Aa Bb Cc

With 8½ By 11 Wall Charts Showing

The Alphabet With Sound Pictures And
Phonogram Patterns With Key Words And Pictures
 Sound City
Reading

Entire contents © 2018 By Kathryn J. Davis

7223 Cedar Lane Drive
Germantown, TN 38138
1-833-444-READ
All rights reserved.

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

reproduce student materials in this book for individual or classroom use.
Permission is granted for school-wide reproduction of materials.
Any other use of these materials is prohibited.

Printed in the United States of America

More materials are available at

www.soundcityreading.net.

The handwriting fonts used in this book are available from

Educational Fontware, Inc, 1-800-806-2155,
http://www.educationalfontware.com
 Contents
Teaching Notes ......................................................................................... 5
Notes About The Alphabet ..................................................................... 11
Understanding The Markings On The Sound Charts
At The End Of This Book ....................................................................... 13
Alphabet Chart ....................................................................................... 14
“Beyond The Alphabet” Chart ................................................................ 15
Vowel Chart ............................................................................................ 16
Consonant Digraph Chart and Pronunciation Guide ........................... 17
Color-Coding Chart (See the color for each phonetic sound) ................ 18
How I Chose The Colors ......................................................................... 19

Sound Story Part 1 (Alphabet sounds)

T t .................................................................................................................... 20
I i ............................................................................................................. 22
H h ........................................................................................................... 24
Long I i .................................................................................................... 26
L l............................................................................................................. 28
N n ........................................................................................................... 30
W w .......................................................................................................... 32
U u ........................................................................................................... 34
B b ........................................................................................................... 36
M m ......................................................................................................... 38
R r ............................................................................................................ 40
F f ............................................................................................................ 42
X x............................................................................................................ 44
E e ............................................................................................................ 46
S s ............................................................................................................ 48
J j ............................................................................................................. 50
O o ........................................................................................................... 52
C c ............................................................................................................ 54
D d ........................................................................................................... 56
A a ........................................................................................................... 58
V v............................................................................................................ 60
G g ........................................................................................................... 62
P p............................................................................................................ 64
K k ........................................................................................................... 66
Y y............................................................................................................ 68
Q q ........................................................................................................... 70
Z z ............................................................................................................ 72

© 2018 by Kathryn J. Davis 3 A Sound Story About Audrey And Brad

 Sound Story Part 2 (Beyond the Alphabet Sounds) ......................... 74

sh ............................................................................................................. 74
ē ............................................................................................................... 76
ō ............................................................................................................... 78
th/thumb ................................................................................................. 80
th/this...................................................................................................... 82
ö ............................................................................................................... 84
ā .............................................................................................................. 86
ch ............................................................................................................. 88
ng ............................................................................................................ 90
ū .............................................................................................................. 92
oi, oy ........................................................................................................ 94
ou, ow ...................................................................................................... 96
ü .............................................................................................................. 98
ä ............................................................................................................ 100
“zh” as in measure, vision, azure, and garage .................................... 102

Sound Charts

The sound charts are printed on the front of the page and are left blank on
the back, so that the pages can be removed from the book and posted on a
wall, making a “Sound City.”

Alphabet 1 - Tt Ii Hh Īī Ll Nn Ww ...................................................... 105

Alphabet 2 - Uu Bb Mm Rr Ff Xx ....................................................... 105
Alphabet 3 - Ee Ss Jj Oo Cc Dd Aa ...................................................... 107
Alphabet 4 - Vv Gg Pp Kk Yy Qq Zz .................................................... 107

Beyond The Alphabet 1 - sh ē ō th th ö ā ch ng ū oi/oy ou/ow ü ä ...... 109

Long A Patterns ................................................................................... 111

Long E Patterns ................................................................................... 113
Long I Patterns .................................................................................... 115
Long O Patterns ................................................................................... 117
Long U Patterns ........................................................................... 119, 121
Dotted Ä Patterns ................................................................................ 123
Dotted Ë Patterns, Dotted Ï Patterns ................................................. 125
Dotted Ö Patterns, Dotted Ü Patterns ................................................ 127
Odd O Patterns OU/OW and OI/OY .................................................... 129
Sounds For Y ........................................................................................ 131
Umbrella Vowels (With The Story About The Umbrella Vowels)....... 133
Consonant Digraphs: sh, th, th, ch, ng, “zh” ....................................... 135

Overview Of Sound City Reading Books ................................ Back Cover

© 2018 by Kathryn J. Davis 4 A Sound Story About Audrey And Brad

 Teaching Notes

What Is The Purpose Of The Sound Story?

The sound story is used to introduce the alphabet sounds and the “beyond
the alphabet” sounds, using pictures. It is relatively easy for students to learn a
sound represented by a picture, because the picture represents a sound heard in
real life. After students understand the picture/sound relationship, they can
then associate each sound picture with the matching capital and lower case
letters. This provides an intuitive way for students to understand that letters
are written symbols for sounds.

How To Use The Sound Story

The sound story should be read aloud to students by the teacher or

parent. Students are not expected to be able to read the story for themselves.
As you read each section of the sound story aloud to your students, point
to the picture, say the sound, and have the students repeat.
Explain that the letters above and below the picture represent the same
sound. Talk about capital and lower case letters, and show which letters are
capitals and which are lower case. Explain that they all represent the same
sound.
Point out the differences between the top pair of letters and the bottom
pair. The top pair shows the letters the way we usually write them. The bottom
pair of letters shows how they are often printed in books. (For very young
children I say, “This is a letter family. This is the mommy letter, this is the
sister letter, this is the daddy letter, and this is the brother letter.” This
approach makes sense to a young child.)
Use sound picture cards and letter cards to review the pictures and
letters after they have been introduced in the sound story. Students say the
sound for each card. Model and repeat the sound for any cards that are not yet
remembered. A good exercise is to have students match letters to the related
sound pictures in a pocket chart.
The sound pictures are used in the two Learning The Alphabet books and
the Exploring Sounds In Words book to help students remember the alphabet
letters and their sounds. The remaining books in the Sound City Reading
program use the sound pictures on sound charts to show the correct sound for
each letter and letter pattern being taught.

Why Use The Sound Story?

Some students cannot hear the beginning sounds in words as isolated

sounds. They hear each word as a single sound chunk. For example, when they
hear the word cat, they don’t hear the sound /c/ at the beginning of the word.

© 2018 by Kathryn J. Davis 5 A Sound Story About Audrey And Brad

 This makes it difficult for them to learn the alphabet using the traditional a/
apple, b/bus, c/cat method of teaching the sounds. The sound story solves this
problem by teaching just the sound, related to a picture instead of a key word.
Because environmental sounds make sense to all of the students with just a
little explanation (a dog growling, a snake hissing), with a little practice they
are able to look at the pictures and remember the sounds. Then they can
learn to associate each letter or letter pattern with the picture that represents
that sound.

Parts One And Two Of The Sound Story

Part one of the sound story includes all of the consonant sounds, the
short vowel sounds, and the long i sound. After learning these sounds
students will be able to begin reading short vowel words. After learning a few
sight words (a, was, as, has, is, his, and I) students will be able to read simple
sentences with short vowel words. Knowing the long i sound will help
students read the sight word I.
After students have learned all the letters of the alphabet and have
begun reading short vowel words, they will be ready to learn the sounds in
part two of the sound story. This part of the story includes the rest of the
sounds we use when we speak, read, and write. This includes the long vowel
sounds, dotted vowel sounds, and consonant digraphs.
Our alphabet doesn’t have enough letters to show every sound in the
English language. To solve this problem, the vowel letters (a, e, i, o, u) are
used to show more than one sound. For example, the letter a can sound like
a/ant, ā/apron, or ä/all.
This program uses the traditional straight line, called a macron, over a
vowel to indicate the long vowel sound. The long vowels sound just like the
name of the vowel. For the short vowel sound, no mark is used. I have found
that this helps to avoid confusion. (The terms short and long are arbitrary
terms; neither the letters nor the sounds are actually short or long in the
traditional meaning of the words.) Each vowel also has a third sound which is
neither long nor short. The Sound City Reading program uses a pair of dots,
called an umlaut (a German term), to indicate the third or “dotted” sound.
The umlaut means “not the regular sound.” There are also two “Odd O” vowel
sounds that are represented by vowel pairs, ou/ouch-ow/cow and oy/boy-oi/oil.
The patterns are “odd” because they do not represent the typical sounds for
the letter o.
We also don’t have enough letters to show all the consonant sounds.
Pairs of consonants, called consonant digraphs, are used to show the extra
“beyond the alphabet” consonant sounds. The letters in these pairs do not
keep their original sounds, but work together to represent completely new
sounds: sh/ship, th/thumb, th/this, ch/chicken, ng/ring. There is one more

© 2018 by Kathryn J. Davis 6 A Sound Story About Audrey And Brad

 consonant sound that is not represented by a specific letter pattern. It’s the
sound you hear in vision, measure, garage, and azure. The dictionary shows
this sound as zh.

Getting Ready To Teach

Look over the alphabet, vowel, and consonant charts in this book. To
help teachers and parents learn the sounds, I’ve added a pronunciation guide
with key words below each vowel and consonant digraph picture. The correct
vowel or consonant sound is heard in the word. Practice saying each word, then
pronounce the sound by itself. You can also listen to the sound story and sound
charts at www.soundcityreading.net to hear the correct pronunciation for each
letter and letter pattern.
Key words are helpful for adults because they already know how to read.
But don’t use the key words with beginning students who are just learning the
alphabet. They will be less confused if you use sound pictures to teach the
letter sounds, not key words. Key words will be introduced later on, after
students have completed the short vowel level and begun to learn the phonics
patterns at Level 4.
Letter sounds have often been taught with a slight “uh” sound attached.
Try to avoid this common practice. Students will be using the letter sounds to
read and spell words phonetically. For this process to work properly, students
must first learn a single, isolated sound for each letter. For example, say /l/,
not /luh/, say /r/, not /ruh/, and say /w/, not /wuh/. (The slash marks around
letters tell you to say the letter sounds instead of the letter names.)
When you’re listening to the sounds on the website, if some of the letters
without the /uh/ sound seem strange to you, remember that students will find it
easier to use those sounds when they begin to read and spell words. For
instance, if students say /cuh/ /a/ /tuh/ when reading the word cat, putting
those sounds together won’t sound like the word cat. But if they say /c/ /a/ /t/,
without the /uh/ sounds added to the consonants, they will be able to learn, with
practice, to slide those sounds together smoothly to pronounce the word
normally. The result will really sound like the word cat.

Teaching The “Beyond The Alphabet” Sounds

After students have learned all the alphabet letters and their sounds,
and they have learned to read short vowel words, read each section in part two
of the sound story aloud. Model the sound for each picture, and point out the
letter or letter pattern that represents that sound.
Use the Sound Story Pictures, Part 2, and the Beyond The Alphabet
Letter Cards daily to review the pictures and letter patterns that have been
taught. Have students say just the sound for each picture or pattern. Cards
that show both the picture and the letters are also available.

© 2018 by Kathryn J. Davis 7 A Sound Story About Audrey And Brad

 Using The Sound Charts At The Beginning Of This Book

After students have heard all of part one of the sound story read aloud,
use the Alphabet Sounds chart at the beginning of this book to review the letter
sounds. The related sound picture is shown with each letter to help students
remember the correct sound. Point to each letter and have students say the
sound. Students should not say the letter names.
After students have heard part two of the sound story read aloud, use the
Beyond The Alphabet Sounds chart to review the remaining letters and letter
patterns. Point to each letter or pattern and have students say the sound. The
pictures will help students remember any sounds that they forget. Model and
assist as needed.

Working At Level Four - Phonics Patterns

After learning the beyond the alphabet sounds from part two of the sound
story, it will be relatively easy for students to learn the various letter patterns
that can represent that sound. For example, after students have learned the
long ā sound (a picture of a graded spelling paper with an A at the top), they can
learn the ai/rain, ay/play, and a_e/safe patterns by relating them to the same
sound picture. At this point, students will start using key words on some of the
charts in their books to help them remember the patterns and differentiate
between them.
To introduce and review these patterns, point to each pattern in the sound
charts in each book and show the Phonics Patterns Sound Cards one at a time,
showing only the patterns that have been taught. Students say the sound for
each pattern. If the pattern always appears in a certain position in a word, teach
students to include that information. For example, for the ai pattern, say “/ā/ in
the middle.” For the ay pattern, say “/ā/ at the end.”
A large set of wall charts, suitable for use with a whole class, is available
at www.soundcityreading.net. The wall charts are identical to the charts in the
Level 4 phonics patterns books.

Using The “Sound City” Charts At The End Of This Book

There are sound charts at the end of this book showing the alphabet and
beyond the alphabet sounds. These are not in the same format as the charts at
the beginning of this book. If you wish, you can post these charts on the wall to
create a “Sound City.” The letters are arranged in the same order in which they
are introduced in the sound story. The charts are relatively small, but can be
used with individual students or small groups if they are sitting close to the
charts. Use the charts as a sound review for the alphabet letters and beyond the
alphabet sounds that have been taught. Point to each letter or letter pattern

© 2018 by Kathryn J. Davis 8 A Sound Story About Audrey And Brad

 while students say the sounds.
The remaining charts at the end of this book show vowel and consonant
patterns taught in the Phonetic Words And Stories books, the Basic Phonics
Patterns books, and the Know The Phonetic Code books. The charts show all
the letter patterns that can be used to represent the sound for a particular
sound picture. Letters and letter patterns that represent the same sound are
grouped together. These charts have key words and pictures that illustrate
those words. Don’t use them until students have begun the phonics patterns
level. Then the charts will make sense.
These sound charts help students create a mental framework for
understanding the phonetic structure of our language. They can be used as a
reference, if needed, when students are saying phonogram sounds from
flashcards, when they are spelling and writing, and when they are reading
words and stories.

Color-Coded Vowels

There are many vowel patterns in the English language. Some patterns
look different, but represent the same sound, as in a/raven, ai/rain, ay/play,
and a_e/safe. Other patterns look the same but represent different sounds, as
in ea/eat, ea/head, and ea/steak. In some of the books in this program,
including this one, the vowels are color coded. This is to provide beginning
readers with a visual reference to help them become aware of the various
vowel patterns and their sounds. The colors help students in the following
ways.
1) The use of color has a positive emotional effect on students.
2) Students notice the specific letter (or group of letters) that make up the
vowel and become aware of the position of the vowel within the word.
3) Students can see which vowel patterns represent the same sound, because
they are printed in the same color.
4) Students can see that identical vowel patterns sometimes represent
different sounds. In spite of the fact that the letter patterns use the same
letters, the different sounds are obvious because the patterns are printed
in different colors.
At the short vowel level, the colors will just help students notice the
vowels. The message at this level is “all of the vowels that are the same color
represent the same sound,” and “vowels that are different colors represent
different sounds.” Points 2 and 3 will become relevant when students begin
learning the various phonics patterns, after they complete their study of short
vowels.

© 2018 by Kathryn J. Davis 9 A Sound Story About Audrey And Brad

 It is not necessary to “teach” the vowel colors specifically. Students will
become accustomed to the colors as they practice saying the sounds from the
sound charts. Students must first and foremost focus on the letter shapes and
their sounds.
The color coding, while helpful for many students, is of secondary
importance. You don’t want to draw a lot of attention to the colors, because
you want the students’ thinking processes to be uncluttered, so to speak. You
don’t want students to think, “What is the sound for this color?” You want
students to think, instinctively, “This letter (or letter pattern) shows the ____
sound.”
If younger students ask why some letters are printed in color, respond
as follows.
“The colored letters are a special kind of letter called vowels. Vowels
are so important that they are printed in color so that you will notice them in
words. If you see a group of words and the vowels are printed in the same
color, you will know that those vowels represent the same sound. If you see a
group of words and the vowels are printed in different colors, you will know
that the vowels represent different sounds.”
“After you have learned to read words with short vowels, you’re going to
learn some letter patterns with two or more letters working together to show
one vowel sound. (Write the words feet and rain on the board, and underline
the vowel patterns, so students can see what you mean. Say each sound in the
words slowly, emphasizing the vowel sounds.) When you read words with
these patterns, the colored letters will show you exactly which letters are
working together.”

© 2018 by Kathryn J. Davis 10 A Sound Story About Audrey And Brad

 Notes About The Alphabet

We have forty-two sounds in our language, but the alphabet has only
twenty-six letters. This means that students cannot just study the alphabet when
learning to read. It is also necessary for students to learn the “Beyond the
Alphabet” sounds, which include long vowel sounds, dotted vowel sounds, and
consonant digraph sounds.
Students must learn the following information about the sounds in our
language in order to be able to process words when reading.

1. Each vowel can represent three different sounds.

a/ant, ā/apron, ä/ball e/egg, ē/emu, ë/ballet i/in, ī/island, ï/pizza

o/ox, ō/ocean, ö/to u/up, ū/uniform, ü/push

2. There are two vowel sounds represented by vowel pairs.

Sound # 1 ou/ouch, ow/cow Sound # 2 oi/oil, oy/boy

3. There are five extra consonant sounds represented by consonant pairs, with
one more that is not represented by a specific letter pattern.

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

The sound in vision, measure, azure, and garage

4. There can be more than one letter pattern to represent a particular sound.

Vowels: a/apron, ai/rain, ay/play, a_e/safe

Consonants: f/fan, ph/phone, ugh/laugh

5. Sometimes single consonants represent more than one sound.

c/cat, c/cent g/gum, g/giant x/box, x/xylophone

6. Sometimes pairs of letters represent more than one sound.

Vowels: ou/ouch, ou/four, ou/soup

Consonants: ch/chicken, ch/chorus, ch/chef

© 2018 by Kathryn J. Davis 11 A Sound Story About Audrey And Brad

 7. The letter r after a vowel affects its sound.

ar/car, ar/dollar, ar/carrot er/her, er/heron ir/bird

or/horse, or/tractor, or/sorry ur/turtle wor/worm, ear/early, our/journal

8. The placement of a vowel within a syllable affects its sound.

rab-bit, ra-ven sev-en, se-cret sil-ly, si-lent

rob-in, ro-bot muf-fin, mu-sic

9. These vowel patterns sometimes have the short u sound. They are rulebreakers.
In this program, they are called “umbrella” sounds.

a/what a/away a/panda o/son o_e/love ou/country

10. Some words cannot be read phonetically. Letters in these words do not
represent the expected sounds. These words must be memorized.

said been any bury friend

11. Some ending syllables must be learned as whole units; they cannot be read in
the usual way.

sion/mansion sion/vision ture/future cle/circle ate/pirate

12. Words can be combined with prefixes, suffixes, or other words to modify their
meaning.

Prefix: unhappy Suffix: sleeping

Compound Word: mailbox Contraction: doesn’t

© 2018 by Kathryn J. Davis 12 A Sound Story About Audrey And Brad

 Understanding The Markings On The Sound Charts
At The End Of This Book

This broken ruler shows that a letter pattern is a rule

breaker. It doesn’t represent the sound that you would
expect.

An x placed above a letter tells you that the letter is not

pronounced. It is “silent.”

When you see this arrow going under a vowel in a word,

go directly from the preceding consonant to the following
consonant, skipping the vowel. The vowel does not have
its regular sound. It is hardly pronounced at all,
because it is in an unaccented syllable. This is called the
schwa sound.

o A single vowel with no markings means “Use the short

vowel sound.”

ō A straight line above a vowel means “Use the long vowel

sound.”

ö Two dots over a vowel means “Not the usual sound.”

The sound is neither long nor short.

An umbrella over a vowel means “Say the short u

sound.”

© 2018 by Kathryn J. Davis 13 A Sound Story About Audrey And Brad

 Alphabet Sounds - Consonants And Short Vowels - Say the sound for each letter.

Aa Bb Cc Dd Ee

Ff Gg Hh Ii Jj

Kk Ll Mm Nn Oo

P p Qu qu Rr Ss Tt

Uu Vv Ww Xx Yy Zz

© 2018 by Kathryn J. Davis 14 A Sound Story About Audrey And Brad

 “Beyond The Alphabet” Sounds - Say the sound for each letter or letter pattern.

i sh ē ō

th th ö ā

ch ng ū oi oy

measure, vision,
ou ow ü ä azure, garage

© 2018 by Kathryn J. Davis 15 A Sound Story About Audrey And Brad

 Short Vowels

a e i o u

Long Vowels

ā ē i ō ū

Dotted Vowels

ä ë i ö ü

Odd O Vowels

ou ow oi oy

© 2018 by Kathryn J. Davis 16 A Sound Story About Audrey And Brad

 Consonant Digraphs

sh th th ch ng

Pronunciation Guide - For Parents And Teachers

Use the key words to help you pronounce the sounds.

Short Vowel Sounds Odd O Vowels

a ax ou ouch
e egg ow cow
i in oi coin
o ox oy boy
u up
Long Vowel Sounds Consonant Digraph Sounds
ā apron th thumb
ē emu th this
ī island sh ship
ō ocean ch chicken
ū uniform ng ring
Dotted Vowel Sounds Consonant Sound With No Set Pattern
ä all measure
garage
ë ballet vision
ï pizza azure
Teachers and parents can use these key words to help
ö to them learn the sounds for the pictures and letters.
Students learn the sounds from the pictures in the
ü bush sound story first, and are introduced to key words later.

© 2018 by Kathryn J. Davis 17 A Sound Story About Audrey And Brad

Color-Coding Chart - There are fifteen different sounds so there are fifteen different colors.

a ant bright red

ā rain, play, safe, carrot dark red
ä Paul, saw, ball, salt, talk, wasp, swan pink
e egg, head, heron light green
ē he, feet, weird, key, eat, these, funny dark green
ë veil, they, steak, eight, ballet dark red
i in, gymnastics light violet
ī pie, pine, night, find, wild, my dark violet
ï shield, pizza dark green
o ox, sorry, car, father light orange
ō go, boat, toe, home, snow, four, dark orange
gold, bolt, troll, yolk, horse
ö to, moon, soup dark blue
u up, what, across, panda, son, love, country light blue
ū fruit, cue, cube, few, Europe dark blue
ü push, book, should olive green
oi, oy coin, boy gold
ou, ow ouch, cow brown
bird, her, purse, dollar, tractor gray
worm, early, journal gray

© 2018 by Kathryn J. Davis 18 A Sound Story About Audrey And Brad

How I Chose The Colors I picked the vowel colors so that I could remember them easily, long before I wrote
the sound story. I started with the long vowel colors. This was easy; I just matched each long vowel sound with a color
name. For example, the color for the long e sound would be green. Then I added the same colors, but lighter, for the
short vowel sounds. Except I didn’t want the long a sound to be gray, so I set up the short a sound with a bright red color
for a/apple, and chose a darker red color for the long a sound. I reserved gray for the r-controlled patterns in which the
vowel is not heard. The ū and ö sounds are both the same color blue because the sounds or almost the same.

Short Vowels Long Vowels

Dotted Vowels
Lighter Colors Darker Colors

a ā ä
darker a color
apple red variant of red

e ē ë
lighter
green green

i i ï
lighter
violet violet

o ō ö
lighter
orange orange

u ū ü
lighter
blue blue bush

oi oy ou ow er ir ur
Gray = “no color”
The vowels in these
gold coin brown patterns are not
pronounced.

© 2018 by Kathryn J. Davis 19 A Sound Story About Audrey And Brad

 Part 1

One Saturday morning,

Audrey and Brad sat in the
den, watching the pendulum
swing back and forth on the
clock on the wall, “T, t, t, t.”
They were bored.

( t/tag)

© 2018 by Kathryn J. Davis 20 A Sound Story About Audrey And Brad

 T t

T t
© 2018 by Kathryn J. Davis 21 A Sound Story About Audrey And Brad
 “Hey, Mom,” said Brad.
“Can we walk down to the
park?”
“Yes,” said Mom. “But we
must be back in time for your
violin lessons.”
Soon Audrey and Brad were
swinging as high as they could
at the park. They could hear
the loud sound of the chains
screeching as they went back
and forth, “I, i, i, i, i.”
( i/in)

© 2018 by Kathryn J. Davis 22 A Sound Story About Audrey And Brad

 I i

I i
© 2018 by Kathryn J. Davis 23 A Sound Story About Audrey And Brad
 Then they jumped down and
ran around the park playing
chase. Before long, they were
out of breath. Brad could hear
himself breathing hard, “H, h,
h, h.”

( h/hat)

© 2018 by Kathryn J. Davis 24 A Sound Story About Audrey And Brad

 H h

H h
© 2018 by Kathryn J. Davis 25 A Sound Story About Audrey And Brad
 They all walked home and
Mom drove them to their violin
lessons. Mrs. Russ was
pleased to see them.
“Did you practice every
day?” she said.
“I did,” said Audrey
quickly. Brad replied that he
had practiced, too.

( i/island)

© 2018 by Kathryn J. Davis 26 A Sound Story About Audrey And Brad

 I i

Ī i
© 2018 by Kathryn J. Davis 27 A Sound Story About Audrey And Brad
 Soon they were playing
music. Each violin made a
beautiful sound as they pulled
their bows across the strings.
The sound was “L, l, l, l, l.”

( l/leg)

© 2018 by Kathryn J. Davis 28 A Sound Story About Audrey And Brad

 L l

L l
© 2018 by Kathryn J. Davis 29 A Sound Story About Audrey And Brad
 Just as they arrived home
from their music lesson, they
heard the “N, n, n” sound of the
engine on a big delivery truck.
It pulled into their driveway
and the delivery man handed
Mom a package. Audrey and
Brad were pleased to see that
new books had arrived from
their book club.

( n/nut)

© 2018 by Kathryn J. Davis 30 A Sound Story About Audrey And Brad

 N n

N n
© 2018 by Kathryn J. Davis 31 A Sound Story About Audrey And Brad
 As they went into the
house, they could see dark
clouds gathering overhead.
Soon, lightning was flashing
and rain was pouring down.
The wind blew hard enough to
make the branches on the
trees sway back and forth.
Audrey and Brad could hear
the sound of the wind forcing
it’s way into the house around
the front door, “Wwwwww.”
( w/wig)

© 2018 by Kathryn J. Davis 32 A Sound Story About Audrey And Brad

 W w

W w
© 2018 by Kathryn J. Davis 33 A Sound Story About Audrey And Brad
 “Well,” said Mom. “The
weather is so bad, this is the
perfect time to go over your
math facts.” It was Brad’s turn
to go first. “Uuuuhhh,” was all
he could say as he looked at the
flashcards. He had not been
practicing his math facts.
When Audrey had her turn,
she got every one right.

( u/up)

© 2018 by Kathryn J. Davis 34 A Sound Story About Audrey And Brad

 U u

U u
© 2018 by Kathryn J. Davis 35 A Sound Story About Audrey And Brad
 They ate lunch and then
Audrey and Brad and Dad got
into the car to go to basketball
practice. The wind had
stopped blowing, but it was
still drizzling. At the gym, all
the kids on the team warmed
up by dribbling a basketball.
“B, b, b, b,” was the sound of
the balls bouncing on the
hardwood floor. Then they
practiced passing and shooting.
( b/bus)

© 2018 by Kathryn J. Davis 36 A Sound Story About Audrey And Brad

 B b

B b
© 2018 by Kathryn J. Davis 37 A Sound Story About Audrey And Brad
 After basketball practice
they went home. Soon, Mom
called Audrey and Brad to
dinner. “Mmm,” they said
when they saw their plates.
They were having scrambled
eggs, ham, and muffins. It
looked delicious.

( m/mop)

© 2018 by Kathryn J. Davis 38 A Sound Story About Audrey And Brad

 M m

M m
© 2018 by Kathryn J. Davis 39 A Sound Story About Audrey And Brad
 Just as they sat down to
eat, they heard a loud “Rrrrr”
coming from the back yard.
They ran to look out the back
door. Chewie had cornered a
neighborhood cat in the yard.
She was growling at the cat.

( r/run)

© 2018 by Kathryn J. Davis 40 A Sound Story About Audrey And Brad

 R r

R r
© 2018 by Kathryn J. Davis 41 A Sound Story About Audrey And Brad
 The cat had no intention
of putting up with Chewie.
She reached out and scratched
Chewie right on the nose,
“Ffff.” Chewie cried out in pain
as the cat quickly jumped over
the fence and ran away.

( f/fan)

© 2018 by Kathryn J. Davis 42 A Sound Story About Audrey And Brad

 F f

F f
© 2018 by Kathryn J. Davis 43 A Sound Story About Audrey And Brad
 “Poor, Chewie!” said
Brad. “She’ll know to leave
cats alone, next time.” He
reached into the refrigerator
and pulled out a soft drink.
“Kssss,” was the sound of the
air rushing out as he pulled the
tab off the can.

( x/box)

© 2018 by Kathryn J. Davis 44 A Sound Story About Audrey And Brad

 X x

X x
© 2018 by Kathryn J. Davis 45 A Sound Story About Audrey And Brad
 After dinner, the whole
family watched a movie
together. It was pretty good.
One character was a man who
couldn’t hear very well. He
kept saying “Ehh?” whenever
someone spoke to him. He
couldn’t understand a word
they were saying. “That man
should get hearing aids,” said
Mom. “He could hear much
better with them.”
( e/egg)

© 2018 by Kathryn J. Davis 46 A Sound Story About Audrey And Brad

 E e

E e
© 2018 by Kathryn J. Davis 47 A Sound Story About Audrey And Brad
 At School
The following Monday
morning, Audrey and Brad
took the bus to school. As
Audrey slipped into her desk,
she saw that a classmate had
brought a snake to school in a
cage. They talked about the
snake during science class. It
slithered around in its cage,
flicking its tongue in and out
with a soft “Sssss” sound.
( s/sun)

© 2018 by Kathryn J. Davis 48 A Sound Story About Audrey And Brad

 S s

S s
© 2018 by Kathryn J. Davis 49 A Sound Story About Audrey And Brad
 Audrey worked hard all
morning. After lunch, her
class went outside for recess.
She enjoyed jumping rope
with her friends. The rope
made a “J, j, j” sound as it
slapped the concrete.

( j/jam)

© 2018 by Kathryn J. Davis 50 A Sound Story About Audrey And Brad

 J g

J j
© 2018 by Kathryn J. Davis 51 A Sound Story About Audrey And Brad
 After recess Audrey realized
that her throat was hurting. It
had been sore all day, but now it
was worse. Her teacher sent her
to the office to see the school
nurse. Audrey opened her mouth
wide and said “Ahhhh” while the
nurse examined her throat. Then
the nurse took her temperature.
“You don’t have a fever,” said the
nurse. “It will be all right for you
to go back to class.”
( o/ox)

© 2018 by Kathryn J. Davis 52 A Sound Story About Audrey And Brad

 O o

O o
© 2018 by Kathryn J. Davis 53 A Sound Story About Audrey And Brad
 Back in the classroom,
Audrey picked up her pencil to
begin her afternoon assignment.
“Ccc,” the lead broke on her
pencil as soon it touched the
paper. She reached into her
desk to get out another
sharpened pencil. It was a good
thing she had an extra one.

( c/cat)

© 2018 by Kathryn J. Davis 54 A Sound Story About Audrey And Brad

 C c

C c
© 2018 by Kathryn J. Davis 55 A Sound Story About Audrey And Brad
 At 2 o’clock, Audrey heard a
knock at the door, “D, d, d.” It
was her father, Dr. Davis,
coming to help students work
on the computers in the back
of the room. It wasn’t
Audrey’s turn to work on the
computers, today, so she
smiled at her dad and then
continued working on her
assignment.
( d/dog)

© 2018 by Kathryn J. Davis 56 A Sound Story About Audrey And Brad

 D d

D d
© 2018 by Kathryn J. Davis 57 A Sound Story About Audrey And Brad
 At the end of the day, Audrey
and Brad met their bus group in
the hall. Their bus teacher wait-
ed for their group to be called.
As they stepped outside, they
could barely see their bus in the
distance, already on its way.
“AAAaaa!” screamed Audrey and
Brad. All the children were up-
set. “It’s OK,” said the teacher.
“We’ll call your parents to come
pick you up.”
( a/ant)

© 2018 by Kathryn J. Davis 58 A Sound Story About Audrey And Brad

 A a

A a
© 2018 by Kathryn J. Davis 59 A Sound Story About Audrey And Brad
 The children waited in the
office for their parents. They
could hear the sound of the
vacuum cleaner as Mrs. Taylor
vacuumed the rug, “Vvvvv.”

( v/vest)

© 2018 by Kathryn J. Davis 60 A Sound Story About Audrey And Brad

 V v

V v
© 2018 by Kathryn J. Davis 61 A Sound Story About Audrey And Brad
 Brad was thirsty, so he
asked for permission to go to
the hall to get a drink of
water. He went straight to the
water fountain. He turned the
handle and leaned over to
swallow the gushing water.
“G, g, g, g,” went the water as
it streamed out of the faucet.
“G, g, g, g,” went his throat as
he guzzled the water.
( g/gum)

© 2018 by Kathryn J. Davis 62 A Sound Story About Audrey And Brad

 G g

G g
© 2018 by Kathryn J. Davis 63 A Sound Story About Audrey And Brad
 When Mom arrived at school
she took them straight to the
doctor’s office to get Audrey’s
throat checked. She wanted to
be sure it wasn’t strep throat.
As they waited in the waiting
room, they watched the fish
swim back and forth in the
large aquarium. They could
hear the “P, p, p, p” sound of
the air pump pushing air into
the water.
( p/pig)

© 2018 by Kathryn J. Davis 64 A Sound Story About Audrey And Brad

 P p

P p
© 2018 by Kathryn J. Davis 65 A Sound Story About Audrey And Brad
 Audrey looked up when she
heard the “K, k, k” sound of the
receptionist’s heels stepping
across the tile floor.
“I need to ask you a question
about your insurance,” said
Mrs. Kendrick to Audrey’s
mother. “Certainly,” said her
mother, as she stepped to the
office counter.

( k/kick)

© 2018 by Kathryn J. Davis 66 A Sound Story About Audrey And Brad

 K k

K k
© 2018 by Kathryn J. Davis 67 A Sound Story About Audrey And Brad
 When Audrey’s exam was
finished, the doctor said that
she didn’t have strep throat
after all. Mom was relieved.
As Audrey, Brad and Mom
returned to their car, Brad
accidentally stepped on a piece
of yucky bubble gum. “Yyyy,”
he said. He tried to scrape it
off on the edge of the sidewalk.

( y/yo-yo)

© 2018 by Kathryn J. Davis 68 A Sound Story About Audrey And Brad

 Y y

Y y
© 2018 by Kathryn J. Davis 69 A Sound Story About Audrey And Brad
 Mom took the kids to the
park on the way home. They
sat at a picnic table and had a
snack that she had packed. It
was a pretty day. They could
hear a mourning dove cooing
in the distance, “Coo, coo, coo.”

( qu/quilt)

© 2018 by Kathryn J. Davis 70 A Sound Story About Audrey And Brad

 Qu qu

Qu qu
© 2018 by Kathryn J. Davis 71 A Sound Story About Audrey And Brad
 Suddenly they heard a loud
buzzing sound, “Zzzzzzzzz.
They turned to see an
enormous swarm of bees
moving through the air. It
landed in a pine tree near
their picnic table. Other bees
flew around in the air nearby.
“Let’s go home,” they all yelled
in unison. And that is exactly
what they did.
( z/zip)

© 2018 by Kathryn J. Davis 72 A Sound Story About Audrey And Brad

 Z z

Z z
© 2018 by Kathryn J. Davis 73 A Sound Story About Audrey And Brad
 Part 2
A Trip to the Movies
A few weeks later, Audrey
and Brad and mom and dad
heard about a great new movie
about a boy and his dog. So,
they decided to go to the
theater.
At the theater, someone in
front of them started talking on
a cell phone. “Shhh,” Mom said,
leaning forward in her seat.
( sh/ship)

© 2018 by Kathryn J. Davis 74 A Sound Story About Audrey And Brad

 Sh sh

Sh sh
© 2018 by Kathryn J. Davis 75 A Sound Story About Audrey And Brad
 The movie was action
packed and very exciting.
Before they knew it, the movie
was over. They were the last
people to leave the theater. As
they walked along the rows,
they heard a squeaking sound,
“Eee, eee, eee.” It was a tiny
mouse scurrying along the floor
under the seats. He was
collecting dropped pieces of
popcorn. ( e/emu)

© 2018 by Kathryn J. Davis 76 A Sound Story About Audrey And Brad

 E e

Ē ē
© 2018 by Kathryn J. Davis 77 A Sound Story About Audrey And Brad
 At first, they didn’t see
the mouse. Then it ran right
by Mom’s foot. “Oh!” she
exclaimed, jumping up on the
nearest seat. “It’s a mouse!”
Audrey and Brad giggled a
little. They were not afraid of
a mouse.

( o/ocean)

© 2018 by Kathryn J. Davis 78 A Sound Story About Audrey And Brad

 O o

Ō ō
© 2018 by Kathryn J. Davis 79 A Sound Story About Audrey And Brad
 A Snowy Day
The next morning Audrey
and Brad didn’t go to school,
because it was Saturday. It
was cold in the house. Mom
got up while it was still dark
to boil water for some hot tea.
A soft “Th” sound could be
heard as the steam escaped
from the tea kettle.

( th/thumb)

© 2018 by Kathryn J. Davis 80 A Sound Story About Audrey And Brad

 Th th

Th th
© 2018 by Kathryn J. Davis 81 A Sound Story About Audrey And Brad
 Dad was up early, too.
After his shower, he shaved
with an electric razor. “Th,”
was the sound that it made as
he trimmed off his whiskers.

( th/this)

© 2018 by Kathryn J. Davis 82 A Sound Story About Audrey And Brad

 Th th

Th th
© 2018 by Kathryn J. Davis 83 A Sound Story About Audrey And Brad
 Before long, it was light
enough to see outside. The
sky was overcast, so the sun
was covered by the clouds.
Audrey sat up in bed and
looked out the window. A
white blanket of snow covered
the ground.
“Ooooo,” she exclaimed.
“It snowed last night!”

( o/to)

© 2018 by Kathryn J. Davis 84 A Sound Story About Audrey And Brad

 Ö ö

Ö ö
© 2018 by Kathryn J. Davis 85 A Sound Story About Audrey And Brad
 By this time Mom was
calling everyone to come to
breakfast. Brad pulled a
paper out of his backpack and
carried it downstairs. It was
his spelling test for the week.
He proudly hung it on the
refrigerator. At the top of the
paper was a large red A.

( a/apron)

© 2018 by Kathryn J. Davis 86 A Sound Story About Audrey And Brad

 A a

Ā ā
© 2018 by Kathryn J. Davis 87 A Sound Story About Audrey And Brad
 When they were finished
eating, Brad and Audrey got
dressed and went outside.
Everything was quiet. As they
walked down the driveway,
their feet crunched in the deep
snow. “Ch, ch, ch, ch.” A few
snowflakes were still falling.
The whole neighborhood was
beautiful.

( ch/chicken)

© 2018 by Kathryn J. Davis 88 A Sound Story About Audrey And Brad

 Ch ch

Ch ch
© 2018 by Kathryn J. Davis 89 A Sound Story About Audrey And Brad
 Audrey and Brad decided
to have a snowball throwing
contest. They took turns
throwing the snowballs at the
basketball backboard that
stood beside the driveway.
“Nnnggg,” went the
backboard as Brad’s snowballs
hit. “Nnngg,” it sang out
again as Audrey’s snowballs
hit, too.
( ng/ring)

© 2018 by Kathryn J. Davis 90 A Sound Story About Audrey And Brad

 ng

ng
© 2018 by Kathryn J. Davis 91 A Sound Story About Audrey And Brad
 Dad and Mom came outside
to shovel the snow off of the
front driveway. They all took
turns shoveling the snow.
Audrey and Brad worked hard,
too. After a long time, the
driveway was clear.
“You two did a great job,”
said Mom. “Thanks for your
help.”

( u/uniform)

© 2018 by Kathryn J. Davis 92 A Sound Story About Audrey And Brad

 U u

Ū ū
© 2018 by Kathryn J. Davis 93 A Sound Story About Audrey And Brad
 “Hey, now we have room to
use our new pogo stick,” said
Brad. He ran into the garage
and brought it out. He started
to jump up and down with it
on the driveway. “Oi, oi, oi,”
went the coiled spring on the
pogo stick as he bounced up
and down.

( oi/oil)

© 2018 by Kathryn J. Davis 94 A Sound Story About Audrey And Brad

 oi oy

oi oy
© 2018 by Kathryn J. Davis 95 A Sound Story About Audrey And Brad
 Audrey noticed some icicles
hanging down from the front
porch. As she reached up to get
an icicle, she slipped on the icy
concrete and fell. “Ou,” she said
in a loud voice as her elbow hit
the icy pavement. Brad went to
help Audrey up. She stood up
carefully and rubbed her arm.
She decided to leave the icicles
where they were.
( ou/ouch)

© 2018 by Kathryn J. Davis 96 A Sound Story About Audrey And Brad

 ou ow

ou ow
© 2018 by Kathryn J. Davis 97 A Sound Story About Audrey And Brad
 Then Audrey and Brad
decided to build a snowman.
They rolled up balls of snow for
the head and middle part of the
snowman. Then Brad rolled up
a huge ball of snow for the
bottom of the snowman. He
rolled until he couldn’t go any
farther. “Üuuhh,” he said as he
pushed hard against the giant
snowball. “That’s as far as I can
go.”
( u/bush)

© 2018 by Kathryn J. Davis 98 A Sound Story About Audrey And Brad

 Ü ü

Ü ü
© 2018 by Kathryn J. Davis 99 A Sound Story About Audrey And Brad
 As they finished the
snowman, they looked up and
saw a large crow sitting in the
tree beside their driveway. He
flapped his wings and let out a
loud “Aw, aw, aw, aw” before
he flew away.

( a/all)

© 2018 by Kathryn J. Davis 100 A Sound Story About Audrey And Brad
 Ä ä

Ä ä
© 2018 by Kathryn J. Davis 101 A Sound Story About Audrey And Brad
 Finally both of the children
were worn out. They were
tired, cold, and wet from being
out in the snow all morning.
They went inside and changed
into some warm dry clothes.
Audrey’s mom used the hair
dryer to dry her damp hair.
“Zzzzhhhh,” was the sound of
the hair dryer as it blew.

( vision, measure, garage, azure)

© 2018 by Kathryn J. Davis 102 A Sound Story About Audrey And Brad
 measure vision
azure garage

measure vision
azure garage
© 2018 by Kathryn J. Davis 103 A Sound Story About Audrey And Brad
 After eating peanut butter
and jelly sandwiches and
apples for lunch, everybody
picked out a good book and
curled up in front of the wood
burning stove in the den to
read for a while. They spent a
cozy afternoon reading
together.
The End

© 2018 by Kathryn J. Davis 104 A Sound Story About Audrey And Brad
 Alphabet 1

Tt Alphabet 2

Ii Uu

Hh Bb

Ii Mm

Ll Rr

Nn Ff

Ww Xx
© 2018 by Kathryn J. Davis 105 A Sound Story About Audrey And Brad
This side of the page is blank so that the charts on the other side can be
removed from the book and posted on the wall.
 Alphabet 3 Alphabet 4

Ee Vv

Ss Gg

Jj Pp

Oo Kk

Cc Yy

Dd Qq

Aa Zz
© 2018 by Kathryn J. Davis 107 A Sound Story About Audrey And Brad
This side of the page is blank so that the charts on the other side can be
removed from the book and posted on the wall.
 Beyond
The Alphabet ch

sh ng

ē ū

ō oi oy

th ou ow

th ü

ö ä
measure,
ā vision, azure,
garage
© 2018 by Kathryn J. Davis 109 A Sound Story About Audrey And Brad
This side of the page is blank so that the charts on the other side can be
removed from the book and posted on the wall.
 Long A Patterns

ā raven

ai rain

ay play

a_e safe
© 2018 by Kathryn J. Davis 111 A Sound Story About Audrey And Brad
This side of the page is blank so that the charts on the other side can be
removed from the book and posted on the wall.
 Long E Patterns

ē begin

ee feet

ei weird

ey key

ea eat

e_e these
© 2018 by Kathryn J. Davis 113 A Sound Story About Audrey And Brad
This side of the page is blank so that the chart on the other side can be
removed from the book and posted on the wall.
 Long I Patterns

i lilac

ie pie

i_e pine

igh night

ind find

ild child
© 2018 by Kathryn J. Davis 115 A Sound Story About Audrey And Brad
This side of the page is blank so that the chart on the other side can be
removed from the book and posted on the wall.
 Long O

ō
Patterns

ō robot
oa boat
oe toe
ou four
ow snow
o_e home
old gold
olt bolt
oll troll
olk yolk
© 2018 by Kathryn J. Davis 117 A Sound Story About Audrey And Brad
This side of the page is blank so that the chart on the other side can be
removed from the book and posted on the wall.
 Long U Patterns 1

ū tulip

ui fruit

ue glue

u_e flute

ew flew

eu neutron
© 2018 by Kathryn J. Davis 119 A Sound Story About Audrey And Brad
This side of the page is blank so that the chart on the other side can be
removed from the book and posted on the wall.
 Long U Patterns 2

ū music

The ui pattern does not have

this sound in words.

ue cue

u_e cube

ew few

eu Europe
© 2018 by Kathryn J. Davis 121 A Sound Story About Audrey And Brad
This side of the page is blank so that the chart on the other side can be
removed from the book and posted on the wall.
 Dotted A

ä
Patterns

au Paul
aw saw
all ball
al salt
alk talk
wa_ wasp
swa_ swan
qua_ quarrel
squa_ squash
ought bought
© 2018 by Kathryn J. Davis 123 A Sound Story About Audrey And Brad
This side of the page is blank so that the chart on the other side can be
removed from the book and posted on the wall.
 Dotted E

ë
Patterns

ei veil

ey they

ea steak

eigh sleigh

ë ballet
Dotted I

ï
Patterns

ï pizza

ie shield
© 2018 by Kathryn J. Davis 125 A Sound Story About Audrey And Brad
This side of the page is blank so that the chart on the other side can be
removed from the book and posted on the wall.
 Dotted O

ö
Patterns

ö to

oo moon

ou soup
Dotted U
Patterns

ü bush

oo book

ould should
© 2018 by Kathryn J. Davis 127 A Sound Story About Audrey And Brad
This side of the page is blank so that the chart on the other side can be
removed from the book and posted on the wall.
 Odd O Patterns

ou ouch

ow cow

oi coin

oy boy
© 2018 by Kathryn J. Davis 129 A Sound Story About Audrey And Brad
This side of the page is blank so that the chart on the other side can be
removed from the book and posted on the wall.
 Sounds For Y

y yo-yo

y happy

y my

ye rye

y_e type

y gymnastics
© 2018 by Kathryn J. Davis 131 A Sound Story About Audrey And Brad
This side of the page is blank so that the chart on the other side can be
removed from the book and posted on the wall.
 The Story About The Umbrella Vowels
One day the vowels went for a walk. Suddenly it started to rain. So the letter U put up his large um-
brella, which he always carried, because umbrella starts with his “uh” sound. The other letters, A, E,
I, and O asked if they could get under the umbrella, too. “Yes,” said U, “if you promise to say my ‘uh’
sound in words.” The other letters were sad. They wanted to say their own sounds. But then it start-
ed to rain even harder. “Please, we want to say our own sounds,” said the vowels, “but we are getting
wet.” The letter U said, “If you promise to say my sound in some words, I’ll let you get under the um-
brella.” And that is why, to this very day, the letters A, E, I, and O say their own sound in most words,
but in some words they say the u/umbrella sound.

Umbrella
Patterns

a what

a_ across

_a panda

o son

o_e love

ou country
© 2018 by Kathryn J. Davis 133 A Sound Story About Audrey And Brad
This side of the page is blank so that the chart on the other side can be
removed from the book and posted on the wall.
 Consonant Digraphs

sh ship

th thumb

th this

ch chicken

ng ring
There are a variety of words that measure, vision,
have this sound, but there is no set
pattern. Students will learn these
words when they study advanced
azure, garage
ending syllables.

© 2018 by Kathryn J. Davis 135 A Sound Story About Audrey And Brad
This side of the page is blank so that the chart on the other side can be
removed from the book and posted on the wall.
 Overview Of Sound City Reading Books

A Sound Story About Audrey And Brad - Students are introduced to the sounds of the letters of the
alphabet, including consonant, consonant digraph, and vowel sounds, using a series of sound pictures
presented as part of a story. This book includes sixteen 8½ by 11 inch charts that can be posted on the
wall, showing each sound picture and the letter or letter patterns that represent that sound.
Learning the Alphabet, Workbooks 1 And 2 - Students learn to recognize the alphabet letters and
give their sounds. The order of introduction is set up so that the letters that are the easiest to write
are taught first. Skills include oral blending, segmenting, easy handwriting, letter discrimination,
beginning sounds, and rhyming.
Exploring Sounds In Words, Exploring Sounds In Words Manuscript Handwriting, and
Picture Dictionary A-Z - Students use these three books together to learn to write letters
independently, say their sounds, pronounce two-sound letter combinations, and identify beginning and
ending sounds in words. Students practice oral blending and segmenting and use these skills to put
plastic letters in the correct sequence to form two-letter combinations and short vowel words.
Phonemic Awareness Picture Pages - This book has just the phonemic awareness pages from the
Learning The Alphabet and Exploring Sounds In Words books. Students who have already learned the
alphabet and even those who are already reading can benefit from these exercises if they have not
previously been taught phonemic awareness skills. Topics include oral blending, segmenting, rhyming, and
beginning and ending sounds, along with introductory print awareness lessons for younger students and a
brief overview of the development of phonetic languages for older students.
Rhyming Short Vowel Words And Sentences or Mixed Short Vowel Words And Sentences or Two-
Page Short Vowel Words And Sentences - Choose one of these books depending on your preference.
Students read and spell color-coded short vowel words, studying ten words at a time. They play the
“robot” game to match words and pictures. Students learn a few sight words and begin reading short
vowel sentences. A separate workbook is available for each of these books.
Basic Short Vowels - Students read illustrated short vowel words and sentences. It includes both
rhyming and body-coda (same beginning sound) word lists. This book has all black print.
Short Vowel Booklets - These ten Short Vowel Booklets are 4¼ by 5½ inches, with either 24 or 28
pages. Students read a few rhyming short vowel words, then turn the page to see the same words
with pictures. Illustrated sentences are also included.
Color-Coded Short Vowel Lists and Color-Coded Phonetic Lists - Students practice decoding by
reading words with color-coded vowels in both rhyming and body-coda (same beginning sound) lists.
Phonetic Words And Stories, Books 1 - 8 - Students learn to read words with various vowel
patterns and consonant patterns. Students play the “robot” game to match words and pictures. They
study ten color-coded words for each pattern. After learning a series of new patterns, students read a
short practice story containing words with those patterns. After learning enough patterns, students
will be able to read a few popular “easy to read” children’s books (obtained separately).
Basic Phonics Patterns, Books 1, 2, 3, 4, 5-6, 7-8 - These books follow the same skill sequence as
the Phonetic Words And Stories books, but they are in a different format with all black print. Students
read expanded word lists along with sentences for each new set of phonetic patterns, followed by the same
easy practice stories. The words, sentences, and stories are illustrated.
Know The Phonetic Code, Volumes 1-3 - Students study the same phonics patterns and stories in
smaller, all black print, in the same skill sequence found in Phonetic Words And Stories, Books 1-8.
The word lists include two-syllable words from the beginning of the sequence. Only the stories are
illustrated.
Advanced Phonics Patterns From Children’s Books, and Know The Phonetic Code No Stories -
Students learn less common letter patterns and more syllable and suffix patterns. Instruction is
coordinated with a number of popular children’s picture books (obtained separately), from first
through fourth grade levels. The Know The Phonetic Code No Stories book can be used to provide a
complete or selective review of previous patterns.