A Guide to Teaching the Dolch Words through Phonics · PDF fileA Guide to Teaching the Dolch Words through Phonics ... Scripps National Spelling Bee, ... A Guide to Teaching the Dolch

Sounding Out

A Guide to Teaching the Dolch Words through Phonics

Denise Eide & Cindy Kringelis

Sight Words the

Sounding Out the Sight Words: A Guide to Teaching the Dolch Words Through Phonics

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www.LogicOfEnglish.com Copyright © 2015 Pedia Learning Inc. For use by ONE teacher. Copying is NOT permitted. 3

Preface: Spelling as a Sport? Cindy Kringelis

Several months ago, the evening news carried a story about the 2014 Scripps National Spelling Bee, which had aired live on ESPN®. It had ended in a tie after the two finalists exhausted the championship list, spelling correctly each of the final 25 words. The bee concluding with Sriram Hathwar conquering stichomythia (n.: dialogue, especially of altercation or dispute, delivered in alternating lines, as in classical Greek drama) and Ansun Sujoe victorious with feuilleton (n.: the features section of a European newspaper or magazine).

Wow. Having seen Akeelah and the Bee years before, I had some sense for the countless hours of study these students had devoted in prepara-tion for this elite competition. But I began to wonder about a more practical side. I bet these kids knew a few things about spelling that I’d missed along the way. I bet they had a framework, some elaborate scaffolding, underlying their ability to construct terms in such a large and sophisticated vocabulary. What were the foundational rungs, I wondered? What did they know that could make spelling easier—for my child and even for me?

And so I turned to Google®, and a few links later I had the good fortune to stumble upon Uncovering the Logic of English by Denise Eide.

It was captivating. Thorough yet simple.

It was exciting. I couldn’t wait to share what I’d learned with anyone who would listen.

It was even a bit frustrating. How it is that I never heard of these concepts as a kid?

When I ordered Uncovering the Logic of English, my daughter’s school had just begun introducing the simplest words. And although it was very early, I had a bit of angst when she struggled with retaining words like “is” and “his.” Fortunately, with very timely insight from Uncovering the Logic of English, the next time she struggled I simply told her that s can say /s/ or /z/. That clicked for her and after just that little bit of guidance, she rarely missed those words or struggled with the sounds of s again. I had discovered that my child was a rule follower, and simply needed to know that s could also say /z/.

I was thrilled. I’d gotten a taste for the joy of being a competent guide and was hooked on passing on all these concepts to her. Time and time again, I found that when my daughter struggled with a word, it was because she was noticing something that she hadn’t been taught. Fortunately, Uncovering the Logic of English had prepared me to recognize the source of the challenge and to deliver accurate and concise instruction to help her along. Thanks to the Logic of English, I had the pleasure of experiencing her struggles not as lack of ability but as testament to it.

I was eager to help my daughter become a strong reader, but I knew I didn’t want her to memorize sight words by hours of flash card drill. I wanted her to understand how to read the words and why they were written the way they were, the way Denise teaches in Logic of English curricu-lum.

Over the next few weeks, I set about trying to organize an approach to how I would present these concepts to my daughter as she learned to read. This booklet is the result. I hope others will find it useful in helping their children learn to read and spell with ease.

Spring 2015


IntroductionSounding Out the Sight Words: A Guide to Teaching the Dolch Words through Phonics is a tool for parents and teachers

who want (or are required) to teach their students the high-frequency words in the Dolch List, but who want, instead of forc-ing rote memory of whole words through flash card drill, to teach students the phonics tools needed to understand, sound out, and read the words with concepts taught by the Logic of English.

The sixty-six lessons were created in collaboration between Logic of English author Denise Eide and parent Cindy Kringe-lis. The initial inspiration and structure were Cindy’s; she wanted to help her daughter master the sight words taught by her school and, after reading Denise’s book Uncovering the Logic of English, created this series of “instant lessons” to help educa-tors and parents teach the Dolch words logically through phonics using the concepts she had learned.

These “instant lessons” enable you, rather than teaching one new sight word each day, to teach one bite-size phonics con-cept each day in a two- to ten-minute lesson. The child practices the new concept by reading it in the context of Dolch words and other high-frequency words. In sixty-six lessons, instead of learning sixty-six Dolch words, students gain the tools to read all 315—as well as thousands of other words!

Sounding out the Dolch list... Is that even possible?While native English speakers are often taught that the words on the Dolch list must be memorized by sight because they

cannot be sounded out, this is in fact not true. In Logic of English, students learn phonics concepts that accurately describe 98% of the words in English. Of the 220 Dolch Words and the 95 Dolch Nouns, only seventeen (5%) have a sound or phono-gram that does not follow these rules completely and requires some additional instruction before the word can be sounded out. The remaining 95% are phonetically regular.

Even the seventeen true exceptions are comprehensible to children and easier to read when accurate phonics concepts are employed. Five have spellings shaped by morphology — the meaning of the word’s roots — and are understandable once the root is explained. Five others have undergone shifts in pronunciation that students can comprehend with instruction. The remaining seven words (all of which are taught in this series) still have recognizable connections between their spelling and pronunciation that help students sound out the word once they have tackled the sound that is spelled in an irregular way.

And that still leaves the other 298, and tens of thousands of other words, that are easily decodable by students who have learned the concepts presented in these sixty-six short lessons.

So—yes! The Dolch words can indeed be sounded out, much more easily and efficiently than they can be memorized by rote. Let us show you how!

10 Copyright © 2015 Pedia Learning Inc. For use by ONE teacher. Copying is NOT permitted. www.LogicOfEnglish.com

Don’t students have to memorize Dolch words by sight to be able to read?No, they don’t.

Reading research indicates that students need to be able to read high-frequency words—the small number of common words that make up the majority of English texts—quickly and automatically to become fluent readers.

However, extensive evidence-based brain and reading research about how students get to this point repeatedly demonstrates that strong readers rely on their knowledge of letters’ sounds as they read. For example, a recent study at Stanford University demonstrated that beginning readers who focus on individual sounds rather than whole words stimulate more activity in the areas of the brain best wired for reading (Yoncheva, Wise, and McCandliss, Brain and Language, June-July 2015). Emerging readers get to this point of instantaneous recognition by practicing the individual sound-symbol relationships to the point of automaticity, by using them to sound out words, and by applying this knowledge in the repeated reading of high-frequency words.

Reading fluency is not gained by skipping the understanding of the sounds and memorizing whole words as a visual unit, but by developing deep mastery of how letters represent sounds. Visit www.LogicOfEnglish.com/Re-search to learn more.

Why the Dolch List?The Dolch list is one of a number of efforts to categorize common words children need to be able to read.

Created by Edward Dolch in the 1930s, the Dolch list and Dolch nouns list were based on the words occurring most commonly in children’s literature. Most educators estimate that the 220 Dolch words make up over half of any writ-ten text in English, so the ability to read them quickly and automatically is a crucial component of reading fluency and comprehension. They are among the most common sight words in many schools and reading programs.

Sounding Out the Sight Words, then, is designed for teachers and parents who need to teach the Dolch words and want to provide the tools children need to master these words without memorizing them by rote. As they complete these instant lessons, students will simultaneously acquire the tools needed to read tens of thousands of additional words.

What is a Phonogram?A phonogram is a picture of a sound: phono (sound) + gram (picture). It is a letter or team of letters working

together to represent in writing a unique sound in a spoken language. All writing systems based on the alphabetic principle use phonograms. In English, there are 74 basic phonograms used commonly in our language; these may be made up of one letter (a, b), two letters (sh, ng, th), or even three or four (tch, ough). Many phonograms also make


more than one sound in English (such as a, s, g, and ou). Phonograms are the most basic building blocks of our written lan-guage, and students who learn the sounds of each phonogram increase the number of words they are able to read far more efficiently than those who learn words as whole units one at a time, as well as gaining tools to sound out unfamiliar words.

Using the LessonsEach lesson introduces one new phonics concept, or occasionally two linked concepts, and has the student practice the

concept with Dolch words and additional words. Each lesson has a student side, with the new phonogram or rule listed at the top plus a list of words, and a teacher side.

Student side Teacher side

On the teacher side, simple instructions (1) guide you through teaching the concept. Sets of Log-ic of English Basic Phonogram Flash Cards and Spelling Rule Flash Cards are helpful in introducing the concepts, but not required. You can teach the concepts using the instructions in Part 1 alone.


In addition to the instructions, the teacher side provides several extra resources:

Instructions for optional review of prior lessons’ concepts and words (2)

A chart of the Dolch words that use phonics concepts taught elsewhere in the series in addition to this lesson’s concept, including information about where each concept is taught (3)

Notes section with teacher tips and further explanation (4)

The student side presents the concept at the top, plus a list of the new Dolch word(s) it unlocks for students to read. Additional words not on the Dolch list are also provided for further practice with the concept.

Words that can be read using only this lesson’s concept and the basic sounds of A-Z are listed in the green columns on the left. These words, including Dolch words in the first (darker green) column and other common words in the second (light green) column, can be sounded out successfully if you have taught only this one lesson. This allows you to skip around amongst the lessons if you prefer.

A second section with blue columns provides additional words that can be read using this lesson’s new concept with other concepts taught previously in the series. These words, also divided into “Dolch words” (darker blue) and “other words” (light blue) columns, can be sounded out successfully if you have taught this lesson and all the ones leading up to it. The blue section should be used only by those teaching the lessons sequentially.

Keep in mind that while all the words on the page can be sounded with these phonics tools, the words vary in length and complexity. It is fine to have a child read only some of the words, especially a younger child. In particular, children should not be required to practice with words not yet in their spoken vocabulary. The goal is to practice sounding out words and apply-ing the new concept, not to memorize each word on the page.


What prior knowledge is assumed?Sounding out the Sight Words assumes that students know the most common sound of each letter from A to Z. These

sounds are often taught in ABC books and phonics curriculums. For many students, this is the extent of phonics instruction in English. Knowing these sounds unlocks fifty-eight of the Dolch words.

For students who have not learned all of these sounds, and to help any student review and apply them, the first sound of each letter A-Z are included as a Pre-Lesson along with a complete list of the fifty-eight Dolch words that use only these most common sounds. If needed, begin by using the Pre-Lesson to review these sounds and have the student sound out the words.

Students will also need sufficient phonemic awareness skills to segment words into individual sounds and blend sounds together to make words. (Watch our short Phonemic Awareness video at LogicOfEnglish.com/video to learn more about phonemic awareness and discover ways to practice this important skill.)

What makes Logic of English unique is that the phonics concepts go beyond these foundational skills and explain 95% of the Dolch words. Only fifteen words contain a simple exception to the rules, and five of these are explained using morpholo-gy. Since it is the small, high-frequency words that are the oldest and include the most exceptions, learning the phonograms and rules needed to decode 95% of the Dolch words also aids students in reading 98% of English words!

What other tools do I need?For the most effective use of these lessons, we recommend purchasing the Logic of English Basic Phonogram Flash Cards,

Spelling Rule Flash Cards, and Phonogram and Spelling Game Book to assist you in teaching the material and helping students practice it.

The flash card sets are helpful both in introducing the concepts with the lessons and in review and games to practice the material. You can also learn the phonograms and their sounds, and make your own flash cards at home, using our online Phonogram Chart (see LogicOfEnglish.com/resources).

The Game Book provides fun and engaging ways to practice phonograms and gain increasing fluency in reading the words students are learning. Playing games with the material for as little as ten minutes a day can make a huge difference in the level of mastery and fluency students achieve.

Is this a substitute for Logic of English curriculum?No. This booklet does not teach all the phonograms and spelling rules! It is more like an appetizer—not a full meal, and it


may leave you eager for more, but it’s much better than nothing.

Sounding Out the Sight Words introduces the concepts needed to decode words in the Dolch list, and these concepts simultaneously unlock tens of thousands of additional words, but you will still be missing the additional phonics concepts needed to decode and spell tens of thousands more.

It also takes extensive practice and step-by-step instruction to become fluent readers and spellers, and that is beyond the scope of these short lessons.

While Sounding Out the Sight Words introduces only the tools needed to sound out the Dolch words, Logic of English curriculum teaches all 74 basic phonograms and 31 spelling rules needed to read and spell 98% of the words in English. These concepts are taught within the context of a complete program that includes extensive practice, multi-sensory activities, handwriting, vocabulary development, grammar, and tools for developing mastery in spelling.

We have designed the Logic of English Foundations and Essentials programs with the goal of providing the most fun, engaging, linguistically accurate, complete, and easy-to-teach reading and spelling instruction that we can. However, we know that not everyone who might wish to use our curriculum in their home or classroom has the opportunity to do so, and we want logical and accurate information about our language to be available to everyone. We have created the instant lessons in Sounding Out the Sight Words for everyone who lacks the opportunity to use full Logic of English curriculum but wants to start children on the right foot in reading.

Any other tips for success?Yes!

• Encourage students to sound out the words. If they struggle with a sound, remind them of the sound that phono-gram makes. Don’t encourage them to simply guess the word, hurry them, or say the word for them. Remember that fluency develops through mastering the sounds, and that this will come naturally with practice and time.

• Choose how many words to practice. We’ve provided a number of words using each new concept in addition to those in the Dolch list, so that students can have the option of practicing their new tool with more words. You do not need to have your child read every word in each lesson; choose how many and which ones according to the age, atten-tion span, comfort, and vocabulary level of the child. Again, the word lists are simply a tool for practicing reading the phonograms in words.

• If students have initial trouble recognizing a multi-letter phonogram within a word, underline the phonogram. This can help beginning readers see that the letters are working together as a team.

• Practice the phonograms students are learning frequently—daily if possible. Use the Basic Phonogram Flash Cards for a quick drill, play games from the Game Book... It does not need to take long, but students will master them the most quickly with frequent practice. Mastery of the phonograms’ sounds greatly strengthens success in reading.


• If possible, teach the lessons in order, and continue to practice previous concepts and reading previous words frequently. If you want to introduce a word from the “Future Words” list, simply use the chart to see what additional concepts the students will need and teach these lessons before having the student sound out the new word.

• You may find it helpful to make word cards with the words from the lessons, rather than having students read them from the page. Keep a set of all the words students have learned the tools to read, and add new cards as students learn new tools. Set aside words that students have mastered, rein-troducing them periodically. Having the words on cards allows you to vary the order for reading practice and use the words in reading games from the Game Book.

• Have fun! When students discover how their language works, learning to read can be an exciting journey of discovery and growth.

Printing this Book

Printing the Entire BookFor ease of use, Sounding Out the Sight Words is designed to be printed as a booklet,

double-sided and bound on the long edge. The two halves of each lesson are on sepa-rate sheets and oriented in opposite directions, so that with the booklet between the student and adult, the student can look at the Student Side of each lesson right-side-up while the teacher or parent reads the lesson on the Teacher Side.

On most printers, you can achieve this layout by choosing Short Edge Binding on your printer settings for double-sided printing and starting with Page 1 (or an odd-numbered page). Then hole punch, bind, or staple your book on the long edge so that the two parts of each lesson are back to back.

If you would like to have all the Introduction pages oriented the same way, like a calendar, instead of mirror-image like the lessons, print pages 1-14 separately with Long Edge Binding.

Printing Individual Lessons

If you would like to print individual lessons one at a time and would like them double-sided, with the Teacher Side and Student Side on opposite sides of the same sheet, make sure to choose an even-to-odd page range (such as 18-19), since lessons start on even-numbered pages with the Student Side. Set your printer to Short Edge Binding so that the text will be oriented the same way on each side of the page.


Dolch Words Using the Most Common Sounds of A-Z

onrangetdidbutat

amuprunrednot

it

incanbigandtopsunpig

menmanlegdogcat

boxbedtensixif

hotgotcutussititslet

himhadanyes

wentjumphelpwindnestmilkhanddrink

fastbeststopjustask

mustrobinrabbitsevenupon

Pre-Lesson


Pre-LessonAll Students

1. Review the most common sound of each letter below. Before beginning Lesson 1, students should know these sounds well and be able to use them to sound out simple words such as swim and plan.

2. Ask the students to read the words in the green columns on page 16..

Pre-Lesson: The Most Common Sounds of A-Z.

a says /ă/ as in apple.

b says /b/ as in boy.

c says /k/ as in cat.

d says /d/ as in dog.

e says /ĕ/ as in egg.

f says /f/ as in fan.

g says /g/ as in goat.

h says /h/ as in hat.

i says /ĭ/ as in inn.

j says /j/ as in jump.

k says /k/ as in kite.

l says /l/ as in lamp.

m says /m/ as in mop.

n says /n/ as in note.

o says /ŏ/ as in octopus.

p says /p/ as in pan.

qu says /kw/ as in queen.

r says /r/ as in rose.

s says /s/ as in sun.

t says /t/ as in toy.

u says /ŭ/ as in umbrella.

v says /v/ as in van.

w says /w/ as in wet.

x says /ks/ as in box.

y says /y/ as in yellow.

z says /z/ as in zoo.


sDolch Words More Words

ishisas

has

kidspigsjobsbugsfrogs

momsvisitdads

transit

Lesson 1


Lesson 1All Students

1. Teach the phonogram s says /s-z/ as in sent and as.

2. Place your hand on your throat as you say /s/ and /z/. Feel how /s/ is unvoiced and /z/ is voiced.

3. Explain that S says /z/ more often than /s/ when plurals such as chairs, tables, and lessons are considered.

4. Read the words in the green columns.

Future Dolch Words using this ConceptWord Lesson Rule

was15141

R.10 When a word ends with the phonogram A, it says /ä/. A may also say /ä/ after a W or before an L.R.31.1 Any vowel may say one of the schwa sounds, /ŭ/ or /ĭ/, in an unstressed syllable or unstressed word.s says /s-z/.

always15101

R.10 When a word ends with the phonogram A, it says /ä/. A may also say /ä/ after a W or before an L.ay says /ā/.s says /s-z/.

use17181

u says /ŭ-ū-ö-ü/.R.12.1 The vowel says its long sound because of the E.s says /s-z/.

those3

12181

th says /th-TH/.o says /ŏ-ō-ö/.R.12.1 The vowel says its long sound because of the E.s says /s-z/.

these3

11181

th says /th-TH/.e says /ĕ-ē/.R.12.1 The vowel says its long sound because of the E.s says /s-z/.

goes 401

oe says /ō-ö/.s says /s-z/.

does40141

oe says /ō-ö/.R.31.1 Any vowel may say one of the schwa sounds, /ŭ/ or /ĭ/, in an unstressed syllable or unstressed word.s says /s-z/.

please341

46

ea says /ē-ĕ-ā/. s says /s-z/.R.12.8 Add an E to clarify meaning.

Santa Claus

131514511

a says /ă-ā-ä/. R.10 When a word ends with the phonogram A, it says /ä/. A may also say /ä/ after a W or before an L.R.31.1 Any vowel may say one of the schwa sounds, /ŭ/ or /ĭ/, in an unstressed syllable or unstressed word.au says /ä/.s says /s-z/.

Note: Rule 29 Z, never S, spells /z/ at the beginning of a base word.


thDolch Words More Words

thinkthankwith

tenthpathmathcloth

thumpthinbath

athletic

Lesson 2


Lesson 2All students If teaching the lessons sequentially, continue with

1. Teach the phonogram th says /th-TH/ as in thin and that.

2. Place your hand on your throat as you say /th-TH/. Feel how /th/ is unvoiced, and /TH/ is voiced.

3. Say words such as thin, think, and with. Feel how the /th/ is unvoiced.

4. Say words such as this, that, and these. Feel how the /TH/ is voiced.


6. Review the phonogram s .

7. Review the words from Lesson 1.

Future Dolch words using this conceptWord Lesson Rule

three 24

th says /th-TH/.ee says /ē/.

thing 27

th says /th-TH/.ng says /ng/.

both 312

8 I and O may say /ī/ and /ō/ before two consonants.th says /th-TH/.

Note: Some people pronounce the TH in with as a voiced sound. Teach whichever pronunciation you use.Note: TH is a multi-letter consonant.


thDolch Words More Words

thatthemthenthiswith

thusthan

Lesson 3



1. Review the sounds of the phonogram th from Lesson 2. Which sound is voiced?


3. Review the sounds of the phonogram s .

4. Review the words from previous lessons. Allow the student to sound them out, and provide reminders about phonograms’ sounds if needed.


the3

111114

th says /th-TH/.e says /ĕ-ē/.R.4 A E O U usually say their long sounds at the end of a syllable.R.31.1 Any vowel may say one of the schwa sounds, /ŭ/ or /ĭ/, in an unstressed syllable or unstressed word.

together1635

o says /ŏ-ō-ö/.th says /th-TH/.er says /er/.

those3

12181

th says /th-TH/.o says /ŏ-ō-ö/.R.12.1 The vowel says its long sound because of the E.s says /s-z/.

these3

11181

th says /th-TH/.e says /ĕ-ē/.R.12.1 The vowel says its long sound because of the E.s says /s-z/.

there 347

th says /th-TH/. R.12.9 Unseen reason.

mother4835

R.31.2 O may say /ŭ/ in a stressed syllable next to a W, TH, M, N, or V.th says /th-TH/.er says /er/.

brother4835


Note: Some people pronounce the TH in with as an unvoiced sound. Teach whichever pronunciation you use.Note: TH is a multi-letter consonant.


eeDolch Words More Words Dolch Words More Words

seegreensleepkeepfeetseedtree

street

deepseenweekmeetfeel

needseed

speedfree

three teeththee

Lesson 4



1. Teach the phonogram ee says /ē/ as in green.


3. Review the phonograms you have taught in previous lessons.

4. Read the words in the blue columns.

5. Review the words from previous lessons.

Dolch words that use concepts from previous lessonsWord Lesson Rule

three 24

th says /th-TH/.ee says /ē/.


sheep 224

sh says /sh/.ee says /ē/.

been 414

ee says /ē/. R.31.1 Any vowel may say one of the schwa sounds, /ŭ/ or /ĭ/, in an unstressed syllable or unstressed word.

Note: EE is a multi-letter vowel.


erDolch Words More Words More Words

herneverunderletteraftersisterbetter

enterever

fingersummerlumberrunnerpepperdresserladder

thunderrathergatherslither

Lesson 5



1. Teach the phonogram er says /er/ as in her.

2. Explain that this is one of five ways to spell /er/ in English. ER is found in 90% of words with the sound /er/.


4. Review all the phonograms you have taught thus far.


6. Review words from previous lessons, either with Word Cards or with the lists from the student side of the lessons.


farmer 65

ar says /är/.er says /er/.

over12115

o says /ŏ-ō-ö/.R.4 A E O U usually say their long sounds at the end of a syllable.er says /er/.

water 155

R.10 When a word ends with the phonogram A, it says /ä/. A may also say /ä/ after a W or before an L.er says /er/.

together1635

o says /ŏ-ō-ö/.th says /th-TH/.er says /er/.

flower 245

ow says /ow-ō/.er says /er/.

were 547

er says /er/.R.12.9 Unseen reason.

mother4835


brother4835


because1111511

47

e says /ĕ-ē/.R.4 A E O U usually say their long sounds at the end of a syllable.au says /ä/.s says /s-z/.R.12.9 Unseen reason.

Note: ER is an R-controlled vowel.


owDolch Words More Words Dolch Words More Words

growown

yellowsnow

window

lowrow

blowfollowgrownslowflow

flownpillow

show throwshow

shadowshownblowerslowerlower

bowlingrowing

Lesson 25



1. Review the sounds of the phonogram ow from Lesson 24.

2. This lesson’s words will practice the second sound, /ō/.

3. Read the words in the green columns

4. Review the phonograms and spelling rules the student has learned..


6. Review words from previous lessons.

Dolch words that use concepts from previous lessonsWord Lesson Rule

show 2225

sh says /sh/.ow says /ow-ō/.


know 5825

kn says /n/.ow says /ow-ō/.

Note: OW and OU are a pair of phonograms with two sounds in common. OU may NOT be used at the end of English words. OW may be used at the end of English words.Note: OW is a multi-letter vowel.


A

a 40about 70acorn 90active 58add 24after 16afternoon 84again 140age 144ago 40airtight 82alarm 40all 44alley 100allow 66almost 80alone 148aloud 70always 44am 7amount 70an 7and 7annoy 94another 114any 140

applause 120approach 92April 36apron 40are 108army 78around 70art 18as 8ask 7at 7ate 52athletic 10attach 64August 120aunt 120avoid 94await 40away 40awe 108awkward 96axe 108

B

baby 78back 22bacon 40bagel 40

baker 36ball 44balloon 84barber 18basic 36bath 10be 28bear 86beat 86because 120bed 7been 40before 52began 28begin 28bell 24bench 64best 7better 16big 7bird 88birth 88birthday 88black 22blind 80block 22blow 68blower 68

blur 124boast 92boat 92body 78boil 94boiling 94bonus 32book 84born 90both 80boulder 72bow 66bowling 68box 7boy 94boyish 94branch 64brave 58bread 86break 86brick 22bright 82bring 20brother 114brown 66brush 62bugs 8build 136

Index of Words


built 136burn 124burst 124but 7buy 136by 74

C

cake 52call 44came 52can 7cane 52canoe 98car 18carpenter 18carry 78cartoon 84carve 58case 52cat 7catch 128cause 120cave 58chain 64chair 64chalk 138chapter 64check 64cheek 64cheer 64cheese 106

chew 132chicken 64child 80children 64chin 64chirp 88chowder 66Christmas 64class 24clean 86cloak 92clock 22cloth 10cloud 70clown 66coach 92coast 92coat 92coin 94coins 94cold 80come 114computer 50cook 84cool 84copy 78corn 90corner 90could 138count 70coupon 72court 72

cousin 72cove 58cover 114cow 66cowboy 94cracker 22cracking 22crawl 96crawling 96crew 132croak 92crowd 66crutch 128cry 74curb 124curve 124cut 7

D

dads 8dance 144dark 18darker 18dash 62date 52daughter 122day 26deal 86deep 14delight 82demand 28destroy 94

detour 72did 7diner 56ding 20dirt 88dirty 88dishes 62ditch 128do 48doe 98does 98dog 7doll 24done 114door 84down 66draw 96drawing 96dream 86dresser 16, 24drink 7dry 74duck 22

E

each 86east 86easy 86eat 86egg 24eight 118eighteen 118


eighty 118enjoy 94enter 16even 28event 28ever 16every 78exhaust 120eye 150

F

face 144fairy 78fall 44famous 72far 18farm 18farmer 18farther 18fast 7fault 120feedback 22feel 14feet 14fell 24fever 28few 132fifty 78fight 82find 80fine 56finger 16, 20

finish 62fire 56firefighter 82firm 88first 88fish 62five 58flash 62flashlight 82flew 132flicker 22flight 82floor 84flour 70flow 68flower 66flown 68fly 74foal 92foam 92fold 80follow 68food 84foot 84football 84for 90forest 90forgive 58form 90forth 90forty 90found 70

fountain 70four 72fourth 72free 14freezing 20fresh 62frogs 8from 40fry 74full 50funny 78fur 124further 124

G

game 52garden 18gather 16gave 58get 7girl 88give 58glance 144glove 114go 32goal 92goes 98going 32gold 80good 84good-bye 110goose 106

got 7gown 66grass 24gray 26green 14grew 132gross 80ground 70group 72grow 68growl 66grown 68

H

had 7hairbrush 62hand 7happy 78hard 18harvest 18has 8haul 120haunt 120have 58hawk 96hazel 40he 28head 86heal 86heat 86heir 102help 7


her 16here 52hero 32hey 100high 82highchair 82hill 24him 7his 8hissing 24hockey 100hoe 98hold 80hole 52home 52honey 114hope 52horse 106hot 7hotel 32house 106how 66howl 66hurry 124hurt 124hutch 128

I

I 56if 7in 7inform 90

into 48is 8it 7itch 128its 7

J

jaw 96jersey 100jobs 8join 94joy 94jump 7jumpy 78just 7

K

keep 14keeping 20key 100kids 8kind 80king 20kitty 78knead 134knelt 134knew 134knight 134knit 134knob 134knobby 134knock 134

knot 134know 134knuckle 134

L

ladder 16lady 78lake 52large 144latch 128late 52later 36latest 36laugh 122laughter 122launch 120laundry 120law 96lawn 96layer 26lazy 78leader 86leave 86leg 7length 20less 24let 7letter 16light 82like 56live 58locker 22

locking 22locksmith 22lone 148long 20look 84loud 70love 114low 68lower 68lumber 16lumpy 78lunch 64

M

ma 44made 52mail 26mailing 26main 26make 52mall 44man 7many 140march 64mark 18marker 18match 128math 10may 26me 28meat 86meet 14


meeting 20men 7meow 66meter 28midnight 82might 82mile 56milk 7mind 80moist 94moment 32moms 8money 114monkey 114month 114moon 84moose 106morning 90most 80mother 114mourn 72mouse 106mouth 70much 64murmur 124music 50must 7my 74myself 74

N

name 52

native 58need 14neigh 118nervous 72nest 7never 16new 132news 132newspaper 132night 82nightgown 82nine 56no 32nobody 78nor 90north 90northern 90not 7November 32now 66nurse 124

O

oath 92obey 100October 32of 150off 24offer 24old 80olive 58on 7

once 148one 148only 148onto 48open 32or 90orbit 90order 90ore 108ostrich 64other 114ounce 144our 70out 70over 32owl 66own 68

P

pa 44page 144paint 26paper 36parsley 100part 18party 78pass 24passing 24pasta 44patch 128path 10pause 106, 120

paw 96pay 26pepper 16perform 90pick 22picture 140pig 7pigs 8pillow 68place 144play 26player 26please 110plow 66pointing 94port 90post 80pound 70pour 72powder 66power 66pretty 140prey 100prince 144program 32proud 70pudding 50pull 50pulley 100puppy 78purple 124purse 124


push 62put 50

Q

qualify 116quarter 116queen 116quest 116quick 116quiet 116quilt 116quit 116quiz 116

R

rabbit 7rain 26raincoat 92raining 26raise 106ran 7ranch 64rather 16raw 96reach 86read 86reason 86red 7rein 102relax 28remind 80repeat 86

resist 28result 28retold 80return 124rich 64ride 56right 82ring 20rinse 106riverboat 92robin 7robot 32rock 22rocky 78roll 80room 84rooster 84round 70row 68rowing 68royal 94run 7runner 16rushing 62

S

safe 52said 140sailboat 92sailing 26sandwich 64Santa Claus 120

Saturday 124saw 96say 26says 141school 84scooter 84scratch 128screw 132scroll 80sea 86seal 86see 14seed 14seedling 20seen 14seesaw 96serve 58seven 7shadow 68shall 62shampoo 84shape 62sharp 62shawl 96she 62shed 62sheep 62sheet 62shelter 62ship 62shirt 88shoe 98

shook 84shop 62short 29shot 62should 138shoulder 72shout 70show 68shower 66shown 68shut 62shy 74sick 22sickness 24sigh 82sight 82sing 20sir 88sister 16sit 7six 7skateboard 92skirt 88sky 74sleep 14sleigh 118slither 16slow 68slower 68slurp 124small 44smell 24


smile 56snow 68snowboard 92so 32soak 92soap 92sock 22sofa 44sold 80solve 58some 114song 20soon 84sorry 78sort 90soul 72sound 70soup 72sour 70south 70soy 94sparkler 18speech 64speed 14spinach 64spoil 94spring 20spy 74squeak 116squeal 116squirrel 116star 18

start 18state 52stew 132stick 22sting 20stir 88stood 84stop 7story 78straw 96street 14strength 20string 20stroll 80strong 20student 50study 78such 64summer 16sun 7support 90surf 124swamp 44swan 44swat 44sweetness 24swing 20swirl 88

T

take 52talk 138

tall 44taunt 120teach 86teacher 86team 86teeth 14tell 24telling 24ten 7tenth 10than 12thank 10that 12the 40thee 14their 102them 12then 12there 112these 52they 100thicker 22thigh 82thin 10thing 20think 10third 88thirst 88thirteen 88thirty 88this 12thorn 90

those 52thousand 70three 14threw 132thrill 24thrive 58throat 92throw 68thump 10thunder 16Thursday 124thus 12ticket 22tight 82time 56timer 56to 48toast 92today 48toe 98together 48told 80toll 80tonight 82too 84took 84tooth 84top 7tour 72towel 66tower 66town 66


toy 94train 26transit 8tree 14trolley 100truck 22try 74tulip 50turn 124twelve 58twilight 82twirl 88

U

under 16unit 50up 7upon 7us 7use 52

V

valley 100valve 58vault 120veil 102vein 102very 78violin 56visit 8voice 144volleyball 100

vote 52

W

wait 26waiter 26waiting 26walk 138wall 44wallet 44wander 44want 44warm 18warmth 18was 44wash 62watch 128water 44wavy 78way 26we 28week 14weigh 118weight 118weird 102well 24went 7were 112whack 76whale 76what 76wheel 76when 76

whenever 76where 112whether 76which 76while 76whine 76whip 76whisper 76white 76whiteboard 92who 140why 76wild 80will 24wind 7window 68wing 20wish 62with 10, 12withdraw 96without 70woe 98wonder 114wood 84word 130work 130world 130worm 130worry 130worse 130worship 130worst 130

worth 130would 138wound 72wow 66wrap 126wreak 126wreath 126wreck 126wrestle 126wrinkle 126wrist 126write 126wrong 126wrote 126

Y

yard 18yawn 96yawning 96yellow 68yes 7you 72your 72yourself 72youth 72

Z

zero 32


Index of ConceptsBroad Vowel Sounds 33, 37, 45, 49, 51, 138Consonants, definition of 30, 57Long Vowel Sounds 28, 29, 37, 51, 52, 57Morphology 146, 148Phonograms

a 5, 36, 44, 138ai 26ar 18au 120augh 122aw 96ay 26b 5bu 136c 5, 144ch 64ck 22d 5e 5, 28ea 86ee 14ei 102eigh 118er 16ew 132ey 100f 5g 5, 144h 5i 5, 56, 80igh 82ir 88j 5k 5kn 134l 5m 5n 5

ng 20o 5, 32, 48, 80, 114oa 92oe 98oi 94oo 84or 90ou 70, 72ow 66, 68oy 94p 5qu 5, 116r 5s 5, 8sh 62t 5tch 128th 10, 12u 5, 50, 60, 116ur 124v 5, 58w 5wh 76wor 130wr 126x 5y 5, 74, 78z 5

R-Controlled Vowels 17, 19Say to Spell 41, 140, 149Schwa 40, 115Short Vowels 25, 37, 57Silent Final E 52, 58, 60, 104, 106, 110, 112, 144Silent L 138Spelling Rules

AEOU usually say their long sounds at the end of a syllable ... (Rule 4) 28, 32, 36, 50

Any vowel may say one of the schwa sounds... (31.1) 40

English words do not end in I, U, V, or J (Rule 3) 26, 57, 95

I and O may say /ī/ and /ō/ before two consonants (Rule 8) 80

I and Y may say /ĭ/ or /ī/ at the end of a syllable (Rule 5) 56

O may say /ŭ/ in a stressed syllable next to W, TH, M, N, or V (Rule 31.2) 114

Phonograms ending in GH are used only... (Rule 28) 119

Q always needs a U (Rule 11) 116Silent E: Add an E to clarify meaning (Rule 12.8) 110Silent E: Add an E to make the word look bigger

(Rule 12.6) 108Silent E: English words do not end in V or U (Rule

12.2) 58, 60Silent E: Every syllable must have a written vowel

(Rule 12.4) 104Silent E: The C says /s/ and the G says /j/ because of

the E (Rule 12.3) 144Silent E: The vowel says its long sound... (Rule 12.1)

52Silent E: To keep singular words from looking plural

(Rule 12.5) 106Silent E: Unseen reason (Rule 12.9) 112We often double F, L, and S ... (Rule 30) 24When a one-syllable word ends in single-vowel Y...

(Rule 6) 74When a word ends with the phonogram A, it says

/ä/... (Rule 10) 44, 139Y says /ē/ only at the end of a multi-syllable word

(Rule 7) 78Unvoiced Sounds 9, 11Voiced Sounds 9, 11, 13Vowels, definition of 57

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A Guide to Teaching the Dolch Words through Phonics · PDF fileA Guide to Teaching the Dolch Words through Phonics ... Scripps National Spelling Bee, ... A Guide to Teaching the Dolch