Decoding Practice

Words, Sentences, And Stories

worm

heron

tractor

sorry

dollar

carrot

early

journal

Book 7

Entire contents 2014 By Kathryn J. Davis

7223 Cedar Lane Drive
Germantown, TN 38138
(901) 737-4466
All rights reserved.

Permission is hereby granted to teachers, parents, and tutors to use

the material in this book for individual or classroom use.
Permission is granted for school-wide reproduction of materials.
Commercial reproduction is prohibited.

Printed in the United States of America

Table of Contents
Instructions .................................................................................................... 4
Sound Charts ................................................................................................. 7
wor/worm ...................................................................................................... 26
Story: A Good Book ..................................................................................... 27
er/heron ........................................................................................................ 31
Story: At The River ...................................................................................... 11
or/horse ......................................................................................................... 37
or/tractor, or/sorry ........................................................................................ 39
Story: A Night Visit...................................................................................... 40
ar/dollar ........................................................................................................ 44
ar/carrot ........................................................................................................ 45
Story: Luke And The Lizard ....................................................................... 46
ear/early ....................................................................................................... 50
our/journal .................................................................................................... 51
Story: Rude June.......................................................................................... 52
Sight Words .................................................................................................. 56

2014 by Kathryn J. Davis

Decoding Practice 7

Instructions
Pacing
Teach one new pattern (sh, th, ck) or one new set of consonant blends (amp, est,
st, br) per day. Or, teach two or more patterns per day, if students are able to master
the material. Be sure to practice every day so that students can remember the sounds
for the patterns.
Materials Needed
Decoding Practice book, phonogram cards, sight word cards, pencils and lined
paper. For a whole class, print the enlarged version of the charts (available at
www.soundcityreading.com) and post them on the wall.
Daily Lesson Plan: Eight Easy Steps
1. Teach A New Pattern: Show the card, model the sound, and have each student
repeat individually. When teaching a new set of consonant blends, instead of using
flashcards, model the sounds from the truck chart, and have students repeat.
2. Sound Chart Review: Use the charts in this book. Do each chart in order. Go
from left to right, starting with the top row. Point to each letter or letter pattern
and model the sound. Students repeat. Say both the sound and key word for each
pattern when you begin each book. After a few days, just say the sounds and skip
the key words. As soon as possible, point to the patterns and let the students say
the sounds without any modeling from you.
Because they are organized visually into logical groupings on the page, with picture cues to help students remember the sounds, the sound charts provide students
with a mental framework for understanding and remembering all of the phonogram
patterns. Students start with just a few patterns; in each succeeding book new patterns are added to the charts. Students master the patterns in one book before going
on to the next book.
3. Sound Card Review: In this step, students must remember the sound for each
letter pattern without the benefit of picture cues. Go through all of the cards that
have been taught, in order, ending with the newest card. Students say the sound
or sounds (if there are more than one) for each pattern. Do not use key words.
This step is important because students are learning to recognize the letter patterns without the benefit of the picture charts. They are responding with the sounds
only, without using key words. This is exactly what they will need to do to read
words.
4. Apply The New Pattern: Students read the words and sentences with the new
pattern.

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Decoding Practice 7

5. New Sight Word Intro: Introduce any new sight words that are listed on the
page, after students have read the phonetic words for that pattern. Show the
card, say the word, and have students repeat in unison. Call on several students
to make up a sentence using the word.
Sight words are taught as exceptions to the rule. The new pattern does not
represent the expected sound. Remind students that these words cannot be
sounded out in the usual way. They must be able to read and write the words
from memory.
6. Spelling Dictation: Display the card for the new pattern. Dictate several letters and phonogram patterns, including the new pattern. Dictate ten of the new
words. Students pronounce the word and then say the individual sounds while
they write the related letters on lined paper. Show any new sight word cards,
say each word, and have students copy them. These words cannot be sounded
out and must be learned visually. For sight words, students may say the letter
names (instead of sounds) as they write them. You may also want to dictate a
few words with suffix patterns. Finally, dictate a sentence containing words that
have been studied during the dictation period.
Students should not be able to see the words during the dictation period. Its
important for them to listen and figure out the sounds in the word for themselves.
They then translate the sounds into the word by writing the letters. If they forget
the new pattern, they can look at the card on display to help them remember it.
7. Sight Word Review: Students read all of the sight words that have been
taught, in unison. Dont read words that have not been introduced. Use sight
word flashcards or the sight word list at the end of this book.
8. Read The Story: If there is a new story, have students read it. If not, have
them reread the previous story. If the stories are short, reread several review
stories.
Work towards mastery. Keep practicing until students can read each page
confidently, without hesitation. Ask questions frequently to make sure students understand and relate to the story.
Troubleshooting
1. If students have difficulty reading the words, do the spelling dictation (step six)
before reading the words (step 4). This may seem counterintuitive, but in practice it works very well. In order to write the word, students must analyze the
sounds in the word carefully, and use the letters in the new pattern while writing the word. This is a multi-sensory process; students say the sounds, hear the
sounds, write the letters, and see the letters. Using this combination of senses
all at the same time lays the groundwork for students to understand the process
of phonetic coding (spelling) and decoding (reading), making it easier to read the
words.
2014 by Kathryn J. Davis

Decoding Practice 7

2. If students have difficulty spelling the words, call on individual students to

say the sounds one at a time, while arranging moveable letter cards in a
pocket chart to build the word. Then cover the word and have all the students say the sounds again while writing the word on paper. Or, pass out
sets of plastic letters, and have students spell each word with plastic letters
before writing it.
3. If students have difficulty reading the stories, read them aloud first, discuss them, and then have students read them. If necessary, read one line
at a time, and have students echo read each line in unison. Then listen
while students reread the whole story aloud, reading together. Finally,
have students take turns reading to each other in pairs. Send the story
home to read aloud for homework.
More Trouble Shooting
If the above steps dont solve the problem, students will need more help
with segmenting (hearing the separate sounds in words) and decoding (seeing
the individual patterns in words and translating them into sounds to form a
word). On this case, students can study the same letter patterns, words, and
stories in a separate set of books, Phonics Patterns And Stories, which are designed to make the learning process easier. In these books, students play a
listening game (the robot game) using pictures and words in the book to prepare them to read each new set of words. The game develops their ability to
hear the separate sounds in words. The words are also color-coded. Each
vowel sound is represented in a particular color. For example, all the patterns
that represent the long a sound (ai/rain, ay/play, a_e/safe), are printed in dark
red. This helps students see the pattern as a distinct unit within the words.
Students also relate the sound for each pattern to environmental sound pictures from a sound story, instead of using key words. Although this is approach is a little more challenging for adults, it works perfectly for students
who are having trouble grasping the relationship between letter patterns and
sounds.
After students complete each lesson in the Phonics Patterns And Stories
books, the teacher can send home pages from this Decoding Practice book for
extra practice at home.

2014 by Kathryn J. Davis

Decoding Practice 7

Alphabet

Aa

Bb

Cc

Dd

Ee

Ff

Gg

Hh

Ii

Jj

Kk

Ll

Mm Nn

P p Qu qu R r

Ss

Oo

Tt

uU vV wW xX yY
Uu Vv Ww Xx Yy Zz
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Decoding Practice 7

Short
Vowels

Long
Vowels

Special
Vowels

Special
Vowel
Pairs

Bossy R
Vowels
2014 by Kathryn J. Davis

e
ant

egg

apron

emu

all

ou

ballet

ow
ouch

ar

cow

er
car
8

her
Decoding Practice 7

in

ox

island

ocean

to

oy
oil

ir

boy

push

what

son

ur

bird
2014 by Kathryn J. Davis

uniform

pizza

oi

up

Umbrella Vowels

horse
9

turtle
Decoding Practice 7

sh

th
ship

ch
thumb

chicken

th
this

ck

tch
Jack

ce

ci

cent

city

2014 by Kathryn J. Davis

nch
match

cy ge
cycle

gem
10

bench

gi

gy

giant

gym
Decoding Practice 7

wh
when

wh
who

ng

nk
ring

wink

Consonant
Patterns
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11

Decoding Practice 7

ck

tch

nch

ack

atch

anch

eck

etch

ench

ick

itch

inch

ock

otch

onch

uck

utch

unch

ng

nk
ang

ank

Consonant
Patterns

ing

ink

That Follow

ong

onk

A Short Vowel

ung

unk

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Decoding Practice 7

Long Vowel Patterns

apron

emu

ai

rain

ee

feet

ay

play

ei

ceiling

ey

key

ea

eat

e_e

these

a_e

2014 by Kathryn J. Davis

safe

13

Decoding Practice 7

Long Vowel Patterns

island

ocean

ie

pie

oa

boat

oe

toe

ou

four

ow

snow

i_e

pine

o_e

home

igh

night

old

gold

ind

find

olt

bolt

ild

child

oll

troll

olk

yolk

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Decoding Practice 7

Long Vowel Patterns

tulip

uniform

ue

glue

ue

cue

ui

fruit

u_e

flute

u_e

cube

ew

flew

ew

few

eu

neutron

eu

Europe

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Decoding Practice 7

Special Vowel Patterns

all

ballet

aw

saw

ei

veil

au

Paul

ey

they

all

ball

ea

steak

al

salt

eigh

sleigh

alk

talk

wa

wasp

2014 by Kathryn J. Davis

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Decoding Practice 7

Special Vowel Patterns

pizza

to

ie

shield

to

ou

soup

oo

moon

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Decoding Practice 7

Special Vowel Patterns

push

push

oi

oil

ould

should

oy

boy

oo

book

ou

ouch

ou

four

ou

soup

ow

cow

ow

snow

oo

book

oo

moon

2014 by Kathryn J. Davis

Special Vowel Pairs

18

Decoding Practice 7

oi

oy
boy

oil

ou

u
four

ouch

ow

Odd O
Patterns

soup

w
snow

cow

old

oo

should

2014 by Kathryn J. Davis

book

19

moon

Decoding Practice 7

Sounds For Y

y
yo-yo

i
veil

ceiling

y
key

eat

head

ie

steak

Long I Pattern
With Two

pie
2014 by Kathryn J. Davis

Long E
Patterns
With More
Than One
Sound

they

ea

ie

my

funny

shield
20

Sounds
Decoding Practice 7

Bossy R Patterns

ar

ar

ar
dollar

car

er

carrot

er
her

heron

ir
bird

or

or
horse

or
tractor

sorry

ur
turtle
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Decoding Practice 7

More Bossy R Patterns

wor

ear
worm

our
early

journal

Umbrella Vowels

a_
what

across

o_e
son

love
Shady Short Vowels

ea
head
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Decoding Practice 7

Silent E
Syllables

Every syllable must contain at least one vowel, even if you cant
hear it. Many words end with silent e syllables. These are ending
syllables that have e as the last letter in the syllable. When you see
a silent e syllable, pronounce the two consonants just as you would
pronounce a consonant blend. Do not pronounce the e. Practice
saying these silent e syllables.

ble
cle

gle

sle

dle

kle

tle

fle

ple

zle

Silent E Syllables

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Decoding Practice 7

ast
ask
and

students say
the sounds
without help.

esk

oft

elt

st

ist

When ready,

omp

ost

aft

models the
sounds,
students
repeat.

est

olf

amp

Teacher

ond

ump

isk

unt

ift

ulb

elf
elp
eld
end
ent

ind

ust

ext

ilk

usk

ept

Ending Consonant Blends

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Decoding Practice 7

pr
tr
st

cr

sm

models the
sounds,
students
repeat.

When ready,
students say
the sounds
without help.

dw

br

sp

Teacher

tw

dr

cl
fl
gl

sn

fr

sc

gr

pl

sk

scr

sl

sw

spr

bl

squ

str

spl

Beginning Consonant Blends

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Decoding Practice 7

wor

worse

worm

worst

work

world

word

worry

worth

worship

worthy

workbook

1. A globe is a model of the world.

2. Mark enjoys doing his work.
3. Now we will study our spelling
words in our workbook.
2014 by Kathryn J. Davis

26

Decoding Practice 7

A Good Book
The weather was bad.
It was raining outside.
The wind was blowing.
Mike had to stay in the house. He did
not have anything to do.
He went to his
room and picked
up a book. He
took the book to
his mom. Hey, Mom, said Mike. This is
a good book. Will you read it to me?

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Decoding Practice 7

Not now, Mike, said Mom. I have work

to do. I have to wash the dishes.
Mike went to find his dad. Hey, Dad,
Mike said. This is a great book. Will you
read it to me? No, said Dad. I have
work to do. I have to fix a
leak in the bathroom.
Mike felt sad. He sat on his
bed and looked at the book.
Then he said, I cant wait for Mom and
Dad. I will try to read this book myself.

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Decoding Practice 7

Mike looked at the

letters in the book.
It was hard to
read the words.
He read them
slowly, one at a time. It was a good book.
His mom and dad

had read it to him

many times. Mike liked it so much that he

read all of it. Then he read it again. And
then he read it again. He forgot about the
bad weather. He even forgot to get his
lunch. But how he liked reading that book!

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Decoding Practice 7

At last, Mom and Dad came into

the

room. We have finished our work, they

said. We can read to you now. Mike
didnt say a word. He just opened the
book and began to read out loud. Now
the words seemed easy. Mike read all of
the book. Then he looked up at his mom
and dad. They smiled and gave him a
great big hug. They were very, very
proud.
The End

2014 by Kathryn J. Davis

30

Decoding Practice 7

er

cherub

heron

cherry

ferret

berry

merit

ferry

derrick

very tall

Erin

merry

Eric

ster

peril

Ferris
wheel

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Decoding Practice 7

er
1. The heron is catching fish to eat.

2. A berry fell out of her basket.

3. We go around and around

on the

Ferris wheel.

4. The derrick is picking up a tree.

5. A ferry will take the cars

across the river.
6. The stereo is too loud!
It is hurting my ears.
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Decoding Practice 7

At the River
A river is in the valley. It is spring time
at the river. The sun shines on the water.
Ducks swim on top of the water. Fish
swim under the water.

A heron stands in the river. The heron

has long legs. It wants
to catch a fish or a
frog for its lunch.

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Decoding Practice 7

Two fat frogs sit under a

fern on the river bank.
They want to catch a bug
to eat. The frogs see the heron.
They hide under the fern so the
heron will not get them.

A rabbit sits on the river

bank, munching on grass.
A fox hides behind a tree.
It sees the rabbit.

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Decoding Practice 7

The fox runs after the rabbit. The

rabbit dives into a hole under a log.
The rabbit is safe there. The fox
cannot get him.

Three otters live at

the river. They can
swim

well. They like

to slide in the mud. They like to

splash and play in the water.

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Decoding Practice 7

The sun sets over the

valley at the end of the
day. Now it

is night, and the stars are

bright.

A bat is high in the air. Tree frogs are

singing. The rest of the animals have gone
to sleep.
The End

2014 by Kathryn J. Davis

36

Decoding Practice 7

or

torn

horse

thorn

horn

sword

fork

gorge

for

sport

corn

storm

cord

forgot

short

forest

or

formal

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37

Decoding Practice 7

or

morning

orbit

story

hornet

corn

porch

coral reef

1. The flower is for his mother.

2. Planets move in an orbit
around the sun.
3. Acorns grow on oak trees.
4. Mom will cook corn
on the cob for us.
5. A hornet stung Joe on his arm.
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Decoding Practice 7

Introduce sight words: color, mirror

or

or

tractor

sorry

doctor

sorrow

mirror

borrow

record

tomorrow

color

horror

1. Jon will borrow the shovel.

2. A tractor is beside the barn.
3. I see myself in the mirror.
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Decoding Practice 7

A Night Visit
It was night time. It was dark
out. The wind was blowing. Sam
was in his bed. But he was not
asleep. He was looking out the window
at the moon.

Sam wanted to see his horse, Thunderstorm. So he got out of bed. He opened
his window and went out. Sam hung
onto a big tree. Hand over hand, he
went down the tree.
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Decoding Practice 7

Sam crept across the yard

to the barn. An owl hooted
in the dark.
A dog howled far away.
But Sam was not afraid.

He opened the door and went into the

barn. It was dark inside. A tiny mouse
ran across the floor. It hid
behind the tractor.

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41

Decoding Practice 7

Sam went into a stall. He laid his arm

across the back of his big, white horse.
Youre a good horse, Thunderstorm, Sam
said. Im sorry I cant stay with you
tonight.

Ill see you tomorrow. Sam

gave the horse a hug.

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Decoding Practice 7

Then Sam went out of the

barn, into the night air. He
looked at the moon, high
over the barn. He crept
across the yard. Hand over hand he
went back up the tree.

He went in his window and got back

into bed. Sam stayed in bed
for the rest of the night.
The End

2014 by Kathryn J. Davis

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Decoding Practice 7

Introduce sight word: sugar

ar

blizzard

dollar

cellar

collar

cougar

pillar

solar

wizard

polar bear

lizard

poplar tree

1. A lizard basks in the sun.

2. A cougar is up in the tree.
3. Solar energy comes from the sun.
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Decoding Practice 7

ar

marry

carrot

carry

parrot

sparrow

parent

carriage

barrel

barricade

carol

1. He fills the barrel with water.

2. She feeds the horse a carrot.

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45

Decoding Practice 7

Luke And The Lizard

Luke went out into the yard. He

had his new baseball bat and glove.
He sat on a wall to wait for Sue.

It was a sunny day in June. Bees

buzzed around the fruit trees. Tulips
grew in the garden. A blue jay flew
up into a pine tree. Small sparrows
hopped in the grass.

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46

Decoding Practice 7

A lizard sat in the warm sun on the

top of the wall. It was gray, with a
long thin tail. The lizards tail was
bright blue.

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Decoding Practice 7

Luke wanted to catch the lizard and

keep it for a pet. But the lizard
saw Luke. It ran and hid in a
crack in the wall. Just then, Luke
saw Sue. Sue, did you see that lizard? Luke said. Yes, said Sue.
Lets try to catch it.

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Decoding Practice 7

But Luke and Sue could not get

the lizard out of the crack. It is
hard to catch a lizard, said Luke.
Lets go and play ball.
The End

2014 by Kathryn J. Davis

49

Decoding Practice 7

Introduce sight words: heart, hearth

ear

earth

early

heard
$$$$

pearl

earn

learn

rehearse

search

1. The early bird catches the worm.

2. Joe earns money for doing

$$$$

his job.
3. They rehearse for
the play on Thursday.
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Decoding Practice 7

our

flourish

journal

courage

journey

tournament

nourish

courtesy

nourishing

1. Her journal is in her purse.

2. Plants flourish and grow

in good soil.
3. Nourishing food keeps us healthy.

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Decoding Practice 7

Rude June
June is a girl who is in the third grade.
She often is rude, but shes never afraid.
June is as stubborn as a mule. She
thinks that she can break the rules.

When she goes to the board, she breaks

the chalk. When its quiet time, she likes
to talk. She fusses at all of the girls and
boys. She likes to make a lot of noise.

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Decoding Practice 7

She leaves her journal under her desk.

She wont

clean

up when she makes

a mess. She doesnt like to walk in

line. She wants to be first all of the
time.

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Decoding Practice 7

When she eats, she likes to burp.

When she drinks, she likes to slurp.
When she goes to music, she wont
sing the song. But when carrying
things, shes very strong.

If June could learn to be polite,

I think that she would be all right.
The End

2014 by Kathryn J. Davis

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Decoding Practice 7

Sight Words
Short Vowels

was
Book 1

as

has

son

won

is

his

ton

from

front

of

month

both

the

most

post

ghost

wolf

two

give

live

have

rich

much

such

which

what

Book 2

who

whom

whose

been

were

there

where

else

eye

said

plaid

says

wind

woman

women

Book 3

won't

don't

broad

cupboard

does

shoe

canoe

one

gone

move

prove

lose

again

against

among

above

tongue

sure

minute

sew

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Decoding Practice 7

Sight Words
Book 4

young

though

through

know

could

would

should

door

poor

floor

Book 5

school

once

sponge

are

cover

wonder

answer

other

mother

brother
Book 6

almost

although

half

calf

people

any

many

very

busy

bury

only

reply

supply

July

island

iron

honey

money

monkey

Mr.

Mrs.

Dr.

oven

shovel

dozen

compete

complete

compare

nothing

breakfast

height

movie

friend

sugar

heart

hearth

2014 by Kathryn J. Davis

57

Book 7

color

mirror

Decoding Practice 7

AaBbCcDdEe
FfGgHhIiJj
KkLlMmNnOo
PpQqRrSsTtUu
VvWwXxYyZz
2014 by Kathryn J. Davis

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Decoding Practice 7