Phonics Patterns

For Beginning Readers

Part 1

ou ouch

all ball

ē me

ar barn

ay play
Entire contents © 2008 By Kathryn J. Davis
7223 Cedar Lane Drive
Germantown, TN 38138
(901) 737-4466
All rights reserved.

Permission is hereby granted

to reproduce student materials in this book
for individual or classroom use.
Permission is granted for school-wide
reproduction of materials.
Commercial production of these
materials is prohibited.
 Table of Contents
How To Use This Book ...................................................................................................... vi
Alphabet Chart ................................................................................................................. viii
“Beyond the Alphabet” Sounds .......................................................................................... ix
Vowel Code ......................................................................................................................... x

Pronunciation Guide ............................................................................................................ 1

House Chart 1 - ou/ouch, all/ball, e/me, ar/barn, sm/smell ........................................... 2

Sight Word Review ............................................................................................................. 3

ou/out ....................................................................................................................... 4
all/ball ...................................................................................................................... 6
e/me ......................................................................................................................... 8
ar/barn .................................................................................................................... 10
sm/smell................................................................................................................. 12

Read pages 2-9 in Hop on Pop (1963, Random House Beginner Books) by Dr. Seuss.

House Chart 2 - ay/day, pl/plum, th/thumb, th/this, igh/night, er/her ....................... 14

Sight Word Review ........................................................................................................... 15

ay/day .................................................................................................................... 16
pl/plum................................................................................................................... 18
th/thumb................................................................................................................. 20
th/this ..................................................................................................................... 22
igh/night................................................................................................................. 24
er/her ...................................................................................................................... 26

Read pages 10-17 in Hop on Pop (1963, Random House Beginner Books) by Dr. Seuss.

House Chart 3 - ee/feet, thr/three, ow/cow, sh/ship, tr/trot ......................................... 28

Sight Word Review ........................................................................................................... 29

ee/feet .................................................................................................................... 30
thr/three ................................................................................................................. 32
ow/cow .................................................................................................................. 34
sh/ship.................................................................................................................... 36
tr/trot ...................................................................................................................... 38

Read pages 18-21 in Hop on Pop (1963, Random House Beginner Books) by Dr. Seuss.
House Chart 4 - ey/they, _nd/hand, o/go, _ve/live, y/funny, wh/wheel ...................... 40

Sight Word Review ........................................................................................................... 41

ey/they ................................................................................................................... 42
_nd/hand ................................................................................................................ 44
o/go ........................................................................................................................ 46
_ve/live .................................................................................................................. 48
y/funny................................................................................................................... 50
wh/wheel ............................................................................................................... 52

Read pages 22-23 in Hop on Pop (1963, Random House Beginner Books) by Dr. Seuss.

House Chart 5 - ng/ring, ing/calling, oo/book, y/my, ou/soup, oo/moon .................... 54

Sight Word Review ........................................................................................................... 55

ng/ring ................................................................................................................... 56
_ing/calling ............................................................................................................ 58
oo/book .................................................................................................................. 60
y/my ....................................................................................................................... 62
ou/soup .................................................................................................................. 64
oo/moon ................................................................................................................. 66

Read pages 34-37 in Hop on Pop (1963, Random House Beginner Books) by Dr. Seuss.
 How To Use This Book
1. Be sure you know the sounds for the letters of the alphabet before beginning this
book. You should also be able to read short vowel words, such as cat, web, fill,
top, and sun. And you need to know these sight words: a, A, is, his, as, has,
was. You can use Short Vowels For Beginning Readers along with the Short
Vowel Workbook and Handwriting Workbook to learn the necessary skills.
2. Listen to A Sound Story About Audrey and Brad on the CD. Look at each picture
as you listen. You will learn a sound for each picture. The sound pictures are
ideas taken from real life. Each picture represents a sound that something or
someone makes. When we read and write, we use letters to represent these
sounds. Part 1 of the sound story introduces the alphabet sounds. You’ll see a
capital and lower case letter by each picture to show you which letter represents
that sound. Part 2 of the story shows the “beyond the alphabet” sounds. These
sounds are represented by pairs of letters working together to represent a
completely new sound (sh/ship, ng/ring), or by a single letter with an alternate
sound (ā/paper, ä/ball). After you’ve listened to the sound story, look at each
picture and say the sound by yourself. After you know these picture sounds,
you’ll be ready to start reading the words in this book.
3. Some of the patterns taught in this book are called consonant blends. In a
consonant blend, each consonant sound is pronounced in the usual way, but the
sounds come close together. You’ll practice reading words with consonant
blends at the beginning of words and at the end of words. Look at the truck
charts on pages xi and xii. Practice saying each consonant blend. Use the
listening CD to help you practice. Keep working until you can say each blend
by yourself. (You don’t have to learn all the consonant blends at once. You can
learn one pattern at a time, then use the truck charts for review.)
4. Look at the house chart on page 2. This shows the first five patterns you will
study. Each pattern has a sound picture to show you how to pronounce it. There
is also a key word and picture, to show how the pattern is used in a word.
Practice saying the sound and key word for each pattern on the chart. Notice
that each pattern is printed in color, to help you notice it in a word.
5. On page 3, practice reading the sight words. Sight words cannot be sounded out
in the usual way. Some of the letters don’t follow the rules - they are rule
breakers. The “eye” picture is there to remind you that you just have to
remember how these words look.

vi Phonics Patterns © 2008 by Kathryn J. Davis

6. Look at page 4. Look at the letter pattern at the top of the page. Notice that
there are two letters working together to represent just one sound. Look at the
sound picture. The picture shows the correct sound for the new letter pattern.
Say the sound. Don’t try to say each letter sound separately! These two letters
work together to show a completely new sound. Look at the key word and
picture at the top of the page. This shows an example of how the pattern is used
in a word.
7. Look at each word and picture on the page. Read each word by looking at the
letters and saying the sounds, going from left to right. Slide the sounds together
to form the word. Remember that for this pattern and many other patterns, two
letters work together to represent one sound.
8. Look at the next page. Look at the new letter pattern at the top of the page. Say
the sound. Read the key word. Read the words at the top of the page. Then read
the sentences on the page. Read each word going from left to right. If you
remember the words, that’s great. If you don’t remember a word, just say the
letter sounds from left to right, connecting the sounds smoothly. Think about
what the word means. If you need help, use the listening CD. Then read the
page all by yourself.
9. Continue in the same way for the rest of the pages. Study the patterns in order,
following the sequence in the book.
10. Look at the list of patterns in the table of contents. The list will tell you when
you will be able to read pages from the book Hop on Pop (Random House
Beginner Books, 1963) by Dr. Seuss. Be sure to get this book from a book store
or library and follow along in the book as you learn each set of patterns.
11. Some pages have words with the suffix _ed or _ing added to the end of the word.
Read the word the regular way and add the suffix to the end.
12. Use the Phonics Patterns Workbook to practice spelling the words that you’ve
learned to read.
13. If the words seem hard to read, remember that you will need to read very slowly
at first while you are learning. If it takes you a long time to read a page, practice
going over the same page several times before going on to the next one. You’ll
be surprised at how well you can do it after you’ve practiced. Don’t forget to
use the listening CD to help you.

vii Phonics Patterns © 2008 by Kathryn J. Davis

 A Sound Story
About Audrey and Brad

One Saturday morning, Audrey and Brad sat in the

den, watching the pendulum swing back and forth on
the clock on the wall, “t, t, t, t.” They were bored.

“Hey, Mom,” said Brad. “Can we walk down to the

park?” “Yes,” said Mom. “Be sure you are back in
time for your violin lessons.” Soon Audrey and Brad
were swinging as high as they could at the park.
They could hear the loud sound of the chains
screeching as they went back and forth, “i, i, i, i.”

Then they jumped down and ran around the park

playing chase. Before long, they were out of breath.
Brad could hear himself breathing hard, “h, h, h, h.”

They ran home and their Mom drove them to their

violin lessons. Mrs. Russ was pleased to see them.
“Did you practice every day?” she said. “I did,” said
Audrey quickly. Brad replied that he had practiced,
too.

Soon they were playing music. Each violin made a

beautiful sound as they pulled their bows across the
strings. The sound was “l, l, l, l, l.”

viii Phonics Patterns © 2008 by Kathryn J. Davis

Just as they arrived home from their music lesson,
they heard the “n, n, n” sound of the engine on a
big delivery truck. It pulled into their driveway
and the delivery man handed Mom a package.
Audrey and Brad were pleased to see that new
books had arrived from their book club.

As they went into the house, they could see dark

clouds gathering overhead. Soon, lightning was
flashing and rain was pouring down. The wind
blew hard enough to make the branches on the
trees sway back and forth. Audrey and Brad could
hear the sound of the wind forcing it’s way into the
house around the front door, “wwwwww.”

“Well,” said Mom. “The weather is so bad, this is

the perfect time to go over your math facts.” It
was Brad’s turn to go first. “Uuuuhhh,” was all he
could say as he looked at the flashcards. He had
not been practicing his math facts. When Audrey
had her turn, she got every one right.

They ate lunch and then Audrey and Brad and Dad
got into the car to go to basketball practice. The wind
had stopped blowing, but it was still drizzling. At the
gym, all the kids on the team warmed up by dribbling
a basketball. “B, b, b, b,” was the sound of the balls
bouncing on the hardwood floor. Then they practiced
passing and shooting.

After basketball practice they went home. Soon,

Mom called Audrey and Brad to dinner.
“Mmmmmm,” they said when they saw their
plates. They were having scrambled eggs, ham,
and muffins. It looked delicious.

Just as they sat down to eat, they heard a loud

“Rrrrrr” coming from the back yard. They ran to
look out the back door. Chewie had cornered a
neighborhood cat in the yard. She was growling at
the cat.

ix Phonics Patterns © 2008 by Kathryn J. Davis

The cat had no intention of putting up with Chewie.
She reached out and scratched Chewie right on the
nose, “fffff.” Chewie cried out in pain as the cat quickly
jumped over the fence and ran away.

“Poor, Chewie!” said Brad. “She’ll know to leave

cats alone, next time.” He reached into the
refrigerator and pulled out a soft drink. “Kssss,”
was the sound of the air rushing out as he pulled
the tab off the can.

After dinner, the whole family watched a movie

together. It was pretty good. One character was a
man who couldn’t hear very well. He kept saying
“Ehh?” whenever someone spoke to him. He
couldn’t understand a word they were saying.
“That man should get hearing aides,” said Mom.
“He could hear much better with them.”

The following Monday morning, Audrey and Brad

took the bus to school. As Audrey slipped into her
desk, she saw that a classmate had brought a
snake to school in a cage. They talked about the
snake during science class. It slithered around in
its cage, flicking its tongue in and out with a soft
“sssss” sound.

Audrey worked hard all morning. After lunch, her

class went outside for recess. She enjoyed jumping
rope with her friends. The rope made a “j, j, j”
sound as it slapped the concrete.

After recess Audrey realized that her throat was

hurting. It had been sore all day, but now it was
worse. Her teacher sent her to the office to see the
school nurse. Audrey opened her mouth wide and
said “oooooo” while the nurse examined her throat.
Then the nurse took her temperature. “You don’t
have a fever,” said the nurse. “It will be all right
for you to go back to class.”

x Phonics Patterns © 2008 by Kathryn J. Davis

Back in the classroom, Audrey picked up her
pencil to begin her afternoon assignment. “Ccc,”
the lead broke on her pencil as soon it touched the
paper. She reached into her desk to get out
another sharpened pencil. It was a good thing she
had an extra one.

At 2 o’clock, Audrey heard a knock at the door, “d,

d, d.” It was her father, Dr. Davis, coming to help
students work on the computers in the back of the
room. It wasn’t Audrey’s turn to work on the
computers, today, so she smiled at her dad and
then continued working on her assignment.

At the end of the day, Audrey and Brad met their

bus group in the hall. Their bus teacher waited for
their group to be called. As they stepped outside,
they could barely see their bus in the distance,
already on its way. “AAAaaa!” screamed Audrey
and Brad. All the children were upset. “It’s OK,”
said the teacher. “We’ll call your parents to come
pick you up.”
The children waited in the office for their parents.
They could hear the sound of the vacuum cleaner
as Mrs. Taylor vacuumed the rug, “vvvvv.”

Brad was thirsty, so he asked for permission to go

to the hall to get a drink of water. He went
straight to the water fountain. He turned the
handle and leaned over to swallow the gushing
water. “G, g, g, g,” went the water as it streamed
out of the faucet. “G, g, g, g,” went his throat as he
guzzled the water.

When Mom arrived at school she took them

straight to the doctor’s office to get Audrey’s throat
checked. She wanted to be sure it wasn’t strep
throat. As they waited in the waiting room, they
watched the fish swim back and forth in a large
aquarium. They could hear the the “p, p, p, p”
sound of the air pump pushing air into the water.

xi Phonics Patterns © 2008 by Kathryn J. Davis

Audrey looked up when she heard the “k, k, k”
sound of the receptionist’s heels stepping across
the tile floor. “I need to ask you a question about
your insurance,” said Mrs. Kendrick to Audrey’s
mother. “Certainly,” said her mother, as she
stepped to the office counter.

When Audrey’s exam was finished, the doctor

said that she didn’t have strep throat after all.
Mom was relieved. As Audrey, Brad and Mom
returned to their car, Brad accidentally stepped
on a piece of yucky bubble gum. “Yyyy,” he said.
He tried to scrape it off on the edge of the
sidewalk.

Mom took the kids to the park on the way home.

They sat at a picnic table and had a snack that
she had packed. It was a pretty day. They could
hear a mourning dove cooing in the distance,
“coo, coo, coo.”

Suddenly they heard a loud buzzing sound,

“zzzzzzz.” They turned to see an enormous
swarm of bees moving through the air. It landed
in a pine tree near their picnic table. Other bees
flew around in the air nearby. “Let’s go home,”
they all yelled in unison. And that is exactly
what they did.

xii Phonics Patterns © 2008 by Kathryn J. Davis

 Sound Story - Part 2

A few weeks later, Audrey and Brad and mom

and dad heard about a great new movie about a
boy and his dog. So, they decided to go to the
theatre. At the theatre, someone in front of
them started talking on a cell phone. “Shhh,”
Mom said, leaning forward in her seat.

The movie was action packed and very exciting.

Before they knew it, the movie was over. They
were the last people to leave the theatre. As
they walked along the rows, they heard a
squeaking sound, “eee, eee, eee.” It was a tiny
mouse scurrying along the floor under the
seats. He was collecting dropped pieces of
popcorn.

At first, they didn’t see the mouse. Then it ran

right by Mom’s foot. “Oh!” she exclaimed,
jumping up on the nearest seat. “It’s a mouse!”
Audrey and Brad giggled a little. They were
not afraid of a mouse.

The next morning Audrey and Brad didn’t go to

school, because it was Saturday. It was cold in
the house. Mom got up while it was still dark
to boil water for some hot tea. A soft “ttthhhh”
sound could be heard as the steam escaped
from the tea kettle.

Dad was up early, too. After his shower, he

shaved with an electric razor. “Tttthhh,” was
the sound that it made as he trimmed off his
whiskers.

Before long, it was light enough to see outside.

The sky was overcast, so the sun was covered
by the clouds. Audrey sat up in bed and looked
out the window. “Ooooo,” she exclaimed. “It
snowed last night!”

xiii Phonics Patterns © 2008 by Kathryn J. Davis

By this time Mom was calling everyone to come
to breakfast. Brad pulled a paper out of his
backpack and carried it downstairs. It was his
spelling test for the week. He proudly hung it
on the refrigerator. At the top of the paper was
a large red A.

When they were finished eating, Brad and

Audrey got dressed and went outside. A white
blanket of snow covered the ground.
Everything was quiet. They looked up and saw
a large crow sitting in the tree beside their
driveway. He flapped his wings and let out a
loud “aw, aw, aw, aw” before he flew away.

As Audrey and Brad walked down the

driveway, their feet crunched in the deep snow.
Ch, ch, ch, ch. A few snowflakes were still
falling. The whole neighborhood was beautiful.

Audrey and Brad decided to have a snowball

throwing contest. They took turns throwing
the snowballs at the basketball backboard that
stood beside the driveway. “Nnnggg,” went the
backboard as Brad’s snowballs hit. “Nnngg,” it
sang out again as Audrey’s snowballs hit, too.

Then Audrey and Brad decided to build a

snowman. They rolled up balls of snow for the
head and middle part of the snowman. Then
Brad rolled up a huge ball of snow for the
bottom of the snowman. He rolled until he
couldn’t go any farther. “Uuuuhh,” he said as
he pushed hard against the giant snowball.
“That’s as far as I can go.”

xiv Phonics Patterns © 2008 by Kathryn J. Davis

Audrey noticed some icicles hanging down
from the front porch. As she reached up to
get an icicle, she slipped on the icy concrete
and fell. “Ou,” she said in a loud voice as her
elbow hit the icy pavement. Brad went to
help Audrey up. She stood up carefully and
rubbed her arm. She decided to leave the
icicles where they were.

After Audrey and Brad finished the

snowman, Dad and Mom came outside to
shovel the snow off of the front driveway.
They all took turns shoveling the snow.
Audrey and Brad worked hard, too. After a
long time, the driveway was clear. “You two
did a great job,” said Mom. “Thanks for your
help.”

“Hey, now we have room to use our new pogo

stick,” said Brad. He ran into the garage and
brought it out. He started to jump up and
down with it on the driveway. “Oi, oi, oi,”
went the coiled spring on the pogo stick as he
bounced up and down. When he got tired,
Audrey took a turn jumping, too.

Finally both of the children were worn out.

They were tired, cold, and wet from being out
in the snow all morning. They went inside
and changed into some warm dry clothes.
Audrey’s mom used the hair dryer to dry her
damp hair. “Zzzzhhhh,” was the sound of the
hair dryer as it blew. (The sound in
measure, vision, garage, azure)

After eating peanut butter and jelly

sandwiches and apples for lunch, everybody
picked out a good book and curled up in front
of the wood burning stove in the den to read
for a while. They spent a cozy afternoon
reading together.

xv Phonics Patterns © 2008 by Kathryn J. Davis

 Notes About the Alphabet

The alphabet has twenty-six letters, but the sound story has forty-two pictures. One of the
things that makes it difficult to learn to read is that there are more sounds in our language
than letters of the alphabet. To compensate for this, some letters are used to represent
more than one sound. Other sounds are represented by pairs of letters that give up their
original sound to form a totally new sound. It sounds complicated, but here is a short
summary of the alphabet sounds. It’s really not too hard. Think about how you form the
sounds with your mouth as you pronounce each sound.

The alphabet has twenty-one consonants: b, c, d, f, g, h, j, k, l, m, n, p, qu, r, s, t, v, w, x, y,

z. Each consonant represents a sound. When you pronounce a consonant sound, you do
something with your tongue, throat, or lips to create the sound. For example, when you say
the n sound, you press your tongue against the roof of your mouth. When you say the m
sound, you press your lips together.

Two consonant letters, c and k, represent the very same sound. In this program, each one
has its own sound picture, but the sounds are the same.

There are five extra consonant sounds that are designated by pairs of letters, as follows: ch/
chicken, sh/ship, th/thumb, th/this, ng/ring.

One more consonant sound does not have a typical letter pattern to represent it. It is the
sound you hear in garage, measure, and vision. The dictionary shows this sound as zh.

The other alphabet sounds are called vowel sounds. You pronounce a vowel sound by
“opening your throat.” You don’t put your lips together or touch the inside of your mouth
with your tongue to pronounce a vowel sound. You just change the shape of your mouth.
For some vowel sounds your mouth is stretched wide, for others, you drop your jaw and
open your mouth more. For some vowel sounds (ou/ouch and oi/oil) you change the position
of your mouth as you pronounce the sound.

The alphabet has five vowels: a, e, i, o, u. Each vowel can represent two sounds. The first
sound for each vowel shown on the alphabet chart is known as the “short” sound, for no
particular reason. The second sound for each vowel is known as the “long” sound. To show
a long vowel sound to beginning readers, educators often put a straight line over the vowel
like this ā.

(Sometimes people use a curved line that looks like a smile, ă, over vowels to show the
short sound. I don’t do this because it seems to create more confusion for the student.)

In addition to the five short vowel sounds and five long vowel sounds, there are five more
vowel sounds that I call the “special” vowel sounds. These sounds are: ä/all, ö/to, ü/push,
ou/ouch, and oi/oil. On the alphabet chart, two dots are used over the a, o, and u, to
indicate the “special” sound. This gives the student a visual reference point to remember
that this is not the usual sound.

xvi Phonics Patterns © 2008 by Kathryn J. Davis

 Altogether, we have talked about these sounds: 20 consonant sounds shown with 21
alphabet letters, 5 consonant sounds shown with pairs of consonants, 1 consonant sound
without a distinct letter pattern, 5 short vowel sounds, 5 long vowel sounds, and 5 special
vowel sounds. This gives us 41 different sounds, 26 consonant sounds and 15 vowel sounds.

Note: Everyone does not agree on the exact number of sounds in our language. When you
look at different programs, you’ll find that each is a little different.

How to Study the Story and Alphabet Chart

Read some of the story aloud to the student each day. For individual students, you can
use the story in this book. For groups, the same sound story is available in a larger format.
As you finish each section of the story, point to the sound picture, model the sound, and
have the student repeat. If necessary, explain how to place the tongue, lips, and position of
the mouth so that the student can pronounce the sound correctly.

Important: If you model and explain a sound to the student but the student still
doesn’t pronounce the sound correctly, DON’T continue to correct the child. Just nod
approval and continue with the lesson. Some sounds are difficult for young children to
pronounce. Allow them to use their best approximation. Often, students will automatically
correct these sounds over a period of time as they mature. If the problem continues, then a
speech teacher should be consulted.

xvii Phonics Patterns © 2008 by Kathryn J. Davis

 These are the alphabet sounds with the short vowel sounds. Say each sound.

aA bB cC dD eE

f F gG hH iI iĪ jJ

kK lL mM nN oO

pP qu Qu rR sS tT

uuU
U vv
VVw W
w Wx X x y
X Y yzYZ

xviii Phonics Patterns © 2008 by Kathryn J. Davis

These are the “beyond the alphabet” sounds, including the long vowel sounds, special vowel sounds, and consonant
digraphs. Look at each letter or letter pair and say the sound. Then say the sounds for all of the vowels on the next page.

Long Vowels

ā ē i ō ū

Special Vowels

ä ö ü ou oi

Consonant Digraphs

th th sh ch ng

This last consonant sound is found in various words, but it does not have a set pattern.

garage
vision
measure
azure

xix Phonics Patterns © 2008 by Kathryn J. Davis

 Vowel Code - This chart shows the sounds for each of the five vowels.
Practice saying the sounds going across the rows and down the columns.

Short Vowels Long Vowels Special Vowels

a ā ä

e ē

i i

o ō ö

u ū ü

xx Phonics Patterns © 2008 by Kathryn J. Davis

A consonant blend is
simply a pair of pr
consonants
(sometimes three)
that come before or
tw
after a vowel. For
instance, st is a tr
consonant blend dw
found at the
st
br
beginnning of the
word stop and at the
end of the word fast.
Both consonant
sounds in a blend are
sp cl
pronounced, with the
sounds coming close
cr
together. Practice
saying these
sm fl
dr
consonant blends.

sn gl
fr
sc gr pl

sk scr sl

sw spr bl

squ str spl

Beginning Consonant Blends

xxi Phonics Patterns © 2008 by Kathryn J. Davis

 Phonics Patterns © 2008 by Kathryn J. Davis
ind
These are the ending and end und
consonant blends that
are taught in this
ust
book. Some of the
ending blends are
hard to pronounce by ast est ist
themselves, so they
are shown here
following the short
vowel sounds.
amp emp ond ump
Practice saying each
vowel-consonant
imp
blend combination.
ant ent ost unt

xxii
int
elp omp ulp
alp
esk isk ont usk
ask
Ending Consonant Blends
 This chart is for the teacher, to show the correct sound for each letter or letter pair.

Pronunciation Guide

Vowel Sounds Consonant Digraph Sounds

a ant th thumb

e egg th this

i in sh ship

o ox ch chicken

u up ng ring

ā baby No set
pattern
measure, garage, vision, azure

ē me

i tiger

ō go

ö, ū to, tulip, music

ä ball

ü push

ou out

oi oil

1 Phonics Patterns © 2008 by Kathryn J. Davis

 #1

ou out

äll ball

ē me

ar barn

sm smell
2 Phonics Patterns © 2008 by Kathryn J. Davis
 Sight Word Review

a A

is
z

his
z

as
z

has

was
z

3 Phonics Patterns © 2008 by Kathryn J. Davis

ou out

out loud

our pout

mouse noun cat

house sour

hour

4 Phonics Patterns © 2008 by Kathryn J. Davis

 ou out

out loud
our pout
mouse noun
house foul
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 by Dr. Seuss. 5 Phonics Patterns © 2008 by Kathryn J. Davis
äll bäll

all wall

ball fall

call hall

tall mall

6 Phonics Patterns © 2008 by Kathryn J. Davis

äll bäll

all wall
ball fall
call hall
tall 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.

7 Phonics Patterns © 2008 by Kathryn J. Davis
ē wē

he we

me

8 Phonics Patterns © 2008 by Kathryn J. Davis

 ē wē
he we
me 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.

9 Phonics Patterns © 2008 by Kathryn J. Davis
ar barn

car dark

far hard

farm part

yard arm

bark yarn

card jar
10 Phonics Patterns © 2008 by Kathryn J. Davis
 ar barn

car dark
far hard
farm part
yard 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.

11 Phonics Patterns © 2008 by Kathryn J. Davis
sm smell

smell small

smog smart

12 Phonics Patterns © 2008 by Kathryn J. Davis

 sm smell

smell small
smog 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 by Dr. Seuss. 13 Phonics Patterns © 2008 by Kathryn J. Davis
 #2

ay play

pl plum

th thumb

th this

igh night

er her
14 Phonics Patterns © 2008 by Kathryn J. Davis
 Sight Word Review

a A hour

I are

is
z

his
z

as
z

has

was
z

15 Phonics Patterns © 2008 by Kathryn J. Davis

ay day

day hay

say pay

May Kay

way lay

jay may

ray
16 Phonics Patterns © 2008 by Kathryn J. Davis
 ay day

day hay
way pay
may Kay
say says
z

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 says he will pay.

17 Phonics Patterns © 2008 by Kathryn J. Davis
pl plum

plum plus

play plug

18 Phonics Patterns © 2008 by Kathryn J. Davis

 pl plum

plum plus
plop plug
plan play
plot plod
1. Ben will get a plum.

2. We will play in his yard.

3. Jan has a plan.

4. Plug it in.

Read pages 10-11 in Hop on Pop by Dr. Seuss. 19 Phonics Patterns © 2008 by Kathryn J. Davis
th thumb

thin moth

thud with

math mouth

bath south

Beth Seth

bōth path
20 Phonics Patterns © 2008 by Kathryn J. Davis
 th thumb

thin moth
thud with
math mouth
bath 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.

21 Phonics Patterns © 2008 by Kathryn J. Davis
th this

this them

that then

22 Phonics Patterns © 2008 by Kathryn J. Davis

 th this

this than
that thus
them 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 12-14 in Hop on Pop by Dr. Seuss. 23 Phonics Patterns © 2008 by Kathryn J. Davis
igh night

night right

fight tight

right sight

light high

24 Phonics Patterns © 2008 by Kathryn J. Davis

 igh night

night might
fight tight
right sight
light 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 by Dr. Seuss. 25 Phonics Patterns © 2008 by Kathryn J. Davis
 er her

her zipper

after winter

sister summer

under better

ladder soccer

river otter
26 Phonics Patterns © 2008 by Kathryn J. Davis
 er her

her were
after never
sister summer
under 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 16-17 in Hop on Pop by Dr. Seuss. 27 Phonics Patterns © 2008 by Kathryn J. Davis
 #3

ee feet

thr three

ow cow

sh ship

tr trot
28 Phonics Patterns © 2008 by Kathryn J. Davis
 Sight Word Review

a A hour

I are
z

is says
z

his the
z

as
z

has

was
z

29 Phonics Patterns © 2008 by Kathryn J. Davis

ee feet

see deep

bee queen

keep eel

feet deer

reef tee

seed week
30 Phonics Patterns © 2008 by Kathryn J. Davis
 ee feet

see deep
bee need
keep feel
feet been
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.

31 Phonics Patterns © 2008 by Kathryn J. Davis
thr three

throb three

thrill

32 Phonics Patterns © 2008 by Kathryn J. Davis

thr three

throb 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.

33 Phonics Patterns © 2008 by Kathryn J. Davis

ow cow

cow town

sow down

vow bow

gown howl

fowl tower

owl
34 Phonics Patterns © 2008 by Kathryn J. Davis
 ow cow

cow town
now down
how bow
gown 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 18-19 in Hop on Pop by Dr. Seuss. 35 Phonics Patterns © 2008 by Kathryn J. Davis
 sh ship

ship fish

shut wish

shot dish

sheep shē

sham shell

shed mash
36 Phonics Patterns © 2008 by Kathryn J. Davis
 sh ship

ship fish
shut wish
shot dish
sheep 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.

37 Phonics Patterns © 2008 by Kathryn J. Davis
tr trot

trot trip

trash tree

tray trout

38 Phonics Patterns © 2008 by Kathryn J. Davis

 tr trot

trap trip
trim tree
trot tray
trash 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 20-21 in Hop on Pop by Dr. Seuss. 39 Phonics Patterns © 2008 by Kathryn J. Davis
 #4

ey they

and hand

ō go

_ve live

_y funny

wh wheel
40 Phonics Patterns © 2008 by Kathryn J. Davis
 Sight Word Review

a A hour

I are

is says
z z

his the
z

as been
z

has

was
z

41 Phonics Patterns © 2008 by Kathryn J. Davis

 ey they

they ōbey

conveyer
hey
belt

Read pages 40-41 in Hop on Pop by Dr. Seuss. 42 Phonics Patterns © 2008 by Kathryn J. Davis
 ey they

they ōbey
hey conveyer
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 22-23 in Hop on Pop by Dr. Seuss. 43 Phonics Patterns © 2008 by Kathryn J. Davis
_and hand

and bend

hand lend

sand mend

land send

band end

pond wind
44 Phonics Patterns © 2008 by Kathryn J. Davis
 _and hand

and end
hand wind

sand pond
1. Six shells are in the sand.

2. I will send him a letter.

3. He has a cat and a dog.

4. A jet can land in the wind.

5. Jill plays in a band.

6. Fish are in the pond.

Read pages 24-29 in Hop on Pop by Dr. Seuss. 45 Phonics Patterns © 2008 by Kathryn J. Davis
 ō gō

go yo – yo

no ho ho ho

so hot

46 Phonics Patterns © 2008 by Kathryn J. Davis

 ō gō

go yo - yo
no ho ho ho
so don't
won't
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 30-31 in Hop on Pop by Dr. Seuss. 47 Phonics Patterns © 2008 by Kathryn J. Davis
_ve live

give olive

live solve

have serve

48 Phonics Patterns © 2008 by Kathryn J. Davis

 _ve live

give olive
live carve
have nerve
solve 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.

Read pages Chapters 1 and 2 - Sam Smith and the Rocket Ship. Read Chapters 1 and 2 - Helen Hall Plays Ball.
49 Phonics Patterns © 2008 by Kathryn J. Davis
 y funny

funny foggy

sunny holly

penny candy

happy jelly

bunny daddy

puppy party
50 Phonics Patterns © 2008 by Kathryn J. Davis
 y funny

funny very
sunny copy
any body
many 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.

51 Phonics Patterns © 2008 by Kathryn J. Davis
 wh wheel

when what

whiz whinny

wheel whisper

52 Phonics Patterns © 2008 by Kathryn J. Davis

 wh wheel

when what
whiz whinny
wheel 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 32-33 in Hop on Pop by Dr. Seuss. 53 Phonics Patterns © 2008 by Kathryn J. Davis
 #5

ng ring

_ing calling

oo book

_y my

ou soup

oo moon
54 Phonics Patterns © 2008 by Kathryn J. Davis
 Sight Word Review

a A hour

I are

is says
z z

his the
z

as been
z

has any

was many
z

what very
55 Phonics Patterns © 2008 by Kathryn J. Davis
 ng ring

sing thing

ring tongs

song wing

long hung

gong king

fang rang
56 Phonics Patterns © 2008 by Kathryn J. Davis
 ng ring

sing thing
ring bang
song wing
long 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 34-35 in Hop on Pop by Dr. Seuss. 57 Phonics Patterns © 2008 by Kathryn J. Davis
 _ing
telling calling

fixing fighting

tossing barking

mixing shouting

wishing seeing

fussing playing
58 Phonics Patterns © 2008 by Kathryn J. Davis
 _ing
1. Th ey are singing a song.

2. Mom is calling Jill.

3. Sam and Tom are playing

in the yard.
4. The dog is barking at me.

5. I am fixing this box.

6. The kids are tossing a ball.

7. We will be seeing a farm

this week.
8. The cats are fighting.
Read pages 34-35 in Hop on Pop by Dr. Seuss. 59 Phonics Patterns © 2008 by Kathryn J. Davis
 oo book

book good

look wood

hook foot

took shook

cook football

hood hoof
60 Phonics Patterns © 2008 by Kathryn J. Davis
 oo book

book good
look wood
hook foot
took 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.

61 Phonics Patterns © 2008 by Kathryn J. Davis
 y my

my try

by shy

why good-by

62 Phonics Patterns © 2008 by Kathryn J. Davis

 y my

my try
by shy
why 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!

63 Phonics Patterns © 2008 by Kathryn J. Davis
 ou soup

you soup

your through

youth coupon

route toucan

64 Phonics Patterns © 2008 by Kathryn J. Davis

 ou soup
you soup
your you're
youth through
1. Do you have any coupons?

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.

65 Phonics Patterns © 2008 by Kathryn J. Davis
oo moon

moon zoo

zoom moo

roof food

broom tool

boo goose

boot loon
66 Phonics Patterns © 2008 by Kathryn J. Davis
 oo moon
moon zoo
room too
cool food
broom spooky
1. You can see the moon at
night.
2. We will see many 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 36-37 in Hop on Pop by Dr. Seuss. 67 Phonics Patterns © 2008 by Kathryn J. Davis