Phonics Lessons A Complete 61 Lessons Course For Teaching Beginning Readers To Read and Spell

Phonics Lessons
Phonics Lessons is a complete 61 lesson

course for teaching beginning readers
to read and spell.
spell
freephonicslessons.com.
freephonicslessons.com.
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Introduction
Welcome to my website! It is my desire to “lend a helping hand” to those involved in
the art of teaching basic reading skills. I hope you’ll find these “hands-on” phonics
lessons useful in the process of helping your students develop and strengthen basic
reading 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 further
develop their basic reading and spelling skills. The common spelling patterns are
listed on the long vowel chart.
The lessons should not be used as an independent activity. Assisted guidance and
interaction with the student is essential in following through each portion of the
lessons. It is important to lend support and inspire the student as he/she pursues the
task 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 Phonovisual
Vowel wall charts to teach and firmly establish letter-sound association by means of
daily drill. Our language is 85% phonetic and definitely worth learning the phonetic
rules and exceptions.
Students need to have the opportunity to apply their knowledge of basic phonics skills
to reading texts that are phonetically based and experience success in the early
stages of reading.
I used the five levels of Primary Phonics, Educators Publishing Service, Inc. They are
decodable and progressive. This series was an excellent supplement to our district
adopted reading program and books in our classroom.
Introduce new books and stories to your students in a manner that sparks interest
and 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 the
development of word recognition and fluency. I retired after 40 years of teaching, 35
years 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 is
ddittus@cox.net
Retired teacher,
Darlene Dittus
p.s. Check out the dominoes! The domino patterns are an excellent visual tool and
extremely helpful in the process of learning and memorizing basic number
combinations. 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 use
context and pictures as tools for monitoring word recognition. To promote
comprehension, curriculums should include instruction in summarizing the main
idea, predicting events, and drawing inferences. Children need time to write every
day. Invented and traditional spelling can co-exist–with the former helping children
understand 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. On
occasion, you may need to modify it and break it into mini-bites if the lessons become
overwhelming for a hesitant, beginning reader. You need to keep the motivation and
interest 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 are
not phonetic and appear with high frequency in basic reading texts. Learning the sight
words tends to be an automatic process that depends largely on the number of times
the reader is exposed to the words.
The text in these lessons is green if it is a sight word. After the student has been
exposed to a particular sight word for about twenty times, the words are no longer
printed in green.
In addition to the green sight words, the text may also be green if the word has not yet
been introduced in the lesson sequence.
III
About the site
The lessons can be used online, but really they are designed to be printed out on
standard 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 the
different lessons. On the screen the pdf's look strange but they print out OK. The site
looks OK on Safari, Chrome, Firefox, Opera, and IE8. If you're using an older version
of Internet Explorer, get another browser. This site is a work in progress and I
welcome any corrections or suggestions to improve the content.
IV
Free Phonics Lessons
Interactive Picture Charts
Consonants (breath sounds) Variant Vowels
Digraphs (breath & voice sounds) Vowel Chant
Consonants (voice sounds) (2 pp) Consonant Blends (2 pp)
Short Vowels Additional Blends
Long Vowels Final Blends
References
DictationSpelling 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 phonetic
foundation. The beginning reader can use the consonant charts and the vowel charts
to learn the basic sounds and spelling of letter combinations. The lessons are
arranged in a format that can be easily used by parents and teachers as instructional
materials for the purpose of developing basic reading and spelling skills. Phonics
skills are key elements to the successful development of basic reading and spelling
skills. Learning basic math facts using dominoes is included as well as timed addition
and subtraction drills. The lessons are also available at theschoolhouse.us.
VI
Learn these beginning consonant sounds. Say the picture word and listen to the
sound you hear at the beginning. Repeat this sound until you've learned it well. You
need 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 in
order to decode (sound out) words.
Breath Sounds Click on the letter, name, and picture
Breath Sound Voice Sound
2
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 first
has 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
8
9
10
Say the name of the picture and listen to the two/three sounds you hear at the
beginning of each picture. Repeat this sound until you've learned it well. Knowing
these sounds will enable you to read words fluently since you can eliminate the
process of "sounding out" the letters each time you come across them.
Consonants and Digraphs (shr, thr)
11
12
Directions
Dictation is an excellent means of providing spelling practice and a
great follow up activity after the student can phonetically decode
and read the words listed in each lesson. Each lesson focuses on
a 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 student
writes 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 the
word listed in the lesson, have him/her read it and “sound it out” then rewrite the word
correctly. It may be necessary to let the student look at the word to enable him/her to
write it correctly.
If the process of dictation is too difficult for the student, go back and review all the
consonant and vowel sounds presented at the beginning (picture charts). Concentrate
especially on developing a solid understanding of the consonants and short vowel
sounds before moving onto the long and variant vowel sounds.
13
Lots of drill may be necessary in order to learn letter names and
sounds. Work on blending letter sounds of simple words, ex: (cat), to
help the student understand the process of decoding. It may be helpful
to read the easy rhyming words (left column) in lessons 1 - 5 before
attempting those listed in the right hand column. Rereading strengthens
and develops reading fluency. Readiness (maturity) is a factor that
affects the pace or rate of learning
14
Frequently used sight words.
Sight Words are numerous and one cannot “sound them out” according to their
phonetic spelling pattern. From the standpoint of spoken language, all words are
phonetic. However, the spelling (visual patterns) in sight words, are such that the
common phonic generalizations cannot be applied in decoding. These words appear
frequently and must be memorized.
a from oh sure
above give once the
again gives one their
any goes only there
are gone or they
away have other to
been here over today
before I own too
both into pretty two
buy knew push upon
children know put very
color laugh ready want
come live really was
could love said wash
do many says were
does mother school what
don't Mr. shall where
done Mrs. should who
door none some work
father of someone would
four off something you
friend often sometime your
15
Frequently used sight words - Part 2
across dove language soldier

air dozen laughed son
against dye leather soul
aisle early library special
already earn lion spread
answer enough lived square
anxious every machine steak
around eye measure taught
bear eyes million though
beautiful field minute thought
beauty folks mischief through
because garage move together
believe ghost neither ton
calf gloves ocean tongue
carry great office toward
coming grew onion usual
cough guard open vein
couple guess ought view
course guide patient warm
cousin head piece weather
cruel heart please whom
curve heaven quiet whose
dead heavy ranger wolf
deaf hour rough woman
debt idea science won
desire Indian scissors write
double instead sew wrong
doubt isle sign young
16
Read these short (a) words in each of the columns. If you need to decode (sound
out) 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 brag

bat chat cad clad gag crag
cat flat dad glad hag drag
fat scat fad shad jag flag
hat slat had lag snag
mat spat lad nag stag
pat that mad rag swag
rat pad sag
sat sad tag
tat wag
vat
am clam an bran cap chap
cam cram ban clan gap clap
dam dram can flan lap flap
ham gram Dan plan map scrap
jam pram fan scan nap slap
Pam scam man span rap snap
ram scram pan Stan sap strap
Sam sham ran than tap trap
tam slam tan yap
yam swam van zap
tram
17
cab crab ax flax and bland
gab grab lax band brand
jab slab sax hand grand
lab stab tax land stand
tab wax sand strand
bass brass cast blast back black
lass class fast hack clack
mass crass last Jack crack
pass glass mast lack flack
sass grass past pack quack
vast rack shack
sack slack
Al tack smack
gal snack
Hal stack
pal track
Val whack
camp champ ash brash bank blank
damp cramp bash clash dank clank
lamp scamp cash crash hank drank
ramp stamp dash flash lank flank
tamp tramp gash slash rank frank
vamp 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 clasp
bask haft draft gasp grasp
cask raft graft hasp
mask shaft rasp
task
bath bang clang can't chant
lath gang slang pant grant
math hang sprang rant plant
path rang twang scant
rath 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 ransack

backhand capstan handcraft rattrap
backlash catnap handstand sandbank
backpack claptrap hangman sandblast
backtrack crabgrass hatband sandman
bandstand crankshaft hatrack scratchpad
Batman fastback madcap snapback
blackjack fatback madman taxman
blackstrap flapjack ragtag transplant
cabstand gangplank
19
Read these short (i) words in each of the columns. If you need to decode (sound
out) these words, remember to “slide” the beginning sound into the vowel sound,
then “hook on” the ending sound.
dip blip bit chit dim brim

hip clip fit flit him grim
lip drip hit grit Kim prim
nip flip it quit rim shim
rip grip kit skit Tim skim
sip quip lit slit slim
tip ship nit spit swim
zip 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 chin

did quid dig prig fin grin
hid skid fig sprig in shin
kid slid gig swig kin skin
lid squid jig trig pin spin
mid pig twig sin thin
rid rig Whig tin twin
Sid wig win
20
his quiz hiss fix
is whiz kiss mix
miss six
sis this
Dick brick ding bring fink blink

hick chick king cling ink brink
kick click ping fling link chink
lick crick ring sling mink clink
nick flick sing spring pink drink
pick quick wing sting rink shrink
rick slick string sink slink
sick stick swing wink stink
tick thick thing think
wick trick
gilt quilt dint flint
imp blimp hilt spilt hint glint
limp chimp kilt stilt lint print
wimp crimp lilt mint splint
primp silt sprint
shrimp tilt squint
skimp wilt stint
gift drift disk brisk fist grist

lift grift risk frisk list twist
rift shift whisk mist
sift shrift
swift dish squish bilk
thrift fish swish milk
wish silk
21
ditch glitch midge bridge finch clinch
hitch snitch ridge fridge inch flinch
Mitch stitch smidge pinch grinch
pitch switch winch
witch twitch pith smith
with
admit dismiss lavish rabbit

ambit famish limit rabid
avid finish limpid radish
axis flagship lipid rapid
backlit frigid lipstick rigid
backspin gambit liquid sandpit
bandit gaslit livid satin
Baptist gravid matchstick shindig
bigwig habit matin skinflint
blacklist hamstring maxim slapstick
cabin handspring misfit timid
candid hatpin misprint transit
catfish impish napkin valid
catnip imprint nitpick vapid
chitlin insist nitwit victim
digit kidskin picnic visit
diminish kingpin pigskin vivid
dimwit kingship pinprick wingtip
dipstick kinship pippin within
22
Read these short (u) words in each of the columns. If you need to decode (sound
bug chug but glut bum chum

dug drug cut shut gum drum
hug plug gut smut hum glum
jug shrug hut strut mum plum
lug slug jut rum scum
mug smug nut sum slum
pug snug rut strum
tug thug swum
thrum
bun shun cub chub bud crud
dun spun hub club cud spud
fun stun nub flub dud stud
gun pub stub mud thud
nun rub scrub
pun sub shrub
run tub
sun
bus plus cup cuff bluff
Gus thus pup guff fluff
pus up huff gruff
us muff scuff
puff stuff
23
bump chump gush blush buck chuck
dump clump hush brush duck cluck
hump grump lush crush luck pluck
jump plump mush flush muck shuck
lump slump rush plush suck stuck
pump stump slush tuck struck
rump thump thrush yuck truck
sump trump
bunk chunk dung flung much

dunk clunk hung slung such
funk drunk lung sprung
gunk flunk rung strung dusk
hunk plunk sung stung husk
junk shrunk swung musk
lunk skunk tusk
punk slunk
sunk spunk dumb crumb
stunk numb plumb
trunk thumb
cull skull bunt blunt bust crust

dull hunt brunt dust thrust
hull punt grunt gust trust
gull runt shunt just
lull stunt lust
mull must
null rust
24
bunch brunch Dutch clutch budge drudge
hunch crunch hutch crutch fudge grudge
lunch scrunch judge sludge
munch nudge smudge
punch trudge
album discus hubbub pickup

animus disgust humbug pumpkin
backup distrust humdrum rabbitbrush
buckskin dumbstruck hummus ruckus
bumpkin dumdum litmus sacrum
bunkum dumpling magnum sanctum
buskin flashgun manhunt shantung
cactus fungus maximum status
campus gamut midgut stinkbug
catgut grampus minimum stratus
chipmunk gunsmith mugwump sunlamp
cult halibut nimbus sunup
cusp handcuff numbskull tantrum
dandruff handgun pablum unjust
dictum hiccup
25
Read these short (o) words in each of the columns. If you need to decode (sound
bob blob bot blot cop chop

cob glob cot clot fop clop
gob slob dot plot hop crop
hob snob got Scot lop drop
job stob hot shot mop flop
lob throb jot slot pop plop
mob lot spot sop prop
nob not stot top shop
rob pot trot slop
sob rot stop
strop
dock block dog blog
hock chock fog frog bog clog
jock clock hog smog cog flog
lock crock log jog grog
mock flock slog
pock 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 blond
loss dross dong strong fond frond
moss floss gong thong pond
toss gloss long throng
song romp chomp
clomp
stomp
abscond crampon hotbox sandbox

ascot crisscross hotshot shamrock
backstop flattop jackpot sitcom
birdsong foxtrot lapdog slingshot
bobbin goblin lockbox stockpot
bobcat gridlock nimrod stopcock
bonbon gumdrop nonstop sunblock
Boston hobbit obstruct sunspot
bottom hobgoblin pompom tomcod
cannot hobnob pompon unlock
concoct hockshop potshot upshot
construct hodgepodge robin wonton
crackpot
27
Read these short (e) words in each of the columns. If you need to decode (sound
bet Bret bed bled den Glen

get Chet fed bred fen then
jet fret led fled hen when
let whet Ned Fred men
met red pled pen
net Ted shed ten
pet wed shred
set sled pep prep
wet sped rep step
beg Greg hem stem bend blend

keg them end spend
leg fend trend
peg 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 crept
well vent wept slept
yell went swept
28
best blest deck check belt smelt
jest chest neck fleck felt spelt
nest crest peck speck gelt
pest quest melt
rest pelt
test left cleft welt
vest deft theft
west heft Bess bless
zest less chess
elf shelf mess dress
pelf press
self stress
edge dredge mesh flesh help whelp

hedge fledge fresh kelp
ledge pledge
sedge sledge bench clench length strength
wedge wench drench
French fetch fletch
fence thence quench ketch sketch
hence whence stench retch stretch
pence trench vetch
dead bread death breath

head dread
lead spread sweat
stead threat
thread health
tread wealth
29
absent compel fragment patent
address competent freshmen pellet
advent confess hamlet quicken
ascendent conquest happen reckless
asset content helmet redneck
banquet contest henchmen rotten
basinet convent henpeck selfish
basket dentist impel shipment
basset dispel impress spectrum
beckon distinct inject splendid
bellhop docket inkwell subject
Benjamin dragnet insect sudden
billet eggshell intellect sunbelt
bonnet enchantment intent sundeck
bracket enrich kitchen suspect
brisket entrap lapel suspend
bucket evident ligament talent
buffet exit liniment tenement
cabinet expect magnet thicket
casket expend neckband unclench
castanet extend nutmeg unrented
checklist filament nutshell uptrend
chestnut flatten object velvet
30
Spelling Pattern (ea) short vowel sound
Most 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) but
have the (ea) spelling pattern instead. Usually you will find these words listed among
the sight words.
Read these short vowel words. (short “e” as in jet).
bedspread dread realm

bread head spread
breakfast health steadfast
breast heaven stealth
breath instead sweat
dead lead thread
deadlock leapt threat
deadpan leaven tread
deaf meant wealth
death 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 your
sentence.
____________________________________________________________________
____________________________________________________________________
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 is
expelled from your mouth? Can you guess why it is called a “breath” sound?
Read these words.

............................................................................................................................
(th breath sound)
thank thing thrust

thick think thud
thicket thrift thug
thickness thrill thump
thin throb thwack
............................................................................................................................
(th voice sound) (audible)
than them this

that 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 in
each 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 whip

whelp whim whippet
when whir whit
whet 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 the
digraph (wh) in each sentence. Your writing should reflect good penmanship, proper
spacing, and correct usage of upper and lowercase letters. Remember all sentences
begin with a capital letter and end with a period (.), question mark (?), or
exclamation 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 shin
shelf shift ship
brush fish splash
dish fresh trash
finish 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 chip
champ check chili chipmunk
chant chess chill chock
chap chest chin chop
chaps chick chink chuck
attach fetch latch scratch

bench finch lunch sketch
bunch French match stitch
catch glitch much stretch
cinch hitch patch such
clench hunch pitch twitch
clutch inch ranch which
crutch 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. If
you wish to make a more elaborate illustration, use the back of
your 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 spark
ark barn dark march star
arm car dart Mark start
art card disarm park tar
artist Carl far shark target
bar carpet farm sharp tart
barbell 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 each
sentence. 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 hazard

backward collar lizard
beggar dollar upward
blizzard forward wizard
43
Skill: long (a) spelling pattern: (a-e) and (-ay)
The “e” at the end of the word cake is silent. It is a signal that sits at the end of a
word. It tells the first vowel to say its name. This rule is known as the magic "e"
rule.
ape game place snake

cake grade race take
came late same trade
chase 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 is
silent. 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 does
the walking. The first vowel says its name, the second vowel is silent.
day hay pay say stray

clay lay play spray tray
gray may pray stay way
What are the two long (a) vowel patterns in the words listed
above?
______________________________ ______________________________
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 each
sentence
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
46
Skill: long (a) spelling pattern: (ai) and (eigh)
Remember this long vowel rule: When two vowels go walking, the first one does
the talking, the second does the walking.
Ex: In the word train, “ai” are adjacent (walking side by side). The first vowel “a” is
talking (says it’s name – as in the alphabet), the "i" is walking (is silent).
aim mail raid tail

brain paid rail trail
chain pail rain train
drain pain sail trait
fail paint snail vain
gain plain sprain wail
jail quail stain wait
(eigh) says a
eight 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 jail
Did 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 that
have the long a spelling pattern (ai) or (eigh). Your writing should reflect good
penmanship, proper spacing, and correct usage of upper and lowercase letters. Do
not mix upper and lowercase letters. Remember all sentences begin with a capital
letter 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 the
previous and current lesson, and Lesson 41 covers a as in care. The remaining a
sounds are basically of the short a variety such as ask, bad, can (as in Lesson 1) or
sofa, about. For the most part when a is the first or last letter of a word, it is
pronounced 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 repeated
exposure to different examples in reading text.
Student exposure and awareness is sufficient at this time.
about alike apology attention

above Amanda around awake
alarm apiece assume away
Amanda cola mozzarella pizza

ballerina koala panda salsa
banana magenta papaya tapioca
cafeteria mama piñata tarantula
Chihuahua Maria pita yoga
I have listed a few of the common words that begin or end with “a”, sounding like
short “u”. Have the student listen for the sound of short “u” at the beginning or end
of the listed words as you read them to the student.
50
Review long (a) spelling/reading patterns:
a-e, ai, ay, eigh

Can you write eight words using the above long (a) patterns? Try to write two words
using 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 end
your sentence with a (.), (?), or (!)? Is your penmanship neat? Did you allow a little
space 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 two
or more things, it usually has a plural ending, which most often is “s”.
Read the words and sentences listed.
ant ants
bug bugs
cab cabs
cat cats
dog dogs
drum drums
gift gifts
kid kids
ship ships
van 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 of
upper and lower case letters. Remember all sentences begin with a capital letter and
end with a period (.), question mark (?), or exclamation point (!).
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
Illustrate one of your sentences on the back of your paper.
54
Skill: Spelling rule - plural endings
When 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 boxes
branch branches
brush brushes
bus buses
buzz buzzes
dish dishes
dress dresses
fetch fetches
fox foxes
gas gases
glass glasses
kiss kisses
lunch lunches
march marches
rush rushes
sandwich sandwiches
stitch stitches
tax taxes
wish 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) Plurals

Review rule: When a base words ends with (ch, sh, s, ss, x, z), add “es” to make it
plural (more than one).
______________________________ ______________________________
______________________________ ______________________________
______________________________ ______________________________
56
Write one or two original sentences. Use some of the singular and plural words listed
in this lesson. Your writing should reflect good penmanship, proper spacing, and
correct usage of upper and lowercase letters. Remember all sentences begin with a
capital 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 usually
sounded as syllables. A syllable is a vowel or a group of letters containing a vowel
sound 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 is
followed by one consonant at the end of the root word, double the last consonant
and 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 one
consonant (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 last
consonant is not doubled - jumping.
Read these words (verbs)

“Verbs" are action words or words that show movement
beg begged begging
box boxed* boxing*
clip clipped clipping
dim dimmed dimming
drag dragged dragging
drop dropped dropping
fax faxed* faxing*
fix fixed* fixing*
flap flapped flapping
grab grabbed grabbing
grin grinned 58 grinning
grip gripped gripping
hop hopped hopping
hug hugged hugging
jog jogged jogging
mix mixed* mixing*
pat patted patting
plan planned planning
plug plugged plugging
shop shopped shopping
stop stopped stopping
tag tagged tagging
run running
sit sitting
*Words (verbs) ending with the letter “x” are not doubled because the letter “x” is a
blend 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 backing
bang banged banging
end ended ending
hand handed handing
help helped helping
itch itched itching
jump jumped jumping
kick kicked kicking
kill killed killing
rest rested resting
sing singing
wish wished wishing
59
Dictation/Spelling Practice for Suffixes
Do 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 writing
should reflect good penmanship, proper spacing, and correct usage of upper and
lowercase letters. Remember all sentences begin with a capital letter and end with a
period (.), question mark (?), or exclamation point (!).
____________________________________________________________________
____________________________________________________________________
This portion of the lesson is meant for exposure.
The student should revisit this page after he/she has completed
lesson (#22, long “e”). Mastery in regard to reading should easily
be achieved after the student has completed all the lessons.
The suffixes (–ly) added to a base/root word changes its meaning. Sometimes it
changes the way the word is used. Words ending in “–ly” normally tell how or
how often something is done.
Words ending with the suffix –ly (sounds like long e)
amply dimly gladly openly shortly

badly distinctly grimly partly simply
barely doubtfully hardly plainly slowly
bluntly entirely hotly possibly softly
briefly exactly justly practically swiftly
calmly faintly kindly probably tenderly
clearly firmly lately promptly terribly
closely flatly loudly purely thinly
costly finally lowly quickly totally
critically fondly mainly quietly truly
deadly frankly mostly rarely unlikely
dearly freely nearly really usually
deeply gently oddly sadly warmly
61
Skill: (le) at the end of a word
At 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 scribble
bubble handle nibble sniffle
dribble jungle pickle tickle
freckle 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 your
sentence. 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 says
its name) the second vowel does the walking, (it is silent).

bee feel peel sheep
beef feet peep sheet
beep fleet peewee sleep
beet free queen steel
beetle glee reed street
bleed green reef sweep
cheek heed reel sweet
creek heel see teen
creep jeep seed teeth
deed keep seek thee
deep meet seem three
feed need seen week
fee 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) spelling
pattern,(ee) or (-e). Your writing should reflect good penmanship, proper spacing, and
correct usage of upper and lowercase letters. Remember all sentences begin with a
capital 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,the
second (vowel) does the walking.
In the word "teach" –– “e” (says its name), “a” (is silent).
Read these words.

beach feast meat sea
beagle flea neat seal
cheat heal peach seat
clean jeans peanut speak
cream leaf reach teach
dream lean read teapot
each least reap treat
eat 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 mix
upper 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:
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 the
long (e) sound.

baby envy jolly puppy
belly filly Kelly rusty
bunny foggy lady silly
candy funny lilly skinny
Carly golly lucky study
creepy happy mommy tally
daddy hungry party ugly
easy jelly penny windy
Can you think of some additional two syllable words that end with the letter “-y” that
have 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 foggy
day. 71
Create some sentences of your own. Write two sentences; please include words that
have the (-y) long (e) 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 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:

c) immediately follows another vowel (turkey)
Vowel rule: When two vowels go walking, the first one does the
talking. In the word monkey—“e” says its name, as in the alphabet. The second one
does the walking; the “y” is silent.
Read these words.

alley galley key monkey
chimney hockey kidney parsley
chutney honey Mickey valley
donkey 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 old
spelling rule: i before e, except after c.
Read these words.

Angie believe chief frieze piece
baggie Bonnie cookie genie shield
beanie brie field grief siege
belief 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) spelling
patterns. Do not mix upper and lowercase letters. Remember all sentences begin
with a capital letter and end with a period (.), (?), or (!). Please be attentive to good
penmanship.
____________________________________________________________________
____________________________________________________________________
Please illustrate your sentence or one of the sentences in this lesson.
75
Review long (e) spelling/reading patterns:
ee, ea, -e, -y, -ey, ie
Can you write twelve words using the above long (e) patterns? Write two words using
each 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 tells
the first vowel to say its name.
It is known as the magic "e" rule.
Read these words.

bike glide line rife thrive
bite gripe mile ripe time
bribe hide mine size tribe
crime hive pike slime vine
dike jibe pile smile while
dive jive pipe spike whine
drive kite pride spine white
file life prize strife wide
fine like quite strike wife
five 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) spelling
patterns (i-e) & (ie). Remember all sentences begin with a capital letter and end
with a period (.), question mark (?), or exclamation point (!). Please be attentive to
good 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 right
bright flight light sigh
candlelight flighty lightning sight
copyright frighten midnight slight
daylight high might thigh
delight highjack night tight
enlighten 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 sly
cry fry shy try
dry 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 lowercase
letters. 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 spellbind
bind hindsight mind unbind
blind humankind mindset unkind
find kind remind wind
grind mankind rind windup
child semiwild wildcat

grandchild stepchild wildfire
mild 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 kindest
child. Please be mindful of correct punctuation and penmanship skills. Please
illustrate your sentence on the back of your paper.
____________________________________________________________________
____________________________________________________________________
85
Review long (i) spelling/reading patterns:
i-e, ie, igh, –y, ind, ild

Write 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 in
the 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 armies
baby babies
body bodies
bunny bunnies
candy candies
daddy daddies
family families
fly flies
kitty kitties
lady ladies
lilly lillies
mommy mommies
party parties
puppy puppies
sky skies
spy spies
supply supplies
88
Plural endings:
If the word ends in a vowel + y, add s to the word.
Example: key keys
bay bays
day days
key keys
kidney kidneys
tray trays
way 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 more
elaborate 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. It
tells the first vowel to say its name.
It is known as the magic "e" rule.
Read these words.

bone hole robe stone
choke home rode stove
close hope rope those
cone nose rose tone
globe note slope vote
grove 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 toe

foe 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 you
add a period (.), question mark (?), or exclamation point (!) at the end of each
sentence? Is your penmanship neat?
A number of frequently used words do not follow the general vowel rules, particularly
o–e (o consonant e words). I’m listing a few of these. These words are known as
Sight Words.
come done dove glove gone love none some

One 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 vowel
sound. If pronounced according to the rule, it would sound like “comb” The common
phonic generalizations (rules) learned in beginning reading cannot be applied to the
pronunciation 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 (it
says its name), the second one does the walking (it is silent).
boat float loam roast

cloak foam loan soak
coach goal oak soap
coal goat oat throat
coast load oath toad
coat 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 lines
below.
____________________ ____________________ ____________________
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).
question mark (?), or exclamation point (!). Do not mix upper and lower case
letters. 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 slow

billow bungalow grow own snow
blow crow low pillow sow
borrow elbow meadow row throw
bow fellow mellow shadow tow
bowl flow mow show yellow
Can you think of any more long (o) words that have the (ow) spelling pattern? Please
write them or you may choose to add a suffix (ending) ing, ed to a base word that
shows 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 all
sentences begin with a capital letter and end with a period (.), (?), or (!).
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
98
Skill: long (o) spelling patterns (-old) and (-ost)

(old): This pattern has a single vowel, though a long (o) sound.
bold fold mold scold

billfold gold old told
cold hold sold
(ost): The letter combination (ost) may have either a

long (o) or short (o) sound.
long "o" (ost) words
ghost* most poster

host post postman
hostess 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 the
plate.
100
Create one or two sentences. Please include words that have the long (o) spelling
pattern (-old, -ost) in each sentence. Remember all sentences begin with a capital
letter, end with a period (.), question mark (?) or exclamation point (!). Your
penmanship should be neat and you should leave a little space between the words
you write.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
101
Skill: Spelling Pattern (or)
A vowel or (vowels) followed by the letter “r” results in a blended sound which is
neither the short nor long sound of the vowel.
Read these (or) words listed below.
absorb corncob escort normal

abnormal corpse extort north
accord corset firestorm or
bighorn deform for order
born discord fork scorch
conform distort form short
contort dorm formal stork
cord dormant horn storm
cork dorsal horse thorn
corn 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 has
the 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, ost
Write 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 stepped
on 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 the
long (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 (usually
the first vowel) is long. The (u) in the word mule, has a long sound because it ends
with the magic “e” signal.
Long (u) has two sounds;

long (u) as in mule
and (oo) as rude
brute cute mute rule

chute duke perfume tube
cube flute prune tune
cure 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 tissue

blue due statue true
clue 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) spelling
patterns (u-e, ue).
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
Make a simple illustration your favorite sentence. Feel free to use the back of your
paper.
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 mule
and long double sound oo as in moon.

blew dew grew screw
brew drew knew stew
chew few new threw
crew flew pew view
The vowel pattern (ui) is used infrequently

as long (u), in this case it is mostly limited to
the oo sound as in fruit.
bruise fluid juice suit

cruise 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 fruit
for the crew.
I want a few pieces of fruit and some stew in my new
bowl.
110
Create two original sentences. Please be attentive to good handwriting. Include words
that 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 a
period (.), question mark (?), or exclamation point (!). Is your handwriting legible and
neat? Did you leave a little space between each word?
Please illustrate one of your sentences in the space below or on the back of the
paper.
111
Review long (u) spelling/reading patterns:
u-e, ue, ui, ew

Can you write eight words using the above long (u) patterns? Try to write two words
using 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 end
your sentence with a (.), (?), or (!)? Is your penmanship neat? Did you allow a little
space 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 Patterns
Read each sentence and note the long vowel patterns. Create a sentence for
long 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 beans
best.
____________________________________________________________________
____________________________________________________________________
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 (.), question
mark (?), 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 suffix
that 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 the
suffix -ed begins with a vowel. race - raced
Ex: The base word “ride” ends with “e”; this (e) is dropped ("bye-bye") when adding a
suffix (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 or
verb.

bake baked baking
chase chased chasing
dine dined dining
hike hiked hiking
hope hoped hoping
judge judged judging
live lived living
love loved loving
race raced racing
trade traded trading
use used using
wave 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 begins
with a vowel, (-ing) (-ed)
example: take – taking.

Remember to drop the e (at the end of the base word) when adding a suffix that
begins 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) in
each sentence. Remember these base words show “action”. Your writing should
reflect correct spelling, good penmanship, proper spacing, and correct usage of upper
and lower case letters. Remember all sentences begin with a capital letter and end
with a period (.), question mark (?), or exclamation point (!).
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
119
Skill: Contractions
A contraction is a short way of writing two words as a single word. It is formed by
combining 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 Contractions
Remember contractions are single words formed by combining two words but
omitting a letter or letters. An apostrophe (’) is always inserted where a letter or
letters 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 each
sentence. Your writing should reflect good penmanship, proper spacing, correct
usage of upper and lower case letters, and correct ending punctuation.
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 care
A vowel or vowels followed by the letter “r” results in a blended sound, which has
neither the short nor long sound of the vowel.
Read these (are) words.

aware dare mare scare
bare fare nightmare snare
care flatware parent spare
careful glare prepare stare
compare 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 the
spelling pattern (are) in each sentence. Remember sentences always begin with a
capital 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 the
back 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 stair

bear flair pair tear
carrot hair pear there
chair 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 its
sound.
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 purple

church fur hurt purse
curl 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 that
has the spelling pattern (ur). Remember all sentences begin with a capital letter and
end 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 its
sound.
Ex: her You do not hear the vowel sound “e”, only the consonant sound of “r”.

after faster her serve
brother father jerk sister
clerk germ mother under
dinner 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 more

words that have the bossy (er) spelling pattern. How many (er) words can you
include in one sentence?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
Please illustrate your favorite sentence on the back of this page.
130
Skill: Bossy "r" spelling/reading pattern (ir)
sound. 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 third
birch flirt smirch thirsty
bird girdle smirk thirty
birth girl squir twirl
birthday irk squirrel T-shirt
chirp quirk squirt virtue
dirt shirk stir whir
fir shirt stirrup whirl
firm 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 the
spelling 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” sound
sound. 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 worm
color favor work worse
cursor 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) sound
presented 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 this
drink.
Write a sentence and include at least two words in your sentence that have the
spelling 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 smooth
broom moon root spooky
choose noon school spoon
cool pool scoop too
food roof scooter tooth
fool room shoot zoo
Sight words that have the same vowel sound.
coupon route through true who

do shoe to truth wound
group 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 that
has the long double (oo) spelling pattern. Remember all sentences begin with a
capital 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 shook
brook hood soot
cook hoodie sooty
cookie hoof stood
cookout hook took
crook look unhook
fishhook nook wood
foot plywood woodpecker
football rook woof
good rookie wool
bull bush pull

bulletin butcher pulley
bullion full push
bully 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) words
Spelling 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 that
has the spelling pattern (oo)/(u) as in foot and put. Remember all sentences begin
with 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 cow
This 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 owl
clown flower shower
cow frown towel
crowd how town
crown now vowel
about found ouch

cloud hour our
couch house out
count loud round
flour 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 of
your sentences. Your writing should reflect good penmanship and proper spacing.
Remember all sentences begin with a capital letter and end with a period (.), question
mark (?), 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 all
claw August alright ball
crawl Austin also call
draw author always fall
jaw because chalk hall
law fault malt mall
lawn haul salt small
paw Paul stalk stall
raw sauce talk tall
yawn 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 to
Draw”. 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 the
spelling/reading pattern (aw, au, al, all) in each of your sentences. Your writing should
reflect good penmanship, proper spacing and correct usage of upper and lower case
letters. 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 water
The 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 was

swab swath walk wash
swamp swatter wampum wasp
swan 'twas wand watch
swap wad wander water
swarm waddle want watt
swastika 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 spelling
pattern (wa). Your writing should reflect good penmanship, correct usage of upper
and lower case letters, and proper spacing. Remember all sentences begin with a
capital 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 which
contribute to the sound heard. (boy = boi; boil = boil)
Read the words below.
annoy employ royal
boy enjoy royalty
corduroy joy soybean
decoy joyful toy
destroy oyster voyage
Read 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 point
avoid joint poison
boil moist rejoice
broil moisture soil
coil noise spoil
coin noisy toilet
disappoint oil trapezoid
doily oink turquoise
foil ointment voice
hoist pinpoint voiceless
Read 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 writing
should reflect good penmanship, correct usage of upper and lower case letters, and
use proper spacing. Remember all sentences begin with a capital letter and end with
a period (.), question mark (?), or an exclamation point (!).
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
Use this space at the bottom to make a simple illustration of your sentence, or use the
back 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 hard
sound 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 princess
celery mice race
cement nice sentence
cent office slice
dance place spice
face price twice
fence prince voice
cider city medicine

circle decide pencil
circus excited recipe
bicycle fancy mercy

bouncy 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 it
your 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 is
heard in gas, got, gum, etc. Soft "g" sounds like “j”. It is heard in gem, giant, gym, etc.
Read these words.

age general orange
bandage gentle package
cage germ page
damage hinge stage
danger language strange
emergency luggage stranger
garbage manage teenager
Angie giant margin
allergic gigantic magic
apologize gingersnap rigid
digit giraffe sluggish
engine imagine tragic
apology gymnasium gypsy
clergy gymnastics pudgy
gym 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 have
the spelling pattern (ge, gi, gy) as in gentle, giant, & gym. Remember all sentences
begin with a capital letter and end with a period (.), question mark (?), or exclamation
point (!) 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 not
affect the previous vowel sound.
(The magic “e” rule does not apply).
Read these words.
acknowledge grudge
badge hedge
badger judge
bridge knowledge
budge ledge
budget lodge
cartridge midget
dodge nudge
dudgeon pledge
edge ridge
fidget sledge
fudge smudge
gadget trudge
Dictation/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 the
spelling pattern (dge). Remember all sentences begin with a capital letter and end
with a period (.), question mark (?), or exclamation point (!) Please be attentive to
penmanship.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
Please illustrate your favorite sentence on the back of this page.
157
Skill: digraph (ch) as in chimney, chef, ache
The consonant digraph (ch) has three different sounds, the most common of which
is 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 chimney
chair cheese chin
chase chest chirp
check chicken choose
beach each reach

bench lunch rich
branch match sandwich
bunch much scratch
catch patch such
crunch pitch switch
ditch 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 each
of your sentences. Remember all sentences begin with a capital letter and end with a
period (.), question mark (?), or exclamation point (!) Please be attentive to
penmanship.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
159
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) sounds
like (k).
Read the words below, they may be a bit difficult, do your best.
(ch) sounds like (sh)
chef machinery
Chicago Michigan
machine parachute
(ch) sounds like (k)
ache chorus headache

anchor Christmas mechanic
character chrome Nicholas
chemistry chrysalis school
chord 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 (sounds
like 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 blended
together. Each letter within the blend is pronounced individually, but quickly, so they
blend together.
bl- cl- fl-

black claim flag
blame class flame
blanket clay flat
blast clean float
blaze climb flood
blind clock floor
block close flower
blood clothes fly
gl- pl- sl-

glad place slam
glasses plan slap
glider plant sleep
glitter play sleeve
glitzy plaza slice
globe please slip
gloves plenty slither
glue plus slow
162
br- cr- dr-
brain crab drastic
branch cracker draw
brave crazy dream
bridge cricket dress
bring cripple dribble
brother crisp drink
brown crutch drop
brush cry dry
fr- gr- pr-

frantic grade practice
freezer graduate prevent
frequent grandpa pride
fresh grass private
friend great promise
frighten grocery protect
from ground prove
frozen grow prune
tr- sc- sk-

trade scab skate
traffic scale skeleton
travel school ski
treat score skill
tree scrap skin
true scratch skinny
trust scream skip
try 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 back
of your paper for your illustration.
163
sm- sn- sp-
small snack space
smart snail spank
smash snake speak
smear snap special
smell sneak spend
smile snore spirit
smog snow sport
smooth snug spot
st- sw- tw-

stage swallow twelve
stand swan twenty
star sweat twice
step sweet twilight
stone swim twin
stop swing twinkle
strong switch twist
study 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 these
blends: 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 with
a period (.), question mark (?), or exclamation point (!). Do not mix upper and
lowercase 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, –ct
Initial consonant blends (beginning) and final (ending) consonant blends appear
throughout these lessons. Blends are consonants whose “sounds blends together”. In
other words, each letter within the blend is pronounced individually, but quickly, so
they “blend” together.
Read these words:

-st -sk -sp -nd -nt
best ask clasp and different
fast desk crisp band important
just disk cusp blend parent
last dusk gasp end plant
lost husk grasp find president
must mask lisp kind student
rest risk wasp land want
trust task wisp stand went
-nk -mp -rd -ld -lp

bank camp afford child gulp
drink damp bird cold help
junk dump card fold kelp
pink jump discard gold palp
sink lamp hard held pulp
shrink pump record hold scalp
thank stamp word old whelp
think swamp yard wild yelp
166
-rk -lt -lf -pt -ft -ct
ark adult calf accept craft act
clerk belt half adopt drift direct
irk difficult elf attempt gift expect
jerk fault golf crept left fact
lurk melt gulf except lift object
park result self kept raft project
smirk salt shelf slept soft respect
work 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 words
as 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 all
sentences begin with a capital letter and end with a period (.), question mark (?), or
exclamation 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, laugh
Digraphs 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 nephew
autograph orphan
cellophane phantom
digraph pharmacist
dolphin pharmacy
elephant pheasant
graph phone
microphone 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 have
the spelling pattern (ph) as in phone. Remember all sentences begin with a capital
letter and end with a period (.), question mark (?), or exclamation point (!) Please be
attentive to good penmanship skills.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
Please illustrate your favorite sentence. Feel free to use the back of your paper.
170
A digraph is a combination of two letters representing one sound. (gh) is a digraph
when this letter combination sounds like (f) as in laugh. The combination "gh" is not
consistently a digraph. It may be silent as in (though), have a silent letter (ghost), or a
vowel pattern (night). The vowel combination (au, ou) do not always follow phonetic
rules. The (au, ou) words below are sight words.
Read these words, sometimes “gh” sounds like “f“
laugh rough
laughter tough
Read these words and sentences.
Sometimes I laugh at right-on funny jokes.

Do you like the sound of laughter?
I need some rough sandpaper
Some 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 strung

belong flung lung slang stung
clang gang oblong slung swung
cling gong pang song thing
clung hang rang sprang thong
ding headlong ring spring unsung
dong hung rung string weeklong
fang 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 vision
Prefixes and suffixes are structural changes that are added to root words. A suffix is a
phonetic unit that is placed after a root word. The root is the part of the word that
contains 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 explanation
addition fiction
attention frustration
caution hibernation
celebration invitation
commotion lotion
condition motion
contraction nation
decoration option
definition position
description promotion
devastation question
devotion station
direction subtraction
education vacation
174
Words ending with “sion” as in vision sounds like (shun)
admission lesion
collision mansion
comprehension mision
compassion occasion
confusion permission
decision possession
exclusion suspension
explosion television
expression tension
impression 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 spelling
pattern (tion) or (sion). Please be attentive to neatness and try to spell each word in
your sentence correctly. Remember all sentences begin with a capital letter and end
with a period (.), question mark (?), or exclamation point (!). Illustrate your favorite
sentence 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 wristband
wrapper wrench write
wreath wring writer
wreck wrinkle wrong
wreckage 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).
question mark (?), or exclamation point (!) Please be attentive to penmanship.
____________________________________________________________________
____________________________________________________________________
The first letter (kn) is silent.
Read the words that begin with (kn).

knack knight
knapsack knit
knave knob
knead knock
knee knock-off
kneecap knockout
kneel knockwurst
kneeling knot
knew know
knickers knowledge
knife 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 the
spelling pattern (kn) in each sentence. Remember all sentences begin with a capital
letter and end with a period (.), question mark (?), or exclamation point (!) Please
be 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 lamb
column climb limb
condemn comb numb
hymn crumb plumber
solemn dumb thumb
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 study
prior to classroom testing. The Spelling Worksheet is an effective tool for organizing
spelling words. This chart lists vowel headings above each box. The student’s task is
to identify a vowel sound in a word (either orally or from a list) and write it in the
appropriate matching box. Words with two syllables may have two different vowels
and 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 at
the bottom of the page as a “sight word” and in the “long a” box. Sight words are
words that cannot be decoded phonetically.
You may want to use colored pencils to identify the words that match the vowel
pattern. 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 spelling
words.
181
a about after again
all always am an
and any are around
as ask at ate
away be because been
before best better big
black blue both bring
brown but buy by
call came can carry
clean cold come could
cut did do does
done don't down draw
drink eat eight every
fall far fast find
first five fly for
found four from full
funny gave get give
go goes going good
got green grow had
has have he help
her here him his
hold hot how hurt
I if in into
is it its jump
just keep kind know
laugh let light like
little live long look
made make many may
182
me much must my
myself never new no
not now of off
old on once one
only open or our
out over own pick
play please pretty pull
put ran read red
ride right round run
said saw say see
seven shall she show
sing sit six sleep
small so some soon
start stop take tell
ten thank that the
their them then there
these they think this
those three to today
together too try two
under up upon us
use very walk want
warm was wash we
well went were what
when where which white
who why will wish
with work would write
yellow yes you your
183
Dolch Noun Words
apple baby back ball

bear bed bell bird
birthday boat box boy
bread brother cake car
cat chair chicken children
Christmas coat corn cow
day dog doll door
duck egg eye farm
farmer father feet fire
fish floor flower game
garden girl good-bye grass
ground hand head hill
home horse house kitty
leg letter man men
milk money morning mother
name nest night paper
party picture pig rabbit
rain ring robin Santa
school seed sheep shoe
sister snow song squirrel
stick street sun table
thing time top toy
tree watch water way
wind window wood
184
short a short e short i short o short u
and best little got funny
black
laugh
a-e, ai, -ay, ee, ea, -e, -y i-e, ie, igh, -y, o-e, oe, oa, -o, u-e, ue, ui,
eigh -ey, ie -ind, -ild ow, -old, ost ew
away before like go blue
made funny light hold cute
always green buy home fruit
may eat try know new
sleigh baby lie toast
wait key kind most
baby thief child toe
me
(saw) aw, au, (star) ar (turn) ur, er, (stork) or (moon) oo
al, (ball) all ir, (work) or
ball are her before school
always hard bird born soon
fault color door
yawn hurt
walk
(cook) oo (cow) ow, ou (toy) oy, oi

(put) u
good found boy
pull how 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, ee, ea, -e, -y i-e, ie, igh, -y, o-e, oe, oa, -o, u-e, ue, ui,
eigh -ey, ie -ind, -ild ow, -old, ost ew
(saw) aw, au, (star) ar (turn) ur, er, (stork) or (moon) oo

al, (ball) all ir, (work) or
(cook) oo (cow) ow, ou (toy) oy, oi

(put) u
Sight words
186

Phonics Lessons A Complete 61 Lessons Course For Teaching Beginning Readers To Read and Spell

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Phonics Lessons A Complete 61 Lessons Course For Teaching Beginning Readers To Read and Spell

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Phonics Lessons

Phonics Lessons is a complete 61 lesson

Originally, I created these lessons as a homework follow-up to classroom instruction.

Knowledge of sound-symbol association is a first step in learning how to read.

"Three basic elements that build good readers:

I received this cartoon from a friend in Denver, CO.

Mini-reading lesson steps for the student

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

3. Short Vowels (picture chart)

Sight Words and Text

Breath Sounds Click on the letter, name, and picture

Breath Sound Voice Sound

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)

Long vowels say their name (as in the alphabet)

Consonants and Digraphs (shr, thr)

1. Dictation requires a teaching assistant to help the student.

2. Simultaneously, the student listens, discriminates, then

across dove language soldier

at brat bad brad bag brag

advance cancan grandstand ransack

dip blip bit chit dim brim

bid grid big brig din chin

Dick brick ding bring fink blink

gift drift disk brisk fist grist

admit dismiss lavish rabbit

bug chug but glut bum chum

bunk chunk dung flung much

cull skull bunt blunt bust crust

album discus hubbub pickup

bob blob bot blot cop chop

abscond crampon hotbox sandbox

bet Bret bed bled den Glen

beg Greg hem stem bend blend

edge dredge mesh flesh help whelp

dead bread death breath

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

bedspread dread realm

Dictation/Spelling Practice for (ea) combination

How is your health?

Please illustrate your sentence in the space below.

Read these words.

thank thing thrust

than them this

Dictation/Spelling Practice for (th) words

I must thank Ben and Sam.

whack which whip

Dictation/Spelling Practice for (wh) words

Read the sentences listed below.

I must get a whiff of fresh air.

Please illustrate one of the (wh) sentences.

Dictation/Spelling Practice for (sh) words

____________________ ____________________ ____________________

____________________ ____________________ ____________________

Read these sentences

I wish I did not have to wash the dishes.

Please illustrate one of your sentences.

Read these words.

attach fetch latch scratch

Can you chitchat with a chick?

“Bossy r” is bossy but polite. It lets the vowel go first,

Read the words listed below.

1.(a-e) _ 2._

3.(ai) _ 4._

5.(ay) _ 6._

7.(eigh) _ 8._

1.(ee) _ 2._

3.(ea) _ 4._