Decoding Practice

Words, Sentences, And Stories

boat toe

home love

gold glue

fruit cube

Book 3
 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. Any other use is prohibited.

Printed in the United States of America

 Table of Contents

Instructions .................................................................................................... 4
Sound Charts ................................................................................................. 7
oa/boat ......................................................................................................... 19
oe/toe ......................................................................................................... 21
o_e/home ....................................................................................................... 22
o_e/love ......................................................................................................... 25
Story: Joe’s Truck ......................................................................................... 26
old/gold, olt/bolt, oll/troll, olk/yolk ............................................................... 28
a/away ......................................................................................................... 30
Story: The Troll And The Gold .................................................................... 31
ue/glue, ue/cue .............................................................................................. 35
ui/fruit .......................................................................................................... 36
u_e/flute, u_e/cube ....................................................................................... 37
ew/flew, ew/few ............................................................................................ 39
Story: Pink Or Blue? .................................................................................... 41
Sight Words .................................................................................................. 43
Handwriting Model ...................................................................................... 44

© 2014 by Kathryn J. Davis 3 Decoding Practice 3

 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
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.

© 2014 by Kathryn J. Davis 4 Decoding Practice 3

 4. Apply The New Pattern: Students read the words and sentences with the
new pattern.

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 con-
taining words that have been studied during the dictation period.

Students should not be able to see the words during the dictation period.
It’s important for them to listen and figure out the sounds in the word for them-
selves. 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 re-
member 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
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

© 2014 by Kathryn J. Davis 5 Decoding Practice 3

 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 combina-
tion of senses all at the same time lays the groundwork for students to under-
stand the process of phonetic coding (spelling) and decoding (reading), mak-
ing 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 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 stu-
dents 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 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 sto-
ries 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 repre-
sented 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 stu-
dents 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 challeng-
ing 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 ex-
tra practice at home.

© 2014 by Kathryn J. Davis 6 Decoding Practice 3

 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

© 2014 by Kathryn J. Davis 7 Decoding Practice 3

 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

© 2014 by Kathryn J. Davis 8 Decoding Practice 3

 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

© 2014 by Kathryn J. Davis 9 Decoding Practice 3

 sh th ch
ship thumb chicken

th
this

ck tch nch
Jack match bench

© 2014 by Kathryn J. Davis 10 Decoding Practice 3

 wh
when

wh
who

ng nk
ring wink

Consonant
Patterns

© 2014 by Kathryn J. Davis 11 Decoding Practice 3

 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

© 2014 by Kathryn J. Davis 12 Decoding Practice 3

 Long Vowel Patterns

ā apron ē emu

ai rain ee feet

ay play

a_e safe e_e these

© 2014 by Kathryn J. Davis 13 Decoding Practice 3

 Long Vowel Patterns

i island ō ocean

oa boat

oe toe

i_e pine o_e home

igh night old gold

ind find olt bolt

ild child oll troll

olk yolk
© 2014 by Kathryn J. Davis 14 Decoding Practice 3
 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
© 2014 by Kathryn J. Davis 15 Decoding Practice 3
 Umbrella Vowels

a a_
what across

o o_e
son love

© 2014 by Kathryn J. Davis 16 Decoding Practice 3

 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

© 2014 by Kathryn J. Davis 17 Decoding Practice 3

 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

© 2014 by Kathryn J. Davis 18 Decoding Practice 3

 Introduce sight words: broad, cupboard

oa foal

boat goal

goat toast

float coast

coat roast

throat toad

soar road

oar loaf

roar soap

© 2014 by Kathryn J. Davis 19 Decoding Practice 3

 oa

1. A toad sits on a rock.

2. We went on a trip
to the coast.

3. Mike floats in the lake.

4. We ate roast beef for lunch.

5. It is fun to ride on a boat.

6. It can soar high in the air.

© 2014 by Kathryn J. Davis 20 Decoding Practice 3

 Introduce sight words: does, shoe, canoe

oe doe

toe woe

Joe roe

hoe foe

floe goes

ōboe shöe

1. Joe will float his boat in

the pond.

2. A doe is a fēmale deer.

© 2014 by Kathryn J. Davis 21 Decoding Practice 3

 Introduce sight words: one, gone, move, prove, lose

o_e cone

nose stone

hose bone

rose zone

those lone

core tone

score trombone

store robe

more globe

© 2014 by Kathryn J. Davis 22 Decoding Practice 3

 o_e note

rode pole

code hole

joke whole

smoke rope

broke hope

home dove

1. We jump from stone to stone.

© 2014 by Kathryn J. Davis 23 Decoding Practice 3

 o_e

1. The vase fell. It broke.

2. I hope we win the game.

3. Max must stay at home.

4. His cone fell.

5. Mike dug a deep hole.

6. The dog has a bone.

© 2014 by Kathryn J. Davis 24 Decoding Practice 3

 o_e come

love some

dove done

glove none

above one

1. The dog will not come back.

2. Some one lost a lunch box.

3. Come up in the tree and play

with me.
© 2014 by Kathryn J. Davis 25 Decoding Practice 3
 Joe’s Truck

This is Joe.

Joe has a big black truck.

Joe likes to drive his truck.

Joe sees some logs

at the side of the road.

Will Joe get the logs?

Joe stops to ask.

Can he have the logs?

Yes, he can have the logs.

© 2014 by Kathryn J. Davis 26 Decoding Practice 3

 Joe loads the logs

onto his truck. He

takes the logs home.

Joe splits the logs

and piles them up.

Some day he will

make a fire with
the logs.

The logs will make

a fine, hot fire.

© 2014 by Kathryn J. Davis 27 Decoding Practice 3

 old olt oll olk

gold colt

hold bolt

cold roll

old troll

fold scroll

scold yolk

goldfish folks

1. This troll needs some gold.

© 2014 by Kathryn J. Davis 28 Decoding Practice 3

 old olt oll olk

1. We might find a pot of gold.

2. These folks ride on the bus.

3. This is an old shoe.

4. Three goldfish swim in the tank.

5. Joe is so cold.

6. Mom got a bolt of cloth

to make some drapes.

© 2014 by Kathryn J. Davis 29 Decoding Practice 3

 Introduce sight words: again, against, among, above

a_ alive

across alone

alike above

ago afraid

asleep away

alas abode

1. The horse runs away.

2. I am afraid of snakes.

3. Joe is asleep.

© 2014 by Kathryn J. Davis 30 Decoding Practice 3

 The Troll And The Gold

This is a troll.

He is a bad troll.

He likes gold.

Will he get some gold?

The troll hides behind

a big stone at the side

of the road. He sees a

colt on the road. The

colt has some gold.

The gold is in a bag

on the colt's back.

The troll sees the bag of gold.

Will the troll get the gold?

© 2014 by Kathryn J. Davis 31 Decoding Practice 3

 The bad troll jumps at the colt.

The troll grabs the bag of gold.

The colt does not like

the troll. He steps on

his toe. He bites the

troll with his teeth. He

kicks the troll with his feet.

The troll rolls in the grass.

He is mad.

He cannot get the gold.

The colt runs away fast.

He does not come back.

The colt goes home.

© 2014 by Kathryn J. Davis 32 Decoding Practice 3

 The bad troll does

not go home.

He waits at the

side of the road.

He hides behind a big tree.

The troll sees a goat on the road.

The goat has some gold.

The gold is in a bag

on the goat's back.

Will the troll get the gold?

The bad troll jumps at the goat.

The troll grabs the bag of gold.

The goat does not like the troll.

© 2014 by Kathryn J. Davis 33 Decoding Practice 3

 He steps on his toe.

He bites the troll

with his teeth.

He kicks the troll

with his feet.

Then he butts the troll with his horns.

The troll rolls in the grass.

He is mad. He cannot get

the gold. The troll is afraid

of the goat. He runs away

fast. The troll does not come back.

The goat stops to rest

and have a bite of grass.

Then the goat goes home.

© 2014 by Kathryn J. Davis 34 Decoding Practice 3

 Introduce sight word: tongue

ue ue
glue cue

Sue rescue

clue value

blue tongue

true 1. Jake will

rescue the
man in the lake.
statue
2. Sue likes blue
dresses.
tissue
3. Do not spill
the glue.
avenue

© 2014 by Kathryn J. Davis 35 Decoding Practice 3

 ui
s
suit juice

fruit grapefruit

cruise swimsuit

bruise suitcase

1. Which kind of fruit

tastes the best?

2. He wore a light gray suit

at his wedding.

3. Joe has a bruise on his leg.

© 2014 by Kathryn J. Davis 36 Decoding Practice 3

 Introduce sight words: sure, minute

u_e u_e
flute cube

June use

tune fuse

dune cure

sh
prune sure

Luke mule

j
plume huge

tube cute

© 2014 by Kathryn J. Davis 37 Decoding Practice 3

 u_e

1. I can stack up the cubes.

2. Pete holds a cute kitten.

3. This tree is huge.

4. Luke sees a clue. It is

a hand print on the glass.

5. Sam can play a tune on his sax.

6. Will the vet cure the sick dog?

© 2014 by Kathryn J. Davis 38 Decoding Practice 3

 Introduce sight words: sew

ew ew
flew few

drew pew

grew

stew

screw

threw

blew

jewel sew

© 2014 by Kathryn J. Davis 39 Decoding Practice 3

 ew

1. Mike drew a white dog.

2. Dogs like to chew on bones.

3. Andrew will paint the chair blue.

4. We had beef stew for lunch.

5. The duck flew up high in the air.

6. The wind blew Sue’s hat off.

© 2014 by Kathryn J. Davis 40 Decoding Practice 3

 Pink Or Blue?

Sue has a chair.

She paints it pink.

Andrew has a chair.

He does not like pink.

He paints his chair blue.

Andrew has some new shoes.

He has blue shoes.

He can run fast in his new shoes.

Sue has some new shoes.

She did not get blue shoes.

Sue likes pink. She got

some cute pink shoes.

© 2014 by Kathryn J. Davis 41 Decoding Practice 3

 Sue has a new dress.

The new dress is pink.

Andrew has a new suit.

Andrew likes blue.

His new suit is blue.

Sue likes pink and Andrew likes blue.

But Sue still likes Andrew.

And Andrew still likes Sue.

Andrew and Sue can still have a lot of fun.

The End

© 2014 by Kathryn J. Davis 42 Decoding Practice 3

 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

© 2014 by Kathryn J. Davis 43 Decoding Practice 3
AaBbCcDdEe
FfGgHhIiJj
KkLlMmNnOo
PpQqRrSsTtUu
VvWwXxYyZz
© 2014 by Kathryn J. Davis 44 Decoding Practice 3