There are a lot of materials available at level four.  Please scroll down to see all of the PDF files, which include the newest phonics books, older phonics books, large picture/word pages that match the newest books, and level four sound cards, sight word cards, and large print review lists.  
Click on any of the green bars below to open the desired PDF file. 
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PDF Files - Level 4 - Phonics Patterns

Level four is a period of rapid growth for students.  Now that they are confident in their ability to spell and read short vowel words, they will apply the same skills to read words with all of the common phonics patterns.  
  1. Students study one new phonetic pattern or syllable pattern each day.  This is a rapid pace.  However, students will do fine with the regimen.  First, they already understand how to apply the phonetic principle to spell and read words.  Second, they have fine tuned their handwriting skills so that they can write accurately and quickly.  Third, in each daily lesson they are immersed in the new pattern.  They will spell ten words with the new pattern and read ten or more words with the pattern, depending on which set of books they are using.  This direct, guided practice helps cement the new pattern in the students' memory. 
  2. Students will read short practice stories frequently so that they can apply their knowledge of new phonetic patterns and syllable patterns right away.  This builds interest and a sense of accomplishment.  The stories are all decodable.  The phonetic words in the stories contain only the patterns that have been taught, so students do not have to guess at words.  Before students are asked to read a new story, any sight words in it are taught directly as exceptions to the regular phonetic patterns that have been taught.  Students always learn a new phonetic pattern before they're expected to read any sight words that are exceptions to that pattern.       
  3. As soon as possible, students begin reading easy beginning reader children's picture books, which are listed in the sequence charts.        
These Are The Newer Level 4 Books
Phonetic Words And Stories, Books 1-8
Basic Phonics Patterns, Books 1, 2, 3, 4, 5-6, 7-8
Know The Phonetic Code, Volumes 1-3
Phonics Patterns Workbook For Books 1-4
Phonics Pattern Workbook For Books 5-8
Color-Coded Phonetic Lists
These Are The Older Level 4 Books
Phonetic Words And Stories Teaching Guide, 2013
​Decoding Practice, Words, Sentences, And Stories, Books 1-8
​Consonant Patterns -  Teaches all of the consonant patterns
​Vowel Patterns -  Teaches all of the vowel patterns
​Newer Phonics Patterns Books
 Consonant, Vowel, And Syllable Patterns
There are three main sets of books that teach phonics patterns.  They are described below.  All three sets teach the same phonics patterns in the same order, but they are not in the same format.  The two phonics patterns workbooks can be used with any of these three versions.    
  1. Phonetic Words And Stories - Very large print with color-coded vowels, pictures and words are on facing pages so that the teacher and students can play an oral blending "robot game" with each new set of words, ten new words per pattern, practice stories are printed in both color-coded print and all black print.
  2. Basic Phonics Patterns - All black print, pictures are beside each word, word lists often have more than ten words, illustrated sentences are included for each new pattern
  3. Know The Phonetic Code - Smaller all black print, word lists are not illustrated, more than ten words are included for most patterns, two-syllable words are included for most patterns, the practice stories are illustrated 
Practice Stories ​Book
This book contains just the illustrated stories from the phonics patterns books, without the phonetic word lists.
Phonetic Words And Stories Teaching Guide
This is an extended teaching guide for Phonetic Words And Stories from 2013.  Even though it is older, it would be worthwhile to study these instructions.  
Sample Pages From Phonetic Words And Stories Teaching Guide, 2013 - Click any page to enlarge it.
This supplementary book contains word lists for each of the patterns taught at Level 4.  The vowels are color-coded.  The words are not illustrated.  For each pattern, students read both rhyming lists and body-coda lists, which begin with the same consonant-vowel combinations.  Reading both types of lists helps students build fluency when decoding (reading words phonetically).  
Level 4
​Workbooks
Use these workbooks with any of the three sets of level four books.  They all teach the same phonics patterns in the same sequence.  I have added optional instructions at the end of the two workbooks that tell how to play the "Robot Game" and do spelling dictation using just the workbook pages.  The Robot Game uses oral blending exercises for each set of words and pictures to prepare students to read them with confidence.    
Expanded Workbook
​For Book 1
This is an expanded workbook for Book 1.  It contains the pages from the regular workbook plus cloze exercises (fill in the blank sentences), word sort pages, decoding tests, and a copy of each practice story along with the related comprehension test.  
Decoding And
​Comprehension Tests
This book contains decoding and comprehension tests for phonics patterns books one through eight.  This book is incomplete.  Most of the tests are included for the first books. Many tests are missing for the later books but some are included. 
Large Picture-Word Pages To Use With Any Set Of Level 4 Books
One year I had a student in first grade who, despite my best efforts, was not successfully learning to read short vowel words.  He was not yet able to read the first story in the first grade reading program, which focused on short a words along with a handful of sight words.  Fortunately, the opportunity arose for me to tutor him one-on-one for a few sessions after school.  I had a large set of short vowel word cards and short vowel picture cards that I had used for many years.  From this set of cards, I picked out the exact short vowel words that occurred in the story, along with the matching pictures.  I decided to do an oral blending exercise with the short a word cards and the related pictures.  I laid out the pictures on a table, and then said the separate sounds for each picture, one at a time.  His job was to select the picture that matched the sounds.  He could do it!  Then I laid out the short a word cards.  This time, I said the separate sounds for each word and asked him to find the correct word.  He could do it!  I showed him the sight word cards from the story and we studied them briefly.  Finally, I handed him the reading book and asked him to read the first story.  He could do it!  He read the story comfortably, reading the words with confidence.  I was stunned that such a simple exercise was the key to his success.  
After that I used my phonetic word cards and picture cards with the whole class every morning to introduce a new phonics pattern.  I called it the "robot" game, because saying the individual sounds sounded like a robot.  We followed the same procedure described above, working with the cards in a pocket chart so that everyone could see them.  After finding each picture and then each word after hearing the individual sounds, students selected the word to go with each picture and placed them together in the pocket chart.  The students enjoyed this activity very much.    
The last year that I taught, I figured out how to place the words and pictures for each new pattern on opposite pages in the books I had created, so that we could play the robot game directly from the book.  Each morning I displayed the pages for the new phonics pattern on a projector, and we played the robot game from the screen.  The students used a long pointer to select the words and pictures.  They loved it.      
After I retired, I decided to create posters of the pictures and words in my books to make the robot game available to teacher's who don't have access to a projector.  I designed large picture pages and word pages that can be printed on 11 inch by 17 inch paper.  The pictures and words on the large pages match the picture/word pages in the eight Phonetic Words And Stories books.  By using these large picture/word pages, a teacher can play the robot game with the whole class, without the need for a projector and screen.   
Application:  The charts are printed on white 11 x 17 inch ledger paper.  Instructions are included.  Using the charts, the teacher can play the robot game with the students as a group.  It will work best to place the charts on an easel or posted on the chalkboard, with students sitting on a rug or mats close to the pages so that they can see them easily.  After completing the activity, students will be prepared to complete the matching workbook pages in the level four workbooks.  ​
There are three different sets of books that can be used at Level 4.  Each set is printed in a different format, but the phonetic sequence taught is the same in all three sets.  The large picture/word pages described in this section can be used with any of the three sets of books.
Large picture/word pages are also available for the Rhyming Short Vowel Words And Sentences book.
How To Save And Set Up The Files: Click on the green bars shown below to download the PDF files for the picture/word pages.  They should be printed on white 11 x 17 inch ledger paper.  Each picture/word PDF file contains the pictures and words from two consecutive books.  There is a separate PDF file that provides instructions for the teacher, which is also printed on ledger paper.  Another PDF file can be downloaded which provides an answer key.  It should be printed on 8 1/2 by 11 inch paper.  It shows the teacher which word matches each picture, in case any of the words or pictures are unfamiliar.  The answer key includes answers for both the short vowel level and the phonics patterns level.
Ledger sized file folders are available from office supply stores.  These are very helpful for storing the large picture/word pages.  Place the pages in the file folders in the same order in which they will be taught.  
Click on any of the green bars to download the desired PDF file.  Sample pages are shown for each book.
Older 2014 ​Decoding Practice Books ​
 Consonant, Vowel, And Syllable Patterns
The sequence, words lists, and stories in these older books are mostly the same as the Basic Phonics Patterns books, with a few differences.  The charts are in a slightly different format.  If you were using these from the old web site and want to continue using them you can download the PDF files for the books here.  You should be able to use Phonics Patterns Workbook For Books 1-4 and Phonics Patterns Workbook For Books 5-8, with minor adjustments.
Click on any of the green bars to download the regular PDF files. Click on blue bars to download compressed PDF files.
Earlier ​Decoding Practice Books 
The books shown below are older books from the previous web site, but I think they could still be useful.  Students practice reading word lists and a group of sentences for each of the consonant or vowel patterns. The phonics patterns are not taught in sequential order like they are taught in the more recent books.  They are arranged in alphabetical order, to make it easy to find the pattern you are looking for.  The books include both basic and advanced patterns.  The words and sentences are not illustrated, and they are printed in all black print.  These books do not use sound pictures from the sound story.  The pattern to study is shown at the top of each page along with a key word and picture.  In each book, students read rhyming word lists first, wherever possible, then a mixed list (all with the same pattern, but not rhyming), followed by a group of sentences which contain words with the new pattern.  
Older Color-Coded Word Lists
This book has an older color-coding system that I previously used.  On some lists the consonant patterns are printed in color.  The current books do not use color for the consonant patterns.  Scroll up to see Color-Coded Phonetic Lists, also on this page, if you want to use the newest color coding format.    
Sound Cards To Use With Level Four
Phonics Patterns Flashcards
This PDF file makes four sets of level four phonics patterns cards.  ​The cards should be printed on letter sized light  green card stock.  The pages will need to be cut into fourths after printing.  The easiest way to do this is with a heavy duty paper cutter that will cut multiple pages at one time.  
In this file, two of the card sets will be printed in a sans serif font and the other two sets will be printed in a font with serifs.  (Serifs are the small points that stick out from the letters in some fonts.)  It is recommended that students be exposed to both types of print.  Plan to use both types of cards so that students will be familiar with the patterns when looking at either font.  ​
Instructions and a pronunciation guide are included with this set of phonogram flashcards.  You can see sample pages below.  You will introduce one new phonics pattern or one new syllable pattern every day.  Only the phonics patterns are included on the cards.    ​
You will use these cards to introduce new letter patterns (phonograms) to the class and to practice saying all of the phonogram sounds that have been taught.  Keep the entire set of cards in numbered order as you work through level four.   Students SEE the patterns and SAY the sounds that they have learned every day.  Students do not say the names of the letters.  ​ ​
Click on the green bar to open the PDF file for the Phonics Patterns Sound Cards.
Use these phonics patterns cards with any of these books.
  • Phonetic Words And Stories, Books 1-8
  • Basic Phonics Patterns, Books 1, 2, 3, 4, 5-6, 7-8
  • Know The Phonetic Code, Volumes 1, 2, 3
  • Know The Phonetic Code, No Stories
  • Advanced Phonics Patterns From Children's Books (For Review)
Using The Alphabet Flashcards At Level Four
You will continue to use the alphabet flashcards at level four.  As students learn new patterns you will sometimes add a new sound to the flashcard routine.  For example, after learning the "soft" sound for the letter c in book five, students will respond to the c card by saying two sounds instead of one sound: "/k/... /s/."  Model how to say both sounds, one at a time, pausing briefly between them.    
Be sure that students say all of the vowel sounds for each single vowel, after the long vowel sounds and dotted vowel sounds have been introduced: "/a/.../ā/.../ä/."
Working With The Sound Picture Cards At Level Four
As they work through the first book at level four, students will learn the sound pictures from part two of the sound story.  Read each section aloud following the recommended schedule on the book one sequence chart.  For each new section, you will introduce the new sound picture and the phonics patterns card that represents the same sound in words.  Have students look at the cards and say the new sound.    
You can place the part two picture cards that have been introduced in a pocket chart or on a table along with the phonics patterns cards that represent the same sounds.  Have students match the pictures with the associated letters or letter patterns.
Card sets are available that have both the letters or letter patterns and the sound pictures from part two of the sound story on the same card.  These are useful when students are learning new "beyond the alphabet" patterns for the first time.  Hold up the card.  Students say the sound and copy the letter or letter pattern onto their papers.
Sample pictures of the cards in the files shown below can be seen in the Level 3 - Short Vowel PDFS section.  
Sight Word Cards To Use With Level Four
At level four, students are introduced to new sight words as they work through the books.  The sight words are listed near the beginning of each book.  New sight words to teach are listed on the sequence chart in each book. Scroll down to see the green bars with these PDF files.   
In this program, sight words are generally taught as exceptions to regular phonetic rules.  For example, the sight word been is not taught until after students have studied words with the ee/feet pattern.  After learning to spell and read words with the ee pattern, then students are introduced to the sight word been, with the explanation that ee pattern in this word does not represent its usual sound.  The word is a "rule breaker."  ​
This program often uses written cues to mark sight words to help students understand and remember them more easily.  For example, when students learn how to spell the sight word been, the teacher shows the students how to underline the ee pattern and write the letter i above it to show the short i sound.    
There is a subset of sight words that includes vowel patterns that represent the short u sound instead of the expected sound.  Here are several sample words:  was, what, away, panda, son, of, love, none, country.  As I made my sight word lists to use in this program years ago, this type of sight word occurred over and over again.  I realized that these words could be taught more efficiently by grouping them together.  I named them "umbrella" words, because in every one of these sight words a vowel or vowel pattern unexpectedly represented the short u sound.  When students study these words, a small umbrella is placed above the vowel pattern to show that it represents the short u sound.        
In a few words, a small x is placed above a letter in a word to indicate that the letter is not pronounced.  For example, an x is placed above the letter k in the sight word know to show that the letter k is not pronounced.  This is one of the rare instances in this program that a sight word is taught before students learn the regular phonetic pattern (as in knife, knee, knit, knickers).        
This overall approach for teaching sight words has several benefits for the students.
  1. Most of the words students learn can be read phonetically.   This builds confidence in the students.   
  2. Students don't make false assumptions about letter sounds.  For example, if students are taught the word been before learning phonetic words with the ee/feet pattern, they could mistakenly assume that the ee pattern shows the short i sound in words.  
  3. Teaching is much more efficient because there are far fewer sight words to teach.  For example, I once used a first grade reading program that didn't teach the ou/ouch pattern until near the end of the school year.  However, many words with the ou pattern were taught earlier in the school year as sight words: out, our, about, found, etc.  By introducing common phonics patterns quickly (one new pattern per day), you reduce the need to teach words as sight words.   
  4. Some students can read regular phonetic words very well by decoding them (saying the individual sounds in order to pronounce the word).  However they have tremendous difficulty reading words that are not phonetically regular, because the random sequence of letters in the words does not make any sense to them.  If these students learn words in which the pattern is regular first, the teacher can point out the irregular part of a new sight word so that the student understands the structure of the word.
  5. The use of written cues (letters that show the correct sound to pronounce, an umbrella to show the short u sound, an x above a silent letter) helps students understand how to pronounce a word phonetically even if it is an irregular word.    
Large Sight Word Cards
These cards are large enough to use with the whole class.  They can be kept in a stack and read one at a time, or they can be mounted on the wall.  The vowels are color-coded.  This PDF file makes three sets of cards.  Click on the green bar to open the file.
Small Sight Word Cards
These cards can be used with an individual student or a small group.  The vowels are color-coded.  This PDF file makes eight sets of cards.  Click on the green bar to open the file.
Large Phonetic Word Lists - For Decoding Review
Print these lists on legal-sized white card stock.  Each page has five review words.  The new pattern and the related sound picture are shown at the top of each page.  Use these pages for a quick decoding review with the phonetic patterns that have been taught.  There is a list for each phonetic pattern and syllable pattern taught at level four.  

Sound City Reading
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