Overview Of Teaching Levels And Materials
Scroll down to see the books used at each teaching level.
Materials Used At All Levels
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A Sound Story About Audrey And Brad Some Sound City Reading materials are used by students at all levels of instruction. This includes A Sound Story About Audrey And Brad which introduces all of the sounds in the English language, using pictures to represent specific speech sounds. For example, students see a dog growling (r sound), the wind blowing (w sound), and a bouncing ball (b sound). Each picture is paired with the capital and lower case letters (in two different fonts) that represent that sound in words. The teacher reads each section of the story aloud and points out the picture and letters, giving their sounds. Students listen and watch, repeating the sound as the teacher points to the picture and the letters.
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Part 1 teaches the alphabet sounds, including the consonants and the short vowel sounds.
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Part 2 teaches the remaining speech sounds, called
The "Beyond The Alphabet Sounds." It includes the long vowel sounds, dotted vowel sounds, and consonant digraphs. |
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Sound charts are included at the end of the book that show all the possible letter patterns that can represent each vowel sound. These can be removed and posted on the wall to create a "Sound City."
Sound Charts, Sound Cards, And Games
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Wall Charts
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Other Sound City Reading materials used at all levels include large versions of the sound charts that are in the books to hang on the wall in a classroom, letter and phonogram flashcards, and games to help students remember the alphabet and phonogram sounds. Games vary from one level to the next and are designed to reinforce the alphabet letters and phonogram patterns taught at that level. Note: A phonogram is a written symbol that represents a sound. Letters are phonograms, and letter patterns, such as sh, th, ee, igh, and oy are also phonograms. |
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Sound Cards
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Raspberry Game
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Apple Alphabet Game
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Caterpillar Game
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Handwriting Materials
Manuscript and cursive handwriting sheets are available on several different paper sizes. Students trace and copy large letter patterns before writing the letters on regular lined paper. In all of the handwriting sets students say the name and sound each time they trace a capital letter, and they say only the sound each time they trace a lower case letter. Tracing multiple times using a steady rhythm helps students internalize letter formation, letter recognition, and letter sounds. The handwriting pages are not bound, so that students will be able to work on the pages freely and fold them as needed. The letters that are easiest to learn are taught first, and the letters that are more difficult are taught last. The letters are taught in this order: t i h l n w u b m r f x e s j o c d a v g p k y qu z. This is the same order in which they are introduced in the sound story.
Note: Handwriting pages are included in the Learning The Alphabet and Exploring Sounds In Words workbooks.
Note: Handwriting pages are included in the Learning The Alphabet and Exploring Sounds In Words workbooks.
Manuscript Handwriting For Beginners
These are exactly the same handwriting pages found in the Learning The Alphabet workbooks. They are printed on 8 1/2 X 11 letter sized paper. Students finger trace large capital and lower case letters, then trace smaller capital and lower case letters on lined paper. The smaller letters are in outline form. You can tape a clear cover sheet to a sheet of heavy card stock along the long edge and place this over any of the pages so that they can be used with dry-erase markers. If desired, you can dictate new and review letters for students to write on plain lined paper as a review. Dictate the letters by saying the letter sounds, not the letter names.
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Learning The Alphabet Letter Tracing Book
This is the easiest handwriting book for the youngest students. Students finger trace three large capital and lowercase letters and then trace one page of smaller versions of those three letters using a pencil. The smaller pages are not lined. The smaller letters are in outline form with dots showing the starting point. There are review pages for the smaller letters showing the whole alphabet at the end of the book. If desired, you can tape a clear cover sheet to a sheet of card stock along the top edge and put this over the tracing sheets. This will allow students to practice writing the letters with dry-erase markers.
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Manuscript Handwriting Introduction On 11 X 17 Ledger Paper
If you have the capability to print on ledger paper these handwriting sheets are wonderful for introducing the letters to young students who are learning to write and to older students who need to improve their handwriting. Students trace and copy very large letters. There is a separate page for each capital and lower case letter. Instructions are included. There are no pages in this set to practice smaller letters. After introducing each large pattern you would dictate the letters to regular lined paper. However the back cover (shown on the right below) show smaller letter outlines on lined paper. This page could be placed under an 11 by 17 clear cover sheet and used as a dry-erase practice sheet.
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Manuscript Handwriting On 8 1/2 X 14 Legal Paper
This is a great alternative if you are not able to print on the larger ledger sized paper. Most printers will print on legal paper. This set of pages follows a four step sequence for each new letter. 1) Students trace extra large capital and lower case letters. 2) Students trace and copy large capital letters. 3) Students trace and copy large lower case letters. 4) Students trace and copy smaller letters, including the new letter, several review letters, and one or two words. Handwriting warm-up pages with circles and lines to trace are also included.
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Level 1 - Learning The Alphabet, Books 1 And 2
Pre-K, K, 1st Grade - Readiness Level
Students learn the sound pictures and their sounds from the Sound Story, and they learn which letters represent these sounds. They complete handwriting readiness pages and trace large and small letters using correct letter formation. Students become familiar with beginning sounds in words and develop phonemic awareness through oral blending and rhyming exercises.
Students learn the sound pictures and their sounds from the Sound Story, and they learn which letters represent these sounds. They complete handwriting readiness pages and trace large and small letters using correct letter formation. Students become familiar with beginning sounds in words and develop phonemic awareness through oral blending and rhyming exercises.
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Level 2 - Exploring Sounds In Words, Books 1 And 2
K, 1st Grade - Transition Level, Handwriting, Phonemic Awareness, Beginning And Ending Sounds, Medial Short Vowel Sounds - Prepares Students To Begin Spelling And Reading Short Vowel Words
This is a transition level that prepares students to read short vowel words. Students review the alphabet letters and their sounds, and learn to write the letters. They learn to recognize and write the beginning and ending consonant sounds in words. The beginning and ending sound pages are carefully arranged, so that students become familiar with the new beginning sound first before they are expected to discriminate between two or more beginning sounds. The same approach is used for the ending sounds.
Students continue oral blending exercises, starting at the two-sound level. They listen to individual sounds pronounced by the teacher and put them together to pronounce a word. Students begin segmenting exercises, separating spoken words into their individual sounds. Students build words with plastic letters, saying each sound in order as they move the letters into place on a work mat. This prepares students to spell and read words at the short vowel level.
Handwriting pages are included in the book (see sample pages below). Students trace large capital and lower case letters with a pencil to become familiar with the correct letter formation. Then they trace and copy small letters and an illustrated word. The letters are taught in the same order in which they are introduced in the sound story: t i h l n w u b m r f x e s j o c d a v g p k y qu z. The letters that are easiest to write are introduced first, and the letters that are more difficult are taught later.
This is a transition level that prepares students to read short vowel words. Students review the alphabet letters and their sounds, and learn to write the letters. They learn to recognize and write the beginning and ending consonant sounds in words. The beginning and ending sound pages are carefully arranged, so that students become familiar with the new beginning sound first before they are expected to discriminate between two or more beginning sounds. The same approach is used for the ending sounds.
Students continue oral blending exercises, starting at the two-sound level. They listen to individual sounds pronounced by the teacher and put them together to pronounce a word. Students begin segmenting exercises, separating spoken words into their individual sounds. Students build words with plastic letters, saying each sound in order as they move the letters into place on a work mat. This prepares students to spell and read words at the short vowel level.
Handwriting pages are included in the book (see sample pages below). Students trace large capital and lower case letters with a pencil to become familiar with the correct letter formation. Then they trace and copy small letters and an illustrated word. The letters are taught in the same order in which they are introduced in the sound story: t i h l n w u b m r f x e s j o c d a v g p k y qu z. The letters that are easiest to write are introduced first, and the letters that are more difficult are taught later.
Exploring Sounds In Words, Books 1 And 2
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Level 3 - Short Vowel Level
This is a crucial level. Students begin reading and spelling real words. Short vowel words are taught first because they have the most regular vowel sounds and consonant sounds. It can be a real challenge for students to put the letter sounds together smoothly to pronounce each word, so plenty of practice is provided with many words. A few irregular sight words are taught (a, A, was, as, has, is, his, I) so that students can begin reading simple short vowel sentences. It is important for students to master this level before going on to the next level, which teaches the phonogram sounds like sh, ai, ow, and ar.
There are three different introductory short vowel books to meet different needs.
There are three different introductory short vowel books to meet different needs.
Rhyming Short Vowel Words And Sentences
Rhyming Short Vowel Words And Sentences
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K, 1st Grade, Older Students As Needed
At this level students begin reading short vowel words. The print is color-coded, with each vowel sound printed in a specific color. The words are printed in two columns. In the first column the letters are separated by arrows to make decoding easier for beginning readers. Before reading three-letter words they learn to pronounce two-sound chunks (not real words) such as ab, ac, ad, af, and ag. Then they study short vowel words, ten words at a time. |
The words are introduced with rhyming lists. The pages are set up with the words on the right side and pictures on the left side. This allows the teacher to do an oral blending activity called the "Robot Game" with each set of words. The game helps to develop students' oral blending and segmenting skills. Students continue to spell words with plastic letters, and begin to spell them on paper as well. They learn a few sight words (A, a, was, is, his, as, has, I) and begin to read simple short vowel sentences. This book is designed to be used after students have learned to write most of the letters of the alphabet.
Mixed Short Vowel Words And Sentences
K, 1st Grade, Older Students As Needed
This book is in the same format as the book above. However, the words are introduced in a different order. Some of the lists include rhyming words, while other lists do not. The words on some of the lists have all have the same short vowel sound, but on other lists there may be two or more different short vowel sounds. The book is designed so that students can begin reading and writing words quickly, while they are learning or reviewing letter formation at the beginning of the year. By the time all of the letters have been introduced during handwriting instruction, students will have completed most of this book.
This book is in the same format as the book above. However, the words are introduced in a different order. Some of the lists include rhyming words, while other lists do not. The words on some of the lists have all have the same short vowel sound, but on other lists there may be two or more different short vowel sounds. The book is designed so that students can begin reading and writing words quickly, while they are learning or reviewing letter formation at the beginning of the year. By the time all of the letters have been introduced during handwriting instruction, students will have completed most of this book.
Two-Page Short Vowel Words And Sentences
Basic Short Vowel Words And Sentences
The Basic Short Vowel Words And Sentences is printed in all black print. Students read rhyming and body-coda (same beginning sounds) word lists. Each word is illustrated with a small picture. After students read each set of short vowel words, they practice reading a few sight words (a, as, has, was, I, is, his) and then read several sets of illustrated short vowel sentences.
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Basic Short Vowels
Color-Coded Short Vowel Lists
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Students read short vowel rhyming lists followed by body-coda lists, in which words begin with the same letters. The vowels are color-coded, with a different color assigned to each short vowel sound. The words are not illustrated. This book does not contain sentences.
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Color-Coded Short Vowel Lists
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Level 4 - Phonics Patterns
After students have learned the letters of the alphabet and learned to read and spell short vowel words, they must learn the many additional phonics patterns (phonograms) used to represent sounds in words. There are three different sets of books to teach these patterns. Each set teaches the patterns in the same order but has a completely different format. This allows the teacher to adjust instruction to the students' needs. Short, illustrated practice stories are included in every set. The three sets are listed here. See more information about each set under the subheadings below.
An additional book, Color-Coded Phonetic Lists, may be used as a supplement for additional decoding practice.
The phonics (phonogram) patterns are taught in a logical, sequential order. The most common, most needed, and easiest patterns are taught first. The less common patterns are taught later. Patterns that are similar are grouped together, providing a logical framework to help students learn them and apply them as they read.
Students not only learn to read words with each new phonetic pattern, they also learn to spell them. To spell a word, students say each sound, in order, as they simultaneously write the related letters and letter patterns. As they say the individual sounds, students are segmenting the word. This is a fundamental phonemic awareness skill that opens the door to reading and writing.
A few sight words are taught as exceptions to the rules after a new phonetic pattern has been taught. For example, after learning to read words with the ee pattern (see, feet, keep...) students learn the sight word been. After learning the ai pattern (rain, paid, sail...) students learn the sight word said.
After students have studied several new phonetic patterns and related sight words, they read a short practice story containing words with those patterns.
The first part of each book contains sound charts which show all of the phonetic patterns taught so far, including new and review patterns. On the charts, each phonogram is paired with a sound picture from the sound story. For example, a picture of a growling dog shows the /r/ sound, a squeaking mouse shows the long /ee/ sound, and a crow shows the /aw/ sound. Students say the sounds from the charts as the teacher points to each pattern. The sound charts are expanded to include new patterns as students progress through the books. The last books will contain more charts than the first books. Enlarged wall charts, showing the same letter patterns and sound pictures, are available to use in a classroom (see Materials Used At All Levels, above).
After reviewing the charts the teacher uses a set of phonogram flashcards to review the same patterns. This time students must recognize the patterns and say the sounds without picture cues.
There are many patterns to learn, and daily review using the charts and phonogram cards provides the reinforcement needed for students to internalize the patterns so that they can apply them when reading and writing.
Students can also play a learning game, the Caterpillar Game, in small groups to help them remember the patterns and their sounds.
The patterns are taught quickly, about one new pattern per day for first graders, so that students will be able to begin reading real books as soon as possible. Second graders may be able to cover two or three patterns per day.
As soon as students learn enough patterns, students can begin reading several "easy to read" trade books. These are listed in the sequence charts. For students who are already reading, provide opportunities to read books and stories at the appropriate reading level from the start.
As they work through the program, students will also learn to read multi-syllable words, contractions, and words with suffixes.
- Phonetic Words And Stories, Books 1-8 (Very large, color-coded print, the words are illustrated, with ten words per pattern)
- Basic Phonics Patterns, Books 1-8 (Large all black print, the words are illustrated, with more than ten words per pattern)
- Know The Phonetic Code, Volumes 1-3 (Medium all black print, the words are not illustrated, with advanced word lists)
An additional book, Color-Coded Phonetic Lists, may be used as a supplement for additional decoding practice.
The phonics (phonogram) patterns are taught in a logical, sequential order. The most common, most needed, and easiest patterns are taught first. The less common patterns are taught later. Patterns that are similar are grouped together, providing a logical framework to help students learn them and apply them as they read.
Students not only learn to read words with each new phonetic pattern, they also learn to spell them. To spell a word, students say each sound, in order, as they simultaneously write the related letters and letter patterns. As they say the individual sounds, students are segmenting the word. This is a fundamental phonemic awareness skill that opens the door to reading and writing.
A few sight words are taught as exceptions to the rules after a new phonetic pattern has been taught. For example, after learning to read words with the ee pattern (see, feet, keep...) students learn the sight word been. After learning the ai pattern (rain, paid, sail...) students learn the sight word said.
After students have studied several new phonetic patterns and related sight words, they read a short practice story containing words with those patterns.
The first part of each book contains sound charts which show all of the phonetic patterns taught so far, including new and review patterns. On the charts, each phonogram is paired with a sound picture from the sound story. For example, a picture of a growling dog shows the /r/ sound, a squeaking mouse shows the long /ee/ sound, and a crow shows the /aw/ sound. Students say the sounds from the charts as the teacher points to each pattern. The sound charts are expanded to include new patterns as students progress through the books. The last books will contain more charts than the first books. Enlarged wall charts, showing the same letter patterns and sound pictures, are available to use in a classroom (see Materials Used At All Levels, above).
After reviewing the charts the teacher uses a set of phonogram flashcards to review the same patterns. This time students must recognize the patterns and say the sounds without picture cues.
There are many patterns to learn, and daily review using the charts and phonogram cards provides the reinforcement needed for students to internalize the patterns so that they can apply them when reading and writing.
Students can also play a learning game, the Caterpillar Game, in small groups to help them remember the patterns and their sounds.
The patterns are taught quickly, about one new pattern per day for first graders, so that students will be able to begin reading real books as soon as possible. Second graders may be able to cover two or three patterns per day.
As soon as students learn enough patterns, students can begin reading several "easy to read" trade books. These are listed in the sequence charts. For students who are already reading, provide opportunities to read books and stories at the appropriate reading level from the start.
As they work through the program, students will also learn to read multi-syllable words, contractions, and words with suffixes.
Phonetic Words And Stories - Book 1 - 8
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The Phonetic Words and Stories books may be used after students have learned to read short vowel words. They work well with beginning readers and also with students who are already reading but need more practice to strengthen their spelling and decoding skills. This set of books has the largest print. Students are able to learn more easily when the text for the initial instruction is large enough.
Each new pattern is taught with a set if ten color-coded words. This gives enough practice for each new pattern without being overwhelming. Each vowel sound is printed in a different color. This make the vowel pattern "pop out" within the word so the students can see it clearly. The colors provide a cue to help students remember the vowel sound. For example, each short vowel is printed in a specific pale color. The related long vowel is a darker shade of the same color. |
Phonetic Words And Stories
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The colors help students organize their thinking as they learn new patterns. Patterns that have the same sound are printed in the same color. For example, the ai, ay, and a_e patterns are all printed in a dark red color. Sometimes one pattern can show two or more different sounds, and the color-coding is helpful for these words as well. For example, the ow pattern in the word cow is brown, while the ow pattern in the word slow is dark orange to show the long o sound.
Each set of words is shown with matching pictures on the opposite page. However the words and pictures are not in the same order. This allows the teacher and students to do various activities reinforcing phonemic awareness and decoding skills. One of these activities is called the "Robot Game." The activities can be adjusted to the students' current level, depending on how much support the students need as they learn the words. After doing the activities students will usually be able to read the words on the page.
Each set of words is shown with matching pictures on the opposite page. However the words and pictures are not in the same order. This allows the teacher and students to do various activities reinforcing phonemic awareness and decoding skills. One of these activities is called the "Robot Game." The activities can be adjusted to the students' current level, depending on how much support the students need as they learn the words. After doing the activities students will usually be able to read the words on the page.
Basic Phonics Patterns - Books 1 - 8
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The Basic Phonics Patterns, Books 1 - 8 have all black print. The word lists usually contain more than ten words. Each word is illustrated, with a small picture directly beside the word. There are also a few sentences for students to read as they study each new pattern. Students read the same short practice stories, but the words are not color-coded.
This set of books works well for students are able to decode new words comfortably. With the longer word lists, additional sentences, and all black print, the books provide a greater challenge compared to the Phonetic Words And Stories books. The Basic Phonics Patterns books can be used for initial instruction or as extra practice after students have been introduced to the patterns in the Phonetic Words And Stories books. Because they are printed in all black print they can be easily copied for take home reading practice pages. |
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Color-Coded Phonetic Lists
Another book, Color-Coded Phonetic Lists, covers all the patterns taught in books one through eight. The vowel pattern in each word is color-coded. Patterns that are printed in the same color sound alike. It includes both rhyming and body-coda (same beginning sounds) word lists. The words are not illustrated, and there are no sentences or stories. The word lists are designed to build decoding fluency for each new pattern that students study. They should be used in conjunction with either the Phonetic Words And Stories books or the Basic Phonics Patterns books, or with both.
Know The Phonetic Code - Volumes 1, 2, And 3
These books are printed in smaller, all black print. The word lists are not illustrated, and there are no sentences, but the same practice stories found in the Phonetic Words And Stories and Basic Phonics Patterns books are included and they are illustrated. The word lists are set up so that students read one column of one-syllable words for each phonetic pattern, along with a number of two-syllable words that contain the pattern.
Know The Phonetic Code - All
This book is also printed in smaller, all black print. However in this book there are no practice stories. This makes it possible to fit word lists for all of the phonetic patterns, including short vowels, phonics patterns, and advanced phonics patterns, in one book. The word lists are set up so that students read one column of one-syllable words for each phonetic pattern, along with a number of two-syllable words that contain the pattern. This book can be used as a challenge level for students who are learning the phonetic patterns or as a review book for students who are studying Advanced Phonics Patterns From Children's Books.
Level 5 - Advanced Phonics Patterns
Advanced Phonics Patterns From Children's Books
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Students work through the Advanced Phonics Patterns book to learn the rest of the phonics patterns (patterns that are less common), more suffixes and prefixes, and common ending syllables (tion/nation, cial/special, sure/pressure, etc.) The book has all black print. Students read a set of words and sentences for each new pattern. The words are not illustrated. Using sound charts, flashcards, and games, students review recent and previously learned phonics patterns.
Each new set of patterns prepares students to read a new trade book. The list of trade books includes eight-one popular children's picture books, ranging from the first grade through the fourth grade reading levels. Students are ready to read each new book after they have studied all of the phonetic patterns needed to read the words in the book. Trade books must be checked out of the library or purchased separately. |
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