Basic Short Vowels Author Kathryn J. Davis

cat cat
mat cap
rat can
bat cab
Rhyming Short Vowel

Words And Sentences
Basic Short Vowels
Rhyming Lists
Body-Coda Lists
Short Vowel Sentences
Kathryn J. Davis
cat
cats
run
runs Reading
Suffix Chart
Entire contents © 2019 By Kathryn J. Davis

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Table of Contents
Information For The Teacher.....................................................................131
Sound Story - Part 1 .......................................................................................5
Sight Words ....................................................................................................9
Alphabet Charts ...........................................................................................10
Short Vowel Words
Teach/Review: t i h l n w u b m r
Short U Sound Blending .............................................................................12
Short U Words, Rhyming And Body-Coda Lists .........................................13
Teach/Review: f x e s
Short U Sound Blending ..............................................................................15
Teach/Review: j o c d
Teach/Review: a v g
Teach/Review: p k y
Teach/Review: qu, z
Short A Sound Blending...............................................................................30
Short A Words - Rhyming Lists ...................................................................31
Short A Words - Body-Coda Lists ................................................................36
Short A Sight Words, Umbrella Vowel Story .............................................43
Short A Sentences ........................................................................................44
Two-Sound Blending - Short O ....................................................................51

Short O Words - Rhyming Lists ...................................................................52
Short O Words - Body-Coda Lists ................................................................57
Sight Word Review .......................................................................................62
Short O Sentences ........................................................................................63
Two-Sound Blending - Short I .....................................................................67

Short I Words - Rhyming Lists ....................................................................68
Short I Words - Body-Coda Lists .................................................................75
New And Review Sight Words .....................................................................82
Short I Sentences..........................................................................................83
© 2019 by Kathryn J. Davis 3 Basic Short Vowels

Two-Sound Blending - Short E .................................................................... 91
Short E Words - Rhyming Lists................................................................... 92
Short E Words - Body-Coda Lists With The Same Beginning Sounds ...... 96
Sight Word Review..................................................................................... 101
Short E Sentences ...................................................................................... 102
Suffix Study: _s with verbs ........................................................................ 105

Suffix Study: _s with nouns ....................................................................... 107
Suffix Study: _’s, possessive ...................................................................... 110
Beyond The Alphabet Sounds
Long I Intro ................................................................................................ 112

sh/ship words .............................................................................................. 113
Long E Intro ............................................................................................... 115
e/we and o/go words ................................................................................... 116
Long O Intro ............................................................................................... 117
th/thumb, th/this words ............................................................................. 118
ö/to words.................................................................................................... 120
Long A Intro ............................................................................................... 121
ch/chicken words ........................................................................................ 122
ng/ring words.............................................................................................. 124
Long U Intro ............................................................................................... 125
oi/oil and oy/boy words ............................................................................... 126
ou/ouch words ............................................................................................. 127
ow/cow words .............................................................................................. 128
ü/push words .............................................................................................. 129
äll/ball words .............................................................................................. 130
Sequence Chart .......................................................................................... 131

Lesson Outline ........................................................................................... 136
Working With Plastic Letters .................................................................... 139
Small Groups - Pocket Chart Sentence Activities .................................... 145
Instructions For The Teacher .................................................................... 147
Adding The Beyond The Alphabet Sounds ............................................... 154
Sound Story Part 2 ..................................................................................... 157
Sound Charts - Alphabet and Beyond The Alphabet ............................... 160
Handwriting Models .................................................................................. 162
How To Make A Dry-Erase Frame ............................................................ 164
Blank Lines To Use In A Dry-Erase Frame.............................................. 165
Alphabet Chart.............................................................................. Back Cover

This story teaches the alphabet sounds using sound pictures. Each picture shows a speech sound in the English lan-
guage. Beside each picture, you see the capital and lower case letters that represent that sound in words. Read the
story aloud to the students, teaching them the sound for each picture and each pair of capital and lower case letters.
A Sound Story
About Audrey and Brad
Part 1
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. Tt
“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
were swinging as high as they could at the park. They
could hear the loud sound of the chains screeching as Ii
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.”
Hh
They all walked home and Mom drove them to their
violin lessons. Mrs. Russ was pleased to see them.
Ii
“Did you practice every day?” she said. “I did,” said
Audrey quickly. Brad replied that he had practiced,
too.
(i/lilac)
Soon they were playing music. Each violin made a
Ll
beautiful sound as they pulled their bows across the
strings. The sound was “l, l, l, l, l.”

Just as they arrived home from their music lesson,
they heard the “n, n, n” sound of the engine on a big
delivery truck. It pulled into their driveway and the
delivery man handed Mom a package. Audrey and
Brad were pleased to see that new books had arrived
from their book club.
Nn
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
Ww
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.
Uu
(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.
Bb
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. Mm
Just as they sat down to eat, they heard a loud
“Rrrrrr” coming from the back yard. They ran to look
out the back door. Chewie had cornered a
neighborhood cat in the yard. She was growling at the
cat.
Rr
The cat had no intention of putting up with Chewie. She
reached out and scratched Chewie right on the nose,
“fffff.” Chewie cried out in pain as the cat quickly jumped
over the fence and ran away. Ff
“Poor, Chewie!” said Brad. “She’ll know to leave cats
alone, next time.” He reached into the refrigerator
and pulled out a soft drink. “Kssss,” was the sound of
the air rushing out as he pulled the tab off the can. Xx
After dinner, the whole family watched a movie
together. It was pretty good. One character was a
man who couldn’t hear very well. He kept saying
“Ehh?” whenever someone spoke to him. He couldn’t
understand a word they were saying. “That man
should get hearing aids,” said Mom. “He could hear
Ee
much better with them.”
(e/egg)
The following Monday morning, Audrey and Brad

took the bus to school. As Audrey slipped into her
desk, 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”
Ss
sound.
Audrey worked hard all morning. After lunch, her

class went outside for recess. She enjoyed jumping
Jj
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 "Ahhh" while the nurse examined her throat.
Then the nurse took her temperature. "You don't Oo
have a fever," said the nurse. "It will be all right for
you to go back to class."
(o/ox)

Back in the classroom, Audrey picked up her pencil to
begin her afternoon assignment. "Ccc," the lead
broke on her pencil as soon as it touched the paper.
She reached into her desk to get out another
sharpened pencil. It was a good thing she had an Cc
extra one.
At 2 o’clock, Audrey heard a knock at the door, “d, d,

d.” It was her father, Dr. Davis, coming to help
Dd
students work on the computers in the back of the
room. It wasn’t Audrey’s turn to work on the
computers, today, so she smiled at her dad and then
continued working on her assignment.
At the end of the day, Audrey and Brad met their bus
group in the hall. Their bus teacher waited for their
group to be called. As they stepped outside, 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.
Aa
“We’ll call your parents to come pick you up.”
(a/ax)
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.”
Vv
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, Gg
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
Pp
pushing air into the water.

Audrey looked up when she heard the “k, k, k”
sound of the receptionist’s heels stepping across the
tile floor. “I need to ask you a question about your
insurance,” said Mrs. Kendrick to Audrey's mother.
“Certainly,” said her mother, as she stepped to the
office counter.
Kk
When Audrey’s exam was finished, the doctor said
that she didn't have strep throat after all. Mom
was relieved. As Audrey, Brad and Mom returned
to their car, Brad accidentally stepped on a piece of
yucky bubble gum. “Yyyy,” he said. He tried to Yy
scrape it off on the edge of the sidewalk.
Mom took the kids to the park on the way home.

They sat at a picnic table and had a snack that she
had packed. It was a pretty day. They could hear a
mourning dove cooing in the distance, “coo, coo,
coo.”
Qu qu
Suddenly they heard a loud buzzing sound,
“zzzzzzz.” They turned to see an enormous swarm
Zz
of bees moving through the air. It landed in a pine
tree near their picnic table. Other bees flew around
in the air nearby. “Let’s go home,” they all yelled in
unison. And that is exactly what they did.
Part 2 of the sound story can be found near the end of this book.
Short Vowels Sight Words

z z z
A a was as has
z z
is his I
These are the sight words taught at the short vowel level. Teach these words one at a time when the students
reach them on their pages. This chart can be used for review. Explain the following concepts to the students.
1. Sometimes the letter s represents the z sound in words. This is shown by a small z above the s.
2. The word I is always shown with a capital I. When you read this word, use the long ī sound, as heard in the
fourth section of the sound story.
3. In some words, the vowel doesn’t represent its usual sound. It shows the short u sound instead. In the words
a and was, the letter a shows the short u sound. We can remember to use the short u sound by looking at the
umbrella above the a. (Read The Story About The Umbrella Vowels, on page 26, aloud to the students.)

Alphabet - Point to each pair of alphabet letters. Say the sound.
Aa Bb Cc Dd Ee
Ff Gg Hh Ii Jj
Kk Ll Mm Nn Oo
P p Qu qu R r Ss Tt
uU
U u VvvVW w
wWX xx Y
X y yZYz

Alphabet - Lower Case With Alternate Patterns Say the sounds.
a b c d e
f g h i j
k l m n o
p qu r s t
u v w x y z
a s

Teach/Review - t, i, h, l, n, w, u, b, m, r Rhyming Short Vowels
Look at each letter pair.
Short Say the first sound fol-
u
lowed by the second sound,
sliding the sounds together
Silly Sounds smoothly, without a break.
ut ul un ub
um
Teach or review the letters t, i, h, l, n, w, u, b, m, and r. Beginning students should be

introduced to one new letter each day. With older students who have already learned
the alphabet, the teacher should decide how many letters to review/re-introduce per day.
After studying the necessary letters, students read this “Silly Sounds” chart as a warm
up before reading the short u words on the following pages. This will help students
learn to slide two sounds together smoothly.
Next have students read the rhyming words, followed by the body-coda lists, on the fol-
lowing pages. In body-coda lists, the words begin with the same letters. Reading both
types of words one after the other helps students build confidence and fluency when
reading short vowel words.

Teach/Review - t, i, h, l, n, w, u, b, m, r Rhyming Words
_ut _ub
nut tub
hut hub
rut nub
mutt rub
_um
mum
hum

Teach/Review - t, i, h, l, n, w, u, b, m, r Words That Begin With The Same Sound
nu_ hu_
nut hut
nub hub
hum
ru_ mu_
rut mum
rub mutt

Teach/Review - f, x, e, s Rhyming Short Vowels
u
ut ul un ub
um uf ux us
Teach the letters f, x, e, and s. Beginning students should be introduced to one new let-
ter each day. With older students who have already learned the alphabet, the teacher
should decide how many letters to review/re-introduce per day.
Then have students read this chart as a warm up before reading the short u words on
the following pages. This will help students learn to slide two sounds together smoothly.
Then have students read the rhyming words, followed by the body-coda lists, on the fol-

Teach/Review - f, x, e, s Rhyming Words
_un _uss _us

bun fuss
nun bus
run us
fun
sun
_ux
tux
lux
Teach/Review - f, x, e, s Words That Begin With The Same Sound
nu_ ru_
nut run
nub rut
nun rub
bu_ tu_
bus tux
bun tub
fu_
fuss fun
Teach/Review - j, o, c, d Rhyming Short Vowels
u
ut ul un ub
um uf ux us
uj uc ud
Teach the letters j, o, c, and d. Beginning students should be introduced to one new let-
ter each day. With older students who have already learned the alphabet, the teacher

Teach/Review - j, o, c, d Rhyming Words
_ut _ud
cut bud
jut mud
nut suds
hut
rut
_uff _ull
cuff hull
muff dull
Teach/Review - j, o, c, d Words That Begin With The Same Sound
mu_ bu_
mud bud
mum bun
muff bus
mutt
su_ cu_
suds cuff
sun cut
Teach/Review - a, v, g Rhyming Short Vowels
u
ut ul un ub
um uf ux us
uj uc ud uv
ug
Teach the letters a, v, and g. Beginning students should be introduced to one new letter
each day. With older students who have already learned the alphabet, the teacher

Teach/Review - a, v, g Rhyming Words
_ug _um
rug sum
mug gum
hug
bug
jug
dug
tug

Teach/Review - a, v, g Words That Begin With The Same Sound
mu_ ru_
mug rug
mum rut
mud run
mutt rub
muff
du_ ju_
dug jug
dull jut
Teach/Review - a, v, g Words That Begin With The Same Sound
hu_ bu_
hug bug
hut bus
hub bud
hum bun
su_ tu_
sum tug
sun tub
suds tux
Teach/Review - p, k, y Rhyming Short Vowels
u
ut ul un ub
um uf ux us
uj uc ud uv
ug up uk
Teach the letters p, k, and y.

Teach/Review - p, k, y Rhyming Words
_up _ub
up cub
cup sub
pup _ull
gull
null
_uff _utt
huff putt
puff
Teach/Review - p, k, y Words That Begin With The Same Sound
nu_ hu_
nut hut
nub hull
nun hub
null hum
huff
hug

Teach/Review - p, k, y Words That Begin With The Same Sound
su_ gu_
sun gum
sum gull
sub
suds

Teach/Review - qu, z
u
ut ul un ub
um uf ux us
uj uc ud uv
ug up uk uz
Teach the letters y, qu, and z. Then have students read these letter combinations.

Teach/Review - qu, z
a
at al an ab
am af ax as
aj ac ad av
ag ap ak az
Teach the letter qu and z. Then have students read this chart as a warm up before read-
ing the short a words on the following pages.

Teach/Review - qu, z Rhyming Words
_at _at
cat vat
fat pat
hat mat
bat rat
bat sat
Matt

Rhyming Words
_ag _ad
bag bad
lag dad
nag had
rag lad
sag mad
tag pad
wag sad
ad
Rhyming Words
_ap _am
cap cam
gap dam
lap ham
map jam
nap ram
sap tam
tap yam
zap
Rhyming Words
_an _ab
ban cab
can dab
fan jab
man lab
pan nab
ran tab
tan
van
Rhyming Words
_ax _ass _as

fax bass
sax lass
tax mass
wax pass
ax gas
z
has pal
jazz yak
Body-Coda Words
ca_ ba_
cat bat
cab bat
can bass
cam ban
cap bad
bag

Body-Coda Words
ta_ pa_
tan pan
tax pat
tab pass
tam pad
tag pad
tap pal

Body-Coda Words
sa_ ma_
sad man
sat mat
sax mad
sag mass
sap map

Body-Coda Words
la_ da_
lag dad
lab dam
lass dab
lad
lap a_
ax
ad
add
Body-Coda Words
ga_ ra_
gas ram
gap rat
gab ran
gal rag
ya_ za_
yap zap
yam
yak
Body-Coda Words
ja_ na_
jam nab
jab nag
jazz nap
va_ wa_
van wag
vat wax

Body-Coda Words
ha_ fa_
hat fan
z
has fat
had fad
ham fax

Parts Of Speech: Articles
Sight Use a before a word that begins with a
Words consonant. Use an before a word that be-
gins with a vowel.
z
as a a cat
z
has A a rat
z
was a pan
The Story About

The Umbrella Vowels
a man
One day the vowels A, E, I, O, and U went for a
walk. The letter U always carried his large
umbrella with him. He liked it because the
handle was in the shape of a U, and the word
umbrella starts with his “uh” sound. Suddenly a cap
it started to rain. So the letter U put up his
umbrella. The other letters, A, E, I, and O,
asked if they could get under the umbrella, too.
“Yes,” said U, “if you promise to say my ‘uh’
sound in words.” The other letters were sad.
They wanted to say their own sounds. But
a map
then it started to rain even harder. “Please,
we want to say our own sounds,” said the vow-
els, “but we are getting wet.” The letter U
said, “If you promise to say my sound in some
words, you may get under the umbrella.” The an ax
other vowels agreed, so they all crowded under
the umbrella. And that is why, to this very
day, the letters A, E, I, and O say their own
sound in most words, but in some words they
say the /u / umbrella sound. an ad
Sentences
1. A rat sat.
2. A ram ran.
3. A man had a hat.
4. Sam ran a lap.
5. Max had a nap.
6. Nan has a fan.

Sentences
1. A man has a hat.
2. A man has an ax.
3. Sam has a sax.
4. A man has a van.
5. A man has a map.
6. A cat sat.

Sentences
1. Pat has a bat.
2. Pam has a pan.
3. A cat has a mat.
4. Dad has a cat.
5. A bag has a tag.
6. Sam has a bass.

Sentences
1. Max can wag.
2. Sam can dab.
3. Dan has a cap.
4. Dan has a gap.
5. Max was mad.
6. A cat was fat.

Sentences
1. A rat was fat.
2. A cat was bad.
3. Nan was at a lab.
4. Pam was at a dam.
5. Pat was at bat.
6. Dan was sad.

Sentences
1. A bug
2. A rug
3. A cup
4. A rat sat up.
5. Ann had fun.
6. A ram can run.

Sentences
1. A man dug up a jug.
2. Gus has a bus.
3. A pup was up.
4. Nan has a muff.
5. Dan has a tux.

This chart may be used as a warm up before reading short o words.

o
ot ol on ob
om of ox os
oj oc od ov
og op ok oz

Rhyming Words
_ot _ot
cot tot
dot lot
got not
hot pot
jot rot

Rhyming Words
_op _od
hop cod
lop nod
mop pod
pop rod
sop sod
top odd

Rhyming Words
_og _ox
bog box
dog fox
fog lox
hog pox
jog ox
log

Rhyming Words
_ob _oss
cob boss
fob loss
job moss
lob toss
sob
_oll
doll

Rhyming Words
_off _on
off on
con
_om _ok
mom wok
pom pom
_odd
odd
Body-Coda Words
lo_ po_
lob pod
log pom pom
lop pop
loss pot
lot pox
lox

Body-Coda Words
ho_ jo_
hog job
hop jog
hot jot
no_ mo_
nod mom
not mop
moss
Body-Coda Words
co_ do_
cob dog
cod doll
con dot
cot
go_ wo_
got wok

Body-Coda Words
to_ bo_
top bog
toss boss
tot box
so_ fo_
sob fob
sod fog
sop fox
Body-Coda Words
o_ ro_
on rod
off rot
ox
odd

Parts Of Speech : Articles
Sight Use a before a word that begins with a
Words consonant. Use an before a word that be-
gins with a vowel.
z
as a a fox
z
has A a box
z
was a pot
The Story About

The Umbrella Vowels
a cot
One day the vowels A, E, I, O, and U went for a
walk. The letter U always carried his large
umbrella with him. He liked it because the
handle was in the shape of a U, and the word
umbrella starts with his “uh” sound. Suddenly a dog
it started to rain. So the letter U put up his
umbrella. The other letters, A, E, I, and O,
asked if they could get under the umbrella, too.
“Yes,” said U, “if you promise to say my ‘uh’
sound in words.” The other letters were sad.
They wanted to say their own sounds. But
a log
then it started to rain even harder. “Please,
we want to say our own sounds,” said the vow-
els, “but we are getting wet.” The letter U
said, “If you promise to say my sound in some
words, you may get under the umbrella.” The an ox
other vowels agreed, so they all crowded under
the umbrella. And that is why, to this very
day, the letters A, E, I, and O say their own
sound in most words, but in some words they
say the /u / umbrella sound.

Sentences
1. Mom can mop.
2. Moss was on a log.
3. Nan was hot.
4. Rob was not hot.
5. Jon was on a cot.
6. A hog was fat.

Sentences
1. A bat was on a mat.
2. A hat was on a cat.
3. A tag was on a bag.
4. A dog was on a log.
5. A fox got on a box.
6. Rob has a job.

Sentences
1. Bob has a box.
2. A dog was hot.
3. Tom was on top.
4. A cat was on a box.

Sentences
1. Mud was on a hog.
2. A dog was on a bus.
3. A dog can run.

This chart may be used as a warm up before reading short i words.

i
it il in ib
im if ix is
ij ic id iv
ig ip ik iz

Rhyming Words
_it _it
bit sit
fit wit
kit hit
lit it
pit mitt
quit

Rhyming Words
_ill _ill
bill will
dill till
fill ill
gill pill
hill sill
mill quill

Rhyming Words
_ip _ip
zip dip
rip hip
sip kip
tip lip
yip nip

Rhyming Words
_in _ix
bin fix
fin mix
kin six
pin
tin
win
in

Rhyming Words
_ig _ig
big pig
dig rig
fig wig
jig zig zag

Rhyming Words
_ib _iss
bib hiss
fib kiss
jib miss
nib
rib
_is _izz _iz

z
his fizz
quiz
Rhyming Words
_id _im
did dim
hid him
lid rim
rid vim
kid Kim

Body-Coda Words
fi_ hi_
fib hid
fig hill
fill him
fin hip
fit hit
fix hiss
z
fizz his

Body-Coda Words
ki_ di_
kid did
kin dig
kip dill
kiss dim
kit dip

Body-Coda Words
bi_ si_
bill sill
bill six
bib sit
big sip
bit
bin gi_
gill

Body-Coda Words
pi_ ri_
pin rib
pill rig
pig rid
pit rim
rip

Body-Coda Words
mi_ wi_
mitt will
mix win
mill wig
miss wit
vi_ yi_
vim yip

Body-Coda Words
li_ ti_
lid tin
lip tip
lit till
ni_ ji_
nib jib
nip jig

Body-Coda Words
i_ qui_
in quiz
it quill
ill quit
zi_
zip
zig zag

Sight Sight
Words Words
z z
as a is
z z
has A his
z
was Ī

Sentences
1. I will fix it.
2. I will fill it.
3. I will mix it.
4. I will win.
5. It will fit.
6. Liz will miss it.

Sentences
1. I lit it.
2. I hit it.
3. I will zip it.
4. It is his mitt.
5. I miss him.
6. It can hiss.

Sentences
6
1. I am six.
2. I am sad.
3. Sam hid.
4. A rat is fat.
5. A man is mad.
6. A man is in his van.

Sentences
1. It is his kit.
2. Ron is on a hill.
3. It is his bib.
4. Did Bill dig it?
5. Kim will kiss him.
6. A big pig has a wig.

Sentences
1. I can run.
2. It can buzz.
3. It has fuzz on it.
4. A bug has dots on it.
5. Sam dug a pit.
6. Nan cut it.

Sentences
1. I run up a hill.
2. Jill will fill up a box.
3. Mom will fuss at us.
4. I can putt it.
5. A bug is on a rug.
6. Tom is in his tub.

Sentences
1. A mug is hot.
2. A man is in a hut.
3. I will hum.
4. Nan has a muff.
5. Mud is on a hog.
6. A pup is up.

Sentences
1. I will huff and puff.
2. Jim will tug on it.

This chart may be used as a warm up before reading short e words.

e
et el en eb
em ef ex es
ej ec ed ev
eg ep ek ez

Rhyming Words
_et _et
bet net
jet set
let vet
met wet
pet get

Rhyming Words
_en _eg
den beg
hen keg
men leg
pen peg
ten egg

Rhyming Words
_ed _ell
bed bell
fed fell
led sell
red tell
wed well
yell
dell

Rhyming Words
_ess _es _eb

less web
mess
yes
_ep
pep
_em _ez
hem fez
Body-Coda Words
be_ le_
bed led
beg leg
bell less
bet let
fe_ e_
fed egg
fell Ed
fez
Body-Coda Words
pe_ we_
peg web
pen wed
pep well
pet wet

Body-Coda Words
se_ me_
sell men
set mess
met
ne_ ve_
net vet

Body-Coda Words
ye_ ke_
yell keg
yes
ge_ je_
get jet

Body-Coda Words
te_ he_
tell hem
ten hen
re_ de_
red den
dell

Sight Sight
Words Words
z z
as a is
z z
has A his
z
was Ī

Sentences
1. Nan will sell a fan.
2. It is a mess.
3. Ed fed him.
4. Sam fell. Sam will yell.
5. Ron has less.
6. Ken met Ann.

Sentences
1. Yes, Ed did win.
2. A bag fell.
3. A dog got wet.
4. An egg fell.
5. Ed fed his pet.

Sentences
1. A web is on a bell.
2. Jeff was on a jet.
3. I will get a pet.
4. A dog can beg.
5. Ken was in bed.

Suffix Study
An action word is called a verb. An _s on the _s
end of a verb shows that one person or thing is
doing the action.
run
runs
sit
sits
wag
wags
yell
yells
hop
hops
Sentences
1. A pet gets wet.
2. Gus runs a lap.
3. A cat sits on a van.
4. It pops.
5. A dog runs.
6. A cat digs.

Suffix Study
A noun is a word that names a person, place, or
_s
thing. Put an _s on the end of a noun to show that
there are two or more.
cat cats
dog dogs
hill hills
fin fins
egg eggs

Suffix Study
A noun is a word that names a person, place, or
_s
thing. Put an _s on the end of a noun to show that
there are two or more.
kid kids
pin pins
pill pills
bib bibs
cup cups

Sentences
1. Ben has six cats.
2. Ten kids hid.
3. Gus fed his pets.
4. Bess has ten pens.
5. Six pigs got wet.
6. Ed will pet his dogs.

Suffix Study
An apostrophe ’s is used at the end of a noun to
_ ’s
show ownership.
Dan ’s cat
Bob ’s box
Meg ’s dog
Ed ’s job
A cat ’s mat

Sentences
1. Ed’s ax will cut a log.
2. Jill’s pan is hot.
3. I will pet Bill’s cat .
4. Mom’s bag fell.
5. Ann will get Meg’s fan.
6. Jim’s dog is wet.

Long I Review
Īi
I icing
ibis iris
ice iron
iceberg island
ice ivory
cream
icicle ivy
The teacher reads each word to the students. Students repeat the word, draw a straight line above the i at the
beginning of the word, and say the long ī sound. (Students are not expected to read the words.)
_ash _ush
cash gush
mash rush
rash mush
sash
lash _ish
_esh fish
mesh dish
wish
shi_ sho_
ship shop
shin shot
she_ shu_
shed shut
shell
sha_
sham
Ēē
eagle eel
ear egret
east e–mail
eat emu
eave equal
The teacher reads each word to the students. Students repeat the word, draw a straight line above the e at the
beginning of the word, and say the long ē sound. (Students are not expected to read the words.)
_ē _ō
we go
me no
he so
she yo-yo

okra
Ōō
oak old
oar opal
oboe open
ocean oval
odor over
ogre overalls
The teacher reads each word to the students. Students repeat the word, draw a straight line above the o at the
beginning of the word, and say the long ō sound. (Students are not expected to read the words.)
_ath _oth
math moth
path
bath
_eth _ith
Beth with
Seth

tha_ the_
that then
them
the
thi_ thu_
this thud
thin

_ö _ö
to into
do onto

Āā
ace ape
ache April
acorn apron
aim ate
alien aviator
I am six.
angel age
The teacher reads each word to the students. Students repeat the word, draw a straight line above the a at the
beginning of the word, and say the long ā sound. (Students are not expected to read the words.)
_uch cho_
much chop
_ich cha_
rich chat

chi_ chu_
chin chum
chips chug
chill
che_
chess

_ang _ing
hang wings
rang ring
sang king
fangs thing
_ong _ung
song hung
long rung
gong sung
Ūū unite
ukulele United
States
umiak universe
unicorn university
uniform uranium
unique Uranus
unison utensils
The teacher reads each word to the students. Students repeat the word, draw a straight line above the u at the
beginning of the word, and say the long ū sound. (Students are not expected to read the words.)
_oil _oy
oil boy
coil soy
soil joy
foil toy
boil
_oin
coin
join
_out _our
out our
pout sour
shout _oud
loud
_outh _ouch
mouth ouch
south pouch
couch
_ow _owl
cow owl
bow howl
vow fowl
chow
_own
town
down
gown
_üll _üsh
pull push
full bush
bull
_üt
put

_äll _äll
call ball
tall fall
hall all
mall wall

Basic Short Vowels - Sequence Chart
Rhyming Words Words With The Same Beginning Sounds
Short U Words
Teach/Review: t i h l n w u b m r
nut, hut, rut, mutt / tub, hub, nub, rub / mum, nut, nub / hut, hub, hum / rut, rub / mum,
hum mutt
Teach/Review: f x e s
bun, nun, run, fun, sun / fuss, bus, us / tux, lux nut, nub, nun / run, rut, rub / bus, bun / tux,
tub / fuss, fun
Teach/Review: j o c d
cut, jut, nut, hut, rut / bud, mud, suds / cuff, mud, mum, muff, mutt / bud, bun, bus / suds,
muff / hull, dull sun / cuff, cut
Teach/Review: a v g
rug, mug, hug, bug, jug, dug, tug / sum, gum mug, mum, mud, mutt, muff / rug, rut, run,
rub / dug, dull / jug, jut
hug, hut, hub, hum / bug, bus, bud, bun / sum,
sun, suds / tug, tub, tux
Teach/Review: p k y
up, cup, pup / cub, sub / gull, null / huff, puff / putt nut, nub, nun, null / hut, hull, hub, hum, huff, hug
sun, sum, sub, suds / gum, gull
Short A Words
Teach/Review: qu, z
cat, fat, hat, bat, vat, pat, mat, rat, sat, Matt
bag, lag, nag, rag, sag, tag, wag
bad, dad, had, lad, mad, pad, sad, ad
cap, gap, lap, map, nap, sap, tap, zap / cam,
dam, ham, jam, ram, tam, yam
ban, can, fan, man, pan, ran, tan, van / cab,
dab, jab, lab, nab, tab
fax, sax, tax, wax, ax / bass, lass, mass, pass,
gas / has, jazz / pal, yak
cat, cab, can, cam, cap / bat, bat, bass, ban, bad,
bag

Short A Words - Continued
tan, tax, tab, tam, tag, tap / pan, pat, pass, pad,
pad, pal
sad, sat, sax, sag, sap / man, mat, mad, mass, map
lag, lab, lass, lad, lap / dad, dam, dab / ax, ad, add
gas, gap, gab, gal / ram, rat, ran, rag / yap, yam,
yak / zap
jam, jab, jazz / nab, nag, nap / van, vat / wag, wax
hat, has, had, ham / fan, fat, fad, fax
Short A Sentences
Teach sight words: A, a, as, has, was
A rat sat. A ram ran. A man had a hat. Sam ran a lap. Max had a nap. Nan has a fan.
A man has a hat. A man has an ax. Sam has a sax. A man has a van. A man has a map. A cat sat.
Pat has a bat. Pam has a pan. A cat has a mat. Dad has a cat. A bag has a tag.
Sam has a bass.
Max can wag. Sam can dab. Dan has a cap. Dan has a gap. Max was mad. A cat was fat.
A rat was fat. A cat was bad. Nan was at a lab. Pam was at a dam. Pat was at bat.
Dan was sad.
A bug, A rug, A cup, A rat sat up. Ann had fun. A ram can run.
A man dug up a jug. Gus has a bus. A pup was up. Nan has a muff. Dan has a tux.
Short O Words
cot, dot, got, hot, jot, tot, lot, not, pot, rot
hop, lop, mop, pop, sop, top / cod, nod, pod, rod,
sod, odd
bog, dog, fog, hog, jog, log / box, fox, lox, pox, ox
cob, fob, job, lob, sob / boss, loss, moss, toss / doll
off / mom, pompom / on, con / wok / odd
lob, log, lop, loss, lot, lox / pod, pompom, pop, pot, pox
hog, hop, hot / nod, not / job, jog, jot / mom,
mop, moss
cob, cod, con, cot / got / dog, doll, dot / wok
top, toss, tot / sob, sod, sop / bog, boss, box /
fob, fog, fox
on, off, ox, odd / rod, rod
Short O Sentences
Review sight words: A, a, as, has, was
Mom can mop. Moss was on a log. Nan was hot. Rob was not hot. Jon was on a cot.
A hog was fat.
A bat was on a mat. A hat was on a cat. A tag was on a bag. A dog was on a log.
A fox got on a box. Rob has a job.
Bob has a box. A dog was hot. Tom was on top. A cat was on a box.
Mud was on a hog. A dog was on a bus. A dog can run.
Short I Words
bit, fit, kit, lit, pit, quit, sit, wit, hit, it, mitt
bill, dill, fill, gill, hill, mill, will, till, ill, pill, sill,
quill
zip, rip, sip, tip, yip, dip, hip, kip, lip, nip
bin, fin, kin, pin, tin, win, in / fix, mix, six
big, dig, fig, jig, pig, rig, wig, zig zag
bib, fib, jib, nib, rib / hiss, kiss, miss, his / fizz,
quiz
did, hid, lid, rid, kid / dim, him, rim, vim , Kim
fib, fig, fill, fin, fit, fix, fizz / hid, hill, him, hip,
hit, hiss, his
kid, kin, kip, kiss, kit / did, dig, dill, dim, dip
bill, bib, big, bit, bin / sill, six, sit, sip / gill
pin, pill, pig, pit / rib, rig, rid, rim, rip
mitt, mix, mill, miss / vim / will, win, wig,
wit / yip
lid, lip, lit / nib, nip / tin, tip, till / jib, jig
in, it, ill / zip, zig zag / quiz, quill, quit
Short I Sentences
Review sight words: A, a, as, has, was New sight words: I, is, his
I will fix it. I will fill it. I will mix it. I will win. It will fit. Liz will miss it.
I lit it. I hit it. I will zip it. It is his mitt. I miss him. It can hiss.
I am six. I am sad. Sam hid. A rat is fat. A man is mad. A man is in his van.
It is his kit. Ron is on a hill. It is his bib. Did Bill dig it? Kim will kiss him.
A big pig has a wig.
Short I Sentences - Continued
I can run. It can buzz. It has fuzz on it. A bug has dots on it. Sam dug a pit. Nan cut it.
I run up a hill. Jill will fill up a box. Mom will fuss at us. I can putt it. A bug is on a rug.
Tom is in his tub.
A mug is hot. A man is in his hut. I will hum. Nan has a muff. Mud is on a hog. A pup is up.
I will huff and puff. Jim will tug on it.
Short E Words
bet, jet, let, met, pet, net, set, vet, wet, get
den, hen, men, pen, ten / beg, keg, leg, peg, egg
bed, fed, led, red, wed / bell, fell, sell, tell, well,
yell, dell
less, mess, yes / hem / web / pep / fez
bed, beg, bell, bet / fed, fell, fez / led, leg, less,
let / egg
peg, pen, pep, pet / web, wed, well, wet
sell, set / net / men, mess, met / vet
yell, yes / get / keg / jet
tell, ten / red / hem, hen / den, dell
Short E Sentences
Review sight words: A, a, as, has, was, I, is, his
Nan will sell a fan. It is a mess. Ed fed him. Sam fell. Sam will yell. Ron has less.
Ken met Ann.
Yes, Ed did win. A bag fell. A dog is wet. An egg fell. Ed fed his pet.
A web is on a bell. Jeff was on a jet. I will get a pet. A dog can beg. Ken was in bed.
Suffix Study
run, runs, sit, sits, wag, wags, yell, yells, hop, hops
A pet gets wet. Gus runs a lap. A cat sits on a van. It pops. A dog runs. A cat digs.
cat, cats, dog, dogs, hill, hills, fin, fins, egg, eggs
kid, kids, pin, pins, pill, pills, bib, bibs, cup, cups
Ben has six cats. Ten kids hid. Gus fed his pets. Bess has ten pens. Six pigs got wet.
Ed will pet his dogs.
Dan's cat, Bob's box, Meg's dog, Ed's job, A cat's mat
Ed's ax will cut a log. Jill's pan is hot. I will pet Bill's cat. Mom's bag fell.
Ann will get Meg's fan. Jim's dog is wet.
Review ī The teacher reads long i words. Students repeat each word and put a
From straight line over the beginning letter i to show the long i sound. Stu-
Part 1 dents are not expected to read these words.
Sound Story Part Two Words (Optional at this level)

1 sh cash, mash, rash, sash, lash, mesh, gush, rush, mush, fish, dish, wish,
ship, shin, shed, shell, shop, shot, shut, sham
2 ē The teacher reads long e words. Students repeat each word and put a
straight line over the beginning letter e to show the long e sound. Stu-
dents are not expected to read these words.
2 ē we, me, he, she

3 ō go, no, so, yo-yo
3 ō The teacher reads long o words. Students repeat each word and put a
straight line over the beginning letter o to show the long o sound. Stu-
4 th math, path, bath, Beth, Seth, moth, with, that, this, thin, then, them,
thud
5 th this, that, then, them, Sight Word: the
6 ö to, do, into, onto
7 ā The teacher reads long a words. Students repeat each word and put a
straight line over the beginning letter a to show the long a sound. Stu-
8 ch much, rich, chop, chat, chin, chips, chill, chum, chug, chess
9 ng hang, rang, sang, fangs, song, long, gong, wings, ring, king, thing,
hung, rung, sung
10 ū The teacher reads long u words. Students repeat each word and put a
straight line over the beginning letter u to show the long u sound. Stu-
11 oi, oy oil, coil, soil, foil, boil, coin, join, boy, soy, joy, toy
12 ou, ow out, pout, shout, mouth, south, our, sour, loud, ouch, pouch, couch,
cow, bow, vow, chow, owl, howl, fowl, town, down, gown
13 ü pull, full, bull, push, bush, put
14 ä call, tall, hall, mall, ball, fall, all, wall
15 The hair Students will be introduced to this sound in the sound story. They will
dryer sound not read words with this sound at this level. They will read and spell
words with this sound in Advanced Phonics Patterns From Children’s
Books.

Lesson Outline - Basic Short Vowels Page 1
Symbol-Sound Relationships
A. Point to the letters on the alphabet and vowel charts. Students say the
Sound Charts
sound for each letter in unison.
B. Show the alphabet letter cards one at a time. Students say each letter
Alphabet Cards
sound in unison.
C. Handwriting 1. Review how to write a few lower case and/or capital alphabet letters
• If needed, start by on lines on the board. Students copy each letter on their papers,
reading the sound while saying the letter sound.
story aloud to the 2. Letter Dictation - Dictate the sounds for all of the alphabet letters,
students over a pe- going in this order: t i h l n w u b m r f x e s j o c d a v g p k y qu z.
riod of several days.
• If students haven’t
Students repeat the sound (not the letter name) as they write the
learned to write all lower case letters on lined paper. Move around the room to be sure
of the alphabet let- students are writing the letters correctly. If the formation for a let-
ters, use the Learn- ter is not correct, write the letter with a red pencil on the student’s
ing The Alphabet paper. Have the student trace it several times and then copy it.
books, Exploring
Sounds In Words
Note: If students are currently learning or reviewing how to write
books, or one of the the letters of the alphabet, dictate only the letters that have been
Manuscript Hand- taught.
writing books to
teach letter for-
mation.
Spelling Dictation
A. Dictate ten short vowel words selected from the pages that will be read
in today’s lesson. Also dictate any other short vowel words that will be
Phonetic Spelling needed for the written sentence. Follow the steps listed below for each
Dictation word.
1. The teacher and students segment the word in unison, saying each
Other Options: sound separately, bouncing their hands downward from left to right
• Students move as they say each sound, pausing briefly each the sound.
letter cards to
2. Students segment the word again on their own as the write the letter
spell words on a
for each sound to spell the word.
pocket chart first.
• Students write
3. Students segment in unison again as the teacher write the letters on
words on dry- lines on the board. This provides extra reinforcement and allows
erase frames. students to check their work.
4. Students look at the word that the teacher wrote on the board, read
it aloud, and correct their word if needed.
B. 1. Introduce new sight words as needed from flashcards. The sequence
chart shows when to introduce each sight word. Show the card, read
it, and use it in a sentence. Have each student read the word indi-
vidually. Then students should copy the word on their papers.
Sight Words 2. Dictate a few sight words that students have already learned. Be
sure to include any sight words that will be used in the sentence.
Students write each word on their papers. Then show the sight word
card or write the word on lines on the board. Students check their
work and correct if needed.

After students have reached the first set of sentences in their books, you
will be able to add a sentence to the dictation period each day. Select one
sentence from the book per day, or create your own.
1. Say the sentence for the students. Students repeat the sentence in
unison, bouncing their hands downward from left to right as they
pronounce each word. Model as needed.
2. Say the sentence again, pausing between the words to give students time
Sentence
C. to write them. Repeat the sentence as needed and continue saying one
Dictation
word at a time until everyone has written the entire sentence.
3. Students say each sound separately as they write each short vowel word.
4. If there is a sight word in the sentence, display the card for students to
copy. As soon as possible, have students write sight words from memory.
5. Remind students how to apply correct capitalization and punctuation.
6. The teacher writes the sentence on lines on the board. Students look at
the sentence and correct their papers as needed.
Reading From The Book
A. Pages for practicing two-letter vowel-consonant sound blending are
included at the beginning of each set of short vowel words. These letter
combinations are called silly sounds, because they have no meaning. As
you point to the combinations, the students will pronounce them in unison,
Sound putting the sounds together smoothly. To get started, pronounce each letter
Blending combination and have the students repeat it in unison. Continue this
procedure for several days until students gain confidence and can say the
sounds without help. Practice the silly sounds for one short vowel each day.
If you are going to read short a words, practice the short a silly sounds, and
so on. Regular practice is the key to developing this skill.
B. Getting Started, Initial Explanation: When you begin reading the words for the
first time, point out the letter combinations at the top of the columns. In some
columns, students will read rhyming words. Explain that rhyming words end
with the same letters. When reading rhyming lists, students only need to
change the sound of the first letter when going from one word to the next. In
other columns, the words in the lists all begin with the same letters. Point this
out to the students and explain that these are called body-coda lists. When
reading body-coda lists, students only need to change the last sound when they
Reading Short pronounce the word.
Vowel Words
Reading The Words:
Give each student a large index card. Students cover the pictures in each
column with the index card before reading the words. Students take turns
reading one word at a time. After each word is read, students slide their cards
down to reveal the picture. After all the words in a column have been read,
have students reread the words in unison.

Reading From The Book
C. After reading all of the words for a particular short vowel, students will
read a page that introduces or reviews sight words. These are needed so
that students can read the short vowel sentences. Introduce each sight
word from the page in the book or from sight word flashcards. Read the
Read Sight umbrella story to explain why some vowels can sometimes show the short
Words u sound in words. Explain that the letter s usually represents the /s/
sound in words, but sometimes it represents the /z/ sound. Explain that
the letter i represents its long vowel sound in the word I, which is always
written with a capital letter. You may want to have students read the
sight words from flashcards every day.
D. After reading each group of short vowel words (except short u words)
Read The students will reach a set of sentences in their books. Students take turns
Sentences reading the sentences aloud. Assist as needed. Have the whole class
reread in unison.
E. When you reach the suffix section at the end of the book, explain to the
students how the letter s is used as an ending to show more than one with
Read Words
nouns. With verbs, it shows that one person or thing is doing the action.
With Suffixes
Explain the use of apostrophe s to show ownership. Have students read
the words and sentences, first taking turns, and again in unison.
Small Groups - Working With The Teacher
Sound/Symbol Apple Alphabet Game, Apple Concentration Game
A.
Relationships
Students build two letter combinations and short vowel words with plastic
B. Spelling
letters. See the list of words to build in this book.
Letter • Play the Raspberry Game or the Blueberry Game.
C.
Connections • Do the letter connections activity to reinforce two-letter sound blending.
D. Decoding Skills Students Match Words And Pictures Using Picture/Word Folders.
Sentence Do any of the pocket chart sentence activities. Instructions are included
E.
Comprehension in this book.
• Have students reread new and review short vowel words from
Reading
F. flashcards. If a word is read correctly, the student gets to held the card.
Fluency
• Have students reread words and sentences from the book.
Listening Comprehension
The teacher reads aloud from a variety of materials, 30 minutes every day.
Free Choice “Center Time” - 30 Minutes
This is a reward period later in the day after students have completed their lessons and their
work. Provide books, writing, drawing, and coloring materials, scissors and tape, construction
sets, learning games, math manipulatives, and small figures (animals, dinosaurs, vehicles,
etc.). Allow students to move around the room to choose the activities they wish, working
together as desired. Orderly behavior is expected.

Working With Plastic Letters - The numbered illustrations on the right match the numbers below.
1) Teacher Preparation - Purchase two sets of small plastic alphabet letters for each student. If you will be
working in small groups, purchase enough for the largest small group you will work with. It is not necessary
for the letters to have magnets. Students will work on a construction paper work mat. This site sells sets of
plastic letters for a very reasonable price: www.alphabetletter.com. Place the letters (two sets per box) in inex-
pensive small plastic boxes with lids, available from the grocery store. Draw a straight line horizontally across
sheets of construction paper to create a work mat for each student. Copy and cut out the arrow cards to place
above each work mat, pointing to the right.
2) Setting Up For The Lesson - Lay out the boxes of letters, arrow cards, and work mats on a table. Call the
first set of students. Using the dictation chart, say the sound for each letter that will be needed in the lesson.
Students search for each letter in their box and place it in the top section of their work mat, repeating the
sound. Explain that the top section is the letter bank. This process only needs to be done with the first group.
The students put the lids back on their boxes and set them aside. They will only work with the letters on their
work mats.
3) Building Two-Sound Letter Combinations - Have students place the vowel that will be used in the bottom
section of the work mat. Tell students that this is the spelling area. Point out the arrow card and emphasize
that you always work from left to right, going in the same direction as the arrow. Explain that the vowel will
stay in the bottom section for now. Dictate each two-sound combination from the dictation chart. Start by
pronouncing the combinations in which the vowel comes first. Then do the combinations in which the vowel
comes last. Students will need to put a consonant before or after the vowel to show what they hear. After you
have checked their work, they will place the consonant back in the letter bank, and be ready for the next com-
bination. Use the short vowel sound when pronouncing the combinations, regardless of the position of the
vowel. Pronounce each combination very clearly. Help students as needed.
4) Building Short Vowel Words - Say the words from the dictation list, one at a time. Students do not see the
words. Students listen carefully and place the letters that represent the beginning, middle, and ending sound
in the word in the spelling area, going from left to right. Do not allow students to place the letters out of order.
They must start by placing the letter for the first sound, then place the letter for the next sound, and then
place the letter for the last sound, saying each sound as they place the letter. If a word ends with double let-
ters (ff, ss, ll) tell the students to put two letters for that sound. After you have checked each word, students
put the consonants and the vowel back into the letter bank to get ready for the next word. Model and assist as
needed.
5) How To Handle Mistakes - If a student spells a word wrong, he or she should point to each letter, going from
left to right, while saying the letter sounds. They will hear that the sounds don’t match the sounds in the
word. They can then rearrange the letters to show the correct order for the sounds. Assist as needed.
6) Segmenting And Oral Blending - For some of the words, follow this routine. After students have success-
fully placed the letters to build a word, have them spread out the letters so that they are widely spaced going
across the spelling area. Have students point to each letter and say the sounds, going from left to right. Each
sound should be pronounced separately. Then have students push the letters close together again. They
should put a pointed finger under the first letter, slide to the right, and say the word quickly, putting the
sounds together smoothly without a break.
7) Changing Just The Beginning Or Ending Sounds - For some words, follow this routine. Instead of plac-
ing the letters back into the letter bank, students leave them in place. Tell students to listen carefully to the
next word. They are to change only the beginning consonant or the ending consonant to create the new word.
Plan the words so that only one letter changes each time. A typical sequence might be: cat, can, cap, nap, lap,
tap, tan, tag, tab, etc.
8) Complete The Lesson - Have students spell all of the words from the list as you dictate them. Once students
catch on, the lesson should move quickly from one word to the next.

Working With Plastic Letters
2) Students listen to the sounds 3a) For two-sound blending, 3b) Students listen to the teacher
and place the letters on their mats. students leave the vowel in the say “ut” and add the correct letter
bottom section. after the vowel.
3c) Students listen to the teacher 4a) The vowel returns to the top 4b) Students listen to the teacher say
say “bu” and add the correct letter section when spelling words. “bun” and place letters from left to
before the vowel. right to spell the word.
6a) Students listen to the teacher 6b) Students separate the letters 6c) Students push the letters
say “bun” and spell the word. and say the individual sounds, together again and say the word
b.....u.....n. fast, “bun.”
7a) Students listen to the first word 7b) Students listen to the next word 7c) Students listen to the next word
and spell it. and replace the first letter, leaving and replace the last letter, leaving
the other letters in place. the other letters in place.

Words To Spell With Plastic Letters - Rhyming Short Vowel Words And Sentences
New 1. Select The Letters 2. Build Letter 3. Spell Words
Letters Combinations
Dictate the sound of each letter. If students can’t spell words with plastic letters yet,
Students find the letter and place Say the two-sound combinations, have them build the letter combinations until they
it at the top of their work mat, using the short vowel sound. Do are ready to spell words. Once students are very
saying its sound. not separate the letter sounds. comfortable spelling the words, you can skip the let-
Students repeat each combination ter combinations.
orally and build it with plastic
letters.
Short U Words
1 t i h l u, n, n, t, t, m, m, b, h, un, ut, um, ub, ul, uf, nut, hut, rut, mutt, tub, nub, hub,
n w u r, h, l, l, f nu, tu, mu, bu, hu, ru, rub, mum, hum, null, hull, nun, fun,
bmr hu, lu, fu run, bun
2 f x e s u, s, s, n, n, b, f, t, t, x, us, un, ub, uf, ut, ux, ul, sun, fun, run, bun, nun, us, bus, fuss,
h, l, l, r, m, m um, su, nu, bu, fu, tu, lu, tux, lux, nut, hut, rut, mutt, tub,
hu, ru, mu nub, hub, rub, sub, mum, hum, null,
hull
3 j o c d u, c, f, f, m, t, j, b, d, s, uc, uf, um, ut, ub, ud, cuff, muff, bud, mud, suds, hull, dull,
s, l, l, n, x, r, h us, ul, un, ux, cu, fu, mu, cut, jut, fun, fuss, sun, us, bus, tux,
tu, ju, bu, du, su, lu, nu, lux, run, nut, tub, rub, bun, hub, sub
ru, hu
4 avg u, r, g, m, h, b, j, d, t, s, ug, um, ub, uj, ud, ut, rug, mug, hug, bug, jug, dug, tug,
s, c, l, l, n, f, f, x us, uc, ul, un, uf, ux, ru, sum, gum, cut, jut, mud, dull, bud,
gu, mu, hu, bu, ju, du, suds, sun, us, bus, fuss, fun, cuff, tux,
tu, su, cu, lu, nu, fu lux
5 p u, p, p, c, h, f, f, b, s, g, up, uc, uf, ub, us, ug, ul, up, cup, pup, huff, puff, cub, sub,
l, l, n, t, t, m, r, d, j, x un, ut, um, ud, uj, ux gull, null, putt, pus, gum, rug, mug,
hub, bug, dug, tug, jug, jut, tux
Short A Words
1 k a, m, t, r, s, s, f, h, v, p, am, at, as, af, av, ap, ac, mat, rat, sat, fat, hat, vat, pat, cat,
c, b ab, ma, ta, ra, sa, fa, ha, bat, pass, mass, bass, ham, tam, cam,
va, pa, ca, ba map, rap, sap, tap, tab, cab, am
2 y a, r, s, s, g, l, n, w, b, t as, ag, al, an, ab, at, ra, rag, sag, lag, nag, wag, bag, tag, gab,
sa, ga, la, na, wa, ba, ta nab, tab, lab, gal, gas, lass, bass, at,
rat, sat, bat, an, ran, tan
3 qu a, p, d, d, s, s, l, m, f, h, ap, ad, as, al, am, af, ab, pad, sad, lad, mad, fad, dad, had,
b, pa, da, sa, la, ma, fa, ha, bad, ad, add, lap, sap, map, pass,
ba lass, mass, bass, pal, ham, dam, am,
lab
4 z a, m, p, s, s, n, z, l, t, c, am, ap, as, an, az, al, at, map, sap, nap, zap, lap, tap, cap, gap,
g, y ac, ag, ma, pa, sa, na, za, yap, am, tam, cam, yam, mass, pass,
la, ta, ca, ga, ya lass, gas, an, man, pan, tan, can, pal,
mat, pat, sat, cat, sag, nag, lag, tag

Select The Letters Build Letter Combinations Spell Words
Short A Words
5 a, r, m, h, y, t, c, j, am, at, ac, aj, ad, ra, ma, ha, ya, ta, ram, ham, yam, tam, cam, jam, dam,
d, d ca, ja, da am, at, rat, mat, hat, cat, ad, add,
mad, had
6 a, f, n, m, r, v, c, p, af, an, am, av, ac, ap, at, ab, fa, na, fan, man, ran, van, can, pan, tan, ban,
t, b ma, ra, va, ca, pa, ta, ba, af, an, an, am, ram, cam, tam, map, rap, cap,
am, av, ac, ap, at, ab tap, nap, fat, mat, rat, cat, pat, bat, at,
nab, cab, tab
7 a, l, b, n, c, t, d, d, al, ab, an, ac, at, ad, ax, as, af, la, lab, nab, cab, tab, dab, wax, sax, tax,
w, x, s, s, f ba, na, ca, ta, da, wa, sa, fa fax, ax, an, ban, can, tan, fan, bat, cat,
sat, fat, at, ad, lad, sad, fad, dad, add,
bass, lass
8 a, m, s, s, p, b, l, g, am, as, ap, ab, al, ag, aj, ak, ma, mass, pass, bass, lass, gas, has, jazz,
h, j, y, k sa, pa, ba, la, ga, ha, ja, ya, ka pal, yak, ham, yam, jam, am, map,
sap, lap, yap, lab, jab, gab, sag, bag,
lag
Short O Words
1 o, l, l, t, t, h, n, r, c, ol, ot, on, oc, od, og, oj, op, lo, to, lot, hot, not, rot, cot, dot, got, jot, tot,
d, g, j, p ho, no, ro, co, do, go, jo, po pot, doll, on, con, nod, rod, cod, pod,
log, hog, dog, jog, lop, top, pop
2 o, m, p, p, s, s, h, t, om, op, os, ot, od, on, oc, mo, po, so, mop, sop, hop, top, pop, sod, rod, nod,
d, r, n, c, b ho, to, do, ro, no, co cod, pod, moss, toss, pot, hot, dot, rot,
not, cot, on, con
3 o, f, f, g, h, l, j, d, d, of, og, ol, oj, od, ob, ox, op, ot, fo, go, fog, hog, log, jog, dog, bog, fox, pox,
b, b, x, p, p, t ho, lo, jo, do, bo, po, to box, ox, lox, doll, pod, odd, lob, bob,
fob, pop, hop, lop, top, pot, got, hot, dot
4 o, c, b, b, j, s, s, m, oc, ob, oj, os, om, ol, ot, od, og, on, cob, job, bob, sob, moss, loss, boss,
m, l, l, t, d, d, g, n, co, bo, jo, so, mo, lo, to, do, go, no toss, doll, lob, mom, cod, sod, nod, odd,
r dot, got, not, lot, bog, job, log, dog, on,
rob, rot, rod
5 o, d, d, f, f, n, c, w, od, of, on, oc, ok, om, op, ox, ob, og, odd, off, on, con, wok, mom, pompom,
k, m, m, p, p, x, b, ot, do, fo, no, co, ko, mo, po, bo, go, pod, cod, pop, mop, top, box, fox, ox,
g, t to dog, fog, bog, got, dot, not, cot, pot
Plan for students to spell words with plastic letters in rotating small groups several times a week. They should
have at least two sessions for each short vowel. This will build an understanding of the phonetic nature of words
that will help students learn to spell and read words phonetically. Developing this skill at the short vowel level

Short I Words
1 i, h, t, t, l, l, s, s, f, b, it, il, is, if, ib, ik, ip, im, hi, ti, hit, lit, sit, fit, bit, kit, pit, it, mitt, quit,
b, k, p, m, q, u li, si, fi, bi, ki, pi, mi, qui hill, sill, fill, bill, pill, mill, quill, hiss,
kiss, miss, if, fib, bib, hip, tip, lip, sip,
kip, him
2 i, h, l, l, f, s, s, w, m, il, if, is, im, id, ib, ip, ig, hi, li, hill, fill, sill, will, mill, dill, bill, pill, gill,
d, d, b, p, g, qu fi, si, wi, mi, di, bi, pi, gi, qui quill, ill, if, sip, dip, hip, hiss, miss, wig,
pig, big, fig, dig, did, lid, hid, bid, him
3 i, s, s, p, l, l, h, r, y, d, is, ip, il, id, it, iz, ik, if, in, si, sip, lip, hip, rip, yip, dip, tip, zip, kip,
t, z, k, f, n pi, li, hi, ri, yi, di, ti, zi, ki, fi, hiss, kiss, sill, hill, dill, till, fill, ill, lid,
ni hid, rid, kid, sit, pit, lit, hit, kit, fit, if, in,
pin, tin
4 i, f, n, w, b, b, t, p, k, if, in, ib, it, ip, ik, im, ix, is, fi, fin, win, bin, tin, pin, kin, in, mix, fix,
m, x, s, s, r ni, wi, bi, ti, pi, ki, mi, si, ri six, if, bib, fib, rib, fit, wit, bit, pit, kit,
mitt, six, kiss, miss, nip, tip, kip, sip, rip
5 i, w, g, g, f, r, b, j, d, ig, if, ib, ij, id, ip, iz, in, it, wi, wig, fig, rig, big, jig, dig, pig, zigzag, if,
d, p, z, z, a, n, t gi, fi, ri, bi, ji, di, pi, zi, ni, ti fib, jib, rid, did, dip, rip, zip, in, win, fin,
bin, pin, nib, nip, wit, bit, pit, tip, tin
6 i, f, b, b, r, j, k, s, s, h, if, ib, ij, ik, is, im, iz, il, in, ig, fib, rib, bib, jib, kiss, hiss, miss, his, quiz,
m, q, u, z, z, l, l, n, g fi, bi, ri, ji, ki, si, hi, mi, qui, fizz, if, him, fill, bill, sill, hill, mill, gill,
zi, li, ni, gi quill, in, fin, bin, kin, fig, big, rig, jig
7 i, l, l, d, d, r, k, m, h, il, id, ik, im, iv, ip, ti, ix, is, if, lid, hid, rid, did, kid, dim, him, rim, vim,
v, p, t, x, s, f li, di, ri, ki, mi, hi, vi, pi, ti, si, (Kim) dill, mill, hill, pill, till, sill, lip, dip,
fi rip, kip, hip, tip, lit, kit, hit, pit, sit, fit,
mitt, mix, six, fix
Short E Words
1 e, n, t, l, l, s, s, w, v, en, et, el, es, ev, em, eg, ej, eb, net, let, set, wet, vet, met, get, jet, bet,
m, g, g, j, b, p ep, ne, te, le, se, we, ve, me, pet, mess, less, tell, sell, well, bell, hem,
ge, je, be, pe leg, beg, peg, egg, web, ten, men, pen
2 e, m, n, h, d, t, p, p, l, em, en, ed, et, ep, el, eg, eb, men, hen, den, ten, pen, leg, beg, keg,
l, g, g, b, k, r, w ek, me, ne, he, de, te, pe, le, peg, egg, met, net, pet, let, get, bet, wet,
ge, be, ke, re, we led, bed, red, wed, pep, web, well, tell,
bell

Short E Words
3 e, r, d, l, l, f, b, s, y, ed, el, ef, eb, es, et, em, eg, ep, re, red, led, fed, bed, fell, sell, yell, well,
w, t, m, g, g, p de, le, fe, be, se, ye, we, te, me, ge, bell, tell, web, mess, less, let, bet, set,
pe wet, met, pet, hem, leg, beg, peg, egg
4 e, m, s, s, l, l, y, p, em, es, el, ep, eb, ef, ez, ej, et, en, mess, less, yes, pep, hem, web, fez,
p, h, w, b, f, z, j, t, me, se, le, ye, pe, he, we, be, fe, ze, hem, sell, bell, fell, well, yell, yet, met,
n je, te, ne set, let, pet, wet, bet, jet, men, pen,
hen, ten, (Ben, Bess)
New Select The Letters Spell These Words

Sounds
Sound Story Part Two Words

1 sh s, s, h, h, a, e, i, o, u, p, n, ship, shin, shed, shell, sham, shut, shot, shop, rash,
d, l, l, m, t, r, c, g, w, f mash, sash, cash, lash, mesh, hush, rush, gush, mush,
wish, fish, dish
2 ē e, h, n, m, t, w, l, l, b, s, d Step 1: hen, he, met, men, me, well, wet, web, we, shed,
shell, she, bed, bet, bell, be; Step 2: he, me, we, she, be
3 ō n, o, o, g, s, y, t, d, b, p Step 1: not, nod, no, got, go, sob, sop, so; Step 2: no, go,
so, yo-yo
4 th t, t, h, i, n, u, d, b, a, m, thin, thud, bath, math, path, moth, with
p, o, w, s, e
(Spell both sets of th words
5 th at the same time.) this, that, then, them, Sight Word: the
6 ö o, o, i, t, d, n to, do, into, onto

7 ā There are no long a words students can spell at this
time.
8 ch a, e, i, o, u, c, h, n, p, l, l, chin, chip, chill, chum, chug, chat, chop, chess, rich,
m, g, t, s, s, r such, much
9 ng a, i, o, u, n, g, g, r, s, w, ring, sing, wing, king, thing, song, long, gong, rung,
k, t, h, l hung, rang, hang, sang
10 ū There are no long u words students can spell at this
time.
11 oi, oy o, i, l, b, c, s, f, n, j, y, t, j oil, boil, coil, soil, foil, coin, join, boy, toy, joy, soy
12 ou, ow o, u, w, t, p, s, h, l, d, c, c, out, pout, shout, loud, ouch, couch, mouth, south, sour,
m, r, n, b our, cow, how, now, bow, sow, down, town, owl, howl
13 ü u, p, t, s, h, l, l, f, b put, push, bush, pull, full, bull
Plan for students to spell words with plastic letters in rotating small groups several times a week. They should
14 at least
have ä two sessions
a, l, l, c,
forb,each
t, w,short
f, h, vowel.
m all, call,
This ball,antall,
will build wall, fall, of
understanding hall,
themall
phonetic nature of words
that
15 will
Thehelp students learn to spell and read words
sound phonetically.
Students Developing
will read this words
and spell skill at the
withshort
thisvowel
soundlevel
in
infoundation
lays the vision for learning to read words with
Advanced PhonicsatPatterns
phonics patterns From Children’s Books.
the next level.

Small Groups - Working With The Teacher
Pocket Chart Sentence Activities
Provide extra practice reading sentences with any of the following activities using a
pocket chart. This can be done with the whole group or with small groups.
Activity One - Word Matching
When you get to a new set of sentences, write

some of them on blank pocket chart strips. Leave lots
of space between the words. Make two strips for each
sentence, and cut the second strip apart to make sepa-
rate word cards. Place the complete sentences into the
chart, skipping a line after each strip. Have students
sit on the floor in front of the chart. Then pass out the
word cards to the students. Read each sentence aloud,
pointing to the words, and have students repeat it in
unison. Then point to each word in the sentence and
ask who has that card. Students come up one at a
time, read the word on their card, and place it just be-
low the matching card in the sentence. When you get
to the end of each sentence, have students reread it
again in unison, or a call on a student to read it. Con-
tinue in the same way until the students have built all
of the sentences on the chart.
Activity Two - Mixed Up Sentences
Using just the separate word cards from the

above activity, place the words needed for each sen-
tence in a separate row on the pocket chart. Mix up
the order of the words within each sentence. Call on
individual students to come forward and rearrange
each set of words so that they create a sentence that
makes sense. The volunteer reads the corrected sen-
tence aloud after moving the words cards into the cor-
rect order. The class repeats the sentence in unison.
Give guidance and support as needed.

Activity Three - Cloze Exercises
The word “cloze” is a term for “fill in the blank”

activities. Place the word cards for several sentences in
rows on the pocket chart. The word cards should be in
the correct order for each sentence. Have students read
each sentence. Then ask students to close their eyes -
no peeking! Turn over one card in each sentence so the
students will see the blank back side of that card. Call
on students to read each sentence again and predict the
missing word. Turn over the mystery card to see if the
student’s prediction is correct.
You can repeat this activity again in the same
way. This time turn over a different card when students
close their eyes.

Instructions For The Teacher
Overview
The Sound City Reading books may be used with students who are just learning to
read or students who are already reading but need to strengthen their word recognition,
spelling, and decoding skills. In this book, Basic Short Vowels, students practice reading
short vowel words and sentences. Students read both rhyming and body-coda word lists so
that they can learn to read short vowel words automatically, without having to stop and
think. Body-coda lists contain words that begin with the same letters.
Reading rhyming words helps students learn to decode smoothly because they only
need to change the beginning letter sound as they move from one word to the next. Read-
ing body-coda word lists helps in a similar way. Students only need to change the ending
sound as they go through the words. Because students can read the words more readily,
they experience success from the very beginning. They develop an internal understanding
of how words are put together. They become aware of both beginning and ending sounds
and learn to pronounce those sounds accurately when reading short vowel words.
In general, to start this book, students should know all the letters of the alphabet.
They should be able to recognize each letter and give its sound. They should be able to
write each letter correctly without hesitation, when given its sound.
However, students who are still learning or reviewing the letters of the alphabet can
begin this book IF they are able to remember the letters that have been taught, give their
sounds, and write them neatly. The first sets of words, the short u words, are arranged so
that students can study a new set of words after a certain number of letters have been
learned. The letters needed for each short u list are shown on the sequence chart.
If students are not able to remember the letters, give their sounds, and write them
with confidence, wait until students have mastered these skills before beginning this book.
Decoding And Segmenting - Working With Sounds In Words
To read short vowel words, students must look at each letter in the word, going from
left to right. Each letter represents a sound. If a student knows these sounds, he or she
can put them together mentally to identify and pronounce the word. This skill is called de-
coding. The object of the initial practice with each new set of words is for students to apply
this skill consciously, so that in the future they will be able to read the words automatically
without having to think about it.
It is important for students to learn to put the letter sounds together smoothly, with-
out a break between the sounds. This may be a challenge at first. Pronouncing the two-
letter combinations on the “Silly Sound” pages works as an excellent warmup activity be-
fore reading the words. Reading both the rhyming and body-coda word lists on the same
day also helps to build fluency. Repeated reading and daily practice are helpful.
Students must do the opposite of decoding when spelling words. They hear the
whole word and must break it apart mentally into its separate sounds. This is called seg-
menting a word. As they segment a word, students write the letter for each sound, in order
from left to right, to spell the word. This makes it easier for students to learn to spell most
words, compared to learning them by rote memory.
Being able to hear and identify the separate sounds in words, being able to pull the
sounds apart and put them back together again, is called phonemic awareness. This abil-
ity, paired with a knowledge of letters and their sounds, prepares students to begin reading

and writing words. Being able to decode when reading words and segment when spelling
words are the underlying skills making it possible for students to learn to read and write.
Sight Words
Most of the words students read in this book are phonetically regular short vowel
words. However, a few sight words (is, his, as, has, a, was, and I) are taught at the short
vowel level. These words are not pronounced as novice readers would expect. Students
must be taught that the letter s can represent the /z/ sound in some words. The word I is
always capitalized and has the long i sound, as in i/lilac. In the words a and was the let-
ter a has the short u sound, as in u/up. Read The Story About The Umbrella Vowels on
page 43 aloud to the students to help explain why vowels are sometimes pronounced with
the short u sound instead of the regular sound. For extra fun, bring an umbrella to class
and let students act out the story.
Using Sound Blending Exercises To Introduce Short Vowels -

“Silly Sounds”
Before reading short vowel words, students benefit from pronouncing two-letter
combinations that are not real words. It is easier to put two sounds together than to put
three sounds together. In this book, each short vowel section starts with a sound blend-
ing exercise. Students pronounce vowel-consonant combinations, ab, ac, ad, af, putting
the sounds together smoothly. These combinations are called “silly sounds” because they
have no meaning. Students should practice the letter combinations for each short vowel
over a period of several days, until they are mastered. This will make it easier for stu-
dents to read the three letter short vowel words that follow.
If students are still having trouble sliding three letter sounds together when they
read short vowel words, you can use the Letter Connections Activity, available at
www.soundcityreading.net. The teacher slides vowel cards down columns of consonants,
stopping at each consonant for students to pronounce the two-letter combination. Three-
letter combinations can by practiced in the same way by combining rhyming chunks (_at,
_am, _ap) with beginning consonants.
Pacing
Work on one short vowel at a time, in the order in which they are presented in this
book. Students will read rhyming words first, followed by words that begin with the
same sound. Word lists that begin with the same two sounds are called body-coda lists.
The body of the words stays the same, and the ending changes. It is important to read
both sets of words. After students have read all the words, they will study a few sight
words and read the related sentences. How fast you are able to progress will depend on
the age and maturity level of the students. Practicing every day is the key for building
mastery.
After completing this book, students will be ready to begin Phonics Patterns For
Beginning Readers, Books 1-8 (with color-coded vowels) or Basic Phonics Patterns, Books
1-8 (with all black print). Both of these sets teach the same phonics patterns in the same
sequence, with the same practice stories.

Materials To Use
• You will need this book, alphabet cards, sight word cards, pencils and lined paper.
• For a whole class, you can print enlarged versions of the alphabet and beyond the
alphabet chart (available at www.soundcityreading.net) and post them on the wall.
• Small sets of plastic alphabet letters are recommended for spelling short vowel
words. They can be purchased for a very reasonable price at
www.alphabetletter.com. Working in small groups works well when using the let-
ters. Decide how many students you will work with, and purchase two sets of letters
for each student in the small group. For each student, place two sets of letters in a
small plastic box with a lid. When you order the letters, go ahead and order two sets
of vowel letters for each student at the same time. These can be used to spell words
at the phonics patterns level.
• You will need a set of beyond the alphabet picture cards, beyond the alphabet letter
pattern cards, and a set of cards that shows both the pictures and letter patterns.
Other Materials
Students who need more practice decoding and spelling words may benefit from
studying the Rhyming Short Vowel Words And Sentences book. It follows the same
short vowel sequence as Basic Short Vowels, but has a different format. It has larger
print, color-coded vowels, and directional arrows in the initial word lists, which are lim-
ited to ten words each. The book has sound blending, oral blending, and segmenting
activities built into the lesson, to help students learn to decode and spell with confi-
dence.
You could also use a set of 11 by 12 inch picture-word pages that have the same
pictures and words found in the Rhyming Short Vowel Words And Sentences book. This
larger format works well when working with a group of students. The oral blending ex-
ercises (called the “robot game”) can be done with these large pages just like they are
done in the book.
A Rhyming Short Vowel Workbook is available. It can be used with the Rhyming
Short Vowel Words And Sentences book and also with the Basic Short Vowels book,
since both books follow the same sequence of word lists. Students draw lines to match
words and pictures, and copy words from a word list under the matching pictures. It
also includes pages to introduce the beyond the alphabet patterns.
Read The Sound Story First
Part one of A Sound Story About Audrey And Brad can be found at the beginning
of this book. The pictures in the story illustrate the various speech sounds in our lan-
guage. The small version in this book can be used with individual students when tutor-
ing. A larger version with color pictures (available at www.soundcityreading.net) can
be used to read aloud to a group. The teacher should read part one of the story to the
students over a period of four or five days. For students are learning the alphabet for
the first time, introduce just one new sound picture and related letter at a time. Model
the sound for each picture and have the students repeat. Point out the capital and low-

er case letters and explain that they represent the same sound in words. Point to
each letter and have students repeat the sound for each one.
As they listen to the sound story, students associate a picture with each
speech sound. The picture makes sense to students because it is familiar to them,
showing a sound that is heard in real life. While letters are also symbols for sounds,
their visual appearance, unlike pictures, does not have any special significance
which would suggest a particular sound. If the sound picture is taught first, and
then paired with the associated letter symbols, students will be better able to re-
member the letters and their sounds. They will understand the relationship be-
tween sounds and letters more easily. In the Sound City Reading program, the
sound pictures are paired with the associated letters on alphabet and phonics pat-
tern charts, providing visual cues to remind students of any sound that they forget.
After students complete the short vowel level, using sound pictures is partic-
ularly helpful for students in two ways. The English language is phonetic, but due
to the influence of other languages, many of its speech sounds can be shown with
more than one letter or letter pattern. For example, the letters f and ph both repre-
sent the /f/ sound. The letters a, ai, ay, and a_e can all represent the long /ā/ sound.
Starting with a sound picture allows students to pair any number of letters and let-
ter patterns with that picture.
The sound pictures are also helpful in a second way. Some letters or letter
patterns can represent two or more different sounds. The letters ea, for example,
may be pronounced as /ē/ in eat, /e/ in head, or /ā/ in steak. Using three sound pic-
tures on a chart with the ea pattern shows all of the possible ways to pronounce the
pattern.
How To Use The Alphabet Charts And Alphabet Cards
Print a set of alphabet flashcards from the Sound City Reading web site on
card stock, or write them by hand on blank index cards. Make a set of lower case
letters and a set of capital letters. Both the short (i/in) and long (ī/lilac) sounds for
the letter i are taught in part one of the sound story, so make a card for each sound.
Do not mark the short i card, but put a straight line over the i on the long vowel
card. Learning the long sound will help students remember the sight word I.
Go through the pack of lower case alphabet cards and have students say the
sound for each letter. Be sure to model the sounds correctly. Do not add ‘uh” to the
letter sounds. Say /t/ not /tuh/.
Teaching Sight Words
Whe you introduce the sight words as, has, and was, explain that the letter s
can sometimes represent the /z/ sound in words. Show the alphabet card for s and
model both possible sounds, /s/, /z/. Have each student repeat the sounds. After
that, say both sounds each time the card is shown.
When students learn the sight words a and was, read them the story about
the umbrella vowels (page 43). Add a flashcard with the letter a with a picture of an
umbrella above it to the alphabet pack. Show the card and model the sound /u/ (the
short u sound). Have students repeat. Include this card each time you review the
letters.

How The Letters And Words Are Marked
Various marking conventions are used at this level to help students read and spell
new words. The markings are designed to provide a visual cue to help students remember
how to pronounce a letter or word during the initial learning period.
• Short vowels (a/ax, e/egg, i/in, o/ox, u/up) are not marked.
• A small letter is placed above consonants that represent an unexpected sound. For ex-
ample, a small z is placed above the s in the words as, has, his and is.
• Words that contain a pattern that is not pronounced as expected (for example, the letter
a in was) are shown with a pair of glasses to indicate that these are sight words, and
must be memorized.
• A small umbrella above a vowel other than the letter u shows that it represents the u/
umbrella sound (short u sound) in that word. This occurs in words with the vowels a or
o, as in a, was, what, son, of, across, panda, and love. It also occurs in the word the.
• The long vowel ī is marked with a straight line above it, like this, i, to remind students
to say the long sound instead of the short sound.
Teaching Strategies
1. Read part one of the Sound Story aloud daily until all of the sounds have been taught.
Use the larger version of the story when reading to a class.
2. Point to the letters on the alphabet charts. Have students say the sound for each let-
ter. Model and have students repeat until students are able to remember the sounds
on their own. The sound pictures will help students remember the correct sounds for
the letters.
3. Go through your pack of lower case alphabet cards and have students say the sound for
each letter, in unison. On some days, do the same with a set of capital letters.
4. To begin working in the book, students start by pronouncing the vowel-consonant com-
binations at the beginning of each section.
5. Then have students read the first set of rhyming words. Students should pronounce
the two-letter combination at the top of each column before reading the words. Point
out that the end of every word in a rhyming list is the same. Students just have to sub-
stitute different beginning sounds as they read.
6. Next have students read the body-coda words, which begin with the same letters. Ex-
plain to students that they will pronounce the beginning of each word the same, substi-
tuting different ending sounds. This “one-two” punch using both rhyming word lists
and body-coda lists helps students begin to decode words more accurately and automat-
ically.

7. Have students cover the pictures with an index card while they are reading the words.
They can slide the card down after reading each word to show the matching picture.
This creates a sense of anticipation in the students. They look forward to seeing the
picture because it will serve as a confirmation that they have read the word correctly.
This method requires students to decode each word without picture cues to help them.
8. Students will find it easier to read the words in this book if they practice spelling some
of the words from dictation first, before trying to read them. You can have students
spell by writing the words on lined paper or on a dry-erase board. For beginners, you
can have students select the needed letters from a box of plastic letters and use those
letters to spell words. As an intermediate step between the plastic letters and written
words, you can call on individual students to spell words on a pocket chart, using
moveable alphabet cards. The word is then covered while students write the word, and
uncovered for them to check their work, correcting as needed.
9. When students spell a word, they should listen carefully, say the word slowly, and then
say the separate sounds while writing the letters on lined paper. Students should not
say the names of the letters as they spell, since the letter names do not create the word
when spoken in sequence, as the letter sounds do. You want the spelling lesson to re-
inforce the phonetic nature of our language.
10. After students have become confident spelling short vowel words and a few of the sight
words, try dictating one of the short vowel sentences that they have studied.
11. When you reach the pages that teach new sight words, write them in large print on
flashcards. Show a new word to the students, say it, and have students repeat in
unison. Use it in an oral sentence. Call on every student to read the word, one at a
time. Have students write the word, copying the flashcard. Then call on various stu-
dents to share oral sentences with the word. Don’t try to teach all the sight words at
the same time. Review frequently.
12. You’ll teach the first sight words after students have read all of the short a words.
Point out the part of the word that is different from what is expected (the short u
sound for a in the words a and was, the /z/ sound for s in as, has, is, and his, and the
long i sound for the word I). Have students copy the sight word on paper or a dry-erase
board. After introducing the first sight words, as, has, a, A, and was, students will be
ready to read the short a sentences. A sight word page and sentences also follow the
short o, short i, and short e words.
13. You may want to practice the sentences on a pocket chart. Write four or five of the
sentences in large print on sentence strips. Write each sentence twice, on two different
strips. Cut the second strip apart to separate the words. Place the whole sentence
strips in a pocket chart, leaving an extra line below each sentence. Pass out the sepa-
rate words cards to the students. Read the first sentence aloud, then point to each
word, one at a time. Ask students who have the matching card to bring it up to the
chart and place it just below the word in the sentence. Continue until the second
whole sentence is filled in. Then reread the sentence together. Continue until all the
sentences have been completed in the same way.

14. For a greater challenge on the pocket chart, rearrange the word cards below each sen-
tence to place them in random order. Call on a student to rearrange the cards to place
them in order below the complete sentence. For more advanced students, place only
the word cards in a row, out of order. See if students can read the words and figure out
how to place the cards in order to create a sentence.
15. After reading a new set of words, write some of the words on the board and draw small
pictures to illustrate each one. Have students copy the words and pictures during a
seatwork period.
16. After reading a set of sentences, have students choose a sentence to copy and illustrate
on lined paper.
17. An important additional element is to read aloud to students from a variety of books
every day. Books with large print and pictures that have a rhythmic, rhyming nature
are particularly good for echo reading. When echo reading, read each sentence aloud
and have the students repeat it in unison.
18. At the end of this book students are introduced to the suffix _s, used with both nouns
and verbs, and _’s used to show ownership.

Adding The “Beyond The Alphabet” Sounds
Read Part 2 Of The Sound Story
The alphabet letters alone are not sufficient to represent all the sounds in the English
language. Students must also learn the “Beyond The Alphabet” sounds. These sounds in-
clude the following.
1) The remaining long vowel sounds: ā, ē, ō, and ū. (Long ī is taught in part one.)
2) Three dotted vowel sounds: ä/all, ö/to, and ü/push. The two dots mean “not the usual
sound.”
3) Five consonant sounds represented by two consonants working together: sh/ship, th/
thumb, th/this, ch/chicken, and ng/ring. These are called consonant digraphs.
4) Two vowel sounds, each represented by two two-letter patterns: ou/ouch and ow/cow, oi/oil
and oy/boy.
5) One consonant sound not represented by a single pattern. This sound is heard in the
words vision, measure, azure, and garage.
Teaching The Beyond The Alphabet Sounds
For students in kindergarten, introduce the beyond the alphabet sounds after students
have read all of the short vowel words. They will learn to associate each new sound with the
related letter symbol in the same way that they initially learned the alphabet. They will do
this by listening to part two of the sound story, saying the sound for each pattern from the be-
yond the alphabet sound chart and flashcards, and writing the new letters and letter patterns
when given their sounds during the dictation period. Becoming familiar with the new pat-
terns sets the stage for rapid progress after students begin the Phonetic Words And Stories
books in first grade.
Students can use the new letter patterns to spell words with plastic letters, with guid-
ance from the teacher. A list of words to spell is included after the short vowel lists for plastic
letters.
After students have spelled words with plastic letters, they may read words with the
new patterns from the word lists in this book. This step is optional. Provide support as need-
ed.
The chart on the next page shows a list of words that can be spelled for each pattern
Writing the words is optional. Give students help as needed. Continue the daily dictation pe-
riod. Dictate a few short vowel words, using two different short vowels. For instance, you
could dictate these words: hip, hop, sip, sop, big, bog, dig, dog, and so on. Then dictate one or
two words with a new beyond the alphabet pattern, for example, fish and shut. You could also
plan plan a simple sentence for students to write.
This option will prepare students to start the next level, Phonetic Words And Stories.
It also has the benefit of eliminating a lot of confusion as students are exposed to new words
outside of the instructional period. For example, when they see the word ship, they won’t try
to read it as four separate sounds, s...h...i...p. And if they see the word and hear someone pro-
nounce it correctly, as ship, the spelling of the word will make sense to them.
If students are in first grade, after completing all of the short vowel words in this book,
skip the beyond the alphabet sounds in this book and go directly into Phonetic Words And
Stories, Book 1.

How To Introduce The Beyond The Alphabet Patterns
Read one section of part two of the sound story aloud each day, as indicated on the
sequence chart, pointing to the new sound picture and the related letter or letter pattern.
For a group, read from the full sized sound story book so that students can see the pictures
and letters. Model the sound as you point to the picture and the letter pattern. Point to
each one a second time as students repeat the sound.
• Explain, when needed, that sometimes two letters are used to represent a single sound.
• When you teach a new vowel sound, explain that vowels can represent more than one
sound. Explain that a straight line over a vowel shows that it has its long vowel sound.
Two dots over a vowel mean that the vowel does not have its short or long sound. It
has a different sound.
These variations occur because there are not enough letters in the English alphabet
to show all the sounds.
Use the part two sound picture cards and the related Beyond The Alphabet phono-
gram flashcards to review the sounds that have been taught. Show just the picture cards that
have been introduced and have students say the sounds. Then show the letter cards and have
students say the sounds again. Finally have students match the picture cards and letter cards
on a table or in a pocket chart.
During the daily dictation period, start by dictating all of the alphabet sounds that have
been taught. To dictate the beyond the alphabet sounds you will need the set of beyond the al-
phabet cards that has both sound pictures and letter patterns shown together. These will be
especially helpful for younger students and when students are first learning the patterns.
Show the new card and say the sound. Students repeat the sound and write the new
pattern. Then show all of the beyond the alphabet cards (with both pictures and letters) that
have been taught and have students write them while they repeat the sounds. Students can
refer to each card to help them remember the correct letter or letter pattern. Writing the
patterns while saying the sounds helps students remember them. Model and assist as
needed. Remind students to mark long vowels with a straight line over the vowel and
mark dotted vowels with two dots. Explain that long vowels “say their names.” Two dots
over a vowel mean “not the usual sound.”
A wall chart showing the beyond the alphabet sounds is available. Students will
say all the sounds that have been taught from the chart daily, in unison. It can be re-
ferred to as needed when students are spelling and reading.

Introducing Part 2 Of The Sound Story
After students have read all of the short vowel words in this book, read one new section in part two of
the sound story aloud each day. See the chart below. Students can practice spelling any of the listed words
on this chart with plastic letters. You could also have students spell a few of these words during the spelling
dictation period in addition to short vowel words that are being reviewed. The last section of this book has
word lists containing the patterns on this chart. Reading the words is optional at this level.
Introduce From The Sound Story, Words That Can Be Spelled With Plastic Letters
Part 2 Only words that do not have consonant blends have been selected.
sh, review ī shut, rush, shell, mesh, mash, wish, fish
ē he, we, be, me, she
ō no, so, go
th thin, with, math, bath, moth
th that, than, this, then, them, Sight Word: the
ö to, do
ch chop, chum, much, such, chess, chin, chill, rich
ng sing, wing, ring, king, song, long, rang, hang, hung
oi, oy oil, soil, coil, coin, join, boy, toy, joy
ou, ow out, shout, our, loud, couch, cow, now, how, down, owl
ü bush, push, pull, full, bull, put
ä all, fall, hall, tall, call, wall, ball
(zh as in measure)
sh
e
o th
th
Read the story aloud to the students. Say the sound for the sound picture and have students repeat the sound.
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
and his dog. So, they decided to go to the theater.
At the theater, someone in front of them started
talking on a cell phone. “Shhh,” Mom said, leaning
sh
forward in her seat. (sh/ship)
The movie was action packed and very exciting.

Before they knew it, the movie was over. They
were the last people to leave the theater. As they
walked along the rows, they heard a squeaking
sound, “eee, eee, eee.” It was a tiny mouse
scurrying along the floor under the seats. He was
ē
collecting dropped pieces of popcorn. (ē/begin)
At first, they didn’t see the mouse. Then it ran

right by Mom’s foot. “Oh!” she exclaimed, jumping
ō
up on the nearest seat. “It’s a mouse!” Audrey and
Brad giggled a little. They were not afraid of a
mouse. (ō/robot)
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
th
kettle. (th/thumb)
Dad was up early, too. After his shower, he shaved

with an electric razor. “Tttthhh,” was the sound
th
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
ö
the clouds. Audrey sat up in bed and looked out
the window. A white blanket of snow covered the
ground. “Ooooo,” she exclaimed. “It snowed last
night!” (ö/to)
Point to the letter or letter pattern and explain that it represents the same sound as the picture. Say the sound
again and have students repeat it. Tell students that a straight line above a vowel tells us to say the long vowel
sound, which is the same as the letter name. Two dots above a vowel mean “not the usual sound.”

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 refrigera-
tor. At the top of the paper was a large red A.
(ā/raven)
When they were finished eating, Brad and Audrey

got dressed and went outside. Everything was qui-
et. As they walked down the driveway, their feet
ch
crunched in the deep snow. Ch, ch, ch, ch. A few
snowflakes were still falling. The whole neighbor-
hood was beautiful. (ch/chicken)
Audrey and Brad decided to have a snowball throw-

ing contest. They took turns throwing the snow-
balls at the basketball backboard that stood beside
the driveway. “Nnnggg,” went the backboard as
Brad’s first snowball hit. “Nnngg,” it sang out
again as Audrey’s snowball hit it, too.
(ng/ring)
ng
Dad and Mom came outside to shovel the snow off

of the front driveway. They all took turns shoveling
the snow. Audrey and Brad worked hard, too. Af-
ū
ter a long time, the driveway was clear. “You two
did a great job,” said Mom. “Thanks for your
help.” (ū/music)
“Hey, now we have room to use our new pogo

stick,” said Brad. He ran into the garage and
brought it out. He started to jump up and down
with it on the driveway. “Oi, oi, oi,” went the coiled
spring on the pogo stick as he bounced up and
oi
down. (oi/oil, oy/boy)
oy
Audrey noticed some icicles hanging down from the
ou
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
ow
went to help Audrey up. She stood up carefully and
rubbed her arm. She decided to leave the icicles
where they were. (ou/ouch, ow/cow)
Then Audrey and Brad decided to build a snowman.

They rolled up balls of snow for the head and middle
ü
part of the snowman. Brad rolled up a huge ball of
snow for the bottom of the snowman. He rolled until
he couldn’t go any farther. “Uuuhh,” he said as he
pushed hard against the giant snowball. “That’s as
far as I can go.” (ü/push)
As they finished the snowman, they looked up and

saw a large crow sitting in the tree beside their drive-
ä
way. He flapped his wings and let out a loud “aw,
aw, aw, aw” before he flew away. (ä/all)
By this time 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 in- measure
to some warm dry clothes. Audrey’s mom used the
hair dryer to dry her damp hair. “Zzzzhhhh,” was the
vision
sound of the hair dryer as it blew. (The sound in azure
measure, vision, garage, azure)
garage
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 after-
noon reading together.

Alphabet Sounds
Aa Bb Cc Dd Ee
Ff Gg Hh Ii Jj
Kk Ll Mm Nn Oo
P p Qu qu R r Ss Tt
uU
U u VvvVW w
wWX xx Y
X y yZYz
Students say the sound for each letter.

“Beyond The Alphabet” Sounds
i sh ē ō
th th ö ā
ch ng ū oi oy
measure, vision,
ou ow ü ä azure, garage
Students say the sound for each letter or letter pattern.

AaBbCcDdEe
FfGgHhIiJj
KkLlMmNnOo
PpQqRrSsTtUu
VvWwXxYyZz
AaBbCcDd
EeFfGgHh
IiJjKkLl
MmNnOo
PpQqRrSs
TtUuVvWw
XxYyZz
Students can use the handwriting models on pages 124 and 125 as a reference
when they are doing written activities.
How To Make A Dry-Erase Frame To Use With Pages 127-128.
Tape a clear presentation cover sheet to a sheet of cardstock along the top
edge so that they are connected but can be opened. Remove page 147 from this
book and place it under the cover sheet. Students can use the lines on the front of
the page or turn the page over to use the lines on the back of the page.
This setup can be used as a dry-erase frame. Students can write letters and spell
words from dictation by writing on the clear cover sheet. They should say the
sound (not the letter name) as they write each letter. They can erase easily with
a soft cloth or tissue.
Dry-erase frames work well because students can erase and try again if
necessary. Model letter formation and provide assistance as needed. Students
may want to display the handwriting model page in this book so they can refer to
it as they write.

Remove this page and use it in a dry-erase frame.
Remove this page and use it in a dry-erase frame.
Alphabet Sounds
Aa Bb Cc Dd Ee
Ff Gg Hh Ii Jj
Kk Ll Mm Nn Oo
P p Qu qu Rr Ss Tt
Uu Vv Ww Xx Yy Zz

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cat cat

Rhyming Short Vowel

Short Vowel Sentences

Entire contents © 2019 By Kathryn J. Davis

Permission is hereby granted to teachers, parents, and tutors to print

Printed in the United States of America

More information and materials can be found at

The handwriting fonts used in this book are available from

Short Vowel Words

Two-Sound Blending - Short O ....................................................................51

Two-Sound Blending - Short I .....................................................................67

© 2019 by Kathryn J. Davis 3 Basic Short Vowels

Suffix Study: _s with verbs ........................................................................ 105

Beyond The Alphabet Sounds

Long I Intro ................................................................................................ 112

Sequence Chart .......................................................................................... 131

Alphabet Chart.............................................................................. Back Cover

© 2019 by Kathryn J. Davis 4 Basic Short Vowels

Then they jumped down and ran around the park

Soon they were playing music. Each violin made a

© 2019 by Kathryn J. Davis 5 Basic Short Vowels

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

The following Monday morning, Audrey and Brad

Audrey worked hard all morning. After lunch, her

After recess Audrey realized that her throat was

© 2019 by Kathryn J. Davis 7 Basic Short Vowels

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

The children waited in the office for their parents.

When Mom arrived at school she took them straight

© 2019 by Kathryn J. Davis 8 Basic Short Vowels

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

Short Vowels Sight Words

© 2019 by Kathryn J. Davis 9 Basic Short Vowels

© 2019 by Kathryn J. Davis 10 Basic Short Vowels

© 2019 by Kathryn J. Davis 11 Basic Short Vowels

Teach or review the letters t, i, h, l, n, w, u, b, m, and r. Beginning students should be

© 2019 by Kathryn J. Davis 12 Basic Short Vowels

© 2019 by Kathryn J. Davis 13 Basic Short Vowels

© 2019 by Kathryn J. Davis 14 Basic Short Vowels

© 2019 by Kathryn J. Davis 15 Basic Short Vowels

_un _uss _us

© 2019 by Kathryn J. Davis 18 Basic Short Vowels

© 2019 by Kathryn J. Davis 21 Basic Short Vowels

© 2019 by Kathryn J. Davis 22 Basic Short Vowels

Teach the letters p, k, and y.

© 2019 by Kathryn J. Davis 25 Basic Short Vowels

© 2019 by Kathryn J. Davis 27 Basic Short Vowels

© 2019 by Kathryn J. Davis 28 Basic Short Vowels

© 2019 by Kathryn J. Davis 29 Basic Short Vowels

© 2019 by Kathryn J. Davis 30 Basic Short Vowels

© 2019 by Kathryn J. Davis 31 Basic Short Vowels

_ax _ass _as

© 2019 by Kathryn J. Davis 36 Basic Short Vowels

© 2019 by Kathryn J. Davis 37 Basic Short Vowels

© 2019 by Kathryn J. Davis 38 Basic Short Vowels

© 2019 by Kathryn J. Davis 41 Basic Short Vowels

© 2019 by Kathryn J. Davis 42 Basic Short Vowels

The Story About

3. A man had a hat.