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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
This section explains the skills taught in the Level 4 materials. To see the PDF files for these materials, hover over PDF FILES on the main menu and then click on LEVEL 4 - PHONICS PATTERNS PDFS.
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 read and write many common words. The goal is for students to begin reading real children's books as soon as possible.
Scroll down to see the various books and materials that can used at level four.
Scroll down to see the various books and materials that can used at level four.
General Comments
- At level four, 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 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, the students follow a structured daily routine that allows them to become very familiar with the pattern. This allows them to apply it easily when reading and writing, so that they can move forward with confidence.
- 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.
- In addition to the sound charts, 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 instantly when reading words.
- Students play a learning game, the Caterpillar Game, in small groups with the teacher to reinforce the letter 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.
- The teacher provides opportunities for students to do creative writing exercises on a regular basis.
- 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 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. The first set introduces ten words for each new pattern. The other two sets introduce more than ten words for most patterns.
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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
The books to use at each level are listed on this chart.
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What Skills Are Taught At Level Four?
Students learn the sound pictures and letter patterns in part two of the sound story, for example: sh/ship, ō/go, ē/he, ö/to, ü/bush, ng/ring, and oi/oil.
Students learn the common phonogram patterns and their sounds, for example: wh/when, tch/match, nk/wink, ai/rain, o_e/home, aw/saw, old/gold and ar/car.
Students spell and read phonetic words using the phonogram patterns they have learned.
Students spell and read words that begin and end with consonant blends, for example: fast, help, hint, pond, bump, clap, step, grin, flop, blond, grasp, and strict.
Students learn the common syllable patterns, including closed, open, accented, and unaccented syllables. They apply this knowledge to read and spell multisyllable words, 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.
Students learn to read and spell words with these suffixes: dogs, runs, Rick's, jumped, jumping, jogged, jogging, quickly, hoped, and hoping. They also learn a number of common contractions.
Students learn to spell and read large number of high frequency words that are included in the daily wordlists. Most of them are phonetically regular, so that they are easily remembered after they have been introduced.
Students also learn high frequency 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 letters in the word don't represent their usual sound.
Students read sentences and decodable practice stories with good comprehension.
Students read selected children's books, obtained from the library or bookstore, with good comprehension.
Students do creative writing exercises prepared by the teacher.
Students learn the common phonogram patterns and their sounds, for example: wh/when, tch/match, nk/wink, ai/rain, o_e/home, aw/saw, old/gold and ar/car.
Students spell and read phonetic words using the phonogram patterns they have learned.
Students spell and read words that begin and end with consonant blends, for example: fast, help, hint, pond, bump, clap, step, grin, flop, blond, grasp, and strict.
Students learn the common syllable patterns, including closed, open, accented, and unaccented syllables. They apply this knowledge to read and spell multisyllable words, 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.
Students learn to read and spell words with these suffixes: dogs, runs, Rick's, jumped, jumping, jogged, jogging, quickly, hoped, and hoping. They also learn a number of common contractions.
Students learn to spell and read large number of high frequency words that are included in the daily wordlists. Most of them are phonetically regular, so that they are easily remembered after they have been introduced.
Students also learn high frequency 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 letters in the word don't represent their usual sound.
Students read sentences and decodable practice stories with good comprehension.
Students read selected children's books, obtained from the library or bookstore, with good comprehension.
Students do creative writing exercises prepared by the teacher.
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.
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.
General Lesson Outline
In each set of books at level four, students follow a similar sequence during the daily lesson plan. This is the plan I followed for many years with my students in the classroom and with students I have tutored. It is based on the daily outline for the Slingerland program, although it is not exactly the same. I found it to be the most effective way to make sure that students had a successful year.
- The teacher introduces one new pattern, either a new phonics pattern or a new syllable pattern, following the sequence in which they appear in the book and on the sequence charts.
- 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 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 (the robot game) 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 level four books. Students who are already reading will read the practice stories and also read books or stories at their reading level, obtained separately.
- Students work with the teacher in rotating small groups each day. They read the stories with direct guidance from the teacher, review phonetic words and sight words, and play learning games that reinforce the phonetic patterns that have been taught.
Overview Of The 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 be able to read eleven books by the end of level four.
Lever Four Sequence Charts - For Books 1-8
On the following charts, you can see all of the phonics patterns and syllable patterns taught at level four, and the order in which they are taught.
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 read, and a list of compound words, antonyms, synonyms, and homonyms that may be taught.
Click on any chart to enlarge it.
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Which Books Are 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 phonics patterns in the same order, with the same illustrated practice stories, 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 will work best for your students and your budget. It is possible, however, to use more than one set together, since each set follows the same sequence.
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The Phonetic Words And Stories books have extra large color-coded print. Students spell and read ten new words for each new pattern. The words and pictures are on facing pages so that the teacher and students can play a phonemic awareness exercise called the "robot" game 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.
The picture/word pages in this book are available as a larger version printed on 11 by 17 inch ledger paper. The pages can be used to study the words and pictures with a group.
These books work particularly well with beginning readers and older students who are still working to master the phonetic nature of the language for several reasons.
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The Basic Phonics Patterns 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. Sentences are included with each new set of words to provide extra reading practice. Illustrated practice stories are also included. These books are less expensive to make because they have fewer pages and all black print. However they are still very appealing to students because they have many pictures.
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The Know The Phonetic Code books have smaller, all black print. The word lists have both one and two-syllable words for each pattern whenever possible. The word lists are not illustrated. These books can be used to introduce or review level four patterns and words with older students. They could also be used with beginning and early readers. They are available with or without the practice stories.
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Level Four Workbooks
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This pair of workbooks can be 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.
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This book contains decoding tests for the phonics patterns taught at level four and comprehension tests for the practice stories. The book is incomplete - I have not created tests for every pattern and story. It will be useful, however, for the patterns and stories in book one. Tests are available for some of the patterns and stories in books two and three.
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Information About The Playing The Oral Blending Game In The Phonetic Words And Stories Books
When the Phonetic Words And Stories books are open, you see picture pages on the left and word pages on the right. Generally, there are ten new words and ten new pictures on each set of pages. The pictures and words are arranged in a different order. This allows the students to work with the teacher to play an oral blending game. The teacher says the individual sounds for one picture at a time, going out of order, and calls on students to find the matching picture. Then the teacher says the sounds for each word, and calls on students to find the correct word. To find the picture or word, the students have to put the sounds together mentally to find the answer. This exercise is called oral blending. It is a phonemic awareness exercise and helps students become aware of the individual sounds in each word and how the sounds fit together to form the word. After playing the robot game with the words and pictures, students practice reading the new words.
Traditional phonemic awareness exercises don't use pictures, letters, or words. However in the robot game the teacher combines the oral blending exercise with pictures and then repeats the exercise with the related words. Finding the matching picture after hearing the individual sounds in words helps students learn to put the sounds together mentally to form oral words, and also helps them visualize the meaning of the word. Finding the matching word after hearing its individual sounds helps students connect the the sounds they hear to the left to right sequence of letters and letter patterns in the words In the Phonetic Words And Stories books, these two phonemic awareness exercises prepare students to read each new set of phonetic words for the first time. My experience has shown that students who find phonetic decoding difficult really blossom when they play the robot game routinely with every new set of words. After playing the robot game as a whole class, the students are far more able to read the new words smoothly, with less of a tendency towards halting or pausing between the sounds.
To play the robot game with my whole class, I attached my laptop computer to a projector, and displayed the selected picture page and matching word page on a large screen mounted at the front of the classroom. The PDF file has to be opened in two-page mode for it to display it properly. For the pages to line up correctly, the cover page must display as a single page. As we played the game, individual students volunteered to come to the front of the room and point to either the picture or the word (with a long pointer) that matched the separate sounds I pronounced. I always gave hints about the meaning of any words that may be unfamiliar to students, so that they would never become flustered or nervous if the word wasn't in their speaking vocabulary. We played the robot game every day, to introduce ten new words that all contained the new phonetic pattern. The students loved it.
Large Picture-Word Pages To Play The Robot Game With A Group
I wanted to make the robot game available to classrooms that don't have access to a projector. So I made a set of 11 inch by 17 inch posters that match the picture-word pages in the Phonetic Words And Stories books. The pages can be printed and posted on the chalkboard or an easel when working with a group. A group of students can play the robot game with the teacher using these pages. Pages are available for all of the word lists and matching pictures taught in books one through eight.
You can use these posters with any of the sets of level four books. If you are teaching with the Basic Phonics Patterns books or the Know The Phonetic Code books, you will be able to do the oral blending exercise called the robot game for each new phonics pattern and syllable pattern.
Sample pages are shown below. Click to enlarge any page. More sample pages are shown with the level four PDF files.
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There Are Several Different Ways To Play The Oral Blending Game
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The oral blending game is a guided oral blending exercise using the pictures and words for each new lesson at level four. The teacher talks "like a robot," saying each sound in the words separately. Completing this activity with the teacher first will help students read the words with confidence.
The game is built into the Phonetic Words And Stories books, using the facing picture pages and word pages that introduce each new set of words. However, if you are using the Basic Phonics Patterns or Know The Phonetic Code books, there are several ways that you can play the game.
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- There are PDF files available on this site that have large picture/word pages that match the pages in the Phonetic Words And Stories books. The pages are printed on 11" by 17" paper and can be displayed on the chalkboard or an easel. They can be used to play the oral blending game with a group.
- Another way to play the game with a group is to display the PDF file for any of the Phonetic Words And Stories books on a large screen with a projector attached to a laptop computer. The file must be displayed in two-page view, so that the picture page is on the left and the word page is on the right. Students can use a long pointer to choose the pictures and words as they play the game.
- The game can also be played in the level four workbooks. Use the pages that have a column of words with pictures on each side of the words. Directions for playing the game are included at the end of each workbook.
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 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 a single lesson from all three sets of books. 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 just as 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) |
Supplementary Book # 1 For Level 4 - Practice Stories For Beginning Readers
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This book contains just the practice stories used at level four. It is printed in all black print and the stories are illustrated. The same stories are included in all three sets of level four books, along with the phonics patterns that are taught. (Note: Know The Phonetic Code, No Stories does not include stories.)
You could use this book in several ways.
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Sample Pages From Practice Stories For Beginning Readers
Click on any page to enlarge it.
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Supplementary Book # 2 For Level 4 - Color-Coded Phonetic Lists
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Students can review phonics 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 (same beginning sounds) word lists. In each word the vowel or vowel pattern is printed in a bright color. Each vowel sound is shown with a specific color. This color-coding helps students in several ways.
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Sample Pages From Color-Coded Phonetic Lists
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Students say the sound for each pattern.
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Students read the words.
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Students read the words.
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Students read words with the _ing suffix.
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What Other Materials Are Used At Level 4?
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Flashcards
Alphabet Cards Beyond The Alphabet Cards Phonics Patterns Cards Sound Picture Cards Cards With Both Alphabet Letters And Sound Pictures - For Part 2 Of The Sound Story Alphabet And Phonics Patterns Cards
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Learning Games
Train Game Caterpillar Game Picture/Word Lotto The Train Game
This game helps students remember the "beyond the alphabet" patterns from part two of the sound story. 
The Caterpillar Game
The caterpillar game is loved by the students and highly effective at helping students remember the various phonics patterns and their sounds. 
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Wall Charts
There are many charts used at level four. They match the charts in the Phonetic Words And Stories books. They are printed on 11 by 17 inch white ledger paper. The charts have color pictures and the text has color-coded vowels. Click here to see more sample wall chart pages.
This chart uses sound pictures to model the correct sounds.
This chart uses key word pictures to model the correct sounds.
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More Information About The Level 4 Books
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. Students learn ten new words per lesson. The words and pictures are on facing pages. This allows the students to do an oral blending exercise called the "robot" game with the teacher. This prepares students to read the new words for each pattern. Sentence pages are included in book one after the lessons that introduce words with consonant blends. The books include easy decodable practice stories so that students can apply their knowledge of new phonograms right away. Each story is printed in two versions - first with color-coded print and then with all black print in a different font.
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.
The covers for the Phonetic Words And Stories books are shown below. The phonetic patterns taught in each book are shown on the cover.
182 Pages
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180 Pages
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158 Pages
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190 Pages
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136
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176 Pages
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162 Pages
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188 Pages
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Phonetic Words And Stories, Books 1-8 - Teaching Outline
Click on any page to enlarge it.
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Sample Pages From Phonetic Words And Stories, Book 4
Click on any page to enlarge it.
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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. This allows the teacher to do a phonemic awareness exercise called the "robot" game with the students, using the picture and words. Students will also study words with the ōw/snow pattern before reading the practice story.
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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 the practice story. 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 whole story with color-coded print, students can go back and reread the story again with all black print.
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Sample Pages From Phonics Patterns Workbook, Books 1-4 - To use with any of the sets of level four books
Click on any page to enlarge it.
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Sample Pages From Decoding And Comprehension Tests - To use with any of the sets of level four books
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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. The pages 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.)
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.
The covers of the Basic Phonics Patterns books are shown below. The words and pictures on the covers illustrate patterns taught in that book.
156 Pages
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130 Pages
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112 Pages
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126 Pages
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180 Pages
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174 Pages
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Sample Pages From Basic Phonics Patterns, Book 4
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The are the sound charts for the Odd O patterns. The chart on the left uses sound pictures to show the sound for each letter pattern. It should be studied first, until students are very familiar with the sounds. The chart on the right, uses key words to illustrate the correct sound.
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This is a word list and set of sentences for the ow/cow pattern. Students read the words and then read the sentences. They will also read words that have the ōw/snow pattern before they read the practice story.
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Students practice reading words with the _ing suffix on these pages.
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These are the first two pages of the practice story The Cow Got Out.
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Teaching Instructions For The Basic Phonics Patterns Books
Click play or click the arrows to navigate. Or select one of the small pages at the top.
Selected pages from the teaching instructions for Basic Phonics Patterns. Click on any page to enlarge it.
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The Know The Phonetic Code books are printed in all black print. The teaching sequence is the same as the other level four books. The word lists are not illustrated, so students must read the words without any picture cues. Each page includes up to fourteen one-syllable words and fourteen two-syllable words. The one-syllable words for each pattern 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. The two-syllable words are arranged in two columns. In the first column, the syllables are separated so that students can read one syllable at a time. In the second column, students read the whole word. Pages that teach suffixes and contractions are included, as well as the same sound chart pages that are included in the other level four books.
Extra pages with short vowel words and sentences have been added at the beginning of volume one. These pages are not included in the other level four books. Students read rhyming and body coda (same beginning letters) short vowel word lists followed by illustrated short vowel sentences. This will allow the teacher to begin with short vowel words for students who need to study them.
The Know The Phonetic Code books are available with or without practice stories. There are three books in the series that contain practice stories. These three books contain all of the material taught in Phonetic Words And Stories, Books 1-8. There is one book that does not have practice stories. Without the stories, all of the phonics patterns for level four fit into a single volume.
Each book has a sequence chart that shows the order in which the phonics patterns are taught and a lesson outline, along with additional information for the teacher.
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Volume 1
Includes the patterns taught in Phonetic Words And Stories, Books 1, 2 and short vowels 
260 Pages
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Volume 2
Includes the patterns taught in Phonetic Words And Stories, Books 3, 4, and 5 
180 Pages
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Volume 3
Includes the patterns taught in Phonetic Words And Stories, Books 6, 7, and 8 
232 Pages
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Volumes 1-3
This book teaches all of the phonics lessons but does not have the practice stories. 
272 Pages
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How To Use The Know The Phonetic Code Books With Different Types Of Students
The Know The Phonetic Code books can be used with a variety of students.
- The books can be used with beginning readers if desired, with some modifications. Be sure to use the books that include the practice stories. Start with only the one-syllable words, then go back later to read the two-syllable words after students have studied two-syllable words in book two.
- The books can be used with students who have already studied level four phonics patterns at the previous grade level using either the Phonetic Words And Stories books or the Basic Phonics Patterns books. The Know The Phonetic Code books can be used to reteach/review the same patterns. In this case, use the Know The Phonetic Code, No Stories book, since students have already read the stories. Students will read books at their current reading level.
- The books can be used to teach the phonics patterns and syllable patterns to students who are already reading but have not used the Sound City Reading program before.
- The book with no stories can be used as a reference or a structured review while students are working at the Advanced Phonics Patterns level.
Sample Pages From Know The Phonetic Code, Volume 2
Click on any page to enlarge it.
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Teaching Information For Know The Phonetic Code
Click on any page to enlarge it.
Lesson Outline
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Short Vowel Sequence Chart 1
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Short Vowel Sequence Chart 2
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Overview Of Phonics Patterns
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Overview Of Syllable Patterns
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