foundational phonics word mastery - little seedlings press · 2019-03-16 · foundational phonics...

Foundational Phonics Word Mastery

Book Two a first course in word mastery

for excellence in reading

By Ariel Gunther

All photographs by Ariel Gunther Cover image “Sunday Afternoon” by George Bernard O’Neill

All other images used within this book presumed to be in the public domain

Adapted, modernized and inspired, by

Lewis B. Monroe’s “First Steps in Spelling” published 1874, Lewis B. Monroe’s “Chart Primer” published 1877,

Florence Akin’s “Word Mastery” published 1913, Fred Eager’s “Write Italic! I” published 1965.

Foundational Phonics Word Mastery, second edition Copyright © 2017 by Ariel Gunther All rights reserved. No part of this publication may be reproduced, distributed, or transmitted in any form or by any means, including photocopying, recording, or other electronic or mechanical methods, without the prior written permission of the publisher. ISBN 978-0-9974842-3-6 Published by Little Seedlings Press, LLC Lakeville, Ohio USA www.LittleSeedlingsPress.com

"For the mind does not require filling like a pail, but rather, like wood, it only requires kindling to create in it an impulse to think

independently and an ardent desire for the truth.” - Plutarch

Dedicated to

Ricky Alexia

Triston Relinda Deborah Shekinah Cedric Bithia Judah

Thanks for inspiring me and being great guinea pigs

and also to

My mother, Rachel, who taught me the most important subject - reading

and my sister, Marion, who pushed me to finish this project and to never give up.

Thanks for all your suggestions, encouragement,

and help with refining the final edit.

A Note from the Author

Foundational Phonics stands apart from most other reading curriculums in that it is

based on the true phonics method, which teaches students how to read by learning

to sound out and decipher words in a simple, logical, step-by-step process.

Sadly, many popular reading curriculums of today are based on the Whole Word

(word guessing) method. This requires students to memorize hundreds of words

(symbols) and their meanings in order to be able to read the most basic books.

This method of teaching can lead to great confusion and frustration for students and

has reduced reading to the equivalent of Chinese picture symbols or hieroglyphics.

Students are given an unattainable goal of continual word (symbol) memorization.

Where sight reading requires students to memorize endless lists of words, the true

phonics method of reading requires only the mastery of 26 letters and their associated

sounds in order to unlock the power of letters and the mechanics of reading. With this

knowledge, students can decode and decipher any word they come across. There should

be no “levels” of reading. Once a student knows how to read, he can read anything.

Modern curriculums that are phonics based tend to go to the other extreme where

concepts are overthought and analyzed to the point of becoming a complex, daunting

system with a myriad of rules to learn and memorize. Even more confusing are programs

that start with the whole word method but also add in partial phonics rules to the mix.

This decline in true, logical phonics instruction has proven to be detrimental. In the name

of “simplification” and “modern methods”, American students have entered an epidemic

of functional illiteracy. According to the latest study conducted by the U.S. Department

of Education and the National Institute of Literacy, 32 million adults in the U.S. (1 out of

8) cannot read, 21 percent of adults in the US (1 out of 5) read below a 5th grade reading

level, and 19 percent of graduating high school students (1 out of 5) cannot read.

Foundational Phonics brings students back to the logical, natural, time tested method

of reading instruction used by our forefathers. It restores the beauty and simplicity of an

age when communication was an art, and ushers students into a love for reading, which

is a gift that will open the gateway to literacy and serve them for their entire lives.

My hope is that this curriculum will fuel young minds with a passion for learning and

be a blessing to all who use it. May it be the spark that ignites a new Age of Literacy.

Table of Contents

How to use this book ………………………………………………………………….…..………………1 Proper pencil grip instructions…………..……………………………………...………… 2 Proper handwriting..……………………………………………………………………….… 3

Chapter 1 Short Vowel Sounds…………………………………………………………………...….4 ă as in cat ……………………………………...………………………….………………….. 5 ĕ as in hen ………………………………………...……………………………….………….. 8 ĭ as in sip ………………………………………………………………………….………….. 10 ŏ as in box ………………………………………………….…………………….…………… 12 ŭ as in rug …………………………………………………….……………………………… 14 Review …………………………………………………………………………………………… 16 Mastery Milestone Challenge ……..…………………………………………………….20

Chapter 2 Silent E ……………………………………………………………………….………………21 Review ……………………………………………………………………………………….... ..25 Mastery Milestone Challenge…………………………………………………………... 28

Chapter 3 Syllables …………………………………….………………..………………...………... 29 Open & Closed Syllables …….……….….……………….…….……………………….. 31 Mastery Milestone Challenge ……..….……………………………………………..… 34

Chapter 4 Sounds of S …………………………………….……………………..………………... 35 hissing s ………………………………………………………….…………………………….. 36 buzzing s …………………………………………………………….…………………………..37 Review ………………………………………………………………..………………………….38 Mastery Milestone Challenge…………………………………………………………….40

Chapter 5 Consonant Twins……………………………..………………………………………….41 ll as in hill ……..………………………………………………………………………………42 ck as in sick ..………………………………………………….………….……………………43 ss, nn as in moss or inn ..……………………..…….……………………………………44 ff, bb, gg muff, ebb or egg ……………..………………………………….………………45 puncuation - period …………………….……………………………………...…………..45 Review …………..……………………………………………………………………….………46 Milestone Mastery Challenge ……………………………………………………………49

Chapter 6 K Sidekicks and Q Review ………....………………….………………..……..…..50 ck word endings……………………………………………..…………….………………….52 sk word endings……………………………………………..…………….…………………..51 nk word endings……………………………………………..………………………..……..53 lk word endings……………………………………………..………………………………..54 Review .……………..……….….……………..…………………………………..…………..55 Q review ………..……………………………...…………..………….………………………58 punctuation - exclamation point ……………………….………...…………………..58 Milestone Mastery Challenge ……………………………………..………..………….59

Chapter 7 Consonant Couples ………………………..……………………………….………….60 sh as in ship .………………………………..…………………………………..………..…61 ch as in chop .……………………………..……………………………..…………..……..63 th as in thin and thee ……………….………………………………………….…..…..65 wh as in whip .…..…………………………………………………………………......….67 ng as in sing …....…………………………………………………………………………..69 Review .……………………………………..………….…………………………………….…71 punctuation - question mark ………..……..…………………………………………..71 Mastery Milestone Challenge ……..…...………………………………..…………...74

Chapter 8 Consonant Blend Teams .……..……….………………………………………….…75 bl as in bless .……………………………………...…………………………………………76 cl as in clap .………………………………………..……………………………………….78 fl as in flag .…..……………………………………..……………….…………………….80 gl as in glad .…………………………………………..……...…….……………………..81 pl as in plum ..…………………………………………..…………….…………………..84 sp as in spot .………………………………………………..………....…………………..86 sl as in slug .…………………………………………………..………………………….…88 br as in brave …………………………………………………..…………………………..90 cr as in crab .……………………………………………………..……………………….…92 sc as in scum ...……………………………………………………...……………………..94 sk as in skin ...…………………………………………………………...………………….96 dr as in dress ………………………………………………………….…..…………….….98 punctuation - comma …………………………………………………...……..………..98 fr as in frog .…………….……………………………………………….…..……....…..100

gr as in grape ...……………………………….………………………….……….……..102 pr as in prize .…..……………………………………………….……….…….………..104 tr as in truck ...…………………………………………………………….….…………106 str as in strong ..…………………………………………………..……….…………...108 punctuation - apostrophe ….……………………………………..….……………...108 st as in stop .……………………………………………………………….….……….…..110 sm as in smell ……………………………………………………………………………...112 sn as in snake .………………………………………………………….…...…..………..114 sw as in swim ………………………………………………………….…………………..116 tw as in twig ..……………………………………………………….………………….…118 ts, ps as in nests, lisps……………..…………………………………………………….120 Review ………………………………………………….….………..………………………..121 Mastery Milestone Challenge ……………………………….…………..………….123

Chapter 9 Vowel Friends ………………………………………………………………………… 124 Syllables Review ………..……….…..…..……………………….………………………125 āi as in sail .……………………………………………………….…………..…....…...126 silly y overview ………………..……………………………….………………..….…...130 āy as in day ..…………………………………………………..………..……….……...133 ī as in wild, pie ….…….……………………………………....……………………....…135 īgh as in night...……….………………………………….….……………………………136 silly y long ī as in my ………………………….…….………………………………..137 ēe as in bee ….…….……………………………………………………………………..….131 ēa as in tea ….…….……………………………………………………………………..…141 silly y long ē as in monkey ..……………..…………………………………....……145 silly y long ē as in silly …...……………………………………………..….……….146 ūi as in fruit …………………………………………………………………….………..148 ōa as in soap .………………………………………………………………….………….150 ōe as in toe ..……….…………………………………………………………..……………151 other long ō words as in old .………………………………………….….………….152 ōugh as in dough ..……………………………………………………….………….…..154 ōw as in low ..…………………………………………………………..…………………155 Mastery Milestone Challenge .……………...……………………..……………..…159

Chapter 10 Vowel Couples ..……….……………………………..……………………………..160

ow! as in cow …………………………………………………..……………..……….....161 Homograph Exercise …….…..…….…………..…………..….……………………….163 ou! as in loud ..…………………………………………….……………………………..164 oi, oy as in toy ………………….……………..………….……………………………..166 as in cool …………………………………..…….…….……………………………….168 as in you …………………………………………..…..……….…….…………….…..171 ew as in stew ………..…………………………………………………………....……...173 as in wood ………...…………………………………………..………………………175 as in could …………….……………………..…………...…..……………………..176 aw as in law ..…………………………………………..…………..…………………...178 augh, ough as in taught ………………………………………….…………………..180 Mastery Milestone Challenge ..……………………………………………………...182

Chapter 11 Special C Sounds .………………………………………………………………...…183 c = s as in ice ...………..……………………………………………….………………...184 sc = s as in scent ...…………………………………………………..………..………….187 Mastery Milestone Challenge …………………………………………….….………189

Chapter 12 Special G Sounds ……………….…………………………………………………..190 g = j as in gem. ...………………………………..……………………….……………….191

Special C and G Review ……………..………………………………….………………194 Mastery Milestone Challenge ..……………………………………….………………195

Chapter 13 Bossy R …………………………………………………………………………….…...196 ar as in car ………………………………………………………………….……………..197 er as in fern .………………………………………………………………….………….200 ir as in bird ……………………………………………………………………..………..202 or as in fork ………………………………………………………………………….…..204 ur as in burn..…………………………………………………………………..……….206 Mastery Milestone Challenge ………………….……………………………...…...209

Chapter 14 Strange and Peculiar Vowel Sounds………..………………………..…….….210 ie = ē as in chief ……………………………………..………………………………….....211 ei = ā as in vein …………………………………………..……………………………….213 eigh = ā as in weigh ……..……………………………………....………………….....214 mute a as in head ………….……………………..…………………..…………...…….216 mute u as in build ….…….……………………………………………..……………….218 o = ŭ as in son …………………..…………………………………………..…………...220 a = ŏ as in swan ………….……………………………………………………….……...222 i = ē as in police …………………………………..……………………………..…….…224 final silent e as in bubble …………………………………..……………..……………226 Mastery Milestone Challenge ………………………………………………..…….…227

Chapter 15 Suffixes and Word Endings ....……………….…..…………………………….228 ed as in grunted, milked .…..…………..………..…………………….…..….……..229 ing as in lifting ….…………………………….……………………………………...….235 able as in movable …………………………....………………………………………….239 ible as in terrible ……………………………….……………………………………….…241 ion as in action “shun”….…………………….………………...………..……….……243 ial as in social “shul” ………………………….……………………..…………………244 ous as in dangerous .………………………….……………………...………….....….246 Mastery Milestone Challenge ………………………………………...……………..248

Chapter 16 Other Strange Sounds ....…………..…….…………………….…..…………....249 Mute k as in knot …………………………….………………………...…….…….…..250 Mute g as in gnat ………………………………………………………………..……...252 Mute w as in wren………………………………………………………………….......254 Mute b as in lamb …………………………………………………...………………….256 Mute n as in autumn …………………………..…………………………………...…258 Mute h as in hour …………………………….…………………………………………260 Mute h as in ache ………………………………………………………..…...…….…..262 gh, ph = f as in laugh and photo……………………………………..……..……..264 qu = k as in antique ..……………………………………………………………........266 ch = sh as in chef ………………………………….…………………………………..…268 et = ā as in ballet ……………………….………..……………………………………...270

Final Milestone Mastery Challenge ……..………………..………………….……..…………272

1

How to use this book:

Before beginning Book Two, students should complete Book One - Letter Mastery, or the

teacher should be confident that they have mastered all of their letters with the ability to

quickly recall the sounds of all short vowel and consonant sounds. They should also have

mastered all the basic sight words taught in Book One which include: a, the, I, to and of.

If your student struggles with the first chapter of review in this book, Book One is a better

place to start. If students are not armed with the tools and knowledge they need, learning to

read can become a frustrating and daunting chore, rather than an adventure.

Chapters

Chapters are divided up by phonetic word groups to help students tackle one concept at a

time, adding precept upon precept to the solid foundation that has been laid in Book One.

There is no required schedule for these lessons. Some chapters are longer and some are

shorter depending on the topic being covered. The best rule of thumb is to go at whatever

pace your student is most comfortable with. You should try to do lessons often enough

that they don’t forget what they have learned, but not so fast that they are overwhelmed.

Teachers can also easily use the boxed word lists from any lesson in this book to reinforce

spelling, vocabulary, or dictation lessons on lined paper.

Flash Cards

All flashcards are included, and can be found in the back of this book. Each lesson that has

a corresponding flashcard will be noted with a “flash cards” bubble on the page. They are

important tools that help solidify for the student all that he has learned. An easy way to keep

track of them is to put them in small envelopes or “zipper” baggies . Tape two envelopes or

baggies to the inside cover of this book, so that you are still able to open them. As students

progress through the book they should place their “mastered” cards in the first bag, and their

new cards in the second one. All of their mastered cards should be practiced, at least at the

conclusion of each lesson, but it will not hurt to practice them more often. If they are thriving

and can easily recall all the sounds they have covered, your practice is sufficient. If they are

struggling, flash cards need to be practiced more often.

Most importantly, keep it fun!

Milestones

Each chapter concludes with a “Mastery Milestone Challenge” to help reinforce what the

student has learned and give them a sense of accomplishment. This can also help the

teacher gauge how well the student is comprehending the lessons.

2

Chapter Two

Silent E

3

Silent E

Read and practice these words:

Silent { } is a helper vowel.

He loves to help others say their names.

If { } is at the end of a word, he lets the first vowel say it’s name,

and he stays silent because he is a gentleman.

Example: ăt / āte hĭd / hīde rŏd / rōde cŭt / cūte

Chapter 2

ăt făt slăt tăp căn văn

āte fāte slāte tāpe cāne vāne

hăt măt căp măn păn măd

hāte māte cāpe māne pāne māde

Do you remember what a breve is? It looks like this: { ˘ } We use a breve to remind us to use the short vowel sound in words like:

căp pĕt hĭd nŏt cŭt

This is a macron: { ˉ }. We use a macron to remind us to use the long

vowel sound in words like:

cāpe Pēte hīde nōte cūte

4

Silent E


Read and copy this sentence:

It is a fine kite.

Chapter 2

kĭt hĭd pĭn

strĭp dĭn wĭn

kīte hīde pīne

strīpe dīne wīne

bĭt rĭd rĭp dĭm fĭn kĭn

bīte rīde rīpe dīme fīne kīne

5

Silent E



I hope the frog will not hop.

Chapter 2

hŏp slŏp rŏb ŭs cŭb

plŭm

hōpe slōpe rōbe ūse cūbe

plūme

mŏp rŏd nŏt tŭb tĭn cŭt

mōpe rōde nōte tūbe tīne cūte

6

Silent E


As you read this story out loud, mark all the vowels that make the short sound with a breve { }. Mark all the vowels that make the long sound with a macron { - }. Cross out all the silent e’s { }.

Chapter 2 Review

rip fine mat hate hop

note plum tune dine cap

robe fin cub ripe rode

tub cane fun rod

plume

Tom gave Jane a fine ripe plum. Jane will make a cake. Tom will bite the cake. Jane will bite the plum. Yum! Tom is glad and Jane is glad.

7

Silent E


Read and copy these sentences:

Dad gave us a ride.

It was a fun time!

Chapter 2 Review

bite ride man same

not rode us

cube

slat hope pin use

tape wine rob

slate

8

Silent E


Read and copy these sentences:

Babe is safe in bed.

Can you write your own sentence using a Silent E word?

Chapter 2 Review

fade made late date

lame same lake rake

make cake ape babe

name tame safe gaze

9

Mastery Milestone Challenge!

Have you mastered this chapter? Try these fun challenges.

Circle the correct word for each sentence:

Fill in the blank space using a silent { } word:

Jane will _____ a cake. The babe is _____ in bed. We had a fun _____!

Chapter 2

(Example: Dan has the tap/tape )

The pig at/ate the cob. The fat/fate cat sat on Sam.

It is fun to rid/ride in the van/vane.

10

Chapter

Eleven

Special C Sounds

11

Special C Sounds

Read and practice these words: Say “s” as you circle the { e, i or y } after every { c }


Alice is nice to her pet mice.

ice slice lace trace sĭnce

rice price place brace quĭnce

mice twice space grace prĭnce

nice face race fĕnce Alĭce

Chapter 11

Here is a neat trick!

When { c } and { g } are written before { e, i, or y }, they can change their sounds.

{ c } changes her sound to the soft sound of { s } = “s”

and { g } changes his sound to the soft sound of { j } = “j”

c e

c i = { s } Example: nice, city, spicy

c y

c=s

12

Special C Sounds

Read and practice these words: Say “s” as you circle the { e, i or y } after every { c }

* Remember, if { y } is at the end of a syllable he makes the long { ī } sound. See page 137.


These plums are juicy!

ounce cease

c ·clone* spice

bounce center juice spic·y

flounce cin·der īc·ĭ·cle

grō·cer·y

cell cit·y

pen·cil jui·cy

Chapter 11 c=s

13

Special C Story Review


Set up the race by the fence! Tommy and John will race.

Since they are nice, they will race twice. When they are done, they will eat some rice.

Alice will bring them some water and ice. They will be hot from racing.

Chapter 11

rac·ing fence nice

twice rice ice

c=s

14

Special C


The moon is a

crescent shape tonight!

scĕnt scī·ence

scēne scī·en·tist

scē·ner·y cres·cent

scis·sors fas·cin·āte

Chapter 11

These words all have an { s } before { c }, but they still follow the same rule:

When { c } is followed by { e, i, or y } it says “s”.

Together, { s } and { c } make the “ss” sound just like a consonant twin team.

sc=s

15

Special C Story Review


A scientist is on the scene. He has found something fascinating!

Is it a bug? Is it a fish? No, it is the scent of a floating flower.

Look! He has cut the flower with scissors. He will take it home and try to understand

how God can make it smell so sweet.

Chapter 11

scī·en·tist scis·sors

scent scene

fas·cin·a·ting

sc=s

16

Mastery Milestone Challenge!

Have you mastered this chapter? Try these fun challenges.

Fill in the missing letters to solve the puzzle and find out the secret message:

Draw a line to match the words with the Special C sound they make:

Chapter 11 Special C

cell spice cat

grace act

s c s c s

Alic_ is nic_ to her pet mic_. The plums are fresh and juic_!

May I have a penc_l? Set up a rac_ by the fenc_!

Clean the c_nders from the fireplac_. A sc_entist is on the sc_ne.

foundational phonics word mastery - little seedlings press · 2019-03-16 · foundational phonics...

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