1000 Books Before Kindergarten Phonics Roadmap

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Copyright © 2021 Chark, Ltd.

Pre-Reading Fundamentals
Phonics at its core is a method of teaching reading by correlating sounds with letters or a group
of letters. The good news is that the English Language contains just 44 unique sounds. There are 5 short
vowel sounds, 18 consonant sounds, 7 digraph sounds, 6 long vowel sounds, 3 r-controlled vowel
sounds, and 5 other special sounds (e.g., Diphthongs). One component of reading involves decoding or
making connections between sounds and the letters that represent them. The difficulty is recognizing
the particular letters or group of letters and associating them to the correct sound and eventually to
the correct word. However, with practice (a lot of practice), your child will learn to read.
Before you begin teaching your child to read, it is very important that your child understands
certain basic concepts to assist them in their reading. The first concept is the proper orientation of
letters. Letters are the building blocks of words. Words are the building blocks of sentences. And
sentences are the building blocks of paragraphs. The second concept is the direction of reading, i.e., left
to right, and down. Written English is based on Latin, which in turn is derived from Greek, which
proceeded left to right. The third concept is learning to speak and to differentiate sounds. Our
recommendation is to record your child as he/she learns how to read and to recognize sounds.
Alternatively, you can use a mirror to help your child mimic speaking. The final concept is
understanding that words have meanings. Studies have shown that children with large vocabularies
tend to be better readers. This is attributable to the fact that if children are able to correlate a meaning
to a word, he/she is able to visualize and to comprehend much quicker.
As you progress through our course, please do not get too caught up in the “technical” aspects
of phonics. Although we introduce fancy words like blends, digraphs, and graphemes, it is more
important that your child practice the concepts than to necessarily know the concepts by name.
Things That You Will Need
1. Index Cards (3” × 5”) [with or without lines]

2. Transparent Tape
3. Scissors
4. Composition Wide-Rule Notebook
5. Three-Ring Binder (3”) [for Lessons and Drills]
6. Small Spiral Memo Books (3” × 5”)
7. Paper Mate Flair Felt Pens
8. Dry Erase Markers [to re-use Drill sheets]
9. Sheet Protector (8 ½” × 𝟏𝟏”) [to re-use Drill sheets]

Step 1: Learn the 5 Short Vowel Sounds
There are five (5) vowels. The five (5) vowels are a, e, i, o, and u (and sometimes -y).
Vowels are special (just like your child is special). Each syllable or word must have a vowel.
Vowels can make at least two sounds—short and long. Vowels along with consonants are the building
blocks of words. Start your child by learning the short vowel sounds for the five (5) vowels. Start with
words that begin with the short vowel sound since beginning sounds are much easier to grasp and to
understand. When there is only one vowel in a syllable or word that is followed by one or more
consonant letters, the vowel usually makes a short sound. This pattern is called a “closed syllable.”
BEGINNING SHORT VOWEL SOUNDS
/a/ ant apple alligator

/e/ egg elk elephant
/i/ igloo iguana insect
/o/ ostrich octopus onion
/u/ umbrella up under
For phonics purposes, the short vowels are sometimes denoted with a “breve”, “˘” above the
letter as follows: ă ĕ ĭ ŏ ŭ.
Gradually work with words with the short vowel sound in the middle. The key for this step is for
your child to hear, speak, and read the short vowel sound.
MIDDLE SHORT VOWEL SOUNDS
/a/ dad cat tag

/e/ bed red jet
/i/ pig hip sit
/o/ mom box hot
/u/ bug fun cut
Practice on phonics for at least 20 minutes a day. Repeat this step until the short vowel
sounds are known and can be differentiated automatically.
Some parents have found it useful to have their child associate a keyword to each letter as
their child learns. For example, a common keyword for “a” is “apple”. Keyword association is a one
method of learning phonics.
Create a memory book. On each page, write the 5 short vowels. Have your child glue/tape
pictures of everyday objects that begin with the 5 short vowels to each page. Use multiple pages (if
necessary).

Step 2: Learn the 18 Consonant Sounds
Although there are twenty-one (21) consonant letters, there are only 18 unique sounds. The
letters /c/, /g/, /q/, and /x/ can be found in other letter sounds. For example, the letter /c/ makes the
same sounds as the letter /k/ or /s/. For example, /c/at and /c/ity. At times, the letter /g/ makes the
same sound as the letter /j/. For example, /g/iant and /g/em. /q/ makes a blended /kw/ sound and /x/
makes a /ks/ sounds like the word box.
When learning the 18 unique consonant sounds, please keep in mind that eight (8) of the
consonants should be pronounced with a very soft and fast /uh/ sound. These consonants are /b/ /d/
/g/ /j/ /q/ /r/ /w/ and /y/.
/b/ ball book bear

/c/ = /k/ cat camel cape
/d/ dove dog donut
/f/ frog fan fish
/g/ gate goat gorilla
/h/ hat hippo horse
/j/ jet jam jellyfish
/k/ kite kangaroo king
/l/ leg lion ladder
/m/ milk map monkey
/n/ ninja nest newt
/p/ pig penguin pencil
/q/ = /kw/ quail queen quilt
/r/ rectangle rhino ring
/s/ seal sun snake
/t/ table tomatoes turtle
/v/ van vulture vacuum
/w/ walrus wig watch
/x/ = /ks/ box six fox
/y/ yak yell yogurt
/z/ zipper zebra zero
When introducing the 18 consonant sounds, with the exception of /x/, start with words that
begin with the consonant sound. Beginning sounds are much easier to grasp and to understand.
Repeat Steps 1 & 2 until your child has mastered these 23 sounds. The good news is that you
are over half way to learning the 44 unique sounds. Encourage your child not to guess. Spend at least
30-60 days working on the short vowel and consonant sounds.
For Steps 1 & 2, it is recommended to associate pictures with the sounds and words.
Add 21 additional consonant pages to your child’s memory book. Add photos to each page.

Step 3: Start Learning Two-Letter Blends
After your child has mastered Step 1 (short vowel sounds) and a few Step 2 (consonant
sounds), it is now time to introduce two-letter blends.1 Each letter within a blend is pronounced
individually, but quickly, so that they seem to “blend” together. Our recommendation is to start with
the short vowels. Continue with the letters /r/ /s/ /t/ /l/ /n/. Then work through letters /m/ /p/ and /f/,
then /g/ h/ and /b/, and finally the rest of the letters. Do not worry if the blends are not real words. The
main point of Step 3 is having your child learn how letters interact with other letters. At this point, you
should help your child to recognize and to name the sound at the ending of an object or word.
Short Vowels Two-Letter Blends (One-Vowel Families)

a e i o u
a + b = ab e + b = eb i + b = ib o + b = ob u + b = ub
a + c = ac e + c = ec i + c = ic o + c = oc u + c = uc
a + d = ad e + d = ed i + d = id o + d = od u + d = ud
a + f = af e + f = ef i + f = if o + f = of u + f = uf
a + g = ag e + g = eg i + g = ig o + g = og u + g = ug
a + h = ah e + h = eh i + h = ih o + h = oh u + h = uh
a + j = aj e + j = ej i + j = ij o + j = oj u + j = uj
a + k = ak e + k = ek i + k = ik o + k = ok u + k = uk
a + l = al e + l = el i + l = il o + l = ol u + l = ul
a + m = am e + m = em i + m = im o + m = om u + m = um
a + n = an e + n = en i + n = in o + n = on u + n = un
a + p = ap e + p = ep i + p = ip o + p = op u + p = up
a + q = aq e + q = eq i + q = iq o + q = oq u + q = uq
a + r = ar e + r = er i + r = ir o + r = or u + r = ur
a + s = as e + s = es i + s = is o + s = os u + s = us
a + t = at e + t = et i + t = it o + t = ot u + t = ut
a + v = av e + v = ev i + v = iv o + v = ov u + v = uv
a + w = aw e + w = ew i + w = iw o + w = ow u + w = uw
a + x = ax e + x = ex i + x = ix o + x = ox u + x = ux
a + y = ay e + y = ey i + y = iy o + y = oy u + y = uy
a + z = az e + z = ez i + z = iz o + z = oz u + z = uz
1
Although complete mastery of every consonant sound is not necessary, we do highly recommend that
your child master the 5 short vowel sounds before proceeding toward Step 3 and blending.

Two-Letter Blends (Consonant-Vowel Families)
r s t l n
r + a = ra s + a = sa t + a = ta l + a = la n + a = na
r + e = re s + e = se t + e = te l + e = le n + e = ne
r + i = ri s + i = si t + i = ti l + i = li n + i = ni
r + o = ro s + o = so t + o = to l + o = lo n + o = no
r + u = ru s + u = su t + u = tu l + u = lu n + u = nu

m p f
m + a = ma p + a = pa f + a = fa
m + e = me p + e = pe f + e = fe
m + i = mi p + i = pi f + i = fi
m + o = mo p + o = po f + o = fo
m + u = mu p + u = pu f + u = fu

g h b
g + a = ga h + a = ha b + a = ba
g + e = ge h + e = he b + e = be
g + i = gi h + i = hi b + i = bi
g + o = go h + o = ho b + o = bo
g + u = gu h + u = hu b + u = bu

d w
d + a = da w + a = wa k + a = ka
d + e = de w + e = we k + e = ke
d + i = di w + i = wi k + i = ki
d + o = do w + o = wo k + o = ko
d + u = du w + u = wu k + u = ku
When learning two-letter blends, have your child orally hold the sounds that he/she is making. Start
slowly at first and then when your child is comfortable, speed up to form the blends.
One tip is to have your child hold a rubber band. As your child blends the sounds, have him/her
stretch the rubber band.

Step 4: Start Learning Three-Letter
Blends (aka as WORDS)
After your child can read and pronounce two-letter blends, move on to three-letters blends,
which are also known as WORDS. For the next 30-60 days, have your child practice CVC (consonant-
vowel-consonant) words. If your child is able to correctly grasp a pencil or pen at this time, it may also
be very useful to start teaching your child how to write each letter correctly. This process will greatly
reinforce the learning process. At this point, you should continue to help your child to recognize and to
name the sound at the beginning, middle, and ending of an object or word.
Three-Letter Blends (Words)

ba + t = bat ba + g = bag bi + b = bib bo + x = box bu + g = bug
ca + t = cat be + d = bed ki + d = kid to + p = top hu + g = hug
da + d = dad te + n = ten si + t = sit mo + p = mop su + n = sun
ja + m = jam ru + n = run hi + p = hip po + t = pot nu + t = nut
fa + n = fan pe + n = pen di + g = dig fo + x = fox mu + d = mud
RULE: When there is only one vowel in a syllable or a word, it usually says the short sound.
RULE: When a one syllable word has a vowel in the middle, the vowel usually has a short sound.
For our purposes, a syllable can be thought of as a continuous segment of speech consisting of a
vowel sound. Every syllable must have a vowel or vowel substitute (/y/).
Download the free 1000 Books Before Kindergarten ABC Letter Writing apps:
https://apps.apple.com/us/app/1000-books-before-kindergarten/id1439917453
https://play.google.com/store/apps/details?id=com.booksbeforekindergarten
Have your child begin to use this decoding technique:
1. How many vowels are there in the word or syllable (one or two)?
2. What is/are the vowel(s)?
3. What sound do/does the vowel(s) make (short or long)?
4. Read the word.

Step 5: Introduce the FLOSS / FSZL Rule
One of the keys to successful phonics learning and ultimately reading and spelling is to learn
the various rules and nuances of phonics. One useful rule is known as the FLOSS or FSZL Rule. Kids love
to play games and teaching the various rules should become like a game.
FLOSS / FSZL Rule

puff doll grass buzz
stuff sell boss fuzz
cliff hill kiss jazz
RULE: When /f/ /l/ /s/ or /z/ is heard after a short vowel at the end of a one-syllable word, it is
usually spelled with a double ff, ll, ss, or zz. Of course, there are exceptions such as bus and quiz.

Step 6: Introduce Two-Letter Consonant
Blends
For two-consonant blends, your child should be able to distinctively hear or say both consonant
sounds. Keep in mind that the letters simply “blend” together. Proper blending is fundamental to
becoming a good reader and speaker. Do not rush this or any prior step.
Common Beginning Two-Consonant Blends

bl/ block blab blanket
br/ brush brag brown
cl/ club clap clock
cr/ crown crab crop
dr/ dress drag dragon
fl/ flag fled flower
fr/ frog friend fruit
gl/ glum glad glove
gr/ grip grape green
pl/ plane plug play
pr/ pretzel prim pretty
sc/ scale scat scorpion
sl/ sled slip slime
sm/ smile smug small
sn/ snap snip snake
sw/ swam swim swing
tr/ trash train trot
tw/ twig twist twin
Common Ending Two-Consonant Blends

/ct fact act eject
/ft raft left gift
/lb alb bulb flashbulb
/ld cold held gold
/lf golf elf self
/lk milk talk sulk
/lm helm calm film
/lp sculpt gulp help
/lt quilt silt salt
/mp stamp jump hump
/nd wind hand end
/nt mint tent ant
/pt adept kept adopt
/rd bird card hard
/rk clerk park work

Common Both Beginning and Ending Two-Consonant Blends
/sk/ skip skate mask
/sp/ spot spider gasp
/st/ stun stop fast

Step 7: Introduce the Digraphs (7 Sounds)
A digraph consists of two consonants, that when combined, form a new sound. The seven (7)
digraphs that form unique sounds are /ch /sh /th [unvoiced] /th [voiced] /wh /ng/ and /nk. We say
unique sounds because although /ph is considered a digraph, it forms the /f/ sound. To the
experienced reader, it comes as no surprised that the /f/ sound can be spelled in at least two ways, i.e.,
/f/ and /ph/. We explore further nuances of “graphemes” in Step 14. For now, we will begin by
introducing the most popular spellings and sounds. Additionally, /ck forms the /k/ sound. Unlike in
blending, in a digraph, the two consonants can no longer be heard individually but are combined to
form a new sound.
/ch/ chain chin cheek

/sh/ ship shell shark
/th/ [unvoiced] thank third thin
/th/ [voiced] the this those
/wh/ whip whale why
/ng/ sing king ring
/nk/ drink pink sink
To help your child, it may be appropriate to introduce the concept of voiced and unvoiced.
Voiced: vibration of the vocal cords [place two fingers on the throat to feel]
Unvoiced: no vibration of the vocal cords
Other Useful Digraphs

/ck check block clock
/gh = /f/ or /g/ cough laugh ghost
/kn knit knee knife
/mb bomb comb lamb
/ph phone photo lymph
/wr wrap wrench wrist

Step 8: Introduce Three-Letter
Consonant Blends
After your child is comfortable with Steps 1 through 7, it is a time to start three-letter
consonant blends. Just like two-letter consonant blends, with three-letter consonant blends, your child
should be able to distinctively hear or say all three-letter consonant sounds. Once again, keep in mind
that the letters simply “blend” together. Proper blending is fundamental to becoming a good reader
and speaker.
Do not rush this or any prior step!
scr/ scratch scruff scrap

spl/ splat split splash
spr/ spray spring sprat
squ/ squad squid squat
str/ strap straw stripe
thr/ three thrill thread

Step 9: Introduce Plurals
The plural form refers to more than one of a particular word. This is usually accomplished by
simply adding the letter /s/ at the end. There are exceptions for words that end in /ch /sh /x and /s,
where you add /es/.
Singular Plural
hug hugs
bed beds
cat cats
dog dogs
Words Ending in /ch /sh /x /s

Singular Plural
match matches
brush brushes
fox foxes
bus Buses

Step 10: Teach Sight Words and
High-Frequency Words
After your child is comfortable with Steps 1-9, continue to introduce and teach sight
words and high-frequency words. Some of the sight words will follow the patterns and rules
discussed in Steps 1-8, but some will not. These words have to be memorized for your child to
become an effective reader. The first “sight words” list was created by Dr. Edward William
Dolch and was developed in the 1930s-40s. Dr. Edward Frey expanded the list to the most
common 1,000 words in the 1950s (and updated it in 1980). Modern scholars have sought to
revise this list from time to time and have begun to refer to certain word lists as “high-
frequency” words. Here are the 148 words found most useful by the 1000 Books Foundation:
a from must them
about funny my then
after get new there
all go no these
am good not they
an had now this
and has of three
any have off time
are he on to
as help once too
at her one two
ate here only under
away him or up
be his other use
been how our very
big I out want
black if over was
blue in people water
brown into play way
but is please we
by it pretty well
called its ran went
came jump red were
can just ride what
come know run when
could like said where
did little saw which
do long say white
does look see who
done love she will
down made so with

each make some words
eat many soon would
find may than yellow
first me that yes
for more the you
four most their your
Download the free 1000 Books Before Kindergarten Names & Words apps:
https://apps.apple.com/us/app/1000-books-names-words/id1455778610
https://play.google.com/store/apps/details?id=com.booksbeforekindergarten.word

Step 11: Introduce and Emphasize the
6 Long vowel Sounds
So far, your child has likely been exposed to the 6 long vowel sounds. Now is a good time to
teach the sounds more in-depth. Remind your child that vowels are special power letters because they
make two sounds—a short sound and a long sound. The long vowel sound is generally the vowel saying
its name. Sometimes the letter /y will take the place of a vowel usually making either the long /i/ or
long /e/ sound. Additionally, /oo makes a unique vowel sound.
LONG VOWEL SOUNDS

/a/ cake rain ate
/e/ Pete feet sea
/i/ bike Mike like
/o/ hope toe soul
/u/ mule blue fruit
/y/ = /i/ fly type cry
/y/ = /e/ city baby happy
/oo/ look book rook
The long vowels are sometimes denoted with a “macron” above the letter, as follows: ā ē ī ō ū.
Two-Vowel Rule: When there are two vowels in a syllable, the first vowel usually says its long sounds
(its name) and the second vowel is silent.
Silent E Rule: When a one-syllable word ends in /e and has the pattern, vce (vowel-consonant-e), the
first vowel says its name and the /e is silent.
The Y replaces the sounds of /i/ and /e/. In a one syllable word /y/ says /i/. In a two-syllable word
/y/ says /e/.
Popular Two-Vowel Families

/ake bake cake make take
/eep beep cheep jeep peep
/ive alive five hive dive
/oat boat coat float goat
/ute cute chute flute mute
Rhyming words end with syllables that sound the same. At this point, it is useful to have your child
continually rhyme words, so he/she can further understand how letters affect the individual sounds
of words. The words can even be completely made-up!

Step 12: Teach the 3 r-controlled Vowel
Sounds
Until now, your child has learned that the vowels are super letters, which are capable of two
sounds. The letter “r” is special too, because it can change the sound that the vowel makes!
3 r-Controlled Vowel Sounds

/ar/ farm car part
/or/ fork north corn
/ur/ /ir/ /er/ hurt bird her

Step 13: 2 Diphthongs and 3 Other “Unique”
Sounds
A diphthong consists of two vowels that form a new sound when combined. This is not to be
confused with a vowel digraph which is a combination of two vowels that says one of the vowels
sounds found in the combination such as /ea/ says the long e sound in “eat.”
Here are the unique 2 (/oi/ or /oy/ and /ow/ or /ou/) diphthongs and 3 other “unique” sounds
that will help your child complete his mastery of the 44 unique sounds of the English language.
2 Unique Diphthong Sounds & 3 Unique Sounds

/oi/ or /oy/ oil boy toy
/ow/ or /ou/ owl ouch cow
/ŏ ŏ / cook pull soup
/aw/ or /au/ jaw haul raw
/zh/ vision treasure measure

Step 14: Common Sounds and Spelling
Patterns
Your child has been introduced to the nuances of the English language and how a vowel can
make multiple sounds (for example, a short and a long sound). Now, it is time to introduce and
reinforce the idea that there can be more than one way to make certain sounds. Understanding the
basic concept of a grapheme should be useful. A grapheme is a letter or a number of letters that
represent a sound (phoneme) in a word.
Alternate Consonant Patterns

/b/ /b/ /bb/
bug rabbit
/d/ /d/ /dd/ /ed
dog ladder smiled
/f/ /f/ /ph/ /gh/
fish phone laugh
/g/ /g/ /gg/
go egg
/h/ /h/
hat
/j/ /j/ /g/ /ge
jet gel age
/dge
judge
/k/ /c/ /k/ /ck/
cat kitten duck
/ch/ /cc/ /que
school soccer cheque
/l/ /l/ /ll
leg bell
/m/ /m/ /mm/ /mb
mad hammer lamb
/n/ /n/ /nn/ /kn
no dinner knife
/gn/
gnome
/p/ /p/ /pp/
pie apple
/r/ /r/ /rr/ /wr
run mirror write
/s/ /s/ /se /ss
sun house dress
/c /ce /sc
city ice science

/t/ /t/ /tt /ed
top letter stopped
/v/ /v /ve
vet give
/y/ /y /i
yes onion
/z/ /z/ /zz /ze
zip buzz sneeze
/s/ /se /x
was please xylophone
Alternate Short vowel Patterns

/a/ /au/
author
/e/ /ea/
breath
/i/ none
/o/ /a/ /au/ /aw/ /ough/
want sauce draw thought
/u/ /o/
ton
Alternate Long vowel Patterns

/a/ /a_e/ /ay/ /ai/
cake say train
/ey/ /ei
they eight
/e/ /e_e/ /ea/ /ee/
these meat feet
/ey /ie /y
monkey cookie baby
/i/ /i_e/ /igh /y/
ride right sky
/ie
pie
/o/ /o_e/ /oa /ou/
poke soap boulder
/ow
tow
/u/ /u_e/ /ew
fuse chew

Step 15: A Review of Common Rules
Rule #1: When there is only one vowel in a syllable or word (not at the end of the syllable or
word), it usually has a short sound.
Rule #2: When a syllable or word has 2 vowels together, the first vowel is usually long (says its
name) and the second is silent.
Rule #3: A vowel by itself has a long sound: a, I
Rule #4: Typically, in a one syllable word, if there is a /y/ at the end of the word and there is no
vowel, the /y/ makes the long /i/ sound. Examples: cry, fly, fry, my, sly, try
Rule #5: Typically, in a two-syllable word, if there is a /y/ at the end of the word, the /y/ makes
the long /e/ sound. Examples: baby, city, happy, merry, mommy
Rule #6: When there is only one vowel and it comes at the end of a syllable or word; it usually
has a long sound. Examples: be, he, me, we, she, no, go, so, va-ca-tion, si-ren
Rule #7: “e” at the end of a short word is usually long (says its name). Examples: be, he, me, we,
she
Rule #8: “o” at the end of a short word is usually long (says its name). Examples: no, go, so
Rule #9.1: When /c/ is followed by /e/, /i/, or/y/, the /c/ sounds like /s/. Examples: cent, cycle,
city, circus, face, ice, mice, nice, race
Rule #9.2: When /c/ is followed by any other letter than /e/, /i/, or /y/, the /c/ usually sounds like
/k/. Examples: carrot, cat, cup
Rule #10.1: When /g/ is followed by /e/, /i/, or /y/, the /g/ sounds like /j/ (juh). Examples: age,
cage, fridge, fudge, garage, gem, giraffe, gym, orange, page
Rule #10.2: When /g/ is followed by any other letter than /e/, /i/, or /y/, the /g/ usually sounds like
/g/. Examples: gate, gorilla, game, gum, rugby
Rule #11: When deciding whether to use /c/ or /k/ for a /k/ sound before a vowel, /c/ comes
before /a/, /o/, /u/ and /k/ comes before /i/, /e/, /y/. Examples: cat, cork, cup and kit,
kite, keep
Rule #12: When deciding whether to use /ck/ /k/ or /c/ when you hear the /k/ sound at the end
of a word, use /ck/ when the /k/ sound immediately follows a short vowel sound.
Examples: pack, bucket, duck. Use /k/ if the /k/ sound is preceded by a long vowel or
consonant. Examples: bark, hawk, milk, peek, soak. Finally, in multisyllable words
ending with the /k/ sound, it is frequently spelled with /c/. Examples: frantic, panic


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SIGN-UP FOR THE COMPLETE PHONICS COURSE:

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Things That You Will Need

1. Index Cards (3” × 5”) [with or without lines]

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BEGINNING SHORT VOWEL SOUNDS

/a/ ant apple alligator

MIDDLE SHORT VOWEL SOUNDS

/a/ dad cat tag

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/b/ ball book bear

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Short Vowels Two-Letter Blends (One-Vowel Families)

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Two-Letter Blends (Consonant-Vowel Families)

Two-Letter Blends (Consonant-Vowel Families)

Two-Letter Blends (Consonant-Vowel Families)

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Three-Letter Blends (Words)

Have your child begin to use this decoding technique:

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FLOSS / FSZL Rule

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Common Beginning Two-Consonant Blends

Common Ending Two-Consonant Blends

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/ch/ chain chin cheek

Other Useful Digraphs

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Do not rush this or any prior step!

scr/ scratch scruff scrap

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Words Ending in /ch /sh /x /s

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LONG VOWEL SOUNDS

Popular Two-Vowel Families

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3 r-Controlled Vowel Sounds

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2 Unique Diphthong Sounds & 3 Unique Sounds

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Alternate Consonant Patterns

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Alternate Short vowel Patterns

Alternate Long vowel Patterns

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Rule #3: A vowel by itself has a long sound: a, I

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