1-1. 1-2. 2-1. - The Phonics Page Reading/Resources... · 2018-12-07 · 1 © 2018 by 40L, ; 1-1. ā a ē be he me she we the ī I © 2018 by 40L, ; 1-2. ō go so no y my

1

©2018by40L,www.40L.org;www.thephonicspage.org

1-1.ā

a

ē

behemeshewethe

ī

I


1-2.

ō

gosonomytrywhybyfly

īy


2-1.

ă

hadandancanranthanamatthataskfastblack


2-1.

ĕ

yesbestgetletredthenwhentenwentthem

40LPhone<cSightWordsBookmarks,arrangedbysound

2



2-3.


2-4.


2-5.

ŭ

runcutbutjumpjustmustmuchupus


3-1.

atecamemademaketakegave

saymaydaywayplay

they

āa_eai,ayei,ey

ĭ

ŏbigdidinhimsitititsif

wishsixpickthiswhichwith

gothotnotoffonlongstop

3



3-2.


3-3.


3-4.

growshowownyellow(yell-ow)


4-1.

singbring

going(go-ing)

drinkthink

thank

seegreenkeepsleepthree

eat*readcleaneach

fivelikerideSmewhite

lightright

ēeeea

īi_eigh

ōo_eow

ooueew

bluenew

ngnk

4



4-2.


4-3.


4-4.

sawdraw


liTle(lit-tle)funny(fun-ny)

myself(my-self)

open(o-pen)over(o-ver)

hownowdownbrown

outfoundround

ouow

auaw

oo

goodlook

toosoon

oo


5-1.

allcallfallsmall

aw(a)ll

5



5-2.


6-1.


6-2.

firstherhurt

aVer(af-ter)beTer(bet-ter)under(un-der)

number(num-ber)


7-1.

wantwashwalkwater

warmward

workword

farstartpart

tellwellhelpwillfullpull

or(w)ar

ar

orfor

ouow

oursour

urerir

(w)or

îreerere

heremere

l

ll

6



8-1.


8-2.


9-1.

as,hasalwayshersis,hisgoespleasethesethoseusewas


10-1.

todo

into(in-to)

today(to-day)

together

(to-geth-er)

again(a-gain)

about(a-bout)

around(a-round)

away(a-way)

comesomedonefromdoeswhat

other(o-ther)

ofe e z

s

vf

oo

7



10-2.


10-3.


10-4.

never(nev-er)seven(sev-en)

upon(up-on)only(on-ly)


11-1.

give*live

have

becausebeencouldpreTyputsaidshallyouanymany

kindfind

Δ

ī

ō

oldcoldhold

both

don’t

v

8



12-1a.


12-1b.


13-1.


14-1.

wouldknowwriteeightwhoaremorebefore(be-fore)

peoplepeop-le

carry(car-ry)

their

therewhere

very(ver-y)

!♪ !♪


peoplepeop-le

airareirereer

orour

fouryour

15-1.

twobuylaugh

oneonce

9


1-1.ā

a

ē

behemeshewethe

ī

I


1-2.

ō

gosonomytrywhybyfly

īy


2-1.

ă

hadandancanranthanamatthataskfastblack


2-1.

ĕ

yesbestgetletredthenwhentenwentthem


10



2-3.


2-4.


2-5.

ŭ

runcutbutjumpjustmustmuchupus


3-1.

atecamemademaketakegave

saymaydaywayplay

they

āa_eai,ayei,ey

ĭ

ŏbigdidinhimsitititsif

wishsixpickthiswhichwith

gothotnotoffonlongstop

11



3-2.


3-3.


3-4.

growshowownyellow(yell-ow)


4-1.

singbring

going(go-ing)

drinkthink

thank

seegreenkeepsleepthree

eat*readcleaneach

fivelikerideSmewhite

lightright

ēeeea

īi_eigh

ōo_eow

ooueew

bluenew

ngnk

12



4-2.


4-3.


4-4.

sawdraw


4-5.

singbring

going(go-ing)

drinkthink

thank

liTle(lit-tle)funny(fun-ny)

myself(my-self)

open(o-pen)over(o-ver)

hownowdownbrown

outfoundround

ngnk

ouow

auaw

oo

goodlook

toosoon

oo

13



6-1.


6-2.

firstherhurt

aVer(af-ter)beTer(bet-ter)under(un-der)

number(num-ber)


7-1.

wantwashwalkwater

warmward

workword

farstartpart

or(w)ar

ar

orfor

ouow

oursour

urerir

(w)or

îreerere

heremere


5-2.

tellwellhelpwillfullpull

l

ll

14



8-1.


8-2.


9-1.

as,hasalwayshersis,hisgoespleasethesethoseusewas


10-1.

todo

into(in-to)

today(to-day)

together

(to-geth-er)

again(a-gain)

about(a-bout)

around(a-round)

away(a-way)

comesomedonefromdoeswhat

other(o-ther)

ofe e z

s

vf

oo

15



10-2.


10-3.


10-4.

never(nev-er)seven(sev-en)

upon(up-on)only(on-ly)


11-1.

give*live

have

becausebeencouldpreTyputsaidshallyouanymany

kindfind

Δ

ī

ō

oldcoldhold

both

don’t

v

16



12-1a.


12-1b.


13-1.


14-1.


peoplepeop-le

carry(car-ry)

their

therewhere

very(ver-y)

!♪ !♪


peoplepeop-le

airareirereer

orour

fouryour

15-1.

twobuylaugh

oneonce


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40LPhone1cSightWordsBookmarks,arrangedbysound

Whyyoushouldteachthesightwordsphone1callybysoundinsteadofwholesbysight:

BrainResearch.Brainresearchshowsthatthebrainsofgoodreadersreadonthesideofthebrainthatprocessessoundandlanguagewhilepoorreadersreadonthesideofthebrainthatprocessespictures.MorerecentpowerfulbrainimagingtechniquesfindthatthebrainsofgoodreadersarerapidlyanalyzingindividualleTersandgroupsofleTersatthesameSmeina"massivelyparallelarchitecture.”1

Simple,Smart,Powerful.Itisverysimpletoteachwithphonics.And,itisverypowerful.Withjustthefirst5pagesofphoneScallyregularsightwords,learningafewsimplepaTernswithalistof150Dolch“sight”wordsand9FryInstantwordsnotontheDolchsightwordlistwillunlockthepowertosoundoutover20,000addiSonalwords.Insteadofspendinghourslearningtoreadafewhundredwordsaswholesbysight,whenyoulearnthembysound,yougaintheabilitynotonlytoreadthosewordsbutthousandsmore.WiththeaddiSonofafewsimplerulesandexplanaSons,youcaneasilyusephonicstoteachthe68Dolchand3Frywordsonthesecondpagethatareslightlyirregular,leavingonly5wordstobetaughtaswholesbysight.Learningthese71sightwordswithphonicswillunlockthousandsofaddiSonalwords.

Prac1calExperience.40Lvolunteershavetutoredhundredsofchildren,andthemoresightwordstheyhavelearnedandthemoretheyhavestudiedthem,thelongerittakesforthemtolearnphonicswellandunlearntheirguessinghabits.Thestudentswhomadethefastestprogresssofarwere2formerlyhomeless2ndgrademinorityinnercitychildrenwhohadmissedsomuchschoolthattheyhadabsolutelynoguessinghabitstoovercome;theyweresoundingout12thgradelevelpassagesinWebster’sSpelleraVeronly6grouptutoringsessions.

FormoreinformaSonaboutwhy,see40L’ssightwordpage.2

Howtoteachthesightwordsphone1cally:Thefirst4pagesofbookmarks(uptobookmark7-1)havewordswhichare100%phone1c.YouteachthesoundsandthenhaveyourstudentsoundouteachsoundfromleVtoright.SomeofthesoundsareleTerteamssuchasth,ch,oray,thesecountasasinglesound.EvenbeTer,useasolidphonicsprogram3insteadandthesephoneSc“sightwords”willbelearnednaturallyalongwiththerestoftheprogram.

Ablack&whiteversionofthebookmarksisalsoprovidedonpages9-16;manystudentsliketocolorintheirownbookmarkswithcoloredpencilorcrayons.Notes:1.Dehaene,Stanislas,"TheMassiveImpactofLiteracyontheBrainanditsConsequencesforEducaSon,"HumanNeuroplasScityandEducaSon,2011,p.23[Note:StanislasDehaene's2009book"ReadingintheBrain"hasamoredetailedexplanaSonsandcomparesmanydifferentstudies.]2.SightWords,40L,onlineat:hTp://www.thephonicspage.org/On%20Reading/sightwords.html.3.ListsofgoodphonicsprogramscanbefoundatNRRF,ThePhonicsPage,andDonPoTer’swebsites.

hTp://www.nrrf.org/resources/#featured-productshTp://www.thephonicspage.org/On%20Reading/phonicsandspelli.htmlhTp://www.donpoTer.net/educaSon_pages/

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40LPhone1cSightWordsBookmarks,arrangedbysoundTipsforeachtypeofwordbyheadingnumber:

1.Thesewordsarelongbecausewordsandsyllablesthatendinavowelarelong.TheleTeryactsasani.Thewords“a”and“the”canbelongorwillschwadependingonuse.4LearningthissimplepaTernunlocksover5,000addiSonalwords.

2.Thesewordsaresimpleshortvowelwords.Wordsandsyllablesthatendinaconsonantwillhavetheshortvowelsound.LearningtheshortvowelpaTernphoneScallyunlocks10,000+addiSonalwords.

3.TheseareallphoneScallyregularlongvowelwords.ThesepaTernsunlock2,000+addiSonalwords.a_e:Longabecauseofthesilente.ai/ay;ei/ey:Vowelteamsthatsaylonga,withaiandeiwithinthewordandayandeyattheend.NaSveEnglishwordsdonotendini,theichangestoayattheendofasyllableoraword.ee:TheleTerteameeisveryreliableandsayslonge.ea:TheleTerteameasayslongeapproximately2/3oftheSme,andistheprimarysoundofea.i_e:Longibecauseofthesilente.igh:TheleTerteamighalsosayslongi,andisareliableleTerteam.ow:Theowteamcanmakethesoundoflongo,thisgroupofowwordshavethelongosound.eu/ew;ui/ue:TheseleTerteamssaylongu,althoughtheysoundoflonguisdroppedaVercertainconsonants,andwillsaylongooinsteadofyoo.NaSveEnglishwordsdonotendini,oru,theuwillchangetoawineu/ewandtheichangestoaneinui/ue.TheorganizaSonofthese2leTervowelteamsisactuallyfairlylogicalandeasytolearn,seethelinkbelowfor40L’ssoundchartsandvowelcharts.5

Notes:4.Thisword“the”isregularwithitslongesoundbeforewordsbeginningwithvowels.Beforewordsbeginningwithconsonants,theesoundwillmushtotheschwasoundofuh.(Longeintheend,uhsoundinthebears.)Theword“a”canbelongorwillschwadependingonemphasis.

5.SoundCharts,Onlineat40Lat:hTp://www.thephonicspage.org/On%20Reading/Resources/40LChartsCombined.pdfVowelCharts.Onlineat40Lat:hTp://www.thephonicspage.org/On%20Reading/Resources/PL26VowelChart.pdfThefreeonlinephonicslesson26,alsoonlineat40L’sthephonicspage.orgexplainsthesechartsifyouneedaddiSonalexplanaSononhowtousethem.

6.SyllableDivisionRules.Onlineat40Lat:hTp://www.thephonicspage.org/On%20Reading/Resources/syllable%20division%20chart1.pdfAddiSonally,aworksheetwithsyllabledivisionpracSceusingtheserulescanbefoundat40Lat:hTp://www.thephonicspage.org/On%20Reading/Resources/syllable%20division%20exercises1.pdfStudentsshoulddrawalinebetweenthesyllablesbyfollowingthesyllabledivisionrulesandthensoundoutfirsteachsyllableandthenthecompleteword.Syllablesthatendinavowelarelong,syllablesthatendinaconsonantareshort.


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4.TheseareamixofotherpaTerns,andtogethertheyunlock1,000+addiSonalwordswhentaughtphoneScally.ng/nk:Thenispronouncedabitmorenasallythannormalinwordswithngandnk,anditalsoslightlychangesthesoundofthevowelthatcomesbeforetheleTern.Thewordcountdoesnotincludewordsendingin–ing.le:TheleTerselandlearebothpronounced“ul.”Therearedifferentsyllabledivisionrulesforelandle,asyllabledivisionchartwithrulesislinkedbelow.6

-y:TheleTeryattheendofwordsispronouncedlongewhenitisunaccented,andthesoundofiasinbywhenaccentedasindeny.ThiswordalsofollowssimplesyllabledivisionpaTernslinkedbelow.ou/ow:TheseleTerteamsoVenmakethesoundasin“ouch,”andtheuwillchangetoawattheendbecauseNaSveEnglishwordsdonotendinu.au/aw:TheseleTerteamsmakethesoundisin“awe”andtheuwillchangetoawattheendofaword.oo:ThisleTerteamcanhaveitslongsoundasinzoooritsshortsoundasinbook.Thelast3wordsarecompletelyphoneScwhendividedwiththesyllabledivisionrulesbelow.(my-self,dividebetweenwords;o-penando-ver,dividebeforeasingleconsonant,syllablesthatendinavowelarelong.)

5.TheleTerLslightlychangesthesoundofthevowelbeforetheL,butinaregularmanner,andthe–LLwordsareallphoneSc.Knowingthe–LLpaTernswillunlockhundredsofaddiSonalwords.

6.LikeL,theleTerRchangesthesoundofthevowelthatcomesbeforeit.YoucanbeTerteachthepaTerninthewords“our”and“here”byaddingafewwordslike“flourandhour”(silenth)and“mereandadhere.”Thetwosyllablewordsonthislistfollowthesyllabledivisionrule“dividebetween2consonants.”TheseRpaTernsunlock2,000+addiSonalwords.Theboldedwords“hour”and“mere”arenotsightwords,butwereaddedtothebookmarkstoshowthephoneScpaTern.

7.TheleTerWoVenchangesthesoundofthevowelthatfollowsit,butinacompletelyregularpaTern.YoucanbeTerteachthewarpaTernwiththeaddiSonofthewords“ward,war,andwarden.”ThesewpaTernsaddhundredsofaddiSonalwords..Theboldedword“ward”isnotasightword,butwasaddedtothebookmarktoshowthephoneScpaTern.Notes:4.Thisword“the”isregularwithitslongesoundbeforewordsbeginningwithvowels.Beforewordsbeginningwithconsonants,theesoundwillmushtotheschwasoundofuh.(Longeintheend,uhsoundinthebears.)Theword“a”canbelongorwillschwadependingonemphasis.

5.VowelCharts.Onlineat40Lat:hTp://www.thephonicspage.org/On%20Reading/Resources/PL26VowelChart.pdfThefreeonlinephonicslesson26,alsoonlineat40L’sthephonicspage.orgexplainsthesechartsifyouneedaddiSonalexplanaSononhowtousethem.

6.SyllableDivisionRules.Onlineat40Lat:hTp://www.thephonicspage.org/On%20Reading/Resources/syllable%20division%20chart1.pdfAddiSonally,aworksheetwithsyllabledivisionpracSceusingtheserulescanbefoundat40Lat:hTp://www.thephonicspage.org/On%20Reading/Resources/syllable%20division%20exercises1.pdfStudentsshoulddrawalinebetweenthesyllablesbyfollowingthesyllabledivisionrulesandthensoundoutfirsteachsyllableandthenthecompleteword.Syllablesthatendinavowelarelong,syllablesthatendinaconsonantareshort.


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Thelast3pagesofbookmarks,star1ngwith8-1,havesightwordsthatareslightlyirregular.Allbut5ofthemcanbelearnedphoneScallywiththeaddiSonalofafewsimplerulesandexplanaSons.Toteachawordthathasasoundchangefromwhatwouldbeexpected,haveyourstudentsoundthewordoutaVerexplainingtheexcepSon.Forexample,forsaidyousay,"ainormallymakesthelongasound,ay.Inthisworditmakestheshortesoundofeh.Then,yousounditoutforthem:/s//e//d/"Then,havethemtrytosounditout.Thewordhasshouldbeapproachedthesameway:"snormallysayssss,inthisworditmakesthezsound,/z/."Then,havethestudentsounditout,gentlyremindingthem“ssays/z/inthisword”iftheyforget.

8.Schwa:Thefirstgroupofwordshasthebeginningunaccentedathatwillschwa.Whiletherearehundredsofwordsthatschwawithabeginninga,therearethousandsandthousandsofwordsinEnglishthathaveatleastonesyllablethatwillschwa,solearningaboutschwaisverypowerful.UnaccentedsyllablesoVenschwa,arelaxingofthevowelsound.Thelongertheword,themorelikelyitistohaveatleastonesyllablethatwillschwa.Theschwasoundisusuallytherelaxedsoundofshortu,butsomeSmeewill“schwi”toshortiasindecision,andlongacanrelaxtoshorte.Afewofthewordsinthe2ndgrouphaveaspecialcaseofwhytheyhavethesoundofshortu.7ManywordsinEnglishschwa,makingthispaTernespeciallyimportantfordecodingthousandsofaddiSonalwords.

9.ConsonantpairsareconsonantsoundsthataremadewiththemouthandtongueinthesameposiSon,butoneisvoicedandtheotherisunvoiced.SomeSmesaconsonantwillmakethesoundofitspair’ssoundinsteadofitsnormalsound.Thefirstwordshaveswithitspairsoundofzandtheword“of”hasitspairsoundofvforthef.Thisisthereasonwhywordslikeleafchangetoleaves.Theword“was”alsoschwa’s.LearningthispaTernwillunlockhundredsofaddiSonalwords.

10.Thefirstsetofwordshaveoasoo.Thenextgrouphasavarietyofvowelchanges.Thenextfewgroupshavealongvowelsoundwhenashortvowelsoundisexpected.Thesewordsusedtobespelledwithaneattheend.Theewaslost,buttheirlongvowelsoundremains.Thisisespeciallycommoninwordswithiorobefore2consonants.Thewords“any”and“many”shouldbetaughtasapair.Thenextgroupofwordsdonotfollownormalsyllabledivisionrulesforvowelsounds.Thewordreadcanbeeitherlongorshortedependingoncontext.LearningthesepaTernwillunlockhundredsofaddiSonalwords.

11.WordsinEnglishwillnotendinv,sowordswithveattheendmaybeeithershortorlong,thewordsonthislistareshort,exceptfor“live,”whichcanbepronouncedeitherlongorshortdependingonitsusage.LearningthispaTernwillunlockhundredsofaddiSonalwords.

12.MostofthesesilentleTersarefairlycommon,andaremoreeasilyseenandtaughtwiththeaddiSonofafewmorewordsofeachtype.Add“couldandshould,”“kneeandknack,”“wroteandwrong,”and“weightandfreight.”ThewhteamwillhaveasilentwwhenitisfollowedbytheleTer“o”inafewwords,teachtheaddiSonalwords“whoseandwhole,”andwhosealsohasoasoo.LearningthesesilentleTerpaTernswillunlockhundredsofaddiSonalwords.Therearetwoversionsofbookmark12,versionawithsilentleTersgrayedouttoshowwhichleTersaresilent,andversionbwithallleTersinblack.Notes:7.Hanna,PaulR,RichardE.Hodges,andJeanS.Hanna,"Spelling:StructureandStrategies,"1971.p.44:"DuringtheMiddleEnglishperiod,acertaintypeofangularwriSngwasinvoguewhichresultedinsomeambiguityforthereaderwhenuwasfollowedbyanm,n,oru(someSmeswriTenvorw.)Consequently,scribesreplacedtheuwitho,andthatspellingisretainedinsomewordsusedtoday,e.g.come,monk,love,tongue,some,honey,son.



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13.TobeTerteachtheirirregular–RpaTerns,addinafewwords:“marry,arrow,parrot”and“heir”(silenth.)LearningthispaTernwillunlockhundredsofaddiSonalwords.14.These3wordsareirregular,buthavesomesensetothem.TwoandbuyarewhatMargretBishopin"TheABCsandAllTheirTricks"calls"veryshortwords,"which"mustbepaddedwithsilentleTerstoaTainthethree-leTerminimum."Laughhasghasfandauchangedtotheshortvowelsoundofa.15.Thelasttwowordsaresoirregularthattheyactuallydoqualifytobetaughtassightwords,butthewordscanbetaughttogetherasapaTern.The“n”andthe“ce”arephoneSc,atleast.Nowthatyou’vemasteredallthephonicsneededtoteachthesewords,giveyourstudentthegiVofreadingbyteachingphonicstothe12thgradelevelsotheycansoundoutanythingwith40L’sfreeSyllablesSpellSuccessprogram,whichteachesphonicstoa12thgradelevel:hTp://www.thephonicspage.org/On%20Reading/syllablesspellsu.htmlForanolderchildoradult,youcanalsouse40L’sfreeonlinephonicslessonsinmovieformatonlineat:hTp://www.thephonicspage.org/Phonics%20Lsns/phonicslsnslinks.htmlTherearealsosomeresourcesforayoungerchildrenandinformaSvevideosforadultsandolderchildrenon40L’sYouTubechannelat:hTps://www.youtube.com/user/IsobelElizabeth/featuredFormoreinformaSonabout40L’smostpopularphonicsresources,seehTp://www.thephonicspage.org/On%20Reading/ListOfResources.htmlandforbeginningstudentssee:hTp://www.thephonicspage.org/On%20Reading/newstudents.htmlThesyllabledivisionrulesareexplainedon40L’sMulS-SyllablePhonicspage,hTp://www.thephonicspage.org/On%20Reading/WellTaughtPhonicsStudent.htmlTherearealsoaddiSonalphonicsbookmarksavailableforyourstudents:hTp://www.thephonicspage.org/On%20Reading/Resources/40LBookmarks.pdf40L’svolunteershopethatthesebookmarkswillbeablessingtoyouinyourreadingjourney.

Documents

1-1. 1-2. 2-1. - The Phonics Page Reading/Resources... · 2018-12-07 · 1 © 2018 by 40L, ; 1-1. ā a ē be he me she we the ī I © 2018 by 40L, ; 1-2. ō go so no y my