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1 This Sample Copy contains only the first pages from this book. The entire book will be available soon. Phonics Patterns For Beginning Readers

2 Entire contents 2008 By Kathryn J. Davis 7223 Cedar Lane Drive Germantown, TN (901) All rights reserved. Permission is hereby granted to individuals to reproduce student materials in this book for noncommercial home or classroom use. Printed in the United States of America

3 Teaching Guide In order to use this book, students should know the sounds of the letters of the alphabet and be able to blend the letter sounds in a word from left to right ( sound it out ) to pronounce it. If the students can t do this yet, they should begin with Learning the Alphabet and Short Vowel Words, available from Sound City Reading. After students have mastered the alphabet sounds and have learned to read short vowel words, they will still be frustrated if they try to read regular books. That is because there are many sounds in our language that are not represented by the letters of the alphabet, such as sh/ship, th/thumb, oy/boy, and ow/cow. In order to read even the simplest material, students must learn these beyond the alphabet sound patterns. This book is designed to teach these patterns as quickly and efficiently as possible. The print is large, with color coding highlighting each new pattern, so that young readers can focus on the desired letters and follow the print easily. After their initial introduction, letters that work together are underlined so that students will see them as a single unit of sound. The words taught are carefully selected to include many of the most common words that the student will encounter in materials for beginning readers. To avoid confusion, sight words are kept to a minimum. In many of the most common sight words, a single vowel, usually a or o, represents the u/umbrella sound, instead of the normal a/ant or o/ox sound. Examples include the words a, was, what, of, from, and son. To help students read these words, a small umbrella is placed over the vowel to remind the student to use the /u/ sound. Other words are difficult to read because one or more of the letters are not sounded. Examples include the words wren, lamb, and through. Whenever this type of word is introduced, a small x will be placed above the silent letter to show that it is not to be pronounced. Have the student study the pages in order, starting with page one. First, the student will read words with each of the five short vowel sounds. Then, six sight words are introduced so that the student can read sentences with the short vowel words. Next, the student will study the patterns needed to read Hop on Pop (Random House, 1963) by Dr. Seuss. The patterns are taught in order, so that the student can read a page or two from the book with each pattern studied, starting at the beginning, and continuing until the book is finished. After completing Hop on Pop, students will read other children s books, learning patterns from those books, until all of the common 3

4 phonics patterns have been studied. To introduce each new pattern, read the pages with that pattern from Hop on Pop. Point out the word with the new pattern. Pronounce the word slowly so that the student can hear each sound in the word separately. Show the students the letters that represent the new sound. Then show the letter pattern and sound picture on the related page in this book. Model the sound and have the student repeat. Read the key word at the top of the page, point out the picture, and have the student repeat it. Have the student read the words and sentences on the page containing the new pattern. Help by modeling and giving guidance as needed. Reading the page more than once will build confidence and fluency. If the student stumbles over any of the words in the sentences, go back to the previous page that teaches the pattern in that word. Go over the pattern, and have the student reread the page. Then, have the student read the new pages in Hop on Pop. Next, have the student start at the beginning of the book, and reread any pages that have been studied previously, up to and including the new pages. The parent or teacher may read ahead in the story any day while the student listens. Adjust the pacing to fit the need of the student. Many students will do well learning one new pattern per day. Some students will need to go more slowly. Students who are already reading may work through the material quickly as a review. A spelling workbook is available to reinforce the patterns that are taught in this book. At the end of the lesson, have the student complete the appropriate page. Other beneficial activities include having the student spell several of the new words and one sentence from dictation. The student should not copy the material. He or she should learn to listen to the sounds in the words and write them to produce the correct spelling. Sight words (such as the umbrella words mentioned above) should be posted for easy reference. Students who find the dictation activity difficult will benefit from using small plastic letters to build each word from dictation. The teacher will be able to see where the student is making mistakes and help the student see how to correct them. (Note: This file contains sample pages from the beginning of Phonics Patterns For Beginning Readers. It does not contain the whole book.) 4

5 a ant can pat sad bat ran sat dad Sam z as at fan hat bad ham cat had am z has 5

6 i in sit him big tip hill in hit did z is will bit rid six Jim Will it if z his 6

7 o ox hot mop dog box got on dot off fox pot hop not top lot doll job pop 7 log

8 u up cup but sun us up run pup fun tub mud bug gum rug nut bus hug cut 8 cub

9 e red get ten let yes tell bed egg egg wet hen Ned well Ed yet Ted net mess 9 seven

10 Sight Words a ant a A was Was 1. Dan has a cat. 2. Pam has a pan. 3. A cat sat. 4. A man ran a lap. 5. Dad had a hat. z 6. Sam was bad. z 7. Max was sad. z 8. Was Jan mad? 10

11 i in Sight Words Ī 1. Will Ī win? Ī will win. 2. Sam will hit it. 3. Kim will kiss him. 4. Ī will mix it. 5. Jim is ill. 6. Tim is six. 7. It is his cap. 8. Bill has his mitt. 11

12 o ox Sight Words v of Ī a A was Was 1. Mom will mop. 2. Jan has a lot of hats. 3. A dog got on a log. 4. A lid was on a hot pot. 5. Moss is on a log. 6. I will sit on a hill top. 7. A man was hot. 8. Bob has a big box. 12

13 u up Sight Words v z z of Ī a A was Was 1. Gus is on a bus. 2. Mud was on a pig. 3. A man dug up a jug. 4. A bug is on a rug. 5. Mom will cut a bun. 6. Jill will run up a hill. 7. I will hug Dad. 8. Sam has a lot of fun. v 13

14 e egg Sight Words v z z of Ī a A was Was 1. Jeff was on a jet. 2. Ted fed Ned. 3. A web is on a bell. 4. His bed was a mess. 5. Ed fell. Ed will yell. 6. A hen is in a pen. 7. I will not get wet. 8. Ten men got on a bus. 14

15 _s cat bed dog pin cup cats beds dogs pins cups 1. Ben has six cats. 2. Ten cups fell. 3. Seven dogs ran up a hill. 4. Bess has a lot of pins. 15

16 _s run sit hop wag get runs sits hops wags gets 1. A hen sits on an egg. 2. A dog runs up a hill. 3. Ben gets a red cap. 4. A rabbit hops on a log. 16

17 _ s Sam s Sam s cat Pam s pan Ben s cap Jill s doll Tom s van 1. Sam s cat is on a mat. 2. Ed s dog was on his bed. 3. Ben s cap is red. 4. Jill s doll is on a box. 17

18 ou out our mouse house ouch loud pout noun sour 1. A mouse is in our house. 2. I am sad. I will pout. 3. Our cat ran out. 4. A jet is loud. 5. A rabbit is not loud. Read pages 2-7 in Hop on Pop (Random House, 1963) by Dr. Seuss. 18

19 äll bäll all ball call tall wall fall hall mall 1. A ball can fall. 2. Tom will call Pam. 3. T. Rex was tall. 4. All of us had fun at a mall. 5. Bill will get up on a wall. 19

20 ē wē he me we be 1. We can not be loud. 2. He is mad. He will pout. 3. He will be at our house at six. 4. He is a tall man. 5. We will not fall. 6. A dog bit me! 7. Ted will call me. 20

21 ar barn car far farm yard dark hard part are 1. A dog is in our yard. 2. We will get in our car. 3. It will be dark. 4. We are at a farm. 5. Six pigs are in a barn. 21

22 sm smell smog smell small smart 1. A wet dog smells bad. 2. A mouse is small. 3. We are smart. 4. Smog is bad. Read pages 8-9 in Hop on Pop (Random House, 1963) by Dr. Seuss. 22

23 ay day say may way day hay pay Kay lay 1. Kay will run all day. 2. Lay it on his bed. 3. May we get a pet? 4. A hen can lay an egg. 5. Dad will pay. 23

24 pl plum plum plop plan plus plug play 1. Ben will get a plum. 2. We will play in his yard. 3. Jan has a plan. 4. Plug it in. Read pages in Hop on Pop (Random House, 1963) by Dr. Seuss. 24

25 th thin thud math bath thumb moth with mouth south 1. His dog will get a bath. 2. He will play with me. 3. His box fell with a thud. 4. T. Rex had a big mouth. 5. A thin cat is in our yard. 25

26 th this that them this than thus the then 1. That dog is small. 2. This dog is thin. 3. We will play with the cat. 4. Then we will nap. 5. I will call them at ten. Read pages in Hop on Pop (Random House, 1963) by Dr. Seuss. 26

27 igh night fight right light night might tight sight high 1. It is dark at night. 2. A cat will fight with a dog. 3. He might be at our house. 4. In the day, it is light. 5. This wall is high. Read page 15 in Hop on Pop (Random House, 1963) by Dr. Seuss. 27

28 er her her after sister under were never summer better 1. It is hot in the summer. 2. I will play with her. 3. A mouse is under the hay. 4. We will nap after we play. 5. The kids were in the yard. Read pages in Hop on Pop (Random House, 1963) by Dr. Seuss. 28

29 ee feet see bee keep feet deep need feel deer 1. Bees are in the barn. 2. Tom is six feet tall. 3. He will keep his car. 4. We need a small house. 5. I can see a deer. 29

30 ow cow now how gown cow town down bow power 1. How did the dog get out? 2. We will see cows at the farm. 3. His sister fell down. 4. Mom has a red night gown. 5. Now we will play ball. Read pages in Hop on Pop (Random House, 1963) by Dr. Seuss. 30

31 thr throb three three thrill 1. Sam fell. He hit his arm on a wall. His arm throbs. 2. I see three bees. 3. This night is a thrill. 31

32 sh ship shut shot sheep ship fish wish dish shē 1. She will shut the box. 2. Six sheep are on the hill. 3. I wish I had a pet. 4. We will get on a big ship. 5. Butter is on the dish. 32

33 tr trot trap trim trot trash trip tree tray trout 1. That trash smells bad. 2. Dad will trim the tree. 3. A trout is a fish. 4. The hotdogs are on the tray. Read pages in Hop on Pop (Random House, 1963) by Dr. Seuss. 33

34 ey they they ōbey hey 1. They are on the bus. 2. Did they see a cow at the farm? 3. Hey, a pig is in the way! 4. Ed ōbeys his mom. 5. They were in the house. 6. Hey! I see a deer in the trees. Read pages in Hop on Pop (Random House, 1963) by Dr. Seuss. 34

35 _and and hand hand land band sand 1. Six shells are in the sand. 2. She has a plum in her hand. 3. He has a cat and a dog. 4. A jet can land at night. 5. Jill plays in a band. 6. Jeff will play in the sand. Read pages in Hop on Pop (Random House, 1963) by Dr. Seuss. 35

36 ō gō go no so ho ho ho don't won't hello over 1. How far will th ey go? 2. Th ey will go over the hill. 3. The kids are so hot! 4. Don't fall off the wall! 5. The cat won t go in the house. Read pages in Hop on Pop (Random House, 1963) by Dr. Seuss. 36

37 _ve give live have solve give olive carve nerve serve 1. Jan will give her mom a card. 2. Tom lives on a farm. 3. I have three fish. 4. Mom will serve hotdogs. 5. Jeff will carve a deer. 37

38 y funny sunny Sally happy candy very copy body party 1. Sally is very happy. 2. It is a sunny day. 3. Th ey were at a party. 4. Tommy will copy this part. 5. That is a funny mouse. 38

39 wh when whiz wheel wheel what whinny whisper 1. When will it get dark? 2. A jet can whiz ōver us. 3. A car has wheels. 4. What is in that box? 5. When can we play? 6. We will not be loud. We will whisper. Read pages in Hop on Pop (Random House, 1963) by Dr. Seuss. 39

40 ng sing ring song long ring thing bang wing nothing 1. Th ey will sing a song. 2. That wall is very long. 3. What is that big thing? 4. The box fell with a bang. 5. Nothing was in the box. Read pages in Hop on Pop (Random House, 1963) by Dr. Seuss. 40

41 oo book look hook took book good wood foot shook 1. He took the fish off the hook. 2. This is a very good book. 3. Look at that funny fish! 4. A big book fell on her foot. 5. She shook the jar. 41

42 y my by why my try shy good-by 1. This is my ring. 2. Jeff will sit by Tom. 3. Why is a pig in the house? 4. She will try on the hat. 5. Jill and Pam are very shy. 6. I will go now. Good-by! 42

43 ou you your youth soup soup you're through 1. Will you ring the bell? 2. Your book is on the bed. 3. Did you go through the woods? 4. Your soup is hot. 5. You're very funny. 6. Now I will tell you good-by. 43

44 oo moon room cool broom moon zoo too food spooky 1. You can see the moon at night. 2. We will see bats at the zoo. 3. Sam will go with us, too. 4. This food is very good. 5. Jan's books are in her room. Read pages in Hop on Pop (Random House, 1963) by Dr. Seuss. 44

45 älk talk tälk walk 1. They will walk by the zoo. 2. We will talk all night. 3. I will walk through the park with my mom. 4. How far can you walk? 5. Ed walks a long way. 6. Why did he walk so far? 7. Th ey will talk a lot at the party. 45

46 i_e like time five nine pine shine white ride kite 1. Mike will ride his bike down the hill. 2. A kite can go up high. 3. I like my sisters. 4. The sun shines in the day time. 46

47 o to to do two who into onto today tonight 1. I like to go to the zoo. 2. They will go into the barn. 3. Can you play with me today? 4. Who is that by the tree? 5. Will we see the moon tonight? Read pages in Hop on Pop (Random House, 1963) by Dr. Seuss. 47

48 fr frog fresh frog fret frizz free frown fry fray 1. A frog is on the log. 2. That candy is free. 3. Do not frown at me. 4. Mom will fry the eggs. 5. The eggs are fresh. 48

49 o son won ton month son v of from front nothing 1. His son is from Tennessee. 2. She will get a box of pens. 3. The kids play in the front yard. 4. They will go on a trip this month. 49

50 st stop stop stem stood stay stool steep stall stalk 1. Stay in the yard to play. 2. The cow was in the stall. 3. Th ey ran up a steep hill. 4. The kids stood under the pine tree. 5. Mike sat on a stool. 50

51 _ust must just rust gust trust rust 1. You are just in time. 2. Do you trust me? 3. We must go to bed now. 4. His bike had rust on it. Read pages in Hop on Pop (Random House, 1963) by Dr. Seuss. 51

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