ps-3-nov-2019-cns-2

Phonetic Words And Stories

Book 3
More Long Vowels
oa oe o_e o_e
old olt oll olk a_ _a
ue ui u_e ew dge

Sound City Reading

Note: These glasses
indicate sight words.

Reading

Entire contents © 2019 By Kathryn J. Davis
7223 Cedar Lane Drive, Germantown, TN 38138

All rights reserved.
(901) 737-4466

Printed in the United States of America.

Permission is hereby granted to teachers, parents, and tutors to
reproduce student materials in this book for individual or classroom
use. Permission is granted for school-wide reproduction of materials.

All other use is prohibited.

You can find more books and materials at www.soundcityreading.net.

The handwriting fonts used in this book are available from
Educational Fontware, Inc, 1-800-806-2155,
http://www.educationalfontware.com

Table of Contents

Information For The Teacher .......................................................................... 132

Color-Coding Chart ...................................................................................................5
Syllable Awareness 3-1............................................................................................6
Syllable Awareness 3-2 ...........................................................................................7
Sight Words...............................................................................................................8
Sound Story Part 1 .................................................................................................10
Sound Story Part 2.................................................................................................14
Notes About The Alphabet ..................................................................................17
Sound Charts............................................................................................................18
Long Vowel Introduction, VV, V_E, VCC ........................................................... 30

oa/boat ..................................................................................................................... 44
oe/toe ....................................................................................................................... 46
o_e/home ................................................................................................................. 48
o_e/love.................................................................................................................... 50
Suffix Study: Possessive _’s # 1..................................................................... 52
Story: Joe’s Truck................................................................................................. 54

old/gold, oll/troll, olt/bolt, olk/yolk.................................................................. 66
a_/across ................................................................................................................. 68
_a/panda .................................................................................................................. 70
Story: The Troll And The Gold........................................................................... 72

ui/fruit ..................................................................................................................... 94
ue/glue, ue/cue ....................................................................................................... 96
u_e/flute, u_e/cube.............................................................................................. 98
ew/flew, ew/few ...................................................................................................100
Story: Pink Or Blue? ...........................................................................................102

a/tap, a_e/tape ..................................................................................................... 110
a/cap, a_e/cape......................................................................................................112
i/pin, i_e/pine .........................................................................................................114
i/pill, i_e/pile ..........................................................................................................116
o/hop, o_e/hope .....................................................................................................118
Suffix Study: _ed #1, Words .......................................................................... 120

© 2019 by Kathryn J. Davis 3 Phonetic Words And Stories - Book 3

u/cub, u_e/cube.....................................................................................................122
Suffix Study: _ing # 1, Words.........................................................................124
dge/fudge................................................................................................................126
Story: The Mule....................................................................................................128

Sequence Chart......................................................................................................132
Who Should Use This Book?; Number Of Patterns Taught........................134
Lesson Outline........................................................................................................135
Extended Lesson Outline.....................................................................................138
Working With Plastic Letters...........................................................................140
Handwriting Models ..............................................................................................142
Answer Key For The Picture/Word Pages By Page Number .......................146
Lined Pages To Use With A Dry-Erase Frame ...............................................151
Directional Arrows With Stars .........................................................................153
How To Make A Dry-Erase Frame.....................................................................154
How I Chose The Vowel Colors For The Vowel Sounds ................................155

Skills Taught In Phonetic Words And Stories, Books 1-8 .........................Back
Cover

© 2019 by Kathryn J. Davis 4 Phonetic Words And Stories - Book 3

Color-Coding Chart

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, funny 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 push, book, should olive green

oi coin, boy gold

ou ouch, cow brown

ir bird, her, purse, dollar, tractor, early, gray

journal

wor worm gray

© 2019 by Kathryn J. Davis 5 Phonetic Words And Stories - Book 3

Syllable Awareness 3-1 The teacher names each picture. Students clap their hands as they say the word, then
count the claps and tell how many syllables. If necessary, to assist the students, pause between the syllables.

1. 2.

3. 4.

5. 6.

7. 8.

The teacher says each word, one at a time: sail-boat, te-pee, cube, as-tro-naut, cur-tains, zoo, en-ve-lope, rhi-noc-
er-os. The syllable breaks are marked. Students do not read the words, they just listen and respond orally.

© 2019 by Kathryn J. Davis 6 Phonetic Words And Stories - Book 3

Syllable Awareness 3-2 The teacher names each picture. Students clap their hands as they say the word, then
count the claps and tell how many syllables. If necessary, to assist the students, pause between the syllables.

1. 2.

3. 4.

5. 6.

7. 8.

The teacher says each word, one at a time: e-mu, ex-cla-ma-tion, fire, un-der-ground, ze-ro, ro-bot, sax-o-phone,
car. The syllable breaks are marked. Students do not read the words, they just listen and respond orally.

© 2019 by Kathryn J. Davis 7 Phonetic Words And Stories - Book 3

Review Sight Words has A

is his as of both
a
the Book 1
rich
who I was
been
says most post wolf two
any
does much such which what
gone truth
sew whom whose Book 2

people

where there were said

friend children won't don't
only
many busy Book 3

broad

shoe move prove lose

one again against sure

© 2019 by Kathryn J. Davis 8 Phonetic Words And Stories - Book 3

Review Sight Words has A

is his as of both
a
the Book 1
rich
who I was
been
says most post wolf two
any
does much such which what
gone truth
sew whom whose Book 2

people

where there were said

friend children won't don't
only
many busy Book 3

broad

shoe move prove lose

one again against sure

© 2019 by Kathryn J. Davis 9 Phonetic Words And Stories - Book 3

A Sound Story The sound story introduces pictures that represent all
of the speech sounds in the English language. The
About Audrey and Brad capital and lower case letters beside each picture
represent the same sound in words. The pictures are
used on the sound charts in this program to help
students remember the sound for each letter pattern.

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

time for your violin lessons.” Soon Audrey and Brad Ii
Hh
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
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 Īi
violin lessons. Mrs. Russ was pleased to see them. Ll
“Did you practice every day?” she said. “I did,” said
Audrey quickly. Brad replied that he had practiced,
too. (i/island)

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.”

If students are not familiar with the sound story, read it aloud to them over a period of several days.

© 2019 by Kathryn J. Davis 10 Phonetic Words And Stories - Book 3

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

Model the sound for each new picture. Point to the picture and each letter; students say the sounds.

© 2019 by Kathryn J. Davis 11 Phonetic Words And Stories - Book 3

The cat had no intention of putting up with Chewie. She Ff
reached out and scratched Chewie right on the nose, Xx
“fffff.” Chewie cried out in pain as the cat quickly Ee
jumped over the fence and ran away.
Ss
“Poor, Chewie!” said Brad. “She’ll know to leave cats Jj
alone, next time.” He reached into the refrigerator Oo
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

much better with them.” (e/egg)

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 “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 Phonetic Words And Stories - Book 3

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

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 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 Phonetic Words And Stories - Book 3

Audrey looked up when she heard the “K, k, k” Kk
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 Yy
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 Qu qu

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, Zz
“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.

Part 2 Beyond The Alphabet Sounds

A few weeks later, Audrey and Brad and mom and

dad heard about a great new movie about a boy sh

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. (sh/ship)

The movie was action packed and very exciting. ē
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. (e/emu)

Part Two of the sound story teaches the “Beyond The Alphabet” sounds.

© 2019 by Kathryn J. Davis 14 Phonetic Words And Stories - Book 3

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

right by Mom’s foot. “Oh!” she exclaimed, jumping ō
th
up on the nearest seat. “It’s a mouse!” Audrey and th

Brad giggled a little. They were not afraid of a

mouse. (o/ocean)

A Snowy Day

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. (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)

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 ö

the window. A white blanket of snow covered the

ground. “Ooooo,” she exclaimed. “It snowed last

night!” (o/to)

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 ā

for the week. He proudly hung it on the

refrigerator. At the top of the paper was a large

red A. (a/apron)

When they were finished eating, Brad and Audrey

got dressed and went outside. Everything was

quiet. As they walked down the driveway, their ch

feet crunched in the deep snow. Ch, ch, ch, ch. A

few snowflakes were still falling. The whole

neighborhood was beautiful. (ch/chicken)

The sounds include long and dotted vowel sounds, diphthongs oi, oy, ou, and ow, and consonant digraphs.

© 2019 by Kathryn J. Davis 15 Phonetic Words And Stories - Book 3

Audrey and Brad decided to have a snowball throwing

contest. They took turns throwing the snowballs at

the basketball backboard that stood beside the ng

driveway. “Nnnggg,” went the backboard as Brad’s ū
oi
first snowball hit. “Nnngg,” it sang out again as oy
ou
Audrey’s snowball hit it, too. (ng/ring) ow

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

(u/uniform)

“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-
way. “Oi, oi, oi,” went the coiled spring on the pogo
stick as he bounced up and down. (oi/oil, 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

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

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.” (u/push)

As they finished the snowman, 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. (a/all)

© 2019 by Kathryn J. Davis 16 Phonetic Words And Stories - Book 3

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, dotted 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 additional vowel sounds 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.

sh/ship th/thumb th/this ch/chicken ng/ring

The sound in vision, measure, azure, garage

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 called “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 Phonetic Words And Stories - Book 3

Aa Alphabet Sounds Ee

Bb Cc Dd

Ff Gg Hh Ii Jj

Kk Ll Mm Nn Oo

P p Qu qu R r S s T t

Uu Vv Ww Xx Yy Zz

© 2019 by Kathryn J. Davis Say the sound for each letter.

18 Phonetic Words And Stories - Book 3

“Beyond The Alphabet” Sounds

i sh ē ō

th th ö ā

ch ng ū oi oy

ou ow ü ä measure, vision,
azure, garage

© 2019 by Kathryn J. Davis Say the sound for each letter or pattern.

19 Phonetic Words And Stories - Book 3

Say the sound or sounds for each letter. Some letters can represent more than one sound.

Alphabet cd

ab kl

ā

ä

ij

i

qu r s tu
s ū
© 2019 by Kathryn J. Davis ü
20
Phonetic Words And Stories - Book 3

Say the sound or sounds for each letter. Some letters can represent more than one sound.

Alphabet gh

ef

ē

mn op
vw ō
ö
© 2019 by Kathryn J. Davis xyz

y
y

21 Phonetic Words And Stories - Book 3

Short Vowels Closed Syllables Long Vowels Open Syllables Dotted Vowels

aā ä

eē

ii

oōö

uūü

Say each vowel sound going down and across the columns.

© 2019 by Kathryn J. Davis 22 Phonetic Words And Stories - Book 3

Short Vowels Closed Syllables Long Vowels Open Syllables Dotted Vowels

aā ä

ax ra ven all

eē

egg be gin

ii

in li lac

oōö

ox ro bot to

uū ü

tu lip bush
up mu sic

Say the sound and key word for each vowel.

© 2019 by Kathryn J. Davis 23 Phonetic Words And Stories - Book 3

sh Consonant Patterns

th ch

th

wh The patterns on this page are
wh consonant digraphs. Two letters work
together to represent a single sound.
© 2019 by Kathryn J. Davis
Say the sound or sounds for each
pattern.

24 Phonetic Words And Stories - Book 3

ck Ending Consonant Patterns

ack tch nch
eck
ick atch anch
ock etch ench
uck itch inch
otch onch
utch unch

ng nk dge

ang ank adge
edge

ing ink idge
ong onk odge
ung unk udge

Pronounce the sounds for the letter patterns and letter combinations. These ending patterns are used after short vowels.

© 2019 by Kathryn J. Davis 25 Phonetic Words And Stories - Book 3

oi oy Odd O
Patterns
In the middle At the end

ow

ou

Look at each pattern and say the 26 Phonetic Words And Stories - Book 3
sound.

The Odd O Patterns don’t say the
sound you would expect. You just
have to memorize them.

© 2019 by Kathryn J. Davis

oi oy

coin boy Odd O
Patterns
ow

cow

ou

ouch

Look at each pattern and say the 27 Phonetic Words And Stories - Book 3
sound and key word.

The Odd O Patterns don’t say the
sound you would expect. You just
have to memorize them.

© 2019 by Kathryn J. Davis

Bossy R Pattern

ōr Students say the sound for this
a pattern.

Umbrella Vowels _a

a_

o o_e

Shady Short Vowels

ea

© 2019 by Kathryn J. Davis Students say the sound for each
pattern.

28 Phonetic Words And Stories - Book 3

Bossy R Pattern

ōr The letter R is very bossy. When
it follows a vowel, it tells the vowel
horse what to say. Watch out! It may
not be the sound you expect.

Students say the sound and
keyword for this pattern.

Umbrella Vowels

a a_ _a

what across panda
son
o o_e
ea
love In some words the vowel pattern
doesn’t represent its regular
Shady Short Vowels sound. It has the short u sound,
instead.

Shady short vowels are very
sneaky. They don’t say the sound
that you would expect.

head Students say the sound and
keyword for each pattern.
© 2019 by Kathryn J. Davis
29 Phonetic Words And Stories - Book 3

Vowel Pair Introduction

Explain to the students: When two vowels go walking, the first one does the talking. The first vowel
gets to say its name. The second vowel has to be quiet. Point to each pair and have students figure out
the sound.

Split-Vowel Pair Introduction

Explain to the students: Two vowels go walking, but a consonant squeezes between the vowels. It wants
to play, too. Still, when two vowels go walking, the first one does the talking. The first vowel says its
name, and the second vowel has to be quiet. Point to each pair and have students figure out the sound.

Follow The Leader Introduction

Explain: These letters are playing “follow the leader.” The vowel is the leader, and gets to say its name.
The two consonants that follow say their regular sounds. But watch out! Letters with an x above them
are not pronounced. Have students pronounce each pattern.

© 2019 by Kathryn J. Davis 30 Phonetic Words And Stories - Book 3

Long Vowel Patterns cue

ōū

oa boat ui fruit
oe toe ue glue ue

Long u patterns can represent two slightly different sounds, the ue/glue
sound and the ue/cue sound. The first sound is the same as the dotted ö
sound as in ö/to. The second sound is the same as the name of the letter u.

o_e home u_e flute u_e cube

old gold

olt bolt The ew pattern is a rule breaker. It represents the long
oll troll u sound, but the letter u is not part of the pattern.

olk yolk ew flew ew few

Say the long vowel sounds at the top of the page. Say the sound and key word for each letter pattern, going down the columns.

© 2019 by Kathryn J. Davis 31 Phonetic Words And Stories - Book 3

Long Vowel Patterns

āēi

ai rain ee feet ie pie

ay play ei weird

ey key

ea eat

a_e safe e_e these i_e pine

igh night

Point to each long vowel on the ind find
top row, going across, while ild child
students say the sounds.

Point to each vowel pattern
going down the columns.
Students say the sounds and
key words.

The teacher models as needed
until students can say the
sounds independently.

© 2019 by Kathryn J. Davis 32 Phonetic Words And Stories - Book 3

Long Vowel Patterns cue

ōū

oa boat ui fruit
oe toe ue glue ue

Long u patterns can represent two slightly different sounds, the ue/glue
sound and the ue/cue sound. The first sound is the same as the dotted ö
sound as in ö/to. The second sound is the same as the name of the letter u.

o_e home u_e flute u_e cube

old gold

olt bolt The ew pattern is a rule breaker. It represents the long
oll troll u sound, but the letter u is not part of the pattern.

olk yolk ew flew ew few

© 2019 by Kathryn J. Davis 33 Phonetic Words And Stories - Book 3

Sounds For Y yy y

ēi ea Long E Patterns
With More
in the middle
Than One Sound
ēy
Vowel patterns that are printed in
at the end the same color sound the same.
Vowel patterns that are printed in
ēa different colors have different
sounds.
More patterns will be added to this
chart in Books 6 and 8.

ie Say the sound as you point to each Long I Pattern With
vowel or vowel pattern. Students More Than One Sound
© 2019 by Kathryn J. Davis repeat.

Continue to practice daily. As soon
as possible students should say the
sounds on their own.

34 Phonetic Words And Stories - Book 3

Sounds For Y yy y

yo-yo happy my

ēi Long E Patterns
With More
weird
Than One Sound
ēy

key

ēa ea Vowel patterns that are printed in
the same color sound the same.
eat head
Vowel patterns that are printed in
ie different colors have different
sounds.
pie
More patterns will be added to this
© 2019 by Kathryn J. Davis chart in Books 6 and 8.

After students have become familiar Long I Pattern With
with the previous chart with the same More Than One Sound
patterns and sound pictures, study
this chart, Say the sound and key
word as you point to each vowel or
vowel pattern. Students repeat.

Continue to practice daily. As soon as
possible students should say the
sounds and key words on their own.

35 Phonetic Words And Stories - Book 3

Say the sound for each letter and letter pattern. Some sounds can be shown in more than one way.

Alphabet cd

ab

ck

i jkl

dge ck

qu r s tu

© 2019 by Kathryn J. Davis 36 ao
a_ o_e
_a

Phonetic Words And Stories - Book 3

Say the sound for each letter and letter pattern. Some sounds can be shown in more than one way.

Alphabet gh

ef

ea wh

mn o p

v wxy z

_ve wh s

© 2019 by Kathryn J. Davis 37 Phonetic Words And Stories - Book 3

Syllable Patterns

A syllable in which a vowel is followed by a consonant is called a closed syllable. In
closed syllables, the vowel usually represents its short vowel sound.

A syllable with a vowel at the end is called an open syllable. When a vowel is at the end
of a syllable, it usually represents its long vowel sound.

In two syllable words, some syllables are stressed, or emphasized, more than others.
In a stressed syllable, the vowel usually has its expected sound. In an unstressed syl-
lable, the vowel may not be pronounced in the usual way. It may hardly be heard at all.
This is called the schwa sound. An arrow going under a vowel shows that it has the
schwa sound. Go from one consonant to the next, skipping the vowel sound.

CLOSED CLOSED OPEN CLOSED
SYLLABLE SYLLABLE SYLLABLE SYLLABLE

rab bit rā ven

but ton bē gin

bas ket lī lac

cab in rō bot

ped al tū lip
mū sic

Syllable Patterns

© 2019 by Kathryn J. Davis For each word, read the syllables, then read the whole word.

38 Phonetic Words And Stories - Book 3

Silent E Syllables

Some words end with silent e syllables. These are ending syllables that have e as
the last letter in the syllable. When you see a silent e syllable, pronounce the two
consonants just as you would pronounce a consonant blend. Do not pronounce the e.
Practice saying these silent e syllables.

ble
cle gle sle
dle kle tle
fle ple zle

Silent E Syllables

© 2019 by Kathryn J. Davis Pronounce each silent e syllable.

39 Phonetic Words And Stories - Book 3

ast ond est

ask omp esk

and oft elt

amp olf elf
ost
elp
aft ōst

ist eld
ump

Model how to isk end
pronounce each unt
letter combination;
the students ift ulb ent
repeat.
ind ust ext
When ready,
students pronounce
the combinations
without help.

ilk usk ept

Ending Consonant Blends

© 2019 by Kathryn J. Davis 40 Phonetic Words And Stories - Book 3

Model how to cl pr
pronounce each
letter combination; st fl tr
the students
repeat.

When ready,
students pronounce
the combinations
without help.

sp gl br
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 41 Phonetic Words And Stories - Book 3

cat Suffix Review
cats
Ed’s sled
run point
runs pointed
rain
bus rained
buses fix
fixed
box jump
boxes jumping

fizz
fizzes

wish
wishes

lunch
lunches

catch
catches

Suffix Review

© 2019 by Kathryn J. Davis Read the words.

42 Phonetic Words And Stories - Book 3

is not Contractions
isn’t
he is
he’s did not
didn’t
she is
she’s has not
hasn’t
it is
it’s had not
hadn’t
that is
that’s have not
haven’t
what is
what’s was not
wasn’t
who is
who’s can not
can’t
when is
when’s will not
won’t

do not
don’t

© 2019 by Kathryn J. Davis Read each pair of words. Then read the contraction.

43 Phonetic Words And Stories - Book 3

The answer key for all of the picture/word pages can be found on page 146.

A.

oa

Introduce sight word: broad C. D.

B.

E. F. G.

H. I. J.

1) The teacher looks at the words in the first column, one at a time, pronouncing each sound separately, pausing at the arrows. Students look at

the pictures (not the letters). They put the sounds together mentally, find the matching picture, and say the word normally.

© 2019 by Kathryn J. Davis 44 Phonetic Words And Stories - Book 3

oa

1. b  oa  t boat

2. c  oa  t coat

3. g  oa  t goat

4. fl  oa  t float

5. r  oa  d road

6. t  oa  d toad

7. s  oa  p soap

8. g  oa  l goal

9. r  oa  r roar

10. t  oa  s  t toast

2) The teacher looks at the pictures, one at a time from A to J, pronouncing the sounds separately. Students look at the words in the first column, find the correct

word, and read it, putting the sounds together smoothly. 3) Students read the words going down and up the second column, referring to the first column as needed.

© 2019 by Kathryn J. Davis 45 Phonetic Words And Stories - Book 3

Beginning consonant blends (st, fl, str) are made up of more than one consonant sound. However, in these exercises, they are pronounced as a single unit.

A.

oe

Introduce sight words: does, shoe C. D.

B.

It goes fast.

E. F. G.

H. I. J.

1) The teacher looks at the words in the first column, one at a time, pronouncing each sound separately, pausing at the arrows. Students look at

the pictures (not the letters). They put the sounds together mentally, find the matching picture, and say the word normally.

© 2019 by Kathryn J. Davis 46 Phonetic Words And Stories - Book 3

For two-syllable words, pronounce separate oe
syllables instead of separate sounds.

1. t  oe toe

2. d  oe doe

3. h  oe hoe

4. r  oe roe

5. ō  boe oboe

6. J  oe Joe

7. g  oe  s goes

8. fl  oe floe

9. w  oe woe

10. sh  öe shöe

2) The teacher looks at the pictures, one at a time from A to J, pronouncing the sounds separately. Students look at the words in the first column, find the correct

word, and read it, putting the sounds together smoothly. 3) Students read the words going down and up the second column, referring to the first column as needed.

© 2019 by Kathryn J. Davis 47 Phonetic Words And Stories - Book 3

Beginning consonant blends (st, fl, str) are made up of more than one consonant sound. However, in these exercises, they are pronounced as a single unit.

A.

o_e

Introduce sight words: lose, move, prove, gone D.

B. C.

E. F. G.

H. I. J.

1) The teacher looks at the words in the first column, one at a time, pronouncing each sound separately, pausing at the arrows. Students look at

the pictures (not the letters). They put the sounds together mentally, find the matching picture, and say the word normally.

© 2019 by Kathryn J. Davis 48 Phonetic Words And Stories - Book 3

o_e The x over the w in the word whole
reminds us to use the /h/ sound.
1. h  o  m  e
home

2. n  o  s  e nose

3. th  o  s  e those

4. c  o  n  e cone

5. st  o  n  e stone

6. m  o  r  e more

7. sc  o  r  e score

8. gl  o  b  e globe

9. sm  o  k  e smoke

10. wh  o  l  e whole

2) The teacher looks at the pictures, one at a time from A to J, pronouncing the sounds separately. Students look at the words in the first column, find the correct

word, and read it, putting the sounds together smoothly. 3) Students read the words going down and up the second column, referring to the first column as needed.

© 2019 by Kathryn J. Davis 49 Phonetic Words And Stories - Book 3

Beginning consonant blends (st, fl, str) are made up of more than one consonant sound. However, in these exercises, they are pronounced as a single unit.

In some words, the o_e pattern represents the short u sound. It is an umbrella pattern. A.

o_e

Introduce sight word: one C. D.

B.

E. F. G.

H. I.

1) The teacher looks at the words in the first column, one at a time, pronouncing each sound separately, pausing at the arrows. Students look at

the pictures (not the letters). They put the sounds together mentally, find the matching picture, and say the word normally.

© 2019 by Kathryn J. Davis 50 Phonetic Words And Stories - Book 3