phonics lessons - a complete 61 lessons course for teaching beginning readers to read and spell

Phonics LessonsPhonics LessonsPhonics LessonsPhonics Lessons

Phonics Lessons

course for teaching beginning readers

to read and spell

freephonicslessons.com


Phonics Lessons is a complete 61 lesson


to read and spell.

freephonicslessons.com.


is a complete 61 lesson


.

To minimize errors, Please use a current browser and the latest Flash Player!

IntroductionWelcome to my website! It is my desire to “lend a helping hand” to those involved inthe art of teaching basic reading skills. I hope you’ll find these “hands-on” phonicslessons useful in the process of helping your students develop and strengthen basicreading skills. The lessons are presented in a progressive order.

Originally, I created these lessons as a homework follow-up to classroom instruction.After retirement, I copied the complete set of lessons and used them for tutoring. They proved to be very effective in helping my students strengthen and furtherdevelop their basic reading and spelling skills. The common spelling patterns arelisted on the long vowel chart.

The lessons should not be used as an independent activity. Assisted guidance andinteraction with the student is essential in following through each portion of thelessons. It is important to lend support and inspire the student as he/she pursues thetask in each lesson and gains strength in the development of reading and spelling.

Knowledge of sound-symbol association is a first step in learning how to read.Throughout my teaching career, I used the Phonovisual Consonant and PhonovisualVowel wall charts to teach and firmly establish letter-sound association by means ofdaily drill. Our language is 85% phonetic and definitely worth learning the phoneticrules and exceptions.

Students need to have the opportunity to apply their knowledge of basic phonics skillsto reading texts that are phonetically based and experience success in the earlystages of reading.

I used the five levels of Primary Phonics, Educators Publishing Service, Inc. They aredecodable and progressive. This series was an excellent supplement to our districtadopted reading program and books in our classroom.

Introduce new books and stories to your students in a manner that sparks interestand curiosity. Check comprehension by asking “who”, “what”, “when”, “why”, and“where” questions. (Note NEA article)

I

Lots of reading practice strengthens fluency. Re-reading is important; it helps in thedevelopment of word recognition and fluency. I retired after 40 years of teaching, 35years in my last district in southern California. I loved teaching 1st grade students.Please contact me if you have any questions or comments. My e-mail address [email protected]

Retired teacher,Darlene Dittus

p.s. Check out the dominoes! The domino patterns are an excellent visual tool andextremely helpful in the process of learning and memorizing basic numbercombinations. Also, another good site for beginning readers is starfall.

I would like to share this article published in NEA Today by Catherine Snow,Professor at Harvard University’s Graduate School of Education

"Three basic elements that build good readers:1. Children need to understand the alphabetic writing system — that words have letters and that letters relate to sounds.2. They need opportunities to use reading to obtain meaning from print.3. They need frequent chances to practice their skills to achieve fluency.

Children should be encouraged to sound out unfamiliar words. They should usecontext and pictures as tools for monitoring word recognition. To promotecomprehension, curriculums should include instruction in summarizing the mainidea, predicting events, and drawing inferences. Children need time to write everyday. Invented and traditional spelling can co-exist–with the former helping childrenunderstand the sounds created by different letter combinations."

I received this cartoon from a friend in Denver, CO.(clipping from a local Denver newspaper).In conclusion, "Reading = Education"

II

Using these Lessons

I recommend teaching these lessons in the same order as listed in the index. Onoccasion, you may need to modify it and break it into mini-bites if the lessons becomeoverwhelming for a hesitant, beginning reader. You need to keep the motivation andinterest intact and adjust the pace. I suggest the following steps:

Mini-reading lesson steps for the student

1. Master the sounds on the Consonant and Digraph Picture Charts

2. Understand the process of blending two consonant sounds as you pursue the Consonant Blend Chart. Ex: (bl). The sound of "b" slides into the sound of "l". (Another way is to put the sound of "b" in one hand, the sound of “l” in the other hand, and bring your two hands together, blending the sound of "bl").

3. Short Vowels (picture chart) Learn the sound of short “a”, and then go to Lesson #1 Short (a). Continue with the blending process. Ex: cat. The sound of "c" slides into the sound of short "a", resulting in the sound of "ca"... cat. In pursuing the easy list of rhyming words, the left column is slightly easier than the right side. Work on reading a few of the easy columns. Once the student understands the process of decoding, you're bound to see an excited student who has just discovered the key to learning how to read and is ready to expand that process.

4. Go back to the Short Vowels picture chart and learn the remaining short vowel sounds and pursue the remaining lessons as you need to. I assume the student's level of maturity, temperament, and attitude may influence the pace of learning.

Sight Words and Text

Simple Sight Words are listed in the reference portion of the index. Sight words arenot phonetic and appear with high frequency in basic reading texts. Learning the sightwords tends to be an automatic process that depends largely on the number of timesthe reader is exposed to the words.

The text in these lessons is green if it is a sight word. After the student has beenexposed to a particular sight word for about twenty times, the words are no longerprinted in green.

In addition to the green sight words, the text may also be green if the word has not yetbeen introduced in the lesson sequence.

III

About the site

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

IV

Free Phonics Lessons Interactive Picture ChartsConsonants (breath sounds) Variant VowelsDigraphs (breath & voice sounds) Vowel ChantConsonants (voice sounds) (2 pp) Consonant Blends (2 pp)Short Vowels Additional BlendsLong Vowels Final Blends ReferencesDictationSpelling Practice Simple Sight Words Lessons#1 Short (a) #32 Vowel Pattern (old, ost)#2 Short (i) #33 Variant Vowel Pattern (or)#3 Short (u) #34 Review (o-e, oe, oa, -o, ow, old, ost)#4 Short (o) #35 Vowel Pattern (u-e, ue)#5 Short (e) #36 Vowel Pattern (ew, ui)#6 (ea) Combination #37 Review (u-e, ue, ui, ew)#7 Digraph (th) #38 Review Long Vowel Patterns#8 Digraph (wh) #39 Suffix (bye-bye "e")#9 Digraph (sh) #40 Contractions#10 Digraph (ch) #41 Spelling Pattern (are)#11 Bossy "r" (ar) #42 Variant Vowel Bossy "r" (ur)#12 Vowel Pattern (a-e, ay) #43 Variant Vowel Bossy "r" (er)#13 Vowel Pattern (ai, eigh) #44 Variant Vowel Bossy "r" (ir)#14 Review (a-e, ai, ay, eigh) #45 Variant Vowel Bossy "r" (or)#15 Singular, Plural (ant, ants) #46 Variant Vowel Pattern (long oo)#16 Singular, Plural (branch, branches) #47 Variant Vowel Pattern (short oo)#17 Suffixes (ed, ing) #48 Variant Vowel Pattern (ow, ou)#18 Ending (le) as in apple #49 Variant Vowel Pattern (aw, au, al, all)#19 Vowel Pattern (ee, -e) #50 (wa) as in water#20 Vowel Pattern (ea) #51 Variant Vowel Pattern (oy, oi)#21 Vowel Pattern (-y) #52 Soft c (ce, ci, cy)#22 Vowel Pattern (ey, ie) #53 Soft g (ge, gi, gy)#23 Review (ee, ea, -e, -y, ey, ie) #54 Soft g (dge)

V

#24 Vowel Pattern (i-e, ie) #55 (ch) as in chimney, chef...#25 Vowel Pattern (igh, -y) #56 Initial Blends#26 Vowel Pattern (ind, ild) #57 Final Blends#27 Review (i-e, ie, igh, -y, ind, ild) #58 Silent Letters (ph, gh)#28 Spelling Rule (plural) #59 Digraph (ng)#29 Vowel Pattern (o-e, oe) #60 Ending (tion, sion)#30 Vowel Pattern (oa, -o) #61 Silent Letters (wr, kn, mn, mb)#31 Vowel Pattern (ow) Spelling & Dolch Words

These lessons are designed to teach new learners to read by building a phoneticfoundation. The beginning reader can use the consonant charts and the vowel chartsto learn the basic sounds and spelling of letter combinations. The lessons arearranged in a format that can be easily used by parents and teachers as instructionalmaterials for the purpose of developing basic reading and spelling skills. Phonicsskills are key elements to the successful development of basic reading and spellingskills. Learning basic math facts using dominoes is included as well as timed additionand subtraction drills. The lessons are also available at theschoolhouse.us.

VI

Learn these beginning consonant sounds. Say the picture word and listen to thesound you hear at the beginning. Repeat this sound until you've learned it well. Youneed to know these sounds in order to decode (sound out) words. Breath Sounds Click on the letter, name, and picture

1

Learn these digraph sounds. Say the picture word and listen to the sound you hear.Repeat this sound until you've learned it well. You need to know these sounds inorder to decode (sound out) words.

Breath Sounds Click on the letter, name, and picture

Breath Sound Voice Sound

2

Learn these beginning consonant sounds. Say the picture word and listen to thesound you hear at the beginning. Repeat this sound until you've learned it well. Youneed to know these sounds in order to decode (sound out) words.

Voice Sounds

3

Yy is a special letter; sometimes it is a consonant and sometimes it is a vowel.The "y" in the word yak is a consonant. (It is a voice consonant; its sound is audible.)

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

y functions as a vowel when it:

a) concludes a word which has no other vowel (my)b) concludes words of more than one syllable (happy)c) immediately follows another vowel (may).

In the combination ay, y serves as a vowel. When two vowels are together - the firsthas its long sound, the second is silent. Hence, our vowel rule:

When two vowels go walking, the first one does the talking, (it says its name).The second one does the walking, (it is silent).

4

Pictures begin with the short vowel sound

5

Long vowel reading/spelling patterns

Long vowels say their name (as in the alphabet)

6

Reading and Spelling Patterns

7

Learn these beginning consonant sounds. Say the picture word and listen to thesound you hear at the beginning. Repeat this sound until you've learned it well. Youneed to know these sounds in order to decode (sound out) words.

9

Say the name of the picture and listen to the two/three sounds you hear at thebeginning of each picture. Repeat this sound until you've learned it well. Knowingthese sounds will enable you to read words fluently since you can eliminate theprocess of "sounding out" the letters each time you come across them.

Consonants and Digraphs (shr, thr)

11

DirectionsDictation is an excellent means of providing spelling practice and agreat follow up activity after the student can phonetically decodeand read the words listed in each lesson. Each lesson focuses ona specific spelling pattern.

1. Dictation requires a teaching assistant to help the student. This person selects a word listed in the lesson and dictates the word clearly, ex: (cat); then repeats the word, but this time says the word slowly while “sounding out” each letter. (Slide the sounds to some extent.)

2. Simultaneously, the student listens, discriminates, then writes the letters representing these specific sounds - (cat). Basically, the studentwrites the word to the best of his/her ability.

3. The teaching assistant checks the spelling immediately. If the student has spelled the word correctly, extend a word of praise. If there is an error, point out theword listed in the lesson, have him/her read it and “sound it out” then rewrite the wordcorrectly. It may be necessary to let the student look at the word to enable him/her towrite it correctly.

If the process of dictation is too difficult for the student, go back and review all theconsonant and vowel sounds presented at the beginning (picture charts). Concentrateespecially on developing a solid understanding of the consonants and short vowelsounds before moving onto the long and variant vowel sounds.

13

Lots of drill may be necessary in order to learn letter names andsounds. Work on blending letter sounds of simple words, ex: (cat), tohelp the student understand the process of decoding. It may be helpfulto read the easy rhyming words (left column) in lessons 1 - 5 beforeattempting those listed in the right hand column. Rereading strengthensand develops reading fluency. Readiness (maturity) is a factor thataffects the pace or rate of learning

14

Frequently used sight words.

Sight Words are numerous and one cannot “sound them out” according to theirphonetic spelling pattern. From the standpoint of spoken language, all words arephonetic. However, the spelling (visual patterns) in sight words, are such that thecommon phonic generalizations cannot be applied in decoding. These words appearfrequently and must be memorized.a from oh sureabove give once theagain gives one theirany goes only thereare gone or theyaway have other tobeen here over todaybefore I own tooboth into pretty twobuy knew push uponchildren know put verycolor laugh ready wantcome live really wascould love said washdo many says weredoes mother school whatdon't Mr. shall wheredone Mrs. should whodoor none some workfather of someone wouldfour off something youfriend often sometime your

15

Frequently used sight words - Part 2

across dove language soldierair dozen laughed sonagainst dye leather soulaisle early library specialalready earn lion spreadanswer enough lived squareanxious every machine steakaround eye measure taughtbear eyes million thoughbeautiful field minute thoughtbeauty folks mischief throughbecause garage move togetherbelieve ghost neither toncalf gloves ocean tonguecarry great office towardcoming grew onion usualcough guard open veincouple guess ought viewcourse guide patient warmcousin head piece weathercruel heart please whomcurve heaven quiet whosedead heavy ranger wolfdeaf hour rough womandebt idea science wondesire Indian scissors writedouble instead sew wrongdoubt isle sign young

16

Read these short (a) words in each of the columns. If you need to decode (soundout) these words, remember to “slide” the beginning (consonant, consonant blend,digraph) sound into the vowel sound, then “hook on” the ending (consonant,consonant blend, or digraph) sound at brat bad brad bag bragbat chat cad clad gag cragcat flat dad glad hag dragfat scat fad shad jag flaghat slat had lag snagmat spat lad nag stagpat that mad rag swagrat pad sag sat sad tag tat wag vat am clam an bran cap chapcam cram ban clan gap clapdam dram can flan lap flapham gram Dan plan map scrapjam pram fan scan nap slapPam scam man span rap snapram scram pan Stan sap strapSam sham ran than tap traptam slam tan yap yam swam van zap tram

17

cab crab ax flax and blandgab grab lax band brandjab slab sax hand grandlab stab tax land standtab wax sand strand bass brass cast blast back blacklass class fast hack clackmass crass last Jack crackpass glass mast lack flacksass grass past pack quack vast rack shack sack slackAl tack smackgal snackHal stackpal trackVal whack camp champ ash brash bank blankdamp cramp bash clash dank clanklamp scamp cash crash hank drankramp stamp dash flash lank flanktamp tramp gash slash rank frankvamp hash smash sank plank lash splash tank prank mash stash yank shrank rash trash spank sash thrash stank swank thank

18

ask flask daft craft asp claspbask haft draft gasp graspcask raft graft hasp mask shaft rasp task bath bang clang can't chantlath gang slang pant grantmath hang sprang rant plantpath rang twang scantrath sang slant ranch blanch dance chance catch klatch branch lance France hatch scratch stanch glance latch snatch prance match thatch stance patch trance advance cancan grandstand ransackbackhand capstan handcraft rattrapbacklash catnap handstand sandbankbackpack claptrap hangman sandblastbacktrack crabgrass hatband sandmanbandstand crankshaft hatrack scratchpadBatman fastback madcap snapbackblackjack fatback madman taxmanblackstrap flapjack ragtag transplantcabstand gangplank

19

Read these short (i) words in each of the columns. If you need to decode (soundout) these words, remember to “slide” the beginning sound into the vowel sound,then “hook on” the ending sound. dip blip bit chit dim brimhip clip fit flit him grimlip drip hit grit Kim primnip flip it quit rim shimrip grip kit skit Tim skimsip quip lit slit slimtip ship nit spit swimzip skip pit split trim slip sit whim snip wit strip zit bib crib trip fib glib whip jib squib rib bid grid big brig din chindid quid dig prig fin grinhid skid fig sprig in shinkid slid gig swig kin skinlid squid jig trig pin spinmid pig twig sin thinrid rig Whig tin twinSid wig win

20

his quiz hiss fixis whiz kiss mix miss sixsis this Dick brick ding bring fink blinkhick chick king cling ink brinkkick click ping fling link chinklick crick ring sling mink clinknick flick sing spring pink drinkpick quick wing sting rink shrinkrick slick string sink slinksick stick swing wink stinktick thick thing thinkwick trick gilt quilt dint flintimp blimp hilt spilt hint glintlimp chimp kilt stilt lint printwimp crimp lilt mint splint primp silt sprint shrimp tilt squint skimp wilt stint gift drift disk brisk fist gristlift grift risk frisk list twistrift shift whisk mist sift shrift swift dish squish bilk thrift fish swish milk wish silk

21

ditch glitch midge bridge finch clinchhitch snitch ridge fridge inch flinchMitch stitch smidge pinch grinchpitch switch winch witch twitch pith smith with admit dismiss lavish rabbitambit famish limit rabidavid finish limpid radishaxis flagship lipid rapidbacklit frigid lipstick rigidbackspin gambit liquid sandpitbandit gaslit livid satinBaptist gravid matchstick shindigbigwig habit matin skinflintblacklist hamstring maxim slapstickcabin handspring misfit timidcandid hatpin misprint transitcatfish impish napkin validcatnip imprint nitpick vapidchitlin insist nitwit victimdigit kidskin picnic visitdiminish kingpin pigskin vividdimwit kingship pinprick wingtipdipstick kinship pippin within

22

Read these short (u) words in each of the columns. If you need to decode (soundout) these words, remember to “slide” the beginning sound into the vowel sound,then “hook on” the ending sound. bug chug but glut bum chumdug drug cut shut gum drumhug plug gut smut hum glumjug shrug hut strut mum plumlug slug jut rum scummug smug nut sum slumpug snug rut strumtug thug swum thrum bun shun cub chub bud cruddun spun hub club cud spudfun stun nub flub dud studgun pub stub mud thudnun rub scrub pun sub shrub run tub sun bus plus cup cuff bluffGus thus pup guff fluffpus up huff gruffus muff scuff puff stuff

23

bump chump gush blush buck chuckdump clump hush brush duck cluckhump grump lush crush luck pluckjump plump mush flush muck shucklump slump rush plush suck stuckpump stump slush tuck struckrump thump thrush yuck trucksump trump bunk chunk dung flung much dunk clunk hung slung such funk drunk lung sprung gunk flunk rung strung duskhunk plunk sung stung huskjunk shrunk swung musklunk skunk tuskpunk slunk sunk spunk dumb crumb stunk numb plumb trunk thumb cull skull bunt blunt bust crustdull hunt brunt dust thrusthull punt grunt gust trustgull runt shunt just lull stunt lust mull must null rust

24

bunch brunch Dutch clutch budge drudgehunch crunch hutch crutch fudge grudgelunch scrunch judge sludgemunch nudge smudgepunch trudge album discus hubbub pickupanimus disgust humbug pumpkinbackup distrust humdrum rabbitbrushbuckskin dumbstruck hummus ruckusbumpkin dumdum litmus sacrumbunkum dumpling magnum sanctumbuskin flashgun manhunt shantungcactus fungus maximum statuscampus gamut midgut stinkbugcatgut grampus minimum stratuschipmunk gunsmith mugwump sunlampcult halibut nimbus sunupcusp handcuff numbskull tantrumdandruff handgun pablum unjustdictum hiccup

25

Read these short (o) words in each of the columns. If you need to decode (soundout) these words, remember to “slide” the beginning sound into the vowel sound,then “hook on” the ending sound. bob blob bot blot cop chopcob glob cot clot fop clopgob slob dot plot hop crophob snob got Scot lop dropjob stob hot shot mop floplob throb jot slot pop plopmob lot spot sop propnob not stot top shoprob pot trot slopsob rot stop stropdock block dog blog hock chock fog frog bog clogjock clock hog smog cog floglock crock log jog grogmock flock slogpock frock cod clod rock shock hod plod sock smock nod scrod box tock stock pod shod cox rod trod fox loft sod lox soft Tod pox

26

boss cross bong prong bond blondloss dross dong strong fond frondmoss floss gong thong pond toss gloss long throng song romp chomp clomp stomp abscond crampon hotbox sandboxascot crisscross hotshot shamrockbackstop flattop jackpot sitcombirdsong foxtrot lapdog slingshotbobbin goblin lockbox stockpotbobcat gridlock nimrod stopcockbonbon gumdrop nonstop sunblockBoston hobbit obstruct sunspotbottom hobgoblin pompom tomcodcannot hobnob pompon unlockconcoct hockshop potshot upshotconstruct hodgepodge robin wontoncrackpot

27

Read these short (e) words in each of the columns. If you need to decode (soundout) these words, remember to “slide” the beginning sound into the vowel sound,then “hook on” the ending sound. bet Bret bed bled den Glenget Chet fed bred fen thenjet fret led fled hen whenlet whet Ned Fred men met red pled pen net Ted shed ten pet wed shred set sled pep prepwet sped rep step beg Greg hem stem bend blendkeg them end spendleg fend trendpeg bent Brent lend cent scent mend bell dwell dent spent rend dell quell Kent Trent send fell shell lent tend jell smell rent wend sell spell sent tell swell tent kept creptwell vent wept sleptyell went swept

28

dead bread death breath head dread lead spread sweat stead threat thread health tread wealth

best blest deck check belt smeltjest chest neck fleck felt speltnest crest peck speck gelt pest quest melt rest pelt test left cleft welt vest deft theft west heft Bess blesszest less chess elf shelf mess dress pelf press self stress edge dredge mesh flesh help whelphedge fledge fresh kelp ledge pledge sedge sledge bench clench length strengthwedge wench drench French fetch fletchfence thence quench ketch sketchhence whence stench retch stretchpence trench vetch

29

absent compel fragment patentaddress competent freshmen pelletadvent confess hamlet quickenascendent conquest happen recklessasset content helmet redneckbanquet contest henchmen rottenbasinet convent henpeck selfishbasket dentist impel shipmentbasset dispel impress spectrumbeckon distinct inject splendidbellhop docket inkwell subjectBenjamin dragnet insect suddenbillet eggshell intellect sunbeltbonnet enchantment intent sundeckbracket enrich kitchen suspectbrisket entrap lapel suspendbucket evident ligament talentbuffet exit liniment tenementcabinet expect magnet thicketcasket expend neckband unclenchcastanet extend nutmeg unrentedchecklist filament nutshell uptrendchestnut flatten object velvet

30

Spelling Pattern (ea) short vowel soundMost often the spelling pattern (ea) has the long vowel sound as in teacher.However, there are quite a few words that have the short “e” sound (as in jet) buthave the (ea) spelling pattern instead. Usually you will find these words listed amongthe sight words.

Read these short vowel words. (short “e” as in jet).

bedspread dread realmbread head spreadbreakfast health steadfastbreast heaven stealthbreath instead sweatdead lead threaddeadlock leapt threatdeadpan leaven treaddeaf meant wealthdeath read weapon

Dictation/Spelling Practice for (ea) combination

______________________________ ______________________________

______________________________ ______________________________

______________________________ ______________________________

31

Read these sentences.

How is your health?Do bread, head, and red rhyme?Which bread is best for your health?If you are rich, do you have wealth?Does your dog have bad breath?I put a Santa hat on my cat's head.Do you sweat when you are hot?I put my sweater on the bedstead.A bunch of dead ants were on my bedspread.Did you put the bedspread on the bed?What did you have for breakfast?I want the drumstick, Dad wants the breast.The deaf kid had a wealth of lead pencils.

Please write a sentence that includes at least one (ea) word (short sound) in yoursentence.

____________________________________________________________________

____________________________________________________________________

Please illustrate your sentence in the space below.

32

Skill: digraph th (breath & voice sound)A digraph has two letters, but one completely new sound.Put your fingers in front of your mouth and say “thank”. Can you feel the air as it isexpelled from your mouth? Can you guess why it is called a “breath” sound?

Read these words.............................................................................................................................(th breath sound)

thank thing thrustthick think thudthicket thrift thugthickness thrill thumpthin throb thwack

............................................................................................................................ (th voice sound) (audible)

than them thisthat then thus

Can you think of two more words that have either the breath or voice (th) sound?

______________________________ ______________________________

Dictation/Spelling Practice for (th) words

______________________________ ______________________________

______________________________ ______________________________

33

Read the sentences listed below.

I must thank Ben and Sam.This box has less stuff than that box.I think I will fill the bathtub.Beth’s dog had a bath.I think I can toss this big thing.This cloth is soft and thick.I think I will run on this path.Is the cat thin or fat?I think I will have some broth.The thrush sang in the thicket.Thad can thwack the big thug.The rabbit in the path can thump his foot.Beth is ill, and thus absent.

Write one or two sentences and include one or more (th) words ineach sentence.

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

34

Skill: digraph wh (breath sound)A digraph has two letters, but one completely new sound.

Read these words beginning with (wh).

whack which whipwhelp whim whippetwhen whir whitwhet whirl whiz

Can you think of two more words that have this digraph?

______________________________ ______________________________

Dictation/Spelling Practice for (wh) words

______________________________ ______________________________

______________________________ ______________________________

______________________________ ______________________________

Read the sentences listed below.

I must get a whiff of fresh air.Sam can whirl the top and it will spin.Can I whack that rock with this stick?When will we have lunch?Which whip do you want?What shall I do when I finish this?A whippet can run fast.

35

Write two sentences. You must include at least one or more words that begin with thedigraph (wh) in each sentence. Your writing should reflect good penmanship, properspacing, and correct usage of upper and lowercase letters. Remember all sentencesbegin with a capital letter and end with a period (.), question mark (?), orexclamation point (!).

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

Please illustrate one of the (wh) sentences.

36

Skill: digraph sh (breath sound)A digraph has two letters, but only one sound.

Read these words.

shed shell shinshelf shift ship

brush fish splashdish fresh trashfinish rush wish

Dictation/Spelling Practice for (sh) words

____________________ ____________________ ____________________

____________________ ____________________ ____________________

Read these sentences

I wish I did not have to wash the dishes.Why did Trish put this dish in the trash?I wish I had a shirt with a fish on it.Is dad selfish with his cash?Mom put the shell on the top shelf.Did the cat finish the dish of fish?I will run to the shed and get my dog's brush.I wish the ship would not splash so much water.

37

Write one or two sentences. Include one or more (sh) words in each sentence.

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

Please illustrate one of your sentences.

38

Skill: digraph ch (breath sound)A digraph has two letters, but only one sound.

Read these words.

chaff chat chicken chipchamp check chili chipmunkchant chess chill chockchap chest chin chopchaps chick chink chuck attach fetch latch scratchbench finch lunch sketchbunch French match stitchcatch glitch much stretchcinch hitch patch suchclench hunch pitch twitchclutch inch ranch whichcrutch itch rich witch

Dictation/Spelling Practice for (ch) words

______________________________ ______________________________

______________________________ ______________________________

______________________________ ______________________________

39


Can you chitchat with a chick?Can you catch a black witch?Which witch has the black cat?The pitch-black witch fell in the ditch.Can he scratch the itch on his back?Chad has the chicken pox.I can catch if you will pitch.Can the ranch hand attach his chaps?Chuck's job is to fix the computer glitch.She is sketching a chipmunk on the bench.Chadwick has a bunch of cash and is rich.

Please make a simple illustration of one the sentences above. Ifyou wish to make a more elaborate illustration, use the back ofyour paper.

40

Skill: spelling/reading pattern (ar)This letter pattern is known as “bossy r”

“Bossy r” is bossy but polite. It lets the vowel go first,(ar) but it doesn’t let it say its sound.

Read the words listed below.

arch bark chart hard sparkark barn dark march stararm car dart Mark startart card disarm park tarartist Carl far shark targetbar carpet farm sharp tartbarbell cart garden smart yard

Can you think of some more words that have the “Bossy” (ar) sound? Write them.

______________________________ ______________________________

______________________________ ______________________________

Dictation/Spelling Practice for (ar) words

____________________ ____________________ ____________________

____________________ ____________________ ____________________

41


Mark is smart and does not jab the shark.My car is dark blue.Mom has a jar of jam.There are lots of stars in the dark sky.Does the shark have a scar?The farm has a big yard.How far did you march?I hit my arm on a hard rock.Clark is an artist.Mark’s dad is smart.Did Carl's dart hit the target?We have a garden on our farmyard.Is it hard to pick up a barbell?Is it smart to disarm a cop?Carl sat on the carpet and read the card.The dog in the barn barks and barks in the dark.Carl put the tart in the pushcart.The artist hung the star on the ark.

Write two sentences. You must include at least one or more “bossy r” words in eachsentence. Remember “bossy r” words in this lesson have the spelling pattern (ar).

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________42

Please illustrate and label a word that has the bossy (ar) pattern.

These words have the (ar) spelling pattern, but do not have the usual (ar) sound.

afterward caterpillar hazardbackward collar lizardbeggar dollar upwardblizzard forward wizard

43

Skill: long (a) spelling pattern: (a-e) and (-ay)Read the words listed below.

The “e” at the end of the word cake is silent. It is a signal that sits at the end of aword. It tells the first vowel to say its name. This rule is known as the magic "e"rule.

ape game place snakecake grade race takecame late same tradechase made skate whale

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

In the combination ay, y serves as a vowel.

When two vowels are adjacent, the first usually has its long sound while the second issilent. There's an easy rule for the combination of two vowels next to each other:When two vowels go walking, the first one does the talking, the second doesthe walking. The first vowel says its name, the second vowel is silent.

day hay pay say strayclay lay play spray traygray may pray stay way

What are the two long (a) vowel patterns in the words listedabove?

______________________________ ______________________________

44

Can you think of some more words that use the (a-e) or (-ay) pattern? Write them.

______________________________ ______________________________

______________________________ ______________________________

______________________________ ______________________________

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

____________________ ____________________ ____________________

____________________ ____________________ ____________________


I came to the game late.Did you see the ape chase the snake?May the stray dog stay and play?Is Jake in the same grade as Kate?May I play on the bale of hay?Did Kate make a cake?I will trade this fake snake for a spade.Ray, Kate, and Jake like to sway.Kate put the clay on the gray tray.Dale will have an x-ray today.Is it okay to play in a skatepark?

45

Write two sentences. Use words that have the spelling patterns (a-e), (-ay) in eachsentence

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________


46

Skill: long (a) spelling pattern: (ai) and (eigh)Remember this long vowel rule: When two vowels go walking, the first one doesthe talking, the second does the walking.

Ex: In the word train, “ai” are adjacent (walking side by side). The first vowel “a” istalking (says it’s name – as in the alphabet), the "i" is walking (is silent).


aim mail raid tailbrain paid rail trailchain pail rain traindrain pain sail traitfail paint snail vaingain plain sprain wailjail quail stain wait

(eigh) says aeight sleigh neighbor weight

(Height and sleight are exceptions to the rule.)

What are the two long (a) patterns used in the words listed above? Write them.

______________________________ ______________________________

Can you think of some other words that use the (ai) or (eigh) pattern? Write them.

______________________________ ______________________________

47

Dictation/Spelling Practice for (ai, eigh) words

______________________________ ______________________________

______________________________ ______________________________


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

48

Create your own sentence, include one or more words thathave the long a spelling pattern (ai) or (eigh). Your writing should reflect goodpenmanship, proper spacing, and correct usage of upper and lowercase letters. Donot mix upper and lowercase letters. Remember all sentences begin with a capitalletter and end with a period (.), question mark (?), or exclamation point (!).

____________________________________________________________________

____________________________________________________________________

Please illustrate your sentence.

49

The letter a in the English language can have several distinct pronunciations.Lesson 11 dealt with the ar pattern as in arm. Long a as in bake is treated in theprevious and current lesson, and Lesson 41 covers a as in care. The remaining asounds are basically of the short a variety such as ask, bad, can (as in Lesson 1) orsofa, about. For the most part when a is the first or last letter of a word, it ispronounced as a short u. Such words in these lessons are treated as sight words.Sight words do not follow general phonetic rules and must be learned by repeatedexposure to different examples in reading text.

Student exposure and awareness is sufficient at this time.

about alike apology attentionabove Amanda around awakealarm apiece assume away

Amanda cola mozzarella pizzaballerina koala panda salsabanana magenta papaya tapiocacafeteria mama piñata tarantulaChihuahua Maria pita yoga

I have listed a few of the common words that begin or end with “a”, sounding likeshort “u”. Have the student listen for the sound of short “u” at the beginning or endof the listed words as you read them to the student.

50

Review long (a) spelling/reading patterns:

a-e, ai, ay, eighCan you write eight words using the above long (a) patterns? Try to write two wordsusing each of the patterns.

1.(a-e) _______________ 2._______________

3.(ai) _______________ 4._______________

5.(ay) _______________ 6._______________

7.(eigh) _______________ 8._______________

Read these sentences consisting of words that include the four long (a) patterns,namely a-e, ai, ay, eigh.

The maid came to my neighbor’s house on Sunday.The quail ate nuts and snails in my neighbor’s pathway.We played by the gate and found eight nails.I paid Santa today to take a ride in his sleigh.

51

Can you write a sentence that includes all the long (a) patterns (a-e, ai, ay, eigh)? Give it your best try.

____________________________________________________________________

____________________________________________________________________

Check your sentence. Did you begin your sentence with a capital letter? Did you endyour sentence with a (.), (?), or (!)? Is your penmanship neat? Did you allow a littlespace between each word? Were you able to include all the long (a) patterns (a-e, ai,ay, eigh) in your sentence?

52

Skill: Spelling rule regarding singular (one) and plural nouns (more than one)A noun is a word that names a person, place or thing. When a word stands for twoor more things, it usually has a plural ending, which most often is “s”.

Read the words and sentences listed.

ant antsbug bugscab cabscat catsdog dogsdrum drumsgift giftskid kidsship shipsvan vans

I see lots of ants on the anthill.My dog can run with his pals.Jack and his friends are having fun with the drums.I have a gift for the girls.I see ten crabs on the rocks.I see six bugs on the kitchen rugs.I lost two big red buttons.I have six cats and ten rabbits.I will set the nuts next to the napkins.

53

Dictation/Spelling Practice for (s) Plurals

______________________________ ______________________________

______________________________ ______________________________

______________________________ ______________________________

Make up two sentences and include one or more of the words listed in this lesson.Your writing should reflect good penmanship, proper spacing, and correct usage ofupper and lower case letters. Remember all sentences begin with a capital letter andend with a period (.), question mark (?), or exclamation point (!).

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

Illustrate one of your sentences on the back of your paper.

54

Skill: Spelling rule - plural endingsWhen the base word ends with ch, sh, s, ss, x, z, add (es) to make it plural.

Plural means more than one

Read this list of words

box boxesbranch branchesbrush brushesbus busesbuzz buzzesdish dishesdress dressesfetch fetchesfox foxesgas gasesglass glasseskiss kisseslunch lunchesmarch marchesrush rushessandwich sandwichesstitch stitchestax taxeswish wishes

55


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

Dictation/Spelling Practice for (es) PluralsReview rule: When a base words ends with (ch, sh, s, ss, x, z), add “es” to make itplural (more than one).

______________________________ ______________________________

______________________________ ______________________________

______________________________ ______________________________56

Write one or two original sentences. Use some of the singular and plural words listedin this lesson. Your writing should reflect good penmanship, proper spacing, andcorrect usage of upper and lowercase letters. Remember all sentences begin with acapital letter and end with a period (.), question mark (?), or exclamation point (!).

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

Please illustrate your sentence in the space below.

57

Suffixes: word endings (ed, ing)Prefixes and suffixes are structural changes added to root words.

Common endings that begin with a vowel (-er, -est, -ing, -ed, able) are usuallysounded as syllables. A syllable is a vowel or a group of letters containing a vowelsound which together form a pronounceable unit. All words include at least one vowel.

Spelling Rule: (Applies to words that have one syllable). When a short vowel isfollowed by one consonant at the end of the root word, double the last consonantand add (ed) or (ing).

To state this rule simply; “short vowel, one consonant, double” (It needs a friend)

Example: The letter “u” is a short vowel in the word run. It is followed by oneconsonant (n), therefore the last letter (n) is doubled - running.If the short vowel is followed by two consonants (mp), as in the word jump, the lastconsonant is not doubled - jumping.

Read these words (verbs)“Verbs" are action words or words that show movement

beg begged beggingbox boxed* boxing*clip clipped clippingdim dimmed dimmingdrag dragged draggingdrop dropped droppingfax faxed* faxing*fix fixed* fixing*flap flapped flappinggrab grabbed grabbinggrin grinned grinning58

grip gripped grippinghop hopped hoppinghug hugged huggingjog jogged joggingmix mixed* mixing*pat patted pattingplan planned planningplug plugged pluggingshop shopped shoppingstop stopped stoppingtag tagged taggingrun runningsit sitting

*Words (verbs) ending with the letter “x” are not doubled because the letter “x” is ablend of two consonants “ks”

If the short vowel is followed by two or more consonants (mp), as in the word jump,the last consonant is not doubled - jumping.

back backed backingbang banged bangingend ended endinghand handed handinghelp helped helpingitch itched itchingjump jumped jumpingkick kicked kickingkill killed killingrest rested restingsing singingwish wished wishing

59

Dictation/Spelling Practice for SuffixesDo you recall the spelling rule regarding the root word + ending?

“short vowel, one consonant, double” (the last consonant) “short vowel, two or more consonants, do not double" (the last consonant)

______________________________ ______________________________

______________________________ ______________________________

______________________________ ______________________________


His dog begged for my snack.Did the glass crack when you dropped it?The rabbit hopped into the bushes.I hugged my mom and dad when they left the park.I like to go shopping with my mom.We stopped and petted the dogs.I was running very fast when I got tagged.I helped my dad do a trick.We kicked a tin can and then rested on the grass.The man milked a big black yak.My back itched so much I had to scratch it.I asked my mom to come and help me.

60

Create a sentence that includes at least one base word + (ed), (ing). Your writingshould reflect good penmanship, proper spacing, and correct usage of upper andlowercase letters. Remember all sentences begin with a capital letter and end with aperiod (.), question mark (?), or exclamation point (!).

____________________________________________________________________

____________________________________________________________________

This portion of the lesson is meant for exposure.

The student should revisit this page after he/she has completedlesson (#22, long “e”). Mastery in regard to reading should easilybe achieved after the student has completed all the lessons.

The suffixes (–ly) added to a base/root word changes its meaning. Sometimes itchanges the way the word is used. Words ending in “–ly” normally tell how orhow often something is done.

Words ending with the suffix –ly (sounds like long e)

amply dimly gladly openly shortlybadly distinctly grimly partly simplybarely doubtfully hardly plainly slowlybluntly entirely hotly possibly softlybriefly exactly justly practically swiftlycalmly faintly kindly probably tenderlyclearly firmly lately promptly terriblyclosely flatly loudly purely thinlycostly finally lowly quickly totallycritically fondly mainly quietly trulydeadly frankly mostly rarely unlikelydearly freely nearly really usuallydeeply gently oddly sadly warmly

61

Skill: (le) at the end of a wordAt the end of a word, "le" sounds like (l); the e does not affect the vowel sound.

It is not “magic e”apple gobble middle scribblebubble handle nibble sniffledribble jungle pickle ticklefreckle little puddle uncle

Can you think of some other words that end with “le”?Please write them.

______________________________ ______________________________


The apple fell in the middle of the puddle.Be gentle when you handle the little bottle.Do tinkle, sprinkle, and twinkle rhyme?Will you wiggle and giggle if I tickle you?I have a little dimple in the middle of my chin.I see a little beetle scuttle up my uncle's neck.I jiggle and wiggle when I scribble.The big truck has two axles.I like to cuddle my stuffed rabbit.Ron’s uncle has lots of freckles.His uncle handles jungle frogs.My little cat nibbles pickles.

62

Dictation/Spelling Practice for (le) words

____________________ ____________________ ____________________

____________________ ____________________ ____________________

Make up a sentence that includes one or two words ending with (le). Check yoursentence. Does it begin with a capital letter and end with a period (.),question mark (?), or exclamation point (!)

____________________________________________________________________

____________________________________________________________________

Illustrate your favorite sentence.

63

Skill: long (e) spelling patterns (ee) and (-e)Long vowel rule: When two vowels go walking the first one does the talking, (it saysits name) the second vowel does the walking, (it is silent).


bee feel peel sheepbeef feet peep sheetbeep fleet peewee sleepbeet free queen steelbeetle glee reed streetbleed green reef sweepcheek heed reel sweetcreek heel see teencreep jeep seed teethdeed keep seek theedeep meet seem threefeed need seen weekfee peek seep wheel

When a one syllable short word ends with a vowel, it has a long vowel sound. (me)

be he me she we

Write the two long spelling patterns used in the words above.

______________________________ ______________________________

64

Can you think of some more words that use the (ee) or (-e) spelling patterns.

Write them.

______________________________ ______________________________

Dictation/Spelling Practice for (ee, -e) words

______________________________ ______________________________

______________________________ ______________________________

______________________________ ______________________________


He fell into a deep sleep.Will the queen feed her three sheep?The queen seeks sweet beeswax.I will meet you next to the tree.She lost three teeth in the creek.Maybe we will see you at the reef.We may need to sweep the street.I feel sick and want to go to sleep.I like to keep my feet under the sheet.The heels of my feet itch a lot.The bee is chasing me up the tree.The jeep crossed the creek on steel wheels.The queen peeled back her green sheets to go to sleep.

65

Write two sentences. You must include words that have the long (e) spellingpattern,(ee) or (-e). Your writing should reflect good penmanship, proper spacing, andcorrect usage of upper and lowercase letters. Remember all sentences begin with acapital letter and end with a period (.), question mark (?), or exclamation point (!).

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

Please illustrate your favorite sentence.

66

Skill: Long (e) spelling pattern (ea)Long vowel rule: When two vowels go walking the first (vowel) does the talking,thesecond (vowel) does the walking.

In the word "teach" –– “e” (says its name), “a” (is silent).

Read these words.

beach feast meat seabeagle flea neat sealcheat heal peach seatclean jeans peanut speakcream leaf reach teachdream lean read teapoteach least reap treateat mean scream weak

What is the long (e) spelling pattern in the words listed above? _________________

Can you think of any more words that have this (ea) spelling pattern? List them.

______________________________ ______________________________

______________________________ ______________________________

67

Dictation/Spelling Practice for (ea) words

______________________________ ______________________________

______________________________ ______________________________

______________________________ ______________________________


My neighbor teaches at the beach.I like to be clean and neat.Peanuts are a good treat.The seal screeched a mean scream.I feel weak and must sneak a peach.Will the beetle eat the leaf?My teacher is on sick leave.I will eat meat at the feast.I can see a seal swimming in the sea.Can you heal the eagle and set him free?The cat had to flee from the mean flea.Jean cleaned and bleached her jeans.The least bit of cream on the seat must be cleaned.The teacher reached each student by speaking to them.When will the teacher wear the beads I gave her?Does a beaver eat a heap of beans.Our speaker at the assembly was Least Heat Moon.I have read all the stories the teacher is reading to us.

68

Create two sentences. Please include words that have the long (e) spelling pattern(ea). Remember all sentences begin with a capital letter and end with a period (.),question mark (?), or exclamation point (!). Be attentive to penmanship. Do not mixupper and lowercase letters.

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

Make a simple illustration of your favorite sentence.

69

Skill: -y (long e spelling pattern)The vowels are: a-e-i-o-u- and sometimes y. When y functions as a vowel it: a) concludes a word which has no other vowel (my) b) concludes words of more than one syllable (happy) c) immediately follows another vowel (may, monkey).

Read the words listed below. Note spelling pattern (-y) at the end of each word. When(-y) appears at the end of a word that has at least two syllables, it usually has thelong (e) sound.


baby envy jolly puppybelly filly Kelly rustybunny foggy lady sillycandy funny lilly skinnyCarly golly lucky studycreepy happy mommy tallydaddy hungry party uglyeasy jelly penny windy

Can you think of some additional two syllable words that end with the letter “-y” thathave the long “e” sound.

______________________________ ______________________________

______________________________ ______________________________70

Dictation/Spelling Practice for (-y) words with a long (e) sound

______________________________ ______________________________

______________________________ ______________________________


The lady washed the sticky baby.My dog, Lucky, is funny and lazy.My silly puppy wants a meaty treat. My baggy jeans are really messy.Mommy and daddy went to a party.My crazy kitty eats smelly tuna.Did you get a lucky penny at the party?Is that puny, skinny cat hungry?The fussy baby wants my sticky candy.I have a rusty, dusty, musty penny.I have a silly bunny named Polly.A filly, Happy-Go-Lucky, will race in the Kentucky Derby.Sally can count to 15 using tally marks.Sally and I met a jolly crowd at the rally.Don’t sully my friend’s name by calling him an ugly bully.Kelly has a pretty lilly in her hand.Bobby and his puppy went to the party at the pet shop.The jockey and the filly had to run on a muddy track.My study of creepy, crawly insects was fun and easy.The lady was lucky to get to the party on such a foggyday.

71

Create some sentences of your own. Write two sentences; please include words thathave the (-y) long (e) spelling pattern. Remember all sentences begin with a capitalletter and end with a period (.), question mark (?), or exclamation point (!). Do notmix upper and lowercase letters.

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________


72

Skill: long (e) spelling patterns (-ey) & (ie) The vowels are: a-e-i-o-u- and sometimes y. When y functions as a vowel it:

a) concludes a word which has no other vowel (my) b) concludes words of more than one syllable (happy) c) immediately follows another vowel (turkey)

Vowel rule: When two vowels go walking, the first one does thetalking. In the word monkey—“e” says its name, as in the alphabet. The second onedoes the walking; the “y” is silent.

Read these words.

alley galley key monkeychimney hockey kidney parsleychutney honey Mickey valleydonkey jockey money volley

The pattern (ie) is an irregular long (e) spelling pattern. It is often used in names, ex.Katie. This pattern does not follow the long vowel rule, (When two vowels go walking,the first one does the talking.) We sometimes refer to these (ie) pattern words as“jail” words because they don’t follow the rule! It may be best to remember the oldspelling rule: i before e, except after c.

Read these words.

Angie believe chief frieze piecebaggie Bonnie cookie genie shieldbeanie brie field grief siegebelief brief fiend niece thief

73

Dictation/Spelling Practice for (-ey, ie) words

______________________________ ______________________________

______________________________ ______________________________

Please read these sentences.Remember the spelling patterns (-ey) and (ie) have a long (e) sound.

Did the thief take the key?Do you want a piece of bread and honey?Did you see the jockey on the donkey?The chief sees the thief in the valley.I need some money to go on the trolley.The monkey ran across the hockey field.Did Natalie eat lunch with Katie?The alley cat left prints on my windshield.Charlie and Leslie are playing volleyball.I have a black alley cat named Sadie.I believe the siege of the valley will end soon.I bought a cookie and a piece of brie in the galley.Eating parsley on chutney gave my stomach grief.Mickey took off his beanie and put it in the baggie.The fiend siezed the fiefdom from the king.The thief got three years in the pokey for stealing money.A piece of the frieze fell off and hit my niece.

74

Write a sentence. Please use one or more words that have the (-ey) & (ie) spellingpatterns. Do not mix upper and lowercase letters. Remember all sentences beginwith a capital letter and end with a period (.), (?), or (!). Please be attentive to goodpenmanship.

____________________________________________________________________

____________________________________________________________________

Please illustrate your sentence or one of the sentences in this lesson.

75

Review long (e) spelling/reading patterns:ee, ea, -e, -y, -ey, ieCan you write twelve words using the above long (e) patterns? Write two words usingeach of these patterns.

1.(ee) ___________________ 2.___________________

3.(ea) ___________________ 4.___________________

5.(-e) ___________________ 6.___________________

7.(-y) ___________________ 8.___________________

9.(-ey) ___________________ 10.__________________

11.(ie) ___________________ 12.__________________

Read these three sentences consisting of words that include the six long (e) patterns.

He saw three silly thieves stealing money.She saw her sweet baby eat a piece of parsley.We saw a chief chase a busy honey bee to the beach.

76

Can you write a sentence that includes all the long "e" patterns (ea, ee, -e, ie,-y)? Give it your best try.

____________________________________________________________________

____________________________________________________________________


77

Skill: long (i) spelling patterns (i-e) and (ie) The “e” at the end of hike is silent; it is a signal that sits at the end of a word. It tellsthe first vowel to say its name.It is known as the magic "e" rule.

Read these words.

bike glide line rife thrivebite gripe mile ripe timebribe hide mine size tribecrime hive pike slime vinedike jibe pile smile whiledive jive pipe spike whinedrive kite pride spine whitefile life prize strife widefine like quite strike wifefive lime ride stripe wipe

Recall long vowel rule: When two vowels go walking, the first one does the talking(it says its name), the second one does the walking (it is a silent listener).

die died lie pie tie tied

Write the two long (i) patterns used in the words above.

______________________________ ______________________________

78

Dictation/Spelling Practice for (i-e, ie) words.

____________________ ____________________ ____________________

____________________ ____________________ ____________________

____________________ ____________________ ____________________


I can hike five miles uphill to the pine trees.Did you tie the kite to your bike?Do you want a bite of this fine pie?I got the prize consisting of nine dimes.The deer did not die in the forest fire.I have five white tires stacked in a pile.Can you hide a pile of limes in a hive?I can bide my time until the fish bite.My cats like to lie in the sunshine.Mike can not ride his bike for a while.The bribe cost him a fine for his crime.My wife drives nine miles to dine on tripe.Mom said, “Rise and shine, waste no time.”She was quite white from fright when she saw the crime.Can you dive in the Nile at its widest part?They dined on ripe limes and white wine from the vine.If you strike the swine, they might bite.Mike could not wipe the grime off his striped tie.We could hear the chimes from the shrine's spire.

79

Create your own sentences. You must include words that have the long (i) spellingpatterns (i-e) & (ie). Remember all sentences begin with a capital letter and endwith a period (.), question mark (?), or exclamation point (!). Please be attentive togood penmanship.

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

Illustrate your favorite sentences.

80

Skill: long (i) spelling patterns (igh), (-y)Both of these patterns have the sound of long (i).The vowel (i) followed by (gh), usually has a long (i) sound.

Read these words.

blight fight insight rightbright flight light sighcandlelight flighty lightning sightcopyright frighten midnight slightdaylight high might thighdelight highjack night tightenlighten highness plight tonight

As you recall (-y) at the end of 2 syllable words, has a long (e) sound as in (any);(-y) at the end of 1 syllable words, has a long (i) sound as in (try).

by fly my slycry fry shy trydry guy sky why

Write the two long (i) vowel spelling patterns used in this lesson.

______________________________ ______________________________

Can you think of any more words that have the long (i) spelling pattern (igh) & (-y).Write them.

______________________________ ______________________________81

Dictation/Spelling Practice for (igh, -y) words with the long (i) sound

______________________________ ______________________________

______________________________ ______________________________

______________________________ ______________________________


The flight was a bit frightening.It is not right to fight,I saw a bright light in the sky last night.Why did you cry last night?Why did the sly spy try to hide?Why is this lid so tight?Did the fish fly into the frying pan?Will my kite fly high at night?Why is Skylar so shy?He stopped by my shop to buy gum.I might see the fight tonight.I keep a flashlight inside my car.The guy was delighted to win the fight.My mouth went dry at sight of the bullfight.He read the copyright in the candlelight.The headlights on the road frightened the deer.He fell off the tightrope and broke his thighbone.The tightwad will count his money tonight.

82

Write one or two sentences, include words that have the (igh) or (-y) spelling pattern.Remember all sentences begin with a capital letter and end with a period (.),question mark (?), or exclamation point (!). Do not mix upper and lowercaseletters. Please be attentive to good penmanship.

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________


83

Skill:long (i) patterns (-ind) and (-ild)These patterns (-ind) & (-ild) are irregular long vowel patterns.Usually words with just one vowel have a short vowel sound.However, these two spelling patterns are exceptions.

Both (-ind, -ild) have a long (i) vowel sound.

Read these words.

behind hind mastermind spellbindbind hindsight mind unbindblind humankind mindset unkindfind kind remind windgrind mankind rind windup

child semiwild wildcatgrandchild stepchild wildfiremild wild wildlife

Dictation/Spelling Practice for (-ind) and (-ild) words.

____________________ ____________________ ____________________

____________________ ____________________ ____________________

____________________ ____________________ ____________________

84


The child will hide behind the tree.Keep in mind to be kind to the blind.Do you mind if I get mild salsa?I must find the wild winding path.Did the blind child grind the nuts?What did you find behind the door?Find the book with the bad binding.A wild blind cat scraped her hind leg.Do you mind if I grind the coffee?My child likes lemon rind in his tea. Be kind when you play Blind Man’s Bluff.Can the blind man set the time and wind the clock?How can I find the red sock when I'm colorblind?Who was the mastermind behind this plot?The schoolchild had to rebind his book.Let me remind you to rewind the clock.The teacher was so spellbinding I won't forget her words.We can relax and unwind after we are finished.Will the wild animals survive the unkind oil spill?

Write a sentence. Please include one or more words that have the (ind) & (ild)spelling patterns. You may want to add a suffix to the base word. Ex: I am the kindestchild. Please be mindful of correct punctuation and penmanship skills. Pleaseillustrate your sentence on the back of your paper.

____________________________________________________________________

____________________________________________________________________85

Review long (i) spelling/reading patterns:

i-e, ie, igh, –y, ind, ildWrite two words using each of the long (i) patterns.

1. (i-e) __________________ 2. ____________________

3. (ie) ___________________ 4. ____________________

5. (igh) __________________ 6. ____________________

7. (-y) ___________________ 8._____________________

9. (ind)__________________ 10.____________________

11. (ild) __________________ 12.____________________

Read these sentences consisting of words that include the six long (i)patterns

Mike can not find the frightened wild fly that sat on his pie.I like to bake a pie, fly a kite, and find wild mushrooms inthe moonlight.My kind child hides ties and sighs.

86

Can you write a sentence that includes all the long "i" patterns (i-e, ie,igh, -y, ind, ild)? Give it your best try.

____________________________________________________________________

____________________________________________________________________


87

Skill: Spelling rule regarding plural endings

When you change the form of a word to make it plural (more than one) follow this rule:Words ending with a consonant + y, change y to i and add es.

Ex: Look at the word “puppy”, it ends with consonant “p” + y, apply the spelling rule(change y to i and add es) = puppies


army armiesbaby babiesbody bodiesbunny bunniescandy candiesdaddy daddiesfamily familiesfly flieskitty kittieslady ladieslilly lilliesmommy mommiesparty partiespuppy puppiessky skiesspy spiessupply supplies

88

Plural endings:If the word ends in a vowel + y, add s to the word.Example: key keys

bay baysday dayskey keyskidney kidneystray traysway ways

Dictation/Spelling Practice for Plurals (-y).Review the spelling rule regarding “y”.______________________________ ______________________________

______________________________ ______________________________


The ladies gave us jerseys for our game.We have two puppies and three cats.Did the babies play with the keys?Did you see the bunnies in the valley?The puppies chased the kittens.I lost my keys in the card shop.I gave a tray of kidneys to my cat.Do alley cats live in alleys?I wish there were no armies.The lady prays at dinner time.Wesley studies every night.

Make a simple illustration of one of these sentences. If you have time for moreelaborate art, use the back of this paper.

89

Skill: long (o) spelling patterns (o-e) and (oe)The “e” at the end of home is silent; it is a signal that sits at the end of the word. Ittells the first vowel to say its name.It is known as the magic "e" rule.

Read these words.

bone hole robe stonechoke home rode stoveclose hope rope thosecone nose rose toneglobe note slope votegrove pole smoke zone

Recall the long vowel rule: When two vowels go walking, the first one does the talking(it says its name), the second one does the walking (it is silent).

doe Joe roe toefoe hoe tiptoe woe

Write the two long (o) spelling patterns in the words above.

______________________________ ______________________________

Can you think of some additional words with the spelling patterns (o-e, oe)?

______________________________ ______________________________

90

Dictation/Spelling Practice for (o-e, oe) words

______________________________ ______________________________

______________________________ ______________________________

______________________________ ______________________________


Did you hoe those roses?Did Moe poke a hole in the note?I do not like to be at home alone.Will the doe go home if we leave it alone?I rode my bike and fell in a hole.I fell and poked my nose on a stone. My dad drove home from his work.Mom tiptoed to the stove to check the smoked ham.The stovepipe helped the smoke go up the chimney.I have an aloe plant at my home.Can you play those notes on an oboe?Joe broke a bone in his big toe.I will taste the roe and drink pekoe tea.I played tic-tac-toe with Joe.Woe is me. The smoke chokes me.I stepped in a hole and broke a bone.He tied his robe with a rose rope.I hope my home will not slide down the slope.Oh woe! Poor Moe hacked his toe with a hoe.

91

Create two or more sentences. Include some words that have the spelling pattern(o-e, oe). Illustrate one of your sentences on the back of the paper.

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

Check your sentences. Did you begin each sentence with a capital letter? Did youadd a period (.), question mark (?), or exclamation point (!) at the end of eachsentence? Is your penmanship neat?

A number of frequently used words do not follow the general vowel rules, particularlyo–e (o consonant e words). I’m listing a few of these. These words are known asSight Words.

come done dove glove gone love none someOne cannot “sound out” sight words according to their visual pattern. The word“come” appears to be a “magic e” word, therefore the “o” would have a long vowelsound. If pronounced according to the rule, it would sound like “comb” The commonphonic generalizations (rules) learned in beginning reading cannot be applied to thepronunciation of sight words.

92

Skill: long (o) spelling pattern (oa) and (-o)Review long vowel rule: When two vowels go walking, the first one does the talking (itsays its name), the second one does the walking (it is silent).


boat float loam roastcloak foam loan soakcoach goal oak soapcoal goat oat throatcoast load oath toadcoat loaf road toast

If a one syllable word ends with a vowel, the vowel is usually long. Ex: no

go no so

Cover the three words listed above. Can you spell them? Write them on the linesbelow.

____________________ ____________________ ____________________

93

Dictation/Spelling Practice for (oa) words

______________________________ ______________________________

______________________________ ______________________________

______________________________ ______________________________


Is Joe taking a nap in his boat?Did you go home after lunch?Did the goat eat the soap?I had a sore throat so I stayed home.Did you see the toad on the road?Will this boat float to the kelp beds?No, I did not reach the goal.I will slice this loaf and make toast.I left my coat on the boat.Can you hear the toad croak?The coach likes oatmeal and toast.An armload of charcoal fell on my toe.The coach gave us pot roast on toast.I hope to see an oak tree when I go up the coast.Did the oil soaked dolphins float to the coast?The freeloading cockroach ate all of the oatmeal.They were unloading the load of coal on the railroad.The toad on the road puffed its throat at the goat.The pot roast on toast made my stomach bloat.

94

Create two or more sentences. Please include words with the spelling pattern (oa, -o).Remember all sentences begin with a capital letter and end with a period (.),question mark (?), or exclamation point (!). Do not mix upper and lower caseletters. Please be attentive to good penmanship.

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________


95

Spelling Pattern (ow)The combination (ow) has two sounds.This lesson concentrates on (ow) as in row.

(The variant vowel pattern (ow) as in cow will be introduced in lesson #48.)

Read these long (o) words.

bellow bowler glow owe slowbillow bungalow grow own snowblow crow low pillow sowborrow elbow meadow row throwbow fellow mellow shadow towbowl flow mow show yellow

Can you think of any more long (o) words that have the (ow) spelling pattern? Pleasewrite them or you may choose to add a suffix (ending) ing, ed to a base word thatshows action, as in “growing.”

______________________________ ______________________________

______________________________ ______________________________

______________________________ ______________________________

96

Dictation/Spelling Practice for (ow) long (o)words.

______________________________ ______________________________

______________________________ ______________________________

______________________________ ______________________________


Do you bend your elbow when you throw things?You owe me a dime if you want to see the show.Why did you throw the pillow?I will put the snow in a bowl.How low can a crow fly?Can you follow the shadow of the crow?I see a yellow bow on the snowman.I sat in the shadow of a willow tree.The tow truck towed my car home.Can a blowfish blow bubbles?It is freezing in the blowing snow.Do you see the glow in the window?The stowaway on the ship was a mellow fellow.I laid my pillow in the shadow of the yellow bungalow.I will sow these seeds in a row and hope they grow.That bowler was a show-off until he hurt his elbow.A crow walked slowly in the shadow of my snowman.

97

Create two or more sentences; include words that have the long (o) spelling pattern(ow) as in “row”. Be attentive to neat penmanship and proper spacing. Remember allsentences begin with a capital letter and end with a period (.), (?), or (!).

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________


98

Skill: long (o) spelling patterns (-old) and (-ost)

Read the words listed below.(old): This pattern has a single vowel, though a long (o) sound.

bold fold mold scoldbillfold gold old toldcold hold sold

(ost): The letter combination (ost) may have either a long (o) or short (o) sound.

long "o" (ost) words

ghost* most posterhost post postmanhostess postcard postmark

*The “h” is silent in the word ghost.

(ost): short "o" (ost) words

cost frost lost nostril

What are the two spelling patterns in the words listed above?

______________________________ ______________________________

99

Dictation/Spelling Practice for (-old, -ost) long (o) words

______________________________ ______________________________

______________________________ ______________________________

______________________________ ______________________________

______________________________ ______________________________


I will fold this gold poster.I see mold on this old apple.The bold hostess scolded the child.I told the host I was cold.I will tie the old goat to the post.Please hold my cold hand.I sold the frame on my old gold poster.Most of the ghosts are invisible.Most of the cheese has mold on it.Dad sold the old gold candle.Did the postman fold the postcard? I sold the gold for more than it cost.I lost most of my toast when the hostess dropped theplate.

100

Create one or two sentences. Please include words that have the long (o) spellingpattern (-old, -ost) in each sentence. Remember all sentences begin with a capitalletter, end with a period (.), question mark (?) or exclamation point (!). Yourpenmanship should be neat and you should leave a little space between the wordsyou write.

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________


101

Skill: Spelling Pattern (or)A vowel or (vowels) followed by the letter “r” results in a blended sound which isneither the short nor long sound of the vowel.

Read these (or) words listed below.

absorb corncob escort normalabnormal corpse extort northaccord corset firestorm orbighorn deform for orderborn discord fork scorchconform distort form shortcontort dorm formal storkcord dormant horn stormcork dorsal horse thorncorn endorse mortal torch

What spelling pattern do you see in each of the words listed above?_____________

Dictation/Spelling Practice for (or) words as in stork

______________________________ ______________________________

______________________________ ______________________________

______________________________ ______________________________

102


The leghorn wants corn, not a corncob.You did not order a morsel of food!The resort is north of the border.The normal mortal conforms to the rules.I saw storm clouds forming in the sky.The storks flew north to escape the storm.The horn and organ played a forlorn song.I experienced some discord with my landlord.Can you order a cord of wood for the stove?My pig snorts in the morning when he wants an acorn.The bighorn sheep went around the thorns.The hornets orbited their scorched nest.The orphans were escorted into the dorm.The foghorn and the torches in the storm saved the ship.She made an ornate cork border for the artist's frame.The porcupine made a nest for her newborn.His retort about my short shorts was in bad form.

Create one or more sentences, include at least one word in each sentence that hasthe spelling pattern (or) as in stork.

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

Please illustrate one of your sentences on the back of the paper.

103

Review long (o) spelling/reading patterns:o-e, oe, oa, ow, –o, old, ostWrite two words using each of the long (o) patterns.

1. (o-e)__________________ 2. ____________________

3. (oe)___________________ 4. ____________________

5. (oa)___________________ 6. ____________________

7. (ow) __________________ 8. ____________________

9. (-o)___________________ 10. ___________________

11. (old) _________________ 12. ___________________

13. (ost)__________________13. ___________________

104

Read the three sample sentence using all the long (o) patterns.

The old ghost broke his toe and floats so slow.Joe told the host there was no soap in the stone bowl.The doe was so lame and old she almost steppedon a toad on her way home below the hill.

Can you write a sentence that includes all the long (o)patterns (o-e, oe, oa, ow, –o, old, ost)? Give it your best try. If you can’t include all thelong (o) patterns in a single sentence, write two related (same topic) sentences.

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________


105

Skill: long (u) spelling patterns (u-e,ue)Recall the magic "e" rule.The e” at the end of the word mule is a signal that means the previous vowel (usuallythe first vowel) is long. The (u) in the word mule, has a long sound because it endswith the magic “e” signal.

Long (u) has two sounds;long (u) as in muleand (oo) as rude


brute cute mute rulechute duke perfume tubecube flute prune tunecure mule rude use

Recall the long vowel rule: When two vowels go walking, the first one does the talking(it says its name). The second one does the walking (it’s silent).

argue cue rescue tissueblue due statue trueclue glue Sue Tuesday

What are the two long (u) spelling patterns in the words listed above?

______________________________ ______________________________

106

Dictation/Spelling Practice for (u-e, ue) words.

______________________________ ______________________________

______________________________ ______________________________

______________________________ ______________________________


Is your blue book due on Tuesday?Give me a clue regarding the rules.Will Sue hide inside a hollow tube?Follow the rules and do not be rude.We rescued the mule on the cliff.Do not argue about the rules.May Duke use your glue stick?Do you like to use perfume?Please nuke the barbecue and serve it hot.Duke is upset. Will a happy tune cure him?Luke plays a cute tune on a steel tube.Do you pursue your work with a good attitude?If you are mute, are you speechless?Can June mute her flute?June is cute and follows the rules.It is rude to pass crude notes.The mule was a big brute but needed to be rescued.

107

Create two or more sentences. Please include words that have the long (u) spellingpatterns (u-e, ue).

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

Make a simple illustration your favorite sentence. Feel free to use the back of yourpaper.

108

Skill: long (u) spelling pattern: (ew) and (ui)Remember: Long (u) has two sounds (u) and (oo)

Long (u) has four spelling patterns: u-e, ue, ew, ui.Long (u) has two sounds, u as in muleand long double sound oo as in moon.


blew dew grew screwbrew drew knew stewchew few new threwcrew flew pew view

The vowel pattern (ui) is used infrequentlyas long (u), in this case it is mostly limited tothe oo sound as in fruit.

bruise fluid juice suitcruise fruit ruin suitcase

What are the two long (u) spelling patterns in the words listed above?

______________________________ ______________________________

109

Dictation/Spelling Practice for (-ew, ui) words.

______________________________ ______________________________

______________________________ ______________________________

______________________________ ______________________________


The crew made stew.The stew is hard to chew.The skunk sat on the new pew in church.Duke said "Phew, I smell a skunk!"Just a few of our seeds grew.Dad laid his new suit in the suitcase.The wind blew our cruise ship.I threw some fruit to the sea gull.I have a good view of the cruiser.I drew a picture of a few crewmen.The fruit is covered with dewdrops.I need a suitable suit for the cruise.Lewis wants a few pieces of fruit.I grew two inches on the cruise.I will brew a few cups of coffee and bring some fresh fruitfor the crew.I want a few pieces of fruit and some stew in my newbowl.

110

Create two original sentences. Please be attentive to good handwriting. Include wordsthat have the long (u) spelling patterns (ew, ui) in each sentence.

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

Please check your sentences. Do they begin with a capital letter? Do they end with aperiod (.), question mark (?), or exclamation point (!). Is your handwriting legible andneat? Did you leave a little space between each word?

Please illustrate one of your sentences in the space below or on the back of thepaper.

111

Review long (u) spelling/reading patterns:

u-e, ue, ui, ewCan you write eight words using the above long (u) patterns? Try to write two wordsusing each of the patterns.

1.(u-e) _________________ 2._________________

3.(ue) _________________ 4._________________

5.(ui) _________________ 6._________________

7.(ew) _________________ 8._________________

Read these two sentences, each consisting of words that include the four long (u)patterns.

The cute fruit fly flew into the glue.The new blue mule likes to drink juice.The cruel guard ate a few prunes and a grapefruit.

Can you create a sentence that includes all the long (u) spelling patterns (u-e, ue,ui,ew)? Give it your best try.

____________________________________________________________________

____________________________________________________________________

112

Check your sentence. Did you begin your sentence with a capital letter? Did you endyour sentence with a (.), (?), or (!)? Is your penmanship neat? Did you allow a littlespace between each word? Were you able to include all the long (u) patterns (u-e, ue,ui, ew) in your sentence?


113

Review Long Vowel PatternsRead each sentence and note the long vowel patterns. Create a sentence forlong a, e, i, o, and u. Try to use all the vowel patterns as in the sample sentences.

Long (a) spelling patterns:a-e, ai, ay, eigh

We played by the gate and found eight nails.

____________________________________________________________________

____________________________________________________________________

Long (e) spelling patterns:ee, ea, -e, -y, -ey, ie

We saw three silly thieves stealing money.She saw a monkey named Katie in a leafy tree.The chief likes turkey and gravy, but he likes green beansbest.

____________________________________________________________________

____________________________________________________________________

114

Long (i) spelling patterns:i-e, ie, igh, -y, ind, ild

Mike was kind of frightened by the wild fly on his pie.My kind child hides ties and sighs.

____________________________________________________________________

____________________________________________________________________

Long (o) spelling patterns: o-e, oe, oa, ow, -o, old, ost

The old ghost broke his toe and floats so slow.Joe told the host there was no soap in the stone bowl.

____________________________________________________________________

____________________________________________________________________

115

Long (u) spelling patterns: u-e, ue, ui, ew

I saw a funny mule wearing a new blue suit.The cute fruit fly flew into the glue.

____________________________________________________________________

____________________________________________________________________

Remember all sentences begin with a capital letter and end with a period (.), questionmark (?), or an exclamation point.


116

"Bye-bye - e”: Suffix (-ed) and (-ing)"Bye-bye - e” Rule: Drop the “e” (at the end of a base word) before adding a suffixthat begins with a vowel.

Suffixes are endings (-ing, -ed) added to base/root words that show action.

Ex: "race" ends with the vowel "e"; therefore drop it when adding -ed—because thesuffix -ed begins with a vowel. race - raced

Ex: The base word “ride” ends with “e”; this (e) is dropped ("bye-bye") when adding asuffix (ending) that begins with a vowel – (-ing) begins with the vowel “i”. ride - riding

A double vowel would be incorrect (rideing).

These base words show action; sometimes we call an action word a “doing” word orverb.


bake baked bakingchase chased chasingdine dined dininghike hiked hikinghope hoped hopingjudge judged judginglive lived livinglove loved lovingrace raced racingtrade traded tradinguse used usingwave waved waving

117

Dictation/Spelling Practice for (bye-bye “e”) words.Review—"Bye-bye - e” spelling rule: Drop final “e” before adding a suffix that beginswith a vowel, (-ing) (-ed)

example: take – taking.Remember to drop the e (at the end of the base word) when adding a suffix thatbegins with a vowel.

______________________________ ______________________________

______________________________ ______________________________

______________________________ ______________________________


I baked a cake and hoped for the best.I chased my friend and raced away.Jack hoped to go hiking today.I hope I get a prize after the judging.I traded my skates for a used bike.I asked Deb if I could use her eraser.I waved to the dragon that lived in a cave.Mom smiled and gave me a loving hug.I placed the gift and smiled at the child.As Dad was leaving he closed the door behind him.I closed the box and moved it away.I waved at Jon when we passed him.I used to live in Del Mar and loved living by the beach.My cat died. She used to hunt mice.

118

Create two original sentences. Include one or more base words + (-ed) or (-ing) ineach sentence. Remember these base words show “action”. Your writing shouldreflect correct spelling, good penmanship, proper spacing, and correct usage of upperand lower case letters. Remember all sentences begin with a capital letter and endwith a period (.), question mark (?), or exclamation point (!).

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________


119

Skill: ContractionsA contraction is a short way of writing two words as a single word. It is formed bycombining two words but omitting one or more letters. Always write an apostrophe (’)to show where one or more letters are left out.

Read these contractions.

are not aren't We aren't going today.can not can't We can't go today.do not don't We don't eat candy.does not doesn't John doesn't eat candy.did not didn't The dog didn't eat candy.have not haven't I haven't seen the show.has not hasn't Sue hasn't seen the show.is not isn't Jack isn't going to the game.could not couldn't We couldn't go to the game.should not shouldn't We shouldn't go to the game.would not wouldn't We wouldn't go to the game.ought not oughtn't We oughtn't go to the game.must not mustn't We mustn't go to the game.was not wasn't Tom wasn't at home.were not weren't We weren't at home.

how did how'd How'd it happen?who did who'd Who'd believe it?why did why'd Why'd it happen?.

120

I will I'll I'll come home.you will you'll You'll come home.he will he'll He'll come home.she will she'll She'll come home.we will we'll We'll come home.they will they'll They'll come home.who will who'll Who'll come home.it will it'll It'll be lots of fun.that will that'll That'll be lots of fun.

I would I'd I'd like a peach tart.you would you'd You'd like a peach tart.he would he'd He'd like a peach tart.she would she'd She'd like a peach tart.they would they'd They'd like a peach tart.

here is here's Here's the morning meal.how is how's How's the morning meal?it is it's It's the morning meal.that is that's That's the morning meal.there is there's There's the morning meal.what is what's What's the morning meal?when is when's When's the morning meal?where is where's Where's the morning meal?why is why's Why's the President here?who is who's Who's the President?

121

I have I've I've seen the play.you have you've You've seen the play.we have we've We've seen the play.they have they've They've seen the play.could have could've He could've seen the play.should have should've He should've seen the play.would have would've She would've seen the play.might have might've Jack might've seen the play.must have must've Jill must've seen the play.

I am I'm I'm a responsible student.you are you're You're a responsible student.he is he's He's a responsible student.she is she's She's a responsible student.we are we're We're responsible students.they are they're They're responsible students.

let us let's Let's have a party.madam ma'am Is this your dog, ma'am?of the clock o'clock I can be there at one o'clock.will not won't We won't fail today.

122

Dictation/Spelling Practice for ContractionsRemember contractions are single words formed by combining two words butomitting a letter or letters. An apostrophe (’) is always inserted where a letter orletters have been omitted.

______________________________ ______________________________

______________________________ ______________________________


It’s been a long day and I'm tired.I’m sorry; I didn’t mean to keep it.It’s okay, let’s be friends.I’m going to be there at 3 o’clock.I didn’t take your stuff and that's a fact.She’s sad that she can’t go home.Let's take a walk and we'll talk.You’ll have to tell her they'll be here soon.We’ll do that in a little while when you're finished.I’d like to go to the beach, but I don't have time.I haven’t had breakfast yet and I don't want Froot Loops.We’re going to SeaWorld where there's a whale show.We’ve had a good time today and we aren't a bit tired.We’re going on a field trip and here's the plan.You shouldn't stare at the sun because you'll go blind.We won't know who's coming to dinner until 5 o'clock.I wasn't happy about it, but I couldn't tell him.They mustn't believe they've upset us.Wouldn't it be nice if you'd take us to Hawaii.

123

Create two or three original sentences; include at least one contraction in eachsentence. Your writing should reflect good penmanship, proper spacing, correctusage of upper and lower case letters, and correct ending punctuation.

Remember all sentences begin with a capital letter and end with a period (.),question mark (?), or exclamation point (!).

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

Please illustrate your favorite sentence in the space below or on the back of the page.

124

Skill: Letter pattern (are) as in careA vowel or vowels followed by the letter “r” results in a blended sound, which hasneither the short nor long sound of the vowel.

Read these (are) words.

aware dare mare scarebare fare nightmare snarecare flatware parent sparecareful glare prepare starecompare hare rare welfare

Can you read these sentences?

A baby hamster’s skin is bare.Will your parents pay my bus fare?What did you prepare for lunch?Please do not stare at me.Let’s compare our notes.Please be careful and spare the pain.Let’s compare this rare jewel.I jump when people scare me?I care when the bus fare is costly.I can barely ride the mare bareback.I dare you to snare the hare.I glared at the bright flare of light.I got the flatware at the hardware store.We had a barefoot farewell party for the warehouse crew.

125

Create two original sentences. Please include one or more words that have thespelling pattern (are) in each sentence. Remember sentences always begin with acapital letter and end with a period (.), question mark (?), or exclamation point (!)

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

Make a simple illustration of your favorite sentence. Feel free to use the space on theback of your paper.

Here are a few words that have the same (are) sound, but are spelled differently.Can you read them?

air fair millionaire stairbear flair pair tearcarrot hair pear therechair heir repair wear

126

Skill: Spelling/reading pattern (ur)The combination of a vowel + r is called Bossy “r”

Bossy “r” is bossy but polite, it lets the vowel go first, but it doesn't let it say itssound.

Ex: fur The vowel “u” precedes the “r”; the vowel “u” is silent (no vowel sound).

You only hear the consonant sound of “r”.

Read these words.

burn curve hurry purplechurch fur hurt pursecurl hurray nurse turn

Can you think of two more additional words that have the (ur) spelling pattern?Write them.

______________________________ ______________________________

Dictation/Spelling Practice for (ur) words.

______________________________ ______________________________

______________________________ ______________________________

______________________________ ______________________________

127


I hurt my finger last Thursday.Do not burn the hamburgers.The hamster has soft fur.I left my purple purse at church.Turn left after the next curve.We built a sturdy brick church.I must hurry and return before curfew.I fell on the curb and now my eyesight is blurry.I was curling the waves on my surfboard.I am hurt and must scurry to the nurse.I drew an absurd furry turkey.The turtle fell off the curb but was unhurt.

Create one or two original sentences. Include at least one word in each sentence thathas the spelling pattern (ur). Remember all sentences begin with a capital letter andend with a period (.), question mark (?), or exclamation point (!)

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

Please illustrate one of your sentences on the back of this paper.

128

Skill: Bossy "r" spelling/reading pattern (er)Bossy “r” is bossy but polite, it lets the vowel go first, but it doesn’t let it say itssound.Ex: her You do not hear the vowel sound “e”, only the consonant sound of “r”.


after faster her servebrother father jerk sisterclerk germ mother underdinner hamster person were

Can you think of some additional words that have the (er)spelling pattern? Write them.

______________________________ ______________________________

______________________________ ______________________________

Dictation/Spelling Practice for (er) words.

______________________________ ______________________________

______________________________ ______________________________

______________________________ ______________________________

129


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

Write one or two sentences. Use at least one or morewords that have the bossy (er) spelling pattern. How many (er) words can youinclude in one sentence?

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

Please illustrate your favorite sentence on the back of this page.

130

Skill: Bossy "r" spelling/reading pattern (ir)Bossy “r” is bossy but polite, it lets the vowel go first, but it doesn’t let it say itssound. The consonant “r” sound is the dominant distinct sound.

The spelling “ir” is usually pronounced “ur” (bird = burd), except when followed by final“e” (fire).

Read these words.

admiral first skirt thirdbirch flirt smirch thirstybird girdle smirk thirtybirth girl squir twirlbirthday irk squirrel T-shirtchirp quirk squirt virtuedirt shirk stir whirfir shirt stirrup whirlfirm sir swirl zircon

Dictation/Spelling Practice for (ir) words

______________________________ ______________________________

______________________________ ______________________________

______________________________ ______________________________

131

Read the sentences below.

Kirk heard the bird chirp.Do not squirt the thirsty squirrel.The girl exercises to firm her muscles.The girl has thirty skirts and ten shirts.I like the first and third verse of the song.Can you make thirty pinwheels whir?My birthday is on the first day of the third month.The bird ate a squirmy worm.May I be first to quench my thirst?Kirk made a flirty smirk at Shirley.Does Kirk's smirk irk Shirley?Is the girl's skirt dirty?The bird chirped at the squirmy squirrel.How long will the pinwheel whirl and swirl?We named our hamster Squirmy because she'd wiggle,twist, and squirm.

Write one or more sentences. Include two words in your sentence that have thespelling pattern (ir), as in bird.

____________________________________________________________________

____________________________________________________________________

Illustrate your sentence on the back of your paper.

132

Skill: Bossy "r" spelling/reading pattern (or)This combination (or) has a dominant “r” soundBossy “r” is bossy but polite, it lets the vowel go first, but it doesn’t let it say itssound. This pattern (or) has the same the same sound heard in fur, her, girl,and work, but not the sound heard in fork.

Read these words.

alligator doctor word wormcolor favor work worsecursor tailor world worth

Dictation/Spelling Practice for (or) words that sound like work

______________________________ ______________________________

______________________________ ______________________________

______________________________ ______________________________

Please illustrate and label an (or) word of your choice that has the same (or) soundpresented in this lesson.

133


I will color the alligator dark green.Ask the operator to call my doctor.Would the governor do a favor for me?Can you spell the word alligator?I like to work and help the world.Move the cursor on the monitor.Does a tailor use scissors for his work?Do earthworms help the soil?My work gave me the worst headache!The author wrote about food and calories.Would you rather do artwork or homework?Workers have a day off on Labor Day.Is being late to school worth the worry?Does the doctor work on Labor Day?Would you do me a favor and add extra flavor to thisdrink.

Write a sentence and include at least two words in your sentence that have thespelling pattern (or), as in work.

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

134

Skill: Spelling/reading pattern long double (oo) sound as heard in "moon"This spelling/reading pattern (oo) has two sounds long, and short.The short sound of (oo) will be introduced in lesson # 47.

Read the words in these columns.

balloon loose rooster smoothbroom moon root spookychoose noon school spooncool pool scoop toofood roof scooter toothfool room shoot zoo

Sight words that have the same vowel sound.

coupon route through true whodo shoe to truth woundgroup soup toucan two you

Dictation/Spelling Practice for long double (oo) words

______________________________ ______________________________

______________________________ ______________________________

135


Did you see the cool balloon at the zoo?The tile on the roof is loose.Bring a spoon to my classroom at noon.Did you lose your tooth at school?Can the root hold the plant in loose soil?Which balloon did you choose?Oh gloom, I must clean my room by noon.The water in the pool is cool.My tooth is too loose; I will lose it soon.I gave my pooch a cool smooch.Do gooseneck barnacles live in tidepools?I shampooed my poodle in the afternoon.Does the goofy spook have cooties?The school kids went to the tidepool.

Write one or two original sentences, include at least one word in each sentence thathas the long double (oo) spelling pattern. Remember all sentences begin with acapital letter and end with a period (.), question mark (?), or exclamation point (!)

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

Please illustrate your favorite sentence on the back of the paper.136

Skill: Spelling/reading pattern short double (oo) sound as heard in "foot"This spelling/reading pattern (oo) has two sounds long, and short.Long double (oo) was introduced in the previous lesson (# 40).

Short double (oo)/(u) has two spelling patterns."u" as in put or pull; "oo" as in foot or book- not the same sound as short "u" in duck.

Read these words.

book goodbye shookbrook hood sootcook hoodie sootycookie hoof stoodcookout hook tookcrook look unhookfishhook nook woodfoot plywood woodpeckerfootball rook woofgood rookie wool bull bush pullbulletin butcher pulleybullion full pushbully pit bull put

Sight words that have the same vowel sound.

could pussyfoot should sugar wolf woman would

137

Dictation/Spelling Practice for short (oo) wordsSpelling pattern short double (oo) and (u) as in put.

______________________________ ______________________________

______________________________ ______________________________

______________________________ ______________________________


The cook looked at the book.I understood the story in the book.The bush is full of thorns.I gave the swing a good push.Did I put the book in the bookcase?The crook wore a black hood.My lunch was good and I’m too full.The pit bull took a look at the crook.I stood on one foot and hopped over the wood.The bully pushed me then pulled my wool sweater off.They found many fishhooks as they stood by the brook.The rookie football player looked pretty good.The bully took all of our sugar cookies.We're on the lookout for the crook who took the bullion.She shook soot from her hood after a walk in the woods.I said goodbye to the cook as we left the cookout.Should we put the woofer above the nook?

138

Write two or more original sentences. Include at least one word in each sentence thathas the spelling pattern (oo)/(u) as in foot and put. Remember all sentences beginwith a capital letter and end with a period (.), question mark (?), or exclamation point(!). Please illustrate one of your sentences on the back of your paper.

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

There are a few (oo) words which are neither long (oo) nor short (oo).Can you read these sight words: blood, door, flood, floor

139

Skill: Spelling/reading letter patterns (ow) and (ou) same sound as heard in cowThis is not the long (o) sound heard in snow, although it is spelled exactly the same.This sound has two spelling patterns, (ow) (ou). These vowel combinations (ow, ou)are diphthongs when they have the variant vowel sound as heard in cow and house.

Read the words listed in the columns below.

brown down owlclown flower showercow frown towelcrowd how towncrown now vowel about found ouchcloud hour ourcouch house outcount loud roundflour mouth shout

Dictation/Spelling Practice for (ow, ou) words

______________________________ ______________________________

______________________________ ______________________________

140


I found a flower by my house.I must go to town to buy some flour.Can you count the brown cows for me.The owl flew around my house.Do you want to go outside now?How loud can you shout the vowel sounds?A stout clown had a sour apple in his mouth.The owl found a mouse by my house.How far can you count aloud in an hour?I see a cow by the trout pond south of here.I saw a clown upside down make a frown.

Write two original sentences. Please include one or more (ow, ou) words in each ofyour sentences. Your writing should reflect good penmanship and proper spacing.Remember all sentences begin with a capital letter and end with a period (.), questionmark (?), or an exclamation point (!).

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

Please illustrate one of your sentences on the back of your paper.

141

Skill: Spelling/ reading pattern (aw, au, al, all)The letters (aw, au) have the same sound as short (o).

The sound of (al) varies. It has either the short (o) sound as in talk,or may include the sound of “l” as in salt.

(all) has a short (o) sound plus “l” as in ball.

Read the words in the columns (aw, au, al, all)

awful applause almost allclaw August alright ballcrawl Austin also calldraw author always falljaw because chalk halllaw fault malt malllawn haul salt smallpaw Paul stalk stallraw sauce talk tallyawn sausage walk wall

Can you think of some other words that have these(aw, au, al, all) spelling patterns? Write them.

______________________________ ______________________________

______________________________ ______________________________

142

Dictation/Spelling Practice for (aw, au, al, all) words

______________________________ ______________________________

______________________________ ______________________________

______________________________ ______________________________


Did the ball hit your jaw?Are you as tall as Austin?I like to walk and talk to Austin.Please walk down the hallway.Did you haul the old stall away?The tall, bald man paused to pet a fawn.Paul took a walk and saw a falling rock.It was your fault that I added too much salt.Claude used the chalk to draw on the wall.Last August I saw the author of this neat book, “How toDraw”. All of us liked it.There is no need to put sauce on the sausage.We almost always applaud a good show.We could also go to the mall for a malt.I was surprised to see a stalk of corn growing on the lawn.His jaw was so raw he could hardly talk.The law was awful because of all the pain it caused.

143

Write two or more original sentences. Please include one or more words with thespelling/reading pattern (aw, au, al, all) in each of your sentences. Your writing shouldreflect good penmanship, proper spacing and correct usage of upper and lower caseletters. Remember all sentences begin with a capital letter and end with a period (.),question mark (?), or an exclamation point (!).

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________


144

Skill: Letter pattern (wa) as in waterThe letter (a) in the (wa) pattern usually has the sound of short (o),with a few exceptions such as wag and wagon, unless the (wa)is part of the long (a) vowel pattern, a-e in wade (“magic e”).

Read the words below.

flyswatter swat waft wasswab swath walk washswamp swatter wampum waspswan 'twas wand watchswap wad wander waterswarm waddle want wattswastika waffle wanton wattle


Do you want a glass of water?Do not wander into the swamp.Can you swat the fly with this swatter?Did you see the walrus wash himself?Do you like walnuts on your waffles?I want to watch the swan fly to the water.Can a magic wand make a watermelon?A swarm of wasps cut a swath through the crowd.We washed the wound with a wad of swabs.

145

Make up your own sentence. Please include one or two words that have the spellingpattern (wa). Your writing should reflect good penmanship, correct usage of upperand lower case letters, and proper spacing. Remember all sentences begin with acapital letter and end with a period (.), question mark (?), or an exclamation point (!).

____________________________________________________________________

____________________________________________________________________


146

Skill: Reading/spelling pattern (oy, oi) (oy) as in boy, (oi) as in oil

The diphthongs (oy, oi) have two adjacent vowels in a single syllable, each of whichcontribute to the sound heard. (boy = boi; boil = boil)

Read the words below.

annoy employ royalboy enjoy royaltycorduroy joy soybeandecoy joyful toydestroy oyster voyageRead these sentences, they’re a bit difficult.

The boy is wearing corduroy jeans.Roy enjoyed dining on oysters. I have buttons made of oyster shells.Please do not destroy Floyd’s toy!Hunters use decoys to attract ducks.I hope your voyage will be joyful.Are you employed at the toyshop?The cowboy ate a boysenberry.Lloyd is annoying Boyd’s friend.The cowboy has a loyal sheepdog.What destroyed our field of soybeans?Mom says that I’m a tomboy.Troy enjoys his work as a busboy.My body is buoyant when I float.

147

The diphthongs oi and oy have the same sound (boy= boi; boil=boil)

Read these words. You may need help.

appointment join pointavoid joint poisonboil moist rejoicebroil moisture soilcoil noise spoilcoin noisy toiletdisappoint oil trapezoiddoily oink turquoisefoil ointment voicehoist pinpoint voicelessRead these sentences. You may need help.

I enjoyed the broiled oysters.The employees are noisy.My turquoise pencil has a sharp point.Do you avoid making bad choices?Please join our coin-collecting club.Does the soil feel moist?Did you wrap the moist cake in foil?Where’s the poison ivy ointment?Does a trapezoid have four points?I rejoice when I recognize mom’s voice.The new toilets have a noisy flush.

Can you think of some additional words that have the (oy, oi) spelling pattern?Write them.

______________________________ ______________________________

148

Dictation/Spelling Practice for (oy, oi) words

______________________________ ______________________________

______________________________ ______________________________

______________________________ ______________________________

Write one sentence. You must include at least one word that has the spelling pattern(oy) and one word that has the spelling pattern (oi) in your sentence. Your writingshould reflect good penmanship, correct usage of upper and lower case letters, anduse proper spacing. Remember all sentences begin with a capital letter and end witha period (.), question mark (?), or an exclamation point (!).

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________Use this space at the bottom to make a simple illustration of your sentence, or use theback of the paper for a more elaborate illustration.

149

Skill: soft c When “c” is followed by: e, i, y it is sounded as “s.”

The letter “c” has two sounds, hard “c” and soft "c". The hardsound of "c" occurs most often (cat = kat).When "c" is followed by (a, o, u) it is sounded as "k" (hard c).When "c" is followed by (e, i, y) it is sounded as "s" (soft c).

Read these soft “c” words.

celebrate ice princesscelery mice racecement nice sentencecent office slicedance place spiceface price twicefence prince voice cider city medicinecircle decide pencilcircus excited recipe bicycle fancy mercybouncy lacy spicy

150

Dictation/Spelling Practice for soft "c" words (ce, ci, cy)

______________________________ ______________________________

______________________________ ______________________________


I have a nice cat named Spice.Do you have a spicy recipe for rice?I ran at a fast pace and won the race.How far is the city of San Francisco?Mercy me, I ate too much spicy rice.I will ride my bicycle to Circus City.I have some fancy socks with lace.Do you want some ice in your cider?May I have cereal and a juicy peach?Cindy, do you want to ride my new bicycle?I celebrated my birthday in December.Use the pencil and draw inside the stencil.Will a piece of ice keep the celery fresh?Once I made a choice to wear a princess outfit.I decided to throw the medicine over the fence.Are the mice eating a slice of spicy cheese?I decided to buy a pencil that cost ten cents.I fell on my face and got emergency care.I like to dance on the balance beam at recess.

151

Create your own sentence. How many soft “c” words can you use in your sentence? Can you include all the soft “c” spelling patterns (ce, ci, cy) in your sentence? Give ityour best effort.

____________________________________________________________________

____________________________________________________________________


152

Skill: soft g When “g” is followed by: e, i, y it sounds like “j”. (There are some exceptions to this rule.)The letter ”g” has two sounds, hard “g” and soft “g”.The hard sound of “g” occurs more frequently. Its sound isheard in gas, got, gum, etc. Soft "g" sounds like “j”. It is heard in gem, giant, gym, etc.

Read these words.

age general orangebandage gentle packagecage germ pagedamage hinge stagedanger language strangeemergency luggage strangergarbage manage teenagerAngie giant marginallergic gigantic magicapologize gingersnap rigiddigit giraffe sluggishengine imagine tragicapology gymnasium gypsyclergy gymnastics pudgygym gyp stingy

153

Can you think of any more soft “g” words? Write them.Use any of the soft “g” spelling patterns, (ge, gi, gy).

Skill: soft “g” (ge, gi, gy) = j sound (not always)

______________________________ ______________________________

______________________________ ______________________________


I put two angel pins in a package.The hamster's cage door has a strong hinge.The teenager was afraid of strangers.Did George take out the garbage?The gymnastic class was held in a large room.Put the gentle hamster in the cage.I got a huge gigantic package!Can giant windmills generate energy.The gym has storage space.Can you guess my two-digit number?Angie had a tragic surgery.Can you manage the luggage?Can you imagine being a giant?The sloth is sluggish and pudgy.The stingy gypsy gypped me.I apologized to the clergyman.My glasses are smudgy and germy.Is a giraffe a gigantic, tall mammal?I had a tragic fall and got emergency care.

154

Dictation/Spelling Practice for soft "g" words (ge, gi, gy)

______________________________ ______________________________

______________________________ ______________________________

______________________________ ______________________________

Create your own sentences. Please include some words in your sentences that havethe spelling pattern (ge, gi, gy) as in gentle, giant, & gym. Remember all sentencesbegin with a capital letter and end with a period (.), question mark (?), or exclamationpoint (!) Please be attentive to good penmanship skills.

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

Please illustrate your favorite sentence on the back.

155

Skill: soft “g” (dge)When words contain the letters dge, “g” sounds like ”j”. The final “e” (dge) does notaffect the previous vowel sound.(The magic “e” rule does not apply).

Read these words.

acknowledge grudgebadge hedgebadger judgebridge knowledgebudge ledgebudget lodgecartridge midgetdodge nudgedudgeon pledgeedge ridgefidget sledgefudge smudgegadget trudgeDictation/Spelling Practice for (dge) words

______________________________ ______________________________

______________________________ ______________________________

156


I looked over the edge of the bridge.Do you like to play dodge ball?A pledge is a promise.Do not walk on the edge of a ridge.Don’t fidget when I pin on this badge.Did you put the fudge in the fridge?I ate a wedge of pizza on the bridge.The badger is hiding in the hedge.The midget trudged through the snow.School is a place to acquire knowledge.Will the judge acknowledge me?I trimmed the hedge with this gadget.I made a pledge not to litter anymore!The partridge dodged into the hedge.

Write one or two sentences. Include at least one word in each sentence that has thespelling pattern (dge). Remember all sentences begin with a capital letter and endwith a period (.), question mark (?), or exclamation point (!) Please be attentive topenmanship.

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

Please illustrate your favorite sentence on the back of this page.

157

Skill: digraph (ch) as in chimney, chef, acheThe consonant digraph (ch) has three different sounds, the most common of whichis the "ch" heard in chimney and much. "ch" is also presented as ch=sh and ch=k.Consonant digraphs are two-letter combination which result in one speech sound(not a blend).

Read these words

chain cheek chimneychair cheese chinchase chest chirpcheck chicken choose beach each reachbench lunch richbranch match sandwichbunch much scratchcatch patch suchcrunch pitch switchditch porch watch

Dictation/Spelling Practice for (ch) words listed above

______________________________ ______________________________

______________________________ ______________________________

______________________________ ______________________________158


The bird on the big branch is chirping.Let’s play catch at the beach.I need to scratch the itch on my cheek.I crunched a bunch of chips for lunch.Choose the chore you want to do.I like cherries, chili, and chocolate.My cat chewed a mouse and choked.Santa smudged his chin in the chimney.I used a match to light each candle.Do you want to switch sandwiches?Ask the butcher for some pork chops.I hope the teacher chooses me!Can you choke eating an artichoke?Can he achieve his goal on crutches?My uncle, Charles, is a bachelor.

Write two or more original sentences. Please include one or more “ch” words in eachof your sentences. Remember all sentences begin with a capital letter and end with aperiod (.), question mark (?), or exclamation point (!) Please be attentive topenmanship.

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________159

machineryMichiganparachute

The (ch) pattern does not always have its usual sound as you hear in cherry. Sometimes (ch) has the sound of (sh) as in chef. Sometimes the pattern (ch) soundslike (k).

Read the words below, they may be a bit difficult, do your best.(ch) sounds like (sh)

chefChicagomachine

(ch) sounds like (k)

ache chorus headacheanchor Christmas mechaniccharacter chrome Nicholaschemistry chrysalis schoolchord echo stomach


Nicholas got a stomachache at school.Was the echo from the chef’s machine?Can a mechanic sink a chrome anchor?I drove my Chevy to the Chevron station.The main character was the chaperone.The mechanic has a big moustache.Did he land his parachute in Chicago?

160

Please write one sentence including two or more of the words that include ch (soundslike sh) and ch (sounds like k).

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________


161

Skill: Initial Consonant Blends bl–, cl–, fl–, gl–, pl–,sl-, br–, cr–, dr–, fr–, gr–,pr–, tr–, sc–, sk–, sm–, sn–,sp–, st–, sw–, tw–Consonant blends may consist of two or three letters whose sounds are blendedtogether. Each letter within the blend is pronounced individually, but quickly, so theyblend together.

bl- cl- fl-black claim flagblame class flameblanket clay flatblast clean floatblaze climb floodblind clock floorblock close flowerblood clothes fly

gl- pl- sl-glad place slamglasses plan slapglider plant sleepglitter play sleeveglitzy plaza sliceglobe please slipgloves plenty slitherglue plus slow

162

br- cr- dr-brain crab drasticbranch cracker drawbrave crazy dreambridge cricket dressbring cripple dribblebrother crisp drinkbrown crutch dropbrush cry dry

fr- gr- pr-frantic grade practicefreezer graduate preventfrequent grandpa pridefresh grass privatefriend great promisefrighten grocery protectfrom ground provefrozen grow prune

tr- sc- sk-trade scab skatetraffic scale skeletontravel school skitreat score skilltree scrap skintrue scratch skinnytrust scream skiptry scribble sky

Student: Circle the words you can read without assistance.Illustrate and label one or more of the words you circled. Use the space on the backof your paper for your illustration.

163

sm- sn- sp-small snack spacesmart snail spanksmash snake speaksmear snap specialsmell sneak spendsmile snore spiritsmog snow sportsmooth snug spot

st- sw- tw-stage swallow twelvestand swan twentystar sweat twicestep sweet twilightstone swim twinstop swing twinklestrong switch twiststudy swollen twitch

Student: Circle the words you can read without the help of an assistant.

The black cricket scraped his legs together in the twilight.The sturdy crutch lay frozen in the snow.The frightened snake slithered across the flat floor.Stella was not pleased when a drink spilled on her dress.A small blossom fell from the tree and floated down.The swan climbed ashore to protect her grounds.Dark glasses protected the skier from the sun's glare.We dress in clean clothes frequently to speak on stage.The flame blazed brightly on the stone plaza.

164

Create two sentences and include one or more words that begin with any of theseblends: bl–, cl–, fl–, gl–, pl–, sl–, br–, cr–, dr–, fr–, gr–, pr–, tr–, sc–, sk–, sm–, sn–,sp–, st–, sw–, tw–. Remember all sentences begin with a capital letter and end witha period (.), question mark (?), or exclamation point (!). Do not mix upper andlowercase letters.

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

Please illustrate your favorite sentence in the space below or on back of your paper.

165

Skill: final consonant blends: –st, –sk, –sp, –nd, –nt,–nk, –mp, –rd, –ld, –lp, –rk, –lt, –lf, –pt, –ft, –ctInitial consonant blends (beginning) and final (ending) consonant blends appearthroughout these lessons. Blends are consonants whose “sounds blends together”. Inother words, each letter within the blend is pronounced individually, but quickly, sothey “blend” together.

Read these words:

-st -sk -sp -nd -ntbest ask clasp and differentfast desk crisp band importantjust disk cusp blend parentlast dusk gasp end plantlost husk grasp find presidentmust mask lisp kind studentrest risk wasp land wanttrust task wisp stand went

-nk -mp -rd -ld -lpbank camp afford child gulpdrink damp bird cold helpjunk dump card fold kelppink jump discard gold palpsink lamp hard held pulpshrink pump record hold scalpthank stamp word old whelpthink swamp yard wild yelp

166

-rk -lt -lf -pt -ft -ctark adult calf accept craft actclerk belt half adopt drift directirk difficult elf attempt gift expectjerk fault golf crept left factlurk melt gulf except lift objectpark result self kept raft projectsmirk salt shelf slept soft respectwork tilt wolf unkempt waft tract

* The "l" in calf and half is silent.

1. Work with your assistant and create a few oral sentences. Include as many wordsas possible from the list above in each sentence.

2. Circle all the words you used in your oral sentences.

3. Did your sentences tell about something or ask about something?


Is it best to ask for help if the task is too hard?Grasp the stand behind you and lift it onto the desk.I think I’ll discard this lamp and dump it at the junkyard.I will accept all the stamps except the one cut in half.Does the student know all the consonant blends?Please stand and show respect for our president.The kind child left her soft pillow on the aircraft.The accident wasn't my fault but the result was tragic.Is it difficult for a speech therapist to correct a lisp?Is that a wolf chasing the calf on the golf course?If the jerk smirks at the clerk, it will irk him.

167

Create two sentences. Include one or more words that end with –st, –sk, –sp, –nd,–nt, –nk, –mp, –rd, –ld, –lp, –rk, –lt, –lf, –pt, –ft, –ct in each sentence. Remember allsentences begin with a capital letter and end with a period (.), question mark (?), orexclamation point (!). Do not mix upper and lowercase letters.

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

Please illustrate your sentence in the space below or on the back of your paper.

168

Digraphs ( ph, gh) as in alphabet, laughDigraphs consist of two consonants that are blended to make one sound.

The digraph (ph) has the sound of (f). ph = f

Read these words and sentences. They may be a little difficult but try to do your best.Have your assistant lend his /her help.

(ph) sounds like f

alphabet nephewautograph orphancellophane phantomdigraph pharmacistdolphin pharmacyelephant pheasantgraph phonemicrophone phonics

Dictation/Spelling Practice for (ph) sounds like f

______________________________ ______________________________

______________________________ ______________________________

______________________________ ______________________________

169

Did your nephew hear the phone ring?My pharmacist has a new telephone number.Can you write the alphabet and photograph it?Phil has the author’s biography and autograph.Joseph covered his saxophone with cellophane.Did you see the dolphin show in Phoenix?I was riding an elephant and they took my photo.Our principal uses the microphone every Friday.What do you know about phonics and digraphs?

Create your own sentences. Please include some words in your sentences that havethe spelling pattern (ph) as in phone. Remember all sentences begin with a capitalletter and end with a period (.), question mark (?), or exclamation point (!) Please beattentive to good penmanship skills.

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

Please illustrate your favorite sentence. Feel free to use the back of your paper.

170

roughtough

laughlaughter

A digraph is a combination of two letters representing one sound. (gh) is a digraphwhen this letter combination sounds like (f) as in laugh. The combination "gh" is notconsistently a digraph. It may be silent as in (though), have a silent letter (ghost), or avowel pattern (night). The vowel combination (au, ou) do not always follow phoneticrules. The (au, ou) words below are sight words.

Read these words, sometimes “gh” sounds like “f“

Read these words and sentences.

Sometimes I laugh at right-on funny jokes.Do you like the sound of laughter?I need some rough sandpaperSome jobs are really tough and hard to do.This gravel is too rough for my bare feet.Have you ever had a rough and tough day?Have you had enough to eat?Please cover your mouth when you cough.I love to see the pigs drink the milk in their trough.

Create a sentence. You must include one or more words that have the digraph "gh"that sounds like f (gh=f).

____________________________________________________________________

____________________________________________________________________

171

Skill: digraph -ng (breath sound)A digraph has two letters representing one sound.Words may end with or contain the digraph (-ng).Most often (-ng) is part of the suffix (-ing). (See Lesson 17)

Read these words that end with the digraph (-ng).

bang fling long sing strungbelong flung lung slang stungclang gang oblong slung swungcling gong pang song thingclung hang rang sprang thongding headlong ring spring unsungdong hung rung string weeklongfang king sang strong wing

Can you think of two more words that end with the digraph (-ng)?

______________________________ ______________________________

Dictation/Spelling Practice for (-ng) words

____________________ ____________________ ____________________

____________________ ____________________ ____________________

172


I struck the gong with a strong mallet.Does the king have a ring on his finger?She sang a long song about spring.Chang is going to fling his fishing rod.He has strong lungs and sings a long song.Does bring, swing, thing, and fling rhyme?I like to swing and think of things.The long ding dong of the bell upset the king.Do bats have strong wings and long fangs.Belonging to a gang makes me cringe.He was stung by a pang in his ring finger.The unsung youngster sprang to Chang's rescue.Ringo gets a lot of bling for banging a drum.The strong ding-dong of the bells woke us.The young dingos had a den near the billabong.We hung the oblong thing in the west wing.If you do the wrong thing, the king may hang you.She sang her lungs out at the grungy lounge.Who among us is strong enough to do no wrong.

Write a sentence that includes one or more words that have the digraph -ng.Illustrate your sentence on the back of your paper.

____________________________________________________________________

____________________________________________________________________

173

Skill: [Suffix] Words ending with “tion” as in nation Words ending with "sion" as in visionPrefixes and suffixes are structural changes that are added to root words. A suffix is aphonetic unit that is placed after a root word. The root is the part of the word thatcontains the basic meaning. A root word is also known as a base word.

Words ending with “tion” as in nation sounds like (shun)

Read these words

action explanationaddition fictionattention frustrationcaution hibernationcelebration invitationcommotion lotioncondition motioncontraction nationdecoration optiondefinition positiondescription promotiondevastation questiondevotion stationdirection subtractioneducation vacation

174

Words ending with “sion” as in vision sounds like (shun)

admission lesioncollision mansioncomprehension misioncompassion occasionconfusion permissiondecision possessionexclusion suspensionexplosion televisionexpression tensionimpression vision

Can you think of some additional words that end with (tion) or (sion)?

______________________________ ______________________________

______________________________ ______________________________

Dictation/Spelling Practice for (sion, tion) words

______________________________ ______________________________

______________________________ ______________________________

______________________________ ______________________________

175


Addition means to add. (+)Subtraction means to take away. (-)Do you have a question?Please pay attention to the story.Did you follow the directions?Did you get my invitation?I like the birthday decorations.I like school vacations. “Cool" is an expression I hear a lot.The school nurse will test your vision.I paid the admission at the entrance.I made a decision to share my snack.My birthday is a special occasion.Do you like to watch television?You do not have my permission to take my possessions.

Write two sentences. Please include a word in each sentence that has the spellingpattern (tion) or (sion). Please be attentive to neatness and try to spell each word inyour sentence correctly. Remember all sentences begin with a capital letter and endwith a period (.), question mark (?), or exclamation point (!). Illustrate your favoritesentence on the back of your paper.

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

176

Silent Letters (wr, kn, mn, mb)The first letter (wr) is silent.Read the words that begin with (wr).

wrap wren wristbandwrapper wrench writewreath wring writerwreck wrinkle wrongwreckage wrist wrote Dictation/Spelling Practice for (wr) words.

______________________________ ______________________________

______________________________ ______________________________


Did you write a note and wrap the gift?I bought the wrong wrench yesterday!Twist your wrists and wring the cloth.Did you see the mangled wreck?Does your wrist hurt when you write?I wrapped the wreath in the wrong paper.There’s a wrinkle in my wristband.The wren pecked at the wriggly worm.The wrestler had a very wrinkled face.The wrangler wrecked the horse trailer.

177

Write a sentence. Include at least one word that has the spelling pattern (wr).Remember all sentences begin with a capital letter and end with a period (.),question mark (?), or exclamation point (!) Please be attentive to penmanship.

____________________________________________________________________

____________________________________________________________________

The first letter (kn) is silent.

Read the words that begin with (kn).

knack knightknapsack knitknave knobknead knockknee knock-offkneecap knockoutkneel knockwurstkneeling knotknew knowknickers knowledgeknife knuckle

Spelling/Dictation Practice (kn) words______________________________ ______________________________

______________________________ ______________________________

______________________________ ______________________________

178


I know I need to knead the dough.I kneeled and picked up the knickknacks.Don’t jiggle the doorknob; just knock.The knight knocked a knot on the knave.Do your knuckles hurt when you knit?Is knowledge the same as knowing?Please tie my knapsack with a tight knot?Did the knight knit all night long?I have a knack for kneading bread dough.What do you know about knights?

Write two or more sentences. Include at least one or more words that have thespelling pattern (kn) in each sentence. Remember all sentences begin with a capitalletter and end with a period (.), question mark (?), or exclamation point (!) Pleasebe attentive to penmanship.

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

Illustrate one of your sentences on the back of your paper.

179

Words that end with (mn, mb). The last letter in this combination is silent (mn, mb).In the combination mn, "n" is silent.In the combination mb, "b" is silent.

(mn) (mb) (mb)autumn bomb lambcolumn climb limbcondemn comb numbhymn crumb plumbersolemn dumb thumbRead these sentences.

What autumn holiday do you like best?Do not condemn the wrong person.I made a solemn vow not to climb on the crumbling bluffs.The bomb blew off his right thumb.The plumber hummed my favorite hymn.Does a lamb like cookie crumbs?

Write two or more sentences. Please include one or more words that have silent letters (mn,mb) in each sentence.

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

Please illustrate your favorite sentence on the back of your paper.

180

Spelling Practice Directions

Typically, a student is responsible for studying a list of spelling words for home studyprior to classroom testing. The Spelling Worksheet is an effective tool for organizingspelling words. This chart lists vowel headings above each box. The student’s task isto identify a vowel sound in a word (either orally or from a list) and write it in theappropriate matching box. Words with two syllables may have two different vowelsand would be listed twice.

Note the included Sample Page on which I’ve listed some Dolch words. Ex: “funny”would be listed in the “short u” and “long e” box. The word “away” would be listed atthe bottom of the page as a “sight word” and in the “long a” box. Sight words arewords that cannot be decoded phonetically.

You may want to use colored pencils to identify the words that match the vowelpattern. I’ve also included the list of Dolch Words I found on the net at(SpellQuizzer.com). Dolch Words are considered the basic reading and spellingwords.

181

a about after againall always am anand any are aroundas ask at ateaway be because beenbefore best better bigblack blue both bringbrown but buy bycall came can carryclean cold come couldcut did do doesdone don't down drawdrink eat eight everyfall far fast findfirst five fly forfound four from fullfunny gave get givego goes going goodgot green grow hadhas have he helpher here him hishold hot how hurtI if in intois it its jumpjust keep kind knowlaugh let light likelittle live long lookmade make many may

182

me much must mymyself never new nonot now of offold on once oneonly open or ourout over own pickplay please pretty pullput ran read redride right round runsaid saw say seeseven shall she showsing sit six sleepsmall so some soonstart stop take tellten thank that thetheir them then therethese they think thisthose three to todaytogether too try twounder up upon ususe very walk wantwarm was wash wewell went were whatwhen where which whitewho why will wishwith work would writeyellow yes you your

183

Dolch Noun Words apple baby back ballbear bed bell birdbirthday boat box boybread brother cake carcat chair chicken childrenChristmas coat corn cowday dog doll doorduck egg eye farmfarmer father feet firefish floor flower gamegarden girl good-bye grassground hand head hillhome horse house kittyleg letter man menmilk money morning mothername nest night paperparty picture pig rabbitrain ring robin Santaschool seed sheep shoesister snow song squirrelstick street sun tablething time top toytree watch water waywind window wood

184

short a short e short i short o short u and black laugh

best little got

funny

a-e, ai, -ay, eigh

ee, ea, -e, -y -ey, ie

i-e, ie, igh, -y, -ind, -ild

o-e, oe, oa, -o, ow, -old, ost

u-e, ue, ui, ew

away made always may sleigh wait baby

before funny green eat baby key thief me

like light buy try lie kind child

go hold home know toast most toe

blue cute fruit new

(saw) aw, au, al, (ball) all

(star) ar (turn) ur, er, ir, (work) or

(stork) or (moon) oo

ball always fault yawn walk

are hard

her bird color hurt

before born door

school soon

(cook) oo (put) u

(cow) ow, ou (toy) oy, oi

good pull

found how

boy boil

Sight words away laugh four give know color again before little are buy door school color

185

short a short e short i short o short u

a-e, ai, -ay, eigh

ee, ea, -e, -y -ey, ie

i-e, ie, igh, -y, -ind, -ild

o-e, oe, oa, -o, ow, -old, ost

u-e, ue, ui, ew

(saw) aw, au, al, (ball) all

(star) ar (turn) ur, er, ir, (work) or

(stork) or (moon) oo

(cook) oo (put) u

(cow) ow, ou (toy) oy, oi

Sight words

186