Pnonocs Reader Book 4

Decoding Practice
Words, Sentences, And Stories
oil boy
ouch soup
cow snow
book moon
Book 4
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, or system-wide,
reproduction of materials.
Commercial reproduction is prohibited.
Printed in the United States of America

Table of Contents
Instructions .................................................................................................... 4
Sound Charts ................................................................................................. 7
oi/oil, oy/boy .................................................................................................. 22
Suffix Study: _ed .......................................................................................... 24
Story: A Boy Gets A Toy ............................................................................... 26
ou/ouch ......................................................................................................... 27
Suffix Study: _ing......................................................................................... 30
ou/four, ou/soup ............................................................................................ 32
Story: A Mouse In The House ...................................................................... 34
ow/cow .......................................................................................................... 36
ow/snow ........................................................................................................ 38
Story: The Cow Got Out ............................................................................... 40
u/push ......................................................................................................... 44
ould/should ................................................................................................... 45
Suffix Study: _es .......................................................................................... 46
oo/book .......................................................................................................... 47
oo/moon ......................................................................................................... 49
Story: In The Woods ..................................................................................... 51
Sight Words .................................................................................................. 54
Handwriting Model ...................................................................................... 56
© 2014 by Kathryn J. Davis 3 Decoding Practice 4

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 us-
ing 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 pat-
tern 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 stu-
dents with a mental framework for understanding and remembering all of the pho-
nogram 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 be-
fore 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 pat-
terns 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 pat-
tern.
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 sen-
tence using the word.
Sight words are taught as exceptions to the rule. The new pattern does not repre-
sent 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. Fi-
nally, dictate a sentence containing words that have been studied during the dicta-
tion period.
Students should not be able to see the words during the dictation period. It’s im-
portant 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. Don’t 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 confi-
dently, 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.
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 don’t solve the problem, students will need more help with
segmenting (hearing the separate sounds in words) and decoding (seeing the individ-
ual 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 proc-
ess easier. In these books, students play a listening game (the robot game) using pic-
tures 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 grasp-
ing 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.

Alphabet
Aa Bb Cc Dd Ee
Ff Gg Hh Ii Jj
Kk Ll Mm Nn Oo
P p Qu qu R r Ss Tt
uU vV wW xX yY
Uu Vv Ww Xx Yy Zz

Short
a e
Vowels
ant egg
Long
ā ē
Vowels
apron emu
Special
ä
Vowels
all
Special ou ow
Vowel
Pairs ouch cow
Bossy R
Vowels

i o u
in ox up
ī ō ū
island ocean uniform
ö ü
to push
oi oy
Umbrella Vowels
a what
oil boy o son
ōr
horse

sh th ch
ship thumb chicken
th
this
ck tch nch
Jack match bench

wh
when
wh
who
ng nk
ring wink
Consonant
Patterns

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

A Short Vowel
ong onk
ung unk

Long Vowel Patterns
ā apron ē emu
ai rain ee feet
ay play
a_e safe e_e these

Long Vowel Patterns
i island ō ocean
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
Long Vowel Patterns
ū tulip ū uniform
ue glue ue cue
ui fruit
u_e flute u_e cube
ew flew ew few
eu neutron eu Europe
Special Vowel Patterns
ö to
o to
ou soup
oo moon

Special Vowel Patterns
ü push Special Vowel Pairs
u push oi oil
ould should oy boy
oo book ou ouch
ou four
ou soup
ow cow
ow snow
oo book
oo moon
oi oy Odd O
Patterns
oil boy
ou ōu öu
ouch four soup
ow ōw
cow snow
oüld oo öo
should book moon

Umbrella Vowels - These vowels have the short u sound.
a a_
what across
o o_e
son love

ast ond est
omp esk
ask
oft elt
and
olf
amp elf
ost
aft elp
ōst
ist eld
ump
 Teacher
models the isk end
sounds,
students unt
ent
repeat.
ift
ulb
 When ready,
students say
the sounds
without help.
ind ust ext
ilk usk ept
Ending Consonant Blends

pr
tw
tr
dw
st
br
sp cl
cr
sm fl
dr
sn gl
fr
 Teacher
models the
sc gr pl
sounds,
students
repeat.
 When ready,
students say sk scr sl
the sounds
without help.
sw spr bl
squ str spl

Beginning Consonant Blends

oi oy
oil boy
boil toy
soil joy
foil soy
j
coil voyage
coin annoy
point poison
noise toilet

oi oy
1. Can the boy fix his toy?
2. Roy plants a seed in the soil.
3. Jeff keeps his coins in a box.
4. Jan will enjoy the cake.
5. A dog can make a lot of noise.
6. The boy points to the ships.

The _ed suffix at the end of an action
Suffix _ed word (a verb) shows that the action
happened in the past.
/ed / /d/ /t/

point fill wink
pointed filled winked
float sail rush

floated sailed rushed
paint roll pack

painted rolled packed
lift boil fix

lifted boiled fixed
need play munch

needed played munched
fold rain miss

folded rained missed
The _ed suffix at the end of an action
Suffix _ed word (a verb) shows that the action
happened in the past.
1. The boy painted the chair.
2. Mom filled the glass.
3. The troll rolled in the grass.
4. Jill missed it.
5. Jon packed his suitcase.
6. Mike floated in the lake.

A Boy Gets A Toy
This boy and his Mom went
to get a toy. The boy pointed to
a toy ship. Mom got the toy ship
for the boy. The boy was filled
with joy. He went to the pond. He
had a lot of fun with his toy.

Always introduce sight words after students have studied the phonetic words. Introduce sight word: young.
ou out
ouch shout
couch spout
grouch sprout
pouch snout
cloud pout
loud trout
proud grout

ou found
mouth pound
south ground
mouse hound
blouse round
house around
our
sound
house
hour count
sour

ou
1. The cat is on the couch.
2. The sun is behind the cloud.
3. It is fun to go around
and around.
4. We like our house.
5. A lemon is sour.
6. The cat jumps out of the box.

Use _ing at the end of an action
Suffix _ing word (a verb) to show that the
action is ongoing.
think go
thinking going
play do
playing doing
ring scratch
ringing scratching
fight rain
fighting raining
hold boil
holding boiling
count shout
counting shouting

Use _ing at the end of an action
Suffix _ing word (a verb) to show that the
action is ongoing.
1. Dad is painting the house.
2. Kay is rushing to catch the bus.
3. It is raining today.
4. Bob is fixing the toy.
5. Mike is going to class.
6. James is doing his job.

Always introduce sight words after studying the phonetic word list.
ōu Introduce sight word: though.

öu Introduce sight word: through.
pour soup
four group
gourd you
court your
mourn yourself
fourth wound
fourteen toucan
through coupon

ōu öu
1. A nest is in the gourd.
2. Mom will pour the milk for us.
3. The snake went through

the pipe.
4. This dog will lick your hand.
5. Do you see the toucan

in the tree?
6. Will you help me pick up this

mess?

A Mouse In The House
Mom was in the kitchen.
She was fixing soup for lunch.
Beth was stacking up
blocks in the den.
“Mom,” Beth yelled.
"A mouse is in our house!"
Mom ran to the den.
She ran fast.
The mouse ran past

the couch.

The mouse ran
into the kitchen.
Then the mouse ran

out of the house.
"Well," Beth yelled.
"The mouse is out
of the house.”
“Let's have our soup."

ow clown
cow down
bow frown
chow gown
sow town
vow crown
owl brown
howl towel
fowl vowels a e i o u

ow
1. Cows give us milk.
2. The bus will go down town.
3. Hang the towel on the rack.
4. Do not pet that dog if

it growls at you.
5. The king has a crown.
6. Can you name the five vowels? aeiou

Introduce sight word: know.
ōw slow
snow grow
bow show
mow throw
row pillow
tow yellow
blow window
crow follow
low shadow

ōw bowl
elbow sorrow
willow borrow
hollow tömorrow
minnow bēlow
1. The rabbit is below the ground.
2. I see three yellow bows

on this gown.
3. The man is rowing the boat.
4. A rabbit hides in
a hollow log.
The Cow Got Out
This is Jeff.
Jeff has a big house.
He has a lot of land.
And he has a lot of
cows. Jeff milks the cows.
This is Bess.
Bess is Jeff ’s best cow.
She is a brown cow.
She gives a lot of milk.
Last month, Bess was
at the pond. She was
munching on grass. A
bee stung Bess on the back.

Ouch! She ran fast.
She jumped out.
Jeff was mowing
the grass. “Bess
is out!” he shouted.
“Now how did that
cow get out?”
Bess ran and ran.
She ran south.
She ran up and
down a hill.
She did not stop.

Jeff followed the cow.
He went south.
He went up a hill
and down a hill.
Jeff went fast.
Bess went into a
town. Now she did
not go fast. She was

lost. She was sad.

Jeff found Bess in town.
He was glad.
He towed Bess
back to his house.
Now Bess the cow is back
at the pond munching grass.
And she is not a bit sad.
The End

ü push
bull bush
full bushel
pull put
cushion pudding
1. This man is pulling the bull.
2. This man is pushing the bull.
3. Ed pulled Brad in the wagon.
4. Sue put on the blue dress.

Introduce sight words: should, could, would.
oüld
should shouldn’t
could couldn’t
would wouldn’t
1. She couldn’t reach the doll.
2. You should pick up this mess.
3. The bull wouldn’t go with him.
4. Would you help me load the truck?

Use _es at the end of a word
Suffix _es after s, x, z, sh ch, or tch.
Use _es after a noun (naming Use _es after a verb (action
word) to show more than one. word) to show that one person
or thing is doing the action.
dish push
dishes pushes
fox scratch
foxes scratches
ditch fix
ditches fixes
lunch miss
lunches misses
bus buzz
buses buzzes

Introduce sight words: door, floor, poor.
oo hoof
book wood
look good
cook hood
took stood
shook dog wood
hook door
wool floor
foot poor

oo
1. Wool comes from sheep.
2. A fish is on his hook.
3. Look at the toucan in that tree.
4. This is a good book.
5. Dad is cooking hot dogs on the

grill.
6. This foot print is a clue.

Introduce sight word: school.
oo boo
moon zoo
loon moo
spoon shampoo
balloon spool
noon tool
bloom pool
broom school
zoom stool

oo tooth
food goose
boot snooze
roof boo hoo
1. The bus will go to school.
2. Put on your boots.

It is cold outside.
3. This boy lost his tooth.
4. These men have a lot of balloons.
5. Three kids play in the pool.

In The Woods
Put on your boots. Get your
backpack. Pack up the tent.
The van is full.
Let’s go camping.
We go for a hike in the woods. We follow a
path. We look at the rocks and the trees.
We stop at a brook. Minnows swim in the
cool brook. We jump
from stone to stone.

We go up a hill. We go up to the top.
We look at the clouds.
Then we put up the tent.
We get out the matches. We get
a lot of wood to make a fire.
Then we cook our food. It tastes good.
It is cool now. Soon it will be night.
We sit on a log and sing songs.
We look at the moon.
The moon is full.
Then we go to sleep in our tent.

When we wake up, we pack up the tent
and hike back to our van. We put our
tent and our backpacks
into the van.
We had a good time on our camping trip. Now
it is time to go home. We get in the van and
drive back to our house.
The End

Sight Words
Short Vowels
A a was as has
Book 1
is his I son won
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

Sight Words
Book 4
young though through know could
would should door poor floor
school

AaBbCcDdEe
FfGgHhIiJj
KkLlMmNnOo
PpQqRrSsTtUu
VvWwXxYyZz

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Decoding Practice

Words, Sentences, And Stories

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

Printed in the United States of America

© 2014 by Kathryn J. Davis 3 Decoding Practice 4

Daily Lesson Plan: Eight Easy Steps

© 2014 by Kathryn J. Davis 4 Decoding Practice 4

© 2014 by Kathryn J. Davis 5 Decoding Practice 4

More Trouble Shooting

© 2014 by Kathryn J. Davis 6 Decoding Practice 4

© 2014 by Kathryn J. Davis 7 Decoding Practice 4

© 2014 by Kathryn J. Davis 8 Decoding Practice 4

oil boy o son

© 2014 by Kathryn J. Davis 9 Decoding Practice 4

© 2014 by Kathryn J. Davis 10 Decoding Practice 4

© 2014 by Kathryn J. Davis 11 Decoding Practice 4

ing ink That Follow

© 2014 by Kathryn J. Davis 12 Decoding Practice 4

a_e safe e_e these

© 2014 by Kathryn J. Davis 13 Decoding Practice 4

i_e pine o_e home

igh night old gold

ind find olt bolt

ild child oll troll

u_e flute u_e cube

© 2014 by Kathryn J. Davis 16 Decoding Practice 4

ü push Special Vowel Pairs

ould should oy boy

© 2014 by Kathryn J. Davis 18 Decoding Practice 4

© 2014 by Kathryn J. Davis 19 Decoding Practice 4

ilk usk ept

Ending Consonant Blends

© 2014 by Kathryn J. Davis 20 Decoding Practice 4

squ str spl

© 2014 by Kathryn J. Davis 21 Decoding Practice 4

© 2014 by Kathryn J. Davis 22 Decoding Practice 4

2. Roy plants a seed in the soil.

3. Jeff keeps his coins in a box.

4. Jan will enjoy the cake.

5. A dog can make a lot of noise.

6. The boy points to the ships.

© 2014 by Kathryn J. Davis 23 Decoding Practice 4

/ed / /d/ /t/

float sail rush

paint roll pack

lift boil fix

need play munch

fold rain miss

1. The boy painted the chair.

2. Mom filled the glass.

3. The troll rolled in the grass.

4. Jill missed it.

5. Jon packed his suitcase.

6. Mike floated in the lake.

© 2014 by Kathryn J. Davis 25 Decoding Practice 4

This boy and his Mom went

to get a toy. The boy pointed to

a toy ship. Mom got the toy ship

for the boy. The boy was filled