Color-Coded

Rhyming and Body-Coda Word Lists

With Easy Words From Part Two Of The Sound Story

Sound City Reading

Color-Coded Short Vowel Lists

Rhyming And Body-Coda Word Lists

Kathryn J. Davis
 Reading

Sight Words

a as is I

A has his

was

Entire contents © 2019 By Kathryn J. Davis

7223 Cedar Lane Drive
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Permission is hereby granted to teachers, parents, and

tutors to reproduce student materials in this book
for individual or classroom use.
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  Table of Contents 
Sight Words ............................................................................................................ 22
Teaching Notes .......................................................................................................... 5
Working With Consonant Blends ........................................................................... 8
Color-Coded Vowels Chart....................................................................................... 9
Sound Story, Part 1, Alphabet ............................................................................. 10
Sound Story, Part 2, Beyond The Alphabet ..................................................... 14
Notes About The Alphabet................................................................................... 17
Sound Charts (Alphabet and phonics patterns) ............................................... 18
Ending Consonant Blends - Truck chart ............................................................ 24
Beginning Consonant Blends - Truck chart ....................................................... 25

Short Vowel Word Lists ..................................................................................... 26

Short U - Rhyming words ..................................................................................... 27

Short U - Body-Coda: Words beginning with the same consonant ............. 30

Short A - Rhyming words ..................................................................................... 33

Short A - Body-Coda: Words beginning with the same consonant ............. 36

Short O - Rhyming words ..................................................................................... 40

Short O - Body-Coda: Words beginning with the same consonant............. 43

Short I - Rhyming words ...................................................................................... 46

Short I - Body-Coda: Words beginning with the same consonant.............. 49

Short E - Rhyming words...................................................................................... 53

Short E - Body-Coda: Words beginning with the same consonant ............. 55

Short Vowel Words - Extra Challenge Lists .................................................. 58

Short U Words - Mixed List And Words With Consonant Blends ............. 59
Short A Words - Mixed List And Words With Consonant Blends .............. 61
Short O Words - Mixed List And Words With Consonant Blends ............. 63
Short I Words - Mixed List And Words With Consonant Blends .............. 65
Short E Words - Mixed List And Words With Consonant Blends ............. 67

3
Words Lists With Patterns From Part Two Of The Sound Story ............. 69

sh/ship ...................................................................................................................... 70
e/begin....................................................................................................................... 71
o/robot ..................................................................................................................... 72
th/thumb, th/this .................................................................................................. 72
o/to ......................................................................................................................... 73
ch/chicken ............................................................................................................... 73
ng/ring ...................................................................................................................... 74
oi/oil, oy/boy ........................................................................................................... 75
ou/ouch, ow/cow ..................................................................................................... 76
u/push, all/ball ........................................................................................................ 77

Overview of Sound City Reading Materials ...................................... Back Cover

4
 Teaching Notes
 These lists allow students to build fluency when reading short vowel
words. To help students learn to put many combinations of letter sounds
together smoothly, I’ve included a number of words that may not be in a
beginning reader’s vocabulary. Using a dictionary as needed, explain the
meanings of any unknown words. These lists work well for students who
are just learning to read and for students who are already reading who
want to improve reading fluency.

 When reading word lists in this book, have students read each word
smoothly, as well as possible, without a break between the sounds. If
they do leave a break, have them repeat each word normally after the
first effort. Tell them to “say it fast.”

 Students should be able to recognize and give the sounds for all of the
letters of the alphabet before beginning this book.

 The second section of this book should be used with students who have
already read the words in the first sections. This section provides prac-
tice using more challenging word lists. The words on this list do not
rhyme and they do not begin with the same sound. This section also in-
cludes word lists with ending consonant blends, beginning consonant
blends, and both beginning and ending blends. Use these lists with more
advanced students and students who are ready to move ahead. With be-
ginning readers, stick with the basic three-letter words at first. Do not
introduce words with consonant blends until students have mastered
three-letter CVC words for all of the short vowels. Beginning and ending
consonant blends are taught in Phonetic Word And Stories, Book 1, Basic
Phonics Patterns, Book 1, and Know The Phonetic Code, Volume 1. Use any
of these books to teach words with consonant blends. Then use the pages
in this book to help students build fluency reading words with consonant
blends.

 When you read the consonant blend lists, start with ending blends, then
study words with beginning blends. Last, study words with both beginning
and ending blends. As a warm-up, have students practice saying the letter
combinations on the consonant blend truck charts in this book. Be sure
you do not add an /uh/ sound to the beginning blends. Say /sl/, not /
sluh/. Say /tr/, not /truh/.

5
 If students have not mastered all the letters, teach or review the let-
ters in this order using Learning The Alphabet, Books 1 And 2 (easiest)
or Exploring Sounds In Words, Books 1 And 2 (more advanced).

 Part 1 of the Sound Story teaches the letters of the alphabet using
sound pictures. Note that these pictures are not used as a reference
using beginning sounds, as in a/apple, b/ball, c/cat. Some students have
a lot of difficulty isolating the beginning sounds in words when they are
just getting started. Instead, the pictures show and actual sound, inde-
pendent of words. For example a dog growls (r), boots walk in the snow
(ch), and bees buzz (z). Read the story aloud to the students. Model
the sound for each picture and have students repeat. Point to the capi-
tal and lower case letters that represent the sound and have students
repeat the sound for each letter. Review frequently until students are
familiar with the pictures and letters and can give their sounds.

 Play the “apple game” with students who are just learning the alphabet.
Print the game on red card stock. The pdf file is available at
www.soundcityreading.net. Students attempt to fill their basket with
apples by recognizing the letter on each apple and saying its sound.

 Have students build short vowel words with plastic letters. This pre-
pares students to read the words. Although it is possible to work with
an entire class for this activity, it is easier to divide the class into three
groups and rotate them to a large teaching table. This allows you to
work with a smaller groups, providing individual attention as needed. The
Abecedarian website has plastic letters for a very reasonable price at
www.alphabetletter.com. Prepare a small box of letters for each stu-
dent. You will need two of each letter in each box, to account for double
letters, as in fuss, bell, jazz, mom, and dad. You will also need a work
mat for each student. To make a work mat, draw a horizontal line across
a sheet of construction paper placed in landscape mode. This will create
separate top and bottom sections. The top section is the “letter bank”
and the bottom section is the “spelling area.” To begin, say the sound
for each letter needed in the current lesson, based on which words will
be spelled. Students listen to each sound, find the related letter, and
place it in the letter bank. The box with the remaining letters that
won’t be used is set aside. Students spell the words that you dictate on
the bottom half of the work mat, saying the sound as they place each
letter. Model and assist as needed.

6
 After students spell words with plastic letters, practice sound blending
exercises using the short vowel version of the Letter Connections activity,
available at www.soundcityreading.net. Plan the exercise so that it will
match the list of words your are preparing the students to read.

 After reading a set of words in this book, you may want to have students
read similar word lists in the Basic Short Vowel book. It has all black print
with illustrated words and sentences.

 As soon as students can write a few letters from dictation, and they can
build short vowel words with plastic letters, you can begin dictating a few
short vowel words that contain only the letters they have learned for them
to write. Say each word clearly. Have students pronounce the word slowly
and then segment the word, saying the separate sounds in the word one at
a time, as they write each letter. Model and assist as needed.

 At www.soundcityreading.net, you can find several versions of short vowel

workbooks. The rhyming short vowel workbook will work well when teach-
ing the words in this book.

 When students are reading short vowel words comfortably, introduce the
sight words, one at a time: a, A, as, has, was, is, his, and I. You will be able
to create simple sentences for students to read and write.

 Part 2 of the Sound Story introduces the “Beyond The Alphabet” sounds.
It prepares students to read words with long vowels, consonant digraphs
(sh, th, ch, ng) and vowel diphthongs (oi, oy, ou, ow). After students have
been introduced to these sound pictures, you can have them say the sounds
from the sound charts during each lesson. Point out the letter patterns
that represent each sound. Have students say the sounds of the patterns
from the beyond the alphabet flashcards as well. Dictate the sound for
each pattern and have students repeat the sounds as they write them. If
you wish, you can try dictating a few easy words with the part two pat-
terns.

7
 Working With Consonant Blends

What Is A Consonant Blend?

A consonant blend is a pair of consonants (sometimes three) that appear side
by side in a word. For instance, st is a consonant blend found at the beginnning of the
word stop and at the end of the word fast. Both consonant sounds in a consonant
blend are heard, with the sounds coming close together. Each letter in the blend
represents its normal sound, so these are not new phonogram patterns.
Students should study ending blends first, since these are easier. Then
students study beginning blends.

Ending Blends
After students have read all of the short vowel words, study words with ending
blends from the extra challenge pages in this book. Work with one short vowel at a
time. Dictate the ending blend words for students to spell with plastic letters before
asking students to read the words. Students will need to say the words slowly,
stretching them out, to be able to hear all of the consonant sounds. By manipulating
the letters, students are able to rearrange them as needed until they match the
sounds in the word.
As you’re dictating the words for students to spell, one trick to help students
get started is to omit the last letter sound at first. Students build that much of the
word. Then pronounce the word again, adding the last letter. Students listen and put
the extra letter at the end. Example: Spell “fas.” Now add a letter to make it
“fast.” Spell “han.” Make it “hand.” After students are able to spell the words with
plastic letters, you can have students write the words on lined paper from dictation.

Beginning Blends
After students have learned to read words with ending blends, introduce
beginning blends. Again, have students spell words from the selected list with plastic
letters before attempting to read the words. They must learn to hear each
consonant sound in the word. This is a challenging task. Work with one set of
beginning blends at a time. First, pronounce just the blends (st, sp, sc) and have
students build them. Then dictate words from one of the short vowel lists. After
mastering this step, students will be able to write the words from dictation.

S Blends: sc, sk, sm, sn, sp, squ, st, sw (also do tw, dw)
L Blends: bl, cl, fl, gl, pl, sl, spl
R Blends: br, cr, dr, fr, gr, pr, tr, scr, spr, str

Note: Beginning readers learn words with consonant blends in Phonetic Words And
Stories, Book 1.

© 2019 by Kathryn J. Davis 8 Color-Coded Short Vowel Lists

Color-Coded Vowels - Each vowel sound is represented by a specific color. This helps the vowels and vowel pat-
terns stand out in words, so that students will recognize them and be able to distinguish between consonants and
vowels. For multi-letter vowels, students will be able to see which letters work together to show the vowel sound.
Students will quickly be able to see which patterns sound the same, because the colors will be the same. They will
also be able to see when vowel patterns have different sounds, because they will be printed in different colors.

a ant bright red

ā rain, play, safe, carrot dark red
ä Paul, saw, ball, salt, talk, wasp, swan pink
quarrel, squash, bought
e egg, head, heron light green
ē he, feet, weird, key, eat, these, happy dark green
ë veil, they, steak, eight, ballet dark red
i in, gymnastics light violet
ī pie, pine, night, find, wild, my dark violet
ï shield, pizza dark green
o ox, car, sorry, father light orange
ō go, horse, boat, toe, home, snow, four, dark orange
gold, bolt, troll, yolk
ö to, moon, soup dark blue
u up, what, across, panda, son, love, country light blue
ū fruit, cue, cube, few, Europe dark blue
ü bush, book, should olive green
oi coin, boy gold
ou ouch, cow brown
bird, her, turtle, dollar, tractor, worm, gray
early, journal gray
© 2019 by Kathryn J. Davis 9 Color-Coded Short Vowel Lists
 A Sound Story
About Audrey and Brad

Part 1

Tt
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. “But we must be back in

Ii
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.” (i/in)

Then they jumped down and ran around the park

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

They all walked home and 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, Īi
too. (ī/lilac)

Soon they were playing music. Each violin made a

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

© 2019 by Kathryn J. Davis 10 Color-Coded Short Vowel Lists

Just as they arrived home from their music lesson,
they heard the “n, n, n” sound of the engine on a big

Nn
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 Ww
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

Uu
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. (u/up)

They ate lunch and then Audrey and Brad and Dad got into
the car to go to basketball practice. The wind had stopped

Bb
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

Mm
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 Rr
cat.

© 2019 by Kathryn J. Davis 11 Color-Coded Short Vowel Lists

The cat had no intention of putting up with Chewie. She

Ff
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

Xx
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 aids,” said Mom. “He could hear
Ee
much better with them.” (e/egg)

The following Monday morning, Audrey and Brad took

the bus to school. As Audrey slipped into her desk,

Ss
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

Jj
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

Oo
the school nurse. Audrey opened her mouth wide and
said “Ahhhh” 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.” (o/ox)

© 2019 by Kathryn J. Davis 12 Color-Coded Short Vowel Lists

Back in the classroom, Audrey picked up her pencil
to begin her afternoon assignment. “Ccc,” the lead

Cc
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

Dd
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,

Aa
they could barely see their bus in the distance,
already on its way. “AAAaaah!” 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.” (a/ax)

Vv
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

Gg
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

Pp
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 the large
aquarium. They could hear the “P, p, p, p” sound of
the air pump pushing air into the water.

© 2019 by Kathryn J. Davis 13 Color-Coded Short Vowel Lists

Audrey looked up when she heard the “K, k, k”
sound of the receptionist’s heels stepping across

Kk
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

Yy
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.

Qu qu
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.” (qu/quilt)

Suddenly they heard a loud buzzing sound,

“zzzzzzz.” They turned to see an enormous swarm

Zz
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.

Part 2 Beyond The Alphabet Sounds

A few weeks later, Audrey and Brad and mom and

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

The movie was action packed and very exciting.

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

© 2019 by Kathryn J. Davis 14 Color-Coded Short Vowel Lists

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. (ō/robot)
ō
A Snowy Day
The next morning Audrey and Brad didn’t go to

th
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. (th/thumb)

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.
(th/this) th
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. A white blanket of snow covered the
ground. “Ooooo,” she exclaimed. “It snowed last
ö
night!” (ö/to)

By this time Mom was calling everyone to come to

breakfast. Brad pulled a paper out of his backpack

ā
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. (ā/raven)

When they were finished eating, Brad and Audrey

got dressed and went outside. Everything was

ch
quiet. As they 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. (ch/chicken)

© 2019 by Kathryn J. Davis 15 Color-Coded Short Vowel Lists

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
first snowball hit. “Nnngg,” it sang out again as
ng
Audrey’s snowball hit it, too. (ng/ring)

Dad and Mom came outside to shovel the snow off of

the front driveway. They all took turns shoveling the

ū
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.”
(ū/music)

oi
“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 drive-

oy
way. “Oi, oi, oi,” went the coiled spring on the pogo
stick as he bounced up and down. (oi/coin, oy/boy)

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
ou
ow
went to help Audrey up. She stood up carefully and
rubbed her arm. She decided to leave the icicles
where they were. (ou/ouch, ow/cow)

Then Audrey and Brad decided to build a snowman.

They rolled up balls of snow for the head and middle

ü
part of the snowman. Brad rolled up a huge ball of
snow for the bottom of the snowman. He rolled until
he couldn’t go any farther. “Uuuhh,” he said as he
pushed hard against the giant snowball. “That’s as far
as I can go.” (ü/bush)

As they finished the snowman, they looked up and saw

ä
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. (ä/all)

© 2019 by Kathryn J. Davis 16 Color-Coded Short Vowel Lists

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.

Notes About the Alphabet

We have forty-two sounds in our language, but the alphabet has only twenty-six letters. This means
that students cannot just study the alphabet when learning to read. It is also necessary for students
to learn the “Beyond the Alphabet” sounds, which include long vowel sounds, special vowel sounds, and
consonant digraph sounds.
Students must learn the following information about the sounds in our language in order to be able
to process words when reading.
a) Each vowel can represent three different sounds.
a/ant, ā/apron, ä/ball e/egg, ē/emu, ë/ballet i/in, ī/island, ï/pizza
o/ox, ō/ocean, ö/to u/up, ū/uniform, ü/push
b) There are two vowel sounds that must be represented by vowel pairs.
Sound # 1 ou/ouch, ow/cow Sound # 2 oi/oil, oy/boy
c) There are five extra consonant sounds represented by consonant pairs, with one more that is not
represented by a specific letter pattern, the sound in vision, measure, azure, and garage.
sh/ship th/thumb th/this ch/chicken ng/ring
d) There can be more than one letter pattern to represent a particular sound.
Vowels: a/apron, ai/rain, ay/play, a_e/safe Consonants: f/fan, ph/phone, ugh/laugh
e) Sometimes single consonants represent more than one sound.
c/cat, c/cent g/gum, g/giant x/box, x/xylophone
f) Sometimes pairs of letters represent more than one sound.
Vowels: ou/ouch, ou/four, ou/soup Consonants: ch/chicken, ch/chorus, ch/chef
g) The letter “r” after a vowel affects its sound.
ar/car, ar/dollar, ar/carrot er/her, er/heron ir/bird
or/horse, or/tractor, or/sorry ur/turtle wor/worm, ear/early, our/journal
h) The placement of a vowel within a syllable affects its sound.
rab-bit, ra-ven sev-en, se-cret sil-ly, si-lent
rob-in, ro-bot muf-fin, mu-sic
i) These vowel patterns sometimes have the short u sound. They are “umbrella” sounds.
a/what a/away a/panda o/son o_e/love ou/country
j) Some words cannot be “sounded out.” Letters in these words do not represent the expected
sounds. These words must be memorized.
said been any bury friend
k) Some ending syllables must be learned as whole units; they cannot be “sounded out.”
sion/mansion sion/vision ture/future cle/circle ate/pirate
l) Words can be combined with prefixes, suffixes, or other words.
Prefix: unhappy Suffix: sleeping Compound Word: mailbox Contraction: doesn’t

© 2019 by Kathryn J. Davis 17 Color-Coded Short Vowel Lists

 Alphabet Capital And Lower Case Letters Say The Sounds

Aa Bb Cc Dd Ee

Ff Gg Hh Ii Jj

Kk Ll Mm Nn Oo

P p Qu qu R r Ss Tt

uU
U u V vv VW w
wWX xx Y
X y yZYz

© 2019 by Kathryn J. Davis 18 Color-Coded Short Vowel Lists

 Alphabet Lower Case Letters Say The Sounds

a b c d e

f g h i j

k l m n o

p qu r s t

u v w x y z

© 2019 by Kathryn J. Davis 19 Color-Coded Short Vowel Lists

VOWEL SOUNDS For Beginners Point to each letter. Students say the sounds.

Short Vowels Long Vowels Umbrella Vowels

The Story Of The

Umbrella Vowels

a
One day the vowels went for a

e
walk. Suddenly it started
to rain. So the letter U put up
his large umbrella, which he
always carried, because the
word “umbrella” starts with
his “uh” sound. The other let-
ters, a, e, i, and o, asked if
they could get under the um-
brella, too. “Yes,” said U, “if
you promise to say my ‘uh’

i i
sound in words.” The other
letters were sad. They want-
ed to say their own sounds.
But then it started to rain
even harder. “Please, we want
to say our own sounds,” said
the vowels, “but we are get-
ting wet.” The letter U said,
“If you promise to say my
sound in some words, I’ll let

o
you get under the umbrella.”
And that is why, to this very
day, the letters a, e, i, and o
say their own sound in most
words, but in some words they
say the u/umbrella sound.

u a
© 2019 by Kathryn J. Davis 20 Color-Coded Short Vowel Lists
 “Beyond The Alphabet” Sounds

i sh ē ō

th th ö ā

ch ng ū oi oy

measure, vision,
ou ow ü ä azure, garage

Say the sound for each letter or pattern.

© 2019 by Kathryn J. Davis 21 Color-Coded Short Vowel Lists

 ast ond est

ask omp esk

Teacher models the
sounds, students repeat.

oft
elt
When ready, students
say the sounds without
help.
and
olf
amp elf
ost
aft elp
ōst
ist eld
ump
isk end
unt
ift ent
ulb
ind ust ext

ilk usk ept

Ending Consonant Blends

© 2019 by Kathryn J. Davis 22 Color-Coded Short Vowel Lists

Students say the sounds,
going down each column.

If needed, teacher
models and students cl pr
repeat.

tr
st fl
br
sp gl
cr
sm pl
dr
sn sl
fr
sc bl
gr
sk spl scr

sw tw spr

squ dw str
Beginning Consonant Blends

© 2019 by Kathryn J. Davis 23 Color-Coded Short Vowel Lists

 u a o i e
Short Vowel Word Lists
Students should be able to recognize all of the
letters of the alphabet and give their sounds.

Follow the instructions at the beginning of this book to prepare students

to read short vowel words. Have students build some of the words with plastic
letters. Also have students practice reading two-sound combinations and
three-letter short vowel words from the letter connections chart. If stu-
dents have learned to write all of the letters you can also have students spell a
few short vowel words from dictation, pronouncing each sound as they write
the letter.
Use these word lists with any of the following books. Reading these
lists will help students learn to read short vowel words smoothly and automati-
cally. Note: If you prefer to use a book without color-coded vowels, a similar
book, Short Vowel Lists In All Black Print, is also available.

 Rhyming Short Vowel Words And Sentences

 Mixed Short Vowel Words And Sentences
 Two-Page Short Vowel Words And Sentences
 Basic Short Vowels
Study the short vowel lists in the order in which they appear in this sec-
tion: u, a, o, i, e. The i words and e words are read last because they are more
difficult for beginners. The u, a, and o words are read first because they are
the easiest to read. This book starts with short u words because the letter u
is the first of the three that students learn to write.
There are two sets of words for each short vowel: rhyming lists and
body-coda lists. Body-coda lists contain words that begin with the same con-
sonant-vowel combination. It is important for students to read both sets of
words. Study the words for one vowel at a time. Students should read all of
the words for that vowel. Have students read the rhyming list first, then the
body-coda words.

© 2019 by Kathryn J. Davis 24 Color-Coded Short Vowel Lists

 Rhyming

_ut _ug _un

but bug bun

cut dug dun

gut hug fun

hut jug gun

jut lug nun

nut mug pun

rut pug run

putt rug sun

mutt tug

© 2019 by Kathryn J. Davis 25 Color-Coded Short Vowel Lists

 Rhyming

_ub _ull _uff

cub cull buff

dub dull cuff

hub gull duff

nub hull guff

rub lull huff

sub mull muff

tub null puff

© 2019 by Kathryn J. Davis 26 Color-Coded Short Vowel Lists

 Rhyming

_ud _uss _um

bud fuss gum

cvd muss hum

dud pus mum

mud us sum

suds

_up _ux _uzz

cup lux buzz

pup tux fuzz

up

© 2019 by Kathryn J. Davis 27 Color-Coded Short Vowel Lists

 Same beginning consonant

mu_ bu_ cu_

mud bud cub

muff buff cud

mug bug cuff

mull bus cull

mum but cup

muss buzz cut

mutt

© 2019 by Kathryn J. Davis 28 Color-Coded Short Vowel Lists

 Same beginning consonant

du_ gu_ hu_

dub guff hub

dud gull huff

duff gum hug

dug gun hull

dull gut hut

dun

nu_ ju_ u_
nut jug up

null jut us

© 2019 by Kathryn J. Davis 29 Color-Coded Short Vowel Lists

 Same beginning consonant

ru_ pu_ su_

rub puff sub

ruff pun suds

rug pup sum

run pus sun

rut

tu_ fu_ lu_

tub fun lug

tug fuss lull

tux fuzz lux

© 2019 by Kathryn J. Davis 30 Color-Coded Short Vowel Lists

 Rhyming

_at _ap _ag

bat cap bag

cat gap gag

fat lap hag

hat map lag

mat nap nag

pat rap rag

rat sap sag

sat tap tag

tat zap wag

vat

© 2019 by Kathryn J. Davis 31 Color-Coded Short Vowel Lists

 Rhyming

_am _ad _an

bam bad can

cam cad fan

dam dad man

ham fad pan

jam had ran

lam lad tan

ram mad van

tam pad

yam sad _ak

yak

© 2019 by Kathryn J. Davis 32 Color-Coded Short Vowel Lists

 Rhyming

_ab _ass _ax

cab bass fax

dab lass lax

jab mass max

lab pass sax

nab gas tax

z
tab as wax
z
has ax
z

was
_al
_aff _azz pal

gaff jazz gal

© 2019 by Kathryn J. Davis 33 Color-Coded Short Vowel Lists

 Same beginning consonant

ba_ ca_ sa_

bad cab sad

bag cad sag

bam cam sap

ban can sat

bat cap sax

bass cat sass

© 2019 by Kathryn J. Davis 34 Color-Coded Short Vowel Lists

 Same beginning consonant

ta_ ra_ ma_

tab rag mad

tad ram man

tag ran map

tam rap mat

tan rat max

tap razz mass

tat a_ a_
tax at ax

am ad
z
as add

© 2019 by Kathryn J. Davis 35 Color-Coded Short Vowel Lists

 Same beginning consonant

la_ ga_ ha_

lab gab had

lad gag hag

lag gal ham

lam gap hat

z
lap gas has

lax

va_ wa_ za_

van wag zap

vat wax
z

was

© 2019 by Kathryn J. Davis 36 Color-Coded Short Vowel Lists

 Same beginning consonant

pa_ fa_ ja_

pad fad jab

pal fan jam

pan fat jazz

pat fax

pass

ya_ na_ da_

yak nab dab

yam nag dad

yap nap dam

© 2019 by Kathryn J. Davis 37 Color-Coded Short Vowel Lists

 Rhyming

_ot _ob _og

cot bob bog

dot cob cog

got fob dog

hot job fog

jot lob hog

lot rob jog

not sob log

pot

rot

tot

© 2019 by Kathryn J. Davis 38 Color-Coded Short Vowel Lists

 Rhyming

_od _op _ox

cod hop box

God lop fox

nod mop lox

pod pop pox

rod sop ox

sod top

odd

© 2019 by Kathryn J. Davis 39 Color-Coded Short Vowel Lists

 Rhyming

_oss _off _on

boss doff on

loss off con

moss

toss

_ok _oll _om

wok doll mom

© 2019 by Kathryn J. Davis 40 Color-Coded Short Vowel Lists

 Same beginning consonant

lo_ co_ do_

lob cob dog

log cod don

lop cog dot

lot con doll

lox cot

loss

wo_
wok

© 2019 by Kathryn J. Davis 41 Color-Coded Short Vowel Lists

 Same beginning consonant

mo_ po_ o_
mob pod on

mom pop ox

mop pot off

moss pox odd

fo_ jo_ ro_

fob job rob

fog jog rod

fox jot rot

© 2019 by Kathryn J. Davis 42 Color-Coded Short Vowel Lists

 Same beginning consonant

bo_ go_ ho_

bob gob hog

bog God hop

box got hot

boss

so_ to_ no_

sob top nod

sod tot not

sop

© 2019 by Kathryn J. Davis 43 Color-Coded Short Vowel Lists

 Rhyming

_it _ill _in

bit bill bin

fit dill din

hit fill fin

kit gill kin

lit hill pin

nit mill sin

pit pill tin

sit sill win

it till in

mitt will

© 2019 by Kathryn J. Davis 44 Color-Coded Short Vowel Lists

 Rhyming

_ig _ip _id

big dip bid

dig hip did

fig kip hid

jig lip kid

pig nip lid

rig sip rid

wig tip

zip I

© 2019 by Kathryn J. Davis 45 Color-Coded Short Vowel Lists

 Rhyming

_ib _im _iff

bib dim miff

fib him tiff

jib rim if
z
nib vim
_is
z
rib is
z
his

_izz _ix _iss

fizz fix hiss

mix kiss

six miss

© 2019 by Kathryn J. Davis 46 Color-Coded Short Vowel Lists

 Same beginning consonant

bi_ di_ fi_

bib did fib

bid dig fig

big dill fill

bill dim fin

bin din fit

bit dip fix

fizz

© 2019 by Kathryn J. Davis 47 Color-Coded Short Vowel Lists

 Same beginning consonant

ki_ ri_ hi_

kid rib hid

kill rid him

kin rig hip

kip rim hit

z
kiss rip his

kit rill hill

i_ i_ i_
in ill if
z
it inn is

© 2019 by Kathryn J. Davis 48 Color-Coded Short Vowel Lists

 Same beginning consonant

mi_ si_ ni_

mix sill nil

miff sin nip

mill sip nit

miss sit nix

mitt six

yi_ zi_ vi_

yip zip vim

© 2019 by Kathryn J. Davis 49 Color-Coded Short Vowel Lists

 Same beginning consonant

pi_ ti_ wi_

pig till wig

pill tin will

pin tip win

pit tiff wit

gi_ ji_ li_

gig jib lid

gill jig lip

lit

© 2019 by Kathryn J. Davis 50 Color-Coded Short Vowel Lists

 Rhyming

_et _en _ell

bet den bell

jet fen dell

let hen fell

met men sell

net pen tell

pet ten well

set yen

wet

© 2019 by Kathryn J. Davis 51 Color-Coded Short Vowel Lists

 Rhyming

_ed _eg _ess

bed beg less

fed keg mess

led leg

red peg

wed

_ex _ez _eb

vex fez web

ebb

_ep _em _err

pep hem err

© 2019 by Kathryn J. Davis 52 Color-Coded Short Vowel Lists

 Same beginning consonant

be_ le_ fe_

bed led fed

beg leg fell

bell less fen

bet let fez

me_ ke_ ne_

men keg net

mess

met

© 2019 by Kathryn J. Davis 53 Color-Coded Short Vowel Lists

 Same beginning consonant

pe_ we_ ye_

peg web yell

pen wed yen

pep well yes

pet wet yet

de_ he_ ve_

dell hem vet

den hen vex

© 2019 by Kathryn J. Davis 54 Color-Coded Short Vowel Lists

 Same beginning consonant

se_ te_ re_

sell tell red

set ten rev

ze_ je_ ge_

zed jet get

© 2019 by Kathryn J. Davis 55 Color-Coded Short Vowel Lists

 u a o i e
Extra Challenge Lists
Read these lists after students have
read the words in the previous sections.
 Students read short vowel words in mixed lists that that begin and end
with random consonants.
 Students read words with double letters ss, ll, ff, and zz at the end.
 Students read words with ending consonant blends.
 Students read words with beginning consonant blends.
 Students read words with beginning and ending consonant blends.
Consonant blends are two consonants that appear side by side in
words. Each consonant is pronounced in the usual way. The trick is to slide
the sounds together, connecting the consonant and vowel sounds smoothly,
without a break. Students should be able to read the previous short vowel
lists quickly and accurately before beginning words with consonant blends.
Have students build the blends shown on the truck charts in this book
using plastic letters after hearing the teacher pronounce the sounds.
Begin with the ending blends, then do the beginning blends. Words with
consonant blends are introduced in Phonetic Words And Stories, Book 1, in
Basic Phonics Patterns, Book 1, and in Know The Phonetic Code, Volume 1.
After studying the word lists with consonant blends in any of those books,
students can then read the related practice lists in this book to build
confidence and fluency.
Sight words are marked to help students learn them. If the letter s
sounds like a z, it will have a small z above the s. If the letter a sounds like
the u in umbrella, it will have a small umbrella above the a, and the letter
color will be light blue, the same color as the short vowel u.

© 2019 by Kathryn J. Davis 56 Color-Coded Short Vowel Lists

 Short Vowels

u
fun bun Usually ss, ll, ff,
Words With
Ending Consonant
and zz are doubled Blends
at the end of a
hum cup short vowel word. NOT FOR BEGINNING
READERS

lug dug fuss tusk

mud gum muss cusp

nut jut gull punt

run pus hull duct

sub tub dull tuft

yum bus cuff bulb

up us puff gulf

fuzz sulk

buzz gulp

© 2019 by Kathryn J. Davis 57 Color-Coded Short Vowel Lists

 Short Vowels

Beginning Consonant Blends Beginning And Ending Blends

NOT FOR BEGINNING READERS NOT FOR BEGINNING READERS

stuff bluff stunt plump

spud slug blunt trump

skull fluff brunt clump

smug glum grunt slump

snug plug crust skulk

scuff drug trust sculpt

swum strum stump

gruff scrub

club

I trust him.

Bob will scrub it.

© 2019 by Kathryn J. Davis 58 Color-Coded Short Vowel Lists

 Short Vowels

a
fan bag Usually ss, ll, ff,
Words With
Ending Consonant
and zz are doubled Blends
at the end of a
hat cat short vowel word. NOT FOR BEGINNING
READERS

lap dad mass ramp

mad gas pass cast

nap jam lass hand

ram pal gaff mask

sag tax jazz ant

z
van as fact
z
wax has Ann raft
z
yak was add gasp

zap a A talc

© 2019 by Kathryn J. Davis 59 Color-Coded Short Vowel Lists

 Short Vowels

Beginning Consonant Blends Beginning And Ending Blends

NOT FOR BEGINNING READERS NOT FOR BEGINNING READERS

stag plan blast grant

span class stand plant

snag slam grand scant

scan flag brand slant

swam glass gland craft

grass splat bland draft

crab pram strand flask

brass scram stamp clasp

Fran strap clamp grasp

drab tract scalp

Jan has a mask. bract spasm

© 2019 by Kathryn J. Davis 60 Color-Coded Short Vowel Lists

 Short Vowels

o
fox box Usually ss, ll, ff,
Words With
Ending Consonant
and zz are doubled Blends
at the end of a
hot con short vowel word. NOT FOR BEGINNING
READERS

log dog boss romp

mop got loss pond

nod job toss fond

rot pod doll font

sob top off soft

wok ox doff loft

on not opt

odd golf

cost

© 2019 by Kathryn J. Davis 61 Color-Coded Short Vowel Lists

 Short Vowels

Beginning Consonant Blends Beginning And Ending Blends

NOT FOR BEGINNING READERS NOT FOR BEGINNING READERS

stop slot frost stomp

spot gloss blond clomp

smog plot frond prompt

snob drop tromp

scoff trot

crop prop

frog

A frog can hop.

Mom will mop.

Did Jon drop it?

A fox is on a log.

© 2019 by Kathryn J. Davis 62 Color-Coded Short Vowel Lists

 Short Vowels

i
fix big Usually ss, ll, ff,
Words With
Ending Consonant
and zz are doubled Blends
at the end of a
him dip short vowel word. NOT FOR BEGINNING
READERS

lit gig miss limp

mix jig hiss wisp

nip zip fill risk

quit pin will mint

rid tip hill lift

six kit tiff silk

vim yip fizz film

z
wig is silt
z
Ī his inn gild

© 2019 by Kathryn J. Davis 63 Color-Coded Short Vowel Lists

 Short Vowels

Beginning Consonant Blends Beginning And Ending Blends

NOT FOR BEGINNING READERS NOT FOR BEGINNING READERS

stiff slim glint drift

spit flip print swift

skid glib squint script

snip split flint brisk

squid twig splint frisk

swim drip sprint twist

grip trim blimp grist

crib sprig skimp prism

frill strip primp strict

cliff scrimp stilt

Jim will split it. spilt

© 2019 by Kathryn J. Davis 64 Color-Coded Short Vowel Lists

 Short Vowels

e
Words With
fed bed Usually ss, ll, ff,
and zz are doubled
Ending Consonant
Blends
at the end of a
hen den
NOT FOR BEGINNING
short vowel word. READERS

leg get less mend

men jet mess vent
net keg well hemp
red pet fell tempt
set ten yell desk
vex fez Jeff rest
web zed next
yes egg wept
ebb yelp
err held
left helm self
quest felt elk

© 2019 by Kathryn J. Davis 65 Color-Coded Short Vowel Lists

 Short Vowels

Beginning Consonant Blends Beginning And Ending Blends

NOT FOR BEGINNING READERS NOT FOR BEGINNING READERS

step press crest smelt

spell stress spend dwelt

smell bled blend slept

swell sled trend crept

Greg flex spent cleft

Brett glen

Fred dwell

dress trek

Brett sat at his desk.

Fred can spell it.

Ed swept his steps.

© 2019 by Kathryn J. Davis 66 Color-Coded Short Vowel Lists

 Word Lists With Patterns From
Part Two Of The Sound Story
Students should be able to read short vowel words
accurately before beginning this section.
After students have learned to read short vowel words phonetically, they will
be ready to learn the “beyond the alphabet” sounds from part two of the sound story.
The pictures in part two of the sound story show all of the remaining speech sounds in
the English language. Students will learn these extra sounds and the written symbols
that represent those sounds in the same way that they learned the letters of the al-
phabet. Read part two of the story aloud to the students. As you read each section,
point to the sound picture, model the sound, and have students repeat. Point to the
letter or letter pattern that represents that sound and have students say the sound
again. Explain that the letter or letter pattern represents the same sound in words.
Students will learn to read words with these sounds at level four, phonics pat-
terns. Before beginning level four, however, students may be ready for an introduc-
tion to the part two patterns. Care must be taken at this point to avoid consonant
blends in the words so that they will be easy to read.
The lists that follow allow students to practice reading easy words with the
new patterns. This early exposure to the part two patterns for students who are be-
ginning to read will help to avoid confusion when they encounter words with the pat-
terns in their environment.
Some of the sounds in part two can be represented by many different patterns.
For example, the picture of the crow shows the “aw” sound, which can be heard in all
of these patterns: aw/saw, au/Paul, all/ball, al/salt, alk/talk, wa/wasp, swa/swan, qua/
quarrel, and squa/squash. Students must learn that more than one pattern can repre-
sent the same sound. The must also learn that a single letter or pattern can repre-
sent more than one sound, as in a/ax, ā/raven, and ä/all, or ow/cow and ow/snow. Stu-
dents will not study these additional patterns until they begin level four, phonics pat-
terns.

sh ē ō th/th ö ch ng
oi oy ou ow ü ä
© 2019 by Kathryn J. Davis 67 Color-Coded Short Vowel Lists
 Beyond The Alphabet Patterns From Part Two Of The Sound Story

_ush _ash _osh

gush bash gosh

lush cash posh

rush dash Josh

hush gash

mush hash

lash

mash
_ish
_esh rash fish

mesh sash wish

ash dish

© 2019 by Kathryn J. Davis 68 Color-Coded Short Vowel Lists

 Beyond The Alphabet Patterns From Part Two Of The Sound Story

sh_ sh_ _ē
shut ship he

shun shin we

me

sham shell be

shall shed she

shot

shop

© 2019 by Kathryn J. Davis 69 Color-Coded Short Vowel Lists

 Beyond The Alphabet Patterns From Part Two Of The Sound Story

_ō _th th_
go math that

so path than

no bath

yo-yo then

Beth them

Seth

this

moth thin

with thud

© 2019 by Kathryn J. Davis 70 Color-Coded Short Vowel Lists

 Beyond The Alphabet Patterns From Part Two Of The Sound Story

_ö ch_ ch_
to chin chat

do chip chap

into chill Chad

onto

chum

chug
_ch
much

chess such

chop rich

© 2019 by Kathryn J. Davis 71 Color-Coded Short Vowel Lists

 Beyond The Alphabet Patterns From Part Two Of The Sound Story

_ng _ng _ng

hung hang wing

rung rang ring

sung sang sing

lungs bang king

fang thing

long pang

song

gong

tongs

© 2019 by Kathryn J. Davis 72 Color-Coded Short Vowel Lists

 Beyond The Alphabet Patterns From Part Two Of The Sound Story

oi oi oy
oil coin boy

coil join soy

soil joy

foil toy

toil coy

boil

Lloyd

© 2019 by Kathryn J. Davis 73 Color-Coded Short Vowel Lists

 Beyond The Alphabet Patterns From Part Two Of The Sound Story

ou ow ow
out cow town

pout now down

shout how

bow owl

our vow howl

sour wow fowl

mouth ouch foul

south pouch noun

couch loud

© 2019 by Kathryn J. Davis 74 Color-Coded Short Vowel Lists

 Beyond The Alphabet Patterns From Part Two Of The Sound Story

ü äll äll
put call ball

tall fall

pull hall all

full mall gall

bull wall

push

bush

© 2019 by Kathryn J. Davis 75 Color-Coded Short Vowel Lists

 Overview of Sound City Reading Materials
Flashcards, charts, and games to reinforce letters and phonogram patterns are available at all levels. Separate
workbooks are available for the Short Vowel and Phonics Patterns levels. Sound charts are included at the
beginning of each book for daily review. Matching wall charts are available for the classroom.
Learning The Alphabet
Students learn to recognize and give the sounds for the letters of the alphabet, while practicing
handwriting readiness and phonemic awareness skills.
Exploring Sounds In Words
Students learn to write the letters of the alphabet, while reviewing their sounds. They practice
segmenting and oral blending, identify beginning and ending sounds, and begin to spell simple
short vowel words with plastic letters.
Rhyming Short Vowel Words And Sentences, or Mixed Short Vowel Words And Sentences
or Two-Page Short Vowel Words And Sentences
Students do oral blending exercises using pictures and matching words to prepare them to read
new word lists. They learn seven sight words and read simple sentences with short vowel words.
The books have large color-coded print. Words are shown with and without directional arrows.
Color-Coded Short Vowel Words and Color-Coded Phonetic Lists
Students read rhyming lists followed by lists of words that all begin with the same sound. This
helps students build fluency when reading short vowel words or words that contain common
phonics patterns. There are no pictures in these books. The vowels are color-coded.
Phonetic Words And Stories (Books 1 - 8)
Students learn common vowel, consonant, syllable, and suffix patterns, taught in a logical
sequence. They spell and read words with those patterns, then read easy stories containing the
patterns they have studied. Sight words are taught as exceptions to patterns that have been
introduced. Students read ten color-coded words for each new pattern after doing oral
blending exercises with the pictures and the words. Words are shown with and without
directional arrows. These books have extra large print with color-coded vowels.
Basic Phonics Patterns (Books 1, 2, 3, 4, 5-6, 7-8)
This book teaches the same skills listed for the Phonetic Words And Stories books, in the same
order. It has all black print, more words per pattern, and a small picture to illustrate each word.
It also includes illustrated practice sentences and the same set of phonetic stories.
Know The Phonetic Code, Volumes 1, 2, And 3
Students practice reading short vowel words and words with all of the common phonics patterns
and syllable patterns taught in this program. There is one page per pattern. Words are listed in
all black print in two columns: one- syllable words and two-syllable words.
Advanced Phonics Patterns From Children’s Books
Students read words and sentences with advanced phonogram, syllable, and suffix patterns.
Each new pattern or series of patterns prepares students to read one of eighty-one children's
picture books, at reading levels 1.1 through 4.7. The children’s books must obtained separately.