Short Vowel Words For First Grade - Sound City Reading PDF

Short Vowel Words
i u
a e
For The Beginning Weeks Of 1st Grade

Coordinates With Handwriting Instruction
Includes Two-Letter Sound Blending Exercises
January 2014
Ci
d
ty
un
So
Reading
Entire contents © 2014

By Kathryn J. Davis
7223 Cedar Lane Drive
Germantown, TN 38138
(901) 737-4466
All rights reserved.
Permission is hereby granted to teachers, parents, and tutors

to reproduce student materials in this book for individual or
classroom use. Permission is granted for school-wide
reproduction of materials. Commercial reproduction or any
other use is prohibited.
Printed in the United States of America

Table of Contents
Overview................................................................................................................................................ 5
How To Use This Book ...................................................................................................................... 6
Dictation and Decoding Sequence Charts ................................................................................... 8
Lesson Outline ................................................................................................................................... 12
Word Building: Using Plastic Letters To Spell Words.......................................................... 13
The Robot Game: Learning To Read Words ............................................................................. 15
Working With Sight Words And Sentences............................................................................ 17
Sound Story Part 1........................................................................................................................... 18
Sight Word Chart ............................................................................................................................22
Alphabet Chart..................................................................................................................................23
Teach: t i h l n w
Silly sounds short i ..........................................................................................................................24
Short i words ...................................................................................................................................26
Short i sentences, teach sight word: I .....................................................................................28
Teach: u b m
Silly sounds short u .........................................................................................................................30
Short u words ..................................................................................................................................32
Short i words .....................................................................................................................................36
Sentences .........................................................................................................................................38
Teach: r f x
Short i and short u words ............................................................................................................44
Sentences ...........................................................................................................................................46
Teach: e s j
Short i and short u words ..............................................................................................................52
Sentences, teach sight words: is, his ........................................................................................54
Teach: o c d
Short o silly sounds .........................................................................................................................56
Short o words ....................................................................................................................................60
Short o words ....................................................................................................................................62
Short o words ....................................................................................................................................64
Sentences ...........................................................................................................................................66
Short i silly sounds ..........................................................................................................................68
Short u silly sounds .........................................................................................................................70
Short i and short u words ..............................................................................................................72
Sentences ...........................................................................................................................................74
© 2014 by Kathryn J. Davis 3 Short Vowel Words

Teach: a v g
Short a silly sounds ......................................................................................................................... 76
Short a words ................................................................................................................................... 80
Short a words ................................................................................................................................... 82
Short a words ................................................................................................................................... 84
Sentences, teach sight words: A, a ........................................................................................... 86
Short a silly sounds ......................................................................................................................... 88
Short a words ................................................................................................................................... 92
Short a words ................................................................................................................................... 94
Short a words ................................................................................................................................... 96
Sentences, teach sight words: as, has ...................................................................................... 98
Short i silly sounds ........................................................................................................................ 100
Short o silly sounds ....................................................................................................................... 102
Short u silly sounds ....................................................................................................................... 104
Short i and short o words ........................................................................................................... 106
Short u words ................................................................................................................................. 108
Sentences.......................................................................................................................................... 110
Teach: p k y
Short a silly sounds ........................................................................................................................ 112
Short a words .................................................................................................................................. 114
Sentences.......................................................................................................................................... 116
Short i silly sounds ......................................................................................................................... 118
Short o silly sounds ....................................................................................................................... 120
Short u silly sounds ....................................................................................................................... 122
Short i words .................................................................................................................................. 124
Sentences......................................................................................................................................... 126
Short o words ................................................................................................................................. 128
Short u words ................................................................................................................................. 130
Sentences......................................................................................................................................... 132
Short e silly sounds....................................................................................................................... 134
Short e words ................................................................................................................................. 138
Short e words ................................................................................................................................. 140
Short e words ................................................................................................................................. 142
Sentences. teach sight word: was ............................................................................................ 144
Teach: qu z
Silly sounds with qu and z (all short vowels) ......................................................................... 146
Words with qu and z (all short vowels) ................................................................................... 148
Sentences......................................................................................................................................... 150
Suffix study: _s with verbs ........................................................................................................152
Suffix study: _s with nouns to show more than one ...........................................................154
Suffix study: Using apostrophe 's to show ownership .......................................................156
Handwriting Model .........................................................................................................................158
Back Cover: Lined paper to use for spelling. Students use a dry erase marker to write
on the clear back cover.

Overview
This book is designed to be used during the first weeks of first grade. Some students will have
already begun to read, while others will be ready to learn. The teacher’s job is to provide appropriate
instruction for all of the students, including those who are ready to learn, so that they won’t be left
behind from the very beginning. In order to prepare every student for the phonogram instruction (sh/
ship, ai/rain, oo/book) which will need to start very soon, the teacher must create an intense, directed
learning environment which will provide a foundation of phonemic awareness very quickly. This will be a
thorough, important review for those students who learned phonemic awareness skills in kindergarten.
At the same time many students will just be catching on to these essential skills for the first time.
These students must be nurtured and brought up to speed, so to speak, so they will be able to benefit
from the reading instruction during the remainder of the year. If this does not happen, these
students will fall behind very quickly and fail to understand and benefit from the curriculum provided.
Those students who are already reading will benefit from this review, as they, too, practice
basic segmenting, sound blending, and decoding skills that will transfer over to words with a variety of
phonogram patterns. All of the students will read many short vowel words, including quite a few that
will be new to them, expanding their speaking and reading vocabulary in the process.
These are the skills that students must master. If you follow the suggested lesson plans in this
book, students will develop these skills automatically.
1. Students must be able to recall the visual appearance of the alphabet letters and the sound that
each letter represents. This must be practiced until recognition is immediate and automatic. It’s
important not to emphasize or drill the letter names; this will make it almost impossible for some
students to learn to decode words, since saying the letter names does not match the pronunciation
of the word.
2. Students must be able to copy the letters correctly and efficiently, and be able to write them from
memory when given the sound.
3. Students must be able to hear a word and break it apart into its individual sounds. For example, cat
becomes c….a…..t. This is called segmenting.
4. Students must be able to hear separate sounds and put them together mentally to form a word.
For example, c…..a…..t becomes cat. This is called oral blending.
5. Students must be able to look at two adjacent letters and say the sounds smoothly, without a pause
or break between the sounds. This applies to vowel-consonant (ab, at, af) and consonant vowel (ba,
ca, fa) combinations. Later, students will learn to pronounce consonant-consonant combinations (st,
cl, br, tw) called consonant blends. In this program, the letter combinations are called “silly
sounds,” since they don’t have any real meaning.
6. Students must have extended periods of practice decoding short vowel words. To decode a short
vowel word, students look at each letter in order, from left to right, and say the sound for each
letter, putting the sounds together smoothly. Then they must be able to match the sound sequence
to a word they have heard previously, so that they recognize the word.
While these skills are being solidified, students should also be exposed to print at a higher
level. The teacher should read aloud to the class for an extended period every day, and also include
frequent guided instruction in creative writing. Students should have access to the books that have
been read aloud, and have the chance to read or “pretend read” the books individually or in pairs.
Those students who are already reading can begin reading appropriate books with the teacher in a small
group from day one. Other groups can meet with the teacher to read small short vowel booklets that
are aligned with this curriculum, and do activities and games that will reinforce the skills they need.

How To Use This Book
1. This book is designed to be used during the beginning weeks of first grade.
2. Students review the alphabet using a Sound Story that represents the letter sounds
using pictures of noises in the environment. For example, a snake hisses for the s sound,
and a dog growls for the r sound. Read the story aloud and model the sound for each
picture and the related letters. A small version is in this book. A larger version is
available for reading to a class.
3. Students practice writing three new letters per day, using a separate handwriting book.
The letters are arranged in the same sequence as they appear in the sound story. The
letters that are easiest to write and are most commonly used in words are taught first.
The letters that are more difficult to write (a, k) or are rarely used in words (v, qu) are
taught later. The teacher models the correct letter formation on the board. Students
trace and copy large and small letters, then trace and copy several words. Students say
the sound of the letter every time they trace or write it.
4. After studying three new letters, students spell and read words with those letters.
Because the letter i is the easiest to write, students spell and read short i words first.
The vowels u and o are taught next; the strokes needed to write these letters prepare
students to write the letter a. Because the letter a is more difficult to write, short a
words are taught after short i, u, and o words. Short e words are saved for last; the
short e sound is the most difficult to discriminate.
5. A dictation chart is included in this book for teachers to use during the spelling portion
of the lesson. The words dictated contain the new handwriting letters and letters that
have been previously taught. Students will need to listen carefully to the sounds in the
words and think about which sound comes first, which sound is next, and which sound is
last. They must put the letters in the correct order to form each word. By carefully
analyzing the sounds in the words, and translating the sounds to letters, will prepare
students to read the words. There are three ways students can spell words. They can
spell with plastic letters on a work mat, write the words on a lined dry-erase board (on
the back of this book), or write the words on lined paper. Plastic letters are available
from www.alphabetletter.com at a very reasonable price.
6. Some students may have difficulty hearing all three sounds in a short vowel word. For
those students, the dictation chart also has lists of two-sound combinations (for example,
ti, hi, li, ni, wi, it, il, in). The teacher should dictate these two-sound chunks and have
students build them with plastic letters. Students will be able to figure out the process
using just two sounds, and then be able to move on to the three-sound words.
7. After students have spelled a set of words, they will be ready to study the same words in
this book. First do the “Silly Sound” pages to practice pronouncing two sounds together
without a break. This practice is crucial for some students. Next, introduce each set of
words and pictures, following the directions for playing the "Robot Game." This is a
sound game; you only need the pages in this book to play, and it can be played with the
whole class. You may want to use a projector to display the picture/word pages on a large

screen. The game helps students develop an understanding of how letter sounds go
together to make words. The teacher “segments” each word by saying its separate sounds
with a slight pause between each sound. Students must mentally put the sounds together
to find the matching picture. Then the teacher names each picture (pronouncing the word
normally, without segmenting it this time), and students have to find the matching word
from the first column of words. Finally, students read each word in the third column,
saying the letter sounds in the word smoothly, going from left to right. If necessary,
they go back to the first column (with the arrows), say each sound while sliding a finger
underneath the word, connecting the sounds smoothly, and then go back to the second
column to pronounce the word quickly. Following these steps greatly improves student
mastery of the material.
8. The vowels in this book are color-coded. The color indicates the sound of the vowel. The
short a sound is bright red, the short e sound is light green, the short i sound is pale
violet, the short o sound is light orange, and the short u sound is light blue. The long vowel
sound for each letter is a darker shade of the same color, however the long sounds will be
taught in a later book.
9. In this book, students are introduced to a few sight words. The words are: I, is, his, a, as,
has, and was. Make flashcards to introduce them, using colored markers to match the
print in this book. The color-coded vowels will help students read the sight words. For
instance, in the sight words a and was, the letter a is a light blue color instead of red,
indicating the short u sound. For the sight word I, the color is a dark violet, indicating the
long i sound.
10. After learning the necessary sight words, students will read sentences containing the
sight words and phonetic words that have been studied. For each sentence, students must
find the matching picture on the facing page.
11. The last sentence pages introduce words with the suffixes _s and _'s.
12. A suggested lesson outline is included in this book. For best results, build a routine by
following the outline during daily lessons.
13. You may want to use the Apple Alphabet Game, Apple Concentration Game, Blueberry
Game, and Raspberry Game to reinforce the sounds of single letters and two-letter
combinations. These games are available at www.soundcityreading.com.
14. After completing this book, students who can read short vowel words and sentences with
confidence will be ready to go into Phonics Patterns And Stories, Books 1 - 8. Students
who need more practice with short vowels should go into Short Vowel Words And
Sentences With Sound Blending, which is designed for students who already know all the
letters of the alphabet and their sounds.
15. Students who have trouble reading short vowel words may need to work through the
Learning The Alphabet or Advanced Learning The Alphabet books, available from Sound
City Reading. These books build a foundation of alphabet knowledge and phonemic
awareness which will prepare students to begin reading short vowel words.

Introduce New Letters And Spell Words From This Dictation Chart
(Use plastic letters on mats, or lined dry-erase boards, or a pocket chart with pencil and paper.)
Handwriting Letters
Day Letter Combinations To Make Words To Spell
Intro Needed
1 T t, I i, Hh
2 Ll, Nn, Ww t, i, h, l, l, n, w ti, hi, li, ni, wi, it, il, in it, in, ill, hit, hill, lit, tin, till,
will, win, wit
3 Uu. Bb, Mm t, t, h, l, l, n, tu, hu, lu, nu, wu, bu, mu, ut, bun, nun, nut, hut, hull, hub,
n, u, b, m, m ul, un, ub, um hum, mum, mutt, tub
4 Rr, Ff, Xx t, i, h, l, l, n, ti, hi, li, ni, wi, bi, mi, ri, fi, it, rim, fill, fin, fix, mix, rib, fit,
u, b, m, r, f, f, il, in, ib, im, if, ix, tu, hu, lu, fib, if, run, rub, fun, muff,
x nu, wu, bu, mu, ut, ul, un, ub, huff, tux, rut
um, uf, ux
5 Ee, Ss, Jj t, i, h, l, l, n, ti, hi, li, ni, bi, mi, fi, si, ji, it, sit, six, sill, jib, hiss, miss,
u, b, m, f, x, s, il, in, ib, im, if, ix, is, tu, hu, sun, sub, sum, bus, fuss, us,
s, j lu, nu, bu, mu, fu, su, ju, ut, jut
ul, un, ub, um, uf, ux, us
6 Oo, Cc, Dd t, h, l, l, n, b, to, ho, lo, no, bo, mo, ro, fo, job, jot, sob, on, off, ox, rot,
m, m, r, f, f, so, jo, co, do, ot, ol, on, ob, fox, fob, hot, mom, moss, lot,
x, s, s, j, o, c, om, of, ox, os, oc, od loss, tot, toss, boss, box, not
d, d dot, doll, cot, cob, con, cod,
nod, rod, sod, odd
7 Review t, i, h, l, l, u, ti, hi, li, bi, mi, ri, fi, si, di, it, dim, did, dill, hid, lid, rid, cut,
b, m, r, f, f, s, il, ib, im, if, is, ic, id, tu, hu, cub, cuff, cud, bud, mud,
s, c, d, d lu, bu, mu, ru, fu, su, cu, du, suds, dull
ut, ul, ub, um, uf, us, uc, ud
8 Aa, Vv, Gg t, h, l, n, w, b, ta, ha, la, na, wa, ba, ma, ra, hat, ham, had, cat, can, cam,
m, r, x, s, s, c, sa, ca, da, va, ga, at, al, an, cab, lab, wax, van, rat, ran,
d, d, a, v, g ab, am, ax, ac, ad, av, ag ram, rag, dad, dab, dam, nab
sat, sad, sax, sag, man, mad,
mat, mass, add
9 Review t, l, n, w, b, m, ta, la, na, wa, ba, ma, fa, sa, fan, fad, fat, fax, jab, jam,
f, x, s, s, j, c, ja, ca, da, va, ga, at, al, an, wag, vat, nag, bad, bat, bat,
d, a, v, g ab, am, af, ax, ac, ad, av, ag bass, ban, bag, lad, lass, lag,
gas, gab, tan, tab, tam, tag,
tax
Note: Many words are taught so that students can practice every combination of beginning sounds and ending sounds with each short vowel. Stu-
dents have the task of associating visual symbols (letters) with the related pronunciation of the letters, a physical task requiring precise speech
patterns. This is a skill that takes time to develop; students need to keep practicing until it becomes automatic. Once students have mastered
this skill, the rest of the program will be relatively easy.
Read New Words From The Picture/Word Pages
(Introduce the words by playing the Robot Game.)
New Sight
Day New Letters Words To Read
Words
1 T t, I i, Hh
2 Ll, Nn, Ww win, will, hit, hill, lit, tin, till, in, it, ill I
Sentences
3 Uu. Bb, Mm bun, nun, nut, hut, hull, hub, hum, mum, mutt, tub
bib, bill, bill, bit, bin, mitt, mill, nib, him, Tim
Sentences
4 Rr, Ff, Xx rim, fill, fin, fix, mix, run, rub, fun, muff, tux
Sentences
5 Ee, Ss, Jj sit, six, hiss, miss, jib, sun, bus, fuss, jut, us is, his
Sentences
6 Oo, Cc, Dd job, jot, Jon, sob, on, off, ox, rot, fox, fob
hot, mom, moss, lot, loss, tot, toss, boss, box, not
dot, doll, Don, cot, cob, con, cod, nod, rod, sod
Sentences
7 Review dim, did, hid, lid, rid, cut, cub, cuff, mud, dull
Sentences
8 Aa, Vv, Gg hat, ham, had, cat, can, cam, cab, lab, wax, van A, a
rat, ran, ram, rag, dad, dab, dam, Dan, Nan, nab
sat, sad, Sam, sax, sag, man, mad, mat, mass, Max
Sentences
9 Review fan, fad, fat, fax, jab, jam, Jan, wag, vat, nag as, has
bad, bat, bat, bass, ban, bag, lad, lass, lamb, lag
gas, gab, tan, tab, tam, tag, tax
Sentences

Spelling - Dictation Chart
(Use plastic letters on mats, or lined dry-erase boards, or a pocket chart with pencil and paper.)
Handwriting Letters
Day Letter Combinations To Make Words To Spell
Intro Needed
10 Review t, i, h, l, l, w, ti, hi, li, wi, bi, mi, ri, fi, si, ji, gill, big, dig, fig, rig, jig, wig,
u, b, m, r, f, di, vi, gi, it, il, ib, im, if, is, id, vim, hog, bog, dog, log, jog,
s, j, o, d, v, g iv, ig, to, ho, lo, bo, mo, ro, fo, fog, got, bug, tug, rug, hug,
so, jo, do, vo, go, ot, ol, ob, mug, dug, jug, gum, gull
om, of, os, od, ov, og, tu, hu,
lu, bu, mu, ru, fu, su, ju, du, vu,
gu
11 Pp, Kk, Yy t, i, h, l, l, n, ta, ha, la, na, ma, ra, sa, ca, da, map, gap, cap, lap, tap, sap,
m, r, s, s, c, ga, pa, ka, ya, at, al, an, am, ac, nap, pass, pal, pan, pad, pat,
d, a, g, p, k, y ad, ag, ap, ak, ti, hi, li, ni, mi, yam, yak, yap
ri, si, di, gi, pi, ki, yi, it, il, in, hip, lip, tip, dip, rip, sip, pig,
im, is, ic, id, ig, ip pin, pit, pill, kit, kiss, kip, kin,
yip
12 Review t, t, h, l, w, u, to, ho, lo, wo, mo, fo, so, co, pot, pop, pod, pox, mop, hop,
m, f, f, x, s, do, po, yo, ot, ol, om, of, ox, top, lop, sop, wok
o, c, d, p, p, os, oc, od, op, ok, tu, hu, lu, putt, puff, pup, pus, cup, up,
k, y mu, fu, su, cu, du, pu, yu, ut, yum
ul, um, uf, ux, us, uc, ud, up, uk
13 Review t, h, l, l, n, w, te, he, le, ne, we, be, me, re, hen, hem, men, met, mess,
b, m, r, f, e, fe, se, je, de, ve, ge, pe, ke, tell, ten, well, web, wet. egg,
s, s, j, d, v, g, ye, et, el, en, eb, em, ef, es, beg, bell, bed, net, den, sell,
g, p, k, y ed, ev, eg, ep, ek set, fell, fed, leg, less, pen,
pet, red, keg, jet, yell, yes,
vet
14 Qq, Zz t, i, l, l, n, w, zi, qui, ji, bi, gi, pi, iz, ib, ig, ip, zap, jazz, zip, fizz, quiz, quit,
u, b, r, f, e, za, qua, pa, ga, da, ca, ja, az, quill, quip, buzz, fuzz, fez,
s, j, c, a, g, p, ap, ag, ad, ac, ze, que, pe, ge, run, runs, sit, sits, tell, tells,
q, z, z je, ez, ep, eg, ec, zo, quo, po, wag, wags, cut, cuts
go, co, jo, oz, op, og, oc, zu,
pu, gu, cu, ju, uz, up, ug, uc
15 Review t, i, u, b, e, s, ca, pa, ga, da, ap, ag, ad, do, cat, cats, dog, dogs, bed,
o, c, d, a, g, p go, po. co, oc, od, og, op, be, beds, cup, cups, pig, pigs
pe, ge, de, eb, ep, eg, ed, ec,
cu, pu, gu, du, up, ug, ud, uc, pi,
gi, di, ip, ig, id

Reading - List Of New Words
(Use picture/word pages, play the Robot Game.)
New Sight
Day New Letters Words To Read
Words
10 Review gill, big, dig, wig, vim, dog, log, jog, fog, got
bug, tug, rug, hug, mug, dug, jug, gum, gull, Gus
Sentences
11 Pp, Kk, Yy map, gap, cap, lap, nap, pass, pal, pan, yam, yak
Sentences
hip, lip, tip, dip, rip, pig, pin, kit, kiss, yip
Sentences
12 Review pot, pop, pod, pox, mop, hop, top, lop, sop, wok
putt, puff, pup, pus, cup, up, yum
Sentences
13 Review hen, hem, men, met, mess, tell, ten, well, web, wet was
egg, beg, bell, bed, net, den, sell, set, fell, fed
leg, less, pen, pet, red, keg, jet, yell, yes, vet
Sentences
14 Qq, Zz zap, jazz, zip, fizz, quiz, quit, quill, buzz, fuzz, fez
Sentences
Suffix _s with verbs, words and sentences
15 Review Suffix _s with nouns, words and sentences

Apostrophe ‘s with nouns, words and sentences

Lesson Outline: See the sequence chart, dictation chart, and specific instructions on the following pages.
Warm Up: Alphabet Review (Using the alphabet chart and alphabet cards)
Use the large alphabet chart with sound pictures, available from Sound
Alphabet Chart
1. City Reading, or use the chart in this book. Point to each letter that has
Review
been taught. Have students say the sounds in unison.
Print lower case letters in large print on white index cards. Or use
Alphabet Card alphabet letter cards from Sound City Reading. Show the cards for the
2.
Review letters that have been introduced. Students say the sound for each
letter in unison. (Do not say letter names or key words.)
Handwriting: Use the Handwriting book for first grade, from Sound City Reading.
Introduce three letters per day. The teacher models how to write the
first letter, students trace and copy it in their books. Do the same with
3. Do The Pages
the next two letters. Then students trace and write the smaller letters
and words on the back of the page.
Dictate new letters and letters that have been previously taught by
4. More Practice saying the sound of each letter. Students write on lined paper or the
lined dry-erase board on the back of this book.
Spelling: The teacher uses the dictation word lists in this book.
Spell New Dictate the new words and have students spell them with plastic letters
5.
Words on a work mat, or write them on lined paper or a lined dry-erase board.
Reading: Use the picture/word pages in this book.. Follow the sequence chart to select the
pages. On some days, students will do more than one page. Adjust the pacing as needed.
Modeling as needed, do the Silly Sounds pages in unison to practice
Read New sticking two letter sounds together. Then do the picture/word page or
6.
Words pages. Play the "Robot Game" to introduce the new pictures and words.
Then have students read the words.
Study Sight Introduce new sight words from flashcards when they are introduced on
7.
Words a sentence page. Review previous sight words using the cards.
8. Read Sentences Students read each sentence and find the related picture.
Children’s Literature And Creative Writing
The teacher reads aloud from one or more children's books. Discuss the
Listening characters and plot with the students. Discuss the meaning of any words
9.
Comprehension that may be unfamiliar. Allow children time to look at the books
independently.
Choose a topic of interest and talk about it with the students. You can talk
Writing about a book you have read, science or social studies topics, or seasonal or
(Language special events. Have students tell you what they know about the topic. The
10.
Experience teacher will write a few sentences on the board, using the students' words.
Method) Then each student chooses one sentence to illustrate on paper. Display the
pictures or staple into a class booklet.
Word Building
Using Plastic Letters To Spell Three Letter Words
Before you teach each set of words in this book, have the students spell the words
with plastic letters, using the process described below. When students build the words for
themselves first, they will be able to read the words more easily. This is a powerful activity
that helps students understand the structure of words. It helps students see how the
letters and sounds go together to make words. As the students are physically moving and
rearranging the letters, they internalize the understanding that the letters are in a specific
order to match the sounds in a word. Using moveable letters allows the spelling to proceed
rapidly from one word to the next. These lessons provide the foundation for students to be
able to read the words in this book.
You can do this activity with one to six students, or even a whole class if you have
enough sets of letters. Each child should have their own box of letters. Put two sets of
letters into each box, because some words, like mum , less, and jazz, will need two of the
same letter.
Dictate one word at a time from the picture-word page that students will be learning
to read (or use the dictation list in this book). Students should not have their books out
and should not be able to see your word list. When the students spell a word, they will move
each letter needed to the bottom part of the work mat, which is the spelling area. They
should quietly pronounce each word, one sound at a time, listening to the beginning, middle,
and ending sound, so that they can place the letters correctly.
The dictation chart in this book shows when to introduce each set of words. It
shows which letters to get out, possible two-letter combinations, and words to spell. It
includes the words from the word pages in this book, along with other words using the same
letters.
Setting Up The Activity
In order to make it easier for students to find the letters needed to spell a word,
only the letters needed will be used. Those letters will be taken out of the box and placed
on a work mat. The work mat could be a piece of blank paper with straight line drawn
horizontally across the center. Or you can fold the paper lengthwise and cut it into two
strips, laying one above the other. Make a directional arrow card on a strip cut from a blank
piece of paper (as shown on the next page). Place it above the work mat to show the
correct direction to build the word. Remind the students to "start at the star" and follow
the arrow when building a word.
Tell the students the top part of their work mat will be their "letter bank." To get
out the letters, the teacher will give the sound for each letter needed, one at a time. The
students find each letter and place it on the top portion of their mat, until all of the needed
letters have been lined up. This exercise provides good practice in visual discrimination of
the letters and also in associating letters and sounds. The bottom part of the mat will be
the spelling area. Students should set the box with the remaining letters aside.

Dictating The Words
When dictating a word, say each word

slowly and distinctly and coach the students Letter Bank
to listen for each sound and place the letters
accordingly from left to right. Stretch out
the word until students can hear the first,
Spelling Area
middle, and last sounds clearly. For example,
hhhhh...iiiiii...t. Ask the students to listen
for each sound, say it, and find the correct letter. Each student will select the letters from
his letter bank and spell the word in the spelling area. Check each student’s work and have
them listen again and correct as needed. Any mistakes provide a powerful learning
opportunity. Pronounce the incorrect word as it is spelled (for example "tih"), and the
student will hear that it is wrong. Then pronounce the word again correctly, and have the
students rearrange the letters as needed. After a word has been spelled correctly,
students should wait for the teacher’s signal, then place the letters back into their letter
banks before beginning another word.
Always focus on the sounds of the letters, not the letter names.
If any word has double letters at the end (cuff, fill, jazz, mess) tell the students to
put two letters for that sound. Also, explain that the letter q is always followed by u. When
you see the qu combination, the u does not represent the short u sound.
After a period of time, as the students become comfortable with this process, you
will be able to go through the words quickly, as fast as the students can spell them.
Variations
1. Before dictating the three-letter words, dictate the two-sound combinations first. For
example, dictate ti, hi, li, ni, wi, it, il, in. Explain that these are not real words; they are
just "silly sounds." When students are able to build these patterns confidently, dictate
the three-letter words. It may take some students a period of time before they are
ready to graduate to three-letter words.
2. Occasionally have students leave a word that they spelled in their spelling area, and ask
them to change one letter to create a new word. For example, if the student has spelled
cat, say, "Change just the beginning letter to make the word sat." Or say, "Change the
last letter to make the word cap." Or, "Change the middle letter to show the word cut."
As students become more skilled, just say the new word and let the students figure out
which letter to change.
3. After spelling a word, have students remove the beginning or ending letter. If the
student has spelled the word cat, say, “Take away /c/. What do you have left?” The
student should remove the c, study the remaining letters, and say “at.” Have the student
put the c back at the beginning. Now ask the student to remove /t/. The student should
remove the t and say “ca.”
4. When students are able to do this activity with confidence, have them write the letters
on paper instead of building them with plastic letters.

These are the instructions for doing the picture/words pages in this book.
f......a......n
The Robot Game:
Learning To Read Words fan
This activity sequence helps students learn to read short vowel words. It works
well for beginners or any students who are having difficulty reading words. It can be
done with individual students or small groups using individual copies of this book. It can
also be used with a whole class. Download the pdf file for this book to a computer (free
at www.soundcityreading.com) and show the pages on a large screen using a projector.
Call on individual students to answer during the activity. They can use a pointer to show
the correct pictures and words.
Following the steps in this sequence described below makes it much easier for stu-
dents to learn to read the words. First students find the pictures, then they find the
words, and only then are they asked to read the words by themselves.
Each lesson uses two pages, a picture page on the left, and the related words on
the right. The pictures and words match, but they are not in the same order, so that
the student can play a guessing game while learning the words. During the game, the
teacher will say the sounds for each word "like a robot," by pronouncing each sound sepa-
rately. This is called “segmenting” the word. The student’s job is to put the sounds to-
gether, saying the word smoothly, without a break. This is called “oral blending.” Make
it clear to students that they are not to copy the teacher’s robot voice. They have to
“say it fast” and pronounce the word in the normal way.
Step One - Listen To The Sounds And Find The Pictures
1. The student looks at the pictures. The teacher looks at the words in the first col-
umn.
2. The teacher says the sounds in the first word, going from left to right, with a pause
between each sound. For example, if the word is fan, the teacher would say
"f.......a.......n." Don't point to the letters or words, just say the sounds. Be sure each
sound is completely separate. For example, don't say "fa......n" or "f.....an."
Also, be careful not to add the "uh" sound to the consonants, "fuh.....a.....nuh."
3. The student looks at the pictures, finds the picture of the fan, points to it, and says
the word. If the student separates the sounds, the teacher should tell the student
to "say it fast."
4. The teacher says the sounds for the next word, and then the remaining words, one at
a time, until all have been completed. Students respond in the same way each time,
finding the picture, pointing to it, and saying the word.
5. Be alert for words that may not be known by students. If a student seems unsure,
say the word and explain its meaning. Continue to give hints, pointing to the picture if
necessary, so that the student is always successful.

Step Two - Listen To The Sounds And Find The Words
1. This time, the student looks at the words and the teacher looks at the pictures. Use
the first column of words with the arrows between the letters.
2. The teacher says the name of the first picture, pronouncing the word normally. This
time the teacher will not separate the word into its individual sounds. You want the
students to be able to figure out the sounds for themselves.
3. The student looks at the words in the first column, listens to the sounds, and finds
the word. He must look carefully to find the word with the correct beginning, mid-
dle, and ending sound. Then the student points to the word and pronounces it in the
normal way. If the student pronounces the sounds separately, ask the student to
"say it fast." Note: The arrows divide the word into its separate sounds, allowing the
student to "see" each individual sound. The arrows also remind the student to move
from left to right when pronouncing the word. Students should not pause at the ar-
rows. They should always slide the sounds together smoothly. This is difficult for
some students. If they say the sounds separately, have them repeat the word. Ask
them to “say it fast.”
4. Continue in the same way until all the words have been completed.
Step Three - Read The Words
1. Fold back the book (or cover the page) so the pictures are no longer visible.
2. The student looks at the words in the last column (the words without the arrows).
Students should point to each word and read it aloud, going down the column. Call on
a different student to read each word. Then have the whole class reread the list in
unison.
3. If the student pronounces the word one sound at a time, remind him to say the word
at normal speed. Have him try again.
4. If necessary, have the student go back to the first column. He should put a finger
under the first letter, slide to the right, putting the first two sounds together
smoothly, and then add the last sound. Model as needed. It is important for stu-
dents to learn to read the words with all the sounds connected. This is a skill that
will take practice. Encourage and praise the student. After reading the word in the
first column smoothly, have the student go back to the second column, and read the
word again. (The “Silly Sound” activity pages in this book provide extra practice put-
ting sounds together if students need it.)
5. If you are working with older students, after the first few lessons they may be able
to read the words by themselves and find the matching picture, under the teacher’s
guidance. Younger students should continue following each step as described above.

Working With Sight Words
And Sentences
It will be necessary to learn a few sight words in order to begin reading sen-
tences. Sight words have one or more letters that can’t be sounded out in the usual
way. In this book, the sight words are: a, A, was, as, has, is, his, and I. During a les-
son, students study one or two new sight words, review previous sight words, read a
set of sentences with those words, and find the matching picture for each sentence.
The sentences and pictures are not in the same order, so that students have to read
and understand the sentence before they can find the matching picture.
Step One - Identifying The Sight Words
Write the sight words in large print on white unlined index cards. Use colored
markers to color-code the vowels as they are shown in the book. Draw an umbrella
over the letter a in the words A, a, and was. Write the letter z above the s in the
words is, his, as, has, and was. Draw a straight line above the capital Ī.
You will know when to introduce each sight word when you see it listed with a
set of sentences. To introduce a new word, point to it on the card and pronounce it
clearly. Explain which letters don’t make the regular sound.
1. Show the students the umbrella over the letter “a” in a, A, and was. This is a sig-
nal to use the short u sound (u/umbrella) for the letter a in these words. The blue
color for the letter a in these words is another clue to use the short u sound.
2. Show the small z over the s in the words as, has, is, and his. Explain that some-
times the letter s can represent the /z/sound.
3. Point out the straight line over the word Ī. Tell students that this line reminds us
to use the "I" sound (i/island), instead of the "i" sound (i/in).
The students should look at each word card and repeat the word. Review all
the words that have been taught every day, using the flashcards. You may want to
mount the word cards on the wall after they have been introduced. This allows easy
review, and students will be able to use the words as a spelling reference when writ-
ing.
Step Two - Reading The Sentences And Finding The Pictures
Students should read each sentence and point to the matching picture. Guide
and support students as needed. Explain any sentences or pictures that are confus-
ing. After reading each sentence the first time, have students reread them so they
can be done at a comfortable pace, “like we really talk.” Repeated reading helps stu-
dents develop sentence comprehension and oral fluency. This builds excitement and a
desire to learn more.

A Sound Story
About Audrey and Brad
Part 1
Tt
One Saturday morning, Audrey and Brad sat in the
den, watching the pendulum swing back and forth on
the clock on the wall, “t, t, t, t.” They were bored.
“Hey, Mom,” said Brad. “Can we walk down to the

park?” “Yes,” said Mom. “Be sure you are back in
Ii
time for your violin lessons.” Soon Audrey and Brad
were swinging as high as they could at the park. They
could hear the loud sound of the chains screeching as
they went back and forth, “i, i, i, i.” (i/in)
Then they jumped down and ran around the park
Hh
playing chase. Before long, they were out of breath.
Brad could hear himself breathing hard, “h, h, h, h.”
They ran home and their Mom drove them to their

violin lessons. Mrs. Russ was pleased to see them.
“Did you practice every day?” she said. “I did,” said
Audrey quickly. Brad replied that he had practiced, Īi
too. (i/island)
Soon they were playing music. Each violin made a
Ll
beautiful sound as they pulled their bows across the
strings. The sound was “l, l, l, l, l.”

Just as they arrived home from their music lesson,
they heard the “n, n, n” sound of the engine on a big
Nn
delivery truck. It pulled into their driveway and the
delivery man handed Mom a package. Audrey and Brad
were pleased to see that new books had arrived from
their book club.
As they went into the house, they could see dark

clouds gathering overhead. Soon, lightning was
flashing and rain was pouring down. The wind blew
hard enough to make the branches on the trees sway
back and forth. Audrey and Brad could hear the sound Ww
of the wind forcing it’s way into the house around the
front door, “wwwwww.”
“Well,” said Mom. “The weather is so bad, this is the

perfect time to go over your math facts.” It was
Uu
Brad’s turn to go first. “Uuuuhhh,” was all he could
say as he looked at the flashcards. He had not been
practicing his math facts. When Audrey had her turn,
she got every one right. (u/up)
They ate lunch and then Audrey and Brad and Dad got into
the car to go to basketball practice. The wind had stopped
Bb
blowing, but it was still drizzling. At the gym, all the kids
on the team warmed up by dribbling a basketball. “B, b, b,
b,” was the sound of the balls bouncing on the hardwood
floor. Then they practiced passing and shooting.
After basketball practice they went home. Soon, Mom
Mm
called Audrey and Brad to dinner. “Mmmmmm,” they
said when they saw their plates. They were having
scrambled eggs, ham, and muffins. It looked delicious.
Just as they sat down to eat, they heard a loud

“Rrrrrr” coming from the back yard. They ran to look
out the back door. Chewie had cornered a
neighborhood cat in the yard. She was growling at the Rr
cat.

The cat had no intention of putting up with Chewie. She
Ff
reached out and scratched Chewie right on the nose,
“fffff.” Chewie cried out in pain as the cat quickly
jumped over the fence and ran away.
“Poor, Chewie!” said Brad. “She’ll know to leave cats
Xx
alone, next time.” He reached into the refrigerator
and pulled out a soft drink. “Kssss,” was the sound of
the air rushing out as he pulled the tab off the can.
After dinner, the whole family watched a movie

together. It was pretty good. One character was a
man who couldn’t hear very well. He kept saying
“Ehh?” whenever someone spoke to him. He couldn’t
understand a word they were saying. “That man
should get hearing aides,” said Mom. “He could hear
Ee
much better with them.” (e/egg)
The following Monday morning, Audrey and Brad took

the bus to school. As Audrey slipped into her desk,
Ss
she saw that a classmate had brought a snake to
school in a cage. They talked about the snake during
science class. It slithered around in its cage, flicking
its tongue in and out with a soft “sssss” sound.
Audrey worked hard all morning. After lunch, her
Jj
class went outside for recess. She enjoyed jumping
rope with her friends. The rope made a “j, j, j”
sound as it slapped the concrete.
After recess Audrey realized that her throat was

hurting. It had been sore all day, but now it was
worse. Her teacher sent her to the office to see
Oo
the school nurse. Audrey opened her mouth wide and
said “Ahhhh” while the nurse examined her throat.
Then the nurse took her temperature. “You don’t
have a fever,” said the nurse. “It will be all right for
you to go back to class.” (o/ox)

Back in the classroom, Audrey picked up her pencil
to begin her afternoon assignment. “Ccc,” the lead
Cc
broke on her pencil as soon it touched the paper.
She reached into her desk to get out another
sharpened pencil. It was a good thing she had an
extra one.
At 2 o’clock, Audrey heard a knock at the door, “d, d,

d.” It was her father, Dr. Davis, coming to help
Dd
students work on the computers in the back of the
room. It wasn’t Audrey’s turn to work on the
computers, today, so she smiled at her dad and then
continued working on her assignment.
At the end of the day, Audrey and Brad met their

bus group in the hall. Their bus teacher waited for
their group to be called. As they stepped outside,
Aa
they could barely see their bus in the distance,
already on its way. “AAAaaah!” screamed Audrey
and Brad. All the children were upset. “It’s OK,”
said the teacher. “We’ll call your parents to come
pick you up.” (a/ant)
Vv
The children waited in the office for their parents.
They could hear the sound of the vacuum cleaner as
Mrs. Taylor vacuumed the rug, “vvvvv.”
Brad was thirsty, so he asked for permission to go to

the hall to get a drink of water. He went straight to
Gg
the water fountain. He turned the handle and leaned
over to swallow the gushing water. “G, g, g, g,” went
the water as it streamed out of the faucet. “G, g, g,
g,” went his throat as he guzzled the water.
When Mom arrived at school she took them straight

to the doctor’s office to get Audrey’s throat
Pp
checked. She wanted to be sure it wasn’t strep
throat. As they waited in the waiting room, they
watched the fish swim back and forth in the large
aquarium. They could hear the “P, p, p, p” sound of
the air pump pushing air into the water.

Audrey looked up when she heard the “K, k, k”
sound of the receptionist’s heels stepping across
Kk
the tile floor. “I need to ask you a question about
your insurance,” said Mrs. Kendrick to Audrey’s
mother. “Certainly,” said her mother, as she
stepped to the office counter.
When Audrey’s exam was finished, the doctor said

that she didn’t have strep throat after all. Mom
Yy
was relieved. As Audrey, Brad and Mom returned
to their car, Brad accidentally stepped on a piece
of yucky bubble gum. “Yyyy,” he said. He tried to
scrape it off on the edge of the sidewalk.
Mom took the kids to the park on the way home.
Qu qu
They sat at a picnic table and had a snack that she
had packed. It was a pretty day. They could hear
a mourning dove cooing in the distance, “coo, coo,
coo.” (qu/quilt)
Suddenly they heard a loud buzzing sound,

“zzzzzzz.” They turned to see an enormous swarm
Zz
of bees moving through the air. It landed in a pine
tree near their picnic table. Other bees flew
around in the air nearby. “Let’s go home,” they all
yelled in unison. And that is exactly what they
did.
Sight Words
a is as
z z
A his has
z z
was Ī
z
After they have been introduced, practice reading these sight words from flashcards daily, before reading new sentences.
An umbrella over a vowel indicates the short u sound.
Practice saying the sound for each letter.
Aa Bb Cc Dd Ee
Ff Gg Hh Ii Jj
Kk Ll Mm Nn Oo
P p Qu qu R r Ss Tt
uU
U u V vv V W w
wWX xxY
X y yZYz

i
Teach: t i h l n w
1. t  i ti
2. h  i hi
3. l  i li
4. n  i ni
5. w  i wi
In the first column, follow the arrow to slide two sounds together smoothly, without a break. Then do the second column the same way.

i
Teach: t i h l n w
1. i  t it
2. i  ll ill
3. i  n in

A.
i
B. C. D.
E. F. G.
H. I. J.

i
Teach: t i h l n w Instructions are on pages 14-15.
1. w  i  n win
2. w  i  ll will
3. h  i  t hit
4. h  i  ll hill
5. l  i  t lit
6. t  i  n tin
7. t  i  ll till
8. i  n in
9. i  t it
10. i  ll ill
1) The teacher says the separate sounds for each word in the first column. Students put the sounds together mentally, then find and name the picture that
matches the sounds. 2) The teacher says the name of each picture. Students look at the first column, point to the matching word, and say it. 3) Students
read the words in the last column by putting the sounds together smoothly.
A.
i
Sight Words
??
I
B. C. D.
E.

Instructions are on page 16.
Teach: t i h l n w
1. I lit it.
2. Will I hit it ?
3. I hit it.
4. Will I win ?
5. I will win.
Read each sight word. Then read each sentence and find the matching picture.

u
Teach: u b m
1. t  u tu
2. h  u hu
3. l  u lu
4. n  u nu
5. w  u wu
6. b  u bu
7. m  u mu

u
Teach: u b m
1. u  t ut
2. u  ll ul l
3. u  n un
4. u  b ub
5. u  m um

A.
u
B. C. D.
E. F. G.
H. I. J.

u
Teach: u b m Instructions are on pages 14-15.
1. b  u  n bun
2. n  u  n nun
3. n  u  t nut
4. h  u  t hut
5. h  u  ll hull
6. h  u  b hub
7. h  u  m hum
8. m  u  m mum
9. m  u  tt mutt
10. t  u  b tub
i
Teach: u b m
1. t  i ti
2. h  i hi
3. l  i li
4. n  i ni
5. w  i wi
6. b  i bi
7. m  i mi

i
Teach: u b m
1. i  t it
2. i  ll ill
3. i  n in
4. i  b ib
5. i  m im

A.
i
B. C. D.
E. F. G.
H. I. J.

i
Teach: u b m Instructions are on pages 14-15.
1. b  i  b bib
2. b  i  ll bill
3. b  i  ll bill
4. b  i  t bit
5. b  i  n bin
6. m  i  tt mitt
7. m  i  ll mill
8. n  i  b nib
9. h  i  m him
10. T  i  m Tim
Sight Words A.
I
B. C. D.
E.

Teach: u b m Instructions are on page 16.
1. I will hum.
2. Bill hit him.
3. It bit him.
4. Tim will win.
5. I hit it.

i
Teach: r f x
1. t  i ti
2. h  i hi
3. l  i li
4. n  i ni
5. w  i wi
6. b  i bi
7. m  i mi
8. r  i ri
9. f  i fi

i
Teach: r f x
1. i  t it
2. i  ll ill
3. i  n in
4. i  b ib
5. i  m im
6. i  ff iff
7. i  x ix

u
Teach: r f x
1. t  u tu
2. h  u hu
3. l  u lu
4. n  u nu
5. w  u wu
6. b  u bu
7. m  u mu
8. r  u ru
9. f  u fu

u
Teach: r f x
1. u  t ut
2. u  ll ul l
3. u  n un
4. u  b ub
5. u  m um
6. u  ff uf f
7. u  x ux

A.
i u
B. C. D.
E. F. G.
H. I. J.

Teach: r f x Instructions are on pages 14-15.
1. m  i  x mix
2. f  i  x fix
3. f  i  ll fill
4. f  i  n fin
5. r  i  m rim
6. r  u  n run
7. r  u  b rub
8. t  u  x tux
9. f  u  n fun
10. m  u  ff muff
Sight Words A.
I
B. C. D.
E. F. G.
H.

Teach: r f x Instructions are on page 16.
1. I will mix it.
2. It will run.
3. Bill will fib.
4. Will it fit? It will fit.
5. I will fill it.
6. It will huff.
7. Tim will run.
8. I will fix it.

i
Teach: e s j
1. h  i hi
2. l  i li
3. n  i ni
4. w  i wi
5. b  i bi
6. m  i mi
7. r  i ri
8. f  i fi
9. s  i si
10. j  i ji

i
Teach: e s j
1. i  t it
2. i  ll ill
3. i  n in
4. i  b ib
5. i  m im
6. i  ff iff
7. i  x ix
8. i  ss iss

u
Teach: e s j
1. h  u hu
2. l  u lu
3. n  u nu
4. w  u wu
5. b  u bu
6. m  u mu
7. r  u ru
8. f  u fu
9. s  u su
10. j  u ju

u
Teach: e s j
1. u  t ut
2. u  ll ul l
3. u  n un
4. u  b ub
5. u  m um
6. u  ff uf f
7. u  x ux
8. u  ss us s

A.
i u
B. C. D.
E. F. G.
H. I. J.

Teach: e s j Instructions are on pages 14-15.
1. s  i  t sit
2. s  i  x six
3. h  i  ss hiss
4. m  i  ss miss
5. j  i  b jib
6. s  u  n sun
7. b  u  s bus
8. f  u  ss fuss
9. j  u  t jut
10. u  s us
Sight Words A.
z z
is his
B. C. D.
E. F. G.
6
H. G. H.

Teach: e s j Instructions are on page 16.
1. It is his bib.
2. Tim is six.
3. I miss him.
4. It is his mitt.
5. It will hiss.
6. Will Jill miss it?
7. Jim is in his bus.
8. I will fuss.
9. Bill is in his tux.
10. It is fun.

o
Teach: o c d
1. t  o to
2. h  o ho
3. l  o lo
4. n  o no
5. w  o wo
6. b  o bo
7. m  o mo
8. r  o ro
9. f  o fo
10. s  o so

o
Teach: o c d
11. j  o jo
12. c  o co
13. d  o do

o
Teach: o c d
1. o  t ot
2. o  ll ol l
3. o  n on
4. o  b ob
5. o  m om
6. o  ff of f
7. o  x ox

o
Teach: o c d
8. o  ss os s
9. o  c oc
10. o  d od

A.
o
B. C. D.
E. F. G.
H. I. J.

o
Teach: o c d Instructions are on pages 14-15.
1. j  o  b job
2. j  o  t jot
3. J  o  n Jon
4. s  o  b sob
5. o  n on
6. o  ff off
7. o  x ox
8. r  o  t rot
9. f  o  x fox
10. f  o  b fob
A.
o
B. C. D.
E. F. G.
H. I. J.

o
1. h  o  t hot
2. m  o  m mom
3. m  o  ss moss
4. l  o  t lot
5. l  o  ss loss
6. t  o  t tot
7. t  o  ss toss
8. b  o  ss boss
9. b  o  x box
10. n  o  t not
A.
o
B. C. D.
E. F. G.
H. I. J.

o
1. d  o  t dot
2. d  o  ll doll
3. D  o  n Don
4. c  o  t cot
5. c  o  b cob
6. c  o  n con
7. c  o  d cod
8. n  o  d nod
9. r  o  d rod
10. s  o  d sod
o
Sight Words A.
z z
is his
B. C. D.
E. F. G.
H. I. J.

Teach: o c d Instructions are on page 16.
1. I will toss it.
2. Mom is hot.
3. Jon is not hot.
4. It is his ox.
5. Moss is on it.
6. It is his rod.
7. It is on.
8. It is his box.
9. Ron is on his cot.
10. Miss Hill will nod.


i
Teach: o c d
1. l  i li
2. n  i ni
3. w  i wi
4. b  i bi
5. m  i mi
6. r  i ri
7. f  i fi
8. s  i si
9. j  i ji
10. d  i di

i
Teach: o c d
1. i  t it
2. i  ll ill
3. i  n in
4. i  b ib
5. i  m im
6. i  ff iff
7. i  x ix
8. i  ss iss
9. i  c ic
10. i  d id

u
Teach: o c d
1. n  u nu
2. w  u wu
3. b  u bu
4. m  u mu
5. r  u ru
6. f  u fu
7. s  u su
8. j  u ju
9. c  u cu
10. d  u du

u
Teach: o c d
1. u  t ut
2. u  ll ul l
3. u  n un
4. u  b ub
5. u  m um
6. u  ff uf f
7. u  x ux
8. u  ss us s
9. u  c uc
10. u  d ud

A.
i u
B. C. D.
E. F. G.
H. I. J.

i
1. d  i  m dim
2. d  i  d did
3. h  i  d hid
4. l  i  d lid
5. r  i  d rid
6. c  u  t cut
7. c  u  b cub
8. c  u  ff cuff
9. m  u  d mud
10. d  u  ll dull
Sight Words A.
is his
z
B. C. D.
E. F. G.
H.

Teach: o c d Instructions are on page 16.
1. It is in mud.
2. I cut it.
3. Jim hid.
4. Jill is ill.
5. It is dull.
6. Rob did his job.
7. Mom will sit in it.
8. It is dim.

a
Teach: a v g
1. t  a ta
2. h  a ha
3. l  a la
4. n  a na
5. w  a wa
6. b  a ba
7. m  a ma
8. r  a ra
9. f  a fa
10. s  a sa

a
Teach: a v g
11. j  a ja
12. c  a ca
13. d  a da
14. v  a va
15. g  a ga

a
Teach: a v g
1. a  t at
2. a  l al
3. a  n an
4. a  b ab
5. a  m am
6. a  ff af f
7. a  x ax
8. a  ss as s
9. a  c ac
10. a  d ad

a
Teach: a v g
11. a  v av
12. a  g ag

A.
a
B. C. D.
E. F. G.
H. I. J.

a
Teach: a v g Instructions are on pages 14-15.
1. h  a  t hat
2. h  a  m ham
3. h  a  d had
4. c  a  t cat
5. c  a  n can
6. c  a  m cam
7. c  a  b cab
8. l  a  b lab
9. w  a  x wax
10. v  a  n van
A.
a
B. C. D.
E. F. G.
H. I. J.

a
1. r  a  t rat
2. r  a  n ran
3. r  a  m ram
4. r  a  g rag
5. d  a  d dad
6. d  a  b dab
7. d  a  m dam
8. D  a  n Dan
9. N  a  n Nan
10. n  a  b nab
A.
a
B. C. D.
I
am
Sam.
E. F. G.
H. I.
I am
Max.

a
1. s  a  t sat
2. s  a  d sad
3. S  a  m Sam
4. s  a  x sax
5. s  a  g sag
6. m  a  n man
7. m  a  d mad
8. m  a  t mat
9. m  a  ss mass
10. M  a  x Max
A.
a
Sight Words
A a
B. C. D.
E. F. G.
H. I. J.

Teach: a v g Instructions are on page 16.
1. A rat sat.
2. A ram ran.
3. A man had a hat.
4. Sam ran.
5. A cat sat.
6. A mad cat sat on a rat.
7. A man will wax a van.
8. Nan will nab him.
9. I am at a lab.
10. Dan will dab it.


a
Teach: a v g
1. t  a ta
2. h  a ha
3. l  a la
4. n  a na
5. w  a wa
6. b  a ba
7. m  a ma
8. r  a ra
9. f  a fa
10. s  a sa

a
Teach: a v g
11. j  a ja
12. c  a ca
13. d  a da
14. v  a va
15. g  a ga

a
Teach: a v g
1. a  t at
2. a  l al
3. a  n an
4. a  b ab
5. a  m am
6. a  ff af f
7. a  x ax
8. a  ss as s
9. a  c ac
10. a  d ad

a
Teach: a v g
11. a  v av
12. a  g ag

A.
a
B. C. D.
E. F. G.
H. I. J.

a
1. f  a  n fan
2. f  a  d fad
3. f  a  t fat
4. f  a  x fax
5. j  a  b jab
6. j  a  m jam
7. J  a  n Jan
8. w  a  g wag
9. v  a  t vat
10. n  a  g nag
A.
a
B. C. D.
E. F. G.
H. I. J.

a
1. b  a  d bad
2. b  a  t bat
3. b  a  t bat
4. b  a  ss bass
5. b  a  n ban
6. b  a  g bag
7. l  a  d lad
8. l  a  ss lass
9. l  a  mb lamb
10. l  a  g lag
A.
a
B. C. D.
E. F. G.

a
1. g  a  s gas
2. g  a  b gab
3. t  a  n tan
4. t  a  b tab
5. t  a  m tam
6. t  a  g tag
7. t  a  x tax
A.
a
Sight Words
z z
as has
B. C. D.
E. F. G.
H. I. J.

1. Nan has a fan.
2. A man has a hat.
3. Max has a bass.
4. Dad has a cat.
5. A man has an ax.
6. Sam has a sax.
7. Pat has a bat.
8. A man has a van.
9. A cat has a mat.
10. A bag has a tag.


i
Teach: a v g
1. w  i wi
2. b  i bi
3. m  i mi
4. r  i ri
5. f  i fi
6. s  i si
7. j  i ji
8. d  i di
9. v  i vi
10. g  i gi

i
Teach: a v g
1. i  n in
2. i  b ib
3. i  m im
4. i  ff iff
5. i  x ix
6. i  ss iss
7. i  c ic
8. i  d id
9. i  v iv
10. i  g ig

o
Teach: a v g
1. b  o bo
2. m  o mo
3. r  o ro
4. f  o fo
5. s  o so
6. j  o jo
7. c  o co
8. d  o do
9. v  o vo
10. g  o go

o
Teach: a v g
1. o  n on
2. o  b ob
3. o  m om
4. o  ff of f
5. o  x ox
6. o  ss os s
7. o  c oc
8. o  d od
9. o  v ov
10. o  g og

u
Teach: a v g
1. b  u bu
2. m  u mu
3. r  u ru
4. f  u fu
5. s  u su
6. j  u ju
7. c  u cu
8. d  u du
9. v  u vu
10. g  u gu

u
Teach: a v g
1. u  n un
2. u  b ub
3. u  m um
4. u  ff uf f
5. u  x ux
6. u  ss us s
7. u  c uc
8. u  d ud
9. u  v uv
10. u  g ug

A.
i o
B. C. D.
E. F. G.
H. I. J.

1. g  i  ll gill
2. b  i  g big
3. d  i  g dig
4. w  i  g wig
5. v  i  m vim
6. d  o  g dog
7. l  o  g log
8. j  o  g jog
9. f  o  g fog
10. g  o  t g ot
A.
u
B. C. D.
E. F. G.
H. I. J.

u
1. b  u  g bug
2. t  u  g tug
3. r  u  g rug
4. h  u  g hug
5. m  u  g mug
6. d  u  g dug
7. j  u  g jug
8. g  u  m gum
9. g  u  ll gull
10. G  u  s Gus
Sight Words A.
A a
B. C. D.
E. F. G.
H. I. J.

1. Ron can jog.
2. Moss is on a log.
3. A dog is on a log.
4. A fox got on a box.
5. A bug is on a rug.
6. Tim will tug on it.
7. A man dug up a jug.
8. Gus is on a bus.
9. Did Jim dig it?
10. A cat can dig.


a
Teach: p k y
1. f  a fa
2. s  a sa
3. j  a ja
4. c  a ca
5. d  a da
6. v  a va
7. g  a ga
8. p  a pa
9. k  a ka
10. y  a ya

a
Teach: p k y
1. a  m am
2. a  f af
3. a  x ax
4. a  s as
5. a  c ac
6. a  d ad
7. a  v av
8. a  g ag
9. a  p ap
10. a  k ak

A.
a
B. C. D.
E. F. G.
H. I. J.

a
Teach: p k y Instructions are on pages 14-15.
1. m  a  p map
2. g  a  p gap
3. c  a  p cap
4. l  a  p lap
5. n  a  p nap
6. p  a  ss pass
7. p  a  l pal
8. p  a  n pan
9. y  a  m yam
10. y  a  k yak
A.
a
Sight Words
z z
as has
B. C. D.
E. F. G.
H. I. J.

Teach: p k y Instructions are on page 16.
1. Dad will pass him.
2. Nan can tap.
3. Dan has a cap.
4. Dan has a gap.
5. Sam ran a lap.
6. Pam has a pan.
7. A man has a map.
8. Pat had a nap.
9. A dog can wag.
10. A dog can yap.


i
Teach: p k y
1. r  i ri
2. f  i fi
3. s  i si
4. j  i ji
5. d  i di
6. v  i vi
7. g  i gi
8. p  i pi
9. k  i ki
10. y  i yi

i
Teach: p k y
1. i  m im
2. i  ff iff
3. i  x ix
4. i  ss iss
5. i  c ic
6. i  d id
7. i  v iv
8. i  g ig
9. i  p ip
10. i  k ik

o
Teach: p k y
1. f  o fo
2. s  o so
3. j  o jo
4. c  o co
5. d  o do
6. v  o vo
7. g  o go
8. p  o po
9. k  o ko
10. y  o yo

o
Teach: p k y
1. o  m om
2. o  ff off
3. o  x ox
4. o  ss oss
5. o  c oc
6. o  d od
7. o  v ov
8. o  g og
9. o  p op
10. o  k ok

u
Teach: p k y
1. f  u fu
2. s  u su
3. j  u ju
4. c  u cu
5. d  u du
6. v  u vu
7. g  u gu
8. p  u pu
9. k  u ku
10. y  u yu

u
Teach: p k y
1. u  m um
2. u  ff uff
3. u  x ux
4. u  ss uss
5. u  c uc
6. u  d ud
7. u  v uv
8. u  g ug
9. u  p up
10. u  k uk

A.
i
B. C. D.
E. F. G.
H. I. J.

i
1. h  i  p hip
2. l  i  p lip
3. t  i  p tip
4. d  i  p dip
5. r  i  p rip
6. p  i  g pig
7. p  i  n pin
8. k  i  t kit
9. k  i  ss kiss
10. y  i  p yip
i
Sight Words A.
z z
is his
B. C. D.
E. F.

1. A big pig has a wig.
2. Kim will kiss him.
3. It is his kit.
4. Jill did a kip.
5. It is his pig.
6. Six kids hid.

A.
o
B. C. D.
E. F. G.
H. I. J.

o
1. p  o  t pot
2. p  o  p pop
3. p  o  d pod
4. p  o  x pox
5. m  o  p mop
6. h  o  p hop
7. t  o  p top
8. l  o  p lop
9. s  o  p sop
10. w  o  k wok
A.
u
B. C. D.
E. F. G.

u
1. p  u  tt putt
2. p  u  ff puff
3. p  u  p pup
4. p  u  s pus
5. c  u  p cup
6. u  p up
7. y  u  m yum
Sight Words A.
A a
B. C. D.
E. F. G.
H. I. J.

1. Tom is on a hill top.
2. A pot is hot.
3. Mom will mop.
4. A dot is on a pot.
5. It can hop.
6. It can hop.
7. It is a wok.
8. A pup is up.
9. I run up a hill.
10. Jim will fix his cup.


e
Teach: p k y
1. t  e te
2. h  e he
3. l  e le
4. n  e ne
5. w  e we
6. b  e be
7. m  e me
8. r  e re
9. f  e fe
10. s  e se

e
Teach: p k y
11. j  e je
12. c  e ce
13. d  e de
14. v  e ve
15. g  e ge
16. p  e pe
17. k  e ke
18. y  e ye

e
Teach: p k y
1. e  t et
2. e  ll ell
3. e  n en
4. e  b eb
5. e  m em
6. e  ff eff
7. e  x ex
8. e  ss ess
9. e  c ec
10. e  d ed

e
Teach: p k y
11. e  v ev
12. e  g eg
13. e  p ep
14. e  k ek

A.
e
B. C. D.
E. F. G.
H. I. J.

e
1. h  e  n hen
2. h  e  m hem
3. m  e  n men
4. m  e  t met
5. m  e  ss mess
6. t  e  ll tell
7. t  e  n ten
8. w  e  ll well
9. w  e  b web
10. w  e  t wet
A.
e
B. C. D.
E. F. G.
H. I. J.

e
1. e  gg egg
2. b  e  g beg
3. b  e  ll bell
4. b  e  d bed
j n  e  t net
6. d  e  n den
7. s  e  ll sell
8. s  e  t set
9. f  e  ll fell
10. f  e  d fed
A.
e
B. C. D.
E. F. G.
H. I. J.

e
1. l  e  g leg
2. l  e  ss less
3. p  e  n pen
4. p  e  t pet
j r  e  d red
6. k  e  g keg
7. j  e  t jet
8. y  e  ll yell
9. y  e  s yes
10. v  e  t vet
e A.
Sight Words
was
B. C. D.
E. F. G.
H. I. J.

1. Jeff was mad.
2. It was a big mess.
3. Meg was at a dam.
4. A web was on a bell.
5. Ken was in a jet.
6. Ted was in bed.
7. Bess will sell a fan.
8. A pet got wet.
9. Ed fell. Ed will yell.
10 Ned fed his pet.


Teach: qu z
1. qu  a qua
2. z  a za
3. qu  e que
4. z  e ze
5. qu  i qui
6. z  i zi
7. qu  o quo
8. z  o zo
9. z  u zu

Teach: qu z
1. a  zz azz
2. e  z ez
3. i  zz izz
4. o  z oz
5. u  zz uzz

A.
qu z
B. C. D.
E. F. G.
H. I. J.

a
Teach: qu z Instructions are on pages 14-15.
1. z  a  p zap
2. j  a  zz jazz
3. z  i  p zip
4. f  i  zz fizz
5. qu  i  z quiz
6. qu  i  t quit
7. qu  i  ll quill
8. b  u  zz b uz z
9. f  u  zz f uz z
10. f  e  z fez
qu
Sight Words A.
z z
has his
z
B. C. D.
E. F. G.

Teach: qu z Instructions are on page 16.
1. Ken quit his job.
2. Tim will zip it.
3. It can buzz.
4. It will fizz.
5. It has fuzz.
6. A man has a fez.
7. Zak had a quiz.

Suffix Study
_s
An _s on the end of a verb (an action
word) shows that one person or thing
is doing the action. Practice reading
the words.
1. run  s runs
2. sit  s sits
3. tap  s taps
4. jog  s jogs
5. get  s gets
6. fill  s fills

Suffix Study
Read the sentences.
_s
1. A pet gets wet.
2. Gus runs a lap.
3. A cat sits on a van.
4. It pops.
5. A dog runs.
6. A cat digs.

Suffix Study
_s
An _s on the end of a noun (a word that
names a person, place, or thing) shows
that there are more than one. Practice
reading the words.
1. cat cats
2. dog dogs
3. hill hills
4. cup cups
5. egg eggs
6. kid kids

Suffix Study
Read the sentences.
_s
1. Six kids hid.
2. Gus fed his cats.
3. Ed will pet his dogs.
4. Ten cups fell.
5. Tom ran six laps.
6. Six pigs got wet.

Suffix Study An _’s on the end of a noun shows
_'s ownership. Something belongs to that

person or thing. Practice reading the
words.
1. Sam's cat
2. Pam's pan
3. Ben's cap
4. Jill's doll
5. Tom's van
6. Meg's dog

Suffix Study
Read the sentences.
_'s
1. Jeff will get dad's map.
2. Ben's cap is red.
3. Ed's dog will win.
4. I will wax dad's van.
5. Sam's cat is on his bed.
6. Mom's box is big.

AaBbCcDdEeFf
GgHhIiJjKkLlMm
NnOoPpQqRrSs
TtUuVvWwXxYyZz
Students can write on the clear back cover with dry erase markers. Dictate letter sounds and words. Students say the sounds as they write.

Short Vowel Words For First Grade - Sound City Reading PDF

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Short Vowel Words

For The Beginning Weeks Of 1st Grade

Entire contents © 2014

Permission is hereby granted to teachers, parents, and tutors

Printed in the United States of America

© 2014 by Kathryn J. Davis 3 Short Vowel Words

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15 Review Suffix _s with nouns, words and sentences

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Setting Up The Activity

© 2014 by Kathryn J. Davis 13 Short Vowel Words

When dictating a word, say each word

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Step One - Listen To The Sounds And Find The Pictures

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Step Three - Read The Words

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Step One - Identifying The Sight Words

Step Two - Reading The Sentences And Finding The Pictures

© 2014 by Kathryn J. Davis 17 Short Vowel Words

“Hey, Mom,” said Brad. “Can we walk down to the

Then they jumped down and ran around the park

They ran home and their Mom drove them to their

Soon they were playing music. Each violin made a

© 2014 by Kathryn J. Davis 18 Short Vowel Words

As they went into the house, they could see dark

“Well,” said Mom. “The weather is so bad, this is the

After basketball practice they went home. Soon, Mom

Just as they sat down to eat, they heard a loud

© 2014 by Kathryn J. Davis 19 Short Vowel Words

“Poor, Chewie!” said Brad. “She’ll know to leave cats

After dinner, the whole family watched a movie

The following Monday morning, Audrey and Brad took

Audrey worked hard all morning. After lunch, her

After recess Audrey realized that her throat was

© 2014 by Kathryn J. Davis 20 Short Vowel Words

At 2 o’clock, Audrey heard a knock at the door, “d, d,

At the end of the day, Audrey and Brad met their

Brad was thirsty, so he asked for permission to go to

When Mom arrived at school she took them straight

© 2014 by Kathryn J. Davis 21 Short Vowel Words

When Audrey’s exam was finished, the doctor said

Mom took the kids to the park on the way home.

Suddenly they heard a loud buzzing sound,

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2. Bill hit him.