr
three
throb
three
thrill
32
Phonics Patterns © 2008 by Kathryn J. Davis
thr
three
throb
three
thrill
1. Sam fell. He hit his arm on a wall. His arm throbs. 2. I see three bees. 3. This night is a thrill.
33
Phonics Patterns © 2008 by Kathryn J. Davis
ow
cow
cow
town
sow
down
vow
bow
gown
howl
fowl
tower
owl 34
Phonics Patterns © 2008 by Kathryn J. Davis
ow
cow
cow
town
now
down
how
bow
gown
power
1. How did the dog get out? 2. We will see cows at the farm. 3. His sister fell down. 4. Mom has a red night gown. 5. Now we will play ball. Read pages 18-19 in Hop on Pop by Dr. Seuss.
35
Phonics Patterns © 2008 by Kathryn J. Davis
sh
ship
ship
fish
shut
wish
shot
dish
sheep
shē
sham
shell
shed
mash 36
Phonics Patterns © 2008 by Kathryn J. Davis
sh
ship
ship
fish
shut
wish
shot
dish
sheep
shē
1. She will shut the box. 2. Six sheep are on the hill. 3. I wish I had a pet. 4. We will get on a big ship. 5. Butter is on the dish. 37
Phonics Patterns © 2008 by Kathryn J. Davis
tr
trot
trot
trip
trash
tree
tray
trout
38
Phonics Patterns © 2008 by Kathryn J. Davis
tr
trot trap
trip
trim
tree
trot
tray
trash
trout
1. That trash smells bad. 2. Dad will trim the tree. 3. A trout is a fish. 4. The hotdogs are on the tray.
Read pages 20-21 in Hop on Pop by Dr. Seuss.
39
Phonics Patterns © 2008 by Kathryn J. Davis
#4
ey
they
and
hand
ō
go
_ve
live
_y
funny
wh
wheel 40
Phonics Patterns © 2008 by Kathryn J. Davis
Sight Word Review
a
A
hour
I
are
is
says
z
z
his
the
as
been
z
z
z
has was z
41
Phonics Patterns © 2008 by Kathryn J. Davis
ey
they
they
ōbey conveyer belt
hey
Read pages 40-41 in Hop on Pop by Dr. Seuss.
42
Phonics Patterns © 2008 by Kathryn J. Davis
ey
they
they
ōbey
hey
conveyer
1. They are on the bus. 2. Did they see a cow at the farm? 3. Hey, a pig is in the way ! 4. Ed ōbeys his mom. 5. They were in the house. 6. Hey! I see a deer in the trees. Read pages 22-23 in Hop on Pop by Dr. Seuss.
43
Phonics Patterns © 2008 by Kathryn J. Davis
_and
hand
and
bend
hand
lend
sand
mend
land
send
band
end
pond
wind 44
Phonics Patterns © 2008 by Kathryn J. Davis
_and
hand
and
end
hand
wind
sand
pond
1. Six shells are in the sand. 2. I will send him a letter. 3. He has a cat and a dog. 4. A jet can land in the wind. 5. Jill plays in a band. 6. Fish are in the pond. Read pages 24-29 in Hop on Pop by Dr. Seuss.
45
Phonics Patterns © 2008 by Kathryn J. Davis
ō
gō
go
yo – yo
no
ho ho ho
so hot
46
Phonics Patterns © 2008 by Kathryn J. Davis
ō
gō go
yo - yo
no
ho ho ho
so
don't won't
1. How far will th ey go? 2. Th ey will go over the hill. 3. The kids are so hot! 4. Don't fall off the wall! 5. The cat won’t go in the house. Read pages 30-31 in Hop on Pop by Dr. Seuss.
47
Phonics Patterns © 2008 by Kathryn J. Davis
_ve
live
give
olive
live
solve
have
serve
48
Phonics Patterns © 2008 by Kathryn J. Davis
_ve
live
give
olive
live
carve
have
nerve
solve
serve
1. Jan will give her mom a card. 2. Tom lives on a farm. 3. I have three fish. 4. Mom will serve hotdogs. 5. Jeff will carve a deer. Read pages Chapters 1 and 2 - Sam Smith and the Rocket Ship. Read Chapters 1 and 2 - Helen Hall Plays Ball. Phonics Patterns © 2008 by Kathryn J. Davis 49
y
funny
funny
foggy
sunny
holly
penny
candy
happy
jelly
bunny
daddy
puppy
party 50
Phonics Patterns © 2008 by Kathryn J. Davis
y
funny
funny
very
sunny
copy
any
body
many
party
1. Sally is very happy. 2. It is a sunny day. 3. Th ey were at a party. 4. Tommy will copy this part. 5. That is a funny mouse. 51
Phonics Patterns © 2008 by Kathryn J. Davis
wh
wheel
when
what
whiz
whinny
wheel
whisper
52
Phonics Patterns © 2008 by Kathryn J. Davis
wh
wheel
when
what
whiz
whinny
wheel
whisper
1. When will it get dark? 2. A jet can whiz ōver us. 3. A car has wheels. 4. What is in that box? 5. When can we play? 6. We will not be loud. We will whisper. Read pages 32-33 in Hop on Pop by Dr. Seuss.
53
Phonics Patterns © 2008 by Kathryn J. Davis
#5
ng
ring
_ing
calling
oo
book
_y
my
ou
soup
oo
moon 54
Phonics Patterns © 2008 by Kathryn J. Davis
Sight Word Review
a
A
hour
I
are
is
says
z
z
his
the
as
been
z
z
z
has
any
was
many
what
very
z
55
Phonics Patterns © 2008 by Kathryn J. Davis
ng
ring
sing
thing
ring
tongs
song
wing
long
hung
gong
king
fang
rang 56
Phonics Patterns © 2008 by Kathryn J. Davis
ng
ring
sing
thing
ring
bang
song
wing
long
nothing
1. Th ey will sing a song. 2. That wall is very long. 3. What is that big thing? 4. The box fell with a bang. 5. Nothing was in the box. Read pages 34-35 in Hop on Pop by Dr. Seuss.
57
Phonics Patterns © 2008 by Kathryn J. Davis
_ing telling
calling
fixing
fighting
tossing
barking
mixing
shouting
wishing
seeing
fussing
playing 58
Phonics Patterns © 2008 by Kathryn J. Davis
_ing 1. Th ey are singing a song. 2. Mom is calling Jill. 3. Sam and Tom are playing in the yard. 4. The dog is barking at me. 5. I am fixing this box. 6. The kids are tossing a ball. 7. We will be seeing a farm this week. 8. The cats are fighting. Read pages 34-35 in Hop on Pop by Dr. Seuss.
59
Phonics Patterns © 2008 by Kathryn J. Davis
oo
book
book
good
look
wood
hook
foot
took
shook
cook
football
hood
hoof 60
Phonics Patterns © 2008 by Kathryn J. Davis
oo
book
book
good
look
wood
hook
foot
took
shook
1. He took the fish off the hook. 2. This is a very good book. 3. Look at that funny fish! 4. A big book fell on her foot. 5. She shook the jar. 61
Phonics Patterns © 2008 by Kathryn J. Davis
y
my
my
try
by
shy
why
good-by
62
Phonics Patterns © 2008 by Kathryn J. Davis
y
my
my
try
by
shy
why
good-by
1. This is my ring. 2. Jeff will sit by Tom. 3. Why is a pig in the house? 4. She will try on the hat. 5. Jill and Pam are very shy. 6. I will go now. Good-by! 63
Phonics Patterns © 2008 by Kathryn J. Davis
ou
soup
you
soup
your
through
youth
coupon
route
toucan
64
Phonics Patterns © 2008 by Kathryn J. Davis
ou
soup
you
soup
your
you're
youth
through
1. Do you have any coupons? 2. Your book is on the bed. 3. Did you go through the woods? 4. Your soup is hot. 5. You're very funny. 6. Now I will tell you good-by. 65
Phonics Patterns © 2008 by Kathryn J. Davis
oo
moon
moon
zoo
zoom
moo
roof
food
broom
tool
boo
goose
boot
loon 66
Phonics Patterns © 2008 by Kathryn J. Davis
oo
moon
moon
zoo
room
too
cool
food
broom
spooky
1. You can see the moon at night. 2. We will see many bats at the zoo. 3. Sam will go with us, too. 4. This food is very good. 5. Jan's books are in her room. Read pages 36-37 in Hop on Pop by Dr. Seuss.
67
Phonics Patterns © 2008 by Kathryn J. Davis