Foundational Phonics

A progressive first-reading curriculum.

Age range: 5-8

Continue to Practice

Curriculum

Work through each chunk in order. Open a lesson for words and practice.

1. Short Vowels and CVC Words

Difficulty 13 lessons

Blend three sounds in consonant-vowel-consonant words.
Hear and identify short vowel sounds in the middle of words.
Read short sentences with controlled CVC vocabulary.

Short A CVC Words

Level 1

Select a learner to track progress.

Focus: short a

Target patterns

a, CVC

Target words

Review words

Teacher Note

Have the learner notice the short a sound in the middle of each three-sound word. Ask for a slow blend followed by a smooth reread. Listen for three distinct phonemes followed by a smooth blend.

Practice sentences

The cat sat.
A rat ran.
The man had a map.
Dad had a van.
The bat is in the bag.
The ham is in the pan.
I can tap the mat.
The sad cat can nap.
The fan is on.
The fat rat sat on the mat.

Short I CVC Words

Level 1

Select a learner to track progress.

Focus: short i

Target patterns

i, CVC

Target words

Review words

Prerequisites

Short A CVC Words

Reviews

Short A CVC Words

Teacher Note

Have the learner notice the short i sound and how it differs from short a. Ask for a slow blend followed by a smooth reread. Listen for a crisp short i without an added sound after the final consonant.

Practice sentences

The pig is big.
A kid can dig.
I can fix the lid.
The fin is in the bin.
The pig hid in the bin.
The kid did sit.
I see a pin and a lid.
The bib is on the kid.
The big pig can sit.
Dad can fix the van.

Short E O and U CVC Words

Level 1

Select a learner to track progress.

Focus: short e o u

Target patterns

e, o, u, CVC

Target words

Review words

Prerequisites

Short I CVC Words

Reviews

Short A CVC Words, Short I CVC Words

Teacher Note

Have the learner notice the different mouth shapes used for short e, short o, and short u. Ask for a slow blend followed by a smooth reread. Listen for the learner keeping each middle vowel distinct while blending.

Practice sentences

The hen is in the den.
The bed is wet.
The red pen is on the bed.
The dog can hop.
A fox sat on a log.
The pot is hot.
I can mop the mud.
A bug is on the mug.
The cub is in the sun.
The dog dug in the mud.
I see a bun and a cup.
The net is on the box.

2. CVC Words with Common Consonants

Difficulty 13 lessons

Read CVC words while changing the first or final consonant.
Keep the short vowel stable when consonants change.
Build automatic recognition of common consonant spellings.

CVC Words with M N P and T

Level 1

Select a learner to track progress.

Focus: cvc m n p t

Target patterns

m, n, p, t, CVC

Target words

Review words

Prerequisites

Short E O and U CVC Words

Reviews

Short A CVC Words, Short I CVC Words, Short E O and U CVC Words

Teacher Note

Have the learner notice how the same short vowel remains steady as m, n, p, and t change. Ask for a slow blend followed by a smooth reread. Listen for clean consonant sounds without an added vowel after the consonant.

Practice sentences

The man can nap.
I can tap the pan.
The pen is in the mug.
The pot is on the mat.
The men met.
The pet can nap.
I see a tan map.
The nut is on the top.
The pig can tap the net.
The cat is not in the pan.

CVC Words with B D and G

Level 1

Select a learner to track progress.

Focus: cvc b d g

Target patterns

b, d, g, CVC

Target words

Review words

Prerequisites

CVC Words with M N P and T

Reviews

Short A CVC Words, Short E O and U CVC Words

Teacher Note

Have the learner notice the voiced consonants b, d, and g at the edges of CVC words. Ask for a slow blend followed by a smooth reread. Listen for a clear stop at the final consonant and no confusion between b and d.

Practice sentences

Dad did dig.
The dog dug in the bog.
A big bag is on the bed.
I can tag the bag.
The tag is on the bib.
The gum is in the bag.
Dad got the gas.
The big dog can beg.
I see a bud.
The dog did get the gum.

CVC Words with More Common Consonants

Level 1

Select a learner to track progress.

Focus: cvc common more

Target patterns

c, k, f, h, l, r, s, w, y, CVC

Target words

Review words

Prerequisites

CVC Words with B D and G

Reviews

Short A CVC Words, Short E O and U CVC Words, Short I CVC Words

Teacher Note

Have the learner notice how common beginning and ending consonants frame a short vowel. Ask for a slow blend followed by a smooth reread. Listen for precise first and final sounds with no consonant omitted.

Practice sentences

The fox can hop.
A kid can fix the fan.
The hen had ham.
The cub is in the cot.
I see a fin on the cod.
The yak can run.
The red lid is on the rug.
The web is in the fog.
The kid hid in the cab.
The fat dog sat.

3. Consonant Digraphs

Difficulty 23 lessons

Treat two consonant letters as one sound.
Read sh, ch, th, and wh in common positions.
Blend digraph words in short controlled sentences.

Words with SH

Level 2

Select a learner to track progress.

Focus: digraph sh

Target patterns

Target words

bash
bush
cash
dash
dish
fish
gush
hush
mash
mesh
push
rash
rush
shed
shell
ship
shop
shut
wash
wish

Review words

Prerequisites

CVC Words with More Common Consonants

Reviews

Short A CVC Words, Short E O and U CVC Words, Short I CVC Words

Teacher Note

Have the learner notice that s and h work together to represent one sound. Ask for a slow blend followed by a smooth reread. Listen for one continuous sh sound rather than separate s and h sounds.

Practice sentences

The ship is in the sun.
I can wash the dish.
The fish can rush.
The shell is in the shop.
The dog can push the mesh.
The rash is on the leg.
The bush is by the shed.
The dish has mash.
I can hush the dog.
The cat can dash.

Words with CH

Level 2

Select a learner to track progress.

Focus: digraph ch

Target patterns

Target words

batch
bench
chain
chair
chat
check
chest
chick
chin
chip
chop
coach
lunch
march
match
much
patch
peach
pinch
rich

Review words

fish
ship
shop
shell
dog

Prerequisites

Words with SH

Reviews

Words with SH, Short E O and U CVC Words

Teacher Note

Have the learner notice that c and h combine into one quick sound at the start or end of a word. Ask for a slow blend followed by a smooth reread. Listen for a single ch sound without inserting a pause between the letters.

Practice sentences

The chick is on the bench.
I can chop the peach.
The coach can chat.
The chain is on the chair.
The dog can march.
I can check the patch.
The match is in the chest.
The chip can match the patch.
The rich coach has lunch.
The fish is on the bench.

Words with TH and WH

Level 2

Select a learner to track progress.

Focus: digraph th wh

Target patterns

th, wh

Target words

bath
cloth
math
moth
path
thank
them
then
thick
thin
think
thumb
whale
what
wheel
when
where
which
whiff
while
whim
whip
whisk
white

Review words

chick
bench
fish
ship
cat

Prerequisites

Words with CH

Reviews

Words with CH, Words with SH, Short A CVC Words

Teacher Note

Have the learner notice the mouth position for th and the single starting sound represented by wh. Ask for a slow blend followed by a smooth reread. Listen for one digraph sound rather than two separate consonant sounds.

Practice sentences

The moth is on the cloth.
I can think.
The path is thin.
The bath is for the cat.
I can thank them.
Then I can whisk.
The white wheel is on the path.
The whale is by the ship.
When can I whisk?
Which whip is white?
Where is the wheel?
The cat has a white whisk.

4. Consonant Blends

Difficulty 23 lessons

Blend adjacent consonants while keeping each sound audible.
Read common initial l, r, and s blends.
Read common final consonant blends without dropping a sound.

Initial L Blends

Level 2

Select a learner to track progress.

Focus: initial l blends

Target patterns

bl, cl, fl, gl, pl, sl

Target words

black
blank
clap
class
clean
clip
clock
flag
flap
flat
flip
glad
glass
plan
plant
plot
plum
sled
slim
slip

Review words

cat
dog
ship
bench
rug

Prerequisites

Words with TH and WH

Reviews

Short A CVC Words, Short E O and U CVC Words, Words with SH, Words with CH, CVC Words with More Common Consonants

Teacher Note

Have the learner notice that both consonant sounds remain audible in an l blend. Ask for a slow blend followed by a smooth reread. Listen for the learner preserving the first consonant instead of reading only l.

Practice sentences

The black cat is on the sled.
I can clap.
The flag is on the plant.
The clock is by the glass.
A plum is in the glass.
The flat plan is on the rug.
The sled can slip.
I can flip the flap.
The slim dog can slip.
The clip is on the flag.

Initial R Blends

Level 2

Select a learner to track progress.

Focus: initial r blends

Target patterns

br, cr, dr, fr, gr, pr, tr

Target words

brag
bran
brick
bring
brush
crab
crack
crop
dress
drip
drop
drum
fresh
frog
grab
grin
grip
print
trap
truck

Review words

black
glass
plum
cat
dog

Prerequisites

Initial L Blends

Reviews

Initial L Blends, Short A CVC Words, Short E O and U CVC Words

Teacher Note

Have the learner notice that the r sound follows another consonant without replacing it. Ask for a slow blend followed by a smooth reread. Listen for both sounds in each blend, especially the consonant before r.

Practice sentences

The crab can grab the trap.
I can brush the dog.
The drum is in the truck.
The frog can grin.
The crack is in the brick.
The crop is fresh.
The dress is black.
I can print.
The truck can drop the brick.
The cat can bring the brush.

Initial S and Final Blends

Level 2

Select a learner to track progress.

Focus: blend s final

Target patterns

sk, sl, sm, sn, sp, st, sw, nd, nt, mp, sk, ft

Target words

skid
skin
skip
slam
smell
snack
snap
spin
spot
stack
step
stick
stop
swim
band
bend
camp
desk
fast
gift
hand
jump
lamp
tent

Review words

dog
cat
frog
truck
kid

Prerequisites

Initial R Blends

Reviews

Short E O and U CVC Words, Short A CVC Words, Initial R Blends, Short I CVC Words

Teacher Note

Have the learner notice the separate sounds in initial s blends and final consonant blends. Ask for a slow blend followed by a smooth reread. Listen for every consonant being heard without an extra vowel between sounds.

Practice sentences

I can skip.
The dog can smell the snack.
The cat can spot the stick.
I can spin.
The stack is on the desk.
I can snap the stick.
The kid can swim.
The lamp is in the tent.
I can jump in the camp.
The gift is in my hand.

5. Magic-E Words

Difficulty 33 lessons

Recognize final e as a signal for a long vowel.
Contrast short-vowel words with related magic-e words.
Read long-vowel words smoothly in controlled sentences.

Long A with Magic E

Level 3

Select a learner to track progress.

Focus: magic e a

Target patterns

a e

Target words

bake
bale
base
cake
came
cape
case
date
fade
game
gate
lake
late
made
make
name
page
rake
safe
tape

Review words

Prerequisites

Initial S and Final Blends

Reviews

Short A CVC Words

Teacher Note

Have the learner notice the final e making the earlier a say its long sound. Ask for a slow blend followed by a smooth reread. Listen for the long a sound while the final e remains silent.

Practice sentences

I can bake a cake.
The game is late.
The cape is safe.
I can make a name.
The tape is on the page.
The rake is by the gate.
A cat came to the lake.
Dad made a cake.
I can make the base.
The date is on the page.

Long I with Magic E

Level 3

Select a learner to track progress.

Focus: magic e i

Target patterns

i e

Target words

bike
bite
dime
dive
file
fine
five
hide
hike
kite
line
mine
nine
pine
pipe
ride
ripe
rise
shine
time

Review words

cake
gate
dad
sun
dog

Prerequisites

Long A with Magic E

Reviews

Long A with Magic E, Short A CVC Words, Short E O and U CVC Words

Teacher Note

Have the learner notice the contrast between short i and long i in words ending with silent e. Ask for a slow blend followed by a smooth reread. Listen for a clear long i sound without pronouncing the final e.

Practice sentences

I can ride a bike.
The kite can rise.
The pipe is by the pine.
I can hide by the pine.
The dime is mine.
The sun can shine.
It is time to hike.
The file is on the bike.
The dog can bite.
The line is fine.

Long O and U with Magic E

Level 3

Select a learner to track progress.

Focus: magic e o u

Target patterns

o e, u e

Target words

bone
cone
dome
hole
home
hope
hose
joke
mole
nose
note
poke
pole
robe
rope
rose
stone
stove
cube
cute
dune
flute
mule
tube
use

Review words

cake
bike
gate
dog
safe

Prerequisites

Long I with Magic E

Reviews

Long A with Magic E, Long I with Magic E, Short E O and U CVC Words

Teacher Note

Have the learner notice the final e changing short o or short u into a long-vowel sound. Ask for a slow blend followed by a smooth reread. Listen for a long vowel while the final e stays silent.

Practice sentences

The mole is by the stone.
I can poke the cone.
The rose is by the home.
The rope is on the pole.
The note is in the robe.
I hope the stove is safe.
The dog is at home.
The hose is by the stone.
The cube is in the tube.
The mule is cute.
I can use the flute.
The dune is by the dome.

6. Long-Vowel Teams

Difficulty 33 lessons

Recognize common letter teams that represent long vowels.
Compare alternate spellings for the same long-vowel sound.
Read vowel-team words in increasingly fluent sentences.

Long A with AI and AY

Level 3

Select a learner to track progress.

Focus: vowel team ai ay

Target patterns

ai, ay

Target words

bait
bay
chain
day
fail
gain
hay
mail
main
nail
paid
pail
paint
play
rain
sail
say
stay
train
wait

Review words

cake
gate
lake
tape
game

Prerequisites

Long O and U with Magic E

Reviews

Long A with Magic E

Teacher Note

Have the learner notice ai often appearing inside a word and ay often appearing at the end. Ask for a slow blend followed by a smooth reread. Listen for the same long a sound across both spellings.

Practice sentences

The rain is on the train.
I can paint the pail.
The mail is in the pail.
I can play.
I can wait by the train.
The sail is on the bay.
The chain is by the train.
The main train can stay.
The nail is on the tape.
We can play all day.

Long E with EE and EA

Level 3

Select a learner to track progress.

Focus: vowel team ee ea

Target patterns

ee, ea

Target words

beach
beak
bean
clean
each
eat
feet
green
keep
leaf
meal
meet
need
read
seat
seed
sheep
sleep
team
tree

Review words

train
rain
play
mail
cake

Prerequisites

Long A with AI and AY

Reviews

Long A with AI and AY, Long A with Magic E

Teacher Note

Have the learner notice ee and ea as two common spellings for long e. Ask for a slow blend followed by a smooth reread. Listen for a steady long e sound while both letters are read as one team.

Practice sentences

The sheep can sleep.
I can read by the tree.
The green leaf is on the seat.
We can eat a meal.
The seed is by the bean.
The team can meet.
I can clean the seat.
The sheep can eat the seed.
The beach is clean.
Each sheep can sleep.

Long O and I Vowel Teams

Level 3

Select a learner to track progress.

Focus: vowel team oa ow ie igh

Target patterns

oa, ow, igh

Target words

boat
coal
coat
float
foam
goat
grow
load
loaf
low
road
row
show
slow
snow
soak
soap
toad
bright
fight
flight
high
light
night

Review words

tree
green
train
stone
eat

Prerequisites

Long E with EE and EA

Reviews

Long E with EE and EA, Long A with AI and AY, Long O and U with Magic E

Teacher Note

Have the learner notice oa or ow representing long o and igh representing long i. Ask for a slow blend followed by a smooth reread. Listen for the complete vowel team being read as one sound.

Practice sentences

The goat is on the road.
I can row the boat.
The soap can float.
The snow is on the coat.
The goat can eat the loaf.
I can soak the coat.
The light is bright.
The flight is at night.
The goat can show the boat.
The coal is by the stone.
The foam is on the soap.
The toad is in the boat.

7. R-Controlled Vowels

Difficulty 43 lessons

Recognize how r changes the sound of a nearby vowel.
Read ar, or, er, ir, and ur spellings.
Compare several spellings that share an r-controlled sound.

Words with AR

Level 4

Select a learner to track progress.

Focus: r controlled ar

Target patterns

Target words

arch
arm
art
bark
barn
card
cart
dark
farm
jar
mark
park
part
scarf
shark
sharp
spark
star
start
yard

Review words

dog
light
night
boat
tree

Prerequisites

Long O and I Vowel Teams

Reviews

Short E O and U CVC Words, Long O and I Vowel Teams, Long E with EE and EA

Teacher Note

Have the learner notice the a and r working together to make the ar sound. Ask for a slow blend followed by a smooth reread. Listen for a full r-controlled vowel rather than separate short a and r sounds.

Practice sentences

The shark is by the cart.
I can park the cart.
The star is in the dark.
A spark can start.
The scarf is on my arm.
The card is in the jar.
The farm has a barn.
The dog can bark.
I can mark the art.
The yard is by the park.

Words with OR

Level 4

Select a learner to track progress.

Focus: r controlled or

Target patterns

Target words

born
cord
cork
corn
fork
form
fort
horn
horse
north
porch
pork
shore
short
snort
sort
sport
storm
thorn
torch

Review words

dog
scarf
star
park
dark

Prerequisites

Words with AR

Reviews

Short E O and U CVC Words, Words with AR

Teacher Note

Have the learner notice the or spelling and its consistent r-controlled sound. Ask for a slow blend followed by a smooth reread. Listen for the vowel and r being blended as one unit rather than segmented apart.

Practice sentences

The horse is by the fort.
The corn is on the fork.
The storm is in the north.
The torch is on the porch.
I can sort the cork.
The horn is short.
The dog can snort.
The scarf is on the porch.
The pork is on the fork.
The thorn is by the shore.

Words with ER IR and UR

Level 4

Select a learner to track progress.

Focus: r controlled er ir ur

Target patterns

er, ir, ur

Target words

bird
birth
burn
chirp
curl
dirt
fern
firm
first
fur
girl
herd
hurt
nurse
perch
purse
shirt
skirt
stir
surf
term
third
turn
verb

Review words

corn
horse
park
scarf
read
shore

Prerequisites

Words with OR

Reviews

Words with OR, Words with AR, Long E with EE and EA

Teacher Note

Have the learner notice that er, ir, and ur can represent the same or a very similar sound. Ask for a slow blend followed by a smooth reread. Listen for the whole r-controlled unit being read without guessing from the first vowel.

Practice sentences

The bird is on the fern.
The girl can stir.
The nurse has a purse.
The bird can chirp.
The shirt is on the skirt.
I can read the term.
The fur can curl.
The herd is by the fern.
The first bird can perch.
The girl can turn.
The burn can hurt.
The surf is by the shore.

8. Diphthongs and Variant Vowels

Difficulty 43 lessons

Read vowel sounds that glide or vary from basic short and long vowels.
Compare alternate spellings for oi, ou, aw, and oo sounds.
Apply variant-vowel patterns in controlled sentences.

Words with OI and OY

Level 4

Select a learner to track progress.

Focus: diphthong oi oy

Target patterns

oi, oy

Target words

annoy
boil
boy
choice
coin
coil
enjoy
foil
join
joint
joy
moist
noise
oil
point
royal
soil
spoil
toy
voice

Review words

corn
fork
bird
horse
read

Prerequisites

Words with ER IR and UR

Reviews

Words with OR, Words with ER IR and UR, Long E with EE and EA

Teacher Note

Have the learner notice oi usually appearing inside words and oy often appearing at the end. Ask for a slow blend followed by a smooth reread. Listen for the gliding vowel sound remaining intact instead of splitting into two sounds.

Practice sentences

The boy has a toy.
The coin is in the soil.
I can boil the corn.
The oil is on the foil.
The noise can annoy the boy.
I can point to the coin.
The boy can join.
The soil is moist.
The coil is in the toy.
I enjoy the royal toy.

Words with OU and OW

Level 4

Select a learner to track progress.

Focus: diphthong ou ow

Target patterns

ou, ow

Target words

bounce
brown
cloud
clown
count
cow
crowd
down
frown
ground
growl
house
loud
mouth
mouse
owl
round
shout
sound
town

Review words

boy
coin
dog
corn
make

Prerequisites

Words with OI and OY

Reviews

Words with OI and OY, Short E O and U CVC Words, Words with OR, Long A with Magic E

Teacher Note

Have the learner notice ou and ow as two spellings for the same gliding vowel sound. Ask for a slow blend followed by a smooth reread. Listen for a clear vowel glide rather than a long o pronunciation.

Practice sentences

The brown cow is by the house.
The clown can shout.
The mouse is on the ground.
I can count the crowd.
The owl can make a sound.
The dog can growl.
The round house is in town.
I can frown.
The loud sound is in town.
The cloud is over the town.

Words with AW AU OO and EW

Level 4

Select a learner to track progress.

Focus: variant aw au oo ew

Target patterns

aw, au, oo, ew

Target words

awful
awning
cause
claw
crawl
dawn
draw
fault
fawn
haul
hawk
jaw
law
lawn
paw
raw
saw
straw
yawn
bloom
broom
chew
crew
moon

Review words

dog
cat
house
brown
bird

Prerequisites

Words with OU and OW

Reviews

Short E O and U CVC Words, Short A CVC Words, Words with OU and OW, Words with ER IR and UR

Teacher Note

Have the learner notice the broad aw sound and the related oo or ew vowel spellings. Ask for a slow blend followed by a smooth reread. Listen for the learner selecting the practiced vowel sound while reading the whole word.

Practice sentences

The hawk has a claw.
The fawn is on the lawn.
I can draw a paw.
The dog can crawl.
The cat can yawn.
The straw is on the lawn.
I saw the dawn.
The awning is over the lawn.
I can haul the straw.
The moon is over the house.
The crew can chew.
The broom is by the awning.

9. Two-Syllable Words

Difficulty 53 lessons

Split longer words into two readable syllables.
Recognize closed, open, and compound word structures.
Blend syllables back together into a smooth whole word.

Two Closed Syllables

Level 5

Select a learner to track progress.

Focus: two syllable closed

Target patterns

closed syllable, VC/CV

Target words

basket
button
cactus
campus
dentist
fabric
happen
helmet
insect
jacket
kitten
magnet
mitten
muffin
napkin
picnic
plastic
pocket
pumpkin
rabbit

Review words

moon
house
horse
park
broom

Prerequisites

Words with AW AU OO and EW

Reviews

Words with AW AU OO and EW, Words with OU and OW, Words with OR, Words with AR

Teacher Note

Have the learner notice the consonant boundary that separates two closed syllables. Ask for a slow blend followed by a smooth reread. Listen for each syllable being read before the learner blends the complete word.

Practice sentences

The rabbit is in the basket.
The kitten is on the napkin.
I can see the picnic.
The magnet is on the helmet.
The dentist has a jacket.
The muffin is in the pocket.
The pumpkin is by the cactus.
The insect is on the plastic.
The mitten is in the pocket.
The button is on the fabric.

Open and Closed Syllables

Level 5

Select a learner to track progress.

Focus: two syllable open closed

Target patterns

open syllable, closed syllable

Target words

baby
basic
cozy
even
hotel
label
lady
local
moment
music
navy
paper
pilot
pony
pupil
raven
robot
silent
tiger
zebra

Review words

map
moon
rabbit
jacket
read

Prerequisites

Two Closed Syllables

Reviews

Short A CVC Words, Words with AW AU OO and EW, Two Closed Syllables, Long E with EE and EA

Teacher Note

Have the learner notice an open syllable ending in a long vowel before a closed syllable. Ask for a slow blend followed by a smooth reread. Listen for the syllables staying distinct before they are blended together.

Practice sentences

The robot is in the hotel.
The pilot has a map.
The tiger is by the zebra.
I can read the paper.
The music is at the hotel.
The pupil can label the paper.
The baby is cozy.
The lady has a navy jacket.
The pony is by the local hotel.
The raven is silent.

Two-Syllable Compound Words

Level 5

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Focus: two syllable compounds

Target patterns

compound word

Target words

backpack
bathtub
bedroom
campfire
catfish
cobweb
cupcake
doghouse
football
haircut
hilltop
mailbox
pancake
playground
popcorn
rainbow
sailboat
sandbox
seashell
snowman
starfish
sunset
toothbrush

Review words

cake
boat
rain
house
dog

Prerequisites

Open and Closed Syllables

Reviews

Long A with Magic E, Long O and I Vowel Teams, Long A with AI and AY, Words with OU and OW, Short E O and U CVC Words

Teacher Note

Have the learner notice the two familiar base words inside each compound word. Ask for a slow blend followed by a smooth reread. Listen for a brief syllable break followed by smooth whole-word reading.

Practice sentences

The catfish is in the bathtub.
The doghouse is by the sandbox.
I can see a rainbow at sunset.
The cupcake is in the backpack.
The sailboat is by the seashell.
The snowman is on the hilltop.
The toothbrush is by the bathtub.
The football is on the playground.
The popcorn is in the bedroom.
The mailbox is by the doghouse.
The pancake is by the cupcake.
The starfish is by the seashell.

10. Review and Connected Text

Difficulty 53 lessons

Choose the correct vowel or consonant pattern in mixed review.
Read longer sentences with previously taught word types.
Move from isolated decoding to a short sequence of connected ideas.

Short Vowel and Magic-E Contrast

Level 5

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Focus: review short magic e

Target patterns

CVC, a e, i e, o e, u e

Target words

bit
bite
cap
cape
cub
cube
cut
cute
hop
hope
kit
kite
mad
made
not
note
rid
ride
tap
tape

Review words

cat
cake
dog
map
sun

Prerequisites

Two-Syllable Compound Words

Reviews

Short A CVC Words, Long A with Magic E, Short E O and U CVC Words

Teacher Note

Have the learner notice the final e that changes a short-vowel word into a long-vowel word. Ask for a slow blend followed by a smooth reread. Listen for the learner checking the ending before choosing the vowel sound.

Practice sentences

The cub is by the cube.
The cute cub can hop.
I can tap the tape.
The cap is by the cape.
The kit has a kite.
The note is on the cape.
I hope the cub can ride.
The mad cat made a cake.
The dog is not mad.
I can cut the tape.

Mixed Digraph and Blend Review

Level 5

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Focus: review digraphs blends

Target patterns

sh, ch, th, wh, initial blends, final blends

Target words

bench
brush
camp
chat
chick
clap
crab
fish
flag
jump
match
shell
ship
shop
stick
thick
thin
thorn
thumb
whale
wheel
white
storm
trap

Review words

dog
cat
tree
boat
tap

Prerequisites

Short Vowel and Magic-E Contrast

Reviews

Short E O and U CVC Words, Short A CVC Words, Long E with EE and EA, Long O and I Vowel Teams

Teacher Note

Have the learner notice whether adjacent consonants form one digraph sound or retain both blend sounds. Ask for a slow blend followed by a smooth reread. Listen for accurate sound handling before the learner increases reading speed.

Practice sentences

The chick is by the bench.
The crab is by the shell.
I can brush the white dog.
The fish is by the ship.
The thick stick is in the camp.
I can clap at the match.
The flag is by the shop.
The thin thorn is by the wheel.
I can tap with my thumb.
The white whale is by the boat.

A Simple Connected Reading

Level 5

Select a learner to track progress.

Focus: connected text transition

Target patterns

mixed review, connected text

Target words

bird
boat
camp
creek
cross
find
frog
help
home
light
look
lunch
map
night
pack
rain
rest
safe
smile
stone
tent
trail
tree
walk

Review words

dog
girl
boy
cloud
moon
park
house
horse

Prerequisites

Mixed Digraph and Blend Review

Reviews

Short E O and U CVC Words, Words with ER IR and UR, Words with OI and OY, Words with OU and OW, Words with AW AU OO and EW, Words with AR, Words with OR

Teacher Note

Have the learner notice how familiar phonics patterns support meaning across connected sentences. Ask for a slow blend followed by a smooth reread. Listen for steady phrasing, accurate decoding, and a brief pause at each period.

Practice sentences

We pack a map and lunch.
The girl and the boy walk to camp.
The dog is with them.
The trail is by the creek.
We see a frog on a stone.
A bird is in the tree.
A cloud is over the creek.
The rain is on the trail.
We find a boat by the creek.
We help the dog cross.
Then we rest by the tree.
At night, we light the tent.
The moon is over the camp.
We look at the map.
The boy and girl smile.
We walk home safe.