lynn melby gordon...7 introduction 8 about phonics instruction 11 about this book 17 letter-sound...

NE W YORK • TORON TO • LONDON • AUCK L A ND • S Y DNE Y

ME X ICO CI T Y • NE W DEL HI • HONG KONG • BUENOS A IRE S

Lynn Melby Gordon

The BIG Collection of Phonics Flipbooks © Lynn Melby Gordon, Scholastic Teaching Resources

Teachers,

Youaretobecommendedforholdinghighthetorchofliteracyandlightingtheway

foreachofyourstudents.Asyouknow,whenyouteachachildtoread,youopenan

excitingdoorandchangehisorherlifeforever.Thus,teachingisatrulynobleendeavor.

Goforthtoteachwithenthusiasm!Mayyouexperiencethedelightofwatchingthedoors

openandwatchingthelightofliteracyspreadasyourstudentssprintforwardtoembracea

lifetimeofreading,learning,andpleasure.

LynnMelbyGordon,Ph.D.

DepartmentofElementaryEducation

CaliforniaStateUniversity,Northridge

TeacherswhowishtocontactDr.GordonmayvisitherWebsiteatphonics.info.

The reproducible pages in this book may be reproduced for classroom use. No part of this publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in any form

or by any means, electronic, photocopying, recording, or otherwise, without written permission of the publisher. For information regarding permission, write to Scholastic Inc., 557 Broadway, New York, NY 10012.

Cover design by Brian LaRossaInterior design by Solas

Pages 19–240 based on designs by Lynn Melby Gordon

ISBN-13: 978-0-545-07418-6ISBN-10: 0-545-07418-5

1 2 3 4 5 6 7 8 9 10 40 16 15 14 13 12 11 10 09

7 Introduction8 About Phonics Instruction11 About This Book17 Letter-Sound Chart18 References and Resources

Word FaMiLiesShort Vowelsshort a19 -ab cab, jab, lab, crab, grab, scab, stab20 -ack back, Jack, pack, sack, black, crack,

snack21 -ad ad, bad, Dad, fad, had, mad, sad, glad22 -ag bag, rag, sag, tag, wag, brag, flag 23 -am am, ham, jam, Pam, Sam, yam, clam,

swam24 -amp amp, camp, damp, lamp, ramp, champ,

clamp, stamp25 -an an, can, fan, man, pan, ran, van, than26 -and and, band, hand, land, sand, bland,

brand, stand27 -ang bang, fang, gang, hang, rang, sang,

slang28 -ank bank, sank, blank, drank, Frank, spank,

thank29 -ant ant, pant, rant, chant, grant, plant, slant30 -ap cap, lap, map, nap, sap, snap, trap31 -ash ash, cash, lash, mash, rash, flash,

smash, trash32 -ast cast, fast, last, mast, past, vast, blast33 -at at, bat, cat, fat, hat, pat, rat, sat34 -atch batch, catch, hatch, latch, match, patch,

snatch35 -ax ax, fax, lax, Max, tax, wax, flax

short e36 -eck deck, neck, peck, check, fleck, speck37 -ed bed, fed, led, red, wed, bled, sled38 -ell bell, fell, sell, well, yell, smell, spell39 -elt belt, felt, melt, pelt, welt, dwelt40 -en den, hen, men, pen, ten, then, when

41 -ench bench, drench, French, quench, stench, trench

42 -end end, bend, lend, mend, send, blend, spend, trend

43 -ent bent, dent, rent, sent, tent, went, spent44 -ept kept, wept, crept, slept, swept45 -ess less, mess, chess, dress, guess, press,

stress46 -est best, nest, pest, rest, test, vest, west47 -et get, jet, let, met, net, pet, wet

short i48 -ib bib, fib, jib, nib, rib, crib, glib49 -ick kick, lick, pick, sick, quick, stick, trick50 -id did, hid, kid, lid, rid, grid, slid51 -ift gift, lift, sift, drift, shift, swift, thrift52 -ig big, dig, fig, gig, jig, pig, wig53 -ill ill, bill, fill, gill, hill, Jill, will, still54 -im dim, him, Jim, Kim, slim, swim, trim55 -imp imp, limp, chimp, crimp, primp, skimp,

shrimp56 -in in, fin, pin, win, chin, skin, thin, twin57 -ing king, ring, sing, wing, bring, sting, thing58 -ink ink, pink, sink, wink, blink, drink, stink,

think59 -int hint, lint, mint, tint, print, splint, squint60 -ip dip, hip, lip, rip, sip, tip, zip61 -it it, bit, fit, hit, pit, sit, quit, spit62 -itch itch, ditch, hitch, pitch, witch, glitch,

stitch, switch

short o63 -ob Bob, cob, gob, job, mob, rob, sob64 -ock dock, lock, rock, sock, block, clock, flock65 -od cod, mod, nod, pod, rod, clod, plod66 -og dog, fog, hog, jog, log, clog, frog67 -op cop, hop, mop, pop, top, drop, stop68 -ot dot, got, hot, lot, not, pot, spot69 -ox ox, box, fox, lox, pox

Contents

short u70 -ub cub, hub, rub, sub, tub, club, scrub71 -ud bud, cud, dud, mud, crud, spud, thud72 -uck duck, luck, puck, suck, tuck, stuck, truck73 -uff buff, cuff, huff, puff, fluff, scuff, stuff74 -ug bug, dug, hug, jug, mug, rug, tug75 -um gum, hum, rum, sum, chum, drum,

plum76 -ump bump, dump, hump, jump, lump, pump,

thump77 -un bun, fun, gun, pun, run, sun, spun78 -unch bunch, lunch, munch, punch, brunch,

crunch, scrunch79 -ung hung, lung, sung, clung, slung, sprung,

strung80 -unk bunk, hunk, junk, sunk, drunk, skunk,

trunk81 -unt bunt, hunt, punt, runt, blunt, grunt, stunt82 -ush hush, mush, rush, blush, brush crush,

flush83 -ust dust, gust, just, must, rust, crust, trust84 -ut but, cut, gut, hut, nut, rut, shut Long Vowels With Silent eLong a 85 -ace ace, face, lace, race, brace, place, space,

trace86 -ade fade, made, wade, blade, grade, shade,

trade87 -age age, cage, page, rage, sage, wage, stage88 -ake bake, cake, lake, make, take, wake,

snake89 -ale ale, male, pale, sale, tale, scale, stale,

whale90 -ame came, game, name, same, blame, flame,

frame91 -ane cane, Jane, lane, mane, pane, crane,

plane92 -ape ape, cape, gape, tape, drape, grape,

scrape, shape93 -ate ate, date, gate, hate, late, plate, skate,

state94 -ave cave, Dave, gave, save, wave, brave,

grave95 -aze daze, gaze, haze, maze, blaze, craze,

Long i 96 -ice ice, dice, mice, nice, rice, price, slice,

twice97 -ide hide, ride, side, wide, bride, glide, slide98 -ife fife, life, rife, wife, strife99 -ike bike, hike, like, Mike, spike, strike, trike100 -ile file, mile, pile, tile, vile, smile, while101 -ime dime, lime, time, chime, crime, grime,

slime102 -ine dine, fine, line, mine, nine, pine, vine103 -ipe pipe, ripe, wipe, gripe, snipe, swipe,

stripe104 -ite bite, kite, mite, site, quite, spite, white105 -ive dive, five, hive, jive, live, drive, strive

Long o 106 -oke joke, poke, woke, broke, choke, smoke,

spoke107 -ole dole, hole, mole, pole, role, sole, stole108 -one bone, cone, zone, clone, phone, shone,

stone109 -ope cope, dope, hope, mope, nope, grope,

scope110 -ose hose, nose, pose, rose, chose, close,

those111 -ote dote, note, rote, tote, vote, quote112 -ove cove, wove, clove, drove, grove, stove,

Long u 113 -ude dude, nude, rude, crude, prude114 -ute cute, jute, lute, mute, brute, flute

Other Long Vowel Phonograms115 -ail ail, fail, jail, mail, nail, pail, sail, snail116 -ain main, pain, rain, brain, plain, stain, train117 -ay day, may, pay, say, way, gray, play118 -e be, he, me, we, she119 -ea pea, sea, tea, flea, plea120 -each each, beach, leach, peach, reach, teach,

bleach, preach 121 -eak beak, leak, peak, weak, sneak, speak,

squeak122 -eal deal, heal, meal, real, seal, steal, squeal123 -eam beam, team, cream, dream, steam,

scream, stream124 -eat eat, beat, heat, meat, neat, seat, bleat,

125 -ee bee, fee, see, flee, free, tree, three126 -eed feed, need, seed, weed, bleed, greed,

speed127 -eek peek, seek, week, cheek, creek, Greek,

sleek128 -eel eel, feel, heel, keel, peel, reel, steel,

wheel129 -eep beep, deep, jeep, keep, weep, cheep,

sleep130 -eet beet, feet, meet, greet, sheet, sweet,

street131 -ight fight, light, might, right, sight, tight,

bright132 -ind bind, find, kind, mind, wind, blind, grind133 -oat oat, boat, coat, goat, moat, float, gloat,

throat134 -old old, cold, fold, gold, hold, mold, sold,

told135 -ow low, mow, crow, grow, show, snow136 -own own, mown, blown, flown, grown, shown,

thrown137 -y by, my, cry, fly, sky, try, shy, why

Diphthongs138 -oil oil, boil, coil, foil, soil, toil, broil, spoil139 -ouch ouch, couch, pouch, vouch, crouch,

grouch, slouch140 -ound bound, found, hound, pound, round,

sound, ground141 -ouse house, louse, mouse, blouse, grouse,

spouse 142 -out out, pout, scout, shout, spout, trout,

sprout143 -ow ow, cow, how, now, vow, wow, brow,

plow144 -owl owl, fowl, howl, jowl, growl, prowl, scowl145 -own down, town, brown, clown, crown,

drown, frown146 -oy boy, coy, joy, Roy, soy, toy, ploy

Variant Vowel Phonograms147 -all all, call, fall, mall, tall, wall, small, stall148 -aw aw, jaw, law, paw, raw, saw, draw, straw149 -awn dawn, fawn, lawn, pawn, yawn, drawn,

prawn150 -ew dew, new, blew, chew, crew, threw151 -ong gong, long, song, tong, prong, strong152 -oo boo, coo, goo, moo, too, zoo153 -ook book, cook, hook, look, took, brook,

154 -ool cool, fool, pool, tool, drool, school, stool155 -oom boom, room, zoom, bloom, broom,

gloom, groom156 -oop coop, hoop, loop, droop, scoop, snoop,

troop157 -oot boot, hoot, loot, root, toot, scoot, shoot158 -oss boss, loss, moss, toss, cross, floss, gloss

R-Controlled Vowels159 -air air, fair, hair, pair, chair, flair, stair160 -ar bar, car, far, jar, tar, scar, star161 -are bare, care, rare, scare, share, stare,

square162 -ark bark, dark, mark, park, Clark, shark,

spark163 -art cart, dart, part, tart, chart, smart, start164 -ear ear, dear, fear, gear, hear, year, clear,

smear165 -irt dirt, flirt, shirt, skirt, squirt166 -ore ore, more, sore, wore, chore, score,

snore, store167 -ork cork, fork, pork, York, stork168 -orn born, corn, horn, torn, worn, scorn,

thorn169 -ort fort, Mort, port, sort, short, snort, sport

Initial Consonant Blends170 bl- bled, blob, black, blast, blend, blond,

blush171 br- brad, bran, brat, brim, brand, brass,

brick172 cl- clam, clap, clip, club, class, cliff, clock 173 cr- crab, crib, crop, crack, craft, cross, crust 174 dr- drag, drip, drop, drug, drum, dress, drill175 fl- flag, flat, flip, flop, flock, floss, fluff176 fr- fret, frog, fresh, frill, frizz, frost, free177 gl- glad, glop, glum, gland, glass, glint,

gloss178 gr- grab, grin, grip, grit, grub, grant, grass179 pl- plan, plop, plot, plug, plum, plus, plant180 pr- prim, prod, prop, press, prick, primp,

print181 qu- quit, quiz, quack, quest, quick, quill,

quilt182 sc- scab, scan, scam, scat, scum, scoff,

scuff183 scr- scrap, scrub, scratch, scrape, scream,

screen

184 sk- skid, skin, skip, skit, skill, skull, skunk185 sl- slam, slap, slid, slip, slug, slant, slept186 sm- smug, smack, smash, smell, smelt,

smock187 sn- snap, snip, snob, snub, snug, snack, sniff188 squ- squid, squint, squish, squeak, squeal,

squeeze, square189 sp- spin, spit, spot, spell, spend, spent, spill190 spl- splat, split, splash, splint, splosh,

splotch 191 st- step, stop, stamp, stand, stick, stiff, still192 str- strap, strip, stress, string, strong,

struck, street193 sw- swam, swim, swell, swept, swing, swish,

switch 194 tr- trap, trim, trip, trot, track, truck, trust195 tw- twig, twin, twitch, twice, twine, tweed,

Initial Consonant Digraphs196 ch- chat, chin, chop, check, chest, chick, chill197 sh- shin, ship, shop, shut, shack, shell,

shock198 th- than, that, them, then, this, these, those199 th- thin, thud, thank, thick, think, thing,

thump 200 thr- throb, thrash, thrill, thrush, three,

throat, throw201 wh- why, when, whip, which, whale, white,

PreFixes & suFFixesPrefixes202 dis- disobey, dislike, disagree, discover,

disinfect, displace203 pre- prepay, precook, pretest, preview,

premature, preschool204 re- redo, react, refill, remove, return, replay205 sub- submarine, subdivide, subtest,

suburban, subway206 un- unzip, unkind, unlock, uncover, unhappy,

unlucky

Suffixes207 -ed /d/ called, fizzed, pulled, yelled, mailed,

spilled, stormed208 -ed /t/ mixed, cooked, kicked, kissed, helped,

fished, wished 209 -ed /ed/ dented, landed, listed, melted,

needed, tested, planted

210 -er golfer, helper, painter, pitcher, singer, teacher

211 -ful careful, helpful, hopeful, painful, playful, respectful

212 -ing doing, acting, saying, calling, looking, telling, spelling

213 -less jobless, fearless, helpless, homeless, hopeless, sleepless

214 -ly gladly, neatly, rudely, safely, softly, quietly

215 -ment shipment, payment, treatment, agreement, excitement, punishment

216 -s /s/ cats, cuts, hops, lips, naps, pets, zips 217 -s /z/ bags, beds, bugs, cans, kids, hogs, hugs 218 -y dirty, dusty, sandy, brainy, glassy, frosty,

sleepy

diCtation & assessMentsDictation219 Phonics Dictation Recording Sheet

Assessments220 The Alphabet Sounds Test221 Phonics Skill Test 1: Short a 222 Phonics Skill Test 2: Short e223 Phonics Skill Test 3: Short i224 Phonics Skill Test 4: Short o225 Phonics Skill Test 5: Short u226 Phonics Skill Test 6: Silly Words227 Phonics Skill Test 7: Silent e (Long a and i)228 Phonics Skill Test 8: Silent e (Long o and u)229 Phonics Skill Test 9: ai, ay230 Phonics Skill Test 10: e, ea, ee231 Phonics Skill Test 11: oa, old, ow232 Phonics Skill Test 12: ew, oo233 Phonics Skill Test 13: all, aw234 Phonics Skill Test 14: oi, oy235 Phonics Skill Test 15: ou, ow236 Phonics Skill Test 16: R-Controlled Vowels237 Phonics Skill Test 17: Consonant Blends238 Phonics Skill Test 18: Consonant Digraphs239 Phonics Skill Test 19: Prefixes240 Phonics Skill Test 20: Suffixes

IntroductIonWelcometo The Big Collection of Phonics Flipbooks!The200reproducibleflipbooksand20phonicsassessmentsinthisbooktargetessentialphonicsskillssuchasbasicblending,onsets,rimes,prefixes,andsuffixes.Thesematerialsaredesignedtoinspireengagedlearningandprovidestudentswithmulti-sensory,hands-on,phoneticreadingpractice.Asbeginningandearlyreadersconstructandusetheflipbooks,theygetimportantpracticeinsoundblending,buildingwords,anddecodinghelpfulphonograms,suchas–at(at, bat, cat, fat, mat, pat, rat, sat)and–ing(king, ring, sing, wing, bring, thing, swing).

Inthiscomprehensivecollection,youwillfindaphonicsflipbookforalmosteverywordfamilythathasatleastsixorsevenrelatedwords.Flipbooksarealsoprovidedforinitialconsonantblendsanddigraphs,aswellascommonprefixesandsuffixes.Nomatterwhatgradelevelorreadingseriesyouusewithstudents,youwillfindappropriateflipbookstosupplementyourphonicslessons.Inaddition,youcanusethereproducibledictationpageandphonicsskillteststomonitorstudentprogress,assessmastery,communicatewithparents,andidentifylessonobjectives.Informationaboutphonicsandreadingresearch,importantteachingtips,andusefulwordlistsforphonicsandspellinginstructionarealsoincludedinthisresource.

ThematerialsinThe Big Collection of Phonics Flipbooksaregreatforusewithbeginningreadersofallages,Englishlearners,strugglingreaders,studentsininterventionprograms,adultlearners,andstudentswithlearningdisabilities,visualimpairment,ordyslexia.Theactivitiesaredesignedforusewithyourreadingcurriculumasawaytohighlightandreviewimportantphonicsskills,interjectvariety,andmotivatereluctantlearners.Thiscollection,whichhasbeensuccessfullypilotedwithstudentsintheLosAngelesarea,supportsnationalandregionalmandatesfortheinclusionofsystematicandexplicitphonicsinstructioninbeginningreadinginstructionprograms.Italsoprovidespracticalactivitiesandassessmentsthatteacherscanusetoaddressstateanddistrictstandardsforphonicsskillmastery.

About the AuthorDr. Lynn Melby Gordon is a full-time tenured professor in the Department of Elementary Education at California State University, Northridge where she specializes in teacher education, reading methodology, and English language development. She taught elementary school for fourteen years, was an LAUSD mentor teacher, and frequently served as a supervising teacher for CSUN and UCLA student teachers. Dr. Gordon holds a Ph.D. in Education from UCLA and is the founder of the International Reading Association’s Phonics Special Interest Group.

About PhonIcs InstructIon

What is Phonics?Phonicsisamethodofbeginningreadinginstructionthatfocusesonteachingstudentsthesoundsoftheletters,thesoundsofspellingpatterns,andoralblending.Ouralphabeticwritingsystemisfundamentallyacodesystem,withthelettersandlettercombinationsstandingforspokensounds.Learningtoreadwordsinvolvesdecodingorbreakingthecodeandtranslatingtheprintedsymbolsbackintospeech,atfirstorallyand,later,silently.Forexample,whenkindergartnersaretaughtthathsays/h/asinhouse,thatasays/a/asinappleandthattsays/t/asintiger—andarethenpromptedtoblendthesounds/h/-/a/-/t/togethertoreadhat—theyarelearningtoreadwithphonics.

Effectivephonicsinstructionprovidesclear,explicit,andcarefullysequencedlessonsthatproceedfromsimpleletter-soundassociationstomorecomplexspellingpattern-soundassociations.Teachersshouldmodelcarefulsoundblendingforstudentsandprovideample,deliberateoralwordreadingandwritingpractice.Theuseofthesestrategieshelpsbeginningreadersaccuratelydecode,recallsounds,blendsoundsintowords,andcementthephoneticreadingskillsetintoadominantandhighlyefficientcognitivehabit.

Tomaximizesuccess,mostphonics-basedbeginningreadingprogramsaredesignedtogivestudentspracticeinreadingwithspeciallydesigned“decodables”—easysentencesandshortstoriesofteninlittle-bookformandcontainingahighpercentageofphoneticallysound-out-ablewordscomposedofpreviouslytaughtsoundsandpatterns.Althoughcriticssometimesscoffatdecodabletext,especiallydenselyrhymedsentencessuchas“Nanrantothetanvan,”well-writtendecodabletextgivesstudentsthesupporttheyneedtomovefrombasicphonicsandwordblendingtoreadingsentencesandshortstories.Italsoservesasasafe,comfortablesteppingstoneasstudentsproceeddownthepathtoreadingmoredifficultliterature.

Why teach Phonics?Sincetheearly1990’s,theinclusionofsystematicandexplicitphonicsinstructionforbeginningandstrugglingreadershasbecomethefocusofanimportantreadingreformandschoolimprovementmovementacrosstheUnitedStatesandinmanyotherEnglish-speakingcountries.ThisislargelyduetothedisseminationofinfluentialandcomprehensivereadingresearchreportssuchasBeginning to Read: Thinking and Learning About PrintbyMarilynAdams,Preventing Reading Difficulties in Young Children,editedbySnow,Burns,andGriffin,andThe Report of the National Reading Panel: Teaching Children to Read.Afterreviewingcountlessempiricalstudies,researchersfoundthatphonicsinstructionaidsreadingatthewordlevel.Furthermore,itproducesacascadeofbenefitsincludingimprovedfluency,spelling,and,tosomeextent,comprehension.

In2001,theNoChildLeftBehind(NCLB)legislationrequiredstatesanddistrictsintheUnitedStatestofundonlyevidence-basedreadingprograms.Inresponse,phonicswasofficiallyputbackinthecurriculumandthelawhasbeenwidelycreditedwithraisingreadingachievementacrossthenation.Inaddition,stateandnationalreadingorganizationsupdatedtheirstandardstoclarifytheimportanceofphonicsandemphasizetheurgencyofembracingscientificallybasedreadinginstruction.Thefollowingresearchshowsavarietyofpositiveoutcomesassociatedwithinstructioninphonemicawareness(theabilitytodifferentiateandmanipulatetheindividualspokensoundsinwords)andphonics.

•Phonemicawarenessallowsstudentstobenefitfromphonicsinstructionandpredictsreadingachievement(Adams,2000;Shaywitz,2003).

•Phonemicawarenesstrainingnormalizesbrainfunctionindyslexicsandimprovesreadingability(Shaywitz,2003;Temple,2003).

•Phonemicawarenesstrainingismoreeffectivewhenitistaughtwithletters(NationalReadingPanel,2000).

•Systematicphonicsinstructionproducessignificantbenefitsforstudentsinkindergartenthrough6thgrade(NationalReadingPanel).

•Systematicphonicsinstructionproducessignificantbenefitsforstrugglingreadersaswellasforstudentswithlearningdisabilities(NationalReadingPanel).

•Systematicsyntheticphonicsinstructionissignificantlymoreeffectiveinimprovinglowsocioeconomicstatus(SES)thaninstructionalapproachesthatarelessfocusedontheseinitialreadingskills(NationalReadingPanel).

•Phonicsinstructionisassociatedwithsignificantimprovementinstudents’abilitytocomprehendtext.(NationalReadingPanel).

•Acrossallgradelevels,systematicphonicsinstructionimprovestheabilityofgoodreaderstospell(NationalReadingPanel).

•ExplicitphonicsinstructionhelpsEnglishlearnersacquireEnglishreadingskills(equivalenttonativespeakers)intwotothreeyears(Resnick,2004).

•Systematicandstrategicrime-basedandphoneme-basedphonicsinstructionisassociatedwithimprovedwordreading(White,2005;Wylie&Durell,1970)andreadingcomprehension(White,2005).

how do I begin teaching Phonics? Whenpreparingforphonicsinstruction,plantoteachthebasic(mostfrequent)lettersoundsbeforeaskingstudentstoreadwords.YoucanusetheLetter-SoundChartonpage17asaguidetoteachtheindividualsoundforeachletterofthealphabet.Agoodruleofthumb,atthepreschoolandkindergartenlevel,istospendatleasttwodaystoaweekoneachletterandsound.

Effectiveletter-soundinstructionisvivid,engaging,multisensory,andofteninvolvestheuseofpuppets,songs,alliterativechants,kinestheticmemorycues(pantomimedactionstogoalongwithandreinforcethesoundbeingtaught),and,especially,objectsorpicturecardsthatbeginwiththefeaturedsound.Plananarrayofmotivatingactivitiesandhands-onprojectstohelpanchortheprimarysoundforeachletterinstudents’memories.Asyoufocusoneachletter-soundcorrespondence,displaytheletterinlargeprint—usingitslowercaseform—onhalf-sheetsoftagboardorconstructionpapertohelpreinforcetheassociationofitssoundwiththeprintedletter.(Capitallettersaremuchlessimportantsincereadersencounterthemintextlessfrequently.)

Are short Vowels sounds Important? Yes!Studentswhodonotknowtheirshortvowelsoundsoftenfailtolearnhowtoblendsmallwordssoundbysound—acrucialfirststepinlearninghowtoread.Whenstudentsbegintopracticeblendingsoundsandreadingwords,presentthemwithnumerousthree-letterconsonant-vowel-consonant(CVC)words,suchascat, hen, win, fog,andsun.Helpthemunderstandthatwhenavowelisbetweentwoconsonants,suchasinthesewords,itveryreliablymakesitsshortvowelsound.StudentsmustlearntheshortvowelsoundstothepointofmasterytoenablesuccessfulearlyblendingpracticewithCVCwords.Whenreferringtothevowelsoundsduringinstruction,becarefultosaytheactualsoundsandnottheletternames.

Is it improper to say that a letter “says” or “makes” a certain sound? While literacy experts are not in full agreement, the answer to this question is basically “No.” Perhaps, because young children learn that cats say “Meow,” and cows say “Moo,” it makes sense to them when a teacher explains that “S says /s/” or “S makes the /s/ sound like we hear at the beginning of s-s-snake.” Children accept and process this direct and commonsensical explanation easily and the use of these terms can be a good, clear way to help students understand the link between spoken and written language. Letters and letter combinations are the written symbols of our speech, and when we read, we actually are translating the symbols into sounds, in our minds, if not aloud.

teaching tipUse lowercase letters for phonics instruction. Many beginning and struggling readers are familiar only with the shapes of the capital letters. Teach students to automatically recognize the lowercase letters (and the sounds associated with those letters) before using the phonics flipbooks.

About thIs bookWhat’s Inside?Here’swhatyou’llfindinThe Big Collection of Phonics Flipbooks:

• 200ReproduciblePhonicsFlipbooks—Easy-to-assembleflipbooksaredesignedtogivestudentsphoneticreadingpracticeinbasicblending,onsets,rimes,prefixes,andsuffixes.Thewordstripatthetopofeachreproduciblepageliststhewordsfeaturedintheflipbookandcanalsobeusedtoreinforcelearning(seeExtensionActivitiesonpage15).

• PhonicsDictationRecordingSheet—Studentspracticesound-spellingrelationshipsbywritingdictatedwordsoncopiesofthisreproducible.

• Assessments—TheresultsfromTheAlphabetSoundsTestandPhonicsSkillTestscanbeusedtoguideyourphonicsinstruction,evaluateandtrackindividuallearning,andcommunicatestudentprogresswithfamilies.

how Are the Flipbooks constructed?Makingeachphonicsflipbookiseasy!Simplycopytheflipbookofyourchoice(forvarietyandinterest,youmightmakecoloredcopies),distributethepagestostudents,andhavethemfollowthedirectionsbelow.Inthreequicksteps,theflipbookiscompletedandreadyforuse!

teaching tipAlways give students a purpose for reading their flipbooks. For example, invite them to read their flipbooks aloud to:

• the class

• individual classmates

• a parent or other adult volunteer

• a small group during reading lessons

• family members (at home)

1. Carefullycutaparttheflipbookpages.

2.Stackthepages. 3. Staplethepagestogether,thenread!

The Big Collection of Phonics Flipbooks

an cf m pr v th

an can fan man pan ran van than

an cf m pr v th

When should I use the Alphabet sounds test? Thephonicsflipbooksprovideterrifichelpforstudentswhoneedpracticewithblendingandsoundingoutphoneticallyregularwords.But,ifstudentsknowonlythenamesoftheletters,theyarenotyetreadyforblendingpractice.Inorderforstudentstosuccessfullysoundoutwords,itisessentialthattheyfirstmasterthemostfrequentsoundsoftheletters—especiallytheshortvowelsounds.Beforeintroducingbeginningandstrugglingreaderstoanyofthephonicsflipbooks,useTheAlphabetSoundsTest(page220)tofindoutwhichlettersandsoundstheyknowandwhichstillneedtobetaught.

ToadministerTheAlphabetSoundsTest,copyandcutapartthetwosectionsofthepage.Fillinthestudent’snameanddatewhereindicatedonbothsections.Thengivethestudentthetopsectionofthetesttouseforhisorherresponsesasyoufollowdirectionsontheteachersectiontogivethetest.Duringthetest,recordeachresponseontheteacher’sscoresheetonly.Afterward,circlethelettersonthestudentsectiontoindicatewhichonesthestudentneedstolearnandpractice.Sendthissectionhometocommunicatewiththestudent’sfamilyandencouragethemtotakeanactiveroleintheirchild’slearning.YoumightalsosendacopyoftheLetter-SoundChart(page17)forparentstouseasaguideforthelettersounds.

Asareminder,ifstudentshavenotyetmasteredthelettersounds,plantorevieworteachtheminafun,engaging,systematic,andexplicitmannerbeforeusingthephonicsflipbooks.(SeetheLetter-SoundChartonpage17.)

how do I use the Flipbooks With students? Studentswhohavemasteredlettersounds,especiallytheshortvowelsounds,arereadytostartworkingwithphonicsflipbookstopracticeblending.Usethefollowingguidelinesandsuggestionstohelpstudentsexperiencesuccesswhenusingtheflipbooks.

start with consonant-vowel-consonant words. Presentbeginningreaderswithflipbooksthatfeatureconsonant-vowel-consonant(CVC)wordscontainingthelettersandsoundsthattheyhavealreadylearnedandmastered.FlipbookswithonlytheCVCpatternincludethosefortheshortvowelphonograms-ad, -at, -et, -ig, -ip, -ob, -ox, and -ug. Foracompletelistofflipbooksforshortvowelphonograms,checktheShortVowelssectionunder“WordFamilies”intheContents(pages3–4).

teach blending.Previeweachnewwordfamilyorphonicsprinciple.Guidestudentstofollowalongatthetopofeachnewflipbookpageasyoufirstreadthewordsaloud.Thenhelpstudentsslowly“soundout”orsmoothlyblendnewwordssoundbysound.Duringthelesson,dothefollowing:

the Alphabet sounds test can help You:• plan your phonics

instruction

• decide how to group students for small group lessons

• individualize instruction

• record student learning over time

• communicate student progress with families, classroom aides, and instructional tutors

m s t c b a i n pd f o z g l e y u

j h k q r v x w

t’s th

ith th

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•EncouragebeginningreaderstoslowlyandorallysoundouteachsoundinCVCwords.(Relativelysloworalblendingisappropriateandmosthelpfulforbeginningreaders.)

•Demonstrateadeliberatesounding-outstrategy.Showstudentshowtomovetheirfingersfromlettertoletterastheyblendthesoundstogether.

•Whenworkingwithstrugglingstudents,strategicallyusewordsthatstartwithcontinuousconsonantssuchasl, m, n, r, s, v, w, andz.

•Promptstudentsto“keeptheirmotorrunning.”Modelhowtosustainthefirstsound,blendthatsoundintothevowelsound,andfinallyaddthelastsound.Use“Repeat after me”asyourrefrain,untilstudentsarereadytomakethedevelopmentalleapandpracticeblendingontheirown.

Pick and choose flipbooks.The200flipbooksinthiscollectionaredesignedtosupplementengaging,systematic(well-sequenced),andexplicitphonicslessons—notreplacethem.Ratherthanrequiringstudentstomakealltheflipbooks,chooseflipbooksthatcorrespondtostudents’needsforadditionalblendingpractice.Accordingtotheirlearningstyles,somestudentsmaybenefitfromusingagreatervarietyofflipbooksorfromusingthemmoreoftenforpractice.Theorderinwhichyouchooseflipbooksforinstructionmightvaryaswell,dependingonyourphonicsprogram,yourteachingcriteriaandstyle,andstudentneeds.Asyouusetheflipbookswithstudents,keepinmindthateffectivereadinginstructionincludeslessonsrelatedtophonemicawareness,phonics,fluency,vocabulary,andcomprehension,andalsointegrateslistening,speaking,andwriting.

how do I use the Phonics dictation recording sheet? Afterintroducinganewwordfamilyorphonicsskill,usethePhonicsDictationRecordingSheet(page219)togivestudentspracticeandreinforcementinsound-letterandsound-spellingrelationships.Beforeconductingadictationexercise,introducethephonicsgeneralizationorfeaturedspellingpatternthatwillbeusedintheactivity.Leadstudentstosoundoutandreadthewordsinthetargetedphonicsflipbookorthecorrespondingwordstrip.Thenexplainthattheywillbesoundingoutandwritingwordsforpractice—nottakingaspellingtest.(Forthisreason,teacherssometimeschoosetoleaveupdisplaysofphonogramwordchartsorwordlistsduringdictation.)Assurestudentsthatit’sokaytomakemistakesandcorrections—theywillnotbegraded.Thescriptatthetopofpage14providesanexampleofhowyoumightconductadictationlesson.

teaching tipPhonics experts strongly recommend avoiding rapid sight word drills with struggling readers, as this can encourage them to become impulsive word guessers. For students who are still learning to blend sounds together, limit sight word practice to perhaps 10–15 words (such as the, is, are, a, to, was, for, he, she, and you). The flipbooks in this collection should not be used as flashcards for rapid sight word memorization.

1. Prompt listening, speaking, and writing during the dictation exercise. Say: Get ready to write the sounds in the words you hear. Don’t worry about making mistakes. Just listen carefully to the sounds in the words as I say them slowly and try to write what you hear. The word is _____. Everybody say _____. Good. Now write what you hear.

2. Give immediate feedback after each word and prompt students to check their work. Writeeachwordontheboardandsay: Now look up here at the board and check the word. If you made a mistake, fix it. If you got the word right, draw a little happy face next to it.

3. read all the dictated words silently and then aloud. Say: Now put your finger next to the first word on your list. Silently read that word to yourself. Then read the next word to yourself. Do this with all the words on your sheet. Good. Now put your finger next to the first word again. Let’s read each word slowly out loud. Here we go.

Asstudents’blendingandwritingskillsimprove,theywillalsobenefitfromwritingandreadingsentences.Whenfirstintroducingsentencedictationexercises,deviseanduseveryshortsentencesthatfeaturemostlythree-letterCVCwords,suchaspan, can, pat, cat, let, net, jog, dog, but, cut,andsoon.Trytostrictlylimittheuseofsightwordsintheseearlysentence-writingexercises.Somegood,usefulbeginningsightwordsincludethe, is, are, a, to, was, for, he, she,and you. Herearesomeexamplesofthetypeofverybasicdictationsentencesyoumightusewithbeginningreadersandwriters:

The dog is hot. The cat can run. The bug is sad.

Aftereachdictatedsentence,helpstudentscheck,correct,andreadtheirwriting.Youcandevelopmorecomplexdictationsentencesbasedonthenewphonogramsandwordfamiliesastheyaretaught.

conducting dictationDuring a dictation exercise, do the following:

• Slowly pronounce each word one at a time. Prompt students to repeat each word and write what they hear, sound by sound on the sheet.

• Provide immediate feedback by displaying the proper spelling of each dictated word after students write it. Encourage students to check their work and correct their mistakes.

• At the end of a dictation exercise, have students read each word on their dictation sheet silently, and then aloud.

The Big Collection of Phonics Flipbooks 219

Phonics Dictation

12345678

Phonics Dictation

12345678

how do I use the Phonics skills tests?The20PhonicsSkillsTests(pages221–240)canbeusedtomonitorstudentlearningandprogress.Theyalsoserveasusefultoolsforguidingyourphonicsinstructionandcommunicatingwithfamilies.Thehandyone-pagedesignallowsyoutosendhomeoneparttoparentsandretaintheothersectionforyourrecords.AfterstudentslearntheskillorskillstargetedoneachPhonicsSkillTest,followthesestepstousethetest:

1.Copyandcutapartthetwosectionsofthepage.Fillinthestudent’snameanddatewhereindicatedonbothsections.

2.Placethetopsectionofthetestinfrontofthestudent.Askthestudenttoreadeachwordoneatatime.OntheTeacherScoreSheetonly,checktheboxforeachwordthestudentreadscorrectly.

3.Afterthestudentcompletesthetest,counthowmanycorrectwordsheorsheread.Writethatnumberintheboxlabeled“Totalwordsreadcorrectly”atthetopoftheTeacherScoreSheet.

4.Usethekeyatthebottomofthescoresheettodeterminetheleveloffluencywithwhichthestudentreadthewords.Checktheboxnexttothemostaccuratedescriptionofthestudent’sperformance.Recordanynotesonthelinesatthebottomofthesheet.

5.Onthestudentsectionofthetest,checkeachwordheorshereadcorrectly.TransfertheremaininginformationfromtheTeacherScoreSheettothestudentsection.

6. Sendthestudentsectionhometoinformfamiliesoftheirstudent’sskill,progress,andneeds.KeeptheTeacherScoreSheetforyourrecords.

What Are some Ways I can Extend Phonics Learning?Listedbelowarejustafewwaysyoucanextendtheuseofyourphonicsflipbooksandprovidefun,engagingactivitiesthatmotivateandreinforcestudentlearning.

illustrate the Flipbooks. Allowstudentstodrawpicturesonthebackofthepagesintheirflipbookstoillustratethemeaningofasmanywordsaspossible.

Make Word Bracelets. Invitestudentstocutoutthewordstripatthetopofeachphonicsflipbookpageandmakebraceletswiththem.Theycanfitthestriptotheirwristandthentapestheendstogether.Encouragestudentstoreadandrereadthewordsontheirbraceletsthroughouttheday.Theycanalsoweartheirbraceletshometosharewiththeirfamilies!

Create a Flipbooks Center. Placeatuboffilefolderscontainingflipbookpatternsinacenter.Addscissorsandstaplers.Thenallowstudentstomakenewphonicsflipbookswhenevertheyhavesparetimeorasareward.

mail rain way fail

day gray jail play

stain pay pain sail

plain snail brain train

Phonics Skill Test 9:

way jail

play sail

� �

Create interactive Bulletin Boards. Makea3-Dinteractivedisplaybyattachingphonicsflipbooks toabulletinboard!Pineachflipbooktothedisplay,leavingthepagesloosetoallowstudentstoturnthepagesandreadthewords.

use the Flipbook Patterns in a Pocket Chart. Cutapartthepatternfortheflipbooksofyourchoiceandusethepagesinapocketchart.Invitestudentstomovethepagesaroundinthecharttocreatenewanddifferentwordstosoundoutandspell.

Create stories and Poems. Tohelpbuildvocabularyandwordusage,challengestudentstousetheflipbookwordstotellorwritetheirownsillyorseriousstoriesandpoems.Studentswillenjoyworkingwiththerhymingoralliterativeflipbookwords—andsharingtheircreationswiththeclass!

Create Games. Thewordsinthewordfamilyflipbookscanbeusedinawidevarietyofeasy-to-makegames,suchasBingo,GoFish,Memory,wordsorts,andsoon.Youcaneveninvolvestudentsinmakingthegamecardsandestablishinggamerules.

Make Giant Flipbooks. Makeenlargedcopiesoftheflipbookpatternsandinvitestudentstomakelargeversionsofthebooks.Usethegiantflipbooksforwhole-classlessons.

Make nonsense Words. Allowstudentstoplaywithlettersandsoundsfromdifferentflipbookstoinventnon-wordsornonsensewords.Suchwordplaycanprovidevaluablereinforcementandpracticewithcorephonemicawarenessandphonicsskills.

Connect to Literature. Beonthelookoutforaspectsofwordplay,wordfamilies,phonograms,andsoonasyoushareread-aloudbooksorliteraturefromyourbasalreadingprogram.Wherepossible,introduceflipbooksthatcomplementthetext.Thiswillhelpstudentsmakeliteratureconnections,aswellasenrichyourlanguageartsprogram.

Link to decodable Books.Ifyourbasalreadingprogramfeaturesdecodableorsound-out-ablereadingbooksforbeginningreaders,youmightusethephonicsflipbooksthatcorrespondtothefeaturedwordpatternstoprovideadditionalreinforcement.

Create a Flipbooks Collection. Provideeachstudentwithalargeenvelopelabeled“[Student’sName]PhonicsFlipbookCollection.”Storealltheenvelopesinatuborbasketintheclassroom.Invitestudentstodeposittheircompletedflipbooksintotheirenvelopesforeasystorageandsafekeeping.Eachtimetheymakeanewflipbook,sendtheenvelopeandanotehomewithstudentsexplainingtofamilieshowtousetheflipbookstoreinforcetheirstudents’learning.Forexample,thenotemightsay,“Askyourchildtoreadthenewflipbookoutloudthreetimes.Thenhaveyourchildreadalltheotherflipbooksonce.Besuretoreturnthisenvelopeandallflipbookstoschooltomorrow.HappyReading!”

Letter-sound chartThischartfeaturestheprimary(mostfrequent)lettersoundsandwordsthatcanbeusedtoteachthem.Whenstudentsarefirstlearningletter-soundrelationships,theyshouldalwaysbetaughttheprimarysoundforeachletter.

Aa says /a/ like we hear at the beginning of a-a-apple.

Bb says /b/ like we hear at the beginning of b-b-boy.

Cc says /k/ like we hear at the beginning of c-c-cat.

Dd says /d/ like we hear at the beginning of d-d-dinosaur.

Ee says /e/ like we hear at the beginning of e-e-elephant.

F f says /f/ like we hear at the beginning of f-f-fish.

Gg says /g/ like we hear at the beginning of g-g-girl.

Hh says /h/ like we hear at the beginning of h-h-horse.

I i says / i / like we hear at the beginning of i-i-insect.

Jj says /j/ like we hear at the beginning of j-j-jellyfish.

Kk says /k/ like we hear at the beginning of k-k-kangaroo.

L l says /l/ like we hear at the beginning of l-l-lion.

Mm says /m/ like we hear at the beginning of m-m-monkey.

Nn says /n/ like we hear at the beginning of n-n-nose.

Oo says /o/ like we hear at the beginning of o-o-octopus.

Pp says /p/ like we hear at the beginning of p-p-pig.

Qq says /kw/ like we hear at the beginning of qu-qu-queen.

Rr says /r/ like we hear at the beginning of r-r-rabbit.

Ss says /s/ like we hear at the beginning of s-s-sun.

Tt says /t/ like we hear at the beginning of t-t-tiger.

Uu says /u/ like we hear at the beginning of u-u-umbrella.

Vv says /v/ like we hear at the beginning of v-v-violin.

Ww says /w/ like we hear at the beginning of w-w-wagon.

Xx says /ks/ like we hear at the end of ax.

Yy says /y/ like we hear at the beginning of y-y-yellow.

Zz says /z/ like we hear at the beginning of z-z-zipper.

references and resourcesAdams,M.(1990). Beginning to read: Thinking and learning about print.Cambridge,MA:MITPress.

Bear,D.R.,Invernizzi,M.,Templeton,S.&Johnston,F.(2008).Words their way: Word study for phonics, vocabulary, and spelling instruction (4thed.).UpperSaddleRiver,NJ:Pearson.

Blevins,W.(2006).Phonics from A to Z (2nded.).NewYork:ScholasticProfessionalBooks.

Chall,J.&Popp,H.(1999).Teaching and assessing phonics: Why, what, when, how.Cambridge,MA:EducatorsPublishingService.

Flesch,R.(1955,reprint1986).Why Johnny can’t read: And what you can do about it.NewYork:Perennial.

Gunning,T.G.(2000).Phonological awareness and primary phonics.NeedhamHeights,MA:Allyn&Bacon.

Hiskes,D.G.(2005).Phonics Pathways(9thed.).SanFrancisco:Jossey-Bass.

NationalInstituteofChildHealthandHumanDevelopment.(2000).Report of the National Reading Panel. Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction.Washington,DC:GovernmentPrintingOffice.

Resnick,L.B.(Ed.)(2004).Englishlanguagelearners:Boostingacademicachievement.Research Points[Specialissue.]Washington,DC:AmericanEducationalResearchAssociation,1-4.

Shaywitz,S.(2003).Overcoming dyslexia: A new and complete science-based program for reading problems at any level. NewYork:Knopf.

Snow,C.E.,Burns,M.S.&Griffin,P.(Eds.).(1998).Preventing reading difficulties in young children.Washington,DC:NationalAcademyPress.

Temple,E.(2003).Changesinbrainfunctioninchildrenwithdyslexiaaftertraining.The Phonics Bulletin: The annual newsletter of the International Reading Association’s Phonics Special Interest Group, 1,1-3.

White,T.(2005).Effectsofsystematicandstrategicanalogy-basedphonicsongrade2students’wordreadingandreadingcomprehension.Reading Research Quarterly,40,234-255.

Wylie,R.E.&Durrell,D.D.(1970).Elementary English, 47, 787-791.

helpful Websiteseric.ed.gov(EducationalResourcesInformationCenter,anonlinedigitallibraryofeducationalresearchandinformationsponsoredbytheU.S.DepartmentofEducation)

nrrf.org(TheNationalRighttoReadFoundation)

phonics.info(Dr.LynnGordon’sphonicswebsite)

phonicsbulletin.info(informationandresourcesfromtheInternationalReadingAssociation’sPhonicsSpecialInterestGroup)

readingrockets.org(informationandresourcesonreadingsponsoredbytheU.S.DepartmentofEducation)

Short Vowels: Short a

ab cj l cr

gr sc st

cab jab lab crab grab scab stabTh

ack bJ p sbl cr sn

back Jack pack sack black crack snack

ad bD f hm s gl

ad bad Dad fad had mad sad glad

ag br s tw br f l

bag rag sag tag wag brag flag

am ham jam Pam Sam yam clam swam

am hj P Sy cl sw

amp camp damp lamp ramp champ clamp stamp

ch cl st

an cf m pr v th

and band hand land sand bland brand stand

bl br st

bang fang gang hang rang sang slang

ang bf g hr s sl

bank sank blank drank Frank spank thank

ank bs bl dr

Fr sp th

ant pant rant chant grant plant slant

p r ch

gr pl sl

cap lap map nap sap snap trap

ap cl m ns sn tr

ash cash lash mash rash flash smash trash

ash cl m r

f l sm tr

cast fast last mast past vast blast

ast cf l mp v bl

at bat cat fat hat pat rat sat

at bc f hp r s

batch catch hatch latch match patch snatch

atch b

m p sn

axf l Mt w fl

eax fax lax Max tax wax flax

deck neck peck check fleck speck

Short Vowels: Short e

eckd n pch fl sp

ebed fed led red wed bled sled

ed bf l rw bl sl

ebell fell sell well yell smell spell

ell bf s wysm sp

belt felt melt pelt welt dwelt

eltb f mp w dw

eden hen men pen ten then when

en dh m pt th wh

bench drench French quench stench trench

b dr Fr

qu st tr

end bend lend mend send blend spend trend

end bl m s

bl sp tr

bent dent rent sent tent went spent

ent bd r st w sp

kept wept crept slept swept

eptk w crsl sw

less mess chess dress guess press stress

ess lm ch drgu pr str

ebest nest pest rest test vest west

est bn p rt v w

eget jet let met net pet wet

et gj l mn p w

ebib fib jib nib rib crib glib

Short Vowels: Short i

ib bf j nr cr gl

ekick lick pick sick quick stick trick

ick kl p s

qu st tr

edid hid kid lid rid grid slid

id dh k lr gr sl

egift lift sift drift shift swift thrift

ift gl s dr

sh sw thr

ebig dig fig gig jig pig wig

ig bd f gj p w

eill bill fill gill hill Jill will still

ill bf g hJ w st

edim him Jim Kim slim swim trim

im dh J Ksl sw tr

imp limp chimp crimp primp skimp shrimp

l ch cr

pr sk shr

ein fin pin win chin skin thin twin

in fp w chsk th tw

eking ring sing wing bring sting thing

ing kr s w

br st th

ink pink sink wink blink drink stink think

ink ps w bl

dr st th

hint lint mint tint print splint squint

pr spl squ

dip hip lip rip sip tip zip

ip dh l rs t z

it bit fit hit pit sit quit spit

it bf h ps qu sp

itch ditch hitch pitch witch glitch stitch switch

itch dh p wgl st sw

Short Vowels: Short o

Bob cob gob job mob rob sob

ob Bc g jm r s

dock lock rock sock block clock flock

ock dl r s

bl cl f l

cod mod nod pod rod clod plod

od cm n pr cl pl

dog fog hog jog log clog frog

og df h jl cl fr

cop hop mop pop top drop stop

op ch m pt dr st

dot got hot lot not pot spot

ot dg h ln p sp

ox box fox lox pox

oxb fl p

Short Vowels: Short u

cub hub rub sub tub club scrub

ub ch r st cl scr

bud cud dud mud crud spud thud

ud bc d mcr sp th

duck luck puck suck tuck stuck truck

uck dl p st st tr

buff cuff huff puff fluff scuff stuff

uff bc h pfl sc st

bug dug hug jug mug rug tug

ug bd h jm r t

gum hum rum sum chum drum plum

um gh r sch dr pl

bump dump hump jump lump pump thump

l p th

bun fun gun pun run sun spun

un bf g pr s sp

bunch lunch munch punch brunch crunch scrunch

unch b

br cr scr

hung lung sung clung slung sprung strung

l s cl

sl spr str

bunk hunk junk sunk drunk skunk trunk

dr sk tr

bunt hunt punt runt blunt grunt stunt

unt bh p rbl gr st

hush mush rush blush brush crush flush

ush hm r blbr cr f l

dust gust just must rust crust trust

ust dg j mr cr tr

but cut gut hut nut rut shut

ut bc g hn r sh

Long Vowels With Silent e: Long a

ace face lace race brace place space trace

ace fl r br

pl sp tr

fade made wade blade grade shade trade

ade fm w blgr sh tr

age cage page rage sage wage stage

agec p rs w st

ebake cake lake make take wake snake

ake bc l mt w sn

eale male pale sale tale scale stale whale

ale mp s tsc st wh

ecame game name same blame flame frame

bl f l fr

ecane Jane lane mane pane crane plane

ane cJ l mp cr pl

eape cape gape tape drape grape scrape shape

ape cg t drgr scr sh

eate date gate hate late plate skate state

ate dg h lpl sk st

ecave Dave gave save wave brave grave

ave cD g sw br gr

edaze gaze haze maze blaze craze glaze

aze dg h mbl cr gl

Long Vowels With Silent e: Long i

ice dice mice nice rice price slice twice

ice dm n rpr sl tw

hide ride side wide bride glide slide

ide hr s w

br gl sl

fife life rife wife strife

ifef l rw str

ebike hike like Mike spike strike trike

ike bh l Mspstr tr

ef ile mile pile tile vile smile while

ile fm p tv smwh

edime lime time chime crime grime slime

ime dl t ch

cr gr sl

edine fine line mine nine pine vine

ine df l mn p v

epipe ripe wipe gripe snipe swipe stripe

ipe pr w gr

sn sw str

ebite kite mite site quite spite white

ite bk m s

qu sp wh

edive five hive jive live drive strive

ive df h jl dr str

Long Vowels With Silent e: Long o

joke poke woke broke choke smoke spoke

oke jp w brch sm sp

e ole dh m pr s st

dole hole mole pole role sole stole

ebone cone zone clone phone shone stone

one bc z cl

ph sh st

ecope dope hope mope nope grope scope

ope cd h mn gr sc

hose nose pose rose chose close those

ose hn p rch cl th

dote note rote tote vote quote

oted n rt v qu

cove wove clove drove grove stove trove

ove cw cl drgr st tr

dude nude rude crude prude

Long Vowels With Silent e: Long u

d n rcr pr

Long Vowels With Silent e: Long u

cute jute lute mute brute flute

utec j lm br fl

Other Long Vowel Phonograms

ail fail jail mail nail pail sail snail

ail fj m np s sn

main pain rain brain plain stain train

ain mp r brpl st tr

day may pay say way gray play

ay dm p sw gr pl

be he me we she

eb h mw sh

pea sea tea flea plea

eap s tf l pl

eeach beach leach peach reach teach bleach preach

each b

t bl pr

ebeak leak peak weak sneak speak squeak

sn sp squ

edeal heal meal real seal steal squeal

s st squ

ebeam team cream dream steam scream stream

t cr dr

st scr str

eeat beat heat meat neat seat bleat cheat

eat bh m ns bl ch

ebee fee see flee free tree three

ee bf s f lfr tr thr

efeed need seed weed bleed greed speed

eed fn s wbl gr sp

epeek seek week cheek creek Greek sleek

s w ch

cr Gr sl

eeel feel heel keel peel reel steel wheel

eel fh k pr st wh

ebeep deep jeep keep weep cheep sleep

eep bd j kw ch sl

ebeet feet meet greet sheet sweet street

eet bf m grsh sw str

efight light might right sight tight bright

ight f

s t br

ebind find kind mind wind blind grind

ind bf k mw bl gr

eoat boat coat goat moat float gloat throat

fl gl thr

eold cold fold gold hold mold sold told

old cf g hm s t

elow mow crow grow show snow

owl m cr

gr sh sn

eown mown blown flown grown shown thrown

m bl f l

gr sh thr

by my cry fly sky try shy why

b m cr fl

sk tr sh wh137

Diphthongs

oil boil coil foil soil toil broil spoil

oil bc f st br sp

Diphthongs

ouch couch pouch vouch crouch grouch slouch

cr gr sl

Diphthongs

bound found hound pound round sound ground

ound b

r s gr

Diphthongs

house louse mouse blouse grouse spouse

bl gr sp

Diphthongs

out pout scout shout spout trout sprout

p sc sh

sp tr spr

Diphthongs

ow cow how now vow wow brow plow

ow ch n vw br pl

Diphthongs

owl fowl howl jowl growl prowl scowl

owlf h jgr pr sc

Diphthongs

down town brown clown crown drown frown

t br cl

cr dr fr

Diphthongs

boy coy joy Roy soy toy ploy

oy bc js t pl

Variant Vowel Phonograms

all call fall mall tall wall small stall

all cf m tw sm st

aw jaw law paw raw saw draw straw

aw jl p rs dr str

dawn fawn lawn pawn yawn drawn prawn

y dr pr

dew new blew chew crew threw

ewd n blch cr thr

gong long song tong prong strong

ongg l st pr str

Short Vowels: Short aVariant Vowel Phonograms

boo coo goo moo too zoo

oob c gm t z

book cook hook look took brook shook

ook bc h lt br sh

cool fool pool tool drool school stool

dr sch st

boom room zoom bloom broom gloom groom

r z bl

br gl gr

coop hoop loop droop scoop snoop troop

oop ch l drsc sn tr

boot hoot loot root toot scoot shoot

oot bh l rt sc sh

boss loss moss toss cross floss gloss

oss bl m t

cr f l gl

R-Controlled Vowels

air fair hair pair chair flair stair

airf h pch fl st

R-Controlled Vowels

bar car far jar tar scar star

ar bc f jt sc st

R-Controlled Vowels

bare care rare scare share stare square

c r sc

sh st squ

R-Controlled Vowels

bark dark mark park Clark shark spark

ark bd m p

Cl sh sp

R-Controlled Vowels

cart dart part tart chart smart start

art `cd p tch sm st

R-Controlled Vowels

ear dear fear gear hear year clear smear

ear df g hy cl sm

R-Controlled Vowels

dirt flirt shirt skirt squirt

d f l sh

sk squ

R-Controlled Vowels

ore more sore wore chore score snore store

ore ms w chsc sn st

R-Controlled Vowels

cork fork pork York stork

orkc f pY st

R-Controlled Vowels

born corn horn torn worn scorn thorn

orn bc h tw sc th

R-Controlled Vowels

fort Mort port sort short snort sport

ort fM p ssh sn sp

elby Gordon,

Scholastic Teaching Resources

Initial Consonant Blends

bled blob black blast blend blond blush

ob ack ast

end ond ush

elby Gordon,

brad bran brat brim brand brass brick

an at im

and ass ick

elby Gordon,

clam clap clip club class cliff clock

ap ip ub

ass iff ock

elby Gordon,

crab crib crop crack craft cross crust

ib op ack

aft oss ust

elby Gordon,

drag drip drop drug drum dress drill

ip op ug

um ess ill

elby Gordon,

flag flat flip flop flock floss fluff

f l ag

at ip op

ock oss uff

elby Gordon,

fret frog fresh frill frizz frost free

og esh ill

izz ost ee

elby Gordon,

glad glop glum gland glass glint gloss

op um and

ass int oss

elby Gordon,

grab grin grip grit grub grant grass

in ip it

ub ant ass

elby Gordon,

plan plop plot plug plum plus plant

op ot ug

um us ant

elby Gordon,

prim prod prop press prick primp print

od op ess

ick imp int

elby Gordon,

quit quiz quack quest quick quill quilt

iz ack est

ick ill ilt

elby Gordon,

scab scan scam scat scum scoff scuff

an am at

um off uff

scrap scrub scratch scrape scream screen

scrap ubatch apeeam een

Lynn Melby G

ordon, Scholastic Teaching Resources

elby Gordon,

skid skin skip skit skill skull skunk

in ip it

ill ull unk

elby Gordon,

slam slap slid slip slug slant slept

ap id ip

ug ant ept

smug smack smash smell smelt smock

smug ackash ellelt ock

by Lynn Melby G

elby Gordon,

snap snip snob snub snug snack sniff

ip ob ub

ug ack iff

elby Gordon,

squid squint squish squeak squeal squeeze square

squ id

int ish eak

eal eeze are

elby Gordon,

spin spit spot spell spend spent spill

it ot ell

end ent ill

splat split splash splint splosh splotch

splat itash intosh otch

by Lynn Melby G

elby Gordon,

step stop stamp stand stick stiff still

op amp and

ick iff ill

elby Gordon,

strap strip stress string strong struck street

str ap

ip ess ing

ong uck eet

elby Gordon,

swam swim swell swept swing swish switch

im ell ept

ing ish itch

elby Gordon,

trap trim trip trot track truck trust

im ip ot

ack uck ust

elby Gordon,

twig twin twitch twice twine tweed tweet

in itch ice

ine eed eet

elby Gordon,

Initial Consonant Digraphs

chat chin chop check chest chick chill

in op eck

est ick ill

elby Gordon,

shin ship shop shut shack shell shock

ip op ut

ack ell ock

elby Gordon,

than that them then this these those

at em en

is ese ose

elby Gordon,

thin thud thank thick think thing thump

ud ank ick

ink ing ump

elby Gordon,

throb thrash thrill thrush three throat throw

thr ob

ash ill ush

ee oat ow

elby Gordon,

why when whip which whale white wheel

wh yen ip ichale ite eel

by Lynn Melby G

disobey likeagree coverinfect place

Prefixes

disobey dislike disagree discover disinfect displace

by Lynn Melby G

pay cook

test view

mature school

Prefixes

prepay precook pretest preview premature preschool

redo react refill remove return replay

redo actfill moveturn play

by Lynn Melby G

Prefixes

by Lynn Melby G

Prefixes

submarine subdivide subtest suburban subway

marine divide

test urban

by Lynn Melby G

Prefixes

unzip unkind unlock uncover unhappy unlucky

un zip kindlock coverhappy lucky

Suffixes

called fizzed pulled yelled mailed spilled stormed

ed call

fizz pull yell

mail spill storm

Suffixes

mixed cooked kicked kissed helped fished wished

ed mix

cook kick kiss

help fish wish

Suffixes

dented landed listed melted needed tested planted

ed dent

land list melt

need test plant

Suffixes

golfer helper painter pitcher singer teacher

ergolf help

paint pitchsing teach

Suffixes

careful helpful hopeful painful playful respectful

care help

hope pain

play respect

Suffixes

doing acting saying calling looking telling spelling

ing do

act say call

look tell spell

Suffixes

jobless fearless helpless homeless hopeless sleepless

lessjob fear

help homehope sleep

lyglad neatrude safesoft quiet

Suffixes

gladly neatly rudely safely softly quietly

Suffixes

ship pay

treat agree

excite punish

shipment payment treatment agreement excitement punishment

Suffixes

cats cuts hops lips naps pets zips

cut hop lip

nap pet zip

Suffixes

bags beds bugs cans kids hogs hugs

bed bug can

kid hog hug

Suffixes

dirty dusty sandy brainy glassy frosty sleepy

y dirt

dust sand brain

glass frost sleep

Phonics Dictation

12345678

Phonics Dictation

12345678

The Alphabet Sounds Test

Date: To the parents of .

Your child was tested on sound and letter identification today. The circled letters indicate sounds your child still needs to learn. Please continue to help your child practice naming and saying the letter sounds. Thanks.

Give above section to student.

m s t c b a i n pd f o z g l e y u

j h k q r v x w

hat’s

� �

Phonics Skill Test 1: Short a

cab sad jam Sam

cat lap wax ant

and van clam swam

fast lamp flag blackDate:

To the parents of .

Phonics Skill Test 1: Short a was administered today.

t all.

t 1: S

tlyTota

jam wax

k Knew few or no sounds and could not blend at all.

Struggled, but could sound out a few words.

Slowly sounded out many of the words.

Read many of the words accurately and fairly easily.

Read all words accurately and easily.

Total words read correctly

Give above section to student.� �

Phonics Skill Test 2: Short e

bed hen jet red

pet spell bend deck

wept mess rest felt

neck yell when sentDate:

To the parents of .

Phonics Skill Test 2: Short e was administered today.

t all.

t 2: S

jet bend

Knew few or no sounds and could not blend at all.

Phonics Skill Test 3: Short i

rib kid pig ill

him fin tip sit

zip will swim gift

mint twin trick quitDate:

To the parents of .

Phonics Skill Test 3: Short i was administered today.

rib him zip mint

t all.

t 3: S

kid fin will

pig tip swim

ill sit gift

! Knew few or no sounds and could not blend at all.

Phonics Skill Test 4: Short o

job ox fog hop

got pox rob nod

cob log drop frog

flock spot plod clockDate:

To the parents of .

Phonics Skill Test 4: Short o was administered today.

job got

t all.

t 4: S

ox pox

log spot

Phonics Skill Test 5: Short u

tub mud hug gum

fun cut run hunt

club duck jump luck

just stuff truck scrubDate:

To the parents of .

Phonics Skill Test 5: Short u was administered today.

t all.

t 5: S

mud cut

b Knew few or no sounds and could not blend at all.

� �

t 6: S

t all.

’s s

lom lo

Phonics Skill Test 6: Silly Words

sab pef jid rox

cug yan kez hib

lom wum ques tiv

To the parents of .

Phonics Skill Test 6: Silly Words was administered today.

Phonics Skill Test 7: Silent e (Long a and i )

make same tape gave

face blade page lane

ripe hide bike smile

wife nice dime jiveDate:

To the parents of .

Phonics Skill Test 7: Silent e (Long a and i) was administered today.

t all.

t 7: S

and i)

hide nice

Phonics Skill Test 8: Silent e (Long o and u)

pole bone woke rose

note joke zone stove

hope vote scope dude

lute rude cute fluteDate:

To the parents of .

Phonics Skill Test 8: Silent e (Long o and u) was administered today.

t all.

t 8: S

and u)

Phonics Skill Test 9: ai, ay

mail rain way fail

day gray jail play

stain pay pain sail

plain snail brain trainDate:

To the parents of .

Phonics Skill Test 9: ai, ay was administered today.

t all.

t 9: a

way jail

play sail

Phonics Skill Test 10: e, ea, ee

be sea meat real

creek feet weak cheat

wheel she three street

sleep teach speed dreamDate:

To the parents of .

Phonics Skill Test 10: e, ea, ee was administered today.

be cree

t all.

feet she

street

m Knew few or no sounds and could not blend at all.

Phonics Skill Test 11: oa, old, ow

grow boat show cold

mow gold oat grown

sold snow goat told

blown mold crow throatDate:

To the parents of .

Phonics Skill Test 11: oa, old, ow was administered today.

mow sold

t all.

show oat

throat

Phonics Skill Test 12: ew, oo

new boo cool look

hoop chew droop pool

too crew boot loop

room shoot threw schoolDate:

To the parents of .

Phonics Skill Test 12: ew, oo was administered today.

hoop too

t all.

ol Knew few or no sounds and could not blend at all.

Phonics Skill Test 13: all, aw

fall saw yawn tall

lawn paw call fawn

law all dawn draw

mall drawn straw smallDate:

To the parents of .

Phonics Skill Test 13: all, aw was administered today.

t all.

paw all

Phonics Skill Test 14: oi, oy

boy oil joy coil

toy foil soy boil

coy toil boy ploy

spoil Roy soil broilDate:

To the parents of .

Phonics Skill Test 14: oi, oy was administered today.

t all.

oil foil

joy soy

Phonics Skill Test 15: ou, ow

out how mouse howl

sound town now growl

couch trout vow round

cow found pouch clownDate:

To the parents of .

Phonics Skill Test 15: ou, ow was administered today.

t all.

Phonics Skill Test 16: R-Controlled Vowels

far sort dirt corn

part fork dark more

sport share horn skirt

chair gear stork squirtDate:

To the parents of .

Phonics Skill Test 16: R-Controlled Vowels was administered today.

t all.

tly.To

squirt

Phonics Skill Test 17: Consonant Blends

bran clip crab drop

flat frog skin slug

step spot trip glad

quack skull split stillDate:

To the parents of .

Phonics Skill Test 17: Consonant Blends was administered today.

bran flat

t all.

tly.To

glad still

Phonics Skill Test 18: Consonant Digraphs

chat ship thin chop

shut thick check that

thank which shock when

throw this thump throbDate:

To the parents of .

Phonics Skill Test 18: Consonant Digraphs was administered today.

t all.

tly.To

Phonics Skill Test 19: Prefixes

discover react preschool remove

subway submarine unlock dislike

preview precook return subtest

unzip refill unhappy disinfectDate:

To the parents of .

Phonics Skill Test 19: Prefixes was administered today.

discov

t all.

tly.To

precoo

refill

presch

return

dislike

subtest

Phonics Skill Test 20: Suffixes

calling pets painful yelled

bugs softly kicked shipment

landed teacher playful homeless

quietly dusty tested paymentDate:

To the parents of .

Phonics Skill Test 20: Suffixes was administered today.

callin

t all.

tly.To

painful

tested

shipmen

homele

lynn melby gordon...7 introduction 8 about phonics instruction 11 about this book 17 letter-sound...

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