Phonics Patterns Phonics Patterns

Sound Cards Sound Cards

Books 1-8 Books 1-8
There are cards included in this set that show the letter There are cards included in this set that show the letter
patterns from all of the sound cards along with key words. The patterns from all of the sound cards along with key words. The
key words can be used by the teacher as a pronunciation guide key words can be used by the teacher as a pronunciation guide
to learn the sounds. However, when students are saying the to learn the sounds. However, when students are saying the
sounds from the cards, they do not say the key words. sounds from the cards, they do not say the key words.
1 1
© 2018 by Kathryn J. Davis © 2018 by Kathryn J. Davis

Phonics Patterns Phonics Patterns

Sound Cards Sound Cards

Books 1-8 Books 1-8

There are cards included in this set that show the letter patterns
from all of the sound cards along with key words. The key words can
be used by the teacher as a pronunciation guide to learn the sounds.
However, when students are saying the sounds from the cards, they
do not say the key words.
There are cards included in this set that show the letter patterns
from all of the sound cards along with key words. The key words can
be used by the teacher as a pronunciation guide to learn the sounds.
However, when students are saying the sounds from the cards, they
do not say the key words.

© 20 1 8 by Kathryn J. Davis 1 © 20 1 8 by Kathryn J. Davis 1

 Phonics Patterns - Book 1 Phonics Patterns - Book 1
1. sh/ship 1. sh/ship
10. ö/to PREVIEW 10. ö/to PREVIEW
2. o/son 2. o/son
11. _ve/live 11. _ve/live
3. a/what 1. oi/coins 3. a/what 1. oi/coins
12. ā/raven 12. ā/raven
4. ī/bison 2. oy/boy 4. ī/bison 2. oy/boy
13. ch/chicken 13. ch/chicken
5. ē/secret 3. ou/ouch 5. ē/secret 3. ou/ouch
14. tch/match 14. tch/match
6. ō/robot 4. ow/cow 6. ō/robot 4. ow/cow
15. nch/bench 15. nch/bench
7. th/thumb 5. ü/push 7. th/thumb 5. ü/push
16. wh/when 16. wh/when
th/this 6. ä/all th/this 6. ä/all
wh/who wh/who
8. or/horse 8. or/horse
17. ng/ring 17. ng/ring
or/tractor * * or/tractor * *
18. nk/wink The second and 18. nk/wink The second and
or/sorry * third sound are or/sorry * third sound are
19. ū/tulip 19. ū/tulip
9. ck/Jack not taught until 9. ck/Jack not taught until
ū/music Book 7. ū/music Book 7.

Phonics Patterns - Book 1 Phonics Patterns - Book 1

1. sh/ship 10. ö/to 1. sh/ship 10. ö/to
PREVIEW PREVIEW
2. o/son 11. _ve/live 2. o/son 11. _ve/live
3. a/what 12. ā/raven 1. oi/coins 3. a/what 12. ā/raven 1. oi/coins
4. ī/bison 13. ch/chicken 2. oy/boy 4. ī/bison 13. ch/chicken 2. oy/boy
5. ē/secret 14. tch/match 3. ou/ouch 5. ē/secret 14. tch/match 3. ou/ouch
6. ō/robot 15. nch/bench 4. ow/cow 6. ō/robot 15. nch/bench 4. ow/cow
7. th/thumb 16. wh/when 5. ü/push 7. th/thumb 16. wh/when 5. ü/push
th/this wh/who 6. ä/all th/this wh/who 6. ä/all
8. or/horse 17. ng/ring 8. or/horse 17. ng/ring
or/tractor * 18. nk/wink or/tractor * 18. nk/wink
* The second and * The second and
or/sorry * 19. ū/tulip third sound are or/sorry * 19. ū/tulip third sound are
9. ck/Jack ū/music
not taught until 9. ck/Jack ū/music
not taught until
Book 7. Book 7.
 Phonics Patterns - Book 2 Phonics Patterns - Book 2
20. ee/feet 28. i_e/pine * The second 20. ee/feet 28. i_e/pine * The second
21. e_e/these 29. ie/pie, sounds is not 21. e_e/these 29. ie/pie, sounds is not
taught until taught until
22. ei/weird ie/shield * Book 6.
22. ei/weird ie/shield * Book 6.
ei/veil * 30. igh/night ei/veil * 30. igh/night
23. ey/key 31. ind/find 23. ey/key 31. ind/find
# The third # The third
ey/they * 32. ild/child sound is not
ey/they * 32. ild/child sound is not
24. ea/eat 33. y/yo-yo taught until 24. ea/eat 33. y/yo-yo taught until
ea/head y/happy Book 6. ea/head y/happy Book 6.
ea/steak # y/my ea/steak # y/my
25. ai/rain y/gymnastics « 25. ai/rain y/gymnastics «
26. ay/play 26. ay/play
27. a_e/safe « The fourth sound is not 27. a_e/safe « The fourth sound is not
taught until Book 8. taught until Book 8.

Phonics Patterns - Book 2 Phonics Patterns - Book 2

20. ee/feet 28. i_e/pine * The second 20. ee/feet 28. i_e/pine * The second
21. e_e/these 29. ie/pie, sounds is not 21. e_e/these 29. ie/pie, sounds is not
taught until taught until
22. ei/weird ie/shield * Book 6.
22. ei/weird ie/shield * Book 6.
ei/veil * 30. igh/night ei/veil * 30. igh/night
23. ey/key 31. ind/find 23. ey/key 31. ind/find
# The third # The third
ey/they * 32. ild/child sound is not
ey/they * 32. ild/child sound is not
24. ea/eat 33. y/yo-yo taught until 24. ea/eat 33. y/yo-yo taught until
ea/head Book 6. ea/head Book 6.
y/happy y/happy
ea/steak # y/my ea/steak # y/my
25. ai/rain y/gymnastics « 25. ai/rain y/gymnastics «
26. ay/play 26. ay/play
27. a_e/safe « The fourth sound is not 27. a_e/safe « The fourth sound is not
taught until Book 8. taught until Book 8.
 Phonics Patterns - Book 3 Phonics Patterns - Book 3
34. oa/boat 45. ue/glue, ue/cue 34. oa/boat 45. ue/glue, ue/cue
35. oe/toe 46. u_e/flute, u_e/cube 35. oe/toe 46. u_e/flute, u_e/cube
36. o_e/home 47. ew/flew, ew/few 36. o_e/home 47. ew/flew, ew/few
37. o_e/love 48. dge/fudge 37. o_e/love 48. dge/fudge
38. old/gold 38. old/gold
39. olt/bolt 39. olt/bolt
40. oll/troll 40. oll/troll
41. olk/yolk 41. olk/yolk
42. a/across 42. a/across
43. a/panda 43. a/panda
44. ui/fruit 44. ui/fruit

Phonics Patterns - Book 3 Phonics Patterns - Book 3

34. oa/boat 45. ue/glue, ue/cue 34. oa/boat 45. ue/glue, ue/cue
35. oe/toe 46. u_e/flute, u_e/cube 35. oe/toe 46. u_e/flute, u_e/cube
36. o_e/home 47. ew/flew, ew/few 36. o_e/home 47. ew/flew, ew/few
37. o_e/love 48. dge/fudge 37. o_e/love 48. dge/fudge
38. old/gold 38. old/gold
39. olt/bolt 39. olt/bolt
40. oll/troll 40. oll/troll
41. olk/yolk 41. olk/yolk
42. a/across 42. a/across
43. a/panda 43. a/panda
44. ui/fruit 44. ui/fruit
 Phonics Patterns - Book 4 Phonics Patterns - Book 4
49. oi/coins 60. alk/talk 49. oi/coins 60. alk/talk
50. oy/boy 61. wa/wasp 50. oy/boy 61. wa/wasp
51. ou/ouch, ōu/four, öu/soup 62. swa/swan 51. ou/ouch, ōu/four, öu/soup 62. swa/swan
52. ow/cow, ōw/snow 63. ou/country 52. ow/cow, ōw/snow 63. ou/country
53. ü/push 53. ü/push
54. oo/moon, oo/book 54. oo/moon, oo/book
55. ould/could 55. ould/could
56. au/Paul 56. au/Paul
57. aw/saw 57. aw/saw
58. all/ball 58. all/ball
59. al/salt 59. al/salt

Phonics Patterns - Book 4 Phonics Patterns - Book 4

49. oi/coins 60. alk/talk 49. oi/coins 60. alk/talk
50. oy/boy 61. wa/wasp 50. oy/boy 61. wa/wasp
51. ou/ouch, ōu/four, öu/soup 62. swa/swan 51. ou/ouch, ōu/four, öu/soup 62. swa/swan
52. ow/cow, ōw/snow 63. ou/country 52. ow/cow, ōw/snow 63. ou/country
53. ü/push 53. ü/push
54. oo/moon, oo/book 54. oo/moon, oo/book
55. ould/could 55. ould/could
56. au/Paul 56. au/Paul
57. aw/saw 57. aw/saw
58. all/ball Reading 58. all/ball Reading
59. al/salt 59. al/salt
 Phonics Patterns - Book 5 Phonics Patterns - Book 5
64. ce/cent 74. er/her 64. ce/cent 74. er/her
65. ci/city er/heron « 65. ci/city er/heron «
66. cy/cycle 75. ur/turtle 66. cy/cycle 75. ur/turtle
67. _ce/fence 76. _se/mouse 67. _ce/fence 76. _se/mouse
68. ir/bird _se/cheese 68. ir/bird _se/cheese
69. ge/gem 77. _ze/freeze 69. ge/gem 77. _ze/freeze
70. gi/giant 70. gi/giant
71. gy/gym 71. gy/gym *
* The second and third sounds The second and third sounds
72. _ge/hinge are not taught until Book 7. 72. _ge/hinge are not taught until Book 7.
73. ar/car 73. ar/car
ar/dollar * « The second sound is not taught
ar/dollar * « The second sound is not taught
ar/carrot * until Book 7. ar/carrot * until Book 7.

Phonics Patterns - Book 5 Phonics Patterns - Book 5

64. ce/cent 74. er/her
64. ce/cent 74. er/her 65. ci/city er/heron «
65. ci/city er/heron « 66. cy/cycle 75. ur/turtle
66. cy/cycle 75. ur/turtle 67. _ce/fence 76. _se/mouse
67. _ce/fence 76. _se/mouse 68. ir/bird _se/cheese
68. ir/bird _se/cheese 69. ge/gem 77. _ze/freeze
69. ge/gem 77. _ze/freeze 70. gi/giant
70. gi/giant
71. gy/gym *
71. gy/gym The second and third sounds
* The second and third sounds 72. _ge/hinge are not taught until Book 7.
72. _ge/hinge are not taught until Book 7.
73. ar/car
73. ar/car
ar/dollar * «
ar/dollar * «
The second sound is not taught
The second sound is not taught ar/carrot * until Book 7.
ar/carrot * until Book 7.
Phonics Patterns - Books 6 And 7 Phonics Patterns - Books 6 And 7
Book 6 * Add the ëi/veil sound with card 22.
Book 6 * Add the ëi/veil sound with card 22.

78. eigh/sleigh * Add the ëy/they sound with card 23. 78. eigh/sleigh * Add the ëy/they sound with card 23.

79. ë/ballet * Add the ëa/steak sound with card 24. 79. ë/ballet * Add the ëa/steak sound with card 24.

80. eu/neutron 80. eu/neutron

eu/Europe * Add the ie/shield sound with card 29. eu/Europe * Add the ie/shield sound with card 29.
81. ï/pizza 81. ï/pizza

Book 7 * Add the er/heron sound with card 74. Book 7 * Add the er/heron sound with card 74.

82. wor/worm * Add the or/tractor and or/sorry sound

82. wor/worm * Add the or/tractor and or/sorry sound
with card 8. with card 8.
83. ear/early * Add ar/dollar and ar/carrot sound with
83. ear/early * Add ar/dollar and ar/carrot sound with
84. our/journal card 73. 84. our/journal card 73.

Phonics Patterns - Books 6 And 7 Phonics Patterns - Books 6 And 7

Book 6 * Add the ëi/veil sound with card 22. Book 6 * Add the ëi/veil sound with card 22.

78. eigh/sleigh * Add the ëy/they sound with card 23. 78. eigh/sleigh * Add the ëy/they sound with card 23.

79. ë/ballet * Add the ëa/steak sound with card 24. 79. ë/ballet * Add the ëa/steak sound with card 24.

80. eu/neutron 80. eu/neutron

eu/Europe * Add the ie/shield sound with card 29. eu/Europe * Add the ie/shield sound with card 29.
81. ï/pizza 81. ï/pizza

Book 7 * Add the er/heron sound with card 74. Book 7 * Add the er/heron sound with card 74.

82. wor/worm * Add the or/tractor and or/sorry sound

82. wor/worm * Add the or/tractor and or/sorry sound
with card 8. with card 8.
83. ear/early * Add ar/dollar and ar/carrot sound with
83. ear/early * Add ar/dollar and ar/carrot sound with
84. our/journal card 73. 84. our/journal card 73.
 Phonics Patterns - Book 8 Phonics Patterns - Book 8
85. a/father 85. a/father
86. kn/knife 86. kn/knife
87. wr/wren 87. wr/wren
88. gh/ghost, gh/straight 88. gh/ghost, gh/straight
89.
90.
ought/bought
ph/phone
You 89.
90.
ought/bought
ph/phone
You
91.
92.
ugh/laugh
ye/rye
Did It! 91.
92.
ugh/laugh
ye/rye
Did It!
93. y_e/type 93. y_e/type
94. y/gymnastics 94. y/gymnastics
95. qua/quarrel 95. qua/quarrel
96. squa/squash 96. squa/squash

Phonics Patterns - Book 8 Phonics Patterns - Book 8

85. a/father
85. a/father
86. kn/knife
86. kn/knife
87. wr/wren
87. wr/wren
88. gh/ghost, gh/straight
88. gh/ghost, gh/straight
89.
90.
ought/bought
ph/phone
You 89. ought/bought You
90. ph/phone
91.
92.
ugh/laugh
ye/rye
Did It! 91. ugh/laugh Did It!
92. ye/rye
93. y_e/type
93. y_e/type
94. y/gymnastics
94. y/gymnastics
95. qua/quarrel
95. qua/quarrel
96. squa/squash
96. squa/squash
 9. /ck/ after a short vowel 45. /ö/, /ū/ at the end 9. /ck/ after a short vowel 45. /ö/, /ū/ at the end
11. /_ve/ at the end 48. /dge/ after a short 11. /_ve/ at the end 48. /dge/ after a short
14. /tch/ after a short vowel vowel 14. /tch/ after a short vowel vowel
17. /ng/ after a short vowel 49. /oi/ in the middle 17. /ng/ after a short vowel 49. /oi/ in the middle
18. /nk/ after a short vowel 50. /oy/ at the end 18. /nk/ after a short vowel 50. /oy/ at the end
PREV. 1. /oi/ in the middle 56. /au/ in the middle PREV. 1. /oi/ in the middle 56. /au/ in the middle
PREV. 2. /oy/ at the end 57. /aw/ in the middle PREV. 2. /oy/ at the end 57. /aw/ in the middle
22. /ēi/ in the middle (Books 2-5) or at the end 22. /ēi/ in the middle (Books 2-5) or at the end
22, /ēi/, /ëi/ in the middle (Books 6-8) 58. /all/ at the end 22, /ēi/, /ëi/ in the middle (Books 6-8) 58. /all/ at the end
23. /ēy/ at the end (Books 2-5) 59. /al/ in the middle 23. /ēy/ at the end (Books 2-5) 59. /al/ in the middle
23. /ēy/, /ëy/ at the end (Books 6-8) 67. /s/ at the end 23. /ēy/, /ëy/ at the end (Books 6-8) 67. /s/ at the end
25. /ai/ in the middle 72. /j / at the end 25. /ai/ in the middle 72. /j / at the end
26. /ay/ at the end 76. /s/, /z/ at the end 26. /ay/ at the end 76. /s/, /z/ at the end
34. /oa/ in the middle 77. /z/ at the end 34. /oa/ in the middle 77. /z/ at the end
35. /oe/ at the end 78. /f/ at the end 35. /oe/ at the end 78. /f/ at the end
42. first syllable /u/ The teacher and students should use the exact 42. first syllable /u/ The teacher and students should use the exact
43. last syllable /u/ phrasing on this card when saying these sounds. 43. last syllable /u/ phrasing on this card when saying these sounds.
44. /ui/ in the middle The slash marks on each side of the pattern mean
“say the sound, not the names of the letters.”
44. /ui/ in the middle The slash marks on each side of the pattern mean
“say the sound, not the names of the letters.”

9. /ck/ after a short vowel 45. /ö/, /ū/ at the end 9. /ck/ after a short vowel 45. /ö/, /ū/ at the end
11. /_ve/ at the end 48. /dge/ after a short 11. /_ve/ at the end 48. /dge/ after a short
14. /tch/ after a short vowel vowel 14. /tch/ after a short vowel vowel
17. /ng/ after a short vowel 49. /oi/ in the middle 17. /ng/ after a short vowel 49. /oi/ in the middle
18. /nk/ after a short vowel 50. /oy/ at the end 18. /nk/ after a short vowel 50. /oy/ at the end
PREV. 1. /oi/ in the middle 56. /au/ in the middle PREV. 1. /oi/ in the middle 56. /au/ in the middle
PREV. 2. /oy/ at the end 57. /aw/ in the middle PREV. 2. /oy/ at the end 57. /aw/ in the middle
22. /ēi/ in the middle (Books 2-5) or at the end 22. /ēi/ in the middle (Books 2-5) or at the end
22, /ēi/, /ëi/ in the middle (Books 6-8) 58. /all/ at the end 22, /ēi/, /ëi/ in the middle (Books 6-8) 58. /all/ at the end
23. /ēy/ at the end (Books 2-5) 59. /al/ in the middle 23. /ēy/ at the end (Books 2-5) 59. /al/ in the middle
23. /ēy/, /ëy/ at the end (Books 6-8) 67. /s/ at the end 23. /ēy/, /ëy/ at the end (Books 6-8) 67. /s/ at the end
25. /ai/ in the middle 72. /j / at the end 25. /ai/ in the middle 72. /j / at the end
26. /ay/ at the end 76. /s/, /z/ at the end 26. /ay/ at the end 76. /s/, /z/ at the end
34. /oa/ in the middle 77. /z/ at the end 34. /oa/ in the middle 77. /z/ at the end
35. /oe/ at the end 78. /f/ at the end 35. /oe/ at the end 78. /f/ at the end
42. first syllable /u/ The teacher and students should use the exact 42. first syllable /u/ The teacher and students should use the exact
43. last syllable /u/ phrasing on this card when saying these sounds. 43. last syllable /u/ phrasing on this card when saying these sounds.
44. /ui/ in the middle The slash marks on each side of the pattern mean
“say the sound, not the names of the letters.”
44. /ui/ in the middle The slash marks on each side of the pattern mean
“say the sound, not the names of the letters.”
 Visual Instructions - See And Say The Sounds
1. The cards are numbered in the order in which they are taught in Pho-
netic Words And Stories, Books 1-8. It is easier for students to re-
member the sounds when the cards are in order, because patterns with
similar sounds are grouped together.
2. Introduce one new pattern at a time. Show the new card, model the
sound, and have each student repeat individually.
3. Show all of the cards that have been taught. Keep the cards in order.
Students say the sounds in unison. Students say the sounds only (no
letter names or key words). However, some patterns appear only in a
certain place in words. Students will say the sound and where the pat-
tern appears for these patterns. An instruction card in this set shows
all of these patterns and exactly what to say.
4. Students pronounce the basic sound for each pattern and then pro-
nounce any additional sounds that have been taught, with a slight pause
between the sounds.
5. After students have mastered all of the cards in order, mix them up.
Saying the sounds out of order will be a more challenging task but will
help them remember the sounds when reading.
Visual Instructions - See And Say The Sounds
1. The cards are numbered in the order in which they are taught in Pho-
netic Words And Stories, Books 1-8. It is easier for students to remem-
ber the sounds when the cards are in order, because patterns with simi-
lar sounds are grouped together.
2. Introduce one new pattern at a time. Show the new card, model the
sound, and have each student repeat individually.
3. Show all of the cards that have been taught. Keep the cards in order.
Students say the sounds in unison. Students say the sounds only (no
letter names or key words).
4. Students pronounce the basic sound for each pattern and then pro-
nounce any additional sounds that have been taught, with a slight
pause between the sounds.
5. After students have mastered all of the cards in order, mix them up.
Saying the sounds out of order will be a more challenging task but will
help them remember the sounds when reading.
Visual Instructions - See And Say The Sounds
1. The cards are numbered in the order in which they are taught in Pho-
netic Words And Stories, Books 1-8. It is easier for students to re-
member the sounds when the cards are in order, because patterns with
similar sounds are grouped together.
2. Introduce one new pattern at a time. Show the new card, model the
sound, and have each student repeat individually.
3. Show all of the cards that have been taught. Keep the cards in order.
Students say the sounds in unison. Students say the sounds only (no
letter names or key words). However, some patterns appear only in a
certain place in words. Students will say the sound and where the pat-
tern appears for these patterns. An instruction card in this set shows
all of these patterns and exactly what to say.
4. Students pronounce the basic sound for each pattern and then pro-
nounce any additional sounds that have been taught, with a slight pause
between the sounds.
5. After students have mastered all of the cards in order, mix them up.
Saying the sounds out of order will be a more challenging task but will
help them remember the sounds when reading.
Visual Instructions - See And Say The Sounds
1. The cards are numbered in the order in which they are taught in Pho-
netic Words And Stories, Books 1-8. It is easier for students to remem-
ber the sounds when the cards are in order, because patterns with simi-
lar sounds are grouped together.
2. Introduce one new pattern at a time. Show the new card, model the
sound, and have each student repeat individually.
3. Show all of the cards that have been taught. Keep the cards in order.
Students say the sounds in unison. Students say the sounds only (no
letter names or key words).
4. Students pronounce the basic sound for each pattern and then pro-
nounce any additional sounds that have been taught, with a slight
pause between the sounds.
5. After students have mastered all of the cards in order, mix them up.
Saying the sounds out of order will be a more challenging task but will
help them remember the sounds when reading.
 Auditory Instructions - Listen And Write
1. Also plan to use these cards during handwriting and spelling instruction.
This will be just the opposite of using the cards visually. Instead of
seeing the card and saying the sound, students hear the sound without
seeing anything and write the letter or letter pattern. They should say
the sound or sounds as they write it. After students have written the
pattern, turn the card around for students to see. This provides visual
reinforcement. Students can check to see if they wrote the correct
pattern. If not, they should immediately draw a bracket around the
incorrect letters and write the correct ones, saying the sound.
2. You can use the same cards you use to practice the letters visually, or
you can make a separate card pack. Choose the cards you want to use
each day and put them in the order you want. Review the patterns
taught during the previous five days. Also choose any patterns that will
be needed when spelling new phonetic words and writing the sentence
during the lesson. Rotate in older patterns for review and any patterns
that are still proving to be difficult.
Auditory Instructions - Listen And Write
1. Also plan to use these cards during handwriting and spelling instruc-
tion. This will be just the opposite of using the cards visually. Instead
of seeing the card and saying the sound, students hear the sound with-
out seeing anything and write the letter or letter pattern. They should
say the sound or sounds as they write it. After students have written
the pattern, turn the card around for students to see. This provides vis-
ual reinforcement. Students can check to see if they wrote the correct
pattern. If not, they should immediately draw a bracket around the in-
correct letters and write the correct ones, saying the sound.
2. You can use the same cards you use to practice the letters visually, or
you can make a separate card pack. Choose the cards you want to use
each day and put them in the order you want. Review the patterns
taught during the previous five days. Also choose any patterns that will
be needed when spelling new phonetic words and writing the sentence
during the lesson. Rotate in older patterns for review and any patterns
that are still proving to be difficult.
Auditory Instructions - Listen And Write
1. Also plan to use these cards during handwriting and spelling instruction.
This will be just the opposite of using the cards visually. Instead of
seeing the card and saying the sound, students hear the sound without
seeing anything and write the letter or letter pattern. They should say
the sound or sounds as they write it. After students have written the
pattern, turn the card around for students to see. This provides visual
reinforcement. Students can check to see if they wrote the correct
pattern. If not, they should immediately draw a bracket around the
incorrect letters and write the correct ones, saying the sound.
2. You can use the same cards you use to practice the letters visually, or
you can make a separate card pack. Choose the cards you want to use
each day and put them in the order you want. Review the patterns
taught during the previous five days. Also choose any patterns that will
be needed when spelling new phonetic words and writing the sentence
during the lesson. Rotate in older patterns for review and any patterns
that are still proving to be difficult.
Auditory Instructions - Listen And Write
1. Also plan to use these cards during handwriting and spelling instruc-
tion. This will be just the opposite of using the cards visually. Instead
of seeing the card and saying the sound, students hear the sound with-
out seeing anything and write the letter or letter pattern. They should
say the sound or sounds as they write it. After students have written
the pattern, turn the card around for students to see. This provides vis-
ual reinforcement. Students can check to see if they wrote the correct
pattern. If not, they should immediately draw a bracket around the in-
correct letters and write the correct ones, saying the sound.
2. You can use the same cards you use to practice the letters visually, or
you can make a separate card pack. Choose the cards you want to use
each day and put them in the order you want. Review the patterns
taught during the previous five days. Also choose any patterns that will
be needed when spelling new phonetic words and writing the sentence
during the lesson. Rotate in older patterns for review and any patterns
that are still proving to be difficult.
 1 1

sh 1
sh 1
 2 2

o 2
o 2
 3 3

a 3
a 3
 4 4

i 4
i 4
 5 5

ē 5
ē 5
 6 6

ō 6
ō 6
 7 7

th 7
th 7
 8 8

or 8
or 8
 9 9

ck 9
ck 9
 10 10

ö 10
ö 10
 11 11

_ve _ve
11 11
 12 12

ā 12
ā 12
 13 13

ch 13
ch 13
 14 14

tch 14
tch 14
 15 15

nch nch
15 15
 16 16

wh 16
wh 16
 17 17

ng 17
ng 17
 18 18

nk 18
nk 18
 19 19

ū 19
ū 19
 PREVIEW 1 PREVIEW 1

oi PREVIEW 1
oi PREVIEW 1
 PREVIEW 2 PREVIEW 2

oy PREVIEW 2
oy PREVIEW 2
 PREVIEW 3 PREVIEW 3

ou PREVIEW 3
ou PREVIEW 3
 PREVIEW 4 PREVIEW 4

ow
PREVIEW 4
ow
PREVIEW 4
 PREVIEW 5 PREVIEW 5

ü PREVIEW 5
ü PREVIEW 5
 PREVIEW 6 PREVIEW 6

ä PREVIEW 6
ä PREVIEW 6
 20 20

ee 20
ee 20
 21 21

e_e e_e
21 21
 22 22

ei 22
ei 22
 23 23

ey 23
ey 23
 24 24

ea 24
ea 24
 25 25

ai 25
ai 25
 26 26

ay 26
ay 26
 27 27

a_e a_e
27 27
 28 28

i_e 28
i_e 28
 29 29

ie 29
ie 29
 30 30

igh 30
igh 30
 31 31

ind ind
31 31
 32 32

ild 32
ild 32
 33 33

y 33
y 33
 34 34

oa 34
oa 34
 35 35

oe 35
oe 35
 36 36

o_e o_e
36 36
 37 37

o_e o_e
37 37
 38 38

old 38
old 38
 39 39

olt 39
olt 39
 40 40

oll 40
oll 40
 41 41

olk 41
olk 41
 42 42

a_ 42
a_ 42
 43 43

_a 43
_a 43
 44 44

ui 44
ui 44
 45 45

ue 45
ue 45
 46 46

u_e u_e
46 46
 47 47

ew 47
ew 47
 48 48

dge dge
48 48
 49 49

oi 49
oi 49
 50 50

oy 50
oy 50
 51 51

ou 51
ou 51
 52 52

ow 52
ow 52
 53 53

ü 53
ü 53
 54 54

oo 54
oo 54
 55 55

ould ould
55 55
 56 56

au 56
au 56
 57 57

aw 57
aw 57
 58 58

all 58
all 58
 59 59

al 59
al 59
 60 60

alk 60
alk 60
 61 61

wa 61
wa 61
 62 62

swa swa
62 62
 63 63

ou 63
ou 63
 64 64

ce 64
ce 64
 65 65

ci 65
ci 65
 66 66

cy 66
cy 66
 67 67

_ce 67
_ce 67
 68 68

ir 68
ir 68
 69 69

ge 69
ge 69
 70 70

gi 70
gi 70
 71 71

gy 71
gy 71
 72 72

_ge _ge
72 72
 73 73

ar 73
ar 73
 74 74

er 74
er 74
 75 75

ur 75
ur 75
 76 76

_se 76
_se 76
 77 77

_ze _ze
77 77
 78 78

eigh eigh
78 78
 79 79

ë 79
ë 79
 80 80

eu 80
eu 80
 81 81

i 81
i 81
 82 82

wor wor
82 82
 83 83

ear ear
83 83
 84 84

our our
84 84
 85 85

a 85
a 85
 86 86

kn 86
kn 86
 87 87

wr 87
wr 87
 88 88

gh 88
gh 88
 89 89

ought ought
89 89
 90 90

ph 90
ph 90
 91 91

ugh ugh
91 91
 92 92

ye 92
ye 92
 93 93

y_e y_e
93 93
 94 94

y 94
y 94
 95 95

qua qua
95 95
 96 96

squa squa
96 96
 You You
Did It! Did It!

You You
Did It! Did It!