Complete - pdf - Primarily Learning

CANDOCUBES 

Teacher’s Guide and 

Template Book 

As a language tool, CANDOCUBES is a synthetic phonics manipulative that is motivating to students of all ages 

and abilities. One teacher commented that, “The children’s eyes light up when they see the cubes… especially 

the boys.” Not only do they effectively assist children to identify and name letter sounds; but they also teach, 

reinforce and consolidate decoding skills (including blends and digraphs) that are vital for reading, and 

segmenting skills that are essential for spelling. The Can Do Cubes are independent of fine motor control and 

allow all children equal opportunity to learn and to manipulate the sounds of our language. Simultaneously the 

cubes act as a teaching resource for students and a diagnostic tool for ongoing assessment, reflection and 

review of each student’s learning by the teacher. Used along with any explicit synthetic phonic program there 

is a marked improvement in student achievement. 

Laurie Fyke 

2012

My name is _______________________________________. 

CANDOCUBES Teacher’s Guide & Template Book 

Transparent Alphabet – CANDOCUBES Synthetic Phonics Stage One 

Cube 1 

6 cubes/child 

Cube 2 

3 cubes/child 

Cube 3 

3 cubes/child 

Cube 4 

3 cubes/child 

Cube 5 

3 cubes/child 

Cube 6 

3 cubes/child 

Cube 7 

3 cubes/child 

Cube 8 

3 cubes/child 

s a t i p n 

c k ck e h r 

m d g o u l 

f b ai j oa ie 

ee or z w ng nk 

v oo y x ch sh 

th q ou oi ue er 

ar y ce ge se ve 

© Laurie Fyke 2012 for CANDOCUBES 

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It is important to provide pre-reading experiences. 

Auditory Discrimination 

 

 

 

 

 

 

Learn to identify animal sounds. 

Take opportunities to determine the difference between sounds...e.g. whether the paper is being torn or cut by 

scissors; whether you are snapping fingers or clapping hands. 

Use nursery rhymes and stories to find two words that rhyme... or two words that sound exactly the same. 

Determine if two spoken words are “the same” (i.e. king, king) or “different” (i.e. king, swing; pat, pot) 

Finally the child fine tunes his hearing to discriminate between two individual sounds like .... /m/&/n/ or /f/& /v/ 

Learn the individual sounds of our language. 

Note: The JOLLY SONGS work well to isolate and practice these sounds. 

Auditory Memory 

 

 

 

 

Auditory memory is important. 

Following directions, memory games, baking, songs and rhymes are important activities to develop these skills. 

Learning telephone numbers or an address is helpful. 

The child needs to remember a sequence of sounds and then “push” the sounds together to “read a word” 

/c/-/a/-/t/ = cat or /m/-/o/-/n/-/s/-/t/-/er/ = monster 

I SPY - Play: “I spy with my little eye something that begins with [beginning sound]________.” 

“I spy with my little eye something that ends with [ending sound] _______________.” 

“I spy with my little eye something that has this sound in the middle of the word ________.” 


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Visual Discrimination 

 

 

 

Practise telling the difference between two objects (e.g. dog/cat, apple/ orange, house shape with or without a 

door)...... leads to discrimination between d,b,p,q 

Ask the child to explain his or her thinking as to why something is visually different...”think about their thinking”. 

Recalling environmental signage also helps – McDonalds, Cheerio’s 

CUBE SORT: 

Give the child 6 cubes and ask him to sort them. After the child has finished the task ask him to identify the sorting 

rules that were used. (Note: This will vary for each child… Responses may be “These all have straight lines.” “These 

have curves.” These cubes are all exactly the same.” These are all /a/’s,etc.”) This is a visual task to draw 

attention to the letter shapes. 

TRAYSORT: 

Give each child a tray of cubes. Direct the child to sort each “cut-out” area of the tray 

so that all of the same symbols show on the top. Each child’s tray will be different. 

Visual Memory 

Visual memory is important to retain a sequence of letters... “spelling” ...but begins with games and activities like “matchup”, 

sequencing. 

 

 

 

CUBE MATCH: (timer needed) 

Give the child 5 cubes in a row and play a variation of concentration. Ask the child to put all 5 cubes in a row. 

The instructor has the same cubes. Ask the child to find a specific letter or letter combination to match the letter(s) 

you are holding. Only one cube may be lifted at a time. As soon as the cube is matched the child gets to keep 

the pair. How long does it take to make 5 matches? Can you beat the timer? Can you remember where you saw 

that cube? 

Variaton… Ask the child to look at the face down cubes before you begin the match –up. 

Add up to 10 cubes. 

- Creating shopping lists.... uses both auditory and visual discrimination skills! 


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Learning About Books And Story-Language 

 

A favorite activity is listening to an adult reading a much-loved story. Children learn all about looking at printed 

words from left to right. They like to talk about the pictures and the content of the story. They can make 

predictions and learn about the characters and where the story takes place. 

Phonemic Awareness is an AUDITORY SKILL. The children learn to hear and manipulate the sounds of our language in 

activities that do not connect the sound to the symbol(s) or grapheme(s) that represent them. They orally blend sounds 

together to prepare for the reading process & separate the sounds orally to prepare for the skill of writing words. 

 

‣ 

 

In order to “hear” the individual sounds that make up spoken words the child may play GAMES like.... 

‣ “I SPY” with my little eye something that begins with [beginning sound]________.” 

‣ “I spy with my little eye something that ends with _______________.” 

‣ “I spy with my little eye something that has this sound in the middle of the word _____.” 

Train the child’s ear to ‘hear’ a target word by saying its individual sounds all-through-the-word. [AUDITORY SKILL] 

“WHAT DO I SEE?” While driving in a car say, “I see a /g/-/oa/-/t/.” “I see a /h/-/ou/-/se/.” Ask the child to push 

the sounds together to say the word that you sounded out. 

At home ask, “Where is the /d-/o/-/g/?” “Do you want some /p/-/ie/?” 

WHAT’S MY WORD? Play a game where one or more children see who can guess the word sounded out by the 

adult. What’s my word?... /s/-/t/-/o/-/p/, /b/-/e/-/l/-/t/, /s/-/p/-/a/-/ce/, 

CUBE SOUNDS - What are the sounds you hear in my word? Ask the child to move a finger from left to right as he 

says the word very slowly. (segmenting – spelling) AUDITORY SKILL 


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Fine Motor Skill Development is also important. 

 

Play with blocks / lego / plasticene / scissors / crayons / art supplies…. 

How to hold a pencil and write: 

When the child is ready, he/she can be taught how to hold a pencil properly with a tripod grip. Say, “Put your froggy legs 

at the bottom, painted part of the pencil….[thumb and forefinger] then put the log under the pencil [middle finger].” 

Suggestion (Thank you Deb Bible!): Use a small butterfly paper clip. Clip the paperclip to the sharpened end of the 

pencil. The child’s index finger will slide between the “wings” and the thumb and tall finger will be placed naturally on 

either side forming a correct pencil grip. If the ring and baby finger are still problematic give the child a small cotton ball to 

hold. 

Think of fun ways to practice handwriting! 

The position is the same for left-handed children. 

• Children need to be taught how to hold the pencil and how to correctly form letters. It is very difficult to correct 

bad formation! 

• Don’t allow your child to develop an awkward pencil grip as it is extremely difficult to change such a grip at a 

later date. Encourage the correct tripod grip from the earliest days of your child showing an interest in drawing 

and coloring. Don’t force your child to write. 

• When, and if, your child is comfortable holding a pencil [use ordinary pencils] and is ready and interested in 

writing letter shapes…use the cubes as a visual print reference, as needed. 


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My name is _______________________________________. 


Notice where the sound can be found in words and how it is pronounced. 

Taken from the CANDOCUBES HANDBOOK. 

PRONUNCIATION CHART 

Cube 1 s a t i p n 

sat 

past 

its 

at 

man 

- 

tin 

pats 

sit 

it 

tin 

mint 

pat 

apple 

nip 

new 

ant 

pin 

Cube 2 c k ck e h r 

cat 

act 

picnic 

kid 

skin 

look 

- 

packet 

pick 

egg 

pet 

- 

hat 

“aha” 

- 

rat 

trick 

- 

Cube 3 m d g o u l 

map 

ramp 

him 

den 

adopt 

mad 

get 

agree 

pig 

on 

pot 

- 

up 

run 

- 

log 

alley 

pal 

Cube 4 f b ai j oa ie 

fit 

after 

leaf 

big 

habit 

sob 

aim 

snail 

say 

jam 

object 

page 

oak 

soap 

no 

ice 

cried 

tie 


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Notice where the sound can be found in words and how it is pronounced. 

Taken from the CANDOCUBES HANDBOOK. 

PRONUNCIATION CHART 

Cube 5 ee or z w ng nk 

eel 

seem 

tree 

orbit 

storm 

snore 

zoo 

puzzle 

ooze 

wet 

owing 

- 

strength 

ring 

- 

thinking 

pink 

Cube 6 v oo y x ch sh 

van 

sleeves 

give 

look wood 

room zoo 

yes 

laying 

- 

explain 

fox 

chat 

such 

screeches 

ship 

pushing 

dish 

Cube 7 th q ou oi ue er 

think bath queen out 

oil 

uniform Ernie 

this with aquarium 

- 

shout 

how 

coin 

toy 

Tuesday 

rescue 

fern 

her 

Cube 8 ar y ce ge se ve 

arm 

park 

car 

- 

mysterious 

my pony 

cereal 

slicer 

palace 

germs 

pager 

age 

- 

house 

- 

- 

have 

give 

The letter units ‘ve’ and ‘se’ (ce/ ge) appearing on cube 8 are to enable an explanation for useful common 

words such as ‘have’, ‘give’, ‘house’ and ‘mouse’. 

In these words, the ‘ve’ / ‘se’ letters are simply a spelling variation to represent the ‘v’ or s alone. 

The early mention of this spelling information helps children to be very flexible with their sounding out and 

blending for reading and also helps to increase their knowledge and observational skills for spelling. 


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My name is _______________________________________. 


Visual Discrimination: Match the letter on the cube to the letter in the box. 

Auditory Discrimination: Say the sound. 

Extension – Fine Motor: Write the letter(s) that make this sound 

…on this page, a whiteboard or paper. 

SOUND MATCH 

Manipulatives 

3 of Cube 1: s, a, t, i, p, n 

3 of Cube 2: c, k, ck, e, h, r 

a p i 

apple pig igloo 

e c h 

egg cat house 


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My name is _______________________________________. 






SOUND MATCH 

Manipulatives 



s n t 

sun net table 

r k ck 

rocket kite duck 


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My name is _______________________________________. 







SOUND MATCH 

Manipulatives 

3 of Cube 3: m, d, g, o, u, l 

3 of Cube 4: f, b, ai, j, oa, ie 

m o d 

moon mop dog 

oa f j 

boat fish jar 


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My name is _______________________________________. 






SOUND MATCH 

Manipulatives 



g u l 

goat umbrella lamp 

ie b ai 

pie ball pail 


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My name is _______________________________________. 






SOUND MATCH 

Manipulatives 

3 of Cube 5: ee, or, z, w, ng, nk 

3 of Cube 6: v, oo, y, x, ch, sh 

ee z w 

bee zipper window 

sh y ch 

shirt yo-yo chair 


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My name is _______________________________________. 






SOUND MATCH 

Manipulatives 



or nk ng 

forks sink ring 

oo oo x v 

books moon box van 


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SOUND MATCH 

Manipulatives 

3 of Cube 7: th, qu, ou, oi, ue, er 

3 of Cube 8: ar, y, ce, ge, se, ve 

ve ge se 

dive cage nurse 

th th er ou 

feather thumb mixer cloud 


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My name is _______________________________________. 






SOUND MATCH 

Manipulatives 



y y ar ce 

fry funny car ice cream 

oi qu ue 

coin queen barbeque 


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My name is _______________________________________. 


STAGE ONE: 

the simple (transparent) alphabetic code – letter sounds 

One spelling (grapheme) for each of the sounds 

The Simple Code 

(one spelling each for 42 sounds) 

s, a, t, i, p, n 

c, k, ck, e, h, r 

m, d, g, o, u, l 

f, b, ai, j, oa, ie 

ee, or, z, w, ng, nk 

v, oo, y, x, ch, sh 

th, qu, ou, oi, ue, er 

ar, y, ce, ge, se, ve 

The other two are: 

1. The sound made by the letters ‘si’ in word ‘television’ (not many of them) 

2. The schwa (swallowed sound) in: ‘harmony’, ’vinyl’, ‘the’, ‘lemon’, ‘around’, villain’, etc. 

Learning the Letter Sounds 

• It is important to learn the sounds of the letters and it needs to be automatic! 

• The letter sounds are taught first and the letter names are taught later. 

• The order in which the letters sounds are taught has been grouped from the simplest to the more complex sounds 

and letters. The first group of letters were chosen because you can make more simple, three-letter words than with 

any other combination of 6 letters. This enables the children to start blending and reading words right from the 

start. 

• The vowels are introduced early to make words. 

• The letter ‘c’ is introduced early on. The formation of this letter comes before the letters ‘d’, ‘o’, ‘g’ and ‘q’, which 

helps the children to form them correctly. 

• The letters ‘b’ and ‘d’ are introduced in different groups to avoid confusion. 

• The digraphs (where two letters make one sound) are introduced early. 


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Alphabetic Principle = connecting sounds to the letter or letters they represent. 

Memorizing the letter shapes and sounds: 

Different phonics programs have different multi-sensory methods to help the child learn and link the letter shapes and 

sounds and embed them in memory. These are called ‘mnemonic’ systems and they are optional. 

Vowels a, e, o, i, u are learned as ‘short vowel’ sounds at first (as in: at, end, in, on, up) 

“Say the short vowel first when blending, but if that doesn’t sound right, try saying the long vowel”. 

Help the child to link the individual sounds of words to letter shapes. You can use the cubes as one way of doing this BUT 

ALSO draw attention to letters in words in your daily activities. Look for letters: when you are having breakfast (cereal 

packages); going shopping (the store name, items you will purchase); when you are looking at books or writing cards for 

special occasions. 

Start with Cube 1 and teach all of the sounds… usually 1 sound per full school day. Continue with Cube 2, etc. If 

you have half day programs do what you can. You are simply “teaching” the sounds. You will review sounds 

daily…but children cannot be expected to read text with sounds they have not even made associations with! 

Note: Initially, mastery is not expected. Practice and review the sound /symbol correspondence daily so that 

this becomes an automatic task. 

EGG HUNT – Place one cube in each plastic egg. Hide the eggs around the room and go on an egg hunt. After 

the children return to the group, have each child identify one or more sounds. (Support the child who needs it!) 

TRACK –IT - Place dinosaur footprints, paw prints, etc around the room with a sound printed on them. Ask a child 

to match the cube that was pulled from a container to the sound on the cut-out. Say the sound. Note: these 

could be exchanged for seasonal activities with lily pads, pumpkins, etc. 


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My name is _______________________________________. 


FIND THAT SOUND! - Give the child a cube and ask the child to find the sound /s/, /i/ etc on that particular cube. 

(Support the child’s learning as required.) 

‣ Give each child 3 cubes. Ask the child to identify a teacher dictated sound and place it upright. 

Using cube 1… “Can you find the /s/?” “Can you find the /i/?” “Can you find the /t/?” s-i-t 

NAME THAT SOUND!” - Sit opposite a child and use one cube to roll. Roll the cube and ask the child to name that 

sound! (Support the child’s learning as needed and roll again!) Extension: Write the letter(s) that make sound. The 

child may do this independently or with an adult. The first to say the sound may keep the cube as a point! 

SHAKE THE CONTAINER - Place cubes in a container. Ask a child to pull out a cube and say the sound. 

UPPER CASE MATCH - After 4 of the cubes have been taught…..Match lower case letters on the cubes with upper 

case letter presented by the teacher. 

BEAT THE CLOCK – Using the tray ask the child to “find this sound” (e.g. /a/ for cube 1 ,/r/ for cube 2, and/ or /ch/ 

for cube 6) and make all of the cubes in that cut-out show that letter(s) that make the sound before the timer goes 

off! 

ROLL THE DICE FOR PRINTING- The student may shake the dice and then write the letter that sits face up! Each 

child may be given one cube. Extension: Count how many of each letter the child printed and graph it! 

VOWEL SCRAMBLE- Using sounds in the transparent alphabet! Match up the letters on the short vowel sound cube 

with the letters on the long vowel sound cube. Say the sound. Think of words that have that sound. 

ALPHABET SORT - One way to learn the letter names and alphabetical order is by singing the alphabet song. 

Following this the child could do an “alphabet sort” with a selection of cubes. 

Extension: The child could write out the alphabet letters in sequence 


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Visual Discrimination: Match the letter on the cube to the upper case letter in the box. 


Extension – Fine Motor: Write the upper case letter…on this page, a whiteboard or paper. 

UPPER CASE MATCH 

Manipulatives 



A C E 

R S N 


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Manipulatives 




T K D 

H I P 


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Manipulatives 



G U L 

F B J 


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Manipulatives 




M O Qu 

V X Y 


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Manipulatives 





Z W B 

D A P 


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As you teach the sounds talk about whether the letter is a vowel (a,e,i,o,u), consonant or a digraph (when two 

letters make one sound). Young children can learn these terms! They may also determine that sounds like /ai/, 

/ee/, /ie/, /oa/, and /ue/, are vowel digraphs. 

SORT THE SOUNDS! Take turns rolling the dice. Ask the child to identify whether the letter on top of the cube is a 

consonant, vowel or digraph. Record the answers on a chart. 

vowel consonant digraph 

a p g ai 

o w f sh 

e r nk 

th 

Decoding For Reading Words (synthesis) 

Teaching Letter sound correspondences 

Beginners will be able to read simple words by themselves when they: 

1/ know the sounds the letters represent; 

2/ can say the sounds quickly all-through-the-word (from left to right); 

3/ can blend those individual sounds to ‘hear’ and then say the word. … /s /-/i/ –/t/ = sit 


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Blending is probably the most important technique children need to acquire. 

• Reading is all about blending. You train the student’s ear to “push the sounds together” to decode words. 

• The main aim is for the children to blend fluently letter sounds to work out unknown words. 

• The faster children are at blending, the easier it is for them to read. 

• It enables them to work out the vast majority of unknown words. 

 

Even with a poor memory and ear for word... children remain in trouble if you decide to do away with blending and 

teach words with the “ look and say” approach. 

Reading GAMES – Using concrete manipulatives like the blocks is especially good for young boys! 

Remember to keep saying words by their sounds “all-through-the-word” in general conversations to develop your child’s 

‘ear’ for hearing blended sounds. Auditory Skill 

o “Where is your h-a-t?” 

o “Shall we read your b-oo-k?” 

WHAT’S MY WORD? (blending/ reading) Use the cubes and ask the child to sound out the words that you create. 

h-a-m s-u-n c-oa-t s-p-o-t b-e-n-d m-o-n-s-t-er 

SHAKE AND SPILL. Give the child 3-5 cubes. Ask the child to roll the dice and try to make a word with the letters that 

face up. Start with cvc words. The add ccvc/ cvcc words and diagraphs. Roll…keep one vowel. Roll again… make 

nonsense words! 


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HEAR IT. SEE IT. DO IT. Ask the child to help sound out the teacher dictated word. Move from left to right across the 

word. Ask the child to help find the cubes to make the word by visually matching the cubes. Now blend the sounds 

to say the word. e.g. 1 of cube 1, 2 of cube 3 … dot / 1 of cube 1, 1 of cube 3, 1 of cube 4… sail 

 

At this point the children should be quite familiar with the cubes…… 

FIND A WORD - Find the cubes for the sounds you hear in word like: train, shut, deep. Make the word. Read the word. 

CANDO ANAGRAMS – Give each child 3 cubes…. Ask the child to re-arrange the cubes to make words… they can be 

nonsense words …but there must be a vowel in the middle! Give older students a greater number of cubes. 

WORDS I’VE CREATED- Roll the dice or use selected cubes and make as many words as you can. 

Extension: Write the words. 

WORD CHALLENGE –Give each child or ”team” 6 or more cubes. In 60 seconds how many words can you make and 

record? 


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BLENDING 

Letter/Sound Match- Initially, ask the child to find the cube for each of the spoken sounds. Say the sound. 

Sound Out - Ask the child to help sound out the teacher dictated words. (Reading) 

Left to Right Direction - The teacher should sweep from left to right under the word as it is sounded out. 

Visual Discrimination - Direct the child to use the cubes to create the word in the boxes provided. 

Auditory Memory- Ask the child to sound out and read the word. 

Extension: Brainstorm words that will rhyme with the teacher dictated word. 

MAKE A WORD 

Manipulatives 



ant 

hen 


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BLENDING 







MAKE A WORD 

Manipulatives 



red 

cog 


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BLENDING 







MAKE A WORD 

Manipulatives 




sun 

leg 


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BLENDING 







MAKE A WORD 

Manipulatives 




bed 

mail 


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BLENDING 







MAKE A WORD 

Manipulatives 




toad 

pie 


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BLENDING 







MAKE A WORD 

Manipulatives 





jeep 

fork 


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BLENDING 







MAKE A WORD 

Manipulatives 




zoo 

wing 


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BLENDING 


Sound Out - Ask the child to help sound out the teacher dictated words. (reading) 





MAKE A WORD 

Manipulatives 




fish 

chain 


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BLENDING 







MAKE A WORD 

Manipulatives 






proud 

queen 


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BLENDING 







MAKE A WORD 

Manipulatives 







smart 

never 


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MAKE A WORD 

BLENDING 







Manipulatives 





spoil 

blue 


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BLENDING 







MAKE A WORD 

Manipulatives 






ground 

splash 


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BLENDING 







MAKE A WORD 

Manipulatives 






strong 

forget 


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BLENDING 







MAKE A WORD 

Manipulatives 

Cube 1: s, a, t, i, p, n 

Cube 2: c, k, ck, e, h, r 

Cube 3: m, d, g, o, u, l 

Cube 4: f, b, ai, j, oa, ie 

Cube 5: ee, or, z, w, ng, nk 

Cube 6: v, oo, y, x, ch, sh 

Cube 7: th, qu, ou, oi, ue, er 

Cube 8: ar, y, ce, ge, se, ve 


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BLENDING - (The teacher may print a word in the first box & indicate the cubes required.) 







MAKE A WORD 

Manipulatives 










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BLENDING - (The teacher may print a word in the first box & indicate the cubes required.) 







MAKE A WORD 

Manipulatives 










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Encoding For Spelling Words (segmentation) 

Children need a different skill for spelling. They need to be able to ‘segment’ or split-up the spoken word into its 

smallest sounds from beginning to end of the word. Say the word very slowly and the sounds will ‘pop out’. 

Then the child can select the correct letters which represent those sounds. 

Check the word, say the sounds and blend them: t-i-n 

That’s the letter for /t/, that’s the letter for /i/ and that’s the letter for /n/. 

This is oral spelling – that is, identifying the single sounds all-through-the-spoken-word. 

Spelling GAMES 

FOUND SOUND - Ask the child to find sounds on the cubes that he can connect to the letter(s) that represent them. 

Record these sounds on a whiteboard, clipboard or chart paper. I found these sounds today! 

FIND THE MISSING LETTER - Ask the child to find the beginning, middle or ending sound of a teacher dictated word. 

SOUNDS FOR SPELLING - What are the sounds you hear in my word? Ask the child to move a finger under the word 

from left to right as (s)he says the word very slowly. 

SPELLING - Choose simple words for your child to spell. Say each word very slowly and the child hears and identifies 

the sounds from beginning to end of the word….ALL-THROUGH-THE-WORD 

• At first, have just the letters needed for your child to select from. If you would like your child to spell ‘dog’, then 

have the cubes with these letters face up on the carpet or table. 

• Later, have a small selection including ‘extra letters’ for your child to choose the correct 

• Finally, your child can easily select the correct letters from a large set of different cubes. 

PICTURE CLUES. Ask the child to use the cubes to create the word that is pictured… nest, mop…dog, girl, etc. 


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CANDO EXPRESS- Use the cubes to create the correct sequence of sounds needed to spell teacher dictated words 

with 3 sounds … e.g. mud, sit 

or up to 5 sounds … frog,(4 boxes); cheer – (3 boxes); blend - (5 boxes) on the sound train templates! 

MAKE A WORD - Use selected cubes and make as many words as you can. You may direct the child to find the 

sounds for a specific word…or your child may use selected cubes to create his own words. Extension: Write the words 

on a template. 

ROLL THE DICE FOR SPELLING - Shake and spill a word. Give the child 3-5 cubes. Ask the child to roll the dice and try to 

make a word with the letters that face up. Start with cvc words. Then add ccvc/ cvcc words and diagraphs. 

Extension: Write the word. 

PAIRS DICTATION GAME - The teacher starts blending the printed words (provided) saying them very slowly. The child 

identifies the sounds all-through the words and looks for the corresponding letter on the cube faces and then makes 

the word. The child records the focus word. Extension: Two children may take turns playing the “teacher” role. 

 

Remember: Only when your child can recall the letter shapes from memory and write them down correctly should you 

ask your child to spell and write down the letters for that spelling. To write words is a sophisticated skill and your child 

needs lots of practice at the simple steps first. Learn to “hear” the sounds in words. 


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Segmenting: Find the cube with the correct sound. Extension: Write the sound. 

WHAT’S THE MISSING SOUND? 

Manipulatives 


n t 

c a 

• 

h a o t 


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Manipulatives 




a t 

d o 

p n b t 


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Manipulatives 




p g 

e n 

u n p l 


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Manipulatives 




a n 

t 

e t 

e g 


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Manipulatives 




f k oo 

s t 

b k 


50

My name is _______________________________________. 




Manipulatives 



ee n 

a k 

c n 

g l 


51

My name is _______________________________________. 




Manipulatives 



c l 

ck 

e 

l 

t 


52

My name is _______________________________________. 




Manipulatives 



r o 

g 

t r ck 


53

My name is _______________________________________. 




Manipulatives 




e s 

k 

s 

i n 

c l 

d 


54

My name is _______________________________________. 




Manipulatives 


s l 

s t r 

p 

i 

s 

i ng 


55

My name is _______________________________________. 




Manipulatives 


l u 

n 

s e 

e n 

b r u 


56

My name is _______________________________________. 




Manipulatives 



c l 

o 

w i n 

t 

e 

a m 


57

My name is _______________________________________. 



Add a picture or just a word with a missing sound. 



Manipulatives 










58

My name is _______________________________________. 



Add a picture or just a word with a missing sound. 



Manipulatives 










59

My name is _______________________________________. 


FOUND SOUND 

I found these sounds today! 


60

My name is _______________________________________. 


FOUND SOUND 

I found these sounds today! 


61

My name is _______________________________________. 


SOUND OUT THE WORD AND SPELL IT! 

Use the cubes to spell the word. 

Extension: Write the word and draw a picture to illiustrate it. 

PICTURE CLUES 

This is a reference for pictures on the following pages of words that can be sounded out and spelt by the students. 

Page: 

63 cat frog 

64 boat pie 

65 sink sheep 

66 hand sail 

67 swing duck 

68 skip three 

69 queen book 

70 cloud point 

71 barn forks 

72 ham zoo 

73 glue mixer 

74 van bench 

75 coins jump 

76 star dance 

77 jet orange 

78 nest yo-yo 

79 monster 

80 blank - words with two sounds 

81 blank - words with three sounds 

82 blank - words with four sounds 

83 blank - words with up to five sounds 

84 blank - words with up to six sounds 

85 blank - words with up to seven sounds 


62

My name is _______________________________________. 




Extension: Write the word and draw a picture to illustrate it. 

PICTURE CLUES 

Manipulatives 






63

My name is _______________________________________. 





PICTURE CLUES 

Manipulatives 




64

My name is _______________________________________. 





PICTURE CLUES 

Manipulatives 





65

My name is _______________________________________. 





PICTURE CLUES 

Manipulatives 






66

My name is _______________________________________. 





PICTURE CLUES 

Manipulatives 






67

My name is _______________________________________. 





PICTURE CLUES 

Manipulatives 





3 


68

My name is _______________________________________. 





PICTURE CLUES 

Manipulatives 








69

My name is _______________________________________. 





PICTURE CLUES 

Manipulatives 






70

My name is _______________________________________. 





PICTURE CLUES 

Manipulatives 







71

My name is _______________________________________. 





PICTURE CLUES 

Manipulatives 







72

My name is _______________________________________. 





PICTURE CLUES 

Manipulatives 






73

My name is _______________________________________. 





PICTURE CLUES 

Manipulatives 






74

My name is _______________________________________. 





PICTURE CLUES 

Manipulatives 







75

My name is _______________________________________. 





PICTURE CLUES 

Manipulatives 






76

My name is _______________________________________. 





PICTURE CLUES 

Manipulatives 







77

My name is _______________________________________. 





PICTURE CLUES 

Manipulatives 





- 


78

My name is _______________________________________. 





PICTURE CLUES 

Manipulatives 





79

My name is _______________________________________. 



Draw a picture of a word with two sounds. Use the cubes to spell the word. 


PICTURE CLUES 

Manipulatives 










80

My name is _______________________________________. 



Draw a picture of a word with three sounds. Use the cubes to spell the word. 


PICTURE CLUES 

Manipulatives 










81

My name is _______________________________________. 



Draw a picture of a word with four sounds. Use the cubes to spell the word. 


PICTURE CLUES 

Manipulatives 










82

My name is _______________________________________. 



Draw a picture of a word with up to five sounds. Use the cubes to spell the word. 


PICTURE CLUES 

Manipulatives 










83

My name is _______________________________________. 



Draw a picture of a word with up to six sounds. Use the cubes to spell the word. 


PICTURE CLUES 

Manipulatives 










84

My name is _______________________________________. 



Draw a picture of a word with up to seven sounds. Use the cubes to spell the word. 


PICTURE CLUES 

Manipulatives 










85

My name is _______________________________________. 


To begin recording the sounds in words: Use markers to record the sounds that you hear in each word. 

Segmenting and Blending: Ask the student to sound out the teacher dictated word. 

Use the cubes to create the cvc word. Read the word. 

Extension: Ask the student to write the sounds that are heard in each word. 

Notes: Use the cubes as a visual reference, if needed. Fold along the dotted line, if needed. 

CANDO EXPRESS 


86

My name is _______________________________________. 




Use the cubes to create the ccvc / cvcc word. Read the word. 



CANDO EXPRESS 


87

My name is _______________________________________. 



Use the cubes to create the word. ( ≥ 5 sounds). Read he word. 



CANDO EXPRESS 


88

My name is _______________________________________. 


CANDO EXPRESS 


Segmenting and Blending: Ask the student to sound out the dictated (cv / cvc / ccvc/ cvcc/ or ≥5 sound) word. 

Use the cubes to create the word. Read the word. 




89

My name is _______________________________________. 


Segmenting and Blending: Ask the student out the teacher dictated word. 

Use the cubes to create the word. ( ≥ 6 sounds). Read the word. 



CANDO EXPRESS 


90

My name is _______________________________________. 


Dictation 

When your child can hold a pencil and write comfortably, ask him/her to write the letters and words as you say 

them. Remember to build up in very small steps. 

Writing Letters 

Write Each Letter- from dictation (Suggestion: Use a line to establish letter placement on the line.) 

Start with finding the correct cubes then move to paper pencil tasks. Support the student who needs scaffolding with the 

cubes as a visual reference . 

• letters /a/, /ch/, /t/ 

• cv or cvc words dog, pin, cup 

• ccvc words stop, spin, flap 

• cvcc words belt, bend, wand 

• words with digraphs wood, goat, ship, speed, church 

• longer words monster, planets, discover 

Note: To help your child record words with digraphs, demonstrate underlining the unit of sound in a word. e.g. 

coat, plain 

Learn high frequency words, words than have irregular spelling and can’t be sounded out with the transparent alphabet 

to connect thoughts and ideas in a sentence. (e.g. the, I, me, he, our, to, said, make, go) 

Learn basic punctuation. A sentence starts with a capital and ends with a period, question mark or exclamation mark. 

Write simple sentences. 


91

My name is _______________________________________. 


HANDWRITING 

Avoid stick and stone letter formation. 

Provide direct instruction for printing letters. 

Suggested activity for explicit direction regarding correct letter formation 

(Focus on up to three letters per handwriting session.) 

Give everyone a blank piece of paper. 

Ask each child to put his/her name on the page. 

Optional…depending on each child’s level of development…… ask the children to draw a line across the page. 

Show the children the letter that represents the sound you will be practicing. 

Instruct the children to: “Put your pencil in the air. Using the voiced directions provided, “air write” the letter 

together. Note: the teacher must scribe as a mirror image. 

Ask the children to repeat the instructions to you as you print the letter(s) on the chalkboard, whiteboard, or overhead 

page. 

Instruct everyone to record the letter(s) that make the sound. The children are encouraged to voice the directions as 

they write. There is no...”I’m done. I’m finished. I’m through.” Suggestions to those who finish quickly, “Add a new line 

or a new page is you need to. Work on formation so that the letter may be easily read by a friend. “ 

Monitor and assist students with the correct formation of the sound. Some children will record three letters…others will 

record twenty. Some will be perfectly formed… others will struggle with the formation. Some will use lines… others will 

need one page per sound. You may need to repeat the directions. “This is a … Start at the top….” 

After 30 seconds or so, (when they are ready) instruct the children to, “Put your pencils down.” 

You may wish to comment, “Well done! You have just recorded what sound? How did we write it?” 

Begin a new letter. 

Extensions: Read and record words with letters that have been taught. 

Read and record sentences with tricky words that have been taught. 

Letter Voiced Directions Word Samples 

c This is a short letter. 

Start at the top. 

Make a caterpillar /c/ sitting on the line. 

k This is a tall letter. 


Slide down to the line. 

Lift your pencil. Slide in. Slide out. 


92

My name is _______________________________________. 


a 

t 

i 

p 

n 

s 

ck 

e 

This is a short letter. 



Slide up. Bounce down to the line. 

This is a tall letter. 



Lift up your pencil and cross it! 




Lift up your pencil and dot it! 

This is a hang-down letter. 


Slide down below the line 

Bounce back up and swing around to the line 




Bounce back up and swing around to the 

line. 



Make a small caterpillar /c/ and swing back 

onto the line. 

*** Short word. short vowel ending in /c/ … ck 

is usually at the end of the word. 

This is a short letter but it doesn’t start at the 

top! 

Slide to the end of the line. 

Then make a caterpillar /c/ sitting on the line. 

a 

at 

it 

pat 

pit 

nap 

pin 

can 

sit 

pins 

sack 

stick 

step 

nest 

insect 


93

My name is _______________________________________. 


HANDWRITING 

h 

r 

m 

d 

g 





line. 




Bounce back up and swing around … then 

stop! 





line. 

Bounce back up and swing around to the line 

again. 


Start in the middle. 


Slide up tall. 

Bounce down to the line. 




Slide up. 

Bounce back down and swing around. 

hen 

hint 

hiss 

* short word, short 

vowel double /ff/, 

/ll/, /ss/, /zz/ 

ran 

rest 

crisp 

man 

stamp 

mint 

dad 

hand 

drink 

get 

drag 

grass 



/ll/, /ss/, /zz/ 


94

My name is _______________________________________. 


HANDWRITING 

o 

u 

l 

f 

b 




And close it! 



Slide down to the line and swing back up…. 

then bounce down to the line! 






Curve around and slide down to the line. 

Lift your pencil up. 

Cross it. 




Bounce back up halfway and swing around. 

dogs 

mom 

smock 

hugs 

ducks 

drum 

must 

plum 

limp 

split 

doll 



/ll/, /ss/, /zz/ 

fell 

gift 

frost 

flip 

from 

off 



/ll/, /ss/, /zz/ 

black 

scrub 

but 

bump 


95

My name is _______________________________________. 


HANDWRITING 

ai 

j 

oa 

ie 

** Print this digraph using the correct 

formation of these two letters so that they 

are close together but not touching. 

Underline the digraph in the words. 

A digraph is two letters that make one 

sound. 



Slide down below the line and curve around. 

Lift your pencil up and dot it! 






sound. 






sound. 

pain 

train 

afraid 

snail 

mail 

jail 

jump 

just 

soap 

road 

float 

toast 

tied 

pie 

lie 


96

My name is _______________________________________. 


HANDWRITING 

ee 

or 

z 

w 






sound. 






sound. 

This is a short letter but it doesn’t start at the 

top! 

Slide to the end of the line. 

Slide down on an angle. 

Slide back across the line. 



Slide in towards the line. 

Slide up to the middle. 



feet 

green 

sleep 

tree 

corn 

sport 

forget 

zip 

zigzag 

jazz 



/ll/, /ss/, /zz/ 

west 

week 

twist 


97

My name is _______________________________________. 


HANDWRITING 

ng 

v 

Oo/oo 

y 

x 






sound. 










sound. 

This is a hang down letter. 



Slide up to the middle and bounce back 

down below the line. 




Lift up your pencil. 

Slide back towards the line. 

long 

ring 

spring 

strong 

van 

vest 

seven 

look 

stood 

zoo 

moon 

yes 

yet 

yelp 

wax 

fox 

next 


98

My name is _______________________________________. 


HANDWRITING 

ch 

sh 

Th/th 

q 






sound. 






sound. 






sound. 




Slide up. 

Bounce back down and slide up. 

chat 

cheer 

chain 

crunch 

ship 

sheep 

splash 

brush 

this 

them 

path 

tooth 

thing 


99

My name is _______________________________________. 


HANDWRITING 

qu 

ou 

oi 

ue 






sound. 






sound. 






sound. 






sound. 

quick 

queen 

quit 

ouch 

mouth 

shout 

ground 

oil 

boil 

moist 

joint 

glue 

clue 

blue 

true 


100

My name is _______________________________________. 


HANDWRITING 

er 

ar 






sound. 






sound. 

her 

fern 

sister 

monster 

car 

barn 

shark 

farmer 


101

My name is _______________________________________. 


WRITE THE SOUND THAT YOU HEAR 

Give each child a cube to use as a frame of reference … if needed. 

Dicate the sounds from cube 1… one at a time. 

Ask the child to write the sound beside a visual place holder. 

(e.g. Write the /s/ beside the house. Write the /p/ beside the dog.) 

Manipulatives 


WRITE THE SOUND 


102

My name is _______________________________________. 






(e.g. Write the kicking /k/ beside the house. Write the /r/ beside the dog.) 

Manipulatives 




103

My name is _______________________________________. 






(e.g. Write the /d/ beside the house. Write the /u/ beside the dog.) 

Manipulatives 




104

My name is _______________________________________. 






(e.g. Write the /ai/ beside the house. Write the /oa/ beside the dog.) 

. 

Manipulatives 




105

My name is _______________________________________. 






(e.g. Write the /ng/ beside the house. Write the /ee/ beside the dog.) 


Manipulatives 



106

My name is _______________________________________. 






(e.g. Write the /y/ beside the house. Write the /sh/ beside the dog.) 


Manipulatives 



107

My name is _______________________________________. 






(e.g. Write the /th/ beside the house. Write the /ue/ beside the dog.) 


Manipulatives 



108

My name is _______________________________________. 






(e.g. Write the /ar/ beside the house. Write the /ve/ beside the dog.) 


Manipulatives 



109

My name is _______________________________________. 


MAKE A WORD 

ROLL THE DICE FOR SPELLING 

I made these words today! 


110

My name is _______________________________________. 


MAKE A WORD 




111

My name is _______________________________________. 


MAKE A WORD 




112

My name is _______________________________________. 


MAKE A WORD 




113

My name is _______________________________________. 


High Frequency Words can be found on Dolch Lists. http://bogglesworldesl.com/dolch/lists.htm 

Pre-primer Primer Grade One Grade Two Grade Three 

a 

and 

away 

big 

blue 

can 

come 

down 

find 

for 

funny 

go 

help 

here 

I 

in 

is 

it 

jump 

little 

look 

make 

me 

my 

not 

one 

play 

red 

run 

said 

see 

the 

three 

to 

two 

up 

we 

where 

yellow 

you 

all 

am 

are 

at 

ate 

be 

black 

brown 

but 

came 

did 

do 

eat 

four 

get 

good 

have 

he 

into 

like 

must 

new 

no 

now 

on 

our 

out 

please 

pretty 

ran 

ride 

saw 

say 

she 

so 

soon 

that 

there 

they 

this 

too 

under 

want 

was 

well 

went 

what 

white 

who 

will 

with 

yes 

after 

again 

an 

any 

ask 

as 

by 

could 

every 

fly 

from 

give 

going 

had 

has 

her 

him 

his 

how 

just 

know 

let 

live 

may 

of 

old 

once 

open 

over 

put 

round 

some 

stop 

take 

thank 

them 

then 

think 

walk 

were 

when 

always 

around 

because 

been 

before 

best 

both 

buy 

call 

cold 

does 

don’t 

fast 

first 

five 

found 

gave 

goes 

green 

its 

made 

many 

off 

or 

pull 

read 

right 

sing 

sit 

sleep 

tell 

their 

these 

those 

upon 

us 

use 

very 

wash 

which 

why 

wish 

work 

would 

write 

your 

about 

better 

bring 

carry 

clean 

cut 

done 

draw 

drink 

eight 

fall 

far 

full 

got 

grow 

hold 

hot 

hurt 

if 

keep 

kind 

laugh 

light 

long 

much 

myself 

never 

only 

own 

pick 

seven 

show 

six 

small 

start 

ten 

today 

together 

try 

warm 


114

My name is _______________________________________. 


Some of the High Frequency words: 

• can be sounded out …can, and, see, jump 

• have Irregular spellings… said, me, no, to, one, said, was 

Note: These are common high frequency words that you may find while reading a newspaper. Use the grade categories 

as a guide only! Some of the words from the grade two or three lists may be easily sounded out and spelt by a 

kindergarten student who has studied synthetic phonics! (e.g. Words with spellings that can be read or spelt using the 

transparent alphabet: ten, cut, bring, long, keep, found, been, sit, fast, green, wish, best.) 

The Tricky Words: 

• Children have to learn how to handle irregular words – need to be taught with a “look and say” approach – they 

have a pattern that you don’t cover too early or they have irregular sounds 

• These are mostly irregular key words that don’t follow the rules… one teacher had a “Word Jail!” All of the tricky 

words on the word wall had a white sticker with bars on it. The children quickly identified these as words that do 

not follow the rules and have to be spelt with letter names. 

• Tricky words are often presented in a structured way. 

• The main aim is to get children to learn to read and spell tricky words with automaticity and fluency. 

….. should be visible on a word wall and /or a personal chart 

The spelling of a word becomes familiar when the way it is written is studied. 

Write the word in the air and spell using letter names. 

** The children must learn never to simply copy words as this is a very ineffective way of learning to spell. 


115

My name is _______________________________________. 


SIMPLE SENTENCE 

Idea: Use the anagrams and high frequency words to create simple sentences. 

e.g. 

DICTATION 

He had a big bat. 

Let me get the mop. 

The map is in the bag. 

I can jump! 

Let me go on the bus. 

Did the dog run? 

She went to bed. 

We can go to the zoo. 

The bus went fast. 

It was a good rest! 

I can see the frog. 

Let me sleep. 

Did he swim in the pool? 

The frog was on the road. 

She can skip to the shop. 

Can you come to the bus? 

Here is the pink pig. 

I plan to help my dad. 

I think the pond is big. 

He said it was fun. 

The sheep are on the farm. 

Come to the ship. 

Do you like ham? 

The train went fast. 

Mom said to wax the car. 

I see the rain cloud. 

The book was long. 

She can help her mom. 

What did you do? 

I went to the park. 


116

My name is _______________________________________. 


SIMPLE SENTENCE 

Idea: Use the anagrams and high frequency words to create simple sentences. 

DICTATION 


117

My name is _______________________________________. 


DICTATION: WRITE A SENTENCE 

Have the cubes available for the child who needs a frame of reference for a specific sound. 

Ask the child to write a dictated sentence in the space provided. 

WRITE A SENTENCE 


118

My name is _______________________________________. 


DICTATION: WRITE A SENTENCE 

Have the cubes available for the child who needs a frame of reference for a specific sound. 

Ask the child to write a dictated sentence in the space provided. 

WRITE A SENTENCE 


119

My name is _______________________________________. 


ANAGRAMS - WORD LISTS FOR BLENDING and SPELLING ACTIVITIES – Sequential list of words corresponding to the 

introduction of each phoneme/grapheme. 

NOTE: * If the letters are underlined, or the word is in (brackets), the word may be sounded out for oral blending and 

segmenting activities; but it should not be used, until the skill or word is taught, for correct phonemic or conventional 

spelling. *** Where alternate spellings occur, only the spelling that was taught should be used for dictation at this time. 

s a t 

a 

at 

sat 

(as) 

s a t i 

it its (is) (I) 

sit 

s a t i p 

pit(s) sap past 

spit sip tap(s) 

pats tip(s) {-s ending} 

s a t i p 

n 

an in nip(s) nap(s) 

ant(s) pin(s) snip sap 

span spin tan snap 

pan(s) tin snit 

pant(s) 


120

My name is _______________________________________. 


s a t i p n 

c k 

cat(s) ink ask pack(s) kick 

can stink task snack tick 

kit sink act stick tack 

skip pink pact nick stack 

skin kiss tact sack pick(s) 

cap 

s a t i p n c k e 

net(s) pest tent step peck 

pet nest kept ten neck 

set test Ken pen insect 

s a t i p n c k e h 

hen hint hit (he) 

hat hip hiss (hi) 

(has) 

s a t i p n c k e h r 

ran risk rap trip Rick 

rip(s) print(s) trap crest prick 

rat rent strap crisp trick 

rink rest strip crack 

crept 

track 

rack 





121

My name is _______________________________________. 


s a t i p n c k e h r 

m 

mat him am mink prism (me) 

man trim Pam camp stem smack 

map(s) Tim ham(s) cramp mint Mack 

men Kim scram stamp mist Mick 

met rim hem ramp(s) miss 

Sam crimp mess 

ram 

ham 

s a t i p n c k e h r m 

d 

dad did den deck drink(s) 

sad hid dent mend drank 

had rid Ted trend damp 

pad kid Ned tend and 

mad end red send sand 

lad dip disk spend hand 

dim drip desk dress stand {-ed ending} 

add 

s a t i p n c k e h r m d 

g 

gas keg rag grant grass 

gap peg(s) tag(s) gram grand 

get dig gag grim (egg) 

pig grin nag gasp 

grip sag grasp {-ing ending} 

drag 


122

My name is _______________________________________. 


s a t i p n c k e h r m d g 

o 

on got hog dock comic odd 

dot top(s) dog(s) sock drop prod 

hot hop(s) cog smock cost clog 

rot pop cod rock Ron log 

pot mop(s) nod lock honk 

not stop rod mom 

s a t i p n c k e h r m d g o u 

up tug tuck sunk gum us 

pup hug(s) duck(s) punk pump gust 

cup rug suck skunk hum dust 

sun mug truck trunk sum crust 

run dug stuck dunk drum rust 

bun nut(s) dump spun upon must 

gun hut(s) stump grunt trust 

mud cut husk hunt 

s a t i p n c k e h r m d g o u l 

let click ill gull plug (pickle) 

lad lick dill dull slug (tickle) 

log(s) lack till lint plot (rattle) 

split luck mill plum(s) slip (apple) 

spilt cluck drill lump lip(s) clink 

help pluck pill glum clip link 

slump milk still limp plunk plink 

plus silk hill doll limp led 

lamp elk spill lost kilt(s) sled lit 

elm helmet lock plan gulp tell melt 

loss list clock land slim sell plank 

leg silt spell glad lid less 


123

My name is _______________________________________. 


s a t i p n c k e h r m d g o u l 

f 

fill fuss loft fig(s) flip puff 

fat left soft font film(s) tuff 

fad lift elf flops fist huff 

fan gift self golf fret fluff 

fed sift if gulf fund gruff 

fun felt fog gift flop stiff 

fit fin(s) frog felt frost cliff 

from flap fund fell flock sniff 

flat fond frill flick off 

s a t i p n c k e h r m d g o u l f 

b 

bat beg but rib club (scribble) 

ban boss cab Bob bedbug (bumble) 

bad big tab mob brick (buckle) 

bass bid crab sob brand (lamb) 

bit back scab cob block bunk 

bet black grab bun tub robin 

bed bug slab crib cub buck 

bus bump blink bulb hub habit 

bib best blot bank pub rabbit 

bud belt band blunt scrub tablet 

bin bag bend grub blanket 





124

My name is _______________________________________. 


s a t i p n c k e h r m d g o u l f b ai (a-e ay) 

aim pail plane cake gale play fray 

pain tail lane make tale day 

train sail skate take pale hay 

rain rail plate rake same may 

gain frail ate lake lame pay 

grain snail ape snake name say 

drain hail tape bake tame ray 

faint mail grape hate fame tray 

afraid aid cape date came clay 

plain paid made game spray 

crayon 

s a t i p n c k e h r m d g o u l f b ai (a-e ay) j 

jail jot jump jacket Jim 

jab jog junk (juggle) Jack 

jug jut jig Jeff 

jet(s) jilt job Jill 

jam just Jon 

s t i p n c k e h r m d g o u l f b ai (a-e ay) j oa (o-e ow -o) 

oak boat(s) loaf pole joke snow low hello 

soap goat coal robe poke blow slow ago 

moan float goal rose coke pillow own 

groan moat foal hose spoke blow mow 

foam cloak oats nose broke grow bow 

roam soak toast close stroke glow 

load coat roast slope smoke flow 

road croak coast hope home elbow 

toad rode rope 

bone globe 


125

My name is _______________________________________. 


s a t i p n c k e h r m d g o u l f b ai (a-e ay) j oa (o-e ow -o) 

ie (-y i-e - igh) 

pie cry like crime fire high 

tie my bike lime ripe light 

lie sky site dime pipe fight 

die by bite time life night 

dry Mike pile kite right 

try hike mile glide midnight 

fry pike smile ride tight 

fly line stripe hide might 

spy nine side slight 

sly mine slide flight 

spine tide fright 

fine bride bright 

five 

s a t i p n c k e h r m d g o u l f b ai (a-e ay) j oa (o-e ow -o) ie (-y i-e - igh) ee (-e ea e-e -y) 

bee see tea cream (me) happy 

peek tree bean dream (be) jolly 

seek free seat scream (he) family 

deep street pea stream (maybe) funny 

feet seed peanut team candy 

been speed mean heat hurry 

creep feed meat beak bunny 

beep greed leaf clean 

teen green heap east 

meet keep eat leap 

coffee sleep read leak Pete 

jeep indeed steal Steve 

peep (needle) beat here 

bleed 


126

My name is _______________________________________. 


s a t i p n c k e h r m d g o u l f b ai (a-e ay) j oa (o-e ow -o) ie (-y i-e - igh) ee (-e ea e-e -y) 

or pork horn sort cord lord 

for cork born port forget afford 

forty fork torn sport storm 

horse stork corn fort form 

s a t i p n c k e h r m d g o u l f b ai (a-e ay) j oa (o-e ow -o) ie (-y i-e - igh) ee (-e ea e-e - y) or 

zip jazz zigzag froze dizzy (puzzle) 

zap fizz prize fizzy (sizzle) 

buzz 

maze 

s a t i p n c k e h r m d g o u l f b ai (a-e ay) j oa (o-e ow -o) ie (-y i-e - igh) ee or (-e ea e-e-y) z 

or 

z 

w 

west wink window weed wind (we) 

win web well sweet went wife 

wed wag swell swam wig wide 

will week wait swim twig wipe 

twin weak wet waist way woke 

twist wept weep windmill 

s a t i p n c k e h r m d g o u l f b ai (a-e ay) j oa (o-e ow -o) ie (-y i-e - igh) ee (-e ea e-e -y) or z w 

ng 

strong lung wing string king tang 

long sung sing ring spring bang 

bong rung bring fling swing sang 

pong ping singing cling sting clang 

song stung morning strength sprang 

s a t i p n c k e h r m d g o u l f b ai (a-e ay) j oa (o-e ow -o) ie (-y i-e - igh) ee (-e ea e-e -y) or z w ng v 

van vent vine five cave wave 

vast vet vote hive rave save 

vest vivid velvet dive pave valentine 

visit seven drive gave 


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s a t i p n c k e h r m d g o u l f b ai (a-e ay) j oa (o-e ow -o) ie (-y i-e - igh) ee (-e ea e-e -y) or z w ng v 

oo OO 

look brook stood coo food boot soon 

book crook hood zoo hoop root pool 

took foot wood moo loop spoon root 

hook wool good too shoot broom fool 

cook noon balloon tool(s) 

moon stool gloom 

droop zoom groom 

s a t i p n c k e h r m d g o u l f b ai (a-e ay) j oa (o-e ow -o) ie (-y i-e - igh) ee (-e ea e-e -y) or z w ng v oo OO 

y 

yes yet year yellow (yo-yo) 

yell yak yelp yummy 

yap yam yowl 

s a t i p n c k e h r m d g o u l f b ai (a-e ay) j oa (o-e ow -o) ie (-y i-e - igh) ee 

x 

(-e ea e-e -y) or z w ng v oo OO y 

wax ox mix next extra 

fax fox fix tax exit 

lax box six exam 

s a t i p n c k e h r m d g o u l f b ai (a-e ay) j oa (o-e ow -o) ie (-y i-e - igh) ee (-e ea e-e -y) or z w ng v oo OO y x 

ch 

chat chill such chimp bench 

chop check lunch much coach 

cheer rich munch torch broach 

chicken chain bunch porch children 

chick pinch punch chin chunk 

chess chip crunch chest chum 


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s a t i p n c k e h r m d g o u l f b ai (a-e ay) j oa (o-e ow -o) ie (-y i-e - igh) ee (-e ea e-e -y ) or z w ng v oo OO y 

x ch sh 

shell fresh dash short shut (she) 

ship show mash crush shift shock 

sheep shelf rash rush shot shade 

sheet shine trash brush wish shook 

shop crash smash flush dish shoot 

shall flash cash hush fish shadow 

shed splash splashing blush shack 

s a t i p n c k e h r m d g o u l f b ai (a-e ay) j oa (o-e ow -o) ie (-y i-e - igh) ee (-e ea e-e –y ) or z w ng v oo OO y 

x ch sh th 

voiced th 

unvoiced th 

this path thick thing throw 

that thin three thrill thud 

then tooth throat thrust throne 

these cloth tenth theme thrush 

them thank think theft thug 

with thump thorn throb 

those moth broth thump 

than 

s a t i p n c k e h r m d g o u l f b ai (a-e ay) j oa (o-e ow -o) ie (-y i-e - igh) ee (-e ea e-e -y ) or z w ng v oo OO y x 

ch sh th qu 

quick quiz quack quaint queer quest 

queen quail liquid quench quill quilt 

quit squid 


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s a t i p n c k e h r m d g o u l f b ai (a-e ay) j oa (o-e ow -o) ie (-y i-e - igh) ee (-e ea e-e -y ) or z w ng v oo OO y x 

ch sh th qu ou (ow) 

ouch out found plow brown owl 

couch spout pound cow clown fowl 

crouch stout sound bow town scowl 

pouch sprout round brow down growl 

loud trout ground how drown prowl 

proud shout hound vow gown howl 

south scout mound now crown 

cloud about our wow frown 

mouth count sour allow crowd 

amount flour sow 


x ch sh th ou (ow) oi (oy) 

oil foil poison boy employ 

toil spoil join toy(s) cowboy 

boil moist noisy Roy enjoy 

coil coin joint joy annoy 

soil ointment point joyful destroy 

broil 


x ch sh th ou (ow) oi (oy) ue (u-e ew) 

cue value cube use fumes pew 

fuel continue cute fuse amuses kew 

hue rescue mule excuse few 

view 


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s a t i p n c k e h r m d g o u l f b ai (a-e ay) j oa (o-e ow -o) ie (-y i-e - igh) ee (-e ea e-e -y) or z w ng v oo OO y x 

ch sh th ou (ow) oi (oy) ue (u-e ew) … That have the long /oo/ sound! 

clue true rude June grew flew 

glue Sue rule salute chew drew 

blue due flute prune threw blew 

nude tune screw dew 

duke tube new newt 

stew 

t i p n c k e h r m d g o u l f b ai (a-e ay) j oa (o-e ow -o) ie (-y i-e - igh) ee (-e ea e-e -y) or z w ng v oo OO y x 

ch sh th ou (ow) oi (oy) ue (ew) er (ir ur) 

mixer sister zipper bird twirl (turtle) 

her perfect shatter mirror swirl (purple) 

river blender letter girl firm burst 

monster term better stir thirteen hurt 

number silver bitter first thirsty burger 

fern mister wetter flirt dirt church 

blister never roller chirp sir burnt 

herd winter fatter skirt thirst fur 

perch after hotter shirt firmly curls 

boxer pepper summer third birth further 

stern robber butter fir stirring turn 

perm slipper supper birthday curly 

nerve hammer ladder turnip 

cover 

nurse 

hamburger 





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t i p n c k e h r m d g o u l f b ai (a-e ay) j oa (o-e ow -o) ie (-y i-e - igh) ee (-e ea e-e -y ) or z w ng v oo OO y x 

ch sh th ou (ow) oi (oy) ue (ew) er (ir ur) ar 

car barn park army part sharp 

jar farm dark yard start argue 

tar arm shark hard smart carf 

far harm bark card chart march 

bar charm dark garden dart 

star farmer mark tart 

art ark starting 

arch spark barbeque 

soft c / ce/ 

ice face race entrance office 

dice place space notice instance 

lice lace chance centipede ace 

mice grace police glance difference 

slice pace justice dance 

palace twice 

soft g /ge/ 

gentle general gem gentleman stage 

genius gently gesture generous cage 

George page germ large page 

orange danger urgent page 





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schwa sound 

The schwa (swallowed sound) as in: ‘the’, ‘lemon’, ‘around’, etc. 

Schwa 

1. The schwa is a vowel sound in many lightly pronounced, unaccented syllables in English words of more than one 

syllable. It is sometimes signified by the pronunciation “uh”. 

2. The phonetic symbol /ə/ represents the schwa sound in the International Phonetic alphabet. 

Examples: 

a - about, appropriate, emphasis, America, Canada (2nd and last “a”) 

e - belligerent, mathematics, understand 

i – cabinet, maximize (1 st “i”), minimize ( 2 nd “i”) legitimate (2 nd “i”) 

o - harmony, lemon, attention, vacation, comforter ( 2 nd “o”) 

u- medium, circus, platinum 

y- syringe, vinyl, ethyl 

ai- mountain, certain, villain 

ou- vicious, nauseous, jealous 

Have fun!!! 


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