Word Families and Friends - Baha'i Communities of Brevard County

WORD FAMILIES AND FRIENDS © Kathryn Dekle Roberts, July, 2012 UNIT 1 PAGE 1 

VC CODE = 

Only 1 vowel, ends with a consonant. 

♪♪ When VC is spelled with ‘a’. /a/ like 

apple, we will say. ♪♪ (Tune: ABC Song) 

Teacher: 1. Explain things written in italics. 2. Read columns top to bottom. 

cab 

dab 

grab 

lab 

act 

fact 

bad 

dad 

glad 

had 

lad 

mad 

pad 

sad 

bag 

brag 

drag 

flag 

nag 

stag 

rag 

tag 

wag 

pals 

cap 

clap 

flap 

lap 

map 

nap 

scrap 

snap 

strap 

tap 

trap 

yap 

zap 

cash 

clash 

crash 

flash 

lash 

smash 

splash 

trash 

ask 

mask 

task 

clasp 

gasp 

blast 

cast 

fast 

last 

past 

at 

bat 

brat 

cat 

chat 

flat 

hat 

mat 

pat 

rat 

sat 

that 

catch 

hatch 

latch 

match 

patch 

scratch 

snatch 

bath 

math 

path 

TRICKY 

LETTERS 

When 2 

letters 

together 

make the 

same 

sound, 

read only 

1 of 

them: 

back 

black 

crack 

jack 

lack 

pack 

rack 

sack 

shack 

smack 

stack 

tack 

track 

---------------------------------- 

read ‘wh’ 

as if it were 

written: ’hw’: 

whack 

In ‘qu’, ‘u’ = 

consonant ‘w’. 

‘qu’ = /kw/* 

quack 

*Memorize: When Show-off ‘u’ follows consonant ‘q’, 

‘u’ becomes a consonant too - and sounds like consonant ‘w’. 

______________


VC CODE = 

Only 1 vowel, ends with a consonant. 

♪♪ When VC is spelled with ‘a’, /a/ like 

apple, we will say. ♪♪ (Tune: ABC Song) 

add class grass mass 

brass 

‘L’ is 

silent’: 

calf 

half 

Final double 

‘s’ after a 

vowel = /s/. 

class 

grass 

glass lass pass 

In ‘wr’ spellings, 

‘w’ is silent: 

wrap 

wrath 

In ‘gn’ Final single ‘s’ after 

spellings, a vowel = /z/: 

‘g’ is silent: as 

gnat has 

‘s’ after a voiced 

consonant sound = 

voiced /z/: 

cabs lads 

Voiced Consonants = b, 

d, g, j, l, m, n, r, v 

‘s’ after a voiceless 

consonant sound = 

whispered /s/: 

cats taps 

Voiceless consonants 

= c, f, k, p, q, t, 

Explain to students: Contractions ( ‘ ) = apostrophe 

Brad’s pals = pals that belong to Brad 

the calf’s back = the back that belongs to the calf 

Wag’s bath = bath that belongs to Wag. (Wag is a dog.) 

SPELL AND TELL: During the day, call out a few words 

for the student(s) to SPELL and TELL the meaning. In 

reading: words may be ‘sounded out’. In spelling: words 

cannot be ‘sounded out’. Silent letters cannot be ‘sounded 

out’. Many sounds can be spelled more than one way. 

Always ask the student(s): “What letters did you SEE?”


Tell the students the underlined words in the story. They 

haven’t learned these codes yet. 

Memory Syllables, like ‘a’, and ‘the’, are underlined only 

once per story. You may tell them these words each time 

they see them… or encourage them to memorize the words. 

Explain to students: Quotation marks ( “ ___” ) 

The words inside the quotation marks are the exact words 

that someone (or something) says: “Quack, quack!” 

Pre-reading: Discuss the virtue: be kind to animals. After 

the story, help students relate the virtue to the story: 

Brad’s Pals and the Calf 

Brad has 4 pals: Jack, Hal, Max, and Matt. His dad has 

a black calf. Max has a back pack. Dad asks Jack to 

strap the back pack on the calf’s back. 

Z Z Z Z Z Z ! A fly is on the calf’s back! “Act fast! 

Zap the fly in his tracks!” 

Zap! Brad zaps the fly on the calf’s back. Crash! The 

back pack is on the grass! 

“Act fast! Catch the calf!” The calf is in the trash! 

Splash! The calf is in Wag’s bath! 

“Act fast! Catch the Calf!” 

“Quack, quack!”


Hal and Matt catch the calf. Dad asks Hal to pat the 

calf’s back. Dad has Matt scratch the calf’s back. 

The pals and the calf sat on the grass and had a chat. 

And that is a fact. 

Comprehension Questions: 

The student’s ability to ask meaningful questions that 

relate to the story is a good indication of his/her 

comprehension. 

1. After each story, you can ask the student(s) one 

question, and then train the student(s) to ask you 

questions about the story. Encourage them to ask 

questions beginning with: Who, What, Which, Where, 

When, Why, How many, How far, How long, etc. 

Example: 

Teacher: “Ask me a question beginning with, ‘’How many?” 

Discourage questions that can be answered with only ’yes’ 

or ‘no’. 

******************************************************************************************************** 

2. The teacher should ask a student to find and read the 

sentence that tells: “Who is the story about?” – “What 

did Max have?” - “Where was the fly?” etc. 

************************************************************************************************************ 

3. The teacher should also ask inference questions such 

as: “What do you think happened when Brad zapped the 

fly on the calf’s back?” (Students develop skills in selfexpression 

and become more articulate.)


VC CODE = 

Only 1 vowel, ends with a consonant 

♪♪ When VC is spelled with ‘e’, /e/ like 

elephant, we’ll read. ♪♪ (Tune: ABC Song) 

web 

check 

deck 

neck 

peck 

specks 

wreck 

bed 

fed 

led 

red 

shed 

left 

beg 

egg 

keg 

leg 

yes 

yet 

held 

elf 

self 

shelf 

elk 

elks 

bell 

fell 

shell 

smell 

spell 

swell 

tell 

well 

yell 

help 

belt 

felt 

melt 

step 

kept 

slept 

swept 

flesh 

fresh 

desk 

bless 

chess 

dress 

less 

mess 

best 

chest 

nest 

pest 

rest 

test 

vest 

west 

get 

jet 

let 

met 

net 

pet 

set 

wet 

fetch 

stretch 

next 

text 

When ‘y’ plays Captain Consonant, 

____________________________________________________________________________________________________________________ 

___________________________________________________________________________________________________________________ 

it leads the vowels around. 

TRICKY LETTERS 

guess guest 

‘u’ = silent consonant ‘w’. 

silent ‘u’ is there to give 

the ‘g’ a hard ‘g’ sound 

[/guh/] as in ‘go’ …rather 

than the soft ‘g’ sound 

[/juh/] as in ‘gel’. 

-------------------------------------------------------------------------- 

quell quest 

‘u’ = voiced consonant ‘w’ 

‘qu’ = /kw/ 

----------------------------------------------------------------------------------------------------------- 

Z Z Z Z Z = a sound 

not a word. It has no 

vowel, so it is not a word. 

------------------------------------------------------------------------------------------------------------- 

Mel’s = Mel is; 

Ned’s = Ned is; 

Let’s = let us; 

the shed’s = the shed is 


for the student(s) to SPELL and TELL the meaning.


Discuss the virtue: be kind to animals. After the story, 

help the student(s) relate the virtue to the story: 

Ed’s Pets 

Ed had 2 pet elks, Mel and Ned. Ed kept the 2 pet elks 

in the shed. Ed fed the 2 pet elks grass and eggs. Mel 

left grass on the shelf. Ned left eggs on the step. The 

2 pet elks left a mess in the shed. 

Dad tells Ed that Mel’s a pest. Dad tells Ed that Ned’s 

a pest. The shed’s a mess. The shed smells bad. The 

shed’s a wreck. 

Ed tells Dad, “Let’s sell the elks.” 

“OK”, Dad tells Ed, “Let’s sell the elks”. 

The 2 pet elks left on a fast jet. Ed asks, “Has Mel left 

yet? Has Ned left yet?” 

“Yes,” Dad tells Ed. “The 2 pet elks left on a fast jet.” 

Ed is glad. Dad is glad. Mel’s glad. Ned’s glad. And the 

shed’s glad. 

Yes! Yes! Yes!


VC CODE = 


♪♪ When VC is spelled with ‘i’, / i / like 

igloo, we will cry. ♪♪ (Tune: ABC Song) 

bib 

crib 

rich 

which 

brick 

chicks 

click 

flick 

kick 

pick 

quick 

sick 

stick 

trick 

did 

hid 

kid 

lid 

rid 

slid 

if 

cliff 

sniff 

fifth 

gift 

lift 

swift 

big 

dig 

fig 

rig 

twig 

wig 

milk 

bill 

chill 

drill 

fill 

grill 

hill 

ill 

spill 

will 

film 

quilt 

chips 

clip 

dip 

drip 

flip 

tip 

skip 

slip 

zip 

his 

is 

this 

dish 

fish 

wish 

crisp 

kiss 

miss 

fist 

list 

mist 

bit 

fit 

it 

lit 

sit 

quit 

ditch 

itch 

pitch 

stitch 

with 

fix 

six 

quiz 


In ‘kn’ spellings, 

‘k’ is silent. 

knit 

-------------------------------------------------------------- 

In ‘bui’ and ‘gui’ 

spellings, ‘u’ = 

silent consonant ‘w’. 

build 

built 

guilt 

-------------------------------------------------------------- 

Please explain to 

students. 

SINGULAR: 

1 pal, 1 pet, 1 fish 

PLURAL: 

2 pals, 2 pets, 2 fish 

------------------------------------------------------------------------------------------- 

CONTRACTION: 

Jill’s net = 

the net that 

belongs to Jill 





the story, help the student(s) relate the virtue to the story: 

Jill’s Fish 

Jill has a big fish net to catch fish. Jill is swift with 

the net. Jill is quick with the net. Jill dips the net in 

the ditch. Drip, drip, drip. Did Jill catch a fish? 

Yes! 1 fish slips in the net. 1 fish flips in the net. 

1 fish sticks to the net. 1 big fat fish fell on the grass. 

Splash! The fifth fish is in Jill’s net. Did Jill spill the 

fifth fish? Splash! Yes! The last fish flips back in the 

ditch. 

Jill will pitch 3 fish back in the ditch. 

Which fish is Jill’s? The big fat fish on the grass is 

Jill’s. Jill kept 1 big fat fish. 

Did Jill catch six fish? No! 

Did Jill catch 5 fish? Yes! 

Did Jill pitch 3 fish back in the ditch? 

Yes! Yes! Yes!


VC CODE = 


♪♪ When VC is spelled with ‘o’, / ah / like 

octopus, we’ll go. ♪♪ (Tune: ABC Song) 

cob 

knob 

rob 

sob 

throb 

block 

clock 

cock 

dock 

flock 

knock 

lock 

mock 

rock 

shock 

socks 

tock 

cod 

nod 

rod 

sod 

odd 

loft 

soft 

fog 

frog 

frogs 

hog 

jog 

log 

smog 

golf 

chop 

cop 

crop 

drop 

hop 

mop 

pop 

prop 

stop 

top 

slosh 

cross 

toss 

cost 

frost 

lost 

cot 

dot 

got 

hot 

jot 

lot 

not 

pot 

rot 

shot 

slot 

spots 

tots 

trot 

notch 

splotch 

moth 

box 

fox 

ox 

Please explain to 

the student(s): 

‘a’ before 

consonant sounds: 

a cat, a pet, 

a fish, a rock 

(a university) / y U/ ) 

‘an’ before 

vowel sounds: 

an ax, an elk, 

an elf, an ox 

(an honest man (/ h /) 

_____________________________________________________________________ 

CONTRACTION: 

Bob’s frogs = 

the frogs that 

belong to Bob 

SPELL AND TELL: Every half hour during the day, call out a 

few words for the student(s) to SPELL and TELL the meaning. 


the story, help student(s) relate the virtue to the story.


Bob’s Frogs 

Bob has 2 frogs on the dock. The frogs hop on the 

rocks. The frogs hop in the box. The frogs hop on the 

dock. Both frogs hop off the dock. Bob lost 1 frog. 

Let’s help Bob catch his frog. 

Did Bob drop the frog in his socks? Did Bob toss the 

frog in the bog? Did the frog hop on the block? 

The frog is not in the box. The frog is not on the rocks. 

Did the fox rob Bob of his frog? Let’s tell the cops. 

Bob sobs and sobs on the dock. “Stop, Bob. Stop! Do 

not sob. The frog! The frog! The frog is not lost. The 

frog is in the moss on the log.” 

Bob is glad. Bob is not sad. Bob has 2 frogs on the dock. 

The frogs hop on the rocks. The frogs hop in the box. 

The frogs hop on the dock. 

Both frogs hop off the dock. Bob lost 1 frog. 

Let’s help Bob catch his frog. 

MEMORIZE MEMORY SYLLABLES: 

‘do’: ‘o’ = 

/U/ as in ‘fruit’ 

‘both’: ‘o’ = 

/O/ as in ‘overalls’ 

‘off’: ‘o’ = 

/aw/ as in ‘ball’


club 

cub 

hub 

rub 

scrub 

scrubs 

stub 

sub 

tub 

much 

VC CODE = 


♪♪ When VC is spelled with ‘u’, 

/ uh / like ‘up’, we will do. ♪♪ 

(Tune: ABC Song) 

such 

buck 

duck 

ducks 

luck 

pluck 

struck 

stuck 

truck 

tuck 

bud 

mud 

suds 

cuff 

fluff 

muff 

puff 

stuff 

bug 

drug 

dug 

hug 

jug 

mug 

plug 

rug 

snug 

tug 

bulb 

mulch 

dull 

gull 

gulp 

cup 

pup 

up 

bus 

plus 

us 

blush 

brush 

crush 

gush 

hush 

rush 

fuss 

crust 

gust 

just 

must 

REVIEW UNITS 1-5: (Teach this table from left to right:) 

rust 

but 

cut 

cuts 

hut 

nut 

nuts 

crutch 

buzz 

fuzz 

bag beg big bog bug 

pat pet pit pot putt 

mass mess miss moss muss 

gnat net knit not nut 




There are 3 different pronunciations for: ‘the’. 

‘the’ = a memory syllable. ‘the’ must be memorized. 

Before 

consonant sounds 

Before 

vowel sounds 

(Teach this table from left to right:) 

the cat 

‘e’ = /uh/ as in ‘up’ 

the elks 

‘e’ = /i/ as in ‘igloo’ 

When stressed the cat…(not the rat) 

‘e’ = /E/ as in ‘eagle’ 

There are 2 different pronunciations for: ‘a’. 

‘a’ = a memory syllable. ‘a’ must be memorized. 

When unstressed 

(Usual pronunciation) 

(Teach this table from left to right:) 

a cat 

‘a’ = /uh/ as in ‘up’ 

When stressed a cat 

‘a’ = /A/ as in ‘ape’ 

Pre-reading: Discuss the virtue: be kind to animals. 

Help the student(s) relate the virtue to the story: 

Bud’s Duck 

Fluff the Duck is stuck in the mud. Bud must pluck 

Fluff the Duck from the muck and the mud. Bud must 

brush the mud off Fluff the Duck. But Fluff’s mud gets 

stuck on Bud. Yuk! Yuk! Yuk!


Bud drags Fluff the Duck from the muck and the mud. 

Bud drags Fluff the Duck to the bath tub. 

Fluff hops in the bath tub. Bud gets in the bath tub. 

Bud and Fluff the Duck sit in the bath tub. Bud rubs 

and scrubs the mud off Fluff. Bud scrubs and rubs the 

mud off Bud. 

Rub, rub. Scrub, scrub. Brush, brush. 

Splash, splash. Slosh, slosh. “Quack, quack.” 

“Glub, glub.” Fluff is a sub. 

“Fluff, let’s not splash. Let’s not slosh. Let’s not get the 

rug wet.” 

Bud and Fluff step from the bath tub. Drip, drip, drip. 

Fluff and Bud wish to rest. Fluff hops from the tub to 

his nest. Bud must tuck Fluff the Duck in his nest. 

Hush, hush. Sh, sh. 

Fluff and Bud must rest. 

Hush, hush. Sh, sh. 

MEMORIZE MEMORY SYLLABLE 

‘to’: ‘o’ = 

/U/ as in ‘fruit’


V CODE = 

only one vowel, ends with that vowel 

♪♪ When Code V is spelled with ‘e’, /E/ like 

eagle, we will read. ♪♪ (Tune: ABC Song) 

be he me she we* ye** 

*we 

When ‘w’ plays Captain Consonant, 

_______________________________________________________________________________________________________________________ 

_______________________________________________________________________________________________________________________ 

it leads the vowels around. 

**ye = ‘you’… in the Reverent Language… the highest, most 

respectful level of language. (See pages 187-189 for more 

information on the Reverent Language.) 


for the student(s) to SPELL and TELL the meaning. 

Pre-reading: Discuss the virtue: Be obedient to parents. 

Help the student(s) relate the virtue to the story. 

Me and Ye and We in the Bed 

Ed felt sick. He got in his bed. 

“We wish to get in the bed,” beg Ed’s 2 pet elks, Mel, 

and Ned.


Mel tells Ed, “It is hot in the shed. We will melt in the 

shed. Let Ned and me get in the bed.” 

Ned tells Ed, “In the shed, we felt sick. Let us get in 

bed quick.” 

“Yes! Yes! Yes!” Ed tells Mel and Ned, “Ye must be 

quick. Quick! Get in the bed.” 

Ed’s mom yells at Ed, Mel, and Ned. She is not glad with 

elks in the bed. “Ye must not be in Ed’s bed! Ye must 

get back to the shed.” 

The elks left and fled to the shed. Ed is not sick. He 

got well quick. 

And the elks are well. Just ask Ned and Mel. 

MEMORIZE MEMORY SYLLABLE 

In the word: ‘are’ 

‘are’: = 

r 

/ ah / as in ‘ark’


V CODE = 


♪♪ When V is spelled with ‘i’ or ‘y’, 

/I/ like ice-cream, we will cry. ♪♪ 


hi I 

by* 

cry 

dry 

fly 

by* 

cry 

fry 

my 

ply 

pry 

shy 

sky 

sly 

spry 

spy 

thy** 

try 

why 

When no other vowels are around, 

Hero ‘ y ’ becomes the vowel sound. 

_______________________________________________________ 

_______________________________________________________ 

TRICKY 

LETTERS 

‘u’ = silent 

Consonant ‘w’: 

buy guy 

**thy = ‘your’… in the Reverent Language… the highest, 

most respectful level of language. 




Pre-reading: Discuss the virtue: be wise. After the story, 

help the student(s) relate the virtue to the story: 

Hi, I hid. Yes, I did. 

Hi, I Hid…Yes, I Did 

I am Sid. I am not a kid. 

I am a fish. That’s why I hid. 

I hid from Bill. Yes, I did. 

Hi, I am a kid. I am Bill. 

I will catch that fish. Yes, I will. 

Hi. This is Sid, I am the fish. 

I did not wish to be on Bill’s dish, 

or in Bill’s net, or be Bill’s pet. 

So, I just hid. Yes, I did. 

I hid by the pad. I am glad. 

I will not fry on Bill’s grill. 

Did Bill trick me? 

Or did I trick Bill?


V CODE = 

only one vowel, ends with that vowel. 

♪♪ When Code V is spelled with ‘o’, /O/ like 

overalls, we’ll go. ♪♪ (Tune: ABC Song) 

go no pro so so-so yo-yo 

MEMORY SYLLABLES 

do = 

/dU/ 

to = 

/tU/ 

‘o’ = 


two = 

/tU/ 

who = 

/hU/ 



Pre-reading: Discuss the virtue: be wise. Help the 

student(s) relate the virtue to the story: 

The So-So Yo-Yo 

Yes, yes, yes! He must go. 

He yells and sells a trick yo-yo. 

He is a pro with his yo-yo. 

He let me try his yo-yo. 

But for me, it did not go. 

His yo-yo is just so-so. 

Yes, yes, yes! He must go. 

No, no, no! 

I will not buy his yo-yo.


V CODE = 

only one vowel, ends with that vowel. 

♪♪ When Code V is spelled with ‘u’, /U/ like 

fruit, we will do. ♪♪ (Tune: ABC Song) 

flu gnu thru* 

thru* = commonly accepted corrupted spelling for ‘through’. 

However, ‘through’ is the only spelling accepted professionally. 



Discuss virtue: be unselfish / share. Relate the virtue to 

the story. 

Me O My 

“Hi, I do not fly thru the sky. 

I am a gnu with the flu.” 

Me O my! 

This sly guy will try to buy the sky. 

Why O why will he buy the sky? 

Then he will tell us not to fly. 

Do not fly thru my sky. 

Me O my.


V V CODE = 

2 vowels together, no other vowels. 

♪♪ When V V has first vowel ‘a’, /A/ like 

ape, we will say. ♪♪ (Tune: ABC Song) 

aid 

braid 

laid 

maid 

paid 

raid 

*bay 

say 

bail 

fail 

frail 

jail 

mail 

nail 

snail 

tail 

pail 

quail 

rail 

sail 

*bay 

clay 

day 

gray 

hay 

jay 

lay 

may 

pay 

play 

pray 

ray 

When ‘y’ plays Vowel Copycat, 

____________________________________________________________________________________________________ 

____________________________________________________________________________________________________ 

it follows the vowels around. 

say 

spray 

stay 

stray 

sway 

tray 

way 

TRICKY 

LETTERS 

‘igh’ is silent 

in: ‘aight’ 

straight 

MEMORIZE MEMORY SYLLABLE: 

‘said’ 

‘ai’ = 

/e/ as in elephant. 



Discuss the virtue: be patient. After the story, help the 

student(s) relate the virtue to the story:


The Jay and the Bait 

Jill dug bait and laid it in a pail. 

“I will catch fish. I will not fail.” 

“Hoo-ray!” said a jay, as he lay in the hay. 

“Fish bait in a pail! This is my pay day. 

“I will raid Jill’s pail, and grab the bait. 

I must not fail. So I must wait. 

Jill will go a-way, but I must stay. 

I will snatch the bait and fly a-way.” 

But Jill has a cat, and Cat did say, 

“A jay in the hay! This is my pay day. 

“I will grab the tail of the jay. 

He will flail and wail, but not get a-way.” 

Jill has a pup, and Pup did say. 

“A cat and a jay! This is my play day.” 

But Cat and Jay did not wish to play. 

Jay left fast. Cat hid in the hay. 


‘of’: ‘o’ = /uh/, as in ‘up’. 

‘of’ rhymes with ‘love’: /uhv/


flea 

fleas 

sea 

tea 

beach 

each 

peach 

V V CODE = 

2 vowels together. No other vowels. 

♪♪ When V V has first vowel ‘e’, 

/E/ like eagle, we will read. ♪♪ 


reach 

teach 

leaf 

beak 

leak 

leaks 

peak 

squeak 

sneak 

speak 

streaks 

weak 

deal 

heal 

meal 

real 

seal 

squeal 

cheap 

heap 

leap 

peas 

leash 

east 

beast 

feast 

least 

beat 

eat 

eats 

heat 

meat 

neat 

seat 

wheat 



Pre-reading: Discuss the virtue: be friendly. After the 

story, help the student(s) relate the virtue to the story. 

The Snail and the Seal 

1 gray day, a snail lay on the beach in the heat. He did 

not play. He did not speak. He did not squeal. He did 

not squeak. He just lay still on the beach in the heat. 

Wait! A seal is in the sea by the snail. Will the seal eat 

the snail?


No. No. No. The seal will not eat the snail. The seal and 

the snail will play and play. The snail will be still, but 

the seal will sway. He will sway this way and that way, 

and that way and this way. 

Each day the seal has a meal on the beach. Each day 

the snail has a feast on the beach. The seal has peas 

and a peach on a leaf. The snail has a flea and a cup of 

tea. 

“To stay well and not be weak,” said the seal, “Each day 

we will eat at least 3 meals.” 

“We must stay well. We must not be frail. 

We must eat well,” said the seal to the snail.


V V CODE = 


♪♪ When V V has first vowel ‘e’, /E/ like eagle, 

we will read. ♪♪ (Tune: ABC Song) 

bee 

fee 

free 

glee 

knee 

see 

spree 

thee* 

three 

tree 

screech 

speech 

bleed 

feed 

need 

reeds 

seeds 

speed 

steed 

weeds 

beef 

reef 

cheek 

creek 

peek 

week 

eel 

feel 

feels 

heel 

kneel 

peel 

reel 

wheel 

beep 

beeps 

cheep 

creep 

deep 

jeep 

thee* = ‘you’…in the Reverent Language… 

keep 

peep 

seep 

sheep 

sleep 

steep 

sweep 

weep 

V V CODE = 


♪♪ When V V has final ‘i-e’*, /I/ like 

ice-cream, we will read. ♪♪ (Tune: ABC Song) 

beets 

feet 

greet 

meet 

sheet 

street 

sweet 

teeth 

(*final ‘i-e’ = final ‘i-e’, final ‘i-e-d’, and final ‘i-e-s’.) 

cries 

died 

dried 

flies 

fried 

fries 

lie 

lies 

pies 

tie 

tied 

ties 

pried 

spied 

tried 


In: consonant + ‘y-e’, read ‘y-e’ 

________________________________________________________________________________________________________ ___________________________ 

/I/, like ice-cream. 

bye dye rye 

lye dyed 


for student(s) to SPELL orally and TELL the meaning.


Pre-reading: Discuss the virtue: be careful. After the 

story, help the student(s) relate the virtue to the story. 

The Jeep 

Beep! Beep! Beep! Jack is at the wheel of his jeep. 

The street is on a steep hill. A creek is by the street. 

Jack has fried pies tied in 1 seat. 

A sack of rye grass seed lies on the back seat. Jack, do 

not speed. Do not sleep. Keep the wheel still. Please, 

just creep. Screech! Crash! The jeep hit a tree. The 

jeep is in the weeds. Splash! Splash! The jeep is in the 

creek. Splash! Splash! The jeep is in the reeds. 

The creek is not deep. The jeep did not sail, but it did 

leak. Jack got his feet wet. Jack got his seat wet. He 

did not bleed, but his jeep had died. “I will not cry and 

weep. I will try to make the jeep go back to the 

street.” 

Jack tried to back the jeep from the creek. “Did it 

go?” Yes it did! Yes! Yes! Yes! He will not need help.


Jack gets his jeep back to the street. Beep! Beep! 

Beep! Jack is at the wheel of his jeep. He will not 

speed. He will just creep.


V V CODE = 


♪♪ When V V has first vowel, ‘o’, /O/ like 


coach 

poach 

load 

road 

toad 

loaf 

croaks 

soaks 

cloak 

coal 

goal 

goals 

soap 

boast 

coast 

roast 

toast 

boat 

coat 

float 

floats 

goat 

oats 

throat 

SPELL AND TELL: During the day, call out a few 

words for student(s) to SPELL and TELL the meaning. 

Discuss the virtue: cooperate. Help the student(s) relate 

the virtue to the story:


Toad’s Boat 

Toad’s boat has big red sails. 

He got the sails in the mail. 

If the sails blow*, 

Toad’s boat will go. 

And Toad will croak, 

“Yo, ho, ho, ho.” 

If sails do not blow, 

Toad’s boat will not go. 

So Toad will croak, 

“Let’s row*, row, row.” 

If Toad’s boat hits a rock, 

it will not go. 

Toad will croak to the tug, 

“Please tow*, tow, tow.” 

*’blow’, ‘row’, and ‘tow’ follow the Rule: 

When V V has first vowel, ‘o’, /O/ like overalls, we’ll go. 

‘blow’, ‘row’, and ‘tow’ will be learned in the next lesson.


V V CODE = 


♪♪ When V V has first vowel, ‘o’, /O/ like 


doe 

foe 

blow* 

crow 

flow 

blow* 

show 

foes 

hoe 

flows 

grows 

know 

hoed 

hoes 

low 

row 

show 

roe 

toe 

slow 

snow 

snows 

When ‘w’ plays Vowel Copycat, 

___ _________________________________________________________________________________________ 

_____________________________________________________________________________________________ 

it follows the vowels around. 

V V CODE = 


♪♪ When V V has 1 st vowel ‘u’, /U/ like 

fruit, we will do. ♪♪ (Tune:ABC Song) 

blue 

blues 

clue 

clues 

due** 

dues** 

toes 

throw 

throws 

tow 

glue 

true 

fruit fruits suit suits 

due** dues** Reader’s option: /U/ or / y U/ 

MEMORIZE MEMORY SYLLABLE: ‘cue’ 

‘ue’ = HARD long ‘u’: / y U/ as in unicorn 

Contraction: It’s = it is 



Virtue: Be helpful. Relate the virtue to the story.


The Doe 

A doe lies by the road in the snow. A toad hops by and 

sees the doe. “Why is the doe in the snow?” croaks the 

toad. “Is the doe ill?” 

“No, no, no.” cried the doe. “My toe! My toe! My toe is 

blue. It’s stuck like glue. On my way to see the cat’s 

jazz show, my toe got stuck in the snow!” cried the doe. 

“O woe is me! O woe! O woe! My toe is stuck in the 

snow.” 

A crow flies by and sees the doe. “Why is the doe in 

the snow?” crows the crow. 

A goat trots up and sees the doe. “Why is the doe in 

the snow?” bleats the goat. 

The toad has a clue. He has a hoe. “Let’s free the toe,” 

croaks the toad. “With my hoe, I will hoe the snow 

from the toe.” 

The crow has a clue: “The snow is due to melt if I 

blow,” crows the crow. “I will show the doe. I will blow 

and melt the snow.”


The goat boasts, “I will throw the snow from the toe. 

It is slow, but I will throw the snow from the toe,” 

bleats the goat. 

“We will just hoe and blow and throw the snow… just 

throw and blow and hoe the snow,” cried the toad and 

the goat and the crow. 

“Whoa!” cried the doe. “My toe! My toe! My toe is free 

from the snow. Let’s go see the cat’s jazz show.” 

“That suits us if that suits the doe!” cried the toad and 

the goat and the crow. “Let’s go see the cat’s jazz 

show.”


VCCe CODE = 

1 vowel, followed by 2 or 3 consonants, 

followed by final: ‘e’, ‘e-d’, or ‘e-s’. 

♪♪ When VCCe has 1 st vowel ‘a’, 

/a/ like apple, we will say. ♪♪ 


calves halves valve plaque 

SPELLING ‘DOUBLING RULE’: 

grab/grabbed; brag/bragged; 

clap/clapped; wag/wagged. 

When a one syllable word (or a final stressed syllable in a 

multi- syllable word) ends with a single vowel followed by 

a single consonant,DOUBLE the final consonant before 

adding: ‘ed’ or any suffix beginning with a vowel letter). 

Can you find all the words on this page and the next 

page that double the final consonant before adding ‘e-d’? 

TRICKY LETTERS: 

Final ‘e-d’ = /d/ after voiced consonant sounds: 

b, g, j, L, m, n, r, v, z. 

(Examples: grabbed = /grabd/; wagged = /wagd/.) 

dabbed 

grabbed 

bagged 

bragged 

dragged 

gagged 

nagged 

tagged 

wagged


VCCe CODE = 

1 vowel, followed by 2 or 3 consonants, 


♪♪ When VCCe has 1 st vowel ‘a’, 

/a/ like apple, we will say. ♪♪ 


TRICKY LETTERS: Final ‘e-d’ = /t/ after voiceless, 

(whispered) consonant sounds: c, f, k, p, q, s, x, ch, sh. 

(Examples: backed = /bakt/; clapped = /klapt/) 

backed 

cracked 

lacked 

packed 

quacked 

smacked 

stacked 

tacked 

tracked 

whacked 

clapped 

flapped 

snapped 

strapped 

tapped 

trapped 

wrapped 

yapped 

zapped 

cashed 

clashed 

crashed 

dashed 

flashed 

mashed 

smashed 

splashed 

trashed 

asked 

masked 

clasped 

gasped 

passed 

sassed 

hatched 

latched 

matched 

patched 

scratched 

snatched 

SPELL AND TELL: during the day, call out a few 


In LEVEL 2 - Unit 53 – on page 109, you will learn: 

After consonant sounds ‘d’ or ‘t’, final ‘e-d’ = /id/…and 

adds another syllable to the word.


Discuss the virtue: know the consequences. 


The Calves, Jack and Jill 

The calves, Jack and Jill, wished to eat hay. Jack 

snatched hay from the stack, and dragged it a-way. 

Jack grabbed a batch of hay and yelled and yipped. Jill 

snatched a batch of hay and smacked her lips. 

Jill tells Jack, “I had a lot of hay, and my 

throat is dry, My throat is so dry, I feel I will cry. 

Let’s go to the well up on the hill. I wish to wet my 

throat and get my fill.” 

Jack grabbed a pail to go up to the well. “You know, this 

is the hill, on which we fell.” 

Can you guess the rest? I bet you will. 

Did Jack and Jill go up that hill?


VCCe CODE = 

one vowel, followed by 2 or 3 consonants, 


♪♪ When VCCe has 1 st vowel ‘e’, /e/ like 

elephant, we’ll read. ♪♪ (Tune: ABC Song) 

checked 

pecked 

wrecked 

begged 

quelled 

smelled 

spelled 

swelled 

yelled 

helped 

yelped 

else 

elves 

selves 

shelves 

twelve 

stepped 

blessed 

dressed 

guessed 

messed 

fetched 

stretched 

sketched 


final ‘dge’ = /j/. 

edge 

hedge 

ledge 

pledge 

wedge 

badge 



Which words double the final consonant before adding ‘e-d’? 

Discuss the virtue: seek knowledge. After the story, help 

the student(s) relate the virtue to the story. 

Twelve Elves 

Twelve elves stepped on the edge of a ledge. 1 elf 

stretched and sat on the edge of the ledge. He helped 

the elves to read and spell.


1 elf asked, and 1 elf spelled. 

1 elf guessed, and 1 elf yelled. 

1 elf clapped and asked the elves not to yell. 

1 elf spelled snapped, and 1 spelled zapped. 

1 elf spelled dressed, and 1 spelled blessed. 

1 elf spelled pledge, and 1 spelled hedge. 

1 elf spelled stacked, and 1 spelled cracked. 

1 elf spelled tapped, and 1 spelled yapped. 

1 elf spelled crashed, and 1 spelled flashed. 

1 elf spelled wrecked, and1 spelled checked. 

1 elf spelled patched, and 1 spelled matched. 

1 spelled hatched, and 1 spelled latched. 

1 day the elves packed up and left the ledge. The 

twelve elves stepped from the ledge and trekked 

a-way. 

“We see twelve shelves!” cried the elves to them- 

selves. 

“Well, well! Do tell! Let us spell on the twelve shelves.”


VCCe CODE = one vowel, 

followed by 2 or 3 consonants, 


♪♪ When VCCe has 1 st vowel ‘i’, /i/ like 

igloo, we will cry.♪♪ (Tune:ABC Song) 

clicked 

kicked 

flicked 

licked 

picked 

ticked 

bridge 

fridge 

milked 

chilled 

drilled 

filled 

spilled 

thrilled 

filmed 

chipped 

clipped 

dipped 

dripped 

flipped 

ripped 

shipped 

sipped 

skipped 

slipped 

tripped 

zipped 

tricked 

sniffed 

fished 

wished 

hissed 

missed 

kissed 

hitched 

itched 

pitched 

stitched 

whipped 

quizzed* 




SPELLING ‘DOUBLING RULE’: *quiz/quizzed 

To qualify for this rule, the word, ‘quiz’ must: 

A. be a one syllable word: ‘quiz’ 

B. have a single vowel: ’ i ‘ 

C. vowel must be followed by a single consonant: ‘ z ’ 

‘u’ functions as a consonant,and sounds like consonant ‘w’ 

Therefore ‘u’ is a consonant, ‘w’ in this case, 

and the only vowel is: ‘ i ‘.


Pre-reading: Discuss the virtue: have compassion. 


Madge and Midge 

Madge and Midge skipped on a bridge. Madge tripped 

and nicked the tip of a toe. Then she sat and dipped 

and chilled the toe in the creek. Midge fished from the 

bridge ‘til Madge got well. She picked a bug and fished 

in the creek. 

Midge dipped the bug in the creek. She got a fish! She 

is thrilled! 

The fish flipped on the bridge. It missed Madge, but it 

slipped and flipped and scratched her toe. 

Madge picked up the fish from the bridge. She pitched 

the fish back in the creek. 

“Midge missed me. Madge tricked Midge,” hissed the 

fish as he zipped up the creek. 

The fish is thrilled. He did not wish to be on a dish or 

in a fridge, so a-way he zipped from the bridge.


VCCe CODE = 



♪♪ When VCCe has 1 st vowel ‘o’, 

/ah/ like octopus, we’ll go.♪♪ 


robbed 

sobbed 

throbbed 

blocked 

knocked 

locked 

mocked 

rocked 

shocked 

dodge 

dodged 

lodge 

bogged 

jogged 

solve 

solved 

solves 

chopped 

dropped 

hopped 

mopped 

popped 

propped 

shopped 

stopped 

sloshed 

bossed 

crossed 

tossed 

notched 




Pre-reading: Discuss the virtue: be happy. 


Madge and Midge Play Ball 

Madge and Midge are pals. Madge and Midge crossed 

the street to play ball. Madge and Midge stretched. 

Madge jogged and Midge hopped. Madge tossed the 

ball to Midge. Midge dropped the ball.


Then she picked it up. She tossed the ball back at 

Madge. Madge dodged the ball. Then she knocked the 

ball with a bat. 

At last the pals stopped and had a snack and had a 

chat. Madge cried, “This is neat! Let’s play ball each 

week.”


VCCe CODE = 


followed by final: ‘e’, ‘e-d’, or ‘e-s’ 

♪♪ When VCCe has 1 st vowel ‘u’, /uh/ like up, 

we will do.♪♪ (Tune: ABC Song) 

rubbed 

scrubbed 

stubbed 

ducked 

plucked 

tucked 

fudge 

grudge 

judge 

nudge 

smudge 

puffed 

stuffed 

hugged 

plugged 

tugged 

bulge 

gulped 

pulse 

blushed 

brushed 

crushed 

gushed 

hushed 

rushed 

fussed 

clutched 

buzzed 




Discuss virtue: be thankful. Relate the virtue to the story. 

Pudge Plucked a Twig 

Pudge stopped and sniffed and plucked a twig from a 

hedge. A bee buzzed by and buzzed his cheek. Did 

Pudge budge when the bee rushed to his cheek? Yes! 

Pudge ducked and brushed the bee to his toes. Pudge 

dodged the bee and hugged the twig to his chest. Then 

he clutched the twig and left that hedge, and stuck the 

twig on his win-dow ledge.


VCe CODE = one vowel, followed by only one 

consonant, followed by final: ‘e’, ‘e-d’, or ‘e-s’. 

♪♪When VCe has first vowel ‘a’, /A/ like ape, 

we will say. ♪♪ (Tune: ABC Song) 

fade 

jade 

blades 

grade 

made 

shade 

trade 

wade 

safe 

bake 

cakes 

fake 

flakes 

lake 

make 

brakes 

quaked 

rake 

shake 

staked 

wake 

pale 

male 

sale 

scales 

whale 

ape 

cape 

drape 

grapes 

scrape 

shape 

tape 

base 

vase 

ate 

gate 

hates 

late 

mates 

TRICKY LETTERS: before ‘e’: “c” = /s/ 

ace 

brace 

face 

grace 

lace 

pace 

place 

race 

raced 

plate 

skate 

states 

brave 

crate 

date 

cave 

gave 

paved 

save 

saved 

shave 

shaved 

wave 

waved 

waves 

blaze 

dazed 

gazed 

maze 

space 

trace 

traced 

TRICKY LETTERS: In the VCe Code: 

in final ‘g-e’, “g” = /j/ in final ‘g-e-d’, “g” = /j/ 

age 

aged 

cage 

caged 

page 

paged 

rage 

sage 

stage 

staged 

wage 

waged 


words for student(s) to SPELL and TELL the meaning.


Discuss the virtue: Be honest. Relate the virtue to the story. 

Grace and the Ape 

The ape in the cage waved at Grace. Grace waved back 

and gave the ape 2 cakes on a plate. Grace had baked 

the cakes from dates and grapes and flakes. She had 

made the plate from the scales of a whale. 

A snake raced by and grabbed the ape’s cakes. The ape 

got in a rage. Grace and the ape chased the snake to 

his cave. The snake gave the cakes to his mate. “Save 

the cakes!” yelled the snake to his mate at the gate of 

his cave. “Do not trade these cakes.” 

The ape was brave. He grabbed the snake and placed 

him in a vase. The snake’s mate was afraid. She gave 

the cakes back to Grace. The cakes were safe, but the 

snake was not. 

The snake waved and raved to his mate. His mate saved 

the snake from the vase. 

Back in his cage, the ape ate his cakes and saved the 

plate. Grace and the ape waved bye-bye. And the 

snakes in the cave ate grass and fried mud pie.


VCe CODE = one vowel, followed by only one 

consonant, followed by final: ‘e’, ‘e-d’, or ‘e-s’. 

♪♪ When VCe has first vowel ‘i’, /I/ like 

ice-cream, we will cry. ♪♪ (Tune: ABC Song) 

ice 

nice 

price 

rice 

sliced 

bride 

glide 

guide 

hide 

ride 

side 

slide 

wide 

knife 

wife 

bike 

hiked 

like 

pile 

smile 

pipe 

ripe 

stripe 

swipe 

rise 

wise 

bite 

kite 

write 

dive 

drive 

five 

hive 

knives 

wives 



Discuss virtue: cooperation. Relate virtue to the story. 

The Ice Skate Mates 

Steve and Eve are ice skate mates. 

Steve and Eve shopped for ice skates. 

A lot of skates are on the rack. 

Eve likes blue, but Steve likes black. 

Steve tells Eve, “I like this price. 

Let’s try the blue skates on the ice.” 

Steve and Eve skate side by side. 

With grace and skill they slide and glide. 

Steve tells Eve, “These skates are nice. 

The blue is nice upon the ice.”


VCe CODE = 

one vowel, followed by only one consonant, 


♪♪ When VCe has first vowel ‘o’, /O/ like 


globe 

lobe 

robe 

code 

rode 

broke 

smoke 

spoke 

hole 

pole 

whole* 

rope 

*whole (the ‘w’ is silent) 

chose 

closed 

hose 

nose 

rose 

those 

note 

wrote 

drove 

stove 

dozed 

froze 

CONTRACTION: that’s = that is. 


for student(s) to SPELL and TELL the meaning. 

Discuss the virtue: Be truthful. 


Toad Tells a Joke 

On his sail boat, Toad has 2 fish poles to catch 

nice fish for his fish bowl. Toad gave a pole to his 

pal, Cole. The bait he chose has a nose that glows. 

“A whale stole half my bait,” Toad spoke and 

joked with Cole: “So I got half a fish - and not a 

fish that’s whole.


One syllable words* have 2 different ways to read long ‘u’. 

1. Rule: Read SOFT Long ‘u’: /U/ as in fruit. 

2. Exception: Read HARD Long ‘u’: / y U/ as in unicorn. 

VCe CODE = 



♪♪ When VCe has first vowel ‘u’, /U/ like 

fruit, we will do. ♪♪ (Tune: ABC Song) 

brute 

fluke 

flute 

flutes 

rude 

rule 

ruled 

rules 

spruce 

truce 

**tube, tubes = reader’s option: /U/ or / y U/ 


VCe CODE = 


followed by final: ‘e’, ‘ed’, or ‘es’. 

♪♪ When VCe has hard long ‘u’, / y U/ like 

unicorn, we’ll do. ♪♪ (Tune: ABC Song) 


‘u’ = hard long ‘u’, / y U/, as in: unicorn. 

cubes 

huge 

cute 

mute 

uke 

mule 

mules 

fuse 

use 

used 

tube** 

tubes** 

tube** 

tubes** 



Pre-reading: Discuss the virtue: Be responsible. 


*Multi-syllable words have different rules for reading: long ‘u’.


Mike’s Bike 

Mike rides his bike five miles a day. Pete rides his bike 

five miles a day. Mike has a red stripe on his bike. Pete 

has a blue kite on his bike. Mike and Pete like to take 

bike hikes. 

1 day Mike wrote Pete a note: “I must not ride my bike. 

My bike spoke broke. My bike will not go. I hope to fix 

the spoke. I must not use my bike. I must be wise. My 

bike wheel has a huge hole on 1 side. These bikes used 

to be quite nice. We had to pay a nice price for these 

bikes. Next we had to buy a spoke, and a fuse, and a 

tube, and a hose.” 

The next day, Mike wrote Pete a note. “My bike is okay. 

Let’s take a bike ride.” 

Mike and Pete rode the bikes five miles. Pete and Mike 

stopped to ride a huge mule. 

Mike rode on the huge mule while Pete played on his 

uke: “This mule is huge. He is a brute, but he is cute.” 

Next Pete rode the huge mule while Mike played on his 

flute: “This mule is huge. He is a brute, but he is cute.”


V V(C)e CODE = 2 vowels together, 

followed by 0, 1, or 2 consonants, 

followed by final ‘e’, ‘e-d’, or ‘e-s. 

♪♪ When V V(C)e has first vowel ‘a’, /A/ like 

ape, we will say. ♪♪ (Tune: ABC Song) 

bailed 

failed 

jailed 

mailed 

nailed 

praise 

praised 

raise 

played* prayed sprayed stayed 

raised 

sailed 

trailed 

wailed 

strayed swayed 

*played: Final ‘e-d’ = /d/ after vowel sounds: ‘played’, etc. 

**MEMORIZE Memory Syllable: ‘have’. Read 

the ‘a’ in ‘have’ /a/, as in apple. ‘e’ is silent. 

***Follow the VCe Rule for: ‘be-have’. 

Read the ‘a’, /A/ as in ‘ape. Final ‘e’ is silent. 



Discuss the virtue: be courteous. 


Pete’s Sheep 

Pete had raised a flock of sheep. He had to catch and 

shave the sheep. Six sheep stayed in-side the gate. 

Three sheep hid in-side a crate. 

As the sheep strayed and played, Pete wailed, 

“Sheep, sheep, you have** to be-have*** 

so that you can get a shave.”




followed by final ‘e’, ‘e-d’, or ‘e-s. 

♪♪ When V V(C)e has first vowel ‘e’, /E/ like 

eagle, we will read. ♪♪ (Tune: ABC Song) 

peace 

reached 

leaked 

sneaked 

fleece 

screeched 

peeked 

squeaked 

healed 

sealed 

squealed 

kneeled 

peeled 

beeped 

heaped 

leaped 

breathe 

ease 

cheeped 

peeped 

cheese 

eased 

please 

tease 

teased 

geese 

sleeves 

breeze 

heave 

heaved 

leave 

weave 

freeze 

sneeze 

squeeze 

CONTRACTIONS: 

Pete’s sheep = the sheep that belong to Pete. 

the sheep’s fleece = the fleece that belongs to the sheep. 



Pre-reading: Discuss the virtue: Is it kind to tease 

someone? Help student(s) relate the virtue to the story. 

The Geese and the Fleece 

Pete’s sheep had a lot of fleece. Pete shaved the fleece 

from the sheep. The sheep squeaked and squealed as 

Pete kneeled to shave the fleece.


Pete heaved the fleece into crates, and heaped the 

crates by the gate. 

Three geese peeked and teased the sheep. “Pete has 

peeled the fleece from the sheep. Pete will weave the 

sheep’s fleece into coat sleeves. The sheep will freeze 

in the breeze.” 

The geese screeched and teased and played in the 

fleece. 

The sheep squeaked and leaped and squealed at the 

geese. 

Pete prayed for peace, as he reached for the geese. 

“Geese, geese, please leave us in peace!”


V V(C) e CODE = 2 vowels together, 

followed by 0, 1,or 2 consonants, 

followed by final ‘e’, ‘e-d’, or ‘e-s’. 

♪♪ When V V(C)e has first vowel ‘o’, /O/ like 


coached 

poached 

crowed 

flowed 

loafed 

croaked 

glowed 

mowed 

soaked 

soaped 

owed 

rowed 

loathed 

loathes 

showed 

snowed 



Discuss the virtue: work hard. 


The Fleece 

The fleece flies in the skies, and it snows on Pete’s 

nose. 

The fleece makes Pete sneeze and wheeze. He choked 

and croaked, “I need to breathe.” 

Pete soaked and soaped the sheep’s fleece. Then he 

coached the sheep not to bleat. Pete shaved and saved 

the sheep’s thick fleece. Then he gave them grass and 

wheat to eat.




followed by final ‘e’, ‘e-d’ ,or ‘e-s. 

♪♪ When V V(C)e has first vowel ‘u’, /U/ 

like fruit, we will do. ♪♪ (Tune: ABC Song) 

juice 

bruise bruised cruise cruised 



Discuss the virtue: Be calm & peaceful. 


The Geese by the Gate 

The geese played and cruised in the fleece. Pete 

coaxed the geese to leave the fleece. Pete cried, 

“Bye-bye, geese!” 

Peace at last. At last a truce! Pete sat by the gate 

and had cheese and juice. 

REVIEW – RULES: 

fad fade mat mate rip ripe rod rode 

mad made rag rage strip stripe not note 

pal pale stag stage bit bite cub cube 

cap cape wag wage kit kite tub tube 

scrap scrape hid hide rob robe hug huge 

tap tape rid ride glob globe cut cute 

at ate slid slide cod code us use


GENERAL EXCEPTIONS TO THE RULES 

VC, VCCe: 

am 

clam 

gram 

ham 

jam 

ram 

slam 

wham 

yams 

damp 

camp 

champ 

clamp 

cramp 

lamp 

ramp 

‘am’, ‘an’ = 

/ã/ as in: ‘ant’ 

scamp 

stamp 

tramp 

an 

bran 

can 

fan 

man 

pan 

plan 

ran 

scan 

span 

tan 

than 

van 

branch 

ranch 

band 

brand 

grand 

hand 

land 

sand 

stand 

strand 

bang 

clang 

fang 

fangs 

hang 

rang 

gang 

sang 

slang 

sprang 

blank 

clank 

crank 

bank 

drank 

frank 

plank 

prank 

rank 

sank 

shrank 

tank 

thank 

thanks 

yank 

ant 

chant 

pants 

plant 

slant 

jammed 

rammed 

slammed 

camped 

clamped 

cramped 

stamped 

tramped 

chance 

dance 

glance 

prance 

danced 

glanced 

pranced 

banged 

clanged 

clanked 

cranked 

thanked 

yanked 

fanned 

planned 

scanned 




Discuss virtue: Be joyful. Relate the virtue to the story.


Camp Day 

“To-day is Camp Day!” Jan sang as she ran to the van. 

She will go to the ranch with Sam and Fran. Sam 

stands by the van, and Fran sits in the van. Jan hands a 

back pack to Fran. In the back pack, Jan has a pan of 

ham and yams. “Let’s go to the ranch!” sang Jan. 

At the ranch, Frank, the ranch hand, takes Jan and 

Sam and Fran on a ride to see the lambs and a big bad 

ram. Three lambs ran up to the van. Next Frank takes 

Jan and Sam and Fran to the camp on a sand bank by 

the branch of a creek. Sam and Frank try to catch fish. 

Fran and Jan wade in the creek and get wet. 

Next Fran and Jan sit on the sand and get a tan. Sam 

and Frank catch 4 fish. While Fran and Jan sit on the 

sand and get a tan, the ants get into the back pack and 

eat the ham and yams. “Scram, ants!” yells Fran. 

Frank has a grand plan. He smiles, “I can fix a dish of 

fish.” 

“Grand!” sang Fran and Jan and Sam. “Thanks, Frank! 

We can eat fish.”


VC, VCCe: 

gem 

hem 

stem 

them 

hen 

men 

pen 

ten 

then 

when 

clench 

drench 

quench 

wrench 

bend 

end 

‘em’, ‘en’ = 

/ẽ/ as in: ‘engine’ 

ends 

lend 

send 

sends 

spend 

length 

strength 

cent 

cents 

lent 

rent 

sent 

spent 

tent 

tents 

went 

hemmed 

stemmed 

fence 

fenced 

clenched 

drenched 

quenched 

dense 




Discuss the virtue: Enjoy the outdoors. 

Help student(s) relate the virtue to the story: 

Ben and Ken 

Ben and Ken camped in a tent. Ten men went with 

them. Ben and Ken and the ten men spent a week in 

tents in the dense woods. They made a camp by a 

creek.


Ben fell in the creek and got his pants drenched. Then 

a man lent him some dry pants. 

Three men with a lot of strength chopped wood. Three 

men with rods and reels tried to catch fish to eat. 

Three men bent and picked up a few gems from the 

creek. 

When Ben and Ken went to sleep, they wished they had 

a fence to hem them in and keep them safe. 

At the end of the week, Ben and Ken and the ten men 

packed up the tents and went back home. Then Ben and 

Ken sent notes to their friends.


VC, VCCe: 

brim 

dim 

him 

rim 

slim 

skim 

swim 

trim 

limb 

imp 

blimp 

chimp 

limp 

limps 

‘im’, ‘in’ = 

/ ĩ / as in: ‘insect’ 

shrimp 

scrimp 

chin 

fin 

grin 

in 

link 

links 

pink 

pin 

shins 

spin 

thin 

twins 

win 

inch 

pinch 

*wind 

bring 

fling 

king 

ring 

sing 

string 

swing 

thing 

wings 

blink 

drink 

rink 

shrink 

sink 

think 

wink 

gym 

hymn 

lynx 

prince 

hinge 

fringe 

glimpse 

glimpsed 

*wind = / ĩ / as in ‘insect’: The wind blows. 

dimmed 

skimmed 

trimmed 

primped 

scrimped 

skimped 

limped 

glimpsed 

pinched 

blinked 

linked 

winked 

grinned 

pinned 

*wind = /Ĩ/ as in ‘dime’: We will wind the string into a ball. 




Pre-reading: Discuss the virtue: Enjoy your family. 

Help the student(s) relate the virtue to the story:


The Chimp King 

The king of the chimps went for a spin and a fling in his 

pink blimp. 

The prince and the twins went with the king. The king 

and the prince and the twins winked and blinked as the 

blimp zinged in the wind. 

The pink blimp had no wings. It was held by pink 

strings. When the king let go of the pink strings, the 

blimp went into the sky. The twins clenched the rim of 

the blimp. 

The blimp skimmed the limbs of the trees, and the rim 

of the hills, and the brink of the cliffs. 

The king glimpsed ten men and a gym. The prince 

glimpsed ten hens and a tent. The twins glimpsed a 

bench in a pen by a fence. 

The wind sent the chimps on a grand fling in the blimp. 

The chimps had a grand spin in the wind. At last, the 

blimp sank to the land. The prince and his twins grinned 

and thanked the king for the grand blimp fling and the 

spin in the wind.


VC, VCCe: 

mom 

from 

chomp 

clomp 

romp 

stomp 

tromp 

tromps 

prompt 

on 

bond 

fond 

frond 

pond 

‘om’, ‘on’ = 

/ãh/ as in: ‘palm tree’ 

long 

prongs 

song 

tongs 

wrong 

conk 

honk 

Memorize Memory Syllables: 

son ton won 

‘o’ = 

/ũh/ as in ‘umbrella’ 

honks 

strong 

thongs 

throng 

chomped 

clomped 

romped 

stomped 

tromped 

blonde 

longed 

conked 

honked 

bronze 



Discuss the virtue: cheerful obedience. 

Help student(s) relate the virtue to the story: 

The Hong Kong Gong 

Big King Wong is king of Frog Pond. He bangs and bongs 

on a big bronze gong. He sings fun songs from be-yond 

Hong Kong. King Wong is fond of his Hong Kong gong.


When King Wong bonged on his Hong Kong gong, 

throngs of frogs danced to the bong, bong, bong. And 

the geese sang and honked with a honk, honk, honk! 

King Wong is fond of his Hong Kong gong. 

The king sang with pomp, and the frogs romped and 

stomped. The geese clomped and tromped in the sand 

by the pond. King Wong is fond of his Hong Kong gong. 

But the whole pond is not fond of his song. King Wong’s 

mom is not fond of the gong. She plays Mah Jong on a 

pad in the pond, and she thinks it is wrong to bong on 

the gong. She can’t play Mah Jong with his bong, bong 

bong. 

And when Mom Wong thinks it’s wrong to bong on the 

gong, it will not be long ‘til the end of his song. And it 

will not be long ‘til the end--- of his bong, bong, bong. 

Mom Wong sings, “I will teach King Wong to play ping 

pong. Then he can play ping pong with no Hong Kong 

gong. And we can play Mah Jong with no bong, bong, 

bong!”


VC, VCCe: 

bum 

drum 

gum 

plum 

strum 

sum 

swum 

crumbs 

thumb 

bump 

dump 

jump 

lumps 

pump 

stump 

thump 

bun 

fun 

‘um’, ‘un’ = 

/ũh/ as in: ‘umbrella’ 

run 

sun 

bunch 

crunch 

lunch 

munch 

punch 

hung 

swung 

bunk 

chunk 

dunk 

flunk 

junk 

plunk 

skunk 

trunk 

hunt 

thumbed 

drummed 

bumped 

dumped 

jumped 

pumped 

slumped 

strummed 

stumped 

thumped 

crunched 

munched 

punched 

plunged 

dunked 

flunked 

plunked 

stunned 




Pre-reading: Discuss the virtue: Care about others. 


Skunk Fun 

The skunk was in a funk. Not just a funk, but a big blue 

funk. His mom said, “Run! Run, play in the sun! Run and 

have fun!” The skunk ran and jumped and played in the 

sun. He thumped his tail and jumped on a stump. …then 

picked a bunch of mums for Mom.


For lunch, the skunk munched on plums and 

crunched on crumbs from chips and buns. He 

dunked the crumbs in the pond, and then he sat 

still and sang a song. 

Next he ran to his bunk and sat and played on his 

drums. 

Next, the skunk strummed on his uke as he sang 

and hummed a song. Then he plunged into the 

pond for a swim. At the end of his swim, he swung 

on a stump by an oak tree trunk. 

Then the skunk went thump into his bunk. 

Thump! Bump! A lump of skunk in a bunk!


VC, VCCe: 

bar 

car 

far 

jar 

stars 

arc 

VC, VCCe: 

her 

herd 

fir 

bird 

birds 

third 

blur 

blurs 

fur 

purr 

purrs 

‘ar’ = 

/ah r / as in: ‘ark’ 

arch 

card 

guard 

hard 

yard 

scarf 

ark 

bark 

dark 

mark 

shark 

spark 

sparks 

harp 

sharp 

art 

cart 

chart 

‘er’, ‘ir’, ‘ur’ = 

/uh r / as in: ‘earth’ 

clerk 

jerk 

smirk 

girl 

girls 

swirl 

curb 

curbs 

surf 

urge 

curl 

jerked 

perch 

twirl 

whirl 

first 

thirst 

curls 

hurl 

hurls 

burp 

burst 

perched 

pert 

dirt 

shirt 

shirts 

skirts 

surfed 

splurge 

burped 

curled 

church 

dart 

smart 

start 

marched 

barge 

barged 

serve 

served 

squirt 

birth 

chirped 

stirred 

splurged 

blurred 

purred 

urged 

hurled 

barked 

large 

marked 

parked 

snarled 

carve 

swerve 

swerved 

smirked 

swirled 

twirled 

whirled 

nurse 

purse 

curve 

curved 

curves 

Which word doubles the final consonant before adding ‘e-d’?


VC, VCCe: 

orb 

cord 

cork 

‘or’, = 

/aw r / as in: ‘orchid’ 

fork 

forks 

lord 

short 

torch 

north 

forked 

horse 

scorched 



Pre-reading: Discuss the virtue: Have courage. 


The Lark 

A lark went for a cruise in an ark made of cork. In the 

ark, she had a cat, a dog, and a horse. 

The ark sailed by the stars far to the North, for in the 

West, her chart marked a spot for big bad sharks. 

The lark chirped as she perched on a cord on the ark. 

The cat purred as she curled up on the deck. 

The horse slept as the lark charged on to the North. 

The surf swirled and whirled. The ark jerked and 

swerved. The lark chirped as the surf hurled foam on 

her skirt.


The cat snarled as the wind hurled spray on her fur. 

The hard rain and the mist blurred the sky. “It’s dark 

and I can’t see,” barked the dog. 

“We may starve,” snarled the cat. 

“Let’s not get hurt,” urged the horse. 

The lark made a large swerve and a large curve with 

the ark. “We will take the ark home,” chirped the lark. 

So the bird, the horse, the cat, and the dog sailed 

home in the ark. As the surf swirled, they sang and 

danced and whirled and twirled as they sailed home in 

the ark in the dark.


VC, VCCe: 

arm 

farm 

VC, VCCe: 

germs 

fern 

ferns 

VC, VCCe: 

dorm 

storm 

corn 

arm’, ‘arn’ = 

/ãh r / as in: ‘arm’ 

harm 

barn 

yarn 

charmed 

‘erm’, ‘ern’, ‘irm’, ‘urn’ = 

/ũh r / as in: ‘fern’ 

squirm 

squirms 

churn 

‘orm’, ‘orn’ = 

/ãw r / as in: ‘corn’ 

horn 

morn 

scorn 

turn 

turns 

churned 

sworn 

thorn 

thorns 

farmed 

harmed 

squirmed 

burned 

turned 

torn 

stormed 

scorned 



Pre-reading: Discuss the virtue: Be gentle. 

Help the student(s) relate the virtue to the story:


Lorne’s Farm 

Lorne was born on a farm with a big red barn. On his 

farm, Lorne had a rose and a fern. He placed the fern 

and the rose in a churn in the yard. The dirt was firm in 

the churn. 

1 day it stormed on the farm. The storm harmed the 

fern, and it harmed the rose, but it did not harm the 

thorns. 

Lorne mourned the loss of his rose and his fern. Lorne 

held the churn in his arms and turned it. The rose and 

the fern squirmed from the churn. 

So then Lorne placed more dirt in the churn. He placed 

more fern in the churn. 

Then he placed a rose in the churn. “This time, I hope a 

storm will not harm the rose and the fern,” said Lorne. 

Lorne will keep the churn in a safe place by the barn. 

Lorne will wrap the churn with red yarn. 

Then his horse will be charmed by the smell of the 

rose.


VCe: 

blame 

blamed 

came 

VCe: 

fame 

flames 

frames 

‘ame’, ‘ane’ = 

/Ã/ as in ‘angel’ 

game 

lame 

name 

‘eme’, ‘ene’ = 

/ Ẽ/ as in ‘queen’ 

named 

same 

shame 

cane 

crane 

pane 

plane 

planes 

vane 

scheme schemes schemed theme scene scenes 

VCe: 

chimes 

crime 

dime 

grime 

limes 

slime 

‘ime’, ‘ine’ = 

/ Ĩ/ as in ‘dime’ 

time 

dine 

fine 

nine 

mine 

line 

swine 

pine 

shine 

spine 

*thine 

twine 

vine 

whine 

whined 

*thine = the Reverent Language = highest level of language: 

thine = your (Possessive Adjective: thine heart.) 

thine = yours (Possessive Pronoun: this heart of thine.) 

VCe: 

chrome 

dome 

gnome 

‘ome’, Consonant + ‘one’ = 

/Õ/ as in ‘phone’ 

home 

bone 

bones 

cone 

lone 

phone 

shone 

stone 

stones 

throne 

tone 

zone 

*Memory Syllable (Minus initial consonant): ‘one’ = /wũhn/


VCe: 

plume 

plumes 

‘ume’, ‘une’ = 

/Ũ/ as in ‘moon’ (SOFT long ‘u’) 

dune 

dunes 

prune 

prunes 

Memorize Memory Syllables: fume fumes 

‘ume’ = 

(HARD long ‘u’) / y Ũ/ as in ‘fumes’ 

tune 

tunes 

Test: Read, spell, and tell the meaning for these words. 

Virtue: Have compassion. Relate the virtue to the story. 

Jane 

Jane sat on a sand dune. She picked up a pine-cone, and 

a lost dime, and a lime-stone, and a sea gull’s plume. 

Then Jane spied a gnome’s home with a chrome dome. 

A lame crane with a cane came on the dune. Jane played 

a mean game with the crane. She sang his name and hid 

his cane. Then the crane be-gan to whine and fume. 

So, Jane gave him his cane. Then she gave him the dime 

and a sea vine. 

REVIEW: vowel + ‘m’ or ‘n’; / vowel + ‘me’ or ‘ne’ 

can cane van vane fin fine spin spine 

pan pane dim dime pin pine twin twine 

plan plane slim slime shin shine plum plume


VCe: 

bare 

care 

fare 

flare 

Consonant + ‘are’* = 

/a re / as in: ‘airplane’ 

blared 

dared 

glare 

glared 

hare 

mare 

scared 

share 

snare 

snared 

square 

squares 

VCe: 

‘ere’** = 

/ i re / as in: ‘ear’ 

here mere sphere spheres 

VCe: 

ire 

fire 

VCe: 

ore 

bore 

bored 

chore 

‘ire’ = 

/ I re / as in: ‘fire’ 

spire 

tire 

tires 

wire 

‘ore’ = 

/O re / as in: ‘oar’ 

chores 

core 

cored 

more 

score 

shore 

snore 

snored 

tired 

wired 

snores 

store 

stored 

tore 

Memory Syllables: 1. * ‘are’: ‘are’ = /ah r / as in ‘ark’. 

2. ‘**were’: ‘ere’ = /uh r / as in ‘earth’. 

3-4. **‘there’, ‘where’: ‘ere’ = /a re / as in ‘airplane’.


VCe: 

‘ure’ = 

(SOFT long ‘u’) /U re / as in: ‘lure’ 

lure lures lured 

Memorize Memory Syllables: 

‘ure’ = 

(HARD long ‘u’…) / y U re / as in: ‘cure’ 

cure cured cures pure 



Discuss the virtue: Be generous. 


The Hare and the Mare 

The hare tried to catch a fish. He stared at his line. He 

had lost his lure. The hare hired the mare to help him 

snare a fish. The hare and the mare went to the store 

to get more lures. But the store did not have more 

lures. So, the hare and the mare tore up a used spare 

tire to make a lure. 

“With squares cut from this spare tire, we will make a 

lure. And with this spare tire lure, we will catch fish 

for sure! We will sit here on the shore and catch fish”, 

cried the hare.


While the hare fished, the mare made a fire. Then the 

mare went to sleep and snored and snored. 

“Do not snore! Do not scare the fish!” yelled the hare 

to the mare. But the mare did not scare the fish. She 

just snored and snored, more and more. 

“Wake up, Mare. I have a fish!” yelled the hare. “Oh, I 

have 2 fish!” yelled the hare. “Wake up, Mare, wake up, 

wake up. Come here! Come here!” 

“I do not care! Just let me sleep,” glared the mare. 

The hare stopped and scaled the fish. He made a dish 

of fish on the fire. “Wake up, Mare, and share my fish,” 

said the hare to the mare. “This fish is fine, fine fare.” 

The mare woke up. The hare shared his fish with the 

mare. “Say! This fish is fine fare!” said the mare. “This 

fish is fine, fine fare.” 

REVIEW: Vowel + ‘r’ / Vowel + ‘re’ 

bar bare her here 

car care fir fire 

far fare or ore 

mar mare purr pure


VCe: Vowel + ‘x’ + ‘e’ = short vowel 

( ‘x’ sounds like 2 consonants: /ks/. 

Therefore, Vowel + ‘x’ + ‘e’ follows VCCe pronunciation. 

It does not follow VCe pronunciation rules.) 

VCe: 

‘a’ + ‘x’ + ‘e’ = 

/a/ as in: ‘apple’ 

axe waxed 

VCe: 

‘e’ + ‘x’ + ‘e’ = 

/e/ as in: ‘elephant’ 

exed flexed 

VCe: 

‘i’ + ‘x’ + ‘e’ = 

/i/ as in: ‘igloo’ 

fixed mixed 

VCe: 

boxed 

‘o’ + ‘x’ + ‘e’ = 

/ah/ as in: ‘octopus’ 



Discuss these two virtues: 

Apologize sincerely when you are wrong. 

Forgive others kindly when they are wrong. 

Help the student(s) relate these two virtues to the story.


The Axe 

Rex and Lex were* good friends. They had been** 

friends for a long long time. Rex and Lex had an axe. 

Rex broke the axe. Lex fixed the axe. Lex waxed the 

axe. Then, Lex foxed Rex, or he played a joke on Rex. 

Lex placed the axe in a box, or he boxed up the axe. 

Rex was vexed, or he was mixed up. Was the axe lost? 

Lex smiled and showed the axe to Rex. Then Rex was 

not vexed or mixed up. The axe was not lost. It was in 

the box. Lex closed the box. 

Rex said, “That was not a fun joke, Lex.” 

“OK. I will not play jokes. You can be sure. But can we 

still be pals?” asked Lex. 

“Sure! smiled Rex. “Of course, we can still be pals.” 

So, Rex and Lex are still good friends. 

MEMORIZE MEMORY SYLLABLES 

*‘were’ ‘ere’ = 

/uh r / as in ‘earth’. 

**‘been’ ‘friends’ 

‘een’, ‘ien’ = 

/ ẽ / as in ‘engine’.


V V, V V(C)e: 

aim 

claim 

brain 

chain 

chains 

drain 

gain 

grain 

grains 

pain 

V V, V V(C)e: 

dream 

dreams 

gleam 

scream 

steam 

stream 

VC, VCCe: 

foam 

roam 

groan 

loan 

team 

seems 

bean 

beans 

clean 

glean 

‘aim’, ‘ain’ = 

/Ã/ as in: ‘angel’ 

rain 

rains 

sprain 

stain 

strain 

train 

trains 

faint 

paint 

paints 

aimed 

claimed 

chained 

drained 

gained 

‘eam’, ‘ean’, ‘eem’, ‘een’ = 

/ Ẽ/ as in: ‘queen’ 

jeans 

lean 

means 

green 

keen 

queen 

‘oam’, ‘oan’, ‘own’ = 

/Õ/ as in: ‘phone’ 

moan 

moans 

blown 

flown 

seen 

screen 

dreamed 

gleamed 

screamed 

steamed 

grown 

known 

shown 

thrown 

rained 

sprained 

stained 

strained 

trained 

streamed 

seemed 

cleaned 

gleaned 

leaned 

screened 

foamed 

roamed 

groaned 

moaned 




Virtue: Have humility. (Be humble) Relate the virtue to the 

story. In the story, who does NOT have humility? 

The Green Bean Queen 

The queen dreamed of steamed green beans. It seems 

that she had seen green beans when she was just six- 

teen. She had flown on a green plane to a green plain. 

When she was just six-teen, she had gleaned green 

beans in her clean green jeans. 

When she gleaned the green beans, she stained her 

clean green jeans. The queen moaned and groaned as 

she roamed the green plains. 

She aimed to clean the stained green jeans. The queen 

had the jeans thrown into a stream to be cleaned. 

When the wind had blown the jeans dry, the jeans 

seemed to be clean. The queen gleamed and screamed, 

“I have clean green jeans! I have green beans! I will 

leave this green plain on a green plane! I will not see 

green beans. I will not see green plains. I will not see 

green grains. I will dream of green beans shown on a 

green screen. I will paint green beans on the seams of 

my green jeans. I am the Green Bean Queen!”


V V, V V(C)e: 

‘air’ = 

/a re / as in: ‘airplane’ 

air 

chair 

fair 

flair 

hair 

pair 

V V, V V(C)e: 

‘eer’, final: ‘ear’, ‘eared’ = 

/i re / as in: ‘ear’ 

clear 

dear 

ear 

fear 

gear 

gears 

hear 

near 

rear 

tear 

shears 

smear 

spear 

years 

cheer 

deer 

peer 

sheer 

cleared 

feared 

V V, V V(C)e: 

‘oar’, ‘oor’, ‘our’ + Consonant* = 

/O re / as in: ‘oar’ 

*Consonant = any consonant except final ‘s’. 

boar 

board 

hoard 

oar 

roar 

roars 

soar 

door 

doors 

floor 

floors 

moor 

gourds 

court 

fourth 

coarse 

stairs 

aired 

reared 

smeared 

sneered 

steers 

hoarse 

soared 

source 

course 



* Memory Syllable: ‘our’ = /ow r / as in ‘flower’. 

Discuss the virtue: Be clean. 

Help the student(s) relate the virtue to the story.


The Dear Deer 

1 day when the air was clear, a dear deer sat in a chair 

and pinned up her ears and brushed her hair. Then she 

went to the fair. At the fair, the deer went to see the 

boars and the steers. The judge peered in the rear 

door to see the boar. “This is the best boar. He is fat 

and clean.” The judge cheered and gave him first prize. 

With tears, the steers cried, “We hear that the judge 

is near. We fear that we will not win a prize this year.” 

The deer sat on the floor by the steer’s door. “Do not 

fear, dear steers. Of course, the steers will win a prize 

this year. They will win at least fourth prize this year. 

Next the dear deer went up the stairs to hear the 

band play. When the band played, the deer danced and 

pranced. When the deer danced, twelve girls at the 

fair cheered and roared so hard that they got hoarse. 

When the sky got dark, the dear deer waved to the 

fair and the boars and the steers. “Next year, if it’s 

fair, I will go to the fair,” smiled the dear deer as she 

pranced home in the clear air.


SPECIFIC EXCEPTIONS TO THE RULES 

VC, VCCe: 

bald 

chalk 

stalk 

talk 

ald, alk, all, alt = 

/aw/ as in: ‘ball’ 

walk 

ball 

call 

fall 

hall 

small 

stall 

tall 

VC, VCCe: 

ah, uab, wab, uad, wad, uaf, waf, 

uat, wap, whap, uas, was, wat, what = 

/ah/ as in: ‘octopus’ 

ah 

swabs 

squad 

quaff 

VC, VCCe: 

calm 

palm 

waft 

swap 

squash 

squat 

was 

wasp 

swat 

watch 

alm, wam, uan, wan = 

/ãh/ as in: ‘palm tree’ 

swamp 

swan 

wand 

want 

wall 

malt 

salt 

waltz 

what 

swapped 

washed 

watched 

calmed 

swamped 



Discuss the virtue: Be firm. “How was Mom Swan ‘firm’? 

“Why did Mom Swan insist that the small swans wash?” 



Mom Swan 

Mom Swan called her squad of small swans for lunch. 

Lunch was by the tall palm tree in the swamp. The small 

swans walked to the palm tree. Mom Swan waltzed to 

the palm tree. 

“What is for lunch?” called 1 small swan. 

“Halt! First, I want all small swans to wash for lunch.” 

At first, the small swans squalled and balked and 

stalled. They did not want to wash for lunch. Mom Swan 

talked to them and calmed them with her wand. “The 

first small swan to wash for lunch will get a nice fat 

wasp to eat!” called Mom Swan. Then she watched as 

her small swans washed for lunch. 

The small swans watched Mom Swan swat a fat wasp on 

a stalk by the palm tree in the swamp. 

They watched the wasp fall from the stalk. “Ah! A big 

fat wasp is nice with salt!” Mom Swan talked to the 

small swans. “Please eat lunch! What a fine treat! … Fat 

wasps and squash to eat!”


VC, VCCe: 

high 

sigh 

thigh 

bright 

VC, VCCe: 

igh, ild, isle, ithe, ythe, = 

/I/ as in: ‘ice-cream’ 

fight 

flight 

fright 

knight 

light 

night 

right 

sight 

ind, ign = 

/Ĩ/ as in: ‘dime’ 

tights 

child 

mild 

wild 

isle 

tithe 

scythe 

sighed 

bind hind find kind signed 

VC, VCCe: 

ache, aste, athe = 

/A/ as in: ‘ape’ 

ache 

ached 

haste 

paste 

taste 

waste 

VC, VCCe: 

oh, old, olk, oll, olt, ost = 

/O/ as in: ‘overalls’ 

oh 

old 

bold 

cold 

fold 

gold 

hold 

scold 

told 

folks 

yolk 

bolls 

droll 

polls 

scroll 

stroll 

toll 

troll 

bolts 

colt 

jolt 

ghost 

most 

post 

bathe 

bathed 

rolled 

scrolled 

strolled 

tolled 




Discuss the virtue: Be responsible. 


The Colt Sale 

Small Tim Wright and his dad went to a colt sale. A big 

sign high on a post told of the sale. “Hold my hand 

tight,” Tim’s kind dad told him. “We might find the 

right colt if we take the time. My dad told me that 

‘haste makes waste.’ First I want to see all the colts.” 

“Oh, I don’t mind. In fact, I like it,” sighed the child. 

“We will tell the folks that what we want most is not a 

wild colt. What we want most is a mild colt for a small 

child.” 

First, a bold colt named, Black Knight was sold to Lyle 

Smith. Next a tame colt named Bright Gold was sold to 

a girl named Jan Mays. Then a shy colt named Gray 

Ghost was sold to Jim Hicks. 

A blind colt with one white hind foot did not sell at 

first. The blind colt strolled by the barn. He rolled in 

the hay. He liked the smell and the taste of the hay.


Tim helped a man bathe the colt. He helped him rub the 

colt dry. Tim said, “I like this blind colt. I can take him 

for a walk. I can be kind to him.” 

Tim’s dad told the man, “We will buy the blind colt. He 

is the one that my son likes the most.” 

The man smiled. “I am glad this colt will have a nice 

home.” Then he hung a sign on the colt’s neck: “SOLD.”


VC, VCCe: 

uar, war, whar, ‘war’+ consonant = 

/aw r / as in: ‘orchid’ 

dwarf 

wart 

quart 

quartz 

VC, VCCe: 

warm, warn = 

/ãw r / as in: ‘corn’ 

warm 

warms 

VC, VCCe: 

warn 

warns 

war 

wharf 

swarm 

swarmed 

warped 

wharves 

warmed 

warned 

wor, wor + consonant = 

/uh r / as in: ‘earth’ 

word work world worked worse 

VC, VCCe: 

worm = 

/ũh r / as in: ‘fern’ 

worm worms 



Virtue: Be unselfish. Relate the virtue to the story: 

The Sad Worm 

A sad worm was in a jar. The bees swarmed by the jar. 

The worm warned the bees. “The child will catch all the 

worms and all the bees.”


“And what is worse, he will place all of us in jars. I will 

spend the rest of my life in this jar. This jar will be my 

world. My life is not worth 2 cents.” 

The sad worm was warm in the jar. No air was in the 

jar. The worm felt sick and sad. The bees told the 

worm, “We will swarm and warn the child. We will 

swarm and make war on the child.” 

The bee’s words calmed the worm. The bees swarmed 

and scared the child. The scared child was wild with 

fright. The scared child ran with the worm in the jar. 

He ran to the old wharf. The bees chased the child. 

The child tripped and fell on the old warped wharf. 

When he tripped and fell, the wild child dropped the 

jar and broke it. The scared child was not hurt. He got 

up and ran home. And the worm was not hurt. He 

crawled from the jar. He was free at last! 

“Thanks, bees! The plan worked,” called the worm as he 

crawled from the warped wharf and squirmed his way 

home.


V CODE = 


♪♪ When Code V is spelled with ‘a’, /ah/ like 

octopus, we will say. ♪♪ (Tune: ABC Song) 

ha ma pa spa schwa 

SPELL AND TELL: Call out a few of these words for 

the student(s) to SPELL orally and TELL the meaning. 

Discuss the virtue: Enjoy playing together. 


The Spa 

“Fa, la, la, la, la. Fa, la la, la, la,” 

sang Pa Swan as he jumped in the spa. 

“Fa, la, la, la, la. Fa, la la, la, la,” 

sang Ma Swan as she splashed in the spa. 

“Ha, ha. Ha, ha. Ha, ha,” 

sang the small swan as he dived in the spa. 

Tra, la, la, la, la. Tra, la, la, la, la. 

Three swans in a spa. 

Tra, la, la, la, la. Tra, la. la, la, la. 



Tra, la, la, la, la. Tra, la, la, la, la.


V V, VVCe: 

caught 

naught 

taught 

fault 

claw 

draw 

au, aw, ought = 

/aw/ as in: ‘ball’ 

jaw 

law 

paw 

saw 

slaw 

straw 

thaw 

hawk 

hawks 

squawk 

bawl 

brawl 

V V, VVCe: 

ead, ealt = 

/e/ as in: ‘elephant’ 

bread 

dead 

dread 

V V, VVCe: 

beige 

eight 

eighth 

freight 

head 

spread 

spreads 

ei, ey = 

/A/ as in: ‘ape’ 

neigh 

neighs 

sleigh 

sleighs 

crawl 

shawl 

bought 

brought 

fought 

thought 

thread 

tread 

dealt 

weigh 

weight 

veil 

veils 

hauled 

clawed 

thawed 

squawked 

bawled 

crawled 

health 

stealth 

wealth 

grey 

hey 

prey 

they 



Discuss the virtue: Have faith. 



The Old Hawk 

The old hawk squawked when he saw the rat in the 

straw. The rat was his first prey of the day. A horse 

neighed, “Do not get caught. I dread the thought.” 

The hawk paused in the air. Then with stealth, he dived 

fast, but the quick rat crawled in the straw. The rat 

thought that the hawk had caught him this time. 

Then he saw that he was not in the hawk’s claws or in 

the hawk’s jaws. The old hawk had not hauled him from 

the straw. The rat still had his head and his health. He 

was not dead! The old hawk had come up with naught 

this time. 

“Hey!” thought the horse. “The old hawk caught eight 

rats in one day, but they all got free. He can’t catch 

prey the way he used to. If he can’t catch prey, he will 

starve to death,” the kind horse neighed. 

The horse brought the old hawk some bread and some 

sauce and some whey and cole slaw to eat. Then he 

bought the hawk a warm shawl and a chair that rocks.


The old hawk did not thank the horse. He squawked and 

spread his wings. 

“No thanks!” he called back from the sky. 

“No thanks! No thanks! 

A hawk must not rock in a chair! 

A hawk must soar in the air! 

So, I will fly in the sky, ‘til the day that I die.”


V V: 

bleu 

blew 

brew 

chew 

crew 

drew 

flew 

grew 

new** 

news** 

stew** 

threw 

boo 

coo 

moos 

shoo 

too 

zoo 

eu, ew, oo, oup = 


pooch 

brood 

food 

mood 

goof 

proof 

roof 

cool 

drools 

fool 

pool 

school 

spool 

stool 

tool 

droop 

hoop 

oops 

scoop 

snoop 

stoop 

swoop 

troop 

whoop 

swoosh 

roost 

boot 

booth 

roots 

scoot 

smooth 

tooth 

coup 

croup 

group 

soup 

new** news** stew** (reader’s option: /U/ or / y U/) 

V VCe: 

brewed 

chewed 

stewed 

shooed 

goofed 

drooled 

eu, ew, oo, oup = 


snooped 

stooped 

swooped 

choose 

goose 

loose 

*MEMORIZE MEMORY SYLLABLES: 

‘eu’, ‘ew’ = Hard Long ‘u’: / y U/ as in ‘unicorn’ 

feud* few* mew* mewed* 

moose 

ooze 

snooze 



Virtue: Be tolerant. Relate the virtue to the story.


The Zoo 

The TV crew went to the zoo to get the news. A goose 

and her brood swooped and swooshed and cooed and 

flew to the roost on the roof. 

A group of school girls shooed and whooped and tried 

to chase the goose and her brood from the roost on 

the roof. They booed and cooed and threw food to the 

goose. But the goose was not in the mood to be fooled 

by the girls from the school. 

A moose snoozed by his cool pool. A man from the zoo 

tried to wake up the moose. The man tried to feed the 

moose a bowl of soup, or a bowl of stew, or a cup of 

brew. The moose just snoozed and snoozed by his cool 

pool. 

A man on a stool in a booth had a pooch in boots. The 

pooch stooped and got loose from his noose. The pooch 

snooped on the moose by the cool pool. “Do not drool 

in my soup!” yelled the moose. “Let me snooze in peace.” 

Then the pooch got in a feud with the goose and her 

brood. The man on the stool ran to get his pooch.


“Oops! I must scoot. I goofed. I let my pooch in boots 

get loose.” 

When the TV crew saw the goose, and the moose, and 

the pooch in boots, the TV crew whooped, “What a 

hoot! Let’s tape the news at the zoo.”


V V, V VCe: 

‘ie’ + *consonant = 

/E/ as in ‘eagle’ 

*consonant = any consonant except: Final ‘d’ or ‘s’ 

brief 

chief 

grief 

thief 

V V, V VCe: 

boil 

boils 

broil 

coil 

shriek 

shrieks 

field 

fields 

shield 

wield 

wields 

yield 

oi, oy, uoy = 

/awi/ as in ‘oil’ 

foil 

oil 

toil 

hoist 

V V, V VCe; 

book 

brook 

crook 

moist 

void 

boy 

joy 

‘ook’ = 

/w/ as in ‘book’ 

gook 

hook 

look 

nook 

shook 

took 

yields 

siege 

priest 

niece 

toy 

toys 

buoy 

choice 

piece 

briefed 

shrieked 

thieves 

voice 

boiled 

soiled 

noise 

cooked 

hooked 

looked 



Pre-reading: Discuss the virtue: Serve others. 



The Cook’s Niece 

The boy liked the cook’s niece. “I will cook food for her 

and please her,” cried the boy. “Let me think. What 

does she like?” thought the boy. He took a brief look at 

the cook book. He toiled all day. The boy made a bowl 

of ‘gook’. Then he cooked the ‘gook’ in a foil pan. The 

‘gook’ turned into a nice cake. “I will frost the cake and 

brew some tea.” cried the boy. 

Next he stewed some fruit and boiled some soup. Then 

the boy broiled some shrimp. At last he placed all the 

food on a tray: a bowl of soup, a plate of broiled 

shrimp, and a bowl of stewed fruit. He placed a piece 

of warm moist cake and a cup of tea on the tray. The 

boy took the tray to the girl and let her choose. 

“Oh! Oh! Oh! My choice is the cake and the tea!” The 

cook’s niece shrieked with joy. The noise of the girl’s 

voice shook the roof. 

The fire chief rushed in from the field. “Oh! Grief is 

me! Did I hear a call for help? Where is the fire? Show 

me the fire!” said the fire chief.


“No fire is here,” smiled the boy. He said to the fire 

chief, “Please sit here and have some cake and tea with 

the cook, and his niece, and me.” 

“Oh, thanks! I think I will,” said the fire chief as he 

took a seat.


V V, V VCe: 

thou* 

doubt 

couch 

crouch 

grouch 

ouch 

pouch 

slouch 

vouch 

doubt 

cloud 

loud 

proud 

bough 

drought 

foul 

out 

pout 

scout 

scouts 

‘ou’, ‘ow’ = 

/ow/ as in ‘owl’ 

shout 

snout 

spout 

sprout 

stout 

mouth 

south 

brow 

cow 

chow 

how 

now 

plow 

sow 

vow 

wow 

crowd 

owl 

fowl 

growl 

howl 

howls 

prowl 

scowl 

yowl 

prowled 

scowled 

yowled 

browsed 

drowse 

spouse 

plowed 

vowed 

growled 

howled 

crouched 

slouched 

blouse 

house 

mouse 

*thou = ‘you’ in the Reverent Language… the highest, most 

respectful level of language. 



Virtue: Use caution. Relate the virtue to the story. 

The Owl 

“Ouch!” howled the mouse when the owl tried to grab 

him. 

“My! What a grouch!” scowled the owl.


The mouse ran and crouched on the couch in his house 

with his spouse. The owl flew into a tree. There he sat 

and drowsed on a bough. The mouse poked out his snout 

to scout for the owl on the bough of the tree. “What a 

foul fowl is the owl!” growled the mouse out loud. 

“Now I can vouch for that,” mooed a proud cow on the 

prowl for chow. 

“We doubt the owl can catch the mouse,” vowed a 

crowd of stout cows. 

“How can an owl catch a mouse in his house? The mouse 

will shout with his loud mouth. He will howl, and growl, 

and yowl, but the owl can’t catch him.” 

The mouse growled, “If the owl can’t catch me, he will 

pout and pout and sprout wings and fly out of sight in 

the clouds. Wow, oh wow! No more foul fowl. Wow, oh 

wow! No more foul owl.”


V V, V VCe: 

launch 

paunch 

haunts 

taunt 

aun, awn = 

/ãw/ as in ‘awning’ 

dawn 

drawn 

fawn 

lawn 

yawn 

launched 

dawned 

yawned 

V V, V VCe: 

ein = 

/Ã/ as in ‘angel’ 

sein vein reined seined 

V V, V VCe: 

eum, eun, ewn, oom, oon = 

/Ũ/ as in ‘moon’ 

strewn 

broom 

gloom 

groom 

room 

zoom 

croon 

loon 

moon 

spoon 

bloomed 

crooned 

SPELL AND TELL: Call out a few of these words for 

the student(s) to SPELL orally and TELL the meaning. 

Pre-reading: Discuss virtue: Show respect to your host. 


The Frog Bride and Groom 

A frog bride and groom danced on a lawn strewn with 

blooms. As the moon loomed bright, a frog with a big 

paunch boomed a tune. 

“We will dance ‘til dawn,” yawned a fawn as he danced 

with a broom on the bloom strewn lawn.


“I will croon ‘til noon,” boomed the loon as he danced 

with a spoon. 

The frog bride and groom danced and zoomed from the 

bloom strewn lawn to the bloom strewn pond and then 

back to the lawn by the light of the moon. 

When the loon crooned a tune, the small frogs swooned. 

But at last the loon called an end to the fun. “Ah! It is 

gloom and doom! We must all go home. For at dawn, a 

man will be here with a seine (a net) to catch the frogs, 

and a rein (a rope) to catch the fawn.” 

The loon launched his taunts to the guests on the lawn. 

“Ah! What a fiend is the man to stop all the fun!” 

The tired fawn fled to his home. The frog with a big 

paunch dived to his bed in the bloom strewn pond. 

The frog bride and groom thanked the loon for his lawn 

and his tunes. And as the loon crooned a tune, they 

danced all the way home by the light of the moon.


V V, V VCe: 

coin 

coins 

oin = 

/ãwi/ as in ‘coin’ 

join joints 

oink points 

V V, V VCe: ‘oun’, 

final: Consonant + ‘own’*, 

final: Consonant + ‘owned’ = 

/õw/ as in ‘clown’ 

bound 

found 

ground 

hound 

mound 

round 

sound 

brown 

clown 

crown 

down 

frown 

frowns 

gown 

town 

joined 

oinked 

browned 

crowned 

frowned 

*Exceptions: Consonant + ‘own’ past participles: 

blown, flown, grown, known, shown, thrown, 

etc. = /Õ/ as in ‘phone’ 

Memory Syllables: ‘own’, ‘owned’ = /Õ/ as in ‘phone’ 



Virtue: Be trustworthy. Relate the virtue to the story: 

Miss Clown 

Miss Clown is bound for town. “I must count my coins,” 

frowns Miss Clown as she sits on the ground. “I need 5 

pounds* and a new gown.” (*5 pounds = approx.US $7.50) 

“We will lend a few pounds to Miss Clown for a new 

gown,” oinked the pigs by the side of the road.


“We will lend a few pounds to Miss Clown for a new 

gown,” barked the hounds by the road. 

“And we will lend a few pounds to Miss Clown for a new 

gown,” join in the frogs and the toads by the road. 

“And I have my coins!” sang Miss Clown. “I found six 

pounds, so with three pounds each from the pigs and 

the toads and the hounds, I can go down town and get a 

new gown and a new crown. Then I can have a clown 

show for the kids in the town and I can charge each 

child in the town 1 pound.” 

So Miss Clown went to town and bought a new gown and 

a new crown. Then Miss Clown had a clown show and 

sang and danced for the kids in the town. 

The kids joined hands and danced ‘round and ‘round ‘til 

the rain came down and drowned out the sound. Miss 

Clown thanked the kids in the town and went back 

home. She paid back the pigs and the toads and the 

hounds. When Miss Clown sat down to count her coins, 

she still had six pounds. And she still had a new gown 

and a new crown!


V V, V VCe: ‘ear’ + consonant* = 

/uh r / as in ‘earth’ 

*consonant = any consonant except final ‘s’ 

earl 

earth 

heard 

pearl 

pearls 

hearse 

search 

searched 

V V, V VCe: 

‘ear’ + ‘n’ = 

/ũh r / as in ‘fern’ 

earn learn yearn earned learned yearned 

V V, V VCe: 

‘eir’ = 

/a re / as in ‘air-plane’ 

heir (silent ‘h’) their 

V V, V VCe: 

‘ier’; ‘ier’ + consonant + ‘e’ = 

/i re / as in ‘ear’ 

pier tiers fierce 

V V, V VCe: 

‘oir’ = 

/ w I re / The vowel sound : /I re / as in ‘fire’ 

choir choirs 

V V, V VCe 

our 

ours 

Final: ‘our’, ‘oured’, ‘ours’ = 

/ow r / as in ‘flower’ 

flour 

hour 

hours 

sour 

pierced 

soured 

scoured




Virtue: Be united. Relate the virtue to the story: 

The Earl 

An Earl went in search of his heir (his son). His heir* 

had yearned to roam far from home. The Earl scoured 

the earth. 

At last the Earl and his wife heard from their heir. 

Their heir worked at a pier. He had learned to dive for 

pearls. He earned a lot, but the work was hard. It was 

fierce. The heir worked long hours and got an ear drum 

pierced. He had to quit work when the job turned sour. 

So the Earl and his wife took their heir home. When 

they got home, the Earl held a fair. “Our heir is here! 

Let’s tell the world! Let’s make a cake with fine flour… 

at least six tiers high!” 

“Our heir is here! Let’s hire a choir!” the wife of the 

Earl joined in. 

And they all cheered as their heir danced with his girl. 

*heir (silent ‘h’)


LEVEL 2 

COMPOUND WORDS are 2 words that you already know… 

put together to make one big word. Read the two words on 

the left. Then read the COMPOUND WORD on the right. 

1. air’ plane’ airplane 

2. air’ port’ airport 

3. back’ pack’ backpack 

4. back’ yard’ backyard 

5. base’ ball’ baseball 

6. bird’ bath’ birdbath 

7. bird’ house’ birdhouse 

8. birth’ day birthday 

9. book’ case’ bookcase 

10. book’ shelf’ bookshelf 

11. broom’ stick’ broomstick 

12. chalk’ board’ chalkboard 

13. cow’ boy cowboy 

14. cup’ cake’ cupcake 

15. dog’ house’ doghouse


16. drive’ way’ driveway 

17. drug’ store drugstore 

18. dump’ truck’ *dump-truck 

19. dust’ pan’ dustpan 

20. earth’ worm’ earthworm 

21. egg’ shell eggshell 

22. fire’ place’ fireplace 

23. fish’ bowl’ fishbowl 

24. fish’ hook’ fish-hook 

25. foot’ print footprint 

26. pop’ corn ‘ popcorn 

27. rain’ bow’ rainbow 

28. star’ fish’ starfish 

29. sun’ set’ sunset 

30. tree’ house’ tree-house 

*dump-truck (The dash is called a hyphen. Some 

COMPOUND WORDS have a hyphen. Most do not.) 

(Test: read, spell, and tell the meaning of all the 

COMPOUND WORDS with no mistakes.)


Discuss the virtue: Be happy. Relate it to the story: 

Bill’s Birthday 

It was Bill’s birthday. He went for an airplane ride 

at the airport. Then Bill and his friends had 

cupcakes at the tree-house in his backyard. The 

tree-house had a toy dump-truck on the bookcase. 

The tree-house had a chalkboard and a fishbowl. It 

had a doghouse and a birdbath and a driveway. The 

tree-house had a dustpan and a broom with a red 

broomstick. It did not have a fireplace. 

Bill and his friends went to the drugstore for fish- 

hooks. They dug earthworms in the backyard. Next, 

Bill and his dad and his friends backpacked to the 

lake in the woods to catch fish and play baseball.


MORE COMPOUND WORDS (No story) 

1. barn’ yard’ barnyard 

2. bath’ room’ bathroom 

3. bed’ time’ bedtime 

4. birth’day’ birthday 

5. class’mate’ classmate 

6. cow’boy’ cowboy 

7. day’light’ daylight 

8. down’town’ downtown 

9. flash’light’ flashlight 

10. foot’print’ footprint 

11. hand’shake’ handshake 

12. home’work’ homework 

13. key’board’ keyboard 

14. key’chain’ keychain 

15. key’ring’ keyring 

16. leap’frog’ leapfrog 

17. mail’box’ mailbox 

18. mail’man’ mailman 

19. man’kind’ mankind 

20. meat’ball’ meatball


21. milk’shake’ milkshake 

22. moon’light’ moonlight 

23. note’book’ notebook 

24. oat’meal’ oatmeal 

25. out’side’ outside 

26. pan’cake’ pancake 

27. pass’word’ password 

28. play’ground’ playground 

29. pop’corn’ popcorn 

30. rain’bow’ rainbow 

31. red’bird’ redbird 

32. row’boat’ rowboat 

33. school’bus’ schoolbus 

34. sea’shell’ seashell 

35. shoe’lace’ shoelace 

36. side’walk’ sidewalk 

37. snow’man’ snowman 

38. star’fish’ starfish 

39. suit’case’ suitcase 

40. sun’set’ sunset 

(Test: read, spell, and tell the meaning of all the 

COMPOUND WORDS with no mistakes.)


Unstressed final ‘ded’ = /did/. Unstressed final ‘ted’ = /tid/. 

Students can already read the underlined 

words. In final unstressed ‘ded’ and ‘ted’: 

read the ‘e’ /i/ as in ‘igloo’. 

Students put the stressed and unstressed syllables together 

to read the new two syllable word. Tell students to use the 

word ‘yesterday’ or some other ‘past’ word in their sentence to 

indicate that they understand that these words happened in 

the past. [Two syllable words are not listed in Word Families] 

ac’ted acted guar’ded guarded 

ad’ded added par’ted parted 

bat’ted* batted star’ted started 

fas’ted fasted flir’ted flirted 

mel’ted melted blur’ted blurted 

nes’ted nested spur’ted spurted 

pet’ted * petted shor’ted shorted 

lif’ted lifted sor’ted sorted 

lis’ted listed sal’ted salted 

fros’ted frosted wad’ded* wadded 

nod’ded* nodded ligh’ted lighted 

rot’ted* rotted sigh’ted sighted 

spot’ted* spotted fol’ded folded 

rus’ted rusted pos’ted posted 

trus’ted trusted wan’ted wanted 

han’ded handed min’ded minded 

stran’ded stranded thwar’ted thwarted


da’ted** dated lan’ded landed 

fa’ded** faded plan’ted planted 

ska’ted** skated en’ded ended 

tra’ded** traded prin’ted printed 

si’ded** sided sprin’ted sprinted 

no’ted** noted bon’ded bonded 

vo’ted** voted hun’ted hunted 

brai’ded braided haun’ted haunted 

wai’ted waited poin’ted pointed 

feas’ted feasted coun’ted counted 

hea’ted heated drea’ded dreaded 

sea’ted seated hea’ded headed 

gree’ted greeted threa’ded threaded 

nee’ded needed squat’ted squatted 

wee’ded weeded crow’ded crowded 

loa’ded loaded poun’ded pounded 

floa’ted floated shiel’ded shielded 

toas’ted toasted yiel’ded yielded 

cour’ted courted doub’ted doubted 

hoo’ted hooted pou’ted pouted 

scoo’ted scooted shou’ted shouted 

chan’ted chanted spou’ted spouted 

ran’ted ranted sprou’ted sprouted 

(*words that double the final consonant before ‘ed’.) 

(**words that drop the final ‘e’ before adding ‘ed’.)



Discuss virtue: Encourage children to do their best. 

Relate the virtue to the story: 

The Outdoor Play 

We went to see a kid’s play in the park. We spotted 

seats in the crowded park. We were seated next to a 

one-sided lighted tree. The tree was pointed on top and 

loaded with fruit. The play started on time. 

A small girl acted the part of the queen. A young boy 

played the part of the king. While she waited for the 

king, the queen braided her hair, petted her dog, and 

chanted a song. 

The king came at last. He shouted and hooted as he 

greeted the queen. He had hunted for deer but had 

found none. So they feasted on toasted bread and 

melted cheese. 

While the king and queen were eating, a young boy and 

girl skated on ice to entertain them. 

At the end of the play, the king and queen floated off 

to dreamland in a lighted boat. 

Memorize Memory Syllable: ‘young’. 

Read ‘oun’ /ũh/ as in ‘umbrella’.


Students can already read the underlined 

words. In final unstressed ‘es’, read the ‘e’: /i/ 

as in ‘igloo’. (1. noun + ‘es’ = plural; 2. verb + ‘es’ 

= 3 rd person singular verb form for he, she, it.) 

ash’es ashes stret’ches stretches 

crash’es crashes dish’es dishes 

flash’es flashes wish’es wishes 

splash’es splashes it’ches itches 

clas’ses classes pit’ches pitches 

glas’ses glasses wit’ches witches 

pas’ses passes his’ses hisses 

cat’ches catches kis’ses kisses 

hat’ches hatches mis’ses misses 

mat’ches matches slosh’es sloshes 

lat’ches latches brush’es brushes 

pat’ches patches crush’es crushes 

scrat’ches scratches bus’ses* busses 

snat’ches snatches a bu’ses abuses 

ed’ges edges fus’ses fusses 

hed’ges hedges re fu’ses refuses 

*‘busses’ must follow the spelling doubling rule to 

maintain the pronunciation code: /uh/ as in ‘up’. 

(bus’ses / fus’ses: ‘u’ = /uh/ as in ‘up’) 

(a-bu’-ses / re-fu’-ses: ‘u’ = / y U/ as in ‘unicorn’.)


hush’es hushes rush’es rushes 

pres’ses presses ben’ches benches 

fet’ches fetches wren’ches wrenches 

quiz’zes** quizzes in’ches inches 

pin’ches pinches bea’ches beaches 

bun’ches bunches pea’ches peaches 

lun’ches lunches rea’ches reaches 

char’ges charges tea’ches teaches 

mar’ches marches spee’ches speeches 

wash’es washes coa’ches coaches 

wat’ches watches cou’ches couches 

bad’ges badges sear’ches searches 

pled’ges pledges rai’ses raises 

brid’ges bridges prai’ses praises 

lod’ges lodges grea’ses greases 

grud’ges grudges plea’ses pleases 

jud’ges judges tea’ses teases 

chan’ces chances bree’zes breezes 

mer’ges merges free’zes freezes 

nur’ses nurses snee’zes sneezes 

pur’ses purses dan’ces dances 

**Spelling Doubling Rule: quiz’zes


ur’ges urges dren’ches drenches 

char’ges charges plun’ges plunges 

led’ges ledges bran’ches branches 

dres’ses dresses ran’ches ranches 

mes’ses messes ben’ches benches 

hor’ses horses fen’ces fences 

tax’es*** taxes mix’es*** mixes 

box’es*** boxes flex’es*** flexes 

squee’zes squeezes pie’ces pieces 

brui’ses bruises choi’ces choices 

jui’ces juices voi’ces voices 

cour’ses courses noi’ses noises 

sour’ces sources hou’ses houses 

snoo’zes snoozes oun’ces ounces 

nie’ces nieces pier’ces pierces 

***EXCEPTIONS TO DOUBLING RULE: ‘taxes’, ‘mixes’, 

‘boxes’, and ‘flexes’ do not double the ‘x’ before adding ‘es’ 

because ‘x’ already SOUNDS LIKE 2 consonants: /ks/. 

(Test: read, spell, and tell the meaning for these words. 

Discuss the virtue: Teamwork. Relate it to the story. 

MEMORIZE MEMORY SYLLABLE: a-gain’ 

Read ‘ain’ /ã/ as in ‘ant’.


The Ballpark 

The coaches and the team ride the busses to the 

ballpark. The team marches to the benches. 

They have classes and games each week. First the team 

stretches to warm up. Tom pitches the ball, and Greg 

catches it. 

Sam brushes off home plate. Jim charges the ball and 

fields it. Mom watches from the grandstand. Jack 

takes a lot of chances. The ump judges him “Out!” 

The coaches make speeches. One coach urges them to 

run fast. One coach teaches them how to hit the ball to 

the fences. 

John stretches and pitches the ball. Mike swings and 

misses. A man in the grandstand teases the team and 

the umps. 

Then it starts to rain and washes out the ballgame. The 

team splashes and sloshes to the busses. The rain 

drenches and freezes the team. The team rushes 

home to get warm and dry so that no one catches a 

cold. They will play ball a-gain next week.


Students can already read the underlined words. 

Final _‘er’ = ‘one who’. (player = one who plays) 

Final _‘er’ = ‘a thing which’. 

(heater = a thing which heats) 

Final _’er’ = ‘more (faster = more fast) 

(You will find that ‘er’ has other meanings.) 

r 

Read final unstressed ‘er’ /uh / as in ‘earth’. 

af’ter after but’ter butter 

cat’cher catcher buz’zer buzzer 

crack’er cracker cam’per camper 

fas’ter faster ham’mer hammer 

lad’der ladder ban’ker banker 

dres’ser dresser man’ners manners 

hel’per helper fen’der fender 

let’ter letter swim’mer* swimmer 

big’ger* bigger blin’ker blinker 

buil’der builder di’ner diner 

pit’cher pitcher din’ner dinner 

quit’ter* quitter prin’ter printer 

whis’per whisper sing’er singer 

cop’per copper thin’ker thinker 

jog’ger* jogger win’ner* winner 

(*words that double the final consonant before adding ‘er’.)


sof’ter softer win’ter winter 

stop’per* stopper lon’ger longer 

stron’ger stronger col’der colder 

drum’mer* drummer wan’der wander 

jum’per jumper kin’der kinder 

hun’ter hunter quar’ter quarter 

run’ner* runner wor’ker worker 

bar’ber barber war’mer warmer 

har’der harder la’ter later 

lar’ger larger pa’per paper 

mar’ker marker dri’ver driver 

shar’per sharper wri’ter writer 

bur’ger burger ru’ler ruler 

sur’fer surfer ti’mer timer 

shor’ter shorter mix’er mixer 

far’mer farmer trai’ler trailer 

burn’er burner play’er player 

small’er smaller hea’ter heater 

tall’er taller tea’cher teacher 

cal’mer calmer toas’ter toaster 

mil’der milder pain’ter painter 

wil’der wilder drea’mer dreamer



Discuss the virtue: Perseverance. Relate it to the story. 

*Mother’s and *Father’s Helper 

Mark’s mother and father are his teachers. He is the 

teacher’s helper. He takes paper, pencils, a ruler, and a 

timer from the desk drawer. Mark is a fast learner. He 

writes numbers, letters, and words on the paper. 

In the winter, the days are shorter and colder. Mark 

learns to be a reader, a writer, and a thinker. In 

winter, Mark learns to be kinder and to have better 

manners. He learns to be a singer and a dancer. He 

learns to be a good* helper and house cleaner. In 

spring, when the days are milder, he learns to be a 

farmer and a builder with a hammer. He learns to be 

safe on a ladder. 

In the summer, the days are longer and hotter. Mark 

works and plays longer and harder. He learns to be a 

jogger, a camper; a runner, a jumper; a swimmer and a 

surfer. He learns to be a fair player. 

Mark learns to be a pitcher, a catcher, and a faster 

runner.


He learns to be a better worker, player, and speaker. 

He learns to say his prayers, and to be a kinder and 

better helper. 

He learns to be calmer and milder and to be a good 

loser. He learns not to be a quitter. 

It is no wonder that Mark’s mother and father can be 

prouder and prouder of their son each day…and Mark 

can be prouder and prouder of him-self. 

*MEMORIZE MEMORY SYLLABLES: 

‘mother’: 

‘father’: 

‘o’ = 

‘a’ = 

/uh/ as in ‘up’ 

/ah/ as in ‘octopus’ 

‘good’: 

‘oo’ = 

/w/ as in ‘book’


Students can already read the underlined words. 

In final unstressed ‘ing’ read ‘i’ /ĩ/ as in ‘insect’. 

ac’ting acting sit’ting* sitting 

ad’ding adding wil’ling willing 

as’king asking wish’ing wishing 

clap’ping* clapping stop’ping* stopping 

fas’ting fasting brush’ing brushing 

flash’ing flashing buzz’ing buzzing 

mat’ching matching trust’ing trusting 

quac’king quacking cam’ping camping 

scrat’ching scratching chan’ting chanting 

splash’ing splashing lan’ding landing 

hel’ping helping stan’ding standing 

than’king thanking res’ting resting 

sel’ling selling sen’ding sending 

spen’ding spending spel’ling spelling 

step’ping* stepping sleep’ing sleeping 

stret’ching stretching yel’ling yelling 

swim’ming* swimming bring’ing bringing 

mix’ing mixing sing’ing singing 

buil’ding fishing think’ing thinking 

*words that double the final consonant before adding ‘ing’.


pit’ching pitching jump’ing jumping 

quit’ting* quitting run’ning* running 

guar’ding guarding jer’king jerking 

watch’ing watching sor’ting sorting 

star’ting starting sign’ing signing 

squir’ming squirming rol’ling rolling 

tur’ning turning wan’ting wanting 

stor’ming storming fin’ding finding 

cal’ling calling wor’king working 

tal’king talking war’ning warning 

swap’ping* swapping par’king parking 

squat’ting* squatting sur’fing surfing 

*Double the final consonant: **Drop final ‘e’ before: ‘ing’: 

*tap: tap’ping tapping **tape: ta’ping taping 

*hop: hop’ping hopping **hope: ho’ping hoping 

**Drop the final ‘e’ before ‘add ‘ing’: 

make: ma’king making name: na’ming naming 

ride: ri’ding riding use: u’sing using 

smile: smi’ling smiling shine: shi’ning shining 

close: clo’sing closing race: ra’cing racing 

time: ti’ming timing rhyme: rhy’ming rhyming 

Test: Read, spell, and tell the meaning for these words.


Discuss virtue: Self-discipline. Relate virtue to the story: 

Skipper 

The pitcher is throwing the ball to the catcher. The 

fielders are warming up. The game is starting. The ump 

is saying, “Play ball!” Skipper is batting. He is hitting a 

foul ball. A young boy in the stands is catching the ball. 

After the game, the young boy is standing in line. 

Skipper is signing baseballs for the boys. He is telling 

them, “I am hitting foul balls, and you are catching 

them. When you are older, and bigger, you will be 

hitting foul balls, and I will be catching them.” 

“I want to be like Babe Ruth,” said a young boy. 

“Babe Ruth was one of the best players to ever play 

the game,” said Skipper. “But when he was still young, 

he died of cancer. It was sad. He was just 53 years old. 

He had used to bac’ co’ for a lot of years. So please tell 

your friends that you want to play ball like Babe Ruth 

…not use to bac’ co’ and get cancer like Babe Ruth. 

When the young boy and his dad were leaving the ball 

park, the boy was looking at the baseball. “I must not 

forget what Skipper said. I must never use to bac’ co’.”


Read the ‘le’ in Consonant + ‘le’ syllables 

as: /uhl/. (The vowel sound is /uh/ as in ‘up’.) 

an’gle angle ea’gles eagles 

an’kle ankle fa’ble fable 

ap’ple apple fee’ble feeble 

a’xle axle fid’dle fiddle 

bee’tle beetle fiz’zled fizzled 

bot’tles bottles frec’kles freckles 

bub’bled bubbled fum’bled fumbled 

can’dle candle gar’gles gargles 

cat’tle cattle gen’tle gentle 

cir’cles circles gig’gle giggle 

cou’ple couple gob’bled gobbled 

cra’dles cradles gog’gles goggles 

crum’ble crumble grid’dle griddle 

cud’dled cuddled grum’ble grumble 

cy’cle cycle han’dles handles 

daz’zle dazzle hum’ble humble 

dim’ple dimple hur’dle hurdle 

dou’ble double i’dle idle 

drib’bled dribbled jin’gle jingle 

driz’zle drizzle jug’gle juggle


jum’bled jumbled ruf’fles ruffles 

jun’gle jungle sad’dle saddle 

knuc’kle knuckle sam’ple sample 

scram’ble scramble la’dle ladle 

lit’tle little scrib’ble scribble 

mar’bles marbles set’tled settled 

med’dle meddle shut’tle shuttle 

mum’ble mumble sim’ple simple 

mus’cles muscles spar’kle sparkle 

nib’ble nibble sta’ple staple 

no’ble noble ta’ble table 

noo’dles noodles tem’ple temple 

pic’kled pickled tum’bled tumbled 

poo’dle poodle tur’tles turtles 

pud’dle puddle twin’kle twinkle 

puz’zle puzzle un’cle uncle 

ram’bled rambled wad’dled waddled 

rat’tles rattles waf’fles waffles 

rid’dle riddle whis’tle whistle 

rip’ples ripples wig’gled wiggled 


(Discuss virtue: Wisdom. Relate the virtue to the story.)


The Poodle Show 

My uncle took me to a poodle show. A whistle called all 

the poodles. They scrambled and tumbled to the middle 

of the circle. 

One poodle with pink ruffles had bubbles on her ankles 

and apple juice in a bottle. One cuddled a turtle in a 

cradle. 

One feeble poodle with a giggle dazzled the people with 

her dimples and freckles. She dribbled and fumbled a 

little ball. 

One played a fiddle. One cooked on a griddle. One wore 

goggles and tried to juggle. One grumbled as he jumped 

a hurdle. 

One poodle sang a jingle and jumped a puddle. One blew 

bubbles and worked a puzzle. 

With a twinkle in his eye, my uncle chuckled, “In the 

middle of this muddle, I can’t handle my poodle.” So we 

gave up and sat by a table and nibbled on a pickle. 

Memorize Memory Syllable: ‘one’. Read 

‘one’ as / wũhn/. The vowel sound is the 

same as /ũh/ in ‘umbrella’. (‘one’ = 1)


Read unstressed ‘tion’ and ‘sion’: /shun/ 

The vowel is read /ũh/ as in ‘umbrella’. 

ac’tion action no’tion notion 

auc’tion auction ques’tion question 

cau’tion caution sec’tion section 

func’tion function sta’tion station 

junc’tion junction man’sion mansion 

men’tion mention mis’sion mission 

mo’tion motion pen’sion pension 

na’tion nation ver’sion version 

STRESSED CODE V SPECIFIC EXCEPTION: 

Before the ‘tion’ GROUP of unstressed syllable 

suffixes: (tion, sion, cial, cian, cient, cious, 

geon, gion, tial, tian, fic, etc.), read ‘i’ in 

STRESSED Code V syllables: /i/ as in ‘igloo’ 

mu si’ cian musician pi’ geon pigeon 

ef fi’ cient efficient vi’ sion vision 

de li’ cious delicious in i’ tial initial 

ad di’ tion addition of fi’ cial official 

re li’ gion religion spe ci’ fic specific 

de ci’ sion decision ter ri’ fic terrific 



Help students discuss the virtue: Care for the Earth. 

Relate the virtue to the story: 

Save the Pigeons 

Jim went to the train station to ask a question.” May I 

ride the train? I would like to go on a mission to save 

all the pigeons.” 

“I want to ride the train ‘cross the nation to sell the 

people on the notion to save all the pigeons. When the 

train gets to a junction, I will set up a function. I will 

mention to the people that we need to save all the 

pigeons. 

When the light says caution, and the train is not in 

motion, we will tell all the people of our mission to save 

all the pigeons. 

We will tell the people that we will need quick action in 

each section of the nation if we want to save all the 

pigeons. 

When they leave the function at the junction, they 

should go out and tell more people to help us save all 

the pigeons.


Review: unstressed suffixes: ‘ed’, ‘er’, ‘es’, ‘ing’, ‘_le’, tion, etc. 

acted busses sharper wanting 

added fusses burger finding 

batted branches surfer working 

fasted benches shorter warning 

melted wrenches farmer making 

nested inches burner riding 

petted pinches smaller smiling 

listed charges calmer using 

frosted marches lighter naming 

nodded washes milder rhyming 

rotted watches colder shining 

spotted badges roller racing 

rusted dresses wander timing 

trusted pledges kinder falling 

chanted bridges quarter parking 

handed lodges worker mixing 

planted grudges warmer addition 

stranded judges signing religion 

ended quitter folding region 

brushes marker rolling quitting 

saddle tickle whistle section


sample tumble action station 

scramble turtle auction mansion 

scribble twinkle caution mission 

settle uncle function pension 

shuttle waddle junction version 

simple ruffle mention vision 

sparkle waffle motion official 

staple pigeon nation table 

delicious musician notion temple 

efficient initial question specific 


Virtue: Investigate the truth. Relate the virtue to the 

story. 

The Shuttle 

The workers put on their badges as their busses were 

racing and rushing to the launch pad. When they were 

nestled in the shuttle, it lifted off. The shuttle was on 

a mission to a space station. 

Workers in the shuttle are lighter than they are on 

Earth. In their space suits, they waddled and tumbled. 

The workers floated with a rising and falling motion.


Lunches and juices were stored in one section of the 

shuttle. 

Workers can sleep in the sleeping section of the 

shuttle. 

There are no beds, no tables, no chairs like at home. 

One worker is sleeping in one corner near the ceiling. 

One worker is eating while floating in the air. 

Days and nights on the shuttle are much shorter and go 

by much faster than they do on Earth. Stars are 

shining and twinkling and sparkling in the sky. 

At last the workers spotted the older and smaller 

space station that had been stranded and left to 

wander and tumble in space. The workers scrambled to 

save the old space station. When the shuttle was just 

inches from the station, the workers made two bridges 

from the shuttle to the station. They caught the old 

space station and fixed it. Then they sent it on a new 

mission into space. 

The workers mission was ended, so they came back to 

Earth and landed the shuttle.


Read the ‘a’ in the unstressed prefix ‘a’: 

/uh/ as in ‘up’. 

a bout’ about a larm’ alarm 

a cross’ across a like’ alike 

a dore’ adore a long’ along 

a dult’ adult a round’ around 

a shamed’ ashamed a fraid’ afraid 

a go’ ago a sleep’ asleep 

a gree’ agree a way’ away 

a head’ ahead awake’ awake 

Read the ‘e’ in the unstressed prefix ‘be’: 

/i/ as in ‘igloo’. 

be came’ became be lief’ belief 

be cause’ because be lieve’ believe 

be come’ become be long’ belong 

be fore’ before be low’ below 

be gan’ began be neath’ beneath 

be gin’ begin be side’ beside 

be gun’ begun be sides’ besides 

be have’ behave be tween’ between 

be hind’ behind be ware’ beware 

*Usually (not always ) Verbs = 2 nd syllable stressed: con duct’ con test’ con trast’ 

** Usually Nouns = first syllable stressed: con’crete’, con’duct’, con’test’, 

con’trast’


(Read the ‘’o’ in the stressed prefixes 

‘com’ and ‘con’: /ãh/ as in ‘palm-tree’ 

(Read the ‘’o’ in the unstressed prefixes 

‘com’ and ‘con’: /ũh/ as in ‘umbrella’ 

*con trast’ contrast com plain’ complain 

**con’ trast’ contrast con tain’ contain 

com plains’ complains con trol’ control 

com plained’ complained con fuse’ confuse 

com plaint’ complaint con nect’ connect 

**con’ crete’ concrete con sult’ consult 

**con’ duct’ conduct con sume’ consume 

*con duct’ conduct *con’ tact’ contact 

con struct’ construct **con’ test’ contest 

com plete’ complete *con test’ contest 

(Read the ‘e’ and ‘i’ in the unstressed prefixes 

’de’ and ‘dis’: /i/ as in ‘igloo’.) 

de cide’ decide dis ease’ disease 

de clare’ declare dis guise’ disguise 

de feat’ defeat dis gust’ disgust 

de light’ delight dis miss’ dismiss 

de pend’ depend dis pute’ dispute 

de sign’ design dis rupt’ disrupt 

de stroy destroy dis solve’ dissolve 

destroyed destroyed dis turb’ disturb



Discuss the virtue: Always consult with others when you 

are confused or when there is a disagreement. Relate the 

virtue to the story. 

The Ghost 

What is the complaint? The adults have become 

alarmed and afraid. They are awake. They are not 

asleep. What has disturbed them? Some strange thing 

is behind or beside or around or ahead of them. 

Some of the adults are ashamed to be afraid. What 

strange conduct for adults! 

They can’t agree. There is a dispute among the adults. 

They are disturbed. They must beware and behave like 

adults. They must consult. 

About an hour ago, a little boy played a joke on the 

adults. He disguised himself as a ghost and ran across 

and around the room. With complete delight, he 

watched the confused adults. 

When the adults found out that it was just a small boy 

disguised as a ghost, they laughed and dismissed the 

boy’s conduct as a good joke on the adults.


Read the ‘e’ in the unstressed prefix ‘ex’ 


ex act’ exact ex plained’ explained 

ex cept’ except ex plode’ explode 

ex cite’ excite ex plodes’ explodes 

ex cites’ excites ex plore’ explore 

ex cuse’ excuse ex plored’ explored 

ex cused’ excused ex pose’ expose 

ex plain’ explain ex treme’ extreme 

Read the ‘e’ in the stressed prefix ‘ex’ 

/e/ as in ‘elephant’ 

ex’ it exit ex’ port’ export 

ex’ pert’ expert ex’ tra extra 

Read the ‘i’ in the unstressed prefixes ‘im’ 

and ‘in’ / ĩ / as in ‘insect’. 

im proves’ improves in side’ inside 

in clude’ include in sists’ insists 

in creased’ increased in stead’ instead 

in deed’ indeed in struct’ intruct 

in doors’ indoors in tend’ intend 

in form’ inform in vent’ invent 

in formed’ informed in vites’ invites


Read stressed and unstressed ‘im’ and ‘in’ with 

the same vowel sound: / ĩ/ as in ‘insect’. Read 

the stressed syllable louder with more emphasis. 

im’ plant’ implant in’ jure injure 

in’ come’ income in’ sect’ insect 

in’ fant infant in’ to’ insect 

Read the ‘e’ in the unstressed prefix ‘pre’ 


pre fer’ prefer pre dict’ predict 

pre ferred’ preferred pre fers’ prefers 

pre pares’ prepares pre pare’ prepare 

pre scribe’ prescribe pre sume’ presume 

pre pared’ prepared pre tend’ pretend 

Read the ‘e’ in the stressed prefix ‘pre’ 

/E/ as in ‘eagle’. 

pre’ fab’ prefab pre’ fix’ prefix 


Virtue: Be frugal. Relate the virtue to the story. 

In the story, look for these vocabulary words: 

PRES’ ent = a gift (a noun = a thing) 

Pre SENT ’ = to give something to someone (a verb = an 

action) 

Read the stressed syllables more loudly and with more 

emphasis than you read the unstressed syllables.


The Experts 

The experts insist that Mr. Jones can increase his 

income. They explain that they can invent an indoor toy 

for infants that will not injure them. The toy is an 

improved toy insect that is made of soft cloth. It will 

not explode into pieces. It can be washed. 

It makes a good present to present to an infant. The 

toy will excite them, inform them, and instruct them 

about insects. While indoors with the new toy, the 

infants will be getting prepared for life outdoors. 

The experts invite Mr. Jones to explore this chance to 

make extra income. “What do you prefer to do, Mr. 

Jones?” 

“Thank you for this chance to increase my income, but 

I must go now.” said Mr. Jones as he left the room.


Read the ‘er’ in the stressed and unstressed 

prefix ‘per’: /uh r / as in ‘Earth’. Read the 

stressed syllable more loudly and with more 

emphasis than the unstressed syllable. 

per haps’ perhaps per fume’ perfume 

per fect’ perfect per’ fume perfume 

per’ fect perfect per cent’ percent 

per mit’ permit per form’ perform 

per’ mit’ permit per suade’ persuade 

per formed’ performed per’ son person 

Read the ‘e’ in the unstressed prefix ‘re’ 


re build’ rebuild re lief’ relief 

re call’ recall re lieve’ relieve 

re ceipts’ receipts re cess’ recess 

re lieved’ relieved re main’ remain 

re ceived’ received re mark’ remark 

rec’ ord record re moves removes 

re cord’ record re’ fill’ refill 

re paired’ repaired re peat’ repeat 

re flect’ reflect re ply’ reply 

re fresh’ refresh re plied’ replied 

re fused’ refused re ports reports 

re grets’ regrets re turn’ return


Read the ‘u’ in the the stressed and 

unstressed prefix ‘un’ /ũh/ as in ‘umbrella’. 

un’ locked’ unlocked un’ kind’ unkind 

un’ dress’ undress un’ pack’ unpack 

un’ known’ unknown un’ real’ unreal 

un’ less’ unless un' rest’ unrest 

un’ loads’ unloads un’ til’ until 


Help students discuss the virtue: Be persistent. Relate the 

virtue to the story.) 

Matt’s Record 

Matt writes and sings songs. He wished to record a 

song. Before he made the record, he relaxed and 

reviewed all his songs. He recalled a song he liked from 

a year ago, but his boss had refused to record it. The 

song had remained in his mind. He had received a lot of 

requests to play and sing the song. The result was that 

the song had gained Matt’s respect. 

Perhaps he could persuade his boss to record the song. 

Matt was sure that he would regret it unless he tried. 

Matt’s boss was the one who should decide.


Matt called his boss and then went to see him. He 

played and sang the song for his boss. “What do you 

think, Boss?” Matt asked. 

His boss replied, “What a perfect song!” 

As a result, Matt recorded the song, and it became his 

first hit record. 


could, should, would 

‘ou’ = 

/w/ as in ‘book’. 

The ‘L’ is silent.


STRESSED AND UNSTRESSED VCe 

STRESSED VCe: UNSTRESSED VCe: 

‘a’ = /A/ as in ‘ape’ ‘a’ = / i / as in ‘igloo’ 

race’ a maze’ fur’ nace 

cage’ e rase’ cab’ bage 

tape’ es cape’ cot’ tage 

ate’ in flate’ choc’ o late 

save’ be have’ pri’ vate 

page’ en gage’ vil’ lage 

__________________________________________________________________________________________________________________________________________ _______________________________________________ 

‘e’ = /E/ as in ‘ea’gle’ /e/ = / i / as in ‘igloo’ 

eve com plete’ col’lege 

these con’ crete’ priv’ i lege_________ 

‘i’ = /I/ as in ‘ice’cream’ ‘i’ = /i/ as in ‘ig loo’ 

mice’ ad vice jus’ tice 

wise’ sur prise’ prom’ ise 

write’ po lite’ fa’ vo rite 

five’ a live’ ac’ tive 



STRESSED VCe: UNSTRESSED VCe: 

‘u’ = / y U/ as in u’ni corn’ ‘u’ = / i / as in ‘ig loo’ 

cute’ a muse’ min’ ute 

mule’ re fuse’ let’ tuce 

‘o’ = /O/ as in ‘o ver alls’ ‘o’ = /uh/ as in ‘up’ 

chose’ sup pose’ pur’ pose 

Read sentences with stressed/unstressed VCe syllables. 

Grace ate a lot of chocolate. 

Pete completes college in June. 

Five live mice are quite active. 

I suppose he chose this rose for a purpose. 

The cute mule amused us for five minutes. 

In most unstressed prefixes and suffixes spelled 

with ‘e’ or ‘i’: the ‘e’ or ‘i’ = / i / as in ‘igloo’ 

e rase’ es cape’ be have’ di rect’ di vide’ 

In most unstressed prefixes and suffixes spelled 

with ‘a’, ‘o’, or ‘u’: ‘a’, ‘o’, or ‘u’ = /uh / as in ‘up’ 

(except unstressed VCe syllables spelled with ‘u’.) 

a maze’ po lite’ sup pose’ suc cess’


SYLLABICATION RULES 

DECODE 

When you meet a strange word, 

What do you do? 

Don’t skip it. Attack it. 

Use Kung Fu. 

Hack it in syllables 

Familiar to you. 

Then read strange words, 

Like Kal’ a ma zoo’ and Tim’ buc tu’. 

Kang’ a roo’ and Kat’ man’ du’. 

SYLLABICATION RULE 1: 

AFTER THE 1 ST VOWEL(S), DIVIDE: 

1.1 before single consonants: pa’per, hu’man, slee’py, 

(exception: before or after consonant ‘v’: e’ven, ev’er) 

1.2 between 2 consonants: but’ton, cur’tain, el’,bow’, 


AFTER THE 1 ST VOWEL(S), DO NOT DIVIDE: 

2.1 consonant blends: ch, sh, th, wh, qu: mat’ch ing, 

2.2 common prefixes: ex act’, in’ ept, un used’ 

2.3 consonant + ‘le’ syllables: ta’ble, un’cle, cou’ple, sin’gle 

2.4 common word parts: (‘igh’, ‘ough’) high’er, rough’ly 


3.1 Do not add to or subtract from common prefixes: 

a cross’, re flect’, pre scribe’, be tween’


GENERAL PRONUNCIATION CODE FOR UNSTRESSED VOWELS 

Help students discuss the virtue: be obedient. 

‘DUH’ AND ‘UH’ 

All the vowels went to school 

And learned to follow all the rules. 

Mrs. English taught vowel games. 

All Long Vowels must shout their names. 

All Short Vowels shout different sounds. 

The Silent Vowels don’t make a sound. 

Vowels in ‘how’, and ‘look’ and ‘ought’ 

Are sounds that Mrs. English taught. 

But unstressed vowels were confused. 

All the vowel sounds had been used. 

When you’re confused, you just say: /duh/. 

Most UNSTRESSED VOWELS just sigh: /uh/. 

2 EXCEPTIONS – REVIEW - PRONUNCIATION FOR: 

1. Unstressed VOWELS ‘e’, ‘i’, and ‘y’ are usually pronounced /i/. 

2. 1 st vowels: a, e, i, u, in Unstressed VCe syllables: /i/. 

Stressed final ‘y’ = /I/ Unstressed final ‘y’ = /i/ 

_________________________________________________________________________ ______________________________________________________________________________ 

de ny’ re ly’ slow’ ly ba’ by 

de fy’ re ply’ can’ dy hap’ py 

lul’ la by’ com ply’ co’ zy emp’ ty


1. Read the vowel in the stressed syllable the same way you learned 

to read the vowels in the 6 Secret Codes. 

2. Read the vowel in the unstressed syllable as /uh/. Students will 

learn exceptions when they are first encountered in their reading. 

3. Read the stressed syllable more loudly than the unstressed syllable. 

**************************************************************************************************************************************************************************************************************************** 

an’ ten’na antenna ang’er anger 

ab’so lute’ly absolutely an’gle angle 

ac cep’ta ble acceptable an’gry angry 

ac’ci dent accident *an’gel angel 

a rith’me tic’ arithmetic an’i mal animal 

an oth’er another an’kle ankle 

ad dress’ address ac’tion action 

ad’dress’ address ab’sent absent 

an nounce’ announce an’swer answer 

ad’ven’ture adventure *an’y any 

ad’ver tise’ advertise al’bum album 

af’ter noon’ afternoon ap’ple apple 

a gree’a ble agreeable a’pron apron 

a gree’ment agreement ar’gue argue 

*al’most’ almost a’corn acorn 

*al’ways’ always ar’tist artist 

*Multi-syllable exceptions to pronunciation rules must be memorized. 

**Multi-syllable exceptions to syllabication rules must be memorized.


a muse’ment amusement au’tumn autumn 

as’phalt’ asphalt ba’con bacon 

as’tro naut’ astronaut bee’tle beetle 

ath’lete’ athlete be gin’ begin 

at ten’tion attention be lieve’ believe 

a wa’ken awaken ba’by bab y 

a wa’kened awakened bas’ket basket 

aw’ful awful bea’ver beaver 

*break’fast breakfast bal loon’ balloon 

be gin’ner beginner bet’ter better 

be gin’ning beginning ba’ke ry bakery 

ban’quet banquet *beau’ty beauty 

back’ward backward blis’ter blister 

be long’ing belonging be long’ belong 

**ba nan’a banana **bod’y body 

*beau’ti ful beautiful boi’ler boiler 

be lieve’ believe buc’ket bucket 

be liev’er believer bu’gle bugle 

be liev’ing believing bur’glar burglar 

birth’day’ birthday cam’e ra camera 

blan’ket blanket cam’pus campus 

bliz’zard blizzard can’dy candy


cal’en dar calendar can’not cannot 

back’ward backward cap’sule’ capsule 

bright’en brighten cac’tus cactus 

car’di nal cardinal care’ful careful 

blos’som blossom car’ton carton 

bril’liant brilliant car’toon’ cartoon 

cel’e brate’ celebrate *bu’sy busy 


Discuss virtue: fellowship. Relate the virtue to the story. 

The Astronauts 

The astronauts awakened in their capsule. They had 

had quite an adventure. They had broken an antenna in 

space and had repaired it. Careless action had almost 

caused an awful accident. At last they buckled in and 

returned to Earth. 

One day after they landed, they met at an amusement 

park on a beautiful afternoon. They were there to 

celebrate Andrew’s baby brother’s birthday party.


The amusement park had advertised hot air balloon 

rides, camel rides, buffalo rides, and elephant rides, an 

angel’s castle, an artist’s display, and an animal farm. 

Mark had taken his camera. He wanted to make an 

album for a present to give to Andrew. 

After they had gone on all the rides, they had a 

banquet at the amusement park. “What a beautiful day 

on Earth!” thought the astronauts. 

Memorize Memory Syllable: 

bu’sy. 

stressed u’ = /i/ as in ‘igloo’ 

unstressed ‘y’ = /i/ as in ‘igloo’


chec’kers checkers cat’ a log’ catalog 

cat’er pil’lar caterpillar cheer’ful cheerful 

chest’nut’ chestnut cau’tion caution 

**cav’i ty cavity chic’ken chicken 

cin’na mon cinnamon chil’dish childish 

chil’dren children cei’ ling ceiling 

con tin’ue continue cost’ly costly 

cel’e ry celery chip’munk’ chipmunk 

choc’o late chocolate ce ment’ cement 

chim’ney chimney chuc’kle chuckle 

cen’tu ry century ce’dar cedar 

cer’tain certain cir’cle circle 

cer’tain ly certainly cir’cus circus 

cer’tain ty certainty cit’i zen citizen 

cham’pi on champion clear’ly clearly 

chan’nel channel **clev’er clever 

chap’ter chapter **clin’ic clinic 

char’coal’ charcoal clip’pers clippers 

chat’ter chatter clo’thing clothing 

con sid’er consider clut’ter clutter 

*Multi-syllable exceptions to pronunciation rules… must be memorized. 

**Exceptions to syllabication rules… must be memorized.


co’co nut’ coconut cof’fee coffee 

col lec’ted collected col’lar collar 

*col’or ful **colorful col lect’ collect 

com mu’ni ty community col’lege college 

com plain’er complainer *col’or **color 

com plain’ing complaining com’mon common 

com ple’ted completed com’pass compass 

com ple’ting completing cook’ie cookie 

com pu’ter computer *cop’y **copy 

com plex’ion complexion cor’ner corner 

com’pli cate’ complicate cor rect’ correct 

con duc’tor conductor cos’tume costume 

con duc’ting conducting cot’tage cottage 

con nect’ing connecting coun’ter counter 

con ven’tion convention cen’ter center 

con nec’tion connection *coun’try country 

con sid’er ing considering coun’ty county 

con grat’u late’ congratulate co coon’ cocoon 

chim’pan’zee’ chimpamzee cob’web’ cobweb 

cel’e bra’tion celebration cel’e ry celery 


Discuss the virtue: Joyfulness. Relate the virtue to the story.


The Celebration 

The community was one century old. The people 

considered a celebration at the convention center. 

Children wore colorful costumes from olden times. 

The cheerful citizens served chicken cooked on a 

charcoal grill. They also served hot chocolate, hot 

coffee, cinnamon tea, and coconut cookies. 

The old men played checkers in a corner by the 

chimney. A clever man won ten games and became the 

champion checker player. 

A circus clown with a circle collar came to the 

celebration to amuse the children. He brought a 

chattering chimpanzee and a colorfully clothed 

chipmunk. The animals made the children chuckle. 

At one counter, a man set up a computer. The citizens 

could get a computerized copy of all the clubs, teams, 

schools, and colleges in the community. 

Two old school teachers conducted the band and the 

choir. The celebration continued until night-time. 

Certainly the people, young and old, had a grand time.


croc’o dile’ crocodile **cov’er cover 

cu’cum’ ber cucumber cra’dle cradle 

de ci’ded decided dai’ly daily 

crea’my creamy dain’ty dainty 

cre’a’tion creation dai’sy daisy 

cre’a’tive creative *dan’ger danger 

crea’ture creature cray’on crayon 

**cred’it credit cree’py creepy 

dec’la ra’tion declaration crip’ple cripple 

dec’o ra’tion decoration crys’tal crystal 

crum’ble crumble cud’dle cuddle 

de fea’ted defeated cup’ful cupful 

de ligh’ted delighted cups’ful cupsful 

**de liv’ered delivered di’et diet 

de vel’ oped developed cur’tain curtain 

di’a mond diamond cus’tom custom 

dif’fer ent different dim’ple dimple 

cus’toms customs dad’dy daddy 

dif’fi cult’ difficult din’ner dinner 

di’no saur’ dinosaur dir’ty dirty 




dis’gus’ted disgusted dis’guise’ disguise 

di rec’tion direction **drag’on dragon 

dis’gus’ting disgusting di vide’ divide 

dis’hon’est dishonest doc’tor doctor 

dis’pu’ted disputed dol’lar dollar 

dis’trib’u ted distributed don’key donkey 

dis’tur’bing disturbing dou’ble double 

dis’tur’bance disturbance driz’zle drizzle 

dum’pling dumpling ea’ger eager 

ed’u cate’ educate ea’gle eagle 

eigh’teen’ eighteen ea’sy easy 

el’ e phant elephant ea’si er easier 

e lec’tric electric ea’si est easiest 

en’gi neer engineer dis’miss’ dismiss 

dis’a gree’ disagree dis’tant distant 

dish’wa’sher dishwasher eigh’ty eighty 

dis’tance distance el’bow’ elbow 

**e lev’en eleven emp’ty empty 

ed’u ca’tion education dis’rupt’ disrupt 

dy’na mite’ dynamite en’er gy energy 


Disuss virtue: gain knowledge. Relate virtue to the story.


The Jungle Trip 

A doctor and an engineer decided to take a trip to the 

jungle. They were eager to see the crocodiles and the 

elephants and all the creatures in the jungle. They 

were delighted even when they saw the creepy 

crawlers, dragon flies, or eagles. 

When the doctor and the engineer arrived, they put 

backpacks on the donkeys. The donkeys walked very 

slowly. The men also walked very slowly. They wished 

for an electric golf-cart to make the trip easier. One 

day the doctor found a beautiful rock. Was it a 

diamond or a crystal? 

The engineer found an old bone. Was it a dinosaur bone 

or just an elephant bone? The guides did not know for 

sure. They all disagreed and argued among themselves. 

The last night in camp, there was a disturbance. The 

donkeys were in danger. Eleven elephants ran through 

the donkey’s pen. The donkey’s escaped and ran away. 

The guides had to run after them and bring them back. 

As the doctor and the engineer got on an airplane to go 

home, they agreed, “This has been a real education.”


en’joy’ enjoy e nor’mous enormous 

e nough’ enough en’ter tain’ entertain 

en’ter enter es’ca la’tor escalator 

en’ tire’ entire ex’ er cise’ exercise 

en’trance entrance ex’ er ci’sing exercising 

e’qual equal ex pen’sive expensive 

e rase’ erase ex pert’ly expertly 

e ra’ser eraser ex plained’ explained 

es cape’ escape ex plain’ ing explaining 

e’ven even ex plo’ded exploded 

e vent’ event ex plo’sion explosion 

ex act’ly exactly fac’to ry factory 

ex am’ples examples 

y fa mil’iar familiar 

ex’cel lent excellent far’ther farther 

ex ci’ting exciting fash’ion fashion 

ex pert’ expert fa’vor favor 

faith’ful faithful fa’vo rite favorite 

fam’i ly family feath’er feather 

fa’mous famous fee’ble feeble 

fee’ling feeling ex’pla na’tion explanation 

fel’low’ fellow fish’er man fisherman 

y = read ‘ i ’ as consonant ‘y’


fen’der fender flash’light’ flashlight 

fif’teen fifteen for’bid’den forbidden 

fif’ty fifty fore’cast’ forecast 

fi’nal final **for’ev’er forever 

fing’er finger for’ got’ten forgotten 

**fin’ish finish foun’tain fountain 

fla’vor flavor four’teen’ fourteen 

flow’er flower for’ty forty 

fog’gy foggy frec’kles freckles 

fol’low’ follow fre’quent frequent 

for’bid’ forbid friend’ly friendly 

for’get’ forget frigh’ten frighten 

for’give’ forgive **fro’lic frolic 

for’got’ forgot fun’nel funnel 

for’ward forward fur’nace furnace 

fur’nish furnish fur’nish ing furnishing 

fu’ture future fur’ni ture furniture 

fuz’zy fuzzy gar’bage garbage 

gar’den garden gar’gle gargle 

em’ploy’ employ em’ploy’ees’ employees 

FRENCH PRONUNCIATION: ’ ga rage’ = /gah/ /rahzh’/ 



Discuss the virtue: unity. Relate the virtue to the story. 

Juan 

Juan was a friendly young fellow about fourteen years 

old. He had a freckled nose from working in the yard. 

He was an expert at growing fruits and flowers. 

In his family, there were three fisher-men: his father, 

his older brother, and his uncle. Three more uncles also 

worked at the factory. Every day the family listened to 

the radio weather forecast. When it was foggy, the 

fishermen helped Juan in the garden. 

One day when the weather was stormy, a funnel cloud 

appeared. It was a tornado. It caused a big explosion 

down at the factory. The explosion caused enormous 

damage. Fortunately everybody escaped unhurt. It 

was an event they would not forget. The factory had 

been destroyed. 

The following day, they could not go back to work. 

Everybody who lived in the town went down to the 

factory. They saw that the building was still strong. It 

just needed to be cleaned up.


Everybody in town helped clean up the garbage. They 

helped put in a new furnace, new furniture, and new 

furnishings. 

When they finally finished, the boss entertained his 

faithful employees and their families and their 

neighbors down at the factory. He set up a big table 

with a lot of food for everyone. 

As they entered the neat and clean building, the boss 

said, “Thanks, everybody, for all your help! You have 

saved the factory. You have saved everybody’s jobs. 

Now! Take a well earned break! Eat! Drink! Enjoy! 

Enjoy!


gath’er gather gen’e ra’tion generation 

gen’e ral general gen’e rous generous 

gen’tle gentle gen’tle man gentleman 

gi’ant giant gin’ger bread gingerbread 

gen’u ine genuine gov’ern ment government 

gi’gan’tic gigantic grad’u a’tion graduation 

gin’ger ginger grape’fruit’ grapefruit 

gi raffe’ giraffe grape’vine’ grapevine 

gob’ble gobble grand’fa’ther grandfather 

gob’bled gobbled grand’mo’ther grandmother 

gol’den golden grass’hop’per grasshopper 

grea’sy greasy gym’na’si um gymnasium 

griz’zly grizzly hand’some handsome 

grum’py grumpy harm’ful harmful 

ham’mer hammer harm’less harmless 

han’dle handle har’vest harvest 

hap’pen happen heal’thy healthy 

hap’py happy hel’lo hello 

har’bor harbor help’ful helpful 

help’less helpless im’proves’ improves 




he’ ro’ hero **hol’i day holiday 

hic’cup hiccup *i ma’gine imagine 

high’way’ highway * i ma’gi ning imagining 

**hon’est honest *i ma’gines imagines 

**hon’ey honey *i ma’gined imagined 

hu’man human im’i tate imitate 

hun’gry hungry im’i tates’ imitates 

hun’ted hunted im’ i ta’ted imitated 

hun’ting hunting im’ i ta’ting imitating 

hus’band husband im’ i ta’tion imitation 

i’de’a idea im’ i ta’tor imitator 

i’deal’ ideal im’pa’tient impatient 

ig’loo’ igloo im’pa’tience impatience 

ig’no rant ignorant im’ po lite impolite 

ig’nore’ ignore im’ po lite’ly impolitely 

im’prove’ improve im’ por’tant important 

im’proved’ improved im’ por’tance importance 

im’pos’si bil’i ty impossibility 

im’provement improvement 

hip’po pot’a mus hippopotamus 


Discuss virtue: courteous manners. Relate virtue to story.


The Grumpy Grizzly 

A grumpy hungry grizzly in the zoo was hunting for 

honey. Instead, he found a grapevine and began to 

gather and gobble the grapes. He ate so fast and so 

impolitely that he got the hiccups. 

A gentle giant grasshopper happened to land on the 

grapevine. “Hello, Sir Grizzly!” said the handsome 

gentleman grasshopper. 

The impolite grumpy grizzly just continued to gobble 

grapes and hiccup. He was too impatient to answer the 

grasshopper. 

A happy hippopotamus said, “Good morning Grandfather 

Grasshopper. General Giraffe and I have a gigantic 

idea.” 

“Oh, hello, Miss Hippo. What is your idea?” asked the 

courteous grasshopper. 

“We wanted to be helpful, so we used our imaginations. 

One of us will imitate Sir Grizzly and gobble our food 

to show him how it looks and how harmful it can be to 

gobble one’s food so fast. Then one of us will eat slowly 

and chew our food completely to show him the polite


and healthy way to eat. It may be impossible to teach 

him, but it is important to try.” 

“Excellent!” the grasshopper agreed. He is intelligent 

and capable of learning. He just has to act human at 

times. Good luck!”


in clude’ include in’com plete’ incomplete 

in clu’ded included in’ struct’ instruct 

in clu’ding including in’struc’ted instructed 

in’come’ income in’struc’ting instructing 

in’com’ing incoming in’struc’tion instruction 

in’cor rect’ incorrect in’cor rect’ly incorrectly 

in crease’ increase in’tro duce’ introduce 

in creased’ increased in’tro duced’ introduced 

in form’ inform in creas’ing increasing 

in for’ming informing in formed’ informed 

in’ju ry injury in’no cent ly innocently 

in’ju ries injuries in’te rest interest 

in’no cent innocent in’te res’ted interested 

in’sect’ insect in’te res’ting interesting 

in’sist’ insist in’ter fere’ interfere 

in’sis’ted insisted in’ven’ted invented 

in’sis’ting insisting in’ ven’tion invention 

in’vent’ invent i’rate’ irate 

in’ven’ting inventing i’ris iris 

in’ter view’ interview i’ron iron 

in’to’ into jac’ket jacket 

jel’ly jelly jin’gle jingle


in’vis’i ble invisible pi’rate pirate 

jan’i tor janitor ***is’ land island 

*mag’a zine’ magazine spi’ral spiral 

man’a ger manager man’age manage 

jay’walk’er jaywalker la’dy lady 

*jeal’ous **jealous lan’guage language 

*jeal’ous y **jealousy late’ly lately 

**jew’el jewel light’ning lightning 

joy’ful joyful li’bra’ry library 

jug’gle juggle lis’ten listen 

jui’cy juicy lis’tened listened 

jum’ble jumble lis’ten ing listening 

jun’gle jungle lob’ster lobster 

jus’tice justice lone’ly lonely 

kan’ga roo kangaroo luc’ky lucky 

kit’chen kitchen lug’gage luggage 

la’ble lable *ma chine’ machine 

la’dle ladle *ma’gic magic 



**Exceptions to syllabication rules… must be memorized. 

*** ‘s’ is silent.


in’com plete’ly incompletely 

in’con ve’nient inconvenient 

in creas’ing ly increasingly 

in for ma’tion information 

in’sec’ti cide insecticide 

in’tro duc’tion introduction 

in’ter fe’ring interfering 

in’ter sec’tion intersection 

in’ter viewed’ interviewed 

in’ves’ ti gate’ investigate 

in’ves’ ti ga’ted investigated 

in’ves’ ti ga’ting investigating 

in’ves’ ti ga’tion investigation 

in’vi ta’tion invitation 

Discuss virtue: Obey the laws. Relate virtue to story. 

Jewel the Jaywalker 

Jewel the janitor walked joyfully along the street in 

her pink jacket and jelly shoes. She was chewing on a 

juicy apple, juggling her bag of cleaning bottles, and 

singing a little jingle. She was on her way to interview 

for a new job. Jewel saw an interesting and inviting 

shop to investigate. It was across the street. It was


too inconvenient to walk to the intersection to cross 

the street at the traffic light. So Jewel jaywalked. 

When a person jaywalks, they do not cross the street 

at the corner where it is safer. They cross the street 

in the middle of the block. 

Jaywalking is dangerous and against* the law. When 

Jewel was half way across the street, she was hit by a 

passing car. Fortunately, she was only slightly injured. 

We must always cross the street only at the corner. 

We must wait for the light to stop the cars before we 

cross the street. If the street is quite wide, there is 

sometimes an island of grass between the lanes. When 

we get to the island in the middle of the street, we 

must check the light again. We must look in the other 

direction to see if cars are coming from that direction. 

We must always be careful when we cross the street. 

If we follow these instructions we can avoid an 

accident and an injury. We must not be like Jewel the 

jaywalking janitor. We must obey the traffic laws. 


a-gainst’ ‘ain’ = /ã/ as in ‘ant’.


mis’take’ mistake moc’ca sin moccasin 

mit’ten mitten mul’ti ply’ multiply 

**mod’ern modern neg lec’ted neglected 

mo’ment moment neigh’bor neighbor 

**mon’ey money nor’mal normal 

mon’key monkey num’ber number 

mor’ning morning noth’ing nothing 

moun’tain mountain nur’se ry nursery 

mus’tard mustard oc’to pus octopus 

neg lect’ neglect of’fer offer 

neph’ew nephew of’fice office 

**nev’er never of’fi cer officer 

nib’ble nibble of’ten often 

nine’teen nineteen oint’ment ointment 

nine’ty ninety op’e ra’tion operation 

noi’sy noisy op’e ra’tor operator 

non’sense’ nonsense op’po site opposite 

noo’dles noodles or’chid orchid 

or’der order os’trich ostrich 

or’gan ize’ organize o’ver turn’ overturn 

our’selves’ ourselves o’ver look’ overlook 

out’side’ outside pac’kage package


pad’dle paddle pen’a lize’ penalize 

pain’ful painful pen’guin penguin 

pain’ting painting peo’ple people 

pa’per paper pep’per pepper 

par’don pardon pe tu’nia petunia 

part’ner partner pi an’o’ piano 

par’ty party pic’kle pickle 

pas’sage passage pic’nic’ picnic 

pas’ture pasture pic’ture picture 

pa trol’ patrol pi’geon pigeon 

pat’tern pattern pil’lar pillar 

peace’ful peaceful pil’low pillow 

pea’nut’ peanut pi’lot pilot 

pe can’ pecan pit’cher pitcher 

pel’i can pelican play’ful playful 

pen’al ty penalty pen’ny penny 

plea’sant pleasant plum’ber plumber 

plea’sure pleasure plum’bing plumbing 

plen’ti ful plentiful ply’wood plywood 

pine’ap’ple pineapple pho’to graph photograph 




neigh’bor hood’ neighborhood 


Discuss the virtue: thankfulness. Relate virtue to story. 

The Animal Playground 

The officer at the animal playground was taking a 

morning walk. The playground was pleasant and 

peaceful. A playful penguin paddled in the pool and 

climbed on the ice. A mother octopus guarded the 

doorway to her cave. A practical pelican was taking fish 

to the pelican nursery. A polite porpoise jumped into 

the air, and with his nose, he practiced playing a note 

on a toy piano. The monkeys chattered in the trees, and 

an ostrich stuck her head in the sand. 

Plentiful petunias and orchids bloomed beside a picnic 

table. A pitcher of lemonade, a pitcher of pineapple 

juice, and some potato chips were on the table. 

The policeman waved to the gate operator. His patrol 

partner had a camera and took pictures of the animals 

in the park. The officer thought to himself, "What an 

enjoyable place! I wish all neighborhoods could be as 

peaceful and enjoyable as this beautiful park.”


poc’ket pocket prac’ti cal practical 

poi’son poison prac’ ti cing practicing 

pop’u lar popular pre scribe’ prescribe 

por’poise porpoise pres’i dent president 

pos’si ble possible pres’sure pressure 

pos’si bly possibly pre ten’ding pretending 

pos’ter poster pret’ti er prettier 

po ta’to potato pret’ti est prettiest 

prac’tice practice prin’cess princess 

pump’kin pumpkin prin’ci pal principal 

pur’chase purchase prin’ci ple principle 

pur’ple purple prob’lem problem 

quick’ly quickly *prof’ it **profit 

rab’bit rabbit pro’ gram program 

ra’di o’ radio pro’ gram’ program 

rai’sin raisin prom’ise promise 

ras’cal rascal pro’nounce pronounce 

rath’er rather pro pel’ler propeller 

pret’ty pretty prop’er ty property 

pro’test’ protest re buil’ding rebuilding 

pud’dle puddle re cei’ving receiving 

pup’pet puppet rec’og nize’ recognize


pup’py puppy rec’om mend’ recommend 

read’er reader re cor’der recorder 

rea’dy ready re cov’ered recovered 

re’a lize’ realize re fresh’ing refreshing 

re’al ly really re gret’ted regretted 

rea’son reason re mem’ber remember 

reg’is ter register re spec’ted respected 

re gret’ regret re spon’si ble responsible 

reg’u lar regular res’tau rant restaurant 

rein’deer reindeer rest’less restless 

rel’a tive relative re tur’ning returning 

re lax’ing relaxing re ver’si ble reversible 

res’cue’ rescue rhi’noc’e ros rhinoceros 

rep’tiles reptiles rib’bon ribbon 

rid’dle riddle ri dic’u lous ridiculous 

roc’ker rocker safe’ly safely 

roo’ster rooster safe’ty safety 

sad’dle saddle sai’lor sailor 




Virtue: resourcefulness. Relate the virtue to the story.


The Sailor and His Princess 

The sailor and his pretty princess were hungry. They 

looked in the refrigerator. They realized there was a 

problem. There was only half a can of puppy food. 

They sat down in their rocking chairs to think. They 

were listening to the radio. A man on the radio was 

telling about a refreshing, relaxing dinner for two at 

the highly respected Silver Saddle Restaurant. 

The man on the radio promised that the dinners could 

be purchased for only two dollars and a quarter with 

the label from a can of puppy food. 

The sailor recognized the name of the puppy food. It 

was the same kind of puppy food they had in the 

refrigerator. Returning quickly to the refrigerator, he 

safely removed the label. 

“I’m ready for dinner at the Silver Saddle Restaurant! 

Are you ready, Princess?” 

“Fantastic!” giggled the princess as she scrambled for 

the door. “Let’s go!”


sal’ad salad scrap’book’ scrapbook 

san’dal sandal sen’sible sensible 

sand’wich sandwich ser’vice service 

san’dy sandy sev’en seven 

sau’cer saucer sev’en teen’ seventeen 

sau’sage sausage sev’en ty seventy 

scar’let scarlet shad’ ow shadow 

sce’nic scenic salt’sha’ker saltshaker 

sched’ule schedule sha’ky shaky 

sci’ence science shal’low shallow 

sci’en tist scientist sham’poo’ shampoo 

scis’sors scissors shar’pen sharpen 

scram’ble scramble shar’pened sharpened 

scrib’ble scribble shel’ter shelter 

sea’horse’ seahorse shiv’er shiver 

sea’son season shor’ten shorten 

sec’ond second shov’el shovel 

se’cret secret show’er shower 

see’saw’ seesaw sig’nal signal 

sig’nal ing signaling squir’rel squirrel 

sim’ple simple stor’my stormy 

sin’gle single strug’gle struggle


sis’ter sister sub’tract’ subtract 

six’teen’ sixteen suc ceed’ succeed 

six’ty sixty suc cess’ success 

skel’e ton skeleton sud’den sudden 

slen’der slender sug gest’ suggest 

slou’chy slouchy sum’mer summer 

snug’gle snuggle sup’per supper 

so’lar solar sup pose’ suppose 

so lu’tion solution sur prise’ surprise 

spar’kle sparkle tab’let tablet 

spar’kler sparkler tea’cher teacher 

spat’ter spatter ten’der tender 

splat’ter splatter the’a ter theater 

spea’ker speaker thirs’ty thirsty 

sprin’kle sprinkle thir’teen’ thirteen 

sprin’kler sprinkler thir’ty thirty 

sand’wich es sandwiches some’thing something 

sil’ver ware’ silverware some’times’ sometimes 

sud’den ly suddenly sug ges’tion suggestion 

tel’e phone telephone tel’e vi’sion television 





Discuss virtue: sharing. Relate the virtue to the story. 

The Seahorse 

Last night’s storm had been the worst of the stormy 

summer season. The scientist got up early and took his 

shower. In his backpack, he packed a sausage sandwich 

and a saucer of fruit salad. He put pencils, a writing 

tablet, and his scrapbook into his backpack. 

Then he threw in a knife, some silverware, some 

scissors, a thermometer, and some plastic bags. Finally, 

he put on his sandals and headed for the sandy rocky 

beach. 

First, the scientist stood and admired the beach. Then 

he scrambled to his secret shallow pool in the rocks to 

look for sea creatures that had taken shelter from the 

storm. 

The waves splashed on the rocks and splattered his 

clothes with cold water, making him shiver. Suddenly, 

the scientist was surprised to see a tiny seahorse 

swimming in the shallow pool. He tried to capture the


seahorse and some of the salt water in one of the 

plastic bags. His hands were shaky, and he was shaking 

all over as he succeeded in capturing the seahorse. 

The scientist headed for the saltwater aquarium down 

the beach to give the seahorse to his friends at the 

aquarium. 

His fellow scientists at the aquarium were thrilled and 

delighted. They put the seahorse in a beautiful 

saltwater tank with other small sea creatures so that 

the children in the neighborhood could visit him daily.


thou’sand thousand tur’tle turtle 

thun’der thunder twen’ty twenty 

tic’ket ticket twin’kle twinkle 

tic’kle tickle **typ’ i cal typical 

tis’sue tissue um’ brel’la umbrella 

ti’tle title un’ but’ton unbutton 

to ma’to tomato un’ cer’tain uncertain 

to night’ tonight un’cle uncle 

tow’el towel un’ea’sy uneasy 

tow’er tower un’fas’ten unfasten 

trac’tor tractor un’fin’ished unfinished 

trai’ler trailer un’hap’py unhappy 

traf’fic traffic up’set’ upset 

**trav’el travel va ca’tion vacation 

treas’ure treasure **vac’u um vacuum 

*tri’ple triple val’en tine’ valentine 

trou’ble trouble va’nil la vanilla 

truth’ful truthful vel’vet velvet 

tum’ble tumble vil’lage village 

vi’o let violet whim’per whimper 

vi’o lin’ violin whis’tle whistle 

vis’it visit wind’mill’ windmill


vis’i tor visitor win’dow window 

vi’ta min vitamin wind’shield’ windshield 

voice’less voiceless win’ter winter 

vow’el vowel wis’dom wisdom 

voy’age voyage *wo’man woman 

wad’dle waddle *women women 

wa’fer wafer worth’less worthless 

waf’fle waffle wrap’per wrapper 

wai’tress waitress wrap’ping wrapping 

wal’rus walrus wrec’ker wrecker 

wan’der wander yel’low yellow 

wash’er washer young’ster youngster 

waste’ful wasteful youth’ful youthful 

wa’ter water un’for’tu nate unfortunate 

weath’er weather thought’ less thoughtless 

wheth’er whether yes’ter day’ yesterday 

to geth’er together veg’e ta ble vegetable 

wag’on** wagon un’der stand’ understand 

zin’nia zinnia un’der stood’ understood 

ze’ro zero xy’lo phone’ xylophone 

ze’bra zebra un’ ex pec’ted unexpected 





Test: Read and spell all words in right hand columns with no mistakes 

Discuss virtue: visiting others. Relate virtue to the story. 

Air Traffic 

Mike’s Uncle Robert controls airplane traffic from the 

tower at the airport. His job is to be sure that every 

visitor on vacation lands If there is trouble, it is usually 

the weather. If Mike’s uncle takes an umbrella to work 

on a summer day, it is a clue that there might be a 

thunderstorm. When there is rough air from a thunder 

storm, the airplane ride can be a little bit bumpy. Mike’s 

uncle tells the pilots about the rough weather so that 

the passengers who are walking around on the airplane 

can sit down and fasten their seatbelts. That way nobody 

will take an unexpected tumble. And nobody will feel 

uncertain and uneasy. 

But if Uncle Robert goes to work on a clear night, and 

the stars are twinkling, it is a cinch that the take-offs 

and landings will be as smooth as velvet. Mike hopes that 

tonight will be as clear as yesterday because Mike is the 

visitor who is traveling to visit his uncle, and is waiting to 

whistle and smile at his uncle after a perfect landing.


MULTI-SYLLABLE RULES FOR ‘r’: 

1. Stressed Vowel + ‘r’ 2. Unstressed Vowel + ‘r’ 

‘ar’ = /ah r / 

arc’tic 

ar’tist 

‘er’ = /uh r / 

per’fect 

ver’ti cal 

‘ir’ = /uh r / 

cir’cus 

dir’ty 

‘ur’ = /uh r / 

tur’tle 

cur’tain 

‘or’ =/aw r / 

or’chid 

por’poise 

‘ure’ = / y U re / 

(as in: /cure/) 

cu’ri ous 

‘ar’ = /uh r / 

col’lar 

dol’lar 

‘er’ = /uh r / 

tea’cher 

play’er 

‘ir’ = /uh r / 

‘ur’ = /uh r / 

‘or’ = /uh r / 

doc’tor 

tai’lor 

‘ure’ = / y uh r / 

pic’ture 

scrip’ture 


Discuss virtue: friendliness. Relate the virtue to the story.


Myrtle’s Party 

Myrtle gave a surprise party for her pal, Marcie. 

Marcie was an artist in the French Quarter. It was a 

perfect morning for Myrtle to clean house. She hardly 

knew where to start cleaning her dirty apartment. 

First, Myrtle cleaned the carpet and washed the 

curtains. She called the market and ordered a darling 

cake with a sparkling circus on top. It would be 

delivered in the afternoon. Then she took out the 

garbage. Next Myrtle baked a turkey and made some 

mock turtle soup. Later, she put carnations on the table 

in the garden. Last she took a shower and took down 

her curlers. 

Myrtle’s pals, Herbert the barber, Arthur the archer, 

and Shirley the farmer came at four. At four-thirty, 

Marcie entered the courtyard. “Surprise! Surprise! 

cheered Marcie’s friends. Marcie was thrilled and 

excited. 

After the party, the friends sat at the table in the 

beautiful garden in the courtyard. Marcie had brought 

artist’s supplies with her.


Marcie said, “I will reward you for this wonderful 

surprise birthday party. I will make drawings for each 

of you.” She made a charcoal drawing of the French 

Quarter for Herbert the Barber. For Arthur the 

archer, she drew an arctic blizzard. For Shirley the 

farmer, Marcie drew a picture of the friends at the 

birthday party in the garden. 

And for Myrtle, Marcie made a water color drawing of 

the darling birthday cake with the sparkling circus on 

top.


MULTI-SYLLABLE RULES FOR ‘r’ (continued): 

5. Stressed Vowel + ‘r-r’ + vowel = short vowel 

Stressed ‘a’ + ‘r-r’ + vowel: ‘a’ = /a/ as in ‘apple’ 

ar’row car’rot bar’rel 

nar’row car’ry em’ bar’rass 

EXCEPTION: quar’rel war’rant 

Stressed ‘a’ = /ah/ as in ‘octopus’ 

Stressed ‘e’ + ‘r-r’ + vowel:‘e’ = /e/ as in ‘elephant’ 

ter’ri ble ber’ry er’rand fer’ry 

mer’ry cher’ry er’ror her’ring 

Stressed ‘i’ + ‘r-r’ + vowel: ‘i’ = /i/ as in ‘igloo’ 

ir’ri gate ir reg’ u lar ir rev’e rent 

ir’ri tate mir’ror ir’ re spon’ si ble 

Stressed ‘o’ + ‘r-r’ + vowel:’o’ = /ah/ as in ‘octopus’. 

hor’ri ble to mor’row 

’bor’row sor’row sor’ry 

Exception: 

worry = /uh/ 

Stressed ‘o’ + ‘r-r’ + vowel: ‘o’ = /uh/ as in ‘up’ 

Stressed ‘u’ + ‘r-r’ + vowel: ‘u’ = /uh/ as in ‘up’ 

bur’ro fur’ry 

flur’ry hur’ry 


Discuss virtue; Generosity. Relate virtue to the story.


Terry and Larry 

Terry and Larry took a ride on a ferry boat. They 

crossed a stream to pick blackberries. The ferry sailed 

as straight as an arrow and as swift as a sparrow as it 

crossed the stream which was shallow and narrow. 

They sailed to the far side of the stream where a man 

with a carrot was feeding his parrot, and a man and a 

burro were rolling a barrel. Tom and Larry were in a 

great hurry, but the man with the parrot did not seem 

to worry. 

“Can you show us where the blackberries are?” asked 

Terry and Larry. 

“Oh, I am so sorry. Too long you have tarried. The 

blackberries are all gone,” said the man with the burro. 

“Oh how terrible!” cried Terry. 

“Oh how horrible!” cried Larry. 

“Do not worry. All is not sorrow. I’ll let you borrow 

my step-ladder and my wheel-barrow,” said the man 

with the burro. “You can pick cherries…all you can 

carry. We will help you,” he told Terry and Larry.


MULTI-SYLLABLE EXCEPTIONS FOR ‘r’ (continued) 

6’a’. 

Stressed ‘a’ + ‘r + unstressed vowel: ‘a’ = /a/ 

pa’ra keet’ ca’ra mel ca’rol 

cha’rac ter cla’ri net’ cha’ri ty 

gua’ran tee’ ba’ri tone’ pa’ra sol’ 

pa’ra chute’ ma’ri gold’ pa’rent 

dic’tion a’ry Jan’u a’ry sec’re ta’ry 

6’e’. = 2 different pronunciations: 

1 st PRONUNCIATION 

Stressed ‘e’ + ‘r’ + unstressed vowel: ‘e’ = /e/ 

he’rald ve’ry in’he’ rit 

he’ron pe’ril ste’re o’ 

2 ND PRONUNCIATION 

Stressed ‘e’ + ‘r’ + unstressed vowel: ‘e’ = /i/ 

ce’re al pe’ri od 

se’ ri al se’ ries se’ ri ous 

6’i’ or ‘y’. = 2 different pronunciations: 

1 ST PRONUNCIATION 

Stressed ‘i’, + ‘r’ + unstressed vowel: ‘i’ = /i/ 

mi’ra cle spi’rit sy’rup 

2 ND PRONUNCIATION: 

Stressed ‘i’ + ‘r’ + unstressed vowel: ‘i’ = /I/ 

i’ris i’ron 

spi’ral pi’rate gy’ro scope’


6’o’. = 2 different pronunciations 

1 ST PRONUNCIATION 

Stressed ‘o’ + ‘r’ + unstressed vowel: ‘o’ = /ah/ 

co’ral fo’rest fo’reign o’range 

2ND PRONUNCIATION 

Stressed ‘o’ + ‘r’ + unstressed vowel = /O re / 

a do’ra ble flo’ral glo’ry 

cho’rus flo’rist sto’ry 

6’u’. 

Stressed ‘u’ + ‘r’ + unstressed vowel: ‘u’ = / y U re / 

cu’ri ous fu’ri ous mu’ral du’ring fu’ry 

Exceptions: bu’ry, bu’ried, bu’ries, bu’ri al 

Stressed ‘u’ = /e/ as in elephant 


Virtue: do not pre-judge others. Relate virtue to story. 

The Curious Heron 

A curious heron stood on one leg in the marsh. He was 

looking at a man who was a stranger in his territory. 

Had a foreign pirate landed in his marsh? The serious 

looking man had a parasol to protect him from the sun. 

On his back was a parakeet. The parakeet sang a sweet 

carol, and the ‘pirate’ hummed along. The ‘pirate’ pulled 

a clarinet from his treasure chest and joined in the 

chorus. Then the ‘pirate’ started a fire on a high dry


spot by the marsh. He sat down and ate an orange. 

The ‘pirate’ gave some of his orange peelings to a 

curious crow. The heron seemed in no peril, so during 

the pirate’s lunch, he flew to a large piece of coral near 

the fire. The heron wanted to take a closer look at this 

strange character. The ‘pirate’ was just eating oranges. 

Then the old ‘pirate’ pulled some orange colored 

marigolds from his treasure chest. Very carefully, he 

planted the marigolds on the high dry spot near the 

marsh. He did not bury the treasure chest. Instead, 

he put it back in the boat. 

Next, the ‘pirate’ carefully poured some water on the 

marigolds. Then he poured water on his fire to be sure 

it was out. Then he got in his boat and rowed away. 

“This is a miracle!” thought the curious heron. “My hero 

is not an irate pirate. He is just an adorable florist or a 

serious environmentalist. He came here to plant his 

marigolds. Who in the world will believe this? Just who 

in the world will believe this ‘pirate story’?” winked the 

curious heron as he took one step and then flew away.


THE REVERENT LANGUAGE 

Please explain to the student(s): 

The four levels of language of which students must be aware: 

1. Street Language = the lowest level of language 

(rude, coarse, not socially appropriate or acceptable) 

2. Informal Language = the language used when speaking with 

family and friends in a casual manner. 

3. Formal Language = noble language used in: academics, 

business, courteous society, and diplomacy. 

4. Reverent Language = the highest level of language 

The most highly respectful language reserved for speaking 

about, writing, or printing God’s Holy Word. 

************************************************************************************************************** 

REVERENT PRONOUNS 

(Quotations are from the Writings of Baha’u’llah.) 

REVERENT SUBJECT PRONOUNS: 

thou = you (singular) “…thou art my lamp… 

ye = you (plural) “…ye must give forth good’ly and 

REVERENT OBJECT PRONOUN: 

won’drous fruits…” 

thee = you (sing./plu.) “… jus’tice is My gift to thee.”


REVERENT POSSESSIVE ADJECTIVES: 

thy = your (before consonants) “…Thy spi’rit is My place 

of rev’e-la’tion; cleanse it for My man’i-fes’ta’tion. 

thine = your (before vowels) 

“How couldst thou for’get’ thine own faults…” 

thine = your (before ‘h’) “The can’dle of thine heart is 

light’ed by the hand of My pow’er…” 

mine = my (before vowels) “…there’fore’, I cre’a’ted thee, 

have en-graved’ on thee Mine im’age…” 

REVERENT POSSESSIVE PRONOUN (SUBJECT/OBJECT): 

thine = yours “…thus shall Mine eyes and thine be 

sol’aced.” 

REVERENT VERBS (third person singular - auxiliary verbs) 

AUXILIARY Reverent Verb endings: _’th’ used with 

subjects: he, she, it. 

hath = has; doth = does; = AUXILIARY verbs 

love, loved, lead = MAIN verbs: 

“…the true Friend hath loved and doth love you for your 

own sakes…” 

“The light of His coun’te-nance doth lead thee…”


REVERENT Verbs - third person singular MAIN verbs: 

Reverent Verb ending: _’eth’ with subject: he, she, or it. 

doeth = does “How couldst thou for’get’ thine own 

faults and bu’sy thy’self’ with the faults of oth’ers? 

Who’so’ do’eth this is ac-cursed’ of Me.” 

knoweth = knows “…ev’e-ry one of you know’eth his own 

self bet’ter than he know’eth others...” 

willeth = wills "…He do’eth what’so’ev’er He wil’leth…" 

REVERENT Verbs-second person singular/plural MAIN Verbs: 

Reverent Verb endings: _’t’/,_‘st’, ‘est’ with subject: you. 

art = are “…Thou art My lamp and My light is in thee... 

doest = do “…say not that which thou do’est not... 

lovest = love “…if thou lov’est Me, turn away from 

thy’self’…” 

REVERENT Verbs-second person singular/plural AUXILIARY 

Verbs: 

hast = have “…Why hast thou for’sa’ken Me?” 

couldst = could “How couldst thou for’get’ thine own 

faults?” 

canst = can “…how canst thou go a-stray’?” 

******************************************************* 


(Children should become knowledgeable of and comfortable 

with the Reverent Language at an early age.)


INTERESTING BITS OF THE PUZZLE 

The Nested Ifs Sorting Sequence 

Sequential Sorting Procedures for English Vowel Pronunciation: 

IF the spelling code does not fit the pronunciation code, sort the 

word into the next sequence: 

# Sort: Into: 

1 all one syllable words One of six spelling codes. 

(long or short vowels) 

2 Vowels followed by: 

‘m’, ‘n’, or ‘r’, 

3 Specifically spelled syllables: 

all, igh, ought, etc. 

General Exceptions 

(nasal and ‘r’ vowels) 

Specific Exceptions 

(complex vowel sounds) 

4 Homographs 1. Usage Rules* 

2. Syntax Rules** 

3. Semantics Rules*** 

5 All remaining words (about 5% 

of all one syllable words) 

*EXAMPLES OF USAGE RULES: ( PARTS OF SPEECH) 

adjective verb SENTENCE 

Memory Syllables 

(Must be memorized) 

lear’ ned learned The lear’ned man learned seven languages. 

croo’ ked crooked The witch crooked her croo’ ked finger. 

bles’sed blessed Bles’sed is the heart blessed by God. 

**EXAMPLES OF SYNTAX RULES (WORD ORDER): 

Noun: Play that rec’ord. 

(= word order for a ‘command’) 

Verb: Re cord’ that play. 

(= word order for a ‘command’) 

***EXAMPLES OF SEMANTICS RULES (MEANING OF PHRASE, SENTENCE, OR TOPIC) 

(OR CONTEXT) 

The bow in her boat. ‘ow’ = /ow/ The bow in her hair. ‘ow’ = (O) 

THE END OF: WORD FAMILIES AND FRIENDS 

LEVEL 3 begins on the next page.


LEVEL 3 

Syllabication for words from: The Hidden Words 

The above program teaches only BEGINNING reading skills.There 

are many other skills within the natural hierarchy of reading skills, 

but the next two inseparable skills for beginning readers to focus 

on are: 

1. DICTIONARY SKILLS 

2. LEARNING ADVANCED VOCABULARY 

The dictionary is the essential tool needed for enriching one’s 

vocabulary. READING REQUIRES RESEARCH so students will be 

able to ‘read’ anything written in English… and also ‘understand’ it. 

Students should be provided with personal dictionaries at this time 

and given several weeks of instruction in how to use them. 

Students must be ENCOURAGED to ‘look up’ all unknown words in 

their new dictionaries with an attitude of excitement and eager 

anticipation. This will create avid readers and cultivate positive 

inquiring minds. As their vocabulary increases, their personal 

dictionaries should be upgraded to a more advanced level. 

Students should now be provided with commercially prepared 

vocabulary courses that progress sequentially from one level of 

difficulty to the next. 

After students learn all the skills in the Word Families and Friends 

Syllabics Beginning Reading Program, the suggested first text ‘book’ 

for them to ‘read’ is: THE HIDDEN WORDS of Baha’u’llah. 

Any copy of The Hidden Words may be used, or it can be downloaded 

free from the Ocean website: http://www.bahai-education.org/ocean/


Syllabication for words from: The Hidden Words 

To read these multi-syllable words, students should continue using the 

6 spelling/pronunciation codes they have learned in order to read the 

stressed syllables. The general rule for reading vowels in unstressed 

syllables is to read the vowel: /uh/ as in ‘up’. Teachers should GUIDE 

students in using the dictionary to look up every unknown word. 

For students who still need help in decoding multi-syllable words, all 

multi-syllable words from The Hidden Words, have been divided into 

syllables and are listed alphabetically below: The stressed (louder) 

syllables are in bold print and marked ( ‘ ). 

abandon—burnish 

a ban’don 

a ban’doned 

a base’ 

a based’ 

a base’ment 

a bashed’ 

ab’ hor’ 

a bide’ 

a bode’ 

a bove’ 

ab’so lute’ 

ac cept’ 

ac cep’ted 

ac cord’ 

ac cor’dance 

ac count’ 

ac cursed’ 

ac’tions 

ad’am 

a dored’ 

a dorned’ 

a dor’neth 

a dor’ning 

ad’vance’ 

ad van’tage 

ad’ver’si ty 

af fec’tion 

af fec’tions 

af flict’ 

af flict’ ed 

af flic’tions 

a gain’ 

a’ges 

a las’ 

a like’ 

all’-glo’ri ous 

all’-pos ses’sing 

all’-suf fi’cient 

a lone’ 

a loud’ 

a midst’ 

a mong’ 

a mongst’ 

an’cient 

an oth’er 

an’y 

an’y one’ 

an’y thing’ 

ap pa’rel 

ap pear’ 

ap peared’ 

ap proach’ 

A’ra bic 

ar’gu ment 

a right’ 

a rise’ 

ar ray’ 

ar tif’i cer 

as cend’ 

as cribe’ 

as cribed’ 

a shamed’ 

a sleep’ 

as say’er 

as say’ers 

a stray’ 

as su’rance 

a sun’der 

at tain’ 

at ten’tive 

at tire’ 

at’om 

at’tri butes’ 

a wait’eth 

a way’ 

awe’-struck’ 

a while’ 

bar’ri er 

bar’ter 

ba’ser 

ba’sest 

bear’eth 

beau’te ous 

beau’ty 

be come’ 

be fall’ 

be fore’ 

be frien’ded 

be held’ 

be hind’ 

be hold’ 

be hoov’eth 

be’ing 

be lit’tle 

be long’ 

be lov’ed 

be low’ 

be neath’ 

be reft’ 

be see’meth 

be set’ 

be side’ 

be stow’ 

be stow’als 

be stowed’ 

be take’ 

bet’ter 

be tween’ 

be wail’ 

be wai’ling 

be ware’ 

be yond’ 

bid’den 

bid’deth 

bil’low ing 

bind’ing 

bit’ter 

bles’sed (adj) 

bond’slaves’ 

bo’som 

bound’less 

boun’ti ful ly 

boun’ties 

boun’ty 

break’eth 

brea’thing 

breth’ren 

brev’i ty 

broth’er 

bur’nish

usied- fadeth Syllabication: The Hidden Words UNIT 79 PAGE 193 

bus’ied 

bus’y 

ca lam’i ty 

cal’ling 

can’dle 

can not’ 

can’o py 

ca pac’i ty 

ce les’tial 

cer’tain 

cer’tain ty 

cer’ti tude’ 

chal’ice 

cham’bers 

cha’rac ters 

char’ger 

cher’ish 

chil’dren 

choi’cest 

cho’sen 

chrys’o lite’ 

cir’cle 

cit’y 

clean’seth 

col’or 

col’ors 

com’eth 

com mand’ 

com mand’ments 

com mit’ted 

com mit’teth 

com mune’ 

com mu’nion 

com pan’ion 

com pan’ion ship’ 

com’pa ny 

com pla’cent 

com plete’ 

com’pre hend’ 

com’rades’ 

con ceal’ 

con cealed’ 

con’course’ 

con fide’ 

con’fi dent 

con fir’meth 

con found’ 

con sumed’ 

con’sum mate 

con tain’ 

con tent’ (verb- adj) 

con ten’ted 

con ten’tions 

con tent’ment 

con trar’y 

coun’sel 

coun’sels 

coun’ted 

coun’te nance 

count’less 

cov’e nant 

cov’er ing 

cov’e tous 

cov’e tous ness 

cra’vings 

cre a’ted 

cre a’tion 

cre a’tors 

crea’ tures 

cri’eth 

crim’son 

crys’tal 

cup’-bear’er 

cup’ful’ 

dark’ness 

day’spring’ 

day’star’ 

de cree’ 

de creed’ 

de file’ 

de filed’ 

de file’ment 

de light’ 

de light’some 

den’i zens 

de ny’ 

de pend’ 

de prive’ 

de prived’ 

des cen’ded 

des cent’ 

de ser’ving 

de signed’ 

de sire’ 

de sired’ 

de sires’ 

de sir’est 

de sir’eth 

des’tined 

de struc’tion 

de tach’ment 

de trac’tion 

dew’drop’ 

dif’fer 

dif’fe rence 

dis closed’ 

dis loy’al 

dis pu’teth 

dis tin’guish 

di’ verse’ 

di’vest’ 

di vine’ 

do’est 

do’eth 

do’ing 

do’ings 

do’main’ 

do min’ion 

draw’ing 

drink’est 

dust’-heap’ 

dwel’lers 

dwel’ling 

e clipse’ 

ec’sta sy 

ef face’ 

ef faced’ 

ef’fort 

ef ful’gent 

em bol’dened 

em’e’rald 

e merge’ 

em’i grants 

emp’ty 

en deav’ors 

end’ed 

en dure’ 

en du’reth 

en’e my 

en gage’ 

en graved’ 

en light’en ment 

en light’ens 

en’shrined’ 

en’ter 

en’tered 

en’ter eth 

en’ti ty 

en’vy 

er’ror 

es chew’ 

es tab’lished 

es teem’ 

es’sence 

e ter’nal 

e ter’nal ly 

e ter’ni ty 

ev’an es’cent 

e’ven 

ev’er 

ev’er las’ting 

ev’er more’ 

ev’e ry 

ev’e ry one’ 

ev’e ry thing’ 

ev’i dence 

ev’i dent 

e’vil 

ex alt’ 

ex al’ted 

ex’cel lent 

ex cept’ 

ex claim’ 

ex is’tence 

ex panse’ 

ex pec’tant 

ex posed’ 

ex tinc’tion 

ex tin’guished 

fa’deth

faithful- manifestation Syllabication: The Hidden Words UNIT 79 PAGE 194 

faith’ful 

faith’ful ness 

fan’cies 

fan’cy 

far’ther 

fath’om less 

fa’vor 

fear’est 

fel’low ship’ 

fet’ters 

fi’del’i’ty 

fi’e ry 

find’eth 

fine’ly 

fin’gers 

fir’ma ment 

flee’ting 

flow’er 

fol’low 

fol’lowed 

fol’low eth 

foo’lish 

foot’steps’ 

for bear’ance 

for bear’ing 

for ev’er. 

for ev’er more’ 

for’feit 

for get’ 

for get’ful 

for give’ 

for give’ness 

for got’ten 

for sake’ 

for sa’ken 

for’ti tude’ 

foun’tain 

fow’ler 

fra’grance 

fra’gran ces 

free’dom 

friend’ship 

frui’ ting 

ful’fill’ 

ful’filled’ 

ful’ly 

gar’den 

gar’ment 

gath’er 

gath’ered 

ga’zeth 

gen’e rous 

giv’en 

glad’ness 

glea’ming 

glo’ries 

glo’ri ous 

glo’ri’ous’ly 

glo’ry 

good’ly 

gra’cious ly 

gran’deur 

gra’ven 

grea’ter 

great’ness 

grie’vous 

guar’ded 

gui’dance 

hab’i ta’tion 

hal’lowed 

hand’ful’ 

han’di work’ 

hand’maid’ 

hap’ly 

ha’sten 

ha’stened 

haugh’ti ness 

hav’ing 

hea’ler 

hear’ing 

hear’ken 

heav’en 

heav’en ly 

heav’ens 

heed’less 

heed’less ness 

hel’per 

hid’den 

high’est 

him’self’ 

hin’dered 

ho’li ness 

ho’ly 

home’less 

hon’eyed 

ho ri’zon 

hu’man 

hum’ble 

hum’ble ness 

hy’a cinths 

hy’poc’ri sy 

i’dle 

i’dly 

il lu’mi nate’ 

il lu’mine 

im’age 

i mag’i ning 

i mag’i nings 

im meas’ur a ble 

im’me mor’i al 

im men’si ty 

im mersed’ 

im mor’tal 

im per’ish a ble 

im pu’ri ty 

in’ as’ much’ 

in crea’seth 

in cum’bent 

in’deed’ 

in fer’nal 

in’fi nite 

in hale’ 

in haled’ 

in i’qui ty 

in jus’tice 

in’most’ 

in’ner 

in’no cent 

in’sight’ 

in’tent’ 

in’to’ 

in’vis’i ble 

in’ward ly 

ir rev’o ca bly 

is’sue 

it’self’ 

joy’ful 

jus’tice 

kin’dle 

kind’ly 

kind’ness 

kin’dred 

king’dom 

know’eth 

know’ing 

know’ledge 

lac’e rate’ 

la ment’ 

la men’ting 

las’ting 

lea’deth 

lear’ned (adj) 

lear’ning 

lea’ving 

let’ter 

life’-blood’ 

life’less 

ligh’ted 

light’ning 

lim’its 

lin’gers 

lis’tened 

live’li hood’ 

liv’e’ry 

lon’ger 

lon’ging 

long’-suf’fer ing 

loo’sen 

lo’ver 

lo’vers 

lo’vest 

lo’ving 

lo’ving-kind'ness 

lu’mi nous 

ly’ing 

mag’ni fy’ 

maj’es ty 

mal’ice 

man’i fest’ 

man’i fes’ta’tion

mankind – riseth Syllabication: The Hidden Words UNIT 79 PAGE 195 

man’kind’ 

man’sion 

man’y 

mar’tyr 

mar’tyr's 

match’less 

may’est 

mea’dows 

mea’ning 

mel’o dy 

men’tion 

mer’ci ful 

mer’cy 

mes’sen ger 

mid’night’ 

migh’test 

migh’ty 

mir’ror 

mis’be lief’ 

mol’ded 

mo’ment 

mor’tal 

mor’tal’i ty 

moth’er 

mo’ving 

my’ri ad 

my’ri ads 

my’self’ 

mys’te ries 

mys’te ry 

mys’tic 

na’ture 

neg lect’ 

neg lect’ed 

neg’li gence 

neg’li gent 

neigh’bor 

nei’ther 

nev’er 

nigh’tin gale’ 

night’-sea’son 

no’ble 

noth’ing ness 

not’with’stan’ding 

nur’tured 

ob’ject 

ob scured’ 

ob serve’ 

ob tain’ 

ob tained’ 

oc’cu pied’ 

o’cean 

of’fer 

off’spring’ 

one’-col’ored 

one’ness 

on’ly 

o’pen 

o’pen’ly 

op pres’sors 

or’dain’ 

or’dained’ 

oth’er 

oth’ers 

out’ward 

out’ward ly 

out’worn’ 

o’ver 

o’ver come’ 

o’ver take’ 

pa’ra dise’ 

Pa’ ran’ 

Par’ take’ 

pas’sing 

pas’sion 

pas’tures 

pa’tience 

pa vil’ion 

peer’less 

peo’ple 

peo’ples 

per di’tion 

per’fect 

per fec’ted 

per’il 

per’il ous 

per’ish 

per’ish eth 

per’ish ing 

Per’sian 

per turbed’ 

Phoe’nix 

pit’i ful 

Place’less 

plan’ted 

plea’sant 

plea’sure 

plen’te ous 

pon’der 

por’tals 

por’tion 

pos sess’ 

pos ses’sion 

pov’er ty 

pow’er 

pow’er ful 

pre’cincts’ 

pre’cious 

pre fer’ 

pre served’ 

pres’ence 

pres’ent 

pris’on 

pro’claim’ 

prof’fe reth 

pro fess’ 

pro fes’sions 

prof’it 

prof’i teth 

pro nounced’ 

prop’er ty 

Proph’ets 

pros’per’i ty 

pros’trate’ 

pro tec’ted 

prov’i dence 

pur’est 

pur’ging 

pur’i ty 

pur’pose 

ques’tion 

quic’ken 

quin’tes’sence 

ra’di ance 

ra’di ant 

rath’er 

ra’ven 

re’ bel 

re bel’lion 

re bel’lious 

re call’ 

rec’kon ing 

rec’og nize’ 

re cor’ded 

re count’ 

re flect’ 

re flec’tion 

re gard’ 

re’gions 

re joice’ 

re main’ 

re mained’ 

re main’eth 

re mem’ber 

re mem’brance 

rem’nant 

re mote’ 

re nounce’ 

re nounc’ing 

re pair’ 

re paired’ 

re ply’ 

re pose’ 

res’ ig na’tion 

re splen’dent 

re sults’ 

re treats’ 

ret’ri bu’tion 

re turn’ 

re turned’ 

re turn’ing 

re u’nion 

re veal’ 

re vealed’ 

re vea’ler 

rev’e la’tion 

rich’es 

ris’en 

righ’teous 

ri’seth

iver - weeping Syllabication: The Hidden Words UNIT 79 PAGE 196 

riv’er 

rose’-gar’den 

ru’by 

sa’cred 

**************** 

“Sadratu'l-Muntaha” 

Every syllable 

is stressed: 

Sa dra tu’l - 

Mun ta ha 

**************** 

safe’ty 

sa’ith 

sanc’ti fied’ 

sanc’ti fy’ 

sanc’ti ty 

sanc’tu a’ ry 

sa’tan’ic 

sa’vors 

say’ings 

sec’ond 

se cure’ 

search’est 

se’cret 

se’crets 

see’ker 

see’kest 

see’keth 

see’king 

see’ming 

self’-ex is’tent 

self’-sat’is fied’ 

self’-sub sis’ting 

sep’a ra’tion 

ser’vant 

ser’vants 

shad’ow 

She'ba 

shel’ter 

shep’herds 

show’ers 

shun’neth 

sigh’ing 

Si’nai’ 

sin’ful 

sin’gle 

sin’ner 

sit’u ate 

slum’ber 

smal’lest 

soar’est 

sol’aced 

Sol’o mon 

sore’ly 

sor’row 

sov’e reign ty 

spi’rit 

splen’dor 

spo’ken 

spring’eth 

sta’ges 

stain’less 

stan’ding 

sta’tion 

stat’utes 

store’hou’ses 

stran’ger 

stran’gers 

striv’en 

strong’hold’ 

sub mis’sion 

sub’stance 

sud’den 

suf’fered 

suf fice’ 

su’gar-shed’ding 

sum’mon 

sum’moned 

su preme’ 

sure’ly 

sur round’ings 

sweet’er 

swift’ness 

tab’er na’cle 

tab’let 

tab’lets 

ta’ken 

ta’keth 

tar’ry 

tem’pered 

tem’ple 

ten’der 

tes’ted 

tes’ti fy’ 

thank’ful 

them’selves’ 

there’fore’ 

there’from’ 

there’in’ 

there’of’ 

there’to’ 

there’un to’ 

there’up on’ 

there’with’ 

think’est 

thy’self’ 

ti’dings 

to geth’er 

to’ken 

tra verse’ 

train’ing 

tran’sient 

trans’gress 

treas’ur ies 

treas’ur y 

treas’ure 

treas’ured 

treas’ures 

tri’als 

trib’u la’tion 

tri’umph’ 

trou’ble 

trou’bled 

tur’neth 

tur’ning 

tyr’an ny 

un’a ware’ 

un’der 

un’der stand’ 

un’der stan’ding 

un fa’ding 

un fold’ 

WORD FAMILIES AND FRIENDS © Kathryn Dekle Roberts, July, 2012 

un’ fore seen’ 

un’ god’ly 

un’he’ral ded 

u’ni ty 

u’ni verse’ 

un’less’ 

un’ rav’el 

un’seen’ 

un’sul’lied 

un’til’ 

un’to’ 

un’veiled’ 

un’wa’ry 

up on’ 

ut’ter 

ut’te rance 

ut’tered 

ut’ter ly 

vain’glo’ry 

val’ue 

veil’ing 

veil’ less 

ven’geance 

ve’ri ly 

ve’ry 

vic’to ry. 

vir’tue 

vir’tues 

vi’sion 

vi’sions 

vi’sit 

vouch’safed’ 

waf’ted 

wai’ling 

wai’ted 

war’bleth 

wa’ter 

wa’tered 

wa’ters 

way’far’ers 

weal’thy 

wea’ri ness 

wea’ry 

wee’ping

well-beloved - zenith Syllabication: The Hidden Words UNIT 79 PAGE 197 

well’-be lo’ved 

well’-spring’ 

what’so’ev’er 

when’ev’er 

where’as’ 

where’fore’ 

where’in’ 

where’up on’ 

where’with’ 

whith’er 

whol’ly 

who’so’ ev’er 

wind’-flow’ers 

wis’dom 

with’draw’ 

with’ered 

with’in’ 

with’out’ 

wit’ness 

won’der 

won’drous 

world’li ness 

world’ly 

worth’less 

wor’thy 

writ’ten 

year’neth 

your’selves’ 

Za’man’ 

ze’nith 

WORD FAMILIES AND FRIENDS © Kathryn Dekle Roberts, July, 2012

Word Families and Friends - Baha'i Communities of Brevard County

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