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BACKGROUND………………………………………………………………………...……………… 8

Teaching Tips……………………………..…………………………………………...……………… 10

Rreading Readiness………………..………………………………………………...……………… 12

Unit 1Introducing the /ă/ Sound ………………………………………………………………………… 16

Introducing the /t/ Sound ……………………………….………………………………………… 42

Introducing the Word /ăt/ ………………………………………………………………………… 55

Sounding Out Words Activity #1 ……………………………………………………….………… 56

Introducing the /b/ Sound ………………………………………………………………………… 65

Word Building Activity ……………………………..…………………………………..…………… 77

Teaching Sight Words …………………………………………………………….………………… 82

Introducing the /n/ Sound ………………………………………………………………………… 91

Introducing the Word /ăn/ ………………………………………………………………………… 103

Word Building Activity 2 ……………………………………………………………….…………… 111

Unit 2Introducing the /e/ Sound ………………………………………………………………………… 116

Introducing the /s/ Sound ……………………………….………………………………………… 128

Introducing the /m/ Sound ……………………………….……….……………………………… 140

Introducing the Word /ăm/ …………….……………………………………………….………… 152

Introducing the /p/ Sound ………………………………………………………………………… 161

Word Building Activity ………………..………………………………………………..…………… 172

Table of Contents

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Unit 3Introducing the /o/ Sound ………………………….…………………………………………… 178

Introducing the /d/ Sound ……………………………….……………………………………… 190

Word Building Activity ……………………………………….……….…………………………… 202

Introducing the /r/ Sound ……………………………...………………………………………… 204

Word Building Activity ………………………………………………………………..…………… 215

Introducing the /g/ Sound ……………………………...……………………………………… 217


Unit 4Introducing the /u/ Sound ………………………….…………………………………….……… 235


Introducing the /l/ Sound ……………………………...………………………………………… 248


Introducing the /h/ Sound ……………………………...………………………………..……… 262


Introducing the /j/ Sound ……………………………...………………………………………… 275


Introducing the /v/ Sound ……………………………...………………………………..……… 288


Introducing the /w/ Sound ……………………………...………………………….…………… 301

Table of Contents (continued)

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Unit 5Introducing the /i/ Sound ………………………….…………………………………..………… 316

Introducing the /f/ Sound ……………………………...………………………………………… 328

The Blends……………………………...…………………………….……………………………… 339


Introducing the /y/ Sound …………………...…………...……………………………………… 342


Introducing the /c/ Sound ……………………………...……………………………..………… 355


Introducing the /k/ Sound ……………………………...……………………………..………… 368

Introducing the /ck/ Sound ……………………………...……………………………………… 379

Introducing the /q/ Sound ……………………………...……………………………..………… 383

Introducing the /x/ Sound ……………………………...……………………………..….……… 387

Introducing the /z/ Sound ……………………………...……………………………..….……… 394

Unit 6Breaking the Code ………………………………….…………………………………..………… 404

The Short-Vowel Sounds ……………………………...………………………………..………… 405

The Long-Vowel Sounds ……………………………...………………………………..………… 406

The Vowel Patterns ……………………………………….……….………………….…………… 407

New Sounds………………………………….……….…………………………………..….……… 415

Syllabication……………………..……………………...………………………………...………… 418

Table of Contents (continued)

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BackgroundCongratulations! You have purchased a superbly designed reading program created especially for emergent readers. This developmentally appropriate course will teach your child to read fluently in thirty or more structured, phonetic lessons based on modern reading theory. Its innovative guided practice approach will help your child learn to read with ease.

The program offers explicit, systematic phonics instruction taught in a logical sequence. The alphabet is introduced in sets of four to six consonants and one vowel. Each letter is introduced individually, as the child learns the sound of the letter, its formation and its name simultaneously. (Links to online multimedia resources make the sounds of letters and words come alive.) As each new set of letters is introduced, it is added to those previously learned. Learners are taught to combine the consonants with the vowel sound, building and blending from individual letters to whole words and sentences.

Next, a five-step decoding system is mastered so that readers can correctly sound out new words based on the most common vowel patterns. This is followed by introductions to the remaining forty-two sounds, including digraphs, diphthongs, and r-controlled vowels.

Finally, a two-step syllabication technique is taught, enabling students to break words into syllables and apply the decoding skills they've learned to read words of any length.

As students move through the logical sequence of the course, they experience learning success in incremental steps, becoming increasingly self-motivated as they receive continuous, positive reinforcement of previously learned skills.

Introduction

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While there are several alternate schools of thought regarding how to best teach beginning readers, the only constant we have found is that initiating instruction by teaching the alphabet creates, for at least some emergent readers, unnecessary confusion.

Many beginning readers experience difficulty decoding words due to the strong association they form between letters of the alphabet and their corresponding names. For example, when such learners are presented with the word bat, the letters fail to trigger the anticipated response because what the child perceives as “bee-aye-tee” obviouslysounds nothing at all like the desired: /băt/.

Nonetheless, reading instruction for most American children still begins with the “Alphabet Song” sung to the tune of “Twinkle, Twinkle, Little Star,” so while this program teaches the sound, formation and name of the letters concurrently, we leave it to you as to whether or not you will begin instruction with your own childusing the more traditional method, or focus instead on insuring that your son or daughter is first familiar with all of the sounds. However, in that we do not endorse the traditional approach, you will find that it is not incorporated in our system.

Research has shown that phonemic awareness is the best predictor of reading success, so your learner will begin by practicing the identification and manipulation of individual phonemes to firmly establish familiarity with the foundational letter-sound relationships, with additional concepts progressing from simple to complex, each skill building upon the next until, by the end of the course, your child will be able to decode virtually any word, regardless of its length or complexity.

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Teaching TipsPlease note that when letters appear inside of slash marks / / you should pronounce their sounds and not their names.

Also, when teaching the sounds of the consonants, probably the best way to demonstrate each phoneme is to have your learner listen to what it sounds like at the end of a word; then isolate it from the rest of that word, articulating it in its “purist” form.

In other words, you need, as best you can, to ensure that you do NOT make the mistake of injecting the nonexistent vowel element “uh”after the consonant sound. For example, when pronouncing the sound of the consonant T, avoid saying “tuh!”

The “uh” (schwa) sound is not a part of the sound, so pronouncing it in this manner can only serve to hinder the process of learning to read—making it much more difficult than it actually needs to be, with your child trying to sound out words like pat by uttering /pŭh-ă-tŭh/ instead of articulating it properly as /păt /.

Moreover, your instinct may be to call the letters by their alphabetic names, but try to avoid this as much as possible. In this program, you are going to focus on the sounds of the letters. As already mentioned in the background information, the names of the letters and their sounds are almost always different, and mastering the names beforethe sound can often lead to unnecessary confusion. It will be easy enough to learn the “Alphabet Song” after your child knows all of the sounds.

Each time you introduce a new letter/sound combination, point out the letter’s location on the Alphabet Sound Chart. Give your child the corresponding Letter Cards (pictured above) and have him or her keep it in a safe place to be reviewed on a daily basis.

HelpfulHints

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Also point out the letter/sound combination on the vowel chart noting the key word for the sound. And finally, take every opportunity to prompt and praise your child.

(As you are undoubtedly aware, the amount of time you will need to spend introducing each letter and sound will be totally dependent on your child’s individual ability. If your child experiences difficulty learning any particular letter, make a practice sheet or practice sheets for that letter modeled after the activities you will find on pages 16 and 17.

SOUNDING OUT WORDSWhen the time comes to begin decoding, you may want to startinitially by slowly sliding your finger under the letters, moving from left to right, elongating each sound without stopping in between to make sure your child recognizes each individual symbol in a givenword. Then go back and slide your finger under the word faster, reading the sounds a bit more quickly to approximate normal speech. After that, ask your child to read the same way. When your child reads correctly without stopping in between, the resulting sound should be very close to the way the word is normally read. Though this procedure may seem a bit cumbersome at first, you will soonrecognize how effective it is.

NOTE: In that the program builds in plenty of practice and review, there are some exercises following the intial introduction of a given sound or word which you may consider optional. Feel free to exerciseyour own discretion in deciding what, and what not, to use.

FINAL THOUGHTTeaching someone how to read is a very rewarding and satisfying experience, and this is a book that starts simple, is easy to use (most of the pages are scripted) and reinforces key concepts so that you and your child can maximize every moment.

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Reading ReadinessIDENTIFYING WORDS IN SENTENCESOne of the first steps in understanding language is the ability to tellone word from another. The ability to identify individual wordswithin a sentence precedes the ability to identify individual soundswithin a word, so you may wish to provide your child with practiceusing an activity called “Froggy.”

FROGGYPlace lily pads you cut out from green construction paper on thefloor. Direct your child to hop from one lily pad to the next for eachword in the sentence (that you make up). Instruct your learner tomake sure to count how many times he or she hops.

HOW MUCH IS THIS SENTENCEAnother fun activity is: “How Much Is This Sentence?” Say:“I'm going to give you real (or play) pennies. Then I’m going to say asentence and have you count the number of words in that sentence tosee how much the sentence is worth. Each word is worth one penny,and I want you to figure out how much the whole sentence is worthby counting the words. Listen to the number of words I say in thesentence and count them. The sentence is…”

If your learner comes up with the correct number of pennies, he orobviously counted the words accurately.

AURAL SEGMENTATIONGiven that a phoneme is the smallest unit of sound, you will want tohelp your learner be able to hear and identify those sounds and howthey affect words. (It will be easier for your child to read if he or sheis able to hear, identify, and separate individual sounds.)

To help your child develop the ability to hear these individualsounds, you might give him or her different colored sponges orconstruction paper cut into small squares.

When you say a word, ask you child to listen for the individualsounds within the word, and to pull down one colored square foreach sound heard.

Concepts AboutPrint

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After your learner gets good at this, you might suggest using aseparate color for the vowels. Also, if a consonant sound is repeated,as in the word “dad,” you can suggest pulling down the same colorfor the sounds that are alike.

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UUNNIITT 11

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Lesson 1

The Short-ASound

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IdentifyingSounds

Lesson 1aIntroducing the /ă/ Sound

Today is the day we're going to begin learning how to match letters to their sounds so that you can read words.

Have you ever thought about the fact that words are really just sounds?

And the neat thing about the sounds in our language is...each one has one or more symbols that stand for it. We call these

symbols letters!

When letters are printed on paper, they tell us what sounds to make with our voices. We call that reading!

So, let’s start reading!

We’ll begin with a really good sound to help us read words.

The sound this letter makes is /ă/.

a

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Did you hear that sound?

(Wait for a response.)

Great, listen carefully as I make it again. Then I'm going to ask you to repeat it after me.

/ă/

Now you say it…

Super!

We hear the sound /ă/ at the beginning of certain words, like: am, an, as, at, and ax. You can also hear it in the middle of words like: cat, bat, and mat.

The letter that stands for the sound /ă/ looks like this:

So, when you see this symbol, you know to make the sound /ă/.

Reading out loud will help you to remember the sounds of all the letters, so let’s practice reading /ă/…

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Activity 1b

When we read, all we're doing is making the sound that eachsymbol tells us to say.

For example, look at this line of letters. I’m going to say the sound of the letters that are placed close together, one right after the other. But I’m going to stop, and be quiet for just a moment, between the groups of letters separated by a space, like this...

Now this time, I want you read too. Each time I point to a group of letters, I need you to make the sounds along with me. Are you ready? Okay, let's go.

That’s wonderful. You’re learning how to connect sounds to their letters so that you will be able to read words! And now it’s YOUR turn. I want you to read this next line all by yourself. Are you ready? Okay, go ahead and read.

IdentifyingSounds

Reading from Left to Right

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VariationsOptional Activities:

Dictate the sounds to your learner, who then points to the letters as you say them.

Point to the letters while your pupil reads the sounds.

Have you child write the letters, and pronounce them as he or she does so.

Dictate “sentences” (like the ones on the previous page) a single “word” at a time, and have you learner write each “word” as you recite it.

Instruct your learner to make up his or her own “sentences,” uttering each “word” as he or she writes it down on paper.

Take turns with your student writing original “sentences” without uttering any sounds, and then hand the sentence to the other person to read what was written aloud.

(These supplemental activities can be used in the future with any letter or sound needing additional reinforcement.)

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Activity 1c

Sometimes the symbol for /ă /is printed like this.

It looks a little different, but it still makes the same sound: /ă/

Now it’s time to practice finding the symbol for /ă /. I’m going to show you a page with different letters on it, and each time you see the symbol for /ă /, I want you to circle it with yourpencil and also make the sound /ă/.

Are you ready? Okay, let's go.

Another look for the /ă/ Sound

IdentifyingSounds

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IdentifyingSounds

Lesson 1d

Find the /ă/ Sound

Say: Circle the letter in each row that says /ă/ and make the sound /ă/ as you circle it.

a v c s

x a s z

s c v a

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IdentifyingSounds

Find the /ă/ Sound

Say: That was very good! Now once again, I want you to circle the letter in each row that says /ă/ and make the sound /ă/ as you circle it.

Lesson 1e

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Handwriting / Activity 1fSuper! Writing the letters will also help you to recognize them when you see them. So, let’s learn how to write /ă/ on paper.

When we write letters, we usually write them between lines that look like this. (Display page 25.)

We call paper that has these kinds of lines handwriting paper. Here is a sheet just for you.

Now how you sit is very important in writing letters neatly, so make sure you’re sitting straight with both feet flat on the floor.

The position of your paper is important too. Tilt it (at a 45 degree angle) toward the writing-hand side of your body so that it almost matches the position of your writing hand's forearm, like this (demonstrate).

We will be concentrating on three things:

1. How to make each letter2. The size of the letters3. And how much space to leave between words

But, we will only concentrate on one thing at a time, starting with how to make each letter.

Let’s begin by learning /ă/’s starting and stopping points. To do that, the first thing we will do is trace over the letter with an index finger…

Okay, now I think we are ready to write /ă / using a pencil.

PracticingManuscript

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How you hold the pencil is another one of the important things that can help you to practice good handwriting.

So, you should hold the pencil close to the writing tip with your thumb and index finger, like this…

Your middle finger should be curved under the pencil, so that the pencil is resting lightly on the area between its tip and first knuckle.

Your fourth finger and pinky should be curved in toward your palm.

(When your child begins to write words, the space between each should always be about the same. He or she can place a pinky finger between words to measure the correct distance.

Also, this is the only model for a handwriting lesson that this book will provide, but please note that free handwriting paper, tips and worksheets for a variety of grades and skill levels can be found at the following URLs.)

http://www.handwritingforkids.com/handwrite/manuscript/alphabets/index.htm

http://www.jjmdesigns.com/cursivewriting&learntoprintfreeworksheets.htm

http://zippers.warren.k12.il.us/jnelson/Handwriting/handwriting.html

http://www.geocities.com/sparkiesplace2000/my-abc-book.pdf

http://www.auburn.edu/~murraba/letters.html

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Practicing how to write the letters will help you to remember them better, so let’s learn how to write the symbol for /ă/.The symbol that says /ă/ is called “A.” But, even though thename of the letter is “A,” /ă/ is the sound that it makes in many words.

When we write letters, we usually draw them between lines that look like this:

To write the letterA, start at the dashed line that is half way between the two solid blue lines.

Use your pencil to begin drawing a line that curves down and to the left.

Continue drawing the line until it begins to curve back to the right.

By the time you touch the bottom line, you should have drawn a half circle.

Now begin to curve up and to the right.

As you head near the middle, begin going back to your starting point to the left.

Form a complete circle by closing the curved line.

For your second stroke, return to the dashed line half way between the solid blue lines.

Draw a vertical line the drops straight down and touches the right side of the circle you drew.

Continue drawing the straight vertical line until it touches the solid blue line on the bottom.

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CapitalizationCapitalize the 1st Wordin a Sentence

You may wish to begin familiarizing your learner with upper-case, as well as lower-case, letters. If so, you might say something like…

It won’t be too long before you start to put several words together to write complete thoughts. We call that—a sentence—and sentences begin with a special kind of letter called a “capital letter.”

You see, each letter in the alphabet can me written in two (different) ways: lower case and upper case. So far, you have only learned how to write a lower-case letter. But now, let’s begin learning how to write using upper-case letters too.

Upper-case letters are also called capital letters, and when a group of words form a complete thought, they begin with a capital letter.

The letter you just learned to write is called “lower case A,”

So, now you are going to learn how to write a capital A. Then, when it is time to start writing sentences, you will know how to begin them correctly—using capital letters.

AboutCapitals

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Remember, the symbol that says /ă / is named “A,” but /ă/ is the sound that it makes in many words. So, we will say the /ă /sound as we finish each letter.

(A ready-to-print handwriting practice sheet is provided on page 28.)

To write a capital A, start from the solid blue line at the top.

Begin drawing a diagonal line that slants down and two the left.

Continue past the dashed line half way down.

Keep going until you have reached the sold blue line at the bottom.

For your second stroke, return to the solid blue line at the top and begin drawing a line the slants down and to the right.

Continue approaching the dashed line half way down.

Pass the dashed line. Keep going until you have reached the sold blue line at the bottom.

For your third and final stroke, start from the diagonal line on the left and begin drawing a horizontal line a little belowthepink dashed line.

Continue from left to right. Keep going until you have reached the diagonal line on the left.

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CapitalizationCapitalize Names

There are some names that have the /ă/ sound in them. For example, the name Ann begins with the sound /ă/. But, when we write names, we always begin them with a capital letter, just like we do at the beginning of a sentence.

So, the name Ann looks like this…

Ann

Practice will help you remember the letters. So, let’s practice writing upper and lower case A and syaing the /ă/ sound as we finish each letter.

(A printable handwriting practice sheet is provided on the next page for your convenience.)

AboutCapitals

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LetterRecognitionLesson 1g

Sometimes /ă/ May Look Like This

a

Say:

Three of these examples look a little different from the way /ă/ looked before, but it’s still the same letter, and it still makes the same sound: /ă/.

I’m sure you’ll have no problem at all recognizing it.

But even so, it is important to make sure you can identify the letter, no matter the style in which it is written, so let’s practice!

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LetterRecognition

Lesson 1hWhich Says /ă/?

Say: Circle the letter in each row that says /ă/ and say the sound /ă/ as you circle it.

p

b

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LetterRecognition

Lesson 1iWhich Is Different?

Say: That was great. Now I’d like for you to cross out the letter in each rowthat does NOT say /ă/. (Point out distinguishing features if necessary.)

a

a

a

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IdentifyingSoundsLesson 1j

Finding Sounds in Words

Say: The sound you learned is in many words. This is the word _______. Find the /ă/ in _______ and circle it, saying the sound as you do. (Repeat)

shack

graph

actor

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IdentifyingSounds

Lesson 1kFind the Word with the Sound

Say: That was awesome! Again, the sound you learned is in many words, so let’s find it. Please circle the WORD in each row that has the sound /ă/.

in cat set

pot men ask

tan bug sip

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IdentifyingSounds

Lesson 1lFind the Word with the Sound

Say: Great! Now I’d like for you to circle the word in each row that has the /ă/ sound again.

sun pat win

ant sob odd

dot ten asp

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Activity 1m

The sound you just learned is in many other words too. Let’s find it.

Circle the /ă/ in clap.

clap

Great! That's the /ă / in clap.Now, circle the /ă/ in apple.

apple

That’s super! You found the /ă/ in apple.Okay, circle the /ă/ in ramp.

ramp

Wonderful! That's the /ă/ in ramp.Now, circle the /ă/ in flaps

flaps

Yeah! That's the /ă/ in flaps.You really know how to find that sound in words!

IdentifyingSounds

Sounds in Words

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Now circle the sound you just learned in this word.

scrabble

Good! That's the /ă/ in scrabble.

And finally, circle the sound you learned in this last word.

quack

Fantastic! That's the /ă/ in quack.

You did a great job finding sounds in words!

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Activity 1n

Say: Now I want you to circle every /ă/, and nothing else. See how many you can circle in ten seconds. Get as many as you can. Say the sound /ă/ each time you circle it. Ready…begin.

clasp

sap

pass

clack

pants

scraps

pact

pal

lap

pat

stack

Okay…stop.

IdentifyingSounds

More Sounds in Words

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DIRECTIONS: Look carefully at each word on this page. Find the words that have the letter which says /ă / at the beginning, in the middle, or at the end of the word. Circle every /ă /you find, but nothing else. If a word does not have the /ă / sound, skip it. Find as many as you can. You may begin.

Sound/LetterSearch

mop

cab

red

camp

tab

answer

candy

man

slant

anthem

pig

grant

fan

angry

sag

nasty

send

axe

sassy

punt

wrap

Lesson 1o

Name: _________________________________________

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Activity 1p

The sound /ă / is called a short vowel sound. There are five short vowel sounds altogether. The other four short vowel sounds are /ĕ/, /ĭ/, /ŏ/, and /ŭ/

Vowels mainly tell us what to do with our vocal cords. Vocal cords are the things that vibrate in our throats to make sounds.

Put your hand on your throat and go “baaaaaa,” like a lamb.

Yeah! Could you feel the vibration (movement) in your throat? Well, all vowels make your throat vibrate like that.

Another thing that all vowels can do is stretch out their sounds. Here, let me show you how I can make the /ă / sound much longer.

(Demonstrate by elongating the short-A sound and holding it.)

Go ahead, you try it.

Yeah! All vowels can do that too.

To help us remember the sound of short-A, we’re going to learn a song that goes with it. (Teach the short-A song.)

You can find the short-A song demonstrated at…

http://www.starfall.com/n/level-k/song-sa/load.htm?f

IdentifyingSounds

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Lesson 2

IdentifyingSounds

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IdentifyingSounds

Activity 2a

Introducing the /t/ Sound

Say:

Yesterday we learned the symbol for the sound /ă/.

Only, /ă/ doesn't mean anything all by itself.

However, sounds that do mean something we call words, and today you're going to learn the symbol for a new sound that we can put

together with /ă/ in order to make our first word: /ăt/.

The sound this letter makes is /t/.

We hear that sound at the beginning of certain words, like: toy and top. You can also hear it at the end of words like: hat and sit

Listen carefully as I make the sound again: /t/

Can you make that sound?

Yeah, that was great!

t

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VariationsOptional Activities:

You may (or may not) wish to provide your learner with practice activities like those described on pages 16 and 17.

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IdentifyingSounds

Activity 2b

Find the /t/ Sound

Say: Circle the letter in each row that says /t/ and say the sound /t/ as you circle it.

t l d a

i a t z

s t v f

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IdentifyingSounds

Activity 2c

Find the /t/ Sound

Say: Super! Now circle the letter in each row that says /t/ again and remember to make the sound /t/ as you circle it.

x t s l

j k v t

z t f d

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Handwriting / Activity 2dNow let’s learn how to write /t/ on paper…

Roughly follow the same handwriting routine as established back on pages 22 through 28. Free handwriting paper and worksheets for a variety of grades and skill levels, as well as additional pointers concerning the implementation of handwriting instruction, can be found at…






Now that you know the normal way to write /t/ on paper, we are going to look at some variations.


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LetterRecognition

Activity 2e

Sometimes /t/ May Look Like This

t

Say:

Each of these looks a little different from the way the letter looked before, but it’s still the same letter, and it still makes the same sound: /t/.


But even so, it is important to make sure you can identify the letter, no matter the style in which it is written, so let’s practice!

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LetterRecognition

Activity 2f

Which Says /t/?

Say: Circle the letter in each row that says /t/ and say the sound /t/ as you circle it.

f

t

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LetterRecognition

Activity 2g

Which Is Different?

Say: Now I’d like for you to cross out the letter in each row that does NOT say /t/. (Point out the distinguishing features if necessary.)

t

t

t

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IdentifyingSounds

Activity 2h


Say: The sound you learned is in many words. This is the word _______. Find the /t/ in _______ and circle it, saying the sound as you do.

stack

graft

actor

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IdentifyingSounds

Activity 2i

Find the Word with the Sound

Say: The sound you learned is in many words. Let’s find it. Please circle the word in each row that has the letter which says /t/.

in can set

pot men ask

tan bug sip

52

IdentifyingSounds

Activity 2j


Say: Now I’d like for you to circle the word in each row that has the letter which says /t/ again.

sun pat win

ant sob odd

dot hen asp

53

DIRECTIONS: The sound you learned is in many words. Look carefully at each word on this page and find the words that have the letter which says /t/ at the beginning, in the middle, or at the end. Circle every /t/ you find, but nothing else. Find as many as you can. You may begin.

IdentifyingSounds

top

cat

red

camp

tab

answer

candy

mat

slant

after

tip

grant

fat

angry

sat

nasty

tend

axe

task

punt

wrap

Sound/Letter Search – Activity 2k

Name: _________________________________________

54

Lesson 3

IdentifyingSounds

55

IdentifyingSounds

Activity 3a

Introducing the Word /ăt/

Directions

You already learned the symbols for the sounds /ă/ and /t/.

Only, those sounds don’t mean anything all by themselves.

Sounds that do mean something, we call words, and today you're going to put /ă/ together with /t/ in order to make our first word: /ăt/.

/ă/ and /t/ together say /ăt/.

Listen as I say the sound again: /ăt/

Now it’s your turn. Point to the letters and say the sound /ăt/.


at

56

Alright! Now we are ready to learn how to sound out words.We’ll practice beginning with the word /ăt/. Watch and listen carefully.

To sound out a word, I say each sound as my finger slides undereach letter. Then, I say the whole word fast. Like this...

(Use the previous page to demonstrate how to sound out words by slowly pronouncing the initial, medial (none in this case), and final sounds while carefully blending them together. Then repeat the pronunciation in a normal manner.)

Watch and Listen again. I’ll say each sound for as long as my finger points to it. Then, I’ll say the word again—fast.

(Demonstrate once more, as described on page 11.)

Now it’s your turn to sound it out. Say each sound for as long as your finger is under it. Then say the whole word fast…

That’s super!

Like I said, many words have the sound /ăt/. So, now would bea good time to practice finding it.

But, let’s practice writing it first.

DecodingWords

Sounding Out Words - Activity 3b

57

Handwriting / Activity 3cLet’s practice writing /ăt/ on paper…

Roughly follow the same handwriting routine as established on pages 22 through 24. When finished, Say:

Very good!

So, if we want to write the word “at” we have to write the letter for the sound /ă/ and then write the letter for the sound /t/ right next to it because these are the letters that stand for the sounds in the word “at.”

Free handwriting paper and worksheets for a variety of grades and skill levels, as well as additional pointers concerning the implementation of handwriting instruction, can be found at…







58

IdentifyingWords

Activity 3d

Find the Word /ăt/

Say: Look carefully at each line of letters. Every time you see the word /ăt/, circle it. Also, say its sound each time you circle the word.

at st al ad

et sl ah at

ao at ot al

59

IdentifyingSounds

Activity 3d

Find the Word /ăt/

Say: Again, look carefully at each line of letters, and every time you see the word /ăt/, circle it. Also, say its sound each time you circle the word.

st ah ai at

at et al st

ot at et ct

60

ReviewingSounds

Activity 3e

Find the Sound: /t/

Say: Look carefully at each line of symbols. Circle the letter or letters in each row that say /t/, and nothing else. Say /t/ as you circle the letter or letters.

ai t al a

at a ah t

t at a ot

61

ReviewingSounds

Activity 3e

Find the Sound /ă/

Say: Now look carefully at these lines of symbols. Circle the letter or letters in each row that say /ă/, and nothing else. Say /ă/ as you circle the letter or letters.

ai t al a

at a ah t

t at a ot

62

ReviewingSounds

Activity 3e

Find the Sound: /ăt/

Say: Again, look carefully at each line of symbols and circle the letter or letters in each row that say /ăt/. And don’t forget to say /ăt/ as you circle the letter or letters.

al t at a

at a ah t

t at a ot

63

DIRECTIONS: The sound you learned is in many words. Look carefully at each word on this page and find the words that have the letters which say /ăt/ at the beginning, in the middle, or at the end. Circle every /ăt/ you find, but nothing else. Find as many as you can. You may begin.

IdentifyingSounds

bat

slats

atom

spat

tab

atlas

candy

mat

slab

data

chat

at

bat

patio

grab

satin

vats

axe

patent

bunt

stats

Sound/Letter Search - Activity3f

Name: _________________________________________

64

Lesson #4

IdentifyingSounds

65

IdentifyingSounds

Activity 4a

Introducing the /b/ Sound

Say:

Yesterday you learned that when we put the sound /ă/ together with the sound /t/, we make our first word: /ăt/.

Well, today we are going to learn a new sound that will enable us to make two more words.

The sound this letter makes is /b/.

You can hear it at the beginning of words like: ball, boy and box.You also hear it at the end of words like: job and tab.

Listen carefully while I make the sound again: /b/


b

66

IdentifyingSounds

Activity 4b

Find the /b/ Sound

Say: Super, Now I want you to circle the letter in each row that says /b/ and say the sound /b/ as you circle the letter.

a l o b

b c e z

p t b f

67

IdentifyingSounds

Activity 4b

Find the /b/ Sound

Say: Again, circle the letter in each row that says /b/ and make the sound /b/ as you circle the letter.

q t b a

c k e b

o b f d

68

Handwriting / Activity 4cLet’s practice writing /b/ on paper…

Roughly follow the handwriting routine established on pages 22 through 28. Free handwriting paper and worksheets for a variety of grades and skill levels, as well as additional pointers concerning the implementation of handwriting instruction, can be found at…






When finished with practicing handwriting, you might say something like…

Now that you know the standard (or normal) way to write both a capital and lower-case B, we are going to look at some different variations.


69

LetterRecognition

Activity 4d

Sometimes /b/ May Look Like This

b

Say:

Each of these looks a little different from the way /b/ looked before, but it’s still the same letter, and it still makes the same sound: /b/.


Still, it is important to make sure you can identify the letter no matter the style in which it is written, so let’s practice!

70

LetterRecognition

Activity 4e

Which Says /b/?

Say: Circle the letter in each row that says /b/ and say the sound /b/ as you circle the letter.

p

b

71

LetterRecognition

Activity 4f

Which Is Different?

Say: Now I’d like for you to cross out the letter in each row that does NOT say /b/.

b

b

b

72

IdentifyingSounds

Activity 4g


Say: The sound you learned is in many words. This is the word _______. Find the /b/ in _______ and circle it, saying the sound as you do.

crabs

rob

back

73

IdentifyingSounds

Activity 4h


Say: The sound you learned is in many words. Let’s find it. Please circle the word in each row that has the letter which says /b/.

in cab set

pot men bat

ban bug sip

74

IdentifyingSounds

Activity 4h


Say: Now I’d like for you to circle the word in each row that has the letter that says /b/.

bun pat win

ant sob odd

dot hen tab

75

DIRECTIONS: The sound you learned is in many words. Look carefully at each word on this page and find the words that have the letter that says /b/ at the beginning, in the middle, or at the end. Circle every /b/you find, but nothing else. Find as many as you can. You may begin.

IdentifyingSounds

band

crab

bed

camp

tab

answer

candy

mat

slab

bask

bit

grant

bat

lab

grab

back

bend

axe

sassy

bunt

rob

Sound/Letter Search – Activity 4i

Name: _________________________________________

76

Making a “Pocket” for StripsThis program uses word building activities that provide practicewith encoding words through phoneme manipulation andsubstitution.

To make the “pocket” for holding the Letter Strips (see page 76) begin by “valley folding” an 8½ × 11 inch sheet of card stock in half.

Then “mountain fold” the top ¼ of the paper down (as illustrated below) and staple, tape or glue the ends. (The end result is pictured on the next page.)

If you choose to make the Letter Strips for phoneme manipulation byprinting two copies of the “back” side of the template (which has the guide lines) and then printing the other pages (the “front” sides with the letters), on the reverse side of the same two sheets, you will then be able to cut out the strips accurately with no visible lines on the front side of the finished product.

WordBuilding

77

Word Building Activity #1

Organize the Letter Strips in alphabetical order using only the sounds learned thus far. Obtain the a and t Strips and Say:

Now I’m going make the word /ăt/ using these two sounds.

Use the phoneme manipulation pocket and the Letter Strips in a manner similar to that indicated below, and Say:

PhonemeManipulation

78

The sound I hear at the beginning of the word /ăt/ is /ă/.

And the sound I hear next is /t/.

Together, they say /ăt/. And like I said before, many words have the sound /ăt/ in them, which is really two sounds.

In fact, most words have at least three sounds: A beginning sound, a middle sound, and an ending sound.

Let’s see if I can make another word that has /ăt/ in it.

Look at this. If I add /b/ as a new beginning sound to the word /ăt/, I get the word /băt/.

EncodingWords


Forming Words with a, t, and b

79

That was kind of cool, but I have another idea.

Watch this.

What if I switch the beginning sound with the ending sound?

Look. If I do that, I can use these very same letters to change the word /băt/ into the word /tăb/.

That was kind of neat, huh?

EncodingWords


Forming Words with a, t, and b

80


1. Hand the Letter Strips for a, t and b to your learner and Say:

2. Now it’s your turn.

3. See if you can make the word /ăt/ using the sounds /ă/ and /t/.

4. Very good! What sound do you hear at the beginning of the word /ăt/?

5. Excellent! And what sound do you hear next?

6. That’s great.

7. Now, most words have at least three sounds…a beginning sound, a middle sound, and an ending sound.

8. Can you add a beginning sound to /ăt/ in order to change the word to /băt/?

9. Wonderful! Now can you use those very same letters to change the word /băt/ into the word /tăb/?

10. Cool! What sound do you hear at the beginning of /tăb/?

11. Yeah! And what sound do you hear at the end of /tăb/?

12. Great! And finally, what sound do you year in the middle of /tăb/?

13. That was awesome!

PhonemeManipulation

81

Lesson 5

SightWords

82

SightWords

Activity 5a

Introducing Sight Words

Say:

Wow! You know how to join sounds to make new words.

Now you are almost ready to read sentences. A sentence is a group of words that expresses a complete thought. But, before you can read sentences you will need to learn how to read a special group of words, some of whichcannot be sounded out. They are called “sight words.”

Once you begin reading sight words, you will be able to start reading sentences. That makes sight words very important. But, unlike the words you’ve learned to read sofar, when you read sight words you don’t sound out each letter. Instead, you learn how to read the whole word all at once.

It’s almost like the whole word makes one sound. So, let’s read our first sight word. It’s the word “the” and it looks like this. Point to “the” and read the word as you point to it.

the

83

SightWords

Activity 5b

Finding the Word

Say: Perfect! Now circle the word “the” in each row of symbols and read the word as you circle it.

this the tin

two out the

the she but

84

SightWords

Activity 5b

Finding the Word

Say: That was excellent. Now do the same thing here. Circle the word “the” in each row of symbols and read the word as you circle it.

the get but

tin she the

the two out

85

Teaching Sight WordsIn the future, all sight words will be introduced using flashcards. The goal of teaching sight words is to provide your child with repetitive exposure to common words so that he or she can easily recognize the words in text.

Sight words are vital for fluency and comprehension and should be recognized and read without hesitation! Never let your learner guessat a sight word. If your child guesses a word wrong, it will take longer to learn it. If he or she hesitates, give the length of time it takes you to count 1, 2, 3 slowly to yourself, then say the word for your learner.

INSTRUCTIONAL PROCEDURE4

Teach no more than five to six sight words at a time. Cut the words apart and arrange the cards in order. (Write the number of its group on the back of each card.)

Group the words in order, about five at a time (modify the amount of words to be introduced depending on the ability of your child). Do not ask your reader to try to sound them out. Rather, establish a routine similar to the one outlined on the next page.

Carry out the procedure with five previous sight words that need to be reviewed, and five new sight words. When your child has almost learned the words, switch roles and have your learner be the teacher, saying the word card that you are to pick up (see page 85).

You should continue this activity long enough for your child to learn the words, but he or she should always pick up the cards and say the words on them at least three times during the activity to maximize the likelihood of remembering them. Repeat these activities each day until all sight words are read without hesitation.

SightWords

86

I'm going to say each word as I lay its card on the desk in front of you and I want you to repeat the word after me.

Now I'm going to mix together eight or twelve word cards and lay them face up on the table in four columns. (You may have to start with just four cards in the beginning).

Then I'm going to make an imaginary little man with my index and middle fingers and place him at the edge of the table so we can have a race to see who can get the most words.

I will say a word, then you see if you can get it before my little man does. Now, let’s both placed our hands on the edge of the table. Are you ready…

SightWords

Model Activity

High Frequency Words

theAfter that I will mix the cards again, lay them back on the table, and then ask you to pick up each one as I say it.

When you pick up the one I ask, say the word and lay its card down in front of you… (end of first activity).

aI

87

Sight Word GamesOf course, when playing the game on the previous page you will need to hesitate so that your child's little man reaches the words first. The game will also allow you to gently correct your child’s errors. If your learner obtains the wrong card, and your little man continueson to obtain the correct one, you can award yourself the point so your child recognizes he or she made a mistake. Use the activities below as alternates to maintain interest and excitement by varying your instructional approach.

LETTER SCRAMBLE4

Write sight words on 3 x 5 cards. Cut the letters apart and have your child unscramble the letters to form the words.

FILL IN THE BLANKS4

Write a short sentence with a blank space for the sight word. Then This time, write the word in the blank and read the sentence aloud.

WORD SEARCH4

Create a word search by writing a long string of letters and asking your child to circle the hidden sight word (or words) among the sequence. Make sure the letters are sequenced from left to right.

BINGO/DOMINOES4

Create a sight word bingo game or site word dominoes.

SHADOW WRITING4

Provide visual, auditory and kinesthetic practice by having your learner write the words in the air while saying them to you aloud.

Save the sight word cards and review them each day! (You probably won’t finish teaching sight words until the second or third grade.)

SightWords

88

Guided PracticeAt the end of most units and certain selected lessons, your child will be given the opportunity to apply the information that he or she has learned, including the recognition of new sight words, by reading a small group of phrases and/or sentences.

You may wish to create additional sentences that you feel would be appropriate for your learner based on the sight words that you have introduced up to that point. With a little extra effort, you may even be able to construct simple little stories.

For the sentences that follow, your child will need to have been familiarized with the following sight words: the and a.

Applied Skills& Concepts

Say:

Now that you've learned your first sight words, I bet you are ready to begin reading sentences.

The words you will be reading next are not exactly sentences, but they are very close.

If you don’t know a word, please do not guess. Instead, sound out the word as best you can.

If you still cannot read the word, I will help you, but remember, don't guess. Now, let’s practice reading sentences. What does this sentence say…

89

Reading PracticeSkill Application:

a bat

a tab

a bat at the tab

Wow! You did a great job reading sentences.

90

Lesson #6

IdentifyingSounds

91

IdentifyingSounds

Activity 6a

Introducing the /n/ Sound

Say:

The sound this letter makes is /n/.

We hear the sound /n/ at the beginning of certain words, like:now, nine and nice.

You can also hear it the end of words like:man and in the middle of words like banana.

Listen carefully as I make the sound again: /n/

Now YOU make the sound?

n

92

IdentifyingSounds

Activity 6b

Find the /n/ Sound

Say: Circle the letter in each row that says /n/ and say the sound /n/ as you circle the letter.

a l n b

n c m z

p u b n

93

IdentifyingSounds

Activity 6b

Find the /n/ Sound

Say: Great! Now circle the letter in each row that says /n/ again, and say the sound /n/ each time you circle the letter.

q t n a

a u e n

n b f m

94

Handwriting 6cNow let’s learn how to write /n/ on paper…

Roughly follow the same handwriting routine as established on pages 22 through 28 and encourage your learner when finished.

Very Good!

Remember that free handwriting paper, tips and worksheets for a variety of grades and skill levels can be found at the following URLs.)






Now that you know how to write both a capital /n/ and small /n/ on paper, we are going to look at some variations.


95

LetterRecognition

Activity 6d

Sometimes /n/ May Look Like This

n

Say

Each of these looks a little different from the way the letter looked before, but it’s still the same letter, and it still makes the same sound: /n/.



96

LetterRecognition

Activity 6e

Which Says /n/?

Say: Circle the letter in each row that says /n/ and say the sound /n/ as you circle it.

p

h

97

LetterRecognition

Activity 6f

Which Is Different?

Say: Now I’d like for you to cross out the letter in each row that does NOT say /n/. (Point out distinguishing features if necessary.)

n

n

n

98

IdentifyingSounds

Activity 6g


Say: Say:the sound you learned is in many words. This is the word _______. Find the /n/ in _______ and circle it, saying the sound as you do.

snap

ran

not

99

IdentifyingSounds

Activity 6h


Say: The sound you learned is in many words. Let’s find it. Please circle the word in each row that has the letter which says /n/.

in cab set

pot men bat

ban bug sip

100

IdentifyingSounds

Activity 6h


Say: Now I’d like for you to circle the word in each row that has the letter that says /n/ again.

bus pat win

ant sob odd

dot hen tab

101

DIRECTIONS: The sound you learned is in many words. Look carefully at each word on this page and find the words that have the letter that says /n/ at the beginning, in the middle, or at the end. Circle every /n/ you find, but nothing else. Find as many as you can. You may begin.

IdentifyingSounds

band

crab

bed

can

tan

answer

candy

man

snack

bask

bin

grant

ban

nab

grand

ants

bend

axe

fan

bunt

not


Name: _________________________________________

102

Lesson 7

IdentifyingSounds

103

BlendingSounds

Activity 7a

Introducing the Word /ăt/

Say:

You already learned the symbols for the sounds /ă/ and /n/.


Sounds that do mean something, we call words, and today you're going to put /ă/ together with /n/ in order to make the word: /ăn/.

/ă/ and /n/ together say /ăn/.

Listen as I say the sound again: /ăn/

Now it’s your turn. Point to the letters and say the sound /ăn/.


an

104

Handwriting / Activity 7bNow let’s learn how to write /ăn/ on paper…

Roughly follow the same handwriting routine as established back on pages 22 through 24. Free handwriting paper and worksheets for a variety of grades and skill levels, as well as additional pointers concerning the implementation of handwriting instruction, can be found at…






Now that you know how to write /ăn/ on paper, let’s practice finding it.


105

IdentifyingSounds

Activity 7c

Find the Word /ăn/

Say: Look carefully at each line of letters. Every time you see the word /ăn/, circle it. Also, read the word /ăn/ each time you circle it.

am an al ad

au on an at

an am to on

106

IdentifyingSounds

Activity 7c

Find the Word /ăn/

Say: Yeah! Again, look carefully at each line of letters. Every time you see the word /ăn/, circle it. Also, say its sound each time you circle the word.

an am ai at

am on an at

ot at et an

107

ReviewingSounds

Activity 7d

Find the Sound: /n/

Say: Look carefully at each line of symbols. Circle the letter or letters in each row that say /n/, and nothing else. Say /n/ as you circle the letter or letters.

u m n am

am n u m

m u am n

108

ReviewingSounds

Activity 7e

Find the Sound /n/

Say: Look carefully at each line of symbols. Circle the letter or letters in each row that say /ă/, and nothing else. Say /ă/ as you circle the letter or letters.

ai o al a

d a p at

b am a at

109

ReviewingSounds

Activity 7f

Find the Sound: /ăn/

Say: Look carefully at each line of symbols. Circle the letter or letters in each row that say /ăn/. Say /ăn/ as you circle the letter or letters.

an m at a

at a an t

t an a at

110

DIRECTIONS: The sound you learned is in many words. Look carefully at each word on this page and find the words that have the letters that say /ăn/ at the beginning, in the middle, or at the end. Circle every /ăn/ you find, but nothing else. Find as many as you can. You may begin.

IdentifyingSounds

van

man

ant

spat

tab

answer

plan

banter

slant

ham

chance

an

brand

fan

satin

pants

vats

plant

scan

rant

stand

Sound/Letter Search – Activity 7g

Name: _________________________________________

111

Word Building ActivityWords with a, b, n and t

1. Organize the Letter Strips in alphabetical order using only the sounds learned thus far (listed above). Make the Letter Strips available to your learner and Say:

2. See if you can make the word /ăn/ using the sounds /ă/ and /n/.

3. That’s great.


5. Can you add a new ending sound to the end of /ăn/ in order to change the word to /ănt/?

6. Wonderful! Now can you use those very same letters to change the word /ănt/ into the word /tăn/?

7. Cool! Now see if you can substitute a beginning sound to change /tăn/ into /băn/.

8. Alright! What sound do you hear at the beginning of /băn/?

9. Yeah! And what sound do you hear at the end of /băn/?

10. Great! And finally, what sound do you year in the middle of /băn/?

11. Wow! You learned today’s lesson really well.

PhonemeManipulation

112

Guided PracticeThat was really good! And I bet you are ready to read even more new sentences now.


If you still cannot read the word, I will help you, but remember, don't guess.

Now, let’s practice reading more sentences.

What does this sentence say…


113

Lesson 7h

an ant

a tan ant

the tan ant at the bat

a bat at the tab

the tan bat

ReadingPractice

Applying Skills

114

UUNNIITT 22

115

Lesson 8

IdentifyingSounds

116

IdentifyingSounds

Activity 8a

Introducing the /ĕ/ Sound

Say:

Here is our second vowel sound!

It is another really good sound to help us read words.

The sound this letter makes is /ĕ/.

Listen carefully as I say the sound again: /ĕ/

You hear /ĕ/ at the beginning of words like: elephant and egg,and in the middle of words like: leg.

Listen carefully as I make the sound one more time: /ĕ/


e

117

IdentifyingSounds

Activity 8b

Find the /ĕ/ Sound

Say: Circle the letter in each row that says /ĕ/ and say the sound /ĕ/ as you circle it.

a v e s

x e s z

s c v e

118

IdentifyingSounds

Activity 8b

Find the /ĕ/ Sound


o e s c

o c e a

e a g d

119

Handwriting / Activity 8cNow let’s learn how to write /ĕ/ on paper…

Roughly follow the same handwriting routine previously established and then transition to the next activity.

…Now that you know the way both capital and lower-case Eare normally written, let’s take a look at some of the other ways /ĕ/ sometimes appears.


120

LetterRecognition

Activity 8d

Sometimes /ĕ/ May Look Like This

e

Say:

Each of these examples looks a little different from the way /ĕ/ looked before, but it’s still the same letter, and it still makes the same sound: /ĕ/.



121

LetterRecognition

Activity 8e

Which Says /ĕ/?


p

b

122

LetterRecognition

Activity 8f

Which Is Different?

Say: This time, cross out the letter in each row that does NOT say /ĕ/.

e

e

e

123

IdentifyingSounds

Activity 8g


Say: The sound you learned is in many words. This is the word _______. Find the /ĕ/ in _______ and circle it, saying the sound as you do.

speck

eggs

slept

124

IdentifyingSounds

Activity 8h


Say: Like I said, the sound you learned is in many words. But this time, please circle the word in each row that has the letter that says /ĕ/.

in cat set

pot men ask

tan beg sip

125

IdentifyingSounds

Activity 8h


Say: Again, I’d like for you to circle the word in each row that has the letter that says /ĕ/.

sun pet win

pen sob odd

dot tan wed

126

DIRECTIONS: Look carefully at each word on this page and find the words that have the letter that makes the sound /ĕ/ at the beginning, in the middle, or at the end. Circle every /ĕ/ you find, but nothing else. If a word does not have the /ĕ / sound, skip it. Find as many as you can.

IdentifyingSounds

met

cab

red

camp

tab

anchor

bed

men

slant

anthem

pig

tent

fence

angry

sag

nasty

send

empty

sassy

went

fed

Sound/Letter Search = Activity 8i

Name: _________________________________________

127

Lesson 9

IdentifyingSounds

128

IdentifyingSounds

Activity 9a

Introducing the /s/ Sound

Say:

The sound this letter makes is /s/.

Listen: /s/

You hear it at the beginning of words, like: snake, sick and sad.

You can also hear it at the end of words like: bus and pass;or in the middle of words like: messy.

Listen carefully as I make the sound again: /s/


s

129

IdentifyingSounds

Activity 9b

Find the /s/ Sound

Say: Great! Now circle the letter in each row that says /s/ and say the sound /s/ as you circle the letter.

s l x b

e c s z

z s b x

130

IdentifyingSounds

Activity 9b

Find the /s/ Sound

Say: Again, circle the letter in each row that says /s/ and say the sound /s/ as you circle the letter.

q s b a

x z e s

s c y d

131

Handwriting / Activity 9cNow let’s learn how to write /s/ on paper…

Roughly follow the same handwriting routine previously established. When finished, encourage your learner with praise.Then transition to the next activity…

Now that you know the way /s/ is normally written, let’s take a look at some of the other ways it may appear sometimes.


132

LetterRecognition

Activity 9d

Sometimes /s/ May Look Like This

s

Say:

Each of these looks a little different from the way the letter looked before, but it’s still the same letter, and it still makes the same sound: /s/.



133

LetterRecognition

Activity 9e

Which Says /s/?

Say: Circle the letter in each row that says /s/ and say the sound /s/ as you circle it.

p

s

134

LetterRecognition

Activity 9f

Which Is Different?

Say: Now I’d like for you to cross out the letter in each row that does NOT say /s/.

c

s

s

135

IdentifyingSounds

Activity 9g


Say: The sound you learned is in many words. This is the word _______. Find the /s/ in _______ and circle it, saying its sound as you do.

rags

sock

ask

136

IdentifyingSounds

Activity 9h


Say: The sound you learned is in many words. Let’s find it. Please circle the word in each row that has the letter which says /s/.

in cab set

sun men bat

ban asp lip

137

IdentifyingSounds

Activity 9h


Say: Now I’d like for you to circle the word in each row that has the letter that says /s/.

bun pat sit

ant sob odd

dot hen sad

138

DIRECTIONS: The sound you learned is in many words. Look carefully at each word on this page and find the words that have the letter that says /s/ at the beginning, in the middle, or at the end. Circle every /s/you find, but nothing else. Find as many as you can. You may begin.

IdentifyingSounds

sap

scrap

pads

asp

taps

ants

panda

mast

slab

bask

bits

grant

slat

last

grab

stack

best

axe

cost

fast

sob


Name: _________________________________________

139

Lesson 10

IdentifyingSounds

140

IdentifyingSounds

Activity 10a

Introducing the /m/ Sound

Say:

The sound this letter makes is /m/.

Listen: /m/

You can hear it at the beginning of words like: mother and man.

You can also hear it at the end of words like: gum and ham;or in the middle of words like: tummy.

Listen carefully as I make the sound again: /m/.


m

141

IdentifyingSounds

Activity 10b

Find the /m/ Sound

Say: Circle the letter in each row that says /m/ and say the sound /m/ as you circle it.

m l n b

n u m h

h m u n

142

IdentifyingSounds

Activity 10b

Find the /m/ Sound


n m b u

h n y m

m h u n

143

Handwriting / Activity 10cNow let’s learn how to write /m/ on paper…


Now that you know the way /m/ is normally written, let’s take a look at some of the other ways it may appear sometimes.


144

LetterRecognition

Activity 10d

Sometimes /m/ May Look Like This

m

Say:

Each of these looks a little different from the way the letter looked before, but it’s still the same letter, and it still makes the same sound: /m/.



145

LetterRecognition

Activity 10e

Which Says /m/?


u

m

146

LetterRecognition

Activity 10f

Which Is Different?

Say: This time, cross out the letter in each row that does NOT say /m/.

h

m

m

147

IdentifyingSounds

Activity 10g


Say: The sound you learned is in many words. This is the word _______. Find the /m/ in _______ and circle it, saying the sound as you do.

rams

mock

spam

148

IdentifyingSounds

Activity 10h


Say: The sound you learned is in many words. Let’s find it. Please circle the word in each row that has the letter which says /m/.

in map set

sun men bat

jam asp sip

149

IdentifyingSounds

Activity 10h


Say: Now I’d like for you to circle the word in each row that has the letter that says /m/ again.

ham pat sit

ant sob mod

in map sad

150

DIRECTIONS: The sound you learned is in many words. Look carefully at each word on this page and find the words that have the letter that says /m/ at the beginning, in the middle, or at the end. Circle every /m/ you find, but nothing else. Find as many as you can. You may begin.

IdentifyingSounds

man

scam

beds

chasm

map

amps

cast

mist

slam

mask

bits

grant

slat

must

gram

stack

mess

mats

cost

moss

mob


Name: _________________________________________

151

Lesson 11

IdentifyingSounds

152

BlendingSounds

Activity 11a

Putting Sounds Together

Say:

You already learned the symbols for the sounds /ă/ and /m/.


Sounds that do mean something, we call words, and today you're going to put /ă/ together with /m/ in order to make the word: /ăm/.

/ă/ and /m/ together say /ăm/.

Listen as I say the sound again: /ăm/

Now it’s your turn. Point to the letters and say the sound /ăm/.


am

153

Handwriting / Activity 11bLet’s practice writing /ăm/ on paper…

Roughly follow the same handwriting routine as established on pages 22 through 24. When finished, Say:

Very good!

So, if we want to write the word “am” we have to write the letter for the sound /ă/ and then write the letter for the sound /m/ right next to it because these are the letters that stand for the sounds in the word “am.”


154

IdentifyingSounds

Activity 11c

Find the Word /ăm/

Say: Look carefully at each line of letters. Every time you see the word /ăm/, circle it. Also, read the word each time you circle it.

am an al ad

au om am at

an am to on

155

IdentifyingSounds

Activity 11c

Find the Word /ăm/

Say: Again, look carefully at each line of letters. Every time you see the word /ăm/, circle it. Also, say its sound each time you circle the word.

an am ai at

am on om at

ot at et am

156

ReviewingSounds

Activity 11d

Find the Sound: /m/

Say: Look carefully at each line of symbols. Circle the letter or letters in each row that say /m /, and nothing else. Say /m/ as you circle the letter or letters.

u m n am

am n u m

m u am h

157

ReviewingSounds

Activity 11e

Find the Sound /ă/

Say: Look carefully at each line of symbols. Circle the letter or letters in each row that say /ă/, and nothing else. Say /ă/ as you circle the letter or letters.

ai o al a

d a p at

b am a at

158

ReviewingSounds

Activity 11f

Find the Sound: /ăm/

Say: Look carefully at each line of symbols. Circle the letter or letters in each row that say /ăm/. Say /ăm/ as you Circle the letter or letters.

am m at a

at a am t

t am a at

159

DIRECTIONS: The sound you learned is in many words. Look carefully at each word on this page and find the words that have the letters that say /ăm/ at the beginning, in the middle, or at the end. Circle every /ăm/ you find, but nothing else. Find as many as you can. You may begin.

IdentifyingSounds

slam

jam

atom

spam

tab

atlas

dam

mat

slab

wham

chat

am

clam

patio

gram

satin

vats

axe

lamb

bunt

stats

Sound/Letter Search – Activity 11g

Name: _________________________________________

160

Lesson 12

IdentifyingSounds

161

IdentifyingSounds

Activity 12a

Introducing the /p/ Sound

Say:

The sound this letter makes is /p/.

Listen: /p/

You can hear it at the beginning of words like: pet and peaches.

You can also hear it at the end of words like: cap and top,or in the middle of words like: happy and hippoponomus.

Listen carefully as I make the sound again: /p/


p

162

IdentifyingSounds

Activity 12b

Find the /p/ Sound

Say: Fantastic! Now circle the letter in each row that says /p/ and say the sound /p/ as you circle it.

p e o b

c a p d

d p b a

163

IdentifyingSounds

Activity 12b

Find the /p/ Sound

Say: Again, circle the letter in each row that says /p/ and say the sound /p/ as you circle it.

q p b a

p z e s

s b p d

164

Handwriting / Activity 12cNow let’s learn how to write /p/ on paper…


Now that you know the way /p/ is normally written, let’s take a look at some of the other ways it may appear sometimes.


165

LetterRecognition

Activity 12d

Sometimes /p/ May Look Like This

p

Directions

Each of these looks a little different from the way the letter looked before, but it’s still the same letter, and it still makes the same sound: /p/.



166

LetterRecognition

Activity 12e

Which Says /p/?

Say: Circle the letter in each row that says /p/ and say the sound /p/ as you circle it.

p

c

167

LetterRecognition

Activity 12f

Which Is Different?

Say: This time, cross out the letter in each row that does NOT say /p/. (Point out its distinguishing features if necessary.)

p

p

p

168

IdentifyingSounds

Activity 12g


Say: The sound you learned is in many words. This is the word _______. Find the /p/ in _______ and circle it, saying the sound as you do.

pads

stamp

caps

169

IdentifyingSounds

Activity 12h


Say: The sound you learned is in many words. Let’s find it. Please circle the word in each row that has the letter which says /p/.

in cap set

pet men bat

ban asp sod

170

IdentifyingSounds

Activity 12h


Say: Now I’d like for you to circle the word in each row that has the letter that says /p/ again.

bun pat sit

asp sob odd

dot hen pad

171

DIRECTIONS: The sound you learned is in many words. Look carefully at each word on this page and find the words that have the letter that says /p/ at the beginning, in the middle, or at the end. Circle every /p/ you find, but nothing else. Find as many as you can. You may begin.

IdentifyingSounds

sap

scrap

pads

asp

taps

ants

panda

mast

slab

bask

pit

grant

slap

past

grab

stack

pest

axe

cost

flop

sap


Name: _________________________________________

172

Word Building ActivityWords with a, b, m, n, p, s and t1. Here is /ă/ and /m/.

2. Can you make the word /ăm/ using these two letters?

3. That’s great. Now, most words have at least three sounds...a beginning sound, a middle sound, and an ending sound.

4. Can you add a beginning sound to /ăm/ in order to change the word to /Săm/? (Substitute a capital /s/ if necessary.)

5. Wonderful! Now, how can you change the word /Săm/ into the word /Păm/? (Substitute a capital /p/ if necessary.)

6. Cool! Now, can you use those very same letters, but rearrange them so that /Păm/ changes into /măp/?

7. Yeah! Now, how can you change the word /măp/ into the word /năp/?

8. Wonderful! And what letter can you add onto the beginning of /năp/ to change the word into /snăp/?

9. Yeah! Now, how can you change /snăp/ into the word /tăp/?

10. Now, can you use those very same letters, but rearrange them so that you change /tăp/ into /păt/?

11. Super! Now how can you change the word /păt/ into the word /măt/?

12. Yeah! And finally, how can you change the word /măt/ into the word /săt/?

PhonemeManipulation

173

Word Building ActivityWords with a, b, e, m, n, p, s, t

1. Organize the Letter Strips in alphabetical order using only the sounds learned thus far. Make them available to your learner and Say:

2. Most words have at least 3 sounds. Here are the sounds/t/, /ĕ/ and /n/.

3. See if you can you make the word ten using these 3 sounds?

4. That’s great!

5. Now, see if you can use those very same letters, but rearrange them so that you change /tĕn/ into /nĕt/?

6. Sweet! Now how can you change the word /nĕt/ into the word /mĕt/?

7. That’s terrific. Can you change the word /mĕt/ into the word /pĕt/?

8. Yeah! Now change the word /pĕt/ into /sĕt/.

9. Awesome! Let’s see you change the word /sĕt/ into /bĕt/.

10. Fantastic. And finally, let’s see you add one letter to the word /bĕt/ that changes it into the word /bĕst/.

Wow! You did the really well. And congratulations! You finished today’s lesson.

PhonemeManipulation

174

Guided PracticeThat was fantastic! And I bet you are ready to read even more new sentences now.






175


a pen

a man

a tan man

an ant at the pan

an ant at the mat

the best bat.

Sam sat at the net.

The man naps.

176

UUNNIITT ##33

177

Lesson 13

IdentifyingSounds

178

IdentifyingSounds

Activity 13a

Introducing the /ŏ/ Sound

Say:

Today we are going to learn our third vowel sound.

The sound this letter makes is: /ŏ/.

You can hear it at the beginning of the word: octopusand in the middle of words like: fox and pot.

Listen carefully as I say it once again: /ŏ/


o

179

IdentifyingSounds

Activity 13b

Find the /ŏ/ Sound

Say: Circle the letter in each row that says /ŏ/ and say the sound /ŏ/ as you circle it.

o a c e

a e o c

c o e a

180

IdentifyingSounds

Activity 13b

Find the /ŏ/ Sound


q o b a

p d e o

o b p d

181

Handwriting / Activity 13cNow let’s learn how to write /ŏ/ on paper…

Roughly follow the same handwriting routine as already established. Free handwriting paper and worksheets for a variety of grades and skill levels, as well as additional pointers concerning the implementation of handwriting instruction, can be found at…






Now that you know the normal way to write /ŏ/ on paper, we are going to look at some variations.


182

LetterRecognition

Activity 13d

Sometimes /ŏ/ May Look Like This

o

Say:

Each of these looks a little different from the way the letter looked before, but it’s still the same letter, and it still makes the same sound: /ŏ/.



183

LetterRecognition

Activity 13e

Which Says /ŏ/?


o

e

184

LetterRecognition

Activity 13f

Which Is Different?

Say: This time, cross out the letter in each row that does NOT say /ŏ/. (Point out its distinguishing features if necessary.)

o

o

e

185

IdentifyingSounds

Activity 13g


Say: The sound you learned is in many words. This is the word _______. Find the /ŏ/ in _______ and circle it, saying the sound as you do.

got

logs

opt

186

IdentifyingSounds

Activity 13h


Say: The sound you learned is in many words. Let’s find it. Please circle the word in each row that has the letter which says /ŏ/.

on pegs set

bag lot bar

ran asp gap

187

IdentifyingSounds

Activity 13h


Say: Now I’d like for you to circle the word in each row that has the letter that says /ŏ/.

run pat got

leg sob lap

rod ten lad

188

DIRECTIONS: The sound you learned is in many words. Look carefully at each word on this page and find the words that have the letter that says /ŏ/ at the beginning, in the middle, or at the end. Circle every /ŏ/ you find, but nothing else. Find as many as you can. You may begin.

IdentifyingSounds

sap

cob

par

jot

top

art

font

mast

slob

bask

lots

grant

slot

scar

opt

rod

best

fox

cost

far

rob


Name: _________________________________________

189

Lesson 14

IdentifyingSounds

190

IdentifyingSounds

Activity 14a

Introducing the /d/ Sound

Say:

The sound this letter makes is: /d/.

You can hear it at the beginning of words like: dog and duckand at the end of words like: hand and red.

Listen carefully as I make the sound again: /d/


d

191

IdentifyingSounds

Activity 14b

Find the /d/ Sound

Say: Circle the letter in each row that says /d/ and say the sound /d/ as you circle it.

d v e s

x e d z

d c v e

192

IdentifyingSounds

Activity 14b

Find the /d/ Sound


b e d c

p c b d

d a p b

193

Handwriting / Activity 14cNow let’s learn how to write /t/ on paper…







Now that you know the normal way to write /d/ on paper, we are going to look at some variations.


194

TEACHING TIP

Distingusihing “b” from “d”

Many children mix up the letter “b” and “d.” If your child has thisproblem you might want to point out how a lower-case-b can bechanged into an upper-case-b by adding a top “loop.” However, ifyou try this with a lower-case-d you get something weird.Hopefully, your child will find it helpful to visualize a capital-Bwhenever attempting to distinguish between these two very similarletters.

GUESSING AT WORDS

There are some learners whose difficulty with reading is due to theirguessing at words rather than taking the time or making the effort tosound them out properly. However, once your child has completedthis program, if he or she exhibits such behavior, you can easilydiscourage the folly and set your son or daughter back on track bysimply uttering the words, “break the code.” (See pages 384-391.)

HelpfulHint

195

LetterRecognition

Activity14d

Sometimes /d/ May Look Like This

d

Say:

Each of these examples looks a little different from the way /d/ looked before, but it’s still the same letter, and it still makes the same sound: /d/.



196

LetterRecognition

Activity 14e

Which Says /d/?


a

d

197

LetterRecognition

Activity 14f

Which Is Different?

Say: Now I’d like for you to cross out the letter in each row that does NOT say /d/. Point out its distinguishing features if necessary.

d

d

d

198

IdentifyingSounds

Activity 14g


Say: The sound you learned is in many words. This is the word _______. Find the /d/ in _______ and circle it, saying the sound as you do.

beds

damp

sled

199

IdentifyingSounds

Activity 14h


Say: The sound you learned is in many words. Let’s find it. Please circle the word in each row that has the letter that says /d/.

den cat sat

pot fed ask

tan dot sip

200

IdentifyingSounds

Activity 14h


Say: Now I’d like for you to circle the word in each row that has the letter that says /d/.

sun pet dog

pen sob ad

lot tan wed

201

DIRECTIONS: Look carefully at each word on this page and find the words that have the letter that says /d / at the beginning, in the middle, or at the end. Circle every /d /you find, but nothing else. If a word does not have the /d/ sound, skip it. Find as many as you can. You may begin.


debt

cab

red

damp

dab

fad

candy

men

slant

and

dig

dent

fence

angry

sad

dusty

send

axe

sassy

punt

wrap

Sound/Letter Search = Activity 14i

Name: _________________________________________

202

Word Building ActivityWords with a, b, d, e, m, n, p, s and t

1. Here is /ă/ and /d/.

2. Can you use these two sounds to make the word /ăd/ (which is short for advertisement)?

3. Yeah! That’s great. Now, most words have at least three sounds...a beginning sound, a middle sound, and an ending sound.

4. Can you add a beginning sound to /ăd/ in order to change the word to /săd/?

5. How can you change the word /săd/ into the word /dăd/?

(You may wish to continue the above pattern to include words like: mad, bad and pad.)

PhonemeManipulation

203

Lesson #15

IdentifyingSounds

204

IdentifyingSounds

Activity 15a

Introducing the /r/ Sound

Say:

The sound this letter makes is /r/.

You can hear it at the beginning of words like: run and red.

Listen carefully as I make the sound again: /r/


r

205

IdentifyingSounds

Activity 15b

Find the /r/ Sound

Say: Circle the letter in each row that says /r/ and say the sound /r/ as you circle it.

r s t i

t f r l

l r i t

206

IdentifyingSounds

Activity 15b

Find the /r/ Sound


q r b a

p z r s

r b p d

207

Handwriting / Activity 15cNow let’s learn how to write /r/ on paper…







Now that you know the correct way to write a capital and lower-case /r/, we are going to look at some variations.


208

LetterRecognition

Activity 15d

Sometimes /r/ May Look Like This

r

Say:

Each of these looks a little different from the way the letter looked before, but it’s still the same letter, and it still makes the same sound: /r/.



209

LetterRecognition

Activity 15e

Which Says /r/?

Say: Circle the letter in each row that says /r/ and say the sound /r/ as you circle the letter.

r

f

210

LetterRecognition

Activity 15f

Which Is Different?

Say: This time, cross out the letter in each row that does NOT say /r/. (Point out its distinguishing features if necessary.)

r

r

r

211

IdentifyingSounds

Activity 15g


Say: The sound you learned is in many words. This is the word _______. Find the /r/ in _______ and circle it, saying the sound as you do.

ram

cars

star

212

IdentifyingSounds

Activity 15h


Say: The sound you learned is in many words. Let’s find it. Please circle the word in each row that has the letter which says /r/.

in rap set

pet men bar

ran asp sod

213

IdentifyingSounds

Activity 15h


Say: Now I’d like for you to circle the word in each row that has the letter that says /r/.

run pat sit

asp sob or

rot hen pad

214

DIRECTIONS: The sound you learned is in many words. Look carefully at each word on this page and find the words that have the letter that says /r/ at the beginning, in the middle, or at the end. Circle every /r/ you find, but nothing else. Find as many as you can. You may begin.

IdentifyingSounds

sap

scrap

par

harp

tarp

art

panda

mast

slab

bark

rat

grant

slat

scar

grab

star

best

axe

cost

far

rob


Name: _________________________________________

215


1. Organize the Letter Strips in alphabetical order using only the sounds learned thus far. Say:

2. Here is /ă/ and /n/.

3. Can you make the word /ăn/ using these two letters?

4. That’s great. Now, most words have at least three sounds...a beginning sound, a middle sound, and an ending sound.

5. Can you add a beginning sound to /ăn/ in order to change the word to /răn/?

6. Wonderful! Now, how can you change the word /răn/ into the name /Dăn/?

7. Cool! Now, can you use those very same letters, but rearrange them so that /Dăn/ changes into /ănd/?

8. Wonderful! And what letter can you add onto the beginning of /ănd/ to change the word into /bănd/?

9. Yeah! Now, how can you change /bănd/ into the word /sănd/? (End of activity)

PhonemeManipulation

216

Lesson #16

IdentifyingSounds

217

IdentifyingSounds

Activity 16a

Introducing the /g/ Sound

Say:

The sound this letter makes is /g/.

You can hear it at the beginning of words like: girl and go.

You can also hear it at the end of words like: bug and legand in the middle of words like: baggy.

Listen carefully as I make the sound again: /g/


g

218

IdentifyingSounds

Activity 16b

Find the /g/ Sound

Say: Circle the letter in each row that says /g/ and say the sound /g/ as you circle it.

g s t i

t f g l

l g i t

219

IdentifyingSounds

Activity 16b

Find the /g/ Sound


q g b a

p z e g

g b p d

220

Handwriting / Activity 16cNow let’s learn how to write /g/ on paper…







Now that you know the correct way to write both a capital and a lower-case/g/, we are going to look at some variations.


221

LetterRecognition

Activity 16d

Sometimes /g/ May Look Like This

g

Say:

Each of these looks a little different from the way the letter looked before, but it’s still the same letter, and it still makes the same sound: /g/.



222

LetterRecognition

Activity 16e

Which Says /g/?


g

d

223

LetterRecognition

Activity 16f

Which Is Different?

Say: This time, cross out the letter in each row that does NOT say /g/. (Point out its distinguishing features if necessary.)

g

g

g

224

IdentifyingSounds

Activity 16g


Say: The sound you learned is in many words. This is the word _______. Find the /g/ in _______ and circle it, saying the sound as you do.

gum

rags

bug

225

IdentifyingSounds

Activity 16h


Say: The sound you learned is in many words. Let’s find it. Please circle the word in each row that has the letter which says /g/.

in pegs set

bag men bar

ran asp gap

226

IdentifyingSounds

Activity 16h


Say: Now I’d like for you to circle the word in each row that has the letter that says /g/.

run pat go

leg sob lap

gas hen lad

227

DIRECTIONS: The sound you learned is in many words. Look carefully at each word on this page and find the words that have the letter that says /g/ at the beginning, in the middle, or at the end. Circle every /g/ you find, but nothing else. Find as many as you can. You may begin.

IdentifyingSounds

beg

scrap

dog

girl

tarp

lag

pig

gap

logs

bask

get

grant

slat

grip

grab

star

best

figs

cost

peg

rob


Name: _________________________________________

228

Word Building ActivityWords with a, b, d, e, g, m, n, p, s and t

1. Organize the Letter Strips in alphabetical order using only the sounds learned thus far. Say:

2. Find the letters that make the sounds /ă/, /b/ and /g/.

3. Use those three sounds (or letters) to make the word: rag

4. Yeah! Now, how can you change the word rag into the word snag?

5. Super! Now change snag into tag.

6. Wonderful! Can change tag into bag?

7. Fantastic! Now see if you can change the word bag so that it becomes the word beg.

8. Sweet!

PhonemeManipulation

229


1. Organize the Letter Strips in alphabetical order using only the sounds learned thus far. Spell the word /gĕt/ and say:

2. I bet you can sound out this word.

3. You’re right! That word says /gĕt/.

4. Can you change the middle sound in /gĕt / in order to make the word say /gŏt/?

5. Yeah! Now, how can you change /gŏt/ into the word /Gŏd/?

6. Awesome!

PhonemeManipulation

230


1. Organize the Letter Strips in alphabetical order using only the sounds learned thus far. Spell the word “at” and say:

2. You know this word. When you put /ă/ together with /t/what word do you get?

3. That’s right, you get the word /ăt/. Can you add a beginning sound to /ăt/ to change /ăt/ into /răt/?

4. Now, how can you change the word /răt/ into the word /rŏt/?

5. Yeah! Now, how can you change /rŏt/ into the word /dŏt/?

6. Super! And how can you change the word /dŏt/ into the word /pŏt/?

7. Fantastic! What sound (or letter) can you add to the word /pŏt/ so that it becomes the word /spŏt/?

8. Awesome! Now, can you rearrange these same four sounds so that /spŏt/ becomes /stŏp/?

9. Terrific. How can you change /stŏp/ into /mŏp/?

10. That’s right. And can you add a sound to /mŏp/ so that it becomes /mŏps/?

11. Wow! You know how to change sounds to make words really well.

PhonemeManipulation

231








I pet the dog.

The dog begs.

Grab the mop.

Dad and Dan mop the den.

Pam dots on the map.

Sam ran on the mat.

The ant ran on top.

Stop the ant at the bat.

Mom and I got a pen and a rag.

233

UUNNIITT ##44

234

Lesson 17

IdentifyingSounds

235

IdentifyingSounds

Activity 17a

Introducing the /ŭ/ Sound

Say:

The sound this letter makes is /ŭ/.

You can hear it at the beginning of the word: umbrella.

You can also hear it in the middle of words like: bus and jump.

Listen carefully as I say the sound again: /ŭ/


u

236

IdentifyingSounds

Activity 17b

Find the /ŭ/ Sound

Say: Circle the letter in each row that says /ŭ/ and say the sound /ŭ/ as you circle it.

u v e s

x e u z

u c v e

237

IdentifyingSounds

Activity 17b

Find the /ŭ/ Sound

Say: Circle the letter in each row that says /ŭ/ and say the sound /ŭ/ as you circle the letter.

b u d h

u c v d

n a p u

238

Handwriting / Activity 17cLet’s practice writing /ŭ/ on paper…







Now that you know the correct way to write both a capital and a lower-case U, we are going to look at some variations.


239

LetterRecognition

Activity17d

Sometimes /ŭ/ May Look Like This

u

Say:

Each of these examples looks a little different from the way /ŭ/ looked before, but it’s still the same letter, and it still makes the same sound: /ŭ/.



240

LetterRecognition

Activity 17e

Which Says /ŭ/?

Say: Circle the letter in each row that says /ŭ/ and say the sound /ŭ/ as you circle it.

n

d

241

LetterRecognition

Activity 17f

Which Is Different?

Say: Now I’d like for you to cross out the letter in each row that does NOT say /ŭ/. (Point out its distinguishing features if necessary.)

u

h

u

242

IdentifyingSounds

Activity 17g


Say: The sound you learned is in many words. This is the word _______. Find the /ŭ/ in _______ and circle it, saying the sound as you do.

buds

ump

fun

243

IdentifyingSounds

Activity 17h


Say: The sound you learned is in many words. Let’s find it. Please circle the word in each row that has the letter that says /ŭ/.

den cut sat

us fed ask

an dot mud

244

IdentifyingSounds

Activity 17h


Say: Now I’d like for you to circle the word in each row that has the letter that says /ŭ/.

sun pet dog

pen sob up

nut tan wed

245

DIRECTIONS: Look carefully at each word on this page and find the words that have the letter that says /ŭ/ at the beginning, in the middle, or at the end. Circle every /ŭ/ you find, but nothing else. If a word does not have the /d/ sound, skip it. Find as many as you can. You may begin.


debt

cub

rud

dump

dab

us

sun

men

slant

and

uncle

dent

lug

bus

ump

dusty

send

rug

wax

punt

just


Name: _________________________________________

246

Word Building ActivityWords with a, b, d, e, f, g, m, n, o, p, r, s, t or u

1. Arrange the Letter Strips for /b/, /ŭ/ and /g/ to spell /bŭg/. Say: I bet you can sound out this word.

2. That’s right, /b/, /ŭ/ and /g/ spell the word: bug.

3. How can you change the word so that /bŭg/ becomes /plŭg/? (Have you introduced the L-blends?)

4. That’s great.

5. How can you change /plŭg/ into /rŭg/.

6. Yeah! Can you add two new beginning sounds to change /rŭg/ into /snŭg/?

7. Sweet. And how can you change /snŭg/ into /tŭg/.

8. Wonderful. What about changing /tŭg/ into /mŭg/?

9. Now, can you rearrange those same three sounds so that the word /mŭg/ becomes the word /gŭm/?

10. Cool! Now see if you can substitute two beginning sounds to change /gŭm/ into /drŭm/.

11. Alright! Here is a hard one. See if you can change /drŭm/ into /strŭm/.

12. Great! And finally, how can you /strŭm/ into /sŭm/?

13. That was tremendous!

PhonemeManipulation

247

Lesson 18

IdentifyingSounds

248

IdentifyingSounds

Activity 18a

Introducing the /l/ Sound

Say:

The sound this letter makes is /l/.

You can hear it at the beginning of words like: laugh and long.

You can also hear it at the end of words like: pilland in the middle of words like: jolly.

Listen carefully as I say the sound again: /l/


l

249

IdentifyingSounds

Activity 18b

Find the /l/ Sound

Say: Circle the letter in each row that says /l/ and say the sound /l/ as you circle it.

r l t i

t f r l

l r i t

250

IdentifyingSounds

Activity 18b

Find the /l/ Sound


l r b i

t z l s

r j p l

251

Handwriting / Activity 18cLet’s practice writing /l/ on paper…







Now that you know the correct way to write both a capital and a lower-case L, we are going to look at some variations.


252

LetterRecognition

Activity 18d

Sometimes /l/ May Look Like This

l

Say:

Each of these looks a little different from the way the letter looked before, but it’s still the same letter, and it still makes the same sound: /l/.



253

LetterRecognition

Activity 18e

Which Says /l/?


r

f

254

LetterRecognition

Activity 18f

Which Is Different?

Say: This time, cross out the letter in each row that does NOT say /l/. Point out its distinguishing features if necessary.

l

l

l

255

IdentifyingSounds

Activity 8g


Say: The sound you learned is in many words. This is the word _______. Find the /l/ in _______ and circle it, saying the sound as you do.

lamp

melt

pal

256

IdentifyingSounds

Activity 8h


Say: The sound you learned is in many words. Let’s find it. Please circle the word in each row that has the letter which says /l/.

in lap set

let men bar

ran asp alp

257

IdentifyingSounds

Activity 18h


Say: Now I’d like for you to circle the word in each row that has the letter that says /l/.

run pat lit

sob milk or

lot hen pad

258

DIRECTIONS: The sound you learned is in many words. Look carefully at each word on this page and find the words that have the letter that says /l/ at the beginning, in the middle, or at the end. Circle every /l/you find, but nothing else. Find as many as you can. You may begin.

IdentifyingSounds

psalm

slap

pal

latch

snarl

art

walk

mast

slab

bask

lit

grant

slat

scar

grab

flex

best

knelt

cost

let

lob


Name: _________________________________________

259

Word Building ActivityWords with a, b, d, e, g, m, l, n, p, s or t

1. Hand the Letter Strips for a and n to your learner and Say:


3. That’s great.

4. Can you add sounds to the word /ăn/ in order to change it into the word /sănd/?

5. Great! Now, how can you change the word /sănd/ into the word /lănd/?

6. Can you change the word /lănd/ into the word /lĕnd/?

7. Super! Now see if you can change /lĕnd/ into /lĕnt/.

8. Fantastic

PhonemeManipulation

260

Word Building ActivityWords with a, b, d, e, g, m, l, n, p, s or t

1. Put all those away and get Letter Strips for /ă/ and /d/.

2. Make the word: /ăd/.

3. Now, change it into /lăd/

4. Change /lăd/ into the word /băd/.

5. Change the word /băd/ into the word /săd/

6. And finally, change the word /săd/ into the word /dăd/.

PhonemeManipulation

261

Lesson 19

IdentifyingSounds

262

IdentifyingSounds

Activity 19a

Introducing the /h/ Sound

Say:

The sound this letter makes is /h/.

You can hear it at the beginning of the words: happy and hot.

Listen carefully as I say the sound again: /h/


h

263

IdentifyingSounds

Activity 19b

Find the /h/ Sound

Say: Circle the letter in each row that says /h/ and say the sound /h/ as you circle it.

h s t i

t f h l

l h i t

264

IdentifyingSounds

Activity 19b

Find the /h/ Sound


q h b a

p z e h

h b p d

265

Handwriting / Activity 19cNow let’s learn how to write /h/ on paper…







Now that you know the correct way to write both a capital and a lower-case H, we are going to look at some variations.


266

LetterRecognition

Activity 19d

Sometimes /h/ May Look Like This

h

Say:

Each of these looks a little different from the way the letter looked before, but it’s still the same letter, and it still makes the same sound: /h/.



267

LetterRecognition

Activity 19e

Which Says /h/?


h

d

268

LetterRecognition

Activity 19f

Which Is Different?

Say: This time, cross out the letter in each row that does NOT say /h/. (Point out its distinguishing features if necessary.)

h

h

h

269

IdentifyingSounds

Activity 19g


Say: The sound you learned is in many words. This is the word _______. Find the /h/ in _______ and circle it, saying the sound as you do.

hum

hags

hug

270

IdentifyingSounds

Activity 19h


Say: The sound you learned is in many words. Let’s find it. Please circle the word in each row that has the letter which says /h/.

in pegs set

bag men bar

ran asp gap

271

IdentifyingSounds

Activity 19h


Say: Now I’d like for you to circle the word in each row that has the letter that says /h/.

hut pat go

leg sob hop

gas hen lad

272

DIRECTIONS: The sound you learned is in many words. Look carefully at each word on this page and find the words that have the letter that says /h/ at the beginning, in the middle, or at the end. Circle every /h/you find, but nothing else. Find as many as you can. You may begin.

IdentifyingSounds

hop

scrap

par

harp

tarp

hart

pant

mast

slab

hark

hit

grant

slat

hint

his

star

he

axe

host

far

rob


Name: _________________________________________

273

Word Building ActivityWords with a, b, d, e, g, h, m, n, p, s or t

1. Start with the word: /ăt/.

2. Change at into /hăt/.

3. How can you change /hăt/ into /hŏt/?

4. Now change the word /hot/ into the word /hŏp/.

5. Can you change /hŏp/ into the word /hŏg/?

6. How about changing /hŏg/ into /hŭg/?

7. And finally, what do you do to change the word /hŭg/into the word /hŭt/?

Wow! You know how to change sounds to make words really well. And you also finished today’s lesson.

PhonemeManipulation

274

Lesson 20

IdentifyingSounds

275

IdentifyingSounds

Activity 20a

Introducing the /j/ Sound

Say:

The sound this letter makes is /j/.

You can hear it at the beginning of words like: jump and jelly.

Listen carefully as I say the sound again: /j/


j

276

IdentifyingSounds

Activity 20b

Find the /j/ Sound

Say: Circle the letter in each row that says /j/ and say the sound /j/ as you circle it.

d j e s

j e d z

d c v j

277

IdentifyingSounds

Activity 20b

Find the /j/ Sound


b e j c

j c b d

d j p b

278

Handwriting / Activity 20cNow let’s learn how to write /j/ on paper…







Now that you know the correct way to write both a capital and a lower-case J, we are going to look at some variations.


279

LetterRecognition

Activity20d

Sometimes /j/ May Look Like This

j

Say:

Each of these examples looks a little different from the way /j/ looked before, but it’s still the same letter, and it still makes the same sound: /j/.



280

LetterRecognition

Activity 20e

Which Says /j/?


a

d

281

LetterRecognition

Activity 20f

Which Is Different?

Say: Now I’d like for you to cross out the letter in each row that does NOT say /j/. Point out its distinguishing features if necessary.

j

j

i

282

IdentifyingSounds

Activity 20g


Say: The sound you learned is in many words. This is the word _______. Find the /j/ in _______ and circle it, saying the sound as you do.

jet

jump

job

283

IdentifyingSounds

Activity 20h


Say: The sound you learned is in many words. Let’s find it. Please circle the word in each row that has the letter that says /j/.

den jot sat

jut fed ask

tan dot jay

284

IdentifyingSounds

Activity 20h


Say: Now I’d like for you to circle the word in each row that has the letter that says /j/.

sun pet jog

pen jib ad

lot tan jam

285

DIRECTIONS: Look carefully at each word on this page and find the words that have the letter that says /j / at the beginning, in the middle, or at the end. Circle every /j /you find, but nothing else. If a word does not have the /d/ sound, skip it. Find as many as you can. You may begin.


jab

cab

jump

job

jam

fad

jog

jet

slant

jot

dig

dent

fence

jay

sad

jug

send

junk

jag

axe

jack


Name: _________________________________________

286

Word Building ActivityWords with a, b, d, e, f, g, m, n, o, p, r, s, t or u

1. Arrange the Letter Strips for am.

2. How can you change the word so that am becomes jam?

3. How about changing the word jam into the word jump?

PhonemeManipulation

287

Lesson 21

IdentifyingSounds

288

IdentifyingSounds

Activity 21a

Introducing the /v/ Sound

Say:

The sound this letter makes is /v/.

You can hear it at the beginning of words like: violin

Listen carefully as I say the sound again: /v/


v

289

IdentifyingSounds

Activity 21b

Find the /v/ Sound

Say: Circle the letter in each row that says /v/ and say the sound /v/ as you circle it.

r v t i

x f r v

y v i t

290

IdentifyingSounds

Activity 21b

Find the /v/ Sound


q y v a

v w r s

x y w v

291

Handwriting / Activity 21cNow let’s learn how to write /v/ on paper…







Now that you know the correct way to write both a capital and a lower-case V, we are going to look at some variations.


292

LetterRecognition

Activity 21d

Sometimes /v/ May Look Like This

v

Say:

Each of these looks a little different from the way the letter looked before, but it’s still the same letter, and it still makes the same sound: /v/.



293

LetterRecognition

Activity 21e

Which Says /v/?


r

f

294

LetterRecognition

Activity 21f

Which Is Different?

Say: This time, cross out the letter in each row that does NOT say /v/. (Point out its distinguishing features if necessary.)

v

v

v

295

IdentifyingSounds

Activity 21g


Say: The sound you learned is in many words. This is the word _______. Find the /v/ in _______ and circle it, saying the sound as you do.

van

rev

vex

296

IdentifyingSounds

Activity 21h


Say: The sound you learned is in many words. Let’s find it. Please circle the word in each row that has the letter which says /v/.

in vat set

vet men bar

van asp sod

297

IdentifyingSounds

Activity 21h


Say: Now I’d like for you to circle the word in each row that has the letter that says /v/.

run vim sit

asp vow or

vex hen pad

298

DIRECTIONS: The sound you learned is in many words. Look carefully at each word on this page and find the words that have the letter that says /v/ at the beginning, in the middle, or at the end. Circle every /v/you find, but nothing else. Find as many as you can. You may begin.

IdentifyingSounds

sap

vex

par

van

tarp

vow

panda

vast

slab

bask

vets

grant

slat

vat

grab

very

vest

axe

cost

far

rob

Sound/Letter Search Activity 21i

Name: _________________________________________

299

Word Building ActivityWords with a, b, d, e, g, h, l, m, n, p, r, s, t and u

1. Hand the Letter Strips for a and n to your learner and Say:


3. That’s great.


5. Can you add a new beginning sound to the word /ăn/ in order to change it into the word /văn/?

6. Good! How can you change the word /văn/ into the word /văt/?

7. Wonderful! And finally, what can you do to change the word /văt/ into the word /vĕt/?

PhonemeManipulation

300

Lesson 22

IdentifyingSounds

301

IdentifyingSounds

Activity 22a

Introducing the /w/ Sound

Say:

The sound this letter makes is /w/.

You can hear it at that beginning of words like: white and wagon

Listen carefully as I say the sound again: /w/


w

302

IdentifyingSounds

Activity 22b

Find the /w/ Sound

Say: Circle the letter in each row that says /w/ and say the sound /w/ as you circle it.

w v x y

v y w x

w x y v

303

IdentifyingSounds

Activity 22b

Find the /w/ Sound


x v w y

y w v x

x y w v

304

Handwriting / Activity 22cNow let’s learn how to write /w/ on paper…







Now that you know the correct way to write both a capital and a lower-case W, we are going to look at some variations.


305

LetterRecognition

Activity 22d

Sometimes /w/ May Look Like This

w

Say:

Each of these looks a little different from the way the letter looked before, but it’s still the same letter, and it still makes the same sound: /w/.



306

LetterRecognition

Activity 22e

Which Says /w/?


v

x

307

LetterRecognition

Activity 22f

Which Is Different?

Say: This time, cross out the letter in each row that does NOT say /w/. Point out its distinguishing features if necessary.

w

w

w

308

IdentifyingSounds

Activity 22g


Say: The sound you learned is in many words. This is the word _______. Find the /w/ in _______ and circle it, saying the sound as you do.

wins

wet

wag

309

IdentifyingSounds

Activity 22h


Say: The sound you learned is in many words. Let’s find it. Please circle the word in each row that has the letter which says /w/.

van win his

bag on war

wet ask vet

310

IdentifyingSounds

Activity 22h


Say: Now I’d like for you to circle the word in each row that has the letter that says /w/.

run pat web

wit sob lap

an wag lad

311

DIRECTIONS: The sound you learned is in many words. Look carefully at each word on this page and find the words that have the letter that says /p/ at the beginning, in the middle, or at the end. Circle every /p/you find, but nothing else. Find as many you can. You may begin.

IdentifyingSounds

saw

wrap

war

warp

tarp

wart

wand

mast

slab

whisk

wits

grant

slaw

scar

grab

star

west

wax

cow

far

rob


Name: _________________________________________

312





(Remember the a-r-e is the sight word “are.”)

Now, what does this sentence say…



Hop on the mat, Sam

Bang on the drum.

Dan went in the van.

The net Pam had got wet.

Tap the bell.

A bat fell in the bin.

Sam and Pam are twins.

Did Sam slam the bat?

Put the rug in the den.

314

UUNNIITT 55

315

Lesson 23

316

IdentifyingSounds

Activity 23a

Introducing the /ĭ/ Sound

Say:

The sound this letter makes is /ĭ/.

You can hear it at the beginning of words like: insect and igloo

You can also hear it in the middle of words like: stick and lid

Listen carefully as I say the sound again: /ĭ/


i

317

IdentifyingSounds

Activity 23b

Find the /ĭ/ Sound

Say: Circle the letter in each row that says /ĭ/ and say the sound /ĭ/ as you circle it.

l v i s

i e f z

d j v i

318

IdentifyingSounds

Activity 23b

Find the /ĭ/ Sound


t e d i

j f i t

i j l t

319

Handwriting / Activity 23cNow let’s learn how to write /ĭ/ n paper…







Now that you know the correct way to write both a capital and a lower-case I, we are going to look at some variations.


320

LetterRecognition

Activity23d

Sometimes /ĭ/ May Look Like This

i

Say:

Each of these examples looks a little different from the way /ĭ/ looked before, but it’s still the same letter, and it still makes the same sound: /ĭ/.



321

LetterRecognition

Activity 23e

Which Says /ĭ/?


f

i

322

LetterRecognition

Activity 23f

Which Is Different?

Say: Now I’d like for you to cross out the letter in each row that does NOT say /ĭ/. Point out its distinguishing features if necessary.

i

i

i

323

IdentifyingSounds

Activity 23g


Say: The sound you learned is in many words. This is the word _______. Find the /ĭ/ in _______ and circle it, saying the sound as you do.

bids

it

slip

324

IdentifyingSounds

Activity 23h


Say: The sound you learned is in many words. Let’s find it. Please circle the word in each row that has the letter that says /ĭ/.

den cat sit

pin fed ask

tan dot sip

325

IdentifyingSounds

Activity 23h


Say: Now I’d like for you to circle the word in each row that has the letter that says /ĭ/.

in pet dog

pen bid ad

lot tin wed

326

DIRECTIONS: Look carefully at each word on this page and find the words that have the letter that says /ĭ / at the beginning, in the middle, or at the end. Circle every /d /you find, but nothing else. If a word does not have the /ĭ/ sound, skip it. Find as many you can. You may begin.


debt

cab

rid

damp

dibs

fad

wind

lint

slant

in

dig

dent

limp

pin

rid

gust

tint

bin

sit

win

fin


Name: _________________________________________

327

Lesson 24

IdentifyingSounds

328

IdentifyingSounds

Activity 24a

Introducing the /f/ Sound

Say:

The sound this letter makes is /f/.

You can hear it at the beginning of words like: fox and funnyand at the end of the word: off

Listen carefully as I say the sound again: /f/


f

329

IdentifyingSounds

Activity 24b

Find the /f/ Sound

Say: Circle the letter in each row that says /f/ and say the sound /f/ as you circle it.

f s t i

t f f l

l f i t

330

IdentifyingSounds

Activity 24b

Find the /f/ Sound

Say: Circle the letter in each row that says /f/ and say the sound /f/ as you circle it.

q f b a

p z e f

f b p d

331

Handwriting / Activity 24cNow let’s learn how to write /f/ on paper…







Now that you know the correct way to write both a capital and a lower-case F, we are going to look at some variations.


332

LetterRecognition

Activity 24d

Sometimes /f/ May Look Like This

f

Say:

Each of these looks a little different from the way the letter looked before, but it’s still the same letter, and it still makes the same sound: /f/.



333

LetterRecognition

Activity 24e

Which Says /f/?


f

d

334

LetterRecognition

Activity 24f

Which Is Different?

Say: This time, cross out the letter in each row that does NOT say /f/. Point out its distinguishing features if necessary.

t

f

f

335

IdentifyingSounds

Activity 24g


Say: The sound you learned is in many words. This is the word _______. Find the /p/ in _______ and circle it, saying the sound as you do.

fig

if

soft

336

IdentifyingSounds

Activity 24h


Say: The sound you learned is in many words. Let’s find it. Please circle the word in each row that has the letter which says /f/.

fin peg set

bag men far

an raft gap

337

IdentifyingSounds

Activity 24h


Say: Now I’d like for you to circle the word in each row that has the letter that says /f/.

run fat go

leg elf tan

fan hen lad

338

DIRECTIONS: The sound you learned is in many words. Look carefully at each word on this page and find the words that have the letter that says /f / at the beginning, in the middle, or at the end. Circle every /f /you find, but nothing else. Find as many you can. You may begin.

IdentifyingSounds

sap

scarf

far

harp

fork

art

fan

fast

flab

bask

fits

grant

if

scar

graft

star

fest

fax

foist

for

rob


Name: _________________________________________

339

The BlendsAt this time a prescribed sequence for the systematic introduction of sight words and consonant blends has yet to be developed for this program.

Rather, this information is introduced as dictated by the vocabulary our students run across in their day-to-day reading activities.

We suggest you keep track of such words as they occur in text encountered by your child and that you incorporate them into the reading curriculum side-by-side with the skills and concepts you are currently teaching from this publication.

ConsonantBlends

340

Word Building ActivityWords with a, b, d, e, f, h, j, l, m, n, o, r, p, s, t, u, v, w

1. Hand the Letter Strips for b, e and ll to your learner and Say:

2. See if you can make the word /bĕl/ using these three sounds.

3. That’s great.

4. Now, how can you change /bĕl/ to say /dwĕl/.

5. …can you change /dwĕl/ to say /sĕl/.

6. …add one sound to make /sĕl/ say /spĕl/.

7. Now, how can you change the word /dwĕl/ to say /spĕl/.

8. …/spĕl/ to say /fĕl/.

9. the word /fĕl/ into the word /f ĭ l/.

10. And finally, how can you change the word /f ĭ l/ into the word /h ĭ l/.

PhonemeManipulation

341

Lesson 25

IdentifyingSounds

342

IdentifyingSounds

Activity 25a

Introducing the /y/ Sound

Say:

The sound this letter makes is /y/.

You can hear it at the beginning of words like: yarn and yellow

Listen carefully as I say the sound again: /y/


y

343

IdentifyingSounds

Activity 25b

Find the /y/ Sound

Say: Circle the letter in each row that says /y/ and say the sound /y/ as you circle it.

g s y v

y p g x

v q u y

344

IdentifyingSounds

Activity 25b

Find the /y/ Sound

Say: Circle the letter in each row that says /y/ and say the sound /y/ as you circle it.

y g v w

v y w x

w j y v

345

Handwriting / Activity 25cNow let’s learn how to write /y/ on paper…







Now that you know the correct way to write both a capital and a lower-case Y, we are going to look at some variations.


346

LetterRecognition

Activity 25d

Sometimes /y/ May Look Like This

y

Say:

Each of these looks a little different from the way the letter looked before, but it’s still the same letter, and it still makes the same sound: /y/.



347

LetterRecognition

Activity 25e

Which Says /y/?

Say: Circle the letter in each row that says /y/ and say the sound /y/ as youcircle it.

y

d

348

LetterRecognition

Activity 25f

Which Is Different?

Say: This time, cross out the letter in each row that does NOT say /y/. Point out its distinguishing features if necessary.

y

y

y

349

IdentifyingSounds

Activity 25g


Say: The sound you learned is in many words. This is the word _______. Find the /y/ in _______ and circle it, saying the sound as you do.

yams

yarn

yet

350

IdentifyingSounds

Activity 25h


Say: The sound you learned is in many words. Let’s find it. Please circle the word in each row that has the letter which says /y/.

in pegs yet

yarn men an

ran asp yes

351

DIRECTIONS: The sound you learned is in many words. Look carefully at each word on this page and find the words that have the letter that says /p/ at the beginning, in the middle, or at the end. Circle every /p/you find, but nothing else. Find as many you can. You may begin.

IdentifyingSounds

sap

scrap

par

harp

tarp

art

panda

mast

slab

bask

bits

grant

slat

scar

grab

star

best

axe

cost

far

rob


Name: _________________________________________

352

Word Building ActivityWords with a, b, d, e, g, m, n, p, s or t

1. Use the sounds / ĭ / and /n / to make the word / ĭ n/?

2. How can you change / ĭ n/ to /b ĭ n/?

3. …/b ĭ n/ to /f ĭ n/?

4. …/f ĭ n/ to /tw ĭ n/?

5. …/tw ĭ n/ to /p ĭ n/?

6. How can you rearrange these same three sounds so that /p ĭ n/ becomes /n ĭ p/?

7. How can you use a consonant blend so that /n ĭ p/ becomes /tr ĭ p/?

8. How can you change /tr ĭ p/ into /l ĭ p/?

9. How can you use a consonant blend to change /l ĭ p/ into /bl ĭ p/?

10. How can you use a consonant blend to change /bl ĭ p/ into /sl ĭ p/?

11. Change a vowel and consonant sound so the /sl ĭ p/ becomes /slăm/.

12. How can you change /slăm/ into /yăm/?

PhonemeManipulation

353

I bet you can sound out these words:

fled

flat

slat

slot

ConsonantBlends

At this time a prescribed sequence for the systematic introduction of the sight words and consonant blends has yet to be developed.

In our program, this information is introduced as dictated by the vocabulary our students run across in their day-to-day reading activities.

We suggest you keep track of such words as they occur in text encountered by your child and that you incorporate them into the reading curriculum side-by-side with the skills and concepts you are currently teaching from this publication.

354

Lesson 26

IdentifyingSounds

355

IdentifyingSounds

Activity 26a

Introducing the /c/ Sound

Say:

This letter is a consonant letter that has two sounds.

To know which sound to make, you have to look at the vowel that follows.

If is followed by a letter that stands for /ă/, /ŏ/ or /ŭ/ sound, it is pronounced /k/, like in: cat.

Listen: /k/


Super! But, if it is followed by the letter that stands for /ĕ/ or /ĭ/ (the two vowels that almost sound alike), it is pronounce /s/, like in: city.

c

356

IdentifyingSounds

Activity 26b

Find the /k/ Sound

Say: Circle the letter in each row that sometimes says /k/ and say the sound /k/ as you circle it.

d v e c

c e d z

d c v e

357

IdentifyingSounds

Activity 26b

Find the /k/ Sound

Say: Circle the letter in each row that sometimes says /k/ and say the sound /k/ as you circle it.

b e d c

p c b d

d a c b

358








Now that you know the correct way to write both a capital and a lower-case C, we are going to look at some variations.


359

LetterRecognition

Activity 26d

Sometimes /k/ May Look Like This

c

Say:

Each of these examples looks a little different from the way /k/ looked before, but it’s still the same letter, and it still makes the same sound: /k/.



360

LetterRecognition

Activity 26e

Which Says /k/?

Say: Circle the letter in each row that says /k/ and say the sound /k/ as you circle it.

a

d

361

LetterRecognition

Activity 26f

Which Is Different?

Say: Now I’d like for you to cross out the letter in each row that does NOT say /k/. Point out its distinguishing features if necessary.

c

c

c

362

IdentifyingSounds

Activity 26g


Say: The sound you learned is in many words. This is the word _______. Find the /k/ in _______ and circle it, saying the sound as you do.

cup

cod

cast

363

IdentifyingSounds

Activity 26h


Say: The sound you learned is in many words. Let’s find it. Please circle the word in each row that has the letter that says /k/.

den cot sat

can fed ash

tan dot cut

364

IdentifyingSounds

Activity 26h


Say: Now I’d like for you to circle the word in each row that has the letter that says /k/.

sun pet cop

cat sob an

to am cap

365

DIRECTIONS: Look carefully at each word on this page and find the words that have the letter that says /d / at the beginning, in the middle, or at the end. Circle every /d /you find, but nothing else. If a word does not have the /d/ sound, skip it. Find as many you can. You may begin.


debt

cob

rod

clump

dot

fad

can

not

clod

rot

dig

slop

can

cot

cod

crust

send

cop

past

punt

cap


Name: _________________________________________

366

Word Building ActivityWords with a, b, c, d, f, e, g, h, I, j, l, m, n, o, p, r, s, t, u, or v

1. You know this word: /ăn/.

2. Add a consonant sound to change /ăn/ into /scăn/

3. Now take away one sound to change /scăn/ into /căn/.

4. How can you change /căn/ into /căb/?

5. How can you change /căb/ into /căp/?

6. How can you add one sound to change /căp/ into /clăp/?

PhonemeManipulation

367

Lesson 27

IdentifyingSounds

368

IdentifyingSounds

Activity 27a

Introducing the /k/ Sound

Say:

The sound this letter makes is /k/.

You can hear it at the beginning of words like: kitten and kind,or at the end of words like: park and book.

Listen carefully as I say the sound again: /k/


k

369

IdentifyingSounds

Activity 27b

Find the /k/ Sound


k h t i

t f l k

k r i t

370

IdentifyingSounds

Activity 27b

Find the /k/ Sound


q k b l

k j r s

l i h k

371

Handwriting / Activity 27cNow let’s learn how to write /k/ on paper…







Now that you know the correct way to write both a capital and a lower-case K, we are going to look at some variations.


372

LetterRecognition

Activity 27d

Sometimes /k/ May Look Like This

k

Say:

Each of these looks a little different from the way the letter looked before, but it’s still the same letter, and it still makes the same sound: /k/.



373

LetterRecognition

Activity 27e

Which Says /k/?


r

f

374

LetterRecognition

Activity 27f

Which Is Different?

Say: This time, cross out the letter in each row that does NOT say /k/. Point out its distinguishing features if necessary.

k

k

k

375

IdentifyingSounds

Activity 27g


Say: The sound you learned is in many words. This is the word _______. Find the /k/ in _______ and circle it, saying the sound as you do.

kin

keg

kit

376

IdentifyingSounds

Activity 27h


Say: The sound you learned is in many words. Let’s find it. Please circle the word in each row that has the letter which says /k/.

in kid set

pet men ken

kelp cat in

377

DIRECTIONS: The sound you learned is in many words. Look carefully at each word on this page and find the words that have the letter that says /k/ at the beginning, in the middle, or at the end. Circle every /k/you find, but nothing else. Find as many you can. You may begin.

IdentifyingSounds

keep

kin

par

harp

keg

art

kale

mast

ken

bask

kit

rant

slat

kid

grab

kelp

best

key

cost

far

keen


Name: _________________________________________

378

Lesson 28

IdentifyingSounds

379

IdentifyingSounds

Activity 28a

Introducing the /ck/ Sound

Say:

The sound these letters make is /k/.

You can hear it at the end of words like: duck and black.

Listen carefully as I say the sound again: /k/


ck

380

IdentifyingSounds

Activity 28b

Find the /ck/ Sound

Say: Circle the letters in each row that say /k/ and say the sound /k/ as he or she points to them.

ck nk ng

ng nk ck

nk ck ng

381

DIRECTIONS: The sound you learned is in many words. Look carefully at each word on this page and find the words that have the letters that say /k/ at the beginning, in the middle, or at the end. Circle every /k/you find, but nothing else. Do NOT circle /nk/! You may begin.

IdentifyingSounds

black

sink

ring

rack

sung

sick

stick

mast

rock

bask

click

stack

flick

check

spunk

lack

best

reck

fang

seek

sock


Name: _________________________________________

382

Lesson 29

IdentifyingSounds

383

IdentifyingSounds

Activity 29a

Introducing the /kw/ Sound

Say:

The letter you see above can only have a sound when it is follow by a second letter.

Together, they make the sound /kw/.

Listen: /kw/


Normally, the second letter is a vowel, but when it follows the letter you see above, it is not acting as a vowel. It is only there to give the

first letter a sound. See if you can figure out what that letter is by looking carefully at the words on the next page.

q

384

Handwriting / Activity 29cNow let’s learn how to write /kw/ on paper…







Now that you know the correct way to write both a capital and a lower-case Q, we are going to look at some variations.


385

DIRECTIONS: The sound you learned is in many words. Look carefully at each word on this page and find the words that have the two letters that say /kw/ together. Circle every /kw/ you find, but nothing else. Find as many you can. You may begin.

IdentifyingSounds

back

snack

quack

quick

queen

click

lick

kick

clock

quiver

quick

slock


Name: _________________________________________

386

Lesson 30

IdentifyingSounds

387

IdentifyingSounds

Activity 30a

Introducing the /x/ Sound

Say:

The sound this letter makes at the end of a word is /ks/.

You can hear it at the end of words like: fox and max.

Listen carefully as I say the sound again: /ks/


When it is the first letter in a word,the sound it usually makes is /z/, like in the word: xylophone

And when it comes in the middle of a word,it usually makes the sound /gz/, like in the word: exit.

x

388

IdentifyingSounds

Activity 30b

Find the /x/ Sound

Say: For now, we’re going to concentrate on the sound it makes at the END of a word, so circle the letter in each row that says /ks/ and say the sound /ks/ as you circle it.

y v x s

x e d z

d x v y

389

IdentifyingSounds

Activity 30b

Find the /x/ Sound

Say: Very good! Again, circle the letter in each row that says /ks/ and say the sound /ks/ as you circle the letter.

x e d y

v y x d

y x p v

390

Handwriting / Activity 30cNow let’s learn how to write /x/ on paper…







Now that you know the correct way to write both a capital and a lower-case X, we are going to look at some variations.


391

LetterRecognition

Activity 30d

Sometimes /x/ May Look Like This

x

Say:

Each of these examples looks a little different from the way /ks/ looked before, but it’s still the same letter, and it still makes the same sound: /ks/.



392

DIRECTIONS: Look carefully at each word on this page and find the words that have the letter that says /ks/ in the middle or at the end of words. Circle every /ks/ you find, but nothing else. If a word does not have the /ks/sound, skip it. Find as many you can. You may begin.


fox

cab

mix

say

dot

fad

fix

men

max

and

fax

dent

fence

angry

six

dust

send

axe

mast

punt

vex

Sound/Letter Search – Activity 30e

Name: _________________________________________

393

Lesson 31

IdentifyingSounds

394

IdentifyingSounds

Activity 31a

Introducing the /z/ Sound

Say:

The sound this letter makes is /z/.

You can hear it at the beginning of words like: zoo and zebraor at the end of words like: fuzz

Listen carefully as I say the sound again: /z/


z

395

IdentifyingSounds

Activity 31b

Find the /z/ Sound

Say: Circle the letter in each row that says /z/ and say the sound /z/ as you circle it.

z s t i

s x r z

z r x t

396

IdentifyingSounds

Activity 31b

Find the /z/ Sound

Say: Very good! Again, circle the letter in each row that says /z/ and say the sound /z/ as you circle it.

x r s z

y z r s

s x z y

397








Now that you know the correct way to write both a capital and a lower-case Z, we are going to look at some variations.


398

LetterRecognition

Activity 31d

Sometimes /z/ May Look Like This

z

Say:

Each of these looks a little different from the way the letter looked before, but it’s still the same letter, and it still makes the same sound: /z/.



399

LetterRecognition

Activity 31e

Which Says /z/?

Say: Circle the letter in each row that says /z/ and say the sound /z/ as you circle it.

s

z

400

IdentifyingSounds

Activity 31g


Say: The sound you learned is in many words. This is the word _______. Find the /z/ in _______ and circle it, saying the sound as you do.

zip

zoom

zest

401





(Remember that t-o is the sight word “to.”)

Now, what does this sentence say…



Get in the back, Sam.

We had to clap hands.

I will slap the mat.

Can I stop the clock?

Jan will get on the cot.

The cap had dots on it.

I can zip the top.

Jim and Tom get in the cab.

Hit the can and it will spill the slop.

403

UUNNIITT 66

404

Breaking the Code

Every vowel has at least two sounds—a long-vowel sound and a short-vowel sound.

So, how do we know which sound a particular vowel is supposed to make?

Well, there are certain common vowel patterns that we see again and again, and knowing these patterns is extremely helpful when sounding out words.

From now on, we will “break the code” when sounding out words.

The patterns enable us (help us) to know whether a vowel should make its long sound or its short sound.

For example, Why does this word say met and not meet?

We will find out the answer as soon as we become familiar with: “the single-vowel pattern.”

When we use these patterns to sound out words, we say that we are decoding the words.

From now on, we will “break the code” whenever we need to sound out new or unfamiliar words.

To break the code, we will need to learn a special system for marking syllables.

Whether a vowel makes it short-vowel or long-vowel sound depends on the letter that follows it, so our first step is to mark all of the vowels in the syllable.

Breakingthe Code

405

The Short-Vowel SoundsWe still have a big problem here. These vowels look just alike. We need a marking system to show which vowels are long and which vowels are short.

I once saw a teacher suggest that you can remember which symbol marks a long vowel and which symbol marks a short vowel by erasing almost all of the word “Long” and almost all of the word “Short.”

Erase everything except the bottom of the “S” in the word “Short” and you are left with a little curved mark called a breve. A breve identifies a vowel as short.

Let’s put a breve above each vowel to show that each onesays its short-vowel sound.

ă ĕ ĭ ŏ ŭ

The Short-Vowel Sounds

406

Long-Vowel SoundsNow let’s do the same thing with the word “Long.” We will erase all but the bottom of the “L.”

We are left with a short straight line, called a macron, which identifies vowels as long. Each long vowel says its own name.

Let’s put a macron above each vowel to show that each onesays its long-vowel sound.

ā ē ī ō ūWe will use these marks to remind us when a vowel has its short vowel sound, and when it has its long vowel sound.

By the way, you need to know that a long-u will often say /oo/ instead of /yoo/. (Give sufficient time to master this new info. )

Breakingthe Code

407

The Vowel PatternsWhether a vowel makes its short-vowel or long-vowel sound depends on the letter or letters that follow it. Together, they may form certain common vowel patterns that we see again and again.

Knowing these patterns is extremely helpful when sounding out words, so let’s learn the special system we use for marking and identifying these patterns.

However, before we begin we need to be aware of an important guideline, which follows:

RULEWhen breaking the code, always try to underline two letters, but never underline more than two letters.

Breakingthe Code

408

The Middle-Vowel Pattern(CLOSED SYLLABLES)

Step 1:Our first step is to mark all the vowels in each syllable. (At this time however, most of our words will only be one syllable long anyway.) We mark the vowels by underlining them with a straight line.

metStep 2:Our rule says that we must try to underline two letters, so wemark the next letter that comes right after the first vowel as well. The next letter is a consonant. We mark a consonant by underlining it with a curved line.

metStep 3:We code the vowel by copying the last mark made. Since the last mark we made was a curved line, we write a breve above the vowel, which tells us that it makes its short-vowel sound.

met

Breakingthe Code

409

So, according to the middle-vowel pattern, when a single vowel appears in the middle of a syllable, that vowel is usually short.

The “technical” name for this kind of syllable is “closed.” Hence, the vowel in a closed syllable is usually short.

410

The End-Vowel Pattern

(OPEN SYLLABLES)

What do we do when we have a word that ends with a vowel—a word like: go?

Step 1:First mark all of the vowels in each syllable.

goStep 2:Since there is no letter to mark right after the first (and only) vowel, we skip directly to step three.

Step 3:Remember that we code the vowel by copying the last mark made. Since the last mark we made was a straight line, we write a macron above the vowel, which tells us that it makes its long-vowel sound.

goSo, according to the end-vowel pattern, when a vowel ends a syllable, that vowel is usually long. The “technical” name for this kind of syllable is “open.” Hence, the vowel in an open syllable is usually long.

Breakingthe Code

411

The Double-Vowel Pattern(SIDE-BY-SIDE VOWELS)

Many instructors teach that: When two vowels go walking, the first one does the talking—that it says its own name, and that the second vowel is silent. But, this rule really only applies to thesix common patterns listed below. You should memorize them!

ai ay ea ee oa ui

Step 1:First mark all of the vowels in each syllable. (Mark them by underlining them with a straight line.)

goatStep 2:Since the vowels are side-by-side, we’ve already marked the letter following the first vowel, so we can now go to step three.

Step 3:We code the vowel by copying the last mark we made…

goatStep 4:…and finish by crossing out the second vowel (the silent vowel).

goat

Breakingthe Code

ll

412

So whenever we see the following pairs of vowels in a word, we should know automatically that the first vowel will be long (will say its own name) and the second vowel will be silent.

ai ay ea ee oa ui

(Unfortunately, there are a few exceptions, such as the word: been.)

413

The Silent-E PatternThe Silent-E Pattern

The last pattern we will look at is the one in which a vowel, a consonant, and a silent-e comes at the end of a word.

Step 1:First mark all of the vowels in each syllable. (But remember, you are only allowed to underline two letters at the most.)

planeStep 2:Since you have already underlined two letters, you are not permitted to underline any more, so skip directly to Step 3.

Step 3:We code the first vowel by copying the last mark we made...

planeStep 4:…and cross out the second vowel (the silent-e).

Plane

Breakingthe Code

ll

414

Powerless ESILENT-E EXCEPTIONS

danceThe a is short because there are TWO consonant between the silent-E and the first vowel, which prevents E from controlling the vowel.

EXCEPTIONS TO THIS TWO-CONSONANT EXCEPTION:

-angerangechangestrange

-astepastehastewaste

Breakingthe Code

415

Cc and GgNEW SOUNDS

Whenever c is followed by i or e, it will take the sound of /s/. Thisis sometimes referred to as the soft sound of c.

EXAMPLES:splicecenttwiceceaselace

Gg says its hard sound, /guh/, when it is followed by a, o, or u.

Gg usually has the soft sound of J /juh/ when it is followed by e or i, but this is not 100% true. It’s true only about 98% of the time.

EXAMPLES:gagegistpageginstagegentwage

Exceptions: get give girl giggle

Breakingthe Code

416

SPECIAL VOWEL SOUNDS (diphthongs)

au aw ou ow oi oy oo oo ew

(See the charts.)

417

RULES OF Y

Y is a consonant when it begins a word.

Anywhere else in a word and it will be a vowel, following the four code breaking patterns.

When y is the only working vowel in a word, it will always act as an i.

418

SyllabicationLearning to tell one word from another is probably one of the first steps you took in developing the ability to understand language.

And just as sentences are made up of smaller parts called words, many words are also made up of smaller parts called syllables.

Syllables can be both heard and felt.

You could say that syllables are kind of like the beats in a word. But, rather than try to explain what syllables are, it is probably easier to understand syllables through demonstration.

We will begin by clapping syllables, starting with your own name and the names of animals.

(Demonstrate how to clap out, for example, the single syllable in mouse, the four syllables in alligator, etc.)

When you were learning to read one-syllable words, you discovered that there are certain common vowel patterns that help us to sound out words by telling us whether a vowel should make its long- or short-vowel sound.

We called that “breaking the code.”

But, to identify the patterns (or to “break the code”) in words with more than one syllable, we need to know where their syllables should be separated.

Generally speaking, one rule will cover the vast majority of all situations:

Breakingthe Code

419

2-Step Rule

Unless they come at the beginning of a word, almost ALL syllables begin with a consonant.

Therefore…

1. When a vowel is followed by just one consonant, the word is almost always divided AFTER the vowel and BEFORE the consonant.

2. And when a vowel is followed by two (or more) consonants, the word is usually divided BETWEEN the first two consonants.

Look carefully at how theses nonsense words below were divided into syllables to see how this rule is applied.

EXAMPLES:

mogin mo/gin Rule 1

ulist u/list Rule 1

infoad in/foad Rule 2

epperton ep/per/ton Rule 2

admofide ad/mo/fide Rule 2

noputo no/pu/to Rule 1

ludatto lu/dat/to Rules 1 & 2

Breakingthe Code

420

Once we have used the syllabication rule to divide longer words into syllables, we “break the code” in each syllable to help us to sound out the words.

For example, by dividing the nonsense word “ludatto” into syllables and decoding each syllable separately, we discover that the word should be pronounced: lū/dăt/tō.

Here is a list of real words you can use to practice dividing words into syllables, and then breaking the code in each syllable individually in order to sound out the word:

beacon

contemplate

sailboat

gyrate

emergency

conversation

missile

hibiscus

hibernate

interlude

enterprise

encumber

egocentric

Breakingthe Code

421

When the grand rule applies in the vast majority of cases, it will not apply to EVERY situation. Consequently, we are providing the following information just in cause you would like to know ALL of the syllabication rules.

ADDITIONAL SYLLABICATION RULES

A one-syllable word is never divided.

When a single consonant comes between two vowels in a word, if the first vowel is short, the word is usually divided afterthe consonant.

When a single consonant comes between two vowels in a word, if the first vowel is long, the word is usually divided beforethe consonant.

When a vowel is sounded alone in a word, it forms a syllable in itself.

When two vowels come together in a word and are sounded separately, divide the word between the two vowels.

Divide a compound word between the words that make the compound word.

When a word has a prefix, divide the word between the prefix and the base word.

When a word has a suffix, divide the word between the base word and the suffix.

When a word ends in -le preceded by a consonant, divide the word before that consonant.

Breakingthe Code

422

More About Syllabication

WHAT TO DO WITH Y

You already know that the letter y acts as a consonant at the beginning of words, and as a vowel in the middle and at the end of words.

You also know that sometimes in a closed syllable (see page ?), -y has the sound of short-i.

However, in an open syllable, there are two different possibilities for how -y may be pronounced—either as a long-i or a long-e. So, how do we know which it should be?

Well, at the end of a one syllable word, it is pronounced like long-i, as in: my why fly spy by try

However, at the end of a multi syllable word, it is pronounced like long-e, as in: happy funny psychology lady

There are exceptions however, which some refer to as the NFL VERBS. (NFL is easy to remember because it is an abbreviation for National Football League.)

In multi-syllable verbs that end with the letter y, immediately preceded by the consonant n, f or l…the y is often pronounce like long-i, as in: defy imply deny

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Unstressed Syllable Rule

You learned that when a vowel is followed by just one consonant, the word is normally divided after the vowel and before the consonant.

Take the word signature, for example.

Since the letter a is followed by just one consonant (t), we divide the word between the a and the t:

sig/na/ture

In “breaking the code” it would seem that the a should be pronounce using its long-vowel sound.

However, a vowel in an unstressed (unaccented) syllable is often pronounced with the short-u sound of /uh/. This happens so often that such vowels are given a special name and symbol, called a schwa: ә

It looks like an upside down e.

So, instead of pronouncing the word sĭg/nā/cher, it is pronounced sĭg/nŭ/cher.

Breakingthe Code

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