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A Sequential Phonics Program - Program Overview - PDF Files - Pictures - Audio - Video - Reading Street - Blog.
A Sequential Phonics Program - Program Overview - PDF Files - Pictures - Audio - Video - Reading Street - Blog.
Information About Level 4 - Phonics Patterns First Draft
The English language is phonetic. It uses letters and letter patterns, called phonograms, as written symbols to represent the sounds in words. The Level 4 books in the Sound City Reading program teach the phonogram patterns and syllable patterns that are needed to begin reading and writing.
Daily Routine
Sound/Symbol Awareness
The teacher introduces one new phonics pattern or syllable pattern each day.
After the new pattern has been introduced, students look at all of the patterns that have been taught, first on illustrated sound charts and then on flashcards, saying the sound or sounds for each pattern.
Next the teacher says the sounds for several of the patterns that students have learned. Students listen to each sound, repeat it, and write the letter or letter pattern that represents that sound.
Spelling
Students immediately apply the new phonics pattern or syllable pattern as they spell ten words from dictation, guided by the teacher. They spell by saying each individual sound in the word while simultaneously writing the related letters and letter patterns.
During this dictation period, students learn or review common suffixes and contractions that will be needed to read the upcoming practice story. They are also taught any words with the new pattern that are spelled or pronounced in unexpected ways. These are taught as sight words.
Last, the teacher dictates a sentence that contains one or more words with the new phonics pattern for the students to write.
Phonetic Decoding
Students read ten or more words that have the new phonics pattern, with guidance from the teacher.
Students who are working in the Basic Phonics Patterns books also read a set of sentences that contain words with the new pattern.
Reading
After several new phonics patterns or syllable patterns have been introduced, students read a short practice story containing words with both new and review patterns. First, the teacher reads the story aloud to the students and they discuss it. Then the teacher echo reads the story with the whole class. After that, students take turns reading the story aloud to the teacher in rotating small groups.
Starting with book five, students begin reading selected children's picture books (obtained from the library or bookstore) in addition to the practice stories. They will read eleven easy beginner books at level four.
General Comments
- At level four, there are three sets of books in three different formats. Each set teach the same phonics patterns, with the same illustrated practice stories, in the same sequence. Choose the set of books that works best for your students and your budget.
- The Phonetic Words And Stories books have large color-coded print. Students spell and read ten new word for each new pattern. The words and pictures are on facing pages so that the teacher and students can play the "robot game" as described in the short vowel section. These books work particularly well with young students and older students who are still working to master the phonetic nature of the language.
- The Basic Phonics Patterns books are less expensive to make because they have all black print. There are more than ten new words for each pattern. A small illustration is shown beside each word. Easy to read sentences are included in addition to the practice stories.
- The Know The Phonetic Code books have all black print. Students read both one and two-syllable words for most new patterns. The word lists are not illustrated. These books can be used to introduce or review level four patterns and words with older students.
- In all of the books listed above, the basic phonics patterns and syllable patterns are taught in a logical, sequential order to help students master them more easily. 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 learn to read and spell words with these suffix patterns: dogs, runs, jumped, jumping, jogged, jogging, quickly, hoped, hoping.
They also learn a number of common contractions. - Students study one new phonics pattern or syllable pattern each day. This allows them to progress rapidly without the confusion of trying to learn two patterns at once. They are able to focus on just one new pattern at a time. At the same time, the phonics patterns are introduced quickly so that they are able to begin reading regular children's books as soon as possible.
- For each new phonics pattern or syllable pattern that students study, they follow a routine that allows them to become very familiar with the pattern. The new and review phonics patterns are reviewed daily from sound charts and flashcards. Students the patterns when give the sounds by the teacher during the daily dictation period. Each day, students spell ten words with the new pattern and then practice reading words with that pattern. They also write a dictated sentence that contains at least one of the new words. This allows them to become very familiar with the pattern so that they can apply it easily when reading and writing. This combined instructional format helps students move forward with confidence, so that they are able to begin reading real children's books as soon as possible.
- The spelling technique is the same as the method for short vowel words. Students say the individual sounds in each word, writing the related letter or letter pattern as each sound is spoken. Students do not say the letter names when spelling words.
- Many of the words taught at level four are high frequency words. Most of these high frequency words can be read and spelled phonetically, so they are taught as part of the regular routine. They don't need to be taught as sight words. This saves valuable teaching time.
- Any word that contains a letter or pattern that doesn't represent its usual sound is taught as a sight word. Sight words are taught as exceptions to phonics patterns that have already been taught. For example, after students study words with the long ee pattern in words like feet, see, and weed, they are introduced to the sight word been. The teacher shows the students that the ee pattern in the word been represents the short i sound, /i/, as in win. The word is a rule breaker.
- After students have studied several new phonetic patterns and have begun to learn a few non-phonetic sight words, they will be able to read short practice stories containing words with those patterns. All of the phonetic words in the stories contain patterns that students have already learned. The stories don't contain words with unfamiliar letter patterns or syllable patterns. This way they can apply their new decoding skills right away to reading meaningful content. Likewise, all of the sight words in a story are introduced and practiced before students read it. Students initially read each story in a small group with the teacher, who provides support to help students remember letter patterns and sight words as needed. Guessing at words is never required. With no reason to be nervous or fearful, students read with confidence and with joy.
- The first part of each student book contains sound charts that show all of the phonetic patterns taught in that book and in previous books. On the charts, each letter or phonogram is paired with a sound picture from A Sound Story About Audrey And Brad. For example, words that have vowels with the long ē sound, such as feet, read, these, and weird, are paired with a picture of a mouse that makes the "eee" sound in the sound story. The daily routine begins with a review of selected sound charts. Students say the sounds from the charts as the teacher points to each letter pattern. Sound pictures on the charts remind students of the correct sound if they forget. The sound charts are expanded to include new patterns as students progress through the books. The last books contain more charts than the first books. Enlarged wall charts that match the charts in the student books are available to use on a bulletin board or wall in the classroom.
- Next, the teacher uses a set of phonogram flashcards to review the same letters and letter patterns. This time students must recognize the letters and patterns and say the sounds without picture cues. This prepares students to recognize the patterns when reading words.
- Students also play a learning game, the Caterpillar Game, in small groups with the teacher to help them remember the patterns and their sounds.
- Students will be able to read eleven easy children's trade books at level four, obtained from a bookstore or a library. The trade books are listed on the sequence chart for books five (1 trade book), six (4 trade books), and eight (6 trade books). The trade books are only introduced after students have studied all of the patterns they need to know in order to read them. This makes each of the books decodable for the students. They will be able to read all of the words phonetically. Students are always excited and eager when they find out they are able to read "real" books. Note: For students who enter the class already reading, provide opportunities for them to read books and stories at the appropriate reading level during small group rotations starting as soon as you are able to assess them.
- Information for the teacher, including a sequence charts and lesson outline, are included in the student books. The same lesson outline is used daily. The teacher just inserts the new phonics pattern or syllable pattern into the daily routine.
How Does Level Four Fit Into The Overall Sound City Reading Program?
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The step chart on the right and the flow charts below show the five teaching levels in the Sound City Reading program. The phonics patterns level is the fourth level, shown in green on both charts. The green sections list the books used at level four. Scroll down to read more about the contents of each book. Click on any of these charts to enlarge them.
Flow Charts For Levels One Through Five
Notice that there are three sets of level four books shown in green on the flow charts below. These books teach the same skills in the same order. They all have the some phonetic practice stories. However, they are printed in a different format and the last two sets introduce more words than the first set.
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Level 1 - Red - Learning The Alphabet (Readiness)
Level 2 - Purple - Exploring Sounds In Words (Advanced Readiness) Level 3 - Blue - Short Vowel Words And Sentences Level 4 - Green - Phonetic Words And Stories Level 5 - Golden Yellow - Advanced Phonics Patterns From Children's Books Step Chart For Levels One Through Five
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What Skills Are Taught At Level Four?
At the phonics patterns level students develop the following skills.
- They listen to part two of the sound story and learn the "beyond the alphabet" sounds such as sh/ship, ō/go, ē/he, ö/to, ü/bush, ng/ring, and oi/oil.
- They learn to spell and read words with all of the common phonics patterns used in English words, including consonant patterns such as wh/when, tch/match, and nk/wink and vowel patterns such as ai/rain, o_e/home, aw/saw, old/gold and ar/car.
- They study words with various syllable patterns, including closed, open, accented, and unaccented syllables, for example: met, me, kit, kite, pup-pet, but-ton, lit-tle, ti-tle, hap-py, ro-bot, la-bel, in-side, com-plete, hel-lo, and men-u.
- They learn how to pronounce consonant blends that appear at the end and at the beginning of words, for example fast, help, hint, pond, bump, and clap, step, grin, flop, and scrub. In consonant blends, the consonants represent their usual sounds. However, because the consonants are side by side in the words, students need to practice putting the letter sounds together smoothly.
- Many of the phonetic words that students learn are high frequency words, commonly used in the English language.
- For each new pattern, students spell ten new words that contain the pattern from dictation, guided by the teacher. Then students read a list of words that all contain the same pattern.
- They learn a few commonly used words that contain one or more letters that are not pronounced or spelled as expected, for example says, said, been, wolf, rich, and there. These are taught as sight words, with an explanation of which part of the word must be memorized. (Phonetically regular words are not taught as sight words.)
- They read sentences and short practice stories that contain words with the phonics patterns and sight words they have learned. The reading materials do not contain words with unfamiliar phonics patterns or sight words. The stories are read with the teacher, who will ask questions to assure good comprehension by the students. The teacher will also provide support whenever students need help reading phonetic words or sight words.
- Students study the most common suffixes and contractions so that they will be able to read and understand them when they appear in the practice stories.
- Starting with book five, students will be able to read published children's picture books (obtained separately from the library or bookstores). The eleven books to read at level four are listed on the sequence charts in books five, six, and eight. Each book has been screened so that all of the phonetic words in the text contain phonics patterns that have already been taught. This makes the books decodable. In other words, students will be able to read the words in the books phonetically. (Students will already be familiar with many of the words from their daily lessons.)
Who Should Use Level Four?
Beginning readers who have successfully completed one of the Sound City Reading short vowel books will be ready to begin level four. If students have completed a short vowel book but are still not reading short vowel words comfortably, you might want to repeat the short vowel level using a different short vowel book before beginning level four.
Students who are already reading who need help with word recognition and comprehension skills should begin at level four if they are able to read short vowel words fluently. If not, they should begin at level three.
Note: If students are not able to handle the short vowel books, they should begin with Exploring Sounds In Words, Books 1 and 2.
If students don't know the alphabet letters and their sounds, they should begin with Learning The Alphabet, Books 1 and 2.
If students don't know the alphabet letters and their sounds, they should begin with Learning The Alphabet, Books 1 and 2.
Sequence Charts For Level Four
Due to the many phonics patterns and syllable patterns taught at level four, the lessons are divided into eight books. A sequence chart is included in each book to show the skills taught in each lesson. The charts for all eight of the books are shown below. Each chart is made up of two pages shown side by side. The lessons taught in each book are shown in order. You can see the lesson number in the first column of each page. To see the skills taught in a lesson, read across the line for that lesson, going all the way across both pages.
- The page on the left shows the new phonics pattern or syllable pattern taught, any suffixes taught, any contractions taught, and the name of any practice stories to read.
- The page on the right shows new sight words to be introduced, a list of the new phonetic words to spell, and a list of compound words, antonyms, synonyms, and homonyms that may be taught.
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Information About Books Used At Level Four
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There are three different sets of books that can be used at level four. They all teach the same skills in the same order, but they are each printed in a different format. Each set of books includes the same practice stories. You can read a brief description for each set of books below. Scroll down to see a more detailed description for each set of books along with sample pages.
You only need to use one of the sets of level four books. Choose the set that you think best meets the needs of your students. It is possible, however, to use more than one set together, since each set follows the same sequence.
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A pair of workbooks that follow the same phonetic sequence are used with any of the level four books. The phonics patterns taught in books one through four are included in the first workbook, and the patterns taught in books five through eight are found in the second workbook.
Phonetic Words And Stories, Books 1-8 - These books have extra-large print with color-coded vowels. Students read ten words with each new pattern. Wordlists and pictures are on facing pages so that students can play the "robot" game (an oral blending exercise) with the teacher to prepare students to read the words. The practice stories are printed twice, using two different fonts, first with color-coded text, and then with all black text. There are PDF files available on this site that have large picture/word pages that match the pages in this set of books. The pages are printed on 11" by 17" paper and can be displayed on the chalkboard or an easel. They can be used by students using any set of level four books to play the robot game.
Basic Phonics Patterns, Books 1, 2, 3, 4, 5-6, 7-8 - These books have large all black print. Each word is illustrated with a small picture that is placed beside it. Most of the word lists have more than ten words. Students read a set of sentences after each group of words is introduced. They also read the practice stories.
Know The Phonetic Code - These books have smaller all black print. The word lists have both one and two-syllable words for each pattern whenever possible. The words are not illustrated, however all of the illustrated practice stories are included in these books.
- Volume 1 (Includes a short vowel review and books 1 and 2),
- Volume 2 (Includes books 3, 4, 5),
- Volume 3 (Includes books 6, 7, 8)
Deciding Which Set Of Level Four Books To Use
The teacher or parent will need to decide which level four books in the Sound City Reading program to use. The following suggestions are offered as guidelines. You will need to take into account which books you think will work best for your students. You will also have to consider the cost of color printing versus all black print. Look at the description and sample pages shown below for each set of books. Look at the student pages in the PDF files for one or two books in each set. Read the lesson outlines for each set. You might want to print the pages for the same lesson from all three sets. Show them to the student(s) and ask which version they prefer.
The books are purposefully not marked with a specific grade level. Some older students might need the larger, color-coded print and emphasis on phonemic awareness in the Phonetic Words And Stories Books, while some younger, less advanced students might do well in one of the other sets of books. However, here are some ideas I have about how the books might be used.
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Kindergarten
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Phonetic Words And Stories, Book 1 (Optional, for an advanced group if time permits after completing the short vowel level)
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First Grade
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Phonetic Words And Stories, Books 1-8
Advanced Phonics Patterns From Children's Books (Optional, if time permits.) |
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Second Grade
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Basic Phonics Patterns, Books 1-8 (Review/reteach patterns)
Advanced Phonics Patterns From Children's Books |
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Third Grade
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Know The Phonetic Code, Volumes 1-3 or Know The Phonetic Code, No Stories (Review/reteach patterns)
Advanced Phonics Patterns From Children's Books (Review/reteach patterns) |
Phonetic Words And Stories, Books 1-8
This set includes eight color-coded books which teach all of the most common phonics patterns. The print is very large, and the vowels are color-coded. The books include easy practice stories so that students can apply their knowledge of new phonograms right away.
Very large color-coded print, ten new words per lesson, words and pictures are on facing pages so that students can do oral blending exercises with the pictures and words, this set does not have sentence pages, each page of the practice stories is printed in two versions - color-coded print and all black print
These books are ideal for beginning readers and for older students of all ages who are struggling with word recognition skills. The extra large print, color-coded vowels, oral blending exercises with each new set of words, and a limit of ten new words per lesson make success possible for students who would otherwise have difficulty. In a classroom with students who start out at different levels, students who are fast learners, including those who have had a head start in reading, will also thrive, enjoying the activities and games and making rapid progress. Because of the large print there are more pages in these books. The extra pages combined with the cost of color-coded printing makes the books more expensive to print.
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Sample Pages From Phonetic Words And Stories, Book 4
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These pages are in the sound chart section at the beginning of the book. These are called "Odd O" patterns because the sound for each pattern is unpredictable. The patterns are shown on the first page with the related sound pictures and on the next page with key word pictures. Students study just the chart with the sound pictures for a period of time until they are sure of the sounds. Then the teacher introduces the chart with the key words.
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These pages show how the pictures and words are arranged in each lesson. The pictures and words are not in the same order. The teacher segments each word and the students find the matching pictures and say the word. Next the teacher segments each picture and the students find and pronounce the matching word in the first column. Finally students read each word going going down and up the second column.
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These pages teach students to read words with the _ing suffix. The same words are printed on two different pages using two different fonts. The color-coded vowels on the left help students to notice the vowels and to be aware of their sounds. Reading the words on the right help students transition to regular print.
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This is a sample page from one of the practice stories. Like some of the previous pages, the page on the left has color-coded vowels. The page on the right has all black print in a different font. After reading the story with color-coded print, students reread the story again with all black print.
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A second set of level four books, which have all black print, may be used as a supplement to the Phonetic Words And Stories books for extension and extra practice. Or they may work as a stand-alone set for students who are able to decode (sound out) words comfortably, with support from the teacher. These books include more words for each pattern. Each word is illustrated with a small picture. Students read a few sentences after they read each set of words. The same practice stories are included in these books. Because there are fewer pages in the last four books, books five and six are combined into one book. The same is done for books seven and eight. The pages in these books will copy well so that they can be taken home for extra practice, if desired. Because the print is slightly smaller, the books require fewer pages, making them more economical to print. (This format is also available at the short vowel level, in the Basic Short Vowel book.)
Large black print, more than ten words per lesson, each set of words is illustrated, illustrated sentences are included with each set of words, illustrated practice stories are printed in all black print
These books can be used with beginners when the cost of the Phonetic Words And Stories books is prohibitive. Because the books have more words in most of the lists, they can also be used with students starting second grade as an expanded review of the patterns they learned in first grade. And the books can be used with older students who have not yet had a chance to learn the patterns in a systematic way. The cost of printing these books is less than the Phonetic Words And Stories books because they are printed in all black print and the print is smaller, so that the books have fewer pages. At the same time, the books are filled with pictures that not only reinforce the meaning of the words but also build interest in the students. The addition of sentences to go with each set of words provides a chance for students to immediately practice their reading skills with each new pattern taught. Although these books do not include the same type of picture/word pages found in the Phonetic Words And Stories books, a separate book with the same picture/word pages printed in all black print is available to use with students who will benefit from completing the oral blending exercises before reading each new set of words.
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Sample Pages From Basic Phonics Patterns, Book 4
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Volume 1 - Includes short vowels and the patterns taught in Books 1 and 2
Volume 2 - Includes the patterns taught in Books 3, 4, and 5
Volume 3 - Includes the patterns taught in Books 6, 7, and 8
Volume 2 - Includes the patterns taught in Books 3, 4, and 5
Volume 3 - Includes the patterns taught in Books 6, 7, and 8
A third set of books is printed in even smaller, all black print. Short vowel words are included. The phonetic word lists are more challenging because they include both one and two-syllable words as soon as the phonogram patterns are introduced. The words are not illustrated. The same practice stories found in the previously described books are included.
Medium black print, for each new pattern students read both one-syllable and two-syllable words, words are not illustrated, this set does not have sentence pages, illustrated practice stories are printed in all black print, short vowel words are included at the beginning of Volume 1.
These books provide the most cost effective option for going through all of the patterns taught at Level 4. The books are printed in all black print. Because students read just one page of words for each new pattern taught, the material can be covered with fewer printed pages. This lowers the printing costs. Each page includes up to fourteen one-syllable words and up to fourteen two-syllable words. The one syllable words are not in any particular order, requiring students to look carefully to decode the words. Two-syllable words, whenever possible, are included from the very beginning, providing a higher level of instruction with the initial patterns that are taught. Because the words are not illustrated, students must read the words without any picture cues, which strengthens their decoding skills. The books include all of the additional pages found in the other sets of books, including pages that teach suffixes and contractions, as well as the same illustrated practice stories. These books would work well with students who are already reading, as a review of all of the common phonics patterns. Students who are able may read books at their current reading level instead of the practice stories, while students who need to read the practice stories will still have them available. The books could also be used with beginning readers with some modifications. Start with only the one-syllable words, then go back later to read the two-syllable words. Also, with beginners, add the book that has the picture/word pages printed in all black print, so that students will have the benefit of the oral blending exercises for their initial introduction to each new pattern. NOTE: A Know The Phonetic Code Book - No Stories is also available. Without the stories, all of the word lists in the entire level fit into a single volume. This book can be used with students who are already reading, who do not need to read the practice stories. The book can be used as a reference or a structured review while students are working at the Advanced Phonics Patterns level.
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The Same Sample Pages From Know The Phonetic Code, Volume 2 (Books 3, 4, 5)
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Know The Phonetic Code, No Stories
Because their are no practice stories in this book, all of the pages fit into a single volume.
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This book contains all of the phonics patterns taught in Phonetic Words And Stories, Books 1-3. It does not have practice stories.
Students can use this book with the Students who are already reading can work through this book to study the phonics patterns while they are reading books at their current reading level. You can also use this as a companion book to Advanced Phonics Patterns From Children's Books, to provide ongoing review. |
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Supplemental Books For Level Four
There are a few additional books at Level 4 that can be used with any of the main sets of books for supplementary instruction.
- Books with rhyming and body-coda (same beginning sound) word lists that can be read by the students to build decoding fluency. These books are available with either all black or color-coded print.
- Books with just the picture/word pages from the Phonetic Words And Stories books printed in all black print. These can be used with either the Basic Phonics Patterns books or the Know The Phonetic Code books.
- A Know The Phonetic Code book without the practice stories, which allows all of the phonics patterns to fit in a single volume.
- A book that contains just the practice stories from books one through eight put into a single volume.
Color-Coded Phonetic Lists
Color-coded rhyming and body-coda word lists for all of the phonogram patterns taught.
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Students can review the patterns and strengthen their decoding skills by reading Color-Coded Phonetic Lists. This book is not illustrated and does not have practice stories. It has both rhyming and body-coda word lists. In each word the vowel or vowel pattern is printed in a bright color. The color indicates the correct vowel sound. This helps students notice the vowel patterns in words. This is helpful because often the vowel sound in a word is made up of a "vowel team," such as ai/rain, ight/night, ow/cow, or ar/car. Students can clearly see which letters work together to represent the vowel sound. Students also notice that sometimes several different vowel patterns represent the same sound, as in ai/rain, ay/play, and a_e/safe, and thus are printed in the same color. Finally, students notice that some vowel patterns can represent more than one sound, as in ou/ouch, ou/four, and ou/soup. In these words, the ou pattern is printed in three different colors, to indicate three different sounds.
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General Lesson Plan
In each set of books, students follow a similar sequence in the daily lesson plan. This is the daily lesson plan I followed for many years with my students in the classroom and with students I have tutored. I found it to be the most effective way to make sure that students had a successful year.
In each set of books, students follow a similar sequence in the daily lesson plan. This is the daily lesson plan I followed for many years with my students in the classroom and with students I have tutored. I found it to be the most effective way to make sure that students had a successful year.
- The teacher introduces a new pattern, either a new phonics pattern or a new syllable pattern, following the sequence in which they appear in the book.
- Students say the sounds for new and review patterns from illustrated sound charts.
- Students say the sounds for new and review patterns from sound cards.
- Students write selected letters and letter patterns from dictation, while listening to the teacher pronounce the sounds.
- Students spell up to ten words with the new pattern. They spell by segmenting each word (saying the individual sounds) while writing the letters and patterns that represent those sounds.
- Students spell a few additional phonetic words or sight words, as needed to write a sentence.
- Students write a sentence from dictation that includes at least one word with the new pattern.
- Students read words with the new pattern from the book. In the Phonetic Words And Stories books students do an oral blending activity with the pictures and the words before attempting to read the words. In the Basic Phonics Patterns books students read the words and then read a set of sentences that contain some of the new words. In the Know The Phonetic Codes books, students read both one-syllable and two-syllable words for each pattern.
- Students who are learning to read and older students who are working to master decoding skills will read easy practice stories that contain only the patterns that have been taught. These stories are included in all three sets of books. Students who are already reading will read books or stories at their reading level, obtained separately.
- Students work with the teacher in rotating small groups playing games that reinforce the phonetic patterns that have been taught.
