Complete 61 Lesson Phonics Course Teaches Reading

Phonics Lessons
Phonics Lessons
Phonics Lessons
Phonics Lessons
Phonics Lessons
course for teaching beginning readers
to read and spell
freephonicslessons.com
Phonics Lessons
Phonics Lessons
Phonics Lessons
Phonics Lessons
Phonics Lessons is a complete 61 lesson
to read and spell.
freephonicslessons.com.
Phonics Lessons
Phonics Lessons
Phonics Lessons
Phonics Lessons
is a complete 61 lesson
.

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Introduction
Welcome to my website! It is my desire to “lend a helping hand” to those involved in
the art of teaching basic reading skills. I hope you’ll find these “hands-on” phonics
lessons useful in the process of helping your students develop and strengthen basic
reading skills. The lessons are presented in a progressive order.
Originally, I created these lessons as a homework follow-up to classroom instruction.
After retirement, I copied the complete set of lessons and used them for tutoring.
They proved to be very effective in helping my students strengthen and further
develop their basic reading and spelling skills. The common spelling patterns are
listed on the long vowel chart.
The lessons should not be used as an independent activity. Assisted guidance and
interaction with the student is essential in following through each portion of the
lessons. It is important to lend support and inspire the student as he/she pursues the
task in each lesson and gains strength in the development of reading and spelling.
Knowledge of sound-symbol association is a first step in learning how to read.
Throughout my teaching career, I used the Phonovisual Consonant and Phonovisual
Vowel wall charts to teach and firmly establish letter-sound association by means of
daily drill. Our language is 85% phonetic and definitely worth learning the phonetic
rules and exceptions.
Students need to have the opportunity to apply their knowledge of basic phonics skills
to reading texts that are phonetically based and experience success in the early
stages of reading.
I used the five levels of Primary Phonics, Educators Publishing Service, Inc. They are
decodable and progressive. This series was an excellent supplement to our district
adopted reading program and books in our classroom.
Introduce new books and stories to your students in a manner that sparks interest
and curiosity. Check comprehension by asking “who”, “what”, “when”, “why”, and
“where” questions. (Note NEA article)
I

Lots of reading practice strengthens fluency. Re-reading is important; it helps in the
development of word recognition and fluency. I retired after 40 years of teaching, 35
years in my last district in southern California. I loved teaching 1st grade students.
Please contact me if you have any questions or comments. My e-mail address is
ddittus@cox.net
Retired teacher,
Darlene Dittus
p.s. Check out the dominoes! The domino patterns are an excellent visual tool and
extremely helpful in the process of learning and memorizing basic number
combinations. Also, another good site for beginning readers is starfall.
I would like to share this article published in NEA Today by Catherine Snow,
Professor at Harvard University’s Graduate School of Education
"Three basic elements that build good readers:
1. Children need to understand the alphabetic writing system —
that words have letters and that letters relate to sounds.
2. They need opportunities to use reading to obtain meaning from print.
3. They need frequent chances to practice their skills to achieve fluency.
Children should be encouraged to sound out unfamiliar words. They should use
context and pictures as tools for monitoring word recognition. To promote
comprehension, curriculums should include instruction in summarizing the main
idea, predicting events, and drawing inferences. Children need time to write every
day. Invented and traditional spelling can co-exist–with the former helping children
understand the sounds created by different letter combinations."
I received this cartoon from a friend in Denver, CO.
(clipping from a local Denver newspaper).
In conclusion, "Reading = Education"
II

Using these Lessons
I recommend teaching these lessons in the same order as listed in the index. On
occasion, you may need to modify it and break it into mini-bites if the lessons become
overwhelming for a hesitant, beginning reader. You need to keep the motivation and
interest intact and adjust the pace. I suggest the following steps:
Mini-reading lesson steps for the student
1. Master the sounds on the Consonant and Digraph Picture Charts
2. Understand the process of blending two consonant sounds as you pursue the
Consonant Blend Chart.
Ex: (bl). The sound of "b" slides into the sound of "l". (Another way is to put the
sound of "b" in one hand, the sound of “l” in the other hand, and bring your two
hands together, blending the sound of "bl").
3. Short Vowels (picture chart)
Learn the sound of short “a”, and then go to Lesson #1 Short (a). Continue with the
blending process. Ex: cat. The sound of "c" slides into the sound of short "a",
resulting in the sound of "ca"... cat. In pursuing the easy list of rhyming words, the
left column is slightly easier than the right side. Work on reading a few of the easy
columns. Once the student understands the process of decoding, you're bound to
see an excited student who has just discovered the key to learning how to read
and is ready to expand that process.
4. Go back to the Short Vowels picture chart and learn the remaining short vowel
sounds and pursue the remaining lessons as you need to. I assume the student's
level of maturity, temperament, and attitude may influence the pace of learning.
Sight Words and Text
Simple Sight Words are listed in the reference portion of the index. Sight words are
not phonetic and appear with high frequency in basic reading texts. Learning the sight
words tends to be an automatic process that depends largely on the number of times
the reader is exposed to the words.
The text in these lessons is green if it is a sight word. After the student has been
exposed to a particular sight word for about twenty times, the words are no longer
printed in green.
In addition to the green sight words, the text may also be green if the word has not yet
been introduced in the lesson sequence.
III

About the site
The lessons can be used online, but really they are designed to be printed out on
standard letter-size paper from the menu bar. The only way I could control the font,
format, page breaks and such was to create a separate file of pdf documents for the
different lessons. On the screen the pdf's look strange but they print out OK. The site
looks OK on Safari, Chrome, Firefox, Opera, and IE8. If you're using an older version
of Internet Explorer, get another browser. This site is a work in progress and I
welcome any corrections or suggestions to improve the content.
IV

Free Phonics Lessons
Interactive Picture Charts
Consonants (breath sounds) Variant Vowels
Digraphs (breath & voice sounds) Vowel Chant
Consonants (voice sounds) (2 pp) Consonant Blends (2 pp)
Short Vowels Additional Blends
Long Vowels Final Blends
References
DictationSpelling Practice Simple Sight Words
Lessons
#1 Short (a) #32 Vowel Pattern (old, ost)
#2 Short (i) #33 Variant Vowel Pattern (or)
#3 Short (u) #34 Review (o-e, oe, oa, -o, ow, old, ost)
#4 Short (o) #35 Vowel Pattern (u-e, ue)
#5 Short (e) #36 Vowel Pattern (ew, ui)
#6 (ea) Combination #37 Review (u-e, ue, ui, ew)
#7 Digraph (th) #38 Review Long Vowel Patterns
#8 Digraph (wh) #39 Suffix (bye-bye "e")
#9 Digraph (sh) #40 Contractions
#10 Digraph (ch) #41 Spelling Pattern (are)
#11 Bossy "r" (ar) #42 Variant Vowel Bossy "r" (ur)
#12 Vowel Pattern (a-e, ay) #43 Variant Vowel Bossy "r" (er)
#13 Vowel Pattern (ai, eigh) #44 Variant Vowel Bossy "r" (ir)
#14 Review (a-e, ai, ay, eigh) #45 Variant Vowel Bossy "r" (or)
#15 Singular, Plural (ant, ants) #46 Variant Vowel Pattern (long oo)
#16 Singular, Plural (branch, branches) #47 Variant Vowel Pattern (short oo)
#17 Suffixes (ed, ing) #48 Variant Vowel Pattern (ow, ou)
#18 Ending (le) as in apple #49 Variant Vowel Pattern (aw, au, al, all)
#19 Vowel Pattern (ee, -e) #50 (wa) as in water
#20 Vowel Pattern (ea) #51 Variant Vowel Pattern (oy, oi)
#21 Vowel Pattern (-y) #52 Soft c (ce, ci, cy)
#22 Vowel Pattern (ey, ie) #53 Soft g (ge, gi, gy)
#23 Review (ee, ea, -e, -y, ey, ie) #54 Soft g (dge)
V

#24 Vowel Pattern (i-e, ie) #55 (ch) as in chimney, chef...
#25 Vowel Pattern (igh, -y) #56 Initial Blends
#26 Vowel Pattern (ind, ild) #57 Final Blends
#27 Review (i-e, ie, igh, -y, ind, ild) #58 Silent Letters (ph, gh)
#28 Spelling Rule (plural) #59 Digraph (ng)
#29 Vowel Pattern (o-e, oe) #60 Ending (tion, sion)
#30 Vowel Pattern (oa, -o) #61 Silent Letters (wr, kn, mn, mb)
#31 Vowel Pattern (ow) Spelling & Dolch Words
These lessons are designed to teach new learners to read by building a phonetic
foundation. The beginning reader can use the consonant charts and the vowel charts
to learn the basic sounds and spelling of letter combinations. The lessons are
arranged in a format that can be easily used by parents and teachers as instructional
materials for the purpose of developing basic reading and spelling skills. Phonics
skills are key elements to the successful development of basic reading and spelling
skills. Learning basic math facts using dominoes is included as well as timed addition
and subtraction drills. The lessons are also available at theschoolhouse.us.
VI

Learn these beginning consonant sounds. Say the picture word and listen to the
sound you hear at the beginning. Repeat this sound until you've learned it well. You
need to know these sounds in order to decode (sound out) words.
Breath Sounds Click on the letter, name, and picture
1

Learn these digraph sounds. Say the picture word and listen to the sound you hear.
Repeat this sound until you've learned it well. You need to know these sounds in
order to decode (sound out) words.
Breath Sounds Click on the letter, name, and picture
Breath Sound Voice Sound
2

Voice Sounds
3

Yy is a special letter; sometimes it is a consonant and sometimes it is a vowel.
The "y" in the word yak is a consonant. (It is a voice consonant; its sound is audible.)
The vowels are a-e-i-o-u and sometimes y.
y functions as a vowel when it:
a) concludes a word which has no other vowel (my)
b) concludes words of more than one syllable (happy)
c) immediately follows another vowel (may).
In the combination ay, y serves as a vowel. When two vowels are together - the first
has its long sound, the second is silent. Hence, our vowel rule:
When two vowels go walking, the first one does the talking, (it says its name).
The second one does the walking, (it is silent).
4

Pictures begin with the short vowel sound
5

Long vowel reading/spelling patterns
Long vowels say their name (as in the alphabet)
6

Reading and Spelling Patterns
7

9

Say the name of the picture and listen to the two/three sounds you hear at the
beginning of each picture. Repeat this sound until you've learned it well. Knowing
these sounds will enable you to read words fluently since you can eliminate the
process of "sounding out" the letters each time you come across them.
Consonants and Digraphs (shr, thr)
11

Directions
Dictation is an excellent means of providing spelling practice and a
great follow up activity after the student can phonetically decode
and read the words listed in each lesson. Each lesson focuses on
a specific spelling pattern.
1. Dictation requires a teaching assistant to help the student.
This person selects a word listed in the lesson and dictates
the word clearly, ex: (cat); then repeats the word, but this
time says the word slowly while “sounding out” each letter.
(Slide the sounds to some extent.)
2. Simultaneously, the student listens, discriminates, then
writes the letters representing these specific sounds - (cat). Basically, the student
writes the word to the best of his/her ability.
3. The teaching assistant checks the spelling immediately. If the student has
spelled the word correctly, extend a word of praise. If there is an error, point out the
word listed in the lesson, have him/her read it and “sound it out” then rewrite the word
correctly. It may be necessary to let the student look at the word to enable him/her to
write it correctly.
If the process of dictation is too difficult for the student, go back and review all the
consonant and vowel sounds presented at the beginning (picture charts). Concentrate
especially on developing a solid understanding of the consonants and short vowel
sounds before moving onto the long and variant vowel sounds.
13

Lots of drill may be necessary in order to learn letter names and
sounds. Work on blending letter sounds of simple words, ex: (cat), to
help the student understand the process of decoding. It may be helpful
to read the easy rhyming words (left column) in lessons 1 - 5 before
attempting those listed in the right hand column. Rereading strengthens
and develops reading fluency. Readiness (maturity) is a factor that
affects the pace or rate of learning
14

Frequently used sight words.
Sight Words are numerous and one cannot “sound them out” according to their
phonetic spelling pattern. From the standpoint of spoken language, all words are
phonetic. However, the spelling (visual patterns) in sight words, are such that the
common phonic generalizations cannot be applied in decoding. These words appear
frequently and must be memorized.
a from oh sure
above give once the
again gives one their
any goes only there
are gone or they
away have other to
been here over today
before I own too
both into pretty two
buy knew push upon
children know put very
color laugh ready want
come live really was
could love said wash
do many says were
does mother school what
don't Mr. shall where
done Mrs. should who
door none some work
father of someone would
four off something you
friend often sometime your
15

Frequently used sight words - Part 2
across dove language soldier
air dozen laughed son
against dye leather soul
aisle early library special
already earn lion spread
answer enough lived square
anxious every machine steak
around eye measure taught
bear eyes million though
beautiful field minute thought
beauty folks mischief through
because garage move together
believe ghost neither ton
calf gloves ocean tongue
carry great office toward
coming grew onion usual
cough guard open vein
couple guess ought view
course guide patient warm
cousin head piece weather
cruel heart please whom
curve heaven quiet whose
dead heavy ranger wolf
deaf hour rough woman
debt idea science won
desire Indian scissors write
double instead sew wrong
doubt isle sign young
16

Read these short (a) words in each of the columns. If you need to decode (sound
out) these words, remember to “slide” the beginning (consonant, consonant blend,
digraph) sound into the vowel sound, then “hook on” the ending (consonant,
consonant blend, or digraph) sound
at brat bad brad bag brag
bat chat cad clad gag crag
cat flat dad glad hag drag
fat scat fad shad jag flag
hat slat had lag snag
mat spat lad nag stag
pat that mad rag swag
rat pad sag
sat sad tag
tat wag
vat
am clam an bran cap chap
cam cram ban clan gap clap
dam dram can flan lap flap
ham gram Dan plan map scrap
jam pram fan scan nap slap
Pam scam man span rap snap
ram scram pan Stan sap strap
Sam sham ran than tap trap
tam slam tan yap
yam swam van zap
tram
17

cab crab ax flax and bland
gab grab lax band brand
jab slab sax hand grand
lab stab tax land stand
tab wax sand strand
bass brass cast blast back black
lass class fast hack clack
mass crass last Jack crack
pass glass mast lack flack
sass grass past pack quack
vast rack shack
sack slack
Al tack smack
gal snack
Hal stack
pal track
Val whack
camp champ ash brash bank blank
damp cramp bash clash dank clank
lamp scamp cash crash hank drank
ramp stamp dash flash lank flank
tamp tramp gash slash rank frank
vamp hash smash sank plank
lash splash tank prank
mash stash yank shrank
rash trash spank
sash thrash stank
swank
thank
18

ask flask daft craft asp clasp
bask haft draft gasp grasp
cask raft graft hasp
mask shaft rasp
task
bath bang clang can't chant
lath gang slang pant grant
math hang sprang rant plant
path rang twang scant
rath sang slant
ranch blanch dance chance catch klatch
branch lance France hatch scratch
stanch glance latch snatch
prance match thatch
stance patch
trance
advance cancan grandstand ransack
backhand capstan handcraft rattrap
backlash catnap handstand sandbank
backpack claptrap hangman sandblast
backtrack crabgrass hatband sandman
bandstand crankshaft hatrack scratchpad
Batman fastback madcap snapback
blackjack fatback madman taxman
blackstrap flapjack ragtag transplant
cabstand gangplank
19

Read these short (i) words in each of the columns. If you need to decode (sound
out) these words, remember to “slide” the beginning sound into the vowel sound,
then “hook on” the ending sound.
dip blip bit chit dim brim
hip clip fit flit him grim
lip drip hit grit Kim prim
nip flip it quit rim shim
rip grip kit skit Tim skim
sip quip lit slit slim
tip ship nit spit swim
zip skip pit split trim
slip sit whim
snip wit
strip zit bib crib
trip fib glib
whip jib squib
rib
bid grid big brig din chin
did quid dig prig fin grin
hid skid fig sprig in shin
kid slid gig swig kin skin
lid squid jig trig pin spin
mid pig twig sin thin
rid rig Whig tin twin
Sid wig win
20

his quiz hiss fix
is whiz kiss mix
miss six
sis this
Dick brick ding bring fink blink
hick chick king cling ink brink
kick click ping fling link chink
lick crick ring sling mink clink
nick flick sing spring pink drink
pick quick wing sting rink shrink
rick slick string sink slink
sick stick swing wink stink
tick thick thing think
wick trick
gilt quilt dint flint
imp blimp hilt spilt hint glint
limp chimp kilt stilt lint print
wimp crimp lilt mint splint
primp silt sprint
shrimp tilt squint
skimp wilt stint
gift drift disk brisk fist grist
lift grift risk frisk list twist
rift shift whisk mist
sift shrift
swift dish squish bilk
thrift fish swish milk
wish silk
21

ditch glitch midge bridge finch clinch
hitch snitch ridge fridge inch flinch
Mitch stitch smidge pinch grinch
pitch switch winch
witch twitch pith smith
with
admit dismiss lavish rabbit
ambit famish limit rabid
avid finish limpid radish
axis flagship lipid rapid
backlit frigid lipstick rigid
backspin gambit liquid sandpit
bandit gaslit livid satin
Baptist gravid matchstick shindig
bigwig habit matin skinflint
blacklist hamstring maxim slapstick
cabin handspring misfit timid
candid hatpin misprint transit
catfish impish napkin valid
catnip imprint nitpick vapid
chitlin insist nitwit victim
digit kidskin picnic visit
diminish kingpin pigskin vivid
dimwit kingship pinprick wingtip
dipstick kinship pippin within
22

Read these short (u) words in each of the columns. If you need to decode (sound
bug chug but glut bum chum
dug drug cut shut gum drum
hug plug gut smut hum glum
jug shrug hut strut mum plum
lug slug jut rum scum
mug smug nut sum slum
pug snug rut strum
tug thug swum
thrum
bun shun cub chub bud crud
dun spun hub club cud spud
fun stun nub flub dud stud
gun pub stub mud thud
nun rub scrub
pun sub shrub
run tub
sun
bus plus cup cuff bluff
Gus thus pup guff fluff
pus up huff gruff
us muff scuff
puff stuff
23

bump chump gush blush buck chuck
dump clump hush brush duck cluck
hump grump lush crush luck pluck
jump plump mush flush muck shuck
lump slump rush plush suck stuck
pump stump slush tuck struck
rump thump thrush yuck truck
sump trump
bunk chunk dung flung much
dunk clunk hung slung such
funk drunk lung sprung
gunk flunk rung strung dusk
hunk plunk sung stung husk
junk shrunk swung musk
lunk skunk tusk
punk slunk
sunk spunk dumb crumb
stunk numb plumb
trunk thumb
cull skull bunt blunt bust crust
dull hunt brunt dust thrust
hull punt grunt gust trust
gull runt shunt just
lull stunt lust
mull must
null rust
24

bunch brunch Dutch clutch budge drudge
hunch crunch hutch crutch fudge grudge
lunch scrunch judge sludge
munch nudge smudge
punch trudge
album discus hubbub pickup
animus disgust humbug pumpkin
backup distrust humdrum rabbitbrush
buckskin dumbstruck hummus ruckus
bumpkin dumdum litmus sacrum
bunkum dumpling magnum sanctum
buskin flashgun manhunt shantung
cactus fungus maximum status
campus gamut midgut stinkbug
catgut grampus minimum stratus
chipmunk gunsmith mugwump sunlamp
cult halibut nimbus sunup
cusp handcuff numbskull tantrum
dandruff handgun pablum unjust
dictum hiccup
25

Read these short (o) words in each of the columns. If you need to decode (sound
bob blob bot blot cop chop
cob glob cot clot fop clop
gob slob dot plot hop crop
hob snob got Scot lop drop
job stob hot shot mop flop
lob throb jot slot pop plop
mob lot spot sop prop
nob not stot top shop
rob pot trot slop
sob rot stop
strop
dock block dog blog
hock chock fog frog bog clog
jock clock hog smog cog flog
lock crock log jog grog
mock flock slog
pock frock cod clod
rock shock hod plod
sock smock nod scrod box
tock stock pod shod cox
rod trod fox
loft sod lox
soft Tod pox
26

boss cross bong prong bond blond
loss dross dong strong fond frond
moss floss gong thong pond
toss gloss long throng
song romp chomp
clomp
stomp
abscond crampon hotbox sandbox
ascot crisscross hotshot shamrock
backstop flattop jackpot sitcom
birdsong foxtrot lapdog slingshot
bobbin goblin lockbox stockpot
bobcat gridlock nimrod stopcock
bonbon gumdrop nonstop sunblock
Boston hobbit obstruct sunspot
bottom hobgoblin pompom tomcod
cannot hobnob pompon unlock
concoct hockshop potshot upshot
construct hodgepodge robin wonton
crackpot
27

Read these short (e) words in each of the columns. If you need to decode (sound
bet Bret bed bled den Glen
get Chet fed bred fen then
jet fret led fled hen when
let whet Ned Fred men
met red pled pen
net Ted shed ten
pet wed shred
set sled pep prep
wet sped rep step
beg Greg hem stem bend blend
keg them end spend
leg fend trend
peg bent Brent lend
cent scent mend
bell dwell dent spent rend
dell quell Kent Trent send
fell shell lent tend
jell smell rent wend
sell spell sent
tell swell tent kept crept
well vent wept slept
yell went swept
28

dead bread death breath
head dread
lead spread sweat
stead threat
thread health
tread wealth
best blest deck check belt smelt
jest chest neck fleck felt spelt
nest crest peck speck gelt
pest quest melt
rest pelt
test left cleft welt
vest deft theft
west heft Bess bless
zest less chess
elf shelf mess dress
pelf press
self stress
edge dredge mesh flesh help whelp
hedge fledge fresh kelp
ledge pledge
sedge sledge bench clench length strength
wedge wench drench
French fetch fletch
fence thence quench ketch sketch
hence whence stench retch stretch
pence trench vetch
29

absent compel fragment patent
address competent freshmen pellet
advent confess hamlet quicken
ascendent conquest happen reckless
asset content helmet redneck
banquet contest henchmen rotten
basinet convent henpeck selfish
basket dentist impel shipment
basset dispel impress spectrum
beckon distinct inject splendid
bellhop docket inkwell subject
Benjamin dragnet insect sudden
billet eggshell intellect sunbelt
bonnet enchantment intent sundeck
bracket enrich kitchen suspect
brisket entrap lapel suspend
bucket evident ligament talent
buffet exit liniment tenement
cabinet expect magnet thicket
casket expend neckband unclench
castanet extend nutmeg unrented
checklist filament nutshell uptrend
chestnut flatten object velvet
30

Spelling Pattern (ea) short vowel sound
Most often the spelling pattern (ea) has the long vowel sound as in teacher.
However, there are quite a few words that have the short “e” sound (as in jet) but
have the (ea) spelling pattern instead. Usually you will find these words listed among
the sight words.
Read these short vowel words. (short “e” as in jet).
bedspread dread realm
bread head spread
breakfast health steadfast
breast heaven stealth
breath instead sweat
dead lead thread
deadlock leapt threat
deadpan leaven tread
deaf meant wealth
death read weapon
Dictation/Spelling Practice for (ea) combination
______________________________ ______________________________
______________________________ ______________________________
______________________________ ______________________________
31

Read these sentences.
How is your health?
Do bread, head, and red rhyme?
Which bread is best for your health?
If you are rich, do you have wealth?
Does your dog have bad breath?
I put a Santa hat on my cat's head.
Do you sweat when you are hot?
I put my sweater on the bedstead.
A bunch of dead ants were on my bedspread.
Did you put the bedspread on the bed?
What did you have for breakfast?
I want the drumstick, Dad wants the breast.
The deaf kid had a wealth of lead pencils.
Please write a sentence that includes at least one (ea) word (short sound) in your
sentence.
____________________________________________________________________
____________________________________________________________________
Please illustrate your sentence in the space below.
32

Skill: digraph th (breath & voice sound)
A digraph has two letters, but one completely new sound.
Put your fingers in front of your mouth and say “thank”. Can you feel the air as it is
expelled from your mouth? Can you guess why it is called a “breath” sound?
Read these words.
............................................................................................................................
(th breath sound)
thank thing thrust
thick think thud
thicket thrift thug
thickness thrill thump
thin throb thwack
............................................................................................................................
(th voice sound) (audible)
than them this
that then thus
Can you think of two more words that have either the breath or voice (th) sound?
______________________________ ______________________________
Dictation/Spelling Practice for (th) words
______________________________ ______________________________
______________________________ ______________________________
33

Read the sentences listed below.
I must thank Ben and Sam.
This box has less stuff than that box.
I think I will fill the bathtub.
Beth’s dog had a bath.
I think I can toss this big thing.
This cloth is soft and thick.
I think I will run on this path.
Is the cat thin or fat?
I think I will have some broth.
The thrush sang in the thicket.
Thad can thwack the big thug.
The rabbit in the path can thump his foot.
Beth is ill, and thus absent.
Write one or two sentences and include one or more (th) words in
each sentence.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
34

Skill: digraph wh (breath sound)
A digraph has two letters, but one completely new sound.
Read these words beginning with (wh).
whack which whip
whelp whim whippet
when whir whit
whet whirl whiz
Can you think of two more words that have this digraph?
______________________________ ______________________________
Dictation/Spelling Practice for (wh) words
______________________________ ______________________________
______________________________ ______________________________
______________________________ ______________________________
Read the sentences listed below.
I must get a whiff of fresh air.
Sam can whirl the top and it will spin.
Can I whack that rock with this stick?
When will we have lunch?
Which whip do you want?
What shall I do when I finish this?
A whippet can run fast.
35

Write two sentences. You must include at least one or more words that begin with the
digraph (wh) in each sentence. Your writing should reflect good penmanship, proper
spacing, and correct usage of upper and lowercase letters. Remember all sentences
begin with a capital letter and end with a period (.), question mark (?), or
exclamation point (!).
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
Please illustrate one of the (wh) sentences.
36

Skill: digraph sh (breath sound)
A digraph has two letters, but only one sound.
Read these words.
shed shell shin
shelf shift ship
brush fish splash
dish fresh trash
finish rush wish
Dictation/Spelling Practice for (sh) words
____________________ ____________________ ____________________
____________________ ____________________ ____________________
Read these sentences
I wish I did not have to wash the dishes.
Why did Trish put this dish in the trash?
I wish I had a shirt with a fish on it.
Is dad selfish with his cash?
Mom put the shell on the top shelf.
Did the cat finish the dish of fish?
I will run to the shed and get my dog's brush.
I wish the ship would not splash so much water.
37

Write one or two sentences. Include one or more (sh) words in each sentence.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
Please illustrate one of your sentences.
38

Skill: digraph ch (breath sound)
A digraph has two letters, but only one sound.
Read these words.
chaff chat chicken chip
champ check chili chipmunk
chant chess chill chock
chap chest chin chop
chaps chick chink chuck
attach fetch latch scratch
bench finch lunch sketch
bunch French match stitch
catch glitch much stretch
cinch hitch patch such
clench hunch pitch twitch
clutch inch ranch which
crutch itch rich witch
Dictation/Spelling Practice for (ch) words
______________________________ ______________________________
______________________________ ______________________________
______________________________ ______________________________
39

Can you chitchat with a chick?
Can you catch a black witch?
Which witch has the black cat?
The pitch-black witch fell in the ditch.
Can he scratch the itch on his back?
Chad has the chicken pox.
I can catch if you will pitch.
Can the ranch hand attach his chaps?
Chuck's job is to fix the computer glitch.
She is sketching a chipmunk on the bench.
Chadwick has a bunch of cash and is rich.
Please make a simple illustration of one the sentences above. If
you wish to make a more elaborate illustration, use the back of
your paper.
40

Skill: spelling/reading pattern (ar)
This letter pattern is known as “bossy r”
“Bossy r” is bossy but polite. It lets the vowel go first,
(ar) but it doesn’t let it say its sound.
Read the words listed below.
arch bark chart hard spark
ark barn dark march star
arm car dart Mark start
art card disarm park tar
artist Carl far shark target
bar carpet farm sharp tart
barbell cart garden smart yard
Can you think of some more words that have the “Bossy” (ar) sound? Write them.
______________________________ ______________________________
______________________________ ______________________________
Dictation/Spelling Practice for (ar) words
____________________ ____________________ ____________________
____________________ ____________________ ____________________
41

Mark is smart and does not jab the shark.
My car is dark blue.
Mom has a jar of jam.
There are lots of stars in the dark sky.
Does the shark have a scar?
The farm has a big yard.
How far did you march?
I hit my arm on a hard rock.
Clark is an artist.
Mark’s dad is smart.
Did Carl's dart hit the target?
We have a garden on our farmyard.
Is it hard to pick up a barbell?
Is it smart to disarm a cop?
Carl sat on the carpet and read the card.
The dog in the barn barks and barks in the dark.
Carl put the tart in the pushcart.
The artist hung the star on the ark.
Write two sentences. You must include at least one or more “bossy r” words in each
sentence. Remember “bossy r” words in this lesson have the spelling pattern (ar).
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
42

Please illustrate and label a word that has the bossy (ar) pattern.
These words have the (ar) spelling pattern, but do not have the usual (ar) sound.
afterward caterpillar hazard
backward collar lizard
beggar dollar upward
blizzard forward wizard
43

Skill: long (a) spelling pattern: (a-e) and (-ay)
The “e” at the end of the word cake is silent. It is a signal that sits at the end of a
word. It tells the first vowel to say its name. This rule is known as the magic "e"
rule.
ape game place snake
cake grade race take
came late same trade
chase made skate whale
The vowels are a e i o u and sometimes y.
In the combination ay, y serves as a vowel.
When two vowels are adjacent, the first usually has its long sound while the second is
silent. There's an easy rule for the combination of two vowels next to each other:
When two vowels go walking, the first one does the talking, the second does
the walking. The first vowel says its name, the second vowel is silent.
day hay pay say stray
clay lay play spray tray
gray may pray stay way
What are the two long (a) vowel patterns in the words listed
above?
______________________________ ______________________________
44

Can you think of some more words that use the (a-e) or (-ay) pattern? Write them.
______________________________ ______________________________
______________________________ ______________________________
______________________________ ______________________________
Dictation/Spelling Practice for (a-e, -ay) words
____________________ ____________________ ____________________
____________________ ____________________ ____________________
I came to the game late.
Did you see the ape chase the snake?
May the stray dog stay and play?
Is Jake in the same grade as Kate?
May I play on the bale of hay?
Did Kate make a cake?
I will trade this fake snake for a spade.
Ray, Kate, and Jake like to sway.
Kate put the clay on the gray tray.
Dale will have an x-ray today.
Is it okay to play in a skatepark?
45

Write two sentences. Use words that have the spelling patterns (a-e), (-ay) in each
sentence
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
46

Skill: long (a) spelling pattern: (ai) and (eigh)
Remember this long vowel rule: When two vowels go walking, the first one does
the talking, the second does the walking.
Ex: In the word train, “ai” are adjacent (walking side by side). The first vowel “a” is
talking (says it’s name – as in the alphabet), the "i" is walking (is silent).
aim mail raid tail
brain paid rail trail
chain pail rain train
drain pain sail trait
fail paint snail vain
gain plain sprain wail
jail quail stain wait
(eigh) says a
eight sleigh neighbor weight
(Height and sleight are exceptions to the rule.)
What are the two long (a) patterns used in the words listed above? Write them.
______________________________ ______________________________
Can you think of some other words that use the (ai) or (eigh) pattern? Write them.
______________________________ ______________________________
47

Dictation/Spelling Practice for (ai, eigh) words
______________________________ ______________________________
______________________________ ______________________________
I mailed eighteen boxes.
The snail made an eight-inch trail.
I had to wait in the rain for the train.
Jake ate eight plain pancakes in jail
Did the maid paint the rail?
I am afraid I gained too much weight.
Does the word tail rhyme with jail?
My neighbor’s horse says, “neigh.”
It was raining when I sprained my hand on a rail.
I see a snail in the rain under the sleigh.
He failed to paint the plain wood chair.
The train whistle sings and sings in my brain.
I laid my dog's chain on my neighbor's steps.
I saw eight quail on a trail at Torrey Pines.
I had to wait until the waitress brought the main dish.
The train has lots of freight cars.
I got my neighbor’s mail today.
The mail train sails along the rails.
She waits in vain to see the sails.
The rain in Spain falls on the plain.
A trail of theft will land you in jail.
48

Create your own sentence, include one or more words that
have the long a spelling pattern (ai) or (eigh). Your writing should reflect good
penmanship, proper spacing, and correct usage of upper and lowercase letters. Do
not mix upper and lowercase letters. Remember all sentences begin with a capital
letter and end with a period (.), question mark (?), or exclamation point (!).
____________________________________________________________________
____________________________________________________________________
Please illustrate your sentence.
49

The letter a in the English language can have several distinct pronunciations.
Lesson 11 dealt with the ar pattern as in arm. Long a as in bake is treated in the
previous and current lesson, and Lesson 41 covers a as in care. The remaining a
sounds are basically of the short a variety such as ask, bad, can (as in Lesson 1) or
sofa, about. For the most part when a is the first or last letter of a word, it is
pronounced as a short u. Such words in these lessons are treated as sight words.
Sight words do not follow general phonetic rules and must be learned by repeated
exposure to different examples in reading text.
Student exposure and awareness is sufficient at this time.
about alike apology attention
above Amanda around awake
alarm apiece assume away
Amanda cola mozzarella pizza
ballerina koala panda salsa
banana magenta papaya tapioca
cafeteria mama piñata tarantula
Chihuahua Maria pita yoga
I have listed a few of the common words that begin or end with “a”, sounding like
short “u”. Have the student listen for the sound of short “u” at the beginning or end
of the listed words as you read them to the student.
50

Review long (a) spelling/reading patterns:
a-e, ai, ay, eigh
Can you write eight words using the above long (a) patterns? Try to write two words
using each of the patterns.
1.(a-e) _______________ 2._______________
3.(ai) _______________ 4._______________
5.(ay) _______________ 6._______________
7.(eigh) _______________ 8._______________
Read these sentences consisting of words that include the four long (a) patterns,
namely a-e, ai, ay, eigh.
The maid came to my neighbor’s house on Sunday.
The quail ate nuts and snails in my neighbor’s pathway.
We played by the gate and found eight nails.
I paid Santa today to take a ride in his sleigh.
51

Can you write a sentence that includes all the long (a) patterns (a-e, ai, ay, eigh)?
Give it your best try.
____________________________________________________________________
____________________________________________________________________
Check your sentence. Did you begin your sentence with a capital letter? Did you end
your sentence with a (.), (?), or (!)? Is your penmanship neat? Did you allow a little
space between each word? Were you able to include all the long (a) patterns (a-e, ai,
ay, eigh) in your sentence?
52

Skill: Spelling rule regarding singular (one)
and plural nouns (more than one)
A noun is a word that names a person, place or thing. When a word stands for two
or more things, it usually has a plural ending, which most often is “s”.
Read the words and sentences listed.
ant ants
bug bugs
cab cabs
cat cats
dog dogs
drum drums
gift gifts
kid kids
ship ships
van vans
I see lots of ants on the anthill.
My dog can run with his pals.
Jack and his friends are having fun with the drums.
I have a gift for the girls.
I see ten crabs on the rocks.
I see six bugs on the kitchen rugs.
I lost two big red buttons.
I have six cats and ten rabbits.
I will set the nuts next to the napkins.
53

Dictation/Spelling Practice for (s) Plurals
______________________________ ______________________________
______________________________ ______________________________
______________________________ ______________________________
Make up two sentences and include one or more of the words listed in this lesson.
Your writing should reflect good penmanship, proper spacing, and correct usage of
upper and lower case letters. Remember all sentences begin with a capital letter and
end with a period (.), question mark (?), or exclamation point (!).
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
Illustrate one of your sentences on the back of your paper.
54

Skill: Spelling rule - plural endings
When the base word ends with ch, sh, s, ss, x, z, add (es) to make it plural.
Plural means more than one
Read this list of words
box boxes
branch branches
brush brushes
bus buses
buzz buzzes
dish dishes
dress dresses
fetch fetches
fox foxes
gas gases
glass glasses
kiss kisses
lunch lunches
march marches
rush rushes
sandwich sandwiches
stitch stitches
tax taxes
wish wishes
55

I had six stitches on my lip.
Two foxes are on a rabbit hunt.
I put my dresses in the box.
That bee buzzes a lot.
I got six candy kisses.
How many kisses did you get?
How many boxes do you want?
The buses are here!
My mom pushes me when I swing.
I have two witches on my lunch bag.
Put the brushes in the sink.
My dog fetches the things I toss.
My dog rushes to the bus.
I lost my glasses!
I have two addresses.
I will add the taxes to the bill.
Dictation/Spelling Practice for (es) Plurals
Review rule: When a base words ends with (ch, sh, s, ss, x, z), add “es” to make it
plural (more than one).
______________________________ ______________________________
______________________________ ______________________________
______________________________ ______________________________
56

Write one or two original sentences. Use some of the singular and plural words listed
in this lesson. Your writing should reflect good penmanship, proper spacing, and
correct usage of upper and lowercase letters. Remember all sentences begin with a
capital letter and end with a period (.), question mark (?), or exclamation point (!).
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
Please illustrate your sentence in the space below.
57

Suffixes: word endings (ed, ing)
Prefixes and suffixes are structural changes added to root words.
Common endings that begin with a vowel (-er, -est, -ing, -ed, able) are usually
sounded as syllables. A syllable is a vowel or a group of letters containing a vowel
sound which together form a pronounceable unit. All words include at least one vowel.
Spelling Rule: (Applies to words that have one syllable). When a short vowel is
followed by one consonant at the end of the root word, double the last consonant
and add (ed) or (ing).
To state this rule simply; “short vowel, one consonant, double” (It needs a friend)
Example: The letter “u” is a short vowel in the word run. It is followed by one
consonant (n), therefore the last letter (n) is doubled - running.
If the short vowel is followed by two consonants (mp), as in the word jump, the last
consonant is not doubled - jumping.
Read these words (verbs)
“Verbs" are action words or words that show movement
beg begged begging
box boxed* boxing*
clip clipped clipping
dim dimmed dimming
drag dragged dragging
drop dropped dropping
fax faxed* faxing*
fix fixed* fixing*
flap flapped flapping
grab grabbed grabbing
grin grinned grinning
58

grip gripped gripping
hop hopped hopping
hug hugged hugging
jog jogged jogging
mix mixed* mixing*
pat patted patting
plan planned planning
plug plugged plugging
shop shopped shopping
stop stopped stopping
tag tagged tagging
run running
sit sitting
*Words (verbs) ending with the letter “x” are not doubled because the letter “x” is a
blend of two consonants “ks”
If the short vowel is followed by two or more consonants (mp), as in the word jump,
the last consonant is not doubled - jumping.
back backed backing
bang banged banging
end ended ending
hand handed handing
help helped helping
itch itched itching
jump jumped jumping
kick kicked kicking
kill killed killing
rest rested resting
sing singing
wish wished wishing
59

Dictation/Spelling Practice for Suffixes
Do you recall the spelling rule regarding the root word + ending?
“short vowel, one consonant, double” (the last consonant)
“short vowel, two or more consonants, do not double" (the last consonant)
______________________________ ______________________________
______________________________ ______________________________
______________________________ ______________________________
His dog begged for my snack.
Did the glass crack when you dropped it?
The rabbit hopped into the bushes.
I hugged my mom and dad when they left the park.
I like to go shopping with my mom.
We stopped and petted the dogs.
I was running very fast when I got tagged.
I helped my dad do a trick.
We kicked a tin can and then rested on the grass.
The man milked a big black yak.
My back itched so much I had to scratch it.
I asked my mom to come and help me.
60

Create a sentence that includes at least one base word + (ed), (ing). Your writing
should reflect good penmanship, proper spacing, and correct usage of upper and
lowercase letters. Remember all sentences begin with a capital letter and end with a
period (.), question mark (?), or exclamation point (!).
____________________________________________________________________
____________________________________________________________________
This portion of the lesson is meant for exposure.
The student should revisit this page after he/she has completed
lesson (#22, long “e”). Mastery in regard to reading should easily
be achieved after the student has completed all the lessons.
The suffixes (–ly) added to a base/root word changes its meaning. Sometimes it
changes the way the word is used. Words ending in “–ly” normally tell how or
how often something is done.
Words ending with the suffix –ly (sounds like long e)
amply dimly gladly openly shortly
badly distinctly grimly partly simply
barely doubtfully hardly plainly slowly
bluntly entirely hotly possibly softly
briefly exactly justly practically swiftly
calmly faintly kindly probably tenderly
clearly firmly lately promptly terribly
closely flatly loudly purely thinly
costly finally lowly quickly totally
critically fondly mainly quietly truly
deadly frankly mostly rarely unlikely
dearly freely nearly really usually
deeply gently oddly sadly warmly
61

Skill: (le) at the end of a word
At the end of a word, "le" sounds like (l); the e does not affect the vowel sound.
It is not “magic e”
apple gobble middle scribble
bubble handle nibble sniffle
dribble jungle pickle tickle
freckle little puddle uncle
Can you think of some other words that end with “le”?
Please write them.
______________________________ ______________________________
The apple fell in the middle of the puddle.
Be gentle when you handle the little bottle.
Do tinkle, sprinkle, and twinkle rhyme?
Will you wiggle and giggle if I tickle you?
I have a little dimple in the middle of my chin.
I see a little beetle scuttle up my uncle's neck.
I jiggle and wiggle when I scribble.
The big truck has two axles.
I like to cuddle my stuffed rabbit.
Ron’s uncle has lots of freckles.
His uncle handles jungle frogs.
My little cat nibbles pickles.
62

Dictation/Spelling Practice for (le) words
____________________ ____________________ ____________________
____________________ ____________________ ____________________
Make up a sentence that includes one or two words ending with (le). Check your
sentence. Does it begin with a capital letter and end with a period (.),
question mark (?), or exclamation point (!)
____________________________________________________________________
____________________________________________________________________
Illustrate your favorite sentence.
63

Skill: long (e) spelling patterns (ee) and (-e)
Long vowel rule: When two vowels go walking the first one does the talking, (it says
its name) the second vowel does the walking, (it is silent).
bee feel peel sheep
beef feet peep sheet
beep fleet peewee sleep
beet free queen steel
beetle glee reed street
bleed green reef sweep
cheek heed reel sweet
creek heel see teen
creep jeep seed teeth
deed keep seek thee
deep meet seem three
feed need seen week
fee peek seep wheel
When a one syllable short word ends with a vowel, it has a long vowel sound. (me)
be he me she we
Write the two long spelling patterns used in the words above.
______________________________ ______________________________
64

Can you think of some more words that use the (ee) or (-e) spelling patterns.
Write them.
______________________________ ______________________________
Dictation/Spelling Practice for (ee, -e) words
______________________________ ______________________________
______________________________ ______________________________
______________________________ ______________________________
He fell into a deep sleep.
Will the queen feed her three sheep?
The queen seeks sweet beeswax.
I will meet you next to the tree.
She lost three teeth in the creek.
Maybe we will see you at the reef.
We may need to sweep the street.
I feel sick and want to go to sleep.
I like to keep my feet under the sheet.
The heels of my feet itch a lot.
The bee is chasing me up the tree.
The jeep crossed the creek on steel wheels.
The queen peeled back her green sheets to go to sleep.
65

Write two sentences. You must include words that have the long (e) spelling
pattern,(ee) or (-e). Your writing should reflect good penmanship, proper spacing, and
correct usage of upper and lowercase letters. Remember all sentences begin with a
capital letter and end with a period (.), question mark (?), or exclamation point (!).
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
Please illustrate your favorite sentence.
66

Skill: Long (e) spelling pattern (ea)
Long vowel rule: When two vowels go walking the first (vowel) does the talking,the
second (vowel) does the walking.
In the word "teach" –– “e” (says its name), “a” (is silent).
Read these words.
beach feast meat sea
beagle flea neat seal
cheat heal peach seat
clean jeans peanut speak
cream leaf reach teach
dream lean read teapot
each least reap treat
eat mean scream weak
What is the long (e) spelling pattern in the words listed above? _________________
Can you think of any more words that have this (ea) spelling pattern? List them.
______________________________ ______________________________
______________________________ ______________________________
67

Dictation/Spelling Practice for (ea) words
______________________________ ______________________________
______________________________ ______________________________
______________________________ ______________________________
My neighbor teaches at the beach.
I like to be clean and neat.
Peanuts are a good treat.
The seal screeched a mean scream.
I feel weak and must sneak a peach.
Will the beetle eat the leaf?
My teacher is on sick leave.
I will eat meat at the feast.
I can see a seal swimming in the sea.
Can you heal the eagle and set him free?
The cat had to flee from the mean flea.
Jean cleaned and bleached her jeans.
The least bit of cream on the seat must be cleaned.
The teacher reached each student by speaking to them.
When will the teacher wear the beads I gave her?
Does a beaver eat a heap of beans.
Our speaker at the assembly was Least Heat Moon.
I have read all the stories the teacher is reading to us.
68

Create two sentences. Please include words that have the long (e) spelling pattern
(ea). Remember all sentences begin with a capital letter and end with a period (.),
question mark (?), or exclamation point (!). Be attentive to penmanship. Do not mix
upper and lowercase letters.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
Make a simple illustration of your favorite sentence.
69

Skill: -y (long e spelling pattern)
The vowels are: a-e-i-o-u- and sometimes y.
When y functions as a vowel it:
c) immediately follows another vowel (may, monkey).
Read the words listed below. Note spelling pattern (-y) at the end of each word. When
(-y) appears at the end of a word that has at least two syllables, it usually has the
long (e) sound.
baby envy jolly puppy
belly filly Kelly rusty
bunny foggy lady silly
candy funny lilly skinny
Carly golly lucky study
creepy happy mommy tally
daddy hungry party ugly
easy jelly penny windy
Can you think of some additional two syllable words that end with the letter “-y” that
have the long “e” sound.
______________________________ ______________________________
______________________________ ______________________________
70

Dictation/Spelling Practice for (-y) words with a long (e) sound
______________________________ ______________________________
______________________________ ______________________________
The lady washed the sticky baby.
My dog, Lucky, is funny and lazy.
My silly puppy wants a meaty treat.
My baggy jeans are really messy.
Mommy and daddy went to a party.
My crazy kitty eats smelly tuna.
Did you get a lucky penny at the party?
Is that puny, skinny cat hungry?
The fussy baby wants my sticky candy.
I have a rusty, dusty, musty penny.
I have a silly bunny named Polly.
A filly, Happy-Go-Lucky, will race in the Kentucky Derby.
Sally can count to 15 using tally marks.
Sally and I met a jolly crowd at the rally.
Don’t sully my friend’s name by calling him an ugly bully.
Kelly has a pretty lilly in her hand.
Bobby and his puppy went to the party at the pet shop.
The jockey and the filly had to run on a muddy track.
My study of creepy, crawly insects was fun and easy.
The lady was lucky to get to the party on such a foggy
day. 71

Create some sentences of your own. Write two sentences; please include words that
have the (-y) long (e) spelling pattern. Remember all sentences begin with a capital
letter and end with a period (.), question mark (?), or exclamation point (!). Do not
mix upper and lowercase letters.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
72

Skill: long (e) spelling patterns (-ey) & (ie)
The vowels are: a-e-i-o-u- and sometimes y.
When y functions as a vowel it:
c) immediately follows another vowel (turkey)
Vowel rule: When two vowels go walking, the first one does the
talking. In the word monkey—“e” says its name, as in the alphabet. The second one
does the walking; the “y” is silent.
Read these words.
alley galley key monkey
chimney hockey kidney parsley
chutney honey Mickey valley
donkey jockey money volley
The pattern (ie) is an irregular long (e) spelling pattern. It is often used in names, ex.
Katie. This pattern does not follow the long vowel rule, (When two vowels go walking,
the first one does the talking.) We sometimes refer to these (ie) pattern words as
“jail” words because they don’t follow the rule! It may be best to remember the old
spelling rule: i before e, except after c.
Read these words.
Angie believe chief frieze piece
baggie Bonnie cookie genie shield
beanie brie field grief siege
belief brief fiend niece thief
73

Dictation/Spelling Practice for (-ey, ie) words
______________________________ ______________________________
______________________________ ______________________________
Please read these sentences.
Remember the spelling patterns (-ey) and (ie) have a long (e) sound.
Did the thief take the key?
Do you want a piece of bread and honey?
Did you see the jockey on the donkey?
The chief sees the thief in the valley.
I need some money to go on the trolley.
The monkey ran across the hockey field.
Did Natalie eat lunch with Katie?
The alley cat left prints on my windshield.
Charlie and Leslie are playing volleyball.
I have a black alley cat named Sadie.
I believe the siege of the valley will end soon.
I bought a cookie and a piece of brie in the galley.
Eating parsley on chutney gave my stomach grief.
Mickey took off his beanie and put it in the baggie.
The fiend siezed the fiefdom from the king.
The thief got three years in the pokey for stealing money.
A piece of the frieze fell off and hit my niece.
74

Write a sentence. Please use one or more words that have the (-ey) & (ie) spelling
patterns. Do not mix upper and lowercase letters. Remember all sentences begin
with a capital letter and end with a period (.), (?), or (!). Please be attentive to good
penmanship.
____________________________________________________________________
____________________________________________________________________
Please illustrate your sentence or one of the sentences in this lesson.
75

Review long (e) spelling/reading patterns:
ee, ea, -e, -y, -ey, ie
Can you write twelve words using the above long (e) patterns? Write two words using
each of these patterns.
1.(ee) ___________________ 2.___________________
3.(ea) ___________________ 4.___________________
5.(-e) ___________________ 6.___________________
7.(-y) ___________________ 8.___________________
9.(-ey) ___________________ 10.__________________
11.(ie) ___________________ 12.__________________
Read these three sentences consisting of words that include the six long (e) patterns.
He saw three silly thieves stealing money.
She saw her sweet baby eat a piece of parsley.
We saw a chief chase a busy honey bee to the beach.
76

Can you write a sentence that includes all the long "e" patterns (ea, ee, -e, ie,-y)?
Give it your best try.
____________________________________________________________________
____________________________________________________________________
77

Skill: long (i) spelling patterns (i-e) and (ie)
The “e” at the end of hike is silent; it is a signal that sits at the end of a word. It tells
the first vowel to say its name.
It is known as the magic "e" rule.
Read these words.
bike glide line rife thrive
bite gripe mile ripe time
bribe hide mine size tribe
crime hive pike slime vine
dike jibe pile smile while
dive jive pipe spike whine
drive kite pride spine white
file life prize strife wide
fine like quite strike wife
five lime ride stripe wipe
Recall long vowel rule: When two vowels go walking, the first one does the talking
(it says its name), the second one does the walking (it is a silent listener).
die died lie pie tie tied
Write the two long (i) patterns used in the words above.
______________________________ ______________________________
78

Dictation/Spelling Practice for (i-e, ie) words.
____________________ ____________________ ____________________
____________________ ____________________ ____________________
____________________ ____________________ ____________________
I can hike five miles uphill to the pine trees.
Did you tie the kite to your bike?
Do you want a bite of this fine pie?
I got the prize consisting of nine dimes.
The deer did not die in the forest fire.
I have five white tires stacked in a pile.
Can you hide a pile of limes in a hive?
I can bide my time until the fish bite.
My cats like to lie in the sunshine.
Mike can not ride his bike for a while.
The bribe cost him a fine for his crime.
My wife drives nine miles to dine on tripe.
Mom said, “Rise and shine, waste no time.”
She was quite white from fright when she saw the crime.
Can you dive in the Nile at its widest part?
They dined on ripe limes and white wine from the vine.
If you strike the swine, they might bite.
Mike could not wipe the grime off his striped tie.
We could hear the chimes from the shrine's spire.
79

Create your own sentences. You must include words that have the long (i) spelling
patterns (i-e) & (ie). Remember all sentences begin with a capital letter and end
with a period (.), question mark (?), or exclamation point (!). Please be attentive to
good penmanship.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
Illustrate your favorite sentences.
80

Skill: long (i) spelling patterns (igh), (-y)
Both of these patterns have the sound of long (i).
The vowel (i) followed by (gh), usually has a long (i) sound.
Read these words.
blight fight insight right
bright flight light sigh
candlelight flighty lightning sight
copyright frighten midnight slight
daylight high might thigh
delight highjack night tight
enlighten highness plight tonight
As you recall (-y) at the end of 2 syllable words, has a long (e) sound as in (any);
(-y) at the end of 1 syllable words, has a long (i) sound as in (try).
by fly my sly
cry fry shy try
dry guy sky why
Write the two long (i) vowel spelling patterns used in this lesson.
______________________________ ______________________________
Can you think of any more words that have the long (i) spelling pattern (igh) & (-y).
Write them.
______________________________ ______________________________
81

Dictation/Spelling Practice for (igh, -y) words with the long (i) sound
______________________________ ______________________________
______________________________ ______________________________
______________________________ ______________________________
The flight was a bit frightening.
It is not right to fight,
I saw a bright light in the sky last night.
Why did you cry last night?
Why did the sly spy try to hide?
Why is this lid so tight?
Did the fish fly into the frying pan?
Will my kite fly high at night?
Why is Skylar so shy?
He stopped by my shop to buy gum.
I might see the fight tonight.
I keep a flashlight inside my car.
The guy was delighted to win the fight.
My mouth went dry at sight of the bullfight.
He read the copyright in the candlelight.
The headlights on the road frightened the deer.
He fell off the tightrope and broke his thighbone.
The tightwad will count his money tonight.
82

Write one or two sentences, include words that have the (igh) or (-y) spelling pattern.
Remember all sentences begin with a capital letter and end with a period (.),
question mark (?), or exclamation point (!). Do not mix upper and lowercase
letters. Please be attentive to good penmanship.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
Illustrate your favorite sentence.
83

Skill:long (i) patterns (-ind) and (-ild)
These patterns (-ind) & (-ild) are irregular long vowel patterns.
Usually words with just one vowel have a short vowel sound.
However, these two spelling patterns are exceptions.
Both (-ind, -ild) have a long (i) vowel sound.
Read these words.
behind hind mastermind spellbind
bind hindsight mind unbind
blind humankind mindset unkind
find kind remind wind
grind mankind rind windup
child semiwild wildcat
grandchild stepchild wildfire
mild wild wildlife
Dictation/Spelling Practice for (-ind) and (-ild) words.
____________________ ____________________ ____________________
____________________ ____________________ ____________________
____________________ ____________________ ____________________
84

The child will hide behind the tree.
Keep in mind to be kind to the blind.
Do you mind if I get mild salsa?
I must find the wild winding path.
Did the blind child grind the nuts?
What did you find behind the door?
Find the book with the bad binding.
A wild blind cat scraped her hind leg.
Do you mind if I grind the coffee?
My child likes lemon rind in his tea.
Be kind when you play Blind Man’s Bluff.
Can the blind man set the time and wind the clock?
How can I find the red sock when I'm colorblind?
Who was the mastermind behind this plot?
The schoolchild had to rebind his book.
Let me remind you to rewind the clock.
The teacher was so spellbinding I won't forget her words.
We can relax and unwind after we are finished.
Will the wild animals survive the unkind oil spill?
Write a sentence. Please include one or more words that have the (ind) & (ild)
spelling patterns. You may want to add a suffix to the base word. Ex: I am the kindest
child. Please be mindful of correct punctuation and penmanship skills. Please
illustrate your sentence on the back of your paper.
____________________________________________________________________
____________________________________________________________________
85

Review long (i) spelling/reading patterns:
i-e, ie, igh, –y, ind, ild
Write two words using each of the long (i) patterns.
1. (i-e) __________________ 2. ____________________
3. (ie) ___________________ 4. ____________________
5. (igh) __________________ 6. ____________________
7. (-y) ___________________ 8._____________________
9. (ind)__________________ 10.____________________
11. (ild) __________________ 12.____________________
Read these sentences consisting of words that include the six long (i)
patterns
Mike can not find the frightened wild fly that sat on his pie.
I like to bake a pie, fly a kite, and find wild mushrooms in
the moonlight.
My kind child hides ties and sighs.
86

Can you write a sentence that includes all the long "i" patterns (i-e, ie,
igh, -y, ind, ild)? Give it your best try.
____________________________________________________________________
____________________________________________________________________
87

Skill: Spelling rule regarding plural endings
When you change the form of a word to make it plural (more than one) follow this rule:
Words ending with a consonant + y, change y to i and add es.
Ex: Look at the word “puppy”, it ends with consonant “p” + y, apply the spelling rule
(change y to i and add es) = puppies
army armies
baby babies
body bodies
bunny bunnies
candy candies
daddy daddies
family families
fly flies
kitty kitties
lady ladies
lilly lillies
mommy mommies
party parties
puppy puppies
sky skies
spy spies
supply supplies
88

Plural endings:
If the word ends in a vowel + y, add s to the word.
Example: key keys
bay bays
day days
key keys
kidney kidneys
tray trays
way ways
Dictation/Spelling Practice for Plurals (-y).
Review the spelling rule regarding “y”.
______________________________ ______________________________
______________________________ ______________________________
The ladies gave us jerseys for our game.
We have two puppies and three cats.
Did the babies play with the keys?
Did you see the bunnies in the valley?
The puppies chased the kittens.
I lost my keys in the card shop.
I gave a tray of kidneys to my cat.
Do alley cats live in alleys?
I wish there were no armies.
The lady prays at dinner time.
Wesley studies every night.
Make a simple illustration of one of these sentences. If you have time for more
elaborate art, use the back of this paper.
89

Skill: long (o) spelling patterns (o-e) and (oe)
The “e” at the end of home is silent; it is a signal that sits at the end of the word. It
tells the first vowel to say its name.
It is known as the magic "e" rule.
Read these words.
bone hole robe stone
choke home rode stove
close hope rope those
cone nose rose tone
globe note slope vote
grove pole smoke zone
Recall the long vowel rule: When two vowels go walking, the first one does the talking
(it says its name), the second one does the walking (it is silent).
doe Joe roe toe
foe hoe tiptoe woe
Write the two long (o) spelling patterns in the words above.
______________________________ ______________________________
Can you think of some additional words with the spelling patterns (o-e, oe)?
______________________________ ______________________________
90

Dictation/Spelling Practice for (o-e, oe) words
______________________________ ______________________________
______________________________ ______________________________
______________________________ ______________________________
Did you hoe those roses?
Did Moe poke a hole in the note?
I do not like to be at home alone.
Will the doe go home if we leave it alone?
I rode my bike and fell in a hole.
I fell and poked my nose on a stone.
My dad drove home from his work.
Mom tiptoed to the stove to check the smoked ham.
The stovepipe helped the smoke go up the chimney.
I have an aloe plant at my home.
Can you play those notes on an oboe?
Joe broke a bone in his big toe.
I will taste the roe and drink pekoe tea.
I played tic-tac-toe with Joe.
Woe is me. The smoke chokes me.
I stepped in a hole and broke a bone.
He tied his robe with a rose rope.
I hope my home will not slide down the slope.
Oh woe! Poor Moe hacked his toe with a hoe.
91

Create two or more sentences. Include some words that have the spelling pattern
(o-e, oe). Illustrate one of your sentences on the back of the paper.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
Check your sentences. Did you begin each sentence with a capital letter? Did you
add a period (.), question mark (?), or exclamation point (!) at the end of each
sentence? Is your penmanship neat?
A number of frequently used words do not follow the general vowel rules, particularly
o–e (o consonant e words). I’m listing a few of these. These words are known as
Sight Words.
come done dove glove gone love none some
One cannot “sound out” sight words according to their visual pattern. The word
“come” appears to be a “magic e” word, therefore the “o” would have a long vowel
sound. If pronounced according to the rule, it would sound like “comb” The common
phonic generalizations (rules) learned in beginning reading cannot be applied to the
pronunciation of sight words.
92

Skill: long (o) spelling pattern (oa) and (-o)
Review long vowel rule: When two vowels go walking, the first one does the talking (it
says its name), the second one does the walking (it is silent).
boat float loam roast
cloak foam loan soak
coach goal oak soap
coal goat oat throat
coast load oath toad
coat loaf road toast
If a one syllable word ends with a vowel, the vowel is usually long. Ex: no
go no so
Cover the three words listed above. Can you spell them? Write them on the lines
below.
____________________ ____________________ ____________________
93

Dictation/Spelling Practice for (oa) words
______________________________ ______________________________
______________________________ ______________________________
______________________________ ______________________________
Is Joe taking a nap in his boat?
Did you go home after lunch?
Did the goat eat the soap?
I had a sore throat so I stayed home.
Did you see the toad on the road?
Will this boat float to the kelp beds?
No, I did not reach the goal.
I will slice this loaf and make toast.
I left my coat on the boat.
Can you hear the toad croak?
The coach likes oatmeal and toast.
An armload of charcoal fell on my toe.
The coach gave us pot roast on toast.
I hope to see an oak tree when I go up the coast.
Did the oil soaked dolphins float to the coast?
The freeloading cockroach ate all of the oatmeal.
They were unloading the load of coal on the railroad.
The toad on the road puffed its throat at the goat.
The pot roast on toast made my stomach bloat.
94

Create two or more sentences. Please include words with the spelling pattern (oa, -o).
question mark (?), or exclamation point (!). Do not mix upper and lower case
letters. Please be attentive to good penmanship.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
95

Spelling Pattern (ow)
The combination (ow) has two sounds.
This lesson concentrates on (ow) as in row.
(The variant vowel pattern (ow) as in cow will be introduced in lesson #48.)
Read these long (o) words.
bellow bowler glow owe slow
billow bungalow grow own snow
blow crow low pillow sow
borrow elbow meadow row throw
bow fellow mellow shadow tow
bowl flow mow show yellow
Can you think of any more long (o) words that have the (ow) spelling pattern? Please
write them or you may choose to add a suffix (ending) ing, ed to a base word that
shows action, as in “growing.”
______________________________ ______________________________
______________________________ ______________________________
______________________________ ______________________________
96

Dictation/Spelling Practice for (ow) long (o)words.
______________________________ ______________________________
______________________________ ______________________________
______________________________ ______________________________
Do you bend your elbow when you throw things?
You owe me a dime if you want to see the show.
Why did you throw the pillow?
I will put the snow in a bowl.
How low can a crow fly?
Can you follow the shadow of the crow?
I see a yellow bow on the snowman.
I sat in the shadow of a willow tree.
The tow truck towed my car home.
Can a blowfish blow bubbles?
It is freezing in the blowing snow.
Do you see the glow in the window?
The stowaway on the ship was a mellow fellow.
I laid my pillow in the shadow of the yellow bungalow.
I will sow these seeds in a row and hope they grow.
That bowler was a show-off until he hurt his elbow.
A crow walked slowly in the shadow of my snowman.
97

Create two or more sentences; include words that have the long (o) spelling pattern
(ow) as in “row”. Be attentive to neat penmanship and proper spacing. Remember all
sentences begin with a capital letter and end with a period (.), (?), or (!).
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
98

Skill: long (o) spelling patterns (-old) and (-ost)
(old): This pattern has a single vowel, though a long (o) sound.
bold fold mold scold
billfold gold old told
cold hold sold
(ost): The letter combination (ost) may have either a
long (o) or short (o) sound.
long "o" (ost) words
ghost* most poster
host post postman
hostess postcard postmark
*The “h” is silent in the word ghost.
(ost): short "o" (ost) words
cost frost lost nostril
What are the two spelling patterns in the words listed above?
______________________________ ______________________________
99

Dictation/Spelling Practice for (-old, -ost) long (o) words
______________________________ ______________________________
______________________________ ______________________________
______________________________ ______________________________
______________________________ ______________________________
I will fold this gold poster.
I see mold on this old apple.
The bold hostess scolded the child.
I told the host I was cold.
I will tie the old goat to the post.
Please hold my cold hand.
I sold the frame on my old gold poster.
Most of the ghosts are invisible.
Most of the cheese has mold on it.
Dad sold the old gold candle.
Did the postman fold the postcard?
I sold the gold for more than it cost.
I lost most of my toast when the hostess dropped the
plate.
100

Create one or two sentences. Please include words that have the long (o) spelling
pattern (-old, -ost) in each sentence. Remember all sentences begin with a capital
letter, end with a period (.), question mark (?) or exclamation point (!). Your
penmanship should be neat and you should leave a little space between the words
you write.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
101

Skill: Spelling Pattern (or)
A vowel or (vowels) followed by the letter “r” results in a blended sound which is
neither the short nor long sound of the vowel.
Read these (or) words listed below.
absorb corncob escort normal
abnormal corpse extort north
accord corset firestorm or
bighorn deform for order
born discord fork scorch
conform distort form short
contort dorm formal stork
cord dormant horn storm
cork dorsal horse thorn
corn endorse mortal torch
What spelling pattern do you see in each of the words listed above?_____________
Dictation/Spelling Practice for (or) words as in stork
______________________________ ______________________________
______________________________ ______________________________
______________________________ ______________________________
102

The leghorn wants corn, not a corncob.
You did not order a morsel of food!
The resort is north of the border.
The normal mortal conforms to the rules.
I saw storm clouds forming in the sky.
The storks flew north to escape the storm.
The horn and organ played a forlorn song.
I experienced some discord with my landlord.
Can you order a cord of wood for the stove?
My pig snorts in the morning when he wants an acorn.
The bighorn sheep went around the thorns.
The hornets orbited their scorched nest.
The orphans were escorted into the dorm.
The foghorn and the torches in the storm saved the ship.
She made an ornate cork border for the artist's frame.
The porcupine made a nest for her newborn.
His retort about my short shorts was in bad form.
Create one or more sentences, include at least one word in each sentence that has
the spelling pattern (or) as in stork.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
Please illustrate one of your sentences on the back of the paper.
103

Review long (o) spelling/reading patterns:
o-e, oe, oa, ow, –o, old, ost
Write two words using each of the long (o) patterns.
1. (o-e)__________________ 2. ____________________
3. (oe)___________________ 4. ____________________
5. (oa)___________________ 6. ____________________
7. (ow) __________________ 8. ____________________
9. (-o)___________________ 10. ___________________
11. (old) _________________ 12. ___________________
13. (ost)__________________13. ___________________
104

Read the three sample sentence using all the long (o) patterns.
The old ghost broke his toe and floats so slow.
Joe told the host there was no soap in the stone bowl.
The doe was so lame and old she almost stepped
on a toad on her way home below the hill.
Can you write a sentence that includes all the long (o)
patterns (o-e, oe, oa, ow, –o, old, ost)? Give it your best try. If you can’t include all the
long (o) patterns in a single sentence, write two related (same topic) sentences.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
105

Skill: long (u) spelling patterns (u-e,ue)
Recall the magic "e" rule.
The e” at the end of the word mule is a signal that means the previous vowel (usually
the first vowel) is long. The (u) in the word mule, has a long sound because it ends
with the magic “e” signal.
Long (u) has two sounds;
long (u) as in mule
and (oo) as rude
brute cute mute rule
chute duke perfume tube
cube flute prune tune
cure mule rude use
Recall the long vowel rule: When two vowels go walking, the first one does the talking
(it says its name). The second one does the walking (it’s silent).
argue cue rescue tissue
blue due statue true
clue glue Sue Tuesday
What are the two long (u) spelling patterns in the words listed above?
______________________________ ______________________________
106

Dictation/Spelling Practice for (u-e, ue) words.
______________________________ ______________________________
______________________________ ______________________________
______________________________ ______________________________
Is your blue book due on Tuesday?
Give me a clue regarding the rules.
Will Sue hide inside a hollow tube?
Follow the rules and do not be rude.
We rescued the mule on the cliff.
Do not argue about the rules.
May Duke use your glue stick?
Do you like to use perfume?
Please nuke the barbecue and serve it hot.
Duke is upset. Will a happy tune cure him?
Luke plays a cute tune on a steel tube.
Do you pursue your work with a good attitude?
If you are mute, are you speechless?
Can June mute her flute?
June is cute and follows the rules.
It is rude to pass crude notes.
The mule was a big brute but needed to be rescued.
107

Create two or more sentences. Please include words that have the long (u) spelling
patterns (u-e, ue).
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
Make a simple illustration your favorite sentence. Feel free to use the back of your
paper.
108

Skill: long (u) spelling pattern: (ew) and (ui)
Remember: Long (u) has two sounds (u) and (oo)
Long (u) has four spelling patterns: u-e, ue, ew, ui.
Long (u) has two sounds, u as in mule
and long double sound oo as in moon.
blew dew grew screw
brew drew knew stew
chew few new threw
crew flew pew view
The vowel pattern (ui) is used infrequently
as long (u), in this case it is mostly limited to
the oo sound as in fruit.
bruise fluid juice suit
cruise fruit ruin suitcase
What are the two long (u) spelling patterns in the words listed above?
______________________________ ______________________________
109

Dictation/Spelling Practice for (-ew, ui) words.
______________________________ ______________________________
______________________________ ______________________________
______________________________ ______________________________
The crew made stew.
The stew is hard to chew.
The skunk sat on the new pew in church.
Duke said "Phew, I smell a skunk!"
Just a few of our seeds grew.
Dad laid his new suit in the suitcase.
The wind blew our cruise ship.
I threw some fruit to the sea gull.
I have a good view of the cruiser.
I drew a picture of a few crewmen.
The fruit is covered with dewdrops.
I need a suitable suit for the cruise.
Lewis wants a few pieces of fruit.
I grew two inches on the cruise.
I will brew a few cups of coffee and bring some fresh fruit
for the crew.
I want a few pieces of fruit and some stew in my new
bowl.
110

Create two original sentences. Please be attentive to good handwriting. Include words
that have the long (u) spelling patterns (ew, ui) in each sentence.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
Please check your sentences. Do they begin with a capital letter? Do they end with a
period (.), question mark (?), or exclamation point (!). Is your handwriting legible and
neat? Did you leave a little space between each word?
Please illustrate one of your sentences in the space below or on the back of the
paper.
111

Review long (u) spelling/reading patterns:
u-e, ue, ui, ew
Can you write eight words using the above long (u) patterns? Try to write two words
using each of the patterns.
1.(u-e) _________________ 2._________________
3.(ue) _________________ 4._________________
5.(ui) _________________ 6._________________
7.(ew) _________________ 8._________________
Read these two sentences, each consisting of words that include the four long (u)
patterns.
The cute fruit fly flew into the glue.
The new blue mule likes to drink juice.
The cruel guard ate a few prunes and a grapefruit.
Can you create a sentence that includes all the long (u) spelling patterns (u-e, ue,
ui,ew)? Give it your best try.
____________________________________________________________________
____________________________________________________________________
112

Check your sentence. Did you begin your sentence with a capital letter? Did you end
your sentence with a (.), (?), or (!)? Is your penmanship neat? Did you allow a little
space between each word? Were you able to include all the long (u) patterns (u-e, ue,
ui, ew) in your sentence?
113

Review Long Vowel Patterns
Read each sentence and note the long vowel patterns. Create a sentence for
long a, e, i, o, and u. Try to use all the vowel patterns as in the sample sentences.
Long (a) spelling patterns:
a-e, ai, ay, eigh
We played by the gate and found eight nails.
____________________________________________________________________
____________________________________________________________________
Long (e) spelling patterns:
ee, ea, -e, -y, -ey, ie
We saw three silly thieves stealing money.
She saw a monkey named Katie in a leafy tree.
The chief likes turkey and gravy, but he likes green beans
best.
____________________________________________________________________
____________________________________________________________________
114

Long (i) spelling patterns:
i-e, ie, igh, -y, ind, ild
Mike was kind of frightened by the wild fly on his pie.
My kind child hides ties and sighs.
____________________________________________________________________
____________________________________________________________________
Long (o) spelling patterns:
o-e, oe, oa, ow, -o, old, ost
The old ghost broke his toe and floats so slow.
Joe told the host there was no soap in the stone bowl.
____________________________________________________________________
____________________________________________________________________
115

Long (u) spelling patterns:
u-e, ue, ui, ew
I saw a funny mule wearing a new blue suit.
The cute fruit fly flew into the glue.
____________________________________________________________________
____________________________________________________________________
Remember all sentences begin with a capital letter and end with a period (.), question
mark (?), or an exclamation point.
116

"Bye-bye - e”: Suffix (-ed) and (-ing)
"Bye-bye - e” Rule: Drop the “e” (at the end of a base word) before adding a suffix
that begins with a vowel.
Suffixes are endings (-ing, -ed) added to base/root words that show action.
Ex: "race" ends with the vowel "e"; therefore drop it when adding -ed—because the
suffix -ed begins with a vowel. race - raced
Ex: The base word “ride” ends with “e”; this (e) is dropped ("bye-bye") when adding a
suffix (ending) that begins with a vowel – (-ing) begins with the vowel “i”. ride - riding
A double vowel would be incorrect (rideing).
These base words show action; sometimes we call an action word a “doing” word or
verb.
bake baked baking
chase chased chasing
dine dined dining
hike hiked hiking
hope hoped hoping
judge judged judging
live lived living
love loved loving
race raced racing
trade traded trading
use used using
wave waved waving
117

Dictation/Spelling Practice for (bye-bye “e”) words.
Review—"Bye-bye - e” spelling rule: Drop final “e” before adding a suffix that begins
with a vowel, (-ing) (-ed)
example: take – taking.
Remember to drop the e (at the end of the base word) when adding a suffix that
begins with a vowel.
______________________________ ______________________________
______________________________ ______________________________
______________________________ ______________________________
I baked a cake and hoped for the best.
I chased my friend and raced away.
Jack hoped to go hiking today.
I hope I get a prize after the judging.
I traded my skates for a used bike.
I asked Deb if I could use her eraser.
I waved to the dragon that lived in a cave.
Mom smiled and gave me a loving hug.
I placed the gift and smiled at the child.
As Dad was leaving he closed the door behind him.
I closed the box and moved it away.
I waved at Jon when we passed him.
I used to live in Del Mar and loved living by the beach.
My cat died. She used to hunt mice.
118

Create two original sentences. Include one or more base words + (-ed) or (-ing) in
each sentence. Remember these base words show “action”. Your writing should
reflect correct spelling, good penmanship, proper spacing, and correct usage of upper
and lower case letters. Remember all sentences begin with a capital letter and end
with a period (.), question mark (?), or exclamation point (!).
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
119

Skill: Contractions
A contraction is a short way of writing two words as a single word. It is formed by
combining two words but omitting one or more letters. Always write an apostrophe (’)
to show where one or more letters are left out.
Read these contractions.
are not aren't We aren't going today.
can not can't We can't go today.
do not don't We don't eat candy.
does not doesn't John doesn't eat candy.
did not didn't The dog didn't eat candy.
have not haven't I haven't seen the show.
has not hasn't Sue hasn't seen the show.
is not isn't Jack isn't going to the game.
could not couldn't We couldn't go to the game.
should not shouldn't We shouldn't go to the game.
would not wouldn't We wouldn't go to the game.
ought not oughtn't We oughtn't go to the game.
must not mustn't We mustn't go to the game.
was not wasn't Tom wasn't at home.
were not weren't We weren't at home.
how did how'd How'd it happen?
who did who'd Who'd believe it?
why did why'd Why'd it happen?.
120

I will I'll I'll come home.
you will you'll You'll come home.
he will he'll He'll come home.
she will she'll She'll come home.
we will we'll We'll come home.
they will they'll They'll come home.
who will who'll Who'll come home.
it will it'll It'll be lots of fun.
that will that'll That'll be lots of fun.
I would I'd I'd like a peach tart.
you would you'd You'd like a peach tart.
he would he'd He'd like a peach tart.
she would she'd She'd like a peach tart.
they would they'd They'd like a peach tart.
here is here's Here's the morning meal.
how is how's How's the morning meal?
it is it's It's the morning meal.
that is that's That's the morning meal.
there is there's There's the morning meal.
what is what's What's the morning meal?
when is when's When's the morning meal?
where is where's Where's the morning meal?
why is why's Why's the President here?
who is who's Who's the President?
121

I have I've I've seen the play.
you have you've You've seen the play.
we have we've We've seen the play.
they have they've They've seen the play.
could have could've He could've seen the play.
should have should've He should've seen the play.
would have would've She would've seen the play.
might have might've Jack might've seen the play.
must have must've Jill must've seen the play.
I am I'm I'm a responsible student.
you are you're You're a responsible student.
he is he's He's a responsible student.
she is she's She's a responsible student.
we are we're We're responsible students.
they are they're They're responsible students.
let us let's Let's have a party.
madam ma'am Is this your dog, ma'am?
of the clock o'clock I can be there at one o'clock.
will not won't We won't fail today.
122

Dictation/Spelling Practice for Contractions
Remember contractions are single words formed by combining two words but
omitting a letter or letters. An apostrophe (’) is always inserted where a letter or
letters have been omitted.
______________________________ ______________________________
______________________________ ______________________________
It’s been a long day and I'm tired.
I’m sorry; I didn’t mean to keep it.
It’s okay, let’s be friends.
I’m going to be there at 3 o’clock.
I didn’t take your stuff and that's a fact.
She’s sad that she can’t go home.
Let's take a walk and we'll talk.
You’ll have to tell her they'll be here soon.
We’ll do that in a little while when you're finished.
I’d like to go to the beach, but I don't have time.
I haven’t had breakfast yet and I don't want Froot Loops.
We’re going to SeaWorld where there's a whale show.
We’ve had a good time today and we aren't a bit tired.
We’re going on a field trip and here's the plan.
You shouldn't stare at the sun because you'll go blind.
We won't know who's coming to dinner until 5 o'clock.
I wasn't happy about it, but I couldn't tell him.
They mustn't believe they've upset us.
Wouldn't it be nice if you'd take us to Hawaii.
123

Create two or three original sentences; include at least one contraction in each
sentence. Your writing should reflect good penmanship, proper spacing, correct
usage of upper and lower case letters, and correct ending punctuation.
question mark (?), or exclamation point (!).
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
Please illustrate your favorite sentence in the space below or on the back of the page.
124

Complete 61 Lesson Phonics Course Teaches Reading

Complete 61 Lesson Phonics Course Teaches Reading

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