Phonics Patterns - Sound City Reading

Transcription

This Sample Copy contains
only the first pages from
this book. The entire book
will be available soon.
Phonics Patterns
For Beginning Readers
Entire contents © 2008 By Kathryn J. Davis
7223 Cedar Lane Drive
Germantown, TN 38138
(901) 737-4466
All rights reserved.
Permission is hereby granted to individuals
to reproduce student materials in this book
for noncommercial home or classroom use.
Printed in the United States of America
Teaching Guide
In order to use this book, students should know the sounds of the letters of the alphabet and be able to blend the letter sounds in a word from left
to right (“sound it out”) to pronounce it. If the students can’t do this yet, they
should begin with Learning the Alphabet and Short Vowel Words, available
from Sound City Reading.
After students have mastered the alphabet sounds and have learned to
read short vowel words, they will still be frustrated if they try to read regular
books. That is because there are many sounds in our language that are not
represented by the letters of the alphabet, such as sh/ship, th/thumb, oy/boy,
and ow/cow. In order to read even the simplest material, students must
learn these “beyond the alphabet” sound patterns.
This book is designed to teach these patterns as quickly and efficiently
as possible. The print is large, with color coding highlighting each new pattern, so that young readers can focus on the desired letters and follow the
print easily. After their initial introduction, letters that work together are
underlined so that students will see them as a single unit of sound. The
words taught are carefully selected to include many of the most common
words that the student will encounter in materials for beginning readers.
To avoid confusion, sight words are kept to a minimum. In many of the
most common sight words, a single vowel, usually a or o, represents the
u/umbrella sound, instead of the normal a/ant or o/ox sound. Examples include the words a, was, what, of, from, and son. To help students read these
words, a small umbrella is placed over the vowel to remind the student to use
the /u/ sound.
Other words are difficult to read because one or more of the letters are
not sounded. Examples include the words wren, lamb, and through. Whenever this type of word is introduced, a small x will be placed above the silent
letter to show that it is not to be pronounced.
Have the student study the pages in order, starting with page one.
First, the student will read words with each of the five short vowel sounds.
Then, six sight words are introduced so that the student can read sentences
with the short vowel words. Next, the student will study the patterns needed
to read Hop on Pop (Random House, 1963) by Dr. Seuss. The patterns are
taught in order, so that the student can read a page or two from the book
with each pattern studied, starting at the beginning, and continuing until the
book is finished. After completing Hop on Pop, students will read other children’s books, learning patterns from those books, until all of the common
3
Phonics Patterns For Beginning Readers
© 2008 by Kathryn J. Davis, All Rights Reserved
phonics patterns have been studied.
To introduce each new pattern, read the pages with that pattern from
Hop on Pop. Point out the word with the new pattern. Pronounce the word
slowly so that the student can hear each sound in the word separately. Show
the students the letters that represent the new sound. Then show the letter
pattern and sound picture on the related page in this book. Model the sound
and have the student repeat. Read the key word at the top of the page, point
out the picture, and have the student repeat it. Have the student read the
words and sentences on the page containing the new pattern. Help by modeling and giving guidance as needed. Reading the page more than once will
build confidence and fluency. If the student stumbles over any of the words
in the sentences, go back to the previous page that teaches the pattern in
that word. Go over the pattern, and have the student reread the page.
Then, have the student read the new pages in Hop on Pop. Next, have
the student start at the beginning of the book, and reread any pages that
have been studied previously, up to and including the new pages. The parent
or teacher may read ahead in the story any day while the student listens.
Adjust the pacing to fit the need of the student. Many students will do
well learning one new pattern per day. Some students will need to go more
slowly. Students who are already reading may work through the material
quickly as a review.
A spelling workbook is available to reinforce the patterns that are
taught in this book. At the end of the lesson, have the student complete the
appropriate page.
Other beneficial activities include having the student spell several of
the new words and one sentence from dictation. The student should not copy
the material. He or she should learn to listen to the sounds in the words and
write them to produce the correct spelling. Sight words (such as the umbrella words mentioned above) should be posted for easy reference.
Students who find the dictation activity difficult will benefit from using
small plastic letters to build each word from dictation. The teacher will be
able to see where the student is making mistakes and help the student see
how to correct them.
(Note: This file contains sample pages from the beginning of Phonics Patterns For Beginning Readers. It does not contain the whole book.)
4
a
ant
can
at
pat
fan
sad
hat
bat
bad
ran
ham
sat
cat
dad
had
Sam
am
as
has
z
z
5
i
in
sit
will
him
bit
big
rid
tip
six
hill
Jim
in
Will
hit
it
did
if
is
his
z
z
6
o
ox
hot
fox
mop
pot
dog
hop
box
not
got
top
on
lot
dot
doll
off
job
pop
log
7
u
up
cup
tub
but
mud
sun
bug
us
gum
up
rug
run
nut
pup
bus
fun
hug
cut
cub
8
e
egg
red
wet
get
hen
ten
Ned
let
well
yes
Ed
tell
yet
bed
Ted
egg
net
mess
seven
9
a
ant
a
Sight Words
A
was
Was
1. Dan has a cat.
2. Pam has a pan.
3. A cat sat.
4. A man ran a lap.
5. Dad had a hat.
6. Sam was bad.
z
7. Max was sad.
z
8. Was Jan mad?
z
10
i
Sight Words
in
Ī
1. Will Ī win? Ī will win.
2. Sam will hit it.
3. Kim will kiss him.
4. Ī will mix it.
5. Jim is ill.
6. Tim is six.
7. It is his cap.
8. Bill has his mitt.
11
o
ox
v
Sight Words
of
Ī
a
A
was
Was
1. Mom will mop.
2. Jan has a lot of hats.
3. A dog got on a log.
4. A lid was on a hot pot.
5. Moss is on a log.
6. I will sit on a hill top.
7. A man was hot.
8. Bob has a big box.
12
u
up
v
Sight Words
of
Ī
a
A
was
z
Was
z
1. Gus is on a bus.
2. Mud was on a pig.
3. A man dug up a jug.
4. A bug is on a rug.
5. Mom will cut a bun.
6. Jill will run up a hill.
7. I will hug Dad.
v
8. Sam has a lot of fun.
13
e
egg
v
Sight Words
of
Ī
a
A
was
z
Was
z
1. Jeff was on a jet.
2. Ted fed Ned.
3. A web is on a bell.
4. His bed was a mess.
5. Ed fell. Ed will yell.
6. A hen is in a pen.
7. I will not get wet.
8. Ten men got on a bus.
14
_s
cat
cats
bed
beds
dog
dogs
pin
pins
cup
cups
1. Ben has six cats.
2. Ten cups fell.
3. Seven dogs ran up a hill.
4. Bess has a lot of pins.
15
_s
run
runs
sit
sits
hop
hops
wag
wags
get
gets
1. A hen sits on an egg.
2. A dog runs up a hill.
3. Ben gets a red cap.
4. A rabbit hops on a log.
16
_ ’s
Sam ’s
Sam ’s cat
Pam ’s pan
Ben ’s cap
Jill ’s doll
Tom ’s van
1. Sam’s cat is on a mat.
2. Ed’s dog was on his bed.
3. Ben’s cap is red.
4. Jill’s doll is on a box.
17
ou
ouch
out
loud
our
pout
mouse
noun
house
sour
1. A mouse is in our house.
2. I am sad. I will pout.
3. Our cat ran out.
4. A jet is loud.
5. A rabbit is not loud.
Read pages 2-7 in Hop on Pop (Random House, 1963)
by Dr. Seuss .
18
äll
bäll
all
wall
ball
fall
call
hall
tall
mall
1. A ball can fall.
2. Tom will call Pam.
3. T. Rex was tall.
4. All of us had fun at a mall.
5. Bill will get up on a wall.
19
ē
wē
he
we
me
be
1. We can not be loud.
2. He is mad. He will pout.
3. He will be at our house at
six.
4. He is a tall man.
5. We will not fall.
6. A dog bit me !
7. Ted will call me.
20
ar
barn
car
dark
far
hard
farm
part
yard
are
1. A dog is in our yard.
2. We will get in our car.
3. It will be dark.
4. We are at a farm.
5. Six pigs are in a barn.
21
sm
smell
smell
small
smog
smart
1. A wet dog smells bad.
2. A mouse is small.
3. We are smart.
4. Smog is bad.
by Dr. Seuss .
22
ay
day
day
hay
say
pay
may
Kay
way
lay
1. Kay will run all day.
2. Lay it on his bed.
3. May we get a pet ?
4. A hen can lay an egg.
5. Dad will pay.
23
pl
plum
plum
plus
plop
plug
plan
play
1. Ben will get a plum.
2. We will play in his yard.
3. Jan has a plan.
4. Plug it in.
by Dr. Seuss .
24
th
thumb
thin
moth
thud
with
math
mouth
bath
south
1. His dog will get a bath.
2. He will play with me.
3. His box fell with a thud.
4. T. Rex had a big mouth.
5. A thin cat is in our yard.
25
th
this
this
than
that
thus
them
the
then
1. That dog is small.
2. This dog is thin.
3. We will play with the cat.
4. Then we will nap.
5. I will call them at ten.
by Dr. Seuss .
26
igh
night
night
might
fight
tight
right
sight
light
high
1. It is dark at night.
2. A cat will fight with a dog.
3. He might be at our house.
4. In the day, it is light.
5. This wall is high.
Read page 15 in Hop on Pop (Random House, 1963)
by Dr. Seuss .
27
er
her
her
were
after
never
sister
summer
under
better
1. It is hot in the summer.
2. I will play with her.
3. A mouse is under the hay.
4. We will nap after we play.
5. The kids were in the yard.
by Dr. Seuss .
28
ee
feet
see
deep
bee
need
keep
feel
feet
deer
1. Bees are in the barn.
2. Tom is six feet tall.
3. He will keep his car.
4. We need a small house.
5. I can see a deer.
29
ow
cow
cow
town
now
down
how
bow
gown
power
1. How did the dog get out?
2. We will see cows at the
farm.
3. His sister fell down.
4. Mom has a red night gown.
5. Now we will play ball.
by Dr. Seuss .
30
thr
three
throb
three
thrill
1. Sam fell. He hit his arm on
a wall. His arm throbs.
2. I see three bees.
3. This night is a thrill.
31
sh
ship
ship
fish
shut
wish
shot
dish
sheep
shē
1. She will shut the box.
2. Six sheep are on the hill.
3. I wish I had a pet.
4. We will get on a big ship.
5. Butter is on the dish.
32
tr
trot
trap
trip
trim
tree
trot
tray
trash
trout
1. That trash smells bad.
2. Dad will trim the tree.
3. A trout is a fish.
4. The hotdogs are on the tray.
by Dr. Seuss .
33
ey
they
they
ōbey
hey
1. They are on the bus.
2. Did they see a cow at the
farm?
3. Hey, a pig is in the way !
4. Ed ōbeys his mom.
5. They were in the house.
6. Hey! I see a deer in the
trees.
by Dr. Seuss .
34
_and
hand
and
land
hand
band
sand
1. Six shells are in the sand.
2. She has a plum in her
hand.
3. He has a cat and a dog.
4. A jet can land at night.
5. Jill plays in a band.
6. Jeff will play in the sand.
by Dr. Seuss .
35
ō
gō
go
don't
no
won't
so
hello
ho ho ho
over
1. How far will th ey go?
2. Th ey will go over the hill.
3. The kids are so hot!
4. Don't fall off the wall!
5. The cat won’t go in the
house.
by Dr. Seuss .
36
_ve
give
give
olive
live
carve
have
nerve
solve
serve
1. Jan will give her mom a
card.
2. Tom lives on a farm.
3. I have three fish.
4. Mom will serve hotdogs.
5. Jeff will carve a deer.
37
y
candy
funny
very
sunny
copy
Sally
body
happy
party
1. Sally is very happy.
2. It is a sunny day.
3. Th ey were at a party.
4. Tommy will copy this part.
5. That is a funny mouse.
38
wh
wheel
when
what
whiz
whinny
wheel
whisper
1. When will it get dark?
2. A jet can whiz ōver us.
3. A car has wheels.
4. What is in that box?
5. When can we play?
6. We will not be loud.
We will whisper.
by Dr. Seuss .
39
ng
ring
sing
thing
ring
bang
song
wing
long
nothing
1. Th ey will sing a song.
2. That wall is very long.
3. What is that big thing?
4. The box fell with a bang.
5. Nothing was in the box.
by Dr. Seuss .
40
oo
book
book
good
look
wood
hook
foot
took
shook
1. He took the fish off the
hook.
2. This is a very good book.
3. Look at that funny fish!
4. A big book fell on her foot.
5. She shook the jar.
41
y
my
my
try
by
shy
why
good-by
1. This is my ring.
2. Jeff will sit by Tom.
3. Why is a pig in the house?
4. She will try on the hat.
5. Jill and Pam are very shy.
6. I will go now. Good-by!
42
ou
soup
you
soup
your
you're
youth
through
1. Will you ring the bell?
2. Your book is on the bed.
3. Did you go through the
woods?
4. Your soup is hot.
5. You're very funny.
6. Now I will tell you good-by.
43
oo
moon
moon
zoo
room
too
cool
food
broom
spooky
1. You can see the moon at
night.
2. We will see bats at the zoo.
3. Sam will go with us, too.
4. This food is very good.
5. Jan's books are in her room.
by Dr. Seuss .
44
älk
tälk
talk
walk
1. They will walk by the zoo.
2. We will talk all night.
3. I will walk through the
park with my mom.
4. How far can you walk?
5. Ed walks a long way.
6. Why did he walk so far?
7. Th ey will talk a lot at the
party.
45
i_e
pine
like
shine
time
white
five
ride
nine
kite
1. Mike will ride his bike
down the hill.
2. A kite can go up high.
3. I like my sisters.
4. The sun shines in the day
time.
46
o
to
to
into
do
onto
two
today
who
tonight
1. I like to go to the zoo.
2. They will go into the barn.
3. Can you play with me today?
4. Who is that by the tree?
5. Will we see the moon
tonight?
by Dr. Seuss .
47
fr
frog
fresh
free
frog
frown
fret
fry
frizz
fray
1. A frog is on the log.
2. That candy is free.
3. Do not frown at me.
4. Mom will fry the eggs.
5. The eggs are fresh.
48
o
son
v
son
of
won
from
ton
front
month
nothing
1. His son is from Tennessee.
2. She will get a box of pens.
3. The kids play in the front
yard.
4. They will go on a trip this
month.
49
st
stop
stop
stool
stem
steep
stood
stall
stay
stalk
1. Stay in the yard to play.
2. The cow was in the stall.
3. Th ey ran up a steep hill.
4. The kids stood under the
pine tree.
5. Mike sat on a stool.
50
_ust
rust
must
gust
just
trust
rust
1. You are just in time.
2. Do you trust me?
3. We must go to bed now.
4. His bike had rust on it.
by Dr. Seuss .
51

Phonics Patterns - Sound City Reading

Transcription

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